Tiết thứ 90

UNIT 11: OUR GREENER WORLD

Lesson 5: Skills 1
Class Date of teaching Attendence
6A 07/04/2022
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: charity, recycling, creative, swap, reusable.
* Pronunciation:
- Pronounce the key words charity, recycling, creative, swap, reusable.
* 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-PRE-READING (5’-GW)
1. Aim: - To develop student’s reading skills for specific information (scanning), It also
provides input for the speaking skills. To provide further practice to support students in
their spoken English.
2. Content:
Revision of the old lesson. Having some warm-up activities to creat a friendly
and relaxed atmostphere to inspire Ss to warm up to the new lesson.
Have Ss look at picture and answer the questions.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson.
4. Implementation:
- Teacher instructs; Ss do as required.
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting
+ Greeting
*Discussion: “How to become a green
one?”
- Teacher raises the question and asks
students to talk about it.
- Teacher calls some students to speak out
their ideas.
- Teacher leads to the new lesson: “After this
lesson, you will be completely green because
I am going to give you some tips on
becoming a green one. ”
Students answer the teacher’s questions.
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 activate students’ knowledge of the topic of the reading text.
- To prepare students with vocabulary.
- To develop the skill of guessing the meaning of words/ phrases in context
2. Content:
- T. elicits Voc by using pictures or real items.
- Read the passage to match.
3. Products:
- Vocabulary about the topic
- Developing reading skills by looking at the pictures and doing the exercises.
- Understanding more about the context.
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
Skills 1
Step 2: Task performance
Task 1 : A reporter is interviewing Nam, a Task 1 : A reporter is interviewing
member of the 3Rs club. Read the Nam, a member of the 3Rs club. Read
interview. Find these words or phrases the interview. Find these words or
and underline them. phrases and underline them.
* Set the scene: recycling bins; exchange; charity
instead of; reusable
- Teacher says: “We are going to read an
interview about ways to go green at school”.
- Ask students to read the interview quickly
and locate the words/ phrases from the box
in the text.
- Have them highlight the words/ phrases
they have found.
- Invite some students to share where they
have found the words/ phrases.
If teacher uses slides, show the text with the
highlighted words/ phrases to prepare for the
next activity.
Pre-Reading
Task 2: Match the words/ phrase with Task 2: Match the words/ phrase with
theirs meanings theirs meanings.
Teacher tells students how to do the activity: 1. e 2. d 3. a 4. b 5. c
“We have just located the words in the
reading. Now, let’s read it again to find out
their meaning by doing matching in exercise
2.”.
- Remind them to look again at the words /
phrases that have been highlighted in Task 1
and read the surrounding sentences carefully
to get the meaning of each word/ phrase, and
then match the word/ phrase with the given
meaning.
- Have students do this exercise individually
and then compare their answers with a
classmate.
- Ask for students’ answers.
- Confirm the correct answers.
- Ask students to give some examples
with the words/ phrases
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 Ss develop their reading skill for specific information (scanning).
- To help Ss prepare ideas for the next speaking activity.
- To give students a chance to discuss their opinions about green tips.
- To help students form the ideas for their speaking.
- To help student use what they have learnt so far to talk about GREEN WAY OF
LIVING.
- To check students’ understanding and develop their speaking skill.
2. Content:
- Revise the learnt lexical items to do the task.
- Ask and answer the questions with information from the texts.
3. Products:
- How to go green at school.
- To practice speaking by asking and discussing.
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
While-Reading
Task 3. Read the text again. Answer the Task 3. Read the text again. Answer
questions. the questions.
- Teacher lets students look at Ex. 2 on p. 54: 1. Ways to become greener at school.
“To get to know more about how to become 2. Recycing bins.
a green person, I would like you to work in 3. Borrow books from the library.
groups of 4 to answer the questions in 4. Reusable water bottles.
exercise 3.” 5. Exchange old uniforms with friends or
- Teacher tells them how to do this kind of give them to charity.
exercise:
+ Reading the questions.
+ Underlining the key words.
+ Locating the key words in the text.
+ Reading that part and answering the
questions.
- Have students read the interview again to
answer the questions.
- Students can underline parts of the text that
helped them with the answers.
- Set a strict time limit to ensure students
read quickly for information.
- Have students compare their answers
before giving the answers to teacher.
- Ask them to give evidence when giving the
answers.
Post-Reading: * Retell
- Ask students to retell how to become a
green one.
- Teacher calls some students to retell in
front of the class.
- Teacher gives comments if necessary.
Pre-Speaking
Task 4: Nam mentions the following tips Task 4: Nam mentions the following
in the interview. Work in groups and tips in the interview. Work in groups
discuss to put the tips in order from the and discuss to put the tips in order
easiest to the most difficult. from the easiest to the most difficult.
- Have students work in groups to discuss a. Putting recycling bins in every
and put the tips in order from the easiest to classroom.
the most difficult. b. Exchanging old books and uniforms
- They also think of ways to explain the with fnends or giving them to charity
reasons for their order. c. Borrowing books from the school
- Ask a member from several of the groups library instead of buying new ones.
to write their order on the board. Hold a d. Bringing reusable water bottles to
class discussion about the orders. school.
- Accept different answers as long as the e. Planting trees at school
groups can give out their reasons. f. Finding creative ways to reuse old
- Elicit some other tips from students items befor throwing them away
and quickly write them on the board.
Students give comments on the tips.
Task 5: Tip f tells you to find creative
ways to reuse old items. Can you think of Task 5: Tip f tells you to find creative
any ways to reuse. ways to reuse old items. Can you think
- Have students work in groups and find of any ways to reuse.
creative ways to reuse the items indicated in a. We can use used gift wrap to cover
the book. This activity can be organized as a books, notebooks, cut them into beautiful
competitive game. shapes to decorate houses.
- Give the groups 8 minutes to list out the b. We can use used water bottles to plant
ways to reuse the items creatively. trees, keep pens, make toys.
- When the time is up, each group will c. We can use used books to wrap things,
present their answers. give them to the school library or the
- The group having the most creative ways local library.
wins.
Post-Speaking
- Teacher allows students to give comments
for their friends and vote for the most
interesting and informative presentation.
- Teacher gives feedback and comments.
Step 3: Report and discussion
- Ss work independently
- 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:
A mind map summarising the main points of the lesson.
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 has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
- Home assignments
Step 2: Task performance
- Teacher summarizes the lesson * Home assignments:
- Guide ss how to do exs (Work book) - Finish the answers and write down.
- T assigns the homework. - Do more exercises in workbook.
- Ss copy their homework.
- T explains it carefully.
Step 3: Report and discussion
- T asks, Ss answer about houses
Step 4: Judgement
T gives feedback and requires Ss do
homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 Tiết thứ 91
UNIT 11: OUR GREENER WORLD
Lesson 6: Skills 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: president, organise, book fair, encourage, quality,
vote.
* Pronunciation:
- Pronounce the key words correctly: president, organise, book fair, encourage,
quality, vote.
* 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:
- Listen to get specific information about way to make the school a ‘green’ place.
- Write a paragraph about ways to make the school a ‘green’ place.
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/PW/IW)
1. Aim:
- To develop student’s listening skills for specific information. It also provides input
for the writing skills.
2. Content:
- Having some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
 - Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting + Greeting
Step 2: Task performance * Game: Brainstorming “What are
- Teacher (T) asks Ss some questions about the necessary qualities of the club
them and class. president?”
- Ask Ss about the content of the previous
lesson. Describe the classmate next to them.
*Game: Brainstorming “What are the
necessary qualities of the club president?”
- Teacher divides the class into 2 teams.
The team which has more correct answer will
be the winner.
Lead in:
- Teacher introduces students the content of the
lesson today:
+ We have just written down the qualities of a
good president for the 3Rs club.
+ Now, let’s listen to Mi and Nick, they want to
be voted to be the President.
+ What are they going to do for the club?
Step 3: Report and discussion
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to the
lesson.
ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW)
1. Aim:
- To activate students’ knowledge of the topic of the listening text;
- To help students develop their skill of listening for general information.
- To lead in the listening task.
2. Content:
- Get used to listening skill
- To help students brainstorm about green world.
- Listen again to get more information
3. Products:
- Vocabulary about the topic
- Answers to the questions of Task 1.
- Choose the correct answer correctly.
- The key information in the listening tasks.
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 Task 1 in Skills 2
Step 2: Task performance
(Pre-listening)
* Fill in the blanks. (Ex. 1, p. 55)
- Have students read the rubric of the first
activity.
- Have students guess the word/ number to fill
each blank and write their guesses on the board.
While-Listening
Task 1. Listen to two students talking about Task 1. Listen to two students
what they will do if they become the talking about what they will do if
presidents of the 3Rs club. Fill each blank they become the presidents of the
with a word or a number. 3Rs club. Fill each blank with a
- T plays the recording and ask students to word or a number.
listen to fill the blanks and check their guesses. Suggested answers:
- Students work in pairs to compare their 1. 6A 2. recycling 3. book
answers before teacher plays the recording the 4. 6E 5. bus 6. uniform
second time for pairs to check their answers.
- Ask for students’ answers.
- Confirm the correct answers and write them
on the board next to their guesses.
While-listening
Task 2:Listen and tick T (True) of F (False) Task 2:Listen and tick T (True) of F
- Teacher has students read the statements in 2 (False)
and tick T (True) or F (False) at the end of each 1. F 2. T 3. F 4. T
statement without listening to the recording.
- If they have any difficulty doing this, play the
recording again.
- Teacher has students compare their answers in
pairs before giving teacher the 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 check students’ understanding of the listening part.
- To develop student’s speaking skill, using the available information and their
background knowledge
- To help students generate ideas for their writing.
- To help students practise writing a paragraph about their classmates’ ideas for the
3Rs club.
2. Content:
- Interviewing and take notes
- Write a paragraph about a classmate.
3. Products:
- More undersatnding about the listening contents.
 - Ideas for a paragraph about a classmate.
- A completed paragraph about a classmate
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
T has Ss do Task 3-4-5 in Skill 2
Step 2: Task performing
Post-Listening
* Retelling
- teacher invites one or two students to briefly
describe what they have listened.
- Students work in groups to find the anwers,
then choose one member to present it.
Study skill – Writing
- Teacher says:
“First, I would like you to read the study skills
box. It is the use of connectors to show
sequence.”
Task 3: Interview a classmate. Ask him / her Task 3: Interview a classmate. Ask
what two things he / she will do if he / she him / her what two things he / she
becomes the president of the 3Rs Club. Take will do if he / she becomes the
notes below. president of the 3Rs Club. Take
- Teacher has students work in pairs and notes below.
interview each other to find out the two things Name ..................................................
they will do if they become the club president. Idea 1 ...................................................
- Students work in pairs to discuss and find the Idea 2 ...................................................
answers Study Skill – Writing: Giving
- Asks students to take notes of each other’s explanations and / or examples is an
ideas. Important writing skill You should
- Ss take notes give explanations and / or examples
- Asks students to expand their ideas by to support your ideas.
explaining the idea and/ or giving examples. Suggested answers:
- If time allows, has some students present their Name: Vy
friend’s ideas or write the ideas on the board. Idea 1: Organise weekly fairs to
exchange old things.
Idea 2: Organise a recycling club to
While-Writing make new things from recycled things.
Task 4: Write a paragraph about your Task 4: Write a paragraph about
classmate’s ideas in 5. Write about 50 words. your classmate’s ideas in 5. Write
- Teacher has students write individually based about 50 words.
on the ideas they have had in 3.
- Ss write down their paragraphs individually.
- If time allows, ask one student to write on the
board.
- Other students and teacher comment on the
paragraph on the board.
- Teacher asks students to exchange their
textbooks to check their friends’ writing.
- Teacher then gives feedback as a class
discussion.
Post-Writing
- Teacher asks students to exchange their
textbooks to check their friends’ writing.
- Teacher then gives feedback as a class
discussion.
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 4: APPLICATION (5'-IW)
1. Aim:
To help Ss revise all they have learnt; To give Home assignments
2. Content:
A mind map summarising the main points of the lesson; 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 has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
- Home assignments
Step 2: Task performance
- Teacher summarizes the lesson
- T lets Ss take note the home assignments. * Home assignments:
- Guide ss how to do exs (Work book) - Finish writing the paragraph. Copy
- T assigns the homework. in the note books.
- Ss copy their homework. - Do more exercises in workbook.
- T explains it carefully.
Step 3: Report and discussion
- T asks, Ss answer about their classmates
Step 4: Judgement
T gives feedback and requires Ss do
homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 Tiết thứ 92
UNIT 11: OUR GREENER WORLD
Lesson 7: Looking back - Project
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 new words in Unit 11.
* Pronunciation:
- Pronounce the words correctly.
* 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:
- Review the vocabulary and grammar of Unit 11;
- Apply what they have learnt (vocabulary and grammar) into practice
through a project.
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’- IW; PW; GW)
1. Aim:
- To review and drill section of the unit.
- To encourage Ss not to refer back to the unit pages but to use what they have learnt
during the unit to help them answer the questions.
- To see how far Ss have progressed, and which areas need further practice.
2. Content:
- Revision : Describe a famous city
- Having some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
 - A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
- Teacher (T) asks Ss some questions about
them and class. Greeting
Greeting + Chatting
+ Chatting * Brainstorming
* Brainstorming
- Teacher divides the board, and divides the
class into 2 big groups.
- Teacher asks students to brainstorm all household
appliances they can think of.
- The group having the most suitable answers is
the winner.
Step 3: Report and discussion
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to the
lesson.
ACTIVITY 2: KNOWLEDGE FORMATION (15'-IW)
1. Aim:
To help students revise the vocabulary items they have learnt in the unit.
To give practice in using the articles a/ an and the.
2. Content:
Extra vocabulary; Fill in the gaps
3. Products:
Remember more vocabulary
Remember the usage of articles
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for doing exercises Task 1: Write the words/phrases
Step 2: Task performance under the correct pictures
Task 1: Write the words/phrases under the
correct pictures
- Teacher has students do this exercise individually
and then give the answers to teacher.
 - Reduce: plastic bags, clothes,
plastic bottles, water, noise,...
- Reuse: Plastic bottles, glass, paper,
clothes, ...
- Recycle: glass, plastic bottles,
glass, paper, ...
Task 2: Complete the sentences using a/an and Task 2: Complete the sentences
the. using a/an and the.
- Teacher has students do this exercise 1. a 2. an 3. The
individually and then give the answers to 4. a; The 5. a; an
teacher.
- Ss work individually to do the lesson.
- Teacher confirms the correct answers.
- If necessary, ask students to tell about the use
of the articles before doing the exercise.
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 provide further practice on the first conditional.
To allow students to apply what they have learnt (vocabulary and grammar) into
practice through a project.
2. Content:
Sentences in First conditional form.
Practise speaking in asking for information in the class.
3. Products:
Knowledge of First conditional sentences; Extra vocabulary.
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
GRAMMAR
Task 3: Think about what the appliances will Task 3: Think about what the
do in the future. Fill the table: appliances will do in the future.
- Teacher has students revise the form and use Fill the table:
of the first conditional. 1. build; will be
- Teacher asks Ss to do this exercise 2. will save; reuse
individually then compare their answers with a 3. grow; will be
partner. 4. don’t have; will be
- T calls on some students to write their 5. are; will be
answers on the board.
- Confirm the correct answers.
Task 4. Combine sentences using a first Task 4. Combine sentences using a
conditional sentence. first conditional sentence.
- Teacher has students do this exercise 1. If we walk or cycle, we will be
individually then compare their answers with a healthy.
partner. 2. If we use the car all the time, we
- Invites some students to write their answers on will make the air dirty.
the board. 3. If you take a shower, you will
- Gives feedback and confirm the correct save water.
sentences. 4. If you make noise, your sister will
not/ won’t sleep.
5. If I see a used bottle on the road,
I will put it in the bin.
PROJECT PROJECT
* Ideas about reusing old things: * Ideas about reusing old things:
- Teacher asks students to look at the pictures
and discuss the two questions in pairs.
- Elicits the answers from students.
- Now ask students to work in pairs or groups to
do the project.
- Students follow the instructions in the book.
- Remember to have a ‘Show and tell’ session
and vote for the best product(s).
- If teacher thinks there may be little time in this
lesson for the project, teacher can assign the
project in earlier lessons such as in Getting 1. In the first picture, I can see a
Started lesson. beautiful bookcase with many pens
inside.
In the second picture, I can see small
trees inside coconut shells.
In the third picture, I can see
beautiful flower vases made from
tins.
2. These are beautiful flower vases
made from old plastic bottles. We
wash used water bottles and cut them
into different shapes. We also cover
them with old gift wraps. What do
you think of our products?
These are beautiful flower vases
made from old plastic bottles. We
wash used water bottles and cut them
into different shapes. We also cover
Step 3: Report and discussion them with old gift wraps. What do
- Ss write down the new vocabulary you think of our products?
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
 ACTIVITY 4: APPLICATION (5'-IW)
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
A mind map summarising the main points of the lesson.
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 has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
- Home assignments
Step 2: Task performance
- T summarises the main points.
- T asks Ss what they have learnt so far.
Have them recall the important elements. * Home assignments:
- T lets Ss take note the home assignments. - Do more exercises in workbook.
- Guide ss how to do exs (Work book) - Complete the paragraph in Project
- T assigns the homework. and write down on notebook..
- Ss copy their homework.
- T explains it carefully.
Step 3: Report and discussion
- T asks, Ss answer.
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 04 năm 2022 Đồng Minh, ngày.....tháng 04 năm 2022
....……………………………........ Duyệt chương trình .....
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……………………………........ Tổ trưởng: Vũ Thị Thu Lý
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