Attendance:

Week: 3
Date of teaching:
Period: 7

Class 6A1:
Class 6A2:

UNIT 1: MY NEW SCHOOL
Lesson 6:

SKILLS_2/ Listening and Writing

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Listen for specific information about schools.

- Write a paragraph about one's school.

2. Knowledge:

+ Vocabulary: use the words related to the topic My New School.
+ Grammar: - use the present simple.
- use the adverbs of frequency.
- use the combinations: to play, to do, to have, to study + Noun.

3. Attributes:

- Positive about the school
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in and proud of the school
- listen for specific information about schools.
- Write a paragraph about one's school.

II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 1, Skills 2
- Computer connected to the internet
- Projector/ TV/
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims: - To develop student's listening skills for specific information. It also provides
input for the writing skills. To learn how to write an email to a friend or penpalls.

- Content/Performance tasks:

Describe a school they would like to go to.
- Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire
Ss to warm up to the new lesson.

- Outcome/Performance Products:

Having a chance to speak English and focus on the topic of the lesson..
+ Greeting
+ Play: “Slap the board”
science
favorite
uniform

school
International

- Implementation:
- Teacher divides the board, and divides the class into 2 big groups.
- Teacher asks students Play a game: “Slap the board” to remember the words in the last
lesson.

- The group having the most suitable answers is the winner.
- Assessment Tools: observation
2. Activity 2: PRE- STAGE (5 minutes)
-Aims:
- To get Ss acqainted with listening skills.

- To help develop Ss' skills of listening for specific information.
- Content/Performance Tasks: Listening to Janet talking about her school to get used
to listening skill

- Outcome/Performance Product:
Vocabulary:
- uniform (n) bộ đồng phục
- wear (v) măc, đeo, đội …..

- Implementation:
Task 1. Janet, a student at Palmer School in America, is talking about her school.
Guess the answers to these questions.
*Pre-teach vocabulary:
+ Teacher use different techniques to teach vocabulary (situation, realia….)
+ Follow the seven steps of teaching vocab.
+ Check vocabualry.
+ Answer the two question before listening
- Ask Ss the questions: Who's Janet? What's the name of her school?
- Ss work in pairs and guess the answers to the two questions.

- Encourage them to speak English and feel free to make guesses.
- Encourage Ss to give their answers, but do not confirm whether their answers right or
wrong.
- Play the recording. Let Ss listen once and check their guesses.

- Assessment Tool: Observation
3. Activity 3: WHILE - STAGE (25 minutes)
Task 4:
- Aims: To help develop Ss' skill of listening for specific information.
- Content/Performance Tasks: TASK 2: Listen again to get more information about
schools in America.

- Outcome/Performance Product:
Audio script:

Hi. My name's Janet. I'm eleven years old. I'm now in year 6 at Palmer School. I like it
here. My classmates are friendly.
The teachers at my school are nice and very helpful, and my favourite teacher is Mrs.
Smith. She teaches us maths.
I have two hours to study Vietnamese every week. I usually do my homework in the
library. We wear our uniforms every day, but today we aren't. We're going to have a
biology lesson on a farm.
* Key:
Task 2:
1. A 2. B 3. B
4. A
5. A
Task 3:
Answers to the questions
Task 4:
Sample paragraph:
My school is Giang Son School. It is in the centre of my village. It has 12 classes with
over 500 students. We study many subjects: maths, history, science, and of course,
English. We often play games duringbreak time. My teachers are friendly, and my friends
are helpful. I like my school. (53 words)

- Implementation:
Task 2. Listen again and choose the correct answer A or B.

- Have Ss look at the sentences. Tell 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, and deciding on the correct option).
- Play the recording twice and allow Ss to choose the correct answers as they listen.
- Ss can share their answers before listening to the recording a final time to check.
- Get feedback.

- Check and confirm the correct answers.

Task 3. Write the answers to the folowing questions about your school.
- Let Ss work individually.
- Guide them to write the answers to these questions in full sentences.
- Tell them that their sentences must be grammatically and logically correct with the right
choice of words and correct punctuation.
- Allow Ss to refer back to the reading for useful language.
- Model with some Ss.
Task 4. Use the answers in 3 to write a paragraph of 40- 50 words about your
school.
- Tell Ss to write a paragraph about their school, covering as many ideas as possible to
answer the questions in 3.
- Tell Ss that they can add their own ideas.
- Ask them to pay attention to punctuation, structures, word choice, linking words, etc.
- T goes round helping if necessary.
- Ss work individually. Write a paragraph using answer the questions in 3
- Ask one or two Ss to write their paragraph on the board.
- Other Ss and T comment on the writing.
- T collects some Ss' paragraphs to correct at home.

- Assessment Tool: Observation
4. Activity 4: POST- STAGE (5 minutes)
- Aims: To peer check, cross check and final check students' writing.
- Content/Performance: Correct mistakes
- Outcome/Performance Products:
Some sample paragraph chosen from Sts' writings.
- Implementation:
- Teacher asks students to exchange their textbooks to check their friends' writing.
- Teacher then gives feedback as a class discussion.
- 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 the exercise in the workbook.
- Prepare the next lesson
+ Find new words.
Comments:
Attendance:
Class 6A1:
Class 6A2:

Week: 3
Date of teaching:
Period: 8
Textbook: Global success
I. OBJECTIVES:
1. Competences:

UNIT 1: MY NEW SCHOOL
Lesson 7:

LOOKING BACK

By the end of the lesson students will be able to recycle the language from the previous
sections. Ss can consolidate and apply what they have learnt in the unit.

2. Knowledge:

- To recycle the language from the previous sections. To help Ss consolidate and apply
what they have learnt in the unit. Ss can evaluate their performance and provide further
practice. Do some practice exercises.
Project helps Ss improve their abilities to work individually and in a team. It extends their
imagination in field related to the unit topic. Teacher can use this as an extra-curricular
activity (for group work) or as homework for srudents to do individually.
+ Vocabulary: use the words related to the topic My New School.To pronounce the
sounds /a:/ and // correctly;
+ Grammar: - use the present simple;
- use the adverbs of frequency;
- use the combinations: to play, to do, to have, to study + Noun;

3. Attributes:

To teach Ss the love of English; the love of their new school. The awareness about
importance of learning English. Ss have the good attitude to working in groups,
individual work, pairwork, cooperative learning and working

II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook
- Smart TV/Pictures.
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:

- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages. Instead they can use what they have learnt during the unit to help them answer the
questions.
- That will help you and your Ss see how far they have progresse

- Content/Performance tasks:

Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss
to warm up to the subject and new class
- Outcome/Performance Products: Having a chance to speak English

- Implementation:
+ Greeting
+ Chatting
- Teacher (T) asks Ss some questions about them and class.
- Ask Ss to open their book and introduce what they are going to study….

- Assessment Tools: observation
2. Activity 2: PRESENTATION (10 minutes)
- Aims:

To give Ss practice in using the present simple tense in sentences.
To help Ss revise the vocabulary items they have learnt.

- Content/Performance Tasks:

Revise what they have learnt during the unit to write the correct answer.
Revise the vocabulary items they have learnt to do the matching.

- Outcome/Performance Product:

Remember the words and the use of the present simple tense.
Remember the use the verbs: have, play, do, study…
Key to Task 1:
1. uniform 2. pencilsharpener
3. notebook 4. compass
5. calculator 6. Ruler
Key to Task 2:
1. e 2. d 3. b 4. a 5. c

- Implementation:
Task 1. Look at the pictures. Write the correct words in the gaps.

- Have Ss do this activity individually then compare their answers with their partners.
- Tell Ss to write the words in their notebooks.
- Ask some Ss to write the answers on the board.
- Check and correct the mistakes.
- Have Ss say the words.
- Check their pronunciation
Task 2. Match the words in A with th words/ phrases in B.
- Have Ss do this activity by themselves and write their answers in their notebooks.
- Call on one or two Ss to write their answers on the board, then check their answers as a
class.
- Ss work individually. Do the tasks
- Ss Share the answers.

- T Observes and helps when and where necessary, and correct Ss'pronunciation and
intonation.

- Assessment Tool: observation
3. Activity 3: PRACTICE (20 minutes)
- Aims: To help Ss revise the present simple tense
- Content/Performance Tasks: Review grammar point: Present simple tense; further
practice to do exercises.

- Outcome/Performance Products:
- Remember more the use and form of Present simple tense by doing exercises.
Key to Task 4:
1.is

2. has 3. walks 4. study 5. likes

- Implementation:
Task 3. Complete the sentences with the present simple.

- For these two exercises, ask Ss to do them individually first.
- Ask Ss to check their answers with their partners before discussing the answers as a
class.
- Tell Ss to keep a record of their original answers so they can use that information.
- Ss Listen to the instructions clearly
- Ss to work independently
- Ss Share the answers
Task 4. Complete the text with the correct form of the verbs in brackets.
- Ask Ss to do them individually first.
- Ask Ss to check their answers with their partners before discussing the answers as a
class.
- Observe and help when and where necessary, and correct Ss'pronunciation and
intonation.
- Get feedback

- Assessment Tools: Fill the blanks, matching
4. Activity 4: PRODUCTION (5 minutes)
- Aim: To help Ss to revise the position of adverbs of frequency in sentences.
- Content/Performance Tasks: Review grammar point: Adverb of frequency; To do
exercises.

- Outcome/Performance Products:
* Key to Task 5:
1. I always remember to do my homework.
2. Nick usually gets good marks in exams.
3. We do not often see a rabbit in town.
4. I rarely read in bed at night.
5. Do you sometimes sing in the shower?

- Implementation:
Task 5. Put the adverb in brackets in the correct place in each sentence.

- Ask Ss to read the sentences by themselves carefully, then recall the position of adverbs
of frequency in sentences (before the main verb).
- Have them write down the sentences with the adverbs of frequency in their notebooks.
- Let Ss do it.
- Call on some Ss to read the sentences aloud.
- T checks their answers.
- Correct their pronunciation
- Check and confirm the correct answers

- Assessment Tools: Observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- Summarise the main points.
- Ask Ss what they have learnt so far. Have them recall the important elements
+ Words / phrases and combinations related to school;
+ Sounds /a:/ and // .
+ The present simple;
+ Adverbs of frequency.
PROJECT.
- The section aims at introducing to Ss a new way of learning and practising the
language and knowledge they have gained to do a project inside or outside the
classroom.
- This also prepares Ss to learn to work in the teams effectively.
- Ask Ss to collect or draw pictures of different types of school at home and then bring
them to class.
- Show the class some more examples of different types of schools if possible
- Divide the class into groups of 5 or 6.
- Have them discuss their dream schools, using the questions given, pictures and their
imagination.
- Each group then presents their dream school in front of the class.
- They can illustrate it with pictures or posters.
T and other Ss ask questions and make comments.
- Ss can complete the project as homework if you are short of time.

* Homework
- Review words and grammar point
- Prepare: Unit 2.
Comments:
Attendance:
Class 6A1:
Class 6A2:

Week: 3
Date of teaching:
Period: 9

UNIT 2: MY HOUSE
Lesson 1: GETTING STARTED
A look inside

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
-Ppratice reading and listening the conversation between Mi and Nick about types
of rooms and houses.
- Use possesive case to describe possesion; using prepositions of place to describe
where people or things are
2.Knowledge:
+ Vocabulary: - use the words related to the topic My house.
- To pronounce the final sounds /s / and /z/ correctly;
+ Grammar:- use possesive case to describe possesion;
- use prepositions of place to describe where people or things are;
- give suggestions;
3. Attributes:
- Positive about the home and family
- Ss are interested in doing exercises.
- Ss are interested in and proud of their house.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
- Content/Performance tasks:
To have some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the subject and new lesson.
- Outcome/Performance Products:
Having a chance to speak English and focus on the topic of the lesson..
- Implementation:
+ Greeting
+ Chatting

- Teacher (T) asks Ss some questions about the previous lessons,
- T may introduce some warm-up activities to creat a friendly and relaxed
atmostphere to inspire Ss to warm up to the subject and new class…
- Students (Ss) listen and learn how to do it .
- Ss Answer the teacher's questions and enquirements.
+ Students (Ss) listen and learn how to do the tasks.
- T encourages Ss to talk in English as much as possible
+ Lead to the first unit of the new school year.
- Write the unit title My house on the board.
- Ss Open their book and write .
- Assessment Tools: ask and answer
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: Learn some new words . Read the conversation
and find out new words.
- Outcome/Performance Product: Know more new words. Understanding the
conversation; topic of the lesson, grammar points…

(They talked about their houses. Mi shared that her family was moving to a new
flat and she briefly described her new flat...)
*Vocabulary:
- town house (c-n) nhà phố
- country house (n) nhà ở vùng quê
- flat (n) căn hộ
- bedroom (n) phòng ngủ
- bathroom(n) phòng tắm ….

- Implementation:
Task 1. Listen and read.
- 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.
- Ask Ss to underline the words that are related to the topic of the unit while they
are listening and reading.
- Ss Listen carefully to the context
- Ss Answer the teacher's questions.
*Teach vocabulary:
+ Teacher uses different techniques to teach vocabulary (situation, realia….)
+ Follow the seven steps of teaching vocab.
+ Check vocabualry.
- Invite some pairs of Ss to read the dialogue aloud.
- Ask Ss what exactly Mi and Nick talked about.
- Confirm the correct answer.
- Have Ss say the words in the text that they think are related to the topic My
house.
- Ss Listen carefully and read aloud.
- Ss Find out the words related to the topic.
- Quickly write the words on one part of the board. - Comment on Ss'answers.Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task1
- Aims: To help Ss understand the text.
- Content/Performance:
To listen and read the conversation and tick the column.
- Outcome/Performance Products:
Know more new words. Understand the conversation; topic of the lesson, Vocab,
grammar points…
Practice reading the conversation and tick the correct column
Key to Task 2:

- Implementation:
Task 2. Which family members does Mi talk about? Put a (√)
- 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.
- Ss Listen carefully to the instructions
- Ss Follow the teacher's instructions
- Confirm the correct answers.
- Allow them to share their answers before discussing them in groups or as aclass.
- Call on Ss to give the answers
- Ss Give the answers and check.
- T gives the correct answers.
- Assessment Tools: exercises doing
Task 2
- Aim:
- To introduce some vocabulary related to the topic of the unit;
- To help Ss further understand the text.
- Content/Performance Tasks:
To listen and read the conversation again complete the sentences.
- Outcome/Performance Products:
Understanding more about the text . Complete the sentneces.
Key to Task 3:
1. sister
2. TV
3. town
4. country
5. three
- Implementation:

Task 3. Read the conversation again. Complete each sentence with ONE word.
- 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. “sister”
- Allow Ss to share answers before discussing as a class. Write the correct answers
on the board.
- Ss Listen to the instructions clearly
- Ss to work independently
- Ss Practice saying the sentences.Give the answers.
- Share the answers
- T gives correct answer
- Ss Copy them
- Assessment Tools: blank filling
Task 3
- Aims: To develop Ss knowledge of the vocabulary about types of house.
- Content/Performance Tasks: To complete the word web, using the words from
the conversation.
- Outcome/Performance Products:
Remember and Use the words correctly.

- Implementation:
Task 4. Complete the word web. Use the words from the conversation and the
ones you know.

- 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.
- Ss Listen carefully and learn how to do.
- Ss Work in pairs
- 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.
- Show the winner
- Assessment Tools: observation
4. Activity 4: PRODUCTION (5 minutes)
Task 1
- Aims:
To help Ss practise asking and answering about where they live.
- Content/Performance Tasks:
To ask your friends where they live. Report the answers.
- Outcome/Performance Products:
Asking friends where they live.
To improve speaking and listening skills.
Suggested answers:
A. Where do you live?
B. I live in a flat / in a country house.
A. How many rooms are there?
B. There are seven rooms.
A. Seven? What are they?
B .There is a living room, three bedrooms, a kitchen and two bath rooms.
A. Thank you very much.
B You're welcome.
- Implementation:

Task 5. Work in groups. Ask your friends where they live. Then report their
answers.
- 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 needed.
- Invite some Ss to ask ans answer in front of the class.
- Ss Listen to the instructions carefully then do the tasks. Work in groups
- Ask group secretaries to report their findings.
- 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
projector in the classroom, show the conversation, highlight the key words related
to the topic.
- It would be helpful if T highlights the present continuous and the words with the
sounds /s/ and /z/ and tells Ss that they will learn these language points in the
following lessons.
* HOMEWORK
- Read again the conversation on page 6.
- Do more exercises in workbook.
- Prepare new lessons.
Comments:
Attendance:
Class 6A1:
Class 6A2: