UNIT 3: MY FRIENDS

Lesson 1: Getting started

Lesson aim(s)

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

- use lexical items about body parts and appearance;
- describe people’s appearance.

Language analysis
Form Meaning Pronunciation
1. glasses (n) things people wear when they /ˈɡlɑːsɪz/
have eyes’ problems
2. cheek (n) the parts under people’s eyes /tʃiːk/
3. foot (n-s)/feet (n-p) the body part we use to stand on /fʊt/ - /fiːt/

Materials (referenced)

- Grade 6 textbook, Unit 3, Getting started

- Picture and stickers, speaker
- sachmem.vn

Anticipated difficulties Solutions

1. Students may be lack of Prepare some handouts on vocabulary
knowledge about body parts and structures to describe people’s
and structures to describe appearance.
people’s appearance.
2. Students may have - Play the recording many times if
underdeveloped listening, necessary.
speaking and co-operating skills. - Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

112
Board Plan
Date of teaching
Unit 3: My friends
Lesson 1: Getting started
* Warm-up
The body part song
I. Vocabulary
1. glasses (n)
2. cheek (n)
3. foot/feet (n)
II. Getting started
Task 1: Teacher draws students’ attention to the picture in the textbook and
asks them questions about the picture.
Task 2: Listen to the conversation and check the prediction. (p. 26)
Task 3: Listen to the conversations again and work in pairs to do Ex. 2.
Task 4: Show a picture – stickers  do Ex. 3
Task 5: Work in groups of 3-4 to do Ex. 4
III. Production
Task 6: Game: Describe and guess
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To review * Listen and do along T-Ss 5
on people’s - Teacher plays the song on mins
body parts, speakers.
recall - Teacher and students sing
students along and point at the
vocabulary. mentioned body parts in
the song lyrics. Do 2-3
times and make it faster
each time.
Link:
https://www.youtube.com/
watch?v=YGi3f_fHIzg
Lyrics:
Body body bop bop!
Body bop bop!

113
Body body bop bop!
Body bop bop!

Wash your head.

Wash your shoulders.
Body body bop bop bop!
Wash your tummy.
Wash your bottom.
Body body body body bop!

Body body bop bop!

Body bop bop!

Touch your eyes.

Touch your nose.
Body body bop bop bop!
Touch your mouth.
Touch your ears.
Body body body body bop!

Body body bop bop!

Body bop bop!
Body body bop bop!
Body bop bop!

Wiggle your arms.

Wiggle your legs.
Body body bop bop bop!
Wiggle your fingers.
Wiggle your toes.
Body body body body bop!

Body body bop bop!

Body bop bop!

Shake your elbows.

Shake your knees.
Body body bop bop bop!

114
 Shake your hands.
Shake your feet.
Body body body body bop!

Body body!
Body body body body!
Bop bop bop!
Lead in To lead in Task 1: Teacher draws T-Ss 3
the topic. students’ attention to the mins
picture in the textbook and
asks them questions about
the picture:
1. What are Phong and Nam
doing?
2. What is Phong favourite
magazine?
3. Who do Phong and Nam
see?
4. Where are the two girls
going?
Suggested answers:
1. They are having a picnic.
2. It’s …
3. They see …
4. They are going to …
Presentation VOCABULARY T-Ss 5
(Vocab- - Teacher introduces the mins
pre-teach) vocabulary by:
+ showing the pictures
illustrating the words
+ providing the synonym or
antonym of the words
+ providing the definition of
the words
1. glasses (n): [picture]
2. cheek (n): [picture]
3. foot-feet (n): [picture]

115
Practice To practice Task 2: Listen to the T-Ss 20
the targeted conversation and check the mins
language prediction. (p. 26)
(adjectives) - Teacher plays the
and the recording, asks students to
background underline the words they
knowledge. have learnt in the
vocabulary part.
- Teacher can play the
recording more than once.
- Students listen and read.
To practice Task 3: Listen to the
using the conversations again and
targeted work in pairs to do Ex. 2.
vocabulary. - Students work in pairs. Pair work
- Teacher asks students to
share their answers before
discussing as a class.
- Teacher asks students to T-Ss
explain where they can
find the answer.
Answer key:
1. picnic
2. favourite magazine
3. Mai and Chau
4. glasses; long black hair
5. are going to
Task 4: Show a picture –
stickers  do Ex. 3.

116
- Teacher has students go T- Ss
to the board to stick the
right stickers with the
body part names to the
right place on the picture.
- Students work S
independently to do Ex. 3
- Teacher asks students to T-Ss
give out more names of
body parts that they have
known.
Answer key:
1. eye
2. nose
3. shoulder
4. hand
5. leg
6. foot
7. arm
8. mouth
9. cheek
10. hair
Task 5: Work in groups of
3-4 to do Ex. 4.
- Students can work in Group
groups to complete this work
task.
- Teacher introduces
examples and structures
for students to make
sentences to describe a
friend.
Answer key:
1. Long/short: hair, arms,
legs, fingers, …
Ex: She has long hair.
2. Big/small: nose, eye,
hand, feet, mouth, …

117
 Ex: She has big eyes.
3. Hair: blonde, curly, wavy,
straight, short, long, dark,
…
Ex: He has short curly
hair.
Production To use the Task 6: Game: Describe and 8
vocaburaly guess. mins
and Work in groups, take turns Group
structure in to describe a classmate. work
real life Other group members guess
context. who he/she is.
Suggested answers:
- She has glasses, she has
long black hair.
- Is she Mai?
- No, she isn’t. She has a
small nose.
- Is she Lan?
- Yes, she is.
Consolidation To Teacher asks students to T-Ss 3
consolidate talk about what they have mins
what learnt in the lesson.
students
have learnt
in the
lesson.
Homework To prepare Write some sentences to T-Ss 1
vocabulary describe at least 3 min
for the next classmates.
lesson: A
closer look
1.

UNIT 3: MY FRIENDS
118
 Lesson 2: A closer look 1
Lesson aim(s)
By the end of the lesson, students will be able to:
- use vocabulary and structures about body parts, appearance and personality;
- pronounce correctly the sound /p/ and /b/ in isolation and in context.

Language analysis
Form Meaning Pronunciation
1. confident (adj) believe in one’s self /ˈkɒnfɪd(ə)nt/
2. caring (adj) care about others /ˈkeərɪŋ/
3. active (adj) full of energy /ˈæktɪv/
always do things without
4. careful (adj) /ˈkeə(r)f(ə)l/
mistakes
5. creative (adj) have many interesting ideas /kriˈeɪtɪv/
6. shy (adj) = reserved >< confident /ʃaɪ/
7. kind (adj) >< cruel/evil, = good, caring /kaɪnd/
8. clever (adj) = intelligent/smart /ˈklevə(r)/

Materials (referenced)
- Grade 6 textbook, Unit 3, Getting started
- Speakers
- sachmem.vn

Anticipated difficulties Solutions

1. Students may be lack of Prepare some antonyms so that
knowledge about personalities. students can guess correctly the
meaning of the new vocabulary.
2. Students may have - Play the recording many times if
underdeveloped listening, necessary.
speaking and co-operating skills. - Encourage students to work in pairs,
in groups so that they can help each
other.
- Provide feedback and help if
necessary.

119
Board Plan
Date of teaching
Unit 3: My friends
Lesson 2: A closer look 1
* Warm-up
“Simon says” game
I. Vocabulary
1. confident (adj)
2. caring (adj)
3. active (adj)
4. careful (adj)
5. creative (adj)
6. shy (adj)
7. kind (adj)
8. clever (adj)
Task 1: Matching. Students work in pairs to match the words with the correct
pictures.
Task 2: Read the descriptions and match with the correct words.
Task 3: Game: Why do I love my friends?
II. Pronunciation /b/ and /p/
Task 4: Pronunciation: /b/ vs /p/. Listen and repeat.
Task 5: Practice the chant.
III. Production
Task 6: Game: “Up and down”
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To review on * “Simon says” game T-Ss 5
people’s body - Teacher explains the mins
parts, recall game rules: Students
students have to touch the
vocabulary. body parts that
teacher calls out.
Who gets wrong
action is out of the
game.

120
 - Teacher starts all
sentences with:
“Simon says Touch
your … “
Lead in To lead in the Lead in: How can we T-Ss 6
topic. describe our friends’ mins
personalities?
Teacher asks students
to say some
personalities:
Suggested answers:
funny, active, lazy,
hard-working,…

Task 1: Matching.
Students work in pairs
to match the words
with the correct
pictures:  Check
(Teacher can help
students by describing
the pictures.)
Answer key:
1. c (caring)
2. e (active)
3. d (hard-working)
4. a (funny)
5. b (confident)
Presentation VOCABULARY T-Ss 9
(Vocab- - Teacher introduces mins
pre-teach) the vocabulary by:
+ providing the
synonym or antonym
of the words
+ providing the
definition of the
words

121
 1. confident (adj):
[explanation]
2. caring (adj):
[explanation]
3. active (adj):
[explanation]
4. careful (adj):
[explanation]
5. creative (adj):
[explanation]
6. shy (adj): [antorym]
7. kind (adj):
[explanation]
8. clever (adj):
[synonym]
- Teacher asks students
to repeat and practice
pronouncing the
words.
Practice To practice the Task 2: Read the 15
targeted descriptions and match mins
language with the correct
(adjectives) words. (p. 28)
and the - Teacher asks students S
background to work individually.
knowledge. - Then discuss with a Ss
partner.
- Teacher checks and T-Ss
corrects (if needed).
Answer key:
1. creative
2. kind
3. friendly
4. careful
5. clever

Task 3: Game: Why do

I love my friends?
122
 - Students work in Group work
groups.
- Teacher asks students T-Ss
to write at least 2-3
personalities to
describe each
members.
- Teacher asks students
to read out,
beginning with I love
… because he/she is
…, … and …
Suggested answer:
1. I love Trang because
she is kind, creative
and funny.
2. I love Minh because
he is smart, caring
and friendly.
3. …
Practice To help PRONUNCIATION
students Task 4:
practice Pronunciation: /b/ and
pronunciation /p/. Listen and repeat.
the sound in Circle the words you
words. hear. T-Ss
- Teacher has students
lister to the
recordings and stops
to let students repeat
each word. S
- Students work
independently to
circle the words they
have listened.

Task 5: Listen. Practice

the chant. T-Ss
123
 - Teacher plays the
recording twice. Ss-Ss
- Students practice
with a partner.

Production To recognise Task 6: Game: “Up and 7

the targeted down” mins
vacabulary and - Teacher explains the T-Ss
sounds. rules:
 Round 1: Teacher
says 1-15
personalities that
students have learnt
in the lesson.
Students stand up for
the positive ones, sit
down for the
negative ones.
 Round 2: Teacher
says 1-15 words
containing the sound
/b/ and /p/. Students
stand up for the ones
with the “b” sound,
sit down for “p”
sound.
- Students plays on Group work
groups.
Consolidation To consolidate Teacher asks students T-Ss 2

124
 what students to talk about what they mins
have learnt in have learnt in the
the lesson. lesson.
Homework To prepare Do the exercises in the T-Ss 1 min
vocabulary for workbook.
the next
lesson: A closer
look 2.

125
 UNIT 3: MY FRIENDS
Lesson 3: A closer look 2
Lesson aim(s)

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

- use the present continuous to talk about things happening now;
- ask about appearance and personality.

Language analysis
Form Example
S + am/ is/ are + V-ing She is playing basketball in the garden.
They are not going to school at the
S + am not/ isn’t/ aren’t + V-ing
moment.
Am/ Is/ Are + S + V-ing? Are you having lunch?
Wh + am/ is/ are + S + V-ing? Why is he standing over there?

Materials (referenced)

- Grade 6 textbook, Unit 3, A closer look 2

- Pictures, sets of word cards
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge and Prepare some hand-outs in which key
experiences about the topic. language of the key language of
describing personalities.
2. Some students will excessively talk - Define expectation in explicit detail.
in the class. Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

126
Board Plan
Date of teaching
Unit 3: My friends
Lesson 3: A closer look 2
* Warm-up
Game: Sentence puzzling
I. Grammar focus
* Present continuous
Task 1: Teacher explicits the forms.
II. Practice
Task 2: Put the verbs in the brackets in the present continuous.
Task 3: Work in pairs. Make questions and answers from the given words and
pictures.
Task 3: Put the verbs into present simple or present continuous.
Task 4: Mime game
III. Production
Task 5: Kahoot game
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To activate * Game: Sentence 5
students’ prior puzzlings mins
knowledge - Teacher divides the Group work
and class into 4 groups.
vocabulary - Teacher delivers a set
related to the of word cards which
targeted are jumble sentences
grammar of in present continuous
present to each group.
continuous - Students will have to
and to work in groups to
increase create as many
students correct sentences
interest. from the word cards
as possible.
- The group with more

127
 correct sentences will
be the winner.
Suggested answers:
1. She is learning
Englis now.
h
2. His dog is
eating dinner.
3. and Trang
Phong
are talking.
4. isn’ playing
Susan t
the piano.
5. My parents are
visitin me.
g
Lead in To introduce Task 1: Teacher T-Ss 5
targeted explicits the forms. mins
grammar of Teacher draws
present students’ attention to
continuous. the form of the
sentences created in
the game ask them
whether they know
the target tense
Teacher provides or
confirms the answers
and lead in the
grammar focus of the
lesson:

128
Presentation To help Task 2: Put the verbs in 10
students get the brackets in the mins
to know the present continuous.
use of present - Teacher has students
continuous. complete Ex. 1 +2 T-Ss
(p. 29).
- Teacher then asks
students to exchange Ss-Ss
their textbooks to
check their friends’
answers.
Answer key:
Ex. 1:
1. is reading
2. are playing
3. isn’t making
4. am going
5. are; talking
Ex. 2:
1. Nam and Ba are not /
aren’t eating ice
cream.
2. Lan and Trang are
taking photos.
3. Ha is / Ha’s writing a
letter.
4. Duong and Hung are
not / aren’t playing
129
 badminton.
5. Phong is not / isn’t
drawing a picture.
Practice To give Task 3: Work in pairs. 12
students Make questions and mins
opportunities answers from the given
to use present words and pictures.
continuous (p. 30)
correctly in - Teacher has students Ss-Ss
context. work on the exercise
in pairs.
- Teacher gives T- Ss
feedback as a class
discussion.
Answer key:
1. Is your friend
swimming?
– Yes, he is.
2. Are they listening to
music?
– No, they aren’t.
(They’re / They are
having a picnic.)
3. Is Mi playing the
piano?
– No, she isn’t.
(She’s / She is doing
karate.)
4. Are they learning
English?
– Yes, they are.
5. Are your friends
cycling to school?
– No, they aren’t.
(They’re / They are
walking to school.)
Task 4: Mime game: Ss-Ss
Take turns to mime
130
 different actions.
Others guess what you
are doing.
Production To help Task 5: Kahoot game. 10
students Choose the best option mins
distinguish to complete the
and use questions in the game.
correctly - Teacher prepares T-Ss
present simple Ex. 4 (p. 30) to create
and present questions in Kahoot
continuous. game.
- Teacher allows
students to use their
mobile devices to
answer and interact
with the questions
online.
- Teacher gives clear
instructions for
students to fully
understand how to
play Kahoot game
online.
 Go to kahoot.it
 Enter the game PIN
 Type your nickname
 Choose the best
option for each
question appearing
on the screen
 See who will be the
winner
- Teacher provides the
game PIN and allows
students’ access to
the game.
- Students choose the
best option for each
131
 question appearing
on the screen.
- Teacher gives
complement or good
mark to the winner of
the game.

* Questions in the
game:
1. My best friend (not
walk) _______ to
school every day.
Sometimes she
(cycle) _______.
A. does not/ doesn’t
walk; cycles
B. isn’t/ isn’t walking
cycles
2. Look! What _______
he (play) _______?
A. does he play
B. is he playing
3. _______ your friends
(study) _______ in
the library every
afternoon?
A. Are your friends and
you studying
B. Do your friends and
you study
4. I (write) _______ an
email to my friend
now.
A. am writing
B. write
5. He (not do) _______
his homework now.
He (read) _______

132
 A. doesn’t do/ reads
B. isn’t doing/
is reading
Answer key:
1. A
2. B
3. B
4. A
5. B
Consolidation To consolidate Teacher asks students T-Ss 2
what students to talk about what they mins
have learnt in have learnt in the
the lesson. lesson.
Homework Reactivate the Do Exercise 4, write the T-Ss 1 min
knowledge answers on your
that students notebooks.
have gained in
the Kahoot
game.

133
 UNIT 3: MY FRIENDS
Lesson 4: Communication 
Lesson aim(s)

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

- ask and answer about people’s appearance and personalities;
- practice to talk about people’s appearance and personalities.

Language analysis 

Materials (referenced)

- Grade 6 textbook, Unit 3, Communication

- Pictures 
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge of Provide students with information
dates and months. about dates and months.
2. Students may have - Encourage students to work in pairs,
underdeveloped reading, speaking in groups so that they can help each
and co-operating skills. other.
- Provide feedback and help if
necessary.
3. Some students will excessively talk - Define expectation in explicit detail.
in the class.  Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity). 

134
Board Plan
Date of teaching
Unit 3: My friends
Lesson 4: Communication

* Warm-up
BINGO: Personalities vocabulary recall
I. Everyday English
Tell students that they are going to learn how to ask about appearance and
personality.
Task 1: Work in pairs to make similar dialogues about their best friend.
III. Personalities
Task 2: Puzzle reading. (Ex. 3, p. 31)
Task 3: Read the descriptions in pairs and find out if they match your friend’s
personalities.
Task 4: Discussion: Read the descriptions in 4. Share your opinion within a
group.
* Homework
 

Stage Stage aim Procedure Interaction Time

Warm-up To introduce * BINGO 5
the topic.  - Teacher asks T-Ss mins
students to make a
table into their
notebooks and fill in
with different
personalities.

active clever kind

…

- Teacher reads out

loud 9 personalities.
The student has a
line of 3 can shout:

135
 BINGO.
- Teacher checks the
answer.
Lead in To lead in the Teacher leads students T-Ss 1
lesson. into the lesson by mins
telling about what they
are going to learn:
“How to ask and
answer about people’s
appearance and
personalities”.
* EVERYDAY ENGLISH
Presentation To introduce Task 1: Work in pairs T-Ss 15
question to to make similar mins
ask about dialogues about their
people best friend.
appearance - Play the recording
and for students to listen
personalities. and read the
dialogue between
Linda and Mi at the
same time.
- Ask students to pay
attention to the
highlighted
questions. Elicit the
structure to ask
about appearance:
* What does your best
friend look like?
and the structure to
ask about personality
* What’s she like?
as well as the language
used to answer these
two questions.
- Have students
practise the dialogue
136
 in pairs.
 Call some pairs to
practise the dialogue
in front of the class.
Audio script:
Linda: What does your
best friend look like?
Mi: She’s short with
long black hair. She
has bright brown eyes.
Linda: What’s she like?
Mi: She’s very kind and
creative.
- Teacher ask students
to work in pairs to
make similar
dialogues about their
best friend, using the
questions learnt.
- Teacher moves
around to observe
and provide help if
needed.
 Call on some pairs
to practise in front of
the class.     
Suggested answer:
- What does A look
like?
- He is tall and slim. He
has short black hair.
He has glasses.
- What is he like?
- He is hard-working
and creative. He is
kind, too.
Practice To practice Task 2: Puzzle reading. 8
talking about (Ex. 3, p. 31) mins
appearance - Teacher ask students Ss-Ss
137
 and to work in groups.
personalities. Each group reads
about one friend
only.
- Have students give
their answers and
give the reasons for
their answers.
- Teacher writes the T-Ss
answers on the
board to prepare for
Activity 4.
Answer key:
- Vinh: clever,
hard-working
- John: creative, kind
Production To apply the Task 3: Read the T-Ss 5
knowledge descriptions in pairs mins
about asking and find out if they
for people’s match your friend’s
appearance personalities.
and - Teacher tell students
personalities. that each person has
a star sign,
depending on his /
her birthday, and the
star sign may decide
a person’s
personality.
- Ask students to read
the descriptions and
check if they match
the friends in Ex. 3.
Students can refer to
the answers to
Activity 3 that have
been written on the
board.
- Then teacher asks Ss-Ss
138
 students to work in
pairs and compare
the descriptions.
To help Task 4: Discussion: 8
students get Read the descriptions mins
used to in Ex. 4. Share your
talking about opinion within a
people’s group.
appearance - Students work in Ss-Ss
and groups and read the
personalities. descriptions in 4.
They write down
their ideas to
complete the three
sentences in the
book.
- Students work in
groups to share their
answers.
- Teacher invites some T-Ss
students to share
their opinion with
the class.
Consolidation To Teacher asks students T-Ss 2
consolidate to talk about what mins
what students they have learnt in the
have learnt in lesson.
the lesson.
Homework To prepare for Prepare a picture/ T-Ss 1
the project of photo of your friend min
Lesson 7. for Lesson 7.

139
 UNIT 3: MY FRIENDS
Lesson 5: Skills 1
Lesson aim(s)
By the end of the lesson, students will be able to:
- read for specific information about friends and summer camps;
- talk about friends and summer camps.

Language analysis
Form Meaning Pronunciation
1. superb (adj) the highest quality /sʊˈpɜː(r)b/
2. perfect (adj) as good, correct, or accurate as it is /ˈpɜː(r)fekt/
possible to be
3. leadership (n) the skill that allow a person to help /ˈliːdə(r)ʃɪp/
and guide others
4. field trip (n) a visit to a place that gives students /fiːld trɪp/
the chance to study something in a
real environment

Materials (referenced)

- Grade 6 textbook, Unit 3, Skills 1

- PP slides
- sachmem.vn

Anticipated difficulties Solutions

1. Students may be lack of Prepare some handouts on vocabulary
knowledge about body parts and and structures to describe people’s
structures to describe people’s appearance.
appearance
2. Students may have - Encourage students to work in pairs,
underdeveloped listening, in groups so that they can help each
speaking and co-operating skills. other.
- Provide feedback and help if
necessary.
Board Plan

140
 Date of teaching
Unit 3: My friends
Lesson 5: Skills 1
* Warm-up
Listen and do along
I. Vocabulary
1. superb (adj)
2. perfect (adj)
3. leadership (n)
4. field trip (n)
II. Practice
Task 1: Look at the advertisement, discuss in pairs and answer.
Task 2: Explicit reading skills: Scan and Skim.
Task 3: Read the email and decide the sentences T or F.
Task 4: Work in groups and do Ex. 3.
III. Production
Task 5: Students to work in groups and share their opinions.
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To activate * Listen and do along T-Ss 5
students’ - Teacher plays the song mins
knowledge of on speakers.
the topic in - Teacher and students
the reading sing along and point at
text. the mentioned body
parts in the song lyrics.
Do 2-3 times and make it
faster each time.
Lead in To lead in the Task 1: Lead in questions: T-Ss 3
topic. Look at the mins
advertisement, discuss in
pairs and answer.
1. Who is the superb
summer camp for?
2. What can people do at

141
 this summer camp?
Suggested answers:
1. It’s for kids between 10
and 15 years old.
2. They can play sports and
games, draw pictures,
play music, learn life
skills, go on field trips,
etc.
Presentation To provide VOCABULARY T-Ss 5
(Vocab- students with - Teacher introduces the mins
pre-teach) some lexical vocabulary by:
items before + showing the pictures
reading the illustrating the words.
text. + providing the synonym
or antonym of the
words.
+ providing the definition
of the words.
1. superb (adj)
[explanation]
2. perfect (adj)
[explanation]
3. leadership (n)
[explanation]
4. field trip (n)
[explanation]
Pre-Reading To practice Task 2: Explicit reading T-Ss 20
the targeted skills: Scan and Skim. mins
language - Teacher explicits the
(adjectives) targeted skills.
and the - Teacher explains how to
background scan and skim and ask
knowledge. students to practice with
the advertisement.

142
 While-
Reading Task 3: Read the email
and decide the sentences
T or F. T-Ss
- Ask students how to do
the exercise. Instruct
them to do the exercise
if needed (e.g. reading
the sentences,
underlining the key
words, locating the key
words in the text,
deciding whether the
sentences are true or
false). S
- Set a time limit for them
to read the text and
answer true or false. If it
is false, ask them to
correct it. Teacher ask
students to note where
they found the
information that helped
them complete the
activity. Ss-Ss
Post-Reading - Have students work in
Pre-Speaking pairs and compare their
answers before having
them discuss as a class.
Ask students to support
their answers with

143
 information from the
text.
Answer key:
1. F (They speak English
only.)
2. F (He has three.)
3. F (Jimmy likes taking
photos.)
4. T
5. T

Task 4: Work in groups

and do Ex. 3. T-Ss
- Teacher has students
look at the
advertisement for the
Superb Summer Camp
again and underline the
requirements for the
students if they want to
join the camp (e.g.
between 10 - 15 years
old; ability to use English
all the time, etc.) and the
types of activity Ss can
do at the camp.
- Teacher asks students to
read the information
about the three students
Mi, An and Vy. Instruct
students to underline the
features of each student
and compare these with
the information stated in
the advertisement.
- Teacher asks them to Group
work in groups and work
decide if the Superb

144
 Summer Camp is suitable
for these students and
explain why. Invite
students from different
groups to share their
answers.
Suggested answers:
1. The camp is suitable for
her because it suits her
age and she can use
English. She can also
practise her creativity at
the camp.
2. The camp does not
seem to suit An. He may
be too old for the camp
and he can’t speak
English.
3. The camp suits Vy. It
suits her age and it can
help her improve her
English.
Production To provide an Task 5: Students to work 8
opportunity in groups and share their mins
for students opinions.
to practise - Teacher has students T-Ss
speaking. think about themselves
and decide if the camp
suits them. Encourage
them to give the reasons
for their answers.
- Teacher asks students to Ss-Ss
work in groups and share
their opinions. Move
around to observe and
provide help if needed.
- Call on some Ss to share
their answers. T-Ss
145
 Suggested answers:
- I think Superb summer
camp is suitable for me
because I’m 12.
- Superb summer camp is
good for me because I
want to speak English all
the time.
- …
Consolidation To Teacher asks students to T-Ss 3
consolidate talk about what they have mins
what learnt in the lesson.
students have
learnt in the
lesson.
Homework To prepare Do exercises in the T-Ss 1
vocabulary workbook. min
for the next
lesson: Skills
2.

146
 UNIT 3: MY FRIENDS
Lesson 6: Skills 2
Lesson aim(s)
By the end of the lesson, students will be able to:
- listen for specific information about best friends;
- write a diary entry about best friends.

Materials (referenced)
- Grade 6 textbook, Unit 3, Skills 2
- Jumbled word cards
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge and Prepare some hand-outs in which key
experiences about the topic. language of the key language of
describing people.
2. Students may have - Play the recording many times if
underdeveloped listening, writing necessary.
and co-operating skills. - Encourage students to work in pairs,
in groups so that they can help each
other.
- Provide feedback and help if
necessary.
3. Some students will excessively talk - Define expectation in explicit detail.
in the class. Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

147
Board Plan
Date of teaching
Unit 3: My friends
Lesson 6: Skills 2
* Warm-up
Game: Jumble words
I. Listening
Task 1: Look at the pictures. Guess the activity. Check as a class discussion.
Task 2: Work in pairs. Note down to describe the two girls. Underline key
words. Listen and find out who is Lan and Chi.
Task 3: Listen again and fill in the blanks.
II. Writing
Task 4: Work in pairs. Ask and answer about your best friend.
Task 5: Write a diary entry about your best friend. Cross check.
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To review the * Game: Jumbled words 5
vocabulary. - Teacher sticks some T-Ss mins
jumbled words onto
the board.
- Students raise hands to
answer.
TACIEV LFIEDRNY

UNFNY

RCUFEAL

TOFCNDITEN

Answer key:
1. ACTIVE
2. FRIENDLY
3. FUNNY
4. CAREFUL
5. CONFIDENT

148
 Pre-Listening To help Task 1: Look at the T-Ss 6
students pictures. Guess the mins
recall activity. Check as a class
knowledge of discussion.
present - Teacher tells students
continuous. to look at the pictures
and guess what they
are doing.
- Teacher plays the
recording. Students
listen and check their
predictions.
Answer key:
a. They are talking.
b. They are playing
football.
c. They are walking.
While-Listening To develop Task 2: Work in pairs. 10
students Note down to describe mins
listening the two girls. Underline
skills. keywords. Listen and
find out who is Lan and
Chi.
*Descriptions
- Teacher asks students T-Ss
to look at the pictures
and note down some
descriptions about the
2 girls.
- Teacher asks students
to underline the T-Ss
keywords  Tell
students to pay
attention to the key
words while listening.
* Listen and decide who
To help is Lan and Chi
students - Teacher plays the
149
develop recording.
listening skill - Teacher asks students
for specific to listen and choose the
information. answers.
- Teacher asks students
to compare their
answers with the
prediction made
previously.
- Teacher checks
students’ answers as a
class.
Answer key:
- Lan is the girl wearing a
red and white jacket
and a red cap.
- Chi is the girl wearing a
white T-shirt and a blue
skirt.

Task 3: Listen again and

fill in the blanks.
To help - Teacher asks students
students to read the questions T-Ss
develop carefully and determine
listening skill what information they
for specific need to fill the gaps
information (numbers, words).
(gap-filling). - Teacher plays the
recording for students
to fill the gaps.
- Teacher asks them to
swap their answers in
pairs before checking
their answers as a class.
Answer key:
1. 6A
2. black; mouth

150
 3. friendly
4. big
5. kind
Audio script:
Mi: My best friend is
Quyen. She studies with
me in class 6A. She’s tall
and slim. She has short
black hair and a small
mouth. She’s very active
and friendly. She likes
playing sports and has
many friends.
Look, she’s playing
football over there!
Minh: Chi is my best
friend. We’re in class 6B.
She’s short with long
black hair and a big nose.
I like her because she’s
kind to me. She helps me
with my English. She’s
also hard-working. She
always does her
homework before class.
Look, she’s going to the
library.
Post-Listening To develop * Talk about your 5
students’ friends: mins
speaking skill, - Students work in Group
using the groups of 3. work
available - Teacher asks students
information to say 2 words about
and their appearance and
background personalities of the
knowledge. other 2 members and
ask them if they think it
is true about them.
151
 - Students can add more
information based on
their background
knowledge.
- Teacher goes around
and helps if needed.
Pre-Writing To help Task 4: Work in pairs. 5
students talk Ask and answer about mins
about a your best friend.
friend. - Teacher asks students Pair work
to work in pairs.
- Teacher asks students
to take short notes of
the answers for later
use.
- Teacher goes around
and helps if needed.
Suggested answers:
1. His/Her name is …
2. He/She is…
3. …
While-Writing To teach Task 5: Write a diary 10
students how entry about your best mins
to write a friend. Cross check.
diary entry - Ask students to write S
about a the diary entry
friend. individually.
- Ask one or two T-Ss
students to write their
entry on the board.
- Other students and Ss-Ss
teacher comment on
the entries on the
board.
Post-Writing To peer - Teacher asks students Ss-Ss 2
check, cross to exchange their mins
check and textbooks to check

152
 final check their friends’ writing.
students’ - Teacher then gives T-Ss
writing. feedback as a class
discussion.
Consolidation To Teacher asks students to T-Ss 2
consolidate talk about what they mins
what students have learnt in the lesson.
have learnt in
the lesson.
Homework To allow Rewrite the diary entry in T-Ss 1
students the notebook. min
finalize their
postcards
after being
checked by
friends and
the teacher.

153
 UNIT 3: MY FRIENDS
Lesson 7: Looking back & Project
Lesson aim(s)

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

- review the vocabulary and grammar of Unit 3;
- apply what they have learnt (vocabulary and grammar) into practice through
a project.

Materials (referenced)

- Grade 6 textbook, Unit 3, Looking back & Project

- Colours and pens, worksheets
- sachmem.vn

Anticipated difficulties Solutions

1. Students may have - Encourage students to work in pairs, in
underdeveloped speaking, groups so that they can help each other.
writing and co-operating - Provide feedback and help if necessary.
skills when doing project.
2. Some students will - Define expectation in explicit detail.
excessively talk in the class.  Have excessive talking students practise.
- Continue to define expectations in small
chunks (before every activity).

Board Plan
154
 Date of teaching
Unit 3: My friends
Lesson 7: Looking back & Project

* Warm-up
Brainstorming: adjectives to describe people.
I. Looking back
Task 1: Choose the best options to complete the sentences. (Ex. 1, p. 34)
Task 2: Game: Lucky Numbers. (Ex. 2, p. 34)
Task 3: Put the verbs in the brackets in correct forms. (Ex. 3-4, p. 34)
II. Project
My class year-book
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To revise the * Brainstorming: 5
vocabulary - Teacher divides the Group mins
related to board, and divides the work
the topic and class into 2 big groups.
lead in the - Each group will be
next part of assigned a category:
the lesson. APPEARANCE &
PERSONALITIES
- Teacher asks students
to brainstorm all
adjectives related to
people’s appearance
and personalities.
- The group having the
most suitable answers
is the winner.
Suggested answers:
- Appearance: tall, short,
beautiful, smart, …
- Personalities:
confident, careful,
clever, funny, …

155
Looking back To help Task 1: Choose the best 16
students options to complete the mins
revise the sentences. (Ex. 1, p. 34)
adjectives - Teacher encourages S
describing students to complete
people. the task individually.
- Students exchange Ss-Ss
their textbook to
discuss the reasons
why they are choosing
the appropriate
adjectives.
- Teacher gives feedback T-Ss
as a class discussion.
Answer key:
1. B
2. A
3. C
4. A
5. C

Task 2: Game: Lucky

Numbers. (Ex. 2, p. 34)
- Teacher divides the Group
class into 2 groups. work
- Teacher asks students
to choose the number
and answer the
questions quickly in 3
seconds.
- If students choose the
lucky number, they
don’t have to answer.
1 2 3
4 5 6
1. Who has long hair in
your class?
2. Who has a small nose?
156
 3. Who has a round
face?
4. Does the classmate
next to you have long
hair?
5. Does the classmate
next to you have big
eyes?
6. LUCKY NUMBER

To help Task 3: Put the verbs in

students the brackets in correct
revise forms. (Ex. 3-4, p. 34)
present - Teacher has students S
tenses in complete the task
context individually.
- Students exchange Ss-Ss
their textbooks to
discuss the reasons
about their choices.
- Students should record
their original answers
to guide their self-
assessment later.
- Teacher gives feedback T-Ss
as a class discussion.

Answer key:
Ex. 3:
1. are running
2. are talking
3. are not talking / aren’t
talking
4. are drawing
5. is not teaching / isn’t
teaching
Ex. 4:
1. are you doing; am
writing / ’m writing
157
 2. cycles; don’t cycle;
walk
3. Is he doing; is
reading / ’s reading

Project To allow * My class yearbook: T-Ss 20

students to mins
apply what
they have
learnt
(vocabulary
and
grammar)
into practice
through
a project.

- Teacher sets the

context and asks
students to bring a
photo of his/her friend
to class.
- Teacher asks students
to write a draft (using
the clues)

- Teacher checks and

sets time for students
to make a year-book
158
 page.
- Teacher gives
comments and
feedback.
Consolidation To Teacher asks students to T-Ss 3
consolidate talk about what they mins
what have learnt in the lesson.
students
have learnt
in the lesson.
Homework To prepare Prepare for the next T-Ss 1
for the next lesson: Read Review 1. min
lesson.

159