NeoEdu
Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 1. My new school

Giáo án Project

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • use the unit vocabulary (subject, uniform, classmate, compass, calculator, boarding school, playground, creative) to describe a dream school.
    • describe the location, school type, rooms and clubs of a dream school in the present simple tense.
    • explain their choices and check and correct their own spelling and mistakes from the context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own dream-school outline, check their spelling and correct their mistakes by reading the whole context.
  • Communication and collaboration: Ss work in groups with assigned roles (drawer, writer, checker, presenter), give a specific compliment and a polite suggestion to a partner.
  • Problem-solving and creativity: Ss design an original dream school, choose a suitable location and school type, and explain why each main feature helps pupils learn.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a model text, write a short description of their dream school, present it in 1–2 minutes and answer a partner's question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the unit vocabulary correctly, and use There is / There are, It has, We grow and I like in present simple sentences.

3. Personal qualities

  • Responsibility: Ss finish the drawing and the written plan on time, and clearly label all required parts (location, school type, rooms, clubs).
  • Honesty: Ss mark clearly which details are imagined and which come from a real source, and do not present an imagined school as a real one.
  • Kindness: Ss give respectful, specific compliments and polite suggestions to their partners.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board showing the pictures of different schools, the vocabulary list, the model text and the success criteria
  • Rubric for the project, with scores: content and details (0.75), reasons (0.5), language and pronunciation (0.5), answering questions (0.25)
  • Answer key for exercises 1–4 and the scoring guide for exercises 5–8
  • NeoEdu online lesson page for the unit project, with interactive exercises: neoedu.vn/learn/6/english/unit-1-project

2. Students

  • Worksheet 1 (project planning sheet), one copy per student
  • A sheet of A4 or poster paper, coloured pens or pencils, a ruler and an eraser
  • Notebook and pen to write the vocabulary list and the model text notes

III. Procedures

Activity 1: Warm-up · 10 minutes

Warm-up: Guess the dream school

a) Aims

Ss recall school-related vocabulary and activate their own ideas about a dream school.

b) Content

T shows three pictures: a boarding school, a school in the countryside with a big garden, and a school with a large playground. Ss guess the type of each school and say what they can see. Then Ss answer the questions: Where is your dream school? What do you want to have in it?

c) Expected outcomes

Ss name at least three features of their dream school, for example: 'My dream school is in the countryside. It has a big playground and a library.' Typical answers: a library, a garden, a playground, a computer room, a music club.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'My Dream School' on the board and asks: Look at the pictures. Which school is a boarding school? Which school do you want to study in? Then tell your partner one thing you want in your dream school.

    Students

    Ss look at the pictures and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T walks around, helps Ss with words they need and gives 2 minutes for pair talk.

    Students

    Ss work in pairs and discuss the questions, using words such as playground, library, garden and classroom.

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs and asks: Is your dream school in the city or in the countryside?

    Students

    Ss answer, for example: 'I want a school in the countryside with a big garden.' Other Ss give their own ideas.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good ideas and introduces the task: 'Today we will design our own dream school and present it in 1–2 minutes.'

    Students

    Ss listen and write the title of the project in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Key vocabulary: school subjects, facilities and clubs

a) Aims

Ss pronounce and understand the eight key words of the project and use them in short sentences.

b) Content

T presents 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). T models pronunciation, then Ss repeat in chorus and individually. In pairs, Ss match each word with its meaning card, then make one sentence with each word that is true for their own school or dream school. Example sentences: 'Maths is my favourite subject.' 'We wear a school uniform.'

c) Expected outcomes

Ss complete a vocabulary list with the meaning (in Vietnamese) and one example sentence for each word, for example: subject (môn học) – 'English is my favourite subject.' calculator (máy tính) – 'I use a calculator in maths class.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the eight words with pictures or meaning cards and says: Listen and repeat. Then match each word with its meaning.

    Students

    Ss listen carefully to T's model pronunciation.

  2. Teacher

    Step 2: Task performance

    T leads choral and individual repetition, then monitors pairs who match the words and write sentences.

    Students

    Ss repeat the words, match them in pairs and write one example sentence for each word in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T asks: Which word is about a place? (playground, boarding school) Which word is a person? (classmate)

    Students

    Ss answer: 'Playground is a place.' 'Classmate is a person.' Some Ss read their sentences aloud.

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects pronunciation and spelling errors on the board and summarises the meaning of each word.

    Students

    Ss correct their vocabulary list and keep it for the project.

Activity 2.2: Knowledge formation · 15 minutes

Model text and success criteria

a) Aims

Ss identify the content features of a good dream-school description and the success criteria of the project.

b) Content

T shows the model text: 'My dream school is a small day school in the countryside. It has bright classrooms, a library and a garden for science lessons. We grow vegetables in the gardening club. There is a clear path between the rooms. I like this plan because we can learn indoors and outdoors.' T asks questions: Where is the dream school? What type of school is it? What rooms does it have? Which club is there? Why does the writer like the plan? Then T shows the success criteria: complete content, information from a source or clearly marked as imagined, own language, clear presentation. Ss check the grammar: It has..., There is..., We grow..., I like...

c) Expected outcomes

Ss write in their notebooks:

  • Location: In the countryside.
  • School type: A small day school.
  • Rooms and facilities: bright classrooms, a library, a garden for science lessons.
  • Club: gardening club (We grow vegetables).
  • Reason: We can learn indoors and outdoors.
  • Success criteria: complete content; source or 'imagined' stated; own language; clear presentation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the model text and asks Ss to read it silently, then underline the location, school type, rooms, club and reason.

    Students

    Ss read the model text silently and underline the key information.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to answer the questions: Where is the dream school? What type of school is it? Why does the writer like the plan?

    Students

    Ss discuss and answer: 'It is in the countryside.' 'It is a small day school.' 'Because we can learn indoors and outdoors.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers and then shows the success criteria. T asks: Is the model text your own language? Did the writer mark imagined details?

    Students

    Ss answer: 'Yes, the model text is a sample, we must write our own text.' 'The writer's school is imagined.'

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights that the project needs a complete description, a clear reason, and an honest statement about imagined details. T reminds Ss not to copy the model word for word.

    Students

    Ss write the key features and success criteria in their notebooks.

Activity 3: Practice · 20 minutes

Exercises 1–4: Choose, match, order and check

a) Aims

Ss understand the project task, the details, the stages and the criteria before they create the product.

b) Content

Ss do exercises 1–4 in pairs, using the online interactive exercises on NeoEdu (neoedu.vn/learn/6/english/unit-1-project) if available.

  1. Which product fulfils this unit's project task? A. A dream-school drawing labelled with a location, school type, rooms and clubs. B. A timetable for lessons at your real school. C. A photograph of your school with only its name.
  2. Match each project detail to the correct category: Location; School type; Learning space. Details: A garden for science lessons; In the countryside; A day school, not a boarding school.
  3. Arrange these stages for this project: Present the drawing and answer questions; Write why each main feature helps pupils learn; Choose a location and type of dream school; Draw rooms and label the clubs and facilities.
  4. Check the project-specific success and safety criteria: a) The drawing should show where pupils learn. b) A club needs a name and an activity. c) A dream school must be described as an existing real school.

c) Expected outcomes

Answers:

  1. A. A dream-school drawing labelled with a location, school type, rooms and clubs. (B and C lack the core content of the task.)
  2. Location – In the countryside; School type – A day school, not a boarding school; Learning space – A garden for science lessons.
    1. Choose a location and type of dream school; 2. Draw rooms and label the clubs and facilities; 3. Write why each main feature helps pupils learn; 4. Present the drawing and answer questions.
  4. a) True; b) True; c) False. The project asks Ss to design an imagined dream school, so it does not have to be an existing real school. Any real information must be cited.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Work in pairs. Read exercise 1 and choose the best answer. Then do exercises 2–4 together.

    Students

    Ss read the exercises and check the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors and helps pairs who are stuck, asking guiding questions: Which product has a location, a school type, rooms and clubs?

    Students

    Ss discuss and complete the exercises. Ss may answer: 'Answer A is correct because it has a location, school type, rooms and clubs.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give answers for each exercise and asks other pairs to agree or disagree.

    Students

    Ss report answers, for example: 'Exercise 4c is false because the dream school is imagined.' Other pairs give comments.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key, explains the answer for exercise 4c and reminds Ss to check the project stages before drawing.

    Students

    Ss compare their answers with the key and correct their mistakes.

Activity 4: Application · 35 minutes

Create and present your dream school

a) Aims

Ss create their own dream-school drawing and short description, present it, and give feedback to a partner.

b) Content

Ss work in groups of four with assigned roles: drawer, writer, checker and presenter. Each group uses Worksheet 1 (project planning sheet) to plan the dream school. Ss draw the school and label the location, school type, rooms and clubs, then write a short description of 5–6 sentences. The checker corrects spelling. Then Ss rehearse the 1–2 minute presentation in pairs. Each pair presents to another pair, and the listener asks one question and gives one compliment and one suggestion.
Worksheet 1: Project planning sheet

  • Name of the dream school: ...
  • Location: ...
  • School type (day school or boarding school): ...
  • Rooms and learning spaces (at least three): ...
  • Clubs (at least two, with an activity): ...
  • Reason: Write why each main feature helps pupils learn.
  • Source check: Tick one: 'This is imagined' / 'Information from a real source: ...'
  • Spelling check: Checked by: ...

c) Expected outcomes

Each student produces:

  • A labelled drawing of the dream school with location, school type, rooms and clubs.
  • A description of 5–6 sentences in present simple, for example: 'My dream school is a small day school in the countryside. It has bright classrooms, a library and a garden for science lessons. We grow vegetables in the gardening club. There is a clear path between the rooms. I like this plan because we can learn indoors and outdoors.' (Students may use their own ideas; the model is only a guide.)
  • A 1–2 minute oral presentation, with a question and answer from a partner.
  • A partner feedback note with one specific compliment, for example: 'I like the way you explained the location.' and one suggestion, for example: 'Could you make the school type clearer?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and the rubric, and says: Work in groups of four. Each person has one role. Draw your dream school, write the description, check the spelling, then prepare your 1–2 minute presentation.

    Students

    Ss form groups, assign roles and read the success criteria.

  2. Teacher

    Step 2: Task performance

    T walks around, checks drawings and descriptions, and reminds Ss to mark imagined details and use There is / There are correctly.

    Students

    Ss draw, write and check spelling in their groups. Ss practise the presentation in pairs. Ss may ask: 'Is there or are there for many classrooms?' Answer: 'There are many classrooms.'

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to present to another pair and reminds the listeners to give one compliment and one suggestion. T invites three volunteers to present to the whole class.

    Students

    Ss present, answer questions and give feedback to their partners, for example: 'I like your library. Could you say where the garden is?'

  4. Teacher

    Step 4: Conclusion and assessment

    T scores the products and presentations using the rubric, gives general feedback, highlights good sentences and corrects common errors on the board. T reminds Ss to keep their work.

    Students

    Ss listen to the feedback, correct their mistakes and write one improvement in their notebooks.

Worksheets

Worksheet 1: Project planning sheet

Used in the application activity: Create and present your dream school.

  • Name of the dream school: ...
  • Location: ...
  • School type (a day school or a boarding school): ...
  • Rooms and learning spaces (at least three): ...
  • Clubs (at least two, with an activity for each): ...
  • Reason: Write why each main feature helps pupils learn.
  • Source check: Tick one. This is imagined. / Information from a real source: ...
  • Spelling check, checked by: ...
  • Presentation plan (1–2 minutes): ...

Homework

  • Finish your dream-school drawing and write your description in 5–6 sentences in present simple.
  • Check your spelling with a classmate and mark clearly which details are imagined.
  • Practise your 1–2 minute presentation at home and record yourself, then listen and find one part to improve.
  • Review the unit vocabulary: subject, uniform, classmate, compass, calculator, boarding school, playground, creative.

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