UNIT 2 MY HOME

Ss: work in group - One S in the group asks other group members question 1 and fills the information in the following table Ss: summarise their group members' answers and reports the res[r]

I Objectives.

By the end of this lesson, students can:

- Use the lexical items related to the topic" My home"

- Use prepositions of place correctly

- Listen and read information about rooms and houses

1 Knowledge

- Vocabularies: + apartment, move, bedroom, kitchen, bathroom,

+ in front of, behind, between, under

- Structures: There is / There are

2 Skill: Practice speaking, reading, writing listening skill.

3 Attitude: Student understand about topic: My home

4 Competence: To develop ss’ abilities of communicating

II Preparation

Teaching plan , projector , handout for sts

III/ Anticipated problems

- S may not know the meaning of some contextual new words and phrases, so teachershould be ready to give them help

- T: asks students some questions:

+ Where do you live?

+ Is your house big?/ small?

+ Is it old or new?

- T: writes the unit title "My home" on the

board and explains

Content

1 New words.

- apartment (n)

- living room (n)

+ "Home" can have different meanings It

can be the house or apartment where you live

or can refer to a family living together

- Ss: look at the pictures and introduces Mi

and Nick

2 Presentation (15’)

Ss: look at the screen and observe the picture

(in the book) and answer some questions

+ What are Nick and Mi doing?

+ Are they chatting?

-T: introduces some new words by using

picture on the slide

- T: introduce the structures

+ “ there is / there are "

+ like + Ving

and have the students to give examples

- Ss: guess their conversation

- Ss: open their books and listen to the tape

- T: play the tape and students listen and

read

3 Practice (15’)

-T: asks students some questions in the part 1

+ Does Mi live in a town house?

+ Is it in the city center?

+ Who does she live with?

+ Where does Nick live?

.

- After answering the questions, teacher asks

students to complete the table

- T : checks their answers Confirm the

correct answers

- Ss: work independently Allow them to

share answers before discussing as a class

- Ss: write the correct answers on the board

- T: uses the pictures to explain new words in

Exercise 1(a): Which family members

does Mi talk about?

part 2.

- Ss: work in pairs

- T: Call on some Ss to write their answers

on the board

- Ss: write the sentences individually, then

share the sentences with a friend

- T : calls on some Ss to write their answers

on the board

- Ss: look at the picture of the room and do

this exercise individually

- Ss: check their answers each other

- T: confirms the correct answers

- Ss: do this exercise without looking at the

picture again

- Ss: close their book

- Ss :work in pairs

- T :gives the questions, which ever pair

raises their hands first will answer the

question If their answer is correct, give 1

point If isn't, other pairs have the right to

answer

- T: records the points on the board

- T: announces the winner

4 Production – low level (8’).

- T: asks students read the prepositions of

place again

- Ss: give examples with the prepositions

S1: The table in our class is in front of the

5 Production – High level (2)

- Ss: Learn by heart all the new words

- Ss: Make up sentences with the

prepositions

- Ss: Prepare the next lesson : Unit 2: A

closer look 1

A The dog is on the chair

B The dog is next to the bowl

C The dog 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

Exercise 4:

1 F (The dog is between the bookshelf andthe bed)

2 T

3 F (The clock is between the pictures)

4 F.(The cat is in front of the computer)

5 F ( The cap is next to the pillow)

6 T

Exercise 5:

1 They are on the desk/ bookshelf

2 They are on the floor

3 Yes It is

4 No they aren't They are on the bed

5 It's behind the bookshelf

6 No It isn't It's next to the desk

V Remark:

………

………

………

VI Drawing sentences

1 I am going to _the Citadel

2 How many _are there in a week ?

3 What _ she like? She’d like a glass of milk

4 My sister doesn’t like fish.She _ fruit,chocolate and vegetables

5 Is there anything to drink? I’m _

6 What do you _ in your free time? I play soccer

7 How _ do you brush your teeth? Twice a day

8 They are _ football, now

9 _ sports does your brother play? Badminton and swimming

10 What’s the weather like in the _? It’s hot

- Pronounce correctly the ending sounds /z/ , / s/ and /iz/

- Use the lexical items related to the topic" My home"

- Use the structure " There is / There are " correctly and appropriately

- Listen and read information about rooms and houses

- Vocabularies: hall, attic, toilet, cupboard, chest of drawers, fridge, poster…

- Structures: There is / There are

2 Skills: Listening, writing, speaking and reading

3 Attitude: Student understand about topic: My home

4 Competence: To develop ss’ abilities of communicating

II Preparation

Teaching plan , projector , handout for sts

III Anticipated problems

- S may make mistakes or have some difficulties in pronunciation

-T: asks some questions:

+ Is your house big or small?

+ How many rooms are there? What are

they?

2 Presentation(10’)

- T: explains new word by picture in

the part 1

- Ss: look at the picture and give the name

rooms of the house

- T: checks the answers

3.Practice (20’)

- T: explains new word by picture in the

part 2

- Ss: work in group ( 6 groups)

- Each group can write name the things in

each room

- T: Call some Ss in each group to check

each other

- T: remarks

- T: plays the recording ( part 3)

- Ss : listen and repeat the words

- T: Aks students more words for each

group

- T: asks students to work in pairs in this

part

+ Ss: can choose the room which they like

+T: Call some pairs to practise in front of

the class

S1: What's in the room?

S2: A sofa and a television

S1: Is it the living room?

S2: Yes

- Ss: read out the words first

- T: Play the recoding for them to listen and

repeat the words

* Name the things in each room

+ Living room: lamp, sofa, picture,

table

+ Bedroom: bed, lamp, picture, chest of

drawers

+ Kitchen: fridge, cupboard, cooker,

table, dishwasher, chair

+ Bathroom: bath, sink, toilet + Hall: picture.

3 Listen and repeat the words.

4 Ask and answer the questions to guess the room

S1: What's in the room?

S2: A sofa and a television

S1: Is it the living room?

- Ss: have a look at the words in part 5 again

and read the words aloud

- T: Play the recording twice Allow sts to

work individually Them let them check

their answer in groups

- Ss: write the words into three groups on

the board

- T: remark and then T corrects them

- T: Play the recording again and check the

answers

- T: explains the way to pronounce - s/ es at

the end of the words

- Explain the rules:

/ z/

Final - s is pronouunced / z/ after

voiced sounds / b/, / d/ , /g/, /m/, /n/

and any vowel sounds

Eg: beds, dogs, cans, rooms, videos,

Eg: buses, huoses, watches pages

- Ss: read the sentences in part 7 and then

recognize the words that pronounce /z/ , /s/ ,

5 Listen and repeat the words

6 Liten again and put the words in the correct column

/z/ /s/ /iz/ poster lamps fridges tables sinks

beds toilets wardrobes

7 Read the conversation below Underline the final s, es in the words and write /z/, /s/, /iz/.

sentences

- T: Call some sts to read the words aloud

-T: play the recording

- Ss work in pairs to practise the

conversation

- T: call some pairs to practices the

conversation, encouraging not to look at the

book

4 Production – Low level (8’_)

- Ss: read the nouns in part 2 again and

make up some sentences using the nouns

- T: Ask sts to repeat the three sounds /z/ /s/

and

/ iz/ then read all the words in part 6

5 Production- High level (2’)

- Ss: Learn by heart all the new words

- Ss: Add more words that pronounce /s/ ,/z/,

/iz/

- Prepare the next lesson: A closer look 2

things, pictures, lights, chopsticks

dishes, vases

8 Listen to the conversation and repeat Pay attention to/ z/, /iz/, /s/ at the end of the words Then practise the coversation with a partner.

* Key:

+ /z/: things, pictures + /s/: lights, chopsticks.

+ /iz/: dishes, vases

V Remark:

………

………

………

VI Drawing sentences

1 _ sports do you play?

2 We need a tent to go _

3 _ weather do you like?

4 I’m going to _ my friends on Sundays

5 Nam does home word in the evening

6 Mr Ba travels to work motobike

7 Lan has beautiful teeth Her teeth are

8 His father is not but he is

A tall, tall B fat, fat C short, tall D.short, short

9 is the weather like?

10 Lan is in grade 6 and she at Hung Vuong School now

- Students use structure "There is/ There are / There isn't / There aren't " correctly.

- Practice structure " There is / There are / There isn't / There aren't ) in each part

in the text book

- Ask and answer the questions about the room or the house which someone likes best

2 Skills: speaking and writing

3 Attitude: to educate the best way to describe about your house.

4 Competence: To develop ss’ abilities of speaking and writing

II Preparation

Teaching plan , projector , handout for sts

III Anticipated problems

- S may not understand the grammar, so the teacher should give clear and simpleexplanations

- T: divides students in 4 groups

- Ask each groups to list the name of the

furniture

- After teacher uses these words

- Ss: make up sentences

2 Presentation (10’)

- Ss: look at two pictures of the two rooms in

the grammar box

- T: Ask students what the second room does

1 There is a picture on the wall

2 There are two lamps in the room

Picture 2:

1 There isn't a picture on the wall

2 There aren't two lamps in the room

* Questions and short answers

1 Is there a picture on the wall?

Yes, there is./ No, there isn't

2 Are there two lamps in the room? Yes, there are / No, there aren't

Teacher explains structure:

+ In this stucrure 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 nouns ( EG:

There is a dog and two cats under the table)

- At the same time, ask Ss to use the There is/

There are structure to make sentences.If the

noun is plural, we use "are"

- Ss: check each other

- T: Call some Ss to write them on the board

- Ss: do Ex1 individually

- Ss: check each other

- Ss: read again Ex1, 2

- T: asks Ss find out new words and T

explains them

- Ss: look at the pictures and complete the

description Ss compare their answers, then

give T their answers

1 Write is or are

1 There is a sofa in the living room

2 There are two cats in the kitchen

3 There are posters on the wall

4 There is a ceiling in the bedroom

5 There are dishes on the floor

2 Make the sentences in 1 negative.

1 There isn't a sofa in the living room

2 There aren't two cats in the kitchen

3 There aren't posters on the wall

4 There isn't a ceiling in the bedroom

5 There aren't dishes on the floor

3 Write positive and negative sentences.

1 There is/ isn't a TV on the table

2 There is/ isn't a brow dog in the kitchen

3 There is / isn't a boy near/ next to/ 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 of Mi's house.

1 is 4 are

2 is 5 aren't

3 are 6 isn't

- T: confirms the correct answers and writes

them on the board if there is time

- Ss: do ths Ex in dividually, then give T the

answers

- Ss: work in pairs

+ Ask and answer the questions in the part 5

- T: Call some Ss to report their partner's

answers to the class

- T : asks a Ss before Ss do this in pairs

- Ss: work in pairs

- T: Call some Ss to retell in front of thr class

4 Production – Low level (8’)

-Ss: Repeat structure through Exsercises

- Ss: Make 5 sentences with

+ There is/ isn't

+ There are/ aren't

+ Is there / Are there ?

5 Production – High level (2’)

-Ss: Write 5 sentences with

+ There is/ isn't

+ There are/ aren't

+ Is there / Are there ?

- Ss: Prepare Unit 2: Communication

5 Complete the questions

6 Ask and answer the questions in 5.

7 Work in pairs Ask your partner about his/ her room he/ she likes best

VI Drawing sentences

1 Mr Phong his truck to our farm everyday

2 You can here

3 Mary (not work today because it’s sunday

A isn’t work B don’t work C doesn’t work D don’t working

4 How she to school everyday?

A do she go B is she go C does she goes D does she go

5 There are four in a year in our country

A season B seasons C reason D reasons

6 There _ many flowers in this summer

10 It’s cool in the _

I Objectives.

By the end of this lesson, students can be:

1 Knowledge

- Use the lexical items related to the topic “ My home”.

- Ask some questions about other houses

- Describe their house.

- Vocabulary: + town house, country house, villa, stit house , apartment

- Structure:

* Review:

+ There is/ There are

+ Prepositions of place

+ Wh - questions ( Where/ How many ? )

2 Skill: Listening, writing

3 Attitude: Student understand about topic: My home

4 Competence: To develop ss’ abilities of listening and writing

II Preparation

Teaching plan , projector , handout for sts

III Anticipated problems

- S may not have enough vocabulary to practice speaking, so T should be ready to help them

- Students write new words in their book

- Students looks at the picture in part 1

- Ask them to complete the sentences

- Call some Ss to write them on the board

3.Practice.(15’)

- Teacher hangs two pictures about Nick's house and

Mi's house Teacher asks some questions:

+T: Nick lives in a country house Where does Mi

live?

S1: Mi lives in a town house

+T: How many rooms are there in Mi's house?

S2: There are six rooms What about Nick's house:

25 Find the differences between the two houses.

+T: There are 5 rooms

- Students work in pairs

+ Ask students in each pair not to look at other's

picture and to make similar consersations

- Call some pairs to practise in front of the class

- Other pairs listen and add more differences if there

are any

- Teacher gives 5- 7 minutes to draw a simple plan

of their house

- Ss 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 comments

4 Production- Low level (8’)

- Remark how to describe their houses

* Use: There is/ isn't/ are/ aren't

Prepositions of place

5 Production- High level (2’)

-Write some sentences to describe your house

- Prepare Unit 2: Skill 1

3 Draw a simple plan of your huose Tell your partner about your house.

4 Describe your friend's house

VI Drawing sentences

1 What do you want? – Green

2 How long are they going to stay there? _ a week

3 I sometimes fly _ kites in the summer

4 He usually goes in the winter

5 What’s the _ like in the fall?