Kế hoạch bài dạy Tiếng Anh 6 Friends Plus - Chương trình cả năm

Period
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER: FREE TIME (PPP) 
LESSON 1: VOCABULARY
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
Knowledge: 
talk about their hobbies and interests.
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).
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
Ability
improve Speaking and Listening skills.
Quality:
have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Free time” conducted by the teacher.
love and be proud of what they like doing. 
II. TEACHER AIDS AND LEARNING MATERIALS 
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software. 
III. PROCEDURES:
A. Warm up: (5’)
Objectives: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
Content: Introduce new words about free time.
Outcomes: Ss review the name of some free time activities they used to learn and get to know some new ones.
Competence: collaboration, communication, guessing.
Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS, ACTIVITIES
CONTENTS
 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 your free time” happily.
After singing, teacher asks students a question:
“What do you do in your free time?”

Have students sing happily.
Have students answer the question: " What do you do in your free time?"
Have Ss ask the other ones in the class.
B. New lesson (35’)
Activity 1: Vocabulary (10’)
Objectives: Ss know more about free time and talk about what activities they like or don’t like.
Content: 
Vocabulary study
Speaking
Outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations.
Competence: communication, collaboration, presentation
Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS, ACTIVITIES
CONTENTS
PRESENTATION. T - Ss - T / Ss - Ss / Indiv. 
Set context: 
Call out some students to answer the question.
“What do you do in your free time?”
Explain “free time” if necessary.
Teach new vocabulary:
Let students work in pairs to match the words with the pictures.
Use pictures and explanation to present new words. 
Ask students to practice their pronunciation drills. 
New words: 
* 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

Some students will answer the question.
Listen to the teacher. 
Work in pairs to match the words with the pictures.
Look at the pictures and try to guess the new words. 
Practice their pronunciation drills. 
Question:
“What do you do in your free time?”
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
Activity 2: Practice (20’)
Objectives: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
Content: Students read the text and complete it with the words. Then read, listen, and check the answers. Write about their interests. 
Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
Competence: collaboration, guessing, communication, presentation
Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS, ACTIVITIES
CONTENTS
PRACTICE. T - Ss - T/ S - S/ Indiv. 
Activity 1 Listen and fill in the missing information by using the words in the box:
Have students open their books to page 6.
Invite some students to read the words aloud.
Read the text in silence before listening to the recording to do the task.
Explain the new words in the text before doing.
Compare the answers each other before checking
Activity 2 Task 2 – page 6
Have students read through the key phrases with the class.
Let students listen and complete the phrases.
Check the answers with the class.
Have some students repeat the sentences.
Activity 3 Write six sentences about your interests. 
Let students write six sentences about their interests. 
Encourage them to use a range of different key phrases.

Open their books to page 18.
Read the words aloud.
Read the text in silence before listening to the recording to do the task.
Lea... answers in the text on page 6. 
Check answers with the class. 
With weaker classes, work through this exercise with the whole class, eliciting the missing words.

Try to use forms of to be verb correctly.
Work in pairs to complete the table then check their answers in the text on page 6. 
Check answers with the class. 
With weaker classes, work through this exercise with the whole class, eliciting the missing words.
Write:
I _______ into music.
Anna ________ good at art.
Answer keys:
He 2 They 3 not 4 isn’t 5 aren’t
Activity 2: Practice (15’)
Objective: Ss can use verb to be, subjective pronouns, possessive adjectives and do task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
Content: Students complete the table. 
Outcomes: Students can use verb to be, subjective pronouns, possessive adjectives correctly.
Competence: collaboration, guessing, communication, presentation
Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRACTICE. T - Ss - T/ S - S/ Indiv. 
Activity 1 
Check that students understand Zebras. 
Let students complete the sentences with the correct forms so that they are true. 
Check the answers with the class.
Activity 2 Subjective pronouns. 
Hold up a book and say: “I’m a teacher. It’s my book.”
Point to a student and say: “You’re a student. It’s your book.” 
Let students work in pairs to complete the table with the correct words. 
Check answers with the class. 
With weaker classes, work through this exercise with the whole class, eliciting the missing words.
Activity 3 Possessive adjectives:
Give students an easy examples of 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 Ss work in pairs to complete the table with the correct words
Let students work in pairs.
Check the answer with class.
Be sure that understand Zebras. 
Complete the sentences with the correct forms so that they are true. 
Check the answers with the class.
Let students work in pairs to complete the table with the correct words. 
Check answers with the class. 
Work through this exercise with the whole class, eliciting the missing words.
Work in pairs. 
Check the answer with class.
* Answer key:
1. are
2. isn't
3. are/aren't
4. is
5. 'm/am not
6. 'm/am not
Subjective pronouns:
The subject of a sentence is a person or thing that performs the action of the verb. Subject pronouns are used to replace the subject (person or thing) of a verb.
________are flying a kite.(Dad and I)
à We are flying a kite.
_______likes to play football. (Tom)
àHe likes to play football.
________are friends. (Mr. Smith and Dr. Boss)
à 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. _____ is not very far from South Carolina. (Florida)
10. ______ love when our grandparents came to visit us! (Mary Elizabeth and Sammy)
Possessive adjectives:
The possessive adjectives are my, your, his, her, its, our, their, and whose. 
A possessive adjective sits before a noun (or a pronoun) to show who or what owns it.
- T gives students an easy examples of 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.)
Answer keys:
1. your
2. his
3. her
4. our
5. your
6. their
Activity 3: Outcomes (10’)
Objective: Ss can can use verb to be, subjective pronouns, possessive adjectives and do task in the textbook.
Content: Students complete the table. Match the object pronoun. Practice word stress 
Outcomes: Ss can apply the useful language in everyday speaking, reading and writing.
Competence: collaboration, guessing, communication, presentation
Organization of the activity
OUTCOMES. T - Ss - T/ S - S / Indiv. (5’- 10’)
Activity 1 
Read out the example. 
Let students replace the blue words with the correct pronouns.
Check answers with the class.
Activity 2 
Let students match the object pronouns with the subject pronouns. 
Check answers with the class.

Read out the example. 
Let students replace the blue words with the correct pronouns.
Check answers with the class.
Let students match the object pronouns with the subject pronouns. 
Check an...pen their books to page 8. (EX 2)
Read out each preposition in turn and guess the meaning in the students' own language.
Complete the sentences.
Listen and check the answers
Open their books to page 8. (EX 3)
Work individually: draw a desk and four other objects. 
Look at the sentences about their picture.
Let begin with the sentence: In my picture, a laptop is on the...........

Suggested answers
1. on, 2, in, 3. between, 4. under, 5. next to, 6. on, 7. under, 8. near, 9. opposite, 10. on.
Suggested answers: 
In my picture, a laptop is on the...........
Activity 3 : Outcomes (10’)
a) Objective: Ss can answer the questions and finish the tasks in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students complete the questions with ‘Is there?/ Are there?’.
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
OUTCOMES. T - Ss - T/ S - S / Indiv. 
Activity 4: Complete the questions with “Is there?/ Are there?” and “how many.”
- Have students work in pairs to read the sentences in Ex 3 to their partner.
- Listen and draw the partner's picture.
- Ask students read the sentences to each other and correct them.

Work in pairs to read the sentences in Ex 3 to their partner.
Listen and draw the partner's picture.
Read the sentences to each other and correct them.

C. Consolidation (3’)
a) Prepositions of places: Vocabulary: on, in, near, between .. and .., opposite, under, next to
b) Ways to talk about where things are.
D. Homework (2’) 
- Learn by heart the vocabulary about everyday objects
- Practice using prepositions of places
- Do exercises in Workbook: Starter Unit- Vocabulary (page 6)
- Prepare: Starter Unit - – Language focus (page 9 – SB)	
Period
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTERS: - LESSON 4: POSSESSIVE ‘S AND TO BE (PPP)
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
Knowledge: 
- talk about their hobbies and interests. (review)
 - use verb to be, subjective pronouns, possessive adjectives (review)
 - identify possessive ‘s and to be in short form
Ability
- main skills	: reading and writing skills.
 - sub skills	: listening and speaking skills.
 - know how to use verb to be correctly.
 - use subjective pronouns and possessive adjectives correctly.
 3. Quality:
 - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic conducted by the teacher.
 - love and be interested in learning English
II. TEACHER AIDS AND LEARNING MATERIALS 
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software. 
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: ‘Whose is it?’ song
c) Outcomes: Students can gain more confidence and have interest in the lesson
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
WARM-UP. T- Ss - T / Ss - Ss / 
SONG: “Whose is it?” 
Have students listen to the song
Let students the information in the song.

Sing the song happily.
Write the information of the song.
B. New lesson (35’)
Activity 1: Vocabulary (10’)
a) Objective: Ss know more about possessive ‘s and to be in short form.
b) Content: 
 Vocabulary study
 Speaking
c) Outcomes: Ss know how to use possessive ‘s and to be in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRESENTATION. T - Ss - T / Ss - Ss / 
Set context: 
Borrow a school thing from students.
Ask a question: 
“Is that my pen? Whose pen is it?”
Activity 1: Complete the table. 
Ask students to read the examples and note the position of the possessive ’s.
Read through the rules with the class and elicit the correct answers.
Answer their own ideas.
Read the examples and note the position of the possessive ’s.
Read through the rules with the class and elicit the correct answers.
Elicit: This is Anna’s pen.
What Is the Possessive Case?
+ Possessive 's and s'
We use possessive 's to say that something 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'
Noun
Singular
Ana's
pen
Plural
Ana and Emma's
house

My parents'
house

My children's 
toys
 - Ex1 p 21:
- Have students look at the table and complete the ru...are. 
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: What are the differences games.
c) Outcomes: Students can gain more confidence and be involved in the lesson
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
WARM-UP. T- Ss - T / Ss - Ss / 
Game: What are the differences? 
Give students some basic adjectives to describe fast, slow, beautiful, expensive, cheap, ...
Let students point out the differences between two cars.

Work in groups. 
point out the differences between two cars.
B. New lesson (35’)
Activity 1: Vocabulary (10’)
a) Objective: Ss practice more about using common adjectives to describe objects.
b) Content: 
- Vocabulary study
- Speaking + listening
c) Outcomes: Ss know how to use common adjectives to describe objectcorrectly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRESENTATION. T - Ss - T / Ss - Ss / 
Activity 1: In this lesson, students practice using common adjectives to describe objects.
Explain new lesson.
Let students practice using common adjectives to describe objects.
-What are adjectives? 
When it comes to function, adjectives are information gatherers. Specifically, they provide further information about an 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 
Activity 2: Practice (20’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students read the text and match the words and choose the correct answer.
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 1: Read the text. Match the words.
Have students open the book to page 10.
Have students read the text and match the adjectives in blue with their opposites in the box. 
Allow students to compare their answers in pairs then play the audio. 
Let students listen and check their answers. 
Activity 2: Read the text again and choose the correct answers. 
Have students open the book to page 10.
Let students read the text again and choose the correct answers. 
Check answers with the class. 
Point out the position of adjectives before the noun.

Open the book to page 10.
Read the text and match the adjectives in blue with their opposites in the box. 
Compare their answers in pairs then play the audio. 
Listen and check their answers.
Have students open the book to page 10.
Read the text again and choose the correct answers. 
Check answers with the class. 
Suggested answers.
nice - horrible, old - new, slow - fast, good - bad, expensive - cheap, small - big, popular - unpopular, interesting - boring
Suggested answers.
1.b      2.a     3.b
Activity 3: OUTCOMES (5’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students use own ideas to write sentences
c) Outcomes: Ss wrire they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
OUTCOMES. T - Ss - T/ S - S / Indiv. 
Use your own idea and key phrases.
Have students open the book to page 10.
Read through the key phrases with the class. 
Point out the difference in meaning between the different adverbs of degree.
Have students to translate the phrases into their own language to check understanding
Have students focus on the table and read out the example answer.

Open the book to page 10.
Read through the key phrases with the class. 
Point out the difference in meaning between the different adverbs of degree.
Have students to translate the phrases into their own language to check understanding
Have students focus on the table and read out the example answer.

Sugg...rcise 2 on page 10 again. Complete the table
Have students look back at the text and exercise 2 on page 10 and find examples of have got. 
- Read through the table with the class and elicit the correct words to complete it.
- Check the answers with the class
* Activity 3: Complete the dialogue with the correct forms of Have Got. Then listen and check.
- Students read the dialogue and complete it with the correct words. 
- Allow students to compare their answers in pairs then play the audio for them to listen and check. 
- Check answers with the class.
Work in pairs to do the task. 
Check the answers with the teacher
- Work in pairs to do the task.
- Check the answers with the teacher
Listen carefully to do the task.
Check the answers with the partner.
Check the answers with the teacher.

Suggested answers: 
1 These 
2 this 
3 This 
4 That
5 Are those
* Grammar point:
Have got: Have got (have/has + got) is used to talk mainly about possessions or personal attributes
- 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 have a new bike?
Suggested answers
1 've 
2 haven't 
3 hasn't 
4 Has
5 haven't
Suggested answers
1 Have 
2 have 
3 haven't 
4 've
5 Has 
6 has 
7 've 
8 've
Activity 3: OUTCOMES (10’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students work in pairs and practice the dialogue 
c) Outcomes: Ss speak and listen, they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS, ACTIVITIES
CONTENTS
OUTCOMES.T - Ss - T/ S- S / Indiv.
Activity 1 Work in pairs. Look at the mini dialogue. Prepare and practice new dialogues. Use your friends' name and the ideas in the pictures.
- Teacher allows students time to read through 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, 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
Work in pairs to read the mini dialogue carefully
Do the task
Practice with partner
Check the answers with the teacher
. 
Suggested answers
Students' own answers
C. Consolidation (3’)
a) Students can ask and answer questions about present with have got
b) Students can demonstrate this, that, these, those
D. Homework (2’) 
- Practice asking and answering, using this, that, these, those and have got 
- Do exercises in Workbook: Starter Unit- Language focus (page 9)
- Prepare: Starter Unit - – Vocabulary (page 12 – SB)
Period
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER - LESSON 7: VOCABULARY (PPP): COUNTRIES AND NATIONALITIES
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
Knowledge: 
- talk about where people and things are from
 - vocabulary: countries and continents
Ability
- main skills	: reading and writing skills.
 - sub skills	: listening and speaking skills.
 - talk and be proud of people and things are from
 3. Quality:
 - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic conducted by the teacher.
 - love and be proud of people and things are from. 
II. TEACHER AIDS AND LEARNING MATERIALS 
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software. 
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Sing a song.
c) Outcomes: Students can gain more confidence and interest in the lesson 
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
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...petence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
 OUTCOMES.T - Ss - T/ S- S / Indiv. 
* Optional activity: Vocabulary
- Work in groups.
- Check the answers with the teacher.
Students' own answers
.
C. Consolidation (3’)
a) Vocabulary: revision
b) Ways to talk about where people and things are from
D. Homework (2’) 
- Learn by heart the vocabulary about countries and nationalities
- Practice asking and answering about countries and nationalities 
- Do exercises in Workbook: Starter Unit- Vocabulary (page 12)
- Prepare: Starter Unit - Language focus (page 13 – SB)
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. OBJECTIVES:
By the end of the lesson, Ss will be able to:
Knowledge: 
- use question words with: Where, What, Who
- use Conjunctions: And or But
Ability
- main skills	: reading and writing skills.
 - sub skills	: listening and speaking skills.
 - Identify questions and use conjunctions to write an email
 - Know the rules of how to use question words and conjuntions
 3. Quality:
 - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic conducted by the teacher.
II. TEACHER AIDS AND LEARNING MATERIALS 
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software. 
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Review the old lesson
c) Outcomes: Students can remember the previous lesson
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
WARM-UP. T- Ss - T / Ss - Ss / 
- Review the old lesson, T have students work in pairs and ask the questions:
" Where are you from?" " What is your nationality?"
- Teacher corrects the mistakes.
- Then Teacher asks students to close the book, 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?
Work in groups.
Do the task.
Check the answers with the class.
+ Suggested answer:
1. Cairo
2. France
3. An American actor.
B. New lesson (35’)
Activity 1: Vocabulary (15’)
a) Objective: Ss learn the Question words with Where, What and Who.
b) Content: 
 Language focus study
 Speaking, writing
c) Outcomes: Ss know how to use question word correctly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRESENTATION. T - Ss - T / Ss - Ss /
* Activity 1: Check the meanings of the bold words in examples 1-3. Then answer the questions. Compare with a partner.
- Have students discuss the meanings of the bold words with the class. 
- Students answer the questions then compare their answers with a partner. 
- Check answers with the class. See who got all the answers right.
. 
Work in pairs to discuss together.
Answer the questions.
Compare the answers with partner.
- Check the answers with the teacher.

Grammar point: 
+ Question words with: Where...? What...? Who...?
+ Where: is used when referring to a place or location. (= I want to know the place)
Where + to be + subject?
è S + be + (place)
Eg:
Where are the students?
èThey are in the classroom.
Where is Mary?
èShe is at home.
+ What: is used to refer to specific information. (= I want to know the thing)
What + to be + subject?
è S + to be + ( thing)
Eg:
What is your name?
èMy name is Mary.
What is the capital of Vietnam?
è It is Ha Noi.
+ Who: is only used to refer to ask a person. (= I want to know a person.)
Who + to be + subject?
è S + to be + (person)
Eg:
Who is he?
èHe is my older brother.
+ Suggested answer:
1. Brazil
2. A Mexican food
3. A sports star

Activity 2: Practice (15’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students listen and answer, read the email and answer
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRACTICE. T - Ss - T/ S - S/ Indiv.
* Activity 1: Listen to two people talking about the questions in exercise 1. A...plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software. 
III. PROCEDURES:
A. Warm up: (5’)
Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
Content: Warm-up game ‘Bingo’.
Outcomes: Students can gain more confidence and have interest in the lesson
Competence: collaboration, communication, guessing.
Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS, ACTIVITIES
CONTENTS
WARM-UP. T- Ss - T / Ss - Ss / 
Game “GREEN BAMBOO”
Divide class into 2 groups.
There are 12 numbers about places on the screen. There is a hidden picture behind these numbers. Each group will choose a pair of number. With one correct pair, students will get one point. 
The group has the most correct answers will be the winner.
After revealing the picture, teacher asks students a question:
“What is the hidden picture about?”

Play the game in groups.
Each group will choose a pair of number.
With one correct pair, students will get one point.
Students answer, “LONDON CITY”.

B. New lesson (35’)
Activity 1: Vocabulary (10’)
a) Objective: Ss know more about places in the city.
b) Content: 
 Vocabulary study
 Speaking
c) Outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS, ACTIVITIES
CONTENTS
PRESENTATION. T - Ss - T / Ss - Ss / Indiv. 
Set context: 
Call out some students to answer the question.
“What famous place are there in your town or city?”
Lead to the topic of the lesson – Places in towns or cities.
Teach new vocabulary:
Use pictures and explanation to present new words. 
Ask students to practice their pronunciation drills. 
New words: 
bridge (n) 
monument (n) 
flat (n)
(picture)
office 
building (n)
square (n)
shopping centre (n)
sports centre (n) 

Some students will answer the question (talk about the famous places in their city). 
Listen to the teacher. 
Look, listen and repeat in chorus and individuals. 

Question:
“What famous place are there in your town or city?”
New words: 
bridge (n) /bridʒ/
monument (n) /'mɔnjumənt/
flat (n) /flæt/
office (n) /'ɔfis/
building (n) /'bildiη/
square (n) /skweə/
shopping centre (n) /∫'ɔpiη 'sentrə/
sports centre (n) /s'pɔ:t 'sentrə/
Activity 2: Practice (20’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students match the words, watch and listen
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS, ACTIVITIES
CONTENTS
PRACTICE. T - Ss - T/ S - S/ Indiv. 
Activity 1 (5’) Match the words in the box with places 1-14 on the map of London below. There are 6 extra words, listen and check.
Ask students to work in pairs to match the words to the correct places on the London map. 
Give the answers to the class. 
Activity 2 (5’) Watch or listen. Which places from exercise 1 do the people mention? 
Play the video or audio for students to watch or listen and note down the places that are mentioned.
Play the video / audio again and checks students’ answers.
Activity 3 (5’) Watch or listen again and complete the sentences. 
 Allow students time to read the gapped sentences. 
 Play the video / audio again for students to complete the sentences. 
Ask students to check the answers in pairs. 
 Check answers with the class.

Work in pairs to do the task. 
Listen and identify word stress then note down the places.
Watch or listen and identify word stress then note down the places that are mentioned. 
Watch the video or listen to the audio again to check the answers. 
Read the gapped sentences silently and individually and guess the missing words. 
Watch or listen, identify word stress and pronunciation to complete the sentences. 
Check the answers in pairs. 
Check the answers with the teacher. 

Suggested answers 
Library
Park
hotel
monument
Square
shop
bus station 
market
cinema
restaurant
station
theatre
Bridge
Office building 

Suggested answers: 
café, cinema, restaurant, sports centre, park, library, bridge, monument, bus station, shop.
Suggested answers
theatre 4. café
parks 5. shops
bridge
Activity 3: Outcomes (5’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: St...ns.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRE-READING. T - Ss - T / Ss - Ss / Indiv. 
THINK (2’)
Ask students to work in groups to talk about the question : 
“Where do you think is a good place for a holiday ? Why?”
Go around for help if necessary. 
Lead in: 
Show the picture of a cruise ship and lead in the lesson “This is a very special ship; This is a cruise ship.” 
 Guessing game (8’)
Have students work in groups and discuss some facts of the cruise ship. 
After discussing, students have to write “TRUE” or “FALSE” at the end of each sentence. 
Tell students “We will check the answers while we read the text City on the sea.”

Work in groups and talk about the question based on their background knowledge. 
Look at the picture and listen to the teacher. 
Work in groups, look at the pictures in student book and talk about some facts of the cruise ship (guessing the content of the text before reading). 
Read the sentences and write “TRUE” or “FALSE” at the end of each sentence in their book. 
Question:
“Where do you think is a good place for a holiday ? Why?”
 A cruise ship
Sentences for group discussion:
a) There is a library and a school on the ship. 
b) There are some swimming pools on the ship. 
c) There is one café and one restaurant on the ship. 

Activity 2: While-reading (15’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students read the text and complete it with the words. Then read, listen and check the answers. Write about their interests 
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
WHILE READING. T - Ss - T/ S - S/ Indiv
Activity 1 Skills Strategy.
Introduce students how to answer specific questions about a text.
Invite some students to read the strategy aloud.
Give explanation (use Vietnamese if necessary).
Activity 2 Listen and underline what numbers refer to. 
Show some numbers on the board. 
Ask students to work in pairs to listen to the audio of the text and underline what numbers refer to. 
Invite some students to check their works.
Activity 3 Task 2 – page 16
Ask students to look at Exercise 2 page 16, read the questions and underline key words to understand main ideas. 
Have students reread the text silently and underline sentences that they are the correct answers.
Ask students to check their answer in pairs. 
Invite some students to write their answers and check their work.
Key word answers only (low/mid-level)
Full answers (high level)
Go back to Guessing Game activity and give the correct answers.
Activity 4 Vocabulary Plus
Encourage students to work in pairs to use a dictionary to check the meanings of the words in blue in the text. 
Help students check these words’ meaning in the front. 
Words in blue:
1. cruise ship (n) – using pictures.
1. fantastic (adj) – E.g.: This is a fantastic hotel.
2. comfortable (adj) – E.g.: This soft bed is very comfortable. 
3. cabin (n) – using pictures.
4. passenger (n) – E.g.: There are many passengers on the ship.
5. chef (n) – a person who cooks.
6. swimming pool (n) – using pictures.
7. climbing wall (n) – using pictures.

Open student book to page 16.
Look at the Skills Strategy box, underline key words and listen to the teacher. 
Give questions if you do not understand. 
Look at the numbers on the board and guess what they refer to. 
Listen to the audio of the text, identify ideas related to numbers and underline what numbers refer to.
Work in pairs to read the text for checking their answers.
Check the answers with the teacher. 
Work individually.
Look at Exercise 2 page 16, read the questions and underline key words to understand main ideas. 
Read the text silently for specific ideas and underline sentences that they are the correct answers.
Check the answers in pairs. 
Check the answers with the teacher (some students write key - word answers or full answers).
Back to Guessing Game activity and check the answers. 
Work in pairs and use a dictionary to check the meanings of the words in blue in the text. 
Ask teacher if necessary. 

Numbers shown
6,360 – 20 – 50 – 12,000
Key
a) 6,360: the number of passengers
b) 20: the number of café and restaurants
c) 50: the number of real trees on the ship
d) 12,000: the number of plants on the ship
Questions:
1. What is the name of the ship?
2. How many people work on the ship?
3. How many chefs are there on the ship?
4. Is it the only ship with a park?
5. What’s in the sport area?
Key
1. Oasis of the Seas
2. More than 2,000 pe...e Oasis of the Sea in the table and students have to use structure “there is/ are..” to make sentences. 
2 groups take turns to select the boxes and make sentences with those words. The group makes the correct sentence will get an (O) or (X). 
The group that has 3 Os or Xs on a horizontal, vertical, or diagonal row will be the winner. 
Play the game in groups.
Select the boxes and make sentences with those words. 
The group makes the correct sentence will get an (O) or (X). 
The group that has 3 Os or Xs on a horizontal, vertical, or diagonal row will be the winner. 
library
2000
swimming pools
250
school
climbing wall
park
20
6360
Ex: There is a library on the ship.
There isn’t a school on the ship.
B. New lesson (35’)
Activity 1: Presentation (10’)
a) Objective: Ss know more about Is there..? .Are there?
b) Content: 
Grammar study
Speaking
c) Outcomes: Ss know how to use pattern correctly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRESENTATION. T - Ss - T / Ss - Ss / Indiv
Activity 1: Complete the questions. Then choose the correct answers.
Ask students to complete the sentences in 1 minute. 
Check students’ answers. 
Remind students how to use “there is/ there are”
Work individually to do the task in 1 minute (read for specific ideas).
Check the answers with the teacher.
Look at the board and listen to the teacher (review grammar points of how to write sentences with There is/ There are in affirmative, negative and question form).

Suggested answers
Is – b
Are – a
Are – b 
GRAMMAR POINTS 
THERE IS (= THERE’S) 
 (+) : 
There is/are + (a /an) + Noun
(-) : 
There is/are + NOT + (a/an) + Noun 

Is/Are there + ANY + (a/an) + Noun?
(?) 
How many + Noun + are there..? 


Activity 2: Practice (20’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students choose the correct words, do matching exercises
c) Outcomes: Ss know more about the pattern.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
PRACTICE. T - Ss - T/ S - S/ Indiv. 
Activity 1: Choose the correct words in the Rules. 
Ask students to choose the correct words to complete the rules then compare their answers in pairs. 
Check grammar with the class. 
Activity 2: Match 1-6 with a-f to make questions. Then write answers about your city/ town. 
Ask students to make questions, then compare their questions in pairs. 
Call some students to answer these questions. 
Activity 3: Complete the questions with “Is there?/ Are there?” and “how many.” 
Ask students to complete the questions then compare with their partners. 
Go around for help. 
Activity 4: Choose the correct words in Rules.
Ask students to guess and choose the correct words in order to complete the rules, then compare answers in pairs.
Go around to observe students. 
Wrap-up the Rules and give explanation. 
Activity 5: Complete the sentences with the or ⏀
Ask students to read the sentences and fill in the gap based on the Rules.
Ask students to compare their answers in pairs. 
Check students’ answers. 

Choose the correct words to complete the rules then compare their answers in pairs (set up the Rules by themselves).
Check the answers with the teacher. 
Read halves of questions, use the Rules of grammar points to make questions, then compare their answers in pairs. 
Some students answer these questions in the front. 
Write the key-word answers or full answers in their own books. 
Read the uncomplete questions individually and fill in the gaps to make the questions with correct grammar points and check the answers in pairs. 
Some students come to the front to write their answers. 
Guess the correct words to complete the Rules.
Then compare the answers in pairs. 
Listen to the teacher and take notes of the Rules. 
Read the sentences and do the task individually based on the Rules.
Check the answers in pairs. 
Check the answers with the teacher. 

Suggested answers
any 3. plural nouns 
singular nouns 4. plural nouns
Suggested answers: 
1c – 2f – 3e – 4a – 5b – 6d 
Suggested answers
Are there 4. Are there 
Is there 5. How many 
How many 
Suggested answers
 The – no article
GRAMMAR POINT: DEFINITE AND ZERO ARTICLE
We use the to talk about a particular thing.
We use zero article to talk about 
things in general. 
Suggested answers
The 4. ⏀
The 5. The 
⏀

Activity 3: Outcomes (5’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: S... Ss - T/ S - S/ Indiv
Activity 1: Listen to four street interviews in a radio programme. What do people talk about? Choose four topics from the box and match them to the people. 
Allow students time to read the introduction and the topics in the box. 
Play the audio 3 times and ask students to listen and find out which topics people are talking about. 
Check students’ answers.
Activity 2: Listen again and write True or False. Correct the false sentences. 
Allow students time to read the sentences. 
Point out that in the fourth interview, students will have to listen carefully to know who is speaking, Harriet or Chloe. 
Play the audio again. 
Read the introduction and the topics in the box.
Listen, choose topics and do matching task.
Check the answers with the teacher. 
Read the sentences. 
Listen very carefully to know who is speaking, Harriet or Chloe. 
Decide if the sentences are true or false.
Correct the false sentences. (With strong students)
Suggested answers.
Emma – the park 
Lukas – buses and bikes
Dwayne – New York
Chloe and Harriet – restaurants
Suggested answers.
True
True 
False (He thinks bikes are more dangerous)
True
False (Harriet thinks that Luigi’s pizzas are bigger)
True 

Activity 3: Post-listening (10’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Ss play lucky number game and Think of three places that you like in your town / city and three places that you don’t like. Then write sentences
c) Outcomes: Ss speak and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
POST-LISTENING. T - Ss - T/ S - S / Indiv. 
Activity 1: Game Lucky Number - Answer the questions. (optional) 
Check students’ answers. 
Who does Emma meet at the shopping centre?
What does Lukas say about the price of the buses?
Where is Dwayne from?
What does Harriet agree with Chloe about?
Activity 2: Think of three places that you like in your town / city and three places that you don’t like. Write sentences and say why you like or dislike them. (10’)
Ask some students to read their sentences to the class. 
Correct any errors.
Game “DRAW A MINDMAP” 
Ask students to work in groups, (5- 6 students/ groups) and discuss about which place they like and dislike. 
Give students time to discuss in group and write down their opinions.
Calls out some students to present their opinions in the front.
Give feedbacks to the presentation. 
Work in pairs and discuss the answers.
Suggested answers.
Her friends 
They are expensive.
New York
The pizzas in Gino’s are better, and the people are friendlier.
Think and list ideas for writing task.
Write their sentences. With weaker classes, students could work in pairs.
Read their sentences to the class.
Show their sentences on the Display Corner for Peer Assessment.
Work in groups. 
Each group think and talk about a place they like and dislike. 
Two members in each group will come to the front and present their ideas. 
The other groups will make questions to the presenters.
Listen to the teacher’s feedback and take notes.

Questions for Discussion.
Who does Emma meet at the shopping centre?
What does Lukas say about the price of the buses?
Where is Dwayne from?
What does Harriet agree with Chloe about?
C. Consolidation (3’)
a) Vocabulary: dirty – clean, quiet – noisy, pretty – ugly, dangerous – safe, friendly – unfriendly, old - modern.
b) Ways to:
Identify some pairs of opposite adjectives.
Know and understand people comparing places and things. 
D. Homework (2’) 
- Learn by heart the adjectives
- Practice asking and answering, using the adjectives 
- Do exercises in Workbook: Unit 1- Vocabulary and listening (page 18)
- Prepare: Unit 1 - Language focus (page 19 – SB)
Period
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 5: LANGUAGE FOCUS (PPP)
 COMPARATIVE ADJECTIVES
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
Knowledge: 
 - Vocabulary: revision
 - Patterns: 
S1 + V + Adj-ER+ THAN+ S2
S1 + V + MORE + ADJ + THAN + S2
Ability
- main skills	: reading and writing skills.
 - sub skills	: listening and speaking skills.
 - identify long and short adjectives and their comparative forms.
 - know the rules of how to use long and short adjectives in comparative sentences. 
 3. Quality:
 - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic conducted by the teacher.
 - love and be proud of places around where you live. 
II. TEACHER AIDS AND LEARNING MATERIALS 
Lesson plan, PPT slides, student’s book, workbook, notebook, person