Date of teaching:

Class 6: 06/10/2022
Period 15
UNIT 3: MY FRIENDS
LESSON 1: GETTING STARTED (p.26)

I. OBJECTIVES:
* By the end of this lesson, students will be able to:
1. Knowledge:
- Recognize the topic of the lesson, my friends
- Identify and recall some words related to body parts
- Use the lexical items related to body parts and verb “have” to describe a classmate
2. Competences:
- autonomy and self-learning competences
- Competences to communicate and cooperate
- problem solving and creativity
- language competence
- computing,
- natural and social inquiry
- technology
- informatics,
- aesthetics,
- physical.
3. Qualities:
- Have good behavior toward his friends in class and in daily life.
- Virtue of hard work, self-study, enthusiastic participation in common work.

II. TEACHING AIDS AND MATERIALS

- Teacher: Text book, laptop, loudspeaker, projector
- Students: Text books
- Method: T-WC; group works; individual
III. TEACHING PROCESS:
1. WARM UP & INTRODUCTION
a.Aims: - To create an active atmosphere in the class before the lesson;
- To lead into the new unit
b. Content: Having some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the subject and new class
c. Outcome: Having a chance to speak English.
d. Organization: Teacher’s instructions….
Teacher’s & Students’ activities Content
+ Chatting + Chatting
- Teacher asks Ss some questions about the - Students (Ss) listen and learn
previous lessons, how to do it.
- T may introduce some warm-up activities to - Answer the teacher’s questions.
create a friendly and relaxed atmosphere to + Students (Ss) listen and learn
inspire Ss to warm up to the subject and new how to do the tasks.
class…
- T encourages Ss to talk in English as much as
possible
+ Lead to the first unit of the new school year. - Open their book and write .
- Write the unit title My house on the board.

2. PRESENTATION
ACTIVITY 1:
a.Aims: - To set the context for the introductory text;
- To introduce the topic of the unit.
b. Content: Listen and read conversation to get used to the vocabulary; new
grammar points.
c. Outcome: Know more new words. Understanding the conversation; topic of the
lesson, grammar points…
d. Organization: Teacher’s instructions….…
Teacher’s & Students’ activities Content
1. Listen and read. 1. Listen and read.
- Set the context for the listening and reading. - T-Ss
- Ask Ss questions about the picture, e.g. What
is Phong doing? What are they eating and
drinking?
- T can also ask Ss to share any recent
experiences of going on a picnic.
- Play the recording twice for Ss to listen and
read along.
- Have Ss underline the words that are related to
the topic of the unit while they are listening and
reading.
* Pre- teach vocabulary:
- Teacher uses different techniques to teach
vocabulary (situation, realia, translation ....)
+ Follow the steps to teach vocabulary
- Repeat in chorus and individually
+ Check vocabulary
- Take note.
* Vocabulary:
- pass (v) đưa, chuyển - Listen carefully and read aloud.
- biscuit (n) bánh bích quy - Take note
- magazine (n) tạp chí
- shoulder (n) vai
- blond (adj) màu hoe vàng
- Invite some pairs of Ss to read the dialogue
aloud.
- Have Ss say the words in the text that they
think are related to the topic My friends.
- Quickly write the words on one part of the
board.
- Comment on Ss' answers.
- Confirm the correct answer.
3. PRACTICE
ACTIVITY 2:
a.Aims: To help Ss deeply understand the text.
b. Content: Filling the blanks to understand more about the text.
c. Outcome: Understanding more about the text.
d. Organization: Teacher’s instructions….…
Teacher’s & Students’ activities Content
2. Fill the blanks with the words from the 2. Fill the blanks with the words
conversation from the conversation
- Ask Ss to read the conversation again and do - Listen carefully to the
this activity independently. instructions
- Ask them how to do the activity. - Ss _ Ss
- Remind them of the ways to do the activity if
- Follow the teacher’s instructions
needed (e.g. (1) read the sentence and identify
the kind of information to fill the blank;
(2) read the conversation and locate the place to - Give the answers and check.
find the word(s) to fill the blank).
- Allow them to share answers before
discussing as a class. Key: 1. picnic 2. favorite
- Confirm and write the correct answers on the programme 3. Mai; Chau 4.
board. glasses; long black hair 5. are
- T gives the correct answers. going to

ACTIVITY 3:
a. Aim: To revise and provide Ss with some vocabulary related to parts of the body.
b. Content: Label words related to body parts.
c. Outcome: Knowing more new words and using them correctly.
d. Organization: Teacher’s instructions….…
Teacher’s & Students’ activities Content
3. Label the body parts with the words in the 3. Label the body parts with the
box. words in the box.
- Ss may already know some appearance - Listen to the instructions clearly
vocabulary, so first ask them to label the body - T_ Ss
parts they know, using the words given.
- Have Ss compare their answers with a - Learn how to do it
classmate.
If possible, show the picture on the slide / on - Ss to work independently
the board and have Ss point at each body part
and say its name. - Share the answers
- Check Ss' answers and confirm the correct - Copy them
ones.
If there are any body parts Ss do not know,
quickly point to them and teach them.
- Have Ss work in groups and brainstorm all
other words for body parts.
- T can ask them to write the words down on
small boards or pieces of paper.
Then set a time limit for groups to write the
words.
- Finally, invite the group with the most words
to share their words.
Other teams add any different words
- Allow Ss to share answers before discussing
as a class. Write the correct answers on the
board.
- T gives correct answer
ACTIVITY 4:
a. Aim: To revise and provide Ss with some vocabulary to describe parts of the
body.
b. Content: Complete the words related to body parts.
c. Outcome: Knowing more new words and using them correctly.
d. Organization: Teacher’s instructions….…
4. Work in groups. Complete the word webs 4. Work in groups. Complete
- Explain that some words go together, e.g. long the word webs
+ hair, but some don't, e.g. long + eye. - T- Ss
- Have Ss work in groups and complete the - Listen carefully and learn how
word webs in a few minutes. to do it.
- Check and confirm the correct answers.
- Ss do themselves. Give the
- Other pairs look, comment and add any words answers
they know. Suggested answers:
- Introduce some other types of house if needed. - long / short: legs, arms, hair, etc.
- big / small: head, hands, ears,
feet, eyes, nose, etc.
- hair: black, straight, fair, curly,
wavy, long / short, etc.
4. APPLICATION
ACTIVITY 5:
a. Aim: To help Ss practice using words for body parts and appearance
through a guessing game.
b. Content: Playing games to describe a classmate.
c. Outcome: Learning how to describe a classmate using the new words
d. Organization: Teacher’s instructions…
Teacher’s & Students’ activities Content
5. GAME- Guessing 5. GAME- Guessing
- Explain the rules of the game: Ss work in - T- Ss
groups.
- They take turns to describe a classmate for - Listen to the instructions
other group members to guess. carefully then do the tasks.
- Move around to observe and offer help. - Ask and answer
- Invite one or two Ss to describe a classmate in
front of the class. Other Ss guess.
* Guide students to study and prepare for the next lesson
- Read the conversation again on page 6.
- Do more exercises in the workbook.
- Prepare new lessons.
-----------------------------------------------------------------------------

Date of teaching:
Class 6: 12/10/2022
Period 16
UNIT 3: MY FRIENDS
LESSON 2: A CLOSER LOOK 1 (p.28)

I. OBJECTIVES
* By the end of this lesson, students will be able to:
1. Knowledge:
- Recognize some adjectives related to personality.
- Pronounce the final sounds /b/ and /p/ correctly in words.
- Use personality adjectives and verb “be” to describe a classmate in some simple
sentences
2. Competence:
- autonomy and self-learning competences
- Competences to communicate and cooperate
- problem solving and creativity
- language competence
- computing,
- natural and social inquiry
- technology
- informatics,
- aesthetics,
- physical.
3. Qualities: Have good behavior toward his friends in class and in daily life.
II. TEACHING AIDS AND MATERIALS
- Teacher: Text book, laptop, loudspeaker, projector
- Students: Text books, work book
- Method: T-WC; group works; individual
III. TEACHING PROCESS
1. WARM UP & INTRODUCTION
a. Aims: To revise the names of the rooms in the house.
b. Content: Having some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the subject and new class
c. Outcome: Having a chance to speak English.
d. Organization: Teacher’s instructions…...
Teacher’s & Students’ activities Content
+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn
them and class. how to do it.
- Ask Ss to open their book and introduce
what they are going to study…. - Open their book and write
2. PRESENTATION
VOCABULARY
ACTIVITY 1:
a. Aims: - To teach Ss some personality adjectives;
- To give Ss practice with these adjectives.
b. Content: Do the matching
c. Outcome: Knowing more personality adjectives;
d. Organization: Teacher’s instructions….
Teacher’s & Students’ activities Content
1. Match the adjectives to the pictures 1. Match the adjectives to the
- T-Ss pictures
*Pre- teach vocabulary:
- Teacher uses different techniques to teach * Vocabulary:
vocabulary (situation, realia, translation .....) - confident (adj): tự tin
+ Follow the steps to teach vocabulary - caring (adj): chu đáo.
- Repeat in chorus and individually - active (adj): năng động
+ Check Vocabulary - shy (adj): xấu hổ
- creative (adj): sáng tạo
- Copy all the words
- clever (adj): thông minh, khéo
léo…
- Ask Ss to look at the pictures and briefly
describe them.
- Listen carefully to the
T can ask: What can you see in the picture?
instructions
- Have Ss look at the personality adjectives
- Answer the teacher’s questions.
given.
+ Students (Ss) listen to the
- Check if they understand the meaning of
instructions carefully and learn
each word.
how to do the tasks.
- Instruct them to pronounce the words and
define each word if necessary.
- Ask them to do the matching individually
and then compare their answers in pairs. - Answer the teacher’s questions.
- Check and confirm the correct answers
- Check the answers
- Correct their pronunciation.
- Give the comments.
3. PRACTICE
VOCABULARY
ACTIVITY 2:
a. Aims: - To teach Ss some other personality adjectives;
- To give Ss practice with these adjectives.
b. Content: practice using personality adjectives to complete the sentences
c. Outcome: Using personality adjectives correctly.
d. Organization: Teacher’s instructions .
Teacher’s & Students’ activities Content
2. Use the adjectives in the box to complete 2. Use the adjectives in the box
the sentences. Pay attention to the to complete the sentences. Pay
highlighted words / phrases. attention to the highlighted
- Have Ss look at the pictures and briefly words / phrases.
describe what they see.
- Ask Ss to read the adjectives in the box. - Work in pairs to do this activity
- Help explain the meaning of each adjective if - Listen carefully and learn how to
necessary. do it.
- Ask Ss to read each sentence. - Ss work in pairs.
- Tell them to pay attention to the highlighted - Follow the teacher’s instructions
parts. Based on these parts Ss can find the - Give the answers
correct adjectives to fill the blank in each - Ss do the tasks.
sentence.
- Tell Ss they will only need five of the six Key: 1. creative 2. kind
adjectives to complete this activity. 3. friendly 4. careful 5. clever
- Ask them to do the exercise individually and
then compare their answers in pairs.
- Check and confirm the correct answers
- Ask other Ss to comment. Ask Ss if they can
add more things to each room.
ACTIVITY 3:
a. Aim: To provide Ss with freer practice with personality adjectives.
b. Content: Playing games to further practice using personality adjectives.
c. Outcome: Learning new words about personality adjectives.
d. Organization: Teacher’s instructions…...
Teacher’s & Students’ activities Content
GAME: Friendship flower GAME: Friendship flower
- Ask Ss to shout out all of the personality - T_Ss
adjectives they know. - Listen to the instructions clearly
Quickly write them on the board. - Learn how to do it
- Have Ss work in groups and play the game.
- Ask Ss to draw a flower with the number of - Ss to work in pairs
petals equal to the number of their group - Ss do themselves.
members.
- T may model how to do the game first. - Copy them
- Ask them to discuss and write two adjectives
to describe each group member in one petal
and then share their ideas with other groups.
- Move around to observe and provide help if
needed.
Invite some Ss to report the adjectives their
group members have used and which
adjective(s) is / are used the most.
- Call on some pairs to practice in front of the
class.
- Comment on their performance.
PRONUNCIATION: /b/and /p/
ACTIVITY 4:
a. Aims:
To help Ss identify how to pronounce the sounds /b/ and /p/;
To help Ss practice pronouncing these sounds correctly in words.
b. Content: Pronounce the sounds /b/ and /p/;
c. Outcome: Learn how to pronounce the sounds /b/ and /p/ correctly.
d. Organization: Teacher’s instructions…...
4. Listen and circle the words you 4. Listen and circle the words
Have Ss practice reading the word pairs first. you
Then ask them to listen to the recording and - T-Ss
circle the word they hear in each pair. - Listen carefully
Play the recording again for them to repeat the - Check the answers
words - Listen and repeat
- Play the recording as many times as
necessary. * Audio script:
- Have Ss comment on the way to pronounce s
at the end of the words.
- Check the meanings if necessary,

4. APPLICATION
ACTIVITY 5:
a. Aim: To help Ss pronounce the sounds /b/ and /p/ in context
b. Content: Practice the chance.
c. Outcome: Practice pronouncing the sounds /b/ and /p/ correctly
d. Organization: Teacher’s instructions….
Teacher’s & Students’ activities Content
5. Listen. Then practice the chant. 5. Listen. Then practice the
- Have Ss look at the chant. Make sure they chant.
 understand the meaning of the chant. - T-Ss
- Ask Ss to listen while T plays the recording. - Listen to the instructions
Clap or use an instrument like a tambourine to carefully then do the tasks.
help Ss notice the Rhythm. Play the recording - Listen again and repeat
again and ask - Ss to chant along. Tell them to * We’re playing together
pay attention to the words that have the sounds Notice the rhyme
/b/ and / P/ and rhythm. Provide further We’re having a picnic
practice by dividing the class into two groups. We’re having a picnic
Have the groups sing alternate lines. Fun! Fun! Fun!
We’re bringing some biscuits
- Call on some pairs to practice the chant We’re bringing some biscuits
Yum! Yum! Yum!
- Comment on their pronunciation of the final. We’re playing together
Hurrah! Hurrah! Hurrah!
* Guide students to study and prepare for the next lesson
- Practice asking and answering about friends.
- Do more exercises in the workbook.
- Prepare a new lesson.
------------------------------------------------------------------------
Date of teaching:
Class 6: 13/10/2022
Period 17
UNIT 3: MY FRIENDS
LESSON 3: A CLOSER LOOK 2 (p.29)
I. OBJECTIVES:
- By the end of the lesson, students will be able to:
1. Knowledge:
- Recognize the form and structure of the present continuous tense to talk about
things happening now
- Apply the present continuous tense to talk about things happening now.
2. Competence:
- autonomy and self-learning competences
- Competences to communicate and cooperate
- problem solving and creativity
- language competence
- physical.
3. Qualities: Have good behavior toward his friends. Friendship in daily life.
II. TEACHING AIDS AND MATERIALS
- Teacher: Text book, laptop, loudspeaker, projector…
- Students: Text books, studying equipment ….
- Method: T-WC; group works; individual ……
III. TEACHING PROCESS:
1. WARM UP & INTRODUCTION
a. Aim:
- To introduce / teach present continuous tense.
b. Content: Having some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the subject and new class
c. Outcome: Having a chance to speak English.
d. Organization: Teacher’s instructions…...

Teacher’s & Students’ activities Content

+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to do.
about them and class.
- Ask Ss to open their book and introduce - Open their book and write.
what they are going to study….
2. PRESENTATION
ACTIVITY 1:
a. Aim: To help Ss practice with the correct form of the present continuous.
b. Content: Revise/ teach the form and use of the present continuous.
c. Outcome: Learning how to form and use the present continuous and put the verbs
in the P.C.
d. Organization: Teacher’s instructions….
Teacher’s & Students’ activities Content
1. Put the verbs in brackets in the 1. Put the verbs in brackets in the present
present continuous tense. Page 29 continuous tense. Page 29
- Ask Ss to read the sentences and - T-Ss
write the correct answers + Students (Ss) listen to the instructions
individually. carefully and learn how to do the tasks.
- Remind them to pay attention to the Remember! / P. 29
subject of each sentence. We use the present continuous for actions
- Call on some Ss to read aloud their happening now.
answers. Examples: – She’s talking.
- Check and confirm the correct ones. – They’re not talking.
We can use the present continuous with now,
at present, or at the moment.
Examples:
– I’m doing my homework at present.
- Ask Ss to do exercises individually – A: Are you reading now?
and then compare their answers with B: Yes, I am.
a classmate.
Key:
- Check the answers as a class. 1. is reading 2. are playing 3. isn’t
making
4. am going 5. Are they talking

- Confirm the correct answers

 3. PRACTICE
ACTIVITY 2:
a. Aim: To help Ss practice using the correct form of the present continuous
based on context.
b. Content: Practice using the correct form of the present continuous by completing
the sentences
c. Outcome: Understanding more the use of the present continuous.
d. Organization:
Teacher’s & Students’ activities Content
2. Look at the pictures. Write sentences 2. Look at the pictures. Write sentences
like the example. Use positive or like the example. Use positive or
negative present continuous verbs. negative present continuous verbs.
- Ask Ss to look at the pictures and - T_Ss
briefly describe what the person is / - Ss work individually
people are doing. - Do the tasks
- Ask them to write sentences, using
positive or negative present continuous - Share the answers.
verbs.
- Have Ss compare their answers. - Learn how to do.
- Invite some Ss to write their answers on
the board.
- If time allows, have Ss add another
sentence to tell what the person is / Key:
people are actually doing if the sentence 1. Nam and Ba are not / aren’t eating ice
is a negative present continuous. cream.
(E.g. 7. Nam and Ba are not eating ice 2. Lan and Trang are taking photos.
cream. They are talking.) 3. Ha is / Ha’s writing a letter.
- Check and confirm the correct answers 4. Duong and Hung are not / aren’t
- Observe and help when and where playing badminton
necessary, and correct Ss' pronunciation 5. Phong is not/ isn’t drawing a picture
and intonation.
ACTIVITY 3
a. Aims: To help Ss practice asking and answering questions using the present
continuous.
b. Content: Ask and answer questions using the present continuous.
c. Outcome: Practicing using the present continuous tense.
d. Organization: Teacher’s instructions ...
Teacher’s & Students’ activities Content
3. Work in pairs. Look at the pictures. 3. Work in pairs. Look at the pictures.
Ask and answer. Ask and answer.
- Have Ss read the example carefully. - Work in pairs
Check if they understand how to do the - Listen to the instructions clearly
exercises. - Ss to work independently

- Ask them to do this exercise in pairs.

One asks and the other answers.
- Remind them to write their questions
and answers in their notebooks. For a
stronger class, ask them to add one more
sentence to explain what the person /
people in each picture is / are doing if the
answer is No. - Share the answers
- Move around to observe and offer help - Copy them
if necessary. Key:
- Invite some pairs to practice their 1. Is your friend swimming? – Yes, he is.
conversations. 2. Are they listening to music? – No, they
- Check and confirm the correct answers. aren’t. (They’re / They are having a
*Remember! picnic.)
- When something often happens or is 3. Is Mi playing the piano? – No, she
fixed, we use the present simple. isn’t. (She’s / She is doing karate.)
- When something is happening now, we 4. Are they learning English? – Yes, they
use the present continuous. are.
5. Are your friends cycling to school? –
No, they aren’t. (They’re / They are
walking to school
ACTIVITY 4:
a. Aims: To help Ss identify the differences between the present simple and the
present continuous
b. Content: Comparisons the differences between the present simple and the present
continuous
c. Outcome: Knowing the difference between the two tenses.
d. Organization: Teacher’s instructions ...
4. Put the verbs in brackets in the 4. Put the verbs in brackets in the
present simple or present continuous present simple or present continuous
- Have Ss read the Remember! box in the - Listen carefully
book. Ask Ss to give the form and usage - T_ Ss
of the present simple. - Check the answers
- Ask them about the signals used with
the present simple (every day, every - Listen and repeat
afternoon, always, usually, etc.) and the
present continuous (now, at the moment, Key:
at present, etc.) 1. does not / doesn’t walk; cycles
- Ask Ss to do this exercise individually 2. is he playing 3. Do your friends
and then compare their answers with a study
classmate. Invite some Ss to write their 4. am / ’m writing 5. is not / isn’t doing;
answers on the board. Confirm the correct is / ’s reading
answers
- Ask some Ss to read out their answers.
- Check and confirm the correct answers.
 4. APPLICATION
ACTIVITY 5:
a. Aim: To help Ss practice using the present continuous.
b. Content: Practice using the present continuous by playing game Charades.
c. Outcome: Understanding more about using the PC.
d. Organization: Teacher’s instructions…..
Teacher’s & Student’s activities Content
5. GAME: Charades 5. GAME: Charades
Take turns to mime different actions. Take turns to mime different actions.
Others guess what you are doing Others guess what you are doing
- Have Ss play the game in groups. Move - Work in groups
around to observe and provide help if + Listen to the teacher’s instructions
needed. carefully and play games in groups/
- Make sure Ss use English when they teams
play the game. This can be organized as a - Play game
class competitive game. The class is
divided into two big groups. One student
mimes and other groups take turns to
guess.
- The group with a correct answer gets
one point.
- The group with the most points wins.
- Continue the game until the time is up
- T goes round and corrects mistakes or
gives help when and where necessary.
- Show the winner.

* Guide students to study and prepare for the next lesson

- Revise the use and form of present continuous tense.
- Do more exercises in the workbook.
- Make more sentences using present continuous tense.