Lesson 1: Getting Started - Happy New Year!: Unit 6: Our Tet Holiday

….………………..
Secondary School English lesson plan 6 _ Global Success

............................................................................................................................................................
Week: UNIT 6: OUR TET HOLIDAY

Date:
Period: Lesson 1: Getting started – Happy
New Year!
I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Get an overview about the topic Our Tet holiday
- Use the lexical items related to “Tet”
- Use the vocabulary and structures to describe things and activities at Tet
- Listen and read the dialogue about the topic Our Tet Holiday
- Enhance problem-solving and creativity and Self-control and dependent learning.
2. Knowledge:
- Vocabulary:
1. celebrate (v)
2. decorate (v)
3. family gathering (N. phr.)
4. lucky money (N. phr.)
- Grammar: review
3. Attribute:
- Patriotism
- Having good attitude to the Traditional Tet holiday.
II. INSTRUCTIONAL RESOURCES:
- Grade 6 textbook, Unit 6, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures, cards, CD disk and cassette
- sachmem.vn
III. PROCEDURES:
v Activity 1: Warm up (5 mns)
a) Aims: To set the context for the listening and reading text.
To introduce the topic of the unit.
To help students get the main idea of the text.
b) Content/Performance Tasks: Brainstorming
c) Outcome/ Performance Products:
1. What are there in the picture?
2. What do you think about when talking about Tet?
Suggested answers:
1. There is a peach blossom / cherry
blossom tree with red envelopes.
2. Lucky money, new clothes,…
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
…….........................................................................................................................................................
Techer: …………………. School year: ………………….. Page: 1
….……………….. Secondary School English lesson plan 6 _ Global Success
............................................................................................................................................................
- Teacher writes the word TET on the board and Listen and Join in the game Brainstorming
ask students to give any words relating to the
topic. Give a Vietnamese word meaning for each
- Teacher may allow students to give a word.
Vietnamese word and asks other students in
the class if they know the equivalent in
English.
- Teacher writes on the corner of the board a list
of the words which students cannot translate
into English and asks them to keep a record for Open their books and starts the lesson.
later reference when the unit finishes.
- Teacher lets students open their books and
starts the lesson.
- Teacher draws students’ attention to the picture
in the textbook and asks them questions about
the picture:
*. Assessment Tools: Oral Questioning

vActivity 2: Presentation (10 mns)
a) Aims: To provide students the vocabulary.
b) Content/Performance Tasks: * VOCABULARY
1. celebrate (v): [definition] [picture]
2. decorate (v): [definition] [picture]
3. family gathering (N. phr.): [definition] [picture]
4. lucky money (N. phr.): [picture]
c) Outcome/ Performance Products
decorate
…….........................................................................................................................................................
............................................................................................................................................................
celebrate
family gathering
lucky money

- Teacher introduces the vocabulary by: Look at each picture and give the meaning of
+ showing the pictures each word.
…….........................................................................................................................................................
............................................................................................................................................................
illustrating the words; Read words.
+ providing the synonym or antonym of the
words.
+ providing the definition of the words
*. Assessment Tools: Choral Reading
v Activity 3: Practice (15mns)

u Task 1 (Exercise 1)
a) Aims:
- To help students get the main idea of the text.
b) Content/Performance Tasks: Task 1: Listen and read. (p. 58)
1. What do you think they are talking about?
2. When is Tet?
3. Is it a holiday?
4. What do we do at Tet?
Suggested answers:
1. They are talking about Tet/ New Year.
2. It’s in January/
February.
Yes, it is. We clean our houses, decorate them, meet relatives,…
d) Implementation and Assessment Tool:

- Teacher asks students to look at the title of the Look at the title of the conversation and the
conversation and the picture. picture.
- Teacher asks students some brainstorming
questions. Give their answers.
- Teacher encourages students to give their
answers, but does not confirm whether their
answers are right or wrong. Listen and read along the recording.
- Teacher plays the recording twice for
students to listen and read along. Underline the words that are related to the
- Teacher invites some pairs of students to read topic of the unit while they are listening and
the dialogue aloud. reading.
- Teacher has students say the words in the text Some pairs of students to read the dialogue
that they think are related to the topic Tet. aloud.
- Teacher quickly writes the words on one part Say the words in the text that they think are
of the board. related to the topic Tet.
*. Assessment Tools: Choral Response
…….........................................................................................................................................................
............................................................................................................................................................
a) Aims: To help students scan the text for the information to fill the blanks.
b) Content/Performance Tasks: Task 2. What are Linda and Phong talking about? (p.
59)
c) Outcome/ Performance Products: Answer key: B
- Teacher asks students what exactly Phong and Say the content of the dialogue between
Linda are talking about. Phong and Linda.
- Teacher lets them read the three options
carefully and see the difference among them. Read the three options carefully and see the
- Teacher confirms the correct answer. (They are difference among them.
talking about Tet in Viet Nam.)
*. Assessment Tools: Observation
a) Aims: To help Ss scan the text for the information to fill the blank.
b) Content/Performance Tasks: Task 3: Complete the sentences about Tet with the
information from the conversation in 1. (p. 59)
Answer key:
1. January 2. houses
3. gatherings
4. lucky money 5. break
E.g.: In sentence 1, we need to fill the time of Tet this year;

- Teacher asks students to work independently to Work independently to fill each blank with
fill each blank with the word(s) from the the word(s) from the conversation.
conversation.
- Teacher may instruct them how to do the
exercise and model with the first sentence.
Task 4 ( Exercise 4)
a) Aims: To develop students’ knowledge of the vocabulary of things relating to Tet.
b) Content/Performance Tasks: Task 4: Match the words/ phrases in the box with the
pictures. (p. 59)
…….........................................................................................................................................................
............................................................................................................................................................
Answer key:
1. b 2. a 3. c 4. d
T's activities Ss' activities
- Teacher lets students look at the pictures first
to see if they know the English words for them.
- Teacher then allows students to read the
words / phrases in the box and do the
matching.
- Teacher checks the answers as a class.
* Assessment Tools: Observation
vActivity 4: Production ( 10 mns)

a) Aims: To allow students’ opportunities to recognize what is related to Tet through a fun
game.
b) Content/Performance Tasks: Task 5: Game – Is it about Tet? (p. 59)

Rock – Paper – Scissors ( Ss’ answer)
- Teacher allows students some time to read the Read the instruction and the example.
instruction and the example.
- Teacher demonstrates the game by saying a
word/ phrase aloud and ask students if it’s Write down two things/ activities.
about Tet or not. Play gamae in 4 teams
- Teacher goes round and helps if needed. The teams can play Rock – Paper – Scissors
- Teacher divides the class into 2 or 4 teams and to decide which team goes first.
lets them compete each other. Which team gets more correct words is the
winner.
* Assessment Tools: Say Something
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 mns)
* Wrap-up: Consolidate what students have learnt in the lesson.
* Homework:
Do exercises again
Prepare: Unit 6_ Lesson 2_ A closer look 1
V. TEACHING EXPERIENCES
…….........................................................................................................................................................
............................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
…….........................................................................................................................................................
............................................................................................................................................................
Week:
Date:
Period:
UNIT 6: OUR TET HOLIDAY
Lesson 2: A closer look 1
I. OBJECTIVES:
- Extend and practice vocabulary related to "Tet": things, activities and practices
- Write the words related to the topic for each picture.
- Listen, pronounce and recognize the sounds /s/ and /∫/
2. Knowledge:
- Vocabulary:
1. visit relatives /ˈvɪzɪt ˈrelətɪv/thăm họ hàng
2. make a wish/meɪk ə wɪʃ/ thực hiện 1 điều ước
3. clean the furniture/kliːn ðə ˈfɜːnɪtʃə(r)/ dọn dẹp đồ đạc (trong nhà)
- Grammar: pronounce and recognize the sounds /s/ and /∫/
3. Attribute:
- Patriotism
- Loving Our Tet Holiday
- Grade 6 textbook, Unit 6, A closer look 1
- Projector/ TV/ pictures
- sachmem.vn
III. PROCEDURES:
Task 1 (Exercise 1)
a) Aims: To activate students’ prior knowledge and vocabulary related to the topic, the
targeted vocabularies and its pronunciation.
To lead in the lesson about vocabulary and ronunciation.
b) Content/Performance Tasks: Task 1: Game - Name the pictures
Furniture - fireworks - fun - special food - wish
Answer key:
…….........................................................................................................................................................
............................................................................................................................................................
firework
special food
fun
…….........................................................................................................................................................
............................................................................................................................................................
wish
furniture
- Teacher divides students into 4 groups. - Play game in 4 groups, raise hands to give
- Teacher gives 5 words/ phrases in random the correct words and their spelling.
order on the board.
- Then teacher shows pictures one by one and
asks students to raise hands to give the correct
words and their spelling.
- Teacher gives 10 points for the group that
gives the correct answers.
Teacher tells the students to look at the word The group raising their hands the fastest will
and phrase and pay attention at the sound /s/ get the chance to answer first.
and /∫/: wish /wɪʃ/ and special food /ˈspeʃl
fuːd/. The group getting the highest points will be
…….........................................................................................................................................................
............................................................................................................................................................
Teacher leads students into the lesson by the winner.
telling them that “In today lesson, we are going
to learn more words and phrases to talk about
Tet activities and two sounds /s/ and /∫/.”
*. Assessment Tools: Slap It, Choral Reading
a) Aims: To teach students how to combine a verb with a noun to talk about Tet
activities.
b) Content/Performance Tasks: Task 2: Match the verbs with the nouns. (p. 60)
c) Outcome/ Performance Products :
Answer key:
1. f (have fun)
2. e (visit relatives)
3. d (give lucky money)
4. a (make a wish)
5. c (clean the furniture)
6. b (watch fireworks)
- Teacher explains to students that some verbs Listen and note

and nouns goes together and some don’t, e.g.
plant / decorate + a tree, but not cook + a tree. Match the verb with as many nouns as they
- Teacher writes a verb on the board (e.g. read) can find.
and asks students to match the verb with as
many nouns as they can find (e.g. read a book /
novel / magazine / story / etc.)
- Teacher asks students to look at the verbs in Look at the verbs in the verbs box first and
the verbs box first and see what nouns in the see what nouns in the Nouns box they can
Nouns box they can go with. go with.
- Teacher asks students to do the matching
independently. Then teacher allows them to Match the word independently.
share with their partner.
- Teacher checks the answers as a class. Share their answer with their partner.
*. Assessment Tools: One Question and One Comment
v Activity 3: Practice (8 mns)

a) Aims: To revise the words learnt in context.
…….........................................................................................................................................................
............................................................................................................................................................
b) Content/Performance Tasks: Task 3: Complete the sentences with the words in the
box. (p. 60)

Answer key:
1. celebrate
2. peach
3. clean
4. shopping
5. food

- Teacher asks students to work independently Work independently or in pairs.

or in pairs.
- Teacher encourages them to read the sentences Read the sentences carefully and look for
carefully and look for clues so that they can clues so that they can choose the right word to
choose the right word to complete each complete each sentence
sentence. E.g. In sentence 1, we need a verb
after the subject we. We have two verbs in the
box, clean and celebrate. Only celebrate can go
with Tet. So the correct word is celebrate.
- Teacher may call on some students to read the Some students read the sentences aloud.
sentences aloud.
v Activity 4: Presentation (Pre-teach the sounds /əʊ/ and /aʊ/). (5mns)

a) Aims: To introduce Ss the sounds /s/ and /∫/
b) Content/Performance Tasks: PRONUNCIATION: /s/ and /∫/
Suggested answers:
- /s/: see, sun, say, swim,…
/∫/: show, should, shower, wash,…
- Teacher introduces 2 sounds /s/ and /∫/ to Watch a video about how to pronounce these
students and lets them watch a video about two sounds.
how to pronounce these two sounds.
- Teacher asks students to give some words Give some words containing these sounds.
…….........................................................................................................................................................
............................................................................................................................................................
containing these sounds.
*. Assessment Tools:
v Activity 3: Practice (10mns)
a) Aims: To help students identify how to pronounce the sounds /s/ and /∫/ and practise
pronouncing thesesounds in words.
b) Content/Performance Tasks: Task 4: Listen and repeat the words. (p. 60)
- Audio script:
shopping special
spring wish
rice celebrate
- Teacher may write two Vietnamese words on
the board first, e.g. xách and sách.
- Teacher asks students to say the words aloud Say the words aloud and draw their attention
and draw their attention to the to the difference in the pronunciation of x
difference in the pronunciation of x and s. and s.
- Teacher writes the words see and she
under the words xách and sách and read aloud
the four words.
- Teacher lets students elicit the difference in the
two sounds /s/ and /∫/ in English. Elicit the difference in the two sounds /s/
- Teacher has some students read out the words and /∫/ in English.
first. Then play the recording and ask students Listen and repeat.
to listen and repeat.
- Teacher plays the recording as many times as Read out the words first.
necessary.
Teacher calls on some students to check.
a) Aims: To help students pronounce the sounds /s/ and /∫/ correctly in context.
b) Content/Performance Tasks: Task 5: Listen and repeat the poem. Pay attention to
the sounds /s/ and /ʃ/ in the underlined words. (p. 60)
Audio script:
Spring is coming!
Tet is coming!
She sells peach flowers.
…….........................................................................................................................................................
............................................................................................................................................................
Her cheeks shine.
Her eyes smile.
Her smile is shy.
She sells peach flowers.
- Teacher plays the recording for students to Listen to the poem.
listen to the poem. Then play the recording
again for them to listen and repeat. listen and repeat.
- Teacher asks students some time to practise Pay attention to the underlined words with the
reading the poem among themselves. /s/ and /∫/ sounds.
Ask them to pay attention to the underlined
words with the /s/ and /∫/ sounds. Go around
and correct pronunciation if needed. Some volunteers stand up and read the poem
Teacher asks for some volunteers to stand up aloud.
and read the poem aloud.
vActivity 4: Production (5 mns)

a) Aims: To give students chance to apply what they have learnt.
b) Content/Performance Tasks: Game: Sentence race

Suggested sentences: The tongue twister: Seashells
- She sells sea shells by the sea shore.
- The shells she sells are surely seashells.
- So if she sells shells on the seashore.
- I'm sure she sells seashore shells.
Teacher divides the class into 4 big teams. All the teams have to produce the longest
sentence that contains the most /s/ and /∫/
sounds in 5 minutes. Then, each team takes
turn to present their sentence, which team
has the longest sentence that has the most /s/
and /∫/ sounds wins.
Teacher corrects mistakes.
V. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
* Wrap-up: Teacher asks students to talk about what they have learnt in the lesson.
…….........................................................................................................................................................
............................................................................................................................................................
* Homework:
Do exercises again
Find 5 new words that haven’t been mentioned in the lesson with the sound /s/ and /∫/. Write
them down and practice pronouncing the words.
Prepare: Unit 6_ Lesson 3_ A closer look 2
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
…….........................................................................................................................................................
............................................................................................................................................................
Week:
Date:
Period: Lesson 3: A closer look 2
I. OBJECTIVES:
- Use should and shouldn’t to speak with each other.
- Use some and any to talk about quantity
- Write sentences, using some and any
2. Knowledge:
- Vocabulary: Use the words related to the topic
- Grammar: review
Make up sentences with “There is… / There are…”should / shouldn’t & some / any
3. Attribute:
- Patriotism
- Grade 6 textbook, Unit 6, A closer look 2
- sachmem.vn
III. PROCEDURES:
v Activity 1: Warm up ( 5 mns)
a) Aims: To activate students’ prior knowledge and vocabulary related to the targeted
grammar and to increase students interest.
b) Content/Performance Tasks: Activity 1:
firework
…….........................................................................................................................................................
............................................................................................................................................................
special food
fun
wish
furniture
* Activity 2:
E.g.:
1. visit relatives
2. give lucky money
3. make a wish
Suggested answers:
- There are fireworks.
- There are spring rolls.
…
- Teacher shows the pictures from the last lesson List some activities they have learned in the
to revise the words that students have learnt last lesson.
Teacher asks students about some activities the
student learned in the last lesson.
- Then teacher asks students to make Make sentences with There is / There are.
sentences with There is / There are.
- Teacher can explicit the targeted grammar by
saying: “We can add some or any into these
sentences.” and then say some examples.
- Then teacher can say: “We can add should and
shouldn’t when we talk about the things we
think that it’s right or wrong. E.g.: “We should Listen and perceive
…….........................................................................................................................................................
............................................................................................................................................................
visit relatives at Tet.”
- Teacher leads students into the lesson by
telling them that “In today lesson, we are
going to learn more about how to use “should/
shouldn’t” and “some/ any.”

a) Aims: To introduce Ss how to use Should / shouldn’t; Some/ Any
b) Content/Performance Tasks: Should / shouldn’t; Some/ Any:
e.g. Where are they? Why is Nam wearing a raincoat? What will happen if Nam comes into
the kitchen with his raincoat still on? then writes the mother’s saying on the board and
underlines the word shouldn’t.
- Teacher asks students to look at the picture and Look at the picture.
asks them some questions to exploit the
situation leading to the use of should /
shouldn’t.
- Teacher writes In the classroom on the board.
- Teacher sticks pieces of paper with the words
run, keep quiet, make noise, etc.
below it and ask students for simply Yes (to Students have seen/ used some and any
show it can be done in the classroom) or No if already. This is just a summary of their use.
not. If the answer is Yes, tick the word. If No,
cross the word. Keep them on the board for
later use.
- Teacher asks students to read the yellow Read the yellow grammar box.
grammar box.
Teacher reminds them that some and any can be
used with both countable/ uncountable nouns. Pay attention to the phrases in bold in the
When they go with countable nouns, the nouns sentences to see how some and any are used
are always in plural. differently (positive, negative, and question).
*. Assessment Tools: Choral Reading

…….........................................................................................................................................................
............................................................................................................................................................
a) Aims: To give students more opportunities to practise the use of should / shouldn’t in real
context.
b) Content/Performance Tasks: Task 1: Look at the signs at the library and complete
the sentences with should or shouldn’t. (p. 61)
Answer key:
1. should
2. shouldn’t
3. should
4. shouldn’t

- Teacher writes the word LIBRARY on the Say what they should/ shouldn’t do when they
board and asks students to say what they are in a library
should/ shouldn’t do when they are in a library. Look at the four signs in the library and lets
- Teacher then asks students to look at the four them complete the sentences.
signs in the library and lets them complete the Swap their answers with a partner.
sentences.
- Teacher calls students to read aloud the Read aloud the sentences and checks their
sentences and checks their answers as a class. answers as a class.
- If there is still time, teacher asks students to
refer to the notes of In the classroom on the Refer to the notes of In the classroom on the
board and practice saying the sentences with board and practice saying the sentences with
should/ shouldn’t. should/ shouldn’t.
- Teacher asks students to look at Remember! Look at Remember! box and allow to
box and allow them one minute to memorize it. memorise it.
*. Assessment Tools: Oral Questioning
a) Aims: To help students see what activity is good / not good to be done at Tet.
b) Content/Performance Tasks: Task 2: Tick the activities children should do at Tet
and cross the ones they shouldn’t. (p. 61)
Suggested answer:
1.  2. × 3.  4. × 5.  6. 
7. × 8. ×

- Teacher asks students to look at the pictures Look at the pictures and read the phrases
…….........................................................................................................................................................
............................................................................................................................................................
and read the phrases under the pictures. under the pictures.
- Teacher then ticks (it’s good) or cross (it’s not
good) each picture. The pictures help make the Exchange their answer
meanings of the phrases clear.
*. Assessment Tools: Student Conference
a) Aims: To help students form sentences using should/ shouldn’t.
b) Content/Performance Tasks: Task 3: Tick the activities children should do at Tet
and cross the ones they shouldn’t do. (p. 61)

Ss’ answer

- This activity allows students to produce Use the tick and cross for each activity in
sentences with the target language of should / Task 2 and the examples on the board to help.
shouldn’t, using the prompts in Task 2.
- Teacher goes round and gives help if needed.
- Teacher makes sure students combine should/ Combine should/ shouldn’t
shouldn’t and the main verb correctly.
- Teacher makes sure they pronounce the words Pronounce the words should and shouldn’t
should and shouldn’t correctly too.
Teacher checks the answers as a class.
a) Aims: To give students some controlled practice on the use of some/ any.
b) Content/Performance Tasks: Complete the sentences with some or any/ page 62
…….........................................................................................................................................................
............................................................................................................................................................

1. some, some 2. Any 3. Any, some
Apply the rules in the box. Work in pairs
Ask Ss to look for the clues. Complete the sentences with some or any
Check their answer. Give the answer.
Correct mistakes

Task 5 (Exercise 5)
a) Aims: To give Ss much freer practice with some / any in real context
b) Content/Performance Tasks:
…….........................................................................................................................................................
............................................................................................................................................................

Ask Ss to look at the fridge and read the Look at the fridge and read the examples.
examples. Draw Ss’ attention to the change of
the verb be in the use some/ any Do exercise in pairs.
Have Ss do this activity in pairs.
Check their answer.
* Assessment Tools: Oral Questioning
- * Wrap-up:
- Teacher summarises the main grammar points of the lesson.
- Teacher uses the classroom to demonstrate some
actions and students comment, using should / shouldn’t.
- E.g. Open the door and window when the conditioner is on, put your legs on the table, play
the recording loud, cough...
* Homework:
Write 5 rules that students should and shouldn’t do at home.
Write 5 things available in their house’s fridge, and 5 things unavailable.
Do exercises again
Prepare: Unit 6_ Lesson 4_ Communication
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
…….........................................................................................................................................................
............................................................................................................................................................
Week:
Date:
Period:
Lesson 4:
Communication
I. OBJECTIVES:
- Introduce New Year’s wishes
- Introduce students to some New Year’s practices in other countries
- Read how people in different countries celebrate their New Year.
2. Knowledge:
- Grammar: review
3. Attribute:
- Patriotism
- Having good attitude to the New Year’s wishes
- Grade 6 textbook, Unit 6, Communication
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES:
a) Aims: To introduce the topic.
To lead in the lesson about vocabulary and pronunciation.
b) Content/Performance Tasks: Which country?
Suggested answers:
Japan
Thailand
…….........................................................................................................................................................
............................................................................................................................................................
Romania
Spain
Switzerland d) Implementation and Assessment Tools:

- Teacher shows students the flags of five Look at the flags and give the name of each
countries and asks them if they know the country.
names of the countries.
- Teacher asks students how people wish others Answer the question
on New Year holiday. Tell how people wish
Teacher sums up some common wishes.

u Task 1 ( mns)
a) Aims: Introduce New Year’s wishes.
b) Content/Performance Tasks: Task 1: Listen and read the New Year’s wish.

- Teacher turns on the audio, students listen and

read the New Year’s wish.
- Teacher asks students can they add some more
wishes.
…….........................................................................................................................................................
............................................................................................................................................................
 Students come up with the patterns: Wishing
you/ I wish you + noun/ noun phrase.
*. Assessment Tools: Say Something

a) Aims: To practice saying New Year’s wishes.
b) Content/Performance Tasks: Task 2: Practise saying New Year’s wishes to your
friends, using the suggestions below or creating your own.

Teacher calls on some students to say the wishes Students work in groups and say New Year’s
aloud. wishes.
Say the wishes aloud.
u Task 3 (Exercise 3) NEW YEAR PRACTICES IN THE WORLD

a) Aims: Introduce some New Year’s practices to students.
b) Content/Performance Tasks: Task 3: Match the sentences with the pictures. Then
match them with the countries.
…….........................................................................................................................................................
............................................................................................................................................................

- Teacher lets students read sentences first. Read sentences first.

- Teacher explains new words if they don’t
know. (hole, throw water)
- Teacher asks students to look at the pictures Look at the pictures and do the matching.
and do the matching.
- Teacher checks their answers as a class.
- Teacher then moves on to the next part, asks Look at the names of the countries and do the
students if they know which country each matching.
practice is from.
Teacher checks answer as a class.
a) Aims: Help Ss read to know how people in different countries celebrate their New Year.
b) Content/Performance Tasks: Task 4: Read how people in different countries
celebrate their New Year. Then match the countries with the activities.

- Teacher allows students some time to read the Read the New Year’s practices in five
New Year’s practices in five countries and do countries and do the matching.
the matching.
- Teacher checks their answers as a class, asks Read aloud the sentences that support their
students to read aloud the sentences that answers.
support their answers.
…….........................................................................................................................................................
............................................................................................................................................................
a) Aims: To help Ss talk about New Year practices around the World.
b) Content/Performance Tasks:
Task 5: Work in groups. Each student chooses one activity from 4. Take turns to say
them aloud. The group says which country he/ she is talking about.

- Teacher asks students to underline all the Underline all the activities they find in the
activities they find in the passages. passages.
- Teacher calls on students and ask them to Memorize the key words to help them talk.
describe the activities they have chosen to the Describe the activities they have chosen to the
group. group.
The group/ The class gives the name of the
country.
* Homework:
Choose a New Year celebration in the world and find out the information about it.
Do exercises again
Prepare: Unit 6_ Lesson 5_ Skills 1
......................................................................................................................................................
......................................................................................................................................................
…….........................................................................................................................................................
............................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
Week:
Date:
Period:
Lesson 5: Skills 1
I. OBJECTIVES:
- Write full sentences using should/ shouldn’t.
- Develop reading skill for general and specific information about the topic
- Express judgement about the what children should/shouldn’t do at Tet
2. Knowledge:
- Grammar: some/ any/ should/shouldn’t
3. Attribute:
- Patriotism
- Having good attitude to the Traditional Tet holiday
- Grade 6 textbook, Unit 6, Skills 1
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES:
a) Aims: To introduce the topic of reading .
b) Content/Performance Tasks: * Word cloud
1. Do all these three countries celebrate the lunar new year?
2. Do you know how they celebrate the New year?
Answers key:
1. The United States
2. Vietnam
3. China
- Teacher tells students that they have 20 Look at a picture and find how many words
seconds to look at a picture, and they have to there are on the picture and also find what
find how many words there are on the picture these words are.
…….........................................................................................................................................................
............................................................................................................................................................
and also find what these words are.
- Teacher invites some students to share their
answers. Some students share their answers.
Teacher leads students into the lesson by asking
students some questions:
- Teacher invites some students to share their
answers and accept all reasonable answers.
Teacher tells students that they are going to read
about how these countries celebrate the New Listen and perceive.
year.
vActivity 2: Pre-reading (10 mns)
u Task 1 (Pre-teach vocabulary)
a) Aims:
- To provide students with some lexical items before reading the text.
- To let students find out the meanings of these lexical items themselves based on provided
context.
b) Content/Performance Tasks: VOCABULARY
Task 1: Matching.
-
A
1. cheer (v) /tʃɪər/
2. strike (v) /straɪk/
3. lucky money (n) /ˈlʌki ˈmʌni/
4. custom (n) /ˈkʌstəm/
5. fun (n) /fʌn/
6. enough (determiner) /ɪˈnʌf/
B
a. tiền lì xì
b. đánh, điểm
c. sự vui đùa, vui vẻ
d. chúc mừng
e. đủ
f. phong tục
Answers key:
1 – d; 2 – b; 3 – a;
4 – f; 5 – c; 6 – e
- Teacher asks students to work in pairs to finish Work in pairs to finish the matching handout.
the matching handout.
…….........................................................................................................................................................
............................................................................................................................................................
- Teacher asks students to underline the words Underline the words passages A, B, C in the
passages A, B, C in the text on page 64, and text on page 64, and read the sentences
read the sentences including these words to including these words to find out their
find out their meanings. Teacher invites some meanings.
groups to share their answers, and show the Some groups share their answers, and show
correct answers. the correct answers.
Teacher gives the correct pronunciation of each
word and asks students to listen and repeat.
v Activity 3: While-Reading (10mns)

a) Aims: To develop reading skill for specific information.
b) Content/Performance Tasks: Task 2: Read the passages and decide who says
sentences 1 – 5. (p. 64)
* Scanning: Teacher reminds students on how to scan a text.
https://www.occupationalenglishtest.org/test-guide-scanning-reading/)
Answer key:
1. C 2. A 3. B 4. C 5. D
question)
each
words in
key
underline
and
questions
the
for. (read
looking
are
what you
Know
1
quickly
move
text and
words in
the key
Identify
2
answers)
your
to check
ng words
surroundi
read the
words,
key
you find
(when
the text.
rest of
Read the
3

- Teacher asks students to work individually. Work individually to decide who says
- After the time is over, teacher asks students to sentences
compare their answers together, and discuss
with each other if they don’t have the same Compare their answers together, and discuss
answers. with each other if they don’t have the same
- Teacher checks the answers in the whole class answers.
and asks for students’ explanation.
…….........................................................................................................................................................
............................................................................................................................................................
a) Aims: To check students’ reading comprehension
b) Content/Performance Tasks: Task 2_ * Test your memory – grab the words game.
Lucky money
A cat’s cry
Fireworks
Cooking together
Visiting relatives
Buying new clothes
Going the pagoda
A day full of fun
Decorating the
house
Saying wishes
Cheering and
singing
Dress beautifully
Rice
Lucky animals
Answers key:
Lucky money; A day full of fun; A cat’s cry; Fireworks; Saying wishes; Cheering and
singing; Rice; Lucky animals
- Teacher divides students into groups of four. Work in groups.

- Teacher asks students to close their textbooks
and tells them that they are going to play a Close their textbooks and listen to the
game to see who has the best memory and the teacher’ instruction to play game Test your
fastest hand in their group. memory
- Teacher gives each group 14 strips of paper,
and tells the students the rule of the game:
 Spead all the strips of paper on the table
randomly
- When the teacher says “Start”, quickly grab the
strips of paper with the things appearing in the Play game
passage. After 1 minute, teacher asks students
to open their books and check in groups to
…….........................................................................................................................................................
............................................................................................................................................................
decide who is the winner. The winner is the
one with the largest number of correct strips of
paper.
 Teacher shows the answers for the students
to check one more time.
vActivity 4: Pre-Speaking (6 mns)

a) Aims: To help revise what the students have learned in passages in Task 1 and practice
talking about them.
- To help students generate ideas for their speaking based on what they have read.
b) Content/Performance Tasks: Task 3: Work in groups. These are some activities from
the reading passages in Task 1. Tell your group if you do them during Tet. (p. 64)

- Teacher draws students’ attention to the
example.
- Teacher calls on one students to model the Model the example in groups of 4 to tell other
example. members of the group what they do/don’t do
- Teacher asks students to work in groups of 4 to during Tet.
tell other members of the group what they Mention more activities than the ones listed in
do/don’t do during Tet. Teacher encourages 3.
students to mention more activities than the
ones listed in 3. Some students report the results of their group
- Teacher goes around and offers help if needed. to the class.
Teacher calls on some students to report the
results of their group to the class.
vActivity 4: While-Speaking (5 mns)

Task 4 (Exercise 4)
a) Aims: To help students use what they have learnt so far to express judgement on what
children should/shouldn’t do at Tet.
b) Content/Performance Tasks: * DISCUSSION
Task 4: Work in groups. Read the list and discuss what you should or shouldn’t do at
Tet. (p. 64)
…….........................................................................................................................................................
............................................................................................................................................................

- Teacher draws students’ attention to the Students model the conversation.
example provied, and asks 2 students to model
the conversation.
- Teacher tells students that to form an opinion Work in groups of 4 to talk in their groups
using should/ shouldn’t, students have to and encourages them to use the languages
decide whether each activity is good. from the example.
- Teacher asks students to work in groups of 4 to
talk in their groups and encourages them to use
the languages from the example.
- Teacher goes around the class and offers help
if needed. Share their opinions with the class.
Teacher calls students to share their opinions
with the class.
* Assessment Tools: Say Something
vActivity 5: Post-Speaking (5 mns)

Task 5
a) Aims: To provide students to use their own knowledge and the knowledge they have
gained in the lesson today to talk in groups in a less controlled way.
b) Content/Performance Tasks: Discuss freely in pair
Note: There is no right or wrong for this question. Students can make guesses based on what
they know.
- Teacher asks students whether they still - Discuss freely in pair to know “What the
remember Russ from the USA, and asks Ss to children in the USA should or shouldn’t do
discuss freely in pair during the New Year?”
…….........................................................................................................................................................
............................................................................................................................................................
- Teacher encourages students to freely express Freely express their opinion.
their opinion. Some students report their opinion to the
- Teacher calls some students to report their whole class.
opinion to the whole class.
* Homework:
Search for information about what children should/ shouldn’t do during New Year days in
the USA.
Do exercises again
Prepare: Unit 6_ Lesson 6_ Skills 2
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
…….........................................................................................................................................................
............................................................................................................................................................
Week:
Date:
Period: Lesson 6: Skills 2
I. OBJECTIVES:
- Listen for specific information about preparations for Tet
- Write an email about what people should/ shouldn’t do at Tet
2. Knowledge:
- Grammar: review
3. Attribute:
- Patriotism
- Having good attitude to Our Tet Holiday
- Grade 6 textbook, Unit 6, Skills 2
- sachmem.vn
III. PROCEDURES:
a) Aims: To introduce the topics of the listening, and also arouse students’ interest.
b) Content/Performance Tasks: * UNJUMBLE THE WORDS
REPPREA OFR ETT
Answers key:
Prepare For Tet
- Teacher writes on the board the jumbled words Unjumble the words on board individually.
- Teacher asks students to unjumble the words Those who find the words will be the winner.
on board.
- Teacher allows students to give their answers Give their answers freely until someone find
freely until someone find the answer. the answer.
vActivity 2: Pre-Listening (8 mns)
…….........................................................................................................................................................
............................................................................................................................................................
a) Aims: To help students brainstorm ideas about Tet preparation.
b) Content/Performance Tasks: * Brainstorm:
Preparing
for Tet

Suggested answers:
 Buy new clothes
 Clean the house
 Decorate the house

- Teacher writes on the board and asks students Tell what they prepare for Tet.
how their family and they prepare for Tet.
- Teacher accepts all reasonable answers and
writes on the board. Teacher tells students that Listen and perceive.
they are going to listen to Nguyen’s letter to
his pen-friend – Tom about how his family
prepares for Tet.
v Activity 3: While-Listening (7 mns)

a) Aims: To help students develop listening skill for specific information.
b) Content/Performance Tasks: Task 1: Listen and tick the things you hear. (p. 65)
Answer key:
old things, peach flowers, new clothes, wishes

- Teacher asks students to read aloud the list of Students work individually to read aloud the
words, makes sure students produce them list of words
correctly. This would help them recognize the
key words when they are doing the listening. Compare their answers in pairs.
…….........................................................................................................................................................
............................................................................................................................................................
- Teacher plays the recording one or two times
(depending on students’ levels).
- Teacher asks students to compare their answers
in pairs.
a) Aims: To help students develop listening skill for specific information (short-answer
question).
To help students combine listening and writing at the same time.
b) Content/Performance Tasks: Task 2: Listen again and answer the questions in one or
two words. (p. 65)
Key word
nouns main- verbs wh-words adjectives adverbs

Answer key:
1. old things
2. (their) homes
3. red
4. (my) father
5. anything
Audio script:
Dear Tom,
Tet is coming and I’m very happy. We do a lot of things before Tet.
We throw some old things away. We clean and decorate our homes. My mother goes
shopping and buys food, red envelopes, and peach flowers. She also buys new clothes for us.
My father makes banh chung and cooks them on an open fire. He says that I should make
some wishes at Tet, and I shouldn’t break anything. It brings bad luck.

- Teacher asks students to read the questions Read the questions carefully and underline
carefully and underline keywords in each keywords in each question to determine
question to determine what information they what information they need to answer the
…….........................................................................................................................................................
............................................................................................................................................................
need to answer the questions. questions.
- Teacher reminds students that: nouns; main
verbs; wh-words; adjectives and adverbs are
usually keywords.
- Teacher models one question and asks students
to do the same with the rest.
1. What do they throw away before Tet?
- Teacher reminds students to pay attention to
the WORD LIMIT. Teacher plays the
recording. Students swap their answers in pairs before
- Teacher asks students to swap their answers in checking their answers as a class.
pairs before checking their answers as a class.
v Activity 4: Pre-Writing (7 mns)

a) Aims: To help students brainstorm ideas for their email; and to review Tet vocabulary.
b) Content/Performance Tasks: Task 3: Work in groups. Discuss and make a list of four
things that you think children should and shouldn’t do at Tet. (p. 65)

- Teacher divides students into groups of four to Discuss and make a list of the things they
discuss and make a list of the things they think think children should/shouldn’t do at Tet in
children should/shouldn’t do at Tet. groups of four.
- Teacher guides students to write short phrases/
notes instead of full sentences here. Write short phrases/ notes instead of full
- Teacher walks around and observes students’ sentences here.
performances. If students come up with any
new activities or things, teacher writes it on the
…….........................................................................................................................................................
............................................................................................................................................................
board for other students to see and discuss.
*. Assessment Tools: Student Conference
v Activity 5: While-Writing (7mns)

a) Aims: To help students complete an email talking about what people should/ shouldn’t do
at Tet.
b) Content/Performance Tasks: Task 4: Complete the email, using your ideas in 3. (p. 65)

- Teacher asks students to read what has been Read what has been written in the incomplete
written in the incomplete email, and ask email.
students to decide what will come in between Decide what will come in between the
the sentences. sentences.
- Teacher lets students do this task individually. Do this task individually.
- Teacher walks around the class and offers help
if needed.
vActivity 4: Post-Listening and writing (6 mns)

a) Aims: To test students’ memory for the listening text in a creative way; to check
students’ listening comprehension.
…….........................................................................................................................................................
............................................................................................................................................................
To peer check, cross check and final check students’ writing.
b) Content/Performance Tasks: * Make a quiz for your friend.
- Teacher puts students in pairs, and reminds Each student in a pair writes two questions
students of the types of listening questions they for their partner based on what they
usually see: remember about the listening.
- T/F; multiple-choice; short-answer question. - After finish writing, students take turns to
- Teacher asks each student in a pair to write ask and answer in pairs.
two questions for their partner based on what
they remember about the listening.
- Teacher walks around the class and provides
help if needed.
- After 2 minutes, teacher asks for the winner in Exchange their textbooks to check their
each pair and praises them. Teacher asks friends’ writing.
students to exchange their textbooks to check
their friends’ writing.
- Teacher then calls one or two students to share One or two students share their writing with
their writing with the class. the class.
Teacher gives feedback.
* Homework:
Imagine that you are Tom – Nguyen’s pen friend. Write a letter back to Nguyen to tell him
about what people should and shouldn’t do in the New year in your country.
Do exercises again
Prepare: Unit 6_ Lesson 7_ Looking back & Project
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
…….........................................................................................................................................................
............................................................................................................................................................
Week:
Date: UNIT 6: OUR TET HOLIDAY
Period:
Lesson 7: Looking back &
Project
I. OBJECTIVES:
- Review the vocabulary and grammar of Unit 6
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Knowledge:
- Grammar: review
3. Attribute:
- Patriotism
- Loving Our Tet Holiday
- Having good attitude to the traditional Tet holiday
- Developing self-study skills

- Grade 6 textbook, Unit 6, Looking back & Project
- Handouts, a peach blossom tree
- sachmem.vn
III. PROCEDURES:
a) Aims: To revise the vocabulary related to the topic and lead in the next part of the lesson.
b) Content/Performance Tasks: * CROSSWORD

Clues:
…….........................................................................................................................................................
............................................................................................................................................................
Across
5.
6.
7.
Down
1.
2.
3.
4.
Answer key:
1. peach flowers
2. fireworks
3. lucky money
4. wish
5. clean the furniture
6. shopping
…….........................................................................................................................................................
............................................................................................................................................................
7. special food
- Teacher prepares a crossword game with a clue Work in groups to play crossword game.
picture for each word. The first group to finish the crosswords with all
- Teacher divides students into groups. correct answers will be the winner.
vActivity 2: Looking back (7 mns)

u Task 1 ( Exercise 1)
a) Aims: To help students revise the vocabulary about things and activities at Tet.
b) Content/Performance Tasks: Task 1: Match the verbs on the left with the nouns on the
right. (p. 66)
Answer key:
1. D 2. C 3. E
4. A 5. B 6. F
- Teacher encourages students to complete the task Complete the task individually.
individually. Students exchange their textbooks to compare
- Teacher gives feedback to the whole class. their answers together.

a) Aims: To help students revise the vocabulary about Tet in context.
b) Content/Performance Tasks: Task 2: Complete the sentences with the words/phrases in the
box. (p. 66)
Answer key:
1. lucky money
2. cleaning
3. Banh Chung
4. peach
5. gathering

- Teacher encourages students to complete the task Complete the task individually.
individually. Student exchange their textbooks to discuss the
- Teacher gives feedback as a class discussion. reasons why they are choosing the appropriate
words/phrases.
…….........................................................................................................................................................
............................................................................................................................................................
a) Aims: To help students
revise the use of should/ shouldn’t in context; to let students learn how to behave well at other
people’s houses.
b) Content/Performance Tasks: Task 3: Tick () the things a child should do and cross (x)
the things he/ she shouldn’t when visiting someone’s house at Tet. Then write sentences using
should/ shouldn’t. (p. 66)
Suggested answers:
1. He/she shouldn’t enter a room without asking for permission.
2. He/she should ask to use the toilet.
3. He/she should ask to take things for a shelf.
4. He/she shouldn’t make a lot of noise.
5. He/she should ask for some water if he/she feels thirsty.

- Teacher highlights the new situation of visiting Read the phrases first, tick or crosses each one as
someone else’s house, a popular activity for they wish.
children at Tet.
- Teacher has students read the phrases first, tick or Read the phrases first, tick or crosses each one as
crosses each one as they wish. they wish.
- Teacher lets students write the sentences
individually. Write the sentences individually.
- Teacher calls on some students to say the Some students say the sentences aloud and sees if
others agree.
sentences aloud and sees if others agree.
- Teacher asks if students can suggest any other
behaviour with should/shouldn’t.

a) Aims: To help students revise the use of some/ any in context.
b) Content/Performance Tasks: Task 4: Read the passage and fill the blanks with some or
any. (p. 66)
…….........................................................................................................................................................
............................................................................................................................................................
Answer key:
1. some
2. some
3. any
4. any
5. some
6. any
- Teacher asks students to look for clues in each Students work individually to look for clues in
sentence to decide which word to fill the blank. each sentence to decide which word to fill the
- Teacher asks students to swap their answers and blank.
check. Swap their answers and check.
vActivity 4: Project (8 mns)

a) Aims: To allow students to apply what they have learnt (vocabulary and
grammar) into practice througha project.
b) Content/Performance Tasks: * I WISH

Ss’ answer
- Teacher sets the context that Tet is coming, and Think about their wishes.
encourages students to think about their wishes.
- Teacher asks students to get a small piece of
paper. (Paper in different colours can give the tree Get a small piece of paper. (Paper in different
a bright atmosphere.) colours can give the tree a bright atmosphere.)
…….........................................................................................................................................................
............................................................................................................................................................
- Teacher reminds students not to write their Write their wishes.
names on the paper. Come up and hang their wishes on the tree.
- Teacher draws students’ attention to some wishes
on the trees as examples.
- Teacher allows students 3-5 minutes to write their Some students to come and pick a random piece
wishes. of paper, and read the wish aloud. The class can
- When everybody is ready, call on some students guess whose wish it is.
to come and pick a random piece of paper, and
read the wish aloud. The class can guess whose
wish it is.
In the end, ask students to make a list of wishes they
are most interested in so that they can share with
their family when they
return home.
* Homework:
Do exercises again
Prepare: REVIEW 2_ Lesson 1_ Language
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
…….........................................................................................................................................................

Lesson 1: Getting Started - Happy New Year!: Unit 6: Our Tet Holiday

Uploaded by

Copyright:

Available Formats

Lesson 1: Getting Started - Happy New Year!: Unit 6: Our Tet Holiday

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson 1: Getting Started - Happy New Year!: Unit 6: Our Tet Holiday

Uploaded by

Copyright:

Available Formats

….………………..

Secondary School English lesson plan 6 _ Global Success

Week: UNIT 6: OUR TET HOLIDAY

*. Assessment Tools: Oral Questioning

d) Implementation and Assessment Tools:

*. Assessment Tools: Choral Reading

v Activity 3: Practice (15mns)

d) Implementation and Assessment Tool:

*. Assessment Tools: Choral Response

*. Assessment Tools: Observation

E.g.: In sentence 1, we need to fill the time of Tet this year;

*. Assessment Tools: Observation

* Assessment Tools: Observation

vActivity 4: Production ( 10 mns)

b) Content/Performance Tasks: Task 5: Game – Is it about Tet? (p. 59)

- Teacher explains to students that some verbs Listen and note

*. Assessment Tools: One Question and One Comment

v Activity 3: Practice (8 mns)

c) Outcome/ Performance Products:

d) Implementation and Assessment Tool:

- Teacher asks students to work independently Work independently or in pairs.

*. Assessment Tools: One Question and One Comment

v Activity 4: Presentation (Pre-teach the sounds /əʊ/ and /aʊ/). (5mns)

*. Assessment Tools: Observation

* Assessment Tools: Observation

vActivity 4: Production (5 mns)

c) Outcome/ Performance Products:

*. Assessment Tools: Observation

vActivity 2: Presentation (8 mns)

*. Assessment Tools: Choral Reading

v Activity 3: Practice (18 mns)

d) Implementation and Assessment Tools:

*. Assessment Tools: Oral Questioning

d) Implementation and Assessment Tool:

*. Assessment Tools: Student Conference

c) Outcome/ Performance Products:

Teacher's activities Students' activities

c) Outcome/ Performance Products:

vActivity 4: Production (10 mns)

d) Implementation and Assessment Tools:

* Assessment Tools: Oral Questioning

Switzerland d) Implementation and Assessment Tools:

vActivity 2: Presentation (10 mns)

d) Implementation and Assessment Tools:

- Teacher turns on the audio, students listen and

v Activity 3: Practice (15 mns)

d) Implementation and Assessment Tool:

u Task 3 (Exercise 3) NEW YEAR PRACTICES IN THE WORLD

d) Implementation and Assessment Tools:

- Teacher lets students read sentences first. Read sentences first.

d) Implementation and Assessment Tools:

d) Implementation and Assessment Tools:

*. Assessment Tools: Observation

v Activity 3: While-Reading (10mns)

d) Implementation and Assessment Tool:

*. Assessment Tools: Say Something

- Teacher divides students into groups of four. Work in groups.

*. Assessment Tools: One Question and One Comment

vActivity 4: Pre-Speaking (6 mns)