Giáo án Tiếng Anh 6 - Period 1 đến period 68

tead of plastic bags?
3. How can we reduce water pollution?
*It would be better if you don’t throw wastes and garbage into streams, lakes or rivers and even ocean.
4. How can we prevent littering?
*I think we should put garbage bins around the school yard.
*Why don’t you throw all garbage in waste bins?
5. How can we reduce the amount of garbage we produce?
*Won’t you try to reuse and recycle things? 
II. Listen:
Secondly: garbage is 
Thirdly: come from ships at sea.
Next: Waste materials come from factories.
Finally: Oil is washed from the land.
Tape transcript:
 Our oceans are becoming extremely polluted. Most of this pollution comes from the land, which means it comes from people. Firstly, there is raw sewage, which is pumped directly into the sea. Many countries, both developed and developing, are guilty of doing this. Secondly, ships drop about 6 million tons of garbage into the sea each year. Thirdly, there are oil spills from ships. A ship has an accident and oil leaks from the vessel. This not only pollutes the water, but it also kills marine life. Next, there are waste materials from factories. Without proper regulations, factory owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed from the land. This can be the result of carelessness or a deliberate dumping of waste.
.
Date of preparation:	
Date of teaching:	Unit 6: (cont)
Period 39: Read
I/ Objectives:
+ The aim: By the end of the lesson, students will be able to understand the poem with some old English by doing Matching exercise and answering questions.
Practice reading a poem.
-Vocabulary: end up	second-hand	junk-yard	stream 	foam	nonsense	folk
-Grammar: Conditional sentence type 1
+Skills: Reading.
II/ Teaching aids:
*Teacher: Picture, tape cassette,book,plan,extra-boards
*Students : Book and notebook
III/ Procedure:
T's and SS' activities
Contents
1-Warm up(5’):
+Aim:Ss can imagine the main contents they prepare to learn.
+Teaching aid:extra-boards.
+T asks some questions.
-SS work in pairs, ask and answer the following questions about poetry.
2.Activity
*Activity 1: Pre-Reading(5’):
+Aim:Ss can catch all the newwords and their meaning of it. And can read the text in class.
+Teaching aid:extra-boards.
+SS scan the poem and find out new words.
-T teaches new words.
-Get SS to copy the words in their books.
-SS repeat the words chorally.
-Rub out the words one at a time. Each time you rub out an English word, point to the Vietnamese translation and ask (What’s this in English?)
-The whole class answer chorally.
-T sets the scene: You are going to read a poem about environment. Please scan the poem and answer the following questions:
1. How many people are there in the poem?
What is their relationship?
2. Where are they?
3. What problem of the environment is mentioned in the poem?
-SS scan the poem and answer the questions: 
1. There are two. (Mum and son).
2. Probably in the forest.
3. Pollution.
*Activity 2: While-Reading:
 (15’):
+Aim:Ss can catch all the main contents of the lesson and do exercise well.
+Teaching aid:extra-boards.
+T guides SS to do exercise Matching.
-SS read the poem again and match the word in A to an appropriate explanation in B. 
-Encourage SS to guess the meaning of the word if they don’t know some words.
-SS compare their answers with a partner.
-Some SS read the answers aloud.
-T gives the correct answers.
-Quick grammar presentation: Conditional sentence type 1.
-T asks SS to read the poem again.
-SS read it carefully and answer the questions. This task can be done in pairs.
-Some pairs of SS practice aloud.
-Some SS write the answers on the board.
-T corrects the mistakes.
*Activity 3: Post-Reading: (10’):
+Aim:Ss can catch all the main contents of the lesson and do exercise well.
+Teaching aid:extra-boards
Discussion: Divide the class into four groups. Have SS discuss the question: “What could you do in your school/ house to minimize pollution?...
3.Consolidation(5’)
+Aim: Sum up the main contents of the lesson. And asks SS to read all the poem in class.
+Teaching aid: extra-boards.
-Asks Ss to stand up and asks SS to read all the poem in class.
-Corrects Ss mistakes.
4-Homework(5’):
	- Ask SS to write 5 things that they have to keep the environment unpolluted.
Questionnaire
Asks and answer the question.
Do you like poetry?
Do you often read poetry?
Who is your favorite poet?
Have you ever read a poem in English?
What is it? Do you understand it?
Read: 
New words:
end up	: [end'up] 
®· hoµn thµnh
second-hand	: ®· sö dông 	
junk-yard:	b·i phÕ th¶i
stream 	: con suèi
foam	: [foum] bät
nonsense	: ['nunsəns]
 ®iÒu v« nghÜa	
folk	: [fouk]
 danh từ (dùng với đéng từ ở sè nhiÒu)
 công chúng nói chung, người
treasure	: ['treaə] kho b¸u 
hedge	: [hedg] danh từ
 hàng rào, bờ giËu
Matching:
1 - c	2 - g	3 - f
4 - e	5 - d	6 - b 
Grammar:
Conditional sentence type 1:
If +S + do, S + will + do.
Ex: If the pollution goes on, the world will end up like a second hand junk-yard.
If we throw trash into the street, it will pollute the environment.
Answer the questions:
1. If the pollution goes on, the world will end up like a second hand junk-yard.
2. The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her and her son.
3. If the boy keeps on asking such questions, his mother will take him home right away.
4. No. Because he is right: if he throws the bottles that will be polluting the woods.
5. The poet wants us to learn that everyone is responsible for keeping the environment from pollution. 
-responsible :[ri'spɔnsəbl] tính từ
 ( responsible for somebody / something) có nghĩa vụ về mặt pháp lý hoặc đạo đức; chịu trách nhiệm
Date of preparation:	Unit 6(cont):
Date of teaching:	
Period 40: Write
I/ Objectives:
+ The aim: By the end of the lesson, students will be able to write a complaint letter with the right format and language.
Practice writing a complain letter. 
-Vocabulary: complain	truck	refreshment	response	break 
-Grammar: 
+Skills: Writing.
II/ Teaching aids:
*Teacher: Picture, tape cassette,book,plan,extra-boards
*Students : Book and notebook.
III/ Procedure:
T's and SS' activities
Contents
1-Warm up(5’):
+Aim:Ss can remember all the action that protect the environmemt cleaner
+Asks Ss to go to the board and write down.
-SS write 5 things that they have to keep the environment unpolluted.
Whats in a formal letter?
-T divides class into small groups. Give them an A4 size paper. 
-SS write the main parts of a formal letter on the paper in good position. 
The team which has enough necessary details and finish in the shortest time is the winner.
2.Activity
*Activity 1: Pre-Writing (5’):
+Aim:Ss can catch all the newwords and their meaning of it. And can read the text in class.
+Teaching aid:extra-boards.
+T presents the lesson.
-SS look at the letter and find out new words.
-T teaches new words.
-T sets the scene: Mr. Nhat wrote a complaint letter to the director of L&P Company in Ho Chi Minh city. The five sections of the letter are not in the right order. Label each section with the appropriate letter: S, C, R, A, P.
-SS work in pairs and do the labeling and ordering.
-Call on some pairs (one after another) read the aloud the letter with the correct order. Each pair reads aloud one part.
-T gives answer key.
*Activity 2: While-Writing: (15’):
+Aim:Ss can T implicit the writing task by asking questions 
+Teaching aid:extra-boards.
+T implicit the writing task by asking questions: 
Are there any lakes behind your house?
What do people do in the lake? Which problems remain 
-SS answer.
-T asks SS read the situation in the textbook.
-Have SS work individually, write a letter to the head of local authorities to complain about the way of catching fish in the lake behind your house. Follow SCRAP format.
-Ask SS to compare the writing with a partner.
-T gives feedback and suggested writing.
*Activity 3: Post-Writing: (10’):
+Aim:Ss can T implicit the writing task by asking questions 
+Teaching aid:extra-boards
-Move around the class and help SS.
-Call on some SS to read aloud their letter.
-Give feedback, correct some letters before the class. T can write the mistakes (spelling, grammar ) on the board.
3.Consolidation(5’)
+Aim: Sum up the main contents of the lesson. And asks SS to read all the poem in class.
+Teaching aid: extra-boards.
 4-Homework(5’)
-Write again the letter
-prepare new lesson
Keep environment unpolluted
Write: 
a) Mr. Nhat ...
Dear Sir/ Madam
R
I would suggest that your company should tell your drivers to clear up all the trash on the ground before leaving
S
I am writing to you about the short stop of your trucks around my house on their way to the north.
A
I look forward to hearing from you and seeing good response from your company.
C
When the truck of your company has a short break on the streets around my house, the drivers have left lots of garbage on the ground after their refreshment. When the truck leave the place, the ground is covered with trash and a few minutes later there is smell and flies. 
P
Faithfully,
Tran Vu Nhat.
These days, many people begin to catch fish ...
Dear Mr. President,
 I am writing to you about the problem of fish catching in the lake behind my house.
 I am very worried because they don’t use fishing rod or net but use electricity to catch fish. After a short time they leave the lake, a lot of small fish die and float on the water surface. Other animals such as frogs, toads, and even birds have also died from electric shock waves. 
 I would suggest the local authorities should prohibit and find heavily anyone using this way of catching fish.
 I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authority.
 Sincerely.
********************************************************************
Date of preparation:	
Date of teaching:	
	 Period 41 Unit 6:
 Language focus 
I/ Objectives:
+ The aim: By the end of the lesson students will know more about the environment problems and solutions.
SS will be able to use adjectives and adverbs to make sentences with adjective that clause.
Vocabulary: 
Grammar: revision of some adjectives and adverbs and adjective + that clause.
+Skills: R&wr,Language focus
II/ Teaching aids:
*Teacher: Picture,book,plan,extra-boards
*Students : Book and notebook.
III/ Procedure:
T's and SS' activities
Contents
.
1-Warm up(5’): Network.
+Aim:Ss can remember all the action that protect the environmemt cleaner
+Asks Ss to go to the board
 -T guides SS to play Network.
2.Activity
*Activity 1: adjectives and adverbs (5’):
+Aim:Ss can Revision of adjectives and adverbs in class.
+Teaching aid:extra-boards.
Adv. normally go after the direct object.
I read the letter carefully.
If there is no direct object, the adverb goes after the verb: She walked slowly.
Revision of adverb clauses of reason: 
*Adjective+ that clause
S +be + Adj. + that clause
 Complement
-T gives out two clauses: 
He failed the exams. He is too lazy.
-Ask SS about the relation between two clauses. (Reason).
-Introduce the words expressing clauses of 
Reason: Because = as = since.
-Ask SS to do exercise 2. 
-Have SS compare the answers with a partner.
-Some pairs of SS practice aloud.
-T gives out two clauses: 
He failed the exams. He is too lazy.
-Ask SS about the relation between two clauses. (Reason).
-Introduce the words expressing clauses of 
Reason: Because = as = since.
-Ask SS to do exercise 2. 
-Have SS compare the answers with a partner.
-Some pairs of SS practice aloud.
-T gives answer key.
*Activity 2: Revision of adverb clauses of reason: (10’):
+Aim:Ss can Revision conditional sententce type1 and do exercise well in class.
+Teaching aid:extra-boards
-Set the scene to introduce the structure of conditional sentences type 1. 
-Write the statement on the board. 
-Ask SS to complete the sentence by filling in each blank with one suitable word.
-Have SS do exercise 4.
-SS do it.
-Some SS write the full sentences on the board.
-T corrects the mistakes.
*Activity 3: conditional sententce type1 (15’):
+Aim:Ss can Revision conditional sententce type1 and do exercise well in class.
+Teaching aid:extra-boards
-Teach SS how to do the test. 
-Give them example.
-Have SS work in pairs and write the complete setences in their notebooks. 
-Some SS read out the answers.
-T gives answer key.
If we plant more trees along the streets, we’ll have more shardes and fresh air.
If we use much pesticide on vegetables, the vegetables will become poisonous and inedible.
If we keep our environment clear and clean, we we’ll live a happier and healthier life
-T gives answer key.
3.Consolidation(5’)
+Aim:Sum up the main contents of the lesson.
+Teach SS how to do the test 15’. 
-Give them example.
-Have SS work in pairs and write the complete setences in their notebooks. 
-Some SS read out the answers.
-T gives answer key.
4-Homework(5’):
- Review grammar.
- Do exercises again.
- Prepare new lesson: 
-SS write 5 conditional sentences type 1.
Network.
 Environmental 
 Problems in our city
*Adj. + LY=Adverb of manner
Adj. can come in two places in a sentence.
-Before a noun: a nice girl
 New shoes
-After the verbs be, look, appear, seem, feel, taste, sound, smell
These shoes are new.
That soup smells good.
Language focus: 
1/. Change the adjectives into the adverbs. Then use the adverbs to complete the sentences: 
Adjectives
Adverbs
extreme
extremely
good
Well
happy
Happily
sad
Sadly
slow
slowly
a) Hoa was extremely pleased that she got an A for her assignment.
b) The old man walked slowly to the park.
c) Tuan sighed sadly when he heard that he failed the test.
d) The baby laughed happily as she played with her toys.
e) Mrs. Nga speaks English quite well.
2/.Join the pairs of sentences together. Use because, as, or since:
b) I have a broken leg because/ as/ since I fell over while I was playing basketball.
c) I’m going to be late for school because/ as/ since the bus is late.
d) I broke the cup because/ as/ since I 
I was careless.
e) I want to go home because/ as/ since I feel sick.
f) I’m hungry because/ as/ since I haven’t eaten all day
3/.Complete the dialogues:
b) Mrs. Quyen: When are you going on vacation with your family, Sally?
Mrs. Robinson: Tomorrow. I’m excited that I can go to Da Lat this time.
c) Lan: I’m sorry that I broke your bicycle yesterday.
Tien: Don’t worry. I can fix it.
d) Liz: I forgot to tell you I was going to Lan house.
Mr. Robinson: I’m disappointed that
you did not phone me about it.
e)Miss Lien: Congratulations!
Nga: Thanks. I’m amazed that I could win the first prize
4/. Match each half-sentence in column A with a suitable one in column B: 
______we pollute the water, we ______ have no fresh _______ to use.
If we pollute the water, we will have no fresh water to use.
Form:
If + main clause, subordinate clause
(simple present) (will + infinitive)
1 - e	2 - a	3 - c 
4 - d	5 - b 
5/. Complete the sentences:
test 15’.
a.If the rice paddies are polluted, the rice plants will die.
b.If we go on littering, the environment will become seriously polluted
c.If we plant more trees along the streets, we’ll have more shardes and fresh air.
d.If we use much pesticide on vegetables, the vegetables will become poisonous and inedible.
e.If we keep our environment clear and clean, we we’ll live a happier and healthier life
*******************************************************************
Date of preparation:	
Date of teaching
Period : 42 Revision
I.The Objective
+Aim:By the end of the lesson , Ss will catch all the main knowlage of unit 6 about the structure,newwords. 
- Do exercise well 
*Newwords: all the words talk about environment around Ss life
 -Activities to protect the environment
*Grammar:Conditional type 1
 - Adjective + that clause
 -Adverb clause of reason:as,because,since.
+Skills: R-W-sp
II/ Teaching aids:
*Teacher: Picture,book,plan,extra-boards
*Students : Book and notebook.
III/ Procedure:
Ss and Ts activities
Contents
1-Warm up(5’): jumble words
+Aim:Ss can remember all the action that protect the environmemt cleaner
+Asks Ss to go to the board
-Asks Ss to work in group and rearrange the letters that not in order 
-Asks 2 Ss to go to the board and rearrange
-Correct Ss mistakes
-
2.Activity
*Activity 1: adjectives and adverbs(15’):
+Aim:Ss can Revision of adjectives and adverbs in class.
+Teaching aid:extra-boards.
Asks Ss to repeat all the main structure that they have learnt and make up sentense with it.
-Correct Ss mistakes
-Asks Ss repeat the way to change Adj to Adv 
-Asks Ss to do exercise 1 in 5’
-SS by Ss to go to the board and fill in the box
-Correct Ss mistakes
-Guides Ss to do exercise 2
Asks Ss to do it in 5’
-Asks Ss to go to the board and write down
-Correct Ss mistakes
*Activity 2: Adjective + that clause: (10’):
+Aim:Ss can Revision conditional sententce type1 and do exercise well in class.
+Teaching aid:extra-boards
Ask Ss to do exercise 3.
-Aks Ss to go to the board and write down.
-Others wite out the paper.
-Correct Ss mistakes
 3.Consolidation(10’)
+Aim: Sum up the main contents.
+Ask Ss to do exercise 5,6,7 SBT
-Ask Ss to do in 7’ and go to the board to wite down.
-Corrects Ss mistakes.
4.Homework(5’)
-Ask Ss to do again all the exercise.
-Prepar new lesson.
1.Wols -> slow 6.mpud->dump
2.Asd ->sad 7.ira->air
3.Dogo->good 8.onpitlulo->pollution
4.Pahapy->happy 9.poretc->protect
5.Termexe->extreme 10.dnas->sand
1.Adjective and Adverb
Form
 Adjective + ly = Adverb
Ex: careful -> carefully
Use: We use adverb of manner to modify the verb. It usually goes after the main verb.
Exercise 1:Complete the box
Adjective
Adverb
a.careful
b.kind
c.terrible
d.extreme
e.sad
f.visible
g.violent
h.wide
i.good
j.cost
l.effective
m.profitable
n.casual
o.logical
carefully
Kindly
Terribly
extremely
Sadly
visibly
Violently
Widely
well
Costly
Effectively
Efficiently
casualy
logically
2.Exercise2.Choose Adj or Adv to fill in the space
a. “ Please read this text.” Careful/carefully
b “.Could you shut the door..?” quite/quietly
c.He is a man.He always help other people.kind/ kindly
d.I’m ..tired.I don’t want to do anything more.extreme/extremly
e.She types the letter veryShe can type 80 word per minutes. Quick/quickly
f.My family live.We always concern to one another.happy/happily
Exercise 3:Make up sentences with the suggested words, using adjective + that – clause.
a.I/ happy/you/phone me.
->I am happy that you phone me
b.her parents/shocked/she/failed/exam
->Her parents are shocked that she failed the exam
c.I/sorry/I/break/the /vase.
->I am sorry that I broke the vase.
d.She/disappointed/he/leave without saying goodbye
->She is disappointed that he left without saying goodbye.
e.I/glad/you/still remember me.
->I’m glad that you are still remember me
f.She/really happy/I/liked the food she cooked.
She is really happy that I liked the food she cooked
Test 15’
I.Combine the sentence use “that –clause”(4points)
1.the oil will pollute the sea.People are worried.
->People are worriedthat the oil will pollute the sea
2.They can help us clean up the beach.they are certain.
-> they are certain that they can help us clean up the beach
3.You could recover very quickly.I’m happy
-> I’m happythat You could recover very quickly
4.they didn’t tell us how to do it.I’m disappointed
-> I’m disappointedthat they didn’t tell us how to do it
II.Fill in the correct verb form.(6points)
1.What you (look).for,Mai?You(l