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

WEEK: 27 Peroid 71: UNIT 10: OUR HOUSES IN THE FUTURE Date of planning: 11/03/2024 Lesson 1: GETTING STARTED Date of teaching: ..../03/2024 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 about the building previous lessons, Types of houses - T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class - T encourages Ss to brainstorm the types of houses they have known. Elicit from Ss. + 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 something about the houses they are living in and the furniture or appliances they have got. - (Ss) listen and learn how to do it . - Tell them to think about the houses and appliances they want in the future. - Open their book and write . 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 by: - appliance (n) thiết bị - providing explanations of the words; - smart (adj) thông minh - showing picture illustrating the word. - ocean (n) + Follow the steps to teach vocabulary đại dương - Repeat in chorus and individually - beach (n) biển + Check vocabulary - sky (n) bầu trời * 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.). - Play the recording for Ss to listen to the whole conversation once. - Play the recording again, sentence by sentence, * for them to listen and repeat. Have them listen and Answer the teacher’s questions. repeat the conversation more than once, if - Find out the words related to the topic. 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 - Complete the tasks 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 and write 2. Read the conversation again. Find and down the words or phrases write down the words or phrases - Write on the board Type of house, Location and - T_ Ss Appliances in the house. Explain the meaning of - Follow the teacher’s instructions the words: type, location and appliances. Have - Give the answers and check. 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. * Key: - Check the answers as a class. - 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 (✓) T 3. Read the conversation again and tick (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 false next - Learn how to do it to the statements. - Share the answers - Ask them to share their answers in pairs before - Copy them discussing in groups. - Encourage them to correct the false statements. - Select one student to give his or her answers in front of the class. Key: - Praise them when they give the correct answers. 1. T 2. T 3. T 4. F - 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 about 4. Order the words to make a phrase places. Each group has one extra word. about places. Each group has one extra - Explain that Ss have to order the words to make word. phrases about places. Remind them that each group - T_ Ss has one extra word. - Group works - Get them to look at the example to Identify how - Ss do themselves. Give the answers to do the activity. - Have Ss work Individually. Ask them to share their answers In pairs before discussing it Key: - In groups. Go around and offer help If necessary. 1. in the sea - Then call on some Ss to write their answers on the 2. in the city board. Check their answers and give explanation if 3. in the town necessary. 4. in the mountains - Allow them to discuss in pairs or groups. 5. in the countryside - Check the answers as a class. 6. on the Moon 7. in the sky 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 what 5. In group, describe to your classmates you can see outside the window of your future what you can see outside the window of house. your future house. - First, ask Ss to read the example and explain how the task is carried out: Ss work in groups. One - Work in two teams group member describes to his / her group what he / she can see outside the window of his / her future - Do the tasks house. The other group members try to guess where his / her house is. - Before doing the task, ask one pair of Ss to read Eg : aloud the exchange in the example as a model. A. outside my window I can see the beach - Give Ss time to do the task In groups.Then call on and the water.Where’s my house? some groups to perform the task In front of the B. It’s in the sea. class. Ask the class to listen and comment. A. Correct. - 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 lessons ===================== WEEK: 27 Peroid 72: UNIT 10 : OUR HOUSES IN THE FUTURE Date of planning: 11/03/2024 Lesson 2 : A CLOSER LOOK -1 Date of teaching: ..../03/2024 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 houses, - T_ Ss Eg. In the sea, in the city; in the counryside - Students (Ss) listen and learn how to do. - Teacher (T) asks guides, gives instructions how - Eg: I live in a place. It is very noisy. there are a to play guessing game. lot of cars, buses, bicycles; The people are busy. - T confirms the answer: Yes/ No. But it’s a nice place to live in; Where is my - Ask Ss to open their book and introduce what house? 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 in the 1. Listen and repeat the words/ phrases in the box. Then put them in the appropriate box. Then put them in the appropriate columns. 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; - showing picture illustrating the word. + Follow the steps to teach vocabulary * Vocabulary - T_ Ss - dishwasher (n) máy rử chén, bát + Students (Ss) listen to the instructions carefully - electric(adj) thuộc về điện - cooker (n) bếp and learn how to do the tasks. - washing Key : machine (n) máy giặt Suggested answer: - fridge (n) t l nh ủ ạ living room bedroom kitchen - wireless (adj) không dây. - Repeat in chorus and individually wireless TV wireless TV electric cooker + Check vocabulary electric fan smart clock fridge + Take note smart clock computer dishwasher - Have Ss look at the words and phrases in the computer washing machine 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 them to listen and repeat each word or phrase. - Then ask some Ss to read the words and phrases in front of the class. Have class listen and give comments. Audio script: - Have Ss work in pairs to put the words / phrases electric cooker dishwasher washing in the appropriate columns. Explain to Ss that they machine wireless TV fridge may use some words more than once. Ask them to electric fan computer smart clock 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 (15’) 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 they 2. Match the appliances in A with what they can help us to di in B. can help us to di in B. - Tell Ss to look at the two columns and explain - Ss do it what they can see (e.g. They can see words and - Listen carefully and learn how to do. phrases relating to appliances in the first column, and words and phrases relating to what each of the - Ss work independently. appliances can help us to do in the second column). - Have Ss do the task individually, by matching - Give the answers 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 * Key: them to make sentences with matched phrases, 1. c 2. d 3. b 4. e 5. a e.g. An electric 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 questions 3. work in pairs. Ask and answer questions about appliances, using the information in 2. about appliances, using the information in 2. - Ask Ss to read the example first. Ensure that they know what to do. Then have some pairs role- - Ss to work in pairs play the exchange In front ofthe class. - Check pronunclation If necessary. - Have them work in pairs, one points to the appliance in 2 and asks the question, and the other - Ss do themselves. gives the answer about the appliance, using the information in 2. - Call on some pairs to role-playthe exchanges In - Copy them front ofthe class. - T and other Ss give comments. II. PRONUNCIATION: (10’) 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 and - T_ Ss adjectives have stress on the first syllable (e.g. - Listen carefully ‘housework, ‘father, ‘brother, ‘pretty, ‘famous, - Check the answers etc.) - Listen and repeat - Give Ss 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 Key : which means it should be pronounced with a 'picture 'robot 'bedroom 'kitchen. louder voice. 'housework 'palace 'village 'mountains - Draw their attention to the stress mark 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 in the words. * Audio script: - Have Ss practise saying the words in pairs or 'picture 'robot 'bedroom 'kitchen. groups. Go around to offer help or correct pronunciation, if necessary. 'housework 'palace 'village '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. Pay attention to the stress of the underlined words. attention to the stress of the underlined words. - Give Ss a few minutes to read the underlined - T_ Ss two-syllable words In the sentences. - S do it. - Encourage some Ss to read aloud the words in - Listen to the instructions carefully then do the front of the class and ask the others to give tasks. comments. - Do the tasks - Play the recording, sentence by sentence, for Ss * Key : to listen and repeat. - Draw their attention to the stress in the first 1. The picture is on the wall of the bedroom. syllable of the underlined words. 2. The robot helps me to do the housework. - Have Ss practise saying the sentences in pairs or 3. There's a very big kitchen in the palace. groups. Go around to offer help or correct 4. Their village is in the mountains. pronunciation, if necessary. - Call on some Ss to read aloud the sentences In front ofthe class. Checkthelr pronunciation If necessary. * Audio script - If there is time, have Ss make more sentences 1. The picture is on the wall of the bedroom. with two-syllable nouns they know. Then ask 2. The robot helps me to do the housework. them to say their sentences in front of the class. 3. There's a very big kitchen in the palace. - Comment on their pronunciation . 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. ======================================= TỔ CHUYÊN MÔN DUYỆT Ngày 18 tháng 03 năm 2024 Tạ Thị Nhung