Giáo án Tiếng Anh 6 - Units 16: Man and the environment - Lê Huy Khiêm

Week 32. Unit 16 : man and the environment . 
Period 95. Lesson 1: animals and plants a (1-2 ). 
15. 4. 2011 . 
21. 4. 2011 .
A. The aim :
- To help Ss know countable and uncountable quantifiers: a lot, a little, a few to talk about food.
- By the end of the lesson, students will be able to know countable and uncountable quantifiers: a lot, a little, a few to talk about food.
- Textbooks, poster .
- Individual , pairworks .
- Ss may make mistake in using countable and uncountable quantifiers .
- 6A 36/	6B 36/	
C . Procedure :
Warm up.
“Jumbled words”
- Gives instruction and checks .
- Lets Ss play in two teams .
toespota =
gegs =
motatoes =
ierc =
werlofs =
tableveges =
- Controls and gets feedback .
- Praises the winner .
Presentation :
Vocabulary :
- Elicits the words from Ss.
some 
a lot of = lots of
a little
a few
* Checking: Matching.	
Model sentences :
- Presents the text A1 on page 166.
- Have Ss liten and repeat twice.
- Elicits and gives the model .
How much rice is there?
There’s some
 a lot of = lots of rice .
 a little
How many eggs are there?
There are some
 a lot of = lots of eggs
 a few
- Explains and concept check .
* Note: a little is used for uncountable nouns
 a few is used for countable nouns
- Have Ss practice the model.
Practice.
“Picture drill”
- Gives instruction and checks .
- Models with a good student .
T: How much rice is there?
 How many eggs are there?
- Have Ss work in open pairs.
- Lets them practice in closed pairs.
- Controls and corrects .
“Matching”
- Have Ss look at the pictures on page 167 and match the letter of the picture with right quantifiers.
There are lots of vegetables.
There are some flowers.
There are some tomatoes.
There are a lot of potatoes.
There are a few onions.
There’s a little rice.
- Controls and gets feedback .
Production.
“Chain game”
- Gives instruction and checks .
- Have Ss work in groups of five.
Eg: T: There’s a little rice.
 S1: There’s a little rice and some tomatoes.
 S2: There’s a little rice, some tomatoes and a 
 few eggs.
 S3:........etc...
- Controls and gets Ss practice in the class .
- Corrects mistakes .
Homework :
- Learn by heart quantifiers.
- Do exercises in workbook.
- Prepare next lesson. Unit 16. Lesson 2. A3-5 .
- Listen and answer.
- Play in teams.
* Answers:
potatoes
eggs
tomatoes
rice
flowers
vegetables
- Listen and call out the words.
- Do matching.
- Look at the pictures.
- Listen and repeat twice.
- Listen and find out the model.
- Give the form and use.
How much + Uncount N + is there?
How many + Count N + are there?
There is / are + some...
 a lot of / lots of...
 a few / a little...
Use: Ask and answer about quantifiers.
- Listen and answer.
- Work with teacher.
S: There is some / a lot of / a little rice.
 There are some / a lot of / a few eggs.
-Work in open pairs and close pairs.
- Look at the picture and listen.
- Work individually.
-Share.
* Answers:
d
f
b
a
c
e
- Listen and answer.
- Work in groups of fours.
- Practice in the class.
- Listen and copy.
*. Vocabulary :
some 
a lot of = lots of
a little
a few
* .Model sentences :
How much rice is there?
There’s some
 a lot of = lots of rice .
 a little
How many eggs are there?
There are some
 a lot of = lots of eggs
 a few
(+) How much + Uncount N + is there?
How many + Count N + are there?
There is / are + some...
 a lot of / lots of...
 a few / a little...
Week 32. Unit 16 : man and the environment . 
Period 96. Lesson 2: animals and plants a (3-5 ). 
17. 5. 2011 . 
23. 5. 2011 .
A. The aim :
- To help Ss read a text about the environment to understand ideas in terms of cause and effect: “why? – Because”
- By the end of the lesson, students will be able to read a text about the environment to understand ideas in terms of cause and effect: “why? – Because”
- Textbooks, poster .
- Individual , pairworks .
- Ss may make mistakes in reading .
B. Organization : 6A 36/	6B 36/	
C . Procedure :
Warm up : ( 6’ )
“Matching”
- Gives instruction and checks .
- Have Ss play in two teams.
The population rõng forests
 trång
The world c¸nh ®ång farmer
 d©n sè
(to) grow con vËt fields
 n«ng d©n
food thøc ¨n animals
 thÕ giíi
- Controls and praises the winner.
Pre- reading : ( 12’)
Vocabulary :
- Elicits the words from Ss.
land (n) Visual)
(to) cut down (trees / the forests)
(to) burn (visual)
(to) destroy
plants
in danger
* Checking: Rub out and remember.
Ordering :
- Gives some iterms and asks Ss to order them into correct .
Produce food
Cut down trees
Need more food
Burn the forests
The population grow
New fields make.
Animals and fplants in danger.
- Controls and gets Ss’ prediction.
While- reading : ( 15’ )
- Have Ss read the text and check their guess.
- Asks Ss to share with their partners.
* Comprehension questions.
- Have Ss read the text again and answer the questions
Why do we need more land?
Why do farmers burn the forests?
Why are these Asian animals in danger?
- Models with a good St.
T: Why does the world need more food?
S: Because there are more people.
- Expalins the question with “Why” and the answer with “Because”
- Lets Ss practice in pairs.
- Controls and corrects .
Post- reading : (11’)
“Retell”
- Asks Ss to use the cues in “ordering” to retell the text in their own words.
Eg: The population of the world is growing.....
- Have Ss work in groups.
- Goes around and helps Ss with their ideas.
- Have some Ss present on board.
- Control and correct.
Homework : ( 1’ )
- Learn by heart vocab.
- Translate the text into Vietnamese.
- Do exercises in workbook.
- Prepare next lesson. Unit 16. Lesson 4. B1.
- Listen and answer.
- Play in teams.
- Listen and call out the words.
- Read the iterms and work individually.
- Share.
- Say their guess.
c
d
e
f
......
- Read the text and check.
* Answers:
1. e 2. c 3. b 4. d 5. f 6. a 7. g
- Read the text again and answer the questions.
* Answers:
Because we need more food.
Because they need more farm land.
Because they have no places to live.
- Listen and copy.
- Practice in the class.
- Look at the cues and work in groups.
- Present in the class.
- Listen and copy.
*. Vocabulary :
land (n) Visual)
(to) cut down (trees / the forests)
(to) burn (visual)
(to) destroy
plants
in danger
* . Answers:
Because we need more food.
Because they need more farm land.
Because they have no places to live.
NhËn xÐt kÝ duyÖt cña nhµ tr­êng .
Week 34 . 
Period 102 . consolidation (1) 
19.04. 2011 . 
25. 4. 2011 .
A. The aim :
- To help Ss practice in Simple, adverbs of frequency, present progressive, “going to” future and the weather.
- By the end of the lesson, students will be able to further practice in Simple, adverbs of frequency, present progressive, “going to” future and the weather.
- Textbooks, poster .
- Individual , pairworks .
- Ss may make mistakes in doing exercises .
B. Organization :
6A: 36 / 6B : 36 / 
C. Procedure :
Warm up. (7’)
“Slap the board”
- Have Ss work in teams with some words: lu«n lu«n, thØnh tho¶ng, kh«ng bao giê, mét lÇn trong tuÇn, th­êng xuyªn, hai lÇn mét tuÇn,.....
- Controls and gives feedback.
Practice. (15’)
* The present simple tense.
- Have Ss work in group to suvey some friends about what their favorite food are.
Eg: S1: What sport do you like?
S2: football.
S1: What sports don’t you like?
S2: Swimming
- Have Ss do the exercise 1 p. 150.
* Adverbs of frequency.
- Have Ss work in teams to play “ noughts and crosses”
- Gets Ss to use “How often ...?” to ask and answer.
Eg: How often do you go to the movie?
 [twice a week] 
 Ss reply what they really do.
Further practice. (20’)
* Present progressive tense.
- Gives some cues and asks Ss makes sentences using present progressive tense.
Eg: Hung / get up at 6 / get up at 7.
 S1: Hung usually gets up at six.
 S2: That’s right, but today he is getting up at seven.
- Have Ss work in pairs.
- Calls some pairs to do in the class.
go to school / go camping.
have rice for lunch / have a bread.
walk home / walk in the mountains.
- Have Ss do exercise 3. p 151.
* Future: Going to.
- Have Ss to remind how to use the future tense and form.
- Asks Ss to do the exercise 4. p. 151-152.
- Gives feedback.
* Future plans, the weather.
- Gives some questions and asks Ss to answer them to write a passage.
Planning a holiday.
Where are you going to go ?
Who are you going to go with ?
What season are you going to go in ?
What’s the weather like then ?
What are you going to bring with you ?
How are you going to travel ?
Where are you going to stay ?
How long are you going to stay ?
What are you going to do there ?
- Guides Ss to answer the questions then help them to write a passage about the “Planning holiday”.
Eg: 
 I’m go to go to Sapa with my friends, Mai and Lan. We are going to go in the Spring. It’s cool then but we like cool weather. We’re going to bring warm clothes and with us and I’m going to bring my camera. We’re going to travel train. In Sapa we’re going to stay in a hotel for 3 days and we’re going to go camping. We’re going to walk in the mountains and we’re going to go fishing. I’m going to take some photos.
- Gives the correct passage.
Homework. (3’)
Review the vocabulary and structure.
Do all exercises in Grammar Practice.
-Play in teams.
-Work in groups.
- Play in teams.
- Work in pairs.
- Practice in the class.
- Remind and give the form.
- Work in pairs.
1. I’m going to Sapa.
2. I’m going to go with my friends.
3. We’re going to go in the Spring.
4. The weather is cool.
5. We’re going to bring a camera.
6. We are going by train.
7. We’re going to stay in a hotel.
8. For 3 days.
9. We’re going to go camping.
 ......etc....
- Work individually.
- Share with their partners.
- Copy the passage.
- Listen and copy.
* The present simple tense.
Eg: S1: What sport do you like?
S2: football.
S1: What sports don’t you like?
S2: Swimming
* Adverbs of frequency.
always , usuallly , often , sometimes , never .
* Present progressive tense.
Eg :
+.I’m going to Sapa.
+.I’m going to go with my friends.
+.We’re going to go in the Spring.
* Future plans, the weather.
Week 34 . 
Period 103 . consolidation (2) 
22.04. 2011 . 
28. 4. 2011 .
A.The aim :
- To help Ss talk about their favorite using like and dislike. review some quantifiers, countability, adjectives and question words.
- By the end of the lesson, students will be able to talk about their favorite using like and dislike. review some quantifiers, countability, adjectives and question words.
- added board , picture .
- Individual , pairworks .
- Ss may make mistakes in doing exercises . 
- 6A : 36/	6B:36/	
B. Procedure :
Warm up
“Networks”
- Gives instruction and checks
- Have Ss work in teams
an
a
 banana 
 orange
some
 fish
- Controls and gives feedback.
Further practice.
a.Present simple. Exercise 1
- Asks Ss to remind the form of like, dislike.
- Have them give examples: eg. I don’t like fish.
“Gap fill”
- Gives instruction and checks.
- Have Ss look at the book on page 122 and do the Ex 1.
- Gets Ss work in dividual then share with their partners.
- Asks Ss to read aloud the sentences.
- Gives feedback
b.Countability: a / an / some.
“Guessing game”
- Gives instruction and checks it.
- Have Ss work in whole class using structure”would like..”
- Works with whole class
Eg: Teacher: ” I’d like a bottle of water”
S1. Would you like a banana?
T. No, I wouldn’t.
S2. Would you like some milk?
T. No, I wouldn’t. etc....
- Control and correct Ss’ pronunciation.
c.Adjectives. Exercise 3.
 - Have Ss remind how to use Adj 
- Asks Ss to give some examples.
“Pelmanism”
- Gives instruction and checks
- Have Ss work in groups.
d.Question words. Ex4.P. 123
- Asks Ss to remind some question words that they have learnt.
- Have Ss do exercise in the book.
e.Quantifiers.
- Have Ss to present some quatifiers.
“Lucky Numbers”
- Gives instruction and checks.
- Have Ss work in teams.
 1 c 2e 3a 4* 5b 6f
 7* 8d 9g 10i 11* 12h
Questions:
What does cooking oil come in?
What does tea come in?
What does soap come in?
What does soda come in?
What does iced tea come in?
What does chocolates come in?
What does noodles come in?
What does water come in?
What does toothpaste come in?
 f .Present simple and present progressive
- Have Ss contrast the two tenses
- Gets Ss to do the exercise 5 on page 123.
- Gives feedback.
Home work. 
- Review all the vocabulary and structures for test 45’
- Do exercise again in the notebook.
- Listen and answer
- Work in teams
- Remind: 
S + like(s) +......
S + don’t/does + not + like +....
Do/ Does + S + like +.....?
- Work individual
- Share then read aloud the sentences.
- Whole class work with teacher
- Work with teacher
- Ask for answers
- 
Remind:
 S + be + Adj
 S + has / have + adj + N
- Listen and answer
- Work in teams
- Remind some question words.
 What, who, how, when...
- Do the exercise in the book
- Give some quantifiers:
a bottle of.., a bar of..., a can of...
- Listen and answer
- Play in teams
- Answer the questions
* Answer keys
abottle
a packet
a bar
a can
a glass
a box
a packet / bow
a bottl / glass
a tube
- Contrast
+ Present simple: Use do, does and V(s, es)
 + Present progressive : use to be and V-ing
- Listen and copy
a.Present simple.
S + like(s) +......
S + don’t/does + not + like +....
Do/ Does + S + like +.....?
b.Countability:
 S + be + Adj
 S + has / have + adj + N
c.Question words.
What, who, how, when...
Week 33 . Unit 16 : man and the environment 
Period 97 . Lesson 3 : Pollution b(1) .
29. 4. 2011 . 
05. 5. 2011 .
A. The aim :
- To help Ss read a text about pollution for vocabulary and to understand ideas.
- By the end of the lesson, students will be able to read a text about pollution for vocabulary and to understand ideas.
- Textbooks, poster .
- Individual , pairworks .
- Ss may make mistakes in reading .
B. Organization : 6A 36/	6B 36/	
C . Procedure :
Warm up : (7’)
“Slap the board”
- Gives instruction and checks .
- Have Ss play in two teams.
- Gives some words and have Ss play with them: c©y, ph¸ huû, s¶n xuÊt, con vËt, mèi nguy hiÓm, ®Êt ®ai, ®èt ch¸y, ....
- Controls and praises the winner.
Pre- reading : (12’)
Vocabulary :
- Elicits the words from Ss.
The environment
The ocean = the sea
The air
(to) pollute
(to) waste
power: coal, oil, gas
trash: rac
* Checking: Rub out and remember.
Pre questions-predict
- Have Ss predict three questions:
What are we destroying?
What are we wasting?
What are we polluting?
- Controls and gets Ss’ prediction.
While- reading : (15’)
- Have Ss read the text and check their guess.
- Shares with their partners.
- Translates in context some words: wild, gases (=motorbike &factory fumes # natural gas for power)
* Comprehension questions.
- Have Ss read the text again and answer the questions
a. Why are wild animals and plants in danger?
b. What is polluting the air?
c. Where does the pollution come from?
d. What is polluting the land, the rivers and the oceans?
- Lets Ss practice in pairs.
- Controls and corrects.
Post- reading : (10’)
“Write it up”
- Asks Ss to use the predict prequestions to make a list of “Don’t”. 
Don’t destroy our enviroment
Eg: (from What are we destroying?)
à forest: Don’t destroy the foresets.
 (from What are we wasting?)
à water: Don’t waste water
- Have Ss work individually
- Controls and corrects .
Homework : (1’)
- Learn by heart vocab.
- Translate the text into Vietnamese.
- Do exercises in workbook.
- Prepare next lesson. Unit 16. Lesson 5. B2.
- Listen and answer.
- Play in teams.
- Listen and call out the words.
- Choral repetition
- Individual repetition
- Read the questions and guess.
- Share.
- Say their guess.
1. We are destroying forests, ....., 
2. We are wasting water,.......,.....
3. We are polluting the air, ........
- Read the text and check.
- Listen and copy.
- Read the text again and answer the questions.
* Answers:
a. Because we are destroying the forests.
b. The burning of coal, oil and gas is polluting the air.
c.The pollution comes from our production of too much trash and our burning of oild, coal and gas.
d. Our production of too much trash is polluting the land, the rivers and the oceans
- Listen and answer.
- Practice in the class.
Don’t destroy our environment !
Don’t destroy the foresets.
Don’t destroy the wild animals
Don’t destroy the plants
Don’t waste water
Don’t waste power
Don’t pollute the air
Don’t pollute the land
Don’t pollute the rivers
Don’t pollute the oceans
- Listen and copy.
*. Vocabulary :
The environment
The ocean = the sea
The air
(to) pollute
(to) waste
power: coal, oil, gas
trash: rac
* Answers:
a. Because we are destroying the forests.
b. The burning of coal, oil and gas is polluting the air.
c.The pollution comes from our production of too much trash and our burning of oild, coal and gas.
d. Our production of too much trash is polluting the land, the rivers and the oceans
Week 33. Unit 16 : man and the environment 
Period 98. Lesson 4 : Pollution b (2).
30. 4. 2011 . 
06. 5. 2011 .
A. The aim :
- To help Ss use should and shouldn’t for giving advice about protecting the environment.
- By the end of the lesson, students will be able to use should and shouldn’t for giving advice about protecting the environment.
- Textbooks, poster .
- Individual , pairworks .
- Ss may have problem with using should and shouldn’t .
B. Organization : 6A 36/	6B 36/	
C . Procedure :
Warm up : (7’)
“Noughts and crosses”
- Gives instruction and checks .
- Have Ss play in two teams .
-Elicits the verbs: destroy, waste, pollute, produce
plants
water
the air
power
wild animals
the ocean
forests
coal
trash
Eg: Don’t produce trash
 Don’t waste water
- Controls and praises the winner.
2. Presentation : ( 12’)
a. Vocabulary :
- Elicits the words from Ss.
(to) throw
(to) pick
(to) damage
(to) keep off
(to) save
(to) collect
* Checking: Matching.
 b. Model sentences
- Have Ss look at the pictures and sentences on page 170.
- Have Ss match the rules with these signs.
- Contros and gets feedback .
-Elicits the model sentences.
We should collect paper.
We shouldn’t throw trash on the street.
* Concept check: meaning, use and form
3. Practice : ( 15’)
“Picture drill”
- Have Ss look at the pictures and practice speaking.
Eg: a. We shouldn’t damage trees.
 b. We should save water.
-Lets Ss have time to practice.
-Calls on some Ss to practice in the class.
- Controls and corrects .
4. Production : (10’)
“Write it up”
- Asks Ss to make sentences with the verbs: damage, destroy, save, pollute, cut down, throw, waste, collect, pick
Eg: We shouldn’t [damage trees]
- Have Ss work individually
- Asks Ss to write on board.
- Controls and corrects .
5. Homework : (1’)
- Learn by heart vocab.
- Do exercises in workbook.
- Prepare next lesson. 
Grammar practice
- Listen and answer.
- Play in teams.
* Possible:
Don’t destroy the plants
Don’t waste water
Don’t waste power
Don’t pollute the air
Don’t pollute the land
Don’t pollute the rivers
Don’t pollute the oceans
...ect...
- Listen and call out the words.
- Choral repetition
- Individual repetition
- Look at the pictures and listen.
- Work in pairs.
* Answers:
a - Picture c e - Picture e
b - Picture f f - Picture b
c - Picture a g - Picture g
d - Picture h h - Picture d
- Listen and copy.
- Choral and individual repetition.
- Translate the model.
Form: S + should / shouldn’t + V (inf).....
Use: Give advice
- Work individually.
- Share with their partners.
* Answers:
a. We shouldn’t damage trees.
b. We should save water.
c. We shouldn’t throw trash on the street.
d. We should collect bottles and cans.
e. We should keep off the grass.
f. We shouldn’t pick flowers.
g. We should collect paper.
h. We shouldn’t throw trash in the country.
- Look at the verbs and work individually.
- Share.
* Possible:
We shouldn’t destroy the plants.
We should save water.
We shouldn’t pollute the air.
We shouldn’t cut down trees.
We shouldn’t throw trash on the street.
....ect...
- Listen and copy.
*. Vocabulary :
(to) throw
(to) pick
(to) damage
(to) keep off
(to) save
(to) collect
*.Model sentences :
We should collect paper.
We shouldn’t throw trash on the street.
(+).S + should / shouldn’t + V (inf).....