Tiếng AnhLớp 6Unit 3. My friends

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Ask and answer questions about a friend's appearance with 'What does … look like?' and about personality with 'What is … like?'.
- Give a respectful description of appearance and support a personality comment with one action as evidence.
- Use 8 new words: curly, straight, confident, careful, kind, hard-working, creative, shy.
- Explain why a reply fits a communicative purpose, and repeat or rephrase information when needed.

2. Competences

a) General competences

Self-control and independent learning: Ss choose suitable questions and replies on their own, check their choices against the context, and correct their own mistakes.
Communication and collaboration: Ss work in pairs and groups to take turns as speaker and listener, ask for repetition politely, and share their answers with the class.
Problem-solving and creativity: Ss adapt the model dialogue to a new friend, place or detail, and explain their choices in new situations.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss use the language of 'My friends' to ask about and describe a friend's appearance and personality, and they complete a short written description.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the 8 new words correctly, use the structures 'What does … look like?' and 'What is … like?', and use 'She is / has' correctly in answers.

3. Personal qualities

Kindness: Ss describe a friend's appearance with respect and never make fun of a person's body.
Honesty: Ss give true personality comments and support them with a real action of the friend.
Responsibility: Ss check their partner's understanding, repeat key information when needed, and finish their pair tasks on time.

II. Teaching aids and materials

1. Teacher

Lesson slides with the dialogue, the target structures and the 8 new words with pictures
Flashcards or pictures showing curly hair, straight hair and the personalities (confident, careful, kind, hard-working, creative, shy)
Projector or interactive board
Worksheet No. 1 (printed for each pair)
NeoEdu online lesson: neoedu.vn/learn/6/english/unit-3-communication (presentation, examples and interactive exercises)

2. Students

Student's book (Unit 3: My friends, Communication)
Notebook, pencil, eraser
Pen or pencil for worksheets

III. Procedures

Activity 1: Warm-up · 5 minutes

Describe a Friend

a) Aims

Ss recall vocabulary about hair and personality and get ready to talk about a friend in a respectful way.

b) Content

Ss look at a picture of four classmates (drawn or photos without names) and say one word about each. T asks: 'What does she look like?' and 'What is he like?' Ss suggest words from the lesson (curly, straight, kind, shy...). Ss must describe the hair or personality only, not the body or weight.

c) Expected outcomes

A list of 4–6 words on the board, such as curly, straight, kind, shy, creative, hard-working, and a class agreement: 'We describe with respect, we do not laugh at someone's body.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture of four classmates and asks: 'Look at this girl. What does she look like?' T models one respectful answer: 'She has long curly hair.' T says: 'Today we describe people with respect.'
Students
Ss look at the picture and listen to the model answer.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and describe one picture using 'She/He has …' or 'She/He is …'. T walks around and helps with vocabulary.
Students
Ss talk in pairs. Possible answers: 'He has short straight hair.' / 'She is creative.' / 'She is shy.'
Teacher
Step 3: Report and discussion
T invites 3–4 pairs to share and writes the words on the board.
Students
Ss report their answers. Possible answers: 'The boy has curly hair.' / 'The girl is confident.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and states the lesson aim: 'Today we ask about appearance and personality, and we always show respect.' T writes the title 'My friends – Communication' on the board.
Students
Ss copy the title and the aim into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Asking About Appearance and Personality

a) Aims

Ss understand the difference between 'What does … look like?' (appearance) and 'What is … like?' (personality), and learn the 8 new words.

b) Content

T presents the two questions and the new words. Ss listen and repeat the words, then match each question to its purpose. Ss look at the model answer: 'She is kind and careful. She checks our group's work before we hand it in.' and find the action that supports the personality comment. T guides Ss to see that the answer to 'What is she like?' is about personality, not hair.

c) Expected outcomes

Ss can complete these notes in their notebooks:

What does … look like? → asks about appearance (hair, height, clothes).
What is … like? → asks about personality (kind, careful, shy...).
Evidence for the personality: 'She checks our group's work before we hand it in' supports 'careful'.
New words: curly (xoăn), straight (thẳng), confident (tự tin), careful (cẩn thận), kind (tốt bụng), hard-working (chăm chỉ), creative (sáng tạo), shy (nhút nhát).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the two questions and asks: 'Which question asks about hair? Which question asks about personality?' T says: 'Look at the example. Find the evidence for the word careful.'
Students
Ss read the questions and the model dialogue on the slide.
Teacher
Step 2: Task performance
T uses flashcards to present the 8 new words. T models pronunciation, Ss repeat chorally and individually. T asks Ss to work in pairs (think–pair–share) to match each word with a picture and to find the evidence in the model answer.
Students
Ss repeat the words, match them to pictures, and discuss in pairs. Possible answers: 'It is about personality, because she is careful.' / 'The evidence is: she checks our group's work.'
Teacher
Step 3: Report and discussion
T calls on several pairs to present their matching and their evidence. T asks: 'Is the question about hair or about personality?'
Students
Ss answer. Possible answers: 'What does she look like? – It is about hair.' / 'What is she like? – It is about personality.'
Teacher
Step 4: Conclusion and assessment
T writes the two structures on the board: 'What does … look like?' and 'What is … like?' T checks the notes and corrects any mistakes. T reminds Ss: 'Give one action as evidence, and be respectful.'
Students
Ss copy the structures and the notes into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Practising Purposefully with the Dialogue

a) Aims

Ss read and listen to the dialogue, identify what information the listener is missing before speaking, and recall key information after listening.

b) Content

Ss read the dialogue between Lan and Son about Nga. Before reading, Ss ask themselves: 'What information does Lan still need?' After reading, Ss swap roles: one S is the speaker and the other is the listener. The listener repeats the important information to check understanding. Key questions: 'Who is that girl?' 'What is she like?' 'What is she doing now?'

c) Expected outcomes

Ss can give this summary in their own words:

Lan is asking about Nga, a friend of Son.
Nga has short straight hair. (appearance)
Nga is kind and careful. She checks the group's work before they hand it in. (personality with evidence)
Nga is helping a new student find the art room. (action now, present continuous)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks: 'Before you read, what does Lan need to know about Nga?' T gives the instruction: 'Read the dialogue in pairs, then tell your partner the key information in your own words.'
Students
Ss predict in pairs. Possible answer: 'Lan needs to know what Nga is like and what she is doing.'
Teacher
Step 2: Task performance
T asks Ss to read the dialogue twice, once as Lan and once as Son. T models a role swap and asks one S to repeat the key information: 'So, Nga is kind and careful, right?'
Students
Ss read the dialogue and swap roles. The listener repeats the key information, for example: 'Nga has short straight hair and she is kind and careful.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to present the summary. T asks: 'Which sentence gives the evidence for careful?'
Students
Ss present. Possible answers: 'She checks our group's work before we hand it in.' / 'She is helping a new student find the art room.'
Teacher
Step 4: Conclusion and assessment
T confirms that a good speaker first thinks about what the listener does not know, and a good listener repeats the important information to check. T explains the present continuous in 'What is she doing now?' is used for an action happening now.
Students
Ss note the two strategies in their notebooks: 'Think about the listener's missing information' and 'Repeat key information to check.'

Activity 3: Practice · 12 minutes

Choosing the Right Words and Replies

a) Aims

Ss choose suitable openings and replies, match communicative purposes, and order an exchange naturally.

b) Content

Ss complete Worksheet No. 1 in pairs (Exercises 1–5). Ss explain why each choice fits the context, and check their answers with a partner before T gives the answer key.

c) Expected outcomes

Answers to Worksheet No. 1:

Exercise 1: A. What is she like? (Be like asks about personality in this situation, not about hair.)
Exercise 2: C. She is kind and careful.
Exercise 3: 'What is she like?' – asking about appearance and personality; 'She is kind and careful.' – a suitable response; 'Could you say that again, please?' – asking for repetition.
Exercise 4: What is she like? → She is kind and careful. → Thank you for talking with me.
Exercise 5: B. She has short hair. (It does not answer the purpose of the question about personality.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and says: 'Work in pairs. Choose the answer and explain why, not just the key words.'
Students
Ss read the instructions and the exercises in Worksheet No. 1.
Teacher
Step 2: Task performance
T walks around, listens to pairs and helps with difficult questions. T asks: 'Why is B not correct in Exercise 5?'
Students
Ss discuss and fill in the worksheet. Possible explanation: 'She has short hair is about appearance, but the question asks about personality.'
Teacher
Step 3: Report and discussion
T asks several pairs to give their answers and reasons. T gives the answer key on the screen and invites Ss to check their work.
Students
Ss report their answers and compare them with the key. They correct their own mistakes in a different colour pen.
Teacher
Step 4: Conclusion and assessment
T summarises: 'Read the whole context and the purpose before you choose. Do not translate word by word from Vietnamese.' T reminds Ss of the reminder: 'What does … look like?' and 'What is … like?'
Students
Ss write the corrected answers and the reminder in their notebooks.

Activity 4: Application · 10 minutes

Talking About a Friend

a) Aims

Ss adapt the model exchange to a real friend or a new situation, and practise the communication with a partner.

b) Content

Ss work in pairs (Exercise 7 of the book). Ss ask about a friend's personality with at least four turns, using 'What is … like?' and an answer with one personality word and one action as evidence. If the partner does not understand, Ss say 'Could you say that again, please?' or 'Let me say that again' and repeat or simplify the key information (Exercise 8). Ss may change the name or place to match their own friend.

c) Expected outcomes

Ss can complete a pair conversation of at least four turns, for example:

A: What is she like?
B: She is kind and careful. She helps us after class.
A: Could you say that again, please?
B: She is kind and careful. She helps us after class.
A: Thank you for talking with me.
Rubric for T: complete purpose (0.75); correct turns (0.5); understandable pronunciation (0.5); politeness (0.25).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Now you talk about a friend. Ask about personality, answer with evidence, and ask for repetition if your partner does not understand.' T models the dialogue with a student.
Students
Ss listen to the model and note the useful phrases on the board.
Teacher
Step 2: Task performance
T asks Ss to practise in pairs, then swap roles. T monitors and notes errors in pronunciation and structure, but does not interrupt.
Students
Ss practise the conversation. Possible sentences: 'She is confident and creative.' / 'Let me say that again: he is hard-working.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to perform in front of the class. T praises the respectful descriptions and gives feedback on one or two errors.
Students
Ss perform. The class listens and gives one comment about a good phrase.
Teacher
Step 4: Conclusion and assessment
T sums up the lesson: 'We ask about appearance with What does … look like? and about personality with What is … like? We give evidence and we always show respect.' T sets the homework.
Students
Ss write the key structures and the homework in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet No. 1 – Communication (Unit 3: My friends)
Work in pairs. Choose the best answer and explain why.

Exercise 1: You ask about a friend's personality. Choose a suitable opening.
- A. What is she like?
- B. She has short hair.
- C. Goodbye. I have no question.
Exercise 2: Choose a suitable reply to: 'What is she like?'
- A. She has short hair.
- B. Yes, I do.
- C. She is kind and careful.
Exercise 3: Match each sentence with its communicative purpose.
- 'What is she like?' → ___
- 'She is kind and careful.' → ___
- 'Could you say that again, please?' → ___
- Purposes: (a) asking for repetition; (b) a suitable response; (c) asking about appearance and personality.
Exercise 4: Put the exchange in a natural order.
- (a) Thank you for talking with me.
- (b) What is she like?
- (c) She is kind and careful.
Exercise 5: Which response is NOT appropriate in this situation?
- A. Could you say that again, please?
- B. She has short hair.
- C. She is kind and careful.
  Answer key (for T): 1–A; 2–C; 3–'What is she like?' (c), 'She is kind and careful.' (b), 'Could you say that again, please?' (a); 4–(b), (c), (a); 5–B.

Homework

Write a short paragraph (4–5 sentences) about a friend. Use 'What does … look like?' or 'What is … like?' in your notes, describe the hair or personality with respect, and give one action as evidence. Example: 'My friend Nga has short straight hair. She is kind and careful. She checks our group's work before we hand it in.'
Practise the conversation about a friend with a family member. Ask at least four questions and use 'Could you say that again, please?' if they do not understand.
Go to neoedu.vn/learn/6/english/unit-3-communication and do the interactive exercises on asking about appearance and personality. Write down three sentences you find difficult to remember.

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