Tan Hiep secondary school

Lesson plan English 6

Week: 1
Date of teaching: 09/ 9/2024
Textbook: Global success
Period: 2

UNIT: LOCAL COMMUNITY
Lesson 1: GETTING STARTED

I.OBJECTIVES :
By the end of the lesson, students will be able to:
1. Competences:
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
2.Knowledge:
- Gain an overview about the topic Local community;
- Gain vocabulary to talk about community;
3. Attributes:
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
II. INSTRUCTIONAL RESOURCES
- Grade 9 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
Aims:
- To activate students' knowledge on the topic of the unit;
- To enhance students' skills of cooperating with teammates.
- Content/Performance tasks: - Brainstorming
Questions:
What can you see in this neighbourhood?
Suggested answers:
- cinema
- buildings
…
Outcome/Performance Products:
- Students can answer some questions of the teacher about community services.
Implementation:
- Teacher divides the class into 2 teams.
- Teacher asks students to close the books, shows a picture of a neighbourhood and asks them
to write down as many things they can see in the picture in 1 minute. The team who has more
correct answers is the winner.
- Teacher sets the context for the listening and reading text: Write the title on the board I really
love where I live now.
- Students work in 2 teams and follow the teacher's instruction to play the game.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
Teacher: Tran Thi Tham

1

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

- Aims:
- To provide students with vocabulary;
- To help students be well-prepared for the listening and reading tasks.  
- Content/Performance Tasks
- Vocabulary pre-teaching
New words:
1. suburb (n) : ngoại ô
2. facilities (n) : cơ sở vật chất
- Outcome/Performance Product:
- Students can identify some new words about community services.
- Implementation:
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new vocabulary by showing pictures or giving
explanations.
- Students guess the meaning of words.
- Assessment Tool: - Teacher checks students' pronunciation and gives feedback.
3. Activity 3: PRACTICE (25 minutes)
Task 1
- Aims:
- To help Ss understand the conversation.
- Content/Performance Tasks: Task 1. Listen and read.
- Outcome/Performance Products: - Students understand the conversation and topic of the
lesson and can complete the tasks successfully.
- Implementation:
- Ask Ss to look at the pictures on pages 8 – 9 and answer the
questions below:
Questions:
1. What do you see in each picture?
2. What would life in the place in the pictures be like?
The dialogue on page 8
Elicit answers from Ss.
– Introduce the two characters: Mi and Ann. Explain that they are friends, and they meet each
other
after a long time.
– Play the recording twice for Ss to listen and read along. Have Ss underline the words that are
related
to the unit topic while they are listening and reading.
– Invite some pairs of Ss to read the conversation aloud.
– Have Ss say the words in the text that they think are related to the topic Local community.
Quickly write the words on one part of the board. Comment on Ss' answers.
- Assessment Tools: - Teacher checks students' answers and gives feedback.
Task 2
- Aim: To help Ss understand the conversation.
- Content/Performance: - Task 2: Read the conversation again. Fill in each blank with no
more than TWO words from the conversation.
Teacher: Tran Thi Tham

2

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

- Outcome/Performance Products:
Answer key:
1. last month
2. fewer people
3. craft village
4. neighbours
5. useful advice
- Implementation:
- Teacher tells students to read the conversation again and work independently to find the
answers. Remind students to underline the information they can find in the conversation.
- Students work independently to do the activity.
- Teacher has a student pair compare before checking with the whole class.
- Students compare the answers in pairs.
- Teacher calls some students to give the answers.
- Students give answers.
- Assessment Tools: - Teacher checks students' answers and gives feedback.
Task 3
- Aims:
- To help Ss understand the conversation.
- Content/Performance Tasks: Task 3 : Match each word or phrase with its definition.
- Outcome/Performance Products:
Answer key: 1. d 2. e 3. a 4. c 5. b
- Implementation:
- Ask Ss to read the words and phrases in the first column and locate them in the dialogue.
- Ask them to read around each word or phrase to guess its meaning. For example, Ss can guess
the meaning of 'suburb' by reading the sentence where the word appears in line 4 of the
dialogue. Model the skill with this word.
- Have Ss work individually to match the words and phrases with their definitions.
- Have them compare their answers with a partner.
- Invite some Ss to share their answers.
- Confirm the correct answers.
- Have Ss practise saying the words and phrases.
- Assessment Tools: - Teacher checks students' answers and gives feedback.
Task 4
- Aims: - To help Ss understand the conversation.
- Content/Performance Tasks: Task 4: Match the words with the school things. Then listen and
repeat.
- Outcome/Performance Products:
Answer key:
1. suburb
2. get on … with
3. facilities
4. remind … of
5. community
- Implementation:
Teacher: Tran Thi Tham

3

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

- Have Ss work in pairs and fill in each blank with a word or phrase from 3.
- Ask for Ss' answers and confirm the correct ones.
- For a more able class, have Ss work in groups. Each group make sentences with the
words/phrases. Then they read aloud these sentences..
- Assessment Tools:
Task 5
- Aims:
- To introduce to Ss some places of interest in a community.
- Content/Performance Tasks:
- Task 5: What is the place? Do the following quiz.
- Outcome/Performance Product:
1. stadium
2. hospital
3. playground
4. school
5. museum
- Implementation:
- Set time (3-5 minutes) for Ss to do the quiz in pairs.
- Invite some Ss to share their answers with the class. Confirm the correct answers.
- Ask Ss to work in groups and brainstorm all the places of interest in a community that they
know. After 3 minutes, they are invited to share their answers with the whole class. The group
with the most correct answers wins.
- Assessment:
- Teacher and other students listen to the answers and comment.
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5')
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about their
community. Students will show and present in Lesson 7 – Looking back and Project. (Teacher
should check the progress of students' preparation after each lesson.)
– Explain the project requirements: In groups, Ss will interview some Ss from their class or
from other classes about the changes they want to make in their community, using the questions
provided. They then analyse the answers from their friends and report the findings to their
class. They can use a poster or PowerPoint slides to present their findings. In this case, their
slides or posters should include a mixture of text and tables, graphs, or pictures so that T and
other classmates can easily follow and understand their findings.
– Show them how to collect and analyse the answers. Here are the steps T can follow:
Step 1. Have Ss answer the questions about their community:
1. Where do you live?
2. What is good about your community?
Teacher: Tran Thi Tham

4

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

3. What is not good about your community?
4. What changes do you want to make to improve your community?
Invite about three Ss to answer the questions. Draw a table on the board to record their
answers. This way you are teaching them how to record the answers in a survey. The table
should look like the one on page 17 in Student's book.
Then model how to report the findings to the questions. Say, I have just asked three students
about their community. Here are the findings. Two students live in or near the city centre. One
student lives far from the centre …
Step 2. Ask Ss to look at the four questions in the book. Check if they understand the questions.
Instruct them to create a table to record their classmates' answers. Tell groups that each group
member can ask two classmates or two students from other classes, so each group can ask about
10 students, using the table they have created.
Step 3. When they finish asking, they can organise the information they get in the table below.
Step 4. Groups of Ss prepare short reports about the findings. Have them read the questions on
page 17 and follow these guiding questions to prepare the report.
Prepare for Unit 1: A CLOSER LOOK 1
Comments:
Attendance:
Class 9A1:
Class 9A2:

Teacher: Tran Thi Tham

5

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

Week: 1
Date of teaching: 14 /9/2024
Textbook: Global success
Period: 3

UNIT 1 : LOCAL COMMUNITY
Lesson 2: A CLOSER LOOK 1

I. OBJECTIVES:
By the end of the lesson, students will be able to:
1. Competences:
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
2. Knowledge:
- Use the lexical items related to the topic Local community;
- Pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and sentences correctly;
3. Attributes:
- Be friendlier and willing to help their community;
- Actively participate in community services;
- Develop self-study skills.
II. INSTRUCTIONAL RESOURCES
- Grade 9 textbook, Unit 1, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.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

drink water

- Implementation:
Teacher: Tran Thi Tham

listen to music

watch TV

skip rope

play video games

6

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

- 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 script:
school lunch
English history
homework

exercise
science
football
lessons
music

- 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
football
music

– do
homework
exercise

–

have

school lunch
lessons

– study
English
history
science

Teacher: Tran Thi Tham

7

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

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.
Teacher: Tran Thi Tham

8

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

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
Comments:
Attendance:
Class 6A1:
Class 6A2:
Class 6A3:

Teacher: Tran Thi Tham

9

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

Week: 2
Date of teaching: 18 /9/2024
Textbook: Global success
Period: 4

UNIT 11: MY NEW SCHOOL
Lesson 3: A CLOSER LOOK 2

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Use the present simple tense.
2. Knowledge:
- Vocabulary: lexical items related to the topic “My new school”.
- Grammar: 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. 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.

- Implementation:
- Teacher divides the class into 4 groups.
Teacher: Tran Thi Tham

10

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

- 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
–

Teacher: Tran Thi Tham

11

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

- 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.
Teacher: Tran Thi Tham

12

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

- 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
Comments:
Attendance:
Class 6A1:
Class 6A2:
Class 6A3:
Teacher: Tran Thi Tham

13

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

Week: 2
Date of teaching: 19 / 9/2024
Textbook: Global success
Period: 5

UNIT 1: MY NEW SCHOOL
Lesson 4: COMMUNICATION

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
– Know how to introduce someone
– Ask appropriate questions when making friends at school, know what good qualities a good
friend should have
.2. 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.
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 friends around the world, asks students
to name them.
The team thats give more correct names is the winner.

Teacher: Tran Thi Tham

14

School year: 2024 - 2025

Tan Hiep secondary school
Tom and Jerry

Lesson plan English 6
Woody and Buzz

Spongebob and Patrick

Harry Potter and Hermione Granger
Leonardo DiCaprio and Tobey Maguire
- Implementation:
- Teacher shows pictures of some famous pairs of friends around the world, asks students to
name them.
- The team thats give more correct names is the winner.
- Teacher leads students into the lesson by telling about what they are going to learn:
Are people above good friends? Why?
Let's find out what make a good friend in our lesson today.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims: To prepare students with vocabulary.
- Content/Performance Tasks: new words
- Outcome/Performance Product: Students can understand the words from the conversation
Vocabulary:
- share (v) 
- classmate (n)
- Implementation:
- Teacher introduces the vocabulary by:
+ giving situation;
+ giving explanation.
1. share (v) [situation]: What action can you say when you give your food to poor children?
2. classmate (n) [explanation]: What word can you use to say about people who are in the same
class with you?
- Assessment Tool: observation
3. Activity 3: PRACTICE (15 minutes)
Task 1
- Aims: To teach Ss how to introduce someone to someone else in English.
- Content/Performance Tasks:
Task 1. Listen and read a dialogue
Task 2: Work in groups. Practise introducing a friend to someone.
- Outcome/Performance Products:

- Implementation:
1. Play the recording and let Ss listen. Then ask some Ss to read aloud the dialogue. Tell the
class to pay attention to the way of introducing someone to someone else, and how to respond
Teacher: Tran Thi Tham

15

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

to someone's introduction. Have Ss practise the dialogue in pairs. Call on some group to
practise the dialogue in front of the class. T may also begin by brainstorming ways of
introducing someone that they know.
2. Let Ss work in groups and practise introducing a friend to the others. Move around to
observe andprovide help. Call on some groups to practise in front of the class. Comment on
their performance.
- Assessment Tools: observation
Task 2
- Aims: To help Ss practise asking questions when making new friends at new school.
- Content/Performance Tasks: Task 3: Read and tick the questions you think are suitable to
ask a new friend at school.
- Outcome/Performance Products:

- Implementation:
– This is a game, so don't take it seriously when Ss come up with illogical answers. The
purpose is to let them play with and explore the language.
– First, have Ss tell you the new vocabulary in the questions, then explain to them the meaning
of the new words.
– T may ask Ss how they often make friends, what they often say when they first meet a new
friend, what questions they often ask, etc.
– Ask Ss to read and tick the questions individually. Then let them discuss the questions in
groups. T may ask them to explain their answers.
- Allow Ss time to write one or two more questions on a piece of paper and share them with the
class or group.
- Assessment Tools: ask and answer
Task 3
– Aim: To help Ss practise asking and answering questions about friends;
– To help Ss revise yes / no questions with the present simple.
- Content/Performance Tasks: Task 4: Friendship quiz.
- Outcome/Performance Products: Student's own ideas
- Implementation:
– First, ask Ss to give qualities of a good friend at school (adjectives). Encourage them to give
as many words as possible. (e.g. friendly, generous, helpful, cheerful, etc.)
– Ask Ss to answer the questions individually.
- Assessment Tools: quiz
4. Activity 4: PRODUCTION (15 minutes)
Task 4
- Aims: To apply the knowledge they have learnt in this lesson.
Teacher: Tran Thi Tham

16

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

- Content/Performance Tasks: Task 5: Work in groups. Take turns to interview the others,
use the questions above.
- Outcome/Performance Products: Student's own ideas
- Implementation:
- Teacher ask students to move to places of classmates they haven't got acquainted yet, form a
new group and interview the new mates, then give feedback on their mates.
- Teacher calls some groups to make models.
- 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
- Write down the results and feedback of the previous interviews.
- Prepare the next lesson: Unit 1 – Skills 1
+ Find new words
+ Read task 1 and matching
Comments:
Attendance:
Class 6A1:
Class 6A2:
Class 6A3:

Teacher: Tran Thi Tham

17

School year: 2024 - 2025

Tan Hiep secondary school

Lesson plan English 6

Week: 2
Date of teaching: 19 /9/2024
Textbook: Global success
Period: 6

UNIT 1: MY NEW SCHOOL
Lesson 5: SKILLS 1

I. OBJECTIVES:
1. Competences: 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
– Tal...