Giáo án môn Tiếng Anh Lớp 6 - Peroid 9, Unit 2: My house - Lesson 1: Getting started

Date of planning:..
Date of teaching: .....
WEEK: 3
 Peroid 9 : UNIT 2: MY HOUSE
 Lesson 1: GETTING STARTED 
 A look inside
I. OBJECTIVES:
* By the end of this unit, students will be able to: (Over all)
- use the words for types of house, rooms, and furniture;
- pronounce the final sounds /s/ and / z/ correctly;
- use possesive case to describe possesion; 
- use prepositions of place to describe where people or things are;
- give suggestions;
- read for specific information about rooms and furniture;
- describe hourses, rooms and furniture;
- listen for specific information about someone’s house;
- write an email to a friend describing a house.
1. Knowledge: 
- To introduce topic of the lesson My house. To teach listening and reading.
+ 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 pratice reading and listening the conversation between Mi and Nick about types of rooms and houses. using possesive case to describe possesion; using prepositions of place to describe where people or things are;
 3. Quality/ behavior : The love of learning English. The love of their own room and house . 
The knowledge of working in group, individual work, pairwork, cooperative learning and communicative competence.
II. TEACHING AIDS: 
- Teacher: Text book, laptop, louspeaker, projector 
- Students : Text books, studying equipment.
- Method;: T-WC; group works; individual 
III. PROCEDURE: 
WARM UP & INTRODUCTION (3’-5’) 
Aims:
To create an active atmosphere in the class before the lesson;
To lead into the new unit.
Teacher’s activities
Student’s activities
+ Greeting 
+ Chatting
- Teacher (T) asks Ss some questions about the previous lessons, 
- T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class 
- T encourages Ss to talk in English as much as possible
+ Lead to the first unit of the new school year.
- Write the unit title My house on the board. 
+ Greeting
+ Chatting. - T_ Ss
- Students (Ss) listen and learn how to do it .
- Answer the teacher’s questions and enquirements.
+ Students (Ss) listen and learn how to do the tasks.
- Open their book and write .
PRESENTATION/ NEW LESSON (12’) 
ACTIVITY 1: 
Aims: 
To set the context for the introductory text;
To introduce the topic of the unit.
Teacher’s activities
Student’s activities
1. Listen and read.
- Set the context for the listening and reading. Introduce Mi and Nick: they are pen friends. 
- Have Ss look at the pictures and answer some questions, e.g. What are Nick and Mi doing? What might they talk about? 
- Encourage Ss to give their answers, but do not confirm whether their answers are right or wrong. 
- Ask them to talk a bit about the place where they live.
- Play the recording twice for Ss to listen and read along. 
- Ask Ss to underline the words that are related to the topic of the unit while they are listening and reading.
- Invite some pairs of Ss to read the dialogue aloud.
- Ask Ss what exactly Mi and Nick talked about. 
- Confirm the correct answer. 
- Have Ss say the words in the text that they think are related to the topic My house. 
- Quickly write the words on one part of the board. - Comment on Ss'answers.
1. Listen and read.
- T_ Ss
- Listen carefully to the context 
- Answer the teacher’s questions.
(They talked about their houses. Mi shared that her family was moving to a new flat and she briefly described her new flat...)
- Listen carefully and read aloud.
- Find out the words related to the topic.
3. PRACTICE ( 15’)
ACTIVITY 2: 
Aim: To help Ss understand the text.
Teacher’s activities
Student’s activities
2. Which family members does Mi talk about? Put a (√) 
- First, ask Ss to give the answers without reading the conversation again. Then ask them to read the conversation and check their answers. 
- Have Ss highlight the sentences that have the answers. 
- Invite some Ss to give answers and their evidence. 
- Confirm the correct answers.
- Allow them to share their answers before discussing them in groups or as aclass. 
- Call on Ss to give th answers 
- T gives the correct answers. 
2. Which family members does Mi talk about? Put a (√) 
- Listen carefully to the instructions
- Follow the teacher’s instructions 
- Ss
- Give the answers and check.
ACTIVITY 3:
Aim: - To help Ss further understand the text.
Teacher’s activities
Student’s activities
3. Read the conversation again. Complete each sentence with ONE word.
- Ask Ss to work independently to fill each blank with the word from the conversation. 
- T may instruct them how to do the exercise: 
(1) read the sentence and identify the kind of information to fill the blank.
e.g. In sentence 1, we need a noun that shows the relationship between Elena and Nick to fill the blank; (2) read the conversation and locate the place to find the word to fill the blank.
 e.g. Line 2 in the conversation contains the word needed to fill the blank in sentence 1. 
- Model with the first sentence. “sister”
- Allow Ss to share answers before discussing as a class. Write the correct answers on the board.
- T gives correct answer
3. Read the conversation again. Complete each sentence with ONE word.
- Listen to the instructions clearly
- Learn how to do it
- Ss to work independently
- Share the answers
- Copy them
Key: 
1. sister 2. TV
3. town 4. country
5. three
- Practice saying the sentneces.Give the answers.
ACTIVITY 4:
Aim: To develop Ss knowledge of the vocabulary about types of house.
4. Complete the word web. Use the words from the conversation and the ones you know.
- Ask Ss to work in pairs to complete the word web about types of house.
- Tell them that they should read the text again to get the words and use the words they know.
- Ask them to draw the word web in their notebooks and do the task in five minutes.
- Have pairs exchange their word webs.
- Invite two pairs with the most number of words to draw their word webs on the board. 
- Other pairs look, comment and add any words they know. 
- Introduce some other types of house if needed.
* This activity can be organised as a competitive game where Ss work in groups to add as many words to the word web as possible. 
- The group with the most answers wins. 
- Show the winner
4. Complete the word web. Use the words from the conversation and the ones you know.
- Listen carefully and learn how to do.
- Work in pairs
- Ss do themselves. Give the answers
- Suggested answers:
4. PRODUCTION/ APPLICATION ( 8’)
ACTIVITY 5: 
Aim: To help Ss practise asking and answering about where they live.
Teacher’s activities
Student’s activities
5. Work in groups. Ask your friends where they live. Then report their answers.
- Have Ss work in groups to take turns to ask and answer about where they live. 
- Model with one student to make sure Ss know how to ask and answer. 
- Ask one student in each group to be the secretary and to take notes of other Ss' answers so that by the end of the activity the group secretary will report the findings to the class. 
- Give examples of how to report the finding (e.g. In my group, Lan and Nam live in flats. Ngoc lives in a country house, etc.).
- Move around to observe and offer help needed.
- Invite some Ss to ask ans answer in front of the class. 
- Ask group secretaries to report their findings.
5. Work in groups. Ask your friends where they live. Then report their answers.
- Listen to the instructions carefully then do the tasks. Work in groups
A. Where do you live? 
B. I live in a flat / in a country house.
A. How many rooms are there?
B. There are seven rooms.
A. Seven? What are they? 
B .There is a living room, three bedrooms, a kitchen and two bath rooms. 
A. Thank you very much.
B You’re welcome.
- Ask and answer 
5. WRAP-UP & HOME WORK ( 2’) 
- Ask one or two Ss to tell the class what they have learnt.
Ask Ss to say aloud some words they remember from the lesson.If there is a projector in the classroom, show the conversation, highlight the key words related to the topic. 
- It would be helpful if T highlights the present continuous and the words with the sounds /s/ and /z/ and tells Ss that they will learn these language points in the following lessons.
* HOMEWORK 
- Read again the conversation on page 6.
- Do more exercises in workbook.
- Prepare new lessons.
- Answer the questions
- Call out the words they have just learned
- Take note 
- Do at home 
- Prepare new lessons.
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