Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success theo CV5512 - Unit 1: My new school

 - Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis 
 Form Pronunciation Meaning Vietnamese equivalent 
 1. subject (n) /ˈsʌbdʒekt/ the thing that is mụn học 
 being studied
 2. uniform (n) /ˈjuːnɪfɔːm/ a set of clothes that has to be đồng phục 
 worn by the members of the 
 same group of 
 people
 3. calculator (n) /ˈkổlkjəleɪtər/ an electronic device used for mỏy tớnh (cầm tay)
 mathematical 
 processes
 Anticipated difficulties Solutions
 Students may lack experience of group/ team - Encourage students to work in groups so that they can 
 work. help each other.
 - Give short, clear instructions and help if necessary.
Board Plan Warm-up - To activate * Memorising game: Team work 5 mins
 students’ - Teacher divides class into 2 teams.
 knowledge on - Teacher asks students to close the books, 
 the topic of the shows the picture (pages 6 and 7) and asks 
 unit. them to memorise every detail in the picture 
 - To set the in 1 minute.
 context for the - Teacher hides the pictures and asks 
 listening and questions about the picture. The team who 
 reading part. has more correct answers is the winner.
 - To enhance 1. How many people can you see in the 
 students’ skills picture?
 of cooperating 2. Who are they?
 with team 3. Where are they?
 mates. 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 specific underline the information and correct the 
information of false statements.
the text. - Teacher has students pair compare before 
 checking with the whole class.
 - Teacher calls some students to give the Ss-Ss
 answers.
 Answer key: T-Ss
 1. T
 2. F
 3. T
 4. T
 5. F
 Task 3: Write one word from the box in each 
 gap. 
- To check - Teacher has students read the conversation 
 students again, work independently to put a suitable 
 understanding word from the box to fill in the gap.
 of the - Teacher calls one student to share his/ her 
 conversation answer on the board. S
 and help - Teacher asks students to look at the board, 
 students use the check their mates’ 5 mins
 words in answers. T-Ss
 context. Answer key:
 1. wear Ss-Ss 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 
 - To provide can see in the class. 
 students - Students may ask teacher if they don’t know Group work 6 mins
 vocabulary. the names of the items.
 - To check - Students share with the whole class.
 students’ 
 vocabulary and 
 improve group 
 work skill.
 Wrap-up To consolidate Teacher asks students to talk about what they T-Ss 3 mins
 what students have learnt in the lesson.
 have learnt in the 
 lesson.
Homework To review the - Do exercises in the workbook. T-Ss 2 mins
 lesson and - Think of activities students can do at school.
 prepare for the 
 next lesson. Language analysis 
 Form Pronunciation Meaning Vietnamese equivalent
 1. science (n) /ˈsaɪəns/ a particular subject that is studied using khoa học
 scientific methods.
 2. exercise (n/v) /ˈeksəsaɪz/ physical activity that you do to make your Bài tập/ tập thể dục
 body strong and healthy.
 Anticipated difficulties Solutions
 1. Students may have difficulties in distinguishing Provide students some tips by identifying the letters 
 two sounds /ɑː/ and /ʌ/. 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). Procedures
 Stage Stage aim Procedure Interaction Time
 Warm-up - To activate * Game: Hot seat Team work 5 mins
 students’ prior - Teacher divides students into 2 teams.
 knowledge and Each team has a member standing against 
 vocabulary the board.
 related to the - Teacher shows pictures of some activities 
 topic. one by one and other members use body 
 - To enhance language to let their team member guess 
 students’ skills the names of the activities.
 of cooperating - The team with the most correct answers in 
 with team the fastest time is the winner.
 mates. Answer key:
 play football drink water
 watch TV
 play video games
Presentation To enrich VOCABULARY T-Ss 3 mins
 (Vocab – students’ - Teacher introduces the vocabulary by:
 pre-teach) vocabulary. + providing explanations of the words; have study
 school English
 lunch history
 lessons 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.
To help students 
use the S
 Task 3: Put the words in the blanks.
vocabulary in 
 - Teacher asks students to work 
context.
 independently and put a suitable word in 
 Ss-Ss
 each blank.
 - Teacher allows students to share their 
 T-Ss
 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 - Teacher plays the recording for students T- Ss
 to check and repeat the sentences.
Production To give students * Game: Who is faster? Group work 5 mins
 a chance to - Teacher divides students into groups of 
 apply what they four, gives each group a piece of paper, asks 
 have learnt. 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.
 Wrap-up To consolidate Teacher asks students to talk about what T-Ss 3 mins
 what students they have learnt in the lesson.
 have learnt in 
 the lesson.
Homework To revise what - Rewrite the sentences into notebooks. T-Ss 2 mins
 they have - Find 3 more school activities that have the 
 learnt. sound /ɑː/ or /ʌ/. UNIT 1: MY NEW SCHOOL
 Lesson 3: A closer look 2
 The present simple
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Use the present simple tense
2. Core competence
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Exchange personal information with friends and be friendly at school.
- Develop self-study skills
II. Materials 
- Grade 6 textbook, Unit 1, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn 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 
Procedures
 Stage Stage aim Procedure Interaction Time
 Warm-up - To activate * Game: Sentence puzzling 5 mins
 students’ prior - Teacher divides the class into 4 groups. Group work Presentation - To have 1. THE PRESENT SIMPLE TENSE 22 mins
 students get to Task 1: Elicit the present simple tense.
 know about the - Teacher provides or confirms the answers and T-Ss
 present simple leads in the grammar focus of the lesson:
 tense. Positive
 To help students 
 understand the S + Vinf/ V(s/es) +  .
 use of the Negative
 present simple 
 S + don’t/ doesn’t + 
 tense.
 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 Answer key:
 1. has
 2. Do you have
 3. like
To lead in and 4. Does Vy walk
activate 5. ride T-Ss
student’s 6. go
knowledge on 
adverbs of 
frequency. 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 
- To provide attention to the adverbs of frequency.
students the We often ride our T-Ss
adverbs of bicycles to school.
frequency, and 
help them Task 4: Fill the blanks with sometimes, usually or 
understand the never.
difference in - Teacher shows the graph and lets students fill in 
frequency of the the blanks with suitable adverbs of 
adverbs. frequency: sometimes, usually or never 
- To have the (Exercise 3 – page 10)
students use the 
adverbs of Production Task 6: Work in pairs. Make questions then 7 mins
 To help interview your partner.
 students - Teacher has students work on the Ex. 5, p. 10 in Pair work
 distinguish and pairs.
 use correctly the - Teacher checks the answers by playing a game. 
 present simple Teacher divides students into 2 teams, 2 students Team work
 tense. in each team choose a set of questions (which are 
 - To improve the questions 1-5 in Ex. 5, p. 10). Teacher may add 
 cooperative skill. 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 UNIT 1: MY NEW SCHOOL
 Lesson 4: Communication 
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
 - 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
2. Core competence
- Develop creativity and communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be ready to introduce someone.
- Understand more about good qualities of a good friend and try to be a good friend.
II. Materials 
- Grade 6 textbook, Unit 1, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards