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

Giáo án Looking Back

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:
    • Recall and use the 8 key words of Unit 10: appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter.
    • Use will + bare infinitive for predictions or intentions, and might + bare infinitive for uncertain possibilities.
    • Explain why will not and might not are used, and correct errors in word form and word order by applying the grammar rules.
    • Read a new passage about a dream house, identify the main idea and the uncertain feature, and retell the main idea in their own words.

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve the words and structures from memory before checking the Key Words panel, and correct their own mistakes by using the grammar rules.
  • Communication and collaboration: Ss work in pairs to compare answers, explain their choices in English, and take turns in a relay game.
  • Problem-solving and creativity: Ss classify each error (meaning, word form, word order or missing information), choose the right certainty level for a prediction, and describe their own future house.

b) Specific competences

  • Language knowledge: Ss use the vocabulary and the will/might structures correctly in sentences and in a short reading text.
  • Communicative competence in English through reading and speaking: Ss read a short passage for the main idea, and talk about their dream house with will and might.

3. Personal qualities

  • Diligence: Ss finish all the review tasks on time and check their answers carefully before reporting.
  • Responsibility: Ss take their role in the pair work and the relay game, and complete the homework paragraph on their own.
  • Honesty: Ss admit the mistakes they made in the warm-up and correct them honestly instead of copying answers from classmates.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with the slides of Unit 10 key words and grammar boxes
  • Worksheet 1 (printed for each pair)
  • Answer key for the practice exercises
  • Timer and small whiteboards or cards for the relay game
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/6/english/unit-10-looking-back

2. Students

  • Student's Book, Unit 10 (Looking Back section)
  • Notebook, pencil (bút chì), eraser and colour pens
  • A3 sheet of paper for the mind map
  • Small whiteboard or paper for the relay game

III. Procedures

Activity 1: Warm-up · 5 minutes

Retrieve before checking

a) Aims

Ss recall the key words and one structure of Unit 10 from memory, and identify the type of their own mistakes before the teacher explains the content.

b) Content

Ss cover the Key Words panel and the grammar boxes in their Student's Book. Ss write down 5 words from Unit 10 and 1 structure they have learned. Then they check their answers with the panel and classify each mistake as: meaning, word form, word order or missing information.
Guiding questions from T:

  • Which word means a machine that washes plates and bowls?
  • Which structure do we use to make a prediction?
  • What is the difference between will not and might not?

c) Expected outcomes

Ss' list of 5 words, for example: appliance, wireless, solar energy, smart TV, dishwasher (or any 5 words from the unit). Ss' structure, for example: The house might not have a garden. Ss' error classification, for example: Our house not will use a coal fire is a word order error because will not must come before the verb.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to cover the Key Words panel and the grammar boxes. T says: Write 5 words and 1 structure from Unit 10 from memory in 2 minutes. T shows the timer.

    Students

    Ss cover the panel and the grammar boxes, then write their 5 words and 1 structure in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around the class and checks Ss' lists without correcting them yet. T reminds Ss to write only the words they remember.

    Students

    Ss uncover the panel and check their lists. They mark each mistake with a symbol: M (meaning), F (word form), O (word order) or I (missing information).

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their words and say what kind of mistake they made. T asks: Which mistake did you make most often?

    Students

    Ss read their lists aloud. Expected answer: 'I wrote dishwasher correctly, but I wrote will not uses instead of will not use, so it is a word form mistake.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points: 'After will and might, we use the bare infinitive. We never add -s or to. Will not is the same as won't.' T says the unit review will focus on these rules.

    Students

    Ss note the rules in their notebooks and correct their own mistakes.

Activity 2.1: Knowledge formation · 10 minutes

Systematising key words and grammar

a) Aims

Ss organise the 8 key words and the will/might structures into a mind map so that they can recall and use them in new situations.

b) Content

Ss work in pairs to draw a mind map titled Our houses in the future. They group the 8 key words into categories and add the grammar rules on separate branches.
Grammar boxes for Ss to complete:

  • Will + bare infinitive: predictions or intentions
  • won't = will not
  • Question: Will + subject + bare infinitive?
  • Might + bare infinitive: uncertain possibility
  • might not = may not (possibly not)
  • No -s after will or might
    T's guiding questions:
  • Which words describe appliances in a house?
  • Which word is about energy?
  • What does might show about the speaker's certainty?

c) Expected outcomes

A completed mind map with 3 main branches:

  • Home appliances: appliance, dishwasher, washing machine, smart TV
  • Technology and energy: wireless, solar energy
  • Daily life and transport: housework, helicopter
    Grammar branch:
  • Will + V (bare infinitive) for predictions or intentions; won't = will not.
  • Might + V (bare infinitive) for uncertain possibility; might not = possibly not.
  • No -s after will or might.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into pairs and gives each pair an A3 sheet. T says: Draw a mind map with the title Our houses in the future. Put the 8 key words into groups and add the grammar rules on separate branches. You have 4 minutes.

    Students

    Ss work in pairs, read the words and the grammar boxes, and decide the groups.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and helps Ss who are stuck by asking: Which words are about the kitchen? Which word means the power comes from the sun?

    Students

    Ss draw the mind map. Expected answer: 'We put dishwasher and washing machine in the home appliances branch, and solar energy in the energy branch.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to present their mind maps. T asks: Why do we use might instead of will here?

    Students

    Pairs present their mind maps. Expected answer: 'We use might because the speaker is not sure, so the possibility is uncertain.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the completed mind map on the screen and explains the difference between will and might. T says: Will shows a prediction or a plan; might shows a possibility we are not sure about.

    Students

    Ss compare their mind maps with the model and add missing items in a different colour.

Activity 2.2: Knowledge formation · 10 minutes

Connecting skills through reading

a) Aims

Ss read a new passage about a dream house, identify the main idea and the uncertain feature, and explain their answer by using the will/might rules.

b) Content

Ss read the passage in Worksheet 1 in pairs. Then they answer the questions:

  • What is the main idea of the passage?
  • Which feature is uncertain? Give a reason.
  • Which sentences show certainty? Which show uncertainty?
    Ss then write one sentence of the main idea in their own words.
    Worksheet 1 is used in this activity.

c) Expected outcomes

Main idea: Nga's dream house has modern appliances and a garden beside the kitchen, but the family has not decided on some features.
Uncertain feature: B. A small robot (the passage says 'might add ... but they have not decided').
Certain sentences (will): The washing machine will wash clothes; The fridge will keep food fresh; A garden will be beside the kitchen.
Uncertain sentence (might): The family might add a small robot later.
Note: Nga hopes to cook vegetables with her father expresses a wish, not a prediction.
Sample own-words sentence: Nga's dream house has useful machines and a garden, but the robot is not decided yet.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: Read the passage quietly for 2 minutes. Then discuss the three questions with your partner.

    Students

    Ss read the passage silently and take notes on the key information.

  2. Teacher

    Step 2: Task performance

    T walks around and asks: Which sentence tells us the robot is not sure? Does the garden idea have might or will?

    Students

    Pairs discuss the questions and find the evidence in the text. Expected answer: 'The sentence The family might add a small robot later shows uncertainty.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to report their main idea and their reason for the uncertain feature. T asks: Why is A. The fridge not the answer?

    Students

    Pairs report. Expected answer: 'The fridge is certain because the passage says will keep food fresh; it is not uncertain.'

  4. Teacher

    Step 4: Conclusion and assessment

    T explains that will is used for facts or strong predictions in the passage, and might is used for uncertain features. T reminds Ss to read for the main idea, not for every detail.

    Students

    Ss write their own-words sentence of the main idea in their notebooks.

Activity 3: Practice · 12 minutes

Relay race: choosing the right word and structure

a) Aims

Ss use the key words and the will/might structures to choose and complete sentences accurately, and explain their answers.

b) Content

Ss play a relay game in teams of 4. Each member answers one question, passes the whiteboard to the next member and explains the answer. Exercises:

  1. A machine that washes plates and bowls is a ___. A. fan; B. dishwasher; C. fridge
  2. We use a ___ to keep food cold and fresh. A. fridge; B. cooker; C. clock
  3. Energy from sunlight is ___ energy. A. coal; B. gas; C. solar
  4. Cleaning, washing and cooking at home are ___. A. sport; B. housework; C. homework
  5. Will the future kitchen have a dishwasher? (Fill in the blank with the correct verb form of have.)
  6. The design is uncertain. We ___ add a second room. A. must always; B. are certainly; C. might
  7. Choose a prediction using will not. A. Our house not will use a coal fire.; B. Our house will not use a coal fire.; C. Our house will not uses a coal fire.
  8. The clock will ___ us about lessons. A. remind; B. reminds; C. to remind
  9. Question 10 from the new reading: Which feature is uncertain? A. The fridge; B. A small robot; C. The washing machine

c) Expected outcomes

Answer key:

  1. B (dishwasher)
  2. A (fridge)
  3. C (solar)
  4. B (housework)
  5. have (will + bare infinitive)
  6. C (might, because the situation is uncertain)
  7. B (will not comes before the bare infinitive use)
  8. A (remind; no -s and no to after will)
  9. B (A small robot is uncertain; the passage says might add and they have not decided)
    Each team's score: number of correct answers out of 9, and the team with the most correct answers wins.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into teams of 4, explains the relay rules, and says: Each member answers one question and passes the whiteboard. You must explain your answer in one sentence.

    Students

    Ss form teams, line up in rows, and get a whiteboard.

  2. Teacher

    Step 2: Task performance

    T reads the questions one by one. T asks each member to write the answer and then pass the board to the next member. T checks the explanations quietly.

    Students

    Ss write the answers and explain them. Expected answer for Q7: 'We use will not before the bare infinitive use, so the answer is B.'

  3. Teacher

    Step 3: Report and discussion

    T calls teams to show their boards and asks: Why is C wrong in question 8?

    Students

    Teams show their answers. Expected answer: 'C is wrong because after will we use the bare infinitive, not to remind.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the screen, praises the team with the most correct answers, and reminds Ss of the rules: bare infinitive after will and might, no -s, and will not = won't.

    Students

    Ss check their boards against the key and correct their mistakes in their notebooks.

Activity 4: Application · 8 minutes

My dream house in the future

a) Aims

Ss use will and might with the key words to describe their own future house and show their certainty level when they make predictions.

b) Content

Ss work in pairs. Each S describes their dream house in 3–4 sentences, using at least 2 key words and both will and might. Partners ask 1 question each: Will your house have a ...? Might it have a ...?
Ss must make clear which features are certain (will) and which are uncertain (might).

c) Expected outcomes

Sample description: In my future house, a smart TV will show our lessons every evening. The house will have solar energy on the roof. There might be a helicopter in our garden, but my parents have not decided yet. A washing machine will do all the housework.
Sample question and answer: Will your house have a dishwasher? - Yes, it will have a dishwasher in the kitchen.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Describe your dream house in 3–4 sentences. Use at least 2 key words, will for certain predictions and might for uncertain ones. Your partner will ask you 1 question.

    Students

    Ss think for 1 minute and write 3–4 sentences in their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that Ss do not add -s or to after will or might. T gives support to Ss who need it.

    Students

    Pairs take turns to describe their dream house and ask one question each.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to share a sentence with the class and asks: Is this prediction certain or uncertain?

    Students

    Ss report. Expected answer: 'In my house, a smart TV will show our lessons, which is certain for me; there might be a helicopter, which is not sure.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises creative ideas and reminds Ss that a dream or prediction is not a verified fact, so we choose will or might carefully.

    Students

    Ss listen and note down one good sentence from the class.

Worksheets

Worksheet 1

Read the passage and answer the questions.

Passage:
In Nga's dream house, a washing machine will wash clothes and a fridge will keep food fresh. The family might add a small robot later, but they have not decided. A garden will be beside the kitchen. Nga hopes to cook vegetables from the garden with her father.

Questions:

  • What is the main idea of the passage? (Write one sentence in your own words.)
  • Which feature is uncertain?
    A. The fridge
    B. A small robot
    C. The washing machine
  • Find one sentence with will that shows a certain prediction.
  • Find one sentence with might that shows uncertainty.
  • Does Nga hope to cook vegetables a prediction or a wish? Explain your answer.

For teacher use: Expected answers are B for question 2; the main idea is about useful machines and a garden, with some features not decided yet; Nga hopes is a wish, not a prediction.

Homework

  • Write one paragraph of 60–80 words about your dream house in the future. Use at least 4 key words from Unit 10, at least 2 sentences with will and 1 sentence with might. Do not add -s or to after will or might.
  • Review the 8 key words and write each one with a Vietnamese meaning in brackets, for example: appliance (thiết bị gia dụng).
  • Redo exercises 5 to 8 in the Looking Back section and check your answers on the NeoEdu page: neoedu.vn/learn/6/english/unit-10-looking-back. Write down the rule you used for each correct answer.

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