Tiết thứ 81 UNIT 10 OUR HOUSE IN THE FUTURE Lesson 3 A closer look 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[.]
Tiết thứ 81 UNIT 10: OUR HOUSE IN THE FUTURE Lesson 3: A closer look Class 6A 6B 6C 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: super car, cottage, smartphone, helicopter * Pronunciation: - Pronounce the key words correctly: super car, cottage, smartphone, helicopter * 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: - read for general and specific information about a types of houses - talk about houses and appliances in the 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 Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of future simple and to increase students’ interest Content: - To review/ introduce the use and the form of the grammar points Products: - Interest and concentration of Ss on the class activities - A friendly and relaxed atmostphere to the new lesson - Ss know the use and form of future simple Implementation: - Teacher instructs - Ss as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance Suggested answers: + Greeting She will learn English * Game: Sentence puzzling next year - Teacher divides the class into groups - Teacher delivers a set of word cards which is a His father will jumble sentences in the present continuous tense to work overnight each group Phong and Nick - Students will have to work in groups to create as will come many correct sentences from the word cards as possible Sam won’t finish - The group with more correct sentences will be the his homework winner Step 3: Report and discussion - Ss join in the discussion and as required Step 4: Judgement - T summarizes the discussion and leads to Activity ACTIVITY 2: KNOWLEDGE FORMATION (15') Aim: - To introduce targeted grammar of the future simple tense - To practise targeted grammar of the future simple tense Content: - the use of the future simple tense Products: - Vocabulary about the topic - Practising the correct form of the future simple tense - Practising the correct form of the future simple tense in context Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering - To help Ss learn The Present continuous Tense - T sets the scene/ context for the listening and reading - T ask the whole class to the Tasks in A Closer Look Step 2: Task performance Lead in: Teacher explicates the forms - Teacher explains how the future simple tense is used (We use the future simple tense to talk about an action that happens in the future) and how it is formed (positive, negative, questions and short answers) - Let students read the examples in the yellow box Draw their attention to the short form ‘ll and won‘t CONTENTS Positive I / We / You / They / He / She / It + will + V Examples: - My father will travel to the Moon in a super car in the future - We’ll live in that cottage in the future - ’ll is the short form of will Negative Task 1: Fill the blanks with will 'll) or won't to make the sentences true for you Teacher has students complete Ex 1(p 41) - Teacher then asks students to exchange their textbooks to check their friends’ answers Task 2: Complete the conversation with will ('ll) or won't Teacher has students work on the exercise individually before they compare answers with each other 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 I / We / You / They / He / She / It + will not + V Example: - We won’t live in that cottage in the future - won’t is the short form of will not Questions and short answers - Will + I / we / you / they / he / she / it + V? - Yes, you / we will - No, you / we won’t Example: - Will they live on the Moon? - Yes, they will No, they won’t Task 1: Fill the blanks with will 'll) or won't to make the sentences true for you Suggested answers: I think I will stay at home tonight My friends won't go to the library this afternoon My mum won't make a cake today I will have an English test tomorrow Our family won't move to the new house next week Task 2: Complete the conversation with will ('ll) or won't A: Oh, no The dog ran away again! B: Don't worry - he (1) will come back A: Are you sure he (2) will? B: OK, he might not come back today But I’m sure he (3) will come back tomorrow A: I don't believe you! He (4) won't come back We (5) will never see him again I'm sure B: Oh, look Here he is! ACTIVITY 3: PRACTICE (20') Aim: To give students opportunities to use Simple Future tense correctly in context To help students distinguish and use correctly MIGHT To help students practise using Simple Fiture Tense in real context Content: Exercises of Simple Future tense Practise using MIGHT Further practice on the use of Simple Fiture Tense Products: Use Simple Future tense to the exercises To give students some practice on the use of MIGHT Use Simple Fiture Tense correctly Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and the exercises Step 2: Task performing Task 3: Write sentences, using will ('ll) or won't and the words given Teacher has students work on the exercise individually before they compare answers with each other - Teacher gives feedback as a class discussion CONTENTS Task 3: Write sentences, using will ('ll) or won't and the words given A computer will / won’t help me to my housework A robot will help me to water the flowers A smart TV won’t help me to cook meals A washing machine will / won’t help me to iron the clothes A smart phone won’t help me to take care of the children Task 4: Read the two poems Tick T (True) of F (False) MIGHT: Affirmative: I / we / they / you / he / she / it + might + V and negative: I / we / they / he / she/ it + might not + V Task 4: Read the two poems Tick T (True) of F (False) Teacher explains how might + V is used (We use might + V to talk about actions that are possible in the future - we are not sure if the actions will happen or not) and how it is formed Then let students read the examples in the table - Play the recording and ask students to listen and read the poems, focusing on the rhythm and T T F F T F intonation - Ask students to read the poems individually and underline all the phrases might + V - Let students the task below and share the answers together - Invite one or two students to say out loud their answers in front of the class, then check the answers as a class Task 5: Work in groups Think about what you might or have in the future Share your ideas Task 5: Work in groups Think with your classmates about what you might or have - Teacher lets students work in groups - Teacher gives help if needed - Teacher calls some Ss to read aloud their answer and check with the whole class Step 3: Report and discussion - Ss work independently and in pairs, in groups - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude of Ss in class in the future Share your ideas with your classmates - I might have a smartphone to surf the internet - I might have a helicopter to travel around the world - I might have a robot to help me to homework - I might have a remote control to control all the appliances in my house ACTIVITY 4: APPLICATION (5'-IW) Aim: To help Ss revise all they have learnt To give Home assignments Content: Make sentences using adjectives to to compare people and things in their classroom, using comparative adjectives.; Home assignments Products: Review the old lesson; 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 - T asks some Ss to make sentences using MIGHT - Home assignments Step 2: Task performance - T summarises the main points of the lesson - Guide ss how to exs (Work book) - T assigns the homework - Ss copy their homework; T explains it carefully Step 3: Report and discussion - T asks, Ss answer about positions of things Step 4: Judgement T gives feedback and requires Ss homework CONTENTS * Home assignments: - Do Exercise and Exercise 5, write the answers on the notebooks - Do more exercises in workbook V FEEDBACK: With 6A …………………………………………………………………………… … With 6B ………………………… …………………………………… …………… With 6C ………………………………………………………………….…….…… Tiết thứ 82 UNIT 10: OUR HOUSE IN THE FUTURE Lesson 4: Communication Class 6A 6B 6C 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: surprise, amazing, fantastic, surroundings * Pronunciation: - Pronounce the key words correctly: surprise, amazing, fantastic, surroundings * 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: - read for general and specific information about a types of houses - talk about houses and appliances in the 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) Aim: - To revise the old lesson - To activate students’ prior knowledge and to increase students’ interest Content: - Use everyday expressions to develop the language skills - Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class - lexical items of cities and landmarks Products: - Interest and concentration of Ss on the class activities - A friendly and relaxed atmostphere to the new lesson - Developing the language skills by asking and answering questions Implementation: - Teacher instructs - Ss as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance + Greeting: BINGO - Teacher asks students to make a table onto their notebook and fill out with different household appliances - Teacher reads out loud household appliances Which students has a line of can shout: BINGO - Teacher checks the answer * EVERYDAY ENGLISH * “How to express surprises” Step 3: Report and discussion - Ss join in the discussion and as required Step 4: Judgement - T summarizes the discussion and leads to Activity ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW) Aim: To practice the structure to express surprise Content: To apply the knowledge about the structure to express surprise Products: Vocabulary about the topic How to use the structure to express surprise Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context to reading and listening - T ask the whole class to the Tasks in Communication Step 2: Task performance Task 1: Listen and read the conversation Task 1: Listen and read the conversation Highlight the expressions Highlight the expressions - Play the recording and let students listen and read the conversation at the same time - Then have them read the conversation sentence by sentence Draw their attention to the highlighted sentences - Elicit the structure to express surprise from students * Wow! Is that + object? * It looks + adjective - Ask them to act out the conversation in pairs - Go around and offer help, if necessary Check their pronunciation Task 2: Work in pairs Express your surprise when you see your partner's new watch, TV, mobile phone, etc Contest: The acting queen/king - Let students work in pairs, one expresses his / her surprise when he / she sees the other’s new things (watch, TV, mobile phone, shoes, etc.) Ask students to use the structure to express surprise in Task - Then let some students to join the contest THE ACTING QUEEN/ KING Let the rest of the class comments and rewards Step 3: Report and discussion - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss Task 2: Work in pairs Express your surprise when you see your partner's new watch, TV, mobile phone, etc Wow! Is that your new watch? It’s really beautiful! Look! You have a new TV, don’t you? It’s so amazing! Wow! Look at this mobile phone! It’s fantastic! ACTIVITY 3: PRACTICE (20') Aim: To help students practise new words about houses and what appliances To apply the knowledge To help students ask and answer questions about themselves concerning their future houses and appliances Content: Conversation about houses and what appliances will help us to in the future houses Conversation about future houses and appliances Ability to ask and answer questions about themselves concerning the future houses and appliances Products: More knowledge of the topic 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 Task 3: Read the survey and tick (Ex – p 43) Pairwork: Ask and answer (take note) - Let students read the questions and explain the new words or phrases (e.g hi-tech, in space, look after, etc.) if necessary Then let them answer the questions by ticking ( ) “Yes” or “No” - Ask one or two students to look at the answers and tell about houses and what appliances will help us to in the future houses Task 3: Read the survey and tick (Ex – P43) Suggested answer: - Will your house have a fridge? - Yes, it will - What will it for you? - It will cook my meals E.g of note taking * Type of the house: cottage * Location: in the mountains - Let students read the conversation in the example Draw their attention to the type of house (question 1), its location (question and 3) and how the questions are used - Ask students to work in pairs and use the information from to role-play To make the conversation more variable, students may add the questions about appliances that the house will have and what these appliances will for them - Ask some pairs to role-play in front of the class Teacher and other students give comments - If time allows, have students work in groups, discussing about the main content of the conversations they have just practised Task 4: Work in pairs Use the questions in to interview your partner Teacher lets Ss work in pairs Teacher goes around the class and give instructions if needed Calls some Students to explain their ideas Task 5: Tell the class about your interview Ask students to read the example to understand how to tell the class about the interview in Ex - Ask students to take notes of their partner’s answers - Call some students to tell the class about their partners’ future houses, using the notes they have written Teacher and other students listen and make comments - To make the interview more variable, Teacher may ask students to add some more information Step 3: Report and discussion - Ss work independently and in pairs, in groups *Surroundings: trees, flowers and mountains * Appliances: robot (look after the children), fridge (cook meals), computer (send and receive emails), etc Task 4: Work in pairs Use the questions in to interview your partner A: Hi, Vy Will you live in a hi-tech house? B: Yes, I will A: Will your house be in space? B: No, it won’t It might be in the mountains A: Will you have a lot of trees and flowers around your house? B: Yes, of course A: Will you have a fridge that can cook your meals? B: No, I won’t But I might have a smart cooker to that A: Will you have a robot that can look after your children? B: Yes, I will And it can housework, too A: Will you have a car that can fly? B: Yes, I will Task 5: Tell the class about your interview Hello I’d like to tell you about Nam’s house and appliances that will help him to things in his house… His future house will be a UFO It’ll be… He might have a robot to help him with his home Thank you for listening - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude of Ss in class ACTIVITY 4: APPLICATION (5' ) Aim: To help Ss revise all they have learnt To give Home assignments Content: More questions and answers about the main topic Home assignments Products: Review the old lesson Take note Home assignments Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering (Home assignment) - T summarizes the lesson and let Ss tell what the have learnt - Home assignments Step 2: Task performance - Teacher summarizes the lesson - T has Ss tell what they have learnt (Practice asking about audio guides to places) - Guide ss how to exs (Work book) - T assigns the homework - Ss copy their homework - T explains it carefully Step 3: Report and discussion - T asks, Ss answer about houses Step 4: Judgement T gives feedback and requires Ss homework CONTENTS * Home assignments: - Search some more modern house appliances on the Internet and note their functions on your notebooks - Do more exercises in workbook V FEEDBACK: With 6A ……………………………………………………………………………… … With 6B …………………….……… …………………………………… …………… With 6C …………………….……………………………… …………………….…… KIỂM TRA, ĐÁNH GIÁ CỦA BGH KÍ DUYỆT CỦA TỔ CHUYÊN MÔN Đồng Minh, ngày tháng 03 năm 2022 Đồng Minh, ngày tháng 03 năm 2022 Duyệt chương trình …………………………… … …………………………… … …………………………… … …………………………… … …………………………… … Tổ trưởng: Vũ Thị Thu Lý Tiết thứ 83 UNIT 10: OUR HOUSE IN THE FUTURE Lesson 5: Skills Class 6A 6B 6C 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: surround, helicopter, feed * Pronunciation: - Pronounce the key words correctly: surround, helicopter, feed * 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: - read for general and specific information about a types of houses - talk about houses and appliances in the 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 PRE-READING Aim: - To develop student’s reading skills for specific information (scanning), It also provides input for the speaking skills To provide further practice to support students in their spoken English Content: Revision of the old lesson Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson Have Ss look at picture and answer the questions 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 4 Implementation: - Teacher instructs; Ss as required TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting * Warm up: True or False - Teacher asks students to look at the photo in the book and decide if the statements are true or false: Step 3: Report and discussion - Ss join in the discussion and as required Step 4: Judgement - T summarizes the discussion and leads to Activity CONTENTS * Warm up: True or False + The house will be surrounded by a jungle (F) + Robots will help to the housework (T) + There will be an UFO on the roof (F) + There will be a swimming pool in the house (T) ACTIVITY 2: KNOWLEDGE FORMATION (15') Aim: To activate students’ knowledge of the topic of the reading text To prepare students with vocabulary To practice the targeted language (adjectives) and the background knowledge Content: T elicits Voc by using pictures or real items Read the passage to match Products: - Vocabulary about the topic - Developing reading skills by looking at the pictures and doing the exercises - Understanding more about the context Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for the listening and reading - T ask the whole class to the Tasks in Skills Step 2: Task performance Task 1: Look at the picture and discuss it with a partner Lead in questions: Look at the photo, discuss in pairs and answer - Ask the class to look at the picture first Encourage students to get the details/ ideas of the picture (type of house, location, surroundings and appliances) Task 1: Look at the picture and discuss it with a partner What type of house you think it is? Where you think the house is? A: What type of house you think it is? B: I think it’s a villa A: Where you think the house is? - Tell students to work in pairs, asking and answering the questions provided 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 Pre-Reading Explicit reading skills: Scan and Skim - Teacher explicates the targeted skills - Teacher explains how to scan and skim and ask students to practice with the advertisement Task 2: Read the text and match the beginnings in A with the endings in B Set a time limit for students to read the text individually Help them understand the text by giving the meanings of the difficult words, or explanations, or the Vietnamese equivalents Tell them to pay attention to what the robots and the super smart TV will Teacher may ask them to underline the structures or phrases relating to what the robots will and double-underline the structures or phrases relating to what the super smart TV will Post-Reading * Pre-Speaking - Ask students to match the beginnings in A 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 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 B: I think it’s on an island VOCABULARY surround (v) helicopter (n) feed (v) Explicit reading skills: Scan and Skim Suggested answers: - a, c, d, e, g, h - The house will have robots to cleans the floors, wash clothes, buy food from the supermarket, cook meals, feed the dogs and cats, water the flowers - b, f The house will have a super smart TV to contact my friends, send and receive emails ACTIVITY 3: PRACTICE (20' PW, GW) Aim: -To help Ss develop their reading skill for specific information (scanning) - To help Ss prepare ideas for the next speaking activity - To identify different features of a place - To help students form the ideas for their speaking - To help student use what they have learnt so far to talk about future houses - To check students’ understanding and develop their speaking skill Content: Revise the learnt lexical items to the task Ask and answer the questions with information from the texts Products: How to find different features of a place To practice speaking by asking and discussing Implementation: TEACHER AND STUDENTS' ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and the exercises Step 2: Task performing Task Read the text again and circle the option (A, B, or C) to complete the sentences Teacher asks students to read the text again and the exercise - Teacher sets the time Teacher checks students answers as a class Task 4: Work in pairs Ask your partner about his / her future house Use the suggested questions - Teacher asks students to work in groups and allows each group some time to choose one city they have learnt about in this unit, or the one they all know/like - Teacher asks students to discuss and makes notes of the information they want to share with the class - Teacher asks students to refer to the questions as suggestions for their notes or they can it in their own way - Teacher goes around and offers help if needed CONTENTS Task Read the text again and circle the option (A, B, or C) to complete the sentences B: The house will be on an island A: There'll be a swimming pool in front of the house C: The house will have some robots B: The robot will help me to feed the dogs and cats Task 4: Work in pairs Ask your partner about his / her future house Use the suggested questions 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 household robot, a dishwasher, a washing machine, a fridge, a smart cooker and they will help us to all the housework Task 5: Work In groups Tell your partners about your future house You can use the information in - Teacher invites some students to share their preparation and makes sure they speak in full sentences - Students share their ideas with the whole class Post-Speaking - To help students improve next time - Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation - Teacher gives feedback and comments Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude of Ss in class Task 5: Work In groups Tell your partners about your future house You can use the information in My future house will be a very big and beautiful villa It’ll be on the hill There will be ten rooms with smart appliances in each room They will help us all the housework easily and quickly 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 Step 2: Task performance - Teacher summarizes the lesson * Home assignments: - T lets Ss take note the home assignment - Finish the paragraph and write - Guide ss how to exs (Work book) down - T assigns the homework - Do more exercises in workbook - Ss copy their homework; T explains it carefully Step 3: Report and discussion - T asks, Ss answer about houses Step 4: Judgement: T gives feedback and requires Ss homework