Sách giáo viên Tiếng Anh 6 thí điểm - Unit 6: Our Tet holiday

Unit 6: our Tet holiday
Objectives:
By the end of this unit, students can:
extend and practise vocabulary related to Tet : things, activities, and practices.
Identify and practise the language of intentions (with “will”) and advice (with “should”)
Get to know New Year practises in some other countries
Write complete sentences from prompts and write a short guided passage
Introduction
 Review the previous unit. To start the lesson, write the word Tet on the board and ask Ss to give any words they know relating to the topic. T may allow Ss to give Vietnamese word and ask other Ss in the class if they know the equivalent in English. Write on the corner of the board a list of the words which Ss cannot translate and ask them to keep a record for later reference when the Unit finishes. Let Ss open their books and start the lesson.
Getting started
Happy New Year!
Ask Ss to look at the first sentence of the listening. 
T may ask Ss what thay expect to hear in the listening like “What will they talk about?” , “When is Tet this year?”, “What do you do at Tet ?”and in this way T may introduce some new words or revises the ones already learnt to prepare 
Ss well for the listening such as: celebrate, decorate and firework. Then play the recording. Ss listen and read. Check to make sure that they pronouce the key words correctly.
Ss work independently. Ideally ask them to answer the questions without referring to the listening. Then allow them to share their answers with their partners before discussing as a class. Ask them to explain why they think a statement is false and they can correct it.
Key: 1.F 2.F 3.F 4.T 5.T 
 3. This work can be done independently or in pairs. Tell Ss to refer back to the conversation to find the information. If there is time, T may ask them if the information given is true and if they can add anything.
Key: 1. This year we will have Tet at the end of January.
 2. We decorate our house.
 3. We buy flowers and plants.
 4. We shouldn’t buy fireworks.
 5. We eat great food and get lucky money during Tet.
 6. Tet is a came for family gatherings.
4. Let Ss do the matching independently as the vocabulary is quite simple and some of them will be familiar to them like school ground, books, swimming pool, etc.Go round and check if they are labelling the pictures correctly. T can then check the answers with the whole class and show them how to pronounce each word by saying it and asking them to repeat. Make sure that Ss understand the meanings of the words first. 
Key: 1.b 2.a 3.c 4.e 5.h 6.g 7.f 8.d
 5. Ss can easily answer the question by referring to the pictures. Picture 4 might get differently answers from Ss in the south where it’s very hot and Ss in the north where Tet is usually the coldest time of the year. This fact is good for Ss as they can learn about the different climates for Tet in different parts of Vietnam.
Key: About Tet:1 2 3 7 8
 6. T will demonstrate this game by using the board or, less preferably, taking a piece of paper and writing three things/ activities T likes about Tet. T can then say each of them aloud, using I like/love/enjoy to make the task clear to the Ss. Then T asks the Ss to do the same. Go round and provide Ss with any words they would like to use but they don’t know. After finishing, Ss can share their likes by sticking their papers onto the walls of the classroom or reading them aloud to their class. If T does not have time for this activity in class, ask Ss to do it at home.
A closer look 1 
Vocabulary 
Play the recording. Ask Ss to listen carefully and repeat the words. T may ask the whole class to repeat the words first, then divide them into smaller and smaller groups. Observe and make sure that every St is speaking.
This work is better done in groups of 2-3 so that Ss can help each other with some vocabulary. In order to avoid repeating the vocabulary task in Getting started, Tmay ask Ss to look at the pictures first and see if they know the words. Then ask them to do the matching.
Key : 1.b 2.i 3.d 4.j 5.f 6.g 7.h 8.e 9. k 10.c 11.a
Explain that some vers and nouns go together and some don’t, e.g plant/decorate + a tree. T may write a verb on the board (e.g read) and ask them to match the verb with as many nouns as they can find. When T is sure that Ss understand what they have to do, T goes through the words together with them, the verbs first and then the nouns. Check that Ss understand the meanings of the words and let them match. Ask them to work independently first and check with the partners. Alternatively, T may cut up strips of paper with the verbs and nouns separately on them and asks Ss to work in groups to match them. Sometimes more than one answer is possible.
Key: 1. cook special food 2.go to a pagoda 3. give lucky money
 4. visit relatives 5. clean the furniture 6. decorate our house
 7. plant trees 8. make a wish 9. hang a calendar
 10. watch fireworksn 11. do the shopping 12. buy peach blossoms
 4. This activity is to help Ss remember the vocabulary used in combination.
Pronunciation
Practise the sounds /f/ and /s/ together. T may write two Vietnamese words on the board first, e.g. ‘xách’ and ‘sách’. Ask Ss to say the words aloud and draw their attention to the difference in the pronunciation of the two words.
Now play the recording and ask Ss to listen carefully first and repeat. Play the recording as many times as necessary. Then ask them towrite the words in the two appropriate boxes. Check if they do this correctly.
Key /s/: blossoms, summer, rice, celebrate, school, special, spring
 /f/: she, should, wish, rubbish.
Ask Ss to look at the sentences first and underline any words they think contain the sounds /s/ and which has /f/. As this task is more difficult than 5, T may stop after each sentence so that Ss will have time to make a decision. 
Key : /f/ 2,3,5 /s/:1,4,6,7
Don’t take this job too seriously. It’s just a way to make the learning of pronunciation entertaining. Allow Ss to practise reading the poem among themselves. Ask them to pay attention to the key words with /s/ and /f/ sounds. Then ask for some volunteers to stand up and read the poem aloud. This reading aloud may be done with groups of 3-4. T may also turn it into a competition to see who/ehich group can read the poem most correctly and 
most expressively.
A closer look 2
Grammar
Should and shouldn’t
 It would help a lof if T refers to the classroom as the place and demonstrates ‘run’, ‘keep quiet’, ‘talk loudly’,  signs on board and asks Ss for simply ‘yes’ (to show it can be done in the classroom) and ‘no’ if not. Then T writes examples on board next to the sicns, e.g: We shouldn’t talk loudly in class, We should keep quiet in class.
Use the pictures and the language acquired in the previous activity to practise the target language of ‘should’/’shouldn’t’ in more familiar situations. Ask Ss to complete the four sentences. Make sure that they combine ‘should’ and the verb correctly.
Key : 1.shouldn’t 2.should 3.shouldn’t 4.should
Ask Ss to look at the four signs in the studio and let them complete the sentences. Draw their attention to the fact that it is a TV studio where people are working. Go round and see if they write the sentence correctly.
Key : 1.should 2.shouldn’t 3.should 4.shouldn’t 
Remember : Ask Ss to fill the blankfor the rule
We use should for things that are good to do
We use shouldn’ t for things that are bad to do.
The phrases illustrated by pictures make their meanings clear. Ss can do the ticking and crossing easily. 
 Activities
Behave well 5.go out with friends
Eat lots of sweets 6. Make a wish 
Plant trees 7.fight
Break things 8.play cards all night 
Ss write the sentences by referring to the activites in3. Go round and check for any spelling or grammar mistakes.
We should behave well 5. We should go out with friends.
We shouldn’t eat lots of sweets 6. We should make a wish.
We sholud plant trees. 7. We shouldn’t fight.
We shouldn’t break things. 8. We shouldn’t play cards all night.
Grammar 
Will and won’t(will not)
Before doing the reading, t may revise some words Ss have learnt in the previous activities like ‘go shopping’, ‘New Year celebration’, etc. Then ask Ss to read the letter. T may check their understanding of the letter before they move on to activity 2 through simple questions like: ‘who wrote the letter?’, ‘ what will his father do?’. Draw Ss’attention to the use of ‘will’ by writing 2-3 sentences taken from the postcard on to the board and underline the verb group: will repaint, won’t buy,etc.
Allow Ss to refer to the postcard while they are doing this task. While Ss are writing, check that they don’t use ‘will’ or the verb after will in the third singular form, (e..g Phong’s father wills repaint the house or phong’sfather will repaints the house.) or use ‘to’ with the verb (phong’s father will to repaint the house.)
Key: 1. My father will repaint our house .
 2. I will go shopping with Mum.
 3. We will buy red envelopes.
 4. I will help my parents cook banh chung.
 5. I ‘ll write again soon.
 6. we won’t buy fireworks.
 7. we won’t buy banhchung.
 3. Emphasise that Ss write true sentences of what Phong will/won’t do at Tet. T also reminds them of the kind of words they have to add in order to complete the sentences.
E.g : 1. Phong will play games with his friends.
 2. phong won’t sit up late to/and study.
Key : 1. Phong will visit his relatives . 4. Phong won’t study
 2. phong will go to a pagoda. 5. Phong won’t give a present. 
 3. phong will go out.
Communication 
 1. T may first show Ss the flags of the eight countries and ask them if they know the names of the countries, where they are and what else they know about these countries. T may even allow Ss to answer in Vietnamese. The more they can talk about the eight countries and their people the better.
Note : difficulty might arise with ‘scotland’ and ‘korea’. T helps them see that Scotland is part of Great Britain and there are ‘two’ Koreas: North and South.
Ss do the matching of flags and countries.
For the matching of countries and nationalities, T may expect Ss to be able to recognize most depending on the roots (e.g. AmercaàAmerican, Thailandà Thai). Ss may need help with “ Dutch” for the Holland. 
 2. It would be fun if T can make 8 hats with the flags at tha front. Call 8 Ss and ask them to wear the hats. Divide the class into 4 groups and see which group can call out the right names the most quickly.
 If there’s no time left, T can perform by putting on each hat say where he/ she comes from and ask the whole class to say nationality.
 3. Let Ss look at the pictures, discuss and make a guess about which country the pictures are about. Then ask them to match the pictures with the four groups of people.If Ss fail to do this, don’t worry. Ask them to keep this question in mind and go to the reading.
 Key: 1. The Scottish, Scotland. 3. The H’ Mong, Viet Nam.
 2. The Thai, Thailand.	 4. The Japanese, Japan.
 4. Ss are not expected to know of the New Year practices in these four countries. T may help Ss by drawing their attention to some details from the reading and referring to the pictures provided in 3. E.g.’ ringingbells’makes us thinnk of picture 4, Japan. ‘throwing water’ is likely for picture 2, Thailand. The two remaining pictures are easy to match as they know that Vietnamese men do not wear that kind of skirt.
 In order to help Ss remember the information from the reading, ask them to underline the verbs and the objects of some practices. T may demonstrate this by underlining ‘ decorate houses’. This may help Ss to remember the necessary word for activity 6.
Key: a. H’Mong b. Thai c. Japanese d. Scottish
 5. don’t let Ss do this task before they spot the word/ phrase in the reading. Ask them to look at the words/ phrases as they are used in the sentence and encourage them to use the context to guess the meanings of the word/ phrase.
Key: a. the covers of rooters, chicken of bird
 b. become colder
 c. take away
 d. the first person to enter your home after New Year’ s Eve.
 6. Allow Ss to some time to write the two facts they like best down in their notebooks or on a piece of paper. Suggest they write short sentences. T can either have Ss listen to their peers reading and doing the guessing or let them look at the reading and listen to the sentences. As Ss take turns to read, check their pronunciaton, aspecially of the target vocabulary and ask them to read clearly.
Skills 1
 Reading 
 1. Ask Ss to look at the picures of the children and the names of the countries first to have some ideas about which countries they are going to read about. T may ask them if they know how children in these countries spend their New Year, what they like or believe
 Then ask them to read the text. T may allow them to read a second time underline some words they don’t know. Ask them to make a guess first, based on the context. Note: There are new words in the reading like ‘strikes midnight’,’good/ bad luck’,’belief’ and ‘move backwards’. The comprehension of the passage cannot be complete without the knowledge of them, so teach the new words.
Key: 1.C 2.A 3.B 4.A 5.C 6.B 7.C
 2. This exercise can be done ideally by asking Ss not to look back at the passages and see how many questions they answer right.You may turn it into a competition between groups than let them refer to the passages and see which one(s) is/are not right. This is away for them to learn vocabulary as well as the common practices and biliefs of the New year.
Key: Appear: a b d e f g i
 Don’t appear: c h j
Speaking
3 This task, again, revises what Ss have learn in 1, both vacabulary and practices. It will be a good opportunity to encourage Ss to give more activities than the ones provied in the passages.
4 Turn this into a free/ open activity for Ss to talk about New Year beliefs both in their country and in others. Don’t put emphasis on whether the belief in right or wrong. Get Ss to talk. If they have some difficulty with the words, help them. This is for knowledge development as well as vocabulary.
5 Ask Ss to look at the picture first to remind them of the use of ‘should’, which they learnt in Closer Look 2. Make sure that they have ticked of crossed all the activities in the box and that they understand the meaning of the parases before letting them do the speaking. Encourage responses of ‘ l agree’, ‘Yes, we should’ or ‘I don’t think so’
SKILLS 2
Listening
1 Let Ss look at the list and read them a loud. Make sure thay pronounce the words correctly. This will help them recongnize the key words in the listening. Play the tape two or three times and ask them which words from the lists they can hear. Only then should we let them identify whether Mai and her mother will buy the items or not. Draw their attention to the positive and negative forms of the verbs and other signals for positive/ negative answers, e.g . ‘yes,dear’, ‘we don’t’ , ‘no,dear’
Key: 1.peach blossoms 3. New clothes 4. A tie
 5.sweets 7.chocolate biscuits 
2 This activity can be done only after the first one has been successfully completed. Ask Ss to look carefully at the things Mai and her mother buy. Then look at the list of people as a guide so that they will focus on these people for the listening.
Writing 
3 This is a guided writing as a revision of ‘will’,’should’ and Tet vocabulary for Tet practices and plans. For more advanced Ss, T may allow them to ‘get out’ of this framework and write as they like, e.g. How the Vietnamese will celebrate Tet in ten years’ time.
LOOKING BACK
Vocabulary
1 The aim of this task is for Ss to revise the vocabulary about Tet which has been taught in the previous parts. Ss can easily complete this task.
Key: 1.k 2.e 3.d 4.c 5.j 6.g 7.i 
 8.h 9.a 10.l 11.b 12.f 13.m
2 This game is for Ss to revise the Tet vabulary, not only in meaning but also in pronounciation. It also trains Ss ‘memory and quick reactions.
 Some phrases might be confusing for the Ss to decide whether it’s about Tet or not. This is also good at it shows that Ss understand the meaning as well as the situation in which the phrase is used.
3 Show Ss a picture of New Year in Thailand and ask if they could still remember anything about New Year Festival in Thailand. Ask them questions like ‘When is New Year Festival in Thailand?’, ‘What is the weather like?’, ‘Will people throw water at each other?’, ‘How can you travel to Thailand? Then ask them to look at the list and make up sentences of what Phong will and won’t deyo in Thailand. T may then ask them if they can add anything.
Key:
Will
Won’t
Phong will travel by plane.
Phong won’t stay at home.
Phong will wear shorts and a T-shirt.
Phong won’t eat banh chung.
Phong will get wet.
Phong won’t go to school.
Phong will throw water at others.
Phong won’t get lucky money.
Phong will watch the elephants.
Phong won’t wait for the first footer.
4 All the information in the listening is familiar to Ss, so T can ask Ss to look at the summary first and see how much they can fill in before the listening. This will create an opportunity for Ss to revise both the vocabulary about Tet as well as the use of “should”