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

Giáo án Looking Back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the vocabulary of the unit 'My friends' to describe appearance and personality (curly, straight, confident, careful, kind, hard-working, creative, shy).
    • Explain the difference between the present simple (habits) and the present continuous (actions happening now), including the -ing spelling rules.
    • Form and use affirmative, negative and question forms of the present continuous.
    • Explain the choice of the correct answer by using context, and correct their own mistakes.

2. Competences

a) General competences

  • Self-control and independent learning: Ss try to recall vocabulary and structures from memory before checking their notebooks, and they explain why they chose each answer.
  • Communication and collaboration: Ss work in pairs and groups to share ideas, check answers and describe their friends in English.
  • Problem-solving and creativity: Ss classify their mistakes (meaning, word form, word order or missing information) and create their own description of an ideal friend.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short passage about Green Camp, identify its main idea, retell it in their own words and describe a friend orally and in writing.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss review the eight unit words, the -ing forms of verbs (write - writing, run - running, play - playing) and the present continuous with be + V-ing.

3. Personal qualities

  • Diligence: Ss complete all review tasks in class and finish the homework description on time.
  • Responsibility: Ss check their own answers, admit their errors and correct them without copying from classmates.
  • Kindness: Ss give constructive, polite feedback to partners and recognise the good qualities of their classmates.

II. Teaching aids and materials

1. Teacher

  • Projector, slides and the textbook English 6 (Global Success), Unit 3 'My friends', page 'Looking Back'
  • NeoEdu online lesson page: neoedu.vn/learn/6/english/unit-3-looking-back (interactive exercises for Ex 1-8 and self-check quiz)
  • Flashcards with the eight vocabulary items and pictures of people with curly, straight hair, etc.
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Timer and small prizes (stickers) for the warm-up game

2. Students

  • Textbook, notebook, pencil, eraser, ruler
  • Sticky notes or small pieces of paper for the warm-up
  • Colour pens for highlighting the -ing forms and the be-verbs

III. Procedures

Activity 1: Warm-up · 10 minutes

Retrieve before checking

a) Aims

Ss recall the vocabulary and the grammar structure of the unit from memory before looking at the explanations, and become aware of the kinds of mistakes they often make.

b) Content

Ss cover the 'Ghi nhớ' box and the vocabulary list in their textbooks. Individually, Ss write 5 words from the unit (e.g. curly, confident, kind, shy, creative) and one structure they have learned (e.g. She is reading now / He has curly hair). Then Ss answer the quick question: 'Is your friend curly or straight?' by writing the answer on a sticky note. After that, Ss uncover the textbook and check. Ss classify each error into one of four groups: meaning, word form, word order, or missing information.

c) Expected outcomes

  • A list of 5 unit words and 1 structure written from memory by each student.
  • A short checklist of errors, for example: 'shy' written as 'shyy' (word form); 'She reading now' (missing information: 'is'); 'hard-working' confused with 'careful' (meaning).
  • Expected answer to the quick question: 'My friend is straight-haired' or 'My friend has straight hair'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Close your books and cover the Ghi nhớ box. You have two minutes to write 5 words from our unit and 1 structure you have learned.' T shows the question: 'Is your friend curly or straight?' on the slide and asks Ss to answer on a sticky note.

    Students

    Ss close their books, write 5 words and 1 structure, and write a short answer on the sticky note. Ss ask 'Do we write sentences or only words?' and T answers: 'Words and one full sentence.'

  2. Teacher

    Step 2: Task performance

    T walks around, counts how many Ss have written each word and notes the common mistakes on the board without naming the students.

    Students

    Ss open their books and compare their list with the vocabulary box. Ss pair-check their sticky-note answers. Expected answer: 'My friend has straight hair.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word did you forget?' and 'What kind of mistake is it: meaning, word form, word order or missing information?' T sticks the mistake examples on the board in four columns.

    Students

    Ss raise hands and answer, for example: 'I forgot the word hard-working.' (meaning) / 'I wrote She reading now.' (missing information: 'is').

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four error types and says: 'Always check the context first, then choose and correct your answer.' T gives stickers to the pairs with the most correct recall.

    Students

    Ss write the four error types in their notebooks and correct their own lists.

Activity 2.1: Knowledge formation · 10 minutes

Systematising vocabulary: describing appearance and personality

a) Aims

Ss review the eight vocabulary items and distinguish words that describe appearance from words that describe personality.

b) Content

T shows flashcards with pictures and the words: curly (xoăn), straight (thẳng), confident (tự tin), careful (cẩn thận), kind (tốt bụng), hard-working (chăm chỉ), creative (sáng tạo), shy (nhút nhát). Ss work in groups of four in a 'Sort and say' game: each group receives cards with the eight words and sorts them into two columns: APPEARANCE (curly, straight) and PERSONALITY (the other six). Then each group chooses one word and makes a sentence about a friend, for example: 'My friend is creative.'

c) Expected outcomes

  • Two columns:
    • APPEARANCE: curly, straight
    • PERSONALITY: confident, careful, kind, hard-working, creative, shy
  • Each group makes 2 sentences, e.g. 'Huy has curly hair.' and 'Mai is shy.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'In groups of four, sort the eight word cards into two columns: appearance and personality. You have three minutes. Then make one sentence about a friend for each column.' T models: 'My friend has curly hair. My friend is kind.'

    Students

    Ss listen, form groups and ask: 'Is hard-working personality?' T answers: 'Yes, it describes how a person works.'

  2. Teacher

    Step 2: Task performance

    T monitors the groups and checks that Ss use has + body part for appearance and is + adjective for personality.

    Students

    Ss sort the cards, discuss and write their sentences on the group poster. Expected: 'Huy has curly hair.' / 'Mai is quiet.' (Ss may ask about quiet; T explains it is not in the list and can be compared with shy).

  3. Teacher

    Step 3: Report and discussion

    T invites one group to present, then asks the class: 'Do we use has or is for hair?'

    Students

    A representative group reads its columns and sentences aloud. The class answers: 'Has for hair, is for personality.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Use has + body part to describe appearance and is + adjective to describe personality.' T writes the rule on the board.

    Students

    Ss copy the rule and the two columns into their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Systematising grammar: present simple and present continuous

a) Aims

Ss explain the difference between a habit (present simple) and an action happening now (present continuous), and form the affirmative, negative and question forms with the -ing spelling rules.

b) Content

T writes two sentences on the board: 'She reads every day.' and 'She is reading now.' Ss compare the two sentences in pairs, using the worksheet 'Worksheet 1' (Part A: compare; Part B: spelling of -ing forms: write - writing, run - running, play - playing, make - making). Then Ss transform the sentences: 'I am reading.' → negative: 'I am not reading.' → question: 'Are you reading?'

c) Expected outcomes

  • Comparison:
    • She reads every day: habit, routine, present simple, no 'be'.
    • She is reading now: action at the moment of speaking, be + V-ing.
  • Spelling rules: drop -e and add -ing (make - making, write - writing); double the last consonant after a short vowel (run - running); add -ing directly (play - playing).
  • Forms: affirmative I am reading / She is reading; negative We are not reading; question Are they reading?

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the two sentences on the board. Compare them with your partner and complete Worksheet 1, Part A and Part B.' T distributes Worksheet 1.

    Students

    Ss read the sentences, pair up and ask: 'Why is there no is in She reads every day?' T answers: 'Because it is a habit, we use the present simple.'

  2. Teacher

    Step 2: Task performance

    T moves around, prompts pairs with questions such as 'Is it happening now or every day?' and checks the -ing forms.

    Students

    Ss complete the table and transform the sentences. Expected answers: 'Write - writing', 'Run - running', 'Play - playing', 'Make - making'. Expected transformation: 'I am not reading.' / 'Are you reading?'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to present. T asks the class: 'Which sentence describes a habit?'

    Students

    Pairs read aloud their answers. The class answers: 'She reads every day is a habit.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the board: habit = present simple; now = be + V-ing; not after be; question: be before subject. T shows the spelling rules with three examples.

    Students

    Ss write the rules and the three examples in their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Connecting the skills: reading the Green Camp passage

a) Aims

Ss use the vocabulary and the present continuous to understand a short passage, identify its main idea, and retell it in their own words.

b) Content

Ss read the passage 'At Green Camp...' silently in 2 minutes. Then Ss work in pairs: (1) find the words describing Huy and Mai, (2) find the sentences in the present continuous, and (3) write the main idea in one sentence and retell the passage in 3 sentences in their own words.

Passage: At Green Camp, the children work in small teams. Huy is tall and has curly hair. He is confident when he speaks, but he also listens to others. His partner, Mai, is quiet. She draws clever plans for the team's model bridge. This morning, Huy is collecting sticks, while Mai is drawing on paper. Their friend Sam is checking the lengths. The bridge falls once, but nobody laughs at the others. They change the plan together. By lunchtime, their bridge can hold a small toy car. Mai smiles and says that a good team needs different strengths.

c) Expected outcomes

  • Words: Huy - tall, curly hair, confident; Mai - quiet, clever plans.
  • Present continuous sentences: 'Huy is collecting sticks.', 'Mai is drawing on paper.', 'Sam is checking the lengths.'
  • Main idea: A good team works together and uses different strengths.
  • Retelling example: 'At Green Camp, the children build a bridge in teams. Huy collects sticks and Mai draws the plans. Sam checks the lengths. When the bridge falls, they change the plan together and build a bridge for a toy car.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the passage silently for two minutes. Then, with your partner, do the three tasks on the slide.' T writes the three tasks on the board.

    Students

    Ss read silently. Ss ask: 'Do we need to understand every word?' T answers: 'No, read for the main idea and use the context.'

  2. Teacher

    Step 2: Task performance

    T circulates and asks guiding questions: 'What does Huy do when he speaks?' and 'Which sentence is happening right now?'

    Students

    Ss answer: 'He is confident when he speaks, but he also listens to others.' and 'Huy is collecting sticks.' Ss write the main idea and the retelling on their paper.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read the main idea and another pair to read the retelling. T asks: 'Why does Mai say a good team needs different strengths?'

    Students

    Pairs present. Expected answer: 'Because each person has a different strength: Huy is confident, Mai is clever at planning, Sam is careful with the lengths.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea: 'A good team uses different strengths and works together.' T points out the present continuous sentences in the passage and asks Ss to underline them.

    Students

    Ss underline the present continuous verbs in their copy of the passage and write the main idea in their notebooks.

Activity 3.1: Practice · 15 minutes

Practice: vocabulary and grammar multiple-choice

a) Aims

Ss choose the correct answer for vocabulary and grammar items by checking the meaning and the context, and explain their choices.

b) Content

Ss complete Exercises 1 to 8 of the textbook (also available on the NeoEdu page). Ss work in pairs: one student reads the question, the partner chooses the answer and explains why. Then the pairs switch roles.

Exercise 1: 'curly' means: A. xoăn; B. tự tin; C. cẩn thận.
Exercise 2: 'straight' means: A. cẩn thận; B. tốt bụng; C. thẳng.
Exercise 3: 'confident' means: A. chăm chỉ; B. tự tin; C. tốt bụng.
Exercise 4: 'careful' means: A. cẩn thận; B. chăm chỉ; C. sáng tạo.
Exercise 5: ___ your friends waiting outside? A. Is; B. Are; C. Do.
Exercise 6: Write the correct -ing form of 'make'. A. making; B. makeing; C. makking.
Exercise 7: Every evening, Hoa ___ books, but now she is drawing. A. is read; B. reading; C. reads.
Exercise 8: Choose a description of personality. A. He is wearing a blue shirt.; B. He is kind.; C. He has curly hair.

c) Expected outcomes

Answer key:

  • Ex 1: A (curly = xoăn)
  • Ex 2: C (straight = thẳng)
  • Ex 3: B (confident = tự tin)
  • Ex 4: A (careful = cẩn thận)
  • Ex 5: B (Are - friends is plural)
  • Ex 6: A (making - drop the e and add -ing)
  • Ex 7: C (reads - every evening shows a habit; Hoa is singular)
  • Ex 8: B (kind is a personality adjective; the others describe clothes or appearance)
    Each pair writes one sentence explaining the choice for Ex 5 and Ex 7, for example: 'Friends is plural, so we use are.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. One student reads, the other answers and explains. Then switch roles. You have eight minutes.' T shows the first two questions on the slide.

    Students

    Ss form pairs and agree who reads first. Ss ask: 'Can we use the NeoEdu page to check?' T answers: 'Yes, after you answer on paper.'

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'Why is it not C in Exercise 7?' or 'Is this a habit or an action now?' T gently corrects any error.

    Students

    Ss choose the answers and explain. Possible error: Ss choose B for Ex 7 (reading) - T asks them to check the verb form: 'Hoa reads' is needed.

  3. Teacher

    Step 3: Report and discussion

    T calls out the numbers and asks different pairs to give answers and explanations.

    Students

    Pairs answer: 'Number 5: B, because friends is plural.' 'Number 7: C, because every evening means a habit.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and points out the two common traps: plural subject with are, and habit words (every day, every evening) with the present simple. T invites Ss to check their score on the NeoEdu quiz.

    Students

    Ss correct their wrong answers and write the explanation in their notebooks.

Activity 3.2: Practice · 10 minutes

Practice: reading comprehension and error correction

a) Aims

Ss read for specific information in the Green Camp passage and correct their own answers by using context.

b) Content

Ss answer Exercise 10 based on the passage in the 'Connect the skills' activity: 'What is Huy's hair like? A. Straight; B. Long and silver; C. Curly.' Ss then complete Worksheet 2 (Part A: true or false statements about the passage; Part B: correct the sentences using the context).

Worksheet 2, Part A: (1) Huy has straight hair. (2) Mai draws clever plans. (3) The bridge falls twice. (4) Sam is checking the lengths.
Worksheet 2, Part B: correct the false sentences.

c) Expected outcomes

Answer key:

  • Ex 10: C (Curly - stated directly in the passage: 'Huy is tall and has curly hair.')
  • Worksheet 2 Part A: (1) False - Huy has curly hair. (2) True. (3) False - The bridge falls once. (4) True.
  • Worksheet 2 Part B: (1) Huy has curly hair. (3) The bridge falls once.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Answer Exercise 10 first, then complete Worksheet 2. Remember to check the passage again for each answer.' T distributes Worksheet 2.

    Students

    Ss read the question and ask: 'Is the answer in the passage?' T says: 'Yes, find the words in the passage.'

  2. Teacher

    Step 2: Task performance

    T monitors pairs and asks: 'Where in the passage did you find this information?' T reminds Ss to correct false sentences by changing only the wrong part.

    Students

    Ss answer Ex 10 (C) and complete Part A. Possible error: Ss write 'Huy has straight hair' - T asks them to reread the second sentence.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their corrected sentences aloud.

    Students

    Pairs read: 'The bridge falls once, not twice.' 'Huy has curly hair, not straight hair.'

  4. Teacher

    Step 4: Conclusion and assessment

    T emphasises: 'Always check the context before choosing. When you correct a sentence, change only the wrong word or phrase.' T gives feedback on the common errors.

    Students

    Ss mark their own worksheets with the key and correct any mistakes in red pen.

Activity 4: Application · 15 minutes

Application: describing my best friend

a) Aims

Ss use the unit vocabulary and the two tenses to describe a real friend orally and in writing, and explain their choice of words.

b) Content

Ss work individually to write 5 to 6 sentences about a friend: his or her appearance (has + body part) and personality (is + adjective), plus one sentence about what the friend is doing now or usually does. Then Ss share the description with a partner, who guesses the friend's name from the description. Example: 'My best friend has curly hair. She is kind and creative. Every day, she draws pictures. Now she is reading a book.'

c) Expected outcomes

  • A written description of 5 to 6 sentences, each using one of the unit words or structures.
  • Each sentence uses correct forms: has + body part (appearance), is + adjective (personality), present simple for habits, present continuous for actions now.
  • Partner guesses the friend from the description and explains the clue they used, e.g. 'curly hair' or 'draws pictures every day'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write a short description of your best friend. Use at least one word for appearance, one for personality, one habit and one action now.' T writes an example on the board.

    Students

    Ss ask: 'Can I use a friend from my family?' T answers: 'Yes, any close friend or family member.'

  2. Teacher

    Step 2: Task performance

    T circulates and helps Ss with spelling of -ing forms and the position of not and question forms. T praises sentences that are clear and correct.

    Students

    Ss write their description in the notebook (about 5 minutes). Then they read it silently and check the tenses.

  3. Teacher

    Step 3: Report and discussion

    T asks 3 volunteers to read their descriptions without saying the name. The class guesses who the friend is.

    Students

    Volunteers read. Ss guess: 'Is it Lan? She has straight hair.' The reader confirms or corrects.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the accurate use of has/is and the present continuous, and reminds Ss of the rules: has for appearance, is for personality, present continuous for now.

    Students

    Ss note the best sentence in their notebook and correct any remaining errors.

Worksheets

Worksheet 1: Present simple vs present continuous

Part A: Compare the two sentences.

  • She reads every day.
  • She is reading now.
    Questions:
  • Which sentence describes a habit? ______
  • Which sentence describes an action happening at the moment of speaking? ______
  • Which sentence uses be + V-ing? ______

Part B: Write the -ing form.

  • write → ______
  • run → ______
  • play → ______
  • make → ______

Part C: Transform the sentences.

  • I am reading. (negative) → ______
  • They are playing. (question) → ______
  • Hoa reads every evening. (change to now: present continuous) → ______

Worksheet 2: Reading for specific information

Read the passage 'At Green Camp...' again and answer.

Part A: Write T (true) or F (false).

  • Huy has straight hair. ______
  • Mai draws clever plans. ______
  • The bridge falls twice. ______
  • Sam is checking the lengths. ______

Part B: Correct the false sentences by changing only the wrong part.

Part C: Write the main idea in one sentence.

Homework

  • Learn the eight unit words by heart and write one example sentence for each word.
    • Write a short paragraph (5 to 6 sentences) describing your best friend's appearance, personality and what he or she is doing now or usually does.
    • Re-do Exercises 1 to 8 on the NeoEdu page neoedu.vn/learn/6/english/unit-3-looking-back and write down the questions you got wrong.
    • Prepare the 'Getting Started' vocabulary for the next lesson: read the words aloud at least three times.

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