GIÁO ÁN ANH 6 UNIT 3 My friends MỚI ( 3 CỘT )

Planning date: 09/10/2017

Period 16:

Unit 3: My friends
Lesson 1: Getting started
Objectives: By the end of the lesson, Ss will be able to:
+ know the topic of the Unit 3: My friends.
+ use some adjectives for personality to talk about their friends.
Language focus:
Vocabulary: talkative, clever, boring, creative, kind, confident, hard-working
Grammar: Adjectives for personality.
Teaching aids: Textbook, English room
Procedure
Steps
Learning activities
Modes
Warm up
Guessing game:
- Ss guess the letters in turns to find the word
Whole class
which has 7 letters.
__ __ __ __ __ __ __
5ms

Getting
started

20ms

- After Ss find the word ‘FRIENDS’, ask Ss some

questions:
+ Do you have a lot of friends?
+Who is your best friend?
+Are your hobbies the same?
- Lead Ss to the topic of the Unit 3: MY
FRIENDS.
1. Set the scene
- Ss look at the picture on page 26 and answer
some questions:
+ How many people are there?
+ What are they doing?
+…
- Ask Ss to share any recent experiences of going
on a picnic.
- Explain the phrase ‘A surprise guest’.
2. Listen and read
1

Whole class

Whole class

Whole class


Doing

10ms

- T plays the recording more than once. Pause the

recording at the appropriate places if Ss need help
with comprehension questions.
- Ask Ss to read the dialogue and put a suitable
word in each blank.
- Give feedback:
1. picnic
2. Likes/loves
3. Friendly
4. Mai and Chau 5. Glasses; long black
hair
6. working on their school project.
- Tell Ss to refer back to the conversation to find
the phrases. Practice saying them together. Pay
attention to intonation when asking questions.
- Give feedback:
Making and responding to request
1. Can you pass the biscuits for me, please?
2. Yes, sure
Making and responding to a suggestion
1. Would you like to sit down?
2. Oh, sorry. We can’t.
3. Game:
Lucky
Numbers
- Demonstrate
the game to the
class first. Ask
a St to help.
Then Ss play in
pairs. Monitor

for any errors
in stress or intonation and discuss after Ss have
finished playing the game.
Adjectives for personality
- Ss practice saying the adjectives in the box on
page 27. Help explain the meaning if necessary.
- Ask Ss to write the correct adjectives in the gaps.
Tell Ss they will only need 5 of the 10 adjectives
to complete this activity.
- Play the recording to allow Ss to check their
answers.
2

Whole class
Individuals

Pairs

Groups /
Pairs

Whole class
Individuals
Whole class


Performing
9ms
Homework
1m

1. creative 2. Kind 3. Confident
4. talkative 5. Clever
- Focus Ss on the positive & negative forms of the
structure: be + adjective
- Ask Ss to complete the sentences on page 27.
- Give feedback:
1. am 2. Is 3. Isn’t 4. Aren’t 5. Is 6. are
Game: friendship Flower
- In groups of four, each member writes in the
fower petal two adjectives for personalities which
you like about the others. Compare and discuss
which two words best describe each person.
- Ask Ss to do exercises 2 and 3 on page 17 in the
workbook.

Whole class

Groups

Whole class

Planning date: 10/10/2017

Period 17:

Unit 3: My friends
Lesson 2: A close look 1
Objectives: By the end of the lesson, Ss will be able to:
+ pronounce correctly the ending sounds /b/ and /p/ in isolation and in

context.
+ use the lexical items related to the topic “parts of the body” to describe
their friends.
Language focus:
Vocabulary:
Grammar:
Teaching aids: Textbook, English room.
Procedure
Steps
Learning Activities
Modes
Warm up
Listen to a song!
- Have Ss listen to an English song and answer
Whole class
some questions:
5ms
+ What is the title of this song?
3


+ What is the song about?
(Parts of the body)
- Lead Ss to the topic of the lesson.
Vocabulary 1. Matching
- Ss may already
know some
appearance
vocabulary, so
first ask Ss to

match the words
they know. Ss
separate the vocabulary into words that only apply
to animals (fur, tail)
15ms
- Point out the irregular plurals using the ‘Watch
out!’ box. Play
the recording as
many times as
required to
support Ss
pronunciation.
2. Create word
webs
- Explain that
some words go together but some don’t. Write
adjectives on the board and allow Ss to attach
vocabulary cards to make matches.
Pronunciation 3. Listen and repeat
- Have Ss practice the /p/ and /b/ sounds together.
Tell them they should hear the (voiced) /b/ sound
but not the (voiceless) /p/ sound.
- Play the recording and ask Ss to listen and
repeat. Play the recording as many times as
necessary.
4. Listen and circle
- Have Ss practice reading the word pairs first.
10ms
Then ask them to listen and circle the words they
hear.

- Give feedback
1. play 2. band 3. ponytail 4. brown 5. picnic 6.
pretty
4

Individuals

Whole class

Wholw class

Whole class

Individuals

Individuals


5. Listen and chant
- Ss listen while T plays the recording. Clab or use
Groups
an instrument like a tambourine to help Ss
understand the rhythm.
- Play the recording again and ask Ss to chant
along. Provide further practice by dividing the
class into two groups. Have groups sing alternate
lines.
Grammar
- Ask Ss to look at the yellow table on page 28
Whole class

and focus Ss on the verb ‘have’ for descriptions.
6. Sentence Building
- Ss look at the cover page of 4Teen magazine and Individuals
make the sentences.
- Give feedback:
1. Does the girl have short hair? – No, she
doesn’t.
2. Does Harry Potter have big eyes?
13ms
3. The dog has a long tail.
4. And you, do you have a round face?
7. Matching
Individuals
- Use questions to elicit vocabulary about the
pictures to help Ss predict the content of the
recording.
- Play the recording and ask Ss to match the
pictures to the people.
- Give feedback: Phuc – c, Duong – a, Mai - b
Individuals
8. Gap-filling
- Ask Ss to fill in the gaps by recalling the
recoerding and using the information in the
grammar input box.
- Play the recording to allow Ss to check their
answers
Consolidation - Focus on what Ss have learnt.
Whole class
1m
Homework - Ask Ss to do exercises in section A & B on page Whole classs

1m
16,17 in the workbook.
Planning date:12 /10/2017
5


Period 18:

Unit 3: My friends
Lesson 3: A closer look 2
Objectives: By the end of the lesson, Ss will be able to:
+ use the present continuous to talk about future plans and arrangements.
+ identify and practice the language of polite requests.
Language focus:
Vocabulary:
Grammar: Present continuous for future
Teaching aids: Textbook, English room.
Procedure
Steps
Learning Activities
Modes
Warm up
Discussion
- Ask Ss to keep books closed. Write the following
Whole class
on the board:
(1): I am having a party now.
(2): I am having a party next week.
- Draw their attention to the difference between
Whole class

sentence (1) and sentence (2) by asking Ss
10ms
questions such as:
+ Which tense are they?
+ Which sentence tells you it is happening
now?
Whole class
Expain: Both sentences are in the present
continuous. The sentences (1) expresses the action
that is happening at the time of the speaking. What
about the sentence (2)?
- Lead Ss to the topic of the lesson.
Grammar 1. Pre-teach
- Ask Ss to recall what happened in the
Whole class
conversation in Getting Started. T can ask Ss to
focus on the verbs that were used.
- Play the recording and ask Ss to listen and follow
the conversation on the page 29. Play the recording
15ms
again and ask Ss to circle all the verbs.
6


Performing

- Use the grammar box to explain that some –ing
verbs describe actions happening now, and some
describe plans for the future.
- Point out contextual clues, such as use of adverbs

of time, e.g. This evening/ Tomorrow.
2. Present Simple or Present Continuous
- Ask Ss to decide which sentences refer to the
actions that are happening now, and which ones
refer to future plans.
- Give feedback.
Actions now: They’re coming over.
Plans for future:
+ This evening, we are working on our school
project.
+ I’m going to the judo club with my brother.
+ I’m visiting my grandma and grandpa.
3. Complete sentences
- Ss write sentences about Mai’s plans for next
week. Use the present continuous for future.
- Give feedback:
1. is taking 2. Isn’t going
3. is visiting 4. Is having
4. Now or Future
- Ss read the sentences on page 30 and write N for
Now and F for future.
- Give feedback:
1-N, 2-F, 3-N, 4-F, 5-F, 6-N
Game: Would you like to com to my party?
- Ss choose the day of the week that they plan to:
+ have a party.
+ work on a project
+ go swimming
- Then go around the class and invite friends to go
to their party on the day they have decided.

18ms

7

Whole class

Individuals
Whole class

Individuals

Pairs

Individuals

Whole class


-

Pairs
Whole class

Homework
2ms

Practice the model conversation with the class.
Then ask Ss to mingle and make arrangements with
their classmates.

- Afterwards feedback by asking Ss to tell the class
about their plans:
Oh Thursday, I am going swimming with Ba and
Dat.
- Ask Ss to do exercises 4,5,6 on page 17,18 in the
workbook.

Whole class

Planning date: 17/10/2017

Period 19:

Unit 3: My friends
Lesson 4: Communication
Objectives: By the end of the lesson, Ss will be able to:
+ know the zodiac, star signs and their personality.
+ talk about what they are doing at the weekend so that they can find their
star signs and personality.
Language focus:
Vocabulary: zodiac, star sign, adjectives of personality
Language focus: The present continuous for furure.
Teaching aids: Textbook, English room
Procedure:
Steps
Learning activities
Modes
Warm-up Singing a song
T-whole
8

7ms

Practice

20ms

- Let Ss sing an English song: PROUD OF YOU
- After Ss sing the song, ask them some questions:
+ What is this song about? (FRIENDSHIP)
+ Do you have many friends?
+ Who is your best friend?
+ What does he/she look like?
+ What is he/she like?
+ …..
- Lead Ss to the new lesson.
1. Set the scene
- Use the picture
on page 31 to
introduce the topic
of the lesson.
+ What is this?
(4Teen magazine)
+ What is the
subject of 4Teen this week? (Activities at the
weekend)
We are going to read 5 friends who are interviewed
what they are doing at the weekend.
2. Discussing

- Before Ss open their books, show the pictures of
the five friends in the magazine. Ask Ss to discuss
the friends with the class: where they are from, what
their names are, …
+ Who is he?
+ Where is he
from?
+ What does he
look like?
- Introduce the zodiac
and the description for
each star signs.
+ What is it?
(ZODIAC)
+ How many star
signs are there in the
zodiac?
(12 star signs)
9

class

T-whole
class

T-whole
class

T-whole
class

+ What are they?
- T introduces some new words if possible to help ss
understand more about the zodiac.
- Ask Ss to find the star signs of the five friends in
4Teen. Ask them to look at the adjectives of
personalities in the star signs and compare them with
what they read about the five friends in.
Example:
S1: When was Noriko
born?
S2: on August 21
S1: What is her star
sign?
S2: Virgo
S1: What is the
personality of Vergo?
S1: careful, helpful,
hard-working
S2: Do you think the description is correct? Why?
S2: …
- Feedback
Production Line-up game
- Have Ss play a line-up game. Ss have to arrange
themselves in order of birthdays. Support them by
15ms
reviewing months and dates and giving a question
and answer they can use: When’s your birthday? It’s
on ___. Pair Ss and ask them to read out their

partner’s star sign.
Consolidation Focus on what Ss have learnt.
1m
Homework Ask Ss to learn new words bt heart and write a
2ms
paragraph about their best friends.
Planning date: 19/10/2017

Period 20:

Unit 3: My friends
10

Pairwork

Pair work
St-whole
class

T-whole
class


Lesson 5: Skill 1
Objectives: By the end of the lesson, Ss will be able to:
+ read for specific and general information in texts including advertisements
and e-mail.
+ talk about English camp schedule.
Language focus:
Vocabulary:

Language focus: The present continuous for furure.
Teaching aids: Textbook, English room
Procedure:
Steps
Learning activities
Modes
Warm up
Chatting
- Show the class three objects / Pictures that are
Whole class
used at camp, e.g. torch, backpack, hiking shoes.
5ms
- Ask the class to guess when we might use all
three objects. (Camping)
- Lead Ss to the topic of the lesson.
Reading
1. Pre-task
- Before starting, T discusses with Ss the features
Whole class
of advertisements: title, short texts, eye-catching,
contact, details, etc.
- Tell Ss this advertisement is about the Super
Individuals
Summer Camp. Ask Ss to look at it for 2 minutes
and try to remember as much as they can. Then
ask the class to cover the page and tell T what
they remember.
- Elicit answers by asking:
Whole class
20ms

+ The camp is for the children of what
age?
+ What did you see in the pictures?
+ Where will the camp be?
+ What can you do at the camp?
+ When does it happen?
Whole class
- Go through the contents of the advertisement
with the class.
Key:
1-b, 2-c, 3-a
2. Task circle
Whole class
- Before reading the email, Ss discuss the features
11


Speaking

17ms

of e-mail: format, greetings, endings.
- Tell Ss the e-mail is written by a boy at the
camp. Discuss how he might feel. Then ask Ss to
quickly read to check their predictions and to find
the answers.
- Give feedback:
1. An e-mail
2. A stay at the Super Summer Camp
3. Yes, he is.

- Ss read the text again and decide which
sentences are true (T) or false (F).
- Give feedback
1. F (He’s writing to his parents.)
2. F (He has 3)
3. T
4. F (He hopes it isn’t too scary)
5. F (They’re having a campingfire and
telling stories)
6. F (They’re visiting a milk farm.)
7. F (They speak English only)
1. Pre-stage
- Go back to the advertisement and elaborate the
activities listed with Ss. Brainstorm ideas onto the
board. e.g.
+ What kind of games do you think there
are at camp?
+ How about art and music activities?
+ And Leadership programmes?
- Pair Ss and ask them to use the ideas they
brainstormed to fill in their own schedule.

2. Through-stage
- Ensure pairs don’t see each other’s schedule. Ss
sit back to back. Give each St a fixed amount of
time to speak. Ss can report to the class about
their partner’s schedule.
12

Individuals

Individuals

Whole class

Pairs

Pairs
Whole class


Consolidation - Focus on what Ss have learnt
1m
Homework - Ask Ss to exercises in section C&D on page 192ms
20 in the workbook.

Whole class
Whole class

\
Planning date: 14/10/2016

Period 21:

Unit 3: My friends
Lesson 6: Skill 2
Objectives: By the end of the lesson, Ss will be able to:
+ listen for specific ideas about activities at the Super Summer Camp.
+ write an entry for a magazine using note.
Language focus:

Vocabulary:
Language focus: The present continuous for furure.
Teaching aids: Textbook, English room
Procedure:
Steps
Learning activities
Modes
Warm up
Chatting
- Ask Ss to look at the advertisement of the Super
Whole class
Summer Camp on page 32 and ask them some
questions:
5ms
+ The camp is for the children of what age?
+ What did you see in the pictures?
+ Where will the camp be?
+ What can you do at the camp?
+ When does it happen?
- Lead Ss to the topic of the lesson.
Listening
1. Pre-task
- Ask Ss what they see in the photos on page 33
Pairs
first. Then point at the words in the box and ask
them to do the matching. Play the recording for
13


14ms

Writing

checking and practicing reading the words.
- Give feedback:
a. hiking
b. taking part in a cooking competition.
c. skiing
d. visiting a milk farm.
e. taking part in an art workshop.
f. riding a bike
g. taking a public speaking class
h. playing beach volleyball
i. playing traditional games.
- Ask Ss to refer to the concents of the
advertisement. Give Ss time to decide which
activities are more likely to happen at the camp and
which are not. Ask them to explain why they think
so.
- Give feedback:
Activities that may happen at the SSC: a, b, d, e, f,
g, i
Activities that may not happen at the SSC: c, h
2. Task cycle
- Have Ss brainstorm the things that Mr Lee plans
for camp. Ss can re-read the advertisement for
ideas. Play the recording. Ask Ss to listen the first
time. Then play recording again and allow Ss to fill
in the table as they listen.
- Give feedback:

Morning
Afternoon
Day Two Doing a treasure
Visiting a milk
hunt
farm and taking
part in the public
speaking class.
Day
Taking part in the Having a pool
Three
‘Kids Cook’
party
Contest
1. Pre-stage

Pairs

Whole class

Individuals

Whole class

14


- Introduce the rubric: write a magazine entry. Write
about your friends. Then write about your plans.
- Lay out the outline of the entry from Ss:

15ms

Individuals

Performing
10ms
Homework
1m

- Focus Ss on the language that they use to write the
entry.
2. Through-stage
- Ask Ss to write the entry. Use the outline that they
have done.
Outcome (Post-stage)
- Choose some entries to show to the class. The
student read his/her entry and T and other students
give the comments.
- Ask Ss to do exercises 1, 2 ,3 on page 20,21 in the
workbook.

Whole class
Whole class

Planning date: 14/10/2016

Period 22:

Unit 3: My friends

Lesson 7: A looking back
Objectives: By the end of the lesson, Ss will be able to review:
+ vocabulary and structures about body parts, appearance, and personality.
+ the present continuous to talk about future plans and arrangements.
Language focus:
Vocabulary: Review
15


Structure: Review
Teaching aids: textbook, English room
Procedure:
Stage
Activities
Warm up Speaking
- Call some people to talk about their best friends in
front of the class.
- After he/she speaks, the others make questions to
10ms
interview him/her about their best friends.
+ What is his star sign?
+ What is his/her hobbies?
+ What are you doing at the weekend?
+…
Practice
1. Adjectives of personality (Task 1/page 34)
Vocabulary - Ask Ss to write the correct words on the faces.
- Ss can check their answer with a partner before
discussing the answer as a class. However, Ss
should keep a record of their original answer so they

can use that information in their Now you can …
- Feedback.
- Ask Ss some questions to review more adjectives
of personality.
10ms
+ When is your birthday?
+ What is your star sign?
+ What is its personality?
2. Game: Who is who?
- Prepare some pictures of famous people. Ask Ss to
choose one of them and describe his/her appearance.
Let their friends guess.
S1: He is tall and strong. He has an oval face with
short brown hair. He is a famous tennis player. Who
is he?
S1: Is it Nadal?
S2: Yes.
Practice
1. Game: Who is who?
Grammar - Now ask Ss to choose one of their friends in the
class and describe his/her appearance and
personality. Let their friends guess.
S1: He’s tall. He is wearing glasses. He’s
talkative. He is creative, too. He is not shy.
16

Interaction
St-whole
class

Individual
work

T-whole
class

St-whole
class

St-whole
class


S2: Is it Minh?
10ms
S1: Yes/No, try again.
- Focus Ss on the way of describing the appearance
and personality.
2. Dialogue completion (Task 4/page 34)
- Ask Ss to complete the dialogue on page 34.
- Get feedback.
- Elicit the language being practiced in this activity
(the present continuous for future)
Practice
Role play
Communicatio - Divide Ss into pairs of As and Bs. Remind Ss to
n
only look at their own schedule. Allow Ss to
complete the communication activity about what
they are doing tomorrow.

Example:
10ms
SA: What are you doing from 8 a.m to 9.30 a.m?
SB: I am doing my homework with my friend. And
you?
SA: …….
- Ask Ss to report their friends’ activities.
Consolidation Finished
Ask Ss to use their results in the exercises in
3ms
Looking back to guide them as they complete this
self-assesment. Denify any difficulties and weak
areas and provide further practice.
Homework - Ask Ss to do exercises in the workbook (from page
2ms
16 to 21)
- Do the project: MY CLASS YEAR BOOK

17

Individual
work

Pairwork

T-whole
class

T-whole
class

Planning date:
25/10/2017

Period 23:

Review 1 (Units 1-23)Language
Objectives: By the end of the lesson Ss will be able to review:
+ pronunciation: sounds /ǝʊ/ and /ʌ/, /z/, /s/ and /iz/, /b/ and /p/
+ the vocabulary for school, home and friends
+ the present simple, present continuous.
+ There is / are.
Language focus:
Vocabulary: review
Grammar: review
Teaching aids: Textbook, lab room
Procedure:
Steps
Learning activities
Warm up
Reviewing
- Ask Ss what they have learnt so far in terms of
5ms
language. Summerise their answer in the end and add
some more information if necessary.
- Lead Ss to the topic of the lesson.
Pronunciation 1. Odd one out
- Ss decide which underlined part is pronounced
differently in each line.

- Elicit the rulers of pronouncing the final –s/es if
needed.
5ms
- Give feedback:
1. D 2. C 3. C 4. A 5. B
2. /b/ or /p/?
- Ss write the name of school things and furniture in
18

Modes
Whole
class

Individual
s


Vocabulary

8ms

Grammar

8ms

the house which begin with /b/ and /p/.
- Give feedback:
/b/: book, bag, bed, …
/p/: pen, pencil, picture, poster, …
3. Complete the words

- Ss do this individually and then share their answers
with a partner. One St may write their answers on the
board.
- Check Ss’ answers:
1. English 2. Homework 3. Lunch 4. Sports
5. badminton 6. Physics 7. Lesson 8. Judo
- Ss write the words in the correct group.
- Give feedback:
Play: sports, badminton Have: lunch, a lesson
Do: homework, judo
Study: English, physics
4. Crossword puzzle
- Ss work in pairs and complete the crossword puzzle.
- Check Ss’ answers:
Across: 1. Wardrobe 3. Living room
5. Apartment 6. Poster
Down: 2. Dining room 4. Hall
5. Choose the correct words
- Ss choose the correct words to complete the
sentences on page 36.
- Check Ss’ answers:
1. quite 2. Shy 3. Hard-working 4. Patient 5. sporty
6. Complete the sentences
- Elicit the use of the present simple and the present
continuous.
- Ss complete the sentences with the present simple or
the present continuous form of the verbs in brackets.
- Check Ss’ answers. Ask them for explanation if
necessary.
1. is raining 2. Do you have

3. am not going out / am doing
4. likes / is sleeping 5. Is
7. Gap-filling
- Ss complete Nick’s description about his mother
with the correct form of the verbs ‘be’ or ‘have’.
- Check Ss’ answers and ask them to explain the
19

Pairs

Individual
s / Pairs

Individual
s

Pairs

Individual
s
Whole
class
Individual
s
Whole
class


negative forms in their answers.
1. is 2. Isn’t 3. Doesn’t 4. Is 5. has 6. Are 7. Is 8. Is

8. Drawing
- Ss read the sentences and draw the furniture in the
right place.
- Give feedback.
Everyday
9. Dialogue order
English
- Ss number the lines of the dialogue in the correct
order.
5ms
- Check Ss’ answers:6-1-7-2-4-3-5-8
- After checking their answers, ask one or two pairs to
act out the conversation.
15-minute test
- Hace Ss do a 15-minute test.
15ms
1. Choose the word with a different way of
pronunciation in the underlined part. Circle A, B
or C.
1. A. pictures
B. chairs
C. desks
2. A. vases

B. dishes

C. tables

3. A. books

B. keys

C. pots

4. A. lamps

B. schools

C. bags

5. A. pencils

B. baskets

C. rulers

Individual
s
Groups
Pairs

2. Choose the best option to complete each
sentence. Circle A, B or C.
1. Ngoc talks a lot. She is a __________ girl.
A. funny

B. talkative

C. cheerful

2. My best friend is very ______. She cares about other people.
A. kind

B. shy

C. funny

3. Mi writes poetry and paints well. She is very ______.
A. funny

B. clever

C. creative

4. I don’t think he is ______. He isn’t pleasant and kind to anyone.
A. kind

B. friendly

C. confident

5. He usually makes me feel tired and impatient. He is a ______ person.
A. stressful

B. hard
20

C. boring

6. My parents ___________ to work at 8 every day.
A. are going

B. goes

C. go

7. What ___________ at the moment?
A. are you doing

B. you are doing

C. do you do

8. John ___________ a dog and a cat.
A. is having

B. do have

C. has

9. John ___________ for school.
A. is often late

B. often is late

C. is late often

1 Duy normally ___________ to school, but today he ___________ by bus.
0.

A. walks - goes
B. is walking - goes C. walks - is going

Homework
1ms

Key
1. Choose the word. Circle A, B or C.
1. C
2. C
3. B
4. A 5. B
2. Choose the best option to complete each . Circle
A, B or C.
1. B 2. A 3. C 4. B 5. C 6. C 7. A 8. C
9. A 10. C
- Ask Ss to prepare for the review1 (Skills)

Whole
class

Planning date: 27/10/2017

Period 24:

Review 1 (Units 1-2-3)
Skills
21

Objectives: By the end of the lesson Ss will be able to review reading, speaking,
listening and writing skills.
Language focus:
Vocabulary: review
Grammar: review
Teaching aids: Textbook, lab room
Procedure:
Steps
Learning activities
Modes
Warm up
Reviewing
- Ask Ss what they have learnt so far in terms of
Whole class
4ms
language. Summerise their answer in the end and
add some more information if necessary.
- Lead Ss to the topic of the lesson.
Reading
1. Ss read the email and choose A, B, or C for
Individuals
each blank.
- Check Ss’ answers:
1. A 2. C 3.C 4. B 5. A 6. B
2. Read the text and answer the questions
Individuals
10ms
- Check Ss’ answers:
1. It’s in a quiet place not far from the
city center.

2. They are hard-working and serious.
3. They are helpful and friendly.
4. There are five clubs.
5. Because it’s a good school.
Speaking
3. Interviewing
- Ss work in groups of three. One student
Groups
interviews the other two about what they like or
dislike about the school and the reason why. SS
write their group members’ answer in the table.
10ms

Example:
A: What do you like about your school?
B: I like the library in my school.
A: Why?
B: Because there are a lot of books there. I
22


Listening

10ms

Writing

10ms

Homework

1m

can read at the recess.
- Ss report their interviews to the class. Summarise
Ss’ answers.
4. Listen and circle
- Ss listen to the conversation between An and Mi
on the phone and circle the parts of the house you
hear.
- Give feedback:
Kitchen garden living room bedroom
5. Listen and answer the questions
- Ss listen to the conversation again and answer the
questions.
- Check Ss’ answers:
1. She’s watering the plants in the garden.
2. He’s listening to the radio.
3. He’s in Mi’s bedroom.
4. She’s watching TV
6. Write an e-mail
- Elicit the parts of an e-mail.
- Ss write an e-mail to their friend. Tell him/her
about a family member. Including this information:
+ Who the person is
+ How old he/she is
+ What his/her job is/was
+ What he/she likes doing
+ What he/she does for you
- SS write their e-mail individually.
- Choose one or two emails to show on the board.

Other Ss and T comment on the e-mail. Then T
collect some e-mails to correct at home.
- Ss prepare carefully for the 45-minute test.

23

Whole class
Individuals

Individuals

Whole class

Individuals

Whole class


Planning date: 29/10/2017

Period 25:

Written test 1
minutes)

(Time allowed: 45

I.Objectives:
- By the end the test SS can check and review Ss’ knowledge.
- T can classify ss

II. Language focus and skill:
- Phonetic: / z /, / o /, /s /,/iz/
- The simple present tense, The past simple tense
- Modal verds
- Wh – questions
- Making suggestion
- Skill :Listening,reading,writing
III. Form of test
- TNKQ and TL
IV.Matrix:
Application
Topic/
Content

Type

Knowledg
e

Comprehension
Application

Listening 1
Topics :My new
school
Listen and choose the
best answer
Listening 2
Topics : My home
Listen the text and

decide these following
sentences. True(T) or
False (F

TNKQ

TNKQ

Số câu: 4
Số
điểm:1.0
Tỷ lệ %:10

High
Applicatio
n

TOTAL
Sentence
s
Points
Rate %

Số câu:
8
Số điểm:
2
Tỷ lệ %:
20

Số câu: 4
Số
điểm:1.0
Tỷ lệ %:10

24


Reading 1
Topics: My friends
Read the passage and
answer the questions
Reading 2
Reading 2
Topics: My friends
Read the passage and
fill T/F
Language focus 1
Phonetics / z /, /
o /, /s /,/iz/
Choose the underlined
part which is
pronounced differently:
Language focus 2
- The simple present
tense, The present
cntinous tense
-preposition
-there is/ are
Choose the best answer

Writing 1
complete the sentences
using given words.
Writing 2
Topic: My new school
write a short paragaph
about your new house
TOTAL
Số câu:
Số điểm:
Tỷ lệ %:

Số câu: 4
Số điểm:1.0
Tỷ lệ %:10

TL

Số câu: 6
Số điểm:1.5
Tỷ lệ %:15

TL

TNKQ

Số câu:
10
Số điểm:
2.5

Tỷ lệ %:
25

Số câu: 4
Số điểm:
1.0
Tỷ lệ %:
10

Số câu:
10
Số điểm:
2.5
Tỷ lệ %:
25

Số câu: 6
Số điểm:1.5
Tỷ lệ %:15

TNKQ

Số câu: 4
Số điểm:
2.0
Tỷ lệ %: 20

TL

Số câu: 1

Số điểm:1.0
Tỷ lệ %: 10

TL
Số câu:
12
Số điểm:
3.0
Tỷ lệ %:
30

Số câu: 16
Số điểm: 4.0
Tỷ lệ %: 40

Số câu: 4
Số điểm: 2
Tỷ lệ %: 20

Content:
PART I: LISTENING
I. Choose the correct answers for the following questions.(1 point)
1. Which meal are Nga's parents cooking?
A. breakfast
B. lunch
C. dinner
2. When will Nga's family have dinner?
A. after 50 minutes
B. at 5:15
C. after 15 minutes

3. How are Nga's new teachers?
25

Số câu: 2
Số điểm: 1
Tỷ lệ %: 10

Số câu:
5
Số điểm:
3
Tỷ lệ %:
30
Số câu:
33
Số điểm:
10
Tỷ lệ %:
100