Tiếng AnhLớp 6Unit 1. My new school

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: identify who is speaking to whom, where they are and the purpose of the dialogue; use the vocabulary of 'My new school' (subject, uniform, classmate, compass, calculator, boarding school, playground, creative) in context; use the simple present for habits (I/you/we/they study; he/she/it studies), negative forms (do not/does not), questions (Do/Does + subject + base verb?) and adverbs of frequency (always, usually, often, sometimes, never); explain their choices and self-correct errors based on context.

2. Competences

a) General competences

Self-control and independent learning: Ss guess word meanings from context before checking the vocabulary list and self-correct their answers using the dialogue as evidence.
Communication and collaboration: Ss work in pairs to ask and answer about school activities, and cooperate to write and perform a continued dialogue with polite language.
Problem-solving and creativity: Ss choose the correct answer with reasons, adapt the dialogue by changing one piece of information, and add a new detail about their own school.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the dialogue for gist and specific information, answer comprehension questions, and speak and write short polite replies about school life.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the simple present with third-person -s/-es, use adverbs of frequency in the correct position, and use the new vocabulary accurately in sentences.

3. Personal qualities

Diligence: Ss complete all tasks in the textbook and worksheet on time and check their answers carefully.
Responsibility: Ss take turns in pair work and take responsibility for their own answers by giving evidence from the dialogue.
Honesty: Ss admit their mistakes when self-correcting and do not copy answers without checking the text.
Kindness: Ss use polite language and welcoming expressions when they speak to a new friend in the role-play.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 6 (Global Success), Unit 1, Getting Started page
Projector or interactive whiteboard with the dialogue and the vocabulary list on slides
Real objects or drawings of a notebook, a compass, a calculator and a uniform for the warm-up
Worksheet 1 and Worksheet 2 (printed for each pair)
Timer, board markers
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/6/english/unit-1-getting-started

2. Students

Textbook and notebook
Pencil, pen and eraser
A small piece of paper for writing the continued dialogue

III. Procedures

Activity 1: Warm-up · 4 minutes

Warm-up: What do we have at school?

a) Aims

Ss activate prior knowledge of school things and school subjects and get ready for the topic 'My new school'.

b) Content

T shows real objects or drawings (a notebook, a compass, a calculator, a uniform, a playground). T asks: 'What is this?' and 'What subject do you study on Monday?' Ss name the objects and subjects in English, then answer in pairs: 'What do you do after class?'

c) Expected outcomes

Ss name at least five school things (notebook, compass, calculator, uniform, playground) and at least three subjects (English, art, maths). Ss answer the question in a full sentence, for example: 'I play football on the playground after class.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the objects one by one and asks: 'What is this in English?' T then asks: 'What do you do after class?' and says: 'Today we will read about a new school. Let's find out more.'
Students
Ss listen to the question and get ready to answer.
Teacher
Step 2: Task performance
T gives Ss 1 minute to name the objects in pairs and then asks a few Ss to share their answers to the question 'What do you do after class?'
Students
Ss name the objects and subjects in pairs, for example: 'This is a compass.' 'I study art on Friday.' Some Ss answer: 'I play football after class.'
Teacher
Step 3: Report and discussion
T asks 2–3 pairs to report and writes the new words on the board. T asks: 'Who has a new compass?' to lead into the dialogue.
Students
Ss report to the class. Possible answers: 'We have a notebook and a pencil.' 'I study English and maths.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and says: 'Good. These words are useful for talking about school. Now let's read the dialogue.' T writes the title 'My new school' on the board.
Students
Ss copy the title into their notebook.

Activity 2.1: Knowledge formation · 10 minutes

Understanding the situation

a) Aims

Ss identify the speakers, the place and the purpose of the dialogue, underline words related to 'My new school', and guess word meanings from context.

b) Content

Ss read the original dialogue on the slide and answer the questions in Worksheet 1: (1) Who is speaking? (2) Where are they? (3) What is the purpose of the conversation? Ss underline words related to school and clubs, then guess the meaning of words such as 'classmate', 'compass' and 'club' from the sentences around them before checking the vocabulary list.
Question for Ss: 'Who is the new student? How do you know?'

c) Expected outcomes

Speakers: Mai, Bao and An. An is the new student because Mai says 'Welcome to our school, An.'
Place: at school (the library and the art room are mentioned).
Purpose: Mai and Bao welcome An and invite him to join the clubs after lunch.
Related words: school, classmate, class, library, art room, clubs, lunch, notebook, compass.
Meanings guessed from context: classmate (bạn cùng lớp), compass (com-pa), subject (môn học), uniform (đồng phục), calculator (máy tính), boarding school (trường nội trú), playground (sân chơi), creative (sáng tạo).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the dialogue on the slide and hands out Worksheet 1. T says: 'Read the dialogue once. Then answer the three questions and underline the school words. Try to guess the meanings before you use the vocabulary list.'
Students
Ss read the dialogue silently and get ready to work.
Teacher
Step 2: Task performance
T monitors and helps Ss who are stuck. T asks: 'Which sentence helps you guess the meaning of compass?'
Students
Ss work in pairs, answer the questions and underline words. Possible answer: 'I have my notebook and a new compass.' This helps Ss understand that compass is a school tool.
Teacher
Step 3: Report and discussion
T asks pairs to report their answers and asks the class to agree or disagree. T asks: 'Is Bao a new student? Why?' and checks the meanings with the class.
Students
Ss report: 'Mai, Bao and An are speaking. They are at school. They talk about clubs.' Ss explain: 'An is new because Mai says welcome to our school.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and checks the meanings of the eight new words on the slide. T says: 'When you do not know a word, read the whole sentence and look for clues.'
Students
Ss write the new words and their meanings in their notebook.

Activity 2.2: Knowledge formation · 8 minutes

Language in context: Simple present and adverbs of frequency

a) Aims

Ss recognise and explain the simple present for habits, the negative and question forms, and the position of adverbs of frequency.

b) Content

T elicits the sentences from the dialogue: 'I play chess in the library on Tuesdays.' 'Mai studies art in the art room.' T asks: 'Which verb has -ies? Why?' T then gives the frame: I/you/we/they study; he/she/it studies; I do not play; Does Lan study English? Adverbs: always, usually, often, sometimes, never. Examples: We often read. Lan is always ready.
Question for Ss: 'Where do adverbs go with ordinary verbs and with be?'

c) Expected outcomes

Ss can state the rules:

Affirmative: I/you/we/they + base verb; he/she/it + verb with -s/-es (studies, plays).
Negative: I/you/we/they do not + base verb; he/she/it does not + base verb.
Question: Do/Does + subject + base verb?
Adverbs of frequency go before ordinary verbs (We often read.) and after be (Lan is always ready.).
Do not assign fixed percentages to usually or often.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentences from the dialogue on the board and asks Ss to find the verbs for habits. T says: 'Look at the verbs. Which one has -ies?'
Students
Ss look at the board and find the verbs play, study and the subject that goes with them.
Teacher
Step 2: Task performance
T gives the frames for negative and question forms and asks Ss to complete them in pairs. T gives the adverb examples and asks Ss where each adverb goes.
Students
Ss work in pairs and complete: 'Bao ___ (not/play) chess on Mondays.' Ss answer: 'Bao does not play chess on Mondays.' Ss say: 'Adverbs go before ordinary verbs.'
Teacher
Step 3: Report and discussion
T calls on Ss to explain the rules in their own words and corrects errors. T asks: 'Is it Mai studys or Mai studies?'
Students
Ss answer: 'Mai studies, because Mai is third person singular, so we add -ies.' Ss make a sentence: 'Lan is always ready.'
Teacher
Step 4: Conclusion and assessment
T summarises the grammar on the board and says: 'Use the simple present for habits. Put adverbs of frequency before ordinary verbs and after be.' T reminds Ss that the frequency is not a fixed percentage.
Students
Ss copy the summary into their notebook and check their own sentences.

Activity 3.1: Practice · 8 minutes

Checking vocabulary and comprehension

a) Aims

Ss answer multiple-choice, matching and reading questions about the dialogue and the vocabulary, and explain their answers with evidence.

b) Content

Ss complete Exercises 2–7 on Worksheet 1 and the NeoEdu interactive exercises. Ss read the dialogue again to find the evidence for each answer.
Questions for Ss:

Who is new to the school?
Where does Bao play chess?
When does Bao play chess?
What new tool does An have?
Match the words and meanings.
Choose the word meaning 'com-pa'.

c) Expected outcomes

Answers:

2. C (An)
1. B (In the library)
1. On Tuesdays
1. C (A compass)
1. subject – môn học; uniform – đồng phục; classmate – bạn cùng lớp
1. C (compass)
  Evidence: 'Bao: I play chess in the library on Tuesdays.' and 'I have my notebook and a new compass.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet 1 and says: 'Answer Questions 2 to 7. For each answer, find the sentence in the dialogue that proves it.'
Students
Ss read the questions and look at the dialogue.
Teacher
Step 2: Task performance
T monitors and asks Ss who finish early to check their answers on the NeoEdu page. T reminds: 'Do not translate word by word. Read the whole context.'
Students
Ss work individually, then compare their answers with a partner. Some Ss say: 'I chose compass because the dialogue says a new compass.'
Teacher
Step 3: Report and discussion
T asks Ss to give answers and the evidence. T asks: 'Why is the answer not A?' for Question 5.
Students
Ss report: 'The answer is C, a compass, because the text says I have a new compass.' Ss explain that a ruler and a dictionary are not in the dialogue.
Teacher
Step 4: Conclusion and assessment
T confirms all answers and writes the correct ones on the board. T says: 'Always check your answer with the text. This is how you self-correct.'
Students
Ss correct any wrong answers in their worksheet and write the evidence next to each answer.

Activity 3.2: Practice · 6 minutes

Using simple present with third-person singular

a) Aims

Ss choose the correct verb form in the simple present and explain their choice by the subject.

b) Content

Ss complete Exercise 8 from the textbook: 'Lan ___ English on Mondays. A. study B. studying C. studies.' Ss then work in pairs. Student A asks, 'What does Mai do after class?' and Student B answers with the simple present, using the dialogue as a model. Students switch roles.
Question for Ss: 'Why do we use studies and not study?'

c) Expected outcomes

Answer to Exercise 8: C (studies). Explanation: Lan is a third-person singular subject, so the verb takes -ies (study → studies).
Sample pair answers: 'Mai studies art in the art room.' 'Bao plays chess in the library on Tuesdays.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes Exercise 8 on the board and asks: 'Which subject is Lan? Is it singular or plural?' T explains the pair task.
Students
Ss read the sentence and answer the question about the subject.
Teacher
Step 2: Task performance
T monitors pairs and checks that Ss use the -s/-es form for he/she/it. T listens for errors such as 'Mai study' and corrects them.
Students
Ss choose C in Exercise 8 and do the pair questions and answers. Ss swap roles and ask each other about Bao and Mai.
Teacher
Step 3: Report and discussion
T calls on 2 or 3 pairs to say their sentences and asks the class to check the verb form.
Students
Ss report: 'Mai studies art in the art room.' Classmates check: 'Yes, studies is correct because Mai is he/she/it form.'
Teacher
Step 4: Conclusion and assessment
T gives the rule: 'With he, she, it, add -s or -es to the verb. For study, change y to ies.' T praises good answers.
Students
Ss write the rule in their notebook.

Activity 4: Application · 9 minutes

Continuing the dialogue and role-play

a) Aims

Ss use the target language to continue the dialogue politely, add one new detail about their own school, and present it in a role-play.

b) Content

Ss complete Exercise 9 on Worksheet 2: 'Continue the dialogue with two suitable lines. Include one new detail about My new school.' Ss then change one piece of information in the original dialogue (for example, the day, the club or the place) and practise the new dialogue in pairs. Keep polite language, such as 'Can I join...?' and 'Of course.'
Question for Ss: 'Can you invite a new friend to a club? What do you say?'

c) Expected outcomes

Sample dialogue:
An: Can I join the chess club on Tuesday?
Bao: Of course. Please come to the library after class.
New detail sample: 'I have a creative art club on Friday.' Pair role-plays use one changed detail, for example 'Bao plays chess in the library on Thursdays.' Assessment: 1 point for suitable situation and polite response; 1 point for clear grammar and vocabulary.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet 2 and says: 'Write two lines to continue the dialogue. Add one new detail about your school. Then change one piece of information and practise with your partner.'
Students
Ss read the instructions and think about their own school.
Teacher
Step 2: Task performance
T monitors, helps Ss with ideas, and checks the polite language. T encourages Ss to use the vocabulary list.
Students
Ss write two lines in pairs and practise the role-play. Possible lines: 'Can I join the chess club on Tuesday?' 'Of course. Please come to the library after class.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to perform in front of the class. T asks the class: 'Is the answer polite? Is the grammar correct?'
Students
Pairs perform their role-plays. The class gives feedback, for example: 'Your answer is polite. You used studies correctly.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on language and politeness, reminds Ss to use 'Nice to meet you' and 'Come to our clubs' in real life, and sets the homework.
Students
Ss note their corrections and the new expressions.

Worksheets

Worksheet 1: Understanding the dialogue and vocabulary

Read the dialogue and answer the questions.

1. Who is speaking? Who is the new student?
1. Where are they? Give one example from the dialogue.
1. What is the purpose of the conversation?
1. Underline the words about school and clubs.

Exercises:

2. Who is new to the school? A. Mai B. Bao C. An
1. Where does Bao play chess? A. In the garden B. In the library C. In the art room
1. When does Bao play chess? (Give the weekday only.)
1. What new tool does An have? A. A ruler B. A dictionary C. A compass
1. Match the words and meanings:
- subject / uniform / classmate
- đồng phục / môn học / bạn cùng lớp
1. Choose the word meaning 'com-pa': A. calculator B. boarding school C. compass

Write the evidence from the dialogue for Questions 2 to 7.

Worksheet 2: Continue the dialogue

Exercise 8: Lan ___ English on Mondays. A. study B. studying C. studies

Exercise 9: Continue the dialogue with two suitable lines. Include one new detail related to My new school.

An: ..............................................
Bao: ..............................................

Change one piece of information in the original dialogue (for example, the day, the club or the place). Then practise your new dialogue with your partner.

Checklist:

Is the situation suitable?
Is the reply polite?
Is the grammar correct (studies, plays, does not play)?
Is the vocabulary clear?

Homework

Write a short paragraph of 5–6 sentences about your own school. Use the simple present and at least two adverbs of frequency (always, usually, often, sometimes, never), for example: 'I usually play football after class.'
Check your sentences for the third-person -s/-es form and for the position of adverbs.
Practise the dialogue with a family member or friend, changing one piece of information.
Review the eight new words and their meanings, then do the interactive exercises on the NeoEdu page: neoedu.vn/learn/6/english/unit-1-getting-started.

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