Tiếng AnhLớp 6Unit 6. Our Tet holiday

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Identify the speakers, the setting and the purpose of the Tet dialogue.
Use the vocabulary related to Our Tet holiday (decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather) in context.
Use should and shouldn't to give advice, and some and any with countable and uncountable nouns.
Give reasons for their choices and self-correct errors based on the context.

2. Competences

a) General competences

Self-control and independent learning: Ss read the dialogue alone first, guess the meaning of new words from the surrounding sentences, and check their own answers before sharing them with the class.
Communication and collaboration: Ss work in pairs to ask and answer about the dialogue, role-play with a partner using polite language, and give feedback on each other's sentences.
Problem-solving and creativity: Ss choose the correct word or structure by using context, and create a new line of dialogue with one new detail about Tet.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss understand a short Tet dialogue, answer comprehension questions, talk about Tet customs with a partner, and write two suitable lines to continue the dialogue.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the new words correctly, use should, shouldn't, some and any accurately, and recognise the meaning of key Tet vocabulary.

3. Personal qualities

Diligence: Ss complete all the exercises on time and practise the dialogue several times before performing it.
Responsibility: Ss take turns in pair work, listen carefully to their partners, and give accurate feedback during the class check.
Kindness: Ss use polite expressions such as 'Thank you' and 'That is kind of you' when they talk to their partners, and show respect for family traditions during Tet.

II. Teaching aids and materials

1. Teacher

Lesson plan, textbook Tiếng Anh 6 (Global Success), Unit 6 'Our Tet holiday', Getting Started
Projector or interactive board to show the dialogue and the answer key
Flashcards with the eight new words and their Vietnamese meanings
Worksheet 1 (printed or displayed)
NeoEdu digital lesson page: neoedu.vn/learn/6/english/unit-6-getting-started (lesson explanation, examples and interactive exercises)

2. Students

Textbook, notebook, pen, pencil and highlighter
Small mini-whiteboard or sheet of paper for writing answers (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Getting to know Tet

a) Aims

Ss activate prior knowledge about Tet and get interested in the topic of the lesson.

b) Content

T asks Ss to think of things people do before and during Tet in Vietnam, such as cleaning the house, buying new clothes, visiting relatives and giving lucky money. Ss work in pairs and list as many ideas as they can in one minute. T writes the key ideas on the board and asks Ss to guess the meaning of the words they already know.

c) Expected outcomes

A list of about five Tet activities on the board, for example: clean the house, buy new clothes, visit grandparents, give lucky money, decorate the house with peach or apricot flowers.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Tet is coming! What do Vietnamese families usually do to prepare for Tet?' T gives the instruction, sets a one-minute time limit and asks Ss to work in pairs.
Students
Ss listen to the instruction and ask questions if needed. Ss confirm the task: 'We list Tet activities in one minute.'
Teacher
Step 2: Task performance
T monitors the pairs and encourages Ss to use English words they know, for example 'house', 'flower', 'family', 'gift'.
Students
Pairs brainstorm and write their ideas in their notebooks. Possible answers: 'We clean the house.' / 'We buy new clothes.' / 'We visit grandparents.'
Teacher
Step 3: Report and discussion
T asks: 'What do you do before Tet?' and calls on several pairs. T writes the ideas on the board.
Students
Each pair reports one or two ideas. Other pairs add new ideas if they have not been mentioned yet.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: 'Today we will learn how to talk about Tet with our friends in English.' T introduces the title of the unit and the lesson.
Students
Ss copy the title 'Our Tet holiday' into their notebooks and get ready for the new lesson.

Activity 2.1: Knowledge formation · 12 minutes

Reading the Tet dialogue

a) Aims

Ss identify the speakers, the setting and the purpose of the dialogue, and guess the meaning of key words from the context.

b) Content

Ss read the dialogue below and answer the questions: Who is speaking to whom? Where are they? What is the purpose of the conversation? Ss underline or highlight words related to Our Tet holiday, then guess the meaning of new words from the surrounding sentences before checking the vocabulary list.
Dialogue:
Mai: Our family is getting ready for Tet. We have some peach flowers.
Ben: Do you have any plans for the first day?
Mai: We visit our grandparents and share a meal.
Ben: I wish your family good health and happiness.
Mai: Thank you. The same to you!
Ben: Should I bring a small gift?
Mai: That is kind of you. A card is lovely.
Task: Match the words with their meanings: decorate, celebrate, relative, lucky money. Ss may use the NeoEdu lesson page to check their answers.

c) Expected outcomes

Speakers: Mai and Ben (Ben is probably Mai's friend).
Setting: Mai's family home, preparing for Tet.
Purpose: Mai and Ben talk about Tet plans and wishes.
Highlighted words: Tet, peach flowers, grandparents, meal, wish, gift, card.
Matching: decorate – trang trí; celebrate – ăn mừng, đón lễ; relative – họ hàng; lucky money – tiền mừng tuổi.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the dialogue on the board and says: 'Read the dialogue silently. Who is speaking? Where are they? Why are they talking?' T asks Ss to highlight words about Tet and to guess new words from the context before checking the vocabulary list.
Students
Ss read the dialogue silently for about one minute and note the task in their notebooks.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, discuss the three questions and then match the four key words with their meanings. T walks around and supports Ss who are struggling with the vocabulary, for example: 'Look at the sentence: We visit our grandparents. Who are grandparents? Are they family members?'
Students
Pairs discuss the questions and highlight words such as 'Tet', 'peach flowers', 'grandparents', 'gift'. They guess the meanings and match them with the vocabulary list. Possible answers: 'Mai and Ben are friends.' / 'They are at Mai's home.' / 'They talk about Tet plans and wishes.'
Teacher
Step 3: Report and discussion
T calls on two or three pairs to give answers and invites the class to comment. T asks: 'How did you know the meaning of relative?' Ss explain their reasoning.
Students
Ss answer: 'Ben is Mai's friend because he asks about her family.' Some Ss explain: 'Relative is a family member, because grandparents are relatives.' Other pairs ask questions or agree with the answers.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes the eight key words on the board with their Vietnamese meanings: decorate (trang trí), celebrate (ăn mừng, đón lễ), relative (họ hàng), lucky money (tiền mừng tuổi), peach flower (hoa đào), apricot flower (hoa mai), wish (lời chúc, điều ước), gather (sum họp). T reminds Ss to guess meaning from context first.
Students
Ss copy the eight words and their meanings into their notebooks and repeat them chorally, paying attention to the stress in 'apricot' and 'celebrate'.

Activity 2.2: Knowledge formation · 10 minutes

Should, shouldn't and some or any

a) Aims

Ss understand how should and shouldn't are used to give advice, and how some and any are used with countable and uncountable nouns.

b) Content

T presents the structures using examples from the dialogue. Ss find the sentences with should and some in the dialogue, then complete the rules in Worksheet 1, Part A. T explains that should + base verb gives advice, shouldn't gives advice not to do something, and that some is usually used in affirmative sentences, while any is used in negative sentences and questions. Examples: We have some flowers. We don't have any rice.

c) Expected outcomes

Should + base verb: gives advice to do something. Example: You should say kind words to your family.
Shouldn't + base verb: gives advice not to do something. Example: You shouldn't forget to say thank you.
Some: used in affirmative sentences with countable and uncountable nouns. Example: We have some peach flowers.
Any: used in negative sentences and questions. Example: We don't have any rice. Do you have any plans?
Mustn't is not used for advice; it expresses a strict prohibition.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two sentences on the board: 'Should I bring a small gift?' and 'We have some peach flowers.' T asks: 'Which words are used to give advice? Which word is used in an affirmative sentence?' T gives Worksheet 1, Part A to Ss.
Students
Ss look at the sentences and read Worksheet 1, Part A carefully.
Teacher
Step 2: Task performance
T asks Ss to work individually for two minutes, then compare their answers with a partner. T monitors and checks that Ss understand the difference between some and any.
Students
Ss complete the rules in Worksheet 1, Part A and check their answers with their partners. Possible answers: 'should = advice to do', 'shouldn't = advice not to do', 'some = affirmative', 'any = negative and question'.
Teacher
Step 3: Report and discussion
T calls on two Ss to read their rules and asks the class: 'Do you agree?' T asks Ss to make one example sentence with some and one with any.
Students
Ss read their rules aloud and give examples such as 'We have some apricot flowers.' / 'We don't have any cards.' Other Ss listen and comment.
Teacher
Step 4: Conclusion and assessment
T summarises the grammar on the board: should / shouldn't for advice, some for affirmative sentences, any for negative sentences and questions. T emphasises that mustn't is a prohibition, not advice, and that some is not always the only choice in questions.
Students
Ss write the grammar summary in their notebooks and note one example for each structure.

Activity 3: Practice · 10 minutes

Checking comprehension and vocabulary

a) Aims

Ss answer comprehension questions and complete vocabulary and grammar exercises based on the dialogue, and explain their choices.

b) Content

Ss complete Worksheet 1, Part B. Ss answer questions 2 to 8 from the textbook, using the dialogue as the source of evidence. After each answer, Ss explain their choice by pointing to the line in the dialogue or the context.
Worksheet 1, Part B:

Q1: What flowers does Mai's family have? A. Peach flowers B. Sunflowers C. Lotus flowers
Q2: Who do they visit on the first day? A. A tour guide B. A camp leader C. Grandparents
Q3: What does Ben wish for the family?
Q4: What small gift does Mai welcome? A. A card B. A suitcase C. A television
Q5: Match the words and meanings: decorate, celebrate, relative.
Q6: Choose the word meaning 'tiền mừng tuổi': A. lucky money B. peach flower C. apricot flower
Q7: You ___ say kind words to your family. A. should B. shouldn't C. are

c) Expected outcomes

Answer key:

Q1: A. Peach flowers (The dialogue says: 'We have some peach flowers.')
Q2: C. Grandparents (The dialogue says: 'We visit our grandparents.')
Q3: Good health and happiness. ('I wish your family good health and happiness.')
Q4: A. A card ('A card is lovely.')
Q5: decorate – trang trí; celebrate – ăn mừng, đón lễ; relative – họ hàng
Q6: A. lucky money
Q7: A. should (We use should to give positive advice.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays Worksheet 1, Part B and says: 'Answer the questions. Give evidence from the dialogue for each answer.' T sets a time limit of six minutes.
Students
Ss read the questions and prepare to answer them individually.
Teacher
Step 2: Task performance
T asks Ss to work individually first and then compare with a partner. T monitors and gently corrects errors by asking questions, for example: 'Where can you find the answer in the dialogue?'
Students
Ss write their answers in their notebooks, underline the evidence in the dialogue and compare with their partners. If they disagree, they check the dialogue again and self-correct.
Teacher
Step 3: Report and discussion
T calls on Ss to read the answers for each question and asks them to explain their choices, for example: 'Why is the answer to Q7 should and not shouldn't?'
Students
Ss give their answers and explanations: 'The answer is A because we give positive advice.' Other Ss agree or ask for clarification.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the board and highlights the common mistakes: confusing should and shouldn't, and choosing the wrong vocabulary meaning. T praises Ss who explained their answers with evidence.
Students
Ss check their answers, correct their mistakes in a different colour and note the key vocabulary in their notebooks.

Activity 4: Application · 8 minutes

Continuing the Tet dialogue

a) Aims

Ss use the language of the lesson to continue a dialogue, change one detail about Our Tet holiday and respond politely to a partner.

b) Content

Ss work in pairs. Each pair changes one piece of information in the original dialogue, for example the flowers, the gift or the plan for the first day, and then practises the dialogue. Next, Ss write two suitable lines to continue the conversation, including one new detail related to Our Tet holiday, for example a wish tree or a visit to the pagoda.
Task: Continue the dialogue with two suitable lines. Include one new detail related to Our Tet holiday.

c) Expected outcomes

Each pair performs a short dialogue of about six to eight lines. A sample answer:
A: What do you like about this idea?
B: On our wish tree, we use short, clear sentences.
The pairs' answers are assessed on two criteria: 'The line fits the situation and answers the partner appropriately' (1 point) and 'Grammar and vocabulary are correct and clear' (1 point).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Change one detail in the dialogue, then continue it with two new lines. Use should or shouldn't and some or any. Be polite!' T shows the assessment criteria on the board.
Students
Ss listen carefully and ask questions about the task if needed.
Teacher
Step 2: Task performance
T asks pairs to plan their dialogue and practise it at least twice. T walks around, listens to the pairs and gives support where needed.
Students
Pairs change one detail, write two new lines and practise the dialogue. Possible new lines: 'Should I help you decorate the house?' / 'You shouldn't forget the lucky money for the children.'
Teacher
Step 3: Report and discussion
T invites three pairs to perform in front of the class and asks the class to listen and give feedback on the language used.
Students
Pairs perform their dialogues. Listeners comment: 'Your answer is polite.' / 'You used some correctly.'
Teacher
Step 4: Conclusion and assessment
T praises the performances, points out one or two errors in pronunciation or grammar, and reminds Ss that a good answer is polite and fits the situation. T sums up the lesson: understanding the situation, learning words from context and using the structures for their own information.
Students
Ss listen to the feedback and note the corrections in their notebooks.

Worksheets

Worksheet 1

Part A: Complete the grammar rules.

should + ___ (base verb) → gives advice to do something.
shouldn't + ___ → gives advice ___ do something.
___ is used in affirmative sentences.
___ is used in negative sentences and questions.

Part B: Answer the questions. Give evidence from the dialogue.

Q1: What flowers does Mai's family have? A. Peach flowers B. Sunflowers C. Lotus flowers
Q2: Who do they visit on the first day? A. A tour guide B. A camp leader C. Grandparents
Q3: What does Ben wish for the family?
Q4: What small gift does Mai welcome? A. A card B. A suitcase C. A television
Q5: Match the words with their meanings: decorate, celebrate, relative – trang trí; ăn mừng, đón lễ; họ hàng
Q6: Choose the word meaning 'tiền mừng tuổi': A. lucky money B. peach flower C. apricot flower
Q7: You ___ say kind words to your family. A. should B. shouldn't C. are

Homework

Review the eight new words and their meanings, and say each word aloud three times.
Write a short paragraph of four to five sentences about your family's Tet plans. Use should, shouldn't, some or any at least once each.
Practise the original dialogue with a family member or a friend, then change one detail and share your new version with the class in the next lesson.
Visit neoedu.vn/learn/6/english/unit-6-getting-started and complete the interactive exercises on the lesson page.

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