Kế hoạch giảng dạy English 6 - Unit 10: My Dream Job (Lesson 1, 2, 3)

 UNIT 10: MY DREAM JOB
 Lesson 10.1: Vocabulary (Time: 1 period)
 Class Date of teaching Attendance
 I. OBJECTIVES 
 By the end of the lesson, students are expected to achieve the following 
objectives:
 1. Knowledge: 
 - Vocabulary: Jobs
 - Grammar: Present Simple and ‘be going to’ for Future plans revision
 2. Competencies:
 a. General competencies:
 Form and improve such competencies as group work, independent 
 working, pair work, linguistic competence, cooperative learning and 
 communicative competence.
 b. Specific competencies:
 Improve communicative competencies related to the use of language 
 (vocabulary, phonetics, grammar)
 ● For a language lesson: Students are expected to know the meaning 
 of the keywords about their jobs, and understand the main 
 grammatical points, then do the tasks assigned in the textbook.
 ● For a skills lesson: Students are expected to use the vocabulary 
 about people and their jobs to practice talking about the dream job.
 3. Qualities:
 - Being hard-working and attentive in class
 - Being collaborative while doing in-class exercises
 - Being respectful towards each other’s dreams about future jobs.
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, A4 paper, TV, projector, loudspeaker Students: Textbooks, notebooks
 III. PROCEDURE
ACTIVITY 1: WARM-UP (5’)
 1. Aim: To attract Ss’ attention to the lesson and lead in the new lesson.
 2. Content: Ss working in groups of 4 to brainstorm and list all job words 
 they’ve known as instructed by T.
 3. Products: Ss are able to write down as many words about jobs as they 
 can based on their vocabulary and knowledge.
 4. Implementation:
 TEACHER AND 
 CONTENTS
 STUDENTS’ ACTIVITIES
Brainstorming - Suggested answers: teacher, 
Step 1: Task performance policeman, student, cook, 
 firefighter
 - Ss work in groups of 4 to list all 
 job words they’ve known on A4 
 paper.
Step 2: Judgment
 - The group with the most correct 
 answers is the winner.
ACTIVITY 2: KNOWLEDGE FORMATION (5’)
 1. Aim: To introduce the objectives of the lesson with a can-do statement.
 2. Content: The objective of the lesson is listed below
 - I can talk about people and their jobs. 
 3. Products: Ss acknowledge the lesson’s objectives.
 4. Implementation: ACTIVITY 3: PRESENTATION (10’)
 1. Aim: To teach Ss words related to jobs.
 2. Content: Ss work in groups of 3 to do Exercise 1 and then in pairs to 
 write more jobs that they’ve known in their notebooks under the guidance 
 of T.
 3. Products: Ss are able to learn new words from the Vocabulary box, and 
 understand their meaning.
 4. Implementation: 
 TEACHER AND 
 CONTENTS
 STUDENTS’ ACTIVITIES
Step 1: Task delivering Exercise 1. Work in groups. Which 
 jobs below are in the photo? How 
 - T lets Ss open SB p.100 and look at many more jobs can you think of in 
 the photos on the top of the page. two minutes?
 - T asks Ss to work in groups of 3 to - Suggested jobs: baker, actor, 
 circle all the words relating to jobs bodyguard, engineer, plumber, 
 in the Vocabulary box that they can accountant, entrepreneur, model, etc.
 see from the photos in Exercise 1. 
Step 2: Task performance
 - Ss work in groups of 3 to circle all 
 the words relating to jobs in the 
 Vocabulary box that they can see 
 from the photos in Exercise 1.
 - After the whole class checks the 
 correct answers, T plays the audio 
 track 10. 01 and asks Ss to listen 
 and say the words out loud. 
 - T should pause the audio after each 
 job is repeated and show its photo 
 so Ss can understand the word.
 - Ss work in pairs. Each pair writes 
 more jobs that they’ve known in 
 their notebooks.
Step 3: Judgment
 - T and Ss check the answers.
ACTIVITY 4: PRACTICE 1 (15’)
 1. Aim: To help Ss use some vocabularies related to jobs and workplaces.
 2. Content: Ss work individually and then in pairs to do the activities respectively under the instruction from T.
 3. Products: Ss are able use the word from the Vocabulary box and 
 grammar structure to complete the given exercises.
 4. Implementation:
Go fishing Exercise 2. Find jobs from the 
Step 1: Task delivering Vocabulary box for the people in the 
 sentences below.
 - T tells Ss to look at Exercise 2 in - Answers: He’s/She’s a nurse. 
 SB p. 101. 1. doctor/nurse
Step 2: Task performance 2. tour guide
 - Ss work individually to use the 3. architect
 word from the Vocabulary box to 4. waiter/waitress
 complete this exercise. 5. receptionist
 - Ss choose a number on the slide.
 - T shows a sentence that describes a 
 job’s workplace.
 - Ss work in pairs to write the job 
 using the given structure 
 “He’s/She’s ....”.
Step 3: Judgement
 - T and Ss check the correct answers. 
 The fastest pair showing the correct 
 answer gets 2 points.
Pair work Exercise 4. In pairs, choose a job 
 from the Vocabulary box. Find out 
Step 1: Task delivering your partner’s job in ten questions. 
 - T tells Ss to look at Exercise 4 in SB You can only ask yes or no questions 
 p. 101. and answer yes or no. 
Step 2: Task performance - Answers:
 1. Asha: lawyer, architect, 
 - T gives Ss some time to find the accountant, IT specialist
 most suitable jobs for each person. 2. Minh: soldier, firefighter, police 
 - Ss work in pairs to compare their officer
 answers. 3. Milie: artist, journalist, 
Step 3: Judgement postwoman
 - T listens and gives feedback. - Suggested dialogue:
 A: My turn. I think Asha should 
 become a lawyer because she wants 
 to work from nine to five and she 
 likes to be successful. B: It’s a great idea. But I think an 
 accountant might be a suitable 
 choice for her as she’d like to work 
 indoors.
 A: Well, you’re right.
Pair work Exercise 5. Check if you understand 
 these Word Friends. Then find jobs 
Step 1: Task delivering from the Vocabulary box for Asha, 
 - T tells Ss to look at Exercise 5 in SB Minh and Milie. There is more than 
 p. 101. one job for each person.
Step 2: Task performance - Suggested dialogue:
 A: Do you work indoors?
 - T gives Ss to choose the most B: Yes, I do.
 suitable job for themselves. A: Do you wear a uniform?
 - Ss work in pairs to compare their B: No, I’m not.
 answers. A: Do you use the computer a lot?
Step 3: Judgement B: No, I’m not.
 - T listens and gives feedback. A: Do you draw and paint a lot?
 B: Yes, I do.
 A: Are you an artist?
 B: Yes, I do.
ACTIVITY 5: FURTHER PRACTICE (10’)
 1. Aim: To help Ss talk about their dream jobs.
 2. Content: Ss work individually in writing and then in pairs to practice 
 speaking about dream jobs with the instruction from T.
 3. Products: Ss are able to develop ideas about dream jobs and use the 
 correct vocabulary and grammatical points.
 4. Implementation:
Step 1: Task performance Exercise 6. Tell your partner about 
 your dream job. Why do you like it? 
 - Ss work individually to write 2-3 Follow the example.
 sentences about what he/she wants to - Suggested answers:
 be one day and explain the reason. A: My dream job is as a tour guide. I 
 love the job because I want to travel 
 - Ss work in pairs to share their ideas.
Step 2: Report and discussion to new places in the world.
 - T can swap the partners in each pair B: I want to be a pilot one day. I love 
 if the time is allowed. T listens and the job because I want to fly a plane 
 notes common mistakes. in the sky.
HOME ASSIGNMENT - Do exercises on Workbook pages 
 87 - 88.
 - T assigns the home assignments.
 - Prepare Unit 10 Lesson 2 – 
 - Ss copy their home assignments. Grammar 1. 
 - T explains it carefully.
IV. FEED-BACK:
With class
With class
With class
Notes:
 UNIT 10: TALKING TO THE WORLD
 Lesson 10.2: Grammar 1 (Time: 1 period)
 Class Date of teaching Attendance
I. OBJECTIVES 
 By the end of the lesson, students are expected to achieve the following 
objectives:
 1. Knowledge: 
 - Vocabulary: life in the future
 - Grammar: will to talk about future predictions
 2. Competencies:
 a. General competencies:
 Form and improve group work and independent working, pair work, 
 linguistic competence, cooperative learning and communicative 
 competence.
 b. Specific competencies:
 Improve communicative competencies related to the use of language 
 (vocabulary, phonetics, grammar)
 ● For a language lesson: Students are expected to understand the 
 main grammatical points used to talk about future predictions, and 
 then do the tasks assigned in the textbook.
 ● For a skills lesson: Students are expected to use the grammar 
 structure of will to practice talking about future predictions or 
 uncertain future plans.
 3. Qualities:
 - Being hard-working and attentive in class
 - Have a positive attitude towards the lesson
 - Being creative when practicing talking about future predictions II. PREPARATIONS
Teacher: Textbooks, paper, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’)
 1. Aim: To attract Ss’ attention to the lesson and lead in the new lesson.
 2. Content: Ss work in pairs and then in groups of 4 to play the “Matching 
 game” under the instruction of T.
 3. Products: Ss are able to use the grammar structure as instructed to finish 
 the game.
 4. Implementation:
 TEACHER AND STUDENTS’ 
 CONTENTS
 ACTIVITIES
Matching game (Teacher’s Resource 
Book 121) - Suggested dialogue: 
Step 1: Task delivering A: Let me start first. The first 
 clue is the ‘computer’.
 - T prepares handouts of Teacher’s 
 Resource Book 121 before the B: Is it an IT specialist?
 lesson. A: No, it isn’t.
Step 2: Task performance
 C: Is it a teacher?
 - Ss work in pairs. Each pair receives 
 a handout. Ss of each pair take turns A: No, it isn’t. Ok, the second 
 to complete the handout. clue is ‘money’.
 - 2 pairs join into a group of 4. Ss of 
 the first pair read the ‘If clause’ of B: Is it an accountant?
 the sentence while Ss of the second A: Yes, it’s correct. Now it’s 
 pair finish. your turn.
ACTIVITY 2: KNOWLEDGE FORMATION (5’)
 1. Aim: To introduce the objectives of the lesson with a can-do statement.
 2. Content: The objective of the lesson is listed as below
 - I can use will to talk about future predictions.
 3. Products: Ss acknowledge the lesson’s objectives.
 4. Implementation: T introduces objectives to Ss. ACTIVITY 3: PRESENTATION (15’)
 1. Aim: To teach Ss how to use will to talk about future predictions.
 2. Content: Ss work individually and in pairs under the guidance of T to 
 perform the tasks and complete the exercises.
 3. Products: Ss are able to grasp the meaning, usage and form of grammar 
 structures of will and won’t for predictions.
 4. Implementation:
 TEACHER AND STUDENTS’ 
 CONTENTS
 ACTIVITIES
Lead-in Exercise 1. Check if you understand 
 the phrases below. Read Paragraph 
Step 1: Task delivering A of the text. Which country has the 
 - T shows the questions in Exercise 1 most surprising rules? 
 in SB p.102. - Suggested questions and answers.
Step 2: Task performance ● What is your favourite part of 
 the school day? Why?
 - T asks Ss to work in pairs to answer 
 → My favourite part of the 
 some questions to elicit information.
 school day is when I have PE 
 - T calls some Ss to share their ideas. lessons because I love doing 
Step 3: Report and discussion sports. 
 - T introduces the lesson: Ss will learn ● How will schools change in 
 how to use will to talk about future 2035?
 predictions. → I think children won’t go to 
 school anymore. They will 
 attend virtual classes at home. 
 Exercise 2. Read the text and tick 
Set the scene (✓) the things the writer 
Step 1: Task delivering mentions. Would you like all your 
 lessons at home?
 - T shows the words in Exercise 1 in - Suggested answers: homework, test, 
 SB p. 102. coursebook, timetable
 - T tells Ss that they are going to listen - Examples using will for predictions: 
 to audio track 10.02 about “A school ● Education will be
 day in 2035”. ● children won’t go
 - T tells Ss to work individually to ● how will they learn
 tick all the things the writer ● They will study
 mentions. ● Computers will organise
Step 2: Task performance ● Pupils will do - Ss work in pairs to compare their ● we won’t have
 answers. ● They’ll only have
Step 3: Report and discussion ● No, they won’t - some things 
 will never change.
 - T and Ss check the correct answers.
 - T asks Ss to raise their hands to vote 
 for the question from Exercise 2 
 (Would you like all your lessons at 
 home?).
 - T has Ss underline all the phrases 
 using will for predictions in the text 
 in Exercise 2.
Step 1: Task delivering Exercise 3. Study the Grammar box.
 - T asks Ss to read the Grammar box - The usages: We use will to talk 
 in Exercise 3, SB p. 102. about the future and make future 
Step 2: Task performance predictions.
 - Time expressions:
 - From the examples in Exercise 2 and ● in 2035/twenty years’ time/the 
 the Grammar box, T elicits Ss the next five years/the future
 usages and the time expressions of ● by (=before) 2035/Christmas/my 
 using will for predictions. twentieth birthday
Step 3: Judgment - The forms:
 - T elicits the forms from Ss. 
 Form Example
 Affirmative S + will + V People will 
 (infinitive) live on 
 Mars.
 Negative S + won’t + Children 
 V (infinitive) won’t go 
 to school.
 Questions - Will + S + V - Will 
 (infinitive)? people 
 Yes, S will./ live on 
 Mars?
 No, S- Where will 
 won’t. humans 
 - Wh_/H_ + live in 
 will + S + V 2050?