Tiết thứ 1

INTRODUCTION
INSTRUCTIONS FOR USING TEXTBOOKS,
& STUDYING MATERIALS
Class Date of teaching Attendence
6A ..../09/2021
6B ..../09/2021
6B ..../09/2021
I. OBJECTIVES
- 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.
2. Competencies:
a. General competencies:
- By the end of the lesson, students will be able to know how to study
English effectively and how to use Global Success textbooks and the methods of
using the textbooks and workbooks.
b. Specific competencies:
- Groupwork and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- Have an overview on the structures, topics of English 6 as well as some
main grammar points Sts have to catch during the school year.
- Have a concept of exams, checking old lessons, doing home works, follow
requirements of teacher in class and out class.
3. Qualities:
- Have positive attitude towards learning English 6.
- Can make self-plan for learning during the school year, for balancing learning
time among all subjects including English.
- Raise Sts’ interest of learning English at school.
- To teach Ss the love of English; the love of their new school. The awareness
about importance of learning English.
- Ss have good attitude to work in groups, individual work, pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, cassette, laptop, pics, realia…
Students: Text books, pencils, pics, blank papers, realia,….

III. PROCEDURE
 ACTIVITY 1: WARM-UP (GW/PW/IW)
1. Aim:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Teacher introduce his/herself and let the Sts
introduce themselves.
Step 2: Task performance
- Teacher give out some personal information, try to
make some fun to attract Sts’ attention.
- Sts do as required
Step 3: Report and discussion
- Sts reply to the information from the Teacher, then
give their ideas.
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion.
ACTIVITY 2: KNOWLEDGE FORMATION (15' - GW/PW/IW)
1. Aim:
To introduce about England and English
2. Content:
Some facts and interesting things about England
3. Products:
- Sts’ knowledge about England
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T provides some information about England , let Sts
listen and answer the questions (if any)
Step 2: Task performance Picture about London (Big Ben picture)
- T. asks sts some questions about England. -Sts answer: It’s in London in England.
- What do you know about England? -It located in North-west coast of Europe
T. gives sts something about England and English. 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
Step 3: Report and discussion about them in the progress of learning
- Sts take note some information English.
- T asks, Sts answer some more questions about
England
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
To Introduce the new books.
2. Content:
Contents and structures of Global Success Grade 6
3. Products:
Sts’ concept about the new books
Sts’ attention on the new books
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T provide information about the books and let sts - How many units are there in
answer the questions, take note. English 6 text book?
Step 2: Task performing - What are they about?
- T prove some information about the books * There are 12 units . Each unit has
- Sts takes note as required 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 Sts 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 every day.
- Learn English every day.
Ss can practice all 4 skills
Step 3: Report and discussion
- let some Sts tell all class about their opinions about
the structures and topics of the new books as well as
the differences between English 6 and English in
Primary Classes. - Sts’s opinions
Step 4: Judgement
- T summarizes Sts’ opinion, give some advices
and solutions in learning English 6.
ACTIVITY 4: APPLICATION (5' - GW/PW/IW)
1. Aim:
To make Sts get more familiar to Teacher and the new books
To give homework
2. Content:
- Questions and answer about building an effective English Class
- homework
3. Products:
T and Sts’ agreement on methods of teaching and learning
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
 - T summarize Sts’s opinions and give some class
rules.
- Home assigment:
Find out more about England and English - More speaking time
Step 2: Task performance - More group work
- Teacher summarizes all opinions - Less homework
- T let Sts take note the homework
Step 3: Report and discussion - ss summit the
tasks to T.
- T says something about the first class time.
- Sts tell about their thoughts
-Step 4: Judgement
T gives feedback and require Sts do homework.
V. FEEDBACK:
With 6A ………………………………………………………………………………
With 6B ……………………………...……………………………………..…………
With 6C …………………………………………………………………………….…
 Tiết thứ 02
UNIT 1: MY NEW SCHOOL
Lesson1 : Getting started P 6,7
Class Date of teaching Attendence
6A ..../09/2021
6B ..../09/2021
6C ..../09/2021
I. OBJECTIVES: By the end of the lesson, Ss will be able to :
Listen and read for specific information about a special day then practice
listening and speaking with the lexical items related to the topic "My New School".
1. Knowledge:
- Vocabulary: - be excited about (adj ), wear(v), uniform (n), smart (adj ),
calculator (n) compass (n), rubber (n),
- Language: The present simple with the adverbs of frequency.
- Pronunciation: sounds /a:/ and // correctly.
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to know the form and use the
present simple tense; adverbs of frequency correctly. Students can introduce
themselves and introduce someone to someone else;
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- Ability of using Present Simple Tense, some popular Adverb of Frequency
- Sts can introduce themselves or one another fluently
3. Qualities:
- To teach Ss the love of English; the love of their new school.
- The awareness about importance of learning English.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, cassette, laptop, pics, realia…
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
ACTIVITY 1: WARM-UP (GW/PW/IW)
1. Aim:
- 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
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- Introducing themselves to make more new friends.
4. Implementation:
- Teacher instructs
- Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance Chatting.
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to - Introduce themselves (name; age;
create a friendly and relaxed atmosphere to address; likes; dislikes ….friends…)
inspire Ss to warm up to the subject and new
class…
- Have Ss to introduce themselves.
- Students (Ss) listen and learn how to
introduce themselves.
- T encourages Ss to talk in English as much as
possible
+ Students (Ss) listen and learn how to do the
tasks.
- Answer the teacher’s questions and
requirements.
- Open their book and write.
+ T Leads to the first unit of the new school year.
- Write the unit title My New School on the board
and ask Ss guest what they are going to learn this
unit …
- Ask Ss to open their book to page 6 and
introduce what they are going to study…
Step 3: Report and discussion
- Sts work in group to introduce themselves
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- 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.
2. Content:
Learn some new words. Read the conversation and find out new words.
3. Products:
- Vocabulary about the topic
- Understanding the conversation; topic of the lesson, grammar points…
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
Step 2: Task performance
 T introduces Vy and Phong: They are friends,
and Duy Vy’s new friend.
- Have Ss look at the picture. Ask Ss questions
about the picture: 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 right or wrong.
- Ask them to talk a bit about their feelings on
the day.
- Play the recording twice or more for the Ss
listen and read along.
- Sts listen carefully to the context
- Ask Ss underline the new words or the word
related to the topic while they are listening and
reading.
* Teach vocabulary: * Vocabulary
+ Teacher uses different techniques to teach - calculator (n): máy tính
vocab (situation, regalia, translation.) - uniform (n): đồng phục
+ Follow the seven steps of teaching vocab. - smart (adj): thông minh
+ Check vocabulary. - wear (v): mang, mặc, đội.
+ Sts Take note - compass (n) compa
- Call on some groups of Ss to read the
conversation aloud.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about
the conversation
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
- To help Ss understand the conversation.
- To introduce some vocabulary related to the topic of the unit;
- To introduce the grammar point of this unit: the present simple.
2. Content:
- Listen and read the conversation. True/ false activity, filling in the gaps.
- Understand the conversation; grammar points; present simple tense
3. Products:
- Know more new words.
Understand the conversation; topic of the lesson
Vocab, grammar points…
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts learn Task 2 – Getting Started - Unit 1
Step 2: Task performing
2. Read the conversation again and tick (√) T 2. Read the conversation again
(True) or F (F)/ and tick (√) T (True) or F (F)
- Ask Ss to read the conversation again and tick 1.T 2.F 3.T 4.T 5.F
(√) T (True) or F (F)/ Page 7
- Sts do the tasks
- Play the recording once 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.
3. Write ONE word from the box in each gap. 3. Write ONE word from the box
- T may instruct Ss how to do the exercise: in each gap.
Read the sentences and identify the kind of word
1. wear 2. has 3. go
to fill the blank, e.g. In sentence 1, we need a
verb to go with the noun uniforms to fill the 4. uniforms 5. subjects
blank.
- Model with the first sentence. “Wear”
- Ask Ss to work independently to fill each blank
with the right word.
- Allow Ss to share answers before discussing
them as a class.
- Ask Ss to write the correct answers on the
board.
- T explains the meaning of some words if
necessary.
- Ss practice 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.
4. Match the words with the school things. 4. Match the words with the
Then listen and repeat. school things. Then listen and
- Ask Ss to match the words with the school repeat.
things.
- Play the recording for Ss to listen and check
their matching.
- Ss listen again and repeat. Then let them
practise saying the names of school things.
- Explain the meanings if necessary,
e.g. use visual aids in the classroom 1. school bag 2. compass
3. pencil sharpener 4. rubber
 5. pencil case 6. calculator

5. Look around the class. Write the names of 5. Look around the class. Write the
school things you see in your notebook. names of school things you see in your
- Tell Ss to look around the class. notebook. `
- Point to each student and ask what he / she - Listen to the instructions carefully
sees / has around him / her (e.g. table, desks, then do the tasks.
notice board, pictures, etc.). - desks, notice board, pictures…..
- Let them practice the words, write them in their
notebook and make sentences with the words if - Take note
there is time.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To help Ss revise some words and learn some more words indicating school things.
To give Home assigment
2. Content:
To learn some more words indicating school things. Matching
Home assigment
3. Products:
Know more some words about school things
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- 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.
- Home assigment
Step 2: Task performance * Home assigment:
- Teacher summarizes all opinions - Read again the conversation on
- T let Sts take note the homework page 6.
Step 3: Report and discussion - Do more exercises in workbook.
- T says something about the class time.
Step 4: Judgement
- T gives feedback and requires Sts do
homework.
V. FEEDBACK:
With 6A ………………………………………………………………………………..
…
With 6B ……………………………...……………………………………..
……………
 With 6C …………………………………………………………………………….
……
 Tiết thứ 03
UNIT 1: MY NEW SCHOOL
Lesson 2: A closer look 1 - P8
Class Date of teaching Attendence
6A ..../09/2021
6B ..../09/2021
6B ..../09/2021
I. OBJECTIVES: By the end of the lesson, Ss will be able to :
- pronounce correctly the sounds /∂ / and / / in isolation and in context;
use the combinations: to study, to have, to do, to play + Noun
1. Knowledge:
* Vocabulary: school lunch, exercise, English, history, homework, science,
football, lessons, music…
* Grammar:
- use the combinations: to play, to do, to have, to study + Noun;
- use the present simple; use the adverbs of frequency.
* Pronunciation: Pronounce sounds /a:/ and / /
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to revise/ introduce the names of
school subjects, and some nouns related to school and school activities. Ss know
how to pronounce the sounds /a:/ and / / .
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- Ability of using Present Simple Tense, some popular Adverb of Frequency
- Ability of using some new words of school topic to make sentences and call
things around.
3. Qualities:
- To teach Ss the love of English; the love of their new school.
- The awareness about importance of learning English.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, cassette, laptop, pics, realia…
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
* Aim: - To create a friendly and active atmosphere in the class before the lesson;
- To activate students’ prior knowledge and vocabulary related to the topic.
* Content: Revise the lesson. Do some activities to creat a friendly and relaxed
atmostphere to warm up to the new lesson…
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering UNIT 1: MY NEW SCHOOL
- Chatting LESSON 2: A CLOSER LOOK 1 / P 8
Step 2: Task performance
- Teacher (T) asks Ss some questions about
them and class.
- T encourages Ss to talk in English as much as
possible
+ Students (Ss) listen and learn how to do
the tasks.
- Answer the teacher’s questions and
requirements.
- Open their book and write.
+ T Leads to the new lesson.
- Ask Ss to open their book to page 7 and
introduce what they are going to study…
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To revise/ introduce the names of school subjects, and some nouns related to school and
school activities.
- To teach Ss how to combine a verb and a noun to talk about school activities.
2. Content:
- To introduce the names of school subjects, nouns by listening , repeating the words
- Pair work to put the words in the correct columns
3. Products:
- Vocabulary about the topic
- Combination of a verb and a noun
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do the Tasks in A
Closer Look 1
Step 2: Task performance
1. Listen and repeat the words.
- Ask Ss to listen and repeat the words/ Page 8.
- Have Ss look at the pictures and think about
the meaning of the words.
- Students (Ss) listen to the instructions
carefully and learn how to do the tasks.
*Pre-teach vocabulary:
 + Teacher use different techniques to teach * Vocabulary:
vocabulary (situation, realia, translation….) - science (n): môn khoa học
+ Follow the seven steps of teaching vocab.
* Checking vocab: Slap the board - history (n): môn lich sử
+ Play the recording and let the Ss listen. - exercise (n): bài tập
- Play it twice or more with pauses for them to
1. Listen and repeat the words
repeat each word.
- Sts repeat in chorus and individually. - school lunch - exercise
- Correct their pronunciation. - English - science
- Give the comments. - history - football
- Call on some Ss to read the words aloud.
- homework - lessons
- Sts take note all the words.
- music
- Sts check the meanings of the words
2. Put the words into groups
2. Work in pairs. Put the words in 1 in the
correct columns./P.8 play do have study
- T_Ss football homework school-lunch English
music exercises lessons history
- Ask Ss to look at the table and learn how to
do it. science

- Explain to Ss that in English some verbs

and nouns go together and some don’t.
- Ss work in pairs.. Tell them to put the
words in 1 into groups.
- Ss work in pairs .
- Give the answers
- Check the answers.
- Explain to them which words go with each
verb.
- Allow them to share their answers
- T gives the correct ansvvers.
- T encourages Ss to extend their vocabulary
by adding as many words as possible to the
groups.

Note: Don’t teach the words in this activity

yet
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
- To revise the words that Ss have learnt in context.
- To help Ss pronounce the sounds / a:/ and / / and practice pronouncing these sounds in
words correctly.
2. Content:
- To use present simple to do the exercises. Filling the words.
- To pronounce the sounds /a:/ and / / correctly; Listen and repeat.
3. Products:
- Understand more about using the words in contexts.
- Pronouncing the sounds /a:/ and / / correctly
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts learn Task 2 – Getting Started -Unit 1
Step 2: Task performing
3. Put one of these words in each blank. 3. Put one of these words in each blank.
- Ask Ss to do activity 3 1. homework 2. football 3. lessons
- Ask Ss to work independently or in pairs to 4. exercise 5. Science
fill each blank with the right word.
- Sts listen to the instructions clearly
- Encourage them to read the sentences
carefully and look for clues so that they can
choose the right word to complete each
sentence
- Model with the first sentence.
- Allow Ss to share answers before discussing
them as a class.
- Sts learn how to do it
- Sts practise saying the sentences .
- Check the answers in a class.
- T may call on some Ss to read the sentences
aloud.
- Ss take note

Extension:
- If time allows, ask Ss to write sentences about
themselves in their notebooks, using the
combinations in 2. They should write as many
sentences as possible. E.g. // We have English
lessons on Tuesday and Thursday.
4. Listen and repeat. Pay attention to the 4. Listen and repeat. Pay attention to the
sounds /a:/ and / / . sounds /a:/ and / /.
- Let Ss practise the sounds /a:/ and / /
/a:/ //
together. Ask Ss to observe the T's mouth when
pronouncing two sounds. smart subject
 - Play the recording and ask Ss to listen to these art study
words and repeat. carton Monday
- Sts listen carefully- Check the answers
class compass
- Sts listen and repeat
- Play the recording as many times as
necessary.
- Check the meanings if necessary,
5. Listen and repeat. Then listen again and 5. Listen and repeat. Then listen again
underline the words with the sounds /a:/ and and underline the words with the
/ /
sounds /a:/ and / /
- Have Ss quickly read the sentences and
underline the words having the sounds 1. My brother has a new compass.
/a:/and / / 2. Our classroom is large.
- Play the recording for Ss to listen and check
3. They look smart on their first day at
the words that they have underlined.
- Have them work in pairs to compare their school.
ansvvers. 4. The art lesson starts at nine o’clock.
- Check Ss'answers. 5. He goes out to have lunch every Sunday.
- Play the recording again. Let Ss listen and
repeat sentence by sentence, paying attention to
the underlined words.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and studying
attitucde of Sts in class.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To help Ss revise all they have learnt.
To give Home assigment
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products:
Know more some words about school things
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- 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 and make sentences
with them.
- Home assigment * Home assigment:
Step 2: Task performance - Do more exercises in workbook.
 - Teacher summarizes the lesson - Make 10 sentences using the words and
- T let Sts take note the home assignment phrases in the lesson and write down in
Step 3: Report and discussion notebook.
- T asks, Sts answer about school
Step 4: Judgement
- T gives feedback and requires Sts do
homework.
V. FEEDBACK:
With 6A ………………………………………………………………………………..…
With 6B ……………………………...……………………………………..……………
With 6C …………………………………………………………………………….……

KIỂM TRA, ĐÁNH GIÁ CỦA BGH KÍ DUYỆT CỦA TỔ CHUYÊN MÔN
Đồng Minh, ngày.....tháng 9 năm 2021 Đồng Minh, ngày.....tháng 9 năm 2021
.....……………………………........…........................ Duyệt chương trình .....
……………………………........…......................... ……………………………........….........................
……………………………........ ……………………………........….......................
…..........................................................................................
..............................................................
Tổ trưởng: Vũ Thị Thu Lý
 Tiết thứ 04
UNIT 1: MY NEW SCHOOL
Lesson 3: A closer look 2 - P9-10
Class Date of teaching Attendence
6A ..../09/2021
6B ..../09/2021
6B ..../09/2021
I. THE OBJECTIVES:
By the end of the lesson, Ss will be able to use the present simple and present
continuous and read for specific information about schools and talk about school
activities, subjects and what Ss do at school.
1. Knowledge:
- Vocabulary: yourself', play ground, break time, al'ready, do sports, badminton,
'interview
- Language: The present simple
- Pronunciation: Stress on all the words in sentences
2. Competences
a. General competencies:
- Form and/or improve such competencies as teamwork, citical thinking,
interpersonal skill, presentation, problem-solving skill, self-study skill, creativeness,
adaptability, etc.
b. Specific competencies:
- Improve such competencies related to language learning as listening,
speaking, reading, writing skills and use of language (vocabulary, phonetics,
grammar).
- Use the skill(s) corresponding to each part of the lesson to do follow-up tasks.
3. Qualities:
- Have a positive attitude towards what they have learnt in the lesson (eg.
honesty, accountabiliey, awareness of the environment, community, love and care for
family and friends, sympathy for the disadvantaged, sense of responsibility, better
understanding of social problems, generosity, diligence, etc.)
II. PREPARATION:
Teacher: handouts,cassette, laptop, posters, pics, flash cards, realia.
Students: pencils, scissors, tapes, pics, realia, blank papers.
III. PROCEDURE:
TEACHER & STUDENTS’ ACTIVITIES CONTENTS
ACTIVITY 1: WARM - UP (GW) (5’)
* Aim:
- To create a friendly and active atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the lesson.
* Content: To review/ introduce the use and the form of the present simple tense.
* Products: Ss know the use and form of the present simple tense .
* Implementation: Teacher’s instructions
Games Nought and Crosses:
- Ss play the game in two teams. play like read
- T focus on and checks the verbs if necessary. listen do visit
- T? Which tense of the verb is used in these make watch cook
 TEACHER & STUDENTS’ ACTIVITIES CONTENTS
sentences?
Ex: She often plays chess after school
- T: Let’s review.
ACTIVITY 2: PRESENTATION (15’)
* Aim: - To give Ss practice in using the present simple tense in sentences.
- To help Ss revise some adverbs of frequency they already learnt.
* Content: To pracice using the present simple in context.
* Ss learn how to form and use of the present simple correctly by choosing correct
answer.
* Implementation: Teacher’s instructions
The present simple The present simple Positive
Cut and paste the following lines from the - I / You/W e/They+ v (work/study)
- He / She / It + V-s/V-es (works / studies)
conversation in GETTING STARTED on the
slide / on the board. Show them to Ss:
Negative
Highlight / Underline the present simple - I / You / W e/They + don't / do not + V (don't /
do not work / study)
structures in these lines. - He / She / It + doesn't / does not + V (doesn't /
- Ask Ss to look at the sentences in the does not work / study)
Remember! box. Remember to introduce all Questions and short answers
the positive, negative and question forms of - Do I / you/w e/they +-V (work/study)?
Yes, I / you / we / they do.
the tense. Explain to Ss that we use the
No, I / you / we / they don't.
present simple to talk about actions or events - Does he / she / it + V (work / study)?
that often happen, or are fixed. Yes, he / she/it does.
- Have Ss give some examples.! may give No, he / she / it doesn't.
them some verbs to make sentences (e.g. live,
like, play, walk, etc).
ACTIVITY 3: PRACTICE (15’)
Aim: - To give Ss practice in using the present simple tense in sentences.
- To help Ss practise using verbs in the present simple in sentences and in text.
- To help Ss revise some adverbs of frequency they already learnt.
* Content: To practice using the present simple in context.
* Products: Practicing the use of the present simple by giving the correct form of the
verbs.
* Implementation: Teacher’s instructions
1. Choose the best answer A, B, C or
- Have Ss do this exercise individually before D.
they share their answers with their partners.
- Ask some Ss to read out their answers. 1. A 2. C 3. B 4. A 5. C
Confirm the correct ones.
- T gives explanations if necessary.
- Have Ss read the Remember! box. Direct
their attention to the present simple tense
form for third person singular.
2. Write the correct form of the verbs. 2. Write the correct form of the verbs.
- Have Ss work individually. Ask them to
write the correct form of the verbs given in
brackets. Then Ss share their answers with a
partner.! confirms the correct answers.
 TEACHER & STUDENTS’ ACTIVITIES CONTENTS
- If there is time, let Ss work in pairs to role-
play the interview. Observe and help when
and where necessary, and correct Ss'
pronunciation and intonation.

3. Fill the blank with usually, sometimes or

never 1. has 2. Do you have
- Tell Ss to look at the two examples 3. like 4. DoesVy walk
carefully. Then ask them about the position 5. ride 6. go
of the adverbs of frequency, and the meaning 3. Fill the blank with usually,
of those. Tell them to recall all the adverbs of sometimes or never
frequency they know. 1. always 2. usually
- Ask Ss to give the answers as a class. 3. sometimes 4. rarely 5. never
- T confirms the answers.
- Then encourage Ss to give as many
sentences with these adverbs as possible.
4. Choose the correct answer A or B to
complete the sentences.
- Let Ss work in pairs. Then call on some Ss
to read aloud the sentences and give their
answers. 4. Choose the correct answer A or B to
- Check and confirm the correct answer. complete the sentences.

1. B 2. A 3. A 4. B 5. A

ACTIVITY 4: PRODUCTION (5’)

* Aim: - To help Ss practise asking and answering questions about the topic of school,
using the present simple tense and adverbs of frequency.
* Content: Making questions; Interview partners using the cues words.
* Products: Making questions correctly. Then interview partners.
* Implementation:: Teacher’s instructions
Task 5. Work in pairs. Make questions thenTask 5. Work in pairs. Make questions
interview your partner. then interview your partner.
- Note that Ss' answers may vary. Accept all 1. Do you often ride your bicycle to
answers which are grammatically and logically school?
correct. 2. Do you sometimes study in the
- Summarise the main points. Ask some Ss to school library?
give a sentence about themselves, using the 3. Do you like your new school?
present simple and an adverb of frequency. 4. Do your friends always go to school
with you?
5. Do you usually do your homework
after school?
Eg:
A: I usually get up late on Sunday.
B: ...............................
ACTIVITY 5: WRAP-UP & HOME ASSIGNMENT (5’)
* Aim: To consolidate what students have learnt in the lesson.
 TEACHER & STUDENTS’ ACTIVITIES CONTENTS
* Content:. Summarize the main content of the lesson
* Products: Students say what they have learnt in the lesson
* Organization of implementation
Teacher asks students to talk about what
they have learnt in the lesson.
* Home assignment
* Home assignment
- T assigns the homework.
- Learn by heart all the new words and
- Ss copy their homework.
structures
- T explains it carefully
- Do C1,2/ P 6,7 (Ex.book)
- Do Activity 5, 6 at home.
V. FEEDBACK:
With 6A
…………………………………………………………………………………
With 6B ……………………………...……………………………………………….…
With 6C …………………………………………………………………………………
 Ngày ..../09/2021 ..../09/2021 ..../09/2021
Ngày soạn Dạy Tiết
../09/2021 Lớp 6A 6B 6C
Điều chỉnh ...../09/2021 ..../09/2021 ..../09/2021
Tiết thứ 05
UNIT 1: MY NEW SCHOOL
Lesson 4: Communication - P11
I. THE OBJECTIVES: By the end of the lesson, Ss will be able to
1. Knowledge: help Ss use everyday English phrases and expressions and develop
their language skills, as well as learn about Vietnamese culture and other cultures;
know how to introduce someone; ask appropriate questions when making friends at
school; know what good qualities a good friend should have.
- Vocabulary: classmate (n); share (v)
- Language: The simple present. Introducing someone: This is … .; Nice to meet/
see you.; Nice to meet/ see you, too.
- Pronunciation:
2. Competence: By the end of the lesson students will be able to use everyday
English phrases and expressions and adapt them in contexts in daily life.
Form and improve such competences as: collaboration; teamwork,
communication, presentation, problem-solving, assessment, etc..
3. Quality/ behavior: To teach Ss the love of English; the love of their new school.
The awareness about importance of learning English. Ss have the good attitude to
working in groups, individual work, pair-work.
II. PREPARATION:
Teacher: Grade 6 textbook, Unit 1, communication; pictures/ projector
Students: Text books, notebooks …
Method: T-WC; group works; individual ……
III. ANTICIPATED PROBLEMS:
- Students may have underdeveloped speaking and co-operating skills.
- Some students will excessively talk in the class.
IV. PROCEDURE:
TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
ACTIVITY 1: WARM UP (5’)
* Aim: - To introduce the topic.
- To lead in the targeted vocabulary and pronunciation.
* Content: Use everyday expressions to develop the language skills.
* Products: Developing the language skills by asking and answering questions about
themselves.
* Implementation:: Teacher’s instructions ..
* Who knows more? UNIT 1: MY NEW SCHOOL
- Teacher divides the class into 2 teams. LESSON 4 : COMMUNICATION/ P 11
- 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
 TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY

Teacher leads students into the lesson by

telling about what they are going to learn: Lisa and Rose Spongebob and Patrick
Are people above good friends? Why?
Let’s find out what make a good friend in
our lesson today.

Harry Potter and Leonardo DiCaprio

Hermione Granger and Tobey Maguire
ACTIVITY 2: PRESENTATION (15’)
* Aim: - To prepare students with vocabulary.
- To teach Ss how to introduce someone to someone else in English.
* Content: Greeting and introduce someone to someone else.
* Products: Learning how to introduce the name, age, job, likes, dislikes to make
friends
* Implementation:: Teacher’s instructions …
Task 1. Pre - teaching: Task 1. Vocabulary
- Teacher introduces the vocabulary by: - pocket money (n): tiền tiêu vặt
+ giving situation; + giving explanation. - remember (v): nhớ
- Situation: the money with you everyday - share (v): chung, chia sẻ
to buy something you want. - help (v): giúp đỡ
- example: you have a lot of food and you - classmate (n): bạn cùng lớp
give it to your friends. It means you share
with your friends.
- situation: T drops a chalk, shows it and
asks one student: “Help me, please”
- explanation: the friend who are in the
same class with you.
Task 2. Sentence structure: Task 2. Sentence structure:
Play the recording and let Ss listen. Then INTRODUCING SOMEONE
ask some Ss to read aloud the dialogue. Ex 1: Listen and read the dialogue.
Tell the class to pay attention to the way of This is … .
introducing someone to someone else, and Nice to meet/ see you.
how to respond to someone's introduction. Nice to meet/ see you, too.
Have Ss practise the dialogue in groups.
Call on some groups to practise the
dialogue in front of the class.T may also
begin by brainstorming ways of
introducing someone that they know.
ACTIVITY 3: PRACTICE (15’)
* Aim: - To help Ss practise asking questions when making new friends at school.
- To help Ss practise asking and answering questions about friends.
- To help Ss revise Yes /No questions with the present simple.
* Content: Asking questions when making new triends at school by ticking the
 TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
questions.
* Products: Learning how to make new friends at school.
* Implementation: : Teacher’s instructions …
Task 1. Ex 2: Work in groups. Practise Task 1. Ex 2: Work in groups.
introducing a friend to s.one. Practise introducing a friend to s.one.
- Let Ss work in groups and practise This is … .
introducing a friend to the others. Move Nice to meet/ see you.
around to observe and provide help. Nice to meet/ see you, too.
- Call on some groups to practise in front
of the class. Comment on their
performance.
Task 2. Read and tick the qs you think are Task 2. Read and tick the qs you think
suitable to ask a new friend at school. are suitable to ask a new friend at school.
This is a game, so don't take it seriously
when Ss come up with illogical answers. 1. Are you from around here?
The purpose is to let them play with and 2. Do you like music?
explore the language. - First, have Ss tell 4. What is your favourite subject at
you the new vocabulary in the questions, school?
then explain to them the meaning of the 6. Do you play football?
new words. 7. How do you go to school every day?
- 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. - AskSs 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. Task 3: Friendship quiz
Task 3: Friendship quiz
- First, ask Ss to give qualities of a good ARE YOU A GOOD FRIEND AT SCHOOL?
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.
ACTIVITY 4: PRODUCTION (5’)
* Aim: To help Ss ask and answer questions about friends, and practise making a
presentation.
* Content: Interview friends using questions above. Present in front of the class.
* Products: Talking to friends to develop speaking skills.
* Implementation:: Teacher’s instructions..
- Divide the class into groupsof 4 or 5. Ss Task: Work in groups. Take turns to
take turns to interview the other members, interview the others. Use the questions
using the questions in 4. above.
 TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
- Encourage Ss to give nice sentences about
friendship (e.g. Friends are forever.)
Choose some Ss to give a presentation to
the class about their good friends (and why
they are good friends).
- Have Ss tell what they have learnt (how
to introduce a new friend, what questions
to ask when making new friends, etc.)
ACTIVITY 5: WRAP-UP & HOME ASSIGNMENT (5’)
* Aims: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
* Products: Students say what they have learnt in the lesson.
* Organization: Teacher’s instructions.
- Summarise the main points.
- Have Ss tell what they have learnt (How
to introduce a friend, what questions to ask * HOME ASIGNMENT
when making a new friends, etc) - Learn the vocabulary.
* HOME ASIGNMENT - Write a short passage about your close
- T assigns the homework. classmate.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:
With 6A
…………………………………………………………………………………
With 6B ……………………………...……………………………………………….…
With 6C …………………………………………………………………………………
 Ngày ..../09/2021 ..../09/2021 ..../09/2021
Ngày soạn Dạy Tiết
../09/2021 Lớp 6A 6B 6C
Điều chỉnh ...../09/2021 ..../09/2021 ..../09/2021
Tiết thứ 06
UNIT 1: MY NEW SCHOOL
Lesson 5: Skills 1 - P12

I. THE OBJECTIVES: By the end of the lesson, Ss will be able to

1. Knowledge: 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.
- Vocabulary: playground, equipment, international (adj); boarding school (n)
playground (n)
- Language: The simple present, the present progressive revision.
- Pronunciation: Tones in new and known information.
2. Compentences:
+ Educate Ss to love their school...
- Form and improve such competences as: collaboration; teamwork,
communication, presentation, problem-solving, assessment, etc..
+ Educate Ss understand and actively respond to relevant matters or situations
3. Quality/ behavior: To teach Ss the love of English; the love of their new school.
The awareness about importance of learning English. Ss have the good attitude to
working in groups, individual work, pairwork, cooperative learning and working.
II. PREPARATION:
- Teacher: Grade 6 textbook, Unit 1, Skills 1; Pictures, cards
- Students: Text books, notebooks …
- Method: T-WC; group works; individual ……
III. ANTICIPATED PROBLEMS:
- Students may lack knowledge about some lexical items.
- Students may have underdeveloped reading, speaking and co-operating skills.
IV. PROCEDURE:
TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
ACTIVITY 1: WARM UP (5’)
Aim: To introduce the topic of reading.
* Content: Revision the old lesson. Having some warm-up activities to creat a
friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Products: Having a chance to speak English and focus on the topic of the
lesson..
* Implementation:: Teacher’s instructions…
* Game: Lucky number UNIT 1: MY NEW SCHOOL
- Class is divided into 2 groups. LESSON 5 : SKILL1/ P12
- Teacher prepares 7 numbers which Suggested questions:
includes 5 questions about their school, 1. How many classes are there in our
and 2 lucky numbers. school?
- Each team takes turns and chooses a 2. Do students have to wear uniform
number and answers the question behind when they go to school?
the number. If the team answers the 3. How many computer rooms does our
 TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
question correctly, they will get 1 point. school have?
If the team chooses the lucky number, 4. Name some clubs in our school.
they get 1 point without answering the 5. When was our school established?
question and may choose another
number.
ACTIVITY 2: PRESENTATION (10’)
Aim: - To get Ss acquainted with a reading skill;
- To help Ss understand and activate their knowledge of the topic.
- To prepare students with vocabulary.
* Content: Reading the passages again and complete sentences.
* Products: Developing reading skills; understanding more about content of the
texts.
* Implementation: : Teacher’s instructions ….
Teacher leads students into the lesson by
showing pictures of 3 schools Sunrise,
An Son and Dream and asks them some
questions:

* Pre-reading Task 1: Vocabulary

T asks Ss to get the meaning of the - boarding school /ˈbɔːdɪŋ ˌskuːl/ (n)
words in context. [explanation]
- playground /ˈpleɪɡraʊnd/ (n) [visual]
- Tell Ss to read the three passages
- international /ˌɪntəˈnæʃən.əl/ (adj)
quickly and check their ideas. Set a strict
[explanation]
time limit to ensure Ss read quickly.
Task 2: Look at the picture and
- Tell Ss a tip: read the first sentence of
quickly read the passages. Match 1-3
each paragraph. This sentence often
with A-C.
gives you the topic of that paragraph:
1. C 2. A 3. B
ACTIVITY 3: PRACTICE (15’)
* Aim: - Help Ss develop their reading skill for specific information (scanning).
- Help Ss further develop their reading skill for specific information
(scanning).
* Content: Reading the passages again and complete sentences.
* Products: Understanding more about content of the texts.
* Implementation: : Teacher’s instructions..….
* While-reading
- Ask Ss to read the passagesagain, then Task 1: Read the passages again and
find the wordsand phrases to complete complete the sentences.
Key:
the sentences.
1. boarding 2. Sydney
- Help them to give the meaning of the
3. mountains and green fields
words, or explanations, or examples, or
4. Dream School
the Vietnamese equivalent.
5. English-speaking teachers
- Tell them to pay attention to the
context of the words.
- Ask them to note where they found the
information that helped them complete
 TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
the sentences.
- Check and confirm the correct answers.
- Have Ss read the passages in detail to Task 2: Answer the questions.
answer the questions.
- Ask them how to do this kind of Key:
exercise. 1. Sunrise is a boarding school.
- Explain the strategies if necessary (e.g. 2. (It is) in Bac Giang.
reading the questions, underlining the 3. Yes, there is.
key words, locating the key words in the They join many interesting clubs.
text, and then reading that part and
answering the questions).
- Set a longer time limit forthem 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.
ACTIVITY 4: PRODUCTION (15’)
* Aims: - To help Ss prepare ideas for the speaking activity;
- To provide an opportunity for Ss to practise making their choice of the
type of school they wou Id like to go to, and give reasons.
* Content: Ask and answer the questions to complete the table
* Products: To practice speaking by asking and discussing the choices of the type
of school…
* Implementation: : Teacher’s instructions.…
* Pre - speaking Task 1: Which school in Exercise 1
- Ask Ss to refer back to the passages in would you like to go to? Why/ Why
1. Ask them to give some background of not? Complete the table.
the three schools: Sunrise School, An
Son School, and Dream School. - Allow Reasons
Name of Reasons
Ss time to answer the questions: Which you don’t
school you like it
school (among the three above) would like it
you like to go to?
Why?
- Ask Ss to complete the table in their
notebooks. Then arrange Ss in pairs.
* While-speaking Task 2: Discuss your choice with
- Let them study the example, then your friends.
discuss their answers, and explain why.
When they finish, ask some Ss to talk in
front of the class, then the class
comments on their friends' pronunciation
and grammar. Discuss any common
errors and provide further practice if
 TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
necessary.
* Post-Reading and Speaking
- Have Ss summarise what they have
learnt with the two skills. If there is
time, and for more able Ss T can instruct
them to draw a mind map to summarise
the main points of the lesson.
ACTIVITY 5: WRAP-UP & HOME ASSIGNMENT (15’)
* Aims: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
* Products: Students say what they have learnt in the lesson.
* Organization
- Have Ss summarise what they have
learnt with the two skills.
- T can instruct them to draw a mind
map to summarise the main points of the
lesson.
Home Assignment: Home Assignment:
- Guide ss how to do exs (Work book) - Write about your new school.
- Do Ex D1,2,/ P7,8 ( EX. book )
- T assigns the homework.
Prepare for your dream school
- Ss copy their homework.
Imagine your dream school and draw it
- T explains it carefully.
on the paper (A4)
V. FEEDBACK:
Class 6A: ………………………………………………………………………………………
Class 6B: ………………………………………………………………………………………
Class 6C: ……...........................................................................................................................

KIỂM TRA, ĐÁNH GIÁ CỦA BGH KÍ DUYỆT CỦA TỔ CHUYÊN MÔN
Đồng Minh, ngày.....tháng 8 năm 2021 Đồng Minh, ngày tháng 8 năm 2021
.....……………………………........ Duyệt chương trình .....
….......................……………………………........ ……………………………........….......................
….......................……………………………........ ……………………………........….......................…
…............................................................................. ..............…Tổ trưởng: Vũ Thị Thu Lý.........…...........
............................
 Ngày ..../09/2021 ..../09/2021 ..../09/2021
Ngày soạn Dạy Tiết
../09/2021 Lớp 6A 6B 6C
Điều chỉnh ...../09/2021 ..../09/2021 ..../09/2021
Tiết thứ 07
UNIT 1: MY NEW SCHOOL
Lesson 6: Skills 2 - P13
I. THE OBJECTIVES: By the end of the lesson, Ss will be able to
1. Knowledge: 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.
- Vocabulary: School lexical items
- Language: The simple present, the present progressive revision
2. Skills: Listening and writing; Social skill: Ss develop their communication on the
Internet and love their school.
3. Attitude and Competences:
+ Educate Ss to love their school...
- Form and improve such competences as: collaboration; teamwork,
communication, presentation, problem-solving, assessment, etc..
+ Educate Ss understand and actively respond to relevant matters or situations
II. PREPARATION:
Teacher: Grade 6 textbook, Unit 1, Skills 2; Pictures
Students: Text books, notebooks …
III. ANTICIPATED PROBLEMS:
- Students may have underdeveloped listening skills.
- Some students will excessively talk in the class.
IV. PROCEDURE:
TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
ACTIVITY 1: WARM- UP: (5’)
Aim: - Check students’ vocabulary from previous lessons.
- To introduce the topic of listening.
- T divides class into 2 teams. Each UNIT 1: MY NEW SCHOOL
team takes turns to choose a crossword, LESSON 6 : SKILLS 2/ P13
reads the clues and solves the puzzle. *Crossword Puzzle
- This is an area designed for children to
play in outside, especially at school or in
a park.
- This is an adjective used to describe
people who have a clean, tidy and 1. Mrs Nguyen teaches all my history ....
stylish appearance. 2. What is this subject? – [visuals]
- Complete the following sentence with 3. What is this school thing? – [visuals]
a suitable word: 4. This is a small electronic device that
is used for calculations.
ACTIVITY 2: PRESENTATION: (10’)
Aim: To prepare Ss for the listening text.
* Pre- listening Task 1: Janet, a student at
- Ask Ss the questions: Who's Janet? Palmer School in America, is
 TEACHER & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
What's the name of her school? talking about her school.
- HaveSs look at the keywords before Guess the answers to these
they answer the questions (e.g. Janet, questions.
student, Palmer School, America). 1. Do you think the students there wear
- Then have Ss work in pairs and guess uniforms?
the answers to the two questions. 2. Do they learn Vietnamese as a foreign
Encourage them to speak English and language?
feel free to make guesses.
- Play the recording. Let Ss listen once
and check their guesses.
ACTIVITY 3: PRACTICE: (10’)
Aim: To help develop Ss'skill of listening for specific information.
* While - listening Task 2: Listen again and choose
* Read and find the key words the correct answer A or B.
- 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
Key: 1.A 2. B 3. B 4. A 5. A
- 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.
- 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.
ACTIVITY 4: PRACTICE: (15’)
Aim: - To help Ss prepare ideas for their writing in 4.
- To help students have information about their school.
- To help students write simple sentences for the next writing passage.
- To let Ss learn and help each other write a complete text about their school.
- To cross check and final check students’ writing.
1. Pre-writing Task 3: Write the answers to
- Teacher asks students to work the following questions about
independently to answer the questions. your school.
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 & SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
- 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.
2. While - writing
- Teacher asks students to work in Task 4: Use the answer in Task 3 to write a
groups of four, gives them a large piece paragraph of 40-50 words about your
of paper and asks them to write the full school. You can refer to the reading
paragraph into the paper in 6 minutes. passages to help you.
- Teacher asks students to pay attention
to punctuation, structures, word choice,
linking words, etc.
3. Post- writing
- Teacher has the groups swap and give
* Sample paragraph:
feedback on each other’s writing.
- Teacher then gives feedback on one My school is Dong Minh School. It is
writing as a model. in the village far from the city centre. It
has 12 classes with nearly 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 very much.
* HOME ASSIGNMENT HOME ASSIGNMENT:
- Ss copy down. - Rewrite the paragraph in the
- T gives the instructions. notebooks.
- Then T divides class into groups of 8 - Do Ex 3/ P8 (EX. book )
Ss. - Prepare for the project.
V. FEEDBACK:
Class 6A: ………………………….......
………………………………………………………
Class 6B: ………………………….......
………………………………………………………
Class 6C:
……...........................................................................................................................
 Ngày ..../09/2021 ..../09/2021 ..../09/2021
Ngày soạn Dạy Tiết
../09/2021 Lớp 6A 6B 6C
Điều chỉnh ...../09/2021 ..../09/2021 ..../09/2021
Tiết thứ 08
UNIT 1: MY NEW SCHOOL
Lesson 7: Looking back - Project - P14-15
I. THE OBJECTIVES: By the end of the lesson, Ss will be able to
- 1. Knowledge: review the vocabulary and grammar of Unit 1; apply what they have learnt
(vocabulary and grammar) into practice through a project.
- Vocabulary:
- Language: The simple present, the present progressive revision; Social skill:
help Ss love their school and improve their communication.
2. Skills: Listening, speaking, reading. writing
3. Attitude & competences
Ss have to work very hard, quickly, pay much attention to the lesson.
Ss understand and actively respond to relevant matters or situations
II. PREPARATION:
Teacher: Grade 6 textbook, Unit 1, Looking back & Project;Pictures, A0 paper
Students: Text books, notebooks…
III. ANTICIPATED PROBLEMS:
- Students may have underdeveloped speaking, writing and co-operating skills
when doing the project.
- Some students will excessively talk in the class.
IV. PROCEDURE:
TEACHER AND SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
ACTIVITY 1: WARM UP: (5’)

Aim: To revise the vocabulary related to the topic and lead in the next part of the
lesson.
* Brainstorming
- Teacher divides the board, and divides
the class into 2 teams. Thi
- Members of each team take turns and
write as many school things as possible in ngs at
2 minutes.
- The group having more correct answers Calculator
is the winner.
ACTIVITY 2: PRESENTATION: (10’)
Aim: - To help Ss revise the vocabulary items they have learnt in the unit.
- To help Ss revise the vocabulary items they have learnt.
Task 1: Look at the pictures. Write the Task 1: Look at the pictures. Write the
correct words in the gaps. correct words in the gaps.
- Have Ss do this activity individually
then compare their answers with their
partners.
- Tell Ss to write the words in their Key: 1. uniform 2. pencil sharpener
 TEACHER AND SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
notebooks. Ask some Ss to write the 3. notebook 4. compass
answers on the board. 5. calculator 6. ruler
- Check and correct the mistakes.
- Have Ss say the words. Check their
pronunciation.
Task 2: Match the words in A with the
Task 2: Match the words in A with the
words/ phrases in B.
words/ phrases in B.
Key: 1. e 2. d 3. b 4. a 5. c
- Teacher encourages students to complete
the task individually.
- Students exchange their textbooks with
their partners.
- Teacher gives feedback as a class
discussion.
ACTIVITY 3: PRACTICE: (20’)
Aim: - To help Ss revise the present simple tense.
- To help students revise the postion of adverbs of frequency in context.
Task 3: Complete the sentences with Task 3: Complete the sentences with
the present simple. the present simple.
For these two exercises, ask Ss to do them Answer key:
individually first. Then they can check 1. comes 2. don’t
their answers with their partners before 3. walks 4. do
discussing the answers as a class. 5. teaches
Task 4: Complete the text with the Task 4: Complete the text with the
correct form of the verbs in brackets. correct form of the verbs in brackets.
- Students work in pairs. Answer key:
- Teacher asks students to read the 1. is 2. has 3. walks
sentences carefully and give the answers. 4. study 5. likes
- Students complete the task and discuss
the answers.
- Teacher gives feedback as a class
discussion.
Task 5: Put the adverb in brackets in Task 5: Put the adverb in brackets in
the correct place in each sentence. the correct place in each sentence.
- Ask Ss to read the sentences by Key:
themselves carefully, then recall the 1. always remember to do my homework.
position of adverbs of frequency in 2. Nick usually gets good marks in exams.
sentences (before the main verb). 3. We do not often see a rabbit in town.
- Have them write down the sentences 4. I rarely read in bed at night.
with the adverbs of frequency in their 5. Do you sometimes sing in the shower?
notebooks.
- Call on some Ss to read the sentences
aloud. T checks their answers.
- Correct their pronunciation.
ACTIVITY 4: PRODUCTION: (10’)
Aim: To allow students to apply what they have learnt (vocabulary and grammar) into
practice through a project.
- Teacher sets the context of a School
 TEACHER AND SS’ ACTIVITIES CONTENTS & BOARD DISPLAY
Convention that will be occurred right
now in the classroom.
- Teacher divides students into 4 big
groups. Each group will act as a
representative of a school, come to the
convention to introduce and enroll new
students.
- Teacher lets the groups discuss and
summarise the information and design A0
size posters about their school.
- Teacher asks the class to listen to the
reports and ask questions if they would
like to.
- Students will critically evaluate all the
posters, then give 1 vote for the most
attractive poster.
- Teacher gives comments and feedback
to all 4 posters and awards special prize
to the group which has the most votes. *
HOME ASSIGNMENT * HOME ASSIGNMENT
- Ss copy down. - Do all the ex in the note books
- T gives the instructions. - Do Ex E 1,2/P9( EX. book ).
- Write about your dream school.
- Then T divides class into groups of 8 Ss.
V. FEEDBACK:
Class 6A: ………………………….......………………………………………………………
Class 6B: ………………………….......………………………………………………………
Class 6C: ……...........................................................................................................................