Giáo án Tiếng Anh Lớp 6 - Chương trình học kì I

ANH 6 GLOBAL SUCCESS 
Date : ..
Week :	 UNIT 1: MY NEW SCHOOL
 Period 1: Lesson 1: GETTING STARTED
 I. OBJECTIVES: 
 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.
 II. LANGUAGE ANALYSIS 
 1. Knowledge: 
 * Vocabulary: places lexical items : subject (n), uniform (n), calculator (n) 	
 * Grammar: The simple present.
 2. Skills: Listening, speaking and reading
 3. Attitude: To teach SS to work hard, love their school and friends.
 4. Competences: - Listening and reading to get information about the first day at school of a student. 
 - Communication, self-learning capability, creative capacity, ability to use of language 
 III. MATERIALS	
- Grade 6 textbook, Unit 1, Getting started
- smart TV and cards, visual aids
- sachmem.vn
 IV. PROCEDURES : (STAGES)
1. Warm-up (5’)
 * Aim: -To activate students’ knowledge on the topic of the unit.
 * Content: write names of school things. And lead in the new lesson
 * Products: - Students write names of school things on the group board and how to play the game “netwwork” 
 * Organization of implementation
Teacher’s and Ss’activities
Content
*Warm up: Team work
 T -Ss
- Teacher divides class into 2 teams and asks students to write school things everyday.
- Students write down on the groupboard and stick it on the board.
-The team who has more correct words is the winner.
* Chatting
- Teacher asks Ss to set the context for the listening and reading text: 
- In order to know about Phong, Vy and Duy's special day. Let’s come to Unit 1 Lesson 1
Warm up: * Network:
 pen
school things
-What is a special day?
-Why is it special for you? 
 - What makes -you remember the most? 
2. Presentation (5’)
 * Aim: To prepare students with vocabulary related to the topic My New School;
 * Content: learn some vocabularies related to the topic.
 * Products: Students read and understand the meaning of vocab. 
 Students know how to to play the game “what and where”
 * Organization of implementation
Teacher’s and Ss’activities
Content
Pre teach vocabulary
- T-Ss
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Follow the seven steps of teaching vacab.
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: 
* Vocabulary
- calculator (n):máy tính 
- wear (v): mặc, đội
- 'uniform (n): bộ đồng phục
- smart (adj): bảnh bao, nhanh trí
- 'compass(n): com pa,la bàn
- put on (phr v): mặc vào
- 'heavy (adj): nặng
3. Practice (30’)
Task 1: (5’)
* Aims: To set the context for the introductory;
 To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.
* Content: Listen and read the conversation, answer some questions.
* Products: Students read and understand the meaning of the text. 
 Students know how to role play
* Organization of implementation:
Teacher’s and Ss’activities
Content
* Set the sences: T-Ss
Look at the picture on page 6
a) Who are they?
b) What is Phong doing?
c)Who are Vy and Duy?
d)Why is it a special day for them?
- We are going to listen and read a dialogue about Phong, Vy and Duy's special day.
Task 1: T-Ss
- Teacher plays the recording twice.
Students listen and read.
Teacher checks students’ prediction.
Teacher calls 3 students to read the conversation aloud.
Answer the questions:
a) They are Phong, his Mum, Vy and Duy.
b) He is having breakfast.
c) They are Phong's schoolmates.
d) Because it is their fisrt day of the new school
Task 1: Listen and read.
Task 2: (7’)
* Aims: To have students get specific information of the text. 
* Content:. Read the conversation again and tick (✔) T (True) or F (False).
* Products: Ss say the answers aloud ( pair work)
* Organization of implementation 
Teacher’s and Ss’activities
Content
Task 2: T-Ss, Ss-Ss, T-Ss
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.
Task 2: Read the conversation again and tick (✔) T (True) or F (False).
Answer key:
 1. T
 2. F (Duy is Vy’s friend)
 3. T
 4. T
 5. F ( Phong isn’t wearing a shool uniform)
Task 3:(5’)
* Aims: To check students understanding of the conversation and help students use the words in context 
* Content:. Read the conversation again and fill in the blanks (work independently)
* Products: Student’s correct answers on the board. 
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 3:T-Ss, Ss-Ss
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. 
Task 3: Write one word from the box in each gap. 
Answer key:
1. wear
2. has
3. go
4. uniforms
5. subjects
Task 4:(7’)
* Aims: To revise some words and learn some more words indicating school things
* Content:. Matching the words with the pictures (work in groups)
* Products: Students’ answers on the posters. 
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 4:T-Ss, Ss-Ss
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 4: Match the words with the school things. Then listen and repeat. 
Task 5:(6’)
* Aims: To check students’ vocabulary and improve group work skill
* Content:. Write names of the things around the class .
* Products: Students’ answers in your notebook ( Students share with the whole class ) 
* Organization of implementation
Teacher’s and Ss’activities
Content
Task 5:T-Ss, Ss-Ss
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.
Task 5: Write names of the things you can see around the class in your notebook
Chairs, tables, clock, school bags, board, books, pen, flower pot, pencil, .
3. Consolidation (3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Vocab about school things and Read and understand content of the conversation
* Products: Say aloud some words they remember from the lesson. 
* Organization of implementation
Teacher’s and Ss’ activities
Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Ss work indepently
- Vocab about school things.
- Read and understand content of the conversation
4. Homework (2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students’ textbook and workbook
* Organization of implementation
Teacher’s and Ss’ activities
Content
- T reminds Ss to do homework and prepare the new lesson.
- Learn by heart all the new words.
- Do exercises in the workbook.
- Think of activities students can do at school
- Prepare lesson 2 ( A closer look 1).
*- Evaluation: 
Date : ..
Week :	 UNIT 1: MY NEW SCHOOL
 Period : Lesson 2: A closer look 1
I. OBJECTIVES: 
 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/.
II. LANGUAGE ANALYSIS 
 1.Knowledge: 
* Vocab: School lexical items and practising the sound /ɑː/ and /ʌ/
* Grammar: The simple present.
2. Skills: Listening, speaking , reading and writing 
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Listening and reading to get information about the first day at school of a student.
- Communication, self-learning capability, creative capacity, ability to use of language 
III. MATERIALS
* Preparation: 
 1. Teacher: Text books , pictures, planning , 
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
 - sachmem.vn
 2. Students: Text books, notebooks, posters, .
 IV. PROCEDURES : (STAGES)
1.Warm-up (5’)
 * Aim: -To activate students’ knowledge on the topic of the unit.
 - To set the context for the listening and reading part.
 * Content: Game : Kim’s game( about school things)
 * Products: Ss write words exactly on the board.
 * Organization of implementation
Teacher’s and Ss’activities
Content
- Look at the picture on page 8 in 20 seconds and try to remember as many words as possible.
- Teacher divides the class into two teams.
- Ss go to the board and write the words
- Teacher gets feedback -> Today we are going to learn some more combinations about school.
 * Kim's game:
- school bag
- calculator
- compass.
 ..
2. Presentation (5’)
 * Aim: To enrich students’ vocabulary to talk about activities at school.
 * Content: Vocabulary about school
 * Products: Read and understand the maning of words
 * Organization of implementation: 
Teacher’s and Ss’activities
Content
Pre teach vocabulary
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Follow the seven steps of teaching vacab.
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: 
* Vocabulary
- science (n) : môn khoa học
- exercise (n/v): bài tập, tập luyện
- history (n) : lịch sử
- lesson (n): bài học
- school lunch: bữa trưa ở trường
3. Practice (30’)
Task 1: (5’)
* Aims: To revise / introduce the names of school subjects, and some nouns related to school and school activities.
* Content: Listen and repeat the words.
* Products: Students read words exactly aloud.
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 1: T-Ss
Teacher asks students to listen and repeat the words.
Teacher calls some students to read the words aloud.
Task 1: Listen and repeat the words.
Task2: (7’)
* Aims: To teach Ss how to combine a verb and a noun to talk about school activities. 
* Content: Put the words in the correct columns. (V with N)
* Products: Ss say the correct answers ( pair work).
* Organization of implementation 
Teacher’s and Ss’activities
Content
Task 2: T - Ss, Ss - Ss
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).
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 2: Work in pairs. Put the words in Task 1 in the correct columns.
*Answer key:
play
do
football
music
homework
exercise
have
study
school lunch
lessons
English
history
science
Task 3:(5’)
* Aims: To help students use the vocabulary in context.
* Content: Fill in the blanks with a suitable word
* Products: Student’s correct answers on the board. 
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 3:T-Ss, Ss-Ss
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.
Task 3: Put the words in the blanks.
Answer key:
homework
footbal
l
lessons
exercise
5.science
Task 4:(7’)
* Aims: To teach Ss how to pronounce the sounds /ɑː/ and /ʌ/ and practise pronouncing these sounds in words correctly.
* Content: Understand and how to pronounce the sounds /ɑː/ and /ʌ/. 
* Products: Students pronounce words exactly .
* Organization of implementation:
Teacher’s and Ss’activities
Content
* Presentation
(Pre-teach the sounds /ɑː/ and /ʌ/)
Teacher introduces 2 sounds /ɑː/ and /ʌ/ to students and lets them watch a video about how to pronounce these two sounds.
T gives some words and show how to pronounce these two sounds.
Task 4:T-Ss, Ss-Ss
Teacher asks students to listen and repeat.
Students work independently.
* PRONUNCIATION
Suggested answers:
/ɑː/: car, start, after, party
/ʌ/: cut, one, country
Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/.
Key:
+ /ɑː/: smart, art, carton, class. 
+ / ʌ /: subject, study, monday, compass
Task 5:(6’)
* Aims: To help students practise the sounds /ɑː/ and /ʌ/ in sentences
* Content: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
* Products: Students’ answers in your notebook ( Students share with the whole class ) 
* Organization of implementation
Teacher’s and Ss’activities
Content
Task 5:T-Ss, Ss-Ss
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.
-Have them work in pairs to compare their answers. Check Ss'answers.
- Play the recording again. Let Ss listen and repeat sentence by sentence, paying attention to the underlined words.
Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
Key+ Audio script:
1 . My brother has a new compass.
. Our classroom is large.
They look smart on their first day at school.
The art lesson starts at nine o'clock.
. He goes out to have lunch every Sunday.
3. Production (5’)
* Aim: To give students a chance to apply what they have learnt.
* Content: Game : write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/.
* Products: Students read aloud their sentences. 
* Organization of implementation
Teacher’s and Ss’ activities
Content
- Teacher asks groups to write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/.
- Ss Work in groups
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.
* Game: Who is faster?
- (e.g: I usually play basketball with my brother.)
- I often use compass to do Math exercise.
4. Homework (2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students’ textbook and workbook
* Organization of implementation
Teacher’s and Ss’ activities
Content
- T reminds Ss to do homework and prepare the new lesson.
Learn by heart all the new words.
- Rewrite the sentences into notebooks.
Find 3 more school activities that have the sound /ɑː/ or /ʌ/.
- Prepare lesson 3 ( A closer look 2)..
*- Evaluation: 
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Week :	 UNIT 1: MY NEW SCHOOL
 Period : Lesson 3: A closer look 2
I. OBJECTIVES: 
By the end of the lesson, students will be able to use the present simple tense.
II. LANGUAGE ANALYSIS 
 1.Knowledge: 
* Vocab: School lexical items
* Grammar: The simple present and adverbs of frequency
2. Skills: Listening, speaking , reading and writing 
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Know how to use the present simple. Students will developed speaking and co-operating skills.
III. MATERIALS
* Preparation: 
 1. Teacher: Text books , pictures, planning , 
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
 - sachmem.vn
 2. Students: Text books, notebooks, posters, .	
IV. PROCEDURES : (STAGES)
1.Warm-up (5’)
 * Aim: To activate students’ prior knowledge related to the targeted grammar of present simple tense and to increase students’ interest.
 * Content: Game: Sentence puzzling ( with the simple present)
 * Products: Students complete the perfect sentences on the board.
 * Organization of implementation:
Teacher’s and Ss’activities
Content
* Warm up (group work)
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.
 * Game: Sentence puzzling
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
2. Presentation (10’)
 * Aim: To help students know and understand the use of the present simple tense.
 * Content: Introduce the present simple tense.
 * Products: Understand and know how to use the present simple tense
 * Organization of implementation
Teacher’s and Ss’activities
Content
- Lead in :Teacher draws students’ attention to the form of the sentences created in the game and asks them whether they know the target tense.-
- Elicit the present simple tense
Teacher provides or confirms the answers and leads in the grammar focus of the lesson:
Teacher gives students some time to study the grammar box.
* Model sentences:
1. Peter
lives
near
his school.
2. We
go
to
the same school.
1. THE PRESENT SIMPLE TENSE
* Form: 
+ Positive: S + Vinf/ V(s/es) + .
+ Negative: S + don’t/ doesn’t + Vinf + .
+ Interrogative: Do/ Does + S + Vinf + ? 
->Yes, S + do/does.
 No, S + don’t/ doesn’t. 
3. Practice (20’)
Task 1: (5’)
* Aims: To introduce the targeted grammar of the present simple tense..(10’)
* Content: Choose the correct answer A, B or C
* Products: Students say the key aloud
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 1:T –Ss : Ss- Ss
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).
- Have Ss read the Remember! box. Direct their attention to the present simple tense form for third person singular
Task 1: Choose the correct answer A, B or C
Answer key:
1. A
2. C
3. B
4. A
5. C
The present simple verbs with he / she / it need an s / es.
Task2: (5’)
* Aims: To help students know and understand the use of the present simple tense. 
* Content: Write the correct form of the verbs.
* Products: students’ correct answers on the board. 
* Organization of implementation :
Teacher’s and Ss’activities
Content
Task 2: T - Ss, Ss - Ss
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.
 Task 2: Write the correct form of the verbs
Answer key:
has
Do you have
like
Does Vy walk
ride
go
Task 3:(5’)
* Aims: To help Ss revise some adverbs of frequency they already learnt.
* Content: Put the words in the blanks
* Products: Student read sentences aloud.
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 3:T-Ss, Ss-Ss
- Elicit adverbs of frequency
- Tell Ss to look at the two examples carefully.Then ask them about the position of the adverbs of frequency, and the meaning of those.Tell them to recall all the adverbs of frequency they know.
Task 3 : T –Ss ; Ss- Ss
- Teacher shows the graph and lets students fill in the blanks with suitable adverbs of frequency: sometimes, usually or never (Exercise 3 – page 10)
- 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.
Task 3: Put the words in the blanks.
2. ADVERBS OF FREQUENCY
* Model sentences:
- We often ride our bicycles to school.
 - They don’t often go to the cinema
 *( always, usually, sometimes, rarely, never)
* Note: We usually place the adverb of frequency before the main verb
Task 3 : Fill the blanks with sometimes, usually or never.
* Answer key:
2. usually
3. sometimes
5. never
* Write a sentence with one of these adverbs.
1. I always do my homework aftert school
2. He usually watches TV in the morning
 ..
Task 4:(7’)
* Aims: To give students opportunities to use the present simple tense with adverbs of frequency correctly in context.
* Content: Choose the correct answer A or B to complete each sentence.
* Products: Students’ answers in their notebooks ( Students share with the whole class ) 
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 4: T - Ss, Ss - Ss
Teacher has students complete Exercise 4 – page 10 independently.
Teacher then asks students to exchange their textbooks to check their friends’ answers.
Task 4: Choose the correct answer A or B to complete each sentence.
Answer key:
1. B 2. A
3. A 4. B
5. A
4:Production (7’)
* Aims: - To help students distinguish and use correctly the present simple tense.
 - To improve cooperative skill.
* Content: Make questions then interview your partner.
* Products: Role play ( ask and answer correctly)
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 5: T - Ss, Ss - Ss
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.
Task 5: Work in pairs. Make questions then interview your partner.
10 pts: you/ like/ your new school
20 pts:
Q1: you/ often/ ride your bicycle/ to school
Q2: you/ sometimes/ study in the school library
Q3: your friends/ always/ go to school/ with you
Q4: you/ usually/ do homework/ after school
30 pts: 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?
 5. Consolidation (3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Summarize the main content of the lesson
* Products: Students say what they have learnt in the lesson 
* Organization of implementation
Teacher’s and Ss’ activities
Content
Teacher asks students to talk about what they have learnt in the lesson.
-The simple present 
- adverbs of frequency
4. Homework (2’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students’ textbook and workbook
* Organization of implementation
Teacher’s and Ss’ activities
Content
- T reminds Ss to do homework and prepare the new lesson.
- Make 5 sentences in the present simple tense, using adverbs of frequency.
- Prepare lesson 4 ( communication)
*- Evaluation: .
Date : ..
Week :	 UNIT 1: MY NEW SCHOOL
 Period : Lesson 4 : Communication
I. OBJECTIVES: 
 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.
 II. LANGUAGE ANALYSIS 
1.Knowledge: -
 Talk about school activities, subjects, their friends and know how to introduce someone;
* Vocab: School lexical items 
* Grammar: The simple present.
2. Skills: Speaking , reading and writing 
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences : develop their language skills, as well as learn about Vietnamese culture and other cultures.
III. MATERIALS
* Preparation: 
 1. Teacher: Text books , pictures, planning , 
- Grade 6 textbook, Unit 1, communication
- Smart TV/Pictures, sets of word cards
 - sachmem.vn
 2. Students: Text books, notebooks, posters, .	
IV. PROCEDURES : (STAGES)
1.Warm-up (5’)
 * Aim: To introduce the topic..
 * Content: Students to talk about what he/she does everyday ; some questions about making friends
 * Products: Student s presents in front of the class; students’ correct answers.
 * Organization of implementation:
Teacher’s and Ss’activities
Content
* Warm up Team work
- Teacher gets 2 students to talk about what he/she does everyday 
- Teacher makes remarks and give the two students marks.
* Interviewing:
T: Pretends to be a new classmate;
lets ss ask questions to make friend
Ss: Ask questions.
T: Comments on the student's questions then leads into new lesson: "We will learn what to ask a new friend".
* Game: : Chatting
- Hello, I am..... Everyday I.....
- Whole class listen, find out mistakes (if any) 
1/ How do you often make friends ?
2/. What do you often say when you first meet a new friends ?
3. What questions do you often make ?
2. Presentation (10’) 
* EVERYDAY ENGLISH
 * Aim: - To prepare students with vocabulary related to the topic My New School;
 - To introduce the structure of introducing someone.
 * Content: some new words about related to the lesson.
 * Products: Read and understand the meaning of words.
 * Organization of implementation:
Teacher’s and Ss’activities
Content
- Pre teach vocabulary
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: 
- Pre structure
Task 1:T –Ss : Ss- Ss
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.
 1. VOCABULARY:
- share (v) : chia sẻ
- classmate (n): bạn cùng lớp
- keep (v): giữ, giữ gìn
- secret (n) : bí mật 
2. SENTENCE STRUCTURE: 
INTRODUCING SOMEONE
Task 1: Listen and read the dialogue. 
This is .
Nice to meet/ see you.
Nice to meet/ see you, too
3. Practice (25’)
Task 2: (5’)
* Aims: To practice the structure of introducing someone.
* Content: Practise introducing a friend to someone.
* Products: role play and practice in front of the class fluently.
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 2:T –Ss : Ss- Ss
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).
Task 2: Work in groups. Practise introducing a friend to someone.
Example:
Thien: Huy, this is Huong, my new friend.
Huy: Hi, Huong . Nice to meet you.
Huong: Hi, Huy. Nice to meet you, too.
Task3: (5’)
 NEW FRIENDS AT SCHOOL
* Aims: To identify questions people should ask when making new friendsat school.
* Content: Read and tick the questions you think are suitable to ask a new friend at school.
* Products: Discuss the questions in groups and tick the suitable questions. 
* Organization of implementation 
Teacher’s and Ss’activities
Content
Task 3: T - Ss, Ss – Ss
Ask Ss to read and tickthe questions individually.Then let them discuss the questions in groups
 T asks them to add 2 more questions to the list.
Teacher checks with the whole class.
 Task 3: Read and tick the questions you think are suitable to ask a new friend at school.
1. Are you from around here?
2. Do you like music?
4 . What is your favourite subject at school?
Do you play football?
How do you go to school every day?
* Suggested answer:
 What’s your name?
 Where do you live?
Do you like EL? 
What’s your telephone number?
Task 4:(3’)
* Aims: - To identify qualities of a good friend 
 -To help Ss revise yes / no questions with the present simple
* Content:. Friendship quiz. ( some questions about a good friend)
* Products: Students’ correct answers. (work independently)
* Organization of implementation:
Teacher’s and Ss’activities
Content
- Students work independently and do the quiz in Ex. 4, p. 11
Task 4: Friendship quiz.
E.g. friendly, generous,helpful, cheerful, etc.)
4. Production (5’)
* Aims: To apply the knowledge they have learnt in this lesson.
* Content: interview the others, use the questions “ How is a good friend?”
* Products: Students ask and answer exactly ( group work ) 
* Organization of implementation:
Teacher’s and Ss’activities
Content
Task 4: T - Ss, Ss - Ss
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
Task 5: Work in groups. Take turns to interview the others, use the questions above.
(e.g. Friends are forever.)
5. Consolidation (3’)
* Aims: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
* Products: Students say what they have learnt in the lesson.
* Organization of implementation:
Teacher’s and Ss’activities
Content
Teacher asks students to talk about what they have learnt in the lesson.
 - some new words
 - Introducing someone
 - How is a good friend.?
 6. H