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

Giáo án Skills 1

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:
    • identify the topic and the main ideas of a text about future homes
    • find specific details and match them with evidence in the reading
    • use eight topic words (appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter) in context
    • summarise a text in their own words using key-word notes covering the topic, two important details and an opinion with a reason

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text on their own, underline evidence and check their answers against the text before reporting.
  • Communication and collaboration: Ss work in pairs to share answers, retell the text from notes and give reasons for their opinions.
  • Problem-solving and creativity: Ss choose the correct answer from context, explain their choice and correct their own mistakes after feedback.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for gist and details, then speak from notes to retell the text and compare it with their own life.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight topic words accurately and understand the future simple forms (will, might) in the text.

3. Personal qualities

  • Diligence: Ss complete every reading task and keep practising the note-taking steps until their notes are short and clear.
  • Responsibility: Ss take turns speaking with their partner and listen carefully without interrupting.
  • Honesty: Ss clearly separate what the writer says from their own ideas when they compare the text with their own life.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, slides with the reading text and the eight vocabulary items
  • Board and markers
  • Worksheet No. 1 and Worksheet No. 2 (printed or projected)
  • NeoEdu online lesson page: neoedu.vn/learn/6/english/unit-10-skills-1 (lesson presentation, examples and interactive exercises)

2. Students

  • Textbook Tiếng Anh 6 (Global Success), Unit 10, Skills 1
  • Notebook, pen, pencil, highlighter
  • Blank index cards or small pieces of paper for key-word notes

III. Procedures

Activity 1: Warm-up · 5 minutes

Future Homes Brainstorm

a) Aims

  • Ss activate prior knowledge about houses and technology.
  • Ss get interested in the topic 'Our houses in the future'.

b) Content

  • T shows a short slide with the question: 'What will your house look like in the future?'
  • Ss think for 30 seconds, then share one idea with the class, using 'My house will have...' or 'There will be...'.
  • T writes Ss' ideas on the board in a mind map with the centre 'Our houses in the future'.

c) Expected outcomes

  • A mind map on the board with at least five ideas from Ss, for example: solar panels, robots, a garden on the roof, a smart TV, a big window.
  • Ss can state the topic of the unit in their own words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the slide and asks: 'What will your house look like in the future?' T gives 30 seconds of thinking time.

    Students

    Ss look at the question and think silently about their ideas.

  2. Teacher

    Step 2: Task performance

    T walks around and gives support where needed, for example: 'Can you use will? Try: There will be a garden.'

    Students

    Ss share their ideas in pairs first. Expected answers: 'There will be a robot in my house.' 'My house will have solar panels.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 5 Ss to share ideas with the class and writes key words on the mind map.

    Students

    Ss report their ideas to the class, for example: 'My house will have a roof garden.' 'There will be a small robot to clean the floor.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will read about an imagined future home and talk about it.' T writes the title Skills 1 on the board.

    Students

    Ss listen and note the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 6 minutes

Vocabulary Matching and Context

a) Aims

  • Ss understand and pronounce the eight topic words.
  • Ss use the words in simple sentences about future homes.

b) Content

  • T presents eight words: 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).
  • Ss match each word with its meaning in a quick matching game on the board.
  • Ss make one sentence for each word, using will or might where possible.

c) Expected outcomes

  • Ss' matching answers: 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.
  • Example sentences: 'A dishwasher is an appliance that washes dishes.' 'In the future, a smart TV will be wireless.' 'Solar energy will give us power.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Match the words with the meanings. You have one minute.' T writes the eight words and shuffled meanings on the board.

    Students

    Ss copy the words into their notebooks and get ready to match.

  2. Teacher

    Step 2: Task performance

    T calls out each word, models the pronunciation and asks Ss to repeat in chorus and individually. T asks Ss to match, then gives feedback.

    Students

    Ss repeat the words and match them with the meanings. Expected answer: 'Dishwasher is a máy rửa bát.' 'Solar energy is năng lượng mặt trời.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word is an appliance in your house?' T invites 3 Ss to make sentences with the words.

    Students

    Ss answer, for example: 'A washing machine is an appliance in my house.' 'There is a smart TV in my living room.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and reminds Ss that they can guess the meaning from the context. T says: 'Read the whole sentence to choose the right meaning.'

    Students

    Ss note the eight words and their meanings in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reading for Gist and Details

a) Aims

  • Ss identify the topic and the main ideas of the text.
  • Ss find details and link each question with a sentence that gives evidence.
  • Ss distinguish what the writer says from their own opinion.

b) Content

  • Task 1 (skimming): Ss read the text once quickly and say what the topic is.
  • Task 2 (scanning): Ss read again and match the questions with evidence sentences, using Worksheet No. 1.
  • Task 3: In pairs, Ss mark each sentence A (the writer's statement) or O (Ss' own opinion) in a short sample.
  • Technique: pair reading and jigsaw, with each pair checking evidence sentences.

c) Expected outcomes

  • Topic: future homes and how technology can help people without doing everything for them.
  • Evidence matched: 'What is the home?' - 'In my imagined future home...' ; 'What will be on the roof?' - 'a roof garden'; 'What will supply energy?' - 'Solar panels will provide some energy.'
  • Ss can explain that 'I hope the house will save energy' is the writer's opinion, not a fact of the house design.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet No. 1 and says: 'Skim the text for the topic. Then scan for the evidence sentences.' T shows the text on the projector.

    Students

    Ss read the text quickly and write the topic in one short phrase.

  2. Teacher

    Step 2: Task performance

    T asks: 'Which sentence tells us about the roof?' T walks around and checks the pairs. T asks guiding questions such as 'Is this a fact or a hope?'

    Students

    Ss read again, underline evidence and complete Worksheet No. 1. Expected answers: 'The topic: a future home with technology.' 'Roof: a roof garden.' 'Hope: I hope the house will save energy.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to give answers and asks the class to agree or disagree. T asks: 'Why is this sentence an opinion?'

    Students

    Ss read their evidence aloud and explain their choice, for example: 'This is an opinion because it says I hope.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes on the board: 'Read with evidence. Separate facts from opinions.' T explains that when Ss answer, they should show the evidence and explain the choice.

    Students

    Ss copy the key points into their notebooks and check their own answers.

Activity 2.3: Knowledge formation · 6 minutes

Speaking from Notes

a) Aims

  • Ss learn how to make short key-word notes.
  • Ss retell the text in three parts: topic, two details and an opinion with a reason.

b) Content

  • T models a note card with key words only, using Worksheet No. 2.
  • Ss practise making their own note card with key words for the text.
  • Ss use the frame: 'The topic is... Two details are... I think... because...'

c) Expected outcomes

  • A model note card, for example:
  • Topic: future home, technology
  • Detail 1: solar panels, roof garden
  • Detail 2: dishwasher, cook together
  • Opinion: save energy, leave space for trees
  • Ss' sentence: 'The writer imagines a future home. Solar panels give some energy. I think the house should save energy because it helps the environment.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model note card on the board and says: 'Write only key words, not whole sentences.' T hands out Worksheet No. 2.

    Students

    Ss look at the model and read the frame on the worksheet.

  2. Teacher

    Step 2: Task performance

    T asks Ss to make their own note card in pairs in three minutes. T reminds Ss: 'Say I think... because... when you give an opinion. Correct your own mistakes if you see them.'

    Students

    Ss write key words on the card and practise saying one sentence for each part. Expected sentence: 'The topic is a future home with technology.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to speak from their notes. T gives feedback on the reason and on the clear sentences.

    Students

    Ss speak from their notes without reading the whole text. Expected answer: 'There is a dishwasher, but the family will still cook together.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Use key words. State the topic, two details and an opinion with a reason. When you talk about your own life, say it is your own information.'

    Students

    Ss note the three-part structure and the phrase 'In my opinion' or 'I think' in their notebooks.

Activity 3: Practice · 8 minutes

Checking Reading Answers

a) Aims

  • Ss answer the comprehension questions with evidence from the text.
  • Ss explain their choice and correct their own answers after feedback.

b) Content

  • Ss answer questions 2 to 6 (multiple choice and short answer) and then questions 7 and 8 (short answer and idea).
  • Ss show evidence from the text for each answer.
  • Technique: mini-whiteboards. Ss write their answers and show them to the teacher.

c) Expected outcomes

  • Q2: C. An imagined future home. Evidence: 'In my imagined future home...'
  • Q3: B. A garden. Evidence: 'a roof garden'
  • Q4: Solar panels. Evidence: 'Solar panels will provide some energy.'
  • Q5: C. Carry books and water plants. Evidence: 'A small robot might carry books and water plants.'
  • Q6: B. Drawing and studying. Evidence: 'a quiet room for drawing and studying.'
  • Q7 (sample): Saving energy and keeping trees.
  • Q8 (sample): Technology should help people, not replace all activities. Evidence: 'The family will still cook together.' Teacher grades according to the scoring guide: correct information (0.75) and clear sentence (0.25); for Q8, opinion (1) and detail with reason (1).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Answer questions 2 to 8. Write your answer and the evidence on your mini-whiteboard.' T displays the questions.

    Students

    Ss read the questions and find the evidence in the text.

  2. Teacher

    Step 2: Task performance

    T gives 3 minutes for Ss to write. T walks around and checks spelling and clear answers. T prompts: 'Which sentence in the text gives the answer?'

    Students

    Ss write their answers on mini-whiteboards. Expected answers: 'C', 'B', 'Solar panels', 'C', 'B'.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to show their boards and reveals the answers. T asks: 'Why is the answer not A?' for multiple choice.

    Students

    Ss hold up their boards and explain their choices, for example: 'The answer is C because the text says imagined future home.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and asks Ss to correct any wrong answers in their notebooks. T says: 'Always check the evidence in the text before you choose an answer.'

    Students

    Ss correct their own mistakes and write the right answer with the evidence sentence.

Activity 4: Application · 10 minutes

Tell Your Partner About Your Future Home

a) Aims

  • Ss retell the text to a partner from notes.
  • Ss compare one detail with their own life and show the difference between the text and their own information.

b) Content

  • Task: Tell a partner about the text using your note card, then compare one detail with your own life. Say: 'In the text... In my life...'
  • Ss listen to their partner and give one question or comment.
  • Homework: Ss write 5 to 7 sentences about their own future home.

c) Expected outcomes

  • Sample retelling: 'The writer imagines a small home with solar panels and a roof garden. A dishwasher will help, but the family will still cook together. The robot might carry books.'
  • Sample comparison: 'In my future home there is a garden, but I would like a bigger drawing room. This is my own idea, not in the text.'
  • Ss' retelling uses at least two details from the text and one comparison.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Tell your partner about the text using your note card. Then compare one detail with your life. Say which part is from the text and which part is your own idea.'

    Students

    Ss look at their note card and plan what to say.

  2. Teacher

    Step 2: Task performance

    T moves around and listens to pairs. T helps with language, for example: 'You can say: In my house, there will be...'

    Students

    Ss take turns to speak for about 1 minute each. Expected answer: 'In my future home, there will be a robot, but my family will still cook together.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 to 3 Ss to share their comparison with the class and asks the class to say if it is from the text or the student's own idea.

    Students

    Ss report, for example: 'In the text, the house has solar panels. In my life, my house has a garden too.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the speaking and summarises the lesson: 'Read with evidence. Speak from notes. Give reasons for your opinions.' T assigns the homework.

    Students

    Ss note the homework and the key points of the lesson in their notebooks.

Worksheets

Worksheet No. 1: Reading for Gist and Details

  • Topic of the text (one short phrase): ____________________
  • Match each question with the evidence sentence:
    1. What is the home in the passage? ____
    2. What will be on the roof? ____
    3. What will supply some energy? ____
    4. What might the small robot do? ____
    5. What will the quiet room be for? ____
    6. What is the writer's main hope? ____
  • Evidence sentences (A to F):
    A. 'Solar panels will provide some energy.'
    B. 'The house will be small and bright, with large windows and a roof garden.'
    C. 'In my imagined future home, technology helps people without doing everything for them.'
    D. 'A small robot might carry books and water plants.'
    E. 'There will be a quiet room for drawing and studying.'
    F. 'I hope the house will save energy and leave space for trees.'
  • Mark each sentence: W (the writer says) or O (my opinion): ____

Worksheet No. 2: Speaking from Notes

  • Topic (key words only): ____________________
  • Detail 1 (key words): ____________________
  • Detail 2 (key words): ____________________
  • Opinion (key words): ____________________
  • Reason (key words): ____________________
  • Sentence frame:
    • The topic is ____.
    • Two details are ____ and ____.
    • I think ____ because ____.
    • In my life, ____ (my own information, not in the text).

Homework

  • Write 5 to 7 sentences about your own future home. Use will or might at least three times.
  • Use the note-taking steps: write key words, then say the text in three parts (topic, two details, opinion with a reason).
  • Review the eight vocabulary words and make one new sentence with each word.
  • Prepare to share your paragraph with your partner at the next lesson.

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