Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 10: Houses in the future

UNIT 10: HOUSES IN THE FUTURE Lesson 1: Getting started - Our houses in the future I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Get an overview about the topic Our houses in the future - Use lexical items about types of houses 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 10, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. UFO (n) Unknown Flying Object /ˌjuː ef ˈəʊ/, /ˈjuːfəʊ/ vật thể bay không xác định 2. solar energy (n) energy from the sun /ˈsəʊlə(r) ˈenə(r)dʒi/ năng lượng mặt trời 3. smart TV (n) ​a TV that can multitask and connect to the Internet / smɑːt ˌtiː ˈviː / TV thông minh Anticipated difficulties Solutions 1. Students may be lack of knowledge about body parts and structures to talk about types of houses and appliances. Prepare some handouts on vocabularies and structures to talk about types of houses and appliances. 2. Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching Unit 10: Houses in the future Lesson 1: Getting started *Warm-up The Household race: Team A / Team B I. Vocabulary 1. UFO (n) 2. solar energy (n) 3. smart TV (n) II. Practice Task 1: Look at the picture. Answer some questions: - Who are they? - What is Phong doing? - What are they talking about? Task 2: Listen to the conversation and check the prediction (p. 38). Task 3: Listen to the conversations again and work in pairs to do Ex. 2. Task 4: Read and tick T/F à do Ex. 3 Task 5: Rearrange the words à Ex. 4 Usages of the prepositions: in/ on Task 6: Game: 10 questions * Homework: Procedure Stage Stage aim Procedure Interaction Time Warm-up To recall students vocabulary. * Divide the class into 2 teams A and B - Teacher asks students to watch the videos and remember as many types of houses and appliances as possible. - Teacher lets students pass the chalk within the team and write things they can remember in 2 minutes. T-Ss Ss-Ss 5 mins Lead-in To lead in the topic. Task 1: Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture: - Who are they? - What is Phong doing? - What are they talking about? Suggested answers: 1. They are Phong and Nick. 2. He is painting/ drawing 3. They are talking about T-Ss 3 mins Presentation (Vocabulary) To introduce the new words. VOCABULARY Teacher introduces the vocabularies by: - showing the pictures illustrating the words; - providing the definition of the words. 1. UFO (n): [picture] 2. solar energy (n): [picture] 3. Smart TV (n): [picture] T-Ss 5 mins Practice To have students get to know the topic To have students get specific information To check students’ understanding To practice using prepositions in collocations. Task 2: Listen to the conversation and check the prediction. (p. 38) - Teacher play the recording, asks students to underline the words they have learnt in the vocabulary part. - Teacher can play the recording more than once. - Students listen and read. Task 3: Listen to the conversations again and work in pairs to do Ex.2. - Students work in pairs - Teacher asks students to share their answers before discussing as a class. - Teacher asks students to explain where they can find the answer. Answer key: Type of house: UFO Location: in the mountains Appliances in the house: some smart TVs and ten robots Task 4: Read and tick T/F à do Ex. 3 Give time for students to read the conversation independently again and tick ( ) true or false next to the statements. Ask them to share their answers in pairs before discussing in groups. Encourage them to correct the false statements. Select one student to give his or her answers in front of the class. Praise them when they give the correct answers. Answer key: 1. T 2. T 3. T 4. F Task 5: Rearrange the words. Ex. 4 à Usages of the prepositions: in/on. Explain that students have to order the words to make phrases about places. Remind them that each group has one extra word. Get them to look at the example to identify how to do the activity. Have students work individually. Ask them to share their answers in pairs before discussing in groups. Go around and offer help, if necessary. Then call some students to write their answers on the board. Check their answers and give explanation, if necessary. Answer key: 1. in the sea 2. in the city 3. in the town 4. in the mountains 5. in the countryside 6. on the Moon 7. in the sky T-Ss T-Ss S Pair work T-Ss Ss-Ss Ss T-Ss 20 mins Production To strengthen the understanding and using the vocabulary in context. Task 6: Game: 10 questions - Work in groups, think of a kind of house or appliances. - Others ask Y/N questions and the group can only answer Yes or No. - Who can guess the type of house/ household appliances is the winner. Suggested answers: - Is it a type of house? - No, it isn’t. - Does it have a smart remote control? - Yes, it is. - Is it a smart TV? - Yes, it is. Ss-Ss 8 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To prepare vocabulary for the next lesson: A closer look 1. Write some sentences to describe at least 3 classmates. T-Ss 1 min UNIT 10: HOUSES IN THE FUTURE Lesson 2: A closer look 1 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use vocabulary and structures about household appliances - Pronounce the two-syllable words correctly. 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 10, A closer look 1 - Computer connected to the internet - Projector/ TV/ pictures and posters. - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. electric cooker (n) a machine that can heat up the food /ɪˈlektrɪk ˈkʊkə(r)/ bếp điện 2. dish washer (n) a machine that can automatically wash the dishes /dɪʃ ˈwɒʃə(r)/ máy rửa bát 3. washing machine (n) ​a machine that can automatically wash our clothes /ˈwɒʃiŋ məˈʃiːn/ máy giặt 4. wireless (adj) working without any wire /ˈwaɪə(r)ləs/ không dây Anticipated difficulties Solutions 1. Students may be lack of knowledge about household appliances. Prepare some pictures so that students can guess correctly the meaning of the new vocabulary. 2. Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching Unit 10: Houes in the future Lesson 2: A closer look 1 * Warm-up Game: Place it right I. Vocabulary: 1. electric cooker (n) 2. dish washer (n) 3. washing machine (n) 4. wireless (adj) II. Getting started Task 1: Put the words in the right column. (Ex. 1) Task 2: Match and make phrases about what appliances can help us to do. Task 3: Pair work: ask and answer questions about what appliances can help us to do. Task 4: Pronunciation: Stress in two-syllable words (words only). Task 5: Stress in two-syllable words in sentences. Task 6: Game: “Up and down”. * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To review on people’s body parts, recall students vocabulary. * Game: Place it right: Teacher explains the game rules: - Students go to the board and stick the pictures of household appliances in the right posters corresponding to 3 rooms in the house: LIVING ROOM BEDROOM KITCHEN Answer key: T-Ss 7 mins Lead-in To lead in the topic. Task 1: Put the words in the right column. (Ex. 1) - Teacher ask students quickly do Ex. 1 (P. 4) - Students listen to the recording and repeat. T-Ss 5 mins Presentation (Vocab- pre-teach) To introduce the new words. * Vocabulary: Teacher introduces the vocabulary by: - providing the synonym or antonym of the words; - providing the definition of the words. 1. electric cooker (n) 2. dish washer (n) 3. washing machine (n) 4. wireless (adj) - Teacher asks students to repeat and practice pronouncing the words. T-Ss 8 mins Practice To practice the targeted language (adjectives) and the background knowledge. Task 2: Match and make phrases about what appliances can help us to do. (p. 40) - Tell students to look at the two columns and explain what they can see (e.g. They can see words and phrases relating to appliances in the first column, and words and phrases relating to what each of the appliances can help us to do in the second column). - Have students do the task individually, by matching the appliances in A with what they can help us to do in B. - Ask them to share their answers in pairs before checking the answers as a class. Then encourage them to make sentences with matched phrases, e.g. An electric cooker can help us to cook rice. - Call some students to write their sentences on the board. Correct if necessary. Answer key: 1. c 2. d 3. b 4. e 5. a Task 3: Pair work: Ask and answer questions about what appliances can help us to do. - Ask students to read the example first. Ensure that they know what to do. Then let some pairs role-play the exchange in front of the class. Check pronunciation, if necessary. - Have them work in pairs, one points to the appliance in Task 2 and asks the question, and the other gives the answer about the appliance, using the information in Task 2. - Call some pairs to act out in class. Teacher and other students give comments Suggested answer: 1. What can an electric cooker help us to do? - It can help us (to) cook rice and vegetables. Task 4: Pronunciation: Stress in two-syllable words (words only). - Explain that most two-syllable nouns and adjectives have stress on the first syllable (e.g. housework, father, brother, pretty, famous, etc.) - Give students a few minutes to look at the words. Explain that these words are all two-syllable nouns. The first syllable of these words is stressed which means it should be pronounced with a louder voice. Draw their attention to the stress mark on the first syllable. - Play the recording several times, if necessary, for students to listen and repeat the words. To reinforce pronunciation, ask them to clap at the stressed syllable as they say the words. - Have students practise saying the words in pairs or groups. Go around to offer help or correct pronunciation, if necessary. - Call some students to say the words in front of the class. Check their pronunciation if necessary. T-Ss Ss-Ss T-Ss T-Ss Ss-Ss T-Ss T-Ss 15 mins Production To test students' memory of the vocabulary. Task 5: Game: “Up and down” - Teacher explains the rules: ● Round 1: Teacher says 1-10 appliances. Students stand up for the ones in the kitchen, sit down for the ones in the bedroom. ● Round 2: Teacher says 1-10 words. Students stand up for the ones with the first stressed syllable, sit down for the second stressed syllable. Ss-Ss 7 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins Homework To prepare vocabulary for the next lesson: A closer look 2. Write some sentences to describe at least 3 classmates. T-Ss 1 min UNIT 10: HOUSES IN THE FUTURE Lesson 3: A closer look 2 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use future simple and might for future possibility 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 10, A closer look 2 - Computer connected to the Internet - Projector/ TV/ - A photo of a house at present and a photo of a house in the future - sachmem.vn Language analysis Form Example S + will + V-inf She will play basketball in the afternoon. S + won’t + V-inf They won’t come home early. Will + S + V-inf? Will you meet him tomorrow? Wh + will + S + V-inf? How will you get there? Anticipated difficulties Solutions 1. Students may lack knowledge and experiences about the topic. Prepare some hand-outs in which key language of the key language of describing personalities. 2. Some students will excessively talk in the class. - Define expectations in explicit detail. - Have excessive talking students practise. - Continue to define expections in small chunks (before every activity). Board Plan Date of teaching Unit 10: House in the future Lesson 3: A closer look 2 * Warm up Game: Sentence puzzling I. Grammar focus * Future Simple Task 1: Teacher explicates the forms. II. Practice: Task 2: Put the verbs in the brackets in the future simple. Task 3: Work in pairs. Make sentences from the given words and pictures. Task 4: Teacher explicates the forms of “might”. Task 5: Read and tick. III. Production Task 5: Game: Find the differences. * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To activate students’ prior knowledge and vocabulary related to the targeted grammar of future simple and to increase students’ interest. * Game: Sentence puzzling. - Teacher divides the class into 4 groups. - Teacher delivers a set of word cards which is a jumble sentences in the present continuous tense to each group. - Students will have to work in groups to create as many correct sentences from the word cards as possible. - The group with more correct sentences will be the winner. Suggested answers: 1. She will learn English next year. 2. His father will work overnight. 3. Phong and Nick will come. 4. Sam won’t finish his homework T-Ss Group work 5 mins Lead-in To introduce targeted grammar of the future simple tense. Task 1: 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. 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 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 T-Ss 5 mins Presentation To help students get to know the use of the present continuous tense. Task 2: Put the verbs in the brackets in the future simple. - Teacher has students complete Ex. 1 + 2 (p. 41). - Teacher then asks students to exchange their textbooks to check their friends’ answers. Answer key: Ex.1: Students’ own answers. Ex. 2: 1. will (’ll) 2. will 3. will (’ll) 4. won’t 5. will (’ll) T-Ss Ss-Ss 10 mins Practice To give students opportunities to use present continuous correctly in context. Task 3: Work in pairs. Make sentences from the given words and pictures. (p. 40) - Teacher has students work on the exercise in pairs. - Teacher gives feedback as a class discussion. Answer key: 1. A computer will / won’t help me to do my housework. 2. A robot will help me to water the flowers. 3. A smart TV won’t help me to cook meals. 4. A washing machine will / won’t help me to iron the clothes.5. A smart phone won’t help me to take care of the children. Task 4: Teacher explicates the forms of “might”. - 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 (affirmative: I / we / they / you / he / she / it + might + V and negative: I / we / they / he / she/ it + might not + V). - Then let students read the examples in the table. Task 5: Read and tick. - Play the recording and ask students to listen and read the poems, focusing on the rhythm and intonation. - Ask students to read the poems individually and underline all the phrases might + V. - Let students do 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. T- Ss T-Ss T-Ss S Ss-Ss T-Ss 12 mins Production To help students distinguish and use correctly present simple and present continuous. Task 6. Game: Find the differences. - Teacher shows a photo of a house at present and a photo of a house in the future and ask students to work in groups. - Students have to find the differences and make sentences in the forms of the future simple tense. - Teacher goes around and listen, make suggestions and corrections if needed. 10 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins Homework Reactivate the knowledge that students have gained. Teachers asks students to do exercises in their Workbook. T-Ss 1 min UNIT 10: HOUSES IN THE FUTURE Lesson 4: Communication  I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Express surprise using the targeted form - Conduct a survey and report the result in verbal form 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 10, Communication - Computer connected to the internet - Projector/ TV/ - sachmem.vn Language analysis  Form Example Wow! Is that + object? Wow! Is that a houseboat? It looks + adjective! It looks amazing! Anticipated difficulties Solutions 1. Students may lack knowledge of everyday language in English Provide students with information about everyday language in English. 2. Students may have underdeveloped reading, speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. Some students will excessively talk in the class.  - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity)  . Board Plan Date of teaching Unit 10: Houses in the future Lesson 4: Communication * Warm-up: BINGO: Household appliances I. Everyday English: ● How to express surprises ● Task 1: listen and read the conversation. Highlight the expressions. ● Task 2: Pair work: Practice → Contest: The acting queen/ king II. Survey: ● Task 3: Read the survey and tick (Ex. 3 – p. 43) →Pairwork: Ask and answer (take note) ● Task 4: Mini presentation: tell the class about their partners’ future houses, using the notes that have been written. III. Homework: Teachers asks students to do exercises in their Workbook. Procedure Stage Stage aim Procedure Interaction Time Warm-up To introduce the topic. * BINGO - Teacher asks students to make a table onto their notebook and fill out with different household appliances. active clever confident - Teacher reads out loud 9 household appliances. Which students has a line of 3 can shout: BINGO. - Teacher checks the answer. T-Ss Ss-Ss 5 mins Lead-in To lead in the lesson. - Teacher leads students into the lesson by telling about what they are going to learn: “How to express surprises”. T-Ss 1 mins * EVERYDAY ENGLISH Presentation To introduce question to ask about people appearance and personalities. Task 1: Listen and read the conversation. 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 Audio script: David: John! Hello! John: Oh, hi, David. Wow! Is that your computer? It looks great. David: Yes, it’s my new computer. My parents gave it to me for my birthday. Task 2: Pair work: Practice à 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 1. - Then let some students to join the contest THE ACTING QUEEN/ KING. Let the rest of the class comments and rewards. T-Ss Pair work T-Ss 16 mins Practice To practice talking about appearance and personalities.  Task 3: Read the survey and tick (Ex. 3 – p. 43) à 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 do in the future houses. - Let students read the conversation in the example. Draw their attention to the type of house (question 1), its location (question 2 and 3) and how the questions are used. - Ask students to work in pairs and use the information from 3 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 do 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. Suggested answer: - Will your house have a fridge? - Yes, it will. - What will it do for you? - It will cook my meals. E.g. of note taking Type of the house: cottage Location: in the mountains Surroundings: trees, flowers and mountains Appliances: robot (look after the children), fridge (cook meals), computer (send and receive emails), etc.     Ss-Ss T-Ss Pair work T-Ss 12 mins Production To apply the knowledge about asking for people’s appearance and personalities. Task 4: Mini presentation: Tell the class about their partners’ future houses, using the notes that have been written. - Ask students to read the example to understand how to tell the class about the interview in Ex. 4. - 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. Suggested answer: Hello. I’d like to tell you about Nam’s house and appliances that will help him to do 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. T-Ss Pair work T-Ss 8 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins Homework To remember what students have learnt in the passed lessons. Teachers asks students to do exercises in their Workbook. T-Ss 1 min UNIT 10: HOUSES IN THE FUTURE Lesson 5: Skills 1 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Read for specific information about houses and appliances in the future - Talk about different houses in the future 2. Core competence - Develop communication s