Giáo án Tiếng Anh 6 Unit 4: My neighbourhood

Week: 09 
Period: 25
Date of planning: //
Date of teaching: //
UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting Started – Lost in the old town!
I. Objectives:
	By the end of this lesson, students can know the key language and structures to be learnt in this unit.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My neighborhood”.
	2. Structures: Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
Write the Unit title on the board “Lost in the old town!”. Explain the meaning of “surprise”.
- Ask Ss to guess what the picture might show or what the conversation might be about.
- Ask Ss questions about the picture.
- T-Whole class
* Presentation:
Guess what the picture might show or what the conversation might be about.
Ex:
- Where are Nick, Khang and Phong?
- What might be happening to them? What are they doing?
- Play the recording (twice)
- Ask Ss to read the conversation and check their answers. Confirm the correct answers.
- Ask Ss to read and put the action in order.
- Tell Ss to refer back to the conversation to find the phrases. Practice saying them together.
- First, model the role-play with a more able St. Then ask pairs to role-play the short conversations before demonstrating for the class.
- Have Ss quickly match each place (in the picture) with its name. Then play it again , pausing after each item and asking them to repeat chorally and individually. Correct their pronunciation.
- First, model this activity with a more able St. Ask Ss to work in pairs . Call some pairs to practice in front of the class.
- Have Ss quickly match instruction with the diagram. Check their answers. If Ss do not understand the sentences, use the diagrams to work the meaning out from the context.
- Listen and read
- Individual work
- Pair-work
- Pair-work
- Pair-work
- Individual work
* Practice:
1. Listen and read
a. Read and put the action in order.
Key: 
 2 – 5 – 3 – 4 – 1 – 6 
b. Making suggestions.
Key: 
1. a. Where shall we go first?
 b. Let’s go to “Chua Cau”.
2. a. Shall we go there first?
 b. Ok, sure.
3. a. Shall we go by bicycle?
 b. No, let’s walk there.
2. Work in pairs. Role-play making suggestions. 
3. Match the places below with the pictures. Then listen, check and repeat the words.
Key:
 1. E 2. H 3. F 4. C 5. G 6. A 7. B 8. D
4. Think about where you live. Work in pairs. Ask and answer questions about it.
Example:
A: Is there a theatre in your neighborhood?
B: Yes, there is. / No, there isn’t.
5. Match the instructions in the box with the pictures.
Key:
Go straight on.
Turn left at the traffic lights.
Go past the bus stop.
Take the first turning on the left.
Go to the end of the road.
Go along the street.
Cross the street.
- Ask Ss to give their partner the directions to one of the places on the map, and they try to guess. Then swap.
- Pair-work 
* Production:
6. Game
Example:
A: Go straight. Take the second turning on the left. It’s on your right.
B: Is that the art gallery?
A: Yes, it is./ No, try again.
*Homework:
- Practice giving directions to your house.
- Prepare the next lesson 
 (A closer look 1)
Experiments: 
Week: 09 
Period: 26
Date of planning: //
Date of teaching: //
UNIT 4: MY NEIGHTBOURHOOD
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /i:/ and /i/ in isolation and in context; use vocabulary related to the topic “My neighborhood”.
II. Language Focus:
	1. Vocabulary: 	the vocabulary related to the topic “My neighborhood”.
	2. Structures: 	Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flash cards.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Practice saying the adjectives with Ss. Use some examples to work the meaning out of the context. With difficult adjectives T may translate them or ask Ss to translate. Then ask Ss to write the correct adjectives in the blanks. Play the recording as many times as required to allow Ss to check their answers and support their pronunciation.
- T-whole class
* Presentation:
& Vocabulary
1. Fill in each blank with one word from the box. Listen, check and repeat the words.
Exciting cheap historic sleepy expensive convenient peaceful police noisy friendly
- Explain that some words go together, but some don’t.
- Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches. 
- Ask Ss to complete the word webs in their books.
- Play the recording.
- Ask Ss to listen and repeat the words.
- Have Ss practice reading the words first.
- Play the recording for Ss to listen and do the task.
- Ask Ss to listen while T play the recording.
- Ask Ss to chant along. Provide further practice by dividing the class into 2 groups. Have groups sing alternate lines.
- Stick some pictures of people from magazines on the board. Call out a description, and have Ss touch the appropriate picture while repeating the sentence. Next, point to pictures and form sentences. Point out that do or does is added to the start of questions and the end of answers.
- Ask Ss to do this exercise individually first then compare their answers with a partner. 
- Check Ss’ answers.
- Individual work 
- Listen and repeat.
- Pair-work
- T-Whole class
- Group-work 
- T whole class
- Individual work
* Practice:
2. Now match the adjective s from the box in 1 with their opposites below.
Key: 
- boring – exciting
- historic – modern
- noisy – quiet/ peaceful
- convenient – inconvenient
- fantastic – terrible
3. Work in pairs. Ask and answer questions about your neighborhood. Use the words in 1 and 2 to help you.
 Example:
A: Is our neighborhood polluted?
B: No, it isn’t.
A: Is it peaceful?
B: Yes, it is.
& Pronunciation /i:/ and /i/
4. Listen and repeat the words. Pay attention the sound /i:/ and /i/
Key:
/i:/
/i/
Cheap, sleep, peaceful, convenient, police.
Historic, exciting, expensive, noisy, friendly.
5. Listen to the sentences and circle the words you hear.
Key:
Living
Heat
Seats
Sheep
Tins
Mill
Teams
Chip 
- Ask Ss to listen while T plays the recording. Play the recording again and ask Ss to chant along. Provide further practice by dividing the class into two groups. Have groups sing alternate lines.
- Group-work 
* Production:
6. Listen and practice the chant. Notice the sounds /i:/ and /i/.
MY NEIGHBOURHOOD
(page 40)
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson 
 (A closer look 2)
Experiments: 
Week: 09
Period: 27
Date of planning: //
Date of teaching: //
UNIT 4: MY NEIGHBOURHOOD
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use adjectives to compare things.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My neighbourhood”.
	2. Structures: 	Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Choose 2 Ss of very different height and ask them to stand up. Ask the class a question.
- Focus Ss’ attention on comparative forms by giving examples.
- Explain that comparative adjectives are constructed in several different ways in English and that some of those ways are presented in the box. Explain the simplest ways to identify the number of syllables in an English word and give further example or practice if necessary. 
- T-whole class
* Presentation:
& Grammar
Comparative Adjectives
- Who is taller?
- Example:
This ruler/ desk is long. But that ruler/ desk is longer.
- Ask Ss to read the instructions. Tell Ss what they should do. 
- Have Ss compare their answers in pairs before checking with the whole class.
- Use Ss use the example to show what Ss should do. Ask them to pay attention to the syllables in each adjective and look back at the grammar box if necessary. 
- Ask Ss to read and complete the sentences individually. Remind them to pay attention to the number of the syllables in each adjectives.
- Elicit the contrast between the things in the two neighborhoods and the adjectives that can be used to describe them.
 - Correct.
- Tell Ss how to form a question and pay attention to the number of the syllables in each adjectives.
- Check their answers.
- Model with a St. Ask Ss to work in pairs. Call some pairs to practice in front of the class.
- Pair -work 
- Individual work
- Individual work
- Individual work
* Practice:
1. Complete the following sentences with the comparative form of the adjectives in brackets.
Key: 
 2. taller 3. Bigger 
 4. noisier 5. cheaper
2. Now complete the following sentences with the comparative form of the adjectives in brackets.
 Key:
2. more beautiful
3. more convenient 
4. more interesting
5. more expensive.
3. Read and complete Vy’s letter to her friend.
Key:
1. Drier 2. Smaller 3. Older 
4. Wider 5. more delicious
6. Older 6. Cheaper
4. Look at the pictures of Yen Binh neighbourhood and Long son neighbourhood. Now write about the differences.
5. Complete the following sentences with the comparative form of the adjectives in brackets.
Key: 
More expensive
More comfortable
More historic
Narrower 
6. Work in pair. Ask and answer questions.
- Ask Ss to think ot the places they’ve been to. Model with a more able Ss and then have them work in pairs while T goes around the class and monitors.
- Ask a few pairs with the most imaginative ideas to report them to the class.
- Pair-work 
* Production:
7. Work in pairs. Ask and answer questions about the places that you know. Use the comparative form of the adjectives in the box.
 Example:
A: Is Hue busier than Da Nang?
B: No, it isn’t.
*Homework:
- Write 3 sentences using comparative adjectives.
- Prepare the next lesson 
 ( Skill 1)
Experiments: 
Week: 10
Period: 28
Date of planning: //
Date of teaching: //
UNIT 4: MY NEIGHBOURHOOD
Lesson 4: Communication
City tours!
I. Objectives:
	By the end of this lesson, students can talk about different places and show directions to these in a neighborhood.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My friends”.
	2. Structures: 	Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss look at extra vocabulary.
- Ask Ss if they know about Hoi An. Allow 20 – 30 seconds for Ss to think.
- Have Ss brainstorm about Hoi AN.
- Whole class
* Presentation:
Extra vocabulary:
First
Then
After that
Finally
- What do you know about Hoi An?
- Anything you can remember about it.
- Playing the recording. Ask Ss to listen only. Then play the recording again and allow Ss to fill in the gaps as they listen.
- Ask Ss to share their answers in pairs, before playing the recording a final time to allow the pairs to check their answers.
- Ask Ss to read the audio guide again, paying attention to the use of the connective works.
- Ask Ss to read the brief information about London and Ho Chi Minh city and look carefully at the two simplified maps of the two cities.
- Remind Ss of the expressions they can use to give directions; have Sss refer to the expressions in the dialogue and 5 of getting started.
- Haves Ss prepare their audio guide individually and then share it with a partner.
 - Have Ss practice presenting their audio guide in pairs.
- T-Whole class
- Individual work
- Individual work
- Pair-work 
* Practice:
1. Nick is listening to an audio guide to Hoi An. Listen and fill in the gaps.
 Key:
Historic
Convenient
Straight
Second
Left
Right
Second
Next to
2. Choose one of the cities below. Create an audio guide for your city.
Remember to:
- include some comparisons with other cities.
- give directions to different places.
- Call some Ss to present their audio guide to the whole class. 
- After each St has finished his/ her audio guide, ask for some comments from the other Ss.
- Make comments and any mistakes if there are any.
- Whole class
* Production:
3. Present your guide to your class.
*Homework:
- Write your audio guide in your notebook.
- Prepare the next lesson :
 (Skill 1)
Experiments: 
Week: 10
Period: 29
Date of planning: //
Date of teaching: //
SỬA BÀI KIỂM TRA 1 TIẾT
Week: 10
Period: 30
Date of planning: //
Date of teaching: //
UNIT 4: MY NEIGHBOURHOOD
Lesson 5: Skill 1
I. Objectives:
	By the end of this lesson, students can use read for specific and general information about good things and bad things in a neighborhood.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My neighborhood”.
	2. Structures: 	Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to look at the picture of Khang’s neighborhood. And ask them some questions.
- T-Whole class
* Presentation:
Questions:
Where do you think Khang’s neighborhood is?
What do you think about it?
Do you like living there? Why? Why not?
 - Ask Ss to scan the passage to find where the words suburbs, backyard are in the passage.
- Ask Ss to note where they found the information that help them to answer the questions. 
- Have ss compare their answers in pairs.
- Ask Ss to scan the passage again and find the information to complete the table. 
- Ask Ss to note where they found the information that help them to answer the questions. 
- Have ss compare their answers in pairs.
- Remind Ss of expressions they can use to give directions.
- Model this activity with a more able St and then have Ss work in pairs.
- Call some pairs to talk before the whole class, then invite some comments from other Ss.
- Individual work
- Pair - work
- Individual work
- Pair – work 
- Pair – work
* Practice:
& Reading
1. Find these words in Khang’s blog. What do they mean?
2. Read Khang’s blog. Then answer the questions.
Key: 
It is in the suburbs of Da Nang City.
Because it has beautiful parks and sandy beaches and fine weather.
They are very friendly.
Because there’re many modern buildings and offices in the city.
3. Read Khang’s blog again and fill in the table with the information.
Key: 
Like: 
- It’s great for outdoor activities.
- There’s almost everything here
- The food is very good.
- People are incredibly friendly.
Dislike:
- the street are busy, crowded, and noisy during the day.
& Speaking
4. In pairs, ask and answer questions about how to get to the places on the map. 
Example:
(page 44)
- Note some common errors and discuss them with the whole class.
- select some pairs to act out their dialogue in front of the class.
- give feedback
- Give comments on strengths and correct a few errors in the target language.
- Pair -work
* Production:
5. Work in pairs. Ask and answer the question about the way to get to the places in your town, village/ near your school.
*Homework:
- Prepare the next lesson:
 (Skill 2)
Experiments: