Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success theo CV5512 - Unit 10: Houses in the future

 Vietnamese 
 Form Meaning Pronunciation
 equivalent
 1. UFO (n) Unknown Flying Object /ˌjuː ef ˈəʊ/, vật thể bay không 
 /ˈjuːfəʊ/ xác định
 2. solar energy (n) energy from the sun /ˈsəʊlə(r) ˈenə(r)dʒi/ năng lượng mặt 
 trời
 3. smart TV (n) a TV that can multitask and / smɑːt ˌtiː ˈviː / TV thông minh
 connect to the Internet
 Anticipated difficulties Solutions
 1. Students may be lack of knowledge about body Prepare some handouts on vocabularies and structures to 
 parts and structures to talk about types of houses talk about types of houses and appliances.
 and appliances.
 2. Students may have underdeveloped listening, - Play the recording many times if any necessary.
 speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they 
 can help each other.
 - Provide feedback and help if necessary.
Board Plan Stage Stage aim Procedure Interaction Time
 Warm-up To recall students * Divide the class into 2 teams A and B 5 mins
 vocabulary. - Teacher asks students to watch the videos and 
 remember as many types of houses and T-Ss
 appliances as possible. 
 - Teacher lets students pass the chalk within the 
 team and write things they can remember in 2 Ss-Ss
 minutes. 
 Lead-in To lead in the Task 1: Teacher draws students’ attention to the T-Ss 3 mins
 topic. picture in the textbook and asks them questions 
 about the picture:
 - Who are they? 
 - What is Phong doing?
 - What are they talking about?
 Suggested answers:
 1. They are Phong and Nick.
 2. He is painting/ 
 drawing
 3. They are talking about
Presentation To introduce the VOCABULARY T-Ss 5 mins
(Vocabulary) new words. Teacher introduces the vocabularies by:
 - showing the pictures illustrating the words;
 - providing the definition of the words.
 1. UFO (n): [picture]
 2. solar energy (n): [picture] To check - Give time for students to read the conversation T-Ss
students’ independently again and tick ( ) true or false 
understanding next to the statements. Ask them to share their 
 answers in pairs before discussing in groups. 
 Encourage them to correct the false 
 statements.
 - Select one student to give his or her answers in 
 front of the class. Praise them when they give 
 the correct answers.
 Answer key:
 1. T 
 2. T
 3. T
 4. F
 Task 5: Rearrange the words. Ex. 4 Usages of 
To practice the prepositions: in/on.
using - Explain that students have to order the words Ss-Ss
prepositions in to make phrases about places. Remind them 
collocations. that each group has one extra word. Get them 
 to look at the example to identify how to do the 
 activity.
 - Have students work individually. Ask them to Ss
 share their answers in pairs before discussing in 
 groups.
 - Go around and offer help, if necessary. T-Ss Consolidatio To consolidate Teacher asks students to talk about what they T-Ss 3 mins
n what students have learnt in the lesson.
 have learnt in the 
 lesson.
Homework To prepare Write some sentences to describe at least 3 T-Ss 1 min
 vocabulary for classmates.
 the next 
 lesson: A closer 
 look 1. Vietnamese 
 Form Meaning Pronunciation
 equivalent
 1. electric cooker (n) a machine that can heat up /ɪˈlektrɪk ˈkʊkə(r)/ bếp điện
 the food
 2. dish washer (n) a machine that can /dɪʃ ˈwɒʃə(r)/ máy rửa bát
 automatically wash the 
 dishes
 3. washing machine (n) a machine that can /ˈwɒʃiŋ məˈʃiːn/ máy giặt
 automatically wash our 
 clothes
 4. wireless (adj) working without any wire /ˈwaɪə(r)ləs/ không dây
 Anticipated difficulties Solutions
 1. Students may be lack of knowledge about household Prepare some pictures so that students can guess correctly 
 appliances. the meaning of the new vocabulary.
 2. Students may have underdeveloped listening, - Play the recording many times if any necessary.
 speaking and co-operating skills. - Encourage students to work in pairs, in groups so that 
 they can help each other.
 - Provide feedback and help if necessary.
Board Plan Warm-up To review on * Game: Place it right: 7 mins
 people’s body parts, Teacher explains the game rules: T-Ss
 recall students - Students go to the board and stick the pictures 
 vocabulary. of household appliances in the right posters 
 corresponding to 3 rooms in the house:
 LIVING ROOM
 BEDROOM
 KITCHEN
 Answer key: 
 Lead-in To lead in the topic. Task 1: Put the words in the right column. (Ex. T-Ss 5 mins
 1)
 - Teacher ask students quickly do Ex. 1 (P. 4)
 - Students listen to the recording and repeat.
Presentation To introduce the new * Vocabulary: T-Ss 8 mins
 (Vocab- words. Teacher introduces the vocabulary by:
 pre-teach) - providing the synonym or antonym of the 
 words;
 - providing the definition of the words.
 1. electric cooker (n)
 2. dish washer (n)
 3. washing machine (n) 3. b 
4. e 
5. a
Task 3: Pair work: Ask and answer questions 
about what appliances can help us to do.
- Ask students to read the example first. Ensure 
 that they know what to do. Then let some 
 pairs role-play the exchange in front of the 
 class. Check pronunciation, if necessary.
- Have them work in pairs, one points to the T-Ss
 appliance in Task 2 and asks the question, and 
 the other gives the answer about the 
 appliance, using the information in Task 2.
- Call some pairs to act out in class. Teacher and 
 other students give comments
Suggested answer:
1. What can an electric cooker help us to do?
- It can help us (to) cook rice and vegetables. Ss-Ss
Task 4: Pronunciation: Stress in two-syllable 
words (words only).
- Explain that most two-syllable nouns and 
 adjectives have stress on the first syllable (e.g. 
 T-Ss syllable, sit down for the second stressed
 syllable.
Consolidation To consolidate what Teacher asks students to talk about what they T-Ss 2 mins
 students have learnt have learnt in the lesson.
 in the lesson.
 Homework To prepare Write some sentences to describe at least 3 T-Ss 1 min
 vocabulary for the classmates.
 next lesson: A closer 
 look 2. Form Example
 S + will + V-inf She will play basketball in the afternoon. 
 S + won’t + V-inf They won’t come home early.
 Will + S + V-inf? Will you meet him tomorrow?
 Wh + will + S + V-inf? How will you get there? 
 Anticipated difficulties Solutions
 1. Students may lack knowledge and experiences about Prepare some hand-outs in which key language of the key 
 the topic. language of describing personalities.
 2. Some students will excessively talk in the class. - Define expectations in explicit detail.
 - Have excessive talking students 
 practise.
 - Continue to define expections in small chunks (before 
 every activity).
Board Plan the targeted - Teacher delivers a set of word cards 
 grammar of future which is a jumble sentences in the 
 simple and to present continuous tense to each 
 increase group.
 students’ - Students will have to work in groups to 
 interest. create as many correct sentences from 
 the word cards as possible. Group work
 - The group with more correct sentences 
 will be the winner.
 Suggested answers:
 1. She will learn English
 next year.
 2. His father will
 work overnight.
 3. Phong and Nick
 will come.
 4. Sam won’t finish
 his homework 
Lead-in To introduce Task 1: Teacher explicates the forms. 5 mins
 targeted grammar of - Teacher explains how the future simple 
 the future simple tense is used (We use the future simple T-Ss
 tense. tense to talk about an action that - Will + I / we / you / they / he / she / it + 
 V?
 - Yes, you / we ... will.
 - No, you / we ... won’t.
 Example:
 - Will they live on the Moon?
 - Yes, they will.
 - No, they won’t 
Presentation To help students get Task 2: Put the verbs in the brackets in 10 mins
 to know the use of the future 
 the present simple.
 continuous tense. - Teacher has students complete Ex. 1 + 2 T-Ss
 (p. 41).
 - Teacher then asks Ss-Ss
 students to exchange their textbooks 
 to check their friends’ answers.
 Answer key:
 Ex.1: 
 Students’ own answers. 
 Ex. 2:
 1. will (’ll) 
 2. will 
 3. will (’ll) 
 4. won’t we are not sure if the actions will happen 
 or not) and how it is formed (affirmative: 
 I / we / they / you / he / she / it + might 
 + V and negative: I / we / they / he / she/ 
 it + might not + V). 
 - Then let students read the examples in 
 the table.
 Task 5: Read and tick.
 - Play the recording and ask students to T-Ss
 listen and read the poems, focusing on 
 the rhythm and 
 intonation.
 - Ask students to read the poems S
 individually and underline all the 
 phrases might + V.
 - Let students do the task below and 
 share the answers together. Ss-Ss
 - Invite one or two students to say out 
 loud their answers in front of the class, 
 then check the answers as a class. T-Ss
Production To help students Task 6. Game: Find the differences. 10 mins
 distinguish and use - Teacher shows a photo of a house at 
 correctly present present and a photo of a house in the 
 simple and present future and ask students to work in 
 continuous. groups.