Giáo án môn Tiếng Anh 6 - Week 27 - Năm học 2023-2024

WEEK 27 Date of planning: 16/03/ 2024 Date of teaching: ./03/2024 Period 71 UNIT 10 : OUR HOUSES IN THE FUTURE Lesson 1: GETTING STARTED (P.38 – P.39) My future house I. OBJECTIVES: * By the end of this unit, students will be able to: - use the words related to types of houses and appliances in the house; - pronounce the two-syllable words correctly; - use future simple and might for future possibility; expressing surprise; - read for specific information about houses and appliances in the future; - talk about different houses in the future; - listen for specific information about dream houses; - write a paragraph about a dream house. 1. Knowledge: - To introduce topic of the lesson houses and appliances in the house. To teach listening and reading about future house. + Vocabulary: 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; 2. Competence: By the end of the lesson students will be able to pratice reading and listening the conversation between Nick and Phong about Phong’s house in the future. 3. 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. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: I. WARM UP & INTRODUCTION (5’) Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. * Content: Review the previous lesson . Brainstorm the types of houses . * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Brainstorming + T_ Ss - Teacher (T) asks Ss some questions building about the previous lessons, - T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and Types of houses new class - T encourages Ss to brainstorm the types of houses they have known. Elicit from Ss. cottages + Lead to the first unit of the new school year. - Write the title of the unit Houses in the Future on the board. Have Ss say - (Ss) listen and learn how to do it . something about the houses they are living in and the furniture or appliances they - Open their book and write . have got. - Tell them to think about the houses and appliances they want in the future. 2. PRESENTATION (12’) ACTIVITY 1: Aims: - To set the context for the introductory text; - To introduce the topic of the unit. * Content: Listen and read conversation to get used to the vocabulary; new grammar points. * Outcome: Reading practice. Finding out new words; Ss soon become familiar with the new language items. * Organisation : Teacher’s instructions 1. Listen and read. T_ Ss 1. Listen and read. *) Pre- teach vocabulary: * Vocabulary - Teacher uses different techniques to teach - UFO (Unidentified Flying Object) vocabulary (situation, realia, translation .....) - solar energy (n) năng lượng măt trời + Teacher may introduce the vocabulary - appliance (n) thiết bị by: - smart (adj) thông minh - providing explanations of the words; - ocean (n) đại dương - showing picture illustrating the - beach (n) biển word. - sky (n) bầu trời + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary * Have Ss look at the picture. Have them answer some questions, e.g. Who are they? What is Phong doing? What are they talking about? - Focus on some main information about the conversation (They are Phong and Nick. Phong is painting a UFO. They are talking about Phong's house in the future.). * Answer the teacher’s questions. - Play the recording for Ss to listen to the whole conversation once. - Find out the words related to the topic. - Play the recording again, sentence by sentence, for them to listen and repeat. Have them listen and repeat the conversation - Complete the tasks more than once, if necessary, until they feel confident. - Have Ss read the conversation in pairs. - Draw Ss' attention to the uses of will (for future) and might (for future possibility) by underlining the sentences with will and might. - Go around and offer help if necessary. - Get some pairs to read the conversation in front of the class. - Check their pronunciation, if necessary. 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss understand the conversation. * Content: Read again the conversation write down the words or phrases. * Outcome: Ss get more information and undertand more the conversation. * Organisation : Teacher’s instructions 2. Read the conversation again. Find 2. Read the conversation again. Find and and write down the words or phrases write down the words or phrases - Write on the board Type of house, - T_ Ss Location and Appliances in the house. - Follow the teacher’s instructions Explain the meaning of the words: type, - Give the answers and check. location and appliances. Have them listen and repeat the words several times. - Work in groups, have Ss read the conversation again and find the words or phrases to show type of the house, the location of the house and its appliances. Then have some Ss say the words and phrases in front ofthe class. Explain UFO (Unidentified Flying Object) if Ss do not know. If there is enough time, ask one student to go to the board and write the words / phrases. - Check the answers as a class. * Key: - Type of house: UFO - Location: in the mountains - Appliances in the house: some smart TVs and ten robots ACTIVITY 3: Aim: To help Ss read for specific information about the house and appliances in the house. * Content: : Read again the conversation and tick T/ F. * Outcome: Ss get more information and undertand more about the house and appliances. * Organisation : Teacher’s instructions 3. Read the conversation again and tick 3. Read the conversation again and tick ( (✓) T (True) or F (False). ✓) T (True) or F (False). - Give time for Ss to read the conversation - T_ Ss independently again and tick (✓) true or - Learn how to do it false next to the statements. - Share the answers - Ask them to share their answers in pairs - Copy them before discussing in groups. - Encourage them to correct the false statements. Key: - Select one student to give his or her 1. T 2. T 3. T 4. F answers in front of the class. - Praise them when they give the correct answers. - Ss share their answers and discuss. - Check their answers as a class. - Write the correct answers on the board. - T gives correct answer ACTIVITY 4: Aim : To help Ss make phrases about places. * Content: Order the words to make a phrase about a place. * Outcome: Ss cam make sentneces using the given words/ phrases. * Organisation : Teacher’s instructions 4. Order the words to make a phrase 4. Order the words to make a phrase about places. Each group has one extra about places. Each group has one extra word. word. - Explain that Ss have to order the words to - T_ Ss make phrases about places. Remind them - Group works that each group has one extra word. - Ss do themselves. Give the answers - Get them to look at the example to Identify how to do the activity. - Have Ss work Individually. Ask them to Key: share their answers In pairs before 1. in the sea discussing it 2. in the city - In groups. Go around and offer help If 3. in the town necessary. 4. in the mountains - Then call on some Ss to write their 5. in the countryside answers on the board. Check their answers 6. on the Moon and give explanation if necessary. 7. in the sky - Allow them to discuss in pairs or groups. - Check the answers as a class. 4. PRODUCTION/ FURTHER PRACTICE (8’) ACTIVITY 5: Aim : To help Ss listen and guess the location of houses in the future from the description. * Content: To describe to the classmates the future house. Guess where the house is * Outcome: Ss can describe to the classmates the future house. Other students guess the location of houses. * Organisation : Teacher’s instructions 5. In group, describe to your classmates 5. In group, describe to your classmates what you can see outside the window of what you can see outside the window of your future house. your future house. - First, ask Ss to read the example and explain how the task is carried out: Ss work - Work in two teams in groups. One group member describes to his / her group what he / she can see outside - Do the tasks the window of his / her future house. The other group members try to guess where his Eg : / her house is. A. outside my window I can see the beach - Before doing the task, ask one pair of Ss to and the water.Where’s my house? read aloud the exchange in the example as a B. It’s in the sea. model. A. Correct. - Give Ss time to do the task In groups.Then call on some groups to perform the task In front of the class. Ask the class to listen and comment. - This activity can be organized as a competitive game. The class is divided into teams A and B. Team A describes and Team B tries to guess. If the guess is correct, they get one point. Then change roles. The group with the most points is the winner. - Show the winner. 5 . WRAP-UP & HOME WORK (2’) * 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 WORK - Read again the conversation on page 26 - Do more exercises in workbook. - Prepare new lesson for : Unit 10 : A closer look 1 IV.Evaluation Period 72 UNIT 10: OUR HOUSES IN THE FUTURE Lesson 2: A CLOSER LOOK 1 (P.40) I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To introduce topic of the lesson houses and appliances in the house. To teach some new words about rooms and names of appliances in the house. Learning how appliances can help. To learn how to identify the stress two-syllable words. + Vocabulary: 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; 2. Competence: By the end of the lesson students will be able to learn how to use some new words about rooms and names of appliances in the house. Learning how to pronounce two-syllable words which have the first syllable stressed. 3. 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. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’) Aim: Vocabulary - To revise/ teach the names of the rooms in the house. * Content: Review the previous lesson. Guessing game * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Playing game: Guessing game + Playing game : Guessing game Revising phrases relating to localtions of - T_ Ss houses, Eg. In the sea, in the city; in the - Students (Ss) listen and learn how to counryside do. - Teacher (T) asks guides, gives instructions - Eg: I live in a place. It is very noisy. how to play guessing game. there are a lot of cars, buses, bicycles; - T confirms the answer: Yes/ No. The people are busy. But it’s a nice - Ask Ss to open their book and introduce place to live in; Where is my house? what they are going to study . - Open their book and write . 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: - Aim : To help Ss say the words/ phrases correctly and put them in appropriate column. * Content: Teach some new words . Put them in the correct columns. Use more than ONCE * Outcome: Ss know more new words. Learn how to use them . Put them in the columns correctly. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 1. Listen and repeat the words/ phrases 1. Listen and repeat the words/ in the box. Then put them in the phrases in the box. Then put them in appropriate columns. the appropriate columns. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - T_ Ss - showing picture illustrating the + Students (Ss) listen to the word. instructions carefully and learn how to + Follow the steps to teach vocabulary do the tasks. * Vocabulary Key : - dishwasher (n) máy rử chén, bát Suggested answer: - electric(adj) thuộc về điện - cooker (n) bếp living room bedroom kitchen - washing wireless TV wireless electric machine (n) máy giặt - fridge (n) tủ lạnh electric fan smart clock fridge - wireless (adj) không dây. smart clock computer dishwasher - Repeat in chorus and individually computer washing + Check vocabulary + Take note - Have Ss look at the words and phrases in the box. - Check that Ss understand the meanings of all words / phrases. If not, T may show pictures, give definitions or the Vietnamese equivalents. - Play the recording and have Ss listen to the words and phrases. - Play the recording again with pauses for *. Audio script: them to listen and repeat each word or electric cooker dishwasher phrase. washing machine wireless - Then ask some Ss to read the words and TV fridge electric fan phrases in front of the class. Have class computer smart clock listen and give comments. - Have Ss work in pairs to put the words / phrases in the appropriate columns. Explain to Ss that they may use some words more than once. Ask them to share their answers in pairs before discussing them in groups. - If there is enough time, select one student to write his / her answers on the board. - Check the answers as a class. - Give the comments. 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss make phrases about how appliances can help us. * Content: Do the matching. Make phrases about how appliances can help us. * Outcome: Ss can make phrases correctly. Learn how appliances can help us. * Organisation : Teacher’s instructions Teacher’s Student’s activities Content 2. Match the appliances in A with what 2. Match the appliances in A with they can help us to di in B. what they can help us to di in B. - Tell Ss to look at the two columns and - Ss do it explain what they can see (e.g. They can - Listen carefully and learn how to do. see words and phrases relating to appliances in the first column, and words - Ss work independently. and phrases relating to what each of the appliances can help us to do in the second column). - Give the answers - Have Ss 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. * Key: Then encourage them to make sentences 1. c 2. d 3. b 4. e with matched phrases, e.g. An electric 5. a cooker can help us to cook rice. - Call on some Ss to write their sentences on the board. Correct if necessary. ACTIVITY 3: Aim : To help Ss ask and answer questions about how appliances can help us. * Content: Ask and answer about appliances. * Outcome: Ss can answer the questions correctly: What can electic cooker help us to do? It can help us to cook rice * Organisation : Teacher’s instructions 3. work in pairs. Ask and answer 3. work in pairs. Ask and answer questions about appliances, using the questions about appliances, using the information in 2. information in 2. - Ask Ss to read the example first. Ensure that they know what to do. Then have - Ss to work in pairs some pairs role-play the exchange In front ofthe class. - Check pronunclation If necessary. - Ss do themselves. - Have them work in pairs, one points to the appliance in 2 and asks the question, and the other gives the answer about the - Copy them appliance, using the information in 2. - Call on some pairs to role-playthe exchanges In front ofthe class. - T and other Ss give comments. II. PRONUNCIATION: ACTIVITY 4: Stress in two-syllable words Aim : Stress in two-syllable words which have the first syllable stressed * Content: Listen and repeat the word to pay attention to the stress in two-syllable words. * Outcome: Ss can learn that that most two-syllable nouns and adjectives have stress on the first syllable (e.g ‘pretty, ‘famous .) ; The words are all two-syllable nouns.The first syllable of these words is stressed which means it should be pronounced with a louder voice. ‘father, ‘brother, etc.) * Organisation : Teacher’s instructions Teacher’s Student’s activities Content 4. Listen and repeat the words. 4. Listen and repeat the words. - Explain that most two-syllable nouns - T_ Ss and adjectives have stress on the first - Listen carefully syllable (e.g. ‘housework, ‘father, - Check the answers ‘brother, ‘pretty, ‘famous, etc.) - Listen and repeat - Give Ss a few minutes to look at the words. - Explain that these words are all two- Key : syllable nouns.The first syllable of these 'picture 'robot 'bedroom words is stressed which means it should 'kitchen. be pronounced with a louder voice. 'housework 'palace 'village - Draw their attention to the stress mark 'mountains on the first syllable. - Play the recording several times If necessary, for Ss to listen and repeat the words. - To reinforce pronunciation, ask them to clap when they say the stressed syllable * Audio script: in the words. 'picture 'robot 'bedroom - Have Ss practise saying the words in 'kitchen. pairs or groups. Go around to offer help 'housework 'palace 'village or correct pronunciation, if necessary. 'mountains - Call on some Ss to say the words In front ofthe class. - Check their pronunciation If necessary. - Call on some Ss to read the words aloud. 4. FURTHER PRACTICE (8’) ACTIVITY 5: Aim: To help Ss say the sentences with the two-syllable words in which the first one is stressed. * Content: Pratice saying the words pay attention to the stress.Listen and repeat. * Outcome: Ss learn more about the stress in two-syllable words. Make more sentences with two-syllable nouns they know. * Organisation : Teacher’s instructions 5. Listen and repeat the sentences. Pay 5. Listen and repeat the sentences. attention to the stress of the underlined Pay attention to the stress of the words. underlined words. - Give Ss a few minutes to read the - T_ Ss underlined two-syllable words In the - S do it. sentences. - Listen to the instructions carefully then - Encourage some Ss to read aloud the do the tasks. words in front of the class and ask the - Do the tasks others to give comments. * Key : - Play the recording, sentence by sentence, for Ss to listen and repeat. 1. The picture is on the wall of the - Draw their attention to the stress in the bedroom. first syllable of the underlined words. 2. The robot helps me to do the - Have Ss practise saying the sentences in housework. pairs or groups. Go around to offer help 3. There's a very big kitchen in the or correct pronunciation, if necessary. palace. - Call on some Ss to read aloud the 4. Their village is in the mountains. sentences In front ofthe class. Checkthelr pronunciation If necessary. - If there is time, have Ss make more sentences with two-syllable nouns they * Audio script know. Then ask them to say their 1. The picture is on the wall of the sentences in front of the class. bedroom. - Comment on their pronunciation . 2. The robot helps me to do the housework. 3. There's a very big kitchen in the palace. 4. Their village is in the mountains. 5. WRAP-UP & HOME WORK (2’) * Ask Ss to summarise what they have learnt in the lesson. * HOME WORK - Remember some adjectives describing the city. - Do more exercises in workbook. - Prepare new lesson for : Unit 10 : A closer look 2 IV.Evaluation ================================ Period: 73 UNIT 10 : OUR HOUSES IN THE FUTURE Lesson 3: A CLOSER LOOK 2 (P.41 – P.42) I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach future simple to talk about an action that happens in the future. Modal verb Might to talk about actions that are possible in the future. To practice doing exercises using will/ might in contexts. + Vocabulary: - Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; + Grammar: - The use of future simple and might for future possibility; expressing surprise; 2. Competence:Students will be able to learn how to use future simple to talk about an action that happens in the future. Modal verb Might to talk about actions that are possible in the future. 3. 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. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’) Aims: To help Ss revise the use of Possessive adjectives. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Playing game + Playing game - Give Ss a few minutes to play Pass the - T_ Ss secret or Simon says to revise two- - Students (Ss) listen and learn how to syllable words. do. - Have Ss look at the GETTING STARTED of Unit 10 and find the two- - Eg: picture; bedroom; robot; syllable words and say them aloud in housework; mountain. front of the class. - Ask Ss to open their book and introduce what they are going to - Open their book and write . study . 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Aims: To help Ss revise the use of Future simple * Content: Form and use the use of Future simple. * Outcome: Ss can how to form and use the use of Future simple. * Organisation : Teacher’s instructions Grammar: Future simple (+) Positive I / We / You / They / He / She / It + will + V Examples: - My father will travel on 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 Teacher’s & Student’s activities Content 1. Fill in the blanks with will (‘ll) or 1. Fill in the blanks with will (‘ll) or won’t to make the sentences true for won’t to make the sentences true for you. you. Future simple * Remember! We use the future simple to talk about an action that happens in the future. Example: - My faher will travel on the Moon in a super car in the future. - We’ll live in that cottage next year. (‘ll is the short form of will) - T_ Ss - We won’t live in that cottage anytime + Students (Ss) listen to the instructions soon. (won’t is the short form of will carefully and learn how to do the tasks. not). - Answer the teacher’s questions and - Will they live on the Moon? Yes, enquirements. they will/ No, they won’t. - Have Ss read the instructions to understand how to do the activity (fill * Key: the blanks with will ('ll) or won't to - Ss’ own answer make the sentences true for them). - Have Ss read the example as a guide. Then have them read the sentences and fill the blanks to make the complete sentences true for themselves. Go around and offer help, If necessary. - Ask Ss to exchange their answers in pairs or groups. Then call on some Ss to say out their answers in front ofthe class. Checktheir answers. T explains ifnecessary. 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss use will ('ll) or won't to complete the conversation. * Content: Complete the sentences with will ('ll) or won't * Outcome: Ss understand more using simple future. Complete the sentences correctly. * Organisation : Teacher’s instructions Teacher’s Student’s activities Content 2. Complete the conversation with 2. Complete the conversation with will will (‘ll) or won’t . (‘ll) or won’t . - Have Ss read the open conversation - T_ Ss in pairs first. Then ask them to do the - Listen carefully and learn how to do. task individually. Remind them of the use of will ('ll) or won't after he and - Ss work individually we. Go around and offer help, if necessary. - Follow the teacher’s instructions - Ask Ss to exchange their answers in groups. Then call on some Ss to say - Give the answers out their answers in front of the class. * Key: T confirms the correct answers and 1. will (’ll) 2. will 3. will (’ll) gives explanation if necessary. - Have Ss read again the complete 4. won’t 5. will (’ll) conversation in pairs. T observes and corrects Ss’ pronunciation and verb forms, if necessary. - Checks Ss' answers as a class. ACTIVITY 3: Aim: To help Ss write sentences about how appliances will or won't help us in our future houses. * Content: Write sentences, using will or won't and the words given. * Outcome: Ss can make sentences about how appliances will or won't help us in our future houses. * Organisation : Teacher’s instructions 3. Write sentences, using will (‘ll) or 3. Write sentences, using will (‘ll) or won’t and the words given. won’t and the words given. - Have Ss read the instructions of the - Ss to work individually activity to understand what they are - Ss do themselves. - Copy them going to do. Suggested answers: - Ask Ss to write sentences, using will 1. A computer will / won’t help me to do ('ll) or won't and the words provided. my housework. - Give Ss time to do the task 2. A robot will help me to water the Individually. flowers. 3. A smart TV won’t help me to cook meals. - Get them to swap their answers in 4. A washing machine will / won’t help pairs or groups. Go around and offer me to iron the clothes. help, if necessary. 5. A smartphone won’t help me to take - If there is time, have some Ss write care of the children. complete sentences on the board. T and other Ss make comments. - Check the answers as a class. - Comment on their performance. ACTIVITY 4: Might for future possibility. T 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) 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 have Ss read the examples in the table. * Remember: We use might + V to talk about actions that are possible in the future (We are not sure if they will happen or not). Example: - We might live in a UFO // They might not travel in cars * Content: To teach the use of might (Modals). Learn how is it formed.Read and tick T/F. * Outcome: Ss can learn how to form and use “ Might + V ”. Read two poems and tick T/F. * Organisation : Teacher’s instructions Teacher’s Student’s activities Content 4. Read the two poems. Tick (✓) T 4. Read the two poems. Tick (✓) T (True) or F (False). (True) or F (False). - Play the recording and ask Ss to - T_ Ss listen and read the poems, focusing on the rhythm and intonation. - Ask Ss to read the poems individually and underline all the phrases might + V. - Have Ss do the task below and share their answers together. - Invite one or two Ss to say out their answers in front of the class. - Check the answers as a class. - Do the tasks and share the answers. Key: 1. T 2. T 3. F 4. F 5. T 6. F 4. FURTHER PRACTICE ( 8’) ACTIVITY 5: Aim : To help Ss say what they might have or do in their future house * Content: Group work. Think about what Ss might do or have in the future. * Outcome: Further practice using ‘ might ’. What Ss might do or have in the future.Think and share the ideas with classmate. * Organisation : Teacher’s instructions 5. Work in groups. Think about 5. Work in groups. Think about what what you might do or have in the you might do or have in the future. future. Share your ideas with your Share your ideas with your classmate classmate - T_ Ss - Have Ss read the instructions of the - Listen to the instructions carefully then activity to understand what they are do the tasks. going to do. - Do the tasks - Ask Ss to read the example and ensure that they know what to do. Key : Then ask them to work in groups. - I might have a smartphone to surf the Have them discuss what they might internet. or might not have / do in their future - We might live with robots. houses, using the phrases in the previous activities. - Then ask Ss to tell their partners about them. T goes round and corrects mistakes or gives help when necessary. - Call on some Ss to share their ideas in front ofthe class. T and other Ss give comments. 5. WRAP-UP & HOME WORK (2’) * Summarize the main points of the lesson. - Ask Ss to give sentences about themselves, using the future simple. *HOME WORK - Remember the use of possessive adj and possessive pronouns. - Do more exercises in workbook. - Prepare new lesson for : Unit 10 : Communication IV.Evaluation