Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS - LESSON 1: VOCABULARY
SPORTS

I. AIMS:
1. Language contents:
- Vocabulary: (n) player, fan, competition, race, stadium, champion, ball, match, Olympic, team
2. Knowledge: By the end of the lesson, my students will be able to get some more knowledge about places in a town or city.
3. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
4. Attitude: being curious about interesting sports.
5. Competences:
- Ask and answer about different sports.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Qs & As, games, visualize.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS

1
I. WARM-UP. T- Ss - T / Ss - Ss / (8’)
HIDDEN PICTURE GAMES
Rule - Play the game in groups.
- Teacher divides class into 2 groups. - Choose a number on the screen and
- There are 16 numbers on the screen. try to guess the picture.
There is a hidden picture behind these
numbers. Each group will choose a
number and try to guess the picture.
- The group guessing picture correctly will
be the winner.
- After revealing the pictures, teacher asks
students a question:
“What are the hidden pictures about?”

 The hidden pictures are about sports.

II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (15’)
Set context: (3’)
- Call out some students to answer the Question:
- Answer the question.
question.
“What sports are popular in your country?”
“What sports are popular in your country?”
Activity 1. Match the words in the box with
pictures 1–16. Then listen and check. Which
sports do you like? (4’)

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 - Ask Students to work in pairs and match - Work in pairs and match the sports Suggested answers:
the sports with the pictures. with the pictures. 1. football 2. horse-riding
- Play the audio for students to listen and - Listen and check. 3. tennis 4. swimming
check.
- Listen and practice. 5. athletics 6. cycling
- Check that students understand all the 7. climbing 8. gymnastics
sports and drill pronunciation.
9. skiing 10. volleyball
- Have a class discussion about who likes 11. golf 12. hockey
which sports.
13. wrestling 14. sailing
15. rugby 16. basketball
Activity 2. Check the meanings of the words
in blue in the Sports quiz. Then do the quiz
in pairs or teams. (8’)
- Read out the quiz and elicit the blue New words:
words. - Look, listen and repeat in chorus and 1. player (n) /ˈpleɪ.ɚ/
individuals.
2. ball (n) /bɑːl/
Teach new vocabulary:
3. stadium (n) /ˈsteɪ.di.əm/
- Use pictures to present new words.
- Ask students to practice their 4. race (n) /reɪs/
pronunciation drills. 5. competition (n) /ˌkɑːm.pəˈtɪʃ.ən/
New words: 6. champion (n) /ˈtʃæm.pi.ən/
1. player (n) /ˈpleɪ.ɚ/
7. Olympic (n) /oʊˈlɪm.pɪk/
2. ball (n) /bɑːl/ 8. team (n) /tiːm/
3. stadium (n) /ˈsteɪ.di.əm/
9. match (n) /mætʃ/
4. race (n) /reɪs/
10. fan (n) /fæn/
5. competition (n) /ˌkɑːm.pəˈtɪʃ.ən/

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 6. champion (n) /ˈtʃæm.pi.ən/
7. Olympic (n) /oʊˈlɪm.pɪk/ Vocabulary checking:

8. team (n) /tiːm/

9. match (n) /mætʃ/
10. fan (n) /fæn/

Vocabulary checking: - Work in 2 groups.

- Divide class into 2 groups. - Guess and spell the gapped word on
- Show the gapped words on the screen. the screen.
- Ask Students to guess and spell the
word.

- Work in small groups to read the quiz

again and answer the questions.
- Put students into small groups to
- Check answers with the teacher.
read the quiz again and answer as many
questions as they can.
- Check answers with the class.

4
 Suggested answers:
1. LeBron James, Kobe Bryant, etc.
2. Canada
3. 50 kilometre race walk
4. The Tour de France
5. Barcelona (the Camp Nou stadium)
6. Japan
7. b
8. Four
9. 50 metres
10. Two

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (10’)

Activity 3. Watch or listen and answer the
questions. (5’) Suggested answers
- Allow students time to read through the - Read through the questions. 1. Yes, she does swimming.
questions. - Watch the video and answer the 2. He watches football on TV.
- Play the video for students to watch and questions.
3. He wants to try skiing.
answer the questions. - Check the answers with the teacher.
- Give the answers to the class.

Activity 4. Watch or listen again and

complete the Key Phrases. (5’) Suggested answers
- Play the video again for students to - Watch the video again and complete 1. swimming
watch and complete the key phrases. the key phrases.
2. getting up early every morning
- Check answers with the class. - Check the answers with the teacher.

5
. 3. school
4. basketball
5. skiing

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

(10’)
Activity 5. Work in groups. Suggested answers
Find out who is sports crazy. Change the
words in blue in exercise 3 and ask and
answer the questions. Use the Key Phrases. - Work in groups of 4 and reform the
questions in exercise 4 use the Key
- Ask students to work in groups of 4 to phrases to answer.
ask and answer. Reform the questions in
exercise 3 and use the Key phrases to
answer.

V. Homework. (2’) - Learn by heart all the new words.

- Give homework. - Take notes. - Workbook: page 42.
- Prepare Lesson 2 – Reading.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
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……………………………………………………………..………….……………………………………………………………………………
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……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
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Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS - LESSON 2: READING
THE OLYMPICS THEN AND NOW

I. AIMS:
6. Language contents:
- Vocabulary: (n) winner, swimmer, medallist
7. Knowledge: By the end of the lesson, my students will be able to read for specific information.
8. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
9. Attitude: reveal and respect values of Olympism.
10. Competences:
- Use vocabulary items related to the issue of passage.
- Know how to answer find specific information in the text.
- Talk about sports.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:

7
 3. Teacher: pictures, textbooks, power point slides, ….
4. Students: textbook, notebook.
III. TECHNIQUES: Qs & As, games, visualize.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
GAME: INITIALS
Rule
- Divide students into 4 groups. - Play the game in groups.
- Ask students to take the first letters from - Take the first letters from each picture
each picture and form the mystery word.
and form the mystery word. Answer key:

CHAMPION

II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.

(10’)
Set context: (5’)
- Call out some students to answer the Question:
- Answer the question.
question.
1. When and where are the next Olympic
When and where are the next Olympic Games? Games?

8
Which sport in the box is NOT in the Olympics? 2. Which sport in the box is NOT in the
Olympics?
Answer key:
1. Students’ own answer.
2. Cricket is not in the Olympics.

Activity 1. Read the text. What sports does it

mention? (5’)
- Ask Students to read and note down the - Read and note down the sports that Suggested answers:
sports that are mentioned individually. are mentioned individually. swimming, marathon / running, golf,
- Ask Students to compare their answers - Compare the answers in pairs. rugby
in pairs.
- Check answers with the teacher.
- Check answers with the class and check
that students understand the word
“marathon”.

III. WHILE – READING. T - Ss - T/ S - S/

Indiv. (20’)
Activity 2. Read and listen to the text and
write True or False. (10’)
- Allow students time to read the
sentences. - Read the sentences individually. Answer key:
- Point out that for this task they need to - Listen the instructions carefully. 1. False (There were only silver and
read and listen carefully to find specific - Listen to the audio and do the bronze medals.)
information. exercise. 2. True
- Point out that they can use the dates and - Check answers with the teacher. 3. False (She was from Denmark.)
other clues to find the relevant part of
the text quickly. 4. True

9
 - Ask them to listen carefully see if each 5. False (They were Olympic sports for the
sentence is true or false. first time in 2016.)
- Check answers with the class.

Activity 3. Use a dictionary to check the

meanings of the words in blue in the text.
(10’) - Work in pairs and use a dictionary to
- Encourage students to work in pairs to check the meanings of the words in
use a dictionary to check the meanings blue in the text.
of the words in blue in the text.
- Ask teacher if necessary.
- Help students check these words’
meaning in the front. - Look, listen and repeat in chorus and
Words in blue: individuals.
Words in blue:
1. winner (n) /ˈwɪn.ɚ/  using pictures.
1. winner (n) /ˈwɪn.ɚ/ – using
2. swimmer (n) /ˈswɪm·ər/ pictures.
 using pictures. 2. swimmer (n) /ˈswɪm·ər/
3. medallist (n) /ˈmed.əl.ɪst/ – using pictures.
 using pictures. 3. medallist (n) /ˈmed.əl.ɪst/
– using pictures.
- Ask students to practice their
pronunciation drills.

Vocabulary checking:
Vocabulary checking:
1. A ____________ wins a competition.
- Write the following gapped sentences on
the board. 2. A ____________wins a medal.
- Complete the sentences with the blue
1. A ______________ wins a competition. 3. A ____________swims.
words from the text.

10
 2. A ______________wins a medal. - Check answers with the tecaher. Suggested answers:
3. A ______________swims. - Read out loud the reading. 1. winner 2. medallist 3.
- Ask students to complete the sentences swimmer
with the blue words from the text.
- Check answers with the class.
- Ask some students to read out loud the
reading.

IV. POST – READING. T - Ss - T/ S - S /

Indiv. (8’)
Activity 4. Work in pairs. Which piece of
information in the text do you think is the
most interesting? What sports do you like
- Which piece of information in the
watching in the Olympics? - Prepare the answers to the questions
text do you think is the most
individually.
- Allow students time to prepare their interesting?
answers to the questions individually. - Discuss the questions in pairs.
- What sports do you like watching
- Ask them to discuss the questions in - Report back to the class. in the Olympics?
pairs. - Discuss as a class which sports - Which sports do you find boring?
- Ask some students to report back to the students enjoy watching. - Which would you like to try?
class. - Think and answer more questions. - Which would you like to see live?
- Discuss as a class which sports students
enjoy watching.
- Ask more questions to extend the
discussion:
 Which sports do you find boring?
 Which would you like to try?
 Which would you like to see live?
V. Homework. (2’)

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 - Give homework. - Take notes - Learn by heart all the new words.
- Workbook: page 46.
- Prepare Lesson 3 – LANGUAGE
FOCUS.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS - LESSON 3: LANGUAGE FOCUS

I. AIMS:
1. Language contents:
- Vocabulary: revision
-Patterns:
 There was.../ There wasn't...
 There were.../ There weren't...
2. Knowledge: By the end of the lesson, my students will be able to talk about past events.
3. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.

12
 4. Attitude: love and find out the past events
5. Competences:
- Identify the rules of how to use There was/wasn't.../There were/weren't... with singular nouns/ plural nouns.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
6. Teacher: pictures, textbooks, power point slides, ….
7. Students: textbook, notebook.
III. TECHNIQUES: Games, Self- Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “OPEN, SESAME!” - Play the game in groups.
- Divide class into 3 groups. - Choose a picture and tell the name
- There are 9 pictures on the screen. - The group makes the correct will get
- Each group will choose a picture and tell 1 point.
the name of the sports and what sports
are/are not played in the Olympics? - Answer the questions Gymnastics-boxing-football
- With one correct, you will get 1 point. - The group has the most correct Basketball-shooting-judo
- The group has the most correct answers answers will be the winner.
will be the winner. Tennis-weightlifting-rollerblading

II. PRESENTATION. T - Ss - T / Ss - Ss / - Work individually to do the task in 2 * Suggested answers

Indiv.(10’) minute (read for specific ideas). 1. There were
 Activity 1: Complete the examples from 2. There wasn't

13
the text on page 74. Then choose the correct - Check the answers with the teacher. Rules: 1. singular
words in the Rules. 2. plural
- Read out the examples and ask students to - Look at the board and listen to the
translate them into their language. teacher (review grammar points of how to
(+)There was + a /an + singular
- Have students find examples of negative write sentences with There was/ There
Noun
were in affirmative, negative form). Eg: There was a fire in the town
forms.
- Then elicit the negative forms and write them center.
on the board.
- Teacher asks students to read out the  GRAMMAR POINTS
questions and elicit the answers. Then read + THERE WAS / THERE WASN'T...
through the rules with the class and elicit the
correct words. (-) There wasn't + a/an + singular Noun
Eg: There wasn't a good film on TV last
night.
+ THERE WERE/ THERE
WEREN'T...
(+) There were + some + plural Noun
Eg: There were some people here.
(-) There weren't + any + plural Noun
Eg: There weren't any books there.

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (25')

 Activity 2: Work in pairs. Complete the - Choose the correct words to complete * Suggested answers:
text with affirmative and negative form. (5') the text then compare their answers in 1. there was
pairs (set up the Rules by themselves).
- Have students draw their attention to the 2. there were
glossary at the bottom of the text. - Check the answers with the class.
3. There was

14
- Students read the text and complete it with the 4. there wasn't
correct forms.
5. there weren't
- Check answers with the class. 6. There weren't
 Activity 3: Complete the text with
- Focus on the first prompt and elicit
affirmative and negative forms of There was * Suggested answers:
the answer.
and there were. Use Many/any or a/an. (5')
1...... there weren't any rich footballers.
- Some students answer these questions
- Teacher asks students to focus on the first 2..... there were many chariot races.
in the front.
prompt and elicit the answer. 3...... there was a country called Persia.
- Write the key-word answers or full
- Then Students complete the sentences with the answers in their own books. 4...... there wasn't a sport called
correct forms. skateboarding.
- Check answers with the class.
- Check answers with the class. 5...... there were many messengers.
6...... there weren't any iPads.
Activity 4: USE IT! (5'). Work in pairs.
Compare your sentences in Ex 3.
- Put students into pairs or groups of four to - Do the task. * Suggested answers
compare their sentences and decide which are Students' own answers
- Check the answer with partner
the same and which are different.
- Some students come to the front to
- Check the answer with partner. write their answers.

Activity 5: Complete the sentences about

Olympics timeline text on page 74. Then * Suggested answers
complete the Rule. (5') - Guess the correct words to complete
1. were 2. was 3. was
- Have students complete the sentences with the the Rules.
4. wasn't 5. weren't
correct words from the text on page 74. - Then compare the answers in pairs. Rule: is and are; wasn't and weren't
- Then Students complete the rule. - Listen to the teacher and take notes of
GRAMMAR POINT:
the Rules.
The simple past tense of the verb to

15
- Check answers with the class. be:
- Play the grammar animation.  The affirmative form:

I, he, she, it was.

were.
you, we, they

Eg:

 I was in London in 1999.

 Pam was in London in 1999, too.
 We were together.

 The negative form:

was not.
I, he, she, it
wasn't.
were not.
You, we, they
weren't.
Eg:

 I wasn't in Paris in 1999.

 Pam wasn't in Paris in 1999.
 We weren't in Paris.

* Suggested answers
Students' own answers

16
Activity 6: Complete the sentences with - Read the sentences and do the task
was and were and your own ideas. (3')
individually based on the Rules.
- Teacher asks students to read out the example.
- Students complete the sentences with their
own ideas.

- Compare their answers

Activity 7: Work in groups. Compare your
- Listen to their partner's sentences and
sentences in EX 6 (2')
choose one interesting thing to tell the
- Students compare their answers in pairs.
class about their partner.
- Ask them to listen to their partner's sentences
and choose one interesting thing to tell the class
about their partner.

IV. PRODUCTION.T - Ss - T/ S- S / Indiv.

(5')
- Think of more difference’s life 100 years ago * Suggested answers
- Do the task
and now. Use there was/wasn't, there - There weren't a lot of cinemas 100
were/weren't - Compare with partner years ago.
- Students can write their sentences individually - Listen to the teacher’s feedback and - There weren't supermarkets 100 years
take notes. ago.
and compare with another fast finisher.
- Alternatively, ask them to read their sentences ......
to the class, omitting was / wasn't / were /
weren't. See if other students can guess the
missing words.

V. Homework. (2’) V. Homework

- Give homework. - Take notes. - Learn by heart all structures.

17
 - Workbook: Exercises page 43.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
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Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS - LESSON 4: VOCABULARY AND LISTENING

I. AIMS:
1. Language contents:
- Vocabulary:

18
 2. Knowledge: By the end of the lesson, my students will be able to understand specific information in a programme about the X Games.
3. Skills:
- Main skills : listening and reading skills.
- Sub skills : speaking and writing skills.
4. Attitude: love talking about Sports in the X Games.
5. Competences:
- Know and understand the popular sports in the country
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
6. Teacher: pictures, textbooks, power point slides, ….
7. Students: textbook, notebook.
III. TECHNIQUES :Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’) + BMX

+ Skiing
Game: MATCHING - Play the game in groups. + Skateboard
- Teacher divides the class in to 3 groups + Ski cross
- The group makes the correct will get
- Teacher gives some pictures and some words + Motor cross
1 point.
on the board. + Snowboard
- Have students match the words with the - The group has the most correct + Mountain bike racing
correct pictures answers will be the winner. + Ice climbing
- Check the answer with the class + Bungy jumping
II. PRE-LISTENING. T - Ss - T / Ss - Ss /
(10')

19
Set context: (2') - Answer their own ideas.
- Read out the questions and check that students
understand dangerous.
- Elicit answers from individual students.
- Ask more questions to encourage students to
say more, e.g.
"Why is this sport dangerous? Would you like
to try this sport?"
Suggested answers
1. learned
 Activity 1: Check the meaning of the verbs - Do the task
2. started
1-10. Then read the text and sentences 1-4. - Read through the verbs with the class 3. went
Match verbs 1-10 with the past simple forms 4. won
in blue. Listen and check (audio: 2.15) (5') - Listen to the audio 5. travelled
- Use the photos to teach skateboarding. Also - Check the answers with teacher. 6 became
teach BMX and motocross. 7 watched
8. did
- Read through the verbs with the class and 9. competed
check that students understand them all. 10. decided

- Students read the text and the four sentences

and match the verbs with their past forms.
- Play the audio for students to listen.
- Check their answers with teacher.
 Optional activity: Vocabulary (3') Suggested answers
- Write these collocations on the board: 1. win
- Do the task 2. watch
1. to ___________a competition / a medal - Check answers with the class. 3. learn
2. to ___________TV / a film / a football match 4. compete

20
3. to ____________ a language / to ski
4. to ____________in a race / in a competition
- Teacher asks students to complete the
collocations with verbs from exercise 1.
- Check answers with the class.

III. WHILE-LISTENING. T - Ss - T/ S - S/ Suggested answers

Indiv. (15') - Do the task Column A: 2 - sports fans talking
 Activity 2: Listen to information about - Listen to the audio carefully and choose the Column B: 6 - on a TV programme
Alana Smith and Tom Schaar. From column correct answer.
A, choose who is talking. From column B, - Check the answer with the class.
choose where they are. (audio: 2.16)(5')
- Have students read the task and make sure
students understand they must choose who is
talking from column A and the phrases they
hear from column B.
- Point out that they are listening for the general
meaning, so they don't need to understand every
word.
- Play the audio.
- Students listen and choose the correct
answers.
 Activity 3: Listen again and look at - Read the sentence.
Suggested answers
sentences 1-4 in the text. Choose the correct - Listen to the audio very carefully and
answer for Alana and then for Tom. (5') + Alana: 1 b 2 a 3c 4b
choose the correct answers for Alana
- Allow them time to read the sentences and the + Tom: 1 a 2 c 3b 4b
and Tom.
options. - Check the answers with the class.

21
- Point out that students must listen carefully to
hear the specific information they need.
- Play the audio again. Students listen and
choose the correct answers for Alana and Tom.
- Students check and complete their answers.

 Activity 4: Optional activity: Listening

(5')
- Dictate these sentences to the class or write 1. Alana watched the X Games when she
them on the board. - Listen to the audio carefully and write the was SIX.
1. Alana watched the X Games when she was correct sentences 2. She won a SILVER medal when she
five. - Check answers with the class. was twelve.
2. She won a gold medal when she was twelve. 3. Tom Schaar was on this programme
3. Tom Schaar was on this programme one TWO YEARS ago.
year ago. 4. A 1080 is A VERY DIFFICULT trick.
4. A 1080 is an easy trick.
- Play the audio.
- Ask students to listen again and correct the
sentences.
- Check answers with the class.

IV. POST-LISTENING. T - Ss - T/ S - S / Suggested answer

Indiv. (15') 1. learn
 Activity 5: Work in pairs. Complete the 2. travel
questions with the correct form of the verbs 3. become
in the box. (5')
4. winning, competing
- Point out to students that most of the questions
- Work in pairs
need the base form of the verb, but one question

22
needs the -ing form. - Read the questions and choose the correct 5. do
-Teacher puts students into pairs to ask and answer.
answer them. - Ask and answer the questions in pairs
- Check the questions with the class - Check the answer with partner
Game “DRAW A MINDMAP” (10') - Check the answers with the class
- Ask students to work in groups. (5- 6
students/ groups) and discuss the following
question.
Sports difficult
"What sports are difficult, dangerous and
popular?"
- Work in groups. dangerous
- Give Students time to discuss in group and
write down their opinions. - Each group think and talk about
sports popular
- Calls out some Students to present their
opinion in front of class. - 2 members in each group will come to
the front and present their ideas.
- Give feedbacks to the presentation.
- The other groups will make questions
to the presenters.
- Listen to the teacher’s feedback and
take notes.

V. Homework. (2’) V. Homework

- Give homework. - Take notes. - Learn by heart all vocabulary
- Workbook: Exercises page 44.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………

23
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS - LESSON 5: LANGUAGE FOCUS (PPP)
I. AIMS:
8. Language contents:
- Vocabulary: revision
- Patterns:
 Past simple tense – affirmative
 Past time expressions
Knowledge: By the end of the lesson, my students will be able to ask and answer about events in the past.
9. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
10. Attitude: get the knowledge and excitement at different sports.
11. Competences:
- Identify the rules of how to form past simple tense with irregular verbs and some past tense expressions.
- Know how to pronounce -ED endings.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
12. Teacher: pictures, textbooks, power point slides, ….
13. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group works.

24
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Hidden pictures:

Game “HIDDEN PICTURES” 1) BASKETBALL
- Divide the class into 2 groups. - Play the game in groups. 2) SWIMMING
- There is a picture hidden behind some color
hexagons. As you click the hexagons, the - Select 2 random numbers and if they 3) HORSE-RIDING
image is slowly revealed, and students must match, you take another turn. If they do 4) FOOTBALL / SOCCER
try to guess what it is. The students who raise not match, it is the next player's turn.
their hands first will get a chance to answer. - The group has the most points will be 5) ATHLETICS
- The team with the most points at the end of the winner.
the game will be the winner.
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (8’)
Lead – in : (3’) - Answer the question individually. Question:
- Show the picture of Alana and Tom again. What can you remember about Alana and
- Look at the board and listen to the
- Aks students some questions to remind the Tom?
teacher.
previous lesson.
“What can you remember about Alana and
Tom?”
- Call out some students to answer.
- Write some sentences in the past form on the
board and introduce the new lesson “Past
simple: affirmative – Past time expressions”

Activity 1: (5’) Look at the examples and

complete Rules 1–3 with have got or haven’t
got.
- Read out the examples then read through the

25
 rules with the class.
- Elicit the answers.
- Read aloud the examples.
- Give students time to complete the Rules.
- Check the answers with class. - Complete the rules and compare the
- Wrap-up the Rules and give explanation. answers with partners.
- Copy down the grammar rules to the
notebooks. Suggested answers:
1) have got
2) haven’t got
3) have got

 GRAMMAR POINTS:
SIMPLE PAST TENSE – AFFIRMATIVE
- Usage: Simple past tense is used to talk
about the action that happened in the past.
 Ordinary verbs Regular verbs (Ved)
Irregular verbs (V2)
Regular verbs:
- With most regular verbs, we add -ed to
the base form of the verb.
Ex: play  played
start  started
call  called
- With verbs ending in -e, we just add -d.
Ex: like  liked
compete  competed

26
 - Form:

S + V2/ED + O

Ex: I talked to him yesterday.

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (18’)

Activity 2: (6’) Read the Study Strategy.
Then complete the Young sports superstars
text with the past simple form of the verbs in
blue
- Read the study strategy with the class and - Complete the text with the correct
forms of the verbs. Suggested answers
refer students to the irregular verbs list on
page 76 of the Workbook - Check all the verbs in blue on the 1) started 6) scored
irregular verbs list (if necessary), and if 2) went 7) played
- Check answers with the class. some verbs are not on the list, they can 3) won 8) trained
- Elicit which verbs are regular and which are assume these verbs are regular.
4) competed 9) gave
irregular. - Check the answers with the teacher. 5) became

Activity 3: (6’) PRONUNCIATION: -ED

endings  PRONUNCIATION “-ED”
Listen and repeat the words. Which letters - /id/: /t, d/
come before the -ed ending in list 3? - Listen and repeat. Ex: wanted, ended
- Play the audio once for students to listen then
play it again. - Some students answer the question in - /t/: /p, f, s, k, ʃ, ʧ/
the front.
- Ask the question to the class and elicit the Ex: talked, watched, brushed
answer. - Copy down the rules into their
notebooks. - /d/: all other sounds
- Check the answer.

27
 Ex: lived, played
Suggested answers:
‘t’ and ‘d’

Activity 4: (6’) Look at the examples and

answer the questions.
- Read out the examples of past time
expressions, then read out the questions. - Read the key phrases again.
- Discuss the answers with the class.
- Answer the questions on their own.
Suggested answers:
1) Students’ own answers.
2) after

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

(12’)
Activity 1: (5’) Write sentences using the Suggested sentences
past simple and the Key Phrases. Then 1) I first (watch) the Olympics …
compare with other people in the class. Are - Write their sentences individually, with 2) I last (do) my English homework …
any of your sentences the same? their own ideas. 3) I first (come) to this school …
- Read through the key phrases and check that 4) I first (swim) in a pool …
- Compare the sentences in groups.
students understand them all. 5) I last (see) a good film …
- Read out the example sentence and elicit one - Listen to the teacher’s feedback and
or two more examples. take notes.
- Elicit the past simple verb forms first, then
ask students to write their sentences. (with
weaker class)
- Put students into small groups to compare

28
 their sentences and note down whose
sentences are the same as theirs.
- Go around to observe students.
- Ask some students to tell the class which of
their sentences were the same as their
classmates’.

Activity 2: (7’) Consolidation: How popular

are you? (Optional – for students with strong
level) Example sentences
- Ask students to write true and false statements 1) I went to shopping center last month.
about their life.
2) I studied English when I was 6.
- Ask some students to read their statements to
the class - Write their own statements.
- Ask the class to guess whether each statement - Read the statements to the class to
is true or false. guess.

V. Homework. (2’) V. Homework

- Give homework. - Take notes. - Learn by heart all structures.
- Workbook: Exercises on page 45.
- Prepare the next lesson: SPEAKING

V. REFLECTION:
……………………………………………………………..………….…………………………………………………………
……………………………………………………………..………….…………………………………………………………
……………………………………………………………..………….…………………………………………………………
……………………………………………………………..………….…………………………………………………………

29
Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS - LESSON 6: SPEAKING (Pre-While-Post)

I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to talk about what they did at the weekend.
2. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
3. Attitude: feel confident to talk about their last weekend.
4. Competences:
- Know how to talk naturally about their last weekend.
- Communicate confidently with friends.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
5. Teacher: pictures, textbooks, power point slides, ….
6. Students: textbook, notebook.
III. TECHNIQUES : Games, , discussion, pairs and group work.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Pairs of verbs

30
 Game: PELMANISM decide – decided
- Divide the class into 2 groups. win – won
- Play the game in groups.
- There are 12 numbers about the verbs and
- Select 2 random numbers and if they see – saw
their past simple form on the screen. Players
match, you take another turn. If they do
take turns to play. At your turn, you turn not match, it is the next player's turn. swim – swam
face up two numbers of your choice from
- The group has the most points will be play – played
the screen. If they match, you take another
the winner.
turn. If they do not match, it is the next
start – started
player's turn. With one correct pair, you get
2 points.
- The group has the most correct answers will
be the winner.

II. PRE-SPEAKING. T - Ss - T / Ss - Ss /
(10’)
Lead – in: THINK (3’) - Answer the questions - Students answer in their own.
- Ask students a question - Listen to their friends’ answers.
“How was your weekend?”
- Call some students to answer individually.

 Activity 1: (7’) Complete the dialogue.

Suggested answers
Then watch or listen and check. Why was
- Read through the gapped dialogue and
Alfie happy on Saturday? 1) was 5) were
- Allow students time to read through the complete it with the correct words.
2) was 6) won
gapped dialogue and complete it with the - Watch or listen the complete the
correct words. 3) went 7) were
dialogue.
- Play the video again for students to check 4) was
- Check answers with class

31
 their answers.  Alfie was happy on Saturday because he
- Check their answer with the class, then ask went to the soccer match and the United
the questions to the class and elicit the team won 3-2 in the end.
answers.

III. WHILE - SPEAKING. T - Ss - T/ S - S/

Indiv. (18’)
 Activity 2: (5’) Look at the Key Phrases.
Cover the dialogue and try to complete the
Key Phrases. Then watch or listen and
check. - Cover the dialogue and try to complete
- Ask students to read through the dialogue the key phrases from memory.
again. - Listen to the audio or video again to Suggested answers
- Give students time to complete the Key check the answers. 1) How 4) Why
Phrases. 2) That’s 5) Why
- Play the video or audio again for students 3) Who 6) when
to listen and check their answers.
- Check answers with the class and check that
students understand all the key phrases.
- Listen carefully for the intonation.
- Play the video or audio again, pausing after
each of the key phrases and getting students
to repeat them. (Optional)

 Activity 3: (8’) Look at the phrases. Then

listen to three mini-dialogues. Which
phrases do you hear? - Listen and note down the phrases that
they hear.
- Read through the phrases with the class and
check that students understand everything.
- Play the audio.

32
 Suggested answers
1) It wasn’t great. I went to the cinema
on Saturday. The film was really
boring.
2) It was brilliant. I went to a tennis
match. The game was amazing.
3) It was OK. I went to a restaurant with
my parents. The food was nice.

Ex:
* Student 1: How was your weekend?
* Student 2: It was great. I went to the
Activity 4: (5’) Work in pairs. Practice mini restaurant with my parents and the food
dialogues using the phrases in exercises 2 was so delicious. You should go there
and 3. and try.
- Demonstrate the activity by getting a student *Student 1: Sure. Why not?
- Work in pairs to practice more mini-
to ask you about your weekend. dialogues.
- Answer using phrases from exercise 3, then
ask a confident student about their weekend
and elicit an answer.
- Have Students work in pairs to practise more
mini-dialogues.
- Allow students time to prepare the dialogues
before they practice (with weaker classes).
- Let students go straight into the spoken

33
practice (with stronger classes,).
- Ask some pairs to perform one of their
dialogues for the class.

IV. POST-SPEAKING. T - Ss - T/ S - S /
Indiv. (10’)
Activity 5: (5’) USE IT! Work in pairs.
Look at the pictures. Imagine that you went
to a football match or basketball game last
weekend. Prepare and practise new
dialogues with the phrases in exercises 2
and 3.
- Focus on each picture in turn and, with the
whole class, build up a possible dialogue - Work in pairs.
using some of the key phrases from - Listen to the teacher’s feedback and
exercise 2 and phrases from exercise 3.
take notes.
- Put students into pairs to prepare and practice
their own dialogues. (Students’ own answers.)
- Go around to observe students.
- Invite some pairs to present their dialogue.
- Give feedbacks to the presentation.

Optional activity: SPEAKING (5’)

Work in pairs. Make a dialogue to tell your
partner what you really did last weekend. - Work in pairs to prepare a new
dialogue.
- Ask students to think about something they (Students’ own answers.)
really did last weekend or invent something. - Swap roles and practice again.

- With weaker class, give students time to - Listen to teacher’s feedbacks.

34
 prepare the dialogue first.
- With stronger classes, encourage students to
improvise, and to use intonation to make
their dialogue sound natural.
- Ask some pairs to perform their dialogues for
the class.
V. Homework. (2’) V. Homework
- Give homework. - Take notes. - Learn by heart all structures.
- Write some sentences about your last
weekend, using the Key Phrases in
exercise 2 and 3
- Prepare the next lesson: WRITING

V. REFLECTION:
……………………………………………………………..………….…………………………………………………………………
……………………………………………………………..………….…………………………………………………………………
……………………………………………………………..………….…………………………………………………………………
……………………………………………………………..………….…………………………………………………………………
……………………………………………………………..………….…………………………………………………………………
……………………………………………………………..………….…………………………………………………………………

35
Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS- LESSON 7: WRITING A SPORTS STAR (Pre -While-Post)

I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a profile of a sports star using paragraphs.
2. Skills:
- Main skills : writing and reading skills.
- Sub skills : speaking and listening skills.
3. Attitude: love and admire their favorite sports stars.
4. Competences:
- Know how to skim and scan, write a short paragraph.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, discussion, pairs and group works, skim and scan paragraph.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

36
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Example:
Game “BINGO”
- Fill in the Bingo grid with their football sailing gymnastics volleyball
- Prepare blank Bingo grid photocopies
chosen words.
beforehand (or students can draw their own on skiing tennis wrestling climbing
paper). - Cross off that word if they have it on
- Ask students to fill in the Bingo grid with 12 their Bingo grid. The next student rugby basketball hockey swimming
words about sports. describes a word and so on.
golf bowling baseball cycling
- Ask one volunteer to choose a word and - The first person to get four words on a
describes it, using hints but not the word itself. vertical, horizontal, or diagonal row is
the winner.

37
 II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)
Set context: (5’) (THINK/ p.79) Questions:
- Show the picture of a famous soccer player - Answer the questions individually. “Who is he?”
and ask students: “What is he famous for?”
“Who is he?” “Name five famous international sports
“What is he famous for?” stars. Who is the most famous sports star
- Call some students to answer. in your country? What is his / her sport?”

- Ask students more questions to lead in the

lesson:
- “Name five famous international sports stars.
Who is the most famous sports star in your
country?
What is his / her sport?
- Encourage students to share their knowledge
and talk about sports stars they are interested
in.
Activity 1: (5’) Read the profile. Where was
Usain Bolt born? When was his first world
champion? Suggested answers.
- Focus on the profile and elicit what In Sherwood Content, Jamaica.
students know about Usain Bolt. In 2002.
- Check answers with the class.

- Read the profile and answer the

questions.
- Compare their answers in pairs.

38
39
 II. WHILE-WRITING. T - Ss - T/ S - S/
Indiv. (20’)
Activity 2: (6’) Look at the Key Phrases.
Which phrases do we use in paragraphs 1–3?
Read the profile again and check.
- Draw students’ attention to the key phrases
box. - Have a look at the key phrases box.
- Put students into pairs to read the key phrases - Read the profile again (scanning skill)
and discuss in which paragraph of the profile and complete the key phrases win
each one would be used. pairs.
- Check answers with the teacher. Suggested answers.
- Check answers with the class.
- Paragraph 1: 1 and 2
- Paragraph 2: 3
- Paragraph 3: 4, 5 and 6
 Language point: Paragraph.

 Activity 3: (6’) Read the text again. Match

three topics from a–e with paragraphs 1–3.
Suggested answers
- Read through the topics with the class and - Match three topics with the three
make sure students understand them paragraphs in the profile. - Paragraph 1: c
all. - Paragraph 2: e
- Check answers with the teacher.
- Check answers with the class. - Paragraph 3: b
- Encourage students to try to structure their
own writing into clear paragraphs.
Suggested answers
1) on
2) now
3) as
4) at

40
 5) broke

 Activity 4: (8’) Read the skill strategy. - Read the skills strategy and discuss in
Number the paragraph 1-3. (Workbook, task pairs.
1/ page 47) - Check the answers with the teacher.
 - Ask students to read through the skill strategy. Suggested answers
1B – 2C – 3A
 - Put students in pairs to number the
paragraphs.
 - Go around to observe the class.
 - Check answers with the class.

41
 IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(13’)
 Activity 5: Use it - Read the skill strategy
again. Then follow the steps in the writing
guide.
- Read the task with the class. - Read the skills strategy before doing
exercise.
- Have students write their profile. (This can be
- Read through the ‘think and plan’
set for homework.)
section.
- Remind students to check their grammar and - Write their profile.
spelling carefully.
- Remember to check grammar and
spelling carefully.

V. Homework. (2’) V. Homework

Give homework. - Take notes. - Workbook: Exercises on page 47.

42
 - Write a profile of your favorite sports
star.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS - LESSON 8: CULTURE - FOOTBALL VS. BASKETBALL

I. AIMS:
- Vocabulary: fan, basketball player, stadium, captain, teams.

1. Knowledge: By the end of the lesson, my students will understand a text about football and basketball.
2. Skills:
- Main skills : reading and speaking skills.
- Sub skills : writing and listening skills.
3. Attitude: love both English and Sports’ culture.
4. Competences:
- Identify and understand football and basketball.
- Know how to talk about football and basketball and interview famous people.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
5. Teacher: pictures, textbooks, power point slides, ….

43
 6. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “BINGO”
- Give students clear instructions. * List of verbs:
- Listen to teacher.
- Call out the verbs in the present tense until a 1. Learned
student get five in a diagonal or horizontal - Listen to teacher and cross the verbs in the 2. Started
row. simple past tense. 3. Went
- Check students’ answers. 4. Travelled
- Correct the answers with teacher. 5. Won
- Listen to teacher 6. Became
7. Watched
- May let students play again. 8. Did
9. Completed
10. Decided
11. Was/ were
12. Ran
- Lead in the lesson. 13. Broke
14. Did
15. Saw
16. Swam

II. PRESENTATION. T - Ss - T / Ss - Ss /

44
Set context: (3’) Suggestions:
- Point to the verbs on the screen and make - Answer the questions. 1/ In this list which verbs can you choose
questions for students to answer. to talk about sports?
- Elicit their ideas and show the picture of 2/ Which sports do you think of when you
football and basketball. - Listen to teacher’s explanation.
see these verbs?
 Activity 1: (5’)
- Instruct students how to match the words with - Listen to teacher’s instructions.
the suitable pictures. Suggested answers:
- Have Students work in pairs to complete the 1 - basketball player
- Work in pairs to look up the words. 2 - captain
task.
- Check answers-with the class and make sure - Read the text then check answers with 3 - stadium
that students-understand all the words. class. 4 - fan
5 - teams
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 2: Read and listen to the test. Then Suggested answers:
answer the questions. (7’) - Listen to teacher’s instructions. 1. 1989
- Instruct students how to do this task. 2. The FIFA World Cup and the AFC
- Have students read the text again and decide if - Read the text and answer the questions. Asian Cup
the sentences true or false. - Listen to the audio to check answer with 3. In Hà Nội
- Check answers with the class. the class. 4. No, you can watch athletics events
and concerts.
5. Yes, it is.
6. On the internet
7. Music and dancing

Activity 3: Answer the questions. Use the

internet to help you find the information you
need. (7’)
Suggested answers:
- Instruct students how to do this task. - Listen to teacher’s instructions.
- Let students read the questions out. Students’ own answers.
* If they can’t access the Internet in class. - Volunteer to read questions.
- Give students a task to do at home. - Note down.

45
* If they can access the Internet in class.
- Let students work in groups to find the
answers. - Work in groups to find the answers.
- Check the answers with the class.
- Check answers with the class.

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

Activity 4: USE IT! Prepare and practise an
interview with a famous sports star. Follow
- Listen to teacher and answer the questions.
the instructions. (10’)
- As a class, brainstorm some famous sports Suggested answers:
stars that students could role-play Students’ own answers.
interviews with.
- Then elicit some questions they could ask. - Work in pairs to practice the task.
- Put students into pairs to prepare and practise
their interviews. - Volunteer to practice in front of the class.
- Ask some pairs to act out their interviews
for the class.

Activity 5: SPEAKING (6’) Suggested answers:

- Give students instructions to complete this
- Listen to teacher. Students’ own answers.
task.
- Ask students to work in groups to note down
the information about the club they have
chosen. - Choose a group to join in and give task for
every member to complete at home.
- Ask students to find as much information as
possible about the sports club and they will - Take notes.
present in front of the class for the next
lesson.

V. Homework. (2’) - Learn by heart all the new words and

irregular verbs.

46
 - Give homework. - Take notes. - Complete the activity 3 if students
can’t access the Internet in class.
- Complete the activity 5.
- Prepare the next lesson “Puzzles and
games”.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………

Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 6: SPORTS - LESSON 9: PUZZLES AND GAMES

I. AIMS:
- Revise the past form of regular verbs and irregular verbs.

47
 1. Knowledge: By the end of the lesson, my students will be able to remember what they have learnt in Unit 6.
2. Skills:
- Main skills : reading and speaking skills.
- Sub skills : writing and listening skills.
3. Attitude: Keen on studying English.
4. Competences:
- Solve all games and puzzle individually and in group.
- Self – revise all the lessons that have learnt.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
5. Teacher: pictures, textbooks, power point slides, ….
6. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (10’)
Game: “PRESENTATION”
- Instruct students how to present about their
- Follow teacher’s instructions.
group’s sports club.
- Ask some groups to volunteer. - Volunteer to present. * Suggested answers:
- Give students some feedback after their
presentation. - Listen to teacher’s feedback and give - Students’ own answers.
comments for other groups.

II. PRESENTATION. T - Ss - T / Ss - Ss /
(10’)

48
Activity 1 - - Listen to teacher’s instructions and
- Focus on the example and demonstrate how examples. *Suggested answers:
the co-ordinates work to identify the first and 1. football
last letter of each sport. - Then write the sports. 2. athletics
* With weaker classes: 3. hockey
* With weaker classes: 4. rugby
- Could work in pairs for this activity. 5. gymnastics
- Let students work in pairs for this. * With stronger class: 6. volleyball
* With stronger class: - Could do it as a race. 7. judo
8. tennis
- Do it as a race to make it fun. - Check answers with the class.
- Check answers with the class.

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)

Activity 2: SPORT ART *Suggested answers:
Students’ own answers.
- Divide students into small groups. - Listen to teacher’s instructions and
- Give students some instructions. examples.

- Let students play the game. - Each group writes the names of the sports
on page 72 onto individual pieces of paper,
and places them face down on their desk.
They then take turns picking up a piece of
paper and drawing the sport. Their
classmates must guess the sports.
- Listen to teacher.
- See who guessed the most sports correctly.

Activity 3: MEMORY GAME (3’) * Examples:

- Give students instructions and examples. - Listen to teacher. two pens or three books.
- Put students into pairs to play the memory *Suggested answers:
game. Students’ own answers.
- Monitor while students are working and make

49
sure they are using there was / were correctly. - Play the game in pairs.
- See who gets the most points overall.

Activity 4: Join the letters to find regular

and irregular past simple forms
- Give students instructions.
*Suggested answers:
- Listen to teacher. 1. Went 2. won 3. Travelled
- Have students complete the task.
4. became 5. learned 6. watched
* With weaker class: 7. did 8. competed 9. decided
- Students could work in pairs for this
activity.
* With stronger class:
- Check answers with the class and elicit which - Could do it as a race.
verbs are regular and which are irregular.

* Extension: - Check answers with the class and answer

- Could ask students to choose three of the teacher’s questions.
verbs and write example sentences for them.

- Ask some students to read their sentences to - Follow teacher’s instructions to make
the class. sentences.
- Read their sentences in front of the class.

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

(10’)
Activity 5: Complete the sentences. Then - Listen to teacher’s instructions. * Example:
write the past simple form of the missing
France won the football World Cup in
verbs in the puzzle. Then use the letters in
2018
the grey boxes to make a mystery word. (6’)

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- Give instructions and read out the examples. * Suggested answers:
* With weaker classes: Look back through 1. was 2. broke 3. ran 4. won
* With weaker classes: encourage the unit. 5. went 6. did 7. were
students to look back through the unit to Mystery word: skate
find the past simple forms * With stronger classes: be eager to
* With stronger classes: do not allow students participate in this activity.
to look back, and you could do it as a race. * Suggested sentences
- Check answers and elicit the mystery word. - Check the answers with the class.
- Listen to teacher and answer the questions. - Where can we skate?
- Elicit the mystery word by making some
questions for students answer. - Can we skate in hot weather?
- What should we wear if we want to
skate?

* SHARING (6’)
- Work in group. * Suggested answers:
- Ask students to work in groups and discuss
what they learned in Unit 6. - Discuss in group and write down their Students’ own answers.
- Give students time to discuss in groups and opinions.
write down their opinions. - Present their opinions in front of class.
- Call out some students to present their - Listen to friends and teacher’s feedback.
opinions in front of class.
- Give feedback.

V. Homework. (2’) V. Homework

- Give homework. - Take notes. - Learn by heart all structures and
vocabulary.
- Complete the “PROGRESS REVIEW
3”.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………

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……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………

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