Tiếng AnhLớp 6Unit 4. My neighbourhood

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 · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to ask politely for directions to a place using “Excuse me. How can I get to …?”
Ss will be able to give directions step by step, using “Go straight”, “turn left” and “turn right” from the speaker’s point of view, and mention a landmark such as “at the bank” or “beside the junction”.
Ss will be able to respond to directions, ask for repetition (“Could you repeat the last part, please?”) and check unclear information (“Did you say turn left or turn right?”).
Ss will be able to use the vocabulary of the topic: square, cathedral, railway station, art gallery, narrow, crowded, peaceful, convenient.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the exercises on their own first, check their answers against the key and explain why a choice is correct or incorrect.
Communication and collaboration: Ss work in pairs to practise the dialogue, change details, take turns as the visitor and the local person, and support each other with clarification.
Problem-solving and creativity: Ss adapt the model dialogue to a new route, draw a simple neighbourhood map and give directions to a partner who must follow the route.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss use the language of asking for and giving directions in a complete four-turn exchange, and read and write short, coherent dialogues about the neighbourhood.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the target words clearly, use the imperative (Go, turn) and prepositions of place (on, beside, at) correctly, and use the topic vocabulary in context.

3. Personal qualities

Diligence: Ss practise the dialogue repeatedly and finish all eight exercises before the lesson ends.
Kindness: Ss patiently repeat or explain directions to a partner who does not understand, and respond politely and warmly.
Responsibility: Ss check their own answers carefully, correct their mistakes and take responsibility for their part in pair work.

II. Teaching aids and materials

1. Teacher

Textbook English 6 (Global Success), Unit 4 – Communication
Slides or board to show the model dialogue, key phrases and the vocabulary list
A simple sketch of the school area on the board (school gate, Green Street, River Street, library, bank, junction)
Flashcards for the eight new words
Worksheet 1 and Worksheet 2 (printed for each pair)
Digital resource (NeoEdu): neoedu.vn/learn/6/english/unit-4-communication – lesson notes, examples and interactive exercises, used for the checking step of Practice 1

2. Students

Textbook and notebook
Pens, pencils and coloured pens
A4 paper for drawing the neighbourhood map in the application activity

III. Procedures

Activity 1: Warm-up · 7 minutes

Where is it?

a) Aims

Ss activate prior knowledge of places in the neighbourhood and identify the lesson topic: asking for and giving directions.

b) Content

T draws a simple sketch of the school area on the board. Ss look at the sketch and answer questions such as “Where is the library in relation to the school gate?” and “What can you see near the bank?”. Then Ss discuss with a partner: “How can a visitor find the library from the school?”

c) Expected outcomes

Ss name at least three places on the sketch (e.g. the school gate, the bank, the library) and make a prediction: “A visitor needs to ask someone for directions and the answer will tell the visitor where to go, step by step.” Ss write the lesson title on their notebooks: “Communication – Asking for and giving directions”.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the sketch and asks: “Where is the library from our school gate?” T gives the instruction: “Look at the sketch and tell your partner where the places are.”
Students
Ss look at the sketch and listen to the instruction.
Teacher
Step 2: Task performance
T monitors pairs and encourages Ss to use simple sentences such as “It is near the bank.”
Students
Ss discuss in pairs and point to the places on the sketch. Possible answers: “The library is on River Street.” / “The bank is next to the library.”
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to report. T asks: “How would you ask a person for the way?”
Students
Ss report their answers. Possible answer: “Excuse me. How can I get to the library?”
Teacher
Step 4: Conclusion and assessment
T confirms the topic of the lesson and writes the title on the board. T says: “Today we will learn how to ask for and give directions in English.”
Students
Ss copy the lesson title into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Key vocabulary: places in my neighbourhood

a) Aims

Ss learn the meaning and pronunciation of eight new words about the neighbourhood and use them to describe places.

b) Content

Ss learn the following words: square (quảng trường), cathedral (nhà thờ lớn), railway station (ga đường sắt), art gallery (phòng trưng bày nghệ thuật), narrow (hẹp), crowded (đông đúc), peaceful (yên bình), convenient (thuận tiện). Ss complete Worksheet 1: match each word with its meaning, then match each place word with a short description.

c) Expected outcomes

Ss complete Worksheet 1 with these answers:

square – quảng trường
cathedral – nhà thờ lớn
railway station – ga đường sắt
art gallery – phòng trưng bày nghệ thuật
narrow – hẹp
crowded – đông đúc
peaceful – yên bình
convenient – thuận tiện
Ss also write one sentence: “The street is narrow but convenient because the bus stop is near.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows flashcards one by one, models pronunciation and asks Ss to repeat in chorus and individually. T distributes Worksheet 1 and asks Ss to complete it in pairs.
Students
Ss listen, repeat the words and receive Worksheet 1.
Teacher
Step 2: Task performance
T monitors and corrects stress in multi-syllable words (cathedral, railway station, convenient). T asks: “Which word describes a place with many people?”
Students
Ss match the words with meanings and descriptions. Expected answer: “Crowded – many people.”
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to read their matches aloud and asks the class to check.
Students
Ss read their answers and other pairs give feedback. Expected answer: “Peaceful means quiet and calm.”
Teacher
Step 4: Conclusion and assessment
T gives the correct meanings, highlights the stress of the new words and checks understanding with a quick question: “Is a square big or small?”
Students
Ss correct their worksheets and write the new words in their notebooks. Expected answer: “A square is a big open space in a town.”

Activity 2.2: Knowledge formation · 18 minutes

Asking for and giving directions

a) Aims

Ss identify the question–answer pairs in a model dialogue, understand how to give directions step by step and use the landmarks to describe location.

b) Content

T presents the model dialogue:
Visitor: Excuse me. How can I get to the library from the school gate?
Mai: Go east along Green Street and turn left into River Street.
Visitor: Is the library then on my right?
Mai: Yes. It is beside the junction.
T asks Ss: (1) Which line is the opening? (2) Which line gives the route? (3) Which line checks the location? (4) What does “beside the junction” tell us? T also presents the key phrase “Go straight and turn left at the bank” and explains that left and right are from the speaker’s point of view (the person walking), and that a landmark helps avoid confusion.

c) Expected outcomes

Ss write in their notebooks:

Opening: Excuse me. How can I get to the library from the school gate?
Route: Go east along Green Street and turn left into River Street.
Checking: Is the library then on my right? / Yes. It is beside the junction.
Key structure: Start politely → state the starting point → give steps in order → confirm with a landmark.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the dialogue on the board, reads it aloud twice and asks Ss to listen for the question–answer pairs. T gives the task: “Find the question and the answer that goes with it.”
Students
Ss listen and follow the dialogue in their textbooks.
Teacher
Step 2: Task performance
T asks Ss to answer the four questions in pairs and provides a hint if needed: “Look at the first word of each turn.”
Students
Ss discuss the questions. Expected answers: (1) Visitor: Excuse me… (2) Mai: Go east… (3) Visitor: Is the library then on my right? (4) It shows the library is next to the junction, not in the middle of it.
Teacher
Step 3: Report and discussion
T invites pairs to present their answers and asks: “If you turn left, which side is the library on?”
Students
Ss present and answer. Expected answer: “If I turn left, the library is on my right.”
Teacher
Step 4: Conclusion and assessment
T summarises the structure of giving directions and reminds Ss that left and right are from the speaker’s view. T highlights that a landmark (the bank, the junction) helps the listener.
Students
Ss copy the key structure into their notebooks and repeat the phrase “Go straight and turn left at the bank.”

Activity 2.3: Knowledge formation · 10 minutes

Responding, clarifying and asking for repetition

a) Aims

Ss recognise the communicative purpose of each line and use phrases to respond to directions, ask for repetition and check information.

b) Content

T presents the lines below and asks Ss to identify their purpose:

Excuse me. How can I get to the library from here? (asking for directions)
Go east to River Street, then turn left. It is on your right. (responding to the opening)
Could you repeat the last part, please? (asking for repetition)
Did you say turn left or turn right? (clarifying)
Of course. / Thank you. I understand now. (responding politely)

c) Expected outcomes

Ss complete the list in their notebooks:

Opening a request: Excuse me. How can I get to …?
Responding to directions: Go east to …, then turn left. It is on your right.
Asking for repetition: Could you repeat the last part, please? / Could you say the last part again, please?
Clarifying: Did you say turn left or turn right?
Closing politely: Thank you. I understand now.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the lines on the board and asks Ss to classify them into three groups: opening, responding, asking for repetition or clarification. T models the first example.
Students
Ss listen and copy the task.
Teacher
Step 2: Task performance
T asks pairs to classify the lines and to practise one exchange: “Could you say the last part again, please?” T reminds Ss not to end a conversation with a greeting instead of answering the question.
Students
Ss classify the lines and practise a short exchange. Expected answer: “Of course. Go east to River Street, then turn left.”
Teacher
Step 3: Report and discussion
T calls on 2–3 Ss to say a line and asks the class to identify its purpose.
Students
Ss say the lines and identify the purpose. Expected answer: “Did you say turn left or turn right? – clarifying.”
Teacher
Step 4: Conclusion and assessment
T confirms the classification and emphasises that a polite question and a clear answer make the conversation successful.
Students
Ss record the phrases in their notebooks.

Activity 3.1: Practice · 13 minutes

Choose and match the right lines

a) Aims

Ss choose the correct reply, match each line to its purpose, put a conversation in order and choose a suitable clarification.

b) Content

Ss do exercises 1–5 from the textbook, working individually first and then comparing with a partner:

Ask politely how to get from your school to the library. A. Excuse me. How can I get to the library from here? B. How often do you borrow books? C. What is the library like inside?
Choose the reply that directly answers “Excuse me. How can I get to the library from here?” A. Go east to River Street, then turn left. It is on your right. B. It has many interesting books. C. I usually go there on Fridays.
Match each line to its communicative purpose: (a) Excuse me. How can I get to the library from here? (b) Go east to River Street, then turn left. It is on your right. (c) Could you repeat the last part, please? – with the purposes: asking for and giving directions / responding to that specific opening / asking for repetition.
Put the labelled conversation in a coherent order.
You did not hear which way to turn. Choose a useful clarification. A. Did you say turn left or turn right? B. Do you like the books there? C. How many rooms are in your school?

c) Expected outcomes

Answers:

A – Excuse me. How can I get to the library from here?
A – Go east to River Street, then turn left. It is on your right.
(a) asking for and giving directions; (b) responding to that specific opening; (c) asking for repetition.
Visitor: Excuse me. How can I get to the library from the school gate? / Mai: Go east along Green Street and turn left into River Street. / Visitor: Is the library then on my right? / Mai: Yes. It is beside the junction.
A – Did you say turn left or turn right?
Ss check their answers on the NeoEdu page and correct any mistakes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and reminds Ss: “Read the whole conversation first, then decide whether each line fits the context.” T gives 5 minutes for individual work.
Students
Ss read exercises 1–5 and work individually.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: “Does this line answer the question?” “Is the question about the library or about books?”
Students
Ss choose answers, match the lines and rearrange the conversation. Expected answer for Q2: “B does not answer where the library is.”
Teacher
Step 3: Report and discussion
T asks pairs to compare their answers and explain their choices. T projects the NeoEdu exercises for checking.
Students
Ss compare answers and explain reasons. Expected explanation: “I chose C for item 5 because it asks for a clarification about the direction.”
Teacher
Step 4: Conclusion and assessment
T confirms the answers and stresses the reason behind each: the reply must match the question, and a clarification must focus on the unclear information.
Students
Ss correct their answers and note the mistakes they made.

Activity 3.2: Practice · 15 minutes

Pair practice: new routes and role-play

a) Aims

Ss write and perform a new four-turn conversation, respond to a partner’s request and ask for repetition politely.

b) Content

Ss complete exercises 6–8 from the textbook.
Ex. 6: Write a new four-turn conversation to ask politely how to get from your school to the library. Change at least one name or detail.
Ex. 7: Work with a partner. One student asks the way to a library. Use at least four turns and ask for repetition if necessary.
Ex. 8: A partner does not understand your first sentence. Show how to repeat or explain it politely.
Ss use Worksheet 2 to write their new dialogue and to practise the role-play.

c) Expected outcomes

Sample dialogues (adapted to new details):
Ex. 6: Visitor: Excuse me. How can I get to the library from the school gate? / Mai: Go east along Green Street and turn left into River Street. / Visitor: Is the library then on my right? / Mai: Yes. It is beside the junction.
Ex. 8: A: Could you say the last part again, please? / B: Of course. Go east to River Street, then turn left. It is on your right. / A: Thank you. I understand now.
Teacher’s assessment criteria:

Ex. 6 (2 points): changes at least one detail (1); keeps the correct structure and polite tone (1).
Ex. 7 (2 points): completes the purpose of asking for directions (0.75); gives a correct response in each turn (0.5); is understandable in pronunciation (0.5); is polite (0.25). Speaking is assessed directly by the teacher, not automatically.
Ex. 8 (2 points): repeats clearly and more briefly (1); shows a supportive attitude with a meaningful sentence (1).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the three exercises and distributes Worksheet 2. T models the role-play with a strong student and asks the class to notice the polite phrases.
Students
Ss listen, observe the model and read Worksheet 2.
Teacher
Step 2: Task performance
T monitors pairs, checks pronunciation of key words and encourages Ss to change at least one detail (for example, the library → the art gallery, the school gate → the railway station). T reminds Ss to respond to the question, not to end with a greeting.
Students
Ss write the new four-turn conversation, practise the role-play and practise asking for repetition. Expected line: “Could you repeat the last part, please?”
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to perform in front of the class. The class listens and gives one positive comment and one suggestion.
Students
Ss perform their dialogues. Expected comment: “Your pronunciation of ‘junction’ is clear. Maybe add ‘Thank you’ at the end.”
Teacher
Step 4: Conclusion and assessment
T praises effort, corrects common errors (e.g. using ‘right’ and ‘left’ wrongly, missing a polite opening) and asks Ss to repeat the correct model.
Students
Ss correct their dialogues and write the final version in their notebooks.

Activity 4: Application · 15 minutes

Map my neighbourhood

a) Aims

Ss apply the language of asking for and giving directions to a real or imagined route in their neighbourhood and use the new vocabulary to describe places.

b) Content

Working in pairs, Ss draw a simple map of the area between their home and school (or any imagined neighbourhood). The map must show at least three places from the vocabulary list (e.g. square, cathedral, railway station, art gallery). Partner A gives directions from the school gate to one place. Partner B traces the route on the map and asks one clarifying question. Then they swap roles.

c) Expected outcomes

Each pair produces:

A simple sketch map with at least three labelled places.
One four-turn conversation that gives directions from one place to another, using a landmark (e.g. “It is beside the junction.”).
One sentence describing the area with a topic adjective, e.g. “The street is narrow but peaceful.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives the task and a model sentence: “The art gallery is on River Street. It is beside the square.” T sets a time limit of 6 minutes for drawing and 5 minutes for role-play.
Students
Ss listen to the instructions and prepare A4 paper and pens.
Teacher
Step 2: Task performance
T monitors pairs and helps them with the language of directions. T asks: “Where is the railway station? Is it on the left or on the right?”
Students
Ss draw the map, label the places and perform the role-play. Expected answer: “Go straight along Green Street and turn right at the square. The railway station is on your left.”
Teacher
Step 3: Report and discussion
T invites 2 pairs to show their maps and give directions to the class. The class checks whether the route is clear.
Students
Ss present their maps and directions. The class asks one clarification question, e.g. “Did you say turn right or turn left?”
Teacher
Step 4: Conclusion and assessment
T praises creativity and the clear use of landmarks, then reminds Ss to use polite opening lines and clarifying phrases in real life.
Students
Ss write down the most useful sentences from the activity in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1 – Key vocabulary
A. Match each word with its meaning.

square
cathedral
railway station
art gallery
narrow
crowded
peaceful
convenient
Meanings (in random order):
quảng trường
nhà thờ lớn
ga đường sắt
phòng trưng bày nghệ thuật
hẹp
đông đúc
yên bình
thuận tiện
B. Put the lines in a coherent order.
Mai: Yes. It is beside the junction.
Visitor: Excuse me. How can I get to the library from the school gate?
Visitor: Is the library then on my right?
Mai: Go east along Green Street and turn left into River Street.
C. Write one sentence with “narrow” or “crowded” to describe a street near your school.

Phiếu học tập số 2

Worksheet 2 – Pair practice
A. Write a new four-turn conversation.

Turn 1 (Visitor): Excuse me. How can I get to the ……… from the ……… ?
Turn 2 (Local person): Go ……… and turn ……… into ……… .
Turn 3 (Visitor): Is the ……… then on my right?
Turn 4 (Local person): Yes. It is ……… .
B. Useful phrases for the role-play:
Could you repeat the last part, please?
Did you say turn left or turn right?
Of course.
Thank you. I understand now.
C. Partner check: Did your partner change at least one detail? Did your partner use a polite opening? Did you ask for repetition when you did not understand? (Yes / No)

Homework

Write your new four-turn conversation (from Exercise 6) in your notebook. Change at least one detail and check the polite opening and the answer to the question.
Describe a route from your home to a place you like (a square, a cathedral, a railway station or an art gallery). Use at least three direction phrases (Go straight, turn left, turn right) and one landmark (beside, next to, at the junction).
Use at least two of these adjectives to describe your neighbourhood: narrow, crowded, peaceful, convenient. Write 3–4 sentences.
Practise the model dialogue with a family member. Ask them to act as the local person and check whether you can respond with “Thank you. I understand now.”
Review the eight new words and their meanings before the next lesson, and prepare to answer: “How can I get to the nearest square from my home?”

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