GIÁO ÁN ANH 6 UNIT 2 MỚI ( 3 CỘT )

Planning date: 14/09/2016

Period 9:

Unit 2: My home
Lesson 1: Getting started
Objectives: By the end of the lesson, Ss will be able to:
• use the lexical items related to the topic ‘My home’
• use prepositions of place to describe the positions of furniture in the house
Language focus:
Vocabulary: apartment, centre,
Structure: Will for the future, might for future possibility
Teaching aids: Textbook, English room
Procedure
Steps
Learning activities
Modes
Warm up
‘Slap the board’
- Divide the class into 2 teams, Blue and Green.
Whole class
- Ask 6 members from each team will come here and
stand in two lines in front of the board. Be quiet and
5ms
listen to the questions carefully and slap the correct
answers as quickly as possible. Who is quicker and
get more correct answers will be the winner.
1. What is there behind you?
2. Where do you live?
3. Are there many rooms in your apartment?
4. Do you live with your grandparents?

5. Who do you live with?
6. Where is your kitchen?
Next to the

With my parents and

living room.

my younger brother.

No, I don’t.

My bookshelf


Yes, there are.

Getting
started

15ms

In an apartment.

- Ask Ss some questions about their houses:
- Lead Ss to the topic of the lesson.
1. Listen and read
- Ask Ss to look at the picture and answer some
questions:
+ What are Nick and Mi doing now? (They are talking

on Skype/ They are chatting via webcam/ etc.)
+ What might they talk about? (Ss’ answers)
- Ask Ss to look through the conversation before
listening.
- Play the recording. Ss listen and read.
- Call on some pairs to practice the conversation in
front of the class.
1a. Complete the table
- Ask SS to listen to the recording to tell which family
members Mi talks about.
- Play the recording
- Ask Ss to give the answers without reading the
conversation again.
- Ask Ss to read the conversation and check their
answers.
- Check SS’ answers.
Key:
Grandparents
Dad

Mum

Brother

Uncle
Aunt

Cousin

1b. Complete the sentences

- Ss read the conversation again and find the
appropriate information to complete the sentences.
- Check Ss’ answers:
Key:

Whole class

Pairs
Individuals

Individuals
Whole class

Individual


Doing

15ms

Performing

1. TV; sofa
2. Town house
3. sitting on the sofa
4. noisy
5. three
2. Matching
- Ask Ss to match the prepositions with the pictures on
page 17.

- Check Ss’ answers:
Key:
A. on
B. next to
C. behind
D. in
E. in front of
F. between
G. under
- Focus Ss on how to pronounce these prepositions and
their meanings.
3. Writing
- Ask Ss to write the sentences to describe each picture
on page 17 individually.
- Have SS share the sentences with a friend.
- Call on some Ss to write their answer on the board.
- Check the sentences with the whole class.
Key:
A The dog is on the chair
B The dog is next to the bowl.
C The cat is behind the TV.
D The cat is in the wardrobe.
E The dog is in front of the kennel.
F The cat is between the lamp and the sofa.
G The cat is under the table.
4. True/False statements
- Ask Ss to look at the picture of the room and and
write T or F for each sentence individually.
- Have Ss share their answers before giving the answer.
- Check SS’ answers.

Key:
1. F (The dog is between the bookshelf and the bed).
2. T
3. F (The clock is between the pictures).
4. F (The cat is in front of the kennel).
5. F (The cap is next to the pillow).
6. T
Answer the questions
- Ask Ss to look at the picture again and answer the
questions.

Individuals

Whole class
Individuals
Pairs
Whole class

Individuals
Pairs
Whole class

Pairs


9ms

Homework
1m

- Correct their answers
Key:
1. They are on the desk.
2. They are on the floor.
3. Yes, it is.
4. No, they aren’t.
5. It’s behind the bookshelf.
6. No, it isn’t.
- Write a paragraph about your home.
- Prepare next lesson
(A closer look 1)

Whole class

Planning date: 14/9/2016

Period 9:

Unit 2: My home
Lesson 1: A closer look 1
Objectives: By the end of the lesson, Ss will be able to:
• use the lexical items related to the topic ‘My home’
• pronounce correctly the ending sounds /s/, /z/ and /iz/ in isolation and in context
Language focus:
Vocabulary: hall, attic, chest of drawers, air-conditioner , sink , cooker,
microwave, ceiling fan
Structure:
Teaching aids: Textbook, laptop, projector
Procedure
Steps

Learning activities
Modes
Warm up
Jumbled words


5ms

Vocabulary

- Ask Ss to put the letters in the correct order to make a Whole class
meaningful word.
1. broaomth
2. lvniig romo
3. hlal
4. kcehitn
5. aictt
6. bdeorom
- Check SS’ answers
Keys:
1. bathroom
2. living room
3. hall
4. kitchen
5. attic
6. bedroom
- Lead Ss to the topic of the lesson
1. Name the rooms of the house
- Have Ss quickly match the room with its name.
Individuals

15ms

- Explain the meaning of “hall”.
- Check SS’ answers
a. living room
b. bedroom
c. attic
d. bathroom
e. kitchen
f. hall
2. Name the things in each room
- Present some new words:
1. chest of drawers (n): (visual)
2. air-conditioner (n) : (visual)
3. sink (n): (visual)
4. cooker (n) : (visual)
5. microwave (n) : (visual)
6. ceiling fan (n) : (visual)
- Ask Ss to work in pairs to name the things in each
room in 1.
- Write the name of the room on the board, in different

Whole class

Whole class

Pairs

places. Call on Ss from different pairs to go to the
board and write the name of the furniture under these
rooms.
- Ask Ss to comment.
- Check Ss’ answers:
Key:
Living room

Lamp, sofa, picture, table.

Bedroom

Bed, lamp, picture, chest of drawers.

Kitchen

Pronunciation

15ms

Whole class

Bridge, cupboard, cooker, table, dishwasher,
chair.
Picture
Whole class

Hall
3. Listen and repeat
- Play the recording.

- Ask Ss to listen and repeat the words.
- Ask for more words for each group.
4. Think of a room.
- Ask and answer questions to guess the room in pairs.
- Model this activity with a S.
- Ask Ss to work in pairs.
- Call some pairs to practice in front of the class.
Example:
A: What’s in the room?
B: A sofa and a television.
A: Is it the living room?
B: Yes.
5. Listen and repeat
- Have Ss to read out the words first.
- Play the recording for Ss to listen and repeat the
words.
- Pay attention to the sound: /z/, /s/ and /iz/
6. Listen again and put the words in the correct
column.
- Ask Ss to put the words in the correct column while
they listen.
- Check Ss’ answers:
/z/
/s/
/iz/
Posters
Lamps
Fridges
Tables
Sinks

Whole class
T-S
Pairs

Whole class

Individuals
Whole class


Performing
9ms

Homework
1m

Wardrobes
Toilets
Beds
- Have Ss comment on the way to pronounce –s/-es at
the end of the words. Quickly explain the rules.
+ 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. Underlining
- Ask Ss to read the conversation and underline the

final s/es in the words and write /z/, /s/ or /iz/
individually
- Have SS compare their answers with a partner.
- Check Ss’answers.
- Ask Ss to explain their answers.
/z/: things, pictures
/s/: lights, chopsticks
/iz/: dishes, vases
Outcome
- Play the recording for Ss to repeat each line of the
conversation.
- Ask Ss to practice the conversation in pairs
- Call on some pairs to practice the conversation..
- Correct their mistakes.
- Do exercises in the workbook
- Prepare for the next lesson: Closer look 2.

Individuals
Pairs
Whole class

Whole class
Pairs
Whole class


Period 11:

Planning date: 18/9/2016

Unit 2: My home
Lesson 3: A closer look 2
Objectives: By the end of the lesson, Ss will be able to:
+ use prepositions of place and There is/There isn’t/There are/There aren’t
correctly and appropriately.
Language focus:
Vocabulary: review
Grammar: There is/There isn’t/There are/There aren’t
Teaching aids: Textbook, English room
Procedure
Stage
Activities
Interaction
Warm up
Chatting
T-whole
- Ask Ss some questions about their house:
class
+ How many rooms are there in your house?
5ms
+ What is there in your room?
+…
- Lead Ss to new lesson.
Presentation There is/There are
- Ask Ss to look at the two pictures of the two rooms on
T-whole
page 19 in the
grammar. If
class
possible, T can

prepare two
pictures of two
rooms with
some furniture
removed
from the second
room. Ask Ss
what the second
room does
not have. Write Ss’
answers on
the board. At the
same time,
10ms
ask Ss to use the
There
is/There are structure
to make
sentences.
T-whole


- Elicit the forms (positive, negative, questions and short
answers) from the Ss.
- Now Ss can have a closer look at the grammar box,
especially the examples.
- Explain to Ss that in this structure we use ‘is’ or ‘are’
after ‘there’ depending on the noun right after the verb
‘be’. If the noun is singular or uncountable, we use ‘is’
even if after this noun there are some other plural noun

(e.g. There is a dog and two cats under the table). If the
noun is plural, we use ‘are’.
Practice

15ms

Production

1. Task 1&2/page 19
- Ask Ss to complete the sentences using ‘is’ or ‘are’,
then change them into the negative.
- Get feedback.
2. Task 3/page 19
- In this activity, Ss can write different sentences
(positive and negative sentences). Accept these sentences
if they make sense. Ss write the sentences individually
then two go to the board to write their sentences. Other
Ss and T feedback.
3. Task 4/page 20
- Ss look at the picture and complete the description. Ss
compare their answers, then give T their answers. T
confirms the correct answers and writes them on the
board if necessary.
- Get feedback:
1. is 2. is 3. are 4. are 5. aren’t 6. isn’t
4. Task 5/page 20
- Ask Ss to complete the questions.
- Feedback:
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?
Speaking
- Call one Ss to talk about their house in front of the
class. Then the others interview him/her (After the St
talks about his house, T can ask the others about his/her

class

T-whole
class
Individual
work
Individual
work

Individual
work /
pairwork

Individual
work

St-whole
class


12ms

Consolidation

1m
Homework
2ms

house)
Example:
S1: Where is your room?
S2: It is on the second floor.
S3: Is there a bookshelf in your room?
S2: Yes, there is.
…
Focus on what Ss have learnt.
Ask Ss to describe Nick’s house on page 21 and Mi’s
house on page 25.

T-whole
class

Planning date:
5/9/2017

Period 12:

Unit 2: My home
Lesson 4: Communication
Objectives: By the end of the lesson, Ss will be able to:
+ ask about and describe houses, rooms and furniture.
Language focus:

Vocabulary: town house, country house, villa, stilt house, apartment
Grammar: There is/There are
Teaching aids: Textbook, English room
Procedure:
Stage
Activities
Interaction
Warm up
Matching
T-whole
- Show 5 types of
building on
class
page 20 and ask Ss to
match the
words with the correct
pictures.
- Feedback.
- Ask Ss to listen and
repeat these
7ms
words.
- Ask Ss some questions:
+ Where do you live?


Practice

20ms

Production

+ Do you live in a town house or country house?
+ Do you live in an apartment?
- Lead Ss to the topic of the lesson.
1. Picture description
- Use the picture on page 20 to introduce the characters:
Mi tells Nick about her grandparents’ country house.
- Ask Ss some questions:
+ Where does Mi live?
+ Is it a big house?
+ What is there in the living room?
+…
- Ask Ss to look at the pictures of her grandparents’
house and complete the sentences.
- Feedback
1. country 2. are 3. is 4. are
5. on 6. next to 7. on 8. is
- Focus Ss on the There is/There structures and the
prepositions of place.
2. Pairwork
- Ask the St A to look at the pictures of Nick’s house on
page 21 and the St B to look at the pictures of Mi’s house
on page 25. Find the differences between the two houses.
- Before Ss do this activity, model the way to do this with
a St. The conversation could be:
T: (look at Nick’s house) Nick lives in a country house.
Where does Mi live?
S: (look at Mi’s house) She lives in a town house.
T: How many rooms are there in Mi’s house?

S: There are six rooms. What about Nick’s house?
How many rooms are there? …
- Ask Ss in each pair not to look at other’s picture and to
make similar conversations. Ss should note down the
differences between the two houses. After some minutes,
the pair which has the most differences will be the
winner. T can ask some pairs to act out the conversation.
- Other pairs listen and add more differences if there are
any.
Drawing and describing
- Ask Ss to show their simple plan of their house. Ss then
work in pairs to tell each other about their house. If time

T-whole
class
T-whole
class

Individual
work

T-whole
class

Pairwork

Pairwork


15ms

Consolidation

1m
Homework
2ms

allows, T can ask them to note down the differences
between their houses.
- Call some Ss to describe their friend’s house to the
class.
- Ss may also present the differences between their house
and their friend’s. other Ss and T listen and give the
comments.
Focus Ss on what Ss have learnt.
- Ask Ss to write a paragraph to introduce their house
(Using the plan of their houses)

Period 13:

Ss-whole
class

T-whole
class

Planning date: 27/9/2017

Unit 2: My home
Lesson 5: Skills 1

Objectives: By the end of the lesson, Ss will be able to:
+ read for specific information about rooms and houses.
Language focus:
Vocabulary: strange shape
Grammar: There is/There are, prepositions of place
Teaching aids: Textbook, English room


Procedure
Steps
Warm up

Learning activities
Guessing game:
- Ss guess the letters in turns to find the word which
has 5 letters.

Modes
Whole class

__ __ __ __ __
5ms

Reading

20ms

- After Ss find the word ‘HOTEL’, ask Ss some
questions:
+ Is there a hotel near your house?

+ Have you ever been in a hotel? What is it like?
- Lead Ss to the topic of the lesson.
1. Pre-task
- Ss look at the pictures and Nick’s email on page 42
and answer the questions.
1. What type of text is it?
2. What’s the title of this page? What’s the topic?
3. Write three things you know about Da lat.
- Confirm the answer to question 1 and 2; answers to
question 3 are open.
2. Task cycle
- Ss read the email quickly and check their ideas from
1.
- Give feedback:
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 weekend
at the Crazy House Hotel.
- Ss read the text again and answer the questions on
page 42.
- Give feedback:
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.
- Ss cycle the things that are in Tiger room.
- Give feedback:
A window, a lamp, a tiger, a shelf, a desk
3. Language analysis

Whole class

Whole class

Whole class
Individuals

Individuals
Whole class

Individuals

Whole class


- Focus Ss on the parts of the e-mail.
Heading
Opening
Body of the e-mail
Closing
Speaking
1. Pre-stage
- Each student creates a new room for the hotel and
draws a plan of the room.
- Focus Ss on the name of the room: a name of any
animal they like.
17ms
2. Through-stage
- Ss show the plan to a partner and describe their rooms
in pairs.

- Some Ss show their partner’s plan to the whole class
and describe it. Other Ss and T listen and vote for the
best plan.
Consolidation - Focus on what Ss have learned.
2ms
Homework - Ask Ss to do exercises in section C&D on page 12;
1m
13; 14 in the workbook.

Individuals

Pairs
Whole class
Whole class
Whole class


Planning date:

Period 14:

4/10/2017

Unit 2: My home
Lesson 6: Skills 2
Objectives: By the end of the lesson, Ss will be able to:
+ listen to get information about rooms and houses.
+ write an e-mail to a friend
Language focus:
Vocabulary:

Grammar:
Teaching aids: Textbook, English room
Procedure
Steps
Learning activities
Warm up
Chatting
- Ask Ss about the content of the previous lesson:
+ Where is Nisck staying in now?
5ms
+ How many room are there in the hotel/
+ What is the name of Nick’s room?
+ What is it like?
- Lead Ss to the topic of the lesson.
Listening
1. Pre-task
- Ss look at the plan of the room (Nick’s parents’
room) and the furniture on page 23.
- Have Ss guess the positions of the furniture.
10ms
2. Task cycle
- Ss listen to the recording and check their guess.
- Call some Ss to describe Nick’s parents’ room.
- Give feedback
Writing
1. Pre-stage
- In this writing part, Ss are asked to write an e-mail
to tel Nick about the new room they creative for the
hotel in the previous lesson.
- Ss read the Writing tips box. Explain anything Ss do

not understand. Ask them some questions:

Modes
Whole class

Whole class

Individuals

Whole class
Whole class


19ms

+ How many parts are there in an e-mail to
your friend?
+ What are they?
+ What should you remember when writing
each part?
- Give feedback:
Heading
Opening
Body (Introduction, body, conclusion)
Closing
- Ss read Nick’s e-mail again and identify the parts of
the e-mail.
- Give feedback.
Heading

Individuals

Opening

Body

Closing

Performing
5ms

2. Through-stage
- Ss read the e-mail on page 44 and write the correct
version.
- Give feedback
- Ask Ss to write an e-mail to nick. Tell him about
their idea for the new room of the Crazy House
Hotel.
Outcome (Post-stage)
- Show an email on the board. Other Ss and T
comment on the email.
- Focus on the punctustion and capitalization rules Ss
have learnt in Unit 1 and the e-mail writing tips.
- Collect some e-mail to correct at home.

Individuals
Individuals

Whole class

Homework
1m

- Ask Ss to do exercises in section E on page 15 in
the workbook.

Period 15:

Whole class

Planning date: 5//10/2017

Unit 2: My home
Lesson 7: Looking back
Objectives: By the end of the lesson, Ss will be able to review:
+ the lexical items related to the topic “My home”
+ the structure: there is/there are.
+ talk about their home.
Language focus:
Vocabulary: Review
Structure: Revew
Teaching aids: Textbook, English room
Procedure
Step
Learning Activities
Warm up
Speaking
- Call one or two students to talk about their home.
10ms

- After his/her talk, other students and T will
interview him/her about their home.
Looking back Vocabulary
1. Put the words into the correct groups. Do you

Modes
Whole class


20ms

want to add any words to each group?
- Ss do this activity invidually then compare their
answer with a partner.
- Give feedback:
Types of building: villa, apartment, town, house, stilt
house, country house.
Rooms: living room, hall, bathroom, bedroom,
kitchen, attic.
Furniture: picture, cupboard, chest of drawers,
wardrope, sofa, dishwasher, desk.
- Have Ss add some more words.
Grammar
2. Make sentences.
- Ask Ss to look at the pictures and complete the
sentences. Use appropriate prepositions of place.
- Give feedback:
1. The boy is on the table.
2. The dog is in front of the kennel.
3. The cat is between the bookshelf and the

sofa.
4. The cat is behind the computer.
5. The girl is in the armchair.
6. The boy is next to the armchair.
3. Picture description
- Ss look at the picture on page 24 and complete the
sentences. Use there is/there are, there isn’t/aren’t.
- Give feedback:
1. There is
2. There are
3. There is
4. There aren’t 5. There is
6. There
aren’t
4. Turn the sentences in 3 into questions
- Ss turn the sentences in 3 into questions.
- Give feedback:
5. Describe the bedroom
- Ss describe their bedroom. Call on some Ss to talk
about their bedrooms in front of the class.
Communication
6. Picture description
- Model the way to ask and answer with a St, then
divide Ss into groups. Ss work in groups and take

Individuals
Whole class

Individuals
Whole class

Individuals

Individuals
Individuals
Whole class

Groups


turns to draw a cat in the house in the book. Other Ss
ask questions to find the cat. Go around and observe
Ss working. Collect their mistakes and errors and
discuss them with the whole class.
Finished!
- Ask Ss to complete the self-assessment. Identify any
difficulties and weak areas and provide further
practice.
Project
Speaking
- Ss draw their own crazy house and tell the class
13ms
their house (Ss prepared at home).
- The class vote for the best crazy house.
Consolidation - Focus on what Ss have learnt.
1m
Homework
- Ask Ss to write a paragraph about their crazy
1m
houses.

Whole class

Whole class
Whole class