Giáo án Tiếng Anh 6 Global success (CV5512) - Unit 4: My neighbourhood

 UNIT 4: MY NEIGHBOURHOOD
 Lesson 1: Getting started – Lost in the old town!
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Get an overview about the topic My neighbourhood
- Use vocabulary to talk about different places and show directions to these ones
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
3. Personal qualities
- Be proud and respectful of places and sites in your neighbourhood
- Actively join in class activities
II. MATERIALS 
- Grade 6 textbook, Unit 4, Getting started
- Computer connected to the Internet
- Projector / TV
Language analysis 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
 1. neighbourhood /ˈneɪbəhʊd/ the area that you are in or the area near khu vực lân 
 (n) a particular place cận
 2. to be/ get lost /tuˈbɪ/ /get lɒst/ when you cannot find the way or don’t đi lạc
 know where you are 
Assumption
 Anticipated difficulties Solutions
 Students may lack knowledge and - Encourage students to work in groups so that 
 experiences about the topic. they can help each other.
 - Give short, clear instructions and help if 
 necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- To introduce the topic of the unit.
- To set the context for the listening and reading part.
b. Content:
- Chitchatting
c. Expected outcomes:
- Students can answer some open questions of the teacher about Hoi An.
d. Organisation: 
Task 1: Listen and read. (8 mins)
- Teacher sets the context for the - Students look at the picture Questions:
listening and reading: “Today we’ll and answer the questions. 1. What are Nick, Phong and 
meet 3 students. They are Nick, - Students listen to the Khang doing?
Phong and Khang. Let’s look at the recording. 2. Where are they? 
picture and answer some questions.” - Students read the 3. What might be happening to 
- Teacher ask the questions and have conversation aloud. them?
students answer. 4. Have you ever got lost?
- Teacher plays the recording twice. 5. How did you feel? What did 
- Teacher checks students’ you do?
predictions.
- Teacher calls 3 students to read the 
conversation aloud.
Task 2: Find in the conversation the sentences used to make suggestions. (7 mins)
- Teacher tells Ss to refer back to the - Students work independently Answer key:
conversation to find the sentences to do the activity. 1. Let’s go to Chua Cau.
used to make suggestions. Ask Ss to - Students compare the 2. Shall we go there first?
compare their answers before answers in pairs. 3. Fine, let’s go.
checking as a class. Tell them to 4. Let’s ask her.
practise saying the sentences in pairs 
(play the recording again as a model 
if necessary).
Task 3: Read the conversation again. Put the actions in order. (8 mins)
- Ask Ss to work independently to - Students read the Answer key:
order the actions in sentences (a - e) conversation again and work 1. b
as they occur in the conversation. independently to do the 2. c
Teacher may instruct them how to activity. 3. d
do the exercise: (1) read each - Students share and check the 4. e
sentence and refer back to the answers. 5. a
conversation to find the action it 
refers to; (2) order the actions. 
Teacher may model using the first 
sentence.
- Allow Ss to share answers before 
discussing as a class. Write the 
correct answers on the board.
Task 4: Find and underline the following directions in the conversation. (7 mins)
- Ask Ss to work individually to find - Students work individually to Answer key:
and underline the phrases used to find and underline the phrases 1. B 
give directions in the conversation. used to give directions in the 2. A 
Teacher may move around the class conversation. 3. E
to check if Ss do exactly what is - Students match each direction 
required and offer help when with the diagram. 4. C 
needed. 5. D
- Have Ss quickly match each 
direction with the diagram. Check 
their answers as a class. If Ss do not 
5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in pairs and asks them to draw a map of a neighbourhood. Ss 
 writes names of at least five places on their map. Students will show and take turns to ask and 
 give directions to the places on the map in Lesson 7 – Looking back and Project. (Teacher 
 should check the progress of students’ preparation after each lesson.)
 Board plan
 Date of teaching
 Unit 4: My neighbourhood
 Lesson 1: Getting started
 * Warm-up
 * Vocabulary
 1. neighbourhood (n)
 2. to be/ get lost
 Task 1: Listen and read.
 Task 2: Find the sentences.
 Task 3: Put the actions in order.
 Task 4: Find and underline the directions.
 Task 5: Find places.
 *Homework 
 Students may have underdeveloped listening, - Play the recording many times if any 
 speaking and co-operating skills. necessary.
 - Encourage students to work in pairs, in 
 groups so that they can help each other.
 - Provide feedback and help if necessary.
 Some students will excessively talk in the - Define expectation in explicit detail.
 class. - Continue to define expectations in small 
 chunks (before every activity).
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To activate students’ prior knowledge and vocabulary related to the topic, the targeted 
 vocabulary and its pronunciation.
 b. Content:
 - Game: Jumbled words
 c. Expected outcomes:
 - Students can revise vocabulary related to places
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: Jumbled words - Students work in groups to Answer key:
- Teacher divides students into 4 groups do the activity. 1. takmre: market
and models how to play this game. - Students unscramble the 2. oslhoc: school
- Teacher shows a set of scrambled letters to find the words and 3. aiencm: cinema
letters one by one and students have to raise their hands to answer. 4. knab: bank
unscramble the letters to find the correct 5. metsakretup: supermarket
word. 6. petmle: temple
- Teacher asks students to raise their 7. qearsu: square
hands to give the correct names and 8. apoilths: hospital
spelling of the places. 9. rtoboekos: bookstore
- The fastest group raising their hands 10. arnuastetr: restaurant
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. 
 e. Assessment
 - Teacher observes and gives feedback.
 2. ACTIVITY 1: VOCABULARY (16 mins)
 a. Objectives: 
 - To revise / teach students some names of places in a neighbourhood. 
 - To help Ss practise asking and answering questions about where they live.
 - To revise the adjectives Ss learnt in primary school.
 b. Content: 
- Call on some pairs to practise in front of 
the class. T may ask other Ss to give 
comments.
 e. Assessment
 - Teacher observes and gives feedback. 
 3. ACTIVITY 2: PRONUNCIATION (11 mins)
 a. Objectives: 
 - To help Ss identify how to pronounce the sounds /ɪ/ and /i:/ and practise singing the chant.
 b. Content:
 - Task 4: Listen and repeat the words. Pay attention to the sounds /ɪ/ and /i:/. (p.40)
 - Task 5: Listen and practise the chant. Notice the sounds /ɪ/ and /i:/. (p.40)
 c. Expected outcomes:
 - Students can identify the vowel sounds /ɪ/ and /i:/ and can pronounce the sounds in words 
 and in sentences correctly.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Listen and repeat the words. Pay attention to the sounds /ɪ/ and /i:/. (6 mins)
- T models the sounds /ɪ/ and /i:/ - Students identify which Answer key:
first, and then asks Ss to identify sound is longer and which one /ɪ/: noisy, exciting, expensive, 
which sound is longer and which is shorter. friendly
one - Students practise the sounds /i:/: clean, cheap, peaceful, 
is shorter. together, then listen and repeat. convenient
- Ask Ss to practise the sounds /ɪ/ - Students work in pairs and 
and /i:/ together. Play the recording put the words in the correct 
and ask Ss to listen and repeat. Play column.
the recording as many times as 
necessary.
- Ask Ss to work in pairs and put the 
words in the correct column while 
they listen. Call on some pairs to
write their answers on the board 
before checking their answers with 
the whole class.
Task 5: Listen and practise the chant. Notice the sounds /ɪ/ and /i:/. (5 mins)
- Ask Ss to listen while T plays the - Students listen to the Students’ practice
recording. Play the recording again recording and chant along.
and ask Ss to chant along.
- Provide further practice by 
dividing the class into two groups. 
Have groups chant alternate lines.
*T may let pupils watch the 
pronunciation video before 
practising 
 e. Assessment
 - Teacher observes and gives feedback.