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

Giáo án Skills 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the eight new words about rooms and furniture in the topic 'My house' (apartment, living room, kitchen, wardrobe, cupboard, shelf, pillow, hall).
    • Read for gist and details, matching each question with a sentence from the text that supports the answer.
    • Distinguish what the text says from one's own opinion.
    • Speak about a text for about one minute, using only key-word notes and giving a reason for an opinion.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text alone first, look for evidence before they answer, and check their answers against the text without waiting for T's help.
  • Communication and collaboration: Ss work in pairs to match, compare answers and retell the text, and they listen politely to classmates and give one positive comment.
  • Problem-solving and creativity: Ss decide which sentence in the text answers each question, explain why a choice is right, and link the room in the text to their own needs.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short text about a guest-house room to find the gist and details, then speak about it in pairs from key-word notes.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the eight new words, stress the words 'apartment', 'wardrobe' and 'cupboard' correctly, and recognise the structures 'there is / there are' and the prepositions 'between', 'above', 'on' and 'behind' in context.

3. Personal qualities

  • Diligence: Ss finish each reading and note-taking task on time and check every answer again with the text.
  • Honesty: Ss clearly separate information from the text and their own experience, and they say 'In the text…' or 'In my house…' when they speak.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the Skills 1 reading text, the eight new words and the exercises
  • Word cards: 8 cards with the new words and 8 cards with their Vietnamese meanings
  • Printed Worksheet 1 and Worksheet 2, one set per pair
  • Timer
  • NeoEdu lesson page (lecture, examples and interactive exercises): neoedu.vn/learn/6/english/unit-2-skills-1

2. Students

  • Student's book Tiếng Anh 6 Global Success, Unit 2, Skills 1
  • Notebook, pen, pencil
  • Sticky notes or coloured pens for marking evidence in the text

III. Procedures

Activity 1: Warm-up · 10 minutes

Guess the Room

a) Aims

Ss activate prior knowledge about rooms in a house and get ready for the topic 'My house' and the reading text.

b) Content

Period 1. T shows clues on the slide, one by one, about a room. Ss guess the room. Clue 1: 'You sleep here. There is a bed and a pillow.' Clue 2: 'You cook food here.' Then Ss brainstorm in pairs other rooms of a house. Guiding questions: 'Which room do you sleep in?' 'What is in your kitchen?' 'Where do visitors sit?'

c) Expected outcomes

Ss name at least five rooms or parts of a house in English, such as bedroom, kitchen, living room, bathroom and hall, and identify the bedroom from the clue 'bed and pillow'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'I will give you some clues. Guess the room.' T shows the first clue: 'You sleep here. There is a bed and a pillow.' T asks: 'Where am I?'

    Students

    Ss listen and guess. Expected answer: 'A bedroom.'

  2. Teacher

    Step 2: Task performance

    T shows the second clue: 'You cook food here. There is a cooker.' T asks pairs to brainstorm as many rooms in a house as they can in 2 minutes.

    Students

    Pairs brainstorm rooms. Expected answers: 'Kitchen, living room, bathroom, hall, bedroom.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which room has a wardrobe? Which room has a shelf?' and listens to the answers.

    Students

    Ss answer in full sentences. Expected answers: 'The bedroom has a wardrobe.' 'The living room may have a shelf.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the topic 'My house' on the board and says: 'Today we will read about a special room and talk about our own house.' T writes the lesson title on the board.

    Students

    Ss copy the title and the topic into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary: Rooms and Furniture

a) Aims

Ss recognise the meaning and the pronunciation of the eight new words and use them to name rooms and furniture.

b) Content

Period 1. T presents the words: 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). Ss work in pairs to match each word card with its meaning card. Quick questions: 'Where do you keep your clothes?' 'Where do you sleep?'

c) Expected outcomes

Ss produce a correct matching list: 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. Ss also say the answers: 'I keep my clothes in the wardrobe.' 'I sleep on a pillow.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the eight words, reads each word aloud and asks Ss to repeat chorally and then individually. T stresses the words 'apartment', 'wardrobe' and 'cupboard' and asks Ss to clap the stressed syllable.

    Students

    Ss repeat the words and clap the stressed syllables.

  2. Teacher

    Step 2: Task performance

    T gives each pair a set of word cards and meaning cards and asks them to match within 3 minutes.

    Students

    Pairs match the cards and check each other's answers.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their matches aloud and asks: 'What is a shelf?' 'Where is the hall in a house?'

    Students

    Ss read the matches and answer. Expected answers: 'A shelf is a flat board on a wall for things.' 'The hall is the space between the front door and the other rooms.'

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects pronunciation and meaning and asks the class to say each word once more. T points out that 'shelf' is used in the text: 'a wooden shelf is above the table'.

    Students

    Ss say the eight words once more and write them in their notebooks.

Activity 2.2: Knowledge formation · 18 minutes

Reading for Gist and Details

a) Aims

Ss identify the gist of the text, match each question with the sentence that gives evidence, and separate what the text says from their own opinions.

b) Content

Period 1. Ss read the text 'The Leaf Room' on page of Skills 1. Task A: skim the text for 1 minute to find the topic. Task B: use Worksheet 1 to match four questions with supporting sentences. Task C: mark each statement as A (the text says it) or O (my opinion).

c) Expected outcomes

Ss produce these answers.
Task A: The topic is a room in a small guest house (The Leaf Room).
Task B: 1 – b (Its door looks like a green leaf.); 2 – a (There is no television because the owner wants a quiet place.); 3 – c (The bathroom is behind a blue door.); 4 – d (Inside, there are two beds and a round table between them.)
Task C: 'There is a lamp on the shelf.' – A; 'I think a quiet room is the best.' – O; 'From the window, guests can see a garden.' – A.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Skim the text for one minute. What is the text about?' T distributes Worksheet 1 and explains: 'Every answer must have evidence from the text.'

    Students

    Ss skim the text silently for one minute and raise their hands to answer.

  2. Teacher

    Step 2: Task performance

    T asks pairs to read the text again and match Task B. T walks around to check. Then T asks Ss to do Task C and to underline the word 'the text says' or 'I think' in their notes.

    Students

    Pairs read, match four questions with evidence sentences and mark A or O for each statement. Ss use sticky notes to mark evidence in the text.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to report their answers. T asks: 'Why is 'I think a quiet room is the best' an opinion?' and 'Which sentence tells us about the window?'

    Students

    Ss report: 'The topic is The Leaf Room.' 'Sentence b gives evidence for question 1 because it describes the door.' 'It is an opinion because the text does not say it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Gist is the main idea. Details answer specific questions. Always find evidence. Keep the writer's facts separate from your own ideas.' T writes the key idea on the board: Read with evidence.

    Students

    Ss copy the key idea into their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Speaking from Notes: Key-word Notes

a) Aims

Ss learn to write key words only and use them to retell the text in three parts: topic, two key details, and an opinion with a reason.

b) Content

Period 1. T models key-word notes on the board, for example: 'Leaf Room / small guest house / 2 beds, round table / lamp on shelf / quiet, no TV'. Ss complete Worksheet 2 with key words from the text. Then they practise retelling the text in three ideas: topic, two important details, one opinion with a reason.

c) Expected outcomes

Ss produce notes such as: Topic: The Leaf Room, guest house. Detail 1: two beds, round table, lamp on shelf. Detail 2: no TV, quiet place, garden view. Opinion + reason: Minh likes it. His sister prefers a desk for drawing. Ss speak: 'The text is about The Leaf Room. It has two beds and a lamp on the shelf. I think it is a good room for reading because it is quiet.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do not copy whole sentences. Write only key words.' T models notes on the board and says: 'Look at my notes. Can you retell the text from these notes?'

    Students

    Ss watch and listen. Expected answer: 'Yes, the text is about a room in a guest house.'

  2. Teacher

    Step 2: Task performance

    T gives Worksheet 2 to each pair and asks them to complete the notes in 4 minutes, then practise retelling in three ideas.

    Students

    Pairs complete the notes and practise. They take turns to speak for about 30 seconds.

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to speak to the class. The rest of the class listen and check if the speaker used key words, gave two details and one opinion with a reason.

    Students

    Ss speak. Listeners answer: 'The speaker gave two details: the beds and the lamp.' 'The reason is that the room is quiet.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises clear key words and corrects structures such as 'There are two beds' and 'A lamp is on the shelf'. T says: 'When you speak about your own room, say In my house… so everyone knows it is your information.'

    Students

    Ss write the three-part structure in their notebooks: topic – details – opinion with reason.

Activity 3.1: Practice · 15 minutes

Comprehension Check: Questions 2 to 7

a) Aims

Ss answer the comprehension questions by choosing the correct option or finding a phrase in the text, and they give evidence for each answer.

b) Content

Period 2. Ss answer questions 2 to 7 from Skills 1: 2. What does the room's door look like? 3. How many beds are there? 4. Where is the round table? 5. Where is the lamp? 6. Why is there no TV? 7. What does Minh's sister want? Ss answer individually, then check with a partner and quote the sentence that gives the evidence.

c) Expected outcomes

Ss produce these answers.
2 – B. A green leaf (Its door looks like a green leaf.)
3 – A. Two (Inside, there are two beds and a round table between them.)
4 – Between the beds (Inside, there are two beds and a round table between them.)
5 – B. On the shelf (There is a lamp on the shelf, so visitors can read at night.)
6 – A. The owner wants a quiet place (There is no television because the owner wants a quiet place.)
7 – A desk for drawing (Minh likes the room, but his sister prefers a room with a desk for drawing.)
Options B and C in question 6 are not in the text.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows questions 2 to 7 on the slide and says: 'Find the answer in the text and quote the sentence. Do not guess.'

    Students

    Ss read the questions silently and find the key words in each question.

  2. Teacher

    Step 2: Task performance

    T gives 4 minutes for individual work, then 3 minutes for pair checking. T monitors and helps weaker Ss by pointing to the paragraph.

    Students

    Ss write answers in their notebooks, then compare with a partner and correct any mistake.

  3. Teacher

    Step 3: Report and discussion

    T calls on three Ss to answer and asks: 'Where is your evidence?' T uses the NeoEdu interactive exercises on the projector to show the answers.

    Students

    Ss answer and read the evidence sentence aloud. Expected answer: 'Question 4 is between the beds because the text says between them.'

  4. Teacher

    Step 4: Conclusion and assessment

    T explains why options B and C in question 6 are wrong because the text does not mention electricity or reading. T reminds Ss: 'If the text does not say it, do not choose it.'

    Students

    Ss write the key rule in their notebooks: Choose the answer with evidence.

Activity 3.2: Practice · 10 minutes

Judging a Useful Idea

a) Aims

Ss give a useful idea from the text with one detail as evidence and explain their reason.

b) Content

Period 2. Question 8: What useful idea can you take from this text? Give one detail as evidence. Ss work in pairs, first think alone for one minute, then share with a partner and agree on one idea.

c) Expected outcomes

Sample answer: Idea: A room should suit the person who uses it. Evidence: Minh likes the room, but his sister prefers a room with a desk for drawing. Reason: the same room can be good for one person but lack something another person needs.
Scoring guide for T: idea that fits the text (1 point); correct detail from the text with a reason (1 point).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads question 8 aloud and asks: 'What is a useful idea? Can you give a reason?' T says a model: 'Idea: a room should suit people who use it.'

    Students

    Ss listen and repeat the model idea.

  2. Teacher

    Step 2: Task performance

    T gives 1 minute for silent thinking and 4 minutes for pair work. T asks pairs to write their idea and evidence on a sticky note.

    Students

    Pairs discuss and write one idea, one detail and one reason. Example: 'Minh and his sister need different things in a room.'

  3. Teacher

    Step 3: Report and discussion

    T asks three pairs to read their sticky notes aloud and checks each one against the scoring guide.

    Students

    Pairs report. Expected answers vary, but the evidence must come from the text, such as: 'The room is quiet, but the sister needs a desk.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms good ideas and says: 'A good idea needs evidence from the text and a reason.' T writes the key idea on the board.

    Students

    Ss copy the key idea into their notebooks.

Activity 4: Application · 15 minutes

Tell a Partner About the Room

a) Aims

Ss retell the text to a partner from notes, then compare one detail with their own life and make clear which information comes from the text and which comes from themselves.

b) Content

Period 2. Question 9: Tell a partner about the text, then compare one detail with your own life. Ss use Worksheet 2 notes. Each S speaks for about one minute. Model: 'In the text, The Leaf Room has two beds. In my house, my bedroom has a desk because I draw every evening.'

c) Expected outcomes

Sample talk: The Leaf Room has two beds with a round table between them. A lamp is on a shelf, and the bathroom is behind a blue door. Minh likes it, but his sister wants a desk for drawing. In my house, my bedroom has a desk because I draw every evening.
Scoring guide: at least two correct details from the text (1 point); comparison with own life clearly marked as personal information (0,5 point); clear and understandable speech (0,5 point). Pronunciation and speech are assessed by T, not automatically.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Use your notes. Say In the text… for information from the reading, and In my house… for your own information.' T models the sample talk.

    Students

    Ss listen to the model and note the two phrases.

  2. Teacher

    Step 2: Task performance

    T asks pairs to take turns speaking for about one minute each. The listener gives one positive comment and checks whether the speaker separated text information from personal information.

    Students

    Ss speak in pairs. Listeners say: 'I like your detail about the desk.' or 'You said In my house, so it is your information.'

  3. Teacher

    Step 3: Report and discussion

    T invites three volunteers to speak to the class and gives feedback on clarity and pronunciation of the eight new words.

    Students

    Volunteers speak. Expected answers vary, such as: 'In my house, the kitchen is next to the living room.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the lesson: 'Read with evidence. Speak from key-word notes. Keep text information and your own information separate.' T announces the homework.

    Students

    Ss write the homework in their notebooks.

Worksheets

Worksheet 1: Read for Gist and Details

Read the text 'The Leaf Room' once and answer the tasks below.

Task A: What is the text about?

  • Write one sentence about the topic.

Task B: Match each question with the sentence that gives evidence.

    1. What does the room's door look like?
    1. Why is there no TV?
    1. Where is the bathroom?
    1. How many beds are there?
      Evidence sentences:
  • a) There is no television because the owner wants a quiet place.
  • b) Its door looks like a green leaf.
  • c) The bathroom is behind a blue door.
  • d) Inside, there are two beds and a round table between them.

Task C: Write A (the text says it) or O (my opinion).

  • 'There is a lamp on the shelf.' ___
  • 'I think a quiet room is the best.' ___
  • 'From the window, guests can see a garden.' ___

Worksheet 2: Key-word Notes

Use only key words. Do not copy whole sentences.

  • Topic: ___________________
  • Detail 1: ___________________
  • Detail 2: ___________________
  • Opinion (Minh or his sister) + reason: ___________________
  • Example of key words: Leaf Room / small guest house / 2 beds, round table / lamp on shelf / quiet, no TV

Now retell the text to your partner in three ideas:

  • The topic
  • Two important details
  • One opinion with a reason

When you talk about your own room, start with: 'In my house…'

Homework

  • Review the eight new words (apartment, living room, kitchen, wardrobe, cupboard, shelf, pillow, hall). Say each word aloud and write one short sentence for each word about your home.
  • Write a short paragraph of six to eight sentences about your own bedroom or favourite room. Use at least three words from the lesson and two prepositions: between, above, on or behind.
  • Reread 'The Leaf Room' and write three key-word notes for the text. Keep the text information separate from your own opinion, and mark it clearly with 'In the text…' or 'In my house…'.

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