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

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, and note keywords about people, places, time and actions.
  • Use vocabulary to describe appearance and personality: curly, straight, confident, careful, kind, hard-working, creative, shy.
  • Recognise the three parts of a 50–70-word paragraph: opening sentence, supporting sentences and closing sentence.
  • Use the Present simple for habits and the Present continuous for actions happening now when describing friends.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own paragraph in Worksheet 2, then revise it against a checklist without teacher help.
  • Communication and collaboration: Ss work in pairs to compare listening answers and exchange peer feedback on paragraphs using the rubric.
  • Problem-solving and creativity: Ss explain why an answer is correct using clues from the listening, and correct one sentence error in their own writing.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for specific information to answer six multiple-choice questions, read a model paragraph, and write a 50–70-word paragraph about a friend.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight target adjectives, check subject–verb agreement (has/is, makes/is painting), keep pronouns consistent, and use time and place expressions such as on Friday afternoons and in the library.

3. Personal qualities

  • Responsibility: Ss finish the paragraph within the time limit and check it against the rubric before handing it in.
  • Kindness: Ss give polite, specific and constructive comments on a partner's paragraph.
  • Honesty: Ss admit mistakes in their own writing and correct them openly, without copying a classmate's work.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board
  • Skills 2 listening track (play through the audio button in the exercise in Global Success 6, Unit 3)
  • Model paragraph on a slide or board: 'This is Ha, my classmate...'
  • Answer key for the listening questions (show only after Ss have listened and answered)
  • Worksheet 1 and Worksheet 2 (printed, one set per pair or per student)
  • NeoEdu lesson page with slides and interactive exercises: neoedu.vn/learn/6/english/unit-3-skills-2

2. Students

  • Textbook Global Success 6, Unit 3 (Skills 2)
  • Notebook, pen and pencil
  • Worksheet 1 and Worksheet 2
  • A dictionary or vocabulary list from Unit 3 (optional)

III. Procedures

Activity 1: Warm-up · 10 minutes

Guess my friend

a) Aims

Activate the vocabulary of appearance and personality, and introduce the topic My friends.

b) Content

T describes a classmate in 3–4 clues using the target words (for example: 'This friend has curly hair. She is creative and shy. Who is she?'). Ss guess the friend. Then Ss work in pairs and describe a friend in one or two sentences, without naming the friend.

c) Expected outcomes

Ss use at least three target words in complete sentences, such as 'She has curly hair.', 'He is shy but kind.' and 'My friend is hard-working.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the topic My friends and the eight target words on the board: curly, straight, confident, careful, kind, hard-working, creative, shy. T says: 'I will describe a person in our class. Guess who it is.'

    Students

    Ss look at the words and listen to T's clues. They raise their hands to guess.

  2. Teacher

    Step 2: Task performance

    T gives 3–4 clues for a classmate, then asks Ss to describe a friend to a partner: 'Tell your partner about one friend. Use two or three words from the board.'

    Students

    Ss guess the classmate, then take turns describing a friend. Example answers: 'She has straight black hair.' / 'He is careful and kind.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 pairs to share their description and asks the class: 'Who is it? How do you know?'

    Students

    Ss read their sentences aloud. The class guesses the friend. Possible answer: 'It is ___. She is creative. She makes useful things.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate use of the adjectives and reminds Ss that adjectives come before the noun (for example: 'a shy girl') and after the verb 'be' (for example: 'She is shy'). T introduces the lesson: 'Today we listen to people talk about their friends and write about a friend.'

    Students

    Ss note the two positions of adjectives in their notebooks and copy the lesson title.

Activity 2.1: Knowledge formation · 25 minutes

Listening with a purpose

a) Aims

Listen for the speaker, the topic and specific keywords about people, places, time and actions, without reading the answer options first.

b) Content

Ss look at the picture in the textbook and listen once to identify the speaker and the topic. Ss listen a second time and complete Worksheet 1 with keywords about people, places, time and actions. Ss must not read the answer options before the listening. T reminds Ss to write keywords, not full sentences.

The listening track is used through the audio button in the exercise. Worksheet 1 is used in this activity.

c) Expected outcomes

Worksheet 1 completed with keywords, for example: Speaker: a student talking about friends; Topic: My friends; People: Binh, his little sister; Places: the library; Time: Friday afternoons; Actions: studying English, making a card, drawing flowers, having brown eyes, being hard-working and kind.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows Worksheet 1 and says: 'You will listen twice. The first time, find who is speaking and the topic. The second time, write keywords in the table. Do not read the answer options yet.' T writes on the board: 'Listen 1 = who + topic. Listen 2 = keywords (people, places, time, actions).'

    Students

    Ss read the instructions on Worksheet 1 and check the four headings: People, Places, Time, Actions.

  2. Teacher

    Step 2: Task performance

    T plays the audio the first time and asks: 'Who is speaking? What is the topic?' T plays the audio a second time and pauses after each part so Ss can write keywords.

    Students

    Ss listen the first time and answer: 'The speaker talks about friends. The topic is My friends.' In the second listening, Ss write keywords such as 'Binh', 'the library', 'Friday afternoons', 'a card', 'little sister', 'drawing flowers'. Ss may compare with a partner after the second listening.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to read their keywords aloud and writes them in four columns on the board: People, Places, Time, Actions. T asks: 'Which words helped you find the answer?'

    Students

    Ss read their keywords. Possible answers: 'Binh is hard-working and kind.' / 'They usually study in the library.' / 'They study English on Friday afternoons.' Ss point out the listening clues that helped them.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the keywords and explains: 'Listen first for the big picture, then for details. Keywords help you answer questions about who, where, when and what.' T reminds Ss to check the answers in the next activity.

    Students

    Ss copy the strategy into their notebooks: 'Listen 1 = general, Listen 2 = details, Write keywords, not whole sentences.'

Activity 2.2: Knowledge formation · 20 minutes

Model paragraph: how a good paragraph is built

a) Aims

Recognise the three parts of a paragraph and the use of the Present simple and the Present continuous in a model text.

b) Content

Ss read the model paragraph on the slide: 'This is Ha, my classmate. She has long black hair. She is creative: she makes useful things from old boxes. Her favourite subject is art. She likes animal stories. In our picture, she is painting a tree. I enjoy working with her because she listens to everyone.'

Questions for Ss:

  1. Which sentence is the opening sentence?
  2. Which sentences give details about Ha?
  3. Which sentence is the closing sentence?
  4. Find one action happening now and two habits or facts.
  5. Count the words. Is the paragraph within 50–70 words?

c) Expected outcomes

  1. Opening sentence: 'This is Ha, my classmate.'
  2. Details: 'She has long black hair.' / 'She is creative: she makes useful things from old boxes.' / 'Her favourite subject is art.' / 'She likes animal stories.' / 'In our picture, she is painting a tree.'
  3. Closing sentence: 'I enjoy working with her because she listens to everyone.'
  4. Present continuous (action happening now in the picture): 'she is painting a tree'. Present simple (habits and facts): 'she makes useful things', 'she likes animal stories', 'she has long black hair'.
  5. The model has about 47 words, so it is slightly below 50. A good paragraph should add one more detail to reach 50–70 words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the model paragraph. Work in pairs to answer five questions. Underline the verbs in the present simple and the present continuous.' T models one example: 'This is Ha, my classmate' is the opening sentence.

    Students

    Ss read the model silently, then work in pairs to answer the questions and underline verbs.

  2. Teacher

    Step 2: Task performance

    T walks around, helps pairs who are stuck and asks: 'Why does the writer use is painting here? Why does the writer use makes and likes?'

    Students

    Ss discuss the questions and count the words. Possible answers: 'is painting' describes the picture (now), while 'makes' and 'likes' describe habits and interests.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to share answers. T writes the three parts on the board: opening sentence, details, closing sentence.

    Students

    Ss report their answers. They explain that the present simple is used for habits and facts, and the present continuous is used for actions happening now.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'A paragraph has an opening, details and a closing sentence. Use the present simple for habits and the present continuous for actions now. Your paragraph should have 50–70 words.' T reminds Ss: 'Do not translate word by word from Vietnamese. Read the whole context to choose the right structure, for example: She has curly hair, not She is have curly hair.'

    Students

    Ss write the three parts and the two tenses in their notebooks and note the word-count range.

Activity 3: Practice · 15 minutes

Listening comprehension check

a) Aims

Answer six multiple-choice questions from the listening text and justify each answer with information stated in the text.

b) Content

Ss read the six questions after the listening and choose A, B or C. Ss compare answers with a partner and give a short reason for each answer.

Questions:

  1. What colour are Binh's eyes? A. Brown; B. Blue; C. Green
  2. How is Binh described? A. Lazy and unkind; B. Noisy and careless; C. Hard-working and kind
  3. Where do the friends usually study? A. In a café; B. In the library; C. In the garden
  4. When do they usually study English? A. Friday afternoons; B. Monday mornings; C. Sunday nights
  5. What is Binh making today? A. A model bridge; B. A cake; C. A card
  6. Who is drawing flowers? A. The speaker; B. His little sister; C. His grandmother

c) Expected outcomes

Answer key: 1 – A (brown eyes are stated directly); 2 – C (hard-working and kind); 3 – B (in the library); 4 – A (Friday afternoons); 5 – C (a card); 6 – B (his little sister).
Expected reason: Each answer is stated directly in the listening, so Ss point to the keyword that matches the answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the six questions. Listen to the audio again only if needed. Choose the answer and be ready to say which word in the listening helped you.' T reminds Ss not to choose an answer only because it sounds familiar.

    Students

    Ss read the questions and options silently. Ss note any keywords they remember from the first activity.

  2. Teacher

    Step 2: Task performance

    T plays the audio once more if needed. T asks pairs to check each other's answers. T monitors and notes common errors.

    Students

    Ss listen again, choose answers and compare with a partner. Ss justify answers: 'I chose B because the friends study in the library.'

  3. Teacher

    Step 3: Report and discussion

    T asks individual Ss to read a question and their answer. T shows the answer key on the slide and asks: 'Which word in the listening proves your answer?'

    Students

    Ss answer aloud, for example: 'Question 4 is A, Friday afternoons.' Ss who answered incorrectly explain what they missed.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers: 1A, 2C, 3B, 4A, 5C, 6B. T reminds Ss: 'In listening, check the keyword in the question and the matching information in the audio. Do not guess.'

    Students

    Ss check their answers, correct mistakes in their notebooks and write one new keyword they learned.

Activity 4: Application · 20 minutes

Write and revise a paragraph about my friend

a) Aims

Write a 50–70-word paragraph about a real friend, plan it, revise it against a checklist, and explain one self-correction.

b) Content

Ss complete Worksheet 2 in three parts: (A) plan with one fact and one reason with because, plus three keywords; (B) write a paragraph of 50–70 words with an opening sentence, 2–4 details and a closing sentence, using the Present simple and/or the Present continuous when suitable; (C) revise with the checklist: complete information, consistent pronouns (he/she/they), correct verbs (has/is, makes/is painting), time and place words (on Friday afternoons, in the library), punctuation and capital letters. Ss write one 'Before' and 'After' sentence to show a correction.

Ss must write their own details. They must not copy the listening script or the model text. Partners then exchange paragraphs and use the rubric to give feedback. Unfinished paragraphs can be completed as homework.

c) Expected outcomes

A paragraph of 50–70 words with a clear opening sentence, 2–4 details, a closing sentence, and correct use of the Present simple and the Present continuous. Plan shows one fact, one reason with because, and one corrected sentence with a short explanation (for example: Before: 'He go to school.' After: 'He goes to school.' Explanation: the present simple third-person singular needs -s for a habit).
Teacher scoring (2 points): content and complete information 0.75; organisation and linking 0.5; vocabulary and grammar 0.5; spelling and punctuation 0.25. Plan and revision: plan with one fact and one reason 1 point; one corrected sentence with explanation 1 point.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Write a paragraph of 50–70 words about a friend. First plan, then write, then revise with the checklist. Your paragraph must have three parts: opening, details and closing.' T writes the rubric on the board.

    Students

    Ss read the task and rubric. Ss ask questions about the word count or the checklist if needed.

  2. Teacher

    Step 2: Task performance

    T monitors, reminds Ss to check their word count and helps those who are stuck with ideas. T asks: 'Did you use is or are with she and he? Did you add -s to the verb for habits?'

    Students

    Ss write their plan, draft the paragraph, count words, and revise with the checklist. Ss then swap paragraphs with a partner and give feedback using the rubric, saying one good point and one suggestion.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read one sentence from their paragraph and the sentence they corrected. T asks the class: 'Is this a habit or an action now? Which tense did you use?'

    Students

    Ss read their sentences aloud. Possible answers: 'My friend is painting a picture now.' / 'She likes music.' Ss explain their correction, for example: 'I changed has to have because I' / 'I changed he is to he is because he is singular.'

  4. Teacher

    Step 4: Conclusion and assessment

    T collects a few paragraphs, scores them with the rubric and gives feedback on common errors. T says: 'Write from your own plan, not from the model. Read your paragraph again and check verbs, pronouns and word count before you hand it in.'

    Students

    Ss record the feedback in their notebooks and finish any unfinished parts of the paragraph as homework.

Worksheets

Worksheet 1: Listening with a purpose

Listen 1: Who is speaking? What is the topic?

  • Speaker: ______________________
  • Topic: ______________________

Listen 2: Write keywords (not full sentences) in the table.

  • People: ______________________
  • Places: ______________________
  • Time: ______________________
  • Actions: ______________________

Quick check: Write one word from the listening that describes a person.

Do not read the answer options before you listen.

Worksheet 2: Plan, write and revise my paragraph

Part A: Plan

  • Name of my friend: ______________________
  • Three keywords: ______________________, ______________________, ______________________
  • One fact about my friend: ______________________
  • One reason with because: ______________________ because ______________________

Part B: Paragraph (50–70 words)
Opening sentence: ______________________________________________
Details (2–4 sentences): ______________________________________________
Closing sentence: ______________________________________________
Word count: ______ words

Part C: Revision checklist

  • Complete information: name, appearance, personality, an activity.
  • Pronouns are consistent (he / she / they).
  • Verbs are correct (has / is; makes / is painting; -s for habits).
  • Time and place words are used (on Friday afternoons, in the library).
  • Punctuation and capital letters are correct.
  • Word count is 50–70.

Part D: One self-correction

  • Before: ______________________________
  • After: ______________________________
  • Explanation: ______________________________

Homework

  • Finish the paragraph about your friend (50–70 words) in your notebook, using the plan on Worksheet 2.
  • Revise your paragraph with the checklist. Check the verbs (has/is, makes/is painting), the pronouns, and the time and place words.
  • Write example sentences for the eight words: curly, straight, confident, careful, kind, hard-working, creative, shy.
  • Listen to the Skills 2 audio again at home, then review the answers. For extra practice, go to neoedu.vn/learn/6/english/unit-3-skills-2.

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