Giáo án Tiếng Anh 6 sách Friends Plus Unit 7
Giáo án Tiếng Anh 6 sách Chân trời sáng tạo trọn bộ cả năm, mang tới các bài soạn của 35 tuần trong cả năm học. Qua đó, giúp thầy cô tiết kiệm khá nhiều thời gian, công sức trong quá trình xây dựng kế hoạch bài dạy môn Tiếng Anh 6 - Friends Plus của mình.
Chủ đề: Giáo án Tiếng Anh 6
Môn: Tiếng Anh 6
Sách: Friends Plus
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Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 7: GROWING UP - LESSON 1: VOCABULARY (PPP) DESCRIBING PEOPLE I. AIMS: 1. Language contents:
- Vocabulary: (n) height, build, hair, feature, face and eyes, moustache
2. Knowledge: By the end of the lesson, my students will be able to describe people. 3. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
4. Attitude: know how to describe someone that you love 5. Competences:
- Talk about some famous people, using key phrases
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Qs& As, games, visualize…. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS 1
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Sing a song: " What do you look like?"
- Listen to the song carefully
- Have students listen to the song - Write the words in the song
- Divide the class into 3 groups
- Check the answer with the teacher
- Teacher asks students to answer the questions: " Who are they?
What do they look like?"
- Check the answer with the class Answer the questions: " Who are they?
What do they look like?"
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv.(10’) Set context:
- Ask the questions to the whole class and elicit Question:
- Some students will answer the answers.
question (talk about the famous "Who are your favourite singers / actors?
- Teacher asks students more questions to singers, actors).
Which famous person would you most
encourage students to say more, e.g. - Listen to the teacher.
like to meet? Why?"
"Who are your favourite singers / actors? Students' own answers.
Which famous person would you most like to meet? Why?"
III. PRACTICE. T - Ss - T/ S - S/ Indiv. Suggested answers
Activity 1(5’) Complete 1-6 with the words
- Work in pairs to do the task. 1. short in the box. 2. long
- Check answers with partner. 2
- Have students look at the pictures and 3. red
complete 1-6 with the correct words. They can 4. round 5. green
use their dictionaries to check any meanings 6. moustache they don't know.
- With weaker classes, students could work in pairs to do this.
- Check answers with the class. Teach new vocabulary:
- Use pictures and explanation to present
- Look, listen and repeat in chorus and new words. individuals. New words:
- Ask students to practice their - Take note
moustache (n) /məˈstɑːʃ/ pronunciation drills. height (n) /haɪt/ New words: build (n) /bɪld moustache (n) hair (n) /heər/ height (n) face (n) /feɪs/ build (n) eye (n) /aɪ/
hair (n) (picture/explanation)
feature (n) /ˈfiːtʃər/ face (n) eye (n) feature (n)
Activity 2(5’) Listen and repeat the words
in EX 1. Which words describe you? (au: 2.23)
- Play the audio once for students to listen. Play 3
it again, pausing after each word for them to repeat.
- Work in pairs to do the task.
- Ask students to write two or three sentences
- Write sentences by using the words in Ex Suggested answers:
about themselves, using words from exercise 1. 1.
(I am short and slim. My hair is long and
- Students can compare their sentences in pairs. - Compare the sentences with partner. brown,...)
- Ask some students to tell the class which
Students' own answers words describe them.
Activity 3(5’) Pronunciation - Diphthongs.
Which words is the odd one out? (au: 2.24)
- Play the first four words and elicit which one is the odd one out. - Read the words silently and
- Point out that all of these sounds are individually
Suggested answers
diphthongs, which are made up of two vowel
- Watch or listen, identify word stress
sounds pronounced together, although in
and pronunciation to complete the
number 3, ear, the two vowel sounds /ia/, are sentences.
pronounced more noticeably as two sounds. - Check the answers in pairs. - Play the audio.
- Check the answers with the teacher. 1. hair
- Students listen and identify the odd ones out. -
Play the audio again to check answers and get 2. board
students to repeat some of the words with 3. height diphthongs. 4. bald
- Check answers with the class.
IV. PRODUCTION.T - Ss - T/ S- S / Indiv. 4
Activity 1(5’) Work in pairs. Watch or
- Watch or listen carefully to do the task. Suggested answers
listen. Look at photos a-g. Which photos
- Work in pairs to listen carefully about 1. photo - a
are the people talking about? (au: 2.25) the people. 2. photo - g
- Focus attention on the Who's who? quiz.
- Check answers with the teacher. - Play the video or audio. 3. photo - b
- Students watch or listen and guess which
photos the people are talking about, then
compare their answers in pairs.
- Check answers with the class.
Suggested answers
Activity 2(5’) Watch or listen again. Which
key phrases does Lewis use?
I'm not sure. I think it's ... - Do the task
- Read through the key phrases with the class
and check that students understand them all. - Write down their key ideas.
- Play the video or audio again.
- Some volunteers to present their ideas
- Students watch or listen and identify the key in the front. phrases that are used.
- Check answers with the teacher.
- Check answers with the class.
Activity 3(5’) Choose the correct words in
Suggested answers
descriptions 1-7. Then match the
descriptions to photos a-g and name the 1. straight - b (Lady Gaga) famous people. 2. straight - c (Yiruma)
Compare with a partner using the Key
3. a moustache - e (Johnny Depp) Phrases. 4. long - f (Angelina Jolie)
- Focus attention on the Who's who quiz again.
5. glasses - d (Park Hang-seo) 5
- Students choose the correct words in
- Do the task to work in groups. 6. black - a (Keanu Reeves)
descriptions 1-7 and then match the
- Watch the sentences and the pictures to 7. light - g (Emma Watson) descriptions to photos a-g. choose the correct words.
- Ask students to name the famous people and
- Check the answers with the class
see who guessed the most people correctly.
- Students compare their answers in pairs using the key phrases.
- Check answers with the class.
Consolidation: Discussion(Optional – for
students with strong level) V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all the new words.
- Workbook: Exercises page 48
- Prepare Lesson 2 – Reading. V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 7: GROWING UP - LESSON 2: READING (Pre-While-Post) CHILDHOOD PHOTOS I. AIMS: 1. Language contents:
- Vocabulary: revision
Knowledge: By the end of the lesson, my students will be able to find understand the general idea of the text. 2. Skills: 8 - Main skills
: reading and writing skills. - Sub skills
: listening and speaking skills. 3. Attitude: 4. Competences:
- know how to answer specific questions about the text.
- use vocabulary items related to the issue of passage.
- talk about your childhood
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS 9
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) + Go-went
Game " Pelmanism"
- Listen to the instructions carefully. + Do-did
- Teacher gives 12 cards on the screen, one side - Play the game in groups. + Win-won
is numbered, one has the content that students
need to practice (eg: simple present-simple
- Each group will choose a pair of + Learn-learned past- eg: go-went, ...) number. + Look-looked
- Divide the class into 3 groups and ask each
- With one correct pair, students will + ... group to choose 2 cards get one point.
- Then students open 2 cards that they chose, if
they match, get 1 point. IF not, play again.
- The group has the most correct answers will be the winner. 10
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.(10’)
THINK (5’)
- Read the questions with the class and put
- Work in groups and talk about the
students into small groups to discuss their
question based on their background Question: answers. knowledge.
" Did you look very different five years
- Ask some students to tell the class how one of - Listen to the teacher ago? How?"
their classmates looked different five years ago.
Students' own answers
" Did you look very different five years ago? How? "
- Teacher goes around the class and helps them
Activity: Look at the picture. What is
special about it? Read and check your Suggested answer: answer. (5')
- Have students read out the question. Then
- Work in groups, look at the pictures in
explain that although there is only one question
students' book and read the text, then
to answer, students must read the whole text in answer the questions.
order to answer it because it is asking about the
- Check the answer with the class. general meaning. C
- Tell students not to worry if they don't
understand all the details of the text, but just to read for the general meaning. 11
- Students read and answer the question.
- Check the answer with the class. 12
III. WHILE READING. T - Ss - T/ S - S/ Indiv.(20’)
Activity 1(10’) Read and listen to the text
and write TRUE or FALSE (au: 2.26)
- Allow students time to read the sentences.
- Open student book to page 88.
- Point out that for this task students need to
- Look at the text and then listen carefully. Suggested answer:
read and listen carefully to find specific
- Find specific information, to
1. False (Sometimes she was tired or sad.)
information, to decide if the sentences are true
decide if the sentences are true or false, 2 True or false.
then correct the false sentences.
3. False (From one day to the next she
- With stronger classes, students could correct
- Check the answer with the class didn't change a lot.) the false sentences. - Play the audio. 4. True
- Students can compare their answers in pairs.
- Check answers with the class *** Optional activity
- Work in pairs to do the task Suggested answer:
1. A few hours old / less than one day old
- Check the answer with the class
2. She didn't look at the camera 3. On her 18th birthday 13 Suggested answer:
Students' own answers
- Work in pairs and use a dictionary to + Irregular verbs:
check the meanings of the words in blue
Activity 2(10’) Vocabulary plus. Check the - Take-took in the text.
meaning of the words in blue in the text - Grow-grew - Ask teacher if necessary
- Focus on the words in blue in the text and - Make-made
elicit that they are all past simple forms.
- Students check the meanings of the verbs and - Give-gave find the infinitive forms. + Regular verbs:
- Check answers with the class and elicit which - Change-changed
verbs are regular and which are irregular. - Collect-collected Words in blue: Words in blue: Take-took (v) Take-took (v) /teik/ Grow-grew (v): Grow-grew (v) /grou/
Change (v) (picture/explanation) Change (v) /tʃeindʤ/ Collect (v): Collect (v) /kə'lekt/ 14 Make-made (v) Make-made (v) /meik/ Give-gave (v) Give-gave (v) /giv/ Suggested answer:
- Work in pairs to do the task *** Optional activity:
Students' own answers 15
IV. POST READING.T - Ss - T/ S- S / Indiv. (10’)
Activity: (10') Use it! What do you think of
Munish's special picture? Has your family Question: got a lot of photos?
"How often do you take photos? What do - Work in groups of five/six
- Allow students time to prepare their answers
you usually take photos of? Do you take
to the questions individually. They then discuss
- Think about the question individually them on a camera or your phone? How the questions in pairs.
- Take turns to talking about the many photos do you have on your camera
- Ask some students to report back to the class. question in groups.
/ phone? Do you sometimes take photos of
- Discuss as a class what most families have
- Ask the teacher if necessary. yourself? "
photos of. Ask more questions to extend the Suggested answer: discussion, e.g.
Students' own answers
"How often do you take photos? What do you
usually take photos of? Do you take them on a
camera or your phone? How many photos do
you have on your camera / phone? Do you
sometimes take photos of yourself? " V. Homework. (2’)
- Learn by heart all the new words. - Give homework. - Take notes.
- Workbook: Exercises page 52
- Prepare Lesson 2 – Language focus - Simple past V. REFLECTION: 16
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 7: GROWING UP - LESSON 3: LANGUAGE FOCUS (PPP) I. AIMS: 1. Language contents:
- Vocabulary: revision - Patterns:
Past simple tense – affirmative and negative. 17 Past time expressions
Knowledge: By the end of the lesson, my students will be able to ask and answer about events in the past. 2. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
3. Attitude: feel confident to talk about what they did. 4. Competences:
- Identify the rules of how to form past simple tense in negative form.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
5. Teacher: pictures, textbooks, power point slides, ….
6. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Example:
Game “THE MEMORY CIRCLE”
Teacher: I played soccer last night.
- Ask students to stand up, in a circle, and start - Play the game.
Student 1: I played soccer last night and I
the game off by saying a sentence from the studied yesterday.
past. Then, the next student says that sentence
and then adds their own. If someone misses and
Student 2: I played soccer last night and I
gets it incorrect, they have to sit down, and the
studied yesterday, then I talked to my game is over. parents….. 18
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Question: Lead – in : (3’) “Munish
- Answer the question individually.
took a photo of his daughter.
- Write these sentences on the board:
Sometimes Suman was tired or sad.
“Munish took a photo of his daughter.
- Look at the board and listen to the She wasn’t happy.”
Sometimes Suman was tired or sad. teacher.
“What are the infinitive forms of “took, She wasn’t happy.”
- Use dictionary if necessary. was and wasn’t”?
- Aks students some questions to remind the previous lesson.
“What are the infinitive forms of “took, was and wasn’t”?
- Call out some students to answer.
- Write some verbs “do, drive, cut, make, have”
on the board and ask students to write the
affirmative past simple forms.
- Introduce the new lesson “Past
simple: affirmative and negative”
Activity 1: (7’) Study the examples. Find other
examples of the negative form in the text. How
do we form the past simple negative? Read the Rule to check GRAMMAR POINT:
- Read out the examples and the rule.
- Find more examples in the text.
PAST SIMPLE - AFFIRMATIVE AND
- Give students time to find more examples.
- Complete the rules and compare NEGATIVE
- Check the answers with class. the answers with partners.
- Wrap-up the Rules and give explanation.
- Copy down the grammar rules to the notebooks. FORM: 19 (+) : S + V2/ED + O
(-) : S + DIDN’T + V bare
Ex: I read a book last night
I didn’t read a book last night. Suggested answers:
didn’t want, didn’t change
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (22’)
Activity 2: (5’) Write the opposite forms of the Suggested answers: sentences
1) I didn’t read a book last night.
- Go through the example with the class and
- Complete the task in pairs. (if
2) My brother started a new school last
show how the verb changes form. needed) year.
- Let students work in pairs for support if
3) We didn’t play basketball yesterday. needed.
- Check the answers with the teacher. 4) My cousin didn’t give me a present for
- To check answers, read out the original my birthday.
sentence and elicit the answer from the class.
5) I liked playing football when I was young.
Activity 3: (5’) Complete the text with the
6) My best friend went on holiday last year.
affirmative or negative form of the verbs.
- Ask students to read through the text and Suggested answers:
complete it with the correct verb forms. - Complete the text.
- Give students time to complete the text. 1) acted 5) didn’t have
- Go around to observe the class.
- Check the answers with the teacher. 2) didn’t make 6) loved 3) didn’t go 7) had
- Check the answers with class. 4) gave
Activity 4: (5’) Complete the conversation 20
with the correct form of the verbs in the box.
- Complete the first gap with the class, helping
- Complete the rest of the activity in Suggested answers:
them to find the correct verb in the box. pairs. 1) had 5) didn’t have
- Ask two volunteers to read out the completed
- Check the answers with the teacher. 2) loved 6) got dialogue 3) didn’t like 7) started
- Check the answers with the class. 4) wanted
Activity 5: (7’) Write about your experiences.
Use the affirmative or negative form of the verbs.
- Read the gapped sentences silently Students’ own answers
- Allow students time to read the gapped
and individually and complete the
sentences and to complete the sentences
sentences with their own ideas. themselves.
- Listen to the teacher’s feedbacks
- Call some students to read their experiences.
- Give feedbacks to the answers.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (6’)
Activity 1: Work in pairs. Compare your
sentences in exercise 5.
- Read out the example sentence and elicit one or - Compare the sentences in pairs. two more examples.
- Listen to the teacher’s feedback and
- Ask students to complete the sentences with their own ideas take notes. .
- Go around to observe students.
- Ask some students to tell the class something
they learned about their partner. V. Homework. (2’) V. Homework 21 - Give homework. - Take notes.
- Learn by heart all structures.
- Write a short paragraph about what you did last weekend.
- Prepare the next lesson: SPEAKING. V. REFLECTION:
……………………………………………………………..………….………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 7: GROWING UP - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post) I. AIMS: 1. Language contents:
- Verb phrases: to grow up, to go to school, to leave school, to go to university, to get a qualification, to get a job get married, to have children, to travel, to die
2. Knowledge: By the end of the lesson, my students will be able to listen for specific biographical information. 3. Skills: - Main skills
: listening and reading skills. - Sub skills
: speaking and writing skills.
4. Attitude: understand the good and bad things about being very tall and sympathize with those who have suffered it. 5. Competences:
- Identify some phrases using to describe biography. 22
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, discussion, pair – work. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “DRAW A MONSTER”
- Ask students to take out a piece of paper and a - Play the game individually. pencil.
- Show the above video. The students must read
the sentences which are describing the appearance of a monster.
- After reading about the monster’s physical
appearance, pause the video and ask the
students to try to draw the monster based on that description.
- Once students have finished their drawing,
press play on the video to reveal what the
monster looks like and compare the students’
drawings to the monster in the video.
II. PRE-LISTENING. T - Ss - T / Ss - Ss / Questions: (10’)
“Do you know any very tall people? Set context: (3’)
What are the good and bad things
about being very tall?” - Ask a question: 23
“Do you know any very tall people? What are - Answer their own ideas.
“In what situations is it useful to be
the good and bad things about being very tall?”
very tall? In what situations is it a problem?”
- Ask more questions to encourage students to say more
“In what situations is it useful to be very tall?
In what situations is it a problem?”
- Show the picture of Robert Wadlow to lead in
the lesson “LIFE EVENTS” Phrases in blue to grow up (explanation):
Activity 1: Read the text about Robert
to change from being a child to being
Wadlow and check the meanings of the an adult.
phrases in blue. Write the past simple form - Look at the picture and the table and to go to school (explanation): leave
of the verbs. Listen and check. (7’) answer. home for school.
- Focus on the photos and the table. Ask - Read the text to check the meanings of the to leave school (explanation): finish
students to imagine how tall Robert was. verbs and phrases in blue. school.
- Ask students to read the text, ignoring the - Listen to the audio.
to go to university (explanation) : to
gaps, and try to work out the meanings of the study at a university verbs and phrases in blue.
- Check the answers with the teacher.
to get a qualification (explanation):
- Check answers and check that students
understand all the verbs and phrases.
passing an exam, completing a course
of training or reaching the standard
- Play the audio for students to listen.
necessary to do a job.
- Check the answers with the class.
to get a job (explanation): do something Phrases in blue to earn money. to grow up
to get married (explanation): become to go to school husband and wife. to leave school
to have children (explanation): to be or to go to university become parents.
to get a qualification (explanation)
to travel (explanation) : to go from one to get a job
place to another, or to several places
to die (explanation) : to stop living to get married 24 to have children to travel to die Suggested answers.
went to school, left school, went to
university, got a qualification, got a job,
got married, had children, travelled, died
III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (18’)
Activity 2: Do you think people in the USA
liked or disliked Robert? Listen to a podcast
about him and check your answer. (5’) Suggested answers.
- Read out the question and elicit a few possible - Listen to the podcast and do the task. People liked him. answers.
- Check the answers with the teacher.
- Encourage students to predict and speculate
and point out that this can help them
understand a listening text better. - Play the audio.
- Check the answer with the class.
Activity 3: Read the Skills Strategy. Then
listen again and complete 1–9 in the text. (5’)
- Allow students time to read the gapped sentences again.
- Read the skills strategy before doing the
- Read out each gapped sentence in turn and task.
elicit what kind of information is missing.
- Listen and complete the text. Suggested answers.
- Play the audio for students to complete the
- Check the answers with the teacher. text. 1) 1918 6) spoke 25
- Play the audio again, if necessary, for students 2) two brothers 7) 800
to check and complete their answers. 3) two sisters 8) twenty-two 4) normal 9) feet 5) seventeen
Optional activity: LISTENING (8’)
Listen again and correct these sentences. - Play the audio. Suggested answers.
- Ask students to listen again and correct the - Read the sentences.
1) Robert was taller than his father by sentences.
- Listen very carefully for information the age of six.
- Check answers with the class. before listening.
2) At school, they made a special desk Sentences: for him.
- Correct the false sentences.
1) Robert was taller than his father by the age of
3) Robert left university because it was eight. difficult for him.
2) At school, they made a special chair for him.
4) Robert never stopped growing.
3) Robert left university because he didn’t enjoy it.
4) Robert stopped growing when he was 18.
IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (10’) Suggested answers.
Activity 4: Write sentences about a person (Students’ own answers)
in your family. Use the past simple form
of the verbs in the text. (5’)
- Think and list ideas for writing task.
- Encourage them to write both affirmative and negative sentences. - Write their sentences.
- Ask some students to read their sentences to - Read their sentences to the class. the class. - Correct any errors. 26
Activity 5: USE IT! Work in pairs.
Compare your sentences in exercise 4. (5’)
- Ask two students to read out the examples.
Point out that we use Really? to express surprise
- Compare their sentences in pairs.
- Give students time to discuss in pairs.
- Listen to the teacher’s feedback and take notes.
- Calls out some students to tell the class
something they learned about their partner. (Students’ own answers)
- Give feedbacks to the presentation. V. Homework. (2’) V. Homework - Give homework. - Take notes
- Learn by heart all the phrases.
- Workbook: Exercises page 50.
- Prepare the next lesson: LANGUAGE FOCUS V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………… 27 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 7: GROWING UP - LESSON 5: LANGUAGE FOCUS (PPP) I. AIMS: 7. Language contents:
- Vocabulary: revision - Patterns:
8. Knowledge: By the end of the lesson, my students will be able to ask questions about events in the past. 9. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
10. Attitude: be proud and love A Vietnamese Scholar – LÊ QUÝ ĐÔN 11. Competences:
- Identify the rules of Yes/ No question and W-H question.
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, inductive grammar learning. IV. PROCEDURES: 28 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game : NOUGHTS AND CROSSES
Robert Wadlow: The Gentle Giant
- Divide class into 2 groups. One group is - Play the game in groups.
“noughts” (O) and the other is “crosses” in Alton children qualification (X).
- Select the boxes and make sentences
with those words/ numbers. brother and 22 - feet 17
- Ask students to use “simple past tense” sister
to make sentences about the Robert February, shoe Wadlow. 800 towns 1918 company
- Ask students to take turns and select the
boxes and make sentences with those
Ex: He was born in February, 1918.
words/ numbers. The group makes the
correct sentence will get an (O) or (X).
- Declare the winner group which has 3
Os or Xs on a horizontal, vertical, or diagonal row. 29
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
Activity 1: Look at the questions about Suggested answers
Robert Wadlow in the text on page 90 again 1. Did 2. have 3. he
and complete the table. Which word is in all 4. How 5. people 6. did of the questions?
- Complete the table with the questions 7. die
Ask students to complete the table with from page 90.
The word did is in all the question. the questions from page 90.
- Check answers with the teacher. Past simple: questions
Check answers, and ask which word is in
Yes/ No question all the questions. DID + S + Vo …?
Answer: Yes, S + did
No, S + did not (didn’t) Example:
A: Did you play a video game last night?
B: Yes, we did/ No, we didn’t
W-H question What Where When Who DID + S + Vo …? What time How often Example:
1. When did you first see the new film? 30
2. How many Oscars did they win? Note:
Remember: don’t use did in questions with be.
1. A: Were you at the cinema yesterday? B: Yes, I was 31
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Activity 2: Order the words to make past
simple questions. There is one extra word in Suggested answers
each sentence. (3’)
- Order the words to make questions, 1. Did you grow up here?
- Ask students to order the words to make
leaving out the extra word in each
questions, leaving out the extra word in 2. Where did he live? sentence. each sentence. 3. Did he get a job?
- Check the answers with the teacher.
- Check answers with the class. 4. How did they travel? 5. When did he finish?
Activity 3: Read the information about the
Vietnamese scholar Lê Quý Đôn. Write
questions using the words in blue. (5’)
- Read the remaining information and
- Read out the first sentence of write the questions. Suggested answers:
information and elicit the correct
- Check the answers with the teacher. 1. When did he live? question. 2. Who was he?
- Check answers with the class.
3. Where did Lê Quý Đôn go as an ambassador in 1760?
4. Was he the principal of the National
University situated in the Văn Miếu in Hà Nội?
5. Did he have a few works of the old Vietnamese literature?
6. How old was he when he passed away in 1784?
7. What do they do in many places in 32 Việt Nam?
Activity 4: Look at the paragraph. Complete
the parts in blue with your ideas. Then work
in pairs. Ask questions (a maximum of
twenty) to find the information in your
partner’s paragraph. You can only answer
‘Yes, I did’ or ‘No, I didn't’. (7’)
- Ask students to read out the task and
- Read out the task carefully and ask
Suggested answers
demonstrate by thinking of your own
teacher questions (maximum
Last weekend I went to Ho Chi Minh city
ideas to complete the paragraph.
of 20 questions) to guess information. and went to the cinema with a famous
- Get students to ask questions to guess
actor, Ninh Duong Lan Ngoc. Then we - Complete the paragraphs
the information. You can only answer
had dinner with Quang Hai and we talked individually.
Yes, I did. or No, I didn’t.
and danced for two hours.
- Work in pairs to ask and answer - Example: Ask students to complete their questions.
paragraphs individually.
Student: Did you go to Nha Trang last weekend?
- Put them into pairs to ask and answer questions.
Teacher: No, I didn’t. 33
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (13’)
Activity 5: Complete the questions with the
Suggested answers
past simple form of the verbs. Then ask and 1. Did you live
answer the questions with a partner. (7’) 2. did you do
- Ask students to complete the questions
- Complete the questions in pair. in pair. 3. did you last go
- Work in pairs to ask and answer the 4. did you see
- Ask students to add one or two more questions.
questions of their own to ask a partner. 5. did you go 6. Did you do 7. Did you play 8. Did you have fun Activity 6: Example:
Game “GOOD AND BAD DAYS” (8’)
Key word: spill coffee/ yesterday
- Ask each student to write at least 3 key
- Write at least 3 key words relating to
Class: “Did you spill your coffee
words relating to good/bad experience
good/bad experience in the past. in the past. yesterday?
- Practice asking and answering with
- Choose one or two students randomly to
Student A: “No, I didn’t spill my coffee key words.
show their small board with key words. yesterday.”
- Ask other students to make questions
and the student with key words will answer. 34 V. Homework. (2’)
- Learn by heart all structures. - Give homework. - Take notes
- Workbook: Exercises page 51. V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 7: GROWING UP - LESSON 6: SPEAKING 35 I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to role-play an interview with a famous person. 2. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
3. Attitude: Feel confident to do an interview and have more interesting conversations. 4. Competences:
- Know how to do an interview.
- Interview someone confidently by asking interesting questions.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
5. Teacher: pictures, textbooks, power point slides, ….
6. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group work. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) GAME: INITIALS
- Divide students into 4 groups. - Play the game in groups.
- Ask students to take the first letters from
- Take the first letters from each picture
each picture and form the mystery word. and form the mystery word. 36 Answer key: Sam Smith
II. PRE-SPEAKING. T - Ss - T / Ss - Ss /
Set context: (5’)
1. Do you want to interview Sam Smith one - Answer the questions. - Students’ answers. day?
- Listen to their friends’ answers.
2. Imagine that you can interview Sam Smith or
your favourite singer/ actor. What questions do you want to ask?
III. WHILE SPEAKING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 1: Complete the dialogue with
sentences a–d. Then watch or listen and
check. Where is the pop star from? (5’)
- Ask students to read the gapped interview
and complete it with the correct
- Read the gapped interview and complete it Suggested answers sentences a–d.
with the correct sentences a–d. 1. c 2. a
- Play the audio for students to listen and
- Listen the audio to check the answers. 3. d 4. b
The pop star is from Texas / the USA. check the answers.
- Watch the video and answer the questions:
- Ask students to watch the video and answer Where is the pop star from?
the questions: Where is the pop star from?
- Check answers with the teacher. - Check answers with class. 37
Activity 2: Look at the Key Phrases. Which
does the interviewer use and which does the
pop star use? Then watch or listen and check
your answers. (5’) Suggested answers
- Find the key phrases in the interview and
- Ask students to find the key phrases in the note down who says each one. Interviewer: 1, 4, 6
interview and note down who says each one.
- Listen and check the answers. Pop star: 2, 3, 5
- Play the video or audio again for students to
listen and check their answers.
- Check answers with the class and check that
students understand all the key phrases.
Activity 3: Practice the dialogue with a partner. (5’)
- Practice the dialogue from exercise 1 in pairs.
- Ask students to practice the dialogue from - Practice in front of the class. exercise 1 in pairs.
- Listen to the teacher’s feedback.
- Invite some pairs to practice in front of the class.
- Correct any mistakes.
Activity 4: Read the Study Strategy. Look at
the situation and then think of some follow- STUDY STRATEGY
up questions for 1–5 in the table. (5’)
- Listen and read the study strategy.
You can have more interesting conversations in
- Look at the situation. English if you:
- Read the study strategy with the class.
- Think of follow-up questions for 1–5 in React to what people say.
- Ask students to look at the situation. the table.
- Ask students work in pairs to think of follow-
Ask them questions to find out more 38
up questions for 1–5 in the table.
- Give out some possible questions. information.
- Elicit possible questions from students.
Situation: I went to England when I was young. Really? 1. Why … ? That’s 2. When …. ? interesting. 3. Where … ? Cool! 4. What … ? Yes, of course. 5. … ? Example 1. Why did you go to England?
IV. POST SPEAKING. T - Ss - T/ S - S /.
Activity 5: Work in pairs. Prepare and .
practice interviews with a famous person.
Use the Key Phrases, the Study Strategy, and
ideas from the list below. (13’)
- Ask students to work in pairs to choose a
famous person and prepare and practice an
- Work in pairs to choose a famous person interview with them.
and prepare and practice an interview.
- Ask some pairs to perform their interviews
- Perform their interviews for the class, but for the class.
not mention the name of the person.
- Tell them not to mention the name of the
- Guess the famous people from friends’ person. interviews.
- See if other students can guess the famous
people from the interviews. 39
V. HOMEWORK. (2’)
- Learn by heart all key phrases. - Give homework. - Take notes
- Choose a favorite character and note down some his/her information. V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 7: GROWING UP - LESSON 7: WRITING A DESCRIPTION OF A PERSON (Pre -While-Post) I. AIMS:
- Vocabulary: revision 40
1. Knowledge: By the end of the lesson, my students will be able to describe a person’s physical appearance and behavior. 2. Skills: - Main skills
: writing and reading skills. - Sub skills
: speaking and listening skills.
3. Attitude: be confident to write and talk about favourite celebrity. 4. Competences:
- Identify and know how to use kinds of Punctuation.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Divide class into 2 groups. - Work in groups.
- Have students choose a member of each
- Choose a member of each group who
group who is blindfolded. are blindfolded.
- Show 2 pictures of people to 2 groups.
- Blindfolded people go to board and
- Ask students to describe people’s other group members describe
people’s appearance in the picture.
appearance so that blindfolded member
can draw these people into the board.
- Try to listen and draw the picture of
- Lead in the lesson: “Today, we’re people.
studying about how to write a
description of a person.” 41
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’) Set context: (5’)
- Ask the questions to the class and elicit
- Think and answer the questions.
answers from individual students. Who is
your favourite celebrity? Can you describe him / her?
- Ask more questions to encourage them
to speak more, e.g. Why do you like /
admire this person? Where did you find
out this information about them?
Activity 1: Read the article and look at the
words in blue. What do we use them for? (5’) Suggested answers.
- Have students read the article, look at
- Read the article, look at the blue
To describe a person’s physical
the blue words and answer the question.
words and answer the question.
appearance and behavior.
III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (15’) Suggested answers.
Activity 2: Complete the Key Phrases with 1. famous
words in the description. (5’)
2. best-known / the role(s) in …
- Ask students to complete the key phrases
with words from the article.
- Complete the key phrases with words 3. tall/ strong/ good-looking from the article. -
4. fair hair, blue eyes, a beard and a
Check answers with the class.
- Check answers with the teacher. moustache.
5. busy/ spends a lot of time outdoors with … 42 6. superhero
Language point: Punctuation
Activity 3: Match 1–7 with a–g to complete Punctuation the sentences. (5’)
- Ask Students to match the sentence halves.
Match the sentence halves.
- Check answers with the class and check
that students understand how to use the
Check answers with the teacher. different punctuation marks. Listen to the teacher.
- Discuss any differences in punctuation Suggested Answers:
between English and the students’ own 1. f 2. d 3. a language. 4. b 5. g 6. c 7. e
Activity 4: Rewrite the text with the correct
punctuation. (5’)
- Rewrite the text with the correct punctuation.
- Have Students rewrite the text with the Suggested Answers: correct punctuation.
- Compare their answers in pairs.
Jennifer Lawrence is an American actor.
- Ask them to compare their answers in
- Come and write a sentence from the She was born in Kentucky. She is tall and pairs.
text on the board with the correct she’s got blonde hair and blue eyes. punctuation.
Jennifer’s most famous role was a girl
- Check answers by getting students in
called Katniss Everdeen in The Hunger
turn to come and write a sentence from Games.
the text on the board with the correct punctuation.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (13’)
Topic: Write a description of your 43
Activity 5: Follow the steps in the writing favourite celebrity. guide. - Read the task.
1. Which person do you want to describe?
- Read the task with the class.
- Plan their questions and answers and 2. Who is he / she? What is he / she
- Ask Students to plan their questions and write their article. famous for?
answers and write their article.
- Check their grammar, spelling and 3. What does he / she look like?
- Remind students to check their
punctuation carefully by themselves. 4. How does he / she behave?
grammar, spelling and punctuation carefully. CHECKING
word order in descriptions
meanings of adjectives, nouns and verbs punctuation
V. Homework. (2’)
- Learn by heart all structures. - Give homework. - Take notes
- Workbook: Exercises page 53. V. REFLECTION:
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 7: GROWING UP - LESSON 8: CLIL - LANGUAGE AND LITERATURE: THE ADVENTURE OF TOM SAWYER I. AIMS:
- Vocabulary: pipe, sleep out, the dark, run away. 44
1. Knowledge: By the end of the lesson, my students will be able to read and understand an extract from a work of literature. 2. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
3. Attitude: love both English and Literature. 4. Competences:
- Identify and understand language and literature.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
5. Teacher: pictures, textbooks, power point slides, ….
6. 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: “MATCHING”
- Give students clear instructions. * Suggested answers: - Listen to teacher.
- Go around the class to support students.
1/ a pipe - a tube through which water or
-Match the phrases with their suitable gas flows. definitions.
2/ to sleep out - to sleep in the open air.
- Check students’ answers.
3/ the dark - there is little or no light.
- Correct the answers with teacher.
4/ to run away - to leave a place or a - Listen to teacher person - Lead in the lesson. 45
II. PRESENTATION. T - Ss - T / Ss - Ss / Set context: (3’) Suggestions:
- Point to the words on the screen and ask - Make sentences.
1/ Have you ever slept out in the dark?
students to make sentences with them.
2/ Do you want to try to sleep out? Why?
- Elicit their ideas by making questions and
showing the picture of the story “The - Listen to teacher’s explanation and answer 3/ Have you ever run away from a place or Adventures of Tom Sawyer”. the questions. someone? Why?
4/ When will people sleep out/ run away from a place or someone? Activity 1: (5’)
- Instruct students to complete the task.
- Listen to teacher’s instructions. Suggested answers:
- Have Students work in pairs to complete the 1 - the dark task. 2 - run away
- Check answers-with the class and make sure - Work in pairs to complete the task. 3 - pipe
that students-understand all the words.
- Read the text then check answers with 4 - sleep out class. 46
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 2: Read the text. Then answer the Suggested answers: questions. (7’)
- Listen to teacher’s instructions.
1. He was scared/ he saw Injun Joe’s face
- Instruct students how to do this task. in the dark.
- Have students read the text “The adventures
- Read the text and answer the questions.
2. He wanted to get away/ do something
of Tom Sawyer” and answer the questions.
- Check answer with the class. exciting.
- Check answers with the class. 3. Three (Tom, Joe, Huck) 4. On Jackson’s Island.
5. They thought it was very good/ the best dinner in the world.
Activity 3: Read and listen to the text. Find a
person or place for sentences 1 - 4: (7’) Suggested answers:
- Instruct students how to do this task.
- Listen to teacher’s instructions. 1. Muff Potter / Injun Joe
- Let students read and listen to the text again to - Listen to the tape and complete the task. 2. Mississippi River complete the sentences. 3. Jackson’s Island
- Check answer with the class. - Check answer with teacher. 4. Huck Finn
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Activity 4: USE IT! Work in pairs. What did
Tom and his friends do the next day? Write
a short paragraph. Then compare with another pair. (10’) Suggested answers:
- Read out the example beginning of the next Students’ own answers.
paragraph and elicit some ideas about what the - Listen to teacher. boys did the next day. - Answer the questions.
- Ask questions to encourage students to think
about how the story continued.
- Put students into pairs to write a short
- Work in pairs to complete the next paragraph. paragraph.
- Put pairs together into groups of four to compare their paragraphs. 47
- Ask some pairs to tell the class what was
- Volunteer to talk about their paragraphs.
similar in their paragraphs and what was different.
Activity 5: SPEAKING (6’)
- Give students some adjectives” brave, Suggested answers:
intelligent, adventurous, honest” to give - Listen to teacher. Students’ own answers.
comments for Tom Sawyer in the story.
- Check that students understand the words.
- Take notes and listen to teacher’s examples.
- Elicit a range of answers and encourage
students to explain their answers.
- Think about other characters.
- Encourage students to think about other
teenage characters that they know in books,
films, or TV series, and elicit a few
suggestions “Harry Potter”. - Discuss in groups.
- Put students into small groups to discuss
which teenage characters they admire and why.
- Volunteer to tell the class about their
- Ask groups to tell the class about a character favorite characters. they admire. V. Homework. (2’)
- Learn by heart all the new words. - Give homework. - Take notes
- Prepare the next lesson “Puzzles and games”. V. REFLECTION:
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