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

Giáo án Getting Started

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use the eight key words about future houses (appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter) in the context of the dialogue.
  • Identify the speakers, the purpose of the conversation, and the topic 'Our houses in the future' from the original dialogue.
  • Use will and might with the base form of the verb to talk about predictions and future plans, and use won't / might not correctly.
  • Explain their choice of answers by pointing to evidence in the dialogue and correct their own mistakes based on context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss guess the meaning of new words from the surrounding sentences before checking the vocabulary list, and check and correct their own answers.
  • Communication and collaboration: Ss work in pairs to ask and answer about future homes, and give polite, suitable replies when they change one detail of the dialogue.
  • Problem-solving and creativity: Ss use context clues to choose the correct structure and create a new line of dialogue that includes one new detail about houses in the future.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and understand a short dialogue about an imagined house, talk about their own future home in pairs, and write a suitable reply to continue the conversation.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of the unit correctly, form sentences with will and might (no -s after will or might), and recognise the difference between a prediction and a possibility.

3. Personal qualities

  • Diligence: Ss complete all the tasks on time and try to use the target structures in every answer.
  • Responsibility: Ss take an active part in pair work, respect their partner's ideas, and take turns speaking.

II. Teaching aids and materials

1. Teacher

  • Lesson slides with the original dialogue, the vocabulary list, and a picture of a future house (from the slides)
  • Worksheet 1 and Worksheet 2 (printed or projected)
  • Whiteboard and markers
  • NeoEdu learning page with the lecture, examples and interactive exercises: neoedu.vn/learn/6/english/unit-10-getting-started

2. Students

  • Student's book, Unit 10 (Getting Started)
  • Notebook, pen, pencil and coloured pens or highlighters
  • Worksheets 1 and 2 (for pair work)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorm: My future home

a) Aims

Ss activate prior knowledge about houses and recall simple structures to talk about the future; Ss get ready for the lesson topic 'Our houses in the future'.

b) Content

Ss look at the picture of a future house on the slide and answer the question: 'What will a house in the future look like?' Ss brainstorm in whole class and list ideas using will (for example: It will have a robot, It will be near the sea, It will use solar energy).

c) Expected outcomes

A list of 3 to 4 ideas on the board, each written as a full sentence with will, for example:

  • It will have a garden on the roof.
  • It will use solar energy.
  • It will have a smart TV.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture of a future house and asks: 'What will a house in the future look like? Think of one or two ideas.' T gives 1 minute of silent thinking time.

    Students

    Ss look at the picture and think about their ideas individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to share their ideas in pairs and to write their best idea on a small piece of paper.

    Students

    Ss discuss in pairs and write one or two sentences. Possible answers: 'It will have a robot.' / 'It will be near a lake.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 4 pairs to read their sentences aloud and writes the sentences on the board.

    Students

    Representatives read their sentences. Other Ss listen and say whether they agree or not.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good ideas and says: 'We use will to talk about the future. Today we will learn more about houses in the future.' T writes the title of the unit on the board.

    Students

    Ss copy the title and note that will is used with the base form of the verb.

Activity 2.1: Knowledge formation · 12 minutes

Reading the dialogue and learning key words

a) Aims

Ss identify the speakers, the place and the purpose of the dialogue; Ss underline words related to future houses; Ss guess the meaning of new words from context and check them with the vocabulary list.

b) Content

Ss read the original dialogue silently, then answer the questions: Who is speaking to whom? Where are they? What is the purpose of the conversation? Ss underline words related to future houses. Ss guess the meanings of new words from the surrounding sentences, then match them with the vocabulary list. Use Worksheet 1.

c) Expected outcomes

Ss complete Worksheet 1 with the following answers:

  • Speakers: An and Mai (two friends).
  • Purpose: An shows Mai a drawing of his future house and they talk about its features.
  • Words related to future houses: future house, lake, garden, roof, smart system, robot, housework, windows, natural light.
  • Vocabulary:
  • appliance (thiết bị gia dụng)
  • wireless (không dây)
  • solar energy (năng lượng mặt trời)
  • smart TV (ti vi thông minh)
  • dishwasher (máy rửa bát)
  • washing machine (máy giặt)
  • housework (việc nhà)
  • helicopter (trực thăng)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the dialogue on the board or on the slide, and asks Ss to read it silently and answer the three questions: Who is speaking to whom? Where are they? What is the purpose? T gives Worksheet 1 to each pair.

    Students

    Ss read the dialogue silently and note their answers in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to underline all words related to future houses and to guess the meaning of new words from context before checking the vocabulary list. T monitors and gives hints such as 'Look at the words before and after the new word.'

    Students

    Ss work in pairs, underline the words and match them with the meanings. Possible answers: 'The house is near a lake' (lake is a place where water is); 'A smart system will water the plants' (smart system is a machine that works automatically).

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to share their answers. T asks follow-up questions: 'How do you know that An is talking about the future?' / 'Why is the answer to Q3 not a garden?'

    Students

    Ss answer: 'Because the sentences use will.' Other pairs add or correct the answers. Ss read the new words aloud after the teacher.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, models the pronunciation of the eight new words, and asks Ss to repeat chorally and individually. T notes the stress patterns of 'solar energy' and 'washing machine' on the board.

    Students

    Ss repeat the words, write the meanings in their notebooks and mark the key words in the dialogue.

Activity 2.2: Knowledge formation · 10 minutes

Language in context: will and might

a) Aims

Ss recognise the structures will + base verb, won't, will + subject + base verb? and might + base verb, and understand the difference between a prediction and a possibility.

b) Content

Ss find examples of will and might in the dialogue and complete the grammar notes: will + base verb (prediction or future plan); won't = will not; Will + subject + base verb? (question); might + base verb = possibility, not certainty; might not = may not; no -s after will or might. T explains that a dream or prediction is not a verified fact, so we choose the level of certainty carefully.

c) Expected outcomes

Ss complete the grammar notes in their notebooks:

  • Will + base verb: It will be near a lake. / A smart system will water the plants.
  • Question: Will it have a garden on the roof? - Yes, it will.
  • Might + base verb: I might. (= Maybe I will have a robot.)
  • Correct forms: He will have (not will has); It might help (not might helps).
  • Note: will and might are never followed by -s.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two structures on the board: 'will + verb' and 'might + verb', and asks Ss to look at the dialogue to find examples of each structure.

    Students

    Ss look at the dialogue and underline all sentences with will and might.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete the grammar notes in pairs and to decide which sentences show a prediction and which show a possibility. T uses the NeoEdu page for a short example if needed.

    Students

    Ss discuss in pairs. Possible answers: 'A smart system will water the plants' is a prediction; 'I might' shows a possibility, not a certain plan.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Is a robot certain in An's plan?' and 'Why does An say I might and not I will?' T invites Ss to explain their choices.

    Students

    Ss answer: 'No, it is only possible.' / 'Because he is not sure yet.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: will + base verb for predictions and future plans; might + base verb for possibilities; no -s after will or might. T reminds Ss that a dream or prediction is not a verified fact. T asks Ss to correct the mistake 'It will has a garden' to 'It will have a garden'.

    Students

    Ss write the rules in their notebooks and correct the mistake in their own notes.

Activity 3: Practice · 12 minutes

Answering questions and choosing the correct words

a) Aims

Ss use the dialogue as evidence to answer comprehension questions, choose the correct word meanings and complete sentences with will or might.

b) Content

Ss do the exercises in Worksheet 2 individually, then compare answers in pairs and justify each answer with evidence from the dialogue. Exercises:

  1. Where will An's imagined home be? A. In a desert; B. On a tower; C. Near a lake.
  2. What will be on the roof? A. A garage; B. A garden; C. A cinema.
  3. What will water the plants? Name the system only.
  4. Is a robot certain in An's plan? A. Yes, already bought; B. No, forbidden; C. No, only possible.
  5. Match the words and their meanings (appliance, wireless, solar energy).
  6. Choose the word that means 'smart TV': A. dishwasher; B. washing machine; C. smart TV.
  7. I think homes ___ use more solar energy. A. are; B. will to; C. will.

c) Expected outcomes

Answers with evidence:

  1. C - Near a lake. (Evidence: 'It will be near a lake.')
  2. B - A garden. (Evidence: 'Will it have a garden on the roof?')
  3. A smart system. (Evidence: 'A smart system will water the plants.')
  4. C - No, only possible. (An says 'I might'; might shows a possibility, not a certain plan.)
  5. appliance - thiết bị gia dụng; wireless - không dây; solar energy - năng lượng mặt trời.
  6. C - smart TV.
  7. C - will (will + base verb).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and reads the instructions. T reminds Ss to give evidence for each answer from the dialogue.

    Students

    Ss read the questions and do the exercises individually within 5 minutes.

  2. Teacher

    Step 2: Task performance

    T asks Ss to compare answers with a partner. T monitors and asks: 'Which line in the dialogue shows the answer?' If Ss make a mistake, T asks them to re-read the sentence around the word.

    Students

    Ss compare answers in pairs and show the evidence line. If their answers differ, they re-read the dialogue together and correct.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers to each question and asks the class to agree or disagree. T writes the correct answers on the board.

    Students

    Ss give answers, for example: 'Number 4 is C because An says I might, so the robot is only possible.' Other Ss add evidence or correct the answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains the common mistake: choosing 'will to' (B) is wrong because will is followed directly by the base verb. T asks Ss to write the correction in their notebooks.

    Students

    Ss check their answers, correct any mistakes and write the correct form of each sentence.

Activity 4: Application · 6 minutes

Continuing the dialogue with a new detail

a) Aims

Ss use will and might in a real conversation, change one detail of the original dialogue, and respond politely to their partner.

b) Content

Pairs change one detail of the original dialogue (for example: the location, the garden, the robot or the windows) and practise the new dialogue. Ss continue the dialogue with two suitable lines, including one new detail about houses in the future. Example prompt: Mai: Will the windows help you save electricity? An: ...

c) Expected outcomes

A pair dialogue with two suitable lines, for example:
Mai: Will the windows help you save electricity?
An: I think so. We will not need lights during the day.
Scoring guide (2 points): 1 point for a suitable response in context; 1 point for correct grammar and clear vocabulary.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the prompt on the board: 'Change one detail and continue the dialogue with two lines. Use will or might and include one new detail.' T demonstrates with a volunteer pair.

    Students

    Ss listen to the demonstration and note the structure of the dialogue.

  2. Teacher

    Step 2: Task performance

    T asks pairs to practise the dialogue, switching roles. T circulates to check pronunciation and polite language.

    Students

    Ss practise the new dialogue. Possible answers: 'Will it have a swimming pool?' / 'I might. It could be near the lake.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to perform their dialogues in front of the class. T asks the class to give feedback using the scoring guide.

    Students

    Pairs perform. Other Ss listen and score the dialogue using the 2-point guide.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good language and notes one or two common errors (for example: will has, might helps). T recommends the NeoEdu page for more practice and sets the homework.

    Students

    Ss note the correct forms and the new detail they used in their notebooks.

Worksheets

Worksheet 1

Part A. Read the dialogue and answer.

  • Who is speaking to whom?
  • Where are they?
  • What is the purpose of the conversation?

Part B. Underline all words related to Our houses in the future in the dialogue.

Part C. Match the words with their meanings.

  • appliance
  • wireless
  • solar energy
  • smart TV
  • dishwasher
  • washing machine
  • housework
  • helicopter

Meanings (in random order):

  • máy giặt
  • năng lượng mặt trời
  • thiết bị gia dụng
  • ti vi thông minh
  • không dây
  • máy rửa bát
  • việc nhà
  • trực thăng

Worksheet 2

Part A. Choose the correct answer.

  1. Where will An's imagined home be?
    A. In a desert
    B. On a tower
    C. Near a lake

  2. What will be on the roof?
    A. A garage
    B. A garden
    C. A cinema

  3. What will water the plants? (Name the system only.)

  4. Is a robot certain in An's plan?
    A. Yes, already bought
    B. No, forbidden
    C. No, only possible

Part B. Choose the word that means 'smart TV'.
A. dishwasher
B. washing machine
C. smart TV

Part C. Choose the correct word to complete the sentence.
I think homes ___ use more solar energy.
A. are
B. will to
C. will

Part D. Write the evidence line from the dialogue for each answer in Part A.

Homework

  • Write a short paragraph (4 to 5 sentences) about your own future house. Use will and might at least three times, and use at least two of the new words: appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter.
  • Learn the eight new words and their meanings, and practise pronunciation with the audio on the NeoEdu page: neoedu.vn/learn/6/english/unit-10-getting-started.
  • Prepare to present your paragraph or your new dialogue with a partner in the next lesson.

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