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 Steps Learning activities Modes Warm up ‘Slap the board’ - Divide the class into teams, Blue and Green Whole class - Ask members from each team will come here and stand in two lines in front of the board Be quiet and 5ms 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 What is there behind you? Where you live? Are there many rooms in your apartment? Do you live with your grandparents? Who you live with? Where is your kitchen? Next to the With my parents and living room my younger brother No, I don’t My bookshelf Yes, there are Getting started 15ms In an apartment - Ask Ss some questions about their houses: - Lead Ss to the topic of the lesson 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: Whole class Pairs Individuals Individuals Whole class Individual Doing 15ms Performing TV; sofa Town house sitting on the sofa noisy three 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 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 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: F (The dog is between the bookshelf and the bed) T F (The clock is between the pictures) F (The cat is in front of the kennel) F (The cap is next to the pillow) T Answer the questions - Ask Ss to look at the picture again and answer the questions Individuals Whole class Individuals Pairs Whole class Individuals Pairs Whole class Pairs 9ms Homework 1m - Correct their answers Key: They are on the desk They are on the floor Yes, it is No, they aren’t It’s behind the bookshelf No, it isn’t - 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 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 Procedure Steps Learning activities Modes Warm up Jumbled words 5ms Vocabulary - Ask Ss to put the letters in the correct order to make a Whole class meaningful word broaomth lvniig romo hlal kcehitn aictt bdeorom - Check SS’ answers Keys: bathroom living room hall kitchen attic bedroom - Lead Ss to the topic of the lesson Name the rooms of the house - Have Ss quickly match the room with its name Individuals 15ms - Explain the meaning of “hall” - Check SS’ answers a living room b bedroom c attic d bathroom e kitchen f hall Name the things in each room - Present some new words: chest of drawers (n): (visual) air-conditioner (n) : (visual) sink (n): (visual) cooker (n) : (visual) microwave (n) : (visual) ceiling fan (n) : (visual) - Ask Ss to work in pairs to name the things in each room in - Write the name of the room on the board, in different Whole class Whole class Pairs 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 Pronunciation 15ms Whole class Bridge, cupboard, cooker, table, dishwasher, chair Picture Whole class Hall Listen and repeat - Play the recording - Ask Ss to listen and repeat the words - Ask for more words for each group 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 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/ Listen again and put the words in the correct column - Ask Ss to put the words in the correct column while they listen - Check Ss’ answers: /z/ /s/ /iz/ Posters Lamps Fridges Tables Sinks Whole class T-S Pairs Whole class Individuals Whole class Performing 9ms Homework 1m Wardrobes Toilets Beds - 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/) 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 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 - Do exercises in the workbook - Prepare for the next lesson: Closer look Individuals Pairs Whole class Whole class Pairs Whole class Period 11: Planning date: 18/9/2016 Unit 2: My home Lesson 3: A closer look 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 Stage Activities Interaction Warm up Chatting T-whole - Ask Ss some questions about their house: class + How many rooms are there in your house? 5ms + What is there in your room? +… - Lead Ss to new lesson Presentation There is/There are - Ask Ss to look at the two pictures of the two rooms on T-whole page 19 in the grammar If class possible, T can prepare two pictures of two rooms with some furniture removed from the second room Ask Ss what the second room does not have Write Ss’ answers on the board At the same time, 10ms ask Ss to use the There is/There are structure to make sentences T-whole - 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’ Practice 15ms Production Task 1&2/page 19 - Ask Ss to complete the sentences using ‘is’ or ‘are’, then change them into the negative - Get feedback 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 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: is is are are aren’t isn’t Task 5/page 20 - Ask Ss to complete the questions - Feedback: Is there a fridge in your kitchen? Is there a TV in your bedroom? Are there four chairs in your living room? Is there a desk next to your bed? Are there two sinks in your bathroom? 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 class T-whole class Individual work Individual work Individual work / pairwork Individual work St-whole class 12ms Consolidation 1m Homework 2ms 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 … Focus on what Ss have learnt Ask Ss to describe Nick’s house on page 21 and Mi’s house on page 25 T-whole class 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: Stage Activities Interaction Warm up Matching T-whole - Show types of building on class page 20 and ask Ss to match the words with the correct pictures - Feedback - Ask Ss to listen and repeat these 7ms words - Ask Ss some questions: + Where you live? Practice 20ms Production + Do you live in a town house or country house? + Do you live in an apartment? - Lead Ss to the topic of the lesson 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 country are is are on next to on is - Focus Ss on the There is/There structures and the prepositions of place 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 this activity, model the way to this with a St The conversation could be: 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’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 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 T-whole class T-whole class Individual work T-whole class Pairwork Pairwork 15ms Consolidation 1m Homework 2ms 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 Focus Ss on what Ss have learnt - Ask Ss to write a paragraph to introduce their house (Using the plan of their houses) Period 13: Ss-whole class T-whole class Planning date: 27/9/2017 Unit 2: My home Lesson 5: Skills 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 Steps Warm up Learning activities Guessing game: - Ss guess the letters in turns to find the word which has letters Modes Whole class 5ms Reading 20ms - 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 Pre-task - Ss look at the pictures and Nick’s email on page 42 and answer the questions What type of text is it? What’s the title of this page? What’s the topic? Write three things you know about Da lat - Confirm the answer to question and 2; answers to question are open Task cycle - Ss read the email quickly and check their ideas from - Give feedback: It’s an email 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: No, he isn’t There are ten rooms Because there’s a big tiger on the wall 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 Language analysis Whole class Whole class Whole class Individuals Individuals Whole class Individuals Whole class - Focus Ss on the parts of the e-mail Heading Opening Body of the e-mail Closing Speaking 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 17ms 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 Consolidation - Focus on what Ss have learned 2ms Homework - Ask Ss to exercises in section C&D on page 12; 1m 13; 14 in the workbook Individuals Pairs Whole class Whole class Whole class Planning date: Period 14: 4/10/2017 Unit 2: My home Lesson 6: Skills Objectives: By the end of the lesson, Ss will be able to: + listen to get information about rooms and houses + write an e-mail to a friend Language focus: Vocabulary: Grammar: Teaching aids: Textbook, English room Procedure Steps Learning activities Warm up Chatting - Ask Ss about the content of the previous lesson: + Where is Nisck staying in now? 5ms + How many room are there in the hotel/ + What is the name of Nick’s room? + What is it like? - Lead Ss to the topic of the lesson Listening Pre-task - Ss look at the plan of the room (Nick’s parents’ room) and the furniture on page 23 - Have Ss guess the positions of the furniture 10ms Task cycle - Ss listen to the recording and check their guess - Call some Ss to describe Nick’s parents’ room - Give feedback Writing Pre-stage - In this writing part, Ss are asked to write an e-mail to tel Nick about the new room they creative for the hotel in the previous lesson - Ss read the Writing tips box Explain anything Ss not understand Ask them some questions: Modes Whole class Whole class Individuals Whole class Whole class 19ms + How many parts are there in an e-mail to your friend? + What are they? + What should you remember when writing each part? - Give feedback: Heading Opening Body (Introduction, body, conclusion) Closing - Ss read Nick’s e-mail again and identify the parts of the e-mail - Give feedback Heading Individuals Opening Body Closing Performing 5ms Through-stage - Ss read the e-mail on page 44 and write the correct version - Give feedback - Ask Ss to write an e-mail to nick Tell him about their idea for the new room of the Crazy House Hotel Outcome (Post-stage) - Show an email on the board Other Ss and T comment on the email - Focus on the punctustion and capitalization rules Ss have learnt in Unit and the e-mail writing tips - Collect some e-mail to correct at home Individuals Individuals Whole class Homework 1m - Ask Ss to exercises in section E on page 15 in the workbook Period 15: Whole class Planning date: 5//10/2017 Unit 2: My home Lesson 7: Looking back Objectives: By the end of the lesson, Ss will be able to review: + the lexical items related to the topic “My home” + the structure: there is/there are + talk about their home Language focus: Vocabulary: Review Structure: Revew Teaching aids: Textbook, English room Procedure Step Learning Activities Warm up Speaking - Call one or two students to talk about their home 10ms - After his/her talk, other students and T will interview him/her about their home Looking back Vocabulary Put the words into the correct groups Do you Modes Whole class 20ms want to add any words to each group? - Ss this activity invidually then compare their answer with a partner - Give feedback: Types of building: villa, apartment, town, house, stilt house, country house Rooms: living room, hall, bathroom, bedroom, kitchen, attic Furniture: picture, cupboard, chest of drawers, wardrope, sofa, dishwasher, desk - Have Ss add some more words Grammar Make sentences - Ask Ss to look at the pictures and complete the sentences Use appropriate prepositions of place - Give feedback: The boy is on the table The dog is in front of the kennel The cat is between the bookshelf and the sofa The cat is behind the computer The girl is in the armchair The boy is next to the armchair Picture description - Ss look at the picture on page 24 and complete the sentences Use there is/there are, there isn’t/aren’t - Give feedback: There is There are There is There aren’t There is There aren’t Turn the sentences in into questions - Ss turn the sentences in into questions - Give feedback: Describe the bedroom - Ss describe their bedroom Call on some Ss to talk about their bedrooms in front of the class Communication Picture description - Model the way to ask and answer with a St, then divide Ss into groups Ss work in groups and take Individuals Whole class Individuals Whole class Individuals Individuals Individuals Whole class Groups turns to draw a cat in the house in the book Other Ss ask questions to find the cat Go around and observe Ss working Collect their mistakes and errors and discuss them with the whole class Finished! - Ask Ss to complete the self-assessment Identify any difficulties and weak areas and provide further practice Project Speaking - Ss draw their own crazy house and tell the class 13ms their house (Ss prepared at home) - The class vote for the best crazy house Consolidation - Focus on what Ss have learnt 1m Homework - Ask Ss to write a paragraph about their crazy 1m houses Whole class Whole class Whole class ... new words: chest of drawers (n): (visual) air-conditioner (n) : (visual) sink (n): (visual) cooker (n) : (visual) microwave (n) : (visual) ceiling fan (n) : (visual) - Ask Ss to work in pairs... SS’ answers Key: F (The dog is between the bookshelf and the bed) T F (The clock is between the pictures) F (The cat is in front of the kennel) F (The cap is next to the pillow) T Answer the questions... to write a paragraph to introduce their house (Using the plan of their houses) Period 13: Ss-whole class T-whole class Planning date: 27 /9 /20 17 Unit 2: My home Lesson 5: Skills Objectives: By the