Giáo án Tiếng Anh Lớp 6 - Unit 2 - Lesson 1

UNIT 2: MY HOUSE
Lesson 1: Getting started – A look inside
Lesson aim(s)
By the end of the lesson, students will be able to:
use the lexical items related to the topic My house;
ask and answer about where someone lives.
Language analysis 
Form
Meaning
Pronunciation
1. town house (n)
a house in a town or city, usually a comfortable, expensive one in a fashionable area
/ˈtaʊn ˌhaʊs/
2. country (n)
a large traditional house in the countryside, especially one that has belonged to the same family for many years
/ˌkʌntri ˈhaʊs/
3. flat (n)
a set of rooms for living in that are part of a larger building and are usually all on one floor
/flæt/
Materials (referenced)
Grade 6 textbook, Unit 2, Getting started
Pictures and maps
sachmem.vn
Anticipated difficulties
Solutions
1. Students may be lack knowledge and experiences about the topic.
Prepare some handouts.
2. Students may have underdeveloped listening, speaking and co-operating skills.
Play the recording many times if necessary.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
Board Plan
Date of teaching
Unit 2: My house
Lesson 1: Getting started – A look inside
* Warm-up
Game: A hidden word
I. Vocabulary
1. town house (n)
2. country house (n)
3. flat (n)
II. Practice
Task 1: Tick the correct answers. (Ex. 2, p. 17)
Task 2: Complete the sentences. (Ex. 3, p. 17)
III. Production
Task 3: Complete the word web: Types of house. (Ex. 4, p. 17)
Task 4: Survey. (Ex. 5, p. 17)
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the topic.
* A hidden word
Teacher divides the class into two teams and asks a member of each team to look at the pictures and answer the questions. 
For each right answer, the team will get 1 point and 1 secret letter to help them find out the hidden word today.
There is one picture including two secret words. The team gets this picture will get 2 points.
The team which has more points or can guess the hidden word first will be the winner.
M Y H O U S E
What is it? – It’s a _ _ _ _ . (ROOM)
2. We have a small house in the _ _ _ _ _ _ _. (COUNTRY)
3. Where are they? – They are in the _ _ _ _ _ _ _ . (KITCHEN)
4. They have a house in the 
_ _ _ _ . (TOWN)
5. How many rooms are there in this house? 
– There are _ _ _ (SIX) rooms.
6. Which house is it? – It’s an _ _ _ _ _ _ _ _ _ . (APARTMENT)
Team work
5 mins
Lead in
To lead in the topic of My house.
Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures.
What are Nick and Mi doing? 
What might they talk about?
Suggested answers:
They are talking to / discussing with each other through the Internet.
(Students’answers)
T-Ss
2 mins
Presentation
(Pre-teach - Vocabulary)
To help students understand the text.
* VOCABULARY
Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words
+ providing the synonym or antonym of the words
+ providing the definition of the words
1. town house (n): [visual]
2. country house (n): [visual] 
3. flat (n): [synonym] 🡪 apartment
a town house
a country house
LISTEN AND READ. (p. 16)
Teacher plays the recording, asks students to underline the words related to the topic My house. (Teacher may check the meaning of some words if necessary.)
Teacher can play the recording more than once.
Students listen and read.
Teacher can invite some pairs of students to read aloud.
Then, teacher confirms the correct answer:
+ They are talking about their houses.
+ Mi is describing their new flat which her family was moving to.
T-Ss
5 mins
Practice
To set the context for the listening and reading text.
To help students understand the text.
Task 1: Tick the correct answers. (Ex. 2, p. 17)
Teacher asks students “Which family members does Mi talk about?” without reading the conversation again.
Then, teacher tells them to read it again individually and check their answers.
Teacher allows students to share their answers before discussing as a class and encourages them to give evidence.
Teacher calls some students to check.
Answer key:
Task 2: Complete the sentences. (Ex. 3, p. 17)
Teacher asks students to work independently to fill each blank with the word from the conversation.
Teacher allows students to share their answers before discussing as a class. 
Teacher calls some students to check. Teacher confirms the right answers and writes on the board.
Answer key:
1. sister
2. TV
3. town
4. country
5. three 
T-Ss
S
Ss-Ss
T-Ss
S
Ss-Ss
T- Ss
15 mins
Production
To develop students’ knowledge of the vocabulary about types of house.
To help students practise asking and answering about where they live.
Task 3: Complete the word web: Types of house. (Ex. 4, p. 17)
* Game: Networking 
Teacher divides the class into two teams, then writes the topic “Types of house” on the board and gives them two minutes to discuss.
After that time, a student from each team one by one runs to the board and writes one word.
The team which has more correct answers is the winner.
Suggested answers:
Task 4: Survey
Teacher asks students to work in groups of 4 or 6 to take turns to ask and answer about where they live.
Teacher can model with one student.
Teacher moves around to observe and offer help when needed.
By the end of the activity, one student from each group can stand up and report to the class.
Suggested answers:
In my group, Linh lives in a flat, Lan and Huong live in a country house, etc .
Team work
Group work
T-S
T-Ss
Ss-Ss
15 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To prepare for the next lesson.
Prepare the vocabulary for the next lesson: A closer look 1.
T-Ss
1 min
UNIT 2: MY HOUSE
Lesson 2: A closer look 1 
Lesson aim(s)
By the end of the lesson, students will be able to:
use the lexical items related to the topic My house;
use the vocabulary and structures to talk about the names of rooms and furniture pieces in the house;
pronounce and recognize the sounds /s/ and /z/.
Language analysis 
Form
Meaning
Pronunciation
1. hall (n)
the area just inside the main entrance of a house, apartment, or other building that leads to other rooms and usually to the stairs
/hɔːl/
2. chest of drawers (n)
a piece of furniture with drawers in which you keep things such as clothes
/ˌtʃest əv ˈdrɔːz/
3. sink (n)
 a bowl that is attached to the wall in a kitchen or bathroom in which you wash dishes or your hands, etc.
/sɪŋk/
4. dishwasher (n)
a machine that washes dirty plates, cups, forks, etc. 
/ˈdɪʃˌwɒʃər/
5. cupboard (n)
​ a piece of furniture or a space for storing things, with a door or doors and usually with shelves.
/ˈkʌbəd/
Materials (referenced)
Grade 6 textbook, Unit 2, A closer look 1.
Pictures and video clip.
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge about some lexical items.
Provide students with the meaning and pronunciation of some lexical items.
2. Students may have underdeveloped listening, speaking and co-operating skills.
Play the recording many times if necessary.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity). 
Board Plan
Date of teaching
Unit 2: My house
Lesson 2: A closer look 1 
* Warm-up
Jumbled words and matching
I. Vocabulary: Rooms and furniture pieces in the house
1. hall (n)
2. chest of drawers (n)
3. sink (n)
4. dishwasher (n)
5. cupboard (n)
Task 1: Name the thing in each room in Ex. 1. (Ex. 2, p. 18)
Task 2: Guessing game 
II. Pronunciation: /s/ and /z/
Task 3: Listen and write the words in the correct column. Then listen and repeat. (p. 18)
Task 4: Listen and repeat. Pay attention to the underlined words. (p. 18)
III. Production
Whispering game
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation.
Teacher asks students to work independently to rearrange letters to find out the correct word, then match the word with the picture.
Teacher tells students to compare their answers with their partners.
Teacher corrects and confirms the answers.
Teacher explains the new words.
* Jumbled words 
1. tchekin
2. thraobom
3. rodeomb
4. lngivi moro
5. lahl 
* Matching
Answer key:
* Jumbled words
1. kitchen
2. bathroom
3. bedroom
4. living room
5. hall
* Matching
a. hall
b. living room
c. bedroom
d. bathroom
e. kitchen
S
Ss-Ss
T-Ss
5 mins
Lead in
To lead in the lesson about vocabulary and pronunciation.
Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to describes rooms and furniture and two sounds /s/ and /z/.”
T-Ss
2 mins
Presentation
(Vocab-
pre-teach)
To revise / teach the names of rooms in the house.
VOCABULARY
Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words
+ providing the pictures of the words
1. hall (n): [visual + [explanation]
2. chest of drawers (n): [visual]
3. sink (n): [visual]
4. dishwasher (n): [visual]
5. cupboard (n): [visual]
2. chest of drawers
3. sink 
4. dishwasher
5. cupboard
* Checking technique: Slap the board
T-Ss
5 mins
Practice
To revise / teach the names of furniture pieces.
To help students practise asking and answering about the furniture in a room.
Task 1: Name the things in each room in Ex. 1. 
(Ex. 2, p. 18)
Teacher asks students to work in pairs to do this activity.
Teacher writes the names of the rooms on the board in different places, then calls on students from different pairs to go to the board and write the name of the furniture under these rooms. 
Remind students that one piece of furniture can belong to more than one room.
Teacher asks other students to comment and asks them if they can add some more things to each room.
Suggested answers:
Bedroom: lamp, picture, chest of drawers
Living room: lamp, sofa, picture
Hall: picture
Kitchen: fridge, cupboard, dishwasher, sink
Bathroom: shower, sink, toilet
Other words: chair, fan, air conditioner, cooker, etc.
Task 2: Guessing game
Teacher models this activity with a student. 
Teacher asks students to work in pairs: one student thinks of a room in his / her house; the other asks questions to guess the room. 
Teacher calls some pairs to practise in front of the class. 
Teacher comments on their performance.
Example:
Ss 1: What’s in your room?
Ss 2: A lamp and a chest of drawers.
Ss 1: Is it the bedroom?
Ss 2: Yes.
Pair work
T-Ss
T-S
Ss-Ss
T-Ss
15 mins
Presentation
(Pre-teach the sounds /əʊ/ and /aʊ/.)
To help students identify how to pronounce the final sounds /s/ and /z/ at the end of the words.
PRONUNCIATION
Teacher introduces 2 sounds s/ and /z/ to students and lets them listen and repeat the words in Ex. 4 (p. 18). 
Teacher has students comment on how to pronounce these two sounds at the end of the words.
Teacher quickly explains the rules:
+ Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /k/, /f/, /θ/).
+ Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/, etc.) and any vowel sounds.
Teacher asks students to give some words they know containing these sounds.
Suggested answers:
/s/: cats, lamps, books, months
/z/: beds, dogs, cans, rooms, videos, cookers, bees
T- Ss
5 mins
Practice
To help students practise pronouncing these sounds in words. 
To help students pronounce the final sounds /s/ and /z/ correctly in context.
Task 3: Listen and write the words in the correct column. Then listen and repeat. (p. 18)
Teacher asks students to read and listen again the words, then put them in the correct column.
Students work individually.
Teacher plays the recording for students to listen, repeat and check their answers.
Answer key:
/s/
/z/
lamps, sinks, flats, toilets,
cupboards, sofas, kitchens, rooms
Task 4: Listen to the conversation. Underline the final “s” in the words and put them into the correct column. (p. 18)
Have students quickly read the conversation and underline the final “s” in the words. Now play the recording for students to listen to the conversation and write /s/ or /z/ under each “s” that they have underlined.
Tell them to put the words with the final “s” in the correct column according to the sound of “s”. Have them work in pairs to compare their answers. Check students’ answers. Ask them to explain their answers.
Answer key:
 /s/: chopsticks, lamps
 /z/: bowls, things, homes
Play the recording again for students to repeat each line of the conversation. Ask students to work in pairs to practice the conversation. Call some pairs to practise the conversation. Comment on their pronunciation of the final “s”.
T-Ss
S
T- Ss
T- Ss
5 mins
Production
To give students chance to apply what they have learnt.
Game: Whispering
Teacher divides the class into 4 big groups and asks students to stand in four lines.
The member in the last place will make a sentence containing at least a word and a sound they have learnt; then, whisper the sentence to the next member of the group. They will continue until the member in the first place and this member will say the sentence aloud.
The fastest group will win the game.
Suggested sentences:
There are two bedrooms in my house.
My living room has a TV, two lamps, some pictures and a sofa.
The toilets in my school are clean.
Group work
5 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To revise what they have learnt.
Find 5 more words with the sound /s/ and 5 more words with the sound /z/. Write them down and practice pronouncing the words.
T-Ss
1 min
UNIT 2: MY HOUSE
Lesson 3: A closer look 2
Possessive case & Prepositions of place
Lesson aim(s)
By the end of the lesson, students will be able to know how to use the possessive case and prepositions of place correctly.
Language analysis 
Form
Meaning
+ “ ’s” after a proper name.
Eg: Nam’s pen
+ “ ‘s” after a singular noun
Eg: teacher’s book
A possessive case is used to show possession.
Materials (referenced)
Grade 6 textbook, Unit 2, A closer look 2.
Pictures, sets of word cards. 
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge and experiences about the topic.
Prepare some hand-outs.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 2: My house
Lesson 3: A closer look 2 
* Warm-up
Memory game
I. Grammar focus 1: The possessive case
🡪 name’s + noun = Polly’s sock.
🡪 singular noun’s + noun = teacher’s book.
* Practice:
Task 1: Choose the correct answer.
Task 2: Complete the sentences with the correct possessive forms. 
II. Grammar focus 2: Prepositions of place
on, in, at, under, .
* Practice:
Task 3: Write the correct preposition in the box under each picture. 
Task 4: Decide True or False statements. 
III. Further practice: Memory challenge
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ prior knowledge and vocabulary related to the targeted grammar of possessive case, preposition of place and to increase students interest.
* Game: Memory game
Teacher divides the class into 4 groups.
Teacher tells students the rules of the game:
+ Students have to study the picture of 3 people (Jack, Polly and Greg) and try to remember the things belonging to each person in 30 seconds without writing down in their notebooks.
+ After 30 seconds, teacher shows the things of Jack, Polly and Greg and a member of each team has to answer quickly the question “Whose is it?”
+ The group with more correct sentences will be the winner.
Answer keys:
1. Whose jumper is it? 
– It’s Polly’s jumper. 
2. Whose T-shirt is it? 
– It’s Greg‘s T-shirt.
3. Whose ball is it? 
– It’s Jack’s ball.
4. Whose sock is it? – It’s Jack’s sock.
5. Whose shoes is it? 
– It’s Greg’s shoes.
6. Whose sock is it? – It’s Polly’s sock.
7. Whose jumper is it?
 – It’s Greg’s jumper.
8. Whose T-shirt is it? 
– It’s Polly’s T-shirt.
Group work
5 mins
Lead in
To introduce the targeted grammar of the lesson.
Teacher says: “This lesson today is going to tell you one way to express the possessive and how to use the preposition of place correctly.”
T-Ss
1 mins
Presentation
To introduce students the form of possessive case.
THE POSSESSIVE CASE
Teacher draws students’ attention to the words in the answers from the Warm-up “Greg ‘s T- shirt, Jack’s ball, Polly’s sock” and asks them whether they know the meanings of these words.
Teacher provides or confirms the answers and lead in the grammar focus of the lesson:
🡪 We use “‘s” to show possession.
Teacher writes the form of the possessive case on the board: 
🡪 name’s + noun = Polly’s sock.
🡪 singular noun’s + noun = teacher’s book.
T-Ss
Ss-Ss
5 mins
Practice
To help students identify the correct form of possessive case.
To help students practise forming the correct form of possessive case.
Task 1: Choose the correct answer. 
Teacher asks students to do the exercise individually and then compare their answers with a classmate.
Check the answers as a class.
Teacher confirms the correct answers.
Answer key:
1. grandmother’s 
2. sister’s 3. cousin’s 
4. Nam’s 5. An’s 
Task 2: Complete the sentences with the correct possessive forms. 
Teacher has students do this exercise individually and calls on two students to write their answers on the board. 
Teacher draws all students’ attention to the board and checks the answers together. 
Teacher confirms the correct answers.
Answer key:
1. Mi’s 2. teacher’s 
3. Nick’s 4. father’s 
5. brother’s
S
T – Ss
T – Ss
8 mins
Presentation
To help students identify different prepositions of place and use them correctly to describe where
people or things are.
PREPOSITIONS OF PLACE
Teacher asks students what prepositions of place they know. Encourage students to say as many as possible.
Have them look at the Remember box to see if the prepositions they have mentioned are the same.
Teacher confirms how to use prepositions of place.
🡪 We use prepositions of place to describe where people or things are.
T - Ss
5 mins
Practice
To help students practice using prepositions of place correctly to describe where people or things are.
Task 3: Write the correct preposition in the box under each picture. 
Teacher has students do this exercise 3 in pairs, then asks for students’ answers and confirms the correct answers.
Teacher has students work in pairs to say sentences describing the pictures. Move around to offer help if needed.
Teacher calls on some students to say their sentences. If there is time, ask some students to write their sentences on the board.
Answer key:
1. on 2. next to
3. behind 4. in
5. in front of 6. between 
7. under
1. The dog is on the chair.
2. The dog is next to the armchair.
3. The cat is behind the TV.
4. The cat is in the wardrobe.
5. The dog is in front of the kennel / doghouse.
6. The cat is between the lamp and the armchair.
7. The cat is under the table.
Task 4: Decide True or False statements. 
Teacher has students look at the picture of the room and asks them to describe the room briefly, then has them read each sentence, look at the picture and decide if each sentence is true or false. If it is false, ask them to correct it.
Teacher has students do this exercise individually before they share their answers with a partner. Ask some students to read out their answers. 
Teacher confirms the correct ones.
Answer key:
1. T
2. F (The school bag is under the table.)
3. F (The clock is between the two pictures.)
4. T 
5. F (The cap is on the pillow.)
Pair work
T- Ss
T- Ss
10 mins
Production
To help students practise asking and answering about the position of things.
* Memory challenge
Teacher has students work in pairs to play the game Memory challenge. 
Students look at the picture in Exercise 4 for 30 seconds and then cover it. 
They ask and answer questions about the position of the things in the picture. 
Teacher invites some pairs to perform in front of the class.
Example:
A: Where are the books?
B: They’re on the table.
T-Ss
Ss-Ss
T-Ss
8 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To revise what they have learnt.
Do exercises in the workbook.
T-Ss
1 min
UNIT 2: MY HOUSE
Lesson 4: Communication
Lesson aim(s)
By the end of the lesson, students will be able to:
learn how to give suggestions;
practise using some grammar points and vocabulary related to the topic.
Language analysis 
Materials (referenced)
Grade 6 textbook, Unit 2, Communication
Pictures 
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge about the topic.
Provide students with information about the knowledges they do not know.
2. Students may have underdeveloped reading, speaking and co-operating skills.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail. Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 2: My house
Lesson 4: Communication
*Warm-up
Pictures decribing
I. Everyday English: Giving suggestions
Structure: How about + V-ing?
 Let’s + V.
Task 1: Listen and read the dialogue.
Task 2: Make similar dialogues.
II. Living places
Task 3: Look at the picture and complete the sentences. 
Task 4: Find the differences between the two houses. 
Task 5: Draw a simple picture of your house. 
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the lesson.
* Pictures describing:
Teacher shows the picture of Nam’s house and asks students to describe as many things in the picture as possible. 
Students give their answers.
Teacher checks the answers.
Suggested answers:
This is Nam’s house.
There are 4 rooms in his house.
In the living room, there is a lamp, a picture, a table and a sofa.
In the kitchen, there is a fridge, a dishwasher and a sink.
 .
T-Ss
3 mins
Lead in
To lead in the lesson. 
Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to give suggestions and practice describing a house”.
T-Ss
2 mins
* EVERYDAY ENGLISH
Presentation
To introduce two ways to give suggestions.
Task 1: Listen and read a dialogue. 
* Giving suggestions:
Teacher plays the recording for students to listen and read the dialogue between Elena and her mum at the same time. 
Teacher asks students to pay attention to the highlighted sentences. 
Teacher elicits the structures to give suggestions from students.
Structure: 
🡪 How about + V-ing?
🡪 Let’s + V. 
Teacher has students practise the dialogue in pairs. Call some pairs to practise the dialogue in front of the class. 
T-Ss
5 mins
Practice
To help students practise giving suggestions.
Task 2: Make similar dialogues.
Teacher give students some situations to practice:
Situation 1: You want to buy some furniture for their homes.
Situation 2: You want to do some activities at the weekend with your friend.
Situation 3: You want to buy some new school things
Teacher asks students to work in pairs.
Teacher moves around to observe and provide help.
Teacher calls some pairs to practise in front of the class, then comments on their performance.
Suggested answers:
A: I am so bored.
B: How about going to the cinema this weekend?
A: Great idea!
Pair work
T-Ss
5 mins
* LIVING PLACES
Presentation
To give students a sample of a house description
To help students practise using some grammar points and vocabulary related to the topic.
Task 3: Complete the sentences. 
Teacher has students look at the picture and try describing Mi’s grandparents’ country house. 
Teacher encourages students to say full sentences. 
Then ask students to work in pairs to complete the given sentences. 
Teacher moves around to observe and provide help. 
After that, teacher invites students to share their answers. 
Teacher confirms the correct answers.
Answer key: 
1. country 2. are 3. is 4. chairs 5. on 
T- Ss
Pair work
T-Ss
5 mins
Practice
To help students practise asking and answering about the differences between two houses.
Task 4: Find the differences between the two houses. 
Teacher models with a student.
Suggested conversation:
T (look at Nick’s house): Nick lives in a country house. Where does Mi live?
S: (look at Mi’s house): She lives in a town house.
T: How many rooms are there in Mi’ house?
S: There are six rooms. What about in Nick’s house?
T: 
Teacher asks students in each pair not to look at each other’s picture and make similar conversations.
Teacher reminds students to note down the differences between the two houses.
After some minutes, the pair which has the most differences will be the winner. Ask some pairs to act out the conversation. Other pairs listen and add more differences if there are any. 
T-S
Pair work
5 mins
Production
To help students practise describing their house.
Task 5: Drawing a simple picture of your house.
Teacher gives students 5 – 7 minutes to draw a simple picture of their house, then asks students work in pairs to tell each other about their house. If time allows, teacher can ask them to note down the differences between their houses.
Teacher calls some students to describe their friend’s house to the class.
Students may also present the differences between their house and their friend’s. Other students and teacher listen and give comments. The group with higher scores will win the game.
S
Pair work
T-Ss
7 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To prepare for the next lesson: 
Skills 1.
Do exercises in the workbook.
T-Ss
1 min
UNIT 2: MY HOUSE
Lesson 5: Skills 1 
Lesson aim(s)
By the end of the lesson, students will be able to:
understand the description of a room at the Crazy House Hotel in Da Lat;
describe one room (in their imagination) in that hotel.
Language analysis 
Form
Meaning
Pronunciation
1. strange (adj)
unusual and unexpected, or difficult to understand
/streɪndʒ/
2. wardrobe (n)
a tall cupboard in which you hang your clothes
/ˈwɔːdrəʊb/
3. desk (n)
a type of table that you can work at, often one with drawers
/desk/
Materials (referenced)
Grade 6 textbook, Unit 2, Skills 1
Pictures, sets of words.
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge about some lexical items.
Provide students with the meaning and pronunciation of words.
2. Students may have underdeveloped reading, speaking and co-operating skills.
Let students read the text again 
(if needed).
Create a comfortable and encouraging environment for students to speak.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity). 
Board Plan
Date of teaching
Unit 2: My house
Lesson 5: Skills 1 
* Warm-up
Shark attack
I. Reading:
1. Reading skills: Predicting
2. Vocabulary
Task 1: Read the text and answer the questions. (Ex. 2, p. 22)
Task 2: Circle the things in the Tiger Room. (Ex. 3, p. 22)
Task 3: Retelling
II. Speaking:
Task 4: Create a new room for the hotel. (Ex. 4, p. 22)
Task 5: Describe your plan. (Ex. 5, p. 22)
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the topic of reading.
*Shark attack
Teacher divides the class into 2 teams.
Then, teacher lets students play “Shark attack” to find the hidden words.
C R A Z Y
The team which finds the word first will be the winner.
Group work
5 mins
Lead in
To lead in the lesson about Skills 1.
READING SKILL: PREDICTING
Teacher asks students to read the “Reading skill” box and explains any words that Ss do not know.
Teacher tells students that predicting is an important reading skill that can help them have a general understanding of the text.
* Set the scene: 
Teacher tells students to quickly look at the text, the pictures and answer the questions.
Teacher asks for students’ answers.
Then teacher tells them to read the text quickly to check their prediction.
After that, teacher confirms the correct answers.
Answer key: 
1. It’s an email.
2. The text is about Nick’s room at the Crazy House Hotel.
T-Ss
2 mins
Pre-Reading (Pre-teach vocabulary)
To provide students with some lexical items before reading the text again. 
VOCABULARY
Teacher introduces the vocabulary by:
+ Providing the synonym or antonym of the words.
+ Providing the pictures of the words.
+ Providing the def