NeoEdu
Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 6. Our Tet holiday

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 · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the structure “I wish your family good health/happiness/success” to say New Year’s wishes.
    • Respond politely with “Thank you. The same to you.”
    • Use the key vocabulary of the unit: decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather.
    • Identify the communicative purpose of each turn in a short exchange and explain why a response is or is not appropriate.
    • Check their own understanding by restating key information and self-correct when a partner does not understand.

2. Competences

a) General competences

  • Self-control and independent learning: Ss prepare key phrases before speaking, check their own answers against the context, and correct their own mistakes after feedback.
  • Communication and collaboration: Ss take turns in pair work, switch roles as speaker and listener, and ask a partner to repeat or explain politely.
  • Problem-solving and creativity: Ss choose suitable wishes and responses for new situations, adapt the model dialogue to a different family or place, and find ways to repair communication breakdowns.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use Tet-related language to make and respond to New Year’s wishes, understand a short dialogue, restate its main information, and write a short Tet wish card.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the key vocabulary and the wish structure clearly, use the vocabulary of the unit correctly, and use the imperative and modal forms in the dialogue (“Should I bring…?”, “Could you say that again, please?”) appropriately.

3. Personal qualities

  • Kindness: Ss show respect and warmth when wishing others and when supporting a partner who does not understand.
  • Responsibility: Ss complete pair tasks on time, take their role seriously, and finish the homework card carefully.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and presentation slides with Tet pictures (peach flowers, apricot flowers, lucky money envelopes, family gatherings)
  • Flashcards for the eight key words
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • NeoEdu lesson page for reference and interactive exercises: neoedu.vn/learn/6/english/unit-6-communication
  • Small cards or sticky notes for the matching game

2. Students

  • Student’s book (Unit 6, Communication)
  • Notebook, pen and pencil
  • Small whiteboard and marker (optional, for pair practice)

III. Procedures

Activity 1: Warm-up · 5 minutes

Tet Pictures and Key Words

a) Aims

Ss activate prior knowledge about Tet traditions and get familiar with the key vocabulary of the unit (decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather).

b) Content

T shows pictures of peach flowers, apricot flowers, lucky money envelopes and a family meal. Ss match each picture with a word from the list and answer the question: “What do people do on Tet?”
Guiding question: “What do Vietnamese families usually do on the first day of Tet?”

c) Expected outcomes

Ss match the pictures with the words: peach flower (hoa đào), apricot flower (hoa mai), lucky money (tiền mừng tuổi), gather (sum họp).
Sample answer: “People decorate the house, visit relatives, gather for a family meal, and give lucky money.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the Tet pictures on the slide and says: “Look at the pictures. Match each picture with a word on the board. Then tell me what families do on Tet.”

    Students

    Ss look at the pictures and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors and gives help with the word meanings in Vietnamese if needed.

    Students

    Ss work individually for one minute, then compare answers with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to read out their matches and answer the guiding question.

    Students

    Ss report: “The peach flower is a Tet flower in the North.” / “We gather for a meal and visit our grandparents.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches, models the pronunciation of each word (choral and individual repetition), and introduces the lesson topic: Saying New Year’s wishes.

    Students

    Ss repeat the words and write the new words in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Saying New Year’s Wishes

a) Aims

Ss understand how to make a suitable New Year’s wish, how to respond politely, and that a wish is not a request for a gift.

b) Content

T presents the structure “I wish your family good health / happiness / success.” and the response “Thank you. The same to you.”
T asks: “When do we say this? Can we ask for lucky money after wishing?”
Ss practise in pairs: one says a wish, the other responds.

c) Expected outcomes

Key knowledge Ss record in their notebooks:

  • Wish: “I wish your family good health and happiness.”
  • Reply: “Thank you. The same to you.”
  • Note: A wish is said to be kind; it should not be turned into a request for money or gifts (for example, “Give me lucky money” is not a suitable wish).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Listen to my wish and reply. Think about what makes a wish polite.” T writes the two structures on the board.

    Students

    Ss listen and watch the board.

  2. Teacher

    Step 2: Task performance

    T models the wish and the reply with pronunciation focus on the stress in “good health” and “happiness.” Ss repeat in chorus, then individually. In pairs, Ss take turns making wishes using good health, happiness and success.

    Students

    Ss repeat and practise in pairs. Expected sentences: “I wish your family success.” / “Thank you. The same to you.”

  3. Teacher

    Step 3: Report and discussion

    T asks: “Which reply is polite? Is ‘Give me lucky money’ a wish?” T invites 2–3 pairs to perform in front of the class.

    Students

    Ss answer: “Thank you. The same to you is polite.” / “No, it is a request, not a wish.”

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the function: wish → thank → wish back, and reminds Ss that the wish is kind and not a request. T asks Ss to note the key structure in the Remember box.

    Students

    Ss write the key structure and the reply in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Practise Purposefully with a Dialogue

a) Aims

Ss identify the missing information before listening, check understanding by restating the key information, and self-correct in a dialogue about Tet plans.

b) Content

T reads the dialogue between Mai and Ben (Worksheet 1, Part A). Before listening, Ss note what information Ben does not know yet.
Guiding questions:

  • What does Ben want to know? (Mai’s plans for the first day)
  • What does Ben offer at the end? (a small gift)
    After listening, Ss restate the key information in one or two sentences.

c) Expected outcomes

Ss restate the key information:

  • Mai’s family visits their grandparents and shares a meal on the first day of Tet.
  • Ben wishes Mai’s family good health and happiness.
  • Ben offers to bring a small gift; Mai suggests a card and says “That is kind of you.”
    Self-correction example: When Ss are unsure, they say “Could you say that again, please?” and then repeat the key information.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Before you listen, think about what Ben does not know. After listening, tell your partner the important information in your own words.”

    Students

    Ss read the questions on Worksheet 1 and predict the answers.

  2. Teacher

    Step 2: Task performance

    T plays the dialogue (or reads it aloud twice). Ss listen and answer the questions. Then pairs take roles as Mai and Ben and read the dialogue with appropriate intonation.

    Students

    Ss listen, write short answers, then practise the dialogue in pairs and swap roles.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to restate the main points. T asks: “What should Ben bring? Why does Mai say ‘That is kind of you’?”

    Students

    Ss answer: “Ben should bring a card, because it is lovely.” / “Mai says ‘That is kind of you’ to thank Ben politely.”

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights that good listeners check understanding by restating key information, and that polite speakers thank people for offers rather than accepting or refusing abruptly.

    Students

    Ss write two sentences summarising the dialogue in their notebooks.

Activity 3: Practice · 12 minutes

Choosing the Right Communicative Response

a) Aims

Ss choose suitable responses, match communicative purposes, and arrange an exchange in natural order.

b) Content

Ss complete Worksheet 1, Parts B–C (items 1–5) individually, then check with a partner.
Task: Choose the best option, match purposes, order the exchange, and identify the inappropriate response.

c) Expected outcomes

Answers:

  1. You wish a family a happy new year. Choose a suitable opening.
    Answer: A. I wish your family good health.
  2. Choose a suitable reply to: “I wish your family good health.”
    Answer: C. Thank you. The same to you.
  3. Match communicative purposes:
  • I wish your family good health. – Saying New Year’s wishes
  • Thank you. The same to you. – A suitable response
  • Could you say that again, please? – Asking for repetition
  1. Put the exchange in a natural order:
  1. I wish your family good health. 2) Thank you. The same to you. 3) Thank you for talking with me.
  1. Which response is NOT appropriate?
    Answer: B. Give me lucky money.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Read the items on Worksheet 1. Think about the purpose of each sentence, not just the key words.”

    Students

    Ss read the five items and underline the key words.

  2. Teacher

    Step 2: Task performance

    T monitors, prompts Ss who choose only by key words to explain the purpose of each option.

    Students

    Ss work individually for about six minutes, then compare answers with a partner and explain their choices.

  3. Teacher

    Step 3: Report and discussion

    T asks 3–4 Ss to give answers and explain. T asks: “Why is ‘Give me lucky money’ not a suitable response?”

    Students

    Ss answer: “It asks for a gift; it does not respond to the wish.” Other Ss give their own explanations.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss: read the whole context, not translate word by word, and identify the purpose before choosing.

    Students

    Ss correct their worksheets and write the correct answers.

Activity 4: Application · 10 minutes

Tet Wishes in New Situations

a) Aims

Ss adapt the model exchange to a new person or place, make a longer exchange of at least four turns, and repair communication when a partner does not understand.

b) Content

Pairs complete Worksheet 2:

  • Task A: Adapt the exchange “I wish your family good health / Thank you. The same to you.” for another person or place (for example: your grandparents, a neighbour, or a school).
  • Task B: Role-play a conversation of at least four turns: a wish, a reply, one extra detail, and a thank-you. If your partner does not understand, use “Let me say that again” and repeat the key information slowly.

c) Expected outcomes

Sample dialogue:
A: I wish your grandparents good health and happiness.
B: Thank you. The same to you.
A: We will visit you on the first day of Tet with peach flowers.
B: That is lovely. Thank you for coming.
Repair example:
B: Could you say that again, please?
A: Let me say that again. I wish your grandparents good health.
Sample adapted wish: “I wish your neighbours a happy new year and success.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Change the people or place in the model. Then role-play a conversation of at least four turns. If your partner does not understand, repeat the key information slowly.”

    Students

    Ss read Worksheet 2 and choose a new person or place.

  2. Teacher

    Step 2: Task performance

    T circulates, listens to pairs, and helps with pronunciation and intonation. T gives positive feedback on polite language.

    Students

    Ss write a short adapted wish and practise the role-play for about six minutes, switching roles.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform for the class. T asks the class: “Did the speaker repeat the key information clearly?”

    Students

    Pairs perform. Other Ss comment: “The speaker said ‘Let me say that again’ and repeated slowly.”

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective communication and summarises the key language of the lesson. T reminds Ss that a wish is always kind and that repetition is a polite way to keep the conversation going.

    Students

    Ss note the useful phrases: “Let me say that again,” “Thank you. The same to you.”

Worksheets

Worksheet 1

Part A: Listening and reading
Before listening, answer:

  • What does Ben not know yet?

After listening, answer:

  • What does Mai’s family do on the first day of Tet?
  • What does Ben want to bring?
  • What does Mai suggest instead?

Part B: Choose the best answer

  1. You wish a family a happy new year. Choose a suitable opening.
    A. I wish your family good health.
    B. Give me lucky money.
    C. Goodbye. I have no question.
  2. Choose a suitable reply to: “I wish your family good health.”
    A. Give me lucky money.
    B. Yes, I do.
    C. Thank you. The same to you.

Part C: Match and order
3. Match the sentence with its purpose:

  • I wish your family good health. / Thank you. The same to you. / Could you say that again, please?
  • Saying New Year’s wishes / A suitable response / Asking for repetition
  1. Put the exchange in natural order:
  • Thank you for talking with me.
  • I wish your family good health.
  • Thank you. The same to you.
  1. Which response is NOT appropriate?
    A. Could you say that again, please?
    B. Give me lucky money.
    C. Thank you. The same to you.

Worksheet 2

Task A: Adapt the model exchange

  • Model: I wish your family good health. / Thank you. The same to you.
  • Change the person or place (for example: your grandparents, your neighbours, your school).
  • Write your adapted wish: ____________________________________

Task B: Role-play (at least four turns)

  • Turn 1: Make a wish.
  • Turn 2: Reply politely.
  • Turn 3: Add one detail from your situation.
  • Turn 4: Thank your partner.

Repair strategies (use when your partner does not understand)

  • Could you say that again, please?
  • Let me say that again.
  • Repeat the key information slowly.
  • Use a simpler phrase or point to a picture.

Self-check (tick)

  • I used the correct structure.
  • I was polite.
  • I repaired the conversation when needed.

Homework

  • Write a short Tet wish card (3–4 sentences) for a relative or a friend. Use the structure “I wish you …” and the reply “Thank you. The same to you.” Include one detail about your Tet plans, such as visiting grandparents or sharing a meal.
  • Practise the dialogue between Mai and Ben with a family member. Switch roles, and ask them to repeat if you do not understand.
  • Review the eight key words of the unit and make sentences with three of them.
  • Check the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/6/english/unit-6-communication.

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