Sách giáo viên Tiếng Anh 6 thí điểm - Unit 5

Unit 5
P91:
Objecvtive:
By the end of this Unit, students can:
- Pronunve correctly the sounds /t/ and /st/ in isolation and in context
- Use the lexical items related to ‘things’ in nature’ and travel items’
- Use fixed expressions for classroom situations
- Use comperative and superlative adjectives to describe things in nature
- Use must and mustn’t to give orders
- Talk about and give travel advice
- Listen to get information about travel plans
- Read a brochure for tourist information
- Write a travel guide entry about an interesting place
Introduction
To introduce the Unit, show some pictures of nature wonders, e.g. Ha Long Bay; Ayers Rock. You can include local places of interest to engage Ss.
GETTING STARTED
Geography Club
Ask Ss to describe what the can see. Ask Ss if they know the places, e.g. What can you see in this picture? Where is it? Do you know this place?
P93:
Ss work independently. Allow them to share answers befores discussing in group or as a class.
Key:
Vy is
She went to the wrong room
Uluru
Australia
An island 
Tell Ss to refer back to the conversation to find the pharases. Ss can work together to write the correct sentences. Ensure the add appropriate punctuation, e.g. capital letters, question marks.
Key:
Can you spell that, please?
Can you repeat thet, please?
Can I come in?
Practice saying the phrases together. Forcus on the rising intonation at the end of these questions. (T can raise his/ her hand as the intonation rise to illustrate the point rises to illustrate the point to Ss. Have them follow along with the actions.)
Draw a character on the board. Then draw aspeech bubble with the first phrase in it i.e. ‘Can you spell that please?’ Brainstorm ideas for where this might be said with Ss. Then ask Ss to repeat the activity by drawing their own character saying phrase 2 or 3 in an appropriate location. Ss can share their ideas with a partner before feeding back to the class.
Use the exam to practise a coversation with Ss. Then ask Ss to develop a role-play around their ideas. Support with suggestions. More able Ss can try to extend the coversation. Ask pair to perform for the class.
Is just listen and repeat – so the audio should be:
Mountain
River
Waterfall
Forest
Cave
Desert
Lake
Beach
Island
Valley
 Ask Ss to label the pictures with the correct words. Ss can work in pairs. Show picture cards of the vocabulary. Elicit Ss’ answers. Then provide the correcr words.
 Ss look back at the conversation in Getting Started and try to find the vocabulary used.
P.97:
A CLOSE LOOK 1
Introduction
Bring some travel items to class, e.g. raincoat, umbrella, backpack.
Discuss some of the place in the previous activity, e.g. desert, mountain, beach. Ask whether the places are hot/ cold, wet/ dry, etc. Show the objects. Ask Ss if the object fits the place ‘Do I need a backpack in the desert? Why do you think so?
Brainstorm some other things you mights need in each place.
Vocabulary
Practice saying the vocabulary with Ss. Ask Ss to touch the correct picture as they say the word. Alternatively, create a mime for each word with Ss, e.g. make a cutting gesture with two fingers for scissors, mime pulling on walking boots.
Key:
Painkillers
Scissors
Plaster
Sun cream
Sleeping bag
Walking boots
Backpack
Compass 
 Read and act out the sentences for Ss. Elicit ideas for sentence 1. Then allow Ss to complete the remaining sentences. Check their ideas at the end.
Key:
Compass
Sun cream
Painkiller
Backpack
Plaster
 Remind Ss that in the introduction they thought about useful things for a beach, desert, mountain. Tell Ss they are going on a beach holiday and they need to order the items from very useful (No.1) to not very useful (No.8). Allow pairs to work together to form their list. Ask pairs to join other groups and compare their lists. Encourage more able Ss to give reasons for their choices.
Extention
For quick finisher, ask them to rank the items again for a new environment, e.g. a camping trip, a city break.
Pronunciation
Pratise sounding out the sounds /t/ and /st/ together. Emphasise that /s/ is long sound, /st/ is a long sound with a ‘stop’.
Play the recording once and ask Ss to number the words in the order they hear them. Allow Ss to compare their answers. Then play the recording the second time. Discuss the answers as a class.
best	boat	coast	lost	boot	desert	plaster	forest	
Play the recording again. Pause after each word and ask Ss to repeat.
Play the recording of the sentences. Ask Ss to listen carefully and raise their hands when they hear the /t/ or / st/ sounds. Alternatively, divide the class into a /t/ group and a /st/ group and they listen and respond to their own sound.
Play the recording again. Pause after each sentence and adk Ss to repeat. 
P.99:
A CLOSE LOOK 2
Introduction
Ask Ss what they can see in the photo to review vocabulary from Getting Started.
Choose a more able Ss to act as Vy, and read the sentences to the class. Ss tick True (T) or False (F) in the box provided. You can check Ss’ answers by reading the sentences again, ask ss to stand if they think the sentences is true, or remain seated if they think the sentence is false.
Key:
T
T 
F
T
T
T
 Play the recording and allow Ss to check their answers.
Ask Ss to look back at Vy’s sentences, find and underline all the examples of – est.
What out
Ask Ss to compare No.6 with the other sentences. Ask what is different about ‘hottest’? (Ss should remember examples from comparative sentences in the previous unit.) Remind Ss of the rule. Then give some adjectives and ask if the consonant is doubled, e.g. big (yes), fast (no), wet (yes), green (no).
 Allow Ss to complete the table individually. Discuss their answers at the end.
Key:
Good	better	best
Bad	worse	worst
Tall	taller	tallest
Long	longer	longest
Wide	wider	widest
Large	larger	largest
Hot	hotter	hottest
P.101:
 Show a map of the world/ globe. Point out Africa, Russia and Nepal and ask Ss what they think the places are like, e.g. Do you think Africa is hot or cold? Do you think there are deserts there? Or waterfalls? Do you think it’s the same or different to Viet Nam?
Ask Ss to read the passage quickly to check their answers.
Ss complete the passage with the correct words. Pair can practise role-playing the completed passage.
Key:
Hottest
Hotter
Coldest
Coldest
Colder
Biggest
Hightest
Smaller
 Prepare the slips of paper beforehand for the group. Alternatively dictate the names of the places and allow Ss to write them on blank slips.
Demonstrate the activity with a Ss. Turn the slips face down, take one, and make a sentence about it. Allow the Ss to do the same. Beak the class into group to do the activity. Monitor for mistakes and discuss them as a class at the end.
Grammar
Modal verb: must
Introduction
	Review descriptions. Aks to recall the conversation from Getting Started: ‘Who is the leader of the Geogrhaphy Club? Why was Mai late? Are you sometimes late for class? How does your teacher feel? What does your teacher say?’
 Ask Ss to read Vy’s note and find the uses of ‘must’. Refer Ss back to the grammar table if necessary. Discuss the ises of ‘must’. Point out the subject, use of modal verb and another verb, e.g. You must arrive on time.
Direct Ss to look at the signs at the bottom of the page. Elicit what the ‘must’ sentences could be, e.g. Sign 1: You must be careful in the garden. Encourage ss to think negative sentences with ‘must’, e.g. You musn’t step on the flowers.
 Ask Ss to complete the sentences. Ss can share their ideas in pairs. Discuss answers as a class. As an extension, Ss can act out the sentences, one acting as a teacher, one acting as a student.
Extension
	Ss can draw their own signs ans ask their classmater to guess the ruler.
P.103:
Introduction
Show Ss a travel guide. Ask them what information it contains.
Discuss contents. Then ask who uses travel guildes and why people use them.
Ask Ss to look at the photo of Mount Everest. Show pictures of the extra vocabulary. Ask Ss to decide whether the objects are useful for going to Mount Everest, e.g. Must we take a torch to Mount Everest?
Ask Ss to read the text quikly and check their ideas.
Ask Ss to read the text again and ask some follow-up questions, e.g. What is a mountain reange? What do you think diverse means? Have you had any unforgettable experiences? 
 Ask Ss to use information in the text and their own ideas to fill in the ‘must’ and ‘mustn’t’ columns.
Creat your own list and demonstrate the activity with a more able Ss. Swap roles. Then ask the class to complete the role-play. Ask pairs to demonstrate for the class.
Skills 1
Introduction
Ask Ss to compare the text in Communication and Skill 1. Encourage Ss to think of the purpose of the text and where they might see them. (Point out Travel Tips in the first text. Point out exclamation marks and positive adjectives in the second text.)
1. Ask Ss to read the text quickly to answer the questions and check their ideas from the introduction. Allow pairs to discuss ideas before feeding back as a class.
Study Skills
Discuss the Study Skill with Ss. Alternatively, ask a more able St to teach the skill the class.
Demonstrate the skill together with Ss by discussuing ‘essential’.
First ask Ss to find and underline the word. Then discuss other features of the sentence it appears in, e.g. When you ‘must’ is it important that you do it? What word has the same meaning as ‘essential’? (Must) What is our definition of ‘essential’? (Something very important/ Something you must do.) Allow Ss to check using a dictionary.
Ss repeat the procedure with the other three words.
2 Ask Ss to find the four words in the passages and underline them, then check their meaning.
3 Ask Ss to read the sentences then write true (T) or false (F). Refer them back to the text for the answers.
Key:	1. T	2.F	3. T	4. F	5. T
4. Read the sentences together with Ss. Set a longer time limit for them to reread the text and answer T or F. Again ask Ss to note where they found the information that helped them complete the activity. Ss can compare answers berofe discussing them as a class. Encourage Ss to support their answers with reasons.
Key:	1. Ha Long Bay is in Quang Ninh Province.
	2. You must take a boat ride.
	3. A visit to the Imperial City is more important.
	4. Because people travel there just for the food
5.Discuss with Ss which things they find interesting/ uniteresting about Ha Long Bay and Hue. Brainstorm ideas onto the board.
6. Ask Ss to close their books. Divide Ss into A group and B group. Tell A group to describe Ha Long Bay. Tell B group to describe Hue. Ss use the note only to help them tell their partner about their place. Ask them to practise their descriptions together, before they rejoin their partners.
7.Show a picture of your town. Tell the class they are visiting it. Review interesting features of your town with Ss. Then ask Ss to suggest some advice. Encourage them to use must/ mustn’t.
Skills 2
Listening
Ask Ss to recall the two places in the brochure in Skill 1( Ha Long Bay and Hue). Ask Ss which one they think Nick’s family will choose as their holiday destination. You can put pictures of Hue and Ha Long Bay on opposite walls. Ask Ss to stand next to the place they choose. Ask Ss to explain their choice. Play the recording for the answer.
 Read through the questions with students and support with any difficulties before they attempt to answer. Play the recording again. Ss share their answers. Play again and allow Ss to check their answers. Encourage Ss to identify the parts of the recording that helped them.
Key:	
Ha Long Bay, Hue, Mui Ne or Nha Trang.
Can we see a picture of the hotel in Mui Ne? / Which is cheaper, Mui Ne or Ha Long Bay
Mui Ne is cheaper but I think Ha Long Bay is more interesting.
Yes, he is.
Writing
As preparation ask Ss to bring in pictures of places they have been to or find interesting. Alternatively they can draw a picture(s) or a map.
Remind Ss of the steps of the writing process – research, draft, check.
Ss present their chosen places using photos/ drawnings/ maps/. Choose Ss to show their places to the class. Ask some questions to prepare the class for the activity, e.g. What natural wonders are there? How do they compare to other natural wonders? What things can you do there? What things must you do?
 Ask Ss to make notes about their chosen places. Remind them they do not have to write full sentences. 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.
Ss can use the Travel Guide in communication as their model. Suggest they write a description first, then travel tips next.
Ss can exchande and read each other’s drafts. Encourage Ss to check punctuation and their use of superlatives. Ss can underline parts that could be improved and focus on those areas as they write their final version. If time is limited, T may ask Ss to write the final version at home. Display all or some of the Travel Guild entries on the wall/ notice board. Other Ss and T give comments.
P.109:
LOOKING BACK
This is the review section of the unit. Encourage Ss not to refer back to the unit. Instead they can use what they have learnt during the unit to help them with the questions. That will help you and your Ss see how far they have progressed, and which areas need further practice.
The questions in Looking Back match the Now you can  self-assessment statements at the end. Ss should check how well they did at each question and use that information when filling in the self-assessment.
Vocabulary
1 & 2. Ss word individually to do the exercises. Then Ss can check their answers before discussing the answer as a class. However, Ss should keep a record of their original answers so they can use that information in their Now you can statement.
Key:
1	
Mountain
Waterfall
Forest
Cave
Desert
Lake
Beach
Island
Valley
2
Scissors
Sleeping bag
Compass
Torch
Pain killers	6. Plaster
Grammar
3. As above, ask Ss to work individually to complete the sentences.
Key:
Hottest
Longest
Highest
Largest
Best
4.. Ask Ss to work in pairs and match the name of a natural wonder in column A with a word/ phrase in column B. Monitor the activity and offer help to Ss when necessary.
A
B
Your answers
1. Everest
2. Loch Lomond
3. Ha Long
4. Ayers
5. The Shahara
a. Bay
b. Desert
c. Freshwater lake
d. Mountain
e. rock
1 – d
2 – c
3 – a
4 – e
5 – b
5.. Ask Ss to work in pairs and practise the conversation. Draw Ss’ attention to the questions and answers for the information about Mount Everest and Loch Lomond. Then ask them to discuss all the other natural wonders in 4. Ask them to provide any related information they know about about these natural wonders.
Communication
6.. Divide Ss into A group and B group. Allow them to complete their parts of the dialogue. Then Ss act out the dialogue. Choose pairs to demonstrate for the class. T can encourage them to include mimes and actions.
Key:
must
must
must
must
P.111:
Finished!
Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas provide further practice.
PROJECT
How well do you know Viet Nam?
Divide the class into groups and ask Sl to recall describe some interesting place.
Refer pairs to the Travelling, Weather, Natural Attractions prompts at the bottom of the page. Ask pairs to work together to make a quiz for their groups. Ss can prepare 10 questions for their groups. T can form groups of more able Ss and ask them to create their own questions without using the promts.
Tell pairs to take turns reading their questions to the rest of the group to answer. They can keep a score. Then allow their groupmates to quiz them. Afterwards, suggest groups collaborate to choose their best questions to test the class.
Ss work together to write down their answers to the questions in 1. Ss can draw a map of Viet Nam and write information on it to create a classroom display.