Giáo án Tiếng Anh 6 Global success (CV5512) - Unit 2: My house

 UNIT 2: MY HOUSE
 Lesson 1: Getting started – A look inside
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the lexical items related to the topic My house
- ask and answer about where someone lives
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Love and proud of all family members
- Be responsible with the housework and take care of all family members
- Actively join in class activities
II. MATERIALS 
- Grade 6 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV
Language analysis 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
 1. town house /ˈtaʊn ˌhaʊs/ a house in a town or city, nhà ở thành phố
 (n) usually a comfortable, 
 expensive one in a 
 fashionable area
 2. country house /ˌkʌntri ˈhaʊs/ a large traditional house in the nhà ở vựng quờ
 (n) countryside, especially one 
 that has belonged to the same 
 family for many years
 3. flat (n) /flổt/ a set of rooms for living in căn hộ
 that are part of a larger 
 building and are usually all on 
 one floor
Assumption
 Anticipated difficulties Solutions
 1. Students may 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. 
Vocabulary pre-teaching - Students guess the meaning New words:
- Teacher introduces the vocabulary of words. 1. town house (n): [visual]
by: 2. country house (n): [visual] 
+ showing the pictures illustrating 3. flat (n): [synonym: 
the words apartment] 
+ providing the synonym or 
antonym of the words
+ providing the definition of the 
words
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: PRACTICE (20 mins)
 a. Objectives: 
 - To introduce the topic of the unit
 - To help Ss learn words and phrases related to types of house; 
 - To help Ss understand the text, then ask and answer about their own places
 b. Content:
 - Task 1: Listen and read.
 - Task 2: Which family members does Mi talk about? Put a tick.
 - Task 3: Read the conversation again. Complete each sentence with one word.
 - Task 4: Complete the word web. Use the words from the conversation and the ones you know.
 c. Expected outcomes:
 - Students understand the conversation and topic of the lesson, gain knowledge of the vocabulary 
 about types of houses.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and read. (6 mins)
- Teacher asks students some - Students guess the answers to Questions:
questions before listening. the questions. 1. What are Nick and Mi 
- Teacher plays the recording and - Students underline the words doing?
asks students to underline the words related to the topic. They are talking online with 
related to the topic My house. - Students listen and read. each other.
(Teacher may check the meaning of - Some pairs read aloud the 2. What might they talk about?
some words if necessary.) dialogue. They are talking about their 
- Teacher can play the recording house.
more than once.
- T can invite some pairs of students 
to read aloud.
Task 2: Which family members does Mi talk about? Put a tick. (4 mins)
- Teacher asks students “Which - Students do the task without Answer key:
family members does Mi talk reading the conversation again. 
about?” without reading the - Then Ss read again to check 
conversation again. individually. 
 - Students share and discuss 
 the answers. 
- Teacher asks students to work in - Students work in groups of 4 Suggested answers:
groups of 4 or 6 to take turns to ask or 6 to do the task. In my group, Linh lives in a 
and answer about where they live. - One student from each group flat, Lan and Huong live in a 
- Teacher can model with one reports the answer to the class. country house, etc
student.
- Teacher moves around to observe 
and offer help when needed. By the 
end of the activity, one student from 
each group can stand up and report 
to the class.
 e. Assessment
 - T and other Ss listen to the answers and give comments. 
 5. CONSOLIDATION (5 mins)
 a. Wrap-up
 - Teacher asks students to talk about what they have learnt in the lesson.
 b. Homework
 - Do exercises in the workbook.
 - Start preparing for the Project of the unit:
 Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about a strange house 
 and draw a picture of it. Students will show and present in Lesson 7 – Looking back and Project. 
 (Teacher should check the progress of students’ preparation after each lesson.)
 Board plan
 Date of teaching
 Unit 2: My house
 Lesson 1: Getting started
 * Warm-up
 * Vocabulary
 1. town house (n)
 2. country house (n)
 3. flat (n)
 Task 1: Listen and read.
 Task 2: Tick.
 Task 3: Read and complete.
 Task 4: Complete the word web.
 Task 5: Ask and report.
 *Homework 
 Assumption
 Anticipated difficulties Solutions
 Students may have difficulties in Provide students some tips by identifying the 
 distinguishing two sounds /s/ and /z/. letters that may include each sound.
 Students may lack knowledge about some Provide students with the meaning and 
 lexical items. pronunciation of some lexical items.
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To activate students’ prior knowledge and vocabulary related to the topic.
 b. Content:
 - Game: Jumbled word and matching (Task 1)
 c. Expected outcomes:
 - Students can recall some words about rooms in a house. 
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: Jumbled word and match (Task 1)
- Teacher asks students to work - Students do the tasks * Jumbled words 
independently to rearrange letters to independently. 1. tchekin ⭢ kitchen
find out the correct word, then - Compare the answers with 2. thraobom ⭢ 
match the word with the picture. their partners.
- Teacher tells students to compare bathroom
their answers with their partners. 3. rodeomb ⭢ bedroom
- Teacher corrects and confirms the 4. lngivi moro ⭢ 
answers. living room
 5. lahl ⭢ hall
 * Matching
 a. hall
 b. living room
 c. bedroom
 d. bathroom
 e. kitchen
 e. Assessment
 - Teacher’s feedback.
 2. ACTIVITY 1: VOCABULARY (20 mins)
 a. Objectives: 
 - To provide students with vocabulary.
 - To revise / introduce the names of rooms in the house, furniture
 - To help students practise asking and answering about the furniture in a room.
 b. Content: 
 - To help students identify how to pronounce the sounds /s/ and /z/.
 - To help students practise pronouncing these sounds correctly in words and in sentences.
 b. Content:
 - Task 4: Listen and repeat these words.
 - Task 5: Listen to the conversation. Underline the final s in the words and put them into the 
 correct column.
 c. Expected outcomes:
 - Students can pronounce the /s/ and /z/ sounds in words in sentences correctly
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Listen and repeat these words. (8 mins)
- Teacher introduces 2 sounds /s/ - Students listen to the 
and /z/ to students and lets them recording and repeat the 
listen and repeat the words. words.
- Teacher has students comment on - Students listen to the 
how to pronounce these two sounds teacher’s explanation about the 
at the end of the words. rules. Suggested answers:
- Teacher quickly explains the rules: - Students give more words /s/: cats, lamps, books, months
+ Final –s is pronounced /s/ after containing the sounds /s/ and /z/: beds, dogs, cans, rooms, 
voiceless sounds (/t/, /p/, /k/, /f/, /θ/). /z/. videos, cookers, bees
+ Final –s is pronounced /z/ after 
voiced sounds (/b/, /d/, /g/, /n/, /m/, 
/l/, etc.) and any vowel sounds.
- Teacher asks students to give some 
words they know containing these 
sounds.
Task 5: Listen to the conversation. Underline the final s in the words and put them into the correct 
column. (7 mins)
- Have students quickly read the - Students work individually to Answer key:
conversation and underline the final underline the final “s” in the /s/: chopsticks, lamps
“s” in the words. words. /z/: bowls, things, homes
- Now play the recording for - Students put those words in 
students to listen to the conversation the correct columns.
and write /s/ or /z/ under each “s” - Students check their answers 
that they have underlined. in pairs.
- Tell them to put the words with the - Some pairs read aloud the 
final “s” in the correct column. conversation.
- Have them 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 practise the conversation. 
- Call some pairs to practise the