Sách giáo viên Tiếng Anh 6 thí điểm - Unit 3: My friends

Introduction
Check if students remember who was reading 4teen in Getting Started.
Unit 3: My friends
Objective:
By the end of this Unit, students can:
Pronounce correctly the sounds /b/ and /p/ in isolation and in context
Use lexical items related to the topic ‘My friend’
Use vocabulary and structures about body parts, appearance, and personality
Use the present continuous to talk about future plans and arrangements
Indentify and practise the language of polite requests
Guess the meaning of new word based on clues including pictures and surrounding words
Read for specific and general information in texts including advertisements and e-mails
Listen for specific ideas
Introduction
Before Ss open their books, review the previous Unit. Focus on the key language and structures learnt
Discuss the objectives with Ss
Write the Unit title on the board’ A surprise guest’. Explain the meaning of ‘surprise’ and ask Ss to guess what the picture might show or what the conversation might be about. Let Ss open their books and check their answers.
Write an entry for a magazine using notes
GETTING STARTED
A surprise guest
1. Ask Ss questions about the picture:
E.g. What is Phuc doing? What are they eating and drinking?
T can also ask ss to share any recent experiences of going on a picnic. Play the recording. Ss listen and read. T can play the recording more than once. Pause the recording at the appropriate places if Ss need help with comprehension questions.
Ss work independently. Allow them to share answers before discussing as a class.
Key: 
picnic
likes/ loves
friendly
Mai and Chau
glasses; long black hair
working on their shool project
Police requests and suggestions
Tell Ss to refer back to the conversation to find the phrases. Practise saying them together (play the recording again as a model if the necessary) Pay attention to intonation when asking questions. Ask pairs to role-play the short conversations before demonstrating for class. Encourage Ss to extend the conversations.
Key: Making and responding to a request
Can you pass the biscuits for me, please?
Yes, sure
Making and responding to a suggestion
Would you like to sit down?
Oh, sorry. We can’t
2. Demonstrate the game to class first. Ask a St to help you. Then Ss play in pairs. Monitor for any errors in stress or intonation and discuss after Ss have finished playing the game.
3. Ss pratise saying the adjectives. Help explain the meaning, e.g.use mimes such as yawning and checking your watch for ‘boring’. Then ask Ss to write the correct adjectives in the gaps. Tell Ss they will only need 5 of the 10 adjectives to complete this activity.
Play the recording to allow Ss to check their answers. Discuss any common errors and pro provide further practice if necessary.
Key:
1. Creative 2. kind 3. confidient 4 . talkative 5. clever
4. Tell Ss to look back at 3. Ask what word comes after the names (is), e.g. ‘Mina is very creative’. Make some more sentences about the class and write them on the board, e.g.(point to Ss) ‘They are hard-working’. Underline the forms of ‘be”. Repeat making negative sentences. E.g.(point to St) ‘He isn’t boring’. Then ask Ss to complete the sentenses. Remind Ss that ‘is’, ‘am’ are form of ‘be’
Key: 1. am 2. is 3. isn’t 4. aren’t 5. is 6. are
5. If you do not have time for this activity, ask Ss complete it at home. Ss can present their flowers to class or make a display of the flowers on a noticeboard.
UNIT 4: P53, 55, 57, 59	
A CLOSER LOOK 1
Vocabulary
Appearances
Ss may already know some appearance vocabulary, so first ask them to match the words the know. T can also ask Ss to separate the vocabulary into words the onle apply to animals( fur, tail).
Allow Ss to work together. Point out the irregular plurals using the ‘Watch out !’ box. Play the recording as many times as required to support Ss pronunciation. Finally review and test Ss’ comorehension by asking them to respond to imperative sentences, e.g. ‘Touch your elbow’.
Wath out !
	Ask Ss what they notice about these irregular plurals – they contain double vowels. 
 Explain that some words go together, e.g. long + hair, but some don’t, e.g. round + knee. Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches. Ask Ss to complete the word webs on their books.
Key:	- long/ short: leg, arms, tail, hair	- chubby: face, cheeks
	- big/ small: head, hands, ears, feet, eyes, nose	- round/ long: face
	- black/ blonde/ curly/ straight: hair, fur
Pronunciation
Have Ss practise the /p/ and/b/ sounds together. Tell them they should hear the (voiced) /b/ sounds but not the (voiceless) /p/ sound.
Play the recording and ask Ss to listen and repeat. Play the recording as many times as necessary.
Have Ss practise reading the word pairs first. Then ask them to do the task while listening to the recording.
Key:	1. play	2. band	3. ponytail	4. brown	5. picnic	6. pretty
Tape script:
We often play badminton in the aftenoon.	4. He has a brown nose
Are you singing in that band?	5. Let’s have another picnic this weekend!
Her ponytail is so cute!	6. She’s got such a pretty daughter
Ask Ss to listen while T plays the recording. Cap or use an instrument like a tambourine to help Ss understand the rhythm.
Play the recording again and ask Ss to chant along. Provide further pratice by dividing the class into two group. Have groups sing alternate lines.
Introduction
	Review descriptions. Stick some pictures of people from magazines on the board. Call out a description, e.g. ‘They have short black hair’, and have pupils touch the appropriate picture while repeating the sentences. Next, point to pictures and form sentences, e.g. ‘Does she have long black hair?’. Point out that do or does is added to the start of questions ‘Do you have long hair?’, and the end of answer, ‘Yes, I do’.
Grammar 
Have for descriptions
 Ss make sentences individually. They can discuss their answer with a partner before discussing with the class.
Key:	1. – Does the girl have short hair?	3. The dog has a long tail.
	- No, she doesen’t.
	2. Does Harry Potter have big eyes?	4. And you, do you have a round face?
	Yes, I do./No, I don’t.
Use questions to elicit vocabulary about the pictures to help Ss predict the content of the recording. Play the recording and ask Ss to match the pictures to the people. Discuss the answers, and ask Ss to recall parts of the recording that helped them do the matching.
Key:	 Phuc: c	Duong: a	Mai: b
Tape script:
Hi,my name’s Phuc. My best friend has a round face and short hair. He isn’t very tall but he is kind and funny. I like him because he often makes me laugh.
Hello, I’m Duong. My best friend is Lucas. He has a brown nose. He is friendly! I like him because he’s always besides me.
Hi, my name’s Mai. My best friend has short curly hair. She is kind. She writes poems for me, and she always listens to my stories.
Key:	1. has	2. is	3. has	4. is	5. has	6. is
Ask Ss to fill the gaps by recalling the recording and using the information in the grammar input box. Play the recording to allow Ss to check their answers.
A CLOSER LOOK 2
Grammar
Play the alphabet game with Ss.Call each letter of the alphabet and Ss try to recall a verb beginning with each letter,e.g.a-act, ask,B-bring,buy
Ask Ss to recall what happened in the conversation in Getting Started. T can ask Ss to focus on the verbs that were used. Play the recording and ask Ss to listen and follow the conversation on the page. 
Play the recording again and ask ss to circle all the verbs. Use the grammar box to help T explain 
that some –ing verbs describe actions happening now,and some describe plans for the future. Point 
out contextual clues,such as use of adverbs of time, e.g. This evening/Tomorrow. Point out that some 
verbs lose their final ‘e’ when-ing is added, e.g. coming,leaving,riding,talking
Ss fill in their with sentences from the conversation. Ask Ss to feedback with reasons for their choices.
 Action now
 Plans for future
They’re coming over.
Example:
This evening, we are working on our school project.
I’m going to the judo club with my brother.
I’m visiting my grandma and grandpa.
 3. Ask Ss to complete the sentences invididually. Remind them to pay attention to the ‘be’ verb and to the 
 Spelling of verbs ending in ‘e’ such as ‘take’. Discuss any difficulties before Ss attemp 4.
Key:	1. is talking	2. isn’t going	3. is visiting	4. is having
 4. Ss write N for actions happening now, and F for future plans. 
Key:	1.N	2.F	3.N	4.F	5.F	6.N
5. Ask Ss to prepare for the activity byt first writing the days Monday to Sunday, and writing activities
next to each – they should add three activities listed in 5: organising a party,working on a project, going swimming. They should leave some days free to arrange new plans. Practise the model conversation with the class. Then ask pupils to mingle and make arrangments with their classmates. Afterwards feedback by asking Ss to tell the class about their plans, e.g. ‘On Thursday, I am going swimming with Nguyet, Phuong and Huong.’
Introduction
 With students, discuss the features of magazine pages – headlines, boxed text, colourful of pictures.
COMMUNICATION
Before Ss open their books, show the pictures of the five friends in magazine. Discuss the friends with the class: where they are from, what their names might be, what they might like to do, etc. You can bring a map or a globe to class to show whre they are from.
Tell the class they will be introduced to some new verbs. Ask Ss to find the star signs of the five friends in 4Teen. Ask them to look at the adjectives of personalities in the star signs and compare them with what they read about the five friends in 1.
Ss review the star sign descriptions for their own signs. Ss can tick adjectives they agree with, and cross ones they disagree with. Allow them to share their thoughts with a partner.
Play a line-up game. Ss have to arrange themselves in order of birthdays. Support them by reviewing months and dates and giving a question and answer they can use: When’s your birthday? It’s on 
Pair Ss and ask them to read out their partner’s star sign.
REVIEW 1
	Introduction
The aim of this Review is to revise the language Ss they have practised since Unit 1.
Introduction: Ask Ss what they have learnt so far in terms of language and skills. Summarise their answers in the end and add some more information if necessary.
LANGUAGE
T may use the Language review as a self-test. Ss do the exercises in 30 minutes then T check their answers. Otherwise, T can conduct each activity separately.
Pronunciation
Elicit the ruler of pronuncing the final –s/es needed. Dd do this exercise individually then share their answers with a partner before giving T the answers. Write the correct answers on the board.
Key: 1. D	2. C	3. C	4. A	5. B 
T can organise this as a game. Ss do this 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.
/b/
/p/
Book, bag, bed 
Pen, pencil, picturem poster 
Ss do this individually and then share their answers with a partner. One St may write their answers on the board. Check Ss’ answers.
Key:	1. English
	2. homework
	3. lunch
	4. sports
	5. badminton
	6. physics
	7. lesson
	8. judo 
	Play: sports, badminton
	Have: lunch, a lesson
	Do: homework
	Study: English, physics
This can be done as a small conpetition. Otherwise, Ss do this in pairs. Check Ss’ answers.
Key: 	Across: 1. wardrobe	3. living room	5. apartment
	Down: 2. dining room	4. hall	6. poster
Ss do this exercise. Quickly check Ss answers. If time allows,
 ask Ss to think of some other words and make sentences.
	Key:	1. quiet
	2. shy
	3. hard-working
	4. patient
	5. sporty 
Grammar 
Elicit the use of the present simple ans the present continuous. Call one St to do the exercise on the board. Other Ss also do this. Check Ss’ answers and ask them to explain the negative forms in their answers.
Ask Ss to read the text carefully and pay attention to the hints. Ss do this individually and compare their answers with a partner. Check Ss answers and ask them to explain the negative forms in their answers.
Key:	1. is	 2. isn’t
	3. doesn’t have	 4. is
	5. has 	 6. are
	7. is	 8. is 
Ss do this in pairs. At the same time, one pair goes to the board and does this exercise. Check Ss’ answers.
Ss do this in pairs. After checking their answers, ask one or two pairs to act out the conversation.
 1. Can I speak to An, please ?
 2. Speaking. Is that Mi?
 3. Yes. An, are you free this Sunday evening ?
 4. Yes, I am.
 5. Would you like to go to Mai's birthday party
 with me?
 6. Yes, I’d love to.
 7. That sounds great. I’ll meet you out side you
 house at 7 p.m.
 8. Alright. See you then.
SKILL
Reading
1 + 2	Ss do these exercises individually and check their answers with a partner before giving their answers to T confirms the correct answers.
Key:	1	1. A	2. C	3. B	5. A	6. B
1. It’s in a quiet place not far from the city center.
2. They are hard-working and serious.
3. They are helpful and friendly.
4. There are five clubs.
5. Because it’s a good school.
Speaking
3.	Ss work in groups of three. One interviews the other two about what they like and dislike about the school and the reasons why. Ss write their group member’s answer in the table and report them to the class. Summarise Ss’ ideas.
Listening
4.	Play the recording once for Ss to listen. Play the recording again for Ss to check their answers. Announce the answers to Ss.
	Key:	kitchen	garden	livingroom	bedroom
5.	Ask Ss to quickly read the questions. Ss listen to the recording again and answer the questions. Ss compare their answers before giving T their answers.
	Key:	1. She’s watering the plants on the garden.
	2. He’s listening to the radio.
	3. He’s in Mi’s bedroom.
	4. She’s watching TV.
Writing
6.	Elicit the parts of an e-mail. Below are some ways to carry out this activity:
Ask Ss to work in groups to do this activity. Go around to observe. Give each group a large-sized piece of paper to write their e-mail. Ask one or two groups to stick their finished product on the board. Other Ss and T give comments. Ss edit and revise their writing as homework.
Ss write their e-mail individually. Ask one St to write the e-mail on the board. Other Ss and T comments on the e-mails to correct at home.