Giáo án Tiếng Anh 6 - Units 15: Countries

ly.
-T. introduces the new structure.
-T. gives some examples.
-T. sets the scene.
-Ordering.
II ) Pre reading (Stage) :
.Pre teach.
-capital city (n) : thuû phuû. (Situation)
-million (n) : (moät) trieäu. (Situation)
-population (n) : daân soá. (Explanation)
-World (n) : theá giôùi (Explanation)
* Hoâm nay caùc em seõ ñöôïc hoïc veà caùc daïng so saùnh hôn vaø so saùnh nhaát.
-Presentation text.
B1 / P. 158
-Target item.
1 ) Comparative : (short Adjectives )
ADJ + ER + THAN
Ex : small => smaller , thin => thinner , cold => colder.
2 ) Superlative : ( short adjectives )
THE + ADJ + EST
Ex : small => smallest , thin => thinnest , cold => coldest.
3 ) Double last letter + ER / EST
Vowel + Consonant
Ex : big => bigger => The biggest.
B2-3 / P.159-160
* Hoâm nay caùc em seõ ñöôïc hoïc veà caùc ñòa ñieåm noåi tieáng treân theá giôùi.
Which is the biggest city in the world ? put the city in order : biggest first.
HCM city
London
Tokyo
Hanoi
Mexico city
15’
-SS read the text and check their predictions.
-SS read the text individually.
-T. gets SS to read the text again and answer the questions.
-T. asks – Ss answer orally.
-T. presses the tape.
-SS listen with book-open.
-SS read the text orally.
III ) While reading (Stage) :
-Comprehension Questions.
.Lucky numbers.
B2 / P.159.
What’s the biggest city in the world ? –Mexico city.
How many people live in Tokyo ? (What’s the population of Tokyo ? ) -12 million.
Which city has a population of 6,3 million ? –London.
Which city in VietNamhas a population of 3,5 million ? – HCM city.
Is Hanoi bigger than Ho Chi Minh City ?
-No, it isn’t.
Which is bigger : London or Tokyo ?
-Tokyo.
8’
-T. gets SS to make sentences, using “comparative or superlative”.
-SS go to the board to write.
-T. corrects.
IV)Post reading (Stage) :
* Make sentences, using “comparative or superlative”
* One student – one sentence.
Ex : HCM city is bigger than Hanoi.
HCM city is the biggest city in VN.
3’
-T. says and writes“Homework” on the board.
-SS copy.
V ) Homework :
- Learn “comparison”.
-Write at least 4 sentences, using comparative or superlative.
-Do Exercise B1 / P. 129.	
-Prepare B3-4/ P.160-161.(high, long, thick, over)
Period 93 : Unit 15 – Countries – Lesson 4 – B3-4 – Page 160-161
Objectives : By the end of the lesson, Students will be able to read passages about “Sears Towers, Petronas Twin Towers and The Great Wall” to understand main ideas and details.
Materials :The pictures in the textbook, posters, cards.
Procedure.
Timing
Teacher’s and SS’activities
Contents
5’
-T. asks.
-SS answer orally.
-T. writes on the board.
I ) Warmer :
Countries / Nationality
-Brainstorming.
13’
-T. elicits.
-SS guess.
-T. models three times.
-SS repeat chorally first, then individually.
-T. puts the words on the board.
-T. checks meaning and pronunciation.
-T. sets the scene.
-T. asks –SS answer orally.
II ) Pre reading (Stage) :
.Pre teach.
-Building (n) : toøa nhaø (Visual)
-high (adj) : cao. (Mime)
-long (adj) : daøi. (Mime)
-thick (adj) : daøy. (Explanation)
-over : treân, hôn. (Translation)
* Hoâm nay caùc em seõ ñöôïc hoïc veà kyø quan cuûa theá giôùi.Ñoù laø Vaïn Lyù Tröôøng Thaønh cuûa Trung Hoa, Thaùp Sears Towers vaø Petronas Twin Towers.
-Pre questions .
1)Where’s Petronas Twin Towers ?
2)Where’s Sears Towers ?
3)How long is The Great Wall ?
3-4 / P.160-161.
17’
-SS read the text orally.
-SS read the text again and answer the questions.
-T. asks – SS answer orally.
-T. gives Feedback.
-T. presses the tape.
-SS listen with book-open.
III ) While reading (Stage) :
B3-4 / P.160-161.
-Comprehension Questions.
.Lucky numbers.
1.How tall is the Sears Tower ? -442 meters.
2.What’s the tallest building in the world ? 
 –Petronas Twin Towers.
3.How tall is Petronas Twin Towers ? 
 -452 meters.
4)What’s the longest structure in the world ? 
 àThe Great Wall.
5)Where is the Great Wall ? àChina.
6)How long is the Great Wall ? à6,000 kilometres.
7)How high is the Great Wall ? -> 4 to 12 meters.
8)How thick is the Great Wall ? –>Over 9 meters.
9)Is The Great Wall of china is the world’s longest structure ?
->Yes, it is.
8’
-SS make questions for the answers.
-T. gets SS to read orally.
-T. corrects.
IV)Production :
*Answer given.
HCM city.
London.
Tokyo.
Mexico city.
Sears Tower.
Petronas Twin Towers.
HaNoi.
The Great Wall.
2’
-T. says and writes“Homework” on the board.
-SS copy.
V ) Homework :
- Learn vocabulary / Comparisons.
-Write at least 4 sentences, using comparative or superlative.
-Do Exercise B2-3 / P. 129.	
-Prepare C1-2 / P. 162-164.
(forest, rain, desert, great, lots of)
Tuaàn 32
Period 94 : Unit 15 – Countries – Lesson 5 – C1-2 – Page 162-164
Objectives : By the end of the lesson, Students will be able to use “Lots of ” as a quantifier with Geography vocabulary to describe VietNam.
Materials :Magnified copies of pictures from the textbook, posters, cassette recorder.
Procedure.
Timing
Teacher’s and students’activities
Contents
5’
-Ss match the words with their meanings.
-T. gives feedback.
I ) Warmer :
- Matching.
.Groupwork.
beaches a.hoà.
lakes b.soâng
fields c.baõi bieån.
mountains d.caùnh ñoàng.
rivers e. nuùi.
13’
-T. elicits.
-SS guess.
-T. models three times.
-SS repeat chorally first, then individually.
-T. puts the words on the board.
-T. checks meaning and pronunciation.
-T. gives an exchange.
-T. introduces the new structure.
-T. sets the scene.
II ) Pre reading (Stage) :
.Pre teach.
-forest (n) : röøng. (Situation)
-rain (n) : möa. (Situation)
-desert (n) : sa maïc. (Explanation)
-great (adj) : tuyeät vôøi, to lôùn. (Translation)
-lots of = many = a lot of : nhieàu. (Synonym)
-Exchange.
A : Does Vietnam have any mountains ?
B : Yes, it does.
Yes-No Questions with “Does” :
Does + singular N ( country) + have + any + N ?
Yes, it does
No, it dosesn’t.
* Chuùng ta saép ñoïc 1 baøi veà nöôùc Vieät Nam thaân yeâu. Nöôùc ta coù ñöôïc nhöõng gì ?(Natural features)
C1 / P. 162-163.
15’
-SS work in pairs to fill in the gaps.
-Ss go to the board to write in two groups.
-T. gives feedback.
-T. presses the tape.
-SS listen with book-open.
-SS read the text individually.
III ) While reading (Stage) :
-Gapfill.
.Pairwork.
C1 / P.164. ( a – g )
Answer keys :
a.mountains b.rivers c.lakes d.rain 
 e.forests f.beaches g. deserts
10’
-One student writes a word on a small paper.(in front of the class).
-The other SS ask “yes/no questions” until he answers “yes”.
IV ) Post reading (Stage ) :
-Guessing games.
Example exchange :
S1 : Does VietNam have lots of mountains ?
S2 : Yes, it does.
Rivers, lakes, fields, rain, forests, beaches, deserts.
2’
-T. says and writes“Homework” on the board.
-SS copy.
V ) Homework :
- Learn vocabulary +Yes-No Questions.
-Write at least 4 sentences, beginning “There are  or We have ”
-Do Exercise C1 / P. 130.	
-Prepare C3 -4 / P. 165.
(flow, Sea, Tibet, North Africa )
Period 95 : Unit 15 – Countries – Lesson 6 – C3 – Page 165
Objectives : By the end of the lesson, Students will be able to review Comparisons and read a text about the world’s great rivers and mountains.
Materials : posters, cards.
Procedure.
Timing
Teacher’s and Students’activities
Contents
5’
-T. gives the topic.
-SS guess one letter each time.
-The team find out the word first ( are winners).
I ) Warmer :
-Hangman.
.Groupwork.
* Topic : Ñaây laø 1 trong nhöõng ñaëc ñieåm thieân nhieân caàn thieát cho moãi quoác gia.
- - - - - = River
(5 letters)
13’
-T. elicits.
-SS guess.
-T. models three times.
-SS repeat chorally first, then individually.
-T. puts the words on the board.
-T. checks meaning and pronunciation.
-T. gives an example.
-T. introduces the new structure.
-T. sets the scene.
II ) Pre reading(Stage) :
.Pre teach.
-(to) flow : chaûy. (Explanation)
-Sea (n) : bieån. (Explanation)
-Tibet (n) : Taây Taïng. (Translation)
-North Africa (n) : Baéc Phi. (Explanation)
Ex :HaNoi is bigger than CanTho. But HCM city is the biggest.
*Comparative : (TT ngaén)
Adj + ER + Than
*Superlative :
The Adj + EST
* Tell me some names of rivers in VietNam or in the world.
* What about mountains ? Tell me some names of mountains in vietNam or in the world.
* Hoâm nay chuùng ta seõ ñöôïc ñoïc 1 baøi veà nhöõng doøng soâng vaø ngoïn nuùi ôû Vieät nam vaø treân theá giôùi.
C3 / P.165
-Pre questions.
1.What is the highest mountain in the world ?
2.What is the longest river in VN ?
15’
-SS read the text and answer the questions.
-T. asks – SS answer orally.
-T. gives Feedback.
-T. presses the tape.
-SS listen with book-open.
-SS read the text individually.
III ) While reading(Stage) :
C3 / P.165.
-Comprehension Questions.
.Lucky numbers
 ( a – f ). Answer keys :
The MeKong River is the longest river in VietNam.
It starts in Tibet.
The Nile river is the longest river in the world.
It flows to the Mediterranean Sea.
Mount Everest is the highest mountain in the world.
Phanxipang is the highest mountain in VietNam.
10’
-SS make sentences, using names of rivers / mountains / or big cities.(Comparisons).
-SS go to the board to write.
-T. corrects.
IV ) Post reading(Stage) :
-Sentence race.
.Groupwork.
* Make sentences, using names of rivers / mountains / or big cities.(Comparisons)
* One student – one sentence.
2’
-T. says and writes“Homework” on the board.
-SS copy.
V ) Homework :
- Learn vocabulary + Questions-Answers.
-Do Exercise C2 / P. 130.	
-Prepare Unit 16 – A 1-3 / P. 166-167.
Period 96 : Traû baøi kieåm tra 1 tieát – baøi soá 4
Objectives : By the end of the lesson, Students will be able to understand knowledge of the one- period test.
Materials : cassette recorder, posters, cards.
Procedure.
Timing
Teacher’s and students’activities
contents
5’
-T. gives the topic.
-SS guess one letter each time.
-The team find out the word first ( are winners).
I ) Warmer :
-Hangman.
.Groupwork
- - - - - - - - - - - = Examination
(11 letters)
38’
-T. presses the tape three times.
-SS listen and choose.
-Ss compare with their partners.
-T. gives Feedback.
-SS work in groups, read the text and do the task.
-True / False / Doesn’t Say.
-SS go to the board to write.
-T. gives Feedback.
-T. gets SS to explain.
-SS fill in the gaps.
-Ss go to the board to write.
-T. explains and gives Feedback.
-SS go to the board to write in three groups.
-T. corrects.
Tapescript :
“Everybody is doing morning exercises in the park. Look at Mr. Hoang ! He’s jogging. Next to him, to the left, Yen and Manh are playing badminton. Their mother, Mrs. Hanh is walking with her friend, Mrs. Lan. Look at the girl behind them. She’s Binh. She’s skipping.”
I ) 1,5ms ( each item – 0,25m )
Jogging
Playing badminton
Walking
Skipping
1.Mr Hoang
P
2.Manh
P
3.Yen
P
4.Mrs. Hanh
P
5.Mrs. Lan
P
6.Binh
P
II ) 3ms ( each item – 0,5m )
1.F 	2.T 	3.T 4.T 5.F 6.F
III ) 2,5ms ( each item-0,5m )
1.a 2.b 	3.c 4.d 5.a
IV ) 1m ( each item – 0,25m )
1.b 	2.c 	3.d 	4.a
V ) 2ms (each sentence – 0,5m)
Task : 1m
Language : 1m
=>Total : 10 points.
2’
-T. writes “Homework” on the board.
V ) Homework :
-Prepare Unit 16 –A 1-3
	Unit 16 : Man and The Environment
 Lesson 1 : A 1-2-3
 Lesson 2 : A 4-5
 Lesson 3 : B 1-2
 Lesson 4 : B 4-5
 Lesson 5 : B 6
 Lesson 6 : Grammar Practice 6
Tuaàn 33
Period 97 : Unit 16 –Man and The Environment– Lesson 1 – A 1-3 – Page 166-167
Objectives : By the end of the lesson, Students will be able to use countable and uncountable quantifiers to answer the questions with “How many / much ?”
Materials : Magnified copies of pictures from the textbook, cassette recorder, cards, posters.
Procedure.
Timing
Teacher’a and Students’activities
Contents
6’
-T. explains.
-T. presses the tape.
-SS listen and write the letter of the picture.
-T. gives Feedback.
I ) Warmer :
-Listening.
* Listen and write the letter of the picture under the right heading. A 3 / P. 167.
Tapescript :
There are lots of potatoes.
There are some tomatoes.
There are a few onions.
There are a lot of vegetables.
There is a little rice.
There are some flowers.
Answer key :
1.d 2.f 3.b 4.a 5.c 6.e
12’
-T. elicits.
-SS guess.
-T. models three times.
-SS repeat chorally first, then individually.
-T. puts the words on the board.
-T. checks meaning and pronunciation.
-T. models – SS repeat chorally.
-T. gives an exchange.
-T. introduces the structure.
-T. sets the scene.
-T. asks – SS answer orally.
II ) Pre reading (Stage) :
(on the farm)
-animal (n) : con vaät. ( Situation)
-buffalo (n) : con traâu. ( Visual)
-cow (n) : con boø caùi. ( Explanation)
-(to) work : laøm vieäc. ( Situation)
-(to) plow : caøy. ( Translation)
-(to) pull a cart : keùo xe boø. ( Translation)
-(to) grow : troàng, moïc. ( Explanation)
-(to) produce : saûn xuaát. ( Explanation)
A 1 / P.166.
A : How much rice is there ?
B : There’s (some / a lot of / lots of ) a little rice.
A : How many eggs are there ?
B : There are (some / a lot of / lots of ) a few eggs.
How much + uncountable N + is there ?
There is 
How many + plural N + are there ?
There are 
*Hoâm nay chuùng ta seõ ñöôïc ñoïc 1 baøi veà OÂng Hai, 1 ngöôøi noâng daân.
2 / P.166. / -Pre questions.
1. What do Mr. Hai have ?
2. What is there near his house ?
15’
-SS read the text and answer the questions.
-T. asks – SS answer orally.
-T. gives Feedback.
-T. presses the tape.
-SS listen with book-open.
-SS read the text individually.
III ) While reading (Stage) :
A 2 / P.166 
-Comprehension Questions. / .Lucky numbers.
Answer key :
a.He produces a lot of rice.
b.Yes, he does.
c.He produces a little fruit.
d.They produce a little milk.
e.They produce a lot of eggs.
10’
-Chain game.
-or Answers given.
-Feedback.
IV) Post reading (Stage)
What’s for dinner ?
S1 : There’s a little rice.
S2 : There’s a little rice and some tomatoes.
S3 : There’s a little rice, some tomatoes and a few eggs.
S4 : 
a.There’s a little rice. –How much rice is there ?
b.There are some potatoes. –How many potatoes are there ?
c.There is a few eggs. –How many eggs are there ?
d.There is a lot of milk. -How much milk is there ?
e.There are lots of tomatoes. -How many tomatoes are there ?
2’
-T. says and writes“Homework” on the board.
-SS copy.
V ) Homework :
- Learn Structures.
-Do Exercise A 1 / P. 132.	
-Prepare Unit 16 – A 4-5 / P. 168.
(land, cut down, burn, destroy, plants, danger)
Period 98 : Unit 16 –Man and The Environment– Lesson 2 – A4-5 – Page 168
Objectives : By the end of the lesson, Students will be able to read a text about the disadvantages of overpopulation to understand main ideas and details in terms of cause and effect “why” “because”.
Materials : The pictures in the textbook, cards, posters.
Procedure.
Timing
Teacher’s and Students’activities
Contents
5’
-SS match the words with their meanings.
-SS go to the board to write.
-T. corrects.
I ) Warmer :
-Matching.
.Groupwork.
The population a.röøng.
The world b.troàng.
To grow c.caùnh ñoàng.
food d.daân soá.
forests e.con vaät.
farmers f.Thöùc aên.
Fields g.noâng daân.
animals h.Theá giôùi.
14’
-T. elicits.
-SS guess.
-T. models three times.
-SS repeat chorally first, then individually.
-T. puts the words on the board.
-T. checks meaning and pronunciation.
-T. gives an example.
-T. introduces the structure.
-T. sets the scene.
-Ordering.
II ) Pre reading (Stage) :
.Pre teach.
-land (n) : ñaát. ( Situation)
-(to) cut down (trees, the forest ) : ñoán, haï caây.
( Mime)
-(to) burn : ñoát chaùy. ( Situation)
-(to) destroy : phaù huûy. (Situation)
-plants (n) : caây ( thuoäc loaøi thaûo ).( Explanation)
-(in) danger (n) : moái nguy hieåm.(Explanation)
Ex : Farmers are burning the forests.
The present progressive tense :
S + am / is / are + V.ing -(ñang)
* Is the population of the world growing ?
What happen ? 
-Ordering.
a.produce b.Trees cut down
c.more food d.The forest burn
e.The population grows f.New fields make
g.Animals and plants in danger.
15’
-SS read the text and check their order.
-SS read the text and answer the questions.
-T. asks – SS answer orally.
-T. gives Feedback.
-T. presses the tape.
-SS listen with book-open.
III ) While reading (Stage) :
*A 4 / P.168. (SS check their orders.)
Answer keys : a, c, b, d, f, a, g
-Comprehension Questions.
.Lucky numbers.
A 5 / P.168. Answer keys :
Because there are more people.
Because they need more fields.
Because we are destroying plants and animals.
9’
- In groups, SS retell the text in their own words.
IV ) Post reading(Stage) :
-Picture story.
(Recall)
-or Discussion.
* What should you do to protect the Environment ?
2’
-T. says and writes“Homework” on the board.
-SS copy.
V ) Homework :
- Learn Vocabulary. 
-Do Exercise A 3 / P. 133.	
-Prepare Unit 16 – B1-2 / P. 169-170.
(Environment, Ocean, air, trash, pollute, waste, power, coal, oil, gas)
Period 99 : Unit 16 –Man and The Environment– Lesson 3 – B1-2 – Page 169-170
Objectives : By the end of the lesson, Students will be able to use negative imperative and read a text about “pollution” for vocabulary and to understand main ideas and details. 
Materials : The pictures in the textbook, cards, posters.
Procedure.
Timing
Teacher’s and Students’activities
Contents
5’
-T. explains how to do.
-T. reads each word.
-SS slap the board.
-The student who slaps the correct word first is a winner.
Ñoát chaùy
Ñoán caây
I ) Warmer :
-Slap the board.
.Groupwork.
röøng
Daân soá
phaù huûy
14’
-T. elicits.
-SS guess.
-T. models three times.
-SS repeat chorally first, then individually.
-T. puts the words on the board.
-T. checks meaning and pronunciation.
-T. gives an example.
-T. introduces the structure.
-T. sets the scene.
-Pre questions.
II ) Pre reading (Stage) :
.Pre teach. 
-Enviroment (n) : moâi tröôøng. ( Explanation)
-Ocean = Sea (n) : ñaïi döông, bieån.( Explanation)
-air (n) : khoâng khí. ( Example)
-trash (n) : raùc röôûi. ( Situation)
-(to) pollute : laøm oâ nhieåm (Situation)
-(to) waste : phí phaïm, laõng phí (Explanation)
-power (n) : söùc maïnh, naêng löôïng(Translation)
-coal (n) : than ñaù (cuûi) ( Translation)
(-oil (n) : daàu (nhieân lieäu ) /gas (n): hôi, khí ñoát )
Ex : Don’t throw trash on the street.
Negative Imperative :
Don’t + V
* Hoâm nay caùc em seõ ñoïc 1 baøi ñoïc veà söï oâ nhieåm cuûa moâi tröôøng. Vaäy ñaâu laø nguyeân nhaân. Chuùng ta haõy baét ñaàu tìm hieåu.
B1 / P.169
What are we destroying ? (with answer keys )
1. (forests)
2. (wild animals)
3. (plants)
What are we wasting ?
1. (water)
2. (power : coal, oil, gas )
What are we polluting ?
1. (The air)
2. (The land)
3. (The rivers )
4. (The Oceans)
15’
-SS read the text and answer the questions.
-T. asks – Ss answer orally.
-T. gives Feedback.
-T. presses the tape.
-SS listen with book-open.
-Ss read the text individually.
III ) While reading (Stage) :
B1 / P. 169-170. Wild gases ( = motorbike and factory fumes ; ≠ natural gas for power ).
-Comprehension Questions.
.Lucky numbers.
Answer keys :
Because we are destroying the forest.
Burning too much coal, oil, gas is polluting the air.
It comes from man (people).
Producing too much trash is polluting the land, the rivers and the Oceans.
9’
-T. presses the tape.
-SS listen and read with book-open.
-SS read the sentences orally (individually).
-SS match these sentences with The correct pictures.
-SS go to the board to write.
-T. corrects.
IV ) Post reading (Stage) :
2 / P.170
-Matching.
.Groupwork.
Answer key :
a.c b.f c.a d.h e.e f.b g.g h.d
2’
-T. says and writes“Homework” on the board.
-SS copy.
V ) Homework :
- Learn Vocabulary. 
-Do Exercise B1 / P. 134.	
-Prepare Unit 16 – B4-5 / P. 171-172.
(trash can, leave, put, bag )
Tuaàn 34 
Period 100 : Unit 16 –Man and The Environment– Lesson 4 – B4-5– Page 171-172
Objectives : By the end of the lesson, Students will be able to use “should and shouldn’t” for giving advice about protecting the environment.
Materials : Magnified copies of pictures from the textbook, posters, cassette recorder.
Procedure.
Timing
Teacher’s and Students’ activities
Contents
5’
-T. gives the topic.
-SS guess one letter each time.
-The team find out the word first ( are winners).
I ) Warmer :
-Hangman.
.Groupwork.
Topic : Ñaây laø thöù chuùng ta phaûi ñoái maët haøng ngaøy.
- - - - - = trash
(5 letters)
15’
-T. elicits.
-SS guess.
-T. models three times.
-SS repeat chorally first, then individually.
-T. puts the words on the board.
-T. checks meaning and pronunciation.
-T. sets the scene.
-T. presses the tape.
-SS listen with book-open.
-SS repeat chorally.
-SS practice in pairs.
-T. presents the structure.
-T. checks meaning and usage.
II ) Presentation : 
.Pre teach. 
-a trash can = a waste basket :thuøng raùc.(Synonym)
-(to) leave : rôøi khoûi, ñeå laïi. ( Explanation)
-(to) put : ñaët, ñeå. ( Mime)
-a bag : bao, tuùi, bò. ( Visual)
* Lan vaø Ba ñang noùi chuyeän vôùi nhau veà chuyeän xaûy ra haøng ngaøy. Caùc baïn aáy ñaõ goùp phaàn giöõ gìn moâi tröôøng.
-Presentation dialogue.
B4 / P.171.
Ex : We shouldn’t leave our trash.
 We should put trash cans in a bag.
S + should + V(-to) : neân
Shouldn’t : khoâng neân
15’
-T. runs through vocabulary.
-T. models the first two cues.
-Ss repeat chorally , then individually.
-SS practice in pairs.
-Pairwork.
.Open pairs.
.Closed pairs
III ) Practice :
-Picture drill.
-or Word cue drill.
B5 / P.172.
Water- waste/ save
Trees-damage/grow
Power-waste/save
Forests-cut down/grow
Paper-burn/collect
Bottles-throw/collect
Trash-leave/put it in the trash can
Flowers-pick/leave
Ex : 
S1 : We shouldn’