Week 6
Period 16

Preparing date: 5/10/2022
Teaching date: 10/10/2022

UNIT 3: MY FRIENDS
Lesson 1: Getting started – A surprise guest
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Have an overview about the topic My friends 
- Have vocabulary to talk about body parts and appearance to describe people's
appearance
2.Knowledge:
* Vocabulary: lexical items about the topic My friends
* Grammar: describe people's appearance
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

- Be ready to describe classmates
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 3: Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)

- Aims: To review on people's body parts, recall Ss vocabulary.

- Content/Performance tasks: Listen and do along
- Outcome/Performance Products:

Link: https://www.youtube.com/watch?v=YGi3f_fHIzg

- Implementation:
– 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.
- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
- Aims: To enrich student's vocabulary

- Content/Performance Tasks: new vocabulary
- Outcome/Performance Product: Students can understand the words from the
conversation
1. glasses (n): [picture]
2. cheek (n): [picture]
3. foot-feet (n): [picture]
- Implementation:
– 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
- Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task 1
- Aims:
– To set the context for the introductory text;
– To introduce the topic of the unit.

- Content/Performance Tasks: Task 1. Listen and read.

- Outcome/Performance Products: Students can understand the conversation
1. What are Phong and Nam doing?
2. What is Phong favourite magazine?
3. Who do Phong and Nam see?
4. Where are the two girls going?
Suggested answers:
1. They are having a picnic.
2. It's …
3. They see …
4. They are going to …
- Implementation:
– Set the context for the listening and reading. Ask Ss questions about the picture,
e.g. What is Phong doing? What are they eating and drinking?
– T can also ask Ss to share any recent experiences of going on a picnic. Play the
recording twice for Ss to listen and read along. Have Ss underline the words that
are related to the topic of the unit while they are listening and reading.
– Invite some pairs of Ss to read the dialogue aloud.

Have Ss say the words in the text that they think are related to the topic My
friends. Quickly write the words on one part of the board. Comment on Ss'
answers.
- Assessment Tools: observation
Task 2
- Aim: To help Ss deeply understand the text.
- Content/Performance: Task 2. Fill the blanks with the words from the
conversation.
- Outcome/Performance Products:
–

Answer key:

Key:
2. favourite
1. picnic
4. glasses; long magazine
black hair

3. Mai;
Chau
5. are going
to

- Implementation:
- Ask Ss to read the conversation again and do this activity independently. Ask
them how to do the activity. Remind them of the ways to do the activity if needed
(e.g. (1) read the sentence and identify the kind of information to fill the blank;
(2) read the conversation and locate the place to find the word(s) to fill the
blank).
- Allow them to share answers before discussing as a class. Confirm and write the
correct answers onthe board.
- Assessment Tools: fill the blanks
Task 3
- Aims: To revise and provide Ss with some vocabulary related to parts of the
body.
- Content/Performance Tasks: Task 3.  Label the body parts with the words in
the box.
- Outcome/Performance Products:
Answer key:
1. eye
2. nose
6. foot
7. arm 
hair

3. shoulder
8. mouth

4. hand
9. cheek

Some more words are: head, lip, tooth, stomach, ear, etc.
- Implementation:

5. leg
10.

Ss may already know some appearance vocabulary, so first ask them to label the
body parts they know, using the words given. Have Ss compare their answer
with a classmate.
– If possible, show the picture on the slide / on the board and have Ss point at each
body part and say its name. Check Ss' answers and confirm the correct ones.
– If there are any body parts Ss do not know, quickly point to them and teach
these.
– Have Ss work in groups and brainstorm all other words for body parts. T can ask
them to write the words down on small boards or pieces of paper. Then set a
time limit for groups to write the words. Finally, invite the group with the most
words to share their words. Other teams add any different words.
- Assessment Tools: gaps filling
Task 4
- Aims: To revise and provide Ss with some vocabulary to describe parts of the body.
–

- Content/Performance Tasks: Task 4. Work in groups. Complete the word webs.
- Outcome/Performance Products:
Suggested answers:
•
long / short: legs, arms, hair, etc.
•
big / small: head, hands, ears, feet, eyes, nose, etc.
•
hair: black, straight, fair, curly, wavy, long / short, etc.

- Implementation:
- Explain that some words go together, e.g. long + hair, but some don't, e.g. long +
eye. Have Ss work in groups and complete the word webs in a few minutes. Check
and confirm the correct answers.
- Assessment Tools: work in groups
4. Activity 4: PRODUCTION (5 minutes)
- Aims: To help Ss practise using words for body parts and appearance through a
guessing game.
- Content/Performance Tasks: Task 5: Guessing
- Outcome/Performance Products:

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.
- Implementation:

- Explain the rules of the game: Ss work in groups. They take turns to describe a
classmate for other group members to guess.
- Move around to observe and offer help.
- Invite one or two Ss to describe a classmate in front of the class. Other Ss guess.
- Assessment Tools: guessing
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Ask Ss to say aloud some words they remember from the lesson.
* HOMEWORK
- Write some sentences to describe at least 3 classmates.
- Prepare new lessons: Unit 3- A closer look 1
+ Find new words
+ Pronounce the sounds /p/ and /b/
……………………………….
Week 6
Period 17

Preparing date: 6/10/2022
Teaching date: 11/10/2022

UNIT 3: MY FRIENDS
Lesson 2: A CLOSER LOOK 1

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to
- Use vocabulary and structures about body parts, appearance and personality
- Correctly pronounce the sound /p/ and /b/ in isolation and in context.
2.Knowledge:
- Vocabulary: lexical items about topic My friends
- Pronunciation: pronounce and recognize the sounds /p/ and /b/
3. Attributes:
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Be ready to make share ideas among classmates.
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
– Grade 6 textbook, Unit 3, A closer look 1
– Computer connected to the internet
– TV/ Projector/ Pictures/ Cards
– sachmem.vn

III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims: To review on people's body parts, recall students' vocabulary.
- Content/Performance tasks: * “Simon says” game
- Outcome/Performance Products: student's own answer
- Implementation:
- 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 … “
- Assessment Tools: Jumbled words
2. Activity 2: PRESENTATION (5 minutes)
- Aims: To revise / teach the names of rooms in the house.
- Content/Performance Tasks: New vocabulary

- Outcome/Performance Product:
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]
- Implementation:
- Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words
+ providing the definition of the words
- Teacher asks students to repeat and practice pronouncing the words.
* Checking technique: Slap the board
- Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task 1
- Aims:
- To teach Ss some personality adjectives;
- To give Ss practice with these adjectives.
- Content/Performance: Task 1: Match the adjectives to the pictures

- Outcome/Performance Products:
Answer key:
1. c
2. e 3. d 4. a 5. b

- Implementation:
- Ask Ss to look at the pictures and briefly describe them. T can ask: What can you
see in the picture? Have Ss look at the personality adjectives given. Check if they
understand the meaning of each word. Instruct them to pronounce the words and
define each word if necessary. Ask them to do the matching individually and then
compare their answers in pairs. Check and confirm the correct answers.
- Assessment Tools: matching
Task 2
- Aim: To practice the targeted language (adjectives) and the background knowledge.
- Content/Performance Tasks: Task 2: Read the descriptions and match with the correct
words.
- Outcome/Performance Products:

Answer key:
1. creative
2. kind
3. friendly
4. careful
5. clever
- Implementation:
– Teacher asks students to work individually. 
– Then discuss with a partner. 
– Teacher checks and corrects (if needed).
- Assessment Tools: gaps filling
Task 3
- Aims: To provide Ss with freer practice with personality adjectives.
- Content/Performance Tasks: Game: Why do I love my friends?
- Outcome/Performance Products:
Suggested answers:
1. I love Trang because she is kind, creative and funny.
2. I love Minh because he is smart, caring and friendly.
3. …
- Implementation:

–
–
–

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 …

- Assessment Tools: game friendship flower
Task 4
- Aims: To help students practice pronunciation the sound in words.

- Content/Performance Tasks: Task 4. Pronunciation: /b/ and /p/. Listen and repeat.
Circle the words you hear.
- Outcome/Performance Products:
Answer key:

3.
4.
Key + Audio script: 2.
buy
rope
pear
1. pig
- Implementation:
– 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. 
- Assessment Tools: observation
4. Activity 4: PRODUCTION (5 minutes)
Task 5
- Aims: To help Ss pronounce the sounds /b/ and /p/ in context.
- Content/Performance Tasks: Task 5. Listen. Practice the chant.
- Outcome/Performance Products:
Audio script:
We're having a picnic We're having a picnic Fun! Fun! Fun!
We're bringing some biscuits We're bringing some biscuits Yum! Yum!
Yum!
We're playing together We're playing together Hurrah! Hurrah! Hurrah!
- Implementation:
– Teacher plays the recording twice.
– Students practice with a partner.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)

- Teacher ask students to summarize what they have learnt in the lesson.
*HOME WORK

- Do the exercises in the workbook
- Prepare new lesson: Unit 3 – A closer look 2
+ Find new words
+ Grammar: present continuous
………………………………………………………………………………………
Week 6
Preparing date: 7/10/2022
Period 18
Teaching date: 12/10/2022

UNIT 3: MY FRIENDS
Lesson 3: A CLOSER LOOK 2

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to know how to
- Use the present continuous to talk about things happening now;
- Ask about appearance and personality
2. Knowledge:
- Vocabulary: lexical items related to the topic “My friends”.
- Grammar: the present continuous
3. Attributes:
- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 3 - A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims: To activate students' prior knowledge and vocabulary related to the
targeted grammar of present continuous and to increase students interest.
- Content/Performance tasks: Game: Sentence puzzling
- Outcome/Performance Products:
Suggested answers:

1. She

is

learnin
g

English now.
2. His
dog
is
eating dinner.
3. Phong
and 
Trang
are
talking.
4.
isn't
playing
Susan
the
piano.
5. My parent
s
visitin me.
g
- Implementation:
– 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.
- Assessment Tools: Observation
2. Activity 2: PRESENTATION (10 minutes)
THE PRESENT CONTINUOUS
- Aims: To introduce targeted grammar of present continuous.
- Content/Performance Tasks: the present continuous.
- Outcome/Performance Product: Students understand the use the present
continuous.
Form
Example
S + am/ is/ are + V-ing
She is playing basketball in the garden. 
S + am not/ isn't/ aren't + V- They are not going to school at the
ing
moment.
Am/ Is/ Are + S + V-ing?
Are you having lunch?
Wh + am/ is/ are + S + V- Why is he standing over there? 

ing?
- Implementation:
- 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:
- Assessment Tool: asks and answers
3. Activity 3: PRACTICE (20 minutes)
Task 1
- Aims: To help students get to know the use of present continuous.

- Content/Performance Tasks:  Task 1. Put the verbs in the brackets in the
present continuous.
- Outcome/Performance Products:
Key:
1. is reading
2. are playing
3. isn't making
4. am going
5. Are they talking
- Implementation:
- Ask Ss to read the sentences and write the correct answers individually. Remind
them to pay attention to the subject of each sentence. Call on some Ss to read aloud
their answers. Check and confirm the correct ones
- Assessment Tools: observation
Task 2
- Aim: To help Ss practise using the correct form of the present continuous based
on context.
- Content/Performance Tasks: Task 2. Use the positive or negative present
continuous verbs
- Outcome/Performance Products:
* Answer keys:
Nam and Ba are not / aren't eating ice cream.
Lan and Trang are taking photos.
Ha is / Ha's writing a letter.
Duong and Hung are not / aren't playing badminton.
Phong is not / isn't drawing a picture.
- Implementation:

- Ask Ss to look at the pictures and briefly describe what the person is / people are
doing. Ask them to write sentences, using the positive or negative present
continuous. Have Ss compare their answers. Invite some Ss to write their answers
on the board. If time allows, have Ss add another sentence to tell what the person is
/ people are actually doing if the sentence is a negative present continuous. (E.g. 1.
Nam and Ba are not eating ice cream. They are talking.) - Check and confirm the
correct answers.
- Assessment Tools: observation
Task 3
- Aims: To give students opportunities to use present continuous correctly in
context.
- Content/Performance Tasks: Task 3. Work in pairs. Make questions and
answers from the given words and pictures.
- Outcome/Performance Products:
Answer key:
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.)
- Implementation:
– Teacher has students work on the exercise in pairs. 
– Teacher gives feedback as a class discussion.
- Assessment Tools: observation
Task 4
- Aims: To help Ss identify the differences between the present simple and the
present continuous.
- Content/Performance Tasks: Task 4. Decide True (T) or False (F) statements.
- Outcome/Performance Products:
* Answer keys:
1. does not / doesn't walk;
cycles
4. am / 'm writing

2. is he
3. Do your friends
5.
is not / isn't doing;
is / 's
playing
study
reading

- Implementation:
- Have Ss read the Remember! box in the book. Ask Ss to give the form and usage
of the present simple. Ask them about the signals used with the present simple
(every day, every afternoon, always, usually, etc.) and the present continuous
(now, at the moment, at present, etc.) Ask Ss to do this exercise individually and
then compare their answers with a classmate. Invite some Ss to write their answers
on the board. Confirm the correct answers.
- Assessment Tools: observation
4. Activity 4: PRODUCTION (7 minutes)
Task 5
- Aims: To help Ss practise using the present continuous.
- Content/Performance Tasks: Task 5. Game Character
- Outcome/Performance Products:
- Implementation:
- Have Ss play the game in groups. Move around to observe and provide help if
needed. Make sure Ss use English when they play the game. This can be organised
as a class competitive game. The class is divided into two big groups. One student
mimes and other groups take turns to guess. The group with a correct answer gets
one point. The group with the most points wins. Continue the game until the time
is up
- Assessment Tools: game Character 
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (3 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Summarize the main points of the lesson.

* HOMEWORK
- Do exercises in the workbook.
- Prepare the next lesson: Unit 3 – Communication
+ Find new words
+ Listen the dialogue and do all task at home.
……………………………………………………………
Week 7
Preparing date: 12/10/2022
Period 19
Teaching date: 17/10/2022

UNIT 3: MY FRIENDS
Lesson 4: COMMUNICATION

I. OBJECTIVES:
1. Competences: 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.
.2. Knowledge:
- Vocabulary: Use the lexical items related to the topic My friends
- Grammar:  What does your best friend look like?
What's she like?

3. Attributes:

- Develop communication skills 
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

- Be ready to make share ideas among classmates.
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 3, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims: To introduce the lesson.
- Content/Performance tasks: *  BINGO
- Outcome/Performance Products:
active
clever
kind
…
- Implementation:
–

Teacher asks students to make a table into their notebooks and fill in with different
personalities.

–

Teacher reads out loud 9 personalities. The student has a line of 3 can shout:
BINGO.
Teacher checks the answer.
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”.

–
–

- Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
Task 1
- Aims: To introduce question to ask about people appearance and personalities.
- Content/Performance Tasks: Task 1.  Work in pairs to make similar dialogues
about their best friend.
- Outcome/Performance
Form
Example
- the structure to ask about appearance:
What does your best friend look like?
* What + do/does + S + look like?
- the structure to ask about personality:
* What + be + S + like?
What's she like?
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.
- Implementation:
– 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: in front of the class.
* 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.
- Call some pairs to practise the dialogue in front of the class.
- Assessment Tool: observation
3. Activity 3: PRACTICE (15 minutes)
Task 2
- Aims: To help Ss practise asking about appearance and personality.

- Content/Performance Tasks: Task 2: Make similar dialogues.
- Outcome/Performance Products:
Suggested answers:

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.
- Implementation:
– 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.
–

–

Call on some pairs to practise in front of the class.  

- Assessment Tools: observation
Task 3
- Aims: To provide Ss with some input and set the scene for other activities.

- Content/Performance Tasks: Task 3: Complete the sentences.
- Outcome/Performance Products:
Suggested answers:
– Vinh: clever, hard-working
– John: creative, kind
- Implementation:
- Introduce the two friends Vinh and John to Ss. Ask them to read about the
students and discuss with their classmates to choose one or two adjectives to
describe them. Tell them to underline the words that help them decide which
adjectives to use for each friend.
- If there is not much time, ask Ss to work in groups. Each group reads about one
friend only. Have Ss give their answers and give the reasons for their answers.
Write their answers on the board to prepare for activity 4.
- Assessment Tools: observation
Task 4
– Aim: To introduce the concept of star sign to Ss.
– - Content/Performance Tasks: Task 4: Find the differences between the two
houses.
- Outcome/Performance Products: student's own answer
- Implementation:
Tell Ss that each person has a star sign, depending on his / her birthday, and the
star sign may decide a person's personality. Ask Ss to read the descriptions and
check if they match the friends in 3. Ss can refer to the answers to activity 3 that

have been written on the board. All of the adjectives have been introduced to Ss in
Vocabulary, A closer look 1. It can be seen that the descriptions match the friends
in 3.
- Assessment Tools: observation
4. Activity 4: PRODUCTION (15 minutes)
Task 5
- Aims: To help Ss compare themselves with the descriptions in the previous
activity.
- Content/Performance Tasks: Task 5: Read the description 4. Share your
opinion with class
- Outcome/Performance Products: Student's own ideas
- Implementation:
- Ss work individually and read the descriptions in 4. They write down their ideas
to complete the three sentences in the book. Ss work in groups to share their
answers. Invite some Ss to share their opinion with the class.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Teacher guides students to prepare the coming class.
* HOMEWORK
- Do exercises in the workbook.
- Prepare a picture/ photo of your friend for Lesson 7.
- Prepare the next lesson: Unit 3– Skills 1
+ Find new words
+ Read the text and answer the questions
Week 7
Period 20

Preparing date: 13/10/2022
Teaching date: 18/10/2022

UNIT 3: MY FRIENDS
Lesson 5: SKILLS 1
I. OBJECTIVES:

1. Competences: 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;
2. Knowledge:
- Vocabulary: Lexical items related to the topic My house
- Grammar:
3. Attributes:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
- Develop self-study skills
II. INSTRUCTIONAL RESOURCES
- Grade 6 textbook, Unit 3, Skills 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- To activate Ss' knowledge of the topic in the reading text.
- Content/Performance tasks: * Listen and do along
- Outcome/Performance Products: the song “body part”
- Implementation:
– 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.
- Assessment Tools: observation
2. Activity 2: PRE- STAGE (5 minutes)
Task 1.
- Aims:
- To provide students with some lexical items before reading the text.
- To lead in the topic
- Content/Performance Tasks: Task 1. Lead in questions: Look at the
advertisement, discuss in pairs and answer.

- Outcome/Performance Product: Students pronounce the words correctly
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. 
New words:
1. superb (adj) [explanation]
2. perfect (adj) [explanation]
3. leadership (n) [explanation]
4. field trip (n) [explanation]
- Implementation:
- Have Ss read the advertisement about the Superb Summer Camp and discuss the
two questions in pairs. T may have to explain some words / phrases before having
Ss do this activity (e.g. hands-on: obtained by doing something, not by reading or
by watching other people doing it; leadership: the position of being a leader; field
trip: a visit made by students to study something away from their school, etc.).
Invite some Ss to give their answers.
– 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.
- Assessment Tools: observation
3. Activity 3: WHILE - STAGE (20 minutes)
Task 2
- Aim: To develop Ss' skill of reading for specific information.
- Content/Performance Tasks: Task 2:  Read the email and decide the sentences
T or F..
- Outcome/Performance Products:
Answer key:
1. He's in Da Lat with his parents.
2. There are ten rooms.
3. Because there's a big tiger on the wall.
4. It's under the bed.
- Implementation:
– 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.
- Assessment Tools: true or false
Task 3
- Aims: To help Ss explain how the Superb Summer Camp is suitable for certain
students.
Content/Performance Tasks: Task 3: Work in groups and do Ex. 3.
- Outcome/Performance Products:
Suggested answers:
1. The camp is suitable for her because it suits her age and she can use
English. She can also practise her 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.
- Implementation:
– Teacher has 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.
- Assessment Tools: observation
- Assessment Tools: observation
4. Activity 4: POST - READING AND SPEAKING (10 minutes)

Task 4
– Aims: To provide an opportunity for students to practise speaking.
Content/Performance Tasks: Task 4: Students to work in groups and share their
opinions.
- Outcome/Performance Products:
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. 
- Implementation:
– 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.
- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Teacher guides students to prepare the coming class.
* HOMEWORK
- D...