Giáo án Tiếng Anh 6 - Week 29 - Năm học 2023-2024

WEEK: 29 Peroid 75: UNIT 10 : OUR HOUSES IN THE FUTURE Date of planning: 25/03/2024 Lesson 5 : SKILLS 1/ Reading and Speaking Date of teaching: ..../03/2024 I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach reading for general and specific information about a holiday post card . To practice speaking about different houses in the future + Vocabulary: - Using the words related to types of houses and appliances in the house; + New words : island, helicopter, feed, super smart TV, send, receive, contact, warter the flowers + Grammar: - The use of future simple and might for future possibility; expressing surprise; 2. Competence: Students will be able to learn how to organize a holiday post card . To practice different houses in the future 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: 1. WARM UP & INTRODUCTION( 3’- 5’) ( Pre – reading ) Aim: To help Ss understand their knowledge of the topic * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions Teacher’s activities Student’s activities + Greeting + Greeting + Do the revision. - T_ Ss - Ask a few Ss to go to the board and tell class - Students (Ss) listen and answer the teacher’s about houses and appliances in the future. or friend’s questions - The class listens and gives comments. - Answer the questions. - Have Ss open their books to page 44 (SKILLS - Open their book and write the tittle of the 1). - T leads in the lesson. lesson . * Teach some new words in contexts if necessary. * Reapeat and learn how to read and use them. - T follows steps to teach new words. - Copy the new words. 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Pre- reading Aim : To help Ss understand their knowledge of the topic * Content: Teach some new words and discuss the two questions to focus on the topic. * Outcome: Ss learn more some new words and answering two questions. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 1. Look at the picture and discuss it with a 1. Look at the picture and discuss it with a partner. partner. - T_ Ss + Students (Ss) listen to the instructions *) Pre- teach vocabulary: carefully and learn how to do the tasks. - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary - Ask the class to look at the picture first. Encourage them to focus on the details / Ideas of * Vocabulary the picture (type of house, location, surroundings - surrounded (adj) xung quanh and appliances). - helicopter (n ) máy bay lên thẳng - Tell Ss to work in pairs, asking and answering - roof (n ) mái nhà the questions provided. - feed (v ) cho ăn - Accept reasonable answers. - super (adj) siêu đẳng - Check the answers as a class. - send (v ) gửi E.g. - receive (v ) nhận A: What type of house do you think it is? - contact (v ) liên lạc B: I think it's a villa. A: Where do you think it is? * Take note B: I think it's on an island. - Give the answers - Call on some pairs to role-play in front ofthe class. The class makes comments. 3. While- reading (18’) ACTIVITY 2 : Aim: To help Ss read for specific information about the house and its appliances in the future. * Content: Read the text and Match . * Outcome: Ss get some specific information about the house and its appliances in the future. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 2. Read the text and match the beginning in A 2. Read the text and match the beginning in with endings in B. A with endings in B. - Set a time limit for Ss to read the text - T_ Ss individually. Help them understand the text by - Listen to the teacher’s instructions carefully giving the meanings of the difficult words, or and learn how to do. explanations, or the Vietnamese equivalents. - - Check the meaning of the words Tell them to pay attention to what the robots and - Ss work individually first. the super smart TV will do. T may ask them to - Compare the answers with partners underline the structures or phrases relating to what - Give the answers the robots will do and double-underline the structures or phrases relating to what the super smart TV will do. - Ask Ss to match the beginnings in A with the endings in B. Go around and offer help, If * Key: 1. a, c, e, g, h 2. b, d, f necessary. - Ask Ss to work in pairs to exchange their answers first. Then call on some Ss to read their answers and give explanation for their choice. - Confirm the correct answers as a class. ACTIVITY 3 : Aim: To help Ss develop their reading skill for specific information. * Content: Read the text again and circle the options. * Outcome: Improve reading skills. Ss get more information about houses in the future. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 3. Read the text again and circle the option (A, 3. Read the text again and circle the option B or C) to complete the sentences. (A, B or C) to complete the sentences. - Ask Ss to read the incomplete sentences and - T_ Ss guess the option (A, B or C) to fill the blanks. - Listen to the teacher’s instructions carefully Explain that this task helps them focus on the and follow them. Information they are going to find In the text. - Give the answer . - Set a longer time limit for Ss to read the text again. Ask Ss to note or underline where they find the Information that helps them circle the option Key: (A, B or C) to complete the sentences. 1. B 2. A 3. C 4. B - Have Ss compare the answers in groups before discussing them as a class. - Confirm the correct answers to the class. 4. FURTHER PRACTICE/ APPLICATION (8’) ACTIVITY 4:(Follow up activity) Speaking Aim : To help Ss ask and answer questions about different houses in the future * Content: Ask and answer about his/ her future houses. * Outcome: Ss can answer thw questions correctly. What type of future house do you think it will be? – It’ll be a palace. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 4. Work in groups. Ask your partner about his/ 4. Work in groups. Ask your partner about her future house. Use the suggested questions. his/ her future house. Use the suggested - Have Ss read the instructions to identify how the questions. task is done. - T_ Ss - Have Ss read the suggested questions and then - Listen to the teacher’s instructions carefully think of the answers to these questions. Draw their and follow them. attention to the type of future house (Question 1), its location (Question 2) its appearance (Question 3), etc. Then tell them that they have to imagine their future houses in order to answer the - Work in pairs questions. A. What type of future house do you think it - Have them work in pairs, asking and answering will be? questions about their future houses. T may ask Ss B. – It’ll be a palace. to refer back to the passage in 2 and the conversation in GETTING STARTED. T goes round and corrects mistakes or gives help when - Practice speaking in front of the class. necessary. - Ss do the task - Call on some pairs to perform the task In front ofthe class. - Correct mistakes if have . - T and other Ss listen and make comments. - T helps if necessary ACTIVITY 5: Aim: To help Ss talk about different houses in the future. * Content: Telling about their future houses, using information in 4. * Outcome: Sscan tell about their future houses. * Organisation : Teacher’s instructions 5. Work in groups. Tell your partners about 5. Work in groups. Tell your partners about your future house. You can use the information your future house. You can use the in 4 . information in 4 . - Have Ss read the example to identify how to do - T_ Ss the task. Then have them tell their partners about - Listen to the teacher’s instructions carefully their future houses using the information they and follow them. have discussed in 4. - Practice speaking in front of the class. - Encourage some Ss to speak in front of the class, - Correct mistakes if have . the class comments on their classmate's content, pronunciation, fluency, language (grammar, use of * Sample speaking : words, etc.), body language. T can help the class My future house will be a palace. It’ll be on the give feedback. Moon. There’ll be a super smart TV in the - When the talking time is over, T collects house. It’ll help me to talk to my friends on common errors and discusses them with the whole other planets. class. 5. WRAP-UP & HOME WORK (2’) * Have Ss summarise what they have learnt in the lesson with the two skills. * HOME WORK. - Practice telling about your future houses. - Do more exercises in workbook. - Prepare new lesson. Skills 2 WEEK: 29 Peroid 76: UNIT 10 : OUR HOUSES IN THE FUTURE Date of planning: 25/03/2024 Lesson 6 : SKILLS 2/ Listening and Writing Date of teaching: ..../03/2024 I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach listening and writing. To develop their listening skills for specific information about their dream houses.Writing a paragraph about dream house. + Vocabulary: - Using the words related to types of houses and appliances in the house; + Grammar: - The use of future simple and might for future possibility; expressing surprise; 2. Competence: Students will be able to get information about their dream houses.Writing a paragraph about dream house. 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’) Aims: - To develop student’s listening skills for specific information. It also provides input for the writing skills. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. Tell the class about different houses in the future. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Revision on the old lesson + T_ Ss - Teacher (T) asks Ss some questions about them - Students (Ss) listen and answer the teacher’s or and class. friend’s questions - Invite a few Ss to go to the board and tell the - Tell about different houses in the future. class about different houses in the future. - Listen and know what they are going to learn - Ask Ss to open their book and introduce what - Open their book and write the tittle of the they are going to study . - T leads in the lesson. lesson 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Pre-listening Aim: To help Ss have the ideas of what the conversation is about. * Content: Listen and Write the names under correct picture * Outcome: Ss can get some information the content of the conversation.Choose the correct picture. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 1. Listen to Nick and Linda talking about 1. Listen to Nick and Linda talking about their dream houses.Which house would each their dream houses. Which house would each prefers? Write their names under the correct prefers? Write their names under the correct picture. picture. - T_ Ss *) Teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have + Follow the steps to teach vocabulary. * Ask Ss to look at the pictures and elicit from Ss the details (types of house, surroundings and locations). Ask Ss the houses they like and why they like them. - Ask Ss to focus on the task they have to do. - Play the recording. Ask Ss to listen and write the speakers' names under the correct pictures. T checks their answers. - If it's necessary, play the recording again and pause the recording after each sentence. * Key: - Get feedback. Linda: Picture c (a villa by the sea, with a swimming pool and a garden) Nick: Picture a (a flat in the city) 3. While-listening (18’) ACTIVITY 2 : While-listening Aim: To help Ss listen for specific information about dream house. * Content: Listen conversation and tick the column * Outcome: To get specific information about dream house.Tick the correct column. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 2. Listen to the conversation again. What is 2. Listen to the conversation again. What is important to Linda? what is important to important to Linda? what is important to Nick? Tick (✓) the column. Nick? Tick (✓) the column. - Ask Ss to read the information in the first - T_ Ss column. Ask them to focus on the information - Listen to the teacher’s instructions carefully and they need only (what are important to Linda and learn how to do it. Nick: park view, city view, etc.). - Fulfil the tasks - Play the recording again. Ask Ss to listen and - Give the answers tick what are Important to Linda and Nick. - Call on some Ss to give the answers to the class Key: and correct mistakes where necessary. Linda: sea view, swimming pool, garden - Check and confirm the correct answers. Nick: park view, city view ACTIVITY 3 : Aim: To help Ss listen for specific information about dream houses. * Content: Listen again and answer the questions about dream houses. * Outcome: Listen and answer the questions correctly. * Organisation : Teacher’s instructions 3. Listen again and answer the questions abot 3. Listen again and answer the questions abot their drean houses. their drean houses. - Ask Ss to read the questions and underline the - T_ Ss key words. Then have them listen to the - Listen carefully to the instructions recording again to answer the questions in pairs - Work individually or groups. * Ss learn how to do the tasks - Ask a few pairs to role-play in front of the - Ss’ answers class, one asks the questions and the other Key: answers. Other pairs and T listen and comment. 1. She has a big villa. 2. Her house / It is by the sea. 3. There's a swimming pool and a garden around her house. 4. He has a flat. 5. It's in the city. Audio script: Nick: Can you tell me about your dream house, * Post - listening Linda? Extension: Have some Ss talk about dream Linda: Well, it's a big villa by the sea. It has a houses of Linda or Nick, using the information view of the sea. It has a swimming pool and a in 2 and 3. garden. E.g. Hi. Let me tell you about Linda's dream Nick: My dream house is different. house. It is a big villa by the sea. It has a view of Linda: Really? What's it like? the sea. There's a swimming pool and a garden Nick: It's a beautiful flat in the city. It has a around her house... Thank you for listening. parkview in front and a city view at the back. * T may give some clues Linda: Oh, sounds great! - Call on some Ss to speak freely. Nick: It has a super smart TV. I can watch films - Correct pronunciations, grammar, vocab, from other planets. intonation. Linda: That sounds great, too. But I think it'll be . ACTIVITY 4: Pre - Writing Aim: to help Ss brainstorm ideas for a dream house. * Content: Group work to discuss the dream houses and fill the table. * Outcome: Discussing and Fill the tables correctly. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 4. Work in pairs. Discuss your dream house, 4. Work in pairs. Discuss your dream house, and fill the table. and fill the table. - Have Ss look at the table. Draw their attention - Work in pairs to the four pieces of Information. Then have - Listen carefullyand learn how to write them read the exchange in the example to - Write themselves understand how to do the task. *Sample: - Ask Ss to work in pairs to ask and answer the A. What type ofdream house is it? questions and fill the table. B. It’s a palace - Call a student to write the answer on the board. A. Where it is? - Others write it in their notebooks. B. It’s in the mountain. - T and other Ss listen and make comments. .. 4. APPLLICATION (8’-10’) ACTIVITY 5: While - Writing Aim: To help Ss write a paragraph of about 50 words about a dream house. * Content: Write a paragraph of about 50 words about your dream house. * Outcome: Use information in 4 Ss can write a paragraph about your dream house. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 5. Use information in 4 to write a paragragh 5. Use information in 4 to write a paragragh of about 50 words about your dream house. of about 50 words about your dream house. - Allow Ss time to write a paragraph (about 50 - Listen carefully and learn how to write words) about their dream houses, using the - Write themselves/ individually suggested ideas / information in 4. - When they finish, ask some Ss to explain their dream houses to the class. - If time allows, call on one student to write his / her answer on the board. - The class gives their comments. * Post writing - T may display all or some of the Ss' writings on the wall / notice board. T and other Ss give comments. Ss edit and revise their writing as * Sample paragraph: My dream house is a big palace. It is in the homework. mountains. It is surrounded by lots of trees. It * Post - Writing has seven rooms: three bedrooms, two - T may collect some Ss'writings and mark them, bathrooms, one kitchen and one living room. then give comments to the class. - Remember to There is a large swimming pool in front of it. I tell them how to improve their writings. have some robots in the palace. They help me to - If time is limited,T may ask Ss to write the clean the floor, cook meals, water flowers... final version at home. I am happy to live in my palace - Other Ss and T comment on the writing. 5. WRAP-UP & HOME WORK (2’) * Have Ss summarise what they have learnt with the two skills. * HOME WORK. - Finish writing a diary entry. Copy in the note books. - Do more exercises in workbook. - Prepare new lesson. ========================= WEEK: 29 Peroid 77: UNIT 10 : OUR HOUSES IN THE FUTURE Date of planning: 25/03/2024 Lesson 7 : LOOKING BACK Date of teaching: ..../03/2024 I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. - Project helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic if possible. + Vocabulary: Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; + Grammar: - The usage of future simple and might for future possibility; expressing surprise; 2. Competence:Students will be able to consolidate and apply what they have learnt in the unit . Do some practice exercises. 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: 1. WARM UP & INTRODUCTION(3’) Aims: - This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. - That will help you and your Ss see how far they have progressed, and which areas need further practice. - Encourage Ss to review and drill section of the unit. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Revision. - T_ Ss - Ask a few Ss to go to the board and tell the - Students (Ss) listen and learn how to do. class about their dream houses. - Encourage Ss not to refer to the unit pages. - Some SS tell the class about their dream houses. Ask them to keep a record of their answers to each task so that they can use their information to complete the self-assessment table at the end of the unit. - Have them open their books to page 46 (LOOKING BACK). - Open their book and write . - Ask Ss to open their book and introduce what they are going to study . 2. PRESENTATION/ NEW LESSON ( 25’) PRACTICE EXERCISES ACTIVITY 1: Vocabulary Aim: To help Ss revise the words relating to appliances in the future. * Content: Revision on the words . Write the words/ phrases under the correct pictures * Outcome: Review the words/ phrases. Write the words under the pictures correctly. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 1. Wrie the words/ phrases under the 1. Wrie the words/ phrases under the correct correct pictures. pictures. - T_ Ss + Students (Ss) listen to the instructions carefully - Tell Ss to read the words in the box first. and learn how to do the tasks. Then ask them to write the words in the box under the pictures. - Give them time to do It Individually.Then compare their answers with their partners. - Ask some Ss to read the words aloud. Then T checks their answers as a class. - Confirm the correct answers as a class. Have the whole class read the words / phrases correctly. * Key: a. computer b. dishwasher c. wireless TV d. washing machine e. fridge f. smart clock ACTIVITY 2: Aim: To help Ss review the phrases about what the appliances will do in the future. * Content: Do the filling.Think what the appliances will do in the future. * Outcome: Thinking and filling the table . * Organisation : Teacher’s instructions 2. Think about what the appliances will do 2. Think about what the appliances will do in in the future. Fill the table. the future. Fill the table. - Have Ss work in pairs or groups, discussing - Ss work in pairs. what each appliance will do in the future and - Do the tasks fill in the blanks in the table. - Call on some Ss to tell the class about their answers. * I think robots will help us do the house work. E.g. I think robots will look after my future - I think robots will wash our clothes house. - T and other Ss listen and make comments. - Check the answers as a class. ACTIVITY 3 : Grammar Aim: To help Ss revise the use of the future simple in sentences. * Content: Revision on the use of the future simple * Outcome: Ss can complete the sentences using will (’ll ) or won’t correctly. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 3. Complete the sentences with will (’ll ) or 3. Complete the sentences with will (’ll ) or won’t. won’t. - Have Ss read the instructions to know what - T_ Ss they have to do. Draw their attention to some - Listen to the instructions clearly complex sentences with subordinate clauses of - Do exercise individually and then compare their time (sentences 2, 4, 5). answers. - T may explain these sentences if necessary. - Copy - Ask Ss to complete the sentences with will ('ll) or won't individually first. Then, they can * Key: check their answers with a partner before 1. won’t 2. will 3. will discussing them as a class. 4. won’t 5. will 6. won’t - Go round and offer help if needed. - Check and confirm the correct answers. ACTIVITY 4: Aim: To help Ss revise the use of might for future possibility. * Content: Revision on the use of might for future possibility. * Outcome: Ss understand more remember the use of might for future possibility. Complete the sentences. * Organisation : Teacher’s instructions 4. Complete the sentnces with might or 4. Complete the sentnces with might or might might not. not. - Have Ss read the instructions to understand - T_ Ss what they have to do (complete the sentences - Do the tasks with might or might not). - Ask them to read and complete the sentences individually. Go around and offer help if - Give the answers necessary. - Have them swap their answers in pairs or groups before checking as a class. Correct *Key : mistakes if necessary. 1. might 2. might 3. might not - Call on some Ss to read the complete 4. might not 5. might, might sentences in front of the class. - T and other Ss listen and make comments. - Check and confirm the correct answers. 3. PRODUCTION/ APPLICATION (12’-15’) Aim: To helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic if possible. * Content: Prepare the projects and Present them in front of the class. * Outcome: Think about appliances they want to have in the future. + Make a poster about it. To show their posters in front of the class and tell what the appliances will do in their future houses. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content * PROJECT: - T_ Ss - Have Ss read the project's instructions. Draw ** Ss should prepare the project as assign their attention to the following steps: groups in the previous lessons beforehand. + Think about one appliance they want to have in the future. - Listen to the teacher’s instructions carefully. + Make a poster about it. + Write the details of the appliance in the poster (what they want to have, what it will help them to do). + Share the poster with their - Do the tasks . Prepare the at home beforehand. class. - Ss should finish the project in class, assign - Have them think about an appliance in their future house first. groups in the previous lessons. - Give them time to make their own posters by drawing their own appliances. - Ask them to look at the details in the bubble as an example. Then have them write what the appliances will help them to do in their future - Do the same as units houses. - Get them to share their posters in pairs or groups. - Select some Ss to show their posters in front of the class and tell what the appliances will do in their future houses. - The class gives comments. - Don't focus on or correct Ss language mistakes. This is an opportunity for them to experiment with the language - T comments. 4. WRAP-UP & HOME WORK(2’) * Have Ss look at Now I can .. table - Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and provide further practice. * HOME WORK - Do more exercises in workbook. - Make more sentences using will/ might WEEK: 29 Peroid 78: UNIT 11: OUR GREENER WORLD Date of planning: 25/03/2024 Lesson 1: GETTING STARTED Date of teaching: ..../03/2024 Let’s go green! I. OBJECTIVES: * By the end of this unit, students will be able to: - use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - use the articles correctly; - use the first conditional to talk about possibilities; - give warnings; - read for general and specific information about ways to go green at school; - talk about tips for going green; - listen for details about ideas for a green club; - write a paragraph about ideas for a green club. 1. Knowledge: - To introduce topic of the lesson Our greener world . To teach listening and reading about the ways to do more to protect nature and the environment ‘go green’. + Vocabulary: use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - give warnings; + Grammar: - use the articles correctly; - use the first conditional to talk about possibilities; 2. Competence: Students will be able to pratice reading and listening the conversation between Mi and Nick talked about ways to go green. 3. Quality/ behavior : The awareness of protecting the environment “go green” (to do more to protect nature and the environment). Having serious attitude to go green ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: I. WARM UP & INTRODUCTION (5’) Aims:To create an active atmosphere in the class before the lesson; To lead into the new unit. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Revision. Do the net work/ brainstorming - T_ Ss - Teacher (T) asks Ss some questions about the + Revision previous lessons, smart TV - Review the previous unit before Ss open their books. Write Our houses in the future on the board and have Ss say all of the words that are related to appliances in this topic. the house - Write Our Greener World on the board. Ask Ss what green means to them. Write their answers on the board. Explain that green has a lot of meanings. wireless TV In this unit it means relating to the protection of the environment. Write Let's go green! on the board and elicit the meaning of go green from Ss. Tell Ss - (Ss) listen and learn how to do it . that go green means: to do more to protect nature and the environment. Have Ss open their books and - Answer the teacher’s questions. start the lesson. - Open their book and write . 2. PRESENTATION (12’) ACTIVITY 1: Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. * Content: Listen and read conversation to get used to the vocabulary; new grammar points. * Outcome: Reading practice. Ss learn some new words; become familiar with the new language items. * Organisation : Teacher’s instructions 1. Listen and read. T_ Ss 1. Listen and read. *) Pre- teach vocabulary: * Vocabulary - Teacher uses different techniques to teach - go green means: to do more to protect nature and the environment. vocabulary (situation, realia, translation .....) - reusable (adj) có thể dùng lại + Teacher may introduce the vocabulary by: - go green (v) sống xanh (thân thiện với môi - providing explanations of the words; trường) - showing picture illustrating the word. - recycle (v) tái chế + Follow the steps to teach vocabulary - help (v) giúp đỡ - Repeat in chorus and individually - environment (n) môi trường . + Check vocabulary * Ask Ss to look at the picture on page 48 - 49 and answer the questions below: 1. Who are they? 2. Where are they? 3. What might they be talking about? - Quickly write Ss' answers to Question 3 on the board. - Play the recording. - Ss listen and read. - Ask Ss if their guesses on the board are correct. - Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the topic of the unit while listening and reading. - Complete the tasks - some pairs of Ss to read the conversation aloud. - Ss what exactly Mi and Nick talked about. Now confirm the correct answer. (They talked about ways to go green.) - Have Ss say the words in the text that they think are related to the topic Our greener world. - Quickly write the words on one part of the board. - Get some pairs to read the conversation in front of the class. - Comment on Ss'answers. 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss understand the text in depth. * Content: Read again the conversation . Complete the sentences . Use no more than 3 words * Outcome: Ss understand more information in the conversation. Do the filling. * Organisation : Teacher’s instructions 2. Read the converstion again. Complete the 2. Read the converstion again. Complete following sentences. Use no more than three the following sentences. Use no more than words in each blank. three words in each blank. - Ask Ss to work independently to fill each blank - T_ Ss with the word(s) from the conversation. - Follow the teacher’s instructions - Ask them how to do this exercise. T may once - Give the answers and check. again instruct them how to do the exercise: (1) read the sentence and identify the kind of information to fill the blank; (2) read the conversation and locate the place to find the word(s) to fill the blank. - Model with the first sentence. * Key: - Allow Ss to share answers before discussing it as 1. a picnic 2. plastic one 3. the check-out a class. 4. a reusable 5. she's cycling - Write the correct answers on the board. - Check the answers as a class. ACTIVITY 3: Aims: To help Ss understand the text in depth; - To draw Ss' attention to the first conditional. * Content: Based on the ideas in the conversation . Pay attention to the first conditional. Matching. * Outcome: Do the matching to pay attention to the first conditional. * Organisation : Teacher’s instructions 3. Based on the ideas in the conversation, match 3. Based on the ideas in the conversation, the first half of the sentence in column A with its match the first half of the sentence in second half in column B. column A with its second half in column - First, ask Ss to read column A and B to make B. sure they understand. Ask Ss to give their answers - T_ Ss without reading the conversation again. Then ask - Learn how to do it them to read the conversation and check their - Share the answers answers. Confirm the correct answers. - Copy them - Tell Ss that sentences 2 and 3 are first conditional Key : 1. b 2. c 3. a sentences and they will learn about this grammar point in A CLOSER LOOK 2. - Write the correct answers on the board. - T gives correct answer. ACTIVITY 4: Aim: To develop Ss' knowledge of the vocabulary for how to help the environment. * Content: Do the matching. Learn the vocabulary for how to help the environment. * Outcome: Ss have knowledge of the vocabulary for how to help the environment. Matching. * Organisation : Teacher’s instructions 4. Match the pictures with the ways to help the 4. Match the pictures with the ways to environment. help the environment. - Have Ss look at the pictures and discuss what they - T_ Ss can see in each picture in pairs. Invite some pairs to - Ss do the tasks share their answers with the whole class. - Ss do themselves. Give the answers Ask Ss to match the pictures with ways to help the environment. Have some Ss share their answers. Confirm the correct answers. Key : 1. c 2. a 3. b 4. e 5. d Ask Ss to add any other ways to save the environment they know. - Check the answers as a class. 4. PRODUCTION (8’) ACTIVITY 5: Aim: To provide Ss with an opportunity to communicate with each other, using the vocabulary they have learnt. * Content: Play GAME find someone who . Ask and answer . * Outcome: Ss can ask and answer the questions . Take note . Report infront of the class. * Organisation : Teacher’s instructions 5. GAME. Find some one who . Work in 5. GAME. Find some one who . Work groups. ask and answer to find some one who in groups. ask and answer to find some does the things in 4. one who does the things in 4. - Ask Ss to work in groups. Give each group a - Work in groups handout with the following table: Find someone who ... Names - Model the way to ask questions and answers with a student (e.g. Nam, do you use reusable bags?, uses reusable bags etc.). cycles - Ask each group to choose one student to ask the walks to school questions and another student to record the answers and report the results. picks up rubbish - Give Ss 5 - 7 minutes to ask and answer In plants trees groups. - Move around to observe and offer help. - Do the tasks - Invite Ss to share their findings to the class. 5 . WRAP-UP & HOME WORK (2’) *Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say some words they remember from the lesson. *HOME WORK - Read again the conversation on page 48 - Do more exercises in workbook. - Prepare new lessons ========================= TỔ CHUYÊN MÔN DUYỆT Ngày 01 tháng 04 năm 2024 Tạ Thị Nhung