Sách giáo viên Tiếng Anh 6 - Tập một - Hoàng Văn Vân

1 Unit 1/ My New School
HOÀNG VĂN VÂN (Tổng chủ biên) – NGUYỄN THỊ CHI (Chủ biên)
LÊ KIM DUNG – PHAN CHÍ NGHĨA – LƯU QUÝ KHƯƠNG 
VŨ MAI TRANG – LƯƠNG QUỲNH TRANG 
Với sự cộng tác của DAVID KAYE
TẬP MỘT
BỘ GIÁO DỤC VÀ ĐÀO TẠO
(Tái bản lần thứ hai)
3INTRODUCTION
,1752'8&7,21 ...............................................................................................................................................................4
81,70<1(:6&+22/ ......................................................................................................................... 10
81,70<+20( ................................................................................................................................................... 30
81,70<)5,(1'6 .......................................................................................................................................... 50
5(9,(: ................................................................................................................................................................................. 70
81,70<1(,*+%285+22' ....................................................................................................... 74
81,71$785$/:21'(562)7+(:25/' ....................................................... 94
81,72857(7+2/,'$< ..................................................................................................................114
5(9,(: ..............................................................................................................................................................................134
CONTENTS
4 INTRODUCTION
INTRODUCTION
TIẾNG ANH 6 is the fi rst of a four-level English language textbook for Vietnamese students of 
lower secondary schools learning English as a foreign language (EFL). It follows the systematic,
cyclical and theme-based syllabus approved by the Ministry of Education and Training in October 
2011, which focuses on the use of language (pronunciation, vocabulary, and grammar) to develop 
the four language skills (listening, speaking, reading and writing).
THE COMPONENTS OF THE TEXTBOOK
The complete learning set of TIẾNG ANH 6 consists of THE STUDENT’S BOOK, THE 
TEACHER’S BOOK and THE WORKBOOK.
THE STUDENT’S BOOK
The Student’s Book contains:
• the book map: Introducing the basics of each unit
• 12 topic-based Units, each covering 8 sections to be taught in seven 45-minute lessons
• 4 Reviews, each providing revision and further practice of the previous three units, to be 
dealt within two periods 
• Glossary: giving meaning and phonetic transcription of the new words in the units
THE TEACHER’S BOOK
The Teacher’s Book gives full procedural notes for teaching diff erent parts of each unit. The 
answer keys to the exercises in the Student’s Book and the transcriptions are also given in the 
Teacher’s Book.
THE WORKBOOK
The Workbook mirrors and reinforces the content of the Student’s Book. It off ers:
• further practice for the language and skills taught in class, and
• four additional tests for students’ self-assessment.
THE CD
THE COMPONENTS OF EACH UNIT
There are 12 main units in the Student’s Book. Each unit has eight sections, providing 
material for 7 classroom lessons of 45 minutes. These 12 richly illustrated, cross-curricular and
theme-based units focus on off ering students motivation, memorable lessons and a joyful 
learning experience. At the beginning of every unit, there are explicit learning contents clearly 
stating the main language and skills to be taught in the unit.
5INTRODUCTION
SECTION 1: GETTING STARTED
This section occupies two pages and it is designed for one 45-minute lesson in class. It begins 
with a conversation followed by the activities which introduces the topic of the unit; it then 
presents the vocabulary and the grammar items to be learned and practised through the skills 
and activities of the unit. 
SECTION 2: A CLOSER LOOK 1
A Closer Look 1 and A Closer Look 2 are each designed to be taught in one 45-minute period. 
A Close Look 1 presents and practises the vocabulary and pronunciation of the unit. The 
active vocabulary of the unit is given in an interesting and illustrated way so that it is easy 
for students to memorise. Two or three sounds, which appear frequently in the unit, are 
given and practised in isolation and in context. There are different exercises focusing on 
intensive practice of vocabulary and pronunciation. 
A grammar item may also be included in this section.
SECTION 3: A CLOSER LOOK 2
This sections deals with the main grammar point(s) of the unit. The new language point is 
presented in a short text or a talk/interview. There are clearly explicit grammar tables and exercises 
which are well illustrated to help students remember and use the grammar items eff ectively. The 
‘Remember’ boxes appear wherever necessary and help students to avoid common errors. 
A Closer Look 1 and A Closer Look 2 cover three pages; they mainly give language focus and 
practice of receptive skills. 
SECTION 4: CULTURE & COMMUNICATION
This section is designed to help students use the functional language in everyday life 
contexts and consolidate what they have learned in the previous sections. It also gives 
students opportunities to learn and apply the cultural aspects of the language learnt to 
their lives, and provides cultural information about Viet Nam and other countries in the 
world. The vocabulary is clearly presented in boxes wherever it is needed.
SECTION 5: SKILLS 1
Skills 1 and Skills 2 each covers one page and is designed to be taught in one 45-minute 
period. Skills 1 comprises reading (receptive skill) and speaking (productive skill). 
5HDGLQJ
This activity aims to develop students’ reading abilities. The reading text is often based on 
the vocabulary and structures that students have previously acquired to make the activity 
achievable. It is always interesting and relevant to the students, and links with the topic of the 
unit. Important new vocabulary is introduced in the text and practised in a follow-up activity. 
The reading also provides input for the speaking that follows.
6SHDNLQJ
This activity aims to provide further practice which supports students in their production 
of speaking English freely, using the recently practised language in combination with the 
previously learnt one in new contexts. 
6 INTRODUCTION
SECTION 6: SKILLS 2
Skills 2 is composed of listening (receptive skill) and writing (productive skill).
/LVWHQLQJ
The listening activity follows the oral practice in Speaking to provide students an opportunity 
to listen to the language that they have practised orally and train them to listen for general 
and specifi c information.
:ULWLQJ
This section focuses on developing students’ writing skills. It normally involves one of the 
text types required for the Students' skill development. There is a writing tip or a guideline 
which is very useful to help them to write eff ectively. The result of the writing activity must 
be a complete piece of writing, and ideally it is marked by the group/ class/ teacher. 
SECTION 7: LOOKING BACK & PROJECT
This section covers two pages and should be dealt with in one period.
Looking back recycles the language from the previous sections and links with the topics. 
Various activities and exercises are designed to help students consolidate and apply what they 
have learnt in the unit. Through the students’ performance of this section, teachers can evaluate 
their study results and provide further practice if necessary.
The project helps students to improve their ability to work by themselves and in a team, and 
extend their imagination in a fi eld related to the unit subject. The teacher can use this as an 
extra-curricular activity (for groupwork) or as homework for students to do individually. 
REFERENCE ON SKILLS AND LANGUAGE TEACHING
1. TEACHING READING
Reading is the fi rst of the four language skills that receives special attention in Tiếng Anh 6.
- The reading activities in Tiếng Anh 6 aim to help students develop sub-skills such as
 skimming for gist and scanning for details. 
- In developing reading skills, students are taught to read aloud, following the pictures and 
the texts in the Student’s Book. This provides an implicit opportunity for students to practise 
their pronunciation and intonation.
- Explanations should be given to students when they do not understand the meaning of 
a word. Some reading strategies such as focusing on familiar words, guessing unfamiliar 
words in a logical context, etc. should be taught to students.
- Before teaching the text, the teacher should encourage students to guess what the text is 
about, what new words will appear in the text, etc.
2. TEACHING SPEAKING
Speaking in Tiếng Anh 6 is of two forms: spoken interaction and spoken production. The 
fi rst refers to the ability to ask and answer questions and handle exchanges with others. The 
second refers to students’ ability to produce language appropriately and correctly. 
7INTRODUCTION
Speaking activities should include :
- Pronunciation: this is practised through dialogues, games, rhymes and songs. Through these 
forms, students practise the stress, the rhythm and the intonation patterns of English in a 
natural way. It is crucial to provide students with lots of models and to build up their confi dent 
acceptance of approximate correct pronunciation.
- Repetition: this helps students to memorise vocabulary and ‘chunks’ of language. Repetition 
and classroom routines build up an expanding repertoire of English that helps students 
understand and respond to a situation as a part of communicative interactions in class. 
The best strategy is to provide lots of opportunities for students to practise with a secure 
feeling through choral repetition of action rhymes and games. It is also important to 
establish some classroom routines such as greetings and saying goodbye at the beginning 
and the end of the lessons, asking for permission, saying common classroom expressions 
such as I don’t understand. Could you say it again, please? May I ask you a question? or answering 
a question, I don’t know. I think/guess ..., and Perhaps ...
- Pair work/ group work and class presentations help students to talk freely in a language 
situation related to the topic of the unit. This also makes students feel secure and promotes 
their confi dence in speaking.
Error correction should be done cautiously by the teacher. When students are talking, 
teachers should not stop them to correct their mistakes. Mistakes should be analysed and 
only repeated ones should be given afterwards and corrected collectively.
3. TEACHING LISTENING
Through listening, students become familiar with the sounds, rhythms and intonation of 
English. When listening to English, students are actively engaged in constructing meaning and 
making sense of what they hear, using their knowledge and the clues provided by the context. 
So it is very important to teach students to be aware of the reason for and purpose of listening, 
the content of the listening text and the speaker’s voice.
Before listening, teachers should motivate and engage students in the listening activity; 
encourage them to predict the listening content, and introduce the new language or 
vocabulary which occurs in the listening text.
The listening activity should aim to help students understand spoken English and develop 
sub-listening skills such as listening for gist or listening for details.
After listening, students are to show their listening comprehension in front of the class, and to 
provide a follow-up spoken/written activity such as speaking, or writing down what students 
have listened to.
4. TEACHING WRITING
The writing activity aims to develop students’ basic writing skills in English. Its emphasis is on 
providing writing techniques for a particular genre: e-mail, an informal letter, a webpage for 
example as well as practising the spelling of familiar vocabulary and sentence patterns. Teaching 
writing can be divided into three stages: before writing, while writing and after writing.
- Before writing helps students understand why they write and provides them with the 
language input to express their ideas in English. 
8 INTRODUCTION
- While writing helps students work independently under the teacher’s guidance and supervision.
- After writing helps students consolidate their writing skills through a follow-up activity 
such as making a draft, copying the draft into students’ notebooks or on a clean sheet of 
paper, focusing on neatness, spelling, punctuation, use of words, sentence structures, and 
organisation of the writing.
5. TEACHING PRONUNCIATION
Teaching pronunciation consists of teaching phonetics (sounds in isolation and in context), 
rhymes, chants, and songs. With the knowledge of phonics students have learned in previous 
years, students are able to improve their speaking and reading skills because they can identify 
the spelling and pronunciation patterns of listening texts and decode them quickly. The 
teacher should focus students’ attention on the letter(s) and its/ their sound(s) in words, and 
model the new sounds a few times for students to repeat.
In teaching pronunciation it is advisable that the teacher should introduce the context in 
which the new sounds are embedded; teach new vocabulary, using fl ashcards, pictures, etc; 
and mime the lines if possible; focus students’ attention on the letter(s) and its/their sound(s) 
a few times for students to repeat; play the recording a few times, having students repeat each 
line of the song/rhyme/chant and clap the words containing the focused sounds; organise 
students to work in pairs and groups to practise the song/ rhyme/ chant; and call on some 
volunteers to perform the song/rhyme/chant at the front of the class.
6. TEACHING VOCABULARY
Teaching vocabulary helps students understand, memorise and use words appropriately in 
their specifi c contexts. Students at lower secondary level still learn chunks of English which 
combine vocabulary and grammatical patterns in an unanalysed way. Therefore, it is crucial to 
give students plenty of time to practise, memorise, recycle, and extend their vocabulary and 
grammar in meaningful contexts. Regular recycling of vocabulary helps students meet the 
same words embedded in diff erent contexts and activities again and again. When teaching 
vocabulary, it is important to help students recognise, practise and memorise vocabulary. 
These can be done by using visual aids, by allowing students to listen and repeat the word, 
by explaining their meaning, using defi nitions, pictures, fl ashcards, and translation if necessary; 
and fi nally, getting students to practise, using the word with a range of spoken or written 
activities which can be done individually or in pairs.
7. TEACHING GRAMMAR
Teaching grammar helps students use correct grammatical patterns to express their ideas in 
specifi c contexts.
Grade 6 students of English already know some English grammar based on formulaic sequences 
and a lot of grammar points met in the context of dialogues, readings, chants, rhymes, stories 
and songs they have learnt in primary schools. 
One way to enable students’ language awareness is drawing their attention to specifi c 
language patterns or features of grammatical forms and, if necessary, comparing or contrasting 
these with corresponding patterns and forms in Vietnamese. The appropriate techniques to be 
used to teach students are:
- focusing students’ attention on the new grammatical patterns in the texts
- providing models for students to practise the new grammatical item in a spoken or written 
activity, using the cued pictures or prompts in their books
- reinforcing the new grammatical item with a variety of spoken and written activities
8. PAIR WORK/ GROUP WORK
Students should be given clear instructions about what they are expected to do and say. 
The following are some suggested teaching steps.
- Whole class. Elicit/ Teach/ Model the focus language (words, phrases or structures). Then 
write them on the board. 
- Model. Perform the focus materials yourself or ask a pair to demonstrate in front of the class. 
Help and guide them to interact in a reasonably structured manner. This will enable the 
freer stage of independent pair work/group work that will follow. 
- Students practise in pairs or groups. Monitor the activity and off er help if necessary.
- Ask a confi dent pair or some volunteers to perform the task for the rest of the class.
- Whole class. At the end of the activity, there should be some writing activity to reinforce or 
consolidate students’ understanding.
 It is noted that all of the procedures written in this book are only suggestions. 
Teachers may adapt these or design their own ones to suit their students 
and real teaching contexts.
9INTRODUCTION
10 Unit 1/ My New School
8QLW 0<1(:6&+22/
*(77,1*67$57('
Phong: Oh, someone’s knocking at the door. 
Phong’s Mum: Hi, Vy. You’re early. Phong’s 
 having breakfast.
Vy: Hi, Mrs Nguyen. Oh dear, I’m sorry. I’m 
 excited about our fi rst day at school. 
Phong’s Mum: Ha ha, I see. Please come in. 
Vy: Hi, Phong. Are you ready? 
Phong: Yes, just a minute.
Vy: Oh, I have a new friend. This is Duy.
Phong: Hi, Duy. Nice to meet you.
$VSHFLDOGD\
Duy: Hi, Phong. Nice to meet you too. I live here 
 now. I go to the same school as you. 
Phong: That’s good. School will be great – you’ll see. 
 Hmm, your schoolbag looks heavy. 
Duy: Yes, it is. I have new notebooks, a new 
 calculator, and new pens.
Phong: And you’re wearing the new uniform Duy. 
 You look smart!
Duy: Thanks, Phong.
Phong: Let me put on my uniform too. Then we can go.
Vy: Sure, Phong.
 Listen and read. 
THIS UNIT INCLUDES:
VOCABULARY
School things and activities 
PRONUNCIATION 
Sounds /ə / and / /
GRAMMAR
The present simple and the present continuousVerb (study, have, do, play) + Noun
COMMUNICATION
Talking about and describing a school Talking about and describing school activities
,QWURGXFWLRQ
As it is the fi rst lesson of the school year, T should let Ss introduce themselves and/ or 
introduce some warm-up activities.
Focus on the characters, Phong, Vy and Duy, and the key language and structures to 
be learnt. Write the title on the board ‘A special day’. Explain the meaning of ‘special’ 
and ask Ss to guess what the picture might show or what the conversation might be 
about. Let Ss open their books and check their answers.
2EMHFWLYHV
By the end of this unit, students can:
 pronounce correctly the sounds /ə / and / / in isolation and in context
 use the lexical items related to the topic ‘My New School’
 use the combinations: to study, to have, to do, to play + Noun
 use the present simple and the present continuous
 ask appropriate questions when making new friends at a new school
 read for specifi c information about schools, and read e-mails and webpages 
 talk about school activities, subjects, and what Ss do at school
 listen to get information about school activities
 write a webpage for their school, using correct punctuation
 Ask Ss questions about the picture:
 E.g. What is Phong doing? Who are Vy and Duy? 
 Ask Ss why it is a special day. 
 Play the recording. Ss listen and read.
*(77,1*67$57('
$VSHFLDOGD\
A Special Day
Why?
11 Unit 1/ My New School
12 Unit 1/ My New School
D

E
F
Are these sentences true (T) or false (F)?
 Match the words with the 
school things. Then listen 
and repeat.
1. Oh dear. 2. You’ll see.
3. Come in. 4. Sure.
Find these expressions in the conversation. 
Check what they mean.
1. Vy and Duy are early. 
2. Phong is eating. 
3. Duy is Phong’s friend.
4. Duy lives near Phong.
5. Phong is wearing a school uniform.
Work in pairs. Create short role-plays with 
the expressions. Then practise them.
Example:
A: Oh dear. I forgot my calculator.
B: That’s OK, you can borrow mine. 
A: Thank you.
Can you extend 
your conversation?
Get up, Nam
Get up, Nam
You’re going back to school
Your friends are going back to school, too.
The new school year starts today.
You’ve got nice shoes
You’ve got new pens
Your friends are on their way.
1. ________________
 2. ________________ 3. ________________ 4. ________________
5. ________________ 6. ________________ 7. ________________
8. ________________ 9. ________________ 10. ________________
a. bicycle
b. pencil sharpener
c. calculator
d. rubber 
e. compass
f. notebook
g. ruler
h. textbook
i. pencil case
j. schoolbag 
Look around the class – what other things do 
you have in your classroom? Ask your teacher.
D Work in pairs. Write a poem 
about your partner. Use the 
poem above to help you.
E Now read the poem to your 
partner.
 Listen and read the following poem.
Learning tip
Draw pictures next to new words 
in your vocabulary book.
Example: 
calculator
D Ss work independently. Allow them to share answers before discussing in groups or as a class.
 Key: 1. T 2. T 3. F 4. T 5. F 
E Tell Ss to refer back to the conversation to fi nd the expressions. Practise saying them together (play the 
recording again if necessary). Explain the meaning (or give synonyms) to Ss, then give some examples.
 Key:
 1. used to express surprise (negative) 2. tYou’ll fi nd outu
 3. used to invite sb in 4. used to say tyesu/ talrightu
F Ask Ss to role-play the short conversations in pairs before creating short role-plays. 
 More able Ss can try to extend the conversation. 
 Play the recording. Let the whole class read the poem with the right intonation and rhythm. 
Ask questions to check Ss’ understanding of the poem. Then Ss work in pairs and write a poem about 
their partner, then read the poem aloud.
Example: 
 Khanh is going back to school today.
 His friends are going back to school, too.
 His new school year starts today.
 He’s got a nice schoolbag.
 He’s got a new bike.
 His friends are on their way.
 ..
 Ask Ss to match the words with the school things. Play the recording. Ss listen and repeat. Then let them 
practise saying the names of school things. Help explain the meaning if necessary, e.g. use visual aids 
in the classroom. Then ask Ss to write the correct words in the spaces. Allow Ss to check their answers 
(in pairs or in groups). 
 1 - b pencil sharpener 2 - e compass 3 - j schoolbag 4 - d rubber 
 5 - c calculator 6 - i pencil case 7 - f notebook 8 - a bicycle
 9 - g ruler 10 - h textbook

 Tell Ss to look around the class. Ask what they see around them/ what they have (point to each 
student): table, desks, noticeboard, pictures  . Then let them practise the words, and make up 
sentences with the words if there is time.
Learning tip
Recommend that Ss have a vocabulary book in which to write new words they learn every day. 
Tell them to draw a picture next to the word. T illustrates on the board. If it is impossible to draw 
pictures, Ss can give synonyms or explanations, or write the Vietnamese equivalent.
13 Unit 1/ My New School
14 Unit 1/ My New School
$&/26(5/22.
Vocabulary
Listen and repeat the words.
Put one of these words in each blank.
Listen and repeat. Pay attention to the 
sounds /ə / and / /.

Work in pairs. Put the words in  into groups.

Write sentences about yourself using the 
combinations above. 


physics exercise
English vocabulary
history football
homework lessons
judo music
school lunch science
SOD\ GR KDYH VWXG\
lessons
science
homework
football
judo 
1. I do _____ with my friend, Vy.
2. Duy plays _____ for the school team.
3. All the _____ at my new school are interesting.
4. They are healthy. They do _____ every day.
5. I study maths, English and _____ on Mondays.
Pronunciation
/ə / and / /
1. /ə /: judo going homework open
2. / /: brother Monday mother month
Listen to the words and put them into two 
groups.

some
rode
don’t
hope
Monday
homework
month
come
post
one 
/ə / / / 
1. They are going to open a new library.
2. I’m coming home from school.
3. His brother eats lunch in the school canteen.
4. The new school year starts next month.
5. My brother is doing his homework.
6. He goes to the judo club every Sunday.
Can you add more 
nouns to the groups?
Listen and repeat. Underline the sounds /ə / 
and / / you hear.

15 Unit 1/ My New School
$&/26(5/22.
9RFDEXODU\
 Play the recording and let Ss listen. Play it again and pause for them to repeat each word. Correct their 
pronunciation.
 Let Ss work in pairs, putting the words in  into groups. Then check their answers. Explain to them 
which words go with each verb.
play
football
music
do
homework
judo
exercise
have
school lunch
lessons
study
physics
English
history
vocabulary
science
 Tell Ss to do the task individually. Call on some Ss to write on the board, then check their answers.
 Key: 1. homework 2. football 3. lessons
 4. judo 5. science
 Ask Ss to write sentences about themselves in their notebooks, using the combinations above. 
They can write as many sentences as possible.
 E.g: I/ We have English lessons on Tuesday and Thursday.
 . 
3URQXQFLDWLRQ
/ə / and / /
 Let Ss practise the sounds /ə / and / / together. Ask Ss to observe the T’s lip positions for these two sounds.
 Play the recording and ask Ss to listen and repeat. Play the recording as many times as necessary.
 Play the recording twice. Allow Ss to work individually. Then let them check their answers in groups. 
T may call on some Ss to write their answers on the board. Correct their mistakes.
 Key:
Sound /ə / : rode don't hope homework post 
 Sound / / : some Monday month come one
 Audio script: 
 some rode don’t hope Monday 
 homework month come post one 
 Play the recording. Let Ss repeat sentence by sentence. Help them recognise the two sounds, then 
underline them in the sentences.
 1. They are going to open a new library.
 2. I’m coming home from school.
 3. His brother eats lunch in the school canteen.
 4. The new school year starts next month.
 5. My brother is doing his homework.
 6. He goes to the judo club every Sunday.
16 Unit 1/ My New School
The present simple 
Positive 
 I/you/we/they + V (work/study)
 He/she/it + V-s/V-es (works/studies)
Negative
 I/you/we/they + don’t/do not + V (don’t/do 
not work/study) 
 He/she/it + doesn’t/does not + V (doesn’t/
does not work/study)
Questions and short answers
 - Do I/you/we/they + V (work/study)? 
 Yes, I/you/we/they do. 
 No, I/you/we/they don’t.
 - Does he/she/it + V (work/study)?
 Yes, he/she/it does. 
 No, he/she/it doesn’t.
$&/26(5/22.
Grammar
Miss Nguyet is interviewing Duy for the school 
newsletter. Write the correct form of the verbs.

Correct the sentences according to the 
information in  above.

The present continuous
Positive
 I am
 You/we/they are + V-ing (studying)
 He/she/it is
Negative
 I am
 You/we/they are + not V-ing (not studying)
 He/she/it is
Questions and short answers
 Am I
 Are you/we/they + V-ing?
 Is he/she/it
 Yes, I am.
 No, I am not.
 Yes, you/we/they are.
 No, you/we/they aren’t.
 Yes, he/she/it is.
 No, he/she/it isn’t.
Remember!
The present simple verbs with he/she/it 
need an s/es
Example:
Duy’s new school has a small playground.
 Duy’s new school has a large playground.
1. Duy doesn’t live near here.
2. Duy doesn’t like his new school.
3. Vy and Duy walk to school.
4. Mr Quang teaches Duy science.
5. At break time, Phong plays football.
Miss Nguyet: Tell us about 
yourself Duy.
Duy: Sure! I live near here 
now. This is my new school. 
Wow! It (1. have) _____ a 
large playground.
Miss Nguyet: ___ you ____ (2. have) any new 
friends?
Duy: Yes. I ______ (3. love) my new school and my 
new friends, Vy and Phong. 
Miss Nguyet: ___ Vy ___ (4. walk) to school with you?
Duy: Well, we often _________ (5. ride) our bicycles 
to school. 
Miss Nguyet: Who’s your teacher?
Duy: My teacher is Mr Quang. He’s great. He ______ 
(6. teach) me English. 
Miss Nguyet: What do you usually do at break time?
Duy: I play football but my friend Phong ________ 
(7. not play) football. He ______________ (8. read) 
in the library. 
Miss Nguyet: What time do you go home?
Duy: I ______ (9. go) home at 4 o’clock every day. 
Then I ______(10. do) my homework.
Miss Nguyet: Thank you. 
Work in pairs. Make questions then interview 
your partner.
1. you/ride your bicycle/to school
2. you/read/in the library/at break timetime
3. you/like/your new school
4. your friends/go to school/with you
5. you/do your homework/after school

The present simple - the present continuous
17 Unit 1/ My New School
Then ask Ss to give the 
rule and use of the present 
simple themselves. Let them 
study the grammar box. 
T can add something and give 
more examples if necessary.
$&/26(5/22.
*UDPPDU
The present simple - the present continuous
 Let Ss do the task individually. T corrects their answers (and may call on some Ss to say their answers 
separately). T gives explanation if necessary.
 Key: 
 1. has 2. Do you have 3. love 4. Does Vy walk 5. ride
 6. teaches 7. doesn’t play 8. reads 9. go 10. do 
 Allow Ss to write the sentences in their notebooks, referring to the interview. Call one or two Ss to 
write on the board, check their answers sentence by sentence. 
 Key: 
1. Duy lives near here.
2. Duy likes/loves his new school.
3. Vy and Duy ride to school.
4. Mr Quang t