Preparing date: 26/8/2017
Teaching date: 6A: …../…../……..
6B: …../…../……..
Period / week 6 :



Phê duyệt của BGH
Ngày …tháng…năm 201…



Nguyễn Thị Nhung

UNIT 3: MY FRIENDS
Getting started
I. Objectives.
By the end of the lesson, Ss will be able to talk about community service and volunteer work.
1. Knowledge:
- Vocabulary: the lexical items related to the topic “My friends”.
- Grammar Structures:Verbs be and have for descriptions.
The Present continuous for future.
2. Skill: speaking , writing, listening and reading
3. Attitude: Ss will be able to talk about community service and volunteer work.
4. Competence: To develop ss’ abilities of communicating
II. Preparation
Teaching plan , projector , handout for sts
- A CD, and a CD player.
III. Anticipated problems:
- Some ss may write the answers directly in the textbook, so the teacher reminds them to write in their notebooks instead.
IV. Procedures
* Management
* Checking the old lesson
Teacher and students’ activities
1.Warm up (5’)
To start the lesson, write ‘Green Summer Campaign’, ‘working for the community’, and ‘having a beach holiday’ on the board. Ask Ss to guess which two phrases connect to each other. Once Ss have found the answer, follow-up by asking them why they think ‘green summer’ relates to ‘working for the community’, and what activities a person can do. If T has some volunteer experience, he/she can share with the class.
2. Presentation (15’)
LISTEN AND READ
Ex1: Ask Ss to open their books to the picture. T can ask Ss prediction questions about the picture.
- What can you see in the picture?
- Who do you think they are?
- What are they talking about?
Ss answer the questions as a class.
T presents some new words

T plays the recording and has Ss follow along. After the first listening, T asks Ss to recall in formation from the listening.
- Global Citizen is …… (the name of the radio programme).
- Hai Ba Trung School/is… (the school where Mai and Phuc go to).
- Be a Buddy is …… (the organisation that Mai is from).
- Go Green is ………(the organisation that Phuc is from).
a. Ss work individually to answer the questions. Ss compare their answer with a partner and then discuss as a class. T goes through each statement and asks Ss how the text in the dialogue supports their answers. After the discussion T writes the correct answers on the board.
(Teacher may explain the differences between an environmental non-profit orgamosation and an environmental business).
b. Have Ss look at where the phrase’ make a difference’ is located in the dialogue (People donate books and clothes to homeless children, and that makes a difference). Ask Ss to think about how books and clothes can help to better the children’s lives. If needed, explain to Ss that’ make a difference’ means doing something good, especially to improve a situation.
Then ask Ss to think of a community garden in their neighborhood. Have Ss discuss the last two questions in pairs. Then T elicits answers as a class.
Ex2. Ss work individually to do the task then compare their answers with a partner. Tell Ss they can put some words in more than one column. T writes correct answers on the board
3.Practice (15’)
Look out!
Draw Ss’ attention to the box. Ask Ss to identify the words in exercise 2 which can be both nouns and verbs, or verbs and adjectives, Ask Ss if they can add more examples of the words they know
Ex3:Ss complete the exercise individually then T checks the answers as a class.
Ex4:T may tell Ss to look at the list of the verbs Ss have already got from exercise 2.
Have Ss complete the exercise in pairs or individually.
Ex5:T draws the word webs on the board. Have Ss work in groups to complete the word webs in 4-5 minutes on a sheetof paper at their tables. Encourage Ss to think of as many words as possible. When time is up, swap the sheets among groups to check each other’s answers. Together with the class T elicits answers to complete the word webs on the board. Then ask each group to count how many (correct) words their friends’ group has. The group who has the most correct words is the winner.
4. Production – Low level (8’)
Game: Vocabulary Ping Pong.
Model the game with a student first, then have the class play the game as instructed
5. Production – Low level (2’)
Do exercises in the Workbook.
Prepare: A closer