Giáo án Tiếng Anh 6 Unit 2: My home

Week: 03 
Period: 08
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 1: Getting Started - A look inside
I. Objectives:
	By the end of this lesson, students can know the key language and structures to be learnt in this unit.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to guess what the picture might show or what the conversation might be about.
- Ask Ss questions about the picture.
- Ask Ss to share any recent experiences of chatting online.
- Ask Ss to talk a bit about the place where you live.
- T-Whole class
* Presentation:
Guess what the picture might show or what the conversation might be about.
Ex:
- What are Nick and Mi doing?
(talking on Skype; Skype = a system that allows you to make telephone calls using your computer and the internet). 
- Talk a bit about the place where you live.
- Play the recording
- Ask Ss to give the answers without reading the conversation again.
- Ask Ss to read the conversation and check their answers. Confirm the correct answers.
- Have Ss work independently. Allow them to share answers before discussing as class.
- Ask Ss to write the correct answers on the board. 
- Ask Ss if they know the prepositions in the box.
- Have Ss do exercise 2 in pairs.
- Ask for Ss’ answers.
- Ask Ss to write the sentences individually, then share the sentences with a friend.
- Call on some Ss to write their answer on the board.
- Check the sentences with the whole class.
- Ask Ss to look at the picture of the room and do exercise individually. 
- Have Ss share their answers before giving the answer.
- Confirm the correct answers.
- Listen and read
- Individual work
- Individual work
- Pair-work
- Individual work
- Individual work
- Pair-work
* Practice:
1. Listen and read
a. Which family members does Mi talk about?
Key: 
Grandparents
Dad
Mum
Brother 
Uncle 
Aunt
Cousin 
b. Read the conversation again. Complete the sentences.
Key: 
1. TV; sofa	2. Town house
3. sitting on the sofa	4. noisy
5. three
2. Match the prepositions with the pictures.
Key:
A. on 	 B. next to	C. behind
D. in	 E. in front of
F. between	G. under 
3. Write a sentence to describe each picture in 2.
Key: 
The dog is on the chair 
The dog is next to the bowl.
The cat is behind the TV.
The cat is in the wardrobe.
The dog is in front of the kennel.
The cat is between the lamp and the sofa.
The cat is under the table.
4. Write true of false for each sentence. Correct the false ones.
Key:
1. F (The dog is between the bookshelf and the bed).
2. T
3. F (The clock is between the pictures).
4. F (The cat is in front of the kennel).
5. F (The cap is next to the pillow).
6. T
- Ask Ss to look at the picture and answer the questions.
- Correct their answers
- Pair-work 
* Production:
5. Look at the picture again. Answer the questions.
Key:
1. They are on the desk.
2. They are on the floor.
3. Yes, it is.
4. No, they aren’t.
5. It’s behind the bookshelf.
6. No, it isn’t.
*Homework:
- Write the answer in your notebook.
- Prepare next lesson 
 (A closer look 1)
Week: 03 
Period: 09
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /z/, /s/ and /iz/ in isolation and in context.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss quickly match the room with its name.
- Explain the meaning of “hall”.
- Quickly check the answers.
- Individual work
* Presentation:
& Vocabulary
1. Name the rooms of the house.
kitchen 	hall	
bedroom	bathroom	
living room	attic
- Ask Ss to work in pairs to do this activity.
- Write the name of the room on the board, in different places. Call on Ss from different pairs to go to the board and write the name of the furniture under these rooms.
- Ask Ss to comment.
- Play the recording.
- Ask Ss to listen and repeat the words.
- Ask for more words for each group.
- Model this activity with a Ss. 
- Ask Ss to work in pairs.
- Call some pairs to practice in front of the class.
- Have Ss to read out the words first.
- Play the recording for Ss to listen and repeat the words.
- Pay attention to the sound: 
/z/, /s/ and /iz/
- Ask Ss to put the words in the correct column while they listen.
- Have Ss comment on the way to pronounce –s/-es at the end of the words. Quickly explain the rules.
- Ask Ss to do this exercise individually first then compare their answers with a partner. Check Ss’answers.
- Ask Ss to explain their answers.
- Pair-work 
- Listen and repeat.
- Pair-work
- T-Whole class
- Individual work
* Practice:
2. Name the things in each room in 1
Key: 
Living room
Lamp, sofa, picture, table.
Bedroom
Bed, lamp, picture, chest of drawers.
Kitchen 
Bridge, cupboard, cooker, table, dishwasher, chair.
Hall
Picture
3. Listen and repeat the words. Can you add more words to the list.
(page 34)
4. Think of a room. In pairs, ask and answer questions to guess the room.
Example:
A: What’s in the room?
B: A sofa and a television.
A: Is it the living room?
B: Yes.
& Pronunciation 
/z/, /s/ and /iz/
5. Listen and repeat the words.
Lamp	posters	sinks
Fridge	tables	toilets
Beds	wardrobes
6. Listen again and put the words in the correct column.
/z/
/s/
/iz/
Posters
Tables
Wardrobes
Beds
Lamps
Sinks
Toilets
Fridges 
- Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/...) and any vowel sounds.
- Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /g/, /k/, /f/, /θ/).
- Final –es is pronounced /iz/ after voiced sounds (/s/, /z/, /ʃ/, /tʃ/, /ʤ/).
7. Read the conversation below. Underline the final s/es in the words and write /z/, /s/ or /iz/.
/z/: things, pictures
/s/: lights, chopsticks
/iz/: dishes, vases
- Play the recording for Ss to repeat each line of the conversation.
- Ask Ss to practice in pair.
- Pair-work
* Production:
8. Listen to the conversation and repeat. Pay attention to /z/, /s/ and /iz/ at the end of the words. Then practice the conversation with a partner.
*Homework:
- Learn vocabulary by heart.
- Prepare next lesson 
 (A closer look 2)
Week: 04
Period: 10
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use There is/ There isn’t/ There are/ There aren’t correctly and appropriately.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss to play a game.
- Group work
* Warm-up:
Nought and Crosse:
cupboard
sinks
lamp
bedroom
posters
kitchen
bathroom
window
wall
Ex: The cupboard is in the kitchen.
- Ask Ss to look at the pictures of the two rooms in the grammar. Ask Ss what the second room doesn’t have.
- Ask Ss to use the There is/ There are structure to make sentences.
- Elicit the forms (positive, negative, questions and short answers) from the Ss.
- Have Ss a closer look at the grammar box, especially the example. 
- T-Whole class
* Presentation:
& Grammar
There is / There isn’t
There are / There aren’t
Positive:
Singular: There’s (is) a picture on the wall.
Plural: There are two lamps in the room.
Negative:
Singular: There isn’t a picture on the wall.
Plural: There aren’t two lamps in the room.
Questions and short answer:
Singular: 
- Is there a picture on the wall?
- Yes, there is. / No, there isn’t.
Plural: 
- Are there two lamps in the room?
- Yes, there are. / No, there aren’t.
- Ask Ss to do exercise 1 and 2 quickly then give the answers to T.
- Have Ss to write the sentences individually then go to the board to write their sentences.
- Ask Ss to look at the picture and complete the description.
- Confirm the correct answers and write them on the board.
- Have Ss do this exercise individually, then give their answers.
- Individual work 
- Individual work 
- Pair-work
- Individual work
- Pair - work
* Practice:
1. Write is or are.
2. Make the sentences in 1 negative.
Key: 
1. is/ isn’t	2. Are/ aren’t
3. are/ aren’t	4. Is/ isn’t
5. are/ aren’t
3. Write positive and negative sentences.
Key:
1. There is/ isn’t a TV next to/ on the table.
2. There is/ isn’t a brown dog in the kitchen.
3. There is/ isn’t a boy in front of the cupboard.
4. There is/ isn’t a bath in the bathroom.
5. There are/ aren’t lamps in the bedroom. 
4. Write is / isn’t / are / aren’t in each blank to describe the kitchen in Mi’s house.
Key: 
 1. is	2. is	3. are	
 4. are	5. aren’t	6. isn’t
5. Complete the questions.
Key:
1. Is there a fridge in your kitchen?
2. Is there a TV in your bedroom?
3. Are there four chairs in your living room?
4. Is there a desk next to your bed?
5. Are there two sinks in your bathroom?
6. In pairs, ask and answer the questions in 5. Report your partner’s answer to the class.
- Model the conversation with a Ss before Ss do this in pairs.
- Call some pairs act out he conversation in front of the whole group.
- Pair - work 
* Production:
7. Work in pair. Ask your partner about his/ her room or the room he/ she likes best in the house.
*Homework:
- Prepare next lesson 	(Communication) 
Week: 04
Period: 11
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can use ask about and describe houses, rooms and furniture.
II. Language Focus:
	1. Vocabulary: town house, country house, villa, stilt house, apartment.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss look at extra vocabulary.
- Ask Ss to look at the picture and complete the sentences.
- Whole class
- Pair-work
* Presentation:
Extra vocabulary:
Town house
Country house
Villa
Stilt house
Apartment 
1. Look at the picture of Mi’s grandparents’ house and complete the sentences.
Key:
1. country 	2. Are	3. Is
4. are	5. On	6. Next to
7. on	8. is
- Model the way do do this exercise with a St.
- Ask Ss in each pairs not to look at each other’s picture and to make similar conversations.
- Ask Ss to note down the differences between the two houses.
- Ask some pairs to act out the conversation.
- Ask other pairs listen and add more differences if there are any.
- Give Ss 5 – 7 minutes to draw a simple plan of their house.
- Have Ss work in pairs to tell each other about their house.
- Ask Ss to note down the differences between their houses.
- Pair-work
- Individual work 
- Pair -work
* Practice:
2. Find the differences between the two houses.
Example: 
A: Nick lives in a country house. Where does Mi live?
B: Mi lives in a town house.
Suggested questions:
A: How many rooms are there in Mi’s house?
B: There are six rooms. What about Nick’s house? How many room are there?
3. Draw a simple plan of your house. Tell your partner about your house.
- Call on some Ss to describe their friend’s house to the class.
- Let Ss present the differences between their house and their friend’s.
- Ask Ss listen and give comments.
- Whole class
* Production:
4. Describe your friend’s house to the class.
*Homework:
- Write a paragraph to describe your house in your notebook.
- Prepare next lesson :
 (Skill 1)
Experiments: 
Week: 04
Period: 12
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 5: Skill 1
A room at the Crazy House Hotel, Da Lat
I. Objectives:
	By the end of this lesson, students can read for specific information about rooms and houses; describe houses, rooms and furniture.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask the class to look at the “Study skills –Reading”.
- Explain any words that Ss do not know.
- Ask Ss to quickly look at the text and answer the questions.
- Confirm the answers to questions 1 and 2. Answers to question 3 are open.
- Ask Ss to quickly read the text and check their ideas from 1.
- Whole class
- Answer
* Presentation:
Study skills – Reading
Prediction
- Predicting makes reading easy.
- Before reading, look at the picture, design and title.
- Decide what is the topic of the text.
- Think about what you know about the topic.
& Reading
1. Answer the questions
Key:
1. It’s an email.
2. The title is “A room at the Crazy House Hotel, Da Lat” The topic is Nick’s weekend at the Crazy House Hotel. 
- Ask Ss to read the text in detail to answer the questions.
- Set a strict time limit to ensure Ss read quickly for information.
- Have Ss compare their answer before giving the answers.
- Ask Ss to give evidence when giving the answers.
- Ask Ss to do exercise 4. Then compare their answers.
- Correct their answers.
- Have each St create a new room for the hotel and draw a plan of the room.
- Individual work
- Individual work
- Individual work
* Practice:
3. Read the text again and answer the questions.
Key:
1. No, he isn’t.
2. There are ten rooms.
3. Because there’s a big tiger on the wall.
4. It’s under the bed.
4. Are these things in the room?
Key: 
A window
A lamp
A tiger
A chelf
A desk
& Speaking
5. Create a new room for the hotel. Draw a plan of the room.
- Ask Ss to show the plan to a partner. Then ask Ss to describe their room in pair.
- Ask other Ss to listen and vote for the best plan. 
- Pair -work
* Production:
6. Show your plan to your partner then describe the room to other Ss in the class.
*Homework:
- Prepare the next lesson :
 (Skill 2)
Experiments: 
Week: 05
Period: 13
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can listen to get information about rooms and houses; write an e-mail to a friend.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, a large-sized piece of paper.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to took at the plan of the room and furniture on page 23; Ask them to put the furniture in the place they like. 
- Group-work
* Presentation:
Look at the picture. Put the furniture in the place you like.
The room at a hotel.
Furniture: fireplace, wardrobe, table, bed, shelf, stool, sofa.
- Play the recording. Ask Ss to draw the furniture in the correct place as they listen.
- Allow Ss share their answers before listening to the recording a final time to check.
- Correct their answer.
- Ask Ss to describe Nick’ parents’ room again.
- Ask Ss to read the Writing tips box. Explain anything Ss do not understand.
- Ask them several questions.
- Copy a sample of an e-mail and show Ss each part.
- Ask Ss to look at Nick’s email on page 22 and identify the parts in the email.
- Check and confirm the correct answer.
- Use this e-mail as a model to teach the e-mail parts.
- Ask Ss to do this exercise in pairs.
- Write the email on a large-sized piece of paper and ask Ss to go to the board to do this exercise.
- Correct their answers.
- Ask Ss to close their books. Tell Ss that in this writing section, they will follow the writing process. Write the three letters P, D and C on the board and ask them to guess what these letters stand for.
- Have Ss open their book to check their guess. Explain the process of writing again. Ask Ss to look at the plan of the room they created in the previous lesson.
- Individual work
- Whole class
- Answer
- Individual work.
- T whole class
* Practice:
& Listening
1. Listen and draw the furniture in the correct place.
& Writing
An e-mail to a friend
Writing Tip – How to write an e-mail to a friend.
- Questions:
a. How many parts are there in an e-mail to your friend?
b. What are they? 
c. What should you remember when writing each part?
2. Read Nick’s e-mail again. Identify the subject, greeting, introduction, body and conclusion of the e-mail.
3. Read the e-mail below and correct it. Write the correct version in the provided.
4. Write an e-mail to Nick. Tell him about your idea for the new room of the Crazy House Hotel.
- Ask Ss to write their e-mail individually. Ask one St to write the e-mail on the board. Other Ss and T comment on the e-mail.
- Collect some e-mail to correct at home. 
- Individual work
* Production:
Write an email to Nick
*Homework:
- Write your e-mail in your notebook.
- Prepare next lesson :
 (Looking back)
Experiments: 
Week: 05
Period: 14
Date of planning: //
Date of teaching: //
UNIT 2: MY HOME
Lesson 7: Looking Back
I. Objectives:
	By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Tell Ss to write the words in their notebooks. Then T corrects the mistakes. 
- Let Ss repeat the words.
- Check their pronunciation
- Have Ss match the words in A with ones in B.
- Individual work
- Repeat
- Individual work
* Presentation:
& Vocabulary
1. Put The words into the correct groups. Do you want to add any words to each group? 
Key:
- Type of building: villa, apartment, town house, stilt house, country house.
- Rooms: Living room: living room, hall, bath room, kitchen, attic.
- Furniture: picture, cupboard, chest of drawers, wardrobe, sofa, dishwasher, desk. 
- Ask Ss to look at the pictures and do exercise individually.
- Ask some Ss to write the sentences on the board.
- Correct Ss’ answers.
- Ask Ss to do exercise 3 individually.
- Have Ss compare their answers with a partner.
- Check their answers.
- Ask Ss to do exercise 4 individually.
- Have Ss compare their answers with a partner.
- Ask some Ss to write the sentences on the board.
- Correct their answers.
- Model a way to ask and answer with a student, then divide Ss into groups.
- Ask Ss to take turns to draw a cat in the house in the book. Other Ss ask questions to find the cat.
- Go around and obverse Ss working.
- Individual work
- Individual work
- Pair-work
- Individual work
- Pair-work
- Group-work 
* Practice:
& Grammar
2. Make sentences. Use appropriate prepositions of places.
Key:
The boy is on the table.
The dog is in front of the kennel.
The cat is between the bookshelf and the sofa.
The cat is behind the computer.
The girl is in the armchair.
The boy is next to the armchair.
3. Look at the picture and complete the sentences.
 Key: 
1. There is 	2. There are
3. There is	4. There aren’t
5. There is	6. There aren’t
4. Turn the sentences in 3 into questions.
Key:
Is there a clock on the wall.
Are there books on the bookshelf?
Is there a desk next to the bookshelf?
Are there two posters on the wall?
Is there a laptop and a lamp on the desk?
Are there three small plants in the corner? 
5. Write six sentences to describe your bedroom.
& Communication
6. Take turns to draw a cat in the house below. Other students ask questions to find the cat.
Example: 
A: Where is the cat?
B: Is it on the bed?
A: No, it isn’t.
C: Is it under the table?
A: Yes, it is.
- Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.
- Individual work
* Production:
Complete the self-assessment.
	Finished! Now you can
*Homework:
- Prepare next lesson :
 (Unit 3: My Friends 
Lesson 1: Getting Started)
Experiments: