UNIT 1: MY NEW SCHOOL

Lesson 1: Getting started – A special day

I. Objectives
By the end of this lesson, students will be able to gain:

1. Knowledge
- An overview about the topic My new school
- Vocabulary to talk about school things

2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Be ready to make new friends at school
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- Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 1, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. subject (n) /ˈsʌbdʒekt/ the thing that is being studied môn học

2. uniform (n) /ˈjuːnɪfɔːm/ a set of clothes that has to be worn by the đồng phục
members of the same group of people

3. calculator (n) /ˈkælkjəleɪtər/ an electronic device used for máy tính (cầm tay)
mathematical processes

2
 Anticipated difficulties Solutions
Students may lack experience of group/ team work. - Encourage students to work in groups so that they can
help each other.
- Give short, clear instructions and help if necessary.

Board Plan

Date of teaching
Unit 1: My new school
Lesson 1: Getting started

* Warm-up
Memorising game
I. Vocabulary
1. subject (n)
2. uniform (n)
3. calculator (n)
II. Practice
Task 1: Listen and read.

3
 Task 2: Read the conversation again and tick ( ) T (True) or F (False).
Task 3: Write one word from the box in each gap.
Task 4: Match the words with the school things. Then listen and repeat.
Task 5: Write names of the things you can see around the class in your
notebook.
* Homework

Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To activate * Memorising game: Team work 5 mins
students’ - Teacher divides the class into 2 teams.
knowledge on - Teacher asks students to close the books,
the topic of the shows the picture (pages 6 and 7) and asks
unit. them to memorise every detail in the picture
- To set the in 1 minute.
context for the - Teacher hides the pictures and asks
listening and questions about the picture. The team who
reading part. has more correct answers is the winner.
- To enhance 1. How many people can you see in the
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 students’ skills picture?
of cooperating 2. Who are they?
with team 3. Where are they?
mates. 4. What are the two
students carrying on their backs?
5. Where are they going to go?
Suggested answers:
1. I can see three people.
2. They are students.
3. They are at one of the boys’ homes.
4. They are carrying school bags/
backpacks.
5. They are going to go to school.
- Teacher sets the context for the listening
and reading text: Write the title on the board
A special day. Explain the meaning of special
and ask students to guess what the
conversation might be about.
Presentation - To provide VOCABULARY T-Ss 5 mins
(Vocab – students with Teacher introduces the vocabulary by:
pre-teach) vocabulary. - giving explanations;
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 - To help - showing the pictures
students be well- illustrating the words.
prepared for the 1. subjects (n) [explanations]
listening and 2. uniform (n) [picture]
reading tasks. 3. calculator (n) [picture]
Practice - To have Task 1: Listen and read. T-Ss 5 mins
students get to - Teacher plays the recording twice.
know the topic. - Students listen and read.
- Teacher checks students’ predictions.
- Teacher calls 3 students to read the
conversation aloud.

Task 2: Read the

conversation again and tick ( ) T (True) or F
(False). 7 mins
- Teacher tells students to read the
- To have conversation again and work independently
students get to find the answers. Remind students to T-Ss
specific underline the information and correct the
information false statements.
about the text. - Teacher has a student pair compare before
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 checking with the whole class.
- Teacher calls some students to give the Ss-Ss
answers.
Answer key: T-Ss
1. T
2. F
3. T
4. T
5. F

Task 3: Write one word from the box in each

gap.
- To check - Teacher has students read the conversation
students again, and work independently to put a
understand the suitable word from the box to fill in the gap.
conversation - Teacher calls one student to share his/ her
and help answer on the board. S
students use - Teacher asks students to look at the board,
the words in check their mates’ 5 mins
context. answers. T-Ss
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 Answer key:
1. wear Ss-Ss
2. has
3. go
4. uniforms
5. subjects

Task 4: Match the words with the school

things. Then listen and repeat.
*Pelmanism
- To help - Teacher divides the class into 2 teams.
students get - Teacher put two sets of cards, one includes
further pictures of school things and the other
comprehension includes their names. Members from two
of the text. teams take turns and match the names with T-Ss
the correct pictures as fast as possible. The
team matched faster and correctly is the Ss-Ss
winner.
7
mins

8
 Task 5: Write names of the things you can
see around the class in your notebook.
- To provide - Students work in groups of four to look
students with around the class and write down things they Group work 6 mins
vocabulary. can see in the class.
- To check - Students may ask the teacher if they don’t
students’ know the names of the items.
vocabulary and - Students share with the whole class.
improve group
work skills.

9
Wrap-up To consolidate Teacher asks students to talk about what T-Ss 3 mins
what students they have learnt in the lesson.
have learnt in the
lesson.
Homework To review the - Do exercises in the workbook. T-Ss 2 mins
lesson and - Think of activities students can do at school.
prepare for the
next lesson.

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

I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Use the lexical items related to the topic My new school;
- Use the combinations: to study, to have, to do, to play + N;
- Pronounce correctly the sounds /ɑː/ and /ʌ/.

2. Core competence
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities

3. Personal qualities
- Be ready to join some school activities.
- Develop self-study skills

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II. Materials
- Grade 6 textbook, Unit 1, A closer look 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Pronunciation Meaning Vietnamese equivalent
1. science (n) /ˈsaɪəns/ a particular subject that is studied using khoa học
scientific methods.
2. exercise (n/v) /ˈeksəsaɪz/ physical activity that you do to make your Bài tập/ tập thể dục
body strong and healthy.

Anticipated difficulties Solutions

1. Students may have difficulties in distinguishing Provide students some tips by identifying the letters
two sounds /ɑː/ and /ʌ/. that may include each sound.

2. Some students will excessively talk in the class. - Define expectation in explicit detail. Have excessive
talking students practise.
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- Continue to define expectations in small chunks
(before every activity).

13
Board Plan

Date of teaching
Unit 1: My new school
Lesson 2: A closer look 1
* Warm-up
Game: Hot seat
I. Vocabulary
1. science (n)
2. exercise (n/v)
Task 1: Listen and repeat the words.
Task 2: Put the words in the correct columns.
Task 3: Put the words in the blanks.
II. Pronunciation
Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/.
Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
III. Production
Game: Who is faster?
* Homework

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Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To activate * Game: Hot seat Team work 5 mins
students’ prior - Teacher divides students into 2 teams.
knowledge and Each team has a member standing against
vocabulary the board.
related to the - Teacher shows pictures of some activities
topic. one by one and other members use body
- To enhance language to let their team members guess
students’ skills the names of the activities.
of cooperating - The team with the most correct answers
with team in the fastest time is the winner.
mates. Answer key:

15
play football

listen to music

16
 skip rope

drink water

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 watch TV

play video games

Presentation To enrich VOCABULARY T-Ss 3 mins
(Vocab – students’ - Teacher introduces the vocabulary by:
pre-teach) vocabulary. + providing explanations of the words;
+ showing picture
illustrating the word.
1. science (n) [picture]
2. exercise (n/v)

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 [explanation]
Practice To teach Task 1: Listen and repeat the words. T-Ss 16 mins
students some - Teacher asks students to listen and repeat
activities they the words.
can do at - Teacher calls some students to read the
school. words aloud.

To help Task 2: Work in pairs. Put the words in

students Task 1 in the correct columns.
identify which - Teacher asks students to work in pairs and Pair work
nouns go after use the words in Task 1 to put them into
which verbs to the correct columns.
make names of - Students work in pairs and do the task.
school - Teacher calls some pairs to share their
activities. answers with the whole class.
- Teacher gives feedback and corrections (if T-Ss

necessary).
Answer key:
play do

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 football homework
music exercise
have study
school English
lunch history
lessons science
- Teacher explains which nouns go with
each verb to make meaningful names of
activities.
- Teacher asks students to work in groups
of four and add as many words into each
column as possible.
S
To help Task 3: Put the words in the blanks.
students use - Teacher asks students to work
the independently and put a suitable word in Ss-Ss
vocabulary in each blank.
context. - Teacher allows students to share their T-Ss
answers before discussing as a class.
- Teacher asks some students to share the
answers and gives feedback.
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 Answer key:
1. homework
2. football
3. lessons
4. exercise
5. science

Presentation To help PRONUNCIATION 5 mins

(Pre-teach students have - Teacher introduces 2 sounds /ɑː/ and /ʌ/ T- Ss
the sounds concept and to students and lets them watch a video
/ɑː/ and /ʌ/) identify the about how to pronounce these two sounds.
sounds /ɑː/ and https://www.youtube.com/watch?
/ʌ/. v=1F47WdIjn5U
https://www.youtube.com/watch?
v=zUpF0pYoTZ8
- Teacher asks students to give some words
they know containing these sounds.
Suggested answers:
- /ɑː/: car, start, after, party
- /ʌ/: cut, one, country
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 - Teacher draws students’ attention to the
letters containing the sounds and helps
them identify the sounds.
Practice To help Task 4: Listen and repeat. Pay attention to T-Ss 6 mins
students the sounds /ɑː/ and /ʌ/.
identify and - Teacher asks students to listen and
practise the /ɑː/ repeat.
and /ʌ/ sounds. - Students work independently.

To help Task 5: Listen and repeat. Underline the

students words with the sounds /ɑː/ and /ʌ/. Pair work
practise the - Before listening, teacher let students
sounds /ɑː/ and discuss in pairs and find the words with the
/ʌ/ in sounds /ɑː/ and /ʌ/. T- Ss
sentences. - Teacher plays the recording for students
to check and repeat the sentences.

Production To give * Game: Who is faster? Group work 5 mins

students a - Teacher divides students into groups of
chance to four, gives each group a piece of paper,
apply what they asks them to write sentences including 2
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 have learnt. features: school activities and one of the
sounds /ɑː/ or /ʌ/.
(e.g: I usually play basketball with my
brother.)
- Teacher asks each group to hand in their
paper and checks, the group with more
correcting sentences is the winner.
- Teacher invites the winner to read aloud
their sentences.
Wrap-up To consolidate Teacher asks students to talk about what T-Ss 3 mins
what students they have learnt in the lesson.
have learnt in
the lesson.
Homework To revise what - Rewrite the sentences into notebooks. T-Ss 2 mins
they have - Find 3 more school activities that have
learnt. the sound /ɑː/ or /ʌ/.

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

I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Use the present simple tense

2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Exchange personal information with friends and be friendly at school.
- Develop self-study skills

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II. Materials
- Grade 6 textbook, Unit 1, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Example
S + Vinf/ V(s/es) + … . I usually go to school by bike.
S + don’t/ doesn’t + Vinf + … . She doesn’t like school lunch very much.
Do/ Does + S + Vinf + … ? Do they live near here?
W/H + do/does + S + Vinf + … ? What do you often do after school?

Anticipated difficulties Solutions

1. Students may find it confusing when to use the Give short and clear explanations with legible

25
 present simple tense. examples for each case.

2. Students may have - Give clear instructions, give examples before letting
underdeveloped speaking and co-operating students work in groups.
skills. - Provide feedback and help if necessary.

26
Board Plan

Date of teaching
Unit 1: My new school
Lesson 3: A closer look 2
* Warm-up
Game: Sentence puzzling
I. Grammar focus
1. Present simple tense
Task 1: Elicit the present simple tense
Task 2: Choose the correct answer A, B or C. (Ex. 1, p. 9)
Task 3: Write the correct form of verbs (Ex. 2, p. 9)
2. Adverbs of frequency
Task 4: Fill the blanks with usually, sometimes or never. (Ex. 3, p. 10)
II. Practice
Task 5: Choose the correct answer A or B to complete the sentences.
(Ex. 4, p. 10)
III. Production
Task 6: Work in pairs. Make questions then interview your partner. (Ex. 5, p. 10)
* Homework

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Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To activate * Game: Sentence puzzling 5 mins
students’ prior - Teacher divides the class into 4 groups. Group work
knowledge - Teacher delivers a set of word cards which are
related to the jumbled sentences in present simple to each
targeted group.
grammar of - Students will have to work in groups to create as
present simple many correct sentences from the word cards as
tense. possible.
- To increase - The group with the most correct sentences will
students’ be the winner.
interest. Suggested sentences:
- To enhance 1. live near
students’ skills of Peter s
cooperating with his school.
team mates. 2. g to
We o
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 the same school.
3. hav new
They e
subjects.
4. We always look
smart in our uniforms.
Lead in To introduce the - Teacher draws students’ attention to the form of T-Ss 2 mins
targeted the sentences created in the game and asks them
grammar of the whether they know the target tense.
present simple
tense.
Presentation - To have 1. THE PRESENT SIMPLE TENSE 22 mins
students get to Task 1: Elicit the present simple tense.
know about the - Teacher provides or confirms the answers and T-Ss
present simple leads in the grammar focus of the lesson:
tense. Positive
To help students S + Vinf/ V(s/es) + … .
understand the Negative
use of the S + don’t/ doesn’t +

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present simple Vinf + … .
tense. Interrogative
Do/ Does + S + Vinf
+…?
Answer
Yes, S + do/does.
No, S + don’t/ doesn’t.
W/H questions
W/H + do/does + S +
Vinf + … ?
Notes
Use do/don’t with: I,
you, we, they and
singular noun forms.
Use does/ doesn’t
with: she, he, it and
plural noun forms.

-- Teacher gives students some time to study the

grammar box.

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 Task 2: Choose the correct answer A, B or C.
- To check - Teacher has students work independently, look S
students’ at the form and do Exercise 1 – page 9.
understanding of - Teacher lets students work in pairs and exchange
the present the answers before checking with the whole class Pair work
simple tense (explain each sentence if necessary).
Answer key:
1. A
2. C
3. B
4. A
5. C
Task 3: Write the correct form of the verbs.
- Teacher asks students to work independently.
To have them use - Teacher calls 1 or 2 students to write their
the grammar in answers on the board, checks their answers S
context. sentence by sentence.
Answer key: T-Ss
1. has
2. Do you have

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 3. like
4. Does Vy walk
5. ride
6. go

2. ADVERBS OF FREQUENCY
- Teacher asks students to read the sentences in
To lead in and Exercise 2 - page 9 again and asks them when to
activate student’s use the present simple tense, drawing their T-Ss
knowledge on attention to the adverbs of frequency.
adverbs of We often ride our
frequency. bicycles to school.

Task 4: Fill the blanks with sometimes, usually or

never.
- To provide - Teacher shows the graph and lets students fill in
students the the blanks with suitable adverbs of
adverbs of frequency: sometimes, usually or never T-Ss
frequency, and (Exercise 3 – page 10)

32
help them
understand the
difference in
frequency of the
adverbs.
- To have the
students use the
adverbs of Answer key:
frequency in 2. usually
context. 3. sometimes
5. never
- Teacher lets students work in groups of four to
make 5 sentences using the 5 adverbs of
frequency above.
- Teacher calls some groups to read aloud the
answers and gives feedback.

33
 Practice To give students Task 5: Choose the 4 mins
opportunities to correct answer A or B to complete each
use the present sentence. S
simple tense with - Teacher has students complete Exercise 4 – page
adverbs of 10 independently.
frequency - Teacher then asks students to exchange their Ss-Ss
correctly in textbooks to check their friends’ answers.
context. Answer key:
1. B 2. A 3. A 4. B 5. A
Production Task 6: Work in pairs. Make questions then 7 mins
To help interview your partner.
students - Teacher has students work on Ex. 5, p. 10 in Pair work
distinguish and pairs.
use correctly the - Teacher checks the answers by playing a game.
present simple Teacher divides students into 2 teams, 2 students Team work
tense. in each team choose a set of questions (which are
- To improve the questions 1-5 in Ex. 5, p. 10). T may add more
cooperative skills. questions if necessary) then interview each other.

34
The team with the higher score is the winner.

10 points: you/ like/ your new school

20 points:
Question 1: you/ often/ ride your bicycle/ to
school
Question 2: you/ sometimes/ study in the school
library
Question 3: your friends/ always/ go to school/
with you
Question 4: you/ usually/ do homework/ after
school
30 points: How often/ your mother/ pick you up/
school
Answer key:
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 1. Do you like your new school?
2. Do you often ride your bicycle to school?
3. Do you sometimes study in the school library?
4. Do your friends usually go to school with you?
5. Do you usually do your homework after school?
6. How often does your mother pick you up from
school?
Wrap-up To consolidate Teacher asks students to talk about what they T-Ss 3 mins
what students have learnt in the lesson.
have learnt in the
lesson.
Homework To review the Make 5 sentences in the present simple tense, T-Ss 1 min
knowledge that using adverbs of frequency.
students have
gained in this
lesson.

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 UNIT 1: MY NEW SCHOOL
Lesson 4: Communication
I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Use the lexical items related to the topic My new school
- Know how to introduce someone
- Ask appropriate questions when making friends at school, know what good qualities a good friend
should have

2. Core competence
- Develop creativity and communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Be ready to introduce someone.

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- Understand more about good qualities of a good friend and try to be a good friend.

II. Materials
- Grade 6 textbook, Unit 1, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Pronunciation Meaning Vietnamese equivalent
1. classmate (n) /ˈklɑːsmeɪt/ someone who is in the same class with you at bạn cùng lớp
school
2. share (v) /ʃeər/ to divide food, money, goods and give parts chia sẻ
of it to someone else

Anticipated difficulties Solutions

1. Students may have - Encourage students to work in pairs, in groups so that

38
 underdeveloped speaking and they can help each other.
co-operating skills. - Provide feedback and help if necessary.

2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in small chunks (before
every activity).

39
Board Plan

Date of teaching
Unit 1: My new school
Lesson 4: Communication
* Warm-up
Game: Who knows more?
I. Everyday English
1. Vocabulary
share (v)
classmate (n)
2. Introducing someone
This is … .
Nice to meet/ see you.
Nice to meet/ see you, too.
Task 1: Listen and read the dialogue.
Task 2: Work in groups. Practice introducing a friend to someone.
II. New friends at school
Task 3: Read and tick the questions you think are suitable to ask a new friend at school.
Task 4: Friendship quiz.
III. Producton
Task 5: Work in groups. Take turns to interview the others, use the questions above.
* Homework

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Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To introduce * Who knows more? 5 mins

the topic. - Teacher divides the class into 2 teams. Team work
- To enhance - Teacher shows pictures of some famous pairs of
students’ skills friends around the world, asks students to name them.
of cooperating - The team that gives more correct names is the
with team winner.
mates.

Tom and Jerry

41
Woody and Buzz

Lisa and Rose

42
 Spongebob and Patrick

Harry Potter and Hermione Granger

Leonardo DiCaprio and Tobey Maguire

Lead-in To lead in the Teacher leads students into the lesson by telling about T-Ss 2 mins
targeted what they are going to learn:
vocabulary Are people above good friends? Why?

43
 and Let’s find out what makes a good friend in our lesson
pronunciation today.
.

* EVERYDAY ENGLISH

Presentation To prepare 1. PRE-TEACH VOCABULARY: T-Ss 3 mins

students with - Teacher introduces the vocabulary by:
vocabulary. + giving situation;
+ giving an explanation.
1. share (v) [situation]: What action can you say when
you give your food to poor children?
2. classmate (n) [explanation]: What word can you use
to say about people who are in the same class with
you?

2. SENTENCE STRUCTURE:
INTRODUCING SOMEONE
To introduce Task 1: Listen and read the dialogue. (Ex. 1, p. 11)
the structure - Teacher lets students listen and read the dialogue, T-Ss 4 mins

44
 of introducing asks them what the characters say when they first
someone. meet someone.
- Teacher calls some students to share their opinions.
- Teacher gives more explanations and writes down the
structure of introducing someone.
This is … .
Nice to meet/ see you.
Nice to meet/ see you, too.

Practice To practice Task 2: Work in groups. Practice introducing a friend 5 mins

the structure to someone.
of - Teacher asks students to work in groups of four, Group work
introducing introducing themselves to the group members, using
someone. structures above.
- Teacher calls some students to introduce their new T-Ss
friends to the whole class.
- Teacher gives feedback and corrections (if necessary).

* NEW FRIENDS AT SCHOOL

45
 Practice To identify Task 3: Read and tick the questions you think are 14 mins
questions suitable to ask a new friend at school.
people should - Teacher has students discuss in groups of four, then Group work
ask when they asks them to add 2 more questions to the list.
first meet. - Teacher checks with the whole class. T-Ss
Task 4: Friendship quiz.
To identify Students work independently and do the quiz in Ex. 4, S
qualities of a p. 11.
good friend.

Production To apply the Task 5: Work in groups. Take turns to interview the 8 mins
knowledge others, use the
they have questions above.
learnt in this - Teacher ask students to move to places of classmates Group work
lesson. they haven’t got acquainted yet, form a new group and

interview the new mates, then give feedback on their

mates.
- Teacher calls some groups to make models.

46
Wrap-up To consolidate Teacher asks students to talk about what they have T-Ss 3 mins
what students learnt in the lesson.
have learnt in
the lesson.
Homework To review Write down the results and feedback of the previous T-Ss 1 min
what students interviews.
have learnt in
the lesson.

47
 UNIT 1: MY NEW SCHOOL
Lesson 5: Skills 1
I. Objectives
By the end of this lesson, students 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

2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skill
- Actively join in class activities

3. Personal qualities
- Understand more about their preference of different types of schools and show their love for the school.

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- Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 1, Skills 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Pronunciation Meaning Vietnamese equivalent
1. international (adj) /ˌɪntəˈnæʃən.əl/ involving more than one country quốc tế

2. boarding school (n) /ˈbɔːdɪŋ ˌskuːl/ a school where trường nội trú
students live and study
3. playground (n) /ˈpleɪɡraʊnd/ an area designed for children to play sân chơi
outside

Anticipated difficulties Solutions

49
1. Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of words.
2. Students may have - Let students read the text again (if needed).
underdeveloped reading, speaking and co-operating - Create a comfortable and encouraging environment
skills. for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.
3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in small chunks
(before every activity).

50
Board Plan

Date of teaching
Unit 1: My new school
Lesson 5: Skills 1
* Warm-up
Game: Lucky number
I. Reading
Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C.
Vocabulary
1. boarding school (n)
2. playground (n)
3. international (adj)
Task 2: Read the passages again and complete the sentences.
Task 3: Answer the questions.
II. Speaking
Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? Complete the table.
Task 5: Discuss your choice with your friends.
* Homework

51
Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To introduce * Game: Lucky number 5 mins
the topic of - Class is divided into 2 groups. Team work
reading. - Teacher prepares 7 numbers which includes 5
- To enhance questions about their school, and 2 lucky
students’ skills numbers.
of cooperating - Each team takes turns and chooses a number
with team and answers the question behind the number. If
mates. the team answers the question correctly, they
will get 1 point. If the team chooses the lucky
number, they get 1 point without answering the
question and may choose another number.
Suggested questions:
1. How many classes are there in our school?
2. Do students have to wear uniforms when they
go to school?
3. How many computer rooms does our school

52
 have?
4. Name some clubs in our school.
5. When was our school established?
Pre-Reading To lead in the Teacher leads students into the lesson by T-Ss 4 mins
reading skills. showing pictures of 3 schools Sunrise, An Son and
Dream and asks them some questions:
1. What can you see in these pictures?
2. Are these schools in the same place?
3. Which school do you think is in Viet Nam?

Suggested answers:
1. I can see three different schools.
2. No, they aren’t.
3. The second school.
While- To develop Task 1: Look at the T- Ss 15 mins
Reading reading skill for picture and quickly read the passages. Match 1-3
general with A-C.
information. - Teacher asks students to open the book, read
through the text and do Ex. 1 – p. 12.
- Teacher calls some students to give the answer,
explaining which sentence gives them the
53
 information.
Answer key:
1. C
2. A
3. B

VOCABULARY
To provide Teacher asks students to get the meaning of the
students with words boarding school, international and T- Ss
some lexical playground in
items before context.
reading the text. 1. boarding school (n) [explanation]
2. playground (n)
[visual]
3. international (adj) [explanation]
Task 2: Read the
passages again and complete the
To develop sentences.
reading skill for - Teacher asks students to read through the
specific sentences, predict what information/ what types
information. of words they have to fill in the blanks. T-Ss
54
- T lets students work independently and find the
correct answer.
- Teacher lets students pair up before checking S
with the whole class.
Answer key: Pair work
1. boarding
2. Sydney
3. mountains and green fields
4. Dream School
5. English-speaking teachers

Task 3: Answer the questions.

- Teacher asks students to read the questions and
underline key words, and reminds them to focus
on the types of information they have to find T-Ss
(What/ Where/ Which school…).
- Teacher asks students to work in pairs and find
the answer.
- Teacher calls a student to write his/her answer Pair work
on the board, then checks sentence by sentence
with the class. T-Ss
55
 Suggested answers:
1. Sunrise is a boarding school.
To identify 2. An Son School is in Bac Giang.
different 3. Yes, there is.
features of each 4. They join many interesting clubs.
school.
Pre-Speaking To help students Task 4: Which school in Exercise 1 would you like T-S 5 mins
form the ideas to go to? Why/ Why not? Complete the table.
for their - Teacher asks students to work independently
speaking. and complete the table.
- Teacher goes around and offers help if needed.
While- To help students Task 5: Discuss your choice with your friends. Group work 8 mins
Speaking use what they - Teacher tells students to work in groups of four
have learnt so and share the answer, reminding them to take
far to talk about note of the information from other members.
a school. - Teacher invites some students to share their
preparation and makes sure they speak in full
sentences.
- Students share their ideas with the whole class.
Post-Reading To help students - T allows students to give comments for their Ss-Ss 3 mins
and Speaking improve next friends and vote for the most interesting and
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 time. informative presentation.
- Check - Teacher gives feedback and comments. T-Ss
students’
understanding
about the
reading passage.
- To help some
students
enhance their
presentation
skills.
Wrap-up To consolidate T asks students to talk about what they have T-Ss 2 mins
what students learnt in the
have learnt in lesson.
the lesson.
Homework To review the - T asks students to write down their opinion T-Ss 2 mins
lesson they have about a school in their books.
learnt and - Teacher asks students to search for information
prepare for the about their school.
next lesson Skills
2.
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58
 UNIT 1: MY NEW SCHOOL
Lesson 6: Skills 2
I. Objectives
By the end of this lesson, students 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

2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Grow more feelings about friends and school
- Be encouraged to attend school activities.

59
II. Materials
- Grade 6 textbook, Unit 1, Skills 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Anticipated difficulties Solutions

1. Students may have - Play the recording many times if necessary.
underdeveloped listening skills. - Encourage students to work in pairs, in groups so that
they can help each other.
- Provide feedback and help if necessary.
2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking with students.
- Continue to define expectations in small chunks (before
every activity).

60
Board Plan

Date of teaching
Unit 1: My new school
Lesson 6: Skills 2
* Warm-up
Crossword puzzle
I. Listening
Task 1: Guess the answers to the following questions.
Task 2: Listen again and choose the correct answer A or B.
II. Writing
Task 3: Write the answers to the following questions about your school.
Task 4: Use the answer in Task 3 to write a paragraph of 40-50 words about your school. You can refer to the
reading passages to help you.
* Homework

61
Procedures

Interactio
Stage Stage aim Procedure Time
n
Warm-up - Check *Crossword Puzzle Team 5 mins
students’ Teacher divides the class into 2 teams. Each team takes work
vocabulary turns to choose a
from previous crossword, reads the clues and solves the puzzle.
lessons.
- To introduce
the topic of
listening.
- To set the
context for the 1. This is an area designed for children to play outside,
listening part. especially at school or in a park.
2. This is an adjective used to describe people who have
a clean, tidy and stylish appearance.
3. Complete the following sentence with a suitable
word:
Mrs Nguyen teaches all my history _____.
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 4. What is this subject? – [visuals]
5. What is this school thing? – [visuals]
6. This is a small electronic device that is used for
calculations.
Lead in To lead in the Teacher draws students’ attention to the word PALMER T-Ss 1 min
listening tasks. – the name of a school in America, letting them know
they are going to listen to Janet, a student from Palmer
school.

Pre-Listening To help Task 1: Guess the answer to the following questions. T-Ss 4 mins
students 1. Do you think the students there wear uniforms?
brainstorm 2. Do they learn Vietnamese as a foreign language?
and have an - Teacher lets students work in pairs and discuss the
overview questions. Encourage them to speak English and feel Pair work
about what free to make guesses.
they are going - Teacher plays the recording once. Students listen to
to listen to. check their guesses.
Suggested answers:
1. Yes, they do.
2. Yes, they do.
While- To help Task 2: Listen again and choose the correct answer A 10 mins
63
Listening students or B.
develop * Read and find the key words
listening skill Teacher asks students to read the statements, T-Ss
for specific underline the key words, reminds them to pay
information. attention to keywords while listening.
* Listen and choose the correct answer
- Teacher plays the recording.
- Teacher asks students to listen and choose the
answers.
- Teacher asks students to compare their
answer with the partner.
- Teacher calls on some students to write their answers
on the board, then play the recording once again and
check with the class.
Answer key:
1. A
2. B
3. B Ss-Ss
4. A
5. A
Audio script:
64
 Hi. My name’s Janet. I’m eleven years old. I’m now in T-Ss
year 6 at Palmer School. I like it here.
My classmates are friendly. The teachers at my school
are nice and very helpful, and my favourite teacher is
Mrs. Smith. She teaches us maths. I have two hours to
study Vietnamese every week. I usually do my
homework in the library. We wear our uniforms every
day, but today we aren’t. We’re going to have a biology
lesson on a farm.
Post- To check * Summarize the Group 5 mins
Listening students’ information of the work
understanding listening part.
of the listening - Students work in groups of four.
part. - Teacher asks students to summarize the
information in the listening part and talk about it.
- Teacher helps if necessary.
Pre-Writing - To help Task 3: Write the 5 mins
students have answers to the following questions about your school.
information - Teacher asks students to work independently to S
about their answer the questions.
school. - Teacher encourages students to write in full sentences
65
 - To help and tells them that their
students write sentences must be grammatically and logically correct
simple with the right choice of words and correct punctuation.
sentences for - Teacher allows students to look back at the reading Pair work
the next passages.
writing - Teacher asks students to compare their answers.
passage. - Teacher invites one or two students to write their T-Ss
answers on the board and gives feedback as models.
While- To let students Task 4: Use the answer in Task 3 to write a paragraph Group 8 mins
Writing learn and help of 40-50 words about your school. You can refer to the work
each other reading passages to help you.
write a - Teacher asks students to work in groups of four, gives
complete them a large piece of paper and asks them to write the
passage about full paragraph into the paper in 6 minutes.
their school. - T asks students to pay attention to punctuation,
structures, word choice, linking words, etc.
Post-Writing To cross check - Teacher has the groups swap and give feedback on Group 4 mins
and final check each other’s writing. work
students’ - Teacher then gives feedback on one writing as a
writing. model.

66
Wrap-up To consolidate Teacher asks students to talk about what they have T-Ss 2 mins
what students learnt in the lesson.
have learnt in
the lesson.
Homework To allow - Rewrite the paragraph in the notebooks. T-Ss 1 min
students - Prepare for the project.
finalize their
versions after
being checked
by friends and
teacher.

67
 UNIT 1: MY NEW SCHOOL
Lesson 7: Looking back & Project
I. Objectives
By the end of this lesson, students 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

2. Core competence
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Be more creative when doing the project

68
- Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 1, Looking back & Project
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn

Anticipated difficulties Solutions

1. Students may have underdeveloped speaking, - Encourage students to work in pairs, in groups so
writing and co-operating skills when doing the that they can help each other.
project. - Provide feedback and help if necessary.
2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking with students.
- Continue to define expectations in small chunks
(before every activity).

Board Plan
69
 Date of teaching
Unit 1: My new school
Lesson 7: Looking back & Project
* Warm-up
Brainstorming: School things
I. Looking back
Task 1: Look at the pictures. Write the correct words in the gaps.
Task 2: Match the words in A with the words/ phrases in B.
Task 3: Complete the sentences with the present simple.
Task 4: Complete the text with the correct form of the verbs in brackets.
Task 5: Put the adverb in brackets in the correct place in each sentence.
II. Project
School Convention
* Homework

70
Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To revise the * Brainstorming 3 mins
vocabulary - Teacher divides the board, and divides the class Team work
related to the into 2 teams.
topic and lead - Members of each team take turns and write as
in the next part many school things as possible in 2 minutes.
of the lesson. - The group having more correct answers is the
- To enhance winner.
students’ skills
of cooperating
with team
mates.
Looking back To help Task 1: Look at the pictures. Write the correct 17 mins
students revise words in the gaps.
school things. - Teacher encourages students to complete the task S
individually.
- Students exchange their textbooks with their
partners. Ss-Ss

71
 - Teacher gives feedback as a class discussion.
Answer key: T-Ss
1. uniform
2. pencil sharpener
3. notebook
4. compass
5. calculator
6. ruler

Task 2: Match the words in A with the words/

To help phrases in B.
students - Teacher encourages students to complete the task
revise the individually. S
combination: - Students exchange their textbooks with their
to study, to partners. Ss-Ss
have, to do, to - Teacher gives feedback as a class discussion.
play + N. Answer key: T-Ss
1. e
2. d
3. b
4. a
72
 5. c
- Teacher encourages students to provide more
school activities.

Task 3: Complete the sentences with the

To help present simple.
students - Teacher has students complete the task
revise the individually. S
present - Students exchange their textbooks and give Ss-Ss
simple tense. feedback to each other.
- Teacher gives feedback as a class discussion. T-Ss
Answer key:
1. comes
2. don’t
3. walks
4. do
5. teaches

To help Task 4: Complete the text with the correct form of

students the verbs in brackets.
revise the - Students work in pairs. Pair work
73
position of - Teacher asks students to read the sentences
adverbs of carefully and give the answers.
frequency in - Students complete the task and discuss the
context. answers.
- Teacher gives feedback as a class discussion. T-Ss
Answer key:
1. is
2. has
3. walks
4. study
5. likes

Task 5: Put the adverb in brackets in the correct

place in each sentence.
- Students work in pairs.
- Students complete the task and discuss the
answers.
- Teacher gives feedback as a class discussion.
Answer key: Pair work
1. I always remember to do my homework.
2. Nick usually gets good marks in exams.
74
 3. We do not often see a rabbit in town.
4. I rarely read in bed at night. T-Ss
5. Do you sometimes sing in the shower?
Project To allow * My dream school 22 mins
students to - Teacher sets the context of a School Convention T-Ss
apply what that will occur right now in the classroom.
they have - Teacher divides students into 4 big groups. Each Group work
learnt group will act as a representative of a school, come
(vocabulary to the convention to introduce and enroll new
and grammar) students.
into practice - Teacher lets the groups discuss and summarise the
through information and design A0 size posters about their
a project. 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. Ss-Ss
- Teacher gives comments and feedback to all 4
posters and awards a special prize to the group T-Ss
which has the most votes.

75
 Wrap-up To consolidate Teacher asks students to talk about what they have T-Ss 2 mins
what students learnt in the lesson.
have learnt in
the lesson.
Homework To prepare for Prepare for the next lesson: Unit 2 – Lesson 1. T-Ss 1 min
the next Getting started.
lesson.
* Pictures' source: From Internet

76