Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 2: My house

UNIT 2: MY HOUSE Lesson 1: Getting started – A look inside I. Objectives By the end of this lesson, students will be able to: 1. Knowledge use the lexical items related to the topic My house ask and answer about where someone lives. 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be ready to introduce the members in family - Know the different types of house II. Materials - Grade 6 textbook, Unit 2, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. town house (n) a house in a town or city, usually a comfortable, expensive one in a fashionable area /ˈtaʊn ˌhaʊs/ nhà ở thành phố 2. country house (n) a large traditional house in the countryside, especially one that has belonged to the same family for many years /ˌkʌntri ˈhaʊs/ nhà ở vùng quê 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/ căn hộ 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 1. 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. 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] à 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. Types of house 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 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Vocabulary: + 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. Pronunciation: pronounce and recognize the sounds /s/ and /z/ 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be ready to know the different rooms and furniture in the house - Develop self-study skills II. Materials Grade 6 textbook, Unit 2, A closer look 1 Computer connected to the internet TV/ Projector/ Pictures/ Cards sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 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/ đại sảnh 2. chest of drawers (n) a piece of furniture with drawers in which you keep things such as clothes /ˌtʃest əv ˈdrɔːz/ tủ ngăn kéo 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/ bồn rửa 4. dishwasher (n) a machine that washes dirty plates, cups, forks, etc. /ˈdɪʃˌwɒʃər/ máy rửa bát 5. cupboard (n) ​a piece of furniture or a space for storing things, with a door or doors and usually with shelves. /ˈkʌbəd/ tủ (có ngăn) 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] * 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 /s/ and /z/) 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 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge know how to use the possessive case and prepositions of place correctly. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Be responsible and hard working II. Materials Grade 6 textbook, Unit 2, A closer look 2 Computer connected to the internet TV/ Projector/ Pictures, sets of word cards sachmem.vn 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. 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 à name’s + noun = Polly’s sock. à 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 roups. 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: à We use “‘s” to show possession. Teacher writes the form of the possessive case on the board: à name’s + noun = Polly’s sock. à 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. à 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 entences. 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 (T) or False (F) 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 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - learn how to give suggestions; - practise using some grammar points and vocabulary related to the topic 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be benevolent and responsible - Introduce/ decorate the different types of house, the different rooms in the house - Learn about the structures: Suggestions + How about + V-ing + Let’s + V (inf.) II. Materials Grade 6 textbook, Unit 2, Communication Computer connected to the internet TV/ Pictures/ Projector sachmem.vn Language analysis 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 stud