Giáo án tiếng Anh 6 - Unit 2, lesson 1 đến lesson 7

the list.
(page 34)
4. Think of a room. In pairs, ask and answer questions to guess the room.
Example:
A: What’s in the room?
B: A sofa and a television.
A: Is it the living room?
B: Yes.
& Pronunciation 
/z/, /s/ and /iz/
5. Listen and repeat the words.
Lamp	posters	sinks
Fridge	tables	toilets
Beds	wardrobes
6. Listen again and put the words in the correct column.
/z/
/s/
/iz/
Posters
Tables
Wardrobes
Beds
Lamps
Sinks
Toilets
Fridges 
- 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/).
7. Read the conversation below. Underline the final s/es in the words and write /z/, /s/ or /iz/.
/z/: things, pictures
/s/: lights, chopsticks
/iz/: dishes, vases
- Play the recording for Ss to repeat each line of the conversation.
- Ask Ss to practice in pair.
- Pair-work
* Production:
8. Listen to the conversation and repeat. Pay attention to /z/, /s/ and /iz/ at the end of the words. Then practice the conversation with a partner.
*Homework:
- Learn vocabulary by heart.
- Prepare next lesson 
 (A closer look 2)
Week: 04
Period: 10
Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 2: MY HOME
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use There is/ There isn’t/ There are/ There aren’t correctly and appropriately.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss to play a game.
- Group work
* Warm-up:
Nought and Crosse:
cupboard
sinks
lamp
bedroom
posters
kitchen
bathroom
window
wall
Ex: The cupboard is in the kitchen.
- Ask Ss to look at the pictures of the two rooms in the grammar. Ask Ss what the second room doesn’t have.
- Ask Ss to use the There is/ There are structure to make sentences.
- Elicit the forms (positive, negative, questions and short answers) from the Ss.
- Have Ss a closer look at the grammar box, especially the example. 
- T-Whole class
* Presentation:
& Grammar
There is / There isn’t
There are / There aren’t
Positive:
Singular: There’s (is) a picture on the wall.
Plural: There are two lamps in the room.
Negative:
Singular: There isn’t a picture on the wall.
Plural: There aren’t two lamps in the room.
Questions and short answer:
Singular: 
- Is there a picture on the wall?
- Yes, there is. / No, there isn’t.
Plural: 
- Are there two lamps in the room?
- Yes, there are. / No, there aren’t.
- Ask Ss to do exercise 1 and 2 quickly then give the answers to T.
- Have Ss to write the sentences individually then go to the board to write their sentences.
- Ask Ss to look at the picture and complete the description.
- Confirm the correct answers and write them on the board.
- Have Ss do this exercise individually, then give their answers.
- Individual work 
- Individual work 
- Pair-work
- Individual work
- Pair - work
* Practice:
1. Write is or are.
2. Make the sentences in 1 negative.
Key: 
1. is/ isn’t	2. Are/ aren’t
3. are/ aren’t	4. Is/ isn’t
5. are/ aren’t
3. Write positive and negative sentences.
Key:
1. There is/ isn’t a TV next to/ on the table.
2. There is/ isn’t a brown dog in the kitchen.
3. There is/ isn’t a boy in front of the cupboard.
4. There is/ isn’t a bath in the bathroom.
5. There are/ aren’t lamps in the bedroom. 
4. Write is / isn’t / are / aren’t in each blank to describe the kitchen in Mi’s house.
Key: 
 1. is	2. is	3. are	
 4. are	5. aren’t	6. isn’t
5. Complete the questions.
Key:
1. Is there a fridge in your kitchen?
2. Is there a TV in your bedroom?
3. Are there four chairs in your living room?
4. Is there a desk next to your bed?
5. Are there two sinks in your bathroom?
6. In pairs, ask and answer the questions in 5. Report your partner’s answer to the class.
- Model the conversation with a Ss before Ss do this in pairs.
- Call some pairs act out he conversation in front of the whole group.
- Pair - work 
* Production:
7. Work in pair. Ask your partner about his/ her room or the room he/ she likes best in the house.
*Homework:
- Prepare next lesson 	(Communication) 
Week: 04
Period: 11
Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 2: MY HOME
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can use ask about and describe houses, rooms and furniture.
II. Language Focus:
	1. Vocabulary: town house, country house, villa, stilt house, apartment.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss look at extra vocabulary.
- Ask Ss to look at the picture and complete the sentences.
- Whole class
- Pair-work
* Presentation:
Extra vocabulary:
Town house
Country house
Villa
Stilt house
Apartment 
1. Look at the picture of Mi’s grandparents’ house and complete the sentences.
Key:
1. country 	2. Are	3. Is
4. are	5. On	6. Next to
7. on	8. is
- Model the way do do this exercise with a St.
- Ask Ss in each pairs not to look at each other’s picture and to make similar conversations.
- Ask Ss to note down the differences between the two houses.
- Ask some pairs to act out the conversation.
- Ask other pairs listen and add more differences if there are any.
- Give Ss 5 – 7 minutes to draw a simple plan of their house.
- Have Ss work in pairs to tell each other about their house.
- Ask Ss to note down the differences between their houses.
- Pair-work
- Individual work 
- Pair -work
* Practice:
2. Find the differences between the two houses.
Example: 
A: Nick lives in a country house. Where does Mi live?
B: Mi lives in a town house.
Suggested questions:
A: How many rooms are there in Mi’s house?
B: There are six rooms. What about Nick’s house? How many room are there…?
3. Draw a simple plan of your house. Tell your partner about your house.
- Call on some Ss to describe their friend’s house to the class.
- Let Ss present the differences between their house and their friend’s.
- Ask Ss listen and give comments.
- Whole class
* Production:
4. Describe your friend’s house to the class.
*Homework:
- Write a paragraph to describe your house in your notebook.
- Prepare next lesson :
 (Skill 1)
Experiments: 
Week: 04
Period: 12
Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 2: MY HOME
Lesson 5: Skill 1
A room at the Crazy House Hotel, Da Lat
I. Objectives:
	By the end of this lesson, students can read for specific information about rooms and houses; describe houses, rooms and furniture.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask the class to look at the “Study skills –Reading”.
- Explain any words that Ss do not know.
- Ask Ss to quickly look at the text and answer the questions.
- Confirm the answers to questions 1 and 2. Answers to question 3 are open.
- Ask Ss to quickly read the text and check their ideas from 1.
- Whole class
- Answer
* Presentation:
Study skills – Reading
Prediction
- Predicting makes reading easy.
- Before reading, look at the picture, design and title.
- Decide what is the topic of the text.
- Think about what you know about the topic.
& Reading
1. Answer the questions
Key:
1. It’s an email.
2. The title is “A room at the Crazy House Hotel, Da Lat” The topic is Nick’s weekend at the Crazy House Hotel. 
- Ask Ss to read the text in detail to answer the questions.
- Set a strict time limit to ensure Ss read quickly for information.
- Have Ss compare their answer before giving the answers.
- Ask Ss to give evidence when giving the answers.
- Ask Ss to do exercise 4. Then compare their answers.
- Correct their answers.
- Have each St create a new room for the hotel and draw a plan of the room.
- Individual work
- Individual work
- Individual work
* Practice:
3. Read the text again and answer the questions.
Key:
1. No, he isn’t.
2. There are ten rooms.
3. Because there’s a big tiger on the wall.
4. It’s under the bed.
4. Are these things in the room?
Key: 
A window
A lamp
A tiger
A chelf
A desk
& Speaking
5. Create a new room for the hotel. Draw a plan of the room.
- Ask Ss to show the plan to a partner. Then ask Ss to describe their room in pair.
- Ask other Ss to listen and vote for the best plan. 
- Pair -work
* Production:
6. Show your plan to your partner then describe the room to other Ss in the class.
*Homework:
- Prepare the next lesson :
 (Skill 2)
Experiments: 
Week: 05
Period: 13
Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 2: MY HOME
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can listen to get information about rooms and houses; write an e-mail to a friend.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My home”.
	2. Structures: 	There is / There isn’t
	There are / There aren’t
	Prepositions of place.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, a large-sized piece of paper.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to took at the plan of the room and furniture on page 23; Ask them to put the furniture in the place they like. 
- Group-work
* Pre