Teacher: Nguyễn Thành Long  

            Duc Tri Primary and Secondary

School

Period: 28                                                                 Date of planning: 23/10/2022

                                                                                  Date of teaching:
24/10/2022

UNIT 3: FRIENDS
Lesson 2 - Part 2 (Page 26) - Grammar

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the Present Continuous for future use.
2. Ability
- improve speaking skill, writing skill.
- improve the use of English.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- make a plan for their near future activities.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on Eduhome, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Revision of Present Continuous
c) Product: Ss have general ideas about Present Continuous for future plans
d) Competence: Collaboration, communication, analytical skills.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: REARRANGING
- Have Ss rearrange the words / phrases to make a - Work in groups
meaningful sentence (format: ioe.vn) (T can use about 4-6
sentences) - Read answers
- Call Ss to give answers
- Check, correct Ss’ answers if necessary
Lead to the new lesson.

 Option 2: Fill in the blanks

- Give a small exercise. Have Ss use the words given to fill in
- Work in pairs, then share answers with the
the blanks
class

Answer keys
1. watching
2. making
3. playing
4. doing
5. having
- Have Ss read their answers
- Check, ask Ss to focus on the tense used in these sentences
- Lead to the new lesson

B. New lesson (35’)

 Activities 1: Grammar: Present Continuous for future use (15’)
a) Objective: Ss know how to use the Present Continuous for future plans.
b) Content:
- Listen and repeat
- Grammar explanation
c) Products: Ss can use the Present Continuous to talk about their plan for future activities.
d) Competence: Communication, collaboration, creativity
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Listen and repeat
- Have Ss look at the picture - Look
- Play the audio (CD1 – Track 35), ask Ss to listen and read - Listen and read
the speech bubbles
- Play the audio again and have Ss listen and repeat - Listen and repeat
*Grammar box:
- Ask Ss to make comments on the black bold verb form in - Comment
the examples
- Have Ss retell the form and usage of the Present - Retell
Continuous tense.
- Lead to the grammar table and explain the usage of the - Listen and take notes
Present Continuous for future action
- Ask Ss to pay attention to the future time expressions
- Have some Ss read the sentences aloud - Read

- Work in pairs to make sentences

- Have Ss make more sentences, using the Present Suggested answers
Continuous for future action 1. I’m doing exercises tonight.
- Give feedback 2. I’m having a cooking class this Saturday.
 Activity 2: Practice (20’)
a) Objective: Ss can get used to using the Present Continuous for future activities
b) Content:
- Filling in the blanks, using the Present Continuous
- Writing full sentences, using the given words and the Present Continuous.
c) Products: Ss can apply the use the Present Continuous in communication.
d) Competence: Collaboration, creativity, communication
e) Organization of the activity:
Teacher’s Activities Students’ Activities
b. Fill in the blanks, using the Present Continuous
 Option 1: - Look and listen
- Use the example to demonstrate this activity
- Have Ss use the Present Continuous to fill in the blanks, - Work in pairs
draw attention to the negative and question form
- Have pairs check each other’s work
- Have Ss share their answers with the class by writing - Write answers
down on the board. Answer keys
- Check Ss’ answers, correct if necessary 2. are / doing 3. am making
4. Are / having 5. is going
6. are playing 7. Is / watching

 Option 2:
- Use the example to demonstrate this activity
- Have Ss use the Present Continuous to fill in the blanks, - Look and listen
draw attention to the negative and question form
- Have pairs check each other’s work - Work in pairs
- Call Ss to give answers by answering multiple choice
questions (format: game “Who is the millionaire?”)
- Check Ss’ answers, correct if necessary - Give answers
 Answer keys
2. D 3. A
…

- Look and listen

c. Write full sentences, using the given words and the - Do the task
Present Continuous.
- Demonstrate the activity, using the example - Work in pairs
- Let Ss write full sentences, using the prompts - Write answers
- Go round and give help if necessary Answer keys
- Have Ss work in pairs to check each other’s work 2. I am having a barbecue today.
- Call Ss to write answers on the board 3. Emma and Jane are not watching a movie on
- Check and correct Ss’ answers Sunday.
4. We are making a pizza this weekend.
5. Is David playing badminton this evening?
6. Is Maria watching TV with her sister tonight?

d. Write true sentences about yourself, then ask your - Work in pairs
partner
- Have Ss work in pairs to write true sentences about
themselves and ask their partner.

- Ask and answer

- Have some Ss demonstrate the activity in front of the

class
- Give feedback and evaluation

C. Consolidation (3’)
* Present Continuous for future action:
Form: (-) S + am / is / are + V-ing
(-) S + am / is / are + not + V-ing
(?) Am / Is / Are + S + V-ing
Future time expressions: this weekend, on the weekend, on Saturday, tomorrow, tonight, this week, …

D. Homework (2’)
- Make 2 sentences, using the Present Continuous for future use.
- Do exercises in WB: Lesson 2 - Grammar – Part a, b, c (page 17).
 - Prepare: Lesson 2 – Pronunciation and Speaking (page 27 – SB).

Period: 29                                                                 Date of planning: 24/10/2022

                                                                                  Date of teaching:
25/10/2022

UNIT 3: FRIENDS
Lesson 2 - Part 3 (Page 27) – Pronunciation and Speaking

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use sound changes in the question: “What are you doing?”
- invite a friend out and discuss things to do together.
2. Ability
- improve speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- take part in some useful activities with friends to relax after school time.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on Eduhome, handouts…

III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Introduction of some weekend activities.
c) Product: Ss know more interesting weekend activities and have plans for them.
d) Competence: Collaboration, observation
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: Weekend activities
- Have Ss close all books - Close books
- Show pictures on the screen (or use handouts)
- Have Ss look at the pictures and give the name of the - Look, name the activities
activity in the picture
- Have Ss give answers, call other Ss to give other answers if - Give answers
the first one is incorrect
 Lead to the new lesson
Answers keys

 Option 2:
- Have Ss close all books
- Have Ss work in groups and list things they can do on the - Close books
weekend (in 1 minute) - List activities Ss often do on the weekend
- Have Ss write answers on the board
- The group which has most correct answers will be the - Write answers
winner - Check answers with the teacher.
- Have class give a round applause to the winner
 Lead to the new lesson.

B. New lesson (35’)

 Activities 1: Pronunciation (10’)
a) Objective: Ss know how to use sound changes in the question: “What are you doing?”
b) Content:
- Recognizing the sound changes in the question: “What are you doing?”
- Listening and focusing pronunciation feature, find and correct mistakes.
- Practicing the pronunciation as directed.
c) Products: Ss can apply the sound changes when speaking.
d) Competence: Communication, collaboration, listening.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a + b. Listen. Notice the sound changes of the
underlined words
- Play the recording (CD1, track 36) - Listen
- Ask Ss to listen and pay attention to the sound changes
- Call Ss to make their comments on the sound changes of - Comment
the questions: “What are you doing?”
- Give feedback, explain the pronunciation feature: “What - Listen
are you doing …?” often sounds like /wɒdəjədu:ɪŋ/
- Play the recording again, have Ss listen and repeat with a
focus on the pronunciation feature - Listen again and repeat
c + d. Listen and cross out the one with the wrong
sound changes, then read the sentences with the correct
sound changes to a partner.
- Play the recording, have Ss listen and cross out the option - Listen and cross out
that doesn’t use the correct sound changes
- Call Ss to give answers
- Play the recording again and check answers as a whole - Give answers
class
- Then have Ss practice saying the sentences with a partner, - Listen again and check
using the correct sound changes, then encourage Ss to use
their own sentences - Work in pairs
- Call some Ss to read their sentences in front of the class - Present
-Check and correct Ss’ pronunciation
 Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions about activities on the weekend.
b) Content: Practicing a conversation by using pictures on the right as a cue
c) Products: Ss can use the language provided successfully in their communication.
d) Competence: Collaboration, communication, creativity, public speaking
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Practice the conversation. Swap the roles and repeat.
(controlled practice)
 Option 1:
- Demonstrate the activity by practicing role-play with a - Listen
student
- Emphasize the structures to give suggestions
Do you want to come?
What about / How about Tuesday?
Would you like to come?
- Have pairs practice the conversation
- Call some pairs to read in front of the class - Work in pairs
- Have pairs swap roles and repeat-using the ideas on the
right
- Have some pairs demonstrate the activity in front of the
class - Act out the conversation
- Check Ss’ pronunciation
 Option 2: (for class with better students)
- Follow the same steps as option 1
- Then give Ss an extra activity: Practice the conversation - Listen to the instruction and work in pairs
in the textbook; however, they try to remember the
conversation content
- Have some pairs demonstrate the activity in front of the - Act out the conversation
class, not looking at the textbook; encourage Ss to present
as naturally as possible
- Give feedback and evaluation - Listen
b. Practice with your own ideas. (Free - practice)
- Have pairs practice the conversation with their own ideas, - Work in pairs
then swap roles
- Go round, observe Ss’ work and give help if necessary
- Call some pairs to demonstrate the activity in front of the - Present
class
- Give feedback and evaluation
 Activity 3: Speaking (15’)
a) Objective: Ss can invite friend out and discuss things to do together.
b) Content: Asking and answering questions about activities.
c) Products: Ss can apply the target language learnt in the lesson to produce the language successfully.
d) Competence: Collaboration, communication, critical thinking, persuasion.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. You want to invite your friend out. Student A use
the information on page 27, choose an activity from
his calendar and ask his partner to join. Student B
goes to page 125, file 12. Then, swap the roles and
repeat
- Demonstrate the activity by practicing role-play with a - 1 S practices role-play with the teacher
student
- Remind Ss to use the Present Continuous tense and - Listen
some structures of making suggestions
- Have student A look at the schedule on the bottom of
the page and student B turn to page 125, file 12. - Work in pairs
- Have Ss do the role-play for Week 1
- Have Ss find out which days they’re both free and
choose an activity to do together
- Have some pairs demonstrate their role-play in front of - Role play
the class.

b. Complete your calendar for Week 2 with activities.

Continue the conversation. Talk about what you and
your partner are doing together.
- Have Ss fill in the blanks for Week 2, using their own
ideas and continue the conversation - Work in pairs
- Ask Ss to demonstrate the role-play on front of the class
- Give feedback and evaluation

C. Consolidation (3’)
* Pronunciation: “What are you doing …?” often sounds like /wɒdəjədu:ɪŋ/
* Weekend activities: Making a cake, going swimming, playing sports, having a barbecue, having a party,
going shopping, watching a movie, having a picnic …
* Giving suggestions
How about / What about + V-ing / noun
Why don’t we + V bare infinitive
Let’s + V bare infinitive
Do you want to …? / Would you like to …?

D. Homework (2’)
- Practice using sound changes in the question: “What are you doing?”
- Find more useful activities Ss often do on the weekend.
- Make 2 sentences for each structure of giving suggestions.
- Prepare: Lesson 3: Literature – New Words and Listening (page 28 – SB).

Period: 30                                                                 Date of planning: 25/10/2022

                                                                                  Date of teaching:
26/10/2022
UNIT 3: FRIENDS
Lesson 3 - Part 1 (Page 28) - Vocabulary and Listening
Literature
 I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- describe someone’s character.
- ask and answer about personal characteristics.
2. Ability
- improve the use of English, speaking and listening skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love their school and friends.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on Eduhome.
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Introduction of some adjectives to describe someone’s character: helpful, selfish, kind,
lazy, friendly
c) Product: Ss get to know how describing adjectives.
d) Competence: Collaboration, analytical skill, communication.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1:
- Introduce some words about characteristics, using
characters from Doraemon comic - Look and guess the meaning of the new words
- Have Ss look at the characters, guess their characteristics
- Have Ss give answers, give feedback
 Lead to the new lesson.

Suggested answers
Helpful: help other people
Friendly: kind and willing to make friends
Selfish: just care about one’s own pleasure
Kind: be good to others
Lazy: doesn’t like working
In the Doraemon comic, Dekisugi is very friendly and
helpful. Doraemon is kind. Suneo is selfish and Nobita is
lazy.
 Option 2: Chatting
- Have Ss share a little bit about a character in a book or a - Share in front of the class
film they like (Name of the character - Name of the book or
film - Why do you like him / her?) - Listen
- Give feedback and evaluation
 Lead to the new lesson: adjectives to describe someone’s
characteristics

B. New lesson (35’)

 Activities 1: Vocabulary (15’)
a) Objective: Ss know more vocabularies to describe someone’s personalities
b) Content:
- Reading a passage containing new words
- Matching the new words with their definitions
c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Competence: Communication, collaboration, presentation, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Alice wrote about her best friend for homework.
Does she like everything about Simon?
- Have Ss look and the question and read the essay,
answer the question - Look and read
- Ask Ss to work in pairs to check their answers with their
partners - Work in pairs
- Call Ss to give answer and explain for their answer
- Check answers as a whole class - Give answer, explain
Suggested answers
No, she doesn’t. Because she writes: “One bad thing
about Simon is he can be lazy”
b. Match the underlined words with their descriptions.
Listen and repeat.
 Option 1:
- Have Ss read the descriptions and write the words on the - Read
lines
- Have Ss check their answers with their partners (in pairs) - Work in pairs
- Have Ss give answers, explain - Give answers
- Check their answers as a whole class
- Play audio (CD 1 – Track38). Have Ss listen and repeat - Listen and repeat.
- Call some Ss to read the words again, correct their - Read
pronunciation and stress Answer keys
2. helpful 3. funny
4. kind 5. selfish 6. lazy

 Option 2: (for class with low-level students)

- Have Ss read 5 sentences first, help them with difficult - Read
and strange words
- Then have Ss read the descriptions and write the words - Work in pairs
on the lines. Guide Ss to find key words to help them find
answers quickly and correctly
- Call Ss to give answers, explain for their answers - Give answers
- Play the audio (CD1 – Track 38) for Ss to listen and - Listen and repeat.
repeat
- Call some Ss to read the words / phrases aloud, correct - Read
their pronunciation and stress Answer keys
2. helpful (keyword: help)
 3. funny (keyword: make people laugh)
4. kind (keywords: think about other people, nice)
5. selfish (keyword: doesn’t like sharing)
*Vocabulary checking: 6. lazy (keyword: doesn’t like doing / working)

Answer keys
1. lazy 2. helpful 3. funny
4. kind 5. selfish

c. Do the words have a good (G) or bad (B) meaning?

Write the correct letter on the line.
- Demonstrate the activity
- Have Ss write either (G) or (B) on the lines - Work individually
- Have Ss work in pairs to check their answers with their - Work in pairs
partners
- Check answers as a whole class - Listen and correct
Answer keys
2. helpful: G 3. funny: G
4. kind: G 5. selfish: B 6. lazy: B
 Activity 2: Listening (10’)
a) Objective: Ss can develop their listening comprehension skills.
b) Content: Listening to a student talking about a book and checking if he likes the book.
c) Products: Ss can listen for main ideas and for details.
d) Competence: Collaboration, communication, analytical and synthesizing skills.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

a. Listen to a student talking about a book. Does he
like the book?
- Have Ss look at the request of the task - Read
- Play audio (CD1 – Track 39)
- Have Ss listen and answer the question by circling Yes / - Listen and give answer
No Answer keys
- Check answers as a whole class Yes.
b. Listen and draw lines
- Have Ss read the characters and adjectives in the task - Read
- Demonstrate the activity
- Play audio (CD1 – Track 39) - Listen and draw lines
- Have Ss listen and draw lines
- Call Ss to read their answers - Read answers
- Check answers as a whole class Answer keys
1. Grandpa: funny 2. Verucca: selfish
3. Mike: lazy 4. Charlie: friendly and kind
 Activity 3: Grammar – Useful language (10’)
a) Objective: Ss can use some useful languages in their speaking.
b) Content: Structures to ask and answer about favorite books.
c) Products: Ss can use the structures successfully in communication.
d) Competence: Collaboration, communication, presentation.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
Listen then practice
 Option 1:
- Have Ss look at the Useful Language box - Look
- Explain more about the structures used to ask about - Listen and take notes
characteristics:
What is he / she like?
How is / she?
- Play audio (CD1 – Track 40) - Listen
- Have Ss practice the useful language
- Have Ss practice the conversation, using other - Practice in pairs
vocabularies from “New words”, and their own ideas
- Call some pairs to present, give feedback and
evaluation
 Option 2:
- Follow the same steps as option 1
- Give Ss some more adjectives to describe someone’s
character: modest, brave, serious, patient, generous, mean … - Listen and take notes
- Explain about the meaning of these new words
- Have Ss work in groups, ask and answer about their
friends’ personalities in group, use at least 2 adjectives - Work in groups
for a person.
- Call some pairs to present, have other Ss guess “Who is - Present
the student being talked about?” Illustration
- Give feedback and evaluation Group 1: There are 5 people in my group. The
first member is friendly, he is nice to everyone.
The second member is very generous, she often
gives candies to friends in our class ….
The rest of the class: Is the first member Minh?
The second one is Mai, right?

C. Consolidation (3’)
* Vocabulary about personalities: Funny, friendly, kind, nice, selfish, helpful, lazy, brave, modest, …
* Asking about someone’s character
What is he / she like?
How is / she?

D. Homework (2’)
- Learn by heart the new vocabularies.
- Ask and answer about your friend’s characteristics.
- Do exercises in Workbook: Lesson 3 - New words – Listening (page 18).
- Prepare: Lesson 3 – Reading, Speaking and Writing (page 29 – SB).