KẾ HOẠCH BÀI DẠY TIẾNG ANH 6 – TUẦN 5

UNIT 1: HOME AND PLACES

Date: 02/10/2023

Lesson: 1d Everyday English (page 27)

Period: 13 (Class 6C)

I. Objectives (learning outcomes):
By the end of this lesson, students will able to:
a. Knowledge:
-

Pronounce /ɑ:/, /ɔ:/ correctly.

-

Learn and practice structures to describe a house.

-

Read for cohesion and coherence.

b. Core competences and language skills:
-

Practise describing their home, act out a dialogue, role play a dialogue.

-

Build up communication skills.

-

Read for specific information.

-

Sustain communitive dialogue

c. Personal qualities:
-

Build their love and appreciate their house.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: Task 1a
c. Outcome: Ss can read for specific information and improve reading skill.
d. Competences: communication, collaboration, analytical thinking skills
e. Organization:
T's activities

Ss' activities

Content

- Ask Ss to look at the

- Read the

Task 1.

pictures and then give them

dialogue and find

a) Which is Barry's bed, A or B?

2
time to read the dialogue and out the answer.

Read through the dialogue and find

decide which picture shows

out.

Barry's bedroom.

Answer key: B

B. New lesson: (35 minutes)
1. Activity 1: (15 minutes)
a. Objectives: To introduce function language and a model dialogue.
b. Content: Task 1b, task 2
c. Outcome: Ss can practise the dialogue and improve their speaking skill
d. Competences: communication, collaboration, critical thinking skills and creativity
e. Organization:
T's activities

Ss' activities

Content
1.

- Ask Ss to read the

- Read the

b) Complete the dialogue with the

sentences A-D and then give

dialogue and

sentences (A-D). Listen and check.

them time to read the

complete the

Which words are stressed in each

dialogue again and complete

task.

sentence.

- Practise

Task 2. Act out the dialogue in pairs.

the gaps.
- Check Ss' answers.

- Ask Ss to work in pairs,

speaking in

take roles and act out the

pairs

dialogue.

2. Activity 2: (15 minutes)

3
a. Objectives: To let Ss practise pronouncing individual words with the vowels: /ɑ:/, /ɔ:/
and provide a model dialogue.
b. Content: Pronunciation and speaking.
c. Outcome: Ss can pronounce the vowels /ɑ:/, /ɔ:/ correctly and practise the dialogue.
d. Competences: communication, collaboration, critical thinking skills and creativity
e. Organization:
T's activities

Ss' activities

Content
PRONUNCIATION

- Explain the task and play

- Listen and tick

Listen and tick (✓). Listen again and

the recording.

the correct box.

repeat. (1.20)

- Check Ss' answers.
- Play the recording again.
Ss listen and repeat either
chorally or individually.

Task 3. Complete the exchanges with
- Explain the task and read

- Complete the

the phrases below.

out the example.

task individually

- What's your house like?

and then share

- Is your room big?

with their friends

- Is there a garage?

- Give Ss time to complete
the task.

- Is it near a park?

- Check Ss' answers.

1 A:___________________________

- Ss practice the dialogue.

- Practise the

B:My house is small and modern.

dialogue in pairs

2 A:Is there a garage?
B:No, there isn't, but there's agarden.
3 A:Is your room big?
B:No, it's small.
4 A:Is it near a park?
B:Yes, it is.

3. Activity 3: (5 minutes)

4
a. Objectives: to help Ss to apply their language in the real situation.
b. Content: Task 4
c. Outcome: Ss can act out a dialogue similar to the model one.
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity
e. Organization:
T's activities

Ss' activities

Content
Task 4. Act out a dialogue similar to

- Explain the situation and

- Listen and take

the one in Exercise 1 about your

ask Ss to read the advert.

notes

house and bedroom. Mind the
sentence stress.

- Remind Ss that they can

- Work in pairs to

use the dialogue in Exercise

act out a dialogue

1 as a model as well as any
ideas of their own to
complete the task.
- Ss complete the task in
pairs. To help Ss, draw the
following diagram on the
board and elicit appropriate

Suggested answer key

phrases Ss should use. Write

A:Your house is great!

them on the board. Ss can

B:Thanks. What's your house like?

refer to the diagram while

A:It's quite big. There is a living room

doing the task.

and a kitchen downstairs. Upstairs
there are three bedrooms and two
bathrooms.
B:Is your room big?
A:Yes, it is. There's a bed, a desk with
a computer on it, a bookcase, a
wardrobe and a carpet on the floor.
B:Is there a balcony?

5
A:No, there isn't but that's OK.
B:Why's that?
A:Because there is a really big garden
outside.

C. Consolidation (3 minutes)
- Vowels /a:/, / ͻ:/ correctly.
- Structures to describe a house.
D. Homework assigned (2 minutes)
- Learn structures to describe a house.
- Do exercises in the workbook (page 15)
Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

6
UNIT 1: HOME AND PLACES
Lesson: 1e Grammar (page 28)

Date: 04/10/2023
Period: 14 (Class 6C)

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-

learn about a/an – some – any.

-

learn the structure: there is/isn't and there are/aren't.

-

learn possessive case ('s/').

b. Core competences and language skills:
- Describe a picture and their room.
- Improve their communication skill, self-evaluation skills.
- Improve their analytical skill, note-taking skills.
c. Personal qualities:
-

Build their love and appreciate their home.

II. Teaching aids:
-

Teacher's aids: student book, workbook and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, workbooks and notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: Arranging words into meaningful sentences
c. Outcome: Ss can remember and recognize the main points of the lesson
d. Competences: communication, collaboration, analytical thinking skills
e. Organization:
T's activities

Ss'

Content

activities
Arrange these words into meaningful
- Write on the board words

- Close the

sentences:

and ask Ss to arrange them

book and

1. a/ there/ book/is

into sentences. (book

complete the

7
closed)

task.

2. books/ are/ some/ there

- When Ss finish, ask them

3. is/ ?/ there/armchair/ an

to share with their friends

4. there/ any/ ?/ are/ armchairs

and try to find out the rules.
-Suggested answer:
1. There is a book.
2. There are some books.
3. Is there an armchair?
4. Are there any armchairs?
B. New lesson: (35 minutes)
1. Activity 1: (20 minutes)
a. Objectives: To introduce and present the grammar points and let Ss practice doing
the exercise and use them in the real situation.
b. Content: A/An-some-any
c. Outcome: Ss can understand the rules of A/an-some-any and use them correctly.
d. Competences: communication, collaboration, critical thinking skills and creativity
e. Organization:
T's activities

Ss'

Content

activities
Note!
- Ss open their book to

- Read the

- a/an + singular countable nouns

check their answer and

rules and

- some + plural countable nouns in the

their rule.

take notes

affirmative

- Read out the Note! box

- any + plural countable nouns in the negative

and the theory and

and interrogative.

elicit/explain that we use

A/An- Some- Any

a/an for singular countable
nouns and some for plural
countable nouns and
uncountable nouns. Go
through the cartoon with
Ss. Make sure that Ss

Task 1. Look at the picture. Complete the

8
understand the rule, teacher

sentences (1-10). Use There is, There isn't,

can explain it in

- Look at the There are, There aren't, Is there, Are there and

Vietnamese.

picture and

a/an, some or any.

then give

1 There is a bed.

- Ask Ss to look at the

them time to 2 There aren't any windows.

picture and then give them

complete the 3 There isn't a wardrobe.

time to complete the

sentences.

4 Are there any pillows on the bed?

sentences.

5 There isn't an armchair.

- Check Ss' answers around

6 There are some books in the bookcase.

the class.

7 There aren't any cupboards.
8 There is a lamp.
9 There aren't any tables.
10 Is there a desk?
Extra activity: (workbook)
★ Circle the correct item.
- Complete

1. There is a / an cooker in the kitchen.

the task

2. There aren't some / any lamps in the

individually
and the

bedroom.
3. There are some / any curtains in the living

- For further practice, give

share with

(a) handout/handouts to Ss

their friends 4. There is a / an orange in the fridge.

room.

or ask Ss to open their

★★ Complete the sentences with a/an, some or

workbook on page 16 to do

any.

the exercise.

1. There are _________books in the bookcase.
2. There is_________ armchair in the living

- Check Ss' answers around
the class.

room.
3. There isn't_________ sink in the bathroom.
4. There aren't_________ chairs in the
bedroom.

2. Activity 2: (10 minutes)
a. Objectives: to introduce and present possessive case ('s/')

9
b. Content: Task 2
c. Outcome: Ss can understand possessive case ('s/') and use them correctly
d. Competences: communication, collaboration, critical thinking skills
e. Organization:
T's activities

Ss' activities

Content
Possessive case ('s/')

- Read out the theory box

- Listen and

+ singular countable nouns +

and then explain the task.

take notes

's
e.g. the boy's guitar

- Explain the rules and give

+ plural countable nouns + '

some more examples if

e.g. the boys' bicycles

necessary.

+ irregular plural nouns + 's
e.g. the children's room

- Give Ss time to complete

- Complete the

the sentences.

task

Task 2. Use the words in

- Check Ss' answers around individually

brackets to complete the gaps

the class.

as in the example.

and share with
their friends

1. These are the boys' watches .
(boys/ watches)
2. This is the girls' room. (girls/
room)
3. That is the men's office.
(men/ office)
4. Those are the women's hats.
(women/ hats)
5. These are the children's caps.
(children/ caps)
3. Activity 3: (5 minutes)
a. Objectives: To wrap up the lesson and help Ss use their language in the real situation.
b. Content: Describing the classroom.

10
c. Outcome: Ss can describe classroom
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity
e. Organization:
T's activities

Ss' activities

Content

- Ask Ss to work in pairs and - Work in group

Task 3. Describe the classroom using

in turn make sentences to

to describe their

there is/isn't or are/aren't with a/an-

describe the classroom.

classroom and

some and any

- Check Ss' answers around

then present in

Eg: There are 25 desks in this classroom.

the class.

front of class

There are some pictures on the
wall………

C. Consolidation (3 minutes)
- a/an – some – any,
- There is/isn't and there are/aren't
- Possessive case ('s/')
D. Homework assigned (2 minutes)
- Learn grammar about plurals and this/ these- that/those.
- Do exercises in the workbook (page 16)
Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

11

UNIT 1: HOME AND PLACES
Lesson: 1e Grammar (page 29)

Date: 04/10/2023
Period: 15 (Class 6C)

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-

Learn prepositions of place.

-

Learn the question word where.

b. Core competences and language skills:
- Describe a picture and their room.
- Improve their communication, critical thinking and analytical skills.
- Raise Ss' awareness about the Internet safety.
- Write a description of an ideal bedroom.
c. Personal qualities:
-

Build their love and appreciate their home/ their bedroom.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: Filling in the blanks with provided words
c. Outcome: Ss can review the previous lesson.
d. Competences: communication, collaboration, analytical thinking skills
e. Organization:
T's activities
- Ask Ss to do the

Ss' activities
- Complete the

Content
*Fill in the blanks with these words: is, are,

exercise individually and task

some, any.

then share with their

individually

1. There ____ a book on the table.

partner.

and then share

12

- Check the answer.

with their

2. There _____ many pens in the box.

partners

3. There are ______ shoes under the desk.
4. There aren't _______ students in the school
yard.
Suggested answers:
1. is
2. are
3. some
4. any

B. New lesson: (35 minutes)
1. Activity 1: (15 minutes)
a. Objectives: to present prepositions of place
b. Content: Taking Notes and Task 3
c. Outcome: Ss can understand and use prepositions of place correctly
d. Competences: communication, collaboration, critical thinking skills and creativity
e. Organization:
T's activities

Ss' activities

Content
Note!

- Present prepositions of

- Listen and

We use prepositions of place to show where

place using your book.

take notes

someone or something is.

- Put your book on the
desk, then ask.

- Where's my book? It's on the desk

- Put your book in your

- Where's my book? It's in my bag.

bag, then ask.
- Present the rest of the
prepositions of place in
the same way.
- Read out the Note!
box.

Task 3. Look at the drawings and say.
- Work in pairs
to finish the

- Refer Ss to the
drawings and ask Ss to
say where the owl is.

task

13
Suggested answer key
The green owl is in the box.
The blue owl is under the box.
The blue owl is in front of the box.
The blue owl is behind the box.
The blue owl is near/next to the green owl.
The blue owl is opposite the green owl.
The blue owl is below the box.
The blue owl is above the box.

2. Activity 2: (10minutes)
a. Objectives: To give Ss a chance to pratise the grammar point
b. Content: Task 4, task 5
c. Outcome: Ss can use prepositions of place correctly
d. Competences: communication, collaboration, critical thinking skills and creativity
e. Organization:
T's activities

Ss' activities

Content
Task 4. Look at the picture. Read the text

- Ask Ss to look at the

- Complete

pictures and then read the

the task

text and choose the correct

individually

This is my bedroom. It has got brown

prepositions.

and then

curtains and a carpet 1) under/in front of the

share with

bed 2) in/on the floor. There is a bedside

their friends

cabinet 3) opposite/under the window 4)

- Check Ss' answers.

and choose the correct preposition.

next to/below the bed.
There is a lamp 5) on /in the bedside cabinet.
There is a poster 6) above/ on the bed 7)
on /below the wall and there is a box 8) in
front of/under the bed. My bedroom is
great!

14

Task 5. Look at the picture in Exercise 4.
- Read the ?Word box.

- Listen and

Ask and answer questions.

- Read the example and ask take notes
Ss to ask and answer in

A: Where's the bedside cabinet?

pairs following the

- Do the task

example using prepositions

in pairs

B: It's next to the bed.

of place and the question

Suggested answer key

word.

A:Where is the poster?

- Monitor the activity

B:It's above the bed on the wall.

around the class.

A:Where is the box?
B:It's under the bed. Etc.

3. Activity 3: (10 minutes)
a. Objectives: To raise Ss' awareness about internet safety.
b. Content: Describing their house
c. Outcome: Ss can describe their bedroom (real or imaginary)
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity
e. Organization:
T's activities

Ss' activities

Content
Warning:

- Read out the Warning box

- Listen and

Internet safety:

and ask Ss to explain and

take notes

Do not give your personal information to

give some reasons.

people that you don't know.

- Ask Ss to complete the

- Work in

Task 6. Post a description of your ideal

description of an ideal

groups of four

bedroom (about 40-50 words). Use the text

bedroom using their ideas

to complete the in Exercise 4 as a model.

and using the text in

task

Suggested answer key

Exercise 4 as a model.
- Give Ss time to complete

Hello everyone!

the task and then check Ss'

My ideal bedroom is big with blue curtains

15
answers around the class.

and a carpet on the floor. There is a bed with

- Ask Ss to work in pairs to

some pillows on it. There is a poster of my

share their ideas.

favourite singer on the wall above the bed.
It's great! What's your ideal bedroom like?

C. Consolidation (3 minutes)
- Prepositions of place.
- The question word where.
- A description of an ideal bedroom.
D. Homework assigned (2 minutes)
- Learn prepositions of place.
- Do exercises in the workbook (page 16)
Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-