TIẾNG ANH 6 GLOBAL SUCCESS_KẾ HOẠCH BÀI DẠY- UNIT 11

Lesson aims By the end of the lesson, students will be able to: - use the lexical items related to the topic Our Greener world.. Practice Task 1: Listen and complete the following senten

UNIT 11: OUR GREENER WORLD

Lesson 1: Getting started – Let’s go green!

Lesson aim(s)

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

- use the lexical items related to the topic Our Greener world.

- guess the meaning of new words based on clues including pictures and surrounding words

- pronounce the sounds /a:/ and /æ/ correctly in isolation and in context

Language analysis

1 reusable (a) able to be used again or more than once /riːˈjuːzəb(ə)l/

2 plastic (n) a synthetic material made from a wide

range of organic polymers such as polyethylene, PVC, nylon, etc

/ˈplastɪk/

Materials (referenced)

- Grade 6 textbook, Unit 11, Getting started

- Pictures, maps and CD player

- sachmem.vn

1 Students may lack

- Reuse Use a travel mug or reusable water bottle and avoid single-use bags

- Recycle Paper, plastic, glass, magazines, electronics, and more can be processed into new products while using fewer natural resources and less energy

G: Generate less wasteR: Recycle everything that cannot be reusedE: Educate the community on eco-friendly optionsE: Evaluate the environmental impact of actionsN: Nourish discussions and activities that integrate

1 reusable [riːˈjuːzəb(ə)l] (a): có thể tái sử dụng

2 plastic [ˈplastɪk] (n): (chất liệu) nhựa

*plastic bag: túi ni lông

II Practice

Task 1: Listen and complete the following sentences

Task 2: Read and do the matching

Task 3: Read the conversation, discuss the way to help the environment

Task 4: Find someone who …

* Homework

Warm-up To set the

context for the listening and reading text

To introduce the topic of the unit

* Chitchatting:

Do you like to live in a green world? Why or why not?

*Introduction:

Review the previous unit before Ss open their books Write

"Our greener world"

on the board Ask students what 'green' means to them Writetheir answers on the board Explain that

T-SsSs-Ss

5mins

"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

Presentation

(Vocab-pre-teach)

To introduce the new words

* VOCABULARY:

Teacher introduces the vocabulary:

1 reusable (a): có thể tái sử dụng

2 plastic (n): (chất liệu) nhựa

*plastic bag: túi ni lông

mins

Practice To practice

the targeted language andthe

background knowledge ofgoing green

GETTING STARTED Let's 'go green'!

Activity 1

Ask students to look

at the picture on Page

48 and answer the questions below:

1 Who are they?

2 Where are they?

3 What might they

be talking about?

- Quicklywrite

T-Ss

S

T-Ss

15mins

s to Questi

on 3 onthe board

Play the recordi

ng

Studen

ts listen and read

Ask studen

ts if their guesse

s on the board are correct

- Play the recordi

ng twice for studen

ts to listen and read

S

Ss-SsT-Ss

T- Ss

T-Ss

ts underli

ne the words that are related

to the topic

of the unit while they are listenin

g and reading

- Invite some pairs ofstuden

ts to read the conversation aloud

- Ask studen

ts whatexactly

Mi and Nick talked about

T- Ss

Ss-Ss

T-Ss

To develop students’

knowledge ofthe

vocabulary about ways

to help the environment

Now confir

m the correctanswer (They talked about ways to

go green.)

- Have studen

ts say the words

in the text that they think are related

to the topic

Our greene

r world

Quicklywrite the words

on one part of the board

Comment on

T-Ss

- Ask studen

ts to work independently

to fill each blank with the word(s) from the conversation

Ask them how to

do this exercis

e

Teache

r may once again instruc

t them how to

do the exercise: (1) read the senten

T-Ss

ce and identif

y 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 studen

ts to share answer

s before discussing as a

class Write the correctanswer

s on the board

- Ask studen

ts to read column

A and

B to make sure they understand Ask studen

ts to give their answer

s withou

t reading

the conversation again Then ask them

to readthe conversation and check their answer

s Confir

m the correctanswers

Answer key:

1 b 2 c 3 a

Model sentences: First conditional sentence

Tell students that sentences 2 and 3 are the first conditional sentences but they will learn about this grammar point in A closer look 2

Activity 3:

- Have studen

ts look

at the picture

s and discusswhat they can see

in eachpicture

in pairs Invite some pairs toshare their answer

s with the whole class

- Ask studen

ts to match the picture

s with ways tohelp the environment Have some studen

ts share their

- Confir

m the correctanswers

- Ask studen

ts to add any other ways tosave the environment they know

(e.g Nam, do you use reusable bags?, etc.)

•Ask each group to choose one student

to ask the questions and another student

to record the

answers and report the results Give students 7 minutes

to ask and answer ingroups Move around to observe and offer help

•Ask students to get more info buy adding more simple questions

(When do you often use them? How do you find them effective? …)

Invite students to share their findings

to the class

Consolidation To

consolidate what students have learnt inthe lesson

- Ask one or two studen

ts to tell theclass what they have learnt

- Ask studen

ts to say aloud some words they remember from the lesson

If there

is an overhe

ad project

or in the classro

om, show the dialogu

e, highlig

ht the

mins

key words related

to the topic

Homework To prepare

vocabulary for the next lesson

Go to the Internet and search for 3Rs –

Go green to understand more about the topic

UNIT 11: OUR GREENER WORLD

Lesson 2: A closer look 1

Lesson aim(s)

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

- pronounce the sounds /a:/ and /æ/ correctly in isolation and in context;

- use the lexical items related to the topic Our Greener world;

- guess the meaning of new words based on clues including pictures and surrounding words

Language analysis

1 reduce (v) make smaller or less in amount, degree,

3 recycle(v) to use something again for a

4 plastic bag a synthetic material made from a wide

range of organic polymers such as polyethylene, PVC, nylon, etc

/ˈplæs.tɪk bæg/

5 rubbish material that is considered unimportant

Materials (referenced)

- Grade 6 textbook, Unit 11, A closer look 1

- Pictures and a video clip

- sachmem.vn

1 Students may lack knowledge

about some lexical items Provide students with the meaning andpronunciation of some lexical items

2 Students may have

underdeveloped listening,

speaking and co-operating skills

- Play the recording many times if any necessary

- Encourage students to work in pairs, in groups

so that they can help each other.

- Provide feedback and help if necessary

3 Some students will excessively talk

in the class - Define expectation in explicit detail

- Have excessive talking students practise

- Continue to define expectations in small chunks (before every activity)

Task 1: Match the places below with the pictures

Task 2: Write a word/ phrase under the pictures

Task 3: Put the words into groups

II Pronunciation

Task 4: Listen and repeat the sentences

Task 5: Listen and practice the conversation

Warm-up To activate

students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its

pronunciation

(Students have prepared at home)

Greetings Chatting:

1 What advantages does

a green world have?

2 What does it look like?

Teacher encourages students to give short answers, tries

to call as many students as she can

1 Fresh air, healthyfood, more exercise, less stress and so on

2 A lot of trees

People are not in

a hurry, no trafficjams,…

T-SsSs-Ss

5mins

Lead in To lead in the

lesson about vocabulary

- Teacher lead

s studentsinto

mins

the less

on

by telli

ng the

m that

“In today lesson,

we are going to learn more about3Rs and how we can save the environment

Presentation

(Vocab-pre-teach)

To teach students some places and adjectives describing ones

in a neighbourhood

VOCABULARY

- Hav

e studentsreadthe informati

on

in the tabl

e and dra

w a line fro

m a symbol

in colu

mins

mn

A to

the matchin

g wor

d in colu

mn

B

and its meaning

in colu

mn

C

Studentswor

k in pair

s to comparetheiranswersbefo

re givin

g teacher the answers

Che

ck and writ

e the correct answers

on the board.REDUCE: using less

of somethingREUSE: using something againRECYCLE: creating new products from used

materials

- Elicitthe differenc

e betwee

n

“recycling” and

“reusing

” fro

m students Explain the differenc

e betwee

n thes

e two ter

ms agai

n if necessary:

- Recyclingmea

ns reprocessing

an old itemsuch

as a newspap

er, a glas

s or

a can and turning

it into

a newproduct For exampl

e, usedpap

er is brought

to a factory whe

re it

is reprocessed, cleaned and purified.This pap

er is then

to mak

e newthin

gs such

as boo

ks ornewspapers

- Reusing mea

ns avoidingthe reprocessing procedur

e It

is whe

n people use somethi

ng overand over

n until

it cann

ot

be usedany mor

e For exampl

e, a usedplastic bottl

e can

be usedagai

n as flow

er vase

s, or

a butt

er containe

r can

be used

to

w a smal

l plant

Practice To revise/ teach

the words for things that can

be reduced, reused and recycled

To revise / teachthe words for things that can

be reduced, reused and recycled

Task 1: Match the words below with the pictures Then listen, check and repeat the words

- Teacher asks students

to mat

ch the plac

es withthe pictures

- Students

do the task

- Teacher asks students

to swa

T-Ss

Pair work

Ss-SsT-Ss

Pair work

15mins

ks and mar

k in pairs

- Teacher asks the

m torepe

at the words/

phrases chorally and individually

Task 2: Write a word/ phrase under the pictures.

- Hav

e studentswor

k in pair

s to

do

Pair work

er pair finishes the activity first will

be the winner and theycan

go

to the boar

d to writ

e theiranswers

2 groups; some words can belong

to more than one group

- Teacher asks students

to wor

k in pair

s, studentsput the wor

ds fro

m 2

in appropriate grou

ps Dra

w the tabl

e onthe boar

d and call thre

e students

to

go

to the boar

d and writ

e theiranswers One wor

d can belo

ng

to mor

e thanone group

Answer key:

Reduce

rubbish, plastic bag, noise,

plastic bottle, paper, water

Reuse

plastic bag, glass, plastic

bottle, can, paper, bulb, water, clothes

Recycle

rubbish, plastic bag, glass,

plastic bottle, can, paper, bulb

- Teacher elicit

s som

e mor

e wor

ds for eachgrou

p fro

m the students Hereare som

e suggeste

d words:

•Reduce:

electricity, gas,…

•Reuse: envelope, carton box, old textbook,…

•Recycle:

newspaper, textbook, plastic container,…

Presentation

(Pre-teach the

rhythm)

To get students familiarized withrhythm in sentences

PRONUNCIATION – Rhythm in

sentences

- Tell studentsthat

in Engli

sh, the stressed and unstress

ed syllables combine

to mak

e rhyt

hm

in a sentence

T-Ss

5mins

Studentshavelear

nt abo

ut stres

s in two-syllable wor

ds,

so Teacher can remi

nd the

m ofthe rule

to put stres

s in two-syllable wor

ds (put stres

s on the first

syllable

in nou

ns and adjectives)

- In the sentence

s in this activity the boldpart

s arethe stressed syllables.The aim

of this pronunciatio

n part

is only

to raise

’ awarene

ss ofrhyt

hm

It is not necessar

y to teac

h the

m indetail

- Play the recordin

g forstudents

to liste

n to the sentence

s Hav

e the

m pay atte

n to the boldpart

s Play the recordin

g of eachsentenceagai

n forstudents

to repe

at inchor

us Hav

e studentswor

k in pair

s to practise reading the sentence

s

Call

on som

e students

to readthe sentence

s alou

d Commen

t on students

’ pronunciation

Task 4: Listen and repeat these sentences

4 Is it better to usepaper bags?

5 We are happy to

walk to school.

Practice To give students

further practice with rhythm in sentences

To help studentspractice the conversation in pairs

Task 5: Listen to the conversation

Pay attention to the bold syllables and practice with your partner

- Play the recordin

g forstudents

to liste

n to the conversation

Hav

e the

m pay attentio

n to the boldparts

- Teacher play

T-Ss

5mins

s the recordin

g and ask students

to repe

at

- Play the recordin

g of eachsentenceagai

n forstudents

to repe

at inchor

us Hav

e studentswor

k in pair

s to practise

reading the conversation.Call

on som

e students

to readthe conversation alou

d Commen

t on students

’ pronunciation

Vy: Great! I’m writing a poem

about the 3Rs

Mi: Let me read it.

Vy: I’m still writing.

Wait for a minute.

Production To give students

chance to apply and make challenging what they have learnt with more difficult task

Game:

Understanding each other

- Teacher prepares som

e wor

d cards:

2 students

go

to the boar

Group workS-S

5mins

d and give one

of the

m the card

s She/

He has

to act the wor

d out without sayi

ng a wor

d If the othe

r one can gues

s and say alou

d the wor

d

correctly, theywill get the poin

ts (or candies instead).Consolidation To consolidate

what students have learnt in the lesson

Teacher asks students to talk about what they have learnt in the lesson

mins

Homework To revise what

they have learnt

- Findmor

e wor

ds inthe topi

c

Goi

ng Gre

en

so theycan continu

e playi

ng

Und erst andi

ng

gam

e witheachothe

r in the nextlesson

UNIT 11: OUR GREENER WORLD

Lesson 3: A closer look 2 Article and conditional type 1

If + S + V (present simple) , S + will/ won’t + V-infi

• If clause goes with present simple

• Main clause goes with future simple

2 Definite article: the

the /ðə/ + consonant sound

E.g the bag

the /ði/ + vowel sound (a, e, i, o, u)

E.g the apple

E.g 1: If you use less paper, you will save

- Grade 6 textbook, Unit 11, A closer look 2

- Pictures, sets of word cards

- sachmem.vn

1 Students may find hard to

distinguish the vowel sound or the

consonant sounds

- Prepare some adjective basic sound cards to remind them

- Let them get use to the sounds

2 Some students will not get used

to making sentences using the

first conditional sentences

- Encourage students not

to be afraid of making mistakes

- Correct them, lead themstep-by-step Practice makes perfect

Board Plan

Date of teaching

UNIT 11: Our greener world Lesson 3: A closer look 2 Article and conditional type 1

Task 1: Write “a” or “an”

Task 2: Write “a” , “an” or “the”

Task 3: Write the correct form of each verb in brackets

Task 4: Combine each pair of sentences below to make a first conditional sentence

* Fun matching

* Homework

Stage

Warm-up

Lead in

Presentation

Production

Homework

UNIT 11: OUR GREENER WORLD

Lesson 4: Communication

Lesson aim(s)

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

- learn how to give warnings;

- practise using some grammar points and vocabulary related to the topic

1 Students may lack knowledge

about the topic Provide students with information about the knowledge they do not

know

2 Students may have

underdeveloped reading, speaking

and co-operating skills

- Encourage students to work in pairs, in groups

so that they can help each other

- Provide feedback and help if necessary

3 Some students will excessively talk

in the class - Define expectations in explicit detail

- Have excessive talking students practise

- Continue to define expectations in small chunks (before every activity)