Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success theo CV5512 - Unit 2: My house

 Board Plan
 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
 Stage Stage aim Procedure Interaction Time
 Warm-up To * A hidden word 5
 introduce - Teacher divides the class Team work mins
 the topic. into two teams and asks a 
 member of each team to 
 look at the pictures and an- 
 swer 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 includ- 
 ing two secret words. The 
 team gets this picture will 
 get 2 points.
 - The team which has more 
 points or can guess the hid- 
 den word first will be the
 winner. 4. They have a house in the
 _ _ _ _ . (TOWN)
5. How many rooms are 
 there in this house?
 – There are _ _ _ (SIX) 
 rooms.
6. Which house is it? – It’s an
 _ _ _ _ _ _ _ _ _ . (APART- 
 MENT) a country house
 LISTEN AND READ. (p. 16)
 - Teacher plays the record- 
 ing, asks students to under- 
 line the words related to 
 the topic My house. 
 (Teacher may check the 
 meaning of some words if 
 necessary.)
 - Teacher can play the re- 
 cording more than once.
 - Students listen and read.
 - Teacher can invite some 
 pairs of students to read 
 aloud.
 - Then, teacher confirms the 
 correct answer:
 + They are talking about their 
 houses.
 + Mi is describing their new 
 flat which her family was
 moving to.
Practice To set the Task 1: Tick the correct an- 15
 context for swers. (Ex. 2, p. 17) mins
 the listen- - Teacher asks students T-Ss
 ing and “Which family members 
 reading does Mi talk about?” with- 
 text. out reading the conversa- 
 tion again. 1. sister
 2. TV
 3. town
 4. country
 5. three
Production To develop Task 3: Complete the word 15
 students’ web: Types of house. (Ex. 4, mins
 knowledge p. 17)
 of the vo- * Game: Networking Team work
 cabulary - Teacher divides the class 
 about into two teams, then writes 
 types of the topic “Types of house” 
 house. on the board and gives 
 them two minutes to dis- 
 cuss.
 - After that time, a student 
 from each team one by one 
 runs to the board and 
 writes one word.
 - The team which has more 
 correct answers is the win- 
 ner.
 Types of house
 Suggested answers:
 To help Task 4: Survey Group 
 students work UNIT 2: MY HOUSE
 Lesson 2: A closer look 1
Lesson aim(s)
 By the end of the lesson, students will be able to:
 - use the lexical items related to the topic My house;
 - use the vocabulary and structures to talk about the names of rooms and fur- 
 niture pieces in the house;
 - pronounce and recognize the sounds /s/ and /z/.
Language analysis
 Form Meaning Pronunciation
 1. hall (n) the area just inside the main entrance /hɔːl/
 of a house, apartment, or other build- 
 ing that leads to other rooms and usu- 
 ally to the stairs
 2. chest of draw- a piece of furniture with drawers in /ˌtʃest əv ˈdrɔːz/
 ers (n) which you keep things such as clothes
 3. sink (n) a bowl that is attached to the wall in a /sɪŋk/
 kitchen or bathroom in which you wash 
 dishes or your hands, etc.
 4. dishwasher (n) a machine that washes dirty plates, /ˈdɪʃˌwɒʃər/
 cups, forks, etc.
 5. cupboard (n) a piece of furniture or a space for stor- /ˈkʌbəd/
 ing things, with a door or doors and 
 usually with shelves.
Materials (referenced)
 - Grade 6 textbook, Unit 2, A closer look 1.
 - Pictures and video clip.
 - sachmem.vn
 Anticipated difficulties Solutions Warm-up To activate - Teacher asks students S 5
 students’ prior to work independently mins
 knowledge and to rearrange letters to 
 vocabu- lary find out the correct 
 related to the word, then match the 
 topic, the word with the picture.
 targeted vo- - Teacher tells students Ss-Ss
 cabulary and to compare their an- 
 its pronuncia- swers with their part- 
 tion. ners.
 - Teacher corrects and T-Ss
 confirms the answers.
 - Teacher explains the 
 new words.
 * Jumbled words
 1. tchekin
 2. thraobom
 3. rodeomb
 4. lngivi moro
 5. lahl
 * Matching
 Answer key:
 * Jumbled words
 1. kitchen
 2. bathroom
 3. bedroom
 4. living room
 5. hall
 * Matching
 a. hall
 b. living room
 c. bedroom
 d. bathroom
 e. kitchen 3. sink
 4. dishwasher
 5. cupboard
 * Checking technique: 
 Slap the board
Practice To revise / Task 1: Name the things 15
 teach the in each room in Ex. 1. mins
 names of fur- (Ex. 2, p. 18)
 niture pieces. - Teacher asks students Pair work
 to work in pairs to do 
 this activity. the other asks questions 
 to guess the room.
 - Teacher calls some pairs 
 to practise in front of 
 the class.
 - Teacher comments on T-Ss
 their performance.
 Example:
 Ss 1: What’s in your 
 room?
 Ss 2: A lamp and a chest 
 of drawers.
 Ss 1: Is it the bedroom? 
 Ss 2: Yes.
Presentation To help stu- PRONUNCIATION 5
 (Pre-teach dents identify - Teacher introduces 2 T- Ss mins
 the sounds how to sounds s/ and /z/ to stu- 
 /əʊ/ and pronounce the dents and lets them lis- 
 /aʊ/.) final sounds ten and repeat the 
 /s/ and /z/ at words in Ex. 4 (p. 18).
 the end of the - Teacher has students 
 words. comment on how to 
 pronounce these two 
 sounds at the end of the 
 words.
 - Teacher quickly explains 
 the rules:
 + Final –s is pronounced
 /s/ after voiceless 
 sounds (/t/, /p/, /k/,
 /f/, /θ/).
 + 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 and underline the final 
 “s” in the words. Now 
 play the recording for 
 students to listen to the 
 conversation and write
 /s/ or /z/ under each “s” 
 that they have under- 
 lined.
 - Tell them to put the 
 words with the final “s” 
 in the correct column 
 according to the sound 
 of “s”. Have them work 
 in pairs to compare 
 their answers. Check 
 students’ answers. Ask 
 them to explain their 
 answers.
 Answer key:
 /s/: chopsticks, lamps
 /z/: bowls, things, homes
 - Play the recording again 
 for students to repeat 
 each line of the conver- 
 sation. Ask students to 
 work in pairs to practice 
 the conversation. Call 
 some pairs to practise 
 the conversation. Com- 
 ment on their pronunci- 
 ation of the final “s”.
Production To give stu- Game: Whispering Group 5
 dents chance - Teacher divides the work mins
 to apply what class into 4 big groups 
 they have and asks students to 
 learnt. stand in four lines.
 - The member in the last 
 place will make a sen- 
 tence containing at By the end of the lesson, students will be able to know how to use the posses- 
 sive case and prepositions of place correctly.
Language analysis
 Form Meaning
 + “ ’s” after a proper name. A possessive case is used to show pos- 
 Eg: Nam’s pen session.
 + “ ‘s” after a singular noun
 Eg: teacher’s book
Materials (referenced)
 - Grade 6 textbook, Unit 2, A closer look 2.
 - Pictures, sets of word cards.
 - sachmem.vn
 Anticipated difficulties Solutions
 1. Students may lack knowledge and Prepare some hand-outs.
 experiences about the topic.
 2. Some students will excessively talk - Define expectation in explicit detail. 
 in the class. Have excessive talking students prac- 
 tise.
 - Continue to define expectations in 
 small chunks (before every activity). of Jack, Polly and Greg 
 and a member of each 
 team has to answer 
 quickly the question 
 “Whose is it?”
+ The group with more 
 correct sentences will be 
 the winner.
Answer keys:
1. Whose jumper is it?
– It’s Polly’s jumper.
2. Whose T-shirt is it?
– It’s Greg‘s T-shirt.
3. Whose ball is it?
– It’s Jack’s ball.
4. Whose sock is it? – It’s 
Jack’s sock.
5. Whose shoes is it?
– It’s Greg’s shoes.
6. Whose sock is it? – It’s 
Polly’s sock.
7. Whose jumper is it? Practice To help stu- Task 1: Choose the correct 8
 dents identify answer. mins
 the correct - Teacher asks students to S
 form of pos- do the exercise individu- 
 sessive case. ally and then compare 
 their answers with a 
 classmate.
 - Check the answers as a T – Ss
 class.
 - Teacher confirms the 
 correct answers.
 Answer key:
 1. grandmother’s
 2. sister’s 3. cousin’s
 4. Nam’s 5. An’s
 To help stu- 
 dents practise Task 2: Complete the sen- 
 forming the tences with the correct 
 correct form possessive forms.
 of possessive - Teacher has students do T – Ss
 case. this exercise individually 
 and calls on two stu- 
 dents to write their an- 
 swers on the board.
 - Teacher draws all stu- 
 dents’ attention to the 
 board and checks the an- 
 swers together.
 - Teacher confirms the 
 correct answers.
 Answer key:
 1. Mi’s 2. teacher’s
 3. Nick’s 4. father’s
 5. brother’s
Presentation To help stu- PREPOSITIONS OF PLACE T - Ss 5
 dents identify - Teacher asks students mins
 different what prepositions of
 prepositions