U1 my new school Tiếng Anh lớp 6 Chương trình mới

August 24, 2015

Period 1:

Introduction
Objectives: By the end of the lesson Ss will be able to:
+ know the format of the textbook and how to learn.
+ know the symbols of the international phonetic alphabet.
Procedure:
I. Textbook
- The teacher introduces the format of the textbook.
The textbook is designed around 4 big themes:
+ Our Communities
+ Our Heritage
+ Our World
+ Visions of the future
The textbook is divided into 12 Units:
The first semester:
Unit 1: My new school
Unit 2: My home
Unit 3: My friends
Unit 4: My neighborhood
Unit 5: Natural wonders of the world
Unit 6: Our Tet holiday
The second semester:
Unit 7: Television
Unit 8: Sports and games
Unit 9: Cities of the world
Unit 10: Our houses in the future
Unit 11: Our greener world
Unit 12: Robots

Each Unit is divided into 8 parts:
Getting started
A closer look 1
A closer look 2
Communication
Skill 1
Skill 2
Looking back
Project
II. Symbols of the international phonetic alphabet
The teacher introduces the pronunciation symbols:



August 25, 2015

Period 2:

Unit 1: My new school
Lesson 1: Getting Started
Objectives: By the end of the lesson Ss will be able to:
+ know the topic of the Unit 1: My new school.
+ talk about what they should prepare for the new school year.
+ review some vocabulary about school things.
Language focus:
Vocabulary: uniform, excited, some vocabulary of school things
Grammar: Review
Teaching aids: Textbook, lab
Procedure:
Stage

Activities
Warm up
1. Chatting:
- Ask Ss some personal questions:
+ What is your name?
+ How are you today?
+ What is the weather like today?
7ms
2. Network:
- Ask Ss to list what they often prepare for the new
school year.
- Get feedback.
- Lead Ss to the topic of the Unit 1
MY NEW SCHOOL
Presentation 1. Set the scene
- Use the picture on page 6 to introduce the characters,
Phong, Vy and Duy.
- Write the title on the board
“A special day”. Explain the
meaning of “special”.
- Ask Ss questions about the
15ms
picture:
+ What is Phong doing?
+ Who are Vy and Duy?
- Ask Ss why it is a special
day.
- Get feedback.
2. Listen and read
- Ask Ss to listen and read the dialogue and check

their answer.
- Get feedback:
Because it is the first day of the school year.
3. T/F statements
- Ask ss to read the conversation again and decide
these sentences on page 7 are T or F.

Interaction
T-whole
class

T-whole
class

T-whole
class

Indiviual
work

Individual
work


- Feedback.
1.T 2. T 3. F 4. T 5. F
4. Finding these expressions in the conversation
- Tell Ss te refer back to the conversation to find the
expressions. Practice saying them together (play the
recording again if necessary).

- Explain the meaning (or give synonyms) to the Ss,
then give some examples.
1. used to express surprise (negative)
2. “You’ll find out’
3. used to invite sb in
4. used to say ‘yes / alright’
Practice
1. Role-plays
- Ask ss to work in pairs and creat short role-plays
with the expressions. Then practice them.
Example:
A: Oh dear. I forgot my calculator.
B: That’s Ok, you can borrow mine.
A: Thank you.
- Call some pairs to pracrice in front of the class.
10ms
2. Poem
- Play the recording. Let the whole class read the
poem on page 7 with the right intonation and rhythm.
- Ask questions to check Ss’ understanding of the
poem:
+ When does new school year start?
+ What does nam have?
- Ask Ss to work in pairs and write a poem about their
partner, then read the poem aloud.
- Get feedback.
Production 1. Matching
- Ask Ss to match the words with the school things.
Play the recording. Ss listen and repeat.
- Feedback.

1. pencil sharpener 2. compass
3. school bag
4. rubber
5. calculator 6. pencil case
10ms
7. notebook
8. bicycle
9. ruler
10. textbook
- Let Ss practice saying the names of school things.
Help explain the meaning if necessary.
- Ask Ss to write the correct words in the space.
2. Description
- Tell Ss to look around the class. Ask what they see
around them/ what they have (point to each St). Then
let them practice the words, and make up sentences
with the words if there is time.
- Get feedback.
Consolidation Focus on what Ss have learnt.
1m
Homework - Complete their poems.

Pairwork
T-whole
class

Pairwork

T-whole
class

Pairwork

T-whole
class

T-whole
class
Pairwork

T-whole


2ms
- Review the vocabulary about school things.
class
Experience from the lesson:
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August 26, 2015

Period 3:

Unit 1: My new school
Lesson 2: A closer look 1
Objectives: By the end of the lesson, Ss will be able to:

+ pronounce correctly the sounds /əʊ/ and /ʌ/ 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.
Language focus:
Vocabulary: Review the lexical items related to the topic “My new school’
Grammar: to study, to have, to do, to play + Noun
Teaching aids: Textbook, lab, lap top
Procedure
Stage
Activities
Interaction
Warm up
Kim’s game
Groupwork
- Let Ss play Kim’s game
- Divide the class into 4
groups. Ask Ss to have a
look at 12 pictures in 30
7ms
seconds (Do not write).
- Ask Ss to work in groups
and write the words for the
pictures they have seen.
- Feed back: the group having the most correct words
is the winner.
- Give the answer:
T-whole
class

Practice

Vocabulary

- Lead Ss to the new lesson.
1. Listen and repeat
- Play the recording and let Ss listen. Play it again and
pause for them to repeat each word. Correct their
pronunciation.
- Call some Ss to pronounce these words.
2. Matching
- Let Ss work in pairs, putting the words in 1 into
groups.

T-whole
class

Pairwork


20ms

Check Ss’ answers and 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
- Ask Ss to find more words which can go with these
verbs.
3. Sentence Completion

- Tell Ss to do the task individually. Call some Ss to
write on the board, then check their answers
1. homework 2. football 3. lessons 4. judo 5. science
4. Writing
- Ask Ss to write sentences about themselves in their
notebooks, using the combinations above. They can
write as many as sentences as possible.
Example:
I/We have English lessons on Tuesday and Thursday.
- Call some Ss to read aloud their sentences and
correct them.
Pronunciation 1. Listen and repeat

15ms

- Let Ss practice the sound /əʊ/and /ʌ/ 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.
- Call some Ss to pronounce these two sounds.
2. Listen to the words and put them into two
groups.
- Play the recording twice. Allow Ss to work
individually. Then let them check their answers in
groups. T may call some Ss to write their answers on
the board. Correct their mistakes.
Sound /əʊ/: rode, don’t, hope, homework, post

T-whole

class

Individual
work
Individual
work

T-whole
class

Individual
work/Group
work


Sound /ʌ/: some, Monday, month, come, one
- Call some Ss to pronounce these words again.
3. Listen and repeat. Underline the sound /əʊ/and

Individual
/ʌ/ you hear.
work
- Play the recording. Let Ss repeat sentence by
sentence. Help them recognize the two sounds, then
underline them in the sentences.
- Get feedback:
1. They are going to open 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.
Consolidation Focus on what Ss have learnt.
T-whole
1m
class
Homework - Practice pronouncing the sounds /əʊ/ and /ʌ/ in
2ms
isolation and in context.
- Ask Ss to do exercises in the workbook (A. Phonetic
1, 2 and B. Voca and gram1,2,3)
- Review present simple and present continuous
tenses.
Experience from the lesson:
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August 31, 2015


Period 4:

Unit 1: My new school
Lesson 3: A closer look 2
Objectives: By the end of the lesson, Ss will be able to:
+ use the present simple and the present continuous tenses.
+ read an e-mail to understand more about the present simple and the present
continuous.

Language focus:
Vocabulary: Review
Grammar: The present simple and the present continuous
Teaching aids: textbook, lab, lap top
Procedure
Stage
Activities
Interaction
Warm up Personal questions
T-whole
- Ask Ss some questions about themselves:
class
+ Where do you live?
7ms
+ Which school do you go to?
+ Do you have any new friends?
+ What do you usually do at break time?
+…
- Lead Ss to the new lesson.
Practice 1 1. Set the scene
T-whole
- Use the picture on page 9 to
class
introduce the conversation and
the task “Miss Nguyet is
interviewing Duy for the school
newsletter. Write the correct form
of the verbs”
- Let Ss do the task individually. T corrects their
Individual

answer (and may call some Ss to say their answer
work
15ms
separately). T gives explanation if necessary.
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
2. Mistake Correction
- Ask Ss to read the conversation again and correct the
Individual
sentences on page 9.
work
- Get feedback
1. Duy lives near here.
2. Duy likes/loves his new school.
3. Vy and Duy ride to school.
T-whole
class


Practice 2

10ms

4. Mr Quang teaches Duy English.
5. At break time, Phong reads in the library.

- 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.
3. Interviewing
- Ask Ss to work in
pairs. Make questions
then interview their
partners.
- Take turns to ask
questions and give
answers. T goes around and correct mistakes or gives
help when and where necessary.
- Feedback
1. Do you ride your bike to school?
2. Do you read in the library at break time?
3. Do you like your new school?
4. Do your friends go to school with you?
5. Do you do your homework after school?
1. Listen and read
- Ask Ss to refer to the conversation in Getting Started.
T can ask Ss to focus on the verbs used in the present
continuous.
- Play the recording again and ask Ss to listen and
follow the conversation on page 6.
- Ask Ss to underline the present continuous form.

- Feedback.
- Use the grammar box to
explain how the present
continuous is formed and
used.
2. Complete the
sentences
- Have Ss study the
example first. Then ask
them to give the correct
verb forms. (Ask Ss them
to repeat the verb form in each sentence, and read the
whole sentence correctly.
- Feedback
1. am not playing 2. are studying
3. aren’t doing
4. am having
5. are riding
- Ask Ss to say the differences between the two tenses,
then T explains to them:

Pairwork

Individaul
work

T-whole
class
Individual
work

T-whole
class


Practice 3

1. MCQs
- Ask Ss to do the task by themselves. T corrects their
Individual
mistakes (ask why they use the present simple or the
work
present continuous, focusing on the context of the
sentences such as use the adverbs of time: now, on
Monday and Saturday…, or the command: Look!,
Shh!)
- Feedback
10ms
1. are having
2. wears
3. starts
4. is watching
5. are skipping
2. Read Vy’s e-mail to her friend.
Individual
- Ask Ss to read the Vy’s e-mail and underline things
work
that often happen or are fixed. Then underline things
that are happening now.
- Feedback.

- If the time is enough, help Ss compare Vy’s first
week with theirs individually. They can write in their
notebooks. Then T calls them to read out their
sentences, and corrects their mistakes.
E.g
Both Vy and I are having an interesting first week.
Consolidation Focus on what Ss have learnt.
T-whole
1m
class
Homewrork Ask Ss to do exercises 4,5,6 in the workbook on page
2ms
5.
Experience from the lesson:
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September 1, 2015

Period 5:

Unit 1: My new school
Lesson 4: Communication
Objectives: By the end of the lesson, Ss will be able to:
+ Ask appropriate questions when making new friends at a new school.
Language focus:
Vocabulary: pocket money, remember, share, help, classmate

Grammar: The present simple tense
Teaching aids: Textbook, English room
Procedure:
Stage
Warm up
7ms

Practice

35ms

Activities
Chatting:
- Ask Ss some personal questions:
+ What’s your name?
+ How old are you?
+ Where do you live?
+ Do you have many new friends at new
school?
+ How do you make new friends?
- Lead Ss to the topic of the lesson.
1. Game
- First, have Ss guess the meaning of the vocabulary.
Tell them that this vocabulary will appear in the tasks
that follow.
- Then T can ask Ss
how they often make
friends, what they
often say when they
first meet a new

friend, what questions they often ask, ect.
- Ask Ss to read and tick the questions they think are
suitable to ask a new friend at school.
- Feedback.
- Ask Ss to give some more questions and share with
the class.
2. Getting to know
- T draw a star with his some personal information,
then ask Ss to make questions.
E.g
+ How many people are there in your family?
+ Where do you live?
+ What do you often do in your free time?
+ Do you like reading books?
+…

Interaction
T-whole
class

T-whole
class

Individual
work/
Pairwork

T-whole
class

5

Watch TV

Vinh City

TRANT
U

Nghia Dong School

Ice-ream

- Ask Ss to make the similar star about themselves,
Pairwork/
then work in pairs and groups to make questions.
Group work
- Then call some Ss to tell their new friends they have
interviewed.
- Feedback.
3. Friendship quiz
- First ask Ss to give qualities of a good friend in class
T-whole
(adjectives). They can give as many words as possible.
class
E.g. friendly, generous, helpful, cheerful, ….
- Divide the class into groups of 4 or 5. Ss takes turn
Group work
to interview the other members, using the questions on

page 11.
- Encourage Ss to give nice sentences about
T-whole
friendship.
class
Friends are forever
Nothing can buy friendship
…………….
- Choose some Ss to present the class about their good
friends and why they are good friends if there is
enough time.
Consolidation Focus on what Ss have learnt
T-whole
1ms
class
Homework - Ask Ss to write a short paragraph about one of their
2ms
good friend.
- Prepare some information about their new school.
Experience from the lesson:
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September 7, 2015

Period 6:

Unit 1: My new school

Lesson 5: Skills 1
Objectives: By the end of the lesson, Ss wil be able to:
+ read three webpages for specific information about school.
+ talk about schools they would like to go.
Language focus:
Vocabulary: boarding school, international, creative, surrounded, oversea
Structures: The present simple and present continuous
Teaching aids: Textbook, English room (lab)
Procedure:
Stage
Activities
Interaction
Warm up Chatting
T-whole
- Ask Ss some questions about their school:
class
+ What is your school name?
5ms
+ Where is your school?
+ How many classrooms are there in your
school?
+…
- Lead Ss to the topic of the lesson.
Pre-reading 1. Set the scene
T-whole
- Show three webpages of three schools on page 12 to
class
introduce them.
7ms
2. Prediction

- Encourage Ss to give their ideas (as many sentences
T-whole
as possible) about three schools.
class
What do they tell you about the school?
- Feedback
While1. Prediction check
reading
- Ask Ss to read three passages quickly and check
Individual
their ideas. Set a strict time limit to ensure Ss read
work
quickly for information.
- Feedback
2. Pre-teach
15ms
- Ask Ss to read the passage again, then find the words
T-whole
in the passage. Help them to give the meaning of the
class
words, or explanations, or examples, or the
Vietnamese equivalent. Tell them to pay attention to
the context of the words:
+ It is a boarding school. That means many students
study and live there.
+ The school is surrounded by mountains and green
fields.
+ … international school … for Ss from year 1 to year
12, students learn English with foreign teachers …

+ Some creative students do drawings and paintings in
the art club.
3. Sentence completetion
- Set a longer time limit for Ss to reread the text and
Individual
find words to finish the sentences on page 12. Ask Ss
work /
to note where they found the information that helped
Pairwork
them complete the sentences. Ss can compare answer
before discussing them as a class.
- Get feedback.
1. boarding
2. Vinabrita
3. Australia
4. mountains
5. English speaking teachers
- Allow Ss to read in chorus once. Then, call some
T-whole
individuals to read aloud to the class. Check their
class
pronunciation and intonation.
Post-reading Speaking
- Ask Ss to refer back to the three schools. Give some
background of the schools.
- Allow Ss time to answer the questions: “Which
Individual
school (among the three above) would you like to go
work

to? Why?”
10ms
- Ss complete the table on page 12 in their notebooks.
Groupwork
Then divide the class into groups of 4 or 5, let them
discuss their answer to the questions, and give
reasons. When they finish, ask some Ss to talk to the
class, then the class give their comments on their
friends’ content, pronunciation, fluency, language
(grammar, use of words…), body language, etc.
- If there is enough time, ask Ss to talk about their own
school.
Consolidation Focus on what Ss have learnt.
T-whole
1m
class
Homework - Ask Ss to prepare an introduction about their school.
2ms
- Learn new words by heart
- Do exercises 1, 2, 3 on page 7 and 7 in the
workbook.
Experience from the lesson:
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September 8, 2015

Period 7:

Unit 1: My new school
Lesson 6: Skills 2
Objectives: By the end of the lesson, Ss will be able to:
+ listen to get information about school activities.
+ talk about school activities, subjects, and what Ss do at school.
+ write a webpage for their school, using correction punctuation.
Language focus:
Vocabulary: Review
Grammar: the present simple
Teaching aids: Textbook, English room.
Procedure:
Stage
Activities
Interaction
Warm up Hangman
T-whole
- Let Ss play the game.
class

7ms

Pre-writing

15ms

WEBPAGE
- Show some webpages so that Ss can understand
more about this word.

- Lead Ss to the new lesson.
1. Listening
- Ask Ss to refer back to the reading: PLC Sydney (Ss
have to give the full name). Introduce Susie Brewer –
a student at PLC Sydney.
- Ask Ss to listen and choose the correct answer to
complete information about Susie.
- Play the recording. Ask Ss to listen only the first
time. Then play the recording again and allow Ss to
choose the correct answer as they listen. Ss can share
their answers before listening to the recording a final
time to check.
- Get feedback.
1. A 2. A 3. B 4. B 5. A
2. Writing tip
- Show the paragraph on page 13 and ask Ss some
questions:
+ Is a good paragraph? Why?
+ Do you think its punctuation is correct?

Individual
work

T-whole
class

T-whole
class

+…
- Tell the class the importance of punctuation marks.
Allow some
time for the
Ss to study
the writing
tip. Explain
to them the new words and punctuation marks.
- Ask Ss to correct
the passage and
write the correct
version.
- Get feedback.
Hi. I’m Phong and
I’m from Ho Chi
Minh City. I wear
my uniform to
school every day.
My favorite teacher
is Mr Trung. He
teaches me science.
3. Oral Preparation
- First Ss brainstorm for the language necessary for
writing. Allow Ss to refer back to the reading for
useful language, and note interesting expressions and
language on the board. T can also show a webpage to
inspire Ss.
WhileFree writing
writing
- Tell Ss to write a draft first, trying to answer all the

questions.
10ms
- Then Ss write a paragraph of about 80 words about
their school, covering as many ideas as possible of the
answers to these questions.
Post-writing Correction
- Choose one or two Ss’ writings to correct in front of
the class.
10ms
- First ask the St to read aloud his/her writing, then the
others comment.
- Focus Ss on the punctuation, structural elements,
linking words, etc.
Consolidation Focus on what Ss have learnt.
1m
Homework Ask Ss to compete their writing and do exercises 1 and
2ms
2 on page 9 in the workbook.

Individual
work

T-whole
class

Individual
work

T-whole
class

T-whole
class


September 9, 2015

Period 8:

Unit 1: My new school
Lesson 7: Looking back
Objectives: By the end of the lesson, Ss will be able to review:
+ the lexical items related to the topic “My new school”
+ the present simple and present continuous.
+ talk about their school.
Language focus:
Vocabulary: Review
Structure: Revew
Teaching aids: Textbook, English room
Procedure
Stage
Activities
Warm up
Kim’s game
- Let Ss play Kim’s game
- Divide the class into 4 groups. Ask Ss to have a look
at 10 pictures about school things in 30 seconds (Do
not write).
- Ask Ss to work in groups and write the words for the
10ms

pictures they have seen.
- Feed back: the group having the most correct words
is the winner.
- Give the key:
1. Dictionary
2. Uniform
3. Pencil sharpener
4. Compass
5. Caculator
6. Notebook
7. Ruler
8. eraser
9. School bag
10. Textbook
Practice 1 1. Matching (Task 2/page 14)
(Vocabulary) - Ask Ss to match the words in column A with the
ones in column B.
- Feedback.
1. b 2. c 3. a 4. d
2. Listening (Task 3/page 14)
10ms
- Ask Ss to listen and write down the words they hear
in the correct places.
- Play the recording twice.
- Get feedback.
+ play: sports, badminton, music
+ do: morning exercise, homework
+ study: new words, geography
+ have: English lessons, a new book
Practice 2 1. Present simple (Task 4/page 14)

(Grammar) - Ask Ss to complete the sentences with the present

Interaction

Groupwork

Individual
work

Individual
work

Individual


simple.
work
- Feedback
1. comes 2. don’t 3. walks
4. do
5. teaches 6. play
- Ask Ss to read aloud each sentence to check their
pronunciation and intonation.
- Focus Ss on the form and uses of the present simple.
2. Present continuous (Task 5/page 15)
- Ask Ss to complete the sentences with the present
Individual
continuous.
work
10ms

- Feedback
1. are doing 2. are riding 3. Is … studying
4. is having 5. am walking 6. is teaching
- Ask Ss to read aloud each sentence to check their
pronunciation and intonation.
- Focus Ss on the form and uses of the present
continuous.
3. Text completion (Task 6/page 15)
- Ask Ss to complete the text with the correct form of
Individual
the verbs in brackets.
work
- Get feedback:
1. lives 2. is 3. has
4. is walking
5. go
6. study 7. are working 8. loves
Practice 3 1. Matching
(Communication) - Ss read the questions and answers once or twice
Individual
(they can read aloud), then match them.
work
- Get feedback: b-g d-f e-a h-c
- Ask Ss to role-play the questions and answer with a
Pairwork
12ms
partner.
2. Project
- Show the class some more examples of different
T-whole

types of school if possible.
class
- Ask Ss to talk about their dream school, using the
pictures and their imagination.
Consolidation Focus on what Ss have learnt
T-whole
1m
class
Homework Ask Ss to write about their dream school.
2ms
Experience from the lesson:
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