giao an tieng anh 6 i learn smart world hoc ki 2

- Teacher has students work in pairs, read the sentences, guess the answers exerciseb/p.. use Yes – No questions - Teacher shows example sentences and elicits the way to use prepositions

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GIÁO ÁN TIẾNG ANH 6 HỌC KÌ 2 SÁCH i-LEARN SMART WORLD 6Week: Date of teaching:

Period: 51

UNIT 6: COMMUNITY SERVICES

Lesson 1 (p 46)

I Objectives:

By the end of this lesson, students will be able to:

a Language knowledge and skills

 Vocabulary: gain vocabulary items about community services (police station, library,

hospital, train station, post office, bus station)

 Structure: use the present simple tense in the structures

 Where is the ……….?

 The ……… is on/ opposite/ near/next to ………

talk about public services and use prepositions of place

ask and give directions to the places

b Core competencies and personal qualities

 Raise motivations and interests in learning English as a foreign language

 Develop communicative and team-working skills through learning activities

 Illustrate problem-solving and critical-thinking skills through learning activities

 Establish responsive and independent characteristics to be a long-life learner

II Teaching aids:

- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software,

projector/interactive whiteboard/TV

- Students’ aids: Student’s books, notebook, workbook.

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III Procedures:

5’

Warm-up Option 1: Role play: “Where is the post office?”

- Play audio (The “Where is the post office?”) to brainstorm the

theme of the lesson

- Teacher and students say along and greet

Option 2: What is in the picture?

- Divide the class into two groups, A & B

- Teacher shows the chain of pictures of places After watching,

groups receive flashcards of the places they have just seen, andpick out what they saw

- The winner is the group that has more correct pictures

 Teacher –whole class

 Students ingroups

- Ask students if they have ever been to any of them

A-Teach new words (10’)

- Use real things and pictures to introduce the new words:

Teacher –whole class/individuals/

pairwork

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- Correct student’s pronunciation if necessary.

Activity 1 (Checking new word)

- Teacher lets students look at the pictures, and fill in theblanks with words given (exercisea/p 46)

- Listen again to check the answers

Activity 2: Watching a video clip, name the places

- Teacher shows a video clip she made at her town (in Ho Chi

Minh city)

Teacher/

Whole class/groupwork

Teacher –whole class/pairs

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- Have students watch the video, pause sometimes for students to

name the places (Train station, library, hospital, post office,

bus station, police station).

- Teacher checks, corrects and gives feedback

Activity 3 (optional): Speaking

- Teacher makes example sentences with new words

- Ask students to work in pairs; and talk about public services

near their house, using new words (exerciseb/p 46)

- Some pairs present in front of the class

- Teacher checks and corrects

Example.

- There’s a hospital near my house.

- My mother woks in a hospital.

B-Listening (10’)

- Teacher shows the picture of the task, asks students some

questions about it (exercisea/p 46)

Suggested Q&A:

- Where is the post office? – It’s on Market Street.

- Is there a train station near here? –Yes.

- Where is the bus station? – It’s near the hotel.

- Is the bus stop far? – No.

- Teacher has students work in pairs, read the sentences, guess the

answers (exerciseb/p 46)

- Listen and check their guessing (listen the 1st time)

 Teacher –whole class/individuals

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- Listen again to check their answers.

- Teacher gives out the open conversation to groups, students

practice filling in the gaps, using suggested words

- Have students practice role playing the dialogue

- Some pairs present in front of the class (close pairs, open pairs)

- Teacher asks some students about public services in their town

(hand-out, an open dialogue, students answer by themselves)

- Students work in pairs, ask and answer as modeling

 Teacher –Students ingroups

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- Some pairs present in front of the class.

Option 3: song “Where is the bus stop?”

- The whole class sings the song together

https://www.youtube.com/

Homework

Write four sentences about your house

Week: Date of teaching:

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III Language focus:

- Vocabulary: near, next to, between, opposite.

Play the music, the whole class sings and dances together to

brainstorm the theme of the lesson

Option 2: Interviewing

- Some students talk about their public services (homework)

- Teacher follows, checks and gives feedback

 Whole class

25’

New lesson A-Grammar (10’)

- Teacher shows types of public services, asks students some

questions about them (use Yes – No questions)

- Teacher shows example sentences and elicits the way to use

prepositions of place

pairwork

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- Correct student’s answers if necessary.

B-Practice Fill in with correct words(6’)

- Teacher explains the way to do taskb/p 47

- Some volunteer students show the answers on the board

C-Practice Complete the sentences (10’)

- Teacher shows the map, sets the scene of the dialogue Have

Teacher/

 Teacher –whole class/individual

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- Have a pairs present in front of the class.

- Teacher asks a student to use given clues to complete the

4 the train station

5 the bus station

6 the hospital

- Teacher checks and corrects the answers

- Student practice reading the dialogue in pairs

5’

Wrap-up Option 1: Interviewing

- Have students use the same format to ask and answer about

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map to describe, and the others find the correct one.

- The team has more correct answers wins the game

Option 3:

- Teacher shows some pictures of maps, one team chooses amap to describe, the others find the correct one

- Five students attend the game

- A host student chooses a picture of a map, other studentsask Yes / No questions to find out the place The personfinally finds out the map wins the game

movie theate r

hospit al

post office

train station

bus station

Period: 53

Lesson 1 (p 48)

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By the end of this lesson, students will be able to focus how to the /st/ sound of the words.

- Play audio (The “ST Consonant Blend Sound” song) to

brainstorm the theme of the lesson

- Teacher and students sing along and greet together

Option 2: Is there a bus stop near your house? – Yes / No

- Some students show the table of their homework, share

something about it

- Other students may ask for more questions if they want

- Teacher follows and gives feedback, then leads to the new

lesson

 Students inclass

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New lesson A-Pronunciation (10’)

- Teacher shows example sentences to class (the /st/ sound)speaks louder for student to recognize this sound

- Teacher explains the rules, gives more examples to make itclear

Ex: - Twinkle, twinkle little star.

- A wasp can sting.

- He broke a string in his racket.

- Dad reads me a story.

- Have students listen and underlined letters (exerciseb/p.

48)

- Have them listen & repeat

- Have students listen and repeat (exercisec/p 48) Further practice:

- Teacher gives some sentences for student to practice

- Some students read loudly

B-Practice the conversation.(10’)

Activity 1: Swap roles and repeat.

- Use real things and pictures to review the words: (post office,

hospital, police station, bus station,………)

- Teacher asks some students as model

- Have students practice in pairs

Example:

pair work

Teacher/

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A: Excuse me, is there a bus station near here?

B: Yes, the bus station is on Market Street

- Correct student’s pronunciation

Activity 2: discussion

- Have students practice A&B about their public services, use

Yes/ No questions (exerciseb/ p 48)

- Have students work in pairs, share their ideas

- Some students present in front of the class

- Teacher checks, corrects or gives feedback

5’

Wrap-up Option 1: Pass the ball

- Give a student a ball, play music and ask them to pass the bag to

the student next to him/her and so on with the next student

- Stop the music suddenly

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- Students stop passing The student with a ball will make a

sentence that describes their public services or the prepositions

of place

- Play the music again and continue this game in the same way.

Option 2: Speaking (Chain game)

- One student makes a sentence of directions to the places

- Another student says the sentence again (change the

prepositions) together with a sentence about public services

- The third does the same way (say the 2 sentences above again,

add one more)

- Student who can’t make the chain loses the game

- The winner will get 1 point for him/her

Option 3: watch “The prepositions of place”, list the all

prepositions in one song

https://www.youtube.com/watch?v=QOo16hzWLxQ

Homework

Make your own blog; write about the housework at your house

Period: 54

Lesson 2 (p 49)

I Objectives:

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By the end of this lesson, students will be able to talk about saving the environment.

- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software,

- Vocabulary: can, plastic bag, trash, plastic bottle, glass jar.

- Structure: Imperative sentences (positive and negative form)

- Play audio (The “Planet Earth” song) to review the song’s

theme

Option 1: What things can be reused?

- Divide the class into two groups, A & B

- One group has pictures of things, one group has words

- Group A shows a picture, group B shows equivalent word, and

reverse

- The winner is the group which has more correct answers

 Whole class

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Option 2: Sticking

- Teacher shows a picture of types of reuse

- Display the flashcards of letters on the board

- Some students volunteer to stick a word that matches with the

picture

- One plus mark for every student having a correct answer

25’

New lesson

- Teacher shows a picture to introduce new lesson

- Ask students if they often save the environment

A-Teach new words (10’)

- Use real things and pictures to introduce the new words:

pairwork

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- Have students listen and repeat each new word (chorally –

individually)

- Correct student’s pronunciation if necessary

Activity 1 (Checking new word)

- Teacher lets students fill in the blanks (exercisea/p 49)

- Listen again to check the answers

- Have students practice A&A if they save the environment

Suggested answer:

1- C 2- D 3- B 4- A

- Teacher checks and corrects the answers

Activity 3: Speaking (Chain game)

- One student makes a sentence to reuse things

Teacher/

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- Another student says the sentence again (change the words)

together with a sentence about how to save the environment

- The third does the same way (say the 2 sentences above again,

add one more)

Activity 4– Reading:

Guessing game

- Teacher shows a picture of Sally May

- Ask students to guess if Sally saves the environment

- The students give their guessing

- Students read through the blog, check the guessing

Scanning.

- Have students read through the blog, check about saving the

environment they see in the blog

Write the correct answer.

- Have students work in groups, read the blog, and then write the

correct answers

- Students show their answers on the board

Answer:

1 True

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- Students follows teacher, answer teacher’s questions

Ex: You should not litter anywhere.

→Don’t litter anywhere.

We should tidy your room every day.

→ Tidy your room every day.

5’

Wrap-up Option 1: Change game

- A student makes a sentence about saving the environment

- The next student says that sentence again (change the verb),

then adds a sentence about him / her

- The third student does the same as the previous one

Option 2: Speaking.

- Students work in groups

- Teacher gives out hand-out to groups, students list the

protection environment

 Teacher –Students in

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- Some students share their ideas to the class.

groups

Homework

Make your own blog; write about saving the environment

- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software,

- Vocabulary: review words of community services

- Structure: imperative sentences

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- Some volunteer students share their blog to the class.

- Teacher and other students follow, make questions if necessary

- Teacher gives feedback and gives mark

Option 2: Re-matching

- Teacher shows a picture of types of reused together with the

wrong words, and students have to rematch

- Display the flashcards of letters on the board

- Some students volunteer to stick a word that matches with the

picture

- One plus mark for every student having a correct answer

- Teacher gives feedback, then leads to the new lesson

whole class

Activity 1: Listen & repeat (exercise a/ p 50)

- Teacher asks students to list recycling that he / she does every

day

pairwork

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Suggested answer:

- She should reuse old cans to grow trees in.

- He shouldn’t throw away old bottles.

- Teacher underlines the verbs, introduces and elicits the ways to

use imperative sentences

- Students follow and answer teacher’s questions

- Teacher gives some more examples for students to change into

imperatives (positive and negative form)

Ex: You should recycle cans

→ Recycle cans

We should not litter on the beach

→ Don’t litter on the beach

Activity 2: fill in the blanks with positive or negative

imperative statements (exercise b/ p 50)

- Have students work in pairs; use the verbs given to fill in the

blanks in the imperatives

- Teacher asks some pairs to show their answers

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- Ask some students to check the answers.

- Teacher checks again and gives feedback

Activity 3: Rewrite the imperative sentences (exercise c/ p 50)

- Have students work in pairs, practice writing the wholesentences using the positive or negative imperative

- Some students who finish quickly go to the board to writethe answers

- Teacher checks and gives feedback

Answer:

1 Recycle plastic bags and jars.

2 Don’t throw away glass jars and old newspapers.

3 Pick up trash in the park.

4 Recycle plastic bottles and old magazines.

5 Reuse plastic bottles in your garden.

6 Don’t throw away old clothes.

Suggested option

- The answer may be put in the game “Who’s quicker?

- Two students each turn put one hand on the shoulder, afterteacher shows the picture, student who has a faster clapmakes the sentence

5’

Wrap-up Option 1: Speaking.

- Students work in groups Use the same format of the letter in

exercised/ p 50 to talk about the imperatives in the home.

- Some students share the story to the class

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- The winner will get 1 point for him / her.

Option 2: watch an animation, list the types of recycle appear

By the end of this lesson, students will be able to have chance to practice on “I” sound

- Vocabulary: review words of community services.

- Structure : prononciation of /I/ sound.

IV.Procedures:

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Warm-up Option 1: Singing

- Play the video (The “Planet Earth” song) to brainstorm the

students

Option 2: What do you see?

- Teacher shows some pictures, then asks students to guess what

they see in it (litter / fill / use / kill /… ), pay attention to the /I/

sound

- Have students read loudly, then lead to new lesson

25’

New lesson A-Pronunciation (10’)

- Teacher shows examples to class, speaks louder forstudents to recognize the difference

- Teacher explains the rules, gives more examples to make itclear

- Have students listen and repeat, focus on the underlinedletters (exerciseb/p 51)

Answer:

1 ………

2 ………

- Some students say again

- Have students listen and repeat the words with different

pairwork

Teacher/

Whole class/

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- Teacher gives some sentences for student to practice.

- Some students read loudly

B-Practice –Positive/ negative imperatives.(10’)

Activity 1: Saying imperative sentences.

Option 1: Ask & answer.

- Use real things and pictures to review the words: (throw away,

recycle, throw away, reuse, pick up).

- Teacher asks some students as model

- Have students practice in pairs, answer about the positive/

negative imperatives

Example:

- Recycle plastic bags (√)

- Don’t litter on the street (✗)

- Correct student’s pronunciation & intonation if necessary

Option 2: Discussion

groupwork

 Teacher –whole class/

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- Have students practice A&A about the environmentalprotection (Practice/ p 51)

- Some students present in front of the class

What should we do to protect the Earth?

- Have students work in groups of four members

- After that, the reporter will talk about the result in front of the

class

- Play the music again and continue this game in the same way.

- Students work in pairs, every person takes turn to talk about

how to protect the Earth

- Choose six tips to add to your notes (exercisea/ p 51)

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- Some students volunteer to share in front of the class.

Write about how to protect the environment in your home

- Vocabulary: charity, rainforest, ocean, donate, free, wildlife, World Wide Fund (WWF).

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- Structure: review Present Simple Tense.

The Past Simple Tense: « V » → V2/ed

IV.Procedures:

5’

Warm-up Option 1: Odd one out

- Teacher shows four pictures of community services, students

have to find and odd out the one that does not belong to the

group

- Teacher and the whole class check and correct

Option 2: What must we do to protect wildlife?

- Teacher shows some pictures of the forest, and then asks

students to give their tips about how to protect it

- Teacher gives feedback, then leads to new lesson

25’

New lesson A-New words (10’)

Activity 1: Teaching new words.

- Teacher uses pictures to elicit the meaning of new words

- Have students listen and repeat (chorally – individually)

- Teacher checks and corrects the pronunciation if necessary

pairwork

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4 wildlife (n)

5 World Wide Fund (WWF) (n)

6 donate (v)

7 free (adj)

Checking new words:

- Teacher shows pictures, students speak the words

Activity 2: Practice:

Option 1: Circle the best answer.

- Have students do the exercisea/p 52 (individually)

- Some students give answers Teacher checks and corrects

- Have students answer the questions in exerciseb/p 52 Answer:

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- Teacher introduces Listening part on page 52, lets students look

and describe it

- Teacher shows the guided question

“Listen, answer: Does the charity work in one country, or

many countries?”

Answer: Many countries

- Have students listen and answer

- Listen again to check the answer (exercisea/p 52)

- Activity 2: Listen and fill in the blanks.

- Have students listen and fill in the blanks (exerciseb/p 52)

- Teacher gets the answers from students

- Teacher shows the conversation about social studies

- Students work in pairs, every person takes turn to talk about

asking for repetition

- Have some students practice the conversation skill in front of the

class

- Teacher checks and corrects the pronunciation

 Teacher – whole class/ individuals

 Teacher –

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- Students work in groups of four, use the same format of Sally to

talk about an environmental charity

- Some students volunteer to share in front of the class

Students in groups

- Vocabulary: Island, clean up, create, aim, sticker, craft, handbook, offer.

- Structure: review Present Simple Tense.

The Past Simple Tense: « V » → V2/ed

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5’

Previous lesson Option 1: Speaking

- Students give the information about the social activities

(homework)

- Other students make question to fill more information about it

- Teacher and the whole class check and correct

- Teacher gives feedback, then leads to new lesson

25’

New lesson A-Reading (10’)

- Teacher shows a short clip of the social activities, asksstudents some questions

Example:

1 Do you know the community service?

2 Where is it?

3 Have you ever been there?

4 What do you know about it?

- Teacher gets the answers, then teaches some new words

New words:

1 Island (n)

pair work

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Checking new words:

- Teacher shows pictures, has students say the words

Activity 2: Practice:

Option 1: Read and circle the best headline

- Have students work in groups, read the text and circle thebest headline

- Some students give answers

- Teacher gets the answer from students

Teacher/

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- Teacher leads in the next task (speaking)

B-Speaking.(10’)Help us Save the World!

Activity 1: Want to help a charity (exercise a/p 53)

- Teacher asks students to work in pairs

- Have Student A stay on the current page and Student B turn to

page 123, File 7

- Student B asks Student A questions about Trash Hero World and

makes notes in their notebook and swap roles

- Representative from pairs goes to share the presentation to class

5’

Wrap-up C- Writing.

Option 1: Use the notes to write (50 to 60 words) a paragraph

about the World Wide Fund for Nature (exercise /p 53)

- Teacher shows the table with their information (individually)

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Option 2: Watch an animation; list the types of environmental

charities

Homework

Review unit 6

Write a paragraph about the World Wide Fund for Nature

- Vocabulary: word relate to public services, saving the environment, and environmental

charities

- Structure: prepositions of place.

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5’

Previous lesson Option 1: Speaking

- Teacher shows pictures, students look at pictures and give the

word that matches the pictures

- Have the whole class repeats the words

Key: donate money, clean street, reuse bottles, donate books,

pick up trash, plant tree, recycle, and donate food.

Option 2: Crossword

- Teacher gives hand-out to groups (a crossword)

- Students look and find the word that fit the boxes (public

services)

- Have students read all the words

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New lesson A-Listening (10’)

- Let students listen to short conversations

- Have students listen and choose correct answers (exercise /p

96)

- Teacher gets the answers from students

- Teacher gets the answers, then teaches some new words

Activity 2: Reporting

- Students take turn to report the conversation

Example:

A: Have you ever done volunteer work?

B: Yes I am a member of Be a Buddy- a program that helps street children Last year we provided evening classes for fifty children.

A: Wonderful! What else have you done?

B: We’ve asked people to donate books and clothes to the

pairwork

Teacher/

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B- Reading.(10’) Choose the correct answer(exercise /p 96)

- Teacher asks students to work in groups Each group reads

about one place (two groups have the same paragraph)

- Groups show the answers on the board Groups cross check the

5’

Wrap-up Option 1: make a draft of community services

- Teacher divides class into four groups; each group ismaking plan to talk about community services (hand-outfrom teacher)

Community Services

Group 2 Plant trees

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Group 3 Donate old clothes

- Students show their presentation to class

Option 2: make a draft of an environmental protection

- Each group chooses how to protect the environment; makes plan

to talk about it

- Teacher and other students follow and give feedback

Homework

Write a paragraph about the environment

Tiêu đề	Giao an tieng anh 6 i learn smart world hoc ki 2
Trường học	Văn Đọc
Chuyên ngành	English
Thể loại	Giáo án

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