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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 10. Our houses in the future

Giáo án Communication

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use expressions of surprise (Wow!, Really?, That sounds amazing!) with appropriate tone.
    • Ask follow-up questions to clarify information (What will it do?, Can you explain the buttons?).
    • Respond politely to a surprising plan (Thank you. It is only a plan.).
    • Ask for repetition politely (Could you repeat the last part, please?).
    • Choose the reply that directly answers the opening line and correct the errors in their own conversations based on context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work out the purpose of each line from its context and check their own answers before the class discussion.
  • Communication and collaboration: Ss take turns in pairs to practise, change details in the model conversation, and give supportive feedback to a partner.
  • Problem-solving and creativity: Ss create a new four-turn conversation about a smart gadget for the future house and repair a misunderstanding by repeating or explaining politely.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to a model dialogue about a plant helper, express surprise, ask follow-up questions and perform a pair dialogue on the topic 'Our houses in the future'.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the target expressions with rising and falling intonation, use the vocabulary (appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter) and use the set phrases correctly in context.

3. Personal qualities

  • Diligence: Ss practise the model dialogue repeatedly and try to complete all turns of the pair work within the given time.
  • Responsibility: Ss take responsibility for their partner's understanding by repeating or explaining their lines when asked.
  • Kindness: Ss respond to their partner's ideas with polite and encouraging expressions, and do not laugh at or mock a partner's design.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 6 (Global Success), Unit 10, Communication page
  • Projector or board to show the model dialogue and key expressions
  • Printed Worksheet 1 for each pair
  • A small picture or real object of a 'smart clock' (or a drawing on the board) for the warm-up
  • Timer and feedback checklist for the pair work
  • NeoEdu lesson page with explanations, examples and interactive exercises: neoedu.vn/learn/6/english/unit-10-communication

2. Students

  • Textbook and notebook
  • Pencil and eraser
  • Pair partner (no special materials needed for the role-play)

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the Smart Gadget

a) Aims

Ss activate prior knowledge of the topic 'Our houses in the future' and recall simple surprise expressions in a fun way.

b) Content

T describes a future house gadget in a few short sentences, for example: 'This clock can remind me about lessons. It uses wireless technology.' Ss react with a surprised expression and guess the gadget. Ss then recall the expressions they already know (for example: Wow!, Really?, That sounds amazing!). Key vocabulary used: appliance (thiết bị gia dụng), wireless (không dây), smart TV (ti vi thông minh).

c) Expected outcomes

Ss name the gadget (smart clock) and list at least three surprise expressions on the board, for example: Wow!, Really?, That sounds amazing!

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to my clues and react when you are surprised. What is it?' T shows the picture or drawing of a smart clock after the guessing.

    Students

    Ss listen carefully to the clues and get ready to guess.

  2. Teacher

    Step 2: Task performance

    T gives 2–3 clues and asks: 'What do you say when you hear this?' T gives the chance for Ss to answer in a whole-class or group setting.

    Students

    Ss guess the gadget and react with expressions such as 'Wow! Is that a smart clock?' or 'Really?'.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to share the surprise expressions they used. T writes them on the board.

    Students

    Ss report their expressions. Expected answers: 'Wow!', 'Really?', 'That sounds amazing!', 'Is that your new smart clock?'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the expressions and says: 'These are useful ways to show surprise. Today we will learn how to continue a conversation after we show surprise.'

    Students

    Ss copy the key expressions into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Noticing How Surprise Works in a Conversation

a) Aims

Ss identify the opening line, the follow-up question and the reply in the model dialogue, and understand how each line serves a purpose.

b) Content

T presents the model dialogue (An and Mai) on the board and reads it aloud with the correct intonation. T asks Ss to read silently and find: (1) the line that expresses surprise; (2) the line that asks for information; (3) the line that gives the answer; (4) the line that reacts to the answer.
Model dialogue:
An: Here is my design for a plant helper.
Mai: Wow! It looks interesting. What will it do?
An: It will tell us when the soil is dry.
Mai: That sounds useful. Can you explain the buttons?
T also introduces the vocabulary: solar energy (năng lượng mặt trời), appliance (thiết bị gia dụng). T checks pronunciation of 'Wow!' and 'That sounds useful'.

c) Expected outcomes

Ss complete a quick table on the board or in their notebooks:

  • Surprise expression: Wow! It looks interesting. (Mai)
  • Follow-up question for information: What will it do? (Mai)
  • Answer: It will tell us when the soil is dry. (An)
  • Reaction and request for more information: That sounds useful. Can you explain the buttons? (Mai)
    Key idea: a surprise line is usually followed by a question or a reaction, and the reply answers the question directly.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the dialogue silently. Find the line that shows surprise, the question that asks for information and the answer.'

    Students

    Ss read the dialogue silently and underline the key lines.

  2. Teacher

    Step 2: Task performance

    T walks around and checks the underlined lines. T asks: 'Which word shows surprise?' T guides Ss who are stuck with prompts such as 'Does Mai ask a question here?'

    Students

    Ss work individually and then compare with a partner. Expected answers: 'Wow!' shows surprise; 'What will it do?' asks for information; 'It will tell us when the soil is dry.' is the answer.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to report their findings and asks the class: 'Do you agree?'

    Students

    Ss report the findings. Expected answer: 'Mai shows surprise with Wow!, then asks What will it do? to get information. Then she reacts with That sounds useful and asks Can you explain the buttons?'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure of the exchange and reminds Ss: 'Use the expressions to show interest, then ask questions to learn more. Do not translate word by word from Vietnamese; check the whole context.'

    Students

    Ss write the four-line structure in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Responding Politely to a Surprising Plan

a) Aims

Ss respond politely to a surprising plan, distinguish a curious question from mockery, and avoid treating a prediction as a fact that has already happened.

b) Content

T shows the model line: 'Wow! That sounds amazing!' and the reply 'Thank you. It is only a plan.' T explains that the plan is not yet real. T asks Ss questions to check understanding:

  • Is the plant helper a real machine now? (No, it is only a plan.)
  • Is Mai laughing at An's design? (No, she is curious and interested.)
    T also introduces the expressions Really? and Can you explain...? and models intonation: rising for real questions, friendly tone for admiration. T notes: a curious question is polite, but a sarcastic tone turns it into mockery.

c) Expected outcomes

Ss can state the following ideas in their notebooks:

  • Reply to a plan: 'Thank you. It is only a plan.' (The plan is not yet a real product.)
  • Curiosity versus mockery: a curious question has a friendly, interested tone (e.g., 'Really? How does it work?'); mockery has a sarcastic tone and is not polite.
  • Ss can use 'Wow!', 'Really?' and 'That sounds amazing!' to show surprise politely.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the reply Thank you. It is only a plan. Why does An say this? What does it mean?'

    Students

    Ss read the line and think about the meaning in pairs.

  2. Teacher

    Step 2: Task performance

    T asks: 'Is the plant helper real now? Can we see it?' T asks Ss to say a polite question for a friend's future plan, for example: 'Really? How does it work?'

    Students

    Ss answer the questions in pairs. Expected answers: 'No, it is only a plan.' / 'Really? How does it work?'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to say their polite questions aloud and asks the class to judge the tone (polite or rude).

    Students

    Ss say the lines aloud and the class gives feedback. Expected answers: 'Really? How does it work?' is polite; 'Wow, that is stupid' is rude.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'Surprise and questions should be polite and curious. Remember that a plan is not a fact.'

    Students

    Ss write the key idea and one example in their notebooks.

Activity 3: Practice · 10 minutes

Choosing the Right Reply

a) Aims

Ss choose the correct reply, match each line with its communicative purpose and put a conversation in a logical order.

b) Content

Ss complete Worksheet 1 individually, then check in pairs. The worksheet includes exercises 1 to 5 from the textbook. Ss must explain their choices by referring to the context.
Worksheet 1 is used in this activity.

c) Expected outcomes

Answer key:

  1. A. Wow! Is that your new smart clock? (This line correctly expresses surprise.)
  2. A. Yes! It can remind me about lessons. (This reply answers the question directly.)
  3. Wow! Is that your new smart clock? – Expressing surprise
    Yes! It can remind me about lessons. – Responding to that specific opening
    Could you repeat the last part, please? – Asking for repetition
  4. An: Here is my design for a plant helper. / Mai: Wow! It looks interesting. What will it do? / An: It will tell us when the soil is dry. / Mai: That sounds useful. Can you explain the buttons?
  5. A. Wow! What can it do? (This line expresses surprise and asks for information.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read each item carefully. Explain your choice by pointing to the key word in the context.'

    Students

    Ss read the worksheet and ask questions if they do not understand any words.

  2. Teacher

    Step 2: Task performance

    T monitors and gives hints when needed, for example: 'Which reply answers the question?' Ss check their answers with a partner.

    Students

    Ss complete the exercises individually and then compare their answers with a partner. Expected answers match the answer key.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers to items 1–5 and asks the class to agree or disagree with reasons.

    Students

    Ss give answers and reasons. Expected reason example: 'Option B does not answer the question about the clock.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and reminds Ss: 'A good reply answers the question directly. Do not use a closing phrase instead of a missing answer.'

    Students

    Ss correct their worksheets and note any mistakes.

Activity 4: Application · 15 minutes

Creating and Repairing a Conversation About a Future House

a) Aims

Ss create a new four-turn conversation about a future house gadget, perform it with a partner, and repair a misunderstanding politely.

b) Content

Pair work in three steps:
(a) Ss write a new four-turn conversation for the situation: 'Express surprise when a friend shows you a new smart clock.' Ss change at least one name or detail (for example, a solar energy lamp or a smart TV).
(b) Ss perform the conversation with a partner. Ss also create a surprising future design and use at least four turns. If the partner does not understand, Ss ask: 'Could you say the last part again, please?' and repeat or explain politely.
(c) Ss give feedback to their partner using a checklist: purpose of expression, reply, pronunciation and politeness.
T says: 'Speaking is assessed by the teacher; do not grade automatically.'

c) Expected outcomes

Sample conversation (Ss change details):
An: Here is my design for a plant helper.
Mai: Wow! It looks interesting. What will it do?
An: It will tell us when the soil is dry.
Mai: That sounds useful. Can you explain the buttons?
Sample repair exchange:
A: Could you say the last part again, please?
B: Of course. Yes! It can remind me about lessons.
A: Thank you. I understand now.
Scoring guide for teacher (2 points for each task): changing information correctly (1 point), keeping the structure polite and correct (1 point); purpose completed (0.75); reply matches the turn (0.5); pronunciation understandable (0.5); politeness (0.25); clear repetition or explanation (1 point); supportive attitude and meaningful sentence (1 point).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write a new four-turn conversation about a smart gadget. Change at least one name or detail. Then perform it with your partner. Use Could you say the last part again, please? when you do not understand.'

    Students

    Ss read the task and plan their conversations on paper.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, helps with vocabulary (appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter) and checks pronunciation.

    Students

    Ss write and practise their conversations. Partners perform and give feedback, for example: 'Your question is clear. Good job!'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to perform in front of the class and asks the class to listen for the expressions of surprise and the repair line.

    Students

    Pairs perform their dialogues. Expected performances include lines such as 'Wow! Is that a smart TV?' and 'Really? Can it help with housework?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good performances, corrects common errors and summarises the key expressions: Wow!, Really?, That sounds amazing!, Could you repeat the last part, please?

    Students

    Ss listen, note the corrections and revise their own conversations.

Worksheets

Worksheet 1

Exercises 1–5. Circle or write the correct answer and explain your choice.

  1. Express surprise when a friend shows you a new smart clock.
    • A. Wow! Is that your new smart clock?
    • B. How often do you use a clock?
    • C. Where did you leave your old clock?
  2. Choose the reply that directly answers: 'Wow! Is that your new smart clock?'
    • A. Yes! It can remind me about lessons.
    • B. Usually before dinner.
    • C. On my desk yesterday.
  3. Match each line to its communicative purpose.
    • Wow! Is that your new smart clock.
    • Yes! It can remind me about lessons.
    • Could you repeat the last part, please?
      Purposes: Expressing surprise / Responding to that specific opening / Asking for repetition
  4. Put this conversation in a coherent order.
    • Mai: That sounds useful. Can you explain the buttons?
    • An: It will tell us when the soil is dry.
    • An: Here is my design for a plant helper.
    • Mai: Wow! It looks interesting. What will it do?
  5. Which follow-up asks for information after expressing surprise?
    • A. Wow! What can it do?
    • B. Wow! That looks amazing!
    • C. That sounds wonderful!

Homework

  • Write a new four-turn conversation (in your notebook) about a different future house gadget, for example a solar energy lamp, a wireless dishwasher or a helicopter for housework. Use at least three expressions of surprise from the lesson (Wow!, Really?, That sounds amazing!) and one line asking for repetition or explanation.
  • Practise the conversation aloud with a family member or a friend. Pay attention to intonation: use a friendly, rising tone for questions and a warm tone for expressions of surprise.
  • Revisit the NeoEdu lesson page neoedu.vn/learn/6/english/unit-10-communication to review the examples and complete the interactive exercises before the next lesson.

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