Sách giáo viên Tiếng Anh 6 thí điểm - Unit 4

Unit 4
Objecvtive:
By the end of this Unit, students can:
- Pronunve correctly the sounds /I/ and /i:/ in isolation and in context
- Use the lexical items related to the topic ‘My neighbourhood’
- Use adjectives to compare things
- Read for specific information about good things and bad things in a neighbourhood
- Talk about diffirent places and show directions to these in a neighbourhood
- Listen for specific information about directions to some places in a neighbourhood
- Write about what they like or dislike about their neighbourhood
Introduction
Before Ss open their books, review the previous Unit. Focus on the characters, Phong and Nick and the key language and structure to be learnt.
Write the Unit title on the board ‘Lost in the old town’. Explain the meaning of the adjective ‘lost’ (= ‘unable to find your way; not knowing where you are’) and the verbs we use with it are ‘be’ and ‘get’.
Ask Ss to quess what the picture might show or show or what the conversation might be about. Let Ss open their books and check their answers.
GETTING STARTED
Lost in the old town!
1.	Ask Ss questions about the picture:
E.g. Where are Nick, Khang and Phong? What might be happening to them? What are they doing? You can also ask students to share any recent experiences of being lost: ‘Have you ever got lost?’, ‘Where and when?’, ‘How did you feel then?’ ‘What did you do?’
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.
a.	Ss work independently. Allow them to share answers before discussing as a class.
	Key:	2	5	3	4	1	6
b.	Tell Ss to refer back to the conversation to find the phrases. Practise saying them together (play the recording again as a model if necessary).
	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.	First, model the role-play with a more able St. Then, ask pairs to role-play the short conversations before demonstrating for the class.
3.	Have Ss quick match each place (in the pictures) with its name. Then play it again, pausing after each item and asking them to repeat chorally and individually. Correct their pronunciation. With a weaker class, ask for translation to make sure they understand. With a stronger class, T may wish to ask some additional questions, e.g. What can you do there? Is there one in our town? Where is it?
	Key:	1. E	2. H	3. F	4. C	5. G	6. A	7. B	8. D
4.	First, model this activity with a more able St. Ask Ss to work in pairs. Call some pairs to practise in front of the class.
5.	Have Ss quick match each place introduction with the diagram. Check their answers. If Ss do not understand the sentences, 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, T may wish to ask some additional questions, e.g. Can you tell me the way to post office near here?...
	Key:
	1. Go straight on.
	2. Turn left at the bus stop.
	3. Go past the bus stop
	4. Take the first turning on the left./ Take the first left.
	5. Go to the end of the road.
	6. Go along the street.
	7. Cross the street.
6.	Demonstrate the game to the class first. Ask a more abke S to help you. Then Ss play in pairs. In a weaker class, work together with Ss first: asking about one or two differen places on the map and eliciting the answers. Then when they known exactly what to do, ask them to work in pairs.
A CLOSER LOOK 1
Vocabulary
1.	Practise saying the adjectives with Ss. Use some examples to work the meaning our of the context. With difficult adjectives such as convinient, fantastic, etc. 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 requied to allow Ss to check their answers and support their pronunciation. Discuss any common errors and provide further practice if necessary.
	Key:	2. convenient
	3. boring
	4. polluted
	5. historic
	6. narrow
	7. noisy
2.	Explain the contents in ‘What Out’ carefully to the Ss; T may take some more examples to illustrate. Ask Ss to do the vocabulary exercise individually. Check with the whole class. When checking, ask Ss to refer to 1 to make the meanings of the opposites clearer to them
	Key:	boring – exciting	noisy – quiet/ peaceful
	historic – moderm	convinient – inconvinient
	fantastic – terrible	
3.	First, model this activity with a more able St. Remind Ss that only use the adjectives they have learnt in 1 and 2 to talk about their village, town or city. Then ask Ss to work in pairs. Call some pairs to practise in front of the class.
Pronunciation
4.	T models the sounds /I/ and /i:/ first and asks Ss to identify which sound is longer and which one is shorter. Ask Ss to practise the /I/ and /i:/ sounds together. Play the recording and ask pupils to listen and repeat. Play the recording as many times as necessary. Ask Ss to put the words in the correct column while they listen. Ss compare their answers in pairs before T checks their answers with the whole class.
	Key:	
/i:/
/I/
cheap sleep peaceful
convenient police
historic exciting expensive
noisy friendly
5.	Ask Ss to listen while T plays the recording. Play the recording again and ask Ss to circle the words they hear. Ask them to check their answers. Provide further practive if need be.
	Key:	1. living
	2. heat
	3. seats
	4. sheep
	5. tins
	6. mill
	7. teams
	8. chip
Ask Ss to listen while play 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.
A CLOSER LOOK 2
Grammar
Comparative Adjectives
Introduction
Lead-in: T chooses two Ss od very different height and asks them to stand up. T may use the pictures of two boys different height in the student’s Book instead. T ask the class: ‘Who is taller?’ Indicate tall and taller with your hands and arms. T may give another example, T introduces the subhect of the lesson: comparative adjectives, and asks for the equivalent in Vietnamese (Cấp so sánh hơn của tính từ).
Focus Ss’ attention on comparative forms by pointing to the rulers and desks and saying: This ruler/ desk is long, but that ruler/ desk is longer. Explain that comparative adjective are constructed in sevaral different ways in English and that some of those ways are presented in the box. Enplain the simlest ways to identify the number of syllables in an English word and give further examples or practice if necessary.
1.	Ask Ss to read the instructions. Tell Ss what they should do (with a weaker class do the first sentence). Remind them to pay attention to the number of the syllables in each adjective and look back at the Grammar Box if neccessay. Then have Ss compare their answers in pairs before checking with the whole class.
	Key:	2. taller
	3. bigger
	4. noisier
	5. cheaper
2.	Ask Ss to read the instructions. Use the example to show what Ss should do (with a weaker class do the first sentence). Ask them to pay attention to the (number of the) syllables in each adjective and look back at the Grammar Box if neccessay. Then have Ss compare answers in pairs before checking with the whole class.
	Key:	2. more beautiful
	3. more convenient
	4. more interesting
	5. more expensive
3.	Ask Ss to read and complete the sentences individually. Remind them to pay attention to the number of the syllables in each adjective and look back at the Grammar Box if neccessay. Have Ss compare their answers in pairs before checking with the whole class.
	Key:	1. drier
	2. smaller
	3. older
	4. wider
	5. more delicious
	6. cheaper
4.	Elicit the contrast between the things in the two neighbourhoods and the adjectives that can be used to describe them. Ask Ss to write sentences, comparing the two neighbourhoods. Have Ss compare their sentences in pairs before showing some Ss’ sentences to the whole class. Ask to give comments and correct any mistakes if possible.
5.	Ask Ss to read the instructions. Use the example to show qhat Ss should do do (with a weaker class do the first sentence). Tell them how to form a question and pay attention to the number of the syllables in each adjective and look back at the Grammar Box if neccessay. Then have Ss compare their answers in pairs before checking with the whole class.
	Key:	2. more expensive
	3. more comfortable
	4. more historic
	5. more narrower
6.	First, model this activity with a more able St. Tell Ss that they only use the imformation from the sentences they have write in 4 to ask and answer question about the two neighbourhoods. Then ask Ss to work in pairs. Call some pairs to practise in front of the class.
7.	Ask Ss to thinks of the place they’ve been to. Were they beautiful? Boring? Hot? Model this activity with a more able St 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.
COMMUNICATION
City Tours!
Lead-in: Before Ss open their books, ask them if they know about Hoi An. T can say: Today, we are going to listen to an audio guide to Hoi An. Please thinks: What do you know about Hoi An? Anything you can remember about it. Alow 20 – 30 seconds foe Ss to think, then repeat the question and have Ss brainstorm about Hoi An.
1.	Play the recording. First, 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 pair to check their answers. Then, ask Ss to read the audio guide again, paying attention to the use of the connective words: first(ly), second(ly), then and finally.
	Key:	1. historic
	2. convenient
	3. straight
	4. second
	5. left
	6. right
	7. second
	8. next to
2.	Ask Ss to read the brief information about London and Ho Chi Minh City and look carefully at the two siplified maps of the two cities.
- Elicit addictional information about the two cities from Ss, then asks Ss to read the instructions carefully. T may ask them some questions to check if they know what ther are wupposed to.
- Remind Ss of the expressions they can use to give directions; Ss may refer to the expressions in the dialogue and 5 of Getting Started.
- Have Ss prepare their audio guide individually and then share it with a partner
- Have Ss practise presenting their audio guide in pairs or in groups.
3.	Call some Ss to present their audio to the whole class. After each St has finished his/ her audio guide, ask for some comments from other Ss. Then maje comments and correct any mistakes if there are any.
SKILL 1
Reading
Lead-in: T asks Ss to look at the picyure of Khang’s neihbourhood. Ask them: 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 suburds, backyard, dislike, incredibly, beaches are in the passage. T may help Ss work out the meanings of these words in the context. If it is a weak class, T may ask for translation to check if they understand them.
T may set a time limit for Ss to read thr text again and answer the questions. Ask Ss to note where they founf the information that helped them to answer the questions. Ss can compare their answers before discussing them as classwork.
Key:	1. It is in the suburbs of Da Nang City.
	2. Because it has beautiful parks and sandy beaches and fine weather.
	3. They are very friendly.
	4. Because there’re many modern buildings and office in the city.
Ask Ss to to scan the passage again and find the information to complete the table. Ask Ss to note where they found the information. When finishing, Ss can compare answers before discussing them as classwork.
Key:
 Like	Dislike
- It’s great for outdoor activities. – The steets are busy, crowed
- There’s almost everything here and noisy during the day.
- Most houses have a backyard and a frontyard.
- People are incredibly friendly.
- The food is very good.
Speaking
First,remind Ss of the expression they can use to give directions; Ss may refer to the expressions in the dialogue and 5 of Getting Started. Then, ask Ss to work in pairs, asking and answering questions about the locations on the map. T may model this activity with a more able St and then have Ss work in pairs while T moves around the class and monitors. If there is enough time, T may call some pairs to talk before the whole class, then invite some comments from other Ss.
While Ss are practising their dialogues, T circulates and monitors. T notes some common errors and discusses them with the whole class. 
Select some good pairs to act out their dialogues in front of the class (clear prounciation, funny content, etc). Then,give feedback – comments on strengths and correct a few errors in the target language. 
SKILLS 2
Listening
T asks Ss to read Study – Listening carefully; then apply these tips to doing Listening exercises
1.	Asks Ss to read the first part of the conversation carefully and guess what words or phrases can be filled in the blanks, e.g: for the first blank they can easily guess the phrases the end because they have already learnt the expession Go to the end of the street.
- Play the recording and ask Ss to write down the words or phrases in the blanks in the conversation.
Then ask two and three Ss to write their answers on the board. 
- Play the recording again for Ss to check the answers.If time is limited, T may only play the first part of the conversation. T may pause at the sentences that include the information Ss need for their answers.
	Key:	1. the end
	2. right
3. lower secondary school
4. Le Duan Street
5. second right
2. Ask Ss to read the rubic and study the map carefully. Ss may work in pairs to discuss how to get to the places numbered 1-4 from the you are here point.
- Play the recording and have Ss choose the correct answers as they listen. Ss can share their answers with their partner. With a weak class, T may play the recording several times untill Ss have chosen all their answers. Call on some Ss to write their answers on the board.
- Play the recording again for Ss to check their answers, T may pause at the sentences that include the information Ss need for their answers.
Writing
Ask Ss to tick what they like and don’t like about their neighborhood and then ask them to share their answers with their partners. Ss may be required to count how many things thay have in common with their partners.
Ask Ss to make notes on what they like and dislike about living in their neighbourhood. Remind them that they do not have to write full sentences and they can use abbreviations. Then, ask Ss to share their notes with their partners. T may read out the notes from some more able Ss to the whole class.
Set up the writing activity. T reminds Ss that the first important thing is always to think about what they are going to write. In this case, ss do not have to decide what they have to write because they can use the ideas they have made in 4. So T only has to brainstorm for the language necessary for writing. T may ask ss to refer back to the reading for useful language ang ideas, and write some useful expressions and language on the board.
Ask Ss to write the first draft. Then have them write their final version. T may display all or some of the leaflets on the wall/notice board. Other Ss and T give comments. Ss edit and revise their writing as homework. If time is limited, T may ask Ss to write the final version at home.
LOOKING BACK
This is the review and drill section of the Unit, so encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions which will help T and Ss see how far they have progressed, and which areas need further practises.
The questions in Looking Back match the Finished! Box. Ss should check to see how well they did at each question and use that information when filling in the self-assessment.
Vocabulary
Tell Ss to write the words in their notebooks individually and then check with their partners. Then correct the mistakes. Let them repeat the words. Check their prounciation.
Key:	1.statue
	2.railway station
3.park
	4.temple
5.memorial
6.cathedral
Ask ss to read the sentences carefully and complete them with the adjectives they have learnt in Unit 4. Remind them that the words, phrases and sentences before and after the blanks will provide the context for them to choose the correct adjectives.
Key:	1.noisy
	2. narrow
3. history
4.inconvinient
	5. cheaper/more expensive
Grammar
For these exercises, ask Ss to do them individually first. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their orginal answers so they can use that information in their Now you canstatement.
Key: 
3	
One syllable
Two syllables
Three or more syllables
fast
hot
large
happy
noisy
quiet
heavy
exciting
expensive
convenient
polluted
 4
Adjectives
Comparative form
fast
convenient
noisy
difficult
heavy
expensive
happy
hot
polluted
exciting
large
quiet
faster
more convenient
noisier
more difficult
heavier
more expensive
happier
hotter
more polluted
more exciting
large
quieter
1. noisier than
2. more morden than
3. more convenient than	
4. more beautiful than 
5. more expensive than	
Comunication
Ss read the questions and answers once or twice ( they can read them aloud ). Then match them. If there is time, have them write all sentences in their notebooks.
Key:	a - c	d - e	f - g	h - b
Ss work in pairs and role-play the questions and answers.
Finished!
Finally ask ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.
PROJECT
What is your ideal neighbourhood?
- Ask Ss to look at the pictures of two neighborhood in the Student’s Book and point out the typical features of them. T may shown the class some pictures of different neighborhood if possible.
- Ask Ss to work in groups to discuss their ideal neighborhood, using the pictures and their imagination. Each St should make note of the reatures of his/ her ideal neighborhood.
- Ask Ss to use the ideas from their notes to write a paragraph about their ideal neighborhood. Ss can complete the project as homework if the time is not enough. If they complete the project in class, T may display all or some of the leaflets on the wall/ notice board. Other Ss and T give comments. Ss edit and revise their writing as homework.