Tiếng AnhLớp 6Unit 1. My new school

Giáo án A Closer Look 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: recognise and use the eight topic words (subject, uniform, classmate, compass, calculator, boarding school, playground, creative) in context.
By the end of the lesson, Ss will be able to: use the collocations play, do, have and study correctly with school subjects and activities.
By the end of the lesson, Ss will be able to: pronounce and distinguish the sounds /ɑː/ and /ʌ/ in single words and sentences.

2. Competences

a) General competences

Self-control and independent learning: Ss work alone to match words, choose answers and record their own pronunciation, then compare their recordings with the model and check their own answers.
Communication and collaboration: Ss work in pairs to ask and answer about school subjects and activities, and share sentences with classmates during pair work and whole-class feedback.
Problem-solving and creativity: Ss work out the meaning of new words from context and choose the correct collocation, then create original sentences about their own school.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to words and choose the correct one, read aloud and say sentences with topic words, and write two original sentences about school.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic vocabulary, the collocations play / do / have / study (e.g. do homework, not play homework), and the sounds /ɑː/ and /ʌ/ correctly.

3. Personal qualities

Diligence: Ss complete all practice tasks and record and repeat each pronunciation word several times until they sound close to the model.
Responsibility: Ss check their own answers against the key, correct their mistakes, and take charge of their homework task of writing sentences and recording their reading.
Honesty: Ss assess their own pronunciation recordings truthfully and say when they are not sure of an answer instead of guessing.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 6 (Global Success), Unit 1, A Closer Look 1, audio tracks for exercises 1, 2 and 8
Projector or interactive whiteboard, speakers
Picture cards or pictures of a classroom, a uniform, a compass, a calculator, a playground and a boarding school (for warm-up)
NeoEdu learning page with lesson explanation, examples and interactive exercises: neoedu.vn/learn/6/english/unit-1-a-closer-look-1
Worksheet 1 (printed, one per pair), timer

2. Students

Textbook, notebook, pen, pencil, eraser
Smartphone or recording device (optional) for recording pronunciation
Small whiteboard and marker (optional) for quick answers

III. Procedures

Activity 1: Warm-up · 4 minutes

What is in your new school?

a) Aims

Ss activate prior knowledge about school and get ready to learn the topic words of the unit My new school.

b) Content

T shows picture cards of a classroom, a uniform, a compass, a calculator, a playground and a boarding school. Ss look at the pictures and name the things they see and the things they have at school, e.g. 'We have a compass in maths.'

c) Expected outcomes

Ss name at least five school items or places in English, e.g. uniform, compass, calculator, playground, classmate, subject. Ss can explain in one simple sentence where they use one of these things.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T greets the class and shows the first picture card. T asks: 'What can you see in this picture?' and 'What do you have at school?'
Students
Ss listen to the question and look at the picture carefully.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think, then asks them to work in pairs and name as many school things as they can from the pictures.
Students
Ss work in pairs and call out words, e.g. 'uniform', 'calculator', 'playground', 'classmate'. Expected answer: 'We wear a uniform at school.'
Teacher
Step 3: Report and discussion
T asks a few pairs to report. T writes the words on the board and asks: 'Which word is about a place?' Expected answer: 'Playground / boarding school.'
Students
Ss report their words to the class and answer the question. Expected answer: 'Playground' and 'boarding school' are places; 'uniform', 'compass' and 'calculator' are things.
Teacher
Step 4: Conclusion and assessment
T praises the answers and says: 'Today we will learn eight new words about school and how to use them.' T writes the title of the lesson on the board.
Students
Ss copy the title into their notebook and get ready for the new words.

Activity 2.1: Knowledge formation · 10 minutes

Topic vocabulary in context

a) Aims

Ss recognise the meaning, pronunciation and use of eight topic words in a meaningful context, and avoid learning words out of context.

b) Content

Ss learn the words: subject (môn học), uniform (đồng phục), classmate (bạn cùng lớp), compass (com-pa), calculator (máy tính), boarding school (trường nội trú), playground (sân chơi), creative (sáng tạo). Ss also learn two extra topic phrases: play chess (chơi cờ vua) and do homework (làm bài tập về nhà). T asks: 'Which word goes with a maths lesson?' Expected answer: 'subject'. 'Which word is a place for playing and running?' Expected answer: 'playground'. Ss make one example sentence with a real person, place or object each, e.g. 'My classmate Lan wears a new uniform.'

c) Expected outcomes

Ss can match each word with its meaning and say one example sentence. Key knowledge: subject = môn học; uniform = đồng phục; classmate = bạn cùng lớp; compass = com-pa; calculator = máy tính; boarding school = trường nội trú; playground = sân chơi; creative = sáng tạo. Example: 'My classmate Lan wears a blue uniform.' 'We use a compass in maths.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the eight words on the projector, one by one. T models the pronunciation and asks Ss to repeat in chorus and then individually. T asks: 'Which word is a place?' and 'Which word can describe a person who has new ideas?' Expected answers: 'boarding school / playground' and 'creative'.
Students
Ss listen, repeat chorally and individually, then answer the two questions.
Teacher
Step 2: Task performance
T asks Ss to work in pairs (Think-Pair-Share). Each pair matches the words to the meanings in the textbook, then makes one example sentence with a real person, place or object. T walks around and checks.
Students
Ss work in pairs, discuss the meaning in context and write one sentence in their notebook, e.g. 'We have a boarding school near our town.' 'Nam is creative in art class.'
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read their sentences aloud. T checks the meaning and the grammar and corrects the word order if needed.
Students
Ss read their sentences aloud. Other Ss listen and say 'Yes, that is correct' or 'Check the meaning of the word again'.
Teacher
Step 4: Conclusion and assessment
T confirms the meaning of each word and reminds Ss: 'Do not learn a word alone. Learn it with a sentence, a person or a place.' T writes the eight words with meanings on the board.
Students
Ss copy the words and meanings into their notebook and check their own sentences.

Activity 2.2: Knowledge formation · 7 minutes

Word combinations with play, do, have and study

a) Aims

Ss learn the common combinations of play, do, have and study with school subjects and activities, and avoid wrong combinations.

b) Content

T writes four verbs on the board: play, do, have, study. Ss look at the combinations in the textbook: play football / chess; do homework / karate; have lunch / an English lesson; study maths / science. T asks: 'Which verb goes with homework?' Expected answer: 'do'. 'Can we say play homework?' Expected answer: 'No, we cannot. We say do homework.' T gives examples: 'We do homework after class.' and 'Lan studies science on Mondays.'

c) Expected outcomes

Ss can complete combinations correctly: play football, play chess, do homework, do karate, have lunch, have an English lesson, study maths, study science. Key rule: play homework is not correct. Ss can say: 'We do homework after class.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four verbs on the board and asks: 'Which verb is used with sports and games?' Expected answer: 'play'. T asks Ss to look at the examples in the textbook.
Students
Ss read the combinations in the textbook and answer the question. Expected answer: 'play'.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and put the words into the right combinations: football / chess / homework / karate / lunch / an English lesson / maths / science. T monitors and helps pairs who are not sure.
Students
Ss work in pairs, discuss the combinations and write them in their notebook, e.g. 'have lunch', 'study science'.
Teacher
Step 3: Report and discussion
T calls on a pair to read the combinations and asks the class: 'Is play homework correct?' Expected answer: 'No, we say do homework.'
Students
Ss read the combinations aloud and answer 'No, we say do homework.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'Play is for games and sports; do is for homework and karate; have is for meals and lessons; study is for school subjects.' T asks Ss to remember the pattern.
Students
Ss note the four patterns in their notebook and repeat the examples.

Activity 2.3: Knowledge formation · 6 minutes

Listening and pronouncing /ɑː/ and /ʌ/

a) Aims

Ss distinguish the sounds /ɑː/ and /ʌ/ in words and pronounce them correctly by comparing their own recording with the model.

b) Content

Group A: art, park, smart (sound /ɑː/: open the mouth wide and make the sound longer). Group B: lunch, subject, study (sound /ʌ/: short and relaxed). T plays the audio, Ss listen and repeat each word, then record their voice and compare it with the model. T notes: the model is British English; American recordings of 'class' may sound different, and variations are accepted.

c) Expected outcomes

Ss can say each word from Group A with the long sound /ɑː/ and each word from Group B with the short sound /ʌ/. Ss can explain the difference: /ɑː/ is long with the mouth wide open; /ʌ/ is short and relaxed. Ss do not guess the sound from the spelling of the letter a or u.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes two columns on the board: Group A (art, park, smart) and Group B (lunch, subject, study). T says: 'Listen carefully. Which group has the long sound?' Expected answer: 'Group A.'
Students
Ss look at the two groups and listen to the teacher's model. Ss answer: 'Group A has the long sound.'
Teacher
Step 2: Task performance
T plays the audio word by word. T pauses after each word and asks Ss to repeat. T shows the mouth position for /ɑː/ (wide open) and /ʌ/ (short, relaxed). Ss record each word with their device and then listen to their recording and compare it with the model.
Students
Ss repeat each word, look at the mouth position, record their voice, then listen again and decide if their sound is long or short. Ss may self-correct.
Teacher
Step 3: Report and discussion
T calls on 3 to 4 Ss to say one word from each group. T asks: 'Is the vowel in art the same as the vowel in lunch?' Expected answer: 'No, art has the long /ɑː/ and lunch has the short /ʌ/.'
Students
Ss say the words aloud and answer the question: 'No, art has the long sound and lunch has the short sound.'
Teacher
Step 4: Conclusion and assessment
T confirms the difference between /ɑː/ and /ʌ/ and reminds Ss: 'Do not guess the sound from the letter. Listen and repeat.' T praises clear pronunciation and encourages Ss to keep practising at home.
Students
Ss write the two sounds with example words in their notebook and repeat the words once more.

Activity 3: Practice · 10 minutes

Exercises 1 to 6

a) Aims

Ss apply the vocabulary, the sounds and the meanings from the lesson to complete exercises 1 to 6 in the textbook.

b) Content

Exercise 1: Listen. Which word do you hear? A. lunch; B. subject; C. art. Exercise 2: Listen. Which word do you hear? A. smart; B. subject; C. park. Exercise 3: Match the topic words to their meanings: compass, calculator, boarding school, playground. Exercise 4: Which word means 'môn học'? A. subject; B. uniform; C. classmate. Exercise 5: Choose from the word bank and complete the word from its Vietnamese meaning: sân chơi = ____ (playground). Exercise 6: Choose the correct meaning of 'creative': A. trường nội trú; B. máy tính; C. sáng tạo.

c) Expected outcomes

Answer key: 1 – C (art); 2 – B (subject); 3 – compass: com-pa; calculator: máy tính; boarding school: trường nội trú; playground: sân chơi; 4 – A (subject); 5 – playground; 6 – C (sáng tạo). Ss check their answers and write any wrong answer correctly in their notebook.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Now you will do exercises 1 to 6 in your textbook. You have 10 minutes. Exercises 1 and 2 are listening; you will hear each question twice.' T writes the answer format on the board.
Students
Ss open the textbook at page for A Closer Look 1 and read the instructions.
Teacher
Step 2: Task performance
T plays the audio for exercises 1 and 2. T gives Ss time to choose and then asks them to do exercises 3 to 6 individually. T monitors and helps Ss who need support.
Students
Ss listen and choose the answers for exercises 1 and 2 (C, B). Ss match words for exercise 3 and choose answers for exercises 4 to 6 (A, C, playground).
Teacher
Step 3: Report and discussion
T asks Ss to check answers in pairs, then calls on individuals to give the answers. T writes the answer key on the board and asks: 'Why is the answer to exercise 6 creative?' Expected answer: 'Because creative means sáng tạo.'
Students
Ss compare their answers with a partner, then report: '1 C, 2 B, 3 compass – com-pa..., 4 A, 5 playground, 6 C.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and explains any wrong answer. T reminds Ss: 'Check the meaning in context, not by the shape of the word.'
Students
Ss correct any wrong answer in their notebook and note the reason.

Activity 4: Application · 8 minutes

Write and say about my new school

a) Aims

Ss use the topic words and the sounds from the lesson to write two original sentences and say a sentence aloud to talk about their new school.

b) Content

Exercise 7: Write two original sentences using two different words from this lesson. Exercise 8: Read these words aloud: art, park, smart, lunch, subject, study. Then use one word in a sentence. Personal task: Describe your new school to a partner using at least three topic words, e.g. 'My new school has a big playground. I study maths and science. My classmate is creative.'

c) Expected outcomes

Sample answers: 'My classmate wears a blue uniform.' 'We use a compass in maths.' Ss read the six words with clear sounds and say one sentence with a chosen word, e.g. 'I study science on Monday.' Rubric for exercise 7: 1 point for each sentence with correct meaning and grammar (2 points). Rubric for exercise 8: 1 point for the target sound and clear ending sound; 1 point for stress/rhythm and a meaningful sentence (2 points). Teacher listens and gives feedback; pronunciation is not auto-graded.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the two tasks: 'First, write two sentences with two different topic words. Then read six words aloud and use one in a sentence. Finally, tell a partner about your new school.' T shows the rubric on the board.
Students
Ss read the instructions and ask questions if they are not sure.
Teacher
Step 2: Task performance
T gives Ss 4 minutes to write two sentences. Then T asks Ss to read the six words in pairs and use one in a sentence. T listens and helps with pronunciation, using the mouth position for /ɑː/ and /ʌ/.
Students
Ss write sentences, e.g. 'We use a calculator in maths.' Ss read the words aloud, e.g. 'art, park, smart...', and say a sentence such as 'I study science on Monday.'
Teacher
Step 3: Report and discussion
T calls on 3 Ss to read their sentences and say their sentence aloud. T gives feedback on meaning, grammar and sound.
Students
Ss read their sentences and say them aloud. Other Ss listen and comment: 'Your sentence is correct' or 'Check the sound of the word study.'
Teacher
Step 4: Conclusion and assessment
T praises effort and summarises the key points: topic words, collocations (do homework, not play homework) and the two sounds /ɑː/ and /ʌ/. T gives the homework task.
Students
Ss note the key points and the homework task in their notebook.

Worksheets

Worksheet 1: Topic words and collocations

Part A. Match each word to its meaning.

subject / uniform / classmate / compass / calculator / boarding school / playground / creative
Meanings (shuffled): trường nội trú; sân chơi; môn học; sáng tạo; đồng phục; bạn cùng lớp; com-pa; máy tính

Part B. Complete the combinations with play, do, have or study.

____ football / chess
____ homework / karate
____ lunch / an English lesson
____ maths / science

Part C. Write one correct sentence with a word from Part A.

My ____ ...

Part D. Circle the sound in each word: /ɑː/ or /ʌ/.

art / lunch / park / study / smart / subject

Homework

Write five sentences about your new school using the topic words: subject, uniform, classmate, compass, calculator, boarding school, playground, creative.
Write one correct sentence for each combination: play football, do homework, have lunch, study science.
Record yourself reading these words: art, park, smart, lunch, subject, study. Listen to your recording and check the long sound /ɑː/ and the short sound /ʌ/. Repeat until your sounds are clear.
Check the NeoEdu learning page neoedu.vn/learn/6/english/unit-1-a-closer-look-1 and do the interactive exercises for A Closer Look 1. Write down the words you still find difficult.

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