Unit 1

Hai Ba Trung Inter-level School English 6
INTRODUCTION TO ENGLISH 6
Week 1 Period: 01
Class Date of preparing Date of teaching
6A2 31/08/2023
I. OBJECTIVE
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: Use lexical items related to text books, and the way to learn English in
class; at home... some classroom languages.
* Grammar: present simple tense; present continuous…
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.
3. Qualities:
- To teach Ss the love of English; the love of their new school. The awareness about
importance of learning English.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
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: Vũ Thị Mai Anh 1

- Teacher introduces his/ herself and let Sts introduce

themselves.
Step 2: Task performance
- Teacher gives 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:
- T provides some information about England, let Sts
listen and answer the questions. (if any)
- T asks sts some questions about England. Picture about London (Big Ben picture)
- What do you know about England? -Sts answer: It’s in London in England.
T gives sts something about England and English. -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
Step 3: Report and discussion about them in the progress of learning
- Sts take notes some information. English.
- T asks Sts to 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:
- T provides information about the books and let sts
answer the questions and take note.
Step 2: Task performing
- T proves some information about the books. - How many units are there in English 6
- Sts take notes as required. 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
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 - Sts’s opinions
- 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.
Step 4: Judgement
- T summarizes Sts’ opinions, 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:
Step 1: Task delivering (Home assignment)

- T summarizes Sts’s opinions and gives 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 notes 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 requires Sts do homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

Unit 1: MY NEW SCHOOL

Lesson 1: GETTING STARTED- P6,7
A special day
Week 1 Period: 02
6A2 31/08/2023
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objective:
1. Knowledge:
* Vocabulary: Understand the key words: calculator (n), uniform (n), smart (adj), wear
(v)
* Pronunciation: Pronounce the following words, word clusters correctly: calculator,
uniform, smart, wear
* Grammar:
- Use the combinations: to play, to do, to have, to study + Noun;
- Use the present simple;
- Use the adverbs of frequency;
2. Competencies:
- Improve group work and independent working, pair work, linguistic competencies,
cooperative learning and communicative competencies.
- Use reading, speaking skills to read the conversation, to complete the sentences,
to match the words.
3. Qualities:
- Love and care for their new friends and new school.
II. PREPARATIONS
III. PROCEDURE
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:
3. Products:
- Introducing themselves to make more new friends.
4. Implementation:
- Teacher instructs
- Chatting
Step 2: Task performance Chatting.
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to create
a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new class… - Introduce themselves (name; age;
- Have Ss to introduce themselves. address; likes; dislikes ….friends…)
- 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…

- Sts work in group to introduce themselves.
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 CONTENTS
AND STUDENTS' ACTIVITIES
- T sets the scene/ context for the listening and
reading.
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 to 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 vocab
- calculator (n): máy tính
(situation, regalia, translation.)
- uniform (n): đồng phục
- smart (adj): thông minh
+ Follow the seven steps of teaching vocab.
- wear (v): mang, mặc, đội.
+ Check vocabulary.
+ Sts take note.
- Call on some groups of Ss to read the conversation
aloud.

- Sts write down the new vocabulary.

- T asks Sts to answer some more questions about
the conversation.
Step 4: Judgement
- T gives feedback on the reaction of Sts
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:
- T let Sts learn Task 2 – Getting Started - Unit 1
2. Read the conversation again and tick (√) T (True) 2. Read the conversation again and
or F (F)/ tick (√) T (True) or F (F)
- Ask Ss to read the conversation again and tick (√) T
(True) or F (F)/ Page 7 Key:
- Sts do the tasks 1.T
- Play the recording once more for Ss to understand the 2.F
conversation better. 3.T
- Explain the strategies of doing True - False exercise 4.T
to Ss: Read each statement carefully, identify and 5.F
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 in each
- T may instruct Ss how to do the exercise: gap.
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 Key:

the noun uniforms to fill the blank. 1. wear 2. has

- Model with the first sentence. “Wear” 3. go 4. uniforms
- Ask Ss to work independently to fill each blank with 5. subjects
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 asks Ss to identify the tense used in these sentences.
Tell them that it is the present simple tense, and they 4. Match the words with the school
are going to learn it in this unit. things. Then listen and repeat.
4. Match the words with the school things. Then * Key + Audio script:
listen and repeat. 1. school bag 2. compass
- Ask Ss to match the words with the school things. 3. pencil sharpener 4. rubber
- Play the recording for Ss to listen and check their 5. pencil case 6. calculator
matching.
- Ss listen again and repeat. Then let them practise - Look around the class. Write the
saying the names of school things. names of school things you see in your
- Explain the meanings if necessary, notebook. `
e.g. use visual aids in the classroom
5. Look around the class. Write the names of school - Listen to the instructions carefully
things you see in your notebook. then do the tasks.
- Tell Ss to look around the class. - desks, notice board, pictures…..
- Point to each student and ask what he / she sees / has
around him / her (e.g. table, desks, notice board, - Take notes
pictures, etc.).
- Let them practice the words, write them in their
notebook and make sentences with the words if there is
time.

- 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 notes. Home assigment
4. Implementation:
- 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 assignment. * Home assigment:
Step 2: Task performance - Read again the conversation on page
- Teacher summarizes all opinions. 6.
- Do more exercises in workbook.
- T let Sts take notes the homework.

- T says something about the class time.
-Step 4: Judgement
T gives feedback and requires Sts do homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

Unit 1: MY NEW SCHOOL

Lesson 2: A CLOSER LOOK 1- P8
Week 1
Period: 03
6A2 31/08/2023
I. OBJECTIVES
1. Knowledge:
* Vocabulary: Understand the key words: school lunch (n), exercise (n), English (n),
history (n), homework (n), science (n), football (n), lessons (n)…
* Pronunciation:
- Pronounce the following words, word clusters correctly: school lunch, exercise,
English, history, homework, science, football, lessons, music…
- Pronounce the sounds /a:/ and / / correctly.
* Grammar:
- Use the combinations: to play, to do, to have, to study + Noun;
- Use the present simple;
- Use the adverbs of frequency;
2. 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:
- Love and care for their new friends and new school.
II. PREPARATIONS


III. PROCEDURE
1. Aim:
- Revise the old lesson.
- Do some activities to creat a friendly and relaxed atmostphere to warm up to the new
lesson…
2. Content:
3. Products:
- A friendly and relaxed atmostphere to the new lesson.
4. Implementation:
- Teacher instructs
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
- Chatting
Step 2: Task performance Chatting.
- Teacher (T) asks Ss some questions - What are your feelings about the last class
about them and class. time?
- T encourages Ss to talk in English as much - Are you interested in the lesson?
as possible. - Do you like the new school?
+ 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 8 and
introduce what they are going to study…

Step 4: Judgement
Activity 2.

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.
- To put the words in the correct columns.
3. Products:
- Vocabulary about the topic.
- Combination of a verb and a noun.
4. Implementation:
ACTIVITIES
- T sets the scene/ context for the listening and
reading.
- T asks the whole class to do the Tasks in A
Closer Look 1
1. Listen and repeat the words.
- Ask Ss to listen and repeat the words/ Page * Vocabulary:
8. - science (n): môn khoa học
- Have Ss look at the pictures and think about
the meaning of the words. - history (n): môn lich sử
- Students (Ss) listen to the instructions - exercise (n): bài tập
carefully and learn how to do the tasks. * Audio script:
*Pre-teach vocabulary:
+ Teacher uses different techniques to teach 1. Listen and repeat the words
vocabulary (situation, realia, translation….)
+ Follow the seven steps of teaching vocab. - school lunch - exercise
* Checking vocab: Slap the board - English - science
- history - football
- Play the recording and let Ss listen.
- Play it twice or more with pauses for them to - homework - lessons
repeat each word. - music
- Sts repeat in chorus and individually.
- Correct their pronunciation.
- Give the comments.
- Call on some Ss to read the words aloud.
-Sts take notes all the words.

- Sts check the meanings of the words

2. Work in pairs. Put the words in 1 in
the correct columns./P.8
- T_Ss 2. Put the words into groups
- Ask Ss to look at the table and learn how
to do it. play do have study
- Explain to Ss that in English some verbs football homework school- English
and nouns go together and some don’t. music exercises lunch history
- Ss work in pairs. Tell them to put the lessons science
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 answers.
-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
- Sts write down the new vocabulary.
- T asks Sts to answer some more questions
about the lesson.
Step 4: Judgement
- T gives feedback on the reaction of Sts
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:
ACTIVITIES
- T lets Sts learn Task 2 – Getting Started -
Unit 1
3. Put one of these words in each blank. 3. Put one of these words in each blank.
- Ask Ss to do activity 3.
- Ask Ss to work independently or in pairs * Key:
to fill each blank with the right word. 1. homework 2. football 3. lessons
- Sts listen to the instructions clearly. 4. exercise 5. Science
- 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.
- Sts take note.
Extension:
- lf 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 sounds /a:/ and / / .

- Let Ss practise the sounds /a:/ and / /

together. Ask Ss to observe the T's mouth 4. Listen and repeat. Pay attention to the
when pronouncing two sounds.
sounds /a:/ and / /.
- Play the recording and ask Ss to listen to
these words and repeat. * Audio script:
- Sts listen carefully- Check the answers. 1. /a:/: smart art carton class
- Sts listen and repeat. 2. / / subject study Monday compass
- Play the recording as many times as
necessary.
- Check the meanings if necessary,
5. Listen and repeat. Then listen again
and underline the words with the
sounds /a:/ and / /
- Have Ss quickly read the sentences and
underline the words having the sounds 5. Listen and repeat. Then listen again and
/a:/and / /. underline the words with the sounds /a:/ and
- Play the recording for Ss to listen and / /
check the words that they have underlined. 1. My brother has a new compass.
- Have them work in pairs to compare 2. Our classroom is large.
their answers. 3. They look smart on their first day at school.
- Check Ss'answers. 4. The art lesson starts at nine o’clock.
- Play the recording again. Let Ss listen 5. He goes out to have lunch every Sunday.
and repeat sentence by sentence, paying
attention to the underlined words.
- Ss work independently.
- Share the answers.
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.

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:
ACTIVITIES
- Ask one or two Ss to tell the class what they * Home assigment:
have learnt. - Do more exercises in workbook.
- Ask Ss to say aloud some words they - Make 10 sentences using the words and phrases
remember from the lesson and make in the lesson and write down in notebook.
sentences with them.
- Home assigment.
- Teacher summarizes the lesson.
- T lets Sts take notes the home

assignment.
- T asks Sts to answer about school.
-Step 4: Judgement
- T gives feedback and requires Sts do
homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

UNIT 1: MY NEW SCHOOL

Lesson 3: A CLOSER LOOK 2- P9,10
Week 2
Period: 04
6A2 31/08/2023
I. OBJECTIVES
1. Knowledge:
* Vocabulary:
- Understand the meaning of the adverbs of frequency and these words: playground
(n), library (n), get up (v)
* Pronunciation:
- Pronounce the words: playground, library, get up, adverbs of frequency correctly.
* Grammar: Understand and use the present simple and the adverbs of frequency
2. Competencies:
a. General competencies
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
b. Specific competencies
- Use speaking and writing to do the exercises given: choose the correct verbs,
make questions...
3. Qualities:
- To teach ss to love of their new school, how to keep it beautiful and attractive.
II. PREPARATIONS
Teacher: Laptop, loudspeaker, projector…

Students: Text books, studying equipment’s…
III. PROCEDURE
1.Warm-up (5’)
1. Aim: To activate students’ prior knowledge related to the targeted grammar of present
simple tense and to increase students’ interest.
2. Contents: Game: Sentence puzzling (the simple present)
3. Products: Students complete the sentences.
4.Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
I.Warm up (GW)
Step 1: Task delivering - Game: Sentence puzzling
- Teacher divides the class into 4
groups.
- Teacher delivers a set of word 1. Peter lives near his school.
cards which are jumbled sentences 2. We go to the same school.
in present simple to each group. 3. They have new subjects.
Step 2: Task performance 4. We always look smart in our uniforms.
- Students will have to work in
groups to create as many correct
sentences from the word cards as
possible.
- Present correct sentences from the
word cards
Step 4: Judgment
- Others listen and give comments.
- T checks and gives comments
- The group with the most correct
sentences will be the winner.
2. Presentation (10’)
1. Aim: To help students know and understand the use of the present simple tense.
2. Contents: Introduce the present simple tense.
3. Products: Understand and know how to use the present simple tense
4.Implementation
TEACHER AND CONTENTS
STUDENTS’
ACTIVITIES
-Lead in: Teacher draws

students’ attention to the form - Model sentences:

of the sentences created in the 1. Peter lives near his school.
game and asks them whether 2. We go to the same school.
they 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 + V-inf + … .
grammar focus of the lesson: + Interrogative: Do/ Does + S + V-inf + … ?
->Yes, S + do/does.
- Teacher gives students some No, S + don’t/ doesn’t.
time to study the grammar
box.
3. Practice (20’)
Task 1: (5’)
1. Aim: To introduce the targeted grammar of the present simple tense..(10’)
2.Content: Choose the correct answer A, B or C
3. Products: Students choose and say the key aloud
4.Implementation:
STUDENTS’ ACTIVITIES
Task 1:T –Ss : Ss- Ss Task 1: Choose the correct answer A, B or C
Step 1: Task delivering Answer key:
- Teacher has students work 1. A 2. C 3. B 4. A 5. C
independently, look at the
form and do Exercise 1 – page
9.
- Teacher lets students work in
pairs and exchange the The present simple verbs with he / she / it need an
answers before checking with s / es.
the whole class (explain each
sentence if necessary).
- SS work in pairs and
exchange the answers
- SS perform the answers
Step 4: Judgment
- Others listen and give
comments.
- Ss copy.

- Have Ss read the

Remember!box. Direct their
attention to the present simple
tense form for third person
singular
Task 2: (5’)
1. Aim: To help students know and understand the use of the present simple tense.
2. Content: Write the correct form of the verbs.
3. Products: Students’ correct answers on the board.
4.Implementation :
Teacher’s and Ss’ activities CONTENTS
Task 2: T - Ss, Ss – Ss Task 2: Write the correct form of the verbs
Step 1: Task delivering Answer key:
- Teacher asks students to work 1. has
independently, write the 2. Do you have
correct form of the verbs 3. like
Step 2: Task performance 4. Does Vy walk
- Write the correct form of the 5. ride
verbs 6. go
- Teacher calls 1 or 2 students
to write their answers on the
board
Step 4: Judgment
- Check their answers sentence
by sentence.
comments.
- T checks and gives comments.
- Ss copy.
Task 3:(5’)
1. Aim: To help Ss revise some adverbs of frequency they already learnt.
2. Contents: Put the words in the blanks
3. Products: Student read sentences aloud.
4. Implementation:
Teacher’s and Ss’ activities CONTENTS
Task 3:T-Ss, Ss-Ss Task 3: Put the words in the blanks.
- Elicit adverbs of frequency 2. ADVERBS OF FREQUENCY
- Tell Ss to look at the two - Model sentences:
examples carefully.Then ask
them about the position of the - We often ride our bicycles to school.
adverbs of frequency, and the - They don’t often go to the cinema

meaning of those. Tell them to -( always, usually, sometimes, rarely, never)

recall all the adverbs of - Note: We usually place the adverb of frequency
frequency they know. before the main verb
Task 3 : Fill the blanks with sometimes, usually or
Task 3 : T –Ss ; Ss- Ss never.
Step 1: Task delivering - Answer key:
- Teacher shows the graph and 2. usually
lets students fill in the blanks 3. sometimes
with suitable adverbs of 5. never
frequency: sometimes, usually - Write a sentence with one of these adverbs.
or never (Exercise 3 – page 10) 1. I always do my HOME ASSIGNMENTS after school
- Teacher lets students work in 2. He usually watches TV in the morning.
groups of four to make 5 ………………………………………………..
sentences using the 5 adverbs of
frequency above.
- SS work in groups of four to
make 5 sentences using the 5
adverbs of frequency above.
- SS present 5 sentences using
the 5 adverbs of frequency
above.
Step 4: Judgment
- Checks answers and gives
feedback.
Task 4:(7’)
1.Aim: To give students to use the present simple tense with adverbs of frequency correctly
in context.
2.Content: Choose the correct answer A or B to complete each sentence.
3.Products: Students’ answers in their notebooks ( Students share with the whole class )
4.Implementation:
Task 4: T - Ss, Ss - Ss Task 4: Choose the correct answer A or B to
Step 1: Task delivering complete each sentence.
- Teacher has students complete
Exercise 4 – page 10 Answer key:
independently. 1. B 2. A 3. A 4. B 5. A
- SS complete Exercise 4 – page
10 independently.
- SS exchange their answers

Step 4: Judgment
comments.
- Ss copy
4. APPLICATION (7’)
1.Aim: - To help students use correctly the present simple tense.
- To improve cooperative skill.
2. Content: Make questions then interview your partner.
3.Products: Role play ( ask and answer correctly)
4. Implementation:
Task 5: T - Ss, Ss - Ss Task 5: Work in pairs. Make questions then interview
Step 1: Task delivering your partner.
- Teacher has students work on Q1: you/ often/ ride your bicycle/ to school
the Ex. 5, p. 10 in pairs. Q2: you/ sometimes/ study in the school library
- Teacher checks the answers by Q3: you/ like/ your new school
playing a game. Teacher Q4: your friends/ always/ go to school/ with you
divides students into 2 teams, Q5: you/ usually/ do your homework/ after school
2 students in each team choose - Answer key:
a set of questions (which are 1. Do you often ride your bicycle to school?
the questions 1-5 2. Do you sometimes study in the school library?
3. Do you like your new school?
- Each team choose a set of
questions 4. Do your friends always go to school with you?
Ex. 5, p. 10). Teacher may add 5. Do you usually do your homework after school?
more questions if necessary)
then interview each other. - Make 5 sentences using the present simple tense, using
Step 3: Report and discussion adverbs of frequency.
- SS interview each other. - Do B4,5,6/ p5-6 in the workbooks
Step 4: Judgment
comments.
- Ss copy.
- The team with higher score is
the winner.

IV. FEED BACK

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………………………………………………………………………………………………..
………………………………………………………………………………………………..

Lesson 4: Communication
Week 2
Period: 05
6A2 31/08/2023
I. OBJECTIVES: By the end of the lesson, Ss are expected to achieve the following
objectives:
1. Knowledge:
* Vocabulary: Understand some every day English phrases and expressions and these
words: share (v), classmate (n), keep (v), secret (n)
*Pronunciation: Pronounce the English phrases and expressions and these words:
share , classmate, keep, secret correctly.
* Grammar: Revise the simple present.( yes/no questions). Introducing someone: This is
… .; Nice to meet/ see you; Nice to meet/ see you, too.
2. Competencies:
- Developing: pair, group and presentation.
b. Specific competencies
- Use listening and speaking to introduce someone and practice asking and answering
about someone using yes/no questions.

3. Qualities: To teach SS to work hard, love their school and friends, know what good
qualities a good friend should have.
II.PREPARATIONS
1. Teacher: Laptop, loudspeaker, projector…
2. Students: Text books, studying equipment’s….
III. PROCEDURE:
1.Warm-up (5’)
1. Aim: To introduce the topic.
2.Contents: Students to talk about what he/she does every day; some questions about
making friends
3. Products: Students perform in front of the class, students’ correct answers.
4.Implementation:
ACTIVITIES
- Warm up (Team work)
Step 1: Task delivering - Game: “ Who knows more?”
- Teacher divides the class into 2 teams.
- Teacher shows pictures of some famous pairs
of friends around the world, asks students to
name them.

Tom and Jerry Woody and Buzz
- Sts work in group and give the correct answers.

- The team that gives more correct names is the
winner.
Step 4: Judgment Lisa and Rose Spongebob and Patrick

- Teacher checks and gives comments
- 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
Harry Potter and Leonardo DiCaprio
friend in our lesson today.
Hermione Granger and Tobey Maguire
2. Presentation (10’)
- EVERYDAY ENGLISH
1. Aim:
- To prepare students with vocabulary related to the topic My New School;
- To introduce the structure of introducing someone.
2. Contents: Some new words about related to the lesson.

3. Products: Read and understand the meaning of words.
4.Implementation:

ACTIVITIES
- Pre teach vocabulary 1. VOCABULARY:
Step 1: Task delivering - share (v) : chia sẻ
- Teacher use different techniques to - classmate (n): bạn cùng lớp
teach vocab (pictures, situation, realias). - keep (v): giữ, giữ gìn
Step 2: Task performance - secret (n) : bí mật
- Repeat in chorus and individually.
- Some ss read aloud.
- Checking vocab: < rub out and
remmeber>
Step 4: Judgment
- Copy all the words.
Task 1: T –Ss : Ss- Ss
Step 1: Task delivering 2. SENTENCE STRUCTURE
- Teacher lets students listen and read the INTRODUCING SOMEONE
dialogue, asks them what the characters say
when they first meet someone. Task 1: Listen and read the dialogue.
Step 2: Task performance This is Duy… .
- Students to share their opinions in pairs Nice to meet/ see you.
Step 3: Report and discussion Nice to meet/ see you, too
- Ss present their opinions
Step 4: Judgment
- Teacher gives more explanations and writes
down the structure of introducing someone.
3. Practice (25’)
Task 2: (5’)
1. Aims: To practice the structure of introducing someone.
2. Contents: Practise introducing a friend to someone.
3. Products: Role play and practice in front of the class fluently.
4.Implementation:
CONTENTS
TEACHER AND STUDENTS’

ACTIVITIES
Task 2:T –Ss : Ss- Ss Task 2: Work in groups. Practise introducing
Step 1: Task delivering a friend to someone.
- Teacher asks students to work in groups of
four, introducing themselves to the group Example:
members, using structures above. Thien: Huy, this is Huong, my new friend.
Step 2: Task performance Huy: Hi, Huong . Nice to meet you.
- Ss introduce themselves to the group Huong: Hi, Huy. Nice to meet you, too.
members, using structures above.
Some students introduce their new
friends to the whole class.
Step 4: Judgment
- Teacher gives feedback and
corrections (if necessary).

ACTIVITIES
Task 3: T - Ss, Ss – Ss Task 3: Read and tick the questions you
Step 1: Task delivering think are suitable to ask a new friend at school.
- Ask Ss to read and tick the questions 1. Are you from around here?
individually. Then let them discuss the 2. Do you like music?
questions in groups 3. How much money do you get?
Step 2: Task performance 4. What is your favourite subject at school?
- Read and tickthe questions individually 5. Are you hungry now?
- T asks them to add 2 more questions to the 6. Do you play football?
list 7. How do you go to school every day?
- Discuss the questions in groups 8. Where do you often go shopping?
- interview
Step 4: Judgment
Task 4:(3’)
1.Aim: - To identify qualities of a good friend
-To help Ss revise yes / no questions with the present simple
2. Content :. Friendship quiz. ( some questions about a good friend)
3. Products: Students’ correct answers. (work independently)
4.Implementation:
ACTIVITIES
Step 1: Task delivering Task 4: Friendship quiz.
- T asks students to work

independently and do the quiz in Ex. 4, p. 11 E.g. friendly, generous, helpful,

Step 2: Task performance cheerful, etc.)
- Ss do the quiz in Ex. 4, p. 11 Task 5: Work in groups. Take turns to interview
Step 3: Report and discussion the others, use the questions above.
- Ss write the words.
Step 4: Judgment E.g. Friends are forever.
4. APPLICATION (5’GW/ IW)
1. Aim: To apply the knowledge they have learnt in this lesson.
2. Content : Interview the others, use the questions “ How is a good friend?”
3. Products: Students ask and answer exactly ( group work )
4.Implementation:
ACTIVITIES
Task 4: T - Ss, Ss – Ss
Step 1: Task delivering ( home assignment)
- Teacher ask students do C1,2,3 in the - C1,2,3/ p6
workbooks. - Project/ p15
- Project/ p15
Step 2: Task performance Design
- Ss do them at home. YOUR DREAM SCHOOL
- Draw a pictures of their school in groups of
4.
- Ss discuss the tasks with their friends.
Step 4: Judgment
IV. FEED BACK

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…………………………………………………………………………………………………
.

Lesson 5: SKILLS 1 - P12
Week 2
Period: 06

6A2 31/08/2023
I. OBJECTIVES
1. Knowledge:
-Vocabulary:
- Understand the key words: International( adj), boarding school (n), lower secondary
school, mountain (n), field (n), computer room (n), library (n), school garden, club (n)
- Pronunciation: Pronounce the words correctly: International , boarding school, lower
secondary school, mountain, field, computer room, library, school garden, club
- Grammar:
- The present simple to talk about fixed actions
2. Competencies:
-Form and develop pair work and presentation, self- assessment
- Use reading skill to read and understand the paragraph, answer the questions.
- Use speaking skill to talk about the school they like.
3. Qualities:
- To teach to love their school, friends.
- 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
III. PROCEDURE

1. Aims:
- To develop student’s reading skills for specific information (scanning). It also provides
input for the speaking skills. To provide further practice to support students in their spoken
English.
2. Contents:
- Revision of the old lesson. Having some warm-up activities to create a friendly and
relaxed atmosphere to inspire Ss to warm up to the new lesson.
3. Products:
- Interests and concentration of Ss on the class activities.
- A friendly and relaxed atmosphere to the new lesson.
- A chance to speak English and focus on the topic of the lesson.
4. Implementation:

- Teacher instructs
- Ss perform as required
- Chatting
Pre - reading I can see three schools.
- Teacher (T) asks Ss some questions about them I can see many students in the school yard.
and class. The school in the first picture is very big
- T asks Ss to open their book and introduce what and nice.
they are going to study….
- T asks the class to look at three pictures first.
Encourage Ss to give their ideas (as many
sentences as possible) E.g. In picture 1, What
can you see? How is the school? Where are they?
- Sts look at the pictures and answer the teacher’s
questions.
- T leads in the lesson.
- Sts join in the discussion and do as required.
Step 4: Judgement
Activity 2.
1. Aims:
- To get Ss acquainted with a reading skills.
- To help Ss understand and activate their knowledge of the topic of the lesson.
2. Contents:
- To pracice using the present simple in context.
- Elicit vocabulary by using pictures or real items.
3. Products:
- Vocabulary about the topic.
- Development of reading skills by looking at the pictures and doing the matching.
4. Implementation:
- T sets the scene/ context for the listening and reading.
- T asks the whole class to do the Tasks in Skills 1.
While- reading
Task 1. Look at the pictures and quickly read the
passages. Match 1-3 with A-C. 1. Look at the pictures and quickly
-Pre-teach vocabulary: read the passages. Match 1-3 with A-
+ Teacher uses different techniques to teach C.

vocabulary (situation, realia….) -Vocabulary:
+ Follows the seven steps of teaching vocab. 1. international /ˌɪntəˈnæʃnəl/ (adj): thuộc
+ Checks vocabulary. về quốc tế
-Asks Ss to do the task 1 on page 12. 2. boarding school /ˈbɔːr.dɪŋ ˌskuːl/ (n):
- Teacher gives instructions. trường nội trú
- Tells Ss to read the three passages quickly and 3. lower secondary school /ˈləʊə
check their ideas. ˈsɛkəndəri skuːl/: trường trung học cơ sở
- T sets a strick time limit to read. 4. mountain /ˈmaʊntən/ (n): núi
- T tells Ss a tip: Ss read the first sentence of each 5. field /fiːld/ (n): cánh đồng
paragraph. This sentence often gives you the topic 6. computer room /kəmˈpjuːtə/ /ruːm/ (n):
of the paragraph. phòng máy vi tính
- T may call Ss to read aloud each paragraph 7. library /ˈlaɪbrəri/ (n): thư viện
- T observes and helps Ss when and where 8. school garden /skuːl/ /ˈgɑːdn/ (n): vườn
necessary. trường
- T checks the answers. 9. club /klʌb/ (n): câu lạc bộ
Task 2. Read the passages again and complete
these sentences. - Key: 1. C 2. A 3. B
- T asks Ss to read the passages again, then - Paragraph 1: Sunrise: a
find the words and phrases to complete the boarding school in Sydney.
sentences. - Paragraph 2: Anson : a lower
- T helps Ss to give the meaning of the words secondary school in Bac Giang;
or explanations, or examples, or the Vietnamese - Paragraph 3: Dream: an
equivalent. International school
- T tells Ss to pay attention to the context of
the words.
- T asks Ss to note where they found the 2. Read the passages again and
information, then help Ss to complete the sentnecs. complete these sentences.
- T checks and confirms the correct answers. Key:
Step 3: Report and discussion 1. boarding
- Sts write down the new vocabulary 2. Sydney
- T asks, Sts answer some more questions about the 3. Mountains and green fields
lesson 4. Dream School.
Step 4: Judgement 5. English- speaking teachers.
- T gives feedback on the reaction of Sts.
ACTIVITY 3: PRACTICE (20' )
1. Aims:
- To help Ss practise using verbs in the present simple in sentences and in context.
- To help Ss further develop their reading skills for specific information. (scanning)
- To help Ss prepare ideas for the speaking activity.
- To provide an opportuniy for Ss to practise making their choice of the type of school they
would like to go to, and give reasons.
2. Contents:
- To use present simple to do the exercises.

- Answer the questions for more information to develop their reading skills
3. Products:
- Understand more about using the words in contexts.
- Getting more information to understand the three passages.
- To practice speaking by asking and discussing the choices of the type of school…
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTSS
- T lets Ss study the examples, consume the rules and
do the exercises
Task 3. Answer the questions: 3. Answer the questions:
- T asks Ss to read the passages in detail to answer Sunrise is a boarding school in Sydney.
the questions. Students study and live there. About 1,200
- T gives instructions how to do this kind of boys and girls go to Sunrise. It has students
exercise. from all over Australia. They study subjects
- T explains the strategies if necessary [e.g. reading like maths, science and English.
the questions, understanding the key words, An Son is a lower secondary school in Bac
locating the key words in the text, and then reading Giang. It has only 8 classes. There are
that part and answering the questions..]. mountains and green fields around the
- T sets the longer time limit for Ss to find the school. There is a computer room and a
answers to the questions. library. There is also a school garden and a
- T lets ss compare the answers with partners before playground
discussing them in class. Dream is an international school. Here
- Sts works in pairs ask and answer the questions. students learn English with English-
- T allows Ss to read the three passages in chorus speaking teachers. In the afternoon, they
once. join many interesting clubs. They play
- T calls on some Ss to read aloud three passages to sports and games. Some students do
the class. paintings in the art club.
- T checks their pronunciation and intonation. Key:
- T checks and confirms the correct answers. 1. Sunrise (is).
Task 4. Which school in 1 would you like to go 2. It is in Bac Giang.
to? Why or Why not? Complete the table. 3. Yes, there is.
- T asks Ss to refer back to the passages in 1. 4. Dream School students join many
- T asks them to give some background of the three interesting clubs.
schools: Sunrise School, An Son School, and Dream 4. Which school in 1 would you like to
School. go to? Why or Why not? Complete
- T allows Ss time to answer the questions: Which the table.
school (among the three above) would you like to
go to? Why?
- T asks Ss to complete the table in their notebooks. Examples:
Then arranges Ss in pairs. A: Which school would you like to go to?
- T lets them study the example, then discuss their B: I'd like to go to Dream School.
answers, and explain why. When they finish, ask A: Why?
some Ss to present in front of the class, then the B: Because I'd like to paint in the art club.
class comments on their friends' pronunciation and
grammar.
- T discusses any common errors and provide
further practice if necessary.
- Discuss your choice with a friend
- T may ask Ss to work in groups to do project/15
1. Aims:
- To help Ss revise all they have learnt.
- To give home assigment.
2. Contents
- A mind map summarising the main points of the lesson.
- Home assignment.
3. Products:
- Review the old lesson.
- Take notes home assignment.
4. Implementation:
- T has Ss summarize what they have learnt with the - Home assignment:
two skills. - Practice asking friends questions about
- T can instruct them to draw a mind map to the school you would like to choose?
summarize the main points of the lesson. Why?
- Home assignment - Do D1,2,3/ p7,8 in workbooks.
- Teacher summarizes the lesson.
- T lets Ss take note the home assignment.
- T asks Ss to answer about school.
-Step 4: Judgement
- T gives feedback and requires Ss do home
assignment.
IV. FEED BACK
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………


Lesson 6: SKILLS 2
Week 3 Period: 07
6A2 31/08/2023
I. OBJECTIVES
1. Knowledge:
-Vocabulary:
+ Understand the key words: foreign language, helpful, favourite, friendly, biology.
- Pronunciation: Pronounce the words: foreign language, helpful, favourite, friendly,
biology correctly
- Grammar: Understand and use the present simple
2. Competencies:
- Improve probem-solving, presentation, creativeness...
-Use listening skill to listen for specific information about Janet talking about her school
-Use writing skill to write a paragraph about their own school.
3. Qualities:
- Ss realize the importance of learning English.
- Ss have the good attitude to working in groups, individual work, work actively
II. PREPARATIONS
Students: pencils
III. PROCEDURE
1. Aim:
- To develop student’s listening skills for specific information. It also provides input for the writing
skills.
2. Content:
- Revision : Describe a school you would like to go to.
- Having some warm-up activities to create a friendly and relaxing atmosphere to inspire Ss to warm
up to the new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxing atmosphere to the new lesson
- Ss pay attention to the topic: their new school.
4. Implementation:
- Teacher instructs
- Ss do as required
- Chatting
- Teacher (T) asks Ss some questions about them and
class.
- Students (Ss) listen and answer the teacher’s or
friend’s questions
- T asks Ss to open their book and introduce what they
are going to study….
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to the lesson.
1. Aim:
- To get Ss acquainted with listening skills.
- To help develop Ss’ skills of listening for specific information.
2. Content:
- To pracice using the present simple in context.
- Listening to a student talking about her school to get used to listening skills
3. Products:
- Guessing the answers to the questions.
- Improvement of listening skills.
4. Implementation:
- T ask the whole class to do the Tasks in Skills 2
Pre-Listening:
Task 1. Janet, a student at Palmer School in
America, is talking about her school. Guess the 1. Janet, a student at Palmer School in
answers to these questions. America, is talking about her school.
*Pre-teach vocabulary: Guess the answers to these questions.
+ Teacher use different techniques to teach vocabulary Vocabulary:
(situation, realia….) foreign language(n): ngoại ngữ
+ Follow the seven steps of teaching vocab. helpful(adj): nhiệt tình
+ Check vocabualry. favourite(adj): yêu thích
+ Students (Ss) listen to the instructions carefully and Friendly(adj): thân thiện
learn how to do the tasks. Biology(n): môn Sinh học
+ Answer the two question before listening Answers:
- Ask Ss the questions: Who's Janet? What's the name 1. Yes, I do.
of her school? 2. No, they don’t. Vietnamese is not popular
+ Ss look at the key words before answering the enough to learn.
questions (e.g. Janet, student, Palmer School, America).
- Ss answer the questions
- Ss work in pairs and guess the answers to the two
questions.
- Compare the answers.
- Encourage them to speak English and feel free to
make guesses.
- Encourage Ss to give their answers, but do not
confirm whether their answers right or wrong.
- Play the recording. Let Ss listen once and check their
guesses.
- Ss write down the new vocabulary
- T asks, Ss answer some more questions about the
lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
1. Aim:
- To help Ss practise using verbs in the present simple in sentences and in context.
- To help Ss further develop their listening skills for specific information (scanning)
- To help Ss prepare ideas for their writing in 4.
- To help Ss practise writing a paragraph about their school.
2. Content:
- To use present simple to do the exercises.
- Listen again to get more information about schools in America.
3. Products:
- Understand the text
- Choose the correct answer correctly.
- Answer the questions about your own school to improve writing skills.
4. Implementation:
- T let Ss read the requirement, read the questions
through
While-listening
Task 2. Listen again and choose the correct answer 2. Listen again and choose the correct
A or B. answer A or B.
- Have Ss look at the sentences. Tell them how to do it. Audio script:
- Give them some strategies to do the exercise, Hi. My name's Janet. I'm eleven years old.
(e.g. reading the sentences, underlining the key words, I'm now in year 6 at Palmer School. I like it
listening to the text paying attention to the key words, here. My classmates are friendly.
and deciding on the correct option). The teachers at my school are nice and very
- Play the recording twice and allow Ss to choose the helpful, and my favourite teacher is Mrs.
correct answers as they listen. Smith. She teaches us maths.
- Ss listen to the teacher’s instructions carefully and I have two hours to study Vietnamese every
learn how to do it. week. I usually do my homework in the
- Check the meaning if necessary library. We wear our uniforms every day,
- Ss can share their answers before listening to the but today we aren't. We're going to have a
recording a final time to check. biology lesson on a farm.
- Get feedback. * Key:
- Check and confirm the correct answers. 1. A 2. B 3. B 4. A 5. A
* Post-listening
- Students tell about Janet’s school freely - Free talk
- T gives instructions and encourage Ss to tell about Her name is Janet. She is eleven years
Janet’s school, using information in Audio Script. old. She is in grade/ year 6 at Palmer
- Give some clues: her name, age, the name of her School. Her friends are friendly. The
school. Teacher, she studies Vietnamese , wear teacher in her school are nice and very
uniforms everyday,….. helpful.Her favourte teacher is Math
- Call on some Ss to talk freely. teacher….
- Correct pronunciations, grammar, vocab, intonation.
Task 3. Write the answers to the following questions
about your school. 3. Write the answers to the following
- Let Ss work individually. questions about your school.
- Guide them to write the answers to these questions in - Work individually
full sentences. - Answer the questions about the schools.
- Tell them that their sentences must be grammatically
and logically correct with the right choice of words and - Give the answers.
correct punctuation.
- Allow Ss to refer back to the reading for useful
language. 4. Use the answers in 3 to write a
- Model with some Ss. paragraph of 40- 50 words about your
Task 4. Use the answers in 3 to write a paragraph of school.

40- 50 words about your school. Sample paragraph:
- Tell Ss to write a paragraph about their school, My school is Dang hai secondary
covering as many ideas as possible to answer the School. It is in Hai an district. It has 29
questions in 3. classes with over 1000 students. We study
- Tell Ss that they can add their own ideas. many subjects: maths, history, science, and
- Ask them to pay attention to punctuation, structures, of course, English. We often play games
word choice, linking words, etc. during break time. My teachers are
- Ss work individually. Write a paragraph using friendly, and my friends are helpful. I like
answer the questions in 3 my school. (52 words)
- Write it themselves.
- T goes round helping if necessary.
- Ask Ss to write their paragraph on poster
- Other Ss and T comment on the writing.
- T collects some Ss' paragraphs to correct at home.
lesson
Step 4: Judgement
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
A mind map summarizing the main points of the lesson.
Home assignments
3. Products:
Review the lesson
Take note home assignments
4. Implementation:
- T has Ss summarize what they have learnt with the
two skills.
- T can instruct them to draw a mind map to summarize
the main points of the lesson.
- Home assignments
- Teacher ask ss to summarize the lesson
- T lets Ss take note the home assignments
Step 3: Report and discussion * Home assignments:
- T asks, Ss answer about school - Finish writing the paragraph. Copy in the
-Step 4: Judgement note books.
T gives feedback and asks Ss to do the tasks given. - Do E1,2,3 /p9 / workbook
IV. FEED-BACK:
With 6A10………………………………………………………………………………..

Lesson 7: LOOKING BACK + PROJECT
Week 3 Period: 08
6A2 31/08/2023
I. OBJECTIVES
1. Knowledge:
-Vocabulary: Review
- Pronunciation: Review
- Grammar:
+ Use the combinations: to play, to do, to have, to study + Noun.
+ Use the present simple.
+ Use the adverbs of frequency.
2. Competencies:
Group work and independent working, pair work, linguistic competencies, cooperative
learning and communicative competencies.
- Use writing, speaking to do the tasks given: write the correct words, complete the
sentences with the correct verb forms...
3. Qualities:
- Improve self- study
- The awareness about importance of learning English.
II. PREPARATIONS
Students: pencils
III. PROCEDURE
1.Aim:
- To review and drill section of the UNIT.
- To see how far Ss have progressed, and which areas need further practice.
2. Content:
- Revision: Describe a school you would like to go to.
- Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmosphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Ss do as required
- Chatting
- Teacher (T) asks Ss some questions about them and
class.
- Students (Ss) listen and answer the teacher’s or friend’s
questions
- T asks Ss to open their book and introduce what they
are going to study….
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to the lesson.
1. Aim:
- To give Ss practice in using the present simple tense in sentences.
- To help Ss revise the vocabulary items they have learnt.
2. Content:
- Revise what they have learnt during the UNIT to write the correct answer.
- Revise the vocabulary items they have learnt to do the matching.
3. Products:
- Remember the words and the use of the present simple tense.
- Remember the use the verbs: have, play, do, study…
4. Implementation:
- T ask the whole class to do the Tasks in Looking Back
Task 1. Look at the pictures. Write the correct words
in the gaps.
- Have Ss do this activity individually then compare 1. Look at the pictures. Write the
their answers with their partners. correct words in the gaps.
- Tell Ss to write the words in their notebooks. + Students (Ss) listen to the instructions
- Ask some Ss to write the answers on the board. carefully and learn how to do the tasks.
- Check and correct the mistakes. - Work individually
- Have Ss say the words. - Answer the teacher’s questions and
- Check their pronunciation enquirements.
- Listen carefully and read aloud.
Key:
Task 2. Match the words in A with the words/ 1. uniform 2. Pencilsharpener
phrases in B. 3. notebook 4. compass
- Have Ss do this activity by themselves and write their 5. calculator 6. ruler
answers in their notebooks. 2. Match the words in A with th
- Call on one or two Ss to write their answers on the words/ phrases in B.
board, then check their answers as a class. - Ss work individually. Do the tasks
- Observe and help when and where necessary, and - Share the answers.
correct Ss' pronunciation and intonation. * Key:
Step 3: Report and discussion 1. e 2. d 3. b 4. a 5. c
lesson
Step 4: Judgement
1. Aim:
- To help Ss revise the present simple tense.
- To help Ss to revise the position of adverbs of frequency in sentences.
2. Content:
- Review grammar point: Present simple tense: further practice to do exercises.
- Review grammar point: Adverb of frequency
- To do exercises.
3. Products:
- Remember the use and form of the present simple tense by doing exercises.
- Remember the use and form of adverbs of frequency.
4. Implementation:
- T let Ss study the examples, consume the rules and do
the exercises
Task 3. Complete the sentences with the present 3. Complete the sentences with the
simple. present simple.
- For these two exercises, ask Ss to do them individually - Listen to the instructions clearly
first. - Ss to work independently

- Ask Ss to check their answers with their partners - Share the answers
before discussing the answers as a class. - Copy down
- Tell Ss to keep a record of their original answers so Key:
they can use that information in their
Task 4. Complete the text with the correct form of
the verbs in brackets. 4. Complete the text with the correct
- Ask Ss to do them individually first. form of the verbs in brackets.
- Ask Ss to check their answers with their partners - Do exercises_ S_ Work individually
before discussing the answers as a class. - Give the answers
- Observe and help when and where necessary, and
correct Ss' pronunciation and intonation. Key :
- Get feedback 1. is 2. has 3. walks 4. study 5.
Task 5. Put the adverb in brackets in the correct likes
place in each sentence. 5. Put the adverb in brackets in the
- Ask Ss to read the sentences by themselves carefully, correct place in each sentence.
then recall the position of adverbs of frequency in * Key:
sentences (before the main verb). 1. I always remember to do my
- Have them write down the sentences with the adverbs homework.
of frequency in their notebooks. 2. Nick usually gets good marks in
- Let Ss do it. exams.
- Students do themselves 3. We do not often see a rabbit in town.
- Check the answers 4. I rarely read in bed at night.
- Call on some Ss to read the sentences aloud. 5. Do you sometimes sing in the shower?
- T checks their answers.
- Correct their pronunciation
- Check and confirm the correct answers
lesson
Step 4: Judgement
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
A mind map summarizing the main points of the lesson.
Home assignments
3. Products:
Review the old lesson
Take note Home assignments
4. Implementation:
- T has Ss summarize what they have learnt with the
two skills. Home assignments:
- T can instruct them to draw a mind map to - Copy all the exercises
summarize the main points of the lesson. - Finish all the exercises in the workbooks.
- Home assignments - Make more sentences using adverbs of
Step 2: Task performance frequency.
- T summarizes the main points.
- T asks Ss what they have learnt so far. Have them
recall the important elements:
+ Words / phrases and combinations related to school;
+ Sounds /a:/ and // .
+ The present simple;
+ Adverbs of frequency.
PROJECT.
-Ss exhibit the products( pictures)
-Present their pictures to the class
-Other students comments and vote
- T lets Ss take note the home assignments
- T asks, Ss answer.
-Step 4: Judgement
T gives feedback and requires Ss do the tasks given.
IV. FEED-BACK:
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Hai Ba Trung Inter-level School English 6

Teacher: Vũ Thị Mai Anh 1

- Teacher introduces his/ herself and let Sts introduce

Teacher: Vũ Thị Mai Anh 2

ACTIVITY 3: PRACTICE (20' - GW/PM/IM)

Teacher: Vũ Thị Mai Anh 3

speaking English freely.

Teacher: Vũ Thị Mai Anh 4

- T summarizes Sts’s opinions and gives some class

- T let Sts take notes the homework.

Teacher: Vũ Thị Mai Anh 5

Unit 1: MY NEW SCHOOL

Teacher: Vũ Thị Mai Anh 6

- To lead into the unit;

+ T leads to the first unit of the new school year.

Step 3: Report and discussion

Teacher: Vũ Thị Mai Anh 7

ACTIVITY 2: KNOWLEDGE FORMATION (15')

Teacher: Vũ Thị Mai Anh 8

- Sts write down the new vocabulary.

Teacher: Vũ Thị Mai Anh 9

the noun uniforms to fill the blank. 1. wear 2. has

Step 3: Report and discussion

ACTIVITY 4: APPLICATION (5' )

Step 3: Report and discussion

Teacher: Vũ Thị Mai Anh 11

Unit 1: MY NEW SCHOOL

Teacher: Vũ Thị Mai Anh 12

Teacher: Text book, laptop, loudspeaker, projector…

Step 3: Report and discussion

Teacher: Vũ Thị Mai Anh 13

Teacher: Vũ Thị Mai Anh 14

- Sts check the meanings of the words

- Understand more about using the words in contexts.

Teacher: Vũ Thị Mai Anh 16

- Let Ss practise the sounds /a:/ and / /

ACTIVITY 4: APPLICATION (5' )

Teacher: Vũ Thị Mai Anh 17

- T lets Sts take notes the home

Teacher: Vũ Thị Mai Anh 18

UNIT 1: MY NEW SCHOOL

Teacher: Vũ Thị Mai Anh 19

Students: Text books, studying equipment’s…

Teacher: Vũ Thị Mai Anh 20

students’ attention to the form - Model sentences:

Teacher: Vũ Thị Mai Anh 21

- Have Ss read the

Teacher: Vũ Thị Mai Anh 22

meaning of those. Tell them to -( always, usually, sometimes, rarely, never)

- SS exchange their answers

Teacher: Vũ Thị Mai Anh 24

IV. FEED BACK

UNIT 1: MY NEW SCHOOL

Teacher: Vũ Thị Mai Anh 25

Step 2: Task performance

Step 3: Report and discussion

Step 4: Judgment Lisa and Rose Spongebob and Patrick

2. Contents: Some new words about related to the lesson.

TEACHER AND STUDENTS’ CONTENTS

Teacher: Vũ Thị Mai Anh 27

TEACHER AND STUDENTS’ CONTENTS

Teacher: Vũ Thị Mai Anh 28

independently and do the quiz in Ex. 4, p. 11 E.g. friendly, generous, helpful,

IV. FEED BACK