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

Giáo án Skills 1

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:
    • use the key vocabulary about places in a neighbourhood (square, cathedral, railway station, art gallery, narrow, crowded, peaceful, convenient) to describe Lotus Street and Market Street
    • read for gist and details, and match each question with the sentence in the text that gives the evidence
    • explain why a detail is the author's information or their own opinion
    • summarise a text in their own words by using short notes covering the topic, two key details and an opinion with a reason

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text on their own, check their answers against the evidence and correct their own mistakes by using the context.
  • Communication and collaboration: Ss work in pairs and groups to share answers, give reasons for their choices and retell the text to a partner.
  • Problem-solving and creativity: Ss choose the more suitable street for a specific need (walking, travelling, shopping) and give evidence-based reasons for their choice.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short text about two streets to find gist and details, and speak from notes to summarise the text and compare it with their own neighbourhood.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the 8 new words in context, and use the present simple tense and comparative adjectives (wider, more crowded) to describe places.

3. Personal qualities

  • Responsibility: Ss complete the tasks on time and check their own work carefully before reporting.
  • Honesty: Ss clearly separate what the writer says in the text from their own ideas and experiences when they speak.
  • Kindness: Ss discuss how neighbours can help keep the neighbourhood clean and safe for everyone, and show respect when listening to their partners.

II. Teaching aids and materials

1. Teacher

  • Textbook Global Success English 6, Unit 4 My neighbourhood, Skills 1
  • Projector or interactive whiteboard, slides with the reading text, new vocabulary and the exercises
  • Flashcards with the 8 new words and their Vietnamese meanings
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Timer and small card sets for group games
  • NeoEdu digital lesson: neoedu.vn/learn/6/english/unit-4-skills-1 (lesson presentation, examples and interactive exercises)

2. Students

  • Textbook, notebook, pen and pencil
  • Worksheet 1 and Worksheet 2
  • Highlighter or coloured pencils

III. Procedures

Activity 1: Warm-up · 8 minutes

Neighbourhood Mind Map

a) Aims

Ss activate prior knowledge about places in a neighbourhood and get ready for the topic 'My neighbourhood'.

b) Content

Ss work in pairs to write as many places and things as they can see in a neighbourhood in 2 minutes (e.g. shop, park, school, bus stop). Then they answer the teacher's questions:

  • What places are there in your neighbourhood?
  • Which place do you like most? Why?
  • Is your street busy or quiet?

c) Expected outcomes

A class mind map on the board with about 10 places, such as: market, supermarket, bakery, library, park, bus stop, railway station, school, pavement.
Ss' short answers, for example: 'I like the park because it is peaceful.' or 'My street is quiet in the evening.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'My neighbourhood' in the centre of the board and asks: 'What can you see in a neighbourhood?' T gives the instruction: 'Work in pairs. Write as many places as you can in 2 minutes.'

    Students

    Ss listen to the instruction and ask questions if needed. Ss take a notebook and a pen.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs, helps Ss who are stuck with prompts such as 'Where can you buy food?' or 'Where can you read books?'

    Students

    Ss write down the places in their notebooks, for example: 'market, bakery, library, park, bus stop'.

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to share their lists and writes the places on the mind map. T asks: 'Which place do you like most? Why?'

    Students

    Ss share their answers. Expected answers: 'I like the park because it is quiet.' 'I like the bakery because the bread is fresh.' 'My street is busy in the morning.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good ideas and says: 'Today we will read about two streets in a neighbourhood. Let's find out what makes each street special.' T introduces the lesson title 'Skills 1'.

    Students

    Ss note the lesson title and the topic in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: Places and Adjectives

a) Aims

Ss recognise the meaning and pronunciation of the 8 new words and use them to describe places.

b) Content

Ss learn the words: 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 match each word with a picture description or a Vietnamese meaning and then fill in the blanks in 2 short sentences.
Example sentence frames: 'There is a ______ near my house.' 'The street is very ______ in the evening.'

c) Expected outcomes

Matching answers:

  • 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' sentences, for example: 'There is a railway station near our school.' 'The street is narrow but peaceful.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the 8 words on slides with pictures or simple definitions. T says: 'Repeat after me, then match the words with the meanings on your worksheet.'

    Students

    Ss listen and repeat the words as a whole class, then in chorus, paying attention to the stress of multi-syllable words (cathedral, convenient).

  2. Teacher

    Step 2: Task performance

    T plays a quick 'Word Match' game on the board, then gives Ss 3 minutes to complete the matching task in pairs.

    Students

    Ss work in pairs, match the words with the meanings and write the answers in their notebooks. Ss check the words with the dictionary in the textbook if needed.

  3. Teacher

    Step 3: Report and discussion

    T calls on some Ss to read the matching answers and the sentences they made, and corrects pronunciation and word forms.

    Students

    Ss read their answers aloud. Expected sentence: 'There is a small art gallery in the square.' 'Market Street is crowded in the morning.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key words and highlights: 'narrow' and 'wide' are opposites, 'peaceful' and 'crowded' describe the atmosphere of a place.

    Students

    Ss copy the key words and their meanings into their notebooks.

Activity 2.2: Knowledge formation · 18 minutes

Reading for Gist and Details

a) Aims

Ss read for gist to identify the topic and read for details to find the evidence that answers specific questions about the two streets.

b) Content

Ss read the text 'My neighbourhood' in the textbook (Read for gist and details).
Task 1 (gist): Ss skim the text and decide the main topic. Choose one: A. Two streets in a neighbourhood. B. How to cook bread. C. A school trip to the city.
Task 2 (details): Ss read again and complete Worksheet 1. For each question, Ss underline the sentence in the text that gives the evidence.
Questions:

  • Which street is near the river?
  • What is next to the library?
  • Which street has a supermarket and a railway station?
  • How often do buses stop on Market Street?
  • What does the writer buy on Lotus Street?
    Task 3 (author or me): Ss mark each sentence as 'Author' (what the writer says) or 'My idea' (the writer's own opinion or Ss' own opinion).

c) Expected outcomes

Worksheet 1 answers:

  • Main topic: A. Two streets in a neighbourhood.
  • Lotus Street is near the river. (Evidence: 'Lotus Street is near the river.')
  • A bakery is next to the library. (Evidence: 'There is a small library next to a bakery.')
  • Market Street has a supermarket and a railway station. (Evidence: 'It has a supermarket and a railway station.')
  • Buses stop every ten minutes. (Evidence: 'Buses stop there every ten minutes.')
  • The writer buys fresh bread on Lotus Street. (Evidence: 'I like buying fresh bread on Lotus Street.')
    Task 3: 'Lotus Street is peaceful in the evening' = Author. 'I like buying fresh bread' = Author (the writer's preference, stated in the text). Ss' own statement such as 'I think Lotus Street is nicer for children' = My idea.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the two skills: 'Read for gist' means reading quickly for the main idea, and 'Read for details' means reading carefully for specific information. T gives Worksheet 1 and sets a time limit of 2 minutes for skimming and 6 minutes for scanning.

    Students

    Ss listen to the instruction and open the textbook. Ss say the difference between gist and details in their own words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to skim the text first, then to scan and underline the evidence. T walks around to check and reminds Ss to write the evidence sentence for each question.

    Students

    Ss read silently, answer the gist question and find the evidence sentences. In pairs, Ss compare their evidence and discuss the 'Author' or 'My idea' task.

  3. Teacher

    Step 3: Report and discussion

    T asks individual Ss to read their answers and the evidence sentences. T asks: 'Which sentence is the writer's opinion, and which is your own idea?'

    Students

    Ss report answers, for example: 'The main topic is two streets in a neighbourhood. Lotus Street is near the river, because the text says: Lotus Street is near the river.' Ss explain the difference between Author and My idea.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes on the board: 'Gist = the main idea; Details = the facts; Evidence = the sentence in the text that supports the answer.' T reminds Ss: 'Always check your answer with the text.'

    Students

    Ss correct their answers if needed and write the key points in their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Speaking from Notes

a) Aims

Ss learn how to use short notes to summarise a text in three parts: topic, two key details and an opinion with a reason.

b) Content

T models how to make notes from the text. Ss use Worksheet 2 to write keywords only (not whole sentences) under three headings:

  1. Topic
  2. Two important details
  3. My opinion (with a reason)
    T shows an example note: 'Topic: 2 streets - Lotus / Market. Detail 1: Lotus - narrow, peaceful, bakery. Detail 2: Market - buses every 10 min. Opinion: Market Street is more convenient because of buses.'
    T also shows the model sentence: 'In the text, the writer says...' and 'In my neighbourhood, ... (This is my own information, not from the text.)'

c) Expected outcomes

Worksheet 2 sample answers:

  • Topic: Two streets in my neighbourhood
  • Detail 1: Lotus Street - narrow, peaceful in the evening, library next to bakery
  • Detail 2: Market Street - crowded, supermarket, railway station, buses every ten minutes
  • Opinion: Market Street is more convenient for travelling because buses stop there often.
    Model sentence: 'The writer says that Lotus Street is peaceful in the evening. In my neighbourhood, the street near my house is also quiet at night, but this is my own information.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the purpose of notes: 'Write keywords only, not full sentences. Use your notes to speak, not to read.' T hands out Worksheet 2.

    Students

    Ss read the instructions on Worksheet 2 and ask questions about the three headings.

  2. Teacher

    Step 2: Task performance

    T models the note-taking with the example above and gives Ss 4 minutes to make their own notes in pairs. T reminds Ss to mark their own information with 'Me:'.

    Students

    Ss write keywords for the three parts. Ss practise saying the model sentence in pairs, for example: 'The writer says that Market Street is crowded.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 or 3 pairs to read their notes aloud and checks that Ss separate the writer's information from their own.

    Students

    Ss read their notes and speak in full sentences, for example: 'The topic is two streets. Lotus Street is narrow and peaceful. Market Street has buses every ten minutes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the speaking strategy: 'Notes give you keywords; your words make the summary; always say when a detail is from you.' T writes the key phrases 'According to the text...' and 'In my opinion, ... because ...' on the board.

    Students

    Ss copy the key phrases into their notebooks.

Activity 3.1: Practice · 12 minutes

Reading Comprehension Practice

a) Aims

Ss practise answering multiple-choice and fill-in-the-blank questions by finding the evidence in the reading text.

b) Content

Ss complete exercises 2 to 6 individually, then check in pairs. Ss must write the evidence sentence from the text for each answer.
Exercise 2: Which street is near the river? A. Market Street; B. Station Street; C. Lotus Street
Exercise 3: What is next to the library? A. A hospital; B. A bakery; C. A railway station
Exercise 4: The wider street is ______. (Fill in the blank.)
Exercise 5: How often do buses stop on Market Street? A. Every hour; B. Once a day; C. Every ten minutes
Exercise 6: What does the writer buy on Lotus Street? A. Train tickets; B. Fresh bread; C. School supplies

c) Expected outcomes

Answers and evidence:
2. C. Lotus Street. Evidence: 'Lotus Street is near the river.'
3. B. A bakery. Evidence: 'There is a small library next to a bakery.'
4. Market Street. Evidence: 'Market Street is wider and more crowded.'
5. C. Every ten minutes. Evidence: 'Buses stop there every ten minutes, so it is convenient for travelling.'
6. B. Fresh bread. Evidence: 'I like buying fresh bread on Lotus Street.'
Ss' self-check: Ss correct any wrong answers by reading the evidence again.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays exercises 2 to 6 on the projector and says: 'Read each question, find the evidence in the text, then choose or write the answer. Write the evidence sentence too.'

    Students

    Ss read the exercises and make sure they understand the questions. Ss ask about any unknown words.

  2. Teacher

    Step 2: Task performance

    T monitors individual work and helps Ss who cannot find the evidence by guiding them to key words such as 'river', 'library', 'wider', 'buses', 'buy'.

    Students

    Ss answer individually in their notebooks, then check in pairs and correct each other's answers with the evidence.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and evidence for each exercise. T asks: 'How did you know this answer?'

    Students

    Ss answer, for example: 'Number 4 is Market Street, because the text says: Market Street is wider and more crowded.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss: 'Distractors like Station Street or A hospital are not in the text. Always check the evidence.'

    Students

    Ss correct their notebooks and mark any mistakes.

Activity 3.2: Practice · 12 minutes

Short-answer and Opinion Practice

a) Aims

Ss write short answers with evidence and give a reasoned opinion about the text.

b) Content

Ss complete exercises 7 and 8 in pairs.
Exercise 7: Why do neighbours keep pavements clear? Answer in a short phrase or sentence, using evidence from the reading.
Exercise 8: What useful idea can you take from this text? Give one detail as evidence.

c) Expected outcomes

Exercise 7 (1 point: right information from the text 0.75; clear phrase or sentence 0.25). Sample answer: 'For everyone to use.' Other correct wording is accepted if it keeps the information from the text: 'So that everyone can walk on them.'
Exercise 8 (2 points: a suitable idea 1; a correct detail from the text with an explanation 1). Sample answer: 'A neighbourhood can be both quiet and convenient in different places. Lotus Street is good for walking, while Market Street has buses (every ten minutes). We should choose a place based on our needs.'
Teacher's note: Accept different answers if they are supported by a detail from the text and a clear reason.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two questions on the board and reads the scoring criteria aloud: 'Exercise 7 needs correct information from the text. Exercise 8 needs an idea, a detail and a reason.'

    Students

    Ss read the questions and the criteria. Ss ask questions about the scoring if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, write their answers and give evidence. T monitors and helps Ss to use 'because' and 'so' to give reasons.

    Students

    Ss write their answers in pairs. Ss read their answers to each other and check the evidence in the text.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to share their answers for Exercise 7 and 2 pairs for Exercise 8. T invites the class to comment on the reasons.

    Students

    Ss read their answers, for example: 'Neighbours keep pavements clear for everyone.' 'I think Lotus Street is good for walking because it is peaceful.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good reasons and highlights the use of 'so' and 'because' to link ideas: 'Lotus Street is peaceful, so it is good for a walk.' T confirms the expected answers.

    Students

    Ss write the improved answers in their notebooks.

Activity 4: Application · 20 minutes

Tell a Partner: My Neighbourhood

a) Aims

Ss retell the text to a partner and compare one detail of the text with their own neighbourhood.

b) Content

Ss work in pairs. Ss use their notes from Worksheet 2 to tell their partner about the text (at least two details). Then they compare one detail with their own life. Ss must clearly say which information is from the text and which is their own.
Question prompts:

  • What is the text about?
  • What is different about Lotus Street and Market Street?
  • Is your neighbourhood similar to or different from the text? How?
    Homework option: Ss write 4 to 5 sentences about their own neighbourhood using the model 'In my neighbourhood, there is ... It is ... because ...'.

c) Expected outcomes

Each pair produces a short spoken summary (about 30 to 40 seconds) and one comparison sentence, for example:

  • Lotus Street is narrow and peaceful, while Market Street is wider and busier. Buses on Market Street make travelling convenient.
  • Me: My neighbourhood also has a busy market, but our library is on a quiet street. This is my own information, not from the text.
    Scoring (teacher's note): retelling at least 2 correct details from the text (1 point); a specific comparison with Ss' own life, clearly separated from the text (0.5 point); clear and understandable speech, accepted accent (0.5 point). Speaking tasks are assessed by observation, not by automatic marking.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task: 'Tell your partner about the text, then compare one detail with your own life. Say ‘In the text…’ for the author's information and ‘In my neighbourhood…’ for your own information.' T gives 1 minute for preparation.

    Students

    Ss listen and look at their notes from Worksheet 2. Ss prepare the first sentence of their retelling.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and notes common pronunciation or word-choice errors (e.g. 'convenient', 'crowded', 'pavement') without interrupting.

    Students

    Ss take turns to tell their partner about the text and then compare with their own neighbourhood. The partner listens and asks one follow-up question.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 or 4 pairs to share their comparison with the class. T asks the class: 'Did the speaker say which information was from the text and which was their own?'

    Students

    Ss report, for example: 'The text says Lotus Street is peaceful. In my neighbourhood, the street near my house is busy in the morning. This is my own information.' Classmates give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the content, language and the clarity of separating the text from personal ideas. T summarises the lesson: 'Read with evidence; speak from notes; say why you think so.' T sets the homework.

    Students

    Ss note the key learning points and write the homework task in their notebooks.

Worksheets

Worksheet 1: Reading for Gist and Details

Task 1 (Gist): Choose the main topic of the text.

  • A. Two streets in a neighbourhood
  • B. How to cook bread
  • C. A school trip to the city

Task 2 (Details): Answer each question and write the evidence sentence from the text.

  • Which street is near the river?
  • What is next to the library?
  • Which street has a supermarket and a railway station?
  • How often do buses stop on Market Street?
  • What does the writer buy on Lotus Street?

Task 3 (Author or My idea): Mark each sentence.

  • 'Lotus Street is peaceful in the evening.' → ______
  • 'I like buying fresh bread on Lotus Street.' → ______
  • 'I think Lotus Street is nicer for children.' → ______

Worksheet 2: Speaking from Notes

Write keywords only, not full sentences.

  1. Topic: ______
  2. Detail 1 (Lotus Street): ______
  3. Detail 2 (Market Street): ______
  4. My opinion (with a reason): ______

Model sentences:

  • 'According to the text, ...'
  • 'In my neighbourhood, ... (This is my own information, not from the text.)'

Practice: Use your notes to tell your partner about the text in about 30 seconds.

Homework

  • Review the 8 new words and write one sentence for each word about your neighbourhood.
  • Read the text 'My neighbourhood' again and write 4 to 5 sentences about your own neighbourhood, using the model: 'In my neighbourhood, there is ... It is ... because ...'. Mark which information is your own.
  • Complete the interactive exercises for Skills 1 on NeoEdu: neoedu.vn/learn/6/english/unit-4-skills-1 and check your answers with the evidence from the text.
  • Prepare a 30-second spoken summary of the text using your notes, and practise it with a family member.

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