Tiết thứ ...

Unit 3: MY FRIENDS
Lesson 4: A Communication
Class Date of teaching Attendence
6A ..../09/2021
6B ..../09/2021
6B ..../09/2021
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Vocabulary to learn: appearance, personality, description, confident, active,
creative, careful, hard working, friendly.
* Pronunciation: Pronounce the sounds /b/ and /p/correctly
* Grammar:
- Present continuous Tense
- use the Present continuous Tense to talk about things happening now
2. Competencies:
a) General competencies:
By the end of the lesson, students are expected to:
- use the words for body parts, appearance and personality;
- pronounce the sounds /b/ and /p/ correctly;
- use the present continuous to talk about things happening now;
- ask about appearance and personality;
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Qualities:
- To teach Ss good behaviour toward friends
- The awareness about importance of friendship in life.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
III. PROCEDURE
ACTIVITY 1: WARM-UP
1. Aim:
- To revise the old lesson.
- To teach Students use everyday English phrases and expressions and develop the
language skills, as well as learn about Vietnamese culture and other cultures.
* Everyday English
To ask and answer about appearance and personality.
2. Content:
- Use everyday expressions to develop the language skills.
- Having some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the subject and new class
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
 - Developing the language skills by asking and answering questions about
themselves.
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance A. Could you please tell us something
- Teacher (T) asks Ss some questions about about your best friend?
them and class. B. yes, of course. He/she…
- T asks Ss to open their book and
introduce what they are going to study….
- T leads in the lesson.
Step 3: Report and discussion
- Ss join in the discussion and do as
required
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
To introduce how to to ask about appearance and personality;
To help Ss practise asking about appearance and personality.
2. Content:
Listen and read the dialogue paying attention to words related to appearance and
personality;
3. Products:
Vocabulary about the topic
Learning and using the words related to appearance and personality correctly
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context to reading and
listening
- T ask the whole class to do the Tasks in
Communication
Step 2: Task performance
Task 1. Listen and read the dialogue 1. Listen and read the dialogue between
between Linda and Mi. Pay attention to Linda and Mi. Pay attention to the
the highlighted questions highlighted questions
* Pre- teach vocabulary: + Students (Ss) listen to the instructions
- Teacher uses different techniques to teach carefully and learn how to do the tasks.
vocabulary (situation, realia, translation .....) * Vocabulary:
+ Follow the steps to teach vocabulary - appearance/ personality
- Repeat in chorus and individually - long hair (c/n) tóc dài
- Copy all the words - bright (adj) sáng sủa
- Ss work in groups. - draw (v) vẽ
 -T plays the recording for Ss to listen and - confident (adj) tự tin….
read the dialgue between Linda Nad Mi at Audio script:
the same time. Ask Ss to pay attention to the Linda: What does your best friend look
highlighted questions. Elicit the structure like?
to ask about appearance (What does your Mi: She’s short with long black hair.
best friend look like?) and the structure to She has bright brown eyes.
ask about personality (What’s she like?) as Linda: What’s she like?
well as the language used to answer these Mi: She’s very kind and creative
two questions. Have Ss practise the
dialogue in pairs.Call on some pairs to
practice the dialgue in front of the class
+ Ask Ss to work in pairs to make similar
dialogues about their best friend, using the
questions learnt
Task 2. Work with a classmate. Ask him / 2. Work with a classmate. Ask him /
her about his / her best friend. Remember her about his / her best friend.
to use the two questions highlighted in 1. Remember to use the two questions
- T has Ss practise speaking highlighted in 1.
Asks Ss to work in pairs to practice Example:
speaking, using the structures. A: What does your best friend look like?
- Call on some pairs to do it. B: He is tall with short curly brown hair.
- Observe and help when and where He has straight nose and full lips.
necessary, and correct Ss'pronunciation and A: What's he like?
intonation. B: He's quite shy but very clever.
- Move around to observe and provide help.
+ Ss do the tasks
- Call on some groups to practise in front
of the class.
- Comment on their pertormance.
Step 3: Report and discussion
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20')
1. Aim:
To provide Ss with some input and set the scene for other activities.
To introduce the concept of star sign to Ss.
To help Ss compare themselves with the descriptions in the previous activity.
2. Content:
Read about these students to know more words relating to personality
Read the descriptions to understand more words about different personalities
Read and compare the descriptions.
3. Products:
Learn how to pronounce and use the words relating to personality
Using the words about different personalities correctly.
Improving speaking skills.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss study the examples, consume the
rules and do the exercises
Step 2: Task performing
Tssk 3. Read about these students in
4Teen magazine. Use one or two adjectives
to describe them.
* Pre- teach vocabulary:
- Teacher uses different techniques to teach * Vocabulary:
vocabulary (situation, realia, translation .....) appearance, personality, description,
+ Follow the steps to teach vocabulary if confident, active, creative, careful,
have . hard working, friendly
- Introduce the two friends Vinh and John to
Ss.
- Ask them to read about the students and
discuss with their classmates to choose one or
two adjectives to describe them.
- Tell them to underline the words that help
them decide which adjectives to use for each
friend.
- If there is not much time, ask Ss to work in
groups. Each group reads about one friend
only.
- Have Ss give their answers and give the
reasons for their answers.
- Write their answers on the board to prepare Suggested answer:
for activity 4. Vinh: clever, hard- working.
- Encourage Ss to say full sentences. John: creative, kind.
- Move around to observe and provide help.
- Observe and help when and where
necessary, and correct Ss'pronunciation and
intonation.
- Ask Ss to work in pairs to ask and tick the
questions.
- Do the tasks if possible
- Confirm the correct answers.
Task 4. We may have di¤erent personalities 4. We may have di¤erent
because we have di¤erent birthdays. personalities because we have
Read the descriptions below. Do you di¤erent birthdays. Read the
think they match the friends in 3? descriptions below. Do you think
- Tell Ss that each person has a star sign, they match the friends in 3?
depending on his / her birthday, and the star 21/3 - 19/4: confident, active
sign may decide a person’s personality. 20/4 – 20/5: loving, hard-working
Ask Ss to read the descriptions and check if 21/5 - 21/6: active, friendly
they match the friends in 3. 22/6 - 22/7: caring, clever
Ss can refer to the answers to activity 3 that 23/7 - 22/8: confident, creative
have been written on the board. All of the 23/8 - 22/9: careful, hard-working
adjectives have been introduced to Ss in 23/9 - 23/10: creative, friendly
Vocabulary, A closer look 1. It can be seen 24/10 - 21/11: careful, funny
that the descriptions match the friends in 3. 22/11 - 21/12: clever, confident
- Check and confirm the correct answers 22/12 - 19/1: careful, hard-working
20/1 - 18/2: friendly, clever
19/2 - 20/3: kind, creative
Task 5. Read the descriptions in 4. Share 5. Read the descriptions in 4. Share
your opinion with the class your opinion with the class
- Ss work individually and read the Suggested answers:
descriptions in 4. My birthday is …………….
- Work in groups to share their answers. It’s true that ……………….
- Invite some Ss to share their opinion with It isn’t true that …………….
the class.
- Choose some Ss to give a presentation to
the class.
Step 3: Report and discussion
- Ss work independently and in pairs, in
groups
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Ss in class.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
More descriptions of friends; Home assignments
3. Products:
Review the old lesson; take note Home assignments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home
assignment)
- T summarizes the lesson and let Ss tell
what the have learnt
Step 2: Task performance
- Teacher summarizes the lesson * Home assignments:
- T has Ss tell what they have learnt (How - Practice asking about appearance and
to describe their houses and tell about personality
positions of things) - Do more exercises in workbook.
- T lets Ss take note the home assignment - Do Communication
- Guide to do Communication at home.
Step 3: Report and discussion
- T asks, Ss answer about houses
Step 4: Judgement
T gives feedback and requires Ss do
homework.
 Tiết thứ ...
Unit 3: MY FRIENDS
Lesson 5: Skills 1
Class Date of teaching Attendence
6A ..../09/2021
6B ..../09/2021
6B ..../09/2021
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Use the words related to the topic Body parts and appearance
- Use the Personality adjectives to talk about about appearance and personality
- Vocabulary to learn: superb, summer camp, write stories, sporty, basketball.
* Pronunciation:
- Pronounce the sounds /b/ and /p/correctly
- Pronounce the new words correctly
* Grammar:
- Present continuous Tense
- use the Present continuous Tense to talk about things happening now
- give suggestions
2. Competencies:
a) General competencies:
By the end of the lesson, students are expected to:
- use the words for body parts, appearance and personality;
- pronounce the sounds /b/ and /p/ correctly;
- use the present continuous to talk about things happening now;
- ask about appearance and personality;
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- read for specific information about friends and summer camps;
- talk about friends and summer camps;
3. Qualities:
- To teach Ss good behaviour toward friends
- The awareness about importance of friendship in life.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
III. PROCEDURE
ACTIVITY 1: WARM-UP – PRE-READING
1. Aim:
- To develop student’s reading skills for specific information (scanning), It also
provides input for the speaking skills. To provide further practice to support students
in their spoken English.
2. Content:
Revision of the old lesson. Having some warm-up activities to creat a friendly and
relaxed atmostphere to inspire Ss to warm up to the new lesson.
 3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
Pre - reading
- Teacher (T) asks Ss some questions about Questions and answers
them and class.
- T asks Ss to open their book and introduce
what they are going to study….
- T leads in the lesson.
Step 3: Report and discussion
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To activate Ss’ knowledge of the topic in the reading text.
- To develop Ss’ skill of reading for specific information.
2. Content:
Look at advertisement and answer the questions
Read the text . Write T/ F
3. Products:
- Vocabulary about the topic
- Learn some new words. Knowing about the ad of The superb summer camp
- Get some information about the text.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do the tasks in Skills 1
Step 2: Task performance
While- reading
Task 1. Look at the advertisement above and 1. Look at the advertisement
answer the questions. above and answer the questions.
* Pre- teach vocabulary: *Vocabulary:
- Teacher uses different techniques to teach - camp (n) cắm trại
vocabulary (situation, realia, translation .....) - sporty (adj) ham thể thao
+ Follow the steps to teach vocabulary - curly (adj) tóc xoăn
- Repeat in chorus and individually
+ Check vocabulary
- Copy all the words
- Have Ss read the advertisement about Superb
Summer Camp and discuss the two questions in
pairs.
- T may have to explain some words / phrases
before having Ss do this activity (e.g. hands-on:
obtained by doing something, not by reading or
by watching other people doing it; leadership:
* Suggested answers:
the position of being a leader; field trip: a visit
It’s for kids between 10 and 15
made by students to study something away from
years old.
their school, etc.). Invite some Ss to give their
They play sports and games, draw
answers.
pictures, play music, learn life
- Ask for Ss’ answers.
skills, go on field trips, etc.
- Confirm the correct answer to Question 1 and
- Set a strick time limit to read .
- Observe and help when and where necessary.
Task 2. Read the text and write T (True) or F 2. Read the text and write T
(False). Correct the fale statements. (True) or F (False). Correct the
- T asks Ss how to do the exercise. fale statements
- Instructs them to do exercise again if needed
(e.g. reading the sentences, underlining the key
words, locating the key words in the text,
deciding whether the sentences are true or
false). Set a time limit for them to read the text
and answer true or false. Ss need to correct the
false statements.
1. F (They speak English only.)
- Asks Ss to note where they found the
2. F (He has three.)
information that helped them complete the
3. F (Jimmy likes taking photos.)
activity. Has Ss work in pairs and compare their
4. T
answers before having them discuss as a class.
5. T
Ask Ss to support their answers with
information from the text.
- Asks ss to show the evidence to support their
answers.
- Checks and confirms the correct answers.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions about
the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20' )
1. Aim:
To help Ss explain how the Superb Summer Camp is suitable for certain students
To help Ss explain how the Superb Summer Camp suits them.
2. Content:
Read and discuss the Superb Summer Camp is suitable for certain students
Think. Explain how the Superb Summer Camp suits them.
3. Products:
Understanding more about the Superb Summer Camp.
Discussing . Why? Why not?
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss study the examples, consume the rules
and do the exercises
Step 2: Task performing (Post – Reading)
Task 3. Work in groups. Read about the 3. Work in groups. Read about
three students below. Is the Superb Summer the three students below. Is the
Camp suitable for all of them? Why or why Superb Summer Camp suitable
not? for all of them? Why or why
- T has Ss look at the advertisement for Superb not?
Summer Camp again and underline the Suggested answers:
requiements for the Students if they want to join 1. The camp is suitable for her
the camp (e.g. betwenn 10 and 15 yaers old; all because it suits her age and she
in English, etc.) and the types of activity can use English. She can also
students can do at the camp. develop her creativity at the camp.
– Ask Ss to read the information about the three 2. The camp does not seem to suit
students Mi, Nam and Vy. Instruct Ss to Nam. He may be too old for the
underline the features of each student and camp and he can’t speak English.
compare these with the information stated in the 3. The camp suits Vy. It suits her
advertisement. age and it can help her improve
- Ask them to work in groups and decide if the her English.
Superb Summer Camp is suitable for these
students and explain why. Invite Ss from
different groups to share their answers.
- Call on some Ss to describe.
- Check their pronunciation and intonation.
- Check and confirm the correct answers
Task 4. Think about yourself. Do you want to 4. Think about yourself. Do you
go to this kind of camp? Why or why not? want to go to this kind of camp?
- T has Ss think about themselves and decide if Why or why not?
the camp suits them.
- Encourages them to give reasons for their I want to go to this camp because
answers. I'm good at English and I love
- Asks Ss to work in groups and share their sports. This camp is a good
opinions. opportunity for me to improve my
- Moves around to observe and provide help if life skills, leadership and
needed. creativity. I also love field trips.
- Ss listen to the teacher’s instructions carefully
and follow them.
- Work individually
- Calls on some Ss to share their answers.
- Sets a time limit for Ss to do it.
- Has them quickly note down these ideas.
 - Checks and confirms the correct answers
Step 3: Report and discussion
- Ss work independently and in pairs, in groups
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and studying
attitude of Ss in class.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To help Ss revise all they have learnt.
To give Home assignments
2. Content:
A mind map summarising the main points of the lesson.
Home assignments
3. Products:
Review the old lesson
Take note Home assignments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- T has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
- Home assignments
Step 2: Task performance * Home assignments:
- Teacher summarizes the lesson - Practice describing an interesting
- T lets Ss take note the home assignment group activity
Step 3: Report and discussion - Do more exercises in workbook.
- T asks, Ss answer about friends
Step 4: Judgement
T gives feedback and requires Ss do homework.

V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 Tiết thứ ...
Unit 3: MY FRIENDS
Lesson 6: Skills 2
Class Date of teaching Attendence
6A ..../09/2021
6B ..../09/2021
6B ..../09/2021
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Use the words related to the topic Body parts and appearance
- Use the Personality adjectives to talk about about appearance and personality
- Vocabulary to learn: hard working, active, confident, slim.
* Pronunciation:
- Pronounce the sounds /b/ and /p/correctly
- Pronounce the new words correctly
* Grammar:
- Present continuous Tense
- use the Present continuous Tense to talk about things happening now
2. Competencies:
a) General competencies:
By the end of the lesson, students are expected to:
- use the words for body parts, appearance and personality;
- pronounce the sounds /b/ and /p/ correctly;
- use the present continuous to talk about things happening now;
- ask about appearance and personality;
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- listen for specific information about best friends;
- write a diary entry about best friends.
3. Qualities:
- To teach Ss good behaviour toward friends
- The awareness about importance of friendship in life.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
III. PROCEDURE
ACTIVITY 1: WARM-UP (PW/IW)
1. Aim:
- To develop student’s listening skills for specific information. It also provides
input for the writing skills. Write a diary entry about their best friends.
2. Content:
- Revision : Describe your best friend
- Having some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
- Teacher (T) asks Ss some questions about Questions and answers:
them and class. A: could you describe ?
- Ask Ss about the content of the previous B: Yes, he/she is…
lesson. Describe the classmate next to them.
- Ask Ss to open their book and introduce
what they are going to study….
- T leads in the lesson.
Step 3: Report and discussion
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to the
lesson.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To get Ss acqainted with listening skills.
- To activate Ss’ knowledge of the topic of the listening text.
- To develop Ss’ skill of listening for specific information.
2. Content:
Ask and answer questions.
Listen and say who is Lan and who is Chi.
3. Products:
- Vocabulary about the topic
- Practice asking and answering questions.
- Knowing more about best friends.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do Task 1 in Skills 2
Step 2: Task performance (Pre-Listening)
Task 1.What are the students doing in
each picture. 1. What are the students doing
* Pre- teach vocabulary: in each picture
- Teacher uses different techniques to * Vocabulary:
teach vocabulary (situation, realia, - active (adj.) năng động
translation .....) - confident (adj.) tự tin
+ Follow the steps to teach vocabulary - hard-working (adj.) chăm chỉ
- Ss Repeat in chorus and individually - slim (adj.) mảnh mai
+ Check vocabulary
- Ss Take note all the new words
- Have Ss look at the pictures and answer
the question.
- Elicit the answers from Ss.
- Lead to the listening part which is about
best friends.
- Play the recording once for Ss to check a. They are talking
their guess. b. They are playing football.
- Encourage Ss to give their answers, c. They are walking.
Task 2. Listen to Mi and Minh talking 2. Listen to Mi and Minh
about their friens best friends. Loo at talking about their friens best
the picture below and say which one is friends. Look at the picture
Lan and which one is Chi below and say which one is Lan
- Ask Ss to look at the picture in the book and which one is Chi
and brifly describe the two girl. Tell Ss that
they are going to listen to Mi and Minh
talking about their best friends whose
names are Lan and Chi. Play the recording
for Ss to decide who is Lan and who is
Chi.
- Have Ss give the answers explain their
reasons.Play the recording the second time,
stopping at different places for Ss to
explain their reasons.
- Check and confirm the correct answers.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (GW, PW, IW)
1. Aim:
- To develop Ss’ skill of listening for specific information.
- To help Ss practise writing a diary entry about their best friends.
2. Content:
- To use present continuous to do the exercises.
- Listen again to a talk . Do the filling
- Write a diary entry about their best friends.
3. Products:
- Understand more about using the words in contexts.
- Getting more information to understand the script.
get some ideas for the writing.
- Ss can write a diary entry.
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
T has Ss do Task 3-4-5 in Skill 2
Step 2: Task performing
Task 3. Listen to the talk again. Fill each 3. Listen to the talk again. Fill each
blank with a word/ number you hear blank with a word/ number you
- Have Ss read the sentences and fill each hear
blank with a word / number from the recording. 1. 6A 2. black; mouth
- Let them do the exercise without listening to 3. friendly 4. big
the recording. 5. kind
- Ss listen carefully to the instructions
- Ask them to compare their answers with
their
- Move around to offer help
- Invite some ss to share their answers to the
class.
- T Comments on their answers
- Ask Ss what they focus on when talking
about their best friends (e.g. name,
appearance, personality and the reason why
they like him / her).
*Post-listening
Students tell about a best friend, Mi
- T gives instructions and encourage Ss to tell
about Mi, using information in Audio Script.
* Invites one or two Ss to talk about Mi
- Calls on some Ss to talk freely.
- Corrects pronunciations, grammar, vocab,
intonation.
- Leads to the writing part.
Task 4. Work in pairs. Ask ans answer 4. Work in pairs. Ask ans answer
about your best friend. Use these notes to about your best friend
help you. 1. What’s his/ her name?
- T tells Ss that they are going to write a diary 2. What does he/ she look like?
entry about their best friends. Explain to them 3. How old is he/ she?
that the guiding questions can help them 4. What is he/ she like?
brainstorm and organise ideas for their writing. 5. What does he/ she like / dislike?..
- Allows Ss to review the unit for useful 6. Why do you like him/ her?
language. Elicit interesting expressions and
language from Ss and note them on the board.
- Has Ss answer the questions individually in
full sentences, using the useful language
written on the board.
- T goes round helping if necessary.
- Ss work in pairs ask and answer about their
best friends,
- Other Ss and T comment on the writing.
Task 5. Write a diary entry about 50 words 5. Write a diary entry about 50
about your best friend. Use the answers to words about your best friend. Use
the questions in 4 the answers to the questions in 4
- T asks Ss to write the diary entry My best friend is Lan . We are in
individually, using information in 4 class 6A. She is short with long back
* Post writing hair . she has big clear eyes. Sheis
- Asks one or two Ss to write their entry on kind and friendly. She is always help
the board. Other Ss and T comment on the her Mum do the house work at home.
entries on the board. I like her because she is kind to me
- T collects some to correct at home. and usually helps me study English.
- Ss listen to the teacher’s instructions Look! She is talking to her classmates
carefully and learn how to write. now !
- Ss work individually.
- Asks Ss to revise their entries at home based
on the comments given and submit them at the
next lesson
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement: T gives feedback on the
reaction of Ss
ACTIVITY 4: APPLICATION (5' )
1. Aim: To help Ss revise all they have learnt; To give home assignments
2. Content: A mind map summarising the main points of the lesson; Home
assignments
3. Products: Review the old lesson; take note Home assignments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- T has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
- Home assignments
Step 2: Task performance * Home assignments:
- Teacher summarizes the lesson - Finish writing a diary entry. Copy in
- T lets Ss take note the home assignments the note books.
Step 3: Report and discussion - Do more exercises in workbook.
- T asks, Ss answer about their classmates
Step 4: Judgement
T gives feedback and requires Ss do
homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 Tiết thứ ...
Unit 3: MY FRIENDS
Lesson 7: Looking back - Project
Class Date of teaching Attendence
6A ..../09/2021
6B ..../09/2021
6B ..../09/2021
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Use the words related to the topic Body parts and appearance
- Use the Personality adjectives to talk about about appearance and personality
- Vocabulary to learn: hard working, active, confident, slim.
* Pronunciation:
- Pronounce the sounds /b/ and /p/correctly
- Pronounce the new words correctly
* Grammar:
- use vocabulary and structures about body parts, appearance, and personality
- use the present continuous to talk about future plans and arrangements.
2. Competencies:
a) General competencies:
By the end of the lesson, students are expected to:
- use the words for body parts, appearance and personality;
- use the present continuous to talk about things happening now;
- ask about appearance and personality;
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Qualities:
- To teach Ss good behaviour toward friends
- The awareness about importance of friendship in life.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
III. PROCEDURE
ACTIVITY 1. Warm- up (3’ - PW, GW)
Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the
unitpages.
Instead they can use what they have learnt during the unit to help them answer the
questions.
- Encourage Ss to review and drill section of the unit.
- Ask them to keep a record of their answers to each exercise so that they can use that
information to complete the self-assessment table at the end of the unit.
* Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the new lesson.
* Product: Having a chance to speak English.
* Implement: Teacher’s instructions…..
Teacher’s & Student’s activities Content
+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to
them and class. do.
- Ask Ss to open their book and introduce what - Open their book and write .
they are going to study….
ACTIVITY 2. Knowledge Formation/ NEW LESSON
* Aim: To help Ss Revise the vocabulary items they have learnt in the unit.
* Content: Revise the vocabulary items they have learnt by choosing the best answer.
* Product: Remember more the vocabulary.
* Implementation: Teacher’s instructions…..
1. Present continuous tense.
+ S + is/am/are + Ving +….
- S + is/am/are + not + Ving +….
? Is/am/are + S + Ving ….?
2. Structures about body parts,
appearance, and personality.
- S + be + adj.
- S + have/ has + Nphrases.
ACTIVITY 3: Practice (25’ - GW, IW)
* Aim: To help Ss revise the vocabulary items they have learnt in the unit in a meaningful
way.
* Content: Revise the vocabulary items they have learnt . Ask and answer.
* Outcome: Remember the vocabulary items they have learnt
* Organisation: Teacher’s instructions….
Teacher’s & Student’s activities Content
1. Choose the correct answer A, B or C. 1. Choose the correct answer A, B or
Step 1: Task delivering C.
- Have Ss do exercise individually and then 1. B 2. A 3.C 4. A 5. C
compare their answers.
Step 2: Task perdormance
+ Students (Ss) listen to the instructions
carefully and learn how to do the tasks.
Step 3: Report and discussion
- Check their pronunciation
- Answer the teacher’s questions and
enquirements.
Step 4: Judgement
- Check and correct the mistakes.
- Check and confirm the correct answer
2. Answer questions about your classmates. 2. Answer questions about your
Step 1: Task delivering classmates.
- Have Ss do this activity by themselves and
write their answers in their notebooks.
Step 2: Task perdormance
- Have Ss work in pairs to ask and answer the
questions.
Step 3: Report and discussion
- Invite some pairs to ask and answer in front of
the class
Step 4: Judgement
- Observe and help when and where necessary,
and correct Ss'pronunciation and intonation.
3. Put the verbs in brackets in the present 3. Put the verbs in brackets in the
continuous tense. present continuous tense.
- Elicit the form and usage of the present 1. are running 2. are talking
continuous. 3. are not talking / aren’t talking
- Let Ss do the exercise individually and then 4. are drawing
compare their answers. 5. is not teaching / isn’t teaching
- Check and confirm the correct answers.
4. Put the verbs in brackets in the present 4. Put the verbs in brackets in the
simple or present continuous. present simple or present continuous.
Step 1: Task delivering 1. are you doing; am writing / ’m
- Review the present simple and present writing
continuous. 2. cycles; don’t cycle; walk
- T can ask Ss to tell the differences between the 3. Is he doing; is reading / ’s reading
two tenses before explaining.
Step 2: Task perdormance
- Let Ss do the exercise individually
- Listen carefully
Step 3: Report and discussion
- Compare their answers.
- Check and confirm the correct answers.
- Listen and repeat
Step 4: Judgement
- Check the answers
- Give the answers
ACTIVITy 4. APPLICATION (8’) (Guide Ss to do at home)
* Content: How to make a class year book
* Product: Ss improve their abilities to work individually and in a team.Improve their
speaking skills.
* Implementation:
Teacher’s instructions…
* PROJECT:
- Prepare in the previous lessons beforehand - Ss should finish the project in class,
– Show the class some examples of year books assign groups in the previous lessons.
(there are many examples online). Explain what
a yearbook is and why Ss like to make them.
Then discuss the appearance and the
descriptions of your examples. Discuss how Ss
can make their yearbook pages look interesting
(use photos, coloured paper, illustrations).
– If T wants Ss to finish the project in class,
assign groups in the previous lesson and ask Ss
to prepare photos of their groups’ members.
During this lesson, ask the groups to write about
their groups’ members (appearance, personality,
hobbies, etc.).
– Ss can complete the project as homework if
time is limited. Make a display of the yearbook
pages in the classroom, or on a notice board, or
copy and compile all the pages into a real
yearbook for Ss to take home. * Home Assignment:
* Home Assignment:
- Guide ss how to do exs (Work book)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B ……………………………..……………………………………..……………
With 6C ………………………………………………………………………….……

KIỂM TRA, ĐÁNH GIÁ CỦA BGH KÍ DUYỆT CỦA TỔ CHUYÊN MÔN
Đồng Minh, ngày.....tháng ....năm 2021 Đồng Minh, ngày.....tháng ....năm 2021
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Tổ trưởng: Vũ Thị Thu Lý
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