NeoEdu
Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 5. Natural wonders of Viet Nam

Giáo án A Closer Look 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify countable and uncountable nouns in the topic 'Natural wonders of Viet Nam' and choose the correct singular or plural form (an island, two islands).
    • Use some, any, many and much correctly with countable and uncountable nouns (some water, any rice, many islands, much water).
    • Use must and mustn't correctly to express obligation and prohibition, followed by a bare infinitive.
    • Explain why a wrong option does not fit a given situation, based on the context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the individual quick-sort task and check their own answers against the model sentences before sharing them with the class.
  • Communication and collaboration: Ss work in pairs and groups to sort words, discuss the correct choices and co-create a safety poster for a natural wonder, giving reasons for their choices.
  • Problem-solving and creativity: Ss analyse the time words, subject, noun and purpose of each sentence to choose the correct form, and design original safety rules for a waterfall or cave visit.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model text about a visit to a waterfall, talk about the rules and write a short safety poster using the target language.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary waterfall, island, cave, desert, suncream, plaster, backpack and scissors, and apply the grammar of countable/uncountable nouns and must/mustn't in context.

3. Personal qualities

  • Diligence: Ss actively complete all tasks, check their answers carefully and revise their sentences when they find mistakes.
  • Responsibility: Ss take their role in group work seriously and suggest safety rules that protect people and the natural environment, such as keeping the place clean and not climbing wet rocks.
  • Honesty: Ss admit when their answers are wrong, accept peer feedback and explain their choices truthfully based on the context.
  • Kindness: Ss listen to and support classmates during pair and group work, giving constructive comments on each other's posters.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, projector or board, and markers
  • Pictures or drawings of a waterfall, an island, a cave and a desert (to introduce the vocabulary)
  • Flashcards with the vocabulary: waterfall, island, cave, desert, suncream, plaster, backpack, scissors
  • Worksheet 1 and Worksheet 2 (printed, one set per group)
  • NeoEdu online lesson with explanations, examples and interactive exercises: neoedu.vn/learn/6/english/unit-5-a-closer-look-2

2. Students

  • Textbook Global Success 6, notebook, pen and pencil
  • Sticky notes or small pieces of paper for the sorting task
  • A4 paper and coloured markers for the poster

III. Procedures

Activity 1: Warm-up · 5 minutes

Natural wonders word hunt

a) Aims

Ss activate prior knowledge of the topic 'Natural wonders of Viet Nam' and the vocabulary of the lesson, and get ready for the target grammar.

b) Content

Ss look at the pictures and guess the words: waterfall, island, cave, desert. Then they answer the question: 'Can we count these things? How many islands can you see in one picture?' Ss also look at the words suncream, plaster, backpack and scissors and say what we take on a trip.

c) Expected outcomes

Ss name the four natural wonders and four travel items correctly. Ss say that island and cave are countable (an island, two islands; a cave, two caves), while travel items such as suncream and luggage are used as mass or general nouns. The lesson aim is written on the board: 'Use countable and uncountable nouns, some/any/many/much, and must/mustn't in a safe trip.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures one by one and asks: 'What is this? What do you see in the picture?' T writes the words on the board and reads them aloud for Ss to repeat (waterfall, island, cave, desert).

    Students

    Ss look at the pictures, guess the words and repeat after T in chorus, then individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and say one sentence about a trip using the words, for example: 'We can see a waterfall. We need suncream.' T monitors and helps with pronunciation.

    Students

    Ss work in pairs, make sentences such as 'There are many islands in the bay' and 'We need a backpack and some water.'

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs to share their sentences and asks the class: 'Is this word countable or uncountable?'

    Students

    Some pairs read their sentences. Expected answers: 'Island is countable. Water is uncountable.' 'We need scissors and plasters.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and introduces the lesson aim. T writes the key idea on the board: 'Countable nouns have singular and plural forms; uncountable nouns (water, rice) do not usually take a or an.'

    Students

    Ss copy the key idea into their notebooks and get ready for the first activity.

Activity 2.1: Knowledge formation · 12 minutes

Countable and uncountable nouns

a) Aims

Ss identify countable and uncountable nouns and use some/any/many/much correctly in context.

b) Content

Ss look at the examples on the board and do Worksheet 1 (sort the nouns into two groups, then choose some/any/many/much). The examples are: an island - two islands; water, rice - some water, a bottle of water; some is used in affirmative sentences, any in negative sentences and questions; many is used with plural countable nouns, much with uncountable nouns.
Questions for Ss: 'Is island countable or uncountable? Why do we say a bottle of water and not a water?'

c) Expected outcomes

Ss complete Worksheet 1.
Countable nouns: island, cave, waterfall, desert (no, a desert is a place; it is countable), backpack, plaster, scissors (plural word used with pairs).
Uncountable nouns: water, rice, suncream, luggage.
Rules Ss write in their notebooks:

  • Countable nouns have singular and plural forms: an island, two islands.
  • Water and rice are not usually counted directly; we say some water or a bottle of water.
  • some: affirmative sentences (We need some water.); any: negative sentences and questions (Is there any rice in the bag?).
  • many: plural countable nouns (many islands); much: uncountable nouns (much water).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the examples on the board and asks Ss: 'Look at island and water. Which one can we count?' T hands out Worksheet 1 and explains the task: sort the words into two groups, then choose the correct word (some, any, many or much) in each sentence.

    Students

    Ss read the examples and listen carefully. Ss ask questions about unclear words if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs. Ss first write each noun on a sticky note and put it in the 'countable' or 'uncountable' column. Then they discuss and choose the correct word for each gap. T walks around and checks, then prompts with: 'Is the noun countable? Is the sentence affirmative, negative or a question?'

    Students

    Ss sort the nouns and discuss their choices. Example discussion: 'Water is uncountable, so we use much in How much water...' 'In a question with rice, we use any.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to present their groups and their answers to the gaps. T asks the class: 'Do you agree? Why?'

    Students

    Pairs present, for example: 'Island is countable: an island, two islands.' 'Water is uncountable: some water, not some waters.' Other pairs comment or ask questions.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and writes the rules on the board: countable and uncountable nouns; some (affirmative), any (negative and questions); many (plural countable), much (uncountable). T highlights the common mistake: do not translate word for word from Vietnamese and keep the Vietnamese word order; read the whole context to choose the structure.

    Students

    Ss correct their worksheets, copy the rules into their notebooks and say the rules aloud in chorus.

Activity 2.2: Knowledge formation · 10 minutes

Must and mustn't for rules

a) Aims

Ss understand the meaning of must (obligation) and mustn't (prohibition), and use them with a bare infinitive to write rules for a natural site.

b) Content

T reads the model text aloud: 'We would like to visit a waterfall in Viet Nam. Our poster shows its location and a safe path. We can travel with an adult guide. We need water and a raincoat. We must keep the place clean and mustn't climb wet rocks. Nature is beautiful, but safety comes first.'
Questions for Ss: 'What must we do? What mustn't we do? Which word is followed by a verb in the base form?' 'Look at the sign: No swimming. Can we swim here? Which word do we use?'

c) Expected outcomes

Ss identify the rules in the text:

  • must (obligation): We must keep the place clean.
  • mustn't (prohibition): We mustn't climb wet rocks.
    Key points Ss write:
  • must / mustn't + bare infinitive (keep, climb, stay, not -ing or -s).
  • must = it is necessary; mustn't = it is forbidden, NOT 'it is not necessary'.
    Example: The sign says 'No swimming'. You mustn't swim here.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the model text aloud twice. T asks Ss to underline must and mustn't and circle the verb that follows them. T gives the example sign 'No swimming' and asks: 'Is it necessary or forbidden?'

    Students

    Ss listen, underline the words and answer the questions individually for one minute.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four. Each group discusses which rules they must follow when visiting a waterfall and which rules they mustn't break. T monitors and reminds Ss to use the base form of the verb after must.

    Students

    Ss discuss and write a few rules in their notebooks. Example: 'We must bring water.' 'We mustn't touch the rock formations.'

  3. Teacher

    Step 3: Report and discussion

    T invites one or two groups to read their rules aloud. T asks: 'Does mustn't mean it is not necessary?'

    Students

    Groups read their rules. Expected answer: 'No, mustn't means it is forbidden. Not necessary is don't have to.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: must + bare infinitive shows obligation; mustn't shows prohibition. T reminds Ss to check the verb form after must and to avoid mixing up mustn't with 'don't have to'.

    Students

    Ss write the key structure in their notebooks and repeat the sentence pattern: 'We must ... / We mustn't ...'.

Activity 3: Practice · 10 minutes

Choose the correct answer

a) Aims

Ss apply the grammar of countable/uncountable nouns and must/mustn't to choose the correct options and explain why the wrong options do not fit.

b) Content

Ss do Worksheet 2 (eight multiple-choice items). Ss choose the correct option and explain, in one short sentence, why the other options do not fit the situation.
Question for Ss: 'Which word does the sentence need: a countable noun or an uncountable noun? Does the sentence describe a rule or a choice?'

c) Expected outcomes

Answers to Worksheet 2:

  1. B. some - Water is not counted directly.
  2. A. many - Islands is a plural countable noun.
  3. C. any - The question with rice uses any.
  4. B. stay - After must we use the base form.
  5. A. mustn't - The sign forbids swimming.
  6. C. luggage - Luggage is usually uncountable.
  7. B. How much water do we need? - Much is used with uncountable water.
  8. A. You mustn't touch the rock formations. - It protects the cave and keeps visitors safe.
    Ss write one short reason for each answer that explains why the wrong options do not fit the situation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 2 and explains: choose the correct answer, then explain briefly why the other options do not fit the situation. T reminds Ss to read the time, subject, noun and purpose of each sentence before choosing.

    Students

    Ss read the instructions and the first item aloud in a low voice to make sure they understand the task.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for four minutes, then compare their answers with a partner. T walks around and checks the explanations, especially items 4 and 7.

    Students

    Ss choose the answers and write short explanations. Ss check with their partner and discuss any different answers.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read out their answers for items 4, 7 and 8. T asks the class: 'Why is B wrong in item 7?'

    Students

    Ss give answers and reasons. Expected: 'Many water is wrong because water is uncountable.' 'You must break the rocks is wrong because it damages the cave.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and checks the reasons. T stresses the key point: read the whole context before choosing a structure, and avoid translating word for word from Vietnamese.

    Students

    Ss correct their mistakes in a different colour pen and write the correct sentence for any wrong answer.

Activity 4: Application · 8 minutes

Safety poster for a natural wonder

a) Aims

Ss use countable/uncountable nouns, some/any/many/much and must/mustn't to create a safety poster for visiting a natural wonder in Viet Nam.

b) Content

Ss work in groups of four to design a safety poster for a visit to a waterfall, an island, a cave or a desert in Viet Nam. The poster must include: the location, a safe path, what to bring (some water, a raincoat, a backpack, plasters, scissors), at least two rules with must and two prohibitions with mustn't, and one sentence with many or much.
Question for Ss: 'What must we bring? What mustn't we do? Which word do we use with water?'

c) Expected outcomes

Each group produces a poster (about 6 to 8 sentences) that uses the target structures correctly. Example:

  • We would like to visit a cave in Viet Nam.
  • We must bring some water and a torch.
  • We mustn't touch the rock formations.
  • We don't need much luggage, just a small backpack.
    Groups check each other's posters with the question: 'Did you read the time, subject, noun and purpose before choosing the structure?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows a model sentence on the board. T gives each group a sheet of A4 paper and reminds Ss of the requirements: at least two must, two mustn't, one some/any and one many/much.

    Students

    Ss listen, ask questions about the requirements and choose their natural wonder.

  2. Teacher

    Step 2: Task performance

    T asks groups to design the poster in about five minutes, with one student writing, one checking grammar, one drawing and one presenting. T monitors and gives feedback on countable/uncountable nouns and bare infinitives.

    Students

    Groups write and draw the poster. Ss check each other's sentences and correct mistakes with the target grammar.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three groups to present their posters in front of the class. The rest of the class listens and checks the grammar, asking: 'Is this rule obligation or prohibition?'

    Students

    Presenting groups read their rules. Listening groups respond: 'Yes, mustn't means forbidden.' 'Much is correct because luggage is uncountable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effort and gives brief feedback on the posters. T summarises: we use some/any, many/much according to countable or uncountable nouns; must shows obligation and mustn't shows prohibition; safety comes first.

    Students

    Ss listen, note the feedback and revise their posters if needed. Ss say one safety rule they will remember.

Worksheets

Worksheet 1

Part A. Sort the nouns into two groups.

  • island
  • water
  • cave
  • rice
  • waterfall
  • suncream
  • desert
  • luggage

Part B. Choose the correct word.

  1. We need ___ water for the walk. (some / many / a)
  2. Is there ___ rice in the bag? (many / a / any)
  3. There are ___ islands in the bay. (many / much / a)
  4. How ___ water should we take? (many / much / a)

Worksheet 2

Choose the correct answer (A, B or C). Then write one short reason why the other options do not fit.

  1. We need ___ water for the walk. A. many B. some C. a
  2. There are ___ islands in the bay. A. many B. much C. a
  3. Is there ___ rice in the bag? A. many B. a C. any
  4. We must ___ on the marked path. A. staying B. stay C. stays
  5. The sign says 'No swimming'. You ___ swim here. A. mustn't B. must C. can always
  6. Which noun is usually uncountable? A. island B. tent C. luggage
  7. Choose the correct question. A. How much islands can we see? B. How much water do we need? C. How many water do we need?
  8. Choose a safe rule for a protected cave. A. You mustn't touch the rock formations. B. You must break the rocks. C. You must leave rubbish inside.

Homework

  • Write a short safety poster (5 to 6 sentences) for a visit to a desert in Viet Nam or another natural site. Use at least one must, one mustn't, one some or any, and one many or much.
  • Check your sentences: read the time words, the subject, the noun and the purpose before you choose the structure. Write one sentence that explains why a wrong option does not fit.
  • Review the vocabulary: waterfall, island, cave, desert, suncream, plaster, backpack, scissors. Practise the words aloud at home.
  • Access the NeoEdu lesson at neoedu.vn/learn/6/english/unit-5-a-closer-look-2 and complete the interactive exercises before the next lesson.

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