LESSON PLAN

TIẾNG ANH 6 FRIENDS PLUS

UNIT 1: TOWNS and CITIES - LESSON 1: VOCABULARY
PLACES IN A TOWN OR CITY
I. OBJECTIVES: By the end of the lesson, students will be able to:
- get some more knowledge about places in a town or city.
- develop students’ speaking and listening skills.
II. LANGUAGE CONTENT
* Vocabulary: (n) bridge, monument, flat, office building, square, shopping centre, sports
centre
(adj) clean, dangerous, dirty, friendly, modern, noisy, pretty, quiet, safe,
III. TECHNIQUES
- Questions & answers.
IV. TEACHING AIDS:
- Pictures, textbooks, power point slides, ….
STAGE/TIME ACTIVITY
WARM UP Game “GREEN BAMBOO”
(5 mins)
- Teacher divides class into 2 groups.
- There are 12 numbers about places on the screen. There is a
hidden picture behind these numbers. Each group will choose a
pair of number. With one correct pair, you will get 1 point.
- The group has the most correct answers will be the winner.
- After revealing the picture, teacher asks students a question:
“What is the hidden picture about?”
- Students answer “LONDON CITY.”
PRESENTATION Set context:
- Teacher calls out some Students to answer the question.
“What famous place are there in your town or city?”
- Students answer in their own.
 New words:
bridge (n)
monument (n)
flat (n)
office building (n) (picture)

square (n)
shopping centre (n)
sports centre (n)

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 clean (adj)
dangerous (adj)
dirty (adj)
(explanation)
friendly (adj)
modern (adj)
noisy (adj)
pretty (adj)
quiet (adj)
safe (adj)
- Students listen to the teacher and repeat the words.
- Students copy down these words into their notebooks.
PRACTICE
 Activity 1: Match the words in the box with places 1-14 on the map
of London below. There are 6 extra words, listen and check.
- Teacher gives students time to complete the task. (Students can
discuss in groups, pairs or work individually).
- Students listen and check their answers.
Suggested answers

1. Library 8. market
2. Park 9. cinema
3. hotel 10. restaurant
4. monument 11. station
5. Square 12. theatre
6. shop 13. Bridge
7. bus station 14. Office building

 Activity 2: Watch or listen. Which places from exercise 1 do the

people mention?
- Teacher plays the video or audio for Students to watch or listen
and note down the places that are mentioned.
- Students listen and note down the places.
- Teacher plays the video / audio again and checks students’
answers.
Suggested answers: café, cinema, restaurant, sports centre, park,
library, bridge, monument, bus station, shop.
 Activity 3: Watch or listen again and complete the sentences.
- Teacher allows students time to read the gapped sentences.
- Teacher plays the video / audio again for students to complete the
sentences.

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 - Teacher checks answers with the class.
Suggested answers
1. theatre 4. café
2. parks 5. shops
3. bridge
PRODUCTION
 Activity 4: Work in pairs
- Teacher asks students to work in pairs and talk about the places in
their town / city.
- Teacher suggests some phrases to introduce about places and
focus on the grammar points.
There is + a /an + singular Noun
There are + plural Noun
Ex: There is a cinema.
There are two cinemas.

There are + SOME + plural Noun

(= there aren’t)
There are + NOT + ANY + plural Noun

Ex: There are some restaurants.

There aren’t any restaurants.
Suggested answers
- There are some café and restaurants serving food all over the
world.
- There are some cinemas or theatres for you to relax after a hard-
working day.
- …..

 Consolidation: Discussion
- Teacher asks Students to work in groups and discuss about the
good and bad things in their town / city.
- Teacher gives students time to discuss in group and write down
their opinions.
- Teacher calls out some Students to present their opinion in front
of class.
Suggested answers

Good things Bad things

- a lot of entertainment facilities - Air pollution

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 such as cinemas, theatres, … - Noise pollution
- trying new types of food. - Traffic jam in rush hour.
- earning more money. …….
……..
IV. HOMEWORK - Learn by heart all the new words.
- Prepare for next lesson – Reading: find out some information
about a cruise ship.

I. Điền vào chỗ trống với: a, an, some, any.

1. There isn’t ………any………… orange juice in the fridge.
2. She’d like ………an………… apple.
3. There are ………some………… oranges and bananas.
4. Is there …………any……… beef?
5. There aren’t ……………any…… noodles.
6. There is ………some………… meat and ……some…………… rice for lunch.
7. Are there ………any………… vegetables?
8. I have ………some………… fruits for you.
9. He eats ………an………… orange after his dinner.
10. Would you like ………some………… milk, please?
II. Give the comparative form of these following adj/ adv.
ADJ/ ADV COMPARATIVE FORM
1. short shorter
2. wonderful more wonderful
3. delicious more delicious
4. powerful more powerful
5. tall taller
6. narrow narrower
7. smart smarter
8. early earlier
9. beautifully more beautifully
10. well better
III. Reorder the words.
1 - There are some towels near here.
2 - Paris is a famous city.
3 - The library is opposite the bank.
4 - I like Vin-mart near my house.
5 - Is there a café near her house?
ĐÁP ÁN
I. Complete the sentence with There is or There are.
1. ____There are______ 5 smartphones on the table.
2. ____There are______ many apples on the fridge.
3. _____There is_________ a big fridge in the kitchen.
4. ____There is_______ a map and two posters on the wall.
5. _______There are____ many flower vases on the shop.
II. Read and match.
A KEY B

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1. PARK 1 - c a. a building in which collections of books, newspapers, etc.
2. CAFÉ 2 - e b. a building, column, statue, etc. built to remind people of a famous
person or event
3. LIBRARY 3 - a c. an area of public land in a town or a city where people go to walk,
play and relax
4. MONUMENT 4 - b d. an occasion when people buy and sell goods
5. MARKET5 - d e. a place where you can buy drinks and simple meals.
III. Read and answer the question.
1 - It is in the south of Vietnam.
2 - They are really friendly.
3 - Yes, there are.
4 - No, it isn't.
5 - Ho Chi Minh city is.

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 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 2: READING

Aims: By the end of the lesson, students will be able to:

- know how to answer specific questions about the text.
- find out more about a cruise ship.
- use vocabulary items related to the issue of passage.
Teaching Aids:
- Textbook, tape, power point slides, …

STAGE/TIME ACTIVITY
I. WARM UP Game: What is it?
7 minutes - Students have to answer all questions to find the key word.
o This is a place where people can eat and drink.
o People usually stay in this place when they are on vacation.
o Where you can borrow and read books.
o Place where you can play sport.

R E S T A U R A N T

H O T E L

L I B R A R Y

S P O R T S C E T R E
Lead – in - The key word is “SHIP”.
- T shows the picture and leads in the lesson “This is a very special ship;
This is a cruise ship.”

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II. PRE – Activity 1: Guessing game
READING - T has students work in groups and discuss some facts of the cruise ship.
8 minutes After discussing, students have to write “TRUE” or “FALSE”.
a) There is a library and a school on the ship. FALSE
b) There are some swimming pools on the ship. TRUE
c) There is one café and one restaurant on the ship. TRUE
- Students will put their answers on the boards.
- Teacher introduces some new words “Before reading, there are some
new words in the text.”
* New words:
1. cruise ship (n) – Show picture.
1. fantastic (adj) – E.g.: This is a fantastic hotel.
2. comfortable (adj) – E.g.: This soft bed is very comfortable.
3. cabin (n) – Show picture.
4. passenger (n) – E.g.: There are many passengers on the ship.
5. chef (n) – a person who cooks.
6. swimming pool (n) – show picture.
7. climbing wall (n) – show picture.

III. WHILE – - T has students open their books to page 16.

READING - Students listen and read the text silently.
20 minutes Activity 2: Skill Strategy.
- T introduces students how to answer specific questions about a text.
- T invites some students to read the strategy aloud.
- T explains.
* Practice: Listen and underline what numbers refer to.
- 6,360 – 20 – 50 – 12,000
*Key:
a) 6,360: the number of passengers
b) 20: the number of café and restaurants
c) 50: the number of real trees on the ship
d) 12,000: the number of plants on the ship

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 - T invites some students to check their works.

Activity 3: Task 2 – page 16

- T has some students say the questions loudly and underline all the key
words.
1. What is the name of the ship?
2. How many people work on the ship?
3. How many chefs are there on the ship?
4. Is it the only ship with a park?
5. What’s in the sport area?
*Key:
1. Oasis of the Seas
2. More than 2,000 people work on the ship
3. There are 250 chefs.
4. Yes, it is
5. There’s a climbing wall in the sports area.
- T has students reread the text and underline sentences that they find the
correct answers.
- T invites some students to write their answers and check their work.
- T goes back to Activity 1 and gives the correct answers.

IV. POST – Activity 4: Group discussion

READING - T runs through Activity 4.
8 minutes - Ss work in group of four.
- T gives the question “Is the Oasis of the Seas a good place for a
holiday? Why/ Why not?”.
Suggested answers: ……
- T walks around to monitor the class and offers help.
- T invites two or three Ss to answer the questions.
- T listens and provides more information if it is necessary.

V. - T asks some questions about the text to check their comprehension.

CONSOLIDATIO 1. What is the name of the ship?
N
2. How many people work on the ship?
2 minutes
3. How many chefs are there on the ship?
4. Is it the only ship with a park?
5. What’s in the sport area?

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9
 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 3: LANGUAGE FOCUS

I. OBJECTIVES: By the end of the lesson, students will be able to:

- ask and answer questions about places.
II. TECHNIQUES
- Questions & answers.
III. TEACHING AIDS:
- There
Pictures,
is + aTextbook, power
/an + singular point slides, ...
Noun
STAGE/TIME ACTIVITY
WARM UP Game : NOUGHTS AND CROSSES
- Teacher divides class into 2 groups. One group is “noughts” (O) and
the other is “crosses” (X). There are 9 words and numbers about the
Oasis of the Sea in the table and students have to use structure “there
is/ are…..” to make sentences.
- 2 groups take turns to select the boxes and make sentences with those
words. The group makes the correct sentence will get an (O) or (X).
- The group that has 3 O or X on a horizontal, vertical, or diagonal row
will be the winner.

library 2000 swimming pools

250 school climbing wall

park 20 6360

Ex: There is a library on the ship.

There isn’t a school on the ship.
PRESENTATION
 Activity 1: Complete the questions. Then choose the correct answers.
- Teacher asks students to complete the sentences in 1 minute.
- Teacher checks students’ answers.
Suggested answers
1. Is – b
2. Are – a
3. Are – b
- Teacher reminds students how to use “there is/ there are…”
 GRAMMAR POINTS
1) THERE IS (= THERE’S)
(+) :

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 Ex: There is a pen on the desk.
There is + NOT + a/an + singular Noun (-) :

Ex: There is not a buffalo in the rice field.

Is there + a/an + singular Noun? (?)

 Yes, there is / no, there isn’t

Ex: Is there an eraser in your school bag?
 No, there is not.

2) THERE ARE (=THERE’RE)

(+) There are + plural Noun

Ex: There are three apples in the picnic basket.

There are + not + ANY + plural noun (=(-)
there aren’t)

Ex: There aren’t any books on the desk.

Are there + ANY + plural noun? (?)

 Yes, there are. / no, there aren’t

Ex: Are there any swimming pools on the ship?
 Yes, there are.

How many + plural Noun + are there…..?

Ex: How many chefs are there on the ship?

 There are 50 chefs.
PRACTICE
 Activity 2: Choose the correct words in the Rules.
- Students choose the correct words to complete the rules then compare
their answers in pairs.
- Teacher checks grammar with the class.
(Suggested answers)
1. any 3. plural nouns
2. singular nouns 4. plural nouns

 Activity 3: Match 1-6 with a-f to make questions. Then write answers

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 about your city/ town.
- T asks students make questions, then compare their questions in pairs.
- T calls some students to answer these questions.
- Students answer in their own.
(Suggested answers)
1c – 2f – 3e – 4a – 5b – 6d
 Activity 4: Complete the questions with “Is there…?/ Are there…?”
and “how many….”
- Teacher asks students to complete the questions then compare with
their partners.
Suggested answers
1. Are there 4. Are there
2. Is there 5. How many
3. How many

 Activity 5: choose the correct words in Rules.

- T asks students to complete the rules, then compare answers in pairs.
Suggested answers
The – no article
GRAMMAR POINT: DEFINITE AND ZERO ARTICLE
- We use the to talk about a particular thing.
- We use zero article to talk about things in general.
 Activity 6: complete the sentences with the or ⏀
- Teacher asks students to read the sentences and decide if they need
the definite or zero article.
- Students compare the answers with partners.
- Teacher checks students’ answers.
Suggested answers
1. The 4. ⏀
2. The 5. The
3. ⏀
CONSOLIDATION Game “I WANT TO BE A DESIGNER”
- Teacher asks students to work in groups. (5- 6 students/ groups)
- Each group will design their dream amusement park. Then, 2
members will go to the front and the other groups will ask them some
questions about their amusement park by using “Is there…/Are
there…; How many…?”.
- Teacher gives feedbacks to the presentation.
HOMEWORK - Learn by heart all structures.

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- Write a description of your amusement park. Use the preposition in
the Starter Unit.

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 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 4: VOCABULARY and LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to:
- understand people comparing places and things.
- develop students’ listening skills.
II. Teaching Aids:
- Textbook, tape, power point slides, …
STAGE/TIME ACTIVITY
WARM UP Game: “OPEN, SESAME!” (exercise 1 / p.18)
- Teacher divides class into 2 groups.
- There are 12 pictures and adjectives on the screen. Each group will
choose a picture and its opposite word to make a complete pair. With
one correct pair, you will get 1 point.
- The group has the most correct answers will be the winner.
PRE-LISTENING Set context:
- Teacher asks Students a question:
“Do you like modern or old places? Why?”
- Students answer in their own.
 Activity 1: Write sentences for the adjectives in exercise 1.
- Students write sentences for the adjectives then compare their
sentences in pairs.
- Teacher asks some students to read their sentences to class and asks
the class to correct any mistakes.
Suggested answers
The Vietnamese people are friendly.
The school yard is noisy at break time.
It’s not safe to go out at night.
……
WHILE-TEACHING
 Activity 2: Listen to four street interviews in a radio programme.
What do people talk about? Choose four topics from the box and
match them to the people.
- Teacher allows students time to read the introduction and the topics
in the box.
- Teacher plays the audio 3 times and asks students to listen and find
out which topics the people talk about.
- Teacher checks students’ answers.

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 (Suggested answers)
1. Emma – the park
2. Lukas – buses and bikes
3. Dwayne – New York
4. Chloe and Harriet – restaurants
 Activity 3: Listen again and write True or False. Correct the false
sentences.
- Teacher allows students time to read the sentence.
- Teacher points out that in the fourth interview, Students will have to
listen very carefully to know who is speaking, Harriet or Chloe.
- Teacher plays the audio again.
(Suggested answers)
1. True
2. True
3. False (He thinks bikes are more dangerous)
4. True
5. False (Harriet thinks that Luigi’s pizzas are bigger)
6. True
 Activity 4: Answer the questions. (optional)
- Students work in pairs and discuss the answers.
- Teacher checks students’ answers.
1. Who does Emma meet at the shopping centre?
2. What does Lukas say about the price of the buses?
3. Where is Dwayne from?
4. What does Harriet agree with Chloe about?
(Suggested answers)
1. Her friends
2. They are expensive.
3. New York
4. The pizzas in Gino’s are better, and the people are friendlier.
POST-LISTENING Activity 5: Think of three places that you like in your town / city and
three places that you don’t like. Write sentences and say why you like
or dislike them.
- Students write their sentences.
- Teacher asks students to read their sentences to the class.
- Students answer in their own.

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 Consolidation: DRAW A MINDMAP
- Teacher asks students to work in groups and discuss about which
place they like and dislike.
- Teacher gives students time to discuss in group and write down their
opinions.
- Teacher calls out some students to present their opinion in front of
class.
HOMEWORK - Learn by heart all the new words.
- Prepare for next lesson – Language focus: comparative adjectives

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 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 5: LANGUAGE FOCUS
COMPARATIVE ADJECTIVES
I. OBJECTIVES: By the end of the lesson, students will be able to:
- compare things using comparative adjectives.
II. Teaching Aids:
- Textbook, tape, power point slides, …
STAGE/TIME ACTIVITY
WARM UP Game CHAIN GAME
- Teacher divides class into 2 groups.
- Teacher says a sentence and each group takes turns to give sentences
that follow the teacher and the other groups’ sentence. The group that
has more questions will be the winner.
 “Today I go to the bookstore…….”
PRESENTATION  Grammar point: COMPARATIVE ADJECTIVES
- Teacher explains the grammar to students.
1) Short adjectives (1-syllable adjectives)

S1 + V + Adj-ER+ THAN+ S2

Ex: Bikes are slower than cars.

2) Long adjectives (2 or more syllable adjectives)

S1 + V + MORE + ADJ + THAN + S2

Ex: French is more difficult than English.

Some special cases
good → better
well (healthy) → better
bad → worse
far → farther/further
Note:
- With some 2-syllable adjectives, we can use "-er" OR "more":
o quiet → quieter / more quiet
clever → cleverer / more clever
narrow → narrower / more narrow
simple → simpler / more simple
- If the adjective ends in -e, we add -r. (safe  safer)
- Final -y changes to -ier. (pretty  prettier)
- One – syllable adjective endings with vowel and one consonant, we

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 double the consonant. (big  bigger)
- Students copy down to their notebooks.
 Activity 1: Write the comparative form of the adjectives in the table.
- Teacher gives students time to complete the table.
- Teacher checks the answers.
(Suggested answers)
cleaner – slower – nicer – safer – friendlier – prettier – bigger – hotter
PRACTICE
 Activity 2: write sentences using the correct comparative form of the
adjectives in brackets. How do you say “than” in your language?
- Teacher reads out the example and elicit another example from the
class.
- Teacher elicits how students say than in their own language.
- Students write the sentences using the comparative form and compare
the answer with their partners.
- Teacher checks Students’ answers.
(Suggested answers)
1. It’s more expensive here than in my country.
2. The weather today is worse than it was yesterday.
3. Why is this class quieter than the other class?
4. Are the buildings in New York more modern than the buildings in
Oxford?
5. This house is prettier than that house.
 Activity 3: Pronunciation
- Teacher plays the audio once for students to listen.
- Teacher plays the audio again, pausing for students to repeat
individually and chorally.
(Suggested answers)
1d – 2d – 3c – 4d
 Activity 4: Read City of the Sea again. You may discover some letters
pronounced differently in different words. Now indicate the word
whose bold part differs from the other three in pronunciation.
- Teacher gives students time to read the introduction.
- Teacher models pronunciation of star and cinemas, where their bold
parts are different.
(Suggested answers)
1. d (cinemas)
2. d (cinema)

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 3. a (trees)
4. d (answer)
PRODUCTION
 Activity 5: Work in pairs.
- Teacher gives students time to practice in pairs about some of the
things in the box by using comparative adjectives and the Key
Phrases.
- Teacher calls some pairs to practice in front of the class and gives
feedback.
Consolidation: WHAT ARE THE DIFFERENCES?
- Teacher shows some pairs of pictures on the screen.
- Each student will choose the number and make sentences about
objects or places using comparative adjectives.
HOMEWORK - Learn by heart the structures.
- Make sentences about your family using comparative adjectives.
- Prepare for next lesson – Speaking

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 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 6: SPEAKING
I. OBJECTIVES: By the end of the lesson, students will be able to:
- ask and say where places are.
- develop students’ speaking skill.
II. Teaching Aids:
- Textbook, tape, power point slides, …
STAGE/TIME ACTIVITY
WARM UP Game “GUESSING GAME!”
- Teacher invites 1 student to come to in front of the class. He/She has
to use phrases or give examples to explain the words that given by
teacher.
- Teacher invites some students to answer.
* Given words: Bus station, Police station, School, Hospital, Store ..
PRE-SPEAKING Set context:
- Think: You are a tourist in a new town. Where do you look for
information and direction?
- Ss answer in their own.
 Activity 1: Audio 1.18
- Allow students time to read through the gapped dialogue.
- Play the video or audio for students to watch or listen and complete
the dialogue.
- Play the video again for students to check their answers.
- Check their answer with the class, then ask the questions to the class
and elicit the answers.
Suggested answers
1. Are we near
2. the bus station
3. any shops
4. five minutes
WHILE-TEACHING
 Activity 2: Watch or listen again. Then practice the dialogue in pairs.

- Play the audio or video again.

- Tell students to listen carefully for the pronunciation and
intonation. You could pause after some of the sentences and
questions for students to repeat.
- Students work in pairs to practise the dialogue.

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 (Suggested answers)
5. Students’ own answers.
 Activity 3: Read the study strategy and follow the instructions.
- Read the study strategy with the class then read through the key
phrases.
- Ask students to find the key phrases in the dialogue and check
their understanding.
- Students practice the key phrases in pairs. With weaker classes,
when they close their books, write some key words on the board
to help them remember the phrases, e.g. Excuse, near, far.
- See who managed to remember all the phrases.

 Activity 4: Work in pairs. Practice the dialogue with How far..? and
place from 1 to 4.
- Ask two confident students to read out the example mini
dialogue.
- Students work in pairs to practice more mini dialogues. With
weaker classes, allow students time to prepare the dialogues
before they practise. With stronger classes, students can go
straight into the spoken practice.
- Ask some pairs to perform one of their dialogues for the class.
E.g
Student 1: Excuse me, how far is the bus station from here? (What is
the distance between here and the bus station?)
Student 2: It’s about ten minutes on foot.
Student 1: Thanks for your help.
Student 2: You’re welcome.
POST-SPEAKING
 Activity 5: Use it – Work in pairs. Look at the situation and prepare
a new dialogue. Use the dialogue in exercise 1 to help you.
- Students work in pairs to prepare a new dialogue. With

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 stronger classes, you could teach some more phrases for giving
directions, e.g. Turn left / right, Go straight on.
- Students swap roles and practice again.
Consolidation: MINGLE
- Teacher divides students into two groups, A and B.

- Students in group A will give the questions.

- Students in group B will give the answers.

- Teacher should prepare a variety of questions. Students in group A

have to find the right students in group B (who has the correct
answers).

For example:

A: How far is it from here to the park?

B1: Sorry I don’t know.

B2 (must prepare the answer before): It’s about 10 minutes on foot.

HOMEWORK - Learn by heart all the new words.
- Prepare for next lesson.

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 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 7: WRITING
WRITING A DESCRIPTION OF A TOWN OR CITY
I. OBJECTIVES: By the end of the lesson, students will be able to:
- write a description of a town or city that they like.
- develop students’ writing skill.
II. Teaching Aids:
- Textbook, tape, power point slides, …
STAGE/TIME ACTIVITY
WARM UP - Teacher divides class into groups.
- Teacher shows series of pictures of places in Ho Chi Minh city (or a
video clip). Students watch it and write down as many places as they
can.
- Teacher invites some group to show their works.
- Teacher leads in the lesson “Today, we’re studying about how to
write a description of a town or a city.”
PRE-WRITING Set context:
- Think: Students use their dictionaries to check the meanings of the
words in the box.
- Ask the question to the class and elicit answers from individual
students.
- Ask more questions about the student’s own town or city,
Examples: What’s your favourite place?
Which parts do you never visit? Why?
- Students answer in their own.
 Activity 1:
- Students read the description of Hồ Chí Minh City and answer the
questions, then compare their answers in pairs.
- Check answers with the class.
Suggested answers
1. building
2. amusement park
3. shopping mall
WHILE-TEACHING
 Activity 2: Students complete the key phrases. Check answers and check
that students understand all the phrases.
(Suggested answers)

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 1. south/ Việt Nam
2. 9,000,000 (Nine million)
3. modern/ really friendly
4. many good amusement parks, shopping malls/ buildings
5. sometimes visit Vũng Tàu, Phan Thiết and Đà Lạt, …/ Hồ Chí Minh City
is more interesting
 Activity 3: Language point: Position of adjectives
Exercise 3: Look at the phrases in blue in the text. Then underline the
correct words.
- Focus on the phrases in blue in the text and elicit which are
adjectives.
- Students read the sentences and choose the correct words.
- Check answers with the class and check that students understand
really, very and quite.
 Activity 4: Compound sentences. Look at the underlined sentences in
the text. Then circle the correct words.
- Give your students two examples of compound sentences, one of
which is the combination with “and” and the other with “but”. Make
students pay attention to “similar clauses” and “opposite clauses”.
- Students work individually to combine the two sentences and
volunteer to show them on the board.
- Correct the mistakes if your students fail to do any sentences.
E.g
1. similar
2. opposite
3. Hội An Town is an old town, and it’s got a population of about 152,160.
4. Mr Nam sometimes stays in Hà Nội, but he lives in Hồ Chí Minh City.

POST-WRITING
 Activity 5: Use it – Work in pairs. Look at the situation and prepare
a new dialogue. Use the dialogue in exercise 1 to help you.
- Read the task with the class.

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 - Students answer the questions and plan their description.
- Read through the paragraph structures with the class.
- Students write their descriptions.
- This can be set for homework.
- Remind students to check their grammar and spelling carefully.
Consolidation:
- T asks Ss to work in groups and give some descriptions about a town
or a city they like.
- Students of each group come to the board and read out these
descriptions loudly, other students will guess the name of that town
or city.
HOMEWORK - Learn by heart all the new words.
- Prepare for next lesson.

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 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 8: CLIL_GEOGRAPHY
READING A MAP
I. OBJECTIVES: By the end of the lesson, students will be able to:
- ask and answer questions about maps.
- develop students’ skills.
II. Teaching Aids:
- Textbook, tape, power point slides, …
STAGE/TIME ACTIVITY
WARM UP Game “DRAWING GAME”
- Teacher invites one student to be a player. Teacher gives him/her a
word and he/she has to draw to explain that word.
- Teacher invites some students to answer.
Suggestion: trees, river, mountain, street, train station, map,…
- Teacher leads in the lesson.
PRE-TEACHING Set context:
Think: Warm-up
- With books closed, write the word map on the board and elicit the
meaning.
- Ask students what information we can find on maps, and elicit some
ideas.
- Ask students when they use maps, and what kinds of maps they use
(paper, online, etc.).
- Tell students they are going to practice-reading maps in English.
 Activity 1:
- Students work in pairs to check the-meanings of the words and match
them with the symbols.
- Students read the text and check their answers.
- Check answers with the class and make sure that students understand
all the words.
- Model and drill pronunciation if necessary.
Suggested answers
1 river
2 road
3 hill

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 4 railway
5 forest
6 path
WHILE-TEACHING
 Activity 2: Students read and listen to the text again. Elicit what other
symbols are mentioned in the text.
(Suggested answers)
A black circle on a railway is a train station. A red area is a city or town.
 Activity 3: Students work in pairs to look at map-A and choose the
correct words. Check answers with the class.
1 1:50,000
2 paths
3 hill
4 156
5 road
6 train station
 Activity 4: Students look at map B individually and answer the
questions, then compare their answers in pairs. Check answers with
the class.
1 There are 4 cable car stations.
2 Yes, we can.
3 The cable car from Debay station to Morin station.
POST
 Activity 5: Exercise 5 USE IT!
- Put students into pairs to draw their maps.
- Monitor and help while they are working and encourage them to add
a range of features and symbols.
- Put pairs together into groups of four to ask and answer about their
maps.
- Ask some groups to show one of their maps to the class and describe
the features on it.
Consolidation: PROJECT – DRAW A MAP
- Teacher asks students to work in groups and draw a map.
- Teacher gives students some places that they can draw, for example:
school, favorite park, favorite shopping mall, our town, village, …
- Teacher gives students deadline.
HOMEWORK - Learn by heart all the new words.
- Prepare for next lesson.

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 LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 1: TOWNS and CITIES - LESSON 9: PUZZLES and GAMES
I. OBJECTIVES: By the end of the lesson, students will be able to:
- revise all lessons in Unit 1.
- develop students’ skills.
II. Teaching Aids:
- Textbook, tape, power point slides, …
STAGE/TIME ACTIVITY
WARM UP Game “GUESSING GAME!”
- Teacher invites 1 student to come to in front of the class. He/She has
to use phrases or give examples to explain the words that given by
teacher.
- Teacher invites some students to answer.
* Given words: London, cruise, map, station, …
PRE-TEACHING
 Exercise 1
- Students complete the puzzles and find the mystery word.
- Students could work in pairs for this, and you could do it as a race to
make it fun.
- Check answers with the class.
Answers
1 market 2 square 3 café 4 library 5 cinema 6 theatre
Mystery word: restaurant
WHILE-TEACHING
 Exercise 2: Read out the instructions and check that students
understand the game.
- Invite a confident student to come to the board and write the first
letter of each word in their sentence.
- Other students guess the sentence.
- Students could also play this game in small groups.
Answers: Students’ own answers.
 Exercise 3
- Put students into pairs and ask them to decide which of them is
Student A and which is Student B.
- Refer them to their map and ask them to use a piece of paper to
cover their partner’s map. If possible, students should sit back-to-
back for this activity so that they can’t see their partner’s map.

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 - Students ask and answer questions to find six differences between
their maps. Ask them to make a note of the differences.
- Check answers with the class.
Answers
1 There’s a cinema on map A, but a theatre on map B.
2 There’s a train station on map A, but a bus stop on map B.
3 There’s a shopping centre on map A, but a sports centre on map B.
4 There are two restaurants on map A, but only one on map B.
5 There are two cafés on map A, but three on map B.
6 There isn’t a monument in the park on map A, but there is on map B.
 Exercise 4
- Students unscramble the letters and find the adjectives for
describing a place.
- Students could work in pairs for this, and you could do it as a race.
- Check answers with the class.
- As an extension, ask students to write the opposites of the
adjectives.
Answers
1 friendly 2 clean 3 dangerous 4 modern 5 ugly 6 expensive
(Opposites: 1 unfriendly 2 dirty 3 safe 4 old 5 pretty 6 cheap)
POST-TEACHING
 Activity 5: Exercise 5 USE IT!
- Read out the instructions and check that students understand the
game.
- Students write their comparative forms in the bingo table.
- Choose a confident student to be the game leader or take on this role
yourself. The game leader calls out the comparative forms in a
random order. The first student to hear and tick off all their words is
the winner.
- Students could also play this game in small groups.
- You could repeat the game by brainstorming twelve other adjectives
that students know, e.g. good, bad, boring, intelligent, tall, short,
new, happy, interesting, nice, fast, slow.
- Write the adjectives on the board.
- Students choose six adjectives and write the comparative forms,
then play the game again.
Answers: Students’ own answers.
Consolidation: SHARING
- T asks Ss to work in groups and discuss what they learned in Unit 1.

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 - T gives Ss time to discuss in group and write down their opinions.
- T calls out some Ss to present their opinion in front of class.
HOMEWORK - Learn by heart all the new words.
- Prepare for next lesson – Language focus: comparative adjectives

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