Tiếng AnhLớp 6Unit 9. Cities of the world

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Form exclamations with What: 'What a/an + adjective + singular noun!' and 'What + adjective + plural noun!'
Choose a/an correctly by the sound of the adjective that follows it (e.g., 'an exciting city')
Use vocabulary about cities and landmarks: landmark, palace, postcard, tower, square, delicious, friendly, exciting
Respond to an exclamation and ask for repetition politely in a short exchange about a city

2. Competences

a) General competences

Self-control and independent learning: Ss check their own sentences against the grammar box, identify and correct their mistakes, and explain why they chose a or an.
Communication and collaboration: Ss work in pairs to swap roles as speaker and listener, confirm missing information, and restate key points to check understanding.
Problem-solving and creativity: Ss adapt the model exchange to a new city, place or detail of their own and present it to the class.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and understand a short exchange about a trip, use What-exclamations to express admiration, reply appropriately, and repeat or explain a sentence when a partner does not understand.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of Unit 9, apply the rule for a/an before adjectives and plural nouns, and pronounce the words of the exchange clearly with correct stress and intonation in exclamations.

3. Personal qualities

Diligence: Ss complete all exercises on time and rehearse their dialogues carefully before presenting.
Responsibility: Ss take their roles in pair work seriously, listen to their partners and help them when they cannot understand.
Honesty: Ss admit when they make a mistake, correct their own answers honestly and do not copy their partners' work.
Kindness: Ss speak politely, encourage their partners and explain patiently when a partner does not understand.
Patriotism: Ss express pride and affection for Vietnamese cities such as Da Nang when they talk about places they have visited.

II. Teaching aids and materials

1. Teacher

Projector and lesson slides with the grammar box: What a/an + adjective + singular noun! / What + adjective + plural noun!
Flashcards of the eight vocabulary items: landmark, palace, postcard, tower, square, delicious, friendly, exciting
Whiteboard and markers
Worksheet 1 and Worksheet 2 (printed, one set per pair)
Digital learning resource on NeoEdu: neoedu.vn/learn/6/english/unit-9-communication (grammar presentation, examples and interactive exercises)
Timer

2. Students

Student's Book English 6 (Global Success), Unit 9
Notebook, pencil, pen, eraser
Ruler for underlining key words (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the City Word

a) Aims

Ss activate prior knowledge of city vocabulary and get ready to talk about cities and their impressions.

b) Content

T shows the eight vocabulary words on the board, hidden behind cards.
T reads a short definition of one word at a time (e.g., 'It is a tall building you can see from far away.' - tower). Ss guess the word.
Guiding question: 'Which city do you like best? Why?'

c) Expected outcomes

Ss correctly name the words: tower (tháp), palace (cung điện), square (quảng trường), landmark (địa danh tiêu biểu), postcard (bưu thiếp), delicious (ngon), friendly (thân thiện), exciting (thú vị, hào hứng).
Ss answer in one sentence, for example: 'I like Da Nang because the beaches are beautiful.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Let's play Guess the City Word. I will give you a definition, and you guess the word. Are you ready?' T explains the rule and shows one example.
Students
Ss listen to the rule and get ready to guess.
Teacher
Step 2: Task performance
T reads the definitions one by one and gives Ss 20 seconds to think of each answer. T monitors and gives hints if needed.
Students
Ss raise hands and guess the words, for example: 'Is it tower?' 'Yes, that's right!'
Teacher
Step 3: Report and discussion
T asks: 'Which city do you like best? Why?' T calls on 3 to 4 Ss.
Students
Ss answer, for example: 'I like Hue because there are many old palaces.' 'I like Ho Chi Minh City because it is exciting.'
Teacher
Step 4: Conclusion and assessment
T praises Ss' answers and writes the eight words on the board. T says: 'Today we will learn how to express our feelings about cities with What-exclamations.'
Students
Ss copy the title of the lesson into their notebooks and repeat the new words after T.

Activity 2.1: Knowledge formation · 10 minutes

Expressing Exclamations with What

a) Aims

Ss notice the structure of What-exclamations, understand when to use a/an and when to omit it, and form exclamations correctly.

b) Content

T shows the examples on the slide: 'What an exciting city!', 'What a beautiful bridge!', 'What beautiful streets!'
Ss work in pairs with Worksheet 1: they look at the sentences, find the adjective and the noun, and complete the rule.
Guiding questions: 'Why do we say an exciting but a beautiful?' 'Why is there no a/an before beautiful streets?'

c) Expected outcomes

Worksheet 1 answers:
1. ___ exciting city! → What an exciting city!
2. ___ beautiful streets! → What beautiful streets!
3. ___ beautiful palace! → What a beautiful palace!
4. ___ tall tower! → What a tall tower!
Key knowledge Ss write in their notebooks:
- What a/an + adjective + singular noun! (use a before a consonant sound, an before a vowel sound: an exciting city)
- What + adjective + plural noun! (no a/an with plural nouns)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the examples. Work in pairs and complete Worksheet 1. Find the adjective and the noun in each sentence.' T gives 3 minutes.
Students
Ss read the examples and receive Worksheet 1 from T.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: 'What is the first sound of exciting?' 'Is it a vowel sound?' 'Is streets singular or plural?'
Students
Ss discuss in pairs, for example: 'Exciting starts with /ɪ/, a vowel sound, so we use an.' 'Streets is plural, so we don't use a/an.'
Teacher
Step 3: Report and discussion
T calls on 2 pairs to read their answers and asks the class: 'Do you agree?'
Students
Ss read the sentences aloud: 'What an exciting city!' 'What beautiful streets!' Other pairs compare and agree or correct.
Teacher
Step 4: Conclusion and assessment
T writes the rules on the board and shows the grammar box on the slide: What a/an + adjective + singular noun! / What + adjective + plural noun! T emphasises that a/an depends on the SOUND of the adjective, not the spelling. T shows the NeoEdu example slide to reinforce the rule.
Students
Ss copy the rule into their notebooks and repeat the two patterns after T.

Activity 2.2: Knowledge formation · 10 minutes

Practise Purposefully: Lan and Ben's Trip

a) Aims

Ss read and understand the exchange between Lan and Ben, identify the purpose of each line, and practise role swapping and checking information.

b) Content

T asks Ss to read the exchange silently:
Lan: This postcard is mine. I took the picture in Da Nang.
Ben: What a beautiful bridge!
Lan: Thank you. That map is yours, not mine.
Ben: Yes. I want to visit the museum near the river.
Lan: Our hotel is next to a small square. The food there is delicious.
Ben: What an exciting trip!
Ss answer Worksheet 2 in pairs: What does Ben admire? What information is still missing for Ben before he speaks? How can Ss check what their partner said?
Ss swap roles and read again: Lan becomes Ben and Ben becomes Lan.

c) Expected outcomes

Worksheet 2 answers:
1. Ben admires the bridge in Da Nang (the bridge in the picture).
2. Before Ben speaks, he needs to know which picture or place Lan means (e.g., Lan's postcard from Da Nang).
3. Ss check information by repeating key facts, for example: 'So the postcard is yours, and the map is Ben's, right?'
Ss rehearse the exchange with correct pronunciation of exclamations (What a beautiful bridge! – falling intonation, stress on beautiful and exciting).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read the exchange silently. Then work in pairs and complete Worksheet 2. Remember: before you speak, think about what information your partner still needs. After you listen, repeat the important information to check.' T gives 4 minutes.
Students
Ss read the text and receive Worksheet 2.
Teacher
Step 2: Task performance
T monitors pairs and helps Ss who are stuck. T models the check question: 'So the postcard is yours?'
Students
Ss discuss, for example: 'Ben needs to know which bridge Lan means.' 'Let me check: the museum is near the river, right?'
Teacher
Step 3: Report and discussion
T invites 2 pairs to read the exchange in front of the class, then asks: 'Who says the exclamation? What is the purpose?'
Students
Ss perform the dialogue. Other Ss answer: 'Ben expresses admiration.' 'Lan thanks Ben.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'When we talk, we first think about what our partner needs to know. After listening, we repeat the key information to check. Exclamations like What a beautiful bridge! show admiration.' T asks Ss to swap roles and read once more.
Students
Ss swap roles and read the dialogue again. They write the two useful tips for communication in their notebooks.

Activity 3.1: Practice · 8 minutes

Quick Choice and Matching

a) Aims

Ss choose the correct exclamation or reply, match communicative purposes and order an exchange naturally.

b) Content

Ss complete Exercises 1 to 5 from the textbook individually, then check with a partner.
1. You admire a city bridge. Choose a suitable opening: A. What a beautiful bridge! B. What beautiful a bridge! C. Goodbye. I have no question.
2. Choose a suitable reply to 'What a beautiful bridge!': A. What beautiful a bridge! B. Yes, I do. C. Yes, it is lovely.
3. Match communicative purposes: 'What a beautiful bridge!' – expressing exclamations with What; 'Yes, it is lovely.' – a suitable response; 'Could you say that again, please?' – asking for repetition.
4. Put the exchange in a natural order: 'What a beautiful bridge!' → 'Yes, it is lovely.' → 'Thank you for talking with me.'
5. Which response is NOT appropriate? A. Could you say that again, please? B. What beautiful a bridge! C. Yes, it is lovely.

c) Expected outcomes

Answers:
1. A (What a beautiful bridge!)
2. C (Yes, it is lovely.)
3. 'What a beautiful bridge!' – expressing exclamations with What; 'Yes, it is lovely.' – a suitable response; 'Could you say that again, please?' – asking for repetition
4. 'What a beautiful bridge!' → 'Yes, it is lovely.' → 'Thank you for talking with me.'
5. B (What beautiful a bridge! – this sentence does not fulfil the communicative purpose, and the word order is wrong.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Do Exercises 1 to 5 in your book. Choose the best answer and think about the purpose of each sentence. You have 4 minutes.'
Students
Ss read the exercises and work individually.
Teacher
Step 2: Task performance
T walks around, checks for common errors (e.g., 'What beautiful a bridge!') and reminds Ss of the word order: What + a/an + adjective + noun.
Students
Ss write their answers and compare with a partner. Ss explain their choices, for example: 'B is wrong because a must come before the adjective.'
Teacher
Step 3: Report and discussion
T calls on Ss to give answers to each exercise and asks: 'Why is B wrong in Exercise 5?'
Students
Ss answer: 'Exercise 5 B is wrong because it is not a response to the purpose.' Other Ss agree or add comments.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes the key point on the board: 'What beautiful a bridge!' is WRONG. The correct form is 'What a beautiful bridge!' T praises Ss who explained their choices.
Students
Ss correct their mistakes in their notebooks and write the correct sentence.

Activity 3.2: Practice · 7 minutes

Pair Work: Admire a City Bridge

a) Aims

Ss use the exchange pattern in a pair conversation, respond politely, and ask for repetition or explain a sentence when a partner does not understand.

b) Content

Exercise 6: Adapt the exchange 'What a beautiful bridge!' / 'Yes, it is lovely.' for another person or place.
Exercise 7: Work with a partner. You admire a city bridge. Use at least four turns and ask for repetition if necessary.
Exercise 8: A partner does not understand your first sentence. Show how to repeat or explain it politely (e.g., 'Let me say that again.' then repeat the key information slowly, or use a simpler phrase).

c) Expected outcomes

Exercise 6 sample: 'What a beautiful palace!' / 'Yes, it is lovely. It is in Hue.' (Ss change the place or the detail.)
Exercise 7 sample dialogue:
A: What a beautiful bridge!
B: Yes, it is lovely.
A: Thank you. It is in Da Nang, near the river.
B: Could you say that again, please?
A: Sure. It is in Da Nang, near the river.
B: Thank you for talking with me.
Exercise 8 sample: 'Let me say that again. What a beautiful bridge! It is very nice.'
Teacher scoring (not automatic): Exercise 6 – 2 points (new information 1 point; correct structure and polite tone 1 point). Exercise 7 – 2 points (purpose completed 0,75; correct replies 0,5; understandable pronunciation 0,5; polite tone 0,25). Exercise 8 – 2 points (clear, shorter repetition 1 point; supportive attitude and meaningful sentence 1 point).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Now work with a partner. Do Exercises 6, 7 and 8. Use at least four turns in your conversation.' T shows the sample dialogue on the slide.
Students
Ss read the instructions and prepare their first lines.
Teacher
Step 2: Task performance
T monitors pairs, listens for pronunciation of exclamations and helps Ss who need phrases such as 'Could you say that again, please?'
Students
Ss practise the dialogues with their partners. Ss take turns as speaker and listener, and check with each other: 'So the bridge is in Da Nang?'
Teacher
Step 3: Report and discussion
T invites 2 to 3 pairs to perform in front of the class. T asks the class: 'Did the speaker ask for repetition politely?'
Students
Pairs perform. Other Ss give feedback, for example: 'Your pronunciation of beautiful was clear.' 'You said Let me say that again, it was polite.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on pronunciation, politeness and the use of What-exclamations. T reminds Ss: 'When your partner does not understand, repeat slowly or use a simpler phrase. Be kind and supportive.'
Students
Ss note the useful phrases: 'Let me say that again.' 'Could you say that again, please?' and correct their own dialogue.

Activity 4: Application · 5 minutes

My Postcard from a City

a) Aims

Ss apply the What-exclamations and the communication strategies to talk about a real city they know, personalising the exchange.

b) Content

Ss think of a city in Vietnam or in the world they have visited or would like to visit (e.g., Da Nang, Hue, Ha Noi, Ho Chi Minh City).
Ss prepare a short exchange of 4 to 5 turns about a picture or postcard of the city. They must use at least two What-exclamations, one delicious/friendly/exciting, and one request for repetition.
Ss present the exchange to a partner or to the class.

c) Expected outcomes

A 4-to-5-turn exchange, for example:
A: This postcard is from Hue. What a beautiful palace!
B: Yes, it is lovely. Is the palace near the river?
A: Yes. The food there is delicious.
B: Could you say that again, please?
A: The food there is delicious. What a friendly city!
Ss present the exchange with correct a/an and natural intonation.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Think of a city you know. Prepare a short exchange about a postcard or a photo. Use at least two What-exclamations and ask for repetition once.' T gives 2 minutes to prepare.
Students
Ss choose a city and write 4 to 5 turns in their notebooks.
Teacher
Step 2: Task performance
T monitors and helps Ss check the a/an rule and the word order.
Students
Ss rehearse their exchange with a partner and check each other's sentences.
Teacher
Step 3: Report and discussion
T invites 3 pairs to present. T asks: 'Which city did you choose? Why?'
Students
Ss present, for example: 'We chose Hue because it has many palaces.' 'What an exciting city!' Other Ss ask one question each.
Teacher
Step 4: Conclusion and assessment
T praises the creativity and correct use of What-exclamations, and corrects any remaining errors. T summarises the lesson: What a/an + adjective + singular noun!; What + adjective + plural noun!
Students
Ss listen, note the corrections and write the two patterns in their notebooks.

Worksheets

Worksheet 1: Notice the Pattern

Complete each exclamation with What. Then underline the adjective and circle the noun.

___ exciting city!
___ beautiful streets!
___ beautiful palace!
___ tall tower!

Fill in the rule:

What + ___ + ___ + singular noun! (use a before consonant sounds, an before vowel sounds)
What + ___ + plural noun! (no a/an)

Answer key:

What an exciting city!
What beautiful streets!
What a beautiful palace!
What a tall tower!
What a/an + adjective + singular noun!; What + adjective + plural noun!

Worksheet 2: Practise Purposefully

Read the exchange and answer the questions in pairs.

Lan: This postcard is mine. I took the picture in Da Nang.
Ben: What a beautiful bridge!
Lan: Thank you. That map is yours, not mine.
Ben: Yes. I want to visit the museum near the river.
Lan: Our hotel is next to a small square. The food there is delicious.
Ben: What an exciting trip!

Questions:

What does Ben admire?
Before Ben speaks, what information is still missing for him?
How can you check what your partner said?

Answer key:

Ben admires the bridge in the picture from Da Nang.
Ben needs to know which picture or place Lan means.
Repeat the key information, for example: 'So the postcard is yours, and the map is mine, right?'

Homework

Write a short postcard (4 to 5 sentences) about a city you know. Use at least two What-exclamations, for example: What a beautiful bridge! What an exciting city!
Check your sentences for the a/an rule: a/an depends on the sound of the adjective, and plural nouns take no a/an.
Practise the exchange 'What a beautiful bridge!' / 'Yes, it is lovely.' with a family member, and ask for repetition once.
Look at the lesson on NeoEdu (neoedu.vn/learn/6/english/unit-9-communication) and do the interactive exercises to review What-exclamations.

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