Giáo án môn Tiếng Anh Lớp 6 - Period 88+89+90

Period: 88
Unit 11: OUR GREENER WORLD
A CLOSER LOOK 1
I. Objectives
By the end of this lesson, students can Pronounce correctly the sounds /a:/ and / æ/ in isolation and in context; Use the lexical items related to the topic “Our greener world”.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Our greener world”.
- Grammar: Conditional sentences – type 1
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Educate Ss to have their responsibilities for protecting the environment.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: Lets Ss to listen to the 3R song to introduce 3R to Ss.
“Today, we will learn in detail what we can do to save the environment. We will know 3R is.”
Ss: Listen and guess the letter 3R 
“They are REDUCE- REUSE- RECYCLE”
* Listen to the 3R song.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Has Ss read the information in the table and draw a line from a symbol in column A to the matching word in column B and meaning in column C. 
Ss: Work in pairs to compare their answers before giving T the answers. 
T: Calls on some Ss to give their answers.
Ss: Give their answers.
T: Checks and gives the correct answers.
T: Elicits the difference between “recycling” and “reusing” from Ss.
Ss: Give feedback
VOCABULARY.
1. Draw a line from a symbol in column A, to the matching word in column B, and meaning in column C.
*Key:
A B C
Reduce: using something less 
Reuse: using something again
Recycle: creating new products from used material.
T: Asks Ss to work in pairs to do this activity. 
- Calls on Ss from different pairs to go to the board and write the words. This activity can also be organized as a competition. Whichever pair finishes the activity first will be the winner.
2. Write a word in the box under each picture.
*Key:
1. rubbish 2. plastic bags 3. glass
4. plastic bottle 5. can 6. noise
7. paper 8. bulb 9. water 10. clothes
T: Asks Ss to work in pairs, put the words from 2 in appropriate groups. Draws the table on the board and call three Ss to go to the board and write their answers. One word can belong to more than one group.
Ss: Work in pairs to do this task.
T: Elicits some more words for each group from the Ss. 
3. Put the words from 2 into groups.
One word can belong to more than one group.
*Key:
 Reduce
 Reuse
Recycle
rubbish
plastic bag
noise
plastic bottle
paper
water
plastic bag
glass
plastic bottle
can
paper
bulb
water
clothes
- Reduce: electricity, gas
- Reuse: envelope, carton box, old textbook
- Recycle: newspaper, textbook, plastic container.
T: Models some examples.
Guides how to pronounce: /ɑː/ and /æ/
E.g /ɑː/ car, far, father 
 /æ/ hat, cat, math 
Ss: Listen and repeat 
T: Asks Ss to read the words and give more words which have the sound /ɑː/ and /æ/
Ss: Give more words
T: Has some Ss read out the words first. Then plays the recording for them to listen and repeat the words. Plays the recording as many times as necessary.
PRONUNCIATION.
 /ɑ:/ and /æ/
E.g /ɑː/ car, far, father 
 /æ/ hat, cat, math 
5. Listen and repeat. Pay attention to how the underlined part is pronounced.
*Key:
fast had bag plastic glass apple dance answer activity afternoon
T: Plays the recording again. Asks Ss to put the words in the correct column while they listen. 
Ss: Listen and compare their answers in pairs before T checks the answers with the whole class.
T: Calls on some Ss to give their answers.
- Corrects and asks Ss to give more examples for each group.
6. Listen again and put the words in the correct column.
*Key:
/ɑː/: fast, plastic, glass, dance, answer, afternoon.
/æ/: hat, bag, apple, activity
T: Asks Ss to do exercise individually first then compare their answer with a partner.
Ss: Work individually.
T: Calls on some Ss to give their answers.
- Checks Ss’ answers.
7. Read the conversation. Write /ɑ:/ or /æ/ below each underlined letter.
*Key:
/ɑː/: class, ask, father
/æ/: stand, have, hat
T: Plays the recording and pauses after each word which has underlined /ɑː/ for Ss to check their answers.
- Plays the recording again for ss to repeat each line of the conversation.
- Asks Ss to work in pairs to practise the conversation.
- Calls on some pairs to act out the conversation.
- Corrects Ss’ pronunciation.
8. Listen to the conversation and check your answers. Practise the conversation 
3. Consolidation 4’
T: Calls some Ss to repeat the main contents of the lesson.
+ Vocabulary related to the topic “Our greener world”.
+ Pronounce sound /æ/ and /ɑ:/ in isolation and in context.
+ Talk about ways to go “green”
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 89
Unit 11: OUR GREENER WORLD
A CLOSER LOOK 2
I. Objectives
By the end of this lesson, students can use conditional sentences – type 1 correctly and appropriately.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Our greener world”.
- Grammar: Conditional sentences – type 1
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Educate Ss to have their responsibilities for protecting the environment.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: Makes a question: “Can you tell what you have done 
“Today, we will learn in detail what we can do to save the environment?”
Small interview
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Asks Ss to read the conversation on page 47 while Ss listen to this part. Draws their attention to the two conditional sentences- type 1. Elicits the form from Ss. Now Ss can have a closer look at the grammar box. Explains to them that when the main clause comes before the if clause, there isn’t a comma between the two clauses.
T: Gives some more examples with the conditional sentence- type 1.
Grammar
 Conditional sentences - type 1
1. Listen again to part of the conversation from Getting Started. Pay attention to the conditional sentences – type 1.
- Conditional sentences- type 1 describes a thing which is possible and likely to happen in the present or the future.
If + subject + V ( present simple)
 if- clause
Subject + will/ won’t + V ( base form)
 main clause
Ex: If you use less paper, you will save many trees.
T: Asks Ss to work individually, do this task. 
Ss: Do this exercise quickly then compare their answers with partners.
T: Calls on some Ss to give their answers.
 Confirms the correct answers.
Practice.
2. Write the correct form of each verb in brackets.
*Key:
1. is; will plant 
2. recycle; will help
3. will save; don’t waste
4. will have; use
5. isn’t / isnot; will be
T: Has Ss do this exercise individually, then compare their answers with a classmate.
 - Calls on some Ss to read out the sentences.
- Gives feedback – Corrects.
3. Match an if-clause in column A with a suitable main clause in column B.
*Key:
 1. c 2. e 3. b 4. a 5. d
T: Does the first pair of sentences as an example. 
- Has Ss do this exercise in pairs.
- Calls some Ss to read out their sentences. 
- Asks for feedback from other Ss. Confirms the correct answers.
4. Combine each pair of sentences below to make a conditional sentence- type 1.
1. If we pollute the air, we will have breathing problems.
...
T: Has Ss do this exercise individually, then compare their sentences with a classmate.
 - Calls on some Ss to write their sentences on the board. Asks other Ss for comments. Corrects any mistakes.
5. Use your own ideas to complete the sentences below. Share your sentences with a classmate. Do you have the same sentences?
*Possible answers.
1. If you walk to school, you will help reduce air pollution.
2. If you use recycled paper, you will save trees.
3. If the Earth becomes hotter, the sea level will rise.
4. If parents teach their children about three Rs, children will help the environment.
5. If you want to save a lot of electricity, you will have to turn off all the lights before going out.
T: Divides the class into groups (A & B) and gives each group a strip of paper. Ss from group A write an if- clause. Ss from group B write a main clause.
- Ss try to make a sentence by matching the clauses on their trip of paper with a clause from the other group.
6. Fun matching.
3. Consolidation 4’
T: Calls some Ss to repeat the main contents of the lesson.
+ Use conditional sentences - type 1 to talk about how to save the environment.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 90
Unit 11: OUR GREENER WORLD
COMMUNICATION
I. Objectives
By the end of the lesson, Ss will be able to: + Communicate with others on 3R topic, therefore discover how “green” they are and get to know more ways to practise 3R.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Our greener world”.
- Grammar: Conditional sentences – type 1
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Educate Ss to have their responsibilities for protecting the environment.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: Reviews conditional type -1 and questions to asks about frequency ( How often ?)
Revision
T- whole class
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Goes through the extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. 
- Asks Ss to underline the extra vocabulary words as they read in the text.
- Checks vocabulary by “Matching’
Extra vocabulary
- do a survey: làm 1 cuộc khảo sát
- recycling bin (n): thùng đựng rác 
- wrap (v): gói
- be in need: cần, có nhu cầu
- breeze (v): thổi nhẹ
 (n): gió nhẹ
T: Has Ss read the questions quickly and makes sure that they know what to do. 
Ss: Answer the questions individually, then turn to page 53 to check their answers and count the points.
T: Asks some Ss to speak out the points they received.
Communication
1: The three Rs Club in your school is doing a survey on how to “green” the students are. Help them answer the following questions.
Compare your answers with those on page 57 and count the points.
T: Has Ss work in pairs. One student is the interviewer, and other is the interviewee. Asks Ss to do the interview and to note down their friends’ answers. The interviewers then share their answers with their friends and find out how many different answers they have.
Ss: Work in pairs
- Calls on some Ss to report the results of their interview to the class.
Ss: Give their answers.
T: Gives feedback.
2: Interview a classmate. Compare his/ her answers with yours. How many different answers have you got?
T: Asks Ss to work in groups. Gives each group a large piece of paper. Ss have to write two more questions on this paper. When the time is up, asks the groups to stick their questions on the board or on the wall. Read the questions out loud. Asks Ss for comments on the questions. Gives feedback on the questions. Finally, the class votes for the best questions.
3: Work in groups. Think of two more questions to add to the survey.
- Share your group’s question with the class. Vote for the best questions.
3. Consolidation 4’
T: Summarizes the main contents of the lesson.
+ Communicate with others on 3R topic, therefore discover how “green” they are and get to know more ways to practise 3R.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 30: ........................................................
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