KHBD TIẾNG ANH 6 global success UNIT 1-3

REVIEW 1 (UNITS 1+2+3)
Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the language they have
learnt and the skills they have practised in Units 1-2-3.
Materials (referenced)
- Grade 6 text book, Review 1 - Language
- Pictures, printed chart, crossword puzzle
- sachmem.vn
Anticipated difficulties
1. Students may find the lesson
boring due to a large number of
language exercises.

2. Some students will excessively
talk in the class.

Solutions
- Encourage students to work in pairs,
in groups so that they can help each
other.
- Design as many exercises as games as
possible.
- Provide feedback and help if
necessary.
- Define expectation in explicit detail.
- Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

Board Plan
Date of teaching
Review 1
Lesson 1: Language
* Warm-up
Memory game: Complete the chart.
I. Practice
* Pronunciation
Task 1: Choose the word whose underlined part is pronounced differently.
Task 2: Write the names of school things and furniture in the house which begin
with /b/ and /p/.
* Vocabulary
Task 3: Complete the words.
Task 4: Solve the crossword puzzle.
* Grammar
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Task 6: Complete the sentences with the present simple or the present
continuous form of the verbs in brackets.
* Homework
Stage
Warm-up

Stage aim

Procedure

To revise the * Memory game
language that - Teacher draws/sticks an
students have

unfinished chart which
learnt in Units summarizes the language
1+2+3.
that students have learnt
in Units 1, 2, 3 on the
board.
- Teacher divides the class
into 2 teams and asks
students to run in a relay
to complete the chart:

Interactio Time
n
5
Team work mins


- The team with the most
correct answers will be
the winner.
Suggested answer:

Practice

To help
students
review the
pronunciation
of the sounds
learnt in Units

1-2-3: /ɑ:/ and
/ʌ/; /s/ and /z/
correctly.

* PRONUNCIATION
Task 1: Choose the word
whose underlined part is
pronounced differently.
- Teacher elicits the rules
of pronouncing final -s if
needed.
- Students do this exercise
individually then share
their answers with their
partners.
- Teacher gives feedback

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mins
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and confirms the
answers.
Answer key:
1. C
2. A

3. B
4. A
5. B
To help
students
review the
pronunciation
of the
sounds /b/
and /p/ in
words.

To help
students
review the

Task 2: Write the names
of school things and
furniture in the house
which begin with /b/
and /p/.
- Teacher organizes this
task as a game.
- Students do this task in
pairs. The pair that finds
the most words will go to
the board and write their
answers.
- Other pairs may want to
add more words. Write

other words on the board.
- Teacher gives feedback
and confirms the
answers.
Suggested answers:
/b/
book, bag, bed…
/p/
pen, pencil, picture,
poste…

* VOCABULARY
Task 3: Complete the
words.
- Teacher has students do

Pair work

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word groups
used with
“play, have,
do” and
“study”.

To help
students
review the

personality
adjectives, the
words related
to body parts,
rooms and
types of
house.

this task individually and
then share their answers
with their partners.
- Teacher calls one or two
students to write their
answers on the board.
- Teacher checks and
confirms the correct
ones.
Answer key:
1. English
2. homework
3. lunch
4. sports
5. badminton
 play: sports, badminton
 have: lunch
 do: homework
 study: English
Task 4: Solve the
crossword puzzle.
- Teacher sticks the

crossword puzzle on the
board.
- Teacher divides the class
into 2 teams and asks
students to run in a relay
to complete the
crossword puzzle.
- The team with the most
correct answers will be
the winner.
Answer key:

S

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Team work


To help
students
review
grammar
elements
taught in
Units 1-2-3:
prepositions
of place,
possessive
case and

present
continuous.

* GRAMMAR
Task 5: Look at the
picture of a classroom.
Choose the best answer
A, B, or C.
- Teacher has students look
at the picture of a
classroom and complete
the sentences.

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Ss-Ss
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- Students compare their
answers with a
classmate.
- Teacher checks and
confirms the correct
answers.
Answer key:
1. B
2. A
3. A
4. B
5. C
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Task 6: Complete the
sentences with the
present simple or the
present continuous form
of the verbs in brackets.
- Teacher elicits form and
usage of the present
simple and the present
continuous.
- Teacher asks students to
do the exercise
individually before
calling one or two
students to write their
answers on the board.
- Teacher checks students’
answers and asks them
for explanation if
necessary
Answer key:
1. is / ’s raining
2. do you have
3. Is she studying
4. likes
5. is not / isn’t cooking;
is reading
Consolidation To
consolidate

what students
have learnt in
the lesson.
Homework

Teacher asks students to
talk about what they have
learnt in the lesson.

To prepare for Prepare for Review 1 –
the next
Skills.
lesson.

S

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4
mins

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1
min


REVIEW 1 (UNITS 1+2+3)

Lesson 2: Skills
Lesson aim(s)
By the end of this review, students will be able to revise the language they have
learnt and the skills they have practised in Units 1-2-3.
Materials (referenced)
- Grade 6 textbook, Review 1 – Skills
- sachmem.vn
Anticipated difficulties
1. Students may find the lesson
boring due to a large number of
language exercises.

2. Some students will excessively
talk in the class.

Solutions
- Encourage students to work in pairs,
in groups so that they can help each
other.
- Design as many exercises as games as
possible.
- Provide feedback and help if
necessary.
- Define expectation in explicit detail.
- Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

Board Plan
Date of teaching
Review 1
Lesson 2: Skills
* Warm-up
Chatting
I. Practice
* Reading
Task 1: Choose A, B, or C for each blank in the email below.
Task 2: Read the text and answer the questions.
* Speaking
Task 3: Interview two of your classmates about what they like and dislike about
your school. Report their answers.
* Listening
Task 4: An and Mi are talking on the phone. Listen and fill each blank with one
word.
* Writing
Task 5: Write an email of about 50 words to your friend. Tell him/ her about a
family member. Use these questions as cues.
* Homework

Stage
Warm-up

Stage aim

Procedure

To increase
* Chatting:

students’
- Teacher asks students
interest and
some questions to lead
lead them into
them into the lesson:
the lesson.
1. Do you have any pen
pals?
2. How do you
communicate with your
pen pal?
3. Do you often write
emails to your pen
pal?
- Teacher lead in the
reading part of the
lesson.

Interactio Time
n
T-Ss

5
mins


Practice

To help

students
practise
reading for
specific
information.

To help
students
practise
reading for
general
information.

* READING
Task 1: Choose A, B, or
C for each blank in the
email below.
- Students do these
exercises individually.
- Students check their
answers with their
partners before they
give the answers to
teacher.
- Teacher confirms the
correct answers.
Answer key:
1. A
2. C
3. C

4. B
5. B
Task 2: Read the text
and answer the
questions.
- Students do these
exercises individually.
- Students check their
answers with their
partners before they
give the answers to
teacher.
- Teacher confirms the
correct answers.
Answer key:
1. It’s in a quiet place not
far from the city
center.
2. They are hard-working
and kind.
3. They are helpful and
friendly.
4. There are five clubs.

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mins
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5. Because it’s a good
school.
To help
students
practise
asking and
answering
about what
they like and
dislike about
their school
and the
reasons why.

* SPEAKING
Task 3: Interview two of
your classmates about
what they like and
dislike about your
school. Report their
answers.

- Teacher has students

work in groups of three.
One interviews the
other two about what
they like and dislike
about their school and
the reasons why.
- Teacher tells students to
write their group
members’ answers in
their notebooks and
report them to the class.
- Teacher summarizes
students’ ideas.

To help
students
review
listening for
specific
information.

* LISTENING
Task 4: An and Mi are
talking on the phone.
Listen and fill each
blank with one word.
- Teacher has students
read the sentences.
- Teacher plays the
recording for the first

time.

Group
work

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- Teacher asks students to
listen and complete the
sentences. Ask for their
answers and writes
them on the board.
- Teacher plays the
recording the second
time for students to
check their answers.
- Teacher checks
students’ answers.
- Teacher plays the
recording the last time
if necessary, stopping at
different places where
students got the wrong
answers.
Answer key:
1. home
2. plants

3. living
4. sleeping
5. TV
Audio script:
An: Why is it so quiet,
Mi? Are you home alone?
Mi: No. Everybody is
here, but they are in
different rooms.
An: Where’s your mum?
Is she cooking in the
kitchen?
Mi: No. She’s watering
the plants in the garden.
An: And where’s your
dad?
Mi: He’s in the living
room.
An: What’s he doing?
Mi: He’s listening to the


radio.
An: What about your
younger brother? Is he
with your mum?
Mi: No. He’s sleeping in
my bedroom. My cousin,
Vi, is here too.
An: What’s she doing?

Mi: She’s watching TV.

To help
students
complete a
guided
paragraph of
40-45 words
about a
student’s
family
member.

Consolidation

To
consolidate
what students
have learnt in
the lesson.

* WRITING
Task 5: Write an email
of about 50 words to
your friend. Tell him/
her about a family
member. Use these
questions as cues.
- Teacher elicits the parts
of an email.

- Teacher asks students to
discuss and answer the
questions in pairs.
- Teacher then has them
write their emails
individually.
- Teacher asks one
student to write the
email on the board.
- Other students and
teacher comment on the
email on the board.
- Teacher then collects
some emails to give
feedback at home.
Teacher asks students to
talk about what they have
learnt in the lesson.

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4
mins


Homework

To prepare for Prepare for Unit 4.
the next
lesson.

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1
min

REVIEW 2 (UNITS 4-5-6)
Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the language they have
learnt and the skills they have practised in Units 4-5-6.
Materials (referenced)
- Grade 6 textbook, Review 2, Language
- Pictures, printed chart
- sachmem.vn
Anticipated difficulties
1. Students may find the lesson
boring due to a large number of
language exercises.

2. Some students will excessively
talk in the class.

Solutions
- Encourage students to work in pairs,
in groups so that they can help each

other.
- Design as many exercises as games as
possible.
- Provide feedback and help if
necessary.
- Define expectation in explicit detail.
- Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).


Board Plan
Date of teaching
Review 2
Lesson 1: Language
* Warm-up
Memory game
I. Practice
II. Pronunciation
Task 1: Listen and circle the word with the different underlined sound.
III. Vocabulary
Task 2: Write the words in the box (a-h) next to their opposite (1-8).
Task 3: Choose the correct word/ phrase for each definition.
IV. Grammar
Task 4: Complete the sentences with the correct answer A, B, or C.
Task 5: Complete the sentences with should or shouldn’t.
* Homework

Stage

Stage aim

Procedure

Warm-up

To remind
students the
knowledge that
they have learnt
in Units 4-5-6.

* Memory game:
- Teacher divides the
class into 4 big
groups.
- Teacher gives each
group an unfinished
chart which
summarizes the
language that students
have learnt in Units 4,
5, 6 and asks them to
complete the chart.
- The group which
finishes correctly and
more quickly is the
winner.

Interactio Time
n
Group
work

5
mins


Answer key:

Practice

To help students
review the
pronunciation of
the sounds learnt
in Units 4-5-6: /ɪ/
and /i:/, /t/ and
/d/, and /s/ and /∫/
correctly.

To help students
review the
adjectives

* PRONUNCIATION:
Task 1: Listen and
circle the word with
the different

underlined sound.
- Students do this
exercise individually
then share their
answers with their
partners.
- Teacher gives
feedback and confirms
the answers.
Answer key:
1. A
2. C
3. B
4. C
5. C
* VOCABULARY:

35
mins

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describing the
neighbourhood,
the wonders of
Viet Nam, and
Tet holiday.

To help students
identify the
words through
their definitions.
To help students
review grammar
elements taught
in Units 4-5-6:
must/ mustn’t,
some/ any, and
comparative
adjectives.

Task 2: Write the
words in the box (a-h)
next to their opposite
(1-8).
- Teacher prepares sets
of words and
organises this task as a
game.
Team work
- Teacher divides the
class into 2 teams,
gives each team 2 sets
of words. One set
includes the adjectives
in the box and the
other includes their

opposites
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- Teacher lets students
come to match on the
board.
- The team matching
faster and correctly is
the winner.
1. d 2. g 3. f
4. b
5. a 6. h 7. c 8. e

Task 3: Choose the
correct word/ phrase
for each definition.
- Teacher has students
do this task
individually and then
share their answers
with their partners.
- Teacher calls one or
two students to write
their answers on the
board.
- Teacher checks and
confirms the correct
To help students
ones.
review the use of Answer key:

S

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should/
shouldn’t.

1. waterfall
2. compass
3. museum
4. wish
5. lucky money
* GRAMMAR:
Task 4: Complete the
sentences with the
correct answer A, B, or
C.
- Teacher has students
do the exercise
individually.
- Teacher asks students
to exchange their
answers and discuss if
there is any difference
in their answers then
checks students’
answers as a class, and
explains if needed.
Answer key:

1. B
2. C
3. C
4. A
5. A

Task 5: Complete the
sentences with should
or shouldn’t.
- Teacher has a brief
revision of should/
shouldn’t by giving a
phrase showing an
activity. Students
speak aloud if they
should/ shouldn’t do it.

S
Pair work


- Teacher lets students
do this exercise
independently.
- Teacher checks their
answers as a class.
Answer key:
1. should
2. shouldn’t
3. shouldn’t

4. should
5. should
Consolidation To consolidate
Teacher asks students to
what students
talk about what they
have learnt in the have learnt in the lesson.
lesson.
Homework

To prepare for
the next lesson.

Prepare for Lesson 2:
Skills.

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4
mins

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1
min


REVIEW 2 (UNITS 4-5-6)

Lesson 2: Skills
Lesson aim(s)
By the end of this review, students will be able to revise the language they have
learnt and the skills they have practised in Units 4-5-6.
Materials (referenced)
- Grade 6 textbook, Review 2, Skills
- CD player
- sachmem.vn
Anticipated difficulties
1. Students may find the lesson
boring due to a large number
of language exercises.
2. Some students will
excessively talk in the class.

Solutions
- Encourage students to work in pairs, in
groups so that they can help each other.
- Design as many exercises as games as
possible.
- Provide feedback and help if necessary.
- Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in small
chunks (before every activity).


Board Plan
Date of teaching
Review 2

Lesson 2: Skills
*Warm-up
Chatting
I. Practice
II. Reading
Task 1: Read the passage and match the headings (A, B, C) with the paragraphs.
Task 2: Read the passage again and choose the correct answer A, B or C.
III. Speaking
Task 3: Work in pairs. Read the passage Visit Singapore again and make a list of
the places. take turns to ask and find out which place your partner wants to visit
and why.
IV. Listening
Task 4: Mai’s family is talking to a travel agent about their trip to Singapore.
Listen and tick () T (True) or F (False).
V. Writing
Task 5: Complete this paragraph to describe the place you live.
* Homework

Stage

Stage aim

Procedure

Warm- To increase
up
students’ interest
and lead them
into the lesson.

* Chatting:
- Teacher asks students some
questions to lead them into the
lesson:
4. Do you want to visit Singapore?
5. Do you know what is Singapore
famous for?
- Teacher leads in the reading part of
the lesson.

Practic To help students
e
practise reading
for general
information.

* READING
Task 1: Read the passage and
match the headings (A, B, C) with
the paragraphs.
- Teacher has students read the

Inter
actio Time
n
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3
mins

38
mins


headings and the paragraphs
carefully before matching.
- Teacher asks students to underline
the words/ phrases in the
paragraphs which help them do the
matching and goes through the
underlined words and phrases
students have done, then guides
them how to look for clues. This
will help students do activity 2
more easily.
- Teacher checks the answers as a
class.
Answer key:
1. B
2. C
3. A

To help students
practise reading
for specific
information.

Task 2: Read the passage again
and choose the correct answer A, B
or C.

- Teacher has students read each
sentence and look for the key
word(s) in it.
- Teacher decides where to look for
the information (paragraph 1, 2, or
3). This will make it quicker and
easier for students to find the
correct answers.
E.g. Sentence 1 has ‘plants and
flowers’ → go to paragraph 1:
Nature.
- Teacher checks students’ answers
as a class.
Answer key:
1. A
2. A
3. B
4. C
* SPEAKING

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Task 3: Work in pairs. Read the
passage Visit Singapore again and
make a list of the places. take

turns to ask and find out which
place your partner wants to visit
and why.
- Teacher asks students to refer to
the passage about Singapore
(Reading 1) and make a list of the
To help students
places mentioned.
practise asking
- Teacher asks students some time to
and answering
form their own ideas of where to
about a place
go and why they want to go there,
they want to visit
then work in pairs, asking and
and explain why.
answering to find out where their
partners want to go and why.
- Teacher goes round and supports
students if it’s needed.
- Teacher calls some students/ pairs
to present their ideas to the class.
* LISTENING
Pair
To help students Task 4: Mai’s family is talking to a work
review listening travel agent about their trip to
for specific
Singapore. Listen and tick () T
information (T/F (True) or F (False).

questions).
- Teacher allows students some time
to read the statements carefully to
have some ideas what the listening T-Ss
is about.
- Teacher guides students to look for
key words which can help them
focus while listening. For
example: four days (1), won’t go
(2) a full day (3)...
- Teacher plays the recording twice
or three times (as needed).
Students listen and tick the
answers.
- Teacher allows students to swap
their answers.


- Teacher checks their answers as a
class, encourages students to
correct the false statement(s).
If there is still time, teacher may give
students some information about
the Light and Sound Show and
Sentosa.
- The Light and Sound Show: a form
of nighttime entertainment that is
usually presented outdoor, using
light and sound to tell a story of
S

history.
- Sentosa: a sunny island in
Singapore, a big centre of
entertainment, which offers
activities for people of different
age groups. There are Sea
Aquarium, Butterfly Park, Insect
Kingdom, Skyline Luge, Cove
Waterpark, Universal Studio, and
the famous Light and Sound Show.
Answer key:
1. T
2. F
3. T
4. T
5. F
Audio script:
Travel agent: Here we have a fourday programme for you... Mai’s
Pair
mother: Do we visit somewhere
work
natural?
Travel agent: Oh yes.
We have two days for nature: one
day at the National Park and one day
at the zoo.
T-Ss
Mai’s mother: How about Sentosa?
Travel agent: Sentosa is a ‘must’ for
families. We spend one day there.

Mai’s mother: Is it enough?
Travel agent: We start early and


return late. There we visit the Sea
Aquarium...
Mai’s mother: What is it?
Travel agent: It’s a zoo for fish.
Mai’s mother: Great.
Travel agent: In the evening we will
watch the Light and Sound Show.
And the last day is for ...
*WRITING
Task 5: Complete this paragraph
to describe the place you live.
- Teacher has students read the
guided paragraph first and decide
which information is needed for
each blank.
- Teacher allows them some time to
think about the information they
need to complete the frame.
- Teacher allows them some time to
do the task.
- Teacher goes round and check if
they are doing the job correctly and
offers help if needed.
- Teacher calls on one or two
volunteers to read aloud their
answers then calls for other

students’ comments.
- Teacher collects some writings to
correct at home.