Week 1:

Period 1: INSTRUCTIONS FOR USING TEXTBOOKS
Date of planning: 3/9/2026
Teaching date
7/09/2026

Class
6A3

8/9/2026

6A4

Absentees

Notes

I. OBJECTIVES
- To introduce new Tieng Anh 6 textbooks. Student's book and Workbook
II. LANGUAGE ANALYSIS
1. Knowledge
* Vocabulary:
* Grammar:
* Handicade students: Ss can review some vocs with 2 sentences
2. Skills: Listening, speaking and reading
3. Attitude: To teach SS to work hard, love their school and friends.
4. Competences: - Listening
III. MATERIALS
- Grade 6 textbook,
- sachmem.vn
IV. PROCEDURES (STAGES)
1. Warm-up & Introduction( 40')
* Aim: -To activate students' knowledge on the topic of the unit.
* Content:
* Products: * Organization of implementation
Teacher's and Ss'activities
Content
+ Greeting
+ Greeting
+ Chatting
+ Chatting
- Teacher (T) introduces himself/
English 6 has 12 Units.
herself
- T may introduce New English 6 - T_Ss
text book:
- Each unit has 7 lessons.
- How many units are there in
English 6 text book?
- Section 6: SKILL 2: LISTENING AND
- What are they about?
WRITING. The listening activity follows the
* There are 12 units. Each unit has oral practice in speaking to provide Ss an
eight sections, providing materials opportunity to listen.... Writing focuses on
for 7 classroom lessons of 45
developing Ss' wring skills
minutes.
- Section 7: LOOKING BACK & PROJECT.
- Section 1: GETTING STARTED. Recycle language from previous sections,
Introduce the topic of the unit.
consolidate and apply what they have learnt
Present the vocabulary and the
in the unit. The project helps Ss to improve
grammar items.
their ability to work by themselves and in
- Section 2: A CLOSER LOOK
team, and extend their imagination in a field
1 .Present and practice the
related to the unit subject.( extra-curricular

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.

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

4. Consolidation (3')
* Aim: To consolidate what students have learnt in the lesson.
Teacher's and Ss' activities
Content
- Teacher asks students to talk
about what they have learnt in the
lesson.
5. Homework (2')
* Aim: To revise the lesson and prepare for the next lesson.
* Evaluation:
- The time needs to be more reasonable

Week 1:

Period 2: UNIT 1: MY NEW SCHOOL
Lesson 1: GETTING STARTED

Date of planning: 5/9/2026
Teaching date
10/09/2026

Class
6A3

8/9/2026

6A4

Absentees

Notes

I. Objectives
By the end of this lesson, students will be able to gain:
1. Knowledge
- An overview about the topic My new school
- Vocabularyto talk about school things
* Handicade students: Ss can read some vocs
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be ready to make new friends at school
- Develop self-study skills
II. Materials
- Grade 6 textbook, Unit 1, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form

Pronunciat
ion

Meaning

Vietnamese equivalent

the thing that is
being studied

môn học

1. subject
(n)

/ˈsʌbdʒekt/

2. uniform
(n)

/ˈjuːnɪfɔːm/ a set of clothes
that has to be
worn by the
members of the
same group of
people

đồng phục

3.

/
an electronic
ˈkælkjəleɪtə device used for
r/
mathematical
processes

máy tính (cầm tay)

calculat
or (n)

Anticipated difficulties
Solutions
Students may lack experience of group/ - Encourage students to work in groups so
team work.
that they can help each other.

- Give short, clear instructions and help if
necessary.
Board Plan
Date of teaching
Unit 1: My new school
Lesson 1: Getting started
* Warm-up
Memorising game
I. Vocabulary
1.subject (n)
2.uniform (n)
3.calculator (n)
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and tick (✔) T (True) or F (False).
Task 3: Write one word from the box in each gap.
Task 4: Match the words with the school things. Then listen and repeat.
Task 5: Write names of the things you can see around the class in your
notebook.
* Homework
Procedures
Stage
Stage aim
Warm-up - 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.

Procedure
* Memorising game:
- Teacher divides the 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

Interaction
Team work

Time
5 mins

Presentatio
n
(Vocab –
pre-teach)

- To provide
students with
vocabulary.
- To help
students be
well-prepared
for the
listening and
reading tasks.

Practice

- To have
students get
to know the
topic.

- To have
students get
specific
information
about the text.

go?
Suggested answers:
1. I can see three people.
2. They are students.
3. They are at one of the
boys' homes.
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.
VOCABULARY
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]
Task 1: Listen and read.
- Teacher plays the
recording twice.
- Students listen and read.
- Teacher checks students'
predictions.
- Teacher calls 3 students to
read the conversation aloud.
Task 2: Read the
conversation again and
tick (✔) T (True) or F
(False).
- Teacher tells students to
read the conversation again
and work independently to
find the answers. Remind
students to underline the

T-Ss

5 mins

T-Ss

5 mins

7 mins
T-Ss

Ss-Ss

information and correct the
false statements.
- Teacher has a student pair
compare before checking
with the whole class.
- Teacher calls some
- To check
students to give the
answers.
students
Answer key:
understand
1. T
the
conversation 2. F
3. T
and help
4. T
students use
the words in 5. F
Task 3: Write one word
context.
from the box in each gap.
- Teacher has students read
- To help
the conversation again, and
students get
work independently to put a
further
comprehension suitable word from the box
to fill in the gap.
of the text.
- Teacher calls one student
to share his/ her answer on
the board.
- Teacher asks students to
look at the board, check
their mates'
answers.
Answer key:
1. wear
2. has
3. go
4. uniforms
5. subjects
Task 4: Match the words
with the school things.
Then listen and repeat.
*Pelmanism
- To provide
students with - Teacher divides the class
vocabulary. into 2 teams.
- Teacher put two sets of
- To check
cards, one includes pictures
students'
vocabulary and of school things and the
improve group other includes their names.
Members from two teams
work skills.

T-Ss

S

5 mins

T-Ss
Ss-Ss

T-Ss
Ss-Ss

7
mins

6 mins

take turns and match the
names with the correct
pictures as fast as possible.
The team matched faster
and correctly is the winner.

Task 5: Write names of
the things you can see
around the class in your
notebook.
- Students work in groups
of four to look around the
class and write down things
they can see in the class.
- Students may ask the
teacher if they don't know
the names of the items.
- Students share with the
whole class.
Wrap-up To consolidate Teacher asks students to
what students talk about what they have
have learnt in learnt in the lesson.
the lesson.
Homework To review the - Do exercises in the
lesson and
workbook.
prepare for the - Think of activities
next lesson.
students can do at school.
Evaluation:
- The time needs to be more reasonable

Week 1:
Period 3:

UNIT 1: MY NEW SCHOOL
Lesson 2: A closer look 1

Group work

T-Ss

3 mins

T-Ss

2 mins

Date of planning: 5/9/2026
Teaching date
11/9/2026

Class
6A3

11/9/2026

6A4

Absentees

Notes

I. OBJECTIVES
By the end of the lesson, students will be able to:
- Use the lexical items related to the topic My new school;
- Use the combinations: to study, to have, to do, to play + N;
- Pronounce correctly the sounds /ɑː/ and /ʌ/.
II. LANGUAGE ANALYSIS
1.Knowledge:
* Vocab: School lexical items and practising the sound /ɑː/ and /ʌ/
* Grammar: The simple present.
* Handicade students: Ss can read and write some vocabularies
2. Skills: Listening, speaking, reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Listening and reading to get information about the first day
at school of a student.
- Communication, self-learning capability, creative capacity, ability to use of
language……
III. MATERIALS
* Preparation
1. Teacher: Text books, pictures, planning , …
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES: (STAGES)
1. Warm-up (5')
* Aim: -To activate students' knowledge on the topic of the unit.
- To set the context for the listening and reading part.
* Content: Game: Kim's game( about school things)
* Products: Ss write words exactly on the board.
* Organization of implementation
Teacher's and Ss'activities
Content
- Look at the picture on page 8 in 20
seconds and try to remember as many
words as possible.
- Teacher divides the class into two
teams.
- Ss go to the board and write the

* Kim's game:
- school bag
- calculator
- compass.
……..

words
- Teacher gets feedback -> Today we
are going to learn some more
combinations about school.
2. Presentation (5')
* Aim: To enrich students' vocabulary to talk about activities at school.
* Content: Vocabulary about school
* Products: Read and understand the maning of words
* Organization of implementation:
Teacher's and Ss'activities
Content
Pre teach vocabulary
* Vocabulary
- Teacher use different techniques to
teach vocab (pictures, situation, realia) - science (n) : môn khoa học
- exercise (n/v): bài tập, tập luyện
- Follow the seven steps of teaching
- history (n) : lịch sử
vacab.
- lesson (n): bài học
- Repeat in chorus and individually
- school lunch: bữa trưa ở trường
- Copy all the words
* Checking vocab: < Matching>
3. Practice (30')
Task 1: (5')
* Aims: To revise / introduce the names of school subjects, and some nouns
related to school and school activities.
* Content: Listen and repeat the words.
* Products: Students read words exactly aloud.
* Organization of implementation:
Teacher's and Ss'activities
Content
*Activity 1
Task 1: Listen and repeat the words.
Task 1: T-Ss
- Teacher asks students to listen and
repeat the words.
- Teacher calls some students to read
the words aloud.
Task2: (7')
* Aims: To teach Ss how to combine a verb and a noun to talk about school
activities.
* Content: Put the words in the correct columns. (V with N)
* Products: Ss say the correct answers ( pair work).
* Organization of implementation
Teacher's and Ss'activities
Content
*Activity 2
Task 2: Work in pairs. Put the
Task 2: T - Ss, Ss - Ss
words in Task 1 in the correct
columns.
- Teacher asks students to work in pairs

and use the words in Task 1 to put
*Answer key:
into the correct columns.
- Students work in pairs and do the
play
task.
football
- Teacher calls some pairs to share their
music
answers with the whole class.
have
- Teacher gives feedback and
school
corrections (if necessary).
lunch
- Teacher explains which nouns go
lessons
with each verb to make meaningful
names of activities.
- Teacher asks students to work in
groups of four and add as many words
into each column as possible.
Task 3: (5')
* Aims: To help students use the vocabulary in context.

do
homework
exercise
study
English
history
science

* Content: Fill in the blanks with a suitable word
* Products: Student's correct answers on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
*Activity 3
Task 3: Put the words in the blanks.
Task 3:T-Ss, Ss-Ss
Answer key:
- Teacher asks students to work
independently and put a suitable word 1.homework
2.football
in each blank.
- Teacher allows students to share their 3.lessons
answers before discussing as a class. 4.exercise
5.science
- Teacher asks some students to share
the answers and gives feedback.
Task 4:(7')
* Aims: To teach Ss how to pronounce the sounds /ɑː/ and /ʌ/ and practise
pronouncing these sounds in words correctly.
* Content: Understand and how to pronounce the sounds /ɑː/ and /ʌ/.
* Products: Students pronounce words exactly .
* Organization of implementation:
Teacher's and Ss'activities
Content
* Activity 4
* PRONUNCIATION
* Presentation
Suggested answers:
(Pre-teach the sounds /ɑː/ and /ʌ/)
- /ɑː/: car, start, after, party
- Teacher introduces 2 sounds /ɑː/
- /ʌ/: cut, one, country
and /ʌ/ to students and lets them
watch a video about how to
Task 4: Listen and repeat. Pay
pronounce these two sounds.
- T gives some words and show how to attention to the sounds /ɑː/ and /ʌ/.
pronounce these two sounds.
Key:

Task 4:T-Ss, Ss-Ss
+ /ɑː/: smart, art, carton, class.
- Teacher asks students to listen and
+ / ʌ /: subject, study, monday,
compass
repeat.
- Students work independently.
Task 5: (6')
* Aims: To help students practise the sounds /ɑː/ and /ʌ/ in sentences
* Content: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
* Products: Students' answers in your notebook (Students share with the whole
class)
* Organization of implementation
Teacher's and Ss'activities
Content
*Activity 5
Task 5: Listen and repeat. Underline
Task 5:T-Ss, Ss-Ss
the words with the sounds /ɑː/ and
Before listening, teacher let students
/ʌ/.
discuss in pairs and find the words with
the sounds /ɑː/ and /ʌ/.
Key+ Audio script:
- Teacher plays the recording for
1. My brother has a new compass.
students to check and repeat the
2. . Our classroom is large.
sentences.
-Have them work in pairs to compare
3. They look smart on their first
their answers. Check Ss'answers.
day at school.
- Play the recording again.
4. The art lesson starts at nine
o'clock.
Let Ss listen and repeat
sentence by sentence,
5. . He goes out to have lunch every
paying attention to the
Sunday.
underlined words.
4. Production (4')
* Aim: To give students a chance to apply what they have learnt.
* Content: Game: write sentences including 2 features: school activities and one
of the sounds /ɑː/ or /ʌ/.
* Products: Students read aloud their sentences.
* Organization of implementation
Teacher's and Ss' activities
Content
- Teacher asks groups to write
* Game: Who is faster?
sentences including 2 features: school
activities and one of the sounds /ɑː/
or /ʌ/.
- (e.g: I usually play basketball with
- Ss Work in groups
my brother.)
- Teacher asks each group to hand in
- I often use compass to do Math
their paper and checks, the group with exercise.
more correct sentences is the winner.
- Teacher invites the winner to read
aloud their sentences.
5. Homework (1')

* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in
the workbbook
* Products: Students' textbook and workbook
* Organization of implementation
Teacher's and Ss' activities
- T reminds Ss to do homework and
prepare the new lesson.

 Evaluation:

Content
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)..

----------------------------------------------------------------------------------------Week 2:
Period 4:

UNIT 1: MY NEW SCHOOL
Lesson 3: A closer look 2

Date of planning: 5/9/2026
Teaching date
14/9/2026

Class
6A3

15/9/2026

6A4

Absentees

Notes

I. OBJECTIVES
By the end of the lesson, students will be able to use the present simple tense.
II. LANGUAGE ANALYSIS
1. Knowledge
* Vocab: School lexical items
* Grammar: The simple present and adverbs of frequency
* Handicade students: Ss can read and write some vocabularies
2. Skills: Listening, speaking, reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Know how to use the present simple. Students will developed
speaking and co-operating skills.
III. MATERIALS
* Preparation:
1. Teacher: Text books, pictures, planning , …
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES (STAGES)
1. Warm-up (5')
* Aim: To activate students' prior knowledge related to the targeted grammar

of present simple tense and to increase students' interest.
* Content: Game: Sentence puzzling (with the simple present)
* Products: Students complete the perfect sentences on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
* Warm up (group work)
Giaoandethitienganh.info
*
Game:
Sentence puzzling
- Teacher divides the class into 4
groups.
Suggested sentences:
- Teacher delivers a set of word
1. Peter lives
near his school.
cards which are jumbled
2. We
go
to
the same
sentences in present simple to
school.
each group.
3. They have
new subjects.
- Students will have to work in
4. We always look smart in our
groups to create as many correct
uniforms
sentences from the word cards as
possible.
- The group with the most correct
sentences will be the winner.
2. Presentation (10')
* Aim: To help students know and understand the use of the present simple
tense.
* Content: Introduce the present simple tense.
* Products: Understand and know how to use the present simple tense
* Organization of implementation
Teacher's and Ss'activities
Content
- Lead in: Teacher draws
students' attention to the form of * Model sentences:
near his school.
the sentences created in the game 1. Peter lives
2. We
go
to
the same
and asks them whether they
school.
know the target tense.
- Elicit the present simple tense
1. THE PRESENT SIMPLE TENSE
* Form:
- Teacher provides or confirms
+ Positive: S + Vinf/ V(s/es) + … .
the answers and leads in the
+ Negative: S + don't/ doesn't + Vinf + … .
grammar focus of the lesson:
+ Interrogative: Do/ Does + S + Vinf + … ?
- Teacher gives students some
->Yes, S + do/does.
time to study the grammar box.
No, S + don't/ doesn't.
3. Practice (20')
Task 1: (5')
* Aims: To introduce the targeted grammar of the present simple tense..(10')
* Content: Choose the correct answer A, B or C
* Products: Students say the key aloud
* Organization of implementation:
Teacher's and Ss'activities
Content

*Activity 1
Task 1: T – Ss : Ss- Ss
- Teacher has students work
independently, look at the
form and do Exercise 1 – page
9.
- Teacher lets students work in
pairs and exchange the
answers before checking with
the whole class (explain each
sentence if necessary).
- Have Ss read the
Remember! box. Direct their
attention to the present simple
tense form for third person
singular

Task 1: Choose the correct answer A, B or C
Answer key:
1. A
2. C
3. B
4. A
5. C

Task2: (5')
* Aims: To help students know and understand the use of the present simple
tense.
* Content: Write the correct form of the verbs.
* Products: students' correct answers on the board.
* Organization of implementation :
Teacher's and Ss'activities
Content
*Activity 2
Task 2: Write the correct form of the verbs
Task 2: T - Ss, Ss - Ss
Answer key:
- Teacher asks students to work 1.has
2.Do you have
independently.
- Teacher calls 1 or 2 students to 3.like
4.Does Vy walk
write their answers on the
5.ride
board, checks their answers
6.go
sentence by sentence.
Task 3:(5')
* Aims: To help Ss revise some adverbs of frequency they already learnt.
* Content: Put the words in the blanks
* Products: Student read sentences aloud.
* Organization of implementation:
Teacher's and Ss'activities

Content

*Activity 3
Task 3:T-Ss, Ss-Ss
- Elicit adverbs of frequency
- Tell Ss to look at the two
examples carefully.Then ask
them about the position of the
adverbs of frequency, and the
meaning of those.Tell them to
recall all the adverbs of
frequency they know.

Task 3: Put the words in the blanks.
2. ADVERBS OF FREQUENCY
* Model sentences:
- We often ride our bicycles to school.
- They don't often go to the cinema
*(always, usually, sometimes, rarely, never)
* Note: We usually place the adverb of
frequency before the main verb

Task 3 : Fill the blanks with sometimes,
usually or never.
* Answer key:
- Teacher shows the graph and
2. usually
lets students fill in the blanks
3. sometimes
with suitable adverbs of
frequency: sometimes, usually or 5. never
never (Exercise 3 – page 10)
- Teacher lets students work in
groups of four to make 5
sentences using the 5 adverbs of
* Write a sentence with one of these
frequency above.
- Teacher calls some groups to adverbs.
read aloud the answers and
1. I always do my homework aftert school
gives feedback.
2. He usually watches TV in the morning
………………………………………………..
Task 4:(7')
* Aims: To give students opportunities to use the present simple tense with
adverbs of frequency correctly in context.
Task 3 : T –Ss ; Ss- Ss

* Content: Choose the correct answer A or B to complete each sentence.
* Products: Students' answers in their notebooks (Students share with the
whole class )
* Organization of implementation:
Teacher's and Ss'activities
Content
*Activity 4
Task 4: Choose the correct answer A or B to
Task 4: T - Ss, Ss - Ss
complete each sentence.
- Teacher has students complete Answer key:
1. B
2. A
Exercise 4 – page 10
3. A
4. B
independently.
5. A
Teacher then asks students to
exchange their textbooks to
check their friends' answers.
4: Production (7')
* Aims: - To help students distinguish and use correctly the present simple tense.

- To improve cooperative skill.
* Content: Make questions then interview your partner.
* Products: Role play (ask and answer correctly)
* Organization of implementation:
Teacher's and Ss'activities
*Activity 5
Task 5: T - Ss, Ss - Ss

Content

Task 5: Work in pairs. Make questions then
interview your partner.
- Teacher has students work on 10 pts: you/ like/ your new school
the Ex. 5, p. 10 in pairs.
20 pts:
- Teacher checks the answers by Q1: you/ often/ ride your bicycle/ to school
playing a game. Teacher
Q2: you/ sometimes/ study in the school library
divides students into 2 teams, 2 Q3: your friends/ always/ go to school/ with
students in each team choose a you
set of questions (which are the Q4: you/ usually/ do homework/ after school
questions 1-5 in
30 pts: How often/ your mother/ pick you up/
Ex. 5, p. 10). Teacher may add school
more questions if necessary)
* Answer key:
then interview each other. The 1. Do you like your new school?
team with higher score is the
2. Do you often ride your bicycle to school?
winner.
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
Giaoandethitienganh.info
school?
How often does your mother pick you up from
school?
5. Consolidation (3')
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarize the main content of the lesson
* Products: Students say what they have learnt in the lesson
* Organization of implementation
Teacher's and Ss' activities
Teacher asks students to talk
about what they have learnt in
the lesson.

Content
- The simple present
- adverbs of frequency

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

Teacher's and Ss' activities
- T reminds Ss to do homework
and prepare the new lesson.
* Evaluation:

Content
- Make 5 sentences in the present simple tense,
using adverbs of frequency.
- Prepare lesson 4 ( communication)

-----------------------------------------------------------------------------------------------Week 2:
UNIT 1: MY NEW SCHOOL
Period 5:
Lesson 4: Communication
Date of planning: 5/9/2026
Teaching date
17/9/2026

Class
6A3

16/9/2026

6A4

Absentees

Notes

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

Teacher's and Ss'activities
Content
* Warm up Team work
* Game: Chatting
- Teacher gets 2 students to talk about
- Hello, I am..... Everyday I.....
what he/she does everyday
- Teacher makes remarks and give the - Whole class listen, find out mistakes
(if any)
two students marks.
* Interviewing:
1/ How do you often make friends?
T: Pretends to be a new classmate;
2/. What do you often say when you
lets ss ask questions to make friend
first meet a new friends?
Ss: Ask questions.
3. What questions do you often make?
T: Comments on the student's questions
then leads into new lesson: "We will
learn what to ask a new friend".
2. Presentation (10')
* EVERYDAY ENGLISH
* Aim: - To prepare students with vocabulary related to the topic My New
School;
- To introduce the structure of introducing someone.
* Content: some new words about related to the lesson.
* Products: Read and understand the meaning of words.
* Organization of implementation:
Teacher's and Ss'activities
Content
*Activity 1 +2
1. VOCABULARY:
- Pre teach vocabulary
- share (v): chia sẻ
- Teacher use different techniques to teach
- classmate (n): bạn cùng lớp
vocab (pictures, situation, realia)
- keep (v): giữ, giữ gìn
- secret (n): bí mật
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: < rub out and remmeber>
- Pre structure

2. SENTENCE STRUCTURE:
INTRODUCING SOMEONE

Task 1: Listen and read the
Task 1: T –Ss: Ss- Ss
dialogue.
- Teacher lets students listen and read the
dialogue, asks them what the characters say This is … .
Nice to meet/ see you.
when they first meet someone.
Nice to meet/ see you, too
- Teacher calls some students to share their
opinions.
- Teacher gives more explanations and
writes down the structure of introducing
someone.
3. Practice (25')
Task 2: (5')
* Aims: To practice the structure of introducing someone.
* Content: Practise introducing a friend to someone.

* Products: role play and practice in front of the class fluently.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2: T –Ss : Ss- Ss
Task 2: Work in groups. Practise
introducing a friend to someone.
- Teacher asks students to work in
Example:
groups of four, introducing
Thien: Huy, this is Huong, my new
themselves to the group members,
friend.
using structures above.
Huy: Hi, Huong. Nice to meet you.
- Teacher calls some students to
Huong: Hi, Huy. Nice to meet you, too.
introduce their new friends to the
whole class.
- Teacher gives feedback and
corrections (if necessary).
Task3: (5')
NEW FRIENDS AT SCHOOL
* Aims: To identify questions people should ask when making new friendsat
school.
* Content: Read and tick the questions you think are suitable to ask a new friend
at school.
* Products: Discuss the questions in groups and tick the suitable questions.
* Organization of implementation
Teacher's and Ss'activities
Content
*Activity 3
Task 3: Read and tick the questions
Task 3: T - Ss, Ss – Ss
you think are suitable to