Giáo án Tiếng Anh Lớp 6 (Global success - Kết nối tri thức với cuộc sống) - Chương trình cả năm

GIÁO ÁN TIẾNG ANH LỚP 6
GLOBAL SUCCESS - KẾT NỐI TRI THỨC VỚI CUỘC SỐNG
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
/ˈkổlkjəleɪtər/
Materials (referenced)
- Grade 6 textbook, Unit 1, Getting started
- Projector/ pictures and cards
- sachmem.vn
Anticipated difficulties Solutions
Students may lack experience - Encourage students to work in groups
of group/ team work. 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
1. subject (n)
2. uniform (n)
3. calculator (n)
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and tick (✔) T (True) or F (False).
Task 3: Write one word from the box in each gap.
Task 4: Match the words with the school things. Then listen and repeat.
Task 5: Write names of the things you can see around the class in your
notebook.
* Homework
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.
Team work 5
mins
- 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.
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.
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).
T-Ss 5
mins
7
mins
- To check
students
understanding of
the conversation
and help students
use the words in
context.
- 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
T-Ss
Ss-Ss
T-Ss
S
5
mins
- To provide
students
vocabulary.
share his/her answer on the
board.
- Teacher asks students to look
at the board, check their
mate’s answer.
Answer key:
1. wear
2. has
3. go
4. uniforms
5. subjects
Task 4: Match the words with
the school things. Then listen
and repeat.
*Pelmanism
- Teacher divides the class into
2 teams.
- Teacher put two sets of cards,
one includes pictures of
school things and the other
includes their names.
Members from two teams
take turns and matchs the
names with the correct
pictures as fast as possible.
The team matched faster and
correctly is the winner.
T-Ss
Ss-Ss
T-Ss
Ss-Ss
7
mins
- To check
students’
vocabulary and
improve group
work skill.
Task 5: Write names of the
things you can see around the
class in your notebook.
- Students work in groups of
four to look around the class
and write down things they
can see in the class.
- Students may ask teacher if
they don’t know the names of
the items.
- Students share with the whole
class.
Group work
6
mins
Consolidation To consolidate
what students have
Teacher asks students to talk
about what they have learnt in
T-Ss 3
mins
learnt in the
lesson.
the lesson.
Homework To review the
lesson and prepare
for the next lesson.
- Do exercises in the
workbook.
- Think of activities students
can do at school.
T-Ss 2
mins
UNIT 1: MY NEW SCHOOL
Lesson 2: A closer look 1
Lesson aim(s)
By the end of the lesson, students will be able to:
- use the lexical items related to the topic My new school;
- use the combinations: to study, to have, to do, to play + N;
- pronounce correctly the sounds /ɑː/ and /ʌ/.
Language analysis
Form Meaning Pronunciation
1. science (n) a particular subject that is studied using
scientific methods.
/ˈsaɪəns/
2. exercise (n/v) physical activity that you do to make your
body strong and healthy.
/ˈeksəsaɪz/
Materials (referenced)
- Grade 6 textbook, Unit 1, A closer look 1
- Projector/ Pictures
- sachmem.vn
Anticipated difficulties Solutions
1.Students may have difficulties in
distinguishing two sounds /ɑː/ and
/ʌ/.
Provide students some tips by identifying the letters
may include each sound.
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 2: A closer look 1
* Warm-up
Game: Hot seat
I. Vocabulary
1. science (n)
2. exercise (n/v)
Task 1: Listen and repeat the words.
Task 2: Put the words in the correct columns.
Task 3: Put the words in the blanks.
II. Pronunciation
Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/.
Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
III. Production
Game: Who is faster?
* Homework
Stage Stage aim Procedure Interaction Time
Warm-up To activate
students’ prior
knowledge and
vocabulary related
to the topic.
* Game: Hot seat
- Teacher divides students
into 2 teams.
Each team has a member
standing against the board.
- Teacher shows pictures of
some activities one by one
and other members use body
language to let their team
member guess the names of
the activities.
- The team with the most
correct answers in the fastest
time is the winner.
Answer key:
play football
Team work 5
mins
listen to music
skip rope
drink water
watch TV
play video games
Presentation
(Vocab –
pre-teach)
To enrich students’
vocabulary.
VOCABULARY
- Teacher introduces the
vocabulary by:
+ providing explanations of
the words;
+ showing picture illustrating
the word.
1. science (n) [picture]
2. exercise (n/v) [explanation]
T-Ss 3
mins
Practice To teach students
some activities
they can do at
school.
To help student
identify which
nouns go after
which verbs to
make names of
Task 1: Listen and repeat
the words.
- Teacher asks students to
listen and repeat the words.
- Teacher calls some students
to read the words aloud.
Task 2: Work in pairs. Put
the words in Task 1 in the
correct columns.
- Teacher asks students to
work in pairs and use the
words in Task 1 to put into
T-Ss
Pair work
16
mins
school activities. the correct columns.
- Students work in pairs and
do the task.
- Teacher calls some pairs to
share their answers with the
whole class.
- Teacher gives feedback and
corrections (if necessary).
Answer key:
play do
football
music
homework
exercise
have study
school
lunch
lessons
English
history
science
- Teacher explains which
nouns go with each verb to
make meaningful names of
activities.
- Teacher asks students to
work in groups of four and
add as many words into each
column as possible.
Task 3: Put the words in the
blanks.
- Teacher asks students to
work independently and put
T-Ss
To help students
use the vocabulary
in context.
a suitable word in each
blank.
- Teacher allows students to
share their answers before
discussing as a class.
- Teacher asks some students
to share the answers and
gives feedback.
Answer key:
1.homework
2. football
3. lessons
4. exercise
5. science
S
Ss-Ss
T-Ss
Presentation
(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/watc
h?v=1F47WdIjn5U
https://www.youtube.com/watc
h?v=zUpF0pYoTZ8
- Teacher asks students to
give some words they know
containing these sounds.
T- Ss 5
mins
Suggested answers:
- /ɑː/: car, start, after, party
- /ʌ/: cut, one, country
- Teacher draws students
attention to the letters
containing the sounds and
helps them identify the
sounds.
Practice To help 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.
Group work
5 mins
- 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
live
s
near
his school.
2.
We
g
o
to
the same school.
3.
They
hav
e
new
subjects.
4. We always look
smart in our
uniforms.
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
singular noun forms.
Use does/ doesn’t
T-Ss
22
mins
with: she, he, it and
plural noun forms.
- Teacher gives students
some time to study the
grammar box.
Task 2: Choose the correct
answer A, B or C.
- Teacher has students work
independently, look at the
form and do Exercise 1 –
page 9.
- Teacher lets students work
in pairs and exchange the
answers before checking
with the whole class
(explain each sentence if
necessary).
Answer key:
1. A
2. C
3. B
4. A
5. C
Task 3: Write the correct
form of the verbs.
- Teacher asks students to
work independently.
S
Pair work
S
- Teacher calls 1 or 2
students to write their
answers on the board,
checks their answers
sentence by sentence.
Answer key:
1.has
2.Do you have
3. like
4.Does Vy walk
5. ride
6.go
2. ADVERBS OF
FREQUENCY
- Teacher asks students to
read the sentences in
Exercise 2 - page 9 again
and asks them when to use
the present simple tense,
drawing their attention to
the adverbs of frequency.
We often ride our bicycles
to school.
Task 4: Fill the blanks with
sometimes, usually or never.
- Teacher shows the graph
and lets students fill in the
T-Ss
T-Ss
T-Ss
blanks with suitable adverbs
of frequency: sometimes,
usually or never (Exercise 3
– page 10)
Answer key:
2. usually
3. sometimes
5. never
- Teacher lets students work
in groups of four to make 5
sentences using the 5
adverbs of frequency above.
- Teacher calls some groups
to read aloud the answers
and gives feedback.
Practice To give students
opportunities to use
the present simple
tense with adverbs
of frequency
correctly in context.
Task 5: Choose the correct
answer A or B to complete
each sentence.
- Teacher has students
complete Exercise 4 – page
10 independently.
- Teacher then asks students
to exchange their textbooks
to check their friends’
S
Ss-Ss
4 mins
answers.
Answer key:
1. B 2. A
3. A 4. B
5. A
Production - To help students
distinguish and
use correctly the
present simple
tense.
- To improve
cooperative skill.
Task 6: Work in pairs.
Make questions then
interview your partner.
- Teacher has students work
on the Ex. 5, p. 10 in pairs.
- Teacher checks the answers
by playing a game. Teacher
divides students into 2
teams, 2 students in each
team choose a set of
questions (which are the
questions 1-5 in
Ex. 5, p. 10). Teacher may
add more questions if
necessary) then interview
each other. The team with
higher score is the winner.
10 points: you/ like/ your new
school
Pair work
Team work
7 mins
20 points:
Question 1: you/ often/ ride
your bicycle/ to school
Question 2: you/ sometimes/
study in the school library
Question 3: your friends/
always/ go to school/ with
you
Question 4: you/ usually/ do
homework/ after school
30 points: How often/ your
mother/ pick you up/ school
Answer key:
1.Do you like your new
school?
2.Do you often ride your
bicycle to school?
3.Do you sometimes study in
the school library?
4.Do your friends usually go
to school with you?
5.Do you usually do your
homework after school?
6.How often does your
mother pick you up from
school?
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 the
knowledge that
students have
gained in this
lesson.
Make 5 sentences in the
present simple tense, using
adverbs of frequency.
T-Ss 1 min
UNIT 1: MY NEW SCHOOL
Lesson 4: Communication
Lesson aim(s)
By the end of the lesson, students will be able to:
- use the lexical items related to the topic My new school;
- know how to introduce someone;
- ask appropriate questions when making friends at school;
- know what good qualities a good friend should have.
Language analysis
Form Meaning Pronunciation
1. classmate (n) someone who is in the same class with you
at school
/ˈklɑːsmeɪt/
2. share (v) to divide food, money, goods and give parts
of it to someone else
/ʃeər/
Materials (referenced)
- Grade 6 textbook, Unit 1, Communication
- Pictures/ Projector
- sachmem.vn
Anticipated difficulties Solutions
1. Students may have underdeveloped
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.
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 4: Communication
* Warm-up
Game: Who knows more?
I. Everyday English
1. Vocabulary
share (v)
classmate (n)
2. Introducing someone
This is  .
Nice to meet/ see you.
Nice to meet/ see you, too.
Task 1: Listen and read the dialogue.
Task 2: Work in groups. Practise introducing a friend to someone.
II. New friends at school
Task 3: Read and tick the questions you think are suitable to ask a new friend at school.
Task 4: Friendship quiz.
III. Producton
Task 5: Work in groups. Take turns to interview the others, use the questions above.
* Homework
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
Team work
5 mins
Spongebob and Patrick
Harry Potter and Hermione
Granger
Leonardo DiCaprio and Tobey
Maguire
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
T-Ss
T-Ss
3 mins
4 mins
explanations and writes down
the structure of introducing
someone.
This is  .
Nice to meet/ see you.
Nice to meet/ see you, too.
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.
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
Group work
14
mins
- To identify
qualities of a
good friend.
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.
T-Ss
S
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
1. international (adj) involving more than one country /ˌɪntəˈnổʃən.əl/
2. boarding school (n) a school where students live and study /ˈbɔːdɪŋ ˌskuːl/
3. 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
1.boarding school (n)
2. playground (n)
3. international (adj)
Task 2: Read the passages again and complete the sentences.
Task 3: Answer the questions.
II. Speaking
Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? Complete the
table.
Task 5: Discuss your choice with your friends.
* Homework
Stage Stage aim Procedure Interaction Time
Warm-up To introduce the
topic of reading.
* Game: Lucky number
- Class is divided into 2
groups.
- Teacher prepares 7
numbers which includes 5
questions about their
school, and 2 lucky
numbers.
- Each team takes turns and
chooses a number and
answers the question
behind the number. If the
team answers the question
correctly, they will get 1
point. If the team chooses
the lucky number, they get
1 point without answering
the question and may
choose another number.
Suggested questions:
1. How many classes are
there in our school?
2. Do students have to wear
uniform when they go to
school?
3. How many computer
rooms does our school
have?
4. Name some clubs in our
Team work
5
mins
school.
5. When was our school
established?
Pre-Reading To lead in the
reading skills.
Teacher leads students into
the lesson by showing
pictures of 3 schools
Sunrise, An Son and Dream
and asks them some
questions:
1.What can you see in these
pictures?
2.Are these schools in the
same place?
3.Which school do you
think is in Viet Nam?
Suggested answers:
1. I can see three different
schools.
2.No, they aren’t.
3.The second school.
T-Ss 4
mins
While-Reading To develop reading
skill for general
information.
Task 1: 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
T- Ss 15
mins
To provide students
with some lexical
items before reading
the text.
To develop reading
skill for specific
information.
students to give the
answer, explain which
sentence give them the
information.
Answer key:
1. C
2. A
3. B
VOCABULARY
Teacher asks students to get
the meaning of the words
boarding school,
international and
playground in context.
1.boarding school (n)
[explanation]
2.playground (n) [visual]
3. international (adj)
[explanation]
Task 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.
T- Ss
T-Ss
To identify different
features of each
school.
- Teacher lets students work
independently and find the
correct answer.
- Teacher lets students pair
compare before checking
with the whole class.
Answer key:
1.boarding
2.Sydney
3.mountains and green
fields
4.Dream School
5.English-speaking teachers
Task 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
S
Pair work
T-Ss
sentence by sentence with
class.
Suggested answers:
1.Sunrise is a boarding
school.
2.An Son School is in Bac
Giang.
3.Yes, there is.
4.They join many
interesting clubs.
Pair work
T-Ss
Pre-Speaking To help students
form the ideas for
their speaking.
Task 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 needed.
T-S 5
mins
While-Speaking To help students use
what they have
learnt so far to talk
about a school.
Task 5: 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
Group work 8
mins
preparation and makes
sure they speak in full
sentences.
- Students share their ideas
with the whole class.
Post-Reading
and Speaking
- To help students
improve next time.
- Check students’
understanding
about the reading
passage.
- Teacher allows students to
give comments for their
friends and vote for the
most interesting and
informative presentation.
- Teacher gives feedback
and comments.
Ss-Ss
T-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 review the lesson
they have learnt and
prepare for the next
lesson
Skills 2.
- Teacher asks students to
write down their opinion
about a school in their
books.
- Teacher asks students to
search for information
about their school.
T-Ss 2
mins
UNIT 1: MY NEW SCHOOL
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 new school;
- listen for specific information about school activities;
- write a passage about their new school.
Materials (referenced)
- Grade 6 textbook, Unit 1, Skills 2
- Pictures
- sachmem.vn
Anticipated difficulties Solutions
1. Students may have underdeveloped
listening skills.
- Play the recording many times i