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
1
- 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
Vietnamese
Form Pronunciation Meaning
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 đồng phục
by the members of the same group
of people
3. calculator (n) /ˈkælkjəleɪtər/ an electronic device used for máy tính (cầm tay)
2
 mathematical processes

Anticipated difficulties Solutions

Students may lack experience of group/ team - Encourage students to work in groups so that they
work. 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
3
 1.subject (n)
2.uniform (n)
3.calculator (n)
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and tick ( ) T (True) or F (False).
Task 3: Write one word from the box in each gap.
Task 4: Match the words with the school things. Then listen and repeat.
Task 5: Write names of the things you can see around the class in your
notebook.
* Homework

Procedures

Stage Stage aim Procedure Interactio Time

n
Warm-up - To activate * Memorising game: Team 5 mins
students’ - Teacher divides the class into 2 teams. work
knowledge - Teacher asks students to close the
4
 on the topic books, shows the picture (pages 6
of the unit. and 7) and asks them to memorise
- To set the every detail in the picture in 1 minute.
context for - Teacher hides the pictures and asks
the listening questions about the picture. The team
and reading who has more correct answers is the
part. winner.
- To enhance 1. How many people can you see in the
students’ picture?
skills of 2. Who are they?
cooperating 3. Where are they?
with team 4. What are the two
mates. 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
 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.
Presentatio - To provide VOCABULARY T-Ss 5 mins
n students with Teacher introduces the vocabulary by:
(Vocab – vocabulary. - giving explanations;
pre-teach) - To help - showing the pictures
students be illustrating the words.
well-prepared 1. subjects (n) [explanations]
for the 2. uniform (n) [picture]
listening and 3. calculator (n) [picture]
reading tasks.
Practice - To have Task 1: Listen and read. T-Ss 5 mins
students get - Teacher plays the recording twice.
to know the - Students listen and read.

6
 topic. - 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
conversation again and work
- To have independently to find the answers. T-Ss
students get Remind students to underline the
specific information and correct the false
information statements.
about the text. - Teacher has a student pair compare
before checking with the whole class. Ss-Ss
- Teacher calls some students to give
the answers. T-Ss
Answer key:
1. T

7
 2. F
3. T
4. T
5. F

Task 3: Write one word from the box

- To check in each gap.
students - Teacher has students read the
understand conversation again, and work
the independently to put a suitable word S
conversation from the box to fill in the gap.
and help - Teacher calls one student to share his/ 5 mins
students use her answer on the board. T-Ss
the words in - Teacher asks students to look at the
context. board, check their mates’ Ss-Ss
answers.
Answer key:
1. wear
2. has
8
 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 T-Ss
further includes pictures of school things and
comprehension the other includes their names. Ss-Ss
of the text. Members from two teams take turns
and match the names with the correct 7
pictures as fast as possible. The team mins
matched faster and correctly is the
winner.

9
 Group 6 mins
work
- To provide Task 5: Write names of the things
students withyou can see around the class in your
vocabulary. notebook.
- To check - Students work in groups of four to
students’ look around the class and write down
vocabulary and things they can see in the class.
improve group - Students may ask the teacher if they
work skills. don’t know the names of the items.
- Students share with the whole class.
Wrap-up To consolidate Teacher asks students to talk about T-Ss 3 mins
10
 what students what 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
prepare for the school.
next lesson.

11
 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
12
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 Pronunciati Meaning Vietnamese
on equivalent
1. science (n) /ˈsaɪəns/ a particular subject that is studied khoa học
using scientific methods.
2. exercise /ˈeksəsaɪz/ physical activity that you do to make Bài tập/ tập thể dục
(n/v) your body strong and healthy.

Anticipated difficulties Solutions

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

13
2.Some students will excessively talk in the - Define expectation in explicit detail. Have
class. excessive talking students practise.
- Continue to define expectations in small
chunks (before every activity).

14
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

15
16
Procedures

Stage Stage aim Procedure Interaction Time

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

17
play football

listen to music

18
 skip rope

drink water

19
 watch TV

play video games

Presentatio To enrich VOCABULARY T-Ss 3 mins
n students’ - Teacher introduces the vocabulary
(Vocab – vocabulary. by:
pre-teach) + providing explanations of the
words;
+ showing picture
illustrating the word.
20
 1.science (n) [picture]
2. exercise (n/v)
[explanation]
Practice To teach Task 1: Listen and repeat the T-Ss 16 mins
students some words.
activities they - Teacher asks students to listen and
can do at repeat the words.
school. - Teacher calls some students to read
the words aloud.
To help
students Task 2: Work in pairs. Put the
identify words in Task 1 in the correct Pair work
which nouns columns.
go after - Teacher asks students to work in
which verbs pairs and use the words in Task 1 to
to make put them into the correct columns.
names of - Students work in pairs and do the
school task. T-Ss
activities. - Teacher calls some pairs to share

21
 their answers with the whole class.
- Teacher gives feedback and
corrections (if
necessary).
Answer key:
play do
football homewo
music rk
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 S
groups of four and add as many
words into each column as possible.
To help Ss-Ss
22
 students use
the Task 3: Put the words in the T-Ss
vocabulary in blanks.
context. - Teacher asks students to work
independently and put a suitable word
in each blank.
- Teacher allows students to share
their answers before discussing as a
class.
- Teacher asks some students to share
the answers and gives feedback.
Answer key:
1.homework
2.football
3.lessons
4.exercise
5.science
Presentatio To help PRONUNCIATION 5 mins
n students have - Teacher introduces 2 sounds /ɑː/ T- Ss

23
(Pre-teach concept and and /ʌ/ to students and lets them
the sounds identify the watch a video about how to
/ɑː/ sounds /ɑː/ pronounce these two sounds.
and /ʌ/) and /ʌ/. https://www.youtube.com/watch?
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
- 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 T-Ss 6 mins
students attention to the sounds /ɑː/ and /ʌ/.
identify and - Teacher asks students to listen and

24
 practise the repeat.
/ɑː/ and /ʌ/ - Students work independently.
sounds.
Task 5: Listen and repeat.
To help Underline the words with the Pair work
students sounds /ɑː/ and /ʌ/.
practise the - Before listening, teacher let students
sounds /ɑː/ T- Ss
and /ʌ/ in discuss in pairs and find the words
sentences. with the sounds /ɑː/ and /ʌ/.
- Teacher plays the recording for
students to check and repeat the
sentences.

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

students a - Teacher divides students into groups work
chance to of four, gives each group a piece of
apply what paper, asks them to write sentences
they have including 2 features: school activities

25
 learnt. 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 Teacher asks students to talk about T-Ss 3 mins
consolidate what they have learnt in the lesson.
what students
have learnt in
the lesson.
Homework To revise - Rewrite the sentences into T-Ss 2 mins
what they notebooks.
have learnt. - Find 3 more school activities that
have the sound /ɑː/ or /ʌ/.

26
27
 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

28
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

29
1. Students may find it confusing when to Give short and clear explanations with legible
use the present simple tense. examples for each case.
2. Students may have - Give clear instructions, give examples
underdeveloped speaking and co- before letting students work in groups.
operating skills. - Provide feedback and help if necessary.

30
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)

31
* Homework

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
related to the which are jumbled sentences in present
targeted simple to each group.
grammar of - Students will have to work in groups to
present simple create as many correct sentences from the
tense. word cards as possible.
- To increase - The group with the most correct sentences
students’ will be the winner.
interest. Suggested sentences:
- To enhance 1. liv near
students’ skills Peter es
32
 of cooperating his school.
with team 2. g to
mates. We o
the same school.
3. hav new
They e
subjects.
4. alway look
We s
smar in our
t uniforms.
Lead in To introduce - Teacher draws students’ attention to the T-Ss 2 mins
the targeted form of the sentences created in the game
grammar of the and asks them whether they know the target
present simple tense.
tense.
Presentatio - To have 1. THE PRESENT SIMPLE TENSE 22
n students get to Task 1: Elicit the present simple tense. mins
33
know about the - Teacher provides or confirms the answers T-Ss
present simple and leads in the grammar focus of the
tense. lesson:
To help Positive
students S + Vinf/ V(s/es) +
understand the … .
use of the Negative
present simple S + don’t/ doesn’t +
tense. Vinf + … .
Interrogative
Do/ Does + S +
Vinf
+…?
Answer
Yes, S + do/does.
No, S + don’t/
doesn’t.
W/H questions
W/H + do/does + S
34
 + 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. S
- To check
students’ -- Teacher gives students some time to
understanding study the grammar box. Pair work
of the present Task 2: Choose the correct answer A, B
simple tense or C.
- Teacher has students work independently,
look at the form and do Exercise 1 – page
9.
- Teacher lets students work in pairs and
exchange the answers before checking with
35
 the whole class (explain each sentence if
necessary).
Answer key:
To have them 1. A S
use the 2. C
grammar in 3. B T-Ss
context. 4. A
5. C
Task 3: Write the correct form of the
verbs.
- Teacher asks students to work
independently.
- Teacher calls 1 or 2 students to write their
answers on the board, checks their answers
sentence by sentence.
Answer key:
1.has
2.Do you have T-Ss
To lead in and 3.like
36
activate 4.Does Vy walk
student’s 5.ride
knowledge on 6.go
adverbs of
frequency.
2. ADVERBS OF FREQUENCY
- Teacher asks students to read the
sentences in Exercise 2 - page 9 again and T-Ss
- To provide asks them when to use the present simple
students the tense, drawing their attention to the adverbs
adverbs of of frequency.
frequency, and We often ride our
help them bicycles to school.
understand the
difference in Task 4: Fill the blanks with sometimes,
frequency of usually or never.
the adverbs. - Teacher shows the graph and lets students
- To have the fill in the blanks with suitable adverbs of
students use frequency: sometimes, usually or never
37
 the adverbs of (Exercise 3 – page 10)
frequency in
context.

Answer key:
2. usually
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.
Practice To give Task 5: Choose the 4 mins
students correct answer A or B to complete each
38
 opportunities sentence. S
to use the - Teacher has students complete Exercise 4
present simple – page 10 independently.
tense with - Teacher then asks students to exchange Ss-Ss
adverbs of their textbooks to check their friends’
frequency answers.
correctly in Answer key:
context. 1. B 2. A 3. A 4. B 5. A

Production Task 6: Work in pairs. Make questions 7 mins

To help then interview your partner.
students - Teacher has students work on Ex. 5, p. 10 Pair work
distinguish and in pairs.
use correctly - Teacher checks the answers by playing a
the present game. Teacher divides students into 2 Team work
simple tense. teams, 2 students in each team choose a set
- To improve of questions (which are the questions 1-5 in
cooperative Ex. 5, p. 10). T may add more questions if
skills. necessary) then interview each other. The
39
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
40
 Answer key:
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 T-Ss 3 mins
what students they have learnt in the lesson.
have learnt in
the lesson.
Homework To review the Make 5 sentences in the present simple T-Ss 1 min
knowledge that tense, using adverbs of frequency.
students have

41
gained in this
lesson.

42
 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.
43
- 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 Pronunciatio Meaning Vietnamese
n equivalent
1. classmate /ˈklɑːsmeɪt/ someone who is in the same class with bạn cùng lớp
(n) you at school
2. share (v) /ʃeər/ to divide food, money, goods and give chia sẻ
parts of it to someone else

Anticipated difficulties Solutions

44
1. Students may have - Encourage students to work in pairs, in groups
underdeveloped speaking and so that they can help each other.
co-operating skills. - Provide feedback and help if necessary.
2. Some students will excessively talk in the - Define expectation in explicit detail.
class. - Have excessive talking students practise.
- Continue to define expectations in small chunks
(before every activity).

45
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

46
Procedures

Interactio
Stage Stage aim Procedure Time
n
Warm-up - To * Who knows more? 5 mins
introduce - Teacher divides the class into 2 teams. Team
the topic. - Teacher shows pictures of some famous pairs work
- To of friends around the world, asks students to
enhance name them.
students’ - The team that gives more correct names is the
skills of winner.
cooperating
with team
mates.

47
Tom and Jerry

Woody and Buzz

Lisa and Rose

48
 Spongebob and Patrick

Harry Potter and Hermione Granger

49
 Leonardo DiCaprio and Tobey Maguire
Lead-in To lead in Teacher leads students into the lesson by telling T-Ss 2 mins
the targeted about what they are going to learn:
vocabulary Are people above good friends? Why?
and Let’s find out what makes a good friend in our
pronunciatio lesson today.
n.
* EVERYDAY ENGLISH
Presentatio To prepare 1. PRE-TEACH VOCABULARY: T-Ss 3 mins
n students - Teacher introduces the vocabulary by:

50
with + giving situation;
vocabulary. + 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
Task 1: Listen and read the dialogue. (Ex. 1,
To p. 11) T-Ss 4 mins
introduce - Teacher lets students listen and read the
the structure dialogue, asks them what the characters say
of when they first meet someone.
introducing - Teacher calls some students to share their
someone. opinions.
- Teacher gives more explanations and writes
down the structure of introducing someone.
51
 This is … .
Nice to meet/ see you.
Nice to meet/ see you, too.
Practice To practice Task 2: Work in groups. Practice 5 mins
the structure introducing a friend to someone.
of - Teacher asks students to work in groups of Group
introducing four, introducing themselves to the group work
someone. members, using structures above.
- Teacher calls some students to introduce their
new friends to the whole class. T-Ss
- Teacher gives feedback and corrections (if
necessary).
* NEW FRIENDS AT SCHOOL
Practice To identify Task 3: Read and tick the questions you 14
questions think are suitable to ask a new friend at mins
people school. Group
should ask - Teacher has students discuss in groups of four, work
52
 when they then asks them to add 2 more questions to the
first meet. list. T-Ss
- Teacher checks with the whole class.
To identify Task 4: Friendship quiz. S
qualities of Students work independently and do the quiz in
a good Ex. 4, p. 11.
friend.
Production To apply the Task 5: Work in groups. Take turns to 8 mins
knowledge interview the others, use the
they have questions above.
learnt in this - Teacher ask students to move to places of Group
lesson. classmates they haven’t got acquainted yet, work
form a new group and
interview the new mates, then give feedback on
their mates.
- Teacher calls some groups to make models.
Wrap-up To Teacher asks students to talk about what they T-Ss 3 mins

53
 consolidate have learnt in the lesson.
what
students
have learnt
in the
lesson.
Homework To review Write down the results and feedback of the T-Ss 1 min
what previous interviews.
students
have learnt
in the
lesson.

54
 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

55
- Understand more about their preference of different types of schools and show their love for the
school.
- 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 Pronunciatio Meaning Vietnamese
n equivalent
1.international /ˌɪntə involving more than one country quốc tế
(adj) ˈnæʃən.əl/
2.boarding school /ˈbɔːdɪŋ a school where trường nội trú
(n) ˌskuːl/ students live and study
3.playground (n) /ˈpleɪɡraʊnd/ an area designed for children to sân chơi
play outside
56
 Anticipated difficulties Solutions
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- - Create a comfortable and encouraging
operating skills. environment 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 - Define expectation in explicit detail.
class. - Have excessive talking students practise.
- Continue to define expectations in small
chunks (before every activity).

57
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

58
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
- To enhance includes 5 questions about their school,
students’ and 2 lucky numbers.
skills of - Each team takes turns and chooses a
cooperating number and answers the question behind
with team the number. If the team answers the
mates. 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
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 school?
2. Do students have to wear uniforms when
they go to school?
3. How many computer rooms does our
school have?
4. Name some clubs in our school.
5. When was our school established?
Pre- To lead in the Teacher leads students into the lesson by T-Ss 4 mins
Reading 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.

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 3.The second school.
While- To develop Task 1: Look at the T- Ss 15
Reading reading skill picture and quickly read the passages. mins
for general Match 1-3 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 information.
Answer key:
1. C
2. A
3. B

VOCABULARY
To provide Teacher asks students to get the meaning
students with of the words boarding school, T- Ss
some lexical international and playground in
items before context.

61
reading the 1.boarding school (n) [explanation]
text. 2.playground (n)
[visual]
3.international (adj) [explanation]
Task 2: Read the
passages again and complete the
sentences.
To develop - Teacher asks students to read through the
reading skill sentences, predict what information/ what
for specific types of words they have to fill in the T-Ss
information. blanks.
- T lets students work independently and
find the correct answer. S
- Teacher lets students pair up before
checking with the whole class. Pair work
Answer key:
1.boarding
2.Sydney
3.mountains and green fields
4.Dream School
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 5.English-speaking teachers

Task 3: Answer the questions.

- Teacher asks students to read the
questions and underline key words, and T-Ss
reminds them to focus on the types of
information they have to find (What/
Where/ Which school…).
- Teacher asks students to work in pairs Pair work
and find the answer.
- Teacher calls a student to write his/her T-Ss
answer on the board, then checks sentence
by sentence with the class.
Suggested answers:
To identify 1.Sunrise is a boarding school.
different 2.An Son School is in Bac Giang.
features of 3.Yes, there is.
each school. 4.They join many interesting clubs.
Pre- To help Task 4: Which school in Exercise 1 T-S 5 mins

63
Speaking students form would you like to go to? Why/ Why not?
the ideas for Complete the table.
their speaking. - Teacher asks students to work
independently and complete the table.
- Teacher goes around and offers help if
needed.
While- To help Task 5: Discuss your choice with your Group work 8 mins
Speaking students use friends.
what they - Teacher tells students to work in groups
have learnt so of four and share the answer, reminding
far to talk them to take note of the information from
about a other members.
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- To help - T allows students to give comments for Ss-Ss 3 mins

64
Reading students their friends and vote for the most
and improve next interesting and informative presentation.
Speaking time. - Teacher gives feedback and comments. T-Ss
- Check
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 T-Ss 2 mins
what students have learnt in the
have learnt in lesson.
the lesson.
Homework To review the - T asks students to write down their T-Ss 2 mins

65
lesson they opinion about a school in their books.
have learnt - Teacher asks students to search for
and information about their school.
prepare for the
next lesson
Skills 2.

66
 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.
67
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 - Define expectation in explicit detail.
class. - Have excessive talking with students.
- Continue to define expectations in small chunks
(before every activity).

68
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

69
Procedures

Interacti
Stage Stage aim Procedure Time
on
Warm-up - Check *Crossword Puzzle Team 5 mins
students’ Teacher divides the class into 2 teams. Each work
vocabulary team takes turns to choose a
from crossword, reads the clues and solves the puzzle.
previous
lessons.
- To
introduce
the topic of
1.This is an area designed for children to play
listening.
outside, especially at school or in a park.
- To set the
2.This is an adjective used to describe people
context for
who have a clean, tidy and stylish appearance.
the listening
3.Complete the following sentence with a
part.
suitable word:
70
 Mrs Nguyen teaches all my history _____.
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 Teacher draws students’ attention to the word T-Ss 1 min
the listening PALMER – the name of a school in America,
tasks. letting them know they are going to listen to
Janet, a student from Palmer school.

Pre- To help Task 1: Guess the answer to the following T-Ss 4 mins
Listening students questions.
brainstorm 1.Do you think the students there wear
and have an uniforms?
overview 2.Do they learn Vietnamese as a foreign Pair
about what language? work
they are - Teacher lets students work in pairs and discuss
going to the questions. Encourage them to speak English
listen to. and feel free to make guesses.
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 - Teacher plays the recording once. Students
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 10
Listening students answer A or B. mins
develop * Read and find the key words
listening Teacher asks students to read the statements, T-Ss
skill for underline the key words, reminds them to pay
specific attention to keywords while listening.
information. * 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

72
 once again and check with the class.
Answer key:
1.A
2.B
3.B Ss-Ss
4.A
5.A
Audio script:
Hi. My name’s Janet. I’m eleven years old. I’m T-Ss
now in year 6 at Palmer School. I like it here.
My classmates are friendly. The teachers at my
school are nice and very helpful, and my
favourite teacher is Mrs. Smith. She teaches us
maths. I have two hours to study Vietnamese
every week. I usually do my homework in the
library. We wear our uniforms every day, but
today we aren’t. We’re going to have a biology
lesson on a farm.
Post- To check * Summarize the Group 5 mins

73
Listening students’ information of the work
understandin listening part.
g of the - Students work in groups of four.
listening - Teacher asks students to summarize the
part. information in the listening part and talk about
it.
- Teacher helps if necessary.
Pre- - To help Task 3: Write the 5 mins
Writing students answers to the following questions about your
have school. S
information - Teacher asks students to work independently
about their to answer the questions.
school. - Teacher encourages students to write in full
- To help sentences and tells them that their
students sentences must be grammatically and logically
write simple correct with the right choice of words and Pair
sentences correct punctuation. work
for the next - Teacher allows students to look back at the
writing reading passages.

74
 passage. - Teacher asks students to compare their T-Ss
answers.
- Teacher invites one or two students to write
their answers on the board and gives feedback as
models.
While- To let Task 4: Use the answer in Task 3 to write a Group 8 mins
Writing students paragraph of 40-50 words about your school. work
learn and You can refer to the reading passages to help
help each you.
other write a - Teacher asks students to work in groups of
complete four, gives them a large piece of paper and asks
passage them to write the full paragraph into the paper in
about their 6 minutes.
school. - T asks students to pay attention to punctuation,
structures, word choice, linking words, etc.
Post- To cross - Teacher has the groups swap and give Group 4 mins
Writing check and feedback on each other’s writing. work
final check - Teacher then gives feedback on one writing as
students’ a model.

75
 writing.
Wrap-up To Teacher asks students to talk about what they T-Ss 2 mins
consolidate have learnt in the lesson.
what
students
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.

76
 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
77
- 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
writing and co-operating skills when doing groups so that they can help each other.
the project. - Provide feedback and help if necessary.
2. Some students will excessively talk in the - Define expectation in explicit detail.
class. - Have excessive talking with students.
- Continue to define expectations in small
chunks (before every activity).

78
Board Plan
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

79
Procedures

Stage Stage aim Procedure Interactio Time

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

80
back students correct words in the gaps.
revise school - Teacher encourages students to complete the S
things. task individually.
- Students exchange their textbooks with their
partners. Ss-Ss
- Teacher gives feedback as a class
discussion. T-Ss
Answer key:
1.uniform
2.pencil sharpener
3.notebook
4.compass
5.calculator
6.ruler

Task 2: Match the words in A with the

To help words/ phrases in B.
students - Teacher encourages students to complete the S
revise the task individually.
combination: - Students exchange their textbooks with their Ss-Ss
81
to study, to partners.
have, to do, - Teacher gives feedback as a class T-Ss
to play + N. discussion.
Answer key:
1.e
2.d
3.b
4.a
5.c
- Teacher encourages students to provide
more school activities.

To help Task 3: Complete the sentences with the

students present simple. S
revise the - Teacher has students complete the task Ss-Ss
present individually.
simple tense. - Students exchange their textbooks and give T-Ss
feedback to each other.
- Teacher gives feedback as a class
discussion.
82
 Answer key:
1.comes
2.don’t
3.walks
4.do
To help 5.teaches
students Pair work
revise the Task 4: Complete the text with the correct
position of form of the verbs in brackets.
adverbs of - Students work in pairs.
frequency in - Teacher asks students to read the sentences
context. carefully and give the answers. T-Ss
- Students complete the task and discuss the
answers.
- Teacher gives feedback as a class
discussion.
Answer key:
1.is
2.has
3.walks
83
 4.study
5.likes

Task 5: Put the adverb in brackets in the

correct place in each sentence.
- Students work in pairs. Pair work
- Students complete the task and discuss the
answers.
- Teacher gives feedback as a class
discussion. T-Ss
Answer key:
1.I always remember to do my homework.
2.Nick usually gets good marks in exams.
3.We do not often see a rabbit in town.
4.I rarely read in bed at night.
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 T-Ss
apply what Convention that will occur right now in the

84
 they have classroom. Group
learnt - Teacher divides students into 4 big groups. work
(vocabulary Each group will act as a representative of a
and school, come to the convention to introduce
grammar) and enroll new students.
into practice - Teacher lets the groups discuss and
through summarise the information and design A0
a project. size posters about their school.
- Teacher asks the class to listen to the reports
and ask questions if they would like to.
- Students will critically evaluate all the
posters, then give 1 vote for the most Ss-Ss
attractive poster.
- Teacher gives comments and feedback to all T-Ss
4 posters and awards a special prize to the
group which has the most votes.
Wrap-up To Teacher asks students to talk about what they T-Ss 2 mins
consolidate have learnt in the lesson.
what

85
 students
have learnt
in the lesson.
Homework To prepare Prepare for the next lesson: Unit 2 – Lesson T-Ss 1 min
for the next 1. Getting started.
lesson.
* Pictures' source: From Internet

86