Sách giáo viên Tiếng Anh 6 thí điểm - Unit 10: Our houses in the future

UNIT10:  OUR HOUSES IN THE FUTURE
OBJECTIVES:
By the end of this unit, students
♥ pronounce the sounds/ dr/and /tr/ correctly in isolation and in context
♥ use the lextcal items related to the topic ' OUR HOUSES IN THE FUTURE'
♥ use ''will+V'for the future and 'might+V' for future possibility
♥ use the combinations of the adjectives ( modern, smart, automatic,......)+ N (house, dishwasher,tv...)
♥ask appropriate questions about houses and appliances
♥ read for specific information about houses in the future and future appliances.
♥ talk about houses in the future ( types, locations , surroundings, appliances)
♥ listen to get information about dream houses
♥ write about a dream house (tyoe, location, surrounding, rooms, appliances)
INTRODUCTION
Let Ss review Unit 2: My Home beforr starting the new unit .Write the title of the unit. Write the title of the unit on the board' our houses in the future'. Let Ss say something about the houses they are living in and the furniture they have got. Tell them to think about the houses and the appliances they would like to have in the future.lLet Ss open their books and start the lesson.
GETTING STARTED
MY FUTURE HOUSE
Set the context for the listening text. Focus on the characters (phong and Nick), and the key language structures (will + V and might + V) to be learnt. Explsin the meaning of '' UFP' and ask Ss to guess what the picture might show or what conversation might be about.
1. Ask Ss question about the picture. E.g. '' What are Phong And Nick doing? What can you see in the picture?'. Tell Ss to look through the converstion before listening.
Play the recording. Ss listen and read. 
UNIT 10: LESSON 2
A CLOSER LOOK 1
VOCABULARY
1
Play the recording and let Ss listen to the words. Play
it again with pauses for them to repeat each word.
Correct their pronunciation.
Let Ss work in pairs to put the words in the box into
the columns. Then check their answers. Explain to Ss
that they may use one word more than once.
Suggestion:
living room bedroom
kitchen
bathroom
Wireless TV Wireless TV Modern fridge Automatic
Hi-tech
Automatic
washing
robot
dishwasher
machine
T may ask Ss to discuss the difference
between’furniture’ and ‘appliances’.
2 Tell Ss to do task individually. Ss match the appliances
in A with the things they can do in B, then write sentences.
Call some Ss to write the sentences on the board. T
checks their answers. E.g A hi-tech robot looks after
children.
Key:
1.c
2.d
3.b
4.e
5.a
3 Ask Ss to read the example first. Tell them to role-play
the conversation, using the information in 2
PRONUNCIATION
4
Play the recording twice. First, allow Ss to listen and
repeat the chants sentence by sentence. Help them
recognize the two sounds. Let Ss practise the sounds
/dr/ and /tr/ together. Ask Ss to observe the T’s lip
positions for these two sounds. Then, ask them to write
the words in the columns. Next, let them check their
answers in groups. T may call some Ss to write their
answers on the board. Correct their mistakes.
Key:
Sound /dr/ : drive
drops
dripping
Sound /tr/ : countryside
travel
tractor, track
5 Let Ss read the world again and ask them to pay
attention to the sounds /dr/ and /tr/.
If there is time, let Ss add some more words with the
sounds /dr/ and /tr/. Correct their mistakes.
UNIT 10: LESSON 3
A CLOSER LOOK 2
GRAMMAR
WILL for the future
T explains how will + V is used( We use will + v to talk about actions we think are likely to happen in the future) and how it is formed (affirmative, negative and question form). Then let Ss read the examples in the table.
1 Let Ss read the open dislogue in pairs first. Then ask them to do the task individually. T may call some Ss to say out their answers separately. T gives explanation if necessary.
 Key: 1. Will 2.won’t 3.will 4.will 5.will
 6.will 7.will 8.won’t 9.will 10.won’t
 Let Ss read again the complete conversation in pairs. T observers and helps when necessary (corrects Ss’ pronunciation & verb forms). 
 2. Allow Ss to match the verbs in A with the appropriate nouns in B. Call one or two Ss to say out their answers.
 Key: 1. d 2.f 3.a 4.g 5.b 
 6.h 7.e 8.c
3 Ss work in pairs or groups. Let them think about if the appliances in A will or won’t do the things in B in the future, using the information in 2. then Ss tell their partners about them. T goes round and corrects mistakes or gives help when necessary.
Might for future possibility
T explains how might +V is used (We use might+V to talk actions that are possible in the future - we are not sure if the actions will happen or not) and how it is formed (affirmative, negative). Then let Ss read the examples in the table.
4 Play the recording and ask Ss to listen and read the poems individually and underline all the phrases might+ V. Let Ss do the task below and share the answers together.
 Key: 2.T 3.F 4.F 5.T 6.F
5 Have Ss study the example first. Then, ask them to think about what they might do or have in the future. Finally, Ss share their ideas with their classmates. They may use the use ideas in 2 and/or 4. 
UNIT 10: LESSON 4
COMMUNICATION
GAME: THINGS WE MIGHT DO IN THE FUTURE
A Preparation: Ss have six pieces of paper on which the phrase are written: go to school, take pictures with our cameras, have telephones at home, go on holiday to the beach, watch new films in the cinema, send postcards to friends.
B Explain how the game is played: Ss play the game in pairs or groups. First, they place six pieces of paper face down. Then, they take turns turning over each piece of paper and read the phrase on it. After that, they find the appropriate phrase on the circle below. Finally, they make sentences about the future using won’t and might as in the example. Those who make a correct sentence willhave one point subtracted.
2 Class survey: HOMES IN THE FUTURE
A Ask Ss to answer the questions by ticking Yes or No in the boxes.
B Let Ss read the conversation in the example, paying attention to the Yes or No answers appropriate to the information in A and to the structure might + V. Then ask Ss to use the information from A to role-play.
C Ask Ss to read the example to understand how to tell the class about the interview in B. Let some Ss tell the class about their interviews, using the main information in B.
Twenty years from now you will be more disappointed by the things you didn't do than by the ones you did. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream.
Unit 10: Lesson 5
SKILL 1
Reading
1. Ask the class to look at the picture first. Encourage Ss to get the details/ ideas of the picture( type of house, location, surroundings and appliances).  Then, tell Ss to work in pairs, asking and answering the questions provided.
Suggestion:
It’s a villa.
On the ocean.
A helicopter, trees, a garden, a swimming pool,
Robots in the kitchen, a TV, a computer, a hi- fi stereo,in the living room.
2. Ask Ss to read the text quickly and check their ideas. Set   a strict time limit to ensure that Ss will read quickly for the main information.
3. Ask Ss to read the text again. Help them to understand the text by giving the meaning of the difficult words, or explanations, or the Vietnamese equivalent. Tell them to pay attention to the context of the words/ phrases: will be surrounded by, will help me( to) do, solar energy, surf the Internet, order food from Then ask them to match the phrases in A with the correct ones in B.
Key:          1. a, e, c, h           2. b, d, f, g
4. Set a longer time limit for Ss to reread the text. Ask Ss to note or underline where they find the information that helps them answer the questions. Ss can compare the answers before discussing them as a class.
Key:              
1. On the ocean.
2. There will be a swimming pool in front and a large flower garden behind the house.
3. No.
4. They will do the housework( clean the floors, cook meals, wash clothes, water the flowers and feed the dogs and cats).
SPEAKING
4.Ask Ss to work in pairs and follow the instructions. Once Ss have drawn their furniture house, let them read the example and do the task. T goes round and corrects mistakes or gives help when necessary. T may call some Ss to perform the task in front of the class.
5.Allow students time to draw the appliances in their future rooms/ houses. Let Ss discuss their work as given in the example. When they finish, ask some Ss to speak in front of the class, the class gives their comments on their classmates’ content, pronunciation, fluency, language( grammar, use of words). T can help guide the class feedback.
 hgjhg
SKILL 2
Listening
1. Ask Ss to look at the pictures and give the details( types of house, surroundings and locations). Ask them to focus on the task they have to do. Play the recording once. Ask Ss to listen and write the speakers’ names under the correct pictures.
Key:      Linda: Picture 3( villa by the sea, with a swimming pool and a flower garden)
Nick: Picture 2( apartment in the city)
2. Ask Ss to look at the information in the first column. Play the recording again. Ask Ss tto listen and tick what are important to Linda and Nick. T may call some Ss to give the answers to the class and correct the mistakes where necessary.
Key:            Linda:      3. Sea view     4. Swimming pool      5.garden     7.quiet
Nick:     1. Park view      2. City view      6. Cable TV
Writing
3. Ss discuss their dream houses, using the suggested ideas. E.g. St 1: What type of dream house is it? St 2: It’s a villa. St 1: Where is it located? St 2: It’s by the sea.
4. Ask Ss to fill in the table, using the main information  they have discusses in 3.
5. Allow Ss time to write about their dream houses, using the suggested ideas/ information in 3 and 4. T reminds Ss to use will+ V and might+ V . When they finish, ask some Ss to talk about their dream houses to the class. The class can give their comments.
LOOKING BACK
Encourage Ss not to refer to the unit pages. Ask them to keep a record of their answers to each task so that they can use their information to complete the self-asessment box at the end of the unit.
Vocabulary
1 Tells Ss to write the words that match the pictures and compare their answers with a partner. Ask some Ss to read the words aloud. Then T checks their answers.
Key: a. robot
 b. automatic dishwasher
 c. wireless TV
 d. automatic washing machine
 e. modern frige
 f. smart clock
2 Have Ss write their answers in their notebooks.
Grammar 
3,4 Ask Ss to do the exercises individually first. Then, they can check their answers with a partner before discussing them as a class. However, tell Ss keep a record of their original answers so they can use that information in their Now you can statement.
Key:
3 1. won’t 2. Will 3. Will 4. Won’t 5. Wil 6. Won’t 
4 1. Might 2. Might 3. Might not 4. Might not 5. Might, might
Communication
5 Ss read the conversation in the example. Then role-play, using the information in 2. If there is time, have Ss write one of the conversations in their notebooks.
Finished!
Finally, ask Ss to complete the self-asessment. Identify any difficulties or weak areas and provide further practice.
PROJECT
My future appliance
Show the class how to do the project: Ask Ss to look ay the poster and read the description of what the appliance will do in the future.
Have Ss think of an appliance they would like to have in their future houses. Let them have time to make their own poster (draw the appliance and write what it will or might do) and share thỉ poster with a partner. T may select and show some good poster in front of the class