Sách giáo viên Tiếng Anh 6 thí điểm - Unit 9: Cities of the world

UNIT 9 : CITIES OF THE WORLD
Objectives:
By the end of this unit, student can:
pronounce the sounds /əu/ and /ai/ correctly in isolation and in context
use the lexical items related to the topic “Cities of the World”
use the vocabulary and structures to describe cities and landmarks
use the present perfect to talk about experiences
guess the meaning of new words based on clues, including pictures and surrounding words
read for specific and general information in texts, including postcards
listen for specific details in cluding facts and figures
write a holiday postcard
Introduction:
Befere Ss open their books, review the previous unit. Forcus on the key language and structures learnt.
Discuss Unit 9 objectives with Ss.
Write the unit title on the board “Cities of the World”. Ask Ss to name some cities they know, and where they are. Ask them to locate the cities on a map or a globe. Introduce Mai and Tom. Explain that “What nice photos!” is an exlamation to express that you like the photos. Ask Ss what the conversation might be about. Let Ss open their books and check their answers.
LESSON 1:
GETTING STARTED
What nice photo!
1.Ask Ss questions about the picture:
E.g: What are Mai ang Tom doing?What are they looking at? Ask Ss to name the cities in the photos and ask them to support their answers. 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.
Example: What do you think happens in the unit?
 What are the photos of?
 What nice photos!
2.Ss work independently. Tell them to look at the photos and the texts in order to find the answers. Allow them to share answers before discussing as a class. Ask Ss to support their answers.
Key: 1.F (They are looking at the photos on the computer.)
 2.F (Tom has been to most of the cities.)
 3.T
 4.F (There are modern buildings in London as well.)
 5.F (Tom has never been to New York. The photo is from his brother.)
3.Ss can work in pairs to complete this task. Practise saying the contient names with them. Ask them the Vietnamese translations of these names.
Key: 1.Asia
 2.Europe
 3.Africa
 4.North America
 5.South America
 6.Australia
 7.Antarctica
4.Write “Asia, Viet Nam, Hue, Thong Nhat Palace” on the board. Ask Ss which is the continent, which is the country, which is the city, which os the capital, and which is the place of interest. Ask them to give examples for Britain.
 Then ask Ss to do the matching and give feedback. Practise saying the words with Ss. Ask them to locate the places on a map/globe.
 Note:The short, common forms of the Unites States of America area: the United States, the USA, the US. America often refers to the contient.
Key: a.Asis, Africa
 b.Sweden, the USA
 c.Ha Noi, Nha Trang, Amsterdam, Liverpool
 d.Ha Noi, Amsterdam
 e.Ben Thanh market, the Louvre
5.Model the game with the whole class first. Divide Ss into 2 big groups (e.g. left side/right side; boys/girls). Give Ss more questions in addition to those in the book. Count the correat answers to find the winning group.
 Have Ss play the game in groups of four. Remind them to record the correct answers from each group mamber to find the winner.
LESSON 2:
A COSER LOOK 1:
Intodution:
Check if Ss remember which cities Mai and Tom were talking about at the beginning of the unit. Ask them how Tom described the three cities: What did he talk about? Which adjectives did he use? (E.g. Rio de Janeio is exciting. It is very hot. Sydney isn’t so hot. The beaches in sydney are clean and beautiful. London has bad weather. There are also modern buildings).
Vocabulary:
1.Ss may already know some of the adjectives in the activity so first ask them to match the words they know. Allow Ss to work together. Point out that some adjectives in the left column can have more than one opposites in the right column. Give feedback. Have Ss practise reading the adjectives. If there is time, encourage them to use these words to describe the four cities that Mai and Tom talked about.
Key: old – new
 Dangerous – safe
 Quite – noisy
 Dry – wet
 Boring – exciting
 Clean – dirty
 History – modern
 Cheap – expensive
 Cold – hot
2.Have Ss work in groups. Tell them they can use the words in 1. Encourage Ss to add other adjectives. Give feedback. Point out that some adjectives cannot go with particular nouns (e.g. we cannot say “long/short city” or “rainy people”).
Key:
City:	beautiful, peaceful, exciting, modern, big, polluted, sefe, etc.
People:	nice, friengdly, unfriendly, open, soisy, interesting, etc.
Food:	delicious, awful, good, tasty, etc.
Weather:	bad, rainy, hot, cold, wet, etc.
Buiding:	old, modern, tall, new, etc.
Pronunciation:
3.Practise the /əu/ and /ai/ sounds together. Model the two sounds with cold and sky. Let Ss see how the sounds are formes. Ask Ss to give words that have these two sounds. Play the recording and ask Ss to listen and fill in the suitable column. Play the recording as many time as necessary. Give feedback and have Ss repeat the sounds as a class.
/əu/ 
/ai/
Cold
Snow
Old
Clothes
Hold
Sky
Exciting
High
Fine
Flight
4.Have Ss practise reading the woeds in bold first. Ask them to say if the word has an /əu/ or an /ai/ sound. Play the recoding as many times as necessary. Have Ss repeat the sentences. Provide further practice by diving the class into two groups. Have groups read alternate lines.
 If there is time, ask Ss to make sentences that contain words with /əu/ and /ai/ sounds and practise saying them with each other.
Grammar:
Superlatives of long adjectives
5.Let ss have q quick look at all the pictures. Ask Ss to work individually to complete the fact sheet, using one of the pictures provided. Have Ss work om pairs compare the answer. Ask them to discuss whether they agree with each other’s answer. If they do not agree with the answers, encourage them to give reasons. Do not give corrective feedback at this stage.
Key:1.London
 2.Oxford University
 3.Shakespeare
 4.fish and chips
 5.tea
 6.watching TV
6.Set a time limit for this exercise. Ask Ss to look at their answer (and think about their discussions) in Exercise 5 to check if they are similar to what the text says. Have Ss ask and answer questions about the fact using most + adjectives. Encourage them to expand the fact sheet by adding information like: The most famous woman in Britain, the most well-known novel/movie, the most famous footballer/actor/actress, the most popular sport, ect.
 Remind Ss of how to form the superlatives of short adjectives. Also ask them to remember how the comparatives of long adjectives are formed. Write the form of the superlatives of long adjectives on the board. Ask Ss to find the superlatives of long adjectives in the text in6.
A COSER LOOK 2:
Grammar:
The present perfect
1.Ask Ss to recall what Tom told Mai about in the conversation in Getting Started.
 Ss underline all the verbs in the persent tense. Use the Grammar box to help you explain that present perfect is used to show that one has had or has never had this experience.
 Provide the form of the present perfect. Notice the past participle. Ask Ss to look for the original verb of the past paticiples in the conversation. Notice the use of “ever” and “never”.
 Pkay “Board Race” game: Write two lists of verbs on the boad. Two teams will race to the board to write the past participles of these verbs. Each theam gets one point for the correct participle. The team that finishes first 2 extra points.
2.You may play the entire conversation again. Tell Ss that some information for this exercise is not mentioned directly in the recording-it must be inferred. Have Ss do the task and ask them to support their answer with parts in the cording.
Key:1.has been
 2.has been
 3.has visited
 4.has been
 5.hasn’t been
3.Remind Ss that the present perfect is used to describe one’s experience, and it is not important to state the exact time when they happened. Contrast this with the present simple which describes a repeated action, or a truth, and adverbs of frequency when something happened are often mentioned. Have Ss work on this excise individually before they compare answer with each other. Give feedback as a class discussion.
Key:1.Have you seen I have seen
 2.go
 3.have never been
 4.clean
 5.takes
 6.has eaten
4.Elicit what there is in the photos by asking ss questions. Ask Ss to provide the verb past participles. Have Ss write he sentences in full in their notebooks, then in pairs take turns talking about what Tom has done this week.
If time sllows, have Ss talk about what they have done this week, using the present perfect.
Key:1.He has a read book
 2.Ha has eaten “pho”.
 3.Ha has played football.
 4.He has got an A+.
 5.He has washed his dog.
5.This is a mingling activity. Make sure Ss can move around and ask diffirent classmates for diffirent questions. Ss should not ask the same person all the questions. When they have finished the survey, make a class poll by asking Ss to report the results. Count the number of “Yes” answers to each question and find out what is the thing the most Ss have ever done, and the thing that the least of them/ or no one has done.
 Unit 9: Leson 6
SKILLS 2
Lítening
1. Ask Ss what they see in the photos first. Elicit these words from Ss: Royal palace, Nobel prize, museum, cafes, restaurants, shops, islands. Ask Ss if they know about nobel and the Nobel Prize. Ss can talk about this in vietnamese if they do not have enough vocabulary. Tell Ss they will listen about the Old Town in Stockholm, and how Nobel Prizrs are awarded every year in Stockholm.
2. Before listening to the recording , go through the statements with Ss. Explain any new words. Ask Ss to underline the most important information in each sentence. Tell Ss they need to listen for the main ideas they hear. Play the recording as many times as Ss wish.
Key:
1.T 
2.F ( the oldest, not the biggest, part of Stockholm is the Old Town.)
3.F ( today, the old Town is a place with cafes, restaurants,shops and museums.)
4.F ( All Nobel Prizes, except for the nobel Pleace Prize, are awarded in Stockholm.)
5.F ( It is presented by the Swedish King.)
3. Explain to Ss that this time thay need to listen for the exact details in the recording. Ask them to identify the kind of information they have to find out:L years , amount of money, number of people, date, ect. Play the rocording for Ss to fill in the gaps.
Key:
1.14                     2. 700                       3. 3000                      4. 10 december                  5. 10 milion
Writing
Study Skills
Write 5 Ws and 1 H on the board and ask Ss to give examples.
Draw their attention to the postcard in 2 , page 28 in student book. Ask Ss how the 5Ws and 1H are answered in postcard. Have them make the question in full anf find the information from the postcard that gives the answers.
4. Explain to Ss that te space for writing on postcards is not big so people often write short sentences which contain the most important imformation, and which can express what they are feeling. Tell Ss that contraction is often used in writing postcards to make it short and informal.
Key:
1Stockholm is fantastic!                                                 2. we're in Da Lat!
3.We're having a good time here!                                  4. I love Disneyland!
5.You must come!                                                        6. I wish you were here!
5. Ask Ss to use the notes they have made in speaking 4 , page 28 to write a postcard to their family or friends. Remind them how the 5 Ws and 1H are included in the notes. If there is time, you can pair Ss and ask them to write postcards to each orther. Have them swap and give feedback on each other's writing once they have finished.
UNIT 9 : LESSON 7
LOOKING BACK
Encourage Ss not to refer back to the unit. Instead, they can use what they remember from the unit to help them answer the questions. This 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. Ask Ss to use the result of each section of Looking Back to help them when filling in the felf-assessment.
Vocabulary
1.Write the five topics: city, weather, people, building, food on the board and elicit from Ss at least 3 adjectives to describe each topic. Ask Ss if they can use the adjective “short” to describe a city, for example, and ask why not. Explain “short” is used for distance or length, but not to describe a city. Give Ss sufficient time to do the exercise. When Ss have indentified the unsuitable adjectives, ask them to explain why adjective is inapprociate. Encourage conversation.
Key:1.a,b 2.a,c 3.a,c 4.a,b 5.b,c
Grammar
2.Ask Ss to complete the conversation individually. They can share answers with a partner, but they should record their original answers to guide their self-assessment.
Key:
1.Have you ever eaten
2.Have you been
3.have been
4.have been
5.Have you visited
6.have seen
3.Go through the questions with Ss. If they do not have any information about a particular question, stop and give at least 3 answer options for them to consider. After they have completed the fact sheet, have a whole class discussion about the answers. The aim of the task is to practise the superlative, so accept reasonable answers, as there could be several correct answers.
Key: (suggested)
Biggest city: Ho Chi Minh City
Oldest university: Quoc Tu Giam, Thang Long – Ha Noi (1076)
Most popular Vietnamese writer: Nguyen Du, Nam Cao
Most popular food: spring rolls (nem), noodles (pho)
Most popular drink: tea, coffee
Most common activity: watching TV, football
4.Tell Ss for a reference they can look at the text about Britain on page 25 in Student’s Book.
Communication
Try the first “Have you ever ?” question on page 26 in Student’s Nook with two students as an example. Ask the class who they think told the truth, who did not, and why they think so. Then have Ss play the game in pairs. Ask them to add original “Have you ever ?” questions if they wish. If time allows, ask some pairs to report what they have found out about their partner.
Finished!
Ask Ss to use their results for the questions in Looking Back to guide them as they complete this self-assessment.
Identify any difficulties and weak areas and provide further practice.
PROJECT
My 5 Day Journey Around the World
Ask Ss to bring some travel magazines that have travel pages, or printouts of travel web pages to class. Together with Ss, choose famous city in the world or a city in Viet Nam and find five interesting facts about the city as an example. Discuss how Ss can make the poster look attractie (include photos, drawings, different layout/styles when writing the facts, ect.) If done in class, this can be a group project with a short presentation. Ask Ss to position the cities on a map of the worls/a globe if available, and give the reasons for choosing the cities. Display the postters around the classroom. If short of time, Ss can do the project as homework.