Unit 3

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

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School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
UNIT 3: MY FRIENDS
Lesson 1: Getting started – A surprise guest
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the lexical items related to the topic My friends
- use vocabulary to talk about body parts and appearance to describe people
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be kind and friendly to other friends
- Be responsible and participate in school activities
- Actively join in class activities
II. MATERIALS
- Grade 6 textbook, Unit 3, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form Pronunciation Meaning Vietnamese equivalent

1. glasses (n) /ˈɡlɑːsɪz/ things people wear when mắt kính
they have eyes’ problems
2. cheek (n) /tʃiːk/ the parts under people’s má

eyes
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3. foot (n-s) /fʊt/ the body part we use to bàn chân

feet (n-p) /fiːt/ stand on
Assumption
Anticipated difficulties Solutions

1. Students may lack knowledge about body Prepare some handouts on vocabulary and
parts and structures to describe people’s structures to describe people’s appearance .
appearance.
2. Students may have underdeveloped - Play the recording many times if necessary.
listening, 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.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ knowledge on the topic of the unit.
- To recall words of body parts.
b. Content:
- Listen and do along (The body part song)
c. Expected outcomes:
- Students can listen, understand and do the actions.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher plays the song on - Students listen to the song and Link:
speakers. do the right actions. https://www.youtube.com/watc
- Teacher and students sing along h?v=YGi3f_fHIzg
and point at the mentioned body
parts in the song lyrics.
- Do 2-3 times and make it faster
each time.
e. Assessment
- T asks follow-up questions to check students’ understanding.
2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with vocabulary.
- To help students be well-prepared for the task.
b. Content:
- Vocabulary pre-teaching
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- Students can identify some new words about body parts and appearance.
d. Organisation

Vocabulary pre-teaching - Students guess the meaning New words:
- Teacher introduces the vocabulary. of words. 1. glasses (n)
- Teacher explains the meaning of 2. cheek (n)
the new vocabulary by showing 3. foot - feet (n)
pictures or giving explanations
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help Ss deeply understand the text.
- To revise and provide Ss with some vocabulary to describe parts of the body.
b. Content:
- Task 1: Listen and read.
- Task 2: Fill the blanks with the words from the conversation.
- Task 3: Label the body parts with the words in the box.
- Task 4: Work in groups. Complete the word webs.
- Students understand the conversation and topic of the lesson and can complete the task
successfully.
d. Organisation

Task 1: Listen and read. (6 mins)
- Teacher draws students’ attention - Students observe the picture Questions:
to the picture in the textbook and and work in pairs to guess the 1. What are Phong and Nam
asks them questions about the answers. doing?
picture. - Students listen and read. 2. What is Phong's favourite
- Teachers ask students to work in - Students check their guesses. magazine?
pairs to guess the answers. 3. Who do Phong and Nam
- Teacher plays the recording, and
see?
asks students to underline the words
4. Where are the two girls
they have learnt in the vocabulary
part. going?
- Teacher can play the recording
more than once. Suggested answers:
1. They are having a picnic.
2. It’s 4Teen
3. They see their friends.
4. They are going to the
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bookstore.
Task 2: Fill the blanks with the words from the conversation. (5 mins)
- Teacher asks students to do the task - Students do the task Answer key:
individually. individually and then share the 1. picnic
- Teacher asks students to share their answers with their partners. 2. favourite magazine
answers with their partners before - Students show the evidence to 3. Mai - Chau
discussing as a class. their answers. 4. glasses - long black hair
- Teacher asks students to explain 5. are going to
where they can find the answer.
- Teacher corrects students’ answers.
Task 3: Label the body parts with the words in the box. (4 mins)
- First ask them to label the body - Students do the task with the Answer key:
parts they know using the words words they know first. 1. eye
given. Have Ss read out loud their - Students check their answers 2. nose
answers and then compare with a and then complete the task. 3. shoulder
classmate. - Students work in groups of 4. hand
- Teacher checks Ss’ answers and four to list other words of body 5. leg
confirms the correct ones. Teacher parts and then share their 6. foot
asks them to complete the task. answers. 7. arm
- If there are any body parts Ss do 8. mouth
not know, quickly point to them and 9. cheek
teach them. 10. hair
- Have Ss work in groups of four to
list other words for body parts in 1 Some more words are: head,
minute.
lip, tooth, stomach, ear, etc.
- Teacher invites some groups to
share their answers.
Task 4: Work in groups. Complete the word webs. (4 mins)
- Teacher asks students to work in - Students work in groups to Suggested answers:
groups of four to do the word webs. complete this task. • long / short: legs, arms, hair,
- Teacher explains that some words - Students check the answer. etc.
go together, e.g. long + hair, but • big / small: head, hands, ears,
some don’t, e.g. long + eye. feet, eyes, nose, etc.
- Teacher checks and confirms the • hair: black, straight, fair,
correct answers. curly, wavy, long / short, etc.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help students practise asking and answering about where they live.
- To check students’ vocabulary and improve group work skills.
b. Content:
- Task 5: Game: Guessing
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- Students can use the learned vocabulary to describe their friends.

d. Organisation

Task 5: Game: Guessing
Work in groups. Take turns to describe a classmate. Other group members guess who he / she is.
- Teacher asks Ss to work in groups - Students work in groups of Example:
of four to describe a classmate. four to describe a classmate for A: She has long hair and big
Other members guess. other group members to guess. eyes.
- Move around to observe and offer - One or two students describe B: Is that Lan?
help. a classmate in front of the A: That’s right.
- Invite one or two Ss to describe a class.
classmate in front of the class. Other
Ss guess.
e. Assessment
- T and other Ss listen to the answers and comment.
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write some sentences to describe at least 3 classmates.
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher asks each student to draw and interview the friend sitting next to them, using the cue in
Project (page 35). After that, students will write a short description about that friends, decorate
and design as a poster and Lesson 7 – Looking back and Project.
(Teacher should check the progress of students’ preparation after each lesson.)
Board plan
Date of teaching
Unit 3: My friends
Lesson 1: Getting started
* Warm-up
Listen and do along
* Vocabulary
1. glasses (n)
2. cheek (n)
3. foot - feet (n)
Task 1: Listen and read.

Task 2: Fill the blanks.
Task 3: Label the body parts.
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Task 4: Complete the word webs.

Task 5: Game: Guessing
*Homework
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UNIT 3: MY FRIENDS
Lesson 2: A closer look 1
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic My friends;
- Use the vocabulary and structures to talk about personality;
- Pronounce correctly and recognise the sounds /b/ and /p/.
2. Competences
- Access and consolidate information from a variety of sources
- Develop self-study skills
II. MATERIALS
- Grade 6 textbook, Unit 1, A closer look 1
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
feeling sure about your own ability
1. confident (adj) /ˈkɒnfɪdənt/ tự tin
to do things and be successful
kind, helpful and showing that you

2. caring (adj) /ˈkeərɪŋ/ quan tâm
care about other people
always busy doing things, especially

3. active (adj) /ˈæktɪv/ năng động
physical activities
giving attention or thought to what

4. careful (adj) /ˈkeəfl/ cẩn thận
you are doing
involving the use of skill and the

5. creative (adj) /kriˈeɪtɪv/ imagination to produce something sáng tạo
new or a work of art
6. shy (adj) /ʃaɪ/ = reserved, >< confident nhút nhát

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7. kind (adj) /kaɪnd/ = good, caring, >< cruel/ evil, tốt bụng
8. clever (adj) /ˈklevə(r)/ = intelligent/ smart thông minh
Assumption
Students may have difficulties in Provide students some tips by identifying the
distinguishing two sounds /s/ and /z/. letters that may include each sound.
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic.
b. Content:
- Game: Simon says
- Students can recall vocabulary about body parts.
d. Organisation:

Game: Simon says
- Teacher explains the game rules: - Students listen and watch the teacher’s Teacher’s
Students have to touch the body parts that actions. commands
teacher calls out by the sentence “Simon - Students must do what Simon says, not
says touch your...” following the wrong action of the
- Teacher says the body parts and touches teacher.
the wrong one.
- Student who does the wrong action is
out of the game.
e. Assessment
- Teacher observes and gives feedbacks
2. ACTIVITY 1: VOCABULARY (20 mins)

a. Objectives:
- To provide students with some personality adjectives.
- To help students practise using the vocabulary in context.
b. Content:
- Task 1: Match the adjectives to the pictures.
- Vocabulary teaching
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- Task 2: Use the adjectives in the box to complete the sentences. Pay attention to the highlighted
words / phrases.
- Task 3: Game: Friendship flower
- Students can understand the meaning of some personality adjectives and use them in a context.
d. Organisation

Task 1: Match the adjectives to the pictures. (4 mins)
- Teacher asks Ss to look at the - Students describe the pictures Answer key:
pictures and briefly describe them. and then say the meaning of 1. c
- Have Ss look at the personality the adjectives on the left. 2. e
adjectives given. Check if they - Students do the matching 3. d
understand the meaning of each individually and then compare 4. a
word. with their partners. 5. b
- Teacher asks Ss to do the matching
individually and then compare their
answers in pairs.
- Teacher checks and confirms the
correct answers.
Vocabulary teaching (6 mins)
- Teacher introduces the vocabulary - Students guess the meaning New words:
by: of words. 1. confident (adj)
+ providing the synonym or - Students read aloud the 2. caring (adj)
antonym of the words words. 3. active (adj)
+ providing the definition of the 4. careful (adj)
words 5. creative (adj)
- Teacher asks students to repeat and 6. shy (adj)
practice pronouncing the words. 7. kind (adj)
8. clever (adj)
Task 2: Use the adjectives in the box to complete the sentences. Pay attention to the highlighted
words / phrases. (6 mins)
- Have Ss look at the pictures and - Students briefly describe what Answer key:
briefly describe what they see. they see in the pictures, then 1. creative
- Teacher asks Ss to read the read the words in the box and 2. kind
adjectives in the box. Then ask Ss to read the sentences. 3. friendly
read each sentence. Tell them - Students do the task 4. careful
to pay attention to the highlighted individually. Then compare 5. clever
parts.
with their partners
- Ask them to do the exercise
individually and then compare their
answers in pairs. Tell Ss they will
only need five of the six adjectives.
- Check and confirm the correct
answers.
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Task 3: Game: Friendship flower (7 mins)

Work in groups. Write two personality adjectives for each group member.
- Students work in groups. Draw a - Students work in groups to do Suggested answers:
flower with the number of petals the task. careful, creative, smart,
equal to the number of their group - Some students report the friendly, funny, active, shy,
members adjectives used in class. talkative,…
- Teacher asks students to write at
least 2-3 personalities to describe
each member.
- Move around to observe and
provide help if needed.
- Invite some Ss to report the
adjectives their group members have
used.
e. Assessment
- Teacher’s observation and feedback.
3. ACTIVITY 2: PRONUNCIATION (12 mins)

a. Objectives:
- To help students identify how to pronounce the sounds /b/ and /p/.
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Listen and circle the words you hear. Then repeat.
- Task 5: Listen. Then practise the chant. Notice the rhyme.
- Students can identify the two sounds /b/ and /p/.
- Students can pronounce the sounds in words and in sentences correctly.
d. Organisation

Task 4: Listen and circle the words you hear. Then repeat. (5 mins)
- Teacher asks Ss to read the word - Students work independently
pairs first. Then ask them to listen to to circle the words they have
the recording and circle the word listened to.
they hear in each pair.
- Play the recording again for them
to repeat the words.
* Teacher may ask students to watch
the pronunciation video before class
to prepare for the lesson.
https://www.youtube.com/watch?
v=ok3k3QAv17M&list=PL8_ETpR
L2xNbMMSCSok5UNHcQOpjKgv
An&index=3
Task 5: Listen. Then practise the chant. Notice the rhyme. (7 mins)
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- Teacher ask Ss to look at the chant. - Students read the chant to

Make sure they understand the understand the meaning.
meaning of the chant. - Listen to the chant and pay
- Play the recording again and ask Ss attention to the learned sounds.
to chant along. Tell them to pay - Work in 2 groups to chant
attention to the words that have the alternate lines.
sounds /b/ and /p/ and the rhyme.
- Teacher divides the class into 2
groups and has them sing alternate
lines.
e. Assessment
- Teacher’s observation and feedback on student’s pronunciation.
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
Board Plan
Date of teaching …
Unit 3: My friends
*Warm-up
Game: Simon says
* 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: Match.
Task 2: Complete the sentences.
Task 3: Game: Friendship flower
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* Pronunciation
Task 4: Listen and circle.
Task 5: Listen. Then practise the chant.
*Homework
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UNIT 3: MY FRIENDS
I. OBJECTIVES
1. Knowledge
- Use the present continuous
2. Competences
- Develop communication skills
II. MATERIALS
- Grade 6 textbook, Unit 3, A closer look 2
- Projector / TV
- hoclieu.vn
Language analysis
The present continuous
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?
Assumption
Students may find it confusing when to use Give short and clear explanations with legible
the grammar points. examples for each case.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
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- To activate students’ prior knowledge and vocabulary related to the targeted grammar of
present continuous and to increase students' interest.
- To enhance students’ skills of cooperating with team mates.
b. Content:
- Game: Sentence puzzling
- Students can rearrange the words in meaningful sentences.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Game: Sentence puzzling
- Teacher divides the class into 4 groups. - Students work in groups Suggested answers:
- Teacher delivers a set of word cards to play the game. 1. She is learning English now.
which are jumbled sentences in the present 2. He is taking his dog for a
continuous to each group. walk in the park.
- Students will have to work in groups to 3. Phong and Trang are talking
create as many about their new friends.
correct sentences from the word cards as 4. Susan isn’t playing the
possible. piano.
- The group with more correct sentences 5. My parents are visiting me.
will be the winner.
e. Assessment
- Teacher corrects students’ answers (if needed).
2. ACTIVITY 1: PRESENTATION (10 mins)

a. Objectives:
- To have students get to know about the structures and use of present continuous.
b. Content:
- Grammar explanation
- Students identify the structures and when to use the present continuous.
d. Organisation

- Teacher draws students’ attention - Students read the Remember
to the form of the sentences created box carefully and listen to the
in the game and asks them whether teacher.
they know the target tense. - Students make some
- Teacher provides or confirms the sentences using the present
answers and leads in the grammar continuous.
focus of the lesson.
- Ask Ss to look at the usage and
examples of the present continuous
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tense in the Remember! box. Explain

to Ss that this tense is used to
describe actions that are happening
now.
- Teacher ask some students to make
sentences using the present
continuous.
e. Assessment
- Teacher checks students’ understanding by asking some questions.
3. ACTIVITY 2: PRACTICE (23 mins)

a. Objectives:
- To help Ss practise using the correct form of the present continuous based on context.
b. Content:
- Task 1: Put the verbs in brackets in the present continuous.
- Task 2: Look at the pictures. Write sentences like the example. Use positive or negative present
continuous verbs.
- Task 3: Work in pairs. Look at the pictures. Ask and answer.
- Task 4: Put the verbs in brackets in the present simple or present continuous.
- Students understand how to use the target grammar and when to use present simple or present
continuous.
d. Organisation

Task 1: Put the verbs in brackets in the present continuous. (5 mins)
- Teacher asks Ss to do the task - Students work independently Answer key:
individually. Remind them to pay to do task 1. 1. is reading
attention to the subject of each - Students exchange the 2. are playing
sentence. answers in pairs before 3. isn’t making
- Teacher lets students work in pairs checking with the class. 4. am going
and exchange the answers. 5. Are they talking
- Teacher calls on some Ss to read
aloud their answers. Check and
confirm the correct ones.
Task 2: Look at the pictures. Write sentences like the example. Use positive or negative present
continuous verbs. (6 mins)
- Teacher asks students to work - Students work independently Answer key:
independently. to do the task. 1. Nam and Ba are not / aren’t
- Teacher calls 1 or 2 students to - Students come to the board to eating ice cream.
write their answers on the board, and write the answers. 2. Lan and Trang are taking
checks their answers sentence by photos.
sentence.
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3. Ha is / Ha’s writing a letter.

4. Duong and Hung are not /
aren’t playing badminton.
5. Phong is not / isn’t drawing
a picture.
Task 3: Work in pairs. Look at the pictures. Ask and answer. (7 mins)
- Teacher asks students to read the - Students read the example Answer key:
example carefully and then work in individually and then do the 1. Is your friend swimming? –
pairs to do the task. task in pairs. Yes, he is.
- Remind them to write their - Some students practise their 2. Are they listening to music?
questions and answers in their conversations in front of the – No, they aren’t. (They’re /
notebooks. class. They are having a picnic.)
- Teacher invites some pairs to 3. Is Mi playing the piano? –
practise their conversations. No, she isn’t. (She’s / She is
- Teacher checks and confirms the doing karate.)
correct answers. 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: Put the verbs in brackets in the present simple or present continuous. (5 mins)
- Teacher asks students to read the - Students read the Remember! Answer key:
Remember! box carefully. Then ask box carefully. 1. does not / doesn’t walk;
them to give the form and usage of - Students tell the form and cycles
the present simple (ask about the usage of the present simple and 2. is he playing
signals used, e.g. every day, every the present continuous. 3. Do your friends study
afternoon, always, usually, etc. and - Students do the task 4. am / ’m writing
the present continuous, e.g. now, at individually and then compare 5. is not / isn’t doing; is / ’s
the moment, at present, etc.) with their partners. reading
- Ask Ss to do this exercise - Students correct their
individually and then compare their answers.
answers with their partners.
- Invite some Ss to write their
answers on the board.
- Confirm the correct answers.
e. Assessment
- Teacher corrects the students’ answers and pronunciation as a whole class.
4. ACTIVITY 3: PRODUCTION (8 mins)

a. Objectives:
- To help students practise using the present continuous.
b. Content:
- Task 5: Game: Charades
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- Students can use the target grammar in contexts.
d. Organisation

Task 5: Game: Charades
Take turns to mime different actions. Others guess what you are doing.
- Option 1: Have Ss play the game in - Students practise in groups as
groups of four. Move around to in option 1 or do the task as a
observe and provide help if needed. game as in option 2.
- Option 2: Organise as a
competitive game
Teacher organise as a competitive
game by asking volunteers to form 2
groups. One student mimes and the
two groups take turns to guess. The
group with a correct answer gets one
point. The group with the most
points wins. Continue the game until
the time is up.
e. Assessment
- Teacher corrects the students if necessary.
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
Board Plan
Date of teaching
Unit 1: My new school
* Warm-up
Game: Memory game
I. Grammar
II. Practice
Task 1: Put the verbs in the present continuous.
Task 2: Write sentences.
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Task 3: Work in pairs. Ask and answer.

Task 4: Put the verbs in the present simple or present continuous
Task 5: Game: Charades.
* Homework
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UNIT 3: MY FRIENDS
Lesson 4: Communication
I. OBJECTIVES
1. Knowledge
- Know how to ask and answer about people’s appearance and personalities
- Ask appropriate questions when making friends at school
2. Competences
- Develop self-study skills & actively join in class activities
II. MATERIALS
- Grade 6 textbook, Unit 3, Communication
- Projector / TV
- hoclieu.vn
Assumption
Students may lack knowledge about the Provide students with information about the
topic. knowledge they do not know.
Students may have underdeveloped - Encourage students to work in pairs, in groups
reading, speaking and co-operating skills. so that they can help each other.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Bingo
- Students can recall adjectives about personality
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d. Organisation
- Teacher asks students to make a - Students write adjectives as Suggested personality
table into their notebooks and fill in instructed and play the game. adjectives: active, clever, kind,
with different personality adjectives. smart, hard-working, funny,
- Teacher reads out loud 9 caring, confident, friendly, …
personalities. The student has a line
of three words can shout: BINGO.
- Teacher checks the answer.
e. Assessment
- Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (13 mins)

a. Objectives:
- To introduce how to ask about appearance and personality.
- To help Ss practise asking about appearance and personality.
b. Content:
- Task 1: Listen and read the dialogue between Linda and Mi. Pay attention to the highlighted
questions.
- Task 2: Work with a classmate. Ask him / her about his / her best friend. Remember to use the
two questions highlighted in 1.
- Students can ask and answer about appearance and personality
d. Organisation
Task 1: Listen and read the dialogue between Linda and Mi. Pay attention to the highlighted
questions. (6 mins)
- Play the recording for students to - Students listen to the
listen and read the dialogue between recording, pay attention to the
Linda and Mi at the same time. highlighted part.
- Ask students to pay attention to the - Students learn the structure to
highlighted questions. Elicit the ask about appearance and
structure to ask about appearance: personality and the language
What does your best friend look used to answer.
like? and the structure to ask about - Students practise the dialogue
personality What’s she like? as well in pairs and then practise in
as the language used to answer these front of the class.
two questions.
- Have students practise the dialogue
in pairs.
- Call some pairs to practise the
dialogue in front of the class .
Task 2: Work with a classmate. Ask him / her about his / her best friend. Remember to use the two
questions highlighted in 1. (7 mins)
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- Teacher asks students to work in - Students work in pairs to Suggested answer:

pairs to make similar dialogues make similar conversations. A: What does he look like?
about their best friend, using the - Some pairs practise in front B: He is tall and slim. He has
questions learnt. of the class. short black hair. He has
- Teacher moves around to observe glasses.
and provide help if needed. A: What’s he like?
- Call on some pairs to practise in B: He is hard-working and
front of the class. creative. He is kind, too.
e. Assessment
- Teacher checks students’ understanding by asking some checking questions.
3. ACTIVITY 2: DATE OF BIRTH AND PERSONALITY (20 mins)

a. Objectives:
- To help Ss practise asking and answering about personality.
b. Content:
- Task 3: Read about these students in 4Teen magazine. Use one or two adjectives to describe
them.
- Task 4: Read the descriptions below. Do you think they match the friends in 3?
- Task 5: Read the descriptions in 4. Share your opinion with the class.
- Students can use the learnt vocabulary to talk about personalities.
d. Organisation
Task 3: Read about these students in 4Teen magazine. Use one or two adjectives to describe them.
(5 mins)
- Teacher asks students to work in - Students work in groups of Suggested answers:
groups of four. Each group reads four to do the task. – Vinh: clever, hard-working
about one friend only. - Students give their answers – John: creative, kind
- Have students give their answers and the reasons for their
and give the reasons for their answers.
answers.
- Teacher writes the answers on the
board to prepare for Activity 4.
Task 4: Read the descriptions below. Do you think they match the friends in 3? (7 mins)
NỘI
- Teacher tells students that each - Students read the descriptions

person has a star sign, depending on and check if they match their
his / her birthday, and the star sign friends.
may decide a person’s personality. - Students can refer to the
- Ask students to read the answers to Activity 3 that have
descriptions and check if they match been written on the board.
the friends in Task 3. - Students work in pairs to
- Then teacher asks students to work compare the descriptions.
in pairs and compare the
descriptions.
Task 5: Read the descriptions in 4. Share your opinion with the class. (8 mins)
- Teacher asks students to read the - Students work individually to
descriptions in 4 and complete the read and complete the
three sentences in the book sentences in the book.
individually. - Students work in groups to
- Teacher asks students to work in share their answers.
groups to share their answers.
- Teacher invites some students to
share their opinion with the class.
e. Assessment
- Teacher goes around and corrects students while they’re practising.
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Skills 1
Board Plan
Date of teaching
Unit 3: My friends
Lesson 4: Communication
*Warm-up
BINGO
* Everyday English
NỘI
Asking about appearance and personality

Task 1: Listen and read.
Task 2: Make similar questions.
* Date of birth and personality

Task 3: Use adjectives to describe.
Task 4: Read and answer the question.
Task 5: Read and share.
*Homework
NỘI
UNIT 3: MY FRIENDS
Lesson 5: Skills 1
I. OBJECTIVES
1. Knowledge
- read for general and specific information about friends and a summer camp
- talk about friends and a summer camp
2. Competences
- Develop presentation skill
II. MATERIALS
- Grade 6 textbook, Unit 3, Skills 1
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. superb (adj) /suːˈpɜːb/ of the highest quality siêu đẳng
2. perfect (adj) /ˈpɜːfɪkt/ as good, correct, or hoàn hảo

accurate as it is possible
to be
3. leadership (n) /ˈliːdəʃɪp/ the skill that allow a kĩ năng lãnh đạo
person to help and
guide others
4. field trip (n) /ˈfiːld trɪp/ a visit to a place that chuyến tham quan
gives students the
chance to study
something in a real
environment
NỘI
Assumption
1. Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.
2. Students may have underdeveloped - Let students read the text again (if needed).
reading, speaking and co-operating - Create a comfortable and encouraging
skills. environment for students to speak.
- Encourage students to work in pairs, in groups
so that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To recall vocabulary used to describe people appearance
b. Content:
- Listen to the song and list the adjectives
- Students can recall the adjectives to describe people.
d. Organisation
- Teacher plays the song on - Students listen to the song https://www.youtube.com/
speakers. and try to remember all the watch?v=LWQn3mbignQ
- Teacher and students sing along adjectives.
and try to remember all the
adjectives in the song lyrics.
- Teacher calls some students to list
the adjectives in the song and some
more adjectives they know to
describe appearance.
e. Assessment
- Teacher corrects students’ answers (if needed).
2. ACTIVITY 1: READING (20 mins)

a. Objectives:
- To help Ss learn new vocabulary in the reading text.
- To improve Ss’ skill of reading for details (scanning).
b. Content:
- Task 1: Look at the advertisement above and answer the questions.
- Vocabulary pre-teach
- Task 2: Read the text and write T (True) or F (False). Correct the false statements.
NỘI
- Students can understand the text and complete the tasks successfully.
d. Organisation
Task 1: Look at the advertisement above and answer the questions. (6 mins)
- Teacher asks students to work in - Students work in pairs to do Questions:
pairs to read the poster and discuss the task and then share the 1. Who is the Superb Summer
the questions. answer with the whole class. Camp for?
- Teacher may have to explain some 2. What can people do at this
words / phrases before having Ss do summer camp?
this activity.
- Teacher invites some Ss to give Suggested answers:
their 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.
Vocabulary pre-teach (5 mins)
- Teacher asks students to guess the - Students say the meaning of New words:
meaning of the words in context. the words. 1. superb (adj)
- Teacher provides their meanings by - Students write the new words 2. perfect (adj)
giving explanations, says the words into their notebooks and repeat 3. leadership (n)
and asks Ss to repeat as a whole the words. 4. field trip (n)
class.
Task 2: Read the text and write T (True) or F (False). Correct the false statements. (8 mins)
- Teacher explicits the targeted - Students listen to Answer key:
skills. explanations about skimming 1. F (They speak English only.)
- Teacher explains how to scan and and scanning. 2. F (He has three.)
skim and asks students to practise - Students do the task 3. F (Jimmy likes taking
with the advertisement. individually and then compare photos.)
- Set a time limit for them to do the with their partners. 4. T
task. If the statement is false, ask - Students give evidence to 5. T
them to correct it. their answers.
- Have students work in pairs and
compare their answers before having
them discuss as a class. Ask students
to support their answers with
information from the text.
e. Assessment
- Teacher corrects students’ answers.
3. ACTIVITY 2: SPEAKING (15 mins)

a. Objectives:
NỘI
- To help Ss explain how the Superb Summer Camp is suitable for certain students and for
themselves
b. Content:
- Task 3: Work in groups. Read about the three students below. Is the Superb Summer Camp
suitable for all of them? Why or Why not?
- Task 4: Think about yourself. Do you want to go to this kind of camp? Why or Why not?
- d. Organisation
Task 3: Work in groups. Read about the three students below. Is the Superb Summer Camp
suitable for all of them? Why or Why not? (7 mins)
- Teacher has students look at the - Students read the Suggested answers:
advertisement for the Superb advertisement in Task 1 again 1. The camp is suitable for her
Summer Camp again and underline and note down the because it suits her age and she
the requirements for the students if requirements. can use English. She can also
they want to join the camp and the - Students read the descriptions develop her creativity at the
types of activity Ss can do at the about 3 students and then work camp.
camp. in groups to decide if the 2. The camp does not seem to
- Teacher asks students to read the Superb Summer Camp is suit An. He may be too old for
information about the three students suitable for them and explain. the camp and he can’t speak
Mi, An and Vy, underline the English.
features of each student and compare 3. The camp suits Vy. It suits
these with the information stated in her age and it can help her
the advertisement. improve her English.
- Teacher asks them to work in
groups and decide if the Superb
Summer Camp is suitable for these
students and explain why.
- Invite students from different
groups to share their answers.
Task 4: Think about yourself. Do you want to go to this kind of camp? Why or Why not? (8 mins)
- Teacher has students think about - Students do the task Suggested answers:
themselves and decide if the camp individually and then work in - I think Superb Summer Camp
suits them. Encourage them to give groups and then share their is suitable for me because I’m
the reasons for their answers. answers with the class. 12.
- Teacher asks students to work in - Superb summer camp is good
groups and share their opinions. for me because I want to speak
Move around to observe and provide English all the time.
help if needed.
- Call on some Ss to share their
answers.
e. Assessment
- Teacher gives corrections and feedback.
NỘI
a. Wrap-up
b. Homework
- Do exercises in the workbook
Board Plan
Date of teaching
Unit 3: My friends
Lesson 5: Skills 1
*Warm-up
Listen to the song and list the adjectives
* Reading
Task 1: Answer the questions.
New words:
1. superb (adj)
2. perfect (adj)
3. leadership (n)
4. field trip (n)
Task 2: Write T or F.
* Speaking
Task 4: Read and answer the question.
Task 5: What kind of camp do you like?
*Homework
NỘI
UNIT 3: MY FRIENDS
Lesson 6: Skills 2
I. OBJECTIVES
1. Knowledge
- Listen for specific information about best friends
- Write a diary entry about best friends
2. Competences
II. MATERIALS
- Grade 6 textbook, Unit 1, Skills 2
- Projector / TV
- hoclieu.vn
Assumption
1. Students may lack knowledge and Prepare some hand-outs about the key language
experiences about the topic. of describing people.
2. Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating skills. - Encourage students to work in pairs, in groups
so that they can help each other.
2. Some students will excessively talk in - Define expectation in explicit detail.
the class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help students recall the adjectives to describe personality;
- To lead into the new lesson.
b. Content:
NỘI
- Game: Jumble words

- Students can recall the adjectives to describe personality.
d. Organisation
- Teacher sticks some jumbled words - Students work in pairs to play Answer key:
onto the board. the game. 1. TACIEV -> ACTIVE
- Teacher asks students to work in - Students raise hands to 2. LFIEDRNY -> FRIENDLY
pairs to play the game. answer. 3. UNFNY -> FUNNY
- Teacher calls the 3 fastest teams to 4. RCUFEAL -> CAREFUL
write the answer on the board. 5. TOFCNDITEN ->
- Teacher checks the answers as the CONFIDENT
whole class.
e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: LISTENING (20 mins)

a. Objectives:
- To help Ss develop their skill of listening for specific information about best friends
b. Content:
- Task 1: What are the students doing in each picture?
- Task 2: Listen to Mi and Minh talking about their best friends. Look at the picture below and
say which one is Lan and which one is Chi.
- Task 3: Listen to the talk again. Fill each blank with a word / number you hear.
- Ss can listen for general and specific information and complete the learning tasks.
d. Organisation
Task 1: What are the students doing in each picture? (5 mins)
- Teacher tells students to look at the - Students look at the pictures Answer key:
pictures and guess what they are and answer the question. a. They are talking.
doing. b. They are playing football.
- Elicit the answers from students c. They are walking.
and then lead to the listening part.
Task 2: Listen to Mi and Minh talking about their best friends. Look at the picture below and
say which one is Lan and which one is Chi. (7 mins)
- Teacher asks students to look at the - Students briefly describe the Answer key:
pictures and note down some two girls. Lan is the girl wearing a red
descriptions about the 2 girls. - Students listen to the and white jacket and a red cap.
- Tell students that they are going to recording and do the task. Chi is the girl wearing a white
listen to Mi and Minh talking about T-shirt and a blue skirt.
their best friends.
- Teacher plays the recording.
- Teacher asks students to listen and
NỘI
do the task.
- Teacher checks students’ answers
as a class.
Task 3: Listen to the talk again. Fill each blank with a word / number you hear. (7 mins)
- Teacher asks students to read the - Students read through all the Answer key:
questions carefully and determine sentences. 1. 6A
what information they need to fill - Students do the task 2. black - mouth
the gaps (numbers, words). individually and then swap 3. friendly
- Teacher plays the recording for their answers in pairs. 4. big
students to fill the gaps. - Students check the answers as 5. kind
- Teacher asks them to swap their a class.
answers in pairs before checking
their answers as a class.
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WRITING (18 mins)

a. Objectives:
- To help Ss practise writing a paragraph about their best friend.
b. Content:
- Task 4: Work in pairs. Ask and answer about your best friend. Use these notes to help you.
- Task 5: Write a diary entry of about 50 words about your best friend. Use the answers to the
questions in 4.
- Students can use the learned vocabulary and grammar to write a paragraph about their best
friend.
d. Organisation
Task 4: Work in pairs. Ask and answer about your best friend. Use these questions to help you. (7
mins)
- Teacher asks students to take short - Students work in pairs to do
notes of the answers for later use (in the task.
Task 5).
- Teacher allows students to review
the unit for useful language.
- Have students ask and answer the
questions in pairs in full sentences.
- Teacher goes around and helps if
needed.
Task 5: Write a diary entry of about 50 words about your best friend. Use the answers to the
questions in 4. (11 mins)
NỘI
- Ask students to write the diary - Students write the diary entry
entry individually. individually.
- Ask one or two students to write - 1-2 students write their entry
their entry on the board. on the board.
- Other students and teacher - Students exchange their
comment on the entries on the board. textbook to check the writing.
- Teacher asks students to exchange
their textbooks to check their
friends’ writing.
- Teacher then gives feedback as a
class discussion.
e. Assessment
a. Wrap-up
b. Homework
- Rewrite the diary entry in the notebook.
Board Plan
Date of teaching
Unit 3: My friends
Lesson 6: Skills 2
*Warm-up
Game: Jumble words
*Listening
Task 1: Look and answer.
Task 2: Listen and find out Lan and Chi.
Task 3: Listen again and fill the blanks.
*Writing
Task 4: Ask and answer.
Task 5: Write a diary entry.
*Homework
NỘI
UNIT 3: MY FRIENDS
Lesson 7: Looking back and Project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 3
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop presentation skill
II. MATERIALS
- Grade 6 textbook, Unit 3, Looking back and Project
- Projector / TV
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs, in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk - Define expectation in explicit detail.
in the class. - Have excessively talkative students practise.
- Continue to define expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss review the vocabulary of Unit 3
b. Content:
- Brainstorming: adjectives to describe people
- Students can recall words used to describe appearance and personalities.
d. Organisation
NỘI

- Teacher divides the board, and - Students work in 2 big groups - Appearance: tall, short,
divides the class into 2 big groups. to play the game. beautiful, smart, …
- Each group will be assigned a - Personalities: confident,
category: APPEARANCE & careful, clever, funny, …
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.
e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: LOOKING BACK (20 mins)

a. Objectives:
- To help Ss revise the vocabulary about body parts, appearance and personality adjectives.
- To help Ss revise the present simple and present continuous.
b. Content:
- Task 1: Choose the correct answer A, B, or C.
- Task 2: Answer questions about your classmates.
- Task 3: Put the verbs in brackets in the present continuous.
- Task 4: Put the verbs in brackets in the present simple or present continuous.
- Students can use the learnt vocabulary to complete the tasks successfully.
- Students can recall the use of the present simple and present continuous.
d. Organisation
Task 1: Choose the correct answer A, B, or C. (3 mins)
- Teacher encourages students to - Students do the task Answer key:
complete the task individually. individually and then exchange 1. B
- Students exchange their textbook to their textbook in pairs to 2. A
discuss the reasons why they are discuss. 3. C
choosing the appropriate - Students correct the answers. 4. A
adjectives. 5. C
- Teacher gives feedback as a class
discussion.
Task 2: Answer questions about your classmates. (5 mins)
- Teacher asks students to work in - Students work in pairs to do Questions:
pairs to ask and answer the the task and then volunteer to 1. Who has long hair in your
questions. ask and answer in front of the class?
- Teacher invites some pairs to ask class. 2. Who has a small nose?
and answer in front of the class. 3. Who has a round face?
4. Does the classmate next to
NỘI
you have long hair?

5. Does the classmate next to
you have big eyes?
Task 3: Put the verbs in brackets in the present continuous. (6 mins)
complete the task individually. independently. 1. are running
- Students exchange their textbooks - Students exchange their 2. are talking
with their partners. textbook to check the answers. 3. are not talking / aren’t
- Teacher gives feedback as a class talking
discussion. 4. are drawing
5. is not teaching / isn’t
teaching
Task 4: Put the verbs in brackets in the present simple or present continuous. (6 mins)
complete the task individually. independently. 1. are you doing - am writing /
- Students exchange their textbooks - Students exchange their ’m writing
with their partners. textbook to check the answers. 2. cycles - don’t cycle - walk
- Teacher gives feedback as a class 3. Is he doing - is reading / ’s
discussion. reading
e. Assessment
- Teacher corrects students’ answers as a whole class.
3. ACTIVITY 3: PROJECT (16 mins)

a. Objectives:
- To help Ss improve their creativity and teamwork
- To improve their speaking and presentation skills
b. Content:
- Poster presentation
- Students are able to present their posters about their friends.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
My class yearbook - Students check their Suggested outcome:
- Ask Ss to read the instructions again (T has posters again and then Students’ posters &
already assigned the project since the first lesson volunteer to present. presentations
of the Unit and checked their progress after each
lesson). Let students have some time to check their
posters for the final time and make any
adjustments if necessary.
- T has some students show their posters and
present them to the class.
- Give feedback to students’ presentations.
e. Assessment
NỘI
a. Wrap-up
b. Homework
- Prepare for the next lesson.
Board Plan
Date of teaching
Unit 1: My friends
Lesson 7: Looking back and Project
*Warm-up
Brainstorming
*Looking back
Task 1: Choose A, B, or C.
Task 2: Answer questions.
Task 3: Put the verbs in the present continuous.
Task 4: Put the verbs in the present simple or present continuous.
*Project
My class yearbook
* Homework

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NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

Form Pronunciation Meaning Vietnamese equivalent

2. cheek (n) /tʃiːk/ the parts under people’s má

3. foot (n-s) /fʊt/ the body part we use to bàn chân

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRESENTATION (5 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: PRACTICE (20 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

4. ACTIVITY 3: PRODUCTION (10 mins)

- Students can use the learned vocabulary to describe their friends.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read.

Task 4: Complete the word webs.

kind, helpful and showing that you

always busy doing things, especially

giving attention or thought to what

involving the use of skill and the

6. shy (adj) /ʃaɪ/ = reserved, >< confident nhút nhát

8. clever (adj) /ˈklevə(r)/ = intelligent/ smart thông minh

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: VOCABULARY (20 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Game: Friendship flower (7 mins)

3. ACTIVITY 2: PRONUNCIATION (12 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher ask Ss to look at the chant. - Students read the chant to

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

2. ACTIVITY 1: PRESENTATION (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

tense in the Remember! box. Explain

3. ACTIVITY 2: PRACTICE (23 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

3. Ha is / Ha’s writing a letter.

4. ACTIVITY 3: PRODUCTION (8 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Work in pairs. Ask and answer.

2. ACTIVITY 1: EVERYDAY ENGLISH (13 mins)

- Teacher asks students to work in - Students work in pairs to Suggested answer:

3. ACTIVITY 2: DATE OF BIRTH AND PERSONALITY (20 mins)

- Teacher tells students that each - Students read the descriptions

Asking about appearance and personality

* Date of birth and personality

2. perfect (adj) /ˈpɜːfɪkt/ as good, correct, or hoàn hảo

2. ACTIVITY 1: READING (20 mins)

3. ACTIVITY 2: SPEAKING (15 mins)

- Game: Jumble words

2. ACTIVITY 1: LISTENING (20 mins)

3. ACTIVITY 2: WRITING (18 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: LOOKING BACK (20 mins)

you have long hair?

3. ACTIVITY 3: PROJECT (16 mins)

- Teacher gives corrections and feedback.

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