Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success theo CV5512 - Unit 3: My friends

 Language analysis 
 Form Pronunciation Meaning Vietnamese equipvalent
 1. glasses (n) /ˈɡlɑːsɪz/ things people wear when they mắt kớnh
 have eyes’ problems
 2. cheek (n) /tʃiːk/ the parts under people’s eyes mỏ 
 3. foot (n-s)/feet (n-p) /fʊt/ - /fiːt/ the body part we use to stand bàn chõn
 on
 Anticipated difficulties Solutions
 1. Students may be lack of knowledge about body Prepare some handouts on vocabulary and structures to 
 parts and structures to describe people’s describe people’s 
 appearance. appearance
 2. Students may have underdeveloped listening, - Play the recording many times if necessary
 speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they 
 can help each other
 - Provide feedback and help if necessary
Board Plan Warm-up to review on * Listen and do along T-Ss 5 mins
 people’s body - Teacher plays the song on speakers. 
 parts, recall Ss - Teacher and students sing along and 
 vocabulary. point at the mentioned body parts in the 
 song lyrics. Do 2-3 times and make it 
 faster each time. 
 Link: 
 https://www.youtube.com/watch?v=YGi3
 f_fHIzg
 Lyrics:
 Body body bop bop! 
 Body bop bop!
 Body body bop bop! 
 Body bop bop! 
 Wash your head. 
 Wash your shoulders. 
 Body body bop bop bop! 
 Wash your tummy. 
 Wash your bottom. 
 Body body body body bop! 
 Body body bop bop! 
 Body bop bop!
 Touch your eyes. Body body body body bop! 
 Body body!
 Body body body body! 
 Bop bop bop!
 Lead-in To lead in the Task 1: Teacher draws T-Ss 3 mins
 topic. students’ attention to the picture in the 
 textbook and asks them questions about 
 the picture:
 1. What are Phong and Nam doing?
 2. What is Phong favourite magazine?
 3. Who do Phong and Nam see?
 4. Where are the two girls going?
 Suggested answers:
 1. They are having a picnic.
 2. It’s 
 3. They see 
 4. They are going to 
Presentation To enrich student’s VOCABULARY T-Ss 5 mins
 (Vocab- vocabulary - Teacher introduces the vocabulary by:
 pre-teach) + showing the pictures illustrating the 
 words
 + providing the synonym or antonym of 
 the words
 + providing the definition of the words - Teacher has students go to the board to T- Ss
 stick the right stickers with the body part 
 names to the right place on the picture. 
- Students work independently to do Ex. 3 S
- Teacher asks students to give out more 
 names of body parts that they have 
 known. T-Ss
Answer key:
1. eye
2. nose
3. shoulder
4. hand
5. leg
6. foot
7. arm 
8. mouth
9. cheek Wrap-up To consolidate Teacher asks students to talk about what T-Ss 3 mins
 what they have learnt in the lesson.
 students have 
 learnt in the 
 lesson.
Homework To prepare Write some sentences to describe at least T-Ss 1 min
 vocabulary for the 3 classmates.
 next lesson: A 
 closer look 1. Language analysis 
 Form Pronunciation Meaning Vietnamese 
 equivalent
 1. confident (adj) /ˈkɒnfɪd(ə)nt/ believe in one’s self tự tin
 2. caring (adj) /ˈkeərɪŋ/ care about others quan tõm
 3. active (adj) /ˈổktɪv/ full of energy năng động
 always do things without cẩn thận
 4. careful (adj) /ˈkeə(r)f(ə)l/
 mistakes
 have many sỏng tạo
 5. creative (adj) /kriˈeɪtɪv/
 interesting ideas
 6. shy (adj) /ʃaɪ/ = reserved >< confident nhỳt nhỏt
 7. kind (adj) /kaɪnd/ >< cruel/evil, = good, caring tốt bụng
 8. clever (adj) /ˈklevə(r)/ = intelligent/smart thụng minh
 Anticipated difficulties Solutions
 1. Students may be lack of knowledge about Prepare some antonyms so that students can guess 
 personalities. correctly the meaning of the new vocabulary
 2. Students may have - Play the recording many times if necessary
 underdeveloped listening, - Encourage students to work in pairs, in groups so that 
 speaking and co-operating skills. they can help each other
 - Provide feedback and help if necessary
Board Plan Stage Stage aim Procedure Interaction Time
Warm-up To review on people’s * “Simon says” game T-Ss 5 mins
 body parts, recall - Teacher explains the game rules: 
 students’ vocabulary. Students have to touch the body 
 parts that teacher calls out. Who 
 gets wrong action is out of the 
 game.
 - Teacher starts all sentences with: 
 “Simon says Touch your  “
 Lead-in To lead in the topic. Lead in: How can we describe our T-Ss 6 mins
 friends’ personalities?
 Teacher asks students to say some 
 personalities: 
 Suggested answers:
 funny, active, lazy, hard-working, 
 Task 1: Matching. Students work 
 in pairs to match the words with 
 the correct pictures: Check 
 (Teacher can help 
 students by describing the 
 pictures.)
 Answer key:
 1. c (caring) Practice To practice the Task 2: Read the descriptions and 15 mins
 targeted language match with the correct words. (p. 
 (adjectives) and the 28)
 background - Teacher asks students to work S
 knowledge. individually. 
 - Then discuss with a partner. Ss
 - Teacher checks and corrects (if T-Ss
 needed).
 Answer key:
 1. creative
 2. kind
 3. friendly
 4. careful
 5. clever
 To practice the Task 3: Game: Why do I love my 
 targeted friends?
 language (adjectives) - Students work in groups. Group work
 and the background - Teacher asks students to write at 
 knowledge verbally least 2-3 personalities to describe T-Ss
 each members.
 - Teacher asks students to read 
 out, beginning with I love  
 because he/she is ,  and 
 Suggested answer: Production To recognise the Task 6: Game: “Up and down” 7 mins
 targeted vocabulary - Teacher explains the rules:
 and sounds. • Round 1: Teacher says 1-15 T-Ss
 personalities that students have 
 learnt in the lesson. Students 
 stand up for the positive ones, sit 
 down for the negative ones. 
 • Round 2: Teacher says 1-15 
 words containing the sound /b/ 
 and /p/. Students stand up for 
 the ones with the “b” sound, sit 
 down for “p” sound. 
 - Students plays on groups. Group work
 Wrap-up To consolidate what Teacher asks students to talk about T-Ss 2 mins
 students have learnt in what they have learnt in the lesson.
 the lesson. UNIT 3: MY FRIENDS
 Lesson 3: A closer look 2
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Use the present continuous to talk about things happening now;
- Ask about appearance and personality
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
II. Materials 
- Grade 6 textbook, Unit 3, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and set of word cards
- sachmem.vn
Language analysis Date of teaching
 Unit 3: My friends
 Lesson 3: A closer look 2
 * Warm-up
 Game: Sentence puzzling
 I. Grammar focus
 * Present continuous 
 Task 1: Teacher explicits the forms.
 II. Practice
 Task 2: Put the verbs in the brackets in the present continuous.
 Task 3: Work in pairs. Make questions and answers from the given words and pictures. 
 Task 3: Put the verbs into present simple or present continuous. 
 Task 4: Mime game
 III. Production
 Task 5: Kahoot game
 * Homework
Procedures
 Stage Stage aim Procedure Interaction Time
 Warm-up To activate students’ * Game: Sentence 5 mins
 prior knowledge and puzzling
 vocabulary related to Group work Lead-in To introduce targeted Task 1: Teacher T-Ss 5 mins
 grammar of present explicits the forms. 
 continuous. Teacher draws students’ attention 
 to the form of the sentences 
 created in the game ask them 
 whether they know the target 
 tense Teacher provides or 
 confirms the answers and lead in 
 the grammar focus of the lesson:
Presentation To help Task 2: Put the verbs in the 10 mins
 students get to know brackets in the 
 the use of present present continuous. 
 continuous. - Teacher has students complete T-Ss
 Ex. 1 + 2 (p. 29). - Teacher gives feedback as a class 
 discussion.
 Answer key:
 1. Is your friend swimming? 
 – Yes, he is.
 2. Are they listening to music? 
 – No, they aren’t. (They’re / They 
 are having a picnic.)
 3. Is Mi playing the piano? 
 – No, she isn’t. 
 (She’s / She is doing karate.)
 4. Are they learning English? 
 – Yes, they are.
 5. Are your friends cycling to 
 school? 
 – No, they aren’t. (They’re / They 
 are walking to school.)
 Task 4: Mime game: 
 Take turns to mime different 
 actions. Others guess what you are Ss-Ss
 doing.
Production To help students Task 5: Kahoot game. Choose the 10 mins
 distinguish and use best option to complete the 
 correctly present questions in the game.
 simple and present - Teacher prepares Ex. 4 (p. 30) to T-Ss
 continuous. create questions in Kahoot game.