Giáo án Tiếng Anh Lớp 6 - Năm học 2021-2022 - Unit 10 - Lesson 1

Date Date of preparing: 7/03/ 2022.	 
 	UNIT 10 : OUR HOUSES IN THE FUTURE
Period 76	Lesson 1: GETTING STARTED
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 betweenNick and Phong about Phong’s house in the future.
3. Quality:The loveof 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: 
1. Teacher: - Grade 6 textbook, Planning – Review 3 ( language)
 - Smart TV/Pictures, sets of word cards,
 - sachmem.vn, printed chart, .
 2. Students: Text books, notebooks, posters, .
3. Method: Ask and answer ; group works; individual 
III. PROCEDURE: 
1. ACTIVITY 1: WARM UP & INTRODUCTION ( 5’)
a. Aims: To create a friendly and atmosphere in the class before the lesson. 
- To get Ss to know information about types houses . 
- To lead into the new lesson 
b.Content: To list out some types of house , to look at the picture and answer the teacher’s questions then know what they are going to learn .
c.Outcome: To know different types of houses and what they are going to learn 
d. Organisation : Teacher’s instructions 
+ Greeting 
- Has sts work in groups writing as many types of houses as possible in 2 minutes. The one which has more is the winner.
Types of house
- Shows the picture and asks sts to answer some questions: 
+ What are Phong and Nick doing ?
+ What can you see in the picture ?
- Informs the class of the lesson objectives and leads to the lesson 
2. ACTIVITY 2: KNOWLEGDE FORMATION ACTIVITIES/ PRESENTATION/ NEW LESSON ( 12’)
a.Aims: To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned.
- Teach students new words and help them understand the conversation .
b.Content: Learn some new words . Read the conversation and find out new words. 
c.Outcome:Know more new words. Understanding the conversation; topic of the lesson, grammar points 
d. Organisation : Teacher’s instructions
- Plays the recording of the part “ Listen and read” twice.
- Asks the sts to answer the question
+ What is the conversation about ?
A house in the future
- Uses techniques to present new words and phrases: 
* New words
solar energy (n) năng lượng mặt trời ( translation )
- appliance (n) dụng cụ, thiết bị ( realia )
- wireless TV (n) Truyền hình không dây ( picture )
- space (n) không gian vũ trụ ( translation)
- houseboat (n) nhà nổi ( picture )
- skyscraper (n) nhà trọc trời ( picture )
- planet(n) hành tinh ( translation )
- ocean (n) đại dương ( picture )
-Checks the understanding of the new words : Slap the board
- Has Ss listen and read the conversation silently.
- Then asks Ss if their predictions were correct.
* 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 repeat the conversation 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.
- Getsome pairs to read the conversation in front ofthe class. 
- Checktheir pronunciation, ifnecessary.
* Answer the teacher’s questions.
- Find out the words related to the topic.
- Complete the tasks
3. ACTIVITY 3: PRACTICE ACTIVITIES ( 18’)
*Exercise 1: ( 6’) 2.Read the conversation again. Find and write down the words or phrases 
a.Aims: To help students complete the table using words in the converstation 
b.Content: Find and write down the words or phrases 
c.Outcome: A completeted table with correct words or phrases .
d.Organisation : Teacher’s instructions 
-Asks Ss to work independently and complete the table. Then allows them to share their answers before discussing as a class.
- Asks some sts to give their answers 
- Gives feedback
- Goes around the class to help if necessary.
- Then asks Ss to compare their answers in pairs.
- Call sts to present answers.
- Corrects and gives feedback. * Key :
Type of house
UFO
Location:
in the mountain
Appliances in the house :
Some TVs ,
 10 robots
Exercise 2: Read the conversation again and Tick True / False 
a.Aim: To help students understand more about the conversation and tick True / False correctly b.Content: Tick True / False for the statements .
c.Outcome: students understand more about the conversation and tick True / False correctly 
d.Organisation : Teacher’s instructions 
 - Asks the students to read the conversation again and tick True / False 
 - Lets them share the answer in pairs.
 - Call on some students to give the answers 
 - Correct mistakes 
* Key :	1.T 2. T 3.T 4.F 
 Exercise 3: Order the words to make a phrase about a place .
a.Aims: To help students understand and use the phrases of preposition correctly .
b.Content: Put the words in the correct order to make a phrase about a place .
c. Outcome: students can put the words in the correct order to make phrases about places. 
d.Organisation : Teacher’s instructions 
- Explain the example as a model . 
- Ask Stds to do the task individually, then exchange the answers to have cross check .
- Call on some stds to write the phrases on the board .
- Correct mistakes .
* Key : 
1. in the sea 2. In the city 
3. in the town 4. In the moutain 
5. in the countryside 6. On the moon 7. in the sky 
 Exẻrcise 4 : Describe to your classmates what you can see outside the window of your future houses . Your groups tries to guess where your house is
a.Aims: -To help students practice describing their houses .
b.Content: Asking and answering about position of one’s house .
c. Outcome: Small conversations
d.Organisation : Teacher’s instructions 
-Explain the example first .
- Ask stds to work in groups of three making similar dialogues 
- Go around the class to help if stds need help 
- Call on some groups to practice their dialogues
- Example :
A: Outside my window I can see beach and the water . Where’s ny house ? 
B: It’s in the sea .
A: Correct .
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
4. ACTIVITY 4: APPICATION/ PRODUCTION/ FURTHER PRACTICE ( 8’)
Exercise 5:.In group, describe to your classmates what you can see outside the window of your future house.
a. Aim: To help Ss listen and guess the location of houses in the future from the description.
b. Content: To describe to the classmates the future house. Guess where the house is
c. Outcome: Ss can describe to the classmates the future house. Other students guess the location of houses.
d. Organisation: Teacher’s instructions .
- First, ask Ss to read the example and explain how the task is carried out: Ss work in groups. One group member describes to his / her group what he / she can see outside the window of his / her future house. The other group members try to guess where his / her house is.
- Before doing the task, ask one pair of Ss to read aloud the exchange in the example as a model.
- 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.
- Work in two teams
- Do the tasks
Eg : 
A. outside my window I can see the beach and the water.Where’s my house? 
B.It’s in the sea.
A. Correct.
* WRAP-UP & HOMEWORK (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
Date Date of preparing: 8/03/ 2022.	 
 	UNIT 10 : OUR HOUSES IN THE FUTURE
Period 77	Lesson 2: A CLOSER LOOK 1
I. OBJECTIVE:
 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: 
1. Teacher: - Grade 6 textbook, Planning – Review 3 ( language)
 - Smart TV/Pictures, sets of word cards,
 - sachmem.vn, printed chart, .
 2. Students: Text books, notebooks, posters, .
III. PROCEDURE: 
1. ACTIVITY 1: WARM UP & INTRODUCTION ( 3’- 5’)
a.Aim To revise/ teach the names of the rooms in the house.
b. Content: Review the previous lesson. Guessing game
c. Outcome: Having a chance to speak English and focus on the topic of the lesson..
d. Organisation : Teacher’s instructions 
+ Greeting 
+ Playing game: Guessing game 
Revising phrases relating to localtions of houses, Eg. In the sea, in the city; in the counryside 
- Teacher (T) asks guides, gives instructions how to play guessing game.
- T confirms the answer: Yes/ No.
- Ask Ss to open their book and introduce what they are going to study .
- T_ Ss
- Students (Ss) listen and learn how to do.
- Eg: I live in a place. It is very noisy. there are a lot of cars, buses, bicycles; The people are busy. But it’s a nice place to live in; Where is my house? 
- Open their book and write .
2. ACTIVITY 2: KNOWLEGDE FORMATION ACTIVITIES/ PRESENTATION/ NEW LESSON ( 12’- 15’)
a. Aims: To introduce some words relating to appliances in the future houses 
- To help Ss know how to put stress in two- syllable words 
b.Content: Vocabulary relating appliances in the house . stress in two-syllable words .
c.Outcome: Students know names of appliances in the house and know how to put stress in two- syllable words
d. Organisation : Teacher’s instructions 
Teaches vocabulary
- Use techniques( translation, guessing from situations, pictures, ) to present vocabulary 
- Wireless TV: /ˈwaɪələs tiː ˈviː/ ( picture) Tivi kết nối không dây 
- Automatic (adj) ( translation) tự động 
-Automatic washing machine (n) máy giặt tự động
/ ɔːtəˈmætɪkˈwɒʃɪŋ məʃiːn/ ( picture)
-Automatic dishwasher (n) máy rửa bát đĩa tự động 
/ ɔːtəˈmætɪkˈˈdɪʃwɒʃə(r/
- Hi – tech (adj) ( translation) công nghệ cao 
-Hi-tech robot (n) ( picture) robot công nghệ cao 
-Modern fridge (n) ( picture) tủ lạnh hiện đại 
Checks the understanding of the new words : Rub out and Remember 
2. Pronunciation: Stress in two- syllable words .
- Ask students to listen and repeat the words twice .
- Ask them what part of scheech of these two- syllable words 
- Asks the students to give the rule of putting stress . 
- Give remarks and the rule : Nouns with two syllables , the stress is often put on the first one .- call on some students to read aloud the words again .
*Checking vocab: 
3. ACTIVITY 3: PRACTICE ACTIVITIES (15)
Exercise 1: Listen and repeat the words/ phrases in the box. Then put them in the appropriate columns.
a. Aim : To help Ss say the words/ phrases correctly and put them in appropriate column.
b. Content: Teach some new words . Put them in the correct columns. Use more than ONCE
c. Outcome: Ss know more new words. Learn how to use them . Put them in the columns correctly.
d. Organisation : Teacher’s instructions 
- 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 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.
- 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.
- T_ Ss
+ Students (Ss) listen to the instructions carefully and learn how to do the tasks.
Key : 
Suggested answer:
living room
bedroom
Kitchen
wireless TV
wireless TV
electric cooker
electric fan
smart clock
Fridge
smart clock
computer
Dishwasher
computer
washing machine
Exẻrcise 2: Match the appliances in A with what they can help us to di in B. 
a.Aim: To help Ss make phrases about how appliances can help us.
b. Content: Do the matching. Make phrases about how appliances can help us.
c. Outcome: Ss can make phrases correctly. Learn how appliances can help us.
d. Organisation : Teacher’s instructions 
- Tell Ss 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 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. Then encourage them to make sentences with matched phrases, 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.
- Ss to ss
- Listen carefully and learn how to do.
- Ss work independently.
- Give the answers
* Key: 
 1. c 2. d 	 3. b 4. e 	 5. a 
Exẻrcise 3: work in pairs. Ask and answer questions about appliances, using the information in 2.
a.Aim : To help Ss ask and answer questions about how appliances can help us. 
b. Content: Ask and answer about appliances.
c. Outcome: Ss can answer the questions correctly: What can electic cooker help us to do? It can help us to cook rice
d. Organisation : Teacher’s instructions 
- Ask Ss to read the example first. Ensure that they know what to do. Then have some pairs role-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 gives the answer about the appliance, using the information in 2.
- Call on some pairs to role-playthe exchanges In front ofthe class. 
- T and other Ss give comments.
- Ss to ss 
-work in pairs 
- Ss do themselves.
II. PRONUNCIATION: (10’)
Stress in two-syllable words
Exercise 4: Listen and repeat the words.
a.Aim : Stress in two-syllable words which have the first syllable stressed
b. Content: Listen and repeat the word to pay attention to the stress in two-syllable words. 
c. 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.)
d. Organisation : Teacher’s instructions 
- Explain that most two-syllable nouns and adjectives have stress on the first syllable (e.g. ‘housework, ‘father, ‘brother, ‘pretty, ‘famous, etc.)
- 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 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 Ss to listen and repeat the words. 
- To reinforce pronunciation, ask them to clap when they say the stressed syllable in the words.
- Have Ss practise saying the words in pairs or groups. Go around to offer help or correct pronunciation, if necessary.
- 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.
- T_ Ss
- Listen carefully
- Check the answers
- Listen and repeat
Key : 
'picture	'robot	 'bedroom 'kitchen.
'housework	'palace	 'village 'mountains
4. ACTIVITY 4: APPICATION/ PRODUCTION/ FURTHER PRACTICE ( 8’)
Exercise 5: Listen and repeat the sentences. Pay attention to the stress of the underlined words.
a.Aim: To help Ss say the sentences with the two-syllable words in which the first one is stressed.
b. Content: Pratice saying the words pay attention to the stress.Listen and repeat.
c. Outcome: Ss learn more about the stress in two-syllable words. Make more sentences with two-syllable nouns they know.
d. Organisation : Teacher’s instructions
- Give Ss a few minutes to read the underlined two-syllable words In the sentences. 
- Encourage some Ss to read aloud the words in front of the class and ask the others to give comments.
- Play the recording, sentence by sentence, for Ss to listen and repeat. 
- Draw their attention to the stress in the first syllable of the underlined words.
- Have Ss practise saying the sentences in pairs or groups. Go around to offer help or correct pronunciation, if necessary.
- Call on some Ss to read aloud the sentences In front ofthe class. Checkthelr pronunciation If necessary.
- If there is time, have Ss make more sentences with two-syllable nouns they know. Then ask them to say their sentences in front of the class.
- Comment on their pronunciation
- T_ Ss
- S do it.
- Listen to the instructions carefully then do the tasks.
- Do the tasks
* Key : 
1. The picture is on the wall of the bedroom.
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. 
*WRAP-UP & HOMEWORK (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.
Date Date of preparing: 9/03/ 2022.	 
 	UNIT 10 : OUR HOUSES IN THE FUTURE
Period 78	Lesson 3: A CLOSER LOOK 2
I. OBJECTIVE:
 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: 
1. Teacher: - Grade 6 textbook, Planning (Unit 8, Getting started)
 - Smart TV/Pictures, sets of word cards
 - sachmem.vn
2. Students: Text books, notebooks, posters, .
3. Method: Ask and answer ; group works; individual 
III. PROCEDURE
1. ACTIVITY1:WARM UP AND INSTRODUCTION(5’)
a. Aims: To get sts to know the language items they will learn : future simple 
- To lead into the new lesson 
b.Content: Future simple tense and might for future posibility . 
c.Outcome: know the form of the future simple 
d. Organisation : Teacher’s instructions 
- show the pictures and ask students to answer 
1.What fuel will cars run on in the future? 1.They will run on solar energy. 
2. Where will we build our houses in the future? 2. We will build our houses on Mars. 
3. In the future we will eat ______ 3.insects
4.- How will we travel in the future? 4. Flying cars
 - By ______ 
5.In the future we will grow our crops ______ 5. on the roofs of our houses 
6. Who will take care of sick people in the future? 6. Robots will
- We have just played a very interesting game; can you tell me which tense do you use in those sentences?- future simple tense
-Correct, it is future simple tense. When do we use this tense?
-Let’s study unit 10, A closer look 2
2. ACTIVITY 2: KNOWLEGDE FORMATION ACTIVITIES/ PRESENTATION/ NEW LESSON ( 8ms)
a.Aims:- To teach Ss how to use “ Will / won’t / might / might not “ correctly
b.Content: will / won’t + bare infinitive ; might / might not + bare infinitive 
c.Outcome:Students know how use the future simple and might for future posibility 
d. Organisation : Teacher’s instructions..
1. WILL for the future
-Explains how will + V is used (We use will + v) and how is it formed (affirmative, negative and question form).
Will + V to talk about actions we think are likely to happen in the future
(+) S + will + Vinf.................
(-) S + will not + Vinf...............
(?) Will + S + Vinf.................?
- Then let Ss read the examples in the table
2. MIGHT for future possibility
- Explains how might +V is used and how it is formed (affirmative, negative). 
- We use might +V to talk actions that are possible in the future - we are not sure if the actions will happen or not
Affimative: I/ we/ you/ they/ he/she/It + might + V(bare)
EX: We might have robts do our housework.
Negative: might + not + V(bare)
EX: They might not travel in cars
- Then let Ss read the examples in the table
3. ACTIVITY 3: PRACTICE ACTIVITIES (20’)
Exercise 1:Fill in the blanks with will (‘ll) or won’t to make the sentences true for you.
a.Aims: To help Ss revise the use of Future simple
b. Content: Form and use the use of Future simple.
c. Outcome: Ss can how to form and use the use of Future simple.
d. Organisation : Teacher’s instructions. ..
 - Have Ss read the instructions to understand how to do the activity (fill the blanks with will ('ll) or won't to 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.
T_ Ss
+ Students (Ss) listen to the instructions carefully and learn how to do the tasks.
- Answer the teacher’s questions and enquirements.
Exercise 2: Complete the conversation with will (‘ll) or won’t .
a.Aim: To help Ss use will ('ll) or won't to complete the conversation.
b. Content: Complete the sentences with will ('ll) or won't
c. Outcome: Ss understand more using simple future. Complete the sentences correctly.
d. Organisation : Teacher’s instructions. ..
- Have Ss read the open conversation in pairs first. Then ask them to do the task individually. Remind them of the use of will ('ll) or won't after he and we. Go around and offer help, if necessary.
- Ask Ss to exchange their answers in groups. Then call on some Ss to say out their answers in front of the class. T confirms the correct answers and gives explanation if necessary.
- Have Ss read again the complete conversation in pairs. T observes and corrects Ss’ pronunciation and verb forms, if necessary.
- Checks Ss' answers as a class. 
- T_ Ss
- Listen carefully and learn how to do.
- Ss work individually
- Follow the teacher’s instructions
- Give the answers
* Key: 
1. will (’ll)	 2. will	 3. will (’ll)	
4. won’t	 5. will (’ll) 
 Exercise 3: Write sentences, using will (‘ll) or won’t and the words given. 
a.Aim: To help Ss write sentences about how appliances will or won't help us in our future houses.
b. Content: Write sentences, using will or won't and the words given.
c. Outcome: Ss can make sentences about how appliances will or won't help us in our future houses.
 d. Organisation : Teacher’s instructions. ..
- Have Ss read the instructions of the activity to understand what they are going to do.
- Ask Ss to write sentences, using will ('ll) or won't and the words provided.
- Give Ss time to do the task Individually.
- Get them to swap their answers in pairs or groups. Go around and offer help, if necessary.
- If there is time, have some Ss write complete sentences on the board. T and other Ss make comments. 
- Check the answers as a class. 
- Comment on their performance.
 Ss to ss
 - Ss to work individually
- Ss do themselves. 
- Copy them
Suggested answers:
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 smartphone won’t help me to take care of the children.
 Exercise 4: Read the two poems. Tick (✓) T (True) or F (False).
a.Aim: To help Ss revise the use of Future simple
b. Content: To teach the use of might (Modals). Learn how is it formed.Read and tick T/F.
c. Outcome: Ss can learn how to form and use “ Might + V ”. Read two poems and tick T/F.
d. Organisation : Teacher’s instructions. ..
- Play the recording and ask Ss to 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.
Ss to ss
- Do the tasks and share the answers.
Key: 
 1. T 2. T 	 3. F 	 4. F 	5. T 	6. F
4. ACTIVITY 4: APPICATION/ PRODUCTION/ FURTHER PRACTICE (8’)
Exercise 5: Work in groups. Think about what you might do or have in the future. Share your ideas with your classmate
a.Aim: To help students develop their ideas or their creativity to talk about an aplliance they would like to have in the future
b. Content: Students’ posters for their future appliances .
c. Outcome: Ss can talk about their favorite appliances in the future .
d. Organisation : Teacher’s instructions
- Asks the students to present their project prepared at home. 
- Gives comments
- Asks them to vote for the best plan.
*WRAP-UP & HOMEWORK (4ms)
 - Asks one or two Ss to tell the class what they have learnt.
- Asks Ss to say aloud some words they remember from the lesson.
* Homework :
Asks the students :
+ to learn by heart all the new words.
+ to do Exercises C1, 2 Page 28 ( in workbooks)
Guides the students how to do the exercises
Has the students prepare the next lesson 
Date Date of preparing: 12/03/ 2022.	 
 	UNIT 10 : OUR HOUSES IN THE FUTURE
Period 79	Lesson 3:SKILLS 1
I. OBJECTIVES: 
1. Knowledge: 
- To teach reading for general and specific information about a holiday post card . To practice speaking about different houses in the future
+ Vocabulary: - Using the words related to types of houses and appliances in the house;
+ New words : island, helicopter, feed, super smart TV, send, receive, contact, warter the flowers 
+ Grammar: - The use of future simple and might for future possibility; expressing surprise;
2. Competence: Students will be able to learn how to organize a holiday post card . To practice different houses 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: 
1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 2)
 - Smart TV/Pictures, sets of word cards
 - sachmem.vn
2. Students: Text books, notebooks, posters, .
3. Method: Ask and answer ; group works; individual 
III. PROCEDURE: 
1. ACTIVITY 1: WARM UP & INTRODUCTION (5’)
a.Aim: To help Ss understand their knowledge of the topic 
b. Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson