Date of teaching:
Week: 3
Textbook: Global success
Period: 9

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- An overview about the topic My house 
2.Knowledge:
* Vocabulary: lexical items about the topic My house
* Grammar: ask and answer about where someone lives.
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be ready to introduce the members in family
- Know the different types of house
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 2: 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 introduce the topic.
• To lead in the topic of My house.
- Content/Performance tasks: * A hidden word
- Outcome/Performance Products:
Suggested answers: M Y H O U S E


1. What is it? – It's a _ _ _ _ . (ROOM) 2. We have a small house in the _ _ _.  (COUNTRY)

3. Where are they? 4. They have a house in the _ _ _ _ . (TOWN)
– They are in the _ _ _ _ _ _ _ . (KITCHEN)

5. Which house is it? – It's an _ _ _ _ _ _ _ _ _ . (APARTMENT)
1. What are Nick and Mi doing? 
2. What might they talk about?
Suggested answers:
1. They are talking to / discussing with each other through the Internet.
2. (Students'answers)
- Implementation:
• Teacher divides the class into two teams and asks a member of each team to look at the pictures and answer the questions. 
• For each right answer, the team will get 1 point and 1 secret letter to help them find out the hidden word today.
• There is one picture including two secret words. The team gets this picture will get 2 points.
• The team which has more points or can guess the hidden word first will be the winner.
• Teacher draws students' attention to the pictures in the textbook and asks them some questions about the pictures.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims: To help students understand the text.
- Content/Performance Tasks: new vocabulary
- Outcome/Performance Product: Students can understand the words from the conversation
1. town house (n): [visual]
2. country house (n): [visual] 
3. flat (n): [synonym] 🡪 apartment

a town house a country house
- Implementation:
- Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words
+ providing the synonym or antonym of the words
+ providing the definition of the words
- Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task 1
- 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:
- Set the context for the listening and reading. Introduce Mi and Nick: they are pen friends. - - - Have Ss look at the pictures and answer some questions, e.g. What are Nick and Mi doing? What might they talk about? Encourage Ss to give their answers, but do not confirm whether their answers are right or wrong. Ask them to talk a bit about the place where they live.
Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related tothe topic of the unit while they are listening and reading.
- Invite some pairs of Ss to read the dialogue aloud.
- Ask Ss what exactly Mi and Nick talked about. Now confirm the correct answer. (They talked about their houses. Mi shared that her family was moving to a new flat and she briefly described her new flat.)
- Have Ss say the words in the text that they think are related to the topic My house. Quickly write thewords on one part of the board. Comment on Ss' answers.
- Assessment Tools: observation
Task 2
- Aim: To help Ss understand the text.
- Content/Performance: Task 2 Which family members does Mi talk about? Put a tick (✔).
- Outcome/Performance Products:
Answer key:

1. parents


2. sister

3. brother


4. aunt


5. cousin



- Implementation:
- First, ask Ss to give the answers without reading the conversation again. Then ask them to read the conversation and check their answers. Have Ss highlight the sentences that have the answers. Invite some Ss to give answers and their evidence. Confirm the correct answers.
- Assessment Tools: Tick the correct answers
Task 3
- Aims: To help Ss further understand the text.
- Content/Performance Tasks: Task 3. Read the conversation again. Complete each sentence with ONE word.
- Outcome/Performance Products:
Answer key:
1. sister 2. TV 3. Town 4. Country 5. Three
- Implementation:
- Ask Ss to work independently to fill each blank with the word from the conversation. T may instruct them how to do the exercise: (1) read the sentence and identify the kind of information to fill the blank, e.g. In sentence 1, we need a noun that shows the relationship between Elena and Nick to fill the blank; (2) read the conversation and locate the place to find the word to fill the blank, e.g. Line 2 in the conversation contains the word needed to fill the blank in sentence 1. Model with the first sentence.
- Allow Ss to share answers before discussing as a class. Write the correct answers on the board.
- Assessment Tools: Complete the sentences.
Task 4
- Aims: To develop Ss' knowledge of the vocabulary about types of house.
- Content/Performance Tasks: Task 4: Complete the word web. Use the words from the conversation and the ones you know.
- Outcome/Performance Products:
- Implementation:
- Ask Ss to work in pairs to complete the word web about types of house. Tell them that they should read the text again to get the words and use the words they know.
- Ask them to draw the word web in their notebooks and do the task in five minutes.
- Have pairs exchange their word webs.
- Invite two pairs with the most number of words to draw their word webs on the board. Other pairs look, comment and add any words they know. Introduce some other types of house if needed.
- This activity can be organised as a competitive game where Ss work in groups to add as many words to the word web as possible. The group with the most answers wins.
- Assessment Tools: word web
4. Activity 4: PRODUCTION (5 minutes)
- Aims: To help Ss practise asking and answering about where they live.
- Content/Performance Tasks: Task 5: Work in groups. Ask your friends where they live. Then report their answers.
- Outcome/Performance Products:
Suggested answers: In my group, Linh lives in a flat, Lan and Huong live in a country house, etc….
- Implementation:
- Have Ss work in groups to take turns to ask and answer about where they live. Model with one student to make sure Ss know how to ask and answer. Ask one student in each group to be the secretary and to take notes of other Ss' answers so that by the end of the activity the group secretary will report the findings to the class. Give examples of how to report the finding (e.g. - In my group, Lan and Nam live in flats. Ngoc lives in a country house, etc.).
Move around to observe and offer help when needed.
- Invite some Ss to ask and answer in front of the whole class. Ask the group secretaries to report their findings.
- Assessment Tools: survey
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Ask Ss to say aloud some words they remember from the lesson.
* HOMEWORK
- Read again the conversation on page 6
- Prepare new lessons: Unit 2- A closer look 1
+ Find new words
+ Pronounce the sounds /s/ and /z/
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3

Date of teaching:
Week: 4
Textbook: Global success
Period: 10

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Use the vocabulary and structures to talk about the names of rooms and furniture pieces in the house.
2.Knowledge:
- Vocabulary: lexical items about topic My house 
- Pronunciation: pronounce and recognize the sounds /s/ and /z/
3. Attributes:
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be ready to know the different rooms and furniture in the house 
- Develop self-study skills

II. INSTRUCTIONAL RESOURCES
• Grade 6 textbook, Unit 2, A closer look 1
• Computer connected to the internet
• TV/ Projector/ Pictures/ Cards
• sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
Task 1
- Aims:
- To activate students' prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation
- To lead in the lesson about vocabulary and pronunciation.
- Content/Performance tasks: Task 1. Look at the house. Name the rooms in it.
- Outcome/Performance Products:
Answer keys:
* Jumbled words
1. kitchen
2. bathroom
3. bedroom
4. living room
5. hall
* Matching
a. hall
b. living room
c. bedroom
d. bathroom
e. kitchen
- Implementation:
- Teacher asks students to work independently to rearrange letters to find out the correct word, then match the word with the picture.
- Teacher tells students to compare their answers with their partners.
- Teacher corrects and confirms the answers.
- Teacher explains the new words.
- Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to describes rooms and furniture and two sounds /s/ and /z/.”
* Jumbled words 
1. tchekin
2. thraobom
3. rodeomb
4. lngivi moro
5. lahl
- Assessment Tools: Jumbled words
2. Activity 2: PRESENTATION (5 minutes)
- Aims: To revise / teach the names of rooms in the house.
- Content/Performance Tasks: New vocabulary
- Outcome/Performance Product:
1. hall (n): [visual +  [explanation]

2. chest of drawers (n): [visual] 3. sink (n): [visual] 4. dishwasher (n): [visual]

5. cupboard (n): [visual]
- Implementation:
- Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words
+ providing the pictures of the words
* Checking technique: Slap the board
- Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task 2
- Aims: To revise / teach the names of furniture pieces.
- Content/Performance: Task 2: Name the things in each room.
- Outcome/Performance Products:
Answer key:

- Implementation:
• Ask Ss to work in pairs to do this activity.
• Write the names of the rooms on the board in different places. Call on Ss from different pairs to go to the board and write the names of the furniture under these rooms. Remind Ss that one piece of furniture can belong to more than one room.
• Ask other Ss to comment. Ask Ss if they can add more things to each room.
– This activity can also be organised as a competitive game. The first pair to finish the activity wins and gose to the board to write their answers.
- Assessment Tools: observation


Task 3
- Aim: To help Ss practise asking and answering about the furniture in a room.
- Content/Performance Tasks: Task 3: Think of a room in your house. In pairs, ask and answer questions to guess it.
- Outcome/Performance Products:
Example:
Ss 1: What's in your room?
Ss 2: A lamp and a chest of drawers.
Ss 1: Is it the bedroom?
Ss 2: Yes.
Implementation:
• Teacher models this activity with a student. 
• Teacher asks students to work in pairs: one student thinks of a room in his / her house; the other asks questions to guess the room. 
• Teacher calls some pairs to practise in front of the class. 
• Teacher comments on their performance.
- Assessment Tools: Guessing game
PRONUNCIATION
- Aims: To help students identify how to pronounce the final sounds /s/ and /z/ at the end of the words.
- Content/Performance Tasks: Teach the sounds /s/ and /z/
- Outcome/Performance Products:
Suggested answers:
/s/: cats, lamps, books, months
/z/: beds, dogs, cans, rooms, videos, cookers, bees
- Implementation:
• Teacher introduces 2 sounds s/ and /z/ to students and lets them listen and repeat the words in Ex. 4 (p. 18). 
• Teacher has students comment on how to pronounce these two sounds at the end of the words.
• Teacher quickly explains the rules:
+ Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /k/, /f/, /θ/).
+ Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/, etc.) and any vowel sounds.
- Teacher asks students to give some words they know containing these sounds.
- Assessment Tools: observation
Task 4
- Aims: To help students practise pronouncing these sounds in words.
- Content/Performance Tasks: Task 4. Listen and write the words in the correct column. Then listen and repeat
- Outcome/Performance Products:
Answer key:
/s/
/z/
lamps, sinks, flats, toilets,
cupboards, sofas, kitchens, rooms
- Implementation:
• Teacher asks students to read and listen again the words, then put them in the correct column.
• Students work individually.
• Teacher plays the recording for students to listen, repeat and check their answers.
- Assessment Tools: observation
4. Activity 4: PRODUCTION (5 minutes)
Task 5
- Aims: To help students pronounce the final sounds /s/ and /z/ correctly in context.
- Content/Performance Tasks: Task 5. Listen to the conversation. Underline the final “s” in the words and put them into the correct column
- Outcome/Performance Products:
Answer key:
 /s/: chopsticks, lamps
 /z/: bowls, things, homes
- Implementation:
- Have students quickly read the conversation and underline the final “s” in the words. Now play the recording for students to listen to the conversation and write /s/ or /z/ under each “s” that they have underlined.
- Tell them to put the words with the final “s” in the correct column according to the sound of “s”. Have them work in pairs to compare their answers. Check students' answers. Ask them to explain their answers.
- Play the recording again for students to repeat each line of the conversation. Ask students to work in pairs to practice the conversation. Call some pairs to practise the conversation. Comment on their pronunciation of the final “s”.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher ask students to summarize what they have learnt in the lesson.
*HOME WORK
- Find 5 more words with the sound /s/ and 5 more words with the sound /z/. Write them down and practice pronouncing the words.
- Prepare new lesson: Unit 2 – A closer look 2
+ Find new words
+ Grammar: Possessive case & Prepositions of place
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3:





Date of teaching:
Week: 4
Textbook: Global success
Period: 11

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to know how to use the possessive case and prepositions of place correctly.
2. Knowledge:
- Vocabulary: lexical items related to the topic “My house”.
- Grammar: the possessive case and prepositions of place.
3. Attributes:
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be responsible and hard working
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 2 - A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
-To activate students' prior knowledge and vocabulary related to the targeted grammar of possessive case, preposition of  place and to increase students interest.
- To introduce the targeted grammar of the lesson.
- Content/Performance tasks: Game: Memory game
- Outcome/Performance Products:
Answer keys:

1. Whose jumper is it? 3. Whose ball is it? 4. Whose sock is it?  5. Whose shoes is it? 
– It's Polly's jumper. – It's Jack's ball. – It's Jack's sock. – It's Greg's shoes.
2. Whose T-shirt is it
– It's Greg's T-shirt.

6. Whose sock is it? 8. Whose T-shirt is it? 
 – It's Polly's sock. – It's Polly's T-shirt.
7. Whose jumper is it?
 – It's Greg's jumper.
- Implementation:
• Teacher divides the class into 4 roups.
• Teacher tells students the rules of the game:
+ Students have to study the picture of 3 people (Jack, Polly and Greg) and try to remember the things belonging to each person in 30 seconds without writing down in their notebooks.
+ After 30 seconds, teacher shows the things of Jack, Polly and Greg and a member of each team has to answer quickly the question “Whose is it?”
+ The group with more correct sentences will be the winner.
- Teacher says: “This lesson today is going to tell you one way to express the possessive and how to use the preposition of place correctly.”
- Assessment Tools: Observation
2. Activity 2: PRESENTATION (10 minutes)
THE POSSESSIVE CASE
- Aims: To introduce students the form of possessive case.
- Content/Performance Tasks: the possessive case
- Outcome/Performance Product: Students understand the use the possessive case
🡪 name's + noun = Polly's sock.
🡪 singular noun's + noun = teacher's book.
- Implementation:
• Teacher draws students' attention to the words in the answers from the Warm-up “Greg 's T- shirt, Jack's ball, Polly's sock” and asks them whether they know the meanings of these words.
• Teacher provides or confirms the answers and lead in the grammar focus of the lesson:
• We use “'s” to show possession.
• Teacher writes the form of the possessive case on the board.
- Assessment Tool: asks and answers
PREPOSITIONS OF PLACE
- Aims: To help students identify different prepositions of place and use them correctly to describe where people or things are.
- Content/Performance Tasks: preposition of place
- Outcome/Performance Products:

We use prepositions of place to describe where people or things are.
- Implementation:
• Teacher asks students what prepositions of place they know. Encourage students to say as many as possible.
• Have them look at the Remember box to see if the prepositions they have mentioned are the same.
• Teacher confirms how to use prepositions of place.
- Assessment Tools: observation
3. Activity 3: PRACTICE (20 minutes)
Task 1
- Aims: To help students identify the correct form of possessive case.
- Content/Performance Tasks:  Task 1. Choose the correct answer.
- Outcome/Performance Products:
Answer key: 
1. grandmother's  2. sister's        3. cousin's  4. Nam's         5. An's
- Implementation:
• Teacher asks students to do the exercise 
• Individually and then compare their answers with a classmate.
• Check the answers as a class.
• Teacher confirms the correct answers.
- Assessment Tools: observation
Task 2
- Aim: To help students practise forming the correct form of possessive case.
- Content/Performance Tasks: Task 2. Complete the sentences with the correct possessive forms. 
- Outcome/Performance Products:
* Answer keys:
1. Mi's        2. teacher's  3. Nick's     4. father's  5. brother's
- Implementation:
• Teacher has students do this exercise individually and calls on two students to write their answers on the board. 
• Teacher draws all students' attention to the board and checks the answers together. 
• Teacher confirms the correct answers.
- Assessment Tools: observation
Task 3
- Aims: To help students practice using prepositions of place correctly to describe where people or things are.
- Content/Performance Tasks: Task 3. Write the correct preposition in the box
under each picture.
- Outcome/Performance Products:
Answer key:
Answer key:
1. on           2. next to 3. behind         4. In
5. in front of   6. between  7. under

1. The dog is on the chair.
2. The dog is next to the armchair.
3. The cat is behind the TV.
4. The cat is in the wardrobe.
5. The dog is in front of the kennel / doghouse.
6. The cat is between the lamp and the armchair.
7. The cat is under the table.
- Implementation:
• This is a very easy activity, so just ask Ss to give the answers as a class. T confirms the answers.
• Then encourage Ss to give as many sentences with these adverbs as possible.
- Assessment Tools: observation
Task 4
- Aims: To give Ss further practice on using prepositions of place.
- Content/Performance Tasks: Task 4. Decide True (T) or False (F) statements.
- Outcome/Performance Products:
* Answer keys:
1. T
2. F (The school bag is under the table.)
3. F (The clock is between the two pictures.)
4. T 
5. F (The cap is on the pillow.)
- Implementation:
• Teacher has students look at the picture of the room and asks them to describe the room briefly, then has them read each sentence, look at the picture and decide if each sentence is true or false. If it is false, ask them to correct it.
• Teacher has students do this exercise individually before they share their answers with a partner. Ask some students to read out their answers. 
• Teacher confirms the correct ones.
- Assessment Tools: True or False
4. Activity 4: PRODUCTION (7 minutes)
Task 5
- Aims: To help students practise asking and answering about the position of things.
- Content/Performance Tasks: Task 5. Game Memory challenge
- Outcome/Performance Products:
Key:
A: Where are the books?
B: They're on the table.
- Implementation:
• Teacher has students work in pairs to play the game Memory challenge. 
• Students look at the picture in Exercise 4 for 30 seconds and then cover it. 
• They ask and answer questions about the position of the things in the picture. 
• Teacher invites some pairs to perform in front of the class.
- Assessment Tools: Memory challenge. 
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (3 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Summarize the main points of the lesson.
* HOMEWORK
- Do exercises in the workbook.
- Prepare the next lesson: Unit 2 – Communication
+ Find new words
+ Listen the dialogue and do all task at home
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3:


Date of teaching:
Week: 4
Textbook: Global success
Period: 12

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Learn how to give suggestions.
- Practise using some grammar points and vocabulary related to the topic.
.2. Knowledge:
- Vocabulary: Use the lexical items related to the topic My house
- Grammar:  Suggestions
+ How about + V-ing
+ Let's + V (inf.)
3. Attributes:
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be benevolent and responsible 
- Introduce/ decorate the different types of house, the different rooms in the house
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 2, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
• To introduce the lesson.
• To lead in the lesson.
- Content/Performance tasks: * Who knows more?
- Outcome/Performance Products: * Pictures describing

• This is Nam's house.
• There are 4 rooms in his house.
• In the living room, there is a lamp, a picture, a table and a sofa.
• In the kitchen, there is a fridge, a dishwasher and a sink.
- Implementation:
• Teacher shows the picture of Nam's house and asks students to describe as many things in the picture as possible. 
• Students give their answers.
• Teacher checks the answers.
• Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to give suggestions and practice describing a house”.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
Task 1
- Aims: To introduce two ways to give suggestions.
- Content/Performance Tasks: Task 1. Listen and read a dialogue.
- Outcome/Performance Product: Students can understand the ways to give suggestions
Structure:
🡪 How about + V-ing?
🡪 Let's + V.
- Implementation:
• Teacher plays the recording for students to listen and read the dialogue between Elena and her mum at the same time. 
• Teacher asks students to pay attention to the highlighted sentences. 
• Teacher elicits the structures to give suggestions from students.
• Teacher has students practise the dialogue in pairs. Call some pairs to practise the dialogue in front of the class.
- Assessment Tool: observation
3. Activity 3: PRACTICE (15 minutes)
Task 2
- Aims: To help students practise giving suggestions.
- Content/Performance Tasks: Task 2: Make similar dialogues.
- Outcome/Performance Products:
Suggested answers:
A: I am so bored.
B: How about going to the cinema this weekend?
A: Great idea!
- Implementation:
- Teacher give students some situations to practice:
Situation 1: You want to buy some furniture for their homes.
Situation 2: You want to do some activities at the weekend with your friend.
Situation 3: You want to buy some new school things
- Teacher asks students to work in pairs.
- Teacher moves around to observe and provide help.
- Teacher calls some pairs to practise in front of the class, then comments on their performance.
- Assessment Tools: observation
Task 3
- Aims:
• To give students a sample of a house description
• To help students practise using some grammar points and vocabulary related to the topic.
- Content/Performance Tasks: Task 3: Complete the sentences.
- Outcome/Performance Products:

1. country   2. are       3. is 4. chairs      5. on
- Implementation:
• Teacher has students look at the picture and try describing Mi's grandparents' country house. 
• Teacher encourages students to say full sentences. 
• Then ask students to work in pairs to complete the given sentences.
• Teacher moves around to observe and provide help.
• After that, teacher invites students to share their answers.
• Teacher confirms the correct answers.
- Assessment Tools: fill the blanks
Task 4
• Aim: To help students practise asking and answering about the differences between two houses.
- Content/Performance Tasks: Task 4: Find the differences between the two houses.
- Outcome/Performance Products:


Suggested conversation:
T (look at Nick's house): Nick lives in a country house. Where does Mi live?
S (look at Mi's house): She lives in a town house.
T: How many rooms are there in Mi' house?
S: There are six rooms. What about in Nick's house?
T: …
- Implementation:
- Teacher models with a student.
- Teacher asks students in each pair not to look at each other's picture and make similar conversations.
- Teacher reminds students to note down the differences between the two houses.
- After some minutes, the pair which has the most differences will be the winner. Ask some pairs to act out the conversation. Other pairs listen and add more differences if there are any.
- Assessment Tools: observation
4. Activity 4: PRODUCTION (15 minutes)
Task 5
- Aims: To help students practise describing their house.
- Content/Performance Tasks: Task 5: Drawing a simple picture of your house.
- Outcome/Performance Products: Student's own ideas
- Implementation:
• Teacher gives students 5 – 7 minutes to draw a simple picture of their house, then asks
students work in pairs to tell each other about their house. If time
allows, teacher can ask them to note down the differences between their houses.
• Teacher calls some students to describe their friend's house to the class.
• Students may also present the differences between their house and their friend's. Other students and teacher listen and give comments. The group with higher scores will win the game.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Teacher guides students to prepare the coming class.
* HOMEWORK
- Do exercises in the workbook.
- Prepare the next lesson: Unit 2 – Skills 1
+ Find new words
+ Read task 1 and answer the questions
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3:



Date of teaching:
Week: 5
Textbook: Global success
Period: 13

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
+ Reading: 
- understand the description of a room at the Crazy House Hotel in Da Lat;
- describe one room (in their imagination) in that hotel.
+ Speaking:
- Imagine/ create/ draw/ show/ describe the new room
2. Knowledge:
- Vocabulary: Lexical items related to the topic My house
- Grammar:
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be benevolent and responsible
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 2, Skills 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- To introduce the topic of reading.
- To lead in the lesson about Skills 1.
- Content/Performance tasks: * Game: *Shark attack
- Outcome/Performance Products:
* Suggested answers:
C R A Z Y
- Implementation:
• Teacher divides the class into 2 teams.
• Then, teacher lets students play “Shark attack” to find the hidden words.
• The team which finds the word first will be the winner.
- Assessment Tools: observation
2. Activity 2: PRE- STAGE (5 minutes)
READING SKILL: PREDICTING
Task 1.
- Aims:
- To provide students with some lexical items before reading the text.
- To lead in the lesson about Skills 1.
- Content/Performance Tasks: Task 1. Look at the text. Answer the questions.
- Outcome/Performance Product: Students pronounce the words correctly
Answer key: 
1. It's an email.
2. The text is about Nick's room at the Crazy House
New words:
1. strange (adj) [explanation] 
2. wardrobe (n) [visual] 
3. desk (n) [visual]
- Implementation:
• Teacher asks students to read the “Reading skill” box and explains any words that students do not know.
• Teacher tells students that predicting is an important reading skill that can help them have a general understanding of the text.
• Teacher tells students to quickly look at the text, the pictures and answer the questions.
• Teacher asks for students' answers.
• Then teacher tells them to read the text quickly to check their prediction.
- After that, teacher confirms the correct answers.
- Teacher introduces the vocabulary by:
+ Providing the synonym or antonym of the words.
+ Providing the pictures of the words.
+ Providing the definition of the words:
- Assessment Tools: observation
3. Activity 3: WHILE - STAGE (20 minutes)
Task 2
- Aim: To help students develop their reading skill for specific information (scanning).
- Content/Performance Tasks: Task 2: Read the text and answer the questions.
- Outcome/Performance Products:
Answer key:
1. He's in Da Lat with his parents.
2. There are ten rooms.
3. Because there's a big tiger on the wall.
4. It's under the bed.
- Implementation:
- Teacher lets students look at Ex. 2 on p. 22 and tells them how to do this kind of exercise:
+ Read the questions.
+ Underline the key words.
+ Locate the key words in the text.
+ Read that part and answering the questions.
- Teacher has students read the text in detail to answer the questions and tells them to underline parts of the email that help them with the answers.
- Teacher tells them to compare their answers in pairs before giving the answers to teacher. 
- Teacher asks them to give evidence when giving the answers.
- Assessment Tools: ask and answer
Task 3
- Aims: To help students further develop their reading skill for specific information (scanning).
Content/Performance Tasks: Task 3: Circle the things in the Tiger Room.
- Outcome/Performance Products:
* Answer key:
a window        
a lamp     
a wardrobe   
a desk
- Implementation:
• Teacher asks students to read through the words given and then locate them in the text. If they find a similar word in the text, they should circle it in the list. 
• Teacher has students compare their answers. 
• Teacher checks and confirms the correct answers.
- Assessment Tools: circle
Task 4
- Aims: To help Ss further develop their reading skill for specific information (scanning).
Content/Performance Tasks: Task 4. Create a new room for the hotel. Draw a plan for the room.
- Outcome/Performance Products: student's own answer
- Implementation:
• Teacher tells each student to create a new room for the hotel and draw a plan for the room. 
• Teacher sets a time limit for students to do it.
• Teacher asks students to give the room a name and bear in mind the organisation of the room including the things in the room and their position. 
• Have them note down quickly these ideas.
- Assessment Tools: observation
4. Activity 4: POST - READING AND SPEAKING (10 minutes)
Task 5
• Aims: To provide an opportunity for students to practise describing the hotel room they have designed.
Content/Performance Tasks: Task 4: Show your plan to your partner and describe it.
- Outcome/Performance Products: student's own answers
- Implementation:
• Have students work in pairs and show the plan to their partner. Ask students to take turns to describe their rooms.
• Remind them to focus on the three points on the board. Move around to observe and offer help.
• Call on some students to show their plan to the whole class and describe it. Other students and the teacher listen and vote for the best plan.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Teacher guides students to prepare the coming class.
* HOMEWORK
- Do exercises in the workbook.
- Prepare the next lesson: Unit 2 – Skills 2
+ Find new words.
+ Listen to Mai talking about her house
+ Write an email to Mira
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3:


Date of teaching:
Week: 5
Textbook: Global success
Period: 14

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
+ Listening
• use the lexical items related to the topic My house;
• listen to get information about rooms and houses.
+ Writing: write an e-mail to a friend.
2. Knowledge:
- Vocabulary: Lexical items related to the topic “My house”
- Grammar: present simple
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be benevolent and responsible
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 2, Skills 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
• To revise the content of the previous lesson.
• To introduce the new lesson.
- Content/Performance tasks: *Lucky number
- Outcome/Performance Products:
Questions:
1. What is the name of the room where Nick is staying? (Tiger)
2. How many rooms are there in the hotel? (10)
3. Is there a wardrobe in Nick's room? (Yes)
4. Where is that Crazy House Hotel? (In Da Lat)
5. Are the rooms named after different flowers? (No)
6. Lucky number
7. Where is the bed in Nick's room? (Under the window)
8. Why is the room called the Tiger room?
(Because there's a big tiger on the wall).
9. Who is Nick staying with? (With his
parents)
10. Lucky number.
- Implementation:
• Teacher divides the class into 2 teams.
• Each team chooses the number they like, then tries to answer the question correctly.
• The team which chooses a lucky number will get two points without answering any questions.
• The team which has more points will be the winner.
• Teacher introduces students the content of the lesson today: “In the previous lesson, you already read about Nick's room at the Crazy House Hotel. In the listening lesson today, we are going to listen to Mai talking about her house.”
- Assessment Tools: observation
2. Activity 2: PRE- STAGE (5 minutes)
Task 1
- Aims: To prepare students for the listening text.
- Content/Performance Tasks: Task 1: Look at the pictures. Name each of them. Guess if they are mentioned in the listening text.
- Outcome/Performance Product:
Answer key:
1. bookshelf
2. sofa
3. desk
4. clock
5. window
- Implementation:
• Ask students to look at the pieces of furniture and parts of the house and name them. 
• Call on some students to read the words out loud. 
• Ask some students to write the words on the board.
- Assessment Tool: Observation
3. Activity 3: WHILE – STAGE (15 minutes)
Task 2
- Aims: To help Ss develop the skill of listening for specific information
- Content/Performance Tasks: Task 2: Listen again and choose the correct answer A or B.
- Outcome/Performance Product:
Key:
1. F (There are three people.)
2. F (There are six rooms.)
3. T
4. T
5. F (She reads books.)
- Implementation:
- Have Ss look at the sentences in this activity. Ask them how to do it. Give them some strategies to do the exercise (e.g. reading the sentences, underlining the key words, listening to the text paying attention to the key words, deciding if each sentence is true or false).
- Play the recording twice for Ss to do exercise 2. For stronger classes, ask Ss to take notes of the information to explain why a sentence is false.
- Have Ss share their answers in pairs. Invite some pairs to give their answers and confirm the correct ones. Play the recording again if needed, stopping at the place where Ss find it difficult to understand. For ask Ss to correct the false sentences.
- Invite one or two Ss to briefly describe Mai's house, focusing on the type of house, the number of rooms and her favourite room.
- Assessment Tool:
Audio script:
- My name's Mai. I live in a town house in Ha Noi. I live with my parents. There are six rooms in our house: a living room, a kitchen, two bedrooms, and two bathrooms. I love our living room the best because it's bright. It's next to the kitchen. I have my own bedroom. It's small but beautiful. There's a bed, a desk, a chair, and a bookshelf. It also has a big window and a clock on the wall. I often read books in my bedroom.
Task 3
- Aims: To help students brainstorm ideas for their email.
- Content/Performance Tasks: Task 3: Answer the questions
- Outcome/Performance Product: student's own answer
- Implementation:
• Tell students that now they are going to focus on the body of the email only. 
• Tell them that answering the guiding questions is one way to help them brainstorm as well as organise ideas for their writing.
• Have students answer the questions individually, encouraging them to write the answers in full sentences. 
• Move around to offer help.
• Invite some students to share their answers to the class. Comment on their answers.
- Assessment Tool: ask and answer
4. Activity 4: POST- STAGE (15 minutes)
Task 4
- Aim: To help Ss practise writing an email to their friend telling about their house.
-Content/Performance: * Summarize the information of the listening part.
- Outcome/Performance Products:
* Suggested answers:
To: mira@webmail.com 
Subject: My house
Hi Mira,
Thanks for your email. Now I'll tell you about my house. I live in a small townhouse in Ha Noi. There are five rooms: a living room, a kitchen, two bedrooms and a bathroom. My favourite room is my bedroom. It is very cozy. There is a big window, a small bed, a desk and a chair.
What about you? Where do you live?
Tell me in your next email.
All the best,
- Implementation:
- Ask Ss to write the body of their email individually. Ask one or two Ss to write their email on the board. Other Ss and T comment on the emails on the board. Then T collects some emails to correct at home. Otherwise, ask Ss to revise their emails at home based on the comments given and submit them to T at the next lesson.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Teacher guides students to prepare the coming class.
* HOMEWORK
- Rewrite the email on the notebook.
- Prepare for the looking back and project.
+ find new words
+ do all task
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3:







Date of teaching:
Week: 5
Textbook: Global success
Period: 15

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
• Review the vocabulary and grammar of Unit 2
• Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Knowledge:
- Vocabulary: Lexical items related to the topic “My house”
- Grammar: preposition of place and possessive case
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be benevolent and responsible
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 2, Looking back & Project
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
Task 1
- Aims: To help students revise the vocabulary items they have learnt in the unit.
- Content/Performance tasks: Task 1. Put the words into the correct group. Add a new word to each group.
- Outcome/Performance Products:
Suggested answers:
- Implementation:
• Teacher divides the class into 3 big groups.
• Each group will be assigned a name.
• Teacher asks students to brainstorm all words related to types of house, rooms and furniture.
• The group having the most suitable and correct answers is the winner.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
-Aims: To help students revise the possessive case and preposition of places
- Content/Performance Tasks:
- Outcome/Performance Product:
• the possessive case
We use “'s” to show possession.
🡪 name's + noun = Polly's sock.
🡪 singular noun's + noun = teacher's book.
• preposition of places

We use prepositions of place to describe where people or things are.
- Implementation:
• Teacher writes the form of the possessive case on the board
• Teacher asks students what prepositions of place they know. Encourage students to say as many as possible.
• Have them look at the Remember box to see if the prepositions they have mentioned are the same.
• Teacher confirms how to use prepositions of place.
- Assessment Tool: Observation
3. Activity 3: PRACTICE (25 minutes)
Task 2:
- Aims: To help students revise the possessive case.
- Content/Performance Tasks: Task 2. Complete the second sentence with the correct possessive form.
- Outcome/Performance Product:
Answer key:
1. teacher's 
2. brother's 
3. Elena's 
4. grandfather's 
5. Vy's
- Implementation:
• Have students say how to form the possessive form with proper names and singular nouns.
•  Ask students to do the exercise individually and then exchange their answers with a classmate. 
• Call on some students to write their answers on the board. Other students give comments. 
• Confirm the correct answers.
- Assessment Tool: Observation
Task 3
-Aims: To help students revise the prepositions of place.
- Content/Performance Tasks: Task 3. Make sentences using prepositions of place
- Outcome/Performance Product:
Answer key:
1. The cat is on the table.
2. The dog is in front of the kennel / doghouse.
3. The cat is between the bookshelf and the sofa.
4. The cat is behind the computer.
5. The girl is on the sofa.
6. The boy is next to the sofa.
- Implementation:
• Ask students to say the prepositions of place they have learnt.
• Have students look at the pictures and do this exercise individually. Ask some students to write the sentences on the board. 
• Check students' answers.
- Assessment Tool: Observation
Task 4
- Aims: To help students revise the way to describe their favourite room using the prepositions of place.
- Content/Performance Tasks: Task 4: Write three sentences to describe your favourite room
- Outcome/Performance Product: student's own answer
- Implementation:
• Ask one student what room in the house is his / her favourite. 
• Encourage him / her to say one or two sentences about it.
• Have students write three sentences to describe their favourite room. 
• Remind students to use prepositions of place.
• Students share their sentences with their partners. 
• Some students are asked to write their sentences on the board.
• Teacher and other students give feedback.
- Assessment Tool: Observation
PROJECT
Task 1
- Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.
- Content/Performance: Survey
- Outcome/Performance Products:
•
• House A
• House B
• House C
• House D
• Name
•
•
•
•
• Reasons
•
•
•
•
- Implementation:
• Students work in groups. One student in each group asks other group members question “Which one would you like to live in? Why?” and fill the information in the following table.
• This student then summarises their group members' answers and reports the result to the whole class.
- Assessment Tools: survey
4. Activity 4: PRODUCTION (5 minutes)
Task 2
- Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.
- Content/Performance: Task 2. Now work I groups
- Outcome/Performance Products: student's own answer.
- Implementation:
• Have Ss work in groups to draw their own strange house. Ask them to practise describing their house in groups before telling the class about their house. The class votes for the best strange house.
• If T thinks there will not be enough time in this lesson for the project, assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (Looking Back), ask Ss to present their strange houses to the class.
- Assessment Tools: presentation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Teacher guides students to prepare the coming class.
* HOMEWORK
- Do all task again at home
- Prepare for the next lesson: Unit 3 – Lesson 1. Getting started.
+ Find new words.
+ Read the conversation between Phong and Nam. Do task 2,3,4.
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3: