Date :…………..

Week : UNIT 1: MY NEW SCHOOL

Period : Lesson 3: A closer look 2
I. OBJECTIVES:
By the end of the lesson, students will be able to use the present simple
tense.
II. LANGUAGE ANALYSIS
1.Knowledge:
* Vocab: School lexical items
* Grammar: The simple present and adverbs of frequency
2. Skills: Listening, speaking , reading and writing
3. Attitude: To teach SS to work hard, love their school and friends
4. Competences: Know how to use the present simple. Students will developed
speaking and co-operating skills.
III. MATERIALS
* Preparation:
1. Teacher: Text books , pictures, planning , …
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES : (STAGES)
1.Warm-up (5’)
* Content: Game: Sentence puzzling ( with the simple present)
* Products: Students complete the perfect sentences on the board.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Warm up (group work)
- Teacher divides the class into 4 groups. * Game: Sentence puzzling
- Teacher delivers a set of word cards which
are jumbled sentences in present simple to Suggested sentences:
each group. 1. Peter lives near his school.
- Students will have to work in groups to 2. We go to the same school.
create as many correct sentences from the
word cards as possible. 3. They have new subjects.
- The group with the most correct sentences 4. We always look smart in our
will be the winner. uniforms
 2. Presentation (10’)
* Aim: To help students know and understand the use of the present simple tense.
* Content: Introduce the present simple tense.
* Products: Understand and know how to use the present simple tense
* Organization of implementation
Teacher’s and Ss’activities Content
- Lead in :Teacher draws students’
attention to the form of the sentences * Model sentences:
created in the game and asks them 1. Peter lives near his school.
whether they know the target tense.- 2. We go to the same school.
- Elicit the present simple tense

- Teacher provides or confirms the 1. THE PRESENT SIMPLE TENSE

answers and leads in the grammar focus * Form:
of the lesson: + Positive: S + Vinf/ V(s/es) + … .
+ Negative: S + don’t/ doesn’t + Vinf + … .
- Teacher gives students some time to + Interrogative: Do/ Does + S + Vinf + … ?
study the grammar box.
->Yes, S + do/does.
No, S + don’t/ doesn’t.
3. Practice (20’)

Task 1: (5’)
* Aims: To introduce the targeted grammar of the present simple tense. .(10’)
* Content: Choose the correct answer A, B or C
* Products: Students say the key aloud
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 1:T –Ss : Ss- Ss Task 1: Choose the correct answer A, B or C
Answer key:
- Teacher has students work 1. A
independently, look at the form and do 2. C
Exercise 1 – page 9. 3. B
- Teacher lets students work in pairs and 4. A
exchange the answers before checking 5. C
with the whole class (explain each
sentence if necessary).
The present simple verbs with he / she / it
need an s / es.
- Have Ss read the Remember! box.
Direct their attention to the present
simple tense form for third person
singular
Task2: (5’)
* Aims: To help students know and understand the use of the present simple tense.
* Content: Write the correct form of the verbs.
* Products: students’ correct answers on the board.
* Organization of implementation :
Teacher’s and Ss’activities Content
Task 2: T - Ss, Ss - Ss Task 2: Write the correct form of the verbs
- Teacher asks students to work Answer key:
independently. 1. has
- Teacher calls 1 or 2 students to write 2. Do you have
their answers on the board, checks their 3. like
answers sentence by sentence. 4. Does Vy walk
5. ride
6. go

Task 3:(5’)
* Aims: To help Ss revise some adverbs of frequency they already learnt.
* Content: Put the words in the blanks
* Products: Student read sentences aloud.
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 3:T-Ss, Ss-Ss Task 3: Put the words in the blanks.

- Elicit adverbs of frequency 2. ADVERBS OF FREQUENCY

- Tell Ss to look at the two examples * Model sentences:
carefully.Then ask them about the
position of the adverbs of frequency, - We often ride our bicycles to school.
and the meaning of those.Tell them to - They don’t often go to the cinema
recall all the adverbs of frequency they *( always, usually, sometimes, rarely, never)
know. * Note: We usually place the adverb of frequency
before the main verb

Task 3 : T –Ss ; Ss- Ss Task 3 : Fill the blanks with sometimes, usually
or never.
- Teacher shows the graph and lets * Answer key:
students fill in the blanks with suitable 2. usually
adverbs of frequency: sometimes, 3. sometimes
usually or never (Exercise 3 – page 10) 5. never
* Write a sentence with one of these adverbs.
- Teacher lets students work in groups of
1. I always do my homework aftert school
four to make 5 sentences using the 5
adverbs of frequency above. 2. He usually watches TV in the morning
- Teacher calls some groups to read ………………………………………………..
aloud the answers and gives feedback.

Task 4:(7’)
* Aims: To give students opportunities to use the present simple tense with adverbs of
frequency correctly in context.
* Content: Choose the correct answer A or B to complete each sentence.
* Products: Students’ answers in their notebooks ( Students share with the whole class )
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 4: T - Ss, Ss - Ss Task 4: Choose the correct answer A or B to
complete each sentence.
- Teacher has students complete
Exercise 4 – page 10 independently. Answer key:
Teacher then asks students to exchange 1. B 2. A
their textbooks to check their friends’ 3. A 4. B
answers. 5. A
4:Production (7’)
* Aims: - To help students distinguish and use correctly the present simple tense.
- To improve cooperative skill.
* Content: Make questions then interview your partner.
* Products: Role play ( ask and answer correctly)
* Organization of implementation:

Teacher’s and Ss’activities Content

Task 5: T - Ss, Ss - Ss Task 5: Work in pairs. Make questions then

interview your partner.
- Teacher has students work on the Ex. 10 pts: you/ like/ your new school
5, p. 10 in pairs. 20 pts:
- Teacher checks the answers by playing Q1: you/ often/ ride your bicycle/ to school
a game. Teacher divides students into 2 Q2: you/ sometimes/ study in the school library
teams, 2 students in each team choose Q3: your friends/ always/ go to school/ with you
a set of questions (which are the Q4: you/ usually/ do homework/ after school
questions 1-5 in 30 pts: How often/ your mother/ pick you up/
Ex. 5, p. 10). Teacher may add more school
 questions if necessary) then interview * Answer key:
each other. The team with higher score 1. Do you like your new school?
is the winner. 2. Do you often ride your bicycle to school?
3. Do you sometimes study in the school library?
4. Do your friends usually go to school with you?
5. Do you usually do your homework after school?
How often does your mother pick you up from
Giaoandethitienganh.info school?

5. Consolidation (3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Summarize the main content of the lesson
* Products: Students say what they have learnt in the lesson
* Organization of implementation

Teacher’s and Ss’ activities Content

Teacher asks students to talk about what -The simple present
they have learnt in the lesson. - adverbs of frequency

4. Homework (2’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students’ textbook and workbook
* Organization of implementation

Teacher’s and Ss’ activities Content

- T reminds Ss to do homework and - Make 5 sentences in the present simple tense,
prepare the new lesson. using adverbs of frequency.
- Prepare lesson 4 ( communication)

*- Evaluation:
………………………………………………………………………………………………
………………………………………………………………………………………………
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