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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 9. Cities of the world

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 possessive adjectives (my, your, his, her, its, our, their) before a noun.
    • Use possessive pronouns (mine, yours, his, hers, ours, theirs) on their own, without a noun after them.
    • Distinguish its (possessive adjective) from it's (= it is).
    • Explain why a wrong option does not fit the context of a sentence about cities and travelling.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the context of each sentence and correct their mistakes without waiting for the teacher to correct them.
  • Communication and collaboration: Ss work in pairs and groups to explain their choices, give feedback to classmates and write a short postcard together.
  • Problem-solving and creativity: Ss read the words around a gap (time words, subject, noun, purpose of the sentence) to decide which form fits, and create their own sentences about a city.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use the language of the topic 'Cities of the world' to ask about and describe belongings, explain their choices and write a short postcard about a city.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise the form and meaning of possessive adjectives, possessive pronouns, its and it's, and use the vocabulary landmark, palace, postcard, tower, square, delicious, friendly and exciting correctly.

3. Personal qualities

  • Diligence: Ss complete all eight exercises and revise their written work until every sentence is correct.
  • Responsibility: Ss take responsibility for their own answers, explain their choices clearly and check their group members' work.
  • Honesty: Ss admit their own mistakes during peer correction and do not copy answers from other groups without checking the reasons.
  • Kindness: Ss give polite, constructive comments to classmates when correcting their postcards.

II. Teaching aids and materials

1. Teacher

  • Global Success Grade 6 textbook, Unit 9, A Closer Look 2
  • Projector or interactive whiteboard with slides of the lesson (examples, vocabulary, exercises)
  • NeoEdu online lesson page: neoedu.vn/learn/6/english/unit-9-a-closer-look-2 (lesson presentation, examples and interactive exercises)
  • Real objects or pictures: a postcard, a map, a ticket, a red bag
  • Worksheet 1 (printed for each group)
  • Pictures of Hue landmarks (palace, tower, square, river)

2. Students

  • Textbook, notebook, pen, pencil
  • Mini whiteboard and marker for each group
  • Colour pens or markers for the group poster

III. Procedures

Activity 1: Warm-up · 5 minutes

Whose is it?

a) Aims

Ss activate prior knowledge of possessive words and the vocabulary of the unit, and identify the need to use possessive forms correctly.

b) Content

T shows real objects or pictures (a postcard, a map, a ticket, a red bag) and asks questions such as 'Whose postcard is this?' and 'Whose map is it?'. Ss answer with a possessive word and a noun, for example 'It's my postcard' or 'It's mine.' Vocabulary used: postcard (bưu thiếp), map, ticket, bag.

c) Expected outcomes

Ss give at least four correct answers using possessive words, for example:

  • 'It's your postcard.'
  • 'It's his map.'
  • 'These are our tickets.'
  • 'The bag is hers.'
    Ss understand the task: to choose the correct possessive form for the topic 'Cities of the world'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at these things. Whose are they? Answer with a possessive word.' T shows the postcard and asks: 'Whose postcard is this?'

    Students

    Ss look at the objects and listen to the question carefully.

  2. Teacher

    Step 2: Task performance

    T passes the objects to different groups and asks each group to make a short answer. T walks around and helps weaker Ss.

    Students

    Ss in groups of four take turns to ask and answer. Expected answers: 'It's my postcard.', 'It's your map.', 'The bag is hers.'

  3. Teacher

    Step 3: Report and discussion

    T invites one representative from each group to say one answer aloud and writes the sentences on the board.

    Students

    Representatives read their sentences aloud. The class listens and checks whether the possessive word matches the object.

  4. Teacher

    Step 4: Conclusion and assessment

    T asks: 'Do we need a noun after 'my' or 'mine'?' T highlights that possessive adjectives (my, your, his, her, our, their) are followed by a noun, while possessive pronouns (mine, yours, his, hers, ours, theirs) stand alone. T introduces the lesson title: A Closer Look 2.

    Students

    Ss answer: 'We need a noun after 'my', but not after 'mine'.' Ss copy the title into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Possessive adjectives before a noun

a) Aims

Ss understand the form and meaning of possessive adjectives and recognise that they must be followed by a noun.

b) Content

T shows the example sentences below on the board or NeoEdu slide, and asks Ss to underline the possessive adjectives and the nouns after them:

  • We would like to visit Hue in Viet Nam.
  • We can travel there by train with our family.
  • Our plan includes a museum and a walk near the river.
  • We will check the weather before the trip.
  • Our poster has a simple map and a short list of useful items.
  • What an interesting city!
    T then presents the list: my postcard, your city, his bag, her map, our room, their tickets. Ss repeat the phrases in chorus, paying attention to the pronunciation of 'our' /aʊə(r)/ and 'their' /ðeə(r)/.

c) Expected outcomes

Ss complete the table in their notebooks:

  • Possessive adjectives: my, your, his, her, its, our, their
  • Each possessive adjective is followed by a noun: our family, our plan, our poster, our trip (đi lại, chuyến đi)
  • Key idea: 'Our plan includes a museum.' (not 'Our includes')
    New vocabulary noted in the notebook: landmark (địa danh tiêu biểu), palace (cung điện), tower (tháp), square (quảng trường).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the sentences. Underline the possessive adjectives and circle the noun after each one.' T gives Ss one minute to do this individually.

    Students

    Ss read the sentences silently and underline the words: our (family, plan, poster), our (trip) and their (tickets).

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs. T asks guiding questions: 'What word comes after 'our'? Can we say 'Our includes a museum'?' T monitors and gives hints.

    Students

    Pairs compare their answers. Expected answer: 'After 'our', there is always a noun, for example 'our family', 'our plan', 'our poster'. We cannot say 'Our includes' because 'our' needs a noun to complete the meaning.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to report and writes the correct phrases on the board. T asks the class: 'Do you agree?'

    Students

    Pairs read their phrases aloud, for example 'our family', 'our trip', 'our poster'. Other Ss agree or add a comment.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'Possessive adjectives always come before a noun. They tell us whose thing it is. Note: its is a possessive adjective for it, as in 'The dog is in its house.' '

    Students

    Ss write the rule in their notebooks: 'Possessive adjective + noun.'

Activity 2.2: Knowledge formation · 10 minutes

Possessive pronouns, its and it's

a) Aims

Ss understand how possessive pronouns are used on their own, and distinguish its from it's.

b) Content

T writes the sentence 'This is my map. It is ___.' on the board and asks Ss to choose the correct answer (A. mine; B. my; C. me). T explains that 'mine' replaces 'my map' and stands alone. T then shows the list of possessive pronouns: mine, yours, his, hers, ours, theirs. T compares two sentences:

  • The dog is in its house. (its = possessive adjective)
  • It's a nice city. (it's = it is)
    T reminds Ss that in this lesson its is NOT used as a possessive pronoun on its own. Ss check the context: look at the noun after the blank; if there is a noun, use a possessive adjective; if there is no noun, use a possessive pronoun.
    Vocabulary: delicious (ngon), friendly (thân thiện), exciting (thú vị, hào hứng).

c) Expected outcomes

Ss write the key points in their notebooks:

  • 'This is my map. It is mine.' (mine replaces my map)
  • 'We have a room. The room is ours.' (ours replaces our room)
  • 'The dog is in its house.' (its + noun)
  • 'It's a friendly city.' (it's = it is)
  • Check method: (1) Is there a noun after the blank? Yes = possessive adjective; No = possessive pronoun. (2) Does 'it's' mean 'it is'? If yes, use it's; if the meaning is 'belonging to it', use its.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the sentence 'This is my map. It is ___.' Choose A, B or C. Then explain your choice.' T gives Ss 30 seconds to think.

    Students

    Ss read the sentence and think about the choice: A. mine, B. my, C. me.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to decide the answer and to find the reason. T then shows the sentences 'The dog is in its house' and 'It's a friendly city' and asks Ss to say which is possessive and which means 'it is'.

    Students

    Pairs discuss. Expected answer: 'The answer is A, mine, because it replaces my map and there is no noun after it.' For the second part: 'its' shows possession (house belongs to the dog); 'it's' = 'it is'.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to explain the answer and invites another pair to explain the difference between its and it's.

    Students

    One pair says: 'mine is correct because there is no noun after the blank.' Another pair says: 'its shows belonging, it's means it is.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the check method on the board: 'Read the time word, the subject, the noun and the purpose of the sentence before choosing the form. Watch out for its and it's.' T also says: 'A literal word-for-word translation can lead to mistakes.'

    Students

    Ss copy the check method into their notebooks and repeat the rule: 'Noun after? Adjective. No noun? Pronoun.'

Activity 3: Practice · 12 minutes

Choose the correct form

a) Aims

Ss apply possessive adjectives, possessive pronouns, its and it's in eight sentences, and explain why each wrong option does not fit the context.

b) Content

Ss work in groups of four using Worksheet 1 and mini whiteboards. Each group answers the eight items in order and writes the letter (A, B or C) on the whiteboard. After the answers are checked, groups explain why the wrong options do not fit the situation. Worksheet 1 is used in this activity.

c) Expected outcomes

Worksheet 1 answers:

  1. This is my map. It is ___. A. mine; B. my; C. me → A (mine replaces my map and stands alone.)
  2. They have tickets. These are ___ tickets. A. theirs; B. them; C. their → C (a possessive adjective is needed before the noun tickets.)
  3. The red bag belongs to Hoa. It is ___. A. she; B. hers; C. her → B (hers replaces her bag.)
  4. We have a room. The room is ___. A. ours; B. our; C. us → A (there is no noun after the blank, so ours is used.)
  5. Is this ___ postcard, Nam? A. yours; B. you; C. your → C (postcard needs the possessive adjective your.)
  6. The dog is in ___ house. A. it; B. its; C. it's → B (its is a possessive adjective; it's means it is.)
  7. Choose the correct sentence. A. This camera is his.; B. This camera is he.; C. This camera is him camera. → A (his can be a possessive pronoun.)
  8. These books belong to Mai and me. They are ___. A. theirs; B. yours; C. ours → C (Mai and me includes the speaker, so ours is used.)
    Key explanation: wrong options fail because they do not match the noun (e.g., 'them' is an object pronoun, not a possessive) or the meaning (e.g., 'it's' means 'it is', not 'belonging to it').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'You have three minutes to choose the answer for each item. Write only the letter on your whiteboard. Then explain why the other options are wrong.'

    Students

    Ss read the eight items on Worksheet 1 and prepare their whiteboards.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and asks guiding questions: 'What is after the blank?' 'Does the sentence need a noun?' 'Who is included in 'Mai and me'?'

    Students

    Groups discuss each item and write the letter on the whiteboard. Example reasoning: 'Item 8 is C because 'Mai and me' includes the speaker, so we use ours.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to show the whiteboard. T reads the answers aloud and asks one group to explain item 6 and another group to explain item 7.

    Students

    Groups hold up their whiteboards. For item 6, a group explains: 'its shows belonging to the dog; it's would mean it is.' For item 7, a group explains: 'his can stand alone as a pronoun; him is an object pronoun.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers and summarises the common mistakes: using them instead of their, using it's instead of its, and translating word by word. T reminds Ss to check the noun and the context before choosing.

    Students

    Ss check their answers, correct any mistakes in their own copy and tick the items they got right.

Activity 4: Application · 8 minutes

Postcard from my city

a) Aims

Ss use possessive adjectives, possessive pronouns, its and it's in a real communicative task about a city, and self-correct their work.

b) Content

Ss write a short postcard (four to five sentences) to a friend about a city they know or would like to visit, such as Hue. The postcard must include at least one possessive adjective with a noun, one possessive pronoun, and one sentence with its or it's. Useful language: 'We would like to visit...', 'Our plan includes...', 'It's an exciting city.', 'The palace is famous.' Ss then swap postcards with a partner and check each other's work using the check method (noun after the blank? time word? it's or its?).

c) Expected outcomes

A short postcard of four to five sentences, for example:

  • 'Dear Lan, Hue is a beautiful city. Our plan includes a visit to the palace and a walk near the river. The tower is my favourite landmark. The friendly people are ours to remember. It's an exciting place!'
    Correct use checklist: possessive adjective + noun (our plan); possessive pronoun alone (ours); its + noun for belonging; it's = it is.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write a short postcard to a friend about a city. Use at least one possessive adjective with a noun, one possessive pronoun and one sentence with its or it's. You have five minutes.'

    Students

    Ss think about the city they will describe and write a rough draft in their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages Ss to check the noun after each possessive word. Ss then exchange their postcards with a partner and check using the checklist.

    Students

    Ss write their postcards and check each other's work. Partners mark any wrong use of its/it's, or a possessive adjective without a noun, and suggest corrections.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read their postcards aloud and asks the class to identify one possessive pronoun and one its or it's sentence.

    Students

    Volunteers read their postcards aloud. Classmates say: 'This is a possessive pronoun because there is no noun after it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate sentences and gives feedback on common errors. T says: 'When you write, check the noun, the subject and the meaning of its and it's. This will help you avoid mistakes.'

    Students

    Ss revise their postcards according to the feedback and keep them in their notebooks.

Worksheets

Worksheet 1: Possessive adjectives and possessive pronouns

Used in the practice activity 'Choose the correct form'. Circle the letter A, B or C for each item.

  1. This is my map. It is ___.
  • A. mine
  • B. my
  • C. me
  1. They have tickets. These are ___ tickets.
  • A. theirs
  • B. them
  • C. their
  1. The red bag belongs to Hoa. It is ___.
  • A. she
  • B. hers
  • C. her
  1. We have a room. The room is ___.
  • A. ours
  • B. our
  • C. us
  1. Is this ___ postcard, Nam?
  • A. yours
  • B. you
  • C. your
  1. The dog is in ___ house.
  • A. it
  • B. its
  • C. it's
  1. Choose the correct sentence.
  • A. This camera is his.
  • B. This camera is he.
  • C. This camera is him camera.
  1. These books belong to Mai and me. They are ___.
  • A. theirs
  • B. yours
  • C. ours
    After answering, write one sentence explaining why each wrong option does not fit the context.

Homework

  • Write a complete postcard (five to six sentences) about a city in Viet Nam that you like. Use at least two possessive adjectives with nouns (for example: our trip, your city), one possessive pronoun (for example: mine, ours) and one sentence with its or it's. Check each sentence by asking: Is there a noun after the blank? Does it's mean it is?
  • Review the list of possessive adjectives and possessive pronouns in your notebook and learn the new words: landmark, palace, postcard, tower, square, delicious, friendly, exciting.
  • Do the interactive exercises on the NeoEdu page for Unit 9, A Closer Look 2 (neoedu.vn/learn/6/english/unit-9-a-closer-look-2) to practise again before the next lesson.

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