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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 2. My house

Giáo án Getting Started

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the speakers, the place and the purpose of the dialogue 'My room'.
    • Use the possessive 's with a person's name and a noun (e.g. Tam's room) and distinguish it from 's meaning 'is'.
    • Use prepositions of place (in, on, under, behind, in front of, next to, between A and B, above, across) to describe where things are.
    • Recognise and use the vocabulary: apartment, living room, kitchen, wardrobe, cupboard, shelf, pillow, hall.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the dialogue alone, guess the meaning of new words from context and check their guesses against the vocabulary list.
  • Communication and collaboration: Ss work in pairs to ask and answer about the dialogue and to change one piece of information in a polite exchange.
  • Problem-solving and creativity: Ss explain their choice of answer using evidence from the text and create a new line of dialogue about their own house.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short dialogue about a room, answer questions with textual evidence, and speak to continue the dialogue with a new detail about their house.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the possessive 's, prepositions of place and the vocabulary of the topic 'My house' correctly in sentences.

3. Personal qualities

  • Diligence: Ss complete every task in the lesson and check their answers carefully against the text.
  • Responsibility: Ss take turns in pair work, listen to their partner and give accurate feedback.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the original dialogue, the vocabulary list and the pictures of a bedroom and a living room
  • Flashcards for the eight new words
  • Worksheet 1 and Worksheet 2 (printed or displayed)
  • Online lesson on NeoEdu (interactive exercises): neoedu.vn/learn/6/english/unit-2-getting-started
  • Textbook Global Success 6, Unit 2 'Getting Started'

2. Students

  • Textbook, notebook, pencil, eraser and a coloured pen or highlighter
  • Small whiteboard and marker (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the Room

a) Aims

Ss activate the vocabulary about rooms and furniture and get ready for the topic 'My house'.

b) Content

T shows a picture of a bedroom and asks Ss to name the things they see (bed, desk, lamp, window, shelf). T then describes one object's position and Ss guess the object, for example: 'It is on the desk. You use it to read at night.' (a lamp).

c) Expected outcomes

Ss name at least five objects in the room and use at least two prepositions of place, for example: 'The lamp is on the desk.' 'The bed is next to the window.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the bedroom picture and says: 'Look at this room. Can you name five things in it? Then guess the object I describe.'

    Students

    Ss look at the picture and get ready to answer.

  2. Teacher

    Step 2: Task performance

    T describes three objects with prepositions of place and gives Ss time to guess.

    Students

    Ss raise their hands or write their guesses on the whiteboard. Expected answers: 'It's a lamp.' 'It's a bed.' 'It's a desk.'

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to describe a position in full sentences, for example: 'Where is the desk?' Expected answer: 'The desk is next to the window.'

    Students

    Some Ss report their sentences to the class. The class checks the grammar.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: 'Today we will learn how to talk about where things are in a house. Open your book at page 18.'

    Students

    Ss open their books and listen to the lesson aim.

Activity 2.1: Knowledge formation · 12 minutes

Understanding the Situation

a) Aims

Ss identify the speakers, the place, the purpose of the dialogue and guess the meaning of new words from the context.

b) Content

Ss read the dialogue silently and answer three questions: 1) Who is speaking to whom? 2) Where are they? 3) What is the purpose of the conversation? Ss underline the words related to 'My house' (room, desk, window, bed, shelf, lamp, hall, tidy) and guess the meanings of shelf, lamp, tidy and across from the sentences around them before checking the vocabulary list. Use Worksheet 1.

c) Expected outcomes

Answers for Worksheet 1:

  • Speakers: Tam and Nhi (two people talking in Tam's room).
  • Place: Tam's room.
  • Purpose: to arrange the room, for example to move the books to the shelf and the lamp to the desk.
  • Words related to 'My house': room, desk, window, bed, shelf, lamp, hall, tidy.
  • Guessed meanings: shelf (kệ), lamp (đèn bàn), tidy (gọn gàng), across (đối diện, ở phía bên kia).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the dialogue and hands out Worksheet 1. T says: 'Read the dialogue once. Then answer the three questions and guess the meaning of the words before you use the dictionary.'

    Students

    Ss read the dialogue silently and receive Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T walks around, helps Ss who get stuck and reminds them to use the sentences around the new word as clues.

    Students

    Ss work individually for two minutes and then compare with a partner. Expected answers: 'Tam and Nhi are talking.' 'They are in Tam's room.' 'They want to arrange the room.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to share their answers and asks: 'What clue helped you guess the meaning of shelf?' Expected answer: 'The books are put on the shelf, and the shelf is above the desk.'

    Students

    Ss report their answers and explain the clues they used.

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the answers, shows the vocabulary list and says: 'Context helps us understand new words. Always read the whole sentence first.'

    Students

    Ss copy the new words and their meanings into their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Possessive 's and Prepositions of Place

a) Aims

Ss distinguish the possessive 's from 's meaning 'is' and use prepositions of place to describe where things are.

b) Content

T writes 'Nam's room' and 'Nam's tall' on the board and asks Ss which 's shows possession. Ss then find examples of prepositions in the dialogue (next to the window, on the bed, on the shelf, above the desk, across the hall) and match the eight new words with pictures. Ss also practise saying: 'Your books are on the bed.' and 'The shelf is above the desk.' Use Worksheet 2.

c) Expected outcomes

Answers for Worksheet 2:

  • Possessive 's: Tam's room, my sister's room, Hoa's bedroom (shows a person owns something).
  • 's meaning 'is': Nam's tall means Nam is tall.
  • Prepositions in the dialogue: next to the window, on the bed, on the shelf, above the desk, across the hall.
  • Matching: apartment (căn hộ), living room (phòng khách), kitchen (nhà bếp), wardrobe (tủ quần áo), cupboard (tủ đựng đồ), shelf (kệ), pillow (gối), hall (hành lang).
  • Key sentence pattern: [Owner's name] + 's + [noun]. Example: My sister's room is across the hall.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'Nam's room' and 'Nam's tall' on the board and asks: 'Which 's shows possession? Which 's means is?' T then hands out Worksheet 2.

    Students

    Ss look at the two examples and think about the answer.

  2. Teacher

    Step 2: Task performance

    Ss work in pairs to complete Worksheet 2. T monitors and helps with the prepositions. Expected answer: 'Nam's room' shows possession; 'Nam's tall' means 'Nam is tall'.

    Students

    Pairs complete the tasks, underline the prepositions in the dialogue and match the words with the pictures or the definitions.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their answers aloud and asks the class: 'Where is the lamp in the picture?' Expected answer: 'The lamp is on the desk.'

    Students

    Pairs present their answers. Other pairs give feedback or correct any mistakes.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points: 's shows possession with a person's name; prepositions show the position; in a sentence, the answer must give enough information about the position. T says: 'Do not translate word by word from Vietnamese. Read the whole context.'

    Students

    Ss write the key pattern and two example sentences in their notebooks.

Activity 3: Practice · 8 minutes

Check Your Understanding

a) Aims

Ss answer comprehension and grammar questions and give reasons with evidence from the text.

b) Content

Ss answer the following questions in pairs:

  • Q1: Where is Tam's desk? A. Under the bed; B. Next to the window; C. Behind the door.
  • Q2: Where are the books at first? A. On the bed; B. On the shelf; C. In the hall.
  • Q3: What does Nhi suggest doing with the lamp? Answer in a short phrase or sentence.
  • Q4: Whose room is across the hall? A. Tam's father's; B. Tam's sister's; C. Nhi's.
  • Q5: The bedroom of Hoa is ___. A. bedroom Hoa; B. Hoa's bedroom; C. Hoa bedroom.

c) Expected outcomes

Answers:

  • Q1: B. Next to the window. (Evidence: 'The desk is next to the window.')
  • Q2: A. On the bed. (Evidence: 'Your books are on the bed.')
  • Q3: Moving it to the desk. (Evidence: 'Let's move the lamp to the desk, too.' Accept any equivalent answer that keeps the correct information.)
  • Q4: B. Tam's sister's. (Evidence: 'My sister's room is across the hall.')
  • Q5: B. Hoa's bedroom. (The owner's name comes before 's.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Answer the five questions and find the evidence in the dialogue for each answer.'

    Students

    Ss read the questions and prepare to answer.

  2. Teacher

    Step 2: Task performance

    T monitors and gives hints when Ss cannot find the evidence.

    Students

    Pairs answer the questions and write down the evidence. Expected difficulty: Ss may choose 'Hoa bedroom' in Q5, so T asks them to explain why.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to answer each question and asks: 'Where is the evidence?'

    Students

    Pairs report the answers and read the evidence aloud.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers and assesses Q3 with the rule: correct information gets the main mark; a clear sentence gets the rest. T says: 'Explain your choice with evidence from the text.'

    Students

    Ss correct their answers in their notebooks.

Activity 4: Application · 8 minutes

Continue the Dialogue

a) Aims

Ss personalise the dialogue by changing one piece of information and continuing the conversation politely.

b) Content

Ss work in pairs. Each pair changes one piece of information in the original dialogue (for example, the shelf becomes the wardrobe, or the lamp becomes the pillow). Then they continue the dialogue with two new lines and include one new detail about their own house. Model answer for the new lines:

  • Nhi: Where do you keep your pencils?
  • Tam: In the small box next to my books.

c) Expected outcomes

Each pair writes and performs a new dialogue of at least six lines. The lines include one changed detail, one suitable response and one new detail about 'My house' with the correct use of the possessive 's or a preposition of place.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Change one detail in the dialogue and continue it with two new lines. Include one new detail about your house. Use polite language.'

    Students

    Ss listen to the instructions and look at the model lines on the slide.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with sentence structure and polite responses. Expected useful phrases: 'Good idea.' 'Thanks.' 'That's a good idea, let's do that.'

    Students

    Pairs write and practise their dialogues. Expected output, for example: 'Your books are on the bed. How about putting them in the wardrobe?' 'Good idea. The wardrobe is next to the window.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to perform in front of the class and asks the class to check the grammar and the polite language.

    Students

    Pairs perform. The class gives feedback on one correct point and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'We learned how to talk about our house with possessive 's and prepositions of place. Remember to answer politely and use evidence in your answers.'

    Students

    Ss note the key language in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1: Understanding the situation
Read the dialogue and answer the questions.

    1. Who is speaking to whom?
    1. Where are they?
    1. What is the purpose of the conversation?
    1. Underline the words related to 'My house'.
    1. Guess the meaning of these words from the context before checking the vocabulary list: shelf, lamp, tidy, across.

Dialogue:
Tam: This is my room. The desk is next to the window.
Nhi: Your books are on the bed. How about putting them on the shelf?
Tam: Good idea. The shelf is above the desk.
Nhi: Let's move the lamp to the desk, too.
Tam: Thanks. My sister's room is across the hall. Her room is very tidy.

Phiếu học tập số 2

Worksheet 2: Possessive 's and prepositions of place
Task A. Write P if 's shows possession, or I if 's means 'is'.

  • Nam's room: ___
  • Nam's tall: ___

Task B. Find the prepositions of place in the dialogue and write them below.

Task C. Match each word with its meaning.

  • apartment; living room; kitchen; wardrobe; cupboard; shelf; pillow; hall
  • căn hộ; phòng khách; nhà bếp; tủ quần áo; tủ đựng đồ; kệ; gối; hành lang

Task D. Complete the sentence with the correct form.

  • The bedroom of Hoa is ___. (A. bedroom Hoa; B. Hoa's bedroom; C. Hoa bedroom)

Homework

  • Draw a picture of your own room or the living room in your house. Label five objects.
  • Write four sentences to describe where things are in your picture, using on, under, next to, behind or in front of. Example: The lamp is on the desk.
  • Write one sentence with a possessive 's, for example: My brother's room is next to the kitchen.
  • Practise the dialogue 'My room' with a family member or a friend, and change one piece of information.
  • Review the eight new words and prepare to answer the question: Where is the wardrobe in your house?
  • Optional: Do the interactive exercises on NeoEdu at neoedu.vn/learn/6/english/unit-2-getting-started.

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