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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 11. Our greener world

Giáo án Skills 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the topic and main ideas of a short text about a class's 'less rubbish' week
  • find specific details and match each question with one sentence that gives evidence
  • distinguish what the writer says from their own opinion
  • use the eight key words: reduce, reuse, recycle, rubbish, reusable, pollution, plastic, environment
  • summarise a text orally in three points (topic, two key details, one opinion with a reason) from short notes

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text on their own first, write key words in their notebook and check their answers against the text before sharing.
  • Communication and collaboration: Ss work in pairs to check answers, tell a partner about the text and compare one detail with their own life.
  • Problem-solving and creativity: Ss choose evidence from the text to justify answers and suggest a realistic habit to reduce rubbish at school or at home.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for gist and details, answer questions with evidence, and speak about the text from short notes.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the eight key words correctly in context, and choose the correct structure from the reading context instead of translating word by word.

3. Personal qualities

  • Responsibility: Ss take part in the 'less rubbish' habits they discuss, such as bringing a reusable bottle and sorting recyclable materials according to local rules.
  • Honesty: Ss clearly separate information from the text from their own ideas and say 'this is my own experience' when they compare.
  • Diligence: Ss check each answer against the evidence in the text and correct their own mistakes after feedback.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 6 Global Success, Unit 11, Skills 1
  • Projector or board with the reading text and the eight key words
  • Word cards (8 words and 8 meanings) for the matching game
  • Worksheet 1: Read for gist and details (printed for each pair)
  • NeoEdu digital lesson page: neoedu.vn/learn/6/english/unit-11-skills-1 (lesson presentation, examples and interactive exercises)
  • Timer

2. Students

  • Textbook and notebook
  • Pen or pencil
  • Blank paper for keyword notes

III. Procedures

Activity 1: Warm-up · 5 minutes

Rubbish around us

a) Aims

Ss activate prior knowledge about rubbish and simple habits that reduce it, and get ready for the topic 'Our greener world'.

b) Content

T draws a word web on the board with RUBBISH in the centre and asks two questions: 'What kinds of rubbish do we throw away at school?' and 'What can we do to make less rubbish?' Ss work in pairs (Think-Pair-Share): first think alone for 30 seconds, then share ideas with a partner.

c) Expected outcomes

Each pair writes at least three kinds of rubbish (for example: plastic bottles, paper, food wrappers) and at least two habits (for example: bring a reusable bottle, reuse clean paper). The class collects these ideas on the word web.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T draws the word web, asks the two questions and explains the Think-Pair-Share steps: 30 seconds to think alone, then 1 minute to share with a partner.

    Students

    Ss listen and follow the instructions, looking at the word web on the board.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps weaker Ss with simple words like 'bottle', 'paper', 'bag'.

    Students

    Ss think alone, then discuss with their partner and write their ideas in their notebook. Possible answers: 'plastic bags, plastic bottles, paper cups'; 'bring our own bottle, use both sides of paper'.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their ideas and adds them to the word web. T asks: 'Which habit is easy to do at school?'

    Students

    Representative pairs report. Possible answer: 'We can bring a reusable bottle to school.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will read about a class that tried to make less rubbish. Let us find out what they did.'

    Students

    Ss note the title of the lesson 'Our greener world' and the topic of the reading in their notebook.

Activity 2.1: Knowledge formation · 6 minutes

Key words for reducing waste

a) Aims

Ss pronounce and understand eight new words related to rubbish and the environment.

b) Content

T presents the eight key words with a matching game: Ss match each English word (reduce, reuse, recycle, rubbish, reusable, pollution, plastic, environment) with its Vietnamese meaning. T models the pronunciation of each word and Ss repeat in chorus and individually. Example from the reading: 'On Tuesday, most pupils brought reusable bottles.'

c) Expected outcomes

Ss complete the matching list in their notebook:

  • reduce (giảm bớt)
  • reuse (tái sử dụng)
  • recycle (tái chế)
  • rubbish (rác)
  • reusable (có thể dùng lại)
  • pollution (ô nhiễm)
  • plastic (nhựa)
  • environment (môi trường)
    Ss can say one sentence with 'reusable' or 'reduce' in their own words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the eight word cards and the eight meaning cards in a random order and explains the matching game. T says: 'Work in pairs. Match each word with its meaning. You have two minutes.'

    Students

    Ss listen and prepare their notebooks for matching.

  2. Teacher

    Step 2: Task performance

    T gives the cards to pairs and monitors. T models pronunciation of each word: 're-DUCE, re-USE, re-CY-cle, RUB-bish, re-USE-a-ble, po-LLU-tion, PLAS-tic, en-VI-ron-ment'.

    Students

    Ss match the cards and repeat the words after T. Possible question from Ss: 'What is the difference between reuse and recycle?' T answers using the meanings only: reuse = use again; recycle = make into new materials.

  3. Teacher

    Step 3: Report and discussion

    T checks the matching by asking: 'What does reduce mean?' and calls on different Ss to answer.

    Students

    Ss answer: 'Reduce means giảm bớt.' Then Ss read each word aloud with the correct stress.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the eight words on the board and underlines the stress. T says: 'These words will help you read and speak about the environment today.'

    Students

    Ss copy the words and meanings into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Read for gist and details

a) Aims

Ss identify the topic of the text, find specific details and support answers with evidence, and separate what the writer says from their own opinion.

b) Content

Ss use Worksheet 1: Read for gist and details, in pairs.
Step 1 (skimming): Read the text quickly and say what the text is about.
Step 2 (scanning and matching): Read again and match each question (Q2 to Q6) with one sentence in the text that gives the evidence.
Question for Ss: 'Which sentence in the text shows what the class did, and which sentence is only your own opinion?'

c) Expected outcomes

Ss write in their notebook:

  • Topic: a class's 'less rubbish' week.
  • Evidence for Q2: 'We first counted the disposable cups in our bin.'
  • Evidence for Q3: 'There were twenty on Monday.'
  • Evidence for Q4: 'most pupils brought reusable bottles, and the number fell to six.'
  • Evidence for Q5: 'We reused clean paper for draft notes.'
  • Evidence for Q6: 'A teacher handled any sharp or dirty waste.'
  • Author's point: 'We did not claim that one week could solve all pollution.' This is what the writer says. Ss' own ideas are not in the text.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'First, skim the text to find the topic in 30 seconds. Then, scan the text to match each question with one sentence as evidence.'

    Students

    Ss read the instructions and the worksheet questions.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and reminds them: 'Do not translate word by word. Read the whole sentence to check the meaning.' If a pair is stuck, T asks: 'Which sentence talks about cups?'

    Students

    Ss skim and scan the text, underline the evidence sentences and write the topic. Possible answers: 'The topic is a class's less rubbish week', 'Evidence for Q2 is the sentence with disposable cups'.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which sentence is the writer's point, and which one could be your opinion?' T writes two columns on the board: 'What the text says' and 'My own idea'.

    Students

    Ss read their evidence sentences aloud. Possible answer: 'We did not claim that one week could solve all pollution' is in the 'What the text says' column because it is the writer's statement; 'I think everyone should bring a bottle' would be in the 'My own idea' column.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: 'Always give evidence from the text when you answer. When you give your own idea, say so clearly.' T writes the main rule on the board: 'Read with evidence.'

    Students

    Ss correct their answers and write the rule 'Read with evidence' in their notebook.

Activity 2.3: Knowledge formation · 5 minutes

Speak from notes

a) Aims

Ss summarise the text in their own words using keywords only, in three points: topic, two important details and one opinion with a reason.

b) Content

T models how to make notes using keywords only, not whole sentences. T uses the model notes below and explains the three points. Ss then make their own notes for the same text in 2 minutes.
Model notes:

  • Topic: less rubbish week
  • Detail 1: cups 20 → 6 (reusable bottles)
  • Detail 2: reuse paper, recycle by local rules
  • Opinion: reduce first, because reducing waste comes before making new objects from it

c) Expected outcomes

Ss have short notes with keywords only (no full sentences). Sample spoken summary: 'The class tried a less rubbish week. The number of disposable cups fell from twenty to six because pupils used reusable bottles. I think reducing waste is important because it comes before recycling.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model notes and says: 'Write keywords only. Use three points: topic, two details and one opinion with a reason.'

    Students

    Ss read the model notes and copy the structure into their notebooks.

  2. Teacher

    Step 2: Task performance

    T reminds Ss: 'If you add your own experience, say that it is your own information.' T monitors and helps Ss choose keywords.

    Students

    Ss write their own keyword notes for the text in about 2 minutes.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 Ss to speak from their notes. T gives feedback on pronunciation of the key words and on clear reasons.

    Students

    Ss speak from their notes for 30 to 40 seconds. Possible answer: 'The topic is a less rubbish week. Pupils brought reusable bottles, and the cups fell to six. I think reducing comes first because it is better than making new things.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Speak from notes, not from a written paragraph. Keywords help you remember the three points.' T writes the Ghi nhớ on the board: 'Read with evidence; speak from notes and give a reason.'

    Students

    Ss copy the reminder into their notebooks.

Activity 3: Practice · 8 minutes

Check comprehension questions

a) Aims

Ss answer multiple-choice and short-answer questions about the text, using evidence to choose and correct answers.

b) Content

Ss do Questions 2 to 7 from the textbook in pairs (Worksheet 1, Part B). Ss choose the answer for Q2 to Q6 and write a short answer for Q4 and Q7. Then Ss check each other's answers with the evidence.
Q2: What did the class count first? A. Buses; B. Disposable cups; C. Trees
Q3: How many cups were in the bin on Monday? A. Twenty; B. Six; C. Twelve
Q4: What did most pupils bring on Tuesday? Name the objects only.
Q5: How did they use clean old paper? A. To block drains; B. For draft notes; C. As food
Q6: Who handled sharp or dirty waste? A. A teacher; B. Pupils without help; C. Visitors only
Q7: What did they learn to prioritise? Answer in a short phrase or sentence, using evidence from the reading.

c) Expected outcomes

Answer key:

  • Q2: B. Disposable cups. Evidence: 'We first counted the disposable cups in our bin.'
  • Q3: A. Twenty. Evidence: 'There were twenty on Monday.'
  • Q4: Reusable bottles. Evidence: 'On Tuesday, most pupils brought reusable bottles, and the number fell to six.'
  • Q5: B. For draft notes. Evidence: 'We reused clean paper for draft notes and separated recyclable materials according to local rules.'
  • Q6: A. A teacher. Evidence: 'A teacher handled any sharp or dirty waste.'
  • Q7: Reducing waste. Evidence: 'We learned that reducing waste comes before making new objects from it.'
    Scoring note for Q7 (teacher reference): correct information from the text 0,75 point; a clear phrase or sentence 0,25 point. Equivalent wording is accepted.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Answer Q2 to Q7 in pairs. Find the evidence sentence for each answer. You have five minutes.'

    Students

    Ss read Questions 2 to 7 and find the key words in the text.

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'Where is your evidence?' If Ss choose the wrong option, T asks them to read the sentence again.

    Students

    Ss answer in pairs and write answers in their notebooks. Possible question from Ss: 'Can I answer Q4 with a full sentence?' T answers: 'Yes, but the question asks for the objects only, so write Reusable bottles.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give answers and evidence for each question. T checks the answer key with the class.

    Students

    Ss report answers and read the evidence aloud. Ss correct their own mistakes.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: 'Good readers always find evidence before they choose an answer.'

    Students

    Ss write any corrected answers in their notebooks.

Activity 4: Application · 11 minutes

Our own greener habit

a) Aims

Ss give an opinion supported by evidence from the text, tell a partner about the text and compare one detail with their own life.

b) Content

Ss do Questions 8 and 9 from the textbook in pairs.
Q8: What useful idea can you take from this text? Give one detail as evidence.
Q9: Tell a partner about the text, then compare one detail with your own life.
Sentence frames for Ss: 'One useful idea is ... Evidence: ...' and 'In my life, I ... but the text says ...'. Ss must say clearly when the detail is their own information, not from the text.

c) Expected outcomes

Sample answer Q8: 'Reducing waste should come first, for example by using fewer disposable cups. Evidence: the number of cups fell from twenty to six when pupils brought reusable bottles.'
Sample answer Q9: 'The class counts disposable cups and tries reusable bottles. The cup count falls from twenty to six. Pupils also reuse paper and follow local recycling rules. In my life, I can try bringing my own bottle, but I need to check where our school collects paper.'
Ss record one idea and one personal comparison in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentence frames on the board and says: 'Q8 needs one idea and one piece of evidence. Q9 needs a short summary and one comparison with your own life.'

    Students

    Ss read the frames and prepare their answers for 2 minutes.

  2. Teacher

    Step 2: Task performance

    T circulates and listens to pairs. T supports Ss who struggle with the frames by giving the first word of the sentence.

    Students

    Ss take turns telling each other about the text and comparing one detail with their own life. Possible answers: 'I use a plastic bag every day, but the text shows that reusable bottles work.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to speak. T asks: 'Is this detail from the text or from your own life?' to help Ss separate the two.

    Students

    Ss speak to the class. They say clearly: 'This is from the text' or 'This is my own information.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises clear reasons and evidence and says: 'Speaking from notes with reasons makes your opinion clear and convincing.' T shows the NeoEdu page neoedu.vn/learn/6/english/unit-11-skills-1 for extra practice at home.

    Students

    Ss note the key idea and the reminder in their notebooks.

Worksheets

Worksheet 1: Read for gist and details

Part A: Skimming

  • Read the text quickly in 30 seconds.
  • What is the topic of the text? Write one short phrase.

Part B: Scanning and evidence

  • Q2: What did the class count first? A. Buses; B. Disposable cups; C. Trees
  • Q3: How many cups were in the bin on Monday? A. Twenty; B. Six; C. Twelve
  • Q4: What did most pupils bring on Tuesday? Name the objects only.
  • Q5: How did they use clean old paper? A. To block drains; B. For draft notes; C. As food
  • Q6: Who handled sharp or dirty waste? A. A teacher; B. Pupils without help; C. Visitors only
  • Q7: What did they learn to prioritise? Answer in a short phrase or sentence, using evidence from the reading.

Part C: Author or me?

  • Write the sentence from the text that shows the writer's point: 'We did not claim that one week could solve all pollution.'
  • Write one idea of your own and label it 'My own idea'.

Part D: Speak from notes

  • Topic: ...
  • Detail 1: ...
  • Detail 2: ...
  • Opinion with a reason: ...

Homework

  • Write 4 to 5 sentences about one habit that helps reduce rubbish at home or at school. Use at least three of these words: reduce, reuse, recycle, rubbish, reusable, pollution, plastic, environment.
  • Mark each sentence: write 'from the text' if the idea comes from the reading, or 'my own idea' if it is your own information.
  • Practise speaking: use your keyword notes to tell a family member about the class's less rubbish week in 30 seconds.
  • Do the interactive exercises on the NeoEdu page: neoedu.vn/learn/6/english/unit-11-skills-1.

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