Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success theo CV5512 - Unit 6: Our Tet holiday

 - Provide feedback and help if 
 necessary.
Board Plan
 Date of teaching
 Unit 6: Our Tet Holiday
 Lesson 1: Getting started
 * Warm-up:
 Asking questions relating to Tet
 I. Vocabulary:
 1. celebrate (v)
 2. decorate (v)
 3. family gathering (N. phr.)
 4. lucky money (N. phr.)
 II. Practice:
 Task 1: Listen and read. (p. 58)
 Task 2: What are Linda and Phong talking about? (p. 59)
 Task 3: Complete the sentences about Tet with the information from the 
 conversation in 1. (p. 59)
 Task 4: Match the words/ phrases in the box with the pictures. (p. 59)
 Task 5: Game – Is it about Tet? (p. 59)
 * Homework 
 Stage Stage aim Procedure Interaction Time
 Warm-up - To set the - Teacher writes the T-Ss 5 
 context for word TET on the board mins
 the listening and ask students to 
 and reading give any words relating 
 text. to the topic.
 - To introduce - Teacher may allow 
 the topic of students to give a 
 the unit. Vietnamese word and 
 asks other students in 
 the class if they know + providing the synonym 
 or antonym of the 
 words.
+ providing the definition 
 of the words
1. celebrate (v): 
 [definition] [picture]
2. decorate (v): 
 [definition] [picture]
3. family gathering 
 (N. phr.): [definition] 
 [picture]
4. lucky money (N. phr.): 
 [picture]
 decorate
 celebrate
 family gathering students to listen and 
 read along. 
- Teacher has students 
 underline the words 
 that are related to the 
 topic of the unit while 
 they are listening and 
 reading.
- Teacher invites some 
 pairs of students to 
 read the dialogue 
 aloud.
- Teacher has students 
 say the words in the 
 text that they think are 
 related to the topic Tet. 
- Teacher quickly writes 
 the words on one part 
 of the board.
Task 2. What are Linda 
and Phong talking 
about? (p. 59)
- Teacher asks students 
 what exactly Phong and 
 Linda are talking about. 
- Teacher lets them read 
 the three options 
 carefully and see the 
 difference among 
 them.
- Teacher confirms the 
 correct answer. (They 
 are talking about Tet in 
 Viet Nam.)
Answer key: B
Task 3: Complete the 
sentences about Tet with Production To allow Task 5: Game – Is it 15 
 students’ about Tet? (p. 59) mins
 opportunities - Teacher allows T-Ss
 to recognize students some time to 
 what is related read the instruction 
 to Tet through and the example.
 a fun game. - Teacher demonstrates 
 the game by saying a 
 word/ phrase aloud and 
 ask students if it’s 
 about Tet or not.
 - Teacher lets students 
 write down two things/ 
 activities. 
 - Teacher goes round 
 and helps if needed.
 - Teacher divides the Ss-Ss
 class into 2 or 4 teams 
 and lets them compete 
 each other. The teams 
 can play Rock – Paper – 
 Scissors to decide 
 which team goes first. 
 - Which team gets more 
 correct words is the 
 winner.
Consolidation To consolidate - Teacher asks one or T-Ss 2 
 what students two students to tell the mins
 have learnt in class what they have 
 the lesson. learnt.
 - Teacher asks students 
 to say aloud some 
 words they remember 
 from the lesson.
 - If there is an overhead 
 projector in the 
 classroom, show the 
 dialogue, highlight the UNIT 6: OUR TET HOLIDAY
 Lesson 2: A closer look 1 
Lesson aim(s)
 By the end of the lesson, students will be able to:
 - extend and practice vocabulary related to "Tet": things, activities and 
 practices;
 - pronounce and recognize the sounds /s/ and /∫/.
Language analysis 
 Form Meaning Pronunciation
 1. visit relatives come to the place where the /ˈvɪzɪt ˈrelətɪv/
 family members live
 2. make a wish to wish/ ask for something you /meɪk ə wɪʃ/
 really want
 3. clean the make the things in our house /kliːn ðə ˈfɜːnɪtʃə(r)/
 furniture free from dirt
Materials (referenced)
 - Grade 6 textbook, Unit 6, A closer look 1
 - Pictures, video
 - sachmem.vn
 Anticipated difficulties Solutions
 1. Students may lack knowledge Provide students with the meaning and 
 about some lexical items. pronunciation of some lexical items.
 2. Students may have - Play the recording many times if any 
 underdeveloped listening, 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.
 3. Some students will excessively talk - Define expectation in explicit detail.
 in the class. - Have excessive talking students 
 practise. Warm-up To activate Task 1: Game - Name the 5 
 students’ prior pictures: mins
 knowledge and - Teacher divides T-Ss
 vocabulary students into 4 groups.
 related to the - Teacher gives 5 words/ 
 topic, the phrases in random 
 targeted order on the board: 
 vocabularies o furniture - fireworks - 
 and its fun - special food - 
 pronunciation. wish
 - Then teacher shows Ss-Ss
 pictures one by one and 
 asks students to raise 
 hands to give the 
 correct words and their 
 spelling.
 - The group raising their 
 hands the fastest 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:
 firework words and phrases to 
 talk about Tet activities 
 and two sounds /s/ and 
 /∫/.”
Presentation To teach Task 2: Match the verbs T-Ss 5 
 (Vocab- students how with the nouns. (p. 60) Ss-Ss mins
 pre-teach) to combine a - Teacher explains to 
 verb with a students that some 
 noun to talk verbs and nouns goes 
 about Tet together and some 
 activities. don’t, e.g. plant / 
 decorate + a tree, but 
 not cook + a tree. 
 - Teacher writes a verb 
 on the board (e.g. read) 
 and asks students to 
 match the verb with as 
 many nouns as they can 
 find (e.g. read a book / 
 novel / magazine / 
 story / etc.)
 - Teacher asks students 
 to look at the verbs in 
 the verbs box first and 
 see what nouns in the 
 Nouns box they can go 
 with.
 - Teacher asks students S
 to do the matching 
 independently. Then 
 teacher allows them to 
 share with their 
 partner.
 - Teacher checks the T-Ss
 answers as a class.
 Answer key: Presentation PRONUNCIATION: 5 
 (Pre-teach /s/ and /∫/ mins
 the sounds - Teacher introduces 2 
 /əʊ/ and sounds /s/ and /∫/ to 
 /aʊ/). students and lets them 
 watch a video about 
 how to pronounce 
 these two sounds.
 - Teacher asks students T- Ss
 to give some words 
 containing these 
 sounds.
 Suggested answers:
 - /s/: see, sun, say, 
 swim,
 - /∫/: show, should, 
 shower, wash,
 Practice To help Task 4: Listen and repeat 15 
 students the words. (p. 60) mins
 identify how to - Teacher may write two T-Ss
 pronounce the Vietnamese words on 
 sounds /s/ and the board first, e.g. 
 /∫/ and practise xách and sách. 
 pronouncing - Teacher asks students 
 these to say the words aloud 
 sounds in and draw their 
 words. attention to the 
 difference in the 
 pronunciation of x 
 and s. 
 - Teacher writes the 
 words see and she 
 under the words xách 
 and sách and read 
 aloud the four words. 
 To help - Teacher lets students 
 students elicit the difference in Ss
 pronounce the pronunciation if 
 needed.
 - Teacher asks for some 
 volunteers to stand up 
 and read the poem 
 aloud.
 Audio script:
 Spring is coming!
 Tet is coming!
 She sells peach flowers.
 Her cheeks shine.
 Her eyes smile.
 Her smile is shy.
 She sells peach flowers.
Production To give Game: Sentence race 5 
 students - Teacher divides the mins
 chance to class into 4 big teams.
 apply what - All the teams have to Group 
 they have produce the longest work
 learnt. sentence that contains 
 the most /s/ and /∫/ 
 sounds in 5 minutes. 
 Then, each team takes 
 turn to present their 
 sentence, which team 
 has the longest 
 sentence that has the 
 most /s/ and /∫/ sounds 
 wins.
 Suggested sentences: 
 The tongue twister: 
 Seashells
 - She sells sea shells by 
 the sea shore.
 - The shells she sells are 
 surely seashells.
 - So if she sells shells on 
 the seashore. UNIT 6: OUR TET HOLIDAY
 Lesson 3: A closer look 2
 should / shouldn’t & some / any
Lesson aim(s)
 By the end of the lesson, students will be able to:
 - use should and shouldn’t to make advice;
 - use some and any to talk about quantity.
Language analysis 
 Form Meaning
 should Give advice or to talk about what we think is right or 
 shouldn’t wrong.
 “some” is used for positive.
 some
 “any” is used for questions and negatives.
 any
 Both may be used with countable and uncountable nouns.
Materials (referenced)
 - Grade 6 textbook, Unit 6, A closer look 2
 - sachmem.vn
 Anticipated difficulties Solutions
 1. Students may lack knowledge and Prepare some hand-outs in which key 
 experiences about the topic. language of the key language of 
 describing Tet holiday.
 2. Some students will excessively talk - Define expectation in explicit detail.
 in the class. - Have excessive talking students 
 practise.
 - Continue to define expectations in 
 small chunks (before every activity).
Board Plan special food
 fun
 wish
 furniture
- Then teacher asks 
 students to make 
 sentences with 
 There is / There are.
Suggested answers:
- There are fireworks.
- There are spring rolls.
-  
- Teacher can explicit 
 the targeted grammar 
 by saying: “We can 
 add some or any into What will happen if 
 Nam comes into the 
 kitchen with his 
 raincoat still on? then 
 writes the mother’s 
 saying on the board 
 and underlines the 
 word shouldn’t.
- Teacher writes In the 
 classroom on the 
 board. 
- Teacher sticks pieces 
 of paper with the 
 words run, keep quiet, 
 make noise, etc. 
 below it and ask 
 students for simply 
 Yes (to show it can be 
 done in the 
 classroom) or No if 
 not. If the answer is 
 Yes, tick the word. If 
 No, cross the word. 
 Keep them on the 
 board for later use.
Some/ Any:
- By this time, students T-Ss
 have seen/ used some 
 and any already. This 
 is just a summary of 
 their use.
- Teacher asks students 
 to read the yellow 
 grammar box.
- Teacher tells them to 
 pay attention to the Ss-Ss
 phrases in bold in the 
 sentences to see how