Giáo án Tiếng Anh 6 sách Friends Plus Unit Start

Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER: FREE TIME (PPP) I. AIMS: 1. Language contents:
- Vocabulary: art, chatting online, films, cooking, cycling, meeting friends, music, photography, reading, shopping, skateboarding,
sport, video games, watching TV
- Structure: be into/ be interested in
2. Knowledge: By the end of the lesson, my students will be able to talk about their hobbies and interests. 3. Skills: - Main skills
: speaking and listening skills. - Sub skills : reading and writing skills.
4. Attitude: love and be proud of what they like doing. 5. Competences:
- Talk about students’ interests, using key phrases (for students with mid-level).
- Talk about the good and bad things in their interests (for students with high level).
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Qs & As, games, visualize. IV. PROCEDURES: 1 TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
SONG: “What do you do in your free time?”
- Let students sing “What do you do in - Have students sing happily.
your free time” happily.
- Have students answer the question: "
- After singing, teacher asks students a
What do you do in your free time?" question:
“What do you do in your free time?” -
Have Ss ask the other ones in the class.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Set context:
- Some students will answer the Question:
- Call out some students to answer the question.
“What do you do in your free time?” question. - “ Listen to the teacher.
What do you do in your free time?”
- Explain “free time” if necessary. New words: Teach new vocabulary:
1. Skateboarding (n) – Show picture.
- Let students work in pairs to match the
- Work in pairs to match the words with 2. Photography (n): the activity of taking
words with the pictures. the pictures.
photographs or filming.
- Use pictures and explanation to present
- Look at the pictures and try to guess 3. Art (n)- show picture new words. the new words.
4. Cycling (n): the sport of riding a bike- - Ask students to practice their
- Practice their pronunciation drills. show picture pronunciation drills. New words: 2 * New words:
1. Skateboarding (n) – Show picture.
2. Photography (n): the activity of taking photographs or filming. 3. Art (n)- show picture
4. Cycling (n): the sport of riding a bike-show picture
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
 Activity 1 (5’) Listen and fill in the
missing information by using the words in -New words: the box: 1. To be good at
- Have students open their books to page 6.
- Open their books to page 18.
Eg; My mother is good at cooking.
- Invite some students to read the words - 2. To be interested in aloud. Read the words aloud. -
Eg: I am interested in playing video games.
- Read the text in silence before listening to
Read the text in silence before
listening to the recording to do the the recording to do the task.
3. Favorite (n): a person or thing that is task. best liked
- Explain the new words in the text before - doing.
Learn the new words in the text Suggested answers before doing.
- Compare the answers each other before 1. Music - checking
Compare the answers each other before checking 2. Chatting 3. Video games 4. Skateboarding 5. Reading 6. Photography 7. Cooking 3
 Activity 2 (5’) Task 2 – page 6
- Have students read through the key Suggested answers: phrases with the class.
- Read through the key phrases with the 1. Music
- Let students listen and complete the class. 2. cycling phrases.
- Listen and complete the phrases.
3. films and watching TV
- Check the answers with the class. 4. reading
- Have some students repeat the sentences.
- Check the answers with the class.
5. shopping and meeting friends
- Some students repeat the sentences. 6. chatting online  7. skateboarding
Activity 3 (5’) Write six sentences about your interests. 8. art
- Let students write six sentences about
9. animals, dogs their interests.
- Write six sentences about their interests.
- Encourage them to use a range of
Suggested answers different key phrases.
- Try to use a range of different key phrases. 1. I’m into sports.
2. I’m interested in cartoon.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
 Activity 1 (15’) Work in pairs
- Students work in pairs to compare their
- Work in pairs to compare their interests from exercise 4. interests from exercise 4.
- Ask some students to tell the class about
- Tell the class about their interests. their interests.
(remember the grammar points). V. Homework. (2’) V. Homework 4 - Give homework. - Take notes.
- Learn by heart all the new words. - Workbook: page 4. - Prepare Lesson 2 V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: 5 Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTERS: LANGUAGE FOCUS: BE + SUBJECTIVE PRONOUNS
AND POSSESSIVE ADJECTIVES (PPP) I. AIMS: 1. Language contents:
- Vocabulary: revision of interests and hobbies – Extra vocabulary: subjective pronouns, possessive adjectives.
2. Knowledge: By the end of the lesson, my students will be able to use verb to be, subjective pronouns, possessive adjectives. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: listening and speaking skills.
4. Attitude: love and be proud of what they like doing. 5. Competences:
- know how to use verb to be correctly.
- use subjective pronouns and possessive adjectives correctly.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, IV. PROCEDURES: 6 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game “Role play”
- Have three students play the roles. - Role play.
Write: Good morning, Good afternoon,
- Then write: Good morning, Good
Good evening, Goodbye, How are you?
afternoon, Good evening, Goodbye, How
How old are you?, Thank you
are you? How old are you? Thank you,...
- Invite students to play a role in a conversation.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’) Lead in: (2’)
- With books closed, write these sentences Write:
- Try to use forms of to be verb
on the board: I _____ into music. Ana
- I _______ into music. _____ good at art. correctly.
- Elicit the missing words (am, is) and elicit
- Anna ________ good at art.
that these are both forms of the verb be.
 Activity 1: Complete the table. (8’)
- Let students work in pairs to complete the Answer keys:
table then check their answers in the text
- Work in pairs to complete the table
1. He 2 They 3 not 4 isn’t 5 aren’t on page 6.
then check their answers in the text on page 6.
- Check answers with the class.
- Check answers with the class. 7
- With weaker classes, work through this
- With weaker classes, work through
exercise with the whole class, eliciting the
this exercise with the whole class, missing words. eliciting the missing words.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
 Activity 1 (5’).
- Check that students understand Zebras.
- Be sure that understand Zebras. * Answer key:
- Let students complete the sentences with
- Complete the sentences with the 1. are
the correct forms so that they are true.
correct forms so that they are true. 2. isn't
- Check the answers with the class.
- Check the answers with the class. 3. are/aren't 4. is 5. 'm/am not 6. 'm/am not
 Activity 2 (5’) Subjective pronouns.
- Hold up a book and say: “I’m a teacher. It’s my book.”
- Let students work in pairs to complete Subjective pronouns:
- Point to a student and say: “You’re a
the table with the correct words. student. It’s your book.”
The subject of a sentence is a person or
- Check answers with the class.
thing that performs the action of the verb.
- Let students work in pairs to complete
- Work through this exercise with the Subject pronouns are used to replace the
the table with the correct words.
whole class, eliciting the missing subject (person or thing) of a verb.
- Check answers with the class. words.
________are flying a kite.(Dad and I) 8
- With weaker classes, work through this We are flying a kite.
exercise with the whole class, eliciting
_______likes to play football. (Tom) the missing words. He likes to play football.
________are friends.( Mr. Smith and Dr. Boss) They are friends.
- Replace the words in brackets by the correct subject pronoun. My family
1.Hi! My name is Mary Elizabeth. __am
nine years old. (Mary Elizabeth)
2.My mother's name is Andrea. ___ is
wearing an orange skirt. (Andrea)
3.My dad wears glasses. ____ is an
engineer and his name is Anthony. (Anthony)
4.Sammy is my brother. ____ is seven years old. (Sammy)
5. My grandparents are visiting us. ____ are very nice. (Grandparents)
6.Our dog is a Labrador. ___ is a big dog.
7. _____ live in South Carolina. (Mary
Elizabeth, Sammy and their parents)
. My grandparents live in Florida but _____
often visit us. (My grandparents) 9
9. _____ is not very far from South Carolina. (Florida)
10. ______ love when our grandparents
came to visit us! (Mary Elizabeth and Sammy)
 Activity 3 (5’) Possessive adjectives:
- Give students an easy examples of Possessive adjectives: Possessive Adjectives
- In the examples below, the possessive
The possessive adjectives are my, your, his, adjectives are shaded.
her, its, our, their, and whose.
- It is your hat.
A possessive adjective sits before a noun
(or a pronoun) to show who or what owns
- (The possessive adjective "your" sits it.
before the noun "hat" to tell us who
- T gives students an easy examples of owns it.) Possessive Adjectives
In the examples below, the possessive adjectives are shaded.  It is your hat.
(The possessive adjective "your"
sits before the noun "hat" to tell us who owns it.) 
Activity 4 (5’) Ss work in pairs to complete
the table with the correct words - Let students work in pairs. Answer keys:
- Check the answer with class. 1. your - Work in pairs. 2. his 3. her
- Check the answer with class. 4. our 5. your 10 6. their
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’- 10’)
 Activity 1 (5’) - Read out the example. Suggested answers - Read out the example.
- Let students replace the blue words with
1 It 2 They 3 We 4 You
- Let students replace the blue words the correct pronouns. with the correct pronouns.
- Check answers with the class.
- Check answers with the class.  Answer key:
Activity 2 (5’)
- Let students match the object
1 you 2 it 3 him 4 her 5 us
- Let students match the object pronouns
pronouns with the subject pronouns. with the subject pronouns. 6 you 7 them
- Check answers with the class.
- Check answers with the class. V. Homework. (2’) - Read Skill Strategy. - Give homework. - Take notes. - Workbook: page 5. V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… 11 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTERS: LESSON 3: PREPOSITIONS AND EVERYDAY OBJECTS. (PPP) I. AIMS: 1. Language contents:
- Vocabulary: on, in, near, between .. and .., opposite, under, next to.
2. Knowledge: By the end of the lesson, my students will be able to use prepositions correctly and everyday objects. 3. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills. 12
4. Attitude: love and be proud of talking about everyday objects. 5. Competences:
- Know how to use propositions of places.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and groupwork, inductive grammar learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Song : NOUGHTS AND CROSSES - Sing a song:
- Sing the song happily.
- - The class sings "Where are my things?"
- Target vocabulary: on, under, in, behind,
next to, in front of, between, pen, shoes,
table, desk, drawer, curtains, TV, door,
sofa, chair, feet, Where is/are ~, is it / are they ~, it’s / they’re ~
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
 Activity 1: Students work in pairs to match
the words with the pictures. * New words: - Work in pairs. 13
- Have students open their books to page 8. - Complete the task.
1. Poster (n)-show picture (EX 1) - Learn new words.
2. Drawer (n)- show picture
- Ask students which of these things they - Check answers.
3. Mobile phone (n) - show picture can see in their classroom.
4. Clock (n) - show picture - Introduce some new words:
5. Dictionary (n) - show picture
6. Coat (n) - show picture * New words:
7. laptop (n) - show picture
1. Poster (n)-show picture
2. Drawer (n)- show picture Answer keys:
3. Mobile phone (n) - show picture
1. poster, 2. speaker ,3. laptop, 4. table, 5.
drawer, 6. mobile phone, 7. clock, 8. board
4. Clock (n) - show picture
9. dictionaries, 10. shelf, 11. pen, 12.
5. Dictionary (n) - show picture
notebook, 13. desk, 14. coat, 15. chair, 16. bag.
6. Coat (n) - show picture
7. laptop (n) - show picture
- Have students work in pairs to check the answers.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’)
 Activity 2: Focus on the picture (5’)
- Have students open their books to page 8. Suggested answers (EX 2)
- Open their books to page 8. (EX 2)
1. on, 2, in, 3. between, 4. under, 5. next to,
6. on, 7. under, 8. near, 9. opposite, 10. on.
- Read out each preposition in turn and
- Read out each preposition in turn and
guess the meaning in the students' own
elicit the meaning in the students' own language. 14 language. - Complete the sentences.
- Ask students to complete the sentences.
- Listen and check the answers
- Have students listen and check the answers
 Activity 3: Draw a picture. (5’)
- Have students open their books to page 8.
- Open their books to page 8. (EX 3) (EX 3)
- Work individually: draw a desk and Suggested answers:
- Let them work individually: draw a desk four other objects.
In my picture, a laptop is on the........... and four other objects.
- Look at the sentences about their
- Then write sentences about their picture. picture.
- Let begin with the sentence: In my
- Let begin with the sentence: In my
picture, a laptop is on the...........
picture, a laptop is on the...........
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
 Activity 4: Complete the questions
with “Is there…?/ Are there…?” and “how many….”
- Work in pairs to read the sentences in
- Have students work in pairs to read the Ex 3 to their partner.
sentences in Ex 3 to their partner.
- Listen and draw the partner's picture.
- Listen and draw the partner's picture.
- Read the sentences to each other and
- Ask students read the sentences to each correct them. other and correct them. 15 V. Homework. (2’) V. Homework - Give homework. - Take notes.
- Learn by heart all structures.
- Workbook: Exercises page 6. V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTERS: - LESSON 4: POSSESSIVE ‘S AND TO BE (PPP) I. AIMS: 1. Language contents:
- Vocabulary: Revision.
2. Knowledge: By the end of the lesson, my students will be able to use possessive ‘s and to be in question form. 3. Skills: 16 - Main skills
: listening and reading skills. - Sub skills
: speaking and writing skills.
4. Attitude: love and be interested in learning English. 5. Competences:
- Identify possessive ‘s and to be in short form..
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Song, brainstorming, discussion, pairs and groupworks. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 SONG: “Whose is it?”
- Have students listen to the song - Sing the song happily.
- Let students the information in the song.
- Write the information of the song.
II. PRESENTATION. T - Ss - T / Ss - Ss / (10’) Set context: (2’) -
Borrow a school thing from students. 17 - Ask a question: - Answer their own ideas.
Elicit: This is Anna’s pen.
“Is that my pen? Whose pen is it?” 
Activity 1: Complete the table. (5’) What Is the Possessive Case?
- Read the examples and note the
- Ask students to read the examples and
position of the possessive ’s.
+ Possessive 's and s'
note the position of the possessive ’s.
- Read through the rules with the class We use possessive 's to say that something
- Read through the rules with the class and
and elicit the correct answers. elicit the correct answers.
or someone belongs to a person, is
connected to a place, or to show the relationship between people.
The possessive 's always comes after a noun. Noun 's or noun s' Singular Ana's Plural Ana and Emma's My parents' My children's - Ex1 p 21:
- Have students look at the table and
complete the rules with singular or plural: RULES 1 We use 's for ________ possession with 2 we use s' for ________ 18 possession with
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (10’)
 Activity 2: Work in pairs (p 9). (5’) Answer keys:
- Have students time read through the three sentences.
- Read through the three sentences.
1 Charlie's mum is at home / at work.
- Have students read, listen to the text, and - Read, listen to the text, and choose the 2 Her laptop is in the drawer / on the TV.
choose the correct answers. correct answers.
3 Her speakers are in Charlie's room / her
- Then check answers with partners.
- Check answers with partners. room.
 Activity 3: Work in pairs. (5’)
- Have students read the dialogue again. - Read the dialogue again. Answer keys:
- Let students work in pairs to complete the
- Work in pairs to complete the table.
1. Is, 2. Are, 3. I'm not, 4. is, 5. aren't table.
- Check answers with the partners.
- Check answers with the partners.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (20’)
 Activity 4: Possessive pronouns. (5’)
- Have students complete the table with the Possessive pronouns -
correct possessive pronouns from the
Complete the table with the correct - A possessive pronoun is a part of speech
possessive pronouns from the box. box.
that attributes ownership to someone or
- Check answers by reading out the
- Check answers by reading out the
something. Like any other pronoun, it
possessive adjective and asking possessive adjective and asking
substitutes a noun phrase and can prevent
volunteers to say the corresponding
volunteers to say the corresponding
its repetition. For example, in the phrase, pronoun. pronoun.
"These glasses are mine, not yours", the
words "mine" and "yours" are possessive 19
- If asked, you can say that the possessive
pronouns and stand for "my glasses" and
pronoun for it is its, but this isn’t often "your glasses," respectively. used in natural conversation. Answer key:
1. his 2. hers 3. ours 4. yours 5. theirs  Key:
Activity 5: Write phrases with pronouns. (10’) 2. This is his.
- Have students open their books to page 9. 3. This is hers. - Open their books to page 9.
- Have students practice using the 4. This is ours.
possessive pronouns in sentences.
- Practice using the possessive pronouns 5.This is yours. in sentences.
- Check that they understand that the 6.This is theirs.
pronoun replaces the object as well as
- Be sure to understand that the pronoun showing who it belongs to
replaces the object as well as showing who it belongs to
- Ask students to read the sentences to each other and correct them.
- Read the sentences to each other and correct them. V. Homework. (2’) V. Homework - Give homework. - Take notes.
- Learn by heart all structures.
- Workbook: Exercises page 7. V. REFLECTION:
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……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER: - LESSON 5: VOCABULARY BASIC ADJECTIVES (PPP) BASIC ADJECTIVES I. AIMS:
- Vocabulary: unpopular, bad, new cheap, horrible, boring fast, big.
1. Knowledge: By the end of the lesson, students will be able to use basic adjectives. 2. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills.
3. Attitude: love and be interested in learning English. 4. Competences: 21
- Know the how to use some basic adjectives in sentences.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, deductive grammar learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: What are the differences?
- Give students some basic adjectives to - Work in groups.
describe fast, slow, beautiful, expensive,
- point out the differences between two cheap, ... cars.
- Let students point out the differences between two cars.
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Activity 1: In this lesson, students practice
using common adjectives to describe objects. (10’) -What are adjectives? - Explain new lesson.
When it comes to function, adjectives are
- Let students practice using common
information gatherers. Specifically, they
adjectives to describe objects.
provide further information about an 22
object's size, shape, age, color, origin or material.
- The key to knowing whether a word is an
adjective is to look at where it is and what it's doing in the sentence.
- Before a Noun: if it comes immediately
before a noun, it's likely an adjective. For
example, in "blue plate," "blue" is an
adjective describing the noun "plate." S + to be + adjective + noun Ex: This is a blue plate Adj N
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
 Activity 2: Read the text. Match the words.
- Have students open the book to page 10. - Open the book to page 10. Suggested answers.
- Have students read the text and match
- Read the text and match the adjectives nice - horrible, old - new, slow - fast, good
the adjectives in blue with their
in blue with their opposites in the box. - bad, expensive - cheap, small - big, opposites in the box.
popular - unpopular, interesting - boring
- Compare their answers in pairs then
- Allow students to compare their answers play the audio. in pairs then play the audio.
- Listen and check their answers.
- Let students listen and check their answers.
 Activity 3: Read the text again and choose Suggested answers.
the correct answers. (5’) 1.b 2.a 3.b
- Have students open the book to page 23 10.
- Have students open the book to page 10.
- Let students read the text again and
- Read the text again and choose the choose the correct answers. correct answers.
- Check answers with the class.
- Check answers with the class.
- Point out the position of adjectives before the noun.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
 Activity 3: Use your own idea and key phrases. - Open the book to page 10. Suggested answers:
- Have students open the book to page 10.
- Read through the key phrases with the 1. Pho is a popular food of Vietnam
- Read through the key phrases with the class. class. 2. This film is so boring
- Point out the difference in meaning
- Point out the difference in meaning 3. My phone has a good camera
between the different adverbs of
between the different adverbs of degree. degree. 4. This castle is old
- Have students to translate the phrases into
- Have students to translate the phrases 5. My dad's laptop is very expensive their own language to check
into their own language to check 6. My mother buys me a new book understanding understanding
7. Soccer is an interesting sport
- Have students focus on the table and read
- Have students focus on the table and
out the example answer. 8. I have a nice dress read out the example answer. V. Homework. (2’) V. Homework - Give homework. - Take notes.
- Learn by heart all structures.
- Workbook: Exercises page 8. 24
- Write 5 sentences using adjectives. V. REFLECTION:
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……………………………………………………………..………….………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER - LESSON 6: LANGUAGE FOCUS (PPP): THIS-THAT-THESE-THOSE-HAVE GOT I. AIMS: 6. Language contents:
- Vocabulary: Revision -Patterns:
 This.../ That.../ These.../Those  Have got
2. Knowledge: By the end of the lesson, my students will be able to
3. Attitude: love asking and answering about the things 25 4. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills. 5. Competences: - Identify the things.
- Use have got to ask and answer questions about presents.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
3. Teacher: pictures, textbooks, power point slides, ….
4. 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’) Sing a song:
- The class sings: " This That these Those "
- Students listen to the song together and
- Have students write the things that they listen
to the song, then check the answers with the do the task class.
- Check the answer with the class 26
II. PRESENTATION. T - Ss - T / Ss - Ss / * Grammar point: Indiv.(10’)
this/these and that/those.
* Activity 1: Study the picture. What is the
-What is the difference between
difference between this/these and that/those.
this/that and these/those?
+ This & These: Objects That Are Close
- Use this to talk about a singular
object (one thing) that is close to you.
- Look at the picture and do the task
- Check the answer with the teacher
- Teacher asks students to look at the pictures
Ex: This cat is happy. (the noun ‘cat’ is
and translate the phrases into their own
singular, which means there is only one) language.
- Use these to talk about plural
- Demonstrate the meanings of this, that, these
objects (more than one thing) that
and those further by pointing to things near you are close to you.
or at a distance in the classroom. 27
- Check the answer with the class.
Ex: These cats happy. (the noun ‘cats’ is
plural; there is more than one; the noun has an ‘s’)
+ That & Those: Objects That Are Far
- Use that to talk about a singular object
(one thing) that is far from you.
Ex: That cat is sad. (The noun is singular,
and the object is not close to you; it is far away)
Use those to talk about plural objects
(more than one thing) that are far from you.
Ex: Those cats are sad. (the noun (cats) is
plural, and they are far away) 28
Suggested answers
We use this and these when the object(s) is
nearby. We use that and those when the object(s) is far away.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25')
* Activity 2: Choose the correct words
- Work in pairs to do the task.
- Have students choose the correct words to
- Check the answers with the teacher complete the sentences.
- Check answers with the class.
Suggested answers: 1 These 2 this 3 This 4 That 5 Are those
* Activity 3: Look at the text and exercise 2 on
page 10 again. Complete the table * Grammar point:
Have students look back at the text and exercise
- Work in pairs to do the task.
Have got: Have got (have/has + got) is
2 on page 10 and find examples of have got.
- Check the answers with the teacher
used to talk mainly about possessions or
- Read through the table with the class and elicit
personal attributes
the correct words to complete it.
- Check the answers with the class 29
- Have got and have mean the same. Ex:
+ I've got a new computer = I have a new computer.
+ She's got a beautiful cat = She has a beautiful cat.
+ They haven't got a house = They don't have a house
+ He hasn't got a lot of friends = He
doesn't have a lot of friends.
+ Have you got a present? = Do you have a present?
+ Has Mary got a new bike? = Does Mary
* Activity 4: Complete the dialogue with the have a new bike?
correct forms of Have Got. Then listen and
Suggested answers check. 1 've
- Students read the dialogue and complete it 2 haven't with the correct words. 3 hasn't
- Allow students to compare their answers in 4 Has 30
pairs then play the audio for them to listen and 5 haven't check.
Suggested answers
- Check answers with the class. 1 Have 2 have 3 haven't 4 've 5 Has
- Listen carefully to do the task. 6 has
- Check the answers with the partner. 7 've
- Check the answers with the teacher. 8 've
IV. PRODUCTION.T - Ss - T/ S- S / Indiv. .
 Activity 5 (5’) Work in pairs. Look at the
- Work in pairs to read the mini dialogue
mini dialogue. Prepare and practice new carefully
Suggested answers
dialogues. Use your friends' name and the - Do the task
Students' own answers ideas in the pictures. - Practice with partner
- Teacher allows students time to read through
- Check the answers with the teacher the mini-dialogue.
- Focus on the pictures and make sure students
know the words for all the items.
- Demonstrate the task with a confident student, 31
adding in a name and a possible present.
- Put students into pairs to prepare and practice
new dialogues. Encourage them to swap roles
each time, so that they practice both roles.
- Ask some pairs to perform one of their dialogues for the class.
- Check the answers with the class V. Homework. (2’) V. Homework - Give homework. - Take notes.
- Learn by heart all the new words and structures - Workbook: page 9
- Prepare Lesson 2 – Vocabulary 32 V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER - LESSON 7: VOCABULARY (PPP): COUNTRIES AND NATIONALITIES I. AIMS: 6. Language contents:
- Vocabulary: revision
7. Knowledge: By the end of the lesson, my students will be able to talk about where people and things are from 8. Skills: - Main skills
: listening and reading skills. - Sub skills
: speaking and writing skills.
9. Attitude:love and be proud of people and things are from 10. Competences:
- Know and people and things are from.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
3. Teacher: pictures, textbooks, power point slides, ….
4. Students:textbooks, notebooks.
III. TECHNIQUES : Games, mind-map, brainstorming, discussion, pairs and groupwork. 33 IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
GAME: Sing a song:
- The class sings: " Where are you from?"
- Have students write the name of the countries
in the song, then check the answers with the class.
- Teacher asks the students: " Where are you from?"
- Write the word country on the board and elicit
the meaning. Elicit the names of one or two
countries, e.g. England, Turkey, then put
students into pairs and give them one minute to
write as many countries in English as they can.
- Bring students' ideas together on the board
and check that they understand all the country names.
- See which pair wrote the most countries correctly.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv.(10’)
Suggested answers.
* Activity 1: Match the countries with the Africa: Egypt, Morocco continents. America: Canada, the USA 34
- Teacher has students work in pairs to match
- Work in pairs to do the task. Asia: Japan, Thailand,
the countries with the continents.
- Listen to the audio carefully. the Philippines, Việt Nam
- Play the audio for students to check their Australasia: New Zealand
- Check the answers with the partner. answers. Europe: Italy, Spain, the UK
- Check the answers with the teacher.
- Check answers with the class and those
students understand all the country names.
Model and drill pronunciation of country names
your students might find difficult e.g. Egypt.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20')
Suggested answers.
* Activity 2: Check the meanings of the 1. British
words in blue. Then choose the correct
- Work in pairs to do the task 2. Vietnamese words in the quiz. 3. Spanish 35
- Students use their dictionaries to check the
- Read the sentences and find out the 4. Egyptian meanings of the blue words. meaning of the words in blue. 5. Thai - 6. Australian
- Check that they understand all the blue words,
Check the answers with the teacher.
then ask them to read the sentences and choose the correct answers.
- Check answers with the class.
*Activity 3: Write nationalities for the
countries in exercise 1. Use words from the quiz in exercise 2.
Suggested answers.
- Students work in pairs and refer to the words - Do the task 1. The USA American
in the quiz to write nationalities for the 2. Canada
- Check the answers with the teacher Canadian countries in exercise 1. 3. Egypt Egyptian
- Check answers with the class. 4. Italy Italian
- Model pronunciation of the nationalities and 5. Japan Japanese
point out that sometimes the pronunciation of 6. Morocco 7. New Zealand Moroccan 36
the country and nationality is slightly different, 8. Spain New Zealander e.g. 9. Thailand Spanish
Spain /spein/, Spanish /'sp$niJ7, Japan 10. The Thai Filipino
/^a'psn/, Japanese á^;cpr>'ni:z/. Philippines 11. The UK British Vietnamese 12. Việt Nam
* Activity 4: Write true and false information for 1-5.
Brad Pitt is an American sports star. (False)
Students' own answers.
Ferraris are Italian. (True)
- Work in pairs to do the task
- Have students read out the examples and
- Read the sentences and write “TRUE” or
make sure students understand the task.
“FALSE” at the end of each sentence in their book.
- Students work individually to write their sentences.
- Check the answers with partner
- Ask some students to read their sentences to
- Check the answers with the teacher
the class. Correct any errors.
- Check the answers with the class 37
Students' own answers
- Work in pairs to do the task.
* Activity 5: Work in pairs. Compare your
- Compare the sentences and decide if
their partner's sentences are true or
sentences in exercise 4. Say if you think they false. are true or false.
- Teacher asks two confident students to read
- Check the answers with the teacher. out the examples.
- Put students into pairs to compare their
sentences and decide if their partner's sentences are true or false.
- See who guessed all the answers correctly.
IV. PRODUCTION.T - Ss - T/ S- S / Indiv. (10')
* Optional activity: Vocabulary - Work in groups. Students' own answers 38
- Check the answers with the teacher. . V. Homework. (2’) V. Homework - Give homework. - Take notes.
- Learn by heart all new words.
- Workbook: Exercises page 12. V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 39 Week: Planning date: Period: LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER - LESSON 8: LANGUAGE FOCUS (PPP)
QUESTIONS WORDS WITH: WHERE...? WHAT...? WHO...?
AND CONJUNCTIONS: AND-OR-BUT. I. AIMS:
- Vocabulary: revision -Patterns:
+ Question words with: Where, What, Who.
+ Conjunctions: And or But
5. Knowledge: By the end of the lesson, students will be able to ask questions and use conjunctions to write an email about yourself 6. Skills: - Main skills
: reading and writing skills. - Sub skills
: speaking and listening skills. 7. Attitude: 8. Competences:
- Identify questions and use conjunctions to write an email 40
- Know the rules of how to use question words and conjuntions
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
3. Teacher: pictures, textbooks, power point slides, ….
4. Students: textbooks, notebooks.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and groupwork, deductive grammar learning. IV. PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Review the old lesson, T have students work
in pairs and ask the questions: - Work in groups. + Suggested answer:
" Where are you from?" " What is your nationality?" - Do the task. 1. Cairo
- Teacher corrects the mistakes.
- Check the answers with the class. 2. France
- Then Teacher asks students to close the book, 3. An American actor.
and teacher shows some pictures and write on the board the questions:
1. What is the capital of Egypt?
2. Where is in Paris?
3. Who is Brad Pitt?
II. PRESENTATION. T - Ss - T / Ss - Ss /(15’)
* Activity 1: Check the meanings of the bold  Grammar point:
words in examples 1-3. Then answer the
- Work in pairs to discuss together.
+ Question words with: Where...?
questions. Compare with a partner. What...? Who...? 41
- Have students discuss the meanings of the - Answer the questions.
+ Where: is used when referring to a bold words with the class.
place or location. (= I want to know the
- Compare the answers with partner. place)
- Students answer the questions then compare
- - Check the answers with the teacher. their answers with a partner.
Where + to be + subject?  S + be + (place)
- Check answers with the class. See who got all Eg: the answers right. Where are the students? They are in the classroom. Where is Mary? She is at home.
+ What: is used to refer to specific
information. (= I want to know the thing)
What + to be + subject?
 S + to be + ( thing) Eg: What is your name? My name is Mary.
What is the capital of Vietnam?  It is Ha Noi.
+ Who: is only used to refer to ask a
person. (= I want to know a person.) Who + to be + subject?
 S + to be + (person) Eg: Who is he? He is my older brother. . + Suggested answer: 1. Brazil 2. A Mexican food 42 3. A sports star
III. PRACTICE. T - Ss - T/ S - S/ Indiv.(20’)
* Activity 2: Listen to two people talking
about the questions in exercise 1. Are their - Listen the sound carefully.
Suggested answers.
answers right or wrong?
- Teacher plays the audio. - Do the task.
- For the first question, the woman is wrong and the man is right.
- Students listen and decide if the people's
- Check the answers with the teacher.
- For the second and the third questions, answers are right or wrong.
the woman is right and the man is wrong.
- Check answers with the class.
* Activity 3: Listen again and complete the -
Suggested answers.
Key Phrases. Use the words in the box.
Work in pairs to do the task.
- Listen to the audio carefully. 1. think
- Put students into pairs and ask them to try to
- Check the answers with partner. 2. you
complete the key phrases from memory. 3. sure
- Play the audio again for them to check and
- Check the answers with the class. 4. right complete their answers. 5. know
- Check answers with the class 43 * Grammar point:
+ Conjunctions: or/but/and.
- Conjunctions are used to connect two
sentences into one long sentence. - Do the task.
+ "And": is used to add items to a list.
- Read the email carefully to answer the Eg: I am from Vietnam and I am a student. questions.
+ "Or": is used to talk about options.
- Check the answers with the teacher.
You can have the blue pen or the red pen.
* Activity 4: Read the email and answer the
+ "But": is used to show contrast. questions. Eg:
- Teacher has students read the email and
I can speak English but I am not very answer the questions. good at it.
- Check answers with the class - New words:
Suggested answers.
1. International (adj): between or among nations.
2. Especially (adv): more than usual
1. No, she's from the USA.
3. Favorite (adj) (n): best liked, most enjoyed
2. She's into music, sport and cooking.
4. Team (n): a number of people who do
3. Hi, My, Beth, I'm, Boston, USA, I've, something together as a group Eg: a basketball team
Cranville High School, Boston, Boston
5. to be interested in + noun/V-ing
Celtics, What, Email, English,
Eg: She is interested in playing computer
Spanish, I, Italian, Bye, Beth. games each day.
We use capital letters for the names
Tom is interested in football.
6. Email (v): to send (a message or a file) to a
of people, countries / cities, teams, person-show picture
languages / nationalities and the first
7. Message (v): information that you given to a 44
person when you can't speak to them directly. word of a sentence.
8. To be good at + Noun/V-ing
4. Students' own answers.
Eg: I am good at swimming
He is very good at English - Do the task.
Suggested answers.
* Activity 5: Complete the sentences with
- Check the answers with teacher.
and, or and but.
1. or 2. and 3. but 4. or
- Teacher has students complete the sentences
with the correct conjunctions.
- Check the answers with the class 45
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.(5’)
- Refer students back to the email in exercise 5. - Work in groups. Students' own answers.
- Read through the key phrases with the class
- Read the email carefully to do the task.
and check that students understand them all.
- Remind students that they should also use
and, or and but in their email. V. Homework. (2’) V. Homework - Give homework. - Take notes.
- Learn by heart all structures and new words
- Workbook: Exercises page 11.
- Prepare for the next lesson: Unit 1: Towns and Cities V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………… 46