Giáo án Tiếng Anh Lớp 6 - Unit 11, Lesson 1: Getting started - Năm học 2019-2020 - Phạm Thị Trang Anh

Thang Loi Secondary School
Date of planning: 14/5/2020
Class: 6A
Period: 81
Date of teaching: 18/5/2020
Teacher: Nguyễn Thị Lan
Trainee: Phạm Thị Trang Anh
UNIT 11: Our greener world
Lesson 1: Getting started Let’s “go green!”
I. Objectives:
By the end of the lesson, Ss will be able to:
- Understand the content of the dialogue between Mi and Nick .
- Understand the causes of environmental pollution
- Do exercises to widen their vocabulary about environment.
- Students can use vocabulary and structures to talk about the tips on becoming “go green”.
- Listen and read to get information from the text.
1. Knowledge:
- Vocabulary: the lexical items related to the topic “ Our greener world”: air pollution, reusable, deforestation,
- Grammar : - Conditional sentences - type 1
- “to make sth/sb do sth” or “ to cause sth”
2. Skills: Practicing skills: listening, reading, writing, speaking
3. Attitude: - Educate Ss to have their responsibilities for protecting the environment and understand the importance of environmental protection.
	- Ss are interested in doing exercises.
4. Competences:
- Self – learning capability
- Co-operation
- Communicative competence
II. Preparation: 
Teacher: book, lesson plan, picture, laptop, pictures, chalks, sub-board, board
Students: books, notebooks
III. Teaching methods: communicative approach, group- work, pair-work, individual, teaching methods with game, teaching methods by practicing,
IV. Anticipated problems 
- It’s rather difficult for students to make use of all the contents of this unit.
 - It may take time and make noise while organizing games
à Teacher’s solution: Teacher suggests students with difficult content in the lesson control the class carefully
V. Procedure: 
Organization: Greeting and checking attendance.
New lesson: 
Stages
T’s activities
Ss’ activities
Contents.
I. Warm up 
(5 minutes)
II.Pre-reading
( mintutes)
III. While-reading
IV.Post-reading
- T organizes the game: Shark attack
- T divides the class into 2 teams: team girls and team boys.
- T draws a shark, a girl, a boy and some steps on the board.
- Teacher draws 11 gaps for the word “ENVIRONMENT”.
- T tells the rule of the game:
If you guess the correct letter, the boy/the girl keeps staying there, and you have 10 points. If your letter is wrong, the boy/ the girls will step down one step. After 5 letters are opened, you can guess the keyword, if it’s true, you will have 50 points.
- T gets Ss to choose the turn
- T calls volunteer the each team to guess the letter
- T controls the time and the class.
- T confirm the answer, declares and congratulates the winner, checks if Ss understand the meaning of the key word or not.
- T points to the keyword that Ss have found out and introduce the new lesson.
- T asks Ss some questions
- T write Ss’ predictions on the board.
- T elicits the new words from Ss
Technique: picture and translation
- Teacher guides students to read all the words
 - T calls some Ss read individually
- T writes the new words in column A and their meaning in column B on the sub-board.
- T asks students to come to the board to match the items in column A with those in column B by drawing a line between them.
- T checks with Ss
- T plays the recording.
- T requires Ss to look at the conversation, listens the recording.
- T divides the class into 2 groups to read the conversation: Nick and Mi
- T exchange the their turn
- T calls 2 Ss to read conversation.
- T asks Ss to check their predictions
- T checks Ss’ predictions
- T asks Ss to read the tittle
- T asks Ss to read the conversation again and do exercise 1-a.
- T checks Ss’ answers and corrects
- T asks Ss to read the information in both columns.
- T asks Ss to work in pairs to do the exercise
- T gets 3 Ss to go to the board and match.
- T gets Ss to give comments. T gets feedback and corrects.
- T introduces new grammar by giving examples from the conversation.
- T elicits structure from Ss
- T asks Ss to copy the structure into notebook.
- T gives an example to Ss
- T requires Ss to find the expressions in the conversation.
- T explains these expressions to Ss
- T requires Ss to read the dialogue independently and do the exercise.
- T gets feedback and corrects.
- T shows pictures to Ss
- T models how to pronounce environmental problems
- T checking their meaning from Ss
- T gets Ss to work this exercise in pairs
- T plays the recording
- T checks Ss’ answers
- T models the words and requires Ss to repeat
- T asks Ss to read the “ Watch out” box, T gives example of the two structures.
- T requires Ss to read the information in both column silently. 
- Ss work in pairs to complete this exercise. 
- T checks the answers with the whole class. 
- T confirms the correct answer. 
- T asks some Ss to read the sentences aloud.
- T requires Ss to read the rule of the game in the book. 
- T asks Ss if they understand the steps in the book. If they don’t understand clearly, T explains the rule again.
- T gives each group a large sheet of paper and ask Ss to write down the effects in five minutes.
- T asks Ss to have to use the structures in Task 4 in their sentences
- After 5 minutes, Ss stick the paper on the board or hang up it on the wall.
- T declares he group with the most effects wins and congratulates them.
- Ss listen to their team name
- Ss answer T’s questions
- Ss listen the rule of the game
- Ss play game in groups
- Ss volunteer
- Ss claps the hands
- Ss answer
- Ss listen to the teacher
- Ss answer the questions
-Ss practice new words and copy it into their notebook.
- Students listen and repeat.
- Ss practice pronunciation
-Ss go to the board and match English words with meaning.
- Ss check with teacher
- Ss look at the conversation, listen to the recording and read silently.
- Ss listen to their group name
- Ss exchange the turn
- 2 Ss read conversation.
- Ss check by themselves
- Ss listen to the teacher
- Ss read the tittle individually
- Ss read again and do exercise 1-a independently
- Ss copy the answers into notebook.
- Ss read silently
- Ss do pair-work
- Ss match the answers
- Ss copy the answer into notebook
- Ss find expressions
- Ss listen to the teacher
- Ss read the dialogue and do exercise 
- Ss copy into notebook
- Ss look at the pictures
- Ss repeats
- Ss answer
- Ss work in pairs
- Ss listen and check
- Ss copy the answers into notebook
- Ss listen and repeat
- Ss listen and read
- Ss copy into notebook
- Ss read individually
- Ss work in pair to do this exercise
- Ss check answers with teacher
- Ss copy the answers into notebook
- some Ss read aloud, other Ss read silently
- Ss read the rule individually
- Ss listen and answer
- Ss work in group of six
- Ss report their result
- Ss clap their hands
Game: Shark attack
Keyword:
E N V I R O N M E N T
1. Pre- questions:
- Where are Nick and Mi?
- What might they be talking about?
2. Listen and read:
a, Vocabulary
- reusable /riːˈjuːzəbl/(a):
Có thể dùng lại được
- air pollution (n): sự ô nhiễm không khí
- water pollution (n): sự ô nhiễm nước
- soil pollution (n): sự ô nhiễm đất
- deforestation (n): sự phá rừng
- noise pollution (n): sự ô nhiễm tiếng ồn
(*) Checking the vocab:
A
B
Air pollution
Sự ô nhiễm nước
Water pollution
Sự phá rừng
Reusable
Sự ô nhiễm không khí
Deforestation
Có thể sử dụng lại
Noise pollution
Sự ô nhiễm đất
Soil pollution
Sự ô nhiễm tiếng ồn
Matching 
b, Listen and read:
Conversation:
Mi: Hi, Nick.
Nick: Hello, Mi
Mi: You’ve bought a lot of things
Nick: Yes. We’re going on picnic tomorrow. What
 Task 1-a: Complete the following sentences
Answer:
1. on a picnic
2. reusable; natural
3. the check –out
4. a/ a reusable
5. cycling
Task 1-b: Match the first half of the sentence in column A with its second half in column B.
Answer:
A
B
1.They reusable bag is better
a. they will help the environment
2. There will be less air pollution
b. then the plastic bag.
3. If people use reusable bags for shopping,
c. if more people cycle
(*) Grammar: Conditional sentences- type 1
Eg: If we use this kind of bag, we will help the environment.
Structure:
If+ S+ V(present simple), 
 If- clause
S+ will/won’t + V(inf).
 main clause
eg: If you pick up rubbish on the road, it will become cleaner.
 Task 1-c: Find the expressions in the conversation.
1. I see: it means “ I understand”. 
2. By the way : used to introduce a new subject for consideration or to give further information.
3. Not at all: used to say “no” or “ not” strongly 
( can also be used to mean “ no problem”
(*) Task 1-d: Fill each blank with a suitable expression
Answer:
I see
Not at all
By the way
Task 2. Write each problem in the box under the picture.
1. soil pollution
2. deforestation
3. water pollution
4. noise pollution
5. air pollution
3. Now, listen , check and repeat the answers.
(*) Watch out!
To express effects we can use the structures “ to make Sth/ Sbd do Sth” or “ to cause Sth”
Task 4. Match the causes in column A with the effects in column B
A
B
1. Air pollution
a. causes floods.
2. Water pollution
b. causes breathing problems.
3. Soil pollution
c. causes hearing problems.
4. Noise pollution
d. makes fish die.
5.Deforestation
e. makes plants die
Task 5- Game: which group is the winner?
1. Make groups of six
2. As a class, choose one environmental problem in2.
3. In five minutes, write down as many effects of the problem as possible.
4. After five minutes, one member from each group runs quickly to the board and writes the effects
5. The group with the most effects wins!
V. Consolidation and homework. (4 minutes)
Consolidation:
T: Summaries the main content of the lesson.
+ Use the lexical items related to the topic “Our greener world”.
+ Use conditional type 1 and “to make sth/sb do sth” or “to cause sth” to talk about environmental problems.
Homework:
Learn by heart new words, the lexical items related to the topic “Our greener world”.
Practice making sentences with conditional type 1 and “to make sth/sb do sth” or “to cause sth” to talk about environmental problems.
Prepare the next lesson.