Giáo án Tiếng Anh Lớp 6 Sách Kết nối tri thức với cuộc sống - Chương trình học kì 1

REVIEW 1 (UNITS 1+2+3)
Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3.
Materials (referenced)
Grade 6 text book, Review 1 - Language
Pictures, printed chart, crossword puzzle
sachmem.vn
Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
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
Review 1
Lesson 1: Language
* Warm-up
Memory game: Complete the chart.
I. Practice
* Pronunciation
Task 1: Choose the word whose underlined part is pronounced differently.
Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/.
* Vocabulary
Task 3: Complete the words.
Task 4: Solve the crossword puzzle.
* Grammar
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To revise the language that students have learnt in Units 1+2+3.
* Memory game
Teacher draws/sticks an unfinished chart which summarizes the language that students have learnt in Units 1, 2, 3 on the board.
Teacher divides the class into 2 teams and asks students to run in a relay to complete the chart:
The team with the most correct answers will be the winner.
Suggested answer:
Team work
5 mins
Practice
To help students review the pronunciation of the sounds learnt in Units 1-2-3: /ɑ:/ and /ʌ/; /s/ and /z/ correctly.
To help students review the pronunciation of the sounds /b/ and /p/ in words.
To help students review the word groups used with “play, have, do” and “study”.
To help students review the personality adjectives, the words related to body parts, rooms and types of house.
To help students review grammar elements taught in Units 1-2-3: prepositions of place, possessive
case and present continuous.
* PRONUNCIATION
Task 1: Choose the word whose underlined part is pronounced differently.
Teacher elicits the rules of pronouncing final -s if needed. 
Students do this exercise individually then share their answers with their partners.
Teacher gives feedback and confirms the answers. 
Answer key:
1. C 
2. A 
3. B 
4. A 
5. B
Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/.
Teacher organizes this task as a game. 
Students do this task in pairs. The pair that finds the most words will go to the board and write their answers. 
Other pairs may want to add more words. Write other words on the board.
Teacher gives feedback and confirms the answers. 
Suggested answers:
/b/
book, bag, bed
/p/
pen, pencil, picture, poste
* VOCABULARY
Task 3: Complete the words.
Teacher has students do this task individually and then share their answers with their partners. 
Teacher calls one or two students to write their answers on the board. 
Teacher checks and confirms the correct ones.
Answer key:
1. English 
2. homework 
3. lunch
4. sports 
5. badminton
à play: sports, badminton à have: lunch
à do: homework 
à study: English
Task 4: Solve the crossword puzzle.
Teacher sticks the crossword puzzle on the board.
Teacher divides the class into 2 teams and asks students to run in a relay to complete the crossword puzzle.
The team with the most correct answers will be the winner.
Answer key:
* GRAMMAR
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Teacher has students look at the picture of a classroom and complete the sentences. 
Students compare their answers with a classmate. 
Teacher checks and confirms the correct answers.
Answer key:
1. B 
2. A 
3. A 
4. B 
5. C
Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets.
Teacher elicits form and usage of the present simple and the present continuous. 
Teacher asks students to do the exercise individually before calling one or two students to write their answers on the board. 
Teacher checks students’ answers and asks them for explanation if necessary
Answer key:
1. is / ’s raining 
2. do you have 
3. Is she studying
4. likes 
5. is not / isn’t cooking; 
is reading
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Pair work
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Team work
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35 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
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4 mins
Homework
To prepare for the next lesson.
Prepare for Review 1 – Skills.
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1 min
REVIEW 1 (UNITS 1+2+3)
Lesson 2: Skills
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3.
Materials (referenced)
Grade 6 textbook, Review 1 – Skills
sachmem.vn
Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
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
Review 1
Lesson 2: Skills
* Warm-up
Chatting
I. Practice
* Reading
Task 1: Choose A, B, or C for each blank in the email below.
Task 2: Read the text and answer the questions.
* Speaking
Task 3: Interview two of your classmates about what they like and dislike about your school. Report their answers.
* Listening
Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word.
* Writing
Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family member. Use these questions as cues.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To increase students’ interest and lead them into the lesson.
* Chatting:
Teacher asks students some questions to lead them into the lesson:
Do you have any pen pals?
How do you communicate with your pen pal?
Do you often write emails to your pen pal?
Teacher lead in the reading part of the lesson.
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5 mins
Practice
To help students practise reading for specific information.
To help students practise reading for general information.
To help students practise asking and answering about what they like and dislike about their school
and the reasons why.
To help students review listening for specific information.
To help students complete a guided paragraph of 40-45 words about a student’s family member.
* READING
Task 1: Choose A, B, or C for each blank in the email below.
Students do these exercises individually. 
Students check their answers with their partners before they give the answers to teacher. 
Teacher confirms the correct answers.
Answer key:
1. A 
2. C 
3. C 
4. B 
5. B
Task 2: Read the text and answer the questions.
Students do these exercises individually. 
Students check their answers with their partners before they give the answers to teacher. 
Teacher confirms the correct answers.
Answer key:
1. It’s in a quiet place not far from the city center.
2. They are hard-working and kind.
3. They are helpful and friendly.
4. There are five clubs.
5. Because it’s a good school.
* SPEAKING
Task 3: Interview two of your classmates about what they like and dislike about your school. Report their answers.
Teacher has students work in groups of three. One interviews the other two about what they like and dislike about their school and the reasons why. 
Teacher tells students to write their group members’ answers in their notebooks and report them to the class. 
Teacher summarizes students’ ideas.
* LISTENING
Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word.
Teacher has students read the sentences. 
Teacher plays the recording for the first time. 
Teacher asks students to listen and complete the sentences. Ask for their answers and writes them on the board. 
Teacher plays the recording the second time for students to check their answers. 
Teacher checks students’ answers. 
Teacher plays the recording the last time if necessary, stopping at different places where students got the wrong answers.
Answer key:
1. home 
2. plants 
3. living 
4. sleeping 
5. TV
Audio script:
An: Why is it so quiet, Mi? Are you home alone?
Mi: No. Everybody is here, but they are in different rooms.
An: Where’s your mum? Is she cooking in the kitchen?
Mi: No. She’s watering the plants in the garden.
An: And where’s your dad?
Mi: He’s in the living room.
An: What’s he doing?
Mi: He’s listening to the radio.
An: What about your younger brother? Is he with your mum?
Mi: No. He’s sleeping in my bedroom. My cousin, Vi, is here too.
An: What’s she doing?
Mi: She’s watching TV.
* WRITING
Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family member. Use these questions as cues.
Teacher elicits the parts of an email. 
Teacher asks students to discuss and answer the questions in pairs. 
Teacher then has them write their emails individually. 
Teacher asks one student to write the email on the board. 
Other students and teacher comment on the email on the board. 
Teacher then collects some emails to give feedback  ... ne listening and writing at the same time.
Task 1: Listen and tick the things you hear. 
(p. 65)
Teacher asks students to read aloud the list of words, makes sure students produce them correctly. This would help them recognize the key words when they are doing the listening.
Teacher plays the recording one or two times (depending on students’ levels).
Teacher lets students work individually.
Teacher asks students to compare their answers in pairs.
Teacher checks the answers as a class.
Answer key:
old things, peach flowers, new clothes, wishes 
Task 2: Listen again and answer the questions in one or two words. 
(p. 65)
Teacher asks students to read the questions carefully and underline keywords in each question to determine what information they need to answer the questions.
Teacher reminds students that: nouns; main verbs; wh-words; adjectives and adverbs are usually keywords.
Teacher models one question and asks students to do the same with the rest.
1. What do they throw away before Tet?
Teacher reminds students to pay attention to the WORD LIMIT. 
Teacher plays the recording.
Teacher asks students to swap their answers in pairs before checking their answers as a class.
Answer key:
1. old things 
2. (their) homes
3. red
4. (my) father
5. anything
Audio script:
Dear Tom,
Tet is coming and I’m very happy. We do a lot of things before Tet. 
We throw some old things away. We clean and decorate our homes. My mother goes shopping and buys food, red envelopes, and peach flowers. She also buys new clothes for us. 
My father makes banh chung and cooks them on an open fire. He says that I should make some wishes at Tet, and I shouldn’t break anything. It brings bad luck. 
Yours,
Nguyen.
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10 mins
Post-Listening
To test students’ memory for the listening text in a creative way; to check students’ listening comprehension.
* Make a quiz for your friend.
Teacher puts students in pairs, and reminds students of the types of listening questions they usually see:
T/F; multiple-choice; short-answer question.
Teacher asks each students in a pair to write two questions for their partner based on what they remember about the listening.
After finish writing, students take turns to ask and answer in pairs.
Teacher walks around the class and provides help if needed.
After 2 minutes, teacher asks for the winner in each pair and praises them.
Pair work
6 mins
Pre-Writing
To help students brainstorm ideas for their email; and to review Tet vocabulary.
Task 3: Work in groups. Discuss and make a list of four things that you think children should and shouldn’t do at Tet. (p. 65)
Teacher divides students into groups of four to discuss and make a list of the things they think children should/shouldn’t do at Tet.
Teacher guides students to write short phrases/ notes instead of full sentences here. 
Teacher walks around and observes students’ performances. If students come up with any new activities or things, teacher writes it on the board for other students to see and discuss. 
Group work
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6 mins
While-Writing
To help students complete an email talking about what people should/ shouldn’t do at Tet.
Task 4: Complete the email, using your ideas in 3. (p. 65)
Teacher asks students to read what has been written in the incomplete email, and ask students to decide what will come in between the sentences.
Teacher lets students do this task individually.
Teacher walks around the class and offers help if needed.
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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 calls one or two students to share their writing with the class.
Teacher gives feedback.
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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.
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2 mins
Homework
To allow students to write a letter in a more challenging way.
Imagine that you are Tom – Nguyen’s pen friend. Write a letter back to Nguyen to tell him about what people should and shouldn’t do in the New year in your country. 
1 min
UNIT 6: OUR TET HOLIDAY
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 6;
apply what they have learnt (vocabulary and grammar) into practice through a project.
Materials (referenced)
Grade 6 textbook, Unit 6, Looking back & Project
Handouts, a peach blossom tree
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 practice.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 6: Our Tet holiday
Lesson 7: Looking back & Project
* Warm-up
Crossword: things and activities at Tet.
I. Looking back:
Task 1: Match the verbs on the left with the nouns on the right. (p. 66)
Task 2: Complete the sentences with the words/phrases in the box. (p. 66)
Task 3: Tick the things a child should do and cross the things he/she shouldn’t when visiting someone’s house at Tet. Then write sentences using should/ shouldn’t. (p. 66)
Task 4: Read the passage and fill the blanks with some or any. (p. 66)
II. Project:
I WISH
* 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.
* CROSSWORD
Teacher prepares a crossword game with a clue picture for each word. 
Teacher divides students into groups.
The first group to finish the crosswords with all correct answers will be the winner.
Clues:
Across
5. 
6. 
7. 
Down
1. 
2. 
3. 
4. 
Answer key:
1. peach flowers
2. fireworks
3. lucky money
4. wish
5. clean the furniture
6. shopping
7. special food
Teacher checks the answers as a class.
Group work
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5 mins
Looking back
To help students revise the vocabulary about things and activities at Tet.
To help students revise the vocabulary about Tet in context. 
To help students revise the use of should/ shouldn’t in context; to let students learn how to behave well at other people’s houses. 
To help students revise the use of some/ any in context.
Task 1: Match the verbs on the left with the nouns on the right. (p. 66)
Teacher encourages students to complete the task individually.
Students exchange their textbooks to compare their answers together.
Teacher gives feedback to the whole class. 
Answer key:
1. D 
2. C
3. E
4. A
5. B
6. F
Task 2: Complete the sentences with the words/phrases in the box. (p. 66)
Teacher encourages students to complete the task individually.
Student exchange their textbooks to discuss the reasons why they are choosing the appropriate words/phrases. 
Teacher gives feedback as a class discussion.
Answer key:
1. lucky money
2. cleaning
3. Banh Chung
4. peach
5. gathering
Task 3: Tick (ü) the things a child should do and cross (x) the things he/ she shouldn’t when visiting someone’s house at Tet. Then write sentences using should/ shouldn’t. (p. 66)
Teacher highlights the new situation of visiting someone else’s house, a popular activity for children at Tet.
Teacher has students read the phrases first, tick or crosses each one as they wish.
Teacher lets students write the sentences individually.
Teacher calls on some students to say the sentences aloud and sees if others agree.
Teacher checks their answers as a class.
Teacher asks if students can suggest any other behaviours with should/shouldn’t. 
Suggested answers:
1. He/she shouldn’t enter a room without asking for permission. 
2. He/she should ask to use the toilet.
3. He/she should ask to take things for a shelf.
4. He/she shouldn’t make a lot of noise.
5. He/she should ask for some water if he/she feels thirsty.
Task 4: Read the passage and fill the blanks with some or any. (p. 66)
Students work individually.
Teacher asks students to look for clues in each sentence to decide which word to fill the blank.
Teacher asks students to swap their answers and check.
Teacher checks their answers as a class. 
Answer key:
1. some
2. some
3. any
4. any 
5. some
6. any
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16 mins
Project
To allow students to apply what they have learnt (vocabulary and grammar) into practice through
a project.
* I WISH
Teacher sets the context that Tet is coming, and encourages students to think about their wishes. 
Teacher asks students to get a small piece of paper. (Paper in different colours can give the tree a bright atmosphere.)
Teacher reminds students not to write their names on the paper.
Teacher draws students’ attention to some wishes on the trees as examples. 
Teacher allows students 
3-5 minutes to write their wishes.
Teacher let students come up and hang their wishes on the tree.
When everybody is ready, call on some students to come and pick a random piece of paper, and read the wish aloud. The class can guess whose wish it is.
In the end, ask students to make a list of wishes they are most interested in so that they can share with their family when they return home.
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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 give students the opportunity to actively explore the content of the next lesson.
Prepare for the next lesson: Unit 7 – Lesson 1: Getting started.
1 min
* Picture’s source: From Internet