Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success

REVIEW 1 (UNITS 1+2+3)
Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3.

Materials (referenced)
Grade 6 text book, Review 1 - Language
Pictures, printed chart, crossword puzzle
sachmem.vn

Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity). 

Board Plan
Date of teaching
Review 1
Lesson 1: Language
* Warm-up
Memory game: Complete the chart.
I. Practice
* Pronunciation
Task 1: Choose the word whose underlined part is pronounced differently.
Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/.
* Vocabulary
Task 3: Complete the words.
Task 4: Solve the crossword puzzle.
* Grammar
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets.
* Homework

Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To revise the language that students have learnt in Units 1+2+3.
* Memory game
Teacher draws/sticks an unfinished chart which summarizes the language that students have learnt in Units 1, 2, 3 on the board.
Teacher divides the class into 2 teams and asks students to run in a relay to complete the chart:
The team with the most correct answers will be the winner.
Suggested answer:
Team work
5 mins
Practice
To help students review the pronunciation of the sounds learnt in Units 1-2-3: /ɑ:/ and /ʌ/; /s/ and /z/ correctly.
To help students review the pronunciation of the sounds /b/ and /p/ in words.
To help students review the word groups used with “play, have, do” and “study”.
To help students review the personality adjectives, the words related to body parts, rooms and types of house.
To help students review grammar elements taught in Units 1-2-3: prepositions of place, possessive
case and present continuous.
* PRONUNCIATION
Task 1: Choose the word whose underlined part is pronounced differently.
Teacher elicits the rules of pronouncing final -s if needed. 
Students do this exercise individually then share their answers with their partners.
Teacher gives feedback and confirms the answers. 
Answer key:
1. C 
2. A 
3. B 
4. A 
5. B
Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/.
Teacher organizes this task as a game. 
Students do this task in pairs. The pair that finds the most words will go to the board and write their answers. 
Other pairs may want to add more words. Write other words on the board.
Teacher gives feedback and confirms the answers. 
Suggested answers:
/b/
book, bag, bed
/p/
pen, pencil, picture, poste

* VOCABULARY
Task 3: Complete the words.
Teacher has students do this task individually and then share their answers with their partners. 
Teacher calls one or two students to write their answers on the board. 
Teacher 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: Solve the crossword puzzle.
Teacher sticks the crossword puzzle on the board.
Teacher 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:
* GRAMMAR
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Teacher has students look at the picture of a classroom and complete the sentences. 
Students compare their answers with a classmate. 
Teacher checks and confirms the correct answers.
Answer key:
1. B 
2. A 
3. A 
4. B 
5. C
Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets.
Teacher elicits form and usage of the present simple and the present continuous. 
Teacher asks students to do the exercise individually before calling one or two students to write their answers on the board. 
Teacher 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

T-Ss
S
Ss-Ss
T-Ss
Pair work
T-Ss
S
T-Ss
Team work
T-Ss
Ss-Ss
T-Ss
T-Ss
S
T-Ss

35 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
4 mins
Homework
...s-Ss
T-Ss
Group work
T-Ss
T-Ss
T-Ss
Ss
35 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
4 mins
Homework
To prepare for the next lesson.
Prepare for Unit 4.
T-Ss
1 min

REVIEW 2 (UNITS 4-5-6)
Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 4-5-6.

Materials (referenced)
Grade 6 textbook, Review 2, Language
Pictures, printed chart
sachmem.vn

Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).

Board Plan
Date of teaching
Review 2
Lesson 1: Language
* Warm-up
Memory game
I. Practice
II. Pronunciation
Task 1: Listen and circle the word with the different underlined sound.
III. Vocabulary
Task 2: Write the words in the box (a-h) next to their opposite (1-8).
Task 3: Choose the correct word/ phrase for each definition. 
IV. Grammar
Task 4: Complete the sentences with the correct answer A, B, or C. 
Task 5: Complete the sentences with should or shouldn’t. 
* Homework

Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To remind students the knowledge that they have learnt in Units 4-5-6.
* Memory game:
Teacher divides the class into 4 big groups.
Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 4, 5, 6 and asks them to complete the chart.
The group which finishes correctly and more quickly is the winner.
Answer key:
Group work
5 mins
Practice
To help students review the pronunciation of the sounds learnt in Units 4-5-6: /ɪ/ and /i:/, /t/ and /d/, and /s/ and /∫/ correctly. 
To help students review the adjectives describing the neighbourhood, the wonders of Viet Nam, and Tet holiday. 
To help students identify the words through their definitions. 
To help students review grammar elements taught in Units 4-5-6: must/ mustn’t, some/ any, and comparative adjectives. 
To help students review the use of should/ shouldn’t. 
* PRONUNCIATION:
Task 1: Listen and circle the word with the different underlined sound.
Students do this exercise individually then share their answers with their partners.
Teacher gives feedback and confirms the answers. 
Answer key:
A
C
B
C
C
* VOCABULARY:
Task 2: Write the words in the box (a-h) next to their opposite (1-8).
Teacher prepares sets of words and organises this task as a game. 
Teacher divides the class into 2 teams, gives each team 2 sets of words. One set includes the adjectives in the box and the other includes their opposites
Teacher lets students come to match on the board.
The team matching faster and correctly is the winner.
1. d 2. g 3. f 4. b 5. a 6. h 7. c 8. e
Task 3: Choose the correct word/ phrase for each definition. 
Teacher has students do this task individually and then share their answers with their partners. 
Teacher calls one or two students to write their answers on the board. 
Teacher checks and confirms the correct ones.
Answer key:
waterfall
compass
museum
wish
lucky money
* GRAMMAR:
Task 4: Complete the sentences with the correct answer A, B, or C. 
Teacher has students do the exercise individually. 
Teacher asks students to exchange their answers and discuss if there is any difference in their answers then checks students’ answers as a class, and explains if needed. 
Answer key:
1. B 
2. C
3. C 
4. A 
5. A
Task 5: Complete the sentences with should or shouldn’t. 
Teacher has a brief revision of should/ shouldn’t by giving a phrase showing an activity. Students speak aloud if they should/ shouldn’t do it. 
Teacher lets students do this exercise independently. 
Teacher checks their answers as a class. 
Answer key:
should
shouldn’t
shouldn’t
should
should

S
T-Ss
Team work
T-Ss
S
T-Ss
S
Pair work
T-Ss
35 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
4 mins
Homework
To prepare for the next lesson.
Prepare for Lesson 2: Skills.
T-Ss
1 min

REVIEW 2 (UNITS 4-5-6)
Lesson 2: Skills
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 4-5-6.

Materials (referenced)
Grade 6 textbook, Review 2, Skills
CD player
sachmem.vn

Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encoura...
Travel agent: We start early and return late. There we visit the Sea Aquarium...
Mai’s mother: What is it?
Travel agent: It’s a zoo for fish.
Mai’s mother: Great.
Travel agent: In the evening we will watch the Light and Sound Show. And the last day is for ... 
*WRITING
Task 5: Complete this paragraph to describe the place you live. 
Teacher has students read the guided paragraph first and decide which information is needed for each blank. 
Teacher allows them some time to think about the information they need to complete the frame. 
Teacher allows them some time to do the task. 
Teacher goes round and check if they are doing the job correctly and offers help if needed. 
Teacher calls on one or two volunteers to read aloud their answers then calls for other students’ comments. 
Teacher collects some writings to correct at home. 

S
T-Ss
T-Ss
Pair work
T-Ss
S
Pair work
T-Ss
T-Ss
S
38 mins
Consolidation
To consolidate what students have practice in the lesson.
Teacher asks students to talk about what they have practice in the lesson.
T-Ss
3 mins
Homework
To prepare for the next lesson.
Prepare for Unit 7 – Lesson 1.
T-Ss
1 min

UNIT 1: MY NEW SCHOOL
Lesson 1: Getting started – A special day
Lesson aim(s)	
By the end of the lesson, students will be able to:
have an overview about the topic My new school;
use the vocabulary to talk about school things.

Language analysis 
Form
Meaning
Pronunciation
1. subject (n)
the thing that is being studied
/ˈsʌbdʒekt/
2. uniform (n)
a set of clothes that has to be worn by the members of the same group of people
/ˈjuːnɪfɔːm/
3. calculator (n)
an electronic device used for mathematical processes
/ˈkælkjəleɪtər/

Materials (referenced)
Grade 6 textbook, Unit 1, Getting started
Projector/ pictures and cards
sachmem.vn

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

Board Plan
Date of teaching
Unit 1: My new school
Lesson 1: Getting started
* Warm-up
Memorising game
I. Vocabulary
subject (n)
uniform (n)
calculator (n)
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and tick (✔) T (True) or F (False). 
Task 3: Write one word from the box in each gap. 
Task 4: Match the words with the school things. Then listen and repeat. 
Task 5: Write names of the things you can see around the class in your notebook.
* Homework

Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ knowledge on the topic of the unit.
To set the context for the listening and reading part.
* Memorising game:
Teacher divides 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’ home.
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.
Team work
5 mins
Presentation
(Vocab – 
pre-teach)
To prepare students with vocabulary.
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]
T-Ss
5 mins
Practice

To have students know the topic.
To have students get specific information of the text.
To check students understanding of the conversation and help students use the words in context.
To provide students vocabulary.
To check students’ vocabulary and improve group work skill.
Task 1: Listen and read.
Teacher plays the recording twice.
Students listen and read.
Teacher checks students’ prediction.
Teacher calls 3 students to read the conversation aloud.
Task 2: Read the conversation again and tick (✔) T (True) or F (False).
Teacher tells students to read the conversation again and work independently to find the answers. Remind students to underline the information and correct the false statements.
Teacher has students pair compare before checking with the whole class.
Teacher calls some students to give the answers.
Answer key:
1. T
2. F
3. T
4. T
5. F
Task 3: Write one word from the box in each gap. 
Teacher has students read the conversation again, work independently to put a suitable word from the box to fill in the gap.
Teacher calls one student to share his/her a...esentation
(Pre-teach the sounds /ɑː/ and /ʌ/)
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.

T- Ss
5 mins
Practice
To help students identify and practise the /ɑː/ and /ʌ/ sounds.
To help students practise the sounds /ɑː/ and /ʌ/ in sentences.

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.

T-Ss
Pair work
T- Ss
6 mins
Production
To give students a chance to apply what they have learnt.
* 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 correct sentences is the winner.
Teacher invites the winner to read aloud their sentences.
Group work

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

UNIT 1: MY NEW SCHOOL
Lesson 3: A closer look 2
The present simple
Lesson aim(s)
By the end of the lesson, students will be able to use the present simple tense.

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

Materials (referenced)
Grade 6 textbook, Unit 1, A closer look 2
Projector/Pictures, sets of word cards
sachmem.vn

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

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

Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ prior knowledge related to the targeted grammar of present simple tense and to increase students’ interest.
* Game: Sentence puzzling
Teacher divides the class into 4 groups.
Teacher delivers a set of word cards which are jumbled sentences in present simple 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 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.


Group work
5 mins
Lead in
To introduce the targeted grammar of the present simple tense.
Teacher draws students’ attention to the form of the sentences created in the game and asks them whether they know the target tense.
T-Ss
2 mins
Presentation
To help students know and understand the use of the present simple tense.
1. THE PRESENT SIMPLE TENSE
Task 1: Elicit the present simple tense
Teacher provides or confirms the answers and leads in the grammar focus of the lesson:
Positive
S + Vinf/ V(s/es) +  .
Negative
S + don’t/ doesn’t + Vinf +  .
Interrogative
Do/ Does + S + Vinf 
+  ?
Answer
Yes, S + do/does.
No, S + don’t/ doesn’t.
W/H questions
W/H + do/does + S + Vinf +  ?
Notes
Use do/don’t with: I, you, we, they and singu...iew the others, use the questions above.
* Homework 

Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the topic.
* Who knows more?
Teacher divides the class into 2 teams.
Teacher shows pictures of some famous pairs of friends around the world, asks students to name them.
The team thats give more correct names is the winner.
Tom and Jerry
Woody and Buzz
Lisa and Rose
Spongebob and Patrick
Harry Potter and Hermione Granger
Leonardo DiCaprio and Tobey Maguire

Team work
5 mins
Lead in
To lead in the targeted vocabulary and pronunciation.
Teacher leads students into the lesson by telling about what they are going to learn:
Are people above good friends? Why?
Let’s find out what make a good friend in our lesson today.
T-Ss
2 mins
* EVERYDAY ENGLISH
Presentation

To prepare students with vocabulary.
To introduce the structure of introducing someone.
1. PRE-TEACH VOCABULARY:
Teacher introduces the vocabulary by:
+ giving situation;
+ giving explanation.
1. share (v) [situation]: What action can you say when you give your food to poor children?
2. classmate (n) [explanation]: What word can you use to say about people who are in the same class with you?
2. SENTENCE STRUCTURE: 
INTRODUCING SOMEONE
Task 1: Listen and read the dialogue. (Ex. 1, p. 11)
Teacher lets students listen and read the dialogue, asks them what the characters say when they first meet someone.
Teacher calls some students to share their opinions.
Teacher gives more explanations and writes down the structure of introducing someone.
This is  .
Nice to meet/ see you.
Nice to meet/ see you, too.
T-Ss
T-Ss
3 mins
4 mins
Practice
To practice the structure of introducing someone.
Task 2: Work in groups. Practise introducing a friend to someone.
Teacher asks students to work in groups of four, introducing themselves to the group members, using structures above.
Teacher calls some students to introduce their new friends to the whole class.
Teacher gives feedback and corrections (if necessary).

Group work
T-Ss

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

Group work
T-Ss
S
14 mins
Production
To apply the knowledge they have learnt in this lesson.
Task 5: Work in groups. Take turns to interview the others, use the questions above.
Teacher ask students to move to places of classmates they haven’t got aquainted yet, form a new group and interview the new mates, then give feedback on their mates.
Teacher calls some groups to make models.

Group work
8 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
3 mins
Homework
To review what students have learnt in the lesson.
Write down the results and feedback of the previous interviews.
T-Ss
1 min
UNIT 1: MY NEW SCHOOL
Lesson 5: Skills 1
Lesson aim(s)
By the end of the lesson, students will be able to:
develop reading skill for general and specific information about schools;
talk about different types of school;
talk about things they like and don’t like at school and the reasons for that.

Language analysis 
Form
Meaning
Pronunciation
international (adj)
involving more than one country
/ˌɪntəˈnæʃən.əl/
boarding school (n)
a school where students live and study
/ˈbɔːdɪŋ ˌskuːl/
playground (n)
an area designed for children to play outside
/ˈpleɪɡraʊnd/
Materials (referenced)
Grade 6 textbook, Unit 1, Skills 1
Pictures, cards
sachmem.vn

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

Board Plan
Date of teaching
Unit 1: My new school
Lesson 5: Skills 1
* Warm-up
Game: Lucky number
I. Reading
Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C.
Vocabulary
boarding school (n) 
playground (n) 
international (adj)
Task 2: Read the passages again and complete the sentences.
Task 3: Answer the questions.
II. Speaking
Task 4: Which school in Exercise 1 would you like to go to...o that they can help each other.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail. Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity). 

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

Stage
Stage aim
Procedure
Interaction
Time
Warm-up
Check students’ vocabulary from previous lessons.
To introduce the topic of listening.

*Crossword Puzzle
Teacher divides class into 2 teams. Each team takes turns to choose a crossword, reads the clues and solves the puzzle. 
This is an area designed for children to play in outside, especially at school or in a park.
This is an adjective used to describe people who have a clean, tidy and stylish appearance.
Complete the following sentence with a suitable word: 
Mrs Nguyen teaches all my history _____.
What is this subject? 
– [visuals]
What is this school thing? – [visuals]
This is a small electronic device that is used for calculations.
Team work
5 mins
Lead in
To lead in the listening tasks.
Teacher draws students’ attention to the word PALMER – the name of a school in America, lets them know they are going to listen to Janet, a student from Palmer school. 
T-Ss
1 min
Pre-Listening
To help students brainstorm and have an overview about what they are going to listen to.
Task 1: Guess the answer to the following questions.
Do you think the students there wear uniforms?
Do they learn Vietnamese as a foreign language?
Teacher lets students work in pairs and discuss the questions. Encourage them to speak English and feel free to make guesses.
Teacher plays the recording once. Students listen to check their guesses.
Suggested answers:
Yes, they do.
Yes, they do.
T-Ss
Pair work
4 mins
While-Listening
To help students develop listening skill for specific information.
Task 2: Listen again and choose the correct answer A or B.
* Read and find the key words
Teacher asks students to read the statements, underline the key words, reminds them to pay attention to keywords while listening. 
* Listen and choose the correct answer
Teacher plays the recording. 
Teacher asks students to listen and choose the answers.
Teacher asks students to compare their answer with the partner.
Teacher calls on some students to write their answers on the board, then play the recording once again and check with the class.
Answer key:
A
B
B
A
A
Audio script:
Hi. My name’s Janet. I’m eleven years old. I’m now in year 6 at Palmer School. I like it here. 
My classmates are friendly. The teachers at my school are nice and very helpful, and my favourite teacher is Mrs. Smith. She teaches us maths. I have two hours to study Vietnamese every week. I usually do my homework in the library. We wear our uniforms every day, but today we aren’t. We’re going to have a biology lesson on a farm. 

T-Ss
Ss-Ss
T-Ss
10 mins
Post-Listening
To check students’ understanding of the listening part.
* Summarize the information of the listening part.
Students work in groups of four.
Teacher asks students to summarize the information in the listening part and talk about it.
Teacher helps if necessary.
Group work
5 mins
Pre-Writing
To help students have information about their school.
To help students write simple sentences for the next writing passage.
Task 3: Write the answers to the following questions about your school.
Teacher asks students to work independently to answer the questions.
Teacher encourages students to write in full sentences and tells them that their sentences must be grammatically and logically correct with the right choice of words and correct punctuation.
Teacher allows students to look back the reading passages.
Teacher asks students to pair compare their answers.
Teacher invites one or two students to write their answers on the board and gives feedback as models.

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Pair work
T-Ss
5 mins
While-Writing
To let students learn and help each other write a complete passage about their school.
Task 4: Use the answer in Task 3 to write a paragraph of 40-50 words about your school. You can refer to the reading passages to help you.
Teacher asks students to work in groups of four, gives them a large piece of paper and asks them to write the full paragraph into the paper in 6 minutes.
Teacher asks students to pay attention to punctuation, structures, word choice, linking words, etc.
Group work
8 mins
Post-Writing
To cross check and final check students’ writing.
Teacher has the groups swap and give feedbac...n
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
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2 mins
Homework
To prepare for the next lesson.
Prepare for the next lesson: Unit 2 – Lesson 1. Getting started.
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1 min
* Pictures' source: From Internet
UNIT 2: MY HOUSE
Lesson 1: Getting started – A look inside
Lesson aim(s)
By the end of the lesson, students will be able to:
use the lexical items related to the topic My house;
ask and answer about where someone lives.

Language analysis 
Form
Meaning
Pronunciation
1. town house (n)
a house in a town or city, usually a comfortable, expensive one in a fashionable area
/ˈtaʊn ˌhaʊs/
2. country (n)
a large traditional house in the countryside, especially one that has belonged to the same family for many years
/ˌkʌntri ˈhaʊs/
3. flat (n)
a set of rooms for living in that are part of a larger building and are usually all on one floor
/flæt/

Materials (referenced)
Grade 6 textbook, Unit 2, Getting started
Pictures and maps
sachmem.vn

Anticipated difficulties
Solutions
1. Students may be lack knowledge and experiences about the topic.
Prepare some handouts.
2. Students may have underdeveloped listening, speaking and co-operating skills.
Play the recording many times if necessary.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.

Board Plan
Date of teaching
Unit 2: My house
Lesson 1: Getting started – A look inside
* Warm-up
Game: A hidden word
I. Vocabulary
1. town house (n)
2. country house (n)
3. flat (n)
II. Practice
Task 1: Tick the correct answers. (Ex. 2, p. 17)
Task 2: Complete the sentences. (Ex. 3, p. 17)
III. Production
Task 3: Complete the word web: Types of house. (Ex. 4, p. 17)
Task 4: Survey. (Ex. 5, p. 17)
* Homework

Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the topic.
* A hidden word
Teacher divides the class into two teams and asks a member of each team to look at the pictures and answer the questions. 
For each right answer, the team will get 1 point and 1 secret letter to help them find out the hidden word today.
There is one picture including two secret words. The team gets this picture will get 2 points.
The team which has more points or can guess the hidden word first will be the winner.
M Y H O U S E
What is it? – It’s a _ _ _ _ . (ROOM)
2. We have a small house in the _ _ _ _ _ _ _. (COUNTRY)
3. Where are they? – They are in the _ _ _ _ _ _ _ . (KITCHEN)
4. They have a house in the 
_ _ _ _ . (TOWN)
5. How many rooms are there in this house? 
– There are _ _ _ (SIX) rooms.
6. Which house is it? – It’s an _ _ _ _ _ _ _ _ _ . (APARTMENT)
Team work
5 mins
Lead in
To lead in the topic of My house.
Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures.
What are Nick and Mi doing? 
What might they talk about?
Suggested answers:
They are talking to / discussing with each other through the Internet.
(Students’answers)
T-Ss
2 mins
Presentation
(Pre-teach - Vocabulary)
To help students understand the text.
* VOCABULARY
Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words
+ providing the synonym or antonym of the words
+ providing the definition of the words
1. town house (n): [visual]
2. country house (n): [visual] 
3. flat (n): [synonym] à apartment
a town house
a country house
LISTEN AND READ. (p. 16)
Teacher plays the recording, asks students to underline the words related to the topic My house. (Teacher may check the meaning of some words if necessary.)
Teacher can play the recording more than once.
Students listen and read.
Teacher can invite some pairs of students to read aloud.
Then, teacher confirms the correct answer:
+ They are talking about their houses.
+ Mi is describing their new flat which her family was moving to.
T-Ss
5 mins
Practice

To set the context for the listening and reading text.
To help students understand the text.
Task 1: Tick the correct answers. (Ex. 2, p. 17)
Teacher asks students “Which family members does Mi talk about?” without reading the conversation again.
Then, teacher tells them to read it again individually and check their answers.
Teacher allows students to share their answers before discussing as a class and encourages them to give evidence.
Teacher calls some students to check.
Answer key:
Task 2: Complete the sentences. (Ex. 3, p. 17)
Teacher asks students to work independently to fill each blank with the word from the conversation.
Teacher allows students to share their answers before discussing as a class. 
Teacher calls some students to check. Teacher confirms the right answers and writes on the board.
Answer key:
1. sister
2. TV
3. town
4. country
5. three 

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Ss-Ss
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S
Ss-Ss
T- Ss
15 mins
Production
To develop students’ knowledge of the vocabulary about types of house.
To ...each the names of furniture pieces.
To help students practise asking and answering about the furniture in a room.
Task 1: Name the things in each room in Ex. 1. 
(Ex. 2, p. 18)
Teacher asks students to work in pairs to do this activity.
Teacher writes the names of the rooms on the board in different places, then calls on students from different pairs to go to the board and write the name of the furniture under these rooms. 
Remind students that one piece of furniture can belong to more than one room.
Teacher asks other students to comment and asks them if they can add some more things to each room.
Suggested answers:
Bedroom: lamp, picture, chest of drawers
Living room: lamp, sofa, picture
Hall: picture
Kitchen: fridge, cupboard, dishwasher, sink
Bathroom: shower, sink, toilet
Other words: chair, fan, air conditioner, cooker, etc.
Task 2: Guessing game
Teacher models this activity with a student. 
Teacher asks students to work in pairs: one student thinks of a room in his / her house; the other asks questions to guess the room. 
Teacher calls some pairs to practise in front of the class. 
Teacher comments on their performance.
Example:
Ss 1: What’s in your room?
Ss 2: A lamp and a chest of drawers.
Ss 1: Is it the bedroom?
Ss 2: Yes.

Pair work
T-Ss
T-S
Ss-Ss
T-Ss
15 mins
Presentation
(Pre-teach the sounds /əʊ/ and /aʊ/.)
To help students identify how to pronounce the final sounds /s/ and /z/ at the end of the words.
PRONUNCIATION
Teacher introduces 2 sounds s/ and /z/ to students and lets them listen and repeat the words in Ex. 4 (p. 18). 
Teacher has students comment on how to pronounce these two sounds at the end of the words.
Teacher quickly explains the rules:
+ Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /k/, /f/, /θ/).
+ Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/, etc.) and any vowel sounds.
Teacher asks students to give some words they know containing these sounds.
Suggested answers:
/s/: cats, lamps, books, months
/z/: beds, dogs, cans, rooms, videos, cookers, bees

T- Ss
5 mins
Practice
To help students practise pronouncing these sounds in words. 
To help students pronounce the final sounds /s/ and /z/ correctly in context.
Task 3: Listen and write the words in the correct column. Then listen and repeat. (p. 18)
Teacher asks students to read and listen again the words, then put them in the correct column.
Students work individually.
Teacher plays the recording for students to listen, repeat and check their answers.
Answer key:
/s/
/z/
lamps, sinks, flats, toilets,
cupboards, sofas, kitchens, rooms

Task 4: Listen to the conversation. Underline the final “s” in the words and put them into the correct column. (p. 18)
Have students quickly read the conversation and underline the final “s” in the words. Now play the recording for students to listen to the conversation and write /s/ or /z/ under each “s” that they have underlined.
Tell them to put the words with the final “s” in the correct column according to the sound of “s”. Have them work in pairs to compare their answers. Check students’ answers. Ask them to explain their answers.
Answer key:
 /s/: chopsticks, lamps
 /z/: bowls, things, homes
Play the recording again for students to repeat each line of the conversation. Ask students to work in pairs to practice the conversation. Call some pairs to practise the conversation. Comment on their pronunciation of the final “s”.

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S
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T- Ss
5 mins
Production
To give students chance to apply what they have learnt.
Game: Whispering
Teacher divides the class into 4 big groups and asks students to stand in four lines.
The member in the last place will make a sentence containing at least a word and a sound they have learnt; then, whisper the sentence to the next member of the group. They will continue until the member in the first place and this member will say the sentence aloud.
The fastest group will win the game.
Suggested sentences:
There are two bedrooms in my house.
My living room has a TV, two lamps, some pictures and a sofa.
The toilets in my school are clean.
Group work
5 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To revise what they have learnt.
Find 5 more words with the sound /s/ and 5 more words with the sound /z/. Write them down and practice pronouncing the words.
T-Ss
1 min
UNIT 2: MY HOUSE
Lesson 3: A closer look 2
Possessive case & Prepositions of place
Lesson aim(s)
By the end of the lesson, students will be able to know how to use the possessive case and prepositions of place correctly.

Language analysis 
Form
Meaning
+ “ ’s” after a proper name.
Eg: Nam’s pen
+ “ ‘s” after a singular noun
Eg: teacher’s book
A possessive case is used to show possession.

Materials (referenced)
Grade 6 textbook, Unit 2, A closer look 2.
Pictures... cat is between the lamp and the armchair.
7. The cat is under the table.
Task 4: Decide True or False statements. 
Teacher has students look at the picture of the room and asks them to describe the room briefly, then has them read each sentence, look at the picture and decide if each sentence is true or false. If it is false, ask them to correct it.
Teacher has students do this exercise individually before they share their answers with a partner. Ask some students to read out their answers. 
Teacher confirms the correct ones.
Answer key:
1. T
2. F (The school bag is under the table.)
3. F (The clock is between the two pictures.)
4. T 
5. F (The cap is on the pillow.)

Pair work
T- Ss
T- Ss

10 mins
Production
To help students practise asking and answering about the position of things.
* Memory challenge
Teacher has students work in pairs to play the game Memory challenge. 
Students look at the picture in Exercise 4 for 30 seconds and then cover it. 
They ask and answer questions about the position of the things in the picture. 
Teacher invites some pairs to perform in front of the class.
Example:
A: Where are the books?
B: They’re on the table.

T-Ss
Ss-Ss
T-Ss

8 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To revise what they have learnt.
Do exercises in the workbook.
T-Ss
1 min

UNIT 2: MY HOUSE
Lesson 4: Communication
Lesson aim(s)
By the end of the lesson, students will be able to:
learn how to give suggestions;
practise using some grammar points and vocabulary related to the topic.

Language analysis 
Materials (referenced)
Grade 6 textbook, Unit 2, Communication
Pictures 
sachmem.vn

Anticipated difficulties
Solutions
1. Students may lack knowledge about the topic.
Provide students with information about the knowledges they do not know.
2. Students may have underdeveloped reading, speaking and co-operating skills.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail. Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).

Board Plan
Date of teaching
Unit 2: My house
Lesson 4: Communication
*Warm-up
Pictures decribing
I. Everyday English: Giving suggestions
Structure: How about + V-ing?
 Let’s + V.
Task 1: Listen and read the dialogue.
Task 2: Make similar dialogues.
II. Living places
Task 3: Look at the picture and complete the sentences. 
Task 4: Find the differences between the two houses. 
Task 5: Draw a simple picture of your house. 
* Homework

Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the lesson.
* Pictures describing:
Teacher shows the picture of Nam’s house and asks students to describe as many things in the picture as possible. 
Students give their answers.
Teacher checks the answers.
Suggested answers:
This is Nam’s house.
There are 4 rooms in his house.
In the living room, there is a lamp, a picture, a table and a sofa.
In the kitchen, there is a fridge, a dishwasher and a sink.
.

T-Ss
3 mins
Lead in
To lead in the lesson. 
Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to give suggestions and practice describing a house”.

T-Ss
2 mins
* EVERYDAY ENGLISH
Presentation

To introduce two ways to give suggestions.
Task 1: Listen and read a dialogue. 
* Giving suggestions:
Teacher plays the recording for students to listen and read the dialogue between Elena and her mum at the same time. 
Teacher asks students to pay attention to the highlighted sentences. 
Teacher elicits the structures to give suggestions from students.
Structure: 
à How about + V-ing?
à Let’s + V. 
Teacher has students practise the dialogue in pairs. Call some pairs to practise the dialogue in front of the class. 
T-Ss
5 mins
Practice

To help students practise giving suggestions.
Task 2: Make similar dialogues.
Teacher give students some situations to practice:
Situation 1: You want to buy some furniture for their homes.
Situation 2: You want to do some activities at the weekend with your friend.
Situation 3: You want to buy some new school things
Teacher asks students to work in pairs.
Teacher moves around to observe and provide help.
Teacher calls some pairs to practise in front of the class, then comments on their performance.
Suggested answers:
A: I am so bored.
B: How about going to the cinema this weekend?
A: Great idea!

Pair work
T-Ss
5 mins
* LIVING PLACES
Presentation
To give students a sample of a house description
To help students practise using some grammar points and vocabulary related to the topic.
Task 3: Complete the sentences. 
Teacher has students look at the picture and try describing Mi’s ...
+ Providing the synonym or antonym of the words.
+ Providing the pictures of the words.
+ Providing the definition of the words.
1. strange (adj) [explanation] 
2. wardrobe (n) [visual] 
3. desk (n) [visual]
a wardrobe
a desk 

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5 mins
While-Reading
To help students develop their reading skill for specific information (scanning).
To help students further develop their reading skill for specific information (scanning).
Task 1: Read the text and answer the questions. (Ex. 2, p. 22)
Teacher lets students look at Ex. 2 on p. 22 and tells them how to do this kind of exercise:
+ Read the questions.
+ Underline the key words.
+ Locate the key words in the text.
+ Read that part and answering the questions.
Teacher has students read the text in detail to answer the questions and tells them to underline parts of the email that help them with the answers.
Teacher tells them to compare their answers in pairs before giving the answers to teacher. 
Teacher asks them to give evidence when giving the answers.
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.
Task 2: Circle the things in the Tiger Room. 
(Ex. 3, p. 22)
Teacher asks students to read through the words given and then locate them in the text. If they find a similar word in the text, they should circle it in the list. 
Teacher has students compare their answers. 
Teacher checks and confirms the correct answers.
Answer key: 
a window 
a lamp 
a wardrobe 
a desk

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Ss-Ss
T-Ss
T- Ss
Ss- Ss
T-Ss
10 mins
Post-Reading
To check students’ reading comprehension.
Task 3: Retelling
Ask students what to include when they want to describe a room in the hotel. Here are some things:
• Name of the room
• Reason for the name
• Position of things in the room
Write these points on the board and retell “Tiger room” to their partners.

T- Ss
Ss- Ss
5 mins
Pre-Speaking
To help students prepare ideas for the next activity.
Task 4: Create a new room for the hotel. Draw a plan for the room. (Ex. 4, p.22)
Teacher tells each student to create a new room for the hotel and draw a plan for the room. 
Teacher sets a time limit for students to do it.
Teacher asks students to give the room a name and bear in mind the organisation of the room including the things in the room and their position. 
Have them note down quickly these ideas.

T-Ss
5 mins
While-Speaking
To provide an opportunity for students to practise describing the hotel room they have designed.
Task 5: Describe your plan. (Ex. 5, p. 22)
Have students work in pairs and show the plan to their partner. Ask students to take turns to describe their rooms.
Remind them to focus on the three points on the board. Move around to observe and offer help.
Call on some students to show their plan to the whole class and describe it. Other students and the teacher listen and vote for the best plan.

Ss- Ss
7 mins
Post-Speaking
To help students improve next time.
Have students give comments on their friends and vote for the most interesting and informative presentation.
Teacher gives feedback and comments.
T-Ss
Ss-Ss
3 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To prepare for the next lesson Skills 2.
Do exercises in the workbook.
T-Ss
1 min

UNIT 2: MY HOUSE
Lesson 6: Skills 2 
Lesson aim(s)
By the end of the lesson, students will be able to:
use the lexical items related to the topic My house;
listen to get information about rooms and houses;
write an e-mail to a friend.

Materials (referenced)
Grade 6 textbook, Unit 2, Skills 2
Pictures
sachmem.vn

Anticipated difficulties
Solutions
1. Students may lack knowledge and experiences about the topic.
Prepare some hand-outs. 
2. Students may have underdeveloped listening, writing and co-operating skills.
Play the recording many times if any necessary.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity). 

Board Plan
Date of teaching
Unit 2: My house
Lesson 6: Skills 2 
* Warm-up
Game: Lucky number
I. Listening
Task 1: Name the pieces of furniture. (Ex. 1, p. 23)
Task 2: Prediction. (Ex. 1, p. 23)
Task 3: True or False statements. (Ex. 2, p. 23)
Task 4: Summarize the information and talk about Mai’s room.
II. Writing: An email to a friend
* Necessary parts of an email:
• Part 1: Subject
• Part 2: Greeting
• Part 3: Introduction
• Part 4: Body
• Part 5: Conclusion
Task 5: Answer the questions. (Ex. 3, p. 23)
Task 6: Write an email to Mira, your pen friend and tell her about your house. (Ex. 4, p. 23)
* Homework

Stage