Kế hoạch bài dạy Tiếng Anh 6 Friends Plus (Theo CV5512)

Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER: FREE TIME (PPP)
I. AIMS:
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
Knowledge: By the end of the lesson, my students will be able to talk about their hobbies and interests.
Skills: 
Main skills	: speaking and listening skills.
Sub skills	: reading and writing skills.
Attitude: love and be proud of what they like doing. 
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:
Teacher: pictures, textbooks, power point slides, . 
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’)
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.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
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
 
III. PRACTICE. T - Ss - T/ S - S/ Indiv. 
Activity 1 (5’) 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 (5’) 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 (5’) 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.
Learn the new words in the text before doing.
Compare the answers each other before checking
Read through the key phrases with the class.
Listen and complete the phrases.
Check the answers with the class.
Some students repeat the sentences.
Write six sentences about their interests. 
Try to use a range of different key phrases.

-New words:
1. To be good at
Eg; My mother is good at cooking.
2. To be interested in
Eg: I am interested in playing video games.
3. Favorite (n): a person or thing that is best liked
Suggested answers 
1. Music
2. Chatting
3. Video games
4. Skateboarding
5. Reading
6. Photography
7. Cooking
Suggested answers: 
1. Music
2. cycling
3. films and watching TV
4. reading
5. shopping and meeting friends
6. chatting online
7. skateboarding
8. art
9. animals, dogs
Suggested answers
I’m into sports.
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 interests from exercise 4. 
Ask some students to tell the class about their interests.
Work in pairs to compare their interests from exercise 4. 
Tell the class about their interests.
(remember the grammar points). 


V. Homework. (2’)
Give homework.

Take notes.
V. Homework
Learn by heart all the new words.
Workbook: page 4.
Prepare Lesson 2 

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Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTERS: LANGUAGE FOCUS: BE + SUBJECTIVE PRONOUNS 
AND POSSESSIVE ADJECTIVES (PPP)
I. AIMS:
Language content...ctive "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
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’- 10’)
Activity 1 (5’) 
Read out the example. 
Let students replace the blue words with the correct pronouns.
Check answers with the class.
Activity 2 (5’) 
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 answers with the class.

Suggested answers 
1 It 2 They 3 We 4 You
Answer key:
1 you 2 it 3 him 4 her 5 us
6 you 7 them
V. Homework. (2’)
Give homework.

Take notes.
Read Skill Strategy.
Workbook: page 5.

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Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTERS: LESSON 3: PREPOSITIONS AND EVERYDAY OBJECTS. (PPP)
I. AIMS:
Language contents:
- Vocabulary: on, in, near, between .. and .., opposite, under, next to.
Knowledge: By the end of the lesson, my students will be able to use prepositions correctly and everyday objects. 
Skills: 
Main skills	: reading and writing skills.
Sub skills	: speaking and listening skills.
Attitude: love and be proud of talking about everyday objects.
Competences: 
Know how to use propositions of places.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, power point slides, . 
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:
- 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 ~

Sing the song happily.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
Activity 1: Students work in pairs to match the words with the pictures.
Have students open their books to page 8. (EX 1)
Ask students which of these things they can see in their classroom.
Introduce some new words:
* New words:
1. Poster (n)-show picture
2. Drawer (n)- show picture
3. Mobile phone (n) - show picture
4. Clock (n) - show picture
5. Dictionary (n) - show picture
6. Coat (n) - show picture
7. laptop (n) - show picture
Have students work in pairs to check the answers.

Work in pairs.
Complete the task.
Learn new words.
Check answers.

* New words:
1. Poster (n)-show picture
2. Drawer (n)- show picture
3. Mobile phone (n) - show picture
4. Clock (n) - show picture
5. Dictionary (n) - show picture
6. Coat (n) - show picture
7. laptop (n) - show picture
Answer keys:
1. poster, 2. speaker ,3. laptop, 4. table, 5. drawer, 6. mobile phone, 7. clock, 8. board 
9. dictionaries, 10. shelf, 11. pen, 12. notebook, 13. desk, 14. coat, 15. chair, 16. bag.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’)
Activity 2: Focus on the picture (5’)
Have students open their books to page 8. (EX 2)
Read out each preposition in turn and elicit the meaning in the students' own language.
Ask students to complete the sentences.
Have students listen and check the answers
Activity 3: Draw a picture. (5’)
Have students open their books to page 8. (EX 3)
Let them work individually: draw a desk and four other objects. 
Then write sentences about their picture.
Let begin with the sentence: In my picture, a laptop is on the...........
Open 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...........
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
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.

V. Homework. (2’)
Give homework.

Take notes.
V. Homework
Learn by heart all structures.
Workbook: Exercises page 6.

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Week: 	 Planning date: 
Period: ...g fast, big.
Knowledge: By the end of the lesson, students will be able to use basic adjectives. 
Skills: 
Main skills	: reading and writing skills.
Sub skills	: speaking and listening skills.
Attitude: love and be interested in learning English.
Competences: 
Know the how to use some basic adjectives in sentences. 
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, power point slides, . 
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 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.
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Activity 1: In this lesson, students practice using common adjectives to describe objects. (10’)
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 
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.
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 3: Read the text again and choose the correct answers. (5’)
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
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Activity 3: 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.

Suggested answers:
1. Pho is a popular food of Vietnam
2. This film is so boring
3. My phone has a good camera
4. This castle is old
5. My dad's laptop is very expensive
6. My mother buys me a new book
7. Soccer is an interesting sport
8. I have a nice dress
V. Homework. (2’)
Give homework.

Take notes.
V. Homework
Learn by heart all structures.
Workbook: Exercises page 8.
Write 5 sentences using adjectives.
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Week: 	Planning date: 
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LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER - LESSON 6: LANGUAGE FOCUS (PPP): THIS-THAT-THESE-THOSE-HAVE GOT
I. AIMS:
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
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:
Teacher: pictures, textbooks, power point slides, .
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 "
- Have students write the things that they li...pictures, textbooks, power point slides, . 
Students:textbooks, notebooks.
III. TECHNIQUES : Games, mind-map, brainstorming, discussion, pairs and groupwork.
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’)
* Activity 1: Match the countries with the continents.
- Teacher has students work in pairs to match the countries with the continents. 
- Play the audio for students to check their answers. 
- 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.
Work in pairs to do the task.
Listen to the audio carefully.
Check the answers with the partner.
Check the answers with the teacher.

Suggested answers.
Africa:	Egypt, Morocco
America:	Canada, the USA
Asia:	Japan, Thailand,
the Philippines, Việt Nam Australasia:	New Zealand
Europe:	Italy, Spain, the UK
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20')
* Activity 2: Check the meanings of the words in blue. Then choose the correct words in the quiz.
- Students use their dictionaries to check the meanings of the blue words. 
- Check that they understand all the blue words, 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.
- Students work in pairs and refer to the words in the quiz to write nationalities for the countries in exercise 1. 
- Check answers with the class. 
- Model pronunciation of the nationalities and point out that sometimes the pronunciation of the country and nationality is slightly different, e.g.
Spain /spein/, Spanish /'sp$niJ7, Japan /^a'psn/, Japanese á^;cpr>'ni:z/.
* Activity 4: Write true and false information for 1-5.
Brad Pitt is an American sports star. (False) Ferraris are Italian. (True)
- Have students read out the examples and make sure students understand the task. 
- Students work individually to write their sentences. 
- Ask some students to read their sentences to the class. Correct any errors.
- Check the answers with the class
* Activity 5: Work in pairs. Compare your sentences in exercise 4. Say if you think they are true or false.
- Teacher asks two confident students to read 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.
Work in pairs to do the task
Read the sentences and find out the meaning of the words in blue.
Check the answers with the teacher. 
- Do the task
- Check the answers with the teacher
- Work in pairs to do the task
- Read the sentences and write “TRUE” or “FALSE” at the end of each sentence in their book. 
- Check the answers with partner
- Check the answers with the teacher
Work in pairs to do the task.
Compare the sentences and decide if their partner's sentences are true or false.
Check the answers with the teacher.
Suggested answers.
1. British 
2. Vietnamese 
3. Spanish
4. Egyptian 
5. Thai 
6. Australian
Suggested answers.
1. The USA
2. Canada
3. Egypt
4. Italy
5. Japan
6. Morocco
7. New Zealand
8. Spain
9. Thailand
10. The Philippines
11. The UK
12. Việt Nam

American
Canadian
Egyptian
Italian 
Japanese Moroccan
New Zealander
Spanish
Thai
Filipino
British
Vietnamese
Students' own answers.
Students' own answers
IV. PRODUCTION.T - Ss - T/ S- S / Indiv. (10')
* Optional activity: Vocabulary
- Work in groups.
- Check the answers with the teacher.
Students' own answers
.
V. Homework. (2’)
Give homework.

Take notes.
V. Homework
Learn by heart all new words.
Workbook: Exercises page 12.
V. REFLECTION:
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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
Knowledge: By the end of the lesson, students will be able to ask questions and use conjunctions to write an email about yourself
Skills: 
Main skills	: reading and writing...n Celtics, What, Email, English, Spanish, I, Italian, Bye, Beth. 
 We use capital letters for the names of people, countries / cities, teams, languages / nationalities and the first word of a sentence.
4. Students' own answers.
Suggested answers.
1. or 2. and 3. but 4. or
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.(5’)
- Refer students back to the email in exercise 5. 
- Read through the key phrases with the class and check that students understand them all. 
- Remind students that they should also use and, or and but in their email.
Work in groups.
Read the email carefully to do the task.

Students' own answers.

V. Homework. (2’)
Give homework.

Take notes.
V. Homework
Learn by heart all structures and new words
Workbook: Exercises page 11.
Prepare for the next lesson: Unit 1: Towns and Cities
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Week: 	 Planning date: 
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LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 1: VOCABULARY (PPP)
PLACES IN A TOWN OR CITY 
I. AIMS:
Language contents:
- Vocabulary: (n) bridge, monument, flat, office building, square, shopping centre, sports centre.
Knowledge: By the end of the lesson, my students will be able to get some more knowledge about places in a town or city.
Skills: 
Main skills	: speaking and listening skills.
Sub skills	: reading and writing skills.
Attitude: love and be proud of places around where you live. 
Competences: 
Talk about places in students’ towns or cities, using key phrases (for students with mid-level).
Talk about the good and bad things in their town / city (for students with high level).
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, power point slides, . 
Students: textbook, notebook.
III. TECHNIQUES: Qs & As, games, visualize.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS, ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game “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”.


II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
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/
 
III. 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.
Sugg...READING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 1 (5’) 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 (5’) 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 (5’) 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 (5’) 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 people work on the ship
3. There are 250 chefs.
4. Yes, it is
5. There’s a climbing wall in the sports area. 
Key for Guessing Game:
a) There is a library and a school on the ship. FALSE
b) There are some swimming pools on the ship. TRUE
c) There is one café and one restaurant on the ship. TRUE
Words in blue:
1. cruise ship (n) /kru:z '∫ip/
1. fantastic (adj) /fæn'tæstik/ – E.g.: This is a fantastic hotel.
2. comfortable (adj) /'kʌmfətəbl/ – E.g.: This soft bed is very comfortable. 
3. cabin (n) /'kæbin/
4. passenger (n) /'pæsindʒə/ – E.g.: There are many passengers on the ship.
5. chef (n) /∫ef/ – a person who cooks.
6. swimming pool (n) /'swimiη pu:l/
7. climbing wall (n) /’klaimiη wɔ:l/
IV. POST READING. T - Ss - T/ S - S / Indiv. (5’- 10’)
Activity 1 (5’) Mingle 
Ask students to walk around and talk about the question at the THINK corner (back to the question at the beginning of the lesson but using the ideas they have just read from the text).
“Where do you think is a good place for a holiday? Why?”
Go around for help if necessary. 
Activity 2 (5’) 
Consolidation: Discussion (Optional – for students with strong level)
Ask students to work in groups of four.
Give the question “Is the Oasis of the Seas a good place for a holiday? Why/ Why not?”.
Ask students to talk about the question. 
Walk around the room to talk about the question at the THINK corner, using the ideas they have just read from the text. 
Ask teacher if necessary. 
Suggested answers 
- by the sea 
- lots of fun activities like swimming, snorkeling, surfing,  
- the weather is hot and windy – good for health. 
delicious seafood
..
Work in groups of four. 
Think about the question individually and write down the main points (the good or bad things of the Oasis of the Seas). 
Take turns to talking about the question in groups. 
Ask the teacher if necessary. 

Question:
“Where do you think is a good place for a holiday? Why?”
Question
“Is the Oasis of the Seas a good place for a holiday?...e 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 
⏀

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Game “I WANT TO BE A DESIGNER”
Ask students to work in groups. (5- 6 students/ groups).
Give feedbacks to the presentation. 

Work in groups. 
Each group think and talk about an amusement park in town/city. 
2 members in each group will come to the front and present their ideas. 
The other groups will make questions to the presenters “Is there/Are there; How many?”.
Listen to the teacher’s feedback and take notes.

Questions
“Is there/Are there; How many?”.
V. Homework. (2’)
Give homework.

Take notes
V. Homework
Learn by heart all structures.
Workbook: Exercises page 13.
Write a description of the amusement park in your city, using the preposition in the Starter Unit.

V. REFLECTION:
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Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)
I. AIMS:
Language contents:
- Vocabulary: dirty – clean, quiet – noisy, pretty – ugly, dangerous – safe, friendly – unfriendly, old - modern.
Knowledge: By the end of the lesson, my students will be able to understand people comparing places and things. 
Skills: 
Main skills	: listening and reading skills.
Sub skills	: speaking and writing skills.
Attitude: love and be proud of places around where you live.
Competences: 
Identify some pairs of opposite adjectives.
Know and understand people comparing places and things. 
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, power point slides, . 
Students: textbooks, notebooks.
III. TECHNIQUES : Games, mind-map, brainstorming, discussion, pairs and groupworks.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “OPEN, SESAME!” (Exercise 1/p.18) 
Divide class into 2 groups.
There are 12 pictures and adjectives on the screen. Each group will choose a picture and its opposite word to make a complete pair. With one correct pair, you will get 1 point. 
The group having the most correct answers will be the winner. 
Play the game in groups.
Choose a picture and its opposite word to make a complete pair. 
The group making the correct sentence will get 1 point. 
The group having the most correct answers will be the winner. 
Ex: ugly - pretty
dirty - clean
II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’)
Set context: (2’)
Ask a question: 
“Do you like modern or old places? Why?”
Activity 1: Write sentences for the adjectives in Exercise 1. (5’)
 Asks some students to read their sentences to class and asks the class to correct any mistakes. 
Vocabulary check: (3’)
Ask students to work in pairs. 
Answer their own ideas.
Write sentences for the adjectives then compare the sentences in pairs.
Work in pairs to check vocabulary’s meaning. 
Choose three adjectives from Exercise 1 and write them on a piece of paper, with their opposites. 
Then work in pairs with books closed.
Read out the three words they have chosen. Their partner must give the correct opposites.

Suggested answers.
The Vietnamese people are friendly. 
The school yard is noisy at break time.
It’s not safe to go out at night.

III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (10’)
Activity 2: 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. (5’)
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 3: Listen again and write True or False. Correct the false sentences. (5’)
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...inh City
smaller bigger
cleaner friendlier
 slower faster
 hotter cooler
Da Nang is smaller than Ho Chi Minh City.
Suggested answers.
cleaner – slower – nicer – safer – friendlier – prettier – bigger – hotter
Grammar point: COMPARATIVE ADJECTIVES 
Short adjectives (1-syllable adjectives)
S1 + V + Adj-ER+ THAN+ S2
Ex: Bikes are slower than cars.
Long adjectives (2 or more syllable adjectives)
S1 + V + MORE + ADJ + THAN + S2
Ex: French is more difficult than English. 
Some special cases 
good → better
well (healthy) → better
bad → worse
far → farther/further 
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Write sentences using the correct comparative form of the adjectives in brackets. How do you say “than” in your language? (10’)
Read out the example and elicit another example from the class. 
Elicit how students say than in their own language. 
Ask students to write sentences using the correct comparative form of the adjectives in the brackets. 
Check students’ answers. 
Activity 3: Pronunciation (5’)
Play the audio once for students to listen.
Play the audio again, pausing for students to repeat individually and chorally.
Let students do the task.
Invite some students to check their answers.
Correct any mistakes.
Activity 4: Read City of the Sea again. You may discover some letters pronounced differently in different words. Now indicate the word whose bold part differs from the other three in pronunciation. (5’)
Ask students to read the introduction silently. 
Model pronunciation of star and cinemas, where their bold parts are different. 
Check their answers.
Activity 5: Work in pairs. 
Give students time to practice in pairs about some of the things in the box by using comparative adjectives and the Key Phrases. 
Call some pairs to practice in front of the class and give feedback. 
Make an example using the correct comparative form of an adjective in the brackets. 
Write comparative sentences with the adjectives given. 
Compare the answers with their partners.
Check answers with the teacher. 
Listen the sound carefully.
Listen and repeat individually and chorally (focus on word/sentence stress).
Do the task.
Check the answers with the teacher.
Read the introduction and the text carefully.
Indicate the word whose bold part differs from the other three in pronunciation.
Check the answers.
Work in pairs.
Practice using comparative form and the key phrases.
Listen to teacher and friends to give feedback.

Suggested answers.
It’s more expensive here than in my country. 
The weather today is worse than it was yesterday. 
Why is this class quieter than the other class?
Are the buildings in New York more modern than the buildings in Oxford? 
This house is prettier than that house. 
(Suggested answers) 
1d – 2d – 3c – 4d 
Suggested answers.
d (cinemas)
d (cinema)
a (trees) 
d (answer)
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (5’)
Game “WHAT ARE THE DIFFERENCES?”
Show some pairs of pictures on the screen. 
Let students make sentences using comparative adjectives.
Correct any mistakes.

Choose the number and make sentences about objects or places using comparative adjectives.
Listen to teacher and their friends’ feedback.
V. Homework. (2’)
Give homework.

Take notes
V. Homework
Learn by heart all structures.
Workbook: Exercises page 15.
Write 5 sentences using comparative adjectives.
V. REFLECTION:
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Week: 	 Planning date: 
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LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 6: SPEAKING (Pre-While-Post)
I. AIMS:
- Vocabulary: revision
Knowledge: By the end of the lesson, my students will be able to ask and say where places are. 
Skills: 
Main skills	: speaking and listening skills.
Sub skills	: reading and writing skills.
Attitude: Feel confident when ask and show where places are for tourist.
Competences: 
Know how to ask and show where places are.
Communicate confidently with friends/ tourists/
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, power point slides, . 
Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pair work and group work, conversations, role – play.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “GUESSING GAME!” (5’)
Invites one student to come to in front of the class. 
Show picture or words to the invited students. 
Invites some students to answer.
Use phrases or give examples to explain the words that given by teacher.
Words for Guessing
Bus station, Police station, School, Hospital, Store 
II. PRE-SPEAKING. T - Ss - T / Ss - Ss / (5’)
Set context: 
Think: You are a tourist in a new town. Where do you look for information and direction?
Answer the questions.
Listen to their friends’ answers.
Suggested answers
1. Map
2. Asking local people
3. Using cell phone

III. WHILE-SPEAKING. T - Ss - T/ ...s: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, skim and scan paragraph.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Divide class into groups (5 -6 students).
Show series of pictures of places in Ho Chi Minh city (or a video clip). 
Ask students to write down as many places as possible while they are watching. 
Invite some groups to show their work. 
Lead in the lesson: “Today, we’re studying about how to write a description of a town or a city.”

Work in group of 5 -6.
Watch the clip and write down as many places as possible. (discuss)
Present their work.
Listen to friends and teacher’s feedback.
Suggested answers:
Nhà Rồng Port.
Phú Mỹ Bridge
Đầm Sen Park
Bitexco Towers
Sài Gòn Central Post Office
Sài Gòn Zoo
Nguyễn Huệ Walking Street
Suối Tiên Park
Independence Palace
Cathedral Basilica of Our Lady of The Immaculate Conception (Nhà thờ Đức Bà)
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)
Set context: (5’)
Show students words in the box.
Ask the question to the class and elicit answers from individual students. 
Ask more questions about the student’s own town or city.
Activity 1: (5’)
Have students read the description of Ho Chi Minh city.
Have students work in pairs.
Check answers with the class.
Use their dictionaries to check the meanings of the words in the box.
(Self – discover learning)
Read the description of Ho Chi Minh city. (skim)
Find out which words in the THINK exercise are in the text.
Compare their answers in pairs. 
Check answers with the class.
+ Buildings 
+ factories 
+ amusement parks 
+ a zoo 
+ shopping malls
E.g. 
Which has your town or city got?
What’s your favourite place? 
Which parts do you never visit? Why?
Suggested answers.
1. building
2. amusement park
3. shopping mall
III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Complete the Key Phrases with words from the text. (5’)
Draw students’ attention to the key phrases box.
Ask them to read the text again.
Ask them to read and complete the key phrases.
Check answers and check that students understand all the phrases. 
Activity 3: Look at the phrases in blue in the text. Then underline the correct words. (5’)
Have students focus on the phrases in blue in the text and elicit which are adjectives. 
Check answers with the class and check that students understand really, very and quite.
Explain the language point.
Activity 4: Look at the underlined sentences in the text. Then circle the correct words. (10’)
Give students two examples of compound sentences, one of which is the combination with “and” and the other with “but”. 
Ask students to pay attention to “similar clauses” and “opposite clauses”. 
Correct the mistakes if your students fail to do any sentences.
Have a look at the key phrases box.
Read the text again (scanning skill).
Read and complete the key phrases.
Listen to friends and teacher’s feedback.
Look at the phrases in blue in the text.
Read the sentences and choose the correct words.
Listen and take notes.
Do the task.
Work individually to combine the two sentences. 
Volunteers show them on the board.
Listen to teacher feedback.
Complete the task in book.
Suggested answers.
1. south/ Việt Nam
2. 9,000,000 (Nine million)
3. modern/ really friendly
4. many good amusement parks,shopping malls/ buildings
5. sometimes visit Vũng Tàu, Phan Thiết and Đà Lạt, / Hồ Chí Minh City is more interesting.
Language point: Position of adjectives
Examples:
- It’s very modern and people are very friendly.
- Your schoolbag is big but my bag is bigger.
Compound sentences.
Suggested Answers:
1. similar
2. opposite
3. Hội An Town is an old town, and it’s got a population of about 152,160.
4. Mr Nam sometimes stays in Hà Nội, but he lives in Hồ Chí Minh City.

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’) 
Activity 5: Use it - Read the study strategy and follow the instructions.
Read the task with the class. 
Let students answer the questions and plan their description. 
Read through the paragraph structure with the class. 
Have students write their descriptions. (This can be set for homework.)
Remind students to check their grammar and spelling carefully. 
Read the writing guide.
Answer the questions and plan their description. 
Read through the paragraph structure aloud. 
Write their descriptions. 
Remember to check grammar and spelling carefully. 
V. Homework. (2’)
Give homework.

Take notes
V. Homework
Learn by heart all structures.
Workbook: Exercises page 17.
Write a description of your town or city.
V. REFLECTION:
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Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 8: CLIL – GEOGRAPHY – READING A MAP
I. AIMS:
- Vocabulary: path, hill, railway, forest, river, road.
Knowledge: By the end of the lesson, my stu... skills.
Sub skills	: writing and listening skills.
Attitude: Keen on studying English.
Competences: 
Solve all games and puzzle individually and in group.
Self – revise all the lessons that have learnt. 
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, power point slides, . 
Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, idea expression.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “GUESSING GAME!” 
Invites one student to come to in front of the class. 
Show picture or words to the invited students. 
Teacher invites some students to answer.
Use phrases or give examples to explain the words that given by teacher.
* Given words: London, cruise ship, map, station, 
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
Activity 1: Complete the puzzle with places in a town. What is the mystery word in grey? (5’)
Have students complete the puzzle and find the mystery word. 
Let students work in pairs for this.
Do it as a race to make it fun. 
Check answers with the class.
Exercise 2: Guess the sentence. Follow the instructions. (10’)
Let students play this game in small groups.
Read out the instructions and check that students understand the game. 
Invite a confident student to come to the board and write the first letter of each word in their sentence. 
Invite other students to guess the sentence. 

Work in pairs
Complete the puzzle and find the mystery word.
Do as fast as possible to be the winner.
Check answers with the class.
Think of a sentence about your town or city with there’s or there are. 
One student goes to the board and writes the first letters of each word in a sentence.
Take turns guessing the words.
The winner is the first student to guess the whole sentence. He or she then goes to the board and writes his or her sentence.

Answers:
1 market 2 square 3 café 4 library 5 cinema 6 theatre 
Mystery word: restaurant
Example.
T– – – –  i–  a  b– –  s– – – – – – –  c – – – – –  i–  m–  c – – – 
(There is a big shopping centre in my city.)
Suggested answers.
Hanoi is beautiful but Ho Chi Minh city is more interesting.
..
..

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Exercise 3: Spot the difference. Students A look at the map A. Student B looks at the map B. Ask and answer questions to find six differences. (10’)
Put students into pairs and ask them to decide which of them is Student A and which is Student B. 
Refer them to their map, and ask them to use a piece of paper to cover their partner’s map. 
Let students sit back-to-back for this activity so that they cannot see their partner’s map (if possible).
Have students ask and answer questions to find six differences between their maps. 
Ask them to make a note of the differences. 
Check answers with the class.
Exercise 4: Find the adjectives in the puzzles. (5’)
Can let students work in pairs for this, do it as a race. 
Have students unscramble the letters and find the adjectives for describing a place. 
Check answers with the class. 
Ask students to write the opposites of the adjectives as an extension.
Work in pairs and decide which of them is Student A and which is Student B.
Use a piece of paper to cover their partner’s map.
Sit back-to-back for this activity so that they cannot see their partner’s map (if possible).
Ask and answer questions to find six differences between their maps. 
Ask them to make a note of the differences. 
Check answers with friends.
Work in pairs to challenge each other.
Unscramble the letters and find the adjectives for describing a place.
Try to do as fast as possible to be the winner.
Check answers with friends.
Write the opposites of the adjectives.
Suggested answers.
1 There’s a cinema on map A, but a theatre on map B. 
2 There’s a train station on map A, but a bus stop on map B. 
3 There’s a shopping centre on map A, but a sports centre on map B. 
4 There are two restaurants on map A, but only one on map B. 
5 There are two cafés on map A, but three on map B. 
6 There isn’t a monument in the park on map A, but there is on map B.
Suggested answers.
1 friendly 
2 clean 
3 dangerous 
4 modern 
5 ugly 
6 expensive 
(Opposites: 1 unfriendly 2 dirty 3 safe 4 old 5 pretty 6 cheap)
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (10’)
Activity 5: Comparative bingo. work in groups of four follow the instructions. (10’)
Read out the instructions and check that students understand the game. 
Have students write their comparative forms in the bingo table. 
Choose a confident student to be the game leader, or take on this role yourself. 
Explain the rule that the game leader calls out the comparative forms in a random order. The first student to hear and tick off all their words is the winner. 
Could play this game in small groups. 
Could repeat the game by brainstorming twelve other adjectives