Giáo án môn Tiếng Anh 6 - Week 4 - Năm học 2019-2020

 Date of planning: Week: 04 
 Period: 10
 UNIT 2: MY HOME
 A Closer Look 1
I. Objectives:
1. Knowledge, skills, attitude:
a. Knowledge: By the end of this lesson, students can pronounce correctly the sounds /z/, /s/ and 
/iz/ in isolation and in context.
 - Vocabulary: the lexical items related to the topic “My home”.
 - Structures: There is / There isn’t
 There are / There aren’t
 Prepositions of place.
 - Method: Communicative approach
b. Skills: Using of English 
c. Attitude: To educate the students how to love their home
2. Competence and quality:
- Self-learning ability: be able to use present simple and present continuous
- Solved matter capacity: be able to describe a school and school activities
- Cooperation capacity: Practice in individual, pair-work, group-work 
- Presented and exchanged information capacity: Ability to use language
II. Preparation:
1. Teacher: CD player, text book, pictures, questions. 
2. Students: books, notebooks, 
III. Procedures:
1. Class organization: Stabilize class and check students’ presentation.
2. Previous lesson: Have some Ss write sentences using present simple and present continuous.
3. New lesson:
 Teacher’s Activities Ss’ Activities Content
Activity 1: 5’
Name the parts of 
the house
Activity 2: 12’
- Have Ss quickly - Individual work * Presentation:
match the room with  Vocabulary
its name. 1. Name the rooms of the house.
- Explain the kitchen hall
meaning of “hall”. bedroom bathroom
- Quickly check the living room attic
answers. Activity 3: 20’ * Practice:
- Ask Ss to work in 2. Name the things in each room in 1
pairs to do this - Pair-work Key: 
activity. Living Lamp, sofa, picture, table.
- Write the name of room
the room on the Bed, lamp, picture, chest 
 Bedroom
board, in different of drawers.
places. Call on Ss Bridge, cupboard, cooker, 
 Kitchen 
from different pairs table, dishwasher, chair.
to go to the board Hall Picture
and write the name 
of the furniture under 3. Listen and repeat the words. Can you add 
these rooms. more words to the list.
- Ask Ss to (page 34)
comment.
 4. Think of a room. In pairs, ask and answer 
 questions to guess the room.
- Play the recording. Example:
- Ask Ss to listen and - Listen and repeat. A: What’s in the room?
repeat the words. B: A sofa and a television.
- Ask for more A: Is it the living room?
words for each B: Yes.
group.
- Model this activity 
with a Ss. 
- Ask Ss to work in - Pair-work
pairs.
- Ask some pairs to 
practice in front of 
the class.
- Have Ss to read out - T-Whole class  Pronunciation 
the words first. /z/, /s/ and /iz/
- Play the recording 5. Listen and repeat the words.
for Ss to listen and Lamp posters sinks
repeat the words. Fridge tables toilets
- Draw Ss’ attention Beds wardrobes
to the sounds: 
/z/, /s/ and /iz/ 6. Listen again and put the words in the 
- Ask Ss to put the correct column.
words in the correct /z/ /s/ /iz/ column while they Posters Lamps Fridges 
 listen. Tables Sinks
 - Have Ss comment Wardrobes Toilets
 on the way to Beds
 pronounce –s/-es at - Final –s is pronounced /z/ after voiced 
 the end of the words. sounds (/b/, /d/, /g/, /n/, /m/, /l/...) and any 
 Quickly explain the vowel sounds.
 rules. - Final –s is pronounced /s/ after voiceless 
 sounds (/t/, /p/, /g/, /k/, /f/, /θ/).
 - Ask Ss to do this - Individual work - Final –es is pronounced /iz/ after voiced 
 exercise individually sounds (/s/, /z/, /ʃ/, /tʃ/, /ʤ/).
 first then compare 7. Read the conversation below. Underline 
 their answers with a the final s/es in the words and write /z/, /s/ 
 partner. Check Ss’ or /iz/.
 answers. /z/: things, pictures
 - Ask Ss to explain - Explain their /s/: lights, chopsticks
 their answers. answers. /iz/: dishes, vases
 Activity 4: 6’ * Production:
 - Play the recording - Pair-work 8. Listen to the conversation and repeat. 
 for Ss to repeat each Pay attention to /z/, /s/ and /iz/ at the end of 
 line of the the words. Then practice the conversation 
 conversation. with a partner.
 - Ask Ss to practice - Practice in pair
 in pair.
 4. Homework: 2’
 - Learn the vocabulary by heart.
 - Prepare the next lesson (A closer look 2)
 * Conclusion of teacher:
 IV. Check and remark the lesson: 
- Teacher prepares some questions, exercises and asks Ss to self-assessment themselves and their 
friends.
- Teacher comments the result of the period: 
V. Feedback: 
 ...............................................................................................................................................................
 ............................................................................................................................................................... Date of planning: Week: 04 
 Period: 11
 UNIT 2: MY HOME
 A Closer Look 2
I. Objectives:
1. Knowledge, skills, attitude:
a. Knowledge: By the end of this lesson, students can use There is/ There isn’t/ There are/ There 
aren’t correctly and appropriately.
 - Vocabulary: the lexical items related to the topic “My home”.
 - Structures: There is / There isn’t
 There are / There aren’t
 - Method: Communicative approach
b. Skills: Using of English 
c. Attitude: To educate the students how to love their home and work hard in grammar
2. Competence and quality:
- Self-learning ability: be able to use present simple and present continuous
- Solved matter capacity: be able to describe a school and school activities
- Cooperation capacity: Practice in individual, pair-work, group-work 
- Presented and exchanged information capacity: Ability to use language
II. Preparation:
1. Teacher: CD player, text book, pictures, questions. 
2. Students: books, notebooks, 
III. Procedures:
1. Class organization: Stabilize class and check students’ presentation.
2. Previous lesson: Have some Ss write sentences using present simple and present continuous.
3. New lesson:
 Teacher’s Activities Ss’ Activities Content
Activity 1: (5’) * Warm-up:
 - Group work Noughts and Crosses:
- Have Ss to play a Team work cupboard sinks lamp
game. bedroom posters kitchen
 bathroom window wall
 A st in each team can 
 make a sentence which Ex: The cupboard is in the kitchen.
 contains each word There is a cupboard in the kitchen.
 ..
 .. Activity 1: (10’) * Presentation:
  Grammar
- Ask Ss to look at the - T-Whole class There is / There isn’t
pictures of the two There are / There aren’t
rooms in the grammar. - Positive:
- Ask Ss what the Singular: There’s (is) a picture on the 
second room doesn’t wall.
have. Plural: There are two lamps in the 
- Ask Ss to use the - Use the There is/ room.
There is/ There are There are structure to Negative:
structure to make make sentences. Singular: There isn’t a picture on the 
sentences. wall.
- Elicit the forms Plural: There aren’t two lamps in the 
(positive, negative, room.
questions and short Questions and short answer:
answers) from the Ss. Singular: 
- Have Ss take a closer - Is there a picture on the wall?
look at the grammar - Yes, there is. / No, there isn’t
Activitybox, especially 3: (22’) the *Plural: Practice :
- Ask Ss to do exercise 1 - Individual work 1.- Are Write there is ortwo are lamps. in the room?
and 2 quickly then give 2.- Yes, Make there the are.sentences / No, therein 1 negative. aren’t.
theexample. answers to T. Key: 
 1. is/ isn’t 2. Are/ aren’t
 3. are/ aren’t 4. Is/ isn’t
 5. are/ aren’t
 3. Write positive and negative 
 sentences.
- Have Ss to write the - Individual work Key:
sentences individually 1. There is/ isn’t a TV next to/ on the 
then go to the board to table.
write their sentences. 2. There is/ isn’t a brown dog in the 
 kitchen.
 3. There is/ isn’t a boy in front of the 
 cupboard.
 4. There is/ isn’t a bath in the bathroom.
 5. There are/ aren’t lamps in the 
 bedroom. 
 4. Write is / isn’t / are / aren’t in each 
 blank to describe the kitchen in Mi’s 
- Ask Ss to look at the - Pair-work house.
picture and complete the 
description.
- Confirm the correct answers and write them Key: 
 on the board. 1. is 2. is 3. are
 4. are 5. aren’t 6. isn’t
 5. Complete the questions.
 - Have Ss do this - Individual work Key:
 exercise individually, 1. Is there a fridge in your kitchen?
 then give their answers. 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?
 - Pair - work 5. Are there two sinks in your 
 bathroom?
 6. In pairs, ask and answer the 
 questions in 5. Report your partner’s 
 answer to the class.
 Activity 4: (6’) * Production:
 - Model the 7. Work in pair. Ask your partner about 
 conversation with a Ss his/ her room or the room he/ she likes 
 before Ss do this in best in the house.
 pairs.
 - Have some pairs act Pair - work 
 out the conversation in 
 front of the whole 
 group.
 4. Homework: 2’
 - Learn the vocabulary by heart.
 - Prepare next lesson (Communication) 
 * Conclusion of teacher:
 IV. Check and remark the lesson: 
 - Teacher prepares some questions, exercises and asks Ss to self-assessment themselves and their 
 friends. Ex. Is there a TV in your bedroom?, Are there four chairs in your living room?
- Teacher comments the result of the period: 
V. Feedback: 
 ...............................................................................................................................................................
 ............................................................................................................................................................... Date of planning: Week: 04 
 Period: 12
 UNIT 2: MY HOME
 Lesson 4: Communication
I. Objectives:
1. Knowledge, skills, attitude:
a. Knowledge: By the end of this lesson, students can use ask about and describe houses, 
rooms and furniture.
 - Vocabulary: town house, country house, villa, stilt house, apartment.
 - Structures: There is / There isn’t
 There are / There aren’t
 - Method: Communicative approach
 b. Skills: The four skills
 c. Attitude: Work hard
2. Competence and quality:
- Self-learning ability: be able to use present simple and present continuous
- Solved matter capacity: be able to describe a school and school activities
- Cooperation capacity: Practice in individual, pair-work, group-work 
- Presented and exchanged information capacity: Ability to use language
II. Preparation:
1. Teacher: CD player, text book, pictures, questions. 
2. Students: books, notebooks, 
III. Procedures:
1. Class organization: Stabilize class and check students’ presentation.
2. Previous lesson: Have some Ss write sentences using present simple and present 
continuous.
3. New lesson:
 Teacher’s Activities Ss’ Activities Content
Activity 1:( 5’) * Presentation:
Talk about kinds of - Whole class Extra vocabulary:
houses o Town house
Activity 2: (10’) o Country house
- Have Ss look at extra o Villa
vocabulary. o Stilt house
 o Apartment 
 1. Look at the picture of Mi’s 
 grandparents’ house and complete 
 the sentences.
- Ask Ss to look at the - Pair-work Key:
picture and complete the 1. country 2. Are 3. Is
sentences. 4. are 5. On 6. Next to
 7. on 8. is Activity 3: (22’) * Practice:
- Model the way how to 
do this exercise with a 2. Find the differences between the 
St. two houses.
- Ask Ss in each pairs - Pair-work Example: 
not to look at each A: Nick lives in a country house. 
other’s picture and to Where does Mi live?
make similar B: Mi lives in a town house.
conversations.
- Ask Ss to note down - Individual work Suggested questions:
the differences between A: How many rooms are there in 
the two houses. Mi’s house?
- Ask some pairs to act - Pair -work B: There are six rooms. What about 
out the conversation. Nick’s house? How many room are 
- Ask other pairs listen there ?
and add more 
differences if there are 
any. 3. Draw a simple plan of your house. 
 Tell your partner about your house.
- Give Ss 5 – 7 minutes 
to draw a simple plan of 
their house.
- Have Ss work in pairs - Pair -work
to tell each other about 
their house.
- Ask Ss to note down 
the differences between 
their houses.
Activity 4:( 6’) * Production:
- Call on some Ss to - Whole class 4. Describe your friend’s house to 
describe their friend’s the class.
house to the class.
- Let Ss present the - Present the 
differences between differences between 
their house and their their house and their 
friend’s. friend’s.
- Ask Ss listen and give - Listen and give 
comments. comments.
4. Homework: 2’ - Write a paragraph to describe your house in your notebook
 * Conclusion of teacher:
 IV. Check and remark the lesson: 
 - Teacher prepares some questions, exercises and asks Ss to self-assessment themselves 
 and their friends. Ex: town house, country house, villa, stilt house, apartment 
 - Teacher comments the result of the period: 
V. Feedback: 
 .
 Signature: 28/8/2019
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 HT:
 PP:
 Phạm Hồng Phương