Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 5: FOOD and HEALTH - LESSON 1: VOCABULARY FOOD I. AIMS: 1. Language contents:
- Vocabulary: (n) lunchbox, vegetarian, pasta, vending machine, crisps, nuts, fizzy drink, yoghurt.
2. Knowledge: By the end of the lesson, my students will be able to I can talk about the food they like and dislike. 3. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
4. Attitude: be grateful for the food they eat and where it comes from. 5. Competences: -
Talk about the food they like and dislike, using key phrases (for students with mid-level). -
Talk about the good and bad things when having lunch at school (for students with high level).
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, …. 1
2. Students: textbook, notebook.
III. TECHNIQUES : Qs & As, games, visualize. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “HIDDEN PICTURES” -
Divide the class into 2 groups. -
There is a picture hidden behind some color - Play the game in groups.
hexagons. As you click the hexagons, the
image is slowly revealed, and students must -
Each group will write down the food/
try to guess what it is. The student who raises drink they remember.
their hands first will get a chance to guess. -
With one correct answer, students -
The team with the most points at the end of will get one point. the game wins . -
Show all the pictures again and asks students a question:
“Among these kinds of food, which is your favorite?” -
Students answer on their own. 2
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Set context: -
Call out some students to answer the Question: - Some students will answer the question.
question (talk about their favorite)
“What is your favorite food?”
“What is your favorite food?”
“Do you think it is good for your health or not?”
“Do you think it is good for your health or not?” - Listen to the teacher. -
Lead to the topic of the lesson – Food Teach new vocabulary: New words:
- Use pictures and explanations to present -
Look, listen and repeat in chorus and
lunchbox (n) /ˈlʌntʃbɒks/ new words. individuals.
vegetarian (n) /vedʒəˈteəriən/
- Ask students to practice their pronunciation drills. pasta (n) /ˈpæstə/  New words:
vending machine (n) /ˈvendɪŋ məʃiːn/ lunchbox (n) crisp (n) /krɪsp/ vegetarian (n) nut (n) /nʌt/ pasta (n)
fizzy drink (n) /ˈfɪzi drɪŋk/ vending machine (n)
yoghurt (n) /ˈjɒɡət/ (picture) crisps (n) 3 nuts (n) Question: fizzy drink (n) “What is it?” yoghurt (n)  Vocabulary checking - Answer individually. -
Show pictures and ask students a question: “What is it?”
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Activity 1: Look at the photos in School food.
Choose the correct words in the texts. Listen
Suggested answers
and check your answers. -
Read the texts and choose the correct 1) sandwich 2) apple 3) juice -
Read out the introduction and ask students
words, use a dictionary to check which lunches they like best.
4) meat 5) rice 6) chips
different food (if necessary). -
Do it as a race for the stronger classes.
7) beans 8) vegetables 9) rice -
With weaker classes, students could -
Play the audio for students to listen and work in pairs to do the task.
10) sweets 11) nuts 12) fizzy drinks check. -
Listen and identify word stress then 13) egg 14) salad 15) bread note down the food.
16) pasta 17) chicken 18) water 4
- Check that students understand all the foods -
Discuss in pairs which meal they 19) soup
and drill pronunciation of difficult words.
would most like to eat and why. -
Ask some pairs to report back to the class. Suggested answers
Optional activity: Vocabulary 1) meat -
Ask students to rank the foods in exercise 1, - Work individually.
so 1 is the food they like the most, and 19 is 2) fizzy drinks the food they like the least. -
Compare the list with their friends. …… -
Put students into groups to compare their lists. 19) bread
Activity 2: Read the Study Strategy. Then
copy and complete the word web with words -
Work in pairs to copy and complete
in exercise 1. Think of more words to add to the word web. the web. - Answer in their own. -
Introduce students how to organize and remember vocabulary. -
Invite some students to read the study
Suggested answers strategy aloud.
1) vegetables: chips, salad, beans, carrot, spinach,… 5 - Draw/show the word web on the
2) fruit: apple, mango, orange, pineapple, …
board/screen and bring students’ ideas
3) snacks: nuts, crisps, sweets, popcorn,… together on the board/screen.
4) drinks: water, fizzy drinks, juice, milk, -
Elicit more words and encourage students to tea,…
add more words to their word web .
5) meat: chicken, beef, pork, lamb,…
Suggested answers
/ɪ/ : fish, fizzy, chicken, drink, chips.
Activity 3: PRONUNCIATION: Short and
long vowels /ɪ/ and /iː/. -
Listen to the words to identify the /iː/ : beans, meat, cheese, eat, meal. Listen and repeat the
words. Then listen to six more words and sound. complete the table. - Listen again and repeat. -
Play the audio of the first four words for -
Listen to the next 6 words and
students to listen and identify the difference
between the sound /ɪ/ and /iː/. complete the table. -
Introduce students how to pronounce /ɪ/ and - Check the answers with the teacher /iː/. and repeat all the words. -
Play the audio again, pausing after each word for students to repeat. -
Play the next six words for students to listen and add them to the table. 6 -
Check answers with the class. Then play the
audio again, pausing after each word for students to repeat. -
Watch or listen, note down each
Activity 4: Watch or listen. What food do the student’s favorite food. students like? - Check the answers in pairs. -
Play the video/audio for students to complete -
Check the answers with the teacher. the sentences. -
Ask students to check the answers in pairs. -
Check answers with the class. -
Read the gapped key phrases silently
Activity 5: Watch or listen again and
and individually and guess the
complete the Key Phrases with examples that missing words.
the students talk about. -
Watch or listen, identify word stress -
Allow students time to read through the
and pronunciation to complete the gapped key phrases. sentences. Suggested answers -
Play the video or audio again. -
Watch or listen and complete the key 1) fish and chips - Check answers with the class.
phrases with examples that the 2) chicken salad students talk about. 3) pasta - Check the answers in pairs. 4) many school meals -
Check the answers with the teacher. 5) chicken 7
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Make a survey (task 6/ p.63) Question: -
Divide the class into small groups. (8 – 10 “Do you like salad? -
Work in groups to talk about food students /group) using Key Phrases.
 Yes. I really like salad. -
Let students ask their friends a question, -
Present their surveys to the front.
Hmm. I really don’t like salad.
using the food in the box or more words to  their own. “Do you like….?” -
Ask some students to present their group
surveys and rank the food they like the most
and the food they like the least. V. Homework. (2’) V. Homework - Give homework. - Take notes. -
Learn by heart all the new words. -
Workbook: Exercises 1, 2 on page 36. -
Prepare Lesson 2 – Reading. V. REFLECTION:
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……………………………………………………………..………….……………………………………………………………………… 8 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 5: FOOD and HEALTH - LESSON 2: READING SUMO WRESTLERS I. AIMS: 1. Language contents:
- Vocabulary: (n) dessert, vitamin. (v) weigh, train. (adj) enormous.
2. Knowledge: By the end of the lesson, my students will be able to summarise a text. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: listening and speaking skills.
4. Attitude: be grateful for the food they eat and respect the Japanese traditional sport “sumo wrestling” and sumo wrestlers as well. 9 5. Competences: -
know how to answer specific questions about the text. -
use vocabulary items related to the issue of passage.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, powerpoint slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Qs & As, games, visualize. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “BACK TO THE BOARD” -
Divide the students into two groups. -
Listen to the instructions carefully. -
One player from each team comes to the - Play the game in groups.
front of the class and stands with their back
to the board. Tell the two players that they -
Listen to their team’s mime or clues
are not allowed to look at the board. and answer. -
Show the picture of a food/thing on the -
The student who can give the correct
board. The students from each team must will get 2 points.
get their players to say the word on the 10
board. They can use mime or clues, but they -
The team that has the most points will must not use their language. win.
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv. (10’) THINK -
Show the picture of a sumo wrestler. -
Work in groups and talk about the -
Ask students to talk about the questions in
question based on their background Question: groups. knowledge. “What does the man do?”
“What does the man do?”
“What do you know about a sumo wrestler?”
“What do you know about a sumo wrestler?” -
Go around for help if necessary. Lead-in: -
Look at the picture and listen to the
Show the picture of a sumo wrestler and lead in teacher.
the lesson “Sumo wrestling originated in Japan. 11
Wrestlers win a fight by forcing their opponent
to step outside the ring, or forcing them to touch
the ground with any part of their body apart
from their bottom or feet.”
Activity: Guessing game -
Have students work in groups and discuss A sumo wrestler
some facts about the cruise ship. -
Work in groups, look at the pictures in -
After discussing, students have to write
the student book and talk about some
“TRUE” or “FALSE” at the end of each
facts of the cruise ship (guessing the Sentences for group discussion: sentence.
content of the text before reading).
1) Most sumo wrestlers weigh 190 kilos. -
Tell students “We will check the answers
Read the sentences and write “TRUE” 2) Sumo wrestlers start training early in the -
while we read the text Sumo style.”
or “FALSE” at the end of each morning. sentence in their book.
3) They have a big breakfast.
4) There’s a lot of fat in chankonabe.
5) They sometimes eat sweet foods. 12
III. WHILE - READING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 1: Skills Strategy. -
Show students how to do the gap-filling - Open student book to page 16. exercise. -
Look at the Skills Strategy box and -
Invite some students to read the strategy listen to the teacher. aloud. - Give questions if you do not -
Explain (use Vietnamese if necessary). understand.
Key: 1c - 2a - 3d - 4b
Activity 2: Read the text. Complete the
interview with questions a–d. Key: -
Read and complete the interview with -
Point out the questions already in the text and the questions.
1) isn’t 4) afternoons
the gaps for further questions. -
Work in pairs to read the text for 2) healthy 5) after -
Allow students time to read through checking their answers. 3) eat questions a–d.
- Check the answers with the teacher. -
Invite some students to check their works.
Activity 3: Read the Skills Strategy. Then Key for Guessing Game:
listen to the text again and complete the - Work individually.
summary with five of the words in the box 13
- Ask students to read the skills strategy before - Read and listen to the text and complete 1) Most sumo wrestlers weigh 190 kilos.
doing exercise 2. Point out that a summary
the summary with the correct words. (FALSE)
focuses on the general idea of a text, not the - Check the answers in pairs.
Only the heaviest sumo wrestlers weigh details. 190 kilos.
- Have students listen to the text and reread the
2) Sumo wrestlers start training early in the
text silently and complete the summary with morning. (TRUE) the correct words.
3) They have a big breakfast. (FALSE)
- Ask students to check their answers in pairs.
They don’t have big breakfast
- Invite some students to write their answers and
4) There’s a lot of fat in chankonabe. check their work.
- Back to the Guessing Game activity and (FALSE)
 There isn’t much fat in chankonabe.
- Go back to the Guessing Game activity and give check the answers. the correct answers.
5) They sometimes eat sweet foods. (TRUE)
Activity 4: Vocabulary Plus
- Work in pairs and use a dictionary to
- Encourage students to work in pairs to use a Words in blue:
check the meanings of the words in blue
dictionary to check the meanings of the words
dessert (n) /dɪˈzɜːt/
in the text.Ask the teacher if necessary. in blue in the text. train (v) /treɪn/
- Help students check these words’ meaning in
Ex: I train in the gym for two hours a day. the front.
enormous (adj) /ɪˈnɔːməs/ Words in blue:
Ex: Their garden is enormous. bowl (n) /bəʊl/ dessert (n) (picture)
vitamin (n) /ˈvɪtəmɪn/
train (v) (explanation) dish (n) /dɪʃ/ 14
enormous (adj) (explanation) bowl (n) (picture)
vitamin (n) (explanation) dish (n) (explanation) Key:
Optional activity: VOCABULARY PLUS 1) Vitamins
- Write the following gapped sentences on the
- Complete the sentences with the correct 2) train board: blue words from the text. 3) dish
1) _____ are good for you.
- Compare the answers in pairs. 4) desserts
2) Sports people usually ______ every day. 5) bowl
3) Spaghetti bolognese is a popular ______ in
- Check the answers with the teacher. Italy.
4) You have at the end of a meal.
5) You put rice or soup in a ______.
- Check the answers with the class.
IV. POST - READING. T - Ss - T/ S - S / Indiv. (15’)
ACTIVITY 1: QUESTION BATTLE Example:
- Divide the class into 2 teams. Each team reads
1) How long do sumo wrestlers train in a
the lesson carefully and makes 5 questions related - Listen to the instructions carefully. day?
to the content in the lesson! After finishing - Play the game in teams.
2) What is the special dish for them?
asking questions, the whole class put away all the 15
books, each member of each team will take turns - Make 5 questions about the text. …..
reading out a question for the other team to
answer. In 1 minute, if the opposite team cannot
answer, the asking team will get points. The team
that has the most answers will win.
- Suggest the questions on the board as examples
if students do not know how to ask questions
ACTIVITY 2: DISCUSSION
- Allow students time to prepare their answers to
- Think about the life of a sumo wrestler
the questions individually.
and write down their opinions.
- Ask some students to report back to the class.
- Take turns to talk about the question in
- Discuss as a class what students’ favourite Question: pairs. dishes are.
“Do you think a sumo wrestler’s life is
- Ask the teacher if necessary.
- Ask more questions to extend the discussion.
interesting? Why / Why not?”
(stronger classes)
“What is your favourite dish?”
“What is your favourite dessert?
“Do you know how to make it?” V. Homework. - Read Skill Strategy. - Give homework. - Take notes
- Workbook: Exercises 1,2 page 40. 16
- Draw and color a picture of your favourite food. V. REFLECTION:
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……………………………………………………………..………….……………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 5: FOOD AND HEALTH - LESSON 3: LANGUAGE FOCUS I. AIMS: 1. Language contents:
- Vocabulary: revision - Patterns: 17
• Countable and uncountable nouns
• some, any, much, many and a lot of
2. Knowledge: By the end of the lesson, my students can talk about food and meals 3. Skills: - Main skills : reading - Sub skills : speaking
4. Attitude: be able to talk about food and meals. 5. Competences: -
Identify the rules of how to use a, an, some, any, much, many, and a lot of with Countable and Uncountable nouns.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs, and group works. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: ROLL A RANDOM ASSOCIATION
- Divide the class into 2 groups. - Play the game in groups.
- Ask students to take turns to throw the dice to
- Throw the dice to choose TWO
choose TWO numbers on the screen.
numbers on the screen. 18
- Give each group ONE minute to make as
- Make as many sentences as possible in
many sentences as possible in with that 2
ONE minute with that 2 words.
words. (2 words in a sentence)
Example: - There is chicken, sandwich,
and salad in the menu today.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (15’)
Activity 1: Find examples of the words below
in the texts on pages 62 and 63. Which are
countable (c) and which are uncountable(u)?
Add the words to Rules 1–2. Suggested answers
apple (c), juice (u), egg (c), bread (u), pasta -
Ask students to find the words (in the
box) in the texts on pages 62 and 63 -
Find the words (in the box) in the texts
(u), sweet (c), water (u), snack (c)
decide which are countable and which
on pages 62 and 63 to decide which are Rules: are uncountable.
countable and which are uncountable. - Check students’ answers. -
Check the answers with the teacher.
1. an egg / eggs, a sweet / sweets, a snack / -
Read through the rules with the class and - Read through the rules with the teacher snacks
ask students to complete the rules.
and complete the rules individually. 2. bread, pasta, water - Check students’ answers. -
Check the answers with the teacher.
Activity 2: Look at the pictures and complete Suggested answers the sentences. -
Look at the pictures and complete the 19 -
Ask students to look at the pictures and
sentences with the words in the box. 1. rice 2. cheese 3. meat
complete the sentences with the words in -
Check answers with the teacher.
4. vegetables 5. pears 6. crisps the box. -
Check answers with the class.
Activity 3: Look at the sentences in exercise
Choose the correct words to complete
2 and choose the correct words in Rules 1–3. - the rules. Suggested answers -
Ask students to choose the correct words
Check answers with the teacher. 1. much 2. many 3. negative to complete the rules. - GRAMMAR POINT: -
Check answers with the class. 1. Many / Much MUCH + Uncountable nouns
MANY + Plural countable nouns: Example a. How many eggs? b. How much bread?
2. A LOT OF + Plural countable nouns & uncountable nouns Example
a. I need a lot of coffee.
b. She has a lot of friends.
3. SOME/ANY + Plural countable nouns & uncountable nouns 20 SOME +  We’ve got some Affirmative cheese ANY - Negative  We haven’t got ? Question any cheese.  Have we got any cheese?
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 4: Complete questions 1–5 with
- Work in pairs and complete the
much and many. Then choose the correct
questions with the correct words. Suggested answers words in the answers.
- Check answers with the teacher. 1. much, any 2. many, many
- Ask students to complete the questions with
3. much, a lot of 4. much, much the correct words. 5. many, some - Go around for help.
- Check answers with the class.
Activity 5: What do you usually eat and drink
every week? Complete the sentences. Then
compare with other people in the class. Are
they the same or different?
1. I eat some ……………………………… - Listen to the teacher.
2. I never eat any …………………………...
- Read out some of the sentence beginnings and elicit some possible answers. 21
3. I don’t eat many/much………………….
- Ask students to complete the sentences with their ideas.
- Complete the sentences with your ideas.
4. I drink a lot of ……………………………
- Ask two students to read out the example
- Read out the example dialogue.
5. I don’t drink much ………………………. dialogue.
- Work in pairs to discuss the answers and swap with a new partner.
6. I never drink any …………………………
- Ask students to work in pairs to discuss their
- Note down whose sentences are the answers. same.
Example: a) I eat some eggs and salads
- Ask students to swap and work with a new every week. partner.
b) I don’t drink much fizzy drinks every week.
- Ask them to note down whose sentences are the same as theirs.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. Conversation: (15’)
A: Okey. How much chicken have we got?
You invite three friends for a celebration at B:
Only a little, and not many sweets.
your house, so you and your sister are
A: Right, we buy chicken and sweets. Have
discussing the shopping list for the food and
we got any salads? drink you want to buy.
B: Yes, but they aren’t enough.
A: Salads, okay. What about juice and fizzy Note: drinks?
Using different FOOD, DRINK and
B: We have got a lot of juice and fizzy
MANY/MUCH/SOME/ANY/A LOT OF drinks.
A: Okay, we don't need wine or juice. - Work in pairs.
B: Right. Come on, let's go. 22
- Ask students to work in pairs to create a new
- Work with a partner to create a new conversation. conversation.
- Give feedback to the presentation.
- Come to the front and practice the conversation.
- Listen to the teacher’s feedback and take notes. V. Homework. (2’) -
Learn by heart all Grammar points. - Give homework. - Take notes. -
Workbook: Exercises page 37. V. REFLECTION:
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……………………………………………………………..………….……………………………………………………………………… 23 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 5: FOOD AND HEALTH - LESSON 4: VOCABULARY AND LISTENING I. AIMS: 1. Language contents:
- Vocabulary: active, tired, full, fit – unfit, healthy - unhealthy, ill - well
2. Knowledge: By the end of the lesson, my students can understand specific information in interviews about health. 3. Skills: - Main skills : listening - Sub skills : speaking
4. Attitude: feel confident when giving specific health information. 5. Competences: -
Identify some pairs of opposite adjectives. -
Know how to do if they want to become fitter and healthier.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint slides, …. 24
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs, and group works. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Kim’s game Suggested answers
- Divide the class into 4 groups.
- Work in groups and watch a video about  sit on the sofa
- Ask students to watch a video about the the activities.  play video games activities.
- Write down these activities as fast as  eat vegetables
- Ask students to write down these
possible on the small board and stick it on  drink fizzy drinks
activities as fast as possible on the small the board.
board and stick it on the board.  drink juice  do exercise
II. PRESENTATION. T - Ss - T / Ss - Ss . (10’) Set context:
Ask a question: What can you do if you want to be healthy? - Answer their ideas. -
Put students into pairs to answer the
question using the ideas in the box and their own ideas.
Activity 1: Check the meanings of the
words in the box. Then complete the 25
definitions with five of the words. -
Work in pairs and complete the sentences. Suggested answers -
Ask students to work in pairs and complete the sentences. -
Check answers with the teacher and 1. active 2. hungry
tell them how to understand the words 3. healthy 4. fit 5. tired -
Check answers with the class and in the sentences. check News words
1. active (adj) /ˈæk.tɪv/
that students understand the words in - Write down the new words.
 E.g: An active person does a lot of activities. the sentences.
2. fit (adj) # unfit (adj) /fɪt/ # /ʌnˈfɪt/ - Teach some necessary words.
 E.g: A fit person exercises a lot. 3. tired (adj) /taɪrd/
4. full (adj) /fʊl/ News words
1. active (adj) /ˈæk.tɪv/  E.g: An active
5. healthy (adj) # unhealthy (adj)
/ˈhel.θi/ /ʌnˈhel.θi/
person does a lot of activities. 6. ill (adj) /ɪl/
2. fit (adj) # unfit (adj) /fɪt/ # /ʌnˈfɪt/
 E.g: You go to hospital if you’re ill. 
E.g: A fit person exercises a lot.
well (adj) /wel/ healthy, not ill
3. tired (adj) /taɪrd/  using picture Vocabulary check:
4. full (adj) /fʊl/  using picture
5. healthy (adj) # unhealthy (adj)
/ˈhel.θi/ /ʌnˈhel.θi/  using picture
6. ill (adj)  E.g: You go to a hospital if you’re ill.
- Read the words several times. # well (adj) healthy, not ill 26
- Ask students to practice their
- Complete the sentences to review the pronunciation drills. new words. - Check vocabulary.
Activity 2: What are the opposites of
the adjectives in sentences 1–4 in Suggested answers
exercise 1? Use the words in the box.
- Listen and check examples from 1. lazy 2. full Listen and check. exercise 1. 3. unhealthy 4. unfit
Work in pairs and find the remaining
- Read out the example sentence from -
exercise 1 and point out the opposite
opposites in the box in exercise 1. adjective well.
- Listen to check the answers.
- Ask students to work in pairs and
find the remaining opposites in the box in exercise 1
- Play the audio for students to check their answers.
- Check that students understand all the adjectives.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’) 27
Activity 3: Work in pairs. Look at the Suggested answers
Health quiz and choose the best answer 1. b 2. a 3. c a, b or c.
- Work in pairs to do the exercise. 4. c 5. a 6. b -
Ask students to work in pairs to do the exercise.
- Check answers with the teacher. - Check answers with the class.
Activity 4: Read the Health check
questionnaire and listen to three Suggested answers
interviews. Which questions a–h in 1. Charlie: a, b, h, c
exercise 4 does each person answer?
- Listen and note down which questions 2. Conor: b
- Read out the questions then play the each person answers. audio. 3. Fran: f, g, d
- Check the answers with the teacher.
- Check answers with the class. Suggested answers
Activity 5: Listen again and answer
- Read the questions and underline the 1. Eight or nine hours the questions. keys words in the questions.
2. No, he isn’t. He likes going out and doing sport.
- Listen and write down the answers.
- Allow students time to read the 3. He’s studying for exams. questions.
- Check answers with the teacher. 4. She runs and swims.
- Remind students to underline the keys
5. Healthy foods: pasta, chicken words in the questions.
Unhealthy foods: desserts and chocolate
- Remind students to listen carefully for 28 specific information. - Play the audio.
- Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (15’)
Activity 6: Work in pairs. Ask and
answer the questions in the Health
Check questionnaire. Who is fitter and -
Answer the questions and ask a friend healthier? these questions. -
Ask students to answer the questions - Ask the teacher if necessary. first and ask their friends. -
Compare who is fitter and healthier. -
Ask them to compare who is fitter and -
Come to the front and present the healthier. ideas. - Go around for help. -
Listen to the teacher’s feedback and -
Call out some students to answer the take notes.
question: Who is fitter and healthier? -
Call out some students to talk about themselves.
- Give feedback to students. V. Homework. (2’) -
Learn by heart new words. - Give homework. - Take notes -
Workbook: Exercises page 38. 29 V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS 30
UNIT 5: FOOD AND HEALTH - LESSON 5: LANGUAGE FOCUS – Verb + -ing • Imperatives • should / shouldn't I. AIMS:
- Vocabulary: revision -Patterns:
 verb + ing, for examples: like, hate, dislike, prefer,...
 S + should/shouldn't + verb + ...
1. Knowledge: By the end of the lesson, my students will be able to talk about likes and dislikes and give advice/instructions 2. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
3. Attitude: how to stay keep fit and healthy 4. Competences: -
some verbs are often followed by an -ing form. -
We use should / shouldn't to give advice / give an instruction.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs, and group works. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS 31
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) * Sing and Play - Song: 18' school rules, OK! - Sing and dance happily. * Game: CHAIN GAME - Work in 2 groups.
- Divide the class into 2 groups. -
Take turns to give sentences that
- Say a sentence and each group takes turns to
follow the teacher’s and the other
give sentences that follow the teacher and the groups’ sentence.
other groups’ sentence. The group that has -
The group that has more sentences
more sentences will win will be the winner.
" You should go to bed early,..."
II. PRESENTATION. T - Ss - T / Ss - Ss / (10’) Set context:
With books closed, the teacher asks students:
Eg: I like reading books, watching TV,...
"What sports do you like doing? Which ones - Think of their differences.
do you hate doing?" - Answer their ideas.
- Elicit a range of answers and write some sentences on the board.
Eg: I like playing football. I hate running.
- Underline the -ing forms and explain that in
English some verbs are often followed by an -
ing form.
- Ask students to translate the sentences into 32 their language.  Activity 1: - Read and complete
(Suggested answers)
- Read out the examples, then read through the 1. the -ing form
rules with the class and elicit the answers. - Check answers.
- Copy down to their notebooks. 2. running, sitting, swimming
- Teacher checks the answers with the class.
- Have students play the grammar animation.  Grammar point:
+ Common verbs followed by the - ing form are:
 hate, like, dislike, love, prefer, detest,...
Eg: I love swimming but I hate jogging. phrases with mind: wouldn't mind (= would like)
don't mind (= I am willing to)
would you mind (= will you please …?)
Eg: I wouldn't mind having some fish and chips.
I don't mind waiting for a few minutes.
Would you mind holding this for me?
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’) Activity 2:
Suggested answers
- Teacher asks students to write their sentences - Do the task Students' answers. 33 individually.
- Compare the answers with friends
-Then put them into small groups to compare their sentences.
Suggested answers  - Don't eat.
Activity 3: Imperatives - Don't go to bed late.
- Read out the examples of imperatives and ask - Do the task. - Don't go to school.
students how to make them negative. - Check the answers.  Grammar point:
- Elicit a few answers, then ask them to check
- Copy down to their notebooks.
- Students will learn to express health
in the quiz in exercise 3 on page 66.
problems, they will practice giving advice
using should, shouldn´t ***Form
 We use "should" / "shouldn't" + the
infinitive of the main verb (without "to")
(+) S+ should + main verb
(-) S + shouldn't + main verb
(?) Should + S + main verb?
Eg: You should do more exercise.
You shouldn't stay up late. Activity 4:
Suggested answers
- Students use imperatives to write about the Students' answers. 34
classroom rules (Dos and Don'ts).
- Check the answers with the whole class and
- Use imperatives to write about the
see who got the most correct answers.
classroom rules (Dos and Don'ts).
- Check the answers with the class. DOS DON'TS 1. Pay attention in class. 1. Don't come to school late. 2. Keep the classroom 2. Don't litter in class. clean. 3. Use kind words. 3. Don't cheat in the exam.
Activity 5: Work in pairs.
Suggested answers
- Have students focus on the first picture and 1. Eat
elicit the answer. Students complete the - Work in pairs. 2. Visit
sentences with the correct imperative forms.
- Practice using imperative forms 3. Don't drink
- With weaker classes, students could work in 4. Go
- Listen to the teacher and friends to give
pairs. Check answers with the class. feedback.
- With stronger classes, ask students to write
alternative sentences for some of the pictures,
e.g. Don't go left. (picture 4).
Activity 6: Work in pairs
Suggested answers - Work in pairs.
- Read the example sentences to the class or ask give advice, the same
- Read the rules carefully then do the task. for a confident volunteer. 35
- Ask students to read the rules and choose the
- Check the answers with the class correct options.
Activity 7: Work in groups
Suggested answers
- Teacher goes through the example with the
1. You shouldn't stay up late.
class and shows how the prompts are expanded to make full sentences. - Work in groups.
2. You should eat fruit and vegetables.
- Students can work in groups to complete the - Do the task and check the answers with the 3. You should do exercise. rest of the sentences class.
4. You shouldn't drink fizzy drinks.
- Teacher reminds them to consider whether the
5. You shouldn't sit on the sofa all day.
prompt gives good or bad advice.
IV. PRODUCTION. Work in groups (10’)
- Put students into small groups to compare - Work in groups.
(Suggested answers)
their answers and decide which advice is best. - Do the task Students' answers.
- Teacher asks them to choose the two best
pieces of advice for each situation. Ask groups,
in turn, to report back and discuss as a class which is the best advice. V. Homework. (2’) V. Homework - Give homework. - Take notes. -
Learn by heart all structures. -
Workbook: Exercises page 39. -
Write some sentences using 36 " should/shouldn't" V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 5: FOOD AND HEALTH - LESSON 6: SPEAKING I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to order food and drink in a café 2. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
3. Attitude: how to order food and drink in a café. 4. Competences: 37 -
Know how to order food and drink in a café. -
Communicate confidently with friends/ tourists/…
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs, and group works. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “GUESSING GAME!” * Given words: -
Invites 1 student to come to in front of the -
Use phrases or give examples to explain - Restaurant class. -
Show pictures or words to the invited
the words given by the teacher. - Menu students.
- Food (chicken, burger, chips, salad, ...)
- Drink (juice, mineral water, coffee, soda, -
The teacher invites some students to answer. ...)
II. PRESENTATION. T - Ss - T / Ss - Ss / (10’) Set context: Think: -
Read the questions with the class and elicit - Answer the questions. - Students answer on their own.
answers from individual students. -
Listen to their friends’ answers. 38 -
Ask more questions to encourage students to speak up. Eg:
"Is the food nice? "
"How much do you usually pay?"  Activity 1 : Suggested answers 1. cheese -
Ask students to read the menu and complete 2. chicken it with the words in the box. - Read the menu carefully. 3. chips -
Check answers and check that students - Answer the questions 4. burger
understand plain, vegetarian options, and - Check answers with the class 5. juice mineral water. -
Ask individual students about things they like and dislike on the menu.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: audio 2.08 - Listen to the audio. - Students’ answers. -
Play the audio once for students to listen. -
Play it again, pausing after each price for -
Listen carefully for the pronunciation and students to repeat. intonation. - Listen and repeat chorally. - Wo (Suggested answers)
Activity 3: audio 2.09 -
1. two pounds twenty-five -
Read through the glossary with the class. Put - the dialogue. 2. one euro
students into pairs to read and say the prices. 3. fifty cents 39 - Play the audio. - Listen to the audio.
4. three dollars eighty-five -
Students listen and check their answers.
5. seven dollars twenty - Check answers with the class. 6. ninety-nine pence
*** Optional activity: speaking -
Divide the class into 3 teams and write a
selection of prices on the board. Teams take
turns choosing a price to say. If they get it
right, they get a point, and the price is
- Team works to complete the sentences
crossed off. If they make a mistake, they
lose a point, and the price remains on the
board. Continue until all the prices have
been crossed off. See which team has the most points
Activity 4: Audio 2.10 Suggested answers -
Allow students time to read the dialogue,
look at the menu and calculate the price. to the audio
- £2.50 + £1.20 + £1.80 = £5.50. -
Elicit some possible answers, but do not
confirm the answer at this stage. -
Read the dialogue, look at the menu and
- His meal isn't very healthy. -
Play the video or audio for students to check. calculate the price. -
Discuss as a class if Aaron's meal is healthy or unhealthy. -
Listen to the audio and check answers. Activity 5: 40 -
Students look at the dialogue again and complete the key phrases. -
Work in pairs to practice more mini- Suggested answers -
Check answers and check that students 1. Can dialogues
understand all the key phrases.
2. have a cheese sandwich 3. like salad or chips -
Put students into pairs to practice the -
Work in pairs to prepare a new dialogue. 4. Anything
dialogue using different items from the 5. have a cola menu in exercise 1. - Swap roles. 6. That's £5.50 -
Listen to the friends’ feedback.
*** Optional activity: Speaking -
Play the audio or video again, pausing after each of the key phrases. -
Listen to the audio or video again. - Students answer on their own. -
Get students to repeat the key phrases and - Do the task.
encourage them to copy the intonation on the - Check the answers with the class. recording.
Activity 6: Work in pairs -
Put students into pairs and tell them to swap roles after situation A. -
Work in pairs to do their dialogues. -
Allow students time individually to decide -
Perform their dialogues for the class.
what they are going to order. Students then
prepare and practice their dialogues. -
Ask some students to perform their dialogues for the class. 41
IV. PRODUCTION. T - Ss - T/ S - S / (10’) -
For more speaking practice, get students to
work in pairs and prepare their menu, using - Work in pairs.
different foods from pages 62 and 63. - Think and prepare their menu. -
Monitor and help while they are working. -
Practice ordering food in pairs. -
Students can swap menus with another pair
and practice ordering food again. V. Homework. (2’) V. Homework - Give homework. - Take notes -
Learn by heart all structures. - Write your menu. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 5: FOOD AND HEALTH - LESSON 7: WRITING: A FOOD BLOG 42 I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a blog about food using sequencing words 2. Skills: - Main skills
: writing and reading skills. - Sub skills
: speaking and listening skills.
3. Attitude: loving cooking the food. 4. Competences: -
Identify and know how to write a blog about food using sequencing words -
Know how to skim and scan, write a short paragraph.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs, and groupworks. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS 43
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Divide the class into groups (5 -6 students). - Work in groups of 5 or 6.
- Show series of pictures of food from many
- Watch it and write down as much as possible.
countries (eg: Vietnamese food, Mexican - Present their work. food, ....)
- Listen to friends and teacher’s feedback.
- Ask students to look at them and memorize them.
- Then have them write all the food and where Suggested answers: it is from. + Pancake (Vietnamese food) + Pasta (Italian food) ....
II. PRESENTATION. T - Ss - T / Ss - Ss / (10’)  Suggested answers Set context:
- Ask the questions to the class and elicit Students' answers. - Answer the questions
answers from individual students.
- Give more questions for the others
- Encourage students to share their experiences
- Check the answers with the class
with the class and ask more questions to encourage them to speak more. e.g.
"What things can you cook? What would you
like to cook? Do you think it's important to 44
learn how to cook?" 
Activity 1: Work in pairs
- Have students read through the words in the
- Read the blog and answer the questions.
glossary with the class and make sure students understand them.
- Find out which words in the THINK exercise are in the text.
- Then Students read the blog and answer the
- Compare their answers in pairs. Suggested answers questions.
- Check answers with the class.
She has egg salads. Her favourite part of
- Compare their answers in pairs. the meal is the dessert.
- Check answers with the class. III. PRACTICE.
T - Ss - T/ S - S/ Indiv. (15’) Suggested answers
 Activity 2: Complete the Key Phrases with 1. Simple, great words from the text.
- Have a look at the key phrases box. 2. yummy
- Teacher asks students to read the key phrases 3. meal - Read the text again. (scan)
and complete them using words from Sally's 4. tomorrow
- Read and complete the key phrases. blog. (Suggested answers)
- Listen to friends and teacher’s feedback.
- Check answers with the class and check that Next and Then
students understand all the key phrases.
 Language point: Sequencing
 Activity 3: Look at the phrases in blue in
the text. Then underline the correct words.
- Have students focus attention on the words in blue in the blog.
- Discuss with the class what the words and
- Look at the phrases in blue in the text.
phrases mean, and which two have the same 45 meaning.
- Read the sentences and choose the correct words.
- Teacher asks students to translate the words Suggested answers
and phrases into their language. Then point out - Take notes a. Then/ Next - 2 b. First - 1
the commas after First, After that, and Finally. c. Finally - 4
Activity 4: work in groups - Work in groups d. Next/ Then - 3
- Focus on the pictures and ask:
- Look at the picture and answer the question
+ What's Sally making? (Vietnamese Spring Rolls).
- Order the pictures and the sentences.
- Teacher asks students to order the pictures and - Check the answers with the class the sentences.
- Check the answers then ask students to
complete the sentences with the correct ordering words.
- Check the answers by asking students to read
out the completed recipe in the correct order. Suggested answers 1. Chop
*** Optional activity: writing 2. Cook 3. Serve
Ask students to close their books. Write the - Work in pairs
following gapped sentences on the board:
- Write the following gapped sentences on the
1 .__________ some fruit. board.
2 .__________ it with sugar.
- Check the answers in the blog.
3 .__________ with ice cream.
Put students into pairs to complete the sentences
from memory. They can then check their
answers in the blog. Elicit that the verbs are all 46
imperatives and point out that we use
imperatives to give instructions about cooking
food. Elicit some other possible imperatives for
cooking instructions, e.g. Add some sugar/salt,
Stir for five minutes, Don't cook for too long.
Write these on the board to help students when they write their blogs
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (15’)
Activity 5: Use it - Follow the steps in the writing guide.
- Have students read the task with the class.
- Read the task and answer the questions.
- Students answer the questions and plan their
- Plan their blog based on the Writing Guide. blog.
- Follow the steps in the Writing Guide to
- Review Sally's blog again with the class and
point out that the sequencing words are used at practice writing skills. (Suggested answers)
the beginning of each paragraph.
- Answer the questions and plan their Students' answers.
- Students write their blogs. This can be set for blog. homework.
- Read through the paragraph structur
- Remind students to check their grammar and spelling carefully. V. Homework. (2’) V. Homework - Give homework. - Take notes. -
Learn by heart all structures. -
Workbook: Exercises page 41. -
Write a description of your town or city. 47 V. REFLECTION:
……………………………………………………………..………….…………………………………………………………………………
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……………………………………………………………..………….…………………………………………………………………………
……………………………………………………………..………….………………………………………………………………………… 48 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 5: FOOD and HEALTH - LESSON 8: SCIENCE - FOOD AND NUTRIENTS I. AIMS:
- Vocabulary: water, mineral, fat, protein, vitamin, disease, carbohydrate.
1. Knowledge: By the end of the lesson, my students will understand and talk about nutrients. 2. Skills: - Main skills
: reading and speaking skills. - Sub skills
: writing and listening skills.
3. Attitude: love both English and Science. 4. Competences: -
Identify and understand foods and nutrients. -
Know how to make healthy meals.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs, and group works. IV. PROCEDURES: 49 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “STOP THE BUS” -
Divide the class into small groups of four. Healthy Healthy Meals of the - Take part in the activity. fruits foods day -
Gives students a letter. Letter Lemons Lettuce lunch -
Try to list out as many words as they can “L” -
Correct students’ answers.
and say: “Stop the bus” when they finish. Letter Bananas Bread/ Breakfa -
Correct the answers with the teacher. “B” burger st/ brunch - Listen to the teacher. Letter Dragon Donut Dinner “D” fruits - Lead in the lesson.
II. PRESENTATION. T - Ss - T / Ss - Ss / (10’) Set context: Suggestion: -
Point to the foods and fruit on the screen and - Answer the questions.
1/ Why do you think they are healthy?
make questions for students to answer.
2/ Why do we should eat healthy food? -
Elicit their ideas and teach the word: “nutrient”. -
Listen to the teacher’s explanation.
nutrient (n) /ˈnuːtriənt/ a substance that is
needed to keep people alive and to help -
Let students practice pronouncing “nutrient”. - Practice along with the teacher and write people to grow. down the new word.  Activity 1: -
Instruct students how to look up the words in the dictionary. -
Listen to the teacher’s instructions. Suggested answers -
Have students work in pairs to check the -
Work in pairs to look up the words. meanings of the words. 1. Protein - Check answers with the class. 50 -
Check answers with the class and make sure -
Practice pronouncing the words. 2. Carbohydrates
that students understand all the words. 3. Vitamins -
Work in pairs to complete the test. 4. diseases -
Model and drill pronunciation. 5. Minerals -
Ask students to read the test and complete it -
Listen to the audio and correct the test. 6. fat with the correct words. 7. fat -
Play the audio for checking the answer. 8. Water
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
 Activity 2: Read the text again. Are the Suggested answers
sentences True or False? 1. False -
Instruct students how to do this task. -
Listen to the teacher’s instructions. 2. True -
Have students read the text again and decide -
Read the text again and decide if the 3. False
if the sentences are true or false. sentences are true or false. 4. False - Check answers with the class. - Check answer with the class. 5. True -
Ask students to explain why the false -
Correct the false sentences or show the 6. False sentences are not correct. evidence. Suggested answers
 Activity 3: Read the sentences and write
the names of the food in the text. 1. butter
Listen to the teacher’s instructions. -
Instruct students how to do this task. - 2. olive oil -
Let students work in pairs to read the - Work in pairs. 3. milk
sentences and write the names of the foods. - Check answers with the class. 4. beans - Check answers with the class. 5. chocolate Suggested answers 51
 Activity 4: Look at the picture of the -
Look at the picture and listen to the 1. vitamins, minerals, water
dinner plate. What nutrients are there in teacher. 2. carbohydrates
the five food groups? (7’) -
Say the words for the things in the 3. protein -
Let students look at the picture and instruct picture. 4. fat
them how to complete the task. 5. protein, minerals -
Check students know the words for all the -
Work in pairs to complete the task. things on it. - Check answer with the class. -
Let students say what nutrients are in each food group in pairs. - Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (15’)
 Activity 5: USE IT! -
Ask two confident students to read out the
example questions and answers. - Volunteer to make an example. -
Elicit one or two more questions that -
Listen to the teacher and try to answer
students will need to ask, for example: the questions.
“What carbohydrates do you usually eat?”, - Work in pairs to ask and answer
“Do you eat meat or fish every day?”
questions and complete the table. -
Observe the class and support students when -
Draw a dinner plate for their partner. they need it. -
Volunteer to show their partner’s food -
Ask some students to show the class about
and discuss with their classmate.
their partner’s food and discuss how healthy it is. V. Homework. (2’) V. Homework - Give homework. - Take notes. -
Learn by heart all the new words. 52 -
Prepare the next lesson “Puzzles and games”. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 5: FOOD and HEALTH - 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 learned in Unit 5. 2. Skills: - Main skills
: reading and speaking skills. - Sub skills
: writing and listening skills.
3. Attitude: Keen on studying English. 4. Competences: 53 -
Solve all games and puzzles individually and in groups. -
Self – revise all the lessons that have been learned.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs, and group works. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “JUMBLED WORDS” -
Divide the class into small groups.
Follow teacher’s instructions. - -
Invites 1 student from each group to come to - Volunteer to play the game.
* Answer key: water, minerals, fat, the front of the class - Look at the screen.
protein, vitamins, diseases, carbohydrates. - Show the chain of letters. -
Volunteer as fast as they can to answer the word. -
Invite the fastest student to answer the word.
II. PRESENTATION. T - Ss - T / Ss - Ss / (10’)
 Activity 1: GUESS THE FOOD. (5’) -
Read out the instructions and the example -
Listen to the teacher’s instructions and dialogues. examples. *Example: 54 -
Take turns saying a sentence about a type - It’s got bread and meat. It’s unhealthy.
of food for their partner to guess. -
Let students work in pairs for this. - Burger? With weaker classes: -
Could work in pairs to prepare some
sentences, then work in groups of four to
read their sentences to each other and guess the words. -
Do it as a race to make it fun. - Work in pairs. - Check answers with the class. - Check answers with the class.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
 Activity 2: MEMORY GAME *Example: -
Can let students play this game in small -
Listen to the teacher’s instructions and - Student A says, “In my kitchen, there’s groups. examples. a lot of pasta.” -
Read out the example and explain the game. -
Take turns to repeat the list of items and -
Student B says, “In my kitchen, there’s adding one more.
a lot of pasta and an apple. Who can -
Start at the front of the class.
remember everybody’s words?” -
Observe the students and find out the Answer key: winner. - Students’ answers.  Answer key:
Activity 3: Find five adjectives about
health on the plates. Write the words. 1. healthy -
Put students into pairs and ask them to 2. full -
Work in pairs to unscramble the words. unscramble the adjectives. 3. well -
Swap with a partner and try to unscramble - Could do it as a race. 4. active
the words they have been given. 55 -
Let students choose more than three - Check answers with the class. 5. fit
adjectives from page 66 and write them as jumbled words. -
Check answers with the class.
 Activity 4: Complete the crossword with
the opposites of the adjectives from exercise 3. - Work in pairs. Answer key: -
Can let students work in pairs for this, do it
- Find the opposites of the adjectives from Down: as a race. exercise 3. 1. unfit -
Have students complete the crosswords.
- Do as fast as possible to be the winner. 2. hungry
- Check answers with the class. 3. ill - Check answers with the class. 4. lazy Across: 1. unhealthy 4/ L A 3/ I Z 1/ 2/ U H N E A L T H Y N U L 56 F N I G T R Y
 Activity 5: Follow the lines and complete
the sentences with the verb + -ing. -
Give instructions and read out the examples.
- Listen to the teacher’s instructions. Answer key: -
Could do this as a race.
1. Mel enjoys learning languages.
* With weaker classes: Write the verbs and
* With weaker classes: Look at the 2. David doesn’t like playing tennis.
nouns on the board in a jumbled order to help suggestions on the board.
3. Sophia really likes sitting on the sofa. students.
4. Harry doesn’t mind doing housework.
* With stronger classes: Write two more
* With stronger classes: Ask students to write
5. Rob and Steve love drinking fizzy sentences in pairs.
two more sentences about things they like and drinks. don’t like doing. -
Look at the pictures and write the sentences in pairs. -
Let students write the sentences in pairs. -
Compare their sentences in pairs. -
Let students compare their sentences in pairs. -
Volunteer to tell the class about their partner. -
Ask some students to tell the class about their partners.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (15’)
 Activity 6: THE “PLEASE” GAME. * Example:
Work in groups. Follow the instructions. -
Listen to the teacher’s instructions. 57 -
Read out the instructions and check that -
Do the action if they hear “please”, and Stand up, sit down, write your name, students understand the game.
don’t do the action if they don’t hear open your schoolbag. “please”. -
Put students into groups to play the game. * Answer key: -
Volunteer to give the instructions to the Students’ answers. -
Set a time limit and see which students are whole class.
still in the game at the end of that time. -
Could play the game with the whole class
and choose a student to give instructions. SHARING -
Ask students to work in groups and discuss
what they learned in Unit 5. - Work in groups. -
Give students time to discuss in groups and -
Discuss in groups and write down their
write down their opinions. Answers opinions. Students’ answers. -
Call out some students to present their -
Present their opinions in front of the class.
opinions in front of the class. -
Listen to friends and teacher’s feedback. - Give feedback. V. Homework. (2’) V. Homework - Give homework. - Take notes. -
Learn by heart all structures and vocabulary. -
Prepare for the next lesson “Unit 6:
SPORTS - VOCABULARY”. V. REFLECTION:
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