Giáo án môn Tiếng Anh Lớp 6 - Period 85+86+87

Period: 85
UNIT 10: OUR HOUSES IN THE FUTURE
Skills 2
I. Objectives
By the end of this lesson, students can listen to get information about dream houses; Write about a dream house (type, location, surroundings, rooms, appliances)
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to “Our houses in the future”.
- Grammar: Will + V for the future and might + V for future possibility
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Students love their houses. 
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: Checks Ss’ memories by completing this table. “Do you still remember the future house you already read about in Lesson 5?”
- Those who have got good answers will get good marks.
Ss: Work individually.
*Complete this table.
Type of house
Location
Surroundings
Appliances in the room
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Asks Ss to look at the 3 pictures and give the details (types of house/ locations, surroundings, )
- Asks Ss to guess which picture do Nick and Linda have?
Ss: Give their guess
T: Plays the recording once. Asks Ss to listen and write the speakers’ names under the correct picture.
Ss: Listen the recording once and correct.
T: Calls on some Ss to give their answers.
Ss: Give their answers before the class.
T: Corrects - Gives keywords.
Listening:
1. Listen to Nick and Linda talking about their dream houses. Which house would each prefer? Write their names under the correct pictures.
*Key:
Linda: Picture 3 (villa by the sea, with a swimming pool and a garden)
Nick: picture 2( apartment in the city)
T: Asks Ss to look at the information in the first column. Plays the recording again. Asks SS to listen and tick what are important to Linda and Nick.
Ss: Look at the columns in part 2 and guess their answers. Then listen to the recording the second time and tick.
T: Calls on some Ss to give the answers to the class and correct the mistakes where necessary.
2. Listen to the conversation again and tick the columns.
*Key:
Linda: 3. sea view 4. swimming pool
 5. garden 7. Quite
Nick: 1. part view 2. city view
 6. cable TV
T: Asks Ss to work in pairs, discuss the idea about their dream houses, using the suggested ideas .
 Ss: Work in pairs.
T: Calls on some pairs to check – Corrects Ss’ mistakes.
Writing:
3. Work in pairs. Discuss the following ideas about your dream houses.
Ex: 
S1: What type of dream house is it?
S2: It’s a villa
S1: Where is it located?
S2: It’s by the sea.
T: Asks Ss to fill in the table about their dream houses in part 4.
Ss: Work individually.
T: Goes around and helps them
Ss: Work in pair to discuss the following ideas about their dream houses.
4. Fill the table about your dream house.
(what type of house/ where is it located/ what it look likes/ what surrounds it/ what appliances it has)
T: Asks Ss to use the information in part 3 and part 4 to write about your dream houses.
- Reminds Ss to use will + V and might + V. 
Ss: Work individually 
T: Calls on some Ss to talk about their dream houses to the class. The class can give their comments.
- Corrects Ss’ mistakes.
5. Use the information in 4 to write about your dream houses.
*Eg:
In the future, We will live in hi-tech houses on the ocean. They won’t be in space. They look like a UFO on the Moon and will be surrounded by tall trees and a garden. We might live with robots. They might clean our houses, wash our clothes, but might not talk to us.
3. Consolidation 4’
T: Summaries the main content of the lesson.
- Listen to get information about dream houses.
- The ways to write about a dream house.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 86
UNIT 10: OUR HOUSES IN THE FUTURE
Looking back and project
I. Objectives
By the end of this lesson, students can remember and use what they have learnt during the unit to help them to do each exercise so that Ss can use that information to complete the self- assessment box at the end of the unit.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to “Our houses in the future”.
- Grammar: Will + V for the future and might + V for future possibility
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Students love their houses. 
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
- Have Ss work in 2 teams.
- Ss write as many words as possible.
Brainstorming. + robot 
* Appliances in the future + compass
 + 
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Asks Ss to read the words then write the words that match the pictures and compare their answers with a partner.
Ss: Work individually. 
T: Asks some Ss to read the words aloud.
Ss: Practise before the class.
T: Checks Ss’ answers.
Vocabulary:
1. Using the words in the box, write the correct word under each picture.
*Key:
 a. robot 
 b. automatic dishwasher 
c. wireless TV
d. automatic washing machine
e. modern fridge
f. smart clock (đồng hồ thông minh)
T: Asks Ss to work with a partner, discuss about what the appliances will do in the future.
Ss: Work in pairs.
T: Calls on some ss to check - Corrects
2. Think about what the appliances will do in the future.
T: Gives some examples to help Ss to review the ways to use of “Will” and “Might”
Use “will” for future and “might” for future possibility
Ss: Listen and remember.
T: Asks Ss to complete the sentences with “will” or “won’t”, “might” or “might not”
Ss: Complete the sentences. Then share their answers with partners
T: Calls on some Ss to give their answers - Corrects the mistakes.
Grammar:
3. Complete sentences with will or won’t.
*Key:
1. won’t 2. will 3. will
4. won’t 5. will 6. won’t
Communication.
4. Complete the sentences with might or might not.
*Key:
 1. might 2. might 3. might not
 4. might not 5. might, might
T: Has ss read the conversation in the example. 
- Asks Ss to work in pairs to ask and answer the questions, using the information in 2.
Ss: Work in pairs 
T: Goes around the class and helps them. Then calls on some pairs to check.
Ss: Practise before the class.
T: Corrects Ss’ mistakes.
5. Using the information in 2, ask and answer the questions.
*Example:
A: Will robots clean your house in the future?
B: Yes, They will
A: Will super cars (siêu xe) run on water in the future?
B: No, they won’t
3. Consolidation 4’
T: Summaries the main content of the lesson.
 + Use the lexical items related to the topic “Our houses in the Future”.
 + Use “will” for future and “might” for future possibility.
 + Talk about future houses and appliances.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 87
Unit 11: OUR GREENER WORLD
GETTING STARTED
I. Objectives
By the end of this lesson, students can use vocabulary and structure to talk about tips on how to “go green”.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Our greener world”.
- Grammar: Conditional sentences – type 1
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Educate Ss to have their responsibilities for protecting the environment.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: Introduce S “Today we are learning the hottest topic that the people all over the world care about, that is environment. I am sure we all here have done so many things to protect our surroundings. Let’s brainstorm all the things we can do”
- Divides the class into 2 teams to play game.
Ss: Play game
*Brainstorming:
plant tree
 How to protect
 the environment
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Asks Ss to look at the picture on Page 44 and answer the questions.
Ss: Answer the questions.
T: Quickly write Ss’ answers to question 3 on th board. Plays the recording twice. Ss listen and read. Asks Ss if their guesses on the board are correct.
T: Elicits words from Ss
Ss: Give the new wor ds
T: Helps Ss read the new words in chorus.
- Calls on some Ss to read aloud.
- Checks vocabulary by “Do matching”
T: Gives some examples to introduces new grammar. 
Ss: Listen and remember. Then write in notebook.
* T: Asks Ss to practice in pairs. Roleplay Nick & Phong, reading the coversation. 
Ss: Practice in pairs 
T: Calls some pairs to practice aloud. Corrects Ss’ pronunciations. 
T: Asks Ss to do exercise a,b,c,d
Ss: Work independently. 
T: Allows them to share answers before discussing as a class. 
- Calls on some Ss to check.
- Gives feedback - Corrects
T: First, asks Ss to read column A and B to make sure they understand. Asks Ss to give their answers without reading the conversation again. Then asks them to read the conversation and check their answers.
T: Has Ss read the conversation again to find expressions. Asks Ss to guess the meaning of each expression. Explains the meaning if necessary.
T: Asks ss to work in pairs to put a suitable expression in each blank and then practise the conversations.
- Checks ss’ answers by asking some pairs to act out the coversations.
1. Listen and read.
*Questions:
+ Who are they?
+ Where are they?
+ What might they be talking about?
*Vocabulary:
- air pollution (n)
- soil pollution (n)
- deforestation (n)
- noise pollution (n)
- water pollution (n)
*Grammar:
 Conditional sentences - type 1
Ex: - If we all use this kind of bag, we’ll help the environment.
- If more people cycle, there will be less air pollution.
Form:
If - clause
 Main clause
If + S + V (present simple)
S + will/ won’t + V (bare infi )
a. Complete the following sentences.
*Key:
 1. on a picnic
 2. reusable; natural
 3. the check –out
 4. a/ a reusable
 5. cycling
b. Match the first half of the sentence in column A with its second half in column B.
*Key: 1. b 2. c 3. a
c. Find the expressions in the conversation.
*Key:
1. understand.
2. used to introduce a new subject for consideration or to give further information.
3. used to say “no” or “ not” strongly ( can also be used to mean “ no problem”
d. Fill each blank with a suitable expression.
T: Tells Ss that in the box there are some environmental problems. Makes sure that Ss understand the meaning of each problem.
Ss: Look at the five pictures and tell teacher what they can see in each picture.
T: Asks Ss to work individually then compare their answers with a classmate.
- Calls on some Ss to give their answers.
Ss: Give teacher their answers. Other remark.
2. There are a lot of environmental problems today. Write each problem in the box under the picture.
*Key:
1. soil pollution
2. deforestation
3. water pollution
4. noise pollution
5. air pollution
T: Plays the recording twice for Ss to listen.
Ss: Listen and check. Then repeat their answers.
3. Listen, check and repeat the answers.
T: Asks Ss to read the “ Watch out” box.
- Gives examples of the two structures. If time follows, have some Ss give their own examples.
Ss: Work in pairs to complete this exercise. T: Checks the answers with the whole class. 
- Confirms the correct answer. After that, asks some Ss to read the sentences aloud.
4. Match the causes in column A with the effects in column B
*Key:
 1. b 2. d 3. e 4. c 5. a
+T: Asks Ss if they understand the steps in the book.
Ss: Work in groups of six and follow the steps. 
T: Calls some groups to tick their answers on the board. The group with the most effects wins.
- After checking the answers, teacher has Ss make at least 5 sentences with 5 effects.
Ss: Make sentences, using the structures in 4 in their sentences.
5. Game: 
 Which group is the winner?
3. Consolidation 4’
T: Summaries the main content of the lesson.
+ Use the lexical items related to the topic “Our greener world”.
+ Use conditional type 1 to talk about environmental problems.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 29: ........................................................
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