Giáo án môn Tiếng Anh Lớp 6 - Unit 3: My friends

UNIT 3: MY FRIENDS
Lesson 1: Getting started 
Lesson aim(s)
By the end of the lesson, students will be able to:
use lexical items about body parts and appearance;
describe people’s appearance.
Language analysis 
Form
Meaning
Pronunciation
1. glasses (n)
things people wear when they have eyes’ problems
/ˈɡlɑːsɪz/
2. cheek (n)
the parts under people’s eyes
/tʃiːk/
3. foot (n-s)/feet (n-p)
​the body part we use to stand on
/fʊt/ - /fiːt/
Materials (referenced)
Grade 6 textbook, Unit 3, Getting started
Picture and stickers, speaker
sachmem.vn
Anticipated difficulties
Solutions
1. Students may be lack of knowledge about body parts and structures to describe people’s appearance.
Prepare some handouts on vocabulary and structures to describe people’s appearance.
2. Students may have underdeveloped listening, speaking and co-operating skills.
Play the recording many times if necessary.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
Board Plan
Date of teaching
Unit 3: My friends
Lesson 1: Getting started
* Warm-up
The body part song
I. Vocabulary
1. glasses (n)
2. cheek (n)
3. foot/feet (n)
II. Getting started
Task 1: Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture.
Task 2: Listen to the conversation and check the prediction. (p. 26)
Task 3: Listen to the conversations again and work in pairs to do Ex.2.
Task 4: Show a picture – stickers àdo Ex. 3
Task 5: Work in groups of 3-4 to do Ex.4
III. Production
Task 6: Game: Describe and guess
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To review on people’s body parts, recall students vocabulary.
* Listen and do along
Teacher plays the song on speakers. 
Teacher and students sing along and point at the mentioned body parts in the song lyrics. Do 2-3 times and make it faster each time. 
Link: https://www.youtube.com/watch?v=YGi3f_fHIzg
Lyrics:
Body body bop bop! 
Body bop bop!
Body body bop bop! 
Body bop bop! 
Wash your head. 
Wash your shoulders. 
Body body bop bop bop! 
Wash your tummy. 
Wash your bottom. 
Body body body body bop! 
Body body bop bop! 
Body bop bop!
Touch your eyes. 
Touch your nose. 
Body body bop bop bop! 
Touch your mouth. 
Touch your ears. 
Body body body body bop! 
Body body bop bop! 
Body bop bop!
Body body bop bop! 
Body bop bop! 
Wiggle your arms. 
Wiggle your legs. 
Body body bop bop bop! 
Wiggle your fingers. 
Wiggle your toes. 
Body body body body bop! 
Body body bop bop! 
Body bop bop! 
Shake your elbows. 
Shake your knees.
Body body bop bop bop! 
Shake your hands. 
Shake your feet. 
Body body body body bop! 
Body body!
Body body body body! 
Bop bop bop!
T-Ss
5 mins
Lead in
To lead in the topic.
Task 1: Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture:
What are Phong and Nam doing?
What is Phong favourite magazine?
Who do Phong and Nam see?
Where are the two girls going?
Suggested answers:
They are having a picnic.
It’s 
They see 
They are going to 
T-Ss
3 mins
Presentation
(Vocab-
pre-teach)
VOCABULARY
Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words
+ providing the synonym or antonym of the words
+ providing the definition of the words
1. glasses (n): [picture]
2. cheek (n): [picture]
3. foot-feet (n): [picture]
T-Ss
5 mins
Practice
To practice the targeted language (adjectives) and the background knowledge.
To practice using the targeted vocabulary.
Task 2: Listen to the conversation and check the prediction. (p. 26)
Teacher plays the recording, asks students to underline the words they have learnt in the vocabulary part.
Teacher can play the recording more than once.
Students listen and read.
Task 3: Listen to the conversations again and work in pairs to do Ex.2.
Students work in pairs.
Teacher asks students to share their answers before discussing as a class. 
Teacher asks students to explain where they can find the answer.
Answer key:
1. picnic
2. favourite magazine
3. Mai and Chau
4. glasses; long black hair
5. are going to
Task 4: Show a picture – stickers àdo Ex. 3.
Teacher has students go to the board to stick the right stickers with the body part names to the right place on the picture. 
Students work independently to do Ex.3 
Teacher asks students to give out more names of body parts that they have known.
Answer key:
1. eye
2. nose
3. shoulder
4. hand
5. leg
6. foot
7. arm 
8. mouth
9. cheek
10. hair
Task 5: Work in groups of 
3-4 to do Ex.4.
Students can work in groups to complete this task. 
Teacher introduces examples and structures for students to make sentences to describe a friend. 
Answer key:
1. Long/short: hair, arms, legs, fingers, 
Ex: She has long hair.
2. Big/small: nose, eye, hand, feet, mouth, 
Ex: She has big eyes.
3. Hair: blonde, curly, wavy, straight, short, long, dark, 
Ex: He has short curly hair.
T-Ss
Pair work
T-Ss
T- Ss
S
T-Ss
Group work
20 mins
Production
To use the vocaburaly and structure in real life context.
Task 6: Game: Describe and guess.
Work in groups, take turns to describe a classmate. Other group members guess who he/she is.
Suggested answers:
She has glasses, she has long black hair.
Is she Mai?
No, she isn’t. She has a small nose.
Is she Lan?
Yes, she is. 
Group work
8 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
3 mins
Homework
To prepare vocabulary for the next lesson: A closer look 1.
Write some sentences to describe at least 3 classmates.
T-Ss
1 min
UNIT 3: MY FRIENDS
Lesson 2: A closer look 1
Lesson aim(s)
By the end of the lesson, students will be able to:
use vocabulary and structures about body parts, appearance and personality;
pronounce correctly the sound /p/ and /b/ in isolation and in context.
Language analysis 
Form
Meaning
Pronunciation
1. confident (adj)
believe in one’s self
/ˈkɒnfɪd(ə)nt/
2. caring (adj)
care about others
/ˈkeərɪŋ/
3. active (adj)
​full of energy
/ˈæktɪv/
4. careful (adj)
always do things without mistakes
/ˈkeə(r)f(ə)l/
5. creative (adj)
have many interesting ideas
/kriˈeɪtɪv/
6. shy (adj)
= reserved>< confident
/ʃaɪ/
7. kind (adj)
>< cruel/evil, = good, caring
/kaɪnd/
8. clever (adj)
= intelligent/smart
/ˈklevə(r)/
Materials (referenced)
Grade 6 textbook, Unit 3, Getting started
Speakers 
sachmem.vn
Anticipated difficulties
Solutions
1. Students may be lack of knowledge about personalities.
Prepare some antonyms so that students can guess correctly the meaning of the new vocabulary.
2. Students may have underdeveloped listening, speaking and co-operating skills.
Play the recording many times if necessary.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
Board Plan
Date of teaching
Unit 3: My friends
Lesson 2: A closer look 1
* Warm-up
“Simon says” game 
I. Vocabulary
1. confident (adj)
2. caring (adj)
3. active (adj)
4. careful (adj)
5. creative (adj)
6. shy (adj)
7. kind (adj)
8. clever (adj)
Task 1: Matching. Students work in pairs to match the words with the correct pictures. 
Task 2: Read the descriptions and match with the correct words.
Task 3: Game: Why do I love my friends?
II. Pronunciation /b/ and /p/
Task 4: Pronunciation: /b/ vs /p/. Listen and repeat.
Task 5: Practice the chant.
III. Production
Task 6: Game: “Up and down”
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To review on people’s body parts, recall students vocabulary.
* “Simon says” game
Teacher explains the game rules:Students have to touch the body parts that teacher calls out. Who gets wrong action is out of the game.
 Teacher starts all sentences with: “Simon says Touch your  “
T-Ss
5 mins
Lead in
To lead in the topic.
Lead in: How can we describe our friends’ personalities?
Teacher asks students to say some personalities: 
Suggested answers:
funny, active, lazy, hard-working,
Task 1:Matching. Students work in pairs to match the words with the correct pictures: à Check 
(Teacher can help students by describing the pictures.)
Answer key:
1. c (caring)
2. e (active)
3. d (hard-working)
4. a (funny)
5. b (confident)
T-Ss
6 mins
Presentation
(Vocab-
pre-teach)
VOCABULARY
Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words
+ providing the definition of the words
1. confident (adj): [explanation]
2. caring (adj): [explanation]
3. active (adj): [explanation]
4. careful (adj): [explanation]
5. creative (adj): [explanation]
6. shy (adj): [antorym]
7. kind (adj): [explanation]
8. clever (adj): [synonym]
Teacher asks students to repeat and practice pronouncing the words.
T-Ss
9 mins
Practice
To practice the targeted language (adjectives) and the background knowledge.
Task 2: Read the descriptions and match with the correct words. (p.28)
Teacher asks students to work individually. 
Then discuss with a partner. 
Teacher checks and corrects (if needed).
Answer key:
1. creative
2. kind
3. friendly
4. careful
5. clever
Task 3:Game: Why do I love my friends?
Students work in groups.
Teacher asks students to write at least 2-3 personalities to describe each members.
Teacher asks students to read out, beginning with I love  because he/she is ,  and 
Suggested answer:
1. I love Trang because she is kind, creative and funny.
2. I love Minh because he is smart, caring and friendly.
3. 
S
Ss
T-Ss
Group work
T-Ss
15 mins
Practice
To help students practice pronunciation the sound in words.
PRONUNCIATION
Task 4: Pronunciation: /b/ and /p/. Listen and repeat. Circle the words you hear. 
Teacher has students lister to the recordings and stops to let students repeat each word. 
Students work independently to circle the words they have listened. 
Task 5: Listen. Practice the chant.
Teacher plays the recording twice.
Students practice with a partner. 
T-Ss
S
T-Ss
Ss-Ss
Production
To recognise the targeted vacabulary and sounds.
Task 6: Game: “Up and down”
Teacher explains the rules:
Round 1: Teacher says1-15 personalities that students have learnt in the lesson. Students stand up for the positive ones, sit down for the negative ones. 
Round 2: Teacher says1-15 words containing the sound /b/ and /p/. Students stand up for the ones with the “b” sound, sit down for “p” sound. 
Students plays on groups.
T-Ss
Group work
7 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To prepare vocabulary for the next lesson: A closer look 2.
Do the exercises in the workbook. 
T-Ss
1 min
UNIT 3: MY FRIENDS
Lesson 3: A closer look 2
Lesson aim(s)
By the end of the lesson, students will be able to:
use the present continuous to talk about things happening now;
ask about appearance and personality.
Language analysis 
Form
Example
S + am/is/are + V-ing
She is playing basketball in the garden. 
S + am not/ isn’t/ aren’t + V-ing
They are not going to school at the moment.
Am/ Is/ Are + S + V-ing?
Are you having lunch?
Wh + am/ is/ are + S + V-ing?
Why is he standing over there? 
Materials (referenced)
Grade 6 textbook, Unit 3, A closer look 2
Pictures, sets of word cards
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge and experiences about the topic.
Prepare some hand-outs in which key language of the key language of describing personalities.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 3: My friends
Lesson 3: A closer look 2
* Warm-up
Game: Sentence puzzling
I. Grammar focus
* Present continuous 
Task 1: Teacher explicits the forms.
II. Practice
Task 2: Put the verbs in the brackets in the present continuous.
Task 3: Work in pairs. Make questions and answers from the given words and pictures. 
Task 3: Put the verbs into present simple or present continuous. 
Task 4: Mime game
III. Production
Task 5: Kahoot game
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ prior knowledge and vocabulary related to the targeted grammar of present continuous and to increase students interest.
* Game: Sentence puzzlings
Teacher divides the class into 4 groups.
Teacher delivers a set of word cards which are jumble sentences in present continuous to each group.
Students will have to work in groups to create as many correct sentences from the word cards as possible.
The group with more correct sentences will be the winner.
Suggested answers:
1. She
is
learning
English
now.
2. His
dog
is
eating
dinner.
3. Phong
and 
Trang
are
talking.
4. Susan
isn’t
playing
the
piano.
5. My
parents
are
visiting
me.
Group work
5 mins
Lead in
To introduce targeted grammar of present continuous. 
Task 1: Teacher explicits the forms.
Teacher draws students’ attention to the form of the sentences created in the game ask them whether they know the target tense Teacher provides or confirms the answers and lead in the grammar focus of the lesson:
T-Ss
5 mins
Presentation
To help students get to know the use of present continuous.
Task 2: Put the verbs in the brackets in the present continuous.
Teacher has students complete Ex. 1 +2 
(p.29).
Teacher then asks students to exchange their textbooks to check their friends’ answers.
Answer key:
Ex.1: 
1. is reading
2. are playing
3. isn’t making
4. am going 
5. are; talking
Ex.2:
1. Nam and Ba are not / aren’t eating ice cream.
2. Lan and Trang are taking photos.
3. Ha is / Ha’s writing a letter.
4. Duong and Hung are not / aren’t playing badminton.
5. Phong is not / isn’t drawing a picture.
T-Ss
Ss-Ss
10 mins
Practice
To give students opportunities to use present continuous correctly in context.
Task 3: Work in pairs. Make questions and answers from the given words and pictures. 
(p. 30)
Teacher has students work on the exercise in pairs.
Teacher gives feedback as a class discussion.
Answer key:
1. Is your friend swimming? 
– Yes, he is.
2. Are they listening to music? 
– No, they aren’t. (They’re / They are having a picnic.)
3. Is Mi playing the piano? 
– No, she isn’t. 
(She’s / She is doing karate.)
4. Are they learning English? 
– Yes, they are.
5. Are your friends cycling to school? 
– No, they aren’t. (They’re / They are walking to school.)
Task 4: Mime game: 
Take turns to mime different actions. Others guess what you are doing.
Ss-Ss
T- Ss
Ss-Ss
12 mins
Production
To help students distinguish and use correctly present simple and present continuous.
Task 5: Kahoot game. Choose the best option to complete the questions in the game.
Teacher prepares 
Ex. 4 (p.30) to create questions in Kahoot game.
Teacher allows students to use their mobile devices to answer and interact with the questions online.
Teacher gives clear instructions for students to fully understand how to play Kahoot game online.
Go to kahoot.it
Enter the game PIN
Type your nickname
Choose the best option for each question appearing on the screen
See who will be the winner
Teacher provides the game PIN and allows students’ access to the game. 
Students choose the best option for each question appearing on the screen.
Teacher gives complement or good mark to the winner of the game.
* Questions in the game:
1. My best friend (not walk) _______to school every day. Sometimes she (cycle) _______.
A. does not/ doesn’t walk; cycles 
B. isn’t/ isn’t walkingcycles 
2. Look! What _______ he (play) _______?
A. does he play B. is he playing 
3. _______ your friends (study) _______in the library every afternoon?
A. Are your friends and you studying 
B. Do your friends and you study
4. I (write) _______ an email to my friend now.
A. am writing B. write
5. He (not do) _______ his homework now. He (read) _______
A. doesn’t do/ reads 
B. isn’t doing/ 
is reading
Answer key:
A
B
B
A
B
T-Ss
10 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
Reactivate the knowledge that students have gained in the Kahoot game.
Do Exercise 4, write the answers on your notebooks.
T-Ss
1 min
UNIT 3: MY FRIENDS
Lesson 4: Communication 
Lesson aim(s)
By the end of the lesson, students will be able to:
ask and answer about people’s appearance and personalities;
practice to talk about people’s appearance and personalities.
Language analysis 
Materials (referenced)
Grade 6 textbook, Unit 3, Communication
Pictures 
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge of dates and months.
Provide students with information about dates and months.
2. Students may have underdeveloped reading, speaking and co-operating skills.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity). 
Board Plan
Date of teaching
Unit 3: My friends
Lesson 4: Communication
* Warm-up
BINGO: Personalities vocabulary recall
I. Everyday English
Tell students that they are going to learn how to ask about appearance and personality. 
Task 1: Work in pairs to make similar dialogues about their best friend.
III. Personalities
Task 2: Puzzle reading. (Ex. 3, p. 31)
Task 3: Read the descriptions in pairs and find out if they match your friend’s personalities. 
Task 4: Discussion: Read the descriptions in 4. Share your opinion within a group.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the topic. 
* BINGO
Teacher asks students to make a table into their notebooks and fill in with different personalities. 
active
clever
kind
Teacher reads out loud 9 personalities. Thestudent has a line of 3 can shout: BINGO.
Teacher checks the answer.
T-Ss
5 mins
Lead in
To lead in the lesson.
Teacher leads students into the lesson by telling about what they are going to learn: “How to ask and answer about people’s appearance and personalities”.
T-Ss
1 mins
* EVERYDAY ENGLISH
Presentation
To introduce question to ask about people appearance and personalities.
 Task 1: Work in pairs to make similar dialogues about their best friend.
Play the recording for students to listen and read the dialogue between Linda and Mi at the same time.
Ask students to pay attention to the highlighted questions. Elicit the structure to ask about appearance:
*What does your best friend look like?
and the structure to ask about personality 
* What’s she like?
as well as the language used to answer these two questions. 
Have students practise the dialogue in pairs.
à Call some pairs to practise the dialogue in front of the class.
Audio script:
Linda: What does your best friend look like?
Mi: She’s short with long black hair. She has bright brown eyes.
Linda: What’s she like?
Mi: She’s very kind and creative.
Teacher ask students to work in pairs to make similar dialogues about their best friend, using the questions learnt.
Teacher moves around to observe and provide help if needed.
à Call on some pairs to practise in front of the class.     
Suggested answer:
What does A look like?
He is tall and slim. He has short black hair. He has glasses. 
What is he like?
He is hard-working and creative. He is kind, too. 
T-Ss
15 mins
Practice
To practice talking about appearance and personalities.
Task 2: Puzzle reading. (Ex. 3, p. 31)
Teacher ask students to work in groups. Each group reads about one friend only. 
Have students give their answers and give the reasons for their answers. 
Teacher writes the answers on the board to prepare for Activity 4.
Answer key:
Vinh: clever, 
hard-working
John: creative, kind
Ss-Ss
T-Ss
8
mins
Production
To apply the knowledge about asking for people’s appearance and personalities.
Task 3: Read the descriptions in pairs and find out if they match your friend’s personalities. 
Teacher tell students that each person has a star sign, depending on his / her birthday, and the star sign may decide a person’s personality. 
Ask students to read the descriptions and check if they match the friends in Ex. 3. Students can refer to the answers to Activity 3 that have been written on the board.
Then teacher asks students to work in pairs and compare the descriptions.
T-Ss
Ss-Ss
5 mins
To help students get used to talking about people’s appearance and personalities.
Task 4: Discussion: Read the descriptions in Ex. 4. Share your opinion within a group.
Students work in groups and read the descriptions in 4. They write down their ideas to complete the three sentences in the book. 
Students work in groups to share their answers.
Teacher invites some students to share their opinion with the class. 
Ss-Ss
T-Ss
8 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
Homework
To prepare for the project of Lesson 7.
Prepare a picture/photo of your friend for Lesson 7.
T-Ss
1 min
UNIT 3: MY FRIENDS
Lesson 5: Skills 1 
Lesson aim(s)
By the end of the lesson, students will be able to:
read for specific information about friends and summer camps;
talk about friends and summer camps.
Language analysis 
Form
Meaning
Pronunciation
1. superb (adj)
the highest quality
/sʊˈpɜː(r)b/
2. perfect (adj)
as good, correct, or accurate as it is possible to be
/ˈpɜː(r)fekt/
3. leadership (n)
​the skill that allow a person to help and guide others
/ˈliːdə(r)ʃɪp/
4. field trip (n)
a visit to a place that gives students the chance to study something in a real environment
/fiːldtrɪp/
Materials (referenced)
Grade 6 textbook, Unit 3, Skills 1
PP slides
sachmem.vn
Anticipated difficulties
Solutions
1. Students may be lack of knowledge about body parts and structures to describe people’s appearance
Prepare some handouts on vocabulary and structures to describe people’s appearance.
2. Students may have underdeveloped listening, speaking and co-operating skills.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
Board Plan
Date of teaching
Unit 3: My friends
Lesson 5: Skills 1
* Warm-up
Listen and do along
I. Vocabulary
1. superb (adj)
2. perfect (adj)
3. leadership (n)
4. field trip (n)
II. Practice
Task 1: Look at the advertisement, discuss in pairs and answer.
Task 2: Explicit reading skills: Scan and Skim.
Task 3: Read the email and decide the sentences T or F.
Task 4: Work in groups and do Ex.3.
III. Production
Task 5: Students to work in groups and share their opinions.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ knowledge of the topic in the reading text.
* Listen and do along
Teacher plays the song on speakers. 
Teacher and students sing along and point at the mentioned body parts in the song lyrics. Do 2-3 times and make it faster each time. 
T-Ss
5 mins
Lead in
To lead in the topic.
Task 1: Lead in questions: Look at the advertisement, discuss in pairs and answer.
1. Who is the superb summer camp for?
2. What can people do at this summer camp?
Suggested answers:
1. It’s for kids between 10 and 15 years old.
2. They can play sports and games, draw pictures, play music, learn life skills, go on field trips, etc. 
T-Ss
3 mins
Presentation
(Vocab-
pre-teach)
To provide students with some lexical items before reading the text.
VOCABULARY
Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words.
+ providing the synonym or antonym of the words.
+ providing the definition of the words.
1. superb (adj) [explanation]
2. perfect (adj) [explanation]
3. leadership (n) [explanation]
4. field trip (n) [explanation]
T-Ss
5 mins
Pre-Reading
While-Reading
Post-Reading
Pre-Speaking
To practice the targeted language (adjectives) and the background knowledge.
Task 2: Explicit reading skills: Scan and Skim.
Teacher explicits the targeted skills. 
Teacher explains how to scan and skim and ask students to practice with the advertisement. 
Task 3: Read the email and decide the sentences T or F.
Ask students how to do the exercise. Instruct them to do the exercise if needed (e.g. reading the sentences, underlining the key words, locating the key words in the text, deciding whether the sentences are true or false). 
Set a time limit for them to read the text and answer true or false. If it is false, ask them to correct it. Teacher ask students to note where they found the information that helped them complete the activity. 
Have students work in pairs and compare their answers before having them discuss as a class. Ask students to support their answers with information from the text.
Answer key:
1. F (They speak English only.) 
2. F (He has three.)
3. F (Jimmy likes taking photos.) 
4. T
5. T
Task 4: Work in groups and do Ex.3.
Teacherhas students look at the advertisement for the Superb Summer Camp again and underline the requirements for the students if they want to join the camp (e.g. between 10 - 15 years old; ability to use English all the time, etc.) and the types of activity Ss can do at the camp.
Teacher asks students to read the information about the three students Mi, An and Vy. Instruct students to underline the features of each student and compare these with the information stated in the advertisement.
Teacher asks them to work in groups and decide if the Superb Summer Camp is suitable for these students and explain why. Invite students from different groups to share their answers.
Suggested answers:
1. The camp is suitable for her because it suits her age and she can use English. She can also practiseher creativity at the camp.
2. The camp does not seem to suit An. He may be too old for the camp and he can’t speak English.
3. The camp suits Vy. It suits her age and it can help her improve her English.
T-Ss
T-Ss
S
Ss-Ss
T-Ss
Group work
20 mins
Production
To provide an opportunity for students to practise speaking.
Task 5: Students to work in groups and share their opinions.
Teacher has students think about themselves and decide if the camp suits them. Encourage them to give the reasons for their answers. 
Teacher asks students to work in groups and share their opinions. Move around to observe and provide help if needed. 
Call on some Ss to share their answers.
Suggested answers:
 I think Superb summer camp is suitable for me because I’m 12. 
Superb summer camp is good for me because I want to speak English all the time. 
T-Ss
Ss-Ss
T-Ss
8 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
3 mins
Homework
To prepare vocabulary for the next lesson: Skills 2.
Do exercises in the workbook.
T-Ss
1 min
UNIT 3: MY FRIENDS
Lesson 6: Skills 2
Lesson aim(s)
By the end of the lesson, students will be able to:
listen for specific information about best friends;
write a diary entry about best friends.
Materials (referenced)
Grade 6 textbook, Unit 3, Skills 2
Jumbled word cards
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge and experiences about the topic.
Prepare some hand-outs in which key language of the key language of describing people.
2. Students may have underdeveloped listening, writing and co-operating skills.
Play the recording many times if necessary.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching.
Unit 3: My friends
Lesson 6: Skills 2
* Warm-up
Game: Jumble words
I. Listening
Task 1: Look at the pictures. Guess the activity. Check as a class discussion.
Task 2: Work in pairs. Note down to describe the two girls. Underline keywords. Listen and find out who is Lan and Chi.
Task 3: Listen again and fill in the blanks.
II. Writing
Task 4: Work in pairs. Ask and answer about your best friend. 
Task 5: Write a diary entry about your best friend. Cross check.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To review the vocabulary.
* Game: Jumbled words
Teacher sticks some jumbled words onto the board. 
Students raise hands to answer.
LFIEDRNY
TACIEV
UNFNY
RCUFEAL
TOFCNDITEN
Answer key:
ACTIVE
FRIENDLY
FUNNY
CAREFUL
CONFIDENT
T-Ss
5 mins
Pre-Listening
To help students recall knowledge of present continuous.
Task 1: Look at the pictures. Guess the activity. Check as a class discussion.
Teacher tells students to look at the pictures and guess what they are doing.
Teacher plays the recording. Students listen and check their predictions. 
Answer key:
a. They are talking. 
b. They are playing football. 
c. They are walking.
T-Ss
6 mins
While-Listening
To develop students liste