NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

NỘI

School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 1: Getting started – My future house

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Get an overview about the topic of Our houses in the future.
- Use lexical items about types of houses and appliances in the house.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and team work.
- Join in class activities actively.
- Develop self-study skills.
3. Personal qualities
- The love of their own houses and appliances in the house.

II. MATERIALS
- Grade 6 textbook, Unit 10, Getting Started
- Computer connected to the Internet
- Projector / TV / pictures and cards
- hoclieu.vn
Language analysis
Form Pronunciation Meaning Vietnamese
equivalent

1. UFO (n) /ˌjuː.efˈəʊ/ unidentified flying object vật thể bay không
/ˌjuː.efˈoʊ/ xác định

2. solar energy /ˌsəʊ.lər ˈen.ə.dʒi/ energy that uses the power năng lượng mặt trời
(n) of the sun to produce
electricity

3. smart TV (n) /smɑːrt ˌtiːˈviː/ a tv that can multitask and TV thông minh
connect to the internet

Assumption
Anticipated difficulties Solutions
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Students may lack knowledge and - Preparing some handouts and vocabularies and
experience about the body part and structures to talk about types of houses and
structures to talk about types of appliances.
houses and appliances.

- Students may have underdeveloped - Playing the recording many times if any necessary.
listening, speaking and co-operating - Encouraging students to work in pair/ groups so that
skills. they can help each other.
- Giving short, clear instructions, feedback and help
if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To recall students' vocabulary about houses and appliances.
- To set the context for the listening and reading part.
b. Content:
- Household race
c. Expected outcomes:
- Students can recall vocabulary about appliances and answer some questions related to the
topic.
d. Organization:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Household race - Students work in 2 teams A
Divide the class into two teams: and B.
Team A and B - Students take turns to go to the What can you see in the video?. T
- Teacher asks students to watch the board and write things they can
videos and remember as many remember.
appliances as possible. - Students look at the picture in
- Teacher lets students pass the the textbook and answer the
chalk within the team and write teacher's questions.
things they can remember in 2
minutes.
Lead in - Task 1:
- Teacher draws students’ attention
to the picture in the textbook and
asks them questions about the
picture.
e. Assessment
- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with new words related to the topic My future house.
- To help students be well-prepared for the listening and reading tasks.
b. Content:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to houses in future.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching - Students listen to the teacher’s New words:
- Teacher gives the meaning of the explanation and guess the 1. UFO (n)
new words and asks students to guess words. 2. solar energy (n)
the words. 3. smart city (n)
- Teacher explains more by showing
pictures or giving the definition and
explanations of the words.
- Teacher asks students to give the
Vietnamese meanings of the words.
e. Assessment
- Teacher checks students’ pronunciation & understanding, and gives feedback.

3. ACTIVITY 2: PRACTICE (30 mins)

a. Objectives:
- To introduce the topic of the unit.
- To help students understand the conversation.
- To help students read for specific information about the house and appliances in the house.
- To help students make phrases about types of houses and appliances.
b. Content:
- Task 1: Listen and read. (p.38)
- Task 2: Find the conversations again. Find and write down the words and phrases that
show: Type of house, Location, and Appliances in the house. (p.39)
- Task 3: Read the conversation again and tick T/F. (p.39)
- Task 4: Order the words to make a phrase about a place. Each group has one extra word
(p.39)
c. Expected outcomes:
- Students can utilize vocabulary about types of houses and appliances and answer some
questions related to the topic.
d. Organization:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (8 mins)
- Teacher sets the context for the listening - Students look at the picture Questions:
and reading: “Today we’ll meet 2 and answer the questions. 1. Who are they?
students. They are Nick and Phong. Let’s - Students listen to the 2. What is Phong
look at the picture and answer some recording. doing?
questions.” - Students check their 3. What are they talking
- Teacher asks the questions and has the predictions made in Lead in. about?
students answer. - Students read the conversation
- Teacher plays the recording twice. aloud. Suggested answers:
- Teacher checks students’ predictions. 1. They are Phong and
- Teacher draws Ss' attention to the uses Nick.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

of “will” (for future) and “might” (for 2. He is painting a

future possibility) by underlining the picture of his house.
sentences with “will” and “might”. 3. They are talking
- Teacher calls 2 students to read the about Phong’s future
conversation aloud. Check their house.
pronunciation, if necessary.
Task 2: Find the conversations again. Find and write down the words and phrases that show:
Type of house, Location, and Appliances in the house. (7 mins)
- Teacher writes on the board “Type of - Students work independently Answer key:
house, Location and Appliances in the to do the activity. - Type of house: UFO
house”. Explain the meaning of these - Students compare the answers - Location: in the
words. in pairs. mountains
- Teacher tells students to refer back to the - Students answer before class. - Appliances in the
conversation to find the words or phrases house: some smart TVs
to show the type of the house, the location and ten robots
of the house and its appliances. Ask
students to compare their answers before
checking as a class. Tell them to practice
saying the sentences in pairs (play the
recording again if necessary).
- Teacher asks students to explain where
they can find the answer.
- If there is enough time, ask one student
to go to the board and write the words /
phrases. Check the answers as a class.
Task 3: Read the conversation again and tick T/F. (8 mins)
- Give time for students to read the - Students read the conversation Answer key:
conversation independently again and tick again and work independently 1. T
true or false next to the statements. Ask to do the activity. 2. T
them to share their answers in pairs before - Students share and check the 3. T
discussing them in groups. Encourage answers. 4. F
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.
- Teacher writes the correct answers on the
board.
Task 4: Order the words to make a phrase about a place. Each group has one extra word. (7 mins)
- Explain that students have to order the - Students work individually. Answer key:
words to make phrases about places. - Discuss the answer in pairs. 1. by the sea
Remind them that each group has one - Called students write the 2. in the city
extra word. Get them to look at the answers on the board. 3. in the town
example to identify how to do the activity. 4. in the mountains
- Have students work individually. 5. in the countryside
- Ask them to share their answers in pairs 6. on the Moon
before discussing in groups. 7. in the sky
- Teachers may move around the class to
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

check if students do exactly what is

required and offer help when needed.
- Then call some students to write their
answers on the board. Check their answers
and give explanations, if necessary.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To strengthen the understanding and use the vocabulary in context.
b. Content:
- Task 5: Work in groups. Describe to your classmate what you can see outside the window
of your future house. Your group tries to guess where your house is. (10 mins)
c. Expected outcomes:
- Students can listen and guess the locations of houses in the future from the description.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 5: Work in groups. Describe to your classmate what you can see outside the window of your
future house. Your group tries to guess where your house is. (10 mins)
- First, ask students to read the example and - Students work in groups. Students’ own
explain how the task is carried out: students - Students describe what they answers.
work in groups. One group member can he/she see outside the
describes to his / her group what he / she window of his/her future house
can see outside the window of his / her and others will guess.
future house. The other group members try - Students read aloud the
to guess where his / her house is. example.
- Before doing the task, ask one pair of - Students perform the task in
students to read aloud the exchange in the front of the class
example as a model.
- Give students time to do the task in
groups. Then call on some groups to
perform the task in front of the class. Ask
the class to listen and comment.
- This activity can be organized as a
competitive game. The class is divided into
teams A and B. Team A describes and
Team B tries to guess. If the guess is
correct, they get one point. Then change
roles. The group with the most points is the
winner.
e. Assessment
- Teacher and other Ss listen to the instructions and comment.

5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Teacher asks students to say some words they remember from the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit: Teacher randomly puts students in groups of 4 or
5 and asks them to brainstorm about their future appliance and design a poster of it. Students
will show and present in “Lesson 7 – Looking back and Project”. (Teachers should check
the progress of students’ preparation after each lesson).

Board plan
Date of teaching
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 1: Getting started – My future house
* Warm-up
Vocabulary game
* Vocabulary
1. UFO (n)
2. Solar energy (n)
3. Smart city (n)

- Task 1: Listen and read.

- Task 2: Find the words and phrases.
- Task 3: True or false.
- Task 4: Make phrases
- Task 5: Describe your view from your future house.
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use vocabulary and structures about household appliances.
- Identify and pronounce two-syllable words correctly.
2. Competences
- Develop communication skills.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3. Personal qualities
- The love of their own houses and appliances in the house.

II. MATERIALS
- Grade 6 textbook, Unit 10, A closer look 1
- Computer connected to the Internet
- Projector / TV / pictures and posters
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. electric cooker /iˈlek.trɪk a machine that can heat up food bếp điện
(n) ˈkʊk.ɚ/

2. dishwasher (n) /ˈdɪʃˌwɑː.ʃɚ/ a machine that can automatically máy rửa bát
wash the dishes

3. washing /ˈwɒʃ.ɪŋ mə a machine that can automatically máy giặt

machine (n) ˈʃiːn/ wash our clothes

4. wireless (adj) /ˈwaɪə.ləs/ working without any wire không dây

5. fridge (n) /frɪdʒ/ a kitchen equipment that uses tủ lạnh

electricity to preserve food at a cold
temperature

Assumption
Anticipated difficulties Solutions
Students may lack knowledge about - Preparing some pictures so that students can
household appliances. guess correctly the meaning and pronunciation
of some lexical items.
Students may have underdeveloped listening, - Playing the recording many times if
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

speaking and co-operating skills. necessary.

- Encouraging students to work in pairs, in
groups so that they can help each other.
- Providing feedback and help if necessary.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (7 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic, the targeted
vocabulary and its pronunciation.
b. Content:
- Game: Jumbled words
c. Expected outcomes:
- Students can revise vocabulary related to types of houses and appliances.
d. Organization:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Jumbled words - Students work in groups to Suggested words:
- Teacher divides students into 4 groups do the activity. 1. lsrao solar
and models how to play this game. - Students unscramble the 2. gyneer energy
- Teacher shows a set of scrambled letters to find the words and
3. TrtmsVa smart TV
letters one by one and students have to raise their hands to answer.
unscramble the letters to find the correct 4. trobo robot
word. 5. cealppain appliance
- Teacher asks students to raise their
hands to give the correct names and
spelling these words.
- The fastest group raising their hands
will get the chance to answer first.
- Teacher gives 10 points for the group
that gives the correct answers.
- The group getting the highest points
will be the winner.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: VOCABULARY (17 mins)

a. Objectives:
- To teach students some names of household appliances and help them say the words /
phrases correctly.
- To help Ss make phrases about how appliances can help us.
- To help Ss ask and answer questions about how appliances can help us.
b. Content:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Task 1: Listen and repeat the words/ phrases in the box. Then put them in the appropriate
columns. You may use some more than once. (p.40)
- Task 2: Match the appliances in A with what they can help us to do in B. (p.40)
- Task 3: Work in pairs. Ask and answer questions about appliances, using the information in
2. (p. 40)
c. Expected outcomes:
- Students can use phrases/words correctly and ask and answer questions about how
appliances can help us.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and repeat the words/ phrases in the box. Then put them in the appropriate
columns. You may use some more than once. (6 mins)
- Have Ss look at the words and phrases in - Students work in pairs and Answer key:
the box. Check that Ss understand the put the words/ phrases in the + Living room: wireless
meanings of all words / phrases. If not, T appropriate columns. TV, electric fan, smart
may show pictures, give definitions or the - Then listen to the recording clock, computer
Vietnamese equivalents. and check their answers. + Bedroom: wireless TV,
- Play the recording and have Ss listen to - Students listen again and smart clock, computer
repeat the words. + Kitchen: electric cooker,
the words and phrases.
fridge, dishwasher,
- Play the recording again with pauses for
washing machine
them to listen and repeat each word or
phrase. Audio script:
- Then ask some Ss to read the words and electric cooker
phrases in front of the class. Have the
dishwasher
class listen and give comments.
- Have Ss work in pairs to put the words / washing machine
phrases in the appropriate columns. wireless TV
Explain to Ss that they may use some fridge
words more than once. Ask them to share electric fan
their answers in pairs before discussing computer
them in groups. smart clock
- If there is enough time, select one
student to write his / her answers on the
board. Check the answers as a class.
Task 2: Match the appliances in A with what they can help us to do in B. (5 mins)
- Tell Ss to look at the two columns and - Students work individually Answer key:
explain what they can see (e.g. They can to match the appliances in A 1. c
see words and phrases relating to with what they can help us to 2. d
appliances in the first column, and words do in B. 3. b
and phrases relating to what each of the - Pairs of students practice 4. e
appliances can help us to do in the second before checking the answers 5. a
in front of class.
column).
- Have Ss do the task individually, by
matching the appliances in A with what
they can help us to do in B.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- 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 on some Ss to write their sentences
on the board. Correct if necessary.
Task 3: Work in pairs. Ask and answer questions about appliances, using the information in 2. (6
mins)
- Ask Ss to read the example first. Ensure - Students read the example. Suggested answer:
that they know what to do. Then have - Work in pairs using the A: What does a wireless
some pairs role-play the exchange in front information in Task 2: one TV do?
of the class. Check pronunciation, if points to the appliance and B: It helps us watch TV
necessary. asks the question, the other programmes from space.
- Have them work in pairs, one points to gives the answer about the
the appliance in task 2 and asks the appliance.
question, and the other gives the answer - Some pairs role-play
about the appliance in 2 minutes. performing in front of the
- Call on some pairs to role-play the class.
exchanges in front of the class. T and
other Ss give comments.
e. Assessment
- Teacher observes and gives feedback.

3. ACTIVITY 2: PRONUNCIATION (11 mins)

a. Objectives:
- To help Ss pronounce two-syllable words which have the first syllable stressed.
b. Content:
- Task 4: Listen and repeat the words. (p.40)
- Task 5: Listen and repeat the sentences. Pay attention to the stress of the underlined word.
(p.40)
c. Expected outcomes:
- Students can pronounce two-syllable words which have the first syllable stressed in
sentences correctly.
d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Listen and repeat the words. (6 mins)
- Explain that most two-syllable nouns - Students pronounce two-syllable Audio script:
and adjectives have stress on the first words. 'picture
syllable (e.g. housework, father, brother, - Students listen and repeat the 'robot
pretty, famous, etc.) words, clapping when they say the 'bedroom
- Give Ss a few minutes to look at the stressed syllable in the words. 'kitchen
words. Explain that these words are all - Students practice saying the 'housework
words in pairs or groups.
two-syllable nouns. The first syllable of 'palace
- Students say the words in front
these words is stressed which means it 'village
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

should be pronounced with a louder of the class. 'mountains

voice. Draw their attention to the stress
mark on the first syllable.
- Play the recording several times, if
necessary, for Ss to listen and repeat the
words. To reinforce pronunciation, ask
them to clap when they say the stressed
syllable in the words.
- Have Ss practise saying the words in
pairs or groups. Go around to offer help
or correct pronunciation, if necessary.
- Call on some Ss to say the words in
front of the class. Check their
pronunciation if necessary.
Task 5: Listen and repeat the sentences. Pay attention to the stress of the underlined word. (5
mins)
- Give Ss a few minutes to read the - Students work individually to Audio script:
underlined two-syllable words in the read the underlined two-syllable 1. The picture is on the
sentences. Encourage some Ss to read words which have the first wall of the bedroom.
aloud the words in front of the class and syllable stressed in the sentences. 2. The robot helps me to
ask the others to give comments. - Students listen and repeat do the housework.
- Play the recording, sentence by - Students practise saying the 3. There’s a very big
sentence, for Ss to listen and repeat. sentences in pairs or groups. kitchen in the palace.
Draw their attention to the stress in the - Some students read aloud the 4. Their village is in the
first syllable of the underlined words. sentences in front of the class. mountains.
- Have Ss practise saying the sentences
in pairs or groups. Go around to offer
help or correct pronunciation, if
necessary.
- Call on some Ss to read aloud the
sentences in front of the class. Check
their pronunciation if necessary.
- If there is time, have Ss make more
sentences with two-syllable nouns they
know. Then ask them to say their
sentences in front of the class.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback if necessary.

4. ACTIVITY 3: EXTRA ACTIVITY (7 mins)

a. Objectives:
- To help Ss further practice household appliances and two-syllable words which have the
first syllable stressed.
b. Content:
- Game: Up and down
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

c. Expected outcomes:
- Ss join the challenge enthusiastically. Then they can utilize household appliances and
pronounce two-syllable words which have the first syllable stressed correctly.
d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Up and down - Round 1: Students stand up Suggested words:
- Teacher explains the rules: for the ones in the kitchen, sit + Round 1:
+ Round 1: Teacher says 1-10 down for the ones in the Bedroom: wireless TV,
appliances. Students stand up for the bedroom. smart clock, computer, electric
ones in the kitchen, sit down for the - Round 2: Students stand up fan, iron clothes
ones in the bedroom. for the ones with the first
Kitchen: electric cooker,
+ Round 2: Teacher says 1-10 stressed syllable, sit down for
words. Students stand up for the the second stressed syllable. fridge, dishwasher, washing
ones with the first stressed syllable, machine, microwave
sit down for the second stressed
syllable. + Round 2: picture, bedroom,
robot, mountain, village,
machine, window, wireless,
cooker, device
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Find 5 more two-syllable words which have the first syllable stressed. Write them down and
practice pronouncing the words.
Board plan
Date of teaching
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 2: A closer look 1
* Warm-up
Game: Jumbled Words

Vocabulary
1. electric cooker (n)
2. dish washer (n)
3. washing machine (n)
4. wireless (adj)
5. fridge (n)
Task 1: Listen and repeat
Task 2: Matching
Task 3: Ask and answer questions.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Pronunciation
Task 4: Listen and repeat the words.
Task 5: Listen and repeat the sentences.
Extra activity
Game: Up and down

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use future simple and might for future possibility.
2. Competences
- Develop communication skills.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3. Personal qualities
- The love of their own houses and appliances in the house.

II. MATERIALS
- Grade 6 textbook, Unit 10, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Form Example
I / We / You / They / He / She / It + will + V - My father will travel on the Moon
in a supercar in the future.

I / We / You / They / He / She / It + will not + V - We won’t live in that cottage

anytime soon.

Will + I / we / you / they / he / she / it + V? - Will they live on the Moon?

Yes, you / we ... will. Yes, they will.
No, you / we ... won’t. No, they won’t.

Assumption
Anticipated difficulties Solutions
Students may lack knowledge and - Preparing some hand-outs in which key
experiences about the topic. language of the key language of describing
personalities.
Some students will excessively talk in the - Defining expectations in explicit detail.
class. - Continuing to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- To activate students’ prior knowledge, vocabulary related to the topic and increase students’
interest.
b. Content:
- Game: Sentences puzzling
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organization:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Sentences puzzling (PPT - Students work individually to Suggested answers:
slides) join the game. 1. She will learn English
- Teacher shows some words in a - Students raise hands to answer. next year.
random order. 2. His father will work
- Teacher has Ss reorder the words to overnight.
make a meaningful sentence. 3. Phong and Nick will
- Ss raise hands to grab the chance to come soon.
answer. 4. Sam won’t finish his
- Teacher leads in the lesson. work.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To introduce targeted grammar of the future simple tense.
b. Content:
- Grammar point presentation: the future simple tense.
c. Expected outcomes:
- Students are able to use the future simple tense correctly in context.
d. Organization:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

The future simple tense: - Students pay attention to the Examples:
- Teacher explains how the future tense is teacher, take notes, and read - My father will travel on
used (We use the future simple tense to some examples about the the Moon in a supercar in
talk about an action that happens in the future simple tense. the future.
future) and how it is formed (positive, - We won’t live in that
negative, questions and short answers). cottage anytime soon.
- Let students read the examples in the - Will they live on the
“Remember!” box. Draw their attention Moon?
to the short form “ ‘ll” and “won’t”.
Yes, they will. / No, they won’t.
● Positive:
I / We / You / They / He / She / It + will
+V
Examples:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- My father will travel on the Moon in a

supercar in the future.
- We’ll live in that cottage next year.
(’ll is the short form of will)

● Negative:
I / We / You / They / He / She / It + will
not + V
Example:
- We won’t live in that cottage anytime
soon.
(won’t is the short form of will not)

● Questions and short answers:

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.
e. Assessment
- Teacher checks students’ understanding with follow-up questions.

3. ACTIVITY 2: PRACTICE (15 mins)

a. Objectives:
- To help students get to know the use of the future simple tense.
- To help Ss use “will (’ll)” or “won’t” to complete the sentences and conversation.
- To help Ss write sentences about how appliances will or won’t help us in our future houses.
b. Content:
- Task 1: Fill in the blanks with “will” (‘ll) or “won’t” to make the sentence true for you
(p.41)
- Task 2: Complete the conversation with “will” (‘ll) or “won’t” (p.41)
- Task 3: Write sentences, using “will” (‘ll) or “won’t” and the words / phrases given (p.41)
c. Expected outcomes:
- Students can utilize the future simple tense correctly to write sentences about how
appliances will or won’t help us in our future houses.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Fill in the blanks with “will” (‘ll) or “won’t” to make the sentence true for you. (5 mins)
- Have Ss read the instructions to - Ss read the instructions and Ss’ own answers
understand how to do the activity. example
- Have Ss read the example as a guide. - Ss read and fill in the blanks to
Then have them read the sentences and make sentences true.
fill the blanks to make the sentences true - Ss exchange their answers in
for themselves. Go around and offer pairs or groups before saying out
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

help, if necessary. their answers in front of the

- Ask Ss to exchange their answers in class.
pairs or groups. Then call on some Ss to
say out their answers in front of the
class. Check their answers. T explains if
necessary.
Task 2: Complete the conversation with “will” (‘ll) or “won’t”. (5 mins)
- Have Ss read the open conversation in - Ss read the open conversation Answer key:
pairs first. Then ask them to do the task in pairs first, then complete the 1. will (’ll)
individually. Remind them of the use of task individually. 2. will
“will” (’ll) or “won’t” after he and we. - Ss check answers in groups 3. will (’ll)
Go around and offer help, if necessary. before checking with the whole 4. won’t
- Ask Ss to exchange their answers in class. 5. will (’ll)
groups. Then call on some Ss to say out - Ss read the complete
their answers in front of the class. T conversation again in pairs.
confirms the correct answers and gives
explanation if necessary.
- Have Ss read the complete
conversation again in pairs. T observes
and corrects Ss’ pronunciation and verb
forms, if necessary.
Task 3: Write sentences, using “will” (‘ll) or “won’t” and the words / phrases given. (5 mins)
- Have Ss read the instructions of the - Ss read the instructions. Suggested answer:
activity to understand what they are - Ss write sentences using “will” 1. A computer will / won’t
going to do. (’ll) or “won’t” and the words help me to do my
- Ask Ss to write sentences, using “will” provided individually. housework.
(’ll) or “won’t” and the words provided. - Ss swap their answers in pairs 2. A robot will help me to
- Give Ss time to do the task or groups. water the flowers.
individually. 3. A smart TV won’t help
- Get them to swap their answers in pairs me to cook meals.
or groups. Go around and offer help, if 4. A washing machine
necessary. will / won’t help me to
- If there is time, have some Ss write iron the clothes.
complete sentences on the board. T and 5. A smartphone won’t
other Ss make comments. Check the help me to take care of
answers as a class. the children.

e. Assessment
- Teacher observes and checks’ students’ understanding anh pronunciation if necessary.

4. ACTIVITY 3: PRESENTATION (5 mins)

a. Objectives:
- To help Ss understand how “might” is used in a real context.
b. Content:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Grammar focus: Might for future possibility

c. Expected outcomes:
- Students can use “might” correctly in context.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Grammar: Might for future - Ss pay attention to the Example:
possibility teacher, take notes, and take - We might live in a UFO.
- T explains how “might + V” is used examples with “might” - They might not travel in
(We use might + V to talk about actions cars
that are possible in the future - we are
not sure if the actions will happen) 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 have Ss read the examples in the
Remember! box.
e. Assessment
- Teacher corrects students as a whole class.

5. ACTIVITY 4: PRACTICE (5 mins)

a. Objectives:
- To help Ss understand how might is used in a real context.
b. Content:
- Task 4: Read the two poems. Tick true/false (p.42)
c. Expected outcomes:
- Students can utilize “might” correctly in context.
d. Organization:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Read the two poems. Tick true/false. (5 mins)
- Ask Ss to read the poems - Ss read the poems Answer key:
individually and underline all the individually and underline all 1. T
phrases might + V. the phrases might + V. 2. T
- Have Ss do the task and share their - Ss share their answers in pairs 3. F
answers in pairs. before checking the answers as 4. F
- Invite one or two Ss to say out their a class. 5. T
answers in front of the class, then 6. F
check the answers as a class.
e. Assessment
- Teacher corrects students as a whole class.

6. ACTIVITY 5: PRODUCTION (5 mins)

a. Objectives:
- To give Ss further practice on “might”.
- To help Ss say what they might have or do in the future.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

b. Content:
- Task 5: Work in pairs. Think about what you might do or have in the future. Share your
ideas with your classmates. (p.42)
c. Expected outcomes:
- Students can utilize “might” correctly to share their ideas about things in the future.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 5: Work in pairs. Think about what you might do or have in the future. Share your ideas
with your classmates. (5 mins)
- Have Ss read the instructions of the - Ss read the instructions and Example:
activity to understand what they are examples in their textbook. I might have a
going to do. - Ss work in groups to discuss smartphone to surf the
- Ask Ss to read the example and ensure what they might or might not internet.
that they know what to do. Then ask have / do in the future.
them to work in groups. Have them - Ss tell their partners about
discuss what they might or might not them before sharing their ideas
have / do in the future. in front of the class.
- Then ask Ss to tell their partners about
them. T goes round and corrects
mistakes or gives help when necessary.
- Call on some Ss to share their ideas in
front of the class. T and other Ss give
comments.
e. Assessment
- Teacher observes and gives feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
Board plan

Date of teaching
Unit 10: OUR HOUSES IN THE FUTURE
Lesson 3: A closer look 2
* Warm-up
Game: Sentence puzzling

The future simple tense

- Task 1: Fill in the blanks.
- Task 2: Complete the conversation.
- Task 3: Make sentences.
Might for future possibility
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Task 4: True or false.

- Task 5: Share what you might do or have in the future.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Express surprise using the targeted form.
- Conduct a survey and report the result in verbal form.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3. Personal qualities
- The love of their own houses and appliances in the house.

II. MATERIALS
- Grade 6 textbook, Unit 10, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may lack knowledge of everyday - Providing students with information about
language in English. everyday language in English.
Students may have underdeveloped reading, - Encourage students to work in pairs, in
speaking and co-operating skills. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Defining expectation in explicit detail.
class. - Continuing to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere in the classroom and lead in the lesson.
b. Content:
- Game: BINGO
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organization:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: BINGO - Ss work individually to make Suggested words:
- Teacher asks students to make a table onto a table in the notebook and wireless TV, dishwasher,
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

their notebook and fill out with different play the game as instructed. fridge,...
household appliances.

smart TV washing dish

machine washer

… …

- Teacher reads out loud 9 household

appliances. Which students have a line of 3
can shout: BINGO.
- Teacher checks the answer.

Lead-in the lesson

- Teacher leads students into the lesson by
telling them about what they are going to
learn: “How to express surprise”.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (10 mins)

a. Objectives:
- To provide Ss with the way of expressing surprise.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (p.43)
- Task 2: Work in pairs. Express your surprise when you see your partner’s new watch, TV,
mobile phone, etc. (p.43)
c. Expected outcomes:
- Students are able to express surprise correctly in context.
d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (5 mins)
- Play the recording and have Ss listen and - Students listen and read the Audio script:
read the conversation at the same time. conversations at the same David: John! Hello!
- Then have them read the conversation time. John: Oh, hi, David.
sentence by sentence. - Students practice the Wow! Is that your
- Draw their attention to the highlighted conversations in pairs. computer? It looks
sentences. great.
- Elicit the structure to express surprise from David: Yes, it’s my new
Ss computer. My parents
* Wow! Is that + object? gave it to me for my
* It looks + adjective. birthday.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Ask them to act out the conversation in

pairs. Go around and offer help, if
necessary. Check their pronunciation.
Task 2: Work in pairs. Express your surprise when you see your partner’s new watch, TV, mobile
phone, etc. (5 mins)
- Have Ss work in pairs in 3 minutes, one - Ss work in pairs. Students’ own creativity
expresses his / her surprise when he / she Suggested conversation:
sees the other’s new things (watch, TV, A: Wow! Is that your
mobile phone, shoes, etc.). mobile phone? It looks
- Ask Ss to use the structure to express great.
surprise in 1. B: Yes, it’s my new
mobile phone. My
grandparents gave it to
me on my birthday.
e. Assessment
- Teacher checks the students' understanding and gives feedback if necessary.

3. ACTIVITY 2: HOUSES AND APPLIANCES IN THE FUTURE (25 mins)

a. Objectives:
- To help Ss identify tasks that appliances can help them to do in the future houses.
- To help Ss practice asking and answering questions about houses in the future.
- To help Ss talk about houses and appliances in the future.
b. Content:
- Task 3: Read the questions in the class survey below. Tick Y (Yes) or N (No) (p.43)
- Task 4: Work in pairs. Use the questions in 3 to interview your partner. (p.43)
- Task 5: Tell the class about your interview (p.43)
c. Expected outcomes:
- Students can ask, answer some questions and talk about their houses and appliances in the
future.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 3: Read the questions in the class survey below. Tick Y (Yes) or N (No). (7 mins)
- Have Ss read the questions and - Work in pairs to do the Suggested key:
explain the new words or phrases activity. Hi. My name’s Hoa. In the
(e.g. hi-tech, in space, look after, etc.) - Listen carefully and learn future, I’ll live in a hi-tech
if necessary. Then have them answer how to do it. house. It’ll be in the
the questions by ticking “Yes” or - Follow the teacher’s mountains. I’ll have lots of
“No”. instructions. trees and flowers around my
- If time allows, T asks the questions - Give the answers. house. I’ll have a fridge that
again and has Ss look at the boxes of can cook meals for me ...
“Yes” or “No” and give their own
answers.
- Ask one or two Ss to look at the
answers and tell about houses and
what appliances will help them to do
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

in future houses.
Task 4: Work in pairs. Use the questions in Task 3 to interview your partner. (8 mins)
- Have Ss read the conversation in the - Ss read the conversation. Students’ own creativity
example. Draw their attention to the - Ss work in pairs to role-play
type of house (question 1) and its the conversation.
location (question 2 and 3) and how - Ss add more questions to the Example:
the questions are used. conversation. - A: Will your house have a
- Ask Ss to work in pairs and use the fridge?
information from 3 to role-play. To - B: Yes, it will.
add more variety to the conversation, - A: What will it do for you?
Ss may add the questions about - B: It will cook my meals.
appliances that the house will have
and what these appliances will do for Example:
them. - Type of the house: cottage
- Ask some pairs to role-play in front - Location: in the mountains
of the class. T and other Ss give - Surroundings: trees,
comments. flowers and mountains
- If time allows, have Ss work in - Appliances: robot (look
groups, discussing the main content of after the children), fridge
the conversations they have just (cook meals), computer (send
practiced. and receive emails), etc.
Task 5: Tell the class about your interview. (10 mins)
- Ask Ss to read the example to - Ss read the example and take Students’ presentation
understand how to explain the notes of their partner’s
interview in 4. answers. Suggested answer:
- Ask Ss to take notes of their - Ss present in front of class. Hello. I’d like to tell you
partner’s answers in 4 as follows: about Nam’s house and
E.g. appliances that will help him
+ Type of the house: UFO to do things in his house. His
+ Location: in space future house will be a UFO.
+ Surroundings: planets It’ll be in space. He might
+ Appliances: robot (look after the have a robot to help him with
children), fridge (cook meals), his home. Thank you for
computer (send and receive emails), listening.
etc.
- Call on some Ss to tell the class
about their partners’ future houses,
using the notes they have written. T
and other Ss listen and make
comments.
- To add more variety to the
interview, T may ask Ss to add some
more information.
e. Assessment
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Teacher corrects students by going around while they’re practicing.

- Teacher observes and gives feedback.

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.

Board plan

Date of teaching
Unit 10: OUR HOUSES IN THE FUTURE
Lesson 4: Communication
* Warm-up
Bingo: Household appliances

Everyday English
Task 1: Listen and read the conversations.
Task 2: Express your surprise.

Houses and appliances in the future

Task 3: Read and tick.
Task 4: Interview your partner.
Task 5: Mini presentation.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for general and specific information about houses and appliances in the future.
- Talk about different houses in the future.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
- Actively join in class activities.
3. Personal qualities
- The love of their own houses and appliances in the house.

II. MATERIALS
- Grade 6 textbook, Unit 10, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. surround (v) /səˈraʊnd/ be around something bao quanh

2. helicopter (n) /ˈhel.ɪˌkɒp.tər/ a kind of plane that can fly from the máy bay trực
roof thăng

3. feed (v) /fiːd/ to give food to and help someone/ cho ăn

somebody to eat

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about - Providing students some handouts on vocabulary
body parts and structures to talk about and structures to describe houses in the future.
houses in the future.
2. Students may have underdeveloped - Creating a comfortable and encouraging
listening, speaking and co-operating environment for students to speak.
skills. - Encouraging students to work in pairs, in groups
so that they can help each other.
- Providing feedback and help if necessary.
3. Some students will excessively talk in - Defining expectation in explicit detail.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

the class. - Continuing to define expectations in small

chunks (before every activity).

III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To activate students’ knowledge of the topic in the reading text.
b. Content:
- Game: True or False
c. Expected outcomes:
- Students recall vocabulary and targeted grammar in the unit.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: True or false (PPT slides) - Students follow the teacher's Key:
- Teacher asks students to look at the photo instructions and play the game 1. F
in the book and decide if the statements are in two teams. 2. T
true or false: 3. F
1. The house will be surrounded by a 4. T
jungle
2. Robots will help to do the housework.
3. There will be a UFO on the roof.
4. There will be a swimming pool in the
house.
e. Assessment
- Teacher corrects students. (if needed).

2. ACTIVITY 1: READING (25 mins)

a. Objectives:
- To get Ss acquainted with the reading skill: Predicting the meaning of new vocabulary using
the context.
- To help Ss understand their knowledge of the topic.
- To help Ss read for specific information about the house and its appliances in the future.
- To help Ss develop their reading skill for specific information (scanning).
b. Content:
- Task 1: Look at the picture, discuss the questions with a partner. (p.44)
- Vocabulary teaching
- Task 2: Read the text and match the beginning in A with the endings in B. (p.44)
- Task 3: Read the text again and circle the option (A, B or C) to complete the sentences.
(p.44)
c. Expected outcomes:
- Students practice reading for specific information.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Look at the picture, discuss the questions with a partner. (5 mins)
- Ask the class to look at the picture first. - Ss work in pairs and follow Suggested answers:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Encourage students to get the details / the teacher's instructions. A: What type of house do
ideas of the picture (type of house, you think it is?
location, surroundings and appliances) B: I think it’s a villa.
- Tell students to work in pairs, asking A: Where do you think the
and answering the questions provided. house is?
B: I think it’s on an island.
Vocabulary teaching (5 mins)
- Teacher asks students to get the meaning - Students say the meaning of New words:
of the words in context. the words. 1. surround (v)
2. helicopter (n)
3. feed (v)
Task 2: Read the text and match the beginning in A with the endings in B. (12 mins)
- Teacher explains how to scan and skim - Students apply scanning Answer key:
and asks students to practice. techniques to do the task 1. a, c, e, g, h
- Set a time limit for Ss to read the text independently and follow the 2. b, d, f
individually. Help them understand the teacher’s instructions.
text by giving the meanings of the - Ss pair up to check their
difficult words, or explanations, or the answers and then check with
Vietnamese equivalents. Tell them to pay the class.
attention to what the robots and the super
smart TV will do. T may ask them to
underline the structures or phrases
relating to what the robots will do and
double-underline the structures or phrases
relating to what the super smart TV will
do.
- Ask Ss to match the beginnings in A
with the endings in B. Go around and
offer help, if necessary.
- Ask Ss to work in pairs to exchange
their answers first. Then call on some Ss
to read their answers and give
explanations for their choice. Confirm the
correct answers as a class.
Task 3: Read the text again and circle the option (A, B or C) to complete the sentences. (3 mins)
- Ask Ss to read the incomplete sentences - Students work Answer key:
and guess the option (A, B, or C) to fill independently and follow the 1. B
the blanks. Explain that this task helps teacher’s instructions. 2. C
them focus on the information they are - Students work in groups to 3. B
going to find in the text. compare the answers. 4. B
- Set a longer time limit for Ss to read the
text again. Ask Ss to note or underline
where they find the information that helps
them circle the option (A, B, or C) to
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

complete the sentences.

- Have Ss compare the answers in groups
before discussing them as a class.
e. Assessment
- Teacher corrects the students as a whole class.

3. ACTIVITY 2: SPEAKING (15 mins)

a. Objectives:
- To help Ss ask and answer questions about different houses in the future.
- To help Ss talk about different houses in the future.
b. Content:
- Task 4: Work in pairs. Ask your partner about his / her future house. Use the suggested
questions. (p.44)
- Task 5: Work in groups. Tell your partners about your future house. You can use the
information in 4. (p.44)
c. Expected outcomes:
- Students can talk about their different houses in the future.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in pairs. Ask your partner about his / her future house. Use the suggested questions.
(5 mins)
- Have Ss read the instructions to - Students read the Students’ own answers:
identify how the task is done. instructions, suggested Suggested questions:
- Have Ss read the suggested questions questions and think of the 1. What type of future house do
and then think of the answers to these questions individually. you think it will be?
questions. Draw their attention to the - Ss work in pairs to ask and 2. Where will it be?
type of future house (Question 1), its answer questions before 3. What will it look like?
location (Question 2), its appearance performing in front of the 4. How many rooms will it
(Question 3), etc. Then tell them that class. have?
they have to imagine their future 5. What appliances will it have
houses in order to answer the and what will they help you to
questions. do?
- Have them work in pairs, asking and Example:
answering questions about their future A: What type of future house
houses. T may ask Ss to refer back to do you think it will be?
the passage in 2 and the conversation B: It’ll be a palace.
in GETTING STARTED. T goes
round and corrects mistakes or gives
help when necessary.
- Call on some pairs to perform the
task in front of the class. T and other
Ss listen and make comments. Call on
some students to share their answers.
Task 5: Work in groups. Tell your partners about your future house. You can use the information
in 4. (10 mins)
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Have Ss read the example to identify - Ss read the example and Example:
how to do the task. Then have them practice sharing the My future house will be a
work in groups of 6 and take turns to information they discussed palace. It’ll be on the Moon.
tell about their future houses using the with the partners in 4. There will be a super smart TV
information they have discussed in - Other students in the group in the house. It’ll help me to
task 4. draw the house their friend’s talk to my friends on other
- Other students in the group draw the talking about. planets.
house their friend’s talking about. - Ss speak in front of the
- Encourage some Ss to speak in front class.
of the class, the class comments on
their classmate’s content,
pronunciation, fluency, language
(grammar, use of words, etc.), body
language. T can help the class give
feedback.
e. Assessment
- Teacher observes and gives feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarize the main points of the lesson.
b. Homework
- Do exercises in the workbook
- Write some sentences to describe your future house, at least 3 classmates.

Board Plan

Date of teaching
Unit 10: OUR HOUSES IN THE FUTURE
Lesson 5: Skills 1
*Warm-up
Game: True or False

Reading
- Task 1: Look and discuss.
- Vocabulary:
1. surround (v)
2. helicopter (n)
3. feed (v)
- Task 2: Read and match.
- Task 3: Read and choose the correct answer.
Speaking
Task 4: Ask and answer.
Task 5: Discussion.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for specific information about dream houses
- Write a paragraph about dream house
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- The love of their own houses and appliances in the house

II. MATERIALS
- Grade 6 textbook, Unit 10, Skills 2
- Computer connected to the Internet
- Projector / TV
- Jumbled word cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may lack knowledge and - Preparing some hand-outs in which the key
experiences about the topic language describes the dream house.
Students may have underdeveloped - Playing the recording many times if
listening, writing and co-operating skills. necessary.
- Encouraging students to work in pairs, in
groups so that they can help each other.
- Providing feedback and help if necessary.
Some students will excessively talk in the - Defining expectations in explicit detail
class - Continuing to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To review the vocabulary;
- To lead into the new lesson.
b. Content:
- Game: Jumbled words
c. Expected outcomes:
- Students can recall the vocabulary
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Jumbled words - Students work individually. Suggested answers:
- Teacher shows some jumbled - Students raise hands to 1. IYCT CITY
words on the slides. answer.
- Teacher asks students to raise their 2. MATTSVR SMART TV
hands to answer.
- Teacher leads in the lesson. 3. AGRNED GARDEN
4. LFTA FLAT
5. ILVLA VILLA
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: LISTENING (20 mins)

a. Objectives:
- To help Ss have the ideas of what the conversation is about.
- To help Ss develop the skill of listening for specific information about dream houses.
b. Content:
- Task 1: Listen to Nick and Linda talking about their dream houses. Which house would
each prefer? Write their names the correct pictures. (p.45)
- Task 2: Listen to the conversation again. What is important to Linda? What is important to
Nick. Tick the columns. (p.45)
- Task 3: Listen again and answer the questions about their dream houses. (p.45)
c. Expected outcomes:
- Students practice listening skills for specific information and learn more vocabulary about
dream houses.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen to Nick and Linda talking about their dream houses. Which house would each
prefer? Write their names the correct pictures. (10 mins)
- Ask Ss to look at the pictures and - Ss look at the picture and Key:
elicit from Ss the details (types of listen to the teacher’s Linda: Picture c (a villa by
house, surroundings and locations). instructions. the sea, with a swimming
Ask Ss the houses they like and why - Ss work in pairs and follow pool and a garden)
they like them. the teacher’s instructions, Nick: Picture a (a flat in the
- Ask Ss to focus on the task they have - Ss listen and write the city)
to do. speakers’ names
- Teacher asks students to work in pairs - Ss share answers in pairs and
and note down the name under the listen again to check.
picture.
- Play the recording. Ask Ss to listen
and write the speakers’ names under
the correct pictures. T checks their
answers.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- If it’s necessary, play the recording

again and pause the recording after
each sentence.
Task 2: Listen to the conversation again. What is important to Linda? What is important to Nick.
Tick the columns. (5 mins)
- Ask Ss to read the information in the - Ss read the information and Answer key:
first column. Ask them to focus on the listen to the teacher’s Linda: sea view, swimming
information they need only (what are instructions. pool, garden
important to Linda and Nick: park - Ss listen and tick. Nick: park view, city view
view, city view, etc.). - Students share their answers
- Play the recording again. Ask Ss to as a class.
listen and tick what is important to
Linda and Nick. Call on some Ss to
give the answers to the class and
correct mistakes where necessary.
Task 3: Listen again and answer the questions about their dream houses. (5 mins)
- Ask Ss to read the questions and - Ss read the questions and Answer key:
underline the key words. Then have underline the keywords. 1. She has a big villa.
them listen to the recording again and - Ss listen again and answer 2. Her house / It is by the
answer the questions in pairs or groups. the questions in pairs/ groups. sea.
- Ask a few pairs to role-play in front - Ss role-play: ask and answer 3. There’s a swimming pool
of the class, one asks the questions and in front of the class. and a garden around her
the other answers. Other pairs and T house.
listen and comment. 4. He has a flat.
- Extension: Have some Ss talk about 5. It’s in the city.
dream houses of Linda or Nick, using
the information in 2 and 3.
- E.g. Hi. Let me tell you about Linda’s
dream house. It is a big villa by the
sea. It has a view of the sea. There’s a
swimming pool and a garden around
her house... Thank you for listening.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WRITING (18 mins)

a. Objectives:
- To help Ss brainstorm ideas for a dream house.
- To help Ss write a paragraph of about 50 words about a dream house.
b. Content:
- Task 4: Work in pairs. Discuss your dream house and fill the table. (p.45)
- Task 5: Use the information in 4 to write a paragraph of about 50 words about your dream
house. (p.45)
c. Expected outcomes:
- Students can write a paragraph about their dream house.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Discuss your dream house and fill the table. (8 mins)
- Have Ss look at the table. Draw their - Ss look at the table and Example:
attention to the four pieces of examples. A: What type of dream
information (type of house; location; - Ss work in pairs as instructed. house is it?
number of rooms; appliances in the - Ss write the answers in their B: It’s a palace
house). Then have them read the notebooks. A: Where is it?
exchange in the example to understand B: It’s in the mountains
how to do the task. Type of house: palace
- Ask Ss to work in pairs to ask and
answer the questions and fill the table. Location: in the mountains
Call a student to write the answer on
the board. Others write it in their Number of rooms: …
notebooks.
Appliances in the house: …

Task 5: Use the information in 4 to write a paragraph of about 50 words about your dream house.
(10 mins)
- Allow Ss time to write a paragraph - Ss brainstorm for the ideas Sample paragraph:
(about 50 words) about their dream and the language necessary for My dream house is a big
houses, using the suggested ideas / writing. palace. It is in the
information in 4. - Ss write individually using the mountains. It is surrounded
- When they finish, ask some Ss to ideas in task 4. by lots of trees. It has seven
explain their dream houses to the class. - Ss explain in front of the class. rooms: three bedrooms, two
- If time allows, call on one student to - Ss work in pairs doing peer bathrooms, one kitchen and
write his / her answer on the board. corrections. one living room. There is a
The class gives their comments. large swimming pool in
- Teacher asks students to exchange front of it. I have some
their textbooks to check their friends’ robots in the palace. They
writing. help me to clean the floor,
- Teacher then gives feedback as a cook meals, water
class discussion. flowers… I am happy to live
in my palace.
e. Assessment
- Teacher gives corrections and feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarize the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Board Plan

Date of teaching
Unit 10: OUR HOUSES IN THE FUTURE
Lesson 6: Skills 2
*Warm-up
Game: Jumbled words

*Listening
Task 1: Listen and write.
Task 2: Listen again and tick.
Task 3: Listen again and answer the question.

*Writing
Task 4: Pair-work: Discussion.
Task 5: Write a paragraph about your dream house.

*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 7: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 10.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop communication skills and creativity.
- Develop presentation skills.
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- The love of their own houses and appliances in the house.

II. MATERIALS
- Grade 6 textbook, Unit 10, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- Color and pens, worksheets
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs, in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk - Define expectation in explicit detail.
in the class. - Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To revise the vocabulary related to the topic and lead in the next part of the lesson.
b. Content:
- Vocabulary brainstorming
c. Expected outcomes:
- Ss can list as many household appliances as possible.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Vocabulary brainstorming - Ss work in groups and follow Suggested answer:
- Teacher divides the board, and divides the teacher’s instructions. wireless TV, dishwasher,
the class into 2 big groups. washing machine …
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Teacher asks students to brainstorm all

household appliances they can think of.
- The group having the most suitable
answers is the winner.
- Teacher leads in the lesson.
e. Assessment
- Teacher corrects students (if needed).

2. ACTIVITY 1: VOCABULARY (10 mins)

a. Objectives:
- To help Ss revise the words relating to appliances in the future.
- To help Ss review the phrases about what the appliances will do in the future.
b. Content:
- Task 1: Write the words / phrases under the correct pictures. (p.46)
- Task 2: Think about what the appliances will do in the future. Fill in the table. (p.46)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Write the words / phrases under the correct pictures. (5 mins)
- Tell Ss to read the words in the box - Ss do the task independently. Answer key:
first. Then ask them to write the words - Ss work in pairs to compare a. computer
in the box under the pictures. their answers before checking b. dishwasher
- Give them time to do it individually. in front of class. c. wireless TV
Then compare their answers with their d. washing machine
partners. e. fridge
- Ask some Ss to read the words aloud. f. smart clock
Then T checks their answers as a class.
Task 2: Think about what the appliances will do in the future. Fill in the table. (5 mins)
- Have Ss work in pairs or groups, - Ss do the task in pairs: Students’ own answers.
discussing what each appliance will do discuss and fill in the blanks
in the future and fill in the blanks in the before checking in front of
table. class.
- Call on some Ss to tell the class about
their answers.
E.g. I think robots will look after my
future house.
- T and other Ss listen and make
comments.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: GRAMMAR (10 mins)

a. Objectives:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- To help Ss revise the use of the future simple in sentences.

- To help Ss revise the use of “might” for future possibility.
b. Content:
- Task 3: Complete the sentence with “will” (‘ll) and “won’t”. (p.46)
- Task 4: Complete the sentences with “might” or “might not”. (p.46)
c. Expected outcomes:
- Recall the uses of the future simple tense and “might” for future possibility.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 3: Complete the sentence with “will” (‘ll) and “won’t”. (4 mins)
- Have Ss read the instructions to - Ss read the instructions and Answer key:
know what they have to do. Draw do the task individually. 1. won’t
their attention to some complex - Ss work in pairs to check the 2. will
sentences with subordinate clauses answers before discussing them 3. will
of time (sentences 2, 4, 5). T may in front of the class. 4. won’t
explain these sentences if necessary. 5. will
- Ask Ss to complete the sentences 6. won’t
with “will (’ll)” or “won’t”
individually first. Then, they can
check their answers with a partner
before discussing them as a class.
Task 4: Complete the sentences with “might” or “might not”. (3 mins)
- Have Ss read the instructions to - Ss read the instructions and Answer key:
understand what they have to do. do the task individually. 1. might
- Ask them to read and complete the - Ss work in pairs to swap their 2. might
sentences individually. Go around answers before checking as a 3. might not
and offer help if necessary. class. 4. might not
- Have them swap their answers in 5. might, might
pairs or groups before checking as a
class. Correct mistakes if necessary.
- Call on some Ss to read the
complete sentences in front of the
class. T and other Ss listen and make
comments.
e. Assessment
- Teacher corrects the students as a whole class.

4. ACTIVITY 3: PROJECT (20 mins)

a. Objectives:
- To help Ss improve their creativity and teamwork.
- To improve their speaking and presentation skills.
- To help Ss apply what they have learnt in the unit in the project.
b. Content:
- Project: My future appliances.
c. Expected outcomes:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Students can apply what they have learned in the unit to present their posters about future
appliances.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Poster: My future appliance - Students show their posters Students’ posters
- Have Ss read the project’s instructions. Draw and present them in front of & presentations
their attention to the following steps: the class.
+ Think about one appliance they want to have in - Other students observe and
the future. give their friends comments
+ Make a poster about it. on the posters and
+ Write details about the appliance on the poster presentations.
(what they want to have, what it will help them to
do).
+ Share the poster with their class.
- Have them think about an appliance in their
future house first.
- Give them time to make their own posters by
drawing their own appliances.
- Ask them to look at the details in the bubble as
an example. Then have them write what the
appliances will help them to do well in their
future houses.
- Get them to share their posters in pairs or
groups.
- Select some Ss to show their posters in front of
the class and tell what the appliances will do in
their future houses. The class gives comments.
- If there is not enough time, T may ask Ss to do
the project as homework and check it during the
next period.
e. Assessment
- Teacher observes and gives feedback.

5. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarize the main points of the lesson.
b. Homework
- Prepare for the next lesson: Unit 11 – Lesson 1: Getting started.
- Do exercises in the workbook.

Board Plan
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Date of teaching
Unit 10: Our houses in the future
Lesson 7: Looking back and Project
*Warm-up
Vocabulary brainstorming

* Looking back
Vocabulary:
- Task 1: Write the words / phrases.
- Task 2: Fill in the table.
Grammar:
- Task 3: Complete the sentence with “will” (‘ll) and “won’t”.
- Task 4: Complete the sentences with “might” or “might not”.

* Project
Poster: My future appliance

* Homework