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

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : 19 Period : UNIT 7: TELEVISION Lesson 1: GETTING STARTED - What’s on today? I OBJECTIVES: By the end of the lesson, students will be able to: use the lexical items related to the topic television programmes for children; use the vocabulary and structures to talk about famous children’s programmes II LANGUAGE ANALYSIS Knowledge: * Vocabulary: use the words related to the topic “Television” talent (n), programme (n), animated (adj), prefer (v), character (n), educational (adj) * Grammar: Wh-question words to make questions; conjunctions to connect clauses in compound sentences; Competence: Ss listen , read and understand the conversation between Phong and Hung; then answer the questions; talk about someone’s favorite programmes Quality/ behavior: Ss will be more aware of spending time watching TV, and choose the best programme for yourself; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working III TEACHING AIDS: Teacher: - Grade textbook, planning (Unit 7, Getting started) - smart TV and cards, visual aids - sachmem.vn Students: Text books, notebooks, posters, … Method: Ask and answer ; group works; individual …… IV PROCEDURES : (STAGES) * Warm-up (5’) * Aim: - To create a friendly and active atmosphere in th e class before the lesson; To give the teacher and Ss a chance to introduce themselves; -To lead into the new unit * Content: Write words related Television And lead in the new lesson * Products: Students write words corectly on the group board * Organization of implementation: Teacher’s and Ss’activities Content *Warm up: T –Ss (Team work) Warm up: * Spider web completion: - Teacher draws a spider web on the board with the word TELEVISION in the middle - Teacher divides class into teams and asks students to write words they know relating to the topic - Students write down on the groupboard and stick it on the board -The team who has more correct words is the winner - Teacher writes down the answers on the board TV show cartoon news channel * Lead in: Teacher draws students’ attention to the title of the conversation and the picture in the textbook and asks them questions : TELEVISIO Do you like watching TV? Why/Why not? How many hours a day you watch TV? What channel you like best? * Suggested answers: Yes, I I love watching TV because it’s fun I spend about thirty minutes/ one hour a day watching TV I like Cartoon Network/ VTV3/ VTV1 * Presentation (7’) * Aim: To introduce the vocabulary appearing in the text * Content: Learn some vocabularies related to the topic * Products: Students read and understand the meaning of vocab Students know how to to play the game “what and where” * Organization of implementation Teacher’s and Ss’activities Content Pre teach vocabulary - T-Ss - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab - Repeat in chorus and individually * Vocabulary - talent (for) (n) : tài - programme (n) :chương trình - animated (adj) : hoạt hình - prefer (v) : thích - character (n) : nhân vật - educational (adj) : mang tính giáo dục - Copy all the words * Checking vocab: < what and where> * Checking vocab: < what and where> * Practice (25’) Task * Aims: To set the context for the introductory text; To practice the targeted language and the background knowledge of the topic Television * Content: Listen and read the conversation, answer some questions * Products: Students read and understand the meaning of the text Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content * Set the sences: * Answer the questions: T-Ss a) They are Phong and Hung Look at the picture and the dialogue a) Who are they in the dialogue? b) They are talking about TV shows b) What you think they are talking (They are talking about their favourite TV about? programmes ) Task 1: T-Ss - Teacher plays the recording twice Task 1: Listen and read - Students listen and read - Teacher checks students’ prediction - Teacher calls students to read the conversation aloud Task * Aims: To help Ss focus on the topic of the lesson * Content: Read the conversation again and choose the correct answer A, B, or C * Products: Ss choose the answers corectly ( pair work) * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Choose the correct answer A, B, or C - Teacher asks students to read the * Answer key: questions carefully and choose the correct answers Encourage them not to C A look back at the conversation first A - Teacher allows students to share their A answers before discussing as a class - Teacher checks their answers as a class and shows students where to find the answer in the conversation Task * Aims: To help Ss learn the names of some TV programmes * Content: Read the conversation again and match the names with suitable descriptions * Products: Student’s choose the correct answers (work independently) * Organization of implementation: Teacher’s and Ss’activities Task 3: T - Ss - Teacher encourages students to the task without looking back at the conversation If they cannot, let them read the conversation again to find the answers - Students work independently - Teacher allows students to share their answers before discussing as a class Teacher checks the answers as a class and asks if any students have watched these programmes Content Task 3: Read the conversation again and match the names with suitable descriptions * Answer key: c a e b d Task * Aims: To help Ss focus on the use of adjectives to describe TV programmes and characters * Content: write the adjectives in the conversation which describe the programmes and characters * Products: Students write correct the adjectives words on the board * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Find and write the adjectives in the - Teacher guides students to look back at conversation which describe the programmes the conversation and find where the names of the programmes/ characters appear The answers they need are around - Students can work in pairs to complete this task - Teacher calls a student to write the answers on the board - Teacher asks if other students have other answers and checks as a class and characters * Answer key: interesting wonderful clever educational * Production Task 5:(5’) * Aims: To help Ss talk about what TV programme(s) they like * Content: Game – Find someone who…( talk about their favourite programme ) * Products: Students ask and answer in font of the class ( Students present in front of the class ) * Organization of implementation: Teacher’s and Ss’activities Task 5:T-Ss, Ss-Ss - Teacher gives each student a copy of the worksheet (Appendix 1) - Teacher goes through how to construct “Do you like…?” questions and short answers “Yes, I / No, I don’t.” with the class - Students use the prompts on their worksheet to ask questions to their classmates in minutes - When a classmate answers “Yes, I do.”, the student writes their names in the “Name” column next to the item - When a student finishes, ask him/her to say “Bingo” Three fastest students will present their findings and get marks for their presentation - Now present your information about five students to the whole class Content Task 5: Game – Find someone who… * Example: A: Do you like sports programmes on TV? B: Yes, I / No, I don’t “Do you like …?” * Model answer: Ask other students Name(s) …like sports programmes …Hung… on TV Question: Do you like sports programmes on TV? … like music talent shows …Lan… … like animated films …Binh… … like cartoons …Khoi… … like English programmes …Hoa… e.g Hung likes sports programmes on TV Lan likes music talent shows Binh likes animated films and Khoi likes cartoons Hoa likes English programmes Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson * Content: Vocab about the topic Television and Read and understand content of the conversation * Products: Say aloud some words they remember from the lesson * Organization of implementation Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson - Ss work indepently Content - Vocab about television programme - Read and understand content of the conversation Homework (2’) * Aim: To revise the lesson and prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to homework and - Learn all the new words by heart prepare the new lesson - Do exercises in the workbook - Talk about your favourite programme - Prepare lesson ( A closer look 1) *- Evaluation: ……………………………………………………………………………………………… ………………………………………………………………………………… Date of planning : …/… / 2022 Date of teaching : …/ … / 2022 Week : UNIT 7: TELEVISION Period : Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Television; - use the vocabulary and structures to talk about TV programmes; - pronounce and recognize the sounds /θ/ and /ð/ II LANGUAGE ANALYSIS Knowledge: * Vocab: comedy (n), viewer (n), performer (n), popular (adj), live (adj), boring (adj) + Pronounciation: the sounds /θ/ and /ð/ * Grammar: Wh-question words ; conjunctions to connect clauses in compound sentences Competences: Students pronounce correctly the sounds /θ/ and /ð/ in isolation and in context; Students know some words/phrases, adjectives to describe television programmes and characters to describe TV programmes Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working III MATERIALS Teacher: - Grade textbook, Planning ( Unit 7, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn Students: Text books, notebooks, posters, … Method: Ask and answer ; group works; individual …… IV PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic To lead in the lesson about vocabulary and pronunciation * Content: Game : Matching(match the names of TV programmes with suitable pictures) * Products: Ss match words and pictures exactly on the goupboard * Organization of implementation: Teacher’s and Ss’activities Content - Teacher divides students into groups and * Matching delivers a set of pictures about famous TV * SET OF PICTURES: programmes for children Talent shows - Teacher asks students to work in groups and match the names of TV programmes with suitable pictures - The fastest group will say “Bingo” and stick their work on board - Teacher checks the answers and gives a The Voice Kids Animated films small gift to the winning group + Lead in: Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about TV programmes * Presentation (5’) * Aim: To teach students some nouns and adjectives to talk about TV programmes * Content: Vocabulary about TV programmes * Products: Read and pronounce correctly and understand the meaning of words * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary * Vocabulary - Teacher use different techniques to teach - comedy (n): [picture] vocab (pictures, situation, realia) - viewer (n): [picture] - Follow the seven steps of teaching vacab - performer (n): [picture] - popular (adj) [definition] - Repeat in chorus and individually - live (adj) [definition] - Copy all the words - boring (adj) [antonym] interesting * Checking vocab: < Matching> * Checking vocab: < Matching> *Practice (20’) Task * Aims: To teach students some words/phrases related to television * Content: Write the words/phrases in the box next to the definition * Products: Students give their answers exactly * Organization of implementation: Teacher’s and Ss’activities Task 1: T-Ss - Teacher asks students to read the words/phrases in the box first and see if they can remember some of them from the previous lesson - Teacher reminds students of the words/phrases they not remember - Students read the definition and the task - Teacher calls some students to give their answers - Teacher gives feedback and corrections (if necessary) Content Task 1: Write the words/phrases in the box next to the definition * Answer key: character educational programme comedy talent show viewer Task2 * Aims: To give students further practice on how to use some words/phrases in context * Content: Complete the sentences with the words/phrases in the box * Products: Ss say the correct answers ( pair work) * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences with the words/phrases in the box - Teacher asks students to work in pairs * Answer key: and use the words/phrases in the box to channel complete the sentences character - Students work in pairs and the task animated films - Teacher calls some pairs to share their game show answers with the whole class comedies - Teacher gives feedback and corrections viewers (if necessary) Task * Aims: To teach students more adjectives to describe television programmes and characters * Content: Complete the sentences with the adjectives in the box * Products: Student’s say correct answers in front of the class * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences with the adjectives in the box - Teacher asks students to use the given Answer key: adjectives to complete the sentences popular - Students work independently boring - Teacher allows students to share their cute answers before discussing as a class - Teacher asks some students to share the answers and gives corrections (if necessary) live funny educational * PRONUNCIATION (10’) * Aims: To help students have concept and identify the sound /θ/ and /ð/ * Content: Understand and know how to pronounce the sounds /θ/ and /ð/ * Products: Students pronounce words exactly * Organization of implementation: Teacher’s and Ss’activities Content * Presentation * PRONUNCIATION T-Ss - Teacher introduces sounds /θ/ and /ð/ * Suggested answers: to students and lets them watch a video - /θ/: think, thank, throw, theatre, third about how to pronounce these two - /ð/: this, that, these, those, there, father sounds - Teacher asks students to give some words they know containing these sounds Task * Aims: To help students identify and practise the /θ/ and /ð/ sounds * Content: Listen and repeat Underline the words with the sounds /θ/ and /ð/ * Products: Students read the words exactly (work individually) * Organization of implementation: Teacher’s and Ss’activities Task 4:T-Ss, Ss-Ss - Teacher asks students to read the words first as they are familiar with students - Teacher plays the recording and asks students to listen carefully and check if they have pronounced them correctly - Teacher plays the recording again Students listen and repeat - Teacher calls some students to read the words individually Content Task 4: Listen and repeat the words * Audio script: /θ/: theatre, earth, anything, both, through /ð/: there,them, neither,weather,than Task * Aims: To help students pronounce the sounds /θ/ and /ð/ correctly in context * Content: Tongue Twister Take turns to read the sentences quickly and correctly * Products: Students read the words exactly (work individually) * Organization of implementation: 10 Method: Ask and answer ; group works; individual … IV PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic of reading and To lead in the lesson about Skills * Content: Look at the photo, discuss in pairs and answer * Products: Ss give the correct answers * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Warm up: Task 1: Look at the photo, discuss in pairs and T Asks the class to look at the picture answer first Encourage Ss to get the details/ + What type of house you think it is? ideas of the picture( type of house, - It's a villa location, surroundings and appliances) + Where you think the house is? Then, tell Ss to work in pairs, asking and - On the ocean answering the questions provided + What can you see around the house? - Teacher leads students into the new - Trees, a garden, a swimming pool… lesson + What can you see in the house? - robots , a TV, a computer, … * Pre- reading (7’) Presentation vocab * Aim: To provide students with some lexical items before reading the text * Content: Learn some vocab related the topic * Products: Read and understand the meaning of words * Organization of implementation: Teacher’s and Ss’activities Content T –Ss : I/ READING - Pre teach vocabulary * VOCABULARY - Teacher use different techniques to - surround (v): bao quanh teach vocab (pictures, situation, - helicopter (n): trực thăng explaination… ) - feed (v): cho ăn - Repeat in chorus and individually - contact (v): liên lạc - super (adj) : siêu đẳng - Copy all the words * Checking vocab: Checking: Call words in EL *Checking: Call words in EL * While -reading (10’) * Aims: To help Ss read for specific information about the house and its appliances in the future * Content: Read the passage and Match * Products: Ss read their answers and give explanation for their choice 159 * Organization of implementation: Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task 2: Read the passage and match - Set a time limit for students to read the text individually Help them understand the text by* Answer key: giving the meanings of the difficult words a, c, e, g, h - Ask students to match the beginnings in A b, d, f with the endings in B Go around and offer help, if necessary - Ask students to work in pairs to exchange their answers first Then call some students to read their answers and give explanation for their choice Confirm the correct answers as a class Task * Aims: To develop reading skill for general and specific information * Content: Read the text again and circle the options * Products: Ss say aloud the correct answer * Organization of implementation : Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task Read the text again and circle the - Ask Ss to read the incomplete sentences option (A, B or C) to complete the and guess the option (A, B or C) to fill the sentences blanks Explain that this task helps them focus on the Information they are going to * Suggested answers: B find In the text A - Have Ss compare the answers in groups C before discussing them as a class B ( T can have the task by playing game LN) - Confirm the correct answers to the class * Post- reading * Pre-Speaking Task 4: * Aims: To help students form the ideas for their speaking * Content: Work in pairs Ask your partner about his / her future house * Products: Ss ask and about his / her future house in front of the class * Organization of implementation: Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task Work in pairs Ask your partner about his / her future house Use the - Have Ss read the instructions to 160 identify how the task is done - Have Ss read the suggested questions and then think of the answers to these questions Draw their attention to the type of future house (Question 1), its location (Question 2), its appearance (Question 3), etc.Then tell them that they have to imagine their future houses in order to answer the questions - Have them work in pairs, asking and answering questions about their future houses T may ask Ss to refer back to the passage in and the conversation in GETTING STARTED - T goes round and corrects mistakes or gives help when necessary - Call on some pairs to perform the task in front of the class - T and other Ss listen and make comments suggested questions * Suggested answers: A: What type of future house you think it will be? B: It’ll be a villa A: Where will it be? B: It’ll be on the hill A: What will it look like? B: It’ll be very big, modern, beautiful and convenient A: How many rooms will it have? B: It will have ten rooms: four bedrooms, two bathrooms, a kitchen, a dining room, a living room, a study A: What appliances will it have and what will they help you to do? B: It will have smart appliances: a robot, a dishwasher, a washing machine, a fridge, a smart cooker and they will help us to all the housework * Production * Aims: To help Ss talk about different houses in the future * Content: Tell your partners about your future house * Products: Some Ss go to the board and tell the class about different houses in the future * Organization of implementation: Teacher’s and Ss’activities Content - Have Ss read the example to identify Task 5: Work In groups Tell your partners how to the task.Then have them tell about your future house You can use the their partners about their future houses information in using the information they have * Sample speaking : discussed in - Encourage some Ss to speak in front of My future house will be a palace It’ll be on the Moon There’ll be a super smart TV in the the class, the class comments on their house It’ll help me to talk to my friends on classmate's content, pronunciation, fluency, language (grammar, use of other planets words, etc.), body language - T can help the class give feedback * Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson * Content: Ss summarise what they have learnt with the two skills * Products: Students say what they have learnt with the two skills in front of the class * Organization of implementation: 161 Teacher’s and Ss’activities Content - Teacher asks students to talk about what - skills ( talk about their future house) they have learnt in the lesson * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson * Content: Review the lesson and prepare for the next lesson * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new - Do Ex inWB lesson - Prepare: Skills *- Evaluation: ……………………………………………………………………………………………… ………………………………………………………………………………… 162 Date :……… UNIT 10: HOUSES IN THE FUTURE Lesson 6: Skills Week : Period : I OBJECTIVES: - listen for specific information about dream houses; - write a paragraph about a dream house II LANGUAGE ANALYSIS Knowledge: * Vocab: lexical items related to the topic * Grammar: “will” for the future, “might” for future possibility Competences: Ss listen and understand specific information about dream houses; write a paragraph about a dream house III MATERIALS: Teacher: - Grade textbook, Planning (Unit 10- Skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn Students: Text books, notebooks, posters, … Method: Ask and answer ; group works; individual … IV PROCEDURES : (STAGES) *Warm –up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit and lead in the next part of the lesson * Content: Game - Pelmanism * Products: Ss play in groups and choose the the pair of number correctly * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * Warm up : Game - Pelmanism - Teacher divides the class into teams - Villa, stilt house, apartment, in the city, - Teacher put 14 sets of numbers, one includes word and the meaning of words in the country, by the sea, in the mountain, - Members from two teams choose the pair … - Biệt tự, nhà sàn, hộ,…… of number - The group with the most correct word will be the winner  Lead in - Teacher uses the warm –up to lead in the new lesson 163 * Pre-Listening (7’) * Aim: To help Ss have the ideas of what the conversation is about * Content: Listen and Write the names under correct picture * Products: Ss can get some information the content of the conversation.Choose the correct picture * Organization of implementation: Teacher’s and Ss’activities Content - Ask Ss to look at the pictures and elicit Task 1: Listen to Nick and Linda talking about their dream houses Which house from Ss the details (types of house, would each prefer? Write their names surroundings and locations) under the correct pictures - Ask Ss the houses they like and why * Answer key: they like them Linda: Picture c (villa by the sea, with a - Play the recording Ask students to listen swimming pool and a garden) and write the speakers’ names under the Nick: Picture a (flat in the city) correct pictures - Teacher checks their answers - If it’s necessary, play the recording again and pause the recording after each sentence * While -listening ( 10’) Task (5’) * Aims: To help Ss listen for specific information about dream house * Content: Listen conversation and tick the column * Products: Ss give the answers correctly and correct mistakes where necessary * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Listen and check - Ask Ss to read the information in the first column * Key: - Ask them to focus on the information Linda: sea view, swimming pool, garden they need only (what are important to Nick: park view, city view Linda and Nick: park view, city view, etc.) - Play the recording again Ask Ss to listen and tick what are important to Linda and Nick - Call on some Ss to give the answers to the class and correct mistakes where necessary Task (5’) * Aims: To help students develop listening skill for specific information * Content: Listen again and answer the questions abot their drean houses 164 * Products: Ss answer the Qs correctly * Organization of implementation: Teacher’s and Ss’activities - T-Ss, Ss-Ss Content Task 3: Listen again and answer the questions abot their drean houses - Ask Ss to read the questions and * Key: She has a big villa underline the key words - Then have them listen to the recording Her house / It is by the sea There's a swimming pool and a garden again and answer the questions in pairs around her house or groups He has a flat - T can have Ss answer the questions It's in the city by playing game “the big Wheel” It has a super smart TV - Ask a few pairs to role-play in front of * Audio script: the class, one asks the questions and the Nick: Can you tell me about your dream other answers Other pairs and T listen house, Linda? Linda: Well, it's a big villa by the sea It and comment has a view of the sea It has a swimming pool and a garden Nick: My dream house is different Linda: Really? What's it like? Nick: It's a beautiful flat in the city It has a parkview in front and a city view at the back Linda: Oh, sounds great! Nick: It has a super smart TV I can watch films from other planets Linda: That sounds great, too But I think it'll be … * Pre -writing (5’) * Aims: To help Ss brainstorm ideas for a dream house * Content: Discuss your dream house, and fill the table * Products: Ss ask and answer the questions and fill the table exactly * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task Work in pairs Discuss your dream house, and fill the table - Have Ss look at the table Draw their * Example: attention to the four pieces of information - Then have them read the exchange in the example to understand how to the task A: What type of dream house is it? B: It's a palace 165 - Ask Ss to work in pairs to ask and answer the questions and fill the table - Call a student to write the answer on the board Others write it in their notebooks A Where is it? B: It's in the mountains Type of house Location Number of rooms Appliances in the house * While-Writing (5’) * Aims: To teach students how to write about their dream house * Content: Write 50 words about your dream house * Products: Students’ writing on the posters * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Write 50 words about your - Allow students time to write a dream house.(p 45) * Sample paragraph: paragraph (about 50 words) about their My dream house is a big palace It is in the dream houses, using the suggested mountains It is surrounded by lots of trees ideas/information in Task It has seven rooms: three bedrooms, two - When they finish, ask some students to bathrooms, one kitchen and one living talk about their dream houses to the room There is a large swimming pool in class front of it I have some robots in the palace - If time allows, call one student to write They help me to clean the floor, cook his / her answer on the board The class meals, water flowers I am happy to live can give their comments in my palace * Post-Writing (5’) * Aim: To peer check, cross check and final check students’ writing * Content: Students’ writing and cross check * Products: Students’ writing * Organization of implementation: Teacher’s and Ss’activities - T-Ss, Ss-Ss Content Task 5: Students’ writing and cross check * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson * Content: Summarize the content of the lesson * Products: A student says what she/ he has learnt in the lesson 166 * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson Content - Listen a passage about dream house - Write a paragraph of about your dream house * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson * Content: Review the lesson and prepare for the next lesson and exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation - Teacher asks students to rewrite their - Rewrite the writing in the notebook writing in their books - Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson *- Evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… 167 Date :………… Week : UNIT 10: HOUSES IN THE FUTURE Period : Lesson 7: Looking back and project I OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 10; - apply what they have learnt (vocabularies and grammar) into practice through a project II LANGUAGE ANALYSIS Knowledge: * Vocab: - Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; * Grammar: The usage of future simple and might for future possibility; expressing surprise; Competence: Consolidate and apply what they have learnt in the unit Do some practice exercises Present their projects if possible Quality/behavior : The love of their own houses and appliances in the house Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working; sharing III MATERIALS: Teacher: - Grade textbook, Planning (Unit 10 , Looking back and project) - Smart TV/Pictures, sets of word cards - sachmem.vn Students: Text books, notebooks, posters, … Method: Ask and answer ; group works; individual …… IV PROCEDURES : (STAGES) * Check- up (5’) * Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson * Content: * Brainstorming – Write about household appliances * Products: The group having the most suitable answers is the winner * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Warm up: * Brainstorming T –Ss - Teacher divides the board, and divides computer the class into big groups Household - Teacher asks students to brainstorm all appliances household appliances they can think of - The group having the most suitable 168 answers is the winner dishwasher, rice cooker, dryer,smart TV, …… * VOCABULARY * Task (5’) * Aim: To help Ss revise the words relating to appliances in the future * Content: Write the words in the box under the pictures * Products: Some students read the words aloud * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Fill in the blanks and the table - Tell students to read the words in the * Answer key: box first Then ask them to write the a computer words in the box under the pictures b dishwasher - Give them time to write the words c wireless TV under the pictures individually Then d washing machine compare their answers with their e fridge partners f smart clock - Ask some students to read the words aloud Then teacher checks their answers as a class - Have the whole class read the words / phrases correctly Task * Aims: To help students revise future simple in context; review the phrases about what the appliances will in the future * Content: Think about what the appliances will in the future * Products: Complete the sentences correctly * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss – Ss Task 2: Think about what the appliances - Have Ss work in pairs or groups, discu will in the future Fill the table: ssing what each appliance will in the future and fill in the blanks in the table E.g I think robots will look after my - Call on some Ss to tell the class about future house their answers T and other Ss listen and * Suggested answer make comments robots washing machine wireless TV super cars smart clocks dishwashers 169 * GRAMMAR (10’) Task 3,4 * Aims: To help Ss revise the use of the future simple in sentences; revise the use of might for future possibility * Content: Complete the sentences with will , won’t, might, might not * Products: Ss read the complete sentences in front of the class * Organization of implementation: Teacher’s and Ss’activities Content Task Task Complete the sentences with will T- Ss, Ss - Ss (’ll or won’t - Have Ss read the instruction to know what they have to Draw their attention * Key: to some complex sentences with subordinate won’t will will clauses of time(sentences 2,4,5) won’t will won’t - T may explain these sentences if necessary - Ask Ss to complete the sentences with will ('II) or won't individually first - Then, they can check their answers with a partner before discussing them as a class Task Task Complete the sentences with T- Ss, Ss - Ss might or might not - Ss read and complete the sentences individually Go around and offer help if * Key : necessary might might not - Have them swap their answers in pairs or might grou ps before checking as a class Correct might not might, might mistakes if necessary - Call on some Ss to read the complete sentences in fro nt of the class T and other Ss listen and make comments * Production(3’): * Aims: To give Ss further practice about using “will and might” * Content: Complete the sentences with might or will * Products: Ss play in groups and say aloud the correct answers * Organization of implementation: 170 T- Ss, Ss - Ss - T has Ss the task by playing game : Lucky number Class is divided into groups - Teacher prepares numbers which includes questions about their school, and lucky numbers - Each team takes turns and chooses a number and answers the question behind the number If the team answers the question correctly, they will get point If the team chooses the lucky number, they get point without answering the question and may choose another number - The team which has more points will be the winner * Complete the sentences with might or will They ……… live longer in the future? We ……… find aliens on Earth one day, but I’m sure they will not speak our language The weather is not very good It might rain this afternoon I’m very worried about my examination next week - B: Don’t worry You _ pass * Project (5’) * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project * Content: * PROJECT: * My future appliance: * Products: Students’ project on the posters * Organization of implementation: Teacher’s and Ss’activities Content - Have students read the instruction of how * PROJECT: * My future appliance: to the project - + Think about one appliance they want to have in the future + Make a poster about it + Write the details of the appliance in the poster (what they want to have, what it will help them to do) + Share the poster with their class * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson * Content: Summarize the content of the lesson * Products: A student says the lesson’s content aloud * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to talk about what they have learnt in the lesson Content - revise vocabulary and grammar in unit 10 - make Project: “ ” 171 * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 10 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to revise old lesson - Complete the project and to exercise in workbook - Prepare for the next lesson: Unit 11 - Teacher asks students to complete the ( Getting started) project and prepare the new lesson *- Evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… 172 173 ... ……………………………………………………………………………………………… ………………………………………………………………………………… 22 Date of planning : …/… / 20 22 Date of teaching : …/… / 20 22 Week : UNIT 7: TELEVISION Period : Lesson : Skills1 I OBJECTIVES:... of planning : …/… / 20 22 Date of teaching : …/… / 20 22 Week : UNIT 7: TELEVISION Period : Lesson 6: Skills I OBJECTIVES: By the end of the lesson, students will be able to: 27 - listen to get... ………………………………………………………………………………… Date of planning : …/… / 20 22 Date of teaching : …/ … / 20 22 Week : UNIT 7: TELEVISION Period : Lesson 2: A closer look I OBJECTIVES: By the end of the lesson,