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

Giáo án Looking Back

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • recall and use the 8 key words of Unit 5 (waterfall, island, cave, desert, suncream, plaster, backpack, scissors) in context
    • use countable and uncountable nouns correctly, including the phrase 'a bottle of water'
    • choose some/any, many/much correctly in affirmative, negative and question sentences
    • explain the difference between 'must' (requirement) and 'mustn't' (prohibition)
    • read a short passage, identify its main idea and retell it in their own words

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve key language from memory before checking the answers, classify their own mistakes (meaning, word form, word order or missing information) and correct them by using the grammar rules.
  • Communication and collaboration: Ss work in pairs to ask and answer questions, justify their choices in English and share their main-idea summaries with the class.
  • Problem-solving and creativity: Ss apply the vocabulary and grammar to a new situation, a hiking checklist for a real trip, and explain why each item is needed.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the walking-group passage, state its main idea orally, rewrite it in their own words and write a short checklist for a trip.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight target words, the quantifiers some/any/many/much, the uncountable phrase 'two bottles of water' and the modal verbs must/mustn't accurately.

3. Personal qualities

  • Diligence: Ss complete the retrieval task and all exercises on their own before checking the answers.
  • Responsibility: Ss take responsibility for their group's checklist and check that every item is correct and relevant.
  • Honesty: Ss admit their own errors during self-correction and do not copy answers from others.

II. Teaching aids and materials

1. Teacher

  • Slides with pictures of a waterfall, an island, a cave, a desert, suncream, a plaster, a backpack and scissors
  • Worksheet 1 (Retrieval card) and Worksheet 2 (Grammar and error-correction table), printed for each pair
  • Board and markers; a timer
  • NeoEdu online lesson page: neoedu.vn/learn/6/english/unit-5-looking-back (interactive exercises for checking answers)

2. Students

  • Student's book (Unit 5, Looking Back), notebook, pencil, pen
  • Small sheet of paper or mini whiteboard for writing answers

III. Procedures

Activity 1: Warm-up · 6 minutes

Retrieve before checking

a) Aims

Ss recall the vocabulary and one structure from Unit 5 from memory and identify the type of any mistake before reading the explanations.

b) Content

Ss cover the 'Ghi nhớ' box and the explanation section of the Looking Back page. Ss write down 5 words from Unit 5 and 1 structure they have learned on the Worksheet 1 (Retrieval card). Then Ss answer three quick questions from the teacher before the explanation is shown:

  • Q1: Which word is a place where water falls from a high rock? (waterfall)
  • Q2: What do you put on your skin to protect it from the sun? (suncream)
  • Q3: How many tents are there in the camp? (many)

c) Expected outcomes

  • A list of 5 words and 1 structure written by each student, for example: waterfall, island, cave, desert, backpack; 'We must not leave the path.'
  • Correct answers to Q1–Q3: waterfall; suncream; many.
  • Each mistake labelled as one of four types: meaning, word form, word order, or missing information.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T covers the 'Ghi nhớ' box and the explanation section on the board. T hands out Worksheet 1 and says: 'Write 5 words and 1 structure you remember from Unit 5. Do not look at your book.' T writes the three questions on the board.

    Students

    Ss listen carefully and cover their books and notes.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to write. Then T reads Q1–Q3 aloud and gives Ss 30 seconds to answer each one on their paper. T walks around and checks whether Ss are writing from memory.

    Students

    Ss write their words and answer Q1–Q3 on their own. Expected answers: 1. waterfall; 2. suncream; 3. many.

  3. Teacher

    Step 3: Report and discussion

    T asks a few Ss to read out their words and answers. T writes the correct answers on the board and asks: 'Which answer is wrong? What type of mistake is it?'

    Students

    Ss share their answers. Sample: 'I wrote how much tents. It is a word-form mistake, because tents is countable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T uncovers the explanation section and confirms the answers. T explains the four error types: meaning, word form, word order and missing information. T says: 'Now check your own work and label each mistake.'

    Students

    Ss compare their answers with the explanation and write the error type next to each mistake.

Activity 2.1: Knowledge formation · 8 minutes

Systematising vocabulary: natural wonders and everyday items

a) Aims

Ss consolidate the eight key words of Unit 5 by matching them with pictures and meanings, and use them in simple definitions.

b) Content

Ss match each word with its picture and its Vietnamese meaning, then define each word in English using the model 'It is a ... where/that ...'.

  • waterfall (thác nước)
  • island (đảo)
  • cave (hang động)
  • desert (sa mạc)
  • suncream (kem chống nắng)
  • plaster (băng dán cá nhân)
  • backpack (ba lô)
  • scissors (kéo)

c) Expected outcomes

  • Correct matching: waterfall – thác nước; island – đảo; cave – hang động; desert – sa mạc; suncream – kem chống nắng; plaster – băng dán cá nhân; backpack – ba lô; scissors – kéo.
  • Sample definitions: 'A waterfall is water that falls from a high rock.' 'An island is land with water all around it.' 'Suncream is something you use on your skin to protect it from the sun.' 'A backpack is a bag you carry on your back.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the eight pictures on the slide and says: 'Match each picture with a word and a Vietnamese meaning. Then write one short definition in English.' T models one example: 'A cave is a large hole in a mountain or under the ground.'

    Students

    Ss open their notebooks and get ready to write.

  2. Teacher

    Step 2: Task performance

    T puts Ss in pairs and asks them to match the words within three minutes. T checks pairs that are stuck and gives hints such as 'Look at the water in the picture.'

    Students

    Ss work in pairs, match the words and write the definitions. Expected answers come from the product section.

  3. Teacher

    Step 3: Report and discussion

    T points at each picture and asks: 'What is this?' T calls on one pair per picture to give the answer and definition.

    Students

    Ss answer, for example: 'It is a waterfall. It is water that falls from a high rock.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matches and writes the eight words on the board in a word map under the title 'Natural wonders' and 'Everyday items'. T says: 'Waterfall, island, cave and desert are natural wonders. Suncream, plaster, backpack and scissors are things we use on a trip.'

    Students

    Ss copy the word map into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Systematising grammar: countable nouns, quantifiers and must/mustn't

a) Aims

Ss summarise the grammar rules on countable and uncountable nouns, some/any, many/much and must/mustn't, and use them to correct sentences.

b) Content

Ss complete Worksheet 2 (Grammar and error-correction table) in pairs. The worksheet includes the following rules and examples:

  • Countable nouns have singular and plural forms: an island, two islands.
  • Water and rice are usually not counted directly. Use some water or a bottle of water.
  • Some is used in affirmative sentences; any is used in negative sentences and questions.
  • Many is used with countable plural nouns; much is used with uncountable nouns.
  • Must + base verb shows a requirement; mustn't shows a prohibition, not 'you do not need to'.

c) Expected outcomes

  • Completed Worksheet 2 with the rules above.
  • Corrected sentences: 'two bottle water' → 'two bottles of water'; 'How much tents?' → 'How many tents?'; 'We mustn't stay together' → 'We must stay together.'
  • Error types recorded for each correction: word form, word order, meaning or missing information.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes three incorrect sentences on the board: 'We have two bottle water.' 'How much tents are there?' 'The guide says: We mustn't stay together.' T asks: 'Which words are wrong? Why?'

    Students

    Ss read the sentences silently and think about the mistakes.

  2. Teacher

    Step 2: Task performance

    T gives out Worksheet 2 and asks pairs to complete the table and correct the three sentences in five minutes. T reminds Ss to use the rules in the table.

    Students

    Ss complete the table in pairs and correct the sentences. Expected answers: 'We have two bottles of water.' 'How many tents are there?' 'We must stay together.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read the corrected sentences and explain their choices. T asks: 'Why is it 'mustn't' wrong in this sentence?'

    Students

    Ss explain, for example: 'Mustn't means we are not allowed to leave the group. The guide wants us to stay together, so we must stay.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules and draws the key contrast on the board: 'some – affirmative; any – negative/question; many – countable plural; much – uncountable; must – requirement; mustn't – prohibition.'

    Students

    Ss copy the summary into their notebooks and tick the rules they have understood.

Activity 3.1: Practice · 9 minutes

Quick-check exercises 1–8

a) Aims

Ss apply the vocabulary and grammar of Unit 5 to choose the correct answers and explain why.

b) Content

Ss do Exercises 1–8 in the Looking Back section. Ss answer silently first, then check in pairs and say the reason for each answer.

  1. Water drops from a high rock into a pool. This is a ___. A. waterfall; B. desert; C. cave
  2. Land with water all around it is an ___. A. forest; B. mountain; C. island
  3. Use ___ on your skin to help protect it from the sun. A. a compass; B. suncream; C. scissors
  4. We carry our raincoat on our back in a ___. A. backpack; B. plaster; C. sleeping bag
  5. How {{1}} tents are there in the camp?
  6. We do not have ___ bread left. A. an; B. any; C. many
  7. The guide says 'Stay together'. We {{1}} leave the group.
  8. Choose the correct phrase for two containers of water. A. two waters of bottles; B. two bottle water; C. two bottles of water

c) Expected outcomes

  • Answers: 1-A (waterfall); 2-C (island); 3-B (suncream); 4-A (backpack); 5-many (countable plural tents); 6-B (any, negative with uncountable bread); 7-must not (requirement to stay together); 8-C (two bottles of water).
  • Each pair writes one short reason for each answer, for example: 'Bread is uncountable, so we use any in a negative sentence.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects Exercises 1–8 on the board and says: 'Choose or complete the answers silently in one minute. Then check with your partner and explain the reason.'

    Students

    Ss read the exercises and write their answers on paper.

  2. Teacher

    Step 2: Task performance

    T gives Ss four minutes to check in pairs. T moves around and listens to the reasons. T may use the NeoEdu page to show the interactive answer key after the discussion.

    Students

    Ss compare answers in pairs and explain why, for example: 'Tents is plural, so we use many.'

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to read out one answer and its reason. T asks: 'Which answer needs a grammar rule? Which needs a vocabulary meaning?'

    Students

    Ss report answers. Sample: 'Number 7 is must not, because the guide asks us to stay together. It is a requirement, not a prohibition on needing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: 'If you are wrong, label the mistake: meaning, word form, word order or missing information.' T reminds Ss that 'must not' is a prohibition.

    Students

    Ss correct their own papers and write the error type for any wrong answer.

Activity 3.2: Practice · 7 minutes

Reading for main idea and retelling

a) Aims

Ss read a new passage, identify its main idea, explain their answer to a question and retell the passage in their own words.

b) Content

Ss read the passage below and answer Exercise 10. Ss then say the main idea and rewrite the passage in 3–4 sentences in their own words.
'Our walking group has six pupils and one adult guide. We carry three reusable bottles of water and some fruit. There are no shops on the forest path. The guide asks us to keep the fruit skins in a bag and take them home. We must not leave the path to pick flowers.'
Question 10: How many people are in the group? A. Seven; B. Six; C. Eight

c) Expected outcomes

  • Answer to Exercise 10: A. Seven (six pupils plus one adult guide).
  • Main idea: 'Our walking group follows the rules on the forest path: we carry water and fruit, we take the fruit skins home, and we stay on the path.'
  • A retelling of 3–4 sentences, for example: 'We are a group of seven: six pupils and one guide. We carry water and fruit because there are no shops. We keep the fruit skins in a bag. We must not leave the path.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the passage on the board and says: 'Read the passage once to get the main idea. Then answer Question 10 and retell the passage in your own words.'

    Students

    Ss read the passage silently and note the key facts.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to answer Question 10 and to write one sentence for the main idea. Then T asks pairs to take turns retelling the passage without looking at the board.

    Students

    Ss answer Question 10 with 'A. Seven', write the main idea and retell the passage in pairs.

  3. Teacher

    Step 3: Report and discussion

    T calls two pairs to give their main idea and retelling. T asks: 'How do you know the answer is seven and not six?'

    Students

    Ss explain, for example: 'The passage says six pupils and one adult guide. Six plus one is seven.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea and reminds Ss that a good retelling uses their own words and keeps the key facts. T says: 'You must not copy the sentences of the passage.'

    Students

    Ss rewrite their retelling in their notebooks and check it against the key facts.

Activity 4: Application · 7 minutes

Packing for a hiking trip

a) Aims

Ss use the vocabulary and grammar of Unit 5 to create a checklist for a real hiking trip and explain each item.

b) Content

In groups of four, Ss make a hiking checklist for a one-day trip to a waterfall or a cave. Each checklist must include:

  • at least 5 items from the vocabulary of Unit 5, for example: suncream, a plaster, a backpack, scissors
  • two sentences with some water or a bottle of water, and one sentence with many or much
  • one rule with must or mustn't, for example: 'We must stay on the path.'
    After that, Ss write a short description of the trip for homework.

c) Expected outcomes

  • A group checklist of at least 5 items, with correct use of some/any, many/much and must/mustn't, for example: 'We need two bottles of water and some suncream. We must not leave the path.'
  • A short oral explanation of two items in the checklist, for example: 'We need a plaster in case we cut our skin.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T puts Ss in groups of four and says: 'Make a checklist for a hiking trip. Use at least five words from Unit 5, and include one rule with must or mustn't.' T shows a model: 'We need suncream. We must stay on the path.'

    Students

    Ss listen and discuss the trip destination in their group.

  2. Teacher

    Step 2: Task performance

    T gives groups five minutes to write their checklist on a poster or a sheet of paper. T checks grammar and vocabulary and asks: 'Is this countable or uncountable?'

    Students

    Ss write the checklist together and check each other's grammar. Expected items: 'a backpack, some water, two bottles of water, suncream, a plaster, scissors.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to present one item and explain why it is needed. T invites other groups to ask one question each.

    Students

    Ss present, for example: 'We need a plaster because we may cut our skin on the rock.' Other groups ask: 'How many backpacks do you need?'

  4. Teacher

    Step 4: Conclusion and assessment

    T comments on the best checklist and corrects any grammar mistakes on the board. T says: 'Remember: must is a requirement and mustn't is a prohibition.'

    Students

    Ss correct their checklist and copy the best ideas into their notebooks.

Worksheets

Phiếu học tập số 1

Retrieval card (Looking Back, Unit 5). Do NOT look at your book.

  • Write 5 words from Unit 5:
  • Write 1 structure you remember: ____________________
  • Answer the questions:
    • Q1: Which word means a place where water falls from a high rock? ____________
    • Q2: What do you put on your skin to protect it from the sun? ____________
    • Q3: How {{1}} tents are there in the camp? ____________
  • After checking, label each mistake:
    • Meaning / Word form / Word order / Missing information

Phiếu học tập số 2

Grammar and error-correction table. Complete with your partner.

  • Countable nouns: ____________ (example: an island, two islands)
  • Uncountable nouns: ____________ (example: some water, a bottle of water)
  • some: used in ____________ sentences
  • any: used in ____________ sentences and questions
  • many: used with ____________ nouns
  • much: used with ____________ nouns
  • must + base verb: ____________
  • mustn't: ____________
    Correct the sentences:
  1. We have two bottle water. → ____________
  2. How much tents are there? → ____________
  3. The guide says: We mustn't stay together. → ____________
    Error type for each correction: ____________

Homework

  • Review the eight key words of Unit 5 and write a definition for each one in English.
  • Write a short paragraph (5–6 sentences) about a hiking trip. Use at least two of these: some water, a bottle of water, many, much, must, mustn't.
  • Check your answers to Exercises 1–10 on the NeoEdu page: neoedu.vn/learn/6/english/unit-5-looking-back, and write down any mistakes with their error types (meaning, word form, word order or missing information).
  • Prepare for the next lesson by reading the Unit 5 reading text again and finding its main idea.

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