Giáo án Tiếng Anh 6 - Tuần 7 - Năm học 2023-2024

 Date of preparing : 13/10/2023 
 Period 18: UNIT 3: MY FRIENDS 
 Lesson 3: A closer look 2 
 I. OBJECTIVES: 
 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. 
 II. LANGUAGE ANALYSIS 
 1. Knowledge: 
 * Vocab: friends lexical items 
 * Grammar: the present continuous; revise the present simple 
 2. Skills: Listening, speaking , reading and writing 
 3. Attitude: To teach SS to work hard, love their friends. 
 4. Competences: Students know how to use the present continuous and students will 
 developed speaking and co-operating skills. 
 III. MATERIALS 
 * Preparation: 
 1. Teacher: Text books , pictures, planning , 
 - Grade 6 textbook, Unit 3, A closer look 2 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 IV. PROCEDURES : (STAGES) 
 * Warm-up (5’) 
 * Aim: To activate students’ prior knowledge and vocabulary related to the targeted 
grammar of present continuous and to increase students interest. 
 * Content: * Game: Chatting ( some questions related the introduction in the new lesson) 
 * Products: Students look at the picture and answer the questions correctly. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up (group work) * Game: Chatting 
- T - Ss 
- T has students look at some pictures and asks 
them some questions. 
- Students look at the P, listen and and answer 
the questions. 
- T feedback and lead in the new lesson. 
 1.What are these boys doing? 
 -They are playing football. 
 Lead in 2. What is this girl doing? 
- Teacher says: “This lesson today we are going -. She is watching TV. 
 to use the present continuous to talk about 
 things happening now; 
 ” 
 1. Presentation (8’) 
 * Aim: To introduce targeted grammar of present continuous. 
 * Content: * Grammar : The present continuous. 
 * Products: Understand and how to use the present continuous. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 UNIT 3: MY FRIENDS 
 Lesson 3 : A closer look 2 
 * Pre – grammar. * Grammar : The present continuous 
 - T -- Ss (Thì hiện tại tiếp diễn) 
 + We use the present continuous for actions 
 - Teacher draws students’ attention to the happening now. 
 form of the sentences from chatting and Example: - She’s talking. 
 - They 
 ask them whether they know the target ’re not talking.
 * Form: S + am/ is/ are + V-ing 
 tense. + We can use the present continuous with 
 - Teacher provides or confirms the answers now, at present, or at the moment. 
 and lead in the grammar focus of the lesson: Example: 
 - T explains the usage and the form. - I’m doing my homework at present. 
 - Ss listen and copy down. - A: Are you reading now? 
 B: Yes, I am 
 2. Practice (18’) 
 Task 1 + Task 2 (8’) 
* Aims: To help students get to know the use of present continuous. 
 To help Ss practise with the correct form of the present continuous. 
* Content: practice the present continuous. 
* Products: Students write the correct answers key on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1:T –Ss : Ss- Ss Task 1: Put the verbs in the brackets in the 
- Teacher has students complete Ex. 1 +2 present continuous. 
 (p. 29). * Answer key: 
- Teacher then asks students to exchange 1. is reading their textbooks to check their friends’ 2. are playing 
 answers. 3. isn’t making 
 4. am going 
- T reminds Ss to pay attention 
 5. are; talking 
to the subject of each sentence. 
- Some Ss read aloud their 
answers. – T checks and Task 2. Look at the pictures. Write 
confirms the correct ones. sentences like the example. Use positive or 
 negative present continous verbs 
 * Answer key: 
- T ssks Ss to look at the pictures and briefly 
describe what the person is / people are 
 1. Nam and Ba are not / aren’t eating ice 
doing. cream. 
- T asks ss to write sentences, using positive 2. Lan and Trang are taking photos. 
or negative present continuous verbs. 
 3. Ha is / Ha’s writing a letter. 
Ss write sentences and compare their 
 4. Duong and Hung are not / aren’t playing 
answers. badminton. 
T invites some Ss to write their answers on 
 5. Phong is not / isn’t drawing a picture. 
the board. 
- T checks and confirms the 
correct ones. 
 Task 3: (7’) 
* Aims: To give students opportunities to use present continuous correctly in context. 
* Content: Look at the pictures. Ask and answer 
* Products: Work in pairs. Play a game : lucky number ( Ask and answer correctly) 
* Organization of implementation 
 Teacher’s and Ss’activities Content 
Task 2: T - Ss, Ss - Ss Task 3: Work in pairs. Look at the 
- Teacher has students work by playing game pictures. Ask and answer 
 : Lucky number. 
 - . 
 1 2 3 4 Answer key: 
 1. Is your friend swimming? 
 5 6 7 8 – Yes, he is. 
 2. Are they listening to music? 
 – No, they aren’t. (They’re / They are 
- Class is divided into 2 groups. having a picnic.) 
- Teacher prepares 7 numbers which includes 3. Is Mi playing the piano? 
 5 questions in the textbook, and 2 lucky – No, she isn’t. 
 numbers. (She’s / She is doing karate.) 
- Each team takes turns and chooses a 4. Are they learning English? 
 number and answers the question behind – Yes, they are. 
 the number. If the team answers the 5. Are your friends cycling to school? 
 question correctly, they will get 1 point. If – No, they aren’t. (They’re / They are 
 the team chooses the lucky number, they walking to school.) 
 get 1 point without answering the question 
 and may choose another number. 
 Task 4: (3’) 
* Aims: To help Ss practise using the present continuous. 
* Content: Mime game 
* Products: Ask and answer in groups correctly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* T-Ss, Ss-Ss Task 4: Mime game: 
 - 
* Characters. Take tums to mime different Example: 
actions. Others guess what you are doing. A: Are you dancing? 
 B: No, I'm not. 
- Have Ss play the game in groups. Move C: Are you looking for something? 
around to observe and provide help if needed. B: Yes, l am 
- Make sure Ss use English when they play 
the game. 
 4:Production (5’) 
* Aims: To help students distinguish and use correctly present simple and present continuous. 
* Content: Put the verbs in brackets in the present simple or present continuous 
* Products: Know signals of 2 tenses. And write their correct answers on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T - Ss, Ss – Ss 
- Have Ss read the Remember! box in the 
book. * signals of the present simple (every day, 
- Ask Ss to give the form and usage of the every afternoon, always, usually, etc.) 
present simple. * signals of the present continuous (now, at 
- Ask them about the signals used with the the moment, at present, etc.). 
present simple and the present continuous Task 5. Put the verbs in brackets in the 
- Ask Ss to do this exercise individually and present simple or present continuous. 
then compare their answers with a classmate. => Answer: 
- Invite some Ss to write their answers on the 1. doesn't walk/ cycles 2. is he playing 
board. Confirm the correct answers. 3. Does.... study 
- 4. am writing 5. isn't doing/ is reading 
 5. Consolidation (3’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content: summarize the main content in the lesson. 
* Products: Ss say what students have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content Teacher asks students to talk about what they - Grammar: the present continuous 
have learnt in the lesson. - revise the present simple 
 - distinguish between present simple and 
 present continuous 
 4. Homework (2’) 
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new 
lesson 
* Content: Review the lesson and prepare for the next lesson and do exersie in the 
workbbook 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare - Do exercises in the workbook. 
the new lesson. - Prepare lesson 4 ( communication) 
 *- Evaluation: 
 Date of preparing : 13/10/2023 
 Period 19: UNIT 3: MY FRIENDS 
 Lesson 4 : Communication 
 I. OBJECTIVES: 
 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. 
 II. LANGUAGE ANALYSIS 
 1.Knowledge: - 
 * Vocab: friends lexical items 
 * Grammar: The present continuous. 
 2. Skills: Speaking , reading and writing 
 3. Attitude: To teach SS to work hard, love their friends 
 4. Competences : develop their language skills, as well as communication, summarizing 
 abilities, 
 III. MATERIALS 
 * Preparation: 
 1. Teacher: Text books , pictures, planning , 
 - Grade 6 textbook, Unit 3, communication 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 IV. PROCEDURES : (STAGES) 
 1.Warm-up (5’) 
 * Aim: To revise some about appearance and personality and to introduce the lesson and to 
lead in the lesson. 
 * Content: game- pelmanism ( some adj about appearance and personality). 
 * Products: Play a game in groups. ( choose correct words) 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up * Game: Pelmanism 
- Teacher divides the class into 2 teams. Ex: 
- Teacher put 12 sets of numbers, one includes 
 word and the meaning of words. 
 Kind 
- Members from two teams choose the pair of 
 number . 
- The group with the most correct word will be 
 the winner Tốt bụng 
 Lead in These are some adj about appearance and 
personalities and today we are going to learn: 
“How to ask and answer about people’s 
appearance and personalities”. 
 2. Presentation (10’) 
 * EVERYDAY ENGLISH 
 Task 1: (5’) 
 * Aim: To introduce question to ask about people appearance and personalities. 
 * Content: Listen and read the dialogue. 
 * Products: Role play and practise. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1:T –Ss Task 1: Listen and read the dialogue 
- Play the recording for students to listen and between Linda and Mi. Payattention to the 
 read the dialogue between Linda and Mi at highlighted questions. 
 the same time. Audio script: 
 Linda: What does your best friend look 
- Ask students to pay attention to the 
 like? 
 highlighted questions. 
 Mi: She's short with long black hair. She 
- Have students practise the dialogue in pairs. has bright brown eyes. 
 Call some pairs to practise the dialogue in Linda:What's she like? 
front of the class. 
 Mi: She's very kind and creative. 
 * Notes: 
- Elicit the structure : - to ask about appearance (What does your 
 best friend look like? 
- T has Ss copy down the notes: 
 - to ask about personality (What's she like?) 
 3. Practice (5’) 
 Task 2: (5’) 
* Aims: To practice talking about appearance and personalities. 
* Content: To make similar dialogues. 
* Products: Role play and practise in front of the class 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2:T –Ss : Ss- Ss Task 2: Work with a classmate. Ask him / her 
 about his / her best friend. Remember to use 
- Ask Ss to work in pairs to 
 the two questions highlighted in 1. 
make similar dialogues about 
their best friend, using the Tuan: What does your best friend look like? 
questions learnt. Hoa : She’s (He’s) . 
 She(he) has bright brown eyes. Call on some pairs to practise Tuan: What’s she like? 
 Hoa : 
in front of the class. She’s( He’s) 
- 
 Task 3: (5’) 
* Aims: To provide Ss with some input and set the scene for other activities. 
* Content: Read the text about Vinh and John and find some adj to describe them 
* Products: Read and understand the content of the text; say some adj aloud. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3: T - Ss, Ss – Ss Task 3: Read about these students in 4Teen 
. Introduce the two friends Vinh and John magazine. Use one or two adjectives to 
to Ss. describe them. 
- Ask them to read about the students and 
discuss with their classmates to choose * Suggested answers: 
one or two adjectives to describe them. 
 - Vinh: clever, hard-working 
- Tell Ssto underline the words that help 
them decide which adjectives to use for - John: creative, kind 
each friend. 
 4. Production (8’) 
 Task 4:(5’) 
 Date of birth and personality 
* Aims: To introduce the concept of star sign to Ss. 
* Content: Read the descriptions about date of birth and personality 
* Product: Work in pairs and guess personality depend on his/ her birthday. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4: T - Ss, Ss – Ss Task 4: Read the descriptions in pairs and find 
- Teacher tell students that each person out if they match your friend’s personalities 
 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. 
 Task(5’) – For good students * Aims: To help students get used to talking about people’s appearance and personalities 
* Content: Share your opinion within a group 
* Products: Students write perfect sentences on the posters . 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5: T - Ss, Ss - Ss Task 5: : Discussion: Read the descriptions in 
- Students work in groups and read the Ex. 4. Share your opinion within a group 
 descriptions in 4. They write down their 
 ideas to complete the three sentences in My birthday is 
 the book. It’s true that 
- Students work in groups to share their It isn’t true that 
 answers. 
- Teacher invites some good students to 
share their opinion with the class. 
 5. Consolidation (3’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Summarize the content of the lesson 
* Products: Say aloud what students have learnt . 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Teacher asks students to talk about what - ask and answer about people’ appearance and 
 they have learnt in the lesson. personalities. 
 - guess personality depend on date of birth. 
 6. Homework (2’) 
* Aim: To revise the knowledge that students have gained in this lesson. And prepare for the 
next lesson: Skills 1. 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and - revise the old lesson. 
prepare the new lesson. - Prepare lesson 5 ( skills 1) 
 *- Evaluation: 
 Date of preparing : 13/10/2023 
 Period 20: UNIT 3: MY FRIENDS 
 Lesson 5 : Skills 1 
 I. OBJECTIVES: 
 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. 
 II. LANGUAGE ANALYSIS 
 1. Knowledge: 
 * Vocab: superb (adj); perfect (adj) ; leadership (n ); field trip (n); . 
 * Grammar: The simple present. 
 2. Skills: Speaking , reading 
 3. Attitude: To teach SS to work hard, love their friends. 
 4. Competences : Co-operation, self- study, friend.develop their language skills, 
 B. Preparation: 
 III. MATERIALS 
 * Preparation: 
 1. Teacher: Text books , pictures, planning , 
 - Grade 6 textbook, Unit 3, skills 1 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 IV. PROCEDURES : (STAGES) 
 1. Warm-up (5’) 
 * Aim: To introduce the topic of reading and To lead in the lesson about Skills 1. 
 * Content: Chatting: some questions about going camping. 
 * Products: Students answer the questions individually. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
- T- Ss * Play a game : Chatting 
- Teachers asks students some questions 1. Do you like to go camping? 
about go camping. 2. Where do you like to camp? 
- Students answer the questions 3. Who do you like to go with? 
 4. What things will you bring?
 5. What skills do you need to have? 
 And then lead in the new lesson. 
 Task 1: Lead in questions: Look at the 
 advertisement, discuss in pairs and answer. 
- T asks Ss look at the advertisement 1. Who is the superb summer camp for? 
above and answer the questions. 2. What can people do at this summer camp? 
- Ss answer individually. * 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. 
 2. Presentation (5’) 
 * Aim:. To provide students with some lexical items before reading the text. 
 * Content: Learn some vocab related the topic. 
 * Products: Read and understand the meaning of words. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
T –Ss : * VOCABULARY: 
- Pre teach vocabulary - superb (adj) : tuyệt vời 
- Teacher use different techniques to teach - perfect (adj) : hoàn hảo 
vocab (pictures, situation, ..) - sporty (adj) : yêu thể thao 
- Repeat in chorus and individually - leadership (n): sự lãnh đạo 
- Copy all the words - ield trip (n) : chuyến đi thực địa 
* Checking vocab: < Rub out and 
remmember 
 3. While -reading (10’) 
 Task 2: (3’) 
* Aims: To practice the targeted language (adjectives) and the background knowledge. 
* Content: Read the email and decide the sentences T or F 
* Products: Students work in pairs and say the correct key. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2:T –Ss : Ss- Ss Task 2: : Read the email and decide the 
- Ask students how to do the exercise. sentences T or F. 
 Instruct them to do the exercise if needed Answer key: 
 (e.g. reading the sentences, underlining 1. F (They speak English only.) 
 the key words, locating the key words in 2. F (He has three.) 
 the text, deciding whether the sentences 3. F (Jimmy likes taking photos.) 
 are true or false). 4. T 
- Teacher ask students to note where they 5. T 
 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 
 4. Post-Reading + pre - speaking 
 Task 3: (5’) * Aims: To help Ss explain how the Superb Summer Camp is suitable for certain students. 
* Content: Read the text about the three students and do the task. 
* Products: Students’ correct answers on the posters. (team work) 
* Organization of implementation : 
 Teacher’s and Ss’activities Content 
Task 3: T - Ss, Ss – Ss Task 3: Work in groups. Read about the three 
- Have Ss lookat the advertisement for students below. Is the Super Summer Camp 
the Superb Summer Camp again and suitable for all of them? Why / Why not? 
underline the requirements for the 
students if they want to join the camp * Suggested answers: 
(e.g. between 10 and 15 years old; all in 1. The camp is suitable for her because it suits her 
English, etc.) and the types of activity age and she can use English. She can also 
students can do at the camp. practise her creativity at the camp. 
- Teacher asks students to read the 2. The camp does not seem to suit An. He may be 
 information about the three students Mi, too old for the camp and he can’t speak English. 
 An and Vy. 3. The camp suits Vy. It suits her age and it can 
- Instruct students to underline the features help her improve her English. 
 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. 
 5. production (3’) 
 Task 4: 
* Aims: To help Ss explain how the Superb Summer Camp suits them. 
 To provide an opportunity for students to practise speaking. 
* Content: Do you want to go to this kind of camp? Why / Why not? 
* Products: Students’ answers ( give personal opinion) 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher has students think about Task 4: Think about yourself. Do you want to 
 themselves and decide if the camp suits go to this kind of camp? Why / Why not? 
 them. Encourage them to give the reasons Example: I want to go to this camp because I can 
 for their answers. speak English there. 
- Teacher asks students to work in groups => Answer: I want to go to this camp because I'm 
 and share their opinions. Move around to good at English and I love sports 
 observe and provide help if needed. 
- Call on some Ss to share their answers. 
 7. Consolidation (2’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Ss summarize what they have learnt with the two skills. 
* Products: Students say what they have learnt with the two skills in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher asks students to talk about what - some vocab 
they have learnt in the lesson. - read the advertisement about the Superb 
 Summer Camp 
 - . 
 8. Homework (2’) 
* Aim: To revise the knowledge that students have gained in this lesson. 
* Content: Review the lesson and prepare for the next lesson . 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
- Teacher asks students to prepare the new - learn by heart vocab. 
lesson - Prepare for the next lesson: Unit 3-Skills 2. 
 *- Evaluation: