UNIT 11: OUR GREENER WORLD

Lesson 1: Getting started – Let’s go green!

Lesson aim(s)
By the end of the lesson, students will be able to:
- use the lexical items related to the topic Our Greener world.
- guess the meaning of new words based on clues including pictures and sur-
rounding words.
- pronounce the sounds /a:/ and /æ/ correctly in isolation and in context.

Language analysis
Form Meaning Pronunciation
1. reusable (a) able to be used again or more than once. /riːˈjuːzəb(ə)l/
2. plastic (n) a synthetic material made from a wide /ˈplastɪk/
range of organic polymers such as poly-
ethylene, PVC, nylon, etc.

Materials (referenced)
- Grade 6 textbook, Unit 11, Getting started
- Pictures, maps and CD player
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack Prepare some hand-outs in which key language of
knowledge and experi- the key language of giving directions
ences about the 3Rs. - Reduce. Purchase products that require less
packaging or to limit the waste you are produc-
2. Teacher should get ing.
some general knowl- - Reuse. Use a travel mug or reusable water bot-
edge of GOING GREEN. tle and avoid single-use bags.
- Recycle. Paper, plastic, glass, magazines, elec-
tronics, and more can be processed into new
products while using fewer natural resources
and less energy.
G: Generate less waste

246
 R: Recycle everything that cannot be reused
E: Educate the community on eco-friendly op-
tions
E: Evaluate the environmental impact of actions
N: Nourish discussions and activities that inte-
grate

Board Plan
Date of teaching
UNIT 11: Our greener world
Lesson 1: Getting started – Let’s go green!
* Warm-up
I. Vocabulary
1. reusable [riːˈjuːzəb(ə)l] (a): có thể tái sử dụng
2. plastic [ˈplastɪk] (n): (chất liệu) nhựa
*plastic bag: túi ni lông
II. Practice
Task 1: Listen and complete the following sentences.
Task 2: Read and do the matching.
Task 3: Read the conversation, discuss the way to help the environment.
Task 4: Find someone who …
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To set the * Chitchatting: 5
context for Do you like to live in a T-Ss mins
the listening green world? Why or
and reading why not?
text. *Introduction: Ss-Ss
Review the previous
unit before Ss open
their books. Write
"Our greener world"
To introduce on the board. Ask stu-
the topic of dents what 'green'
the unit. means to them. Write
their answers on the
board. Explain that
247
 "green” has a lot of
meanings. In this unit
it means relating to
the protection of the
environment. Write
"Let's go green!" on
the board and elicit
the meaning of 'go
green' from students.
Tell students that 'go
green' means: to do
more to protect
nature and the
environment. Let stu-
dents open their
books and start the
lesson.
Presentation To introduce * VOCABULARY: T-Ss 5
(Vocab- the new Teacher introduces mins
pre-teach) words. the vocabulary:
1. reusable (a): có thể
tái sử dụng
2. plastic (n): (chất
liệu) nhựa
*plastic bag: túi ni
lông
Practice To practice GETTING STARTED 15
the targeted Let's 'go green'! mins
language and Activity 1.
the back- Ask students to look T-Ss
ground at the picture on Page
knowledge of 48 and answer the
going green. questions below:
1. Who are they? S
2. Where are they?
3. What might they
be talking about?
- Quickly write stu- T-Ss
dents’ answers to
248
 Question 3 on the
board. Play the
recording. Students
listen and read. Ask
students if their
guesses on the
board are correct.
- Play the recording S
twice for students
to listen and read
along. Have stu-
dents underline the
words that are re-
lated to the topic of
the unit while they
are listening and
reading.
- Invite some pairs of Ss-Ss
students to read the
conversation aloud.
- Ask students what T-Ss
exactly Mi and Nick
talked about. Now
confirm the correct
answer. (They
talked about ways
to go green.)
- Have students say T- Ss
the words in the
text that they think
are related to the
topic Our greener
world. Quickly write
the words on one
part of the board.
To help stu- Comment on stu-
dents deeply dents’ answers.
understand - Ask students to T-Ss
the text. work independently
249
 to fill each blank
with the word(s)
from the conversa-
tion. Ask them how
to do this exercise.
Teacher may once
again instruct them
how to do the exer-
cise: (1) read the
sentence and iden-
tify the kind of in-
formation to fill the
blank; (2) read the
conversation and lo-
cate the place to
find the word(s) to
fill the blank. Model
with the first sen-
tence.
- Allow students to
share answers be- T- Ss
fore discussing as a
class. Write the cor-
rect answers on the
board.
Answer key:
1. on a picnic Ss-Ss
2. reusable; natural
3. the check-out
4. a reusable
5. cycling

To draw stu- Activity 2: How to

dents’ atten- make suggestions. T-Ss
tion to the - Ask students to read
first condi- column A and B to
tional. make sure they un-
derstand. Ask stu-
dents to give their
250
Production answers without
reading the conver-
sation again. Then
ask them to read
the conversation
and check their an-
swers. Confirm the
correct answers.
Answer key:
1. b 2. c 3. a

Model sentences:
To develop First conditional sen-
students’ tence T-Ss
knowledge of Tell students that sen-
the vocabu- tences 2 and 3 are the
lary about first conditional sen-
ways to help tences but they will
the environ- learn about this gram-
ment. mar point in A closer
look 2.

Activity 3:
- Have students look
at the pictures and
discuss what they
can see in each pic-
ture in pairs. Invite
some pairs to share
their answers with
the whole class.
- Ask students to
match the pictures
with ways to help
the environment.
Have some students
share their answers.
- Confirm the correct
answers.
251
 - Ask students to add
any other ways to
save the environ-
ment they know.
Answer key:
1. c 2. a 3. b
4. e 5. d

Game: Find someone

To provide who…
students  Ask students to
with an op- work in groups.
portunity to Give each group a
communicate handout with the T-Ss
with each following table:
other, using
the vocabu- Find some- Names
lary they one who…
have learnt. uses reus-
able bags
cycles
walks to
school
picks up
rubbish
plants trees

 Model the way to

ask questions and
answers with a stu-
dent.
(e.g. Nam, do you use
reusable bags?, etc.)
 Ask each group to
choose one student
to ask the questions
and another student
to record the an-
252
 swers and report
the results. Give stu-
dents 7 minutes to
ask and answer in
groups. Move
around to observe
and offer help.
 Ask students to get
more info buy
adding more simple
questions.
(When do you often
use them? How do
you find them effec-
tive? …)
Invite students to
share their findings
to the class.
Consolidation To consoli- - Ask one or two stu- T-Ss 2
date what dents to tell the mins
students class what they
have learnt have learnt.
in the lesson. - Ask students to say
aloud some words
they remember
from the lesson. If
there is an overhead
projector in the
classroom, show the
dialogue, highlight
the key words re-
lated to the topic.
Homework To prepare Go to the Internet T-Ss 1 min
vocabulary and search for 3Rs –
for the next Go green to under-
lesson. stand more about the
topic.

253
254
 UNIT 11: OUR GREENER WORLD
Lesson 2: A closer look 1
Lesson aim(s)
By the end of the lesson, students will be able to:
- pronounce the sounds /a:/ and /æ/ correctly in isolation and in context;
- use the lexical items related to the topic Our Greener world;
- guess the meaning of new words based on clues including pictures and sur-
rounding words.

Language analysis
Form Meaning Pronunciation
1. reduce (v) make smaller or less in amount, degree, /rɪˈdʒuːs/
or size.
2. reuse (v) to use something again /ˌriːˈjuːz/
3. recycle(v) to use something again for a differ- /ˌriːˈsaɪ.kəl/
ent purpose
4. plastic bag a synthetic material made from a wide /ˈplæs.tɪk bæg/
range of organic polymers such as poly-
ethylene, PVC, nylon, etc.
5. rubbish material that is considered unimportant /ˈrʌbɪʃ/
or valueless

Materials (referenced)
- Grade 6 textbook, Unit 11, A closer look 1
- Pictures and a video clip
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge Provide students with the meaning and
about some lexical items. pronunciation of some lexical items.
2. Students may have underdevel- - Play the recording many times if any
oped listening, speaking and co- necessary.
operating skills. - Encourage students to work in pairs,
in groups so that they can help each
other.
255
 - Provide feedback and help if neces-
sary.
3. Some students will excessively talk - Define expectation in explicit detail.
in the class. - Have excessive talking students prac-
tise.
- Continue to define expectations in
small chunks (before every activity).

Board Plan
Date of teaching
Unit 11: Our greener world
Lesson 2: A closer look 1
* Warm-up
Chit-chatting
I. Vocabulary
Task 1: Match the places below with the pictures.
Task 2: Write a word/ phrase under the pictures.
Task 3: Put the words into groups.
II. Pronunciation
Task 4: Listen and repeat the sentences.
Task 5: Listen and practice the conversation.
III. Production
Understanding each other
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To activate stu- Greetings T-Ss 5
dents’ prior Chatting: mins
knowledge and 1. What advan- Ss-Ss
vocabulary re- tages does a
lated to the green world
topic, the tar- have?
geted vocabu- 2. What does it
lary and its pro- look like?
nunciation.
(Students have
prepared at
home)
256
 Teacher encour-
ages students to
give short answers,
tries to call as
many students as
she can.
1. Fresh air,
healthy food,
more exercise,
less stress and so
on
2. A lot of trees.
People are not in
a hurry, no traf-
fic jams,…
Lead in To lead in the - Teacher leads T-Ss 1
lesson about vo- students into the mins
cabulary. lesson by telling
them that
“In today lesson,
we are going to
learn more about
3Rs and how we
can save the en-
vironment.
Presentation To teach stu- VOCABULARY T-Ss 5
(Vocab- dents some - Have students mins
pre-teach) places and ad- read the informa-
jectives describ- tion in the table
ing ones in a and draw a line
neighbourhood. from a symbol in

257
 column A to the
matching word in
column B and its
meaning in col-
umn C. Students
work in pairs to
compare their
answers before
giving teacher
the answers.
Check and write
the correct an-
swers on the
board.
REDUCE: using
less of something
REUSE: using
something again
RECYCLE: creat-
ing new products
from used mate-
rials
- Elicit the differ-
ence between
“recycling” and
“reusing” from
students. Explain
the difference be-
tween these two
terms again if
necessary:
- Recycling means
reprocessing an
old item such as a
newspaper, a
glass or a can and
turning it into a
new product. For
example, used
258
 paper is brought
to a factory
where it is repro-
cessed, cleaned
and purified. This
paper is then
used to make
new things such
as books or
newspapers.
- Reusing means
avoiding the re-
processing proce-
dure. It is when
people use some-
thing over and
over again until it
cannot be used
any more. For ex-
ample, a used
plastic bottle can
be used again as
flower vases, or a
butter container
can be used to
grow a small
plant.
Practice To revise/ teach Task 1: Match the T-Ss 15
the words for words below with mins
things that can the pictures. Then
be reduced, listen, check and
reused and re- repeat the words.
cycled. - Teacher asks stu- Pair work
dents to match
the places with
the pictures.
- Students do the Ss-Ss
task.
- Teacher asks stu- T-Ss
259
 dents to swap
their books and
mark in pairs
- Teacher asks
them to repeat
the words/
phrases chorally
and individually.
To revise / teach Task 2: Write a
the words for word/ phrase un-
things that can der the pictures.
be reduced, - Have students Pair work
reused and re- work in pairs to
cycled. do this activity.
Call on students
from different
pairs to go to the
board and write
the words.
- This activity can
also be organized
as a competition.
Whichever pair
finishes the activ-
ity first will be
the winner and
they can go to
the board to
write their an-
swers.
Answer key:
1. rubbish
2. plastic bag
3. glass
4. plastic bottle
5. noise
6. paper
7. water
8. clothes
260
To help students Task 3: Pair work –
categorize Put the words into
things that can 2 groups; some
be reduced, words can belong
reused and re- to more than one
cycled group
- Teacher asks stu- Pair work
dents to work in
pairs, students
put the words
from 2 in
appropriate
groups. Draw the
table on the
board and call
three students to
go to the board
and write their
answers. One
word can belong
to more than one
group.
Answer key:
Reduce
rubbish, plastic
bag, noise,
plastic bottle,
paper, water
Reuse
plastic bag,
glass, plastic
bottle, can,
paper, bulb,
water, clothes
Recycle
rubbish, plastic
bag, glass,

261
 plastic bottle,
can, paper, bulb

- Teacher elicits T- Ss
some more
words for each
group from the
students. Here
are some
suggested words:
 Reduce:
electricity, gas,…
 Reuse: envelope,
carton box, old
textbook,…
 Recycle:
newspaper,
textbook, plastic
container,…
Presentation To get students PRONUNCIATION – 5
(Pre-teach the familiarized with Rhythm in sen- mins
rhythm) rhythm in sen- tences
tences. - Tell students T-Ss
that in English,
the stressed and
unstressed sylla-
bles combine to
make rhythm in a
sentence. Stu-
dents have learnt
about stress in
two-syllable
words, so
Teacher can re-
mind them of the
rule to put stress
in two- syllable
words (put stress
on the first sylla-
262
 ble in nouns and
adjectives).
- In the sentences
in this activity the
bold parts are the
stressed sylla-
bles. The aim of
this pronuncia-
tion part is only
to raise students’
awareness of
rhythm. It is not
necessary to
teach them in de-
tail.
- Play the record-
ing for students
to listen to the
sentences. Have
them pay atten-
tion 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 stu-
dents to read the
sentences aloud.
Comment on stu-
dents’ pronuncia-
tion.

Task 4: Listen and

repeat these sen-
263
 tences
Audio script:
1. If you cycle, it’ll
help the Earth.
2. Water is good
for your body.
3. The students are
planting trees in
the garden.
4. Is it better to use
paper bags?
5. We are happy to
walk to school.
Practice To give students Task 5: Listen to 5
further practice the conversation. mins
with rhythm in Pay attention to
sentences. the bold syllables
and practice with
your partner.
- Play the record- T-Ss
ing for students
to listen to the
conversation.
Have them pay
attention to the
bold parts.
- Teacher plays the
recording and ask
students to re-
peat
- Play the record-
ing of each sen-
To help students tence again for
practice the students to re-
conversation in peat in chorus.
pairs. Have students
work in pairs to
practise reading
the conversation.
264
 Call on some stu-
dents to read the
conversation
aloud. Comment
on students’ pro-
nunciation.

Audio script:
Vy: What are you
doing?
Mi: I’m writing an
article about going
green.
Vy: Great! I’m
writing a poem
about the 3Rs.
Mi: Let me read it.
Vy: I’m still writing.
Wait for a minute.
Production To give students Game: Under- Group work 5
chance to apply standing each mins
and make chal- other
lenging what - Teacher prepares S-S
they have learnt some word cards:
with more diffi- 1. rubbish
cult task. 2. plastic bag
3. glass
4. plastic bottle
5. noise
6. paper
7. water
8. clothes
9. cycle
10. plant
11. walk
12. wait
- Teacher asks 2
students go to
the board and
265
 give one of them
the cards. She/
He has to act the
word out without
saying a word. If
the other one can
guess and say
aloud the word
correctly, they
will get the
points (or candies
instead).
Consolidation To consolidate Teacher asks stu- T-Ss 3
what students dents to talk about mins
have learnt in what they have
the lesson. learnt in the les-
son.
Homework To revise what - Find more words T-Ss 1 min
they have in the topic Go-
learnt. ing Green so they
can continue
playing Under-
standing game
with each other
in the next les-
son.

266
 UNIT 11: OUR GREENER WORLD
Lesson 3: A closer look 2
Article and conditional type 1

Lesson aim(s)
By the end of the lesson students can understand and use the article and the
first conditional sentence to make correct sentences, and use them in dia-
logues.

Language analysis
There are two kinds of articles in First conditional sentences describe
English. things which are possible and likely to
1. Indefinite article: a / an happen in the present or the future
a + consonant sound If + S + V (present simple) , S + will/
E.g. a bag won’t + V-infi.
an + vowel sound (a, e, i, o, u)  If clause goes with present simple
E.g. an apple  Main clause goes with future simple
2. Definite article: the E.g 1: If you use less paper, you will save
the /ðə/ + consonant sound a lot of trees.
E.g. the bag E.g 2: If we are friendlier to the environ-
the /ði/ + vowel sound (a, e, i, o, u) ment, we won’t have to suffer from pol-
E.g. the apple lution.

Materials (referenced)
- Grade 6 textbook, Unit 11, A closer look 2
- Pictures, sets of word cards
- sachmem.vn

Anticipated difficulties Solutions

1. Students may find hard to distin- - Prepare some adjective basic sound
guish the vowel sound or the con- cards to remind them
sonant sounds. - Let them get use to the sounds.
2. Some students will not get used - Encourage students not to be afraid
to making sentences using the of making mistakes.
first conditional sentences. - Correct them, lead them step-by-

267
 step. Practice makes perfect.

Board Plan
Date of teaching
UNIT 11: Our greener world
Lesson 3: A closer look 2
Article and conditional type 1

* Warm-up
Crossword
I. Grammar focus
*Article
*First conditional sentences
- Use
- Form
II. Practice
Task 1: Write “a” or “an”.
Task 2: Write “a” , “an” or “the”.
Task 3: Write the correct form of each verb in brackets.
Task 4: Combine each pair of sentences below to make a first conditional sen-
tence.
* Fun matching
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To activate stu- * Game: Crossword 5
dents’ prior - Teacher divides the T-Ss mins
knowledge and class into 2 groups.
vocabulary re- - Teacher prepares the Group
lated to the tar- ppt for the cross- work
geted grammar words, students take
of comparison. turn to answer the
words.
- The one can get the
key word wins the
game.
GLASS
PAPER
268
 PLASTIC
RUBBISH
RECYCLE
WALK
CLOTHES
REUSE

Lead in To introduce - Teacher asks stu- T-Ss 2

targeted gram- dents how they un- mins
mar of article. derstand 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 stu-
dents the difference
between these two
articles, tell them
that “a” is an indefi-
nite article and “the”
is a definite article.
- Use the information
in this table to ex-
plain to students.
Presentation To give practice Task 1: Write “a” or 15
with a and an. “an”. mins
- Have students do the T-Ss
exercise individually Ss-Ss
and then compare
their answers. Invite
To give further some students to
practice with read their answers
a / an and the. aloud. Check their
answers in front of
the class.
269
- Ask students to do T-Ss
the exercise individu- Ss-Ss
ally and then com-
pare 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 T-Ss
know how we use a or
an before a noun.”
Answer key:
1. an
2. a
3. a
4. an
5. a
6. an
7. an
8. a
 Now draw stu-
dents’ 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”.
- Have students read
the sentences and fill T-Ss
each blank with a
suitable article.
Check and confirm
the correct answers.
Answer key:
270
 1. a
2. The; the
3. A; an
4. an
5. the; the
To give practice First conditional 10
with the first - Tell students that T-Ss mins
conditional. they are going to
learn the first condi-
tional. Ask students
to have a closer look
at the Grammar box.
- Explain to them that
there are two
clauses in a condi-
tional sentence and
when the main
clause comes before
“the” if clause, there
isn’t a comma be-
tween the two
clauses.
- Give some more ex-
amples with the first
conditional.

Task 2: Write the cor-

rect form of each verb
in brackets.
- Have students do
this exercise quickly S
then give the an-
swers to teacher.
Write their answers
on the board and
confirm the correct
answers.
Answer key:
1. is; will go
271
 2. recycle; will help
3. will save; don’t
waste
4. will have; use
5. isn’t / is not; will be
Production To give further Task 3: Combine each 10
practice with pair of sentences be- mins
the first condi- low to make a first
tional. conditional sentence. T-Ss
- If necessary, teacher
can combine the first
pair of sentences as
an example. Have
students do this ex-
ercise in pairs. Ask
some students to
write their sentences
on the board. Ask for
feedback from other
students. Confirm
the correct answers.
Answer key:
1. If the air isn’t fresh,
people will cough.
2. If the water is dirty,
a lot of fish will die.
3. If we cut down trees
in the forest, there
will be more floods.
4. If there is too much
noise, people will
not / won’t sleep.
5. If there is no water,
plants will die.
To give fun Task 4: Game: Fun
practice with matching
the first condi- - Divide the class into T-Ss
tional. groups (A and B) and
give each student a
272
 strip of paper. Tell
students from group
A to write an if-
clause. Students
from group B write a
main clause.
- After 5 minutes have
students try to make
a sentence by
matching the clause
on their strip of pa-
per with a clause
from the other
group. Ask students
to read their sen-
tences aloud.
- Encourage the stu-
dents to use the ad-
jective in the text-
book first and then
they can broaden by
adding more adjec-
tives to describe.
Do they match?
Are there any funny
sentences?
Consolidation To consolidate Teacher asks students T-Ss 2
what students to talk about what mins
have learnt in they have learnt in the
the lesson. lesson.
- Summarize the main
points of the lesson.
- Ask students to
make sentences us-
ing first conditional
sentence.
Homework To prepare for Prepare for the next T-Ss 1
the next lesson. lesson. min

273
274
 UNIT 11: OUR GREENER WORLD
Lesson 4: Communication
Lesson aim(s)
By the end of the lesson, students will be able to:
- learn how to give warnings;
- practise using some grammar points and vocabulary related to the topic.

Language analysis

Materials (referenced)
- Grade 6 textbook, Unit 11, Communication
- Pictures
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge Provide students with information
about the topic. about the knowledge they do not
know.
2. Students may have underdevel- - Encourage students to work in pairs,
oped reading, speaking and co-op- in groups so that they can help each
erating skills. other.
- Provide feedback and help if neces-
sary.
3. Some students will excessively talk - Define expectations in explicit detail.
in the class. - Have excessive talking students prac-
tise.
- Continue to define expectations in
small chunks (before every activity).

275
Board Plan
Date of teaching
Unit 11: Our greener world
Lesson 4: Communication
* Warm-up
I. Everyday English: Giving warnings
- Structure: Don’t do that.
- If you give them too much food, they will die.
1. Listen and read the dialogue. (Ex. 1, p. 53)
2. Make similar dialogues. (Ex. 2, p. 53)
II. A survey on ways to go green
1. New words:
- (to) do a survey: /ˈsɜːveɪ/
- (to) wrap: /ræp/
- (to) be in need: /niːd/
- breeze (n): /bri:z/
2. Practice
a. Choose the best answer. (Ex. 3, p. 53)
b. Interview a classmate (Ex. 4, p. 53)
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To introduce * Revision: Condi- 5
the lesson. tional type 1 mins
- Teacher shows the T-Ss
picture of the things
which are recycled,
reduced, reused
and ask students to
make a sentence us-
ing the 1st condi-
tional sentence.
- Students give their
answers. Ss-Ss
- Teacher checks the
answer.

276
 Lead in To lead in the - Teacher leads stu- T-Ss 2
lesson. dents into the les- mins
son by telling about
what they are going
to learn: “We are
going to learn how
to give warnings and
practice it”.
* EVERYDAY ENGLISH
Presentation To introduce 1. Listen and read a 5
two ways to dialogue. (Ex. 1, mins
give warn- p. 53)
ings. * Giving warnings:
- Teacher plays the T-Ss
recording for stu-
dents to listen and
read the dialogue
between Mi and
Mike at the same
time.
- Teacher asks stu-
dents to pay atten-
tion to the high-
lighted sentences.
- Teacher elicits the
structures to give
warnings from stu-
dents
277
 Structure:
- Imperative sen-
tences
 Don’t do that.
- First conditional
 If you give them
too much food, they
will die.
- Teacher has stu-
dents practise the
dialogue in pairs. Pair work
Call some pairs to
practise the dia-
logue in front of the
class.
Practice To help stu- 2. Make similar dia- 8
dents logues (Ex. 2, mins
practise p. 53)
giving warn- - Teacher asks stu- T-Ss
ings. dents to use the pic-
ture in “Revision” to
make a similar dia-
logue, using the lan-
guages for giving
warnings.
- Teacher asks stu- Pair work
dents to work in
pairs.
- Teacher moves
around to observe
and provide help.
- Teacher calls some Ss-Ss
pairs to practise in
front of the class,
then comment on
their performance.
Suggested answers:
A: You are using too
many plastic bags.
278
 Don’t do that.
B: Why?
A: If you use too many
plastic bags, they
will pollute our en-
vironment.
B: I see. Thank you.
* A survey on ways to go green
Presentation * Pre-teach: Vocabu- 10
lary mins
- (to) do a survey / T- Ss
ˈsɜːveɪ/: ask people
questions in order
to find out about
their opinions or be-
haviour (visual +
asking question)
- (to) wrap /ræp/:
cover or surround
something with pa-
per, cloth or other
material (mime).
- (to) be in need /
niːd/; not have
enough food,
money, clothes, etc.
(visual+ asking
question).
- breeze (n) /bri:z/:
a light and pleasant
wind. (explanation) Pair work
a. Choose the best
answer. (Ex. 3, p. 53)
- To give stu- * Set the scence: Ss-Ss
dents a - Teacher shows 6 T-Ss
chance to questions of the sur-
know if vey and asks stu-
they have a dents some ques-

279
 green way tions:
of living. + What is the name of
- To help stu- the club?
dents prac- + What is the name
tise using of the survey?
some gram- + How many ques-
mar points tions are there in
and vocab- this survey?
ulary re- + How do you under-
lated to the stand the word “
topic. green” here?
- Have students read
the questions
quickly and make
sure that they know
what to do.
- Students answer the
questions individu-
ally, then turn to
page 57 to check
their answers and
count the points.
- Ask some students
to speak out their
points.
Answer key:
Q1: A(0) B(2) C(2)
Q2: A(1) B(0) C(2)
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!
Practice To give stu- b. Interview a class- 12
280
 dents an op- mate. (Ex. 4, mins
portunity to p. 53)
ask and an- - Have students work T-Ss
swer about a in pairs: one student
green way of is the interviewer,
living. and the other is the
interviewee.
- Ask them to do the Ss- Ss
interview in about 7
minutes and to note
down their friend’s
answers.
- The interviewer
then shares their an-
swers with their
friend and find out
how many different
answers they have.
- Call on some stu-
dents to report the
results of their inter-
view to the class.
- Teacher models
with a student.
Consolidation To consoli- Teacher asks students T-Ss 2
date what to talk about what mins
students they have learnt in
have learnt in the lesson.
the lesson.
Homework To prepare Do exercises in WB. T-Ss 1 min
for the next
lesson Skills
1.

281
 UNIT 11: OUR GREENER WORLD
Lesson 5: Skills 1
Lesson aim(s)
By the end of the lesson, students will be able to:
- use the lexical items related to the topic Our greener world;
- read for specific information tips to become a green person;
- talk about how to become ‘greener’.

Language analysis
Form Meaning Pronunciation
1. charity (n) an organization whose purpose is to give /ˈtʃærɪ.ti/
money, food, or help to those who need it,
or to carry out activities such as medical re-
search that will help people in need, and
not to make a profit
2. recycling (n) the process of collecting and changing old /ˌriːˈsaɪkl̩ng/
paper, glass, plastic, etc. so that it can be
used again
3. creative (a) producing or using original and unusual /kriˈeɪtɪv
ideas
4. swap (v) to give something and be given something /swɑːp/
else instead
5. reusable (a) able to be used more than once /riˈjuːzəbl̩/

Materials (referenced)
- Grade 6 textbook, Unit 11, Skills 1
- Pictures, sets of words
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge Provide students with the meaning and pro-
about some lexical items. nunciation of words.

2. Students may have underde- - Let students read the text a gain (if
veloped reading, speaking needed).
282
 and co-operating skills. - Create a comfortable and encouraging en-
vironment for students to speak.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.
3. Some students will - Define expectation in explicit detail.
excessively talk in the class. - Have excessive talking students practise.
- Continue to define expectations in small
chunks (before every activity).

Board Plan
Date of teaching
Unit 11: Our greener house
Lesson 5: Skills 1
* Warm-up
I. Discussion
II. Reading:
1. Matching (Ex. 2, p. 54)
* Vocabulary:
- charity (n) /ˈtʃær.ɪ.ti/
- recycling (n) /ˌriːˈsaɪ.kl̩ng/
- creative (a) /kriˈeɪ.tɪv/
- swap (v) /swɑːp/
- reusable (a) /riˈjuː.zə.bl̩/
2. Read the text and answer the questions. ((Ex. 3, p. 54)
3. Retell
III. Speaking:
1. Order the tips. (Ex. 4, p. 54)
2. Find creative ways to reuse old items (Ex. 5, p. 54).
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To introduce *Discussion: “How to 5
the topic of become a green one?” mins
reading. - Teacher raises the Group
question and asks work
students to talk about
it.
283
 - Teacher calls some
students to speak out
their ideas.
Lead in - To lead in the - Teacher leads to the T-Ss 2
lesson about new lesson: “After mins
Skills 1. this lesson, you will
- To develop be completely green
the skill of lo- because I am going to
cating specific give you some tips on
words in the becoming a green
text. one. ”
* Set the scene:
- 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 To develop the * VOCABULARY: 7
(Pre-teach skill of guessing Matching (Ex. 2, p. 54) T-Ss mins
vocabulary) the meaning of - Teacher tells students
words/ phrases how to do the activ-
284
in context. ity: “We have just lo-
cated the words in
the reading. Now,
let’s read it again to
find out their mean-
ing by doing match-
ing in exercise 2.”.
- Remind them to look
again at the words /
phrases that have
been highlighted in
Task 1 and read the
surrounding sen-
tences 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’ an-
swers.
- Confirm the correct
answers.
- Ask students to give
some examples with
the words/ phrases.
Answer key:
1. e 2. d 3. a
4. b 5. c
VOCABULARY
- charity (n) /ˈtʃær.ɪ.ti/
- recycling (n) /ˌriːˈsaɪ.k-
l̩ng/
- creative (a) /kriˈeɪ.tɪv/
285
 - swap (v) /swɑːp/
- reusable (a) /ri
ˈjuː.zə.bl̩/
While-Read- To help stu- Answer the questions. 10
ing dents develop (Ex. 3, p. 54) mins
their reading - Teacher lets students T-Ss
skill for specific look at Ex. 2 on p. 54:
information “To get to know more
(scanning). about how to become Ss
a green person, I
would like you to
work in groups of 4 to
answer the questions
in exercise 3.”
- Teacher tells them T-Ss
how to do this kind of
exercise:
+ Reading the ques-
tions.
+ Underlining the key
words.
+ Locating the key
words in the text.
+ Reading that part and
answering the ques-
tions.
- Have students read T-Ss
the interview again to
answer the questions.
- Students can under-
line parts of the text
that helped them
with the answers.
- Set a strict time limit
to ensure students
read quickly for infor-
mation.
- Have students com-
pare their answers
286
 before giving the an-
swers to teacher.
- Ask them to give evi-
dence when giving
the answers.
Answer key:
1. Ways to become
greener at school.
2. Recycing bins.
3. Borrow books from
the library.
4. Reusable water bot-
tles.
5. Exchange old uni-
forms with friends or
give them to charity.
Post-Reading To check stu- * Retell 3
dents’ reading - Ask students to retell T-Ss mins
comprehension. how to become a
green one.
- Teacher calls some Ss-Ss
students to retell in
front of the class.
- Teacher gives com-
ments if necessary.
Pre-Speaking To give stu- Order the tips. (Ex. 4, 5
dents a chance p. 54) mins
to discuss their - Have students work Group
opinions about in groups to discuss work
green tips. and put the tips in or-
der from the easiest
to the most difficult.
- They also think of
ways to explain the Ss-Ss
reasons for their or-
der.
- Ask a member from
several of the groups T-Ss
to write their order
287
 on the board. Hold a
class discussion about
the orders.
- Accept different an-
swers as long as the
groups can give out
their reasons.
- Elicit some other tips
from students and
quickly write them on
the board. Students
give comments on
the tips.
While-Speak- To give stu- * Find creative ways to 7
ing dents a chance reuse old items. (Ex. 5, mins
to share ways p. 54)
to reuse things. - Have students work Ss-Ss
in groups and find
creative ways to re-
use the items indi-
cated in the book.
This activity can be
organized as a com-
petitive game.
- Give the groups 8
minutes to list out the
ways to reuse the
items creatively.
- When the time is up,
each group will
present their an-
swers.
- The group having the
most creative ways
wins.
Post-Speak- To help stu- - Teacher allows stu- T-Ss 3
ing dents improve dents to give com- Ss-Ss mins
next time. ments for their
friends and vote for
288
 the most interesting
and informative pre-
sentation.
- Teacher gives feed-
back and comments.
Consolidation To consolidate Teacher asks students T-Ss 2
what students to talk about what they mins
have learnt in have learnt in the les-
the lesson. son.
Homework To prepare for Do Exercise in the WB. T-Ss 1
the next lesson min
Skills 2.

289
 UNIT 11: OUR GREENER WORLD
Lesson 6: Skills 2
Lesson aim(s)
By the end of the lesson, students will be able to:
- 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.

Materials (referenced)
- Grade 6 textbook, Unit 11, Skills 2
- Pictures
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge and Prepare some hand-outs.

experiences about the topic.
2. Students may have underdevel- - Play the recording many times if any
oped listening, writing and co-op- necessary.
erating skills. - Encourage students to work in pairs,
in groups so that they can help each
other.
- Provide feedback and help if neces-
sary.
3. Some students will excessively talk - Define expectations in explicit detail.
in the class. - Have excessive talking students prac-
tise.
- Continue to define expectations in
small chunks (before every activity).

290
Board Plan
Date of teaching
Unit 11: OUR GREENER WORLD
Lesson 6: Skills 2 (p.55)
* Warm-up
* Game: Brainstorming
I. Listening:
1. Fill in the blank. (Ex. 1, p. 55)
2. True or False statements. (Ex. 2, p. 55)
II. Writing:
Write about ideas when you become the 3Rs club president.
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To prepare * Game: Brainstorm- 5
for the new ing “What are the nec- mins
lesson. essary qualities of the
club president?”
- Teacher divides the
class into 2 teams. T-Ss
- The team which has
more correct answer Group
will be the winner. work
Lead in To introduce - Teacher introduces T-Ss 1 min
the new les- students the content
son. 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?
Pre-Listening To develop * Fill in the blanks. 3

291
 the skill of lis- (Ex. 1, p. 55) mins
tening for - Have students read T-Ss
specific infor- the rubric of the first
mation. activity.
- Have students guess Group
the word/ number to work
fill each blank and
write their guesses
on the board.
While-Listen- To help stu- 1. Fill in the blanks. 10
ing dents de- (Ex. 1, p. 55) mins
velop their - Play the recording T-Ss
skill of listen- and ask students to
ing for spe- listen to fill the
cific informa- blanks and check
tion. their guesses.
- Students work in Pair work
pairs to compare
their answers before
teacher plays the
recording the second
time for pairs to
check their answers.
- Ask for students’ an- T-Ss
swers.
- Confirm the correct
answers and write
them on the board
next to their guesses.
Answer key:
1. 6A
2. recycling
3. book
4. 6E
5. bus
6. uniform

Audio script:
292
Mi: I’m Mi from class
6A. If I become the
president of the Club,
I’ll first talk to my
friends about putting a
recycling bin in every
classroom. We can re-
use the things we have
in these bins. Sec-
ondly, I’ll organize
some book fairs. Stu-
dents can exchange
their used books at
these fairs. Nam: I’m
Nam from class 6E. If I
become the president
of the Club, I’ll encour-
age students to go to
school by bus. It’ll be
fun and help the envi-
ronment. Next, I’ll or-
ganize some uniform
fairs. This is where stu-
dents can exchange
used uniforms with
other students.
* True or False state-
ments (Ex. 2,
p. 55)
- Have students read
the statements in 2
and tick T (True) or F
(False) at the end of
each statement with-
out listening to the
recording.
- If they have any diffi-
culty doing this, play
the recording again.
293
 - Have students com-
pare their answers in
pairs before giving
teacher the answers.
- Write the correct an-
swers on the board.
Answer key:
1. F 2. T 3. F 4. T
Post-Listening To develop * Retelling 5
student’s Invite one or two stu- Group mins
speaking skill, dents to briefly de- work
using the scribe what they have
available in- listened.
formation
and their
background
knowledge.
Pre-Writing To help stu- Study skill – Writing 5
dents gener- - Teacher says: T-Ss mins
ate ideas for “First, I would like
their writing. you to read the study
skills box. It is the
use of connectors to
show sequence.”
1. Interview a class- Group
mate and take notes. work
(Ex. 3, p. 55)

- Have students work

in pairs and inter-
view each other to
find out the two
things they will do if
they become the
club president.
- Ask students to take
notes of each other’s
294
 ideas.
- Ask students to ex-
pand their ideas by
explaining the idea
and/ or giving exam-
ples.
- If time allows, have
some students
present their friend’s
ideas or write the
ideas on the board.
While-Writing To help stu- 2. Write it up. (Ex. 4, 10
dents prac- p. 55) mins
tise writing a - Have students write T-Ss
paragraph individually based on
about their the ideas they have
classmates’ had in 3.
ideas for the - If time allows, ask S
3Rs club. one student to write
on the board.
- Other students and T-Ss
teacher comment on
the paragraph on the
board.
Post-Writing To peer - Teacher asks stu- Ss-Ss 2
check, cross dents to exchange mins
check and fi- their textbooks to
nal check stu- check their friends’
dents’ writ- writing.
ing. - Teacher then gives T-Ss
feedback as a class
discussion.
Consolidation To consoli- Teacher asks students T-Ss 2
date what to talk about what mins
students they have learnt in the
have learnt in lesson.
the lesson.
Homework To allow stu- Rewrite the writing on T-Ss 1 min
dents finalize your notebook.
295
their emails
after being
checked by
friends and
the teacher.

296
 UNIT 11: OUR GREENER WORLD
Lesson 7: Looking back & Project
Lesson aim(s)
By the end of the lesson, students will be able to:
- review the vocabulary and grammar of Unit 11;
- apply what they have learnt (vocabulary and grammar) into practice through
a project.

Materials (referenced)
- Grade 6 textbook, Unit 11, Looking back & Project
- Pictures, A0 paper
- sachmem.vn

Anticipated difficulties Solutions

1. Students may have underdevel- - Encourage students to work in pairs,
oped speaking, writing and co-op- in groups so that they can help each
erating skills when doing project. other.
- Provide feedback and help if neces-
sary.
2. Some students will excessively talk - Define expectation in explicit detail.
in the class. - Have excessive talking students prac-
tise.
- Continue to define expectations in
small chunks (before every activity).

297
Board Plan
Date of teaching
Unit 11: Our greener world
Lesson 7: Looking back & Project

* Warm-up
Brainstorming: Reduce, reuse, and recycle. (Ex. 1, p. 56)
I. Looking back:
Task 1: Complete the sentences using a/an and the. (Ex. 2, p. 56)
Task 2: Give the correct form of verbs in brackets. (Ex. 3, p. 56)
Task 3: Combine sentences using a first conditional sentence. (Ex. 4, p. 56)
II. Project:
Creative ideas about reusing old things
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To help stu- * Brainstorming: (Ex 1, 5
dents revise p. 54) mins
the vocabu- - Teacher divides the T-Ss
lary items class into 3 big groups.
they have - Each group will be as-
learnt in the signed a name.
unit. - Teacher asks students
to brainstorm all
words related to recy-
cle, reuse and reduce.
- The group having the
most suitable and cor- Group
rect answers is the work
winner.
Suggested answers:

Looking back To give Task 1: Complete the 16

practice in sentences using a/an mins
using the and the. (Ex. 2, p. 56)
298
articles a/ - Have students do this S
an and the. exercise individually
and then give the an-
swers to teacher.
- Confirm the correct T-Ss
answers.
- If necessary, ask stu- T-Ss
dents to tell about the
use of the articles be-
fore doing the exer-
cise.
Suggested answers:
1. a
2. an
3. The
4. a; The
5. a; an

To provide Task 2: Give the correct

further form of verbs in brack-
practice on ets. (Ex. 3, p. 56)
the first - Have students revise T-Ss
conditional. the form and use of
the first conditional.
- Ask them to do this ex- S
ercise individually then Ss-Ss
compare their answers
with a partner.
- Call on some students
to write their answers
on the board.
- Confirm the correct
answers.
Answer key:
1. build; will be
2. will save; reuse
3. grow; will be
4. don’t have; will be
5. are; will be
299
 Task 3: Combine sen-
tences using a first con-
ditional sentence. (Ex.
4, p. 56)
- Have students do this
exercise individually S
then compare their Ss-Ss
answers with a part-
ner.
- Invite some students
to write their answers T-Ss
on the board.
- Give feedback and
confirm the correct
sentences.
Answer key:
1. If we walk or cycle,
we will be healthy.
2. If we use the car all
the time, we will
make the air dirty.
3. If you take a shower,
you will save water.
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 To allow - Ask students to look at T-Ss 20
students to the pictures and dis- mins
apply what cuss the two questions
they have in pairs.
learnt - Elicit the answers from
(vocabulary students.
and - Now ask students to
grammar) work in pairs or groups Group
into to do the project. work
300
 practice - Students follow the in-
through structions in the book.
a project. - 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 T-Ss
project, teacher can
assign the project in
earlier lessons such as
in Getting Started les-
son.
- Make sure you guide
them carefully and
check their progress
after each lesson. In
the last lesson (Look-
ing back), ask students
to present their prod-
ucts to the class.
Consolidation To consoli- Teacher asks students to T-Ss 3
date what talk about what they mins
students have learnt in the les-
have learnt son.
in the les-
son.
Homework To prepare Prepare for the next les- T-Ss 1 min
for the next son 1: Unit 12 – Getting
lesson. started.
*Pictures' source: From Internet

301