Week: Planning date:

Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: A BUSY DAY - LESSON 2: READING

I. AIMS:
1. Language contents:
- Vocabulary: revision of daily routines – Extra vocabulary: Words in blue.
2. Knowledge: By the end of the lesson, my students will be able to understand about a day.
3. Skills:
- Main skills : reading and writing skills.
- Sub skills : listening and speaking skills.
4. Attitude: respect and love all members of a family.
5. Competences:
- know how to answer specific questions about the text.
- use vocabulary items related to the issue of passage.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy.
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game “HOT SEAT?”
- Split the class into two teams - Work in two teams.
- One student from each team comes up - One student from each team comes 1. sleep 2. chat online
and sits the chair, so they are facing up and sits the chair, so they are 3. have dinner 4. help with the
their team-mates and have their back facing their team-mates and have housework
to the board. their back to the board. 5. wash your face 6. do your
- Write words or phrases clearly on the - Look at the words or phrases homework.
board. clearly on the board.
- Let Students take part in the game by - Take part in the game by using
using synonyms, antonyms, synonyms, antonyms, definitions to
definitions to describe that words for describe that words for their friend.
their friend. - Find the winner.
- Declare the winner.
-
-
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.
(10’)
- THINK (2’)
- Read the questions with the class. Ask - Work individually and answer
individual students to answer and tell questions. Question:
the class about their family. “Who do you get on well with in your
 - Ask more questions to encourage family?”
students to say more. “What things do you do with your
bothers/ sisters?”
- Go around for help if necessary. “Is anyone in your family annoying?
Why?
Activity 1. Look at the photo (P26) and
answer the question: What is the picture
about? - Work in pairs. Suggested answers:
- Read out three titles and check that - Look at the photo and three titles. Happy House
students understand them all. - Skim the text.
- Ask students to look at the photo. - Compare the answers with
- Point out to students that this task partners.
they need to understand the general - Check answers with class.
meaning, so they shouldn’t worry if
they don’t understand all the detail at
this point.
- Have students read the text and
choose the title. They can compare
their ideas in pars.
- Check answers with class.
III. WHILE READING. T - Ss - T/ S - S/ Indiv.
(20’)
- Activity 1 (5’) Skills Strategy.
- Let students read the skill strategy - Read the skill strategy before doing
before doing exercise 2. exercise 2.
- Read through the sentence with class - Read through the sentence with
and make sure they understand class and make sure they
everything. understand everything. Suggested answers:
- Point out that for this task students - Read and listen carefully to find a) doesn’t have breakfast
need to read and listen carefully to specific information. b) don’t help
find specific information. - Listen to the audio. Check answers c) at home
- Play the audio. Check answers with with the class. d) always
the class.
* Optional Activity - Work in pairs to answer the
- Write the following questions on the questions from memory then scan Questions
board or dictate them to the class: the text quickly to find out the Who …
Who … answers. 1 gets up at 6.45 a.m.?
1 gets up at 6.45 a.m.? - Check answers with the class 2 works at home?
2 works at home? 3 helps with the housework?
3 helps with the housework? 4 doesn’t watch TV a lot?
4 doesn’t watch TV a lot? 5 goes to bed at 7 p.m.?
5 goes to bed at 7 p.m.?
- Have students work in pairs to answer Suggested answers:
the questions from memory then scan 1 The children
the text quickly to find out the
 answers.
- Check answers with the class.
- Activity 2 (15’) Vocabulary Plus.
- Have students use a dictionary to
check the meanings of the words in
blue in the text.
- Discuss the meanings with the class.
- Students to translate the words into
their own language to
understanding.
VOCABULARY
1. son (n) con trai – using pictures.
2. daughter (n) con gái – using pictures.
3. grandchildren (n) cháu (của ông bà) –
using pictures.
4. brother (n) anh/em trai – using pictures.
5. sister (n) chị/ em gái – using pictures.
6. parent (n) ba mẹ – using pictures.
7. organised (adj) có tổ chức – using
dictionary.
8. help with the housework: phụ giúp công
2 Sue
3 Sue and Noel’s older daughter
4 Sue
5 The young children
- Use a dictionary to check the VOCABULARY
meanings of the words in blue in 1. son (n) con trai
the text. 2. daughter (n) con gái
- Discuss the meanings with the 3. grandchildren (n) cháu (của ông bà)
check class. 4. brother (n) anh/em trai
- Translate the words into their own 5. sister (n) chị/ em gái
language to check understanding. 6. parent (n) ba mẹ
7. organised (adj) có tổ chức
8. help with the housework: phụ giúp
- Discuss with the partner. công việc nhà
- Write the blue words in the correct Put new words in the correct columns
columns and add more words to add more words to each.
each. Check answers with the class Man Woman
and bring students’ ideas together
on the board.
- .
việc nhà – using gestures.
Suggested answers:
- Vocabulary check - son, brother (father, uncle, grandfather,
- Let students work in pairs. grandson)
- Draw two columns on the board, - daughter, sister, granddaughter
with a stick figure of a man at the (mother, grandmother, aunt)
top of one, and a stick figure of a
woman at the top of the other.
- Ask students to write the blue
words in the correct columns and
add more words to each. Check
answers with the class and bring
students’ ideas together on the
board.
IV. POST READING. T - Ss - T/ S - S / Indiv.
(5’- 10’)
Activity 1 (5’) Speaking. Talk about the
Radfords and your family routines. What
are the differences? - Work in group of 4. Students should talk:
- Let student work in group of 4. - Discuss and write activities in a
- Have students discuss and write poster. the Radfords my family
activities in a poster. - Time for their presentation in front  Noel gets up at  My father …..
- Give students enough time for their of the class.
 presentation in front of the class. - Listen to friends’ presentation. 4.45 a.m
 There are some differences
between Your family and the  There are some differences between
Radfords’ routines: my family and the Radfords’ routines:
First, ……………. First, …………….
Second, …………. Second, ………….
- Finally, …………. - Finally, ………….
V. Homework. (2’) - Read Skill Strategy.
- Give homework. - Take notes - Workbook: Exercises page 19.
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………

V. REFLECTION:
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 3: LANGUAGE FOCUS
I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns:
 Simple present – Affirmative and Negative
2. Knowledge: By the end of the lesson, my students will be able to use simple present to talk about fact and routines.
3. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
4. Attitude: have good routines.
5. Competences:
- Identify the rules of how to use Simple present tense in Affirmative and Negative.
- Know how to use adverbs of frequency.
- Know how to pronounce “s” in simple present verbs tense.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES: Songs, Games, Self-Discover Learning, discussion, pairs and groupworks, inductive grammar learning.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game : Sing a song:
- The class sings :" Daily routines freeze
song"
- Target vocabulary:
- Have students listen to the song and
then write the daily routines.
- Check the answers with the class.
- ask 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. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
 Activity 1: Compare sentences. Then
match a – d to spelling rules 1 - 4
- Read out the sentences and highlight
STUDENTS’ ACTIVITIES CONTENTS
- Listen to the song and then write
the daily routines.
- Check the answers with class.
- Answer given 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.
- Read out the sentences and
highlight the different forms for I
and he / she.
 the different forms for I and he / she. - Read out spelling rules.
- Have students look at spelling rules. - Match the sentences with the
- Have students match the sentences spelling rules. Suggested answers
with the spelling rules. - Check answers with the class, and 1. d
- Check answers with the class, and check that students understand all 2. c
check that students understand all the the rules. 3. a
rules 4. b

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25’)

 Activity 2: Choose the correct verbs. (5’)
- Have students work in pairs to - Work in pairs to complete the Suggested answers
complete the sentences. sentences. 1. go 2. relax 3. speaks 4. finishes
- Check the answers with the partner. - Check the answers with the 5. have 6. studies
- Check grammar with the class. partner.
- Check grammar with the class.
 Activity 3: PRONUNCIATION – THIRD
PERSON - s. (5’)
- Model pronunciation of the /ɪz/ Suggested answers:
sound. - Listen to the audio carefully. 1c – 2c – 3a – 4c – 5d
- Play the audio, pausing after each verb - Repeat in chorus and individually.
for students to note down which ones - Check the answer with class.
end with this sound.
- Check answers then play the audio
 again, pausing after each verb for
students to repeat.
 Activity 4: Complete the example from
the text on page 26 then choose the
correct words in Rules 1 - 3 (5’) - Work in pairs. Suggested answers
- Let students complete the examples - Complete the examples then 1. don't help 2 doesn't watch
then compare their answers in pairs. compare their answers in pairs. 3. don't; go
- Check answers with the class. - Check answers with the class.
- Let students choose the correct words - Let students choose the correct
to complete the rules. words to complete the rules.
- Check answers with the class. - Check answers with the class.
- Play the grammar animation.

GRAMMAR POINT: SIMPLE PRESENT

+ The usage: Teacher explains the usage
of the simple present tense.
- We use the present simple to talk
about:
something 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
something that happens regularly in
the present:
- I 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.
 Use the simple present with:
- Every day/ every morning/...
- Day after day/...
+ Form:
 Affirmative form:
(+) S + Verb / Verb -s/-es
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.
 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:
+ Play  plays
+ Stay  stays
Pronunciation-third person -s
- Teacher explains:
+ /s/: -p, -k, -t, -f

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(5’)
 Activity 5: Look at the information in the
table. Write affirmative and negative
sentences about the people. (5’)
- Read through the information in the
table with class.
- Use the picture to make sure students
understand everything.
- Let students write the sentences
individually and then compare in
pairs.
- Check the answers.
Eg: Stops /stop/
Laughs /læfs/
+ /iz/: /s/, /z/, /ʃ/, /tʃ/, /ʒ/, /dʒ/.
Eg: Watches / wɑːtʃiz/
Washes /wɑːʃiz/
+ /z/: /b/, /d/, /g/, /v/, /ð/, /m/, /n/,
/ŋ, /l/, /r/,...
Eg: Plays /pleɪz/
Bags /bægz/
Suggested answers
- Read through the information in +Tom and Vicky sit on the sofa a lot.
the table with class. +Mina doesn't sit on the sofa a lot.
- Look at the picture and make sure +Tom and Vicky don't make breakfast.
understand everything. +Mina makes breakfast.
- Write the sentences individually +Tom and Mina don't watch TV a lot.
and then compare in pairs. +Vicky watches TV a lot.
- Check the answers.
- Prepare the answers individually,

 Activity 6: FINISHED ⏀(5’)
- Allow students time to prepare their
answers individually, then put them
into pairs to discuss what happens in
their home.
- Ask some students to report back on
their partner’s family.
- Refer fast finishers to the Finished?
activity. Students can write their
sentences individually and compare
with another fast finisher.
Alternatively, ask them to read their
sentences to the class, adding in one
false sentence about their partner. See
if the class can guess which sentence is
false.
V. Homework. (2’)
- Give homework.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
- Work in pairs to discuss what
happens in their home.
- Report back on their partner’s
family.
- Refer fast finishers to the Finished?
activity. Students can write their
sentences individually and compare
with another fast finisher.
Alternatively, ask them to read
their sentences to the class, adding
in one false sentence about their
partner. See if the class can guess
which sentence is false.
V. Homework
- Take notes - Learn by heart all structures.
- Workbook: Exercises page 20.
- Write daily activities.
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 4: VOCABULARY AND LISTENING

I. AIMS:
1. Language contents:
- Vocabulary: celebrate, dance, costume, present, gift, special, firework, envelope.
2. Knowledge: By the end of the lesson, my students will be able to understand the main ideas in the interview about a celebration.
3. Skills:
- Main skills : listening and reading skills.
- Sub skills : speaking and writing skills.
4. Attitude: love and be proud of some celebrations of Vietnam.
5. Competences:
- Identify some adverbs of frequency.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, mind-map, study strategy, discussion, pairs and groupworks.
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: “CHAIN GAME!”
- Divide class into 3 groups. - Play the game in groups.
- Say a sentence and each group takes - give sentences that follow the Ex: "Every morning, I get at 6 o'clock,
turns to give sentences that follow the teacher and the other groups’ then I........"
teacher and the other groups’ sentence.
sentence. - The group making the correct
- The group that has more sentences sentence will get 1 point.
will win. - The group having the most correct
answers will be the winner.

II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’)

Set context: (2’)
- Ask a question: Questions
“What is the most important celebration in - Answer their own ideas. “What is the most important
our country?” celebration in our country?”
“Do you like Tet holiday? Why?” “Do you like Tet holiday? Why?”

 Activity 1: Complete the questionnaire.

(5’) - Work in pairs to complete the
questionnaire. - New words:
- Have students work in pairs to - Check the answers with the class. + Celebrate(v) - translation
complete the questionnaire.
 - Check the answers with the class.
 Vocabulary check: (3’)
- Ask students to close their books.
- Put students into small groups.
- Write these words and phrases on the
board: songs, music, costumes,
presents, a family meal, people to your
house
- Groups take it in turn to choose one of
the words or phrases and make a
sentence with it, using one of the
verbs from page 28, e.g. I sometimes
sing songs.
- If the sentence is correct, they get a
point and the word or phrase is
crossed out.
+ Dance (v) – Using gesture
+ Costume (n) – Using picture
+ Present (n)=gift(n) – Using Picture
+ Special (adj) - translation
- Key:
1. sing, play, dance 2. wear, make
3. give
4. go out 5. visit, invite
6. have
- Close their books. Given words or phrases:
- Work in small groups. songs, music, costumes, presents, a family
- Look at these words and phrases on meal, people to your house.
the board: songs, music, costumes,
presents, a family meal, people to
your house
- Groups take it in turn to choose one
of the words or phrases and make a
sentence with it, using one of the
verbs from page 28, e.g. I
sometimes sing songs.
- If the sentence is correct, they get a
point and the word or phrase is
 - If not, it remains on the board.
- Continue until all the words and
phrases are crossed out.
- See which group has the most points.
III. WHILE-LISTENING. T - Ss - T/ S - S/
Indiv. (10’)
 Activity 2: Read the study strategy. (5’)
- Have students read the
strategy with the class.
- Ask students to look at exercise 3.
- Put them small groups
brainstorm topics or words they
need to listen for.
- Play the audio 3 times and ask
students to listen and find out the
topics or words.
 Activity 3: Read the introduction to the
radio programme. In what order do they
mention the objects in the photo?. (5’)
crossed out.
- If not, it remains on the board.
- Continue until all the words and
phrases are crossed out.
- See which group has the most
points.
study - Read the study strategy with the
class.
- Look at exercise 3.
to - Brainstorm topics or words they
need to listen for.
- Listen to the audio 3 times and
find out the topics or words.
- New words:
- Read the introduction. + Firework (n) - show picture
- Focus on the photos and elicit what
 - Allow students time to read the they show. + Meal (n)
introduction. - Listen to the audio and order the+ Lion dance (n) - show picture
- Have students focus on the photos and objects. Then check answers with + Envelope(n) - show picture
elicit what they show. the class. Suggested answers.
- Play the audio. 1. D 2. B 3. C 4. A
- Let students listen and order the
objects. Then check answers with the
class. - Read through the sentences with
*Activity 4: Listen again. Write TRUE or the class. Suggested answers.
FALSE - Read and listen carefully for 1. True
- Have students read through the specific information. 2. False ( People clean their houses
sentences with the class. - Work in pairs. before Lunar New Year.)
- Point out that for this task students - Listen to the audio again. 3. False (People often eat vegetarian food
need to read and listen carefully for - Check answers with the class. at Lunar New Year.)
specific information. 4. True
- Have students work in pairs. 5. False (The lion stops at all the
- Play the audio again. - Work in pairs. restaurants.)
- Check answers with the class. - Check answers.
* Optional activity: Answer the questions. Questions:
- Teacher have students work in pairs and 1. What kind of presents does the speaker
discuss the answers. prefer?
- Teacher checks students' answers. 2. When is the big meal with the family?
1. What kind of presents does the speaker 3. Does Zoe like fireworks? Why / Why
 prefer? not?
2. When is the big meal with the family? - Suggested answers:
3. Does Zoe like fireworks? Why / Why not? 1. Money
2. The day before Lunar New Year
3. No, she thinks they're dangerous
IV. POST-LISTENING. T - Ss - T/ S - S / Indiv.
(20’)
- Activity 4: Think of three things + Grammar point: Frequency adverbs:
that you often do and three things 10
0
that you don’t often do in Tet. Write 0
%
sentences and say why you like or - Write their sentences. %
dislike them. (5’) - Read out their sentences to the class.
usually n
- Have students write their sentences. - Answer in their own. al of som occas hard
/ e
- Ask students to read their sentences - Sing a song :" Happy Lunar New Year " wa te etim ionall ly
normall v
to the class. ys n es y ever
y er
- Have students answer in their own.
+ They are usually before the main verb,
- Sing a song :" Happy Lunar New Year
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.
Activity 5: Game “DRAW A MINDMAP” - Work in group and discuss.
(10’) - Present ideas.
- Ask students to work in groups and
discuss about the things that they
often do in Lunar New Year.
- Give students time to discuss in group
and write down their opinions.
- Call out some students to present their
opinion in front of class.
V. Homework. (2’) V. Homework
- Give homework. - Take notes - Learn by heart all structures.
- Workbook: Exercises page 21.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 5: LANGUAGE FOCUS (PPP)
SIMPLE PRESENT QUESTIONS

I. AIMS:
- Vocabulary: revision
- Patterns: Questions – Simple sentences.
1. Knowledge: By the end of the lesson, students will be able to talk about free time activities and routines with Present simple tense.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: Have a good routine.
4. Competences:
- Identify types of questions in simple present tense.
- Know the rules of how to use long and short adjectives in comparative sentences.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, deductive grammar learning, interview.
IV. PROCEDURES:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: “CROSSWORD PUZZLES”
- Let students answer all questions to - Take part in the game
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?” 1) This is a thing Vietnamese people

4) Fill in the blank: Students have to finish often gives to children with New Year’s

their ______ before going to school. wishes.

5) This is a place where people can eat and 2) The tradition dress of Vietnamese

drink. women.
3) Look at picture and answer: “What is
it?”
Hidden word: The most important festival in 4) Fill in the blank: Students have to
Viet Nam. finish their ______ before going to school.
TET HOLIDAY. 5) This is a place where people can eat
and drink.

Hidden word: The most important

festival in Viet Nam.
 TET HOLIDAY.

II. PRESENTATION. T - Ss - T / Ss - Ss / (15’) Questions:

- Set context: (5’) “Do you like this celebration?
- Ask students some questions to lead in - Listen to the questions Who do you often celebrate with?
the lesson. - Answer own ideas. What do people often do on this day?”
“Do you like this celebration? - Try to use simple present.
Who do you often celebrate with?
What do people often do on this day?”
- Have students answer on their own.
- Write these questions on the board
and elicit that they are in the present
simple.

Activity 1: Match questions 1–5 with (Suggested answers)

answers a–e. Then choose the correct - Guess the answers with their 1b - 2c - 3e - 4d - 5a
words in Rules 1–4. (10’) partners. (2 minutes) Rules: 1) do and does
- Give students time to guess the - Listen to the explanation of the 2) don’t add
answers with their partners. (2 grammar rules. 3) beginning
minutes) - Copy down to notebook 4) do
- Explain the grammar rules.  PRESENT SIMPLE TENSE –
- Ask students copy down the lesson QUESTIONS
into their notebooks. 1)Yes - no

Am/ Is/ Are + S + O ?

- Check students’ answers in task 1. questions
a)Tobe:
 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) Do / Does + S + V + O?
Ordinary
Verbs:
 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)Tobe: Wh-word + am/ is/ are + S?

Ex: Where are you from?

Who is he?
Wh- word + do / does + S +
 b)Ordinary Verbs:
Ex: Where do you come from?
What does she do?
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: Choose the correct words. (10’)
- Let students read the sentences and
choose the correct words. They can - Read the sentences and choose the Suggested answers
compare their answers in pairs. correct words. They can compare their 1. Do 4. have
- Check answers with the class. answers in pairs. 2. do 5. does
- Check answers with the class. 3. Does

Activity 3: Look at exercise 2. Complete

the Key Phrases. Add more words to the
list. (5’)
 Refer students back to exercise 2 and
elicit the first answer as an example.
 Students then complete the remaining
key phrases.
 Check answers with the class and
check that students understand all the
key phrases.
- Look back to exercise 2 and guess the
first answer as an example.
- Complete the remaining key phrases.
- Check answers with the class and
make sure to understand all the key Suggested answers
phrases. 1. in 3. on
2. at 4. at
 Time expressions: every hour / day /
week / month / year /…., every
morning / evening / …, in the

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? (5’)
- Focus on the grid and makes sure students
understand “Where, When” and “How
often”.
- Elicit a few example questions from the
class. (Ex: How often do you help at -
home?)
- Ask students to work in pairs and gives -
them five minutes to write their
questions.
- Ask some pairs to read their questions to
the class.
- Correct any errors, and see which pair
wrote the most correct questions.
morning / the summer / spring /…, on
Monday / Tuesday / weekdays…., at
the weekend / New Year / Christmas, ..
- Focus on the grid and makes sure
students understand “Where, When” Suggested answers.
and “How often”. Where does your teacher live?
- Try to answer a few example questions Do you like cooking?
from the class. (Ex: How often do you When do your parents go to bed?
help at home?)
- Work in pairs and gives them five
minutes to write their questions.
Some pairs to read their questions to
the class.
Correct any errors, and see which pair Explain
wrote the most correct questions. “A simple sentence consists of ONE
independent clause.”
(Suggested answers)
1. I prefer lucky money.
(√ )
- Understand what a simple sentence is. 2. I like reading, but she likes chatting
online. ___

Activity 5: Choose and tick (✓) the simple
sentences.
- Explain what a simple sentence is to
the students before doing the task.
- Ask students to do the task
individually.
- Check the answers.
Activity 6: Work in pairs. Complete
questions 1–7 with time expressions from -
the Key Phrases. Ask and answer the
questions.
- Ask two students to read out the
example question and answer.
- Let students work in pairs to ask and
answer their questions.
- Do the task individually. 3. She loves oranges but hates apples.
- Check the answers. ___
4. She and I eat apples.
(√ )
5. She plays football, and he likes it.
___
- Two students to read out the example
question and answer.
- work in pairs to ask and answer their
questions.
- Ask some pairs to present in front of
the class.
Correct any mistakes.
 - Ask some pairs to present in front of
the class.
- Correct any mistakes.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(5’)
- Game : “INTERVIEW” - Work in pairs. One student is the
- Ask students to work in pairs. One interviewer, the other is the
student is the interviewer, the other is famous celebrity.
the famous celebrity. - Discuss with their partners and
- Let students discuss with their write down 6 questions for the
partners and write down 6 questions interview. After that, they role -
for the interview. After that, they role play for the interview in 3 minutes.
-play for the interview in 3 minutes. - Some pair to present their
- Call some pair to present their interview in front of the class.
interview in front of the class. - Listen to feedbacks to the
- Give feedbacks to the presentation. presentation.
V. Homework. (2’) V. Homework
- Give homework. - Take notes - Learn by heart all structures.
- Workbook: Exercises page 21.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 6: SPEAKING

I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to make plans and suggestions.
2. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
3. Attitude: Feel confident when giving suggestions.
4. Competences:
- Know how to make plans and suggestions.
- Communicate confidently with friends.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pair work and group work, conversations, role – play, survey.
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: “SURVEY” (5’)
- Show the question “What do you
usually do with your friends at the
weekend?” on the screen.
- Say the rule that students will go
around the classroom and ask their
friends for information.
- After 3 minutes, call 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.
- Look at the question.
- Go around the classroom and ask
their friends for information.
- After 3 minutes, call 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.

II. PRE-SPEAKING. T - Ss - T / Ss - Ss / (5’)

Set context: What do you often do at the weekend?
- Think: - Answer the questions. Do you often play soccer with your
- Ask students some questions to lead in - Listen to their friends’ answers. friends at the weekend?
the lesson. Who do you go shopping with?
“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?”
- Let Students answer in their own.
- Write these questions on the board and
elicits that they are in the present
simple.
III. WHILE-SPEAKING. T - Ss - T/ S - S/
Indiv. (25’)
 Activity 1: Look at the programme for  New words:
Special days at Highfield School. Check - Read the programme. students can - competition (n) (explanation)
any new words. Which activities use dictionary to check the meanings  dance competition (n)
interest you? Which don’t interest you? of the words if necessary.  costume competition (n)
(5’) - Answer individually which activities - culture (n) (explanation)
- Give students time to read the interest them and which don’t
programme. students can use interest them.
dictionary to check the meanings of the - Answer in their own.
words if necessary. - Listen and repeat.
- Ask individual students which activities - Copy down new words into their
interest them and which don’t interest notebooks.
them.
- Students answer in their own.
- Ask students listen and repeat.
- Let students copy down new words
 into their notebooks.
 Activity 2: Watch or listen and
complete the dialogue. What do Daisy
and Gareth decide to do? (5’)
- Show picture about Gareth and Daisy
and ask some questions.
How many people in this picture?
Can you guess where they are?
- Let students answer. (There are 2
people. They are maybe at school)
- Allows students time to read through
the gapped dialogue.
- Play the video or audio for students to
watch or listen and complete the
dialogue.
- Let students listen and fill in the gap.
- Play the video or audio again for
students to check their answers.
- Check answers with the class.
- Ask students a question to check their
understanding after having a complete
dialogue.
- Look at picture about Gareth and
Daisy and answer some questions.
How many people in this picture?
Can you guess where they are?
- Answer the questions. (There are 2
people. They are maybe at school)
- Read through the gapped dialogue.
- Play the video or audio for students
to watch or listen and complete the
dialogue.
- Listen and fill in the gap.
- watch the video or audio again to
check their answers.
- Check answers with the class.
- check their understanding after
having a complete dialogue.
- Look at the words or phrases on the think?  Mmm; Well.
board.
How many people in this picture?
Can you guess where are they?
“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.
1. Which ones show that you agree? 
Right; Yes, OK.
2. Which ones do you use while you
3. Which do you use when you’re
  Optional activity: Speaking - Find the words and phrases in the surprised?  No?
- Write the following words and dialogue.
phrases on the board: - Listen carefully for the intonation
- Mmm Well, No? Right, Yes, OK. of these words and phrases so that
- Ask students to find the words and they can copy it when they practice
phrases in the dialogue. the dialogue.
- Ask:
- Which ones show that you agree?
(Right, Yes, OK.)
- Which ones do you use while you think?
(Mmm, Well,)
- Which do you use when you’re
surprised? (No?)
- Tell students to listen carefully for the
intonation of these words and phrases
so that they can copy it when they - Listen carefully for the
practise the dialogue. pronunciation and intonation.
 Activity 3: Watch or listen again. Then - Practice the dialogue with their
practice the dialogue. (10’) partners in 2 minutes.
- Play the audio or video again. - Call some pairs to practice in front
- Tell students to listen carefully for the of class and checks Students’
pronunciation and intonation. intonation and pronunciation.
- Have students practice the dialogue
 with their partners in 2 minutes.
- Call 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. (5’)
- Focus on the phrases that use to make
plans and suggestions for students.
- Read through the key phrase with the
class.
- Ask students to find the key phrases in
the dialogue and makes sure they
understand everything.
- Remind students to learn the key
phrase
- Let students complete the mini
dialogue in their own.
- Call some pairs to practice the dialogue
again.
- Focus on the phrases that use to
make plans and suggestions for
students.
- Read through the key phrase with
the class.
- Find the key phrases in the dialogue,
and makes sure they understand
everything.
- Learn the key phrase
- Complete the mini dialogue in their
own.
- Call some pairs to practice the
dialogue again.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(10’)
- Activity 5: Work in pairs. Look at
the cinema programme. Prepare
and practice a new dialogue. (5’)
- Let students work in pairs to prepare
a new dialogue. Students swap roles
and practice again.
- Ask some students to perform their
dialogues for the class.
- Give feedback to students’
presentation.
Game “DESIGN A POSTER” (5’)
- Ask 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.
- Give students 3-4 minutes to discuss
and make a dialogue.
- Call some pair to present in front of
- Work in pairs to prepare a new
dialogue. Students swap roles and
practice again.
- Perform their dialogues for the
class.
- Listen to feedback to students’
presentation.
- 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.
- Discuss and make a dialogue in 3 –
4 minutes.
- Present in front of the class.
- Listen to feedbacks to the
 the class. presentation.
- Give feedbacks to the presentation.
V. Homework. (2’) V. Homework
- Give homework. - Take notes - Learn by heart all structures.
- Write some sentences using
phrase keys.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 7: WRITING A SPECIAL DAY (Pre -While-Post)

I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a description of a celebration or a special day.
2. Skills:
- Main skills : writing and reading skills.
- Sub skills : speaking and listening skills.
3. Attitude: love and be proud of special day in Vietnam.
4. Competences:
- Identify and know how to use kinds of conjunctions.
- Know how to skim and scan, write a short paragraph.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, skim and scan paragraph.
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Divide the class into 3 groups.
- Show series of pictures of celebration
or special days in Ho Chi Minh city or
another countries (or a video clip).
- Have students watch them and write
down as much as they can.
- Invite some groups to show their
work.
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)
Set context: (5’)
- Think:
- Ask the questions to the class and
elicit answers from individual
students.
- Ask more questions to encourage
students to speak more.
Eg:
- Work in groups.
- Watch the clip and write down as
many places as possible. (discuss)
- Present their work.
- Listen to friends and teacher’s
feedback.
Suggested answers:
- Nguyen Hue Flower street Festival
- Mid – Autumn Festival
- Book reading Festival
- King Hung’s Commemoration
Eg:
- Answer questions individually. "Why do you like this special day?"
"Who do you celebrate with?"
"What do you do?"
 "Why do you like this special day?"
"Who do you celebrate with?"
"What do you do?"

 Activity 1: (5’) - Check the meanings of the words in

- Have students check the meanings of their dictionaries. New words:.
the words in their dictionaries. - Listen to the pronunciation of the 1. Celebration (n) Using dictionary.
- Model pronunciation of the words, if words. 2. amusement park (n) Using pictures.
necessary. - Work in pairs to describe the photo 3. shopping mall (n) Using pictures
- Let students work in pairs to describe using the words.
the photo using the words. - Listen to the elicit sentences
- Elicit sentences describing the photo describing the photo from
from individual students and, as a individual students and, as a class,
class, build up a description of the build up a description of the photo.
photo.
III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv.
(20’)
 Activity 2: Read the description. Where
and When is the carnival? What do - Read the description.
people do? (5’) - Try to understand the word
- Check that students understand “Caribbean” and “Carnival”. Suggested answers.
Caribbean and carnival. - Read and complete the key phrases. The carnival is in Notting Hill, London in
- Have students read the description - Listen to friends and teacher’s
 and answer the questions. feedback. August.
- Check answers with the class. People wear costumes, play music and
dance.

 Activity 3: Look at the text and - Look at the text and complete the
complete the Key Phrase. (5’) key phrases.
- Have students look at the text and - Read the sentences and choose the
Suggested Answers:
complete the key phrases. correct words.
1. the Notting Hill Carnival
- Check the answers and check that - Check the answers.
2. Caribbean culture
students understand all the key
3. big parades
phrases.
4. fun

+ Language point: "ALSO"

 “ALSO” is adverbs, means " in
addition"
 We use "also" in the normal mid
position for adverbs:
- Listen to the explanation.
+ between the subject and main verb, or
 Activity 4: Look at the word in blue in
 the text. How do you say also in your - Choose the correct words. after the modal verb or first auxiliary
language? Then choose the correct - Compare answers with the verb.
word. (10’) partners. Eg:
- Focus on the word in blue in the text - Check the answers. She works very hard but she also goes to
and elicit how students say it in their the gym every week.
language. + after be as a main verb. In this
- Have students choose the correct position, the meaning of also usually
position for also in the sentences, then connects back to the whole clause that
compare their answers in pairs. comes before:
- Check the answers with the class. Eg:
He is also becoming a teacher.
Suggested Answers:
1. We also have
2. There's also
3. I also like
4. is also
- Work in pairs. Suggested Answers:
- Look at the sentences. 1. I love the costumes and I also enjoy the
- Rewrite the sentences using also. music.
- Check the answers with class. 2. The carnival is colorful and it's also
*** Optional activity: writing fun.
- With books closed, dictate these 3. People sing in the streets and they also
sentences to the class: dance.
1. I love the costumes and I enjoy the music. 4. At the end of the day I'm very happy
2. The carnival is colorful and it's fun. and I'm also tired.
3. People sing in the streets and they dance.
4. At the end of the day I'm very happy and
I'm tired.
- Ask students to rewrite the sentences
adding also to each one.
- Let students work in pairs for this.
- Check the answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(10’)
 Activity 5: Work in groups.
- Have students read the task with the - Read the task with the class.
class. - Answer the questions and plan
- Let students answer the questions and their description. Then read
plan their description. Then read through the paragraph structure
through the paragraph structure with with the class.
the class. - Write their descriptions.
- Let students write their descriptions.

 Consolidation:
- Ask students to work in groups and - Work in groups and give some
give some descriptions about a descriptions about a celebration or
 celebration or a special day that they a special day that they like.
like. - Students of each group come to the
- Let students of each group come to the board and read out these
board and read out these descriptions descriptions loudly, other students
loudly, other students will guess the will guess the name of that town or
name of that town or city. city.
V. Homework. (2’) V. Homework
- Give homework. - Take notes - Learn by heart all structures.
- Workbook: Exercises page 22.
- Write a special day you like
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 8: CLIL – GEOGRAPHY – TIME ZONES
I. AIMS:
- Vocabulary: longitude, east, west, north, south, Prime Meridian, Greenwich Mean Time.
1. Knowledge: By the end of the lesson, my students will be able to talk about time zones.
2. Skills:
- Main skills : reading and speaking skills.
- Sub skills : writing and listening skills.
3. Attitude: love both English and Geography.
4. Competences:
- Identify and understand different time zones over the world.
- Know how to change times.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Think Questions:
- With books closed, ask: What time is it - Take part in the activity. What time is it now?
now? - Try to answer all questions What time is it in New York? /
- Elicit the answer, then ask: What time London? / Brisbane
is it in New York? / London? /
Brisbane?
- If students have smartphones with
them, they can find the times on their
phones.
- If not, tell students they should know
the answers by the end of the lesson.
- Write time zones on the board and
explain that different parts of the
world are in different time zones.
- Tell students they are going to learn
about these now.
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
 Game: “MATCHING GAME” - Work in small groups. Suggested answers
- Divide the class into small groups. - Match the words: “longitude, Prime 1/ Longitude - is the distance of a place
- Say that Students have to match the Meridian, Greenwich Mean Time, east or west of the Greenwich meridian,
words: “longitude, Prime Meridian, east, west, north, south” with their measured in degrees.
Greenwich Mean Time, east, west , suitable definitions. 2/ Prime Meridian - is the meridian in
north, south” with their suitable a geographic coordinate system at
 definitions.
- Explain that 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.
 Activity 1: (10’)
- 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.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
- Answer by using their group board. which longitude is defined to be 0°.
- Which group has all the correct 3/ Greenwich Mean Time - is
answer will be the winner and they the mean solar time at the Royal
will have a plus. Observatory in Greenwich, London,
counted from midnight.
4/ East - is the direction that you look
towards to see the sun rise.
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
- read the new words again. right when you watch the sun rise.
- complete the exercise in group after
reading. Answer key:
- Which group has the correct 1 Prime Meridian 2 Greenwich Mean
answer will be a winner and will Time 3 north 4 west 5 east 6 south
get a point. 7 longitude
* Activity 2:
- Let students read and listen to the text - Read and listen to the text again Answer key:
again and decide if the sentences are and decide if the sentences are true 1 False (They go from north to south.)
true or false. or false. 2 False (The Prime Meridian is the line
- Point out that they need to correct the - Correct the false sentences. They at 0° longitude.)
false sentences. They can compare can compare their answers in pairs. 3 True
their answers in pairs. - Check answers with the class. 4 False (The time in places east of the
- Check answers with the class. Prime Meridian is ahead of GMT.)

 Activity 3: (5’)
- Let students work in pairs to look at
the clocks and answer the questions.
- Work in pairs to look at the clocks
- check answers with the class.
and answer the questions. Answer key:
- If students didn’t use their phones to
- Check answers with the class. 1/ England, the USA, Spain, Brazil,
answer the questions in the Warm-up,
- If students didn’t use their phones Australia, Việt Nam.
ask them again now what time it is in
to answer the questions in the 2/ It’s behind.
New York, London and Hà Nộ i.
Warm-up, ask them again now 3/ It’s seven hours ahead.
what time it is in New York, London 4/ It’s three hours behind.
and Hà Nộ i. 5/ It’s 10 p.m.
6/ No, because it’s 2 a.m.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(10’)
Activity 4: USE IT! (10’) Answer key:
 - Let students work in pairs to complete Tokyo: 10 p.m.,
the table. - Work in pairs to complete the table. Mexico City: –7,
- check answers with the class, then ask - Check answers with the class, then Sydney: +10,
two confident students to read out the ask two confident students to read Rio: 10 a.m.,
example dialogue. out the example dialogue. Hà Nội: 8 p.m.
- Let students ask and answer - Let students ask and answer
questions. Once students have asked questions. Once students have
questions using the times in the table, asked questions using the times in
they can take turns to choose a the table, they can take turns to
different time for London, so their choose a different time for London,
partner has to work out the time in so their partner has to work out the
one of the other cities. time in one of the other cities.
V. Homework. (2’) V. Homework
- Give homework. - Take notes - Learn by heart all structures.
- Do the exercise.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 9: PUZZLES AND GAMES
I. AIMS:
- Vocabulary: revision.
1. Knowledge: By the end of the lesson, my students will be able to remember what they have learnt in Unit 2.
2. Skills:
- Main skills : reading and speaking skills.
- Sub skills : writing and listening skills.
3. Attitude: Keen on studying English.
4. Competences:
- Solve all games and puzzle individually and in group.
- Self – revise all the lessons that have learnt.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, idea expression.
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: “LUCKY NUMBERS GAME!”
- Divide the class into small groups.
- Let students play the game “Lucky - Work in small group.
numbers”. - Choose numbers in team and
- Explain that students are going to answer “What activity is it” in each
choose numbers in team and answer picture.
“What activity is it” in each picture. - They will get a point with a correct
- They will get a point with a correct answer. If they can’t answer, other Answer key: There are 9 numbers:
answer. If they can’t answer, other groups will have a chance to - Wash the dishes
groups will have a chance to answer. answer. - Do the laundry
- At the end, which group has the - At the end, which group has the - Lucky number
highest score will be the winner. highest score will be the winner. - Have breakfast
- Go to school
- Do the housework
- Lucky number
- Playing video games
- Do homework
II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
 Activity 1: Look at the code and write
the sentences. (5’)
- Demonstrate how the puzzle works
using the example answer.
- Let students work in pairs for this, and
do it as a race to make it fun.
- Answers with the class.
- 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.
 Activity 2: Sentences noughts and
crosses. (10’)
- Read out the instructions and check
that students understand the game.
- With weaker classes, brainstorm some
sentences that students could use in
the
- Look at the demonstration of how
the puzzle works using the example
answer.
- Work in pairs for this, and do it as a Answer key:
race to make it fun. - 1 I get up at six.
- Answers with the class. - 2 I sometimes go to school on foot.
- As an extension, students could - 3 My mum doesn’t watch TV.
work in pairs and write the code for - 4 We relax after dinner.
another phrase for daily routines
from pages 22 and 23. They could
then swap with another pair and
solve the puzzle they are given.
- Read out the instructions and make
sure to understand the game.
- With weaker classes, brainstorm
some sentences that students could
- game, e.g. You sometimes watch TV.
You never play football.
- Point out that they must try to think of
sentences that are true for their
partner.
- Let students play the game.
- Have students 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’.
use in the
- game, e.g. You sometimes watch TV.
You never play football.
- Try to think of sentences that are
true for their partner.
- Play the game.
- Repeat the game with a new
partner for extra practice.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
 Activity 3: The longest sentences. (10’)
- 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 as long
as possible.
- 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.
 Activity 4: Find 8 verbs about
celebration in the grid. (5’)
- Read out the instructions, look at the
example, and point out that the circled
letters make up the example.
- Work in 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 as long as
possible.
- Try to think 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.
- Read out the instructions, look at
the example, and point out that the
 - Let students work in pairs to find the
verbs and match them to the pictures.
- With weaker classes, teacher could
allow students to refer back to page
26 to help them. With stronger classes,
teacher could specify that students
mustn’t look back. - Teacher could do
it as a race.
- Check answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(10’)
 Activity 5: True or false game. (10’)
- Read out the instructions and check
that students understand the game.
- 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.
circled letters make up the
example.
- Work in pairs to find the verbs and
match them to the pictures.
- With weaker classes, teacher could
allow students to refer back to page
26 to help them. With stronger
classes, teacher could specify that
students mustn’t look back. -
Teacher could do it as a race.
- Check answers with the class.
- Read out the instructions and make
sure to understand the game.
- 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
 - Let students work in pairs to ask and answer.
answer their questions and guess the - Work in pairs to ask and answer
false answers. their questions and guess the false
- Let students swap roles and play the answers.
game again. - Swap roles and play the game
- See who managed to guess the false again. Suggested answers.
answers. - See who managed to guess the false - We know how to talk about our
* SHARING answers. routines
- Ask students to work in groups and - …
discuss what they learned in Unit 2. - …
- Give students time to discuss in - Work in group.
groups and write down their - Discuss in groups and write down
opinions. their opinions.
- Call out some students to present their - Present their opinion in front of
opinion in front of class. class.
- Give feedback. - Listen to friends and teacher’s
feedback.
V. Homework. (2’) V. Homework
- Give homework. - Take notes - Learn by heart all structures.
- Do Unit 2 test.
- Prepare for the next lesson.
V. REFLECTION:
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