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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 4. My neighbourhood

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 eight vocabulary items of Unit 4 (square, cathedral, railway station, art gallery, narrow, crowded, peaceful, convenient) to describe places in a new context.
  • Form and use comparatives of short adjectives (adjective + er + than) and long adjectives (more + adjective + than), including the irregular forms good - better and bad - worse.
  • Explain why an answer is correct and correct their own mistakes by applying the rules, sorting errors into meaning, word form, word order or missing information.
  • Read a new review passage, state its main idea and retell it in their own words.

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve prior knowledge without looking at the memory box, check their own answers and fix their mistakes by themselves.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, explain their choices and present a short description of their neighbourhood.
  • Problem-solving and creativity: Ss compare two places in their own neighbourhood and choose suitable adjectives and comparative structures to describe them.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a review passage, identify its main idea, retell it in their own words and write short comparative sentences about their neighbourhood.
  • Language knowledge (vocabulary, grammar): Ss use the eight target words and the comparative forms correctly in multiple-choice, gap-fill and original sentences.

3. Personal qualities

  • Responsibility: Ss complete their self-check and homework on time and take responsibility for correcting their own errors.
  • Honesty: Ss admit the mistakes they made in the warm-up and report their results truthfully during pair checking.
  • Diligence: Ss practise repeatedly with the comparative forms and keep trying until their sentences are accurate.

II. Teaching aids and materials

1. Teacher

  • Global Success English 6 textbook, Unit 4 'Looking Back' page
  • Projector and slides with the target vocabulary, comparative rules and the review passage
  • Picture cards of a square, a cathedral, a railway station and an art gallery
  • NeoEdu learning page with lesson explanations, examples and interactive exercises: neoedu.vn/learn/6/english/unit-4-looking-back
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Timer and small reward stickers

2. Students

  • Textbook and notebook
  • Pen and pencil
  • A sheet of paper to cover the memory box
  • Worksheet 1 and Worksheet 2 (shared with a partner)

III. Procedures

Activity 1: Warm-up · 8 minutes

Retrieve before checking

a) Aims

Ss recall the vocabulary and the structures of Unit 4 from memory before the teacher explains them again, and identify the type of their own errors.

b) Content

Ss cover the memory box in their textbook, write five words from Unit 4 and one structure they have learned, then answer three quick questions: 'Which place is a railway station?', 'Which adjective describes a place with very little width?', 'How do we write the comparative of big?'. Ss check the answers only after they finish.

c) Expected outcomes

Ss' list of five words (for example: square, narrow, crowded, peaceful, convenient) and one structure (for example: noisier than, more convenient than). Ss' answers to the three questions: a railway station is where trains stop; narrow describes very little width; big becomes bigger. Ss label each mistake as meaning, word form, word order or missing information.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Cover the memory box. Write five words from Unit 4 and one structure you remember. Then answer my three questions without looking at the book.' T writes the three questions on the board and starts the timer for 4 minutes.

    Students

    Ss cover the memory box, write five words and one structure in their notebook, and write their answers to the three questions.

  2. Teacher

    Step 2: Task performance

    T walks around, checks silently and notes the common errors without correcting them yet.

    Students

    Ss work individually. Some Ss may write 'more narrower' or 'crowder' instead of 'more crowded'; they can check their own work before the next step.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to swap notebooks with a partner and check using the memory box. T asks: 'Which answer is wrong? What type of error is it?'

    Students

    Ss check each other's answers and say the error type. Expected answer: 'It is a word form error, because crowder should be crowded.' 'It is a meaning error, because a square is not a railway station.'

  4. Teacher

    Step 4: Conclusion and assessment

    T opens the memory box and reveals the correct answers. T writes the four error types on the board (meaning, word form, word order, missing information) and asks Ss to tick the types they made.

    Students

    Ss compare with the book, tick their error types and write the correct form next to each mistake.

Activity 2.1: Knowledge formation · 15 minutes

Revisiting neighbourhood vocabulary

a) Aims

Ss review the eight vocabulary items of Unit 4 and use them to describe places in a neighbourhood.

b) Content

Ss match each word with its Vietnamese meaning and with a picture card: square (quảng trường), cathedral (nhà thờ lớn), railway station (ga đường sắt), art gallery (phòng trưng bày nghệ thuật), narrow (hẹp), crowded (đông đúc), peaceful (yên bình), convenient (thuận tiện). Then Ss say which place in the picture is narrow, crowded, peaceful or convenient.

c) Expected outcomes

Ss' matching list: square - quảng trường; cathedral - nhà thờ lớn; railway station - ga đường sắt; art gallery - phòng trưng bày nghệ thuật; narrow - hẹp; crowded - đông đúc; peaceful - yên bình; convenient - thuận tiện. Ss' example sentences: 'The street is narrow.' 'The market is crowded in the morning.' 'The park is peaceful at night.' 'The bus stop is convenient for students.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the eight words on the slide and the picture cards on the board. T says: 'Match each word with its meaning and a picture. Then choose one word to describe a picture.'

    Students

    Ss read the words and copy them into their notebook with the meanings.

  2. Teacher

    Step 2: Task performance

    T puts Ss in pairs. T says: 'Student A points to a card and says a word. Student B gives the meaning. Then switch.'

    Students

    Ss take turns matching words, meanings and picture cards. Ss use the textbook if they need help.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read one sentence each. T asks: 'Why is this place peaceful?'

    Students

    Ss read their sentences. Expected answer: 'The park is peaceful because there is almost no traffic or noise.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and writes the eight words on the board with their stress and meaning. T highlights that crowded describes many people, narrow describes small width, and peaceful describes quiet places.

    Students

    Ss correct their notebook and add one example sentence for each word.

Activity 2.2: Knowledge formation · 15 minutes

Forming comparatives

a) Aims

Ss review the forms of comparatives with short adjectives, long adjectives and irregular adjectives, and explain when to use each form.

b) Content

T presents the rules: short adjective + er + than (tall - taller, big - bigger, noisy - noisier); long adjective: more + adjective + than (expensive - more expensive, convenient - more convenient); irregular: good - better, bad - worse. Ss complete Worksheet 1 and answer: 'Which two things are being compared?' and 'Why do we never use more and -er at the same time?'

c) Expected outcomes

Ss' completed table in Worksheet 1: tall - taller; big - bigger; noisy - noisier; safe - safer; expensive - more expensive; convenient - more convenient; good - better; bad - worse. Ss' rule summary: 'We use -er for short adjectives and more for long adjectives, followed by than. We do not use more and -er together. We must know the two things being compared.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three rules on the board and says: 'Look at the examples. Then complete Worksheet 1 and find the two things being compared in each sentence.'

    Students

    Ss copy the three rules and read the examples in the notebook. Ss take Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'Why is safe changed to safer, not more safe?' T helps Ss who are stuck with irregular forms.

    Students

    Ss complete the table individually, then compare with their partner. Expected answer: 'Safe ends in e, so we only add r.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 Ss to read their table aloud and asks: 'What are the two things compared in: The market is noisier than the library?'

    Students

    Ss read their answers. Expected answer: 'The market and the library are compared.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules and points out the common mistake: using more and -er together, for example 'more noisier' is wrong. T asks Ss to write the rule in their notebook.

    Students

    Ss write the summary in their notebook and check their Worksheet 1.

Activity 2.3: Knowledge formation · 15 minutes

Connecting skills: main idea and retelling

a) Aims

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

b) Content

Ss read the passage 'Two routes lead from our school to the sports centre. River Road is 800 metres long and has heavy traffic. Garden Lane is 500 metres long and has a separate footpath. Our walking group chooses Garden Lane. We still use the marked crossing at its end.' Ss identify the main idea, underline the comparatives and the words from Unit 4, and retell the passage in their own words.

c) Expected outcomes

Main idea: 'Our walking group chooses Garden Lane because it is shorter and safer than River Road.' Underlined comparison: 'River Road is 800 metres long' and 'Garden Lane is 500 metres long', so Garden Lane is shorter. Retelling example: 'Our group walks to the sports centre by Garden Lane. It is shorter and has a footpath for walkers. River Road is longer and has heavy traffic.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the passage once. Then find the main idea, underline the comparison and retell the passage in two or three sentences without looking at the text.'

    Students

    Ss read the passage silently and note the key words.

  2. Teacher

    Step 2: Task performance

    T circulates and asks: 'Which words show that one route is different from the other?' T encourages Ss to use their own words.

    Students

    Ss work in pairs. One S gives the main idea, the other S checks. Ss then retell the passage to each other.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to share their main idea and retelling, and asks the class: 'Is the retelling accurate? Does it use the right comparative?'

    Students

    Ss present their main idea and retelling. The class gives feedback. Expected answer: 'Garden Lane is shorter than River Road.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea and models a retelling: 'Our walking group chooses Garden Lane because it is shorter and safer than River Road.' T reminds Ss that the main idea is the central message, not a detail.

    Students

    Ss write the main idea and their retelling in their notebook.

Activity 3.1: Practice · 15 minutes

Multiple-choice and gap-fill exercises

a) Aims

Ss apply vocabulary and comparatives to choose correct answers and complete sentences, and explain their choices.

b) Content

Ss do Exercises 1 to 8 from the book. Exercise 1: Trains stop at the ___. A. cathedral; B. railway station; C. art gallery. Exercise 2: There is almost no traffic or noise in the park. It is ___. A. peaceful; B. crowded; C. noisy. Exercise 3: Many people are trying to pass through the market at once. It is ___. A. empty; B. peaceful; C. crowded. Exercise 4: This street has very little width. It is ___. A. tall; B. narrow; C. wide. Exercise 5: The library is quiet. The market is noisy. The market is {{1}} than the library. Exercise 6: A ticket costs 20,000 dong; B costs 35,000 dong. Ticket A is ___. A. more expensive than B; B. the most expensive of the two; C. cheaper than B. Exercise 7: This path is {{1}} than that one. (safe). Exercise 8: The new bus stop is ___ than the old one. (convenient) A. more convenient; B. convenienter; C. most convenient.

c) Expected outcomes

Answers: 1 - B (railway station); 2 - A (peaceful); 3 - C (crowded); 4 - B (narrow); 5 - noisier (noisy changes y to i); 6 - C (cheaper than B, because 20,000 is less than 35,000); 7 - safer (safe ends in e, so add r); 8 - A (more convenient, because convenient is a long adjective).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do Exercises 1 to 8 individually. For each answer, tell me the rule or the clue that helps you choose.'

    Students

    Ss read the exercises and write their answers in their notebook.

  2. Teacher

    Step 2: Task performance

    T monitors and checks for the common errors: Exercise 5 (noisier), Exercise 7 (safer) and Exercise 8 (convenienter is wrong).

    Students

    Ss work individually, then check with a partner. Ss explain their choice to their partner, for example: 'I choose B because a railway station is where trains stop.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and asks: 'Why is B wrong in Exercise 8?' 'What is the rule for safe?'

    Students

    Ss give answers. Expected answer: 'B is wrong because convenienter is not a correct form. Convenient is a long adjective, so we use more convenient.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the reasons on the board. T says: 'When you are not sure, check the clue in the sentence and the form of the adjective.'

    Students

    Ss correct their notebooks and write the rule next to each mistake.

Activity 3.2: Practice · 10 minutes

Reading and self-correction with new review passage

a) Aims

Ss answer two comprehension questions about a new review passage, explain their choices with evidence and correct their own mistakes using the rules.

b) Content

Ss read the passage about Garden Lane and River Road again and answer Exercise 9's two questions. Exercise 10: Which route is shorter? A. Both are equal; B. Garden Lane; C. River Road. Ss then write one sentence to explain their choice and check it against the rule of comparatives.

c) Expected outcomes

Answer to Exercise 10: B (Garden Lane). Explanation: 'Garden Lane is 500 metres long, and River Road is 800 metres long. So Garden Lane is shorter.' Self-correction example: 'Garden Lane is more short than River Road' is corrected to 'Garden Lane is shorter than River Road' because short is a short adjective and needs er.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the passage again. Answer Exercise 10. Then write a sentence to explain your choice and check it with the comparative rule.'

    Students

    Ss read the passage and answer Exercise 10 individually.

  2. Teacher

    Step 2: Task performance

    T writes a wrong sentence on the board: 'Garden Lane is more short than River Road.' T asks Ss to find and fix the mistake.

    Students

    Ss find the mistake, rewrite the sentence and write their own explanation. Expected answer: 'More and -er cannot be used together. Short takes -er: shorter.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read their answer and explanation, and asks the class to check the evidence.

    Students

    Ss present their answer and the evidence: '500 metres is less than 800 metres, so Garden Lane is shorter.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the answer is B and emphasises that the evidence comes from the passage. T reminds Ss to check the rule when they self-correct.

    Students

    Ss write the correct answer and the self-correction in their notebook.

Activity 4: Application · 12 minutes

Describing my neighbourhood

a) Aims

Ss use the vocabulary and comparatives to describe and compare two places in their own neighbourhood, and present them to the class.

b) Content

Ss choose two places in their neighbourhood (for example: a square, a market, a park or a railway station) and write five sentences comparing them, using at least two comparatives (for example: 'The market is noisier than the park.' 'The park is more peaceful than the market.') and at least two words from the unit. Pairs then present their sentences to the class.

c) Expected outcomes

Ss' written description with five sentences, for example: 'The market is more crowded than the square. The park is more peaceful than the market. The bus stop near my house is more convenient than the railway station. The street is narrower than the main road. The art gallery is quieter than the market.' Ss' oral presentation in pairs, with each S speaking at least two sentences.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Choose two places in your neighbourhood. Write five sentences to compare them, using at least two comparatives and two words from the unit.' T gives an example about the school and the sports centre.

    Students

    Ss choose two places and write their sentences in notebook.

  2. Teacher

    Step 2: Task performance

    T walks around and checks the comparative forms and the use of than. T says: 'Check that you do not use more and -er together.'

    Students

    Ss write individually, then share their sentences with a partner and correct each other.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to present. T asks the class: 'Is the comparison correct? Which word from the unit is used?'

    Students

    Ss present their sentences aloud. Expected answer: 'The market is more crowded than the square, so it is not peaceful.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate sentences and corrects the common errors on the board. T summarises: 'We compare two things, we use -er for short adjectives and more for long adjectives, and we use than.'

    Students

    Ss correct their sentences and write one improved sentence for homework.

Worksheets

Worksheet 1: Vocabulary and comparatives

Part A. Match each word with its meaning.

  • square - ___
  • cathedral - ___
  • railway station - ___
  • art gallery - ___
  • narrow - ___
  • crowded - ___
  • peaceful - ___
  • convenient - ___
    Meanings: hẹp; quảng trường; nhà thờ lớn; phòng trưng bày nghệ thuật; đông đúc; yên bình; thuận tiện; ga đường sắt.

Part B. Complete the table with the comparative form.

  • tall - ___
  • big - ___
  • noisy - ___
  • safe - ___
  • expensive - ___
  • convenient - ___
  • good - ___
  • bad - ___

Part C. Answer the questions.

  • What two things are being compared in: 'The market is noisier than the library'?
  • Why do we never use more and -er together?
  • Why is safe changed to safer and not more safe?

Worksheet 2: Reading and self-correction

Read the passage.
Two routes lead from our school to the sports centre. River Road is 800 metres long and has heavy traffic. Garden Lane is 500 metres long and has a separate footpath. Our walking group chooses Garden Lane. We still use the marked crossing at its end.

Part A. Answer the questions.

  • Which route is shorter? A. Both are equal; B. Garden Lane; C. River Road.
  • What is the main idea of the passage?

Part B. Correct the mistake in the sentence.

  • Garden Lane is more short than River Road.

Part C. Write two sentences to compare River Road and Garden Lane. Use one comparative with -er and one with more.

Homework

  • Review the eight vocabulary items of Unit 4 and write one example sentence for each word.
  • Complete the comparative rules in your notebook and write three sentences comparing two places in your neighbourhood, using -er or more + adjective + than.
  • Write a short paragraph (five sentences) describing your neighbourhood and check your sentences for the mistakes you made in the warm-up.
  • Practise Exercises 1 to 10 on the NeoEdu learning page: neoedu.vn/learn/6/english/unit-4-looking-back, and note the questions you got wrong.

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