Giáo án Tiếng Anh Lớp 6 (Global sucess) - Unit 2: My house

Nội dung text: Giáo án Tiếng Anh Lớp 6 (Global sucess) - Unit 2: My house

1. UNIT 2: MY HOUSE Lesson 1: Getting started – A look inside I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - use the lexical items related to the topic My house - ask and answer about where someone lives. 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities 49
2. - Be ready to introduce the members in family - Know the different types of house II. Materials - Grade 6 textbook, Unit 2, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. town house a house in a town or city, usually a /ˈtaʊn ˌhaʊs/ nhà ở thành phố (n) comfortable, expensive one in a fashionable area 50
3. 2. country a large traditional house in the countryside, /ˌkʌntri ˈhaʊs/ nhà ở vùng quê house (n) especially one that has belonged to the same family for many years 3. flat (n) a set of rooms for living in that are part of a /flæt/ căn hộ larger building and are usually all on one floor Anticipated difficulties Solutions 1. Students may be lack knowledge and Prepare some handouts. experiences about the topic. 2. Students may have underdeveloped - Play the recording many times if necessary. listening, speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan 51
4. Date of teaching Unit 2: My house Lesson 1: Getting started – A look inside * Warm-up Game: A hidden word I. Vocabulary 1. town house (n) 2. country house (n) 3. flat (n) II. Practice Task 1: Tick the correct answers. (Ex. 2, p. 17) Task 2: Complete the sentences. (Ex. 3, p. 17) III. Production Task 3: Complete the word web: Types of house. (Ex. 4, p. 17) Task 4: Survey. (Ex. 5, p. 17) * Homework 52
5. Stage Stage aim Procedure Interaction Time Warm-up To introduce the * A hidden word 5 mins topic. - Teacher divides the class into two teams Team work and asks a member of each team to look at the pictures and answer the questions. - For each right answer, the team will get 1 point and 1 secret letter to help them find out the hidden word today. - There is one picture including two secret words. The team gets this picture will get 2 points. - The team which has more points or can guess the hidden word first will be the winner. M Y H O U S E 1. What is it? – It’s a _ _ _ _ . (ROOM) 53
6. 2. We have a small house in the _ _ _ _ _ _ _. (COUNTRY) 54
7. 3. Where are they? – They are in the _ _ _ _ _ _ _ . (KITCHEN) 4. They have a house in the _ _ _ _ . (TOWN) 55
8. 5. Which house is it? – It’s an _ _ _ _ _ _ _ _ _ . (APARTMENT) 56
9. Lead-in To lead in the - Teacher draws students’ attention to the T-Ss 2 mins topic of My pictures in the textbook and asks them house. some questions about the pictures. 1. What are Nick and Mi doing? 2. What might they talk about? Suggested answers: 57
10. - Teacher lets students look at Ex. 2 on p. 22 and tells them how to do this kind of exercise: + Read the questions. + Underline the key words. + Locate the key words in the text. + Read that part and answering the questions. - Teacher has students read the text in detail to answer the questions and tells them to underline parts of the email that help them with the answers. - Teacher tells them to compare their answers in pairs before giving the answers to teacher. 129
11. - Teacher asks them to give evidence when giving the Ss-Ss answers. Answer key: 1. He’s in Da Lat with his parents. 2. There are ten rooms. 3. Because there’s a big tiger on the T-Ss To help students further wall. develop their reading 4. It’s under the bed. skill for specific information (scanning). Task 2: Circle the things in the T-Ss Tiger Room. (Ex. 3, p. 22) - Teacher asks students to read through the words given and then locate them in the text. If they Ss-Ss find a similar word in the text, they should circle it in the list. 130
12. - Teacher has students compare T-Ss their answers. - Teacher checks and confirms the correct answers. Answer key: a window a lamp a wardrobe a desk Post-Reading To check students’ Task 3: Retelling 5 mins reading comprehension. - Ask students what to include T-Ss when they want to describe a room in the hotel. Here are some things: • Name of the room • Reason for the name • Position of things in the room 131
13. - Write these points on the board and retell “Tiger room” to their partners. Ss-Ss Pre-Speaking To help students Task 4: Create a new room for the 5 mins prepare ideas for the hotel. Draw a plan for the room. next activity. (Ex. 4, p.22) - Teacher tells each student to T-Ss create a new room for the hotel and draw a plan for the room. - Teacher sets a time limit for students to do it. - Teacher asks students to give the room a name and bear in mind the organisation of the room including the things in the room and their position. 132
14. - Have them note down quickly these ideas. While- To provide an Task 5: Describe your plan. (Ex. 5, 7 mins Speaking opportunity for students p. 22) to practise describing - Have students work in pairs and Ss-Ss the hotel room they show the plan to their partner. have designed. Ask students to take turns to describe their rooms. - Remind them to focus on the three points on the board. Move around to observe and offer help. - Call on some students to show their plan to the whole class and describe it. Other students and the teacher listen and vote for the best plan. 133
15. Post-Speaking To help students - Have students give comments on T-Ss 3 mins improve next time. their friends and vote for the Ss-Ss most interesting and informative presentation. - Teacher gives feedback and comments. Consolidation To consolidate what Teacher asks students to talk about T-Ss 2 mins students have learnt in what they have learnt in the the lesson. lesson. Homework To prepare for the next Do exercises in the workbook. T-Ss 1 min lesson Skills 2. 134
16. UNIT 2: MY HOUSE Lesson 6: Skills 2 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge + Listening - use the lexical items related to the topic My house; - listen to get information about rooms and houses. + Writing: write an e-mail to a friend. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities 135
17. Be benevolent and responsible II. Materials - Grade 6 textbook, Unit 2, Skills 2 - Computer connected to the internet - Pictures - sachmem.vn Anticipated difficulties Solutions 1. Students may lack knowledge and experiences about Prepare some hand-outs. the topic. 2. Students may have underdeveloped listening, writing - Play the recording many times if any necessary. and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 136
18. 3. Some students will excessively talk in the class. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 2: My house Lesson 6: Skills 2 * Warm-up Game: Lucky number I. Listening Task 1: Name the pieces of furniture. (Ex. 1, p. 23) Task 2: Prediction. (Ex. 1, p. 23) Task 3: True or False statements. (Ex. 2, p. 23) Task 4: Summarize the information and talk about Mai’s room. 137
19. II. Writing: An email to a friend * Necessary parts of an email: • Part 1: Subject • Part 2: Greeting • Part 3: Introduction • Part 4: Body • Part 5: Conclusion Task 5: Answer the questions. (Ex. 3, p. 23) Task 6: Write an email to Mira, your pen friend and tell her about your house. (Ex. 4, p. 23) * Homework Stage Stage aim Procedure Interaction Time Warm-up To revise the * Game: Lucky number T-Ss 5 mins content of the - Teacher divides the class into 2 Group work previous lesson. teams. 138
20. - Each team chooses the number they like, then tries to answer the question correctly. - The team which chooses a lucky number will get two points without answering any questions. - The team which has more points will be the winner. Questions: 1. What is the name of the room where Nick is staying? (Tiger) 2. How many rooms are there in the hotel? (10) 3. Is there a wardrobe in Nick’s room? (Yes) 4. Where is that Crazy House Hotel? (In Da Lat) 139
21. 5. Are the rooms named after different flowers? (No) 6. Lucky number 7. Where is the bed in Nick’s room? (Under the window) 8. Why is the room called the Tiger room? (Because there’s a big tiger on the wall). 9. Who is Nick staying with? (With his parents) 10. Lucky number. Lead-in To introduce the - Teacher introduces students the T-Ss 1 min new lesson. content of the lesson today: “In the previous lesson, you already read about Nick’s room at the Crazy House Hotel. In the listening lesson 140
22. today, we are going to listen to Mai talking about her house.” Pre-Listening To prepare Task 1: Name the pieces of furniture. 3 mins students for the (Ex. 1, p. 23) listening text. - Ask students to look at the pieces of T-Ss furniture and parts of the house and name them. - Call on some students to read the words out loud. 141
23. - Ask some students to write the words on the board. Answer key: 1. bookshelf 2. sofa 3. desk 4. clock 5. window 142
24. Task 2: Prediction. (Ex. 1, p. 23) - Have students guess if these things are mentioned in the listening text. If they say yes for a thing, put a tick next to the word. - Play the recording once for students to check their guesses. While- To help students Task 2: Prediction. (Ex. 1, p. 23, cont.) 10 mins Listening develop their skill Teacher confirms the correct answers T-Ss of listening for for their prediction. specific Answer key: information. Things mentioned in the listening text: bookshelf, desk, clock, window. Task 3: True or False statements. (Ex. 2, p. 23) 143
25. - Have students look at the sentences in this activity. Ask them how to do it. Give them some strategies to do the exercise (e.g. reading the sentences, underlining the key words, listening to the text paying attention to the key words, deciding if each sentence is true or false). - Play the recording twice for students to do Exercise 2. For a better class, ask students to take notes of the information to explain why a sentence is false. - Have students share their answers in pairs. - Invite some pairs to give their answers and confirm the correct ones. 144
26. - Play the recording again if needed, stopping at the place where students find it difficult to hear. - For a better class, ask students to correct the false sentences. Audio script: My name’s Mai. I live in a town house in Ha Noi.I live with my parents. There are six rooms in our house: a living room, a kitchen, two bedrooms, and two bathrooms. I love our living room best because it’s bright. It’s next to the kitchen. I have my own bedroom. It’s small but beautiful. There’s a bed, a desk, a chair, and a bookshelf. It also has a big window and a clock on the 145
27. wall. I often read books in my bedroom. Answer key: 1. F (There are three people.) 2. F (There are six rooms.) 3. T 4. T 5. F (She reads books.) * Retelling Invite one or two students to briefly describe Mai’s house, focusing on the type of house, the number of rooms and her favourite room. 146
28. Post-Listening To develop Task 4: Summarize the information 5 mins students’ speaking and talk about Mai’s room. skill, using the - Students work in groups of four. available - Teacher asks students to summarize Group work information and the information in the listening tasks their background and talk about it. knowledge. - Students can add more information based on their background knowledge. - Teacher goes round and helps if needed. Pre-Writing To help students * Necessary parts of an email 5 mins identify the form of - Show this sample email on the slide T-Ss an email. / on the board or give each student a handout with this sample. 147
29. - Ask them several questions: 1. How many parts are there in the email? (5 parts) 2. What is the subject of the email? Where can you find it? (My house – We can find it in the “Subject line”) 3. What does An write about in the first paragraph of the email? (The introduction) 4. What does An write about in the second paragraph? (The subject(s) of the email) 148
30. - Teacher can use the information in this box when explaining how to write an email to students. How to write email to friend? 1. In the subject line, write briefly, what the email is about. 2. Begin the email with a greeting (Dear/ Hi/ Hello). 3. The introduction is the first paragraph. Ask about his/ her health, thank him/ 149
31. her for the previous email or write the reasons for the email, etc. 4. In the body, write the subject(s) of the email. Write each subject in a new paragraph. 5. The conclusion is the last paragraph. Say goodbye, ask your friend to write back, etc. 150
32. While-Writing To help students Task 5: Answer the questions. (Ex. 3, 10 mins brainstorm ideas p. 23) for their email. - Tell students that now they are T-Ss going to focus on the body of the email only. - Tell them that answering the guiding Ss questions is one way to help them brainstorm as well as organise ideas for their writing. - Have students answer the questions T-Ss individually, encouraging them to write the answers in full sentences. - Move around to offer help. - Invite some students to share their answers to the class. Comment on their answers. 151
33. Task 6: Write an email to Mira, your pen friend and tell her about your house. (Ex. 4, p. 23) T-Ss - Ask students to write the body of their email individually. - Ask one or two students to write their email on the board. Post-Writing To peer check, - Teacher asks students to exchange Ss-Ss 2 mins cross check and their textbooks to check their final check friends’ students’ writing. writing. - Teacher then gives feedback as a class discussion. 152
34. T-Ss Consolidation To consolidate Teacher asks students to talk about T-Ss 2 mins what students have what they have learnt in the lesson. learnt in the lesson. Homework To allow students Rewrite the email on the notebook. T-Ss 1 min finalize their emails after being checked 153
35. by friends and the teacher. 154
36. UNIT 2: MY HOUSE Lesson 7: Looking back & Project I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - review the vocabulary and grammar of Unit 2 - apply what they have learnt (vocabulary and grammar) into practice through a project. 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be benevolent and responsible - Develop self-study skills 155
37. II. Materials - Grade 6 textbook, Unit 2, Looking back & Project - Computer connected to the internet - TV/ Pictures, A0 paper - sachmem.vn Anticipated difficulties Solutions 1. Students may have - Encourage students to work in pairs, in groups so that underdeveloped speaking, writing and co-operating they can help each other. skills when doing project. - Provide feedback and help if necessary. 2. Some students will excessively talk in the class. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). 156
38. Board Plan Date of teaching Unit 2: My house Lesson 7: Looking back & Project * Warm-up Brainstorming: Types of house, rooms and pieces of furniture. I. Looking back Task 1: Complete the second sentence with the correct possessive form. (Ex. 2, p. 24) Task 2: Make sentences using prepositions of place (Ex. 3, p. 24) Task 3: Write three sentences to describe your favorite room. (Ex. 4, p. 24) II. Project Strange houses Task 4: Survey Task 5: Presentation * Homework 157
39. Stage Stage aim Procedure Interaction Time Warm-up To help students * Brainstorming 5 mins revise the - Teacher divides the class into 3 Group work vocabulary items big groups. they have learnt in - Each group will be assigned a the unit. name. - Teacher asks students to brainstorm all words related to types of house, rooms and furniture. - The group having the most suitable and correct answers is the winner. Suggested answers: 158
40. - Types of house: flat, town house, country house, stilt house, villa, cottage, farmhouse, bungalow, - Rooms: hall, living room, bedroom, bathroom, kitchen, dining room, guest room, utility room, - Furniture: chest of drawers, sink, fridge, dishwasher, cupboard, microwave, air conditioner, stool, armchair, Looking back To help students Task 1: Complete the second 16 mins revise the possessive sentence with the correct case. possessive form. (Ex. 2, p. 24) - Have students say how to form the possessive form with proper T-Ss names and singular nouns. 159
41. - Ask students to do the exercise individually and then exchange their answers with a classmate. S - Call on some students to write Ss-Ss their answers on the board. Other students give comments. - Confirm the correct answers. Answer key: T-Ss 1. teacher’s 2. brother’s 3. Elena’s 4. grandfather’s 5. Vy’s To help students Task 2: Make sentences using revise the prepositions of place. (Ex. 3, p. 24) 160
42. prepositions of - Ask students to say the place. prepositions of place they have learnt. - Have students look at the pictures and do this exercise individually. Ask some students to write the sentences on the board. - Check students’ answers. Answer key: 1. The cat is on the table. 2. The dog is in front of the kennel / doghouse. 3. The cat is between the bookshelf and the sofa. 4. The cat is behind the computer. 5. The girl is on the sofa. 6. The boy is next to the sofa. 161
43. To help students Task 3: Write three sentences to revise the way to describe your favourite room. (Ex. describe their 4, p. 24) favourite room using - Ask one student what room in the prepositions of the house is his / her favourite. place. - Encourage him / her to say one or two sentences about it. - Have students write three sentences to describe their favourite room. - Remind students to use prepositions of place. - Students share their sentences with their partners. - Some students are asked to write their sentences on the board. - Teacher and other students give feedback. 162
44. Project To allow students to Task 4: Survey Group work 20 mins apply what they - Students work in groups. One have learnt student in each group asks other (vocabulary and group members question “Which grammar) into one would you like to live in? practice through Why?” and fill the information in a project. the following table. - This student then summarises their group members’ answers and reports the result to the whole class. Task 5: Presentation - Have students work in groups to draw their own strange house. 163
45. - Ask them to practise describing their house in groups before telling the class about their house. - The class vote for the best strange house. Consolidation To consolidate what Teacher asks students to talk T-Ss 3 mins students have learnt about what they have learnt in the in the lesson. lesson. Homework To prepare for the Prepare for the next lesson: Unit 3 T-Ss 1 min next lesson. – Lesson 1: Getting started. * Pictures' source: From Internet 164