Period 2

UNIT 1: MY NEW SCHOOL
Lesson 1: GETTING STARTED
A special day

Date of planning:
Class Date of teaching
6

absent Ss

Note

I. OBJECTIVES:
* By the end of this unit, students will be able to:
- use the words related to the topic My New School.
- use the combinations: to play, to do, to have, to study + Noun;
- pronounce the sounds /a:/ and / / correctly;
- use the present simple;
- use the adverbs of frequency;
- introduce someone to someone else;
- read for general and specific information about schools;
- talk about the type of school one would like to go to;
- listen for specific information about school activities;
- write a paragraph about one's school.
1. Knowledge:
- To introduce topic of the lesson My New School. To practice listening and
reading.
+ Vocabulary: use the words related to the topic My New School. Pronouncing the
sounds /a:/ and // correctly;
+ Grammar: - use the combinations: to play, to do, to have, to study + Noun;
- use the present simple;
- use the adverbs of frequency;
* Students with disabilities: Ss to understand contents of the lesson.
2. Competence: By the end of the lesson students will be able to know the form
and use the present simple tense; adverbs of frequency correctly. Students can
introduce themselves and introduce someone to someone else;
* Students with disabilities: Ss can reading and writing simple words by teacher
3. Quality/ behavior: 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.
* Students with disabilities: sts know the love of English; the love of their new
school. The awareness about importance of learning English.
II. TEACHING AIDS:
- Teacher: Text book, laptop, louspeaker, projector…
- Students: Text books, studying equipments….

- Method: T-WC; group works; individual ……
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3'- 5')
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
* Students with disabilities: Ss can writing simple words by teacher
* Content: 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.
* Students with disabilities: Ss to read simple words by teacher
* Outcome: Introducing themselves to make more new friends.
* Organisation: T_ Ss , …
Teacher's Student's activities

Content

+ Greeting

+ Greeting

+ Chatting

+ Chatting.

- Teacher (T) introduces himself/
herself

- T_Ss

- 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…
- Have Ss to introduce
themselves.
- 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 New
School on the board and ask Ss

- Students (Ss) listen and learn how to introduce
themselves.
- Introduce themselves (name; age; address;
likes; dislikes ….friends… )
+ Students (Ss) listen and learn how to do the
tasks.
- Answer the teacher's questions and
enquirements.
- Open their book and write .

guest what they are going to learn
this unit …
- Ask Ss to open their book to
page 6 and introduce what they
are going to study….

2. PRESENTATION/ NEW LESSON ( 10'- 13')
ACTIVITY 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 learned.
* Students with disabilities: Ss to understand contents of the lesson.
* Content: Learn some new words . Read the conversation and find out new words.
* Students with disabilities: Ss to read simple words by teacher
* Outcome:Know more new words. Understanding the conversation; topic of the
lesson, grammar points…
* Students with disabilities: Ss to listen simple words.
* Organisation : T_ Ss , ..
Teacher's Student's activities
- T sets the sence/ context for the
listening and reading.

Content
- T_Ss

- T introduces Vy and Phong :
They are friends, and Duy Vy's
new friend.
- Have Ss look at the picture. Ask
Ss questions about the picture:
Where are they? Who are Vy and
Duy? ect..
- Listen carefully to the context
- Ask Ss why it is a special day…

- Encourage Ss to give their
answers, but do not confirm
whether their answers right or
wrong.

- Listen carefully and read aloud.
- Pair Work

- Ask them to talk a bit about
their feelings on the day.
- Play the recording twice or
more for the Ss listen and read
along.
- Ask Ss underline the new words
or the word related to the topic
while they are listening and
reading.
*Teach vocabulary:
+ Teacher uses different
techniques to teach vocab
(situation, realia, translation.)
+ Follow the seven steps of
teaching vocab.

* Vocabulary

* Students with disabilities: Ss to
read simple words by teacher.

- calculator (n): máy tính
- uniform (n): đồng phục

+ Check vocabulary.

- smart (adj): thông minh

+ Take note

- wear (v): mang, mặc, đội.

- Call on some groups of Ss to
read the conversation aloud.
- Listen carefully and read aloud.

3. PRACTICE ( 16')
ACTIVITY 2:
Aim: To help Ss understand the conversation.

* Content: Listen and read the conversation. True/ false activitiy, filling in the gaps.
* Students with disabilities: Ss to listen simple words .
* Outcome: Know more new words. Understand the conversation; topic of the
lesson, Vocab, grammar points…
* Students with disabilities: Ss to read simple words by teacher.
* Organisation : T_ Ss .…..
Teacher's Student's activities

Content

2. Read the conversation again
and tick (√) T (True) or F (F)/

2. Read the conversation again and tick (√) T
(True) or F (F)/

- Ask Ss to read the conversation
again and tick (√) T (True) or F
(F)/ Page 7

- T_Ss

- Play the recording once 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
vvords or similar words in the
text, and then evaluate if they are
the same, or the opposites of the
intormation in the given
statements. If the information is
the same, it's True (T). If it is
opposite or different, it's False
(F).

- Do the tasks.

- Listen carefully

- Follow the teacher's instructions.
- Do True/ False
- Work independently.
- Give the answers

- Ss work independently. Tell
them to refer back to the
conversation if necessary.

K e y:

- Allow them to share their
answers before discussing them
in groups or as aclass.

2.F

- T gives the correct ansvvers.

1.T
3.T
4.T
5.F

ACTIVITY 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:Understand the conversation; grammar points; present simple tense..
* Students with disabilities: Ss to read simple words by teacher.
* Outcome: To know about the topic of the lesson, Vocab, grammar points.
* Students with disabilities: Ss to speak simple words by teacher.
* Organisation : T_ Ss …
3. Write ONE word from the
box in each gap.
- T may instruct Ss how to do the
exercise:

3. Write ONE word from the box in each gap.
- T_ Ss

- Listen to the instructions clearly
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 - Learn how to do it
the blank.
- Model with the first
sentence.”Wear”

- Ss to work independently

- Ask Ss to work independently to
fill each blank with the right
- Share the answers
word.
- Allow Ss to share answers
before discussing them as a class.

- Copy them

- Ask Ss to write the correct
ansvvers on the board.

Key:
1. wear

2. has

- T explains the meaning of some
words if necessary.

3. go

4. uniíorms

- Ss practise saying the sentences
together.

5. subjects

- 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.

- Practice saying the sentneces.
- Give the answers.

ACTIVITY 4:
Aim: To help Ss revise some words and learn some more words indicating school
things.
* Content:To learn some more words indicating school things. Matching
* Students with disabilities: Ss to write simple words by teacher.
* Outcome: Know more some words about school things.
* Students with disabilities: Ss to read simple words by teacher.
* Organisation: T_Ss….
4. Match the words with the
school things. Then listen and
repeat.
- Ask Ss to match the words with
the school things.

4. Match the words with the school things.
Then listen and repeat.
- T_ Ss.
- Ss do the matching. Ss do themselves

- Play the recording for Ss to
listen and check their matching.

- Listen carefully- Check the answers

- Ss listen again and repeat. Then
let them practise saying the
names of school things.

* Key + Audio script:
1. school bag

2. compass

- Explain the meanings if
necessary,

3. pencil sharpener

4. rubber

- Listen and repeat

5. pencil case

6. calculator

e.g. use visual aids in the
classroom.
4. PRODUCTION/ FURTHER PRACTICE ( 9')
ACTIVITY 5:
Aim: To revise / teach the names of the things in the classroom.
* Content: Name the words about school things around class

* Students with disabilities: Ss to write simple words by teacher.
* Outcome: Know more new words.
* Students with disabilities: Ss to read simple words by teacher.
* Organisation : T_Ss…
Teacher's Student's activities
5. Look around the class. Write
the names of school things you
see in your notebook.
- 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.).
- Let them practise the words,
write them in their notebook and
make sentences with the words if
there is time.

Content
5. Look around the class. Write the names of
school things you see in your notebook.`
- T_Ss ;

Ss _ Ss

- Listen to the instructions carefully then do the
tasks.
- desks, notice board, pictures…..
- Take note

5. WRAP-UP & HOME WORK (2')
- 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.
* HOME WORK
- Read again the conversation on page 6.
- Do more exercises in workbook.
- 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 simple, and
the words with the sounds /a:/ and / / in the conversation and tells Ss that they will
learn these language points in the upcoming lessons…..