Giáo án Tiếng Anh 6 Global Success Unit 6 A Closer Look 2

1. WARM UP & INTRODUCTION (3’-5’)

Aim: To introduce the topic of the lesson

Should / shouldn't for advice

- Ask Ss to look at the picture and ask them some questions to focus their attention to the situation before focusing on the use of should / shouldn't, e.g. Where are they? Why is Nam wearing a raincoat? What will happen if Nam comes into the kitchen with his raincoat still on?write the mother's response on the board and underline the word shouldn't.

- Write In the classroom on the board. Write the words run, keep quiet, make noise, etc.

on the board and ask Ss for simply Yes (to show it can be done in the classroom) or No if not. If the answer is Yes, tick the word. If No, cross the word. Keep them on the board for later use.

* Content: Having somewarm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson.

* Outcome: Having a chance to speak English and focus on the topic of the lesson..

* Organisation :Teacher’s instructions…..

Teacher’s & Student’s activities

Content

+ Greeting

+ Chatting

- Teacher (T) asks Ss some questions about them and class.

- Ask Ss to open their book and introduce what they are going to study….

- Lead in the new lesson.

+ Greeting

+ Chatting

- T_Ss

- Students (Ss) listen and learn how to do it.

- Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

ACTIVITY 1: Grammar : Should / shouldn't for advice

Aim: To give Ss more opportunities to practise the use of should / shouldn't in real context.

* Content: Using the modal verb should / shouldn't for advice

* Outcome: Ss can use modal verb should / shouldn't to give advice .

* Organisation :Teacher’s instructions…….

Teacher’s & Student’s activities

Content

1. Look at the signs at the library and complete the sentences with should or shouldn't.

- Write the word LIBRARY on the board and ask Ss to say what they should / shouldn't do when they are in a library.

Then ask Ss to look at the four signs in the book and have them complete the sentences. Allow them to share their answers with a partner.

- Call on some Ss to read aloud the sentences and checkthelr answers as a class.

If there Is still time, ask Ss to refer to the notes of In the classroom on the board and practise saying the sentences with should / shouldn't.

- Ask Ss work independently.

- Have Ss read the sentences.

- Check their answers as a class.

- Confirm the correct answers.

- Ask Ss to look at Remember! box and allow them one minute to memorise it.

1. Look at the signs at the library and complete the sentences with should or shouldn't.

- T_Ss

- Listen carefully to the teacher’s instructions and learn how to use the verb.

- Ss work individually

- Do the tasks

- Compare the answers.

- Give the answers

Key :

1. should 2. shouldn't 3. should

4. shouldn't.

3. PRACTICE (18’)

ACTIVITY 2:

Aim: To help Ss see what activity is good / not good to be done at Tet.

* Content: Doing exercise using should/ shouldn’t for advice by looking at the signs at the library.

* Outcome: Ss can use the verb should/ shouldn’t correctly. Remember**

* Organisation :Teacher’s instructions…...

Teacher’s & Student’s activities

Content

2. Tick (✓) the activities children should do at Tet and cross (x) the ones they shouldn’t

– Have Ss study the Remember! box. T explains and gives examples.

(For a better class, T may ask Ss to give more examples.)

- Ask Ss to look at the pictures and read the phrases under the pictures. Then tick (it's good) or cross (it's not good) each picture. The pictures help make the meanings of the phrases clear.

- Check the answers as a class

- Observe and help when and where necessary, and correct Ss'pronunciation and intonation.

- Confirm the correct answers.

2. Tick (✓) the activities children should do at Tet and cross (x) the ones they shouldn’t

Remember!

- We use should for things that are good to do

- We use shouldn’t for things that are not good to do

- Ss work individually

- Do the tasks

- Compare the answers.

- T_Ss

* Key :

- Copy into notebook.

ACTIVITY 3

Aim: To help Ss form sentences using should / shouldn't.

* Content: To make sentences using should / shouldn't : what children should / shouldn't do.

* Outcome: Ss understand more about the using should / shouldn't.

* Organisation :Teacher’s instructions….

Teacher’s & Student’s activities

Content

3. Work in pairs. Look at the activities in 2. Take turns to say what you think children should/ shouldn’t do.

- This activity allows Ss to produce sentences with the target language of should / shouldn't, using the prompts in 2.

- Ask Ss to use ticks and crosses for activities in 2 and the examples on the board to help.

- Go round and give help If needed.

- Make sure Ss combine should / shouldn't and the main verb correctly.

- Make sure they pronounce the words should and shouldn't correctly too.

- Check the answers as a class.

3. Work in pairs. Look at the activities in 2. Take turns to say what you think children should/ shouldn’t do.

- T_Ss

- Listen to the instructions clearly

- Ss to work in pairs

- T_Ss

- Ss learn how to use them

ACTIVITY 4:

Aim: To give Ss some controlled practice on the use of some/ any.

* Content: The use of some and any. Doing exercise using some and any.

* Outcome: Leaning how to use some and any correctly. Remember!

* Organisation :Teacher’s instructions….

* Explain to Ss the meaning and use of some/ any…

Remember! / On page 62

+ By this time, Ss have seen / used some and any already. This is just a summary of their use.
– Ask Ss to read the remember grammar box.
– Tell them to pay attention to the phrases in bold in the sentences to see how some and any are used di­fferently (positive, negative, and question).
– Remind them that some and any can be used with both countable / uncountable nouns. When they go
with countable nouns, the nouns are always in plural.