Kế hoạch bài dạy Tiếng Anh 6 Global Success - Học kỳ 1 - Năm học 2023-2024

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Date of planning : 25 / 8 / 2023 
ENGLISH 6 
 Period 1: INTRODUCTION 
 INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS 
I. OBJECTIVES: By the end of the lesson, students will be able to: 
1. Knowledge: 
- Recognize new English 6 textbook’s format. 
- Identify something about United Kingdom, England and English. 
2. Skills: 
- Memorize new English 6 textbook’s format. 
3. Attitude: 
- Raise Ss’ love for English and Ss’ love for their new school. 
- Enhance Ss’ good attitude to work in groups, individual work, pair work. 
4. Competences: Develop competences of communication, co- operation and self -management. 
II. TEACHING AIDS: 
- Teacher: Text book, laptop, loudspeaker, projector 
- Students: Text books, studying equipment. 
- Method: T-WC; group works; individual  
III. PROCEDURE: 
1. WARM UP ( 5’) 
Aims: 
- 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 
* Content: Have some warm-up activities to create a friendly and relaxed atmospheres to inspire 
Ss to warm up to the new class. 
* Outcome: Having a chance to speak English and focus on the topic of the lesson. 
* Organisation: Teacher’s instructions 
Teacher’s & Student’s activities Content 
+ Greeting 
+ Chatting 
- Teacher (T) introduces himself/ herself 
- T may introduce some warm-up activities to 
create a friendly and relaxed atmospheres to 
inspire Ss to warm up to the new class 
- Have Ss to introduce themselves. 
- T encourages Ss to talk in English as much as 
possible 
+ Lead to the first unit of the new school year. 
- Write the unit title on the board and ask Ss 
guest what they are going to learn this unit  
- Ask Ss to open their book and introduce what 
+ Greeting 
+ Chatting. T_Ss 
- Students (Ss) listen and learn how to introduce 
themselves. 
- Introduce themselves (name; age; address; 
likes; dislikes .friends ) 
+ Students (Ss) listen and learn how to do the 
tasks. 
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they are going to study. - Answer the teacher’s questions 
- Open their book and write. 
2. PRESENTATION (10’) 
ACTIVITY 1+ 2: 
Aims: - 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. 
* Content: Some brief notes; Something about England, English. Introduce New Tieng Anh 6 
* Outcome: Ss learn something about England, English; Learn how to use New Tieng Anh 6 
* Organisation: Teacher’s instructions. 
Teacher’s & Student’s activities Content 
1. T. asks sts some questions about England. 
- What do you know about 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. 
2. English: 
- How many people speak English as their 
mother tongue? 
- How many people speak English as their first 
language? 
- How many people speak English as their 
second language or first foreign language? 
- Why do you learn English? 
- Is it important? Difficult? Useful? Interesting? 
=> It’s very important, useful, interesting. It is 
the means of communication to one another. 
3/ New English 6 text book: 
- How many units are there in English 6 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 
- T_Ss 
- Listen carefully and read aloud. 
- Fulfil teacher’s requirements 
- Give the answers 
- Ss answer if possible 
- Listen carefully and read aloud. 
- Find out the words related to the topic. 
- There are many interesting things of England 
and you’ll gradually know about them in the 
progress of learning English. 
2/ Introduction: English is an international 
language. Hundreds of million people speak 
English in the world. 400 million people speak 
English as their first language, 600 million 
people speak English as their second language 
or first foreign language. 4/5 of the world’s 
computers use program in English. ¾ of all 
international correspondence is in English. 
3/ English 6 has 12 Units. 
- T_Ss 
- Each unit has 7 lessons. 
- 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, 
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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 
mai...TY 1: Aims: 
- 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. 
* Content: Learn some new words. Read the conversation and find out new words. 
* Outcome: Know more new words. Understanding the conversation; topic of the lesson, grammar 
points 
* Organisation: Teacher’s instructions 
Teacher’s Student’s activities Content 
- 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? ect.. 
- Ask Ss why it is a special day 
- Encourage Ss to give their answers, but 
do not confirm whether their answers right 
or wrong. 
- T_Ss 
- Listen carefully to the context 
- Listen carefully and read aloud. 
- Pair Work 
* Vocabulary 
- calculator (n): máy tính 
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- 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. 
- Ask Ss underline the new words or the 
word related to the topic while they are 
listening and reading. 
*Teach vocabulary: 
 + Teacher uses different techniques to 
teach vocab (situation, realia, translation.) 
- uniform (n): đồng phục 
- smart (adj): thông minh 
- wear (v): mang, mặc, đội. 
- Listen carefully and read aloud. 
+ Follow the seven steps of teaching vocab. 
+ Check vocabulary. 
+ Take note 
- Call on some groups of Ss to read the 
conversation aloud. 
3. PRACTICE ( 20’) 
ACTIVITY 2: 
Aim: To help Ss understand the conversation. 
* Content: Listen and read the conversation. True/ false activitiy, filling in the gaps. 
* Outcome: Know more new words. Understand the conversation; topic of the lesson, Vocab, 
grammar points 
* Organisation: Teacher’s instructions... 
Teacher’s Student’s activities Content 
2. Read the conversation again and tick 
(√) T (True) or F (F)/ 
- Ask Ss to read the conversation again and 
tick (√) T (True) or F (F)/ Page 7 
- Play the recording once more for Ss to 
understand the conversation better. 
- Explain the strategies of doing True - 
False exercise to Ss: Read each statement 
carefully, identify and underline the key 
words in the statement, locate the key 
vvords or similar words in the text, and 
then evaluate if they are the same, or the 
opposites of the intormation 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. 
- Allow them to share their answers before 
discussing them in groups or as aclass. 
- T gives the correct ansvvers. 
2. Read the conversation again and tick (√) T 
(True) or F (F)/ 
- T_Ss 
- Do the tasks. 
- Listen carefully 
- Follow the teacher’s instructions. 
- Do True/ False 
- Work independently. 
- Give the answers 
Key: 
1 .T 2 .F 3 .T 4 .T 5 .F 
ACTIVITY 3: Aims: 
- To introduce some vocabulary related to the topic of the unit; 
- To introduce the grammar point of this unit: the present simple. 
* Content: Understand the conversation; grammar points; present simple tense.. 
* Outcome: SS know more about the topic of the lesson, Vocab, grammar points. 
* Organisation: Teacher’s instructions  
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3. Write ONE word from the box in each 
gap. 
- T may instruct Ss how to do the exercise: 
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 the noun 
uniforms to fill the blank. 
- Model with the first sentence.”Wear” 
- Ask Ss to work independently to fill each 
blank with the right word. 
- Allow Ss to share answers before 
discussing them as a class. 
- Ask Ss to write the correct ansvvers on 
the board. 
- T explains the meaning of some words if 
necessary. 
- Ss practise saying the sentences together. 
- T then asks Ss to identify the tense used 
in these sentences.Tell them that it is the 
present simple tense, and they are going to 
learn it in this unit. 
3. Write ONE word from the box in each gap. 
- T_ Ss 
- Listen to the instructions clearly 
- Learn how to do it 
- Ss to work independently 
- Share the answers 
- Copy them 
Key: 1. wear 2. has 3. go 4. uniform 
5. subjects 
- Practice saying the sentences 
- Give the answers. 
ACTIVITY 4: 
Aim: To help Ss revise some words and learn some more words indicating school things. 
* Content: To learn some more words indicating school things. Matching 
* Outcome: Ss know more some words about school things. 
* Organisation: Teacher’s instructions . 
4. Match the words with the school 
things. Then listen and repeat. 
- Ask Ss to match the words with the 
school things. 
- Play the recording for Ss to listen and 
check their matching. 
- Ss listen again and repeat. Then let them 
pr...ities. 
* Content: Pair work to put the words in the correct columns 
* Outcome: Ss can combination a verb and a noun correctly. 
* Organisation : Teacher’s instructions  
Teacher’s &Student’s activities Content 
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2. Work in pairs. Put the words in 1 
in the correct columns./P.8 
- T_Ss 
- Ask Ss to look at the table and learn 
how to do it. 
- Explain to Ss that in English some 
verbs and nouns go together and some 
don’t. 
 - Ss work in pairs.. Tell them to put 
the words in 1 into groups. 
- Check the answers. 
- Explain to them which words go with 
each verb. 
- Allow them to share their answers 
- T gives the correct ansvvers. 
- T encourages Ss to extend their 
vocabulary by adding as many words 
as possible to the groups. 
2. Work in pairs. Put the words in 1 in the correct 
columns./P.8 
- Listen carefully and learn how to do. 
- Ss work in pairs . 
- Give the answers 
 play do have study 
football homework school luch English 
music exercise lesson history/science 
(play sports, do the housework, have a rest, study new 
words) 
ACTIVITY 3: 
Aim: 
- To revise the words that Ss have learnt in context. 
* Content: To use present simple to do the exercises. Filling the words. 
* Outcome:Ss understand more about using the words in contexts. 
* Organisation : Teacher’s instructions  
Teacher’s &Student’s activities Content 
3. Put one of these words in each 
blank. 
- Ask Ss to do activity 3 
- Ask Ss to work independently or in 
pairs to fill each blank with the right 
word. 
- 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. 
- Check the answers in a class. 
- T may call on some Ss to read the 
sentences aloud. 
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 
3. Put one of these words in each blank. 
- T_Ss 
- Listen to the instructions clearly 
- Learn how to do it 
- Ss to work independently 
- Ss do themselves. 
 - Ss take note 
- Practice saying the sentences. Give the answers. 
-Ss practise saying the sentences. 
- Ss take note 
* Key: 
1. 1. homework 2. football 3. lessons 
4. exercise 5. science 
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English lessons on Tuesday and 
Thursday. 
 II. PRONUNCIATION: / a:/ and / / 
ACTIVITY 4: 
Aim: To help Ss pronounce the sounds / a:/ and / / and practice pronouncing these sounds 
in words correctly. 
* Content: To pronounce the sounds /a:/ and / / correctly; Listen and repeat. 
* Outcome: Pronouncing the sounds /a:/ and / / correctly; 
* Organisation : Teacher’s instructions . 
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 when pronouncing two sounds. 
- Play the recording and ask Ss to 
listen to these words and repeat. 
- Play the recording as many times as 
necessary. 
- Check the meanings if necessary, 
4. Listen and repeat. Pay attention to the sounds /a:/ 
and / /. 
- T_Ss 
- Listen carefully- Check the answers 
- Listen and repeat 
* Audio script: 
1. /a:/: smart art carton class 
2. / / subject study Monday compass 
4. PRODUCTION (8’) 
ACTIVITY 5: 
Aims: To help Ss pronounce the sounds /a:/ and / / correctly in context. 
* Content: To pronounce the sounds /a:/ and / / correctly; Listen and repeat 
* Outcome: Pronouncing the sounds correctly in the sentences. 
* Organisation: Teacher’s instructions . 
Teacher’s &Student’s activities Content 
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 /a:/and / / 
- Play the recording for Ss to listen and 
check the words that they have 
underlined. 
- Have them work in pairs to compare 
their ansvvers. 
5. Listen and repeat. Then listen again and underline 
the words with the sounds /a:/ and / / 
- T_Ss 
- Listen to the instructions carefully then do the tasks. 
- Work in pairs 
-Do the tasks 
- Check Ss'answers. 
- Play the recording again. Let Ss listen and repeat 
sentence by sentence, paying attention to the underlined 
words. 
* HOME WORK (2’) 
- practice reading the conversation on page 6. 
- Do more exercises in workbook. 
- Prepare new lesson. 
Date of planning: 31/8/2023 
Period 4 : UNIT 1: MY NEW SCHOOL 
 Lesson 3: A CLOSER LOOK -2 
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I. OBJECTIVES: By the end of this lesson, students will be able to: 
1. Knowledge: 
-Understand the form and the usage of the present simple tense and adverbs of frequency 
2. Skills: 
-Apply the form and the usage of the present simple tense and adverbs of frequency to do 
exercises correctly. 
 3...bs of frequency. 
* Outcome: Ss can use of adverbs of frequency correctly by making sentences. 
* Organisation: T_ Ss , Individual, Pair work, group works,  
- Tell Ss to look at the two examples carefully. 
- Ask Ss about the position of the adverbs of frequency, and the meaning of those. 
- Ask Ss to recall all the adverbs of frequency they know. 
+ We use adverbs of frequency to show how often something happens. 
- We often use them with the present simple. 
- We usually place the adverb of frequency before main verb. 
Example: 
- Tom usually takes the bus to school. 
- They don’t often go to the cinema. 
Teacher’s & Student’s activities Content 
3. Put one of these words in each blank. 
- This is a very easy activity, so just ask Ss to 
give the answers as a class. 
- T confirms the answers. 
- T encourages Ss to give as many sentences 
with these adverbs as possible. 
3. Put one of these words in each blank. 
- Listen to the instructions clearly 
- Ss to work independently 
- Share the answers 
- Copy them 
Key: 2. Usually 3. Sometimes 5. Never 
ACTIVITY 4: 
Aim: To help Ss practise using adverbs of frequency in context. 
* Content: Practise using adverbs of frequency in context by choosing the correct answer. 
* Outcome: Understanding more using adverbs of frequency in context. 
* Organisation: Teacher’s instructions . 
4. Choose the correct answer A or B to 
complete each sentence. 
- Let Ss work in pairs. 
- Call on some Ss to read aloud the sentences 
4. Choose the correct answer A or B to 
complete each sentence. 
- Listen carefully. Pair Work 
- Check the answers 
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and give their answers. 
- Check and confirm the correct answers 
- Listen and repeat 
* Key: 1. B 2.A 3.A 4. B 5.A 
4. PRODUCTION (8’) 
ACTIVITY 5: 
Aims: To help Ss practise asking and answering questions about the topic of school, using the 
present simple tense and adverbs of frequency. 
* Content: Making questions; Interview partners using the cues words. 
* Outcome: Making questions correctly. Then interview partners. 
* Organisation : Teacher’s instructions 
Teacher’s & Student’s activities Content 
5. Work in pairs. Make questions, and then 
interview your partners 
- Ask Ss to work in pairs to make questions 
using prompt. 
- Have them take turns to ask questions and give 
answers. 
- T goes round and corrects mistakes or gives 
help when and where necessary. 
+ Note that Ss' answers may vary. Accept all 
answers which are grammatically and logically 
correct. 
5. Work in pairs. Make questions, and then 
interview your partners 
- Work in pairs to make questions. 
+ Key: 
1. Do you often ride your bicycle to school? 
2. Do you sometimes study in the school 
library? 
3. Do you like your new school? 
4. Do your friends always go to school with 
you? 
5. Do you usually do your homework after 
school? 
* HOME WORK (2’) 
- Read again the conversation on page 9. 
- Do more exercises in workbook. 
- Make more sentences using adverbs of frequency. 
Date of planning: 1/9/2023 
Period 5 : UNIT 1: MY NEW SCHOOL 
 Lesson 4: COMMUNICATION 
I. OBJECTIVES: By the end of the lesson students will be able to 
1. Knowledge: 
- Identify how to introduce someone to someone else in English 
- Understand some everyday English phrases and expressions 
- Recognize some communication culture 
2. Skills: 
- Apply some everyday English phrases and expressions to do exercises and practice them in the 
real situations in daily life. 
- Introduce someone to someone else in English 
3. Attitude: 
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- Raise Ss’ love for English and Ss’ love for their new school. 
- Raise Ss’ awareness about importance of learning English. 
4. Competences: Develop competences of communication, co- operation and self -management. 
II. TEACHING AIDS: 
- Teacher: Text book, laptop, loudspeaker, projector 
- Students: Text books, studying equipment. 
- Method: T-WC; group works; individual  
III. PROCEDURE: 
1. WARM UP (5’) 
Aims: 
- Students use every day English phrases and expressions and develop the language skills, as 
well as learn about Vietnamese culture and other cultures. 
* Everyday English 
 Introducing someone 
* Content: Use everyday expressions to develop the language skills. 
* Outcome: Developing the language skills by asking and answering questions about themselves. 
* Organisation: Teacher’s instructions 
Teacher’s &Student’s activities Content 
+ Greeting 
+ Chatting 
- Teacher (T) asks Ss some questions about 
them and class. 
- Ask Ss to open their book and introduce what 
they are going to study. 
- T leads in the lesson. 
+ Greeting 
+ Chatting. T_ Ss 
- Students (Ss) listen and answer the teacher’s or 
friend’s questions 
- Open their book and write the tittle of the 
lesson 
2. PRESENTATION (10’) 
ACTIVITY 1 + 2: 
Aim: To teach Ss how to introduce someone to someone else in English. 
* Content: Greeting and introduce someone ...sation: Teacher’s instructions 
Teacher’s &Student’s activities Content 
5. Work in groups. Takes turns to interview 
the others. Use the questions above. 
- Ask Ss to work in groups to ask questions and 
answer. 
- Divide the class into groups of 4 or 5. Ss take 
turns to interview the other members. Using 
questions in 4 
- Encourage Ss to give more information about 
friendship [eg. Friends are forever ] 
- Choose some Ss to give a presentation to the 
class about their good friends [and why they are 
good friends] 
5. Work in groups. Takes turns to interview 
the others. Use the questions above. 
- Work in groups to ask questions and answer. 
- Group work 
* HOME WORK (2’) 
- Practice asking friends questions about good friends. 
- Do more exercises in workbook. 
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- Make more sentences using adverbs of frequency. 
 ******************************************************************** 
Date of planning: 3/9/2023 
 Period 6 : UNIT 1: MY NEW SCHOOL 
 Lesson 6: SKILLS_1/ Reading and Speaking 
THIS UNIT INCLUDES: 
I. OBJECTIVES: By the end of the lesson students will be able to: 
1. Knowledge: 
-Identify scanning technique to get specific information in a short paragraph 
-Recognize how to make a simple dialogue to ask and answer about the choice of type of school 
they would like to go. 
2. Skills: 
- Understand scanning reading skill to get specific information in a short paragraph to do 
exercises 
- Make a simple dialogue to ask and answer about the choice of type of school they would like to 
3. Attitude 
- Raise Ss’ love for English and Ss’ love for their new school. 
- Raise Ss’ awareness about importance of learning English. 
4. Competences: Develop competences of communication, co- operation and self -management. 
II. TEACHING AIDS: 
- Teacher: Text book, laptop, loudspeaker, projector 
- Students: Text books, studying equipment. 
- Method: T-WC; group works; individual  
III. PROCEDURE: 
1. WARM UP (5’) 
Aim: Pre – reading 
- 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. 
* Content: Revision the old lesson. Having some warm-up activities to creat a friendly and relaxed 
atmostphere to inspire Ss to warm up to the new lesson. 
* Outcome: Having a chance to speak English and focus on the topic of the lesson.. 
* Organisation: Teacher’s instructions 
Teacher’s & Student’s activities Content 
+ Greeting 
+ Chatting 
- Teacher (T) asks Ss some questions about 
them and class. 
- Ask Ss to open their book and introduce what 
they are going to study. 
- Ask the class to look at three pictures first. 
Encourage Ss to give their ideas (as many 
+ Greeting 
+ Chatting. T_ Ss 
- Students (Ss) listen and answer the teacher’s or 
friend’s questions 
- Look at the pictures and answer the teacher’s 
questions: I can see three schools. I can see 
many students in the school yar. The school in 
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sentences as possible) E.g. in picture 1, 2: What 
can you see? How is the school? Where are 
they?... 
- T leads in the lesson. 
the first picture is very big nad nice . 
- Open their book and write the tittle of the 
lesson 
2. PRESENTATION (10’) 
ACTIVITY 1: While- reading 
Aims: To get Ss acqainted with a reading skills. 
 - To help Ss understand and activate their knowledge of the topic of the lesson. 
* Content: Looking at three pictures and read three passages to get used to reading skills. 
* Outcome: Developing reading skills by looking at the pictures and doing the matching. 
* Organisation: Teacher’s instructions . 
Teacher’s & Student’s activities Content 
1. Look at the pictures and quickly read the 
passages. Match 1-3 with A-C. 
*Pre-teach vocabulary: 
 + Teacher use different techniques to teach 
vocabulary (situation, realia.) 
+ Follow the seven steps of teaching vocab. 
+ Check vocabualry. 
*Ask Ss to do the task 1 on page 12. 
- Teacher gives instructions. 
 - Tell ss to read the three passages quickly and 
check their ideas. 
- Set a strick time limit to read 
- Tell Ss a tip: Ss read the first sentence of each 
paragraph. This sentence often gives you the 
topic of the paragraph. 
- Paragraph 1: Sunrise: a boarding school in 
Sydney. 
- Paragraph 2: Anson :a lower secondary school 
in Bac Giang; 
- Paragraph 3: Dream:an International school 
- T may call Ss to read aloud each paragraph 
- Observe and help when and where necessary. 
- Check the answer. 
1. Look at the pictures and quickly read the 
passages. Match 1-3 with A-C. 
*Vocabulary: 
- boarding school (c-n) trường nội trú 
- mountain (n) núi, ngọn núi 
- international(adj) quốc tế 
- art (n) nghệ thuật 
+ Students (Ss) listen to the instructions 
carefully and learn how to do the tasks. 
 - T_ Ss; S_s 
- Ss learn how to read the passages. 
- Ss read three passage quickly 
...ecific information to do exercise about schools. 
- Apply the paragraph writing skill to write a paragraph of 40 to 50 words about one’s school. 
3. Attitude 
- Raise Ss’ love for English and Ss’ love for their new school. 
- Raise Ss’ awareness about importance of learning English. 
4. Competences: Develop competences of communication, co- operation and self -management. 
II. TEACHING AIDS: 
- Teacher: Text book, laptop, loudspeaker, projector 
- Students: Text books, studying equipment. 
- Method: T-WC; group works; individual  
III. PROCEDURE: 
1. WARM UP (5’) 
Aim: 
 - To develop students’ listening skills for specific information. It also provides input for the 
writing skills. To learn how to write an email to a friend or pen palls. 
* Content: Revision: Describe a school they 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. 
* Outcome: Having a chance to speak English and focus on the topic of the lesson. 
* Organisation: Teacher’s instructions 
Teacher’s & Student’s activities Content 
+ Greeting 
+ Chatting 
- Teacher (T) asks Ss some questions about 
them and class. 
- Ask Ss about the content of the previous 
lesson. Describe a school they would like to 
go to. 
- Ask Ss to open their book and introduce 
what they are going to study. 
- T leads in the lesson. 
+ Greeting 
+ Chatting 
- Students (Ss) listen and answer the 
teacher’s or friend’s questions 
- T_ Ss 
- Talk about one school they would like to go 
to. 
- Open their book and write the tittle of the 
lesson 
2. PRESENTATION (10’) 
ACTIVITY 1: (Pre-listening) 
Aim: To get Ss acquainted with listening skills. 
 - To help develop Ss’ skills of listening for specific information. 
* Content: Listening a student talking about her school to get used to listening skills 
* Outcome: Guessing the answers to the questions. To improve listening skills. 
* Organisation: Teacher’s instructions... 
Teacher’s & Student’s activities Content 
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1. Janet, a student at Palmer School in 
America, is talking about her school. 
Guess the answers to these questions. 
*Pre-teach vocabulary: 
 + Teacher use different techniques to teach 
vocabulary (situation, realia.) 
+ Follow the seven steps of teaching vocab. 
+ Check vocabulary. 
+ Answer the two question before listening 
- Ask Ss the questions: Who's Janet? What's 
the name of her school? 
- Ss work in pairs and guess the answers to 
the two questions. 
- 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. 
1. Janet, a student at Palmer School in 
America, is talking about her school. 
Guess the answers to these questions. 
*Vocabulary: 
- uniform (n) bộ đồng phục 
- wear (v) măc, đeo, đội .. 
+ Students (Ss) listen to the instructions 
carefully and learn how to do the tasks. 
- T_ Ss 
+ Ss look at the key words before answering 
the questions (e.g. Janet, student, Palmer 
School, America). 
- Ss answer the questions 
- Compare the answers. 
3. PRACTICE (20’) 
ACTIVITY 2 : While-listening 
Aim: To help develop Ss' skill of listening for specific information. 
* Content: Listen again to get more information about schools in America. 
* Outcome: Choose the correct answer correctly. 
* Organisation: Teacher’s instructions . 
Teacher’s & Student’s activities Content 
2. Listen again and choose the correct 
answer A or B. 
- Have Ss look at the sentences. Tell them 
how to do it. 
- Give them some strategies to do the 
exercise, 
(e.g. reading the sentences, underlining the 
key words, listening to the text paying 
attention to the key words, and deciding on 
the correct option). 
- Play the recording twice and allow Ss to 
choose the correct answers as they listen. 
- Ss can share their answers before listening 
2. Listen again and choose the correct 
answer A or B. 
- Listen to the teacher’s instructions carefully 
and learn how to do it. 
- T_ Ss 
- Check the meaning if necessary 
Audio script: 
Hi. My name's Janet. I'm eleven years old. 
I'm 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. 
25 
to the recording a final time to check. 
- Get feedback. 
- Check and confirm the correct answers. 
* Post-listening 
- Students tell about Janet’s school freely 
- T gives instructions and encourage Ss to 
tell about Janet’s school, using information 
in Audio Script. 
- Give some clues: her name, age, the name 
of her school. Teacher, she studies 
Vietnamese, wear uniforms every day,.. 
- Call on some Ss to talk freely. 
- Correct pronunciations, grammar, vocab, 
intonati... Organisation : Teacher’s instructions 
Teacher’s & Student’s activities Content 
+ Greeting 
+ Chatting 
- Teacher (T) asks Ss some questions about 
them and class. 
- Ask Ss to open their book and introduce what 
they are going to study. 
+ Greeting 
+ Chatting 
-T_Ss 
- Students (Ss) listen and learn how to do. 
- Open their book and write . 
2. PRESENTATION/ NEW LESSON (25’) 
PRACTICE EXERCISES 
ACTIVITY 1: 
Aim: To give Ss practice in using the present simple tense in sentences. 
* Content: Revise what they have learnt during the unit to write the correct answer. 
* Outcome: Remember the words and the use of the present simple tense. 
28 
* Organisation : Teacher’s instructions 
Teacher’s & Student’s activities Content 
1. Look at the pictures. Write the correct 
words in the gaps. 
- Have Ss do this activity individually then 
compare their answers with their partners. 
- Tell Ss to write the words in their notebooks. 
- Ask some Ss to write the answers on the 
board. 
- Check and correct the mistakes. 
- Have Ss say the words. 
- Check their pronunciation 
1. Look at the pictures. Write the correct 
words in the gaps. 
+ Students (Ss) listen to the instructions 
carefully and learn how to do the tasks. 
- Work individually 
- Answer the teacher’s questions and 
enquirements. 
- Listen carefully and read aloud. 
Key: 
 1. uniform 2. pencilsharpener 
 3. notebook 4. compass 
 5. calculator 6. ruler 
ACTIVITY 2: 
Aim: To help Ss revise the vocabulary items they have learnt. 
* Content: Revise the vocabulary items they have learnt to do the matching. 
* Outcome: Remember the use the verbs: have, play, do, study 
* Organisation : Teacher’s instructions. 
2. Match the words in A with th words/ 
phrases in B. 
- Have Ss do this activity by themselves and 
write their answers in their notebooks. 
- Call on one or two Ss to write their answers on 
the board, then check their answers as a class. 
- Observe and help when and where necessary, 
and correct Ss'pronunciation and intonation. 
2. Match the words in A with th words/ 
phrases in B. 
- Ss work individually. Do the tasks 
- Share the answers. 
* Key: 
 1. e 2. d 3. b 4. a 5. c 
ACTIVITY 3 + 4: 
Aims: To help Ss revise the present simple tense. 
* Content: Review grammar point: Present simple tense; further practice to do exercises. 
* Outcome: Remember more the use and form of Present simple tense by doing exercises. 
29 
* Organisation : Teacher’s instructions 
3. Complete the sentences with the present 
simple. 
- For these two exercises, ask Ss to do them 
individually first. 
- Ask Ss to check their answers with their 
partners before discussing the answers as a 
class. 
- Tell Ss to keep a record of their original 
answers so they can use that information in their 
4. Complete the text with the correct form of 
the verbs in brackets. 
- Ask Ss to do them individually first. 
- Ask Ss to check their answers with their 
partners before discussing the answers as a 
class. 
- Observe and help when and where necessary, 
and correct Ss'pronunciation and intonation. 
- G et feedback 
3. Complete the sentences with the present 
simple. 
- Listen to the instructions clearly 
- Ss to work independently 
- Share the answers 
- Copy them 
Key: 
4. Complete the text with the correct form of 
the verbs in brackets. 
- Do exercises_ S_ Work individually 
- Give the answers 
Key : 
1.is 2. has 3. walks 4. study 5. likes 
3. FURTHER PRACTICE (12’) 
ACTIVITY 5: 
Aim: To help Ss to revise the position of adverbs of frequency in sentences. 
* Content: Review grammar point: Adverb of frequency; To do exercises. 
* Outcome: Remember more the use and form of adverb of frequency. 
* Organisation : Teacher’s instructions. 
Teacher’s & Student’s activities Content 
5. Put the adverb in brackets in the correct 
place in each sentence. 
- Ask Ss to read the sentences by themselves 
carefully, then recall the position of adverbs of 
frequency in sentences (before the main verb). 
- Have them write down the sentences with the 
5. Put the adverb in brackets in the correct 
place in each sentence. 
- Students do themselves 
- Check the answers 
- Give the answers 
30 
adverbs of frequency in their notebooks. 
- Let Ss do it. 
- Call on some Ss to read the sentences aloud. 
- T checks their answers. 
- Correct their pronunciation 
- Check and confirm the correct answers 
* 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? 
4. WRAP-UP & HOME WORK ( 5’) 
- Summarise the main points. 
- Ask 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. 
PROJE...cabualry. 
- Invite some pairs of Ss to read the dialogue aloud. 
- Ask Ss what exactly Mi and Nick talked about. 
- Confirm the correct answer. 
- Have Ss say the words in the text that they think 
are related to the topic My house. 
- Quickly write the words on one part of the board. 
- Comment on Ss'answers. 
- T_ Ss 
- Listen carefully to the context 
- Answer the teacher’s questions. 
(They talked about their houses. Mi shared 
that her family was moving to a new flat and 
she briefly described her new flat...) 
*Vocabulary: 
- town house (c-n) nhà phố 
- country house (n) nhà ở vùng quê 
- flat (n) căn hộ 
- bedroom (n) phòng ngủ 
- bathroom(n) phòng tắm . 
- Listen carefully and read aloud. 
- Find out the words related to the topic. 
3. PRACTICE ( 15’) 
ACTIVITY 2: 
Aim: To help Ss understand the text. 
* Content: To listen and read the convaersation and tick the column. 
* Outcome: Practice reading the conversation and tick the correct column. 
* Organisation : Teacher’s instructions. 
Teacher’s & Student’s activities Content 
2. Which family members does Mi talk about? 2. Which family members does Mi talk 
34 
Put a (√) 
- First, ask Ss to give the answers without reading 
the conversation again. Then ask them to read the 
conversation and check their answers. 
- Have Ss highlight the sentences that have the 
answers. 
- Invite some Ss to give answers and their evidence. 
- Confirm the correct answers. 
- Allow them to share their answers before 
discussing them in groups or as aclass. 
- Call on Ss to give th answers 
- T gives the correct answers. 
about? Put a (√) 
- Listen carefully to the instructions 
- Follow the teacher’s instructions 
- Give the answers and check. 
ACTIVITY 3: 
Aim: - To help Ss further understand the text. 
* Content: To listen and read the conversation again complete the sentences. 
* Outcome: Understanding more about the text . Complete the sentneces. 
* Organisation : Teacher’s instructions 
Teacher’s & Student’s activities Content 
3. Read the conversation again. Complete each 
sentence with ONE word. 
- Ask Ss to work independently to fill each blank 
with the word from the conversation. 
- T may instruct them how to do the exercise: 
(1) read the sentence and identify the kind of 
information to fill the blank. 
e.g. In sentence 1, we need a noun that shows the 
relationship between Elena and Nick to fill the 
blank; (2) read the conversation and locate the 
place to find the word to fill the blank. 
 e.g. Line 2 in the conversation contains the word 
needed to fill the blank in sentence 1. 
- Model with the first sentence. “sister” 
- Allow Ss to share answers before discussing as a 
3. Read the conversation again. Complete 
each sentence with ONE word. 
- Listen to the instructions clearly 
- Learn how to do it 
- Ss to work independently 
- Share the answers 
- Copy them 
Key: 
1. sister 2. TV 
3. town 4. country 
5. three 
- Practice saying the sentneces.Give the 
answers. 
35 
class. Write the correct answers on the board. 
- T gives correct answer 
ACTIVITY 4: 
Aim: To develop Ss knowledge of the vocabulary about types of house. 
* Content: To complete the word web, using the words from the convarsation. 
* Outcome: Remember and use the words correctly. 
* Organisation : Teacher’s instructions.... 
4. Complete the word web. Use the words from 
the conversation and the ones you know. 
- Ask Ss to work in pairs to complete the word web 
about types of house. 
- Tell them that they should read the text again to 
get the words and use the words they know. 
- Ask them to draw the word web in their 
notebooks and do the task in five minutes. 
- Have pairs exchange their word webs. 
- Invite two pairs with the most number of words to 
draw their word webs on the board. 
- Other pairs look, comment and add any words 
they know. 
- Introduce some other types of house if needed. 
* This activity can be organised as a competitive 
game where Ss work in groups to add as many 
words to the word web as possible. 
- The group with the most answers wins. 
- Show the winner 
4. Complete the word web. Use the words 
from the conversation and the ones you 
know. 
- Listen carefully and learn how to do. 
- Work in pairs 
- Ss do themselves. Give the answers 
- Suggested answers: 
4. PRODUCTION/ APPLICATION ( 8’) 
ACTIVITY 5: 
Aim: To help Ss practise asking and answering about where they live. 
* Content: To ask your friends where they live. Report the answers. 
* Outcome: Asking friends where they live. To improve speaking and listening skills. 
36 
* Organisation : Teacher’s instructions.... 
Teacher’s & Student’s activities Content 
5. Work in groups. Ask your friends where they 
live. Then report their answers. 
- Have Ss work in groups to take turns to ask and 
answer about where they live. 
- Model with one student to make sure Ss know 
how to ask...eir pronunciation 
- Give the comments. 
- Listen carefully to the instructions 
- T_Ss 
- Answer the teacher’s questions. 
+ Students (Ss) listen to the instructions 
carefully and learn how to do the tasks. 
- Answer the teacher’s questions and 
enquirements. 
Key : 
b. living room c. bedroom 
d. bathroom e. kitchen. 
3. PRACTICE ( 15’) 
ACTIVITY 2: 
Aims: To revise/ teach the names of furniture pieces. 
* Content: Name of the things / furniture in each room 
* Outcome: Understanding more some furniture in each room 
* Organisation : Teacher’s instructions.. 
Teacher’s & Student’s activities Content 
2. Name the things in each room in 1. Use 
the word list below.(You may use a word 
more than once.) 
- Ask Ss to work in pairs to do this activity. 
- Write the names of the rooms on board in 
different places. 
*Check the meaning of words if necessary 
- Call on Ss from different pairs to go to the 
board and write the names of the furniture 
under these rooms. 
- Remind Ss that one piece of furniture can 
belong to more than one room. 
- Ask other Ss to comment. Ask Ss if they can 
add more things to each room. 
2. Name the things in each room in 1. 
Use the word list below.(You may use 
a word more than once.) 
- Work in pairs to do this activity 
- Listen carefully and learn how to do. 
- Give the answers 
* Key: 
Bed room: Lamp, chest of drawers, 
picture. 
Living room: Lamp, picture, sofa. 
Hall: picture 
Kitchen: cupboard, dishwasher, sink, 
40 
- This activity can also be organised as a 
game. The first pair to finish the activity wins 
and goes to the board to write their answer. 
fridge. 
Bathroom: toilet, shower, sink. 
- Ss do the tasks. 
ACTIVITY 3: 
Aims: 
- To help Ss to practice asking and answering about the furniture in a room. 
* Content: Asking and answering about the furniture in a room 
* Outcome: Understanding some more things in the room. 
* Organisation : Teacher’s instructions. 
Teacher’s & Student’s activities Content 
3. Think of a room in your house. In pairs, 
ask and answer questions to guess it. 
- Model this activity with a student. 
- Ask Ss to work in pairs. 
- One student thinks of a room in his / her 
house; the other asks questions to guess the 
room. 
- Call on some pairs to practise in front of the 
class. 
- Comment on their performance. 
3. Think of a room in your house. In 
pairs, ask and answer questions to 
guess it. 
- Listen to the instructions clearly 
- Learn how to do it 
- Ss to work in pairs 
- Ss do themselves. 
- Copy them 
 II. PRONUNCIATION: / s/ and /z / 
ACTIVITY 4: 
Aims: To help Ss identify how to pronounce the final sounds /s/ and /z/ . 
- To help practice pronouncing these sounds in words. 
* Content: To pronounce the final sounds /s / and /z/ correctly; 
* Outcome: Identify how to pronounce the final sounds /s/ and /z/. Practice pronouncing 
. 
* Organisation : Teacher’s instructions. 
4. Listen and repeat these words 
- Have some Ss read out the words first. 
- Then play the recording for them to listen 
and repeat the words. 
4. Listen and repeat these words 
- Listen carefully. T_Ss 
- Check the answers 
- Listen and repeat 
41 
- Play the recording as many times as 
necessary. 
- Have Ss comment on the way to pronounce s 
at the end of the words. 
- Quickly explain the rules. 
- Check the meanings if necessary, 
* Audio script: 
Lamps sinks flats toilets 
cupboards sofas kitchens romms. 
4. PRODUCTION/ APPLICATION ( 8’) 
ACTIVITY 5: 
Aim: To help Ss pronounce the sounds /s / and /z/ correctly in context. 
* Content: To pronounce the final sounds /s / and /z/ correctly; 
* Outcome: To pronounce the final sounds /s/ and /z/ correctly in contexts. Practice 
pronouncing . 
* Organisation : Teacher’s instructions 
Teacher’s activities Student’s activities 
5. Listen the conversation . Underline the 
final in the words and put them into the 
correct column. 
- Have Ss quickly read the conversation and 
underline the final s in the words. 
- T plays the recording for Ss to listen to the 
conversation and write /s/ or /z/ under each ‘s’ 
that they have underlined. 
- Tell them to put the words with the final ‘s ‘ 
in the correct column according to the sound 
of ‘s ‘. 
- Have them work in pairs to compare their 
answers. 
- Check Ss'answers. Ask them to explain their 
5. Listen the conversation . Underline 
the final in the words and put them 
into the correct column. 
- Listen to the instructions carefully then 
do the tasks. 
- Do the tasks 
- T_Ss 
Key : 
/s/: chopstics, lamps. 
/z/: bowls, things, homes 
- Listen again and reppeat 
42 
answers. 
- Play the recording again for Ss to repeat each 
line of the conversation. 
- Ask Ss to work in pairs to practise the 
conversation. 
- Call on some pairs to practise the 
conversation. 
- Comment on their pronunciation of the final 
s. 
- Work inpairs 
- Prac... form possessive case. 
* Organisation : Teacher’s instructions... 
Teacher’s & Student’s activities Content 
45 
2. Complete the sentences with the 
correct possessive case. 
- Have Ss do this exercise . 
- Call on two Ss to write their answers on 
the board 
- Draw all Ss’ attention to the board and 
check the answers together. 
- T confirms the correct answers. 
- Observe and help when and where 
necessary, and correct Ss'pronunciation and 
intonation. 
2. Complete the sentences with the 
correct possessive case. 
- Ss work individually 
- Do the tasks 
- Share the answers. 
- Learn how to do. 
* Key: 
1. Mi’s 2. teacher’s 3. Nick’s 4. 
father’s 
5. brother’s 
ACTIVITY 3: Prepositions of place 
Aims: 
- To help Ss identify different prepositions of place and use them correctly to 
describe where people or things are. 
* Content: Write different prepositions of place and use them to do the tasks. 
* Outcome: Write the correct preposition in the box. Use the prepositions of place 
correctly 
* Organisation : Teacher’s instructions... 
Teacher’s & Student’s activities Content 
3. Write the correct preposition in the 
box under each picture. Say a sentence to 
describe the picture. 
*) Pre- teach vocabulary: 
- Teacher uses different techniques to teach 
vocabulary (situation, realia, translation .....) 
+ Follow the steps to teach vocabulary 
- Repeat in chorus and individually 
- Check vocab 
- Copy all the words 
- Ask Ss what prepositions of place they 
3. Write the correct preposition in the 
box under each picture. Say a sentence 
to describe the picture. 
* Vocabulary: 
- in front of (prep.) 
- next to (prep.) 
- behind (prep.) 
- between (prep.) 
- under (prep.) 
 in on next to 
behind 
 in front of under between 
46 
know. 
- Encourage Ss to say as many as possible. 
- Have them look at the Remember! box to 
see if the prepositions they have mentioned 
are the same. 
- Ask Ss to look at 3 and explain what they 
have to do. 
- Have Ss do this exercise in pairs. Ask for 
Ss' answers. 
- Confirm the correct answers. 
- Have Ss work in pairs to say sentences 
describing the pictures. 
- Move around to offer help if needed. 
- Call on some Ss to say their sentences. 
- If there is time, ask some Ss to write their 
sentences on the board. 
- Listen to the instructions clearly 
- Ss to work independently 
- Share the answers 
- Copy them 
Key: 
2. next to 3. behind 4.in 
5. in front of 6. between 7.under 
2. The dog is next to the armchair. 
3. The cat is behind the TV. 
4. The cat is in the wardrobe. 
5. The dog is in front of the doghouse. 
6. The cat is between the lamp and the 
armchair. 
7. The cat is under the table. 
ACTIVITY 4: 
Aims: To give Ss further practice in using prepositions of place. 
* Content: To write True or False for each sentence . 
* Outcome: Decide if each sentence is true or false. To correct the false sentence. 
* Organisation : Teacher’s instructions.. 
4. Look at the picture and write T (True) 
Or F (False) for each sentence. Correct 
the false sentence. 
- Have Ss look at the picture of the room 
and ask them to describe the room briefly. 
- Ask them to read each sentence, look at 
the picture and decide if each sentence is 
true or false. If it is false, ask them to 
correct it. 
- Have Ss do this exercise individually 
before they share their answers with a 
partner. 
- Ask some Ss to read out their answers. 
- Check and confirm the correct answers 
4. Look at the picture and write T (True) 
Or F (False) for each sentence. Correct 
the false sentence. 
- Listen carefully 
- Check the answers 
- Listen and repeat 
Key: 
1. T 
2. F (The school bag is under the table.) 
47 
3. F (The clock is between the two 
pictures.) 
4. T 
5. F (The cap is on the pillow.) 
4. FURTHER PRACTICE (8’) 
ACTIVITY 5: 
Aims: To help Ss practice describing their house. 
* Content: Playing GAME Memory challenge . 
* Outcome: Know how to play game. Showing the winning team. 
* Organisation : Teacher’s instructions.. 
Teacher’s & Student’s activities Content 
5. GAME: Memory challenge 
- Have Ss work in pairs to play the game 
Memory challenge . Ss look at the picture 
in 4 for 30 seconds and then cover it . They 
ask and answer questions about position of 
the thing in the picture. 
- Invite some pairs to perform in front of the 
class. 
- This activity can be organised as a 
competative game. The class is devided into 
teams A and B . 
- Have the teams look at the picture for 30 
seconds. 
- Ask to close their books. 
- Ask Ss from each team to answer some 
questions about the position of the things in 
the picture. Record their points on the board 
and announce the winning team. 
- T goes round and corrects mistakes or 
gives help when and where necessary. 
- Show the winner. 
5. GAME: Memory challenge 
- Work in two teams . 
+ Listen to the teacher’