Kế hoạch bài dạy Tiếng Anh Lớp 6 Sách Chân trời sáng tạo - Unit 1-6

for students to practise speaking.
Task 5: Students to work in groups and share their opinions.
Teacher has students think about themselves and decide if the camp suits them. Encourage them to give the reasons for their answers. 
Teacher asks students to work in groups and share their opinions. Move around to observe and provide help if needed. 
Call on some Ss to share their answers.
Suggested answers:
 I think Superb summer camp is suitable for me because I’m 12. 
Superb summer camp is good for me because I want to speak English all the time. 
T-Ss
Ss-Ss
T-Ss
8 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
3 mins
Homework
To prepare vocabulary for the next lesson: Skills 2.
Do exercises in the workbook.
T-Ss
1 min
UNIT 3: MY FRIENDS
Lesson 6: Skills 2
Lesson aim(s)
By the end of the lesson, students will be able to:
listen for specific information about best friends;
write a diary entry about best friends.
Materials (referenced)
Grade 6 textbook, Unit 3, Skills 2
Jumbled word cards
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge and experiences about the topic.
Prepare some hand-outs in which key language of the key language of describing people.
2. Students may have underdeveloped listening, writing and co-operating skills.
Play the recording many times if necessary.
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 expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 3: My friends
Lesson 6: Skills 2
* Warm-up
Game: Jumble words
I. Listening
Task 1: Look at the pictures. Guess the activity. Check as a class discussion.
Task 2: Work in pairs. Note down to describe the two girls. Underline key words. Listen and find out who is Lan and Chi.
Task 3: Listen again and fill in the blanks.
II. Writing
Task 4: Work in pairs. Ask and answer about your best friend. 
Task 5: Write a diary entry about your best friend. Cross check.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To review the vocabulary.
* Game: Jumbled words
Teacher sticks some jumbled words onto the board. 
Students raise hands to answer.
LFIEDRNY
TACIEV
UNFNY
RCUFEAL
TOFCNDITEN
Answer key:
ACTIVE
FRIENDLY
FUNNY
CAREFUL
CONFIDENT
T-Ss
5 mins
Pre-Listening
To help students recall knowledge of present continuous.
Task 1: Look at the pictures. Guess the activity. Check as a class discussion.
Teacher tells students to look at the pictures and guess what they are doing.
Teacher plays the recording. Students listen and check their predictions. 
Answer key:
a. They are talking. 
b. They are playing football. 
c. They are walking.
T-Ss
6 mins
While-Listening
To develop students listening skills.
To help students develop listening skill for specific information. 
To help students develop listening skill for specific information (gap-filling).
Task 2: Work in pairs. Note down to describe the two girls. Underline keywords. Listen and find out who is Lan and Chi.
*Descriptions
Teacher asks students to look at the pictures and note down some descriptions about the 2 girls. 
Teacher asks students to underline the keywords à Tell students to pay attention to the key words while listening. 
* Listen and decide who is Lan and Chi
Teacher plays the recording. 
Teacher asks students to listen and choose the answers.
Teacher asks students to compare their answers with the prediction made previously.
Teacher checks students’ answers as a class.
Answer key:
Lan is the girl wearing a red and white jacket and a red cap. 
Chi is the girl wearing a white T-shirt and a blue skirt.
Task 3: Listen again and fill in the blanks.
Teacher asks students to read the questions carefully and determine what information they need to fill the gaps (numbers, words).
Teacher plays the recording for students to fill the gaps.
Teacher asks them to swap their answers in pairs before checking their answers as a class.
Answer key:
1. 6A 
2. black; mouth 
3. friendly 
4. big 
5. kind
Audio script:
Mi: My best friend is Quyen. She studies with me in class 6A. She’s tall and slim. She has short black hair and a small mouth. She’s very active and friendly. She likes playing sports and has many friends.
Look, she’s playing football over there!
Minh: Chi is my best friend. We’re in class 6B. She’s short with long black hair and a big nose.
I like her because she’s kind to me. She helps me with my English. She’s also hard-working. She always does her homework before class. Look, she’s going to the library.
T-Ss
T-Ss
T-Ss
10 mins
Post-Listening
To develop students’ speaking skill, using the available information and their background knowledge.
* Talk about your friends:
Students work in groups of 3.
Teacher asks students to say 2 words about appearance and personalities of the other 2 members and ask them if they think it is true about them.
Students can add more information based on their background knowledge.
Teacher goes around and helps if needed.
Group work
5 mins
Pre-Writing
To help students talk about a friend.
Task 4: Work in pairs. Ask and answer about your best friend. 
Teacher asks students to work in pairs. 
Teacher asks students to take short notes of the answers for later use.
Teacher goes around and helps if needed. 
Suggested answers:
His/Her name is 
He/She is
Pair work
5 mins
While-Writing
To teach students how to write a diary entry about a friend.
Task 5: Write a diary entry about your best friend. Cross check.
Ask students to write the diary entry individually. 
Ask one or two students to write their entry on the board. 
Other students and teacher comment on the entries on the board.
S
T-Ss
Ss-Ss
10 mins
Post-Writing
To peer check, cross check and final check students’ writing.
Teacher asks students to exchange their textbooks to check their friends’ writing.
Teacher then gives feedback as a class discussion.
Ss-Ss
T-Ss
2 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To allow students finalize their postcards after being checked by friends and the teacher.
Rewrite the diary entry in the notebook.
T-Ss
1 min
UNIT 3: MY FRIENDS
Lesson 7: Looking back & Project
Lesson aim(s)
By the end of the lesson, students will be able to:
review the vocabulary and grammar of Unit 3;
apply what they have learnt (vocabulary and grammar) into practice through a project.
Materials (referenced)
Grade 6 textbook, Unit 3, Looking back & Project
Colours and pens, worksheets
sachmem.vn
Anticipated difficulties
Solutions
1. Students may have underdeveloped speaking, writing and co-operating skills when doing project.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 3: My friends
Lesson 7: Looking back & Project
* Warm-up
Brainstorming: adjectives to describe people.
I. Looking back
Task 1: Choose the best options to complete the sentences. (Ex. 1, p. 34)
Task 2: Game: Lucky Numbers. (Ex. 2, p. 34) 
Task 3: Put the verbs in the brackets in correct forms. (Ex. 3-4, p. 34)
II. Project
My class year-book
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Brainstorming:
Teacher divides the board, and divides the class into 2 big groups.
Each group will be assigned a category: APPEARANCE & PERSONALITIES
Teacher asks students to brainstorm all adjectives related to people’s appearance and personalities.
The group having the most suitable answers is the winner.
Suggested answers:
Appearance: tall, short, beautiful, smart, 
Personalities: confident, careful, clever, funny, 
Group work
5 mins
Looking back
To help students revise the adjectives describing people.
To help students revise present tenses in context
Task 1: Choose the best options to complete the sentences. (Ex. 1, p. 34)
Teacher encourages students to complete the task individually.
Students exchange their textbook to discuss the reasons why they are choosing the appropriate adjectives.
Teacher gives feedback as a class discussion.
Answer key:
1. B 
2. A 
3. C 
4. A 
5. C
Task 2: Game: Lucky Numbers. (Ex. 2, p. 34)
Teacher divides the class into 2 groups. 
Teacher asks students to choose the number and answer the questions quickly in 3 seconds. 
If students choose the lucky number, they don’t have to answer. 
1
2
3
4
5
6
1. Who has long hair in your class?
2. Who has a small nose?
3. Who has a round face?
4. Does the classmate next to you have long hair?
5. Does the classmate next to you have big eyes?
6. LUCKY NUMBER
Task 3: Put the verbs in the brackets in correct forms. (Ex. 3-4, p. 34)
Teacher has students complete the task individually.
Students exchange their textbooks to discuss the reasons about their choices.
Students should record their original answers to guide their self-assessment later.
Teacher gives feedback as a class discussion.
Answer key:
Ex. 3:
1. are running 
2. are talking 
3. are not talking / aren’t talking
4. are drawing 
5. is not teaching / isn’t teaching
Ex. 4: 
1. are you doing; am writing / ’m writing 
2. cycles; don’t cycle; walk
3. Is he doing; is reading / ’s reading
S
Ss-Ss
T-Ss
Group work
S
Ss-Ss
T-Ss
16 mins
Project
To allow students to apply what they have learnt (vocabulary and grammar) into practice through
a project.
* My class yearbook:
Teacher sets the context and asks students to bring a photo of his/her friend to class. 
Teacher asks students to write a draft (using the clues)
Teacher checks and sets time for students to make a year-book page. 
Teacher gives comments and feedback.
T-Ss
20 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
3 mins
Homework
To prepare for the next lesson.
Prepare for the next lesson: Read Review 1.
T-Ss
1 min
UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting started – Lost in the old town!
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 vocabularies and structures to talk about different places and show directions to these.
Language analysis 
Form
Meaning
Pronunciation
1. neighbourhood (n) 
the area that you are in or the area near a particular place 
/ˈneɪbəhʊd/
2. to be/get lost
when you cannot find the way or don’t know where you are in a neighbourhood
/tuˈbɪ/ /get lost/
Materials (referenced)
Grade 6 textbook, Unit 4, Getting started
Pictures, maps and CD player
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge and experiences about the topic.
2. Teacher should get some general knowledge of Hoi An and Tan Ky House.
Prepare some hand-outs in which provide the key language of giving directions.
The UNESCO-listed Hoi An (Hội An) Ancient Town is known as one of the most charming and atmospheric towns in Vietnam. Located on the bank of the Thu Bon River, this well-preserved town reflects a harmonizing fusion of both indigenous and foreign cultures that have combined to create this unique heritage site. From 15th to 19th century, Hoi An used to be an important trading port which attracted number of merchants from different countries to settle here.
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 context for the listening and reading text.
* Chitchatting:
Teacher shows some images of Hoi An on the screen and asks students some open questions: “Do you know where it is?” 
T-Ss
Ss-Ss
5 mins
To introduce the topic of the unit.
“Have you ever been to Hoi An?”
“Do you remember anything special in Hoi An?”
Lead in
To lead in the topic Lost in the old town.
Today we are going to travel around Hoi An; before we start the lesson, let’s get some vocabulary first.
T-Ss
2 mins
Presentation
(Vocab-
pre-teach)
To introduce the new words.
* Vocabulary:
Teacher introduces the vocabulary:
neighbourhood (n): vùng lân cận (explanation)
to be/get lost: bị lạc (situation) 
T-Ss
5 mins
Practice
Production
To practice the targeted language and the background knowledge of my neighbourhood.
To help students know how to use let’s and shall to make suggestions.
To help students know how to give directions through the conversation.
To help students practise giving directions.
Task 1: Listen and put the actions in order.
Teacher sets the context for the listening and reading
“Today we’ll meet 3 students. They are Nick, Phong and Khang. Let’s look at the picture and answer some questions:
What are Nick, Phong and Khang doing?
Where are they? 
What might be happening to them?
Have you ever got lost?
How did you feel? What did you do?
Teacher encourages students to share their experiences of being lost but teacher doesn’t have to confirm the answers right or wrong.
Teacher asks student to get some prediction of the orderings.
Teacher plays the recording and asks the students to work independently to put a-e in order of what happens in the conservation.
Students listen and read and then do the ordering.
Teacher invites some pairs of students to read the dialogue aloud.
Answer key: 
1. b 2. c 3. d
4. e 5. d
Task 2: How to make suggestions.
Teacher asks students to look at the photos and the text in order to find the answers.
Students work independently. 
Teacher allows students to share their answers before discussing as a class. 
Answer key:
1.	Let’s go to Chua Cau!
2.	Shall we go there first?
3.	First cross the road, and then turn left.
4.	Fine, let’s go.
5.	Let’s ask her.
Model sentences: Making suggestions
Teacher asks:
Where do Phong, Nick and Khang go first? Who suggests going there? What does he say? Do Nick and Khang agree? What do they say?
Teacher writes model sentences:
Shall we go there first?
OK, sure.
* 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 individually to find and underline the 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.
Have students quickly match each direction with the diagram. Check their answers as a class. If students do not understand the phrases, use the diagrams to work the meaning out from the context. If it is a weaker class, ask for translation to make sure they understand. With a stronger class, teacher may wish to ask some additional questions, e.g. Can you tell me the way to the post office near here?, etc.
Answer key: 
1. B
2. A
3. C
4. E
5. D
Game: Find places
Demonstrate the 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 students one more map-to-go.
T-Ss
T-Ss
Ss
T-Ss
Ss-Ss
T-Ss
T-Ss
Ss- Ss
T-Ss
S
Ss-Ss
T-Ss
Pair work
15 mins
Consolidation
To consolidate what students have learnt in the lesson.
Ask one or two students to tell the class what they have learnt.
Ask 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 key words related to the topic. 
T-Ss
2 mins
Homework
To prepare vocabularies for the next lesson: A closer look 1.
Go to the Internet and search for the places in the neighbourhood.
T-Ss
1 min
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 four sides, surrounded by buildings
/skwer/
2. cathedral (n)
the main church of a district, under the care of a bishop
/kəˈθiːdrəl/
3. railway station (n)
a place with one or more buildings and platforms where trains stop for people to get on or off
/ˈreɪlweɪsteɪʃən/
4. crowded (adj)
having a lot of people or too many people
/ˈkraʊdɪd/
5. peaceful (adj)
quiet and calm; not worried or upset in any way
/ˈpiːsfl/
6. modern (adj)
new and intended to be different from traditional styles
/ˈmɑːdərn/
7. boring (adj)
not interesting; making you feel tired and impatient
/ˈbɔːrɪŋ/
Materials (referenced)
Grade 6 textbook, Unit 6, A closer look 1
Pictures and a video clip
sachmem.vn
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 and co-operating skills.
Play the recording many times if any necessary.
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 expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 4: My neighbourhood
Lesson 2: A closer look 1
* Warm-up
Game: Jumbled Words
I. Vocabulary:
1. square (n) 2. cathedral (n)
3. railway station (n) 4. crowded (adj)
5. peaceful (adj) 6. mod