Tiết thứ 87

UNIT 11: OUR GREENER WORLD

Lesson 2: A closer look 1
Class Date of teaching Attendence
6A ..../03/2022
6B ..../03/2022
6C ..../03/2022
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Understand the key words: process, reprocess, procedure, factory, purified.
* Pronunciation:
- Pronounce the key words correctly: process, reprocess, procedure, factory,
purified.
- Say sentences with correct rhythm
* Grammar:
- Use the articles correctly;
- Use the first conditional to talk about possibilities.
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
b) Specific competencies:
- Read for general and specific information about ways to go green at
school;
3. Qualities:
- To teach Ss positive attitude about ways to go green.
- Students know the importance of protecting living environment.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-GW)
1. Aim:
- Revise the old lesson.
- Do some activities to creat a friendly and relaxed atmostphere to warm up to the
new lesson…
- To activate students’ prior knowledge and vocabulary related to the topic, the
targeted vocabulary and its pronunciation.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting
Teacher encourages students to give short Chatting.
answers, tries to call as many students as she 1. What advantages does a green
can. world have?
Step 3: Report and discussion 2. What does it look like?
- Ss join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.

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,…
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To set the context for the introductory;
- To lead in the lesson about vocabulary and pronunciation.
- To teach students some extra vocabulary about environment, ways to go
green.
- To revise / teach the words for things that can be reduced, reused and
recycled.
2. Content:
- Extra vocabulary.
- Exercises of vocabulary
3. Products:
- Exercises with REDUCE, REUSE, RECYCLE
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening
and reading.
- T ask the whole class to do the Tasks in A
Closer Look 1
Step 2: Task performance
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.
VOCABULARY VOCABULARY
- Have students read the information in the
REDUCE: using less of
table and draw a line from a symbol in something
column A to the matching word in column B REUSE: using something again
and its meaning in column C. Students workRECYCLE: creating new
in pairs to compare their answers before products from used materials
giving teacher the answers. Check and write
- Recycling means reprocessing an
the correct answers on the board old item such as a newspaper, a
- Elicit the difference between “recycling”
glass or a can and turning it into a
and “reusing” from students. Explain thenew product. For example, used
difference between these two terms again if
paper is brought to a factory where
necessary: 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.
Task 1: Match the words below with the Task 1: Match the words below
pictures. Then listen, check and repeat with the pictures. Then listen,
the words. check and repeat the words.
- Teacher asks students to match the places - Picture 1 - Reuse - using
with the pictures. something again
- Students do the task. - Picture 2 - Reduce - using less of
- Teacher asks students to swap their books something
and mark in pairs - Picture 3 - Recycle - creating new
- Teacher asks them to repeat the words/ products from used materials
phrases chorally and individually.
Task 2: Write a word/ phrase under the Task 2: Write a word/ phrase
pictures. under the pictures.
- Have students work in pairs to do this 1. rubbish 2. plastic bag
activity. Call on students from different 3. glass 4. plastic bottle
pairs to go to the board and write the words. 5. noise 6. paper
- This activity can also be organized as a 7. water 8. clothes
competition. Whichever pair finishes the
activity first will be the winner and they can
go to the board to write their answers.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20'-IW; PW; GW)
1. Aim:
To help students categorize things that can be reduced, reused and recycled
To get students familiarized with rhythm in sentences.
2. Content:
Understand the new words and do the task
Listen and repeat the sentences with the above mentioned rhythm..
Students have a chance to identify and practise the rhythm in sentences.
3. Products:
To know about the topic of the lesson, Vocab, grammar points.
To give students a chance to apply what they have learnt.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss do Task 3-4-5 in A closer look 1
Step 2: Task performing
Task 3: Pair work – Put the words into 2 Task 3: Pair work – Put the
groups; some words can belong to more words into 2 groups; some words
than one group can belong to more than one
group
Teacher asks students to work in pairs, Answer key:
students put the words from 2 in appropriate Reduce
groups. Draw the table on the board and call
rubbish, plastic bag, noise, plastic
three students to go to the board and write
bottle, paper, water
their answers. One word can belong to more
than one group. Reuse
- Teacher elicits some more words for each plastic bag, glass, plastic bottle,
group from the students. Here are some can, paper, bulb, water, clothes
suggested words:
Recycle
rubbish, plastic bag, glass, plastic
bottle, can, paper, bulb
* Reduce: electricity, gas,…
* Reuse: envelope, carton box, old
PRONUNCIATION textbook,…
Rhythm in sentences * Recycle: newspaper, textbook,
- Tell students that in English, the stressed plastic container,…
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 Task 4: Listen and repeat the
- Play the recording for students to listen to sentences.
the conversation. Have them pay attention to
the bold parts.
- Teacher plays the recording and ask
students to repeat
Task 5: Listen to the conversation. Pay Task 5: Listen to the
attention to the bold syllables and conversation. Pay attention to the
practice with your partner. bold syllables and practice with
- Play the recording for students to listen to your partner.
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.
Game: Understanding each other Game: Understanding each other
- Teacher prepares some word cards 1. rubbish 2. plastic bag
- Teacher asks 2 students go to the board 3. glass 4. plastic bottle
and give one of them the cards. She/ He has 5. noise 6. paper
to act the word out without saying a word. If 7. water 8. clothes
the other one can guess and say aloud the 9. cycle 10. plant
word correctly, they will get the points (or 11. walk 12. wait
candies instead).
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitucde of Ss in class.
ACTIVITY 4: APPLICATION (5'-IW)
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
Make sentences using the new words and structures
Home assignments
3. Products:
Take note Home assignments
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what
they have learnt.
- Ask Ss to say aloud some words they
remember from the lesson and make
sentences with them
- Home assignments
Step 2: Task performance * Home assignments:
- Teacher summarizes the lesson Find more words in the topic
- Guide ss how to do exs (Work book) Going Green so they can continue
- T assigns the homework. playing Understanding game with
- Ss copy their homework. each other in the next lesson.
- T explains it carefully. - Do more exercises in workbook.
Step 3: Report and discussion
- T asks, Ss answer about houses
Step 4: Judgement
T gives feedback and requires Ss do home
assignments.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 Tiết thứ 88
UNIT 11: OUR GREENER WORLD
Lesson 3: A closer look 2
Class Date of teaching Attendence
6A ..../04/2022
6B ..../04/2022
6C ..../04/2022
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
* Vocabulary:
- Understand the key words: rubbish, cut down, cough, forest, flood, noise
pollution.
* Pronunciation:
- Pronounce the key words correctly: rubbish, cut down, cough, forest, flood,
noise pollution.
* Grammar:
- use the articles correctly;
- use the first conditional to talk about possibilities.
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
b) Specific competencies:
- read for general and specific information about ways to go green at school;
- talk about tips for going green;
3. Qualities:
- To teach Ss positive attitude about ways to go green.
- Students know the importance of protecting living environment.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP
1. Aim:
To activate students’ prior knowledge and vocabulary related to the targeted grammar of
future simple and to increase students’ interest
2. Content:
- To review/ introduce the use and the form of the grammar points.
3. Products:
- Interest and concentration of Ss on the class activities.
 - A friendly and relaxed atmostphere to the new lesson
- Ss know the use and form of future simple
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting * Game: Crossword
* Game: Crossword GLASS
- Teacher divides the class into 2 groups. PAPER
- Teacher prepares the ppt for the crosswords, students PLASTIC
take turn to answer the words. RUBBISH
- The one can get the key word wins the game. RECYCLE
Step 3: Report and discussion WALK
- Ss join in the discussion and do as required CLOTHES
Step 4: Judgement REUSE
- T summarizes the discussion and leads to Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW)
1. Aim:
To introduce targeted grammar of article.
To give practice with a and an.
To practise targeted grammar of the articles
2. Content:
The use of the articles.
3. Products:
Vocabulary about the topic
Practising the articles in context.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- To help Ss learn The Articles
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do the Tasks in A Closer
Look 2
Step 2: Task performance
Lead in:
- 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.
Task 1: Write “a” or “an”. Task 1: Write “a” or “an”.
- Have students do the exercise individually and then 1. an 2. a 3. a 4. an
compare their answers. Invite some students to read 5. a 6. an 7. an 8. a
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.”
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”.
Task 2: Write “a”, “an” or “the”. 1. a 2. The; the
- Have students read the sentences and fill each 3. a; an 4. an
blank with a suitable article. Check and confirm the 5. the; the
correct answers.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions about the
lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20'-IW; PW; GW)
1. Aim:
To give practice with the first conditional.
To give further practice with the first conditional.
2. Content:
Exercises of the first conditional
Practise using the first conditional
3. Products:
Use the first conditional to do the exercises
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss study the examples, consume the rules and
do the exercises
Step 2: Task performing
 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 Task 3: Write the correct form of
brackets. each verb in brackets.
- Have students do this exercise quickly then give the 1. is; will go
answers to teacher. Write their answers on the board 2. recycle; will help
and confirm the correct answers. 3. will save; don’t waste
4. will have; use
5. isn’t / is not; will be
Task 4: Write the correct form of each verb in Task 4: Write the correct form of
brackets. each verb in brackets
- Teacher asks Ss to used the first conditional to 1. is / will go
write the correct form of the verbs. 2. recycle / will help
- Ss work individually to do the exercises. 3. will save/ don't waste
- Teacher calls some SS to write the answers on the 4. will have/ use
blackboard and some others to give evaluations. 5. isn't/ will be
Task 5: Combine each pair of sentences below to Task 5: Combine each pair of
make a first conditional sentence sentences below to make a first
If necessary, teacher can combine the first pair of conditional sentence
sentences as an example. Have students do this Answer key:
exercise in pairs. Ask some students to write their 1. If the air isn’t fresh, people will
sentences on the board. Ask for feedback from other cough.
students. Confirm the correct answers. 2. If the water is dirty, a lot of fish
Game: Fun matching will die.
- Divide the class into groups (A and B) and give 3. If we cut down trees in the forest,
each student a strip of paper. Tell students from there will be more floods.
group A to write an if-clause. Students from group 4. If there is too much noise, people
B write a main clause. will not / won’t sleep.
- After 5 minutes have students try to make a 5. If there is no water, plants will
sentence by matching the clause on their strip of die.
paper with a clause from the other group. Ask Do they match?
students to read their sentences aloud. Are there any funny
- Encourage the students to use the adjective in the
textbook first and then they can broaden by adding
more adjectives to describe.
Step 3: Report and discussion
- Ss work independently and in pairs, in groups
 - Share the answers
Step 4: Judgement
- T gives feedback on the answers and studying
attitude of Ss in class.
ACTIVITY 4: APPLICATION (5'-IW)
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
Make sentences using adjectives to to compare people and things in their classroom, using
comparative adjectives.
Home assignments
3. Products:
Review the old lesson
Take note Home assignments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have
learnt.
- T asks some Ss to make sentences using MIGHT
- Home assignments
Step 2: Task performance * Home assignments:
- T summarises the main points of the lesson. Make 5 sentences using first
- T lets Ss take note the home assignment conditional sentence.
- Guide ss how to do exs (Work book) Do more exercises in workbook.
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
Step 3: Report and discussion
- T asks, Ss answer about positions of things
Step 4: Judgement
T gives feedback and requires Ss do homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……

KIỂM TRA, ĐÁNH GIÁ CỦA BGH KÍ DUYỆT CỦA TỔ CHUYÊN MÔN
Đồng Minh, ngày.....tháng 03 năm 2022 Đồng Minh, ngày.....tháng 03 năm 2022
....……………………………........ Duyệt chương trình .....
…....................... ……………………………........….......................
……………………………........ ……………………………........
…....................... ….................................
 ……………………………........ Tổ trưởng: Vũ Thị Thu Lý
….........................................................................
.......
 Tiết thứ 89
UNIT 11: OUR GREENER WORLD
Lesson 4: Communication
Class Date of teaching Attendence
6A ..../04/2022
6B ..../04/2022
6C ..../04/2022
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
* Vocabulary:
- Understand the key words: do a survey, wrap, be in need, breeze.
* Pronunciation:
- Pronounce the key words correctly: do a survey, wrap, be in need, breeze.
* Grammar:
- use the articles correctly;
- use the first conditional to talk about possibilities.
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
b) Specific competencies:
- read for general and specific information about ways to go green at school;
- talk about tips for going green;
3. Qualities:
- To teach Ss positive attitude about ways to go green.
- Students know the importance of protecting living environment.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’)
1. Aim:
- To revise the old lesson.
- To activate students’ prior knowledge and to increase students’ interest.
2. Content:
- Use everyday expressions to develop the language skills.
- Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire
Ss to warm up to the subject and new class
- Lexical items of cities and landmarks
3. Products:
 - Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Developing the language skills by asking and answering questions.
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting
* Revision: Conditional type 1
- Teacher shows the picture of the things which
are recycled, reduced, reused and ask students
to make a sentence using the 1st conditional
sentence.
- Students give their answers.
- Teacher checks the answer.

Step 3: Report and discussion

- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW)
1. Aim:
To introduce two ways to give warnings.
2. Content:
To apply the knowledge about the structure to give warnings
3. Products:
Vocabulary about the topic
How to use the structure to give warnings
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context to reading and
listening
- T ask the whole class to do the Tasks in
Communication
Step 2: Task performance
Task 1. Listen and read the dialogue Task 1: Listen and read the dialogue
between Mi and Mike. Pay attention to the between Mi and Mike. Pay attention to
highlighted sentences. the highlighted sentences.
* Giving warnings:
- Teacher plays the recording for students to
listen and read the dialogue between Mi and
Mike at the same time.
- Teacher asks students to pay attention to the
highlighted sentences.
- Teacher elicits the structures to give warnings
from students
Structure:
- Imperative sentences
 Don’t do that.
- First conditional
 If you give them too much food,
they will die.
- Teacher has students practise the dialogue in
pairs. Call some pairs to practise the dialogue
in front of the class.
Task 2: Work in pairs. Student A is watering Task 2: Work in pairs. Student A is
flowers in the garden. Student B is giving watering flowers in the garden.
some warnings. Act out the dialogue. Student B is giving some warnings.
Remember to use the highlighted language Act out the dialogue. Remember to use
in 1. the highlighted language in 1.
Teacher asks students to use the picture in Suggested answers:
“Revision” to make a similar dialogue, using A: You are using too many plastic bags.
the languages for giving warnings. Don’t do that.
- Teacher asks students to work in pairs. B: Why?
- Teacher moves around to observe and provide A: If you use too many plastic bags, they
help. will pollute our environment.
Teacher calls some pairs to practise in front B: I see. Thank you.
of the class, then comment on their
performance.
Step 3: Report and discussion
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20'-IW; PW; GW)
1. Aim:
- To give students a chance to know if they have a green way of living.
- To help students practise using some grammar points and vocabulary related to the
topic.
- To give students an opportunity to ask and answer about a green way of living.
2. Content:
- Conversation about green living and how to go green.
3. Products:
- More knowledge of the topic
- Ability to ask and answer questions about green way of living
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss study the examples, consume the
rules and do the exercises
Step 2: Task performing
Task 3: The 3Rs Club survey Task 3: The 3Rs Club survey
How Green Are You? How Green Are You?
* Set the scence: + What is the name of the club?
- Teacher shows 6 questions of the survey and + What is the name of the survey?
asks students some questions: + How many questions are there in this
- Have students read the questions quickly and survey?
make sure that they know what to do. + How do you understand the word “
- Students answer the questions individually, green” here?
then turn to page 57 to check their answers and Q1: A(0) B(2) C(2)
count the points. Q2: A(1) B(0) C(2)
- Ask some students to speak out their points. Q3: A(0) B(2) C(0)
Q4: A(1) B(0) C(2)
Q5: A(0) B(2) C(0)
Q6: A(2) B(0) C(2)
9-12 points: You’re green!
5-8 points: Try to be green!
1-4 points: You aren’t green at all!
Task 4: Interview a classmate, using the Task 4: Interview a classmate, using
questions in 3. Compare your answers. How the questions in 3. Compare your
many different answers have you got? answers. How many different answers
Have students work in pairs: one student is the have you got?
interviewer, and the other is the interviewee. Suggested answers:
- Ask them to do the interview in about 7 A: What’s your answer to Question 1?
minutes and to note down their friend’s answers. B: It’s C. What’s your answer?
- The interviewer then shares their answers with A: My answer is A. What’s your answer to
their friend and find out how many different Question 2?
answers they have. B: It’s C. What’s your answer?
- Call on some students to report the results of A: Oh, me too. What’s your answer to
their interview to the class. Question 3?
Teacher models with a student. B: It’s B. What’s your answer?
Step 3: Report and discussion A: Well, I choose A.
- Ss work independently and in pairs, in groups
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and studying
attitude of Ss in class.
ACTIVITY 4: APPLICATION (5'-IW)
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
More questions and answers about the main topic
Home assignments
3. Products:
Review the old lesson
Take note Home assignments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- T summarizes the lesson and let Ss tell what
the have learnt
- Home assignments
Step 2: Task performance
- Teacher summarizes the lesson
- T has Ss tell what they have learnt (Practice
asking about audio guides to places)
- Guide ss how to do exs (Work book) * Home assignments:
- T assigns the homework. - Search some more ways to go green
- Ss copy their homework. and write down on notebooks.
- T explains it carefully. - Do more exercises in workbook
Step 3: Report and discussion
- T asks, Ss answer about GREEN LIFE
Step 4: Judgement
T gives feedback and requires Ss do
homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……