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Tiết thứ 84 UNIT 10 OUR HOUSE IN THE FUTURE Lesson 6 Skills 2 Class Date of teaching Attendence 6A /03/2022 6B /03/2022 6C /03/2022 I OBJECTIVES By the end of the lesson, students are expected to achi[.]

Class 6A 6B 6C Tiết thứ 84 UNIT 10: OUR HOUSE IN THE FUTURE Lesson 6: Skills Date of teaching Attendence /03/2022 /03/2022 /03/2022 I OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: Knowledge: *Vocabulary: - Understand the key words: rainy, crowded, beautiful, interesting, exciting, landmark * Pronunciation: - Pronounce the key words correctly: rainy, crowded, beautiful, interesting, exciting, landmark * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on Competencies: a) General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence b) Specific competencies: - listen for specific information about dream houses; - write a paragraph about a dream house Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses - Students know the importance of houses and appliances in the house in daily life - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working II PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector… Students: Text books, studying equipment’s… III PROCEDURE ACTIVITY 1: WARM-UP (5’ - GW/PW) Aim: - To develop student’s listening skills for specific information It also provides input for the writing skills Content: - Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson Products: - Interest and concentration of Ss on the class activities - A friendly and relaxed atmostphere to the new lesson - A chance to speak English and focus on the topic of the lesson Implementation: - Teacher instructs - Ss as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance + Greeting - Teacher (T) asks Ss some questions about them * Game: Jumbled words and class AGRNDE IYCT MATTS - Ask Ss about the content of the previous lesson IWE VRDescribe the classmate next to them ILVLA LFTA * Game: Jumbled words Teacher sticks some jumble words onto the board CITY VIEW SMART - TV GARDEN FLAT Students raise hands to answer.- T leads in the VILLA lesson Step 3: Report and discussion - Ss join in the discussion and as required Step 4: Judgement - T summarizes the discussion and leads to the lesson ACTIVITY 2: KNOWLEDGE FORMATION (15' - IW, PW) Aim: - To activate students’ knowledge of the topic of the listening text; - To help students develop their skill of listening for general information - To lead in the listening task - To help students develop listening skill for specific information Content: - Get used to listening skill - To help students brainstorm about houses - Listen again to get more information Products: - Vocabulary about the topic - Answers to the questions of Task - Choose the correct answer correctly - The key information in the listening tasks Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading - T ask the whole class to Task in Skills Step 2: Task performance (Pre-listening) Look at the pictures Ask to lead in Check as a class discussion (P45) - Ask students to look at the pictures and elicit from students the details (types of house, surroundings and locations) - Ask students the houses they like and why they CONTENTS like them - Ask students to focus on the task they have to While-Listening Task Listen to Nick and Linda talking about Task Listen to Nick and Linda their dream houses Which house would each talking about their dream houses prefer? Write their names under the correct Which house would each prefer? pictures Write their names under the Play the recording Ask students to listen and correct pictures write the speakers’ names under the correct Suggested answers: pictures - Nick - picture a - Teacher checks their answers - Linda -picture c If it’s necessary, play the recording again and pause the recording after each sentence While-listening Task Listen to the conversation again What Task Listen to the conversation is important to Nick? Tick the columns again What is important to Nick? Ask students to read the information in the first Tick the columns column Ask them to focus on the information they need only (what are important to Linda and Linda: sea view, swimming Nick: park view, city view, etc.) pool, garden - Play the recording again Ask students to listen Nick: park view, city view, and tick what are important to Linda and Nick super smart TV Call some students to give the answers to the class and correct the mistakes where necessary Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20' ) Aim: To help students develop listening skill for specific information (gap-filling) To check students’ understanding of the listening part To develop student’s speaking skill, using the available information and their background To help students talk about a dream house To teach students how to write about their dream house To peer check, cross check and final check students’ writing knowledge Content: Listening for missing words Use the information above to talk about a holiday city Write a paragraph about a holiday city Products: Fill the blanks with words to complete the sentences Ideas for a paragraph a dream house A completed paragraph about a dream house Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering: T has Ss Task 3-4-5 in Skill Step 2: Task performing Task 3: Listen again and answer the questions about their dream houses - Ask students to read the questions and underline the key words Then let them listen to the recording again to answer the questions in pairs or groups - Ask a few pairs to role-play in front of the class, one asks the questions and the other gives the answers Other pairs and teacher listen and give comments Pre-Writing Task 4: Work in pairs Discuss and fill in the table - Let students look at the table Draw their attention to the four pieces of information Then have them read the exchange in the example to understand how to the task - Ask students 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 in their notebooks Teacher goes around and help if needed While-Writing Task 5: Use the information in to write a paragraph of about 50 words about your dream house - Allow students time to write a paragraph (about 50 words) about their dream houses, using the suggested ideas/information in Task - When they finish, ask some students to talk about their dream houses to the class - If time allows, call one student to write his / her answer on the board Post-Writing - Teacher asks students to exchange their textbooks to check their friends’ writing Teacher then gives feedback as a class discussion Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement: T gives feedback on the reaction of Ss CONTENTS Task 3: Listen again and answer the questions about their dream houses Answer key: She has a big villa Her house / It is by the sea There’s a swimming pool and a garden around her house He has a flat It’s in the city It has a super smart TV Task 4: Work in pairs Discuss and fill in the table A: What type of dream house is it? B: It's a palace A Where is it? B: It's in the mountains Task 5: Use the information in to write a paragraph of about 50 words about your dream house My dream house is a big palace It is in the mountains It is surrounded by lots of trees It has seven rooms: three bedrooms, two bathrooms, one kitchen and one living room There is a large swimming pool in front of it I have some robots in the palace They help me to clean the floor, cook meals, water flowers I am happy to live in my palace ACTIVITY 4: APPLICATION (5' - IW) Aim: To help Ss revise all they have learnt To give Home assignments Content: A mind map summarising the main points of the lesson Home assignments Products: Review the old lesson Take note Home assignments Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering (Home assignment) - T has Ss summarise what they have learnt with the two skills - T can instruct them to draw a mind map to summarise the main points of the lesson - Home assignments Step 2: Task performance - Teacher summarizes the lesson - T lets Ss take note the home assignments * Home assignments: - Guide ss how to exs (Work book) - Finish writing the paragraph - T assigns the homework Copy in the note books - Ss copy their homework - Do more exercises in T explains it carefully workbook Step 3: Report and discussion - T asks, Ss answer about their classmates Step 4: Judgement T gives feedback and requires Ss homework V FEEDBACK: With 6A …………………………………………………………………………… … With 6B ………………………… …………………………………… …………… With 6C ………………………………………………………………………….…… KIỂM TRA, ĐÁNH GIÁ CỦA BGH Đồng Minh, ngày tháng 03 năm 2022 …………………………… … …………………………… … …………………………… … KÍ DUYỆT CỦA TỔ CHUN MƠN Đồng Minh, ngày tháng 03 năm 2022 Duyệt chương trình .…………………………… … …………………………… … Tổ trưởng: Vũ Thị Thu Lý Class 6A 6B 6C Tiết thứ 85 UNIT 10: OUR HOUSE IN THE FUTURE Lesson 7: Looking back - Project Date of teaching Attendence /03/2022 /03/2022 /03/2022 I OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: Knowledge: *Vocabulary: - Understand the key words: wireless, access, smart * Pronunciation: - Pronounce the key words correctly: wireless, access, smart * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on Competencies: a) General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence b) Specific competencies: - Review the skills Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses - Students know the importance of houses and appliances in the house in daily life - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working II PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector… Students: Text books, studying equipment’s… III PROCEDURE ACTIVITY 1: WARM-UP Aim: - To review and drill section of the unit - To encourage Ss not to refer back to the unit pages but to use what they have learnt during the unit to help them answer the questions - To see how far Ss have progressed, and which areas need further practice Content: - Revision : Describe a famous city - Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson Products: - Interest and concentration of Ss on the class activities - A friendly and relaxed atmostphere to the new lesson - A chance to speak English and focus on the topic of the lesson Implementation: - Teacher instructs; Ss as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) asks Ss some questions about them and class Greeting + Chatting * Brainstorming - Teacher divides the board, and divides the class into big groups - Teacher asks students to brainstorm all household appliances they can think of The group having the most suitable answers is the winner Step 3: Report and discussion - Ss join in the discussion and as required Step 4: Judgement - T summarizes the discussion and leads to the lesson ACTIVITY 2: KNOWLEDGE FORMATION (15') Aim: To help students revise the adjectives describing houses in the future To help students revise the nouns showing houses Content: Revise the vocabulary about houses and appliances Revise the vocabulary items they have learnt to the exescise Products: Remember the adjectives describing houses and appliances Vocabulary about nouns showing houses and house appliances Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering - T sets the scene/ context for doing exercises Step 2: Task performance Task 1: Write the words/phrases under the correct pictures - Tell students to read the words in the box first Then ask them to write the words in the box under the pictures - Give them time to write the words under the pictures individually Then compare their answers with their partners - Ask some students to read the words aloud Then teacher checks their answers as a class - Have students work in pairs or groups, discussing what each of the appliances will in the future and filling the blanks in the table CONTENTS Task 1: Write the words/phrases under the correct pictures a computer b dishwasher c wireless TV d washing machine e fridge f smart clock - Call some students to tell the class about their answers E.g I think robots will look after my future house Teacher and other students listen and make comments Task 2: Think about what the appliances will in the future Fill the table: Teacher encourages students to complete the task individually - Student exchange their textbook to discuss the reasons about their choices - Teacher gives feedback as a class discussion Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss Task 2: Think about what the appliances will in the future Fill the table: Robots : look after the house washing machine: wash clothes wireless TV : access to internet super cars : can fly smart clocks : can play online music dishwashers : wash dishes ACTIVITY 3: PRACTICE (20') Aim: - To help students revise future simple in context - To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project Content: - Review grammar point: future simple - practise speaking in asking for information in the class - To help students practise writing about house in the future and appliances in that house Products: Remember more the use and form of the grammar points Extra vocabulary Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Ss study the examples, consume the rules and the exercises Step 2: Task performing GRAMMAR Task 3: Complete the sentences with will or won't Teacher lets SS the exercise individually Teacher calls some Students to read the whole sentences, including answers, then call some others to give evaluation Teacher comfirms the correct answers, gives some corrections and explanation if needed Task 3: Complete the sentences with will or won't Tomorrow is Sunday, so I won’t have to get up early When I see Tom tomorrow, I will invite him to our party You must meet Anna I am sure you will like her We won’t start our dinner until Jack arrives I will phone you when I get home from school Tony won’t pass his examination He hasn't studied yet Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss Task Complete the sentences with might or Task 4.Complete the sentences might not with might or might not - Teacher has students work on the exercise in Suggested answers: pairs I am still not sure where to go - Teacher gives feedback as a class discussion for my holiday I might go to Da Lat The weather is not very good It might rain this afternoon There might not be a meeting on Friday because the teacher is ill Ann might not come to the party tonight because she is busy Phong is thinking about what he Project: will on Sunday He might go to a * My future appliance: judo club or he might stay at home to - Have students read the instruction of how to study English the project Draw their attention to the following * My future appliance: steps: + 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 - Let them think about an appliance in their future house first - Give them time to make their own posters by drawing their own appliances - Ask them to look at the details in the bubble as an example Then let them write what they will help them to things in their future houses This is the appliance I would like to - Get them to share their posters in pairs or have in the future It’s a friendly robot groups It can talk and understand what I say - Select some students to show their posters in It will help me study and practice front of the class and tell what the appliances English It can also listen to my stories will in their future houses The class gives It will be my best friend in the future comments - If there is not enough time, teacher may ask students to the project as homework and check it in the following period ACTIVITY 4: APPLICATION (5') Aim: To help Ss revise all they have learnt To give Home assignments Content: A mind map summarising the main points of the lesson Home assignments Products: Review the old lesson Take note Home assignments Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering (Home assignment) - T has Ss summarise what they have learnt with the two skills - T can instruct them to draw a mind map to summarise the main points of the lesson - Home assignments Step 2: Task performance - T summarises the main points - T asks Ss what they have learnt so far Have them recall the important elements - T lets Ss take note the home assignments Step 3: Report and discussion - T asks, Ss answer Step 4: Judgement T gives feedback and requires Ss homework KIỂM TRA, ĐÁNH GIÁ CỦA BGH Đồng Minh, ngày tháng 03 năm 2022 …………………………… … …………………………… … …………………………… … CONTENTS * Home assignments: - Do more exercises in workbook - Complete the paragraph in Project and write down on notebook KÍ DUYỆT CỦA TỔ CHUN MƠN Đồng Minh, ngày tháng 03 năm 2022 Duyệt chương trình …………………………… … …………………………… … Tổ trưởng: Vũ Thị Thu Lý Class 6A 6B 6C Tiết thứ 86 UNIT 11: OUR GREENER WORLD Lesson 1: Getting started Date of teaching /03/2022 /03/2022 /03/2022 Attendence I OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: Knowledge: *Vocabulary: - Understand the key words: reusable, plastic bag, reuse, recycle, renew * Pronunciation: - Pronounce the key words correctly: reusable, plastic bag, reuse, recycle, renew * Grammar: - Use the articles correctly; - Use the first conditional to talk about possibilities Competencies: a) General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence b) Specific competencies: - Read for general and specific information about ways to go green at school; - Talk about tips for going green; Qualities: - To teach Ss positive attitude about ways to go green - Students know the importance of protecting living environment - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working II PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector… Students: Text books, studying equipment’s… III PROCEDURE ACTIVITY 1: WARM-UP Aim: - To create a friendly and atmosphere in the class before the lesson; - To introduce the topic - To lead in the topic of ways to go green Content: - To have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new lesson Products: - Interest and concentration of Ss on the class activities - Having a chance to speak English and focus on the topic of the lesson - Leading in the lesson about vocabulary and pronunciation Implementation: - Teacher instructs; Ss as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Chatting: Review the previous unit before Ss open their books Write "Our greener world" on the board Ask students what 'green' means to them Write their answers on the board Explain that "green” has a lot of meanings In this unit it means relating to the protection of the environment Write "Let's go green!" on the board and elicit the meaning of 'go green' from students Tell students that 'go green' means: to more to protect nature and the environment Let students open their books and start the lesson Step 3: Report and discussion - Ss work in group to talk about their neighbourhood - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW) Aim: - To introduce the vocabulary apprearing in the next - To practice the targeted language and the background knowledge - To practice the targeted language and the background knowledge of going green - To draw students’ attention to the first conditional Content: - Learn some new words Read the conversation and find out new words - Know more new words - filling in the gaps - How to make suggestions Products: - Know more new words Understanding the conversation; topic of the lesson, grammar points… - Know more new words Understand the conversation; topic of the lesson, Vocab, grammar points… Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading Step 2: Task performance CONTENTS VOCABULARY VOCABULARY - Teacher introduces the vocabulary by: + showing the pictures illustrating the words + providing the synonym or antonym of the words + providing the definition of the words Task 1: Listen and read Ask students to look at the picture on Page 48 and answer the questions below: - Quickly write students’ answers to Question on the board Play the recording Students listen and read Ask students if their guesses on the board are correct - Play the recording twice for students to listen and read along Have students underline the words that are related to the topic of the unit while they are listening and reading - Invite some pairs of students to read the conversation aloud - Ask students what exactly Mi and Nick talked about Now confirm the correct answer (They talked about ways to go green.) - Have students say the words in the text that they think are related to the topic Our greener world Quickly write the words on one part of the board Comment on students’ answers Task 2: Read the conversation again Complete the following sentences Use no more than three words In each blank - Ask students to work independently to fill each blank with the word(s) from the conversation Ask them how to this exercise Teacher may once again instruct them how to the exercise: (1) read the sentence and identify the kind of information to fill the blank; (2) read the conversation and locate the place to find the word(s) to fill the blank Model with the first sentence - Allow students to share answers before discussing as a class Write the correct answers on the board Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the conversation Step 4: Judgement - T gives feedback on the reaction of Ss reusable (a): tái sử dụng plastic (n): (chất liệu) nhựa *plastic bag: túi ni lông ACTIVITY 3: PRACTICE (20’-PW, GW) Task 1: Listen and read Who are they? Where are they? What might they be talking about? Answer key: on a picnic reusable; natural the check-out a reusable cycling Task 2: Read the conversation again Complete the following sentences Use no more than three words In each blank Nick is going on a picnic tomorrow The green shopping bag is better than the plastic one People can buy green bags at the check-out Mi wants to buy reusable bag for her mum Nick thinks that Mi is green because she is cycling 1 Aim: To develop students’ knowledge of the vocabulary about ways to help the environment To provide students with an opportunity to communicate with each other, using the vocabulary they have learnt Content: Understand the conversation; grammar points; Some related Vocabulary Products: To know about the topic of the lesson, Vocab, grammar points Know more about environmen and environment problems Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering - T let Ss learn Task 3-4-5: Getting Started Unit 11 Step 2: Task performing Task 3: Based on the ideas in the conversation, match the first half of the sentence in column A with its second half in column B How to make suggestions - Ask students to read column A and B to make sure they understand Ask students to give their answers without reading the conversation again Then ask them to read the conversation and check their answers Confirm the correct answers Model: Conditional sentence (Type 1) Tell students that sentences and are the first conditional sentences but they will learn about this grammar point in A closer look Task 4: Match the pictures with the ways to help the environment Have students look at the pictures and discuss what they can see in each picture in pairs Invite some pairs to share their answers with the whole class - Ask students to match the pictures with ways to help the environment Have some students share their answers - Confirm the correct answers - Ask students to add any other ways to save the environment they know Task 5: Find someone who work in CONTENTS Task 3: Based on the ideas in the conversation, match the first half of the sentence in column A with its second half in column B b c a Task 4: Match the pictures with the ways to help the environment c a b e d groups Ask and answer to find someone who does the things in Game: Find someone who… - Ask students to work in groups Give each group a handout with the following table: - Model the way to ask questions and answers with a student (e.g Nam, you use reusable bags?, etc.) - Ask each group to choose one student to ask the questions and another student to record the answers and report the results Give students minutes to ask and answer in groups Move around to observe and offer help - Ask students to get more info buy adding more simple questions (When you often use them? How you find them effective? …) Invite students to share their findings to the class Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers Task 5: Find someone who work in groups Ask and answer to find someone who does the things in Find someone who uses reusable bags cycles walks to school picks up rubbish plants trees Names ACTIVITY 4: APPLICATION (5'-IW) Aim: To help Ss revise some words and learn some more words to describe their neighbourhood To give Home assignments Content: To learn some more words abour asking and giving directions Home assignments Products: Know more words about giving directions Take note Home assignments Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt - Ask Ss to say aloud some words they remember from the lesson - Home assignments Step 2: Task performance - Teacher summarizes all opinions - T let Ss take note the hokme assignments - Guide ss how to exs (Work book) - T assigns the homework CONTENTS * Home assignments: - Read again the conversation - Surf the Internet and search for 3Rs Go green to understand more about the topic - Ss copy their homework - T explains it carefully Step 3: Report and discussion - T says something about the class time Step 4: Judgement T gives feedback and requires Ss homework V FEEDBACK: With 6A …………………………………………………………………………… … With 6B ………………………… …………………………………… …………… With 6C ………………………………………………………………………….……