Tiếng AnhLớp 6Unit 3. My friends

Giáo án Skills 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: read a short text about teamwork at Green Camp for gist and specific details, and match each question with a supporting sentence.
By the end of the lesson, Ss will be able to: use the adjectives curly, straight, confident, careful, kind, hard-working, creative and shy to describe people's appearance and personality.
By the end of the lesson, Ss will be able to: summarise a text in their own words from key words, using three points: topic, two important details and one opinion with a reason.

2. Competences

a) General competences

Self-control and independent learning: Ss work alone to scan the text for evidence and check their own answers against the text before discussing them with a partner.
Communication and collaboration: Ss work in pairs to share answers, retell the text and compare a detail with their own lives, and they respect their partner's ideas.
Problem-solving and creativity: Ss explain why an answer is correct by pointing to evidence in the text, and they give their own opinion about what makes a good team.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read for gist and details, retell the story from notes, and talk about a friend using adjectives from the unit.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the eight adjectives correctly, use them in full sentences with the present simple, and use the present continuous to describe actions in the text (Huy is collecting sticks, Mai is drawing).

3. Personal qualities

Responsibility: Ss take their roles in pair work seriously and finish each task on time.
Kindness: Ss show respect for classmates by listening to their answers and never laughing at mistakes, just as the children at Green Camp do.
Honesty: Ss clearly separate what the text says from their own opinions and personal information when they compare details with their own lives.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 6 (Global Success), Unit 3 My friends, Skills 1 page
Projector or interactive whiteboard with the reading text and the vocabulary slide
Picture cards of the eight adjectives (curly, straight, confident, careful, kind, hard-working, creative, shy)
Worksheet 1 printed for each pair
NeoEdu learning page: neoedu.vn/learn/6/english/unit-3-skills-1 (lesson presentation, examples and interactive exercises)

2. Students

Textbook and notebook
Pencil, eraser and highlighter
Worksheet 1 (shared with a partner)

III. Procedures

Activity 1: Warm-up · 5 minutes

Describing my best friend

a) Aims

Ss activate prior knowledge about describing people and get ready for the topic of friendship and teamwork.

b) Content

T asks Ss to think about a close friend and answer two questions: 'What does your friend look like?' and 'What is your friend like?'. Ss call out words they know, for example tall, short, friendly, funny. T writes the words on the board and connects them to the lesson topic: 'Today we read about friends who work in a team.'

c) Expected outcomes

A list of about 5 adjectives on the board, for example: tall, short, friendly, funny, helpful. Ss understand that the lesson is about describing friends.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows a photo of a group of children working together and asks: 'Who is your best friend? What does he or she look like? What is he or she like?'
Students
Ss listen to the question and think silently for 10 seconds.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think and note two or three words in their notebook.
Students
Ss write down the adjectives they know, for example: 'My friend is tall and funny.'
Teacher
Step 3: Report and discussion
T invites 3 or 4 Ss to share and writes the words on the board.
Students
Ss read their sentences aloud. Expected answers: 'My friend has short hair.', 'She is friendly and helpful.'
Teacher
Step 4: Conclusion and assessment
T praises the words, points out the three types of words (appearance, personality, action) and says: 'Today we will learn more adjectives and read about a team at Green Camp.'
Students
Ss copy the title of the lesson into their notebook.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary and reading for gist and details

a) Aims

Ss pronounce and understand the eight new adjectives, skim the text for its topic, and scan for specific details.

b) Content

Step 1: T presents the eight words with picture cards, pronunciation drill and meaning in Vietnamese (curly - xoăn, straight - thẳng, confident - tự tin, careful - cẩn thận, kind - tốt bụng, hard-working - chăm chỉ, creative - sáng tạo, shy - nhút nhát). Ss repeat in chorus and individually.
Step 2: Ss skim the text 'At Green Camp...' in 1 minute and answer: 'What is the text about?'
Step 3: Ss read again and complete Worksheet 1, matching each question with the sentence from the text that gives the answer.
Questions to ask: 'Who is tall and has curly hair?', 'Who draws clever plans?', 'What do they do after the bridge falls?'

c) Expected outcomes

Topic of the text: a team of friends at Green Camp building a model bridge and learning to work together.
Worksheet 1 answers:

Who is tall and has curly hair? → Huy is tall and has curly hair.
Who draws clever plans? → Mai draws clever plans for the team's model bridge.
What do they do after the bridge falls? → They change the plan together.
Who checks the lengths? → Sam is checking the lengths.
What can the bridge hold? → A small toy car.
Each pair can explain why its answer is correct by pointing to the evidence sentence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the eight words. Repeat after me.' Then T gives the instruction: 'Skim the text for the topic in one minute. Then scan for the answers on Worksheet 1.'
Students
Ss repeat the words and listen to the instructions.
Teacher
Step 2: Task performance
T monitors, checks pronunciation and helps pairs who are stuck by asking: 'Which sentence talks about hair?'
Students
Ss work in pairs, skim the text and match the questions with evidence sentences. Expected answer for the topic: 'It is about teamwork.'
Teacher
Step 3: Report and discussion
T calls on pairs to read their answers and asks: 'Where is your evidence?'
Students
A pair reads: 'Mai draws clever plans for the team's model bridge.' The class checks and agrees.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and explains the difference: 'Sentences in the text are what the author says. Your own ideas are different. Always show the evidence.'
Students
Ss write the eight adjectives and the answers in their notebook.

Activity 2.2: Knowledge formation · 8 minutes

Speaking from notes

a) Aims

Ss retell the text in their own words using key words, and give an opinion with a reason.

b) Content

T models the task. T writes 5 key words on the board: 'team / Huy / Mai / bridge / listen'. T explains the three points: (1) the topic, (2) two important details, (3) one opinion with a reason. Ss work in pairs to retell the text in 1 minute, using only the key words. Then Ss give one opinion: 'What useful idea can you take from this text?'

c) Expected outcomes

A short retelling in Ss' own words, for example: 'The text is about a team at Green Camp. Mai draws plans and Huy collects sticks. When the bridge falls, they change the plan together. I think a good team needs different strengths, because each person can do a different job.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three points on the board and says: 'Use only key words. Do not copy the whole text.'
Students
Ss read the three points and prepare their notes for 30 seconds.
Teacher
Step 2: Task performance
T gives the pairs 1 minute to practise and monitors.
Students
Ss speak to their partner using notes. Expected opinion: 'A good team needs different strengths.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to speak to the class and asks: 'Is this information from the text or your own idea?'
Students
Ss answer: 'It is from the text.' or 'It is my own idea.'
Teacher
Step 4: Conclusion and assessment
T praises the clear retelling and reminds Ss: 'When you speak from notes, say clearly if the information is from the text or from you.'
Students
Ss note the three-point structure in their notebook.

Activity 3: Practice · 12 minutes

Comprehension questions

a) Aims

Ss answer comprehension questions about the text and check their answers with evidence.

b) Content

Ss do Exercises 2 to 7 in the textbook, working individually for 5 minutes, then checking with a partner. Ss must underline the evidence in the text for each answer.
Questions:
2. What is Huy's hair like? A. Curly; B. Straight; C. Long and silver
3. Who draws the plans? A. Huy; B. The teacher; C. Mai
4. What is Huy doing this morning?
5. What is Sam checking? A. The lengths; B. The weather; C. The food
6. What do they do after the bridge falls? A. Laugh at Mai; B. Leave the camp; C. Change the plan together
7. What can the final bridge hold?

c) Expected outcomes

Answers:
2. A. Curly (Huy is tall and has curly hair.)
3. C. Mai (She draws clever plans for the team's model bridge.)
4. Collecting sticks (This morning, Huy is collecting sticks.)
5. A. The lengths (Sam is checking the lengths.)
6. C. Change the plan together (They change the plan together.)
7. A small toy car (By lunchtime, their bridge can hold a small toy car.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Answer questions 2 to 7. Underline the evidence in the text.' T shows the first question as an example.
Students
Ss read the questions and the text quietly.
Teacher
Step 2: Task performance
T walks around, checks answers and reminds Ss to find the evidence.
Students
Ss answer individually, then compare with a partner. Expected answer for Q2: 'Curly.'
Teacher
Step 3: Report and discussion
T calls on Ss to read answers and the evidence sentence.
Students
Ss read: 'Huy is tall and has curly hair.' The class checks the answer.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and asks: 'Why is B wrong in question 6?' and helps Ss see that 'laugh at' is the opposite of the text.
Students
Ss correct any mistakes in their notebook.

Activity 4: Application · 8 minutes

Talking about a friend

a) Aims

Ss use the new language to share their own ideas and compare one detail from the text with their own lives.

b) Content

Ss tell a partner about the text in 1 minute, then compare one detail with their own life. Example: 'In our class, my friend Lan is hard-working. She helps us in group work.' Ss must say clearly which information is from the text and which is their own.

c) Expected outcomes

A short speaking turn (3 to 4 sentences) for each S. Sample answer: 'At Green Camp, the children work in small teams. Mai draws clever plans and Huy collects sticks. In my team, my friend Nam is creative. He draws the posters, and I am careful when I check the words. A good team needs different strengths.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Tell your partner about the text, then compare one detail with your own life. Use at least two new adjectives.'
Students
Ss listen and prepare one or two sentences in their notebooks.
Teacher
Step 2: Task performance
T gives 3 minutes for pair talk and monitors pronunciation and sentence structure.
Students
Ss speak with their partner. Expected comparison: 'My friend is kind and helps me in class.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 Ss to present to the class.
Students
Ss present briefly, for example: 'My friend is confident. She speaks in front of the class.'
Teacher
Step 4: Conclusion and assessment
T praises the good ideas and summarises: 'The adjectives describe appearance and personality. A good team uses different strengths.'
Students
Ss write the key adjectives from the lesson in their notebook.

Worksheets

Worksheet 1: Reading for gist and details

Name: ____________ Pair: ____________

Part A. Read the text 'At Green Camp...' and match each question (1-5) with the evidence sentence (A-E).

Questions:

Who is tall and has curly hair?
Who draws clever plans?
What do they do after the bridge falls?
What is Sam checking?
What can the bridge hold?

Evidence sentences:

A. They change the plan together.
B. Huy is tall and has curly hair.
C. Their friend Sam is checking the lengths.
D. By lunchtime, their bridge can hold a small toy car.
E. She draws clever plans for the team's model bridge.

Part B. Write the adjective from the box next to each description.
Box: curly, straight, confident, careful, kind, hard-working, creative, shy

Hair that is not curly: ____________
A person who is not afraid to speak: ____________
A person who helps others with a good heart: ____________

Part C. Write T (text) or O (own opinion) for each sentence.

Mai smiles and says that a good team needs different strengths. ____
I think teamwork is fun. ____

Homework

Write 5 to 6 sentences about your best friend. Use at least three adjectives from the lesson (curly, straight, confident, careful, kind, hard-working, creative, shy).
Mark each sentence: write (T) if the information is from the text, or (O) if it is your own opinion.
Practise reading the text aloud at home, paying attention to the pronunciation of the eight adjectives. You can listen again and practise on the NeoEdu page: neoedu.vn/learn/6/english/unit-3-skills-1.

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