Tiếng Anh dành cho lớp 6 – Sách giáo viên
SECTION 1: GETTING STARTED This section occupies two pages and it is designed for one 45-minute lesson in class. It begins with a conversation followed by the activities which introduces the topic of the unit; it then presents the vocabulary and the grammar items to be learned and practised through the skills and activities of the unit.
SECTION 2: A CLOSER LOOK 1 A Closer Look 1 and A Closer Look 2 are each designed to be taught in one 45-minute period. A Close Look 1 presents and practises the vocabulary and pronunciation of the unit. The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorise.
Two or three sounds, which appear frequently in the unit, are given and practised in isolation and in context. There are different exercises focusing on intensive practice of vocabulary and pronunciation. A grammar item may also be included in this section.
SECTION 3: A CLOSER LOOK 2 This sections deals with the main grammar point(s) of the unit. The new language point is presented in a short text or a talk/interview. There are clearly explicit grammar tables and exercises which are well illustrated to help students remember and use the grammar items eff ectively.
The ‘Remember’ boxes appear wherever necessary and help students to avoid common errors. A Closer Look 1 and A Closer Look 2 cover three pages; they mainly give language focus and practice of receptive skills.
SECTION 4: CULTURE & COMMUNICATION This section is designed to help students use the functional language in everyday life contexts and consolidate what they have learned in the previous sections. It also gives students opportunities to learn and apply the cultural aspects of the language learnt to their lives, and provides cultural information about Viet Nam and other countries in the world. The vocabulary is clearly presented in boxes wherever it is needed.
SECTION 5: SKILLS 1 Skills 1 and Skills 2 each covers one page and is designed to be taught in one 45-minute period. Skills 1 comprises reading (receptive skill) and speaking (productive skill). 5HDGLQJ This activity aims to develop students’ reading abilities.
The reading text is often based on the vocabulary and structures that students have previously acquired to make the activity achievable. It is always interesting and relevant to the students, and links with the topic of the unit. Important new vocabulary is introduced in the text and practised in a follow-up activity.
The reading also provides input for the speaking that follows. 6SHDNLQJ This activity aims to provide further practice which supports students in their production of speaking English freely, using the recently practised language in combination with the previously learnt one in new contexts.
SECTION 6: SKILLS 2 Skills 2 is composed of listening (receptive skill) and writing (productive skill). /LVWHQLQJ The listening activity follows the oral practice in Speaking to provide students an opportunity to listen to the language that they have practised orally and train them to listen for general and specifi c information. :ULWLQJ This section focuses on developing students’ writing skills. It normally involves one of the text types required for the Students’ skill development. There is a writing tip or a guideline which is very useful to help them to write eff ectively. The result of the writing activity must be a complete piece of writing, and ideally it is marked by the group/ class/ teacher.
SECTION 7: LOOKING BACK & PROJECT This section covers two pages and should be dealt with in one period. Looking back recycles the language from the previous sections and links with the topics. Various activities and exercises are designed to help students consolidate and apply what they have learnt in the unit.
Through the students’ performance of this section, teachers can evaluate their study results and provide further practice if necessary. The project helps students to improve their ability to work by themselves and in a team, and extend their imagination in a fi eld related to the unit subject. The teacher can use this as an extra-curricular activity (for groupwork) or as homework for students to do individually.