Giao An Tieng Anh 6 Global Success Tuan 4

Preparing date: 20/ 09/ 2023
Week 4
Period 10
UNIT 2: MY HOUSE
LESSON 2: A CLOSER LOOK 1
A. OBJECTIVES By the end of this unit, students will be able to:

I. Knowledge:
- Use the lexical items related to the topic My house;
- Ask and answer about where someone lives.
+ Vocabulary: Use the vocabulary and structures to talk about the names of rooms
and furniture pieces in the house.
Pronounce and recognize the sounds /s/ and /z/.
+ Grammar: possessive case and prepositions of place
II. Competences
1. Generic competences
a. Self-management and self-study competences.
- Develop self-study skills
- Use the lexical items related to the topic My house.
b. Communication and collaboration competences.
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work.
c. Prolem-solving and creativity competences.
- Be able to solve tasks in the lesson.
2. Specific competences
a. Revision on the words about My house.
b. Revise and further practice doing exercises on present simple tense.
c. Develop communication skills and creativity, presentation skill .
III. Qualities
1. Be more creative when doing the project.
2. Be interested in learning English.
3. Be more confident.
B. TEACHING AIDS
- Teacher: Grade 6 text book, laptop, projector , pictures and cards.....
- Students: Text books, A0 paper.....
- Computer connected to the Internet.
- Sach mem.vn
C. CARRYING OUT
Class Teaching date
6A4
6A5
D. PROCEDURES
ACTIVITY 1: WARM UP- (5’)
* Objectives:
- II -1a, b, c, 2 a, III- 2, 3.
- Identify the knowledge Ss have about the topic.
- Draw students’ attention and generate Ss’ interest.
Content - Performance Outcome
- T ask students some questions * Chit chatting
- Ss answer 1. How many rooms are there in
- T leads in the lesson about vocabulary and your house?
pronunciation 2. What are they?
that “In today lesson, we are going to learn 3. What is there in each room?
more words to describes rooms and furniture
and two sounds /s/ and /z/.”
ACTIVITY 2: VOCABULARY (17’)
* Objectives: II- 1a, b, c, 2a, b; III- 2, 3.
1. Vocabulary. 1. Vocabulary.
- Teacher use different techniques to - hall /hɔːl/ [N] a space or passage inside
teach vocab (pictures, situation, realia) the entrance or front door of a building:
- Follow the seven steps of teaching hội trường, phòng lớn
Her brother is standing in the front hall.
vacab.
- chest of drawers /ˌtʃest əv ˈdrɔːz/ [N
- Repeat in chorus and individually Phr] a piece of furniture with drawers in
- Copy all the words which you keep things such as clothes:
* Checking vocab: < Matching ngăn kéo tủ
There is a bed, a clothes-chest, a chest of
drawers in my room.
- sink /sɪŋk/ [N] a large open container
in a kitchen that has taps to supply water
and that you use for washing dishes in:
bồn rửa
Don't just leave your dirty plates in the
sink!
- dishwasher /ˈdɪʃwɒʃə(r)/ [N] a
machine for washing plates, cups, etc.:
máy rửa chén
It wastes energy to run the dishwasher
half empty.
- cupboard /ˈkʌbəd/ [N] a piece of
furniture with doors and shelves used for
storing dishes, food, clothes, etc.: tủ
bếp/ chạn bếp
There's plenty of food in the cupboards.
- poster /ˈpəʊstə(r)/ [N] a large notice,
often with a picture on it, that is put in a
public place to advertise something: tấm
áp phích
They put up a poster advertising the
concert.
- ceiling fan /ˈsiːlɪŋ fæn/ [N] a fan
mounted on the ceiling of a room or
2
space, usually electrically powered, that
uses hub-mounted rotating blades to
circulate air: quạt trần
There are 4 ceiling fans in our
classroom.
- lamp /læmp/ [N]: a device that uses
electricity, oil or gas to produce light:
đèn
I switched on the lamp behind the
armchair.
Fridge /frɪdʒ/ [N] a piece of electrical
equipment in which food is kept cold so
that it stays fresh: tủ lạnh
There's no food in the fridge!
Task 1: T-Ss Task 1: Name the things in each room
- Teacher asks students to work in pairs in Ex. 1.
to do this activity.
- Teacher writes the names of the rooms Suggested answers:
on the board in different places, then - Bedroom: lamp, picture, chest of
calls on students from different pairs to drawers
go to the board and write the name of - Living room: lamp, sofa, picture
the furniture under these rooms. - Hall: picture
- Remind students that one piece of - Kitchen: fridge, cupboard, dishwasher,
furniture can belong to more than one sink
room. - Bathroom: shower, sink, toilet
- Teacher asks other students to Other words: chair, fan, air
comment and asks them if they can add conditioner, cooker, etc.
some more things to each room.
Task 2: T - Ss, Ss - Ss Task 2: Guessing game
- Teacher models this activity with a Example:
student. Ss 1: What’s in your room?
- Teacher asks students to work in pairs: Ss 2: A lamp and a chest of drawers.
one student thinks of a room in his / Ss 1: Is it the bedroom?
her house; the other asks questions to Ss 2: Yes.
guess the room.
- Teacher calls some pairs to practise in
front of the class.
Teacher comments on their
performance.
ACTIVITY 3: PRONUNCIATION (18’)
2. Pronunciation: Final sounds: /s/ 2. Pronunciation: Final sounds: /s/
and /z/ and /z/
- Teacher introduces 2 sounds /s/ and /z/
3
to students and lets them listen and
repeat the words in Ex. 4 (p. 18).
- Teacher has students comment on how Rules:
to pronounce these two sounds at the + Final –s is pronounced /s/ after
end of the words. voiceless sounds (/t/, /p/, /k/, /f/, /θ/).
- Teacher quickly explains the rules: + Final –s is pronounced /z/ after voiced
Teacher asks students to give some sounds (/b/, /d/, /g/, /n/, /m/, /l/, etc.) and
words they know containing these any vowel sounds.
sounds. Suggested answers:
- /s/: cats, lamps, books, months
/z/: beds, dogs, cans, rooms, videos, bees
Task 3: T-Ss Task 3: Listen and write the words in
- Teacher asks students to read and listen the correct column. Then listen and
again the words, then put them in the repeat.
correct column. Answer key:
- Students work individually.
- Teacher plays the recording for
students to listen, repeat and check their /s/ /z/
answers. lamps, sinks, cupboards, sofas,
flats, toilets, kitchens, rooms
Task 4:T-Ss, Ss-Ss Task 4: Listen to the conversation.
- Have students quickly read the Underline the final “s” in the words
conversation and underline the final and put them into the correct column.
“s” in the words. Now play the (p. 18)
recording for students to listen to the
conversation and write /s/ or /z/ under
each “s” that they have underlined. Answer key:
- Tell them to put the words with the /s/: chopsticks, lamps
final “s” in the correct column /z/: bowls, things, homes
according to the sound of “s”.
- Ss work in pairs to compare their
answers. Check students’ answers. Ask
them to explain their answers.
- Play the recording again for students to
repeat each line of the conversation.
- Ask students to work in pairs to
practice the conversation.
ACTIVITY 4: APPLICATION (5’)
* Objectives:
- II -1a, b, c, 2 a, III- 2, 3.
T-Ss, Ss-Ss * Game: Whispering
- Teacher divides the class into 4 big groups * Suggested sentences:
4
and asks students to stand in four lines. 1.There are two bedrooms in my
- The member in the last place will make a house.
sentence containing at least a word and a 2.My living room has a TV, two
sound they have learnt; then, whisper the lamps, some pictures and a sofa.
sentence to the next member of the group. 3. The toilets in my school are
They will continue until the member in the clean
first place and this member will say the
sentence aloud.
- The fastest group will win the game.
* Homework
- Learn by heart all the new vocabulary.
- Do Ex A1,2 - P10 (Workbook)
- Prepare: Unit 2: My house – A closer look 2
*****************************************
Week 4
Period 11
UNIT 2: MY HOUSE
LESSON 2: A CLOSER LOOK 2

I. Knowledge:
+ Grammar: possessive case and prepositions of place
II. Competences
III. Qualities
5
B. TEACHING AIDS
- Sach mem.vn
C. CARRYING OUT
Class Teaching date
6A4
6A5
D. PROCEDURES
* Objectives:
- II -1a, b, c, 2 a, III- 2, 3.
* Warm up (group work) * Game: Memory game
- Teacher divides the class into 4 groups.
- Teacher tells students the rules of the game:
+ Students have to study the picture of 3
people (Jack, Polly and Greg) and try to
remember the things belonging to each
person in 30 seconds without writing down
in their notebooks.
+ After 30 seconds, teacher shows the things
of Jack, Polly and Greg and a member of
Answer keys:
each team has to answer quickly the
1. Whose ball is it?
question “Whose is it?”
- It’s Jack’s ball.
+ The group with more correct sentences will
be the winner.
Lead in
2. Whose T-shirt is it?
Teacher says: “This lesson today is going to
– It’s Greg‘s T-shirt.
tell you one way to express the possessive
and how to use the preposition of place
correctly.”
3. Whose bike is it?
- It’s Greg’s bike
4. Whose sock is it?

– It’s Polly’s sock.
ACTIVITY 2: GRAMMAR (32’)

THE POSSESSIVE CASE  We use “ ’s ” to show possession.
6
( Dạng sở hữu cách)  name’s + noun
- Teacher draws students’ attention to the Ex: Polly’s sock.
words in the answers from the Warm-up  singular noun’s + noun
“Greg ‘s T- shirt, Jack’s ball, Polly’s sock” Ex: teacher’s book.
and asks them whether they know the
meanings of these words.
- Teacher provides or confirms the answers
and lead in the grammar focus of the
lesson:
- Teacher writes the form of the possessive
case on the board:
Task 1:T –Ss : Ss- Ss Task 1: Choose the correct answer.
- Teacher asks students to do the exercise
individually and then compare their * Answer key:
answers with a classmate. 1. grandmother’s 2. sister’s 3.
- Check the answers as a class. cousin’s
- Teacher confirms the correct answers 4. Nam’s 5. An’s
Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences
- Teacher has students do this exercise with the correct possessive forms.
individually and calls on two students to *Answer key:
write their answers on the board. 1. Mi’s 2. teacher’s 3.
- Teacher draws all students’ attention to Nick’s 4. father’s 5. brother’s
the board and checks the answers together.
- Teacher confirms the correct answers.
7
PREPOSITIONS OF PLACE PREPOSITIONS OF PLACE
- Teacher asks students what prepositions ( Giới từ chỉ nơi chốn)
of place they know. Encourage students to  We use prepositions of place to
say as many as possible describe where people or things are.
- Have them look at the Remember box to
see if the prepositions they have mentioned
are the same.
Teacher confirms how to use prepositions
of place
Task 3: T - Ss, Ss - Ss Task 3: Write the correct

- Teacher divides the class into 2 teams. preposition in the box under each
- Each team chooses the number they like, picture.
then tries to make the sentencecorrectly. + Game: Lucky number
Answer key:
- The team which chooses a lucky number
1. on 2. next to
will get two points without answering any 3. behind 4. in
questions. 5. in front of 6. between
- The team which has more points will be 7. under
the winner. 1. The dog is on the chair.
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 kennel /
doghouse.
6. The cat is between the lamp and the
armchair.
7. The cat is under the table.
Task 4: T - Ss Task 4: Decide True or False
- Teacher has students look at the picture statements.
of the room and asks them to describe the Answer key:
room briefly, then has them read each
sentence, look at the picture and decide if
8
each sentence is true or false. If it is false,
ask them to correct it.
- Teacher has students do this exercise 1. T
individually before they share their 2. F (The school bag is under the
answers with a partner. table.)
- Ask some students to read out their 3. F (The clock is between the two
answers. pictures.)
- Teacher confirms the correct ones. 4. T
5. F (The cap is on the pillow.)
ACTIVITY 3: APPLICATION - (8’)
* Objectives:
- II -1a, b, c, 2 a, III- 2, 3.
Task 4: T - Ss, Ss – Ss Task 4: Memory
- Teacher has students work in pairs to play the game challenge
Memory challenge.
- Students look at the picture in Exercise 4 for 30 Example:
seconds and then cover it. A: Where are the
- They ask and answer questions about the position of books?
the things in the picture. B: They’re on the table.
Teacher invites some pairs to perform in front of the
class.
* Homework
- Do Ex B1-5 - P10-12 (Workbook)
- Prepare: Unit 2: My house – Comunication
*****************************************
Week 4
Period 12
UNIT 2: MY HOUSE
LESSON 2: COMMUNICATION

I. Knowledge:
+ Grammar: - Present simple tense
- Giving suggestions: How about + V-ing? / Let’s + V
II. Competences
9
III. Qualities
B. TEACHING AIDS
- Sach mem.vn
C. CARRYING OUT
Class Teaching date
6A4
6A5
D. PROCEDURES
* Objectives:
- II -1a, b, c, 2 a, III- 2, 3.
- Teacher shows the picture of Nam’s Game: Pictures describing
house and asks students to describe as
many things in the picture as possible.
- Students give their answers.
- Teacher checks the answers.
 Lead in
- Teacher leads students into the lesson by
telling what they are going to learn: “We * Suggested answers:
are going to learn how to give suggestions - This is Nam’s house.
and practice describing a house”. - There are 4 rooms in his house.
- In the living room, there is a lamp, a
picture, a table and a sofa.
- In the kitchen, there is a fridge, a
dishwasher and a sink.
ACTIVITY 2: SPEAKING (18’)
10
Task 1:T –Ss : Ss- Ss Task 1: Listen and read a
- Pre structure dialogue.
- Teacher plays the recording for students to listen * Giving suggestions:
and read the dialogue between Elena and her mum + Structure:
at the same time.  How about + V-ing?
- Teacher asks students to pay attention to the  Let’s + V.
highlighted sentences. Audio script:
- Teacher elicits the structures to give suggestions Elena: My bedroom isn't
from students. nice.
- Teacher has students practise the dialogue in Mum: How about putting
pairs. Call some pairs to practise the dialogue in apicture on the wall?
front of the class. Elena:Great idea, Mum.
Mum: Let's go to the
department store to buy one.
Task 2:T –Ss : Ss- Ss Task 2: Make similar
- Teacher give students some situations to dialogues.
practice: * Suggested answers:
Situation 1: You want to clean something in your 1/ A: The kitchen is dirty and
home. messy.
Situation 2: You want to do some activities at the B: How about cleaning it and
weekend with your friend. rearranging things?
Situation 3: You want to buy some new school A: Great idea, Elena.
things B: Let’s do it right now.
- Teacher asks students to work in pairs. 2/ A: I am so bored.
- Teacher moves around to observe and provide B: How about going to the
help. cinema this weekend?
- Teacher calls some pairs to practise in front of A: Great idea!
the class, then comments on their performance.
ACTIVITY 3: PRACTICE (12’)
Task 3: T - Ss, Ss – Ss Task 3: Complete the sentences.
- Teacher has students look at the Answer key:
picture and try describing Mi’s 1. country 2. are 3. is 4. chairs
grandparents’ country house. 5. on
- 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.
Teacher confirms the correct answers.
11
Task 4: T - Ss, Ss – Ss Task 4: Find the differences between the
- Have Ss work in pairs to find the two houses.
differences betwen the two houses.
- Before Ss do this activity, model the
way to do this with a student.
- T (look at Nick's house):
- Student (look at Mi's house):

After some minutes, the pair which
has the most differences will be the
winner. - Ask some pairs to act out
the conversation. Other pairs listen T: Nick lives in a country house. Where
and add more differences if there are does Mi live?
any. Ss: : She lives in a town house.
T: How many rooms are there in Mi's
house?
Ss: There are six rooms.
What about in Nick's house?
How many rooms are there? etc.
ACTIVITY 4: APPLICATION - (10’)
* Objectives:- II -1a, b, c, 2 a, III- 2, 3.
Task 5: T - Ss, Ss - Ss Task 5: Drawing a simple picture of
- Teacher gives students 5 – 7 minutes your house.
to draw a simple picture of their house, house and their friend’s. Other
then asks students work in pairs to tell students and teacher listen and give
each other about their house. If time *Model writing
allows, teacher can ask them to note This is my house . It is a small house in
down the differences between their the country. There are 5 rooms in my
houses. house such as living room, bathroom,
- Teacher calls some students to dining room, my room and my parent’s
describe their friend’s house to the room. There is a sofa, a coffee table and
class. two stools in the living room. There are
- Students may also present the six chairs and a table, and a fridge in the
differences between their house and dining room. The kitchen is big and fully
their friend’s. Other students and equipped. There is a bed , a table, a chair
teacher listen and give comments. The and a bookshelf in the bedroom. There is
group with higher scores will win the a sink and a toilet in the bathroom….. I
game. love my house..
* Homework
- Do Ex C1,2,3 - P12-13 (Workbook)
- Prepare: Unit 2: My house – Skills 1
12
*****************************************
Duyệt kế hoạch ngày ….. tháng 9 năm 2023
13

Giao An Tieng Anh 6 Global Success Tuan 4

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Giao An Tieng Anh 6 Global Success Tuan 4

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Preparing date: 20/ 09/ 2023

A. OBJECTIVES By the end of this unit, students will be able to:

A. OBJECTIVES By the end of this unit, students will be able to:

4. Whose sock is it?

ACTIVITY 2: GRAMMAR (32’)

Task 3: T - Ss, Ss - Ss Task 3: Write the correct

A. OBJECTIVES By the end of this unit, students will be able to:

- T (look at Nick's house):

- Student (look at Mi's house):

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