Tiếng AnhLớp 6Unit 5. Natural wonders of Viet Nam

Giáo án Skills 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
identify the main topic of a short text about a class trip to Phu Quoc Island.
find details in the reading that answer questions, and give evidence for each answer.
use the topic words waterfall, island, cave, desert, suncream, plaster, backpack and scissors in context.
retell a text in their own words, using key words from their notes.
separate what the text says from their own ideas or experiences.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text on their own, check their answers against the evidence in the text, and correct their own mistakes.
Communication and collaboration: Ss work in pairs to ask and answer questions, take turns speaking from notes, and give feedback to each other.
Problem-solving and creativity: Ss choose the right evidence for each question, explain why an answer is correct, and give a reasonable idea from the text to protect nature.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read for gist and details, speak from key-word notes, and answer questions with evidence from the text.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight topic words correctly and read the simple present and modal forms (can, must, do not) in context.

3. Personal qualities

Responsibility: Ss respect the rules of a natural area in their talk, for example staying on the path and not leaving plastic bags.
Kindness: Ss show care for animals and the environment when they discuss how to protect nature.
Honesty: Ss clearly separate the information from the text from their own personal experiences.

II. Teaching aids and materials

1. Teacher

Textbook Global Success 6, Unit 5, Skills 1
Projector or interactive board with the reading text and the vocabulary list
Word cards for the eight topic words, with a picture or simple definition on each card
A set of sample key-word notes for the speaking model (written on the board or slide)
Timer
NeoEdu lesson page with the presentation, examples and interactive exercises: neoedu.vn/learn/6/english/unit-5-skills-1

2. Students

Textbook and notebook
Pens and pencils
Worksheet 1 (printed or copied into the notebook)

III. Procedures

Activity 1: Warm-up · 5 minutes

Packing for a Natural Trip

a) Aims

Ss activate their prior knowledge of natural places and the things people need for an outdoor trip, and get ready for the topic of the reading.

b) Content

T shows word cards: waterfall, island, cave, desert, suncream, plaster, backpack, scissors. Ss say which words they know and guess the meaning of the unknown words from the context of the question "What do you need for a trip to a waterfall or an island?"

c) Expected outcomes

Ss name at least three items for an outdoor trip (for example: suncream, backpack, plaster). Ss explain the meaning of at least two topic words in Vietnamese or in simple English. Vocabulary: 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).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the word cards and asks: "Which of these places have you visited? What do you need when you go on a trip?"
Students
Ss look at the cards and listen to the question.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think, then asks them to work in pairs and name the items they would take on a trip.
Students
Ss discuss in pairs. Expected answer: "We need a backpack, suncream and water."
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their answers and writes the new words on the board.
Students
Representatives say their answers. Other Ss repeat the words after T.
Teacher
Step 4: Conclusion and assessment
T praises the good ideas and says: "Today we will read about a class trip to Phu Quoc Island and find out how to enjoy nature safely."
Students
Ss write the title of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Reading for Gist and Details

a) Aims

Ss read the text to find the main topic and the details, and learn to match each question with one sentence of evidence.

b) Content

Step 1: Ss skim the text quickly to find the topic. Step 2: Ss read again and find the sentence that answers each question. Questions: 1) Where is Phu Quoc? 2) What do students carry? 3) What must students NOT do? 4) Where do they go after lunch? 5) What makes the trip enjoyable? Ss complete Worksheet 1.
Text: Phu Quoc is an island in the south of Viet Nam. Visitors can enjoy beaches, forests and local food. On our imagined class trip, we explore a beach with a local guide in the morning. We carry some water, suncream and hats. We do not pick up living sea animals or leave plastic bags. After lunch, we visit a small forest path. The guide explains why trees and clean water are important. We must stay on the path and speak quietly near animals. The trip is enjoyable because we learn about nature, not only take photographs.

c) Expected outcomes

Topic: a class trip to Phu Quoc Island, where students enjoy nature and protect it.
Evidence for each question:

Where is Phu Quoc? → "Phu Quoc is an island in the south of Viet Nam."
What do students carry? → "We carry some water, suncream and hats."
What must students NOT do? → "We do not pick up living sea animals or leave plastic bags."
Where do they go after lunch? → "After lunch, we visit a small forest path."
What makes the trip enjoyable? → "We learn about nature, not only take photographs."
Key idea: Ss can explain that a sentence in the text is evidence, not only a guess.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: "Skim the text in 1 minute to find the topic. Then read again and find one sentence that proves each answer." T shows Worksheet 1 on the board.
Students
Ss read the instructions and prepare to skim the text.
Teacher
Step 2: Task performance
T asks Ss to work in pairs. T walks around, checks reading and helps Ss who are stuck with words such as guide, enjoyable and protect. T asks: "What is the topic of the text?"
Students
Ss skim and scan the text, then write the evidence on Worksheet 1. Expected answer for the topic: "A class trip to Phu Quoc Island."
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read out their answers and the evidence sentence. T asks: "Why is this sentence the evidence?"
Students
Ss read the evidence aloud. Expected explanation: "The sentence answers the question directly."
Teacher
Step 4: Conclusion and assessment
T confirms the answers and shows how to match a question with a sentence: find key words in the question, then scan the text for the same or similar words. T reminds Ss to separate what the author says from their own opinion.
Students
Ss correct their worksheets and copy the scanning tip into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Speaking from Key-word Notes

a) Aims

Ss learn to take short key-word notes from the text and use them to retell the main ideas in their own words.

b) Content

T models a note-taking page with key words only, not full sentences. Example notes:
Topic: Phu Quoc trip
Detail 1: beach, guide, water, suncream, hats
Detail 2: forest path, trees, clean water
Opinion + reason: trip enjoyable – learn about nature
Ss use the notes to speak in three parts: the topic, two important details, and one opinion with a reason. When Ss compare the text with their own lives, they say clearly: "In my opinion..." or "In my life...".

c) Expected outcomes

Ss produce a short retelling of 3 to 4 sentences, for example:

The text is about a class trip to Phu Quoc Island.
Students carry water, suncream and hats, and they stay on the forest path.
I think the trip is good because students learn about nature.
Ss can explain why they chose each key word for their notes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the model notes on the board and says: "Write only key words. Do not copy whole sentences. Use the notes to speak in three parts."
Students
Ss read the model notes and copy the format into their notebooks.
Teacher
Step 2: Task performance
T asks Ss to write their own notes in 2 minutes, then practise speaking with a partner. T monitors and checks the use of key words.
Students
Ss write their notes and practise. Expected sentence: "The text is about a trip to Phu Quoc. Students carry water and suncream. The trip is enjoyable because they learn about nature."
Teacher
Step 3: Report and discussion
T invites 2 Ss to speak from their notes in front of the class. T asks the class: "Is this information from the text or from the speaker's life?"
Students
Volunteers speak. Other Ss answer: "It is from the text" or "It is the speaker's opinion."
Teacher
Step 4: Conclusion and assessment
T confirms the three-part structure (topic, two details, opinion with a reason) and writes the key phrase on the board: "In my opinion... because...". T reminds Ss that personal information must be clearly marked.
Students
Ss write the key phrase in their notebooks and check their notes.

Activity 3: Practice · 10 minutes

Answering Reading Questions with Evidence

a) Aims

Ss use the text to answer multiple-choice and short-answer questions, and check their answers with the evidence in the text.

b) Content

Exercise (Skills 1 Reading). Ss answer the questions and give evidence from the text.

Where is Phu Quoc? A. In a desert; B. In southern Viet Nam; C. In northern Europe
Who leads the imagined class trip? A. A local guide; B. A taxi driver; C. No one
What do students carry? Answer in a short phrase or sentence, using evidence from the reading.
What do students NOT do? A. Use the path; B. Leave plastic bags; C. Follow the guide
Where do they go after lunch? A. A forest path; B. A shopping tower; C. An airport
What makes the trip enjoyable? Answer in a short phrase or sentence, using evidence from the reading.
If Ss finish early, they correct the wrong answers and explain the evidence.

c) Expected outcomes

Answer key:

B – In southern Viet Nam. Evidence: "Phu Quoc is an island in the south of Viet Nam."
A – A local guide. Evidence: "On our imagined class trip, we explore a beach with a local guide in the morning."
Water, suncream and hats. (Accept other wording that keeps the same information.) Evidence: "We carry some water, suncream and hats."
B – Leave plastic bags. Evidence: "We do not pick up living sea animals or leave plastic bags."
A – A forest path. Evidence: "After lunch, we visit a small forest path."
Learning about nature. (Accept other wording that keeps the same information.) Evidence: "The trip is enjoyable because we learn about nature, not only take photographs."
Scoring for short answers: correct information from the text (0.75 point); a clear sentence or phrase (0.25 point).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six questions and says: "Choose the answer or write a short answer. Then find the sentence in the text that proves your answer."
Students
Ss read the questions silently.
Teacher
Step 2: Task performance
T asks Ss to work individually for 4 minutes, then compare with a partner. T checks the NeoEdu interactive exercise with Ss who finish early.
Students
Ss write their answers in their notebooks and check with their partners. Expected answer to Q1: "B, in southern Viet Nam."
Teacher
Step 3: Report and discussion
T calls on Ss to give the answer and read the evidence sentence for each question. T asks: "Why is C wrong in Question 2?"
Students
Ss give their answers and evidence. Expected answer: "C is wrong because the text says a local guide leads the trip."
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and reminds Ss that a good answer needs evidence from the text. T gives feedback on the short answers and explains the scoring.
Students
Ss correct their mistakes in a different colour pen and write the correct evidence beside each answer.

Activity 4: Application · 10 minutes

Sharing Ideas to Protect Nature

a) Aims

Ss give an idea from the text about protecting nature, support it with a detail from the text, and compare the trip with their own lives.

b) Content

Task 1: Ss answer: "What useful idea can you take from this text? Give one detail as evidence."
Task 2: Ss work in pairs. Each student tells a partner about the text using key-word notes, then compares one detail with their own life. Ss say clearly which information is from the text and which is their own.
Homework option: Ss write 4 to 5 sentences about a natural place they have visited, using the three-part structure.

c) Expected outcomes

Sample answer for Task 1:
"A useful idea is that we should protect nature when we travel. The students do not pick up living sea animals or leave plastic bags, so the beach stays clean."
Sample answer for Task 2:
"The text is about a class trip to Phu Quoc. Students explore a beach and a forest path with a guide. They protect sea animals and do not leave rubbish. In my life, I also carry water when I walk outdoors, but I have not visited this island."
Note: Ss clearly mark personal information with the phrase "In my life...".

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: "Think of one useful idea from the text. Then tell a partner about the text and compare one detail with your own life. Mark which information is from the text and which is your own."
Students
Ss read the task and think for 1 minute.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, then monitors and supports Ss who need help with sentence starters such as "In my life..." and "The text says...".
Students
Ss speak to their partners from their notes. Expected idea: "We should not harm nature when we travel."
Teacher
Step 3: Report and discussion
T invites 2 pairs to share their ideas with the class and asks: "Is this information from the text or from your life?"
Students
Ss share their ideas. Other Ss give feedback on the evidence and the clarity of the speech.
Teacher
Step 4: Conclusion and assessment
T summarises the lesson: "We read for gist and details, we speak from notes, and we always give evidence and separate facts from opinions." T gives the homework and praises the class.
Students
Ss write down the homework and the key lesson points in their notebooks.

Worksheets

Worksheet 1: Reading for Gist and Details

Read the text about the class trip to Phu Quoc Island. Then answer the questions.

Topic of the text: ______________________
Question 1: Where is Phu Quoc?
Answer: ______________________
Evidence (copy one sentence from the text): ______________________
Question 2: What do students carry?
Answer: ______________________
Evidence: ______________________
Question 3: What must students NOT do?
Answer: ______________________
Evidence: ______________________
Question 4: Where do they go after lunch?
Answer: ______________________
Evidence: ______________________
Question 5: What makes the trip enjoyable?
Answer: ______________________
Evidence: ______________________
Your own idea (write one sentence and mark it as your opinion): ______________________

Homework

Review the eight topic words (waterfall, island, cave, desert, suncream, plaster, backpack, scissors) and write one sentence with each word.
Write 4 to 5 sentences about a natural place you have visited (for example: a beach, a forest or a waterfall). Use the three-part structure: topic, two details, and an opinion with a reason. Mark your personal ideas with "In my life..." or "In my opinion...".
Practise speaking from your key-word notes with a family member, then ask them to check whether you separated the text information from your own ideas.
Access the NeoEdu lesson page neoedu.vn/learn/6/english/unit-5-skills-1 to review the presentation and do the interactive exercises again.

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