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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 6. Our Tet holiday

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:
  • use should and shouldn't (should + base verb) to give advice about Tet customs and family behaviour;
  • choose some or any correctly with plural and uncountable nouns in affirmative, negative and question sentences;
  • explain why a wrong option does not fit the Tet situation and self-correct based on the context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the context (time words, subject, noun, purpose), choose the form and check their own answers before reporting.
  • Communication and collaboration: Ss work in pairs and groups to discuss, give advice and write wishes for the class wish tree.
  • Problem-solving and creativity: Ss solve gap-fill tasks by analysing the sentence, then create their own Tet advice and wishes.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use the language of the topic Our Tet holiday to complete the A Closer Look 2 tasks, giving advice and wishes orally and in writing.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the words decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather; use should/shouldn't and some/any correctly.

3. Personal qualities

  • Responsibility: Ss give honest, practical advice and check their own answers carefully before reporting.
  • Kindness: Ss write wishes that show care for family members and listen respectfully to their classmates' wishes without laughing at anyone.

II. Teaching aids and materials

1. Teacher

  • Slides with the example sentences, the Form and meaning notes and the vocabulary list
  • Pictures of a Tet family scene, a peach flower and an apricot flower (drawn or printed)
  • A wish tree drawn on the board
  • Worksheet 1 and its answer key
  • NeoEdu online lesson (interactive exercises): neoedu.vn/learn/6/english/unit-6-a-closer-look-2
  • Global Success 6 textbook, Unit 6, A Closer Look 2

2. Students

  • Textbook, notebook, pencil
  • Sticky notes or small coloured paper for writing wishes
  • Mini whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Tet wishes and advice

a) Aims

Ss recall Tet activities they know and get familiar with the target structures should/shouldn't and some/any through the topic Our Tet holiday.

b) Content

T shows a picture of a Tet family and asks: 'What do families do during Tet?' and 'What should we do before Tet?'. Ss call out Tet activities (decorate the house, celebrate the New Year, gather with relatives, give lucky money, buy peach or apricot flowers). T writes the words on the board and reads them aloud for pronunciation practice: decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather.

c) Expected outcomes

A list of 5-6 Tet activities on the board, with the new vocabulary pronounced correctly.
An idea of the lesson focus: we use should to give advice (e.g. 'We should decorate our house.') and some/any with nouns such as flowers, food and money.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the Tet family picture and asks: 'What do families do during Tet?' Then asks: 'What should we do before Tet?' T says: 'Today we will give advice and wishes for a happy Tet.'

    Students

    Ss look at the picture and listen to the questions. Ss think for 30 seconds before answering.

  2. Teacher

    Step 2: Task performance

    T monitors and prompts with pictures or hints if Ss are silent.

    Students

    Ss answer in pairs, e.g. 'We should decorate the house.' 'We celebrate with our relatives.' 'We gather for a family meal.'

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to share and writes the activities on the board. T models the new words and asks Ss to repeat chorally and individually.

    Students

    2-3 pairs report. Ss repeat decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the activities and says: 'We use should to give advice. Today we will learn how to use should/shouldn't and some/any.'

    Students

    Ss copy the board words into their notebooks and note the lesson focus.

Activity 2.1: Knowledge formation · 12 minutes

Should and shouldn't for advice

a) Aims

Ss understand the form and meaning of should and shouldn't and see that should gives advice, while mustn't forbids something.

b) Content

T writes the examples on the board:

  • You should say kind words to your family.
  • You shouldn't waste food at a party.
  • You mustn't enter this room. (No entry.)
    T asks: 'Which sentence is advice? Which one is a rule?' T then asks Ss to work in pairs and complete Worksheet 1, Part A: choose should or shouldn't for each situation and explain the meaning in Vietnamese or English.

c) Expected outcomes

Form: S + should / shouldn't + V (base form). Example: should say, shouldn't waste.
Meaning: should = advice to do something (good idea); shouldn't = advice not to do something.
Difference: mustn't = a prohibition (a strict rule), not advice.
Worksheet 1, Part A completed correctly by pairs.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three example sentences and asks: 'Which sentence gives advice? Which sentence is a rule?' T distributes Worksheet 1, Part A.

    Students

    Ss read the sentences silently and look at the form. Ss notice the word after should is in the base form.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and complete Worksheet 1, Part A. T walks around and checks the form (should + base verb, no 'to', no -s).

    Students

    Pairs discuss and fill in the blanks, e.g. 'You should help prepare dinner.' 'You shouldn't forget your grandparents.' Ss may answer: 'Should is advice, mustn't is a strict rule.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2-3 pairs to read their answers and asks: 'Why is mustn't not a good choice for this advice?'

    Students

    A pair reports: 'We chose should because it is advice.' Another pair answers: 'Mustn't means you are not allowed, so it is a rule, not advice.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the form on the board: S + should/shouldn't + V (base form). T emphasises that mustn't is a prohibition and not used for gentle advice. T corrects common errors such as 'should to visit' or 'should visits'.

    Students

    Ss copy the form and the meaning into their notebooks and say one correct sentence with should and one with shouldn't.

Activity 2.2: Knowledge formation · 10 minutes

Some and any with plural and uncountable nouns

a) Aims

Ss understand when to use some and any with plural and uncountable nouns in affirmative, negative and question sentences.

b) Content

T writes the examples on the board:

  • We have some flowers.
  • We don't have any rice.
  • Are there any oranges on the table?
    T asks Ss: 'Which word is used in the affirmative? Which word is used in the negative? Which word is used in the question?' T adds a note from the lesson: some can also appear in offers such as 'Would you like some tea?', but this is not the only rule for every question.

c) Expected outcomes

Rule summary:

  • some: used mainly in affirmative sentences with plural or uncountable nouns (We have some flowers.)
  • any: used in negative sentences and in questions with plural or uncountable nouns (We don't have any rice. / Are there any oranges?)
    Note: offers with some (Would you like some tea?) are an exception to watch, not a general rule for all questions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the examples and asks: 'Which word do we use in the affirmative sentence? In the negative? In the question?'

    Students

    Ss look at the examples and identify the words some and any in each sentence.

  2. Teacher

    Step 2: Task performance

    T asks Ss to say the rule in pairs and to give two new examples with flowers, rice, oranges or milk.

    Students

    Pairs say: 'We use some in positive sentences.' 'We use any in negative sentences.' Example: 'There isn't any milk in the fridge.' 'Are there any peach flowers?'

  3. Teacher

    Step 3: Report and discussion

    T asks 2-3 pairs to read out their examples and checks the noun type (plural or uncountable).

    Students

    A pair reads: 'There are some apricot flowers in the room.' Another pair asks: 'Is there any water in the bottle?'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board and explains the offer example with some. T stresses: check the noun first (plural or uncountable), then check if the sentence is affirmative, negative or a question.

    Students

    Ss copy the rule into their notebooks and make a note: 'Read the context before choosing some or any.'

Activity 3: Practice · 10 minutes

Choose the correct answer

a) Aims

Ss apply should/shouldn't and some/any to choose the correct answer and explain why the wrong options do not fit the situation.

b) Content

Ss work in groups of four on a mini whiteboard or in notebooks. They complete the following items and then check with the NeoEdu interactive exercise.

  1. You ___ say kind words to your family. A. should B. shouldn't C. are
  2. You ___ waste food at a party. A. should B. do C. shouldn't
  3. We have ___ peach flowers. A. a B. some C. any
  4. There isn't ___ milk in the fridge. A. any B. some C. many
  5. Should we ___ our grandparents? A. visits B. visiting C. visit
  6. Are there ___ oranges on the table? A. much B. any C. an
  7. Choose advice, not a rule that forbids something. A. You should help prepare dinner. B. You mustn't enter this room. C. No entry.
  8. Which wish is kind and appropriate? A. Give me more lucky money. B. I hope you lose your books. C. I wish your family good health.

c) Expected outcomes

Answers with explanation:

  1. A - should gives positive advice.
  2. C - shouldn't advises not to waste food.
  3. B - some is used in affirmative sentences with the plural noun flowers.
  4. A - any is used in negative sentences with the uncountable noun milk.
  5. C - should + base verb: 'visit'. 'Visits' and 'visiting' are not base forms.
  6. B - any is used in questions with the plural noun oranges.
  7. A - should gives advice; mustn't and 'No entry' are rules.
  8. C - a wish that shows care for the listener's family is kind and appropriate.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the instruction and shows the first two items. T reminds Ss to read the time words, subject and noun before choosing. T gives 8 minutes to complete all items.

    Students

    Ss read the instruction and the items. Ss decide the group roles: one reader, one checker, one writer, one reporter.

  2. Teacher

    Step 2: Task performance

    T circulates, listens to group discussions and asks guiding questions such as: 'Is the noun plural or uncountable?' 'Is the sentence affirmative, negative or a question?' Ss then check the answers on the NeoEdu exercise.

    Students

    Groups discuss and choose answers. Example: 'Item 5: should is followed by a base verb, so we choose visit.' 'Item 4: milk is uncountable and the sentence is negative, so any.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to report one item and explain why the wrong options do not fit. T confirms correct answers.

    Students

    A group reports item 8: 'Give me more lucky money is rude, and I hope you lose your books is unkind, so C is the right answer.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises common mistakes: using 'to' or -s after should, choosing some in negative sentences, and mixing up advice with rules. T praises groups with correct explanations.

    Students

    Ss correct their mistakes in their notebooks and write one sentence about the most difficult item.

Activity 4: Application · 8 minutes

Our Tet wish tree

a) Aims

Ss use should/shouldn't and some/any to write advice and wishes for a happy Tet and share them with the class in a creative way.

b) Content

Groups of four write 3 sentences on sticky notes: one piece of advice with should or shouldn't, one sentence with some or any, and one wish with I wish... They then stick their notes on the class wish tree and read them aloud. Example sentences: 'We should decorate our house with peach flowers.' 'We shouldn't forget our grandparents.' 'We have some apricot flowers at home.' 'I wish my family good health.' Ss listen respectfully to other groups and do not laugh at anyone's wish.

c) Expected outcomes

A class wish tree with about 12 sticky notes, each containing a correct sentence with should/shouldn't or some/any, or a kind wish.
Example product: 'We should gather with our relatives on the first day of Tet.' 'We don't have any lucky money yet, so we shouldn't spend it at once.' 'I wish our family a happy and healthy year.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T draws the wish tree on the board and explains the task: write 3 sentences (advice, a some/any sentence and a wish), check the grammar with the rules on the board, and stick them on the tree.

    Students

    Ss listen to the task and check the rules in their notebooks. Ss choose a group leader to manage the writing.

  2. Teacher

    Step 2: Task performance

    T monitors the writing and checks the form: should + base verb, some/any with the right noun types, and kind wishes.

    Students

    Groups write their sentences on sticky notes and check each other's grammar. Example: 'We should celebrate Tet together.' 'Are there any apricot flowers in your house?'

  3. Teacher

    Step 3: Report and discussion

    T invites one or two groups to stick their notes on the tree and read them. T asks: 'Why did you choose should here?' 'Why is this sentence kind?'

    Students

    A group reads: 'We shouldn't waste food at the party.' They explain: 'It is advice, and it is polite to our family.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the creative wishes and reminds Ss: should gives advice, some is for positive sentences, any is for negative and question sentences, and kind wishes show respect and care.

    Students

    Ss listen and note one correct sentence from the wish tree in their notebooks.

Worksheets

Worksheet 1

Part A. Choose should or shouldn't to complete each sentence.

  • You ___ help your parents clean the house before Tet. (advice)
  • You ___ forget your grandparents on Tet. (advice)
  • You ___ shout at your relatives during the party. (advice)

Part B. Choose some or any to complete each sentence.

  • We have ___ peach flowers at home.
  • There isn't ___ milk in the fridge.
  • Are there ___ oranges on the table?
  • Would you like ___ tea?

Part C. Write one sentence of advice about Tet using should or shouldn't, and one negative sentence using any.

Homework

  • Write a short paragraph (5 sentences) about your family's Tet preparations. Use should/shouldn't in at least two sentences and some/any in at least two sentences.
  • Review the Form and meaning notes and redo the exercises on the NeoEdu lesson: neoedu.vn/learn/6/english/unit-6-a-closer-look-2.
  • Learn the vocabulary: decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather. Be ready to use them in the next lesson.

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