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Giáo án Tiếng Anh 6 sách Friends Plus Unit 1
Giáo án Tiếng Anh 6 sách Chân trời sáng tạo trọn bộ cả năm, mang tới các bài soạn của 35 tuần trong cả năm học. Qua đó, giúp thầy cô tiết kiệm khá nhiều thời gian, công sức trong quá trình xây dựng kế hoạch bài dạy môn Tiếng Anh 6 - Friends Plus của mình.
Chủ đề: Giáo án Tiếng Anh 6 146 tài liệu
Môn: Tiếng Anh 6 1 K tài liệu
Sách: Friends Plus
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Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 1: VOCABULARY (PPP)
PLACES IN A TOWN OR CITY I. AIMS: 1. Language contents:
- Vocabulary: (n) bridge, monument, flat, office building, square, shopping centre, sports centre.
2. Knowledge: By the end of the lesson, my students will be able to get some more knowledge about places in a town or city. 3. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
4. Attitude: love and be proud of places around where you live. 5. Competences:
- Talk about places in students’ towns or cities, using key phrases (for students with mid-level).
- Talk about the good and bad things in their town / city (for students with high level).
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Qs & As, games, visualize. 1 IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “GREEN BAMBOO”
- Divide class into 2 groups. - Play the game in groups.
- There are 12 numbers about places on
- Each group will choose a pair of
the screen. There is a hidden picture number.
behind these numbers. Each group will
choose a pair of number. With one
- With one correct pair, students will get
correct pair, students will get one point. one point.
- The group has the most correct answers will be the winner.
- After revealing the picture, teacher asks students a question:
“What is the hidden picture about?”
- Students answer, “LONDON CITY”.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Set context:
- Call out some students to answer the Question:
- Some students will answer the question.
question (talk about the famous places
“What famous place are there in your town or
“What famous place are there in your town or city?” city?” in their city).
- Lead to the topic of the lesson – Places - Listen to the teacher.
in towns or cities. 2 Teach new vocabulary: New words:
- Use pictures and explanation to present bridge (n) /bridʒ/ new words.
- Look, listen and repeat in chorus and
monument (n) /'mɔnjumənt/
- Ask students to practice their individuals. flat (n) /flæt/ pronunciation drills. office (n) /'ɔfis/ New words: bridge (n)
building (n) /'bildiη/ monument (n) square (n) /skweə/ flat (n)
shopping centre (n) /∫'ɔpiη 'sentrə/ office
sports centre (n) /s'pɔ:t 'sentrə/ building (n) (picture) square (n) shopping centre (n) sports centre (n)
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 1 (5’) Match the words in the box
with places 1-14 on the map of London Suggested answers
below. There are 6 extra words, listen and check. 1. Library 8. market
- Work in pairs to do the task.
- Ask students to work in pairs to match 2. Park 9. cinema
the words to the correct places on the
- Listen and identify word stress then 3. hotel 10. restaurant London map. note down the places. 4. monument 11. station
- Give the answers to the class. 5. Square 12. theatre 6. shop 13. Bridge 7. bus station 14. Office building 3
Activity 2 (5’) Watch or listen. Which places
from exercise 1 do the people mention?
- Watch or listen and identify word Suggested answers:
- Play the video or audio for students to
stress then note down the places that
watch or listen and note down the places
café, cinema, restaurant, sports centre, are mentioned. that are mentioned.
park, library, bridge, monument, bus
- Watch the video or listen to the audio station, shop.
- Play the video / audio again and checks students’ answers. again to check the answers.
Activity 3 (5’) Watch or listen again and
- Read the gapped sentences silently
complete the sentences.
and individually and guess the missing Suggested answers -
Allow students time to read the gapped words. sentences. 1. theatre 4. café
- Watch or listen, identify word stress -
Play the video / audio again for students 2. parks 5. shops
and pronunciation to complete the
to complete the sentences. sentences. 3. bridge
- Ask students to check the answers in - Check the answers in pairs. pairs.
- Check the answers with the teacher.
- Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Activity 1 (5’) Work in pairs
There is + a /an + singular Noun
- Ask students to work in pairs and talk
- Work in pairs to talk about places in
There are + plural Noun
about the places in their town / city. their town using Key
Phrases Ex: There is a cinema.
- Suggest some key phrases to introduce
(remember the grammar points).
There are two cinemas.
about places and focus on the grammar points.
There are + SOME + plural Noun
There are + NOT + ANY + plural Noun (= there aren’t) 4
Ex: There are some restaurants.
There aren’t any restaurants.
Suggested answers
- There are some café and
restaurants serving food all over the world.
- There are some cinemas or
theatres for you to relax after a
hard-working day. - …
Activity 2 (10’)
Consolidation: Discussion (Optional –
Suggested answers
for students with strong level) Good things Bad things
- Ask students to work in groups and
discuss about the good and bad things in
- Work in groups to talk about the good - a lot of - Air pollution their town / city.
and bad things in their town / city. entertainment
- Give students time to discuss in groups - Write down their key ideas. facilities such
and write down their opinions. as cinemas,
- Some volunteers to present their ideas theatres, …
- Call out some students to present their in the front.
opinion in front of class. - trying new - Noise pollution types of food. - earning more - Traffic jam in money. rush hour. …….. ……. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all the new words. 5
- Workbook: Exercises 1, 2 page 12.
- Prepare Lesson 2 – Reading. V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: 6 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 2: READING (Pre-While-Post) I. AIMS: 1. Language contents:
- Vocabulary: revision of places – Extra vocabulary: Words in blue.
2. Knowledge: By the end of the lesson, my students will be able to find out more about a cruise ship. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: listening and speaking skills.
4. Attitude: respect and protect good things of nice places for holidays. 5. Competences:
- know how to answer specific questions about the text.
- use vocabulary items related to the issue of passage.
- talk about a good place for a holiday.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning. IV. PROCEDURES: 7 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “What is it?” Cues: - Give instructions.
- Listen to the instructions carefully.
o This is a place where people can eat
- Show cues one by one. and drink. - Play the game individually.
- Ask students to guess the words in
o People usually stay in this place
- Read the cues, identify key words in
rows by reading the cues.
when they are on vacation.
the cues and raise hands to give the
- Finally, ask students to guess the
o Where you can borrow and read answer to get one point.
key word (red letters). books.
- The student who is able to give the Cues:
o Place where you can play sport.
correct answer of the key word will get Key word: SHIP
o This is a place where people can eat and 4 points. drink.
o People usually stay in this place when they
are on vacation. R E S T A U R A N T
o Where you can borrow and read books.
o Place where you can play sport. H O T E L L I B R A R Y S P O R T S C E N T R E
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv. (10’) 8
THINK (2’)
- Ask students to work in groups to talk
- Work in groups and talk about the about the question :
question based on their background Question: “ knowledge.
Where do you think is a good place for
“Where do you think is a good place for a a holiday ? Why?” holiday ? Why?”
- Go around for help if necessary. Lead in:
- Show the picture of a cruise ship and lead
- Look at the picture and listen to the
in the lesson “This is a very special ship; teacher.
This is a cruise ship.” A cruise ship
Activity: Guessing game (8’)
Sentences for group discussion:
- Have students work in groups and discuss
- Work in groups, look at the pictures in
a) There is a library and a school on
some facts of the cruise ship.
student book and talk about some facts the ship.
of the cruise ship (guessing the content
b) There are some swimming pools on
of the text before reading). the ship.
- After discussing, students have to write
- Read the sentences and write “TRUE”
c) There is one café and one
“TRUE” or “FALSE” at the end of each
or “FALSE” at the end of each
restaurant on the ship. sentence. sentence in their book. 9
- Tell students “We will check the answers
while we read the text City on the sea.”
III. WHILE READING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 1 (5’) Skills Strategy.
- Introduce students how to answer specific
- Open student book to page 16.
questions about a text.
- Look at the Skills Strategy box,
- Invite some students to read the strategy
underline key words and listen to the aloud. teacher.
- Give explanation (use Vietnamese if
- Give questions if you do not necessary). understand.
Activity 2 (5’) Listen and underline what Numbers shown numbers refer to.
- Look at the numbers on the board and
6,360 – 20 – 50 – 12,000
- Show some numbers on the board. guess what they refer to. Key
- Ask students to work in pairs to listen to
- Listen to the audio of the text, identify
the audio of the text and underline what
a) 6,360: the number of passengers numbers refer to.
ideas related to numbers and underline
b) 20: the number of café and what numbers refer to.
- Invite some students to check their restaurants works.
- Work in pairs to read the text for
c) 50: the number of real trees on the checking their answers. ship
- Check the answers with the teacher.
d) 12,000: the number of plants on the ship
Activity 3 (5’) Task 2 – page 16 Questions: 10
- Ask students to look at Exercise 2 page - Work individually.
1. What is the name of the ship?
16, read the questions and underline key
- Look at Exercise 2 page 16, read the
2. How many people work on the ship?
words to understand main ideas.
questions and underline key words to
3. How many chefs are there on the
- Have students reread the text silently and understand main ideas. ship?
underline sentences that they are the correct answers.
- Read the text silently for specific ideas
4. Is it the only ship with a park?
- Ask students to check their answer in
and underline sentences that they are
5. What’s in the sport area? pairs. the correct answers. Key
- Invite some students to write their - Check the answers in pairs.
1. Oasis of the Seas
answers and check their work.
- Check the answers with the teacher
2. More than 2,000 people work on the
Key word answers only (low/mid-
(some students write key - word ship level)
answers or full answers).
3. There are 250 chefs. Full answers (high level)
- Back to Guessing Game activity and 4. Yes, it is
- Go back to Guessing Game activity and check the answers.
5. There’s a climbing wall in the sports
give the correct answers. area. Key for Guessing Game:
a) There is a library and a school on the ship. FALSE
b) There are some swimming pools on the ship. TRUE
c) There is one café and one restaurant on the ship. TRUE
Activity 4 (5’) Vocabulary Plus
- Work in pairs and use a dictionary to Words in blue:
- Encourage students to work in pairs to use
check the meanings of the words in
a dictionary to check the meanings of the
1. cruise ship (n) /kru:z '∫ip/ blue in the text. words in blue in the text. 11
- Help students check these words’ - Ask teacher if necessary.
1. fantastic (adj) /fæn'tæstik/ – E.g.: This meaning in the front. is a fantastic hotel.
2. comfortable (adj) /'kʌmfətəbl/ – E.g.: Words in blue:
This soft bed is very comfortable.
1. cruise ship (n) – using pictures. 3. cabin (n) /'kæbin/
1. fantastic (adj) – E.g.: This is a fantastic hotel.
4. passenger (n) /'pæsindʒə/ – E.g.: There
are many passengers on the ship.
2. comfortable (adj) – E.g.: This soft bed is very comfortable.
5. chef (n) /∫ef/ – a person who cooks.
3. cabin (n) – using pictures.
6. swimming pool (n) /'swimiη pu:l/
4. passenger (n) – E.g.: There are many
7. climbing wall (n) /’klaimiη wɔ:l/
passengers on the ship.
5. chef (n) – a person who cooks.
6. swimming pool (n) – using pictures.
7. climbing wall (n) – using pictures.
IV. POST READING. T - Ss - T/ S - S / Indiv. (5’- 10’)
Activity 1 (5’) Mingle Question:
- Ask students to walk around and talk
“Where do you think is a good place for a
- Walk around the room to talk about the
about the question at the THINK corner holiday? Why?”
question at the THINK corner, using
(back to the question at the beginning of
the ideas they have just read from the text.
the lesson but using the ideas they have
just read from the text). - Ask teacher if necessary.
“Where do you think is a good place for a Suggested answers holiday? Why?” - by the sea
- Go around for help if necessary. 12
- lots of fun activities like swimming,
snorkeling, surfing, …
- the weather is hot and windy – good for health. - delicious seafood - …….. - Work in groups of four.
Activity 2 (5’)
- Think about the question individually Question
Consolidation: Discussion (Optional –
and write down the main points (the
for students with strong level)
“Is the Oasis of the Seas a good place for a
good or bad things of the Oasis of the holiday? Why/ Why not?”.
- Ask students to work in groups of four. Seas).
- Give the question “Is the Oasis of the Cues:
Seas a good place for a holiday? Why/
- Take turns to talking about the Why = the good things = you like Why not?”. question in groups.
Why not = the bad things = you don’t like
- Ask students to talk about the question.
- Ask the teacher if necessary. V. Homework. (2’) - Read Skill Strategy. - Give homework. - Take notes
- Workbook: Exercises 3, 4 page 12.
- Draw and color a picture of a good
place for your holiday. V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 3: LANGUAGE FOCUS (PPP) I. AIMS: 1. Language contents:
- Vocabulary: revision - Patterns:
Is there…?, Are there….?, How many……..? Definite and zero article
2. Knowledge: By the end of the lesson, my students will be able to ask and answer questions about places. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
4. Attitude: love and be proud of places around where you live. 5. Competences:
- Identify the rules of how to use some and any in questions; Yes, there is/are, No, there isn’t/ aren’t and How many …? with singular nouns/ plural nouns. 14
- Know how to use a/ the to talk about one particular thing and some/ zero article to talk about things in general.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and groupworks, inductive grammar learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game : NOUGHTS AND CROSSES
- Divide class into 2 groups. One group is - Play the game in groups.
“noughts” (O) and the other is “crosses” swimming library 2000 pools (X).
- Select the boxes and make sentences with those words.
- There are 9 words and numbers about climbing 250 school
the Oasis of the Sea in the table and
- The group makes the correct sentence wall
students have to use structure “there is/
will get an (O) or (X).
are…..” to make sentences.
- The group that has 3 Os or Xs on a park 20 6360
- 2 groups take turns to select the boxes
horizontal, vertical, or diagonal row
Ex: There is a library on the ship.
and make sentences with those words. will be the winner.
There isn’t a school on the ship.
The group makes the correct sentence
will get an (O) or (X).
- The group that has 3 Os or Xs on a
horizontal, vertical, or diagonal row will be the winner. 15
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
Activity 1: Complete the questions. Then Suggested answers
choose the correct answers. 1. Is – b
- Work individually to do the task in 1
- Ask students to complete the sentences 2. Are – a in 1 minute.
minute (read for specific ideas). - Check students’ answers.
- Check the answers with the teacher.
There is/are + (a /an) + Noun
- Remind students how to use “there is/
- Look at the board and listen to the there are…”
teacher (review grammar points of 3. Are – b
how to write sentences with There is/
There are in affirmative, negative and GRAMMAR POINTS question form).
1) THERE IS (= THERE’S) (+) : (-) : There is/are + NOT + (a/an) + Noun (?)
Is/Are there + ANY + (a/an) + Noun?
How many + Noun + are there…. ? 16
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’)
Activity 2: Choose the correct words in the Rules. (5’) Suggested answers
- Ask students to choose the correct words
- Choose the correct words to complete 1. any 3. plural nouns
to complete the rules then compare their
the rules then compare their answers
2. singular nouns 4. plural nouns answers in pairs.
in pairs (set up the Rules by
- Check grammar with the class. themselves).
- Check the answers with the teacher.
Activity 3: Match 1-6 with a-f to make
questions. Then write answers about your city/ town. (5’)
- Read halves of questions, use the Suggested answers:
- Ask students to make questions, then
Rules of grammar points to make
compare their questions in pairs.
1c – 2f – 3e – 4a – 5b – 6d
questions, then compare their answers
- Call some students to answer these in pairs. questions.
- Some students answer these questions in the front.
- Write the key-word answers or full answers in their own books.
Activity 4: Complete the questions with “Is
there…?/ Are there…?” and “how many….” (5’)
Suggested answers
- Read the uncomplete questions
- Ask students to complete the questions
individually and fill in the gaps to
1. Are there 4. Are there
then compare with their partners.
make the questions with correct
2. Is there 5. How many - Go around for help. 3. How many 17
grammar points and check the answers in pairs.
- Some students come to the front to write their answers.
Activity 5: Choose the correct words in Suggested answers Rules. (5’) The – no article
- Ask students to guess and choose the
- Guess the correct words to complete GRAMMAR POINT: DEFINITE AND
correct words in order to complete the the Rules. ZERO ARTICLE
rules, then compare answers in pairs.
- We use the to talk about a particular
- Go around to observe students.
- Then compare the answers in pairs. thing.
- Wrap-up the Rules and give explanation.
- Listen to the teacher and take notes of
- We use zero article to talk about the Rules. things in general.
Activity 6: Complete the sentences with the or ⏀(5’) Suggested answers
- Ask students to read the sentences and
1. The 4. ⏀
- Read the sentences and do the task
fill in the gap based on the Rules.
individually based on the Rules. 2. The 5. The
- Ask students to compare their answers in - Check the answers in pairs. 3. ⏀ pairs. - Check students’ answers.
- Check the answers with the teacher.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Game “I WANT TO BE A DESIGNER” Questions 18
- Ask students to work in groups. (5- 6 - Work in groups.
“Is there…/Are there…; How many…?”.
students/ groups).
- Each group think and talk about an amusement park in town/city.
- 2 members in each group will come to
the front and present their ideas.
- The other groups will make questions
to the presenters “Is there…/Are
there…; How many…?”.
- Listen to the teacher’s feedback and
- Give feedbacks to the presentation. take notes. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 13. - Write a description of the
amusement park in your city, using
the preposition in the Starter Unit. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post) I. AIMS: 1. Language contents:
- Vocabulary: dirty – clean, quiet – noisy, pretty – ugly, dangerous – safe, friendly – unfriendly, old - modern.
2. Knowledge: By the end of the lesson, my students will be able to understand people comparing places and things. 3. Skills: - Main skills
: listening and reading skills. - Sub skills
: speaking and writing skills.
4. Attitude: love and be proud of places around where you live. 5. Competences: 20
- Identify some pairs of opposite adjectives.
- Know and understand people comparing places and things.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, mind-map, brainstorming, discussion, pairs and groupworks. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “OPEN, SESAME!” (Exercise 1/p.18)
- Divide class into 2 groups. - Play the game in groups.
- There are 12 pictures and adjectives on
the screen. Each group will choose a
- Choose a picture and its opposite word
picture and its opposite word to make a
to make a complete pair.
complete pair. With one correct pair, you
- The group making the correct sentence will get 1 point. will get 1 point.
- The group having the most correct
Ex: ugly - pretty
- The group having the most correct
answers will be the winner.
answers will be the winner. dirty - clean
II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’) Set context: (2’) 21 - Ask a question:
“Do you like modern or old places? Why?” - Answer their own ideas.
Activity 1: Write sentences for the
adjectives in Exercise 1. (5’) Suggested answers.
- Write sentences for the adjectives
- Asks some students to read their
then compare the sentences in pairs.
The Vietnamese people are friendly.
sentences to class and asks the class to
The school yard is noisy at break time. correct any mistakes.
It’s not safe to go out at night.
- Work in pairs to check vocabulary’s
Vocabulary check: (3’) meaning.
- Ask students to work in pairs.
- Choose three adjectives from Exercise
1 and write them on a piece of paper, with their opposites.
- Then work in pairs with books closed.
- Read out the three words they have
chosen. Their partner must give the correct opposites.
III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (10’)
Activity 2: Listen to four street interviews
in a radio programme. What do people
talk about? Choose four topics from the
box and match them to the people. (5’) 22
- Allow students time to read the
- Read the introduction and the topics Suggested answers.
introduction and the topics in the box. in the box.
1. Emma – the park
- Play the audio 3 times and ask students
- Listen, choose topics and do
2. Lukas – buses and bikes
to listen and find out which topics people matching task. are talking about.
3. Dwayne – New York
- Check the answers with the teacher.
- Check students’ answers.
4. Chloe and Harriet – restaurants
Activity 3: Listen again and write True or
False. Correct the false sentences. (5’) Suggested answers. - Read the sentences.
- Allow students time to read the 1. True sentences.
- Listen very carefully to know who is speaking, Harriet or Chloe. 2. True
- Point out that in the fourth interview,
3. False (He thinks bikes are more
students will have to listen carefully to
- Decide if the sentences are true or dangerous)
know who is speaking, Harriet or Chloe. false. 4. True
- Play the audio again.
- Correct the false sentences. (With strong students)
5. False (Harriet thinks that Luigi’s
pizzas are bigger) 6. True
IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (20’)
Activity 4: Game Lucky Number - Answer
the questions. (optional) (5’)
Questions for Discussion.
- Check students’ answers.
1. Who does Emma meet at the shopping
1. Who does Emma meet at the shopping centre? centre? 23
2. What does Lukas say about the price of the
- Work in pairs and discuss the
2. What does Lukas say about the price buses? answers. of the buses?
3. Where is Dwayne from? Suggested answers.
3. Where is Dwayne from?
4. What does Harriet agree with Chloe
1. Her friends
4. What does Harriet agree with Chloe about? about?
2. They are expensive.
3. New York
4. The pizzas in Gino’s are better, and the
Activity 5: Think of three places that you
people are friendlier.
like in your town / city and three places
that you don’t like. Write sentences and
say why you like or dislike them. (10’)
- Ask some students to read their sentences to the class.
- Think and list ideas for writing task. Correct any errors.
- Write their sentences. With weaker
classes, students could work in pairs.
- Read their sentences to the class.
Game “DRAW A MINDMAP” (10’)
Show their sentences on the Display Corner for Peer Assessment.
- Ask students to work in groups, (5- 6
students/ groups) and discuss about
which place they like and dislike. - Work in groups.
- Give students time to discuss in group
- Each group think and talk about a
and write down their opinions. place they like and dislike.
- Calls out some students to present their
- Two members in each group will opinions in the front.
come to the front and present their ideas.
- Give feedbacks to the presentation. 24
- The other groups will make questions to the presenters.
- Listen to the teacher’s feedback and take notes. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 14. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 25 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 5: LANGUAGE FOCUS (PPP)
COMPARATIVE ADJECTIVES I. AIMS:
- Vocabulary: revision - Patterns: S1 + V + Adj-ER+ THAN+ S2
S1 + V + MORE + ADJ + THAN + S2
1. Knowledge: By the end of the lesson, students will be able to compare things using comparative adjectives. 2. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills. 26
3. Attitude: love and be proud of places around where you live. 4. Competences:
- Identify long and short adjectives and their comparative forms.
- Know the rules of how to use long and short adjectives in comparative sentences.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, deductive grammar learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: CHAIN GAME
- Divide class into 2 groups. - Work in groups.
Today I go to the bookstore……. - Say a sentence.
- Listen to the teacher and friends carefully.
- Students in each group takes turns to
make a sentence, but they need to repeat
- Take turns to make a sentence but
the previous sentences before saying their
need to repeat the previous sentences sentence.
before saying your sentence aloud.
- The group who cannot repeat the previous
sentences will have to stop playing and be out of the game.
- The last group will be the winner.
“Today I go to the bookstore…….” 27
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Set context: (5’) With books closed,
- Write on the board the names of two cities
- Look at the two names of cities on the
Da Nang Ho Chi Minh City that students know. board. smaller bigger
- Ask what they think about the differences
- Think of the differences between the cleaner friendlier between the two cities are. two cities. slower faster
- Elicit some examples of comparative
- Think of the adjectives to describe
adjectives and write them on the board. these differences. hotter cooler
- Listen to the teacher carefully and look
Da Nang is smaller than Ho Chi Minh
at her/his examples on the board. City.
Activity 1: Write the comparative form of
the adjectives in the table. (10’)
- Read the information and complete the Suggested answers. table.
- Ask students to complete the table.
cleaner – slower – nicer – safer –
- Ask the teacher if having questions.
friendlier – prettier – bigger – hotter
- Go around for help if necessary.
- Check answers in pairs. - Check the answers.
- Check answers with the teacher.
Grammar point: COMPARATIVE ADJECTIVES
- Explain the grammar points to students.
- Look at the board and listen to the
1) Short adjectives (1-syllable teacher. adjectives)
- Write down the patterns into their Note: notebooks. S1 + V + Adj-ER+ THAN+ S2
- Try to make own examples for each 28
- With some 2-syllable adjectives, we can
pattern (based on the teacher’s
Ex: Bikes are slower than cars. use "-er" OR "more": examples). quiet → quieter / more quiet
2) Long adjectives (2 or more syllable
clever → cleverer / more clever adjectives)
narrow → narrower / more narrow S
simple → simpler / more simple
1 + V + MORE + ADJ + THAN + S2
- If the adjective ends in -e, we add -r.
Ex: French is more difficult than
(safe safer) English.
- Final -y changes to -ier. (pretty Some special cases prettier) good → better well (healthy) → better
One – syllable adjective endings with vowel bad → worse
and one consonant, we double the consonant. far → farther/further
(big bigger)
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Write sentences using the
correct comparative form of the
adjectives in brackets. How do you say
“than” in your language? (10’)
- Read out the example and elicit another
example from the class.
- Make an example using the correct Suggested answers.
- Elicit how students say than in their
comparative form of an adjective in
1. It’s more expensive here than in my own language. the brackets. country.
- Ask students to write sentences using
- Write comparative sentences with
2. The weather today is worse than it
the correct comparative form of the the adjectives given. was yesterday. adjectives in the brackets.
- Compare the answers with their
3. Why is this class quieter than the - Check students’ answers. partners. other class?
- Check answers with the teacher.
4. Are the buildings in New York more 29
modern than the buildings in Oxford?
5. This house is prettier than that house.
Activity 3: Pronunciation (5’)
(Suggested answers)
- Play the audio once for students to - Listen the sound carefully.
1d – 2d – 3c – 4d listen.
- Listen and repeat individually and
- Play the audio again, pausing for
chorally (focus on word/sentence
students to repeat individually and stress). chorally. - Do the task. - Let students do the task.
- Check the answers with the teacher.
- Invite some students to check their answers. - Correct any mistakes.
Activity 4: Read City of the Sea again. You
may discover some letters pronounced
differently in different words. Now
indicate the word whose bold part differs Suggested answers.
from the other three in pronunciation. (5’) 1. d (cinemas)
- Ask students to read the introduction silently.
- Read the introduction and the text 2. d (cinema) carefully.
- Model pronunciation of star and 3. a (trees)
cinemas, where their bold parts are
- Indicate the word whose bold part 4. d (answer) different.
differs from the other three in pronunciation. - Check their answers. 30 - Check the answers.
Activity 5: Work in pairs.
- Give students time to practice in pairs - Work in pairs.
about some of the things in the box by
- Practice using comparative form and
using comparative adjectives and the the key phrases. Key Phrases.
- Listen to teacher and friends to give
- Call some pairs to practice in front of feedback.
the class and give feedback.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Game “WHAT ARE THE DIFFERENCES?” - Choose the number and make
sentences about objects or places using
- Show some pairs of pictures on the comparative adjectives. screen.
- Listen to teacher and their friends’
- Let students make sentences using feedback. comparative adjectives.
- Correct any mistakes. V. Homework. (2’) V. Homework 31 - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 15. - Write 5 sentences using
comparative adjectives. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN 32
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 6: SPEAKING (Pre-While-Post) I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to ask and say where places are. 2. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
3. Attitude: Feel confident when ask and show where places are for tourist. 4. Competences:
- Know how to ask and show where places are.
- Communicate confidently with friends/ tourists/…
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pair work and group work, conversations, role – play. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Words for Guessing 33
Game: “GUESSING GAME!” (5’)
- Use phrases or give examples to Bus station, Police station, School,
explain the words that given by Hospital, Store …
- Invites one student to come to in front of teacher. the class.
- Show picture or words to the invited students.
- Invites some students to answer.
II. PRE-SPEAKING. T - Ss - T / Ss - Ss / (5’) Set context: Suggested answers
- Think: You are a tourist in a new town. - Answer the questions. 1. Map
Where do you look for information and
- Listen to their friends’ answers. 2. Asking local people direction? 3. Using cell phone …
III. WHILE-SPEAKING. T - Ss - T/ S - S/ Indiv. (25’)
Activity 1: Audio 1.18 (5’)
- Allow students time to read through the
- Read through the gapped dialogue. Suggested answers gapped dialogue. (scanning skills) 1. Are we near
- Play the video or audio for students to
- Watch or listen the complete the
watch or listen and complete the dialogue.
2. the bus station dialogue.
- Play the video again for students to check 3. any shops - Check answers with friends. their answers. 4. five minutes
- Check their answer with the class, then
ask the questions to the class and elicit the answers. 34
Activity 2: Watch or listen again. Then
practice the dialogue in pairs. (5’)
- Play the audio or video again.
- Tell students to listen carefully for the pronunciation and intonation.
- Listen to the audio or video again.
- Pause after some of the sentences and
questions for students to repeat.
- Listen carefully for the pronunciation and intonation.
- Invite several pairs to check their work. - Listen and repeat chorally. (
- Work in pairs to practice the dialogue.
Activity 3: Read the study strategy and
follow the instructions. (10’)
- Read the study strategy with the class
then read through the key phrases.
- Read the study strategy and follow the
- Ask students to find the key phrases in the instructions.
dialogue and check their understanding. - Learning the key phrases.
- Write some key words on the board to
- Find the key phrases in the dialogue,
help them remember the phrases, e.g. and check understanding.
Excuse, near, far. (With weaker classes
- Practice the key phrases in pairs.
when they close their books) - Feedback to the teacher.
- Give points to students who can
remember all the phrases. * Optional activity.
- Have students work in pairs. 35
- Write these gapped sentences on the board.
- Work in pairs to complete the 1. How far is the school _____ here?
- Check answers with the class. sentences with the
correct 2. It’s about ten minutes ______ foot? prepositions.
3. Are there any shops ______ here?
- Check the answer with the class.
4. It’s five minutes _______ bus?
5. Thanks ______ your help. Suggested answers: 1. from 2. on 3. around
Activity 4: Work in pairs. Practice the 4. by
dialogue with How far..? and place from 1 to 4. (5’) 5. for
- Ask two confident students to read out the example mini dialogue.
- Read out the example mini dialogue.
- Have students work in pairs to practice
(Students have to skim the passage.) more mini dialogues.
- Work in pairs to practice more mini-
- Allow students time to prepare the dialogues.
dialogues before they practice (with weaker classes).
- Let students practice the spoken
dialogues without preparation (with stronger classes). E.g
- Ask some pairs to perform one of the
dialogues in the front.
Student 1: Excuse me, how far is the
bus station from here? (What is the 36
distance between here and the bus station?)
Student 2: It’s about ten minutes on foot.
Student 1: Thanks for your help.
Student 2: You’re welcome.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Use it – Work in pairs. Look
at the situation and prepare a new
dialogue. Use the dialogue in exercise 1 to
help you. (5’)
- Have student work in pairs and prepare a
- Work in pairs to prepare a new new dialogue. dialogue.
- Teach some more phrases for giving
- Swap roles and practice again.
directions, e.g. Turn left / right, Go
- Listen the friends’ feedback.
straight on. (with stronger classes)
- Students in group A will give the
- Invite some pairs to check their work. questions.
- Correct any mistakes.
- Students in group B will give the answers.
Game “MINGLE” (5’)
- Divide students into two group (Group A Examples: and B).
- Students in group A have to find the
right students in group B (who has
A: How far is it from here to the park?
- Prepare a variety of questions.
the correct answers).and make a pair. B1: Sorry I don’t know.
- Explain that students have to go around to ask their friends. 37
- Let students know that they have to find
B2 (the answer given): It’s about 10
the correct students who has the right minutes on foot. answer.
- Stop to check their work after a while. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Write some sentences using phrase keys. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 7: WRITING A DESCRIPTION OF A TOWN OR CITY (Pre -While-Post) 38 I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a description of town or city that they like. 2. Skills: - Main skills
: writing and reading skills. - Sub skills
: speaking and listening skills.
3. Attitude: love and be proud of places around where you live. 4. Competences:
- Identify and know how to use kinds of conjunctions.
- Know how to skim and scan, write a short paragraph.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, skim and scan paragraph. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Divide class into groups (5 -6 students). - Work in group of 5 -6.
- Show series of pictures of places in Ho
- Watch the clip and write down as
Chi Minh city (or a video clip).
many places as possible. (discuss) - Present their work. 39
- Ask students to write down as many
- Listen to friends and teacher’s
places as possible while they are feedback. watching.
- Invite some groups to show their work. Suggested answers:
- Lead in the lesson: “Today, we’re
studying about how to write a - Nhà Rồng Port.
description of a town or a city.” - Phú Mỹ Bridge - Đầm Sen Park - Bitexco Towers
- Sài Gòn Central Post Office - Sài Gòn Zoo
- Nguyễn Huệ Walking Street - Suối Tiên Park - Independence Palace
- Cathedral Basilica of Our Lady of
The Immaculate Conception (Nhà thờ Đức Bà)
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’) + Buildings Set context: (5’) + factories
- Show students words in the box.
- Use their dictionaries to check the + amusement parks + a zoo
meanings of the words in the box.
- Ask the question to the class and elicit
E.g. + shopping malls
answers from individual students. (Self – discover learning)
- Which has your town or city got?
- Ask more questions about the student’s
- What’s your favourite place? own town or city.
- Which parts do you never visit? Why? 40
Activity 1: (5’)
- Have students read the description of Ho Chi Minh city.
- Read the description of Ho Chi Minh
- Have students work in pairs. city. (skim)
- Check answers with the class.
- Find out which words in the THINK exercise are in the text.
- Compare their answers in pairs.
- Check answers with the class. Suggested answers. 1. building 2. amusement park 3. shopping mall
III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Complete the Key Phrases with
words from the text. (5’)
- Have a look at the key phrases box.
- Draw students’ attention to the key phrases box.
- Read the text again (scanning skill).
- Ask them to read the text again.
- Read and complete the key phrases. Suggested answers.
- Ask them to read and complete the key
- Listen to friends and teacher’s phrases. feedback.
1. south/ Việt Nam
- Check answers and check that students
2. 9,000,000 (Nine million) understand all the phrases.
3. modern/ really friendly 41
4. many good amusement parks,shopping malls/ buildings
5. sometimes visit Vũng Tàu, Phan Thiết
and Đà Lạt, …/ Hồ Chí Minh City is more interesting.
Activity 3: Look at the phrases in blue in
the text. Then underline the correct words. (5’)
Language point: Position of adjectives
- Have students focus on the phrases in
blue in the text and elicit which are
- Look at the phrases in blue in the text. adjectives.
- Read the sentences and choose the
- Check answers with the class and check correct words.
that students understand really, very and quite. - Explain the language point.
Activity 4: Look at the underlined
sentences in the text. Then circle the
correct words. (10’) Examples:
- Give students two examples of compound - Listen and take notes. sentences, one of which is the - Do the task.
- It’s very modern and people are very
combination with “and” and the other friendly. with “but”.
- Work individually to combine the two sentences.
- Your schoolbag is big but my bag is
- Ask students to pay attention to “similar bigger.
clauses” and “opposite clauses”.
- Volunteers show them on the board. Compound sentences.
- Correct the mistakes if your students fail - Listen to teacher feedback. to do any sentences. - Complete the task in book. 42 Suggested Answers:
1. similar
2. opposite
3. Hội An Town is an old town, and it’s
got a population of about 152,160.
4. Mr Nam sometimes stays in Hà Nội,
but he lives in Hồ Chí Minh City. 43
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Use it - Read the study strategy
and follow the instructions. - Read the writing guide.
- Read the task with the class.
- Answer the questions and plan their
- Let students answer the questions and description. plan their description.
- Read through the paragraph structure
- Read through the paragraph structure aloud. with the class. - Write their descriptions.
- Have students write their descriptions.
(This can be set for homework.)
- Remember to check grammar and spelling carefully.
- Remind students to check their grammar
and spelling carefully. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 17.
- Write a description of your town or city. V. REFLECTION: 44
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 8: CLIL – GEOGRAPHY – READING A MAP I. AIMS:
- Vocabulary: path, hill, railway, forest, river, road.
1. Knowledge: By the end of the lesson, my students will be able to ask and answer about a map. 45 2. Skills: - Main skills
: reading and speaking skills. - Sub skills
: writing and listening skills.
3. Attitude: love both English and Geography. 4. Competences:
- Identify and understand pictures and symbols on the maps.
- Know how to read a map, ask, and answer about a map.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, map reading, project. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “DRAWING GAME”
- Invites one student to be a player. - Take part in the activity.
- Gives him/her a word and he/she has to
- Try to guess the hidden words. Suggestion
draw to explain that word.
- Take turn to join in the activity.
trees, river, mountain, street, train station,
- Invites some other students to answer. map, …
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’) 46 Set context: (5’)
- Ask students have their books closed. - Close books.
- Write the word map on the board and
- Try to guess the meaning of word Suggestion: elicit the meaning. “MAP”.
1. What does this word mean?
- Ask students about the information they
- Express the meaning using the own
2. What can we see on a map?
can find on maps and elicit some ideas. ideas.
3. What kinds of map do you usually
- Ask students about kinds of maps they
- Self – discover the new topic through use?
usually use (paper, online, etc.). teacher’s questions.
- Tell students they are going to practice
reading maps in English.
Activity 1: (10’)
- Have students work in pairs to check the
- Work in pairs to check the meaning of
meanings of the words and match them
word using dictionaries (self – with the symbols. discover learning).
- Have students read the text and check - Try to match words with the their answers. appropriate symbols.
- Check answers with the class and make
- Read the text again using the Skill Suggested answers
sure that students understand all the
Strategy (find out the specific ideas) 1 river words. - Check answers with friends. 2 road
- Model and drill pronunciation, if necessary.
- Practice pronunciation drill. 3 hill 4 railway Vocabulary check: 5 forest
- Use pictures to check if they understand 6 path all the given words. 47
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Activity 2: Read and listen to the text.
What are other symbols on the map? (5’)
- Read and listen to the text (scanning
Suggested answers.
- Have students read and listen to the text skill).
A black circle on a railway is a train again.
- Try to find other symbols on the map. station. A red area is a city or town.
- Elicit what other symbols are mentioned - Guess their meanings. in the text.
- Check the answer with friends.
- Check the answers with class.
Activity 3: Look at the map choose the
correct words. (5’)
- Let students work in pairs to look at map - Work in pairs.
Suggested answers.
A and choose the correct words.
- Look at the map and discuss to choose 1 1:50,000
- Check answers with the class.
the correct words (self – discover 2 paths learning). 3 hill - Check answers with friends. 4 156 5 road
6 train station
Activity 4: Look at a part of a guide map of Questions.
Ba Na Hills Mountain resort and answer the
1 How many cable car stations are there
questions. (5’) - Work in pairs. in the resort? - Have students look at map B
- Look at map B individually and 2 Can you find a restaurant in the Fantasy
individually and answer the questions. answer the questions. 48
- Let students compare their answers in - Compare answers in pairs. Park? pairs. - Check answers with friends.
3 Which cable car line does not cross the
- Check answers with the class. Mơ River? Suggested answers.
1 There are 4 cable car stations.
2 Yes, we can.
3 The cable car from Debay station to Morin station.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: USE IT! (10’)
- Put students into pairs to draw their
- Work in pairs to draw their maps. maps.
- Add a range of features and symbols.
- Monitor and help while they are
working, and encourage them to add a - Work in group of four.
range of features and symbols.
- Ask and answer about their map.
- Put pairs together into groups of four to
- Show the maps to the class and
ask and answer about their maps.
describe the features on it.
- Ask some groups to show one of their
maps to the class and describe the features on it. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures. - Do the project. V. REFLECTION: 49
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 9: PUZZLES AND GAMES I. AIMS:
- Vocabulary: revision.
1. Knowledge: By the end of the lesson, my students will be able to remember what they have learnt in Unit 1. 2. Skills: - Main skills
: reading and speaking skills. - Sub skills
: writing and listening skills.
3. Attitude: Keen on studying English. 4. Competences:
- Solve all games and puzzle individually and in group. 50
- Self – revise all the lessons that have learnt.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, idea expression. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “GUESSING GAME!”
- Invites one student to come to in front of the class.
- Use phrases or give examples to * Given words: London, cruise ship, map,
- Show picture or words to the invited
explain the words that given by station, …… students. teacher.
- Teacher invites some students to answer.
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Activity 1: Complete the puzzle with places
in a town. What is the mystery word in grey? (5’)
- Have students complete the puzzle and find the mystery word. - Work in pairs 51
- Let students work in pairs for this.
- Complete the puzzle and find the mystery word.
- Do it as a race to make it fun.
- Do as fast as possible to be the winner.
- Check answers with the class. Answers:
- Check answers with the class.
1 market 2 square 3 café 4 library 5
cinema 6 theatre
Mystery word: restaurant Example.
Exercise 2: Guess the sentence. Follow the instructions. (10’)
T– – – – i– a b– – s– – – – – – – c – – – – – i– m– c – – –
- Let students play this game in small
- Think of a sentence about your town or groups.
city with there’s or there are.
(There is a big shopping centre in my city.)
- Read out the instructions and check that
- One student goes to the board and Suggested answers. students understand the game.
writes the first letters of each word in
1. Hanoi is beautiful but Ho Chi Minh a sentence.
- Invite a confident student to come to the
city is more interesting.
board and write the first letter of each
- Take turns guessing the words. 2. .. word in their sentence.
- The winner is the first student to guess 3. ..
- Invite other students to guess the
the whole sentence. He or she then sentence.
goes to the board and writes his or her sentence.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Exercise 3: Spot the difference. Students
A look at the map A. Student B looks at
the map B. Ask and answer questions to
find six differences. (10’) 52
- Put students into pairs and ask them to
- Work in pairs and decide which of
decide which of them is Student A and
them is Student A and which is which is Student B. Student B.
- Refer them to their map, and ask them to
- Use a piece of paper to cover their
use a piece of paper to cover their partner’s map. partner’s map.
- Sit back-to-back for this activity so
- Let students sit back-to-back for this
that they cannot see their partner’s
activity so that they cannot see their map (if possible).
partner’s map (if possible).
- Ask and answer questions to find six Suggested answers.
- Have students ask and answer questions
differences between their maps.
1 There’s a cinema on map A, but a
to find six differences between their
- Ask them to make a note of the theatre on map B. maps. differences.
2 There’s a train station on map A, but a
- Ask them to make a note of the - Check answers with friends.
bus stop on map B. differences.
3 There’s a shopping centre on map A, but
- Check answers with the class.
a sports centre on map B.
4 There are two restaurants on map A, but
only one on map B.
5 There are two cafés on map A, but three on map B.
6 There isn’t a monument in the park on
map A, but there is on map B.
Exercise 4: Find the adjectives in the puzzles. (5’)
- Can let students work in pairs for this, do it as a race.
- Work in pairs to challenge each other. 53
- Have students unscramble the letters and
- Unscramble the letters and find the
find the adjectives for describing a place.
adjectives for describing a place. Suggested answers.
- Check answers with the class.
- Try to do as fast as possible to be the 1 friendly winner.
- Ask students to write the opposites of the 2 clean
adjectives as an extension. - Check answers with friends. 3 dangerous
- Write the opposites of the adjectives. 4 modern 5 ugly 6 expensive
(Opposites: 1 unfriendly 2 dirty 3 safe 4
old 5 pretty 6 cheap)
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Comparative bingo. work in
groups of four follow the instructions. (10’)
- One person is the game leader.
- Read out the instructions and check that
- Choose six adjectives from the words students understand the game.
in the box. Then write the comparative forms in the bingo table.
- Have students write their comparative forms in the bingo table.
- The game leader says the comparative
forms of the adjectives in the box.
- Choose a confident student to be the game
leader, or take on this role yourself.
- Listen and tick the comparatives you hear.
- Explain the rule that the game leader calls
out the comparative forms in a random
- The first person to tick all the words in
order. The first student to hear and tick off
their bingo table says ‘Bingo!
all their words is the winner.
- Could play this game in small groups. 54
- Could repeat the game by brainstorming
twelve other adjectives that students
know, e.g. good, bad, boring, intelligent,
tall, short, new, happy, interesting, nice, fast, slow.
- Write the adjectives on the board.
- Let students choose six adjectives and
write the comparative forms, then play the game again. Suggested answers.
- We know how to describe a town or * SHARING city. - Work in group.
- Ask students to work in groups and - …
discuss what they learned in Unit 1.
- Discuss in groups and write down their opinions. - …
- Give students time to discuss in groups
and write down their opinions.
- Present their opinion in front of class.
- Call out some students to present their
- Listen to friends and teacher’s opinion in front of class. feedback. - Give feedback. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures. - Do Unit 1 test.
- Prepare for the next lesson. V. REFLECTION:
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