Giáo án Tiếng Anh 6 sách Friends Plus Unit 4

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.

1
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: LEARNING WORLD - LESSON 1: VOCABULARY (PPP)
SCHOOL SUBJECT
I. AIMS:
1. Language contents:
- Vocabulary: (n) art, English, geography, history, Physical Education, science, Information and Communication Technology.
2. Knowledge: By the end of the lesson, my students will be able to get some more knowledge about school and school subjects.
3. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
4. Attitude: love and be proud of their school and keen on studying.
5. Competences:
- Talk about favorite school subjects (for students with mid-level).
- Talk about the school in general. (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, pairs and group works.
IV. PROCEDURES:
2
TEACHER
S ACTIVITIES
STUDENTS
,
ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Divide the class into 3 groups.
- - Call a student to the board and give
him/her a list of some personal
questions.
" What time do you get up?"
" How do you go to school?"
" How many subjects do you study a
day?"
- Let Student writes his/her answers on
paper
- The group has the most correct answers
will be the winner.
- Give students questions to lead in the
new lesson
- Introduce the new lesson.
- Answer questions in groups.
- Listen to the lead in
Question
" What time do you get up?"
" How do you go to school?"
" How many subjects do you study
a day?"
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Set context:
- Put students into pairs to ask and answer
the questions.
- Point out that at this stage they should just
talk about the number of lessons they
have.
- Some st will answer the question (talk
about their schedule).
- Listen to the teacher.
Question:
How many lessons have you got today?
When are your breaktime?
Is today an easy or a difficult day for you?
3
- Teach new vocabulary:
- Use pictures and explanation as well as
gestures to present new words.
- Ask students to practice their
pronunciation drills.
New words:
+ art (n)
+ English (n)
+ geography (n)
+ history (n) explanation
+ PE (n) = Physical Education
+ science (n)
+ ICT (n) = Information and
Communication Technology
+ maths (n)
- Listen to the teacher and repeat the
words.
- Copy down these words into their
notebooks.
+ art (n)
+ English (n)
+ geography
(n)
+ history (n) explanation
+ PE (n) = Physical Education
+ science (n)
+ ICT (n) = Information and Communication
Technology
+ maths (n)
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 1 (5’) Look at pictures 1 9. Then
complete the questions with words in the
box. Listen and check your answers.
- Have students complete the questions
using pictures 1-9 and the words in the
box.
- Check that students understand all the
school subjects and model pronunciation
of difficult words such as science and
- Complete the questions using pictures
1-9 and the words in the box.
- Be sure to understand all the school
subjects and model pronunciation of
difficult words such as science and
geography.
Suggested answers
1. PE
2. geography
3. maths
4. science
5. ICT
4
geography. Point out that PE and ICT
are pronounced as letters.
- Point out the pronunciation of genius.
- Play the audio for students to check their
answers.
- Check the answers with the class.
Activity 2 (5’) Work in pairs. Ask and
answer the questions in the School
questionnaire.
- Let Students ask and answer the questions
in the School questionnaire in pairs.
- Allow students to prepare their answers
first.
- Then ask some students to tell the class
something they learned about their
partner.
Opitonal activity (5’)
- Ask students to choose three school
subjects from page 48 and draw their own
pictures to illustrate them.
- Encourage them to be creative! When
they have finished, ask them to close their
books and swap pictures with a partner.
- Understand that PE and ICT are
pronounced as letters.
- Listen to the pronunciation of genius.
- Listen to the audio to check their
answers.
- Check the answers with the class.
- Ask and answer the questions in the
School questionnaire in pairs.
- Prepare their answers.
- Tell the class something they learned
about their partner.
- Choose three school subjects from
page 48 and draw their own pictures to
illustrate them.
- Be creative!
- Ask them to close their books and
swap pictures with a partner when
finished.
6. Spanish
7. history
8. English
9. art
5
They try to guess the subjects they have
been given.
- Students could repeat with a different
partner for more practice.
Activity 3 (5’) Watch or listen and answer
the questions
1. Why does Georgia like Wednesday?
2. What language does Ben prefer?
- Play the video/audio for students to watch
or listen and decide why Georgia likes
Wednesdays and what language Ben
prefers.
- Play the video/ audio again for students to
check their answers.
- Check answers with the class.
- Try to guess the subjects they have
been given.
- Repeat with a different partner for
more practice.
- Watch or listen and decide why
Georgia likes Wednesdays and what
language Ben prefers.
- Watch the video/ listen to the audio
again for students to check answers.
- Check answers with the class.
- Key:
+ Georgia likes Wednesday because she
has her two favorite subjects: maths and
geography.
+ Ben prefers Spanish.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Activity 1 (5’) Watch or listen again and
complete the Key Phrases.
- Allow students time to read through the
gapped key phrases.
- Play the video or audio again for students
to complete the phrases.
- Check answers and check that students
understand all the key phrases.
- Spend students time to read through
the gapped key phrases.
- Watch the video or listen to the audio
again for students to complete the
phrases.
- Key:
1. I've got a bit of maths homework.
2. Our art teacher is very strict.
3. I'm not great at science.
4. I'm really good at history.
5. I enjoy French.
6
- With stronger classes, you could elicit a
few more phrases, e.g. I’m very bad at …,
I love …, I don’t enjoy … .
Activity 2 (10’)
Consolidation: Discussion (Optional
for students with strong level)
- Have students complete the key phrases
so that they are true for them.
- Ask two confident students to read out
the example conversation. Elicit one or
two questions that students could ask
their partner about school subjects.
- Ask some students to tell the class
something they learned about their
partner.
- Check answers and be sure to
understand all the key phrases.
- Complete the key phrases so that they
are true for them.
- two confident students to read out the
example conversation.
- Ask their partner about school
subjects.
- some students to tell the class
something they learned about their
partner.
6. I'm OK at French.
7. I prefer Spanish
Questions
What are you good at?
Do you enjoy English?
Do you prefer maths or French?
Is your maths teacher strict?
V. Homework. (2’)
- Give homework.
- Take notes
V. Homework
- Learn by heart all the new words.
- Workbook: Exercises page 30.
- Prepare Lesson 2 Reading.
V. REFLECTION:
7
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOL PROJECT - LESSON 2: READING (Pre-While-Post)
I. AIMS:
1. Language contents:
- Vocabulary: traditional, primary school, transport, move, river, village, private school, uniform, practical, channel, secondary
school, musical instrument.
2. Knowledge: By the end of the lesson, my students will be able to talk about school and identify writer’s opinions.
3. Skills:
- Main skills : reading and writing skills.
- Sub skills : listening and speaking skills.
4. Attitude: respect and love schoolteacher as well as studying.
5. Competences:
- know how to identify writer’s opinions.
- use vocabulary items related to the issue of passage.
- talk about school things.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
8
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, brainstorming, explanations, using pictures.
IV. PROCEDURES:
TEACHER
S ACTIVITIES
STUDENTS
ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “Brainstorming”
- Put students into pairs to discuss the
question and note down three things they
like about their school.
- Put pairs together into groups of four to
compare their ideas and choose three that
they all agree with.
- Ask groups in turn to report back to the
class. Make notes on the board as each
group reports back.
- Put students into pairs to discuss the
question and note down three things
they like about their school.
- Put pairs together into groups of four
to compare their ideas and choose
three that they all agree with.
- Ask groups in turn to report back to the
class. Make notes on the board as each
group reports back.
It's a nice building.
+ There are good sports facilities.
+ The teachers are friendly.
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.
(10’)
NEW WORDS (2’)
- Prepare vocabulary for Students and help
them understand the Quiz.
- Listen to the teacher and repeat the
words.
VOCABULARY
+ Traditional (adj)
+ Primary school (n)
+ Transport (n)
9
Activity: Read the project. Where are the
school? Is the writer negative or positive
about this? (8’)
- Ask students to focus on the photos. Then
point out that for this task they need to
think about the writer's opinion of each
school.
- Let Students read the project and answer
the questions. They can compare their
ideas in pairs.
- Check answers with the class.
- Copy down these words into their
notebooks.
- Focus on the photos. Then point out
that for this task they need to think
about the writer's opinion of each
school.
- Read the project and answer the
questions. They can compare their
ideas in pairs.
- Check answers with the class.
+ Move (v) (picture/explanation)
+ River (n)
+ Village (n)
+ Private school (n)
+ Uniform (n)
+ Practical (adj)
+ Channel (n)
+ Secondary school (n)
+ Musical instrument (n)
Suggested answers:
+ School 1: Bangladesh, positive
+ School 2: Britain, negative
+ School 3: Vit Nam, positive
+ School 4: Ireland, positive
III. WHILE READING. T - Ss - T/ S - S/
Indiv. (20’)
Activity 1 (5’) Read and listen to the
project. Answer the questions.
- Read through the questions and make
sure students understand transport.
- Read through the questions and make
sure students understand transport.
- Key:
10
- Point out that students need to read and
listen carefully to find specific
information in order to answer the
questions.
- Discuss as a class which question relates
to each school.
- Play the audio for students to complete
their answers.
Activity 2 (5’) Optional activity: Reading -
work in pairs.
- Have students write these definitions on
the board
- Let students work in pairs to find words
in the project to complete the
definitions.
- Check the answers with the class
Activity 3 (5’) Vocabulary plus
- Let students use a dictionary to check the
meanings of the words in blue.
- Discuss the meanings with the class and
teacher asks students to translate the
words into their own language to check
understanding.
- Read and listen carefully to find
specific information in order to answer
the questions.
- Discuss which question relates to each
school.
- Listen to the audio to complete their
answers.
- Write these definitions on the board
- Work in pairs to find words in the
project to complete the definitions.
- Check the answers with the class
- Use a dictionary to check the
meanings of the words in blue.
- Discuss the meanings with the class
and teacher asks students to translate
the words into their own language to
check understanding.
1. When there's a lot of rain.
2. A school where students study, eat and
sleep.
3. Digital learning
Deffinition
1 Something that is costs a lot of money.
2 Something that is isn’t new, but is the
same as it was in the past.
Key
1. expensive
2. traditional,000: the number of plants
on the ship
+ Primary school l= a school for children
between 5 and 9 years old
+ Boat school = school on a boat (give a
picture)
11
Activity 4 (5’) Optional Activity:
Vocabulary plus
- Write the following gapped sentences on
the board:
- Let students complete the sentences with
the correct types of school.
- Check the answers with the class.
- Work individually.
- Write the following gapped sentences
from the board.
- Complete the sentences with the
correct types of school.
- Check the answers with the class.
+ Private school = a school that does not
receive financial support from the
government
+ Boarding school= a school where
students live and study
+ Digital learning = learning facilitated by
technology that gives students some
element of control over time, place,...
+ Secondary school= a school for children
between 11 and 18 years old.
Gapped sentences
1 A ______ is on the water.
2 People pay to go to a ________.
3 Students sleep and eat in a ________ .
4 A________ is for younger children.
5 __________is a new learning way for
Vietnamese students.
Key:
1. boat school
2. private school
3. boarding school
4. primary school
5. Digital learning
12
IV. POST READING. T - Ss - T/ S - S / Indiv.
(5’- 10’)
Activity 1 (5’) Group discussion
- Let students work in group of four.
- Allow students time to prepare their
answers to the questions individually.
- The let them discuss the questions in
pairs.
- Ask some students to report back to the
class and discuss as a class which types of
school are the most interesting or
appealing.
Activity 2 (5’)
Consolidation: Discussion
- Ask some question about the text to
check their comprehension.
- Walk around to monitor the class and
offers help.
- Invite two or three Ss to answer the
questions.
- Listen and provide more information if
it’s necessary.
1. What do like your school?
- Let students work in group of four.
- Allow students time to prepare their
answers to the questions individually.
- The let them discuss the questions in
pairs.
- Ask some students to report back to
the class and discuss as a class which
types of school are the most interesting
or appealing.
- Think about the question individually
- Ask the teacher if necessary.
- Give own’s answers.
Question:
"Do you wear a school uniform?"
"Do you do traditional dancing? "
"Would you like time to listen to music
during the day?"
Questions
1. What do like your school?
2. Is your school big or small?
3. Is it nice?
4. How many floors are there in your
school?
5. How many classrooms are there in your
school?
6. How are the teachers/ the students/the
classmates there?
13
2. Is your school big or small?
3. Is it nice?
4. How many floors are there in your
school?
5. How many classrooms are there in your
school?
6. How are the teachers/ the students/the
classmates there?
V. Homework. (2’)
- Give homework.
- Take notes
- Learn new words by heart.
- Workbook: Exercises page 34.
- Prepare for the next lesson-
Language focus- Present
continuous tense: Affirmative and
negative.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
14
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOL THINGS - LESSON 3: LANGUAGE FOCUS (PPP)
I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns: Affirmative and negative forms of Present Continuous Tense.
2. Knowledge: By the end of the lesson, my students will be able to use affirmative and negative forms of Present Continuous Tense .
3. Skills:
- Main skills : reading and writing skills.
15
- Sub skills : speaking and listening skills.
4. Attitude: love and be proud of places around where you learn.
5. Competences:
- Identify the rules of how to use present continuous tense.
- Know how to use some time makers in present continuous.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and groupworks, inductive grammar learning.
IV. PROCEDURES:
TEACHER
S ACTIVITIES
STUDENTS
ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game : JUMBLED WORDS
- Divide class into 2 groups.
- On the screen, teacher will show some
unscrambled words about school and the
student who raises hand first will get a
chance to answer. With one correct
answer, each group will get 1 point. The
group with the most correct answers will
be the winner.
- Play the game in groups.
- On the screen, teacher will show some
unscrambled words about school and
the student who raises hand first will
get a chance to answer. With one
correct answer, each group will get 1
point. The group with the most correct
answers will be the winner.
“JUMBLED WORDS
1) ORGANBID CLOHOS
2) DROLOCE SNILPEC
3) GYRAOGHEP
4) SCAILUM TERNSIMSUNT
5) TAR HEATCER
6) HMRMOODE
Key:
16
1) Boarding school
2) Colored pencils
3) Geography
4) Musical instruments
5) Art teacher
6) Homework
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Set context:
- Show the pictures on page 50 asks
students some questions to lead in the
lesson.
- Let students answer in their own.
Activity 1: Complete the examples from the
text on page 50. Then choose the correct
words in Rules 13
- Students complete the sentences with the
examples from the text.
- Check answers, then read through the
rules with the class and elicit the correct
answers.
- Play the grammar animation.
- Look at the pictures on page 50 and
answer some questions
- Answer in their own.
- Complete the sentences with the
examples from the text.
- Check answers, then read through the
rules with the class
- Look at the grammar animation.
Questions
1. What are the people doing?
2. What are they wearing?
3. Is the boat moving?
(Suggested answers)
1)are
2) isn’t
3) are staying at, learning
4) watching
17
Rules:
1) things happening now
2) be
3) -ing
GRAMMAR POINTS
PRESENT CONTINUOUS
AFFIRMATIVE AND NEGATIVE
We use present continuous tense to talk
about things happening now.
(+)
:
Ex: They are watching TV now.
(-) :
Ex: I am not listening to music at the
moment.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’)
Activity 2: What are the present continuous
forms of verbs 15? Read the Spelling Rules
and match the verbs to Rules 13. (5’)
- Let students find the present continuous
S + am / is / are + V
ing
+ O?
18
forms of the verbs in the text.
- Ask students to read the spelling rules
again and match the verbs to the rules.
- Check answers with the class and asks
students to find more verb forms in the
text to match to the rules
Activity 3: Listen to the sounds. Match the
people in column A with the actions in
column B. Then write sentences using the
present continuous. (5’)
- Read through the prompts with the class
and check that students understand run,
park and mosquito.
- Play the first sound and point out the
example match.
- Play the remaining sounds for students to
complete the matching task.
- Play the audio again, if necessary, for
students to check and complete their
answers.
- Check answers with the class.
- Find the present continuous forms of
the verbs in the text.
- Read the spelling rules again and
match the verbs to the rules.
- Check answers with the class and find
more verb forms in the text to match
to the rules
- Read through the prompts with the
class and check that students
understand run, park and mosquito.
- Listen to the first sound and point out
the example match.
- Listen to the remaining sounds to
complete the matching task.
- Listen to the audio again, if necessary,
check and complete their answers.
- Check answers with the class.
Suggested answers
1) wearing (rule 1)
2) having (rule 2)
3) doing (rule 1)
4) dancing (rule 2)
5) sitting (rule 3)
Suggested answers:
1d - A young child is speaking to his
mother.)
2c - Two women are running in the park.)
3b - Two men are having dinner.
4f - A girl is playing a musical instrument.
5a - A boy is watching TV.
6e - A man is looking for a mosquito.
19
- Read out the example sentence and elicit
another example from the class.
- Students write the sentences.
- Remind them to think about the spelling
of the -ing forms. Students can compare
their answers in pairs.
- Check answers and write the -ing forms
on the board for students to check their
spelling.
Activity 4: Find six differences between the
pictures. Write three affirmative and three
negative sentences about picture B. Use the
present continuous. (5’)
- Focus on the pictures and asks students to
work in pairs to find the differences.
- Give students time to discuss and write
the sentences about picture B.
- Ask some students to read their sentences
to the class and checks.
- Read out the example sentence and
elicit another example from the class.
- Write the sentences.
- Think about the spelling of the -ing
forms. Students can compare their
answers in pairs.
- Check answers and write the -ing
forms on the board to check their
spelling.
- Focus on the pictures and work in pairs
to find the differences.
- Discuss and write the sentences about
picture B.
- Ask some students to read their
sentences to the class and checks.
Suggested answers
1 The boy is sitting next to the teacher.
2 The birds are flying.
3 The people on the poster are dancing.
4 The teacher isn’t reading.
5 The girl isn’t eating.
6 The students aren’t wearing uniforms.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(5’)
Game “WHO IS THE BEST?”
20
- Work in pairs.
- Make a mini-dialogue with the situations
in the box or students’ own ideas.
- Let the class decide:
Which dialogue is the best?
- Work in pairs.
- Make a mini-dialogue with the
situations in the box or your own
ideas.
- Decide: Which dialogue is the best?
V. Homework. (2’)
- Give homework.
- Take notes
V. Homework
- Learn by heart all structures.
- Workbook: Exercises page 31.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
21
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: STUDYING A LANGUAGE - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)
I. AIMS:
1. Language contents:
- Vocabulary: spell, repeat, revise, concentrate, make notes.
2. Knowledge: By the end of the lesson, my students will be able to listen to and interview about learning a language.
3. Skills:
- Main skills : listening and reading skills.
- Sub skills : speaking and writing skills.
4. Attitude: love and know how to learn English as well as other languages.
5. Competences:
- Know how to learn to help you get better.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks, dictionaries
III. TECHNIQUES : Games, mind-map, brainstorming, discussion, pairs and groupworks, TPR, self learning.
IV. PROCEDURES:
TEACHER
S ACTIVITIES
STUDENTS
ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “CHAIN GAME”
22
- Divide class into 2 groups.
- Say a sentence and each group takes turns
to give sentences that follow the teacher
and the other groups’ sentence.
- The group that has more sentences will
win.
- Play the game in groups.
- Take turns to give sentences that
follow the teacher and the other
groups’ sentence.
- The group that has more sentences will
win.
Ex: “I’m learning English…..”
II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’)
Set context: (2’)
- Show the box on page 52 and asks
students some questions to lead in the
lesson.
- Let sdents answer in their own.
- Introduce the new lesson.
- Let students repeat the words and copy
down into their notebooks.
Activity 1: Look at the quiz. Match questions
110 to pictures aj. Then listen and check.
(5’)
- Give students time to read the quiz and
match the questions to the pictures.
- Let students use their dictionaries to
check the meanings of the verbs in blue,
- Answer their own ideas.
- Repeat the words and copy down into
their notebooks.
- Read the quiz and match the questions
to the pictures.
Question:
1. Do you like learning languages?
2. What things do you like and dislike?
3. Which things do you find most difficult?
4. Which are the most useful?
New words:
to spell (v)
to repeat (v)
to revise (v)
to concentrate (v)
to make notes (v)
Suggested answers.
1e - 2h - 3d - 4c - 5a - 6i - 7j - 8b - 9f - 10g
23
then read the quiz and match the
questions to the pictures.
- With weaker classes, students could work
in pairs for this activity.
- Play the audio for students to check their
answers.
- Check answers with the class and that
students understand all the verbs.
- Use their dictionaries to check the
meanings of the verbs in blue, then
read the quiz and match the questions
to the pictures.
- With weaker classes, students could
work in pairs for this activity.
- Listen to the audio for students to
check their answers.
- Check answers with the class and
understand all the verbs.
III. WHILE-LISTENING. T - Ss - T/ S - S/
Indiv. (10’)
Activity 2: Work in pairs. Ask and answer
the questions in exercise 1. Then check your
scores in the key. (5’)
- Let students work in pairs to ask and
answer the questions in the quiz and
check their scores in the key at the bottom
of the pictures.
- Ask some students to tell the class their
scores.
Activity 3: Read the introduction. Then
listen to the interviews. What are the people
learning? Use the languages in the box. (5’)
- Work in pairs to ask and answer
the questions in the quiz and
check their scores in the key at
the bottom of the pictures.
- Tell the class their scores.
Suggested answers.
24
- Read the introduction with the class,
focuses on the languages in the box and
elicits that Kanji is a Japanese language.
- Play the audio.
- Let students listen and answer the
question.
- Check answers with the class.
Activity 4: Listen again and answer the
questions for Mario, Mark and Hannah..
(5’)
- Allow students time to read the questions.
- Play the audio again.
- Let students listen and answer the
questions.
- Check answers with the class.
- Read the introduction with the class,
focuses on the languages in the box
and understand that Kanji is a
Japanese language.
- Listen to the audio.
- Listen and answer the question.
- Check answers with the class.
- Spend time reading the questions.
- Listen to the audio again and answer
the questions.
- Check answers with the class.
1. English
2. Russian and Arabic
3. Kanji
Suggested answers.
1) Mario is watching TV. Mark is checking
new vocabulary on the internet. Hannah is
revising for her exams.
2) Mario thinks listening is difficult. Mark
thinks reading and writing are difficult.
Hannah thinks pronunciation is difficult.
IV. POST-LISTENING. T - Ss - T/ S - S /
Indiv. (20’)
Activity 5: Listening (optional) (5’)
- Ask students to read the sentences before
listening.
- Play the tape 3 times.
- Let them listen and choose the correct
answers.
- Check students’ answers.
- Read the sentences before listening.
- Listen to the tape 3 times.
- Listen and choose the correct
answers.
- Check students’ answers.
Questions.
1) Why is Mario watching TV? Because
____
A. He is bored.
B. It is good for his English.
C. He doesn’t want to miss the latest
news.
2) Why are Mark and Peter learning
languages? Because ______
A. They want to get a good job.
25
Activity 6: “BRAINSTORMING” Make a
table with your answers in exercise 2. What
good and bad learning strategies have you
got? (10’)
- Let students work in groups and discuss
their opinion.
- Some groups come to the front and
present their opinion.
- Give feedback.
- Work in groups and discuss their
opinion.
- Some groups come to the front and
present their opinion.
- Listen to feedback.
B. They are studying abroad.
C. a lot of people from different
countries come to London.
3) Who is teaching Hannah?
A. A teacher from Japan.
B. A teacher from Spain.
C. A teacher from France.
(Suggested answers)
1B 2C 3A
V. Homework. (2’)
- Give homework.
- Take notes
V. Homework
- Learn by heart new words.
- Workbook: Exercises page 32.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
26
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOL THINGS - LESSON 5: LANGUAGE FOCUS (PPP)
PRESENT CONTINUOUS AND PRSENT SIMPLE
I. AIMS:
- Vocabulary: revision
- Patterns: Question form of present continuous tense.
1. Knowledge: By the end of the lesson, students will be able to.
2. Skills:
27
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: love and be proud of places around where you learn.
4. Competences:
- Identify simple present and present continuous tense.
- Know the rules of how to use present simple and present continuous.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, deductive grammar learning.
IV. PROCEDURES:
TEACHER
S ACTIVITIES
STUDENTS
ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “NOUGHTS AND CROSSES”
- Divide class into 2 groups. One group is
“noughts” (O) and the other is “crosses”
(X).
- Explain that two groups take turns to
select the boxes and make sentences with
those words. The group makes the correct
sentence will get an (O) or (X).
- Work in 2 groups. One group is
“noughts” (O) and the other is
“crosses” (X).
- Take turns to select the boxes and
make sentences with those words. The
group makes the correct sentence will
get an (O) or (X).
now
homework
prefer
good at
school
digital learning
in the
park
today
bad at
Example: I’m good at drawing.
28
- The group that has 3 O or X on a
horizontal, vertical or diagonal row will
be the winner.
- The group that has 3 O or X on a
horizontal, vertical or diagonal row
will be the winner.
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Set context: (5’)
- Show the picture of Mario from the
Listening and asks students some
questions to lead in the lesson.
Activity 1: Look at the sentences. What
are the he / she and they forms of each
question and answer? (10’)
- Call some students to read out the
questions and answers.
- Elicit the other forms.
- Ask students copy down the lesson into
their notebooks.
- Check students’ answers in task 1.
- Answer questions individually.
- Read out the questions and answers.
- Try to gues the other forms.
- Copy down the lesson into their
notebooks.
- Check students’ answers in task 1.
Questions:
“Who is he?”
“What does he do?
“What is he doing now?”
(Suggested answers)
1)Is he / she learning English? Yes, he / she
is.
Are they learning English? Yes, they are.
2) What is he / she doing now? He’s / She’s
watching TV.
What are they doing now? They’re
watching TV.
3) Is he / she learning the same language?
No, he / she isn’t.
Are they learning the same language? No,
they aren’t.
29
Grammar point: PRESENT
CONTINUOUS
1) Yes - no questions
Short answer: Yes, S + am/ is / are.
No, S + am/ is /are +
not.
Ex: Are you doing your homework?
Yes, I am. / No, I’m not.
2) Wh-questions
Ex: What are you doing now?
I’m doing my homework.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Work in pairs. Ask and answer
questions with words from the columns
and the verbs in the box. Use the present
continuous. (10’)
- Elicit a few more example questions.
- Let Students ask and answer questions
in pairs.
- Ask some students to report back on
- Ask and answer questions in pairs.
- Ask some students to report back on
their partner.
Am/ Is/ Are + S + V
ing
+ O?
Wh-question word + am/ is/ are + S + Ving + O?
30
their partner.
Activity 3: Complete the table with
sentences 36. Which time expressions do
we use with a) the present simple, and b) the
present continuous? (5’)
- Let Students complete the table with
the sentences.
- Check answers and elicits which time
expressions we use with each tense.
- Elicit other possible time expressions
for each tense.
- Play the grammar animation.
Activity 4: Look at the photos and complete
the sentences. Use the present simple or the
present continuous. (5’)
- Let students complete the sentences then
compare their answers in pairs.
- Check answers with the class.
- Students’ own answers.
- Complete the table with the
sentences.
- Check answers and decide which
time expressions they use with each
tense.
- Guess other possible time
expressions for each tense.
- Look at the grammar animation.
-
- Complete the sentences then
compare their answers in pairs.
- Check answers with the class.
Suggested answers.
- Present simple: 3, 5
- Present continuous: 4, 6
a) a) sometimes, usually, always (often, never,
every day)
b) b) today, at the moment, now (right now)
Time expressions: now / right now / at
the moment / at present /
Suggested answers.
1) practises 4) ’s playing
2) ’s relaxing 5) ’s chatting
3) plays 6) speaks
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(5’)
Game “LOTTERY WINNER”
- Let students work in groups.
- Let students work in groups.
31
- Elicit a few example questions and
answers.
- Call some group to present and gives
feedback.
Rules:
Imagine that one of you is a lottery winner.
Ask and answer questions about now and
usually. Use the present simple and the
present continuous forms of the verbs in the
box.
- Listen to a few example questions and
answers.
- Present and listen to feedback.
V. Homework. (2’)
- Give homework.
- Take notes
V. Homework
- Learn by heart all structures.
- Workbook: Exercises page 33.
- Write 5 sentences using simple
present and present continuous.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
32
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOLS - 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 help when studying a language.
2. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
3. Attitude: Feel confident when ask and get help when studying a new language.
4. Competences:
- Know how to ask for help.
- Communicate confidently with friends/ teachers/ mentors/ tutors…
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
33
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pair work and group work, conversations, role play, skill strategy.
IV. PROCEDURES:
TEACHER
S ACTIVITIES
STUDENTS
ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “MEMORY GAME” (5’)
- Explain the rule and divides class into 2
groups.
- Let students work in group and take turn
to select the cards.
- Rule:
- - The first player/ team chooses a card
and carefully turns it over, then selects
another card and turns it over.
- - If the two cards are a matching pair, the
player /team will get one point.
- - If the cards are not a match they are
turned back over and it is now the next
players turn.
- Work in group.
- Take turn to select the cards.
-
34
II. PRE-SPEAKING. T - Ss - T / Ss - Ss / (5’)
Set context:
- Read the question with the class and
elicit answers from individual students.
- Think: What can you do if you can’t
remember a word in English?
- Answer the questions.
- Listen to their friends’ answers.
Suggested answers
1. Use dictionary
2. Ask friends/ teachers
3. Use cell phone
III. WHILE-SPEAKING. T - Ss - T/ S - S/
Indiv. (25’)
Activity 1: Complete the dialogue with the
Key Phrases. Then watch or listen and
check. What word can’t Zac remember?
(5’)
- Allow students time to read through the
gapped dialogue and the key phrases.
- -Let students listen the audio for students
to listen and complete the dialogue with
the key phrases.
- Play the audio again to check the answer
the class.
Activity 2: PRONUNCIATION: The
alphabet. Complete the table with the
letters in the box. Then listen and check.
(5’)
- Spend time reading through the
gapped dialogue and the key phrases.
- Listen the audio and listen and
complete the dialogue with the key
phrases.
- Listen to the audio again to check the
answer the class.
Suggested answers
1. Can you help me with something,
please?
2. How do you say
3. Can you say that again, please?
4. How do you spell that?
The word Zac can’t remember is
‘tomorrow’
Suggested answers
35
- Model the sounds in the table and read out
the letters that are already added.
- Complete the table with the letters from
the box.
- Play the audio for students to listen and
check.
Activity 3: Say the alphabet. Then work in
pairs. Ask your partner to spell words from
units 13. (10’)
- Say the alphabet through once as a class
then ask students to stand up.
- Let students say a letter of the alphabet in
turn.
- If a student makes a mistake or can’t think
of the next letter, he/she sits down.
Continue, gradually speeding up, until
only one or two students remain standing.
- Give Students five words and asks them
to spell these words.
- Let students work in pairs to practice
spelling.
Activity 4: Indicate the word whose bold
part differs from the other three in (5’)
- Model pronunciation of sword, where the
letter w is silent.
- Make students pay attention to the fact
that in English some consonant clusters
- Listen to the pronunciation.
- Complete the table with letters from
the box.
- Listen to the audio and check answers.
- Say the alphabet through once as a
class then ask students to stand up.
- Say a letter of the alphabet in turn.
- If a student makes a mistake or can’t
think of the next letter, he/she sits
down. Continue, gradually speeding
up, until only one or two students
remain standing.
- Look at five words and asks them to
spell these words.
- Work in pairs to practice spelling.
- Listen to the pronunciation of sword,
where the letter w is silent.
- Pay attention to the fact that in English
some consonant clusters may be
1 J 2 E 3 G 4 V
5 N 6 X 7 I 8 U
Five words:
secondary, television, expensive, elephant,
protect
Suggested answers:
1 c 2 b 3 c
4 a 5 d
36
may be spelled similarly but pronounced
differently.
- Ask some pairs to perform one of the
dialogues in the front.
spelled similarly but pronounced
differently.
- Ask some pairs to perform one of the
dialogues in the front.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(10’)
Activity 5: Read the Skills Strategy and
then work in pairs. Prepare a new
dialogue using the chart below to help you.
Practise the new dialogue. One of you is A,
the other is B. Then change roles. (5’)
- Let students read the skills strategy
before doing exercise 5.
- Let students work in pairs to prepare a
new dialogue.
- Ask some students to perform their
dialogues for the class.
Optional Activity (5’)
- Read the skills strategy before doing
exercise 5.
- Work in pairs to prepare a new
dialogue.
- Ask some students to perform their
dialogues for the class.
- Choose a well-known city, country or
celebrity.
Examples:
A: Can you help me with something,
please?
B: ...
A: How do you say … in English?
B: ...
A: Can you say that again, please?
B: ...
A: How do you spell that?
B: ...
A: Great. Thanks, … .
37
- For more speaking practice, ask students
to choose a well-known city, country or
celebrity.
- Tell students they are going to spell the
name for their partner, and their partner
must write it down.
- Let students work in pairs to dictate the
names.
- See who managed to write the names
correctly.
- Spell the name for their partner, and
their partner must write it down.
- Work in pairs to dictate the names.
- See who managed to write the names
correctly.
V. Homework. (2’)
- Give homework.
- Take notes
V. Homework
- Learn by heart all structures.
- Do exercise in Student book page
61.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
38
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOL - LESSON 7: WRITING AN EMAIL ABOUT YOUR SCHOOL (Pre -While-Post)
I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a write an informal email about your school.
2. Skills:
- Main skills : writing and reading skills.
- Sub skills : speaking and listening skills.
3. Attitude: love and be proud of the school where you study.
4. Competences:
- Identify and know how to use kinds of connectives.
- Know how to skim and scan, write a short email.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, skim and scan paragraph.
IV. PROCEDURES:
TEACHER
S ACTIVITIES
STUDENTS
ACTIVITIES
CONTENTS
39
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “SLEEPING PENGUINS” (5’)
- Explain the rule and ask students work in
groups of 4.
- Let students join in the game and use the
small board to show their sentences.
Rule:
- Students work in groups of 4.
- Number the students in each group 1,2,3
and 4.
- Then all students should “go to sleep
(close their eyes)
- When the teacher says “Number 1”, number
1 students should wake up, check the words
on the screen and then go back to sleep.
Repeat with students number 2,3 and 4
-Then the teacher will say wake up” and all
students should wake up and tell their words
to their group members.
- Each group should write down the sentence
accurately.
- Work in group of 4.
- Join in the game and use the small
board to show their sentences.
Suggested answers:
1. Can you help me with something, please?
2. Do you usually concentrate when you do
your homework?
3. What do you know about schools in other
countries?
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)
Set context: (5’)
- Ask students: What do you know about
schools in other countries?
- Answer the questions
- Use their dictionaries to check the
What do you know about schools in
other countries?
40
- Elicit each of the words.
- Read the words and asks Students to
repeat.
- Check the meaning, part of speech,
pronunciation.
Activity 1: Read the email. How many
students are there in Danny's school? Is
Danny’s school very different from your
school? (5’)
- Read the email and answer the questions.
- Check the answers with the class and let
students discuss with the class how
Danny’s school is similar and different to
the students’ own school.
meanings of the words in the box.
(Self discover learning)
- Read the email and answer the
questions.
- Check the answers with the class and
let students discuss with the class how
Danny’s school is similar and
different to the students’ own school.
VOCABULARY
- medium-sized (adj) cỡ vừa
- a medium-sized school:
- compulsory (adj) bắt buộc
- optional (adj) không bắt buộc
Suggested answers.
- There are about 500 students.
III. WHILE-WRITING. T - Ss - T/ S - S/
Indiv. (20’)
Activity 2: Complete the Key Phrases with
words from the text. (5’)
- Let students read the email again and
complete the key phrases.
- Check answers with the class and check
that students understand all the key
phrases.
- Read the email again and complete the
key phrases.
- Check answers with the class and be
sure to understand all the key phrases.
Suggested answers.
1 happy, you can study here next month
41
Activity 3: Study the examples. Then
match 14 with ad and write sentences
with so. (5’)
- Ask Students read out the examples and
ask students to translate them into their
language.
- Check that they understand so. Students
match the sentence halves and write
sentences with so, then compare their
answers in pairs.
- Check answers with the class. Point out
that we usually use a comma before so.
Activity 4: Optional Activity. (10’)
- Ask: How does Danny begin and end his
email?
- Elicit that he begins it with Hi, and ends
with Write soon.
- Elicit other possible ways of ending an
email, e.g. Hope to hear from you soon,
Looking forward to hearing from you, See
you soon.
- Read out the examples and ask
students to translate them into their
language.
- Match the sentence halves and write
sentences with so, then compare their
answers in pairs.
- Check answers with the class. Know
that we usually use a comma before so.
- Listen to teachers.
- Find examples of contractions in
Danny’s email.
- Check answers with class.
2 medium-sized
3 Maths and English
4 optional
5 photo, my classmates
6 a photo of yours
Suggested Answers:
1 - C I’m learning some Spanish words, so
I need a dictionary.
2 - D I’ve got two bikes, so you can use
one of them.
3 - B There’s a history exam tomorrow, so
I’m revising now.
4 - A There aren’t any classes this
afternoon, so we can go and play football
42
- Elicit that the tone of Danny’s email is
quite informal and tell students that in
informal language we use more
contractions (I’m, it’s, etc.).
- Ask students to find examples of
contractions in Danny’s email.
- Check answers and encourage students to
use contractions when they write their
email.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(10’)
Activity 5: A student from a different
country is visiting your school in three
weeks. Write an email and give him some
information about your school.
- Read through the paragraph structure
with the class.
- Let students answer the questions and
write their email.
- Select and checks some of students’
paper.
- Read through the paragraph structure
with the class.
- Answer the questions and write their
email.
- Check answers with class.
THINK AND PLAN
1 Who is the visitor and when is the visit?
2 How big is your school?
3 Where is your school?
4 When are the lessons? What are the
subjects?
5 What is in the photo you are emailing?
OUTLINE
Hi/ Hey …,
I’m happy that … (The reason you write)
is a small / medium-sized / large school
Classes are Some subjects are …. Others
43
Here’s ………… Send me (The
information you need)
Write soon,
V. Homework. (2’)
- Give homework.
- Take notes
V. Homework
- Learn by heart all structures.
- Workbook: Exercises page 35.
- Write an email tell your friends
about your school.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOLS - LESSON 8: CLIL CULTURE DIGITAL LEARNING
I. AIMS:
- Vocabulary: keep up with.
1. Knowledge: By the end of the lesson, my students will be able to discuss about positive and negative of digital learning.
44
2. Skills:
- Main skills : reading and speaking skills.
- Sub skills : writing and listening skills.
3. Attitude: know the variety of learning around the world.
4. Competences:
- Can list the positive and negative of digital learning.
- Know the ways of learning that is suitable.
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, writing.
IV. PROCEDURES:
TEACHER
S ACTIVITIES
STUDENTS
ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “CROSS WORD”
- Divide class into 4 groups.
- Run through the game Each group will
choose a crossword and write the answer
on the board.
- Which groups having a correct answer
will get a point.
- Take part in the game.
- Which group having the highest point
will be the winner.
Suggestion
1/ Internet
2/ Teachers
3/ Students
4/ Computers
5/ E-books
45
Key words: Online learning/ Digital
learning
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Set context: (5’)
- With books closed, ask students what
they know about schools in their country,
for example, what different types of
school there are, how much time children
spend at school each week.
- Write the words digital learning on the
board and ask students what they think it
means.
- Elicit some ideas, but do not accept or
reject any at this stage.
- Tell students they are going to learn about
digital learning.
Activity 1: Look at the first photo and
answer the questions. Then read the text
and check your answer. (10’)
- Instruct students how to complete
exercise 1 in pairs.
- Let students spend 2 minutes asking and
answer the questions.
- Ask some students to answer the
questions.
- Close books.
- Answer what they know about schools
in their country, for example, what
different types of school there are, how
much time children spend at school
each week.
- Tell students they are going to learn
about digital learning.
- Complete exercise 1 in pairs.
- Spend 2 minutes asking and answer
the questions.
- Answer the questions.
Suggestion:
1. what do you know about schools in
our country?
2. what different types of school are
there?
3. how much time do children spend at
school each week?
Suggested answers
1/ He’s at home.
2/ He’s studying.
46
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Activity 2: Read and listen to the text.
And answer the questions (5’)
- Let students listen to the audio.
- Emphasize the phrasal verb “keep up
with”.
- Ask students about the text.
- Instruct students to read the text and
check their sentences in exercise 1.
- Complete the text individually in 3
minutes.
- Check answers with the class.
Activity 3: Look at the map choose the
correct words. (5’)
- Let students work in pairs to ask and
answer the questions in pairs.
- Check answers with the class.
Activity 4: Work in group. Discuss the topic:
Is digital learning useful? Why? (5’)
- Listen to the audio.
- Learn the phrasal verb “keep up
with”.
- Read the text and check their
sentences in exercise 1.
- Complete the text individually in 3
minutes.
- Check answers with the class.
- Work in pairs.
- Ask and answer the questions
- Check answers with friends.
- Work in pairs.
Suggested answers.
1/ He is sometimes absent from school
because he’s a tennis player and needs time
to practice and play in tournaments.
2/ Digital learning helps him to keep
studying.
3/ Yes, he does. He still goes to school when
there is no tournament.
4/ Yes, he can do the tests easily.
5/ Students’ own answers.
Questions.
1 At what age do children usually start
school in your country?
2 At what age can you leave school?
3 Can children in your country do online
courses?
* Useful expressions:
Digital learning is good for …
It is good because …
47
- Let students work in groups to discuss the
topic “Is digital learning useful? And
why?”.
- Put students into pairs to prepare their
ideas.
- Read through the expressions in the box
with the class and check that students
understand everything.
- Put pairs together into groups to discuss
their ideas.
- Ask groups in turn to tell the class if they
think that digital learning is a good or bad
idea overall.
- Show some of the expressions on the
screen and gives students some examples
based on these expressions.
- discuss the topic “Is digital learning
useful? And why?”.
- Read through the expressions in the
box with the class
- Put pairs together into groups to
discuss their ideas.
- Ask groups in turn to tell the class if
they think that digital learning is a
good or bad idea overall.
- Show some of the expressions on the
screen and gives students some
examples based on these expressions.
- Check answers with friends.
It becomes more and more popular
because …
However, it cannot replace schools
because …
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(10’)
Activity 5: WRITING (10’)
- Ask students to imagine they are busy as
an athlete and they have to learn at home.
- Ask them to prepare their ideal weekly
timetable.
- Tell them their timetable should include
studying and also sports and social
activities.
- Imagine they are busy as an athlete and
they have to learn at home.
- Prepare their ideal weekly timetable.
- Their timetable should include
studying and also sports and social
activities.
48
- Students can compare their timetables in
small groups and decide which one they
would most like to follow.
- Compare their timetables in small
groups and decide which one they
would most like to follow.
V. Homework. (2’)
- Give homework.
- Take notes
V. Homework
- Learn by heart all structures.
- Prepare for the next lesson.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOLS - 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 4.
49
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, discussion, pairs and group works, idea expression, miming.
IV. PROCEDURES:
TEACHER
S ACTIVITIES
STUDENTS
ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “GUESSING GAME!”
- Divide the class into small groups.
- Tell students that they are going to play
the game “Guessing game”.
- Give clues for each word by using the
pictures.
- Let students discuss and guess in groups.
- Work small groups.
- Play the game “Guessing game”.
- Give clues for each word by using the
pictures.
- Discuss and guess in groups.
Answer key: There are 8 words:
1- Literature
2- P.E/ Physical Education
3- Biology
4- Physics
5- Geography
50
- Let students give the answer by writing
on their groups’ boards.
- Which groups having correct answers
will get points.
- Give the answer by writing on their
groups’ boards.
- Which groups having correct answers
will get points.
6- Math
7- Music
8- Art
* Exercise 1:
- Instruct students how to use the code to write the
school subjects.
- Correct the exercise with students.
- If they can guess all the subjects, their groups will
get 8 points.
- Then, instruct students to make a survey in group.
The survey is about their favorite subjects. Finally,
each group is going to present their group survey’s
result in front of the class.
* Exercise 2
- Instruct students how to play the game and show
the picture on the screen.
- Ask one student to make an example in front of
the class.
- Observe the class during the game time.
- Use the code to write the school subjects.
- Write the subjects in groups.
- Correct the exercise.
- If they can guess all the subjects their
groups will get 8 points.
- Make a survey in group. The survey is
about their favorite subjects.
- Finally, each group is going to present
their group survey’s result in front of the
class.
- Listen to know how to play the game and
show the picture on the screen.
- Ask one student to make an example in
front of the class.
- Let students play the game in pairs.
- Observe the class during the game time.
Answers:
1/ maths
2/ science
3/ PE
4/ English
5/ art
6/ ICT
7/ geography
8/ history
9/ Spanish
Answer key:
Students’ own answers for picture 4
51
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Exercise 3: Look at the picture. Read the
sentences. Write the names of the
students. (10’)
- Read out the instructions and use the
picture to explain the game.
- Let students work in pairs to read the
sentences and write the names of the
students.
- Be able to do this as a race.
- Check answers with the class.
Exercise 4: Find seven more verbs about
studying a language. (5’)
- Read out the instructions.
- Let students find seven more verbs in the
wordsearch.
- With weaker classes, students could work
in pairs for this, and could look back at
page 46 for help.
- With stronger classes, teacher could do it
as a race.
- Check answers with the class.
- Read out the instructions.
- Work in pairs to read the sentences and
write the names of the students.
- Be able to do this as a race.
- Check answers with the class.
- Read out the instructions.
- Find seven more verbs in the
wordsearch.
- With weaker classes, students could
work in pairs for this, and could look
back at page 46 for help.
- With stronger classes, teacher could do
it as a race.
- Check answers with the class.
Suggested answers.
(LeftRight): 1 Becky 2 John 3 Sally 4 Joe
5 Dan 6 Emma
Suggested answers.
52
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(10’)
Activity 5: Mime game. (10’)
- Read out the instructions and check that
students understand the game.
- Let students discuss in groups to list out 5
activities.
- Help students during their discussion.
- Let students discuss in 3 minutes.
- After 3 minutes, one student from each
group is going to mime one activity in
front of the class. If other groups can
guess the activity correctly, they will get
a point.
* SHARING
- Ask students to work in groups and
discuss what they learned in Unit 4.
- Give students time to discuss in groups
and write down their opinions.
- Call out some students to present their
opinion in front of class.
- Give feedback.
- Read out the instructions and
understand the game.
- Discuss in groups to list out 5
activities.
- Ask for help during the discussion.
- Discuss in 3 minutes.
- After 3 minutes, one student from each
group is going to mime one activity in
front of the class. If other groups can
guess the activity correctly, they will
get a point.
- Work in group.
- Discuss in groups and write down their
opinions.
- Present their opinion in front of class.
- Listen to friends and teacher’s
feedback.
Suggested answers.
- We know how talk about our
favorite school subjects.
-
-
V. Homework. (2’)
- Give homework.
- Take notes
V. Homework
- Learn by heart all structures.
- Do Unit 4 test.
53
- Prepare for the next Unit.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
| 1/53

Preview text:

Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: LEARNING WORLD - LESSON 1: VOCABULARY (PPP) SCHOOL SUBJECT I. AIMS: 1. Language contents:
- Vocabulary: (n) art, English, geography, history, Physical Education, science, Information and Communication Technology.
2. Knowledge: By the end of the lesson, my students will be able to get some more knowledge about school and school subjects. 3. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
4. Attitude: love and be proud of their school and keen on studying. 5. Competences:
- Talk about favorite school subjects (for students with mid-level).
- Talk about the school in general. (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, pairs and group works. IV. PROCEDURES: 1 TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Divide the class into 3 groups.
- - Call a student to the board and give - Answer questions in groups.
him/her a list of some personal questions. - Listen to the lead in
" What time do you get up?"
" How do you go to school?" Question
" How many subjects do you study a
" What time do you get up?" day?"
" How do you go to school?"
- Let Student writes his/her answers on
" How many subjects do you study paper a day?"
- The group has the most correct answers will be the winner.
- Give students questions to lead in the new lesson
- Introduce the new lesson.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Set context:
- Put students into pairs to ask and answer Question:
- Some st will answer the question (talk the questions. about their schedule).
How many lessons have you got today?
- Point out that at this stage they should just
When are your breaktime?
talk about the number of lessons they - Listen to the teacher. have.
Is today an easy or a difficult day for you? 2
- Teach new vocabulary:
- Use pictures and explanation as well as
- Listen to the teacher and repeat the
gestures to present new words. words.
- Ask students to practice their
- Copy down these words into their + art (n) pronunciation drills. notebooks. + English (n) New words: + geography + art (n) (n) + English (n) + geography (n)
+ history (n) explanation + PE (n) = Physical Education + history (n) explanation + science (n) + PE (n) = Physical Education
+ ICT (n) = Information and Communication + science (n) Technology + ICT (n) = Information and + maths (n) Communication Technology + maths (n)
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 1 (5’) Look at pictures 1 – 9. Then
complete the questions with words in the Suggested answers
box. Listen and check your answers. 1. PE
- Have students complete the questions
- Complete the questions using pictures
using pictures 1-9 and the words in the 2. geography 1-9 and the words in the box. box. 3. maths
- Be sure to understand all the school
- Check that students understand all the
subjects and model pronunciation of 4. science
school subjects and model pronunciation
difficult words such as science and
of difficult words such as science and 5. ICT geography. 3
geography. Point out that PE and ICT
- Understand that PE and ICT are 6. Spanish are pronounced as letters. pronounced as letters. 7. history
- Point out the pronunciation of genius.
- Listen to the pronunciation of genius. 8. English
- Play the audio for students to check their
- Listen to the audio to check their answers. answers. 9. art
- Check the answers with the class.
- Check the answers with the class.
Activity 2 (5’) Work in pairs. Ask and
answer the questions in the School questionnaire.
- Ask and answer the questions in the
School questionnaire in pairs.
- Let Students ask and answer the questions
in the School questionnaire in pairs. - Prepare their answers.
- Allow students to prepare their answers
- Tell the class something they learned first. about their partner.
- Then ask some students to tell the class
something they learned about their partner.
Opitonal activity (5’)
- Choose three school subjects from
page 48 and draw their own pictures to
- Ask students to choose three school illustrate them.
subjects from page 48 and draw their own pictures to illustrate them. - Be creative!
- Encourage them to be creative! When
- Ask them to close their books and
they have finished, ask them to close their
swap pictures with a partner when
books and swap pictures with a partner. finished. 4
They try to guess the subjects they have
- Try to guess the subjects they have been given. been given.
- Students could repeat with a different
- Repeat with a different partner for partner for more practice. more practice.
Activity 3 (5’) Watch or listen and answer the questions - Key:
1. Why does Georgia like Wednesday?
- Watch or listen and decide why + Georgia likes Wednesday because she
2. What language does Ben prefer?
Georgia likes Wednesdays and what has her two favorite subjects: maths and
- Play the video/audio for students to watch language Ben prefers. geography.
or listen and decide why Georgia likes
Wednesdays and what language Ben
- Watch the video/ listen to the audio + Ben prefers Spanish. prefers.
again for students to check answers.
- Play the video/ audio again for students to
- Check answers with the class. check their answers.
- Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Activity 1 (5’) Watch or listen again and - Key:
complete the Key Phrases.
1. I've got a bit of maths homework.
- Allow students time to read through the
- Spend students time to read through 2. Our art teacher is very strict. gapped key phrases. the gapped key phrases.
3. I'm not great at science.
- Play the video or audio again for students
- Watch the video or listen to the audio to complete the phrases.
again for students to complete the 4. I'm really good at history.
- Check answers and check that students phrases. 5. I enjoy French.
understand all the key phrases. 5
- With stronger classes, you could elicit a
- Check answers and be sure to 6. I'm OK at French.
few more phrases, e.g. I’m very bad at …,
understand all the key phrases.
I love …, I don’t enjoy … . 7. I prefer Spanish
Activity 2 (10’)
Consolidation: Discussion (Optional – Questions
for students with strong level) What are you good at?
- Have students complete the key phrases
so that they are true for them. Do you enjoy English?
- Ask two confident students to read out
Do you prefer maths or French?
the example conversation. Elicit one or
- Complete the key phrases so that they Is your maths teacher strict?
two questions that students could ask are true for them.
their partner about school subjects.
- two confident students to read out the
- Ask some students to tell the class example conversation.
something they learned about their
- Ask their partner about school partner. subjects.
- some students to tell the class
something they learned about their partner. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all the new words.
- Workbook: Exercises page 30.
- Prepare Lesson 2 – Reading. V. REFLECTION: 6
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOL PROJECT - LESSON 2: READING (Pre-While-Post) I. AIMS: 1. Language contents:
- Vocabulary: traditional, primary school, transport, move, river, village, private school, uniform, practical, channel, secondary
school, musical instrument.
2. Knowledge: By the end of the lesson, my students will be able to talk about school and identify writer’s opinions. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: listening and speaking skills.
4. Attitude: respect and love schoolteacher as well as studying. 5. Competences:
- know how to identify writer’s opinions.
- use vocabulary items related to the issue of passage.
- talk about school things.
II. TEACHER’S AND STUDENTS’ PREPARATIONS: 7
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, brainstorming, explanations, using pictures. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “Brainstorming”
- Put students into pairs to discuss the
- Put students into pairs to discuss the
question and note down three things they like about their school.
question and note down three things they like about their school.
- Put pairs together into groups of four to
compare their ideas and choose three that
- Put pairs together into groups of four
It's a nice building. they all agree with.
to compare their ideas and choose
+ There are good sports facilities.
- Ask groups in turn to report back to the
three that they all agree with.
+ The teachers are friendly.
class. Make notes on the board as each group reports back.
- Ask groups in turn to report back to the
class. Make notes on the board as each group reports back.
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv. (10’) VOCABULARY
NEW WORDS (2’) + Traditional (adj)
- Prepare vocabulary for Students and help + Primary school (n)
- Listen to the teacher and repeat the them understand the Quiz. words. + Transport (n) 8
- Copy down these words into their + Move (v) (picture/explanation) notebooks. + River (n) + Village (n) + Private school (n) + Uniform (n) + Practical (adj) + Channel (n)
Activity: Read the project. Where are the + Secondary school (n)
school? Is the writer negative or positive
+ Musical instrument (n) about this? (8’)
- Ask students to focus on the photos. Then
- Focus on the photos. Then point out
point out that for this task they need to Suggested answers:
that for this task they need to think
think about the writer's opinion of each
+ School 1: Bangladesh, positive
about the writer's opinion of each + School 2: Britain, negative school. school.
+ School 3: Việt Nam, positive
- Let Students read the project and answer
+ School 4: Ireland, positive
the questions. They can compare their
- Read the project and answer the ideas in pairs.
questions. They can compare their
- Check answers with the class. ideas 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
project. Answer the questions.
- Read through the questions and make
- Read through the questions and make - Key:
sure students understand transport.
sure students understand transport. 9
- Point out that students need to read and
- Read and listen carefully to find 1. When there's a lot of rain. listen carefully to find specific
specific information in order to answer 2. A school where students study, eat and
information in order to answer the the questions. sleep. questions.
- Discuss which question relates to each 3. Digital learning
- Discuss as a class which question relates school. to each school.
- Listen to the audio to complete their
- Play the audio for students to complete answers. their answers.
- Write these definitions on the board
Activity 2 (5’) Optional activity: Reading - work in pairs.
- Work in pairs to find words in the Deffinition
project to complete the definitions.
- Have students write these definitions on
1 Something that is costs a lot of money. the board
- Check the answers with the class
2 Something that is isn’t new, but is the
- Let students work in pairs to find words
same as it was in the past.
in the project to complete the Key definitions. 1. expensive
- Check the answers with the class
2. traditional,000: the number of plants on the ship
Activity 3 (5’) Vocabulary plus
- Use a dictionary to check the
- Let students use a dictionary to check the
meanings of the words in blue.
meanings of the words in blue.
- Discuss the meanings with the class + Primary school l= a school for children
- Discuss the meanings with the class and
and teacher asks students to translate between 5 and 9 years old
teacher asks students to translate the
the words into their own language to
words into their own language to check
+ Boat school = school on a boat (give a check understanding. understanding. picture) 10
+ Private school = a school that does not receive financial support from the government
+ Boarding school= a school where
students live and study
+ Digital learning = learning facilitated by
technology that gives students some
element of control over time, place,...
+ Secondary school= a school for children
between 11 and 18 years old.
Activity 4 (5’) Optional Activity: Gapped sentences Vocabulary plus - Work individually.
1 A ______ is on the water.
- Write the following gapped sentences on
- Write the following gapped sentences 2 People pay to go to a ________. the board: from the board.
3 Students sleep and eat in a ________ .
- Let students complete the sentences with the correct types of school.
- Complete the sentences with the 4 A________ is for younger children.
- Check the answers with the class. correct types of school.
5 __________is a new learning way for Vietnamese students.
- Check the answers with the class. Key: 1. boat school 2. private school 3. boarding school 4. primary school
5. Digital learning 11
IV. POST READING. T - Ss - T/ S - S / Indiv. (5’- 10’)
Activity 1 (5’) Group discussion
- Let students work in group of four.
- Let students work in group of four.
- Allow students time to prepare their Question:
- Allow students time to prepare their
answers to the questions individually.
answers to the questions individually. "Do you wear a school uniform?"
- The let them discuss the questions in
"Do you do traditional dancing? " pairs.
- The let them discuss the questions in "Would you like time to listen to music pairs. during the day?"
- Ask some students to report back to the
class and discuss as a class which types of
- Ask some students to report back to
school are the most interesting or
the class and discuss as a class which appealing.
types of school are the most interesting or appealing.
Activity 2 (5’)
Consolidation: Discussion Questions
- Think about the question individually
- Ask some question about the text to
1. What do like your school? check their comprehension.
- Ask the teacher if necessary.
2. Is your school big or small?
- Walk around to monitor the class and - Give own’s answers. 3. Is it nice? offers help.
4. How many floors are there in your
- Invite two or three Ss to answer the school? questions.
5. How many classrooms are there in your
- Listen and provide more information if it’s necessary. school?
6. How are the teachers/ the students/the
1. What do like your school?
classmates there? 12
2. Is your school big or small? 3. Is it nice?
4. How many floors are there in your school?
5. How many classrooms are there in your school?
6. How are the teachers/ the students/the classmates there? V. Homework. (2’)
- Learn new words by heart. - Give homework. - Take notes
- Workbook: Exercises page 34.
- Prepare for the next lesson- Language focus- Present
continuous tense: Affirmative and negative. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 13 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOL THINGS - LESSON 3: LANGUAGE FOCUS (PPP) I. AIMS: 1. Language contents:
- Vocabulary: revision
- Patterns: Affirmative and negative forms of Present Continuous Tense.
2. Knowledge: By the end of the lesson, my students will be able to use affirmative and negative forms of Present Continuous Tense . 3. Skills: - Main skills
: reading and writing skills. 14 - Sub skills
: speaking and listening skills.
4. Attitude: love and be proud of places around where you learn. 5. Competences:
- Identify the rules of how to use present continuous tense.
- Know how to use some time makers in present continuous.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and groupworks, inductive grammar learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game : JUMBLED WORDS - Divide class into 2 groups. - Play the game in groups.
“JUMBLED WORDS”
- On the screen, teacher will show some
- On the screen, teacher will show some 1) ORGANBID CLOHOS
unscrambled words about school and the
unscrambled words about school and 2) DROLOCE SNILPEC
student who raises hand first will get a
the student who raises hand first will
chance to answer. With one correct 3) GYRAOGHEP
answer, each group will get 1 point. The
get a chance to answer. With one 4) SCAILUM TERNSIMSUNT
group with the most correct answers will
correct answer, each group will get 1 be the winner.
point. The group with the most correct 5) TAR HEATCER answers will be the winner. 6) HMRMOODE Key: 15
1) Boarding school 2) Colored pencils 3) Geography
4) Musical instruments 5) Art teacher 6) Homework
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Set context: Questions
- Show the pictures on page 50 asks
1. What are the people doing?
- Look at the pictures on page 50 and
students some questions to lead in the answer some questions
2. What are they wearing? lesson. - Answer in their own. 3. Is the boat moving?
- Let students answer in their own.
Activity 1: Complete the examples from the
text on page 50. Then choose the correct words in Rules 1–3
- Students complete the sentences with the (Suggested answers)
- Complete the sentences with the examples from the text. examples from the text. 1)are
- Check answers, then read through the
- Check answers, then read through the 2) isn’t
rules with the class and elicit the correct rules with the class
3) are staying at, learning answers.
- Look at the grammar animation. 4) watching - Play the grammar animation. 16 Rules:
1) things happening now 2) be 3) -ing GRAMMAR POINTS
PRESENT CONTINUOUS –
AFFIRMATIVE AND NEGATIVE
 We use present continuous tense to talk about things happening now. (+) S + am / is / are + Ving + O? :
Ex: They are watching TV now.
S +am / is / are + NOT + Ving + O? (-) :
Ex: I am not listening to music at the moment.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’)
Activity 2: What are the present continuous
forms of verbs 1–5? Read the Spelling Rules
and match the verbs to Rules 1–3. (5’)
- Let students find the present continuous 17
forms of the verbs in the text.
- Find the present continuous forms of the verbs in the text.
- Ask students to read the spelling rules
- Read the spelling rules again and
again and match the verbs to the rules. match the verbs to the rules. Suggested answers
- Check answers with the class and asks
- Check answers with the class and find
students to find more verb forms in the
more verb forms in the text to match 1) wearing (rule 1) to the rules text to match to the rules 2) having (rule 2) 3) doing (rule 1) 4) dancing (rule 2) 5) sitting (rule 3)
Activity 3: Listen to the sounds. Match the
people in column A with the actions in
Suggested answers:
column B. Then write sentences using the
1d - A young child is speaking to his
present continuous. (5’) mother.)
- Read through the prompts with the class
2c - Two women are running in the park.)
and check that students understand run,
- Read through the prompts with the
park and mosquito. class and check that students
3b - Two men are having dinner.
- Play the first sound and point out the
understand run, park and mosquito.
4f - A girl is playing a musical instrument. example match.
- Listen to the first sound and point out
5a - A boy is watching TV.
- Play the remaining sounds for students to the example match.
6e - A man is looking for a mosquito. complete the matching task.
- Listen to the remaining sounds to
- Play the audio again, if necessary, for complete the matching task.
students to check and complete their
- Listen to the audio again, if necessary, answers.
check and complete their answers.
- Check answers with the class.
- Check answers with the class. 18
- Read out the example sentence and elicit
- Read out the example sentence and
another example from the class.
elicit another example from the class.
- Students write the sentences. - Write the sentences.
- Remind them to think about the spelling
- Think about the spelling of the -ing
of the -ing forms. Students can compare
forms. Students can compare their their answers in pairs. answers in pairs.
- Check answers and write the -ing forms
- Check answers and write the -ing
on the board for students to check their
forms on the board to check their spelling. spelling.
Activity 4: Find six differences between the
pictures. Write three affirmative and three
negative sentences about picture B. Use the
Suggested answers
present continuous. (5’)
1 The boy is sitting next to the teacher.
- Focus on the pictures and asks students to
work in pairs to find the differences.
2 The birds are flying.
- Focus on the pictures and work in pairs
- Give students time to discuss and write to find the differences.
3 The people on the poster are dancing.
the sentences about picture B.
4 The teacher isn’t reading.
- Discuss and write the sentences about
- Ask some students to read their sentences picture B.
5 The girl isn’t eating.
to the class and checks.
- Ask some students to read their 6 The students aren’t wearing uniforms.
sentences to the class and checks.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Game “WHO IS THE BEST?” 19 - Work in pairs. - Work in pairs.
- Make a mini-dialogue with the situations
- Make a mini-dialogue with the
in the box or students’ own ideas.
situations in the box or your own ideas.
- Let the class decide:
- Decide: Which dialogue is the best?
Which dialogue is the best? V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 31. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN 20
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: STUDYING A LANGUAGE - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post) I. AIMS: 1. Language contents:
- Vocabulary: spell, repeat, revise, concentrate, make notes.
2. Knowledge: By the end of the lesson, my students will be able to listen to and interview about learning a language. 3. Skills: - Main skills
: listening and reading skills. - Sub skills
: speaking and writing skills.
4. Attitude: love and know how to learn English as well as other languages. 5. Competences:
- Know how to learn to help you get better.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks, dictionaries
III. TECHNIQUES : Games, mind-map, brainstorming, discussion, pairs and groupworks, TPR, self learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “CHAIN GAME” 21 - Play the game in groups.
Ex: “I’m learning English…..”
- Divide class into 2 groups.
- Say a sentence and each group takes turns
- Take turns to give sentences that
to give sentences that follow the teacher
follow the teacher and the other
and the other groups’ sentence. groups’ sentence.
- The group that has more sentences will
- The group that has more sentences will win. win.
II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’) Set context: (2’) Question:
- Show the box on page 52 and asks
1. Do you like learning languages?
students some questions to lead in the
2. What things do you like and dislike? lesson. - Answer their own ideas.
3. Which things do you find most difficult?
- Let sdents answer in their own.
- Repeat the words and copy down into their notebooks.
4. Which are the most useful? - Introduce the new lesson. New words:
- Let students repeat the words and copy down into their notebooks. to spell (v) to repeat (v) to revise (v) to concentrate (v) to make notes (v)
Activity 1: Look at the quiz. Match questions
1–10 to pictures a–j. Then listen and check. (5’)
- Give students time to read the quiz and Suggested answers.
match the questions to the pictures.
- Read the quiz and match the questions 1e - 2h - 3d - 4c - 5a - 6i - 7j - 8b - 9f - 10g
- Let students use their dictionaries to to the pictures.
check the meanings of the verbs in blue, 22
then read the quiz and match the
- Use their dictionaries to check the questions to the pictures.
meanings of the verbs in blue, then
- With weaker classes, students could work
read the quiz and match the questions in pairs for this activity. to the pictures.
- Play the audio for students to check their
- With weaker classes, students could answers.
work in pairs for this activity.
- Check answers with the class and that
- Listen to the audio for students to
students understand all the verbs. check their answers.
- Check answers with the class and understand all the verbs.
III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (10’)
Activity 2: Work in pairs. Ask and answer
the questions in exercise 1. Then check your
scores in the key. (5’)
- Let students work in pairs to ask and
- Work in pairs to ask and answer
answer the questions in the quiz and the questions in the quiz and
check their scores in the key at the bottom
check their scores in the key at of the pictures. the bottom of the pictures.
- Ask some students to tell the class their
- Tell the class their scores. scores.
Activity 3: Read the introduction. Then
listen to the interviews. What are the people Suggested answers.
learning? Use the languages in the box. (5’) 23
- Read the introduction with the class,
- Read the introduction with the class, 1. English
focuses on the languages in the box and
focuses on the languages in the box 2. Russian and Arabic
elicits that Kanji is a Japanese language.
and understand that Kanji is a 3. Kanji - Play the audio. Japanese language.
- Let students listen and answer the question. - Listen to the audio.
- Check answers with the class.
- Listen and answer the question.
- Check answers with the class. 
Activity 4: Listen again and answer the
questions for Mario, Mark and Hannah.. Suggested answers. (5’)
1) Mario is watching TV. Mark is checking
- Allow students time to read the questions.
- Spend time reading the questions.
new vocabulary on the internet. Hannah is revising for her exams. - Play the audio again.
- Listen to the audio again and answer the questions.
2) Mario thinks listening is difficult. Mark
- Let students listen and answer the
thinks reading and writing are difficult. questions.
- Check answers with the class.
Hannah thinks pronunciation is difficult.
- Check answers with the class.
IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (20’) Questions.
Activity 5: Listening (optional) (5’)
1) Why is Mario watching TV? Because
- Ask students to read the sentences before ____
- Read the sentences before listening. listening.
A. He is bored. - Listen to the tape 3 times.
B. It is good for his English. - Play the tape 3 times.
- Listen and choose the correct
C. He doesn’t want to miss the latest
- Let them listen and choose the correct answers. news. answers.
2) Why are Mark and Peter learning - Check students’ answers.
languages? Because ______ - Check students’ answers.
A. They want to get a good job. 24
B. They are studying abroad.
C.
a lot of people from different

countries come to London.
3) Who is teaching Hannah?
A. A teacher from Japan.
B.
A teacher from Spain.

C. A teacher from France. (Suggested answers)
1B – 2C – 3A
Activity 6: “BRAINSTORMING” Make a
table with your answers in exercise 2. What
good and bad learning strategies have you got? (10’)
- Let students work in groups and discuss
- Work in groups and discuss their opinion. their opinion.
- Some groups come to the front and
- Some groups come to the front and present their opinion. present their opinion. - Listen to feedback. - Give feedback. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart new words.
- Workbook: Exercises page 32. V. REFLECTION:
……………………………………………………………..………….…………………………………………………………………………… 25
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOL THINGS - LESSON 5: LANGUAGE FOCUS (PPP)
PRESENT CONTINUOUS AND PRSENT SIMPLE I. AIMS:
- Vocabulary: revision
- Patterns: Question form of present continuous tense.
1. Knowledge: By the end of the lesson, students will be able to. 2. Skills: 26 - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
3. Attitude: love and be proud of places around where you learn. 4. Competences:
- Identify simple present and present continuous tense.
- Know the rules of how to use present simple and present continuous.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, deductive grammar learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “NOUGHTS AND CROSSES”
- Divide class into 2 groups. One group is
“noughts” (O) and the other is “crosses”
- Work in 2 groups. One group is (X).
“noughts” (O) and the other is now homework prefer
- Explain that two groups take turns to “crosses” (X). good at school digital learning
select the boxes and make sentences with
- Take turns to select the boxes and in the today bad at
those words. The group makes the correct
make sentences with those words. The park
sentence will get an (O) or (X).
group makes the correct sentence will Example: I’m good at drawing. get an (O) or (X). 27
- The group that has 3 O or X on a
- The group that has 3 O or X on a
horizontal, vertical or diagonal row will
horizontal, vertical or diagonal row be the winner. will be the winner.
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Set context: (5’)
- Show the picture of Mario from the
- Answer questions individually. Questions:
Listening and asks students some “Who is he?”
questions to lead in the lesson. “What does he do?
“What is he doing now?”
Activity 1: Look at the sentences. What
are the he / she and they forms of each
question and answer? (10’)
- Call some students to read out the
- Read out the questions and answers. (Suggested answers) questions and answers.
- Try to gues the other forms.
1)Is he / she learning English? Yes, he / she is. - Elicit the other forms.
- Copy down the lesson into their notebooks.
Are they learning English? Yes, they are.
- Ask students copy down the lesson into
2) What is he / she doing now? He’s / She’s their notebooks.
- Check students’ answers in task 1. watching TV.
- Check students’ answers in task 1.
What are they doing now? They’re watching TV.
3) Is he / she learning the same language? No, he / she isn’t.
Are they learning the same language? No, they aren’t. 28
Grammar point: PRESENT CONTINUOUS 1) Yes - no questions Am/ Is/ Are + S + Ving + O?
Short answer: Yes, S + am/ is / are. No, S + am/ is /are + not.
Ex: Are you doing your homework?
 Yes, I am. / No, I’m not. 2) Wh-questions
Wh-question word + am/ is/ are + S + Ving + O?
Ex: What are you doing now?
I’m doing my homework.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Work in pairs. Ask and answer
questions with words from the columns
and the verbs in the box. Use the present
continuous.
(10’)
- Elicit a few more example questions.
- Ask and answer questions in pairs.
- Let Students ask and answer questions
- Ask some students to report back on in pairs. their partner.
- Ask some students to report back on 29 their partner. - Students’ own answers.
Activity 3: Complete the table with
sentences 3–6. Which time expressions do
we use with a) the present simple, and b) the
present continuous?
(5’) Suggested answers.
- Let Students complete the table with - Present simple: 3, 5
- Present continuous: 4, 6 the sentences. - Complete the table with the
a) a) sometimes, usually, always (often, never, sentences.
- Check answers and elicits which time every day)
expressions we use with each tense.
- Check answers and decide which
b) b) today, at the moment, now (right now)
time expressions they use with each
- Elicit other possible time expressions tense.
 Time expressions: now / right now / at for each tense. - Guess other possible
time the moment / at present / - Play the grammar animation. expressions for each tense.
- Look at the grammar animation.
Activity 4: Look at the photos and complete - Suggested answers.
the sentences. Use the present simple or the
present continuous. (5’)
1) practises 4) ’s playing
2) ’s relaxing 5) ’s chatting
- Let students complete the sentences then - Complete the sentences
then 3) plays 6) speaks
compare their answers in pairs.
compare their answers in pairs.
- Check answers with the class.
- Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Game “LOTTERY WINNER”
- Let students work in groups.
- Let students work in groups. 30
- Elicit a few example questions and
- Listen to a few example questions and answers. answers.
- Call some group to present and gives
- Present and listen to feedback. feedback. Rules:
Imagine that one of you is a lottery winner.
Ask and answer questions about now and
usually. Use the present simple and the
present continuous forms of the verbs in the box. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 33.
- Write 5 sentences using simple
present and present continuous. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 31 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOLS - 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 help when studying a language. 2. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
3. Attitude: Feel confident when ask and get help when studying a new language. 4. Competences: - Know how to ask for help.
- Communicate confidently with friends/ teachers/ mentors/ tutors…
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, …. 32
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pair work and group work, conversations, role – play, skill strategy. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “MEMORY GAME” (5’)
- Explain the rule and divides class into 2 - Work in group. groups.
- Take turn to select the cards.
- Let students work in group and take turn - to select the cards. - Rule:
- - The first player/ team chooses a card
and carefully turns it over, then selects
another card and turns it over.

- - If the two cards are a matching pair, the
player /team will get one point.
- - If the cards are not a match they are
turned back over and it is now the next players turn. 33
II. PRE-SPEAKING. T - Ss - T / Ss - Ss / (5’) Set context: Suggested answers
- Read the question with the class and - Answer the questions. 1. Use dictionary
elicit answers from individual students.
- Listen to their friends’ answers.
2. Ask friends/ teachers
- Think: What can you do if you can’t 3. Use cell phone
remember a word in English?
III. WHILE-SPEAKING. T - Ss - T/ S - S/ Indiv. (25’)
Activity 1: Complete the dialogue with the
Key Phrases. Then watch or listen and
check. What word can’t Zac remember? (5’) Suggested answers
- Allow students time to read through the
- Spend time reading through the
1. Can you help me with something,
gapped dialogue and the key phrases.
gapped dialogue and the key phrases. please?
- -Let students listen the audio for students 2. How do you say
to listen and complete the dialogue with
- Listen the audio and listen and the key phrases.
complete the dialogue with the key
3. Can you say that again, please?
- Play the audio again to check the answer phrases.
4. How do you spell that? the class.
- Listen to the audio again to check the
The word Zac can’t remember is ‘tomorrow’ answer the class.
Activity 2: PRONUNCIATION: The
alphabet. Complete the table with the
letters in the box. Then listen and check. (5’) Suggested answers 34
- Model the sounds in the table and read out
- Listen to the pronunciation. 1 J 2 E 3 G 4 V
the letters that are already added.
- Complete the table with letters from 5 N 6 X 7 I 8 U
- Complete the table with the letters from the box. the box.
- Listen to the audio and check answers.
- Play the audio for students to listen and check.
Activity 3: Say the alphabet. Then work in
pairs. Ask your partner to spell words from
units 1–3. (10’) Five words:
- Say the alphabet through once as a class
- Say the alphabet through once as a
then ask students to stand up.
class then ask students to stand up.
secondary, television, expensive, elephant,
- Let students say a letter of the alphabet in protect
- Say a letter of the alphabet in turn. turn.
- If a student makes a mistake or can’t
- If a student makes a mistake or can’t think
think of the next letter, he/she sits
of the next letter, he/she sits down.
down. Continue, gradually speeding
Continue, gradually speeding up, until
up, until only one or two students
only one or two students remain standing. remain standing.
- Give Students five words and asks them
- Look at five words and asks them to to spell these words. spell these words.
- Let students work in pairs to practice
- Work in pairs to practice spelling. spelling.
Activity 4: Indicate the word whose bold
part differs from the other three in (5’)
- Model pronunciation of sword, where the
- Listen to the pronunciation of sword, Suggested answers: letter w is silent. where the letter w is silent. 1 c 2 b 3 c
- Make students pay attention to the fact
- Pay attention to the fact that in English
that in English some consonant clusters
some consonant clusters may be 4 a 5 d 35
may be spelled similarly but pronounced
spelled similarly but pronounced differently. differently.
- Ask some pairs to perform one of the
- Ask some pairs to perform one of the dialogues in the front. dialogues in the front.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Read the Skills Strategy and
then work in pairs. Prepare a new
dialogue using the chart below to help you.

Practise the new dialogue. One of you is A, Examples:
the other is B. Then change roles. (5’)
A: Can you help me with something,
- Read the skills strategy before doing
- Let students read the skills strategy please? exercise 5. before doing exercise 5. B: ...
- Work in pairs to prepare a new
- Let students work in pairs to prepare a dialogue.
A: How do you say … in English? new dialogue.
- Ask some students to perform their B: ...
- Ask some students to perform their dialogues for the class.
A: Can you say that again, please?
dialogues for the class. B: ...
A: How do you spell that? B: ...
A: Great. Thanks, … .
Optional Activity (5’)
- Choose a well-known city, country or celebrity. 36
- For more speaking practice, ask students
- Spell the name for their partner, and
to choose a well-known city, country or
their partner must write it down. celebrity.
- Work in pairs to dictate the names.
- Tell students they are going to spell the
- See who managed to write the names
name for their partner, and their partner correctly. must write it down.
- Let students work in pairs to dictate the names.
- See who managed to write the names correctly. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Do exercise in Student book page 61. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: 37 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOL - LESSON 7: WRITING AN EMAIL ABOUT YOUR SCHOOL (Pre -While-Post) I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a write an informal email about your school. 2. Skills: - Main skills
: writing and reading skills. - Sub skills
: speaking and listening skills.
3. Attitude: love and be proud of the school where you study. 4. Competences:
- Identify and know how to use kinds of connectives.
- Know how to skim and scan, write a short email.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, skim and scan paragraph. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS 38
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “SLEEPING PENGUINS” (5’) Suggested answers:
- Explain the rule and ask students work in - Work in group of 4.
1. Can you help me with something, please? groups of 4.
- Join in the game and use the small 2. Do you usually concentrate when you do
- Let students join in the game and use the
board to show their sentences. your homework?
small board to show their sentences.
3. What do you know about schools in other Rule: countries?
- Students work in groups of 4.
- Number the students in each group 1,2,3 and 4.
- Then all students should “go to sleep” (close their eyes)
- When the teacher says “Number 1”, number
1 students should wake up, check the words
on the screen and then go back to sleep.
Repeat with students number 2,3 and 4
-Then the teacher will say” wake up” and all
students should wake up and tell their words to their group members.
- Each group should write down the sentence accurately.
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’) Set context: (5’)
- Ask students: What do you know about - Answer the questions
What do you know about schools in
schools in other countries? other countries?
- Use their dictionaries to check the 39 - Elicit each of the words.
meanings of the words in the box. VOCABULARY
- Read the words and asks Students to (Self – discover learning)
- medium-sized (adj) cỡ vừa repeat.
- a medium-sized school:
- Check the meaning, part of speech,
- compulsory (adj) bắt buộc pronunciation.
- optional (adj) không bắt buộc
Activity 1: Read the email. How many
students are there in Danny's school? Is
Danny’s school very different from your school? (5’)
- Read the email and answer the questions.
- Read the email and answer the Suggested answers.
- Check the answers with the class and let questions.
- There are about 500 students.
students discuss with the class how
Danny’s school is similar and different to
- Check the answers with the class and
the students’ own school.
let students discuss with the class how
Danny’s school is similar and
different to the students’ own school.
III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Complete the Key Phrases with
words from the text. (5’)
- Read the email again and complete the
- Let students read the email again and key phrases. complete the key phrases.
- Check answers with the class and be Suggested answers.
- Check answers with the class and check
sure to understand all the key phrases.
that students understand all the key
1 happy, you can study here next month phrases. 40 2 medium-sized 3 Maths and English 4 optional 5 photo, my classmates
Activity 3: Study the examples. Then 6 a photo of yours
match 1–4 with a–d and write sentences with so. (5’)
- Ask Students read out the examples and
ask students to translate them into their
- Read out the examples and ask Suggested Answers: language.
students to translate them into their
1 - C I’m learning some Spanish words, so language.
- Check that they understand so. Students I need a dictionary.
match the sentence halves and write
- Match the sentence halves and write
2 - D I’ve got two bikes, so you can use
sentences with so, then compare their
sentences with so, then compare their one of them. answers in pairs. answers in pairs.
3 - B There’s a history exam tomorrow, so
- Check answers with the class. Point out
- Check answers with the class. Know I’m revising now.
that we usually use a comma before so.
that we usually use a comma before so.
4 - A There aren’t any classes this
afternoon, so we can go and play football
Activity 4: Optional Activity. (10’)
- Ask: How does Danny begin and end his email? - Listen to teachers.
- Elicit that he begins it with Hi, and ends
- Find examples of contractions in with Write soon. Danny’s email.
- Elicit other possible ways of ending an - Check answers with class.
email, e.g. Hope to hear from you soon,
Looking forward to hearing from you, See you soon. 41
- Elicit that the tone of Danny’s email is
quite informal and tell students that in informal language we use more
contractions (I’m, it’s, etc.).
- Ask students to find examples of
contractions in Danny’s email.
- Check answers and encourage students to
use contractions when they write their email.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’) THINK AND PLAN
Activity 5: A student from a different
1 Who is the visitor and when is the visit?
country is visiting your school in three
weeks. Write an email and give him some

2 How big is your school?
information about your school.
3 Where is your school?
- Read through the paragraph structure
- Read through the paragraph structure 4 When are the lessons? What are the with the class. with the class. subjects?
- Let students answer the questions and
- Answer the questions and write their 5 What is in the photo you are emailing? write their email. email.
- Select and checks some of students’ - Check answers with class. OUTLINE paper. Hi/ Hey …,
I’m happy that … (The reason you write)
… is a small / medium-sized / large school

Classes are … Some subjects are …. Others
42
Here’s ………… Send me … (The information you need) Write soon, V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Workbook: Exercises page 35.
- Write an email tell your friends about your school. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOLS - LESSON 8: CLIL – CULTURE – DIGITAL LEARNING I. AIMS:
- Vocabulary: keep up with.
1. Knowledge: By the end of the lesson, my students will be able to discuss about positive and negative of digital learning. 43 2. Skills: - Main skills
: reading and speaking skills. - Sub skills
: writing and listening skills.
3. Attitude: know the variety of learning around the world. 4. Competences:
- Can list the positive and negative of digital learning.
- Know the ways of learning that is suitable.
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, writing. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “CROSS WORD” Suggestion - Divide class into 4 groups. - Take part in the game. 1/ Internet
- Run through the game – Each group will
- Which group having the highest point 2/ Teachers
choose a crossword and write the answer will be the winner. 3/ Students on the board. 4/ Computers
- Which groups having a correct answer will get a point. 5/ E-books 44
Key words: Online learning/ Digital learning
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’) Set context: (5’) Suggestion:
- With books closed, ask students what - Close books.
1. what do you know about schools in
they know about schools in their country, our country?
- Answer what they know about schools
for example, what different types of
in their country, for example, what
2. what different types of school are
school there are, how much time children
different types of school there are, how there?
spend at school each week.
much time children spend at school
3. how much time do children spend at
- Write the words digital learning on the each week. school each week?
board and ask students what they think it
- Tell students they are going to learn means. about digital learning.
- Elicit some ideas, but do not accept or
reject any at this stage.
- Tell students they are going to learn about digital learning.
Activity 1: Look at the first photo and Suggested answers
answer the questions. Then read the text
and check your answer. (10’) 1/ He’s at home.
- Complete exercise 1 in pairs.
- Instruct students how to complete
2/ He’s studying.
- Spend 2 minutes asking and answer exercise 1 in pairs. the questions.
- Let students spend 2 minutes asking and - Answer the questions. answer the questions.
- Ask some students to answer the questions. 45
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Activity 2: Read and listen to the text.
And answer the questions (5’)
Suggested answers.
- Let students listen to the audio. - Listen to the audio.
1/ He is sometimes absent from school
- Emphasize the phrasal verb “keep up
because he’s a tennis player and needs time with”.
- Learn the phrasal verb “keep up with”.
to practice and play in tournaments.
- Ask students about the text.
2/ Digital learning helps him to keep
- Read the text and check their studying.
- Instruct students to read the text and sentences in exercise 1.
check their sentences in exercise 1.
3/ Yes, he does. He still goes to school when
- Complete the text individually in 3
there is no tournament.
- Complete the text individually in 3 minutes. minutes.
4/ Yes, he can do the tests easily.
- Check answers with the class.
- Check answers with the class.
5/ Students’ own answers.
Activity 3: Look at the map choose the
correct words. (5’) Questions. - Work in pairs.
- Let students work in pairs to ask and
1 At what age do children usually start
answer the questions in pairs.
- Ask and answer the questions
school in your country?
- Check answers with the class. - Check answers with friends.
2 At what age can you leave school?
3 Can children in your country do online courses?
Activity 4: Work in group. Discuss the topic:
Is digital learning useful? Why? (5’) * Useful expressions: - Work in pairs.
Digital learning is good for … It is good because … 46
- Let students work in groups to discuss the
- discuss the topic “Is digital learning
It becomes more and more popular
topic “Is digital learning useful? And useful? And why?”. because … why?”.
However, it cannot replace schools
- Read through the expressions in the because …
- Put students into pairs to prepare their box with the class ideas.
- Put pairs together into groups to
- Read through the expressions in the box discuss their ideas.
with the class and check that students
- Ask groups in turn to tell the class if understand everything.
they think that digital learning is a
- Put pairs together into groups to discuss good or bad idea overall. their ideas.
- Show some of the expressions on the
- Ask groups in turn to tell the class if they
screen and gives students some
think that digital learning is a good or bad
examples based on these expressions. idea overall. - Check answers with friends.
- Show some of the expressions on the
screen and gives students some examples
based on these expressions.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: WRITING (10’)
- Ask students to imagine they are busy as
- Imagine they are busy as an athlete and
an athlete and they have to learn at home. they have to learn at home.
- Ask them to prepare their ideal weekly
- Prepare their ideal weekly timetable. timetable.
- Their timetable should include
- Tell them their timetable should include
studying and also sports and social
studying and also sports and social activities. activities. 47
- Students can compare their timetables in
- Compare their timetables in small
small groups and decide which one they
groups and decide which one they
would most like to follow. would most like to follow. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures.
- Prepare for the next lesson. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 4: SCHOOLS - 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 4. 48 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, discussion, pairs and group works, idea expression, miming. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “GUESSING GAME!”
- Divide the class into small groups.
- Tell students that they are going to play - Work small groups.
Answer key: There are 8 words: the game “Guessing game”.
- Play the game “Guessing game”. 1- Literature
- Give clues for each word by using the
- Give clues for each word by using the 2- P.E/ Physical Education pictures. pictures. 3- Biology
- Let students discuss and guess in groups.
- Discuss and guess in groups. 4- Physics 5- Geography 49
- Let students give the answer by writing
- Give the answer by writing on their 6- Math on their groups’ boards. groups’ boards. 7- Music
- Which groups having correct answers
- Which groups having correct answers 8- Art will get points. will get points. * Exercise 1: Answers:
- Instruct students how to use the code to write the
- Use the code to write the school subjects. 1/ maths school subjects.
- Write the subjects in groups. 2/ science 3/ PE
- Correct the exercise with students. - Correct the exercise. 4/ English
- If they can guess all the subjects, their groups will - If they can guess all the subjects their 5/ art groups will get 8 points. get 8 points. 6/ ICT
- Make a survey in group. The survey is 7/ geography
- Then, instruct students to make a survey in group.
about their favorite subjects. 8/ history
The survey is about their favorite subjects. Finally,
each group is going to present their group survey’s - Finally, each group is going to present 9/ Spanish
their group survey’s result in front of the result in front of the class. class. Answer key: * Exercise 2
Students’ own answers for
- Instruct students how to play the game and show picture 4
- Listen to know how to play the game and the picture on the screen.
show the picture on the screen.
- Ask one student to make an example in front of
- Ask one student to make an example in front of the class. the class.
- Observe the class during the game time.
- Let students play the game in pairs.
- Observe the class during the game time. 50
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Exercise 3: Look at the picture. Read the
sentences. Write the names of the Suggested answers.
students. (10’) - Read out the instructions.
(Left–Right): 1 Becky 2 John 3 Sally 4 Joe
- Read out the instructions and use the 5 Dan 6 Emma picture to explain the game.
- Work in pairs to read the sentences and
write the names of the students.
- Let students work in pairs to read the
sentences and write the names of the
- Be able to do this as a race. students.
- Check answers with the class.
- Be able to do this as a race.
- Check answers with the class.
Exercise 4: Find seven more verbs about
studying a language. (5’) Suggested answers. - Read out the instructions.
- Let students find seven more verbs in the - Read out the instructions. wordsearch.
- Find seven more verbs in the
- With weaker classes, students could work wordsearch.
in pairs for this, and could look back at page 46 for help.
- With weaker classes, students could
work in pairs for this, and could look
- With stronger classes, teacher could do it back at page 46 for help. as a race.
- With stronger classes, teacher could do
- Check answers with the class. it as a race.
- Check answers with the class. 51
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Mime game. (10’)
- Read out the instructions and check that
- Read out the instructions and students understand the game. understand the game.
- Let students discuss in groups to list out 5
- Discuss in groups to list out 5 activities. activities.
- Help students during their discussion.
- Ask for help during the discussion.
- Let students discuss in 3 minutes. - Discuss in 3 minutes.
- After 3 minutes, one student from each
- After 3 minutes, one student from each
group is going to mime one activity in
group is going to mime one activity in
front of the class. If other groups can
front of the class. If other groups can
guess the activity correctly, they will get
guess the activity correctly, they will a point. get a point. * SHARING
- Ask students to work in groups and Suggested answers. - Work in group.
discuss what they learned in Unit 4.
- We know how talk about our
- Discuss in groups and write down their
- Give students time to discuss in groups
favorite school subjects. opinions.
and write down their opinions. -
- Present their opinion in front of class.
- Call out some students to present their - opinion in front of class.
- Listen to friends and teacher’s feedback. - Give feedback. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all structures. - Do Unit 4 test. 52
- Prepare for the next Unit. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 53