Giáo án môn Tiếng Anh Lớp 6 - Tuần 32

Period: 91
Unit 11: OUR GREENER WORLD
LOOKING BACK
I. Objectives
1. Knowledge, Skills, Attitude: 
a. Knowledge: By the end of this lesson, students can review some vocabulary and grammar they’ve learn in unit 11.
- 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 asks Ss to remember and say
- Ss say
- T corrects.
Chatting: Talk about the topic of the unit again.
- Try your best to study hard to have a good job in the future in order to build the future house.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Ss: Do this activity individually then compare their answers with a partner. 
T: Asks three Ss to go to the board, each writes a word web on the board. Elicits other words from Ss to add to the webs.
Vocabulary.
1. Add more words to the word webs below.
*Key:
- Reduce: electricity, paper, rubbish, gas, water.
- Reuse: plastic bag, can, light bulb, envelop, bottle.
- Recycle: plastic box, plastic bag, newspaper, can, book.
Ss: Following the example in the book, work in pair to ask and answer questions about the 3Rs. 
T: Calls on some pairs to act out their dialogues. Comments on Ss’ performance.
2. In pairs, ask and answer questions about the 3Rs.
Example: A: Can we reduce water use?
 B: Yes, we can
 A: How?
 B: Don’t take a bath.
Ss: Do this exercise individually then compare their answers with a partner. 
T: Checks Ss’ answers. If there is time, Ss should write out complete sentences in their notebooks.
T: asks ss to do the task individually, then asks Ss to practise before the class.
- Corrects Ss’ mistakes.
T: Give some examples to help Ss to remember again the form, the use of conditional type 1.
Ss: Look at the examples. Give the form, the use of the conditional type 1.
- Give more examples.
3. a. Complete the words or phrases.
*Key:
1. deforestation
2. air pollution
3. water pollution
4. noise pollution
5. soil pollution
b. Match these word or phrases ...
 *Key:
 1. b 2. e 3. a 4. c 5. d
Grammar.
 Conditional sentences - type 1
Ex: - If we all use this kind of bag, we’ll help the environment.
- If more people cycle, there will be less air pollution.
Form:
If - clause
 Main clause
If + S + V (present simple)
S + will/ won’t + V (bare infi )
Ss: Do this exercise individually the compare their answers with a partner. 
T: Calls on some students to give their answers. 
- Confirms the correct answers.
4. Write the correct form of each verb in brackets.
*Key:
1. is / will rise
2. rises/ will disappear 
3. reduce, will have
4. don’t have/ will be
5. are/ will be
Ss: Do this exercise individually the compare their answers with a partner. 
T: Calls on some students to give their answers. 
- Gives feedback - Corrects.
5. Combine each pair of sentences below to make a conditional sentence- type 1.
*Key:
1. If Ss recycle and use recycled materials, they will save energy.
2. If we use the car all the time, we will make the air dirty.
3. You will save electricity if you turn off your computer when you don’t use it.
4. People will stop using so much energy if they want to save the environment.
5. If you see a used can on the road, what will you do?
Ss: Work in groups of four. One S interviews the other three group members and notes down their answers. 
T: Asks some Ss to report the results to the class.
Communication.
6. Work in groups. Interview three classmates and note down their answers. Share their answers with the class.
3. Consolidation 4’
T: Summarizes the main contents of the lesson.
+ Vocabulary about recycling, conditional sentence type 1, communication-using words related to environmental problems
+ The project about reuse things to save natural resources
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 92
THE FOURTH FORTY-FIVE MINUTE TEST
I. Objectives
1. Knowledge, Skills, Attitude: 
a. Knowledge: To check Students’ knowledge of Units 10, 11.
- Vocabulary: The lexical items related to the topic “Our houses in the future, Our greener word”.
- Grammar: Modals: will, might; Conditional sentences type 1
b. Skills: listening, speaking, reading and writing.
c. Attitude: Educate students to love their house, protect the environments, do the test in English well. 
2. Capacity is formed and developed for students
- Self – learning capability
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Matrix for the second 45 minute test
Cấp độ nhận thức
Chủ đề: unit 10-unit 11
Nhận biết (30%)
Thông hiểu (40%)
Vận dụng (30%)
Tổng
TN
TL
TN
TL
TN
TL
A. Listening:
4
1
4
1
8
2
B. Reading
4
1
4
1
8
2
C. Language focus:
6
1,5
6
1,5
12
3
D. Writing:
6
1,5
6
1,5
12
3
Tổng cộng:
14
3,5
6
1,5
10
2,5
10
2,5
40
10
2. Test 45’
A. LISTENING (2 ms) (U10 skill 2.2)
I. Listen to Nick and Linda talking about their dream houses. Circle the letter A, B or C to complete each sentence (1m).
1. Her name’s _____.
A. John
B. Hugo
C. Linda
2. Her dream house is a _____ villa.
A. small
B. big
C. large
3. She has a _____garden. 
A. flower
B. vegetable
C. tree
4. Nick’s house is an _____in the city.
A. apartment
B. villa
C. a small house
II. Listen to Nick and Linda talking about their dream houses again. Tick true or false each sentence (1m).
T
F
1. Linda’s dream house is on the mountain.
2. Her dream house is very noisy.
3. Nick’s dream house is an apartment in the city.
4. Nick doesn’t need a yard or a garden.
B. READING (2 ms).
In the future we will live in amazing new homes. Our houses will use the sun or the wind to make electricity. We won’t have cooker, dishwashers, or washing machines. We will have robots to cook our dinner and wash our clothes. We will have robots to look after our children, and to feed our cats and dogs.
I. Read the text and tick the boxes true “T” or false “F” (1m).
T
F
1. We will live in old homes in the future.
2. Our houses will use the sun or the wind to make electricity.
3. We will not have robots to cook our dinner and wash our clothes.
4. We will have robots to look after our children.
II. Answer the questions (1.5 ms).
1. Will our house use the sun or the wind to make electricity?	-> 
2. Will we have cookers or dishwashers?	-> 
3. What will we have to cook dinner and wash our clothes?	-> 
4. What will we have to look after our children?	-> 
C. LANGUAGE FOCUS (2ms).
I. Choose the best answer from the four options (A or B, C, D) to complete each of the following sentences (1pt)
1. In the future I will ___________ Robots to do the house work.
A. have
B. has
C. to have
D. having
2. You’ll save a lot of trees if you ___________ recycled paper.
A. using
B. use
C. to use 
D. used
3. If she doesn’t eat more vegetables, she_________ fat.
A. is
B. are
C. will be
D. will
4. They take these bottles to the factory to ___________them.
A. reduce
B. reuse
 C. throw 
D. recycle
5. Find the word which has a different sound in the underlined.
A. ask 
B. plastic 
C. back	
D. grandparent
6. Find the word which has a different sound in the underlined.
A. famous
B. cave
C. late	
D. channel
II. Match a clause in A with a suitable clause in B. (1pt) 
Answer
A
B
1 + .
1. If she doesn’t eat less,
a. people will have less breathing problems.
2 + .
2. If the river isn’t dirty,
b. she will be fat.
3 + .
3. What will you do
c. there will be more fish.
4 + .
4. If the air is cleaner,
d. if a student throwing cans on the road?
5 + 
5. automatic dishwasher
e. wash and dry clothes
6 + .
6. automatic washing machine
f. wash and dry dishes
D. WRITNG (4 MS).
I. Choose a, b, c or d to complete the following the sentences (1,5 ms).
1. I . (have) a robot to cook my meals in the future.
2. We .. (travel) to the Moon by supper car in the future.
3. She . (get) up late tomorrow morning.
4. If it will be Sunday tomorrow, they .. (plain) the vegetables.
5. We will save a lot of trees if we .. (not waste) so much paper.
6. If she . (like) this ‘green’ shopping bag, I’ll buy for her.
II. Answer the questions about you (1,5 ms).
1. Can we reduce water use?	-> .
2. How can you reduce water use?	-> .
3. Do you recycle used paper?	-> .
4. What do you do with used paper?	-> .
5. Will you reuse the old clothes?	-> .
6. What will you do with old clothes?	-> .
3. Key answers
A. LISTENING (2 ms)
I. Listen to Nick and Linda talking about their dream houses. Circle the letter A, B or C to complete each sentence (1m).
1. C. Linda	2. B. big	3. A. flower	4. A. apartment
II. Listen to Nick and Linda talking about their dream houses again. Tick true or false each sentence (1m).
1. F	2. F	3. T	4. T
B. READING (2 ms).
I. Read the text and tick the boxes true “T” or false “F” (1m).
1. F	2. T	3. F	4. T
II. Answer the questions (1.5 ms).
1. Yes, it will.	
2. No, we won’t
3. We will have robots to cook dinner and wash our clothes.	
4. We will have robots to look after our children?
C. LANGUAGE FOCUS (2ms).
I. Choose the best answer from the four options (A or B, C, D) to complete each of the following sentences (1pt)
1. A.	2. B	3. C	4. D	5. A	6. D
II. Match a clause in A with a suitable clause in B. (1pt) 
1 + b	2 + c	3 + d	4 + a	5 + f	6 + e
D. WRITNG (4 MS).
I. Choose a, b, c or d to complete the following the sentences (1,5 ms).
1. will have 	2. will travel	3. will get	4. plain	5. do not waste	6. likes
II. Answer the questions about you (1,5 ms).
- Ss’ answers
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 93
Unit 12: ROBOTS
GETTING STARTED
I. Objectives
1. Knowledge, Skills, Attitude: 
a. Knowledge: By the end of this lesson, students can know some vocabulary and structure to talk about the topic ‘robots’.
- Vocabulary: the lexical items related to the topic “Robots”.
- Grammar: Could for past ability.
Will be able to for future ability
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
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: Introduces “In this unit, we’ll talk about very special machines which can move and do some of the work of a person. Can you guess what are they?”
Ss: Give their answers.
T: Gives feedback ‘Yes. They’re robots, and the topic of this unit is: Robots’
Guessing game
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Plays the recording twice.
 Ss: Listen and read. 
T: Elicits words from Ss
Ss: Give the new words
T: Helps Ss read the new words in chorus.
- Calls on some Ss to read aloud.
- Checks vocabulary by “Do matching”
T: Gives some examples to introduces new grammar. 
Ss: Listen and remember. Then write in notebook.
* T: Asks Ss to practice in pairs. Roleplay Nick & Dr Alex, reading the conversation. 
Ss: Practice in pairs 
T: Calls some pairs to practice aloud. Corrects Ss’ pronunciations. 
T: Asks Ss to work in pairs, ask and answer the questions.
Ss: Work in pairs
T: Calls on some pairs to check
Ss: Give their answers before the class.
T: Corrects the mistakes.
T: Asks Ss to name the things they see in the pictures.
- Asks them to find out four types of robots in the conversation and write them under the correct pictures
- Calls Ss to write their answers on the board.
- Corrects them.
1. Listen and read.
*Vocabulary: 
- role (n): vai trò
- minor ['mainə] (adj): nhỏ, thứ yếu.
- minor role: vai trò thứ yếu.
- human ( adj): con người, loài người
* Grammar:
+Could for past ability
Ex: In the past they had a minor role. 
 They could do very simple things.
+ Will be able to for future ability.
Ex: - They will be able to do many things like humans.
 - They won’t be able to do things like play football or drive a car.
a. Answer the following questions.
*Key:
1. They could only do very simple things.
2. Yes, they can 
3. They will be able to do many things like humans
4. No, they won’t
b. Find the four types of robots in the conversation. Write them under the correct pictures below.
*Key:
1. teaching robots
2. worker robots
3. doctor robots
4. home robots
T: Has Ss quickly match each activity with its picture.
- Plays the recording for Ss to check their answers.
- Pauses after each phrase and asks Ss to repeat chorally and individually. 
- Corrects their pronounciation.
2. Match the activities with the pictures. 
*Key:
1. c 2.d 3. a 4. b.
T: Demonstrates the game to the class first. Asks a more able student to help T.
Ss: Play in groups
3. Game: Miming
Work in groups. A student mimes one of the activities in 2 and the others try to guess. Then swap.
Ex:
A: What am I doing?
B: You’re doing the dishes.
A: Yes, that’s right. / No, try again.
T: helps Ss to remember the use of ‘can’ to talk about ability in the present and has some Ss give examples.
Asks to tell what activities in the pictures he/ she can or can’t do.
Ss: Talk about the pictures with a partner.
T: Calls on some Ss to check.
- Corrects Ss’ mistakes.
4. Look at the pictures. Tell your partner what you can or can’t do now
Example: I can draw./ I can’t swim.
a. I can play football /I can’t play football.
....................................................
T: Asks the pupils to do the exercises.
Ss: Work in pairs.
T: Goes around to help weaker Ss.
T: Asks Ss to move around and ask different classmates different questions 
Ss: Go around the class asking the questions.
T: Asks Ss to report the results.
5. Class survey:
3. Consolidation 4’
T: Calls 2 Ss to repeat the abilities of ‘Robots’, the way to use of ‘can’, ‘could’.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 32: ........................................................