Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 06/05/25 21:38
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Nguồn: Sách Student's book, workbook i-learn Smart World 6
Mô tả: Period: 90 UNIT 9: HOUSES IN THE FUTURE Lesson 3 - Part 2 (Page 77) – Reading, Speaking and Writing I. OBJECTIVES: By the end of the lesson, Ss will be able to… 1. Knowledge - read and get some ideas about life on a space station - talk different things about life on a space station - For handicaped student in class 6A1, he will be able to get knowledge about 1 word about life on a space station. And read 1 simple sentence in the Reading. 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 - ask and answer/ write a paragraph about the topic – space station 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities 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. PROCEDURES A. Warm up: (5’) a) Objective: To review the last lesson and introduce new tasks and set the scene for the new lesson b) Content: a video clip about “Life on a Space Station” c) Product: Ss can have general ideas about the topic “Life on a Space Station”. d) Competence: observation and note-taking e) Organization of the activity: Teacher’s activities Students’ activities - Have Ss watch a short clip about astronauts’ life on a spaceship and have them take notes what they do there. https://www.youtube.com/watch?v=FEkzDXl10XE - Lead to new Lesson. - Watch the video and take notes what the astronauts do in their daily life - Share the answer with the class B. New lesson (35’)  Activity 1: Reading Skill (10’) a) Objective: to enrich Ss’ knowledge about life on the space b) Content: Reading (page 77) c) Products: Ss can expand their knowledge and can improve their reading comprehension on the topic. d) Competence: Collaboration, communication, analytical and synthezing skills e) Organization of the activity: Teacher's activities Students' activities a. Read the article and fill in the blanks. - Have Ss explore the task - Ask Ss to read the article individually and answer the questions. - Have Ss share their answers with partners. - Check answers as a whole class. - Ask Ss to give reasons for their answers. - Give feedback and explanation if necessary b. Read the article again and answer the questions. - Have Ss look at the questions. - Demonstrates the activity using the example. 1. - Ask Ss to read the article and answer the questions. - Check answers as a whole class. - Ask Ss to give evidences for their answers. - Give feedback - Go through all the instructions, words given - Do the task individually - Share their answers with the partner. - Check answers as a whole class - Present their answers. Answer keys: - Look at the questions carefully. - Do the task individually and then share their answers with partners/ check answers as a whole class. Answer keys:  Activity 2: Speaking Skill (10’) a) Objective: to help Ss use what they have learnt in communication b) Content: Speaking (page 79) c) Products: Ss can use what they have learnt correctly d) Competence: Collaboration, communication, critical thinking, creativity, presentation e) Organization of the activity: Teacher's activities Students' activities With a partner, talk about what it might be like living on the Moon. Ask and answer about these things. - Have Ss work in pairs to ask and answer about things that might be like living on the Moon. - Encourage students to talk in long sentences. - Call on some pairs to share their answers - Praise Ss with good speaking. - In pairs, ask and answers these questions using might. - Do as guided  Activity 3: Writing Skill (15’) a) Objective: to help Ss put all the target language into producing the language b) Content: Writing (Page 79) c) Products: Ss can use the target language to write a paragraph which is about 50 – 60 words about life on the Moon. d) Competence: Collaboration, communication, analytical & synthesizing skill, creativity e) Organization of the activity: Teacher's activities Students' activities a. Choose four of the things you talked about in Speaking and note them down. - Divide the class into groups of 3. - Ask Ss to write down 4 things about life on the Moon - Check some groups and give support if necessary. - Have Ss share their ideas with the class b. Now write a paragraph about life on the Moon using your notes. Write 50 – 60 words. - Have Ss use their notes and the table at the right bottom of page and to write a paragraph about life on the Moon. - Have Ss cross check their work with a partner - Call on some Ss to put their work on the board - Give comments and take notes some mistakes on the board. - Write down as directed in groups. - Work individually to write a paragraph about life on the Moon. - Cross check the work with another S - Observe/ Present the writing to the class/ Listen to the T’s comments. Suggested answers Life will be very different on the Moon. I might have to use soap and wet towels to wash the body. I might have to use the special toilet, too. I will sleep in the sleeping bag, so I don’t float around. I will play videos games when I have free time. It will be fun because I can float. Living on the Moon will be very different. - Take notes the mistakes in their notebooks. C. Consolidation (2’) - Writing a short paragraph. D. Homework (3’) - Learn new words about life on a space station/the Moon. - Do exercises Reading and Writing in the workbook (Page 55) - Prepare for the new lesson (Unit 9 review pages 102 – 103, SB) * Evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Date of teaching……………. Period:91 UNIT 9: HOUSES IN THE FUTURE Lesson 3 - Part 3 (Page 102, 103) – Review I. OBJECTIVES: By the end of the lesson, Ss will be able to… 1. Knowledge - review all vocabularies relating to houses in the future - review all grammar points and pronunciation presented within the unit 2. Competences - improve English skills - develop the ability to communicate and cooperate with their partnerss, to self-study, to solve problems and other skills 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities 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. PROCEDURES A. Warm up: (5’) a) Objective: to review vocabulary/ grammar presented within the unit b) Content: a game c) Product: Ss can recall the target language learnt d) Competence: Collaboration, communication, presentation e) Organization of the activity: Teacher’s activities Students’ activities - Have Ss work in groups of 4 - Write as many vocabularies presented in the unit as possible (the one with the most correct items is the winner) - Have groups cross check the work - Announce the winner - Do as guided Vocabulary learnt Smart home, megacity, earthscraper, eco-friendly home, underground, in a city, under the sea, on the sea, smart device, drone, screen, 3D printer, automatic food machine, robot helper, gravity, lock, float, spacesuit, the Moon, astronaut, space station, the Earth B. New lesson (35’)  Activity 1: Listening Skill (10’) a) Objective: to have Ss practice the listening and test-taking skills b) Content: Listening (page 102) c) Products: Ss can improve their listening for details and be familiar with the test format d) Competence: Collaboration, communication, analytical and synthesizing skills e) Organization of the activity: Teacher's activities Students' activities Listen to 5 short conversations. And choose the correct answers. - Have Ss read the questions and guess the answers - Play the audio twice, have Ss listen and choose the answer, take notes the key words - Have Ss check the answer with a partner, list the key words they noted - Check answer as a whole class. - Ask Ss to give the cues for their answers. - Play the audio again for Ss to check their answers. - Read the questions and guess the answers - Listen and answer the questions. - Share their answers with partners. - Give the cues for their answers. Answer keys:  Activity 2: Reading Skill (10’) a) Objective: to have Ss practice reading comprehension and test-taking skills b) Content: Reading (page 102) c) Products: Ss can improve their reading for details and be familiar with the test format d) Competence: Collaboration, communication, analytical and synthesizing skills e) Organization of the activity: Teacher's activities Students' activities Read the three devices of the future and choose the correct answers. - Have Ss study the task, read the questions, underline they key words - Ask them to read and choose the answers, highlight where they found the answer in the reading texts - Have Ss check the answer with a partner, explain why they chose that answer - Check answer as a whole class. - Ask Ss to give the cues for their answers. - Work individually as guided - Share the answers with a partner, give evidence for their answers Answer keys:  Activity 3: Vocabulary (5’) a) Objective: to review the vocabulary learnt b) Content: Vocabulary (page 103) c) Products: Ss can use the vocabulary learnt actively and correctly in communication d) Competence: Communication, collaboration, analytical & synthesizing skills e) Organization of the activity: Teacher's activities Students' activities Fill in the blanks with words from the box. - Ask Ss to explore the task (identify what is requested to do, look through all the vocabulary given) - Have Ss work in pairs to identify what is needed for each blank - Ask Ss to do the task individually. - Have Ss share their answers with partners. - Check answers as a whole class. - Ask Ss to give reasons for their answers. - Give feedback - Do as guided - Do the task individually. - Share the answers with the partners. - Present the answers. Answer keys:  Activity 4: Grammar (5’) a) Objective: to review the grammar learnt b) Content: Grammar (page 103) c) Products: Ss can use the grammar learnt actively and correctly in communication d) Competence: Communication, collaboration, analytical & synthesizing skills e) Organization of the activity: Teacher's activities Students' activities Write full sentences using the words below. - Ask Ss to explore the task - Ask Ss to do the task individually. - Have Ss share their answers with partners. - Check answers as a whole class. - Ask Ss to give reasons for their answers. - Give feedback - Do as guided - Do the task individually. - Share the answers with the partners. - Present the answers. Expected answer:  Activity 5: Pronunciation (5’) a) Objective: to review word stress and individual sound b) Content: Pronunciation (page 109) c) Products: Ss can be confident in producing speech d) Competence: Communication, collaboration, analytical & synthesizing skills, presentation e) Organization of the activity: Teacher's activities Students' activities Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ask Ss to explore the task - Have them work individually - Have them check the answers - Have them practice saying them with a partner - Walk around and correct wrong pronunciation if any Circle the word which has the underlined part pronounced differently from the others. - Ask Ss to explore the task - Have them work individually - Have them check the answers - Have them practice saying them with a partner - Walk around and correct wrong pronunciation if any - Do as guided - Do the task individually. - Share the answers with the T - Say them with a partner Answer keys: - Do as guided - Do the task individually. - Share the answers with the T - Say them with a partner Answer keys: C. Consolidation (3’)  Vocabularies, grammar points within the unit  Pronunication and useful language D. Homework (2’) - Learn new words and practice with the new language of Unit 9. - Do the exercise in the Workbook (Pages 70 & 71) - Write a paragraph about your favorite home in future. - Be well-prepared for the next lesson Unit 10 Lesson, page 78 * Evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Date of teaching………… Period: 92 UNIT 10: CITIES AROUND THE WORLD Lesson 1 - Part 1 (Page 78) – New words and Listening I. OBJECTIVES: By the end of the lesson, Ss will be able to... 1. Knowledge - identify landmarks in cities around the world; - discuss and show their interest; - get someone’s attention into a conversation and choose suitable answers; 2. Competences - improve the four English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing); - develop communication, collaboration, self-study, and problem-solving skills; - discuss and show interest in landmarks in cities around the world; 3. Quality - have a positive attitude in learning and actively participate in all classroom activities related to the topic “Cities around the World”; - show interest in landmarks in cities around the world. 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, CD player, handouts… III. PROCEDURES A. Warm-up: (5’) a) Objective: To introduce what Ss need to learn and develop Ss’ collaboration and communication skills. b) Content: Learning new words about the topic “landmarks in cities around the world” c) Product: Students can identify general ideas and show interest in the topic. d) Competence: Collaboration and communication e) Organization of the activity: Teacher’s activities Students’ activities - Show some pictures about Ha Long Bay, Da Lat, Opera Theater, Liberty Statue, … - Ask Ss to name those cities and tell the countries of the places in the provided pictures. - Have them tell something about the cities they like most. - Lead to a new topic - Unit 10: Cities around the World. - Observe the pictures. - Name those cities and tell where each of the pictures is. - Tell something about the cities they like most. (Ss can give any reasons they think are reasonable.) B. New lesson (35’) ❖ Activity 1: Introduce new language (10’) a) Objectives: To help Ss identify and understand the language knowledge (new vocabulary items). To help Ss develop their critical thinking skills (guessing/ reasoning). b) Content: - Learning and using the language knowledge (Section: New words on page 78) - Listening and naming the landmarks related to the topic “Cities around the World” c) Products: Correctly pronounce the new words and appropriately use them in real-life situations d) Competence: Communication, collaboration, presentation, and imagination e) Organization of the activity: Teacher’s activities Students’ activities Write the letters in the boxes. Listen and repeat. + Option 1: - Show the Power-point slides/DCR with the following pictures and ask Ss to guess the new words. - Demonstrate the activity using an example. - Have them write the letters in the boxes (exercise a on page 78). - Get some Ss to read aloud the new words. - Have Ss give the meaning to the words in Vietnamese. + Option 2: - Divide the class into groups of 4, and ask them to discuss something about one of the landmarks they know. - Provide Ss with some information about those landmarks (where/ in which country/ when/ be famous for/ … - Ask some pairs to demonstrate the activity in front of the class. - Give comments on the Ss’ demonstration. - Observe the pictures. - Do the exercise as the example individually and share their answers with their partners. - Read aloud the new words. - Give the meanings to the new words in Vietnamese. Expected answers: 1A 2E 3C 4B 5F 6D 7H 8G - Work in groups of 4 and discuss what they know. - Read information about the landmarks. - Work in pairs and demonstrate the activity in front of the class. ❖ Activity 2: Speaking Skill (10’) a) Objective: To help Ss appropriately use the new vocabulary items in real-life situations illustrated in the lesson. b) Content: listening, thinking, reading and practicing the new language in the situations c) Products: Students can use the language knowledge to talk about landmarks in Vietnam. d) Competence: Collaboration, communication, and imagination e) Organization of the activity: Teacher's activities Students' activities Think of three famous landmarks in your country. Tell your partner about them. + Option 1: - Have Ss think of several famous landmarks in Vietnam they know. (Individual working, working in pairs, or small groups) - Ask them to tell something about those landmarks (name, where, be famous for, who, when, why you like, …) Example: + Well, the city I like most is in the highland of the center of Vietnam. It is famous for its cool climate. You can see many kinds of flowers there and can visit many famous sites such as …. Do you know it? It is Da Lat. - Encourage them to give more information in their speaking. - Ask Ss to practice in their pairs/groups. - Give comments and corrects them. - Have some pairs share their ideas with the class. - Give comments and correct. - Think of several famous landmarks in Vietnam they know. - Prepare some information about the landmarks they like/know. - Work in pairs/groups (discuss and give advice). - Demonstrate the activity in front of the class. ❖ Activity 3: Listening Skill (10’) a) Objectives: To improve listening skills, and develop critical thinking and communication skills b) Content: discussing the questions, making sentences/ dialogues and completing the listening tasks c) Products: Students can produce the new language successfully and improve their listening skills through doing the listening exercise. d) Competence: listening skills, collaboration, and communication e) Organization of the activity: Teacher's activities Students' activities Listening skill: a. Listen to Kathryn and Tom talking about a vacation. Are they both going on vacation? - YES / NO - Provide Ss with some vocabulary + Vacation (n) + Be popular = Be famous for + Free (a) + Square (n) - Have Ss look at the questions. - Play the audio once. - Give feedback and ask Ss to give the reasons for their answers. b. Now, listen and answer the questions. - Have Ss look at the questions. - Demonstrate the activity. - Play the audio twice. - Check answers as a whole class. - Give them feedback. - Have Ss listen to the dialogue again to check the answers. - Encourage Ss to give explanations for their answers as much as possible. a. Listen to Kathryn and Tom talking about a vacation. Are they both going on vacation? - YES / NO - Write vocabulary on notebooks and read after T + Vacation (n) + Be popular = Be famous + Free (a) + Square (n) - Look at the questions. - Listen and answer the questions by circling "Yes" or "No". - Check answers as a whole class. Expected answer: No b. Now, listen and fill in the blanks. - Look at the questions carefully. - Listen to the audio twice and answer the questions. - Do the task/ check answers as a whole class. Expected answer: ❖ Activity 4: Conversation Skill (5’) a) Objective: To improve their speaking skill by showing interest. b) Content: practicing their speaking skill by showing interest c) Products: Students can improve their conversation skills by showing interest. d) Competence: Collaboration, communication, and imagination e) Organization of the activity: Teacher's activities Students' activities Conversation skill: + Option 1. - Focus on the Conversation Skill box. - Explain to Ss how to use these fillers + intonation. + “Uh-huh, I see: understanding + really? + rising intonation: surprise - Demonstrate the activity. - Play the audio and ask them to listen and repeat + Option 2. - Ask Ss to make a short conversation, using this conversation skill. - Check answers as a whole class. - Give them feedback. - Check and give comments. - Focus on the Conversation Skill box and read after T. - Listen to the audio and repeat. - Work in pairs or groups to make conversations. C. Homework (5’) - Learn new words about Cities around the World - Write some sentences about your favorite landmarks in Vietnam. - Do exercises in the New Words part on page 56 (WB). - Prepare for the new lesson – Grammar on page 79 (SB). * Evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Date of teaching………… Period: 93 UNIT 10: CITIES AROUND THE WORLD Lesson 1 - Part 2 (Page 79) – Grammar I. OBJECTIVES: By the end of the lesson, Ss will be able to… 1. Knowledge - use the first Conditional sentences; 2. Competences - improve the grammar knowledge and use them in communicative situations; - develop communication and collaboration skills; 3. Quality - have positive attitude in learning and actively participate in all classroom activities related to the topic “Cities around the World”. 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, CD player, handouts… III. PROCEDURES A. Activity 1: Warm up: (5’) a) Objective: To introduce a new lesson and to set the scene for students to acquire new language and to develop Ss’ collaboration, communication. b) Content: reviewing and introducing a new grammatical point c) Product: Students can understand and use well the first Conditional sentences in their English speaking. d) Competence: Collaboration and guessing e) Organization of the activity: Teacher’s activities Students’ activities - Have Ss look at the picture, and answer the question: Who are they? - Ask students to look at the conversation and guess what they are talking. - Play the audio and ask students to listen and repeat. - Ask students to find out the structure in their conversation. - Lead to the new lesson. - Look at the picture and answer the question – Who are they? Keys: - They are talking about where the girl is visiting. - Listen and read the speech bubbles. - Guess possible answers in pairs. - Exploit the structure conditional sentences. B. New lesson (35’)  Activity 1: Introduce and practice new language (25’) a) Objectives: - identify forms and the use of the first conditional sentence; - use the first conditional sentences in communicative contexts; - develop communication, collabaration, and critical thinking skills. b) Content: - Learning and using a new grammatical point (Section: Grammar on page 79); - Completing sentences; - Listening, thinking, reading, and practicing language skills. c) Products: Students can produce the English language using the first conditional sentences. d) Competence: Communication, collaboration, presentation, and imagination e) Organization of the activity: Teacher’s activities Students’ activities * GRAMMAR a. Presentation: - Have Ss read the grammar explanation. - Ask Ss look at the table with the different use of the first conditional sentences. - Have some Ss read the sentences aloud. - Have Ss give the form of the first Conditional sentence. + On the board: If clause, main clause Present simple, Will + bare Inf Main clause if clause Will + bare Inf Present simple - Ask Ss to write the new language in their notebooks. - Have Ss read the sentences aloud. - Look at the grammar explanation. - Look at the table with the different use of the first condition sentence. - Gain the structure of First Conditional Sentence. - Write in their notebooks. - Illustrate the task in pairs. b. Fill in the blanks with the correct forms of the verbs: (Controlled-Practice) * Option 1: - Delete the structure and ask Ss to retell something about First Conditional Sentence. - Have Ss do the exercise. - Demonstrate the activity using the example. * Option 2: + Have Ss fill in the blanks with the correct forms of the verbs - Get them to finish the exercise individually. - Ask them to check their works in pairs. - Have some Ss share their answers with the class. - Have Ss explain their answers. - Correct and give feedback. c. Look at Mary’s plan and write sentences. (Less controlled practice) * Option 1: + Help students know how to do the exercise in the contexts - demonstrate the activity using the example. - Ask one or two Ss to retell how to do the task. * Option 2: + Help Ss improve the understanding of the first conditional sentence. - Let them look at Mary’s plan and write sentences. - Have Ss check their works in pairs. - Invite some Ss to share their answers with the class. - Correct and give feedback. - Retell the forms and the different use of the first conditional sentence. - Listen to T’s demonstration and write the sentence in notebooks. - Write sentences using the prompts. - Work individually to complete the task. - Work in pairs (have peer correction). - Share their answers with the class. + Expected answer: - Listen to T’s explanation. - Listen to T’s demonstration and write the sentence in notebooks - Retell how to do the task. - Write sentences using the prompts. - Work in pairs (have peer correction). - Share their answers with the class. + Expected answer: - Check their answers and correct.  Activity 2: Speaking Skill (Free-Practice) (10’) a) Objectives: To use the targeted grammar to practise converastion skills and act out the dialogue in close pairs and then in open pairs; To practice skills in communication, cooperation, and cultural awareness. b) Content: asking and answering questions c) Products: Students can know how to use the targeted grammar in their speaking d) Competence: Collaboration, communication, and imagination e) Organization of the activity: Teacher’s activities Students’ activities d. Now, practice saying the sentences with your partner: * Option 1: + Help Ss enhance the use of targeted grammar. - Divide the class into pairs. - Have Ss practice saying the sentences. - Call on some pairs to demonstrate the activity in front of the class. * Option 2: + Help Ss improve the communicative competence. - Divide the class into pairs or groups. - Have Ss plan for their vacation to Vung Tau next weekend. + Contents: Where to visit What to do … - Encourage Ss to use the imperative and negative form of first conditional sentence. - Check some pairs/groups to support. - Call on some pairs/groups to share their plan with the class. - Work in pairs (open pairs). - Work in pairs (close pairs). - Work in pairs (their own conversations). - Work in pairs/groups (discuss and plan). - Present in front of the class. C. Homework (5’) - Instruct Ss to have a look back on the lesson at home, do exercises on page 59 in workbook and get ready for the next lesson. - Grammar: First Conditional Sentence - Practice asking and answering with the First Conditional Sentence to talk about condition and result in the future correctly with a partner. - Prepare for the new lesson – Pronunciation and Speaking on page 80 (SB). * Evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… TỔ DUYỆT