Tiếng AnhLớp 6Unit 4. My neighbourhood

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the speakers, the location and the purpose of a conversation about directions in a neighbourhood.
- Use the vocabulary of the unit: square, cathedral, railway station, art gallery, narrow, crowded, peaceful, convenient.
- Form and use comparative adjectives (short adjective + -er + than; long adjective: more + adjective + than) to compare two places, including the irregular forms good - better and bad - worse.
- Explain their choice of answer and correct their own mistakes based on context.

2. Competences

a) General competences

Self-control and independent learning: Ss read the dialogue on their own, guess the meaning of new words from context and check their answers against the vocabulary list.
Communication and collaboration: Ss work in pairs to ask for and give directions, check answers with a partner and role-play a dialogue politely.
Problem-solving and creativity: Ss change one detail of the original dialogue, give reasons for their answers and create new lines that fit the situation.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a short dialogue about directions, ask for and give directions, and write two new lines that continue the dialogue.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of the unit correctly, form comparatives with -er and more, and recognise the spelling change of wide to wider.

3. Personal qualities

Diligence: Ss complete all tasks in the lesson and practise the role-play several times before presenting.
Responsibility: Ss take turns in pairs, check their partner's work and accept feedback.
Honesty: Ss admit when an answer is wrong and correct it openly, using evidence from the dialogue.
Kindness: Ss use polite language (Excuse me, Thank you for your help, You're welcome) when they speak to their partners.

II. Teaching aids and materials

1. Teacher

Textbook English 6 (Global Success), Unit 4, Getting Started
Whiteboard, markers and the dialogue written on the board or a slide
Projector or laptop to show the NeoEdu lesson page: neoedu.vn/learn/6/english/unit-4-getting-started (lesson explanation and interactive exercises)
Worksheet 1 and Worksheet 2 (printed or projected)

2. Students

Textbook and notebook
Pens, pencils and a coloured highlighter
A small piece of paper for writing new lines of the dialogue

III. Procedures

Activity 1: Warm-up · 5 minutes

Word web: My neighbourhood

a) Aims

Ss activate prior knowledge about places and things in a neighbourhood and get ready for the topic of the lesson.

b) Content

T draws a word web on the board with My neighbourhood in the centre and asks: What can you see in your neighbourhood? Ss work in pairs, brainstorm places and things in two minutes, then come to the board and add words to the web. T gives a model: There is a bank near my house.

c) Expected outcomes

A word web with at least six words, for example: bank, library, park, market, street, station. Ss can say: There is a bank near my house. / The street near my school is busy.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T draws the word web and asks: What can you see in your neighbourhood? T models one sentence: There is a bank near my house.
Students
Ss listen to the question and the model sentence.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and brainstorm for two minutes. T walks around and helps with vocabulary.
Students
Pairs brainstorm places and things in the neighbourhood, for example: park, school, market, street, shop.
Teacher
Step 3: Report and discussion
T invites two or three pairs to come to the board and add their words to the web. T asks: Which places are near your house? Which street is busy?
Students
Pairs add their words to the web. Possible answers: The library is near the park. The street near the market is busy.
Teacher
Step 4: Conclusion and assessment
T praises the words and says: Today we will learn how to ask for directions and compare places in our neighbourhood. T writes the title Unit 4: My neighbourhood on the board.
Students
Ss copy the title into their notebooks and look at the words on the web.

Activity 2.1: Knowledge formation · 10 minutes

Explore the situation

a) Aims

Ss identify the speakers, the place and the purpose of the dialogue, find words related to My neighbourhood and guess the meaning of new words from context.

b) Content

Ss read the original dialogue silently (Visitor and Mai). Then they answer three questions (see Worksheet 1): Who is speaking to whom? Where are they? What is the purpose of the conversation? Ss highlight the words related to My neighbourhood (square, Lotus Street, bank, art gallery, library, station, streets). Ss guess the meaning of busier from the sentence The streets near the station are busier, then check with the vocabulary list.

c) Expected outcomes

Who: a visitor and Mai, a local person.
Where: in a square in the neighbourhood.
Purpose: the visitor asks Mai how to get to the art gallery from this square.
Neighbourhood words: square, Lotus Street, bank, art gallery, library, station, streets.
Meaning of busier: more crowded (guessed from the sentence and then checked: crowded = đông đúc).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet 1 and says: Read the dialogue silently. Answer the three questions and highlight the words about My neighbourhood. Guess the meaning of busier from context.
Students
Ss read the dialogue silently and look at Worksheet 1.
Teacher
Step 2: Task performance
T monitors and asks individual Ss: Who is the visitor talking to? How do you know the place is a square?
Students
Ss highlight words and write answers. Possible answers: The visitor is talking to Mai. I know it is a square because the visitor says from this square.
Teacher
Step 3: Report and discussion
T calls on Ss to present their answers and asks: Why did you guess that busier means more crowded? Which words tell you that?
Students
Ss report: The streets near the station are busier, so busier is the opposite of quiet and means more crowded. Other Ss check the meaning in the vocabulary list.
Teacher
Step 4: Conclusion and assessment
T confirms the answers: the visitor, Mai; the square; asking for directions to the art gallery. T shows the new words on the board and reminds Ss that they can guess the meaning of a word from the sentences around it.
Students
Ss write the correct answers and the new words in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Language in context: comparing two places

a) Aims

Ss understand and form comparative adjectives to compare two places, including the irregular forms good - better and bad - worse.

b) Content

T writes the examples from the lesson on the board: tall - taller, big - bigger, noisy - noisier, expensive - more expensive, good - better, bad - worse. T explains the rules: short adjective + -er + than; long adjective: more + adjective + than; do not use more and -er together; we need to know the criteria and the two things compared. T asks Ss to complete the sentences on Worksheet 1 (Part B).

c) Expected outcomes

Rules Ss note down:

Short adjective: tall - taller than; big - bigger than; noisy - noisier than.
Long adjective: expensive - more expensive than.
Irregular: good - better than; bad - worse than.
Do not use more and -er together.
Example sentence: The streets near the station are busier than the streets near the library.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the examples on the board and asks: Which adjectives are short? Which adjectives are long? Look at the examples in the box.
Students
Ss look at the examples and answer: Short: tall, big, noisy; long: expensive.
Teacher
Step 2: Task performance
T explains the rules and asks Ss to complete Part B of Worksheet 1 in pairs. T reminds them: Do not use more and -er together.
Students
Pairs complete the sentences, for example: The square is more crowded than the park. The street is narrower than the main road.
Teacher
Step 3: Report and discussion
T asks two pairs to read their sentences aloud and asks the class: Is the form correct? Why?
Students
Ss read: The square is more crowded than the park. Classmates check and explain: crowded is a long adjective, so we use more.
Teacher
Step 4: Conclusion and assessment
T summarises the rules and points out the irregular forms good - better and bad - worse. T checks Ss' notes.
Students
Ss write the rules into their notebooks and correct their sentences if needed.

Activity 3.1: Practice · 6 minutes

Check understanding of the dialogue

a) Aims

Ss answer comprehension questions about the dialogue, give reasons for their answers and self-correct.

b) Content

Ss answer questions 2 to 5 of the exercise in pairs (see Worksheet 2). Ss must give the evidence from the dialogue for each answer. Each pair checks the partner's answer and corrects mistakes.

c) Expected outcomes

Answers:
2. C - The art gallery (evidence: How can I get to the art gallery from this square?)
3. B - At the bank (evidence: Take the first left at the bank.)
4. The library (evidence: The gallery is next to the library.)
5. C - Five minutes (evidence: It is a five-minute walk.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays questions 2 to 5 and says: Answer the questions and find the sentence in the dialogue that proves your answer.
Students
Ss read the questions and the options.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and to explain their choices. T listens and helps pairs that disagree.
Students
Pairs answer and explain. Possible explanation: I chose C because the visitor wants to go to the art gallery.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give the answer and the evidence. T asks: Why is A not correct in question 3?
Students
Ss report: B, at the bank. A is wrong because there is no supermarket in the dialogue.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss to find the evidence in the text before they choose an answer.
Students
Ss correct their own answers if they were wrong and write the correct answers.

Activity 3.2: Practice · 6 minutes

Vocabulary and comparative forms

a) Aims

Ss match words with their meanings, choose the word that means art gallery and use the correct comparative form of wide.

b) Content

Ss do questions 6 to 8 in pairs (see Worksheet 2). Question 6: match the words and meanings (square, cathedral, railway station). Question 7: choose the word that means phòng trưng bày nghệ thuật (A. narrow; B. crowded; C. art gallery). Question 8: This street is ___ than that one. (wide) A. more wider; B. widest; C. wider. Ss explain why they choose their answer.

c) Expected outcomes

Answers:
6. square - quảng trường; cathedral - nhà thờ lớn; railway station - ga đường sắt
7. C - art gallery (the vocabulary list gives the meaning)
8. C - wider (wide ends in e, so we only add -r; more wider is wrong and widest is the superlative form)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Match the words to their meanings. Then choose the correct answer for questions 7 and 8. Explain your choice to your partner.
Students
Ss look at Worksheet 2 and read the questions.
Teacher
Step 2: Task performance
T asks Ss to check the meanings in the vocabulary list and to compare the adjective wide with the rule for -er.
Students
Ss match the words and choose the answers. Possible explanation: I chose C because wider is the comparative form of wide.
Teacher
Step 3: Report and discussion
T asks one pair to present their answer to question 8 and asks the class: Why is more wider wrong?
Students
Ss report: More wider is wrong because we do not use more and -er together. The correct form is wider.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss: For adjectives ending in e, we only add -r. Ss self-correct their notebooks.
Students
Ss write the correct answers and the rule for wide in their notebooks.

Activity 4: Application · 10 minutes

Change one detail and role-play

a) Aims

Ss use the language of the unit to ask for and give directions in a new situation, and add a new detail related to My neighbourhood.

b) Content

In pairs, Ss change one detail of the original dialogue (for example, the art gallery becomes the cathedral, or the bank becomes the library). Ss keep polite language and add two new lines that continue the dialogue, for example: Visitor: Is the library next to the gallery? Mai: Yes. You can visit both places on the same walk. Ss should use at least one comparative (for example, The streets near the station are busier than the streets near the square).

c) Expected outcomes

A short role-play of six to eight lines, with one changed detail, two new lines and one comparative. Example: Visitor: Excuse me. How can I get to the cathedral from this square? Mai: Go straight along Lotus Street. Take the first left at the bank. The cathedral is next to the railway station. Visitor: Is it far? Mai: No. The streets near the station are busier than the streets near the cathedral, so the walk is more crowded but it is only five minutes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Change one detail in the dialogue. Add two new lines and at least one comparative. Practise with your partner, then be ready to perform in front of the class.
Students
Ss listen to the instructions and look at the original dialogue.
Teacher
Step 2: Task performance
T monitors and helps Ss with the new words. T encourages Ss to use polite replies such as You're welcome and Thank you for your help.
Students
Pairs write and practise the new dialogue. They take turns as the visitor and as Mai.
Teacher
Step 3: Report and discussion
T invites three pairs to perform in front of the class. The rest of the class listens and checks the comparative forms and the polite language. T asks: Why did you choose this detail?
Students
Pairs perform. Possible answer: We changed the art gallery to the cathedral because the cathedral is a famous place near the square.
Teacher
Step 4: Conclusion and assessment
T gives feedback on the language and the polite replies, praises the pairs and corrects any mistakes in comparative forms. T sums up: We can change one detail to talk about our neighbourhood.
Students
Ss listen to the feedback and correct their written dialogue.

Worksheets

Worksheet 1

Part A. Read the dialogue and answer the questions.

Who is speaking to whom?
Where are they?
What is the purpose of the conversation?
Highlight the words related to My neighbourhood (square, Lotus Street, bank, art gallery, library, station, streets).
What does busier mean? Guess from the sentence: The streets near the station are busier.

Part B. Complete the sentences with the correct comparative form.

The square is ___ (crowded) than the park.
The streets near the station are ___ (busy) than the streets near the school.
This street is ___ (narrow) than that one.
The bank is ___ (good) than the market for buying tickets.

Note: Do not use more and -er together.

Worksheet 2

Part A. Answer the questions. Give the evidence from the dialogue.

2. Where does the visitor want to go? A. The bank; B. The station; C. The art gallery.
1. Where should the visitor turn left? A. At the supermarket; B. At the bank; C. At the museum.
1. What is next to the gallery? Name the place only.
1. How long is the walk? A. Fifteen minutes; B. Fifty minutes; C. Five minutes.

Part B. Match the words and meanings.

square
cathedral
railway station
Meanings: nhà thờ lớn; ga đường sắt; quảng trường.

Part C. Choose the correct answer.

7. Choose the word meaning phòng trưng bày nghệ thuật. A. narrow; B. crowded; C. art gallery.
1. This street is ___ than that one. (wide) A. more wider; B. widest; C. wider.

Homework

Write a short dialogue of six to eight lines between a visitor and a local person. Ask for and give directions to a place in your neighbourhood (for example, the park, the market or the station).
Use at least two comparatives in your dialogue, for example: The market is busier than the park. This road is more crowded than that road.
Practise the dialogue aloud with a family member or a friend. Be ready to perform it in the next lesson.
Review the vocabulary of the unit: square, cathedral, railway station, art gallery, narrow, crowded, peaceful, convenient, and the rules for comparatives.

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