Giáo án môn Tiếng Anh 6 Smart World - Unit 6: Community services

i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 51
UNIT 6: COMMUNITY SERVICES
Lesson 1 (p. 46)
Objectives:
By the end of this lesson, students will be able to:
Language knowledge and skills
Vocabulary: gain vocabulary items about community services (police station, library, hospital, train station, post office, bus station).
Structure: use the present simple tense in the structures
Where is the .? 
The . is on/ opposite/ near/next to 
à talk about public services and use prepositions of place
à ask and give directions to the places
Core competencies and personal qualities
Raise motivations and interests in learning English as a foreign language
Develop communicative and team-working skills through learning activities
Illustrate problem-solving and critical-thinking skills through learning activities
Establish responsive and independent characteristics to be a long-life learner
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s books, notebook, workbook.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Role play: “Where is the post office?”
Play audio (The “Where is the post office?”) to brainstorm the theme of the lesson.
Teacher and students say along and greet.
Option 2: What is in the picture?
Divide the class into two groups, A & B.
Teacher shows the chain of pictures of places. After watching, groups receive flashcards of the places they have just seen, and pick out what they saw. 
The winner is the group that has more correct pictures.
Teacher – whole class
Students in groups
Whole class
25’
New lesson
Teacher shows pictures of places again to lead in the new lesson. 
Ask students if they have ever been to any of them.
A-Teach new words. (10’)
Use real things and pictures to introduce the new words: 
New words:
train station (n)
library (n)
hospital (n)
post office (n)
bus station (n)
police station (n)
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 1. (Checking new word)
Teacher lets students look at the pictures, and fill in the blanks with words given. (exercise a/p. 46)
Listen again to check the answers.
Answer:
Train station
Library
Hospital
Police station
Post office
Bus station
Activity 2: Watching a video clip, name the places
Teacher shows a video clip she made at her town (in Ho Chi Minh city)
Have students watch the video, pause sometimes for students to name the places. (Train station, library, hospital, post office, bus station, police station).
Teacher checks, corrects and gives feedback.
Activity 3 (optional): Speaking
Teacher makes example sentences with new words.
Ask students to work in pairs; and talk about public services near their house, using new words (exercise b/p. 46)
Some pairs present in front of the class.
Teacher checks and corrects.
Example.
There’s a hospital near my house.
My mother woks in a hospital.
B-Listening. (10’)
Teacher shows the picture of the task, asks students some questions about it. (exercise a/p. 46)
Suggested Q&A:
Where is the post office? – It’s on Market Street.
Is there a train station near here? –Yes.
Where is the bus station? – It’s near the hotel.
Is the bus stop far? – No.
Teacher has students work in pairs, read the sentences, guess the answers (exercise b/p. 46)
Listen and check their guessing (listen the 1st time)
Listen again to check their answers.
Teacher checks and corrects.
Answer:
post office
train station
bus station
library
Teacher shows the dialogue, students listen and repeat.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: substitution
Teacher gives out the open conversation to groups, students practice filling in the gaps, using suggested words.
Have students practice role playing the dialogue.
Some pairs present in front of the class. (close pairs, open pairs)
Example:
transport station (a bus station, a train station)
library (a librarian)
hospital (a doctor, a nurse)
Option 2: Speaking.
Teacher asks some students about public services in their town (hand-out, an open dialogue, students answer by themselves).
Students work in pairs, ask and answer as modeling.
Some pairs present in front of the class. 
Example:
Do you know the National library?
Where do I get the bus?
.
Is it near?
How long does it take?
What kind of book do you like best?
Option 3: song “Where is the bus stop?”
The whole class sings the song together.
https://www.youtube.com/
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write four sentences about your house.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 52
UNIT 6: COMMUNITY SERVICES
Lesson 1 – Grammar (p. 47)
Objectives:
	By the end of this lesson, students will be able to use definite and indefinite articles & prepositions of place.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s books, notebook, workbook.
Language focus:
Vocabulary: near, next to, between, opposite.
- Structure : 
 IV. Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Song: “Where is the bus stop?”
Play the music, the whole class sings and dances together to brainstorm the theme of the lesson.
Option 2: Interviewing
Some students talk about their public services (homework).
Teacher follows, checks and gives feedback.
Teacher – whole class
Whole class
25’
New lesson
A-Grammar. (10’)
Teacher shows types of public services, asks students some questions about them. (use Yes – No questions)
Teacher shows example sentences and elicits the way to use prepositions of place
Formation
Examples
next to
The ball is next to the box.
between
They cat is between two boxes.
opposite
The tree is opposite the cube.
Teacher gives some sentences, students change prepositions. (individually)
Correct student’s answers if necessary.
B-Practice. Fill in with correct words(6’)
Teacher explains the way to do task b/p. 47
Some volunteer students show the answers on the board.
Teacher checks and corrects.
Answers:
a
the
opposite
a
the
between
C-Practice. Complete the sentences (10’)
Teacher shows the map, sets the scene of the dialogue. Have students practice filling the dialogue (pairs)
Have a pairs present in front of the class.
Teacher asks a student to use given clues to complete the conversation. 
Suggested answer:
the library
the movie theater
It
the train station
the bus station
the hospital
Teacher checks and corrects the answers.
Student practice reading the dialogue in pairs.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individual
5’
Wrap-up
Option 1: Interviewing
Have students use the same format to ask and answer about prepositions of place.
Some pairs present in front of the class.
Example:
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Option 2:
Teacher shows some pictures of maps, one team chooses a map to describe, and the others find the correct one.
The team has more correct answers wins the game
Option 3:
Teacher shows some pictures of maps, one team chooses a map to describe, the others find the correct one.
Five students attend the game. 
A host student chooses a picture of a map, other students ask Yes / No questions to find out the place. The person finally finds out the map wins the game.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make a table of things that your public services have.
library
supermarket
movie theater
hospital
post office
train station
bus station
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 53
UNIT 6: COMMUNITY SERVICES
Lesson 1 (p. 48)
Objectives:
	By the end of this lesson, students will be able to focus how to the /st/ sound of the words.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s books, notebook, workbook.
Language focus:
Vocabulary: 
Structure: focus on the /st/ sound
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Song: “ST Consonant Blend Sound”
Play audio (The “ST Consonant Blend Sound” song) to brainstorm the theme of the lesson.
Teacher and students sing along and greet together.
Option 2: Is there a bus stop near your house? – Yes / No
Some students show the table of their homework, share something about it.
Other students may ask for more questions if they want.
Teacher follows and gives feedback, then leads to the new lesson
Teacher – whole class
Students in groups
Students in class
25’
New lesson
A-Pronunciation. (10’)
Teacher shows example sentences to class (the /st/ sound) speaks louder for student to recognize this sound.
Teacher explains the rules, gives more examples to make it clear.
Ex: - Twinkle, twinkle little star.
 - A wasp can sting.
 - He broke a string in his racket.
 - Dad reads me a story.
Have students listen and underlined letters (exercise b/p. 48)
Have them listen & repeat.
Have students listen and repeat. (exercise c/p. 48)
Further practice:
Teacher gives some sentences for student to practice
Some students read loudly
B-Practice the conversation.(10’)
Activity 1: Swap roles and repeat.
Use real things and pictures to review the words: (post office, hospital, police station, bus station,)
Teacher asks some students as model.
Have students practice in pairs.
Example:
A: Excuse me, is there a bus station near here? 
 B: Yes, the bus station is on Market Street.
A: 
B: 
A: 
B: .
Some pairs present in front of the class
Correct student’s pronunciation.
Activity 2: discussion
Have students practice A&B about their public services, use Yes/ No questions. (exercise b/ p. 48)
Have students work in pairs, share their ideas.
Some students present in front of the class.
Teacher checks, corrects or gives feedback.
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Pass the ball
Give a student a ball, play music and ask them to pass the bag to the student next to him/her and so on with the next student.
Stop the music suddenly.
Students stop passing. The student with a ball will make a sentence that describes their public services or the prepositions of place.
Play the music again and continue this game in the same way.
Option 2: Speaking. (Chain game)
One student makes a sentence of directions to the places
Another student says the sentence again (change the prepositions) together with a sentence about public services.
The third does the same way (say the 2 sentences above again, add one more)
Student who can’t make the chain loses the game. 
The winner will get 1 point for him/her. 
Option 3: watch “The prepositions of place”, list the all prepositions in one song
https://www.youtube.com/watch?v=QOo16hzWLxQ
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make your own blog; write about the housework at your house.
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 54
UNIT 6: COMMUNITY SERVICES
Lesson 2 (p. 49)
Objectives:
	By the end of this lesson, students will be able to talk about saving the environment.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s books, notebook, workbook.
Language focus:
Vocabulary: can, plastic bag, trash, plastic bottle, glass jar.
Structure: Imperative sentences (positive and negative form)
	 (+) V (inf.) + O.
 V (inf.) + prep.
	 (-) Don’t + V (inf.) + O.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Song: “Planet Earth”
Play audio (The “Planet Earth” song) to review the song’s theme 
Teacher and students sing along and greet together.
Option 1: What things can be reused?
Divide the class into two groups, A & B.
One group has pictures of things, one group has words.
Group A shows a picture, group B shows equivalent word, and reverse.
The winner is the group which has more correct answers.
Option 2: Sticking
Teacher shows a picture of types of reuse.
Display the flashcards of letters on the board.
Some students volunteer to stick a word that matches with the picture. 
One plus mark for every student having a correct answer.
Teacher – whole class
Students in groups
Whole class
25’
New lesson
Teacher shows a picture to introduce new lesson.
Ask students if they often save the environment.
A-Teach new words. (10’)
Use real things and pictures to introduce the new words: 
New words:
can
plastic bag
trash
plastic bottle
glass jar
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 1. (Checking new word)
Teacher lets students fill in the blanks. (exercise a/p. 49)
Listen again to check the answers.
Suggested answer:
Trash
Plastic bottle
Can
Glass jar
Plastic bag
Teacher checks and corrects the answers.
Activity 2: Discussion
Have students practice A&A if they save the environment.
Have students work in pairs, share their ideas.
Suggested answer:
C
D
B
A 
Teacher checks and corrects the answers.
Activity 3: Speaking. (Chain game)
One student makes a sentence to reuse things.
Another student says the sentence again (change the words) together with a sentence about how to save the environment.
The third does the same way (say the 2 sentences above again, add one more)
Student who can’t make the chain loses the game. 
The winner will get 1 point for him/her. 
Activity 4– Reading:
Guessing game
Teacher shows a picture of Sally May.
Ask students to guess if Sally saves the environment.
The students give their guessing.
Students read through the blog, check the guessing.
Scanning.
Have students read through the blog, check about saving the environment they see in the blog.
Write the correct answer.
Have students work in groups, read the blog, and then write the correct answers.
Students show their answers on the board.
Teacher checks, corrects or gives feedback.
Answer:
True
True
False
True 
B-Grammar. (10’)
Teacher asks students to list Sally’s tips
Suggested answer:
We should do to protect the Earth.
.
Teacher underlines the verbs, introduces and elicits the ways to use imperatives.
Students follows teacher, answer teacher’s questions
Ex: You should not litter anywhere.
→Don’t litter anywhere.
 We should tidy your room every day.
→ Tidy your room every day.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
Teacher – whole class/ individuals
Teacher – whole class/ pairs
5’
Wrap-up
Option 1: Change game
A student makes a sentence about saving the environment.
The next student says that sentence again (change the verb), then adds a sentence about him / her.
The third student does the same as the previous one.
Student who can’t make the chain loses the game.
Option 2: Speaking.
Students work in groups.
Teacher gives out hand-out to groups, students list the protection environment.
Some students share their ideas to the class. 
The winner will get 1 point for him/her. 
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make your own blog; write about saving the environment.
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 55
UNIT 6: COMMUNITY SERVICES
Lesson 2 – Grammar (p. 50)
Objectives:
	By the end of this lesson, students will be able to use imperatives to give instructions, orders, or advice.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s books, notebook, workbook.
Language focus:
Vocabulary: review words of community services
Structure: imperative sentences
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Blog sharing
Some volunteer students share their blog to the class.
Teacher and other students follow, make questions if necessary.
Teacher gives feedback and gives mark.
Option 2: Re-matching
Teacher shows a picture of types of reused together with the wrong words, and students have to rematch.
Display the flashcards of letters on the board.
Some students volunteer to stick a word that matches with the picture. 
One plus mark for every student having a correct answer.
Teacher gives feedback, then leads to the new lesson.
Teacher – whole class
Students in groups
Whole class
25’
New lesson
Ask students if they often do to recycle things at home.
A-Grammar. (10’)
Activity 1: Listen & repeat (exercise a/ p. 50)
Teacher asks students to list recycling that he / she does every day.
Suggested answer:
 She should reuse old cans to grow trees in.
He shouldn’t throw away old bottles.
- Teacher underlines the verbs, introduces and elicits the ways to use imperative sentences.
Students follow and answer teacher’s questions
Teacher gives some more examples for students to change into imperatives (positive and negative form)
Ex: You should recycle cans.	
→ Recycle cans.
 We should not litter on the beach.
→ Don’t litter on the beach.
Activity 2: fill in the blanks with positive or negative imperative statements. (exercise b/ p. 50)
Have students work in pairs; use the verbs given to fill in the blanks in the imperatives. 
Teacher asks some pairs to show their answers.
Answer
Don’t use
Reuse 
Recycle 
Pick up 
Reuse
Don’t throw away
Ask some students to check the answers.
Teacher checks again and gives feedback.
Activity 3: Rewrite the imperative sentences. (exercise c/ p. 50)
Have students work in pairs, practice writing the whole sentences using the positive or negative imperative.
Some students who finish quickly go to the board to write the answers.
Teacher checks and gives feedback.
Answer:
Recycle plastic bags and jars.
Don’t throw away glass jars and old newspapers.
Pick up trash in the park.
Recycle plastic bottles and old magazines.
Reuse plastic bottles in your garden.
Don’t throw away old clothes.
Suggested option
The answer may be put in the game “Who’s quicker?
Two students each turn put one hand on the shoulder, after teacher shows the picture, student who has a faster clap makes the sentence.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Speaking.
Students work in groups. Use the same format of the letter in exercise d/ p. 50 to talk about the imperatives in the home.
Some students share the story to the class. 
The winner will get 1 point for him / her. 
Option 2: watch an animation, list the types of recycle appear
https://www.youtube.com/watch?v=QOo16hzWLxQ
Teacher –whole class/ individuals
Teacher –Students in groups
Homework
Make your own blog; write about the environmental protection at your home.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 56
UNIT 6: COMMUNITY SERVICES
Lesson 2 – Pronunciation (p. 51)
Objectives:
	By the end of this lesson, students will be able to have chance to practice on “I” sound
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s books, notebook, workbook.
Language focus:
Vocabulary: review words of community services.
Structure : prononciation of /I/ sound.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Singing
Play the video (The “Planet Earth” song) to brainstorm the students.
Teacher and students sing along and greet together.
Option 2: What do you see?
Teacher shows some pictures, then asks students to guess what they see in it. (litter / fill / use / kill /..), pay attention to the /I/ sound
Have students read loudly, then lead to new lesson.
Teacher – whole class
Students in groups
25’
New lesson
A-Pronunciation. (10’)
Teacher shows examples to class, speaks louder for students to recognize the difference.
Teacher explains the rules, gives more examples to make it clear.
Have students listen and repeat, focus on the underlined letters (exercise b/p. 51)
Answer:
1. ..
2. .
Some students say again.
Have students listen and repeat the words with different sound (exercise c/p. 51)
Students practice reading the words in pairs, they read and correct the pronunciation. Ask teacher for help if necessary.
Answer: 
..
Further practice:
Teacher gives some sentences for student to practice.
Some students read loudly.
B-Practice –Positive/ negative imperatives.(10’)
Activity 1: Saying imperative sentences.
Option 1: Ask & answer.
Use real things and pictures to review the words: (throw away, recycle, throw away, reuse, pick up).
Teacher asks some students as model.
Have students practice in pairs, answer about the positive/ negative imperatives.
Example:
Recycle plastic bags. (√)
Don’t litter on the street. (✗)
Some pairs present in front of the class
Correct student’s pronunciation & intonation if necessary.
Option 2: Discussion
Have students practice A&A about the environmental protection (Practice/ p. 51)
 Have students work in pairs, share their ideas.
Some students present in front of the class.
Teacher checks, corrects or gives feedback.
Answer:
...
.
.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Discussion
What should we do to protect the Earth?
Have students work in groups of four members.
After that, the reporter will talk about the result in front of the class.
Play the music again and continue this game in the same way.
Option 2: Speaking.
Students work in pairs, every person takes turn to talk about how to protect the Earth.
Choose six tips to add to your notes (exercise a/ p. 51)
Some students volunteer to share in front of the class.
Option 3: Speaking.
Have students answer the question: “What should we do to protect the Earth?”
Some students volunteer to share their ideas (exercise b/ p. 51)
Plus mark is given to students who does well.
Teacher – whole class/ individuals
Teacher –whole class/ pairs
in groups
Homework
Write about how to protect the environment in your home.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 57
UNIT 6: COMMUNITY SERVICES
Lesson 3 – SOCIAL STUDIES (p. 52)
Objectives:
	By the end of this lesson, students will be able to ask and answer about environmental charity in Vietnam.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s books, notebook, workbook.
Language focus:
Vocabulary: charity, rainforest, ocean, donate, free, wildlife, World Wide Fund (WWF).
Structure: review Present Simple Tense.
The Past Simple Tense: « V »→ V2/ed
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Odd one out
Teacher shows four pictures of community services, students have to find and odd out the one that does not belong to the group. 
Teacher and the whole class check and correct.
Option 2: What must we do to protect wildlife?
Teacher shows some pictures of the forest, and then asks students to give their tips about how to protect it. 
Teacher gives feedback, then leads to new lesson.
Teacher – whole class
Students in groups
Students in class
25’
New lesson
A-New words. (10’)
Activity 1: Teaching new words.
Teacher uses pictures to elicit the meaning of new words.
Have students listen and repeat. (chorally – individually)
Teacher checks and corrects the pronunciation if necessary.
New words:
charity (n)
rainforest (n)
ocean (n)
wildlife (n)
World Wide Fund (WWF) (n)
donate (v)
free (adj)
Checking new words: 
Teacher shows pictures, students speak the words.
Activity 2: Practice:
Option 1: Circle the best answer.
Have students do the exercise a/p. 52 (individually)
Some students give answers. Teacher checks and corrects.
Have students answer the questions in exercise b/p. 52
Answer:
a
a
b
b
a
Option 2: Discussion
Teacher shows places in Viet Nam, students look and talk about environment charities.
B-Listening.(10’)
Activity 1: Listening
Teacher introduces Listening part on page 52, lets students look and describe it. 
Teacher shows the guided question.
“Listen, answer: Does the charity work in one country, or many countries?”
Answer: Many countries
Have students listen and answer.
Listen again to check the answer (exercise a/p. 52)
Activity 2: Listen and fill in the blanks.
Have students listen and fill in the blanks. (exercise b/p. 52)
Teacher gets the answers from students.
Teacher checks, corrects or gives feedback.
Answer:
1986
wildlife
ten
donate
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Conversation skill
- Teacher shows the conversation about social studies.
- Students work in pairs, every person takes turn to talk about asking for repetition.
- Have some students practice the conversation skill in front of the class.
- Teacher checks and corrects the pronunciation.
Option 2: Speaking.
Students work in groups of four, use the same format of Sally to talk about an environmental charity. 
Some students volunteer to share in front of the class.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make a chart of information about the Word Wide Fund for Nature. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 58
UNIT 6: COMMUNITY SERVICES
Lesson 3 – SOCIAL STUDIES (p. 53)
Objectives:
	By the end of this lesson, students will be able to ask and answer about an environmental charity in Vietnam.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s books, notebook, workbook.
Language focus:
Vocabulary: Island, clean up, create, aim, sticker, craft, handbook, offer.
Structure: review Present Simple Tense.
The Past Simple Tense: «V »→ V2/ed
Procedures:
Time
Steps/Activities
Organization
5’
Previous lesson
Option 1: Speaking
Students give the information about the social activities (homework). 
Other students make question to fill more information about it.
Teacher and the whole class check and correct.
Teacher gives feedback, then leads to new lesson.
Teacher – whole class
Students in groups
25’
New lesson
A-Reading. (10’)
Activity 1: Teaching new words.
Teacher shows a short clip of the social activities, asks students some questions.
Example:
Do you know the community service?
Where is it?
Have you ever been there?
What do you know about it?
Teacher gets the answers, then teaches some new words.
Have students listen and repeat. (chorally – individually)
Teacher checks and corrects the pronunciation if necessary.
New words:
Island (n)
 cleanup (n)
create (v)
aim (v)
offer (v)
 sticker (n)
 craft (n)
handbook (n)
Checking new words: 
Teacher shows pictures, has students say the words.
Activity 2: Practice:
Option 1: Read and circle the best headline
Have students work in groups, read the text and circle the best headline. 
Some students give answers. 
Teacher checks and corrects.
Answer:
An Environmental Charity in Vietnam
Option 2: Reviewing
Teacher asks students questions to summarize about Act Green Vietnam.
Have students read the text and fill in the blanks. (exercise b/p. 53)
Teacher gets the answer from students.
Teacher checks, corrects or gives feedback
Answer:
charity
Phú Quốc Island
Earth Day
donate
Teacher leads in the next task (speaking)
B-Speaking.(10’)Help us Save the World!
Activity 1: Want to help a charity (exercise a/p. 53)
- Teacher asks students to work in pairs.
- Have Student A stay on the current page and Student B turn to page 123, File 7.
- Student B asks Student A questions about Trash Hero World and makes notes in their notebook and swap roles.
- Representative from pairs goes to share the presentation to class.
Teacher checks and gives feedback.
Activity 2: Speaking
Volunteer students go to talk about the charity they want to attend.
Teacher checks and gives feedback
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
C- Writing. 
Option 1: Use the notes to write (50 to 60 words) a paragraph about the World Wide Fund for Nature (exercise /p. 53)
Teacher shows the table with their information. (individually)
Option 2: Watch an animation; list the types of environmental charities.
https://www.youtube.com/watch?v=QOo16hzWLxQ
Teacher – whole class/ individuals
Homework
Review unit 6.
Write a paragraph about the World Wide Fund for Nature.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 59
UNIT 6: COMMUNITY SERVICES
Review (p. 96)
Objectives:
	By the end of this lesson, students w