-
Thông tin
-
Quiz
Giáo án Tiếng Anh 6 sách Friends Plus Unit 3
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
Thông tin:
Tác giả:
Preview text:
Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: WILD LIFE - LESSON 1: VOCABULARY (PPP) ANIMALS I. AIMS: 1. Language contents:
- Vocabulary: bat, butterfly, camel, crocodile, eagle, giraffe, gorilla, octopus, ostrich, panda, rat, scorpion, spider, whale, wolf,
communicate, jump, survive.
2. Knowledge: By the end of the lesson, my students will be able to get some knowledge about animals. 3. Skills: - Main skills
: speaking and reading skills. - Sub skills
: listening and writing skills.
4. Attitude: love and take care of pets or animals. 5. Competences:
- Talk about animals they like.
- Talk about the where animals live
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, explanation, pairs and groups work. IV. PROCEDURES: 1 TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “WHO IS FASTER”
Animal sounds: elephant, wolf, tiger,
- Divide class into 2 groups. One volunteer - Play the game in groups. snake, monkey.
from each group goes to the front and turn his
- Answer the questions correctly.
/ her back on each other.
- Prepare 2 sets of words about animals and
gives it to each group.
- Show some sounds of the animals on the
screen and the student who raises hand first
will get a chance to answer.
- With one correct answer, each team will get 1
point. The group with the most correct
answers will be the winner.
- Declare the winner.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (5’) Set context:
- Call out some students to answer the Question: questions. - Answer the questions
- “Where do these animals live?”
- “Where do these animals live?” - Listen to the teacher.
- “Are they dangerous?”
- “Are they dangerous?”
-> Today, we will talk about animals in wild life. New words: Teach new vocabulary: New words: 2
- Use pictures and explanation to present bat (n) new words. butterfly (n) camel (n)
- Ask students to practice their pronunciation drills. crocodile (n)
- Look, listen and repeat in chorus and individuals. eagle (n) New words: giraffe (n)
- Use actions and picture to elicit the meaning - Copy down to notebooks. gorilla (n) (picture) of the new vocabulary. octopus (n) ostrich (n) New words: panda (n) bat (n) rat (n) butterfly (n) scorpion (n) camel (n) spider (n) crocodile (n) whale (n) (picture) eagle (n) wolf (n) giraffe (n) communicate (v) gorilla (n) (picture) jump (v) (explanation) octopus (n) survive (v) ostrich (n) panda (n) rat (n) scorpion (n) spider (n) whale (n) (picture) wolf (n) communicate (v) jump (v) (explanation) survive (v)
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 1 (5’) Look at the photos and watch
or listen to three conversations. Which Suggested answers
animal is correct for each conversation? 1) a fish 2) a wolf 3
- Focus on the photos and check that
- Focus on the photos and be sure that 3) a camel
students know what the animals are. know what the animals are.
- Play the video or audio for students to
- Watch the video or listen to audio for
watch or listen and decide which animal
students to watch or listen and decide
is correct for each conversation.
which animal is correct for each conversation.
- Let students listen and complete the task.
- Listen and complete the task.
- Play the video / audio again and checks students’ answers.
- Watch the video / listen to audio
again and checks students’ answers.
- Give the answers to the class. - Check answers.
Activity 2 (5’) Watch or listen again and
complete the Key Phrases .
- Allow students time to read through the gapped key phrases. - Read through the gapped key
- Play the video / audio again for Ss to phrases. complete the phrases.
- Watch the video / listen to audio to
- Check answers with the class. complete the phrases.
- Check answers with the class. Answer key: 1) it is 4) a dog
2) I’ve got 5) an elephant 3) a frog
Activity 3 (5’) PRONUNCIATION
“SENTENCE STRESS”
- Give students enough time to read Suggested answers:
through the questions and sentences. 1. What do you think it is?
- Read through the questions and sentences. 2. It looks like a camel. 4
- Check they understand what sentence
- Try to sentence stress is and 3. It sounds like a cat.
stress is and demonstrates sentence stress
demonstrates sentence stress in the
in the students’ own language, if
students’ own language, if necessary. 4. Is it a dog? necessary. 5. Maybe it’s a giraffe.
- Listen to the audio and repeat.
- Play the audio, pausing after each
- Listen to the audio again and
question or sentence for students to underline the stressed words. repeat.
- Check answers with the class.
- Play the audio again for students to underline the stressed words.
- Check answers with the class. (Suggested answers)
Activity 4 (5’) : Game “CREATURE CLOSE - frog rabbit -UPS” - elephant whale
- Read through the animal names in the box
with the class and check that students
- Read through the animal names in the - butterfly crocodile understand them all.
box with the class and check that - snake ostrich
- Divide class into 2 groups and gives them students understand them all. - gorilla bat
a few minutes to look at the animals in
- Work in 2 groups and gives them a few
their teams and decide which ones they
minutes to look at the animals in their - eagle can guess.
teams and decide which ones they can
- Ask groups in turn to choose a photo and guess.
say what they think it is. If they are
- Take turn to choose a photo and say
correct, they get a point. If not, teacher
what they think it is. If they are
does not give the answer away, but turns
correct, they get a point. If not, teacher
to the next group and asks them to choose
does not give the answer away, but
an animal to identify and continues until
turns to the next group and asks them
all the animals have been guessed. The
to choose an animal to identify and
group with the most correct answers will
continues until all the animals have win.
been guessed. The group with the most correct answers will win. Suggested answers: 5
Activity 5 (5’) Listen and identify the 1. camel 4) eagle animal sounds. 2. whale 5) frog
- Play the audio for students to identify the 3. monkey 6) bat animal sounds.
- Listen to the audio to identify the
- Play the audio again, pausing after each animal sounds.
sound, puts students into pairs to compare - Listen to the audio again.
their ideas and asks them to use the key
- Work in pairs to compare their ideas phrases.
and remember to use the key phrases.
- Check answers with the class.
- Check answers with the class.
Activity 6: (5’) Look at the questions and
check the meanings of the words in
Suggested answers: a crocodile
blue. What do you think the animal is?
- Read through the questions with the class
- Read through the questions with the
and elicits or explains the meanings of the
class and make sure to understand the words in blue.
meanings of the words in blue.
- Ask two students to read out the questions
- Read out the questions and answers,
and answers, and asks other students to
and asks other students to guess the guess the animal. animal.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Activity (5’) “GUESSING GAME”
- Invite one volunteer comes to the front
- One volunteer comes to the front and (Suggested answers)
and teacher will give him/her a picture of
teacher will give him/her a picture of
bear – bat - whale – dog – rabbit an animal. an animal.
- The volunteer student can only answer
- The volunteer student can only
“Yes” or “No” and the other students can
answer “Yes” or “No” and the other 6
only ask 20 questions to find out what
students can only ask 20 questions to the animal is.
find out what the animal is. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all the new words.
- Workbook: Exercises 1, 2 page 24.
- Prepare Lesson 2 – Reading. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: 7 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: THE UGLIEST ANIMAL - LESSON 2: READING (Pre-While-Post) I. AIMS: 1. Language contents:
- Vocabulary: blobfish, species, danger, common, dull, extinct, weird, rare, protect .
2. Knowledge: By the end of the lesson, my students will be able to read the text for specific information. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: listening and speaking skills.
4. Attitude: have more knowledge about some animals in the world. 5. Competences:
- know how to read the text for specific information.
- 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, drawing, skim for specific information, TPR, pictures. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS 8
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “WHO AM I?”
- Divide the class into two groups and have
- Work in two groups and have two two representatives. representatives.
- Prepare a small card with the name of an
- Look at a small card with the name of
animal on it and sticks a card to the
an animal on it and sticks a card to the
representative's back and allows them to
representative's back and allows them
walk around the group asking different
to walk around the group asking
questions to identify who they are.
different questions to identify who
- Note that only "Yes - No questions" are they are.
used for the students to answer "Yes" or
- Remember that only say "Yes - No "No".
(Suggested answers) : Gorilla
questions" are used for the students to
- The group representative who knows who answer "Yes" or "No". he/she is first wins.
- The group representative who knows who he/she is first wins.
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv. (5’)
Set context: (2’)
- Ask students some questions:
- Work individually and answer Questions:
“Where do gorillas live?” questions.
“Where do gorillas live?”
“Are they dangerous?”
“Are they dangerous?”
“Do you think they are ugly?”
“Do you think they are ugly?”
- Let students answer in their own.
- Ask more questions to encourage students to say more. 9
Lead -in: So today we will find out about the
ugliest animals.
- Have students look at the text and ask
- Scan the text for new words. New words:
them to find some words that they don’t
blobfish (n) (picture)
- Listen to the teacher and repeat the understand.
species (n) (explanation) words.
- Let students listen to the teacher and
extinct (adj) (explanation) repeat the words.
- Copy down these words into their
weird (adj) (explanation) notebooks.
- Have students copy down these words
rare (adj) (explanation) into their notebooks.
danger (n) (explanation)
protect (v) (explanation)
Activity 1. Read the text. Which sentences
- Read the three sentences and check
does the writer agree with? (3’)
the meanings of all the words in blue.
- Ask students to read the three sentences Suggested answers:
- Read out the sentences and make sure
and check the meanings of all the words they understand everything.
The writer agrees with sentences 1 and in blue.
- Read out the question and points out 3.
- Read out the sentences and make sure
to students that for this task they need they understand everything.
to think about the writer’s point of
- Read out the question and points out to view.
students that for this task they need to
- Read the text and answer the
think about the writer’s point of view.
question. They can compare their
- Let students read the text and answer the ideas in pairs.
question. They can compare their ideas
- Check answers with the class. in pairs.
- Check answers with the class.
III. WHILE READING. T - Ss - T/ S - S/ Indiv. (20’)
- Activity 1 (5’) Read and listen to the text
and write True or False. - Read the sentence. Suggested answers: 10
- Allow students time to read the sentence.
- Need to read and listen carefully for - 1) True
- Point out that for this task students need
specific information, to find out if the
- 2) False (It lives 1,000 metres under
to read and listen carefully for specific
sentence is true or false and correct the the sea.)
information, to find out if the sentence is false sentences.
true or false and correct the false - Listen to the audio again. - 3) True sentences. - Check answers.
- 4) False (We often see information.) - Play the audio again. - Check students’ answers.
Activity 3: Answer the questions. (5’)
- Ask students work in pairs to answer the following questions.
- Work in pairs to answer the questions Questions
from memory then scan the text
1. Where does the blobfish live?
4. Where does the blobfish live?
quickly to find out the answers.
2. Why is the blobfish famous?
5. Why is the blobfish famous?
- Check answers with the class
3. How many species become extinct each
6. How many species become extinct year? each year?
- Gives students time to discuss with their partners. Suggested answers: - Check students’ answers.
1. Under the seas near Australia
2. Because people say it is the ugliest animal in the world.
3. Thousands of species.
Activity 4: VOCABULARY PLUS: use a
dictionary to check the meanings of the
words in blue in the text. (5’)
Workbook page 28 exercise 5. 11
- Let students use a dictionary to check the
meanings of the words in blue in the reading text.
- Use a dictionary to check the meanings
- Discuss the meanings with the class.
of the words in blue in the reading text.
- ask students to translate the words into
- Discuss the meanings with the class. their own language to check
- Translate the words into their own understanding.
language to check understanding.
- Let students answer in their own. - Answer in their own.
Optional activity: Vocabulary plus (5’) Suggested answers:
- Let students work in pairs to make pairs
beautiful – ugly, common – rare,
of opposites with the adjectives in blue. dull – colourful
- Check answers with the class.
- Work in pairs and do the task, - Check answer with class.
IV. POST READING. T - Ss - T/ S - S / Indiv. (5’- 10’)
Activity 1 (10’) “DRAW A PICTURE”
- Shows the questions on the screen/board.
“Do you know the names of any animals in danger?”
- Look at the questions on the
“Do you think which ones are ugly and which screen/board. Questions: ones are beautiful?”
- Work in groups and draw a picture of
“Do you know the names of any animals
- Ask students to work in groups and draw the animal for their answers. in danger?”
a picture of the animal for their answers.
- Prepare the answers to the questions.
“Do you think which ones are ugly and
- Allow students time to prepare their
which ones are beautiful?” answers to the questions. 12
- Ask some groups to present to the class
- Present to the class which animals are
which animals are in danger and which
in danger and which animals are ugly
animals are ugly or beautiful. or beautiful.
- Give feedback for students’ presentation.
- Listen to feedback for students’ presentation. V. Homework. (2’) - Learn new words. - Give homework. - Take notes
- Workbook: Exercises 2,4 page 24.
- Prepare for the next lesson. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: WILD LIFE - LESSON 3: LANGUAGE FOCUS (PPP) I. AIMS: 1. Language contents:
- Vocabulary: revision of adjective, 13 - Patterns:
Superlative: The + ADJ_EST
Superlative: The most + ADJ
2. Knowledge: By the end of the lesson, my students will be able to use superlative adjectives to talk about their country. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
4. Attitude: love and know to converse the environment and protect the animals. 5. Competences:
- Identify the rules of how to use Superlative adjectives.
- Know how to pronounce superlative adjective.
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 : KIM’s GAME:
- Divide the class into 4 groups. - Work in 4 groups. 14
- Give some pictures and adjectives on the
- Look at some pictures and adjectives screen. on the screen.
- Asks students look through in a short
- Look through in a short time.
time. Students are not allowed to write
Students are not allowed to write but
but they have to memorize them. they have to memorize them. - Delete the pictures.
- Choose one member in the group to
- Ask students to choose one member in
write the pictures that they have just Questions:
the group to write the pictures that they seen.
- " Which are beautiful?" have just seen.
- The group has the most correct answers will be the winner.
- " Which are ugly?"
- The group has the most correct answers will be the winner.
- " Is a snake more beautiful than a - Answer questions. bear?" - Ask some questions:
- " Which is the most beautiful?" " Which are beautiful?"
- Remind some adjectives: " Which are ugly?"
Adjectives: beautiful, ugly, big,
" Is a snake more beautiful than a bear?"
intelligent, friendly, strong, dangerous, ...
" Which is the most beautiful?"
- Remind some adjectives: Adjectives:
beautiful, ugly, big, intelligent, friendly, strong, dangerous, ...
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
Activity 1: Grammar point: " Comparison:
superlative adjectives " (10’)
Grammar point: " Comparison: - Remind some adjectives.
- Listen to teacher and answer the
superlative adjectives " previous lessons.
- Ask students how to write those 15 adjectives in comparative.
- Find out the rules of superlative form.
- Introduce superlative adjectives. - Copy down
- Explain the rules and let students copy down.
SUPERLATIVE ADJECTIVES-SO SÁNH NHẤT
+ The usage: Teacher explains the usage of the superlative adjectives.
Superlative adjectives: are used to describe
an object which is at the upper or lower limit of
a quality (the tallest, the smallest, the fastest,
the highest). They are used in sentences where
a subject is compared to a group of objects. + Form:
In the example below, "biggest" is the
superlative form of the adjective "big": A B C B is bigger than C, but A is the biggest.
Short adjectives: one-syllable adjectives
Eg: tall, big, hot, large, old,... S + BE + THE ADJ + est Short adjectives 1-syllable adjectives old, fast 16 2-syllable adjectives ending happy, in -y easy RULE: add "-est" old → the oldest Variation: if the adjective large → ends in -e, just add -st the largest Variation: if the adjective big → the ends in consonant, vowel, biggest consonant, double the last consonant Variation: if the adjective happy → t ends in -y, change the y to i he happiest
The adjectives good, bad and far have
irregular comparatives and superlatives: good better best bad worse worst farther farthest far / / 17 further furthest
Eg: It was the happiest day of my life.
That’s the best film I have seen this year.
Long adjectives: two-syllable adjectives or more
Eg: modern, expensive, pleasant,...
S + BE + THE MOST + ADJECTIVE Long adjectives 2-syllable modern, pleasant adjectives not ending in -y all adjectives of 3 expensive, or more syllables intelligent RULE: use "most" modern → the most modern expensive → the most expensive
Eg: Peter is the most handsome (person) in the family.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’)
Activity 2: Write the superlative form of
given adjectives.(5’)
- Ask students if they can remember the
rules to form comparative adjectives.
- Students read the text and complete Suggested answers:
- Have students write these adjectives in the task.
the weirdest, the slowest, the rarest, the 18 the comparative form
- Check the answers in pairs.
safest, the ugliest, the prettiest, the
+ Eg: new, nice, friendly, fit, comfortable,
biggest, the hottest, the most common,
newer, nicer, friendlier, fitter, more
the most expensive, the best. comfortable.
- Have students write the superlative
forms of the adjectives in the box.
- Check the answers with the class. - New words:
Activity 3: Students read the text, then
+ Average (adj) = common complete it. (5’)
+ Temperature (n) = a measure of the
- Have students work in pairs - Work in pairs.
warmth or coldness of an object.
- Ask students read and complete the text.
- Complete the text and compare the + Explore (v) = search for
+ Mountain (n): show pictures
- Then compare their answers in pairs. answers.
+ Peak (n) = the pointed top of a
- Check answers with the class.
- Write down new words. mountain
+ Mammal species: show pictures Suggested answers: 1. hottest, 2. warmest, 3. coldest, 4. best, 5. highest,
6. the most interesting
Activity 4: Work individually (5’)
- Read the study strategy.
- Have students read the study strategy
- Write the sentences individually. 19 with the class.
- Compare with the partners.
- Ask students write their sentences - Check the answers.
individually, then compare with their
- Suggested answers: partners.
+ I think the best food is fried chicken.
- Check students' answers
+ In my opinion, the most horrible animals are spiders.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Activity 5: Express the opinions. (5’)
- Allow students time to prepare their - Work in pairs.
Suggested answers
answers to the questions individually.
In my opinion, Hippos are the heaviest - Discuss the questions.
- Let students discuss the questions in animals in Africa. - Present the work. … pairs. - Listen to feedback.
- Ask some students to report back to the
class, and discuss as a class which
animals are in danger and which animals are ugly or beautiful. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 25. 20
- Write about the animals they like. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: WILD LIFE - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post) I. AIMS: 21 1. Language contents:
- Vocabulary: hear, communicate, survive, kill, grow.
2. Knowledge: By the end of the lesson, my students will be able to understand the a podcast about animal skills. 3. Skills: - Main skills
: listening and reading skills. - Sub skills
: speaking and writing skills.
4. Attitude: love and protect the animals as well as the environment. 5. Competences:
- Listen for specific information.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, study strategy, discussion, pairs and groupworks, sing and dance, TPR IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
SING A SONG: AMAZING ANIMALS
- Have students listen to a song :" Amazing
- Listen to a song :" Amazing song" song"
- Count the animals in the song.
- Have students count the animals in the - song. Ask students some questions:
" How many animals are there?" 22
- Ask students some questions:
" How fast do you think zebras can
" How many animals are there?" run?" Questions:
" How fast do you think zebras can run?"
" What other animals can run fast?"
" How many animals are there?"
" What other animals can run fast?" - Answer in their own.
" How fast do you think zebras can run?"
- Let students answer in their own.
" What other animals can run fast?"
II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’) Set context: (2’) - Ask a question: Questions
“What is the most dangerous animal in the -
“What is the most dangerous animal in the
Answer their own ideas. world?” world?”
“What is the fastest animal?”
“What is the fastest animal?”
Activity 1: Complete the questionnaire. (5’)
- Have students work in pairs. - Work in pairs. - New words:
- Check that students understand skills.
- Check that students understand skills. - New words:
- Have students use their dictionaries to + Hear (v)
- Use their dictionaries to check the
check the meanings of the verbs in the
meanings of the verbs in the box and + Communicate (v)
box and complete the questions in the
complete the questions in the quiz. + Fly (v) quiz.
- Listen to the audio to check their + Jump (v)
- Play the audio for students to check their answers. + Survive (v) answers.
- Check the answers with the class.
+ Kill (v) (explanation ) 23
- Check the answers with the class. + Climb (v) + Grow (v) + Move (v) + Run (v) - Key:
1. hear, 2. grow, 3. kill, 4. drink, 5.
survive, 6, see, 7. see, 8. fly, 9. run
III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (10’)
Activity 2: Work in pairs. (5’)
- Have students work in pairs to answer
- Work in pairs to answer the the questions in the quiz. questions in the quiz.
- Do not check the answers at this stage.
- Do not check the answers at this stage.
Activity 3: Listen to a podcast about animals in the quiz. (5’) Suggested answers.
- Have students listen and check their
1. a 2. c 3. c 4. b 5. b 6. C
answers to the quiz. Then points out that
- Listen and check their answers to the
students must listen very carefully to hear
quiz. Then points out that students the details of each answer.
must listen very carefully to hear the details of each answer.
- Teacher plays the audio. - Listen to the audio.
- Then check the answers with the class. 24
- See which pair got the most correct
- Then check the answers with the class.
answers, and asks students which animal
- See which pair got the most correct
they think is the most amazing and why.
answers, and answer which animal
they think is the most amazing and why.
*Activity 4: Listen again. Read the skill strategy. (5’)
- Read the skills strategy before doing
- Have students read the skills strategy before doing exercise 4. exercise 4.
- Read the sentences and listen very
- Then allow students time to read the
sentences and point out that students must
carefully to hear the specific Suggested answers: b and c
listen very carefully to hear the specific information they need. information they need.
- Listen to the audio again.
- Play the audio again.
- Decide which extra pieces of information they hear.
- Let students decide which extra pieces of information they hear.
- Check the answers with the class.
- Check the answers with the class. Questions:
* Optional activity: Listen and answer the
1. How do elephants hear with their feet? questions. (5’)
2. What helps gorillas to survive?
- Have students work in pairs and discuss
- Work in pairs and discuss. 3. What examples of animals the answers. - Check answers.
communicating does the podcast give?
- Play the audio again for them to check the
4. What is our most important skill, 25 answers.
according to the podcast?
- Check students' answers. - Suggested answers:
1. They feel sounds in the ground.
2. They are big, strong and intelligent. 3. Whales and monkeys 4. We can speak.
IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (15’)
Activity 4: Work in pairs. Ask and answer
questions about the animal in Unit 3. Who can
answer most questions? (5’)
- Allow students time to prepare their
- Prepare their answers individually. answers individually.
- Point out that they can talk about any
- Point out that they can talk about any of of the animals in this unit.
the animals in this unit. Students then
- Ask and answer the questions in
ask and answer the questions in pairs. pairs.
- Discuss the answers with the class
- Discuss the answers with the class - Students' own answers.
Activity 5: Game “MATCHING” (10’)
- Have students match the photos with the words. - Take part in the game. 26
+ The words: bear, elephant, camel,
scorpion, snake, ostrich, crocodile, eagle, lion, gorilla. - Show the photos. - Check their answers. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures. - Language focus: review: Superlative adjectives
- Workbook: Exercises page 26. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 27 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: WILD LIFE - LESSON 5: LANGUAGE FOCUS (PPP)
CAN FOR ABILITY – MIGHT FOR POSSIBILITY I. AIMS:
- Vocabulary: revision
- Patterns: Can/might + V_bare
1. Knowledge: By the end of the lesson, students will be able to talk about ability. 2. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
3. Attitude: talk about students’ abilities proudly. 4. Competences:
- Identify types of modal verbs.
- Know the rules of how to use can and might. 28
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, key phrases, 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: “BOOGLE GAME” Q S Y D Z
- Explain the rule and divide class into 6
- Take part in the game. groups. W J U R V
- Work in group and try to find as
- Let students work in group and try to
many words as possible then run to G C H F I
find as many words as possible then run
the board and write down those
to the board and write down those words. M O L N V words.
- Use the letters below to create the T P B A E
- Explain that students use the letters meaningful words.
below to create the meaningful words.
- Some letters may be used more than Suggested answer:
- Some letters may be used more than once. once.
survive - grow - elephant jump – hear - climb
move – animal – fly – intelligent.
II. PRESENTATION. T - Ss - T / Ss - Ss / (10’)
Activity 1: Complete the examples from the
quiz on page 42. Then choose the correct Answer key:
words in Rules 1–4. (10’)
1. can 2. can’t 3. Can 4. can 29
- Let students complete the examples from
5. can’t 6. Can 7. can 8. can’t the quiz.
- Complete the examples from the quiz. Rules: 1. can 2. can’t 3. can and can’t
- Check answers, and check that students
- Check answers, be sure to understand
understand the difference between can 4. the same
the difference between can and can’t. and can’t.
- Read through the rules with the class
- Read through the rules with the class and
and elicit the correct answers. elicit the correct answers.
- Listen to the grammar animation.
- Play the grammar animation. - Take note
Language note: CAN FOR ABILITY
1. Can and Can’t are the same for all
persons: I can / can’t, you can / can’t,
he can / can’t, etc.
2. Can / Can’t is always followed by the base form of the verb: Form: Affirmative form S + can + V0 + O Negative form S + can’t + V0 + O Question Can + S + V0 + O ?
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Complete the dialogue with
can and can’t. (15’)
- Let students complete the dialogue with
- Complete the dialogue with can and Suggested answers
can and can’t, then compare their
can’t, then compare their answers in
1. can 2. Can 3. can 30 answers in pairs. pairs.
4. can’t 5. can
- Checks answers with the class.
- Checks answers with the class.
Activity 3: Look at the examples of
sentences with might. Then choose the
MIGHT FOR POSSIBILITY
correct answers in the Rules. (5’)
- Read the example sentences to the
- Read the example sentences to the class
class and elicit the meaning of might
and elicit the meaning of might in the in the sentence. sentence.
- Have students read the rules and
- Have students read the rules and choose choose the correct options. the correct options.
- Check understanding of the usage. Suggested answers 1. don’t know 2. the same
Activity 4: Complete the quiz
questions with the words in the box.
QUESTIONS WITH HOW ... ?
Then listen and check. (5’)
- Read out the example and answer
- Read out the example and elicit another questions from teacher. Suggested answers. from the class.
- Complete the quiz questions then 1. How fast 2. How many 3. How tall
- Let students complete the quiz questions
compare their answers in pairs.
then compare their answers in pairs.
4. How long 5. How far
- Listen to the audio for them to listen
- Play the audio for them to listen and and check. 31 check.
Activity 5: Look at the Key Phrases.
Answer the questions in exercise 4
- Read the key phrases with the class
with the information in the box. Use
and know the meaning of 3 phrases
the Key Phrases. Then compare with a partner. (5’)
“between …. and … - around – about”.
- Ask students read the key phrases with
the class and elicit 3 phrases “between ….
- Write the answers in pairs. Key Phrases:
and … - around – about”.
- Check answers with the class.
between …. and … ở giữa … và …
- Let students write their answers in pairs. around
- Check answers with the class. about khoảng Suggested answers.
1. Around 44 kilometres an hour
2. 195 (recognised by the United Nations)
3. Between 5 and 6 metres 4. Around 4 metres 5. 20,014 kilometres
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Activity 6: Ask and answer questions with
- Prepare their questions.
How ... ?. Find people in the class with the
- Some students read their questions to same answers as yours.
the class and correct any errors. 32
- Allow students time to prepare their
- Other students answer questions. questions.
- Listen to teacher’s feedback.
- Ask some students to read their questions
to the class and correct any errors. - Give feedback. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Do exercise in workbook page 27
- Prepare for the next lesson: SPEAKING • Asking for permission V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: 33 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: WILD LIFE - 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 for permission to do things. 2. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
3. Attitude: Ask for permission politely. 4. Competences:
- Know how to ask for permission politely.
- 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, boardgame. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS 34
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “WORD JUMBLE RACE” (5’) Group 1.
- Explain the rule and divide class into 4 - Work in 4 groups.
1. Camels can survive about six months groups.
- Try to put their sentences in the correct without water.
- Let students work in group and try to put
order then run to the board and stick 2. You want to use the computer in your
their sentences in the correct order then the sentences into the board. classroom.
run to the board and stick the sentences into the board.
3. Every year, thousands of species of -
animals become extinct. Rule:
Prepare 3 sentences for each team (use
different colors for each sentence) Group 2.
Cut up the sentences into individual
4. The blobfish isn’t the most beautiful or words.
common fish on the planet.
Teams must put their sentences in the
5. How do elephants hear with their feet?
correct order. The winning team is the
first team to have all sentences correctly
6. You want to watch the wildlife ordered. programme on TV. Group 3.
7. How many countries are there in the world?
8. You need to help with the housework now.
9. There are more than 300 species of birds and 135 mammal species. 35 Group 4.
10. How far is the North Pole from the South Pole?
11. You want to go to the cinema with your friends.
12. In my opinion, the most horrible animals are spiders.
II. PRE-SPEAKING. T - Ss - T / Ss - Ss / (5’) Set context: Think:
When you want to watch the wildlife programme - Answer the questions. Questions: on TV at night.
- Listen to their friends’ answers.
2. You want to use the computer in your
Who do you ask for permission? classroom.
How do you ask for permission?
6. You want to watch the wildlife programme on TV.
Pick some sentences (2,6,8,11) and asks students
questions to lead in new lesson.
8. You need to help with the housework now.
11. You want to go to the cinema with your friends.
Who do you ask for permission?
How do you ask for permission?
ACTIVITY 1. Look at the photo. What is the 36 situation? (5’)
- Ask some students to focus on the photo
and elicit some possible situations. - Loook at the pictures - Give own’s answers.
Suggested answers:
possible situations: Lottie is asking her
Dad to go out with friends / buy new clothes
/ use smart phone / go to the cinema with her friends ….
III. WHILE-SPEAKING. T - Ss - T/ S - S/ Indiv. (25’)
Activity 1: Watch or listen and complete the
dialogue with the phrases in the box. Check
your answer to exercise 1. When can Lottie
watch the TV programme? (5’)
Suggested answers:
- Allow students time to read through the
- Read through the gapped dialogue.
1. watch that wildlife programme on TV gapped dialogue.
- Read the dialogue and then listen to the 2. It’s really good.
- Let students read the dialogue and then
audio to complete the dialogue.
listen to the audio to complete the
3. it’s time for dinner
- Watch the video or listen to audio again dialogue.
4 watch TV later/ She can watch the TV to check their answers. 37
- Play the video or audio again for students programme later. to check their answers. -
Activity 2: Look at the dialogue again.
Match phrases a–d with 1–4 in the
dialogue to create a new situation. Then
practise the dialogue. (5’)
Suggested answers:
- Let work in pairs to match the phrases
- Work in pairs to match the phrases
with the sentences in the dialogue.
with the sentences in the dialogue. 1 b 2 d 3 a 4 c - Correct the answers.
- Check the Correct answers.
- Put students into pairs to practise the new
- Work in pairs to practise the new dialogue. dialogue.
- Let students work in pairs to practice - Show the work. speaking
Activity 3: Match a–f with 1–3 in the Key
Phrases. There is more than one correct answer. (10’)
- Find the key phrases in the dialogue,
- Ask students to find the key phrases in the
and check they understand everything.
dialogue, and check they understand everything.
- Match a–f with 1–3 in the key phrases.
- Let students match a–f with 1–3 in the
- Check answers with the class. key phrases.
- Check answers with the class. 38
Suggested answers: a. 3 b. 1 and 2 c. 3
Activity 4: Work in pairs. Make mini-
d. 1 and 2 e. 1 and 2 f. 3
dialogue with the situations in the exercise
4 and the Key Phrase. (5’)
- Demonstrate by working with a confident
student and creating a mini-dialogue,
taking one of the roles yourself.
- Look at the demonstration of teacher and a
- Students work in pairs to prepare and
practice their mini-dialogues.
confident student and creating a mini-
- Monitor while they are working and dialogue, taking one of the roles yourself.
encourage them to use intonation to make
- Work in pairs to prepare and practice their the dialogue realistic. mini-dialogues.
- Ask some pairs to perform their dialogues
- Try to use intonation to make the dialogue for the class. realistic.
- Ask some pairs to perform their dialogues for the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Asking Permission Board Game. (5’) - Work in 4 groups.
- Take part in the game.
- Divide students into group of 4, gives
them a copy of the game board, a set of 39
verb cards and a dice and counters.
- Let students listen the rule and then join the game. Rule
- The players shuffle the cards and place
them face down in a pile.
- The players take turns to roll the dice
and move their counter along the board.
- When a player lands on a square, he/she
picks up the top card from the pile and
then asks permission using the verb on
the card and the phrase on the square.
- The other students in the group judge
whether the question has been phrased
correctly and is appropriate.
- The first player to reach the finish wins the game. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Do exercise in workbook page 59
- Prepare for the next lesson: Writing – Animals in danger. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 40
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: WILD LIFE - LESSON 7: WRITING ANIMALS IN DANGER (Pre -While-Post) I. AIMS:
- Vocabulary: farming, pollution, hunting, explain, adopt, such as, like (adv), for example.
1. Knowledge: By the end of the lesson, my students will be able to an information leaflet about animals in danger and give examples. 2. Skills: - Main skills
: writing and reading skills. - Sub skills
: speaking and listening skills.
3. Attitude: love and take care animals, protect the animals as well as environment 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, dictionary
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, skim and scan paragraph, key phrases 41 IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “WHICH ANIMALS” (5’)
- Explain the rule and divides class into 5 - Work in groups. groups. - Listen to the game rules.
- Let students work in group and try to - Join in the activity.
match the correct picture with each
sentence as quickly as they can. Then
run to the board and stick the sentences into the board. Rule
- Teacher divides class into 5 groups and
give each group a copy of some animal
pictures and some sentences.
- Students have to place pictures and
sentences in the table. After that, they
should match the correct picture with
each sentence as quickly as they can.
- Finally, each group sticks both pictures
and sentences on the board.
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’) Set context: (5’) Question: - Think:
- Answer questions individually.
Which animals are in danger?
- Ask students questions to lead in new lesson. [Date] 42
- Lead in the lesson: “To write information
leaflet about Animals in danger, today
we will continue with Writing lesson.”
Activity 1: (5’) Check the meanings of
words in the box. Which of them do Question:
you think is the problem of
Which of them you think is the problem of
Philippines Eagles. Read the Philippines eagles?
information leaflet and check.
Suggested answers: farming
- Read the question with the class - Read the questions.
- Check they understand Philippines.
- Check the meanings of the words in their dictionaries. New words:.
- Have students check the meanings of the
words in the box using their dictionaries.
- Listen to the pronunciation of the 1. farming (n) công việc đồng áng, công words.
việc trồng trọt
- Have students work in pairs to discuss
2. pollution (n) ô nhiễm
which they think is a problem. - Take notes
3. hunting (n) săn bắt
4. explain (v) giải thích
5. adopt (v) nhận nuôi
6. such as: như là
7. like: như là
8. For example: ví dụ như
III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Read the text again and answer Questions:
questions. (5’)
- Work in pairs to discuss the question. 1. Why is the Philippine eagle special?
- Have students work in pairs to discuss the question.
- Check answers with the class.
2. What kinds of animals does it eat?
- Check answers with the class. Suggested answers.
- Have students practice reading.
1. It’s one of the biggest birds in the
world, and it’s in danger and very rare. [Date] 43
2. It eats snakes and small animals such as
bats, rats and small monkeys
Activity 3: Look at the text and complete the Key Phrase. (5’)
- Have students look at the text and
- Look at the text and complete the key complete the key phrases. phrases.
- Check the answers and check that
- Read the sentences and choose the Suggested Answers:
students understand all the key phrases. correct words.
1. eight kilos / one metre long - Check the answers.
2. small animals ... snakes, bats and rats 3. in danger
4. on the website (of the Philippine Eagle Foundation)
Activity 4: Look at the phrases in blue in
the text. Which can we use at the start of
a sentence? Which has a comma (,) after it? (5’)
- Focus on the phrases in blue in the text
- Focus on the phrases in blue in the text + Language point: "FOR EXAMPLE"
and elicit that they are all used for giving
and remember that they are all used for Suggested Answers: examples. giving examples.
We can use For example at the start of a
- Elicit which one we can use at the start of
- Understand that which can be used at sentence.
a sentence and which one has a comma
the start of a sentence and which one For example has a comma after it. after it. has a comma after it.
- Point out that although the three phrases
- Point out that although the three
have a similar meaning, they are used in
phrases have a similar meaning, they
are used in different ways in a [Date] 44 different ways in a sentence. sentence.
- Check the answer with class.
- Check the answer with class.
Activity 5: Complete the sentences. Use
such as, like, For example and your own
- Complete the sentences individually. ideas. (5’)
- Read their sentences to the class.
- Let students complete the sentences individually. - Give own’s answers.
- Ask some students to read their sentences to the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Work in group. (5’)
- 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 leaflet.
Consolidation: Find information about the
Galapagos penguin or an animal in danger in [Date] 45
Việt Nam. Write an information leaflet about it. (5’) Students should write:
- Let students work in group of 4. - Work in group of 4.
- Have students discuss and write activities
- Discuss and write activities in a 1. Where does it live? What does it eat? in a poster.
2. How rare is the animal? poster.
3. Why is it in danger?
- Let students stick their writing on the
- Stick their writing on the board.
4. Where can we find information about board.
- Talk about their leaflet briefly. it?
- Let students talk about their leaflet
- Check and correct the mistakes.
5. How can we help to protect it? briefly.
- Check and correct the mistakes. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Do exercise in workbook page 29
- Prepare for the next lesson: CLIL •
Natural science: animals V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: WILD LIFE - LESSON 8: CLIL – NATURAL SCIENCE: ANIMALS [Date] 46 I. AIMS:
- Vocabulary: feather, gill, backbone, fin, lung, wing, scale, vertebrate, mammal, amphibian, reptile.
1. Knowledge: By the end of the lesson, my students will be able to talk about different animal group. 2. Skills: - Main skills
: reading and speaking skills. - Sub skills
: writing and listening skills.
3. Attitude: show love to animals and protect the animals as well as environment. 4. Competences:
- Identify and understand different types of animals.
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, write the names of - Take part in the activity.
What are the differences between these
some different types of animals on the - Try to answer all questions animals?
board, e.g. dog, ostrich, snake, frog, fish. - Copy down new words.
DOG – OSTRICH – SNAKE – FISH.
- Ask: What are the differences between
E.g. an ostrich is a bird, birds and fish lay these animals?
eggs, frogs and fish live in water, etc. 47
- Elicit some ideas, e.g. an ostrich is a bird,
birds and fish lay eggs, frogs and fish live New words: in water, etc.
Vertebrate: Give examples
- Teach the words vertebrate, mammal, amphibian and reptile. Mammal: Give examples
Amphibian: Give examples Reptile: Give examples
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Game: “MATCHING GAME” (5’) Suggested answers
- Divide the class into small groups.
- Work in small groups.
- feather - is one of the many soft light parts
covering a bird’s body.
- Tell that Students have to match the
- Match the words with their suitable
words: “feather, scale, legs, hair, wing, definitions.
- scale - is one of the small flat pieces of skin
lung, fin, backbone, gill” with their
that cover the bodies of fish.
- Answer by using their group board. suitable definitions.
- legs - are the long parts of an animal that its
- Which group has all the correct answer feet are joined to.
- Tell that Students have to answer by using
will be the winner and they will have a their group board. plus.
- hair - grows on the body of a person or an animal.
- Which group has all the correct answer
will be the winner and they will have a
- wing - is one of the parts of the body of a plus.
bird, insect that it uses for flying.
- lung - is in the body that you use for breathing.
- fin - is one of the thin body parts that a fish uses to swim.
- backbone - is the row of connected bones
that go down the middle of your back.
- gill - is one of the openings on the side of a
fish’s head that it breathes through. 48
Activity 1: (10’) Suggested answers
- Let students read the new words again. - Read the new words again.
1 legs 2 hair 3 wings 4 lungs 5 fins 6
backbones 7 gills 8 scales 9 feathers
- After reading, teacher is going to explain
- Complete the exercise in group after
the exercise and let students complete the reading. exercise in group.
- Which group has the correct answer
- Which group has the correct answer will
will be a winner and will get a point.
be a winner and will get a point.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’) * Activity 2: (5’)
- Instruct students to complete the text with
- Complete the text with the new words Suggested answers
the new words given in exercise 1. given in exercise 1.
1 fins 2 gills 3 lungs 4 feathers
5 wings 6 legs 7 scales 8 hair - Let student complete the text
- Complete the text individually. individually. - Listen to the audio.
- Let Students listen to the audio.
- Check answers with the class.
- Check answers with the class.
Activity 3: (5’) Suggested answers 49
- Let students work in pairs to read the text - Work in pairs.
1/ Fish doesn’t live on land.
again and answer the questions.
- Check answers with the class.
2/ Fish and reptiles have got scales.
- Check answers with the class.
3/ Amphibians haven’t get lungs when they are young.
4/ Mammals feed their babies milk.
5/ Amphibians are different when they are older.
Activity 4: (5’) Suggested answers
- Let students work in groups to answer
- Work in groups to answer the the questions.
- A crocodile is a reptile. questions.
- Show the pictures of four animals on the
- Look at the pictures of four animals - A shark is a fish.
screen and let students match their
on the screen and match their names
names with their suitable pictures. - A camel is a mammal. with their suitable pictures.
- Let students read the name of four
- Read the name of four animals again. - An eagle is a bird. animals again.
- Work in groups to classify these
- Explain the exercise and let students animals.
work in groups to classify these animals.
- Check answers with the class.
- Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: USE IT! (10’)
- Instruct students how to play the game.
- Listen to know how to play the game. 50
- Say that Students have to use the
- Use the questions in the exercise
questions in the exercise number four to
number four to ask for some clues
ask for some clues about the animals. about the animals.
- Let Students work in groups. - Work in groups.
- One student from each group will stand in
- One student from each group will
front of the class to answer the questions
stand in front of the class to answer the from other groups. questions from other groups.
- If they have a right answer their group
- If they have a right answer their group will have a plus. will have a plus.
- Each group have to think about 3 animals
- Each group have to think about 3
for other groups can guess.
animals for other groups can guess. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures. - Do the exercise. V. REFLECTION:
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3: WILD LIFE - LESSON 9: PUZZLES AND GAMES I. AIMS:
- Vocabulary: revision. 51
1. Knowledge: By the end of the lesson, my students will be able to remember what they have learnt in Unit 3. 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:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, pairs and group works, idea expression. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “HANGMAN!”
- Divide the class into small groups.
- Tell that students are going to play the - Work in small group.
Answer key: There are 5 words: game “Hangman”.
- Play the game “Hangman”. - fish - Give clues for each word.
- Guess letters of the words if they have - mammals
- Tell that students are going to guess
a correct letter, their group will get a - reptiles
letters of the words if they have a correct
point. And if they can guess the whole 52
letter, their group will get a point. And if
world, they will get the points based on - amphibians
they can guess the whole world, they will the blanks left. - birds
get the points based on the blanks left.
II. PRESENTATION. T - Ss - T / Ss - Ss / (10’)
Activity 1: Draw and guess the animals. (5’)
- Instruct students how to play the game.
- Listen to know how to play the game.
- Tell that students are going to play in - Play in groups. groups.
- The representatives of each group
- The representatives of each group will
will take turn to go to the board and
take turn to go to the board and draw the draw the animals. animals.
- If other groups can’t guess the group
- If other groups can’t guess the group
drawing will get a point and if other
drawing will get a point and if other
groups can guess the group drawing
groups can guess the group drawing won’t get a point. won’t get a point. - Students’ own answers.
Activity 2: Adjective race. (5’)
- Instruct students how to play the game. - Know how to play the game. - Play in groups. - Play in groups.
- Read out adjectives from page 40 in turn
- Write as many things as they can in
and allow students 30 seconds to write as group.
many things as they can in group. - Let students play the game. - Let students play the game.
- Elicit what students wrote for each
- Elicit what students wrote for each one,
one, and see which team has the most
and see which team has the most points. points. 53
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
- Activity 3: Stand in order. (10’)
- Read out the instructions and use the
- Read out the instructions and use the
- Answer key: Students will choose
picture to explain the game, then teacher
picture to explain the game, choose
animals on page 38 to write on their
is going to ask students individually to animals individually. papers/ boards. choose an animal.
- Write it on a piece of paper.
- Write it on a piece of paper.
- Work in groups and stand up when
- Put students into groups and ask them to asked. stand up.
- After that, ask each group to nominate
- After that, ask each group to nominate
someone to call out the superlative
someone to call out the superlative adjectives, and students put
adjectives, and students put themselves in themselves in order. order.
- Use comparatives and superlatives, …
- Tell that Students can use comparatives
to arrange their animals positions.
and superlatives,… to arrange their
- Give an example: “A bear is faster animals positions.
than a fish. An ostrich is the fastest”.
- Give an example: “A bear is faster than a
fish. An ostrich is the fastest”.
Activity 4: Read the clues and complete the
crossword. (5’) Answer key: - Read out the instructions.
- Across: 1 climb 3 run 6 swim 7 survive 8
- Let students read the clues and complete - Read out the instructions. eat the crossword.
- Read the clues and complete the - Down: 2 months 4 jump 5 hear 6 speak
- “With weaker classes, students could crossword.
work in pairs for this. With stronger
classes, teacher could do it as a race.” 54
- Check answers with the class.
- “With weaker classes, students could
work in pairs for this. With stronger
classes, teacher could do it as a race.”
- Check answers with the class.
Activity 5: Work in pairs and make
sentences. (5’) Answer key:
- Read out the instructions and check that
1 I’ve got eight legs. students understand the game. I’m quite big.
- Let students work individually or in pairs I can swim.
to put the words in order and guess the
- Be sure to understand the game. Octopus animals.
- Work individually or in pairs to put the 2 I’m a large bird from Africa.
- “With stronger classes, students or fast
words in order and guess the animals. I can run fast.
finishers could work in pairs to make a
- “With stronger classes, students or fast I can’t fly.
similar puzzle of their own. They could
finishers could work in pairs to make a Ostrich
swap with another pair and try to solve
similar puzzle of their own. They 3 I’m a very dangerous animal.
the puzzle they have been given.”
could swap with another pair and try to I’ve got a very big mouth. solve
- Teacher is going to check answers with I’m long and green. the class.
the puzzle they have been given.” Crocodile
- Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 6: Ask me a questions. (10’)
- Read out the instructions, and give an
- Read out the instructions, and look at example. an example. 55
- Let students work in pairs. They can play
- Work in pairs. They can play papers-
papers-rocks-scissors to find out who can
rocks-scissors to find out who can take
take a chance for asking, or they may use
a chance for asking, or they may use a a coin. coin.
- Who can make 5 questions first will be
- Who can make 5 questions first will the winner. be the winner. * SHARING
- Ask students to work in groups and - Work in group. Suggested answers.
discuss what they learned in Unit 3.
- Discuss in groups and write down their
- We know how to talk about our
- Give students time to discuss in groups opinions. favorite animals
and write down their opinions.
- Present their opinion in front of class.
- Protect the animals as well as the
- Call out some students to present their
- Listen to friends and teacher’s environment. opinion in front of class. feedback. - … - Give feedback. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures. - Do Unit 3 test.
- Prepare for the next lesson. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 56
……………………………………………………………..………….…………………………………………………………………………… 57