Giáo án môn Tiếng Anh 6 Smart World - Unit 3: Friends

i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 21
UNIT 3: FRIENDS
Lesson 1 (p. 22)
Objectives:
	By the end of this lesson, students will be able to:
Language knowledge and skills
Vocabulary: gain vocabulary items below
(n): glasses; summer camp
 	 (adj): slim; blond; stripped
Structure : use the present simple and present continuous tenses and conversation skills – “See you soon” and “Talk to you later”
	à Describe someone’s personal appearance.
Core competencies and personal qualities
Raise motivations and interests in learning English as a foreign language
Develop communicative and team-working skills through learning activities
Illustrate problem-solving and critical-thinking skills through learning activities
Establish responsive and independent characteristics to be a long-life learner
 Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV.
Students’ aids: Student’s book, notebook, workbook.
Procedures:
Time
Steps/Activities
Organization
5’
Warm up
Play a game: Jumbled words 
- Put the words on the board. Let’s find out the correct words from these jumbled words. 
- Call on students to come to the board and write the correct words. 
- Give feedback 
* Jumbled words 
1. ihar => hair 
2. obyd => body 
3. rewa => wear
4. ltall => tall
5. uelb => blue
6. nworb => brown
7. nglo => long 
Teacher – whole class
25’
New lesson
A-Teach new words. (10’)
Activity 1: Teaching new words
Use real things and pictures to introduce new words: 
New words:
glasses (n)
summer camp (n)
slim (adj)
blond (adj)
stripped (adj) 
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 2. Checking new words
+ Checking vocab: ROR
- Shows the words and the table on the board
Activity 3: Fill in the table
Have students work in pairs, fill in the table, use the words given. (exercise a/p. 22)
Play the audio again. Have students listen and check
Teacher checks, corrects and gives feedback.
Answer:
body
hair
eyes
Tall
Slim
Short
Red
Short
Blond
Long
Brown
Blue
Glasses
Brown
Activity 3 (optional): Speaking (exercise b/p. 22)
Teacher makes example sentences with these words.
Ask students to do the same (individually), then present in front of the class
Teacher checks and corrects.
Example.
I have long hair. 
B-Listening. (10’)
Activity 1: listen and choose correct answer
Teacher shows the picture of Mary and Jane, asks students some questions about it. (exercise a/p. 22)
Suggested Q&A:
How tall are they?
Do they wear glasses? 
What do they look like? 
Have students listen to the dialogue about a girl trying to find her friend at summer camp, then tick the person she is looking for. (listen the 1st time)
Answer: A
Listen again and circle True or False (listen the 2nd time)
Listen again and check their answers
Teacher checks and corrects.
Answer:
True
False
False 
True 
Activity 2: Reading / 
Teacher shows the dialogue, students listen and repeat.
Teacher has students play role, read the dialogue. (hands-out)
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Speaking.
Teacher explains that we often end a friendly conversation by saying "See you soon." or "Talk to you later."
Students work in pairs, ask and answer as modeling.
Some pairs present in front of the class. 
Example:
Hi, How are you?
.
B: 
A: ..
B: Alright. See you soon. 
Teacher –Students in groups
Homework
Make a dialogue yourself, use conversation skill.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 22
UNIT 3: FRIENDS 
Lesson 2 (p. 23)
Objectives:
	By the end of this lesson, students will be able to use the Present Continuous to talk about ongoing actions. 
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: 
Structure : Present Continuous - be + V-ing
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Song: Friends Song
Play the music, the whole class sings and dances together to power class before starting the lesson.
https://www.youtube.com/watch?v=bVCKj0T9-gc
Teacher – whole class
25’
New lesson
Chatting:
+ What are you doing now?
+ Are you listening to music?
+ What are you wearing? 
A-Grammar. (10’)
- Show the conversation on the board.
- Teacher explains the Present Continuous that is used to talk about ongoing actions. 
- T shows example sentences and elicits the way to use The present continuous and reminds Ss that “am/ is/ are” are all the forms of “BE”.
 I am
He/ She/ It + is + V-ing
We/ You/ They + are
- Ask Ss to give example to make sure they catch the point. 
B-Practice. 
Activity 1: Listen & repeat (a/p. 23)
Introducing the situation of the dialogue. 
Have students listen and notice the pronunciation feature.
Play audio again. Have students listen and repeat with a focus on the feature.
Call on Ss to repeat before the class.
Give feedback.
Activity 2: Read and circle (b/p. 23)
Have students practice in pairs, read the sentences and circle the correct answers.
The first three pairs show the answers on the board.
Teacher checks and gives marks.
Answer:
Are
is
are
am/wearing
are
Are
Activity 3: Look at the photo and write Simon’s answers. (c/p. 23)
Teacher sets the scene of the dialogue. 
Have students practice filling the dialogue (pairs)
Students exchange the answers to cross check.
The answers are shown through a game. 
Suggested answer:
1. No, he isn't.
2. No, he isn't.
3. wearing a blue T-shirt
4. black pants
Teacher checks and corrects the answers.
Students practice reading the dialogue in pairs.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individual
5’
Wrap-up
Practice reading the dialogue (d/p. 23)
Have students practice reading the dialogue in pairs
A pair presents in front of the class.
Teacher checks their pronunciation and intonation.
Teacher – whole class/ individuals
Homework
Make your own sentences, use The Present continuous. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 23
UNIT 3: FRIENDS 
Lesson 1– pronunciation (p. 24)
Objectives:
	By the end of this lesson, students will be able to correctly speak the sound /bl/
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: 
Structure: pronunciation: sound /bl/ 
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
T gives Ss a game. Kim game
Watch a video: https://www.youtube.com/watch?v=eSGqD3reVCA
Work in groups of 6. We’re going to watch a video. Then write all the words you can see from the video. 
The team with more correct words will be the winner. 
Answer: 
 Block; Blue; Blouse; Black; Blonde; Bless; Blink; Blow; Blimp; Blah
Teacher leads in new lesson. 
Teacher – whole class
25’
New lesson
A-Pronunciation. (10’)
How to pronounce: /bl/ 
Teacher lets Ss practice the sound /bl/ together.
Students listen and repeat
Practice reading the sentences with partners.
B-Practice – Practice the conversation, swap roles & repeat. (10’)
Activity 1: reading – play role.
A pair of students play a role & reads aloud the conversation.
Teacher asks students to underline some words that can be replaced.
A pair of students replace the underlined words with words given as models.
Have students practice in pairs, role play the conversation.
Example:
A: I’m looking for my friend.
B: Is your friend a boy or a girl?
A: My friend is a girl
B: What does she look like? 
A: She is tall and has black hair. 
B: Is she wearing glasses? 
A: No, she isn’t.
B: Is it Mai?
A: Yes, she is. 
Another pair makes a conversation with their own ideas, then 
present in front of the class
Teacher corrects the student’s pronunciation.
Activity 2: Speaking – What do they look like? 
Have students work in pairs, share their ideas.
Write where they are under their picture.
Some students present in front of the class.
Teacher checks, corrects or gives feedback.
Swap roles and do the same as the one before.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
5’
Wrap-up
Look at these pictures and describe their appearance. 
Teacher –whole class
Homework
Write a short paragraph to describe your classmate’s appearance
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 24
UNIT 3: FRIENDS
Lesson 2 (p. 25)
Objectives:
	By the end of this lesson, students will be able to invite someone to do an activity. 
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: barbecue (n); mall (n) ; center (n) ; invite (v) ; free (adj) 
Structure:
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
T asks Ss some questions:
+ Do you usually use the invitation?
+ In which occasions do you use the invitation?
+ On the weekends, do you prefer to stay at home or go out with your friends?
+ What do you and your friends do together? 
Teacher – whole class
25’
New lesson
A-Teach new words. (10’)
New words:
barbecue (n); ( visual)
mall (n) ; ( visual) 
 center (n) ; (visual)
invite (v) ; ( explanation) 
 free (adj) (explanation) 
pizza (n) (visual) 
Have students listen and repeat each new word. (chorally individually)
Correct student’s pronunciation if necessary.
T checks Ss’ vocabulary.
Activity 1: Fill in the table (exercise a/p. 25) 
Put the words in the correct groups. 
T tells Ss to do the task individually.
T calls some Ss to write on the board, then checks their answers.
Give feedback, T explains to Ss which words go with each
verb.
go
play
have
watch
make
shopping
badminton
a party
a movie
a pizza
swimming
video games
a pizza
TV 
a cake
to the mall
a barbecue
a movie
to the beach
a cake
Activity 2: Add more words to the table. 
B-Reading. (10’)
Teacher shows the dialogue, sets the scene of the dialogue. 
Play a game: Who is faster? to do exercise. 
- Teacher gives instructions: I have here the messages of Lisa and her friend with 4 missing words. The class is divided into 4 groups, 4 members of each group will come to the board to write down the missing words (1 person 1 word only). Who writes correctly and faster is the winner. 
Answer: 
having
going
going 
playing 
- T comments if necessary.
- Teacher asks Ss to underline some words that can be replaced. 
- A pair of students replace the underlined words with words given as models.
- Have Ss practice in pairs, role play the conversation. 
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Homework
Making similar dialogue to the dialogue in exercise b/ p. 25 
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 25
UNIT 3: Friends
Lesson 2 – Grammar (p. 26)
Objectives:
	By the end of this lesson, students will be able to use the Present Continuous tense for fixed future plans. 
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: 
Structure: The present Continuos tense
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
-T gives Ss a game.
Brainstorming:
+ Play:........................
+ Go: .........................
+ Have: .........................
+ Watch: ..........................
+ Make: .
- Ss write the words.
- Give feedback. 
Teacher – whole class
25’
New lesson
- Teacher explains that The Present Continuous tense to describe plans for the future. T points out contextual clues, such as use of adverbs of time.
The present continuous for future meaning:
I am
He/ She/ It + is + V-ing
We/ You/ They + are
+ We can use the present continuous to talk about future plans.
+ Adverbs of time: this evening, tomorrow, tonight, ...
A-Grammar. (10’)
Activity 1: 
Listen & repeat a/ p. 26
Activity 2: fill in the blanks, using the Present Continuous (b/p. 26)
T reminds Ss to pay attention to the “BE” verb and to the spelling of verbs ending in “e” such as “make”; “have”.
Have students work in pairs; fill in the blanks using the Present Continuous. 
Teacher asks some pairs to show their answers.
Answer
is going
are _doing
am making
Are _ having 
is going
are playing
Is _ watching 
Ask some students to check the answers.
Teacher checks again and gives feedback.
Activity 3: Write full sentences using the given words and the Present Continuous (c/p. 26)
- Teacher explains the exercise clearly.
- Before starting the activity, put Ss into groups. Ask Ss to choose a
member of group.
Some students who finish quickly go the board to write the answers.
Teacher checks and gives feedback.
Answer:
He isn't having a picnic this Saturday.
 I am having a barbecue today.
 Emma and Jane are not watching a movie on Sunday.
 We are making a pizza this weekend.
 Is David playing badminton this evening?
Is Maria watching TV with her sister tonight?
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
 Speaking (d/p. 26)
Write true sentences about yourself and then ask your partner.
I  tonight.
I. this weekend. 
Make sentences (ask and answer) with the structure “What are you doing?”
Example:
A: What are you doing this evening?
B: I am doing my homework this evening. 
Teacher –whole class/ individuals
Homework
Write the sentences about your plan for next week. Use the present continuous for future. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 26
UNIT 3: FRIENDS
Lesson 2 – Pronunciation (p. 27)
Objectives:
	By the end of this lesson, students will be able to identify the sound changes in speaking and listening.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV.
 Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: 
Structure: pronunciation: What are you doing . ?/wɒdəjədu:ɪŋ/
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Checking old lesson
Write sentences about Mai’s plan for next week. Use the present continuous for future. 
Things to do
Example. She’s finishing her homework. (finish) 
She  a test (take)
She . to her cooking class. (go) 
She . a museum (visit) 
She . a barbecue with her friends. (have) 
test -> Yes
cooking class -> No
museum -> No
BBQ -> Yes 
Answer: 
She is taking a test.
She isn’t going to her cooking class.
She isn’t visiting a museum.
She is having a barbecue with her friends. 
Teacher – whole class
Students in groups
Students in class
25’
New lesson
A-Pronunciation. (10’)
Teacher shows examples to class, speaks louder for students to recognize the difference.
Teacher gives more explanation, gives more examples to make it clear.
Have students listen and repeat, focus on the underlined words (b/p. 27)
Answer:
What are you doing . ? /wɒdəjədu:ɪŋ/.
Have students listen and cross out the one with the wrong sound changes (c/p. 27)
Answer:
What are you doing on the weekend? – Wrong. No connected speech.
Some students say again.
Students practice reading the words in pairs, pay attention to the sound changes. 
Ask teacher for help if necessary.
Further practice:
Teacher gives some sentences for students to practice
Some students read loudly
B-Practice – Practice the conversation, swap roles and repeat (10’)
Activity 1: Reading – Play role
A pair of Ss plays role and reads aloud the conversation.
Teacher asks Ss to underline some words that can be replaced. 
A pair of students replaces the underlined words with words given as model.
Have Ss practice in pairs, role play the conversation. 
Example: 
+ on Saturday – this weekend
+ having a barbecue – playing in the park
+ talk to you later – see you soon 
. 
Another pair makes a conversation with their own ideas, then present in front of the class.
Teacher corrects student’s pronunciation if necessary. 
Activity 2: Speaking: School’s Out for Summer
Teacher reviews the activities friends do together before letting them practice speaking. 
Have Ss works in pair, share their ideas.
Some Ss present in front of the class. 
Teacher checks, corrects or gives feedback.
Swap roles and do the same as the one before. 
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Complete the dialogue (the present continuous for future) 
Ask Ss to complete the conversation individually. 
A: What are you doing tomorrow? 
B: I _______ some friends. We _______ to Mai’s birthday party. Would you like to come?
A: Oh, sorry. I can’t. I ____________ football. 
B: No problem, how about Sunday? I ________ a film at the cinema.
A: Sounds great! 
Teacher –Students in groups
Homework
Write a conversation to invite your friend to your birthday party. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 27
UNIT 3: FRIENDS 
Lesson 3: Literature (p. 28)
Objectives:
	By the end of this lesson, students will be able to describe someone’s character.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook.
Language focus:
Vocabulary: (adj) helpful; selfish; kind; funny; friendly; lazy
Structure :
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
- Review words of activities friends do together
- Have Ss play a game: Network.
- Teacher writes the word “Activities” on the board and asks Ss to call
out words related to activities friends often do together
- Teacher gives feedback
Answer: go shopping; play badminton; watch a movie; make a pizza; go to the mall; go to the beach; have a party; have a picnic; 
Teacher – whole class
25’
New lesson
New words. (10’)
Teaching new words.
Teacher uses pictures to elicit the meaning of new words.
Have students listen and repeat. (chorally – individually)
Teacher checks and corrects the pronunciation if necessary.
New words:
helpful (adj) 
 selfish (adj) 
 kind ( adj) 
 funny ( adj) 
friendly (adj) 
 lazy ( adj) 
Checking new words: Matching
Practice:
Activity 1: Alice wrote an essay about her best friend for homework. Does she like everything about Simon? 
Teacher shows the essay, sets the scene of the essay
Have Ss look at the question: Does she like everything about Simon? 
T asks Ss to read the assay and answer the questions.
T checks
Answer: No, she doesn’t. 
Activity 2: Match the underlined words with their descriptions. 
Teacher elicits the request of the task.
Play a game: Pass the ball ( exercise b/ p. 28)
- Guide Ss how to play the game: While the music playing students
should pass the ball around the class. When the music stops, the
student with the ball must make a sentence.
- T checks, corrects and gives feedback.
Answer:
lazy
helpful
funny
friendly
selfish
kind
Activity 3: Do the words have a good (G) or bad (B) meaning? 
Write the correct letter on line. 
T explains the exercise clearly.
Then asks Ss to do exercise c/p. 28, Ss work independently.
Teacher checks and corrects the answers.
Answer:
lazy - B
helpful - G
funny - G
friendly - G
selfish – B 
kind - G
B-Listening.(10’)
Activity 1: Listen to Harry talking about a book. Does he like the book? 
Answer: Yes, he does. 
Have students explain why
Listen again to check the answers (a/p. 28)
Activity 2: Listen and draw lines. 
Have students listen and draw lines. (exercise b/p. 28)
Teacher gets the answers from students.
Teacher checks, corrects or gives feedback.
Answer:
Grandpa – funny
Verucca – selfish
Mike – lazy
Charlie – friendly and kind
Activity 3: Useful language 
Have students look at the Useful Language box.
Play the audio. Have students listen to the useful language.
Have students practice the useful language.
 Have students practice using other vocabulary from New Words.
What's he like?
+ He’s very kind but a little lazy.
What's she like?
 + She's friendly and funny.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Game: Friendship Flower 
In groups of four, each member writes in the flower petal two adjectives for personalities which you like about the others. 
Compare and discuss which two words best describe each person.
Example: 
Minh: Hoa is funny and kind girl.
Hoa: Lan is kind and funny. 
Lan: Huong is the kind and reserved girl.
Huong: Minh is helpful boy.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write a short paragraph about your family member’ personality. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 28
UNIT 3: FRIENDS
Lesson 3 – Literature (p. 29)
Objectives:
	By the end of this lesson, students will be able to read and write an email about your best friend. 
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: 
Structure :
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
 Play a game: Kim Game
How the Tiger One hundred- Snow White and
Got His Stripes section bamboo seven Dwarfs
The frog prince The fairy fish Tam Cam 
T gives instruction: Work in groups of 4. I’m going to give you 6 pictures. 
Look at these pictures for only 1 minute and remember all the names of the pictures. 
Teacher – whole class
25’
New lesson
A-Reading. (10’)
Activity 1: Teaching new words.
Teacher shows pictures, gives information and teaches new words.
Teacher gets the answers, then teaches some new words.
Have students listen and repeat. (chorally – individually)
Teacher checks and corrects the pronunciation if necessary.
New words:
clean( v)
try (n)
chore (n) 
hard (adj)
Checking new words: 
Teacher shows pictures and words, students have to match the pictures with suitable words.
Activity 2: Reading:
Option 1: Read & find the best headline (a/p. 29)
Have students read the text quickly, then find the best headline for it. 
Some students give answers. 
Teacher checks and corrects.
Answer:
Good sister, Bad sister 
Option 2: Read &find things that show Tấm and Cám’s personalities (b/p. 29)
Teacher asks students to work in pairs, read and write an example next to each adjective. 
Teacher gets the answers, checks and corrects.
Answer:
Tấm
helpful: helping to cook and clean the house
kind: thinks about other people / tries to help her family .
Cám
lazy: never does any chores 
selfish: doesn’t share anything 
B-Speaking.(10’)Describing Characters
T asks Ss to work in pairs. 
Have Ss take turns talking about the characters from the Harry Potter books.
Ask some pairs of Ss to perform in front of class.
Correct if there are necessary.
C-Writing. Write an email about your best friend. 
Have Ss look at this e-mail and identify the parts in the e-mail.
Teacher ask Ss some questions: 
+ How many parts are there in an e-mail to your friend?
+ What are they?
+ What should you remember when writing each part?
T asks Ss to work in groups to do this activity.
T gives each group a large-sized piece of paper to write their e-mail.
T asks two or three groups to stick their finished e-mail on the board.
Other Ss and T give comments.
Answer: 
Dear Peter,
Thanks for your email. Your best friend seems really nice.
Let me tell you about my best friend.
My best friend is Quynh. She's 12 years old. She's a student. She's my classmate at school. She's friendly and funny.
She likes making new friends and telling jokes. She's tall and thin. She has brown eyes and short hair.
Write back soon, 
 Mary
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Game: Who’s who?
T puts Ss into groups. 
In groups, choose a person and describe their appearance and personality. Let your friends guess. 
T demonstrates the activity with the class.
Example: 
A: He’s tall. He has glasses. He’s funny.
He’s creative too. He isn’t lazy.
B: Is it Minh?
A: Yes./ No, try again.
Teacher –Students in groups
Homework
Write an email about your best friend. (his / her appearance, personality.) 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 29
UNIT 3: FRIENDS
Review (p. 90)
Objectives:
	By the end of this lesson, students will be able to review people’s appearance and character, activities friends do together. 
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: words relate to people’s appearance and character, activities friends do together. 
Structure: conversation skills.
Procedures:
Time
Steps/Activities
Organization
5’
Previous lesson
GAME: “Three little thing” 
Look at the instructions and find down 3 things as required.
Find down 3 things you often share with your friends.
Find down 3 adjectives talking about appearance
Find down 3 adjectives talking about personality
Answer:
Homework; school things; fashion 
Tall, slim, beautiful 
Friendly; funny; helpful 
Teacher – whole class
25’
New lesson
A-Listening. (10’)
You will hear Jenny and Tom talking about their brothers and sisters. For each question, choose the correct answer. 
Teacher elicits the request of the task.
Teacher asks some questions, Ss listen and answer.
Teacher plays the recording. First, T asks Ss to listen only.
Then Teacher plays the recording again and allows Ss to choose the correct answer as they listen.
Teacher checks and corrects. 
Answer:
B
C
B
C
A
B-Reading Read the text. Choose the best word (A, B or C) for each space. 
- T introduces the situation and elicits the request of the task (Look at the text and complete the sentences). 
- Asks students to work in pairs to fill in the blanks. 
- T gets the answers from students, checks and corrects.
Answer:
A
C
A
C
B
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ group work
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Talk about a friend, real or imaginary, following these guidelines.
+ give your friend’s name, age, when and where you met him or her
+ describe his/her appearance (height, hair, clothes, ...) and his/her personalities (helpful, friendly, funny, ...)
+ say what you like about him or her.
Teacher – whole class/ individuals
Homework
Write the adjectives into correct boxes
tall; lazy; kind; slim; fat; funny; friendly; selfish; short; handsome
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 30
UNIT 3: FRIENDS
Review (p. 91)
Objectives:
	By the end of this lesson, students will be able to review people’s appearance and character, activities friends do together. 
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: 
Structure :
Procedures:
Time
Steps/Activities
Organization
5’
New lesson
A-Vocabulary. (10’)
- T explains the exercise clearly
- Asks Ss to work in pairs to write the correct words from the unit on the lines. The first letter is already there. 
- Teacher checks and gives feedback. 
Answer: 
kind
mall
party
badminton
blond
lazy
glasses 
Teacher – whole class
25’
B-Grammar.(10’)Circle the correct words 
Have students review the present continuous tense. 
Students work in pairs, circle the correct words. 
Some students give the answers.
Teacher checks and gives feedback. 
Answer: 
is
doing
like
Is
not 
does
having
Teacher asks student to give explanation for each answer.
C-Pronunciation. – circle the word that has the underlined part pronounced differently from the others (10’)
Teacher explains how to do the task of the lesson. 
Have students work in pairs, complete the exercise
Some students give the answers by reading aloud all words before choosing the correct one.
Teacher checks and corrects.
Answer:
B
C
D
Circle the word that differs from the other three in the position of primary stress in each of the following sentence. 
Answer:
A
B
C
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ individuals
5’
Wrap-up
Talking about Nobita and Xuka’s activities in the schedule.
Time
8 a.m–9.30 a.m
Play football
Do homework 
10 a.m -11 a.m
Not / do anything
Have a Music class
2 p.m – 4 p.m
Have a birthday party
Not / do anything
4 p.m – 5 p.m
Play flying kite
 Go to market
Example: 
A: What are you doing tomorrow?
B: