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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 9. Cities of the world

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify who is speaking, where, and why in the dialogue about Cities of the world.
  • Use the eight target words (landmark, palace, postcard, tower, square, delicious, friendly, exciting) in context.
  • Distinguish possessive adjectives (my, your, his, her, our, their) from possessive pronouns (mine, yours, his, hers, ours, theirs).
  • Explain the difference between its (possessive adjective) and it's (it is).

2. Competences

a) General competences

  • Self-control and independent learning: Ss guess the meaning of new words from surrounding sentences before checking the vocabulary list and explain their choices of answers.
  • Communication and collaboration: Ss work in pairs to change one piece of information in the dialogue, practise polite responses, and contribute ideas in group discussion.
  • Problem-solving and creativity: Ss correct their own mistakes using context clues and create a new line of dialogue with one new detail about Cities of the world.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and understand the dialogue, ask and answer about ownership and places, and write two suitable dialogue lines.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the target vocabulary, choose the correct possessive adjective or pronoun, and distinguish its from it's.

3. Personal qualities

  • Diligence: Ss complete all worksheet tasks on time and practise the dialogue with a partner until they can speak fluently.
  • Responsibility: Ss take responsibility for their group role during pair and group work and check their own answers before reporting.
  • Honesty: Ss admit mistakes when self-correcting and explain their choices truthfully instead of guessing without reason.

II. Teaching aids and materials

1. Teacher

  • Sách Tiếng Anh 6 (Global Success), Unit 9, Getting Started
  • Projector or interactive board with the dialogue and target words on slides
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Small cards with word meanings for the matching task
  • NeoEdu online lesson: neoedu.vn/learn/6/english/unit-9-getting-started (lesson explanation, examples and interactive exercises)

2. Students

  • Student's book and notebook
  • Pencil, eraser and highlighter (to underline words related to Cities of the world)
  • Pictures or postcards from their own city or town (optional, for the application activity)

III. Procedures

Activity 1: Warm-up · 5 minutes

Who, where and why?

a) Aims

Ss activate prior knowledge about cities and places and get ready to read the dialogue about Cities of the world.

b) Content

T shows a picture of a city or a famous landmark and asks Ss to name places they know in their city. Ss then look at the dialogue title and answer three questions: Who is speaking? Where are they? What is the purpose of the conversation? Ss only guess at this stage.

c) Expected outcomes

A short list of places Ss know (for example: palace, tower, square, bridge, museum) and their predictions: Lan and Ben are friends talking about a trip; they talk about a postcard and a map; they are probably in a hotel area or a tourist place.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows a picture of a famous place in Viet Nam and asks: 'What is this place? Have you ever visited a place like this?' T then asks Ss to predict: 'Who is speaking? Where are they? Why are they talking?'

    Students

    Ss look at the picture and answer briefly in English or Vietnamese, e.g. 'It is Ha Long Bay.' 'I have visited Hue Citadel.'

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to look at the first line of the dialogue and discuss in pairs.

    Students

    Ss discuss in pairs and write their predictions in their notebooks. Possible answer: 'Two friends are talking about a trip and a postcard.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to share their predictions and writes the most common ideas on the board.

    Students

    Ss share predictions. Possible answers: 'They are talking about a trip.' 'They are in a city and talk about a hotel.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Good predictions! Now let's read the whole dialogue to check.' T introduces the topic of the unit: Cities of the world.

    Students

    Ss listen and get ready for the reading task.

Activity 2.1: Knowledge formation · 10 minutes

Reading the dialogue and guessing new words

a) Aims

Ss understand the main idea of the original dialogue, identify the topic words, and guess and check the meanings of the target vocabulary from context.

b) Content

Ss read the original dialogue silently. Then Ss underline words related to Cities of the world (e.g. postcard, bridge, museum, river, hotel, square, picture). Ss read the sentences around each new word and guess its meaning. Then Ss match the eight words with their meanings in Worksheet 1 to check their guesses.

c) Expected outcomes

Answers to Worksheet 1, Part A: landmark = địa danh tiêu biểu; palace = cung điện; postcard = bưu thiếp; tower = tháp; square = quảng trường; delicious = ngon; friendly = thân thiện; exciting = thú vị, hào hứng. Ss also write: 'Lan and Ben talk about a postcard, a map, a bridge, a museum and a small square in Da Nang.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the dialogue and asks Ss to read silently. T gives Worksheet 1 (Part A) to pairs and says: 'Underline the words about Cities of the world, then guess the meaning of new words from the sentences around them.'

    Students

    Ss read the dialogue silently and take turns to underline words about cities, such as postcard, bridge, museum, river, hotel and square.

  2. Teacher

    Step 2: Task performance

    T walks around, checks that Ss use context to guess meanings and gives hints if needed (e.g. 'Look at the word before the noun: a small square – what is it?').

    Students

    Ss work in pairs to guess meanings. Possible guesses: 'Square is a place in the city, like a park.' 'Delicious means the food is good to eat.'

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to report their answers and asks: 'How did you know the meaning of this word?'

    Students

    Ss answer, e.g. 'I know exciting is a feeling of a happy trip because the sentence says What an exciting trip!' Other pairs compare with their own answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the answers with the class using the Worksheet 1 key, and explains any difficult words. T writes the key words on the board and says: 'Using context helps you choose the right meaning.'

    Students

    Ss correct their answers and copy the new words with meanings into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Possessive adjectives, pronouns and its or it's

a) Aims

Ss understand that possessive adjectives must be followed by a noun, possessive pronouns stand alone, and its is different from it's.

b) Content

T shows the grammar points from the Language in context section: my postcard, your city, his bag, her map, our room, their tickets; and mine, yours, his, hers, ours, theirs. T asks Ss to find examples in the dialogue: 'This postcard is mine', 'That map is yours, not mine'. T also presents: its (possessive adjective) and it's (it is). Ss complete the mini-chart in Worksheet 1, Part B.

c) Expected outcomes

Completed chart in Worksheet 1, Part B:

  • Possessive adjective + noun: my postcard, your map, his bag, her map, our hotel, their tickets
  • Possessive pronoun (stands alone): mine, yours, his, hers, ours, theirs
  • its = possessive adjective (its tower, its name); it's = it is (It's a famous palace). Ss state the rule: 'Possessive adjectives are followed by a noun. Possessive pronouns do not need a noun.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the sentences from the dialogue on the board and asks: 'Which word is followed by a noun? Which word stands alone?' T gives Worksheet 1, Part B to each pair.

    Students

    Ss look at the dialogue sentences and copy the examples into the chart in Worksheet 1, Part B.

  2. Teacher

    Step 2: Task performance

    T guides Ss to see the difference: 'my postcard' vs. 'mine'. T asks: 'Is it the tower's name, or it is a tower?' Ss work in pairs to complete the chart.

    Students

    Ss complete the chart. Possible answers: 'my postcard – mine', 'your map – yours', 'its name – it's a palace'.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read their answers and checks the rule with the class.

    Students

    Ss read answers aloud, e.g. 'Possessive adjective is followed by a noun: our hotel. Possessive pronoun stands alone: ours.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Possessive adjective + noun; possessive pronoun alone; its = belonging to it; it's = it is. Always check the context before you choose.' T shows the NeoEdu lesson page for extra examples if time allows.

    Students

    Ss write the rule in their notebooks and repeat the key forms after T.

Activity 3: Practice · 12 minutes

Checking understanding and completing sentences

a) Aims

Ss apply the dialogue content, the target vocabulary and the possessive forms to answer questions and choose correct words.

b) Content

Ss complete Worksheet 2 in pairs. Exercise 1: answer the three questions about the dialogue (whose postcard, where the picture was taken, whose map, what is next to the hotel). Exercise 2: match words and meanings, and choose the word meaning 'tháp'. Exercise 3: choose the correct possessive word for 'This is my map. It is ___.' Ss then give reasons for their choices using context.

c) Expected outcomes

Answers to Worksheet 2:

  1. Whose postcard is it? A. Lan's. (The postcard is stated directly: 'This postcard is mine.' – Lan is speaking.)
  2. Where was the picture taken? C. Da Nang. ('I took the picture in Da Nang.')
  3. Whose map is it? Ben's. ('That map is yours, not mine.' – Lan is talking to Ben.)
  4. What is next to the hotel? A. A small square. ('Our hotel is next to a small square.')
  5. Match: landmark – địa danh tiêu biểu; palace – cung điện; postcard – bưu thiếp.
  6. The word meaning 'tháp' is A. tower.
  7. This is my map. It is A. mine. (mine replaces my map.)
    Ss explain: 'I chose A because the answer is given directly in the dialogue.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 2 to each pair and says: 'Read each question, find the answer in the dialogue, and be ready to explain your choice in one sentence.'

    Students

    Ss read the instructions and questions in Worksheet 2 silently.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and asks: 'Where in the dialogue do you find the answer?' If a pair chooses incorrectly, T asks them to re-read the sentence before answering.

    Students

    Ss work in pairs, find the evidence in the dialogue and complete the answers. Ss explain their choices, e.g. 'Lan says This postcard is mine, so the answer is A. Lan's.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to read one answer each and asks the class: 'Do you agree? Why?'

    Students

    Ss report answers and reasons. Other pairs check and correct: 'Our answer is different. Let's look at the sentence again.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the final key and highlights self-correction: 'When you are not sure, go back to the context. Ss who made mistakes should write the correct answer in red.'

    Students

    Ss check their answers with the key, correct their mistakes and write the correct answers in their notebooks.

Activity 4: Application · 10 minutes

Continue the dialogue about our city

a) Aims

Ss personalise the dialogue by changing one piece of information, using polite responses and a new detail about Cities of the world.

b) Content

In pairs, Ss change one piece of information in the original dialogue (for example, the city, the landmark or the place to visit), keep the polite responses, and add two suitable lines with one new detail about Cities of the world. Example task: 'Continue the dialogue with two suitable lines. Include one new detail related to Cities of the world.' Ss then perform their dialogue for the class.

c) Expected outcomes

A new mini-dialogue of 6–8 lines, for example:
A: What do you like about this idea?
B: Our poster has a simple map and a short list of useful items.
A: Wonderful! Your map is very clear.
B: Thank you! Our city is friendly and the people are very kind.
Ss must use at least one possessive adjective or pronoun correctly and one target word (e.g. landmark, square, exciting).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board: 'Change one piece of information: the city, the place, or the food. Add two new lines with one new detail about Cities of the world. Use at least one target word.' T shows the sample: 'A: What do you like about this idea? B: Our poster has a simple map and a short list of useful items.'

    Students

    Ss read the task and the sample dialogue and choose the information they want to change.

  2. Teacher

    Step 2: Task performance

    T walks around, checks grammar (possessive forms) and polite responses, and helps weaker pairs with ideas.

    Students

    Ss write and practise their new dialogue in pairs. Possible new detail: 'Our city has a famous tower and a beautiful river.' 'The food in this square is delicious!'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform in front of the class and gives feedback using the 2-point criteria: correct situation and response (1 point); clear grammar and vocabulary (1 point).

    Students

    Ss perform their dialogues. The class listens and gives one comment, e.g. 'Your answer is polite and uses mine correctly.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good examples and reminds Ss: 'Possessive adjectives are followed by nouns; possessive pronouns stand alone; its and it's are different.' T ends the lesson by reviewing the key points: understanding the situation, learning words in context, and reusing patterns with your own information.

    Students

    Ss listen, note the key points, and repeat the main sentence patterns.

Worksheets

Worksheet 1

Part A: Guess the meaning from context, then match.

  • landmark ___
  • palace ___
  • postcard ___
  • tower ___
  • square ___
  • delicious ___
  • friendly ___
  • exciting ___
    Meanings: thú vị, hào hứng; cung điện; bưu thiếp; địa danh tiêu biểu; quảng trường; tháp; ngon; thân thiện
    Part B: Complete the chart from the dialogue.
  • Possessive adjective + noun: my ___, your ___, his ___, her ___, our ___, their ___
  • Possessive pronoun (stands alone): mine, yours, his, hers, ours, theirs
  • its (possessive adjective) vs. it's (it is): Its ___ / It's a ___
    Part C: Underline the words about Cities of the world in the dialogue.

Worksheet 2

Exercise 1: Read the dialogue and answer.

  • Whose postcard is it? A. Lan's B. Ben's C. Mai's
  • Where was the picture taken? A. Hue B. Ha Noi C. Da Nang
  • Whose map is it? ___
  • What is next to the hotel? A. A small square B. A railway station C. A mountain
    Exercise 2: Match the words and meanings.
  • landmark / palace / postcard
    Choose the word meaning 'tháp': A. tower B. square C. delicious
    Exercise 3: Choose the correct word.
    This is my map. It is ___. A. mine B. my C. me
    Exercise 4: Continue the dialogue with two suitable lines. Include one new detail related to Cities of the world.
    A: What do you like about this idea?
    B: ___
    A: ___

Homework

  • Read the dialogue in your book aloud three times, and practise it with a partner.
  • Write four sentences about your own city or town using possessive adjectives (my, your, our) and possessive pronouns (mine, ours). Use at least two target words: landmark, square, tower, delicious, friendly, exciting.
  • Write a short postcard (4–5 lines) about a place you would like to visit in Viet Nam. Use the correct forms of its and it's.
  • Prepare for the next lesson by looking at the Language in context section again, and bring a picture of a famous place in your city.

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