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

Week: 1	 Preparing date: 03/9/2023
Period: 1	 Teaching day: 05/9/2023
INTRODUCTION
I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- Master the structure of English 6 and the sections in each unit.
2. Competences: 
- Know how prepare for each section and practice through the skills and activities.
3. Character qualities: 
- Be interested in learning English.
II. Teaching aids: Textbook, laptop, TV, sachmem.vn.
III. Procedure:
1. The structure of English 6:
- English 6 consists of 2 student’s books with 4 themes: Our Communities, Our Heritage, Our World and Visions of the Future.
- Each student’s book consists of a book map, 6units, 2 review and glossary.
- In the first term, you will learn from unit 1 to unit 6, and in the second term, you will learn from unit 7 to unit 12.
- Each unit has 7 lessons: 
+ Lesson 1: Getting started
+ Lesson 2: A closer look 1
+ Lesson 3: A closer look 2
+ Lesson 4: Communication
+ Lesson 5: Skills 1
+ Lesson 6: Skills 2
+ Lesson 7: Looking back and project
- The text book with beautiful pictures will help you very much in taking knowledge in English.
- The workbooks will help you practice what you have learnt.
- In each term we have tests
2. Some rules in the class:
- Study seriously and actively. Do not make noises in the class.
- Learn the old lesson (vocabulary, structures, grammar,).
- Do the homework in the workbook regularly after each lesson.
- Prepare the new lesson at home before being in class.
3. Homework:
- Prepare for Unit 1: Getting started.
4. Further practice
Week: 1	 Preparing date: 03/9/2023
Period: 2	 Teaching day: 05/9/2023(6/2)
	06/9/2023(6/1)
UNIT: 1 MY NEW SCHOOL
Lesson: 1 GETTING STARTED
I. OBJECTIVES: By the end of this lesson, students will be able to: 
1. Knowledge: 
- Have an overview about the topic “My new school” and use the vocabulary to talk about school things and activities.
2. Competences: 
- Cover the content of the conversation about the topic My new school by listening and reading and recognize the present simple.
3. Character qualities:
Students show their love to their school and friends.
II. TEACHING AIDS: Text book, laptop, smart TV, sachmem.vn.
III. PROCEDURES:
1. WARM – UP:* Network
Aim:To activate students’ knowledge on the topic of the unit and set the context for the listening and reading part.
- T divides class into 2 teams and asks students to write school things they use everyday.
- Ss write down on the groupboard and stick it on the board.
-The team who has more correct words is the winner.
school things
 pen
2. PRE – STAGE:
Aim: To teach students some vocabulary relatedtothetopicMyNewSchool.
* Vocabulary:Teacher use different techniques to teach vocab (pictures, situation, realia)
- calculator (n)	: máy tính
- wear (v)	: mặc, đội
- 'uniform(n)	: bộ đồng phục
- smart (adj)	: bảnh bao, nhanh trí
- 'compass(n)	: compa, la bàn
- put on (phr. v)	: mặcvào
- 'heavy (adj)	: nặng
* Checking vocabulary: What and where
3. DURING - STAGE:
Aims: - To help students get more specific information about the text and know how to use the vocabulary in different context.
- To check students understanding of the conversation and help students use the words in context.
* Task 1: Listen and read.
- T sets the sences:
- Ss look at the picture on page 6
a) Who are they?
b) What is Phong doing?
c)Who are Vy and Duy?
d)Why is it a special day for them?
- T asks Ss to listen to the text twice and work in pairs.
- T gives feedback.
*Answer the questions:
a) They are Phong, his Mum, Vy and Duy.
b) He is having breakfast.
c) They are Phong's schoolmates.
d) Because it is their fisrt day of the new school.
- T plays the recording twice.
Ss listen and read.
T checks students’ prediction.
T calls 3 students to read the conversation aloud.
* Task 2: Read the conversation again and tick (✔) T (True) or F (False).
T tells students to read the conversation again and work independently to find the answers. 
T has students pair compare before checking with the whole class.
- T calls some students to give the answers.
*Answer keys:
 1. T
 2. F (Duy is Vy’s friend)
 3. T
 4. T
 5. F (Phong isn’t wearing a shool uniform)
* Task 3: Write one word from the box in each gap.
T asks ss to read the conversation again, work independently to put a suitable word from the box to fill in the gap.
T calls one st to share his/her answer on the board.
T asks ss to look at the board, check their mate’s answer. 
*Answer key:
1. wear
2. has
3. go
4. uniforms
5. Subjects
* Task 4:Match the words with the school things. Then listen and repeat.
T divides the class into 2 teams.
- T put two sets of cards, one includes pictures of school things and the other includes their names. Members from two teams take turns and matchs the names with the correct pictures as fast as possible. The team matched faster and correctly is the winner.
4. POST – STAGE...ING AIDS:
Textbook, lesson plan, laptop, TV, sachmem.vn.
IV. PROCEDURES:
1. Warm-up: Game: Sentence puzzling
* Aim: To activate students’ prior knowledge related to the targeted grammar of present simple tense and to increase students’ interest.
T divides the class into 4 groups.
T delivers a set of word cards which are jumbled sentences in present simple (from the conversation in getting started) to each group.
Ss will have to work in groups to create the correct sentences from the word cards as possible.
The group with the most correct sentences will be the winner.
Suggested sentences:
1. Peter
Lives
near
his school.
2. We
Go
To
the same school.
3. They
Have
New
subjects.
4. We
always
look
smart
in our uniforms
2. Pre- stage:
* Aims: To teach students the present simple tense and review adverbs of frequency.
- Lead in: T draws students’ attention to the form of the sentences created in the game and asks them whether they know the target tense.
* Model sentences:
1. Peter
lives
near
his school.
2. We
go
To
the same school.
- T provides or confirms the answers and leads in the grammar focus of the lesson.
-T explains how to use the tense.
A/ THE PRESENT SIMPLE TENSE
* Use:
1. Diễn tả những hành động lặp đi lặp lại hay thói quen
Ex:We go to the cinema every Sunday.  
2. Miêu tả lịch trình hoặc chương trình (ngụ ý tương lai)
Ex: Oh no! The train leaves at five.  
The cartoon starts at 7:45 p.m.
3. Miêu tả thực tế hoặc sự thực hiển nhiên
Ex: She works as a nurse.  
The sun rises in the east.
4. Miêu tả các trạng thái ở hiện
Ex: I am hungry.  	I am not happy.
T introduces the positive, negative and question form of the tense.
* Form:
+ Positive: S + Vinf/ V(s/es) +  .
+ Negative: S + don’t/ doesn’t + Vinf +  .
+ Interrogative: Do/ Does + S + Vinf +  ?
->Yes, S + do/does.
No, S + don’t/ doesn’t.
- Have Ss read the Remember! box. Direct their attention to the present simple tense form for third person singular.
*The present simple verbs with he / she / it need an s / es.
*. Quy tắc thêm đuôi s/ es
- Động từ không có dấu hiệu đặc biệt: Thêm -s vào sau động từ
Ví dụ: get - gets, take - takes
- Động từ kết thúc bằng các chữ cái -ss, -sh, -ch, -x, -o: Thêm -es
Ví dụ: miss - misses, wash - washes, watch - watches, mix - mixes, do - does
- Động từ kết thúc bằng một phụ âm và -y: Bỏ -y và thêm -ies
Ví dụ: study - studies
- Động từ kết thúc bằng một nguyên âm và -y: Thêm -s vào sau động từ
Ví dụ: play – plays
* Cách phát âm đuôi s và es
- Phát âm là /s/ khi âm tận cùng của động từ nguyên thể là /p/, /t/, /k/, /f/
Ví dụ: stops, spots, looks, laughs
- Phát âm là /ɪz/ khi âm tận cùng của động từ nguyên thể là /s/, /z/, /ʃ/, /tʃ/, /dʒ/
Ví dụ: misses, rises, washes, watches, judges
- Phát âm là /z/ khi âm tận cùng của động từ nguyên thể là các âm còn lại
Ví dụ: cleans, plays, clears, rides, comes
- T elicits adverbs of frequency
- T tells Ss to look at the two examples carefully.Then asks them about the position of the adverbs of frequency,and the meaning of those.
- T tells them to recall all the adverbs of frequency they know.
B/ ADVERBS OF FREQUENCY
* Model sentences:
- We often ride our bicycles to school.
- They don’t often go to the cinema
*( always, usually, sometimes, rarely, never)
* Note: We usually place the adverb of frequency before the main verb.
3. During- stage:
* Aims: To help students practise using the present simple tense and adverbs of frequency.
Task 1: Choose the correct answer A, B or C
- T has students work independently, look at the form and do Exercise 1 – page 9.
- T lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
Answer key:
1. A	2. C	3. B	4. A	5. C
Task 2: Write the correct form of the verbs
T asks students to work independently.
T calls 1 or 2 students to write their answers on the board, checks their answers sentence by sentence.
Answer key:
Has	2.Do you have	3. Like	4/Does Vy walk
5.ride	6. go
Task 3: Fill the blanks with sometimes, usually or never.
- T shows the graph and lets students fill in the blanks with suitable adverbs of frequency: sometimes, usually or never (Exercise 3 – page 10)
- T lets students work in groups of four to make 5 sentences using the 5 adverbs of frequency above.
- T calls some groups to read aloud the answers and gives feedback.
* Answer key:
2. usually	3. Sometimes	5. never
* Write a sentence with one of these adverbs.
1. I always do my homework aftert school.
..
Task 4: Choose the correct answer A or B to complete each sentence.
T has students complete Exercise 4 – page 10 independently.
-T then asks students to exchange their textbooks to check their friends’ answers.
Answer key:
1. B 2. A	3. A 4. B	5. A
3. Post- stage
* Aims: To help students further practise asking and answering the questions about the topic of school, using present simple and abverds of frequency and play the game lucky nu...o go to.
2. Competences:
 - read to get specific information about the schools.
 - talk about things they like and don’t like at school and the reasons for that.
3. Character qualities: have good behaviors to friends, be fond of their school.
II. TEACHING AIDS: textbook, lesson plan, laptop, TV, sachmem.vn.
III. PROCEDURE
1. Warm-up: 
* Aims: To create a friendly and active atmosphere in the class to motivate students and to introduce the topic of reading.
* Organization of implementation: Game: Lucky apple!
- T divides class into 2 teams.
- T prepares 7 apples which includes 5 questions about their school, and 2 lucky apples.
- Each team will take turns and choose an apple and answer the question behind the apple. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky apple, they get 1 point without answering the question and may choose another apple. The team who has more points is the winner. 
Suggested questions:
1. How many classes are there in our school?
2. Do students have to wear uniform when they go to school?
3. Lucky apple!
4. How many computer rooms does our school have?
5. Name some clubs in our school.
6. When was our school established?
7. Lucky apple!
2. Pre- stage: 
* Aims: - To teach useful vocabulary and phrases related to the topic
 - To lead in the reading skill. 
* Organization of implementation:
a. Vocabulary:
- T asks students to get the meaning of the words boarding school, international and playground in context.
+ boarding school /ˌɪntəˈnæʃən.əl/ (n) [explanation]: involving more than one country: Trường nội trú
+ playground /ˈbɔːdɪŋ ˌskuːl/ (n) [picture] an area designed for children to play outside: sân chơi
+ international /ˈpleɪɡraʊnd/ (adj) [explanation] : a school where students live and study: quốc tế
- Teacher calls on some Ss to read and gives feedback.
- Students repeat in chorus and individually
* Checking vocab: 
b. Lead-in:
- T leads students into the lesson by showing pictures of 3 schools Sunrise, An Son and Dream and asks them some questions. 
What can you see in these pictures?
Are these schools in the same place?
Which school do you think is in Viet Nam?
Suggested answers:
I can see three different schools.
No, they aren’t.
The second school
3. During stage
* Aims: - To develop reading skill for general and specific information. 
 - To help students identify different features of each school.
* Organization of implementation:
a. Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C
T asks students to open the book, read through the text and do Ex. 1 – p. 12.
T calls some students to give the answer, explain which sentences give them the information.
Ss look at the picture and read the passages, then match.
T calls on some students to give the answer, others gives comments.
T gives feedback.
Answer key: 1. C;	 2. A; 	3. B
Task 2: Read the passages again and complete the sentences.
T asks students to read through the sentences, predict what information/ what types of words they have to fill in the blanks.
T lets students work independently and find the correct answer.
T lets students pairs compare before checking with the whole class.
Answer key:
boarding
Sydney
mountains and green fields
Dream School
English-speaking teachers
c. Task 3: Answer the questions.
T asks students to read the questions and underline key words, reminds them to focus on the types of information they have to find (What/ Where/ Which school).
T asks students to work in pairs and find the answer.
- T calls a student to write his/her answer on the board, then check sentence by sentence with class.
Suggested answers:
Sunrise is a boarding school.
An Son School is in Bac Giang.
Yes, there is.
4. They join many interesting clubs.
4. Post stage
* Aims: To help students use what they have learnt to talk about things they like and don’t like at school and the reasons for that.
* Organization of implementation:
Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? - Complete the table. 
T asks students to work independently and complete the table.
 - T goes around and offers help if necessary.
Discuss your choice with your friends
T tells students to work in groups of four and share the answer, reminds them to take note the information from other members.
T invites some students to share their preparation and makes sure they speak in full sentences.
- Ss share their ideas with the whole class.
Example: 
A: Which school would you like to go to?
B: I’d like to go to Dream school.
A: Why?
B: Because I’d like to paint the art club
5. Homework: 
- Search for information about your school and write about your school.
- Do Exercises in workbook.
- Prepare the next lesson Skills 2. 
 FEEDBACK: 
Week: 3	 Preparing date: 15/9/2023
Period: 7	 Teaching day: 19/9/2023
UNIT 1: MY NEW SCHOOL
Lesson 6: SKILLS 2
I. OBJECTIVES:By the end ... phrases in B.
T encourages ss to complete the task in pairs.
T call ss to match the words/ phrases in open pairs (randomly)
T gives feedback as a class discussion.
T encourages ss to provide more school activities.
*Answer keys:
	1-e	2- d	3- b	4- a	5- c
*Task 3: Complete the sentences with the present simple.
T has ss complete the task individually.
After finishing the task, ss exchange their textbooks 
T callson some ss to answer.
T gives feedback as a class discussion.
Ss check and correct the mistakes
*Answer keys:
comes	2. don’t	3. walks	4. do	5. teaches
*Task 4: Complete the text with the correct form of the verbs in brackets.
Ss work in pairs.
T asks ss to read the sentences carefully and give the answers.
Ss complete the task and discuss the answers.
T gives feedback as a class discussion.
*Answer key:
is	2. has	3. walks	4. study	5.likes
*Task 5: Put the adverb in brackets in the correct place in each sentence.
T shows the sentences on the board 
T asks some students to go to the board and put the adverbs of frequency in the correct place in each sentence
Ss discuss the answers.
T gives feedback.
Ss check and correct the mistakes
*Answer keys:
I always remember to do my homework.
Nick usually gets good marks in exams.
We do not often see a rabbit in town.
I rarely read in bed at night.
Do you sometimes sing in the shower?
4. POST-STAGE: Project
Aim: Show ideas about a dream school using the knowledge they have learnt at previous lessons.
-T gives the tasks and instructions (after Getting started period): T divides the class into 4 big groups, T lets the groups discuss and summarize the information and design A0 size posters about their school at home (suggestion sheet).
- Ss in each group present their group’s ideas, and the other listen, observe ask questions if they would like to or give comments.
- Ss will critically evaluate all the posters, then give 1 vote for the most attractive poster. (evaluation sheet)
- T gives comments and feedback to all 4 posters and awards special prize to the group which has the most votes.
5. HOMEWORK:
- Prepare Unit 2: Getting Started
* FEEDBACK:
V. APPENDIX: ( FOR PREPARATION) 
Work-sheet N0!1
YOUR DREAM SCHOOL
Suggestion questions
Group:____________________________
Name:____________________________
I. Watch the video and list the names of the schools in the video:
Xem video vàghilạitênnhữngngôitrường- đấtnướcđãđượcgiớithiệutrong video
Schools
Countries

Schools 
Countries
1


8


2


9


3


10


4


11


5


12


6


13


7


14


 II. Answer the question, write down your answer and exchange the worksheet with you teammates: 
Trảlờicâuhỏisauviếtcâutrảlờicủaemvàogiấylàmbàivàtraođổivớicácbạn( give one- get one)
Which school do you like best? Why? 
1. I like .....................in ........................... best because...............................................
.....................................................................................................................................
.....................................................................................................................................
2. I like .....................in ........................... best because..............................................
.....................................................................................................................................
.....................................................................................................................................
3. I like .....................in ........................... best because...............................................
..........................................................................................................................................................................................................................................................................
4. I like .....................in ........................... best because..............................................
..........................................................................................................................................................................................................................................................................
III. Read the Group work’s assignment in textbook (page 15) and Discuss about your dream school based on the criteria below: thảo luận về bài tập nhóm Project trang 15 dựa trên tiêu chí sau:
- time for preparation :2 weeks: thời gian chuẩn bị trong 2 tuần
- information resources (books, magazine, youtube): nguồn thông tin (sách, tạp chí, youtube)
IV. Discuss with your teammates about your dream school by answering the questions:
Thảo luận với các bạn trong nhóm về ngôi trước mơ ước của em bằng cách trả lời các câu hỏi sau:
- Location: Where is it? It is in the city or country? What are there around your school?
.................. chỉnh sửa
- Đặt ra một số câu hỏi và trả lời về ngôi trường mơ ước của mình


Good luck to you
Work-sheet N0!2
YOUR DREAM SCHOOL
GROUP- WORK EVALUATION SHEET
( Phiếu đánh giá làm việc nhóm)
Group:_________________________________________
Scale: 5 = Excellent, 4=Good, 3=Satisfactory, 2=Needs Improvement, 1=Poor
Name of group member
Discussion 
(Thảo luận)
Performing mission ( Thực hiện nhiệm vụ)
Supporting group mates (Hỗ trợ bạn cùng nhóm)
Punctuality (đúng thời hạn)
Total 
1. 





2.





3.





4.





Work-sheet N0!3
YOUR DREAM SCHOOL
PRESENTATION EVALUATION SHEET
Group: .............
Scale: 5 = Excellent, 4=Good, 3=Satisfactory, 2=Needs Improvement, 1=Poor
A. Presentation
5
4
3
2
1
1. Ideas (variety, interesting, unique ...)





2. Confidence, fluency (voice, pronunciation,...)





3. Display (font, color, images, arrangement)





4. Language proficiency ( Vocabulary, structures,...)





5. Debate (Answering the questions, responding to suggestion)






Comments:
3 good points: 
....................................................................................................................... .......................................................................................................................
.......................................................................................................................
2 questions	: .......................................................................................................................
.......................................................................................................................
1 suggestion:
....................................................................................................................... .......................................................................................................................
Week: 3	 Preparing date: 15/9/2023
Period: 9 	 Teaching day: 21/9/2023
UNIT: 2 MY HOUSE 
Lesson: 1 GETTING STARTED 
A. Objectives:
1. Knowledge: This lesson will introduce the topic My house. 
-Learn some words about types of house.
2. Competence: Students will be able to cover the content of the conversation about the topic My house by listening and reading and recognize how to use possessive case.
3. Character qualities:
-Love of their own room and house.
B. Teaching aids: Grade 6 textbook, lesson plan, computer, sachmem.vn
C. Procedure: 
I. Warm-up: Matching
Aims: - To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
- T gives some pictures and asks ss to do matching.
- Ss do the matching.
- T gives feedback
 2. 3. 4. 
a. country house	b. apartment	c. town house 	d. stilt house
Key: 1c 	2. d 	3. b 	 4. a
II. Pre-stage:
Aims: To teach the vocabulary, set the context for the introductory text and introduce the topic of the unit.
*Vocabulary:
- T uses different techniques to teach vocab (explanation, visual, realia, synonym, pictures, etc.)
- flat=apartment (n): căn hộ (picture)
- town house (n): nhà phố (picture)
- country house (n): nhà ở vùng quê (picture)
- bedroom (n): phòng ngủ (picture)
- bathroom (n): phòng tắm (picture)
- move(to) (v): chuyển đến (explanation)
- behind≠ in front of (pre): đằng sau ≠ đằng trước (antonym)
- cousin (n): anh em họ (explanation)
* Checking vocab: R.O.R
Task 1: Listen and read.
* Set the scene:
- T shows the pictures (textbook): This is Mi and this is Nick. 
- T asks some questions.
1. What are they doing?
2. Can you share any experiences of chatting online?
3. Where do you live?
- We are going to listen and read
=> lead-in the new lesson.
- T plays the recording twice for students to listen and read along, has Ss underline the words that are related to the topic of the unit while they are listening and reading.
- T invites some pairs of students to read the dialogue aloud.
- Ss read the dialogue.
III. During-stage: 
Aims: Help Ss understand the text and learn some words about types of house.
Task 2: Which family members does Mi talk about? Put a tick 
- Ss work in pairs and do the task.
- T gives the correct answers.
Key: 
parents
✓
Sister

Brother
✓
Aunt 
✓
Cousin 
✓
Task 3: Read the conversation again. Complete eachsentence with ONE word.
-T has ss work independently and allows them to share answers before discussing as class.
-T asks ss to write the correct answers on the board.
Key: 
1. sister 	2. TV	3. town	4. country	5. three
Task 4: Complete the word web. Use the words from the conversation and the ones you know.
- T has ss do exercise 4 in pairs.
- T asks for Ss’ answers.
- T gives feedback
Suggested answers: 
IV. Post-stage:
Aims: To help Ss practise asking and answering about where they live.
Task 5: Work in groups. Ask your friends where they live. Then report their answers. 
- T models first and asks Ss to work in groups.
- Ss work in groups.
- T calls some groups to present their answers. ...esson: 3 A CLOSER LOOK 2 
I. OBJECTIVES: By the end of this lesson:
1. Knowledge: In this lesson, Ss will learn how to use possessive case and prepositions of place correctly.
2. Competences: Ss can
	- Practise forming the correct form of possessive case.
- Practise using prepositions of place correctly to describe where people or things are.	
3. Character qualities:
Ss will be able to have a good observation when they describe where people or things are.
II. TEACHING AIDS: Picture, textbooks, laptop, projector
III. PROCEDURES:
1. Warm up: Game ‘Pelmanism’
* Aims:
+ To create an exciting atmosphere at the beginning of the lesson. 
+ To remind Ss of the basic way to show possession, then elicit to possessive case.
- Ss are divided into 2 teams. Each team takes turn to open a number and a letter. If the subject pronoun matches the possessive adjective, that team will get one point; otherwise the other team will take the chance to play. The team having more points will be the winner.
1
2
3
4
5
6
7
( I We You They He She It)
a
b
c
d
e
f
G
(Their His Its My Her Your Our)
2. Pre- stage:
* Aim: to teach possessive case and review prepositions of place.
a) Possessive case:
- T models, using a picture: “This is Tina. This is her room.” We say: “This is Tina’s room.”
- T explains:
	+ We use “’s” after a proper name.
	+ We use “’s” after a singular noun.
	Ex: This is my mum’s book.
b) Prepositions of place:
- T uses the pictures of Activity 3 (page 19), models picture 1 and lets Ss write the correct preposition under each picture. 
Keys:
2. next to	3. behind	4. in	5. in front of	6. between	7. under
- T explains: Prepositions of place describe where people or things are.
Ex: The dog is on the chair.
àForm: S + be + prep of place + N
3. During- stage:
* Aims: to help Ss identify the correct form of possessive case.
to help Ss identify different prepositions of place and use them correctly to describe 
to give Ss further practice in using prepositions of placewhere people or things are.
Task 1: Choose the correct answer.
- T asks Ss to do exercise 1 individually.
- Ss do the exercise quickly then give the answers to teacher.
-T calls 2 Ss go to the board to write their answers.
- Other Ss and T gives feedback. 
Keys: 
1. grandmother’s	 2. sister’s	3. cousin’s	4. Nam’s	5. An’s
Task 2: Complete the sentences with the correct possessive forms.
- T has Ss work in pairs and complete the sentences, then have some pairs give their answers.
- T gives feedback.
Keys:
1. Mi’s	2. teacher’s.	3. Nick’s.	4. father’s.	5. brother’s. 
Task 3: Write a sentence to describe each picture.
- T asks Ss to work in groups of 4, write their answers on sub-boards.
- Ask some groups to show their answers.
- T gives feedback.
Keys: 
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 i front of the kennel.	
6. The cat is between the lamp and the armchair.
7. The cat is under the table.
Task 4: Look at the picture and write T or F for each sentence. Correct the false ones. 
- T has Ss look at the picture of the room. Ask them to read each sentence, look at the picture and decide if each sentence is true or false. If it is false, correct it.
- Ss do the task individually then share their answer with a partner. Ask some Ss to read out their answer. Confirm the correct ones. 
Keys:
1. T
2. F. The school bag is under the table.
3. F. The clock is between the pictures.
4. T
5. F. The cap is on the pillow.
4. Post- stage:
* Aim: to help Ss practise asking and answering about the position of things.
Task 5: Work in pair. Look at the picture in 4 carefully, and then cover it. Ask and answer questions about position of things in the picture.
- T asks Ss to look at the picture carefully in 30 seconds then close their books. T models with a student before Ss do this activity in pairs.
T: “Where are the books?”
S: “They’re on the table.”
- T lets Ss do the task then calls some pairs to ask and answer in front of the whole class.
Suggested answer: 
A: Where is the chair?
B: It’s next to the table.
A: Where is the computer?
B: It’s on the table.
etc.
5. Homework:
- Review the lesson.
- Do exercises 4, 5 p11 in workbook.
- Prepare for Lesson 4: Communication
* Feedback:
Week: 4	 Preparing date: 22/9/2023
Period: 12 	 Teaching day: 28/9/2023
UNIT: 2 MY HOUSE 
Lesson: 4 COMMUNICATION 
I. OBJECTIVES: By the end of the lesson, students will be able to:	
1.Knowledge:	- Learn how to give suggestions with How about and Let’s.
 	- Describe houses, rooms and furniture
2.Competences: 	-Ask and answer questions about the differences between two houses
 	- Give a house description 
3.Character qualities: - Love their houses.
 II. TEACHING AIDS: textbook, lesson plan, laptap, sachmem.vn, projector, 
III. PROCEDURE
 1. WARM - UP: 
Aim: - to motivate students describe a room by using the picture
-T shows the picture of Na...e picture and answer the questions.
- Ss answer the questions.
- T checks and gives feedback.
Answer key: 1. It’s an email.
 2. The text is about Nick’s room at the Crazy House Hotel.
* Set the scene: 
- T asks Ss to quickly look at the text and answer the questions.
- Ss quickly look through the text and answer the questions.
- T gives feedback
3. DURING-STAGE:
Aims: To help students develop their reading skill for specific information (scanning).
 Activity 3: Circle the things in the Tiger Room. (p. 22)
Are these things in the room?Answer key:    a window        a lamp      a wardrobe    a desk
- T asks Ss to scan the text and find the words.
- Ss work individually then share the answers with their partners.
- T checks with the whole class
- Ss take notes. 
 Activity 2: Read the text and answer the questions. (p. 22)
Answer key: 1. He’s in Da Lat with his parents.
 2. There are ten rooms.
 3. Because there’s a big tiger on the wall.
 4. It’s under the bed.
- T lets students look at Act. 2 on p. 22 and instructs them how to do this exercise in pairs
- T has Ss read the text and volunteer to answer the given questions with following evidence.
- T feedbacks
- Ss take notes
4. POST-STAGE:
Aim:
- To provide an opportunity for students to practise describing the hotel room they have designed.
- To help Ss develop teamwork skill and their creativity
 Task 1 - Act 4: Create a new room for for the hotel. Draw a plan of the room. (p.22)
- T has Ss work in groups of 4 to create a new room for the hotel and draw a plan of the room within a limited time.
- T asks Ss to name the room and arrange everything in their own way.
- T monitors and helps if necessary
Task 2 - Act 5: Describe your plan. (p. 22)
- T gets each group’s representative to describe their product in front of the class.
- Other Ss and T listen and vote for the best plan.
- T gives some comments if necessary.
5. HOMEWORK:
- Learn by heart all the vocabularies
- Do exercises in workbook (READING – p.13,14)
- Prepare Skills 2.
FEEDBACK:
Week: 5	 Preparing date: 29/9/2023
Period: 14 	 Teaching day: 04/10/2023
UNIT: 2 MY HOUSE 
Lesson: 6 SKILLS 2 
I. OBJECTIVES: By the end of the lesson
1. Knowledge: Students can:
- Listen for specific information about one’s house.
- Learn how to write an email to a friend describing a house.
2. Competences: By the end of the lesson, students will be able to:
- listen for specific information about Mai’s house
- write an email to a friend describing a house.
3. Character qualities: 
- Love their house and be responsible for taking care of the furniture in the house 
II. TEACHING AIDS: Text book, laptop, lesson plan, sachmem.vn 
III. PROCEDURES:
1. WARM UP.
Aims: to motivate students describeNick’s room in the hotel again.
*Chatting: 
- Teacher asks some questions.
1/ How many rooms are there in the hotel?
2/ Which room is Nick staying in the Tiger Room or the Eagle room?
3/ Tell the furniture in Nick’s room? 
- Students give any answers they know relating to questions
2. PRE - STAGE	
Aim: To remind sts of the furniture in a house
ACTIVITY 1: Look at the pictures. Name each of them. 
Guess if they are mentioned in the listening text.
- T asks students to look at the pieces of furniture and name them. Call some students to read the words out loud. Teacher asks some students to write the words on the board.
- T has students guess if these things are mentioned in the listening text. If they say yes for a thing, put a tick next to the word.
- T plays the recording once for students to check their guesses.
Keys: 1.Bookshelf	2. Sofa	3.desk	4.clock	5.window
Things mentioned in the listening text: bookshelf, desk, clock , window
3. DURING STAGE:
Aim: To help students develop the skill of listening for specific information.
ACTIVITY 2: Listen to Mai talking about her house. Tick True (T) or False (F)
- T has Ss look at the sentences in this activity. Give them some strategies to do exercise
 ( Ex: reading the sentences, underlining the key words, listening to the text paying attention to the key words)
- T plays the recording twice for students to do exercises 2.
- T asks students to take notes of the information to explain why the sentence is false.
- T has students share their answers in pairs. Invite some pairs to give their answers and confirm the correct ones.
- T plays the recording again if needed, stopping at the place where students find it difficult to understand.
Keys:
1. There are four people in Mai’s family. 	F (There are three people)
2. Mai’s house has seven rooms. 	F (There are six rooms)
3. The living room is next to the kitchen.	T
4. In her bedroom, there’s a clock on the wall. 	T
5. She often listens to music in her bedroom.	F (She reads books)
Audio script:	
My name’s Mai. I live in a town house in Ha Noi. I live with my parents. There are six rooms in our house: a living room, a kitchen, two bedrooms, and two bathrooms. I love o...tions of place.
T asks Ss to recall the preopositions of place.
Ss recall.
T asks Ss to work in pairs to complete the sentences.
T gives feedback.
Keys:
The cat is on the table.
The dog is in front of the house.
The cat is between the sofe and the bookshelf.
The cat is behind the computer.
The girl is sitting on the sofa.
The boy is standing next to the sofa.
IV. Homework: 
- Do all exercises in Looking back Task 4
- Prepare next lesson: Unit 3 Getting started
V. Feedback:
=========
Week: 6	 Preparing date: 06/10/2023
Period: 16 	 Teaching day: 10/10/2023
UNIT: 3 MY HOUSE 
Lesson: 1 GETTING STARTED 
I. OBJECTIVE: By the end of the lesson
1. Knowledge: Students can:
- Introduce the topic My Friends. 
- Learn some words about body parts, appearance and words to describe body parts.
- Recognize how to use the present continuous tense.
2. Competencies: 
Cover the content of the conversation about the topic My Friends by listening and reading.
3. Character qualities: Love to their friends.
II. TEACHING-AID: textbooks, lesson plan, laptop, TV, sachmem.vn.
IV. Procedure:
1/ Warm-up
*Aim: help Ss get ready for the lesson, involved in the lesson’s activities
* Listen and do along
- T plays the song. 
- T asks students to sing along and points at the mentioned body parts in the song lyrics. - - Ask Ss to do 2-3 times and make it faster each time. 
Link: https://www.youtube.com/watch?v=YGi3f_fHIzg
Lyrics:
Body body bopbop! 
Body bopbop!
Body body bopbop! 
Body bopbop! 
Wash your head. 
Wash your shoulders. 
Body body bopbopbop! 
Wash your tummy. 
Wash your bottom. 
Body bodybodybody bop! 
Body body bopbop! 
Body bopbop!
Touch your eyes. 
Touch your nose. 
Body body bopbopbop! 
Touch your mouth. 
Touch your ears. 
Body bodybodybody bop! 
Body body bopbop! 
Body bopbop!
Body body bopbop! 
Body bopbop! 
Wiggle your arms. 
Wiggle your legs. 
Body body bopbopbop! 
Wiggle your fingers. 
Wiggle your toes. 
Body bodybodybody bop! 
Body body bopbop! 
Body bopbop! 
Shake your elbows. 
Shake your knees.
Body body bopbopbop! 
Shake your hands. 
Shake your feet. 
Body bodybodybody bop! 
Body body!
Body bodybodybody! 
Bop bopbop!
Lead to the new lesson	
II. Pre-stage
*Aim: Ss know some vocabulary relating tothe topic ‘my friends’
Task 1: Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture:
What are Phong and Nam doing?
What is Phongfavourite magazine?
Who do Phong and Nam see?
Where are the two girls going?
*Suggested answers:
They are having a picnic.
It’s 
They see 
They are going to 
*. Vocabulary:
- picnic (n) (picture)	: dã ngoại
- biscuit (n) (realia)	: bánhquy
- pass (v) (situation)	 :đưa qua, chuyển qua
- (a) pair of glasses (realia)	: cặpmắtkính
- magazine (n) (picture)	: tạpchí
* Check vocabulary : R&R
2. During-stage
Aims: help Ss can understand the content of the lesson, practice the target language (adjectives) and the background knowledge, use the vocabulary and structure in real life context.
Task 2: Listen to the conversation and check the prediction. (p. 26)
- T plays the recording, ask students to underline the words they have learnt in the vocabulary part.
- T plays the recording twice.
- T lets Ss listen twice and ask Ss to read the dialogue.
Task 3: Listen to the conversations again and work in pairs to do (Ex. 2/p.27)
- T asks Ss to work in pairs. 
- T asks Ss to share their answers before discussing as a class. 
- T asks Ss to explain their answers.
*Answer key:
1. picnic
2. favourite magazine
3. Mai and Chau
4. glasses; long black hair
5. are going to
Task 4: Show a picture – stickers àdo Ex. 3/p27
-T has Ss go to the board to stick the right stickers with the body part names to the right place on the picture. 
- T asks Ss to work Ex. 3 independently.
- T asks students to give out more names of body parts that they have known.
Answer key:
1. eye	6. foot
2. nose	7. arm
3. shoulder	8. mouth
4. hand	9. cheek
5. leg	10. hair
Task 5: Work in groups of 3-4 to do Ex. 4/page 27
-T asks Ss to work in groups to complete this task. 
-T gives Ss some examples and structures to describe a friend. 
*Answer key:
1. Long/short: hair, arms, legs, fingers, 
Ex: She has long hair.
2. Big/small: nose, eye, hand, feet, mouth, 
Ex: She has big eyes.
3. Hair: blonde, curly, wavy, straight, short, long, dark, 
Ex: He has short curly hair.
*Grammar notes: Present Continuous
S + is / am / are + V-ing

Ex: They are coming over
3. Post-stage:
Aim:Ss can describe their classmates.
Task 6: Game: Describe and guess.
-Ask Ss to work in groups, take turns to describe a classmate. Other group members guess who he/she is.
*Suggested answers:
A: She has glasses, she has long black hair.
B: Is she Mai?
A: No, she isn’t. She has a small nose.
B: Is she Lan?
A: Yes, she is./ That’s right
*Homework
- Learn vocabulary by heart.
- Write some sentence...the target tense Teacher provides or confirms the answers and lead in the grammar focus of the lesson:
Task 2: * Put the verbs in the brackets in the present continuous.( Ex 1,2/ P. 29)
-T has students complete the exercises
-T then asks students to exchange their textbooks to check their friends’ answers.
Answer keys:
Ex. 
1. is reading
2. are playing
3. isn’t making
4. am going 
5. are; talking
Ex. 2:
1. Nam and Ba are not / aren’t eating ice cream.
2. Lan and Trang are taking photos.
3. Ha is / Ha’s writing a letter.
4. Duong and Hung are not / aren’t playing badminton.
5. Phong is not / isn’t drawing a picture.
2. During- stage: 
Aims: - To give students opportunities to use present continuous correctly in context.
 - to help students identify between the present simple and the present continuous
Task 3: Work in pairs. Make questions and answers from the given words and pictures. (p. 30)
-T has students work on the exercise in pairs. 
- T gives feedback as a class discussion.
Answer keys:
1. Is your friend swimming? 
– Yes, he is.
2. Are they listening to music? 
– No, they aren’t. (They’re / They are having a picnic.)
3. Is Mi playing the piano? 
– No, she isn’t. 
(She’s / She is doing karate.)
4. Are they learning English? 
– Yes, they are.
5. Are your friends cycling to school? 
– No, they aren’t. (They’re / They are walking to school.)
Task 4: Put the verbs in brackets in the present simple or present continuous.
-Ask students to do this exercise
Keys:
doesn’t walk- cycles.
Is he playing
Does your students studying
Am writing
Isn’t doing- is reading
3. Post stage: 
 Aim: to help students practice the present continuous
*Task 5: Game Charades
 - Take turns to mime different actions. Others guess what you are doing.
4/ Homework: 
- Learn vocabulary by heart.
- Do exercise in the workbook.
- Prepare Skill 1
*Feedback: 
Week: 7	 Preparing date: 13/10/2023
Period: 19 	 Teaching day: 17/10/2023
UNIT: 3 MY FRIENDS 
LESSON 4 COMMUNICATION
I.Objectives: By the end of the lesson:
1.Knowledge: Students can 
- Learn how to ask about appearance and personality.
- Ask and answer questions about appearance and personality.
2.Competencies: Ss will be able to 
- Recognize the concept of star sign through birthdays to get to know about a person’s personality.
3.Character qualities: Love and respect their friends, behave friends kindly.
II. Teaching aids and materials: TV, laptop and textbooks.
III. Procedure:
1/ Warm up: .
*Aim :To activate students’ some vocabulary related to personalities.
*Eliciting: 
-T writes 6 words on the board, divides the class into 2 teams and asks 3 students from each team to play the game.
-T reads Vietnamese meanings, Ss slap the English words 
clever kind funny
friendly active loving
*T leads to the new lesson	
Teacher leads students into the lesson by telling about what they are going to learn: “How to ask and answer about people’s appearance and personalities”.
2/ Pre-stage:
Aim: Ss know some vocabulary related to appearance and personalities.
*Vocabulary
- long black hair : (realia)mái tóc dài đen
- bright brown eyes (picture): đôi mắt sáng màu nâu
-(to) look like :(trans) trông giống như
- short curly hair (realia): mái tóc ngắn quăn
Check vocabulary : R&R
* Task 1: Listen and read the dialogue between Linda and Mi. Payattention to the highlighted questions.
T plays the recording for students to listen and read the dialogue between Linda and Mi at the same time.
T asks students to pay attention to the highlighted questions. 
Audioscript:
Linda: What does your best friend look like?
Mi: She's short with long black hair. She has bright brown eyes.
Linda: What's she like?
Mi: She's very kind and creative.
T has students practise the dialogue in pairs.
T calls some pairs to practise the dialogue in front of the class.
3. During-stage :
* Aim: To practice talking about appearance and personalities.
Task 2: Work with a classmate. Ask him / her about his / her best friend. Remember to use the two questions highlighted in 1.
-T asks Ss towork inpairs tomake similar dialoguesabout their best friend, usingthe questionsthey have learnt.
-T calls on some pairs to practise in front of the class.     
Suggested answer:
What does Ba look like?
He is tall and slim. He has short black hair. 
What is he like?
-He is hard-working and creative and caring.
Task 3:Read about these students in 4Teen magazine. Use one or two adjectives to describe them.
-T introduces the two friends Vinh and John to Ss.
- T asks them to read about the students and discuss withtheir classmates to choose one or two adjectives to describe them. 
- T tells Ss to underline the words that help them decide which adjectives to use for each friend.
* Suggestedanswers:
Vinh: clever, hard-working
John: creative, kind
IV. Post-stage:
Aims: To introduce the concept of star sign to Ss and help students get used to talking about ...c information about best friends and write a diary entry about best friends.
3. Character qualities:  have a good friendship.
 II. TEACHING AIDS: textbook, lesson plan, laptop, sachmem.vn. III. PROCEDURE 1.Warm- up : Aims: to motivate students to describe about things happening now *Chatting: 
- T shows 3 pictures on page 33 and ask Ss a question “What are the students doing in each picture ?”
- T calls some Ss to give answers orally. *Answer key: a.They are talking b.They are playing football. c.They are walking.	 
2. Pre- stage: Aims: to teach Ss some words related to the topic “ my friends” and activate Ss’ knowledge of the topic of the listening text. 
*Vocabulary: ( using Picture and Explanation to teach vocab) -slim (adj)	: thanh mảnh, mảnh khảnh (picture) -diary(n)	: nhật kí (a notebook in which you write down the things that happen to you each day) (explanation) *Checking Vocabulary: R.O.R *Activity 1: Open- prediction - T asks Ss to look at the pictures and describe the two girls.
 - T asks Ss to guess who Lan is and Who Chi is? - T calls some Ss to give answers orally. 
3. During- Stage: Aim: To help develop Ss' skill of listening for specific information. *Activity2: Checking their prediction (Exercise 2/
 - T plays the recording and asks Ss to check their predictions. 
 - T plays the recording the second time for Ss to explain the reasons. - T calls some Ss to confirm their answer. *Answer key: Lan is the girl wearing a red and white jacket and a red cap. Chi is the girl wearing a white T-shirt and a blue skirt. 
*Activity3: Fill in the blanks ( Exercise 3/ 33) 
 - T asks Ss to read the sentence and fill each blank with a word/ number from the recording. –T calls some Ss to give the answers on the board. –T plays the recording for Ss to check their answers. *Answer key: 1. 6 A 2. Black, mouth 3. Friendly 4. big 5. Kind 
4. Post-stage: Aim: To help Ss brainstorm ideas for their writing and practise writing a diary entry about their best friends *Activity 4: Ask and answer about best friends (Exercise 4/33) - T asks Ss to work in pairs to ask and answer questions about their best friends. 
 - T asks Ss to take notes their own answers. 
 - T calls some pairs to practise in front of the class. 
 - T asks other pairs to comment. 
*Activity 5: Write a diary entry of about 40-60 words about your best friends. (Exercise 5/33) 
 -T asks Ss to work in groups in this activity. - T guides Ss how to write it (using descriptive adjectives and appropriate ideas, writing their first draft and then checking with their partner to improve it. 
 - T asks Ss to brainstorn vocabulary and ideas by using information in Exercise 4/33
- T goes around to observe. 
 - T asks 2 groups to stick their finished diary on the board. - T asks others students to comment. *Suggested writing: 
My best friend is Lan. We are in class 6A. She is short with long black hair. She has big clear eyes. She is kind and friendly. She always helps her Mum do the housework at home. I like her because she is kind to me and usually helps me study English. Look! She is talking to her classmate now! 
*Homework - Learn vocabulary by heart and the way to write the diary entry at home. - Do exercises 7,8 p25 in workbook. - Prepare for the next lesson: unit 3: Looking Back and Project.
*Feedback:
*Audio script:
Mi: My best friend is Quyen. She studies with me in class 6A. She’s tall and slim. She has short black hair and a small mouth. She’s very active and friendly. She likes playing sports and has many friends. 
 Look, she’s playing football over there! Minh: Chi is my best friend. We’re in class 6B. She’s short with long black hair and a big nose. I like her because she’s kind to me. She helps me with my English. She’s also hard-working. She always does her homework before class. Look, she’s going to the library.
Week: 8	 Preparing date: 21/10/2023
Period: 22 	 Teaching day: 24/10/2023
UNIT: 3 MY FRIENDS 
 Lesson: 7 LOOKING BACK + PROJECT 
A. Objectives: By the end of the lesson, 
1. Knowledge: Ss will be able to:
- Practice using vocabularies, phrases related to the topic My friends.
- Practice using the present simple and present continuous tense.
2. Competencies: Ss will be able to:
- Make a product in group of ten: make a yearbook page.
3. Character qualities: love and respect their friends, behave well 
B. Teaching aids and materials: TV, laptop, subboard, textbooks.
C. Procedure:
I. WARM-UP: 
Aim: Ss revise the vocabulary related to the topic.
* Brainstorming:
- Teacher divides the board, and divides the class into 2 big groups.
- Each group will be assigned a category: APPEARANCE & PERSONALITIES
- Teacher asks students to brainstorm all adjectives related to people’s appearance and personalities. 
- The group having the most suitable answers is the winner.
Suggested answers:
Appearance: tall, short, beautiful, smart, 
Personalities: confident, careful, clever, funny, 
II. PRE-STAGE
VOCABULARY