Giáo án Tiếng Anh Lớp 6 - Unit 10 - Lesson 3

Date of planning: ..
Date of teaching: .. 
WEEK: 
Peroid 81: UNIT 10 : OUR HOUSES IN THE FUTURE
 Lesson 3 : A CLOSER LOOK - 2 
THIS UNIT INCLUDES:
Vocabulary
- Types of houses and appliances in the house 
Pronunciation:
- Stress in two-syllable words. 
Grammar
- Future simple. 
- Might for future possibility 
Skills:
- Reading about houses and appliances in the future 
- Talking about different houses in the future. 
- Listening to about dream houses 
- Writing a paragraph about dream house 
Everyday English
 Expressing surprise 
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 
+ Playing game
- Give Ss a few minutes to play Pass the secret or Simon says to revise two-syllable words.
- Have Ss look at the GETTING STARTED of Unit 10 and find the two-syllable words and say them aloud in front of the class.
- Ask Ss to open their book and introduce what they are going to study .
+ Greeting
+ Playing game
- T_ Ss
- Students (Ss) listen and learn how to do. 
- Eg: picture; bedroom; robot; housewrok; mountain.	
- Open their book and write .
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 won’t to make the sentences true for 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)
- We won’t live in that cottage anytime soon. (won’t is the short form of will not).
- Will they live on the Moon? Yes, they will/ No, they won’t.
- 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.
1. Fill in the blanks with will (‘ll) or won’t to make the sentences true for you.
- T_ Ss
+ Students (Ss) listen to the instructions carefully and learn how to do the tasks.
- Answer the teacher’s questions and enquirements.
* Key: 
- Ss’ own answer
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 will (‘ll) or won’t .
- 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. 
2. Complete the conversation with will (‘ll) or won’t .
- 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) 
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 won’t and the words given. 
- 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.
3. Write sentences, using will (‘ll) or won’t and the words given. 
- 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.
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 (True) or F (False).
- 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.
4. Read the two poems. Tick (✓) T (True) or F (False).
- T_ Ss
- 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 what you might do or have in the future. Share your ideas with your classmate
- Have Ss read the instructions of the activity to understand what they are going to do.
- Ask Ss to read the example and ensure that they know what to do. Then ask them to work in groups. Have them discuss what they might or might not have / do in their future 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. Work in groups. Think about what you might do or have in the future. Share your ideas with your classmate
- T_ Ss
- Listen to the instructions carefully then do the tasks.
- Do the tasks
Key : 
- I might have a smartphone to surf the internet.
- We might live with robots.
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.
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