Kế hoạch bài dạy Tiếng Anh 6 Global Success - Năm học 2023-2024 - Trường THCS Quang Trung

Week:1st 
Period:1
Lesson 1: INTRODUCTION 
DP: Sept 5th , 2023
DT: Sept 6th , 2023

A. OBJECTIVES: By the end of this lesson, Ss will be able to:
I. Knowledge: Gain an overview about the topics about Grade 6 textbook.
II. Competences:
Develop communication skills and creativity.
Be collaborative and supportive in pair work and teamwork.
Actively join in class activities
III. Quality:
Know to study Grade 6 textbook.
B. TEACHING AIDS:
 Grade 6 textbook, smart TV, visual aids, sachmem.vn
C. PROCEDURES:
I. WARM – UP: 
 * Brainstorming
Divide the class into 4 groups
Ss (in turn 4 students) go to the blackboard and write English words they know as much as possible
T runs through all the words written and correct the mistakes
II. PRE – STAGE:
* Introduce the subject and the textbook
- T introduces the subject to Ss
- T introduces the textbook “Global success 6” to ss: T gives the handouts (in Vietnamese) and explains how to do the task
III. DURING STAGE: 
*Answer the questions: ss work in individual
- Call on some ss to call out their answers. Give feedback and correct
- Handouts (in Vietnamese):
How many units are there in “Global success 6”? 
(12)
Where can you find Vietnamese meaning of the (English) words? (from 136 to 139)
Where can you find “Grammar practice”?
 (closer look 2)
 Which lessons do we teach students how to pronounce the sounds? (closer look 1)
In which lesson do students have a chance to create a poster, do some models or paint a picture? (Project)
In which lesson students are introduced everyday English? (Communication)
In which lesson do students have an opportunity to revise grammar point and vocabulary in a unit? (Looking back)
8. In which lesson do we get students involved in new topic? (Getting started/ listen and read
IV. POST – STAGE:
*How to study English
- At school: Listen to the teacher carefully; Practise listening, speaking, reading, writing skills actively, creatively; Take part in the activities in class heartily; Note down the lesson correctly, completely, clearly 
- At home: Learn the lesson carefully, do homework; Prepare the new lesson; Ss also must be definitely not lazy
- School things: Textbook, workbook, notebooks, dictionary,
WRAP-UP: 
Aim:To consolidate what Ss have learnt in the lesson.
Ask Ss to talk about what they have learnt in the lesson.
Have an overview about Grade 6 textbook.
HOMEWORK:
 * Homework:
- Give the full words and Vietnamese meaning of “n. ”, “adj.”, “v.”, “adv.”, “ prep.” (See the textbook on page 70)
- Prepare for Unit1 GETTING STARTED
Feedback:
Week:1st 
Period:2
UNIT 1: MY NEW SCHOOL 
Lesson 1: GETTING STARTED

DP: Sept 5th , 2023
DT: Sept 8th , 2023
OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge
- An overview about the topic My new school
- Vocabulary to talk about school things
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be ready to make new friends at school
- Develop self-study skills
B. TEACHING AIDS:
 Grade 6 textbook (Unit 1, A closer look 2), smart TV, visual aids, sachmem.vn
C. PROCEDURES:
I. WARM – UP: (5 mins) 
 *Aims: 
To activate students’ knowledge on the topic of the unit.
To set the context for the listening and reading part.
To enhance students’ skills of cooperating with team mates.
* Memorising game:
- Teacher divides the class into 2 teams.
- Teacher asks students to close the books, shows the picture (pages 6 and 7) and asks them to memorise every detail in the picture in 1 minute.
- Teacher hides the pictures and asks questions about the picture. The team who has more correct answers is the winner.
1. How many people can you see in the picture?
2. Who are they?
3. Where are they?
4. What are the two 
students carrying on their backs?
5. Where are they going to go?
Suggested answers:
1. I can see three people.
2. They are students.
3. They are at one of the boys’ homes.
4. They are carrying school bags/ 
backpacks.
5. They are going to go to school.
- Teacher sets the context for the listening and reading text: Write the title on the board A special day. Explain the meaning of special and ask students to guess what the conversation might be about.
II. PRE – STAGE: (5 mins)
Aims:- To provide Ss with vocabulary and help Ss well-prepared for the listening and reading tasks.
VOCABULARY
Teacher introduces the vocabulary by:
- giving explanations;
- showing the pictures 
- illustrating the words.
1. subjects (n) [explanations]
2. uniform (n) [picture]
3. calculator (n) [picture]
III. DURING STAGE: 
*Aim:
- To have students get to know the topic.
- To have students get specific information about the text.
To check students understand the conversation and help students use the words in context.
Task 1: Listen and read. (5’)
- Teacher plays the recording twice.
- S...ssing as a class. 
- Teacher asks some students to share the answers and gives feedback.
Answer key:
homework
football
lessons
exercise
science

PRONUNCIATION: (16’)
*Aim: To help students have concept and identify the sounds /ɑː/ and /ʌ
PRONUNCIATION
- Teacher introduces 2 sounds /ɑː/ and /ʌ/ to students and lets them watch a video about how to pronounce these two sounds.
https://www.youtube.com/watch?v=1F47WdIjn5U
https://www.youtube.com/watch?v=zUpF0pYoTZ8
- Teacher asks students to give some words they know containing these sounds.
Suggested answers:
- /ɑː/: car, start, after, party
- /ʌ/: cut, one, country
- Teacher draws students’ attention to the letters containing the sounds and helps them identify the sounds.
Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/. 
- Teacher asks students to listen and repeat.
- Students work independently.
Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
- Before listening, teacher let students 
discuss in pairs and find the words with the sounds /ɑː/ and /ʌ/.
- Teacher plays the recording for students to check and repeat the sentences.

* Game: Who is faster?
- Teacher divides students into groups of four, gives each group a piece of paper, asks them to write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/. 
 (e.g: I usually play basketball with my brother.)
- Teacher asks each group to hand in their paper and checks, the group with more 
correcting sentences is the winner.
- Teacher invites the winner to read aloud their sentences.

WRAP-UP (3’)
Teacher asks students to talk about what they have learnt in the lesson
HOMEWORK (2’)
- Rewrite the sentences into notebooks.
- Find 3 more school activities that have the sound /ɑː/ or /ʌ/.
Prepare the lesson: Unit 1: A closer look 2
FEEDBACK: 
Week: 2 
Period: 5
UNIT 1: MY NEW SCHOOL 
Lesson 3: A CLOSER LOOK 2

DP: Sept 11th , 2023
DT: Sept 12th , 2023
I. OBJECTIVES: 
1. Knowledge: Students learn how to use the present simple and adverbs of frequency.
2. Competences: By the end of the lesson, Students will be able to practice using verbs in the present simple and adverbs of frequency in sentences and in context.
3. Character qualities: good behaviors to their school and their activities.
II. TEACHING AIDS:
 Textbook, planning, sets of word cards, laptop, projector
IV. PROCEDURE: 
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.
Students 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:
* Aim: 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.
 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.
- Elicit adverbs of frequency
- Tell Ss to look at the two examples carefully.Then ask them about the position of the adverbs of frequency, and the meaning of those.Tell them to recall all the adverbs of frequency they know.
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.
Act...erview in front the class
- The others listen to give comment or feedback
- Teacher can give model if necessary
- Teacher gives feedback
* HOMEWORK:
- Practice the dialogue and structure
- Prepare for lesson 5
*FEEDBACK: 
Week:1st 
Period: 6 

UNIT 1: MY NEW SCHOOL
Lesson 5: SKILL 1

PD: Sept 10th , 2023
TD: Sept 15th , 2023

I. OBJECTIVES:
1. Knowledge: 
	- Extend vocabularies and phrases related to the topic My New school.
	- Read to get to know about types of schools in our country.
	- Make a conversation for the choice of types of schools they would like to 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: be hard working; have good behaviors to friends, be fond of their school.
II. TEACHING AIDS:
textbook, lesson plan, projector, audio file, workbook, notebook.
III. PROCEDURE
1. WARM-UP 
* Aim: 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!
- Teacher divides class into 2 teams.
- Teacher 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
* Aim: - To teach useful vocabulary and phrases related to the topic and lead in the reading skill. 
a. Pre-teach vocabulary:
+ boarding school (n) [explanation]: involving more than one country: Trường nội trú
+ playground(n) [visual] an area designed for children to play outside: sân chơi
+ international(adj) [explanation] : a school where students live and study: quốc tế
* Checking vocab: 
b. Lead-in:
- Teacher leads students into the lesson by showing pictures of 3 schools Sunrise, An Son and Dream and asks them some questions. 
How many schools are there?
Are these schools in the same place?
Which school do you think is in Viet Nam?
Suggested answers:
 three .
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.
Activity1: Look at the picture and quickly read the passages. Match 1-3 with A-C
Teacher asks students to open the book, read through the text and do Ex. 1 – p. 12.
Teacher calls some students to give the answer, explain which sentence give them the information.
Students look at the picture and read the passages, then match.
Teacher calls on some students to give the answer, others gives comments.
Teacher gives feedback.
Answer key: 1. C ; 2. A ; 3. B
Activity 2: Read the passages again and complete the sentences.
Teacher asks students to read through the sentences, predict what information/ what types of words they have to fill in the blanks.
Teacher lets students work independently and find the correct answer.
Teacher lets students pair compare before checking with the whole class.
Answer key:
boarding
Sydney
mountains and green fields
Dream School
English-speaking teachers
Activity 3: Answer the questions.
Teacher 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).
Teacher asks students to work in pairs and find the answer.
- Teacher 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.
3. POST-STAGE
* Aim: 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:
Activity 4: Which school in Exercise 1 would you like to go to? Why/ Why not? - Complete the table. 
-Teacher asks students to work independently and complete the table.
 - Teacher goes around and offers help if necessary.
Discuss your choice with your friends
Teacher tells students to work in groups of four and share the answer, reminds them to take note the information from other members.
Teacher invites some students to share their preparation and makes sure they speak in full sentences.
- Students share their ideas with the whole class.
Example: 
A: Which school would you like to go to?
B: I’d like to go t... write as many school things as possible in 2 minutes.
- Teachers checks the answer and gives feedback.
- The group having more correct answers is the winner.
Answer key:
uniform	2. pencil sharpener	3. notebook	4. compass	5. Calculator6.ruler
2. PRE-STAGE
* Aim: help Ss elicit some ideas about their dream school
Where is your school?
Do you dream of a better school?
Is your dream school in the country or in a town?
Is it a boarding school?
Does it have a swimming pool?
6. What are there around your school?
- Teacher presents some schools in the world. 
- Teacher asks Ss to work in group of 6, think about your dream school. Some Ss draw and some color the picture
3. DURING - STAGE: 
*Aim: Encourage Ss to develop team-work 
Activity 2: Match the words in A with the words/ phrases in B.
Teacher encourages students to complete the task in pairs.
Teacher call students to match the words/ phrases in open pairs Teacher has students complete the task individually.
After finishing the task, students exchange their textbooks 
Teacher call on some students to answer.
Teacher gives feedback as a class discussion.
Students check and correct the mistakes
Answer key 3: Comes/ don’t / walks/do/ teaches
Answer key 4:	1. is	2. has	3. walks	4. study	5. likes
Activity 5: Put the adverb in brackets in the correct place in each sentence
Teacher asks some students to go to the board and put the adverbs of frequency in the correct place in each sentence
Students discuss the answers.
Teacher gives feedback 
Students 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.
5. Do you sometimes sing in the shower?
Answer keys: 1. e 	2- d	3- b	4- a	5- c
Activity 3,4: Complete the sentences with the present simple.
Draw a dream school and decorate it
- T explains the Ss’ task and asks them to work in groups
- Ss’ groups draw a dream school and decorate it.
T gives feedback. 
4. POST-STAGE 
*Aim: help Ss improve speaking skills
 Ss hang their pictures on the board after they finish.
T chooses 2 groups to present their pictures before class.
T comments and gives the bonus to the winner
Which school do you like best? Why? 
1. I like .....................in ........................... best because...............................................
2. I like .....................in ........................... best because..............................................
*Wrap up: 
Aim:To consolidate what Ss have learnt in the lesson.
Ask Ss to talk about what they have learnt in the lesson.
*Homework: 
- Do all exercises in Looking back
- Prepare next lesson:Unit 2
* Feedback:.
Week: 3 
Period 9
UNIT 2: MY HOUSE
 Lesson 1 : GETTING STARTED 
DP: Sept 18th , 2023
DT: Sept 22nd, 2023
I. Objectives:
1. Knowledge: To have some vocabulary and grammar items to be learned and 
practice listening and speaking with the lexical items related to the topic 
2. Competence: Students will be able to pratice reading and listening the conversation between Mi and Nick about types of rooms and houses, using prepositions of place to describe where people or things are.
3. Character qualities: Show their love of their own room and house. 
II. Teaching aids: textbook, projector, pictures - CD disk, cassette - sachmem.vn
III. Procedure: 
1. 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. And then gives feedback
 2. 3. 4. 
a. country house	b. apartment	c. town house 	d. stilt house
Key: 1.c 	2. d 	3. b 	4. a
2. Pre-stage:
Aims: To teach the vocab, set the context for the introductory text and introduce the topic of the unit.
*Vocabulary:
- T uses different techniques to teach vocab 
- flat = apartment (n): căn hộ (synonym)
- 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 (visual)
- cousin (n): anh em họ(explanation)
* Checking vocab: R.O.R
Task 1: Listen and read.
* Set the scene:
- T shows the pictures (textbook) and make some questions.
- T has the recording twice, students listen, read, underline the words related to the topic 
- T invites some pairs of students to read the dialogue aloud.
3. During-stage: 
Aims: Help Ss understand the text and develop Ss knowledge of the vocabulary 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: 
1.	parents ✓ 2. Sister 3. Brother ✓ 4. Aunt ✓ 5.	Cousin ✓
Task 3: Read the conversation again. Complete each sentence with ONE word.
- Ss work independently and allows them to share answers bef...unds /s/ /z/.
Eg. bedrooms, toilets, lamps, pictures, 
- Have Ss listen to the teacher and quickly raise /s/ or /z/
- The fastest student will win the game.
*Wrap- up: (2 mins)
 Aim:To consolidate what Ss have learnt in the lesson.
Ask Ss to talk about what they have learnt in the lesson.
*Homework: (1min)
- Learn by heart all the new words
- Prepare for the next lesson: Unit 2: Closer look 2.
- Do Exercises 1,2 in Section A, exercises 1,2,3 in Section B in WB / page (Unit2)
*Feedback:
Week: 4 
Period: 11
	 UNIT 2: MY HOUSE
Lesson 3: A CLOSER LOOK 2
DP: Sept 24th, 2023
DT: Sept 27th, 2023
I. OBJECTIVES: 
1. Knowledge: In this lesson, Ss will learn about prepositions of place and possessive case. 
2. Competences: Ss can
- Identify and practise forming the correct form of possessive case.
- Identify some prepositions of place and use them correctly in describing 
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: 
WARM UP: (5 mins)
Game ‘Pelmanism’
* Aim: 
+ 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
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: (10 mins)
* Aim: to teach possessive case and review prepositions of place.
a) Possessive case:
- T models, using picture like in the book : “This is Tina. This is her room.” We say: “This is Tina’s room.”
- T explains the rule of using possessive :
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. 
Key:
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. à Form: S + be + prep of place + N
3. DURING – STAGE: (17 mins)
* Aim: 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 place where people or things are.
Task 1: Choose the correct answer.
- T asks Ss to do exercise 1 individually then give the answers to teacher.
Ss and T give feedback. 
Key: 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.
Key: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.
- T gives feedback.
Key: 	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, read the sentences 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. 
Key:
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: (10mins)
* Aim: to help Ss practise asking and answering about the position of things.
Task 5: Memory challenge (Work in pairs). 
- 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.
*Wrap- up: (2 mins)
Aim: To consolidate what Ss have learnt in the lesson.
Ask Ss to talk about what they have learnt in the lesson.
* Homework: (1 min)
- Review the lesson, do exercises 4, 5 p11 in workbook.
- Prepare for Lesson 4: Communication
* Feedback:
................................................................................................................................
................................................................................................................................
................................................................................................................................
Week: 4 
Period: 12
	 UNIT 2: MY HOUSE
Lesson 4: COMMUNICATION
DP: Sept 24th, 2023
DT: Sept 29th, 2023

I. OBJECTIVES: 
By the end of th... shows some pictures about famous tourist attractions in Da Lat (Love Valley, Crazy house, Lang Biang, Cam Ly Water Fall, etc.)
* Suggested questions:
- Do you know these places?
- Where are they?
- Have you ever been to these places?
* Lead-in:
-Today, you are going to read about a room at the Crazy house in Da Lat. 
 - T shows some pictures about famous tourist attractions in Da Lat (Love Valley, Crazy house, Lang Biang, Cam Ly Water Fall, etc.)
* Suggested questions:
- Do you know these places?
- Where are they?
- Have you ever been to these places?
* Lead-in:
- Today, you are going to read about a room at the Crazy house in Da Lat. 
II. PRE-STAGE: (15’)
Aim: 
- To provide students with some lexical items before reading the text again. 
- To set the scene for the lesson: Skills 1.
1. Vocabulary 
+ crazy (adj): kỳ lạ [explanation]  
+ shape (n): hình dáng
+ strange (adj) lạ 
+ wardrobe (n) tủ quần áo [picture]
+ desk (n) cái bàn [picture]
* Checking Vocab: R.O.R
2. Activity 1: 
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 and then gives feedback
III. DURING-STAGE: (12’)
Aim: To help students develop their reading skill for specific information (scanning).
3. 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.individually, then share the answers with their partners.
- T checks, Ss take notes. 
4. 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
IV. POST-STAGE: (10’)
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
 5. Task 1 - Act 4: Draw a picture of your dream 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
6. 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.
 *Wrap- up: (2’)
 Aim:To consolidate what Ss have learnt in the lesson.
 Ask Ss to talk about what they have learnt in the lesson.
* Homework: (1’)
- Learn by heart all the vocabularies
- Do exercises in workbook (READING – p.13,14)
- Prepare Skills 2 
 *Feedback:
Week: 5
Period: 14
UNIT 2: MY HOME
Lesson 6: SKILLS 2 
DP: Oct 1st, 2023
DT: Oct 4th, 2023
A. OBJECTIVES: 
1. Knowledge: 
- Listen for specific information about someone's house. 
- Know how to write an email to a friend describing a house.
+ Vocabulary: words related to the topic My house .
+ Grammar: The present simple tense
2. Competences: By the end of the lesson , students can:
- 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 
B. TEACHING AIDS: Text book, laptop, loudspeaker, projector 
C. PROCEDURES: 
I. WARM UP
Aim: To motivate students describe Nick’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
II. PRE - STAGE	
Aim: To remind sts of the furniture in a house and to help students develop the skill of listening for specific information.
ACTIVITY 1: Look at the pictures. Name each of them. 
Guess if they are mentioned in the listening text.
- Teacher asks students to look at the pieces of furniture and name them . Teacher asks some students to write the words on the board.
- Have 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.
- Teacher plays the recording once for students to check their guesses.
 Key: 1. Bookshelf	2. Sofa	3.desk	4.clock	5.window
 Things mentioned in the listening text : bookshelf, desk, clock , window
ACTIVITY 2: Listen to Mai talking about her house. Tick True (T) or False (F)
- Teacher has Ss look at the sentences in this activity. Give them some strategies to do exercise
 ( e.g.reading the sentences, underlining the key words, l...ce by using Brainstorming (prepositions of place)
3. During- stage: (12’) - To help Ss pracice the prepositions of place
a) Make sentences using prepositions of place. (Ex. 3, p. 24)
- T asks them to look at the pictures, work in pairs to aks and answer about the prepositions ofthe things and the people in the pictures, then correct if neccessary
Answer key:
1. The cat is on the table.
2. The dog is in front of the kennel / doghouse.
3. The cat is between the bookshelf and the sofa.
4. The cat is behind the computer.
5. The girl is on the sofa.
6. The boy is next to the sofa.
b)Write three sentences to describe your favourite room. (Ex. 4, p. 24)
- T shows pictures on the textbook P. 24 Ex. 4 makes some guilding questions and asks Ss to answer then write down (Ss can answer the T’s questions and write down at home).
c) Look at 3 pictures of strange houses and answer the questions
- T introduces some strange houses in Act 1(Project) and asks Ss the question “Which one would you like to live in? Why?”
- Ss work individually and answer the question
- T confirms the correct answers and give a model.
Model: I would like to live in the first house / second house/ third house.
 Because it’s big/ modern/ weird
* T gives some questions and has Ss work in groups to answer the questions.
1. What is the type of your strange house?
2. Where is it?
3. What does it look like?
4. How many rooms are there in your house? 
d) Draw a strange house and decorate it 
- T explains the Ss’ task and asks them to work in groups
- Ss’ groups draw a strange house and decorate it
4. Post stage: (10’)
Aim: help Ss improve speaking skills
- T has groups tell about their house.
- T aks Ss give comment about their friends’ work
* Wrap up: (2’)
Aim:To consolidate what Ss have learnt in the lesson. Ask Ss to talk about what they have learnt in the lesson.
* Homework: (1’) 
- Do all exercises in Looking back, Project again
- Prepare for the next lesson: Unit 3- lesson 1
* Feedback:
Week: 6 
Period: 16
Unit 3: MY FRIENDS 
Lesson 1: Getting started (Page 26,27)
DP: Oct 8th, 2023
DT: Oct 10th, 2023
A.Objectives: By the end of the lesson
1.Knowledge: Ss will be able to 
+ have overall knowledge about the topic ‘My Friends’, learn some words about body parts, appearance and words to describe body parts. 
+ cover the content of the conversation by listening and reading.
+ recognize how to use the present continuous tense.
2.Competences: Ss will be able to use some words of describing their friends , recognise the present continuous, know how to use some words of the topic ‘my friends’.
3.Character qualities: Love to their friends.
B. Teaching aids and materials: CD, cassette, textbooks.
C. Procedure:
I.Warm-up
*Aim: Ss revision some vocabulary in unit 2
 Kim’s Game :T give some pictures about the furniture in the house and asks ss look at these things about 1 minute and remember the name all the thinhgs 
 Pictures : Kitchen,livingrooom,cupboard,bedroom,fridge,kitchen,chest of drawers, 
 T divides in two teams or ....
- Play the song on speakers. 
- Ask Ss to do and make it faster each time. 
Lead to the new lesson	
II. Pre-stage
*Aim: Ss know some vocabulary relating to the 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 Phong favourite 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 
2. Vocabulary: 
- picnic (n) (picture): dã ngoại
- biscuit (n) (realia)): bánh quy
- pass (v) (situation) : đưa qua, chuyển qua
- (a) pair of glasses (realia): cặp mắt kính
- magazine (n) (picture): tạp chí
* Check vocabulary : R&R
III.During-stage
Aims: 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)
-Play the recording, ask students to underline the words they have learnt in the vocabulary part.
- Play the recording twice .
- Let 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) 
-Ask Ss to work in pairs. 
-Ask Ss to share their answers before discussing as a class. 
-Ask 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 à do Ex. 3/p27
-Have Ss go to the board to stick the right stickers with the body part names to the right place on the picture. 
-Ask Ss to work Ex. 3 independently. 
Teacher asks students to give out more names of body parts that they have known.
Answer key:
1. eye 2. Nose 4. hand 3. shoulder 5. leg 6. Foot 7. Arm 8. Mouth 9. cheek10. hair	
Task 5: Wor...ulary related to the targeted grammar of present continuous and to increase students’ interest.
* Game: Sentence puzzlings
Teacher divides the class into 4 groups.
Teacher delivers a set of word cards which are jumble sentences in present continuous to each group.
Students will have to work in groups to create as many correct sentences from the word cards as possible.
The group with more correct sentences will be the winner.
Suggested answers:
 Ex : She is learning E now
 He is doing his home work at the momen 
II. Pre – stage : (16 mins)
Aims: -To introduce targeted grammar of present continuous
 -To help students get to know the use of present continuous
1. Task 1 : * Grammar notes
Teacher draws students’ attention to the form of the sentences created in the game ask them whether they know the target tense Teacher provides or confirms the answers and lead in the grammar focus of the lesson:
2.Task 2: * Put the verbs in the brackets in the present continuous.( Ex 1,2/ P. 49)
-Teacher has students complete the exercises
-Teacher then asks students to exchange their textbooks to check their friends’ answers.
Answer key:
Ex. 1: 
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.
II. During- stage : ( 15 mins)
Aims: - To give students opportunities to use present continuous correctly in context.
 - to help students identify between the present simple and the present continuous
1.Task 3: Work in pairs. Make questions and answers from the given words and pictures. (p. 30)
-	Teacher has students work on the exercise in pairs. 
-	Teacher gives feedback as a class discussion.
Answer key:
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.)
2.Task 4: Put the verbs in brackets in the present simple or present continuous.
-Ask students to do this exercise
Keys:
1.	doesn’t walk- cycles.
2.	Is he playing
3.	Does your students studying
4.	Am writing
5.	Isn’t doing- is reading
III. Post stage : (5 mins)
 Aim: to help students practice the present continuous
*Task 5: Game Charades
 - Take turns to mime different actions. Others guess what you are doing.
*Homework : (4 mins)
- Learn vocabulary by heart.
- Do exercise in the workbook.
- Prepare Communication
*Feedback: 
Week: 7 
Period: 19
Unit 3: MY FRIENDS 
Lesson 3: Communication (Page 31, 32)
DP: Oct 15th , 2023
DT: Oct 17th , 2023
A. Objectives: By the end of the lesson : 
1. Knowledge: Students can learn some new words about people’s appearance and personalities, ask and answer about people’s appearance and personalities.
2. Competencies: Ss will be able to practice to talk about people’s appearance and personalities.
3. Character qualities: kind behaviour to friends.
B. Teaching aids and materials: TV, laptop and textbooks.
C. Procedure:
I. 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”.
II. 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. Pay attention 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. 
Audio script:
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.
III. 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 to work in pairs to make simil... English.
 3/ The camp is suitable for her age and it helps her to improve her English.
Exercise 4: Talking about yourself.
T asks Ss to think about themselves to decide if the camp suits them.
T encourages them to give reasons why.
T has Ss work in group of four to share their opinion.
T goes around observing and helping Ss if needed.
T invites Ss to present as the class.
T gives feedback.
 *Wrap:
 - Ask Ss what they have learnt in the lesson. 
 *Homework:
Revise the present continuous and present simple.
Get ready for Skills 2: Vocabulary and some information about your best friend.
 *Feedback: 
Week: 7 
Period: 21
Unit 3: MY FRIENDS 
Lesson 6: Skill 2 (Page 33)
DP: Oct 15th , 2023
DT: Oct 20th , 2023

A. OBJECTIVES: By the end of this lesson,
1. Knowledge:
Students listen for specific information about best friends and learn how to write a diary entry about best friends using words for appearance and personality.
2.Competences: 
Students can listen for specific information about best friends and write a diary entry about best friends.
3. Character qualities:  have a good friendship.
 B. TEACHING AIDS: textbook, CD players, pictures, subboard. C. 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 2/33) - 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
name
Appearance:Tall, long hair
Your best friend
Personality:creative, funny
Reasons to like 
- 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! 
* Wrap up
- Ask Ss what they have learnt in the lesson. 
*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 
Week: 8 
Period: 22
Unit 3: MY FRIENDS 
Lesson 7: Looking back and project
DP: Oct 22nd , 2023 
DT: Oct 24th , 2023 

A. Objectives: By the end of the lesson, 
1. Knowledge: Ss will be able to: 
- review the vocabulary and grammar of Unit 3;
- apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competencies: Ss will be able to: 
- revise the adjectives describing people; 
- revise present tenses in context; 
3. Character qualities: love and respect their friends, behave well 
B. Tea...stage:
Aims: To help students review the word groups used with “play, have, do” and study; the personality adjectives, the words related to body parts, rooms and types of house; grammar elements taught in Units 1-2-3: prepositions of place, possessive case and present continuous.
Task 3: Complete the words.
T has students do this task individually and then share their answers with their partners. 
T calls one or two students to write their answers on the board. 
T checks and confirms the correct ones.
Answer key:
1. English 	2. homework 	3. lunch	4. sports 	5. badminton
à play: sports, badminton à have: lunch
à do: homework 
à study: English
Task 4: 
-T sticks the crossword puzzle on the board.
-T divides the class into 2 teams and asks students to run in a relay to complete the crossword puzzle.
The team with the most correct answers will be the winner.
Answer key:
Task 5: 
T has students look at the picture of a classroom and complete the sentences. 
S compare their answers with a classmate. 
T checks and confirms the correct answers.
Answer key:
1. B 	2. A 	3. A 	4. B 	5. C
Task 6: T elicits form and usage of the present simple and the present continuous. 
T asks students to do the exercise individually before calling one or two students to write their answers on the board. 
T checks students’ answers and asks them for explanation if necessary
Answer key:
1. is / ’s raining 	2. do you have 	3. Is she studying
4. likes 	5. is not / isn’t cooking; is reading
4. Post – stage:
Aim: To consolidate what students have learnt in the lesson.
-T asks students to talk about what they have learnt in the lesson.
* WRAP- UP
- To consolidate what Ss have learnt in the lesson
- Ask Ss to talk about what they have learnt in the lesson.
* HOMEWORK
- Review what they have learnt in this unit
- Prepare the lesson: REVIEW 1 - Skills.
* FEEDBACK
Week: 8
Period: 24
 REVIEW 1 (UNIT 1,2,3)
 Lesson 2: Skills
PD: Oct 22nd , 2023
TD: Oct 27th , 2023
I. Objectives:
1. Knowledge: By the end of this review, students will be able to revise the skills they have practised Units 1-2-3.
2. Competence: Students will be able to practice reading for general and specific information; to ask and answer question about likes and dislikes about school and the reasons; to practice listening for specific information to write an email to a friend about a family member
3. Character qualities: - Be ready for the first mid test.
II. Teaching aids: Grade 6 textbook, review 1 – skills, sachmem.vn
III. Procedure: 
1. Warm-up :
Aim: To increase students’ interest and lead them into the lesson.
* Chatting:
Teacher asks students some questions to lead them into the lesson:
Do you have any pen pals?
How do you communicate with your pen pal?
Do you often write emails to your pen pal?
Teacher lead in the reading part of the lesson.
2. Pre – stage:
Aim: To help students practise reading for specific and general information.
Task 1: Choose A, B, or C for each blank in the email below.
Ss do these exercises individually. 
Ss check their answers with their partners before they give the answers to teacher. 
T confirms the correct answers.
Answer key: 1. A 	2. C 	3. C 	4. B 	5. B
Task 2: Read the text and answer the questions.
Ss do these exercises individually. 
Ss check their answers with their partners before they give the answers to teacher. 
T confirms the correct answers.
Answer key:
1. It’s in a quiet place not far from the city center.
2. They are hard-working and kind.
3. They are helpful and friendly.
4. There are five clubs.
5. Because it’s a good school.
3. During stage:
Aims: To help students practise asking and answering about what they like and dislike about their school	and the reasons why.
To help students review listening for specific 
Task 3: Interview two of your classmates about what they like and dislike about your school. Report their answers.
T has students work in groups of three. One interviews the other two about what they like and dislike about their school and the reasons why. 
Ttells students to write their group members’ answers in their notebooks and report them to the class. 
T summarizes students’ ideas.
Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word.
T has students read the sentences. 
T plays the recording for the first time. 
T asks students to listen and complete the sentences. Ask for their answers and writes them on the board. 
T plays the recording the second time for students to check their answers. 
T checks students’ answers. 
T plays the recording the last time if necessary, stopping at different places where students got the wrong answers.
Answer key:	1. home 	2. plants 	3. living 	4. sleeping 	5. TV
4. Post – stage
Aim: To help students complete a guided paragraph of 40-45 words about a student’s family member.
Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family me