Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success theo CV5512 - Unit 4: My neighbourhood

 - Tan Ky (Tấn Ký) House was built in 1741. It is the 
 place where 7 generations of Le family have lived. 
 The name “Tan Ky” was used by Mr. Le Tan Ky 
 (the second generation). At that time, this house 
 was used to trade agricultural products. The front 
 of the house is Nguyen Thai Hoc Street while the 
 back is Bach Dang Street facing Hoai River. At that 
 time, Hoi An was still a busy international trading 
 port with many Japanese, Chinese and Western 
 merchant ships. Therefore, the location of the 
 house is convenient for trading goods.
Board Plan
 Date of teaching
 UNIT 4: MY NEIGHBOURHOOD
 Lesson 1: Getting Started – Lost in the old town!
 * Warm-up
 Chitchatting
 I. Vocabulary:
 1. neighbourhood (n): vùng lân cận 
 2. to be/ get lost: bị lạc 
 II. Practice:
 Task 1: Listen and put the actions in order.
 Task 2: Find the way to make suggestions.
 Task 3: Read the conversation, find and underline the following directions.
 Task 4: Match these directions with the diagrams.
 III. Production
 * Homework:
 Stage Stage aim Procedure Interaction Time
 Warm-up To set the * Chitchatting: 5 
 context for the - Teacher shows some T-Ss mins
 listening and images of Hoi An on Ss-Ss
 reading text. the screen and asks 
 students some open 
 questions: “Do you 
 know where it is?” my Nick, Phong and Khang. 
neighbourhood. Let’s look at the picture 
 and answer some 
 questions:
 1. What are Nick, 
 Phong and Khang 
 doing?
 2. Where are they? 
 3. What might be 
 happening to them?
 4. Have you ever got 
 lost?
 5. How did you feel? 
 What did you do?
 - Teacher encourages T-Ss
 students to share 
 their experiences of 
 being lost but teacher 
 doesn’t have to 
 confirm the answers 
 right or wrong.
 - Teacher asks student Ss
 to get some 
 prediction of the 
 orderings.
 - Teacher plays the T-Ss
 recording and asks 
 the students to work 
 independently to put 
 a-e in order of what 
 happens in the 
 conservation.
 - Students listen and Ss-Ss
 read and then do the 
 ordering.
 - Teacher invites some T-Ss
 pairs of students to how to give - Shall we go there 
 directions first?
 through the - OK, sure.
 conversation. * Check:
 - Use: When do you 
 ask these questions? 
 (when we want to 
 make suggestions)
 - Meaning: What do 
 these sentences 
 mean?
 - Form: 
 + Shall we + V?
 + Let’s + V.
 Teacher can add 2 
 more ways to make 
 suggestions
 + How about/ 
 What about?
 + Why don’t we  ?
 - Ask students to work S
 individually to find 
 and underline the 
Production phrases used to give 
 directions in the 
 conversation. 
 - Teacher may move 
 around the class to 
 check if students do 
 exactly what is 
 required and offer 
 help when needed. Game: Find places
- Demonstrate the Pair work
 game with a more 
 able student.
- Ask students to play 
 the game in pairs. In a 
 weaker class, work 
 together with 
 students first: asking 
 about one or two 
 different places on 
 the map and eliciting 
 the answers. Then 
 when they know 
 exactly what to do, 
 ask them to work in 
 pairs. Teacher may go 
 around to observe 
 and offer help if 
 necessary.
- Invite some pairs to 
 perform in front of 
 the class. This activity 
 can be organized as a 
 competition game. 
 The class is divided 
 into teams A and B. 
 Team A gives 
 directions and Team 
 B guesses the place. 
 If their guess is 
 correct, they get one 
 point. Then change 
 roles. The group with 
 more points is the 
 winner.
- If there is still enough 
 time teacher can give UNIT 4: MY NEIGHBOURHOOD
 Lesson 2: A closer look 1
Lesson aim(s)
 By the end of the lesson, students will be able to:
 - use the lexical items related to the topic My neighbourhood;
 - use the vocabulary and structures to talk about and describe places in a 
 neighbourhood;
 - pronounce and recognize the sounds /i/ and /i:/.
Language analysis 
 Form Meaning Pronunciation
 1. square (n) an open area in a town, usually with /skwer/
 four sides, surrounded by buildings
 2. cathedral (n) the main church of a district, under /kəˈθiːdrəl/
 the care of a bishop
 3. railway station (n) a place with one or more buildings /ˈreɪlweɪsteɪʃən/
 and platforms where trains stop for 
 people to get on or off
 4. crowded (adj) having a lot of people or too many /ˈkraʊdɪd/
 people
 5. peaceful (adj) quiet and calm; not worried or /ˈpiːsfl/
 upset in any way
 6. modern (adj) new and intended to be different /ˈmɑːdərn/
 from traditional styles
 7. boring (adj) not interesting; making you feel /ˈbɔːrɪŋ/
 tired and impatient
Materials (referenced)
 - Grade 6 textbook, Unit 6, A closer look 1
 - Pictures and a video clip
 - sachmem.vn
 Anticipated difficulties Solutions Warm-up To activate Game: Jumbled Words 5 
 students’ prior Topic: “Places” mins
 knowledge and - Teacher divides T-Ss
 vocabulary students into 4 groups 
 related to the and models how to Ss-Ss
 topic, the play this game. 
 targeted - Teacher shows one by 
 vocabulary and one a mixed up set 
 its of letters and students 
 pronunciation. have to unscramble 
 the letters to find the 
 correct word.
 - Teacher asks students 
 to raise hands to give 
 the correct names and 
 spelling of the places
 - The fastest group 
 raising their hands will 
 get the chance to 
 answer first.
 - Teacher gives 10 points 
 for the group that gives 
 the correct answers. 
 - The group getting the 
 highest points will be 
 the winner.
 Answer key:
 1. takmre: market
 2. oslhoc: school
 3. aiencm: cinema
 4. knab: bank
 5. metsakretup: 
 supermarket
 6. petmle: temple
 7. qearsu: square
 8. apoilths: hospital
 9. rtoboekos: bookstore
 10. arnuastetr: 
 restaurant Practice To help Task 1: Match the places 15 
 students name below with the pictures. mins
 places in a Then listen, check and 
 neighbourhood. repeat the words. 
 - Teacher asks students T-Ss
 to match the places 
 with the pictures.
 - Students do the task. Ss
 - Teacher asks students T-Ss
 to swap their books 
 and mark in pairs. 
 - Teacher plays the T-Ss
 recording (Track 24) for 
 students to listen and 
 check their partner’s 
 answers. 
 - Teacher plays the T-Ss
 recording again with a 
 pause after each item 
 and asks them to 
 repeat the words/ 
 phrases chorally and 
 individually.
 Answer key:
 1. C
 2. E
 3. D
 4. A
 5. B
 To help Task 2: Work in pairs. 
 students Ask and answer 
 practice asking questions about where 
 and answering you live.
 about places in - Teacher asks students Pair work
 a to work in pairs to ask 
 neighbourhood. and answer questions 
 about where they live. 
 Remind them that they these two sounds and 
 asks them to identify 
 which sound is longer 
 and which one is 
 shorter.
 - Teacher asks students 
 to give some words 
 they know containing 
 these sounds.
 Suggested answers:
 - /i/: chip, tin, ship, 
 - /i:/: cheap, teen, 
 sheep, 
Practice To help Task 4: Listen and repeat 5 
 students the words. Pay attention mins
 identify and to the sounds /i/ and 
 practice the /i/ /i:/.
 and /i:/ - Teacher asks students T-Ss
 sounds. to practice the sound 
 /i/ and /i/ together. 
 - Teacher plays the 
 recording and ask 
 students to repeat 
 - Teacher gets students Pair work
 to work in pairs and 
 put the words in the 
 correct column while 
 they listen and call 
 some pairs to write 
 their answers on the 
 board before checking 
 their answers with the 
 whole class. 
 Answer key:
 /i/
 noisy, exciting, 
 expensive, friendly each group to say the 
 sentences in front of 
 the class. 
 - Teacher asks each 
 group to vote for the 
 group which has the 
 best pronunciation. 
Consolidation To consolidate Teacher asks students to T-Ss 3 
 what students talk about what they mins
 have learnt in have learnt in the lesson.
 the lesson.
Homework To revise what Find 5 more words with T-Ss 1 min
 they have the sound /i/ and 5 more 
 learnt. words with the sound 
 /i:/. Write them down 
 and practice 
 pronouncing the words. Board Plan
 Date of teaching
 UNIT 4: MY NEIGHBOURHOOD
 Lesson 3: A closer look 2
 Comparative adjectives
 * Warm-up
 Crossword 
 I. Grammar focus:
 *Form 
 *Use
 *Sign 
 II. Practice:
 Task 1: Complete the sentences with the comparative form of the adjectives.
 Task 2: Use the correct form of the words in brackets to complete the letter.
 Task 3: Compare two neighbourhoods using the adjectives.
 Task 4: Compare life in the city with life in the country.
 * Homework:
 Stage Stage aim Procedure Interaction Time
 Warm-up To activate * Game: Crossword 5 
 students’ prior - Teacher divides the class T-Ss mins
 knowledge and into 2 groups.
 vocabulary - Teacher prepares the Group 
 related to the ppt for the crosswords, work
 targeted students take turn to 
 grammar of answer the words
 comparison. - The one can get the key 
 word wins the game.
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