Period……

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES
LESSON 1: VOCABULARY (PPP)

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- get some more knowledge about places in a town or city
- Vocabulary: (n) bridge, monument, flat, office building, square, shopping centre, sports centre.
2. Ability
- main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- Talk about places in students’ towns or cities, using key phrases (for students with mid-level)..
- Talk about the good and bad things in their town / city (for students with high level).
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- love and be proud of places around where you live.

1
II. TEACHER AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the
class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Warm-up game ‘Bingo’.
c) Outcomes: Students can gain more confidence and have interest in the lesson
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS

WARM-UP. T- Ss - T / Ss - Ss /
Game “GREEN BAMBOO”
- Divide class into 2 groups. - Play the game in groups.
- There are 12 numbers about places on - Each group will choose a pair of
the screen. There is a hidden picture
number.
behind these numbers. Each group
will choose a pair of number. With - With one correct pair, students will
one correct pair, students will get one get one point.
point.
- The group has the most correct

2
 answers will be the winner.
- After revealing the picture, teacher
asks students a question:
- Students answer, “LONDON CITY”.
“What is the hidden picture
about?”

B. New lesson (35’)

 Activity 1: Vocabulary (10’)

a) Objective: Ss know more about places in the city.

b) Content:
Vocabulary study
Speaking
c) Outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS

PRESENTATION. T - Ss - T /

3
Ss - Ss / Indiv.
Set context:
- Call out some students to answer the - Some students will answer the Question:
question. question (talk about the famous “What famous place are there in your town or
“What famous place are there in your town or places in their city). city?”
city?”
- Listen to the teacher.
- Lead to the topic of the lesson –
Places in towns or cities.
New words:
Teach new vocabulary:
bridge (n) /bridʒ/
- Use pictures and explanation to - Look, listen and repeat in chorus and
present new words. monument (n) /'mɔnjumənt/
individuals.
- Ask students to practice their flat (n) /flæt/
pronunciation drills. office (n) /'ɔfis/
New words: building (n) /'bildiη/
bridge (n) square (n) /skweə/
monument (n)
shopping centre (n) /∫'ɔpiη 'sentrə/
flat (n)
sports centre (n) /s'pɔ:t 'sentrə/
office
building (n) (picture)

square (n)
shopping centre (n)

4
 sports centre (n)

 Activity 2: Practice (20’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students match the words, watch and listen
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS

PRACTICE. T - Ss - T/ S - S/ Indiv.
 Activity 1 (5’) Match the words in the
box with places 1-14 on the map of - Work in pairs to do the task. Suggested answers
London below. There are 6 extra words,
listen and check. - Listen and identify word stress then 1. Library 8. market
note down the places.
- Ask students to work in pairs to 2. Park 9. cinema
match the words to the correct places 3. hotel 10. restaurant
on the London map.
4. monument 11. station
- Give the answers to the class.
5. Square 12. theatre

5
 6. shop 13. Bridge
7. bus station 14. Office building
 Activity 2 (5’) Watch or listen. Which - Watch or listen and identify word
places from exercise 1 do the people stress then note down the places that
mention? Suggested answers:
are mentioned.
- Play the video or audio for students to café, cinema, restaurant, sports centre,
watch or listen and note down the - Watch the video or listen to the audio park, library, bridge, monument, bus
places that are mentioned. again to check the answers. station, shop.
- Play the video / audio again and
checks students’ answers.
- Read the gapped sentences silently
and individually and guess the
 Activity 3 (5’) Watch or listen again and missing words.
complete the sentences. Suggested answers
- Watch or listen, identify word stress
- Allow students time to read the 1. theatre 4. café
and pronunciation to complete the
gapped sentences. sentences. 2. parks 5. shops
- Play the video / audio again for 3. bridge
- Check the answers in pairs.
students to complete the sentences.
- Ask students to check the answers in - Check the answers with the teacher.
pairs.
- Check answers with the class.

 Activity 3: Outcomes (5’)

6
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking
skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students work in pairs, speak and discuss
c) Outcomes: Ss speak and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS

OUTCOMES. T - Ss - T/ S - S / Indiv.
 Activity 1 Work in pairs There is + a /an + singular Noun
- Ask students to work in pairs and talk - Work in pairs to talk about places in There are + plural Noun
about the places in their town / city. their town using Key Phrases Ex: There is a cinema.
- Suggest some key phrases to (remember the grammar points).
There are two cinemas.
introduce about places and focus on
the grammar points. There are + SOME + plural Noun

There are + NOT + ANY + plural Noun

Ex: There are some restaurants.

There aren’t any restaurants.

7
 Suggested answers
- There are some café and restaurants
serving food all over the world.
- There are some cinemas or theatres
for you to relax after a hard-working
day.
- …
 Activity 2
Consolidation: Discussion Suggested answers
(Optional – for students with strong
level)
- Ask students to work in groups and
discuss about the good and bad - Work in groups to talk about the good
things in their town / city. and bad things in their town / city.
- Give students time to discuss in - Write down their key ideas.
groups and write down their
- Some volunteers to present their ideas
opinions.
in the front.
- Call out some students to present
their opinion in front of class.

C. Consolidation (3’)

8
a) Vocabulary: bridge, monument, flat, office building, square, shopping centre, sports centre.
b) Ways to
- Talk about places in students’ towns or cities, using key phrases (for students with mid-level).
- Talk about the good and bad things in their town / city (for students with high level).
D. Homework (2’)
- Learn by heart the vocabulary about places in town
- Practice asking and answering about places in town
- Do exercises in Workbook: Unit 1- Vocabulary (page 12)
- Prepare: Unit 1 - Reading (page 16 – SB)

Period……

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS AND CITIES - LESSON 2: READING (PPP)

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:

9
 1. Knowledge:
- to find out more about a cruise ship.
- know how to answer specific questions about the text.
- use vocabulary items related to the issue of passage.
2. Ability
- main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- talk about a good place for a holiday
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- respect and protect good things of nice places for holidays.
II. TEACHER AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of
the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Role-play games.
c) Outcomes: Students can gain more confidence
d) Competence: collaboration, communication, guessing.

10
 e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game “What is it?” Cues:
- Give instructions. - Listen to the instructions carefully. o This is a place where people can eat
- Show cues one by one. and drink.
- Play the game individually.
- Ask students to guess the words o People usually stay in this place when
- Read the cues, identify key words in
in rows by reading the cues. they are on vacation.
the cues and raise hands to give the
- Finally, ask students to guess o Where you can borrow and read books.
answer to get one point.
the key word (red letters). o Place where you can play sport.
- The student who is able to give the
Cues:
correct answer of the key word will Key word: SHIP
o This is a place where people can eat and get 4 points.
drink.
o People usually stay in this place when
they are on vacation. R E S T A U R A N T
o Where you can borrow and read books.
o Place where you can play sport. H O T E L

L I B R A R Y

S P O R T S C E N T R E

11
B. New lesson (35’)
 Activity 1: Pre- reading (10’)
a) Objective: Ss know more about free time and talk about what activities they like or don’t like.
b) Content:
Vocabulary study
Speaking
c) Outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

PRE-READING. T - Ss - T / Ss - Ss / Indiv.
 THINK (2’)
- Ask students to work in groups to talk
about the question : - Work in groups and talk about the
“Where do you think is a good place question based on their background Question:
for a holiday ? Why?” knowledge. “Where do you think is a good place for a
- Go around for help if necessary. holiday ? Why?”

12
Lead in:
- Show the picture of a cruise ship and
lead in the lesson “This is a very
special ship; This is a cruise ship.” - Look at the picture and listen to the
teacher.

A cruise ship
Guessing game (8’)
- Have students work in groups and
discuss some facts of the cruise ship. Sentences for group discussion:
- Work in groups, look at the pictures a) There is a library and a school on the
in student book and talk about some ship.
facts of the cruise ship (guessing the
b) There are some swimming pools on
- After discussing, students have to content of the text before reading). the ship.
write “TRUE” or “FALSE” at the end
of each sentence. - Read the sentences and write “TRUE” c) There is one café and one restaurant
or “FALSE” at the end of each on the ship.
- Tell students “We will check the
sentence in their book.
answers while we read the text City
on the sea.”

 Activity 2: While-reading (15’)

13
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking
skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students read the text and complete it with the words. Then read, listen and check the answers. Write about their interests
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

14
WHILE READING. T - Ss - T/ S - S/ Indiv
 Activity 1 Skills Strategy.
- Introduce students how to answer
specific questions about a text. - Open student book to page 16.
- Invite some students to read the - Look at the Skills Strategy box,
strategy aloud. underline key words and listen to the
- Give explanation (use Vietnamese if teacher.
necessary). - Give questions if you do not
understand.
 Activity 2 Listen and underline what
numbers refer to.
Numbers shown
- Show some numbers on the board. - Look at the numbers on the board and 6,360 – 20 – 50 – 12,000
- Ask students to work in pairs to listen guess what they refer to. Key
to the audio of the text and underline
what numbers refer to. - Listen to the audio of the text, a) 6,360: the number of passengers
identify ideas related to numbers and
- Invite some students to check their b) 20: the number of café and restaurants
works. underline what numbers refer to.
c) 50: the number of real trees on the ship
- Work in pairs to read the text for
d) 12,000: the number of plants on the ship
checking their answers.
- Check the answers with the teacher.
Questions:
 Activity 3 Task 2 – page 16
1. What is the name of the ship?
- Ask students to look at

15
 Exercise 2 page 16, read the 2. How many people work on the ship?
questions and underline key words to 3. How many chefs are there on the
- Work individually.
understand main ideas. ship?
- Have students reread the text silently - Look at Exercise 2 page 16, read the
4. Is it the only ship with a park?
and underline sentences that they are questions and underline key words to
the correct answers. understand main ideas. 5. What’s in the sport area?
- Ask students to check their answer in - Read the text silently for specific Key
pairs. ideas and underline sentences that 1. Oasis of the Seas
- Invite some students to write their they are the correct answers. 2. More than 2,000 people work on the
answers and check their work. ship
- Check the answers in pairs.
 Key word answers only 3. There are 250 chefs.
(low/mid-level) - Check the answers with the teacher
(some students write key - word 4. Yes, it is
 Full answers (high level)
answers or full answers). 5. There’s a climbing wall in the sports
- Go back to Guessing Game activity area.
and give the correct answers. - Back to Guessing Game activity and
check the answers. Key for Guessing Game:
a) There is a library and a school on the
ship. FALSE
b) There are some swimming pools on the
ship. TRUE
c) There is one café and one restaurant on
the ship. TRUE

16
 Activity 4 Vocabulary Plus Words in blue:
- Encourage students to work in pairs - Work in pairs and use a dictionary to 1. cruise ship (n) /kru:z '∫ip/
to use a dictionary to check the check the meanings of the words in 1. fantastic (adj) /fæn'tæstik/ – E.g.: This is
meanings of the words in blue in the blue in the text. a fantastic hotel.
text.
- Ask teacher if necessary. 2. comfortable (adj) /'kʌmfətəbl/ – E.g.:
- Help students check these words’
This soft bed is very comfortable.
meaning in the front.
3. cabin (n) /'kæbin/
4. passenger (n) /'pæsindʒə/ – E.g.: There
Words in blue:
are many passengers on the ship.
1. cruise ship (n) – using pictures.
5. chef (n) /∫ef/ – a person who cooks.
1. fantastic (adj) – E.g.: This is a fantastic
hotel. 6. swimming pool (n) /'swimiη pu:l/

2. comfortable (adj) – E.g.: This soft bed is 7. climbing wall (n) /’klaimiη wɔ:l/
very comfortable.
3. cabin (n) – using pictures.
4. passenger (n) – E.g.: There are many
passengers on the ship.
5. chef (n) – a person who cooks.
6. swimming pool (n) – using pictures.
7. climbing wall (n) – using pictures.

 Activity 3: Post-reading (10’)

17
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking
skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students read the text and complete it with the words. Then read, listen and check the answers. Write about their interests
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

POST READING. T - Ss - T/ S - S / Indiv.

 Activity 1 Mingle
- Ask students to walk around and talk Question:
about the question at the THINK “Where do you think is a good place for a
- Walk around the room to talk about
corner (back to the question at the holiday? Why?”
beginning of the lesson but using the the question at the THINK corner,
ideas they have just read from the using the ideas they have just read from
text). the text.
“Where do you think is a good place - Ask teacher if necessary.
for a holiday? Why?”
Suggested answers
- Go around for help if necessary.
- by the sea
- lots of fun activities like swimming,
snorkeling, surfing, …

18
 - the weather is hot and windy – good
for health.
- delicious seafood
- ……..

Question
 Activity 2 - Work in groups of four.
“Is the Oasis of the Seas a good place for a
Consolidation: Discussion (Optional - Think about the question individually holiday? Why/ Why not?”.
– for students with strong level) and write down the main points (the
Cues:
- Ask students to work in groups of good or bad things of the Oasis of the
four. Seas). Why = the good things = you like
- Give the question “Is the Oasis of the - Take turns to talking about the Why not = the bad things = you don’t like
Seas a good place for a holiday? question in groups.
Why/ Why not?”.
- Ask the teacher if necessary.
- Ask students to talk about the
question.

C. Consolidation (3’)
a) Vocabulary: revision of places – Extra vocabulary: Words in blue.
b) Students
- know how to answer specific questions about the text.

19
- use vocabulary items related to the issue of passage.
- talk about a good place for a holiday
D. Homework (2’)
- Learn by heart the vocabulary about a cruise ship
- Do exercises in Workbook: Unit 1- Reading (page 16)
- Prepare: Unit 1- Language focus (page 17 – SB)

Period……

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 3: LANGUAGE FOCUS (PPP)

20
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- ask and answer questions about places.
• Is there…?, Are there….?, How many……..?
• Definite and zero article
2. Ability
- main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- Identify the rules of how to use some and any in questions; Yes, there is/are, No, there isn’t/ aren’t and How many …? with singular
nouns/ plural nouns.
- Know how to use a/ the to talk about one particular thing and some/ zero article to talk about things in general.
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- love and be proud of places around where you live.
II. TEACHER AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)

21
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class
by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Nought and crosses games.
c) Outcomes: Students can gain more confidence and have interest in the lesson
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

22
WARM-UP. T- Ss - T / Ss - Ss /
 Game : NOUGHTS AND CROSSES
- Divide class into 2 groups. One group - Play the game in groups. swimming
is “noughts” (O) and the other is library 2000
- Select the boxes and make sentences pools
“crosses” (X).
with those words.
- There are 9 words and numbers about climbing
- The group makes the correct sentence 250 school
the Oasis of the Sea in the table and wall
students have to use structure “there will get an (O) or (X).
is/ are…..” to make sentences. - The group that has 3 Os or Xs on a park 20 6360
- 2 groups take turns to select the boxes horizontal, vertical, or diagonal row
will be the winner. Ex: There is a library on the ship.
and make sentences with those words.
The group makes the correct sentence There isn’t a school on the ship.
will get an (O) or (X).
- The group that has 3 Os or Xs on a
horizontal, vertical, or diagonal row
will be the winner.

B. New lesson (35’)

 Activity 1: Presentation (10’)
a) Objective: Ss know more about Is there..? .Are there…?
b) Content:
Grammar study

23
Speaking
c) Outcomes: Ss know how to use pattern correctly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

PRESENTATION. T - Ss - T / Ss - Ss /
Indiv
 Activity 1: Complete the questions. Then Suggested answers
choose the correct answers.
1. Is – b
- Work individually to do the task in 1
- Ask students to complete the
minute (read for specific ideas). 2. Are – a
sentences in 1 minute.
- Check the answers with the teacher. 3.
- Check students’ answers.
There is/are + (a /an) + Noun 3.
- Remind students how to use “there is/ - Look at the board and listen to the 3.
there are…” teacher (review grammar points of Are – b
how to write sentences with There is/
There are in affirmative, negative and
 GRAMMAR POINTS
question form).
1) THERE IS (= THERE’S)
(+) :
(-) :
There is/are + NOT + (a/an) +
Noun

24
 (?)

Is/Are there + ANY + (a/an) + Noun?

How many + Noun + are there…..?

 Activity 2: Practice (20’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking
skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students choose the correct words, do matching exercises
c) Outcomes: Ss know more about the pattern.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

PRACTICE. T - Ss - T/ S - S/ Indiv.
 Activity 1: Choose the correct words in
the Rules. Suggested answers
- Ask students to choose the correct - Choose the correct words to complete 1. any 3. plural nouns
words to complete the rules then the rules then compare their answers
compare their answers in pairs. 2. singular nouns 4. plural nouns
in pairs (set up the Rules by
themselves).

25
 - Check grammar with the class. - Check the answers with the teacher.

 Activity 2: Match 1-6 with a-f to make

questions. Then write answers about
your city/ town. - Read halves of questions, use the Suggested answers:
Rules of grammar points to make 1c – 2f – 3e – 4a – 5b – 6d
- Ask students to make questions, then questions, then compare their answers
compare their questions in pairs. in pairs.
- Call some students to answer these - Some students answer these questions
questions. in the front.
- Write the key-word answers or full
answers in their own books.

 Activity 3: Complete the questions with

“Is there…?/ Are there…?” and “how Suggested answers
many….” - Read the uncomplete questions
individually and fill in the gaps to 1. Are there 4. Are there
- Ask students to complete the 2. Is there 5. How many
make the questions with correct
questions then compare with their 3. How many
partners. grammar points and check the
answers in pairs.
- Go around for help.
- Some students come to the front to
write their answers.

26
 Suggested answers
 Activity 4: Choose the correct words in - Guess the correct words to complete The – no article
Rules. the Rules. GRAMMAR POINT: DEFINITE AND
- Ask students to guess and choose the ZERO ARTICLE
- Then compare the answers in pairs.
correct words in order to complete the - We use the to talk about a particular
rules, then compare answers in pairs. - Listen to the teacher and take notes of thing.
- Go around to observe students. the Rules.
- We use zero article to talk about
- Wrap-up the Rules and give things in general.
explanation.

- Read the sentences and do the task

individually based on the Rules.
 Activity 5: Complete the sentences with
- Check the answers in pairs. Suggested answers
the or ⏀
1. The 4. ⏀
- Ask students to read the sentences - Check the answers with the teacher. 2. The 5. The
and fill in the gap based on the Rules.
3. ⏀
- Ask students to compare their
answers in pairs.
- Check students’ answers.

 Activity 3: Outcomes (5’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking
skills (guessing/ reasoning) and communication can also be practiced.

27
b) Content: Students play games
c) Outcomes: Ss speak and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

OUTCOMES. T - Ss - T/ S - S / Indiv.
 Game “I WANT TO BE A DESIGNER”
- Ask students to work in groups. (5- 6 Questions
students/ groups). “Is there…/Are there…; How many…?”.
- Work in groups.
- Each group think and talk about an
amusement park in town/city.
- 2 members in each group will come to
the front and present their ideas.
- The other groups will make questions
to the presenters “Is there…/Are
there…; How many…?”.
- Give feedbacks to the presentation. - Listen to the teacher’s feedback and
take notes.

C. Consolidation (3’)

28
a) Vocabulary: revision
b) Patterns:
 Is there…?, Are there….?, How many……..?
 Definite and zero article
D. Homework (2’)
- Practice asking and answering using the pattern.
- Do exercises in Workbook: Unit 1- Language focus (page 13)
- Prepare: Unit 1 - Vocabulary and Listening (page 18 – SB)

Period……

29
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 4: VOCABULARY AND LISTENING (PPP)

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- understand people comparing places and things.
- Vocabulary: dirty – clean, quiet – noisy, pretty – ugly, dangerous – safe, friendly – unfriendly, old - modern
2. Ability
- main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- Identify some pairs of opposite adjectives.
- Know and understand people comparing places and things
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- love and be proud of places around where you live..
II. TEACHER AIDS AND LEARNING MATERIALS

30
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class
by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Warm-up games.
c) Outcomes: Students can gain more confidence and interest in the lesson
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: “OPEN, SESAME!” (Exercise
1/p.18)
- Divide class into 2 groups.
- Play the game in groups.
- There are 12 pictures and adjectives
on the screen. Each group will choose - Choose a picture and its opposite word
a picture and its opposite word to to make a complete pair.
make a complete pair. With one - The group making the correct sentence
correct pair, you will get 1 point. will get 1 point.
- The group having the most correct Ex: ugly - pretty
- The group having the most correct
answers will be the winner. answers will be the winner. dirty - clean

31
B. New lesson (35’)
 Activity 1: Pre-listening (10’)
a) Objective: Set the context so the Ss get to know more about the topic.
b) Content:
- Vocabulary study
- Speaking
c) Outcomes: Ss know how to use the new words correctly and in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

PRE-LISTENING. T - Ss - T / Ss - Ss /
Set context: (2’)
- Ask a question:
“Do you like modern or old places? - Answer their own ideas.
Why?”

 Activity 1: Write sentences for the

adjectives in Exercise 1. (5’)
- Write sentences for the adjectives then

32
 compare the sentences in pairs.
- Asks some students to read their
sentences to class and asks the class to
correct any mistakes.
- Work in pairs to check vocabulary’s
meaning.
- Choose three adjectives from Exercise
 Vocabulary check: (3’)
1 and write them on a piece of paper,
- Ask students to work in pairs. with their opposites.
- Then work in pairs with books closed.
- Read out the three words they have
chosen. Their partner must give the
correct opposites.

 Activity 2: Listening- Reading- Writing- Speaking (15’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking
skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students listen and then choose the topics, decide whethere the sentences are True or False
c) Outcomes: Ss listen, do the tasks and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

33
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WHILE-LISTENING. T - Ss - T/ S - S/
Indiv
 Activity 1: Listen to four street
interviews in a radio programme. What
do people talk about? Choose four topics
from the box and match them to the
people.
- Read the introduction and the topics Suggested answers.
- Allow students time to read the in the box. 1. Emma – the park
introduction and the topics in the box. - Listen, choose topics and do 2. Lukas – buses and bikes
- Play the audio 3 times and ask students matching task.
to listen and find out which topics 3. Dwayne – New York
- Check the answers with the teacher.
people are talking about. 4. Chloe and Harriet – restaurants
- Check students’ answers.

 Activity 2: Listen again and write True Suggested answers.

or False. Correct the false sentences. - Read the sentences.
1. True
- Allow students time to read the - Listen very carefully to know who is
speaking, Harriet or Chloe. 2. True
sentences.
- Decide if the sentences are true or 3. False (He thinks bikes are more
- Point out that in the fourth interview, dangerous)
students will have to listen carefully false.
to know who is speaking, - Correct the false sentences. (With 4. True

34
 Harriet or Chloe. strong students) 5. False (Harriet thinks that Luigi’s pizzas
- Play the audio again. are bigger)
6. True

 Activity 3: Post-listening (10’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking
skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Ss play lucky number game and Think of three places that you like in your town / city and three places that you don’t like.
Then write sentences
c) Outcomes: Ss speak and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

35
POST-LISTENING. T - Ss - T/ S - S / Indiv.
 Activity 1: Game Lucky Number -
Answer the questions. (optional)
- Check students’ answers. Questions for Discussion.
1. Who does Emma meet at the shopping 1. Who does Emma meet at the shopping
centre? centre?
- Work in pairs and discuss the
2. What does Lukas say about the price of answers. 2. What does Lukas say about the price of
the buses? the buses?
Suggested answers.
3. Where is Dwayne from? 3. Where is Dwayne from?
1. Her friends
4. What does Harriet agree with Chloe 4. What does Harriet agree with Chloe
about? 2. They are expensive.
about?
3. New York
4. The pizzas in Gino’s are better, and the
people are friendlier.
 Activity 2: Think of three places that
you like in your town / city and three
places that you don’t like. Write
sentences and say why you like or dislike
them. (10’)
- Think and list ideas for writing task.
- Ask some students to read their
sentences to the class. - Write their sentences. With weaker
classes, students could work in pairs.
Correct any errors. - Read their sentences to the class.
Show their sentences on the Display Corner

36
 for Peer Assessment.
 Game “DRAW A MINDMAP”
- Ask students to work in groups, (5- 6 - Work in groups.
students/ groups) and discuss about - Each group think and talk about a
which place they like and dislike. place they like and dislike.
- Give students time to discuss in group - Two members in each group will
and write down their opinions. come to the front and present their
- Calls out some students to present their ideas.
opinions in the front. - The other groups will make questions
- Give feedbacks to the presentation. to the presenters.
- Listen to the teacher’s feedback and
take notes.

C. Consolidation (3’)
a) Vocabulary: dirty – clean, quiet – noisy, pretty – ugly, dangerous – safe, friendly – unfriendly, old - modern.
b) Ways to:
- Identify some pairs of opposite adjectives.
- Know and understand people comparing places and things.
D. Homework (2’)
- Learn by heart the adjectives

37
- Practice asking and answering, using the adjectives
- Do exercises in Workbook: Unit 1- Vocabulary and listening (page 18)
- Prepare: Unit 1 - Language focus (page 19 – SB)

Period……

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 5: LANGUAGE FOCUS (PPP)
COMPARATIVE ADJECTIVES
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: revision
- Patterns:
 S1 + V + Adj-ER+ THAN+ S2
 S1 + V + MORE + ADJ + THAN + S2
2. Ability

38
 - main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- identify long and short adjectives and their comparative forms.
- know the rules of how to use long and short adjectives in comparative sentences.
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- love and be proud of places around where you live.
II. TEACHER AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of
the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Chain game.
c) Outcomes: Students can gain more confidence
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WARM-UP. T- Ss - T / Ss - Ss /

39
 Game: CHAIN GAME
- Divide class into 2 groups. - Work in groups. Today I go to the bookstore…….
- Say a sentence. - Listen to the teacher and friends
carefully.
- Students in each group takes turns to
make a sentence, but they need to - Take turns to make a sentence but
repeat the previous sentences before need to repeat the previous sentences
saying their sentence. before saying your sentence aloud.
- The group who cannot repeat the
previous sentences will have to stop
playing and be out of the game.
- The last group will be the winner.
“Today I go to the bookstore…….”
B. New lesson (35’)
 Activity 1: Presentation (15’)
a) Objective: Ss know more about compare things using comparative adjectives.
b) Content:
Grammar study
Speaking
c) Outcomes: Ss know how to compare things using comparative adjectives and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

40
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

41
PRESENTATION. T - Ss - T / Ss - Ss /
 Set context: (5’)
With books closed,
- Write on the board the names of two - Look at the two names of cities on the Da Nang Ho Chi Minh City
cities that students know. board. smaller bigger
- Ask what they think about the - Think of the differences between the cleaner friendlier
differences between the two cities are. two cities.
slower faster
- Elicit some examples of comparative - Think of the adjectives to describe
adjectives and write them on the these differences. hotter cooler
board. - Listen to the teacher carefully and Da Nang is smaller than Ho Chi Minh City.
look at her/his examples on the board.

Suggested answers.
 Activity 1: Write the comparative form - Read the information and complete the cleaner – slower – nicer – safer – friendlier
of the adjectives in the table. table. – prettier – bigger – hotter
- Ask students to complete the table. - Ask the teacher if having questions.
- Go around for help if necessary. - Check answers in pairs.
- Check the answers. - Check answers with the teacher.
 Grammar point: COMPARATIVE
ADJECTIVES
1) Short adjectives (1-syllable adjectives)
- Look at the board and listen to the

42
 - Explain the grammar points to teacher. S1 + V + Adj-ER+ THAN+ S2
students. - Write down the patterns into their
Ex: Bikes are slower than cars.
notebooks.
2) Long adjectives (2 or more syllable
Note: - Try to make own examples for each
adjectives)
- With some 2-syllable adjectives, we pattern (based on the teacher’s
can use "-er" OR "more": examples). S1 + V + MORE + ADJ + THAN + S2
quiet → quieter / more quiet Ex: French is more difficult than English.
clever → cleverer / more clever
narrow → narrower / more narrow Some special cases
simple → simpler / more simple good → better
- If the adjective ends in -e, we add -r. well (healthy) → better
(safe  safer) bad → worse
far → farther/further
- Final -y changes to -ier. (pretty 
prettier)
One – syllable adjective endings with vowel
and one consonant, we double the consonant.
(big  bigger)

 Activity 2: Practice (10’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students write sentences, read and work in pairs
c) Outcomes: Ss write, read and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation

43
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

44
PRACTICE. T - Ss - T/ S - S/ Indiv.
 Activity 1: Write sentences using the
correct comparative form of the
adjectives in brackets. How do you say
“than” in your language?
- Read out the example and elicit
another example from the class. - Make an example using the correct Suggested answers.
- Elicit how students say than in their comparative form of an adjective in 1. It’s more expensive here than in my
own language. the brackets. country.
- Ask students to write sentences using - Write comparative sentences with the 2. The weather today is worse than it was
the correct comparative form of the adjectives given. yesterday.
adjectives in the brackets. - Compare the answers with their 3. Why is this class quieter than the other
- Check students’ answers. partners. class?
- Check answers with the teacher. 4. Are the buildings in New York more
modern than the buildings in Oxford?
5. This house is prettier than that house.

(Suggested answers)
 Activity 2: Pronunciation 1d – 2d – 3c – 4d
- Play the audio once for students to - Listen the sound carefully.
listen. - Listen and repeat individually and
- Play the audio again, pausing for chorally (focus on word/sentence
students to repeat

45
 individually and chorally. stress).
- Let students do the task. - Do the task.
- Invite some students to check their - Check the answers with the teacher.
answers.
- Correct any mistakes.

 Activity 3: Read City of the Sea again.

You may discover some letters
pronounced differently in different Suggested answers.
words. Now indicate the word whose 1. d (cinemas)
bold part differs from the other three in
2. d (cinema)
pronunciation.
3. a (trees)
- Ask students to read the introduction
silently. - Read the introduction and the text 4. d (answer)
carefully.
- Model pronunciation of star and
cinemas, where their bold parts are - Indicate the word whose bold part
different. differs from the other three in
pronunciation.
- Check their answers.
- Check the answers.

 Activity 4: Work in pairs.

- Work in pairs.
- Give students time to practice in
pairs about some of the things in the - Practice using comparative form and
box by using comparative the key phrases.

46
 adjectives and the Key Phrases. - Listen to teacher and friends to give
- Call some pairs to practice in front feedback.
of the class and give feedback.

 Activity 3: Outcomes (5’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students play game using the pattern
c) Outcomes: Ss play games and they can apply the useful language in everyday reading, writing and speaking.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

47
OUTCOMES. T - Ss - T/ S - S / Indiv.
 Game “WHAT ARE THE
DIFFERENCES?” - Choose the number and make
- Show some pairs of pictures on the sentences about objects or places
screen. using comparative adjectives.
- Let students make sentences using - Listen to teacher and their friends’
comparative adjectives. feedback.
- Correct any mistakes.

C. Consolidation (3’)
a) Vocabulary: revision
b) Patterns:
 S1 + V + Adj-ER+ THAN+ S2
 S1 + V + MORE + ADJ + THAN + S2
- Identify long and short adjectives and their comparative forms.
- Know the rules of how to use long and short adjectives in comparative sentences.

48
D. Homework (2’)
- Learn by heart the structure.
- Write 5 sentences using comparative adjectives
- Do exercises in Workbook: Unit 1- Language focus (page 15)
- Prepare: Unit 1 - Speaking (page 20 – SB)

Period……

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 6: SPEAKING (PPP)

49
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- ask and say where places are
- Vocabulary: revision
2. Ability
- main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- Know how to ask and show where places are.
- Communicate confidently with friends/ tourists/…
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- feel confident when ask and show where places are for tourist..
II. TEACHER AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class
by means of enjoyable and short activities as well as to engage them in the steps that followed.

50
b) Content: Guessing game.
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: “GUESSING GAME!” (5’) Words for Guessing
- Invites one student to come to in front - Use phrases or give examples to Bus station, Police station, School, Hospital,
of the class. explain the words that given by Store …
teacher.
- Show picture or words to the invited
students.
- Invites some students to answer.

B. New lesson (35’)

 Activity 1: Pre-speaking (10’)
a) Objective: Ss know more about asking and saying where places are.
b) Content:
- Vocabulary study
- Speaking

51
c) Outcomes: Ss know how to ask, answer correctly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

PRE-SPEAKING. T - Ss - T / Ss - Ss / (5’)
Set context: Suggested answers
- Think: You are a tourist in a new - Answer the questions. 1. Map
town. Where do you look for information - Listen to their friends’ answers. 2. Asking local people
and direction?
3. Using cell phone
…

e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WHILE-SPEAKING. T - Ss - T/ S - S/
Indiv.
 Activity 1: Audio 1.18
- Allow students time to

52
 read through the gapped dialogue. - Read through the gapped dialogue. Suggested answers
- Play the video or audio for students to (scanning skills) 1. Are we near
watch or listen and complete the - Watch or listen the complete the 2. the bus station
dialogue. dialogue.
3. any shops
- Play the video again for students to - Check answers with friends.
check their answers. 4. five minutes
- Check their answer with the class,
then ask the questions to the class and
elicit the answers.

 Activity 2: Watch or listen again. Then

practice the dialogue in pairs.
- Play the audio or video again.
- Tell students to listen carefully for the
pronunciation and intonation.
- Listen to the audio or video again.
- Pause after some of the sentences and
- Listen carefully for the pronunciation
questions for students to repeat.
and intonation.
- Invite several pairs to check their
- Listen and repeat chorally.
work.
- Work in pairs to practice the dialogue.
(
 Activity 3: Read the study strategy and
follow the instructions.
- Read the study strategy - Read the study strategy and follow the

53
 with the class then read through the instructions.
key phrases. - Learning the key phrases.
- Ask students to find the key phrases in - Find the key phrases in the dialogue,
the dialogue and check their and check understanding.
understanding.
- Practice the key phrases in pairs.
- Write some key words on the board to
help them remember the phrases, e.g. - Feedback to the teacher.
Excuse, near, far. (With weaker
classes when they close their books)
- Give points to students who can
remember all the phrases.

* Optional activity.
- Have students work in pairs. - Work in pairs to complete the
sentences with the correct 1. How far is the school _____ here?
- Write these gapped sentences on the prepositions.
board. 2. It’s about ten minutes ______ foot?
- Check the answer with the class. 3. Are there any shops ______ here?
- Check answers with the class.
4. It’s five minutes _______ bus?
5. Thanks ______ your help.

Suggested answers:

54
 1. from
2. on
3. around
4. by
 Activity 4: Work in pairs. Practice the - Read out the example mini dialogue. 5. for
dialogue with How far..? and place from (Students have to skim the passage.)
1 to 4.
- Work in pairs to practice more mini-
- Ask two confident students to read out dialogues.
the example mini dialogue.
- Have students work in pairs to practice
more mini dialogues.
- Allow students time to prepare the
dialogues before they practice (with
weaker classes).
- Let students practice the spoken E.g
dialogues without preparation (with
stronger classes).  Student 1: Excuse me, how far is the bus
station from here? (What is the distance
- Ask some pairs to perform one of the
between here and the bus station?)
dialogues in the front.
 Student 2: It’s about ten minutes on foot.
 Student 1: Thanks for your help.
 Student 2: You’re welcome.

55
 Activity 3: Outcomes (10’)
a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students work in pairs and then practice the dialogue. Game ‘Mingle’
c) Outcomes: Ss speak and they can apply the useful language in everyday life.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

56
OUTCOMES. T - Ss - T/ S - S / Indiv.
 Activity 1: Use it – Work in pairs. Look
at the situation and prepare a new
dialogue. Use the dialogue in exercise 1
to help you.
- Have student work in pairs and prepare
a new dialogue. - Work in pairs to prepare a new
- Teach some more phrases for giving dialogue.
directions, e.g. Turn left / right, Go - Swap roles and practice again.
straight on. (with stronger classes)
- Listen the friends’ feedback.
- Invite some pairs to check their work.
- Students in group A will give the
- Correct any mistakes. questions.
- Students in group B will give the
answers.
 Game “MINGLE”
- Divide students into two group (Group
A and B). Examples:
- Students in group A have to find the
- Prepare a variety of questions. right students in group B (who has A: How far is it from here to the park?
- Explain that students have to go around the correct answers).and make a B1: Sorry I don’t know.
to ask their friends. pair.
B2 (the answer given): It’s about 10
- Let students know that they have to find minutes on foot.
the correct students who has the right
answer.
- Stop to check their work

57
 after a while.

C. Consolidation (3’)
- How to ask and show where places are.
- Communicate confidently with friends/ tourists/…
D. Homework (2’)
- Practice asking and answering where places are
- Do exercises in Workbook: Unit 1- Speaking (page 35)
- Prepare: Unit 1 - Writing (page 21 – SB)

58
Period……

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES –
LESSON 7: WRITING A DESCRIPTION OF A TOWN OR CITY (PPP)

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- write a description of town or city that they like.
2. Ability
- main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- identify and know how to use kinds of conjunctions.
- know how to skim and scan, write a short paragraph
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- love and be proud of places around where you live.

59
II. TEACHER AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class
by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Warm-up game.
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Divide class into groups (5 -6 - Work in group of 5 -6.
students). - Watch the clip and write down as
- Show series of pictures of places in many places as possible. (discuss)
Ho Chi Minh city (or a video clip). - Present their work.
- Ask students to write down as many - Listen to friends and teacher’s
places as possible while they are feedback.
watching.
- Invite some groups to show their
work.
Suggested answers:

60
 - Lead in the lesson: “Today, we’re - Nhà Rồng Port.
studying about how to write a - Phú Mỹ Bridge
description of a town or a city.”
- Đầm Sen Park
- Bitexco Towers
- Sài Gòn Central Post Office
- Sài Gòn Zoo
- Nguyễn Huệ Walking Street
- Suối Tiên Park
- Independence Palace
- Cathedral Basilica of Our Lady of The
Immaculate Conception (Nhà thờ Đức
Bà)
B. New lesson (35’)
 Activity 1: Pre-writing (10’)
a) Objective: Ss know more vocabulary about writing a description.
b) Content:
Descriptive writing
Speaking
c) Outcomes: Ss know how to write a description
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

61
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

PRE-WRITING. T - Ss - T / Ss - Ss /
+ Buildings
Set context: (5’) + factories
+ amusement parks
- Show students words in the box. - Use their dictionaries to check the
+ a zoo
- Ask the question to the class and elicit meanings of the words in the box. E.g. + shopping malls
answers from individual students. (Self – discover learning) - Which has your town or city got?
- Ask more questions about the - What’s your favourite place?
student’s own town or city.
- Which parts do you never visit? Why?

 Activity 1: (5’)
- Have students read the description of - Read the description of Ho Chi Minh
Ho Chi Minh city. city. (skim)
- Have students work in pairs. - Find out which words in the THINK
- Check answers with the class. exercise are in the text.
- Compare their answers in pairs.
- Check answers with the class.

Suggested answers.
1. building
2. amusement park

62
 3. shopping mall

 Activity 2: While-writing (15’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students complete the key phrases
c) Outcomes: Ss have basic steps in writing with some .key ohrases
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

63
WHILE-WRITING. T - Ss - T/ S - S/ Indiv.
 Activity 2: Complete the Key Phrases
with words from the text.
- Draw students’ attention to the key - Have a look at the key phrases box.
phrases box.
- Read the text again (scanning skill).
- Ask them to read the text again.
- Read and complete the key phrases.
- Ask them to read and complete the
key phrases. - Listen to friends and teacher’s Suggested answers.
feedback. 1. south/ Việt Nam
- Check answers and check that students
understand all the phrases. 2. 9,000,000 (Nine million)
3. modern/ really friendly
4. many good amusement parks,shopping
malls/ buildings
5. sometimes visit Vũng Tàu, Phan Thiết and
Đà Lạt, …/ Hồ Chí Minh City is more
interesting.
 Activity 3: Look at the phrases in blue
in the text. Then underline the correct  Language point: Position of adjectives
words.
- Have students focus on the phrases in
- Look at the phrases in blue in the text.
blue in the text and elicit which are
adjectives. - Read the sentences and choose the
correct words.
- Check answers with the class and
check that students

64
 understand really, very and quite.
- Explain the language point.

 Activity 4: Look at the underlined

sentences in the text. Then circle the
correct words.
- Give students two examples of
compound sentences, one of which is - Listen and take notes.
the combination with “and” and the - Do the task.
other with “but”.
- Work individually to combine the two
- Ask students to pay attention to sentences.
“similar clauses” and “opposite Examples:
- Volunteers show them on the board.
clauses”. - It’s very modern and people are very
- Listen to teacher feedback.
- Correct the mistakes if your students friendly.
fail to do any sentences. - Complete the task in book. - Your schoolbag is big but my bag is bigger.
Compound sentences.

65
 Suggested Answers:
1. similar
2. opposite
3. Hội An Town is an old town, and it’s got
a population of about 152,160.
4. Mr Nam sometimes stays in Hà Nội, but
he lives in Hồ Chí Minh City.

 Activity 3: Outcomes (10’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students read the study strategy and follow the instructions.
c) Outcomes: Ss can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation

66
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

OUTCOMES. T - Ss - T/ S - S / Indiv.
Activity 5: Use it - Read the study strategy
and follow the instructions.
- Read the task with the class.
- Read the writing guide.
- Let students answer the questions and
plan their description. - Answer the questions and plan their
description.
- Read through the paragraph structure
with the class. - Read through the paragraph structure
aloud.
- Have students write their descriptions.
(This can be set for homework.) - Write their descriptions.
- Remind students to check their - Remember to check grammar and
grammar and spelling carefully. spelling carefully.

67
C. Consolidation (3’)
a) Vocabulary: revision
b) Ways to
- Identify and know how to use kinds of conjunctions.
- Know how to skim and scan, write a short paragraph.
D. Homework (2’)
- Practice writing a description of a town or city using the key phrases
- Do exercises in Workbook: Unit 1- Writing (page 17)
- Prepare: Unit 1 - CLIL (page 22 – SB)

Period……

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES

LESSON 8: CLIL – GEOGRAPHY – READING A MAP

68
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- talk about their hobbies and interests. (review)
- use verb to be, subjective pronouns, possessive adjectives
- vocabulary: revision of interests and hobbies – Extra vocabulary: subjective pronouns, possessive adjectives
2. Ability
- main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- know how to use verb to be correctly.
- use subjective pronouns and possessive adjectives correctly.
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- love and be proud of what they like doing.
II. TEACHER AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)

69
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class
by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Drawing game.
c) Outcomes: Students can gain more confidence and get interest in the lesson
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: “DRAWING GAME”
- Invites one student to be a player. - Take part in the activity.
- Gives him/her a word and he/she has - Try to guess the hidden words. Suggestion
to draw to explain that word. - Take turn to join in the activity. trees, river, mountain, street, train station,
- Invites some other students to answer. map, …

B. New lesson (35’)

 Activity 1: Presentation (10’)
a) Objective: Ss know more vocabulary related to the lesson.
b) Content:
Vocabulary study
Speaking

70
c) Outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

71
PRESENTATION. T - Ss - T / Ss - Ss /
Set context:
- Ask students have their books closed. - Close books.
- Write the word map on the board and - Try to guess the meaning of word Suggestion:
elicit the meaning. “MAP”. 1. What does this word mean?
- Ask students about the information - Express the meaning using the own 2. What can we see on a map?
they can find on maps and elicit some ideas.
ideas. 3. What kinds of map do you usually use?
- Self – discover the new topic through
- Ask students about kinds of maps they teacher’s questions.
usually use (paper, online, etc.).
- Tell students they are going to practice
reading maps in English.

 Activity 1:
- Work in pairs to check the meaning of
- Have students work in pairs to check word using dictionaries (self –
the meanings of the words and match discover learning).
them with the symbols.
- Try to match words with the
- Have students read the text and check appropriate symbols. Suggested answers
their answers.
- Read the text again using the Skill 1 river
- Check answers with the class and Strategy (find out the specific ideas)
make sure that students understand all 2 road
the words. - Check answers with friends.
3 hill
- Model and drill - Practice pronunciation drill.

72
 pronunciation, if necessary. 4 railway
5 forest
 Vocabulary check: 6 path
- Use pictures to check if they
understand all the given words.

 Activity 2: Practice (15’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students read the the map
c) Outcomes: Ss read and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

PRACTICE. T - Ss - T/ S - S/ Indiv.
 Activity 1: Read and listen to the text.
What are other symbols on the map? - Read and listen to the text (scanning Suggested answers.
- Have students read and listen to the skill). A black circle on a railway is a train station.
text again. - Try to find other symbols on the map. A red area is a city or town.

73
 - Elicit what other symbols are - Guess their meanings.
mentioned in the text. - Check the answer with friends.
- Check the answers with class.

 Activity 2: Look at the map choose the

correct words.
- Work in pairs. Suggested answers.
- Let students work in pairs to look at
map A and choose the correct words. - Look at the map and discuss to choose 1 1:50,000
the correct words (self – discover 2 paths
- Check answers with the class. learning).
3 hill
- Check answers with friends.
4 156
5 road
6 train station

Activity 3: Look at a part of a guide map Questions.

of Ba Na Hills Mountain resort and 1 How many cable car stations are there in
answer the questions. - Work in pairs. the resort?
- Have students look at map B - Look at map B individually and 2 Can you find a restaurant in the Fantasy
individually and answer the questions. answer the questions. Park?
- Let students compare their answers in - Compare answers in pairs. 3 Which cable car line does not cross the Mơ
pairs. - Check answers with friends. River?
- Check answers with the Suggested answers.

74
 class. 1 There are 4 cable car stations.
2 Yes, we can.
3 The cable car from Debay station to Morin
station.

 Activity 3: Outcomes 10’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students work in pairs and draw their maps
c) Outcomes: Ss read and draw the map
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

75
OUTCOMES. T - Ss - T/ S - S / Indiv.
 Activity 1: USE IT! (10’)
- Put students into pairs to draw their
maps. - Work in pairs to draw their maps.
- Monitor and help while they are - Add a range of features and symbols.
working, and encourage them to add a
range of features and symbols. - Work in group of four.
- Put pairs together into groups of four - Ask and answer about their map.
to ask and answer about their maps. - Show the maps to the class and
- Ask some groups to show one of their describe the features on it.
maps to the class and describe the
features on it.

C. Consolidation (3’)
a) Vocabulary: path, hill, railway, forest, river, road.
b) Ways to
- Identify and understand pictures and symbols on the maps.
- Know how to read a map, ask, and answer about a map.
D. Homework (2’)
- Practice writing about a map
- Prepare: Unit 1 - Puzzles and Games (page 23 – SB)

76
Period……

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES
LESSON 9: PUZZLES AND GAMES

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- remember what they have learnt in Unit 1
2. Ability
- main skills : reading and writing skills.
- sub skills : listening and speaking skills.
- Solve all games and puzzle individually and in group.
- Self – revise all the lessons that have learnt.

77
 3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic
conducted by the teacher.
- keen on studying English.
.
II. TEACHER AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class
by means of enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Guessing game.
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: collaboration, communication, guessing.
e) Organization of the activity:

78
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Game: “GUESSING GAME!”
- Invites one student to come to in front
of the class. - Use phrases or give examples to * Given words: London, cruise ship, map,
- Show picture or words to the invited explain the words that given by station, ……
students. teacher.

- Teacher invites some students to

answer.

79
B. New lesson (35’)
 Activity: Presentation (10’)
a) Objective: Ss review Lesson 1 through games.
b) Content:
Vocabulary study
Speaking
c) Outcomes: : Complete the puzzle with places in a town and guess the sentences
d) Competence: communication, collaboration, presentation
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

PRESENTATION. T - Ss - T / Ss - Ss /
 Activity 1: Complete the puzzle with
places in a town. What is the mystery
word in grey?
- Have students complete the puzzle and
find the mystery word. - Work in pairs
- Let students work in pairs for this. - Complete the puzzle and find the
mystery word.
- Do it as a race to make it fun.
- Do as fast as possible to be the winner.

80
 - Check answers with the class. - Check answers with the class. Answers:
1 market 2 square 3 café 4 library 5 cinema
6 theatre
Mystery word: restaurant

 Exercise 2: Guess the sentence. Follow - Think of a sentence about your town Example.
the instructions. or city with there’s or there are. T– – – – i– a b– – s– – – – – – – c – – – – –
- Let students play this game in small - One student goes to the board and i– m– c – – –
groups. writes the first letters of each word in a (There is a big shopping centre in my city.)
sentence. Suggested answers.
- Read out the instructions and check
that students understand the game. - Take turns guessing the words. 1. Hanoi is beautiful but Ho Chi Minh
- Invite a confident student to come to - The winner is the first student to guess city is more interesting.
the board and write the first letter of the whole sentence. He or she then 2. ..
each word in their sentence. goes to the board and writes his or her
sentence. 3. ..
- Invite other students to guess the
sentence.

 Activity 2: Practice (15’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the tasks in the textbook. Critical thinking skills
(guessing/ reasoning) and communication can also be practiced.
b) Content: Students spot the difference and find the adjectives in the puzzles
c) Outcomes: Ss have a chance to review what they have learnt

81
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

82
PRACTICE. T - Ss - T/ S - S/ Indiv.
 Exercise 1: Spot the difference.
Students A look at the map A. Student
B looks at the map B. Ask and answer
questions to find six differences.
- Put students into pairs and ask them to - Work in pairs and decide which of
decide which of them is Student A and them is Student A and which is
which is Student B. Student B.
- Refer them to their map, and ask them - Use a piece of paper to cover their
to use a piece of paper to cover their partner’s map. Suggested answers.
partner’s map. - Sit back-to-back for this activity so 1 There’s a cinema on map A, but a theatre
- Let students sit back-to-back for this that they cannot see their partner’s on map B.
activity so that they cannot see their map (if possible).
2 There’s a train station on map A, but a bus
partner’s map (if possible). - Ask and answer questions to find six stop on map B.
- Have students ask and answer differences between their maps.
3 There’s a shopping centre on map A, but a
questions to find six differences - Ask them to make a note of the sports centre on map B.
between their maps. differences.
4 There are two restaurants on map A, but
- Ask them to make a note of the - Check answers with friends. only one on map B.
differences.
5 There are two cafés on map A, but three on
- Check answers with the class. map B.
6 There isn’t a monument in the park on map
A, but there is on map B.

83
 Exercise 2: Find the adjectives in the
puzzles.
- Can let students work in pairs for this, - Work in pairs to challenge each other.
do it as a race.
- Unscramble the letters and find the Suggested answers.
- Have students unscramble the letters adjectives for describing a place.
and find the adjectives for describing a 1 friendly
place. - Try to do as fast as possible to be the
winner. 2 clean
- Check answers with the class.
- Check answers with friends. 3 dangerous
- Ask students to write the opposites of
the adjectives as an extension. - Write the opposites of the adjectives. 4 modern
5 ugly
6 expensive
(Opposites: 1 unfriendly 2 dirty 3 safe 4 old 5
pretty 6 cheap)

 Activity 3: Outcomes (10’)

a) Objective: Ss can answer the questions to critical thinking, and they can also finish the listening task in the textbook. Critical thinking
skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Students work in groups and share

84
c) Outcomes: Ss speak and listen, and they can apply the useful language in everyday reading and writing.
d) Competence: collaboration, guessing, communication, presentation
e) Organization of the activity

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

85
OUTCOMES. T - Ss - T/ S - S / Indiv.
 Activity 5: Comparative bingo. work in
groups of four follow the instructions.
- Read out the instructions and check - One person is the game leader.
that students understand the game.
- Choose six adjectives from the words
- Have students write their comparative in the box. Then write the comparative
forms in the bingo table. forms in the bingo table.
- Choose a confident student to be the - The game leader says the comparative
game leader, or take on this role forms of the adjectives in the box.
yourself.
- Listen and tick the comparatives you
- Explain the rule that the game leader hear.
calls out the comparative forms in a
random order. The first student to hear - The first person to tick all the words in
and tick off all their words is the their bingo table says ‘Bingo!
winner.
- Could play this game in small groups.
- Could repeat the game by
brainstorming twelve other adjectives
that students know, e.g. good, bad,
boring, intelligent, tall, short, new,
happy, interesting, nice, fast, slow.
- Write the adjectives on the board.
- Let students choose six adjectives and
write the comparative forms,

86
 then play the game again.
Suggested answers.
* SHARING - We know how to describe a town or
- Ask students to work in groups and - Work in group. city.
discuss what they learned in Unit 1. - Discuss in groups and write down their - …
- Give students time to discuss in opinions. - …
groups and write down their opinions. - Present their opinion in front of class.
- Call out some students to present their - Listen to friends and teacher’s
opinion in front of class. feedback.
- Give feedback.

C. Consolidation (3’)
a) Vocabulary: revision.
b) Ways to
- solve all games and puzzle individually and in group.
- self – revise all the lessons that have learnt
D. Homework (2’)
- Review Unit 1
- Prepare: Unit 2- Vocabulary (page 24 – SB)

87