Date of teaching: 5/9/2022
Week: 1
Textbook: Global success
Period: 1

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- An overview about English 6
2.Knowledge:
- To introduce new Tieng Anh 6 textbooks. Student's book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to study English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home... some classroom languages.
* Grammar: to be; present simple tense; present continuous…
3. Attributes:
- Co-operation
- Self- study
- Using language to do exercises
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Students: Text books, studying equipments….
- Method: discussion group, technical present….
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
- Content/Performance tasks:
Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class.
- Outcome/Performance Products:

• Name
• Age
• Address
• Likes
• dislikes
• friends

- Implementation:
+ Chatting
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new class…
- Have Ss to introduce themselves.
- T encourages Ss to talk in English as much as possible. Students (Ss) listen and learn how to do the tasks.
+ Lead to the first unit of the new school year.
- Write the unit title on the board and ask Ss guest what they are going to learn this unit …
- Ask Ss to open their book and introduce what they are going to study….Sts answer the teacher's questions.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned.
- Content/Performance Tasks:
Some brief notes; Some things about England, English. Introduce Global Success Grade 6
- Outcome/Performance Product:
Know something about England, English; Learn how to use Global Success Grade 6
- Implementation:
Teacher's instructions….
1. T. asks sts some questions about England.
- What do you know about England?
- T. gives sts something about England and English. Sts listen carefully and read aloud.
- It located in North-west coast of Europe with very mild weather not too hot but not too cold.
- It consists of four parts: England, Wales, Scotland and Ireland.
- It's official name is the UK
- Each part has its own flag of UK.

- There are many interesting things of England and you'll gradually know about them in the progress of learning English.
2. English:
- How many people speak English as their mother tongue?
- How many people speak English as their first language?
- How many people speak English as their second language or first foreign language?
- Why do you learn English?
- Is it important? Difficult? Useful? Interesting?
=> It's very important, useful, interesting. It is the means of communication to one another.
English is an international language. Hundreds of million people speak English in the world. 400 million people speak English as their first language, 600 million people speak English as their second language or first foreign language. 4/5 of the world's computers use program in English. ¾ of all international correspondence is in English.
3/ New English 6 text book:
- How many units are there in English 6 text book?
- What are they about?
* There are 12 units . Each unit has eight sections, providing materials for 7 classroom lessons of 45 minutes.
- Section 1 : GETTING STARTED. Introduce the topic of the unit. Present the vocabulary and the grammar items.
- Section 2 : A CLOSER LOOK 1 .Present and practice the vocabulary and pronunciation of the unit. Grammar items may also be included in this section.
- Section 3 : A CLOSER LOOK 2 . Deal with the main grammar point(s) of the unit. The new language point is presented in short text or a talk./ interview. Both a closer look 1,2 mainly give language focus and practice of receptive skills.
- Section 4: COMMUNICATION. Help Ss to use the functional language in everyday life context and consolidate what they have learnt....
- Section 5 : SKILL 1 . READING AND SPEAKING. Develop Ss reading abilities And provide further practice which supports Ss in their production of speaking English freely.
- Section 6 : SKILL 2: LISTENING AND WRITING. The listening activity follows the oral practice in speaking to provide Ss an opportunity to listen.... Writing focuses on developing Ss' wring skills
- Section 7: LOOKING BACK & PROJECT. Recycle language from previous sections, consolidate and apply what they have learnt in the unit. The project helps Ss to improve their ability to work by themselves and in team, and extend their imagination in a field related to the unit subject.( extra-curricular activity/ or homework).
- English is not too difficult but it requires you working hard.
- Sts need learn by heart all vocabulary and their usage.
- Review the lesson everyday.
- Learn English everyday.
- Assessment Tool: observation, taking note
3. Activity 3: PRACTICE (25 minutes)
Task 1
- Aims:
– To set the context for the introductory text
-To help Ss understand the lesson. Class room language
- Content/Performance Tasks: Some brief notes; Something about England, English . Classroom language…
- Outcome/Performance Products:
Know something about England, English; Classroom language…
- Implementation:
How to learn English best?
- Tell us how you learn best?
- Tell us how you can learn English best?
* Some useful classroom languages:
- Who is the monitor?
- Who is absent today?
- Who is on duty today?
- May I go out?
- May I come in?.......
- How to improve your English:
- Listen to the teacher carefully, learn E. from many sources, always enrich your vocabulary, do exercises carefully, practice speaking, listening, writing, reading everyday. …

- Ss should work hard everyday to improve their English.
“Hard work is the key to success”
- Ss Work in groups; in pairs; present the projects….

- Assessment Tools: observation
Task 2
- Aim: To revise / teach classroom languages.
- Content/Performance: Some brief notes; Some things about England, English . Classroom language…
- Outcome/Performance Products:
Know something about England, English; Classroom language…
- The greetings: - Good morning
- Good afternoon
- Good morning
- Good bye ….
- We can say “May I go out”
- You can say “Stand up, please.
- Listen, please
- Read after me
- Implementation:
- T gives some questions to introduce the class expressions.
- Have Ss listen and repeat.
- Teacher says “go out, please”Go out
- Teacher says “No”  Don't go out
- Call on some pairs to practice in front of the class.
- Assessment Tools: answer the questions
4. Activity 4: PRODUCTION (5 minutes)
Task 4
- Aims: To review what Ss have learnt in the lesson
- Content/Performance Tasks:
T reviews what they have learnt and asks Ss about their understanding
- Outcome/Performance Products:
An overlook on the English 6
- Implementation:
- teacher concludes the knowledge
- sts answer the questions when asked
- Assessment Tools: answer the questions
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Ask one or two Ss to tell the class what they have learnt.

* HOMEWORK
- Learn classroom languages.
- Prepare new lesson Unit one.
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6 A3:


Date of teaching: 6/09/2022
Week: 1
Textbook: Global success
Period: 2

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- An overview about the topic My new school 
2.Knowledge:
* Vocabulary: lexical items about the topic My new school
* Grammar: use the present simple;
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be ready to make new friends at school
- Develop self-study skills


II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 1: Getting started
- 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' knowledge on the topic of the unit.
• To set the context for the listening and reading part.
• To enhance students' skills of cooperating with team mates.
- Content/Performance tasks: * Memorising game:
- Outcome/Performance Products:
Suggested answers:
1. I can see three people.
2. They are students.
3. They are at one of the boys' home.
4. They are carrying school bags/ backpacks.
5. They are going to go to school.
- Teacher sets the context for the listening and reading text: Write the title on the board A special day. Explain the meaning of special and ask students to guess what the conversation might be about.
- Implementation:
- Teacher divides class into 2 teams.
- Teacher asks students to close the books, shows the picture (pages 6 and 7) and asks them to memorise every detail in the picture in 1 minute.
- Teacher hides the pictures and asks questions about the picture. The team who has more correct answers is the winner.
1. How many people can you see in the picture?
2. Who are they?
3. Where are they?
4. What are the two students carrying on their backs?
5. Where are they going to go?
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims:
- To introduce the vocabulary appearing in the next.
- To help students well-prepared for the listening and reading tasks.
- Content/Performance Tasks: new vocabulary
- Outcome/Performance Product: Students can understand the words from the conversation
- Implementation:
Teacher introduces the vocabulary by:
- giving explanations;
- showing the pictures illustrating the words.
1. subjects (n) [explanations]
2. uniform (n) [picture]
3. calculator (n) [picture]
- Assessment Tool: observation

3. Activity 3: PRACTICE (25 minutes)
Task 1
- Aims:
• To set the context for the introductory;
• To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.
- Content/Performance Tasks: Task 1. Listen and read.
- Outcome/Performance Products: Students can understand the conversation
- Implementation:
• Set the context for the listening and reading. Introduce Vy and Phong: they are friends, and Duy is Vy's new friend.
• Have Ss look at the picture. Ask Ss questions about the picture. E.g. Where are they? Who are Vy and Duy? etc. Ask Ss why it is a special day.
• Encourage Ss to give their answers, but do not confirm whether their answers are right or wrong.
Ask them to talk a bit about their feelings on the day.
• Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the topic of the unit while they are listening and reading.
• Call on some groups of Ss to read the conversation aloud.
• Ask Ss what exactly Vy, Phong and Duy are talking about. Now confirm the correct answer.
(Vy introduces her new friend, Duy. Then they talk about their new school and their first day at school, etc.)
• Have Ss say the words in the text that they think are related to the topic My New School. Quickly write the words on one part of the board. Comment on Ss' answers.
- Assessment Tools: observation
Task 2
- Aim: To help Ss understand the conversation.
- Content/Performance: Task 2 Read the conversation again and tick (✔) T (True) or F (False).
- Outcome/Performance Products:
Answer key:
1. T 2. F 3. T 4. T 5. F
- Implementation:
• Play the recording one more for Ss to understand the conversation better.
• Explain the strategies of doing True – False exercise to Ss: Read each statement carefully, identify and underline the key words in the statement, locate the key words or similar words in the text, and then evaluate if they are the same, or the opposites of the information in the given statements. If the information is the same, it's True (T), if it is opposite or different, it's False (F).
• Ss work independently. Tell them to refer back to the conversation if necessary. Allow them to share their answers before discussing them in groups or as a class. T gives the correct answers.
- Assessment Tools: True or False


Task 3
- Aims:
• To introduce some vocabulary related to the topic of the unit;
• To introduce the grammar point of this unit: the present simple.
- Content/Performance Tasks: Task 3. Write one word from the box in each gap. 
- Outcome/Performance Products:
Answer key:
1. wear
2. has
3. go
4. uniforms
5. subjects
- Implementation:
• T may instruct Ss how to do the exercise: Read the sentences and identify the kind of word to fill the blank, e.g. In sentence 1, we need a verb to go with the noun uniforms to fill the blank. Model with the first sentence.
• Ask Ss to work independently to fill each blank with the right word.
• Allow Ss to share answers before discussing them as a class. Write the correct answers on the board.
• T explains the meaning of some words if necessary. Ss practise saying the sentences together.
• T then asks Ss to identify the tense used in these sentences. Tell them that it is the present simple tense, and they are going to learn it in this unit.
- Assessment Tools: Fill in the gap
Task 4
- Aims: To help Ss revise some words and learn some more words indicating school things.
- Content/Performance Tasks: Task 4: Match the words with the school things. Then listen and repeat.
- Outcome/Performance Products:
Key + Audio script: 1. school bag
• 2. compass
• 3. Pencil sharpener
• 4. rubber
• 5. pencil case
• 6. calculator
- Implementation:
• T may instruct Ss how to do the exercise: Read the sentences and identify the kind of word to fill the blank, e.g. In sentence 1, we need a verb to go with the noun uniforms to fill the blank. Model with the first sentence.
• Ask Ss to work independently to fill each blank with the right word.
• Allow Ss to share answers before discussing them as a class. Write the correct answers on the board.
• T explains the meaning of some words if necessary. Ss practise saying the sentences together.
• T then asks Ss to identify the tense used in these sentences. Tell them that it is the present simple tense, and they are going to learn it in this unit.
- Assessment Tools: matching


4. Activity 4: PRODUCTION (5 minutes)
- Aims: To revise / teach the names of the things in the classroom.
- Content/Performance Tasks: Task 5: Write names of the things you can see around the class in your notebook.
- Outcome/Performance Products:
Answer key:
- Table, desks, notice board, pictures, ect.
- Implementation:
- Tell Ss to look around the class. Point to each student and ask what he / she sees / has around him / her (e.g. table, desks, notice board, pictures, etc.). Then let them practise the words, write them down in their notebook and make sentences with the words if there is time.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 minutes)
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
- If there is a visualizer in the classroom, show the dialogue, highlight the key words related to the topic.
* HOMEWORK
- Read again the conversation on page 6
- Prepare new lessons: Unit 1- A closer look 1
+ Listen and repeat the words in task1
+ Find new words
+ Pronounce the sounds ɑː/ and /ʌ/
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3


Date of teaching: 9/9/2022
Week: 1
Textbook: Global success
Period: 3

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Use the lexical items related to the topic My new school
2.Knowledge:
- Vocabulary: lexical items about topic My new school 
- Pronounce correctly the sounds /ɑː/ and /ʌ/.
- Grammar: - Use the combinations: to study, to have, to do, to play + N;
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Develop self-study skills


II. INSTRUCTIONAL RESOURCES
- Laptop, projector, speakers, student books
- Textbook: Tiếng Anh 6-Tập hai (UNIT 1: My new school -Page: 8)
- Extra-boards/papers/handouts/pictures or flashcards of personal belongings
- Web page: https://sachmem.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 listen to music skip rope



drink water watch TV play video games
- Implementation:
- 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:
- 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:
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.
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:


Date of teaching: 12/9/2022
Week: 2
Textbook: Global success
Period: 4

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 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
- 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.
- 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:


Date of teaching: 15/9/2022
Week: 2
Textbook: Global success
Period: 5

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.

Tom and Jerry 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 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.
- 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:
Date of teaching: 15/9/2022
Week: 2
Textbook: Global success
Period: 6

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
• Talk about things they like and don't like at school and the reasons for that
2. Knowledge:
- Vocabulary: Lexical items related to the topic My new school
- Grammar: the present simple
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skill
- Actively join in class activities
- Understand more about their preference of different types of schools and show their love for the school.
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 1, Skills 1
- 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 of reading.
- To enhance students' skills of cooperating with team mates.
- Content/Performance tasks: * Game: Lucky number
- Outcome/Performance Products:
* Suggested answers:
1. How many classes are there in our school?
2. Do students have to wear uniform when they go to school?
3. How many computer rooms does our school have?
4. Name some clubs in our school.
5. When was our school established?
- Implementation:
- Class is divided into 2 groups.
- Teacher prepares 7 numbers which includes 5 questions about their school, and 2 lucky numbers.
- Each team takes turns and chooses a number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and may choose another number.

- Assessment Tools: Ask and answer.
2. Activity 2: PRE- STAGE (5 minutes)
- Aims: To provide students with some lexical items before reading the text.
- Content/Performance Tasks: New vocabulary
1. boarding school (n) /ɪntəˈnæʃən.əl/ involving more than one country
2. playground (n) /ˈbɔːdɪŋ ˌskuːl/ a school where students live and study
3. international (adj) /ˈpleɪɡraʊnd/ an area designed for children to play outside
- Outcome/Performance Product: Students pronounce the words correctly
- Implementation:
- Teacher asks students to get the meaning of the words boarding school, international and playground in context.
- Assessment Tools: observation
3. Activity 3: WHILE - STAGE (20 minutes)
Task 1
- Aim: To develop reading skill for general information.
- Content/Performance Tasks: Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C.
- Outcome/Performance Products:
* Answer key:
1. C 2. A 3. B
- Implementation:
• Tell Ss to read the three passages quickly and check their ideas. Set a strict time limit to ensure Ss read quickly for information.
• Tell Ss a tip: to read the first sentence of each paragraph. This sentence often gives you the topic of that paragraph:
Para 1: Sunrise: a boarding school in Sydney;
Para 2: An Son: a lower secondary school in Bac Giang; Para 3: Dream: an international school.
Para 3: Dream: an international school.
- Assessment Tools: matching
Task 2
- Aims: To help Ss develop their reading skill for specific information (scanning).
Content/Performance Tasks: Task 2: Read the passages again and complete the sentences.
- Outcome/Performance Products:
* Answer key:
1. boarding
2. Sydney
3. mountains and green fields
4. Dream School
5. English-speaking teachers
- Implementation:
- Ask Ss to read the passages again, then find the words and phrases to complete the sentences. Help them to give the meaning of the words, or explanations, or examples, or the Vietnamese equivalent. Tell them to pay attention to the context of the words. Ask them to note where they found the information that helped them complete the sentences. Check and confirm the correct answers.
- Assessment Tools: fill the missing words
Task 3
- Aims: To help Ss further develop their reading skill for specific information (scanning).
Content/Performance Tasks: Task 3. Answer the questions.
- Outcome/Performance Products:
* Answer key:
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:
• Have Ss read the passages in detail to answer the questions. Ask them how to do this kind of exercise. Explain the strategies if necessary (e.g. reading the questions, underlining the key words, locating the key words in the text, and then reading that part and answering the questions).
• Set a longer time limit for them to find the answers to the questions. Ss can compare the answers with their partners before discussing them as a class.
• Allow Ss to read the three passages in chorus once. Then call some individuals to read aloud to the class. Check their pronunciation and intonation.
- Assessment Tools: ask and answer
Task 4
• Aims:
• To help Ss prepare ideas for the speaking activity;
Content/Performance Tasks: Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? Complete the table.
- Outcome/Performance Products: student's own answers
- Implementation:
- Ask Ss to refer back to the passages in 1. Ask them to give some background of the three schools: Sunrise School, An Son School, and Dream School.
- Allow Ss time to answer the questions: Which school (among the three above) would you like to go to? Why?
- Ask Ss to complete the table in their notebooks.
- Assessment Tools: Complete the table
4. Activity 4: POST - STAGE (10 minutes)
Task 5
• 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/Performance Tasks: Task 4: Discuss your choice with your friends.
- Outcome/Performance Products:
Suggested answer:
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 tells students to work in groups of two 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.
- Assessment Tools: ask and answer
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
- Teacher asks students to write down their opinion about a school in their books.
- Teacher asks students to search for information about their school.
- Prepare the next lesson: Unit 1 – Skills 2 (Listening)
+ Find new words.
+ Listen Janet's school
Comments:
Attendance: Class 6A1:
Class 6A2:
Class 6A3:


Date of teaching: 18/9/2022
Week: 3
Textbook: Global success
Period: 7

I. OBJECTIVES:
1. Competences: 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
2. Knowledge:
- Vocabulary: Lexical items related to the topic “My new school”
- Grammar: present simple
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Grow more feelings about friends and school 
- Be encouraged to attend school activities
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 1, Skills 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- Check students' vocabulary from previous lessons.
- To introduce the topic of listening.
- To set the context for the listening part.
- Content/Performance tasks: *Crossword Puzzle
- Outcome/Performance Products:
* Suggested answers

- Implementation:
- Teacher divides class into 2 teams. Each team takes turns to choose a crossword, reads the clues and solves the puzzle. 
1. This is an area designed for children to play in outside, especially at school or in a park.
2. This is an adjective used to describe people who have a clean, tidy and stylish appearance.
3. Complete the following sentence with a suitable word: 
4. Mrs Nguyen teaches all my history _____.
5. What is this subject? – [visuals]
6. What is this school thing? – [visuals]
7. This is a small electronic device that is used for calculations.
- Assessment Tools: observation
2. Activity 2: PRE- STAGE (5 minutes)
Task 1
- Aims: To help students brainstorm and have an overview about what they are going to listen to.
- Content/Performance Tasks: Task 1: Guess the answer to the following questions.
- Outcome/Performance Product:
Suggested answers:
1. Yes, they do.
2. Yes, they do.
- Implementation:
1. Do you think the students there wear uniforms?
2. Do they learn Vietnamese as a foreign language?
- 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.
- Assessment Tool: Observation
3. Activity 3: WHILE - STAGE (15 minutes)
Task 1
- Aims: To help students develop their skill of listening for specific information..
- Content/Performance Tasks: Task 2: Listen again and choose the correct answer A or B.
- Outcome/Performance Product:
Answer key:
1. A
2. B
3. B
4. A
5. A
- Implementation:
* Read and find the key words
Teacher asks students to read the statements, underline the key words, reminds them to pay
attention to keywords while listening. 
* Listen and choose the correct answer
- 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.
- Assessment Tool:
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.
Task 2
- Aim: To check students' understanding of the listening part.
-Content/Performance: * Summarize the information of the listening part.
- Outcome/Performance Products: student's own answers
- Implementation:
- 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.
- Assessment Tools: observation
Task 3
- Aim:
- To help students have information about their school.
- To help students write simple sentences for the next writing passage.
-Content/Performance: Task 3: Write the answers to the following questions about your school.
- Outcome/Performance Products: student's own answers
- Implementation:
- 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.
- Assessment Tools: observation
Task 4
- Aim:
- To help students have information about their school.
- To help students write simple sentences for the next writing passage.
-Content/Performance: 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.
- Outcome/Performance Products:
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. (53 words)
- Implementation:
- 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.
- Assessment Tools: observation
4. Activity 4: POST- STAGE (15 minutes)
- Aim:
- To cross check and final check students' writing.
-Content/Performance: 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.
- Outcome/Performance Products: student's own answers
- Implementation:
- Teacher has