Tiếng AnhLớp 6Unit 9. Cities of the world

Giáo án Skills 2

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to identify the speaker and the topic 'Cities of the world' on the first listening, and note key words about people, places, time and actions on the second listening.
By the end of the lesson, Ss will be able to use the vocabulary landmark, palace, postcard, tower, square, delicious, friendly and exciting to describe a city.
By the end of the lesson, Ss will be able to use possessive adjectives (my, your, his, her, its, our, their) and possessive pronouns (mine, yours, his, hers, ours, theirs) correctly in a 50–70-word paragraph.
By the end of the lesson, Ss will be able to plan, write and revise a paragraph about a city, explain their choice of words and correct their own mistakes based on context.

2. Competences

a) General competences

Self-control and independent learning: Ss make their own notes while listening, draft their paragraph from their own plan and check their work against a revision checklist without help.
Communication and collaboration: Ss share their keywords and paragraphs in pairs, give constructive feedback using the rubric and explain their corrections to the class.
Problem-solving and creativity: Ss choose details of their own about a city, decide on a reason for their choice and fix a sentence error by using the context of the paragraph.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen for specific information (speaker, topic, place, time, action), answer six multiple-choice questions and write a 50–70-word paragraph with an opening, main part and closing sentence.
Language knowledge (pronunciation, vocabulary, grammar): Ss use topic vocabulary, possessive adjectives and possessive pronouns accurately, and check verb forms, pronoun consistency and time/place expressions in their writing.

3. Personal qualities

Diligence: Ss listen to the recording twice, complete the note-taking task fully and revise their paragraph until it meets all criteria.
Responsibility: Ss keep their own plan and revision record, and they check their answers against the listening before reporting them.
Honesty: Ss write about their own ideas and details, do not copy the sample paragraph, and admit their mistakes when they revise their work.
Kindness: Ss give polite, specific and encouraging feedback to their partner during the peer review.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard
Audio recording for the Listen with a purpose task (played from the audio button in the exercise only; do not read the script or answers before listening)
Worksheet 1 and Worksheet 2 (printed or displayed)
Writing rubric (Content 0,75 points; organisation and linking 0,5 point; vocabulary and grammar 0,5 point; spelling 0,25 point; total 2 points for Exercise 7)
NeoEdu learning page for the lesson (interactive lesson content, examples and exercises): neoedu.vn/learn/6/english/unit-9-skills-2

2. Students

Student's book English 6 (Global Success), Unit 9, Skills 2
Notebook, pencil, eraser and pen
Note-taking paper or a small whiteboard for pair work
Coloured pen or pencil for correcting the draft

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorm: Cities I know

a) Aims

Ss activate prior knowledge of cities and the vocabulary about places and things in a city, and understand the topic of the lesson.

b) Content

Ss look at a picture of a city (for example, Hue or Ha Noi) and name places they can see, using the words landmark, palace, tower, square. Then Ss say one adjective to describe the city, such as delicious, friendly or exciting.

c) Expected outcomes

A class list of at least six words or phrases about a city on the board, such as 'a palace', 'a tower', 'a square', 'delicious food', 'friendly people', 'an exciting city'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows a picture of a city and asks: 'What can you see in this city?' T writes the topic 'Cities of the world' on the board.
Students
Ss look at the picture and listen to the question.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for 2 minutes and name as many places and adjectives as they can. T monitors and helps with vocabulary.
Students
Ss discuss in pairs and write words in their notebooks. Expected answers: 'a palace', 'a tower', 'a square', 'It is friendly', 'The food is delicious'.
Teacher
Step 3: Report and discussion
T asks several pairs to report their words and writes them on the board.
Students
Representative Ss say: 'There is a palace.' / 'The people are friendly.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and explains that today Ss will listen to a talk about a city and write a paragraph about a city of their choice. T writes the lesson title 'Skills 2' on the board.
Students
Ss listen and note the lesson objective.

Activity 2.1: Knowledge formation · 10 minutes

Listening with a purpose

a) Aims

Ss identify the speaker and topic on the first listening and note keywords about people, places, time and actions on the second listening.

b) Content

Ss listen to the recording from the audio button in the exercise, two times. First listening: who is the speaker and what is the topic? Second listening: write keywords about people, places, time and actions in Worksheet 1. Ss must not read the answers of Exercises 1–6 before they listen.

c) Expected outcomes

Worksheet 1 completed with: Speaker (a person talking about a city trip); Topic (Cities of the world); Keywords: people, place, time, action (for example: 'central square', 'nine o'clock', 'museum', 'lunch restaurant', 'old tower'). Ss explain the strategy: listen for the main idea first, then for details.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the purpose of listening: 'Listen once for the speaker and topic. Listen again and write keywords about people, places, time and actions.' T gives Worksheet 1 and shows the note-taking table.
Students
Ss read the task and the table in Worksheet 1.
Teacher
Step 2: Task performance
T plays the recording for the first listening and asks Ss to answer the questions. T plays the recording again and pauses if needed. T asks Ss to note keywords. T does not give the answers before listening.
Students
Ss listen the first time and answer: 'The speaker is talking about a city trip. The topic is Cities of the world.' Ss listen again and write keywords such as 'central square', 'museum', 'lunch', 'near the river'.
Teacher
Step 3: Report and discussion
T asks Ss to compare their keywords in pairs, then asks two or three Ss to share their answers. T asks: 'How did you know the place and the time?'
Students
Ss compare notes in pairs and report. Expected answer: 'We listened for the words after the prepositions and the time words.'
Teacher
Step 4: Conclusion and assessment
T confirms the key strategy: 'Listen for the main idea first, then listen for details such as people, places, time and actions.' T writes the strategy on the board.
Students
Ss copy the strategy into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Writing model and possessives

a) Aims

Ss analyse a model paragraph about a city and recognise the structure (opening, main part, closing) and the use of possessive adjectives and possessive pronouns.

b) Content

Ss read the model paragraph: '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!' Ss underline the possessive adjectives (our) and find the opening, main sentences and closing sentence. Ss complete Worksheet 2, Part A.

c) Expected outcomes

Possessive adjectives in the model: our (family), our (plan), our (poster). Structure: opening sentence 'We would like to visit Hue in Viet Nam.'; main sentences about travel, plan, weather and poster; closing sentence 'What an interesting city!'. Possessive pronouns: 'The map is ours.' / 'The plan is ours.' Vocabulary: landmark (địa danh tiêu biểu), palace (cung điện), postcard (bưu thiếp), tower (tháp), square (quảng trường), delicious (ngon), friendly (thân thiện), exciting (thú vị, hào hứng).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the model paragraph on the board and asks Ss to read it silently. T asks: 'Which words show possession?' and gives Worksheet 2, Part A.
Students
Ss read the model paragraph and look at Worksheet 2, Part A.
Teacher
Step 2: Task performance
T asks Ss to underline possessive adjectives and label the opening, main and closing sentences. T explains the difference between possessive adjectives (our family) and possessive pronouns (the plan is ours). Ss complete the table in Part A.
Students
Ss underline 'our' three times and complete Part A. Expected answers: 'our family', 'our plan', 'our poster'; 'The plan is ours.'
Teacher
Step 3: Report and discussion
T asks Ss to read the sentences and explain the use of possessives. T asks: 'Why do we use ours and not our?'
Students
Ss answer: 'We use ours when there is no noun after it, for example: The plan is ours.'
Teacher
Step 4: Conclusion and assessment
T summarises the structure of a paragraph (opening, main, closing) and the use of possessive adjectives before a noun and possessive pronouns with no noun. T checks the vocabulary list with Ss.
Students
Ss copy the structure and the vocabulary into their notebooks.

Activity 3.1: Practice · 8 minutes

Listening check

a) Aims

Ss choose the correct answers to six listening questions using details from the recording.

b) Content

Ss listen to the recording again and answer Exercises 1–6 in the student's book. Each question has three options. Ss explain their choice by pointing to the detail they heard.

c) Expected outcomes

Answers: 1 - A (At nine); 2 - C (The central square); 3 - B (At nine thirty); 4 - A (One hour); 5 - C (Near the old tower); 6 - B (Beside the park). Ss can explain: 'The answer is A because the speaker says the first stop is at nine.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to read the six questions and options quickly (1 minute) and then listen to the recording to choose the correct answers. T reminds Ss that the answers are in the recording only.
Students
Ss read the questions and options, then listen to the audio.
Teacher
Step 2: Task performance
T plays the recording and Ss write their answers. T walks around and checks that Ss are listening for details, not guessing.
Students
Ss listen and choose answers. Ss write the letters for each question.
Teacher
Step 3: Report and discussion
T asks Ss to check their answers in pairs and then asks individual Ss to read the answers aloud. T asks: 'What is the evidence for your answer?'
Students
Ss answer: 'Question 2 is C because the first stop is the central square.' Ss correct their answers if they are wrong.
Teacher
Step 4: Conclusion and assessment
T gives the correct answers (1A, 2C, 3B, 4A, 5C, 6B) and explains the key words that helped Ss choose the answers. T reminds Ss that the listening is about details and the time, place and action words are important.
Students
Ss check and correct their answers in their books.

Activity 3.2: Practice · 9 minutes

Plan and draft a city paragraph

a) Aims

Ss plan and write a 50–70-word paragraph about a city of their own choice, using the structure and possessives from the model.

b) Content

Ss complete Worksheet 2, Part B: write three keywords for their plan, one reason and one sentence. Ss then write a 50–70-word paragraph about a city of the world using details of their own, not the listening script (Exercise 7). Ss revise one sentence using the revision checklist in Exercise 8.

c) Expected outcomes

Worksheet 2, Part B completed with three keywords (for example: 'palace', 'river', 'friendly'), one reason (because the city is interesting), and one corrected sentence with the reason for the correction (for example: 'He go' changed to 'He goes' because it describes a habit). Draft paragraph of 50–70 words with an opening sentence, main sentences and a closing sentence. Scoring guide for Exercise 7: content 0,75 points; organisation and linking 0,5 point; vocabulary and grammar 0,5 point; spelling 0,25 point. Scoring guide for Exercise 8: plan with a fact and a reason, 1 point; one corrected sentence with explanation, 1 point.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains Exercises 7 and 8. T reminds Ss to use their own details, write 50–70 words, and check the rubric. T shows the revision checklist: information complete, pronouns consistent, verb forms correct, time and place words correct, punctuation correct.
Students
Ss read the instructions in Worksheet 2, Part B and the checklist.
Teacher
Step 2: Task performance
T asks Ss to write their keywords and reason first, then write the paragraph. T walks around and gives help with the structure, not the full answers.
Students
Ss write keywords (for example: 'Da Nang', 'bridge', 'friendly people'), a reason ('because it is exciting') and a draft paragraph of 50–70 words.
Teacher
Step 3: Report and discussion
T asks two or three Ss to read a sentence and explain the correction they made. T asks: 'What did you change and why?'
Students
Ss answer: 'I changed He go to He goes because it describes a habit.' or 'I changed their to theirs because there is no noun after it.'
Teacher
Step 4: Conclusion and assessment
T praises good corrections and gives brief feedback on common problems: missing verb endings, wrong possessive form and missing closing sentence. T tells Ss to revise their paragraph again at home.
Students
Ss note the feedback and mark the corrections on their drafts.

Activity 4: Application · 5 minutes

Peer review and postcard

a) Aims

Ss give feedback on a partner's paragraph using the rubric and write a short message for a postcard to share their city.

b) Content

Ss exchange their paragraphs with a partner and check the paragraph using the rubric. Then Ss write one sentence for a postcard to a friend, using a possessive pronoun, for example: 'The postcard is ours.' or 'This city is yours to visit.'

c) Expected outcomes

A peer review note with one strength and one suggestion for improvement (for example: 'Your opening sentence is clear. Please add a time word in the main part.') and one postcard sentence with a possessive pronoun.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to swap paragraphs with a partner and use the rubric to give feedback. T explains that the postcard sentence is for homework if there is not enough time.
Students
Ss swap paragraphs and read the rubric.
Teacher
Step 2: Task performance
T monitors and checks that Ss give polite, specific comments.
Students
Ss read their partner's paragraph and write a short comment. Ss write one postcard sentence.
Teacher
Step 3: Report and discussion
T asks two Ss to read their postcard sentence aloud.
Students
Ss read sentences such as 'The postcard is ours.' or 'Hue is ours to explore.'
Teacher
Step 4: Conclusion and assessment
T praises the good feedback and reminds Ss of the key language: possessive adjectives before nouns, possessive pronouns without nouns, and the paragraph structure.
Students
Ss write the key points in their notebooks.

Worksheets

Worksheet 1: Listening with a purpose

Part A. First listening: answer the questions.

Who is the speaker?
What is the topic?

Part B. Second listening: write keywords in the table.

People: ...
Places: ...
Time: ...
Actions: ...

Part C. Explain your strategy in one sentence: I listened for ... first, then for ...

Worksheet 2: Writing model and plan

Part A. Analyse the model paragraph.

Possessive adjectives in the model: ...
Opening sentence: ...
Main sentences: ...
Closing sentence: ...
One possessive pronoun in the model or in a new sentence: ...

Part B. Plan your paragraph.

Three keywords about your city: ...
One reason for your choice (because ...): ...
One sentence you corrected and why: Original: ... / Corrected: ... / Reason: ...

Part C. Revision checklist (tick when done).

Information is complete and correct.
Pronouns are consistent.
Verb forms are correct.
Time and place words are correct.
Punctuation is correct.
The paragraph has 50–70 words.

Homework

Write a final version of your paragraph about a city of the world, 50–70 words, with an opening sentence, main sentences and a closing sentence. Use at least one possessive adjective and one possessive pronoun.
Revise your paragraph with the checklist in Worksheet 2, Part C. Mark each change and write the reason for it in one sentence.
Write a short postcard (3 sentences) to a friend about a city. Use the words landmark, palace or tower and one adjective such as delicious, friendly or exciting.
Review the vocabulary in this lesson: landmark, palace, postcard, tower, square, delicious, friendly, exciting. You can practise on the NeoEdu learning page: neoedu.vn/learn/6/english/unit-9-skills-2

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