Giáo án Tiếng Anh 6 sách Friends Plus Unit 2
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
Môn: Tiếng Anh 6
Sách: Friends Plus
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Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 1: VOCABULARY (PPP) DAILY ROUTINES I. AIMS: 1. Language contents:
- Vocabulary: get up, brush teeth, wash face, go to bed/school, have breakfast/lunch/dinner, study, watch TV, do homework, have
classes, always, usually, often, normally, sometimes, never.
2. Knowledge: By the end of the lesson, my students will be able to use some words related to daily routines. 3. Skills: - Main skills
: speaking and reading skills. - Sub skills
: listening and writing skills.
4. Attitude: love students’ self and love studying. 5. Competences:
- Talk about routines, using key phrases (for students with mid-level).
- Talk about the good and bad things they do every day. (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, Quiz, TPR. IV. PROCEDURES: 1 TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “JIGSAW PUZZLE GAME”
- Divide class into 5 groups. - Play the game in groups.
- Run through the game.
- Match some pieces of papers to make get up have breakfast
- Each group will match some pieces of
a complete picture and then stick it on
papers to make a complete picture and
then stick it on the board. the board.
- Declare the winner. go to school do homework go to bed
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Set context:
- Call out some students to answer the Question: - Answer the questions questions.
- “What are these pictures about?”
- “What are these pictures about?” - Listen to the teacher.
- “What's your favourite day? Why?”
- “What's your favourite day? Why?”
-> Today, we will talk about daily routines. Teach new vocabulary: New words: 2
- Use pictures and explanation to present
1. get up (phr.v): thức dậy new words.
2. brush one’s teeth: đánh răng
3. wash one’s face: rửa mặt
- Ask students to practice their
4. go to bed: đi ngủ pronunciation drills.
5. have breakfast / lunch / dinner: ăn New words:
- Look, listen and repeat in chorus and sang/trưa/ tối individuals.
- Use actions and picture to elicit the meaning
6. go to school: đi học of the new vocabulary. 7. study (v): học
8. watch TV: xem TV
1. get up (phr.v): thức dậy 9. do one’s homework:
2. brush one’s teeth: đánh răng làm bài tập
3. wash one’s face: rửa mặt s10. have classes:
4. go to bed: đi ngủ
5. have breakfast / lunch / dinner: ăn sang/trưa/ tối
6. go to school: đi học
7. study (v): học
8. watch TV: xem TV
9. do one’s homework: làm bài tập 10. have classes:
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 1 (5’) Complete the table with the verbs
in blue in the Days and Nights Quiz. Then listen Suggested answers and check.
- Have students complete the table with the correct verb.
- Complete the table with the correct verbs.
- Let students work in pairs or small group
to complete the task (weaker classes).
- Listen to the audio and check the answers.
- Let students do as a race (stronger classes)
- Decide which sentences are true. - Listen to the teacher. Answer key: 3
- Play the audio for students to check their
1 Start / Finish the day: get up, brush my answers.
teeth, wash my face, go to bed, sleep
2 Eat: have breakfast / lunch / dinner
- Ask students which of the sentences on
3 Travel: go to school, get home
pages 24 – 25 are true for them.
4 Free time: watch TV, relax, play video
- Give the answers to the class. games, chat online
5 Work and study: study, have classes,
do their homework, help with the - Work in pairs. housework.
Activity 2 (5’) Read the Days and Nights Quiz.
- Read the Days and Nights Quiz.
Are the sentences True or False? Compare with
a partner using the Key Phrases.
- Ask teacher if there are any that they
- Let students read the Days and Nights don’t understand. Quiz.
- Read the quiz and choose True or - Make sure students understand False. everything.
- Compare answers with the partners
- Have students to the quiz and say whether using key phrases. Suggested answers:
the sentences are true or false. - Check the answers in pairs.
1 True 2 True 3 True 4 False
- Put students into pairs to compare their
5 False 6 True 7 False 8 True answers using key phrases.
- Check the answers with the teacher.
9 False 10 True 11 False 12 False.
- Check answers with the class. - Work in pairs. Example Vocabulary check
- Write three times and activities. 1. 6.30 – get up
- Ask students to write three times on a
- Read out the times and the partner has
sheet of paper, with the thing they usually 2. 8.30 go to school do at those times. to guess the activities. 3. 19.45 – watch TV….
- Put students into pairs to read out the
- Check who can guess all three.
times (but not the activities) to each other.
- Their partner must guess which activities
their partner does at each time. 4
- See who guess all three correctly. Suggested answers:
Activity 3 (5’) Watch or listen. Which verbs
- Watch or listen and match the people 1. Paul
in exercise 1 do the people mention. to the phrases. 2. Lidia -
Play the audio or video for students to - Check answers with class.
listen or watch and match the people to 3. Michelle the phrases. 4. Georgia and Sophia -
Pause after each speaker to check the
answer, and play the video or audio
again if students find the task difficult. (Weaker classes)
Activity 4 (5’) Check the meanings of the
words in the box. Then watch or listen again Suggested answers:
to complete the sentences.
- Read through the words in the box.
1 sometimes 2 always 3 often
- Read through the words in the box with
- Watch or listen again and complete the 4 normally 5 never 6 usually the class. sentences.
- Check students understand them all. - Check answers with class.
- Play the video or audio again for students
to watch or listen and complete the sentences.
- Check answers with the class.
Activity 5 (5’) Language Point: Adverbs of Frequency. Suggested answers:
- Complete the chart with the correct 1 sometimes words.
- Have students complete the chart with the 2 often correct words.
- Choose the correct words to complete 3 normally the rules. 5
- With weaker classes, do this on the board, - Check answer with class. 4 always with the whole class. Rules: 1 after 2 before
- Let students choose the correct words to complete the rules.
- Check answers with the class.
Language note - Adverbs of frequency
Ex: a) I always have breakfast. - Write to their books.
b) I never go to bed before 11. - Explain language point
Usage: to say how often we do things, or how often things happen. always normall often someti never y / mes usually 100% 0% Rules:
Adverbs of frequency come …
1. after the verb be.
2. before other verbs.
Practice: Finding the mistakes in the sentences.
1. Jo goes always to school on foot.
2. The bus often is late. 3. I never watch TV.
4. People in this school are usually friendly.
5. She normally doesn’t walk to school. Answer key:
1. Jo always goes to school on foot.
2. The bus is often late. 3. correct 4. correct 6
5. She doesn’t normally walk to school.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Activity (5’) Work in pairs
Speaking. Talk about favorite day. - Work in group of 4.
- Let Students work in group of 4. - Students should talk:
- Let students choose their favorite day,
write or draw activities in a piece of A favorite day/ special day paper.
Activities in a day (get up, get
- Give students enough time for their dressed….)
presentation in front of the class. Time (at least 2 activities)
- Invite some students to present their work. The activity they like best - Present their work V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all the new words.
- Workbook: Exercises page 18.
- Prepare Lesson 2 – Reading. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: 7 Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: A BUSY DAY - LESSON 2: READING (Pre-While-Post) I. AIMS: 1. Language contents:
- Vocabulary: revision of daily routines – Extra vocabulary: Words in blue.
2. Knowledge: By the end of the lesson, my students will be able to understand about a day. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: listening and speaking skills.
4. Attitude: respect and love all members of a family. 5. Competences:
- know how to answer specific questions about the text.
- use vocabulary items related to the issue of passage.
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. IV. PROCEDURES: 8 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “HOT SEAT?”
- Split the class into two teams
- Work in two teams.
- One student from each team comes up
- One student from each team comes up 1. sleep 2. chat online
and sits the chair, so they are facing their
and sits the chair, so they are facing 3. have dinner 4. help with the
team-mates and have their back to the
their team-mates and have their back housework board. to the board. 5. wash your face 6. do your
- Write words or phrases clearly on the
- Look at the words or phrases clearly homework. board. on the board.
- Let Students take part in the game by
- Take part in the game by using
using synonyms, antonyms, definitions to
synonyms, antonyms, definitions to
describe that words for their friend.
describe that words for their friend.
- Declare the winner. - Find the winner. - -
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv. (10’) - THINK (2’)
- Read the questions with the class. Ask - Work individually and answer
individual students to answer and tell the questions. Question: class about their family. “
Who do you get on well with in your
- Ask more questions to encourage students family?” to say more. 9
“What things do you do with your bothers/ sisters?”
- Go around for help if necessary.
“Is anyone in your family annoying?
Activity 1. Look at the photo (P26) and Why?
answer the question: What is the picture about?
- Read out three titles and check that - Work in pairs. Suggested answers: students understand them all.
- Look at the photo and three titles. Happy House
- Ask students to look at the photo. - Skim the text.
- Point out to students that this task they
- Compare the answers with partners.
need to understand the general meaning,
so they shouldn’t worry if they don’t - Check answers with class.
understand all the detail at this point.
- Have students read the text and choose
the title. They can compare their ideas in pars. - Check answers with class.
III. WHILE READING. T - Ss - T/ S - S/ Indiv. (20’)
- Activity 1 (5’) Skills Strategy.
- Let students read the skill strategy before
- Read the skill strategy before doing doing exercise 2. exercise 2.
- Read through the sentence with class and
make sure they understand everything. Suggested answers: 10
- Point out that for this task students need
- Read through the sentence with class a) doesn’t have breakfast
to read and listen carefully to find specific and make sure they understand information. everything. b) don’t help
- Play the audio. Check answers with the
- Read and listen carefully to find c) at home class. specific information. d) always * Optional Activity
- Listen to the audio. Check answers with the class.
- Write the following questions on the
board or dictate them to the class: Who …
- Work in pairs to answer the questions Questions 1 gets up at 6.45 a.m.?
from memory then scan the text Who …
quickly to find out the answers. 2 works at home?
1 gets up at 6.45 a.m.?
- Check answers with the class 3 helps with the housework? 2 works at home? 4 doesn’t watch TV a lot?
3 helps with the housework? 5 goes to bed at 7 p.m.?
4 doesn’t watch TV a lot?
- Have students work in pairs to answer the
5 goes to bed at 7 p.m.?
questions from memory then scan the text
quickly to find out the answers.
- Check answers with the class. Suggested answers: 1 The children 2 Sue
3 Sue and Noel’s older daughter 4 Sue 5 The young children
- Activity 2 (15’) Vocabulary Plus. 11
- Have students use a dictionary to check
the meanings of the words in blue in the text.
- Discuss the meanings with the class.
- Use a dictionary to check the
- Students to translate the words into their
meanings of the words in blue in the
own language to check understanding. text.
- Discuss the meanings with the class. VOCABULARY VOCABULARY
- Translate the words into their own 1. son (n) con trai
1. son (n) con trai – using pictures.
language to check understanding.
2. daughter (n) con gái
2. daughter (n) con gái – using pictures.
3. grandchildren (n) cháu (của ông bà)
3. grandchildren (n) cháu (của ông bà) – using
4. brother (n) anh/em trai pictures.
5. sister (n) chị/ em gái
4. brother (n) anh/em trai – using pictures. 6. parent (n) ba mẹ - Discuss with the partner.
5. sister (n) chị/ em gái – using pictures.
7. organised (adj) có tổ chức
- Write the blue words in the correct
6. parent (n) ba mẹ – using pictures.
8. help with the housework: phụ giúp công
7. organised (adj) có tổ chức –
columns and add more words to each. using việc nhà
Check answers with the class and dictionary.
bring students’ ideas together on the Put new words in the correct columns add
8. help with the housework: phụ giúp công việc more words to each. board.
nhà – using gestures. Man Woman - . - Vocabulary check - Let students work in pairs.
- Draw two columns on the board, with Suggested answers:
a stick figure of a man at the top of
- son, brother (father, uncle, grandfather,
one, and a stick figure of a woman at grandson) the top of the other.
- daughter, sister, granddaughter (mother,
- Ask students to write the blue words
in the correct columns and add more grandmother, aunt)
words to each. Check answers with 12
the class and bring students’ ideas together on the board.
IV. POST READING. T - Ss - T/ S - S / Indiv. (5’- 10’)
Activity 1 (5’) Speaking. Talk about the
Radfords and your family routines. What are the differences?
- Let student work in group of 4. Students should talk: - Work in group of 4.
- Have students discuss and write activities
- Discuss and write activities in a poster. the Radfords my family in a poster.
- Time for their presentation in front of Noel gets up at
My father …..
- Give students enough time for their the class. 4.45 a.m
presentation in front of the class.
- Listen to friends’ presentation.
There are some differences between
There are some differences between
Your family and the Radfords’ routines:
my family and the Radfords’ routines:
First, …………….
First, ……………. Second, ………….
Second, ………….
- Finally, ………….
- Finally, …………. V. Homework. (2’) - Read Skill Strategy. - Give homework. - Take notes
- Workbook: Exercises page 19. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 13 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 3: LANGUAGE FOCUS (PPP) I. AIMS: 1. Language contents:
- Vocabulary: revision - Patterns:
Simple present – Affirmative and Negative
2. Knowledge: By the end of the lesson, my students will be able to use simple present to talk about fact and routines. 3. Skills: - Main skills
: reading and writing skills. 14 - Sub skills
: speaking and listening skills.
4. Attitude: have good routines. 5. Competences:
- Identify the rules of how to use Simple present tense in Affirmative and Negative.
- Know how to use adverbs of frequency.
- Know how to pronounce “s” in simple present verbs tense.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES: Songs, 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 : Sing a song:
- The class sings :" Daily routines freeze
- Listen to the song and then write the song" daily routines.
- Target vocabulary:
- Check the answers with class.
- Have students listen to the song and then
- Answer given questions.
write the daily routines.
- Check the answers with the class.
What do you do in the morning?
- ask students some questions:
+ I wash my face, take a bath,...
- What do you do in the morning?
Do you make your bed every day/ 15
- + I wash my face, take a bath,...
+ Yes, I do./No, I don't.
- Do you make your bed every day/
What time do you eat breakfast?
+ I eat breakfast at 6 in the morning.
- + Yes, I do./No, I don't.
- What time do you eat breakfast?
- + I eat breakfast at 6 in the morning.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
Activity 1: Compare sentences. Then match
a – d to spelling rules 1 - 4
- Read out the sentences and highlight
- Read out the sentences and highlight the
the different forms for I and he / she.
different forms for I and he / she. - Read out spelling rules.
- Have students look at spelling rules.
- Match the sentences with the spelling
- Have students match the sentences with Suggested answers rules. the spelling rules. 1. d
- Check answers with the class, and
- Check answers with the class, and check 2. c
check that students understand all the
that students understand all the rules 3. a rules. 4. b
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’)
Activity 2: Choose the correct verbs. (5’)
- Have students work in pairs to complete
- Work in pairs to complete the Suggested answers the sentences. sentences. 16
- Check the answers with the partner.
- Check the answers with the partner.
1. go 2. relax 3. speaks 4. finishes 5. have 6. studies
- Check grammar with the class.
- Check grammar with the class.
Activity 3: PRONUNCIATION – THIRD PERSON - s. (5’)
- Model pronunciation of the /ɪz/ sound.
- Listen to the audio carefully.
- Play the audio, pausing after each verb Suggested answers:
- Repeat in chorus and individually.
for students to note down which ones
1c – 2c – 3a – 4c – 5d
- Check the answer with class. end with this sound.
- Check answers then play the audio
again, pausing after each verb for students to repeat.
Activity 4: Complete the example from the
text on page 26 then choose the correct
words in Rules 1 - 3 (5’)
Suggested answers
- Let students complete the examples then
1. don't help 2 doesn't watch 3.
compare their answers in pairs. - Work in pairs. don't; go
- Check answers with the class.
- Complete the examples then compare their answers in pairs.
- Let students choose the correct words to complete the rules.
- Check answers with the class.
- Check answers with the class.
- Let students choose the correct words 17 - Play the grammar animation. to complete the rules.
- Check answers with the class. GRAMMAR POINT: SIMPLE PRESENT
+ The usage: Teacher explains the usage of the simple present tense.
- We use the present simple to talk about:
something that is true in the present: - I'm nineteen years old. - I'm a student. - He lives in London.
- The earth goes around the sun
something that happens regularly in the present:
- I play football every weekend.
- He works in a big bank.
- Mary gets up at 6 every morning.
- The children don't go to school on Sundays.
Use the simple present with:
- Every day/ every morning/... - Day after day/... + Form: Affirmative form:
(+) S + Verb / Verb -s/-es Eg: They live in Ha Noi. She lives in Ha Noi. Negative form:
(-) S + don't / doesn't + Verb-bare
Eg: They don't live in Ha Noi. 18 She doesn't live in Ha Noi. Spelling rules:
+ We use the present simple when we talk
about facts and routines. The verbs for he, she
and it end differently:
- We add -s to most verbs: + Work works + Live lives
- We add -es when a verb ends with: -o, -ch, -
s, -sh, -x or -z. + Watch watches + Wash washes + Mix mixes + Go goes
- We remove -y and add -ies when a verb ends with a consonant + y. + Try Tries + Fly flies *** With a vowel + y: + Play plays + Stay stays
Pronunciation-third person -s - Teacher explains: + /s/: -p, -k, -t, -f Eg: Stops /stop/ Laughs /læfs/
+ /iz/: /s/, /z/, /ʃ/, /tʃ/, /ʒ/, /dʒ/. Eg: Watches / wɑːtʃiz/ Washes /wɑːʃiz/ 19
+ /z/: /b/, /d/, /g/, /v/, /ð/, /m/, /n/, /ŋ, /l/, /r/,... Eg: Plays /pleɪz/ Bags /bægz/
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Activity 5: Look at the information in the
table. Write affirmative and negative
Suggested answers
sentences about the people. (5’)
+Tom and Vicky sit on the sofa a lot.
- Read through the information in the
- Read through the information in the
+Mina doesn't sit on the sofa a lot. table with class. table with class.
+Tom and Vicky don't make breakfast.
- Use the picture to make sure students
- Look at the picture and make sure +Mina makes breakfast. understand everything. understand everything.
+Tom and Mina don't watch TV a lot.
- Let students write the sentences
- Write the sentences individually and
+Vicky watches TV a lot.
individually and then compare in pairs. then compare in pairs. - Check the answers. - Check the answers.
Activity 6: FINISHED ⏀(5’)
- Allow students time to prepare their
- Prepare the answers individually,
answers individually, then put them into
- Work in pairs to discuss what happens
pairs to discuss what happens in their in their home. home.
- Report back on their partner’s family.
- Ask some students to report back on their partner’s
- Refer fast finishers to the Finished? family.
activity. Students can write their
- Refer fast finishers to the Finished?
sentences individually and compare
activity. Students can write their with another fast finisher. 20
sentences individually and compare with
Alternatively, ask them to read their
another fast finisher. Alternatively, ask
sentences to the class, adding in one
them to read their sentences to the class,
false sentence about their partner. See
adding in one false sentence about their
if the class can guess which sentence
partner. See if the class can guess which is false. sentence is false. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 20.
- Write daily activities. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post) I. AIMS: 21 1. Language contents:
- Vocabulary: celebrate, dance, costume, present, gift, special, firework, envelope.
2. Knowledge: By the end of the lesson, my students will be able to understand the main ideas in the interview about a celebration. 3. Skills: - Main skills
: listening and reading skills. - Sub skills
: speaking and writing skills.
4. Attitude: love and be proud of some celebrations of Vietnam. 5. Competences:
- Identify some adverbs of frequency.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, mind-map, study strategy, discussion, pairs and groupworks. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “CHAIN GAME!”
- Divide class into 3 groups. - Play the game in groups.
- Say a sentence and each group takes turns
- give sentences that follow the teacher Ex: "Every morning, I get at 6 o'clock, then
to give sentences that follow the teacher
and the other groups’ sentence.
and the other groups’ sentence. I........" 22
- The group that has more sentences will
- The group making the correct sentence win. will get 1 point.
- The group having the most correct
answers will be the winner.
II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’) Set context: (2’) - Ask a question: Questions
“What is the most important celebration in
“What is the most important celebration
- Answer their own ideas.
our country?”
in our country?”
“Do you like Tet holiday? Why?”
“Do you like Tet holiday? Why?”
Activity 1: Complete the questionnaire. (5’)
- Have students work in pairs to complete
- Work in pairs to complete the - New words: the questionnaire. questionnaire.
+ Celebrate(v) - translation
- Check the answers with the class.
- Check the answers with the class.
+ Dance (v) – Using gesture
+ Costume (n) – Using picture
+ Present (n)=gift(n) – Using Picture
+ Special (adj) - translation - Key:
1. sing, play, dance 2. wear, make 3. give 23
4. go out 5. visit, invite 6. have
Vocabulary check: (3’)
- Ask students to close their books. - Close their books.
- Put students into small groups. - Work in small groups.
Given words or phrases:
- Write these words and phrases on the
- Look at these words and phrases on the songs, music, costumes, presents, a family
board: songs, music, costumes, presents, board: songs, music,
costumes, meal, people to your house.
a family meal, people to your house
presents, a family meal, people to your
- Groups take it in turn to choose one of the house
words or phrases and make a sentence
- Groups take it in turn to choose one of
with it, using one of the verbs from page
the words or phrases and make a
28, e.g. I sometimes sing songs.
sentence with it, using one of the verbs
- If the sentence is correct, they get a point
from page 28, e.g. I sometimes sing
and the word or phrase is crossed out. songs.
- If not, it remains on the board.
- If the sentence is correct, they get a
- Continue until all the words and phrases
point and the word or phrase is crossed are crossed out. out.
- See which group has the most points.
- If not, it remains on the board.
- Continue until all the words and phrases are crossed out.
- See which group has the most points.
III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (10’)
Activity 2: Read the study strategy. (5’)
- Have students read the study strategy
- Read the study strategy with the with the class. class.
- Ask students to look at exercise 3. - Look at exercise 3. 24
- Put them small groups to brainstorm
- Brainstorm topics or words they
topics or words they need to listen for. need to listen for.
- Play the audio 3 times and ask students
- Listen to the audio 3 times and find
to listen and find out the topics or
out the topics or words. words.
Activity 3: Read the introduction to the radio - New words:
programme. In what order do they mention
+ Firework (n) - show picture
the objects in the photo?. (5’) + Meal (n)
- Read the introduction.
- Allow students time to read the
+ Lion dance (n) - show picture
- Focus on the photos and elicit what introduction. they show.
+ Envelope(n) - show picture
- Have students focus on the photos and Suggested answers.
- Listen to the audio and order the elicit what they show.
objects. Then check answers with the 1. D 2. B 3. C 4. A
- Play the audio. class.
- Let students listen and order the objects.
Then check answers with the class.
*Activity 4: Listen again. Write TRUE or FALSE Suggested answers.
- Have students read through the sentences
- Read through the sentences with the class. 1. True with the class.
- Read and listen carefully for specific 2. False ( People clean their houses before
- Point out that for this task students need to information. Lunar New Year.)
read and listen carefully for specific - Work in pairs.
3. False (People often eat vegetarian food at information.
- Listen to the audio again. Lunar New Year.)
- Have students work in pairs.
- Check answers with the class. 4. True
- Play the audio again.
5. False (The lion stops at all the restaurants.) 25
- Check answers with the class.
* Optional activity: Answer the questions. - Work in pairs. Questions:
- Teacher have students work in pairs and discuss - Check answers.
1. What kind of presents does the speaker the answers. prefer?
- Teacher checks students' answers.
2. When is the big meal with the family?
1. What kind of presents does the speaker prefer?
3. Does Zoe like fireworks? Why / Why not?
2. When is the big meal with the family? - Suggested answers: 1. Money
3. Does Zoe like fireworks? Why / Why not?
2. The day before Lunar New Year
3. No, she thinks they're dangerous
IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (20’)
- Activity 4: Think of three things that you
+ Grammar point: Frequency adverbs:
often do and three things that you don’t
often do in Tet. Write sentences and say
why you like or dislike them. (5’) 100%
- Have students write their sentences. - Write their sentences.
- Ask students to read their sentences to the
- Read out their sentences to the class. class.
- Answer in their own.
always usually/normally often sometimes occasionall
- Have students answer in their own.
- Sing a song :" Happy Lunar New Year "
- Sing a song :" Happy Lunar New Year "
+ They are usually before the main verb, or
between the auxiliary and the main verb. But
they come after the verb to be.
Eg: I always eat breakfast before going to school.
She is never late for school. 26
Activity 5: Game “DRAW A MINDMAP” (10’)
- Ask students to work in groups and
discuss about the things that they often - Work in group and discuss. do in Lunar New Year.
- Give students time to discuss in group - Present ideas.
and write down their opinions.
- Call out some students to present their
opinion in front of class. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 21. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 27 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 5: LANGUAGE FOCUS (PPP)
SIMPLE PRESENT QUESTIONS I. AIMS:
- Vocabulary: revision
- Patterns: Questions – Simple sentences.
1. Knowledge: By the end of the lesson, students will be able to talk about free time activities and routines with Present simple tense. 2. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
3. Attitude: Have a good routine. 4. Competences:
- Identify types of questions in simple present tense.
- Know the rules of how to use long and short adjectives in comparative sentences. 28
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, interview. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “CROSSWORD PUZZLES”
- Let students answer all questions to find
- Take part in the game the key word.
1) This is a thing Vietnamese people often
gives to children with New Year’s wishes.
2) The tradition dress of Vietnamese women.
3) Look at picture and answer: “What is it?”
4) Fill in the blank: Students have to finish
1) This is a thing Vietnamese people often
their ______ before going to school.
gives to children with New Year’s wishes.
5) This is a place where people can eat and
2) The tradition dress of Vietnamese drink. women.
3) Look at picture and answer: “What is it?”
Hidden word: The most important festival in
4) Fill in the blank: Students have to Viet Nam.
finish their ______ before going to school. TET HOLIDAY.
5) This is a place where people can eat and drink. 29
Hidden word: The most important festival in Viet Nam. TET HOLIDAY.
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’) Questions:
- Set context: (5’)
“Do you like this celebration?
- Ask students some questions to lead in - Listen to the questions
Who do you often celebrate with? the lesson. - Answer own ideas.
What do people often do on this day?”
“Do you like this celebration? - Try to use simple present.
Who do you often celebrate with?
What do people often do on this day?”
- Have students answer on their own.
- Write these questions on the board and
elicit that they are in the present simple.
Activity 1: Match questions 1–5 with
answers a–e. Then choose the correct words
in Rules 1–4. (10’)
(Suggested answers)
- Give students time to guess the answers
- Guess the answers with their partners. 1b - 2c - 3e - 4d - 5a
with their partners. (2 minutes) (2 minutes)
Rules: 1) do and does
- Explain the grammar rules. 2) don’t add
- Listen to the explanation of the 3) beginning
- Ask students copy down the lesson into grammar rules. 4) do their notebooks.
- Copy down to notebook
- Check students’ answers in task 1.
PRESENT SIMPLE TENSE – QUESTIONS 30 1) Yes - no questions a) Tobe: Am/ Is/ Are + S + O ?
Short answer: Yes, S + am/ is / are. No, S + am/ is /are + not. Ex: Are you a student?
Yes, I am. / no, I’m not. Do / Does + S + V + O? b) Ordinary Verbs:
Short answer: Yes, S + do/ does. No, S + do/ does + not.
Ex: Do you like this celebration?
Yes, I do. / No, I don’t 2) Wh-questions
a) Tobe: Wh-word + am/ is/ are + S?
Ex: Where are you from? Who is he?
Wh- word + do / does + S + Vinf + O? b) Ordinary Verbs:
Ex: Where do you come from? 31
What does she do?
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Choose the correct words. (10’)
- Let students read the sentences and choose
the correct words. They can compare their - Read the sentences and choose the correct Suggested answers answers in pairs.
words. They can compare their answers in 1. Do 4. have
- Check answers with the class. pairs. 2. do 5. does
- Check answers with the class. 3. Does
Activity 3: Look at exercise 2. Complete the
Key Phrases. Add more words to the list. (5’)
Refer students back to exercise 2 and
- Look back to exercise 2 and guess the
elicit the first answer as an example. first answer as an example.
Students then complete the remaining
- Complete the remaining key phrases. key phrases. -
Check answers with the class and make
Check answers with the class and check
sure to understand all the key phrases.
that students understand all the key Suggested answers phrases. 1. in 3. on 2. at 4. at
Time expressions: every hour / day /
week / month / year /…., every morning /
evening / …, in the morning / the
summer / spring /…, on Monday /
Tuesday / weekdays…., at the weekend /
New Year / Christmas, ..
Activity 4: Work in pairs. Have a question 32
competition. Write questions with words
- Focus on the grid and makes sure students
from the grid. How many questions can you
understand “Where, When” and “How
make in five minutes? (5’) often”.
- Try to answer a few example questions
- Focus on the grid and makes sure students understand “
from the class. (Ex: How often do you help
Where, When” and “How Suggested answers. often” at home?) .
Where does your teacher live?
- Work in pairs and gives them five minutes
- Elicit a few example questions from the class. to write their questions. Do you like cooking?
(Ex: How often do you help at home?)
- Some pairs to read their questions to the
- Ask students to work in pairs and gives them
When do your parents go to bed? class.
five minutes to write their questions.
- Correct any errors, and see which pair
- Ask some pairs to read their questions to the
wrote the most correct questions. class.
- Correct any errors, and see which pair wrote the most correct questions.
Activity 5: Choose and tick (✓) the simple Explain sentences.
- Understand what a simple sentence is.
“A simple sentence consists of ONE
- Explain what a simple sentence is to the
students before doing the task. - Do the task individually.
independent clause.”
- Ask students to do the task individually. - Check the answers.
(Suggested answers) - Check the answers.
1. I prefer lucky money. (√ )
2. I like reading, but she likes chatting online. ___
3. She loves oranges but hates apples. ___
4. She and I eat apples. (√ )
Activity 6: Work in pairs. Complete
5. She plays football, and he likes it.
questions 1–7 with time expressions from the ___ 33
Key Phrases. Ask and answer the questions.
- Ask two students to read out the example - Two students to read out the example question and answer. question and answer.
- Let students work in pairs to ask and
- work in pairs to ask and answer their answer their questions. questions.
- Ask some pairs to present in front of the - Ask some pairs to present in front of the class. class. - Correct any mistakes. - Correct any mistakes.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
- Game : “INTERVIEW”
- Work in pairs. One student is the
- Ask students to work in pairs. One
interviewer, the other is the famous
student is the interviewer, the other is celebrity. the famous celebrity.
- Discuss with their partners and write
- Let students discuss with their partners
down 6 questions for the interview.
and write down 6 questions for the
After that, they role -play for the
interview. After that, they role -play for
interview in 3 minutes.
the interview in 3 minutes.
- Some pair to present their interview
- Call some pair to present their interview
in front of the class.
in front of the class. - Listen to feedbacks to the
- Give feedbacks to the presentation. presentation. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 21. V. REFLECTION: 34
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 6: SPEAKING (Pre-While-Post) I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to make plans and suggestions. 2. Skills: 35 - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
3. Attitude: Feel confident when giving suggestions. 4. Competences:
- Know how to make plans and suggestions.
- Communicate confidently with friends.
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, survey. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “SURVEY” (5’)
- Show the question “What do you usually
- Look at the question.
do with your friends at the weekend?”
- Go around the classroom and ask on the screen.
their friends for information.
- Say the rule that students will go around
- After 3 minutes, call some of the
the classroom and ask their friends for students go to the front, say information.
something about their surveys to find
- After 3 minutes, call some of the
out which activities are the most
students go to the front, say something
popular at the weekends.
about their surveys to find out which 36
activities are the most popular at the weekends.
II. PRE-SPEAKING. T - Ss - T / Ss - Ss / (5’) Set context:
What do you often do at the weekend? - Think: - Answer the questions.
Do you often play soccer with your friends at the weekend?
- Ask students some questions to lead in the
- Listen to their friends’ answers. lesson.
Who do you go shopping with?
“What do you often do at the weekend?
Do you often play soccer with your friends at the weekend?
Who do you go shopping with?”
- Let Students answer in their own.
- Write these questions on the board and
elicits that they are in the present simple.
III. WHILE-SPEAKING. T - Ss - T/ S - S/ Indiv. (25’)
Activity 1: Look at the programme for New words:
Special days at Highfield School. Check any
new words. Which activities interest you?
- Read the programme. students can use
- competition (n) (explanation)
Which don’t interest you? (5’)
dictionary to check the meanings of the dance competition (n) words if necessary.
- Give students time to read the
costume competition (n)
programme. students can use dictionary to
- Answer individually which activities
- culture (n) (explanation)
check the meanings of the words if
interest them and which don’t interest 37 necessary. them.
- Ask individual students which activities - Answer in their own.
interest them and which don’t interest - Listen and repeat. them.
- Copy down new words into their
- Students answer in their own. notebooks.
- Ask students listen and repeat.
- Let students copy down new words into their notebooks.
Activity 2: Watch or listen and complete
the dialogue. What do Daisy and Gareth
decide to do? (5’)
- Show picture about Gareth and Daisy
and ask some questions.
- Look at picture about Gareth and
How many people in this picture?
How many people in this picture?
Daisy and answer some questions.
Can you guess where they are?
Can you guess where are they?
How many people in this picture?
- Let students answer. (There are 2 people. Can you guess where they are?
They are maybe at school)
- Answer the questions. (There are 2
“What do Daisy and Gareth decide to
- Allows students time to read through the
people. They are maybe at school) do?” gapped dialogue.
- Read through the gapped dialogue.
- Play the video or audio for students to
- Play the video or audio for students to
(Suggested answers)
watch or listen and complete the
watch or listen and complete the
1) cooking class 4) dance competition dialogue. dialogue. 2) concert 5) disco
- Let students listen and fill in the gap.
- Listen and fill in the gap. 3) disco
- Play the video or audio again for
- watch the video or audio again to
They decide to go to the dance
students to check their answers. check their answers.
competition and the concert, and the disco
- Check answers with the class.
- Check answers with the class. in the evening.
- Ask students a question to check their
- check their understanding after
understanding after having a complete having a complete dialogue. dialogue. 38
Optional activity: Speaking
- Write the following words and phrases on the board:
1. Which ones show that you agree?
- Look at the words or phrases on the Right; Yes, OK. board.
- Mmm Well, No? Right, Yes, OK.
2. Which ones do you use while you think?
- Find the words and phrases in the
- Ask students to find the words and Mmm; Well. dialogue. phrases in the dialogue.
3. Which do you use when you’re
- Listen carefully for the intonation of - Ask:
surprised? No?
these words and phrases so that they
- Which ones show that you agree? (Right,
can copy it when they practice the Yes, OK.) dialogue.
- Which ones do you use while you think? (Mmm, Well,)
- Which do you use when you’re surprised? (No?)
- Tell students to listen carefully for the
intonation of these words and phrases so
that they can copy it when they practise the dialogue.
Activity 3: Watch or listen again. Then
practice the dialogue. (10’)
- Play the audio or video again.
- Listen carefully for the pronunciation
- Tell students to listen carefully for the and intonation.
pronunciation and intonation.
- Practice the dialogue with their
- Have students practice the dialogue with
partners in 2 minutes.
their partners in 2 minutes.
- Call some pairs to practice in front of
class and checks Students’ intonation and pronunciation. 39
- Call some pairs to practice in front of
class and checks Students’ intonation and pronunciation. -
Activity 4: Complete the mini dialogue.
Use some of the ideas from the family fun
day programme in exercise 1. (5’)
- Focus on the phrases that use to make plans
and suggestions for students.
- Focus on the phrases that use to make
- Read through the key phrase with the class.
plans and suggestions for students.
- Ask students to find the key phrases in the
- Read through the key phrase with the
dialogue and makes sure they understand class. everything.
- Find the key phrases in the dialogue,
- Remind students to learn the key phrase
and makes sure they understand
- Let students complete the mini dialogue in everything. their own. - Learn the key phrase
- Call some pairs to practice the dialogue
- Complete the mini dialogue in their again. own.
- Call some pairs to practice the dialogue again.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
- Activity 5: Work in pairs. Look at the
cinema programme. Prepare and
practice a new dialogue. (5’)
- Let students work in pairs to prepare a
- Work in pairs to prepare a new
new dialogue. Students swap roles and
dialogue. Students swap roles and practice again. practice again. 40
- Ask some students to perform their
- Perform their dialogues for the class. dialogues for the class.
- Listen to feedback to students’
- Give feedback to students’ presentation. presentation.
Game “DESIGN A POSTER”
(5’)
- Ask students to work in pairs and design
a poster for a special day at school.
- Work in pairs and design a poster for
- After making the poster, each pair will
a special day at school.
swap their poster with another pair and
- After making the poster, each pair will
make a dialogue using the poster they
swap their poster with another pair have been given.
and make a dialogue using the poster
- Give students 3-4 minutes to discuss and they have been given. make a dialogue.
- Discuss and make a dialogue in 3 – 4
- Call some pair to present in front of the minutes. class.
- Present in front of the class.
- Give feedbacks to the presentation. - Listen to feedbacks to the presentation. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Write some sentences using phrase keys. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
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……………………………………………………………..………….…………………………………………………………………………… 41 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 7: WRITING A SPECIAL DAY (Pre -While-Post) I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a description of a celebration or a special day. 2. Skills: - Main skills
: writing and reading skills. - Sub skills
: speaking and listening skills.
3. Attitude: love and be proud of special day in Vietnam. 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: 42 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Divide the class into 3 groups. - Work in groups.
- Show series of pictures of celebration or
- Watch the clip and write down as
special days in Ho Chi Minh city or
many places as possible. (discuss)
another countries (or a video clip). - Present their work.
- Have students watch them and write
- Listen to friends and teacher’s
down as much as they can. feedback.
- Invite some groups to show their work. Suggested answers:
- Nguyen Hue Flower street Festival
- Mid – Autumn Festival
- Book reading Festival
- King Hung’s Commemoration
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’) Set context: (5’) Eg: - Think:
- Answer questions individually.
"Why do you like this special day?"
"Who do you celebrate with?"
- Ask the questions to the class and elicit
answers from individual students. "What do you do?"
- Ask more questions to encourage students to speak more. Eg:
"Why do you like this special day?" 43
"Who do you celebrate with?" "What do you do?"
Activity 1: (5’)
- Have students check the meanings of the
- Check the meanings of the words in words in their dictionaries. their dictionaries. New words:.
- Model pronunciation of the words, if
- Listen to the pronunciation of the
1. Celebration (n) Using dictionary. necessary. words.
2. amusement park (n) Using pictures.
- Let students work in pairs to describe the
- Work in pairs to describe the photo photo using the words. using the words.
3. shopping mall (n) Using pictures
- Elicit sentences describing the photo
- Listen to the elicit sentences
from individual students and, as a class,
describing the photo from individual
build up a description of the photo.
students and, as a class, build up a description of the photo.
III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Read the description. Where
and When is the carnival? What do people do? (5’) - Read the description. - Check that students understand - Try to understand the word
“Caribbean” and “Carnival”.
Caribbean and carnival.
- Have students read the description and
- Read and complete the key phrases. Suggested answers. answer the questions.
- Listen to friends and teacher’s The carnival is in Notting Hill, London in
- Check answers with the class. feedback. August.
People wear costumes, play music and 44 dance.
Activity 3: Look at the text and complete the Key Phrase. (5’)
- Look at the text and complete the key
- Have students look at the text and phrases. complete the key phrases.
- Read the sentences and choose the
- Check the answers and check that correct words.
students understand all the key phrases. Suggested Answers: - Check the answers.
1. the Notting Hill Carnival 2. Caribbean culture 3. big parades 4. fun
+ Language point: "ALSO"
“ALSO” is adverbs, means " in addition"
Activity 4: Look at the word in blue in the
We use "also" in the normal mid
text. How do you say also in your
position for adverbs:
language? Then choose the correct word. - Listen to the explanation.
+ between the subject and main verb, or (10’) - Choose the correct words.
after the modal verb or first auxiliary verb.
- Focus on the word in blue in the text and
- Compare answers with the partners. Eg:
elicit how students say it in their
She works very hard but she also goes to - Check the answers. language.
the gym every week. 45
- Have students choose the correct
+ after be as a main verb. In this position,
position for also in the sentences, then
the meaning of also usually connects back
compare their answers in pairs.
to the whole clause that comes before:
- Check the answers with the class. Eg:
He is also becoming a teacher. Suggested Answers: 1. We also have 2. There's also 3. I also like 4. is also Suggested Answers:
1. I love the costumes and I also enjoy the music.
*** Optional activity: writing
2. The carnival is colorful and it's also fun.
- With books closed, dictate these
3. People sing in the streets and they also - Work in pairs. sentences to the class: dance.
1. I love the costumes and I enjoy the music. - Look at the sentences.
4. At the end of the day I'm very happy and
2. The carnival is colorful and it's fun.
- Rewrite the sentences using also. I'm also tired.
3. People sing in the streets and they dance.
- Check the answers with class.
4. At the end of the day I'm very happy and I'm tired.
- Ask students to rewrite the sentences
adding also to each one.
- Let students work in pairs for this. 46
- Check the answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Work in groups.
- Have students read the task with the
- Read the task with the class. class.
- Answer the questions and plan their
- Let students answer the questions and
description. Then read through the
plan their description. Then read through
paragraph structure with the class.
the paragraph structure with the class. - Write their descriptions.
- Let students write their descriptions. Consolidation:
- Ask students to work in groups and give
- Work in groups and give some
some descriptions about a celebration or
descriptions about a celebration or a
a special day that they like.
special day that they like.
- Let students of each group come to the
- Students of each group come to the
board and read out these descriptions
board and read out these descriptions
loudly, other students will guess the name
loudly, other students will guess the of that town or city.
name of that town or city. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 22.
- Write a special day you like V. REFLECTION: 47
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 8: CLIL – GEOGRAPHY – TIME ZONES I. AIMS:
- Vocabulary: longitude, east, west, north, south, Prime Meridian, Greenwich Mean Time.
1. Knowledge: By the end of the lesson, my students will be able to talk about time zones. 2. Skills: - Main skills
: reading and speaking skills. - Sub skills
: writing and listening skills. 48
3. Attitude: love both English and Geography. 4. Competences:
- Identify and understand different time zones over the world. - Know how to change times.
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. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Think Questions:
- With books closed, ask: What time is it - Take part in the activity. What time is it now? now?
- Try to answer all questions
What time is it in New York? / London? /
- Elicit the answer, then ask: What time is Brisbane
it in New York? / London? / Brisbane?
- If students have smartphones with them,
they can find the times on their phones.
- If not, tell students they should know the
answers by the end of the lesson.
- Write time zones on the board and explain
that different parts of the world are in different time zones. 49
- Tell students they are going to learn about these now.
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Game: “MATCHING GAME”
- Work in small groups. Suggested answers
- Divide the class into small groups.
- Match the words: “longitude, Prime 1/ Longitude - is the distance of a place east
Meridian, Greenwich Mean Time, or west of the Greenwich meridian, measured
- Say that Students have to match the words: “longitude,
east, west, north, south” with their in degrees. Prime Meridian, suitable definitions.
Greenwich Mean Time, east, west , north,
2/ Prime Meridian - is the meridian in
south” with their suitable definitions.
a geographic coordinate system at which
- Answer by using their group board.
longitude is defined to be 0°.
- Explain that Students have to answer by
- Which group has all the correct answer 3/ Greenwich Mean Time - is the mean solar
using their group board.
will be the winner and they will have a time at the Royal plus.
Which group has all the correct answer will be
Observatory in Greenwich, London, counted
the winner and they will have a plus. from midnight.
4/ East - is the direction that you look towards
to see the sun rise.
5/ West - is the direction that you look
towards to see the sun go down.
6/ North - is the direction that is on your left
when you watch the sun rise.
7/ South - is the direction that is on your right
when you watch the sun rise.
Activity 1: (10’) - read the new words again. Answer key:
- Let students read the new words again.
- complete the exercise in group after 1 Prime Meridian 2 Greenwich Mean Time
- After reading, teacher is going to explain reading.
3 north 4 west 5 east 6 south
the exercise and let students complete the
- Which group has the correct answer 7 longitude 50 exercise in group.
will be a winner and will get a point.
- Which group has the correct answer will
be a winner and will get a point.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’) * Activity 2:
- Let students read and listen to the text
- Read and listen to the text again and Answer key:
1 False (They go from north to south.)
again and decide if the sentences are true
decide if the sentences are true or false.
2 False (The Prime Meridian is the line or false.
- Correct the false sentences. They can at 0° longitude.) 3 True
- Point out that they need to correct the
compare their answers in pairs.
4 False (The time in places east of the
false sentences. They can compare their
- Check answers with the class.
Prime Meridian is ahead of GMT.) answers in pairs. - Check answers with the class.
Activity 3: (5’)
- Let students work in pairs to look at the
- Work in pairs to look at the clocks and Answer key:
clocks and answer the questions. answer the questions.
1/ England, the USA, Spain, Brazil,
- check answers with the class.
- Check answers with the class. Australia, Việt Nam. 2/ It’s behind.
- If students didn’t use their phones to
- If students didn’t use their phones to 3/ It’s seven hours ahead.
answer the questions in the Warm-up, ask
answer the questions in the Warm-up, 4/ It’s three hours behind.
them again now what time it is in New
ask them again now what time it is in 5/ It’s 10 p.m. York, London and Hà Nội.
New York, London and Hà Nội.
6/ No, because it’s 2 a.m. 51
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 4: USE IT! (10’) Answer key:
- Let students work in pairs to complete the
- Work in pairs to complete the table. Tokyo: 10 p.m., table.
- Check answers with the class, then ask Mexico City: –7,
- check answers with the class, then ask
two confident students to read out the Sydney: +10,
two confident students to read out the example dialogue. Rio: 10 a.m., example dialogue. Hà Nội: 8 p.m.
- Let students ask and answer questions.
- Let students ask and answer questions.
Once students have asked questions using
Once students have asked questions
the times in the table, they can take turns
using the times in the table, they can
to choose a different time for London, so
take turns to choose a different time
their partner has to work out the time in
for London, so their partner has to
one of the other cities.
work out the time in one of the other cities. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures. - Do the exercise. V. REFLECTION:
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TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - 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 2. 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.
- Self – revise all the lessons that have learnt.
II. TEACHER’S AND STUDENTS’ PREPARATIONS: 53
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: “LUCKY NUMBERS GAME!”
- Divide the class into small groups.
- Let students play the game “Lucky - Work in small group. numbers”.
- Choose numbers in team and answer
- Explain that students are going to choose
“What activity is it” in each picture.
numbers in team and answer “What
activity is it” in each picture.
- They will get a point with a correct
answer. If they can’t answer, other
- They will get a point with a correct
groups will have a chance to answer.
answer. If they can’t answer, other groups
- At the end, which group has the Answer key: There are 9 numbers: will have a chance to answer.
highest score will be the winner. - Wash the dishes
- At the end, which group has the highest - Do the laundry score will be the winner. - Lucky number - Have breakfast - Go to school - Do the housework - Lucky number - Playing video games 54 - Do homework
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Activity 1: Look at the code and write the
sentences. (5’)
- Demonstrate how the puzzle works using
- Look at the demonstration of how the the example answer.
puzzle works using the example
- Let students work in pairs for this, and answer.
do it as a race to make it fun.
- Work in pairs for this, and do it as a - Answers with the class. race to make it fun. Answer key:
- As an extension, students could work in - Answers with the class. - 1 I get up at six.
pairs and write the code for another
- As an extension, students could work
- 2 I sometimes go to school on foot.
phrase for daily routines from pages 22
in pairs and write the code for another
- 3 My mum doesn’t watch TV.
and 23. They could then swap with
phrase for daily routines from pages
another pair and solve the puzzle they
- 4 We relax after dinner.
22 and 23. They could then swap with are given.
another pair and solve the puzzle they are given.
Activity 2: Sentences noughts and crosses. (10’)
- Read out the instructions and check that
- Read out the instructions and make students understand the game. sure to understand the game.
- With weaker classes, brainstorm some
- With weaker classes, brainstorm some
sentences that students could use in the
sentences that students could use in the
- game, e.g. You sometimes watch TV.
- game, e.g. You sometimes watch TV. You never play football. You never play football.
- Point out that they must try to think of
sentences that are true for their partner. 55 - Let students play the game.
- Try to think of sentences that are true for their partner.
- Have students repeat the game with a new partner for extra practice. - Play the game.
- This time, teacher could specify that all
- Repeat the game with a new partner
the sentences must be negative, or instead for extra practice.
of sentences, students must ask questions
which elicit the answer ‘yes’.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Activity 3: The longest sentences. (10’)
- Divide the class into two teams and
- Work in two teams and explain that
explain that each student in turn must
each student in turn must say one
say one word, and the idea is to keep the
word, and the idea is to keep the
sentence going to make it as long as
sentence going to make it as long as possible. possible.
- Elicit some words for making a sentence
- Try to think some words for making a
longer, e.g. and, but, also.
sentence longer, e.g. and, but, also.
- Teams are going to take turns making
- Teams are going to take turns making
their longest sentence.
their longest sentence.
- The other teams can listen and count the
- The other teams can listen and count
words in the sentence. Students could
the words in the sentence. Students
also play this game in small groups.
could also play this game in small groups.
- See which group manages to make the longest sentence.
- See which group manages to make the longest sentence.
Activity 4: Find 8 verbs about celebration
in the grid. (5’) 56
- Read out the instructions, look at the
- Read out the instructions, look at the
example, and point out that the circled
example, and point out that the circled letters make up the example. letters make up the example.
- Let students work in pairs to find the
- Work in pairs to find the verbs and
verbs and match them to the pictures. match them to the pictures.
- With weaker classes, teacher could allow
- With weaker classes, teacher could
students to refer back to page 26 to help
allow students to refer back to page 26
them. With stronger classes, teacher
to help them. With stronger classes,
could specify that students mustn’t look
teacher could specify that students
back. - Teacher could do it as a race.
mustn’t look back. - Teacher could do it as a race.
- Check answers with the class.
- Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: True or false game. (10’)
- Read out the instructions and check that
- Read out the instructions and make students understand the game. sure to understand the game. - Write their questions. - Write their questions.
- With stronger classes, students could use
- With stronger classes, students could
their own ideas, as well as the ideas in the
use their own ideas, as well as the
box. With weaker classes, put students
ideas in the box. With weaker classes,
into pairs to write their questions, then put
put students into pairs to write their
them into different pairs to ask and
questions, then put them into different answer. pairs to ask and answer.
- Let students work in pairs to ask and
- Work in pairs to ask and answer their
answer their questions and guess the false
questions and guess the false answers. answers.
- Swap roles and play the game again. 57
- Let students swap roles and play the game
- See who managed to guess the false again. answers.
- See who managed to guess the false answers. Suggested answers. * SHARING - Work in group.
- We know how to talk about our
- Ask students to work in groups and
- Discuss in groups and write down their routines
discuss what they learned in Unit 2. opinions. - …
- Give students time to discuss in groups
- Present their opinion in front of class.
and write down their opinions. - …
- Listen to friends and teacher’s
- Call out some students to present their feedback. opinion in front of class. - Give feedback. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures. - Do Unit 2 test.
- Prepare for the next lesson. V. REFLECTION:
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