Period : 58
UNIT 6 : COMMUNITY SERVICES LESSON 2 ( 1st ) : New words, Reading (page 49)
Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
1. Knowledge.
- By the end of the lesson, students will be able to:
+ know some new words
+ talk about saving the environment.
+ read the tips and write “ True” or “ False”
2. Ability:
- Students can practice some new words : can, plastic bag, trash. plastic bottle, glass jar.
- Structure: Imperative sentences (positive and negative form) (+) S + should + V ( inf )……….
(-) S + shouldn’t + V (inf.) + …………..
- Students form and develop competencies: the ability to give tips about to save the environment.
3. Quality:
- Students have developed reading skill.
- Students' qualities are helped to develop such as: the love with the environment.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools, … ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6 minutes) a) Objective:
- Help students review using:
+ the song “ Planet Earth song”
+ pictures of some things
to identify, understand the situation of the new lesson.
b) Content:
- listening to the Earth song
- practising some words from the pictures
c) Products: Students know how to sing a song and identify some words.
d) Organization of implementation:
Teacher's activities Students' activities
Song: “Planet Earth”
- Play audio (The “Planet Earth” song) to review the song’s theme
- Teacher and students sing along and greet together.
Option 1: What things can be reused?
- Divide the class into two groups, A &
B.
- One group has pictures of things, one group has words.
- Group A shows a picture, group B shows equivalent word, and reverse.
-The winner is the group which has more correct answers.
- Listen to the song
- Sing along the song with the teacher
- Group work
2. Activity 2: New words (10 minutes)
a) Objective: Help students understand the meaning of some new words and match the underlined words to the definitions.
Content: some new words : can, plastic bag, trash, plastic bottle, glass jar.
c) Products: Students know how to to fill in the blanks with the new words and match the underlined words to the definitions.
d) Organization of implementation:
Teacher’s activities Students’ activities - Use real things and pictures to
introduce the new words: - Ss listen and repeat ( chorally –
New words:
1. can (n) : lon, hộp
2. plastic bag ( n ): túi nhựa 3. trash ( n ): rác thải
4. plastic bottle ( n ): chai nhựa 5. glass jar ( n ) : bình thủy tinh
- Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if
necessary.
Activity 1. (Checking new word) - Teacher lets students fill in the
blanks. (exercise a/p. 49) - Listen again to check the
answers.
Suggested answer:
1. trash
2. plastic bottle 3. can
4. glass jar 5. plastic bag
- Teacher checks and corrects the answers.
Activity 2: Discussion ( b/ 49 )
individually )
- Copy down the new words
- Fill in the blanks ( individually )
- Listen and check
- Runs through the sentences and the definitions
- Gives instruction “ match the
underlined words to the definitions “ - Models : 1. c
- Have students work in pairs, share their ideas.
Suggested answer:
1- C 2- D 3- B 4- A
- Teacher checks and corrects the answers.
Activity 3: Speaking. (Chain game) - One student makes a sentence to
reuse things.
+ I reuse plastic bottles
- Another student says the sentence again (change the words) together with a sentence about how to save the environment.
- The third does the same way (say the 2 sentences above again, add one more)
- Student who can’t make the chain loses the game.
- Listen to the teacher
- Work in pairs
- The winner will get 1 point for him/her.
- Play the game in group of 4 students
3. Activity 3: Reading (10 minutes)
a) Objective: Help students understand some tips about saving the environment.
b) Content: reading the tips and write True or False.
c) Products: Students know how to save the environment.
d) Organization of implementation:
Teacher’s activities Students’ activities
* Set the scene.
- Teacher shows a picture of Sally May.
- This is her blog about saving the environment.
Open prediction.
- Ask students to guess if Sally saves the environment by answering the question.
Does Sally save the environment ? - The students give their guessing.
* Answer key : Yes, she does.
* True/ False statements.
- Runs through all statements.
- Gives instruction : “ Read the tips again and write True or False “
- models : 1. True
- Checks their understanding.
- monitors
- Checks the answer.
- Look at the picture and the blog
- Guess if Sally saves the environment
- Students read through the blog, check the guessing.
- Listen to the teacher
- Read the tips and write True or False
* Key : 1. True 2. True 3. False 4. True
4. Activity 4: Speaking (10 minutes)
a) Objective: Help students use “ should and shouldn’t” to talk about the way of saving the environment correctly .
b) Content: S + should/ shouldn’t + V( inf )……
c) Products: Students know how to use “ should/ shouldn’t”
d) Organization of implementation:
Teacher’s activities Students’ activities - Teacher asks students to list Sally’s tips
Suggested answer:
- We should protect the Earth.
- We shouldn’t litter anywhere.
* Concept check . + Are they advices?
+ Are the verbs infinitive or infinitive with to ?
- Gives the structure :
S + should/ shouldn’t + V( inf ) - T checks the meaning
- Teacher underlines the verbs, introduces and elicits the ways to use advices.
- Students follows teacher, answer teacher’s questions
- Listen to the teacher
- Answer T’s questions
+ Yes, they are + They are infinitive
- Say the two sentences in Vietnamese
Teacher – whole class/ individuals
Ex: You should not litter anywhere.
We should tidy your room every day.
* Practice : Change game
- A student makes a sentence about saving the environment.
- The next student says that sentence again (change the verb), then adds a sentence about him / her.
- The third student does the same as the previous one.
- Student who can’t make the chain loses the game.
* Speaking.
- Students work in groups.
- Teacher gives out hand-out to groups, students list the protection environment.
- Some students share their ideas to the class.
- The winner will get 1 point for him/her.
- Teacher –Students in groups
- Individual work
- Work in groups
* Homework (3')
- Learn by heart new words and structures
- Make your own blog; write about saving the environment.
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Period 59
UNIT 6- COMMUNITY SERVICES LESSON 2(2) : GRAMMAR(Page 50)
Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
1. Knowledge.
- By the end of the lesson, students will be able to:
+ use imperatives to give instructions, orders, or advice.
+ Vocabulary: review words of community services + Grammar: imperative sentences
2. Ability:
- Students practice listening, and speaking for general and specific information about community services.
- Students practice speaking skills in terms of picture description.
- Students form and develop competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and to create, the ability to develop communication skills and creativity, demonstrate teamwork skills
3. Quality:
- Being active to broaden and percept the knowledge.
- Having a good behavior toward the family.
- Having the good attitude to working in groups, individual work, pair work,
cooperative learning.
- Having serious learning attitudes; love learning English, energetically and actively participate in learning activities
- Students' qualities are helped to develop such as: building their love for community and know about the environmental protection .
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools, … ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6 minutes) a) Objective:
- Help students :
+ To create a friendly and atmosphere in the class before the lesson;
+ To give T and Ss a chance to introduce themselves;
- To lead into the unit.
b) Content:
- T introduces some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…
c) Products: Students know the topic of the lesson d) Organization of implementation:
Teacher's activities Students' activities 1. Greeting and chatting:
- Teacher (T) introduces himself/
herself
- T has Ss to introduce themselves.
- T encourages Ss to talk in English as much as possible
2. Leading to the new lesson:
Option 1: Blog sharing
- Some volunteer students share their blog to the class.
- Teacher and other students follow, make questions if necessary.
- Teacher gives feedback and gives mark.
Option 2: Re-matching
- Students (Ss) listen and learn how to introduce themselves (name; age;
address; likes; dislikes ….friends…) - Ss listen and answer.
2. Leading to the new lesson
- Some volunteer students share their blog to the class.
- Teacher shows a picture of types of reused together with the wrong words, and students have to rematch.
- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the picture.
- One plus mark for every student having a correct answer.
- Teacher gives feedback, then leads to the new lesson.
- Some students volunteer to stick a word that matches with the picture.
- One plus mark for every student having a correct answer.
2. Activity 2: Listen & repeat(10 minutes)
a) Objective: Help students listen and repeat the imperative sentences.
b) Content: students listen and repeat the imperative sentences.
c) Products: Students know how to listen and repeat the imperative sentences correctly.
d) Organization of implementation:
Teacher’s activities Students’ activities Teacher asks students to list recycling
that he / she does every day.
-Teacher underlines the verbs,
introduces and elicits the ways to use imperative sentences.
- Students follow and answer teacher’s questions
- Teacher gives some more examples for students to change into
imperatives (positive and negative form)
Ex: You should recycle cans.
→ Recycle cans.
We should not litter on the beach.
→ Don’t litter on the beach.
-students list recycling that he / she does every day.
Suggested answer:
- She should reuse old cans to grow trees in.
- He shouldn’t throw away old bottles.
- Students follow and answer teacher’s questions
- students change into imperatives (positive and negative form)
3. Activity 3: Practice (10 minutes)
a) Objective: Help students use imperatives in the right cases.
b) Content: fill in the blanks with positive or negative imperative statements.
c) Products: Students know how to use imperatives in the right cases.
d) Organization of implementation:
Teacher’s activities Students’ activities 3.1. Gap fill
- Have students work in pairs; use the verbs given to fill in the blanks in the imperatives.
- Teacher asks some pairs to show their answers.
- Ask some students to check the answers.
- Teacher checks again and gives feedback.
3.2. Rewrite the imperative sentences.
-Have students work in pairs, practice writing the whole sentences using thepositive or negative imperative.
-Some students who finish quickly go tothe board to write the answers.
-Teacher checks and gives feedback.
Suggested option
-The answer may be put in the game
“Who’s quicker?
-Two students each turn put one hand on the shoulder, after teacher shows the picture, student who has a faster clap makes the sentence.
-students work in pairs; use the verbs given to fill in the blanks in the imperatives.
- SS show their answers in pairs..
Answer 1. Don’t use 2. Reuse 3. Recycle 4. Pick up 5. Reuse
6. Don’t throw
-students work in pairs, practice writing the whole sentences using the positive or negative imperative.
-Some students who finish quickly go to the board to write the answers.
Answer:
1. Recycle plastic bags and jars.
2. Don’t throw away glass jars and old newspapers.
3. Pick up trash in the park.
4. Recycle plastic bottles and old magazines.
5. Reuse plastic bottles in your garden.
6. Don’t throw away old clothes.
4. Activities 4: Conversation skills (16 minutes)
a) Objective: Help students use imperative to talk about the imperatives in the home.
b) Content: the imperatives in the home.
c) Products: Students know how to use the imperatives in the home.
d) Organization of implementation:
Teacher’s activities Students’ activities
Speaking.
- Students work in groups. Use the same format of the letter in exercise d/ p. 50 to talk about the imperatives in the home.
- Some students share the story to the class.
- The winner will get 1 point for him / her.
-Students work in groups. Use the same format of the letter in exercise d/ p. 50 to talk about the imperatives in the home.
* Homework (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson ( pronunciation, practice, speaking-page 51- student book )
- Students: write about the environmental protection at your home.
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Period 60 :
UNIT 6- COMMUNITY SERVICES LESSON 2(3rd)
Pronounciation, Practice, Speaking( Page 51) Time: 45 minutes
Class Date of teaching Absent students
6A 6B
I. THE AIMS OF THE LESSON.
1. Knowledge.
- By the end of the lesson, students will be able to:
+ have chance to practice on “I” sound, practice positive/ negative imperatives and talk about the environmental protection.
+ Focus on the /I/ sound and practice this sound in some words correctly.
+ Practice positive/ negative imperatives.
+ Discuss the simple tips to protect the earth.
+ Develop listening and speaking skills.
2. Ability:
- Students practice listening, and speaking for general and specific information about community services.
- Students practice speaking skills in terms of picture description.
- Students form and develop competencies: the ability to autonomy and self study, the ability to communicate and cooperate, to solve problems and to create, the ability to develop communication skills and creativity, demonstrate teamwork skills
3. Quality:
- Being active to broaden and percept the knowledge.
- Having a good behavior toward the environment.
- Having the good attitude to working in groups, individual work, pair work, cooperative learning.
- Having serious learning attitudes; love learning English, energetically and actively participate in learning activities
- Students' qualities are helped to develop such as: building their love for community and know about environmental protection.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools, … ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6 minutes) a) Objective:
- Help students :
+ To create a friendly and atmosphere in the class before the lesson;
+ pay attention to the topic and lead in the lesson.
b) Content:
- T introduces some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class…
c) Products: Students know the topic of the lesson d) Organization of implementation:
Teacher's activities Students' activities
1 Option 1: Singing
- Play the video (The “Planet Earth”
song) to brainstorm the students.
- Teacher and students sing along and greet together.
Option 2: What do you see?
- Teacher shows some pictures, then asks students to guess what they see in it. (litter / fill / use / kill /…..), pay attention to the /I/ sound
- Have students read loudly, then lead to new lesson.
students listen and sing along and greet together.
-students guess what they see in some pictures individually.
-students read loudly, then lead to new lesson.
2. Activity 2: Pronunciation. (10 minutes) a) Objective: Help Ss focus on the /I/ sound.
b) Content: Ss listen, repeat and recognize the sound /I/ in some words.
c) Products: Ss can pronounce the /I/ sound in other words correctly.
d) Organization of implementation:
Teacher’s activities Students’ activities -Teacher shows examples to class,
speaks louder for students to recognize the difference.
-Teacher explains the rules, gives more examples to make it clear.
-Have students listen and repeat, focus on the underlined letters (exercise b/p.
51) Answer:
1. ………..
2. ……….
-Some students say again.
-Have students listen and repeat the words with different sound (exercise c/
p. 51)
-Students practice reading the words in pairs, they read and correct the
pronunciation. Ask teacher for help if necessary.
Answer:
1. ………..
2. ………
Further practice:
- students listen and repeat, focus on the underlined letters
- Some students say again.
-students listen and repeat the words with different sound.
Students practice reading the words in pairs, they read and correct the
pronunciation.
- Teacher gives some sentences for student to practice.
- Some students read loudly.
3. Activity 3: Practice (10 minutes)
a) Objective: Help students use positive/ negative imperatives.
b) Content: take turn to saying imperative sentences.
c) Products: Students know how to use positive/ negative imperatives.
d) Organization of implementation:
Teacher’s activities Students’ activities Saying imperative sentences.
a. Ask & answer.
- Use real things and pictures to review the words: (throw away, recycle, throw away, reuse, pick up).
- Teacher asks some students as model.
- Have students practice in pairs, answer about the positive/ negative imperatives.
Example:
- Recycle plastic bags. (√) - Don’t litter on the street. (✗) - Some pairs present in front of the
class
- Correct student’s pronunciation &
intonation if necessary.
b.Discussion
- Have students practice A&A about the environmental protection (Practice/ p. 51) - Have students work in pairs, share
their ideas.
- Some students present in front of the class.
- Teacher checks, corrects or gives feedback.
- students practice in pairs, answer about the positive/ negative imperatives.
- Some pairs present in front of the class
-students practice A&A about the
environmental protection (Practice/ p. 51) - students work in pairs, share their ideas.
Answer:
1. Don’t throw away the trash
2. ………...
3. ………
4. ……….
5. ………
6. ……….
7. ………
8. ………
4. Activities 4: Speaking (16 minutes)
a) Objective: Help students use imperative to talk about how to protect the Earth.
b) Content: talk about how to protect the Earth.
c) Products: Students know how to use imperative to talk about how to protect the Earth.
d) Organization of implementation:
Teacher’s activities Students’ activities a.Discussion
What should we do to protect the Earth?
- Have students work in groups of four members.
- After that, the reporter will talk about the result in front of the class.
- Play the music again and continue this game in the same way.
b. Speaking.
- Students work in pairs, every person takes turn to talk about how to protect the Earth.
- Choose six tips to add to your notes (exercise a/ p. 51)
- Some students volunteer to share in front of the class.
c. Speaking.
- Have students answer the question:
“What should we do to protect the Earth?”
- Some students volunteer to share their ideas (exercise b/ p. 51)
- Plus mark is given to students who does well.
-students work in groups of four members.
The reporter will talk about the result in front of the class.
- Students work in pairs, every person takes turn to talk about how to protect the Earth.
- Some students volunteer to share in front of the class.
- Have students answer the
question: “What should we do to protect the Earth?”
Some students volunteer to share their ideas
* Homework (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson.
- Students: Write about how to protect the environment in your home.
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