ANH 6 UNIT 11 OUR GREENER mới ( 3 côt)

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GIÁO ÁN ANH 6 UNIT 11 ĐẦY ĐỦ Period 87UNIT 11: OUR GREENER WORLDLesson 1: Getting Started – Let’s “go green”I. Objectives:By the end of this lesson, students can use vocabulary and structure to talk about tips on how to “go green”.II. Language Focus:1. Vocabulary: the lexical items related to the topic “Our greener world”.2. Structures:Conditional sentences – type 1III. Method: Communicative approachIV. Teaching ads: Course book, CD player, picture.V. Procedures:StepsLearning activitiesModesWarm up5msKim’s game T gets Ss to look through the picture and remember some things in it.Whole classGetting started15ms1. Ask Ss to look at the picture on page 44 and answer the questions below” 1. Who are they? 2. Where are they? 3.What might they be talking about?1. Vocabulary: natural material reuseable environment recycle pollution deforestation + Check vocabulary : R O R2. Listen and read: Quickly write Ss answers to question 2 on the board. Play the recording. Ss listen and read. Ask Ss if their guesses on the board are correct.a. Read the conversation again and complete the following sentences. Use no more than three words in each blank.1. Nick is going ______ tomorrow.2. The green shopping bag is ______. The materials of the bag are ______.3. People can buy the bag at ______.4. Mi wants to buy ______ bag for her mum.5. Nick thinks that Mi’s “green” because she’s ______.b. Based on the conversation, match the first half of the sentence in column A with its second half in column B.AB1. The reusable bag is bettera. they will help the environment.2. There will be less air pollutionb. than the plastic bag.3. If people use reusable bags for shopping,c. if more people cycle.c. Find these expressions in the conversation. Check what they mean.1. I see 2. By the way 3. Not at allWhole classWhole classWhole classIndividualsPair workWhole classPair workDoing15msd. Fill each blank with a suitable expression.1. A: it works like this. B: Oh, ______.2. A: Are you tired? B: ______.3. A: What are you going to do this weekend? B: I’m going to r birthday party. ______, what do you think about this dress?2. There are a lot of environmental problems today. Write each problem in the box under the picture.air pollution water pollution deforestation noise pollution soil pollution(tranh 1) (tranh 2) (tranh 3) (tranh 4) (tranh 5)1.________ 2.________ 3.________ 4.________ 5.________3.Now, listen, check and repeat the answers.Watch OutTo express effects we can use the structures “to make SthSb do Sth” or “to cause Sth”.4. Match the causes in column A with the effects in column B.AB1. Air pollutiona. causes floods.2. Water pollutionb. causes breathing problems.3. Soil pollutionc. causes hearing problems.4. Noise pollutiond. makes fish die.5. Deforestatione. makes plants die.IndividualsPairsWhole classPerforming9ms5. Game: Which group is winner?1. Make groups of six2. As a class, choose one environmental problem in 2.3. In five minutes, write down as many effects of the problem as possible4. After five minutes, one member from each group runs quickly to the board and writes the effects.5. The group with the most effects winsPairs Whole classHomework1mPrepare for the next lesson: Unit 11 Closer look 1.Practise reading the dialogue fluently. Learn by heart all new words.Whole class Planning date: 10/04/2019 Period 87 UNIT 11: OUR GREENER WORLD Lesson 1: Getting Started – Let’s “go green”! I Objectives: By the end of this lesson, students can use vocabulary and structure to talk about tips on how to “go green” II Language Focus: Vocabulary: the lexical items related to the topic “Our greener world” Structures: Conditional sentences – type III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Warm up 5ms Getting started Learning activities Kim’s game - T gets Ss to look through the picture and remember some things in it Ask Ss to look at the picture on page 44 and answer the questions below” Modes Whole class Whole class Who are they? Where are they? 3.What might they be talking about? Vocabulary: 15ms Whole class - natural material - reuseable - environment - recycle - pollution - deforestation + Check vocabulary : R O R Listen and read: Quickly write Ss answers to question on the board Play the recording Ss listen and read Ask Ss if their guesses on the board are correct a Read the conversation again and complete the Whole class following sentences Use no more than three words in each blank Nick is going tomorrow The green shopping bag is The materials of the bag are Individuals People can buy the bag at Mi wants to buy bag for her mum Nick thinks that Mi’s “green” because she’s Pair work b Based on the conversation, match the first half of the sentence in column A with its second half in column B Whole class A B The reusable bag is a they will help the better environment There will be less b than the plastic air pollution bag If people use c if more people reusable bags for cycle shopping, c Find these expressions in the conversation Check what they mean I see Doing By the way Pair work Not at all d Fill each blank with a suitable expression A: it works like this Individuals B: Oh, A: Are you tired? B: A: What are you going to this weekend? B: I’m going to r birthday party , what you Pairs Whole class 15ms think about this dress? There are a lot of environmental problems today Write each problem in the box under the picture air pollution noise pollution water pollution soil pollution deforestation (tranh 1) (tranh 4) (tranh 2) (tranh 5) (tranh 3) 1. 4. 2. 5. 3. 3.Now, listen, check and repeat the answers Watch Out! To express effects we can use the structures “to make Sth/Sb Sth” or “to cause Sth” Match the causes in column A with the effects in column B A Air pollution Water pollution Performing B a causes floods b causes breathing problems Soil pollution c causes hearing problems Noise pollution d makes fish die Deforestation e makes plants die Game: Which group is winner? Make groups of six 9ms Pairs As a class, choose one environmental problem in In five minutes, write down as many effects of the problem as possible After five minutes, one member from each group runs quickly to the board and writes the effects The group with the most effects wins! Whole class Homework 1m - Prepare for the next lesson: Unit 11 Closer look - Practise reading the dialogue fluently - Learn by heart all new words Whole class Planning date: 15/04/2019 Period 88 UNIT 11: OUR GREENER WORLD Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can Pronounce correctly the sounds /:/ and //in isolation and in context; Use the lexical items related to the topic “Our greener world” II Language Focus: Vocabulary: the lexical items related to the topic “Our greener world” Structures: Conditional sentences – type III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Warm up Learning activities Match the causes in column A with the effects in column B Modes A Air pollution Water pollution B a causes floods 5ms b causes breathing problems Soil pollution c causes hearing problems Noise pollution d makes fish die Deforestation e makes plants die Vocabulary Vocabular1 Have Ss read the information in the table and draw a line from a symbol in column A to the matching word in column B and meaning in column C Ss work in pairs to compare their answers before giving T the answers Check and write the correct answers on the board A 15ms B Reduce C using something again Whole class Whole class Reuse creating new Pair products from new materials Recycle using something less Elicit the difference between “Recycling” and “Reusing” from Ss Explain the difference between these two terms again if necessary: Whole class Pair + 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 processing procedure It is when people use something over and over again until it can not be used any more For example, a used plastic bottle can be used to grow a small plant Individual s Ss work in pairs to this activities Call on Ss from different pairs to go to the board and write the words This activities can also be organised as a competition Wichever pairs finishes the activity first will be the winner and can go to the board to write their answers Key: Pair rubbish plastic bags noise water paper 10 clothes glass plastic bottle bulb In pairs, Ss put the words from in a appropriate groups Draw the table on the board and call three Ss to go to the board and write their answers One word can belong to more than group Pair Reduce Reuse Recycle rubbish, plastic bags, noise, plastic bags, glass, plastic bottle, rubbish, plastic bags, glass, plastic plastic bottle, paper, water can, paper, bulb, water, clothes plastic bottle, can, paper, bulb Elicit some more words for each group from the Ss Here are some suggested words: Reduce: electricity, gas Reuse: envelope, carton box, old textbook Recycle: newspaper, textbook, plastic container Play the recording for Ss to listen to the song Play the recording again for Ss to sing along Ask some Ss to sing the song onunciation Pronunciation Pronunciation /a:/ and / 15ms Have the Ss read out the words first Then play the recording for them to listen and repeat the words Play the recording as many time as necessary Whole class Tapescript: activity first had afternoon bag plastic glass apple dance Play the recording again Ask Ss to put the words in the correct column while they listen Ss compare their answers in pairs before T checks the answers with the whole class Key: /a:/ Fast, plastic, glass, dance, answer, afternoon apple, activity answer Individual s Whole class had, bag, Individual Ask Ss to give more examples for each group Suggested words s Pairs /a:/ : last, staff, half /ổ/ : fan, understand, hand, tap, can 7.Ss this exercise invidually first then compare their answer with a partner Check Ss’ answers Key: /a:/ : class, ask, father Whole class / / : stand, have, that Performing 9ms Homework 1m Outcome - Play the recording for Ss to repeat each line of the conversation - Ask Ss to practice the conversation in pairs - Call on some pairs to practice the conversation - Correct their mistakes - Do exercises in the workbook - Prepare for the next lesson: Closer look Whole class Pairs Whole class Planning date: 16/04/2019 Period 89 UNIT 11: OUR GREENER WORLD Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use conditional sentences – type correctly and appropriately II Language Focus: Vocabulary: the lexical items related to the topic “Our greener world” Structures: Conditional sentences – type III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Stage Warm up Activities Revision: Interactio n T-whole Get two students to go to the board to write new words The student then reads the words they have written aloud - Teacher checks with whole class (spelling and 5ms pronunciation - focusing on the sound /i:/ and /i/ Presentation Conditional sentence – type 1 Ask Ss to read the conversation on page 47 while Ss listen to this part Draw their attention to the two conditional sentences – type Elicit the form from Ss Now Ss can have a closer look at the Grammar box Explain to them that when the main clause comes before the if clause, there isn’t a comma between the two clauses class T-whole class Give some more examples with the conditional sentence – type 10ms If we all use this kind of bags, we’ll help the environment Practice Mi : I s ee I’ll buy a bag for my mum Where can I buy it? Nick: They sell a lot of these bags at the check-out Individual work Mi : Thanks Are they expensive? Nick: Not at all By the way, you are also “green” 2wYou are recycling Individual work Mi : You’re right If more people cycle, there will be less air pollution Right? 15ms 2.Ss this exercise quickly then give the answers to rite their answers on the board and confirm the correct answers Key: is; will plant Individual work / pairwork recycle; will help will save; don’t waste will help; use isn’t/is not; will be Ss this exercise individually, n then compare their answers with a classmate Individual work Call on some Ss to read out the sentences Key: If necessary, T can combine the first pair of sentences as an example Have Ss this exercise in pairs T-whole class Ask some Ss to write their sentences on the board Ask for feedback from other Ss Confirm the correct answers If we pollute the air, we will have breathing problems If people pollute the water, a lot of fish will die T-whole class If we cut down the trees in the forest, there will be more flood If the soil is polluted, the plants will die If there is noise pollution, people and animals will have hearing problems Pair work Ss this exercise individually, then compare their sentences with a classmate Call on some Ss to write their sentences on the board Ask other Ss for comment Correct any mistakes Here are the suggested sentences: If you walk to school, you will help reduce air pollution If you ues recycle paper, you will save trees If the Earth becomes hotter, the sea level will rise If parents teach their children about the three Rs, children will help the environment If you want to save a lot of electricity, you will have to turn off all the lights before going out Production 12ms Speaking Pair work 7-Work in pairs Ask and answer questions about the places that you know Use the comparative form of the adjectives in the box Ask Ss think of the places that they've been to.Model this activity with a more able St.Then Ss works in pairs T goes Consolidati on 1m Homework 2ms around the class and monitors Ask a few pairs with the most imaginative ideas to report them to the classA: Is Hue busier than Da Nang? B: No, it isn’t Focus on what Ss have learnt T-whole class -Do exercise B4, B5, B6, B7) (Workbook) Planning date: 18/04/2019 Period 90 UNIT 11: OUR GREENER WORLD Lesson 4: Communication I Objectives: By the end of this lesson, students can talk about ways to ‘go green’ II Language Focus: Vocabulary: the lexical items related to the topic “Our greener world” Structures: Conditional sentences – type III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Stage Activities Warm up Brainstorming Ask Ss to write anything they know about Hoi An Interactio n T-whole class Reduce reuse RECYCLE reduce 5ms T-whole class Presentation 5ms Practise 17ms - Review the grammar points that may be used in this lesson Some grammar points are: conditional sentences – type and questions to ask about frequency (How often…) - Go through the extra vocabulary with ss Grammar points:  Conditional sentences – type  Questions to ask about frequency Extra vocabulary:  Do a survey  Recycling bin  Wrap  Be in need  Breeze  Invite The 3Rs Club in your school is doing a survey on how ‘green’ the students are Help them answer the following questions SURVEY How ‘Green’ Are You? T-whole class T-whole class T-whole class - Have Ss read the questions quickly and make sure that they know what to - Ask Ss to answer the questions individually, then turn to page 53 to check their answers and count the points - Ask some Ss to speak out the points they received /2- Ask Ss to work in pairs One is the interviewer and the other is the interviewee - Ask Ss to the interview in about minutes and to note down their friends’ answers - The interviewer then share their answers with their friends and find out how many different answers they have - Call some Ss report the results of their interview to the class - Ask Ss to work in pairs One is the interviewer and the other is the interviewee - Ask Ss to the interview in about minutes and to note down their friends’ answers - The interviewer then share their answers with their friends and find out how many different answers they Individual work have - Call some Ss report the results of their interview to the class Production 15ms Consolidatio n 1m Homework 2ms 43 Work in groups Think of two more questions to add to the survey - Share your group’s questions with the class Vote for the best questions - Ask SS to work in groups - Give each group a large piece of paper Ss have to write two more questions on this paper When time is up, ask the groups to stick their questions on the board or on the wall Read the questions out aloud - Ask Ss for comments on the questions Give feedback on the questions Finally, the class votes for the best questions Ss-whole class Focus Ss on what Ss have learnt T-whole class -Prepare for the next lesson: Unit 11: Skills - UNIT 11: OUR GREENER WORLD Lesson 5: Skill I Objectives: Pairwork By the end of this lesson, students can read for specific information about tips on how to be ‘green’ II Language Focus: Vocabulary: the lexical items related to the topic “Our greener world” Structures: Conditional sentences – type III Method: Communicative approach IV Teaching ads: Course book, CD player, picture Procedure Steps Learning activities Modes Warm up Chatting : How “green” are you ? Whole class 5ms How you go to school ? How often reuse some thing ? Reading 1Read the 3Rs club poster about tips to become ‘green’ Find these words or phrases in the text and underline Whole class them - Ask SS to read the tips quickly and locate the words/ phrases in the text swap charity 20ms reusable Whole class creative Recycling bin Match the words with their meanings - Ask Ss to this exercise individually and then compare their answers with a classmate - Ask for Ss’ answers Confirm the correct answers - Ask Ss to give some examples with the words/ phrases Key:  Creative: unique and interesting  Charity: giving things to people in need  Swap: give something to a person and receive something from him  Reusable: can be used again  Recycling bins: containers for things that can be recycled Answer the questions - Have Ss read the tips again to answer the questions Individuals Whole class Individuals Whole class - Set a strict time limit to ensure Ss read quickly for information - Ask ss to compare their answers before giving the answers to T - Ask them to give evidence when giving the answers Key: Recycling bins Give them to charity or swap them with your friends or cousins Refillable ones Turn the tap off when brushing your teeth or washing the dishes Reusable water bottles Speaking Work in groups Do you think you can follow the tips for ‘going green’? Individuals - Ask Ss to work in groups and discuss the questions 17ms Consolidatio n 2ms Homework 1m The last tip tells you to find creative ways to reuse items before throwing them away Can you think of any creative ways to reuse? a) Old envelopes? b) Used water bottles? c) Used books? - Ask SS to work in groups and find creative ways to reuse the items indicated in the book Whole class - Focus on what Ss have learned Whole class - Prepare for the next lesson: Unit 11: Skills - Learn by heart all the new words - Do Ex D1, 2, (WB) Pairs Whole class UNIT 11: OUR GREENER WORLD Lesson 6: Skill I Objectives: By the end of this lesson, students can listen to get specific information about ways to make the school a “green’ place II Language Focus: Vocabulary: the lexical items related to the topic “Our greener world” Structures: Conditional sentences – type III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Warm up 10ms Listening 15ms Learning activities Modes Speaking tell you to find creative ways to reuse items before throwing them away Can you think of any creative ways to reuse? a) Old envelopes? b) Used water bottles? c) Used books? Chatting3Rs Club is looking for a new president Quickly elicit the necessary qualities of the club president from Ss and write them on the board - Have Ss read the advertisement for this position - Ask them what they will if they become the club president  Are you creative?  Do you want our school to be a ‘green’ place?  What will you if you become the president?  Raise your voice and become our president!! Listening Listen to two Ss talking about what they will if they become the president Put the words or a number in each blank to complete the table - Have Ss guess the word/number to fill in each blank and write on the board - Play the recording and ask Ss to listen to check their guess Whole class Pairs Whole class - Ask for Ss’ answers and write them on the board next to their guesses Key: 6A 6E Recycling Bus Saving lights Gardening Book Uniform Write T (true) or F (false) - Ask Ss to read the statement in exercise and write T or F at the end of each statement without listening to the recording - Have ss compare their answers in pairs before giving T the answers Key: T F T Writing Whole class Individuals Whole class F T Interview a classmate Ask him or her what three things he or she will are if he or she becomes the president of the 3Rs club Take notes below Whole class Whole class Name: …………………… Idea 1: …………………… Idea 2: …………………… Idea 3: …………………… 10ms - Ask Ss work in pairs and interview each other to find out the three things they will if they become club president Ask Ss to take notes about each other’s ideas Ask Ss to expand the idea and giving examples If time allows, have some Ss present their friend’s ideas or write the ideas on the board Write about your classmate’s idea in Do you think your classmate will be a good club president - Ask Ss to write their paragraph individually based on the suggestions in the book  His/her name and class  Idea + explanation/examples Individuals Individuals  Idea + explanation/examples  Idea + explanation/examples Will he/she be a good club president? Performing 9ms Homework 1m Whole class Outcome (Post-stage) - Write your paragraph into your notebook Whole class - Ss complete their paragraph - Prepare carefully for Looking back Whole class UNIT 11: OUR GREENER WORLD Lesson 7: Looking Back I Objectives: By the end of this lesson, students can review some vocabulary and grammar they’ve learn in unit 11 II Language Focus: Vocabulary: the lexical items related to the topic “Our greener world” Structures: Conditional sentences – type III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Steps Wrm up 5ms Learning activities Add more words to the word webs below : -Reduce: water, -Reuse: envelope, bag -Recycle: can Modes Group Vocabulary 15ms  Reduce: water, gas, paper, rubbish, electricity  Reuse: envelope, can, light bulb, bottle, plastic bag  Recycle: can, book, plastic box, plastic bag, newspaper 2, In pairs, ask and answer questions about 3Rs Example: A: Can we reduce water use? B: Yes, we can A: How? B: Don’t take a bath - Follow the example in the book, ask Ss to work in pairs to ask and answer questions about the 3Rs - Call on some pairs to act out their dialogues Comment on Ss’ performance T_ wholeclass Pair work 3a Complete the words or phrases Key: Deforestation Air pollution Water pollution Noise pollution Soil pollution - Ask SS to this activity individually then compare their answers with a partner Grammar 15ms 3b Matching Key: b e a c d Write the correct form of each verb in brackets -Ask Ss to the exercise individually Then SS check their answers with their partner - Get feedbacks and correct if necessary Key: 1.Is; will rise 4.Don’t have; 2.Rises; will disappear will be 3.Reduce; will have 5.Are; will be Combine each pair of sentences below to make a conditional sentence – type - Ask Ss to the exercise individually Then SS Individually Individually check their answers with their partner - Ask some Ss to write their answers on the board Give feedback Key: 1.If Ss recycle and use recycled materials, they will save energy 2.If we use the car all the time, we will make the air dirty 3.You will save electricity if you turn off your computer when you don’t use it 4.People will stop using so much energy if they want to save the environment 5.If you see a used can on the road, what will you do? Communicatio n 5ms Work in groups Interview three classmates and note down their answers Share their answers with the class Group work Ask Ss to work in groups of four One student interviews the other three group members and notes down their answers Ask some Ss to report the results to the class Homework 5ms - Do “project” on page 57 - Prepare next lesson : (Unit 12: Robots Lesson 1: Getting Started) T- whole class ... air pollution noise pollution water pollution soil pollution deforestation (tranh 1) (tranh 4) (tranh 2) (tranh 5) (tranh 3) 1. 4. 2. 5. 3. 3.Now, listen, check and repeat the... class - Prepare for the next lesson: Unit 11: Skills - Learn by heart all the new words - Do Ex D1, 2, (WB) Pairs Whole class UNIT 11: OUR GREENER WORLD Lesson 6: Skill I Objectives: By the end... Ss-whole class Focus Ss on what Ss have learnt T-whole class -Prepare for the next lesson: Unit 11: Skills - UNIT 11: OUR GREENER WORLD Lesson 5: Skill I Objectives: Pairwork By the end of this lesson,
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