Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 11: Our greener world

UNIT 11: OUR GREENER WORLD Lesson 1: Getting started – Let’s go green! I. Objectives By the end of this lesson, students will be able to gain: 1. Knowledge - An overview about the topic Our greener world - Vocabulary on how to help the environment 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be responsible for protecting the environment and making the world greener - Develop self-study skills II. Materials - Grade 6 textbook, Unit 11, Getting started - Pictures, maps and CD player - sachmem.vn Language analysis  Form Meaning Pronunciation Vietnamese equivalent 1. reusable (a) able to be used again or more than once. /riːˈjuːzəb(ə)l/ có thể tái sử dụng 2. plastic (n) a synthetic material made from a wide range of organic polymers such as polyethylene, PVC, nylon, etc. /ˈplastɪk/ nhựa Anticipated difficulties Solutions 1. Students may lack knowledge and experiences about the 3Rs. 2. Teacher should get some general knowledge of GOING GREEN. - Prepare some hand-outs in which key language of the key language of giving directions - Reduce. Purchase products that require less packaging or to limit the waste you are producing. - Reuse. Use a travel mug or reusable water bottle and avoid single-use bags. - Recycle. Paper, plastic, glass, magazines, electronics, and more can be processed into new products while using fewer natural resources and less energy. G: Generate less waste R: Recycle everything that cannot be reused E: Educate the community on eco-friendly options E: Evaluate the environmental impact of actions N: Nourish discussions and activities that integrate Board Plan Date of teaching UNIT 11: Our greener world Lesson 1: Getting started – Let’s go green! * Warm-up I. Vocabulary 1. reusable [riːˈjuːzəb(ə)l] (a): có thể tái sử dụng 2. plastic [ˈplastɪk] (n): (chất liệu) nhựa *plastic bag: túi ni-lông II. Practice Task 1: Listen and complete the following sentences. Task 2: Read and do the matching. Task 3: Read the conversation, discuss the way to help the environment. Task 4: Find someone who * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To set the context for the listening and reading text. To introduce the topic of the unit. * Chitchatting: Do you like to live in a green world? Why or why not? *Introduction: Review the previous unit before Ss open their books. Write "Our greener world" on the board. Ask students what “green” means to them. Write their answers on the board. Explain that "green” has a lot of meanings. 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 students. Tell students that 'go green' means: to do more to protect nature and the environment. Let students open their books and start the lesson. T-Ss Ss-Ss 5 mins Presentation (Vocab- pre-teach) To introduce the new words. * VOCABULARY: Teacher introduces the vocabulary: 1. reusable (a): có thể tái sử dụng 2. plastic (n): (chất liệu) nhựa *plastic bag: túi ni-lông T-Ss 5 mins Practice Production - To practice the targeted language and the background knowledge of going green. - To help students deeply understand the text. To draw students’ attention to the first conditional. To develop students’ knowledge of the vocabulary about ways to help the environment. To provide students with an opportunity to communicate with each other, using the vocabulary they have learnt. GETTING STARTED Let's go green! Activity 1. Ask students to look at the picture on Page 48 and answer the questions below: 1. Who are they? 2. Where are they? 3. What might they be talking about? - Quickly write students’ answers to Question 3 on the board. Play the recording. Students listen and read. Ask students if their guesses on the board are correct. - Play the recording twice for students to listen and read along. Have students underline the words that are related to the topic of the unit while they are listening and reading. - Invite some pairs of students to read the conversation aloud. - Ask students what exactly Mi and Nick talked about. Now confirm the correct answer. (They talked about ways to go green.) - Have students 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. Comment on students’ answers. - Ask students to work independently to fill each blank with the word(s) from the conversation. Ask them how to do this exercise. Teacher may once 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. - Allow students to share answers before discussing as a class. Write the correct answers on the board. Answer key: 1. on a picnic 2. reusable; natural 3. the check-out 4. a reusable 5. cycling Activity 2: How to make suggestions. - Ask students to read column A and B to make sure they understand. Ask students to give their answers without reading the conversation again. Then ask them to read the conversation and check their answers. Confirm the correct answers. Answer key: 1. b 2. c 3. a Model sentences: First conditional sentence Tell students that sentences 2 and 3 are the first conditional sentences but they will learn about this grammar point in A closer look 2. Activity 3: - Have students look at the pictures and discuss what they can see in each picture in pairs. Invite some pairs to share their answers with the whole class. - Ask students to match the pictures with ways to help the environment. Have some students share their answers. - Confirm the correct answers. - Ask students to add any other ways to save the environment they know. Answer key: 1. c 2. a 3. b 4. e 5. d Game: Find someone who Ask students to work in groups. Give each group a handout with the following table: Find someone who Names uses reusable bags cycles walks to school picks up rubbish plants trees ● Model the way to ask questions and answers with a student.(e.g. Nam, do you use reusable bags?, etc.) ● Ask each group to choose one student to ask the questions and another student to record the answers and report the results. Give students 7 minutes to ask and answer in groups. Move around to observe and offer help. ● Ask students to get more info buy adding more simple questions. (When do you often use them? How do you find them effective? ) Invite students to share their findings to the class. T-Ss T-Ss S Ss-Ss T-Ss T- Ss T-Ss T- Ss Ss-Ss T-Ss T-Ss T-Ss 15 mins Consolidation To consolidate what students have learnt in the lesson. - Ask one or two students to tell the class what they have learnt. - Ask students to say aloud some words they remember from the lesson. If there is an overhead projector in the classroom, show the dialogue, highlight the key words related to the topic. T-Ss 2 mins Homework To prepare vocabulary for the next lesson. Go to the Internet and search for 3Rs – Go green to understand more about the topic. T-Ss 1 min UNIT 11: OUR GREENER WORLD Lesson 2: A closer look 1 I. Objectives By the end of this lesson, students will be able to gain: 1. Knowledge - Vocabulary: use the lexical items related to the topic Our greener world - Pronunciation: pronounce the sounds /a:/ and /æ/ correctly in isolation and in context 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be responsible and be aware of how to help protect the environment - Develop self-study skills II. Materials - Grade 6 textbook, Unit 11, A closer look 1 - Pictures and a video clip - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. reduce (v) make smaller or less in amount, degree, or size.  /rɪˈdʒuːs/ giảm 2. reuse (v) to use something again /ˌriːˈjuːz/ tái sử dụng 3. recycle(v) to use something again for a different purpose /ˌriːˈsaɪ.kəl/ tái chế 4. plastic bag a synthetic material made from a wide range of organic polymers such as polyethylene, PVC, nylon, etc. /ˈplæs.tɪk bæg/ túi nhựa 5. rubbish material that is considered unimportant or valueless /ˈrʌbɪʃ/ rác thải Anticipated difficulties Solutions 1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of some lexical items. 2. Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. Some students will excessively talk in the class. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 11: Our greener world Lesson 2: A closer look 1 * Warm-up Chit-chatting I. Vocabulary Task 1: Match the places below with the pictures. Task 2: Write a word/ phrase under the pictures. Task 3: Put the words into groups. II. Pronunciation Task 4: Listen and repeat the sentences. Task 5: Listen and practice the conversation. III. Production Understanding each other * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation. (Students have prepared at home) Greetings Chatting: 1. What advantages does a green world have? 2. What does it look like? Teacher encourages students to give short answers, tries to call as many students as she can. 1. Fresh air, healthy food, more exercise, less stress and so on 2. A lot of trees. People are not in a hurry, no traffic jams, T-Ss Ss-Ss 5 mins Lead-in To lead in the lesson about vocabulary. - Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more about 3Rs and how we can save the environment. T-Ss 1 mins Presentation (Vocab- pre-teach) To teach students some places and adjectives describing ones in a neighbourhood. VOCABULARY - Have students read the information in the table and draw a line from a symbol in column A to the matching word in column B and its meaning in column C. Students work in pairs to compare their answers answers. Check and write the correct answers on the board. REDUCE: using less of something REUSE: using something again RECYCLE: creating new products from used materials - Elicit the difference between “recycling” and “reusing” from students. Explain the difference between these two terms again if necessary: Recycling means reprocessing an old item such as a newspaper, a glass or a can and turning it into a new product. For example, used paper is brought to a factory where it is reprocessed, cleaned and purified. This paper is then used to make new things such as books or newspapers. - Reusing means avoiding the reprocessing procedure. It is when people use something over and over again until it cannot be used any more. For example, a used plastic bottle can be used again as flower vases, or a butter container can be used to grow a small plant. T-Ss 5 mins Practice To revise/ teach the words for things that can be reduced, reused and recycled. To revise / teach the words for things that can be reduced, reused and recycled. To help students categorize things that can be reduced, reused and recycled Task 1: Match the words below with the pictures. Then listen, check and repeat the words. - Teacher asks students to match the places with the pictures. - Students do the task. - Teacher asks students to swap their books and mark in pairs - Teacher asks them to repeat the words/ phrases chorally and individually. Task 2: Write a word/ phrase under the pictures. - Have students work in pairs to do this activity. Call on students from different pairs to go to the board and write the words. - This activity can also be organized as a competition. Whichever pair finishes the activity first will be the winner and they can go to the board to write their answers. Answer key: 1. rubbish 2. plastic bag 3. glass 4. plastic bottle 5. noise 6. paper 7. water 8. clothes Task 3: Pair work – Put the words into 2 groups; some words can belong to more than one group - Teacher asks students to work in pairs, students put the words from 2 in appropriate groups. Draw the table on the board and call three students to go to the board and write their answers. One word can belong to more than one group. Answer key: Reduce rubbish, plastic bag, noise, plastic bottle, paper, water Reuse plastic bag, glass, plastic bottle, can, paper, bulb, water, clothes Recycle rubbish, plastic bag, glass, plastic bottle, can, paper, bulb - Teacher elicits some more words for each group from the students. Here are some suggested words: ● Reduce: electricity, gas, ● Reuse: envelope, carton box, old textbook, ● Recycle: newspaper, textbook, plastic container, T-Ss Ss-Ss Pair work Ss Pair work Pair work T- Ss 15 mins Presentation (Pre-teach the rhythm) To get students familiarized with rhythm in sentences. PRONUNCIATION – Rhythm in sentences - Tell students that in English, the stressed and unstressed syllables combine to make rhythm in a sentence. Students have learnt about stress in two-syllable words, so Teacher can remind them of the rule to put stress in two- syllable words (put stress on the first syllable in nouns and adjectives). - In the sentences in this activity the bold parts are the stressed syllables. The aim of this pronunciation part is only to raise students’ awareness of rhythm. It is not necessary to teach them in detail. - Play the recording for students to listen to the sentences. Have them pay attention to the bold parts. Play the recording of each sentence again for students to repeat in chorus. Have students work in pairs to practise reading the sentences. Call on some students to read the sentences aloud. Comment on students’ pronunciation. Task 4: Listen and repeat these sentences. Audio script: 1. If you cycle, it’ll help the Earth. 2. Water is good for your body. 3. The students are planting trees in the garden. 4. Is it better to use paper bags? 5. We are happy to walk to school. T-Ss 5 mins Practice - To give students further practice with rhythm in sentences. - To help students practice the conversation in pairs. Task 5: Listen to the conversation. Pay attention to the bold syllables and practice with your partner. - Play the recording for students to listen to the conversation. Have them pay attention to the bold parts. - Teacher plays the recording and ask students to repeat. - Play the recording of each sentence again for students to repeat in chorus. Have students work in pairs to practise reading the conversation. Call on some students to read the conversation aloud. Comment on students’ pronunciation. Audio script: Vy: What are you doing? Mi: I’m writing an article about going green. Vy: Great! I’m writing a poem about the 3Rs. Mi: Let me read it. Vy: I’m still writing. Wait for a minute. T-Ss 5 mins Production To give students chance to apply and make challenging what they have learnt with more difficult task. Game: Understanding each other - Teacher prepares some word cards: 1. rubbish 2. plastic bag 3. glass 4. plastic bottle 5. noise 6. paper 7. water 8. clothes 9. cycle 10. plant 11. walk 12. wait - Teacher asks 2 students go to the board and give one of them the cards. She/ He has to act the word out without saying a word. If the other one can guess and say aloud the word correctly, they will get the points (or candies instead). Group work S-S 5 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To revise what they have learnt. Find more words in the topic Going Green so they can continue playing Understanding game with each other in the next lesson. T-Ss 1 min UNIT 11: OUR GREENER WORLD Lesson 3: A closer look 2 Article and conditional type 1 I. Objectives By the end of this lesson, students will be able to gain: 1. Knowledge Grammar: Article and conditional type 1 There are two kinds of articles in English. Indefinite article: a / an a + consonant sound E.g. a bag an + vowel sound (a, e, i, o, u) E.g. an apple First conditional sentences describe things which are possible and likely to happen in the present or the future If + S + V (present simple), S + will/ won’t + V-infi. ● If clause goes with present simple ● Main clause goes with future simple 2. Definite article: the the /ðə/ + consonant sound E.g. the bag the /ði/ + vowel sound (a, e, i, o, u) E.g. the apple E.g 1: If you use less paper, you will save a lot of trees. E.g 2: If we are friendlier to the environment, we won’t have to suffer from pollution. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Be benevolent and responsible II. Materials - Grade 6 textbook, Unit 11, A closer look 2 - Pictures, sets of word cards - sachmem.vn Language analysis  There are two kinds of articles in English. Indefinite article: a / an a + consonant sound E.g. a bag an + vowel sound (a, e, i, o, u) E.g. an apple First conditional sentences describe things which are possible and likely to happen in the present or the future If + S + V (present simple), S + will/ won’t + V-infi. If clause goes with present simple Main clause goes with future simple 2. Definite article: the the /ðə/ + consonant sound E.g. the bag the /ði/ + vowel sound (a, e, i, o, u) E.g. the apple E.g 1: If you use less paper, you will save a lot of trees. E.g 2: If we are friendlier to the environment, we won’t have to suffer from pollution. Anticipated difficulties Solutions 1. Students may find hard to distinguish the vowel sound or the consonant sounds. - Prepare some adjective basic sound cards to remind them - Let them get use to the sounds. 2. Some students will not get used to making sentences using the first conditional sentences.  - Encourage students not to be afraid of making mistakes. - Correct them, lead them step-by-step. Practice makes perfect.   Board Plan Date of teaching UNIT 11: Our greener world Lesson 3: A closer look 2 Article and conditional type 1 *Warm-up Crossword I. Grammar focus *Article *First conditional sentences - Use - Form II. Practice Task 1: Write “a” or “an”. Task 2: Write “a”, “an” or “the”. Task 3: Write the correct form of each verb in brackets. Task 4: Combine each pair of sentences below to make a first conditional sentence. *Fun matching *Homework  Procedure Stage Stage aim Procedure Interaction Time Warm-up To activate students’ prior knowledge and vocabulary related to the targeted grammar of comparison. * Game: Crossword - Teacher divides the class into 2 groups. - Teacher prepares the ppt for the crosswords, students take turn to answer the words. - The one can get the key word wins the game. G L A S S P A P E R P L A S T I C R U B B I S H R E C Y C L E W A L K C L O T H E S R E U S E T-Ss Group work 5 mins Lead-in To introduce targeted grammar of article. - Teacher asks students how they understand the word ARTICLES. - Write two sentences with articles on the board. This is a book. The book on the table is my favourite. - Underline “a” and “the”. Explain to students the difference between these two articles, tell them that “a” is an indefinite article and “the” is a definite article. - Use the information in this table to explain to students. T-Ss 2 mins Presentation - To give practice with a and an. - To give further practice with a / an and the. Task 1: Write “a” or “an”. - Have students do the exercise individually and then compare their answers. Invite some students to read their answers aloud. Check their answers in front of the class. - Ask students to do the exercise individually and then compare their answers with a classmate. Check the answers as a class. Confirm the correct answers. “Now, let’s do Act.1 together then we can know how we use a or an before a noun.” Answer key: 1. an 2. a 3. a 4. an 5. a 6. an 7. an 8. a è Now draw students’ attention to the yellow Grammar box. Let students read the information in some minutes. Explain the information again if necessary. Task 2: Write “a”, “an” or “the”. Have students read the sentences and fill each blank with a suitable article. Check and confirm the correct answers. Answer key: 1. a 2. The; the 3. A; an 4. an 5. the; the T-Ss Ss T-Ss Ss-Ss T-Ss 15 mins To give practice with the first conditional. First conditional - Tell students that they are going to learn the first conditional. Ask students to have a closer look at the Grammar box. - Explain to them that there are two clauses in a conditional sentence and when the main clause comes before “the” if clause, there isn’t a comma between the two clauses. - Give some more examples with the first conditional. Task 3: Write the correct form of each verb in brackets. - Have students do this exercise quickly then give the answers to teacher. Write their answers on the board and confirm the correct answers. Answer key: 1. is; will go 2. recycle; will help 3. will save; don’t waste 4. will have; use 5. isn’t / is not; will be T-Ss S 10 mins Production To give further practice with the first conditional. To give fun practice with the first conditional. Task 4: Combine each pair of sentences below to make a first conditional sentence. - If necessary, teacher can combine the first pair of sentences as an example. Have students do this exercise in pairs. Ask some students to write their sentences on the board. Ask for feedback from other students. Confirm the correct answers. Answer key: 1. If the air isn’t fresh, people will cough. 2. If the water is dirty, a lot of fish will die. 3. If we cut down trees in the forest, there will be more floods. 4. If there is too much noise, people will not / won’t sleep. 5. If there is no water, plants will die. Task 5: Game: Fun matching - Divide the class into groups (A and B) and give each student a strip of paper. Tell students from group A to write an if-clause. Students from group B write a main clause. - After 5 minutes have students try to make a sentence by matching the clause on their strip of paper with a clause from the other group. Ask students to read their sentences aloud. - Encourage the students to use the adjective in the textbook first and then they can broaden by adding more adjectives to describe. Do they match? Are there any funny sentences? T-Ss T-Ss 10 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. - Summarize the main points of the lesson. - Ask students to make sentences using first conditional sentence. T-Ss 2 mins Homework To prepare for the next lesson. Prepare for the next lesson. T-Ss 1 min UNIT 11: OUR GREENER WORLD Lesson 4: Communication I. Objectives By the end of this lesson, students will be able to gain: 1. Knowledge - Vocabulary: the lexical items related to the topic Our greener world - Grammar: + Conditional sentences type 1 + Structures to give warnings 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be benevolent and responsible - Be aware of different ways to go green II. Materials - Grade 6 textbook, Unit 11, Communication - Pictures - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. (to) do a survey /ˈsɜːveɪ/ an examination of opinions, behaviour, etc., made by asking people questions: làm khảo sát 2. (to) wrap /ræp/ to cover or surround something with paper, cloth, or other material bọc, gói lại 3. breeze (n) /bri:z/ a light and pleasant wind gió nhẹ Anticipated difficulties Solutions 1. Students may lack knowledge about the topic. Provide students with information about the knowledge they do not know. 2. Students may have underdeveloped reading, speaking and co-operating skills