Tiếng AnhLớp 6Unit 3. My friends

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Use the eight adjectives curly, straight, confident, careful, kind, hard-working, creative and shy to describe people, in context.
- Pronounce the sounds /b/ and /p/ clearly, distinguishing voiced from voiceless initial sounds.
- Explain their choice of answer and self-correct errors based on context.

2. Competences

a) General competences

Self-control and independent learning: Ss listen to the recordings, record their own pronunciation, and compare it with the model to correct themselves.
Communication and collaboration: Ss work in pairs and groups to build a word map, check answers and give peer feedback on pronunciation and sentences.
Problem-solving and creativity: Ss choose the correct meaning from context and write original sentences about real friends.

b) Specific competences

Communicative competence in English: Ss use topic vocabulary to describe a real friend's appearance and personality through speaking and writing.
Language knowledge: Ss recognise the vocabulary meanings, the /b/ and /p/ sounds, and the sentence pattern 'He/She is + adjective' or 'He/She has + adjective + noun'.

3. Personal qualities

Diligence: Ss practise the sounds repeatedly and record themselves until the pronunciation is clear.
Honesty: Ss assess their own recordings truthfully and admit which words they still find difficult.
Kindness: Ss give constructive, encouraging feedback to their partners.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speakers
Audio tracks for the pronunciation and listening exercises of A Closer Look 1
Word cards with the eight vocabulary items and their Vietnamese meanings
Worksheet 1 and Worksheet 2 (printed or projected)
NeoEdu lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/6/english/unit-3-a-closer-look-1

2. Students

Textbook English 6 (Global Success), Unit 3
Notebook and pencil case (pen, pencil, eraser)
Smartphone or recorder to record their pronunciation
Worksheets 1 and 2

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess my friend

a) Aims

Ss activate prior knowledge of physical and personality descriptions and get interested in the topic 'My friends'.

b) Content

T describes a friend of T without naming them, using hair and personality words (e.g. 'My friend has curly hair. She is kind and creative.'). Ss listen and guess who the friend is, then describe a friend of their own in one sentence.

c) Expected outcomes

Ss guess the friend correctly and produce one sentence, for example: 'My best friend has straight hair. He is careful and hard-working.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'I have a friend. Listen and guess who she is.' T describes the friend in 2-3 sentences using words Ss may already know (hair, kind, friendly).
Students
Ss listen carefully and take notes of the key words they hear.
Teacher
Step 2: Task performance
T asks: 'What does she look like? What is she like?' T gives a short hint if Ss struggle.
Students
Ss work individually or in pairs to guess and then write one sentence about their own friend. Expected answer: 'She has curly hair and she is kind.'
Teacher
Step 3: Report and discussion
T invites 3-4 Ss to share their sentences and writes useful words on the board.
Students
Ss read their sentences aloud. Expected answers: 'My friend is shy but very kind.' / 'My friend is creative.'
Teacher
Step 4: Conclusion and assessment
T says: 'Today we will learn words to describe our friends.' T writes the title 'My friends' on the board and leads into the lesson.
Students
Ss note the topic of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary: Describing people

a) Aims

Ss understand the meanings of the eight topic words and how they are used with people, places or objects that really exist.

b) Content

Ss work in pairs with Worksheet 1. Task 1: Sort the words into two groups: appearance (curly, straight) and personality (confident, careful, kind, hard-working, creative, shy). Task 2: Match each word with its Vietnamese meaning. Task 3: Write one example sentence for each word about a real person, place or object that Ss know (e.g. 'My sister is creative.' 'Our classroom is clean.' 'My hair is straight.').

c) Expected outcomes

Worksheet 1 completed:

Appearance: curly (xoăn), straight (thẳng)
Personality: confident (tự tin), careful (cẩn thận), kind (tốt bụng), hard-working (chăm chỉ), creative (sáng tạo), shy (nhút nhát)
Example sentences such as: 'My friend Lan has curly hair.' 'Tuan is very confident when he speaks in class.' 'My mother is kind and careful.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the eight word cards with pictures or gestures and asks: 'Which words describe hair? Which words describe character?' T distributes Worksheet 1 to each pair.
Students
Ss look at the word cards and read the task on Worksheet 1.
Teacher
Step 2: Task performance
T monitors and helps pairs. T reminds Ss to read the whole context of each word, not to translate word by word. T asks: 'Is shy a good or bad quality?' (Ss use context to guess the meaning.)
Students
Ss sort the words into two groups, match the meanings and write sentences. Expected answers: 'Curly = xoăn', 'Shy = nhút nhát'.
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read their sentences aloud. T asks: 'Why did you choose this meaning?'
Students
Pairs read their sentences and explain their choice, for example: 'We chose shy = nhút nhát because the sentence says she does not speak in class.'
Teacher
Step 4: Conclusion and assessment
T confirms the meanings on the board and emphasises that words must be learned with context and collocations (e.g. 'a kind person', 'curly hair', 'be careful'). T reminds Ss of the common mistake of translating word by word.
Students
Ss copy the correct meanings and the two groups of words into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Pronunciation: /b/ and /p/

a) Aims

Ss pronounce the sounds /b/ and /p/ correctly and tell the difference between a voiced and an unvoiced sound.

b) Content

T models the two sounds. Ss place a hand in front of their mouth to feel the puff of air for /p/ (pen), then place a hand on their throat to feel vibration for /b/ (book). Ss listen to Group A (book, bag, boy) and Group B (pen, park, pencil), repeat, record themselves and compare with the model. Worksheet 2: Ss sort the words into the correct sound group.

c) Expected outcomes

Worksheet 2 completed:

Group A (/b/, voiced, lips closed, no puff of air): book, bag, boy
Group B (/p/, unvoiced, strong puff of air at the start of a stressed word): pen, park, pencil
Recordings compared with the model; Ss note one word they need to practise more.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Put your hand in front of your mouth and say pen. Now say book. Where do you feel the air? Where do you feel the vibration?' T plays the audio of Group A and Group B.
Students
Ss follow the model, put a hand in front of the mouth and at the throat, and feel the difference.
Teacher
Step 2: Task performance
T asks Ss to repeat each word after the audio, then record themselves. T monitors and corrects the position of the lips and the ending sounds (no extra 'uh' after the final consonant). T gives Worksheet 2 for sorting.
Students
Ss repeat, record their voice, listen to the recording and compare it with the model. Ss sort the words into Group A and Group B.
Teacher
Step 3: Report and discussion
T calls on 3-4 Ss to read the words aloud. T asks: 'Which sound has a puff of air?' and 'Which sound has vibration in the throat?'
Students
Expected answer: 'Pen has a puff of air, so it is /p/. Book has vibration, so it is /b/.' Ss self-assess their recordings and report one word they found difficult.
Teacher
Step 4: Conclusion and assessment
T summarises: /b/ is voiced, /p/ is unvoiced with a strong puff of air. T points out that both sounds start with closed lips and encourages Ss to practise at home with NeoEdu audio.
Students
Ss write the two groups and the tip ('closed lips, voice or puff of air') into their notebooks.

Activity 3: Practice · 8 minutes

Practice: Listen, match and choose

a) Aims

Ss apply the vocabulary and pronunciation knowledge to complete the exercises in the textbook and the NeoEdu interactive exercises.

b) Content

Exercise 1: Listen. Which word do you hear? A. book; B. pen; C. park.
Exercise 2: Listen. Which word do you hear? A. bag; B. boy; C. park.
Exercise 3: Match the topic words to their meanings: careful, kind, hard-working, creative.
Exercise 4: Which word means 'xoăn'? A. confident; B. curly; C. straight.
Exercise 5: Complete the word from its Vietnamese meaning: sáng tạo = {{1}}.
Exercise 6: Choose the correct meaning of 'shy'. A. nhút nhát; B. chăm chỉ; C. tốt bụng.
Ss can also do the interactive exercises on the NeoEdu page.

c) Expected outcomes

Answers:

Ex 1: A (book)
Ex 2: C (park)
Ex 3: careful – cẩn thận; kind – tốt bụng; hard-working – chăm chỉ; creative – sáng tạo
Ex 4: B (curly)
Ex 5: creative
Ex 6: A (nhút nhát)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen carefully and choose the word you hear. Then match and choose the meanings. Check the context before you answer.' T plays the audio for Ex 1 and Ex 2.
Students
Ss open their textbooks at the exercises and listen.
Teacher
Step 2: Task performance
T allows Ss to work individually for 4 minutes, then checks in pairs. T monitors and asks: 'Why is the answer B and not C?' to encourage explanation.
Students
Ss complete the exercises individually and compare answers with a partner. Expected answer for Ex 2: 'I hear park because the sound /p/ has a puff of air.'
Teacher
Step 3: Report and discussion
T calls on Ss to give answers and explanations for each exercise, then shows the answers on the projector.
Students
Ss give answers and explain their choices. If a student gives a wrong answer, peers provide the correction.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss that they should choose the answer based on the sound and context, not guess from the spelling.
Students
Ss check their answers and correct their mistakes in red pen or pencil.

Activity 4: Application · 10 minutes

Application: Describe a real friend

a) Aims

Ss use the topic words and the pronunciation sounds to write and say original sentences about real people and things in their lives.

b) Content

Exercise 7: Write two original sentences using two different words from this lesson. Example: 'This is Ha, my classmate. She is creative.'
Exercise 8: Read these words aloud: book, bag, boy, pen, park, pencil. Then use one of them in a sentence (e.g. 'I have a blue pen.').
Homework task: Write a short paragraph (5-6 sentences) about a real friend and record yourself reading it aloud.

c) Expected outcomes

Sample product for Ex 7:

'My best friend is kind. She helps me with my homework.'
'My brother is hard-working. He studies every evening.'
Sample product for Ex 8:
Correct pronunciation of the target sounds in book, bag, boy, pen, park, pencil.
Sentence example: 'I have a new pencil.'
Scoring for Ex 7: 2 points, 1 point per sentence that is correct in meaning and grammar. Scoring for Ex 8: 1 point for the target sounds and clear final consonants; 1 point for stress/rhythm and a meaningful sentence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Now you will write two sentences about your friends. Then read the words aloud and use one of them in a sentence. Your sentences must be real.' T shows the sample sentence on the board.
Students
Ss read the instructions and the sample sentence.
Teacher
Step 2: Task performance
T circulates to help Ss with grammar (e.g. 'He is' not 'He are') and pronunciation. T asks Ss to say the sentence first to a partner before writing it.
Students
Ss write two sentences in their notebooks and practise reading the words aloud to a partner.
Teacher
Step 3: Report and discussion
T invites 3-4 Ss to read their sentences and say the words aloud. T gives short praise and feedback on pronunciation.
Students
Ss read their sentences. Expected answer: 'My sister is careful. She always checks her bag before school.'
Teacher
Step 4: Conclusion and assessment
T summarises the lesson: vocabulary for describing people, the sounds /b/ and /p/, and the way to self-correct using context. T gives the homework and encourages Ss to record their voice at home.
Students
Ss write the homework in their notebooks and say one new thing they learnt today.

Worksheets

Worksheet 1: Vocabulary

Task 1: Sort the words into two groups.

Appearance: ______
Personality: ______

Words: curly, straight, confident, careful, kind, hard-working, creative, shy

Task 2: Match each word with its meaning.

curly – ______
straight – ______
confident – ______
careful – ______
kind – ______
hard-working – ______
creative – ______
shy – ______

Meanings to choose from: xoăn, thẳng, tự tin, cẩn thận, tốt bụng, chăm chỉ, sáng tạo, nhút nhát

Task 3: Write one sentence about a real person, place or object for three words you chose.

Worksheet 2: Pronunciation /b/ and /p/

Task 1: Sort the words into the correct group.

Group A (/b/): ______
Group B (/p/): ______

Words: book, bag, boy, pen, park, pencil

Task 2: Record yourself reading the words. Then answer the questions.

Which sound did you feel vibration for? ______
Which sound did you feel a puff of air for? ______
Which word do you need to practise more? ______

Homework

Write a short paragraph (5-6 sentences) about a real friend. Use at least three words from this lesson: curly, straight, confident, careful, kind, hard-working, creative, shy.
Record yourself reading the words book, bag, boy, pen, park, pencil. Listen to the recording and compare it with the model on the NeoEdu page: neoedu.vn/learn/6/english/unit-3-a-closer-look-1.
Review the eight vocabulary words and their meanings for the next lesson.

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