Unit 2 anh 6 (friends plus)

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 1: VOCABULARY
Daily Routines
 AIMS: By the end of the lesson, students will be able to:

+ use some words related to daily routines.
+ write and speak about a special day.
 TEACHING AIDS:
- Textbook, projector, pictures
 TECHNIQUES:
- reading skill, speaking skill.
- group work, individual.
 PROCEDURES:
TIM
E
4
mins

CONTENT
WARM UP
Jigsaw puzzle game:
get
up

have breakfast

ACTIVITIES

RATIONALE

- Teacher divides class
into 5 groups.
- Teacher runs through the
game – Each group will
match some peace of
papers to make a complete
picture and then stick it on
the board.
- Students take part in the
game.
- Teacher declares the

-To make
Students eager
to start the
lesson.

winner.

go to school

do homework

go to bed
Lead-in
- What are these pictures about?
-What's your favourite day? Why?
-> Today, we will talk about daily routines.

5

mins

VOCABULARY
1. get up (phr.v): thức dậy
2. brush one’s teeth: đánh răng

- Teacher gives students
questions to lead in the
new lesson.
- Teacher introduces the
new lesson.
- Teacher elicits each of
the words.
- Teacher reads the words

- To prepare
vocabulary for
Students and


8
mins

6
mins

5
mins

3. wash one’s face: rửa mặt

4. go to bed: đi ngủ
5. have breakfast / lunch / dinner: ăn
sang/trưa/ tối
6. go to school: đi học
7. study (v): học
8. watch TV: xem TV
9. do one’s homework: làm bài tập
10. have classes:
ACTIVITY 1. Complete the table with the
verbs in blue in the Days and Nights Quiz.
Then listen and check.

Answer key:
1 Start / Finish the day: get up, brush my
teeth, wash my face, go to bed, sleep
2 Eat: have breakfast / lunch / dinner
3 Travel: go to school, get home
4 Free time: watch TV, relax, play video
games, chat online
5 Work and study: study, have classes,
do their homework, help with the
housework.
ACTIVITY 2. Read the Days and Nights
Quiz. Are the sentences True or False?
Compare with a partner using the Key
Phrases.

Answer key:
1 True 2 True 3 True 4 False
5 False 6 True 7 False 8 True

9 False 10 True 11 False 12 False
VOCABULARY
1. always (adv) luôn luôn
every time or all the time
2. normally / usually (adv) thường thường
in the way that most often happens
3. often (adv) thường
many times
4. sometimes (adv) thỉnh thoảng
not always or often

and asks Ss to repeat.
- Teacher checks the
meaning, part of speech,
pronunciation.

help them
understand the
Quiz.

- Teacher lets Students -To check
work in groups of 3 to Students’
complete the table with understanding.
the verbs in blue in the
Days and Nights Quiz.
- Students work in groups
to do the exercise.
- Students listen and
check the answers.

- Teacher calls some
Students to read the Quiz.
- Students do the quiz and
say whether the sentences
are true or false.
- Teacher corrects the
answers.
- Teacher elicits each of
the words in the box.

- To check
Students’
understanding.


5. never (adv) không bao giờ
not at any time
ACTIVITY 3. Listen and complete the

- Teacher asks Students to
listen and complete the
sentences.
- Students check the
answer
on
the
screen/board.

sentences.

Answer key:
1 sometimes 2 always
4 normally 5 never
5 ms

3 often
6 usually

Language note - Adverbs of frequency
Ex: a) I always have breakfast.
b) I never go to bed before 11.
Usage: to say how often we do things, or how
often things happen.
always

normally /
usually

often

sometimes

100%

- Teacher asks Students
the question: What are
adverbs of frequency? and
represents the Language
note.

- To prepare
vocabulary,
language note
for Students.

never

0%

Rules:
Adverbs of frequency come …
1. after the verb be.
2. before other verbs.
 Practice: Finding the mistakes in the

10 ms

2 ms

sentences.
1. Jo goes always to school on foot.
2. The bus often is late.
3. I never watch TV.
4. People in this school are usually
friendly.
5. She normally doesn’t walk to school.
Answer key:
1. Jo always goes to school on foot.
2. The bus is often late.
3. correct

4. correct
5. She doesn’t normally walk to school.
PRODUCTION
ACTIVITY 4. Speaking. Talk about
favorite day.
Students should talk:
- a favorite day/ special day
- activities in a day (get up, get dressed….)
- time (at least 2 activities)
- the activity they like best
HOMEWORK

- Students work in pairs
and correct the mistakes
in the sentences.
- Teacher corrects the
answers.

- Teacher lets Students
work in group of 4.
- Students choose their
favorite day, write or draw
activities in a paper.
- Teacher gives Students
enough time for their
presentation in front of the
class.
- Students do homework

- To help

Students write
and talk about
daily routines.

- To prepare


- Do exercise in workbook page 20.
and prepare for the next
- Prepare for the next lesson: Reading - A busy lesson.
day.
+ Answer the question: What things do you do
with your brother / sister?

well for the
next period.


LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 2: READING
A busy day
 AIMS: By the end of the lesson, students will be able to understand the general idea of a

text.
 TEACHING AIDS:

-

Textbook, projector, pictures

 TECHNIQUES:
- reading skill, speaking skill.
- group work, individual.
 PROCEDURES:
TIM
E
8
mins

CONTENT

ACTIVITIES

RATIONALE

I. WARM UP

- Teacher splits the class - To review the
Hot seat:
into two teams
previous words
1. sleep
2. chat online
- One student from each and phrases.
3. have dinner
4. help with the
team comes up and sits the
housework
chair, so they are facing
5. wash your face

6. do your homework.
their team-mates and have
their back to the board.
- Teacher writes words or
phrases clearly on the
board.
- Students take part in the
game by using synonyms,
antonyms, definitions to
describe that words for their
friend.
ACTIVITY 1. Look at the photo (P26) and
- Teacher declares the winner.
answer the question: What is the picture
-To make
about?
- Teacher gives students Students eager
questions to lead in the new to start the
Suggested answer:
lesson.
lesson.
It’s about family.
- Teacher introduces the
new lesson.
Lead-in
To find more specific information about house
or family, today we will continue with Reading
lesson.
II. PRE-READING

7
mins

VOCABULARY
1. son (n) con trai
2. daughter (n) con gái
3. grandchildren (n) cháu (của ông bà)

- Teacher elicits each of the
words.
- Teacher reads the words

- To prepare
vocabulary for
Students and


4. brother (n) anh/em trai
and asks Ss to repeat.
help them
5. sister (n) chị/ em gái
- Teacher checks the
understand the
6. parent (n) ba mẹ
meaning, part of speech,
Quiz.
7. organised (adj) có tổ chức
pronunciation.
8. help with the housework: phụ giúp công
việc nhà

ACTIVITY 1. Put new words in the correct - Teacher asks some
columns add more words to each.
students to put suitable
Man
Woman words into columns.

15
mins

Suggested answers:
- son, brother (father, uncle, grandfather,
grandson)
- daughter, sister, granddaughter (mother,
grandmother, aunt)
III. WHILE READING
ACTIVITY 2. Listen and choose title a–c for
the text. Then read the text and check your
idea.
Answer key:
c. Happy house

- Teacher lets students work
in pairs to listen the text and
choose the title. (with the
books closed)
- Students work in pairs to
do the exercise.
- Teacher lets students open
their books, explains, and
corrects the answer.

-To help
students
understand the
general
meaning.

- Teacher calls some
students to read Exercise 2
and let them read Skills
Strategy themselves to
know how to do the
exercise.
- Students read Skills
Strategy and choose the
correct words individually.
- Teacher corrects the
answers.
- Students practice reading.

- To check
students’
understanding
in detail.

ACTIVITY 3. Read the Skills Strategy. Then
read and listen to the text and choose the
correct words.
SKILLS STRATEGY
How to predict the meanings of words:

• First, look at the context.
• Then, scan the text to find the meanings of
the words, for example, this text is about
family members. When you find out the
meaning of one family member, it will be
easier to work out the rest.

Answer key:

1 doesn’t have breakfast
3 at home

2 don’t help
4 always


13
mins

IV. POST READING
ACTIVITY 4. Speaking. Talk about the
Radfords and your family routines. What are
the differences?

Students should talk:
the Radfords
• Noel gets up at 4.45 a.m

my family

• My father …..

- Teacher lets Students work
in group of 4.
- Students discuss and write
activities in a poster.
- Teacher gives Students
enough time for their
presentation in front of the
class.

- To help
students write
and talk about
family
routines.

- Students do homework
and prepare for the next
lesson.

- To prepare
well for the
next period.

 There are some differences between my
family and the Radfords routines:
First, …………….
Second, ………….
Finally, …………

2
mins

V. HOMEWORK
- Do exercise in workbook page 22
- Students prepare for the next lesson:
Language Focus - Present simple: affirmative
and negative.


LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 3: LANGUAGE FOCUS
PRESENT SIMPLE: AFFIRMATIVE AND NEGATIVE

Aims: By the end of the lesson, students will be able to:
- Use the " Present simple" to talk about facts and routines.
Language content:
- Vocabulary:
- Grammar: Present simple tense-affirmative and negative.
Teaching Aids:
- Textbook, tape, power point
STAGE/TIME
I. WARM UP

ACTIVITY
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.
- Teacher asks students some questions:
What do you do in the morning?
+ I wash my face, take a bath,...
 Do you make your bed every day/
+ Yes, I do./No, I don't.


 What time do you eat breakfast?
+ I eat breakfast at 6 in the morning.
.....

II. WHILETEACHING

+ PRESENTATION:
*Activity 1: Grammar point: "Present simple tense"

THE SIMPLE PRESENT TENSE -THÌ HIỆN TẠI ĐƠN
+ The usage: Teacher explains the usage of the simple present tense.
- We use the present simple to talk about:
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
- Have students copy down to their notebooks.
+ PRACTICE:
* Activity 2: Compare the sentences. Then match a-d with spelling rules 1-4
- Read out the sentences and highlight the different forms for I and he / she.
- Have students match the sentences with the spelling rules.
- Then check answers with the class.
+ Key: 1 d 2 c 3 a 4 b
* Activity 3: Choose the correct verbs.
- Have students work in pairs to complete the sentences.
- Then check the answers with the partner.
- Key: 1. go 2. relax 3. speaks 4. finishes 5. have

6. Studies

* Activity 4: Pronunciation-third person -s
- Teacher explains:
+ /s/: -p, -k, -t, -f
Eg:
Stops /stop/
Laughs /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/
- Have students listen to the third person form of the verbs and asks which verbs
ends with an /iz/ sound.
- Teacher asks students repeat the verbs.
- Teacher corrects the mistakes.


- Key: 1 c 2 c 3 a 4 c 5 d
* Activity 5: Complete the examples from the text on page 26.
- Students complete the examples then compare their answers in pairs.
- Check answers with the class.
- Students then choose the correct words to complete the rules 1-3.
- Check answers with the class.
- Key: 1. don't help
2 doesn't watch
3. don't; go
* Activity 6: Look at the information in the table. Write affirmative and
negative about people.
- Have students work in pairs to complete the table.
- Teacher asks students read through the information in the table with the
partner.
- Have students write sentences individually then compare in pairs.
- Then check the answers with the class.
- New words:
+ Wash the dishes
+ Wash the car
+ Sit (v)
+ Make breakfast

+ Watch TV
- Key:
+Tom and Vicky sit on the sofa a lot.
+Mina doesn't sit on the sofa a lot.
+Tom and Vicky don't make breakfast.
+Mina makes breakfast.
+Tom and Mina don't watch TV a lot.
+Vicky watches TV a lot.
* Activity 7: Discussion
- Have students work in pairs to discuss what happens in their home.
- Teacher allows students time to prepare their answers individually.
- Have some students report.
III.
- Summary the lesson.
CONSOLIDATION - Asks students to write about their daily routines.
IV. HOMEWORK

- Learn by heart all the new words.
- Prepare for next lesson – Vocabulary and listening - Special days



LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 4: VOCABULARY and LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to:
- understand the main ideas in an interview about a celebration.
- develop students’ listening skills.
II. Teaching Aids:
- Textbook, tape, power point slides, …

STAGE/TIME
WARM UP

ACTIVITY
Game: "CHAIN GAME"
- T divides class into 3 groups.
- T says a sentence and each group takes turns to give sentences that follow

the teacher and the other groups’ sentence. The group that has more
questions will win.
"Every morning, I get at 6 o'clock, then I........"
PRE-LISTENING

Set context:
- Teacher asks students a question:

“Do you like Tet? Why?”
- Students answer in their own.

*Activity 1: Complete the questionnaire.
- Have students work in pairs to complete the questionnaire.
- Then check the answers with the class.
- New words:
+ Celebrate(v)
+ Dance (v)
+ Costume (n)
+ Present (n)=gift(n)
+ Special (adj)
- Key:
1. sing, play, dance

2. wear, make
3. give
4. go out
5. visit, invite
6. have
WHILE-TEACHING * Activity2: Read the Study Strategy.
- Have students read the study strategy with the class.
- Then Teacher asks students to look at exercise 3. Put them small groups to
brainstorm topics or words they need to listen for.
- Teacher plays the audio 3 times and asks students to listen and find out the
topics or words.


- New words:

+ Firework (n) - show picture
+ Meal (n)
+ Lion (n) - show picture
+ Envelope(n) - show picture
- Students' own answers.
* Activity 3: Read the introduction to the radio programme. In what
order do they mention the objects in the photo?
- Teacher allows students time to read the introduction.
- Have students focus on the photos and elicit what they show.
- Teacher plays the audio.
- Students listen and order the objects. Then check answers with the class.
- Key:
1. D 2. B 3. C 4. A
*Activity 4: Listen again. Write TRUE or FALSE
- Have students read through the sentences with the class.

- Teacher points out that for this task students need to read and listen
carefully for specific information.
- Teacher have students work in pairs.
- Teacher plays the audio again.
- Then check answers with the class.
- Key:
1. True
2. False (People clean their houses before Lunar New Year.)
3. False (People often eat vegetarian food at Lunar New Year.)
4. True
5. False (The lion stops at all the restaurants.)
* Optional activity: Answer the questions.
- Teacher have students work in pairs and discuss the answers.
- Teacher checks students' answers.
1. What kind of presents does the speaker prefer?
2. When is the big meal with the family?


3. Does Zoe like fireworks? Why / Why not?
- Suggested answers:
1. Money
2. The day before Lunar New Year
3. No, she thinks they're dangerous
POST-LISTENING

* Activity 5: Think of three things that you often do and three things
that you don’t often do in Tet. Write sentences and say why you like or
dislike them.
+ Grammar point: Frequency adverbs:
1

0
0
%

a
l
w
a
y
s

0
%

o so oc
usua
f m cas
lly/n
t eti ion
orm
e m all
ally
n es y

h
ar
dl
y
e
v

er

n
e
v
e
r

+ They are usually before the main verb, or between the auxiliary and
the main verb. But they come after the verb to be.
Eg: I always eat breakfast before going to school.
She is never late for school.
-

Students write their sentences.
Teacher asks students to read their sentences to the class.
Students answer in their own.
Sing a song " Happy Lunar New Year "


* Consolidation: DRAW A MINDMAP
-

Teacher asks students to work in groups and discuss about the things
that they often do in Lunar New Year.
Teacher gives students time to discuss in group and write down their
opinions.
Teacher calls out some students to present their opinion in front of
class.

HOMEWORK

- Learn by heart all the new words and structure.
- Language focus: review: simple present tense-affirmative and negative.
- Prepare for next lesson: language focus: simple present tense-questions.


LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 5: LANGUAGE FOCUS
I. OBJECTIVES: By the end of the lesson, students will be able to:
- talk about free time activities and routines with Present simple tense.
II. LANGUAGE CONTENT
- Present simple tense of verbs: Questions – Simple sentences.
III. TECHNIQUES
* Communicative approach
* Questions & answers.
IV. TEACHING AIDS:
- Pictures, Textbook, power point.

* Gap fill

V. PROCEDURES
STAGE/TIME
WARM UP

ACTIVITY
Game : “CROSSWORD PUZZLES”
- Students have to answer all questions to find the key word.
1) This is a thing Vietnamese people often gives to children with New

Year’s wishes.
2) The tradition dress of Vietnamese women.
3) Look at picture and answer: “What is it?”
4) Fill in the blank: Students have to finish their ______ before going to
school.
5) This is a place where people can eat and drink.
Ll

F

R

E

S

U

C

K

Y

M

A

O

D

A

I

II

R

E

W

O

H
T

O

N

R

K

O

M Ew Wo O

R

A

U

T

R

A

N

E

Y

K

Hidden word: The most important festival in Viet Nam.
 TET HOLIDAY.
PRESENTATION

•

Set context:

-

Teacher asks students some questions to lead in the lesson.
“Do you like this celebration?
Who do you often celebrate with?
What do people often do on this day?”

-

Students answer on their own.


Teacher writes these questions on the board and elicit that they are in
the present simple.

-

Activity 1: Match questions 1–5 with answers a–e. Then choose the
correct words in Rules 1–4.

•

Teacher gives students time to guess the answers with their partners. (2
minutes)

-

Teacher explains the grammar rules.

-



PRESENT SIMPLE TENSE – QUESTIONS

1

Yes - no questions

a

Tobe:


Am/ Is/ Are + S + O ?

Short answer: Yes, S + am/ is / are.
No, S + am/ is /are + not.

Ex: Are you a student?

b

Yes, I am. / no, I’m not.

Ordinary Verbs:


Do / Does + S + V + O?

Short answer:

does.

Yes, S + do/
No, S + do/ does + not.

Ex: Do you like this celebration?


Yes, I do. / No, I don’t

2

Wh-

a

To be:

questions
Wh-word + am/ is/ are + S?

Ex: Where are you from?
Who is he?
b

Ordinary Verbs:

Wh- word + do / does + S + Vinf + O?

Ex: Where do you come from?

What does she do?
-

Teacher asks students copy down the lesson into their notebooks.
Teacher checks students’ answers in task 1.
(Suggested answers)
1b - 2c - 3e - 4d - 5a
Rules: 1) do and does
2) don’t add
3) beginning
4) do


PRACTICE

Activity 2: Choose the correct words.
Students read the sentences and choose the correct words. They can
compare their answers in pairs.

-

Teacher checks answers with the class.

-

(Suggested answers)
1
2
3
•

Do
do
Does

4. have
5. does

Activity 3: Look at exercise 2. Complete the Key Phrases. Add more
words to the list.
- Teacher refers students back to exercise 2 and elicit the first answer as
an example.
- Students then complete the remaining key phrases.
- Teacher checks answers with the class and check that students
understand all the key phrases.
(Suggested answers)



1 in

3. on

2 at

4. at

Time expressions: every hour / day / week / month / year /…., every
morning / evening / …, in the morning / the summer / spring /…, on
Monday / Tuesday / weekdays…., at the weekend / New Year /

Christmas, ..

Activity 4: Work in pairs. Have a question competition. Write
questions with words from the grid. How many questions can you
make in five minutes?
Teacher focus on the grid and makes sure students understand “Where,
When” and “How often”.
- Teacher elicits a few example questions from the class. (Ex: How often
do you help at home?)
Teacher asks students to work in pairs and gives them five minutes to
write their questions.
Teacher asks some pairs to read their questions to the class. Correct any
errors, and see which pair wrote the most correct questions.
(Suggested answers)
Where does your teacher live?
Do you like cooking?
When do your parents go to bed?
………
•
-



Activity 5: Choose and tick (✓) the simple sentences.
Before doing the task, teacher explains what a simple sentence is to the
students.
A simple sentence consists of ONE independent clause.


Teacher asks students to do the task individually.

- Teacher checks the answers.
(Suggested answers)
1
I prefer lucky money.
(√ )
2. I like reading, but she likes chatting online. ___
3. She loves oranges but hates apples.
___
4. She and I eat apples.
(√ )
5. She plays football, and he likes it.
___
-

•

Teacher asks two students to read out the example question and answer.
- Students work in pairs to ask and answer their questions.
- Teacher asks some pairs to present in front of the class.
- Teacher corrects any mistakes.
(Students’ own answers)
Game: “INTERVIEW”
- T asks Ss to work in pairs. One student is the interviewer, the
other is the celebrity.
- Students discuss with their partners and write down 6 questions
for the interview. After that, they roleplay for the interview in 3
minutes.
- Teacher calls some pair to present their interview in front of the
class.
- T gives feedbacks to the presentation.

- Learn by heart all structures.
- Write a short paragraph about what you do in a day.
-

CONSOLIDATION

HOMEWORK

Activity 6: Work in pairs. Complete questions 1–7 with time
expressions from the Key Phrases. Ask and answer the questions.


LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 6: SPEAKING
I. OBJECTIVES: By the end of the lesson, students will be able to:
- make plans and suggestions.
- develop speaking and listening skills.
II. LANGUAGE CONTENT:
- Grammar: Simple present tense to talk about daily activities.
- Language function: expressions used in making plans and suggestions.
III TECHNIQUES:
- Questions & answers.
IV TEACHING AIDS:
- Pictures (copying & enlarging from the textbook), power point.
V. PROCEDURES
STAGE/TIME
WARM UP

ACTIVITY

Game: “SURVEY”
- Teacher shows the question “What do you usually do with your friends
at the weekend?” on the screen.
- Students will go around the classroom and ask their friends for information.
- After 3 minutes, teacher calls some of the students go to the front, say
something about their surveys to find out which activities are the most
popular at the weekends.
Activities
play soccer

Student 1

Student 2

Student 3

read books
go shopping
…….
PRESENTATION

•

Set context:

-

Teacher asks students some questions to lead in the lesson.
“What do you often do at the weekend?
Do you often play soccer with your friends at the weekend?

Who do you go shopping with?”

-

•

Students answer in their own.
Teacher writes these questions on the board and elicits that they are in the
present simple.
Activity 1: Look at the programme for Special days at Highfield
School. Check any new words. Which activities interest you? Which


don’t interest you?
Teacher gives students time to read the programme. Students can use
dictionary to check the meanings of the words if necessary.

-

Teacher asks individual students which activities interest them and which
don’t interest them.

-

Students answer in their own.

-



competition (n) (explanation)

-

PRACTICE

New words:



dance competition (n)



costume competition (n)

-

culture (n) (explanation)

-

Teacher asks students listen and repeat.

-

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?

•

- Teacher shows picture about Gareth and Daisy and asks some questions.

“How many people in this picture?
Can you guess where are they?”
- Students answer. (There are 2 people. They are maybe at school)
- Teacher allows students time to read through the gapped dialogue.
- Teacher plays the video or audio for students to watch or listen and
complete the dialogue.
- Students listen and fill in the gap.
- Teacher plays the video or audio again for students to check their answers.
- Teacher checks answers with the class.
- After having a complete dialogue, teacher asks students a question to
check their understanding.
“What do Daisy and Gareth decide to do?”
(Suggested answers)
1
cooking class
4) dance competition
2
concert
5) disco
disco
 They decide to go to the dance competition and the concert, and the disco
in the evening.
•
-

Optional activity: Speaking

Teacher writes some questions on the board and asks students to work in
pairs to find the words/ phrases with the same meanings in the dialogue.
1

Which ones show that you agree?  Right; Yes, OK.

2

Which ones do you use while you think?  Mmm; Well.


3

Which do you use when you’re surprised?  No?

Students answer.
•
-

-

Activity 3: Watch or listen again. Then practice the dialogue.
Teacher plays the audio or video again. Tell students to listen carefully for
the pronunciation and intonation.
Students practice the dialogue with their partners in 2 minutes.
Teacher calls some pairs to practice in front of class and checks Students’
intonation and pronunciation.

Activity 4: Complete the mini dialogue. Use some of the ideas from the
family fun day programme in exercise 1.

- Teacher focus on the phrases that use to make plans and suggestions for
students.
- Teacher asks students to find the key phrases in the dialogue and makes
sure they understand everything.
- Students complete the mini dialogue in their own.
Teacher calls some pairs to practice the dialogue again.

•

Making plans and suggestions
- What’s on?
- What do you want to do / see?
- I’m not really interested in (the) … .
- I like the sound of (the) … .
- What about (the) … ?
- Let’s go to (the) … .
Activity 5: Work in pairs. Look at the cinema programme. Prepare and
practice a new dialogue.
- Students work in pairs to prepare a new dialogue. Students swap roles and
practice again.
- Teacher asks some students to perform their dialogues for the class.
- Teacher gives feedback to students’ presentation.
Game: “DESIGN A POSTER”
- Teacher asks students to work in pairs and design a poster for a
special day at school.
- After making the poster, each pair will swap their poster with another
pair and make a dialogue using the poster they have been given.
- Teacher gives students 3-4 minutes to discuss and make a dialogue.
- Teacher calls some pair to present in front of the class.
- T gives feedbacks to the presentation.

- Learn by heart all structures.
- prepare the next lesson: Writing.

•

CONSOLIDATION

HOMEWORK


LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 8: CLIL_GEOGRAPHY
TIME ZONES
Aims: By the end of the lesson, students will be able to:

- Talk about time zones.
Teaching Aids:
- Textbook, audio recording (24), power point slides, groups’ boards …
STAGE/TIME
I. WARM UP

ACTIVITY
- Teacher divides the class into small groups.
- Students have to match the words: “longitude, Prime Meridian, Greenwich
Mean Time, east, west, north, south” with their suitable definitions.
- Students have to answer by using their group board.
- Which group has all the correct answer will be the winner and they will
have a plus.
Answer key:

1/ Longitude - is the distance of a place east or west of the
Greenwich meridian, measured in degrees.
2/ Prime Meridian - is the meridian in a geographic coordinate system at
which longitude is defined to be 0°.
3/ Greenwich Mean Time - is the mean solar time at the Royal
Observatory in Greenwich, London, counted from midnight.
4/ East - is the direction that you look towards to see the sun rise.
5/ West - is the direction that you look towards to see the sun go down.
6/ North - is the direction that is on your left when you watch the sun rise.
7/ South - is the direction that is on your right when you watch the sun rise.

II. WHILETEACHING

* Exercise 1:
- Let students read the new words again.
- After reading, teacher is going to explain the exercise and let students
complete the exercise in group.
- Which group has the correct answer will be a winner and will get a point.
Answer key:
1 Prime Meridian 2 Greenwich Mean Time 3 north 4 west 5 east 6 south
7 longitude


* Exercise 2:
- Students read and listen to the text again and decide if the sentences are
true or false.
- Teacher is going to point out that they need to correct the false sentences.
They can compare their answers in pairs.
- Teacher is going to check answers with the class.
Answer key:

1 False (They go from north to south.)
2 False (The Prime Meridian is the line at 0° longitude.)
3 True
4 False (The time in places east of the Prime Meridian is ahead of GMT.)
* Exercise 3:
- Students work in pairs to look at the clocks and answer the questions.
- Teacher is going to check answers with the class.
- If students didn’t use their phones to answer the questions in the Warm-up,
ask them again now what time it is in New York, London and Ha Noi.
Answer key:
1/ England, the USA, Spain, Brazil, Australia, Viet Nam.
2/ It’s behind.
3/ It’s seven hours ahead.
4/ It’s three hours behind.
5/ It’s 10 p.m.
6/ No, because it’s 2 a.m.
* Exercise 4:
- Students work in pairs to complete the table.
- Teacher is going to check answers with the class, then ask two confident
students to read out the example dialogue.
- Students ask and answer questions. Once students have asked questions
using the times in the table, they can take turns to choose a different time for
London, so their partner has to work out the time in one of the other cities.
Answer key:
Tokyo: 10 p.m., Mexico City: –7, Sydney: +10, Rio: 10 a.m., Ha Noi: 8 p.m.
Students’ own answers.
III.
CONSOLIDATION

- Summary the lesson.