Date :………… Week : Period : UNIT 2: MY HOUSE Lesson 6: Skills I OBJECTIVES: By the end of the lesson, students will be able to: - Listen to get information about the furniture of the house by recalling them and checking True/False - Write an e-mail to a friend to describe their house II LANGUAGE ANALYSIS Knowledge: * Vocab: revise some words * Grammar: The present simple Skills: Listening and writing Competences - Communicate and cooperate with their partners through working in pairs/ groups about the house Quality - Have a positive attitude towards “My house” by showing their responsibility to keep the house tidy and clean II TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA, CD player, handouts… III PROCEDURES : (STAGES) 1.Check –up (5’) * Aim: To revise the content of the previous lesson and to introduce the new lesson * Content: Describe your house * Products: Two students describe their houses in front of the class * Organization of implementation: Teacher’s and Ss’activities - Lead in Content - Teacher introduces students the content of * Describe your house the lesson today: “You have just talked Hello every body Today I want to talk about your house In the listening lesson about my house…… today, we are going to listen to Mai talking about her house.” Pre-Listening (10’) - Task 1: (7’) * Aim: To prepare students for the listening text * Content: Name the pieces of furniture * Products: Students to read the correct words out loud * Organization of implementation: Teacher’s and Ss’ activities - Ask students to look at the pieces of Content Task 1: Name the pieces of furniture furniture and parts of the house and name them * Answer key: - Call on some students to read the words out loud - Ask some students to write the words on the board bookshelf sofa desk clock window - Have students guess if these things are *Answer key: mentioned in the listening text If they Things mentioned in the listening text: say yes for a thing, put a tick next to bookshelf, desk, clock, window the word - Play the recording once for students to check their guesses - Teacher confirms the correct answers for their prediction While -listening (5’) * Aims: To help students develop listening skill for specific information * Content: Listen and tick True or False * Products: Students say T or F aloud * Organization of implementation : Teacher’s and Ss’ activities Task 2: T - Ss, Ss - Ss Content Task 2: True or False statements (Ex 2, p - - Have students look at the sentences 23) in this activity Ask them how to it Give them some strategies to the * *Answer key: exercise (e.g reading the sentences, F (There are three people.) underlining the key words, listening F (There are six rooms.) to the text paying attention to the key T words, deciding if each sentence is T true or false) F (She reads books.) - Play the recording twice for students to Exercise For a better class, * Audio script: My name’s Mai I live in a town house in Ha ask students to take notes of the Noi information to explain why a sentence I live with my parents There are six rooms in is false our house: a living room, - Have students share their answers in a kitchen, two bedrooms, and two bathrooms I love our living room best because it’s bright pairs - Invite some pairs to give their It’s next to the kitchen answers and confirm the correct ones I have my own bedroom It’s small but - Play the recording again if needed, beautiful There’s a bed, a desk, stopping at the place where students a chair, and a bookshelf It also has a big find it difficult to hear window and a clock on the wall - For a better class, ask students to I often read books in my bedroom correct the false sentences Post- listening (5’) * Aims: To develop students’ speaking skill, using the available information and their background knowledge * Content: Summarize the information of the listening part * Products: A student Summarize briefly about the information of the listening part * Organization of implementation: Teacher’s and Ss’activities - T-Ss, Ss-Ss( work group) Content * Summarize the information of the - Students work in groups of four listening part - Teacher asks students to summarize Example: the information in the listening part Mai lives in a town house in Ha Noi and talk about it she lives with her parents There are six rooms - Teacher helps if necessary in her house: a living room,…… Pre-Writing (5’) * Aims: To help students identify the form of an email * Content: Necessary parts of an email * Products: Understand and identify the form of an email exactly * Organization of implementation: Teacher’s and Ss’activities - T - Ss Content * Necessary parts of an email - Show this sample email on the slide / on the board or give each student a handout with this sample How many parts are there in the email? (5 parts) What is the subject of the email? Where can you find it? (My house – We can find it in - Ask them several questions: the “Subject line”) What does An write about in the first paragraph of the email? (The introduction) What does An write about in the second paragraph? (The subject(s) of the email) * How to write email to friend? In the subject line, write briefly, what the email is about Begin the email with a greeting (Dear/Hi/Hello) The introduction is the first paragraph Ask about his/her health, thank him/her for the previous email or write the reasons for the email, etc In the body, write the subject(s) of the email Write each subject in a new paragraph The conclusion is the last paragraph Say goodbye, ask your friend to write back, etc While-Writing (5’) * Aim: To help students brainstorm ideas for their email * Content: Answer the questions * Products: Students’ correct answers in their notebooks * Organization of implementation: Teacher’s and Ss’activities - Tell students that now they are going Content Task 3: Answer the questions (Ex 3, p 23) to focus on the body of the email * Suggested answer only - Tell them that answering the guiding questions is one way to help them I live in a small house in the countryside brainstorm as well as organise ideas There are rooms in my house Living for their writing room, two bedrooms,… - Have students answer the questions I like the living room best because I can individually, encouraging them to watch TV with my parents and my younger write the answers in full sentences sister - Move around to offer help - Invite some students to share their answers to the class Comment on their answers Post-Writing (3’) * Aim: To help Ss practise writing an email to their friend telling about their house * Content: Write an email to their friend telling about their house * Products: Students’ email stick on the board (team work) * Organization of implementation: Teacher’s and Ss’ activities Content * Sample email: - Ask students to write the body of their From: Huong@fastmail.com To: Mira@quickmail.com email individually - Ask one or two students to write their Subject: My house email on the board Hi Mira, - Ask Ss to look at the email and Thank for your email Now, I’ll tell you about comment my house - T feedbacks and gives mark I live with my parents and younger brother in a town house It's big There are six rooms: a living room, a kitchen, two bedrooms and two bathrooms I like the living room best because I can watch TV with my parents and younger brother together What about you? Where you live? Tell me in your next e-mail Best wishes, * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson * Content: Summarize some main content in the lesson * Products: Students say what they have just learnt in the lesson * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson Content - listen to the passage describing Mai's house - write email * Homework (2) * Aim: To review the knowledge that students have gained in this lesson - To allow students finalize their versions after being checked by friends and teacher * Content: Review the lesson and prepare for the next lesson and exersie in the workbook * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to write down the email in their books - Rewrite the email - Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson *- Evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………