Period 84. Tuesday, March , 28th , 2023
UNIT 10: OUR HOUSES IN THE FUTURE Lesson 4: COMMUNICATION A. AIMS:
1. Knowledge: By the end of the lesson, students can:
- Talk about life in the future
a. Vocabulary: Related to the topic: “Our houses in the future”
b. Grammar: Review: “will” for the future, “might” for future possibility.
2. Skills: express surprise, having a survey, interviewing, presenting.
3. Attitude: Students will be more aware of protecting and preserving my house.
4. Competence development: groupwork, independent working, pair work, linguistic
competence, cooperative learning and communicative competence. B. TEACHING AIDS
1. Teacher: Textbooks, computer accessed to the Internet, TV 2. Students: Textbooks C. PROCEDURE * Warm up: “ Net work” T asks:
- In the future, people might live in modern houses with the help of hi-tech robots.
- Can you list what robots might do in the future ?
- Do housewwork, clean the floors, cooks meals………..
Things robots might do in the future. I. PRESPEAKING: EVERYDAY ENGLISH.
TAST1: Play the recording and have Ss listen and read the conversation at the same
time.Then have them read the conversation sentence by sentence. Draw their attention to
the highlighted sentences. Elicit the structure to express surprise from Ss [Wow! Is that + object?It looks + adjective).
TAST 2. Ask them to act out the conversation in pairs. Go around and offer help, if
necessary. Check their pronunciation. David: : John! Hello!
Jonh: :Oh, hi, David. Wow! Is that your computer? It looks great.
David: Yes, it's my new computer. My parents gave it to me for my birthday.
Have Ss work in pairs, one expresses his / her surprise when he / she sees the other‘s new
things (watch, TV, mobile phone, shoes, etc.). Ask Ss to use the structure to express surprise in Eg:
A. Wow! Is that your mobile phone? It looks great.
B. Yes, it‘s my new mobile phone. My grandparents gave it to me for my birthday. TAST3: SURVEY
Have Ss read the questions and explain the new words or phrases (e.g. hi-tech, in space,
look after, etc.) if necessary.Then have them answer the questions by ticking (Y)“Yes"or (N)“No".
If time allows, T asks the questions again and have Ss look at the boxes of "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 in future houses E.g. Hi. My name’s Hoa. In the future, l'II Iive in a hi-tech
house. It’ll be in the mountains. I’ll have lots of trees and flowers around my house. I'll
have a fridge that can cook meals for me... II. WHILE SPEAKING:
- Have Ss read the conversation in the example. Draw their attention to the type of house
(question 1) and its location (question 2 and 3).
Ask Ss to work In palrs and use the information from 3 to role-play. to add more variety to
the conversation, Ss may add the questions about applliances that the house will have and
what these appliances will do for them. E.g.
A-Will your house have a fridge? B. Yes, It will.
A- ”What will it do for you? B. It will cook my meals.
Ask some palrs to role-play In front of the class. T and other Ss give commments.
If time allows, have Ss work in group, discussing the main content of the conversations they have just practised. E.g.
Type of the house: cottage Location: in the moutains
Surroudings: trees, flowers, and mountains.
Appliances: robots( look after the children) fride (cook meals), computer( send and receive emails)
III.POST SPEAKING: Talk about houses
- Ask Ss to read the example to understand how to explain the intervlew In 4.
- Ask Ss to take notes of their partner's answers in 4 as follows:
Type of the house - UFO Location: In space Surroundings: planets
Appliances: robots( look after the children) fridges (cook meals), computers (send and receive emails), etc
- Call on some 5s to tell the class about their partners’future houses, using the notes they have written.
T and other 5s listen and make comments
- To add more variety to the interview,T may ask Ss to add some more information.
e.g. Hello, I’d like to tell you about Nam's house and applliances that will help him to do
things in his house.... His future house will be a hit-tech house. It’ll be ... He might have a
robots to help him with his home. Thank you listening. IV.Wrap up:
Have Ss tell you what they have learnt (the way of expressing surprise). V. HOMEWWORK:
- Learn the form and usage of “ Will + V” for future and “ might + V ” by heart and make sentences.
- Describe the house in the future
- Prepare: Unit 10 – Skills 1
- Draw the house and describe their houses.
Period 85. Thursday, March, 30th, 2023
UNIT 10: OUR HOUSES IN THE FUTURE Lesson 4: SKILLS 1 A. AIMS:
1. Knowledge: By the end of the lesson, students can:
- Read for specific information about houses in the future and future appliances.
- Tell about houses in the future (types, locations, surroundings, rooms, appliances)
a. Vocabulary: Related to the topic: “Our houses in the future”
b. Grammar: Review: “will” for the future, “might” for future possibility.
2. Skills: Discussing, interacting, reading and matching, describing the house, drawing the appliances and talking.
3. Attitude: Students will be more aware of protecting and preserving my house.
4. Competence development: groupwork, independent working, pair work, linguistic
competence, cooperative learning and communicative competence. B. TEACHING AIDS
1. Teacher: Textbooks, computer accessed to the Internet, projector 2. Students: Textbooks C. PROCEDURE
* Checking: Talk about the our house in the future.
- Ask a few Ss to go to the board and tell class about houses and appliances in the
future.The class listen and gives comments. I. PRE READING:
Look at the picture and discuss with a partner.
- Ask the class to look at the picture first. Encourage them to focus on the details / ideas of
the picture (type of house, location, surroundings and appliances).
- Ask Ss to work in pairs, asking and answering the questions provided.
A: What type of house do you think it is? B: I think it‘s a villa.
A: Where do you think it is? B: I think it‘s on an island.
- Call on some pairs to role-play in front of the class. The class makes comments. II. WHILE READING:
TAST 1: Read the text and match:
Set a time limit for Ss to read the text individually. Help them understand the text by
giving the meanings of the difficult words, or explanations, or the Vietnamese equivalents.
Tell them to pay 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 explanation for their choice. Confirm the correct answers as a class.
Key: 1. a, c, e, g, h 2. b, d, f
TAST 2: Read the text again and circle the option:
Ask Ss to read the incomplete sentences and guess the option (A, B, or C) to fill the blames
Explain that this task helps them focus on the infbrmation they are going to find in the text.
- 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 complete the sentences.
- Have Ss compare the answers in groups before discussing them as a class. Key: 1.B 2. A 3. C 4. III. POST READING:
1. Work in pairs. Ask and anwer about his/her future house.( tast 4)
Have them work in pairs, asking and answering questions about their future houses.
T may ask Ss to refer back to the passage in 2 and the conversation 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.
2. Worrk in groups. Tell your partner about your future (tast 5)
- Have Ss read the example to identify how to do the task. Then have them tell their
partners about their future houses using the information they have discussed in 4.
- Encourage some Ss to speak in front or 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. IV. HOMEWORK:
- Describe the house in the future
- Prepare: Unit 10 – Skills 2
Period 86. Friday, March , 31st , 2023
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 6: Skills 2: Listening and writing
A. Aims: By the end of the lesson:
1. Knowledge: Ss will be able to practise listening and writing about the dream house in the
future and know more vocabulary about this topic.
2. Qualities: Students will be able to imagine the houses in the future they live in.
3. Competences: Students will be able to practise listening skill and writing skill, solve problems and create. B. Teaching aids:
Textbook, computer, projector/ TV, cassette. C. Procedure: * Warm up: Back to board game - Ss discuss in groups
“The kind of house you like”. - I like.....
I. Pre – writing: ( Listening)
1. Activity 1: Listen to Nick and Linda talking about their dream houses. Which houses
would each one prefer? Write their name under the correct pictures.
- Ask SS to look at the title of activity 1, then ask:
+ What will you listen a conversation or a passage?
+ What information must you notice?
+ Which house Nick would prefer, and which house Linda would prefer - Play the recording once
- SS listen and give their answer * Key: Linda: picture 3 Nick: picture 2
2. Activity 2: Listen to the conversation again. What is important to Linda?What is
important to Nick? Tick the column
- Ask SS to look at the title of exercise 1, then ask: Linda Nick 1. Park view 2. City view 3. See view 4. Swimming pool 5. garden
- Let SS read the 7 phrases and explain new words ( view, cable T.V) - Play the recording once - SS listen and do the task - Give their answer * Key: Linda Nick 3. sea view 1. park view 4, swimming pool 2. city view 5. garden 6. cable T.V 7. quiet 3. Activity 3: Listen again and answer the
questions about their dream house.
- Ask students to look at the questions
- Teacher reads through the questions and explain some questions ( If necessary)
1. What type of house does Linda have? 2. Where is her house? 3. What is around her house?
4. What type of house does Nick have? 5. Where is it? - Play the recording once - SS listen and do the task - Give their answer * Key: 1. She has a big villa.
2. Her house / It is by the sea.
3. There's a swimming pool and a garden around her house. 4. He has a flat. 5. It's in the city. II. While - writing:
1. Activity 4: Work in pair. Discuss your dream house, and fill the table.
- Ask SS to work in pairs. Discuss about their dream houses using the suggested ideas
- Ss fill in the table , using the information they have discussed. Example:
A: What type of dream house is it? B: It's a palace. A: Where is it? B: It's in the mountains. ... Type of house: Palace Location: in the mountains Number of rooms: Appliances in the house:
2. Activity 5: Use the information in 4 to write a paragrah of about 50 words about your dream house.
- Teacher asks student to write the paragraph.
- Teacher allows students time to write about their dream houses, using the suggested
ideas/ information in 4. Remind SS to use Will + VBI and might + VBI . III. Post - writing:
- Teacher show some writings on the board, then the class can give their comments.
- Teacher corrects the students’ mistakes. IV. Homework:
- Write about your dream house in your notebook.
- Prepare for the next lesson:
- Prepare for “Looking back + project”