Giáo án tiếng anh 6 global kì 2 sách mới năm 2022

Planning: 6.1.2021 Teaching : 13.1.2021 PERIOD 55: UNIT TELEVISION LESSON 2: A CLOSER LOOK Subject : English Times : 45 minutes A OBJECTIVES Knowledge: By the end of the lesson ss will be able to have knowleadge about + Vocabulary: TV programmes, people and things + Pronunciation: Sounds: /θ/, /ð/ Competences: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence + Use the lexical items related to “Television” + Talking about their favourite TV programmes + Pronounce /θ/, /ð/ exactly Quality: Students know to choose the TV interesting and useful programmes B TEACHNG AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: A closer look C Procedure Warm up: ( 5’) - Organization (1’) 6A: 6B: 6C: a Goal: Review TV vocabulary and TV programmes b Content : Ss can tell their favourite TV programmes c Expected result: Ss can tell the names of the programmes you like to watch on TV d Performance - T asks Ss to talk about the names of the programmes Ss like to watch on TV - Ss discuss and tell the programmes they like - T gets feedback Presentation : Pre teach Vocabulary (10’) a Goal: Provide Ss necessary vocabulary related to the TV programmes b Content : Remind Ss of the words they learnt in Getting Started and point out the diff erence: the former deals with the names of channels, programmes… while the latter (this part) deals with the jobs of people working in television c Expected result: understand using and meaning of the vocabularies d Performance: Teacher's & Ss' activities Contents - T uses picture and elicits words - weatherman /ˈweð.ə.mæn/: người đọc from Ss DBTT - SS Listen carefully and repeat the - viewer /ˈvjuː.ə r / : người xem - schedule /ˈsked.juːl/ : lịch words - newsreader/ˈnjuːzˌriː.dər /: phát - SS Work in groups of – so that viên Ss can help each other with difficult - remote control /rɪˈməʊt kənˈtrəʊl/ : điều khiển từ xa vocabulary When finish, listen to the recording to check their answers as well as to practise the pronunciation of the new words Practice: (10’) a Goal: Revise the vocabulary learnt in both Getting Started and Activity of A Closer Look b Content : Ss choose a word / phrase from the box for each description below c Expected result: Ss can identify a word from its description d Performance: Teacher's & Ss' activities Contents Ex 2: Ex 2: Choose a word from the box for T asks students to look at the words each description below first and see if they know the words Key: Then, ask them to the matching Weatherman Newsreader SS Work in groups of – so that Remote control Students can help each other with MC some vocabulary Volume button Ss try to identify a word from its TV viewer description Production: (10’) a Goal: Help Ss to memorize the learnt vocabularies b Content : Ss guess what words or phrase is by playing games c Expected result: Ss can memorize the learnt words and the way of using d Performance: Teacher's & Ss' activities Contents Ex 3: Game Ex 3: - T divides the class into – Eg: groups Each group choose words Newsreader: a person who reads news from the list below and work out a Weatherman: a person who gives a weather description for each word forecast - The groups take turns reading the Comedian: a person whose job is to make descriptions aloud people laugh by telling jokes and funny - The other groups try to guess stories what word it is The group with the most correct answers wins Pronunciation: (10’) a Goal: Help Ss to pronounce /θ/, /ð/ exactly b Content : Ss listen, repeat and read the words c Expected result: Ss can pronounce /θ/, /ð/ exactly d Performance: Teacher's & Ss' activities Ex 4, 5: Listen and repeat the words Which words have sound /θ/ or /ð/ Listen again and write them in the appropriate columns -T expresses how to pronounce sound //ð/ and /θ/ - SS Practise the sounds /θ/ and /ð/ together T plays the recording and ask Students to listen and then repeat T plays the recording as many times as necessary SS Write the words in the appropriate boxes Ex 6: Tongue twister T Asks for volunteers to stand up and read the poem aloud May turn this into a competition to see who can read the poem most correctly and most expressively SS Practice reading the tongue twister among groups slowly at first then faster and faster Pay attention to the key words with the sounds *T asks Ss to homework - Learn by heart the new words and structures - Do exerices in workbook - Prepare: Unit 7: A closer look Contents Ex 4, 5: Key: /θ/ Theatre Thanksgiving Earth Anything Both through /ð/ There Them Neither Weatherman Than Feather Ex 6: Take turns reading the sentence quickly and correctly “ The thirty three thieves are thinking of how to get through the security.” Planning: 6.1.2021 Teaching : 13.1.2021 PERIOD 56: UNIT TELEVISION LESSON 3: A CLOSER LOOK Subject : English Times : 45 minutes A OBJECTIVES Knowledge: By the end of the lesson ss will be able to have knowleadge about + Vocabulary: TV programmes, people and things + Grammar: Wh- questions + Conjunctions: and, but, so, because, although Competences: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence + Use the lexical items related to “Television” + Talking about their favourite TV programmes + Use Wh-question words and conjuntions correctly Quality: Students know to choose the TV interesting and useful programmes B TEACHNG AIDS T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: A closer look C Procedure Warm up: ( 5’) - Organization (1’) 6A: 6B: 6C: a Goal: Help Ss to remember Wh question words b Content : Ss go to the board and write Wh question words c Expected result: Ss can write Wh question words d Performance - T asks Ss to go to the board and write Wh question words - Other Ss discuss and remark - T gets feedback and the student who write more words wins this game “Brainstorming” Question words Presentation 1: ( 5’) Wh- questions a Goal: Ss can memorize Wh- questions b Content : Ss read and underline the question words c Expected result: Ss can remember Wh question words d Performance Teacher’s & Students’ activities - T asks Ss some question with Wh questions Contents Wh - questions T What you often in the evening? Wh T asks Ss to underline question words S1: I my homework S2: I watch TV T explains how to use Wh-questions T: How often you watch TV? Wh S2: I watch about an hour a day …… Read the conversation and underline the question words Practice 1: (10’) a Goal: Ss can use Wh- questions b Content : Ss use the question words to complete the sentences c Expected result: Ss can use Wh question words d Performance: Task Answer key ; - Where ; - How long -Ask Ss to read the conversation and - What Question words It is used to ask underline the question words about - T can refer Ss to the answers in When The time order to see the function of each How The manner question word How The number/repution many/often What The thing Where The place Who The person Task why The reason - Let Ss look at the answer in order to choose the correct question word Complete sentences -Play the recording Let Ss look at the Answer key conversations as they listen and check How often; what their answers Who Task : When; Where -Let Ss to to practise the question words in a longer and more complete Complete the conversation conversation Answer key - T should ask Ss to refer to the What What answers in order to find the question How many Why word What time/ When Note: Ss might find it difficult to complete the question: of them are there? Suggest they look at the word ‘series’, which means ‘many’ and the answers ‘there are ten of them already’ Practice 2: ( 15’) Conjunctions a Goal: Ss can memorize conjunctions: and, but, so although, because b Content : Ss use conjunctions to complete the sentences c Expected result: Ss can use conjunctions exactly d Performance Task 1:Explain that Eg1 : She is tall and cute conjunctions are used to Adj + Conj + Adj connect ideas (e.g Ha Noi is Shestayed at home becauseshewas ill small but beautiful) and S +V + conj + S + V clauses (e.g I play sports Main clause subordinated clause because I want to be fi t and *Because she was ill ,she stayed at home active) Subordinated clause , Main clause - Point out that the She was ill , so she stayed at home relationship between the Main clause Subordinated clause ideas and clauses determine what conjunction is to be used -T gives 2-3 more examples to Ex 4: Use but, and, so, because, although show that ‘so’ and ‘because’ to complete sentences (5’) can be interchangeably used Both my sister… I dream of becoming in the same a TV MC sentence with different My sister’s good at School … I am clauses not - Task 2: Students work in pairs to … We tried our best, we didn’t win complete the activity the game If Ss want to find the correct conjunction for each question, they Peter stayed at home… he was ill have to read the questions carefully I am tired, ….I will go to bed early and decide what the relationship Key: And But Although between the ideas is Also discuss Because So punctuation Key: Watching too much TV is not good because it hurts your eyes I will get up early tomorrow, so I can be at the stadium in time Task 3: Ss can work independently or Sometimes we read books and sometimes we play sports in pairs to complete the My little brother can colour a picture activity but he cannot draw Although Ann preferred going out, she stayed at home Production: ( 10’) a Goal: Ss will be able to use question words and conjunctions b Content : Ask and answer about TV imformation c Expected result: Ss can develop their understanding of the TV system in Viet Nam d Performance - Ss have to decide what question How much you know about television word is to be used and how to form in Vietnam? the question Ask the partner questions to find out the - Ask Ss to underline the key following information: information the question is asking for, - The name of the national TV channel e.g.: the name, the programme -> - The time it broadcasts the question word is ‘What’ Ss can - The names of any TV programmes for then make the questions children The favourite TV person - T asks Ss to learn by heart the new words and structures - Do exerices(B page 4-6) in workbook - Prepare: Unit 7: Communication Planning: 6.1.2021 Teaching : 13.1.2021 PERIOD 57: UNIT TELEVISION LESSON 4: COMMUNICATION Subject : English Times : 45 minutes A OBJECTIVES Knowledge: By the end of the lesson ss will be able to have knowledge about exchanging information about TV Provide Ss with some ideas about TV and conjunctions Competences: + Communication, self-learning capability, creative capacity, ability to use of language…… + Use the lexical items related to “Television” + Talking about their favourite TV programmes Quality: know to choose the TV interesting and useful programmes B TEACHNG AIDS T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: Communication C Procedure Warm up: ( 5’) - Organization (1’) 6A: 6B: 6C: a Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson b Content : Talk about favourite programme c Expected result: Ss can express their idea a bout the programme the like d Performance T: hang a picture on the board and asks them what sport is it? - T asks some questions, Ss answer + How often you watch TV ? + Which programmes you watch ? + Do you like football ? + Which programmes you like best ? Presentation 1: ( 15’) a Goal: Provide Ss necessary vocabularies b Content : Ss read and understand the meaning of vocabularies c Expected result: Ss can remember vocabularies and name of some countries d Performance Teacher’s & Ss’ activities - Have Ss look at extra vocabulary - Ss Listen and repeat in chorus - Ss Guess the meaning - Ss Copy in the notebooks Contents Extra vocabulary: - clumsy(a) (synonym) - cute(a) (synonym) - mini series(example) - entertain(v) (situation) -T asksSs to repeat the name of some Ex1 Complete the Facts Japan Viet Nam countries Iceland The USA - Then ask them to look at the Facts Finland Britain and complete the sentences in pairs - Ss work in pairs Practice: ( 10’) a Goal: Help Ss use vocabularies and get more knowledge about TV programmes b Content : Ss agree or disagree with the statements c Expected result: Ss can express their opinions about some situations d Performance -Ask Ss to work in group of four to 2- Do you agree with following statements discuss in order to find how they feel Yes, I do/ No, I don’t and what they think about television - Get feed back – Let them talk freely Production: ( 15’) a Goal: Ss will be able to tell about their favourite programme b Content : Ss read famous programmes and tell what they think about c Expected result: Ss can express their opinions about some programmes d Performance Task 1: -Ask SS to read the reading carefully How much you know? - Let them to use it as a model for a Read about two famous TV programmes their talk about their favorite for children programme later - ask them if they want to change b, Tick the correct programme any of their previous answers in both programmes 2- programme Let’s learn - Asks SS to reads the again then tick 3- programme Hello Fatty the correct programme 4- programme Let’s learn - explains the relationship between 5- programme Hello Fatty education and educational; small 6- programme Let’s learn children and Kids Task 2: -Ask SS to work in group of four They read the two programmes again then tell which one they prefer and why - then ask SS to speak in front of the class - Ss Read about the two programmes again Tell your group which one you prefer and why? - Other Ss listen and give comment - T comments - Ask Ss to write a paragraph to describe a programe you prefer in your notebook at home - Prepare Unit Lesson 5: Skill Planning: 13.1.2021 Teaching : 20.1.2021 PERIOD 58: UNIT TELEVISION LESSON 5: SKILLS Subject : English Time : period A OBJECTIVES 10 ideas? ? Do you have many other ideas? While – Listening (15’) a Goal: Hepl Ss to listen for specific information about different opinions of what robots will be able to in the future b Content: - Listen and identify who are mentioned in the records - Listen and decide the T/F statements c Expected result: Ss listen, understand the main contents of the records and the tasks well d Performance: Teacher's & Ss' activities Contents Find out which person say Find out which person say: Vy Duy Mi Phong Mi - Now listen to the discussion of Phong, Vy, Mi and Duy They are discussing what robots will be able to in the future Listen and find out which person says what True or false? ? Study the statements carefully ? Work in pairs to discuss the answers True or false? from the information they have heard in Key: 1.F 2.T ? Listen and choose the correct 3.T ? share the answers -Play the recording again for Ss to 4.F check the answers T may pause at the sentences that include the information Ss need for their answer Writing (15’) a Goal: Help Ss to write opinions about the role of robots in the future b Content : Write about a paragraph to support the idea that robots will be very useful in the future Use your own ideas and the following as cues c Expected result: Ss write opinions about the role of robots in the future d Performance: 154 Teacher's & Ss' activities Pre- writing - From the listening, we all know that there are different opinions about both the good points and bad points of using robots -Now complete this paragraph to find out the reason why the writer doesn’t agree with the idea that robots will be useful to us - Ask sts to exercise 4: read an argument and match - Ask sts to go to the board and this exercise While- writing - Ask sts to work in groups to exercise - Give each group a big sized piece of paper to write their email - Go around to observe and guide if any group is weak Post- writing - Ask one or two groups to tick their finished argument on the board Other sts and T give comment - T ask sts to correct their mistakes in the argument Contents II Writing Gap fill: 1.b a c d Functions Language - lets the readers I (dis)agree Introduction know the with the idea Topic writer’s point of that sentence view Series of - presents argument argument in a logical way gives examples where possible sums up the Conclusion argument Firstly, Secondly, - Also, Finally, For these reasons, I (do not) think that … *Homework: - Finish your writing in the notebook (if you don’thaveenoughtimeinclass) - Do Exercise E1, (p 46 –Workbook) - Revise the vocabulary to prepare for Looking back - Finish the Project: My future appliance - Prepare: Unit 12: Looking back 155 Week : Period: 100 Planning: /02/2021 Teaching : /02/2021 REVIEW 4: LANGUAGE I OBJECTIVES Knowledge: By the end of the lesson, ss will be able to review the vocabularies and grammar related to the topics that they have learnt among unit 10, 11 and 12 Competences: form ability of creating, solving the problem, studying and controlling themselves, communicating, cooperating, using languages Quality: - Knowing the importance of revision and need to study harder - To teach Ss to revise the language from unit 10 to unit 12 and practice with them - Ss participate actively in the lesson - Ss love the subject and be aware of revision to exercises well B TEACHNG AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare review 4: Language C PROCEDURE Warm up a Goal: Remembering the knowledge learnt in units b Content : Ss can name of conditional type 1, modals verbs c Expected result: Ss can revise the knowledge above d Performance: Teacher's & Ss' activities Contents - T introduces and questions about the knowledge that ss learnt in U10, U11 and U12 - Have ss work in pairs to remember the old knowledge - Call on ss to read out loud the answer - Give feedback and correct Practice 2.1 Pronunciation a Goal: Help Ss to pronounce the sounds correctly b Content: Ss listen, repeat and circle the word with the different underlined sound c Expected result: Ss can pronounce the sounds correctly d Performance: Teacher's & Ss' activities Contents 156 - Ask Ss to this exercise Pronunciation individually and then share their Circle the word with the different answers with a partner before giving underlined sound Listen, check and repeat T the answers Write the correct the words answers on the board A C B A A 2.2 Vocabulary a Goal: Help students review some vocabularies related topic b Content: Ss can pronounce and understand the meaning of vocabularies related topic c Expected result: Ss can understand using and meaning of the words, exercises well Teacher's & Ss' activities Contents - Ask Ss this exercise individually, Vocabulary and then share their answers with a Complete each sentence with a suitable partner T may ask a St to write word from the box his/her answers on the board T may Deforestation check the answers with the whole Air class noise soil - After Ss this exercise individually quickly check Ss’ answers Choose the correct words recognize guards make 2.3 Grammar a Goal: Help ss to memorize some grammar problems b Content: Revision of modals verbs and conditional sentences type c Expected result: Ss can apply to the exercises d Performance: Teacher's & Ss' activities Contents - Elicit the form and use of will for Grammar future prediction T may call a St to Complete the text using the verbs form the exercise on the board while in the box and the correct form of will other Ss also this Check Ss’ Key: will be answers Ask them for explanation if will use necessary won’t be won’t need will bring - Elicit the form and use of Write conditional sentences – type1, conditional sentences- type Ask Ss using the suggested phrases in the box to this exercise individually and If we continue to pollute the air, we then share their answers with a will have breathing problems partner T may ask a St to write If we can prevent deforestation, we his/her answers on the board T may will help animals and the planet check the answers with the whole If we recycle more, we will save a lot 157 class of materials Read e-mails from Nick and Phong Fill each gap with might + the verb in - Elicit the form and use of might brackets or will + the verb in brackets Ask Ss to tell you the differences might meet between the use of will and might T will leave may call a St to the exercise on the will go board while other Ss also this might visit Check Ss’ answers Ask them for might go explanation if necessary 2.4 Everyday English a Goal: Students can apply the knowledge to exercise and improve their skills b Content: Ss match the sentences to the responses c Expected result: Ss can correct and explain their answers d Performance: Teacher’s and Ss’ activities Contents - Ask Ss to this exercise in Match the sentences( 1-3) to the responses (apairs After checking their c) answers 1- a 2- c 3- b - Ask some pairs to act out the short conversations *Homework: - Review for the coming test - Do test yourself 158 Week : Period: 101 Planning: /02/2021 Teaching : /02/2021 REVIEW 4: SKILLS I OBJECTIVES Knowledge: By the end of the lesson, Ss will be able to review reading, speaking, listening and writing skills Prepare for the second term test Competences: form ability of creating, solving the problem, studying and controlling themselves, communicating, cooperating, using languages Quality: - Knowing the importance of revision and need to study harder - Ss participate actively in the lesson - Ss love the subject and be aware of revision to exercises well B TEACHNG AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare review 4: Skills C PROCEDURE Warm up a Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson b Content : Talk about English test c Expected result: Ss can express their idea d Performance: Teacher's & Ss' activities Contents Chatting: We have just reviewed the language , vocabulary…and today we will continue to review the skills To have a good preparation for the coming test Practice 2.1 Reading a Goal: Help Ss both practice reading skills and get the knowledge about robots b Content: Read the passage and answer the questions, or choose the correct answers c Expected result: Ss can know the facts about robots d Performance: 159 Teacher's & Ss' activities Contents - Ask Ss to them individually and I- Reading check their answers with a partner 1,2 Read the advertisement and before giving their answers to T to choose the correct answer A, B or C confirm the correct answers for each of the gaps - Call on some students go to the board 1 A B C D write the answer A B A A - Teacher checks and gives feed back 2.2 Speaking a Goal: Help Ss develop communicative efficiency in persuading others to live in future house b Content: Design future house he/she would like to live, then persuade his/her group to live in it c Expected result: Ss can persuade his/her group to live in future house correctly and fluently d Performance: Teacher's & Ss' activities Contents - Have Ss work in pairs, discussing II- Speaking the questions in T may go around Work in pairs You are going to design helping weaker Ss your future houses Discuss the questions below - Where will your house be located? - Have Ss work in groups, taking - What type of house will it be? turns to describing their future house - How big it will be? and try to persuade their group - What will there be in front and behind members to live in it Then ask each it? group to choose the Ss who has the - What will it have? (Example: helicopter, best future house in the group to talk swimming pool, zoo, gym…) about his/ her future house in front of Work in groups Take turns describing the class Ask some other Ss to give your future house and try to persuade comments and decide which S has the your group members to live in it Who best future house in the class has the best future house in your group? My future house is… 2.3 Listening a Goal: Help Ss can listen and tick the correct answer b Content: Listen and tick the correct answer c Expected result: Ss listen and know to for our environment d Performance: Teacher's & Ss' activities Contents - Play the recording once for Ss to III- Listening listen and choose their answers Play Listen and tick what people from the the recording again to check their Youth Eco- Parliament advise us to for answers then give the correct answers our environment to the Ss Announce the answers to Key:  Ss With a weaker class, T may play the recording as many times as 160 possible until Ss have chosen all their answers    2.4 Writing a Goal: Help Ss can write about what you think we should to improve the environment b Content: Write about what you think we should to improve the environment Use the ideas from or your own ideas c Expected result: Write about what you think we should to improve the environment d Performance: Teacher’s and Ss’ activities Contents - Set up the writing activity T reminds IV- Writing Ss that the first and most important Write about what you think we should thing is always to think about what to improve the environment Use the they are going to write In this case, Ss ideas from or your own ideas may use the ideas given in or their I think we can many things to improve own ideas T may brainstorm with Ss the environment around us Firstly, … for the language necessary for writing and note some useful expressions and language on the board - Ask Ss to write the draft first Then have them write their final version in class or at home If they write in class, they can also it in pairs or groups T may display all some of the leaflets on the wall/ notice board Other Ss and T give comments Ss edit and revise their writing as homework *Homework: - Review for the coming test - Do test yourself - Write the second version about the topic “What you think we should to improve the environment Use the ideas from or your own ideas.” 161 Planning: … 2021 Teaching : ……2021 PERIOD 104: UNIT 12 ROBOTS LESSON 7: LOOKING BACK - PROJECT Subject : English Time : period I OBJECTIVES Knowledge: By the end of the lesson, ss will be able to: + Use the words and phrases for everyday activities in the house + Use ‘could’ for past ability and ‘will be able to’ for future ability + Give presentation about dream robot Competences: + improve self-learning competence, creative, communicative and cooperation competence + Speak about different types of robots and what they will be able to in the future + Read for specific information about types of robots and their abilities or skills Quality: - Work hard, Ss have a serious attitude to the importance of robots in the future II TEACHNG AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 12: Looking back - project III PROCEDURE Warm up: ( 10’) 162 - Organization (1’) 6A: 6B: 6C: a Goal: Ss can remember the vocabularies relate robots b Content : Ask Ss to recall the verbs and phrases about robots’ work c Expected result: Ss write the words and make sentences correctly d Performance: Teacher's & Ss' activities Contents Task 1: Ex 1: Write the correct words to complete the phrases - T asks Ss to the task: cut the grass + Ask Ss to look at the pictures and write lift the weights the words to complete the phrases make tea + Ask Ss to make sentences using the the dishes phrases - Ss the task individually then pair compare - Ss report their result - T asks other students to comment and gives them the result Task 2: - T asks Ss to fill in the gaps with the Ex 2: Fill in the gaps with the verbs from the box verbs from the box - Ss the task individually then pair guard make compare understand recognize - Ss report their result - T asks other students to comment and gives them the result Presentation.(7’) a Goal: Ss remember the form, use of will be able to for future ability and review could for ability in the past b Content: Ask Ss to write the form and make sentences c Expected result: Ss can express ability by using will/ wont be able to, could d Performance: Teacher's & Ss' activities Contents - T asks Ss to the task: Will be able to Form: + Ask Ss to write the form and use of (+) S + will be able to + V will be able to and make sentences + Ask Ss to recall the form and use of (-) S + won’t be able to + V (?) Will + S + be able to + V ? can/ could and make sentences Use: to talk about ability in the future - Ss the task in pairs Eg: She will be able to write a bike next - Ss report their result - T asks other students to comment and year Could: gives them the result Form: (+) S + could + V (-) S = couldn’t + V 163 (?) Could + S + V? Use: to talk about ability in the past Eg: He could swim when he was Practice.(10’) a Goal: Ss use will be able to / could correctly b Content: Ss exercises, ask and answer, make sentences to express ability in the past and in the future c Expected result: Ss express the ability in the past and in the future correctly d Performance: Teacher's & Ss' activities Contents Task 1: Ex Read and complete the interview about home robots with - T asks Ss to read and complete the will be able to or won’t be able to interview about home robots with will *Key: be able to or won’t be able to will be able to - Ss the task individually then pair won’t be able to compare will be able to - Ss report their result will (home robots) be able to - T asks other students to comment and won’t be able to gives them the result Task 2: Ex Make questions with these - T asks Ss to make questions with these words What are the positive and words and answer to these questions negative answers to these questions *Key: Will robots be able to make coffee in the future? – Yes, they will/ No, they won’t Could he ride a bike when he was in Year 6? – Yes, he could/ No, he couldn’t Can you the dishes? – Yes, I can/ No, I can’t - Ss the task in pairs - Ss report their result - T asks other students to comment and gives them the result Task 3: - T asks Ss to the task: + write what you could when you were 10, what you can now, and what you will be able to after you finish Year + ask and answer the questions with your partner - Ss the task + Write what they could and can individually + Ask and answer in pairs - Ss report their result Ex Write what you could when you were 10, what you can now, and what you will be able to after you finish Year Example: A: Could you swim when you were ten? B: Yes, I could 164 - T asks other students to comment and gives them the result Task 4: - T asks Ss to match the questions with the correct answers - Ss the task individually then pair compare - Ss report their result - T asks other students to comment and gives them the result Communication Ex Match the questions with the correct answers 1-c 3- a 2- d 4- b Production (13’) a Goal: Help Ss to present their dream robots b Content: Ss draw a dream robot and write a description of their robots c Expected result: Ss express the result in front of the class d Performance: Teacher's & Ss' activities Contents - T asks Ss to the task: Project + Ask Ss to look at the pictures of robots in - What’s its name? the Student’s Book and point out the skills - What does it look like? and the features of each - What can it for now? + draw a robot of your own - What will robots be able to + Write a description of your robot using cue in the future ? questions - Ss the task + Ss work in groups Studying the questions/ pictures in the Student’s Book and using their imagination, Ss discuss their dream robots + Ss use the ideas from the notes to write a paragraph about their dream robot Ss can complete the project at home - Ss report their result - T and other groups comment and give mark * Homework: T asks Ss to continue completing their project 165 Task 1: - T asks Ss to read and complete the interview about home robots with will be able to or won’t be able to - Ss the task individually then pair compare - Ss report their result - T asks other students to comment and gives them the result Task 2: - T asks Ss to make questions with these words and answer to these questions Ex Read and complete the interview about home robots with will be able to or won’t be able to *Key: will be able to won’t be able to will be able to will (home robots) be able to 10 won’t be able to - Ss the task in pairs - Ss report their result - T asks other students to comment and gives them the result Ex Make questions with these words What are the positive and negative answers to these questions *Key: Will robots be able to make coffee in the future? – Yes, they will/ No, they won’t Could he ride a bike when he was in Year 6? – Yes, he could/ No, he couldn’t Can you the dishes? – Yes, I can/ No, I can’t Task 3: - T asks Ss to the task: Ex Write what you could when 166 + write what you could when you were 10, what you can now, and what you will be able to after you finish Year + ask and answer the questions with your partner - Ss the task + Write what they could and can individually + Ask and answer in pairs - Ss report their result - T asks other students to comment and gives them the result Task 4: - T asks Ss to match the questions with the correct answers - Ss the task individually then pair compare - Ss report their result - T asks other students to comment and gives them the result you were 10, what you can now, and what you will be able to after you finish Year Example: A: Could you swim when you were ten? B: Yes, I could Communication Ex Match the questions with the correct answers 1-c 3- a 2- d 4- b Production (13’) a Goal: Help Ss to present their dream robots b Content: Ss draw a dream robot and write a description of their robots c Expected result: Ss express the result in front of the class d Performance: Teacher's & Ss' activities Contents - T asks Ss to the task: Project + Ask Ss to look at the pictures of robots in - What’s its name? the Student’s Book and point out the skills - What does it look like? and the features of each - What can it for now? + draw a robot of your own - What will robots be able to + Write a description of your robot using cue in the future ? questions - Ss the task + Ss work in groups Studying the questions/ pictures in the Student’s Book and using their imagination, Ss discuss their dream robots + Ss use the ideas from the notes to write a paragraph about their dream robot Ss can complete the project at home - Ss report their result - T and other groups comment and give mark 167 * Homework: T asks Ss to continue completing their project 168 ... structures - Do exercises in workbook - Prepare: Unit 8: A closer look 26 Planning: 22 .1 .20 21 Teaching : 29 .1 .20 21 PERIOD 63 : UNIT 8: SPORTS AND GAMES LESSON 3: A CLOSER LOOK Subject : English... structures - Do exerices again - Prepare: Unit 8: Communication 30 Planning: 22 .1 .20 21 Teaching : 29 .1 .20 21 PERIOD 64 UNIT 8: SPORTS AND GAMES LESSON 4: A COMMUNICATION Subject : English Time... about sporty people? ? Do Ex A,B ( work book) -Prepare: Unit 8: Skills Planning: 22 .1 .20 21 Teaching : 29 .1 .20 21 PERIOD 65 UNIT 8: SPORTS AND GAMES LESSON 5: SKILLS Subject : English Time : period