GIÁO ÁN ANH 6 UNIT 2 MỚI ( 3 CỘT )

GIÁO ÁN ANH 6 UNIT 2 MỚI ( 3 CỘT ) Period 9: Unit 2: My home Lesson 1: Getting started Objectives: By the end of the lesson, Ss will be able to: • use the lexical items related to the topic ‘My home’ • use prepositions of place to describe the positions of furniture in the house Language focus: Vocabulary: apartment, centre, Structure: Will for the future, might for future possibility Teaching aids: Textbook, English room Procedure Steps Learning activities Modes Warm up 5ms ‘Slap the board’ Divide the class into 2 teams, Blue and Green. Ask 6 members from each team will come here and stand in two lines in front of the board. Be quiet and listen to the questions carefully and slap the correct answers as quickly as possible. Who is quicker and get more correct answers will be the winner. 1. What is there behind you? 2. Where do you live? 3. Are there many rooms in your apartment? 4. Do you live with your grandparents? 5. Who do you live with? 6. Where is your kitchen? Ask Ss some questions about their houses: Lead Ss to the topic of the lesson. Whole class Getting started 15ms 1. Listen and read Ask Ss to look at the picture and answer some questions: + What are Nick and Mi doing now? (They are talking on Skype They are chatting via webcam etc.) + What might they talk about? (Ss’ answers) Ask Ss to look through the conversation before listening. Play the recording. Ss listen and read. Call on some pairs to practice the conversation in front of the class. 1a. Complete the table Ask SS to listen to the recording to tell which family members Mi talks about. Play the recording Ask Ss to give the answers without reading the conversation again. Ask Ss to read the conversation and check their answers. Check SS’ answers. Key: Grandparents Dad  Mum  Brother  Uncle Aunt  Cousin  1b. Complete the sentences Ss read the conversation again and find the appropriate information to complete the sentences. Check Ss’ answers: Key: 1. TV; sofa 2. Town house 3. sitting on the sofa 4. noisy 5. three Whole class Pairs Individuals Individuals Whole class Individual Doing 15ms 2. Matching Ask Ss to match the prepositions with the pictures on page 17. Check Ss’ answers: Key: A. on B. next to C. behind D. in E. in front of F. between G. under Focus Ss on how to pronounce these prepositions and their meanings. 3. Writing Ask Ss to write the sentences to describe each picture on page 17 individually. Have SS share the sentences with a friend. Call on some Ss to write their answer on the board. Check the sentences with the whole class. Key: A. The dog is on the chair B. The dog is next to the bowl. C. The cat is behind the TV. D. The cat is in the wardrobe. E. The dog is in front of the kennel. F. The cat is between the lamp and the sofa. G. The cat is under the table. 4. TrueFalse statements Ask Ss to look at the picture of the room and and write T or F for each sentence individually. Have Ss share their answers before giving the answer. Check SS’ answers. 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 Individuals Whole class Individuals Pairs Whole class Individuals Pairs Whole class Performing 9ms Answer the questions Ask Ss to look at the picture again and answer the questions. Correct their answers 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. Pairs Homework 1m Write a paragraph about your home. Prepare next lesson (A closer look 1) Whole class

Planning date: 14/09/2016

Period 9:

Unit 2: My home Lesson 1: Getting started

Objectives: By the end of the lesson, Ss will be able to:

• use the lexical items related to the topic ‘My home’

• use prepositions of place to describe the positions of furniture in the house Language focus:

Vocabulary: apartment, centre,

Structure: Will for the future, might for future possibility

Teaching aids: Textbook, English room

Procedure

Warm up

5ms

‘Slap the board’

- Divide the class into 2 teams, Blue and Green

- Ask 6 members from each team will come here and stand in two lines in front of the board Be quiet and listen to the questions carefully and slap the correct answers as quickly as possible Who is quicker and get more correct answers will be the winner

1 What is there behind you?

2 Where do you live?

3 Are there many rooms in your apartment?

4 Do you live with your grandparents?

5 Who do you live with?

6 Where is your kitchen?

Whole class

Next to the living room.

With my parents and

my younger brother.

My bookshelf

No, I don’t.

In an apartment.

Yes, there are.

- Ask Ss some questions about their houses:

- Lead Ss to the topic of the lesson

Getting

started

15ms

1 Listen and read

- Ask Ss to look at the picture and answer some questions:

+ What are Nick and Mi doing now? (They are talking on Skype/ They are chatting via webcam/

etc.) + What might they talk about? (Ss’ answers)

- Ask Ss to look through the conversation before listening

- Play the recording Ss listen and read

- Call on some pairs to practice the conversation in front of the class

1a Complete the table

- Ask SS to listen to the recording to tell which family members Mi talks about

- Play the recording

- Ask Ss to give the answers without reading the conversation again

- Ask Ss to read the conversation and check their answers

- Check SS’ answers

Key:

Grandparents

Uncle

1b Complete the sentences

- Ss read the conversation again and find the appropriate information to complete the sentences

- Check Ss’ answers:

Key:

Whole class

Pairs Individuals

Individuals Whole class

Individual

1 TV; sofa 2 Town house 3 sitting on the sofa

4 noisy 5 three

Doing

15ms

2 Matching

- Ask Ss to match the prepositions with the pictures

on page 17

- Check Ss’ answers:

Key:

A on B next to C behind D

in

E in front of F between G under

- Focus Ss on how to pronounce these prepositions and their meanings

3 Writing

- Ask Ss to write the sentences to describe each picture on page 17 individually

- Have SS share the sentences with a friend

- Call on some Ss to write their answer on the board

- Check the sentences with the whole class

Key:

A.The dog is on the chair B.The dog is next to the bowl

C.The cat is behind the TV

D.The cat is in the wardrobe

E.The dog is in front of the kennel

F.The cat is between the lamp and the sofa

G.The cat is under the table

4 True/False statements

- Ask Ss to look at the picture of the room and and write T or F for each sentence individually

- Have Ss share their answers before giving the answer

- Check SS’ answers

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)

Individuals

Whole class

Individuals Pairs Whole class

Individuals Pairs Whole class

5 F (The cap is next to the pillow).

6 T

Performing

9ms

Answer the questions

- Ask Ss to look at the picture again and answer the questions

- Correct their answers

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

Pairs

Homework

1m

- Write a paragraph about your home

- Prepare next lesson

(A closer look 1)

Whole class

Planning date: 14/9/2016

Period 9:

Unit 2: My home Lesson 1: A closer look 1

Objectives: By the end of the lesson, Ss will be able to:

• use the lexical items related to the topic ‘My home’

• pronounce correctly the ending sounds /s/, /z/ and /iz/ in isolation and in context

Language focus:

Vocabulary: hall, attic, chest of drawers, air-conditioner , sink , cooker,

microwave, ceiling fan Structure:

Teaching aids: Textbook, laptop, projector

Warm up

5ms

Jumbled words

- Ask Ss to put the letters in the correct order to make a meaningful word

1 broaomth 2 lvniig romo 3 hlal

4 kcehitn 5 aictt 6 bdeorom

- Check SS’ answers

Keys:

1 bathroom 2 living room 3 hall

4 kitchen 5 attic 6 bedroom

- Lead Ss to the topic of the lesson

Whole class

Vocabulary

15ms

1 Name the rooms of the house

- Have Ss quickly match the room with its name

- Explain the meaning of “hall”

- Check SS’ answers

a living room b bedroom c attic

d bathroom e kitchen f hall

2 Name the things in each room

- Present some new words:

1 chest of drawers (n): (visual)

2 air-conditioner (n) : (visual)

3 sink (n): (visual)

4 cooker (n) : (visual)

5 microwave (n) : (visual)

6 ceiling fan (n) : (visual)

Individuals

Whole class

Whole class

Pairs

- Ask Ss to work in pairs to name the things in each room in 1

- 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

- Check Ss’ answers:

Key:

Living room Lamp, sofa, picture, table.

Bedroom Bed, lamp, picture, chest of drawers.

Kitchen Bridge, cupboard, cooker, table, dishwasher, chair.

3 Listen and repeat

- Play the recording

- Ask Ss to listen and repeat the words

- Ask for more words for each group

4 Think of a room

- Ask and answer questions to guess the room in pairs

- Model this activity with a S

- Ask Ss to work in pairs

- Call some pairs to practice in front of the class

Example:

A: What’s in the room?

B: A sofa and a television

A: Is it the living room?

B: Yes

Whole class

Whole class

Whole class T-S Pairs

Pronunciation

15ms

5 Listen and repeat

- 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/

6 Listen again and put the words in the correct column.

- Ask Ss to put the words in the correct column while they listen

Whole class

Individuals

- Check Ss’ answers:

Posters Tables Wardrobes Beds

Lamps Sinks Toilets

Fridges

- Have Ss comment on the way to pronounce –s/-es

at the end of the words Quickly explain the rules

+ 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 Underlining

- Ask Ss to read the conversation and underline the final s/es in the words and write /z/, /s/ or /iz/

individually

- Have SS compare their answers with a partner

- Check Ss’answers

- Ask Ss to explain their answers

/z/: things, pictures /s/: lights, chopsticks /iz/: dishes, vases

Whole class

Individuals

Pairs Whole class

Performing

9ms

Outcome

- Play the recording for Ss to repeat each line of the conversation

- Ask Ss to practice the conversation in pairs

- Call on some pairs to practice the conversation

- Correct their mistakes

Whole class Pairs

Homework

1m

- Do exercises in the workbook

- Prepare for the next lesson: Closer look 2

Whole class

Planning date: 18/9/2016

Period 11:

Unit 2: My home Lesson 3: A closer look 2

Objectives: By the end of the lesson, Ss will be able to:

+ use prepositions of place and There is/There isn’t/There are/There aren’t

correctly and appropriately

Language focus:

Vocabulary: review

Grammar: There is/There isn’t/There are/There aren’t

Teaching aids: Textbook, English room

Procedure

n Warm up

5ms

Chatting

- Ask Ss some questions about their house:

+ How many rooms are there in your house?

+ What is there in your room?

+ …

- Lead Ss to new lesson

T-whole class

Presentatio

n

10ms

There is/There are

- Ask Ss to look at the two pictures of the two rooms on page 19 in the grammar If possible, T can prepare two pictures of two rooms with some furniture removed from the second

T-whole class

T-whole

room Ask Ss what the second room does not have

Write Ss’ answers on the board At the same time, 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

- Now Ss can have a closer look at the grammar box, especially the examples

- Explain to Ss that in this structure we use ‘is’ or

‘are’ after ‘there’ depending on the noun right after the verb ‘be’ If the noun is singular or uncountable,

we use ‘is’ even if after this noun there are some other plural noun (e.g There is a dog and two cats under the table) If the noun is plural, we use ‘are’

class

T-whole class

Practice

15ms

1 Task 1&2/page 19

- Ask Ss to complete the sentences using ‘is’ or ‘are’, then change them into the negative

- Get feedback

2 Task 3/page 19

- In this activity, Ss can write different sentences (positive and negative sentences) Accept these sentences if they make sense Ss write the sentences individually then two go to the board to write their sentences Other Ss and T feedback

3 Task 4/page 20

- Ss look at the picture and complete the description

Ss compare their answers, then give T their answers

T confirms the correct answers and writes them on the board if necessary

- Get feedback:

1 is 2 is 3 are 4 are 5 aren’t 6 isn’t

4 Task 5/page 20

- Ask Ss to complete the questions

- Feedback:

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?

Individual work

Individual work

Individual work / pairwork

Individual work

Production Speaking

- Call one Ss to talk about their house in front of the class Then the others interview him/her (After the St talks about his house, T can ask the others about his/her house)

Example:

S1: Where is your room?

S2: It is on the second floor.

S3: Is there a bookshelf in your room?

S2: Yes, there is.

…

St-whole class

Consolidation

Homework

2ms

Ask Ss to describe Nick’s house on page 21 and Mi’s house on page 25

Planning date:

5/9/2017

Period 12:

Unit 2: My home Lesson 4: Communication

Objectives: By the end of the lesson, Ss will be able to:

+ ask about and describe houses, rooms and furniture

Language focus:

Vocabulary: town house, country house, villa, stilt house, apartment

Grammar: There is/There are

Teaching aids: Textbook, English room

Procedure:

n

Warm up

7ms

Matching

- Show 5 types of building on page 20 and ask Ss to match the words with the correct pictures

- Feedback

- Ask Ss to listen and repeat these words

- Ask Ss some questions:

+ Where do you live?

+ Do you live in a town house or country house?

+ Do you live in an apartment?

- Lead Ss to the topic of the lesson

T-whole class

T-whole class

Practice

20ms

1 Picture description

- Use the picture on page 20 to introduce the characters:

Mi tells Nick about her grandparents’ country house.

- Ask Ss some questions:

+ Where does Mi live?

+ Is it a big house?

+ What is there in the living room?

+ …

- Ask Ss to look at the pictures of her grandparents’

house and complete the sentences

- Feedback

1 country 2 are 3 is 4 are

5 on 6 next to 7 on 8 is

- Focus Ss on the There is/There structures and the prepositions of place

2 Pairwork

- Ask the St A to look at the pictures of Nick’s house

on page 21 and the St B to look at the pictures of Mi’s house on page 25 Find the differences between the two houses

- Before Ss do this activity, model the way to do this with a St The conversation could be:

T: (look at Nick’s house) Nick lives in a country

T-whole class

Individual work

T-whole class

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’s house?

S: There are six rooms What about Nick’s house?

How many rooms are there? …

- Ask Ss in each pair not to look at other’s picture and

to make similar conversations Ss should note down the differences between the two houses After some minutes, the pair which has the most differences will

be the winner T can ask some pairs to act out the conversation

- Other pairs listen and add more differences if there are any

Pairwork

Production

15ms

Drawing and describing

- Ask Ss to show their simple plan of their house Ss then work in pairs to tell each other about their house

If time allows, T can ask them to note down the differences between their houses

- Call some Ss to describe their friend’s house to the class

- Ss may also present the differences between their house and their friend’s other Ss and T listen and give the comments

Pairwork

Ss-whole class

Consolidation

Homework

2ms

- Ask Ss to write a paragraph to introduce their house (Using the plan of their houses)

Planning date: 27/9/2017

Period 13:

Unit 2: My home Lesson 5: Skills 1

Objectives: By the end of the lesson, Ss will be able to:

+ read for specific information about rooms and houses

Language focus:

Vocabulary: strange shape

Grammar: There is/There are, prepositions of place

Teaching aids: Textbook, English room

Procedure

Warm up

5ms

Guessing game:

- Ss guess the letters in turns to find the word which has 5 letters

- After Ss find the word ‘HOTEL’, ask Ss some

questions:

+ Is there a hotel near your house?

+ Have you ever been in a hotel? What is it like?

- Lead Ss to the topic of the lesson

Whole class

Whole class

Reading

20ms

1 Pre-task

- Ss look at the pictures and Nick’s email on page

42 and answer the questions

1 What type of text is it?

2 What’s the title of this page? What’s the topic?

3 Write three things you know about Da lat.

- Confirm the answer to question 1 and 2; answers

to question 3 are open

2 Task cycle

- Ss read the email quickly and check their ideas from 1

Whole class

Whole class Individuals

- Give feedback:

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 weekend at the Crazy House Hotel.

- Ss read the text again and answer the questions on page 42

- Give feedback:

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.

- Ss cycle the things that are in Tiger room

- Give feedback:

A window, a lamp, a tiger, a shelf, a desk

3 Language analysis

- Focus Ss on the parts of the e-mail

Heading Opening Body of the e-mail Closing

Individuals Whole class

Individuals

Whole class

Speaking

17ms

1 Pre-stage

- Each student creates a new room for the hotel and draws a plan of the room

- Focus Ss on the name of the room: a name of any animal they like

2 Through-stage

- Ss show the plan to a partner and describe their rooms in pairs

- Some Ss show their partner’s plan to the whole class and describe it Other Ss and T listen and vote for the best plan

Individuals

Pairs Whole class

Consolidatio

n

2ms

- Focus on what Ss have learned Whole class

Homework

1m

- Ask Ss to do exercises in section C&D on page 12;

13; 14 in the workbook

Whole class