Date of teaching: 25/09/2024

Week: 3

Period: 2

UNIT 2: MY HOUSE

Lesson 2: A closer look 1

I. OBJECTIVES:

By the end of this lesson, students will be able to:

1. Knowledge

- Use the lexical items related to the topic My house;

- Use the vocabulary and structures to talk about the names of rooms and furniture in the house;

- Recognise and pronounce correctly the sounds /s/ and /z/.

2. Competence

- Be collaborative and supportive in pair work and teamwork

- Access and consolidate information from a variety of sources

3. Attitude

- Love and proud of all family members

- Be responsible with the housework and take care of all family members

- Develop self-study skills

II. MATERIALS

- Grade 6 textbook, Unit 2, A closer look 1

- Computer connected to the Internet

- Projector / TV

- hoclieu.vn

III. PROCEDURES

Activity 1: Set the scene (5 minutes)

Goal - To activate students’ prior knowledge and vocabulary related to the topic.
Input - Game: Jumbled word and matching (Task 1)
Procedure WARM-UP: Game: Jumbled word and match (Task 1)
- Teacher asks students to work independently to rearrange letters to
find out the correct word, then match the word with the picture.
- Teacher tells students to compare their answers with their partners.
 - Teacher corrects and confirms the answers.
- Students do the tasks independently.
- Compare the answers with their partners.
Outcome Suggested answer:
* Matching
a. hall
b. living room
c. bedroom
d. bathroom
e. kitchen
Activity 2: Teaching vocabulary (10 minutes)

Goal - 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.
Input New words:
1. hall (n)
2. chest of drawers (n)
3. sink (n)
4. dishwasher (n)
5. cupboard (n)
Vocabulary pre-teaching

- Task 2: Name the things in each room in 1. Use the word

list below. (You may use a word more than once.)

- Task 3: Think of a room in your house. In pairs, ask and

answer questions to guess it.

Vocabulary pre-teaching

- Task 2: Name the things in each room in 1. Use the word

list below. (You may use a word more than once.)
Procedure - Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words
+ providing the pictures of the words
- Students guess the meaning of the words through pictures, synonyms or
antonyms.
- Teacher asks students to work in pairs to do this activity.
- Teacher writes the names of the rooms on the board in different places,
then calls on students from different pairs to go to the board and write the
name of the furniture under these rooms.
- Remind students that one piece of furniture can belong to more than one
room.
- Teacher asks other students to comment and asks them if they can add
some more things to each room.
- Students work in pairs to do the task.
- Students come to the board to write the name of furniture.
 - Teacher models this activity with a student.
- Teacher asks students to work in pairs: one student thinks of a room in his /
her house; the other asks questions to guess the room.
- Teacher calls some pairs to practise in front of the class.
- Teacher comments on their performance.
- One student models the activity with the teacher.
- Students work in pairs to do the task and then some pairs practise in front
of the class.
Outcome Answer key:
Bedroom: lamp, chest of drawers, picture
Living room: lamp, picture, sofa
Hall: picture
Kitchen: cupboard, dishwasher, sink, fridge
Bathroom: toilet, shower, sink

Other words: chair, fan, air conditioner, cooker, etc

New words:
1. hall (n): sảnh
2. chest of drawers (n): tủ có ngăn kéo
3. sink (n): bồn rửa bát
4. dishwasher (n): máy rửa bát
5. cupboard (n): tủ đựng bát đĩa/ quần áo

Activity 3: Task 4: Listen and repeat these words. (8 mins)

Goal - 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.
Input - 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.

Procedure - Teacher introduces 2 sounds /s/ and /z/ to students and lets them listen
and repeat the words.
- Teacher has students 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 they know containing these
sounds.
- Students listen to the recording and repeat the words.
- Students listen to the teacher’s explanation about the rules.
- Students give more words containing the sounds /s/ and /z/.
Outcome Suggested answers:
 /s/: cats, lamps, books, months
/z/: beds, dogs, cans, rooms, videos, cookers, bees

Activity 4: Task 5: Listen to the conversation. Underline the final s in the words and put them into
the correct column. (7 minutes)

Goal To help student pronounce the words correctly

Input Listen to the conversation. Underline the final s in the words and put them
into the correct column.

Procedure - Have students quickly read the conversation 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 underlined.
- Tell them to put the words with the final “s” in the correct column.
- 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 conversation. Comment on their
pronunciation of the final “s”.
- Students work individually to underline the final “s” in the words.
- Students put those words in the correct columns.
- Students check their answers in pairs.
- Some pairs read aloud the conversation.
Outcome Answer key:
/s/: chopsticks, lamps
/z/: bowls, things, homes

Wrap-up: (1 minute)

T asks Ss to talk about what they have learnt in the lesson.

- An overview about the topic My House

- Vocabulary to talk about kinds of house.

Homework

- Do exercises in the workbook.

- Find 5 more words with the sound /s/ and 5 more words with the sound /z/. Write them down and
practise pronouncing the words.

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