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

Giáo án Skills 2

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:
  • Identify the speaker and the topic of a listening text by listening once for purpose
  • Note down key words about people, places, time and actions to answer detailed questions
  • Plan and write a paragraph of 40–50 words about their own school, including its name, location, facilities and one reason they like it
  • Revise their paragraph for complete ideas, consistent pronouns, correct verb forms and clear time or place expressions

2. Competences

a) General competences

  • Self-control and independent learning: Ss listen to the recording by themselves, plan their writing from their own keywords and revise their paragraph with a checklist.
  • Communication and collaboration: Ss compare their listening notes in pairs, share their ideas in groups and give peer feedback on each other's paragraphs.
  • Problem-solving and creativity: Ss use details from their own school to solve the writing task and find and correct their own mistakes.

b) Specific competences

  • Communicative competence in English through listening and writing: Ss catch specific information from a listening text and write a 40–50-word paragraph about their own school.
  • Language knowledge: Ss use school vocabulary (subject, uniform, classmate, compass, calculator, boarding school, playground, creative), the present simple (is, has, like, usually read) and prepositions of place and time (near, in, after, on, at).

3. Personal qualities

  • Diligence: Ss listen again until they catch the key words and finish their paragraph within the given time.
  • Honesty: Ss write about their own school with their own details and do not copy the model paragraph or the listening script.
  • Responsibility: Ss check their work against the checklist and accept peer and teacher feedback to improve their writing.

II. Teaching aids and materials

1. Teacher

  • Audio track of the Skills 2 listening exercise (play button in the textbook)
  • Projector and slides with the eight vocabulary items and the model paragraph (for structure analysis only)
  • NeoEdu lesson page for interactive listening and writing practice: neoedu.vn/learn/6/english/unit-1-skills-2
  • Worksheet 1 and Worksheet 2 printed for each student
  • Board, markers and a timer
  • Word cards with the eight vocabulary items

2. Students

  • Student's book Global Success 6, Unit 1: My new school
  • Notebook, pen, pencil and coloured pencils for underlining
  • Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up · 8 minutes

Brainstorm: What is your school like?

a) Aims

Ss activate school vocabulary and get ready for the listening and writing tasks of the lesson.

b) Content

Ss work in groups of four to brainstorm words about school using the eight vocabulary items: subject, uniform, classmate, compass (com-pa), calculator, boarding school (trường nội trú), playground, creative. Each group makes one sentence about their own school with a new word.

c) Expected outcomes

A word web on the board with at least eight words. Each group gives one sentence, for example: 'My school has a big playground.' or 'My classmates are creative.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Today we will listen for specific information and write about our school. Look at the eight words on the board. Which words do you know? Which words describe your school?' T shows the word cards and models the pronunciation of 'boarding school' /ˈbɔːdɪŋ skuːl/ and 'playground' /ˈpleɪɡraʊnd/.

    Students

    Ss listen, repeat the words chorally and then individually.

  2. Teacher

    Step 2: Task performance

    T gives each group a piece of paper and two minutes to brainstorm. T walks around and helps groups with pronunciation and meaning.

    Students

    Ss discuss in groups, write words on the paper and make one sentence about their school. Likely answer: 'Our school has a big playground and a library.'

  3. Teacher

    Step 3: Report and discussion

    T invites one representative from each group to stick the word cards on the board and read the sentence aloud.

    Students

    Representatives read their sentences. Other groups listen and say whether the sentence is correct. Likely answer: 'Yes, our school has a playground too.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the groups and says: 'Today we will listen to a student talking about her school and then write our own paragraph.' T writes the lesson aim on the board.

    Students

    Ss copy the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Listen with a purpose

a) Aims

Ss identify the speaker and the topic of a listening text, then note key words about people, places, time and actions.

b) Content

Task 1: Ss listen once to identify the speaker and the topic. Ss do not read the answers before listening.
Task 2: Ss listen again and complete Worksheet 1 with key words (not full sentences) about people, places, time and actions.
Pronunciation: T models the key words 'classrooms', 'science room', 'notebook', 'club' and Ss repeat in chorus.
Ss use Worksheet 1 to note key words.

c) Expected outcomes

Speaker and topic: the speaker is Khoa; the topic is My new school.
Key words in the notes:

  • People: Khoa; Yen (friend who helps him water the plants)
  • Places: twelve classrooms; the science room (favourite place); the science club
  • Time: Tuesday and Friday (science); Thursday at four (club starts)
  • Actions: take a notebook to the club; water the plants

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen once. Who is speaking? What is the topic?' T plays the audio once and writes the questions on the board. T reminds Ss not to look at the questions in the book yet.

    Students

    Ss listen and answer quietly in their notebooks. Likely answer: 'The speaker is Khoa. The topic is My new school.'

  2. Teacher

    Step 2: Task performance

    T says: 'Listen again. Write key words about people, places, time and actions in Worksheet 1. Write words, not full sentences.' T plays the audio a second time and pauses if needed.

    Students

    Ss listen again and write key words in Worksheet 1. Pairs compare their notes and fill in missing words.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Where is Khoa's favourite place?' and 'When does the club start?' T asks two or three pairs to share their notes.

    Students

    Ss answer: 'The science room.' and 'At four on Thursday.' Other pairs add missing key words.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the strategy: 'First listen for the purpose (speaker and topic). Then listen for details and write key words, not full sentences.' T checks pronunciation of the key words again.

    Students

    Ss repeat the key words and copy the listening strategy into their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Write and revise: from keywords to a paragraph

a) Aims

Ss recognise the structure of a 40–50-word paragraph about a school and make a plan with their own keywords.

b) Content

T shows the model paragraph (41 words) on the slide. Ss underline the four required parts: name (Willow School), location (near a river in my town), facilities (bright classrooms, a library and a small playground), reason (the teachers are kind).
Ss check pronouns (it, we, I, our) and verbs (is, have, like, read).
Ss complete the outline in Worksheet 2 with their own school information. Ss do not copy the model sentences.

c) Expected outcomes

A plan with keywords in Worksheet 2:

  • Name: (my school name or an invented name)
  • Location: (where it is)
  • Facilities: (two or three facilities)
  • Reason: (one reason I like it)
    A short checklist: the paragraph has 40–50 words; ideas are complete; pronouns are consistent; verbs are correct; time or place expressions are used.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model paragraph and asks: 'How many words are there?' T says: 'This is a model for structure only. Your paragraph must use your own school.'

    Students

    Ss count the words. Likely answer: '41 words.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to underline the name, location, facilities and reason in the model. T then asks them to write keywords for their own school in Worksheet 2.

    Students

    Pairs underline the four parts in the model. Ss write their own keywords in the outline. Likely answer: 'Name: Sunshine School. Location: in the centre of my town. Facilities: a library, a computer room. Reason: the teachers are friendly.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read their outline aloud and checks the details.

    Students

    Ss read their outlines. Others check whether the four parts are included.

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'A good paragraph has four parts, correct pronouns and correct verb forms. Next, you will turn your keywords into full sentences.'

    Students

    Ss keep the outline for the writing task in Activity 5.

Activity 3: Practice · 22 minutes

Listening for detailed answers

a) Aims

Ss answer six detailed questions by listening for key words and avoiding distractors.

b) Content

Ss read the six questions and options silently and underline the key words (number, favourite, day, notebook, time, plants). Then Ss listen and choose A, B or C for each question. T pauses after each item to check answers with the evidence from the listening.
Distractor note: in question 4, 'a calculator' is mentioned but the speaker says 'not a calculator'.

c) Expected outcomes

Answers with evidence:

  1. How many classrooms are there? Answer: C. Twelve. Evidence: 'My new school has twelve classrooms.'
  2. What is Khoa's favourite place? Answer: B. The science room. Evidence: 'My favourite place is the science room.'
  3. On which days does he have science? Answer: A. Tuesday and Friday. Evidence: 'We have science on Tuesday and Friday.'
  4. What does he usually take to the club? Answer: C. A notebook. Evidence: 'I usually take a notebook, not a calculator, to the science club.'
  5. When does the club start? Answer: B. At four on Thursday. Evidence: 'The club starts at four on Thursday.'
  6. Who helps with the plants? Answer: A. Yen. Evidence: 'My friend Yen helps me water the plants.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the six questions and underline the key words. Do not look at the answers yet.' T writes three key-word tips on the board: favourite, not, starts.

    Students

    Ss read the questions silently and underline key words.

  2. Teacher

    Step 2: Task performance

    T plays the audio twice. T pauses after each question and asks Ss to mark their answers in their books.

    Students

    Ss listen and choose A, B or C. Ss write the key words that helped them.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers and say which words are the evidence. T asks: 'Why is question 4 not a calculator?'

    Students

    Ss answer: 'Number 4 is C, a notebook. The speaker says he takes a notebook, not a calculator.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss: 'Listen for the key word, and be careful with distractors.' T directs Ss to the NeoEdu page for extra listening practice after class.

    Students

    Ss check their answers and correct any mistakes in red.

Activity 4: Application · 25 minutes

Write about your own school and peer review

a) Aims

Ss write a paragraph of 40–50 words about their own school, revise it with a checklist and give peer feedback.

b) Content

Task 7: Ss write a paragraph of 40–50 words about their own school using their outline in Worksheet 2. The paragraph must include a name (real or invented), location, facilities and one reason they like the school. Ss use their own details, not the listening script or the model paragraph.
Task 8: Ss choose one sentence, show it before and after revision, and explain the correction.
Ss swap paragraphs with a partner and check with the checklist.

c) Expected outcomes

A paragraph of 40–50 words about the student's own school, with the four required parts.
Revision example: 'My school have a big library.' → 'My school has a big library.' Explanation: the subject 'my school' is singular, so the present simple verb takes -s.
Scoring guide for teacher (2 points): right genre and all required ideas (0,75); organisation and linking (0,5); vocabulary and grammar that make the meaning clear (0,5); spelling and punctuation (0,25). Teachers mark the paragraphs later; the peer check is for feedback only.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Write a paragraph of 40–50 words about your own school. You have twelve minutes. Count your words and check the checklist.' T shows the scoring guide on the slide.

    Students

    Ss read the task and check the outline they made in Activity 2.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the word count and helps Ss with verb forms and pronouns. After twelve minutes, T says: 'Swap your paper with a partner and check with the checklist.'

    Students

    Ss write their paragraphs individually. Then pairs check each other's pronouns, verbs and word count and write comments in pencil.

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to show one sentence before and after revision and explain the correction.

    Students

    Ss read their sentences. Likely answer: 'I changed 'My school have' to 'My school has' because the subject is singular.'

  4. Teacher

    Step 4: Conclusion and assessment

    T collects some paragraphs to comment on ideas, pronouns and verbs. T says: 'Revise your paragraph at home and bring the final version to the next lesson.'

    Students

    Ss listen, note the teacher's comments and decide how to improve their final paragraph.

Worksheets

Worksheet 1: Listening Notes

Listening 1: Who is speaking? ______
What is the topic? ______

Listening 2: Write key words (not full sentences) in the table.

  • People: ______
  • Places: ______
  • Time: ______
  • Actions: ______

Question check: Where is Khoa's favourite place? ______
When does the science club start? ______

Worksheet 2: Writing Plan and Checklist

Part A: Plan your paragraph (keywords only)

  • Name of my school (real or invented): ______
  • Location: ______
  • Facilities (two or three): ______
  • One reason I like it: ______

Part B: Write your paragraph (40–50 words)

Part C: Checklist

  • The paragraph has 40–50 words.
  • All four parts (name, location, facilities, reason) are included.
  • Pronouns are consistent (I, we, it, our).
  • Verbs are correct (for example: My school has, I like).
  • Time or place expressions are used (for example: near a river, after lunch, in my town).
  • Peer check: my partner's comment: ______

Homework

  • Revise your paragraph about your own school (40–50 words). Use the checklist in Worksheet 2 and count your words again.
  • Choose one sentence from your paragraph, write it before and after revision, and explain the correction in one sentence.
  • Listen to the Skills 2 recording again at neoedu.vn/learn/6/english/unit-1-skills-2 and write down three key words for each question. Bring your final paragraph to the next lesson for teacher feedback.

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