UNIT 1: MY NEW SCHOOL

Division of lesson
Lesson 1: Getting started
2: A closer look 1
3: A closer look 2
4: Communication
5: Skills 1
6: Skill 2
7: Looking back & Project



Date of planning: 15/1/2022
Date of teaching: 17/1/2022
Week: 19
Period: 1st
UNIT 1: MY NEW SCHOOL
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.
1. Knowledge:
* Vocabulary: places lexical items : subject (n), uniform (n), calculator (n)…
* Grammar: The simple present.
2. Competences:
a/ General 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……
b/ Language skills: Listening, speaking and reading
3. Attribute:
- to teach SS to work hard, love their school and friends.
II. Instructional resources
- Grade 6 textbook, Unit 1, Getting started
- smart TV and cards, visual aids
- sachmem.vn
III. Procudures:
Activity 1: Warm-up (5 mins)
* Aim: - To activate students' knowledge on the topic of the unit.
* Content: write names of school things. And lead in the new lesson


pen








* Outcome: - Students write names of school things on the group board and how to play the game “netwwork”
* Implementation:
Teacher's activities
Students' activities

- Teacher divides class into 2 teams and asks students to write school things everyday.

* 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

* Network:
- Students write down on the groupboard and stick it on the board.
-The team who has more correct words is the winner.
- Ss answer the following questions
+ What is a special day?
+ Why is it special for you?
+ What makes -you remember the most?
* Assessment tools: observation
Activity 2: Presentation (5 mins)
* Aim: To prepare students with vocabulary related to the topic My New School;
* Content: learn some vocabularies related to the topic.
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
* Outcome: Students read and understand the meaning of vocab.
Students know how to to play the game “what and where”
* Implementation:
Teacher's activities
Students' activities
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Follow the seven steps of teaching vacab.
* Checking vocab: < what and where>

* Assessment tools: observation

- Ss repeat in chorus and individually

- Ss copy all the words

Activity 3: Practice (30 mins)

Task 1: Listen and read (p.6) (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.
• Questions
a) Who are they?
b) What is Phong doing?
c)Who are Vy and Duy?
d)Why is it a special day for them?
• 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
* Outcome: Students read and understand the meaning of the text.
Students know how to role play
* Implementation:
Teacher's activities
Students' activities
- T sets the sences
- T leads Ss to the dialogue “We are going to listen and read a dialogue about Phong, Vy and Duy's special day”
- Teacher plays the recording twice.
• Teacher checks students' prediction.
- Ss look at the picture on page 6



• Students listen and read.
• Some students read the conversation aloud.
* Assessment tools: observation

Task 2: Read the conversation again and tick (✔) T (True) or F (False). (7 mins)
* Aims: To have students get specific information of the text.
* Content:. Read the conversation again and tick (✔) T (True) or F (False).
* Outcome:
Answer key:
1. T
2. F (Duy is Vy's friend)
3. T
4. T
5. F ( Phong isn't wearing a shool uniform)
* Implementation:
Teacher's activities
Students' activities
• Teacher reminds 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.
• Students read the conversation again and work independently to find the answers.
- Students pair compare before checking with the whole class.
- Some students give the answers.
* Assessment tools: observation

Task 3: Write one word from the box in each gap. (5 mins)

* 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)
* Outcome:
Answer key:
1. wear
2. has
3. go
4. uniforms
5. subjects
* Implementation:
Teacher's activities
Students' activities
• 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.

• Students read the conversation again, work independently to put a suitable word from the box to fill in the gap.
• One student share his/her answer on the board.

• Students look at the board, check their mate's answer.
* Assessment tools: observation

Task 4: Match the words with the school things. Then listen and repeat. (7 mins)
* Aims: To revise some words and learn some more words indicating school things
* Content:. Matching the words with the pictures (work in groups)


* Outcome:
Answer key:
1. school bag
2. compass
3. pencil sharpener
4. rubber
5. pebcil case
6. calculator
* Implementation:
Teacher's activities
Students' activities
• 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.

* Assessment tools: observation

Task 5: Write names of the things you can see around the class in your notebook (6 mins)
* Aims: To check students' vocabulary and improve group work skill
* Content:. Write names of the things around the class .
* Outcome:
Students' answers in your notebook ( Students share with the whole class )
Suggested answer: Chairs, tables, clock, school bags, board, books, pen, flower pot, pencil,….
* Implementation:
Teacher's activities
Students' activities
- Teacher guides Ss how to do this task
• 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.

* Assessment tools: observation
3. Production (3 mins)
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Vocab about school things and Read and understand content of the conversation
* Outcome: Say aloud some words they remember from the lesson.
* Implementation:

Teacher's activities
Students' activities
- 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
* Assessment tools: observation

IV. Homework (2 mins)
- 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 of planning: 15/1/2022
Date of teaching: 17/1/2022
Week:
Period:
UNIT 1: MY NEW SCHOOL
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/.
1.Knowledge:
* Vocab: School lexical items and practising the sound /ɑː/ and /ʌ/
* Grammar: The simple present.
2. Competences:
a/ General 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……
b/ Language skills: Listening, speaking , reading and writing
3. Attribute:
- To teach Ss to work hard, love their school and friends
II. Instructional resources
- Pictures, planning , …
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
- sachmem.vn
III. Procudures:
Activity 1: Warm-up (5 mins)
* 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)
* Outcome: Ss write words exactly on the board.
- school bag
- calculator
- compass.
……..
* Implementation:

Teacher's activities
Students' activities

- Teacher divides the class into two teams.
- Teacher gets feedback -> Today we are going to learn some more combinations about school.
- Ss look at the picture on page 7 in 20 seconds and try to remember as many words as possible.
- Ss go to the board and write the words


* Assessment tools: observation
Activity 2: Presentation (5 mins)
* Aim: To enrich students' vocabulary to talk about activities at school.
* Content: Vocabulary about school
* 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
* Outcome: Read and understand the maning of words
Checking vocab: < Matching>
* Implementation:
Teacher's activities
Students' activities

- Teacher use different techniques to teach vocab (pictures, situation, realia)


- Ss follow the seven steps of teaching vacab.
- Ss repeat in chorus and individually
- Ss copy all the words
* Assessment tools: observation
Activity 3: Practice (30 mins)

Task 1: Listen and repeat the words. (5 mins)
* Aims: To revise / introduce the names of school subjects, and some nouns related to school and school activities.
* Content: Listen and repeat the words.
* Outcome: Students read words exactly aloud.
* Implementation:
Teacher's activities
Students' activities
• Teacher asks students to listen and repeat the words.
• Teacher calls some students to read the words aloud.
• Students listen and repeat the words.

• Some students read the words aloud.

* Assessment tools: observation

Task 2: Work in pairs. Put the words in Task 1 in the correct columns. (7 mins)

* 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)
* Outcome: Ss say the correct answers ( pair work).
*Answer key:

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

* Implementation:
Teacher's activities
Students' activities
• Teacher asks Students work in pairs and do the task.
• Teacher gives feedback and corrections (if necessary).
• Teacher explains which nouns go with each verb to make meaningful names of activities.

• Students work in pairs and use the words in Task 1 to put into the correct columns.
• Some pairs share their answers with the whole class.
• Students work in groups of four and add as many words into each column as possible.

* Assessment tools: observation

Task 3: Put the words in the blanks. (5 mins)
* Aims: To help students use the vocabulary in context.
* Content: Fill in the blanks with a suitable word
* Outcome: Student's correct answers on the board.
Answer key:
1. homework
2. football
3. lessons
4. exercise
5. science
* Implementation:
Teacher's activities
Students' activities
• Teacher asks Ss do the task
• Teacher allows students to share their answers before discussing as a class.
• Teacher gives feedback.
• Students work independently and put a suitable word in each blank.
- Some students share the answers.
* Assessment tools: observation

Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/.(7 mins)
* 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/.
* Outcome: Students pronounce words exactly .
Suggested answers:
• /ɑː/: car, start, after, party
• /ʌ/: cut, one, country
Key:
+ /ɑː/: smart, art, carton, class.
+ / ʌ /: subject, study, monday, compass
* Implementation:
Teacher's activities
Students' activities
• 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.
• Ss watch a video about how to pronounce these two sounds /ɑː/ and /ʌ/


- Ss take note
• Students to listen and repeat.
* Assessment tools: observation

Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/. (6 mins)
* 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/.
* Outcome: Students' answers in your notebook ( Students share with the whole class )
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.
* Implementation:
Teacher's activities
Students' activities


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

- Check Ss'answers.
- Play the recording again.
- Before listening, students discuss in pairs and find the words with the sounds /ɑː/ and /ʌ/.
- Students listen to check and repeat the sentences

- Ss work in pairs to compare their answers.

- Ss listen and repeat sentence by sentence, paying attention to the underlined words.
* Assessment tools: observation
Activity 4: Production (5 mins)
* Aim: To give students a chance to apply what they have learnt.
* Content: Game : Who is faster? write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/.
* Outcome: Students read aloud their sentences.
- (e.g: I usually play basketball with my brother.)
- I often use compass to do Math exercise.
* Implementation:
Teacher's activities
Students' activities
- Teacher asks groups to write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/.
- Teacher invites the winner to read aloud their sentences.
- Ss Work in groups
• Each group hand in their paper and checks, the group with more correct sentences is the winner.

* Assessment tools: observation

IV. Homework (2 mins)
- 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 of planning: 15/1/2022
Date of teaching: 17/1/2022
Week:
Period:
UNIT 1: MY NEW SCHOOL
Lesson 3: A closer look 2
I. Objectives:
By the end of the lesson, students will be able to use the present simple tense.
1. Knowledge:
* Vocab: School lexical items
* Grammar: The simple present and adverbs of frequency
2. Competences:
a/ General competences
- Know how to use the present simple. Students will developed speaking and co-operating skills.
b/ Language skills: Listening, speaking, reading and writing
3. Attitude:
- To teach SS to work hard, love their school and friends
II. Instructional resources
- Pictures, planning , …
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
- sachmem.vn
III. Procudures:
Activity 1: Warm-up (5 mins)
* 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)
* Outcome: Students complete the perfect sentences on the board.
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's activities
Students' activities
• 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.
* Assessment tools: observation
Activity 2: Presentation (10 mins)
* Aim: To help students know and understand the use of the present simple tense.
* Content: Introduce the present simple tense.
• 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.
* Outcome: Understand and know how to use the present simple tense
* Organization of implementation
Teacher's activities
Students' activities
- Teacher draws students' attention to the form of the sentences created in the game and asks them whether they know the target tense.
* Model sentences:
1. Peter
lives
near
his school.
2. We
go
to
the same school.

• 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.


- Ss take note the present simple tense.
- Ss copy the form of the present simple tense.



Activity 3: Practice (20 mins)

Task 1: Choose the correct answer A, B or C (5 mins)
* Aims: To introduce the targeted grammar of the present simple tense..(10')
* Content: Choose the correct answer A, B or C




* Outcome: Students say the key aloud
• Answer key:
1. A
2. C
3. B
4. A
5. C

* Implementation:
Teacher's activities
Students' activities
• Teacher has students work independently, look at the form and do Exercise 1 – page 9.

- Teacher has Ss read the Remember! box. Direct their attention to the present simple tense form for third person singular
• Students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
• Ss read the Remember! box.
* Assessment tools: observation
Task 2: Write the correct form of the verbs. (5 mins)
* Aims: To help students know and understand the use of the present simple tense.
* Content: Write the correct form of the verbs.
* Outcome: students' correct answers on the board.
• Answer key:
1. has
2. Do you have
3. like
4. Does Vy walk
5. ride
6. go

* Implementation:
Teacher's activities
Students' activities
• Teacher asks students to work independently.
• Teacher calls 1 or 2 students to write their answers on the board.
- Students work independently.
• Students write their answers on the board, checks their answers sentence by sentence.
* Assessment tools: observation
Task 3: Put the words in the blanks. (5 mins)
* Aims: To help Ss revise some adverbs of frequency they already learnt.
* Content:
• 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
* Outcome: Student read sentences aloud.
• 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
………………………………………………..
** Implementation:
Teacher's activities
Students' activities
- Teacher elicits 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.
- Teacher shows the graph and lets students fill in the blanks with suitable adverbs of frequency: sometimes, usually or never (Exercise 3 – page 10)


- Ss take note
- Ss look at the two examples carefully.Then tell the position of the adverbs of frequency, and the meaning of those.


- Students work in groups of four to make 5 sentences using the 5 adverbs of frequency above.
- Some groups to read aloud the answers and gives feedback.
* Assessment tools: observation

Task 4: Choose the correct answer A or B to complete each sentence. (7 mins)
* 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.
* Outcome: Students' answers in their notebooks ( Students share with the whole class )
• Answer key:
1. B 2. A
3. A 4. B
5. A
* Implementation:
Teacher's activities
Students' activities
• Teacher has students complete Exercise 4 – page 10 independently.
- Teacher gives feedback
- Ss do the exercise independently
- Ss exchange their textbooks to check their friends' answers.
* Assessment tools: observation
Activity 4: Production (7 mins)
Task 5: Work in pairs. Make questions then interview your partner.

* Aims: - To help students distinguish and use correctly the present simple tense.
- To improve cooperative skill.
* Content: 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
* Outcome: Role play ( ask and answer correctly)
• 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?
6. How often does your mother pick you up from school?
* Implementation:
Teacher's activities
Students' activities
- Teacher has students work on the Ex. 5, p. 10 in pairs.
• Teacher checks the answers by playing a game.
• Students are divided 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.
* Assessment tools: observation

IV. Homework (2')
- Learn by heart the form of present simple tense
- Make 5 sentences in the present simple tense, using adverbs of frequency.
- Prepare lesson 4 ( communication)


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





Date of planning: 15/1/2022
Date of teaching: 17/1/2022
Week:

UNIT 1: MY NEW SCHOOL
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.
1. Knowledge:
* Vocab: School lexical items
* Grammar: The simple present.
2. Competences :
a/ General competences
- Develop their language skills, as well as learn about Vietnamese culture and other cultures.
b/ Language skills: Speaking, reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
II. Instructional resources
- Pictures, planning , …
- Grade 6 textbook, Unit 1, communication
- Smart TV/Pictures, sets of word cards
- sachmem.vn
III. Procudures:
Activity 1: Warm-up (5 mins)
* Aim: To introduce the topic..
* Content: Students to talk about what he/she does everyday ; some questions about making friends
• Game: : Chatting
- Hello, I am..... Everyday I.....
• Interviewing:
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 ?

* Outcome: Student s presents in front of the class; students' correct answers.
* Implementation:
Teacher's activities
Students' activities
- Teacher gets 2 students to talk about what he/she does everyday
- Teacher makes remarks and give the two students marks.
- Teacher pretends to be a new classmate;
lets ss ask questions to make friend
- Teacher comments on the student's questions then leads into new lesson: "We will learn what to ask a new friend".
- 2 students to talk about what he/she does everyday
- Whole class listen, find out mistakes (if any)
- Ss ask questions.


Activity 2: Presentation (10 mins)
* EVERYDAY ENGLISH
Task 1: Listen and read the dialogue.
* Aim: - To prepare students with vocabulary related to the topic My New School;
- To introduce the structure of introducing someone.
* Content:
• Vocabulary
- share (v) : chia sẻ
- classmate (n): bạn cùng lớp
- keep (v): giữ, giữ gìn
- secret (n) : bí mật
• Sentence structure
introducing someone
This is … .
Nice to meet/ see you.
Nice to meet/ see you, too

* Outcome: Read and understand the meaning of words.
* Implementation:
Teacher's activities
Students' activities
- Teacher use different techniques to teach vocab (pictures, situation, realia)

* Checking vocab: < rub out and remmeber>
• Teacher lets students listen and read the dialogue, asks them what the characters say when they first meet someone.
• Teacher gives more explanations

- Ss repeat in chorus and individually
- Ss copy all the words


- Students listen and read the dialogue

• Some students to share their opinions.
- Students writes down the structure of introducing someone.
Activity 3: Practice (20 mins)

Task 2: Work in groups. Practise introducing a friend to someone.
* Aims: To practice the structure of introducing someone.
* Content: Practise introducing a friend to someone.
* Outcome: role play and practice in front of the class fluently.
• Example:
Thien: Huy, this is Huong, my new friend.
Huy: Hi, Huong . Nice to meet you.
Huong: Hi, Huy. Nice to meet you, too.
* Implementation:
Teacher's activities
Students' activities



- Teacher gives feedback and corrections (if necessary).
- Students work in groups of four, introducing themselves to the group members, using structures above.
- Some students to introduce their new friends to the whole class.
Task 3: Read and tick the questions you think are suitable to ask a new friend at school.
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.
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?

* Outcome:.
• Suggested answer:
1. What's your name?
2. Where do you live?
3. Do you like EL?
4. What's your telephone number?

* Implementation:
Teacher's activities
Students' activities
- T asks them to add 2 more questions to the list.
- Teacher checks with the whole class.
- Ss read and tick the questions individually.Then discuss the questions in groups
- Ss give more questions
Task 4: Friendship quiz.
* 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 activities
Students' activities
- T guides Ss do the exercise.

- Students work independently and do the quiz in Ex. 4, p. 11
Activity 4: Production (5 mins)
Task 5: Work in groups. Take turns to interview the others, use the questions above.

* Aims: To apply the knowledge they have learnt in this lesson.
* Content: interview the others, use the questions “ How is a good friend?”
* Outcome: Students ask and answer exactly ( group work )
* Implementation:
Teacher's activities
Students' activities
- Teacher calls some groups to make models

- Students 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.
* Assessment tools: observation

IV. Homework (2')
- Write down the results and feedback of the previous interviews.
- Prepare lesson 5 ( skills 1)
*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………







Date of planning: 15/1/2022
Date of teaching: 17/1/2022
Week:

UNIT 1: MY NEW SCHOOL
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.
1.Knowledge:
* Vocab: boarding school (n) playground (n) international (adj),….
* Grammar: The simple present.
2. Competences :
a/ General competences
- develop their language skills, Ask and answer questions about school .activities
b/ Language skills: Speaking , reading
3. Attitude: To teach SS to work hard, love their school and friends.
II. Instructional resources
- Pictures, planning , …
- Grade 6 textbook, Unit 1, skills 1
- Smart TV/Pictures, sets of word cards
- sachmem.vn
III. Procudures:
Activity 1: Warm-up (5 mins)
* Aim: To introduce the topic of reading.
* Content:
• 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?

* Outcome: Students say the correct answers aloud.
* Implementation:
Teacher's activities
Students' activities

- Teachers asks students some questions about Ss' school.
- And then lead in the new lesson.
- Students answer the questions


Activity 2. Pre- reading (10')
* Aim: - To prepare students with vocabulary related to the lesson
- To lead in the reading skills. -
* Content:
• 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
• Questions
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?
* Outcome:
• Checking vocab: < what and where>
• Suggested answers:
1. I can see three different schools.
2. No, they aren't.
3. The second school.
* Implementation:
Teacher's activities
Students' activities

- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Teacher leads students into the lesson by showing pictures of 3 schools Sunrise, An Son and Dream and asks them some questions
- Ss repeat in chorus and individually
- Ss copy all the words
- Ss answer the questions
- Ss take note the information about 3 schools.



* Assessment tools: observation
Activity 3. While reading (15')

Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C.
* Aims: - To develop reading skill for general information.
- To help students understand activate their knowledge of the topic.
* Content: Read the passages and Match.
* Outcome:
Answer key:
1. C - a boarding school in Sydney
2. A - a school in Bac Giang
3. B - . an international school
* Implementation:
Teacher's activities
Students' activities

- Teacher asks students to open the book, read through the text and do Ex. 1 – p. 12.

- Some students give the answer, explain which sentence give them the information.


* Assessment tools: observation
Task 2: Read the passages again and complete the sentences.

* Aims: To help Ss develop their reading skill for specific information (scanning).
* Content: Read the passages again and complete the sentences.
* Outcome:
• Answer key:
1. boarding
2. Sydney
3. mountains and green fields
4. Dream School
5. English-speaking teachers

* Implementation:
Teacher's activities
Students' activities

- Teacher asks students to do exercise
- Teacher lets students work independently and find the correct answer.

- Students read through the sentences, predict what information/ what types of words they have to fill in the blanks.
- Students pair compare before checking with the whole class.

* Assessment tools: observation
Task 3: Answer the questions. (5')
* Aims: - To identify different features of each school.
* Content: Answer the questions.
* Outcome:
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.
* Implementation:
Teacher's activities
Students' activities

- Teacher guides Ss to do exercise



- Teacher calls a student to write his/her answer on the board, then check sentence by sentence with class
- Students read the questions and underline key words, reminds them to focus on the types of information they have to find (What/ Where/ Which school…).
- Students to work in pairs and find the answer.


* Assessment tools: observation
Activity 4. Pre- speaking (5')
* Aims: To help Ss prepare ideas for the speaking activity;
* Content: Which school in Exercise 1 would you like to go to? Why/ Why not?
* Outcome:
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.

* Implementation:
Teacher's activities
Students' activities

- Teacher goes around and offers help if needed.

- Students work independently and complete the table.


* Assessment tools: observation
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.
* Outcome:
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.
* Implementation:
Teacher's activities
Students' activities

- T 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 work in groups of four

- Students share their ideas with the whole class.

* Assessment tools: observation
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.
* Outcome:
Ex: Among the three shools above I would you like to……
* Implementation:
Teacher's activities
Students' activities

- 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
- Ss comments and vote for the most interesting and informative presentation.


* Assessment tools: observation
IV. Homework (2')
- Write down your opinion about a school in their books.
- Prepare for the next lesson: Unit 1-Skills 2.
*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………



Date of planning: 15/1/2022
Date of teaching: 17/1/2022
Week: 19
Period: 1st


UNIT 1: MY NEW SCHOOL
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.
1.Knowledge:
* Vocab: foreign language (n) ,helpful ( adj), favourite (adj), friendly (adj), biology (n)
* Grammar: The present simple
2. Competences:
a/ General competences
- Know how to use the present simple. Students will developed listening and writing skills.
b/ Language skills: Listening, speaking, reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
II. Instructional resources
- Text books , pictures, planning , …
- Grade 6 textbook, Unit 1, Skills 2
- Smart TV/Pictures.
- sachmem.vn
III. Procudures:
Activity 1: Warm-up (5')
* Aim: - Check students' knowledge related the previous lesson.
- To introduce the topic of listening.
* Content:



Game: Network

teacher





* Outcome:
• suggested anser:
- teacher, friends, subjects, shool things,…
* Implementation:
Teacher's activities
Students' activities
- T guides students to play game about “ My new school”
- Ss write word on the board.

Activity 2: Presentation vocabulary (7')
* Aim: - To enrich students' vocabulary
- To lead in the listening tasks.
* Content: Some vocab about 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
* Outcome:
• Checking vocab: < what and where>
Do you know Palmer ?
- PALMER: is the name of a school in America.
- Janet : a student from Palmer school.
* Implementation:
Teacher's activities
Students' activities
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- 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.
- Ss repeat in chorus and individually
- Ss copy all the words







* Assessment tools: observation
2. Pre -listening (5')

Task 1: Guess the answer to the following questions. (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.
1. Do you think the students there wear uniforms?
2. Do they learn Vietnamese as a foreign language?
* Outcome:
Suggested answers:
1. Yes, they do.
2. Yes, they do.
* Implementation:
Teacher's activities
Students' activities
- 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 work in pairs and discuss the questions.


- Students listen to check their guesses.

* Assessment tools: observation
3. While -listening (7')
Task 2: Listen again and choose the correct answer A or B.
* Aims: To help students develop listening skill for specific information.
* Content: Listen and choose the correct answer .
* Products:
Answer key:
1. A
2. B
3. B
4. A
5.A
* Implementation:
Teacher's and Ss'activities
Content
-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 calls on some students to write their answers on the board, then play the recording once again and check with the class.

- Students to read the statements, underline the key words, reminds them to pay attention to keywords while listening.

• Students listen and choose the answers.
• Students compare their answer with the partner.
• Some students write their answers on the board, then check with the class.

* Assessment tools: observation
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.
* Implementation:
Teacher's activities
Students' activities
• Teacher asks students to summarize the information in the listening part and talk about it.
- Teacher helps if necessary.
• Students work in groups of four.
• Students summarize the information in the listening part and talk about it.

* Assessment tools: observation
5. Pre-Writing (5')
Task 3: Write the answers to the following questions about your school.

* 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.
* Outcome:
1. It's An Binh Thanh Secondary school
2. It's in Loc Hung Village, Trang Bang Town.
3. It has 8 classes
4.They learn many subjects and play games at breaktime …….
* Implementation:
Teacher's activities
Students' activities
- 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 invites one or two students to write their answers on the board and gives feedback as models.
- Students work independently to answer the questions.
- Students can look back the reading passages.
- Students work in pair to compare their answers.

- One or two students write their answers on the board
* Assessment tools: observation
While-Writing (5')
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

* 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.
* Outcome: Students' perfect writing on the posters.
* Implementation:
Teacher's activities
Students' activities
• 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.

• Students work in groups of four, write the full paragraph in 6 minutes.

- Students pay attention to punctuation, structures, word choice, linking words, etc.
* Assessment tools: observation
Post-Writing (3')
* Aim: To cross check and final check students' writing.
* Content: Cross check students' writing
* Outcome:
Sample paragraph
My school is An Bình Thành School. It is in the centre of my village. It has 8 classes with over 300 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.
* Implementation:
Teacher's activities
Students' activities
• Teacher has the groups swap and give feedback on each other's writing.
- Teacher then gives feedback on one writing as a model..
• Students note the paragraph
* Assessment tools: observation
IV. Homework (2')
- 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.
1.Knowledge:
* Vocab: revise words of unit 1
* Grammar: The present simple , adverbs of frequency.
2. Competences:
a/ General competences
- Use the present simple and adverbs of frequency more effectively
- Students will be developed listening and writing skills.
b/ Language skills: Speaking , reading and writing.
3. Attitude: To teach SS to work hard, love their school and friends
II. Instructional resources
- Pictures, planning , …
- Grade 6 textbook, Unit 1, skills 1
- Smart TV/Pictures, sets of word cards
- sachmem.vn
III. Procudures:
Activity 1: Warm-up (3 mins)
* Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Content: Game: * Brainstorming ( new school)
* Outcome:
Suggested anwser:
- teacher, friends, subjects, school things,…
* Implementation:
Teacher's activities
Students' activities
- Teacher divides the board, and divides the class into 2 teams.

- Members of each team take turns and write as many school things as possible in 2 minutes.
- The group having more correct answers is the winner
* Assessment tools: observation
Task 1: Look at the pictures. Write the correct words in the gaps. (5') (vocabulary)

* Aim: To help Ss revise the vocabulary items they have learnt in the unit.
* Content: Look at the pictures. Write the correct words in the gaps.
* Outcome:
Answer key:
1. uniform
2. pencil sharpener
3. notebook
4. compass
5. calculator
6. ruler
* Implementation:
Teacher's activities
Students' activities
- Teacher encourages students to complete the task individually.
- Teacher gives feedback as a class discussion.
- Students exchange their textbooks with their partners.

* Assessment tools: observation
Task 2: Match the words in A with the words/ phrases in B. (5') (vocabulary)


* Aims: To help students revise the combination: to study, to have, to do, to play + N.
* Content: Match the words in A with the words/ phrases in B.
* Outcome:
Answer key:
1. e
2. d
3. b
4. a
5. c
* Implementation:
Teacher's activities
Students' activities
- Teacher encourages students to complete the task individually.
- Teacher gives feedback as a class discussion.
- Teacher encourages students to provide more school activities.
- Students exchange their textbooks with their partners.
- Students take note the answers.
- Students give more school activities.


* Assessment tools: observation
Task 3: Complete the sentences with the present simple.
Task 4: Complete the text with the correct form of the verbs in bracket

* Aims: To help students revise the present simple tense.
* Content: Complete the sentences with the present simple.
* Outcome:
Answer key (task 3):
1. comes
2. don't
3. walks
4. do
5. teaches
* Answer key (task 4):
1. is
2. has
3. walks
4. study
5. likes
* Implementation:
Teacher's activities
Students' activities
• Teacher has students complete the task individually.
• Teacher gives feedback as a class discussion.


- Students read the sentences carefully and give the answers.
- Students exchange their textbooks and give feedback to each other.
- Students take note the answers.
- Students copy the answer their notebooks
* Assessment tools: observation
Task 5: Put the adverb in brackets in the correct place in each sentence. (5')
* Aims: To help students revise the postion of adverbs of frequency in context.
* Content: Put the adverb in brackets in the correct place in each sentence
* Outcome:
Answer key:
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:
Teacher's activities
Students' activities

- Teacher gives feedback as a class discussion.

- Students work in pairs.
- Students complete the task and discuss the answers.

* Assessment tools: observation
5. Project (5') * My dream school

* Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.
* Content: Make project “My dream school”






* Outcome:
Model writing: My dream school is located in Loc Hung Village. It's new and modern. The school has ...