Giáo án môn Tiếng Anh Lớp 6 - Period 11, Unit 2: My house - Lesson 2: A closer look-2

Date of planning:..
Date of teaching: .. 
WEEK: 4
 Peroid 11 : UNIT 1: MY HOUSE
 Lesson 2: A CL0SER LOOK -2
THIS UNIT INCLUDES:
Vocabulary
- Type of house
- Rooms and furniture
Pronunciation:
Final sounds: /s / and / z /
Grammar
- Possessive case
- Prepositions of place 
Skills:
- Reading about rooms and furniture
- Describing houses, rooms, and furniture
- Listening about someone’s house
- Writing an email to a friend .
 Describing a house
Everyday English
Giving suggestions
I. OBJECTIVES: 
1. Knowledge: 
- To introduce topic of the lesson My house. To teach the names of the rooms and the names of furniture in the house.Ss also identify how to pronounce the final sounds /s/ and /z/ correctly in contexts.
+ Vocabulary: use the words related to the topic My house.
To pronounce the final sounds /s / and /z/ correctly;
+ Grammar:- use possesive case to describe possesion; 
- use prepositions of place to describe where people or things are;
- give suggestions;
2. Compentence: By the end of the lesson students will be able to know the names of the rooms and the names of furniture in the house.Ss also identify how to pronounce the final sounds /s/ and /z/ correctly in contexts.
3. Quality/ behavior : The love of learning English. The love of their own room and house. Having the good attitude to working in groups, individual work, pairwork, cooperative learning and working.
II. TEACHING AIDS: 
- Teacher: Text book, laptop, louspeaker, projector 
- Students : Text books, studying equipments.
- Method;: T-WC; group works; individual 
III. PROCEDURE: 
Grammar.
 Possessive case
- Have Ss look at the Remember box about possessive case . Explain to them that there are afew different way to show possession, and this unit just focus on one.
- Ask Ss to read Remember box. Tell them that we only need to put ’s ( an apostrophe ans an s ) after a proper name or singular noun to show possession.
- Take a pen from a student in the class , say e.g “This is Nam’s pen.” And write the sentence on the board so that Ss can easily understand. Call on one or two Students take one or two things from other Ss nad make similar sentences. Then give a student your book and ask him/ her how to say a sentence to show possession. If he/ she makes a mistake, say out loud “This is my teacher’s book.”
- Give another student your ruler for him/ her to make another sentnec.
- Write the sentence on the board : name’s + noun= Nam’s pen/ singular noun’s+ noun = teacher’s book. 
1. WARM UP & INTRODUCTION (3’-5’)
Aims:
- To introduce / teach possessive case.
Teacher’s activities
Student’s activities
+ Greeting 
+ Chatting
- Teacher (T) asks Ss some questions about them and class. 
- Ask Ss to open their book and introduce what they are going to study.
+ Greeting
+ Chatting
- Students (Ss) listen and learn how to do.
- Open their book and write .
2. PRESENTATION/ NEW LESSON ( 12’)
ACTIVITY 1: 
Aims: To help Ss identify the correct form of possessive case 
Remember!
We use ’s after a proper name.
Example: This is Elena’s room
We use ’s after a singular noun.
Example : This is my mum’s book.
Teacher’s activities
Student’s activities
1. Choose the correct answer 
 - Ask Ss to do exercise individually and then compare their answers with a lassmate.
- Check the answers as a class.
- Confirm the correct answers
1. Choose the correct answer 
+ Students (Ss) listen to the instructions carefully and learn how to do the tasks.
- Work Individually
- Answer the teacher’s questions and enquirements.
- Listen carefully and read aloud.
* Key: 
1. grandmother’s 2. sister’s 3. cousin’s
4. Nam’s 5. An’s
3. PRACTICE (15’)
ACTIVITY 2: 
Aims: 
To help Ss practise forming the correct form of possessive case.
Teacher’s activities
Student’s activities
2. Complete the sentences with the correct possessive case.
- Have Ss do this exercise .
- Call on two Ss to write their answers on the board
- Draw all Ss’ attention to the board and check the answers together.
- T confirms the correct answers.
- Observe and help when and where necessary, and correct Ss'pronunciation and intonation.
2. Complete the sentences with the correct possessive case.
- Ss work individually
- Do the tasks
- Share the answers.
- Learn how to do.
* Key:
1. Mi’s 2. teacher’s 3. Nick’s 4. father’s 
5. brother’s 
ACTIVITY 3: Prepositions of place
Aims: 
To help Ss identify different prepositions of place and use them correctly to describe where people or things are.
Teacher’s activities
Student’s activities
3. Write the correct preposition in the box under each picture. Say a sentence to describe the picture. 
- Ask Ss what prepositions of place they know. 
- Encourage Ss to say as many as possible.
- Have them look at the Remember! box to see if the prepositions they have mentioned are the same.
- Ask Ss to look at 3 and explain what they have to do. 
- Have Ss do this exercise in pairs. Ask for Ss' answers. 
- Confirm the correct answers.
- Have Ss work in pairs to say sentences describing the pictures. 
- Move around to offer help if needed. 
- Call on some Ss to say their sentences. 
- If there is time, ask some Ss to write their sentences on the board. 
3. Write the correct preposition in the box under each picture. Say a sentence to describe the picture. 
 in on next to behind
 in front of under between
- Listen to the instructions clearly
- Ss to work independently
- Share the answers
- Copy them
Key: 
next to 3. behind 4.in 
5. in front of 6. between 7.under 
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 doghouse.
6. The cat is between the lamp and the armchair.
7. The cat is under the table.
ACTIVITY 4:
Aims: To give Ss further practice in using prepositions of place.
4. Choose the correct answer Aor B to complete each sentence .
- Have Ss look at the picture of the room and ask them to describe the room briefly. 
- Ask them to 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.
- Have Ss do this exercise individually before they share their answers with a partner. 
- Ask some Ss to read out their answers. 
- Check and confirm the correct answers
4. Choose the correct answer Aor B to complete each sentence. 
- Listen carefully
- Check the answers
- Listen and repeat
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.)
4. FURTHER PRACTICE (8’)
ACTIVITY 5: 
Aims: To help Ss practice describing their house
Teacher’s activities
Student’s activities
5. GAME: Memory challenge 
- Have Ss work in pairs to play the game 
Memory challenge . Ss look at the picture in 4 for 30 seconds and then cover it . They ask and answer questions about position of the thing in the picture. 
- Invite some pairs to perform in front of the class.
- This activity can be organised as a competative game. The class is devided into teams A and B .
- Have the teams look at the picture for 30 seconds.
- Ask to close their books. 
- Ask Ss from each team to answer some questions about the position of the things in the picture. Record their points on the board and announce the winning team. 
- T goes round and corrects mistakes or gives help when and where necessary.
- Show the winner.
5. GAME: Memory challenge 
- Work in two teams .
+ Listen to the teacher’s instructions carefully and play games in teams
- Play game
5. WRAP-UP & HOME WORK (2’)
- Summarise the main points of the lesson. Take a book from a student and ask another student to make sentence with the possessive case.
- Put a pencil on a book and ask a student to make sentence or ask Ss to make sentences to describe the position of things in the classroom.
HOME WORK
- Revise the use and form of possessive case. 
- Do more exercises in workbook.
- Make more sentences using adverbs of frequency.
- Do the revision
- Call out the main points they have just learnt.
- Do the tasks.
- Take note 
- Do at home
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