Week: 29
Date of teaching: 6/04/2022
Period: 87

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- An overview about the topic Our greener world 
2.Knowledge:
* Vocabulary: lexical items lexical items about the topic Our greener world
* Grammar: first conditional
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be responsible for protecting the environment and making the world greener
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 11: Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
To set the context for the listening and reading text.
To introduce the topic of the unit.
- Content/Performance tasks: Chitchatting:
- Outcome/Performance Products:
Answer key:
- Do you like to live in a green world? Why or why not?
( Yes, because when we live in a green world we have a good healthy
- Implementation:
Review the previous unit before Ss open their books. Write "Our greener world" on the board. Ask students what “green” means to them. Write their answers on the board. Explain that "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 students open their books and start the lesson.
- Assessment Tools:observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims:
- To introduce the vocabulary appearing in the next.
- To help students well-prepared for the listening and reading tasks.
- Content/Performance Tasks:new vocabulary
- Outcome/Performance Product: Students can understand the words from the conversation
- Implementation:
- Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words.
+ providing the definition of the words.
1. reusable (a): cóthểtáisửdụng (use picture)
2. plastic (n): (chấtliệu) nhựa(*plastic bag: túini-lông (use picture)
- Assessment Tool:observation
3. Activity 3: PRACTICE (25minutes)
Task1
- Aims:
– To set the context for the introductory text
– To introduce the topic of the unit.
- Content/Performance Tasks:Task 1. Listen and read.
- Outcome/Performance Products:Students can understand the conversation
- Implementation:
– Ask Ss to look at the picture on page 48 - 49 and answer the questions below:
1. Who are they?
2. Where are they?
3. What might they be talking about?
– Quickly write Ss’ answers to Question 3 on the board. Play the recording. Ss listen and read. Ask Ss if their guesses on the board are correct.
– Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the topic of the unit while listening and reading.
– Invite some pairs of Ss to read the conversation aloud.
– Ask Ss what exactly Mi and Nick talked about. Now confirm the correct answer. (They talked about ways to go green.)
– Have Ss say 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. Comment on Ss’ answers.
- Assessment Tools: observation
Task 2
- Aim:To help Ss understand the text in depth.
- Content/Performance: Task 2:  Listen and complete the following sentences.
- Outcome/Performance Products:
Answer key:
1. a picnic
2. plastic one
3. the check-out
4. a reusable
5. she’s cycling
- Implementation:
– Ask Ss to work independently to fill each blank with the word(s) from the conversation. Ask them how to do this exercise. T may once again instruct them how to do the exercise: (1) read the sentence and identify the kind of information to fill the blank; (2) read the conversation and locate the place to find the word(s) to fill the blank. Model with the first sentence.
– Allow Ss to share answers before discussing it as a class. Write the correct answers on the board.
- Assessment Tools: fill the missing words

Task 3
- Aims:
To help Ss understand the text in depth;
To draw Ss’ attention to the first conditional.