Giáo án Tiếng Anh 6 - Tuần 4 - Năm học 2023-2024

 Date of planning:21/9/2023 
 Period 9: UNIT 2: MY HOUSE 
 Lesson 1: Getting started – A look insid 
 I. OBJECTIVES: 
 By the end of the lesson, students will be able to: 
 - use the lexical items related to the topic My house; 
 - ask and answer about where someone lives. 
 1. Knowledge: 
 * Vocabulary: town house (n), country house (n), flat (n), . 
 * Grammar: possessive case and prepositions of place 
 2. Competences: - Co-operation, self- study, using language to do exercises 
 3. Quality: The love of learning English. The love of their new school. Having the good 
 attitude to working in groups, individual work, pairwork, cooperative learning and 
 working. 
 II. TEACHING AIDS: 
 - Teacher: Text book, laptop, louspeaker, projector, sachmem.vn , smart TV and 
 cards, visual aids 
 - Students : Text books, studying equipments . 
 - Method;: T-WC; group works; individual 
 III. PROCEDURES : (STAGES) 
 1. Warm-up (5’) 
 * Aim: To introduce the topic and To lead in the topic of My house. 
 * Content: Game: Pelmanism 
 * Products: Work in groups ( choose the number; say the correct answers aloud) 
 * Organization of implementation 
 Teacher’s and Ss’activities Content 
Warm up: Team work * Game: Pelmanism 
 TYPES OF HOUSE : 
Teacher divides class into 2 teams and asks 
students to choose a pair of number. 
- If students choose the correct number and picture, 
They get 2 marks. 
-The team who has more correct words is the 
winner. 
 Villa 
* T - SS 
Lead in: These are types of house 
T asks Ss some questions. 1. How is your house? 
Ss answer 2. Is your house big or small? - T Introduces the topic of the lesson. 3. How many rooms are there in your 
 house? 
 2. Presentation (5’) 
 * Aim: To prepare students with vocabulary related to the topic My house; 
 * Content: learn some vocabularies related to the topic. 
 * Products: Students read and understand the meaning of vocab. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Pre teach vocabulary * Vocabulary 
- Teacher use different techniques to teach - flat (n) : căn hộ 
vocab (pictures, situation, realia) - country house (phr. n): nhà ở quê 
- Follow the seven steps of teaching vacab. - town house (phr. n) : nhà ở phố 
- Repeat in chorus and individually - behind (prep) : Ở đằng sau 
 - cousin (n): anh, chị, em họ 
 - move (v): di chuyển 
- Copy all the words 
* Checking vocab: 
 Task 1: (5’) 
 Listen and read: 
* Aims: To set the context for the listening and reading text. 
* Content: Listen and read the dialogue. 
* Products: Students read and understand the content of the dialogue. 
 Students know how to role play 
* Organization of implementation 
 Teacher’s and Ss’activities Content 
* Set the sences: T-Ss * Chatting 
- Teacher draws students‟ attention to the 1. What are Nick and Mi doing? 
 pictures in the textbook and asks them some 2. What might they talk about? 
 questions about the pictures. Suggested answers: 
 1. They are talking to / discussing with each 
 other through the Internet. 
* Now we are going to listen a conversation (Students‟answers) 
between Nick and Mi 
Task 1: T-Ss Task 1: Listen and read. 
- Teacher plays the recording, asks students to 
 underline the words related to the topic My + They are talking about their houses. 
 house. (Teacher may check the meaning of + Mi is describing their new flat which her 
 some words if necessary.) family was moving to. 
- 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: 
 2. Practice (10’) 
 Task 2 
* Aims: To help Ss understand the text. 
* Content: Read and Tick the correct answers. 
* Products: Students say the correct answers aloud. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Tick the correct answers. 
- Teacher asks students “Which family “Which family members does Mi talk about?” 
 members does Mi talk about?” without Answer key: 
 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. 
 Task 3:(5’) 
* Aims: To help Ss further underst and the text. 
* Content: Complete the sentences. 
* Products: Students write correct words on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences. 
- Teacher asks students to work independently * Answer key: 
 to fill each blank with the word from the 1. sister 
 conversation. 2. TV 
- Teacher allows students to share their answers 3. town 
 before discussing as a class. 4. country 
- Teacher calls some students to check. Teacher 5. three 
 confirms the right answers and writes on the 
 board. 
 Production:(5’) 
 Task 4: (3’) 
* Aims: To develop students‟ knowledge of the vocabulary about types of house. 
* Content: Complete the word web: Types of house. (work in groups) 
* Products: Students‟ answers on the posters . 
* Organization of implementation: Teacher’s and Ss’activities Content 
 Task 4: Complete the word web: Types of 
Task 4:T-Ss, Ss-Ss house. 
- Teacher divides the class into two teams, then * Game: Networking 
 writes the topic “Types of house” on the board 
 and gives them two minutes to discuss. * Suggested answers: 
- 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. 
- 
 Task 5:(5’) 
* Aims: To help students practise asking and answering about where they live. 
* Content: Take survey and report. 
* Products: Students take survey and present in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5:T-Ss, Ss-Ss 
- Teacher asks students to work in groups of 4 Task 5: Survey 
 or 6 to take turns to ask and answer about Suggested answers: 
 where they live. In my group, Linh lives in a flat, Lan and 
- Teacher can model with one student. Huong live in a country house, etc . 
- 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. 
 3. Consolidation (3’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content:. Vocab about school things and Read and understand content of the conversation 
* Products: Say aloud some words they remember from the lesson. 
* Organization of implementation 
 Teacher’s and Ss’ activities Content 
- Teacher asks students to talk about what they - Vocab about house and know types of house. 
have learnt in the lesson. - Read and understand content of the 
- Ss work indepently conversation 
 4. Homework (2’) 
* Aim: To review the lesson and prepare for the next lesson. 
* Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students‟ textbook and workbook 
* Organization of implementation 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare the - Learn by heart all the new words. 
new lesson. - Read the dialogue again. 
 - Prepare lesson 2 ( A closer look 1). 
 *- Evaluation: 
 Date of planning: 21/9/2023 
 Period 10: Unit 2: My house 
 Lesson 2: A closer look 1 
 I. OBJECTIVES: 
 By the end of the lesson, students will be able to: 
 - 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; 
 - pronounce and recognize the sounds /s/ and /z/. 
 1.Knowledge: 
 * Vocab: house lexical items and practising the sound /s/ and /z/. 
 * Grammar: simple present. 
 2. Competences: - Co-operation, self- study, using language to do exercises, Listening, 
 speaking , reading and writing 
 3. Quality: The love of learning English. The love of their new school. Having the good 
 attitude to working in groups, individual work, pairwork, cooperative learning and 
 working. 
 II. TEACHING AIDS: 
 - Teacher: Text book, laptop, louspeaker, projector, sachmem.vn , smart TV and 
 cards, visual aids 
 - Students : Text books, studying equipments . 
 - Method;: T-WC; group works; individual 
 IV. PROCEDURES : (STAGES) 
 * Warm-up (5’) 
 * Aim: -To activate students‟ knowledge on the topic of the unit and vocabulary related to 
the topic, the targeted vocabulary and its pronunciation 
 * Content: Chit chatting ( make some questions) 
 * Products: Students answer the questions exactly . 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 * Chit chatting 
- T ask students some questions 1. How many rooms are there in your 
- Ss answer house? 
 2. What are they? 
- T leads in the lesson about vocabulary and 3. What is there in each room? 
pronunciation 
that “In today lesson, we are going to learn more 
words to describes rooms and furniture and two 
sounds /s/ and /z/.” 
 2. Presentation (7’) 
 * Aim: To revise and teach the names of rooms in the house. 
 * Content: Some vocab in the lesson * Products: Read and understand the meaning of the words. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Pre teach vocabulary * Vocabulary 
- Teacher use different techniques to teach - hall (n): hội trường, phòng lớn 
vocab (pictures, situation, realia) - chest of drawers (n): ngăn kéo tủ 
- Follow the seven steps of teaching vacab. - sink (n): bồn rửa 
 - dishwasher (n): máy rửa chén 
- Repeat in chorus and individually 
 - cupboard (n): tư đựng bình ly 
- Copy all the words - poster (n): tấm áp phích 
 - ceiling fan (n) : quạt trần 
 - light (n): đèn diện 
* Checking vocab: 
 2. Practice (10’) 
 Task 1: (5’) 
* Aims: To revise / teach the names of furniture pieces. 
* Content: Name the things in each room in Ex. 1. 
* Products: practice in pairs and name the correct things. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1: T-Ss Task 1: Name the things in each room in Ex. 
- Teacher asks students to work in pairs to 1. 
 do this activity. 
- Teacher writes the names of the rooms on Suggested answers: 
 the board in different places, then calls on - Bedroom: lamp, picture, chest of drawers 
 students from different pairs to go to the - Living room: lamp, sofa, picture 
 board and write the name of the furniture - Hall: picture 
 under these rooms. - Kitchen: fridge, cupboard, dishwasher, sink 
- Remind students that one piece of furniture - Bathroom: shower, sink, toilet 
 can belong to more than one room. Other words: chair, fan, air conditioner, 
- Teacher asks other students to comment cooker, etc. 
 and asks them if they can add some more 
 things to each room. 
- 
 Task2: (5’) 
* Aims: To help Ss practise asking and answering about the furniture in a room 
* Content: Guessing game (ask and answer about the furniture in a room) 
* Products: Ss ask and answer( pair work) in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2: T - Ss, Ss - Ss Task 2: Guessing game 
- Teacher models this activity with a student. Example: - Teacher asks students to work in pairs: one Ss 1: What’s in your room? 
 student thinks of a room in his / her house; Ss 2: A lamp and a chest of drawers. 
 the other asks questions to guess the room. Ss 1: Is it the bedroom? 
- Teacher calls some pairs to practise in front Ss 2: Yes. 
 of the class. 
- Teacher comments on their performance. 
 PRONUNCIATION (5’) 
 Presentation (Pre-teach the sounds /s/ and /z/ ) 
* Aims: To help students identify how to pronounce the final sounds /s/ and /z/ at the end of 
the words. 
* Content: pronounce the final sounds /s/ and /z/ at the end of the words. 
* Products: know how to pronounce the final sounds /s/ and /z/ ( repeat and repeat the words) 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher introduces 2 sounds s/ and /z/ to * Rules: 
 students and lets them listen and repeat the + Final –s is pronounced /s/ after voiceless 
 words in Ex. 4 (p. 18). sounds (/t/, /p/, /k/, /f/, /θ/). 
- Teacher has students comment on how to + Final –s is pronounced /z/ after voiced sounds 
 pronounce these two sounds at the end of (/b/, /d/, /g/, /n/, /m/, /l/, etc.) and any vowel 
 the words. sounds. 
- Teacher quickly explains the rules: Suggested answers: 
- Teacher asks students to give some words - /s/: cats, lamps, books, months 
 they know containing these sounds. /z/: beds, dogs, cans, rooms, videos, cookers, 
 bees 
 Practice (10’) 
 Task 3:(5’) 
* Aims: To help students practise pronouncing these sounds in words. 
* Content: Listen and write the words in the correct column. 
* Products: Students pronounce words exactly and write the words in the correct column. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher asks students to read and listen Task 3: Listen and write the words in the 
again the words, then put them in the correct correct column. Then listen and repeat. 
column. Answer key: 
- Students work individually. /s/ /z/ 
- Teacher plays the recording for students to lamps, sinks, flats, cupboards, sofas, 
 listen, repeat and check their answers. toilets, kitchens, rooms 
- 
 Task 4:(5’) 
* Aims: To help students pronounce the final sounds /s/ and /z/ correctly in context. 
* Content: Listen to the conversation. Underline the final “s” in the words 
* Products: Students listen and underline exactly the final “s” in the words (pair work) 
* Organization of implementation: 
 Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Listen to the conversation. Underline 
- Have students quickly read the the final “s” in the words and put them into 
 conversation and underline the final “s” in the correct column. (p. 18) 
 the words. Now play the recording for 
 students to listen to the conversation and 
 write /s/ or /z/ under each “s” that they Answer key: 
 have underlined. /s/: chopsticks, lamps 
- Tell them to put the words with the final /z/: bowls, things, homes 
 “s” in the correct column according to the 
 sound of “s”. 
- Ss work in pairs to compare their answers. 
 Check students‟ answers. Ask them to 
 explain their answers. 
- Play the recording again for students to 
repeat each line of the conversation. 
- Ask students to work in pairs to practice 
the conversation. 
 3. Production (5’) 
* Aim: To give students chance to apply what they have learnt. 
* Content:. Whispering ( say the full sentence) 
* Products: Practice reading the sentences in groups. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- Teacher divides the class into 4 big groups 
 and asks students to stand in four lines. * Game: Whispering 
- The member in the last place will make a * Suggested sentences: 
 sentence containing at least a word and a 1. There are two bedrooms in my house. 
 sound they have learnt; then, whisper the 2. My living room has a TV, two lamps, some 
 sentence to the next member of the group. pictures and a sofa. 
 They will continue until the member in the 3. The toilets in my school are clean. 
 first place and this member will say the 
 sentence aloud. 
- The fastest group will win the game. . 
 4. Consolidation(3’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content:. Summarize the main content. 
* Products: Some students volunteer ( summarize the lesson briefly). 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- Teacher asks students to talk about what - Vocabulary about the things in room and 
they have learnt in the lesson house how to pronounce the sound /s/ and /z/. 
 5. Homework (2’) 
* Aim: To revise the lesson and prepare for the next lesson. 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students‟ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare - Learn by heart all the new words. 
the new lesson. - Find 5 more words with the sound /s/ and 5 
 more words with the sound /z/. 
 - Prepare lesson 3 ( A closer look 2).. 
 *- Evaluation: 
 Date of planning: 21/9/2023 
 Period 11: UNIT 2: MY HOUSE 
 Lesson 3: A closer look 2 
 I. OBJECTIVES: 
 By the end of the lesson, students will be able to know how to use the possessive case 
 and prepositions of place correctly. 
 II. LANGUAGE ANALYSIS 
 1.Knowledge: 
 * Vocab: School lexical items 
 * Grammar: Possessive case and prepositions of place 
 2. Skills: Listening, speaking , reading and writing 
 3. Attitude: To teach SS to work hard, love their house . 
 4. Competences: Know how to use possessive case and prepositions of place . Students 
 will developed speaking and co-operating skills. 
 III. MATERIALS 
 * Preparation: 
 1. Teacher: Text books , pictures, planning , 
 - Grade 6 textbook, Unit 2, A closer look 2 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 IV. PROCEDURES : (STAGES) 
 * Warm-up (5’) 
 * Aim: To activate students‟ prior knowledge and vocabulary related to the targeted 
grammar of possessive case, preposition of place and to increase students interest. 
 * Content: Game: Memory game 
 * Products: look at pictures, remember and answer the questions. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up (group work) * Game: Memory game 
- Teacher divides the class into 4 groups. 
- 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 Answer keys: 
 “Whose is it?” 1. Whose ball is it? + The group with more correct sentences will be - It‟s Jack‟s ball. 
 the winner. 
 2. Whose T-shirt is it? 
 – It‟s Greg„s T-shirt. 
 3. Whose bike is it? 
 - It‟s Greg‟s bike 
 4. Whose sock is it? 
 Lead in – It‟s Polly‟s sock. 
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.” 
 1. Presentation (5’) 
 * Aim: To introduce students the form of possessive case. 
 * Content: Learn about the possessive case. 
 * Products: understand and know how to use the form of possessive case. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher draws students‟ attention to the 
words in the answers from the Warm-up THE POSSESSIVE CASE 
“Greg „s T- shirt, Jack‟s ball, Polly‟s sock” ( Dạng sở hữu cách) 
and asks them whether they know the 
meanings of these words. 
- Teacher provides or confirms the answers We use “ ‟s ” to show possession. 
 and lead in the grammar focus of the lesson: name’s + noun 
- Teacher writes the form of the possessive Ex: Polly‟s sock. 
 case on the board: singular noun’s + noun 
 Ex: teacher‟s book. 
 2. Practice (10’) 
 Task 1: (5’) 
* Aims: To help students identify the correct form of possessive case. 
* Content: Choose the correct answer. 
* Products: Students write the correct key on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1:T –Ss : Ss- Ss Task 1: Choose the correct answer. 
- Teacher asks students to do the exercise 
 individually and then compare their * Answer key: 
 answers with a classmate. 1. grandmother‟s 
- Check the answers as a class. 2. sister‟s 3. cousin‟s Teacher confirms the correct answers 4. Nam‟s 5. An‟s 
 Task2: (5’) 
* Aims: To help students practise forming the correct form of possessive case. 
* Content: Complete the sentences with the correct possessive forms. 
* Products: Students write the correct key on the board. 
* Organization of implementation 
 Teacher’s and Ss’activities Content 
Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences with the 
- Teacher has students do this exercise correct possessive forms. 
 individually and calls on two students to *Answer key: 
 write their answers on the board. 1. Mi‟s 2. teacher‟s 
- Teacher draws all students‟ attention to the 3. Nick‟s 4. father‟s 
 board and checks the answers together. 5. brother‟s 
- Teacher confirms the correct answers. 
 3. Presentation (5’) 
 PREPOSITIONS OF PLACE 
* Aims: To help students identify different prepositions of place and use them correctly to 
describe where people or things are. 
* Content: Learn about prepositions of place. 
* Products: understand prepositions of place. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* T-Ss, Ss-Ss PREPOSITIONS OF PLACE 
 - Teacher asks students what prepositions ( Giới từ chỉ nơi chốn) 
 of place they know. Encourage students to We use prepositions of place to describe 
 say as many as possible where people or things are. 
- 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 
 Task 3:(7’) 
* Aims: To help students practice using prepositions of place correctly to describe where 
people or things are. 
* Content: Write the correct preposition in the box under each picture. ( Game: Lucky number) 
* Products: Students say the full sentences aloud. (team work) 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3: T - Ss, Ss - Ss Task 3: Write the correct preposition in the 
- Teacher divides the class into 2 teams. box under each picture. - Each team chooses the number they like, + Game: Lucky number 
 then tries to make the sentencecorrectly. Answer key: 
- The team which chooses a lucky number 1. on 2. next to 
 3. behind 4. in 
 will get two points without answering any 
 5. in front of 6. between 
 questions. 7. under 
- The team which has more points will be the 1. The dog is on the chair. 
 winner. 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(5’) 
- Teacher has students look at the picture of Task 4: Decide True or False statements. 
 the room and asks them to describe the Answer key: 
 room briefly, then has them read each 1. T 
 sentence, look at the picture and decide if 2. F (The school bag is under the table.) 
 each sentence is true or false. If it is false, 3. F (The clock is between the two pictures.) 
 ask them to correct it. 4. T 
- Teacher has students do this exercise 5. F (The cap is on the pillow.) 
individually before they share their answers 
with a partner. 
- Ask some students to read out their 
 answers. 
- Teacher confirms the correct ones. 
 4:Production (7’) 
* Aims: - To help students practise asking and answering about the position of things. 
* Content: Game: Memory challenge ( ask and answer about the position of things) 
* Products: Ask and answer in pairs 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T - Ss, Ss – Ss * Memory challenge 
- Teacher has students work in pairs to play 
 the game Memory challenge. Example: 
- Students look at the picture in Exercise 4 A: Where are the books? 
 for 30 seconds and then cover it. B: They‟re on the table. 
- 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. 
 5. Consolidation (3’) 
* Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. 
* Products: Some students raise their hands and say what students have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
Teacher asks students to talk about what they - Possessive case 
have learnt in the lesson. - Prepositions of place 
 - Make sentences about them 
 4. Homework (2’) 
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new 
lesson 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students‟ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare - Do exercises in the workbook. 
the new lesson. - Prepare lesson 4 ( communication) 
 *- Evaluation: 
 .