Giáo án Tiếng Anh Lớp 6 theo CV5512 - Unit 1: Home - Lesson 2 - Part 3: Pronunciation and Speaking

Date of preparing: 	 .
Date of teaching: 	 .
Period 
UNIT 1: HOME 
Lesson 2 - Part 3 (Page 11) – Pronunciation and Speaking
I. OBJECTIVES
 By the end of the lesson, Ss will be able to 
1. Knowledge
- pronounce the sound /ɪ/ correctly.
- talk about housework their family members do.
2. Ability
- improve speaking skills. 
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love family and share household chores with family members.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts 
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction the sound /ɪ/.
c) Product: Ss have general ideas about the sound they are going to study in the new lesson.
d) Competence: Collaboration, observation.
e) Organization of the activity:
Teacher’s Activities
Students’ Activities
- Give greetings
- Check attendance
Option 1: 
- Give Ss a sentence:
My sister, Lily, is cooking dinner in the kitchen
- Have Ss read the sentence as fluently as possible
- Ask Ss to find out words containing the sound /ɪ/ in the sentence
- Give feedback, correct Ss’ answers if necessary
- Introduce the sound of the pronunciation part: /ɪ/
à Lead to the new lesson
Option 2: 
- Have Ss close all books
- Show 6 pictures and have Ss give name of the pictures
- Check answers as a whole class
- Have Ss make comments on the 6 words under the pictures (Suggestion: What is the similarity of these 6 words)
- Call Ss to give answers
- Give feedback, introduce the sound /ɪ/
à Lead to the new lesson
- Greet T
- Read
- Find words with the sound /ɪ/
Answer keys
My sister, Lily, is cooking dinner in the kitchen.
- Close books
- Look and give answers
Answers keys
Suggested answers: All 6 words contain the sound /ɪ/
- Listen
B. New lesson (35’)
Activities 1: Pronunciation (10’)
a) Objective: Ss know how to pronounce the sound /ɪ/.
b) Content: 
- Recognizing the sound /ɪ/.
- Listening and focusing pronunciation feature, finding and correcting mistakes.
- Practicing the sound.
c) Products: Ss can pronounce the sound /ɪ/ correctly in their speaking.
d) Competence: Communication, collaboration, listening. 
e) Organization of the activity:
Teacher’s Activities
Students’ Activities
a + b. Listen. Notice the sound /ɪ/ of the underlined words
- Play the recording (CD1, track 10)
- Ask Ss to listen and pay attention to the sound /ɪ/
- Briefly explain how to pronounce the sound /ɪ/
- Call Ss to make their comments on the letter that helps them notice the sound /ɪ/
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature
c + d. Listen and cross out the one with different sound, then read the sentences with the correct sound to a partner
- Play the recording, have Ss listen and cross out the option that uses different sound
- Call Ss to give answers
- Play the recording again and check answers as a whole class
- Then have Ss practice saying the words with a partner, using the correct sound /ɪ/
- Have Ss find more words with the sound /ɪ/
- Call some Ss to read their words in front of the class
- Check and correct Ss’ pronunciation
- Listen
Suggested answers: the /ɪ/ sound often happens with words containing letters i or y (balcony, village, ) or sometimes letter e (emergency, event, )
- Listen again and repeat
- Listen and cross out
- Give answers
Answer key
- Listen again and check
- Work in pairs
- Read answers
Suggested words: live, family, give, balcony, shopping, village, 
Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions about “Who does housework?”
b) Content: Pointing to the pictures, asking and answering.
c) Products: Ss practice and produce the target language presented fluently and confidently.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:
Teacher’s Activities
Students’ Activities
Point, ask and answer (controlled practice)
Option 1: 
- Demonstrate the activity by practicing role-play with a student
- Remind Ss to use the right collocation of “make” or “do”
- Have pairs point to the pictures, practice asking and answering about the family members and housework
- Call some pairs to read in front of the class
- Check Ss’ pronunciation
Option 2: free practice (for class with better students) 
- Follow the same steps as option 1
- Then give Ss an extra activity: Practice the conversation in the textbook; however, they try to remember the conversation content
- Have Ss use their own ideas with other housework
- Have some pairs demonstrate the activity in front of the class, not looking at the textbook; encourage Ss to present as naturally as possible
- Give feedback and evaluation
- Listen
- Work in pairs
Suggested answers
1. Who does the laundry?
- My mother (does)
2. Who vacuum – clean the living room?
- My sister (does)
3.Who cleans the kitchen?
- My mother (does)
4. Who washes the dishes?
- My father (does)
- Listen to the instruction and work in pairs. Practice the new conversation with the information in the pictures or use their own ideas
- Act out the conversation
Activity 3: Speaking (15’)
a) Objective: Ss can discuss the roles of family members in sharing the housework.
b) Content: Asking and answering questions about activities. 
c) Products: Ss can apply the target language to producing the language successfully.
d) Competence: Collaboration, communication, creativity and presentation.
e) Organization of the activity:
Teacher’s Activities
Students’ Activities
a. You are doing a survey about housework in Teen World Magazine. Work in groups. Fill in the information for yourself, then ask 2 friends
- Demonstrate the activity by practicing role-play with a student
- Have Ss work in groups of 3
- Have Ss complete the table with information about doing the housework in their family, ask 2 friends and complete the survey
- Go round and give help if necessary
- Have Ss share their findings with the class
- Give feedback and evaluation
b. Discuss who does the most housework in your families
- Have Ss discuss who does the most housework in their families
- Have some Ss share their ideas with the class, follow the example:
- Have Ss add more information about the person who does the most housework in their families (What housework does he / she do? How often does he / she ?
- Give feedback and evaluation
- 1 S practice role-play with the teacher
- Work in groups
- Present
- Discuss in groups / pairs
- Present
C. Consolidation (3’)
* Pronunciation: the sound /ɪ/: live, dishes, kitchen, village, city, laundry, dinner, 
* Asking about doing housework 
 Who does / Who makes / Who cleans ?
D. Homework (2’) 
- Practice pronouncing words with the sound /ɪ/.
- Practice asking and answering about household chores.
- Prepare: Lesson 3: Geography – New Words and Listening (page 12 – SB).