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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 3. My friends

Giáo án A Closer Look 2

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: form affirmative, negative and question sentences in the present continuous with I am / he, she, it is / we, you, they are + V-ing.
  • Spell the -ing forms of common verbs (write → writing, run → running, play → playing, make → making).
  • Explain the difference between the simple present for habits (She reads every day) and the present continuous for actions happening now (She is reading now).
  • Describe appearance with has + body part (She has long black hair) and personality with is + adjective (She is creative).
  • Choose the correct answer by reading time expressions, the subject and the meaning of the sentence, and explain why the other options do not fit the context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the context clues and correct their mistakes without being told the answer first.
  • Communication and collaboration: Ss work in pairs to ask and answer questions about pictures and friends, and give reasons for their choices.
  • Problem-solving and creativity: Ss use the picture-guessing game and the description model to create and present sentences about their own friend.

b) Specific competences

  • Communicative competence in English: Ss use the present continuous and descriptive language of the topic My friends to describe what people are doing and what they are like, in both speaking and writing.
  • Language knowledge: Ss recognise and use the forms of the present continuous, the -ing spelling rules, and the has/is patterns for appearance and personality.

3. Personal qualities

  • Diligence: Ss complete all eight exercises and the written description carefully, and check each sentence before reporting.
  • Kindness: Ss give positive, respectful comments about their partner's friend and encourage classmates when they make mistakes.
  • Responsibility: Ss take their assigned role in pair and group work and finish the writing task at home on time.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, textbook English 6 (Global Success), Unit 3 A Closer Look 2
  • Projector or interactive whiteboard, pictures of people doing different actions (reading, playing football, painting, running)
  • Flashcards of the new vocabulary: curly, straight, confident, careful, kind, hard-working, creative, shy
  • NeoEdu learning page with grammar presentation and interactive exercises: neoedu.vn/learn/6/english/unit-3-a-closer-look-2
  • Worksheet 1 printed for each pair

2. Students

  • Textbook, notebook, pen, pencil, eraser
  • Small whiteboard and marker (optional, for quick answers)
  • Coloured pencils or paper for drawing a picture of a friend (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the Action

a) Aims

Ss activate prior knowledge of verbs and recall the topic My friends. Ss are introduced to the target structure through a short guessing game.

b) Content

T shows pictures or mimes actions (reading, playing football, painting, running). Ss guess the action in full sentences, for example: 'She is reading a book.' Then T asks: 'Are they doing this now or every day?'

c) Expected outcomes

Ss produce 4 full sentences with the present continuous, for example: 'He is playing football.' 'She is painting a picture.' Ss say that the actions are happening now, so the verb has is/are + V-ing. Ss identify the target question: 'What are they doing now?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'I will act out an action. Guess what I am doing and say a full sentence.' T mimes 'reading' and models: 'You are reading a book.'

    Students

    Ss listen and watch carefully.

  2. Teacher

    Step 2: Task performance

    T shows 3 more pictures or mimes actions and monitors Ss' answers.

    Students

    Ss guess in full sentences, e.g. 'She is running.' 'They are playing football.' Ss raise their hands to answer.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Is she reading every day or now?' 'Is it happening at this moment?'

    Students

    Expected answers: 'Now.' 'At this moment.' Some Ss notice the verb form is different from the simple present.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the target sentences on the board and says: 'Today we will learn the present continuous to talk about actions happening now.' T writes the title on the board.

    Students

    Ss copy the title and the target sentences into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Present Continuous: Form and Spelling

a) Aims

Ss understand the form of the present continuous (affirmative, negative, question) and the spelling rules for -ing forms.

b) Content

T presents the structure: I am reading; he/she/it is reading; we/you/they are reading. Negative: add not after be (He is not running). Question: put be before the subject (Are your friends waiting outside?). Spelling: write → writing (drop e), run → running (double the consonant), play → playing (add -ing). Ss complete Worksheet 1 in pairs.

c) Expected outcomes

Ss complete Worksheet 1 with the correct forms. Key rules Ss write down: 1) Subject + am/is/are + V-ing. 2) Negative: subject + am/is/are + not + V-ing. 3) Question: Am/Is/Are + subject + V-ing? 4) Drop -e: make → making, write → writing. 5) Double the consonant after a short vowel: run → running, swim → swimming. 6) Add -ing: play → playing, read → reading.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the structure on the projector (or NeoEdu grammar page) and reads the examples aloud. T distributes Worksheet 1 and says: 'Work in pairs. Complete the table and find the spelling rules.'

    Students

    Ss read the examples and listen. Pairs receive Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T walks around, checks pairs and gives hints such as 'Look at the last letter of the verb.'

    Students

    Pairs complete the form table and the spelling rules. Expected answers: 'I am reading. He is not running. Are they playing? writing, running, playing, making.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read their answers. T asks: 'Why do we write making and not makeing?' 'Why do we write running and not runing?'

    Students

    Expected answers: 'Because we drop the e in make.' 'Because run is a short verb with one vowel and one consonant, so we double the n.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules and corrects any errors. T emphasises: 'Not comes after be, and the verb always ends in -ing.'

    Students

    Ss correct their worksheets and write the rules in their notebooks.

Activity 2.2: Knowledge formation · 6 minutes

Habit or Now? Simple Present vs Present Continuous

a) Aims

Ss distinguish between the simple present (habits) and the present continuous (actions happening now) by looking at time words and context.

b) Content

T writes two sentences on the board: 'She reads every day.' and 'She is reading now.' T asks Ss to find the time expression in each sentence and to explain the difference. Ss then answer: 'Look! Nga ___ a picture.' (Look signals an action happening now.)

c) Expected outcomes

Ss identify: 'every day' = habit, use the simple present (reads). 'now', 'at the moment', 'Look!' = happening now, use the present continuous (is reading). Ss write the rule: Habit = simple present; now/at the moment/Look! = present continuous.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'Look at the two sentences. Which one is a habit? Which one is happening now? Find the time words.'

    Students

    Ss read the two sentences silently and underline the time expressions.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to discuss with a partner and write down the time words in the notebook.

    Students

    Pairs discuss and note: every day (habit), now (happening now), at the moment, Look!

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why is it reads in the first sentence but is reading in the second?'

    Students

    Expected answer: 'Because every day is a habit, so we use the simple present. Now is an action at this moment, so we use is + V-ing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Read the time words and the meaning first, then choose the form.' T writes the summary on the board.

    Students

    Ss copy the summary in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Describing Appearance and Personality

a) Aims

Ss use has + body part to describe appearance and is + adjective to describe personality, using the new vocabulary of the unit.

b) Content

T presents the new vocabulary: curly (xoăn), straight (thẳng), confident (tự tin), careful (cẩn thận), kind (tốt bụng), hard-working (chăm chỉ), creative (sáng tạo), shy (nhút nhát). T reads the example text: 'This is Ha, my classmate. She has long black hair. She is creative: she makes useful things from old boxes.' T asks Ss to find the sentences about appearance (has) and personality (is).

c) Expected outcomes

Ss sort the words: Appearance (with has): curly hair, straight hair, long black hair. Personality (with is): confident, careful, kind, hard-working, creative, shy. Ss identify from the example: 'She has long black hair' (appearance) and 'She is creative' (personality).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows flashcards, models pronunciation and asks Ss to repeat in chorus and individually. T says: 'Find the sentences about hair and about character in the text.'

    Students

    Ss repeat the new words and read the example text silently.

  2. Teacher

    Step 2: Task performance

    T asks Ss to sort the words into two columns on the board. Ss come to the board or raise hands to answer.

    Students

    Ss sort: Appearance: curly, straight. Personality: confident, careful, kind, hard-working, creative, shy.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Is shy about hair or about character?' 'Which structure do we use for hair: has or is?'

    Students

    Expected answers: 'Character.' 'has.' Ss explain: 'We use has for hair and body parts, and is for personality adjectives.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'has + body part for appearance, is + adjective for personality.' T gives the example: 'He has curly hair. He is kind.'

    Students

    Ss write the two patterns and two examples in their notebooks.

Activity 3: Practice · 8 minutes

Choose the Correct Answer

a) Aims

Ss apply the present continuous forms, the -ing spelling rules and the has/is patterns to choose the correct answers, and explain their choices based on context.

b) Content

Ss do the eight multiple-choice exercises. For each item, Ss read the time expression, the subject and the verb, then choose the answer. Ss explain why the other options do not fit. Exercises: 1. Look! Nga ___ a picture. A. is drawing; B. draw; C. draws. 2. They ___ football now. A. is playing; B. play usually; C. are playing. 3. I ___ doing my homework at the moment. A. are; B. am; C. is. 4. Choose the correct negative. A. He is not running.; B. He not is run.; C. He does not running. 5. ___ your friends waiting outside? A. Do; B. Is; C. Are. 6. Write the correct -ing form of 'make'. A. makking; B. making; C. makeing. 7. Every evening, Hoa ___ books, but now she is drawing. A. reads; B. is read; C. reading. 8. Choose a description of personality. A. He has curly hair.; B. He is wearing a blue shirt.; C. He is kind.

c) Expected outcomes

Answers and explanations: 1-A (Look signals an action happening now: is + V-ing). 2-C (They takes are). 3-B (I takes am). 4-A (not comes after is, and the verb is V-ing). 5-C (friends is plural, so Are). 6-B (drop the e, then add -ing: making). 7-A (Every evening signals a habit, Hoa is singular, so reads). 8-C (kind is a personality adjective; the other options describe appearance or clothes). Ss state the rule each time, e.g. 'Item 7: every evening = habit, so simple present.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the eight items and says: 'Read each sentence carefully. Find the time word and the subject first. Then choose the answer and explain why.' T gives the NeoEdu interactive exercises as optional extra practice after class.

    Students

    Ss read the eight items and underline the time words and subjects in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 4 minutes, then check with a partner. T monitors and asks: 'Why is it not B in item 1?'

    Students

    Ss write their answers and explain. Expected answers: 'Item 1: Look means happening now, so is drawing.' 'Item 5: friends is plural, so Are.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different Ss to read answers 1 to 8 and asks the class to agree or disagree. T asks for a correction if a mistake is given.

    Students

    Ss read the answers aloud and give reasons. Class checks: 'Yes, that is correct because...' or 'No, I think it is...'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss of the key tips: check the time word, the subject, and the meaning. T says: 'When you are not sure, read the whole context first.'

    Students

    Ss correct their mistakes in a different colour in their notebooks.

Activity 4: Application · 8 minutes

Describe My Friend

a) Aims

Ss use the present continuous, has + body part and is + adjective to describe a friend and what the friend is doing in a picture, in speaking and writing.

b) Content

Ss work in pairs. Each S draws or brings a picture of a friend doing an action, then describes the friend using the model: 'This is ___, my ___. He/She has ___ hair. He/She is ___. In our picture, he/she is ___ + V-ing. I enjoy working with him/her because ___.' Pairs then present to the class. Ss who finish early write a short paragraph of 5 sentences (see homework).

c) Expected outcomes

Each S produces 4 to 5 sentences, including at least one has + body part sentence, one is + adjective sentence, and one present continuous sentence, e.g. 'This is Minh, my friend. He has short black hair. He is kind and careful. In our picture, he is playing football. I enjoy playing with him because he is hard-working.' Ss check: subject-verb agreement, correct -ing form, and correct use of has and is.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models the description with a picture of a friend and reads the model aloud. T gives the task: 'Draw or bring a picture of your friend doing an action. Describe him or her to your partner.'

    Students

    Ss listen to the model and copy the frame into their notebooks.

  2. Teacher

    Step 2: Task performance

    Pairs take turns describing their friends. T walks around and helps with vocabulary and grammar.

    Students

    Ss describe their friends. Example: 'This is Lan, my classmate. She has straight hair. She is creative. In our picture, she is painting a tree.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to present to the class. T asks the class: 'Is the sentence about habit or now? Is the structure correct?'

    Students

    Presenters speak in front of the class. Listeners answer: 'Now, so the verb is is painting.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good sentences and gives feedback on common errors. T reminds Ss: 'has for hair, is for personality, is + V-ing for actions happening now.'

    Students

    Ss note the corrections in their notebooks.

Worksheets

Worksheet 1: Present Continuous Form

Complete the table with the correct form.

  • Affirmative: I ___ reading. He/She/It ___ reading. We/You/They ___ reading.
  • Negative: He is ___ running. They are ___ playing.
  • Question: ___ your friends waiting outside? Yes, they ___. No, they ___.

Write the -ing form of each verb:

  • write → ___
  • run → ___
  • play → ___
  • make → ___
  • read → ___

Answer the question: What are the spelling rules?

  • Rule 1: If the verb ends in -e, ___.
  • Rule 2: If the verb is short and ends in one vowel and one consonant, ___.
  • Rule 3: Otherwise, ___.

Homework

  • Write a short paragraph of 5 sentences about your friend. Use the model: This is ___, my friend. He/She has ___ hair. He/She is ___ (adjective). In our picture, he/she is ___ + V-ing. Underline the has sentence and circle the is sentences.
  • Do the NeoEdu interactive exercises for Unit 3 A Closer Look 2 at neoedu.vn/learn/6/english/unit-3-a-closer-look-2 and write down any mistakes you made.
  • Review the spelling rules for -ing forms (write → writing, run → running, play → playing) and copy 5 more examples into your notebook.
  • Prepare the vocabulary: curly, straight, confident, careful, kind, hard-working, creative, shy. Practise saying each word aloud.

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