Date :…………..
Week : UNIT 1: MY NEW SCHOOL
Period 1: Lesson 1: GETTING STARTED

I. OBJECTIVES:
By the end of the lesson, students will be able to:
- have an overview about the topic “My new school”
- use the vocabulary to talk about school things.
II. LANGUAGE ANALYSIS
1. Knowledge:
* Vocabulary: places lexical items : subject (n), uniform (n), calculator (n)…
* Grammar: The simple present.
2. Skills: Listening, speaking and reading
3. Attitude: To teach SS to work hard, love their school and friends.
4. Competences: - Listening and reading to get information about the first day at school of a student.
- Communication, self-learning capability, creative capacity, ability to use of language……
III. MATERIALS
- Grade 6 textbook, Unit 1, Getting started
- smart TV and cards, visual aids
- sachmem.vn
IV. PROCEDURES : (STAGES)
1. Warm-up (5')
* Aim: -To activate students' knowledge on the topic of the unit.
* Content: write names of school things. And lead in the new lesson
* Products: - Students write names of school things on the group board and how to play the game “netwwork”
* Organization of implementation
Teacher's and Ss'activities
Content
*Warm up: Team work
T -Ss
- Teacher divides class into 2 teams and asks students to write school things everyday.
- Students write down on the groupboard and stick it on the board.
-The team who has more correct words is the winner.
* Chatting
- Teacher asks Ss to set the context for the listening and reading text:
- In order to know about Phong, Vy and Duy's special day. Let's come to Unit 1 Lesson 1

Warm up: * Network:

pen








-What is a special day?
-Why is it special for you?
- What makes -you remember the most?
2. Presentation (5')
* Aim: To prepare students with vocabulary related to the topic My New School;
* Content: learn some vocabularies related to the topic.
* Products: Students read and understand the meaning of vocab.
Students know how to to play the game “what and where”
* Organization of implementation
Teacher's and Ss'activities
Content

Pre teach vocabulary
- T-Ss
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Follow the seven steps of teaching vacab.
- Repeat in chorus and individually


- Copy all the words
* Checking vocab: < what and where>


* Vocabulary



- calculator (n):máy tính
- wear (v): mặc, đội
- 'uniform (n): bộ đồng phục
- smart (adj): bảnh bao, nhanh trí
- 'compass(n): com pa,la bàn
- put on (phr v): mặc vào
- 'heavy (adj): nặng

3. Practice (30')

Task 1: (5')
* 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: Listen and read the conversation, answer some questions.
* Products: Students read and understand the meaning of the text.
Students know how to role play
* Organization of implementation:
Teacher's and Ss'activities
Content
* Set the sences: T-Ss
Look at the picture on page 6
a) Who are they?
b) What is Phong doing?
c)Who are Vy and Duy?
d)Why is it a special day for them?
- We are going to listen and read a dialogue about Phong, Vy and Duy's special day.

Task 1: T-Ss
- Teacher plays the recording twice.
• Students listen and read.
• Teacher checks students' prediction.
• Teacher calls 3 students to read the conversation aloud.


Answer the questions:
a) They are Phong, his Mum, Vy and Duy.
b) He is having breakfast.
c) They are Phong's schoolmates.
d) Because it is their fisrt day of the new school



Task 1: Listen and read.




Task 2: (7')
* Aims: To have students get specific information of the text.
* Content:. Read the conversation again and tick (✔) T (True) or F (False).
* Products: Ss say the answers aloud ( pair work)
* Organization of implementation
Teacher's and Ss'activities
Content
Task 2: T-Ss, Ss-Ss, T-Ss
• Teacher tells students to read the conversation again and work independently to find the answers. Remind students to underline the information and correct the false statements.
• Teacher has students pair compare before checking with the whole class.
• Teacher calls some students to give the answers.

Task 2: Read the conversation again and tick (✔) T (True) or F (False).

Answer key:
1. T
2. F (Duy is Vy's friend)
3. T
4. T
5. F ( Phong isn't wearing a shool uniform)
Task 3:(5')
* Aims: To check students understanding of the conversation and help students use the words in context
* Content:. Read the conversation again and fill in the blanks (work independently)
* Products: Student's correct answers on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 3:T-Ss, Ss-Ss
• Teacher has students read the conversation again, work independently to put a suitable word from the box to fill in the gap.
• Teacher calls one student to share his/her answer on the board.
• Teacher asks students to look at the board, check their mate's answer.

Task 3: Write one word from the box in each gap.

Answer key:
1. wear
2. has
3. go
4. uniforms
5. subjects

Task 4:(7')
* Aims: To revise some words and learn some more words indicating school things
* Content:. Matching the words with the pictures (work in groups)
* Products: Students' answers on the posters.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 4:T-Ss, Ss-Ss

• Teacher divides the class into 2 teams.
• Teacher put two sets of cards, one includes pictures of school things and the other includes their names. Members from two teams take turns and matchs the names with the correct pictures as fast as possible. The team matched faster and correctly is the winner.

Task 4: Match the words with the school things. Then listen and repeat.


Task 5:(6')
* Aims: To check students' vocabulary and improve group work skill
* Content:. Write names of the things around the class .
* Products: Students' answers in your notebook ( Students share with the whole class )
* Organization of implementation

Teacher's and Ss'activities
Content
Task 5:T-Ss, Ss-Ss

• Students work in groups of four to look around the class and write down things they can see in the class.
• Students may ask teacher if they don't know the names of the items.
- Students share with the whole class.


Task 5: Write names of the things you can see around the class in your notebook

Chairs, tables, clock, school bags, board, books, pen, flower pot, pencil,….



3. Consolidation (3')
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Vocab about school things and Read and understand content of the conversation
* Products: Say aloud some words they remember from the lesson.
* Organization of implementation

Teacher's and Ss' activities
Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Ss work indepently
- Vocab about school things.
- Read and understand content of the conversation
4. Homework (2')
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students' textbook and workbook
* Organization of implementation
Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare the new lesson.
- Learn by heart all the new words.
- Do exercises in the workbook.
- Think of activities students can do at school
- Prepare lesson 2 ( A closer look 1).
*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………


Date :…………..

Week : UNIT 1: MY NEW SCHOOL
Period : Lesson 2: A closer look 1
I. OBJECTIVES:
By the end of the lesson, students will be able to:
• use the lexical items related to the topic My new school;
• use the combinations: to study, to have, to do, to play + N;
• pronounce correctly the sounds /ɑː/ and /ʌ/.
II. LANGUAGE ANALYSIS
1.Knowledge:
* Vocab: School lexical items and practising the sound /ɑː/ and /ʌ/
* Grammar: The simple present.
2. Skills: Listening, speaking , reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Listening and reading to get information about the first day at school of a student.
- Communication, self-learning capability, creative capacity, ability to use of language……
III. MATERIALS
* Preparation:
1. Teacher: Text books , pictures, planning , …
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES : (STAGES)
1.Warm-up (5')
* Aim: -To activate students' knowledge on the topic of the unit.
- To set the context for the listening and reading part.
* Content: Game : Kim's game( about school things)
* Products: Ss write words exactly on the board.
* Organization of implementation

Teacher's and Ss'activities
Content


- Look at the picture on page 8 in 20 seconds and try to remember as many words as possible.
- Teacher divides the class into two teams.
- Ss go to the board and write the words

- Teacher gets feedback -> Today we are going to learn some more combinations about school.


* Kim's game:

- school bag
- calculator
- compass.
……..



2. Presentation (5')
* Aim: To enrich students' vocabulary to talk about activities at school.
* Content: Vocabulary about school
* Products: Read and understand the maning of words
* Organization of implementation:
Teacher's and Ss'activities
Content

Pre teach vocabulary
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Follow the seven steps of teaching vacab.
- Repeat in chorus and individually
- Copy all the words

* Checking vocab: < Matching>


* Vocabulary
- science (n) : môn khoa học
- exercise (n/v): bài tập, tập luyện
- history (n) : lịch sử
- lesson (n): bài học
- school lunch: bữa trưa ở trường
3. Practice (30')

Task 1: (5')
* Aims: To revise / introduce the names of school subjects, and some nouns related to school and school activities.
* Content: Listen and repeat the words.
* Products: Students read words exactly aloud.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 1: T-Ss

• Teacher asks students to listen and repeat the words.
• Teacher calls some students to read the words aloud.


Task 1: Listen and repeat the words.




Task2: (7')
* Aims: To teach Ss how to combine a verb and a noun to talk about school activities.
* Content: Put the words in the correct columns. (V with N)
* Products: Ss say the correct answers ( pair work).
* Organization of implementation
Teacher's and Ss'activities
Content
Task 2: T - Ss, Ss - Ss

• 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.

Task 2: Work in pairs. Put the words in Task 1 in the correct columns.
*Answer key:

play
do
football
music
homework
exercise
have
study
school lunch
lessons
English
history
science



Task 3:(5')
* Aims: To help students use the vocabulary in context.
* Content: Fill in the blanks with a suitable word
* Products: Student's correct answers on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 3:T-Ss, Ss-Ss
• 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.

Task 3: Put the words in the blanks.

Answer key:
1. homework
2. football
3. lessons
4. exercise
5.science

Task 4:(7')
* Aims: To teach Ss how to pronounce the sounds /ɑː/ and /ʌ/ and practise pronouncing these sounds in words correctly.
* Content: Understand and how to pronounce the sounds /ɑː/ and /ʌ/.
* Products: Students pronounce words exactly .
* Organization of implementation:
Teacher's and Ss'activities
Content
* Presentation
(Pre-teach the sounds /ɑː/ and /ʌ/)
• Teacher introduces 2 sounds /ɑː/ and /ʌ/ to students and lets them watch a video about how to pronounce these two sounds.
• T gives some words and show how to pronounce these two sounds.

Task 4:T-Ss, Ss-Ss

• Teacher asks students to listen and repeat.
• Students work independently.

* PRONUNCIATION

Suggested answers:
• /ɑː/: car, start, after, party
• /ʌ/: cut, one, country


Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/.

Key:
+ /ɑː/: smart, art, carton, class.
+ / ʌ /: subject, study, monday, compass

Task 5:(6')
* Aims: To help students practise the sounds /ɑː/ and /ʌ/ in sentences
* Content: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
* Products: Students' answers in your notebook ( Students share with the whole class )
* Organization of implementation

Teacher's and Ss'activities
Content
Task 5:T-Ss, Ss-Ss
Before listening, teacher let students discuss in pairs and find the words with the sounds /ɑː/ and /ʌ/.

• Teacher plays the recording for students to check and repeat the sentences.
-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 the underlined words.

Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.


Key+ Audio script:
1 . My brother has a new compass.
2. . Our classroom is large.
3. They look smart on their first day at school.
4. The art lesson starts at nine o'clock.
5. . He goes out to have lunch every Sunday.


3. Production (5')
* Aim: To give students a chance to apply what they have learnt.
* Content: Game : write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/.
* Products: Students read aloud their sentences.
* Organization of implementation

Teacher's and Ss' activities
Content
- Teacher asks groups to write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/.
- Ss Work in groups
• Teacher asks each group to hand in their paper and checks, the group with more correct sentences is the winner.
- Teacher invites the winner to read aloud their sentences.

* Game: Who is faster?


- (e.g: I usually play basketball with my brother.)
- I often use compass to do Math exercise.
4. Homework (2')
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students' textbook and workbook
* Organization of implementation

Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare the new lesson.
Learn by heart all the new words.
- Rewrite the sentences into notebooks.
Find 3 more school activities that have the sound /ɑː/ or /ʌ/.
- Prepare lesson 3 ( A closer look 2)..

*- Evaluation: ……………………………………………………………………………………………………………………………………………………………………………………………………


Date :…………..

Week : UNIT 1: MY NEW SCHOOL
Period : Lesson 3: A closer look 2
I. OBJECTIVES:
By the end of the lesson, students will be able to use the present simple tense.
II. LANGUAGE ANALYSIS
1.Knowledge:
* Vocab: School lexical items
* Grammar: The simple present and adverbs of frequency
2. Skills: Listening, speaking , reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Know how to use the present simple. Students will developed speaking and co-operating skills.
III. MATERIALS
* Preparation:
1. Teacher: Text books , pictures, planning , …
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES : (STAGES)
1.Warm-up (5')
* Aim: To activate students' prior knowledge related to the targeted grammar of present simple tense and to increase students' interest.
* Content: Game: Sentence puzzling ( with the simple present)
* Products: Students complete the perfect sentences on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
* Warm up (group work)
• 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.



* Game: Sentence puzzling

Suggested sentences:
1. Peter
lives
near
his school.

2. We
go
to
the same school.

3. They
have
new
subjects.

4. We
always
look
smart
in our uniforms

2. Presentation (10')
* Aim: To help students know and understand the use of the present simple tense.
* Content: Introduce the present simple tense.
* Products: Understand and know how to use the present simple tense
* Organization of implementation
Teacher's and Ss'activities
Content
- Lead in :Teacher draws students' attention to the form of the sentences created in the game and asks them whether they know the target tense.-
- Elicit the present simple tense

• Teacher provides or confirms the answers and leads in the grammar focus of the lesson:

• Teacher gives students some time to study the grammar box.



* Model sentences:
1. Peter
lives
near
his school.
2. We
go
to
the same school.

1. the Present simple tense
* Form:
+ Positive: S + Vinf/ V(s/es) + … .
+ Negative: S + don't/ doesn't + Vinf + … .
+ Interrogative: Do/ Does + S + Vinf + … ?
->Yes, S + do/does.
No, S + don't/ doesn't.
3. Practice (20')

Task 1: (5')
* Aims: To introduce the targeted grammar of the present simple tense..(10')
* Content: Choose the correct answer A, B or C
* Products: Students say the key aloud
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 1:T –Ss : Ss- Ss

• 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).


- Have Ss read the Remember! box. Direct their attention to the present simple tense form for third person singular
Task 1: Choose the correct answer A, B or C
Answer key:
1. A
2. C
3. B
4. A
5. C






Task2: (5')
* Aims: To help students know and understand the use of the present simple tense.
* Content: Write the correct form of the verbs.
* Products: students' correct answers on the board.
* Organization of implementation :
Teacher's and Ss'activities
Content
Task 2: T - Ss, Ss - Ss
• 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.


Task 2: Write the correct form of the verbs
Answer key:
1. has
2. Do you have
3. like
4. Does Vy walk
5. ride
6. go

Task 3:(5')
* Aims: To help Ss revise some adverbs of frequency they already learnt.
* Content: Put the words in the blanks
* Products: Student read sentences aloud.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 3:T-Ss, Ss-Ss

- Elicit adverbs of frequency
- 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.


Task 3 : T –Ss ; Ss- Ss

- Teacher shows the graph and lets students fill in the blanks with suitable adverbs of frequency: sometimes, usually or never (Exercise 3 – page 10)

- Teacher lets students work in groups of four to make 5 sentences using the 5 adverbs of frequency above.
- Teacher calls some groups to read aloud the answers and gives feedback.
Task 3: Put the words in the blanks.

2. Adverbs of frequency
* Model sentences:

- We often ride our bicycles to school.
- They don't often go to the cinema
*( always, usually, sometimes, rarely, never)
* Note: We usually place the adverb of frequency before the main verb

Task 3 : Fill the blanks with sometimes, usually or never.
* Answer key:
2. usually
3. sometimes
5. never
* Write a sentence with one of these adverbs.
1. I always do my homework aftert school
2. He usually watches TV in the morning
………………………………………………..


Task 4:(7')
* Aims: To give students opportunities to use the present simple tense with adverbs of frequency correctly in context.
* Content: Choose the correct answer A or B to complete each sentence.
* Products: Students' answers in their notebooks ( Students share with the whole class )
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss - Ss

• Teacher has students complete Exercise 4 – page 10 independently.
Teacher then asks students to exchange their textbooks to check their friends' answers.
Task 4: Choose the correct answer A or B to complete each sentence.

Answer key:
1. B 2. A
3. A 4. B
5. A
4:Production (7')
* Aims: - To help students distinguish and use correctly the present simple tense.
- To improve cooperative skill.
* Content: Make questions then interview your partner.
* Products: Role play ( ask and answer correctly)
* Organization of implementation:

Teacher's and Ss'activities
Content

Task 5: T - Ss, Ss - Ss

• Teacher has students work on the Ex. 5, p. 10 in pairs.
• Teacher checks the answers by playing a game. Teacher divides students into 2 teams, 2 students in each team choose a set of questions (which are the questions 1-5 in
Ex. 5, p. 10). Teacher may add more questions if necessary) then interview each other. The team with higher score is the winner.


Task 5: Work in pairs. Make questions then interview your partner.
10 pts: you/ like/ your new school
20 pts:
Q1: you/ often/ ride your bicycle/ to school
Q2: you/ sometimes/ study in the school library
Q3: your friends/ always/ go to school/ with you
Q4: you/ usually/ do homework/ after school
30 pts: How often/ your mother/ pick you up/ school
* Answer key:
1. Do you like your new school?
2. Do you often ride your bicycle to school?
3. Do you sometimes study in the school library?
4. Do your friends usually go to school with you?
5. Do you usually do your homework after school?
How often does your mother pick you up from school?

5. Consolidation (3')
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Summarize the main content of the lesson
* Products: Students say what they have learnt in the lesson
* Organization of implementation

Teacher's and Ss' activities
Content
Teacher asks students to talk about what they have learnt in the lesson.

-The simple present
- adverbs of frequency

4. Homework (2')
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students' textbook and workbook
* Organization of implementation

Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare the new lesson.
- Make 5 sentences in the present simple tense, using adverbs of frequency.
- Prepare lesson 4 ( communication)

*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………………………….





Date :…………..

Week : UNIT 1: MY NEW SCHOOL
Period : Lesson 4 : Communication
I. OBJECTIVES:
By the end of the lesson, students will be able to:
• use the lexical items related to the topic My new school;
• know how to introduce someone;
• ask appropriate questions when making friends at school;
- know what good qualities a good friend should have.
II. LANGUAGE ANALYSIS
1.Knowledge: -
• Talk about school activities, subjects, their friends and know how to introduce someone;
* Vocab: School lexical items
* Grammar: The simple present.
2. Skills: Speaking , reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences : develop their language skills, as well as learn about Vietnamese culture and other cultures.
III. MATERIALS
* Preparation:
1. Teacher: Text books , pictures, planning , …
- Grade 6 textbook, Unit 1, communication
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES : (STAGES)
1.Warm-up (5')
* Aim: To introduce the topic..
* Content: Students to talk about what he/she does everyday ; some questions about making friends
* Products: Student s presents in front of the class; students' correct answers.
* Organization of implementation:

Teacher's and Ss'activities
Content

* Warm up Team work
- Teacher gets 2 students to talk about what he/she does everyday
- Teacher makes remarks and give the two students marks.
* Interviewing:
T: Pretends to be a new classmate;
lets ss ask questions to make friend
Ss: Ask questions.
T: Comments on the student's questions then leads into new lesson: "We will learn what to ask a new friend".
* Game: : Chatting
- Hello, I am..... Everyday I.....

- Whole class listen, find out mistakes (if any)

1/ How do you often make friends ?
2/. What do you often say when you first meet a new friends ?
3. What questions do you often make ?


2. Presentation (10')
* EVERYDAY ENGLISH
* Aim: - To prepare students with vocabulary related to the topic My New School;
- To introduce the structure of introducing someone.
* Content: some new words about related to the lesson.
* Products: Read and understand the meaning of words.
* Organization of implementation:
Teacher's and Ss'activities
Content
- Pre teach vocabulary
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Repeat in chorus and individually
- Copy all the words

* Checking vocab: < rub out and remmeber>

- Pre structure

Task 1:T –Ss : Ss- Ss
• Teacher lets students listen and read the dialogue, asks them what the characters say when they first meet someone.
• Teacher calls some students to share their opinions.
• Teacher gives more explanations and writes down the structure of introducing someone.

1. vocabulary:
- share (v) : chia sẻ
- classmate (n): bạn cùng lớp
- keep (v): giữ, giữ gìn
- secret (n) : bí mật



2. Sentence structure:
introducing someone

Task 1: Listen and read the dialogue.
This is … .
Nice to meet/ see you.
Nice to meet/ see you, too

3. Practice (25')

Task 2: (5')
* Aims: To practice the structure of introducing someone.
* Content: Practise introducing a friend to someone.
* Products: role play and practice in front of the class fluently.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2:T –Ss : Ss- Ss

• Teacher asks students to work in groups of four, introducing themselves to the group members, using structures above.
• Teacher calls some students to introduce their new friends to the whole class.
- Teacher gives feedback and corrections (if necessary).
Task 2: Work in groups. Practise introducing a friend to someone.

Example:
Thien: Huy, this is Huong, my new friend.
Huy: Hi, Huong . Nice to meet you.
Huong: Hi, Huy. Nice to meet you, too.


Task3: (5')
NEW FRIENDS AT SCHOOL
* Aims: To identify questions people should ask when making new friendsat school.
* Content: Read and tick the questions you think are suitable to ask a new friend at school.
* Products: Discuss the questions in groups and tick the suitable questions.
* Organization of implementation
Teacher's and Ss'activities
Content
Task 3: T - Ss, Ss – Ss

• Ask Ss to read and tickthe questions individually.Then let them discuss the questions in groups



• T asks them to add 2 more questions to the list.
• Teacher checks with the whole class.


Task 3: Read and tick the questions you think are suitable to ask a new friend at school.
1. Are you from around here?
2. Do you like music?
4 . What is your favourite subject at school?
6. Do you play football?
7. How do you go to school every day?
* Suggested answer:
1. What's your name?
2. Where do you live?
3. Do you like EL?
4. What's your telephone number?

Task 4:(3')
* Aims: - To identify qualities of a good friend
-To help Ss revise yes / no questions with the present simple
* Content:. Friendship quiz. ( some questions about a good friend)
* Products: Students' correct answers. (work independently)
* Organization of implementation:
Teacher's and Ss'activities
Content

- Students work independently and do the quiz in Ex. 4, p. 11




Task 4: Friendship quiz.

E.g. friendly, generous,helpful, cheerful, etc.)


4. Production (5')
* Aims: To apply the knowledge they have learnt in this lesson.
* Content: interview the others, use the questions “ How is a good friend?”
* Products: Students ask and answer exactly ( group work )
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss - Ss
• Teacher ask students to move to places of classmates they haven't got aquainted yet, form a new group and interview the new mates, then give feedback on their mates.
- Teacher calls some groups to make models

Task 5: Work in groups. Take turns to interview the others, use the questions above.

(e.g. Friends are forever.)
5. Consolidation (3')
* Aims: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
* Products: Students say what they have learnt in the lesson.
* Organization of implementation:

Teacher's and Ss'activities
Content
Teacher asks students to talk about what they have learnt in the lesson.
- some new words
- Introducing someone
- How is a good friend.?
6. Homework (2')
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.
* Products: Students' textbook and workbook.
* Organization of implementation

Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare the new lesson.
- Write down the results and feedback of the previous interviews.
- Prepare lesson 5 ( skills 1)
*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………












Date :…………..

Week : UNIT 1: MY NEW SCHOOL
Period : Lesson 5 : Skills1
I. OBJECTIVES:
By the end of the lesson, students will be able to:
• develop reading skill for general and specific information about schools;
• talk about different types of school;
- talk about things they like and don't like at school and the reasons for that.
II. LANGUAGE ANALYSIS
1.Knowledge:
* Vocab: boarding school (n) playground (n) international (adj),….
* Grammar: The simple present.
2. Skills: Speaking , reading
3. Attitude: To teach SS to work hard, love their school and friends.
4. Competences : develop their language skills, Ask and answer questions about school .activities
B. Preparation:
III. MATERIALS
* Preparation:
1. Teacher: Text books , pictures, planning , …
- Grade 6 textbook, Unit 1, skills 1
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES : (STAGES)
1.Warm-up (5')
* Aim: To introduce the topic of reading.
* Content: Game : chatting ( some questions about the school).
* Products: Students say the correct answers aloud.
* Organization of implementation:
Teacher's and Ss'activities
Content
- T- Ss
- Teachers asks students some questions about Ss' school.
- Students answer the questions
- And then lead in the new lesson.
* Play a game : Chatting
1. What's the name of your school?
2. Is your shool big or small?
3. How many students and teachers are there?
4. Do you like your new school? Why or why not?

2. Pre- reading (10')
* Aim: - To prepare students with vocabulary related to the lesson
- To lead in the reading skills. -
* Content: Some vocabularies related the lesson.
* Products: Read and understand the meaning of the words.
* Organization of implementation:
Teacher's and Ss'activities
Content
T –Ss :
- Pre teach vocabulary
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Repeat in chorus and individually
- Copy all the words

* Checking vocab: < what and where>

- Pre-Reading
- Teacher leads students into the lesson by showing pictures of 3 schools Sunrise, An Son and Dream and asks them some questions
* vocabulary:
• a green field (n): đồng lúa
• a mountain (n) : ngọn núi
• computer room (n) : phòng máy tính
• Join (v) : tham gia
• International (adj) : quốc tế
• Art club (n) : câu lạc bộ mĩ thuật


I - Reading
1. What can you see in these pictures?
2. Are these schools in the same place?
3. Which school do you think is in Viet Nam?
Suggested answers:
1. I can see three different schools.
2. No, they aren't.
3. The second school.
3. While reading (15')

Task 1: (3')
* Aims: - To develop reading skill for general information.
- To help students understand activate their knowledge of the topic.
* Content: Read the passages and Match.
* Products: Read and say the correct answers.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2:T –Ss : Ss- Ss
• Teacher asks students to open the book, read through the text and do Ex. 1 – p. 12.
• Teacher calls some students to give the answer, explain which sentence give them the information.

Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C.
Answer key:
1. C - a boarding school in Sydney
2. A - a school in Bac Giang
3. B - . an international school

Task 2: (5')
* Aims: To help Ss develop their reading skill for specific information (scanning).
* Content: Read the passages again and complete the sentences.
* Products: Stusents' correct answers on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2: T - Ss, Ss – Ss (Pair work)
• Teacher asks students to read through the sentences, predict what information/ what types of words they have to fill in the blanks.
• Teacher lets students work independently and find the correct answer.
• Teacher lets students pair compare before checking with the whole class.

Task 2: Read the passages again and complete the sentences.
* Answer key:
1. boarding
2. Sydney
3. mountains and green fields
4. Dream School
5. English-speaking teachers

Task 3:(5')
* Aims: - To identify different features of each school.
* Content: Answer the questions.
* Products: Students' correct answers on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
• Teacher asks students to read the questions and underline key words, reminds them to focus on the types of information they have to find (What/ Where/ Which school…).
• Teacher asks students to work in pairs and find the answer.
Teacher calls a student to write his/her answer on the board, then check sentence by sentence with class

Task 3: Answer the questions.
Suggested answers:
1. Sunrise is a boarding school.
2. An Son School is in Bac Giang.
3. Yes, there is.
4. They join many interesting clubs.

4. Pre- speaking (5')
* Aims: To help Ss prepare ideas for the speaking activity;
* Content: Ask and answer about the school they like and say the reason.
* Products: Students ask and answer fluently in groups .
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss – Ss

• Teacher asks students to work independently and complete the table.
- Teacher goes around and offers help if needed.

II. Speaking
Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? Complete the table.
Name of school
Reasons you like it
Reasons you don't like it
Sunrise

An Son



Dream
I can practise English with other students.

It is in beautiful place, so it has a good view.
I can learn English with English-speaking teachers and join many interesting clubs.
It's a boarding school, so I can't go home everyday.
It is quite small and very remote, so it isn't convenient to travel.
It's an international school, so it may be expensive.

5. While-Speaking (6')
* Aims: To provide an opportunity for Ss to practise making their choice of the type of school they would like to go to, and give reasons.
* Content: Discuss your choice with your friends.
* Products: Role play and practice in front of the class.
* Organization of implementation:

Teacher's and Ss'activities
Content
Task 5: T - Ss, Ss - Ss
• Teacher tells students to work in groups of four
• and share the answer, reminds them to take note the information from other members.
- Teacher invites some students to share their
preparation and makes sure they speak in full sentences.
Students share their ideas with the whole class.
Task 5: Discuss your choice with your friends.

* Which school (among the three above) would you like to go? Why?
Example:
A: Which school would you like to go to?
B: I'd like to go to Dream School.
A: Why?
B: Because I'd like to paint in the art club.

6. Post-Reading and Speaking (3')
* Aim:- To help students improve next time.
- Check students' understanding about the reading passage.
* Content: comments and vote for the most interesting and informative presentation.
* Products: Students present about their favorite school in front of the class.
* Organization of implementation:

Teacher's and Ss' activities
Content
T - Ss, Ss - Ss
• Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation.
Teacher gives feedback and comments.
Ss' presentation

Ex: Among the three shools above I would you like to……
7. Consolidation (3')
* Aims: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
* Products: Students say what they have learnt in the lesson.
* Organization of implementation:

- Teacher asks students to talk about what they have learnt in the lesson.
- Some new words
- read and understand some information about 3 schools.
- Present thier choice of the type of school they would like to go to, and give reasons.
8. Homework (2')
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students' textbook and workbook
* Organization of implementation:

• Teacher asks students to write down their opinion about a school in their books.
- Teacher asks students to search for information about their school.
- Write down your opinion about a school in their books.
- Prepare for the next lesson: Unit 1-Skills 2.
*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………



Date :…………..

Week : UNIT 1: MY NEW SCHOOL
Period : Lesson 6: Skills 2
I. OBJECTIVES:
By the end of the lesson, students will be able to:
• use the lexical items related to the topic My new school;
• listen for specific information about school activities;
write a passage about their new school.
II. LANGUAGE ANALYSIS
1.Knowledge:
* Vocab: foreign language (n) ,helpful ( adj), favourite (adj), friendly (adj), biology (n)
* Grammar: The present simple
2. Skills: Listening, speaking , reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Know how to use the present simple. Students will developed listening and writing skills.
III. MATERIALS
* Preparation:
1. Teacher: Text books , pictures, planning , …
- Grade 6 textbook, Unit 1, Skills 2
- Smart TV/Pictures.
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES : (STAGES)
1.Warm-up (5')
* Aim: - Check students' knowledge related the previous lesson.
- To introduce the topic of listening.
* Content: Game: Network ( my new school)
* Products: Ss write word on the board.
* Organization of implementation
Teacher's and Ss'activities
Content
* Warm up (Individual work)
T -Ss
- T guides students to play game about “ My new school”
- Ss write word on the board.




* Game: Network

teacher




* suggested anser:
- teacher, friends, subjects, shool things,…
1. Presentation vocabulary (7')
* Aim: - To enrich students' vocabulary
- To lead in the listening tasks.
* Content: Some vocab about school.
* Products: Read and understand the meaning of words.
* Organization of implementation:
Teacher's and Ss'activities
Content
- T –Ss :
- Pre teach vocabulary
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Repeat in chorus and individually
- Copy all the words

* Checking vocab: < what and where>

Lead in: T-Ss
And then T leads students in the listening tasks.
*Set the sence:
- Teacher draws students' attention to word PALMER – the name of a school in America, lets them know they are going to listen to Janet, a student from Palmer school.
* Vocabulary:
- foreign language (n): ngôn ngữ nước ngoài
- helpful ( adj): hay giúp đỡ
- favourite (adj): yêu thích
- friendly (adj): thân thiện
- biology (n): sinh học





Do you know Palmer ?
- PALMER: is the name of a school in America.
- Janet : a student from Palmer school.
2. Pre -listening (5')

Task 1: (5')
* Aims: To help students brainstorm and have an overview about what they are going to listen to.
* Content: Guess the answer to the following questions.
* Products: Students say the correct answers aloud.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 1:T –Ss : Ss- Ss ( pair work)

• Teacher lets students work in pairs and discuss the questions. Encourage them to speak English and feel free to make guesses.
• -Teacher plays the recording once. Students listen to check their guesses.

Task 1: Guess the answer to the following questions.
1. Do you think the students there wear uniforms?
2. Do they learn Vietnamese as a foreign language?

Suggested answers:
1. Yes, they do.
Yes, they do.
3. While -listening (7')

* Aims: To help students develop listening skill for specific information.
* Content: Listen and choose the correct answer .
* Products: Students' correct answers.
* Organization of implementation
Teacher's and Ss'activities
Content
Task 2: T - Ss, Ss - Ss
-Teacher asks students to read the statements, underline the key words, reminds them to pay attention to keywords while listening.



• Teacher plays the recording.
• Teacher asks students to listen and choose the answers.
• Teacher asks students to compare their answer with the partner.
• Teacher calls on some students to write their answers on the board, then play the recording once again and check with the class.

Task 2: Listen again and choose the correct answer A or B.
* Read and find the key words


* Listen and choose the correct answer
Answer key:
1. A
2. B
3. B
4. A
5. A
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.
4. Post- listening (5')

* Aims:. To check students' understanding of the listening part.
* Content: Summarize the information of the listening part.
* Products: Ss summarize the information in the listening part before the class.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 3:T-Ss, Ss-Ss( work group)
• Students work in groups of four.
• Teacher asks students to summarize the information in the listening part and talk about it.
- Teacher helps if necessary.



* Summarize the information of the listening part.


5. Pre-Writing (5')
* Aims: To help students have information about their school.
To help students write simple sentences for the next writing passage.
* Content: Write the answers to the questions about your school.
* Products: Students' correct answers in their notebooks.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss – Ss (pair work)
Teacher asks students to work independently to answer the questions.
• Teacher encourages students to write in full sentences and tells them that their sentences must be grammatically and logically correct with the right choice of words and correct punctuation.
• Teacher allows students to look back the reading passages.
• Teacher asks students to pair compare their answers.
- Teacher invites one or two students to write their answers on the board and gives feedback as models.

Task 3: Write the answers to the following questions about your school.

1. What is the name of your school?
 It's Nguyen Trai Secondary school
2. Where is your school?
 It's in Mo Duc District, Quang Ngai city
3. How many classes does your school have?
 It has 16 classes
4. What do students do at your school?
 They learn many subjects and play games at breaktime
…….
While-Writing (5')
* Aim: To let students learn and help each other write a complete passage about their school.
* Content: Write a paragraph of 40-50 words about your school.
* Products: Students' perfect writing on the posters.
* Organization of implementation
Teacher's and Ss'activities
Content
• Teacher asks students to work in groups of four, gives them a large piece of paper and asks them to write the full paragraph into the paper in 6 minutes.
• Teacher asks students to pay attention to punctuation, structures, word choice, linking words, etc.
Task 4:Use the answer in Task 3 to write a paragraph of 40-50 words about your school. You can refer to the reading passages to help you

* Students' writing

Post-Writing (3')
* Aim: To cross check and final check students' writing.
* Content: Cross check students' writing
* Products: Students check the others' writing carefully .
* Organization of implementation:

Teacher's and Ss' activities
Content
• Teacher has the groups swap and give feedback on each other's writing.
- Teacher then gives feedback on one writing as a model..

* 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 during break time.My teachers are friendly, and my friends are helpful. I like my school.
* Consolidation (2')
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarize the main content in the lesson.
* Products: Say aloud what they have just learnt in front of the class.
* Organization of implementation:

Teacher's and Ss' activities
Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Some new words.
- Listen a passage about Janet's school in America.
- write a paragraph about your school.
* Homework (2)
* Aim: To revise the knowledge that students have gained in this lesson.
- To allow students finalize their versions after being checked by friends and teacher.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students' textbook and workbook
* Organization of implementation:

• Teacher asks students to write down the paragraph in their books.
- Teacher asks students to prepare the new lesson.
• Rewrite the paragraph in the notebooks.
- Prepare for the project.

*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………………………….














Date :…………..

Week : UNIT 1: MY NEW SCHOOL
Period : Lesson 7: Looking back and project
I. OBJECTIVES:
By the end of the lesson, students can:
• review the vocabulary and grammar of Unit 1;
- apply what they have learnt (vocabulary and grammar) into practice through a project.
II. LANGUAGE ANALYSIS
1.Knowledge:
* Vocab: revise words of unit 1
* Grammar: The present simple , adverbs of frequency.
2. Skills: Speaking , reading and writing.
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Use...