Week 1
Period 1

Preparing date : 30/08/2022
Teaching date : 05/09/2022
ENGLISH 6
INTRODUCTION

I. OBJECTIVES:
1.Knowledge:
- To introduce new Tieng Anh 6 textbooks. Student's book and Workbook
- Tell students something about Great Britain; England and English. Students learn
how to study English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English
in class; at home... some classroom languages.
* Grammar: to be; present simple tense; present continuous…
2. Competences:
- An overview about English 6
3. Attributes:
- Co-operation
- Self- study
- Using language to do exercises
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Method: discussion group, technical present….
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
- Content/Performance tasks:
Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
- Outcome/Performance Products:








Name
Age
Address
Likes
dislikes
friends

- Implementation:
+ Chatting
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to creat a friendly and relaxed
atmostphere to inspire Ss to warm up to the new class…
- Have Ss to introduce themselves.
- T encourages Ss to talk in English as much as possible. Students (Ss) listen and
learn how to do the tasks.
+ Lead to the first unit of the new school year.
- Write the unit title on the board and ask Ss guest what they are going to learn this
unit …
- Ask Ss to open their book and introduce what they are going to study….Sts
answer the teacher's questions.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar
points to be learned.
- Content/Performance Tasks:
Some brief notes; Some things about England, English. Introduce Global Success
Grade 6
- Outcome/Performance Product:
Know something about England, English; Learn how to use Global Success Grade
6

- Implementation:
Teacher's instructions….
1. T. asks sts some questions about England.
- What do you know about England?
- T. gives sts something about England and English. Sts listen carefully and read
aloud.
- It located in North-west coast of Europe with very mild weather not too hot but
not too cold.
- It consists of four parts: England, Wales, Scotland and Ireland.
- It's official name is the UK
- Each part has its own flag of UK.

- There are many interesting things of England and you'll gradually know about
them in the progress of learning English.
2. English:
- How many people speak English as their mother tongue?
- How many people speak English as their first language?
- How many people speak English as their second language or first foreign
language?
- Why do you learn English?
- Is it important? Difficult? Useful? Interesting?
=> It's very important, useful, interesting. It is the means of communication to one
another.
English is an international language. Hundreds of million people speak English in
the world. 400 million people speak English as their first language, 600 million
people speak English as their second language or first foreign language. 4/5 of the
world's computers use program in English. ¾ of all international correspondence
is in English.

3/ New English 6 text book:
- How many units are there in English 6 text book?
- What are they about?
* There are 12 units . Each unit has eight sections, providing materials for 7
classroom lessons of 45 minutes.
- Section 1 : GETTING STARTED. Introduce the topic of the unit. Present the
vocabulary and the grammar items.
- Section 2 : A CLOSER LOOK 1 .Present and practice the vocabulary and
pronunciation of the unit. Grammar items may also be included in this section.
- Section 3 : A CLOSER LOOK 2 . Deal with the main grammar point(s) of the
unit. The new language point is presented in short text or a talk./ interview. Both a
closer look 1,2 mainly give language focus and practice of receptive skills.
- Section 4: COMMUNICATION. Help Ss to use the functional language in
everyday life context and consolidate what they have learnt....
- Section 5 : SKILL 1 . READING AND SPEAKING. Develop Ss reading abilities
And provide further practice which supports Ss in their production of speaking
English freely.
- Section 6 : SKILL 2: LISTENING AND WRITING. The listening activity follows
the oral practice in speaking to provide Ss an opportunity to listen.... Writing
focuses on developing Ss' wring skills
- Section 7: LOOKING BACK & PROJECT. Recycle language from previous
sections, consolidate and apply what they have learnt in the unit. The project helps
Ss to improve their ability to work by themselves and in team, and extend their
imagination in a field related to the unit subject.( extra-curricular activity/ or
homework).
- English is not too difficult but it requires you working hard.
- Sts need learn by heart all vocabulary and their usage.
- Review the lesson everyday.
- Learn English everyday.
- Assessment Tool: observation, taking note
3. Activity 3: PRACTICE (25 minutes)
Task 1
- Aims:
– To set the context for the introductory text
-To help Ss understand the lesson. Class room language

- Content/Performance Tasks: Some brief notes; Something about England,
English . Classroom language…
- Outcome/Performance Products:
Know something about England, English; Classroom language…
- Implementation:
How to learn English best?
- Tell us how you learn best?
- Tell us how you can learn English best?
* Some useful classroom languages:
- Who is the monitor?
- Who is absent today?
- Who is on duty today?
- May I go out?
- May I come in?.......
- How to improve your English:
- Listen to the teacher carefully, learn E. from many sources, always enrich your
vocabulary, do exercises carefully, practice speaking, listening, writing, reading
everyday. …

- Ss should work hard everyday to improve their English.
“Hard work is the key to success”
- Ss Work in groups; in pairs; present the projects….

- Assessment Tools: observation

Task 2
- Aim: To revise / teach classroom languages.
- Content/Performance: Some brief notes; Some things about England, English .
Classroom language…
- Outcome/Performance Products:
Know something about England, English; Classroom language…
- The greetings: - Good morning
- Good afternoon
- Good morning
- Good bye ….
- We can say “May I go out”
- You can say “Stand up, please.
- Listen, please
- Read after me
- Implementation:
- T gives some questions to introduce the class expressions.
- Have Ss listen and repeat.
- Teacher says “go out, please”Go out
- Teacher says “No”  Don't go out
- Call on some pairs to practice in front of the class.
- Assessment Tools: answer the questions
4. Activity 4: PRODUCTION (5 minutes)
Task 4
- Aims: To review what Ss have learnt in the lesson
- Content/Performance Tasks:
T reviews what they have learnt and asks Ss about their understanding
- Outcome/Performance Products:
An overlook on the English 6
- Implementation:
- teacher concludes the knowledge
- sts answer the questions when asked
- Assessment Tools: answer the questions
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- Ask one or two Ss to tell the class what they have learnt.

* HOMEWORK
- Learn classroom languages.
- Prepare new lesson Unit one.
Week 1
Period 2

Preparing date : 04/09/2022
Teaching date : 06/09/2022

UNIT 1: MY NEW SCHOOL
Lesson 1: Getting started – A special day
I. OBJECTIVES:
1.Knowledge:
* Vocabulary: lexical items about the topic My new school
* Grammar: use the present simple;
2. Competences:
- An overview about the topic My new school 
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 make new friends at school
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 1: 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 activate students' knowledge on the topic of the unit.
 To set the context for the listening and reading part.
 To enhance students' skills of cooperating with team mates.
- Content/Performance tasks: * Memorising game:
- Outcome/Performance Products:
Suggested answers:

1. I can see three people.
2. They are students.
3. They are at one of the boys' home.
4. They are carrying school bags/ backpacks.
5. They are going to go to school.
- Teacher sets the context for the listening and reading text: Write the title on the
board A special day. Explain the meaning of special and ask students to guess what
the conversation might be about.
- Implementation:
- Teacher divides class into 2 teams.
- Teacher asks students to close the books, shows the picture (pages 6 and 7) and
asks them to memorise every detail in the picture in 1 minute.
- Teacher hides the pictures and asks questions about the picture. The team who
has more correct answers is the winner.
1. How many people can you see in the picture?
2. Who are they?
3. Where are they?
4. What are the two students carrying on their backs?
5. Where are they going to go?
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims:
- To introduce the vocabulary appearing in the next.
- To help students well-prepared for the listening and reading tasks.
- Content/Performance Tasks: new vocabulary
- Outcome/Performance Product: Students can understand the words from the
conversation
- Implementation:
Teacher introduces the vocabulary by:
- giving explanations;
- showing the pictures illustrating the words.
1. subjects (n) [explanations]
2. uniform (n) [picture]
3. calculator (n) [picture]
- Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task 1

- Aims:
– To set the context for the introductory;
– To introduce the topic of the unit, the vocabulary, the sounds, and the grammar
points to be learnt.
- 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 Vy and Phong: they are
friends, and Duy is Vy's new friend.
– Have Ss look at the picture. Ask Ss questions about the picture. E.g.
Where are they? Who are Vy and Duy? etc. Ask Ss why it is a special
day.
– Encourage Ss to give their answers, but do not confirm whether their answers
are right or wrong.
Ask them to talk a bit about their feelings on the day.
– Play the recording twice for Ss to listen and read along. Have Ss underline the
words that are related to the topic of the unit while they are listening and
reading.
– Call on some groups of Ss to read the conversation aloud.
– Ask Ss what exactly Vy, Phong and Duy are talking about. Now confirm the
correct answer.
(Vy introduces her new friend, Duy. Then they talk about their new school and
their first day at school, etc.)
– Have Ss say the words in the text that they think are related to the topic My
New School. Quickly write the words on one part of the board. Comment on
Ss' answers.
- Assessment Tools: observation
Task 2
- Aim: To help Ss understand the conversation.
- Content/Performance: Task 2 Read the conversation again and tick (✔) T
(True) or F (False).
- Outcome/Performance Products:
Answer key:
1. T 2. F 3. T 4. T 5. F
- Implementation:
– Play the recording one more for Ss to understand the conversation better.
– Explain the strategies of doing True – False exercise to Ss: Read each statement
carefully, identify and underline the key words in the statement, locate the key

words or similar words in the text, and then evaluate if they are the same, or the
opposites of the information in the given statements. If the information is the
same, it's True (T), if it is opposite or different, it's False (F).
– Ss work independently. Tell them to refer back to the conversation if necessary.
Allow them to share their answers before discussing them in groups or as a
class. T gives the correct answers.
- Assessment Tools: True or False

Task 3
- Aims:
– To introduce some vocabulary related to the topic of the unit;
– To introduce the grammar point of this unit: the present simple.
- Content/Performance Tasks: Task 3. Write one word from the box in each gap. 
- Outcome/Performance Products:
Answer key:
1. wear
2. has
3. go
4. uniforms
5. subjects
- Implementation:
– T may instruct Ss how to do the exercise: Read the sentences and identify the
kind of word to fill the blank, e.g. In sentence 1, we need a verb to go with the
noun uniforms to fill the blank. Model with the first sentence.
– Ask Ss to work independently to fill each blank with the right word.
– Allow Ss to share answers before discussing them as a class. Write the correct
answers on the board.
– T explains the meaning of some words if necessary. Ss practise saying the
sentences together.
– T then asks Ss to identify the tense used in these sentences. Tell them that it is
the present simple tense, and they are going to learn it in this unit.
- Assessment Tools: Fill in the gap
Task 4
- Aims: To help Ss revise some words and learn some more words indicating school
things.

- Content/Performance Tasks: Task 4: Match the words with the school things.
Then listen and repeat.
- Outcome/Performance Products:
– 2. compass
– 3. Pencil
Key + Audio script: 1. school bag
sharpener
– 4. rubber
– 5. pencil case
– 6. calculator
- Implementation:
– T may instruct Ss how to do the exercise: Read the sentences and identify the
kind of word to fill the blank, e.g. In sentence 1, we need a verb to go with the
noun uniforms to fill the blank. Model with the first sentence.
– Ask Ss to work independently to fill each blank with the right word.
– Allow Ss to share answers before discussing them as a class. Write the correct
answers on the board.
– T explains the meaning of some words if necessary. Ss practise saying the
sentences together.
– T then asks Ss to identify the tense used in these sentences. Tell them that it is
the present simple tense, and they are going to learn it in this unit.
- Assessment Tools: matching
4. Activity 4: PRODUCTION (5 minutes)
- Aims: To revise / teach the names of the things in the classroom.
- Content/Performance Tasks: Task 5: Write names of the things you can see
around the class in your notebook.
- Outcome/Performance Products:
Answer key:
- Table, desks, notice board, pictures, ect.
- Implementation:
- Tell Ss to look around the class. Point to each student and ask what he / she
sees / has around him / her (e.g. table, desks, notice board, pictures, etc.). Then
let them practise the words, write them down in their notebook and make
sentences with the words if there is time.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
- If there is a visualizer in the classroom, show the dialogue, highlight the key
words related to the topic.

* HOMEWORK
- Read again the conversation on page 6
- Prepare new lessons: Unit 1- A closer look 1
+ Listen and repeat the words in task1
+ Find new words
+ Pronounce the sounds ɑː/ and /ʌ/

Week 1
Period 3

Preparing date : 05/09/2022
Teaching date : 07/09/2022

UNIT 1: MY NEW SCHOOL
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES:
1.Knowledge:
- Vocabulary: lexical items about topic My new school 
- Pronounce correctly the sounds /ɑː/ and /ʌ/.
- Grammar: - Use the combinations: to study, to have, to do, to play + N;
2. Competences:
- Use the lexical items related to the topic My new school
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Laptop, projector, speakers, student books
- Textbook: Tiếng Anh 6-Tập hai (UNIT 1: My new school -Page: 8)
- Extra-boards/papers/handouts/pictures or flashcards of personal belongings
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- To activate students' prior knowledge and vocabulary related to the topic.
- To enhance students' skills of cooperating with team mates.

- Content/Performance tasks: * Game: Hot seat
- Outcome/Performance Products:
Answer keys:

play football

listen to music

skip rope

drink water
watch TV
play video games
- Implementation:
- Teacher divides students into 2 teams.
Each team has a member standing against the board.
- Teacher shows pictures of some activities one by one and other members use
body language to let their team member guess the names of the activities.
- The team with the most correct answers in the fastest time is the winner.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims: To introduce the new words.
- Content/Performance Tasks: New vocabulary
- Outcome/Performance Product: Students know some words related the topic
“our houses in the future”
- Implementation:
- Teacher introduces the vocabulary by:
+ providing explanations of the words;

+ showing picture illustrating the word.
1. science (n) [picture]
2. exercise (n/v) [explanation] - rubbish(n) using picture
- Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task1
- Aims: To revise / introduce the names of school subjects, and some nouns related
to school and school activities.
- Content/Performance: Task 1: Listen and repeat the words.
- Outcome/Performance Products:
Answer key:
Audio
exercise
script:
science
school
football
lunch
lessons
English
music
history
homework
- Implementation:
- Play the recording and let Ss listen. Play it again with pauses for them to repeat
each word. --- Correct their pronunciation.
Note: Don't teach the words in this activity yet.
- Assessment Tools: matching
Task 2
- Aim: To revise / teach the words for things that can be reduced, reused and
recycled.
- Content/Performance Tasks: Task 2: Work in pairs. Put the words in Task 1 in
the correct columns.
- Outcome/Performance Products:
Answer key:
– play
– do
– have
– stud
school
footbal
homewor
y
lunch
l music
k
English
lessons
exercise
history
science

Implementation:
- Teacher asks students to work in pairs and use the words in Task 1 to put into the
correct columns.
- Students work in pairs and do the task.
- Teacher calls some pairs to share their answers with the whole class.
- Teacher gives feedback and corrections (if necessary).
- Teacher explains which nouns go with each verb to make meaningful names of
activities.
- Teacher asks students to work in groups of four and add as many words into each
column as possible.
- Assessment Tools: observation
Task 3
- Aims: To revise the words that Ss have learnt in context.
- Content/Performance Tasks: Task 3. Pair work: Ask and answer questions
about what appliances can help us to do.
- Outcome/Performance Products:
Answer key:
1.
homework
2.
football
3.
lessons
4.
exercise
5.
science
- Implementation:
- Teacher asks students to work independently and put a suitable word in each
blank.
- Teacher allows students to share their answers before discussing as a class. 
- Teacher asks some students to share the answers and gives feedback.
- Assessment Tools: gaps-filling
Task 4
- Aims: To help students have concept and identify the sounds /ɑː/ and /ʌ/.
- Content/Performance Tasks: Listen and repeat. Pay attention to the sounds /ɑː/
and /ʌ/.
- Outcome/Performance Products:
Audio script:
1. /ɑ:/: smart
art
carton
class

2. /ʌ/: subject
study
Monday
compass
- Implementation:
Let Ss practise the sounds /ɑ:/ and /ʌ/ together. Ask Ss to observe the T's mouth
when pronouncing two sounds. Play the recording and ask Ss to listen to these
words and repeat. Play the recording as many times as necessary.
- Assessment Tools: observation
4. Activity 4: PRODUCTION (5 minutes)
Task 5
- Aims: To help students practise the sounds /ɑː/ and /ʌ/ in sentences.
- Content/Performance Tasks: Listen and repeat. Underline the words with the
sounds /ɑː/ and /ʌ/.
- Outcome/Performance Products:
Key + Audio script:
1. My brother has a new compass.
2. Our classroom is large.
3. They look smart on their first day of school.
4. The art lesson starts at nine o'clock.
5. He goes out to have lunch every Sunday
- Implementation:
– Have Ss quickly read the sentences and underline the words having the
sounds /ɑ:/ and /ʌ/. Now play the recording for Ss to listen and check the words
that they have underlined.
– Have them work in pairs to compare their answers. Check Ss' answers.
– Play the recording again. Let Ss listen and repeat sentence by sentence, paying
attention to thevunderlined words.
- 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
- Rewrite the sentences into notebooks.
- Find 3 more school  activities that have the sound /ɑː/ or /ʌ/.
- Prepare new lesson: Unit 1 – A closer look 2
+ Find new words
+ Grammar: The present simple

Week 2
Period 4

Preparing date : 07/09/2022
Teaching date : 12/09/2022

UNIT 1: MY NEW SCHOOL
Lesson 3: A CLOSER LOOK 2
I. OBJECTIVES:
1. Knowledge:
- Vocabulary: lexical items related to the topic “My new school”.
- Grammar: the present simple tense
2. Competences:
- Use the present simple tense.
3. Attributes:
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Exchange personal information with friends and be friendly at school.
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 1, 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 related to the targeted grammar of
present simple tense.
- To increase students' interest.
- To enhance students' skills of cooperating with team mates.
- Content/Performance tasks: Game: Sentence puzzling
- Outcome/Performance Products:
Suggested sentences:
1.

lives

near

Peter
his school.
2. We

go

To

the same school.
3. They have

New

subjects.
4. We

alway Look
s

smart

in our uniforms.

- Implementation:
- Teacher divides the class into 4 groups.
- Teacher delivers a set of word cards which are jumbled sentences in present
simple to each group.
- Students will have to work in groups to create as many correct sentences from the
word cards as possible.
- The group with the most correct sentences will be the winner.
- Teacher draws students' attention to the form of the sentences created in the
game and asks them whether they know the target tense.
- Assessment Tools: Observation
2. Activity 2: PRESENTATION (10 minutes)
Article
- Aims:
- To have students get to know about the present simple tense.
- To help students understand the use of the present simple tense.
- Content/Performance Tasks: present simple tense
- Outcome/Performance Product: Students understand the use present simple
tense
The present simple Positive
– I / You/ We / They + V (work / study)
– He / She / It + V-s / V-es (works / studies)
Negative
– I / You / We / They + don't / do not + V (don't / do not work /

study)
– He / She / It + doesn't / does not + V (doesn't / does not work /
study)
Questions and short answers
– Do I / you / we / they + V (work / study)?
Yes, I / you / we / they do. No, I / you / we / they don't.
– Does he / she / it + V (work / study)?
Yes, he / she / it does. No, he / she / it doesn't
- Implementation:
Cut and paste the following lines from the conversation in GETTING
STARTED in the slide/ on the board. Show them to Ss:
– Duy:
Hi, Phong. I live near here, and we go to the same school!
– Phong: Good. Hmm, your school bag looks heavy.
– Duy:
Yes! I have new books, and we have new subjects to study.
– Phong: And a new uniform, Duy! You look smart!
– Duy:
Thanks, Phong. We always look smart in our uniforms.
– Highlight / Underline the present simple structures in these lines.
– Ask Ss to look at the sentences in the grammar box. Remember to introduce
all the positive, negative and question forms of the tense. Explain to Ss that
we use the present simple to talk about actions or events that often happen, or
are fixed.
– Have Ss give some examples. T may give them some verbs to make
sentences (e.g. live, like, play, walk, etc.).
- Assessment Tool: asks and answers
 ADVERBS OF FREQUENCY
- Aims: To help students understand the use adverbs of frequency
- Content/Performance Tasks: adverbs of frequency
- Outcome/Performance Products:
Ex: We often ride our bicycles to school.
Tom usually takes the bus to school
- Implementation:
–

- Tell Ss to look at the two examples carefully. Then ask them about the position of the
adverbs of frequency, and the meaning of those. Tell them to recall all the adverbs of
frequency they know.
- Assessment Tools: observation

3. Activity 3: PRACTICE (20 minutes)
Task 1
- Aims: To give Ss practice on using the present simple tense in sentences.
- Content/Performance Tasks:  Task 1. Choose the correct answer A, B or C.
- Outcome/Performance Products:
Answer key: 
1. A
2. C
3. B
4. A
5. C
- Implementation:
- Teacher has students work independently, look at the form and do Exercise 1 –
page 9. 
- Teacher lets students work in pairs and exchange the answers before checking
with the whole class (explain each sentence if necessary).
- Assessment Tools: multiple choice
Task 2
- Aim: To have them use the grammar in context.
- Content/Performance Tasks: Task 2. Write the correct form of verbs
- Outcome/Performance Products:
* Answer keys:
1. has
2. Do you have
3. like
4. Does Vy walk
5. ride
6. go
- Implementation:
- Teacher asks students to work independently.
- Teacher calls 1 or 2 students to write their answers on the board, checks their
answers sentence by sentence.
- Assessment Tools: observation
Task 3
- Aims: To help Ss revise some adverbs of frequency they already learnt.
- Content/Performance Tasks: Task 3. Fill the blanks with sometimes, usually or
never.
- Outcome/Performance Products:
Answer key:

2. usually
3. sometimes
5. never
- 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 students opportunities to use the present simple tense with adverbs
of frequency correctly in context.
- Content/Performance Tasks: Task 4. Choose the correct answer A or B to
complete each sentence.
- Outcome/Performance Products:
* Answer keys:
1. B       2. A        3. A       4. B           5. A
- Implementation:
- Teacher has students complete Exercise 4 – page 10 independently.
- Teacher then asks students to exchange their textbooks to check their friends'
answers.
- Assessment Tools: Combine sentences.
4. Activity 4: PRODUCTION (7 minutes)
Task 5
- Aims: To help students distinguish and use correctly the present simple tense.
- To improve cooperative skill.
- Content/Performance Tasks: Task 5. Work in pairs. Make questions then
interview your partner.
- Outcome/Performance Products:
Key:
1. Do you often ride your bicycle to school?
2. Do you sometimes study in the school library?
3. Do you like your new school?
4. Do your friends always go to school with you?
5. Do you usually do homework after school?
- Implementation:

- Put Ss in pairs. Have them take turns to ask questions and give answers. T goes
round and corrects mistakes or gives help when and where necessary.
- Note that Ss' answers may vary. Accept all answers which are grammatically
and logically correct.
- Assessment Tools: ask and answer
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
- Make 5 sentences in the present simple tense, using adverbs of frequency.
- Prepare the next lesson: Unit 1 – Communication
+ Find new words
+ Listen the dialogue and do all task at home
Week 2
Period 5

Preparing date : 08/09/2022
Teaching date : 13/09/2022

UNIT 1: MY NEW SCHOOL
Lesson 4: COMMUNICATION
I. OBJECTIVES:
1. Knowledge:
- Vocabulary: Use the lexical items related to the topic My new school
- Grammar: 
Introducing someone
This is … .
Nice to meet/ see you.
Nice to meet/ see you, too.
2. Competences:
– Know how to introduce someone
– Ask appropriate questions when making friends at school, know what good
qualities a good friend should have
3. Attributes:
- Develop communication skills 
- Be collaborative and supportive in pair work and team work

- Actively join in class activities
- Be ready to introduce someone.
- Understand more about good qualities of a good friend and try to be a good
friend.
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 1, 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 topic.
- To enhance students' skills of cooperating with team mates.
- Content/Performance tasks: * Who knows more?
- Outcome/Performance Products: Students listen to the teacher's clues and guess
what it is.
* Answer keys:
* Who knows more?
Teacher shows pictures of some famous pairs of frie...