Giáo án môn Tiếng Anh Lớp 6 - Unit 1: My new school

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 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.
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.
T-Ss
T-Ss
Ss-Ss
T-Ss
S
T-Ss
Ss-Ss
T-Ss
Ss-Ss
Group work
5 mins
7 mins
5 mins
7
mins
6 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 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
Students may have difficulties in distinguishing two sounds /ɑː/ and /ʌ/.
Provide students some tips by identifying the letters may include each sound.
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
listen to music
skip rope
drink water
watch TV
play video games
Team work
5 mins
Presentation
(Vocab–
pre-teach)
To enrich students’ vocabulary.
VOCABULARY
Teacher introduces the vocabulary by:
+ providing explanations of the words;
+ showing picture illustrating the word.
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 school activities.
To help students use the vocabulary in context.
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 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 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:
homework
football
lessons
exercise
science
T-Ss
Pair work
T-Ss
S
Ss-Ss
T-Ss
16 mins
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/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 studentsknow 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 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.
Teacher calls 1 or 2 students to write their answers on the board, checks their answers sentence by sentence.
Answer key:
has
Do you have
like
Does Vy walk
ride
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 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.
T-Ss
S
Pair work
S
T-Ss
T-Ss
T-Ss
22 mins
Practice
To give studentsopportunities 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’ answers.
Answer key:
1. B 2. A
3. A 4. B
5. A 
S
Ss-Ss
4 mins
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
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:
Do you like your new school?
Do you often ride your bicycle to school?
Do you sometimes study in the school library?
Do your friends usually go to school with you?
Do you usually do your homework after school?
How often does your mother pick you up from school?
Pair work
Team work
7 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 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 dividesthe 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? 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 school.
5. When was our school established?
Team work
5 mins
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:
What can you see in these pictures?
Are these schools in the same place?
Which school do you think is in Viet Nam?
Suggested answers:
I can see three different schools.
No, they aren’t.
The second school.
T-Ss
4 mins
While-Reading
To develop reading skill for general information.
To provide students with some lexical items before reading the text.
To develop reading skill for specific information.
To identify different features of each school.
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 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.
boarding school (n) [explanation]
playground (n) [visual]
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.
Teacher lets students workindependently and find the correct answer.
Teacher lets students pair compare before checking with the whole class.
Answer key:
boarding
Sydney
mountains and green fields
Dream School
English-speaking teachers
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 sentence by sentence with class.
Suggested answers:
Sunrise is a boarding school.
An Son School is in Bac Giang.
Yes, there is.
They join many interesting clubs.
 T- Ss
T- Ss
T-Ss 
S
Pair work
T-Ss
Pair work
T-Ss
15 mins
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 preparation and makes sure they speak in full sentences.
Students share their ideas with the whole class.
Group work
8 mins
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 if necessary.
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 6: Skills 2
* Warm-up
Crossword puzzle
I. Listening
Task 1: Guess the answersto 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 tak