NeoEdu
Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 4. My neighbourhood

Giáo án Project

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:
  • use the vocabulary of the unit (square, cathedral, railway station, art gallery, narrow, crowded, peaceful, convenient) to describe places in a neighbourhood.
  • give and follow two-step directions with east, turn left into, on your right, opposite and across.
  • draw a neighbourhood map with at least five labelled places, street names, a north arrow and a start point.
  • explain their choices in the map and correct their own mistakes by checking the context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their map alone, check it against the success criteria and revise unclear parts without waiting for T's help.
  • Communication and collaboration: Ss work in pairs to ask for and give directions, take turns as the traveller and the guide, and give one compliment and one suggestion to a partner.
  • Problem-solving and creativity: Ss decide which five places to include, choose the route and the street names, and find a clear way to show the start point and direction on the map.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model text, write a short description of their map, ask a partner for a route, present their project in 1–2 minutes and answer one question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the new words correctly (square, cathedral, convenient), use the prepositions on, opposite, across correctly, and use imperative sentences such as Start at..., Go east along..., Turn left into....

3. Personal qualities

  • Responsibility: Ss complete their own map and outline on time and state clearly which details are real and which are imagined.
  • Honesty: Ss label the source of their information (real or imagined) and do not copy the model map without changes.
  • Kindness: Ss give their partner one specific compliment and one polite suggestion when they give feedback.
  • Diligence: Ss check spelling and the route several times until a partner can follow it correctly.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, laptop
  • NeoEdu lesson page for Unit 4 Project (neoedu.vn/learn/6/english/unit-4-project): model text, examples and interactive exercises
  • Neighbourhood map with five places (NeoEdu map diagram, shown on the screen)
  • Printed success criteria rubric (content, source of information, own language, presentation)
  • Worksheet 1 (printed, one per pair)
  • Timer and small cards for pair-work role cards (traveller / guide)

2. Students

  • A3 or A4 paper, one sheet per pair
  • Coloured pens or pencils, ruler, eraser
  • Notebook, pen
  • A small arrow card or a sketch of a north arrow

III. Procedures

Activity 1: Warm-up · 8 minutes

Warm-up: Guess the place

a) Aims

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

b) Content

T describes a place in a few short sentences, for example: 'You can see paintings here and visit it on Sunday.' Ss guess the place (art gallery). Then Ss name places they know in their own neighbourhood, for example school, park, bank, library, museum.

c) Expected outcomes

Ss name at least three places in their neighbourhood in English (for example: a school, a park, a library) and T writes them on the board as the starting list for the map.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the topic 'My neighbourhood' and the project title 'My map'. T says: 'Let's guess the place from my description.'

    Students

    Ss listen carefully and get ready to guess.

  2. Teacher

    Step 2: Task performance

    T gives 2–3 descriptions one by one and gives time for Ss to think. T asks: 'What places are in your neighbourhood?'

    Students

    Ss guess (art gallery, library, park) and list the places in their neighbourhood. Possible answer: 'There is a school, a park and a bank near my house.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to say their places and writes them on the board.

    Students

    Ss report their places to the class. Possible answer: 'There is a library next to my school.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the list and says: 'Today you will draw your own map with at least five places, street names and a start point.'

    Students

    Ss copy the project title and the list of places into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Vocabulary and the model map

a) Aims

Ss understand and pronounce the eight new words and read the model text to find the places, the start point and the routes.

b) Content

  1. Vocabulary: 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 listen, repeat and match each word with its meaning, then use two words in sentences about their neighbourhood.
  2. Model text: 'Our map has a school, a park, a bank, a library and a museum. Start at the school gate. Go east along Green Street and turn left into River Street. The library is on your right. The park is opposite the school across Green Street.' Ss find the five places, the start point and the two streets on the model map.

c) Expected outcomes

  • Ss pronounce the eight words correctly and match them with the meanings: 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 identify from the model: five places (school, park, bank, library, museum); start point: school gate; streets: Green Street (east–west) and River Street (north–south); the library is on the right of the route.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the eight words with pictures or meanings on the screen, and the model text with the map on NeoEdu. T says: 'Listen and repeat. Then find the places and the start point in the model.'

    Students

    Ss listen and repeat the words in chorus and individually, then look at the model text and the map.

  2. Teacher

    Step 2: Task performance

    T plays the recording, pauses after each word and asks: 'Which word means crowded?' T guides Ss to read the model and asks: 'Where does the route start?'

    Students

    Ss match the words with their meanings in pairs. Possible answers: 'Crowded means đông đúc.' 'The route starts at the school gate.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read the matching results and to point to the places on the model map.

    Students

    Ss report their answers. Possible answer: 'The library is on your right after you turn left into River Street.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks pronunciation of square, cathedral, convenient and corrects stress and sounds. T writes the model structure on the board: start point → direction → place.

    Students

    Ss repeat the corrected words and note the structure of the model in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Giving directions with key language

a) Aims

Ss understand and use the direction language of the model (east, turn left into, on your right, opposite, across) to describe a route.

b) Content

T models the language with the model map: 'Start at the school gate. Go east along Green Street. Turn left into River Street. The library is on your right.' Ss explain the meaning of each phrase: east = the direction to the right of north on the map; turn left into = change direction to the left and enter a street; on your right = on the right side of the traveller; opposite = on the other side and facing; across = on the other side of a street. Ss then make a route using the same structure.

c) Expected outcomes

Ss can explain the five key phrases in English or Vietnamese and write one route of at least three steps, for example: 'Start at the school gate. Go east along Green Street. The park is opposite the school across Green Street.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five phrases on the board and says: 'Explain the meaning and find each phrase in the model.'

    Students

    Ss read the model and copy the five phrases into their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around and checks. T asks: 'Which phrase shows a place on the other side of the street?'

    Students

    Ss work in pairs to explain each phrase and make a short route. Possible answer: 'Across means on the other side of the street.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to read their routes and the rest of the class to check the direction on the map.

    Students

    Ss report their route. Possible answer: 'Start at the school gate. Go east along Green Street. Turn left into River Street. The park is on your left.'

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects the errors (for example: 'on your left' versus 'on the left of the map') and reminds Ss that left and right depend on the traveller's direction.

    Students

    Ss correct their route and note the key phrases in their notebooks.

Activity 3: Practice · 20 minutes

Checking the project steps and product

a) Aims

Ss consolidate the project task, the steps to make the product and the success criteria by doing the exercises from the unit.

b) Content

Ss do Worksheet 1 in pairs. The worksheet includes four exercises: (1) choose the product that fulfils the project task; (2) match each project detail with its category; (3) arrange the stages of the project; (4) check the success and safety criteria (true/false). T checks the answers and explains the reasons.

c) Expected outcomes

Answers to Worksheet 1:

  1. A – A map with five labelled places, street names, a start point and two usable routes. (B and C miss the required parts.)
  2. Starting point – School gate; East–west road – Green Street; North–south road – River Street.
  3. Order: 1. Place and label at least five places and two roads. 2. Mark north and a starting point. 3. Write a route and trace it with your finger. 4. Ask a partner to follow the route and correct unclear steps.
  4. a) T (left and right depend on the traveller's direction); b) T (a clear route needs a start point); c) F (a map with only place names but no positions is not enough).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives out Worksheet 1 and says: 'Work in pairs. You have 10 minutes for the four exercises.'

    Students

    Ss read the instructions and begin the exercises with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and helps pairs that disagree. T asks: 'Why is option C not correct?'

    Students

    Ss discuss and fill in the answers. Possible answer: 'Option C has no start point and no direction changes, so the route cannot be followed.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to give answers to exercises 1–4 and asks others to agree or disagree.

    Students

    Ss report their answers and explain the reasons. Possible answer: 'The third statement is false because a map must show positions, not just names.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and states the success criteria: a clear product, a start point, street names, two usable routes, and correct directions.

    Students

    Ss correct their worksheets and write the criteria in their notebooks.

Activity 4: Application · 27 minutes

Making, presenting and checking my map

a) Aims

Ss create their own neighbourhood map, check it with a partner, present it in 1–2 minutes and give feedback with evidence.

b) Content

  1. Ss draw a map on A3/A4 paper with at least five labelled places (real or imagined; they write which), two street names, a north arrow and a start point.
  2. Ss write a description of about six sentences using the model structure and the eight vocabulary words.
  3. Pairs exchange maps: one partner gives a route in two steps and the other partner follows it on the map. They correct unclear steps.
  4. Each S presents the project for 1–2 minutes and answers one question from the partner.
  5. Each S gives the partner one specific compliment and one useful suggestion, using: 'I like the way you explained...' and 'Could you make ... clearer?'

c) Expected outcomes

A complete map with at least five labelled places, street names, a north arrow, a start point and two usable routes, plus a six-sentence description. The presentation is 1–2 minutes long and includes the reason for the chosen places. Each S gives one compliment and one suggestion, for example: 'I like the way you explained the starting point. Could you make the east–west road clearer?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the rubric (content, source of information, own language, presentation) and says: 'Draw your map, write your description, then check with your partner.'

    Students

    Ss read the rubric and plan their five places and two streets.

  2. Teacher

    Step 2: Task performance

    T monitors, supports weaker Ss and reminds them to label the source (real or imagined). T asks guiding questions: 'Where is your start point? Which way is north?'

    Students

    Ss draw their maps, write the description and trade maps with a partner to follow the route. Possible answer: 'Start at the bus stop. Go north along Pine Street. The bank is on your left.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to present their maps in front of the class and asks a partner to ask one question.

    Students

    Ss present in 1–2 minutes and answer one question. Possible answer: 'My map is imagined. The park is opposite the library across Green Street.' Partners give one compliment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback using the rubric, praises clear routes and correct use of directions, and points out one common error (for example: 'on the left' versus 'on the left side of the map').

    Students

    Ss note the feedback in their notebooks and decide which part of their map to revise at home.

Worksheets

Worksheet 1

Used in the practice activity (Checking the project steps and product). Work in pairs.

Exercise 1. Which product fulfils this unit's project task?

  • A. A map with five labelled places, street names, a start point and two usable routes.
  • B. A list of five place names without their positions.
  • C. A route with no start point or direction changes.

Exercise 2. Match each project detail to the correct category.

  • Starting point
  • East–west road
  • North–south road
    Options: School gate / Green Street / River Street

Exercise 3. Arrange these stages in the correct order.

  • Ask a partner to follow the route and correct unclear steps.
  • Place and label at least five places and two roads.
  • Write a route and trace it with your finger.
  • Mark north and a starting point.

Exercise 4. Check the project-specific success and safety criteria. Write T (true) or F (false).
a) Left and right depend on the traveller's direction.
b) A clear route needs a start point.
c) A map with only place names but no positions is enough.

Homework

  • Finish your map: make sure it has at least five labelled places, two street names, a north arrow and a start point. Write which places are real and which are imagined.
  • Write a six-sentence description of your map, using the model structure: Start at..., Go east along..., Turn left into..., ... is on your right / opposite... across....
  • Check your spelling and read your description aloud at least three times. Record yourself and listen to check your pronunciation of square, cathedral, convenient.
  • Prepare a 1–2 minute presentation and one question for your partner. Bring your map to the next lesson.

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