Instructor: _Tu Uyen Course: Grade 6 Textbook:_Global Success (Pearson) 1

Weekly Objectives:
1. **Vocabulary**:
- Students will be able to identify and define vocabulary related to body parts and appearance.
- Students will be able to use vocabulary to describe personality traits and characteristics.

2. **Pronunciation**:
- Students will demonstrate the ability to recognize and distinguish between the sounds /b/ and /p/.
- Students will pronounce words containing /b/ and /p/ sounds accurately.

3. **Grammar**:
- Students will understand the rules and usage of sentence structures in the present continuous tense.
- Students will apply the present continuous tense in spoken and written communication accurately.

4. **Skills**:
- Reading: Students will comprehend written texts about friends and summer camps, extracting key information and details.
- Speaking: Students will engage in conversations about friends and summer camps, using appropriate vocabulary and grammar structures.
- Listening: Students will listen to spoken information about best friends and demonstrate comprehension through responses or actions.

5. **Writing**:
- Students will compose a diary entry about their best friend, utilizing descriptive language and appropriate grammar.
Monday Tuesday Wednesday Thursday Friday

Introduction to Understanding Communication Reading Skill Listening Skill

Vocabulary and Theme Pronunciation and **Lesson Objectives:**
**Lesson Objectives:** Grammar **Lesson Objectives:** By the end of the **Lesson Objectives:**
- Students will identify **Lesson Objectives:** By the end of the lesson, lesson, students will be By the end of the
and define vocabulary - Students will recognize students will be able to ask able to read for specific lesson, students will be
related to body parts, and distinguish between and answer about people’s information about able to: - listen for
appearance, and the sounds /b/ and /p/. appearance andpersonalities; friends and summer specific information
personality traits. - Students will accurately - practice to talk about camps; talk about about best friends; -
- Students will connect pronounce words people’s appearance and friends and summer write a diary entry about
new vocabulary to the containing /b/ and /p/ personalities. camps best friends
theme of friendship. sounds. **Warm-Up Activity: **Warm-Up Activity:
- Students will understand **Warm-Up Activity: * Game: Jumbled words * Brainstorming: -
**Warm-Up Activity: the rules and usage of * BINGO - Teacher asks - Teacher sticks some Teacher divides the
Friendship Flashcards** sentence structures in the students to make a table into jumbled words onto the board, and divides the
- Show flashcards present continuous tense. their notebooks and fill in board. - Students raise class into 2 big groups. -
depicting vocabulary with different personalities. hands to answer Each group will be
related to body parts, **Warm-Up Activity: active clever kind **Objective assigned a category:
appearance, and Pronunciation Practice Teacher reads out loud 9 Discussion:** APPEARANCE &
personality traits. - Review the sounds /b/ personalities. The student To provide students PERSONALITIES -
- Ask students to identify and /p/ using minimal pairs has a line of 3 can shout: with some lexical items Teacher asks students to
the words and recall any (e.g., bat/pat, bite/pipe). BINGO. - Teacher checks before reading the text Group work5mins Thư
prior discussions about - Have students repeat the the answer. viện Đề thi - Trắc
friends. words after you, focusing **Presentation and nghiệm- Tài liệu
- Introduce new on the correct **Objective Discussion:** Modeling:** họctậpMiễnphíbrainstor
vocabulary related to pronunciation of the initial Teacher leads students into - Teacher introduces the m all adjectives related
personality traits, using sounds. the lesson by telling about vocabulary by: + to people’s appearance
simple definitions or - Turn on the rhyme and what they are going to learn: showing the pictures and personalities. - The
examples. class stands up to practice “How to ask and answer illustrating the words. + group having the most
- Encourage students to the chant and dance. about people’s appearance providing the synonym suitable answers is the
make connections and personalities” or antonym of the winner. Suggested
between the new words **Objective Discussion:** **Presentation and words. + providing the answers: - Appearance:
and characteristics of their - Clarify the instructional Modeling:** definition of the words. tall, short, beautiful,
friends. objectives for the day, Task 1: Work in pairs to 1. superb (adj) smart, …- Personalities:
emphasizing the make similar dialogues about [explanation] 2. perfect confident, careful,
**Objective importance of accurate their best friend. (adj) [explanation] 3. clever, funny, …
Discussion:** pronunciation and - Play the recording for leadership (n) **Presentation and
- Clearly state the understanding of the students to listen and read [explanation] 4. field Modeling:**
instructional objectives present continuous tense. the dialogue between Linda trip (n) [explanation] To help students recall
for the day, emphasizing and Mi at the same time. Task 2: Explicit reading knowledge of present
the importance of **Presentation and - Ask students to pay skills: Scan and Skim. continuous.
vocabulary in describing Modeling:** attention to the highlighted While-Reading To develop students
friends and relating it to - Use modeling to questions. Elicit the structure language (adjectives) listening skills
the theme of friendship. demonstrate correct to ask about appearance: and the background Task 1: Look at the
- Check for understanding pronunciation of words What does your best friend knowledge. - Teacher pictures. Guess the
by asking students to containing /b/ and /p/ look like? and the structure explicits the targeted activity. Check as a
summarize the objectives sounds. to ask about personality * skills. - Teacher class discussion. -
and address any questions - Provide visual aids or What’s she like? as well as explains how to scan Teacher tells students to
or concerns. gestures to help students the language used to answer and skim and ask look at the pictures and
remember the mouth these two questions. students to practice with guess what they are
**Presentation and shapes and articulation for - Have students practise the the advertisement. doing. - Teacher plays
Modeling:** each sound. dialogue in pairs.  Call Task 3: Read the email the recording. Students
- Use deductive reasoning - Explain the present some pairs to practise the and decide the sentences listen and check their
to present new continuous tense and its dialogue in front of the class. T or F. - Ask students predictions. Task 2:
vocabulary, providing usage in describing actions Teacher ask students to work how to do the exercise. Work in pairs. Note
clear explanations and happening now or in the Instruct them to do the down to describe the
relevant examples. near future. in pairs to make similar exercise if needed (e.g. two girls. Underline
- Model sentences using - Model sentences in the dialogues about their best reading the sentences, keywords. Listen and
the vocabulary and present continuous tense friend, using the questions underlining the key find out who is Lan and
demonstrate how to and highlight the verb learnt. words, locating the key Chi. *Descriptions -
describe friends' forms and sentence - Teacher moves around to words in the text, Teacher asks students to
appearances and structures. observe and provide help deciding whether the To help students
personalities. needed. Call on some pairs sentences are true or develop listening skill
**Guided Practice to practise in front of the false). - Set a time limit for specific information.
**Guided Practice Activity: Pronunciation class. for them to read the text look at the pictures and
Activity** Drill** Guided Practice Activity and answer true or false. note down some
- Let Students listen - Divide students into pairs Task 2: Puzzle reading. (Ex. If it is false, ask themto descriptions about the 2
conversation and Divide or small groups. 3, p. 31) - Teacher ask correct it. Teacher ask girls. - Teacher asks
students into pairs or - Provide a list of words students to work in groups. students to note where students to underline the
small groups to practice containing /b/ and /p/ Each group reads about one they found the keywords Tell students
the dialogue. sounds for students to friend only. - Have students information that helped to pay attention to the
- Provide handouts with practice pronouncing. give their answers and give them complete -Reading key words while
incomplete sentences ex2 - Encourage students to the reasons for their answers. Pre-Speaking activity. - listening. * Listen and
page 27. take turns saying the words - Teacher writes the answers Have students work in decide who is Lan and
- Show a picture the body aloud, focusing on on the board to prepare for pairs and compare their Chi - Teacher plays the
parts and point student articulating the initial Activity 4. answers before having recording. - Teacher
labels. Work in groups sounds correctly. Task 3: knowledge about them discuss as a class. asks students to listen
ex3,4 page 27. - Monitor students' asking for people’s Ask students to support and choose the answers.
- Monitor students' pronunciation and provide appearance and personalities. their answers with - Teacher asks students
progress and provide feedback or corrections as descriptions in pairs and find information from the to compare their
assistance as needed. needed. out if they match your text. Task 4: Work in answers with the
- Introduction the present friend’s personalities. - groups and do Ex. 3. - prediction made
**Independent Practice continuous. Using it for Teacher tell students that Teacher has students previously. - Teacher
Activity: actions happening now. each person has a star sign, look at the checks students’
- Student match the And use with now, at depending on his / her advertisement for the answers as a class.
adjectives to the picture present, at the moment. birthday, and the star sign Superb Summer Camp
excise 1 in page 28. - Divide students into may decide a person’s again and underline the To help students
- Student use the pairs or small groups. personality. - Ask students to requirements for the develop listening skill
adjectives flashcards to Work in pairs, look at the read the descriptions and students if they want to for specific information
complete excise 2 in page pictures and practice check if they match the join the camp (e.g. (gap-filling).
28. dialogue. friends in Ex. 3. Students between 10 - 15 years **Independent Practice
can refer to the answers to old; ability to use Activity:
**Summative Assessment **Independent Practice Activity 3 that have been English all the time, Task 3: Listen again and
Activity: Activity: written on the board. - Then etc.) and the types of fill
- Allow students to begin Grammar Exercise** teacher asks students to work activity Ss can do at the
brainstorming ideas and - Distribute worksheets or in pairs and compare the camp. - Teacher asks - Teacher asks students
drafting their dialogues handouts with sentences in descriptions. students to read the to read the questions
with their partners. the present continuous Task 4: Discussion: Read the information about the carefully and determine
- Play game Friendship tense.( ex1,2,4 page 29) descriptions in Ex. 4. Share three students Mi, An what information they
flower: allow students your opinion within a group. and Vy. Instruct need to fill the gaps
work in groups and write **Summative Assessment - Students work in groups students to underline the (numbers, words). -
two personality adjectives Activity: and read the descriptions in features of each student Teacher plays the
for each group member. - Allow students to begin 4. They write down their and compare these with recording for students to
brainstorming ideas and ideas to complete the three the information stated in fill the gaps. - Teacher
**Homework make 5 sentence with the sentences in the book. - the advertisement. - asks them to swap their
Assignment:** present continuous . Students work in groups to Teacher asks them to answers in pairs before
- Review vocabulary - Minitest from ex4 page share their answers. - work in groups and checking their answers
related to body parts, 30 in order to assess Teacher invites some decide if the Superb as a class
appearance, and student distinguish the students to share their Summer Camp is
personality traits. present simple and present opinion with the class. suitable for these **Summative
- Write some sentences to continuous. **Summative Assessment students and explain Assessment Activity:
describe at least 3 **Homework Activity: why. Invite students * Talk about your
classmates. Assignment:** Teacher asks students to talk from different groups to friends: - Students work
- Practice pronouncing about what they have learnt share their answers. in groups of 3. -
words containing /b/ and in the lesson **Independent Practice Teacher asks students to
/p/ sounds using online Activity: say 2 words about
resources or pronunciation **Homework Task 5: Students to appearance and
apps.(elsa ) Assignment:** work in groups and personalities of the
- Complete ex 3,4 in page Prepare a picture/ photo of share their 8mins - other 2 members and
34. your friend for Lesson 7 Teacher has students ask them if they think it
think about themselves is true about them. -
and decide if the camp Students can add more
suits them. Encourage information based on
Homework: them to give the reasons their background
for their answers. - knowledge. - Teacher
Teacher asks students to goes around and helps if
work in groups and needed.
Homework: share their opinions. **Homework
Homework:
Move around to observe Assignment:**
and provide help if
needed. - Call on some Rewrite the diary entry
Ss to share their in the notebook.
answers To allow students to
**Summative apply what they have
Assessment Activity: learnt (vocabulary and
Teacher asks students to grammar) into practice
talk about what they through a project.
have learnt in the lesson

**Homework
Assignment:**

- Write at least 3
sentences to answer ex4
page 32.
Homework:

Homework: