LESSON PLAN

TIẾNG ANH 6 FRIENDS PLUS

UNIT 2: DAYS - LESSON 1: VOCABULARY
Daily Routines
 AIMS: By the end of the lesson, students will be able to:
+ use some words related to daily routines.
+ write and speak about a special day.
 TEACHING AIDS:
- Textbook, projector, pictures
 TECHNIQUES:
- reading skill, speaking skill.
- group work, individual.
 PROCEDURES:

TIM CONTENT ACTIVITIES RATIONALE

E
4 WARM UP - Teacher divides class into -To make
mins Jigsaw puzzle game: 5 groups. Students eager
- Teacher runs through the to start the
game – Each group will lesson.
match some peace of papers
to make a complete picture
and then stick it on the
board.
get up have breakfast - Students take part in the
game.
- Teacher declares the winner.

go to school do homework

go to bed
Lead-in
- What are these pictures about? - Teacher gives students
-What's your favourite day? Why? questions to lead in the new
-> Today, we will talk about daily routines. lesson.
- Teacher introduces the
new lesson.

VOCABULARY - Teacher elicits each of the - To prepare

5 1. get up (phr.v): thức dậy words. vocabulary for
mins 2. brush one’s teeth: đánh răng - Teacher reads the words Students and
3. wash one’s face: rửa mặt and asks Ss to repeat. help them
4. go to bed: đi ngủ - Teacher checks the understand the
 5. have breakfast / lunch / dinner: ăn meaning, part of speech, Quiz.
sang/trưa/ tối pronunciation.
6. go to school: đi học
7. study (v): học
8. watch TV: xem TV
9. do one’s homework: làm bài tập
10. have classes:
8 ACTIVITY 1. Complete the table with the - Teacher lets Students work -To check
mins verbs in blue in the Days and Nights Quiz. in groups of 3 to complete Students’
Then listen and check. the table with the verbs in understanding.
blue in the Days and Nights
Quiz.
- Students work in groups to
do the exercise.
- Students listen and check
the answers.

Answer key:
1 Start / Finish the day: get up, brush my
teeth, wash my face, go to bed, sleep
2 Eat: have breakfast / lunch / dinner
3 Travel: go to school, get home
4 Free time: watch TV, relax, play video
games, chat online
5 Work and study: study, have classes,
do their homework, help with the
housework.
6 ACTIVITY 2. Read the Days and Nights - Teacher calls some - To check
mins Quiz. Are the sentences True or False? Students to read the Quiz. Students’
Compare with a partner using the Key - Students do the quiz and understanding.
Phrases. say whether the sentences
are true or false.
Answer key: - Teacher corrects the
1 True 2 True 3 True 4 False answers.
5 False 6 True 7 False 8 True
9 False 10 True 11 False 12 False
5 VOCABULARY - Teacher elicits each of the
mins 1. always (adv) luôn luôn words in the box.
every time or all the time
2. normally / usually (adv) thường thường
in the way that most often happens
3. often (adv) thường
many times
4. sometimes (adv) thỉnh thoảng
not always or often
5. never (adv) không bao giờ
not at any time - Teacher asks Students to
ACTIVITY 3. Listen and complete the listen and complete the
 sentences. sentences.
Answer key: - Students check the answer
1 sometimes 2 always 3 often on the screen/board.
4 normally 5 never 6 usually
5 ms Language note - Adverbs of frequency - Teacher asks Students the - To prepare
Ex: a) I always have breakfast. question: What are adverbs vocabulary,
b) I never go to bed before 11. of frequency? and represents language note
the Language note. for Students.
Usage: to say how often we do things, or how
often things happen.

always normally often sometimes never

/ usually
100% 0%

Rules:
Adverbs of frequency come …
1. after the verb be.
2. before other verbs.

 Practice: Finding the mistakes in the

sentences. - Students work in pairs and
1. Jo goes always to school on foot. correct the mistakes in the
2. The bus often is late. sentences.
3. I never watch TV. - Teacher corrects the
4. People in this school are usually answers.
friendly.
5. She normally doesn’t walk to school.
Answer key:
1. Jo always goes to school on foot.
2. The bus is often late.
3. correct
4. correct
5. She doesn’t normally walk to school.
PRODUCTION - Teacher lets Students work - To help
10 ms ACTIVITY 4. Speaking. Talk about in group of 4. Students write
favorite day. - Students choose their and talk about
favorite day, write or draw daily routines.
Students should talk: activities in a paper.
- a favorite day/ special day - Teacher gives Students
- activities in a day (get up, get dressed….) enough time for their
- time (at least 2 activities) presentation in front of the
- the activity they like best class.
2 ms HOMEWORK - Students do homework - To prepare
- Do exercise in workbook page 20. and prepare for the next well for the
- Prepare for the next lesson: Reading - A busy lesson. next period.
day.
+ Answer the question: What things do you do
with your brother / sister?
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 2: READING
A busy day
 AIMS: By the end of the lesson, students will be able to understand the general idea of a text.
 TEACHING AIDS:
- Textbook, projector, pictures
 TECHNIQUES:
- reading skill, speaking skill.
- group work, individual.
 PROCEDURES:

TIM CONTENT ACTIVITIES RATIONALE

E
8 I. WARM UP - Teacher splits the class - To review the
mins Hot seat: into two teams previous words
1. sleep 2. chat online - One student from each and phrases.
3. have dinner 4. help with the team comes up and sits the
housework chair, so they are facing
5. wash your face 6. do your their team-mates and have
homework. their back to the board.
- Teacher writes words or
phrases clearly on the board.
- Students take part in the
game by using synonyms,
antonyms, definitions to
describe that words for their
friend.
- Teacher declares the winner.

ACTIVITY 1. Look at the photo (P26) and - Teacher gives students -To make
answer the question: What is the picture questions to lead in the new Students eager
about? lesson. to start the
- Teacher introduces the lesson.
Suggested answer: new lesson.
It’s about family.

Lead-in
To find more specific information about house
or family, today we will continue with
Reading lesson.
II. PRE-READING
7 VOCABULARY
mins 1. son (n) con trai - Teacher elicits each of the - To prepare
2. daughter (n) con gái words. vocabulary for
3. grandchildren (n) cháu (của ông bà) - Teacher reads the words Students and
 4. brother (n) anh/em trai and asks Ss to repeat. help them
5. sister (n) chị/ em gái - Teacher checks the understand the
6. parent (n) ba mẹ meaning, part of speech, Quiz.
7. organised (adj) có tổ chức pronunciation.
8. help with the housework: phụ giúp công
việc nhà
ACTIVITY 1. Put new words in the correct - Teacher asks some
columns add more words to each. students to put suitable
Man Woman words into columns.

Suggested answers:
- son, brother (father, uncle, grandfather,
grandson)
- daughter, sister, granddaughter (mother,
grandmother, aunt)
15 III. WHILE READING - Teacher lets students work -To help
mins ACTIVITY 2. Listen and choose title a–c for in pairs to listen the text and students
the text. Then read the text and check your choose the title. (with the understand the
idea. books closed) general
- Students work in pairs to meaning.
Answer key: do the exercise.
c. Happy house - Teacher lets students open
their books, explains, and
corrects the answer.
ACTIVITY 3. Read the Skills Strategy. Then
read and listen to the text and choose the
correct words.

SKILLS STRATEGY
How to predict the meanings of words:
• First, look at the context. - Teacher calls some - To check
• Then, scan the text to find the meanings of students to read Exercise 2 students’
the words, for example, this text is about and let them read Skills understanding
family members. When you find out the Strategy themselves to in detail.
meaning of one family member, it will be know how to do the
easier to work out the rest. exercise.
- Students read Skills
Strategy and choose the
correct words individually.
Answer key: - Teacher corrects the
1 doesn’t have breakfast 2 don’t help answers.
3 at home 4 always - Students practice reading.
 IV. POST READING - Teacher lets Students work - To help
13 ACTIVITY 4. Speaking. Talk about the in group of 4. students write
mins Radfords and your family routines. What are - Students discuss and write and talk about
the differences? activities in a poster. family routines.
- Teacher gives Students
Students should talk: enough time for their
presentation in front of the
the Radfords my family class.
 Noel gets up at 4.45  My father …..
a.m

 There are some differences between my

family and the Radfords routines:
First, …………….
Second, ………….
Finally, …………
2 V. HOMEWORK - Students do homework - To prepare
mins - Do exercise in workbook page 22 and prepare for the next well for the
- Students prepare for the next lesson: lesson. next period.
Language Focus - Present simple: affirmative
and negative.
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 3: LANGUAGE FOCUS
PRESENT SIMPLE: AFFIRMATIVE AND NEGATIVE

Aims: By the end of the lesson, students will be able to:

- Use the " Present simple" to talk about facts and routines.
Language content:
- Vocabulary:
- Grammar: Present simple tense-affirmative and negative.
Teaching Aids:
- Textbook, tape, power point

STAGE/TIME ACTIVITY
I. WARM UP Game: Sing a song:
- The class sings " Daily routines freeze song"
Target vocabulary: 

- Have students listen to the song and then write the daily routines.
- Check the answers with the class.
- Teacher asks students some questions:
What do you do in the morning?
+ I wash my face, take a bath,...
 Do you make your bed every day/
+ Yes, I do./No, I don't.
 What time do you eat breakfast?
+ I eat breakfast at 6 in the morning.
 .....

II. WHILE- + PRESENTATION:

TEACHING *Activity 1: Grammar point: "Present simple tense"

THE SIMPLE PRESENT TENSE -THÌ HIỆN TẠI ĐƠN

+ The usage: Teacher explains the usage of the simple present tense.
- We use the present simple to talk about:
something that is true in the present:
- I'm nineteen years old.
- I'm a student.
- He lives in London.
- The earth goes around the sun
something that happens regularly in the present:
- I play football every weekend.
- He works in a big bank.
- Mary gets up at 6 every morning.
- The children don't go to school on Sundays.
 Use the simple present with:
- Every day/ every morning/...
- Day after day/...
+ Form:
 Affirmative form:
(+) S + Verb / Verb -s/-es
Eg: They live in Ha Noi.
She lives in Ha Noi.
 Negative form:
(-) S + don't / doesn't + Verb-bare
Eg: They don't live in Ha Noi.
She doesn't live in Ha Noi.
 Spelling rules:
+ We use the present simple when we talk about facts and routines. The verbs
for he, she and it end differently:
- We add -s to most verbs:
+ Work  works
+ Live  lives
- We add -es when a verb ends with: -o, -ch, -s, -sh, -x or -z.
+ Watch  watches
+ Wash  washes
+ Mix  mixes
+ Go  goes
- We remove -y and add -ies when a verb ends with a consonant + y.
+ Try  Tries
+ Fly  flies
*** With a vowel + y:
+ Play  plays
+ Stay  stays
- Have students copy down to their notebooks.
-
+ PRACTICE:
* Activity 2: Compare the sentences. Then match a-d with spelling rules 1-4
- Read out the sentences and highlight the different forms for I and he / she.
- Have students match the sentences with the spelling rules.
- Then check answers with the class.
+ Key: 1 d 2 c 3 a 4 b

* Activity 3: Choose the correct verbs.

- Have students work in pairs to complete the sentences.
- Then check the answers with the partner.
- Key: 1. go 2. relax 3. speaks 4. finishes 5. have 6. Studies

* Activity 4: Pronunciation-third person -s

- Teacher explains:
+ /s/: -p, -k, -t, -f
Eg: Stops /stop/
Laughs /læfs/
+ /iz/: /s/, /z/, /ʃ/, /tʃ/, /ʒ/, /dʒ/.
Eg: Watches / wɑːtʃiz/
Washes /wɑːʃiz/
+ /z/: /b/, /d/, /g/, /v/, /ð/, /m/, /n/, /ŋ, /l/, /r/,...
Eg: Plays /pleɪz/
Bags /bægz/
- Have students listen to the third person form of the verbs and asks which verbs
ends with an /iz/ sound.
- Teacher asks students repeat the verbs.
- Teacher corrects the mistakes.
- Key: 1 c 2 c 3 a 4 c 5 d

* Activity 5: Complete the examples from the text on page 26.

- Students complete the examples then compare their answers in pairs.
- Check answers with the class.
 - Students then choose the correct words to complete the rules 1-3.
- Check answers with the class.
- Key: 1. don't help 2 doesn't watch 3. don't; go

* Activity 6: Look at the information in the table. Write affirmative and

negative about people.
- Have students work in pairs to complete the table.
- Teacher asks students read through the information in the table with the
partner.
- Have students write sentences individually then compare in pairs.
- Then check the answers with the class.
- New words:
+ Wash the dishes
+ Wash the car
+ Sit (v)
+ Make breakfast
+ Watch TV
- Key:
+Tom and Vicky sit on the sofa a lot.
+Mina doesn't sit on the sofa a lot.
+Tom and Vicky don't make breakfast.
+Mina makes breakfast.
+Tom and Mina don't watch TV a lot.
+Vicky watches TV a lot.

* Activity 7: Discussion
- Have students work in pairs to discuss what happens in their home.
- Teacher allows students time to prepare their answers individually.
- Have some students report.

III. - Summary the lesson.

CONSOLIDATION - Asks students to write about their daily routines.

IV. HOMEWORK - Learn by heart all the new words.

- Prepare for next lesson – Vocabulary and listening - Special days
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 4: VOCABULARY and LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to:
- understand the main ideas in an interview about a celebration.
- develop students’ listening skills.
II. Teaching Aids:
- Textbook, tape, power point slides, …
STAGE/TIME ACTIVITY
WARM UP Game: "CHAIN GAME"
- T divides class into 3 groups.
- T says a sentence and each group takes turns to give sentences that follow
the teacher and the other groups’ sentence. The group that has more
questions will win.
"Every morning, I get at 6 o'clock, then I........"
PRE-LISTENING Set context:
- Teacher asks students a question:
“Do you like Tet? Why?”
- Students answer in their own.

*Activity 1: Complete the questionnaire.

- Have students work in pairs to complete the questionnaire.
- Then check the answers with the class.
- New words:
+ Celebrate(v)
+ Dance (v)
+ Costume (n)
+ Present (n)=gift(n)
+ Special (adj)
- Key:
1. sing, play, dance 2. wear, make 3. give
4. go out 5. visit, invite 6. have
WHILE-TEACHING * Activity2: Read the Study Strategy.
- Have students read the study strategy with the class.
- Then Teacher asks students to look at exercise 3. Put them small groups to
brainstorm topics or words they need to listen for.
- Teacher plays the audio 3 times and asks students to listen and find out the
topics or words.
- New words:
+ Firework (n) - show picture
+ Meal (n)
+ Lion (n) - show picture
+ Envelope(n) - show picture
- Students' own answers.
* Activity 3: Read the introduction to the radio programme. In what
order do they mention the objects in the photo?
- Teacher allows students time to read the introduction.
- Have students focus on the photos and elicit what they show.
- Teacher plays the audio.
- Students listen and order the objects. Then check answers with the class.
- Key:
1. D 2. B 3. C 4. A

*Activity 4: Listen again. Write TRUE or FALSE

- Have students read through the sentences with the class.
- Teacher points out that for this task students need to read and listen
carefully for specific information.
- Teacher have students work in pairs.
- Teacher plays the audio again.
- Then check answers with the class.
- Key:
1. True
2. False (People clean their houses before Lunar New Year.)
3. False (People often eat vegetarian food at Lunar New Year.)
4. True
5. False (The lion stops at all the restaurants.)
* Optional activity: Answer the questions.
- Teacher have students work in pairs and discuss the answers.
- Teacher checks students' answers.
1. What kind of presents does the speaker prefer?
2. When is the big meal with the family?
 3. Does Zoe like fireworks? Why / Why not?
- Suggested answers:
1. Money
2. The day before Lunar New Year
3. No, she thinks they're dangerous
POST-LISTENING * Activity 5: Think of three things that you often do and three things
that you don’t often do in Tet. Write sentences and say why you like or
dislike them.
+ Grammar point: Frequency adverbs:

100%           0%

alway hardly
usually/normally often sometimes occasionally never
s ever

+ They are usually before the main verb, or between the auxiliary and

the main verb. But they come after the verb to be.
Eg: I always eat breakfast before going to school.
She is never late for school.
- Students write their sentences.
- Teacher asks students to read their sentences to the class.
- Students answer in their own.
- Sing a song " Happy Lunar New Year "

* Consolidation: DRAW A MINDMAP

- Teacher asks students to work in groups and discuss about the things that
 they often do in Lunar New Year.
- Teacher gives students time to discuss in group and write down their
opinions.
- Teacher calls out some students to present their opinion in front of class.
HOMEWORK - Learn by heart all the new words and structure.
- Language focus: review: simple present tense-affirmative and negative.
- Prepare for next lesson: language focus: simple present tense-questions.
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 5: LANGUAGE FOCUS

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

- talk about free time activities and routines with Present simple tense.
II. LANGUAGE CONTENT
- Present simple tense of verbs: Questions – Simple sentences.
III. TECHNIQUES
* Communicative approach * Gap fill
* Questions & answers.
IV. TEACHING AIDS:
- Pictures, Textbook, power point.
V. PROCEDURES
STAGE/TIME ACTIVITY
WARM UP Game : “CROSSWORD PUZZLES”
- Students have to answer all questions to find the key word.
1) This is a thing Vietnamese people often gives to children with New
Year’s wishes.
2) The tradition dress of Vietnamese women.
3) Look at picture and answer: “What is it?”
4) Fill in the blank: Students have to finish their ______ before going to
school.
5) This is a place where people can eat and drink.
L
U C K Y M O N E Y
l
A O D A I
F II R E W O R K
E W
H O M O R K
w o
R E S T A U R A N T

Hidden word: The most important festival in Viet Nam.

 TET HOLIDAY.
PRESENTATION
 Set context:
- Teacher asks students some questions to lead in the lesson.
“Do you like this celebration?
Who do you often celebrate with?
What do people often do on this day?”
- Students answer on their own.
 - Teacher writes these questions on the board and elicit that they are in the
present simple.
 Activity 1: Match questions 1–5 with answers a–e. Then choose the
correct words in Rules 1–4.
- Teacher gives students time to guess the answers with their partners. (2
minutes)
- Teacher explains the grammar rules.
 PRESENT SIMPLE TENSE – QUESTIONS
1) Yes - no questions

a) Tobe: Am/ Is/ Are + S + O ?

 Short answer: Yes, S + am/ is / are.

No, S + am/ is /are + not.
Ex: Are you a student?
 Yes, I am. / no, I’m not.
b) Ordinary Verbs:

 Short answer: Yes, SDo / Does + S + V + O?

+ do/ does.
No, S + do/ does + not.
Ex: Do you like this celebration?
 Yes, I do. / No, I don’t
2) Wh-questions
a) To be:
Wh-word + am/ is/ are + S?
Ex: Where are you from?
Who is he?
b) Ordinary Verbs:
Wh- word + do / does + S + Vinf + O?
Ex: Where do you come from?
What does she do?
- Teacher asks students copy down the lesson into their notebooks.
- Teacher checks students’ answers in task 1.
(Suggested answers)
1b - 2c - 3e - 4d - 5a
Rules: 1) do and does
2) don’t add
3) beginning
4) do
PRACTICE Activity 2: Choose the correct words.
- Students read the sentences and choose the correct words. They can
compare their answers in pairs.
- Teacher checks answers with the class.
(Suggested answers)
1. Do 4. have
2. do 5. does
3. Does
 Activity 3: Look at exercise 2. Complete the Key Phrases. Add more
words to the list.
- Teacher refers students back to exercise 2 and elicit the first answer as an
example.
- Students then complete the remaining key phrases.
- Teacher checks answers with the class and check that students understand
all the key phrases.
(Suggested answers)
1. in 3. on
2. at 4. at
 Time expressions: every hour / day / week / month / year /…., every
morning / evening / …, in the morning / the summer / spring /…, on
Monday / Tuesday / weekdays…., at the weekend / New Year /
Christmas, ..
 Activity 4: Work in pairs. Have a question competition. Write
questions with words from the grid. How many questions can you make
in five minutes?
- Teacher focus on the grid and makes sure students understand “Where,
When” and “How often”.
- Teacher elicits a few example questions from the class. (Ex: How often do
you help at home?)
- Teacher asks students to work in pairs and gives them five minutes to write
their questions.
- Teacher asks some pairs to read their questions to the class. Correct any
errors, and see which pair wrote the most correct questions.
(Suggested answers)
Where does your teacher live?
Do you like cooking?
When do your parents go to bed?
………
 Activity 5: Choose and tick (✓) the simple sentences.
- Before doing the task, teacher explains what a simple sentence is to the
students.
 A simple sentence consists of ONE independent clause.
- Teacher asks students to do the task individually.
 - Teacher checks the answers.
(Suggested answers)
1. I prefer lucky money. (√ )
2. I like reading, but she likes chatting online. ___
3. She loves oranges but hates apples. ___
4. She and I eat apples. (√ )
5. She plays football, and he likes it. ___
 Activity 6: Work in pairs. Complete questions 1–7 with time
expressions from the Key Phrases. Ask and answer the questions.
- Teacher asks two students to read out the example question and answer.
- Students work in pairs to ask and answer their questions.
- Teacher asks some pairs to present in front of the class.
- Teacher corrects any mistakes.
(Students’ own answers)
CONSOLIDATION Game: “INTERVIEW”
- T asks Ss to work in pairs. One student is the interviewer, the other is the
celebrity.
- Students discuss with their partners and write down 6 questions for the
interview. After that, they roleplay for the interview in 3 minutes.
- Teacher calls some pair to present their interview in front of the class.
- T gives feedbacks to the presentation.
HOMEWORK - Learn by heart all structures.
- Write a short paragraph about what you do in a day.
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 6: SPEAKING

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

- make plans and suggestions.
- develop speaking and listening skills.
II. LANGUAGE CONTENT:
- Grammar: Simple present tense to talk about daily activities.
- Language function: expressions used in making plans and suggestions.
III. TECHNIQUES:
- Questions & answers.
IV.TEACHING AIDS:
- Pictures (copying & enlarging from the textbook), power point.
V. PROCEDURES
STAGE/TIME ACTIVITY
WARM UP Game: “SURVEY”
- Teacher shows the question “What do you usually do with your friends
at the weekend?” on the screen.
- Students will go around the classroom and ask their friends for information.
- After 3 minutes, teacher calls some of the students go to the front, say
something about their surveys to find out which activities are the most
popular at the weekends.

Activities Student 1 Student 2 Student 3

play soccer
read books
go shopping
…….

PRESENTATION
 Set context:
- Teacher asks students some questions to lead in the lesson.
“What do you often do at the weekend?
Do you often play soccer with your friends at the weekend?
Who do you go shopping with?”
- Students answer in their own.
- Teacher writes these questions on the board and elicits that they are in the
present simple.
 Activity 1: Look at the programme for Special days at Highfield
School. Check any new words. Which activities interest you? Which
 don’t interest you?
- Teacher gives students time to read the programme. Students can use
dictionary to check the meanings of the words if necessary.
- Teacher asks individual students which activities interest them and which
don’t interest them.
- Students answer in their own.
 New words:
- competition (n) (explanation)
 dance competition (n)
 costume competition (n)
- culture (n) (explanation)
- Teacher asks students listen and repeat.
- Students copy down new words into their notebooks.
PRACTICE
 Activity 2: Watch or listen and complete the dialogue. What do Daisy
and Gareth decide to do?
- Teacher shows picture about Gareth and Daisy and asks some questions.
“How many people in this picture?
Can you guess where are they?”
- Students answer. (There are 2 people. They are maybe at school)
- Teacher allows students time to read through the gapped dialogue.
- Teacher plays the video or audio for students to watch or listen and
complete the dialogue.
- Students listen and fill in the gap.
- Teacher plays the video or audio again for students to check their answers.
- Teacher checks answers with the class.
- After having a complete dialogue, teacher asks students a question to
check their understanding.
“What do Daisy and Gareth decide to do?”

(Suggested answers)
1) cooking class 4) dance competition
2) concert 5) disco
3) disco
 They decide to go to the dance competition and the concert, and the
disco in the evening.

 Optional activity: Speaking

- Teacher writes some questions on the board and asks students to work in
pairs to find the words/ phrases with the same meanings in the dialogue.
1) Which ones show that you agree?  Right; Yes, OK.
2) Which ones do you use while you think?  Mmm; Well.
3) Which do you use when you’re surprised?  No?
 - Students answer.
 Activity 3: Watch or listen again. Then practice the dialogue.
- Teacher plays the audio or video again. Tell students to listen carefully for
the pronunciation and intonation.
- Students practice the dialogue with their partners in 2 minutes.
- Teacher calls some pairs to practice in front of class and checks Students’
intonation and pronunciation.
 Activity 4: Complete the mini dialogue. Use some of the ideas from the
family fun day programme in exercise 1.
- Teacher focus on the phrases that use to make plans and suggestions for
students.
- Teacher asks students to find the key phrases in the dialogue and makes
sure they understand everything.
- Students complete the mini dialogue in their own.
- Teacher calls some pairs to practice the dialogue again.
Making plans and suggestions
- What’s on?
- What do you want to do / see?
- I’m not really interested in (the) … .
- I like the sound of (the) … .
- What about (the) … ?
- Let’s go to (the) … .

 Activity 5: Work in pairs. Look at the cinema programme. Prepare

and practice a new dialogue.
- Students work in pairs to prepare a new dialogue. Students swap roles and
practice again.
- Teacher asks some students to perform their dialogues for the class.
- Teacher gives feedback to students’ presentation.
CONSOLIDATION Game: “DESIGN A POSTER”
- Teacher asks students to work in pairs and design a poster for a special day
at school.
- After making the poster, each pair will swap their poster with another pair
and make a dialogue using the poster they have been given.
- Teacher gives students 3-4 minutes to discuss and make a dialogue.
- Teacher calls some pair to present in front of the class.
- T gives feedbacks to the presentation.
HOMEWORK - Learn by heart all structures.
- prepare the next lesson: Writing.
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 8: CLIL_GEOGRAPHY
TIME ZONES
Aims: By the end of the lesson, students will be able to:
- Talk about time zones.
Teaching Aids:
- Textbook, audio recording (24), power point slides, groups’ boards …
STAGE/TIME ACTIVITY
I. WARM UP - Teacher divides the class into small groups.
- Students have to match the words: “longitude, Prime Meridian, Greenwich
Mean Time, east, west, north, south” with their suitable definitions.
- Students have to answer by using their group board.
- Which group has all the correct answer will be the winner and they will
have a plus.
Answer key:
1/ Longitude - is the distance of a place east or west of the
Greenwich meridian, measured in degrees.
2/ Prime Meridian - is the meridian in a geographic coordinate system at
which longitude is defined to be 0°.
3/ Greenwich Mean Time - is the mean solar time at the Royal
Observatory in Greenwich, London, counted from midnight.
4/ East - is the direction that you look towards to see the sun rise.
5/ West - is the direction that you look towards to see the sun go down.
6/ North - is the direction that is on your left when you watch the sun rise.
7/ South - is the direction that is on your right when you watch the sun rise.
II. WHILE- * Exercise 1:
TEACHING
- Let students read the new words again.
- After reading, teacher is going to explain the exercise and let students
complete the exercise in group.
- Which group has the correct answer will be a winner and will get a point.
Answer key:
1 Prime Meridian 2 Greenwich Mean Time 3 north 4 west 5 east 6 south
7 longitude
 * Exercise 2:
- Students read and listen to the text again and decide if the sentences are
true or false.
- Teacher is going to point out that they need to correct the false sentences.
They can compare their answers in pairs.
- Teacher is going to check answers with the class.
Answer key:
1 False (They go from north to south.)
2 False (The Prime Meridian is the line at 0° longitude.)
3 True
4 False (The time in places east of the Prime Meridian is ahead of GMT.)
* Exercise 3:
- Students work in pairs to look at the clocks and answer the questions.
- Teacher is going to check answers with the class.
- If students didn’t use their phones to answer the questions in the Warm-up,
ask them again now what time it is in New York, London and Ha Noi.
Answer key:
1/ England, the USA, Spain, Brazil, Australia, Viet Nam.
2/ It’s behind.
3/ It’s seven hours ahead.
4/ It’s three hours behind.
5/ It’s 10 p.m.
6/ No, because it’s 2 a.m.
* Exercise 4:
- Students work in pairs to complete the table.
- Teacher is going to check answers with the class, then ask two confident
students to read out the example dialogue.
- Students ask and answer questions. Once students have asked questions
using the times in the table, they can take turns to choose a different time for
London, so their partner has to work out the time in one of the other cities.
Answer key:
Tokyo: 10 p.m., Mexico City: –7, Sydney: +10, Rio: 10 a.m., Ha Noi: 8 p.m.
Students’ own answers.
III. - Summary the lesson.
CONSOLIDATION
 - Listen and read the new words in the lesson.
- Teacher asks students to practice answering the time of different countries
in different time zones.
IV. HOMEWORK - Learn by heart all the new words and the structures.
- Prepare for next lesson – Unit 2: Puzzles and games.
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2: DAYS - LESSON 9: PUZZLES and GAMES
Aims: By the end of the lesson, students will be able to:
- Talk about their daily routines.
- Use the adverbs of frequency in sentences.
- Use the simple present tense.
Teaching Aids:
- Textbook, power point slides, …
STAGE/TIME ACTIVITY
I. WARM UP - Teacher divides the class into small groups.
- Students are going to play the game “Lucky numbers”.
- Students are going to choose numbers in team and answer “What activity
is it” in each picture.
- They will get a point with a correct answer. If they can’t answer, other
groups will have a chance to answer.
- At the end, which group has the highest score will be the winner.
Answer key: There are 9 numbers:
1- Wash the dishes
2- Do the laundry
3- Lucky number
4- Have breakfast
5- Go to school
6- Do the housework
7- Lucky number
8- Playing video games
9- Do homework
II. WHILE- * Exercise 1:
TEACHING
- Teacher is going to demonstrate how the puzzle works using the example
answer. - Students could work in pairs for this, and teacher could do it as a
race to make it fun.
- Teacher is going to check answers with the class.
- As an extension, students could work in pairs and write the code for
another phrase for daily routines from pages 22 and 23. They could then
swap with another pair and solve the puzzle they are given.
Answer key:
1 I get up at six.
2 I sometimes go to school on foot.
3 My mum doesn’t watch TV.
4 We relax after dinner.
* Exercise 2
- Teacher is going to read out the instructions and check that students
understand the game.
- With weaker classes, brainstorm some sentences that students could use in
the game, e.g. You sometimes watch TV. You never play football.
- Teacher is going to point out that they must try to think of sentences that
are true for their partner.
- Students play the game.
- Students could repeat the game with a new partner for extra practice.
- This time, teacher could specify that all the sentences must be negative, or
instead of sentences, students must ask questions which elicit the answer
‘yes’.
Answer key:
Students’ own answers.
* Exercise 3
- Teacher is going to divide the class into two teams and explain that each
student in turn must say one word, and the idea is to keep the sentence going
to make it if possible.
- Teacher is going to elicit some words for making a sentence longer,
e.g. and, but, also.
- Teams are going to take turns making their longest sentence.
- The other teams can listen and count the words in the sentence. Students
could also play this game in small groups.
- See which group manages to make the longest sentence.
Answer key:
Students’ own answers
* Exercise 4:
- Teacher is going to read out the instructions, look at the example, and point
out that the circled letters make up the example.
- Students are going to work in pairs to find the verbs and match them to the
pictures.
With weaker classes, teacher could allow students to refer to page 26 to help
them. With stronger classes, teacher could specify that students must not
look back.
- Teacher could do it as a race.
- Teacher is going to check answers with the class.
Answer key:
1/ wear crazy clothes
2 /give presents
3/ have a special meal
4/ dance
5/ visit family
6/ play music
7/ celebrate
8/ make costumes

* Exercise 5:
- Teacher is going to read out the instructions and check that students
understand the game.
- Students are going to write their questions.
- With stronger classes, students could use their own ideas, as well as the
ideas in the box. With weaker classes, put students into pairs to write their
questions, then put them into different pairs to ask and answer.
- Students are going to work in pairs to ask and answer their questions and
guess the false answers.
- Students could swap roles and play the game again.
- Teacher is going to see who managed to guess the false answers.
Answer key:
Students’ own answers.
Assessment
Unit 2 tests, Teacher’s Resource Disk
III. - Summary the lesson.
CONSOLIDATION
- Listen and read the adverbs of frequency and some daily activities.
- Teacher asks students to practice asking and answering about daily
activities.
IV. HOMEWORK - Review the grammar structures and new words of unit 2.
- Complete the progress review 1 on page 34.