Giáo án Tiếng Anh Lớp 6 - Năm học 2021-2022 - Unit 11 - Lesson 1 - Nguyễn Thị Thu Trang

UNIT 11: OUR GREENER WORLD
Lesson 1: Getting started – Let’s go green!
Week: 29
Date of teaching: 6/04/2022 
Period: 87 	
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- An overview about the topic Our greener world 
2.Knowledge:
* Vocabulary: lexical items lexical items about the topic Our greener world
* Grammar: first conditional
3. Attributes: 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be responsible for protecting the environment and making the world greener
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 11: Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
III. PROCEDURES 
1. Activity 1: WARM UP (5 minutes) 
- Aims: 
To set the context for the listening and reading text.
To introduce the topic of the unit.
- Content/Performance tasks: Chitchatting:
- Outcome/Performance Products: 
Answer key:
- Do you like to live in a green world? Why or why not? 
à Yes, because when we live in a green world we have a good healthy 
- Implementation: 
Review the previous unit before Ss open their books. Write "Our greener world" on the board. Ask students what “green” means to them. Write their answers on the board. Explain that "green” has a lot of meanings. In this unit it means relating to the protection of the environment. Write "Let's go green!" on the board and elicit the meaning of 'go green' from students. Tell students that 'go green' means: to do more to protect nature and the environment. Let students open their books and start the lesson.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes) 
- Aims: 
- To introduce the vocabulary appearing in the next.
- To help students well-prepared for the listening and reading tasks.
- Content/Performance Tasks: new vocabulary
- Outcome/Performance Product: Students can understand the words from the conversation
- Implementation: 
- Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words.
+ providing the definition of the words.
1. reusable (a): có thể tái sử dụng (use picture)
2. plastic (n): (chất liệu) nhựaà *plastic bag: túi ni-lông (use picture)
 - Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes) 
Task 1 
- Aims: 
– To set the context for the introductory text
– To introduce the topic of the unit.
- Content/Performance Tasks: Task 1. Listen and read. 
- Outcome/Performance Products: Students can understand the conversation
- Implementation: 
– Ask Ss to look at the picture on page 48 - 49 and answer the questions below: 
1. Who are they? 
2. Where are they? 
3. What might they be talking about? 
– Quickly write Ss’ answers to Question 3 on the board. Play the recording. Ss listen and read. Ask Ss if their guesses on the board are correct.
 – Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the topic of the unit while listening and reading. 
– Invite some pairs of Ss to read the conversation aloud. 
– Ask Ss what exactly Mi and Nick talked about. Now confirm the correct answer. (They talked about ways to go green.)
 – Have Ss say the words in the text that they think are related to the topic Our greener world. Quickly write the words on one part of the board. Comment on Ss’ answers.
- Assessment Tools: observation
Task 2 
- Aim: To help Ss understand the text in depth.
- Content/Performance: Task 2: Listen and complete the following sentences.
 - Outcome/Performance Products: 
Answer key:
1. a picnic 
2. plastic one 
3. the check-out 
4. a reusable 
5. she’s cycling
 - Implementation: 
– Ask Ss to work independently to fill each blank with the word(s) from the conversation. Ask them how to do this exercise. T may once again instruct them how to do the exercise: (1) read the sentence and identify the kind of information to fill the blank; (2) read the conversation and locate the place to find the word(s) to fill the blank. Model with the first sentence. 
– Allow Ss to share answers before discussing it as a class. Write the correct answers on the board. 
 - Assessment Tools: fill the missing words
Task 3 
- Aims: 
To help Ss understand the text in depth; 
To draw Ss’ attention to the first conditional.
- Content/Performance Tasks: Task 3. Read and do the matching.
- Outcome/Performance Products: 
Answer key:
1. b 2. c 3. a
 - Implementation: 
– First, ask Ss to read column A and B to make sure they understand. Ask Ss to give their answers without reading the conversation again. Then ask them to read the conversation and check their answers. Confirm the correct answers. 
– Tell Ss that sentences 2 and 3 are first conditional sentences and they will learn about this grammar point in A CLOSER LOOK 2.
 - Assessment Tools: matching
4. Activity 4: PRODUCTION (5 minutes)
Task 4
- Aims: To develop Ss’ knowledge of the vocabulary for how to help the environment.
- Content/Performance Tasks: Task 4: Read the conversation, discuss the way to help the environment.
- Outcome/Performance Products:
Answer key:
1. c 2. a 3. b 4. e 5. D
 - Implementation: 
– Have Ss look at the pictures and discuss what they can see in each picture in pairs. Invite some pairs to share their answers with the whole class.
 – Ask Ss to match the pictures with ways to help the environment. Have some Ss share their answers. Confirm the correct answers. 
– Ask Ss to add any other ways to save the environment they know. 
- Assessment Tools: matching
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
- If there is a visualizer in the classroom, show the dialogue, highlight the key words related to the topic. 
* HOMEWORK
- Read again the conversation on page 48
- Prepare new lessons: Unit 11- A closer look 1
+ Go to the Internet and search for 3Rs – Go green to understand more about the topic.
+ Find new words
+ Pronounce the sounds /a:/ and /æ/ 
Comments:
Attendance: Class 6A1: 
 Class 6A2:
UNIT 11: OUR GREENER WORLD
Lesson 2: A CLOSER LOOK 1
Week: 30
Date of teaching: 18/4/2022 
Period: 88	
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Use the lexical items related to the topic Our greener world 
- Pronounce the sounds /a:/ and /æ/ correctly in isolation and in context 
- Develop communication skills and creativity
2.Knowledge:
- Vocabulary: lexical items lexical items about topic Our greener world 
- Pronunciation: pronounce the sounds /a:/ and /æ/ correctly
3. Attributes: 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Laptop, projector, speakers, student books
- Textbook: Tiếng Anh 6-Tập hai (UNIT 11: OUR GREENER WORLD -Page: 50)
- Extra-boards/papers/handouts/pictures or flashcards of personal belongings
- Web page: 
III. PROCEDURES 
1. Activity 1: WARM UP (5 minutes) 
- Aims: To activate students’ prior knowledge and vocabulary related to the topic, the 
targeted vocabulary and its pronunciation. (Students have prepared at home) 
- Content/Performance tasks: Greetings Chatting
- Outcome/Performance Products: 
Answer keys:
1. What advantages does a green world have?
à Fresh air, healthy food, more exercise, less stress and so on
2. What does it look like?
à A lot of trees. People are not in a hurry, no traffic jams 
- Implementation: 
- Teacher encourages students to give short answers, tries to call as many students as she can.
- Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more about 3Rs and how we can save the environment.
- Assessment Tools: ask and answer
2. Activity 2: PRESENTATION (5 minutes) 
- Aims: To introduce the new words.
- Content/Performance Tasks: New vocabulary
- Outcome/Performance Product: Students know some words related the topic “our houses in the future”
- Implementation: 
- Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words.
+ providing the pictures of the words.
- reduce (v) using picture
- reuse (v) using picture
- recycle (v) using picture
- rubbish(n) using picture
- wrap (v) using picture
- Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes) 
Task1 
- Aims: To teach the terms reduce, reuse, and recycle.
 - Content/Performance Task 1: Match the places below with the pictures.
- Outcome/Performance Products: 
using less of something
creating new products from used materials
C
using something again
Recycle
Reuse
B
Reduce
A
Answer key:
- Implementation: 
– Have 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 its meaning in column C. Ss work in pairs to compare their answers before giving T the answers. Check and write the correct answers on the board.
 – For stronger classes, elicit the difference between recycling and reusing from Ss. Explain the difference between these two terms again if necessary: 
+ Recycling means reprocessing an old item such as a newspaper, a glass or a can and turning it into a new product. For example, used paper is brought to a factory where it is reprocessed, cleaned and purified. This paper is then used to make new things such as books or newspapers. 
+ Reusing means avoiding the reprocessing procedure. It is when people use something over and over again until it cannot be used any more. For example, a used plastic bottle can be used again as a flower vase, or a butter container can be used to grow a small plant.
- Assessment Tools: matching
Task 2 
- Aim: To revise / teach the words for things that can be reduced, reused and recycled.
- Content/Performance Tasks: Task 2. Write a word/ phrase under the pictures.
- Outcome/Performance Products: 
Answer key:
1. rubbish
2. plastic bag
3. glass
4. plastic bottle
5. noise
6. paper	
7. water	
8. clothes
 - Implementation: 
- Have students work in pairs to do this activity. Call on students 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 and they can go to the board to write their answers.
 - Assessment Tools: matching
Task 3 
- Aims: To help students categorize things that can be reduced, reused and recycled
- Content/Performance Tasks: Task 3. Pair work: Ask and answer questions about what appliances can help us to do.
 - Outcome/Performance Products: 
Answer key:
Reduce
Reuse
Recycle
rubbish, plastic bag, noise, plastic bottle, paper, water
plastic bag, glass, plastic bottle, paper, water, clothes
rubbish, plastic bag, glass, plastic bottle, paper
- Implementation: 
- Teacher asks students to work in pairs, students put the words from 2 in appropriate groups. Draw the table on the board and call three students to go to the board and write their answers. One word can belong to more than one group.
- Teacher elicits some more words for each group from the students. Here are some suggested words:
● Reduce: electricity, gas 
● Reuse: envelope, carton box, old textbook 
● Recycle: newspaper, textbook, plastic container 
 - Assessment Tools: observation
Task 4 
- Aims: To get students familiarized with rhythm in sentences.
- Content/Performance Tasks: Task 4. Pronunciation: Listen and repeat the sentences.
 - Outcome/Performance Products: 
Audio script:
1.	If you cycle, it’ll help the Earth.
2.	Water is good for your body.
3.	The students are planting trees in the garden.
4.	Is it better to use paper bags?
5.	We are happy to walk to school.
- Implementation: 
- Tell students that in English, the stressed and unstressed syllables combine to make rhythm in a sentence. Students have learnt about stress in two-syllable words, so Teacher can remind them of the rule to put stress in two- syllable words (put stress on the first syllable in nouns and adjectives).
- In the sentences in this activity the bold parts are the stressed syllables. The aim of this pronunciation part is only to raise students’ awareness of rhythm. It is not necessary to teach them in detail.
- Play the recording for students to listen to the sentences. Have them pay attention to the bold parts. Play the recording of each sentence again for students to repeat in chorus. Have students work in pairs to practise reading the sentences. Call on some students to read the sentences aloud. Comment on students’ pronunciation.
 - Assessment Tools: observation
4. Activity 4: PRODUCTION (5 minutes)
Task 5
- Aims: To give students further practice with rhythm in sentences.
- Content/Performance Tasks: Task 5: Listen and practice the conversation.
- Outcome/Performance Products: 
Answer key:
Audio script:
Vy: What are you doing?
Mi: I’m writing an article about going green. 
Vy: Great! I’m writing a poem about the 3Rs. 
Mi: Let me read it.
Vy: I’m still writing. Wait for a minute.
- Implementation: 
- Play the recording for students to listen to the conversation. Have them pay attention to the bold parts.
- Teacher plays the recording and ask students to repeat.
- Play the recording of each sentence again for students to repeat in chorus. Have students work in pairs to practise reading the conversation. Call on some students to read the conversation aloud. Comment on students’ pronunciation.
 - Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher ask students to summarize what they have learnt in the lesson.
*HOME WORK
- Find more words in the topic Going Green so they can continue playing Understanding game with each other in the next lesson.
- Learn new words by heart
- Practice the pronunciation 
- Do the exercises in workbook.
- Prepare new lesson: Unit 11 – A closer look 2
+ Find new words
+ Grammar: Article and conditional type 1
Comments:
Attendance: Class 6A1: 
 Class 6A2:
UNIT 11: OUR GREENER WORLD
Lesson 3: A CLOSER LOOK 2
Week: 30
Date of teaching: 22/4/2022 
Period: 89 	
Textbook: Global success
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Use articles a, an or the and the first conditional sentence. 
- Practice doing exercises using articles a, an, the in contexts. 
2. Knowledge:
- Vocabulary: lexical items related to the topic “Our greener world”. 
- Grammar: Article and conditional type 1
3. Attributes: 
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be benevolent and responsible 
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 11, A closer look 2
- Computer connected to the Internet
- Projector/ TV/ 
- A photo of a house at present and a photo of a house in the future	
- sachmem.vn
III. PROCEDURES 
1. Activity 1: WARM UP (5 minutes) 
- Aims: To activate students’ prior knowledge and vocabulary related to the targeted grammar of comparison..
- Content/Performance tasks: Game: Crossword
- Outcome/Performance Products: 
* Suggested keys:
 G L A S S
 P A P E R
 P L A S T I C
 R U B B I S H 
 R E C Y C L E
 W A L K
 C L O T H E S 
 R E U S E
- Implementation: 
- Teacher divides the class into 2 groups.
- Teacher prepares the ppt for the crosswords, students take turn to answer the words.
- The one can get the key word wins the game.
- Teacher asks students how they understand the word ARTICLES.
- Write two sentences with articles on the board. 
This is a book. The book on the table is my favourite.
- Underline “a” and “the”. Explain to students the difference between these two articles, tell them that “a” is an indefinite article and “the” is a definite article.
- Use the information in this table to explain to students.
- Assessment Tools: Observation
2. Activity 2: PRESENTATION (10 minutes) 
Article 
- Aims: To introduce targeted grammar of article 
- Content/Performance Tasks: article 
- Outcome/Performance Product: Students understand the use article 
Article There are two kinds of articles in English.
1. Indefinite article: a / an a + consonant sound
E.g. a bag
2. Definite article: the
the /ðə/ + consonant sound
E.g. the bag
an + vowel sound (a, e, i, o, u)
E.g. an apple
the /ði/ + vowel sound (a, e, i, o, u)
E.g. the apple
- Implementation:
Write two sentences with articles on the board. This is a book. / The book on the table is my favourite.
Underline a and the. Explain to Ss the difference between these two articles, telling them that a is an indefinite article and the is a definite article.
Use the information in this table to explain to Ss:
- Assessment Tool: observation
Conditional type 1
- Aims: To help students understand the use the conditional type 1
- Content/Performance Tasks: conditional type 1
- Outcome/Performance Products:
First conditional sentences describe things which are possible and likely to happen in the present or the future
If + S + V (present simple), S + will/ won’t + V-infi.
If clause goes with present simple
Main clause goes with future simple 
E.g 1: If you use less paper, you will save a lot of trees.
E.g 2: If we are friendlier to the environment, we won’t have to suffer from pollution.
- Implementation: 
- Tell Ss that they are going to learn the first conditional. Ask Ss to have a closer look at the Grammar box. Explain to them that there are two clauses in a conditional sentence and when the main clause comes before the if clause, there isn’t a comma between the two clauses.
- Give some more examples with the first conditional.
- Assessment Tools: observation
3. Activity 3: PRACTICE (20 minutes) 
Task 1 
- Aims: To give practice with a and an.
- Content/Performance Tasks: Task 1. Write “a” or “an”.
- Outcome/Performance Products: 
Answer key: 
1. an 	2. a	3. a 	4. an
5. a	6. an	7. an	8. a
- Implementation: 
- Have students do the exercise individually and then compare their answers. Invite some students to read their answers aloud. Check their answers in front of the class.
- Ask students to do the exercise individually and then compare their answers with a classmate. Check the answers as a class. Confirm the correct answers. “Now, let’s do Act.1 together then we can know how we use a or an before a noun.”
- Now draw students’ attention to the yellow Grammar box. Let students read the information in some minutes. Explain the information again if necessary.
- Assessment Tools: fill the missing word
Task 2 
- Aim: To give further practice with a / an and the.
- Content/Performance Tasks: Task 2. Write “a”, “an” or “the”.
- Outcome/Performance Products:
* Answer keys: 
1. a	
2. The; the	
3. A; an	
4. an	
5. the; the
- Implementation: 
- Have students read the sentences and fill each blank with a suitable article. Check and confirm the correct answers.
- Assessment Tools: gap-filling
Task 3 
- Aims: To give practice with the first conditional.
- Content/Performance Tasks: Task 3. Write the correct form of each verb in brackets.
- Outcome/Performance Products:
1. is; will go	
2. recycle; will help	
3. will save; don’t waste
4. will have; use	
5. isn’t / is not; will be
- Implementation: 
- Have students do this exercise quickly then give the answers to teacher. Write their answers on the board and confirm the correct answers.
- Assessment Tools: observation 
4. Activity 4: PRODUCTION (7 minutes)
Task 4
- Aims: To give further practice with the first conditional.
- Content/Performance Tasks: Task 4. Combine each pair of sentences below to make a first conditional sentence.
- Outcome/Performance Products: 
* Answer keys:
1. If the air isn’t fresh, people will cough.
2. If the water is dirty, a lot of fish will die.
3. If we cut down trees in the forest, there will be more floods.
4. If there is too much noise, people will not / won’t sleep.
5. If there is no water, plants will die.
- Implementation: 
- If necessary, teacher can combine the first pair of sentences as an example. Have students do this exercise in pairs. Ask some students to write their sentences on the board. Ask for feedback from other students. Confirm the correct answers.
- Assessment Tools: Combine sentences. 
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (3 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
 - Summarize the main points of the lesson.
 - Ask students to make sentences using first conditional sentence.
* HOMEWORK
- Do the exercise in the workbook.
- Prepare the next lesson: Unit 11 – Communication
+ Find new words
+ Listen the dialogue and do all task at home
Comments:
Attendance: Class 6A1: 
 Class 6A2:
UNIT 11: OUR GREENER WORLD 
Lesson 4: COMMUNICATION
Week: 30 
Date of teaching: 7/4/2022 
Period: 90 	
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Use everyday English phrases and expressions to develop their language skills.
- Learn how to give warnings and the ways to go green 
.2. Knowledge:
- Vocabulary: the lexical items related to the topic Our greener world
- Grammar: 
+ Conditional sentences type 1 
+ Structures to give warnings: 
Don’t do that. If you give them too much food, they will die.
3. Attributes:
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be benevolent and responsible 
- Be aware of different ways to go green 
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 11- Communication
- Computer connected to the internet
- Projector/ TV/ 
- sachmem.vn
III. PROCEDURES 
1. Activity 1: WARM UP (5 minutes) 
- Aims: To introduce the lesson.
- Content/Performance tasks: * Revision conditional type 1
- Outcome/Performance Products: Students listen to the teacher’s clues and guess what it is.
* Answer keys:
- Implementation: 
- Teacher shows the picture of the things which are recycled, reduced, reused and ask students to make a sentence using the 1st conditional sentence.
- Students give their answers.
- Teacher checks the answer.
- Teacher leads students into the lesson by telling about what they are going to learn: “We are going to learn how to give warnings and practice it”.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes) 
- Aims: To introduce new words 
- Content/Performance Tasks: new words
- Outcome/Performance Product: Students can understand the words from the conversation
Vocabulary:
- (to) do a survey: /ˈsɜːveɪ/ 
- (to) wrap: /ræp/ 
- (to) be in need: /niːd/ 
- breeze (n): /bri:z/ 
- Implementation:
- Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words.
+ providing the definition of the words.
- (to) do a survey /ˈsɜːveɪ/: ask people questions in order to find out about their opinions or behaviour (visual + asking question)
- (to) wrap /ræp/: cover or surround something with paper, cloth or other material (mime).
- (to) be in need /niːd/; not have enough food, money, clothes, etc. (visual+ asking question).
- breeze (n) /bri:z/: a light and pleasant wind. (explanation)
- Assessment Tool: observation
3. Activity 3: PRACTICE (15 minutes) 
Task 1
- Aims: To introduce two ways to give warnings.
- Content/Performance Tasks: Task 1. Listen and read a dialogue
- Outcome/Performance Products: Students get to know how to give warning.
- Imperative sentences: Don’t do that.
- First conditional: If you give them too much food, they will die.
- Implementation: 
 - Teacher plays the recording for students to listen and read the dialogue between Mi and Mike at the same time. 
- Teacher asks students to pay attention to the highlighted sentences. 
- Teacher elicits the structures to give warnings from students 
- Teacher has students practise the dialogue in pairs. Call some pairs to practise the dialogue in front of the class. 
- Assessment Tools: observation
Task 2 
- Aims: To help students practise giving warnings.
- Content/Performance Tasks: Task 2. Make similar dialogues
- Outcome/Performance Products:
Suggested answers:
A: You are using too many plastic bags. Don’t do that.
B: Why?
A: If you use too many plastic bags, they will pollute our environment.
B: I see. Thank you.
- Implementation: 
- Teacher asks students to use the picture in “Revision” to make a similar dialogue, using the languages for giving warnings.
- Teacher asks students to work in pairs.
- Teacher moves around to observe and provide help.
- Teacher calls some pairs to practise in front of the class, then comment on their performance.
- Assessment Tools: oral response
Task 3 
- Aim: - To give students a chance to know if they have a green way of living.
- Content/Performance Tasks: Task 3. A survey on ways to go green
- Outcome/Performance Products: 
Answer key: 
Q1: A(0) B(2) C(2)
Q2: A(1) B(0) C(2)
Q3: A(0) B(2) C(0)
Q4: A(1) B(0) C(2)
Q5: A(0) B(2) C(0)
Q6: A(2) B(0) C(2) 
9-12 points: You’re green!
5-8 points: Try to be green!
1-4 points: You aren’t green at all!
- Implementation: 
- Teacher shows 6 questions of the survey and asks students some questions:
+ What is the name of the club? 
+ What is the name of the survey? 
+ How many questions are there in this survey? 
+ How do you understand the word “green” here?
- Have students read the questions quickly and make sure that they know what to do. 
- Students answer the questions individually, then turn to page 57 to check their answers and count the points. 
- Ask some students to speak out their points.
- Assessment Tools: survey
4. Activity 4: PRODUCTION (15 minutes)
Task 4 
- Aims: To give students an opportunity to ask and answer about a green way of living.
- Content/Performance Tasks: Task 4. Interview a classmate. 
- Outcome/Performance Products: Student’s own ideas 
- Implementation: 
- Have students work in pairs: one student is the interviewer, and the other is the interviewee. 
- Ask them to do the interview in about 7 minutes and to note down their friend’s answers. 
- The interviewer then shares their answers with their friend and find out how many different answers they have. 
- Call on some students to report the results of their interview to the class.
- Teacher models with a student.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Teacher guides students to prepare the coming class.
* HOMEWORK
- Do the exercise in the workbook.
- Prepare the next lesson: Unit 11 – Skills 1 
+ Find new words
+ Read the interview and guess meaning
Comments:
Attendance: Class 6A1: 
 Class 6A2:
REVISION
Week: 31
Date of teaching: 
Period: 91- 92	
Textbook: Global success
I. OBJECTIVES:
1. Competences:
By the end of the lesson, students will be able to: 
- Review language use and skills student have learned from unit 9 to unit 11.
- Apply what they have learnt (vocabulary and grammar) to do exercise.
- Enhance communication and collaboration through pair work and group work.
2. Knowledge:
- Vocabulary: words related to the topic (cities of the world, our house in the future, our greener world)
- Grammar: possessive adjectives, possessive pronouns, future simple, article, first conditional.
3. Attributes: 
- Teaching students to work hard.
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook
- Smart TV/Pictures.
 - sachmem.vn	
III. PROCEDURES 
1. Activity 1: WARM UP (5 minutes) 
- Aims: To revise the vocabulary related to the topic and lead in the next part of the lesson.
- Content/Performance tasks: Game: Brainstorming
- Outcome/Performance Products: Students work group and write the correct answers on the board. 
Suggested answers:
- Implementation:
- Teacher divides the class into 2 big teams A and B. 
- Then, teacher asks students to work in groups of 6.
- Write 2 main words on the board. 
- One team (team A) finds all the words related . Another team (team B) finds all the travel items they know. 
- Teacher asks students to make a web map in 2 minutes, try to add as many words as possible. 
- The fastest group with the most correct answers is the winner.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (10 minutes) 
- Aims: To help students revise the vocabulary items and grammar they have learnt. 
- Content/Performance Tasks: possessive adjectives, possessive pronouns, future simple, might, article, first conditional.
- Outcome/Performance Product: 
* Future simple 
Form
Example
S + will + V-inf
It will rain tomorrow
S + will not + V-inf
He will not pass the exam
Will + S + V-inf
Will we cook?
* Possessive:
* Might: 
Might + V
E.g. We might live in a UFO.
 They might not travel in cars.
* Article: 
There are two kinds of articles in English. 
1. Indefinite article: a / an 
 a + consonant sound an + vowel sound (a, e, i, o, u) 
E.g. a bag E.g. an apple 
2. Definite article: the 
the /ðə/ + consonant sound the /ði/ + vowel sound (a, e, i, o, u) 
E.g. the bag E.g. the apple
* First conditional: 
IF S1 + V (hiện tại), S2 + WILL (CAN, MAY) + V (nguyên mẫu)
- Implementation: 
- T reminds possessive adjectives, possessive pronouns, future simple, might, article, first conditional 
- Ss listen and take note.
- A