Giáo án Tiếng Anh 6 - Week 4 - Nguyễn Ngọc Trâm

 Trường TH THCS Tân Thạnh Họ và tên giáo viên
Tổ: Tổng hợp. Nguyễn Ngọc Trâm 
 UNIT 1: HOME AND PLACES
 Lesson 3: 1b. GRAMMAR (p.25) 
 Subject: English , class 6
 Time: ( Period: 01(10), Week: 04 )
I. OBJECTIVES:
 - 1. Knowledge: By the end of the lesson Ss will be able to 
 - learn grammar about there is and there are.
 - Ask and answer about the furniture in a situation.
2. Competences: Ss can:
 - Ss can develop writing and speaking skills.
3. Quality:
 - describe their living room and compare it with another.
II. TEACHING AIDS:
 1. Teacher’s aids: Ss’s books, , class CDs, flashcards, IWB software, 
 projector/interactive whiteboard/TV.
 2. Students’ aids: Student’s books, notebook, workbook, vocabulary, extra 
 board, notebooks, pens, rulers, .
III. PROCEDURES: 
 Aim and organization Content Product
 Ss work in groups *Answer key:
1.Activity1: Warm- up Write the plural forms of the 
Aim: Help Ss try to say following nouns: 1 hats
the correct words 1. Hat 2.buses
- Write some singular 2. Bus ..........
nouns on the board and ask 3. Watch
Ss to write their plurals. 4. Box
 5. Lorry
- Ss: work in group and try 6. Leaf
to say the correct words. 7. Car 
- T gives feedack - Review plural nouns.
 - Lead to the lesson.
2. Activity 2:Presentation Grammar Grammar
Aim: Help Ss Help Ss There is (not) a/one....
know how to use there is There are(not) two.........
/are Listen and take note
T explains how to use how Is / Are there .....? to use there is /are Example
 there is a bookcase
 there isn’t a bed
 Is there a carpet in the 
 room? 
 Yes, there is. / No there 
 isn’t
 Are there paintings on the 
3. Activity 3: Practice Task 3: Read the table. walls? 
Aim: Help Ss know how Complete the gaps with is, Yes, there are /No, there 
to use there is /are isn’t, are or aren’t. aren’t.
/isn’t/aren’t
. Explain thatwe use there Task 3: Read the table. 
to say that sth exists. . Complete the gaps with is, 
Elicit how we form the - Present and practise there isn’t, are or aren’t. 
negative form of there is. is – there are. In the living room, ...
Elicit how we form the 
interrogative and short - Express information and 1. there isn’t a bed. (✗) 
answers. Go through the knowledge 2. there is a bookcase. (✓) 
cartoon, then go through 3. there aren’t four chairs. 
the table. Allow Ss some (✗)
time to complete the gaps. 
 4. there is an armchair. (✓) 
- Check Ss’ answers.
 5. there are books on the 
 desk. (✓) 
 6. there aren’t two 
 windows. (✗)
 Task 4: Complete the gaps Task 4: Complete the gaps 
 with the correct form of with the correct form of 
- Explain the task. Allow there is – there are. there is – there are.
Ss some time to complete - Practise there is – there are Suggested answer: 
the sentences. 1 A:Is there a carpet in the 
 - Improve Ss’ analytical room? 
- Check Ss’ answers thinking skill. B:Yes, there is. 
-Give feedback 2 A:Are there paintings on 
 the walls? 
 B:No, there aren’t.
 3 A:Is there a bookcase in 
 your room? 
 B:No, there isn’t. 
 4 A:Are there four chairs in 
 the kitchen? B:Yes, there are.
 Task 5: Look at Paul’s Task 5: Look at Paul’s 
 living room. Ask and living room. Ask and 
 answer questions as in the answer questions as in the 
 example. example.
 - Practise there is – there are Suggested answer key 
- Explain the task and read 
 extensively. A:Is there a sofa? 
out the example 
 B:Yes, there is. 
exchanges. 
 - Build collaboration and A:Is there a carpet? 
 communication. B:Yes, there is. 
- Ask Ss to ask and answer 
 A:Is there a coffee table? 
in pairs using the picture 
 - Clarify the grammar point B:Yes, there is. 
and the prompts. 
 A:Is there an armchair? 
 B:Yes, there is. 
- Monitor the activity 
 A:Are there two windows? 
around the class.
 B:No, there aren’t. 
- Check Ss’ answers
 A:Is there a cooker? 
-Give feedback
 B:No, there isn’t. 
 A:Are there curtains? 
 B:No, there aren’t. 
 A:Is there a fridge? 
 B:No, there isn’t. 
 A:Is there a lamp? 
 B:Yes, there is. 
 6.Compare your living 6.Compare your living 
 room to Paul’s. room to Paul’s.
- Explain the task and read 
 - Compare two living rooms. .
out the example. 
 - Develop Ss’ presentation Suggested answer 
- Ask Ss to work in pairs 
 skill and analytical skill. In my living room, there is a 
and compare their living 
 In my living room, there is a sofa. In Paul’s living room, 
room to Paul’s living 
 sofa. In Paul’s living room, there is a sofa, too. In my 
room. 
 there is a sofa, too. In my living room, there is a desk. 
- Monitor the activity 
 living room, there are three In Paul’s living room, there 
around the class and then 
 armchairs. In Paul’s living isn’t a desk. In my living 
ask some Ss to share their 
 room, there is one armchair room, there is a coffee table. 
answers with the class. 
 In Paul’s living room, there 
- Check Ss’ answers
 is a coffee table, too. 4. Activity 4: Application There is / are ........
Aim: Help Ss use there Ss make new sentences by 
is/are using there is / are ...
T has Ss make new 
sentences by using there 
is / are ...
Check Ss’ answers Trường TH THCS Tân Thạnh Họ và tên giáo viên
Tổ: Tổng hợp. Nguyễn Ngọc Trâm 
 UNIT 1: HOME AND PLACES
 Lesson 3: 1c. GRAMMAR (p.26) 
 Subject: English , class 6
 Time: ( Period: 02(11), Week: 04 )
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson Ss will be able to 
 - lean about places in the town
 - Know announcements and messages in public places.
 - Know how to ask and give directions to someplace.
2. Competences: Ss can:
 - Ss can develop listening and speaking skills.
3. Quality:
 - Ss know announcements and messages in public places and
asking and giving directions to someplace.
II. TEACHING AIDS:
 1. Teacher’s aids: Ss’s books, , class CDs, flashcards, IWB software, 
 projector/interactive whiteboard/TV.
 2. Students’aids: Student’s books, notebook, workbook, vocabulary, extra 
 board, notebooks, pens, rulers, .
III. PROCEDURES: 
 Aim and organization Content Product
1.Activity1: Warm- up Game: miming *Answer key:
Aim: Help Ss brainstorm 1. School
the vocabulary related to 2. Post office Group A and B
the topic 3. Restaurant
. - Divide the class into 2 4. Theatre
groups. 5. Library
- Write the places in the 6. Toy shop
paper and ask Ss to mime 7. Hospital
in front of the class for 8. Supermarket
their friends to guess the 9. Park
words. - Brainstorm the vocabulary 
- The group having the related to the topic.
correct answers is the - Improve Ss’ creativity
winner. - Lead to the lesson. - T gives feedack
 *New words
2. Activity 2:Presentation Listen and guess the *New words
Aim: Help Ss Help Ss meaning -Department store
know new words, guess Listen to and repeat each -car part
the information on the new word.Ss read in -Museum
picture. individual -Fast Food
T has Ss listen and guess Read all together in chorus -Post office
the meaning -Restaurant
T has Ss listen to and Take note -Theatre
repeat each new word.Ss -Library
read in individual and in -Toy shop
chorus -Hospital
Have Ss listen and repeat -Supermarket
loudly -Park
T corrects pronunciation -police station
3. Activity 3: Practice -fishmonger’s
Aim: Help Ss know how 
to use there is /are Task 1: Look at the map 
/isn’t/aren’t Task 1: Look at the map listen and repeat. (1.18)
- Ask Ss to look at the listen and repeat. (1.18) (hospital, cinema, police 
map. Play the recording station, school, park, 
with pauses for Ss to - Present the vocabulary department store, 
repeat chorally and/or related to shops & services. supermarket, restaurant, 
individually. gym, post office, clothes 
- Check Ss’ pronunciation - Develop Ss’ pronunciation. shop, fast food restaurant, 
and intonation. car park, sports shop, music 
- Check Ss’ answers shop, bookshop, toy shop, 
-Give feedback theatre, museum, 
 fishmonger’s, library)
 Task 2: Tell your partner Task 2: Tell your partner 
- Allow Ss some time to do which places are/aren’t which places are/aren’t 
the task in closed pairs. near your house. near your house. 
- Check Ss’ answers. Ex: Near my house, there is 
(Ss’ answers) - Personalise the topic. a cinema, a gym and a park. 
 There isn’t a toy shop.
 - Improve Ss’ Presentation 
 skill. Task 3: Use the phrases in Task 3: Use the phrases in 
 the box and the map to the box and the map to 
 give directions from give directions from:
 - the school to the 
 bookshop - the 
 - Practice giving directions fishmonger’s to the hospital 
 and replying. - the police station to the 
 library - the gym to the 
 - Improve Ss’ museum - the restaurant to 
 communication skill. the police station 
 - Sustain communicative 
- Monitor the activity 
 dialogue.
around the class.
- Check Ss’ answers
 Ex: 
-Give feedback
 A: Can you tell me how to 
 get to the bookshop, please? 
- Read out the box and 
 B: Certainly. First, go down Suggested answer key 
explain the task and ask 
 Marple Street and turn right B: and the bookshop is 
two Ss to model the 
 into Park Avenue .... opposite the toyshop on the 
example. 
 corner of Pine Avenue. 
- Ask Ss to take turns and 
 A:Can you tell me how to 
give directions in pairs 
 get to the hospital, please? 
using the phrases in the 
 B:Certainly. First, go along 
box and the map. 
 Park Avenue and then turn 
- Monitor the activity 
 right into Pine Avenue. 
around the class and then 
 Then, take the second left 
ask some pairs to give 
 into Apple Street and the 
directions in front of the 
 hospital is on the right. 
class following the 
 A:Can you tell me how to 
example.
 get to the library, please? 
 B:Certainly. First, turn 
 right into Marple Street and 
 then turn left into Park 
 Avenue. The library is next 
 to the fishmonger.
 A:Can you tell me how to 
 get to the museum, please? 
 B:Certainly. First, turn 
 right into Pine Avenue. 
 Then, turn left into Park Avenue. The museum is next 
 to the theatre. 
 A:Can you tell me how to 
 get to the police station, 
 please? 
 B:Certainly. First, turn left 
 into Pine Avenue. Then, 
 turn right into Apple Street. 
 The police station is next to 
 the cinema.
 Task 4: Look at the 
 Task 4: Look at the pictures below. In which 
 pictures below. In which of of the places in Exercise 1 
 the places in Exercise 1 can can you see them? What 
 you see them? What do do they mean?
 they mean?
 - Read for comprehension. 
- Ask Ss to look at the - Transit the idea.
pictures and elicit in which 
of the places in Exercise1 - Improve Ss’ critical 
you can see each sign. thinking skill.
- Elicit what they mean 
from various Ss around the 
class. Suggested answers
 1. library – do not use your 
- Monitor the activity mobile phone 
around the class and then 2. park – do not walk on the 
ask some Ss to share their grass 
answers with the class. 3. hospital – only 
- Check Ss’ answers emergency vehicles can 
 park here 
 4. supermarket – please 
 return your trolley here 
 5. cinema – the film 
 showing at the moment 
 6. gym – shower before you 
 use the pool Task 5: Imagine that you 
 Task 5: Imagine that you are standing in front of 
 are standing in front of your school gate and a 
 your school gate and a stranger come and ask 
- Ask ss to work in pairs 
 stranger come and ask you you the way to 
and one will ask and one 
 the way to somewhere. somewhere.
will answer. (change the 
 Your conversation should 
role)
 - Develop the idea, have:
- Ss practice.
 - Practice extensive speaking + greetings (hi, hello)
- Monitor the class and 
 skill. + asking for help
help ss if necessary.
 - Apply the lesson in a real + giving directions
 situation. + thanking and saying 
 goodbye
4. Activity 4: Application
Aim: Help Ss use there Asking and giving directions 
is/are to someplace
 T has ss ask and give 
directions to someplace
- Check Ss’ answers Trường TH THCS Tân Thạnh Họ và tên giáo viên
Tổ: Tổng hợp. Nguyễn Ngọc Trâm 
 UNIT 1: HOME AND PLACES
 Lesson 3: 1d. GRAMMAR (p.27) 
 Subject: English , class 6
 Time: ( Period: 03(12), Week: 04 )
I. OBJECTIVES:
 - 1. Knowledge: By the end of the lesson Ss will be able to
 - pronounce correctly.
 - Learn how to describe a house.
 - Read for cohesion an
2. Competences: Ss can:
 - Ss can develop speaking skills.
3. Quality:
 - Ss know Vowels /a:/, / ͻ:/ correctly and know structures to describe a house
II. TEACHING EQUIPMENT AND LEARNNG MATERIALS:
 1. Teacher: Ss’s books, , class CDs, flashcards, IWB software, 
 projector/interactive whiteboard/TV.
 2. Students: Student’s books, notebook, workbook, vocabulary, extra board, 
 notebooks, pens, rulers, .
III. PROCEDURES: 
 Aim and organization Content Product
1.Activity1: Warm- up *Answer key:
Aim: Help Ss guess the Which is Barry’s bed, A or 
pictures B? Group A and B
. - Ask Ss to look at the - Brainstorm. Picture A / B
pictures and then give - Read for specific 
them time to read the information.
dialogue and decide which - Introduce the idea
picture shows Barry’s 
bedroom.
- T gives feedack
2. Activity 2:Presentation Rewiew
Aim: Help Ss Help Ss Ss review structure -Grammar
know new words There is (not) a/one.... There is (not) a/one....
and pronounce There are(not) two......... There are(not) two.........
- Ask Ss to look at the pictures and then give Is / Are there .....?
them time to read the Example
dialogue and decide which there is a bookcase
picture shows Barry’s there isn’t a bed
bedroom - pronounce 
T corrects pronunciation - Structures to describe a 
3. Activity 3: Practice house.
Aim: Help Ss know how 
to use there is /are 
 Task 1. 
/isn’t/aren’t Task 1. 
 a) Which is Barry’s bed, 
- Ask Ss to look at the a) Which is Barry’s bed, A 
 A or B? Read through the 
pictures and then give or B? Read through the 
 dialogue and find out.
them time to read the dialogue and find out
 Answer key: B
dialogue and decide which 
picture shows Barry’s 
bedroom - Transit the idea.
- Check Ss’ answers - Introduce function 
-Give feedback language.
 -Read for cohesion and 
 coherence.
- Ask Ss to read the 1.
sentences A-D and then - Ask Ss to read the b) Complete the dialogue 
give them time to read the sentences A-D and then give with the sentences (A-D). 
dialogue again and them time to read the Listen and check. Which 
complete the gaps. dialogue again and complete words are stressed in each 
 the gaps. sentence.
 - Check Ss’ answers.
- Allow Ss some time to do 
the task in closed pairs. 
- Check Ss’ answers. 
(Ss’ answers)
- Monitor the activity Task 2. Act out the Task 2. Act out the 
around the class. dialogue in pairs. dialogue in pairs.
- Check Ss’ answers - Ask Ss to work in pairs, 
-Give feedback take roles and act out the 
 dialogue. PRONUNCIATION
- Ask Ss to look at the - Explain the task and play Listen and tick (✓). Listen 
pictures and elicit in which the recording. again and repeat. (1.20)
of the places in Exercise1 - Ss listen and tick the 
you can see each sign. correct box. Check Ss’ 
- Elicit what they mean answers. 
from various Ss around the - Play the recording again. 
class. Ss listen and repeat either 
 chorally or individually.
- Monitor the activity 
around the class and then 
ask some Ss to share their 
answers with the class. 
- Check Ss’ answers
- Ask ss to work in pairs Task 3. Complete the Task 3. Complete the 
and one will ask and one exchanges with the phrases exchanges with the 
will answer. (change the below. phrases below.
role) - What’s your house like? 
- Ss practice. - Explain the task and read - Is your room big? 
- Monitor the class and out the example. - Is there a garage?
help ss if necessary. - Is it near a park?
 - Give Ss time to complete 
- Check Ss’ answers. the task. 1 
 A:____________________
 - Check Ss’ answers. _______ 
 - Ss practice the dialogue. B:My house is small and 
 modern. 
 2 A:Is there a garage? 
 B:No, there isn’t, but 
- Explain the task and read there’s agarden.
out the example. 3 A:Is your room big? 
 B:No, it’s small. 
- Give Ss time to complete 4 A:Is it near a park? 
the task. B:Yes, it is.
- Check Ss’ answers.
- Ss practice the dialogue
 Explain the situation and Task 4. Act out a dialogue Task 4. Act out a dialogue 
ask Ss to read the advert. similar to the one in similar to the one in 
 Exercise 1 about your Exercise 1 about your house and bedroom. Mind house and bedroom. Mind 
- Remind Ss that they can the sentence stress. the sentence stress.
use the dialogue in 
Exercise 1 as a model as 
well as any ideas of their - Role play a dialogue.
own to complete the task. 
- Check Ss’ answers. - Apply the lesson in the real 
 situation.
 - Sustain communitive 
 dialogue.
 - Develop Ss’ collaboration
 Suggested answer key 
 A:Your house is great! 
 B:Thanks. What’s your 
 house like? 
 A:It’s quite big. There is a 
 living room and a kitchen 
 - Ss complete the task in downstairs. Upstairs there 
 pairs. To help Ss, draw the are three bedrooms and two 
 following diagram on the bathrooms. 
 board and elicit appropriate B:Is your room big? 
 phrases Ss should use. Write A:Yes, it is. There’s a bed, a 
 them on the board. Ss can desk with a computer on it, 
 refer to the diagram while a bookcase, a wardrobe 
 doing the task. and a carpet on the floor. 
 B:Is there a balcony? 
 A:No, there isn’t but that’s 
 OK. 
 B:Why’s that? 
 A:Because there is a really 
 big garden outside.
4. Activity 4: Application My house’s quite big. There 
Aim: Help Ss ss. pronounce is a living room and a 
pronounce and kitchen downstairs. 
practice structures to Ss describe a house. Upstairs there........
describe a house. T has Ss describe a house.
- Check Ss’ answers