NeoEdu
Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 11. Our greener world

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:
    • give a warning about a danger using Be careful!, and suggest a safe next step using Don't … and If you …, you will …
    • respond politely to a warning and say what they will do (Thanks. I'll ask an adult for help.)
    • ask for repetition politely (Could you say the last part again, please?)
    • identify the question-answer pairs in a model conversation and explain the communicative purpose of each turn

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model conversation alone first, then check their answers and correct their own mistakes by using the context.
  • Communication and collaboration: Ss work in pairs to practise, change details and role-play warning and responding dialogues politely.
  • Problem-solving and creativity: Ss choose the correct response from context, change a detail in the model dialogue and create a new four-turn conversation about a different sharp object.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use the language of the unit 'Our greener world' to give a warning, respond to it, ask for repetition and write a four-turn conversation.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the structures Be careful!, Don't …, If you …, you will … and the vocabulary edge, sharp, container, cut, hurt, adult, correctly in context.

3. Personal qualities

  • Responsibility: Ss suggest safe actions, such as asking an adult for help with sharp objects, and do not touch dangerous items by themselves.
  • Kindness: Ss speak politely and supportively when they warn or help a partner and when they ask a partner to repeat.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and slides with the model conversation, the three sentence patterns and the warning pictures
  • Picture of a used container with a sharp broken edge
  • NeoEdu lesson page for the Communication part: neoedu.vn/learn/6/english/unit-11-communication (interactive exercises)
  • Worksheet 1 (printed copies for each pair)
  • Textbook Tiếng Anh 6 (Global Success), Unit 11

2. Students

  • Textbook Tiếng Anh 6 (Global Success), Unit 11
  • Notebook, pen and pencil
  • Worksheet 1 (one copy per pair)
  • Mobile device or computer if used for the NeoEdu interactive exercises

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Spotting the Danger

a) Aims

  • Activate Ss' prior knowledge about dangerous objects at home and introduce the topic of warnings.

b) Content

  • T shows a picture of a used container with a sharp broken edge.
  • T asks: 'What do you see?', 'Is it safe to touch it? Why not?', 'What should we say to a friend who is near it?'
  • Ss answer orally and T writes key words on the board: sharp, edge, cut, hurt, careful.

c) Expected outcomes

  • Ss' answers: 'It is a container.' / 'The edge is sharp.' / 'It is not safe. You may cut your hand.' / 'We should say: Be careful!'
  • Key words on the board: sharp, edge, cut, hurt, careful, adult.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks the three questions.

    Students

    Ss look at the picture and listen to the questions.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think and encourages them to answer with short phrases.

    Students

    Ss think quietly and raise hands to answer, for example: 'The edge is sharp.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to share answers and writes the key words on the board.

    Students

    Ss share their ideas. Expected answer: 'We should say: Be careful!'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: 'Today we will learn how to give warnings and respond to them.' T opens the lesson title.

    Students

    Ss listen and note the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Giving Warnings and Responding

a) Aims

  • Help Ss recognise and use the structures for giving a warning, giving a safe next step and responding politely.

b) Content

  • T writes three patterns on the board: Be careful!; Don't …; If you …, you will …
  • T presents the short model: 'Be careful! The edge is sharp.' and the response: 'Thanks. I'll ask an adult for help.'
  • T asks: 'What is the danger?', 'What is the safe next step?', 'Who should help with sharp objects?'
  • Ss repeat the sentences chorally and individually with a calm, clear voice.

c) Expected outcomes

  • Ss identify: Warning = 'Be careful! The edge is sharp.'; Safe step = 'Don't touch it.' / 'Ask an adult for help.'; Response = 'Thanks. I'll ask an adult for help.'
  • Ss' rule: We use Be careful! to warn, Don't … and If you …, you will … to explain the danger and the safe action, and Thanks. I'll ask an adult for help. to respond.
  • For sharp objects, electricity and chemicals, Ss say they need an adult's help.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three patterns on the board and asks Ss to read them silently. T asks: 'What do these sentences do: warn, respond or ask?'

    Students

    Ss read the patterns silently and think about their functions.

  2. Teacher

    Step 2: Task performance

    T models the sentences, Ss repeat chorally and then individually. T asks in pairs: 'What is the danger? What should you do?'

    Students

    Ss repeat and answer in pairs. Expected answer: 'The danger is that the edge is sharp. We should not touch it and should ask an adult.'

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs to say their answers and corrects pronunciation and word order gently.

    Students

    Representative pairs say: 'Be careful! The edge is sharp.' and 'Thanks. I'll ask an adult for help.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the three structures on the board and emphasises: 'With sharp objects, electric items and chemicals, always ask an adult for help.' T writes the summary in bold on the board.

    Students

    Ss copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Practising Purposefully with the Model Dialogue

a) Aims

  • Help Ss understand the question-answer structure of a conversation and practise changing details to create new turns.

b) Content

  • Ss read the model dialogue in the textbook:
    Nam: Be careful! The edge of that container is sharp.
    Mai: What should I do?
    Nam: Don't touch it. If you cut it yourself, you may hurt your hand.
    Mai: I see. I'll ask an adult for help.
  • Ss, in pairs, match each question with its answer, then change one detail (for example: 'jar' instead of 'container', or 'finger' instead of 'hand') and practise role-swapping.
  • If a partner does not understand, Ss ask: 'Could you say the last part again, please?'

c) Expected outcomes

  • Question-answer pairs: 'What should I do?' → 'Don't touch it. If you cut it yourself, you may hurt your hand.'; 'Be careful! ...' → 'What should I do?'; 'I see. I'll ask an adult for help.' is the final reply.
  • Ss' changed dialogue example: 'Be careful! The edge of that jar is sharp.' / 'What should I do?' / 'Don't touch it. If you cut it yourself, you may hurt your finger.' / 'I see. I'll ask an adult for help.'
  • Ss do not finish a conversation with a closing greeting instead of the missing answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the model dialogue and asks Ss to read it in pairs. T asks: 'Which line is a question? Which line is the answer?'

    Students

    Ss read the dialogue in pairs and label each question and answer.

  2. Teacher

    Step 2: Task performance

    T asks Ss to change one detail and practise role-swapping. T walks around and supports weaker pairs.

    Students

    Pairs change one detail (e.g., 'jar', 'finger') and swap roles. Ss use: 'Could you say the last part again, please?' if needed.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to perform their changed dialogue in front of the class. T asks the class: 'Is the answer complete?'

    Students

    Two pairs perform. Class answers: 'Yes, the answer is complete.' / 'No, the answer is missing a safe step.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that each turn must answer or respond to the previous turn and that a conversation should not end with a greeting instead of the missing answer.

    Students

    Ss note the rule in their notebooks.

Activity 3: Practice · 12 minutes

Warnings and Responses Exercises

a) Aims

  • Help Ss practise choosing the correct warning, response and sentence order, and check their understanding of the communicative purpose of each line.

b) Content

  • Ss do Exercises 1–5 in Worksheet 1 individually, then compare answers with a partner.
  • T guides Ss to check the answers using context, and Ss correct their own mistakes.
  • Ss may check their answers on the NeoEdu interactive exercises: neoedu.vn/learn/6/english/unit-11-communication

c) Expected outcomes

  • Exercise 1: A. Be careful! That broken edge is sharp.
  • Exercise 2: A. Thanks. I'll ask an adult to make it safe.
  • Exercise 3: 'Be careful! That broken edge is sharp.' – Giving warnings; 'Thanks. I'll ask an adult to make it safe.' – Responding to that specific opening; 'Could you repeat the last part, please?' – Asking for repetition.
  • Exercise 4 (correct order): Nam: Be careful! The edge of that container is sharp. / Mai: What should I do? / Nam: Don't touch it. If you cut it yourself, you may hurt your hand. / Mai: I see. I'll ask an adult for help.
  • Exercise 5: A. The edge is sharp. Leave it and ask an adult for help.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows Exercises 1–5 on the projector and reads the instructions. T says: 'You have 5 minutes to work alone.'

    Students

    Ss read the exercises and choose or write their answers individually.

  2. Teacher

    Step 2: Task performance

    T monitors and reminds Ss to look at the context. T asks Ss to compare answers with a partner.

    Students

    Ss compare answers in pairs and discuss if they differ. Expected reasoning: 'The reply must answer the warning, so A is correct.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers to each exercise and asks the class whether they agree.

    Students

    Ss report: 'Exercise 1 is A because it is a warning with the word Be careful!' and 'Exercise 4: Mai's question comes before Nam's answer.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, explains any mistakes using the context and reminds Ss of the common mistake: do not translate word by word from Vietnamese; read the whole context before choosing a structure.

    Students

    Ss correct their own answers and write the correct ones in their notebooks.

Activity 4: Application · 10 minutes

Warning a Friend in Real Life

a) Aims

  • Help Ss create and perform a new four-turn conversation to warn a partner about a real danger and respond politely, with safe actions.

b) Content

  • Ss work in pairs. Situation: A friend is near a used container with a sharp edge. Ss write a four-turn conversation, change at least one name or detail, and use at least one response with 'I'll ask an adult for help.'
  • Ss perform the conversation in front of the class and ask for repetition if necessary.
  • Ss keep the conversation short, polite and safe.

c) Expected outcomes

  • Example conversation: Lan: Be careful! The lid of that tin is sharp. / Hoa: What should I do? / Lan: Don't touch it. If you cut it yourself, you may hurt your hand. / Hoa: Thanks. I'll ask an adult for help.
  • Ss' performance is assessed on purpose (0,75), correct response (0,5), understandable pronunciation (0,5) and politeness (0,25).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the situation and shows the assessment criteria on the board: purpose, correct response, understandable pronunciation, politeness.

    Students

    Ss listen to the situation and the criteria.

  2. Teacher

    Step 2: Task performance

    T gives 4 minutes for pairs to write the conversation. T monitors and helps with word choice (sharp, edge, cut, adult).

    Students

    Pairs write a four-turn conversation and practise it aloud two or three times. Ss may ask: 'Could you say that again, please?'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform. The class listens and gives feedback using the criteria.

    Students

    Pairs perform. Class gives feedback: 'Your warning is clear.' / 'Your response is polite.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good performances, notes common errors and reminds Ss that with sharp objects, electricity or chemicals, they should always ask an adult for help.

    Students

    Ss note the corrections and the key structures: Be careful!, Don't …, If you …, you will …

Worksheets

Worksheet 1: Giving Warnings

Exercise 1. Choose the warning that is correct for a used container with a broken edge.

  • A. Be careful! That broken edge is sharp.
  • B. Where did you find that container?
  • C. Can we decorate the container blue?

Exercise 2. Choose the reply that responds to: 'Be careful! That broken edge is sharp.'

  • A. Thanks. I'll ask an adult to make it safe.
  • B. It was beside the cupboard.
  • C. Blue will look nice.

Exercise 3. Match each line to its communicative purpose.

  • 'Be careful! That broken edge is sharp.' → ___
  • 'Thanks. I'll ask an adult to make it safe.' → ___
  • 'Could you repeat the last part, please?' → ___
    Purposes: Giving warnings / Responding to that specific opening / Asking for repetition

Exercise 4. Put these lines in a logical order (1–4).

  • Mai: I see. I'll ask an adult for help.
  • Nam: Be careful! The edge of that container is sharp.
  • Nam: Don't touch it. If you cut it yourself, you may hurt your hand.
  • Mai: What should I do?

Exercise 5. Which warning gives both a danger and a safe next step?

  • A. The edge is sharp. Leave it and ask an adult for help.
  • B. This is an old container. Paint it blue.
  • C. The container is small. Put pencils inside.

Exercise 6 (pair work). Write a new four-turn conversation to warn your partner about a sharp edge on a used container. Change at least one name or detail.

Exercise 7 (pair work). A friend is near a sharp container. Use at least four turns and ask for repetition if necessary.

Exercise 8. Your partner does not understand your first sentence. Write how to repeat or explain it politely.

  • A: ___
  • B: ___
  • A: ___

Homework

  • Write a short four-turn warning conversation about a sharp or breakable object at home. Use Be careful!, Don't …, If you …, you will … and a response such as Thanks. I'll ask an adult for help.
  • Practise the model dialogue at home with a family member. Change one detail and ask 'Could you say the last part again, please?' if needed.
  • Review the vocabulary of the lesson (edge, sharp, container, cut, hurt, adult, careful) and use each word in one sentence.
  • Revisit the NeoEdu interactive exercises for the Communication part: neoedu.vn/learn/6/english/unit-11-communication

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