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

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the speaker's neighbourhood details (location, places, directions, time) after listening twice for specific information.
    • Use the 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).
    • Write a paragraph of about 50 words about their neighbourhood, including its location, two places, one thing they like and one thing they dislike.

2. Competences

a) General competences

  • Self-control and independent learning: Ss listen twice, note keywords on their own, and check their answers against the audio before comparing with a partner.
  • Communication and collaboration: Ss compare their keyword notes in pairs and share ideas about their neighbourhood with the class.
  • Problem-solving and creativity: Ss turn keywords into an outline, write full sentences from it, and revise their paragraph using a checklist.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for specific information (who, where, when, actions) and write a paragraph of about 50 words about their neighbourhood.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of places, prepositions of place (near, beside, opposite, next to, behind), the present simple for habits (I usually walk...), and linking words (However, because).

3. Personal qualities

  • Diligence: Ss listen to the audio twice and keep trying to catch keywords before they check answers.
  • Responsibility: Ss revise their own paragraph against the checklist and finish the writing task at home on time.
  • Honesty: Ss write about their real neighbourhood, use their own details, and mark their own answers honestly.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard
  • Audio track of the Skills 2 listening (use the audio button in the lesson)
  • NeoEdu lesson page: neoedu.vn/learn/6/english/unit-4-skills-2 (presentation, examples and interactive exercises)
  • Worksheet 1 and Worksheet 2 (printed or on slides)
  • Sample paragraph on a slide (for analysis only)
  • Timer

2. Students

  • Student's book, Unit 4, Skills 2
  • Notebook, pen, pencil, eraser
  • Coloured pens for underlining

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Places around me

a) Aims

  • Ss activate prior knowledge about places in a neighbourhood.
  • Ss get familiar with the topic My neighbourhood.

b) Content

  • T shows the title My neighbourhood and asks Ss to name places they see around their homes.
  • T asks: “What places are there in your neighbourhood?” and “Is your neighbourhood quiet or crowded?”
  • T writes Ss’ words on the board as a word web.

c) Expected outcomes

  • A word web on the board with at least 5 places, for example: park, market, school, bakery, pharmacy.
  • Ss’ short answers, for example: “My neighbourhood is quiet.” / “There is a big market near my house.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the topic My neighbourhood and asks the warm-up questions.

    Students

    Ss look at the title and think about their own neighbourhood.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think and then asks them to call out places.

    Students

    Ss brainstorm places in pairs or individually and raise hands to answer.

  3. Teacher

    Step 3: Report and discussion

    T writes the words on the board and asks 2–3 Ss to describe their neighbourhood in one sentence.

    Students

    Ss say their sentences, for example: “My neighbourhood is peaceful. There is a small park.”

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says that today Ss will listen for information about a neighbourhood and write about their own.

    Students

    Ss copy the topic into their notebooks.

Activity 2.1: Knowledge formation · 6 minutes

Vocabulary: Places and descriptions

a) Aims

  • Ss recognise the form and meaning of 8 new words.
  • Ss use the new words in simple sentences.

b) Content

  • Ss copy the 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 read the words after T, then make one example sentence with each word, for example: “There is a square near my school.”

c) Expected outcomes

  • A vocabulary list of 8 words with Vietnamese meanings in Ss’ notebooks.
  • Example sentences, for example: “The cathedral is next to the square.” / “The street is narrow, so the bus is slow.” / “My area is peaceful at night.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the 8 words on the slide and asks Ss to listen and repeat with the correct stress.

    Students

    Ss listen, repeat chorally and then individually.

  2. Teacher

    Step 2: Task performance

    T explains meanings with simple examples and gives Ss 2 minutes to write one sentence for each word.

    Students

    Ss write sentences in notebooks and check spelling with the slide.

  3. Teacher

    Step 3: Report and discussion

    T calls on 4 Ss to read their sentences and corrects pronunciation and word order.

    Students

    Ss read aloud, for example: “There is a railway station near my house.”

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the 8 words and reminds Ss that adjectives such as crowded and peaceful describe places.

    Students

    Ss check and correct their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Listening with a purpose

a) Aims

  • Ss identify the speaker’s topic in the first listening.
  • Ss note keywords about places, directions, time and actions in the second listening.

b) Content

  • Listening 1: Ss listen once to identify the topic and the speaker’s neighbourhood (do not look at the answers).
  • Listening 2: Ss listen again and complete Worksheet 1 with keywords about people, places, time and actions.
  • Ss compare their notes with a partner before the class check.

c) Expected outcomes

  • Listening 1: Topic is My neighbourhood; the speaker lives in a quiet neighbourhood in Hue.
  • Listening 2 keywords:
  • Place: house opposite a small park; a pharmacy next to the park; a bakery behind the pharmacy; the nearest supermarket on King Street.
  • Directions: turn right, walk past the school, take the second left.
  • Time and action: the road near the school is crowded at seven in the morning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces Worksheet 1 and tells Ss: “Listen first for the topic. Listen again for keywords. Do not look at the answers yet.”

    Students

    Ss read the headings of Worksheet 1 (speaker, topic, places, directions, time, action).

  2. Teacher

    Step 2: Task performance

    T plays Listening 1, then Listening 2. T pauses after each part if needed and monitors pairs.

    Students

    Ss listen individually and write keywords. Then Ss compare notes with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to say the topic and read out keywords. T writes correct keywords on the board.

    Students

    Ss answer, for example: “The topic is My neighbourhood.” / “The house is opposite a small park.”

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the strategy: listen once for the main idea, then listen again for specific information and keywords.

    Students

    Ss correct their Worksheet 1 notes and tick the keywords they found.

Activity 2.3: Knowledge formation · 8 minutes

Analysing a model paragraph

a) Aims

  • Ss identify the required elements of the writing task.
  • Ss recognise the language used to describe a location and give opinions.

b) Content

  • T shows the sample paragraph on a slide: “My neighbourhood is near a river. There is a small library beside a bakery. I like the park because it is quieter than the main street. However, I dislike the traffic near our school in the morning. I usually walk with my sister and cross at the crossing.”
  • Ss underline the location, the two places, the like and the dislike, and circle the linking word and the present simple verbs.
  • Note for T: this sample is for analysis only. Ss must write their own paragraph.

c) Expected outcomes

  • Location: near a river.
  • Two places: a small library beside a bakery; the park.
  • Like: the park, because it is quieter than the main street.
  • Dislike: the traffic near school in the morning.
  • Language: prepositions of place (near, beside); linking word However; present simple for habits (I usually walk); consistent pronouns (I, my, our).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the sample paragraph and asks Ss to read silently. T sets the task: underline and circle as in the content.

    Students

    Ss read the paragraph and get ready to underline.

  2. Teacher

    Step 2: Task performance

    T walks around and helps Ss who are stuck. T asks: “Which word connects two ideas?”

    Students

    Ss work in pairs to underline the four required elements and circle the linking word and present simple verbs.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to share their answers and writes them on the board in a 4-column chart.

    Students

    Ss answer, for example: “The linking word is However.” / “The verb is walk, because it is a habit.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the elements and reminds Ss of a common mistake: translating word by word from Vietnamese. T emphasises that Ss must choose structures that fit the context.

    Students

    Ss note the elements and the language points in their notebooks.

Activity 3: Practice · 8 minutes

Listening comprehension questions

a) Aims

  • Ss answer detailed questions after listening.
  • Ss justify their answers with evidence from the audio.

b) Content

Ss listen to the audio and choose the best answer for questions 1–6:

  1. Which city does the speaker live in? A. Da Nang B. Ha Noi C. Hue
  2. What is opposite the house? A. A supermarket B. A park C. A station
  3. What is next to the park? A. A pharmacy B. A cinema C. A bank
  4. Which street has the supermarket? A. Lotus Street B. River Street C. King Street
  5. Which left turn should a visitor take? A. The third B. The second C. The first
  6. When is the road near school crowded? A. At seven in the morning B. At noon C. At nine at night
  • Note for T: play the audio first, then show the answers.

c) Expected outcomes

  1. C – Hue (evidence: “I live in a quiet neighbourhood in Hue.”)
  2. B – A park (evidence: “My house is opposite a small park.”)
  3. A – A pharmacy (evidence: “There is a pharmacy next to the park, and a bakery is behind it.”)
  4. C – King Street (evidence: “The nearest supermarket is on King Street.”)
  5. B – The second (evidence: “To get there from my house, turn right, walk past the school and take the second left.”)
  6. A – At seven in the morning (evidence: “However, the road near the school is crowded at seven in the morning.”)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the questions aloud and checks understanding of the options. T says: “Do not look at the answers. Listen first.”

    Students

    Ss read the questions silently and predict the answer type (place, time, direction).

  2. Teacher

    Step 2: Task performance

    T plays the audio. Ss write their answers. T plays the audio again if needed.

    Students

    Ss listen and choose A, B or C for each question individually.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers and say where they heard the evidence. T shows the answers after checking.

    Students

    Ss answer, for example: “Number 5 is B, the second left, because the speaker says take the second left.”

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate answers and reminds Ss to listen for keywords such as opposite, next to, behind, and at seven.

    Students

    Ss correct their answers and record the keywords in their notebooks.

Activity 4: Application · 8 minutes

Writing my own neighbourhood paragraph

a) Aims

  • Ss plan and write a paragraph of about 50 words about their own neighbourhood.
  • Ss revise their paragraph using the checklist and correct one error.

b) Content

  • Ss complete Worksheet 2: list the required details (location, two places, one like, one dislike) and write one opening sentence.
  • Ss write a paragraph of about 50 words using their own details, not the listening script.
  • Ss exchange their paragraphs with a partner and check the checklist.
  • Ss show one sentence before and after revision and explain the correction.

c) Expected outcomes

  • Worksheet 2 with an outline of 4 required details and one opening sentence, for example: “My neighbourhood is near a market.”
  • A paragraph of about 50 words with: location, two places, one like and one dislike, linking words, and consistent pronouns.
  • One sentence before and after revision, for example: “She go to school.” → “She goes to school.” (The third-person singular subject needs the -s ending in the present simple.)
  • Marking guide for T: content and required ideas 0.75; organisation and linking 0.5; vocabulary and grammar 0.5; spelling and punctuation 0.25.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces Worksheet 2 and the task: “Write about about 50 words about your own neighbourhood. Use your own details.”

    Students

    Ss read the task and the checklist on Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T gives Ss 5 minutes to write individually and walks around to support those who need help with ideas.

    Students

    Ss write the outline, then turn it into full sentences in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their opening sentence and one revised sentence. T invites peers to comment using the checklist.

    Students

    Ss read aloud, for example: “My neighbourhood is quiet. However, the road near my house is busy at six in the morning.” Peers give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on common errors (present simple, pronouns, prepositions) and tells Ss to finish and revise the paragraph at home.

    Students

    Ss note the feedback and mark the errors they will fix at home.

Worksheets

Worksheet 1: Listening with a purpose

Listen 1: Answer the questions.

  • Who is the speaker? ______
  • What is the topic? ______

Listen 2: Write keywords.

  • Place (house, park, pharmacy, bakery, supermarket): ______
  • Directions (turn, walk, take): ______
  • Time (morning, afternoon, night): ______
  • Action (walk, cross, live): ______

Compare your notes with a partner before you check the answers.

Worksheet 2: My neighbourhood writing plan

Task: Write a paragraph of about 50 words about your neighbourhood.

Outline (write keywords only):

  • Location: ______
  • Place 1: ______
  • Place 2: ______
  • One thing I like: ______
  • One thing I dislike: ______

Opening sentence: ______

Revision checklist:

  • Have I included all required details?
  • Is my pronoun use consistent (I, my, our)?
  • Are my verbs and prepositions of place correct?
  • Is my paragraph about 50 words?

One sentence before revision: ______
The same sentence after revision: ______
Why I changed it: ______

Homework

  • Write your final paragraph of about 50 words about your neighbourhood in your notebook. Use your own details and the checklist on Worksheet 2.
  • Revise your paragraph and underline one sentence you improved. Write one sentence explaining the correction.
  • Listen to the Skills 2 audio again at home and check your answers to questions 1–6.
  • Practise the new vocabulary (square, cathedral, railway station, art gallery, narrow, crowded, peaceful, convenient) by making one new sentence for each word.
  • Visit neoedu.vn/learn/6/english/unit-4-skills-2 and do the interactive exercises to check your understanding.

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