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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 5. Natural wonders of Viet Nam

Giáo án Communication

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Make an appointment with a partner using the target structures: 'Shall we…?', 'What time can we meet?', 'How about eight at the school gate?'
    • Accept or decline a suggested time using 'That’s fine. See you there.' and 'Could we meet at eight thirty instead?'
    • Ask for repetition politely: 'Could you repeat the last part, please?'
    • Use the vocabulary of the unit (waterfall, island, cave, desert, suncream, plaster, backpack, scissors) in a meeting context about a natural-wonder trip.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the model dialogue and explain why a reply is correct or incorrect before the class discusses it.
  • Communication and collaboration: Ss work in pairs to role-play and change the meeting time, and listen to and respond to their partner’s turns.
  • Problem-solving and creativity: Ss choose the most suitable reply in each situation, correct their own mistakes from context, and create a new conversation with different details.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to a short dialogue, arrange an outing to a waterfall, and speak and write a new conversation that reaches a clear agreement on day, time and place.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the target phrases with correct stress and intonation, use the eight unit words in context, and use the question forms 'Shall we…?' and 'What time…?' correctly.

3. Personal qualities

  • Responsibility: Ss confirm the agreed day, time and meeting place clearly and do not give vague answers.
  • Kindness: Ss help a partner who does not understand by repeating or explaining politely, and they use phrases such as 'Of course' and 'Thank you'.
  • Honesty: Ss evaluate their own and their partner’s replies honestly and admit mistakes when they correct them.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, projector and slides with the model dialogue, the target expressions and the eight vocabulary items
  • Picture cards of a waterfall, an island, a cave, a desert, suncream, plaster, a backpack and scissors
  • Printed worksheet (Worksheet 1) for each pair
  • NeoEdu online lesson page: neoedu.vn/learn/6/english/unit-5-communication (interactive exercises for checking answers)

2. Students

  • Student’s book (Unit 5, Communication)
  • Notebook, pen and pencil
  • Worksheet 1 (one per pair)

III. Procedures

Activity 1: Warm-up · 5 minutes

Guessing the natural wonder

a) Aims

Ss activate prior knowledge of the topic 'Natural wonders of Viet Nam' and the vocabulary of the unit, and get ready for the meeting topic of the lesson.

b) Content

T shows picture cards of a waterfall, an island, a cave and a desert. Ss say the English word for each picture and say whether they have visited one of these places. T then asks: 'Where would you like to go this Sunday?' Ss answer in one short sentence, for example: 'I would like to visit the waterfall.'

c) Expected outcomes

Ss name four places in English: waterfall, island, cave, desert. Each S gives one short answer, for example: 'I want to visit the cave.' The class has the topic of the lesson: arranging a trip together.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and says: 'Let’s go on a trip! Where would you like to go?' T shows the picture cards one by one and asks: 'What is this in English?'

    Students

    Ss look at the pictures and listen to the question.

  2. Teacher

    Step 2: Task performance

    T gives Ss 30 seconds to think. T calls on some Ss to answer and corrects pronunciation of waterfall, island, cave and desert.

    Students

    Ss answer in chorus and then individually. Expected answers: 'It’s a waterfall.', 'I’d like to visit the island.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who wants to go with a friend?' and writes 'Shall we…?' on the board.

    Students

    Ss give their ideas. Expected answer: 'Shall we visit the waterfall on Sunday?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the class and says: 'Today we will learn how to arrange a meeting for a trip.' T writes the lesson title on the board.

    Students

    Ss copy the title into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Reading and understanding the model dialogue

a) Aims

Ss understand the model dialogue, identify the question and the matching reply, and learn the target phrases for making and accepting appointments.

b) Content

Ss read the model dialogue in silence:
Hoa: Shall we visit the waterfall on Sunday?
An: Good idea. What time can we meet?
Hoa: How about eight at the school gate?
An: That’s fine. See you there.
Ss then answer the questions:

  1. What does Hoa suggest? (A trip to the waterfall on Sunday)
  2. What does An ask? (What time can we meet?)
  3. What time and place does Hoa propose? (Eight at the school gate)
  4. How does An accept? (That’s fine. See you there.)
    T then presents the model phrases: 'Let’s meet at…', 'Is … o’clock OK?', 'That’s fine.'

c) Expected outcomes

Ss write the answers in their notebooks:

  • Suggestion: visit the waterfall on Sunday
  • Question about time: What time can we meet?
  • Proposed time and place: eight at the school gate
  • Acceptance: That’s fine. See you there.
    Ss copy the three key phrases: Let’s meet at…; Is … o’clock OK?; That’s fine.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the dialogue silently. Then answer the four questions on the board in your notebook.' T writes the four questions on the board.

    Students

    Ss read the dialogue in silence and prepare to answer.

  2. Teacher

    Step 2: Task performance

    T walks around and helps Ss who are slow. T gives the hint: 'Look at the line after the question word.'

    Students

    Ss work individually and write their answers.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to read their answers aloud and asks the class to agree or disagree.

    Students

    Ss read their answers. Expected answers: 'Hoa suggests visiting the waterfall on Sunday.'; 'An accepts with That’s fine. See you there.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, models the three key phrases and asks Ss to repeat chorally and individually. T explains that a good reply always answers the question that was asked.

    Students

    Ss repeat the phrases and copy them into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Choosing the right reply and correcting by context

a) Aims

Ss choose the reply that matches the question, explain their choice using context, and correct a wrong reply.

b) Content

T shows the question: 'Shall we meet at the school gate at eight on Sunday?' with three replies:
A. That’s fine. See you there at eight.
B. It takes one hour to get there.
C. I have some water in my bag.
Ss choose the best reply and explain why. Then T introduces the request for repetition: 'Could you repeat the last part, please?' and the counter-suggestion: 'Could we meet at eight thirty instead?' Ss use these phrases in a short example.

c) Expected outcomes

Ss choose A. That’s fine. See you there at eight. Reason: it accepts the proposed time and place, while B and C answer other questions. Ss also write down: 'Could you repeat the last part, please?' (asking for repetition) and 'Could we meet at eight thirty instead?' (polite counter-suggestion).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the question and the three replies and says: 'Which reply answers the question? Think about the context.'

    Students

    Ss read the question and the three replies.

  2. Teacher

    Step 2: Task performance

    T gives Ss one minute to think. T asks Ss to raise their hands for their choice.

    Students

    Ss choose a reply and think about the reason.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why is B not correct? Why is C not correct?' T lets Ss explain in Vietnamese or English.

    Students

    Expected answer: 'B is about time for the trip, not about the meeting. C is not related to the meeting.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms A is correct and writes the two new phrases on the board. T says: 'If you do not hear the words clearly, you can ask politely. If you cannot agree with the time, suggest another one.'

    Students

    Ss copy the two new phrases into their notebooks.

Activity 3: Practice · 10 minutes

Completing the communication tasks in pairs

a) Aims

Ss practise the target language through the exercises of the unit and self-check their answers with the answer key.

b) Content

Ss complete the exercises on Worksheet 1 in pairs:

  1. Propose a precise meeting time for a picnic. A. Shall we meet at the school gate at eight on Sunday? B. How long does the bus journey take? C. What should we take for the picnic?
  2. Choose the reply that directly answers: 'Shall we meet at the school gate at eight on Sunday?' A. That’s fine. See you there at eight. B. It takes one hour to get there. C. I have some water in my bag.
  3. Match each line to its purpose: (a) Shall we meet at the school gate at eight on Sunday? (b) That’s fine. See you there at eight. (c) Could you repeat the last part, please?
    Purposes: Making and accepting appointments / Responding to that specific opening / Asking for repetition.
  4. Put the conversation in order: Hoa: Shall we visit the waterfall on Sunday? / An: Good idea. What time can we meet? / Hoa: How about eight at the school gate? / An: That’s fine. See you there.
    Ss check their answers with the answer key.

c) Expected outcomes

Answer key:

  1. A (Shall we meet at the school gate at eight on Sunday?)
  2. A (That’s fine. See you there at eight.)
  3. (a) Making and accepting appointments; (b) Responding to that specific opening; (c) Asking for repetition.
  4. Hoa: Shall we visit the waterfall on Sunday? – An: Good idea. What time can we meet? – Hoa: How about eight at the school gate? – An: That’s fine. See you there.
    Ss complete the worksheet with the correct answers and check them with each other.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Work with your partner. Do Exercises 1 to 4. You have eight minutes.'

    Students

    Ss receive the worksheet and read the instructions.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and gives help on the spot. T does not give answers immediately.

    Students

    Ss discuss and write their answers on the worksheet.

  3. Teacher

    Step 3: Report and discussion

    T shows the answer key on the projector. T asks: 'Which answer did you change after discussion?'

    Students

    Ss compare their answers with the key. Expected answer: 'We changed Exercise 3 because we thought the second line was for accepting, not for responding.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and checks the pair’s understanding. T reminds Ss: 'Read the whole situation before you choose your answer.'

    Students

    Ss correct their own worksheet in a different colour.

Activity 4: Application · 15 minutes

Arranging a trip with a partner

a) Aims

Ss use the target language to arrange a real meeting for a trip to a natural wonder of Viet Nam, change details and ask for repetition when needed.

b) Content

Ss work in pairs. Each pair has the situation card: 'You and your partner want to visit a natural wonder of Viet Nam (for example, a waterfall or a cave) this Sunday. Agree on the day, the time and the meeting place. Use at least four turns. If you do not understand, ask for repetition politely. Change at least one detail from the model dialogue.'
Ss then write a short new conversation (four turns) in their notebooks, using the vocabulary: backpack, suncream, plaster, scissors, waterfall, island, cave, desert.
Homework link: Ss write a four-turn conversation at home for the next lesson.

c) Expected outcomes

Each pair performs a conversation of at least four turns, for example:
A: Shall we visit the cave on Saturday?
B: Good idea. What time can we meet?
A: Could we meet at seven thirty at the bus station instead?
B: That’s fine. See you there.
Each pair writes a four-turn conversation in the notebook, with at least one changed detail, and uses at least one target phrase: Let’s meet at…; Is … o’clock OK?; That’s fine.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the situation aloud and models one example with a strong S. T says: 'You have eight minutes to prepare. Then you perform in front of the class.'

    Students

    Ss listen, look at the situation card and prepare their conversation.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, notes pronunciation and intonation errors, and helps pairs who are stuck with useful phrases.

    Students

    Ss prepare and practise their conversation. They may use backpack, suncream or plaster to make the trip more realistic.

  3. Teacher

    Step 3: Report and discussion

    T asks three to four pairs to perform in front of the class. Other Ss listen and decide whether the meeting time was agreed clearly.

    Students

    Pairs perform. Expected example: 'Shall we visit the desert on Sunday? Is eight o’clock OK?' Listeners answer: 'Yes, they agreed on eight o’clock.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, pronunciation and politeness. T highlights a good phrase from one pair and reminds the class: 'Always confirm the time and place clearly.' T sets the homework.

    Students

    Ss listen to the feedback and note their own mistakes in their notebooks.

Worksheets

Worksheet 1: Making and accepting appointments

Exercise 1. Propose a precise meeting time for a picnic. Circle the best sentence.

  • A. Shall we meet at the school gate at eight on Sunday?
  • B. How long does the bus journey take?
  • C. What should we take for the picnic?

Exercise 2. Choose the reply that directly answers: 'Shall we meet at the school gate at eight on Sunday?'

  • A. That’s fine. See you there at eight.
  • B. It takes one hour to get there.
  • C. I have some water in my bag.

Exercise 3. Match each line to its communicative purpose.

  • (a) Shall we meet at the school gate at eight on Sunday?
  • (b) That’s fine. See you there at eight.
  • (c) Could you repeat the last part, please?
    Purposes: Making and accepting appointments / Responding to that specific opening / Asking for repetition
    Answer: (a) ……………… (b) ……………… (c) ………………

Exercise 4. Put the conversation in order (write 1 to 4).

  • ( ) An: That’s fine. See you there.
  • ( ) Hoa: How about eight at the school gate?
  • ( ) Hoa: Shall we visit the waterfall on Sunday?
  • ( ) An: Good idea. What time can we meet?

Homework

  • Write a new four-turn conversation about arranging a trip to a natural wonder of Viet Nam (for example, a cave or an island). Change at least one name, place or time from the model dialogue.
    • Use at least one of these phrases: Let’s meet at…; Is … o’clock OK?; That’s fine.
    • Read your conversation aloud three times and record it on your phone if possible.
    • Review the eight vocabulary words: waterfall, island, cave, desert, suncream, plaster, backpack, scissors. Write one sentence with each word.
    • Bring your conversation to the next lesson to share with a partner.

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