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Mô tả: KHBD TIẾNG ANH 6 TUẦN 30 TIẾT 88-90 UNIT 9 PRONUNCIATION, PRACTICE, SPEAKING, New words, reading,GRAMMAR. CV4040 WEEK 30 Date of planning: 07/4/2022 Period: 88 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission /04/2022 6A /04/2022 6B /04/2022 6C UNIT 9: HOUSES IN THE FUTURE Lesson 1.3: Pronunciation, practice + Speaking I. OBJECTIVES By the end of the lesson, Sts will be able to… 1. Knowledge - Know how to pronounce the final /z/ sound and can do all the exercises related to this sound - Use the sound correctly in their communication 2. Competences - Improve the use of language - Develop the ability to communicate and cooperate with their partners and other skills - Identify this sound and produce it correctly. 3. Quality - Build up their positive attitude in English language learning so that they actively participate in all classroom activities, especially use the sound exactly in their communication or exams. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts… III. PROCEDURE A. Activity 1: Warm up (5’) a) Objective: To review the language learnt and to set the mood for the new lesson b) Content: A game. c) Product: Sts can review the target language learnt previously. d) Competence: Communication, collaboration e) Organization of the activity: Teacher's and Students’ activities Contents - Ss will play the game “Magic hats” - Ss take turn to go by spinning the circle, do the task in the space it stops. (I think S will / won’t……………) Ex: You have a day off next week - I think I will go to the cinema to enjoy my favorite film. - T checks and corrects. B. Activity 2: Pronunciation (5’) a) Objective: To introduce to Sts the sound /z/ and raise their awareness of pronouncing the sound correctly in everyday conversation b) Content: Teaching Sts the sound /z/ and the relevant sounds in some tasks given. c) Product: Students can understand, and use the final /z/ sound and grammatical point correctly in their communication d) Competence: Collaboration, communication, observation, analytical skills e) Organization of the activity: Teacher's and Students’ activities Contents Presentation - T shows example with singular nouns and plural nouns, then speak them out, have students recognize the final sound /z/. - Ss listen - T plays the audio (CD 2- 43) - Ss listen and try to recognize the final sound /z/ - T elicits and gives some explanation. Practice - T gives some words for students to practice - Ss listen and repeat, then cross out one that does not belong to the group. - Some students read loudly the words with the correct sound to their partners. Production: - T asks Ss to give some more examples with the final /z/ sound - Ss do as requested - T calls on some Ss to read aloud their words in front of the class - Ss read aloud - T corrects and give remarks. a. Focus on the final /z/ sound B. Listen to the words and focus on the underlined letters Megacities homes earthscrapers c. Listen and cross one out (c/p. 40) d. Read the words with the correct sound to a partner. Examples: Words cars boys C. Activity 3: Practice (15’) a) Objective: To help Sts practice the target language and pronunciation b) Content: Practice on page 72 c) Product: Sts can use the final /z/ sound and grammatical point and vocabulary items correctly in their communication d) Competence: Collaboration, communication, e) Organization of the activity: Teacher's and Students’ activities Contents - T demonstrates the activity by practicing the role-play (Emma and Mark) with a St - One St practices with T, the rest listen - T demonstrates with another S if any. - T reminds Ss to pay attention to the final sound /z/. - Ss pay attention to the final sound /z/ - T has Ss practice the conversation in pairs - Ss practice the conversation in pairs - T calls some pairs to demonstrate the activity in front of the class. - Ss do as requested - T corrects and gives feedback. - T asks Ss to swap roles using the ideas on the right. - Ss swap roles as requested - T calls some pairs to demonstrate the activity in front of the class. - Some pairs present in front of the class - T corrects and gives feedback. - T lets Ss practice the conversation with their own ideas, then swap roles. - Ss practice in pairs with their own ideas - T goes around and gives support if necessary - T calls some pairs to demonstrate the activity in front of the class - Some pairs present - T gives comments if any. a) Practice the conversation. Swap roles and repeat. b) Practice with your own ideas. Cues: S1: Where/ you think/ people/ live/ future? S2: I think/ will live/ sea. S1: Anywhere else? S2: I think/ will live/ river. S1: What/ you think/ be like? S2: I think/ eco-friendly homes. S1: … S2: … D. Activity 4: Speaking (15’) a) Objective: To help Sts know how to conduct an interview, take notes from an interview b) Content: Speaking on page 72 c) Product: Sts can understand, use vocabulary, grammar points and sound /z/ in real life communication. d) Competence: Collaboration, communication, critical thinking, creativity e) Organization of the activity: Teacher's and Students’ activities Contents Pre- speaking: - T demonstrates the activity - Ss listen - T explains what Ss are going to do - T asks Ss to use the future tense and the word “ Think” to answer the questions While – speaking: - T has Ss play role of an interviewer and an expert, practice A&A about the way houses will be in the future (exercise a/p. 72) - Ss listen and do as requested - T has students work in pairs, share their ideas. - Ss share their ideas with other pairs - Some students present in front of the class. - T checks, corrects or gives feedback. - T asks Ss to swap roles and do the same as the one before - Ss take notes some main ideas Post speaking: - T has Ss join another pairs and discuss “What would you like to live in the future?” - Ss work in another pairs discuss where they would like to live in the future. - T has Ss to ask if they don’t understand their partners’ ideas. - Ss do as requested - T calls on some pairs to present their conversation in front of the class. - Ss perform the activity in front of the class. - T corrects and gives feedback. a. You’re interviewing an expert about homes in the future. Work in pairs. - Student A, interview the future home expert and make notes. - Student B, you’re the expert. Answer the questions. Swap roles and repeat. Suggested Q&A 1. Where do you think people will live in the future? 2. What will homes be like in the future? 3. Will you live in that kind of house? b. Join another pairs. Discuss where you’d like to live in the future. Ask them to explain anything you don’t understand. Homework (5’) - Vocabulary about houses in the future - Simple future and think to give ideas about the future - Indefinite quantifiers - Final sound /z/ - Do exercises on page 51 of the WB - Prepare the new lesson on page 73 of the SB * EVALUATION: WEEK 30 Date of planning: 07/4/2022 Period: 89 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission /04/2022 6A /04/2022 6B /04/2022 6C UNIT 9: HOUSES IN THE FUTURE Lesson 2.1: New words + Reading I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - describe similarities and differences between homes now and in the future - discuss and choose smart devices for homes in the future - get someone’s attention into reading passage and answer the answers 2. Competences - improve their English skills - develop the ability to communicate and cooperate with their partners, to self - study, to solve problems and other skills - distinguish the differences and similarities between homes now and in the future 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities - express the reasons for their homes in the future II. TEACHING AIDS AND LEARNING MATERIALS. Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts… III. PROCEDURE A. Activity 1: Warm up (5’) a) Objective: To set the scene for the new lesson b) Content: Introduction of new words about the topic c) Product: to understand and have general ideas about the topic d) Competence: Collaboration, communication, critical thinking and creativity e) Organization of the activity: Teacher's and Students’ activities Contents - T shows pictures of household appliances, students look and circle things that maybe used in homes in the future. - Ss may add some things they think it will be used in the future. B. Activity 2: New words (15’) a) Objective: to learn new vocabulary b) Content: New words (page 73). c) Products: Sts can learn the new words and know how to pronounce them correctly d) Competence: Communication, collaboration, analytical & synthesizing skills e) Organization of the activity: Teacher's and Students’ activities Contents Presentation: - T uses realia to present some new words - Ss listen, observe and give the meanings of words - T guides Ss to read the words - Ss repeat in chorus and then in individual. - T has Ss take notes the words - T has Ss play the game: Rub out and Remember to check their memorization of words - Ss play the game. Practice: - T has Ss number the pictures. - Ss work in pairs - T has Ss check their answers with their partners. - Ss compare and check the answers - T has Ss give the answers - Ss give the answers - T checks answers as a whole. - T plays audio (CD 2- 44) and has Ss listen and repeat. - Ss listen and repeat - T corrects the wrong pronunciation Production: - T sets the scene and gives some examples for Ss to talk about smart devices you have in my home. Example: T presents a smart phone and says + I have a smart phone. - Ss listen carefully. - T divides the class into pairs. - Ss work in pairs - T gets some pairs to say what smart devices they have in their homes. - Ss present their ideas - T checks some pairs, gives comments. New words: 1. 3D printer (n)/ˌθriː diː ˈprɪntər/ Máy in 3D 2. automatic food machine (n) /ˌɔːtəˈmætɪk fuːd məˈʃiːn/ Máy làm thức ăn tự động 3. device (n)/dɪˈvaɪs/ Thiết bị 4. drone (n) /drəʊn/ Máy bay không người lái 5. robot helper (n) /ˈrəʊbɑːt ˈhelpər/ Người máy giúp việc 6. screen (n) /skriːn/ Màn hình 7. smart (adj) /smɑːrt/ Thông minh Checking vocabulary: Rub out and Remember a. Number the pictures using the definitions. Listen and repeat. Expected answers: A.1; B.4; C.6; D.5; E.2; F.3 Say what smart devices you have in your home. C. Activity 3: Reading (25’) a) Objective: to improve the reading comprehension, to see how target language is used in the reading context b) Content: A reading text about homes in the future. c) Products: Sts can practice reading for main ideas and for details. d) Competence: Collaboration, communication, analytical and synthesizing skills e) Organization of the activity: Teacher's and Students’ activities Contents Pre reading: - T sets the scene - Ss listen - T asks Ss to tell some smart devices we will use in the future - Ss give some answers - T introduces Professor Rendall - Ss listen and observe While reading: - T asks Ss to read the text individually. - Ss read the text individually. - T gets the whole class to read the text. - Ss read the text as a whole class. - T has Ss answer the question by circling “Yes” or “No” - Ss do as requested - T checks answer as a whole class. - T asks Ss to present the reasons why their answer is Yes. - Ss explain - T gives feedback - T asks Ss to read the article and answer the questions. - Ss look at the questions carefully. - T asks Ss to give the answers - T checks answer as a whole class. - T gives feedback. Post reading: - T asks some more questions. 1. Where will your home in the future be? 2. What will it be like? 3. What devices would you like to have in your future house? - Ss listen and answer a. Read the article about homes in the future. Is Professor Rendall excited about the future? YES / NO Expected answer: Yes b. Read the text again and answer the questions. Answer: 1. Yes, he does 2. An automatic food machine 3. Companies use drones for delivery service. Homework (5’) - Write four sentences about your favorite smart devices you would like to have in your home. - Do exercises in the workbook (Page 52) a. Match the pictures with the words b. Listen and tick - Prepare for the new lesson – Grammar (page 74 – SB) _______________________________________________________________________________ * EVALUATION: WEEK 30 Date of planning: 07/4/2022 Period: 90 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission /04/2022 6A /04/2022 6B /04/2022 6C UNIT 9: HOUSES IN THE FUTURE Lesson 2.2: Grammar I. OBJECTIVES By the end of the lesson, Sts will be able to… 1. Knowledge - know how to use Modal verb Might to say that something is possible in the future 2. Competences - improve the use of language - develop the ability to communicate and cooperate with their partners, to self-study and other skills 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities II. TEACHING EQUIPMENT AND LEARNING MATERIALS. Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts… III. PROCEDURE A. Activity 1: Warm up (5’) Play "Bingo" a) Objective: To introduce new lesson and set the scene for students to acquire new language b) Content: a game c) Product: Sts can review the language learnt in the previous lesson d) Competence: Collaboration, communication, analytical skills e) Organization of the activity: Teacher's and Students’ activities Contents - T shows pictures of empty rooms, groups draw household appliances in the room. - Ss work in groups to draw household appliances - T leads Ss to the new lesson. Activity 2: Grammar (35’) a) Objective: To have Sts learn the new grammar point – Might for future possibilities b) Content: Grammar (page 74) c) Products: Students can understand, practice and use the mentioned grammar point correctly in communication. d) Competence: Communication, collaboration, critical thinking e) Organization of the activity: Teacher's and Students’ activities Contents Presentation: - T has Ss look at the picture. - Ss look at the picture. - T has Ss guess what they are talking about. - Ss guess - T plays audio (CD 2- 45) and has Ss listen and read the speech bubbles. - Ss listen and practice in pairs - T asks Ss to look at the grammar explanation. - Ss look the grammar explanation - T let Ss look at the table with the forms of Might. - Ss do as requested - T has some Ss read the sentences aloud. - Ss read aloud the sentences - T has Ss give the rule of using Might. - Ss give the rule of using Might. Practice: - T gets Ss study the task. - T demonstrates the activity using the example. 1. Automatic food machine might make all our food. - Ss fill in the blanks using “might” and a verb from the box. - T has Ss check their works in pairs. - Ss check in pairs - T gets some Ss to share their answers with the class. - Ss do as requested - T gives feedback - T shows picture of a robot, asks students to give their ideas of it. - Ss work in pairs, practice unscrambling the sentences. - Some students who finish quickly go the board to write the answers. - T checks and gives feedback. Production: - T has Ss think of two ideas about what might change in future (they can use might or might not). - Some students present in front of the class. a. Listen & repeat b. Fill in the blanks using “might” and a verb from the box. Answer: 1. Might make 2. Might live 3. Might have 4. Might shop 5. Might / change c. Unscramble the sentences (c/p. 74) Answer: 1. In the future, we might have robot helpers. 2. How might homes change in the future? 3. In the future, we might have robot pets 4. In the future, doors might have cameras 5. In the future, smart doors might not have screens. Ex: - People might use their voice to turn on and turn off the lights. - Cars and motorcycle might not use petrol to run the engine. - Students might have …………………………… ………………………………. Homework (5’) Use Modal verb Might to say that something is possible in the future. - How might homes change in the future? - We might not have robot pets. - Do exercise in the workbook: Lesson 2- Grammar and Writing (page 53) - Prepare: Lesson 2 – Pronunciation & Speaking (Page 75 – SB). _______________________________________________________________________________ * EVALUATION: