Giáo án Tiếng anh Lớp 6 (Sách thí điểm) - Unit 11: Our greener world

- Ask Ss to do this activity quickly the give the answers to T.

- Write their answers on the board and confirm the correct answers.

- Have Ss do this exercise individually, then compare their answers with a classmate. Call on some Ss to read out the sentences.

- Have Ss to do this activity in pairs.

- Ask Ss to write their sentences on the board.

- Ask for feedback form other Ss.

- Confirm the correct answers.

- Have Ss do this exercise individually, then compare their answers with a classmate.

- Call on some Ss to write their answers on the board.

- Ask other for comments.

- Correct any mistakes.

- Give them the suggested sentences.

- Divide class into groups (A and B) and give each Ss a trip of paper. Ss from group A write an if-clause. Ss from B write the main clause.

 

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UNIT 11: OUR GREENER WORLD
Lesson 1: Getting Started – Let’s “go green”!
I. Objectives:
	By the end of this lesson, students can use vocabulary and structure to talk about tips on how to “go green”.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Our greener world”.
	2. Structures: 	Conditional sentences – type 1
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to look at the picture and answer the questions. 
- Quickly write Ss’ answers to question 3 on the board. 
- Play the recording.
- Ask Ss if their guesses on the board are correct.
- Answer.
- Listen and read
* Presentation:
*Questions: 
Who are they?
Where are they?
What might they be talking about?
- Ask Ss to work independently. 
- Allow them to share answers before discussing as class.
- Write the correct answers on the board.
- 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.
- T asks SS to read the conversation again to find the expressions.
- Ask Ss to guess the meaning of each expression. Explain the meaning if necessary.
- Have Ss work in pairs to put a suitable expression in each blank and then practice the conversation.
- Check Ss’ answers by asking some pairs to act out the conversation.
- Ask Ss to so this exercise individually then compare their answers with a classmate.
- Play the recording for Ss to listen, check and repeat their answers.
- Ask Ss to match the causes in Column A with the effects in column B.
- Individual work
- Pair-work
- Individual work 
- Pair –work
- Individual work
- Listen and repeat.
- Pair-work
* Practice:
1a- Read the conversation again and complete the following sentences. Use no more than three words in each blank. 
Key:
on a picnic
reusable; natural
the check-out
a reusable
cycling
1b. Base on the ideas in the conversation, match the first half of the sentence in column A with its second half in column B.
 Key:
 1. b 2. c 3.a 
1c. Find the expressions in the conversation. Check what they mean.
Key:
I understand.
Used to introduce a new subject for consideration or to give further information.
Used to say ‘no’ or ‘not’ strongly.
1d. Fill each blank with a suitable expression.
Key:
I see
Not at all
By the way
2- There are a lot of environmental problems today. Write each problem in the box under the picture.
Key:
soil pollution
deforestation
water pollution
noise pollution
air pollution
3. Now, listen, check and repeat the answers.
Watch out!
To express effects we can use the structures ‘to make sth/sb do sth’ or ‘to cause sth’.
4. Match the causes in Column A with the effects in column B.
Key:
 1. b 2. d 3. e 4.c 5.a
- Have Ss to work in group of six and follow the steps to play the game.
- Group-work 
* Production:
5. Game
Which group is the winner?
*Homework:
- Practice the conversation.
- Prepare the next lesson (A closer look 1)
UNIT 11: OUR GREENER WORLD
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can Pronounce correctly the sounds /A:/ and /{/ in isolation and in context; Use the lexical items related to the topic “Our greener world”.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Our greener world”. 
	2. Structures: 	Conditional sentences – type 1
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss read the information in the table and draw a line from a symbol in column A to matching word in column B and meaning in column C. Ss work in pairs to compare their answers before giving T the answers.
- Pair-work 
* Presentation:
& Vocabulary
1. The three Rs stand for Reduce – Reuse – Recycle. Draw a line from a symbol in column A to the matching word in column B, and meaning in column C.
Reduce – Reuse - Recycle
Reduce: using something less.
Reuse: using something again.
Recycle: Creating new products from used materials.
- Have Ss work in pairs to do this activity.
- Call on Ss from different pairs to go to the board and write the words. 
- Ask Ss to work in pairs and put the words from 2 in appropriate groups. Draw 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.
- Play the recording for ss to listen to the song. Play the recording again for Ss to sing along. Ask some Ss to sing the song.
- Have Ss read out the words first. Then play the recording for them to listen and repeat the words. Play the recording as many time as necessary.
- Play the recording again. Ask Ss to put the words in the correct column while they listen.
- Have Ss do this exercise individually first.
- Then compare their answers with a partner.
- Pair-work
- Individual work
- T whole class
- T whole class
- Individual work
- Individual work
- Pair -work
* Practice:
2. Write a word in the box under each picture.
 Key:
rubbish
plastic bags
glass
plastic bottle
can
noise
paper
bulb
water
clothes
3. Put the words from 2 into groups. One word can belong to more than one group.
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.
4. Listen to the “Three Rs’ Song. Then sing along.
Pronunciation /A:/ and /{/ 
5. Listen and repeat. Pay attention to how the understand part is pronounced.
Fast 	hard	bag	plastic	
glass	apple	dance	answer
activity	afternoon
6. Listen again and put the words in the correct column.
Key:
/A:/: last, staff, half
/{/: fan, hand, understand, tap, can
7. Read the conversation. Write /A:/ or /{/ below wach underline letter.
Play the recording and pause after each word which has the underlined for Ss to check their answers. Ask them to practice the conversation in pairs.
- Pair -work
* Production:
8. Listen to the conversation and check your answers. Practice the conversation with a classmate. 
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson 
 (A closer look 2)
UNIT 11: OUR GREENER WORLD
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use conditional sentences – type 1 correctly and appropriately.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Our greener world”. 
	2. Structures: 	Conditional sentences – type 1
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to read the conversation again. Draw their attention to the two conditional sentences – type 1. Elicit the form from Ss. Have ss look at the Grammar box and explain. 
- Give some examples.
- T-Whole class
* Warm-up:
& Grammar
Conditional sentences – type 1
1. Listen again to part of the conversation from Getting Started. Pay attention to the conditional sentences. 
Ex:
- If you use less paper, you will save a lot of trees.
- Ask Ss to do this activity quickly the give the answers to T.
- Write their answers on the board and confirm the correct answers.
- Have Ss do this exercise individually, then compare their answers with a classmate. Call on some Ss to read out the sentences.
- Have Ss to do this activity in pairs.
- Ask Ss to write their sentences on the board.
- Ask for feedback form other Ss.
- Confirm the correct answers.
- Have Ss do this exercise individually, then compare their answers with a classmate.
- Call on some Ss to write their answers on the board.
- Ask other for comments.
- Correct any mistakes.
- Give them the suggested sentences.
- Individual work 
- Individual work 
- Pair work
- Individual work 
* Practice:
2. Write the correct form of the verb in brackets.
Key:
is; will plant
recycle; help
will save; don’t waste
will have; use
isn’t/ is not; will be
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 
4. Combine each pair of sentences below to make a conditional sentence – type 1.
Key:
If we pollute the air, we will have breathing problems.
If people pollute the water, a lot of fish will die.
If we cut down trees in the forest, there will be more floods.
If the soil is polluted, the plants will die.
If there is noise pollution, people and animals will have hearing problems.
5. Use your own ideas to complete the sentences below. Share your sentences with a classmate do you have the same sentences.
Key:
If you walk to school, you will have reduce air pollution.
If you use recycle paper, you will save trees.
If the Earth becomes hotter, the sea level will rise.
If parents teach their children about the three Rs, children will help the environment.
If you want to save a lot of electricity, you will have to turn off all the lights before going out.
- Divide class into groups (A and B) and give each Ss a trip of paper. Ss from group A write an if-clause. Ss from B write the main clause.
- Group - work
* Production:
A
B
6. Fun matching.
*Homework:
- Practice more.
- Prepare next lesson 	(Communication) 
UNIT 11: OUR GREENER WORLD
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can talk about ways to ‘go green’.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Our greener world”. 
	2. Structures: 	Conditional sentences – type 1
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Review the grammar points that may be used in this lesson. Some grammar points are: conditional sentences – type 1 and questions to ask about frequency (How often)
- Go through the extra vocabulary with ss.
- T whole class
* Presentation:
Grammar points:
Conditional sentences – type 1.
Questions to ask about frequency. 
Extra vocabulary:
Do a survey
Recycling bin
Wrap
Be in need
Breeze
Invite 
- Have Ss read the questions quickly and make sure that they know what to do.
- Ask Ss to answer the questions individually, then turn to page 53 to check their answers and count the points.
- Ask some Ss to speak out the points they received.
- Ask Ss to work in pairs. One is the interviewer and the other is the interviewee. 
- Ask Ss to do the interview in about 7 minutes and to note down their friends’ answers.
- The interviewer then share their answers with their friends and find out how many different answers they have.
- Call some Ss report the results of their interview to the class.
- Individual work 
- Pair-work 
* Practice:
1. The 3Rs Club in your school is doing a survey on how ‘green’ the students are. Help them answer the following questions.
SURVEY
How ‘Green’ Are You?
2. Interview a classmate. Compare his/ her answers with yours. How many different answers have you got?
- Report your classmate’s answers to the class.
- Ask SS to work in groups.
- Give each group a large piece of paper. Ss have to write two more questions on this paper. When time is up, ask the groups to stick their questions on the board or on the wall. Read the questions out aloud. 
- Ask Ss for comments on the questions. Give feedback on the questions. Finally, the class votes for the best questions.
- Group-work 
* Production:
3. Work in groups. Think of two more questions to add to the survey.
- Share your group’s questions with the class. Vote for the best questions.
*Homework:
- Prepare the next lesson :
 (Skill 1)
UNIT 11: OUR GREENER WORLD
Lesson 5: Skill 1
I. Objectives:
	By the end of this lesson, students can read for specific information about tips on how to be ‘green’.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Our greener world”. 
	2. Structures: 	Conditional sentences – type 1
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Tell Ss they are going to read some tips that can help them to become ‘green’.
- Group-work
* Presentation:
Read the 3Rs club poster about tips to become ‘green’.
(Page 54)
- Ask SS to read the tips quickly and locate the words/ phrases in the text.
- Ask Ss to do this exercise individually and then compare their answers with a classmate.
- Ask for Ss’ answers. Confirm the correct answers. 
- Ask Ss to give some examples with the words/ phrases.
- Have Ss read the tips again to answer the questions.
- Set a strict time limit to ensure Ss read quickly for information.
- Ask ss to compare their answers before giving the answers to T. 
- Ask them to give evidence when giving the answers.
- Ask Ss to work in groups and discuss the questions.
- Individual work 
- Individual work 
- Pair-work 
- Group-work 
* Practice:
1. Find these words or phrases in the text and underline them.
charity
swap
reusable
creative
Recycling bin
2. Match the words with their meanings.
Key:
Creative: unique and interesting.
Charity: giving things to people in need.
Swap: give something to a person and receive something from him.
Reusable: can be used again.
Recycling bins: containers for things that can be recycled.
3. Answer the questions. 
Key:
Recycling bins
Give them to charity or swap them with your friends or cousins.
Refillable ones.
Turn the tap off when brushing your teeth or washing the dishes.
Reusable water bottles.
4. Work in groups.
Do you think you can follow the tips for ‘going green’?
- Ask SS to work in groups and find creative ways to reuse the items indicated in the book.
- Group-work 
* Production:
5. The last tip tells you to find creative ways to reuse items before throwing them away. Can you think of any creative ways to reuse?
Old envelopes?
Used water bottles?
Used books?
*Homework:
- Prepare the next lesson :
 (Skill 1)
UNIT 11: OUR GREENER WORLD
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can listen to get specific information about ways to make the school a “green’ place.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Our greener world”. 
	2. Structures: 	Conditional sentences – type 1
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Tell Ss that the 3Rs Club is looking for a new president. Quickly elicit the necessary qualities of the club president from Ss and write them on the board.
- Have Ss read the advertisement for this position.
- Ask them what they will do if they become the club president.
- T whole class
* Presentation:
& Listening
A new president wanted.
Are you creative?
Do you want our school to be a ‘green’ place?
What will you do if you become the president?
Raise your voice and become our president!!
- Have Ss guess the word/number to fill in each blank and write on the board.
- Play the recording and ask Ss to listen to check their guess.
- Ask for Ss’ answers and write them on the board next to their guesses.
- Ask Ss to read the statement in exercise 2 and write T or F at the end of each statement without listening to the recording.
- Have ss compare their answers in pairs before giving T the answers. 
- Ask Ss work in pairs and interview each other to find out the three things they will do if they become club president. Ask Ss to take notes about each other’s ideas. Ask Ss to expand the idea and giving examples. If time allows, have some Ss present their friend’s ideas or write the ideas on the board.
- Individual work
- Pair-work
- Pair-work 
* Practice:
1. Listen to two Ss talking about what they will do if they become the president. Put the words or a number in each blank to complete the table.
Key:
6A
Recycling
Saving lights
Book
6E
Bus
Gardening
Uniform 
2. Write T (true) or F (false)
Key:
T
F
T
F
T 
& Writing
3. Interview a classmate. Ask him or her what three things he or she will do are if he or she becomes the president of the 3Rs club. Take notes below.
Name: 
Idea 1: 
Idea 2: 
Idea 3: 
- Ask Ss to write their paragraph individually based on the suggestions in the book.
- Individual work
* Production:
4. Write about your classmate’s idea in 3. Do you think your classmate will be a good club president.
His/her name and class.
Idea 1 + explanation/examples
Idea 1 + explanation/examples
Idea 1 + explanation/examples
Will he/she be a good club president?
*Homework:
- Write your paragraph into your notebook.
- Prepare the next lesson :
 (Looking back)
UNIT 11: OUR GREENER WORLD
Lesson 7: Looking Back
I. Objectives:
	By the end of this lesson, students can review some vocabulary and grammar they’ve learn in unit 11.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Our greener world”. 
	2. Structures: 	Conditional sentences – type 1
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask SS to do this activity individually then compare their answers with a partner. 
- Ask three Ss to go to the board, each writing a word web on the board. Elicit other words from Ss to add to the webs.
- Follow the example in the book, ask Ss to work in pairs to ask and answer questions about the 3Rs.
- Call on some pairs to act out their dialogues. Comment on Ss’ performance.
- Ask SS to do this activity individually then compare their answers with a partner. 
- Individual work
- Pair-work 
- Pair-work 
- Individual work 
* Presentation:
& Vocabulary
1. Add more words to the word webs below.
Key:
Reduce: water, gas, paper, rubbish, electricity.
Reuse: envelope, can, light bulb, bottle, plastic bag.
Recycle: can, book, plastic box, plastic bag, newspaper.
2. In pairs, ask and answer questions about 3Rs.
Example:
A: Can we reduce water use?
B: Yes, we can.
A: How?
B: Don’t take a bath.
3a. Complete the words or phrases.
Key:
Deforestation
Air pollution
Water pollution
Noise pollution
Soil pollution
3b. Matching
Key:
b
e
a
c
d
-Ask Ss to do the exercise individually. Then SS check their answers with their partner
- Get feedbacks and correct if necessary 
- Ask Ss to do the exercise individually. Then SS check their answers with their partner
- Ask some Ss to write their answers on the board. Give feedback. 
- Individual work
- Individual work
* Practice:
& Grammar
4. Write the correct form of each verb in brackets.
Key:
Is; will rise
Rises; will disappear
Reduce; will have
Don’t have; will be
Are; will be
5. Combine each pair of sentences below to make a conditional sentence – type 1.
Key:
If Ss recycle and use recycled materials, they will save energy.
If we use the car all the time, we will make the air dirty.
You will save electricity if you turn off your computer when you don’t use it.
People will stop using so much energy if they want to save the environment.
If you see a used can on the road, what will you do?
-Ask Ss to work in groups of four. One student interviews the other three group members and notes down their answers. Ask some Ss to report the results to the class.
- Group-work 
* Production:
& Communication
6. Work in groups. Interview three classmates and note down their answers. Share their answers with the class.
Finished! Now you can
*Homework:
- Do “project” on page 57.
- Prepare next lesson :
 (Unit 12: Robots - 
Lesson 1: Getting Started)

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