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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 10. Our houses in the future

Giáo án A Closer Look 2

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the structures will / won't + base verb to make predictions and talk about intentions about future houses.
    • Form yes/no questions with Will + subject + base verb and give short answers.
    • Use might / might not + base verb to express possibility that is not certain.
    • Choose the correct form of the verb after will / might and explain the choice based on context.
  • Explain the difference in certainty between will (strong prediction) and might (possibility), and identify which one fits a given situation.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the form-and-meaning tasks on their own, check their answers against the sample sentences, and correct their own mistakes after the teacher's feedback.
  • Communication and collaboration: Ss work in pairs to ask and answer questions about future houses, and share their predictions with the class clearly and politely.
  • Problem-solving and creativity: Ss decide which structure fits the context (time, subject, purpose) and create their own sentences about a future house with a suitable level of certainty.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss understand the sample text about a future plant helper, talk about their own future house, and write short sentences about it.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight target words correctly (appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter), apply the base form after will and might, and use the correct negative forms won't and might not.

3. Personal qualities

  • Diligence: Ss complete all eight exercises and the written sentences within the given time, and revise their mistakes carefully.
  • Responsibility: Ss take turns in pair work, listen to their partners, and take responsibility for their own part in the group task.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, textbook English 6 (Global Success), Unit 10 'Our houses in the future', A Closer Look 2
  • Projector or interactive board with the sample text and the grammar summary
  • Word cards for the vocabulary: appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter
  • Worksheet 1 printed for each pair
  • Online interactive exercises on NeoEdu: neoedu.vn/learn/6/english/unit-10-a-closer-look-2

2. Students

  • Textbook, notebook, pen, pencil
  • Eraser and a small piece of paper for writing answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the future house

a) Aims

Ss activate prior knowledge of houses and household items, recall the vocabulary of the unit, and get interested in the topic of future houses.

b) Content

T describes an item orally, without showing it, and Ss guess the word from the vocabulary list. Example clues:

  • 'It cleans the dishes after dinner.' (dishwasher)
  • 'It works without wires.' (wireless)
  • 'It uses light from the sun.' (solar energy)
    Then T asks: 'What will your house be like in 2050?' and 'Will your house have a robot?'

c) Expected outcomes

Ss give the correct words: dishwasher, wireless, solar energy, and a few predictions in short answers, for example 'Yes, it will.' or 'It will have a robot.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Let's play a guessing game about future houses. I will describe a word, and you guess it.' T shows the target words on the board, then reads the first clue.

    Students

    Ss listen carefully and look at the list of eight words on the board.

  2. Teacher

    Step 2: Task performance

    T gives clues one by one and monitors the room, helping Ss who are not sure with a simple hint.

    Students

    Ss raise their hands to guess. Expected answers: 'A dishwasher!', 'Wireless!', 'Solar energy!'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What will your house be like in 2050? Will your house have a robot?' and calls on 2–3 Ss.

    Students

    Expected answers: 'My house will have a smart TV.' 'Yes, it will.' 'No, it won't. It will have a garden.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good guesses and says: 'Today we will use will and might to talk about future houses.' T writes the title of the lesson on the board.

    Students

    Ss write the title in their notebooks and copy the key words.

Activity 2.1: Knowledge formation · 12 minutes

Will and won't for predictions

a) Aims

Ss understand the form and meaning of will / won't in predictions and intentions, and form yes/no questions with Will.

b) Content

Ss read the sample text: 'This is my future plant helper. It will check the soil and tell us when it is dry. It won't pour too much water. A person will check its settings. It will help busy families, but we will still care for the plants ourselves.'
Ss find the sentences with will and won't and answer the questions:

  1. What word comes after will? (base verb)
  2. Is there an -s on the verb after will? (No)
  3. What is the short form of will not? (won't)
  4. How do we ask a yes/no question? (Will + subject + base verb?)
    T then asks Ss to ask and answer: 'Will your house have a garden?' 'Yes, it will. / No, it won't.'

c) Expected outcomes

Ss write the rules in their notebooks:

  • Affirmative: Subject + will + base verb. Example: It will check the soil.
  • Negative: Subject + won't (will not) + base verb. Example: It won't pour too much water.
  • Question: Will + subject + base verb? Example: Will your house have a garden? Answer: Yes, it will. / No, it won't.
  • Ss note: there is no -s and no 'to' after will.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the sample text on the board and says: 'Read the text and find the sentences with will and won't. Then answer the four questions in your notebook.' T gives Ss 2 minutes.

    Students

    Ss read the text silently and underline will and won't.

  2. Teacher

    Step 2: Task performance

    T moves around the class, checks the work of weaker Ss and guides them to see the pattern: will + base verb.

    Students

    Ss work in pairs to answer the questions. Expected answers: 'The verb is in the base form.' 'No, there is no -s.' 'won't.' 'Will + subject + base verb.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to report and asks: 'Why do we say will check, not will checks?' Ss explain. T then models the question and short answer with a student.

    Students

    Expected answers: 'Because after will we use the base verb.' Ss practise: 'Will your house have a garden?' 'Yes, it will.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the grammar on the board and reminds Ss that will is used for predictions and future intentions. T says: 'Will + base verb: no -s, no to.'

    Students

    Ss copy the rules and check their own notes.

Activity 2.2: Knowledge formation · 10 minutes

Might for future possibility

a) Aims

Ss understand the form and meaning of might / might not and can choose between will and might according to the level of certainty.

b) Content

T presents the sentences from the text: 'It might use solar energy.' T explains that might shows a possibility, not a certain fact. T compares:

  • 'It will help busy families.' (strong prediction)
  • 'It might use solar energy.' (possible, not certain)
    T asks Ss to make sentences with might and might not about their own future house, for example 'We might have a helicopter.' 'We might not have a swimming pool.' T also checks the meaning of the eight vocabulary words in context.

c) Expected outcomes

Ss write the rules and examples in their notebooks:

  • Might + base verb shows a possibility that is not certain. Example: It might use solar energy.
  • Might not means it is possible that something will not happen. Example: We might not have a garage.
  • Ss note: might has no -s and no to (not might uses, not might to use).
  • Ss pick the best sentence in the pair: 'We might buy a robot.' (possible) vs. 'We will buy a robot.' (plan we are sure about).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two sentences on the board: 'It will help busy families.' and 'It might use solar energy.' and asks: 'Which one is more certain?' T gives Ss 1 minute to think.

    Students

    Ss look at the two sentences and think about the difference in certainty.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: each pair writes two sentences about their future house with might and might not, then reads them aloud to their partner.

    Students

    Ss write sentences such as: 'We might have a smart TV.' 'We might not have a dishwasher.' Expected answer: 'Might is for possible things.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share sentences and asks the class: 'Is it certain or possible?' T corrects any mistakes like 'might buys' or 'might to have'.

    Students

    Ss say the sentences. Expected answers: 'We might have a helicopter.' ('possible'), 'We will have a robot.' ('certain plan').

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Use will when you are sure. Use might when it is only possible. Might has no -s and no to.' T reminds Ss that a dream or prediction is not a verified fact.

    Students

    Ss write the key summary in their notebooks and tick the rules they have learned.

Activity 3: Practice · 12 minutes

Choose the correct form

a) Aims

Ss practise choosing the correct form of will, won't, might and the base verb in context, and explain why the wrong options do not fit the situation.

b) Content

Ss do Exercises 1–8 in Worksheet 1 and check their answers with a partner. Some items to note:

  1. I think homes ___ use more solar energy. A. are; B. will to; C. will
  2. The robot will ___ the floor. A. cleaning; B. clean; C. cleans
  3. We are not sure. We ___ live near the sea. A. might; B. must always; C. are certainly
  4. Choose the correct negative. A. The house won't has a garage.; B. The house not will have a garage.; C. The house won't have a garage.
  5. ___ your future house have a garden? A. Will does; B. Will; C. Does will
  6. It might ___ tomorrow. A. rain; B. rains; C. raining
  7. Which sentence expresses uncertainty? A. I certainly own a robot now.; B. My robot is on the table.; C. I might buy a small robot.
  8. Choose the correct sentence. A. There wills be a reading room.; B. There will be a reading room.; C. There will is a reading room.

c) Expected outcomes

Answers:

  1. C (will + base verb)
  2. B (after will we use the base verb)
  3. A (might shows a possibility that is not certain)
  4. C (won't + have)
  5. B (will is moved before the subject in a question)
  6. A (might + base verb)
  7. C (might shows uncertainty)
  8. B (will be keeps be unchanged)
    Why the wrong options are wrong: A in 1 has to after will; C in 2 has -ing and -s; B in 4 has won't + has and an extra not; C in 5 adds does and will together; B in 6 has -s after might; A in 7 and B in 7 do not express uncertainty; A and C in 8 have an extra will or is.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Choose the correct answer. Then tell your partner why the other options are wrong.' T gives Ss 6 minutes.

    Students

    Ss read the instructions and the eight items.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, asks 'Why is this wrong?' and encourages Ss to refer to the grammar rules on the board.

    Students

    Ss work in pairs and choose the answers. Expected reasoning: 'After will we use the base verb, so B is wrong in item 4.'

  3. Teacher

    Step 3: Report and discussion

    T calls out the numbers and asks different pairs to give the answer and the reason. T corrects any wrong answers and explains the reason again.

    Students

    Ss give the answers, for example 'Number 5 is B, because we move will before the subject.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and asks Ss to correct their own mistakes in red pen. T reminds: 'Check the time word, the subject, and the purpose before you choose.'

    Students

    Ss correct their answers and note the rules they got wrong.

Activity 4: Application · 6 minutes

My future house talk

a) Aims

Ss use will, won't, might and might not to talk about their own future house, and choose the right level of certainty.

b) Content

Ss work in pairs. Each S describes their future house in 3 sentences: two with will / won't (predictions or plans) and one with might / might not (possibility). Partners ask one question using Will and answer with a short answer. Example:
S1: 'In my future house, there will be a smart TV. It won't have a big garden, but it might have a small balcony.'
S2: 'Will your house have a robot?' S1: 'Yes, it will.' / 'No, it won't.'

c) Expected outcomes

Each pair produces 3 correct sentences per S and 1 question with a short answer. Ss can explain their choice of will or might, for example: 'I use will because I am sure about the smart TV, and might because the balcony is only a possibility.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and models one example with a student. T writes the sentence frame on the board: 'In my future house, there will / might ...'

    Students

    Ss listen and look at the sentence frame.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs, and helps Ss who are stuck with vocabulary such as solar energy or housework.

    Students

    Ss speak in pairs. Expected answers: 'In my future house, there will be a dishwasher. It might have solar energy.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to tell the class one sentence about their partner's future house and gives praise.

    Students

    Ss report, for example: 'My partner's house will have a wireless speaker, but it might not have a helicopter.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback on the use of will and might and sets homework. T says: 'Next time, think about certainty before you choose will or might.'

    Students

    Ss listen and note the feedback in their notebooks.

Worksheets

Worksheet 1

Unit 10: Our houses in the future – A Closer Look 2

Part A. Choose the correct answer (A, B or C).

  1. I think homes ___ use more solar energy.
  • A. are
  • B. will to
  • C. will
  1. The robot will ___ the floor.
  • A. cleaning
  • B. clean
  • C. cleans
  1. We are not sure. We ___ live near the sea.
  • A. might
  • B. must always
  • C. are certainly
  1. Choose the correct negative.
  • A. The house won't has a garage.
  • B. The house not will have a garage.
  • C. The house won't have a garage.
  1. ___ your future house have a garden?
  • A. Will does
  • B. Will
  • C. Does will
  1. It might ___ tomorrow.
  • A. rain
  • B. rains
  • C. raining
  1. Which sentence expresses uncertainty?
  • A. I certainly own a robot now.
  • B. My robot is on the table.
  • C. I might buy a small robot.
  1. Choose the correct sentence.
  • A. There wills be a reading room.
  • B. There will be a reading room.
  • C. There will is a reading room.

Part B. Write the rule in your own words.

  • Will + base verb: ...
  • Might + base verb: ...
  • Will + subject + base verb?: ...

Homework

  • Write a short paragraph (5–6 sentences) about your future house. Use will / won't for predictions and might / might not for possibilities. Underline each modal verb.
  • Do the exercises on the NeoEdu page neoedu.vn/learn/6/english/unit-10-a-closer-look-2 and check your score before the next lesson.
  • Revise the eight vocabulary words (appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter) and prepare to read them aloud in the next lesson.

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