Giáo án Tiếng Anh Lớp 6 - Học kỳ II (Bản 3 cột)

Unit 9 - Listening at home
E. Experience:
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 *Preparing date :  	
 *Teaching date :.
 Unit 9 : cities of the future
 Distributive Period: 87 - Lesson 5 : Listening
 ( A better or worse place to live in ? )
A. Objectives:
+ To teach STs to
- To provide learners some vocabulary and information related to cities of the future.
+By the end of the lesson, students will be able to
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
1. Teacher :- Teaching aids: Textbook, lesson plan and cassette
 - Teaching method: Communicative language teaching
2. Students :- Read through English Unit 9 - Listening at home
C. Methods: - The whole lesson:Integrated, mainly communicative.
*. Skills - To promote Ss to develop their listening skills
 - To help Ss develop the skill of working in pairs and groups
D. Procedures:
Time/Stages
 Teacher’s activities
 Student’s activities
I. Check up
 ( 5 ’)
- Ask some pairs of Ss to talk about future cities. 
- Feedback
- Inform the class of the lesson objectives: Listening for specific information about future cities.
Ss to talk about future cities.
II. New lesson
+ Activity 1
 (10 ’)
+ Activity 2
 (8 ’)
+ Activity 3
 ( 9 ’)
+ Activity 4
 (5 ’ )
+ Activity 5
 ( 5’ )
A better or worse place to live in?
Discuss with a partner
- Ask Ss to look at the pictures and discuss the questions with a partner. 
- Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box.
*Suggested answers:
 - All these problems currently exist in big cities in VN like Hanoi and HCM City.
- It’s likely that many of them will be solved in the next twenty years, as local authorities are taking measures to deal with them step by step. 
Listen to a talk on predictions about our future cities. Underline the words or phrases that you hear
- Ask Ss to look at the words and phrases that can be heard in the talk.
- Have Ss compare answers in pairs or groups.
- Explain the meaning of any unfamiliar words, if necessary.
- Check Ss’ answers as a class.
Keys: a bdeh
Listen again. Decide which of the following predictions will come true (T) and which will not (NT)
- Ask Ss to look at the three options and make their own predictions for the answers.
- Have Ss listen to the recording and choose one of the three options given
- Have them compare their answers in pairs or groups
- Check Ss’ answers as a class
- Let them listen again and pause the recording after the sentences mentioning the word geological
*Key:
1. T 2. NT 3. NT 4. T 5. T 6. T 7. NT
Listen again. Complete the summaries of the two viewpoints
- Ask Ss to read the through the summaries of the two viewpoints in the talk and try to complete the sentences..
- Give Ss sufficient time to listen to the recording so they can extract the information needed and hear the words they have to write down.
- Have Ss compare answers in pairs or groups
- Check Ss’ answers as a class
*Key:
1. healthy; effective; overcrowded; heavier
2. medicine; renewable; fossil fuel
Which viewpoint do you agree with, the optimistic or pessimistic?
- Have Ss work in groups and discuss the questions 
- Ask Ss some warm-up questions before they start the discussion:
+ Do you think our cities will be better or worse than they are now?
+ What factors do you need to consider?
+ Are you an optimist or a pessimist?
- Ask some groups to report their plans to the class.
- Consider these points: Environmental problems, people’s use of energy sources, achievements in technology and medicine, etc.
look at the pictures and discuss the questions with a partner.
look at the words and phrases that can be heard in the talk.
look at the three options and make their own predictions for the answers.
read the through the summaries of the two viewpoints in the talk and try to complete the sentences..
work in groups and discuss the questions
III.
Consolidation
 ( 2 ’)
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
consolidate the main contents.
IV.
Homework
 ( 1 ’)
- Vocabulary related to the topic of our world heritage sites
- Do the tasks again
- Prepare for the next lesson.
Do the tasks again
- Prepare for the next lesson.
 E. Experience:
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 	 * Preparing date :  	
 * Teaching date :.
 Unit 9 : cities of the future
 Distributive Period: 88 - Lesson 6 : Writing
 ( Different predictions ) 
A.Objectives:
+ To teach STs to
- To provide learners some vocabulary and information about future cities.
- To teach Ss to write an email to a friend about city life in the future.
- To teach Ss to develop ability to think in a logical way to form a well-structured text. 
+By the end of the lesson, students will be able to
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 1. Teacher: Handouts, textbook, lesson plan and pieces of papers.
 2. Students: Textbook 
C. Methods: - The whole lesson:Integrated, mainly communicative.
*. Skills
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
D. Procedures:
Time/Stages
 Teacher’s activities
 Student’s activities
I. Check up
 ( 5 ’)
- Inform the class of the lesson objectives: Writing an essay about the reasons why Trang An Scenic Landscape Complex was recognized as a World Heritage Site.
Writing an essay about the reasons why Trang An Scenic Landscape
II. New lesson
+ Activity 1 :
 ( 9 ’ )
+Activity 2
 ( 10 ’ )
+ Activity 3
 ( 18 ’)
+Activity 4 
 ( 8 ’)
 Hung and his friend Tanaka are exchanging emails about the future of their cities. Read the email and answer the questions
- Ask Ss to work in pairs or groups to answer the questions.
- Draw Ss’ attention to the two different viewpoints on life in Tokyo 40 years from now on.
* Keys:
1. To answer Hung’s question about Tokyo in the future
2. Because the government will use advanced technology to deal with the transport problem and make people’s life easier and more comfortable
3. Tokyo is threatened by nuclear and radiation accidents and natural disasters 
4. Tanaka wants to know Hung’s viewpoint on VN’s capital city in the future
Put the sections of the email in the correct order
- Ask them to read through the list (a-g) and put the parts in the order they appear in the email.
- Have Ss discuss in pairs or groups, and put the points under the right subheadings
- Check Ss’ answer as a class
*Key: 
1. g2. a3. c4. b5. f6. d7. e
Task 3: Use the information below about New York City to write an email of about 160-180 words to a friend 
- Set time limit for them to write the first draft of their essays.
- Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary
- Have Ss revise their drafts based on their partners’ comments and your feedback. 
- Collect Ss’ essay for checking or marking.
Write your predictions about a future city in Vietnam in an email of 160 words to a friend
- Set time limit for them to write the first draft of their essays.
- Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary
- Have Ss revise their drafts based on their partners’ comments and your feedback. (This can be done at home)
- Collect Ss’ essay for checking or marking.
1. To answer Hung’s question about Tokyo in the future
2. Because the government will use advanced technology to deal with the transport problem and make people’s life easier and more comfortable
3. Tokyo is threatened by nuclear and radiation accidents and natural disasters 
4. Tanaka wants to know Hung’s viewpoint on VN’s capital city in the future
- Ask them to read through the list (a-g) and put the parts in the order they appear in the email.
- Have Ss discuss in pairs or groups, and put the points under the right subheadings
- Check Ss’ answer as a class
*Key: 
1. g2. a3. c4. b5. f6. d7. e
Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary
III.
Consolidation
 ( 2 ’)
- Ask Ss to consolidate the main contents.
- Ask Ss to complete the essay at home and collect
- Ask Ss: What have you learnt today? 
 What can you do now?
Ss to complete the essay at home and collect
IV.
Homework
 ( 1 ’)
- Write the text again at home.
- Prepare for the next lesson.
- Write the text again at home.
E. Experience:
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 * Preparing date : 
 *Teaching date :.
 Unit 9 : cities of the future
 Distributive Period: 89 -Lesson 7 : Communication and culture
A. Objectives:
+ To teach STs to
- To provide learners some communication samples and cultural items
+By the end of the lesson, students will be able to
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 1. Teacher: Handouts, textbook, lesson plan and pieces of papers.
 2. Students: Textbook
C. Methods: - The whole lesson:Integrated, mainly communicative.
*. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
D. Procedures:
Time/Stages
 Teacher’s activities
 Student’s activities
I. Warm up
 ( 5 ’)
- Ask some Ss to go to the board and read their writings
- Feedback
go to the board and read their writings
II. New lesson
+ Activity 1 
 ( 10 ’ )
+ Activity 2
 ( 3’)
+ Activity 3
 ( 3 ’) 
Activity 4
 ( 5 ’ )
Use the information about the cities mentioned in this unit and complete the diagram about the ideal city of the future
- Ask Ss to refer to the information about the cities mentioned in the unit, select the relevant details for their ideal city of the future.
- Ask Ss to study the example to get an idea about the language they can use and what they are supposed to discuss.
Let Ss form groups of three and start their discussion. Have one of them take notes
- Walk around to offer help, if necessary and encourage all members to participate in the group activity. 
Keys:
1. Public transport (eco-buses, smart underground transport networks)
2. Renewable sources of energy: wind and sun power
3. - Waste is treated and turned into energy or fertilizers
 - Wastewater is treated and turned into drinking water.
Discuss the questions in groups 
- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
- Check Ss’ answers as a class. 
1. What will the ideal city of the future look like?
means of transport, environmental conditions, energy sources, treatment of waste, climate 
2. How do you think an ideal city should be treated: by upgrading an existing one or by building a completely new one from scratch?
Read the text about Songdo, a smart city, and complete the table below
- Ask Ss to read the text and complete the table.
- Encourage them to share any information or facts they know about this city. Even if Ss haven’t heard about it, encourage them to make some predictions.
*Suggested answers:
1. 60km southwest of Seoul, South Korea
2. 53.3 square km
3. 2005
4. more than 65,000 people 
Decide whether the following statements are T, F, or NG
- Ask Ss to read the text again to decide whether the statements are true, false or not given.
- Encourage Ss to work out the meaning of each new word from the contextual clues in the text. 
- Explain any unfamiliar words or expressions, if necessary.
* Keys: 
1. F 2.T 3. NG 4. F 5. T 6. T 7. NG
refer to the information about the cities mentioned in the unit, select the relevant details for their ideal city of the future.
Ss form groups of three and start their discussion. Have one of them take notes
look at the questions quickly and underline key words which can help them to locate the specific information in the text
read the text and complete the table.
- Encourage them to share any information or facts they know about this city. Even if Ss haven’t heard about it, encourage them to make some predictions.
read the text again to decide whether the statements are true, false or not given.
III.
Consolidation
 ( 2 ’)
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
consolidate the main contents.
IV.
Homework
 ( 1 ’)
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
learn the structures and vocabulary.
E. Experience:
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 * Preparing date :  	 * Teaching date :.
 Unit 9 : cities of the future
 Distributive Period: 90 - Lesson 8 : Looking back and project
A. Objectives:
+ To teach STs to
- To help students revise what they have learned in unit 9
- To give them a chance to do a small project in which they can develop their speaking skills
+By the end of the lesson, students will be able to
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 1. Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 2. Students: Textbook
C. Methods: - The whole lesson:Integrated, mainly communicative.
*. Skills
- To promote Ss to develop their Looking back and project
- To help Ss develop the skill of working in pairs and groups
D. Procedures:
Time/Stages
 Teacher’s activities
 Student’s activities
I. Homework
 ( 5 ’ )
* Checking
- Speak out their ideas and opinions, knowledge that they have learnt in Unit 8. 
- Feedback.
knowledge that they have learnt in Unit 8. 
II. 
New lesson
+ Activity 1
 ( 10 ’ )
+ Activity 2
 ( 8 ’ )
+ Activity 3
 ( 9 ’ )
+ Activity 4
 ( 3 ’)
+ Activity 5
 ( 5’)
+ Activity 6
 ( 4 ’)
Decide whether the question tags in B’s responses have a rising or falling intonation
- Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice.
- Have Ss compare their answers in pairs or groups
- Check Ss’ answer as a class 
Keys: 1. falling
2. rising
3. falling
4. rising
Listen and repeat the sentences in 1
- Play the recording again and ask Ss to listen and read along 
- Ask Ss to practise in pairs, taking turns to ask and answer the questions
- Walk around, comment on the pairs’ performance and praise Ss who try to use the appropriate intonation.
Complete the sentences with the correct form of the words or phrases in the box
- Ask Ss to write the word in each sentence
- Let them compare their answers in pairs or groups
- Check Ss’ answers as a class and give further explanation, if necessary.
*Keys: 1. city dwellers 2. infrastructure 3. overcrowded
4. advanced technology 5. detect 6. urban planners
Complete the sentences with the correct question tags
- Ask Ss to work individually, and then compare their answers in pairs or groups
- Check Ss’ answers as a class and give further explanations, if necessary.
*Keys:1. shall we 2. don’t they 3. aren’t there
4. will you 5. haven’t you 6. do they
7. should they 8. isn’t it
Answer the questions, using conditional sentences
- Let Ss work individually, and then compare their answers in pairs or groups.
- Ask individual Ss to write their sentences on the board.
- Check Ss’ answers as a class.
*Keys: 1. Flowers died if they are not watered
2. I expect my teacher to correct my mistake if I make one.
3. People need to leave tall buildings quickly if there is an earthquake
4. I get green if I mix blue and yellow
5. I dial 114 if there is a fire
6. If I don’t have to go to school in the morning, I usually get up at 8
7. I usually ask my best friend for help if I’m in trouble
8. I usually go to the park if I want to enjoy some fresh air. 
- Work in groups of four to six. Discuss and decide on your ideal city of the future
- Introduce your poster to the class. Present the features of your city and explain what make it the most liveable city in the world
- Ask Ss to do the task
- Let the groups do the task in their free time.
listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice.
practise in pairs, taking turns to ask and answer the questions
write the word in each sentence
work individually, and then compare their answers in pairs or groups
work individually, and then compare their answers in pairs or groups.
- Ask individual Ss to write their sentences on the board.
Discuss and decide on your ideal city of the future
III.
Consolidation
 ( 2 ’)
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
Expected answer: Learn more about:
- Revise what Ss have learnt in unit 9
- Work in groups, talk about future cities.
Work in groups, talk about future cities.
IV.
Homework
 (1’)
- T asks Ss to learn the structures and vocabulary.
- Revise what Ss have learnt in unit 9.
- Do the tasks again.
- Prepare for the next lesson.
learn the structures and vocabulary.
E. Experience:
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