KHBD theo Công văn 5512 Tiếng Anh 6 Friends Plus cả năm

 1. Teacher: pictures, textbooks, power point slides, . 
 2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works, deductive grammar learning.
IV. PROCEDURES:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
 I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
• Game: What are the differences? 
 - Give students some basic adjectives to - Work in groups. 
 describe fast, slow, beautiful, expensive, - point out the differences between two 
 cheap, ... cars.
 - Let students point out the differences 
 between two cars.
 II. PRESENTATION. T - Ss - T / Ss - Ss / (15’)
 Activity 1: In this lesson, students practice 
 using common adjectives to describe objects. 
 (10’)
 -What are adjectives? 
 - Explain new lesson.
 When it comes to function, adjectives are 
 - Let students practice using common information gatherers. Specifically, they 
 adjectives to describe objects. provide further information about an 
 object's size, shape, age, color, origin or 
 material. 
 - The key to knowing whether a word is an 
 adjective is to look at where it is and what 
 it's doing in the sentence. - Before a Noun: if it comes immediately 
 before a noun, it's likely an adjective. For 
 example, in "blue plate," "blue" is an 
 adjective describing the noun "plate."
 S + to be + adjective + noun
 Ex: This is a blue plate
 Adj N 
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
• Activity 2: Read the text. Match the words.
 - Have students open the book to page 10. - Open the book to page 10. Suggested answers.
 - Have students read the text and match - Read the text and match the adjectives nice - horrible, old - new, slow - fast, good 
 the adjectives in blue with their in blue with their opposites in the box. - bad, expensive - cheap, small - big, 
 opposites in the box. - Compare their answers in pairs then popular - unpopular, interesting - boring
 - Allow students to compare their answers play the audio. 
 in pairs then play the audio. - Listen and check their answers.
 - Let students listen and check their 
 answers. 
• Activity 3: Read the text again and choose Suggested answers.
 the correct answers. (5’)
 - Have students open the book to page 1.b 2.a 3.b
 - Have students open the book to page 10.
 10.
 - Read the text again and choose the 
 - Let students read the text again and correct answers. 
 choose the correct answers. - Check answers with the class. 
 - Check answers with the class. 
 - Point out the position of adjectives before the noun.
 IV. PRODUCTION. T - Ss - T/ S - S / Indiv. 
 (5’)
 • Activity 3: Use your own idea and key 
 phrases.
 - Open the book to page 10. Suggested answers:
 - Have students open the book to page 10.
 - Read through the key phrases with the 1. Pho is a popular food of Vietnam
 - Read through the key phrases with the class. 
 class. 2. This film is so boring
 - Point out the difference in meaning 3. My phone has a good camera
 - Point out the difference in meaning between the different adverbs of 
 between the different adverbs of degree. degree. 4. This castle is old
 - Have students to translate the phrases into - Have students to translate the phrases 5. My dad's laptop is very expensive
 their own language to check 
 into their own language to check 6. My mother buys me a new book
 understanding understanding
 7. Soccer is an interesting sport
 - Have students focus on the table and read - Have students focus on the table and 
 out the example answer. read out the example answer. 8. I have a nice dress
 V. Homework. (2’) V. Homework
 - Give homework. - Take notes. - Learn by heart all structures.
 - Workbook: Exercises page 8.
 - Write 5 sentences using adjectives.
V. REFLECTION:
 .. . 
 .. . 
 .. . 
 .. . 
 .. . Week: Planning date: 
Period: 
 LESSON PLAN
 TIẾNG ANH 6 FRIENDS PLUS
 UNIT STARTER - LESSON 6: LANGUAGE FOCUS (PPP): THIS-THAT-THESE-THOSE-HAVE GOT
I. AIMS:
 6. Language contents:
 - Vocabulary: Revision
 -Patterns: 
 • This.../ That.../ These.../Those
 • Have got
 2. Knowledge: By the end of the lesson, my students will be able to 
 3. Attitude: love asking and answering about the things
 4. Skills: 
 - Main skills : reading and writing skills.
 - Sub skills : speaking and listening skills.
 5. Competences: 
 - Identify the things.
 - Use have got to ask and answer questions about presents.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
 3. Teacher: pictures, textbooks, power point slides, . 4. Students:textbook, notebook.
III. TECHNIQUES: Qs& As, games, visualize.
IV. PROCEDURES:
 TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
 I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 Sing a song:
 - The class sings: " This That these Those "
 - Students listen to the song together and 
 - Have students write the things that they listen 
 to the song, then check the answers with the do the task
 class. - Check the answer with the class
 II. PRESENTATION. T - Ss - T / Ss - Ss / * Grammar point:
 Indiv.(10’) this/these and that/those.
 * Activity 1: Study the picture. What is the -What is the difference between 
 difference between this/these and that/those. this/that and these/those?
 + This & These: Objects That Are Close
 - Use this to talk about a singular 
 object (one thing) that is close to you.
 - Look at the picture and do the task - Check the answer with the teacher
 Ex: This cat is happy. (the noun ‘cat’ is 
 singular, which means there is only one)
- Teacher asks students to look at the pictures - Use these to talk about plural 
and translate the phrases into their own objects (more than one thing) that 
language. are close to you.
- Demonstrate the meanings of this, that, these 
and those further by pointing to things near you 
or at a distance in the classroom.
- Check the answer with the class. Ex: These cats happy. (the noun ‘cats’ is 
 plural; there is more than one; the noun 
 has an ‘s’)
 + That & Those: Objects That Are Far
 - Use that to talk about a singular object 
 (one thing) that is far from you.
 Ex: That cat is sad. (The noun is singular, 
 and the object is not close to you; it is far 
 away)
 Use those to talk about plural objects 
 (more than one thing) that are far from you.
 Ex: Those cats are sad. (the noun (cats) is 
 plural, and they are far away)
 Suggested answers 
 We use this and these when the object(s) is 
 nearby. We use that and those when the 
 object(s) is far away.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25')
* Activity 2: Choose the correct words - Work in pairs to do the task. 
- Have students choose the correct words to - Check the answers with the teacher
complete the sentences. 
- Check answers with the class.
 Suggested answers: 
 1 These 
 2 this 
 3 This 
 4 That
 5 Are those
* Activity 3: Look at the text and exercise 2 on 
page 10 again. Complete the table * Grammar point:
Have students look back at the text and exercise - Work in pairs to do the task. 2 on page 10 and find examples of have got. - Check the answers with the teacher Have got: Have got (have/has + got) is 
 used to talk mainly about possessions or 
- Read through the table with the class and elicit 
 personal attributes
the correct words to complete it.
- Check the answers with the class
 - Have got and have mean the same.
 Ex: 
 + I've got a new computer = I have a new 
 computer.
 + She's got a beautiful cat = She has a 
 beautiful cat.
 + They haven't got a house = They don't 
 have a house
 + He hasn't got a lot of friends = He 
 doesn't have a lot of friends.
 + Have you got a present? = Do you have 
 a present?
 + Has Mary got a new bike? = Does Mary 
 have a new bike?
 Suggested answers
* Activity 4: Complete the dialogue with the 1 've 
correct forms of Have Got. Then listen and 
 2 haven't 
check. - Students read the dialogue and complete it 3 hasn't 
 with the correct words. 4 Has
 - Allow students to compare their answers in 5 haven't
 pairs then play the audio for them to listen and 
 Suggested answers
 check. 
 1 Have 
 - Check answers with the class.
 2 have 
 3 haven't 
 4 've
 5 Has 
 6 has 
 7 've 
 - Listen carefully to do the task.
 8 've
 - Check the answers with the partner.
 - Check the answers with the teacher.
 IV. PRODUCTION.T - Ss - T/ S- S / Indiv. . 
• Activity 5 (5’) Work in pairs. Look at the - Work in pairs to read the mini dialogue 
 mini dialogue. Prepare and practice new carefully Suggested answers
 dialogues. Use your friends' name and the - Do the task Students' own answers
 ideas in the pictures.
 - Practice with partner
 - Teacher allows students time to read through 
 - Check the answers with the teacher
 the mini-dialogue. 
 - Focus on the pictures and make sure students 
 know the words for all the items. - Demonstrate the task with a confident student, 
adding in a name and a possible present. 
- Put students into pairs to prepare and practice 
new dialogues. Encourage them to swap roles 
each time, so that they practice both roles. 
- Ask some pairs to perform one of their 
dialogues for the class.
- Check the answers with the class
V. Homework. (2’) V. Homework
 - Give homework. - Take notes. - Learn by heart all the new words 
 and structures
 - Workbook: page 9
 - Prepare Lesson 2 – Vocabulary