Tiếng AnhLớp 6Unit 3. My friends

Giáo án Getting Started

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: identify the speakers, setting and purpose of the Getting Started dialogue about a friend.
By the end of the lesson, Ss will be able to: use the vocabulary of My friends (curly, straight, confident, careful, kind, hard-working, creative, shy) to describe appearance and personality.
By the end of the lesson, Ss will be able to: use the present continuous (I am / He, She is / We, They are + V-ing) to talk about actions happening now, including negative and question forms.
By the end of the lesson, Ss will be able to: use has + body part to describe appearance and is + adjective to describe personality.

2. Competences

a) General competences

Self-control and independent learning: Ss guess the meaning of new words from context before checking the vocabulary list, and correct their own mistakes after comparing answers with the key.
Communication and collaboration: Ss work in pairs to ask and answer about a friend, change one piece of information in the dialogue and respond politely.
Problem-solving and creativity: Ss choose the correct structure based on context and create new lines for the dialogue with a new detail about My friends.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the dialogue, ask and answer about their friends, and write two suitable lines to continue the conversation.
Language knowledge (pronunciation, vocabulary, grammar): Ss learn eight adjectives for appearance and personality and the present continuous with spelling changes (write→writing, run→running, play→playing).

3. Personal qualities

Diligence: Ss complete all matching and grammar tasks on time and check their answers carefully.
Responsibility: Ss take turns in pairs and complete their part of the group task.
Kindness: Ss use polite language and respond positively when their partner shares information about a friend.

II. Teaching aids and materials

1. Teacher

Laptop, projector and slides with the Getting Started dialogue and the vocabulary list
Picture of a group of friends (shown on the slide)
Worksheets 1 and 2
NeoEdu lesson page: neoedu.vn/learn/6/english/unit-3-getting-started (interactive exercises, used in the Practice activity)

2. Students

English 6 textbook (Unit 3: My friends)
Notebook, pencil, eraser
Worksheets 1 and 2 (printed or on paper)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Talking about my best friend

a) Aims

Ss recall what they know about friends and activate basic words for describing people.

b) Content

T shows a picture of a group of friends on the slide and asks: 'Who is your best friend?' and 'What does your best friend look like?' Ss talk in pairs for 2 minutes, using the words they already know (long, short, black hair, tall, friendly...).

c) Expected outcomes

Ss' sample answers:

'My best friend is Hoa. She has long black hair.'
'My best friend is Minh. He is funny and friendly.'
Ss are ready to read the new dialogue about a friend.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture and asks: 'Who is your best friend? What does he or she look like?' T models with a sentence about a real friend.
Students
Ss listen to the question and think about their best friend.
Teacher
Step 2: Task performance
T asks Ss to talk in pairs for 2 minutes and walks around to help with vocabulary.
Students
Ss take turns describing their best friend. Example answer: 'My best friend is Hoa. She has long black hair.'
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to share their answers with the class and writes useful words on the board.
Students
Some Ss report: 'My friend is Minh. He is funny and friendly.' Others listen and add ideas.
Teacher
Step 4: Conclusion and assessment
T praises the good answers and introduces the topic of the lesson: 'Today we will talk about our friends, and how to describe their looks and personality.'
Students
Ss listen and write the title 'Unit 3: My friends – Getting Started' in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Exploring the dialogue

a) Aims

Ss identify the speakers, the setting, the purpose of the conversation and the words related to My friends by reading and using context clues.

b) Content

Ss read the dialogue in pairs:
Lan: Who is that girl by the door?
Son: That is my friend Nga. She has short straight hair.
Lan: What is she like?
Son: She is kind and careful. She checks our group's work before we hand it in.
Lan: What is she doing now?
Son: She is helping a new student find the art room.

Tasks:

Who speaks to whom? Where are they? What is the purpose of the conversation?
Underline words related to My friends (friend, girl, hair, kind, careful...).
Guess the meaning of new words from the sentences before checking the vocabulary list.

c) Expected outcomes

Answers:

Speakers: Lan and Son. Lan asks Son about a girl by the door.
Setting: The place is not stated directly, but Nga is helping a new student find the art room, so it is likely a school.
Purpose: Lan wants to know about Son's friend Nga (what she looks like, what she is like, what she is doing).
Words related to My friends: friend, girl, short straight hair, kind, careful, checks, group's work, helping, student.
Ss' guessed meanings are then compared with the vocabulary list.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the dialogue on the slide, reads it aloud once and asks three questions: 'Who speaks to whom? Where are they? Why are they talking?'
Students
Ss listen carefully and look at the dialogue in the textbook.
Teacher
Step 2: Task performance
T asks Ss to read the dialogue in pairs, underline words about My friends and guess meanings from context.
Students
Ss read in pairs. Possible answers: 'Lan and Son are talking. Nga is Son's friend. They want to describe Nga.'
Teacher
Step 3: Report and discussion
T asks 2–3 Ss to answer and asks the class to check. T asks: 'What does kind mean here? How do you know?'
Students
Ss answer: 'Kind means tốt bụng, because she checks the group's work to help others.' Other Ss add ideas.
Teacher
Step 4: Conclusion and assessment
T confirms the answers, points out that the dialogue is about describing a friend, and reminds Ss to use context when they do not know a word.
Students
Ss copy the key words and the main purpose of the dialogue into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

New vocabulary in context

a) Aims

Ss learn eight adjectives for describing appearance and personality and match them with their meanings.

b) Content

Vocabulary list:

curly (xoăn)
straight (thẳng)
confident (tự tin)
careful (cẩn thận)
kind (tốt bụng)
hard-working (chăm chỉ)
creative (sáng tạo)
shy (nhút nhát)

T models the pronunciation and meaning of each word. Ss work in groups of four using the 'Matching game' with Worksheet 1: each group matches the words with their meanings and then makes one sentence about a friend with each word.

c) Expected outcomes

Key for Worksheet 1:

curly – xoăn
straight – thẳng
confident – tự tin
careful – cẩn thận
kind – tốt bụng
hard-working – chăm chỉ
creative – sáng tạo
shy – nhút nhát
Example sentences: 'My sister is creative.' 'My friend is shy at the beginning, but he is very confident in class.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 to each group and explains the task: match words with meanings, then make one sentence with each word.
Students
Ss read the instructions and look at the word list.
Teacher
Step 2: Task performance
T monitors the groups and gives help when Ss need it, without giving the answers directly.
Students
Ss work in groups, discuss the meanings and write the matching answers. Example: 'Shy means nhút nhát. I think it is the opposite of confident.'
Teacher
Step 3: Report and discussion
T calls on one group to read the matching answers and asks other groups to check and correct if needed.
Students
Groups read their answers. A group says: 'We think creative is sáng tạo because it is similar to create.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and reminds Ss that adjectives are used with is to describe personality, for example 'She is kind.'
Students
Ss correct their worksheets and write the key words in their notebooks.

Activity 2.3: Knowledge formation · 8 minutes

Present continuous and describing people

a) Aims

Ss use the present continuous to describe actions happening now, and use has and is to describe appearance and personality.

b) Content

T presents the structures on the slide:

Affirmative: I am reading; he/she is reading; we/they are reading.
Negative: not after be (She is not reading).
Question: be before the subject (Is she helping a new student?).
Spelling: write → writing, run → running, play → playing.
Contrast: She reads every day (habit) vs She is reading now (happening now).
Description: has + body part (She has short straight hair); is + adjective (She is kind and careful).
Ss complete the sentences in pairs.

c) Expected outcomes

Ss complete the sentences:

Nga ___ (help) a new student. → is helping
They ___ (not/play) football now. → are not playing
___ she ___ (draw) a picture? → Is / drawing
My friend ___ (has) curly hair. → has
He ___ (be) shy. → is
Key idea: use the present continuous for actions happening now, and has/is for description.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence 'She reads every day' and 'She is reading now' on the board and asks: 'Which sentence is about a habit? Which one is happening now?'
Students
Ss look at the two sentences and think about the answers.
Teacher
Step 2: Task performance
T presents the structures and asks Ss to complete the five sentences in pairs.
Students
Ss work in pairs. Example answer: 'Nga is helping a new student.'
Teacher
Step 3: Report and discussion
T asks 3–4 pairs to read their answers and checks the spelling of writing and running with the class.
Students
Ss read the sentences aloud. A pair says: 'Is she drawing a picture?' and the class agrees.
Teacher
Step 4: Conclusion and assessment
T summarizes the grammar points and warns Ss not to translate word by word from Vietnamese. T reminds Ss to read the whole context to choose the correct structure.
Students
Ss write the grammar notes in their notebooks.

Activity 3: Practice · 8 minutes

Quiz on the dialogue and grammar

a) Aims

Ss check their understanding of the dialogue, the vocabulary and the present continuous through the given exercises.

b) Content

Ss do Worksheet 2 individually for 4 minutes, then check in pairs. Ss can also do the interactive exercises on the NeoEdu page (neoedu.vn/learn/6/english/unit-3-getting-started).

Worksheet 2 includes:

Q2: Who is the girl by the door?
Q3: What is Nga's hair like?
Q4: What personality is mentioned?
Q5: What is Nga doing?
Q6: Match the words and meanings.
Q7: Choose the word meaning 'cẩn thận'.
Q8: Look! Nga ___ a picture.

c) Expected outcomes

Answers:
2. A. Nga
3. C. Short and straight
4. Kind and careful
5. A. Helping a new student
6. curly – xoăn; straight – thẳng; confident – tự tin
7. A. careful
8. A. is drawing
Ss correct their mistakes after the answer key is shown and write down the reason for each correct choice.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and asks Ss to do it individually in 4 minutes. T reminds Ss to read the dialogue again before answering.
Students
Ss read the questions and begin working individually.
Teacher
Step 2: Task performance
T walks around, checks progress and asks Ss to compare answers with their partner.
Students
Ss compare answers in pairs and explain their choices. Example: 'Look is a signal for the present continuous, so the answer is is drawing.'
Teacher
Step 3: Report and discussion
T shows the key on the slide and asks Ss to raise their hands if they got the answer wrong.
Students
Ss check their work and say the correct answers aloud. Ss who made mistakes explain how they corrected them.
Teacher
Step 4: Conclusion and assessment
T praises the class and gives feedback on common mistakes. T asks Ss to write the correct sentence for each mistake.
Students
Ss correct their worksheets and write the correct answers in their notebooks.

Activity 4: Application · 9 minutes

Changing the dialogue and talking about my friend

a) Aims

Ss use the new language to create a new conversation about a friend, applying the appropriate responses and polite language.

b) Content

Ss work in pairs.
Task 1: Change one piece of information in the dialogue (for example, change Nga's hair to long and curly, or change her activity to painting a picture). Ss practise the new dialogue with their partner.
Task 2: Continue the dialogue with two suitable lines and include one new detail about My friends.
Example: A: What do you like about this idea? B: In our picture, she is painting a tree.
Assessment: 1 point for suitable situation and response; 1 point for accurate grammar and clear vocabulary.

c) Expected outcomes

Sample new dialogue:
Lan: Who is that boy by the window?
Minh: That is my friend Hung. He has curly hair.
Lan: What is he like?
Minh: He is creative and hard-working. He is drawing a poster now.
Lan: Oh, really? That sounds great!
Ss' two new lines (example): 'What is she doing now?' – 'She is painting a tree for our class project.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the two tasks and models a short example with a strong pupil. T reminds Ss to use polite language, such as 'Oh, really? That sounds great!'
Students
Ss listen to the example and take notes on the expressions they can use.
Teacher
Step 2: Task performance
T asks pairs to create and practise a new dialogue, then continue it with two lines. T walks around and gives feedback.
Students
Ss work in pairs to change information and write two new lines, for example: 'What do you like about this idea?' – 'In our picture, she is painting a tree.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to perform their dialogue in front of the class and asks the audience to give one comment for each pair.
Students
Pairs perform. Classmates comment: 'Your grammar is correct. Your answer is polite.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on the performance using the two criteria, praises the creative ideas and summarizes the lesson: describe people with has and is, and use the present continuous for actions happening now.
Students
Ss note the feedback and the key structures in their notebooks.

Worksheets

Worksheet 1: Matching words and meanings

Task: Match each word with its meaning. Then write one sentence about a friend with each word.

curly
straight
confident
careful
kind
hard-working
creative
shy

Meanings (in random order):

tự tin
chăm chỉ
sáng tạo
nhút nhát
xoăn
thẳng
tốt bụng
cẩn thận

Example: My friend is careful. She checks her work before she hands it in.

Worksheet 2: Quiz on the dialogue

Read the dialogue again and choose the correct answer.
Lan: Who is that girl by the door?
Son: That is my friend Nga. She has short straight hair.
Lan: What is she like?
Son: She is kind and careful. She checks our group's work before we hand it in.
Lan: What is she doing now?
Son: She is helping a new student find the art room.

Who is the girl by the door?

A. Nga
B. Lan
C. Mai

What is Nga's hair like?

A. Long and curly
B. Short and red
C. Short and straight

What personality is mentioned?
What is Nga doing?

A. Helping a new student
B. Running to the market
C. Playing chess

Match the words and meanings.

curly, straight, confident

Choose the word meaning 'cẩn thận'.

A. careful
B. kind
C. hard-working

Look! Nga ___ a picture.

A. is drawing
B. draw
C. draws

Continue the dialogue with two suitable lines. Include one new detail related to My friends.

Homework

Write a short paragraph (5–6 sentences) about your best friend. Use has + body part (for example, She has curly hair) and is + adjective (for example, He is kind and creative).
Write 3 sentences about what your friend is doing now, using the present continuous (for example, She is reading a book now). Remember to change write → writing, run → running, play → playing when needed.
Practise the Getting Started dialogue with a classmate, change one piece of information and say it aloud at the next lesson.
Do the interactive exercises on the NeoEdu page: neoedu.vn/learn/6/english/unit-3-getting-started, and check your answers with the key.

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