Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success theo CV5512 - Unit 5: Natural wonders of Viet Nam

 Language analysis 
 Form Meaning Pronunciation
 1. scenery (noun) the natural features of an area /ˈsiːnəri/
 2. natural (adj) not made by human /ˈnổtʃərəl/
 3. wonder (noun) something that fills you with surprise and admiration /ˈwʌndə/
 4. amazing (adj) very good /əˈmeɪzɪŋ/
 5. island (noun) a piece of land that is completely surrounded by water /ˈaɪlənd/
 Anticipated difficulty Solution
 Prepare some short videos of Ha Long Bay, Ganh Da Dia, 
 Son Doong Cave and other wonders of Viet Nam to show 
 Students may not have travelled and have no idea of any 
 them. 
 natural wonders of Viet Nam. 
 *Suggested video link:
 https://youtu.be/og_1u8RFmuI
Board Plan
 Date of teaching
 UNIT 5: NATURAL WONDERS OF VIET NAM
 Lesson 1: Getting started
 * Warm-up 
 I. Vocabulary:
 1. scenery (noun): [picture]
 2. natural (adj): [antonym] man-made
 3. wonders (noun): [picture] behind the boxes after each box has been removed 
 until students can tell the teacher what it is. 
Lead-in To lead in the topic of - Teacher draws students’ attention to the picture in T-Ss 2 mins
 natural wonders of the textbook and asks them questions about the 
 Viet Nam. picture.
 Who are they?
 What are they looking at?
 What are they talking about?
 Suggested answers:
 They are Alice, Elena and Nick.
 They are looking at some photos/ pictures.
 They are talking about 
 attractive places in Viet Nam. 
Presentation To present the word VOCABULARY: T-Ss 5 mins
 (Vocab meanings, ways of - Teacher introduces the vocabulary by: 
pre-teaching) pronouncing them showing the pictures illustrating the words;
 and forms. providing the synonyms or antonyms of the words;
 providing the definitions of the words.
 scenery (noun): [picture]
 natural (adj): [antonym] man-made
 wonder (noun): [picture]
 amazing (adj): [synonym] very good
 island (noun): [picture] To help Why are they attractive? 
students etc.
 - Teacher encourages students to give their answers, 
identify the T-Ss
location of the places but do not tell them whether their answers are 
mentioned in the correct or in correct.
conversation. - Teacher plays the recording, asks students 
 underline the words they have learnt in the 
 vocabulary part.
 T-Ss
 - Teacher plays the recording more than once if 
 necessary. Students listen and read.
 - Teacher nominates some pairs of students to read 
 the dialogue aloud.
To help - Teacher has students say the words in the text that 
students they have underlined.
focus on the use of Ss
lexical items to Task 2: Complete the following sentences with the 
 words from the box. (p. 49)
describe the places. T-Ss
 - Teacher tells students to read the text again in 
 order to find the words to complete the sentences 
 independently. f. 1. mountain 
 g. 4. forest
 h. 7. beach
 Production To give students a fun Task 4: QUIZ Work in groups. Choose the correct 5 mins
 time revising what answer to each of the questions. (p. 49) T-Ss
 they have learnt so far - Teacher divides the class into groups of four or five 
 in the lesson and and provides each group with a set of A and B signs. 
 responding the - Teacher gives students time to read the quiz Group work
 questions about carefully and choose the correct answers. 
 natural wonders. - Then, teacher lets students randomly select a 
 number on the screen to choose the question. 
 - Students raise the correct signs of A or B for 
 answering and say the answer aloud. The quickest 
 group gets 5 points for each correct answer. At the 
 end of the activity, 3 groups having the highest 
 points are the winners. 
Consolidation To consolidate what Teacher asks students to talk about what they have T-Ss 2 mins
 students have learnt learnt in the lesson.
 in the lesson.
 Homework To review and use the Go to the internet and search for the information on T-Ss 1 min
 language of lexical your favourite natural wonder in Viet Nam and 
 items related to prepare a small talk between 1-2 minutes about it. 
 natural wonders. Language analysis 
 Form Meaning Pronunciation
 1. plaster (n) a small piece of sticky cloth or plastic used to cover a cut in the skin /ˈplɑːstər/
 2. sleeping bag a large bag for sleeping in outside /ˈsliːpɪŋ bổɡ/
 (nph)
 3. backpack (n) a large bag used to carry things on your back when going camping or /ˈbổkpổk/
 walking
 4. compass (n) a device for finding direction with a needle that can move easily /ˈkʌmpəs/
 5. suncream (n) a substance that is put on the skin to protect it from being burned by the /ˈsʌn kriːm/
 Sun
 6. scissors (n) a device used for cutting materials such as paper, cloth, and hair, consisting /ˈsɪzəz/
 of two sharp blades that are joined in the middle, and two handles with 
 holes to put fingers through
 Anticipated difficulties Solutions
 1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of 
 some lexical items.
 2. Students may have underdeveloped listening, speaking Play the recording as many times necessary.
 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.
 3. Some students will excessively talk in the class. Define expectations in explicit detail.
 Have excessively talkative students practise.
 Continue to define expectations in small chunks (before 
 every activity). Stage Stage aim Procedure Interaction Time
Warm-up To activate students’ * Name the things needed for going camping: 5 mins
 prior knowledge and - Teacher asks students to work in groups of 6.
 vocabulary related to - Teacher sets the context: “Next week, we are going T-Ss
 the topic, the targeted camping in the forest. What should we bring?”
 vocabulary and its - Teacher give all groups 3 minutes to write down as Ss-Ss
 pronunciation. many things as possible.
 - Teacher goes around the class to provide help (if 
 necessary).
 - The group with the most correct answers will be the 
 winner.
 Suggested answer:
 - tent
 - sleeping bag
 - compass
 - suncream
 - mobile phone
 - food
 - water
 Lead in To lead in the lesson Teacher leads students into the lesson by telling them T-Ss 2 mins
 about vocabulary and that: “In today lesson, we are going to learn more 
 pronunciation. travel items and two sounds /t/ and /d/.” Practice To manipulate forms Task 1: Write a word under each picture. Practise 15 mins
 (spelling and saying the words. (p. 50)
 pronunciation) of six - Teacher asks students to write the suitable word 
 travel items. under each picture in 2 minutes.
 - Students do the task. T-Ss
 - Teacher calls some students to give their answers.
 - Teacher gives feedback and corrections (if 
 necessary).
 Answer key: S
 1. plaster T-Ss
 2. suncream
 3. sleeping bag
 4. scissors
 5. backpack
 6. compass
 To provide restricted Task 2: Complete the following sentences. Use the 
 practice in using travel words in 1. (p. 50)
 items in context. - Teacher asks students to work in pairs and use the 
 words in task 1 to complete the sentences. Students 
 work in pairs and do the task.
 - Teacher calls some pairs to share their answers with Pair work
 the whole class. Teacher gives feedback and 
 corrections (if necessary).
 Answer key:
 1. compass T-Ss
 2. suncream To help students Task 5: Listen and repeat. Pay attention to the bold-
 practise the sounds /t/ typed parts of the words. (p. 51)
 and /d/ in sentences. - Teacher plays the recording for students to listen and 
 asks students to repeat the sentences after they listen 
 (with attention to the bold-typed parts of the words).
 - Teacher calls some students randomly to read the 
 sentences and gives correction (if necessary).
 T-Ss
Production To give students * Game: Whispering Group work 5 mins
 chance to apply what - Teacher divides the class into 4 big groups and asks 
 they have learnt. students to stand in four lines.
 - The member in the last place will make a sentence 
 containing at least a word and a sound they have 
 learnt; then, whisper the sentence to the next 
 member of the group. 
 - They will continue until the member in the first place 
 and this member will say the sentence aloud.
 - The fastest group with the correct sentence will win 
 the game.
 Suggested sentences:
 1. I must bring a plaster when going camping. 
 2. I want to visit a famous desert in the world.
 3. He lives in a quiet island. UNIT 5: NATURAL WONDERS OF VIET NAM
 Lesson 3: A closer look 2
 Countable & uncountable nouns
 Modal verbs: must and musn’t
I. Objectives
By the end of this lesson, students will be able to:
 1. Knowledge
 - Use countable nouns and uncountable nouns
 - Use quantifiers some, many, much, a few, a little with countable nouns and 
 uncountable nouns
 - Use “must” and “mustn’t” to make classroom rules
 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 5, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and set of word cards 2. Some students will excessively talk in the class. - Define expectation in explicit detail.
 - Have excessively talkative students practise.
 - Continue to define expectations in small chunks (before every 
 activity). 
Board Plan
 Date of teaching
 Unit 5: NATURAL WONDERS OF VIET NAM
 Lesson 3: A closer look 2
 * Warm-up
 Game: Unscrambled words
 I. Grammar:
 1. uncountable nouns don't have a plural form: cream, chocolate...
 countable nouns can be singular: a rock, an island..., or plural: rocks, 
 islands...
 2. some/ many/ a few + countable nouns 
 some/ much/ a little + uncountable nouns 
 3. subject + must + base form
 subject + mustn’t + base form
 II. Practice:
 Task 1: Is the underlined noun countable or uncountable? 
 Task 2: Choose the correct option for each sentence.
 Task 3: Fill each blank with must or mustn’t.
 Task 4: Making classroom rules.
 * Homework:
 Exercise 3 (p. 52)