Giáo án Bài giảng Tiếng Anh Lớp 6 (Global success) - Unit 10: Our house in the future - Phạm Thị Oanh

Nội dung tài liệu: Giáo án Bài giảng Tiếng Anh Lớp 6 (Global success) - Unit 10: Our house in the future - Phạm Thị Oanh

1. Period 79 Class Date of planning Date of teaching UNIT 10: OUR HOUSE IN THE FUTURE Lesson 1: GETTING STARTED I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: UFO, solar TV, smart TV, wireless Tv, solar energy. * Pronunciation: - Pronounce the key words correctly: UFO, solar TV, smart TV, wireless Tv, solar energy. * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for general and specific information about a types of houses. - talk about houses and appliances in the house. 3. Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses. - Students know the importance of houses and appliances in the house in daily life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP 1. Aim: - To create a friendly and atmosphere in the class before the lesson; - To introduce the topic. - To lead in the topic of house in the future. 2. Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. 3. Products: - Interest and concentration of Ss on the class activities. - Having a chance to speak English and focus on the topic of the lesson.. - Leading in the lesson about vocabulary and pronunciation.
2. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Greeting * Divide the class into 2 teams A and B -Teacher asks students to see the picture in 30 seconds and remember as many types of houses and appliances as possible. - Teacher lets students pass the chalk within the team and write things they can remember in 2 minutes. Lead in Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture to introduce the land. Ss answer the questions. Step 3: Report and discussion - Ss work in group to talk about their neighbourhood. - Ss join in the discussion Step 4: Judgment - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To introduce the vocabulary appearing in the next. - To practice the targeted language and the background knowledge. - To help students identify the location of the cities mentioned in the conversation on a map. 2. Content: - Learn some new words . Read the conversation and find out new words. - Know more new words. - filling in the gaps. 3. Products: - Know more new words. Understanding the conversation; topic of the lesson, grammar points - Know more new words. Understand the conversation; topic of the lesson, Vocab, grammar points 4. Implementation:
3. TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for the listening and reading. Step 2: Task performance VOCABULARY 1. VOCABULARY - Teacher introduces the vocabulary by: 1.UFO: vật thể bay không xác + showing the pictures illustrating the words. định + providing the synonym or antonym of the words. 2.Solar energy: năng lượng mặt + providing the definition of the words. trời Task 1: Listen and read. 3.Smart TV: TV thông minh - Teacher sets the context for the listening and reading text: Task 1: Listen and + Teacher asks students to look at the title of the read. conversation and the picture. Nick: What are you doing, + Teacher asks Ss some brainstorming Phong? questions. Phong; I'm painting a picture of - Ss answer the questions and write down my house. if necessary. Nick: Your house! That's a UFO. - Teacher encourages students to give their Phong: It looks like a UFO but it's answers, but do not confirm whether their answers my house in the future. are right or wrong. Nick: Where will it be? - Teacher play the recording, asks students Phong: It'll be in the mountains. underline the words they have learn in the Nick: What will it be like? vocabulary part. Phong: It'll be a large house. It'll - Teacher can play the recording more than once. have twenty rooms. - Students listen and read. Nick: Twenty rooms! - Teacher invites some pairs of students to read the Phong: Yes, and it'll have solar dialogue aloud. energy. - Teacher has students say the words in the text that Nick: Fantastic! Which room will they have underlined. you like best? Phong: My bedroom, of course. Nick: What appliances might the house have? Phong: My house might have Task 2: Read the conversation again. Find and some smart TVs and ten robots. write down the words or phrases that show: Nick: Sounds great! And how - Students work in pairs much will... - Teacher asks students to share their answers Task 2: Read the before discussing as a class. conversation again. Find and Teacher asks students to explain where they can write down the words or find the answer. phrases that show: Step 3: Report and discussion Answer key: - Ss write down the new vocabulary Type of house: UFO - T asks, Ss answer some more questions about Location: in the the conversation mountains Step 4: Judgment Appliances in the house: - T gives feedback on the reaction of Ss some smart TVs and ten robots
4. ACTIVITY 3: PRACTICE (20’) 1. Aim: - To help students focus on the use of Simple Future tense. - To test students' memory of the vocabulary. 2. Content: Understand the conversation; grammar points; Some related Vocabulary 3. Products: To know about the topic of the lesson, Vocab, grammar points. Know more about houses and house appliances 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Ss learn Task 3-4-5 – Getting Started - Unit 3 Step 2: Task performing Task 3: Read the conversation again. Tick (V) Task 3: Read the T(True) or F(False). conversation again. Tick (V) Give time for students to read the conversation T(True) or F(False). independently again and tick ( ) true or false next to Answer key: the statements. Ask them to share their answers in 1. T pairs before discussing in groups. Encourage them 2. T to correct the false statements. 3. T Select one student to give his or her answers in 4. F front of the class. Praise them when they give the correct answers Task 4: Order the words to make a phrase about a place. Task 4: Order the words to make a phrase Each group has one extra about a place. Each group has one extra word. word. - Explain that students have to order the words to Answer key: make phrases about places. Remind them that 1. in the sea each group has one extra word. Get them to look 2. in the city at the example to identify how to do the activity. 3. in the town - Have students work individually. Ask them to 4. in the mountains share their answers in pairs before discussing in 5. in the countryside groups. 6. on the Moon - Go around and offer help, if necessary. 7. in the sky - Then call some students to write their answers on the board. Check their answers and give explanation, if necessary. Task 5: In groups, describe to your classmates what you can see outside the window of your future house. Your group tries to guess where your house is. Task 5: In groups, describe to Game: 10 questions your classmates what you can - Work in groups, think of a kind of house or see outside the window of your appliances. future house. Your group tries
5. - Others ask Y/N questions and the group can only to guess where your house is. answer Yes or No. Suggested answers: - Who can guess the type of house/household - Is it a type of house? appliances is the winner. - No, it isn’t. Step 3: Report and discussion - Does it have a smart remote - Ss work independently control? - Share the answers - Yes, it is. Step 4: Judgment - Is it a smart TV? - T gives feedback on the answers. - Yes, it is. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise some words and learn some more words to describe their neighbourhood To give Home assignments 2. Content: To learn some more words about asking and giving directions Home assignments 3. Products: Know more words about giving directions. Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. - Home assignments Step 2: Task performance - Teacher summarizes all opinions * Home assignments: - T let Ss take note the home assignments - Read again the conversation Step 3: Report and discussion - Go to the Internet and search for - T says something about the class time. the information on houses in the -Step 4: Judgment future. T gives feedback and requires Ss do homework. IV. FEED-BACK:
6. BAN GIÁM TỔ CM Tân Minh, ../../2025 HIỆU GV Phạm Thị Oanh
7. Period 80 Class Date of planning Date of teaching UNIT 10: OUR HOUSES IN THE FUTURE Lesson 2: A CLOSER LOOK 1 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: electric cooker, dish washer, washing machine, wireless. * Pronunciation: - Pronounce the key words correctly: electric cooker, dish washer, washing machine, wireless. - Pronounce the two-syllable words correctly * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for general and specific information about a types of houses. - talk about houses and appliances in the house. 3. Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses. - Students know the importance of houses and appliances in the house in daily life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP 1. Aim: - Revise the old lesson. - Do some activities to creat a friendly and relaxed atmosphere to warm up to the new lesson 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson 4. Implementation:
8. - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance Chatting. + Greeting * * Game: Place it right: Teacher explains the game rules: Answer key: - Students go to the board and stick the pictures of household appliances in the right posters corresponding to 3 rooms in the house: LIVING ROOM BEDROOM KITCHEN Step 3: Report and discussion - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To set the context for the introductory; - To lead in the lesson about vocabulary and pronunciation. - To teach students some nouns about house and house appliances - To practice the targeted language (adjectives) and the background knowledge 2. Content: Nouns about house and house appliances and their usage. Exercises of matching sentences 3. Products: Nouns about house and house appliances Know more adjectives and how to use them in context. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 1 Step 2: Task performance VOCABULARY 1.VOCABULARY - Teacher introduces the vocabulary by 1.electric cooker (n) + providing explanations of the words; 2.dish washer (n) + showing picture illustrating the words. 3.washing machine (n) 4.wireless (adj)
9. Task 1: Listen and repeat the words/ Task 1: Listen and repeat the phrases in the box. Then put them in the words/ phrases in the box. Then appropriate columns. You may use some put them in the appropriate more than once. columns. You may use some more Teacher ask students quickly do Ex. 1 (P. 4) than once. Students listen to the recording and repeat. - living room: wireless TV, electric fan, smart clock, computer - bedroom: wireless TV, smart clock, electric fan - kitchen: electric cooker, dishwasher, fridge, washing machine Task 2: Match the appliances in A with what they can help us to do in B. - Task 2: Match the appliances in A with Answer key: what they can help us to do in B. 1. c Tell students to look at the two columns and 2. d explain what they can see (e.g. They can see 3. b words and phrases relating to appliances in 4. e the first column, and words and phrases 5. a relating to what each of the appliances can help us to do in the second column). - Have students do the task individually, by matching the appliances in A with what they can help us to do in B. - Ask them to share their answers in pairs before checking the answers as a class. Then encourage them to make sentences with matched phrases, e.g. An electric cooker can help us to cook rice. Call some students to write their sentences on the board. Correct if necessary. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgment - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: To teach students some words/phrases related to house appliances. To help students have concept and identify the Stress in two-syllable words (words only). To test students' memory of the vocabulary. To practice Stress in two-syllable words in sentences. 2. Content: Understand the new words and do the task
10. Listen and repeat the words with the above mentioned sounds. Pronounce Stress in two-syllable words in sentences. 3. Products: To know about the topic of the lesson, Vocab, grammar points. Students have a chance to identify and practise the Stress in two-syllable words (words only). To give students a chance to apply what they have learnt. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss do Task 3-4-5 in A closer look 1 Step 2: Task performing Task 3: Work in pairs. Ask and Task 3: Work in pairs. Ask and answer answer questions about questions about appliances, using the appliances, using the information information in 2. in 2. Ask students to read the example first. Ensure that they know what to do. Then let some Suggested answer: pairs 1.What can an electric cooker help us role-play the exchange in front of the class. to do? Check pronunciation, if necessary. - It can help us (to) cook rice and - Have them work in pairs, one points to the vegetables. appliance in Task 2 and asks the question, and 2. the other gives the answer about the appliance, using the information in Task 2. - Call some pairs to act out in class. Teacher 2. PRONUNCIATION and other students give comments Task 4: Listen and repeat the PRONUNCIATION words. Task 4: Listen and repeat the words. - picture: bức tranh - Explain that most - robot: người máy two-syllable nouns and adjectives have stress - bedroom: phòng ngủ on the first syllable (e.g. housework, father, - kitchen: nhà bếp brother, pretty, famous, etc.) - housework: việc nhà - Give students a few minutes to look at the - palace: cung điện words. Explain that these words are all two- - village: ngôi làng syllable nouns. The first syllable of these - mountains: núi words is stressed which means it should be pronounced with a louder voice. Draw their attention to the stress mark on the first syllable. - Play the recording several times, if necessary, for students to listen and repeat the words. To reinforce pronunciation, ask them to clap at the stressed syllable as they say the words. - Have students practice saying the words in pairs or groups. Go around to offer help or correct pronunciation, if necessary. Task 5: Listen and repeat the sentences. Pay attention to the stress
11. Call some students to say the words in front of of the underlined words. the class. Check their pronunciation if 1. The picture is on the wall of necessary. the bedroom. Task 5: Listen and repeat the sentences. 2. The robot helps me to do Pay attention to the stress of the the housework. underlined words. 3. There's a very big kitchen in - Teacher plays the recording for students to the palace. listen and asks students to repeat the 4. Their village is in the mountains. sentences after they listen. - Students listen and repeat the given sentences. Teacher asks each group to hand in their paper and checks, the group with more correct sentences is the winner. - Teacher invites the winner to read aloud their sentences. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgment - T gives feedback on the answers and studying attitude of Ss in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: Make sentences using the new words and structures Home assignments 3. Products: Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson and make sentences with them - Home assignments Step 2: Task performance - Teacher summarizes the lesson - T let Ss take note the home assignments * Home assignments: Step 3: Report and discussion - Find 10 two-syllable words. Write - T asks, Ss answer about houses them down and practice pronouncing Step 4: Judgement the words. - Do more exercises in workbook.
12. T gives feedback and requires Ss do home assignments. IV. FEED-BACK: BAN GIÁM TỔ CM Tân Minh, /../ /2025 HIỆU GV Phạm Thị Oanh
13. Period 81 Class Date of planning Date of teaching UNIT 10: TYPES OF HOUSES Lesson 3: A CLOSER LOOK 2 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: super car, cottage, smartphone, helicopter. * Pronunciation: - Pronounce the key words correctly: super car, cottage, smartphone, helicopter. * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for general and specific information about a types of houses. - talk about houses and appliances in the house. 3. Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses. - Students know the importance of houses and appliances in the house in daily life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP 1. Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of future simple and to increase students’ interest 2. Content: - To review/ introduce the use and the form of the grammar points. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmosphere to the new lesson - Ss know the use and form of future simple 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS
14. Step 1: Task delivering - Chatting Step 2: Task performance + Greeting Suggested answers: * Game: Sentence puzzling 1. She will learn English - Teacher divides the class into 4 groups. next year. - Teacher delivers a set of word cards which is a jumble sentences in the present continuous tense to 2. His father ill each group. work overnight. - Students will have to work in groups to create as many correct sentences from the word cards as possible. 3. Phong and Nick - The group with more correct sentences will be the will come. winner. 4. Sam won’t finish his homework Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgment - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To introduce targeted grammar of the future simple tense. - To practice targeted grammar of the future simple tense. 2. Content: - the use of the future simple tense. 3. Products: - Vocabulary about the topic - Practicing the correct form of the future simple tense. - Practicing the correct form of the future simple tense in context 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - To help Ss learn The Present continuous Tense - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 2 Step 2: Task performance Lead in: Teacher explicates the forms. Positive - Teacher explains how the future simple tense is I / We / You / They / He / She used (We use the future simple tense to talk / It + will + V about an action that happens in the future) and Examples:
15. how it is formed (positive, negative, questions - My father will travel to the and short answers). Moon in a super car in the - Let students read the examples in the yellow box. future. Draw their attention to the short form ‘ll and - ’ll is the short form of will. won‘t. Negative I / ..(S) + will not + V Example: - We won’t live in that cottage in the future. - won’t is the short form of will not. Questions and short answers - Will + I / (S)+ V? - Yes, you / we ... will. - No, you / we ... won’t. Example: - Will they live on the Moon? - Yes, they will. No, they won’t Task 1: Fill the blanks with will 'll) or won't to Task 1: Fill the blanks make the sentences true for you. with will 'll) or won't to make the sentences true for you. - Teacher has students complete Ex. 1(p. 41). Suggested answers: - Teacher then asks students to exchange their 1. I think I will stay at home textbooks to check their friends’ answers. tonight. 2. My friends won't go to the library this afternoon. 3. My mum won't make a cake today. 4. I will have an English test tomorrow. 5. Our family won't move to the new house next week. Task 2: Complete the conversation with will Task 2: Complete the ('ll) or won't. conversation with will Teacher has students work on the exercise ('ll) or won't. individually before they compare answers with A: Oh, no. The dog ran away each other. again! Teacher gives feedback as a class discussion. B: Don't worry - he (1) will come back. A: Are you sure he (2) will? B: OK, he might not come back today. But I’m sure he (3) will come back tomorrow. Step 3: Report and discussion A: I don't believe you! He - Ss write down the new vocabulary (4) won't come back. We
16. - T asks, Ss answer some more questions about (5) will never see him again. the lesson I'm sure. Step 4: Judgment B: Oh, look ... Here he is! - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: To give students opportunities to use Simple Future tense correctly in context. To help students distinguish and use correctly MIGHT To help students practice using Simple Future Tense in real context. 2. Content: Exercises of Simple Future tense Practice using MIGHT Further practice on the use of Simple Future Tense. 3. Products: Use Simple Future tense to do the exercises To give students some practice on the use of MIGHT. Use Simple Future Tense correctly 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing Task 3: Write sentences, Task 3: Write sentences, using will using will ('ll) or won't and the ('ll) or won't and the words given. words given. Teacher has students work on the exercise Answer key: individually before they compare answers with 1.A computer will / won’t help each other. me to do my housework. - Teacher gives feedback as a class discussion. 2.A robot will help me to water the flowers. 3.A smart TV won’t help me to cook meals. 4.A washing machine will / won’t help me to iron the clothes. 5.A smart phone won’t help me to take care of the children. Task 4: Read the two poems. Tick T (True) Task 4: Read the two poems. of F (False). Tick T (True) of F (False). Teacher explains how might + V is used (We MIGHT: use might + V to talk about actions that are Affirmative: I / we / possible in the future - we are not sure if the they / you / he / she / it + actions will happen or not) and how it is might + V and negative: I / we formed. / they / he / she/ it + might not Then let students read the examples in the table. + V. - Play the recording and ask students to listen and 1.T 2.T 3.F 4.F 5.T 6.F read the poems, focusing on the rhythm and intonation.
17. - Ask students to read the poems individually and underline all the phrases might + V. - Let students do the task below and share the answers together. Invite one or two students to say out loud their answers in front of the class, then check the answers as a class. Task 5: Work in groups. Think about what you might do or have in the future. Share Task 5: Think about what your ideas with your classmates. you might do or have in the future. Share your ideas - Teacher lets students work in groups. with your classmates. - Teacher gives help if needed Suggested answers: - Teacher calls some Ss to read aloud their answer -I might have a smartphone to and check with the whole class. surf the internet. - I might have a helicopter to travel around the world. - I might have a robot to help me to do homework. - I might have a remote control to control all the appliances in Step 3: Report and discussion my house. - Ss work independently and in pairs, in groups - Share the answers Step 4: Judgment - T gives feedback on the answers and studying attitude of Ss in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: Make sentences using adjectives to to compare people and things in their classroom, using comparative adjectives. Home assignments 3. Products: Review the old lesson Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - T asks some Ss to make sentences using MIGHT - Home assignments Step 2: Task performance - T summarizes the main points of the lesson. - T lets Ss take note the home assignment
18. Step 3: Report and discussion - T asks, Ss answer about positions of things -Step 4: Judgment * Home assignments: T gives feedback and requires Ss do homework. - Do Exercise 4 and Exercise 5, write the answers on the notebooks - Do more exercises in workbook. IV. FEED-BACK: BAN GIÁM TỔ CM Tân Minh, ../../2025 HIỆU GV Phạm Thị Oanh
19. Period 82 Class Date of planning Date of teaching UNIT 10: OUR HOUSES IN THE FUTURE Lesson 4: COMMUNICATION I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: surprise, amazing, fantastic, surroundings . * Pronunciation: - Pronounce the key words correctly: surprise, amazing, fantastic, surroundings . * Grammar: - Use Future Simple and MIGHT for future possibility - Usages of the prepositions: in/on. 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for general and specific information about a types of houses. - talk about houses and appliances in the house. 3. Qualities: - To teach Ss positive attitude about houses and appliances in the house, dream houses. - Students know the importance of houses and appliances in the house in daily life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: - To revise the old lesson. - To activate students’ prior knowledge and to increase students’ interest. 2. Content: - Use everyday expressions to develop the language skills. - Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class - lexical items of cities and landmarks 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmosphere to the new lesson - Developing the language skills by asking and answering questions. 4. Implementation:
20. - Teacher instructs - Ss do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance + Greeting * BINGO - Teacher asks students to make a table onto their notebook and fill out with different household appliances. - Teacher reads out loud 9 household appliances. Which students has a line of 3 can shout: BINGO. - Teacher checks the answer. * EVERYDAY ENGLISH * “How to express surprises”. Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgment - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To practice the structure to express surprise 2. Content: To apply the knowledge about the structure to express surprise 3. Products: Vocabulary about the topic How to use the structure to express surprise 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context to reading and listening - T ask the whole class to do the Tasks in Communication Step 2: Task performance Task 1: Listen and read the conversation. Task 1: Listen and read Highlight the expressions. the conversation. - Play the recording and let students listen and read Highlight the the conversation at the same time. expressions. - Then have them read the conversation sentence by Audio script: sentence. Draw their attention to the highlighted David: John! Hello! sentences. John: Oh, hi, David. - Elicit the structure to express surprise from students. Wow! Is that your * Wow! Is that + object? computer? It looks great. * It looks + adjective. David: Yes, it’s my new - Ask them to act out the conversation in pairs. computer. My parents - Go around and offer help, if necessary. Check their gave it to me for my pronunciation birthday.