Giáo án môn Tiếng Anh Khối 6 - Unit 2: My home

Period: 10
UNIT 2: MY HOME
Lesson 2: A Closer Look 1
I. Objectives
1. Knowledge, Skills, Attitude: 
a. Knowledge: By the end of this lesson, students can pronounce correctly the sounds
/z/, /s/ and /iz/ in isolation and in context.
- Vocabulary: the lexical items related to the topic “My home”..
- Grammar: There is / There isn’t
There are / There aren’t Prepositions of place.
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
How many rooms are there in your house? There are ...... .
2. Knowledge formation activities (36’)
Teacher’s & Students’ activities
Contents
Activity 1: Helping Ss have many words to talk about the house
- Have Ss quickly match the room with its name.
- Explain the meaning of “hall”.
- Quickly check the answers.
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.
2. Name the things in each room in 1 Key:
Living room
Lamp, sofa, picture, table.
Bedroom
Bed, lamp, picture, chest of drawers.
Kitchen
Fridge, cupboard, cooker, table, dishwasher, chair.
Hall
Picture
- Play the recording.
- Ask Ss to listen and repeat the words.
- Ask for more words for each group.
- Model this activity with a Ss.
3. Listen and repeat the words. Can you add more words to the list. (page 34)
- Ask Ss to work in pairs.
- Call some pairs to practice in front of the class.
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.
Activity 2: Ss know and read the words, the sentences correctly
- 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/
Pronunciation
/z/, /s/ and /iz/
5. Listen and repeat the words. 
lamp	posters	sinks fridges	
tables	toilets beds	wardrobes
- 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.
6. Listen again and put the words in the correct column.
/z/	/s/	/iz/
posters	lamps	fridges
tables	sinks
wardrobes toilets beds
- 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/, /k/, /f/, /θ/).
- Final –es is pronounced /iz/ after voiced sounds (/s/, /z/, /ʃ/, /tʃ/, /ʤ/).
- Ask Ss to do this exercise individually first then compare their answers with a partner. - -- Check Ss’answers.
- Ask Ss to explain their answers
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
3. Consolidation 4’
- Help Ss to remember the lesson
- Play the recording for Ss to repeat each line of the conversation.
-Ask Ss to practice in pair.
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.
- Learn vocabulary by heart.
- Prepare next lesson
(A closer look 2)
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 11
UNIT 2: MY HOME
Lesson 3: A Closer Look 2
I. Objectives
1. Knowledge, Skills, Attitude: 
a. Knowledge: By the end of this lesson, students can use There is/ There isn’t/ There are/ There aren’t correctly and appropriately.
- Vocabulary: the lexical items related to the topic “My home”.
- Grammar: There is / There isn’t
There are / There aren’t
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Nought and Crosse:
cupboard
sinks
lamp
bedroom
posters
kitchen
bathroom
window
wall
Ex: The cupboard is in the kitchen.
2. Knowledge formation activities (36’)
Teacher’s & Students’ activities
Contents
- Activity 1: Helping Ss understand and know the way to use “there is/isn’t” and “there are/aren’t”
- 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
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.
Activity 2: Ss use and practice more
- Ask Ss to do exercise 1 and 2 quickly then give the answers to T.
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
- Have Ss to write the sentences individually then go to the board to write their sentences.
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.
Ask Ss to look at the picture and complete the description.
Confirm the correct answers and write them on the board.
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
Have Ss do this exercise individually, then give their answers.
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
6. Report your partner’s answer to the class.
3. Consolidation 4’
. Consolidation: Help Ss to take note the lesson
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.
7. Work in pair. Ask your partner about his/ her room or the room he/ she likes best in the house.
- Prepare next lesson Unit 2. Communication
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 12
UNIT 2: MY HOME
Lesson 4: Communication
I. Objectives
1. Knowledge, Skills, Attitude: 
a. Knowledge: By the end of this lesson, students can use ask about and describe houses, rooms and furniture.
- Vocabulary: town house, country house, villa, stilt house, apartment.
- Grammar: There is / There isn’t
There are / There aren’t
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Extra vocabulary: town house, country house, villa, ...
2. Knowledge formation activities (36’)
Teacher’s & Students’ activities
Contents
Activity 1: Ss remember and do exercise
- Ask Ss to look at the picture and complete the sentences
- Model the way do do this exercise with a St.
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
Activity 2: Help Ss to train speaking skill
- 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.
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 ?
Activity 3: Ss practice together
- 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.
3. Draw a simple plan of your house. Tell your partner about your house.
3. Consolidation 4’
- 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.
4. Describe your friend’s house to the class.
- Write a paragraph to describe your house in your notebook.
- Prepare next lesson : Unit 2. Skills 2
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 4: ........................................................