Giao An Tieng Anh 6 Friends Plus

Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn
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GIÁO ÁN TIẾNG ANH 6
SÁCH CHẰN TRỜI SÁNG TẠO
UNIT STARTER: LESSON 1: VOCABULARY
Free Time
Aims: By the end of the lesson, students will be able to:
- Say questions and answers with the correct information.
- Develop students ’ speaking and listening skills.
- Talking about their own hobbies and interests.
Teaching Aids:
Textbook, tape, power point
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II. WHILE -
*** Activity 1: Match the words with the pictures, then listen and check:
TEACHING
- Teacher introduces some 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.
- T has students open their books to page 18.
- Students listen and check the answer.
***Activity 2: Listen and fill in the missing information by using the words
in the box:
- T invites some students to read the words aloud.
- Read the text in silence before listening to the recording to do the task.
- T explains the new words in the text before doing:
New words:
1. To be good at
Example: My mother is good at cooking.
2. To be interested in
Example: I am interested in playing video games.
3. Favorite (n): a person or thing that is best liked.
- Compare the answers each other before checking
Key:
1. Music
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2. Chatting
3. Video games
4. Skateboarding
5. Reading
6. Photography
7. Cooking
*** Activity 3: Task 2 - page 18
- Teacher has students read through the key phrases with the class.
- Students listen and complete the phrases.
- Check the answers with the class.
Key:
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
- T has some students say the sentences again.
*** Activity 4:
- Have Ss talk about hobbies and interests: work in pairs.
Suggested questions:
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1. What is your hobby?
2. What do you like doing?
3. Do you play any sports?
4. What sort of hobbies do you have?
III. CONSOLIDATION
- Summary the lesson.
IV. HOMEWORK
- Learn by heart all the new words.
- Prepare for next lesson - Language focus: the Verb " To be".
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT STARTER: LESSON 2: LANGUAGE FOCUS
Be - Affirmative and Negative
Aims: By the end of the lesson, students will be able to
- Help students learn how to use the verb " to be" in the present time.
- Help students learn how to introduce people.
Teaching Aids:
- Textbook, tape, power point
STAGE/TIME ACTIVITY
I. WARMUP Have three students play the roles.
Then write: Good morning, Good afternoon, Good evening,

Goodbye, How are you? How old are you?, Thank you,...
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II. WHILE *** Activity 1: Present simple of the verb: "To Be"
TEACHING + The usage: T explains the usage of the verb "to be".
-The " To be" is a verb used to describe something or someone.
- To talk about names, ages, feeling, nationalities,...
+ Form:
TO BE
AFFIRMATIVE FORM ( FULL AND SHORT FORMS)
1 You He/She/lt We 1 You 1 They
am 'm are 're is 's are 're
NEGATIVE FORM ( FULL AND SHORT FORMS)

1 You He She It We 1 You 1 They
am not are not is not 's not isn't are not 're not aren't
'm not 're not
aren't
INTERROGATIVE FORM
Am Are Is Are
1? you? he? she? 1 it? we? 1 you? they?
+ Exercise 1: Have Ss work in pairs to complete the table.

- Students check the answer with their partners

+ Exercise 2:
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- T check that students understand Zebras. Students complete the sentences

with the correct forms so that they are true. Then check the answers with the
class.
- Key Answer:
1. are
2. isn't
3. are/aren't
4. is
5. 'm/am not
6. 'm/am not
*** Activity 2: Subject 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.
- Have students look at the picture and the sentence. Use the words in blanket
and then replace a correct subject pronoun.
_________are flying a kite. (Dad and I)
-> We are flying a kite.
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________likes to play football. (Tom)
->He likes to play football.
________are friends.( Mr. Smith and Dr. Boss)

-> They are friends.
- Replace the words in brackets by the correct subject pronoun.
My family
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1. Hi! My name is Mary Elizabeth. 1 am nine years old. (Mary Elizabeth)
2. My mother's name is Andrea. —SHE is wearing an orange skirt. (Andrea)
3. My dad wears glasses. —HEis an engineer and his name is Anthony.

(Anthony)
4.Sammy is my brother. —HE is seven years old. (Sammy)
5. My grandparents are visiting us. —THE are very nice. (Grandparents)
6.Our dog is a Labrador. —IT is a big dog.
7. —WE live in South Carolina. (Mary Elizabeth, Sammy and their parents)
. My grandparents live in Florida but —THE often visit us. (My grandparents)
9. —IT is not very far from South Carolina. (Florida)
10. —WE love when our grandparents came to visit us! (Mary Elizabeth and
Sammy)
*** Activity 3: 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.
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POSSESSIVE
M EEÍGLIS^
ENGLISH
GRAMMAR Possessive Adjectives
SUBJECT PRONOUN POSSESSIVE ADJECTIVE
1 1 have a shirt. MY My shirt is green.

POSSESSIVE ADJECTIVES
YOU You have a book. YOUR Your book is new.
- My balloon is blue.
HE He has a pillow. HIS His pillow is soft. - My balloons are blue. *
"'■■NO CHANGE
SHE She has a dog. HER Her dog is small. - Your balloon is green. s
IT It has a bone. ITS Its bone is old. - Your balloons are green.
- Yours balloons are greeny
WE We have a bird. OUR Our bird is noisy.
YOU You have a house. YOUR Your house is big.
THEY They have a car.

YOUR = Possessive Adjective
THEIR Their car is slow.
ITS = Possessive Adjective -The
MY YOUR THEIR
- You need to bring your dictionary. dog played with its ball.
HIS HER ITS OUR

YOU'RE s= You are (contraction) IT'S = It is (contraction)
- You’re an excellent student. - ft's very hot right now.
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- T gives students an easy example 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.)
+ Example 3: Have Ss work in pairs to complete the table with the correct
words.
- Students check the answer with their partners.
- Key Answers:
1. your
2. his
3. her
4. our
5. your
6. their + Example 4: Read out the example. Students replace the blue words
with the correct pronouns.
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Check answers with the class.
Key Answers:
1.It
2. they
3. We
4. You
+ Example 5: Students match the object pronouns with the subject pronouns.
Key Answers:
1. you
2. it
3. him
4. her
5. us
6. you
7. them
III.
CONSOLIDATION
- Have students work in pairs to tell each other about themselves and their
interests using the structures that they have learnt.
IV. HOMEWORK
- Learn by heart all structures.
- Prepare for next lesson - Language focus: Prepositions.
LESSON PLAN
ỉhvndoc Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí
Prepositions and Everyday objects
- Use prepositions correctly to say where things are.
Teaching Aids:
- Textbook, tape, power point slides, ...
STAGE/TIME ACTIVITY
I. WARMUP
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 ~
- Have students listen to the song and draw the answers on the board.
II. WHILE- *** Activity 1: Students work in pairs to match the words with the
TEACHING
pictures.
- Teacher has students open their books to page 20. (Exercise 1)
- Ask students which of these things they can see in their classroom.
- Teacher introduces some new words:
* New words:
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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.
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.
*** Activity 2: Focus on the picture
- Read out each preposition in turn and elicit the meaning in the
students' own language.
- Teacher asks students to complete the sentences.
- Then have students listen and check the answers.
Key:
1. on, 2, in, 3. between, 4. under, 5. next to, 6. on, 7. under, 8. near, 9.

opposite, 10. on.
*** Activity 3: Draw a picture - Teacher has students open their books to
page 20. (Exercise 3) - Work individually: draw a desk and four other
objects. Then write sentences about their picture.
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- Beginning with the sentence: In my picture, a laptop is on the
*** Activity 4: - Have students work in pairs to read the sentences in

Exercise 3 to their partner.
- Listen and draw the partner's picture.
- Then asks students read the sentences to each other and correct them.
III. - Summary the lesson
CONSOLIDATION
- Asks students to give the questions and answers about the things.
IV. HOMEWORK
- Learn by heart all the new words
- Prepare for next lesson - Language focus: Possessive "'s "
LESSON PLAN
Possessive's - Be: questions - Possessive pronouns
- Use prepositions correctly to say where things are.
Teaching Aids:

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STAGE/TIME ACTIVITY
I. WARMUP - Sing a song:
- The class sings " Whose is this?

II. WHILE ***Activity 1: possessive case - possessive's and possessive pronouns
TEACHING
- Have students listen to the song and write the information in the song.
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
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Exercise 1 page 21:
- Have students look at the table and complete the rules with singular or
plural:
RULES
________________________words.
1 We use 's for possession with

________________________words.
2 we use s' for possession with

Key Answers:
1. Singular
2. Plural
Exercise 2: Work in pairs (page 21)
- Have students time read through the three sentences.
- Have students read, listen to the text, and choose the correct answers.
Then check answers with partners.
1. Charlie's mum is at home / at work.
2. Her laptop is in the drawer / on the TV.
3. Her speakers are in Charlie's room / her room.
Key Answers:
1. At home
2. in the drawer
3. in Charlie's room
Exercise 3: Work in pairs (page 21)
- Have students read the dialogue again then work in pairs to complete the
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table. Then check answers with the partners.
Key:
1. Is, 2. Are, 3. I'm not, 4. is, 5. aren't
*** Activity 2: Possessive pronouns
- A possessive pronoun is a part of speech that attributes ownership to

someone or something. Like any other pronoun, it substitutes a noun phrase
and can prevent its repetition. For example, in the phrase, "These glasses are
mine, not yours", the words "mine" and "yours" are possessive pronouns and
stand for "my glasses" and "your glasses," respectively.
Examples:
This is our house. It's ours.

This is my bedroom. It's mine.
This is my brother's bike. It's his.
Subject Pronouns I You he she it we you they
Adjectives my Your his her its our your their

Possessive
Pronouns mine yours his hers its ours yo urs theirs
The words "mine, yours, his, hers, its, ours, theirs" are possessive pronouns.
They show who or what something belongs to.
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Exercise 4:
- Have students complete the table with the correct possessive pronouns from
the box.
- Then check the answers with the class.
Key Answers:
1. his 2. hers 3. ours 4. yours 5. theirs
Exercise 5:
- Have students practice using the possessive pronouns in sentences. Check

that they understand that the pronoun replaces the object as well as showing
who it belongs to
- Then asks students read the sentences to each other and correct them.
Key Answers:
2. This is his.
3. This is hers.
4. This is ours.
5. This is yours.
6. This is theirs.
III.
CONSOLIDATION
- Asks students to give the questions and answers about the things.
IV. HOMEWORK
- Learn by heart all the new words
- Prepare for next lesson - Language focus: Basic adjectives.
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LESSON PLAN
Basic adjectives
- Use basic adjectives to describe things.
Teaching Aids:
Textbook, tape, power point slides, ...
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- Have students check the answers with the class.
II. WHILE *** Activity 1: In this lesson, students practice using common adjectives to describe
TEACHING 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 is 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. Noun
*** Activity 2: Practice
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+Exercise 1: - Teacher has students open the book to page 22.
- Have students read the text and match the adjectives in blue with their
opposites in the box. Then allow students to compare their answers in pairs
then play the audio. Students listen and check their answers.
Send us your photos!

What have you got—
... in your pocket?
rw got money. a per, myIDcard for school
phone. It’s old and slow now and got a good
camera J want a new mobile, but they're
expensive. @ (Paul)
... on your desk? I

got books, one or two old video j"™*
many good’© *oL1'8 His
cousins In ASiralra’ the/™ 9« a pet Hls
ZTsinbadIs^mallypop^ ar wthmy cousins' friends. We haven t got a pet. ® (Ben)
I've got my books for school my InoblIsI and r™ got this present for my dad. He hasn’t got th
(If you like oookingl). @ (Marla) ___
Keys: nice - horrible, old - new, slow - fast, good - bad, expensive - cheap,
small - big, popular - unpopular, interesting - boring + Exercise 2:
- Teacher has students open the book to page 22.
- Students read the text again and choose the correct answers.
- Check answers with the class. Point out the position of adjectives before the
noun.
Key: 1.b 2.a 3.b + Exercise 3:
- 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
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understanding
- Have students focus on the table and read out the example answer.
Example: Mexico City is a really big place.
Game or
film
popular big nice expensive
boring horrible popular fast
good old interesting new
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.

III.
- Summary the lesson
CONSOLIDATION
- Asks students to describe their house by using the basic adjectives that
they have learnt.
IV. HOMEWORK
- Prepare for next lesson - Language focus: This, That, These, Those,
Have got
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LESSON PLAN

this, that, these, those - have got
- identify the things.
- develop students' speaking and listening skills.
- use have got to ask and answer questions about presents.
Teaching Aids:
STAGE/TIME
Textbook, tape, power point slides, ...

I. WARMUP
Sing a song:
- The class sings: " This That these Those
- Have students write the things that they listen to the song, then check the
answers with the class.
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II. WHILE *** Activity 1: This lesson will explain the difference in meaning and grammar
TEACHING between the words this/these and that/those.
What is the difference between this/that and these/those?
+ This and These: Objects That Are Close
- Use this to talk about a singular object (one thing) that is close to you.
Example: This cat is happy. (the noun ‘cat’ is singular, which means there is only one)
-Use these to talk about plural objects (more than one thing) that are close to you.
Example: These cats happy. (the noun ‘cats’ is plural; there is more than one; the noun has an ‘s’)
+ That and Those: Objects That Are Far
- Use that to talk about a singular object (one thing) that is far from you.
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Example: That cat is sad. (The noun is singular, and the object is not close to
you; it is far away)
- Use those to talk about plural objects (more than one thing) that are far from
you.
Ex: Those cats are sad. (the noun (cats) is plural, and they are far away)
*** Activity 2: Have got: Have got fhave/has + got> is used to talk mainly
about possessions or personal attributes.
- Have got and have mean the same.

Example:
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+ 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?
***Activity 3: Practice
+ Exercise 1:
- Ask students to look at the pictures and translate the phrases into their own
language.
- Demonstrate the meanings of this, that, these and those further by pointing to
things near you or at a distance in the classroom.
Key:
We use this and these when the object(s) is near. We use that and those when
the object(s) is far away.
+ Exercise 2:
- Have students choose the correct words to complete the sentences.
- Check answers with the class.
Key:
1 These 2 this 3 This 4 That 5 Are those
+ Exercise 3:
- Ask students to look back at the text and exercise 2 on page 10 and find
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examples of have got. Read through the table with the class and elicit the
correct words to complete it.
Key:
1. 've 2. haven't 3. hasn't 4. Has 5. haven't
+ Exercise 4:
- Have 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. Then check answers with the class.
New words:
- Present (n): something that you are given, without asking for it.
- Expensive (adj) # cheap (adj): costing a lot of money.
- Nice (adj): e.g.: He is a nice person.
- Town (n): a place where people live and work.
Key:
1. Have 2. have 3. haven't 4. 've 5. Has 6. has 7. 've 8.

've
III.
- Summary the lesson
CONSOLIDATION
- Asks students to answer the question: " What have you got? and what haven't
you got?"
IV. HOMEWORK
- Learn by heart all the new words and structures.
- Prepare for next lesson - Language focus: Vocabulary: Countries and

Nationalities.
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LESSON PLAN
Countries and Nationalities
- Talk about where people and things are from.
- Grammar: Talking about the countries and nationalities.
Teaching Aids:
- Textbook, tape, power point slides,

STAGE/TIME ACTIVITY
I. WARMUP Sing a song:
- The class sings: " Where are you from?"
7\Z
Where are you from?|

- Have students write the name of the countries in the song, then check the
- Teacher asks the students " Where are you from?"
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II. WHILE- * PRESENTATION OF STRUCTURES:

TEACHING
+ Where + am/is/are + S + from?
S + am/is/are + from + (country)
Example:
Where are you from? ^I am from Vietnam.
Where is he from? ^He is from France.
Where are they from? ^They are from the USA.
+ What + am/is//are + her/his/your/ their... + nationality/nationalities?
S + am/is/are + (nationality)
Example:
What are your nationality? "^1 am Vietnamese.
What are their nationalities? "^Thev are Japanese.
What is she nationality? She is French
- Then have students read the examples.
*** Activity 1:
- Teacher asks students to open the book to page 24.
- Have students work in pairs to match the countries with the continents.
- Play the audio for students to check their answers.
- Check the answers with the class and make sure the students understand all
the names of the countries.
- The teacher asks students to read aloud the countries.
COUNTRIES
1 Canada
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Egypt
Italy
Japan
Morocco
6 New Zealand
Spain
Thailand
The Philippines
10 The UK
11 The USA
12 Việt Nam
CONTINENTS
AFRICA
AMERICA
ASIA
AUSTRALASIA
EUROPE
New words:
1. Canada (n)
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2. Egypt (n)
3. Italy (n)
4. Japan (n)
5. Morocco (n)
6. New Zealand (n)
7. Spain (n)
8. Thailand (n)
9. The Philippines (n)
10. The UK (n) = United Kingdom
11. The USA (n) = the United States of America
12. Vietnam (n)
Key:
Africa: Egypt, Morocco
America: Canada, the USA
Asia: Japan, Thailand, the Philippines, Việt Nam
Australasia: New Zealand
Europe: Italy, Spain, the UK
*** Activity 2:
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- Have 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.
Key:
1. British 2. Vietnamese 3. Spanish 4. Egyptian 5. Thai 6. Australian
*** Activity 3:
- T has students open the book to page 24.
- Have students work in pairs and refer to the words in the quiz to write
nationalities for the countries in exercise 1.
- Then have them check the answers with the partners.
- Have them read all the words.
Key:
Country Nationality
1. The USA American
2. Canada Canadian
3.Egypy Egyptian
4. Italy Italian
5. Japan Japanese
6. Morocco Moroccan
7. New Zealand New Zealander
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8. Spain Spanish
9. Thailand Thai
10. The Philippines Filipino
11. The UK British
12. Vietnam Vietnamese
*** Activity 4:
- Teacher asks the students to read out the examples and make sure them
understand the task.
- Have students work individually to write their sentences.
- Then asks some students to read their sentences to the class.
- Teacher corrects the mistakes.

CONSOLIDATION
- Listen and read the new words in the lesson.
- T puts the students into pairs to make own conservation.
IV. HOMEWORK
- Learn by heart all the new words and the structures.
- Prepare for next lesson - Language focus: Question words: Where...?

What....? Who....?/Conjunctions: and/or/but.
LESSON PLAN
Questions words with: Where...? What...? Who...?

ỉhvndoc Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí
Conjunctions: and, or, but
-Ask questions and use conjunctions to write an email about yourself.
- Grammar: Question words with: Where, What, Who.
Teaching Aids:
STAGE/TIME ACTIVITY
I. WARMUP
- Review the old lesson, T have students work in pairs and ask the questions
Where are you from?" " What is your nationality?"
- Then teacher asks students to close the book, and 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?
+ Suggested answers:
1. Cairo
2. France
3. An American actor.
- Have students read the sentences.
II. WHILE- *** PRESENTATION OF STRUCTURES:

TEACHING
1. Question words with: Where...? What...? Who...?
+ Where: is used when referring to a place or location. (= I want to know
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the place)
Where + to be + subject?
S + be + (place)
Example:
Where are the students? "Krhey are in the classroom.
Where is Mary? "^She is at home.
+ What: is used to refer to specific information. (= I want to know the thing)
What + to be + subject?
+ S + to be + (thing)
Example:
What is your name? "^My name is Mary.
What is the capital of Vietnam? It is Hanoi.
+ Who: is only used to refer to ask a person. (= I want to know a person.)
Who + to be + subject?
S + to be + (person)
Example:Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn
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Who is he? ^He is my older brother.
2. Conjunctions: or/but/and.
- Conjunctions are used to connect two sentences into one long sentence.
+ "And": is used to add items to a list.
Example: I am from Vietnam and I am a student.
+ "Or": is used to talk about options.
You can have the blue pen or the red pen.
+ "But": is used to show contrast.
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Example:
I can speak English, but I am not very good at it.
- Then have students read the examples.
*** Activity 1:
- Teacher asks students to open the book to page 25.
- Have students look at the pictures, then answer the questions, then check the
Key:
1. Brazil
2. A Mexican food
3. A sports star
*** Activity 2:
- Have students listen to the tape and decide if the people's answers are right or
wrong.
Key:
For the first question, the woman is wrong and the man is right. For the
second and the third questions, the woman is right and the man is wrong.
*** Activity 3:
- Have students work to pairs and ask them to try to complete the key phrases
from memory.
- Play the audio again for them to check and complete their answers.
- Then check the answers with the partners.
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Key:
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1. think 2. you 3. sure 4. right 5. know
***Activity 4:
- Have students work in pairs, T asks them to read the email carefully and then
answer the questions.
- Then check the answers with the partners.
New words:
1. International (adj): between or among nations.
2. Especially (adv): more than usual
3. Favorite (adj) (n): best liked, most enjoyed
4. Team (n): a number of people who do something together as a group
Example: a basketball team
5. to be interested in + noun/V-ing
Example: She is interested in playing computer games each day.
Tom is interested in football.
6. Email (v): to send (a message or a file) to a person-show picture
7. Message (v): information that you given to a person when you can't speak to
them directly.
8. To be good at + Noun/V-ing
Eg: I am good at swimming
He is very good at English
Key:
1. No, she's from the USA.
2. She's into music, sport and cooking.
phí
3. Hi, My, Beth, I'm, Boston, USA, I've, Cranville High School, Boston,
Boston 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.
*** Activity 5:
- Teacher has students complete the sentences with the correct conjunctions.
Then check the answers with the class.
Key:
1. or 2. and 3. but 4. or

CONSOLIDATION
- Teacher asks students to write an email to their international friend, remind

the students that they should use " or, and, but" in their email.
IV. HOMEWORK
- Learn by heart all the new words and the structures.
- Prepare for next lesson - Unit 1: Towns and cities: Part 1
UNIT 1: TOWNS and CITIES - LESSON 1: VOCABULARY
PLACES IN A TOWN OR CITY
I. OBJECTIVES:
By the end of the lesson, students will be able to:
- get some more knowledge about places in a town or city.
- develop students' speaking and listening skills.
II. LANGUAGE CONTENT
phí
* Vocabulary: (n) bridge, monument, flat, office building, square, shopping centre, sports centre
(adj) clean, dangerous, dirty, friendly, modern, noisy, pretty, quiet, safe,
III. TECHNIQUES
- Questions & answers.
IV. TEACHING AIDS:
- Pictures, textbooks, power point slides, ....
STAGE/TIME ACTIVITY
WARMUP
Game “GREEN BAMBOO”
(5 mins)
- Teacher divides 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, you will get 1 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? ”
- Students answer “LONDON CITY. ”
PRESENTATION
Set context:
- Teacher calls out some Students to answer the question.
“What famous place are there in your town or city? ”
- Students answer in their own.
> New words:
bridge (n)
monument (n)
phí
flat (n)
(picture)
office building (n)
square (n)
shopping centre (n)
sports centre (n)
clean (adj)
dangerous (adj)
dirty (adj)
(explanation)
friendly (adj)
modern (adj)
noisy (adj)
pretty (adj)
quiet (adj)
safe (adj)
Students listen to the

teacher and repeat the words.
Students copy down these
phí
• Activity 1: Match the words in the box with places 1-14 on the
PRACTICE
map of London below. There are 6 extra words, listen and check.
- Teacher gives students time to complete the task. (Students can discuss in groups, pairs or work
individually).
- Students listen and check their answers.
Suggested answers
1. Library 8. market
2. Park 9. cinema
3. hotel 10. restaurant
4. monument 11. station
5. Square 12. theatre
6. shop 13. Bridge
7. bus station 14. Office building-
• Activity 2: Watch or listen. Which places from exercise 1 do the people mention?
- Teacher plays the video or audio for Students to watch or listen and note down the places that
are mentioned.
- Students listen and note down the places.
- Teacher plays the video / audio again and checks students’ answers.
Suggested answers: café, cinema, restaurant, sports centre, park, library, bridge, monument, bus
station, shop.
• Activity 3: Watch or listen again and complete the sentences.
- Teacher allows students time to read the gapped sentences.
- Teacher plays the video / audio again for students to complete the
phí
sentences.
- Teacher checks answers with the class.
Suggested answers
1. theatre 4. café
2. parks 5. shops
3. bridge
phí
PRODUCTION
• Activity 4: Work in pairs
- Teacher asks students to work in pairs and talk about the places in
their town / city.
- Teacher suggests some phrases to introduce about places and focus

on the grammar points.
There is + a /an + singular Noun
There are + plural Noun
Ex: There is a cinema.
There are two cinemas.
There are + SOME + plural Noun (= there aren't)
There are + NOT + ANY + plural Noun
Ex: There are some restaurants.
There aren ’t any restaurants.
Suggested answers
There are some café and restaurants serving food all over the world.
There are some cinemas or theatres for you to relax after a hard-
working day.
Consolidation: Discussion
- Teacher asks Students to work in groups and discuss about the good
and bad things in their town / city.
- Teacher gives students time to discuss in group and write down their
opinions.
- Teacher calls out some Students to present their opinion in front of
phí
class.
Suggested answers
Good things Bad things
- a lot of entertainment - Air pollution

i ,
facilities such as c nemas
- Noise pollution
theatres, ...
- Traffic jam in rush hour.
- trying new types of food.
- earning more money.
IV. HOMEWORK
- Prepare for next lesson - Reading: find out some information about
a cruise ship.
phí
LESSON PLAN
UNIT 1: TOWNS and CITIES - LESSON 2: READING
e end of the lesson, students will be able to:
w how to answer specific questions about the text.
d out more about a cruise ship.
e vocabulary items related to the issue of passage.
ids:
ook, tape, power point slides, ...
STAGE/TIME ACTIVITY Game: What is it?
I. WARMUP - Students have to answer all questions to find the key word.
7 minutes o This is a place where people can eat and drink.
o People usually stay in this place when they are on vacation.
o Where you can borrow and read books.
o Place where you can play sport.
R E S T A U R A N T
H O T E L
L I B R A R Y
S P O R T S C E T R E
- The key word is “SHIP”.
- T shows the picture and leads in the lesson “This is a very special ship;
This is a cruise ship. ”
phí
Lead - in
II. PRE - Activity 1: Guessing game
READING - T has students work in groups and discuss some facts of the cruise ship.
8 minutes
After discussing, students have to write “TRUE” or “FALSE”.
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
- Students will put their answers on the boards.
- Teacher introduces some new words “Before reading, there are some new
words in the text.'’”
* New words:
1. cruise ship (n) - Show picture.
1. fantastic (adj) - E.g.: This is a fantastic hotel.
2. comfortable (adj) - E.g.: This soft bed is very comfortable.
3. cabin (n) - Show picture.
4. passenger (n) - E.g.: There are many passengers on the ship.
5. chef (n) - a person who cooks.
6. swimming pool (n) - show picture.
7. climbing wall (n) - show picture.
phí
III. WHILE -
READING - T has students open their books to page 16.
20 minutes - Students listen and read the text silently.
Activity 2: Skill Strategy.
- T introduces students how to answer specific questions about a text.
- T invites some students to read the strategy aloud.
- T explains.
* Practice: Listen and underline what numbers refer to.
-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
T invites some students to check their works.
Activity 3: Task 2 - page 16
- T has some students say the questions loudly and underline all the key
words.
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
phí
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.
- T has students reread the text and underline sentences that they find the
correct answers.
- T invites some students to write their answers and check their work.
- T goes back to Activity 1 and gives the correct answers.
IV. POST - Activity 4: Group discussion

READING
- T runs through Activity 4.
8 minutes
- Ss work in group of four.
- T gives the question “Is the Oasis of the Seas a good place for a holiday?
Why/ Why not? ”.
Suggested answers:
- T walks around to monitor the class and offers help.
- T invites two or three Ss to answer the questions.
- T listens and provides more information if it is necessary.
V. - T asksThư
someviện
questions
Đề thiabout the text
- Trắc to check
nghiệm their
- Tài comprehension.
liệu học tập Miễn
CONSOLIDATION phí
1. What is the name of the ship?
2 minutes 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?
phí
LESSON PLAN
UNIT 1: TOWNS and CITIES - LESSON 3: LANGUAGE FOCUS
I. OBJECTIVES:
- ask and answer questions about places.
II. TECHNIQUES
III. TEACHING AIDS:
- Pictures, Textbook, power point slides,...
STAGE/TIME ACTIVITY
WARM UP Game : NOUGHTS AND CROSSES
- Teacher divides class into 2 groups. One group is “noughts” (O) and
the other is “crosses” (X). There are 9 words and numbers about the
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 O or X 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.
phí
There isn 't a school on the ship.
PRESENTATION
• Activity 1: Complete the questions. Then choose the correct answers.
phí
- Teacher asks students to complete the sentences in 1 minute.
- Teacher checks students’ answers.
Suggested answers
1. Is-b
2. Are - a
3. Are-b
- Teacher reminds students how to use “there is/ there are... ”
> GRAMMAR POINTS

1) THERE IS (= THERE'S)
(+) : There is + a /an + singular Noun
Ex: There is a pen on the desk.
(-) : There is + NOT + a/an + singular Noun
Ex: There is not a buffalo in the rice field.
(?) Is there + a/an + singular Noun?
■=> Yes, there is / no, there isn’t

Ex: Is there an eraser in your school bag?
■=> No, there is not.
THERE ARE (=THERE'RE)
(+) There are + plural Noun
Ex: There are three apples in the picnic basket.
(-) There are + not + ANY + plural noun (= there aren't)
phí
Ex: There aren't any books on the desk..
(?) Are there + ANY + plural noun?
■=> Yes, there are. / no, there aren't
Ex: Are there any swimming pools on the ship?
■=> Yes, there are.
How many + plural Noun + are there.....?
Ex: How many chefs are there on the ship?
■=> There are 50 chefs.
PRACTICE
• Activity 2: Choose the correct words in the Rules.
- Students choose the correct words to complete the rules then compare
their answers in pairs.
- Teacher checks grammar with the class.
(Suggested answers)
1. any 3. plural nouns
2. singular nouns 4. plural nouns
• Activity 3: Match 1-6 with a-f to make questions. Then write answers
about your city/ town.
- T asks students make questions, then compare their questions in pairs.
- T calls some students to answer these questions.
(Suggested answers)
1c - 2f- 3e - 4a - 5b - 6d
• Activity 4: Complete the questions with “Is there...?/ Are there...?” and
“how many..”
phí
- Teacher asks students to complete the questions then compare with

their partners.
Suggested answers
1. Are there 4. Are there
2. Is there 5. How many
3. How many
• Activity 5: choose the correct words in Rules._
- T asks students to complete the rules, then compare answers in pairs.
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.

• Activity 6: complete the sentences with the or Ộ
- Teacher asks students to read the sentences and decide if they need the
definite or zero article.
- Students compare the answers with partners.
Suggested answers
1. The 4. ệ
2. The 5. The
3. Ộ
CONSOLIDATION Game “I WANT TO BE A DESIGNER”
- Teacher asks students to work in groups. (5- 6 students/groups)
Each group will design their dream amusement park. Then, 2 members will go
to the front and the other groups will ask them some questions about their
phí
amusement park by using “Is there.../Are there...; How many... ? ”.
- Teacher gives feedbacks to the presentation.
HOMEWORK
- Learn by heart all structures.
- Write a description of your amusement park. Use the preposition in the

Starter Unit.
LESSON PLAN
UNIT 1: TOWNS and CITIES - LESSON 4: VOCABULARY and LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to:
- understand people comparing places and things.
- develop students' listening skills.
II. Teaching Aids:

STAGE/TIME ACTIVITY
WARMUP Game: “OPEN, SESAME!” (exercise 1 / p.18)
- 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 has the most correct answers will be the winner.
PRE-LISTENING
Set context:
phí
- Teacher asks Students a question:
“Do you like modern or old places? Why? ”
• Activity 1: Write sentences for the adjectives in exercise 1.
- Students write sentences for the adjectives then compare their

sentences in pairs.
- Teacher asks some students to read their sentences to class and asks
the class to correct any mistakes.
Suggested answers
The Vietnamese people are friendly.
The school yard is noisy at break time.
It's not safe to go out at night.
WHILE-TEACHING
• 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.
- Teacher allows students time to read the introduction and the topics in
the box.
- Teacher plays the audio 3 times and asks students to listen and find out
which topics the people talk about.
(Suggested answers)
1. Emma - the park
2. Lukas - buses and bikes
3. Dwayne - New York
phí
4. Chloe and Harriet - restaurants
phí3: Listen again and write True or False. Correct the false
• Activity
sentences. _
- Teacher allows students time to read the sentence.
- Teacher points out that in the fourth interview, Students will have to
listen very carefully to know who is speaking, Harriet or Chloe.
- Teacher plays the audio again.
(Suggested answers)
1. True
2. True
3. False (He thinks bikes are more dangerous)
4. True
5. False (Harriet thinks that Luigi's pizzas are bigger)
6. True
• Activity 4: Answer the questions. (optional)
- Students work in pairs and discuss the answers.
1. Who does Emma meet at the shopping centre?
2. What does Lukas say about the price of the buses?
3. Where is Dwayne from?
4. What does Harriet agree with Chloe about?
(Suggested answers)
1. Her friends
2. They are expensive.
3. New York
phí
4. The pizzas in Gino's are better, and the people are friendlier.
POST-LISTENING
Activity 5: 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.
- Students write their sentences.
- Teacher asks students to read their sentences to the class.
Consolidation: DRAW A MINDMAP
- Teacher asks students to work in groups and discuss about which place
they like and dislike.
opinions.
- Teacher calls out some students to present their opinion in front of class.
HOMEWORK
- Prepare for next lesson - Language focus: comparative adjectives
LESSON PLAN
UNIT 1: TOWNS and CITIES - LESSON 5: LANGUAGE FOCUS
COMPARATIVE ADJECTIVES
I. OBJECTIVES:
- compare things using comparative adjectives.
II. Teaching Aids:
phí

STAGE/TIME ACTIVITY
WARMUP
Game CHAIN GAME
- Teacher says a sentence and each group takes turns to give sentences
that follow the teacher and the other groups’ sentence. The group that
has more questions will be the winner.
“Today I go to the bookstore......”
PRESENTATION
> Grammar point: COMPARATIVE ADJECTIVES
- Teacher explains the grammar to students.
1) Short adjectives (1-syllable adjectives)
S1 + V + Adj-ER+ THAN+ S2
Ex: Bikes are slower than cars.

2) 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
Note:
- With some 2-syllable adjectives, we can use "-er" OR "more":

o quiet quieter / more quiet
phí
clever cleverer / more clever

narrow narrower / more narrow
simple simpler / more simple
- If the adjective ends in -e, we add -r. (safe -> safer)
- Final -y changes to -ier. (pretty -> prettier)
- One - syllable adjective endings with vowel and one consonant, we

double the consonant. (big -> bigger)
- Students copy down to their notebooks.
• Activity 1: Write the comparative form of the adjectives in the table.
- Teacher gives students time to complete the table.
- Teacher checks the answers.
(Suggested answers)
cleaner - slower - nicer - safer - friendlier-prettier - bigger - hotter
PRACTICE
• Activity 2: write sentences using the correct comparative form of the
adjectives in brackets. How do you say “than” in your language?
- Teacher reads out the example and elicit another example from the
class.
- Teacher elicits how students say than in their own language.
- Students write the sentences using the comparative form and compare
the answer with their partners.
- Teacher checks Students’ answers.
(Suggested answers)
1. It's more expensive here than in my country.
2. The weather today is worse than it was yesterday.
3. Why is this class quieter than the other class?
phí
4. Are the buildings in New York more modern than the buildings in
Oxford?
5. This house is prettier than that house.
• Activity 3: Pronunciation
- Teacher plays the audio once for students to listen.
- Teacher plays the audio again, pausing for students to repeat

individually and chorally.
(Suggested answers)
Id-2d- 3c - 4d
• 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.
- Teacher gives students time to read the introduction.
- Teacher models pronunciation of star and cinemas, where their bold

parts are different.
(Suggested answers)
1. d (cinemas)
2. d (cinema)
3. a (trees)
4. d (answer)
PRODUCTION
Activity 5: Work in pairs.
- Teacher gives students time to practice in pairs about some of the things in
the box by using comparative adjectives and the Key Phrases.
- Teacher calls some pairs to practice in front of the class and gives feedback.
phí
Consolidation: WHAT ARE THE DIFFERENCES?,
- Teacher shows some pairs of pictures on the screen.
- Each student will choose the number and make sentences about objects or
places using comparative adjectives.
HOMEWORK - Learn by heart the structures.
- Make sentences about your family using comparative adjectives.
- Prepare for next lesson - Speaking
LESSON PLAN
UNIT 1: TOWNS and CITIES - LESSON 5: SPEAKING
I. OBJECTIVES:
- ask and say where places are.
- develop students' speaking skill.
II. Teaching Aids:

STAGE/TIME ACTIVITY
WARMUP Game “GUESSING GAME!”
- Teacher invites 1 student to come to in front of the class. He/She has

to use phrases or give examples to explain the words that given by
teacher.
- Teacher invites some students to answer.
phí
* Given words: Bus station, Police station, School, Hospital, Store ..
PRE-SPEAKING
Set context:
- Think: You are a tourist in a new town. Where do you look for
information and direction?
- Ss answer in their own.
• Activity 1: Audio 1.18
- Allow students time to read through the gapped dialogue.
- Play the video or audio for students to watch or listen and complete the
dialogue.
- Play the video again for students to check their answers.
- Check their answer with the class, then ask the questions to the class
and elicit the answers.
Suggested answers
1. Are we near
2. the bus station
3. any shops
4.five minutes
WHILE-TEACHING
Thư
• Activity viện Đề
2: Watch thi - Trắc
or listen again.nghiệm - Tài liệu
Then practice the học tập Miễn
dialogue in pairs.
phí
- Play the audio or video again.
- Tell students to listen carefully for the pronunciation and intonation.

You could pause after some of the sentences and questions for
students to repeat.
- Students work in pairs to practise the dialogue.
(Suggested answers)
5. Students' own answers.
phí
• Activity 3: Read the study strategy and follow the instructions. _
- Read the study strategy with the class then read through the key
phrases.
- Ask students to find the key phrases in the dialogue and check their
understanding.
- Students practice the key phrases in pairs. With weaker classes, when
they close their books, write some key words on the board to help
them remember the phrases, e.g. Excuse, near, far.
- See who managed to remember all the phrases.
Optional activity: Language

focus
With books closed, write these gapped sentences on the board.
1 How far is the school here?
2 It's about ten minutes___foot.
3 Are there any shops_____.here?
4 It's five minutes____bus.
5 Thanks____your help.
Students work in pairs to complete the sentences with the correct prepositions.
rANSWERS
1 from 2 on 3 around 4 by 5 for
* Activity 4: Work in pairs. Practice the dialogue with How far..? and place
from 1 to 4.
- Ask two confident students to read out the example mini dialogue.
- Students work in pairs to practice more mini dialogues. With weaker
classes, allow students time to prepare the dialogues before they practise.
With stronger classes, students can go straight into the spoken practice.
- Ask some pairs to perform one of their dialogues for the class .
E.g
phí
Student 1: Excuse me, how far is the bus station from here? (What is the
distance between here and the bus station?)
Student 2: It's about ten minutes on foot.
Student 1: Thanks for your help.
Student 2: You 're welcome.
POST-SPEAKING
Activity 5: Use it - Work in pairs. Look at the situation and prepare a new
dialogue. Use the dialogue in exercise 1 to help you.
- Students work in pairs to prepare a new dialogue. With stronger classes,

you could teach some more phrases for giving directions, e.g. Turn left / right,
Go straight on.
- Students swap roles and practice again.
Consolidation: MINGLE
- Teacher divides students into two groups, A and B.
- Students in group A will give the questions.
- Students in group B will give the answers.
- Teacher should prepare a variety of questions. Students in group A have to

find the right students in group B (who has the correct answers).
For example:
A: How far is it from here to the park?
B1: Sorry I don't know.
B2 (must prepare the answer before): It's about 10 minutes on foot.
HOMEWORK
- Prepare for next lesson.
phí
LESSON PLAN
UNIT 1: TOWNS and CITIES - LESSON 6: WRITING
WRITING A DESCRIPTION OF A TOWN OR CITY
I. OBJECTIVES:
- write a description of a town or city that they like.
- develop students' writing skill.
II. Teaching Aids:

STAGE/TIME ACTIVITY
WARMUP - Teacher divides class into groups.
- Teacher shows series of pictures of places in Ho Chi Minh city (or a

video clip). Students watch it and write down as many places as they
can.
- Teacher invites some group to show their works.
- Teacher leads in the lesson “Today, we 're studying about how to write
a description of a town or a city. ”
PRE-WRITING
Set context:
- Think: Students use their dictionaries to check the meanings of the

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,
phí
Examples: What's your favourite place?
Which parts do you never visit? Why?
Activity 1:
- Students read the description of Hồ Chí Minh City and answer the
questions, then compare their answers in pairs.
Suggested answers
1. building
2. amusement park
3. shopping mall
WHILE-TEACHING
Activity 2: Students complete the key phrases. Check answers and check that
phí
students understand all the phrases.
(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
Activity 3: Language point: Position of adjectives
Exercise 3: Look at the phrases in blue in the text. Then underline the correct
words.
- Focus on the phrases in blue in the text and elicit which are adjectives.
- Students read the sentences and choose the correct words.
phí
- Check answers with the class and check that students understand really,
very and quite.
Activity 4: Compound sentences. Look at the underlined sentences in the text.

Then circle the correct words.
- Give your students two examples of compound sentences, one of which is

the combination with “and” and the other with “but”. Make students pay
attention to “similar clauses” and “opposite clauses”.
- Students work individually to combine the two sentences and volunteer to

show them on the board.
- Correct the mistakes if your students fail to do any sentences.
E.g
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.
Optional activity: Writing

With books closed, dictate these sentences to the class:
1 The zoo is really interesting.
2 There are some quite nice shops.
3 There's a very old castle.
4 The people are really friendly.
Check answers by writing the sentences on the board. Ask students to check their spelling carefully. Point out
the double / in really and the silent t in castle. Remind students that they need to pay attention to spelling
when they write.
POST-WRITING Activity Thư
5: Useviện
it - Work in -pairs.
Đề thi TrắcLook at the- situation
nghiệm Tài liệu and
họcprepare a new
tập Miễn
dialogue.phí
Use the dialogue in exercise 1 to help you.
phí
- Read the task with the class.
- Students answer the questions and plan their description.
- Read through the paragraph structures with the class.
- Students write their descriptions.
- This can be set for homework.
- Remind students to check their grammar and spelling carefully.
Consolidation:
- T asks Ss to work in groups and give some descriptions about a town or a

city they like.
- Students of each group come to the board and read out these descriptions
loudly, other students will guess the name of that town or city.
HOMEWORK
LESSON PLAN
UNIT 1: TOWNS and CITIES - LESSON 8: CLIL_GEOGRAPHY
READING A MAP
I. OBJECTIVES:
- ask and answer questions about maps.
- develop students' skills.
II. Teaching Aids:
phí

STAGE/TIME ACTIVITY
WARMUP Game “DRAWING GAME”
- Teacher invites one student to be a player. Teacher gives him/her a

word and he/she has to draw to explain that word.
Suggestion: trees, river, mountain, street, train station, map,...
- Teacher leads in the lesson.
PRE-TEACHING
Set context:
Think: Warm-up
- With books closed, write the word map on the board and elicit the
meaning.
- Ask students what information we can find on maps, and elicit some
ideas.
- Ask students when they use maps, and what kinds of maps they use
(paper, online, etc.).
- Tell students they are going to practice-reading maps in English.
• Activity 1:
- Students work in pairs to check the-meanings of the words and match

them with the symbols.
- Students read the text and check their answers.
- Check answers with the class and make sure that students understand
all the words.
phí
- Model and drill pronunciation if necessary.
Suggested answers
1 river
2 road
3 hill
4 railway
5forest
6path
WHILE-TEACHING
• Activityphí
2: Students read and listen to the text again. Elicit what other
symbols are mentioned in the text.
(Suggested answers)
A black circle on a railway is a train station. A red area is a city or town.
• Activity 3: Students work in pairs to look at map-A and choose the correct
words. Check answers with the class.
1 1:50,000
2 paths
3 hill
4 156
5 road
6 train station
• Activity 4: Students look at map B individually and answer the questions,

then compare their answers in pairs. Check answers with the class.
1 There are 4 cable car stations.
2 Yes, we can.
3 The cable car from Debay station to Morin station.
phí
POST
• Activity 5: Exercise 5 USE IT!
- Put students into pairs to draw their maps.
- Monitor and help while they are working and encourage them to add a range
of features and symbols.
- Put pairs together into groups of four to ask and answer about their maps.
0 Ask some groups to show one of their maps to the class and describe the
features on it.
Consolidation: PROJECT - DRAW A MAP
- Teacher asks students to work in groups and draw a map.
- Teacher gives students some places that they can draw, for example: school,
favorite park, favorite shopping mall, our town, village, ...
- Teacher gives students deadline.
HOMEWORK - Learn by heart all the new words.
LESSON PLAN
UNIT 1: TOWNS and CITIES - LESSON 9: PUZZLES and GAMES
I. OBJECTIVES:
- revise all lessons in Unit 1.
- develop students' skills.
II. Teaching Aids:
phí

STAGE/TIME ACTIVITY
WARMUP Game “GUESSING GAME!”
- Teacher invites 1 student to come to in front of the class. He/She has

to use phrases or give examples to explain the words that given by
teacher.
* Given words: London, cruise, map, station, ...
PRE-TEACHING
• Exercise 1
- Students complete the puzzles and find the mystery word.
- Students could work in pairs for this, and you could do it as a race to make it
fun.
Answers
1 market 2 square 3 café 4 library 5 cinema 6 theatre
Mystery word: restaurant
WHILE-TEACHING
• Exercise 2: 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.
- Other students guess the sentence.
- Students could also play this game in small groups.
Answers: Students' own answers.
phí
• Exercise 3
- 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. If possible, students should sit back-to-back for this activity so
that they can’t see their partner’s map.
- Students ask and answer questions to find six differences between their
maps. Ask them to make a note of the differences.
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 cafes 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.
• Exercise 4
- Students unscramble the letters and find the adjectives for describing a
place.
- Students could work in pairs for this, and you could do it as a race.
- As an extension, ask students to write the opposites of the adjectives.
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)
phí
POST-TEACHING
• Activity 5: Exercise 5 USE IT!
- Read out the instructions and check that students understand the game.
- Students write their comparative forms in the bingo table.
- Choose a confident student to be the game leader or take on this role

yourself. 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.
- Students could also play this game in small groups.
- You could repeat the game by brainstorming twelve other adjectives that
students know, e.g. good, bad, boring, intelligent, tall, short, new, happy,
interesting, nice, fast, slow.
- Write the adjectives on the board.
- Students choose six adjectives and write the comparative forms, then play
the game again.
Answers: Students' own answers.
Consolidation: SHARING
- T asks Ss to work in groups and discuss what they learned in Unit 1.
- T gives Ss time to discuss in group and write down their opinions.
- T calls out some Ss to present their opinion in front of class.
HOMEWORK
- Prepare for next lesson - Language focus: comparative adjectives
UNIT 2: DAYS - LESSON 1: VOCABULARY
Daily Routines
AIMS:
phí
+ use some words related to daily routines.
+ write and speak about a special day.
TEACHING AIDS:
- Textbook, projector, pictures
TECHNIQUES:
- reading skill, speaking skill.
- group work, individual.
PROCEDURES:
TIME CONTENT ACTIVITIES RATIONALE
4 WARM UP - Teacher divides -To make

mins class into 5 groups. Students eager
Jigsaw puzzle game
to start the
- Teacher runs
11 si
'll 1 f through the game -
lesson.
Each group will

match some peace of
getup papers to make a
complete picture and
then stick it on the
board.
have breakfast
- 1BE£1 ' - Students take part in
the game.
r- • -di
- Teacher declares the
go to school do homework winner.
phí
, À, <
iMiC Lead
-in go
to bed -
What
are these pictures about?
-What's your favourite day? Why?
-> Today, we will talk about daily routines.
- Teacher gives
students questions to
lead in the new lesson.
- Teacher introduces
the new lesson.
VOCABULARY - Teacher elicits each of - To prepare
the words. vocabulary for
5 1. get up (phr.v): thức dậy
Students and
mins - Teacher reads the
2. brush one’s teeth: đánh răng help them
words and asks Ss to
3. wash one’s face: rửa mặt understand the
repeat.
Quiz.
4. go to bed: đi ngủ - Teacher checks the
5. have breakfast / lunch / dinner: ăn sang/trưa/ tối meaning, part of

speech,
phí
6. go to school: đi học pronunciation.
7. study (v): học
8. watch TV: xem TV
9. do one’s homework: làm bài tập
10. have classes:
8 ACTIVITY 1. Complete the table with the verbs in 6 Teacher lets -To check
mins blue in the Days and Nights Quiz. Then listen and Students work in Students’
check. groups of 3 to understanding.
complete the table
with the verbs in blue
in the Days and
Nights Quiz.
7 Students work in
groups to do the
exercise.
Answer key:
8 Students listen and
1 Start / Finish the day: get up, brush my
check the answers.
teeth, wash my face, go to bed, sleep
2 Eat: have breakfast / lunch / dinner
3 Travel: go to school, get home
4 Free time: watch TV, relax, play video games,
chat online
5 Work and study: study, have classes, do their
homework, help with the
phí
housework.
6 ACTIVITY 2. Read the Days and Nights Quiz. Are the - Teacher calls some - To check
sentences True or False? Compare with a partner using Students to read the Students’
mins
the Key Phrases. Quiz. understanding.
- Students do the quiz

and say whether the
Answer key:
sentences are true or
1 True 2 True 3 True 4 False false.
5 False 6 True 7 False 8 True - Teacher corrects the
9 False 10 True 11 False 12 False answers.
5 VOCABULARY - Teacher elicits each
phí of the words in the box.
mins 1. always (adv) luôn luôn
every time or all the time
2. normally / usually (adv) thường thường
in the way that most often happens
3. often (adv) thường
many times
4. sometimes (adv) thỉnh thoảng
not always or often
5. never (adv) không bao giờ
not at any time - Teacher asks
ACTIVITY 3. Listen and complete the sentences. Students to listen and

complete the
Answer key:
phí
1 sometimes 2 always 3 often sentences.
4 normally 5 never 6 usually

- Students check the
answer on the
screen/board.
5 ms Language note - Adverbs of frequency - Teacher asks Students - To prepare

the question: What are vocabulary,
Ex: a) I always have breakfast.
adverbs of frequency? language note
b) I never go to bed before 11. and for Students.
represents the
Language note.
Usage: to say how often we do things, or how often
things happen.
always normally often sometimes never

/ usually
100% 0%
phí
Rules:
Adverbs of frequency come ...
1. after the verb be.
2. before other verbs.
* Practice: Finding the mistakes in the

sentences.
1. Jo goes always to school on foot.
phí
2. The bus often is late.
3.1 never watch TV. - Students work in pairs

and correct the
4. People in this school are usually friendly.
mistakes in the
5. She normally doesn’t walk to school. sentences.
Answer key: - Teacher corrects the

answers.
1. Jo always goes to school on foot.
2. The bus is often late.
3. correct
4. correct
5. She doesn't normally walk to school.
PRODUCTION - Teacher lets Students - To help

work in group of 4. Students write
10 ms ACTIVITY 4. Speaking. Talk about favorite day.
and talk about
- Students choose their
daily routines.
favorite day, write or
Students should talk: draw activities in a
- a favorite day/ special day paper.
- activities in a day (get up, get dressed....) - Teacher gives

Students enough time
- time (at least 2 activities)
for their presentation in
- the activity they like best front of the class.
2 ms HOMEWORK - Students do - To prepare well
phí homework and prepare for the
- Do exercise in workbook page 20.
for the next
phí
- Prepare for the next lesson: Reading - A busy day. lesson. next period.
+ Answer the question: What things do you do with your brother / sister?
LESSON PLAN
UNIT 2: DAYS - LESSON 2: READING
A busy day
AIMS:
By the end of the lesson, students will be able to understand the general idea of a text.
TEACHING AIDS:
Textbook, projector, pictures
TECHNIQUES:
- reading skill, speaking skill.
- group work, individual.
PROCEDURES:
1. sleep 2. chat online team comes up and sits the

chair, so they are facing their
3. have dinner 4. help with the
team-mates and have
housework
their back to the board.
5. wash your face 6. do your
- Teacher writes words or
phí
homework. phrases clearly on the board.
- Students take part in the

game by using synonyms,
antonyms, definitions to
describe that words for their
friend.
- Teacher declares the

winner.
- Teacher gives students

questions to lead in the new
lesson.
-To make
- Teacher introduces the new Students eager to
lesson. start the lesson.
ACTIVITY 1. Look at the photo (P26) and
answer the question: What is the picture about?
Suggested answer:
It’s about family.
Lead-in
To find more specific information about house

or family, today we will continue with Reading
lesson.
II. PRE-READING
phí
7
phí
mins VOCABULARY
1. son (n) con trai - Teacher elicits each of the - To prepare

words. vocabulary for
2. daughter (n) con gái
Students and
- Teacher reads the words and
3. grandchildren (n) cháu (của ông bà)
help them
asks Ss to repeat.
4. brother (n) anh/em trai understand the
- Teacher checks the meaning, Quiz.
5. sister (n) chị/ em gái
part of speech, pronunciation.
6. parent (n) ba mẹ
7. organised (adj) có tổ chức
8. help with the housework: phụ giúp công việc

- Teacher asks some
nhà
students to put suitable words
ACTIVITY 1. Put new words in the correct into columns.
columns add more words to each.
ijjlMan Woman
Suggested answers:
- son, brother (father, uncle, grandfather,

grandson)
- daughter, sister, granddaughter (mother,
phí
grandmother, aunt)
15 III. WHILE READING - Teacher lets students work -To help students
mins phí in pairs to listen the text and understand the
ACTIVITY 2. Listen and choose title a-c for the
choose the title. (with the general meaning.
text. Then read the text and check your idea.
books closed)
- Students work in pairs to do

Answer key: the exercise.
c. Happy house - Teacher lets students open
their books, explains, and
corrects the answer.
ACTIVITY 3. Read the Skills Strategy. Then

read and listen to the text and choose the correct
words.
SKILLS STRATEGY
- To check
How to predict the meanings of words:
- Teacher calls some students students’
• First, look at the context. to read Exercise 2 and let understanding in
them read Skills Strategy detail.
• Then, scan the text to find the meanings of the
themselves to know how to do
words, for example, this text is about family
the exercise.
members. When you find out the meaning of
one family member, it will be easier to work out - Students read Skills Strategy
the rest. and choose the correct words
individually.
phí
- Teacher corrects the

answers.
- Students practice reading.

Answer key:
1 doesn’t have breakfast 2 don’t help
3 at home 4 always
IV. POST READING - Teacher lets Students work - To help

in group of 4. students write
13 ACTIVITY 4. Speaking. Talk about the
and talk about
mins Radfords and your family routines. What are the - Students discuss and write
family routines.
differences? activities in a poster.
- Teacher gives Students

enough time for their
Students should talk:
presentation in front of the
class.
the Radfords my family
• Noel gets • My father

up at 4.45 a.m
-> There are some differences between my

family and the Radfords routines:
First,
Second,
Finally,
2 V. HOMEWORK - Students do homework and - To prepare well
mins phí prepare for the next for the
phí
- Do exercise in workbook page 22 lesson. next period.
- Students prepare for the next lesson: Language Focus - Present simple: affirmative and
negative.
LESSON PLAN
UNIT 2: DAYS - LESSON 3: LANGUAGE FOCUS
PRESENT SIMPLE: AFFIRMATIVE AND NEGATIVE Aims:
- Use the " Present simple" to talk about facts and routines.
Language content:
- Vocabulary:
- Grammar: Present simple tense-affirmative and negative.
Teaching Aids:
- Textbook, tape, power point

STAGE/TIME ACTIVITY
I. WARMUP Game: Sing a song:
- The class sings " Daily routines freeze song"
Target vocabulary:
phí
- Have students listen to the song and then write the daily routines.
- Teacher asks students some questions:
-> What do you do in the morning?
+ I wash my face, take a bath,...
-> Do you make your bed every day/
+ Yes, I do./No, I don't.
-> What time do you eat breakfast?
+ I eat breakfast at 6 in the morning.
II. WHILE + PRESENTATION:

TEACHING
*Activity 1: Grammar point: "Present simple tense"
phí
THE SIMPLE PRESENT TENSE -THÌ HIỆN TẠI ĐƠN
+ The usage: Teacher explains the usage of the simple present tense.
-We use the present simple to talk about:
ssomething that is true in the present:

- I'm nineteen years old.
- I'm a student.
- He lives in London.
- The earth goes around the sun
ssomething that happens regularly in the present:

-1 play football every weekend.
- He works in a big bank.
- Mary gets up at 6 every morning.
- The children don't go to school on Sundays.
s Use the simple present with:
- Every day/ every morning/...
- Day after day/...
+ Form:
-> Affirmative form:
(+) S + Verb / Verb -s/-es
phí
Eg: They live in Ha Noi.
She lives in Ha Noi.
-> Negative form:
(-) S + don't / doesn't + Verb-bare
Eg: They don't live in Ha Noi.
She doesn't live in Ha Noi.
J Spelling rules:
+ We use the present simple when we talk about facts and routines. The verbs for
he, she and it end differently:
- We add -s to most verbs:
+ Work -> works
+ Live -> lives
- We add -es when a verb ends with: -o, -ch, -s, -sh, -x or -z.
+ Watch -> watches
+ Wash -> washes
+ Mix -> mixes
+ Go -> goes
- We remove -y and add -ies when a verb ends with a consonant + y.
+ Try -> Tries
+ Fly -> flies
*** With a vowel + y:
phí
+ Play -> plays
+ Stay -> stays
- Have students copy down to their notebooks.
+ PRACTICE:
* Activity 2: Compare the sentences. Then match a-d with spelling rules 1-4
- Read out the sentences and highlight the different forms for I and he / she.
- Have students match the sentences with the spelling rules.
- Then check answers with the class.
+ Key: 1 d 2 c 3 a 4 b
* Activity 3: Choose the correct verbs.
- Have students work in pairs to complete the sentences.
- Then check the answers with the partner.
- Key: 1. go 2. relax 3. speaks 4. finishes 5. have 6. Studies
* Activity 4: Pronunciation-third person -s
- Teacher explains:
+ /s/: -p, -k, -t, -f
Eg: Stops /stop/
Laughs /l^fs/
+ /iz/: /s/, /z/, /J7, /tJ7, /3/, /d3/.
phí
Eg: Watches / wa:tfiz/
phí
Washes /wa:jìz/
+ /z/: /b/, /d/, /g/, /v/, /ỗ/, /m/, /n/, /r]. /l/, /r/,...
Eg: Plays /pleiz/
Bags /b^gz/
- Have students listen to the third person form of the verbs and asks which verbs
ends with an /iz/ sound.
- Teacher asks students repeat the verbs.
- Key: 1c2c3a4c5d
* Activity 5: Complete the examples from the text on page 26.
- Students complete the examples then compare their answers in pairs.
- Students then choose the correct words to complete the rules 1-3.
- Key: 1. don't help 2 doesn't watch 3. don't; go
* Activity 6: Look at the information in the table. Write affirmative and negative
about people.
- Have students work in pairs to complete the table.
- Teacher asks students read through the information in the table with the partner.
phí
- Have students write sentences individually then compare in pairs.
- New words:
+ Wash the dishes
+ Wash the car
+ Sit (v)
+ Make breakfast
+ Watch TV
- Key:
+Tom and Vicky sit on the sofa a lot.
+Mina doesn't sit on the sofa a lot.
+Tom and Vicky don't make breakfast.
+Mina makes breakfast.
+Tom and Mina don't watch TV a lot.
+Vicky watches TV a lot.
* Activity 7: Discussion
- Have students work in pairs to discuss what happens in their home.
- Teacher allows students time to prepare their answers individually.
- Have some students report.
phí
III. - Summary the lesson.

CONSOLIDATION
- Asks students to write about their daily routines.
IV. HOMEWORK - Learn by heart all the new words.
- Prepare for next lesson - Vocabulary and listening - Special days
LESSON PLAN
UNIT 2: DAYS - LESSON 4: VOCABULARY and LISTENING
I. OBJECTIVES:
- understand the main ideas in an interview about a celebration.
- develop students’ listening skills.
II. Teaching Aids:

STAGE/TIME ACTIVITY
WARMUP Game: "CHAIN GAME"
- T divides class into 3 groups.

- T says a sentence and each group takes turns to give sentences that follow
the teacher and the other groups’ sentence. The group that has more
questions will win.
"Every morning, I get at 6 o'clock, then I......."
PRE-LISTENING
Set context:
phí
- Teacher asks students a question:

“Do you like Tet? Why?”
*Activity 1: Complete the questionnaire.

- Have students work in pairs to complete the questionnaire.
- New words:
+ Celebrate(v)
+ Dance (v)
+ Costume (n)
+ Present (n)=gift(n)
+ Special (adj)
- Key:
1. sing, play, dance 2. wear, make 3. give

4. go out 5. visit, invite 6. have
WHILE-TEACHING * Activity2: Read the Study Strategy.

- Have students read the study strategy with the class.
- Then Teacher asks students to look at exercise 3. Put them small groups to
brainstorm topics or words they need to listen for.
- Teacher plays the audio 3 times and asks students to listen and find out the
topics or words.
phí
+ Fir
+ Meal (n)
+ Lion (n) - show picture
+ Envelope(n) - show picture
- Students' own answers.
* Activity 3: Read the introduction to the radio programme. In what order do they mention the objects
in the photo?
- Teacher allows students time to read the introduction.
- Have students focus on the photos and elicit what they show.
- Teacher plays the audio.
- Students listen and order the objects. Then check answers with the class.
- Key:
1.D 2. B 3. C 4. A
*Activity 4: Listen again. Write TRUE or FALSE
- Have students read through the sentences with the class.

- Teacher points out that for this task students need to read and listen carefully for specific
information.
- Teacher have students work in pairs.
- Teacher plays the audio again.
- Then check answers with the class.
-Key:
1. True
2. False (People clean their houses before Lunar New Year.)
3. False (People often eat vegetarian food at Lunar New Year.)
4. True
phí
5. False (The lion stops at all the restaurants.)
* Optional activity: Answer the questions.
- Teacher have students work in pairs and discuss the answers.
- Teacher checks students' answers.
1. What kind of presents does the speaker prefer?
2. When is the big meal with the family?
3. Does Zoe like fireworks? Why / Why not?

- Suggested answers:
1. Money
2. The day before Lunar New Year
3. No, she thinks they're dangerous
* Activity 5: Think of three things that you often do and three things that you
POST-LISTENING
don’t often do in Tet. Write sentences and say why you like or dislike them.
+ Grammar point: Frequency adverbs:
100% 0%
hardly
always usually/normally often sometimes occasionally never
ever
+ They are usually before the main verb, or between the auxiliary and the main verb. But they come
after the verb to be.
Eg: I always eat breakfast before going to school.
She is never late for school.
- Students write their sentences.
- Teacher asks students to read theirphí
sentences to the class.
- Sing a song " Happy Lunar New Year "
* Consolidation: DRAW A MINDMAP

- Teacher asks students to work in groups and discuss about the things that
they often do in Lunar New Year.
opinions.
- Teacher calls out some students to present their opinion in front of class.
HOMEWORK - Learn by heart all the new words and structure.
- Language focus: review: simple present tense-affirmative and negative.
- Prepare for next lesson: language focus: simple present tense-questions.
LESSON PLAN
UNIT 2: DAYS - LESSON 5: LANGUAGE FOCUS
phí
I. OBJECTIVES:
- talk about free time activities and routines with Present simple tense.
II. LANGUAGE CONTENT
- Present simple tense of verbs: Questions - Simple sentences.
III. TECHNIQUES
* Communicative approach * Gap fill
* Questions & answers.
IV. TEACHING AIDS:
- Pictures, Textbook, power point.
V. PROCEDURES
STAGE/TIME ACTIVITY
WARMUP Game : “CROSSWORD PUZZLES”
- Students have to answer all questions to find the key word.
1) This is a thing Vietnamese people often gives to children with New Year’s
wishes.
2) The tradition dress of Vietnamese women.
3) Look at picture and answer: “What is it?”
4) Fill in the blank: Students have to finish their_______before going to

school.
5) This is a place where people can eat and drink.
phí
L U C K Y M OONN E Y
A O D A I
F I R E W O R K
H O M E W O R K
RE E SS T A U R A NN TT
Hidden word: The most important festival in Viet Nam.
TET HOLIDAY.
PRESENTATION • Set context:
- Teacher asks students some questions to lead in the lesson.
“Do you like this celebration?
Who do you often celebrate with?
What do people often do on this day? ”
- Students answer on their own.
-Teacher writes these questions on the board and elicit that they are in the
present simple.
• Activity 1: Match questions 1-5 with answers a-e. Then choose the
correct words in Rules 1-4.
-Teacher gives students time to guess the answers with their partners. (2
minutes)
- Teacher explains the grammar rules.
> PRESENT SIMPLE TENSE - QUESTIONS
1) Yes - no questions
a) Tobe: Am/ Is/ Are + S + O ?
phí
■=> Short answer: Yes, S + am/ is / are.
No, S + am/ is /are + not.
Ex: Are you a student?
■=> Yes, I am. / no, I’m not.
b) Ordinary Verbs: Do/Does + S + V + O?
■=> Short answer: Yes, S + do/ does.
No, S + do/ does + not.
Ex: Do you like this celebration?
■=> Yes, I do. / No, I don’t
2) Wh-questions
a) To be: Wh-word + am/ is/ are + S?
Ex: Where are you from?

Who is he?
b) Ordinary Verbs: Wh- word + do / does + S + Vinf + O?
Ex: Where do you come from?

What does she do?
- Teacher asks students copy down the lesson into their notebooks.
- Teacher checks students’ answers in task 1.
(Suggested answers)
1b - 2c - 3e - 4d - 5a
Rules: 1) do and does
2) don’t add
3) beginning
4) do
phí
PRACTICE
Activity phí
2: Choose the correct words.
- Students read the sentences and choose the correct words. They can compare
their answers in pairs.
(Suggested answers)
1. Do 4. have
2. do 5. does
3. Does
• Activity 3: Look at exercise 2. Complete the Key Phrases. Add more

words to the list.
- Teacher refers students back to exercise 2 and elicit the first answer as an
example.
- Students then complete the remaining key phrases.
- Teacher checks answers with the class and check that students understand
all the key phrases.
(Suggested answers)
1. in 3. on
2. at 4. at
■=> Time expressions: every hour / day / week/ month / year /...., every
morning/evening / in the morning/the summer /spring/..., on Monday /
Tuesday / weekdays. ., at the weekend/New Year / Christmas, ..
• Activity 4: Work in pairs. Have a question competition. Write

questions with words from the grid. How many questions can you make in
five minutes?
- Teacher focus on the grid and makes sure students understand “Where,
When ” and “How often ”.
- Teacher elicits a few example questions from the class. (Ex: How often do
phí
you help at home?)

- Teacher asks students to work in pairs and gives them five minutes to write
their questions.
- Teacher asks some pairs to read their questions to the class. Correct any
errors, and see which pair wrote the most correct questions.
(Suggested answers)
Where does your teacher live?
Do you like cooking?
When do your parents go to bed?
• Activity 5: Choose and tick (✓) the simple sentences.

- Before doing the task, teacher explains what a simple sentence is to the
students.
■=> A simple sentence consists of ONE independent clause.

- Teacher asks students to do the task individually.
- Teacher checks the answers.
(Suggested answers)
1. I prefer lucky money. )
2. I like reading, but she likes chatting online.
3. She loves oranges but hates apples.
4. She and I eat apples. (^ )
5. She plays football, and he likes it.
• Activity 6: Work in pairs. Complete questions 1-7 with time expressions

from the Key Phrases. Ask and answer the questions.
- Teacher asks two students to read out the example question and answer.
- Students work in pairs to ask and answer their questions.
- Teacher asks some pairs to present in front of the class.
- Teacher corrects any mistakes.
(Students' own answers)
phí
CONSOLIDATION Game: “INTERVIEW”
- T asks Ss to work in pairs. One student is the interviewer, the other is the
celebrity.
- Students discuss with their partners and write down 6 questions for the
interview. After that, they roleplay for the interview in 3 minutes.
- Teacher calls some pair to present their interview in front of the class.
- T gives feedbacks to the presentation.
HOMEWORK - Learn by heart all structures.
- Write a short paragraph about what you do in a day.
LESSON PLAN
UNIT 2: DAYS - LESSON 6: SPEAKING
I. OBJECTIVES:
- make plans and suggestions.
- develop speaking and listening skills.
II. LANGUAGE CONTENT:
- Grammar: Simple present tense to talk about daily activities.

- Language function: expressions used in making plans and suggestions.
III. TECHNIQUES:
IV. TEACHING AIDS:
- Pictures (copying & enlarging from the textbook), power point.
V. PROCEDURES
phí
STAGE/TIME ACTIVITY
WARMUP Game: “SURVEY
- Teacher shows the question “What do you usually do with your friends at
the weekend?” on the screen.
- Students will go around the classroom and ask their friends for information.
- After 3 minutes, teacher calls some of the students go to the front, say
something about their surveys to find out which activities are the most
popular at the weekends.
Activities Student 1 Student 2 Student 3
play soccer
read books
go shopping
PRESENTATION
• Set context:
- Teacher asks students some questions to lead in the lesson.
“What do you often do at the weekend?
Do you often play soccer with your friends at the weekend?
Who do you go shopping with? ”
- Teacher writes these questions on the board and elicits that they are in the
present simple.
• Activity 1: Look at the programme for Special days atHighfield School.

Check any new words. Which activities interest you? Which
phí
don’t interest you?
- Teacher gives students time to read the programme. Students can use
dictionary to check the meanings of the words if necessary.
- Teacher asks individual students which activities interest them and which
don’t interest them.
> New words:
- competition (n) (explanation)
■=> dance competition (n)
■=> costume competition (n)
- culture (n) (explanation)
- Teacher asks students listen and repeat.
- Students copy down new words into their notebooks.
PRACTICE • Activity 2: viện
Watch
Thư Đềorthi
listen andnghiệm
- Trắc complete- the
Tàidialogue.
liệu học What do Daisy
tập Miễn
phí decide to do?
and Gareth
- Teacher shows picture about Gareth and Daisy and asks some questions.
“How many people in this picture?
Can you guess where are they? ”

- Students answer. (There are 2 people. They are maybe at school)
- Teacher allows students time to read through the gapped dialogue.

- Teacher plays the video or audio for students to watch or listen and
complete the dialogue.
- Students listen and fill in the gap.
- Teacher plays the video or audio again for students to check their answers.
- After having a complete dialogue, teacher asks students a question to
phí
check their understanding.
phí“What do Daisy and Gareth decide to do?”
(Suggested answers)
1) cooking class 4) dance competition
2) concert 5) disco
3) disco
They decide to go to the dance competition and the concert, and the disco
in the evening.
• Optional activity: Speaking

- Teacher writes some questions on the board and asks students to work in
pairs to find the words/ phrases with the same meanings in the dialogue.
1) Which ones show that you agree? Right; Yes, OK.
2) Which ones do you use while you think? Mmm; Well.
3) Which do you use when you’re surprised? No?
- Students answer.
• Activity 3: Watch or listen again. Then practice the dialogue.

- Teacher plays the audio or video again. Tell students to listen carefully for
the pronunciation and intonation.
- Students practice the dialogue with their partners in 2 minutes.
- Teacher calls some pairs to practice in front of class and checks Students’
intonation and pronunciation.
• Activity 4: Complete the mini dialogue. Use some of the ideas from the
family fun day programme in exercise 1.
- Teacher focus on the phrases that use to make plans and suggestions for
students.
- Teacher asks students to find the key phrases in the dialogue and makes sure
they understand everything.
- Students complete the mini dialogue in their own.
phí
- Teacher calls some pairs to practice the dialogue again.

Making plans and suggestions
- What’s on?
- What do you want to do / see?
- I’m not really interested in (the) ... .
-1 like the sound of (the) . .
- What about (the) . ?
- Let’s go to (the) ... .
• Activity 5: Work in pairs. Look at the cinema programme. Prepare

and practice a new dialogue.
- Students work in pairs to prepare a new dialogue. Students swap roles and
practice again.
- Teacher asks some students to perform their dialogues for the class.
- Teacher gives feedback to students’ presentation.
CONSOLIDATION Game: “DESIGN A POSTER”
- Teacher asks students to work in pairs and design a poster for a special
day at school.
- After making the poster, each pair will swap their poster with another pair
and make a dialogue using the poster they have been given.
- Teacher gives students 3-4 minutes to discuss and make a dialogue.
- Teacher calls some pair to present in front of the class.
- T gives feedbacks to the presentation.
HOMEWORK - Learn by heart all structures.
- prepare the next lesson: Writing.
phí
LESSON PLAN
UNIT 2: DAYS - LESSON 8: CLIL_GEOGRAPHY
TIME ZONES
- Talk about time zones.
Teaching Aids:
- Textbook, audio recording (24), power point slides, groups’ boards ...
STAGE/TIME ACTIVITY
I. WARMUP
- Teacher divides the class into small groups.
- Students have to match the words: “longitude, Prime

Meridian, Greenwich Mean Time, east, west, north, south” with their suitable
definitions.
- Students have to answer by using their group board.
- Which group has all the correct answer will be the winner and they will
have a plus.
Answer key:
1/ Longitude - is the distance of a place east or west of the Greenwich

meridian, measured in degrees.
2/ Prime Meridian - is the meridian in a geographic coordinate system at

which longitude is defined to be 0°.
3/ Greenwich Mean Time - is the mean solar time at the Royal Observatory in
Greenwich, London, counted from midnight.
4/ East - is the direction that you look towards to see the sun rise.
phí
5/ West - is the direction that you look towards to see the sun go down.
6/ North - is the direction that is on your left when you watch the sun rise.
7/ South - is the direction that is on your right when you watch the sun rise.
II. WHILE
Thư
* Exercise 1: viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn
TEACHING phí
- Let students read the new words again.
- After reading, teacher is going to explain the exercise and let students
complete the exercise in group.
- Which group has the correct answer will be a winner and will get a point.
Answer key:
1 Prime Meridian 2 Greenwich Mean Time 3 north 4 west 5 east 6 south
7 longitude
* Exercise 2:
- Students read and listen to the text again and decide if the sentences are true
or false.
- Teacher is going to point out that they need to correct the false sentences.
They can compare their answers in pairs.
- Teacher is going to check answers with the class.

Answer key:
1 False (They go from north to south.)
2 False (The Prime Meridian is the line at 0° longitude.)
3 True
phí
4 False (The time in places east of the Prime Meridian is ahead of GMT.)
* Exercise 3:
- Students work in pairs to look at the clocks and answer the questions.
- If students didn’t use their phones to answer the questions in the Warm-up,
ask them again now what time it is in New York, London and Ha Noi.
Answer key:
1/ England, the USA, Spain, Brazil, Australia, Viet Nam.

2/It's behind.
3/ It's seven hours ahead.
4/It's three hours behind.
5/ It's 10 p.m.
6/No, because it's 2 a.m.
* Exercise 4:
- Students work in pairs to complete the table.
- Teacher is going to check answers with the class, then ask two confident
students to read out the example dialogue.
- Students ask and answer questions. Once students have asked questions
using the times in the table, they can take turns to choose a different time for
London, so their partner has to work out the time in one of the other cities.
Answer key:
Tokyo: 10p.m., Mexico City: -7, Sydney: +10, Rio: 10 a.m., Ha Noi: 8p.m.
Students' own answers.
III. - Summary the lesson.

CONSOLIDATION
- Teacher asks students to practice answering the time of different countries in

different time zones.
phí
IV. HOMEWORK - Learn by heart all the new words and the structures.
- Prepare for next lesson - Unit 2: Puzzles and games.
LESSON PLAN
UNIT 2: DAYS - LESSON 9: PUZZLE and GAMES
- Talk about their daily routines.
- Use the adverbs of frequency in sentences.
- Use the simple present tense.
Teaching Aids:
- Textbook, power point slides, ...

STAGE/TIME ACTIVITY
I. WARMUP
- Teacher divides the class into small groups.
- Students are going to play the game “Lucky numbers”.
- Students are going to choose numbers in team and answer “What activity is
it” in each picture.
- They will get a point with a correct answer. If they can 't answer, other
groups will have a chance to answer.
- At the end, which group has the highest score will be the winner.
Answer key: There are 9 numbers:
1- Wash the dishes
2- Do the laundry
phí
3- Lucky number
4- Have breakfast
5- Go to school
6- Do the housework
7- Lucky number
8- Playing video games
9- Do homework
II. WHILE
Thư
* Exercise 1: viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn
TEACHING phí
- Teacher is going to demonstrate how the puzzle works using the example
answer. - Students could work in pairs for this, and teacher could do it as a
race to make it fun.
- As an extension, students could work in pairs and write the code for another
phrase for daily routines from pages 22 and 23. They could then swap with
another pair and solve the puzzle they are given.
Answer key:
11 get up at six.
21 sometimes go to school on foot.
3 My mum doesn't watch TV.
4 We relax after dinner.
* Exercise 2
- Teacher is going to read out the instructions and check that students
understand the game.
- With weaker classes, brainstorm some sentences that students could use in
the game, e.g. You sometimes watch TV. You never play football.
phí
- Teacher is going to point out that they must try to think of sentences that are
true for their
phí partner.
- Students play the game.
- Students could repeat the game with a new partner for extra practice.
- This time, teacher could specify that all the sentences must be negative, or
instead of sentences, students must ask questions which elicit the answer ‘yes’.
Answer key:
Students ' own answers.
* Exercise 3
- Teacher is going to divide the class into two teams and explain that each
student in turn must say one word, and the idea is to keep the sentence going
to make it if possible.
- Teacher is going to elicit some words for making a sentence longer,

e.g. and, but, also.
- Teams are going to take turns making their longest sentence.
- The other teams can listen and count the words in the sentence. Students
could also play this game in small groups.
- See which group manages to make the longest sentence.

Answer key:
Students' own answers
* Exercise 4:
- Teacher is going to read out the instructions, look at the example, and point
out that the circled letters make up the example.
- Students are going to work in pairs to find the verbs and match them to the
pictures.
With weaker classes, teacher could allow students to refer to page 26 to help
them. With stronger classes, teacher could specify that students must not
phí
look back.
- Teacher could do it as a race.

Answer key:
1/ wear crazy clothes
2 /give presents
3/ have a special meal
4/ dance
5/ visit family
6/ play music
7/ celebrate
8/ make costumes
* Exercise 5:
- Teacher is going to read out the instructions and check that students
understand the game.
- Students are going to write their questions.
- With stronger classes, students could use their own ideas, as well as the ideas
in the box. With weaker classes, put students into pairs to write their
questions, then put them into different pairs to ask and answer.
- Students are going to work in pairs to ask and answer their questions and
guess the false answers.
- Students could swap roles and play the game again.
- Teacher is going to see who managed to guess the false answers.

Answer key:
Students ' own answers.
Assessment
Unit 2 tests, Teacher's Resource Disk
III.
phí
CONSOLIDATION - Listen and read the adverbs of frequency and some daily activities.
- Teacher asks students to practice asking and answering about daily activities.
IV. HOMEWORK
- Review the grammar structures and new words of unit 2.
- Complete the progress review 1 on page 34.
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Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn

SÁCH CHẰN TRỜI SÁNG TẠO

UNIT STARTER: LESSON 1: VOCABULARY

Aims: By the end of the lesson, students will be able to:

- Say questions and answers with the correct information.

- Develop students ’ speaking and listening skills.

- Talking about their own hobbies and interests.

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.

- T has students open their books to page 18.

- Students listen and check the answer.

- T has students open their books to page 18.

- T invites some students to read the words aloud.

- T explains the new words in the text before doing:

Example: My mother is good at cooking.

Example: I am interested in playing video games.

3. Favorite (n): a person or thing that is best liked.

- Compare the answers each other before checking

*** Activity 3: Task 2 - page 18

- Students listen and complete the phrases.

- Check the answers with the class.

3. films and watching TV

5. shopping and meeting friends

- T has some students say the sentences again.

- Have Ss talk about hobbies and interests: work in pairs.

1. What is your hobby?

2. What do you like doing?

3. Do you play any sports?

4. What sort of hobbies do you have?

TIẾNG ANH 6 FRIENDS PLUS

UNIT STARTER: LESSON 2: LANGUAGE FOCUS

Be - Affirmative and Negative

Aims: By the end of the lesson, students will be able to

- Help students learn how to introduce people.

- Textbook, tape, power point

I. WARMUP Have three students play the roles.

Then write: Good morning, Good afternoon, Good evening,

-The " To be" is a verb used to describe something or someone.

- To talk about names, ages, feeling, nationalities,...

am 'm are 're is 's are 're

NEGATIVE FORM ( FULL AND SHORT FORMS)

+ Exercise 1: Have Ss work in pairs to complete the table.

- Students check the answer with their partners

- T check that students understand Zebras. Students complete the sentences

*** Activity 2: Subject pronouns

- The subject of a sentence is a person or thing that performs the action of

_________are flying a kite. (Dad and I)

-> We are flying a kite.

________likes to play football. (Tom)

->He likes to play football.

________are friends.( Mr. Smith and Dr. Boss)

- Replace the words in brackets by the correct subject pronoun.

1. Hi! My name is Mary Elizabeth. 1 am nine years old. (Mary Elizabeth)

2. My mother's name is Andrea. —SHE is wearing an orange skirt. (Andrea)

3. My dad wears glasses. —HEis an engineer and his name is Anthony.

4.Sammy is my brother. —HE is seven years old. (Sammy)

5. My grandparents are visiting us. —THE are very nice. (Grandparents)

6.Our dog is a Labrador. —IT is a big dog.

9. —IT is not very far from South Carolina. (Florida)

*** Activity 3: Possessive adjectives:

1 1 have a shirt. MY My shirt is green.