Giáo án Tiếng Anh 6 - Tuần 5 - Năm học 2023-2024
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Date of preparing: 28/9/2023 Period 12: UNIT 2: MY HOUSE Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - learn how to give suggestions; - practise using some grammar points and vocabulary related to the topic. II. LANGUAGE ANALYSIS 1.Knowledge: - * Vocab: house lexical items * Grammar: The simple present. Giving suggestions: How about + V-ing? Let’s + V. 2. Skills: Speaking , reading and writing 3. Attitude: To teach SS to work hard, love their house 4. Competences : develop their language skills, as well as communication, summarizing abilities, III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 2, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the lesson and to lead in the lesson. * Content: * Pictures describing * Products: Some students stand in front of the class to describe about the house . * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: - Teacher shows the picture of Nam’s house and * Pictures describing 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. Lead in - In the living room, there is a lamp, a Teacher leads students into the lesson by telling picture, a table and a sofa. In the kitchen, there is a fridge, a what they are going to learn: “We are going to - learn how to give suggestions and practice dishwasher and a sink. describing a house”. . 2. Presentation (10’) * EVERYDAY ENGLISH Task 1: (5’) * Aim: To introduce two ways to give suggestions. * Content: Learn about two ways to give suggestions. * Products: Understand how to give suggestions. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Listen and read a dialogue. - Pre structure * Giving suggestions: - Teacher plays the recording for students to + Structure: listen and read the dialogue between Elena and How about + V-ing? her mum at the same time. Let’s + V. - Teacher asks students to pay attention to the highlighted sentences. Audio script: - Teacher elicits the structures to give suggestions from students. Elena: My bedroom isn't nice. - Teacher has students practise the dialogue in Mum: How about putting apicture on the pairs. Call some pairs to practise the dialogue in wall? Elena:Great idea, Mum. front of the class. Mum: Let's go to the department store to buy one. 3. Practice (5’) Task 2: (5’) * Aims: To help students practise giving suggestions. * Content: Make similar dialogues. * Products: Role play and practise in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Make similar dialogues. - Teacher give students some situations to * Suggested answers: practice: 1/ A: The kitchen is dirty and messy. Situation 1: You want to clean B: How about cleaning it and rearranging things? something in your home. A: Great idea, Elena. Situation 2: You want to do some B: Let’s do it right now. activities at the weekend with your friend. Situation 3: You want to buy some new 2/ A: I am so bored. school things B: How about going to the cinema this weekend? - Teacher asks students to work in pairs. A: Great idea! - Teacher moves around to observe and provide help. - Teacher calls some pairs to practise in front of the class, then comments on their performance. 4. Presentation (5’) * LIVING PLACES Task 3: (5’) * Aims: To give students a sample of a house description To help students practise using some grammar points and vocabulary related to the topic * Content: Complete the sentences. * Products: Work in pairs and give the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Complete the sentences. - Teacher has students look at the picture and try describing Mi’s grandparents’ country house. - Teacher encourages students to say full sentences. - Then ask students to work in pairs to complete the given sentences. - Teacher moves around to observe and provide help. - After that, teacher invites students to share their answers. Answer key: - Teacher confirms the correct answers. 1. country 2. are 3. Is 4. chairs 5. on Practice (5’) Task 4:(5’) * Aims: To help students practise asking and answering about the differences between two houses. * Content: Find the differences between the two houses. * Products: prastice in pairs. ( Ask and answer correctly). * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Find the differences between the two - Have Ss work in pairs to find the houses. differences betwen the two houses. - Before Ss do t his activity, model the way to do this with a stu dent. T: Nick lives in a country house. Where does Mi live? - T (look at Nick's house): S s: : She lives in a town house. T: How many rooms are there in Mi's house? - Student (look at Mi's house): Ss: There are six rooms. After some minutes, the pair which has the What about in Nick's house? most differences will be the winner. - Ask How many rooms are there? etc. some pairs to act out the conversation. Other pairs listen and add more differences if there are any. 4. Production (5’)- For good students * Aims: To help students practise describing their house * Content: Draw a simple picture of your house. * Products: Students’ drawing and description * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: Drawing a simple picture of your - Teacher gives students 5 – 7 minutes to house. draw a simple picture of their house, house and their friend’s. Other students and then asks students work in pairs to tell teacher listen and give each other about their house. If time *Model writing allows, teacher can ask them to note down the differences between their houses. - Teacher calls some students to describe their friend’s house to the class. - Students may also present the differences between their house and their friend’s. Other students and teacher listen and give comments. The group with higher scores This is my house . It is a small house in the will win the game. country. There are 5 rooms in my house such as living room, bathroom, dining room, my room and my parent’s room. There is a sofa, a coffee table and two stools in the living room. There are six chairs and a table, and a fridge in the dining room. The kitchen is big and fully equipped. There is a bed , a table, a chair and a bookshelf in the bedroom. There is a sink and a toilet in the bathroom .. I love my house.. 5. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content in the lesson . * Products: Some students say aloud what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what - Giving suggestions: How about + V-ing? they have learnt in the lesson. Let’s + V. - Draw and describe their friend’s house to the class. 6. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * 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 - Write down the results and feedback of the prepare the new lesson. previous interviews. - Prepare lesson 5 ( skills 1) *- Evaluation: Date of preparing: 28/9/2023 Period 13: UNIT 2: MY HOUSE Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - understand the description of a room at the Crazy House Hotel in Da Lat; describe one room (in their imagination) in that hotel. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: strange (adj), shape (n) ,mess (adj) , . * Grammar: The simple present. 2. Skills: Speaking , reading 3. Attitude: To teach SS to work hard, love their house. 4. Competences : Co-operation, self- study, friend.develop their language skills, B. Preparation: III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 2, skills 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the topic of reading * Content: Chatting ( make some questions about type of houses) * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Chatting - Teachers have students look at some 1. What type of house is this? pictures and asks students some questions Country house, town house, villa, stilt, flat about houses 2. How are these houses? They are strange (crazy) houses. - Students answer the questions - And then lead in the new lesson. Lead in (2’) * Aim: To lead in the lesson about Skills 1. * Content: Look at the picture and answer the questions. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss I/ READING SKILL: - Teacher asks students to read the Task 1: “Reading skill” box and explains any PREDICTING words that Ss do not know. Teacher tells students that predicting is an important reading skill that can help them have a general understanding of the text. * Set the scene: -Teacher tells students to quickly look at the text, the pictures and answer the questions. - Teacher asks for students’ answers. Answer key: - Then teacher tells them to read the text 1. It’s an email. quickly to check their prediction. 2. The text is about Nick’s room at the Crazy - After that, teacher confirms the correct House Hotel. answers. 2. Pre- reading (5’) * Aim: To provide students with some lexical items before reading the text again. * Content: Learn some vocab related in the lesson. * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss : * VOCABULARY: - Pre teach vocabulary - strange (adj) = crazy : kì lạ, lạ thường - Teacher use different techniques to teach - shape (n) : hình dạng vocab (pictures, situation, ..) - mess (adj) : lộn xộn, bừa bộn - Repeat in chorus and individually - Copy all the words * Checking vocab: < Rub out and remmember> 3. While reading (10’) Task 2: (3’) * Aims: To help students develop their reading skill for specific information (scanning). * Content: Read the text and answer the questions * Products: Students write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Read the text and answer the questions. - Teacher lets students look at Ex. 2 on(Ex. p. 2 2, p. 22) and tells them how to do this kind of exercise:- . + Read the questions. Answer key: + Underline the key words. 1. He’s in Da Lat with his parents. + Locate the key words in the text. 2. There are ten rooms. + Read that part and answering the 3. Because there’s a big tiger on the wall. questions. 4. It’s under the bed. - Teacher has students read the text in detail to answer the questions and tells them to underline parts of the email that help them with the answers. - Teacher tells them to compare their answers in pairs before giving the answers to teacher. - Teacher asks them to give evidence when giving the answers Task 3: (5’) * Aims: To help students further develop their reading skill for specific information (scanning). * Content: Circle the things in the Tiger Room. * Products: Students say the correct key aloud. * Organization of implementation : Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Circle the things in the Tiger Room. - Teacher asks students to read through (Ex. 3, p. 22) the words given and then locate them in . the text. If they find a similar word in * Answer key: the text, they should circle it in the list. a window - Teacher has students compare their a lamp answers. a wardrobe - Teacher checks and confirms the a desk correct answers Post-Reading(5’) Task 4: * Aims: To check students’ reading comprehension * Content: Retelling the text. * Products: A student retells the text fluently. * Organization of implementation: Teacher’s and Ss’activities Content - Ask students what to include when they Task 3: Retelling want to describe a room in the hotel. • Name of the room Here are some things: • Reason for the name - Ss Write these points on the board and • Position of things in the room retell “Tiger room” to their partner 4. Pre- speaking (5’) * Aims: To help Ss prepare ideas for the speaking activity; * Content: Create a new room for the hotel. * Products: Student draw a plan for the room clearly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss II. Speaking - Teacher tells each student to create a Task 4: Create a new room for the hotel. Draw a new room for the hotel and draw a plan plan for the room. (Ex. 4, p.22) for the room. - Teacher sets a time limit for students to - Why is the room called the room? do it. (Dog / Cat / Horse / Dolphin (cá heo)/ - Teacher asks students to give the room - Where is your bed? a name and bear in mind the (under the window / next to the door / in the corner organisation of the room including the / in the middle of the room / ) things in the room and their position. - What are there in your room? Have them note down quickly these ideas (a TV / a fridge / air-conditioner / a piano, ) - How is your room? (big / bright with a lot of windows / cool / clean / dirty / messy / tidy / nice / 5. While-Speaking (6’) * Aims: To provide an opportunity for students to practise describing the hotel room they have designed. * Content: Describe your plan. * Products: Some students describe their plans in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: Describe your plan. (Ex. 5, p. 22) - Have students work in pairs and show the plan to their partner. Ask students to take turns to describe their rooms. - Remind them to focus on the three points on the board. Move around to observe and offer help. Call on some students to show their plan to the whole class and describe it. Other students and the teacher listen and vote for the best plan EX: This is the Dolphin Room. There’s a big Dolphin at the door. There’s a table and a sofa in the middle of the room ... 6. Post Speaking (3’) * Aim:- To help students improve next time. * Content: Listen a description and vote the most interesting and informative presentation * Products: Students comment and give opinions clearly. * Organization of implementation: Teacher’s and Ss’ activities Content T - Ss, Ss - Ss Example: - Have students give comments on their This is the Shark Room. There's a big shark at the friends and vote for the most interesting door. There's a table and a sofa in the middle of the and informative presentation. room. - Teacher gives feedback and comments. 7. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content briefly. * Products: Some students say aloud what theyhave learnt in the lesson. * Organization of implementation: - Teacher asks students to talk about - Some new words what they have learnt in the lesson. - Read email about a crazy room. - Create a room and describe it 8. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook. * Organization of implementation: - Teacher asks students to complete - Draw a room and describe it their picture and write down - Prepare for the next lesson: Unit 2-Skills 2. description in their books. - Teacher asks students to prepare the new lesson *- Evaluation: Date of preparing: 28/9/2023 Period 14: UNIT 2: MY HOUSE Lesson 6 : Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - listen to get information about rooms and houses; - write an e-mail to a friend. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words * Grammar: The present simple. 2. Skills: Listening, speaking , reading and writing . 3. Attitude: To teach SS to work hard, love their house. 4. Competences: Co-operation, self- study; Students will developed listening and writing skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , - Grade 6 textbook, Unit 2, Skills 2 - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, . IV. 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 Content * Warm up (Individual work) * Describe your house. - T calls some students and asks them to Hello every body. Today I want to talk about describe their house. my house . - Lead in - Teacher introduces students the content of the lesson today: “You have just talked about your house. In the listening lesson today, we are going to listen to Mai talking about her house.” 1. 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 Content - Ask students to look at the pieces of 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 1. bookshelf out loud. 2. sofa - Ask some students to write the words on 3. desk the board. 4. clock 5. window *Answer key: - Have students guess if these things are Things mentioned in the listening text: bookshelf, mentioned in the listening text. If they desk, clock, window. say yes for a thing, put a tick next to the word. - Play the recording once for students to check their guesses. - Teacher confirms the correct answers for their prediction. 3. 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 Content Task 2: T - Ss, Ss - Ss Task 2: True or False statements. (Ex. 2, p. 23) - - Have students look at the sentences in this activity. Ask them how to do it. * *Answer key: Give them some strategies to do the 1. F (There are three people.) exercise (e.g. reading the sentences, 2. F (There are six rooms.) underlining the key words, listening to 3. T the text paying attention to the key 4. T words, deciding if each sentence is true 5. F (She reads books.) or false). * Audio script: - Play the recording twice for students to My name’s Mai. I live in a town house in Ha Noi. do Exercise 2. For a better class, ask I live with my parents. There are six rooms in our students to take notes of the information house: a living room, to explain why a sentence is false. a kitchen, two bedrooms, and two bathrooms. I love our living room best because it’s bright. - Have students share their answers in It’s next to the kitchen. pairs. I have my own bedroom. It’s small but beautiful. - Invite some pairs to give their answers There’s a bed, a desk, and confirm the correct ones. a chair, and a bookshelf. It also has a big window - Play the recording again if needed, and a clock on the wall. stopping at the place where students find I often read books in my bedroom. it difficult to hear. - For a better class, ask students to correct the false sentences. 4. 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 Content - T-Ss, Ss-Ss( work group) * Summarize the information of the listening - Students work in groups of four. part. - Teacher asks students to summarize the Example: information in the listening part and talk Mai lives in a town house in Ha Noi. about it. she lives with her parents. There are six rooms in - Teacher helps if necessary. her house: a living room, 5. 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 Content - T - Ss * Necessary parts of an email - Show this sample email on the slide / on the board or give each student a handout 1. How many parts are there in the email? with this sample. (5 parts) 2. What is the subject of the email? Where can you find it? (My house – We can find it in the - Ask them several questions: “Subject line”) 3. What does An write about in the first paragraph of the email? (The introduction) 4. What does An write about in the second paragraph? (The subject(s) of the email) * How to write email to friend? 1. In the subject line, write briefly, what the email is about. 2. Begin the email with a greeting (Dear/Hi/Hello). 3. 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. 4. In the body, write the subject(s) of the email. Write each subject in a new paragraph. 5. The conclusion is the last paragraph. Say goodbye, ask your friend to write back, etc. 6. 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 Content - Tell students that now they are going to Task 3: Answer the questions. (Ex. 3, p. 23) focus on the body of the email only. - Tell them that answering the guiding * Suggested answer. questions is one way to help them brainstorm as well as organise ideas for 1. I live in a small house in the countryside their writing. 2. There are 5 rooms in my house. Living room, - Have students answer the questions two bedrooms, . individually, encouraging them to write 3. I like the living room best because I can watch the answers in full sentences. TV with my parents and my younger sister. - Move around to offer help. - Invite some students to share their answers to the class. Comment on their answers. 7. 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: [email protected] email individually. To: [email protected] - 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 comment. Thank for your email. Now, I’ll tell you about my - T feedbacks and gives mark. house. 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 do 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 Content - Teacher asks students to talk about what - listen to the passage describing Mai's house they have learnt in the lesson. - 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 do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: - Teacher asks students to write down the - Rewrite the email email in their books. - Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson. *- Evaluation:
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