UNIT 3

WILD LIFE
LESSON 1: VOCABULARY – ANIMALS
I. OBJECTIVES: By the end of the lesson, students will be able to:
- get some more knowledge about animals.
- develop students’ speaking and listening skills.
II. LANGUAGE CONTENT
* Vocabulary: - (nouns) : bat, butterfly, camel, crocodile, eagle, giraffe, gorilla, octopus,
ostrich, panda, rat, scorpion, spider, whale, wolf
- (verbs) : communicate, jump, survive
III. TECHNIQUES
- Questions & answers.
IV. TEACHING AIDS:
- Pictures, Textbook, power point.
V. PROCEDURES:
STAGE/TIME ACTIVITY
WARM UP Game: “WHO IS FASTER?”
(5 mins)
- Teacher divides class into 2 groups. One volunteer from each group goes
to the front and turn his / her back on each other.
- Teacher prepares 2 sets of words about animals and gives it to each
group. On the screen, teacher will show some sounds of the animals
and the student who raises hand first will get a chance to answer. With
one correct answer, each team will get 1 point. The group with the
most correct answers will be the winner.
 Animal sounds: elephant, wolf, tiger, snake, monkey.
PRESENTATION Set context:
- Teacher asks students some questions:
“Where do these animals live?
Are they dangerous?”
- Students answer in their own.
Lead -in: So today we learn the lesson to ask and answer about the
animals.
 New words:
bat (n)
butterfly (n)
camel (n)
crocodile (n)
eagle (n)
giraffe (n)
gorilla (n) (picture)
octopus (n)
ostrich (n)
panda (n)
rat (n)

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 scorpion (n)
spider (n)
whale (n) (picture)
wolf (n)
communicate (v)
jump (v)
survive (v)
- Students listen to the teacher and repeat the words.
- Students copy down these words into their notebooks.

PRACTICE  Activity 1: Look at the photos and watch or listen to three

conversations. Which animal is correct for each conversation?
- Teacher focuses on the photos and check that students know what the
animals are.
- Teacher plays the video or audio for students to watch or listen and
decide which animal is correct for each conversation.
- Ss listen and complete the task.
- T plays the video / audio again and checks students’ answers.
(Suggested answers)
1) a fish
2) a wolf
3) a camel
 Activity 2: Watch or listen again and complete the Key Phrases.
- Teacher allows students time to read through the gapped key phrases.
- Teacher plays the video / audio again for Ss to complete the phrases.
- Teacher checks answers with the class.
(Suggested answers)
1) it is 4) a dog
2) I’ve got 5) an elephant
3) a frog
 Activity 3: PRONUNCIATION “sentence stress”
- Teacher gives students enough time to read through the questions and
sentences.
- Teacher checks they understand what sentence stress is and
demonstrates sentence stress in the students’ own language, if necessary.
- Teacher plays the audio, pausing after each question or sentence for
students to repeat.
- Teacher plays the audio again for students to underline the stressed
words.
- Teacher checks answers with the class.
(Suggested answers)
1) What do you think it is?
2) It looks like a camel.
3) It sounds like a cat.
4) Is it a dog?

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 5) Maybe it’s a giraffe.

 Activity 4: Game “CREATURE CLOSE -UPS”

- Teacher reads through the animal names in the box with the class and
check that students understand them all.
- Teacher divides class into 2 groups and gives them a few minutes to look
at the animals in their teams and decide which ones they can guess.
- Teacher asks groups in turn to choose a photo and say what they think
it is. If they are correct, they get a point. If not, teacher does not give
the answer away, but turns to the next group and asks them to choose
an animal to identify and continues until all the animals have been
guessed. The group with the most correct answers will win.
(Suggested answers)
1) frog 7) rabbit
2) elephant 8) whale
3) butterfly 9) crocodile
4) snake 10) ostrich
5) gorilla 11) bat
6) eagle
 Activity 5: Listen and identify the animal sounds.
- Teacher plays the audio for students to identify the animal sounds.
- Teacher plays the audio again, pausing after each sound, puts students
into pairs to compare their ideas and asks them to use the key phrases.
- Teacher checks answers with the class.
(Suggested answers)
1) camel 4) eagle
2) whale 5) frog
3) monkey 6) bat

 Activity 6: Look at the questions and check the meanings of the

words in blue. What do you think the animal is?
- Teacher reads through the questions with the class and elicits or
explains the meanings of the words in blue.
- Teacher asks two students to read out the questions and answers, and
asks other students to guess the animal.
(Suggested answers) : a crocodile
PRODUCTION Consolidation: “GUESSING GAME”
- One volunteer comes to the front and teacher will give him/her a
picture of an animal.
- The volunteer student can only answer “Yes” or “No” and the other
students can only ask 20 questions to find out what the animal is.
(Suggested answers)
bear – bat - whale – dog – rabbit

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HOMEWORK - Learn new words by heart.
- Prepare the next lesson: READING “The ugliest animals?”

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 UNIT 3
WILD LIFE
LESSON 2: READING – THE UGLIEST ANIMALS?
I. OBJECTIVES: By the end of the lesson, students will be able to:
- get some more knowledge about the blobfish.
- read for specific information.
- develop students’ reading skill.
II. LANGUAGE CONTENT:
* Vocabulary: - (noun) : blobfish, species, danger.
- (adjective) : common, dull, extinct, weird, rare.
- (verb) : protect

III. TECHNIQUES
- scanning, skimming.
IV. TEACHING AIDS:
- pictures, textbook, power point.
V. PROCEDURES:
STAGE/TIME ACTIVITY
WARM UP Game: “WHO AM I?”
(5 mins)
- Teacher divides the class into two groups and have two representatives.
- Teacher prepares a small card with the name of an animal on it and
sticks a card to the representative's back and allows them to walk around
the group asking different questions to identify who they are.
- Teacher notes that only "Yes - No questions" are used for the students
to answer "Yes" or "No". The group representative who knows who
he/she is first wins.
(Suggested answers) : Gorilla

PRESENTATION Set context:

- Teacher asks students some questions:
“Where do gorillas live?
Are they dangerous?
Do you think they are ugly?”
- Ss answer in their own.
Lead -in: So today we will find out about the ugliest animals.
 New words:
blobfish (n) (picture)
species (n) (explanation)
extinct (adj) (explanation)
weird (adj) (explanation)
rare (adj) (explanation)
danger (n) (explanation)
protect (v) (explanation)
- Students listen to the teacher and repeat the words.
- Students copy down these words into their notebooks.

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 PRACTICE  Activity 1: Read the text. Which sentences does the writer agree
with?
- Teacher reads out the question and points out to students that for this
task they need to think about the writer’s point of view.
- Students read the text and answer the question. They can compare their
ideas in pairs.
- Teacher checks answers with the class.
(Suggested answers): The writer agrees with sentences 1 and 3.

-Activity 2: Read and listen to the text and write True or False.
- Teacher allows Students time to read the sentence.
- Teacher points out that for this task students need to read and listen
carefully for specific information, to find out if the sentence is true or
false and correct the false sentences.
- Teacher plays the audio again.
- Teacher checks students’ answers.
(Suggested answers)
1) True
2) False (It lives 1,000 metres under the sea.)
3) True
4) False (We often see information.)
 Activity 3: Answer the questions.
- Teacher asks students work in pairs to answer the following questions.
1) Where does the blobfish live?
2) Why is the blobfish famous?
3) How many species become extinct each year?
- Teacher gives students time to discuss with their partners.
- Teacher checks students’ answers.
(Suggested answers)
1) Under the seas near Australia
2) Because people say it is the ugliest animal in the world.
3) Thousands of species.
 Activity 4: VOCABULARY PLUS: use a dictionary to check the
meanings of the words in blue in the text.
- Students use a dictionary to check the meanings of the words in blue in
the reading text. Discuss the meanings with the class.
- Teacher could ask students to translate the words into their own
language to check understanding.
- Students answer in their own.
PRODUCTION Consolidation: “DRAW A PICTURE”
- Teacher shows the questions on the screen.
“Do you know the names of any animals in danger?
Do you think which ones are ugly and which ones are beautiful?”
- Teacher asks students to work in groups and draw a picture of the
animal for their answers.
- Teacher allows students time to prepare their answers to the questions.
- Teacher asks some groups to present to the class which animals are in
danger and which animals are ugly or beautiful.

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 - Teacher gives feedback for students’ presentation.
HOMEWORK - Learn new words by heart.
- Prepare the next lesson: LANGUAGE FOCUS.

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 UNIT 3: WILD LIFE
LESSON 3: LANGUAGE FOCUS-SUPERLATIVE ADJECTIVES

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

- Use the superlative adjectives to talk about your country.
Language content:
- Vocabulary:
- Grammar: Comparison: superlative adjectives
Teaching Aids:
- Textbook, tape, power point

STAGE/TIME ACTIVITY
I. WARM UP Game: Kim's Game
- Teacher divides the class into 4 groups.
- Teacher gives some pictures and adjectives on the screen. then asks students look
through in a short time. Students are not allowed to write but they have to memorize
them.
- Then Teacher deletes the pictures.
- Asks students to choose one member in the group to write the pictures that they have
just seen.
- The group has the most correct answers will be the winner.

- Adjectives: beautiful, ugly, big, intelligent, friendly, strong, dangerous,...

- Teacher asks students some questions:
" Which are beautiful?"
" Which are ugly?"
" Is a snake more beautiful than a bear?"
" Which is the most beautiful?"
...

II. WHILE- + PRESENTATION:

TEACHING *Activity 1: Grammar point: " Comparison: superlative adjectives "

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 SUPERLATIVE ADJECTIVES-SO SÁNH NHẤT
+ The usage: Teacher explains the usage of the superlative adjectives.
 Superlative adjectives: are used to describe an object which is at the upper or lower
limit of a quality (the tallest, the smallest, the fastest, the highest). They are used in
sentences where a subject is compared to a group of objects.
+ Form:
In the example below, "biggest" is the superlative form of the adjective "big":

AB C
B is bigger than C, but A is the biggest.
 Short adjectives: one-syllable adjectives
Eg: tall, big, hot, large, old,...
S + BE + THE ADJ + est

Short adjectives
1-syllable adjectives old, fast
2-syllable adjectives ending in -y happy, easy
RULE: add "-est" old → the oldest
Variation: if the adjective ends in -e, just add -st large → the largest
Variation: if the adjective ends in consonant, vowel, big → the biggest
consonant, double the last consonant
Variation: if the adjective ends in -y, change the y to i happy → the happiest
 The adjectives good, bad and far have irregular comparatives and superlatives:

good better best

bad worse worst

far farther/further farthest/furthest

Eg: It was the happiest day of my life.

That’s the best film I have seen this year.
 Long adjectives: two-syllable adjectives or more
Eg: modern, expensive, pleasant,...
S + BE + THE MOST + ADJECTIVE

Long adjectives
2-syllable adjectives not ending in -y modern, pleasant

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 all adjectives of 3 or more syllables expensive, intelligent
RULE: use "most" modern → the most modern
expensive → the most expensive
Eg: Peter is the most handsome (person) in the family.
+ PRACTICE:
* Activity 2: Write the superlative form of the adjectives
- Ask students if they can remember the rules to form comparative adjectives.
- Have students write these adjectives in the comparative form
+ Eg: new, nice, friendly, fit, comfortable.
newer, nicer, friendlier, fitter, more comfortable.
- Have students write the superlative forms of the adjectives in the box.
- Check the answers with the class.
- KEY:
the weirdest, the slowest, the rarest, the safest, the ugliest , the prettiest, the
biggest, the hottest, the most common, the most expensive, the best.
* Activity 3: Students read the text, then complete it.
- Have students work in pairs
- Teacher asks students read and complete the text.
- Then compare their answers in pairs.
- Teacher checks answers with the class.
- New words:
+ Average (adj) = common
+ Temperature (n) = a measure of the warmth or coldness of an object.
+ Explore (v) = search for
+ Mountain (n): show pictures
+ Peak (n) = the pointed top of a mountain
+ Mammal species: show pictures
- KEY:
1. hottest, 2. warmest, 3. coldest, 4. best, 5. highest, 6. the most interesting
* Activity 4: Work individually
- Have students read the study strategy with the class.
- Teacher asks students write their sentences individually, then compare with their
partners.
- Teacher checks students' answers
- Suggested answers:
+ I think the best food is fried chicken.
+ In my opinion, the most horrible animals are spiders.
* Activity 5: Work individually
- Teacher allows students time to prepare their answers to the questions individually.
- They then discuss the questions in pairs.
- Teacher asks some students to report back to the class, and discuss as a class which
animals are in danger and which animals are ugly or beautiful.
- Ss answer in their own.
III. - Summary the lesson
CONSOLIDATION - Asks students to write about their country by using the superlative adjectives.

IV. HOMEWORK - Learn by heart all the new words and structures
- Prepare for next lesson – Vocabulary and listening

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 UNIT 3: WILD LIFE
LESSON 4: VOCABULARY AND LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to:
- understand a podcast about animal skills
- develop students’ listening skills.
II. Teaching Aids:
- Textbook, tape, power point slides, …
STAGE/TIME ACTIVITY
WARM UP Sing a song : "Amazing animals"
- Teacher has students listen to a song :" Amazing song"
- Have students count the animals in the song.
- Then teacher asks students some questions:
" How many animals are there?"
" How fast do you think zebras can run?"
" What other animals can run fast?"
- Students answer in their own.
PRE-LISTENING Set context:
- Teacher asks students a question:
“ What are the most dangerous animals in the world?"
- Students answer in their own.
*Activity 1: Work in pairs
- Check that students understand skills.
- Have students use their dictionaries to check the meanings of the verbs in the box
and complete the questions in the quiz.
- Play the audio for students to check their answers.
- Then check the answers with the class.
- New words:
+ Hear (v)
+ Communicate (v)
+ Fly (v)
+ Jump (v)
+ Survive (v)
+ Kill (v) (explanation )
+ Climb (v)
+ Grow (v)
+ Move (v)
+ Run (v)
- Key:
1. hear, 2. grow, 3. kill, 4. drink, 5. survive, 6, see, 7. see, 8. fly, 9. run
WHILE-TEACHING * Activity2: Work in pairs
- Have students work in pairs to answer the questions in the quiz.
- Do not check the answers at this stage.
* Activity 3: Listen to a podcast about animals in the quiz.
- Have students listen and check their answers to the quiz. Then points out that
students must listen very carefully to hear the details of each answer.
- Teacher plays the audio.
- Then check the answers with the class.
- See which pair got the most correct answers, and asks students which animal they

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 think is the most amazing and why.
- Key:
1. a 2. c 3. c 4. b 5. b 6. c
*Activity 4: Listen again. Then read the skills strategy
- Have students read the skills strategy before doing exercise 4.
Then teacher allows students time to read the sentences and points out that students
must listen very carefully to hear the specific information they need.
- Teacher plays the audio again.
- Students decide which extra pieces of information they hear.
- Check the answers with the class
- Key: b and c
* Optional activity: Listening. Then answer the questions
- Teacher have students work in pairs and discuss the answers.
- Teacher plays the audio again for them to check the answers.
- Teacher checks students' answers.
1. How do elephants hear with their feet?
2. What helps gorillas to survive?
3. What examples of animals communicating does the podcast give?
4. What is our most important skill, according to the podcast?
- Suggested answers:
1. They feel sounds in the ground.
2. They are big, strong and intelligent.
3. Whales and monkeys
4. We can speak.

POST-LISTENING * Activity 5: Work individually

- Teacher allows students time to prepare their answers individually.
- Point out that they can talk about any of the animals in this unit. Students then
ask and answer the questions in pairs.
- Discuss the answers with the class
- Students' own answers.
* Consolidation: Matching
- Have students match the photos with the words.
+ The words: bear, elephant, camel, scorpion, snake, ostrich, crocodile, eagle,
lion, gorilla.
+ Teacher shows the photos.
- Teacher checks their answers.
HOMEWORK - Learn by heart all the new words and structures.
- Language focus: review: Superlative adjectives
- Prepare for next lesson: language focus:
+ " Can" for ability: might.
+ Question with : " How...?"

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 UNIT 3: DAYS
Lesson 5 – Language Focus • can for ability • might • Questions with How ... ?
 AIMS: By the end of the lesson, students will be able to talk about abilities.
 TEACHING AIDS:
- Textbook, projector, pictures
 TECHNIQUES:
- reading skill, speaking skill.
- group work, individual.
 PROCEDURES:

TIM CONTENT ACTIVITIES RATIONALE

E
5 Warm up – Boggle game - Teacher explains the rule - To make
mins Rule: and divides class into 6 Students eager
groups. to start the
- Students use the letters below to create the - Students work in group lesson.
meaningful words. and try to find as many
- Some letters may be used more than once. words as possible then run
to the board and write down
Q S Y D Z those words.

W J U R V
G C H F I
M O L N V
T P B A E
Suggested answer:
survive - grow - elephant
jump – hear - climb
move – animal – fly - intelligent

CAN FOR ABILITY - Students complete the

12 ACTIVITY 1. Complete the examples from examples from the quiz. - To help
mins the quiz on page 42. Then choose the - Teacher checks answers. Students
correct answers in Rules 1–4. - Teacher let Students read understand
through the rules with the how to use
Answer key: class and elicit the correct “can”.
answers.
1. can 2. can’t 3. Can 4. can
5. can’t 6. Can 7. can 8. can’t

Rules: 1. can 2. can’t 3. can and can’t

4. the same

Language note:
1. Can and Can’t are the same for all

13
 persons: I can / can’t, you can / can’t, - Teacher plays the
he can / can’t, etc. grammar animation.
2. Can / Can’t is always followed by the base
form of the verb:
Form:
Affirmative form S + can + V0 + O
Negative form S + can’t + V0 + O
Question Can + S + V0 + O ?

ACTIVITY 2. Complete the dialogue with

can and can’t. - Students complete the - To help
dialogue with can and can’t, Students
Answer key: then compare their answers practice more.
1. can 2. Can 3. can in pairs.
4. can’t 5. can - Teacher checks answers
with the class.
8 MIGHT FOR POSSIBILITY - Teacher lets a student read - To help
mins ACTIVITY 3. Look at the examples of the example sentences to the Students
sentences with might. Then choose the class and elicit the meaning understand
correct answers in the Rules. of might in the sentence. how to use
- Students read the rules and “might”.
choose the correct options.
Answer key:
don’t know, the same
QUESTIONS WITH HOW ... ? - Students complete the quiz - To help
18 ACTIVITY 4. Complete the quiz questions questions individually. Students make
mins with the words in the box. Then listen and - Teacher plays the audio questions with
check. for Students to listen and “how”.
check.
Answer key:
1. How fast 2. How many 3. How tall
4. How long 5. How far

ACTIVITY 5. Look at the Key Phrases. - Teacher asks Students read - To help
Answer the questions in exercise 4 with the the key phrases with the Students
information in the box. Use the Key class and answer the
Phrases. Then compare with a partner. elicit 3phrases - between …. questions with
and … , around, about. “how”.
Key Phrases: - Students write their
between …. and … ở giữa … và … answers in pairs.
around - Teacher checks answers
about khoảng with the class.

Answer key:
1. Around 44 kilometres an hour
2. 195 (recognised by the United Nations)
3. Between 5 and 6 metres
4. Around 4 metres
5. 20,014 kilometres - Teacher allows students
ACTIVITY 6. Ask and answer questions time to prepare their
with How ... ?. Find people in the class with questions. Ask some
14
 the same answers as yours. students to read their
questions to the class and
correct any errors.
2 HOMEWORK - Students do homework - To prepare
mins - Do exercise in workbook page 27 and prepare for the next well for the
- Students prepare for the next lesson: lesson. next period.
SPEaKING • Asking for permission

UNIT 3: DAYS
Lesson 5 – Language Focus • can for ability • might • Questions with How ... ?
 AIMS: By the end of the lesson, students will be able to talk about abilities.

15
 TEACHING AIDS:
- Textbook, projector, pictures
 TECHNIQUES:
- reading skill, speaking skill.
- group work, individual.
 PROCEDURES:

TIM CONTENT ACTIVITIES RATIONALE

E
5 Warm up – Boggle game - Teacher explains the rule - To make
mins Rule: and divides class into 6 Students eager
groups. to start the
- Students use the letters below to create the - Students work in group lesson.
meaningful words. and try to find as many
- Some letters may be used more than once. words as possible then run
to the board and write down
Q S Y D Z those words.

W J U R V
G C H F I
M O L N V
T P B A E
Suggested answer:
survive - grow - elephant
jump – hear - climb
move – animal – fly - intelligent

CAN FOR ABILITY - Students complete the

12 ACTIVITY 1. Complete the examples from examples from the quiz. - To help
mins the quiz on page 42. Then choose the - Teacher checks answers. Students
correct answers in Rules 1–4. - Teacher let Students read understand
through the rules with the how to use
Answer key: class and elicit the correct “can”.
answers.
1. can 2. can’t 3. Can 4. can
5. can’t 6. Can 7. can 8. can’t

Rules: 1. can 2. can’t 3. can and can’t

4. the same

Language note:
1. Can and Can’t are the same for all
persons: I can / can’t, you can / can’t, - Teacher plays the
he can / can’t, etc. grammar animation.
2. Can / Can’t is always followed by the base
form of the verb:

16
 Form:
Affirmative form S + can + V0 + O
Negative form S + can’t + V0 + O
Question Can + S + V0 + O ?

ACTIVITY 2. Complete the dialogue with

can and can’t. - Students complete the - To help
dialogue with can and can’t, Students
Answer key: then compare their answers practice more.
1. can 2. Can 3. can in pairs.
4. can’t 5. can - Teacher checks answers
with the class.
8 MIGHT FOR POSSIBILITY - Teacher lets a student read - To help
mins ACTIVITY 3. Look at the examples of the example sentences to the Students
sentences with might. Then choose the class and elicit the meaning understand
correct answers in the Rules. of might in the sentence. how to use
- Students read the rules and “might”.
choose the correct options.
Answer key:
don’t know, the same
QUESTIONS WITH HOW ... ? - Students complete the quiz - To help
18 ACTIVITY 4. Complete the quiz questions questions individually. Students make
mins with the words in the box. Then listen and - Teacher plays the audio questions with
check. for Students to listen and “how”.
check.
Answer key:
1. How fast 2. How many 3. How tall
4. How long 5. How far

ACTIVITY 5. Look at the Key Phrases. - Teacher asks Students read - To help
Answer the questions in exercise 4 with the the key phrases with the Students
information in the box. Use the Key class and answer the
Phrases. Then compare with a partner. elicit 3phrases - between …. questions with
and … , around, about. “how”.
Key Phrases: - Students write their
between …. and … ở giữa … và … answers in pairs.
around - Teacher checks answers
about khoảng with the class.

Answer key:
1. Around 44 kilometres an hour
2. 195 (recognised by the United Nations)
3. Between 5 and 6 metres
4. Around 4 metres
5. 20,014 kilometres - Teacher allows students
ACTIVITY 6. Ask and answer questions time to prepare their
with How ... ?. Find people in the class with questions. Ask some
the same answers as yours. students to read their
questions to the class and
correct any errors.
2 HOMEWORK - Students do homework - To prepare
17
mins - Do exercise in workbook page 27 and prepare for the next well for the
- Students prepare for the next lesson: lesson. next period.
SPEaKING • Asking for permission

UNIT 3: DAYS
Lesson 7 – WRITING • Animals in danger
 AIMS: By the end of the lesson, students will be able to write an information leaflet about animals
in danger and give examples.
 TEACHING AIDS:
- Textbook, projector, pictures
 TECHNIQUES:

18
 - reading skill, speaking skill.
- group work, individual.
 PROCEDURES:

TIM CONTENT ACTIVITIES RATIONALE

E
5 I. WARM UP – Which’s animal? - Teacher explains the rule - To make
mins Rule and divides class into 5 Students eager
- Teacher divides class into 5 groups and give groups. to start the
each group a copy of some animal pictures - Students work in group lesson.
and some sentences. and try to match the correct
- Students have to place pictures and sentences picture with each sentence
in the table. After that, they should match the as quickly as they can.
correct picture with each sentence as quickly Then run to the board and
as they can. stick the sentences into the
- Finally, each group sticks both pictures and board.
sentences on the board.

Lead-in
Which animals are in danger? - Teacher asks students
questions to lead in new
To write information leaflet about Animals in lesson.
danger, today we will continue with Writing
lesson.
II. PRE-WRITING
7 VOCABULARY - Teacher elicits each of the - To prepare
mins 1. farming (n) công việc đồng áng, công việc words. vocabulary for
trồng trọt - Teacher reads the words Students.
2. pollution (n) ô nhiễm and asks Ss to repeat.
3. hunting (n) săn bắt - Teacher checks the
4. explain (v) giải thích meaning, part of speech,
5. adopt (v) nhận nuôi pronunciation.
6. such as: như là
7. like: như là
8. For example: ví dụ như

18 III. WHILE WRITING - Students work in pairs to -To help

19
mins ACTIVITY 1. Read the text and answer the discuss the question. Students
questions - Teacher checks answers understand the
with the class. general
a) Which of these do you think is a problem - Students practice reading. meaning.
for the Philippine eagle?
b) Why is the Philippine eagle special? What
kinds of animals does it eat?

Answer key:
a) farming
b) It’s one of the biggest birds in the world,
and it’s in danger and very rare. It eats snakes
and small animals such as bats, rats and small
monkeys.

ACTIVITY 2. Complete the Key Phrases

with words from the text. - To check
- Students complete the key Students’
phrases. understanding
Answer key: - Teacher checks answers. in details.
1. eight kilos / one metre long
2. small animals ... snakes, bats and rats
3. in danger
4. on the website (of the Philippine Eagle
Foundation)

ACTIVITY 3. Look at the phrases in blue

in the text. Which can we use at the start of - Teacher lets Students - To help
a sentence? Which has a comma (,) after focus on the phrases in blue students know
it? in the text, elicit and how to use
explain how to use such as, such as, like,
Answer key: like, For example. For example
We can use For example at the start of a
sentence. For example has a comma after it.

ACTIVITY 4. Complete the sentences. Use - Students complete the

such as, like, For example and your own sentences individually.
ideas. - Teacher asks some
students to read their
sentences to the class.
IV. POST WRITING - Teacher lets Students work - To help
13 ACTIVITY 5. Find information about the in group of 4. Students write
mins Galapagos penguin or an animal in danger - Students discuss and write an information
in Việt Nam. Write an information leaflet activities in a poster. leaflet.
about it. - Students stick their
writing on the board.
Students should write: - Teacher checks and
corrects the mistakes.
1. Where does it live? What does it eat?
2. How rare is the animal?
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 3. Why is it in danger?
4. Where can we find information about it?
5. How can we help to protect it?

2 V. HOMEWORK - Students do homework - To prepare

mins - Do exercise in workbook page 29 and prepare for the next well for the
- Students prepare for the next lesson: CLIL • lesson. next period.
Natural science: animals

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 3-CLIL: NATURAL SCIENCE: ANIMALS
Aims: By the end of the lesson, students will be able to:
- Talk about different animal groups.
Teaching Aids:
- Textbook, audio record(38), power point slides, groups’ boards …
STAGE/TIME ACTIVITY

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I. WARM UP - Teacher divides the class into small groups.
- Students have to match the words: “feather, scale, legs, hair, wing, lung, fin,
backbone, gill” with their suitable definitions.
- Students have to answer by using their group board.
- Which group has all the correct answer will be the winner and they will have a
plus.
Answer key:
feather - is one of the many soft light parts covering a bird’s body.
scale - is one of the small flat pieces of skin that cover the bodies of fish.
legs - are the long parts of an animal that its feet are joined to.
hair - grows on the body of a person or an animal.
wing - is one of the parts of the body of a bird, insect that it uses for flying.
lung - is in the body that you use for breathing.
fin - is one of the thin body parts that a fish uses to swim.
backbone - is the row of connected bones that go down the middle of your back.
gill - is one of the openings on the side of a fish’s head that it breathes through.

II. WHILE- * Exercise 1:

TEACHING
- Let students read the new words again.
- After reading, teacher is going to explain the exercise and let students complete
the exercise in group.
- Teacher is going to check answers with the class.
- Which group has the correct answer will be a winner and will get a point.
Answer key:
1 legs 2 hair 3 wings 4 lungs 5 fins 6 backbones
7 gills 8 scales 9 feathers
* Exercise 2:
- Teacher is going to instruct students to complete the text with the new words
given in exercise 1.
- Students is going to complete the text individually.
- Students listen to the audio.
- Teacher is going to check answers with the class.
Answer key:
1 fins 2 gills 3 lungs 4 feathers
5 wings 6 legs 7 scales 8 hair
* Exercise 3:

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 - Students work in pairs to read the text again and answer the questions.
- Teacher is going to check answers with the class.
Answer key:
1/ Fish doesn’t live on land.
2/ Fish and reptiles have got scales.
3/ Amphibians haven’t get lungs when they are young.
4/ Mammals feed their babies milk.
5/ Amphibians are different when they are older.
*Exercise 4:
- Students work in groups to answer the questions.
- Teacher shows the pictures of four animals on the screen and let students match
their names with their suitable pictures.
- Let students read the name of four animals again.
- Teacher is going to explain the exercise and let students work in groups to
classify these animals.
- Teacher is going to check answers with the class.
Answer key:
- A crocodile is a reptile.
- A shark is a fish.
- A camel is a mammal.
- An eagle is a bird.
*Exercise 5:
- Teacher instruct students how to play the game.
- Students have to use the questions in the exercise number four to ask for some
clues about the animals.
- Students work in groups.
- One student from each group will stand in front of the class to answer the
questions from other groups.
- If they have a right answer their group will have a plus.
- Each group have to think about 3 animals for other groups can guess.
III. CONSOLIDATION - Summary the lesson
- Listen and read the new words in the lesson.
- Teacher asks students about animal groups and animal parts.
- Teacher is going to make some yes/ no questions and let the students answer.
IV. HOMEWORK - Learn by heart all the new words and the structures.

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 - Prepare for next lesson – Unit 3: Puzzles and games.

LESSON PLAN
TIẾNG ANH 6 FRIENDS PLUS
UNIT 2-PUZZLES AND GAMES
Aims: By the end of the lesson, students will be able to:
- remember words and phrases in an entertaining way.
Teaching Aids:

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 - Textbook, power point slides, …
STAGE/TIME ACTIVITY
I. WARM UP - Teacher divides the class into small groups.
- Students are going to play the game “Hangman”.
- Teacher is going to give clues for each words.
- Students are going to guess letters of the words if they have a correct letter, their
group will get a point. And if they can guess the whole world, they will get the
points based on the blanks left.
Answer key: There are 5 words:
1- fish
2- mammals
3- reptiles
4- amphibians
5- birds

II. WHILE- * Exercise 1:

TEACHING
- Teacher is going to instruct students how to play the game.
- Students are going to play in groups.
- The representatives of each group will take turn to go to the board and draw the
animals.
- If other groups can’t guess the group drawing will get a point and if other groups
can guess the group drawing won’t get a point.
Answer key:
Students’ own answers.
* Exercise 2
- Teacher is going to instruct students how to play the game.
- Students are going to play in groups.
- Teacher is going to read out adjectives from page 40 in turn and allow students
30 seconds to write as many things as they can in group.
- Students play the game.
- Teacher is going to elicit what students wrote for each one, and see which team
has the most points.
Answer key:
Students’ own answers for these 5 adjectives: “beautiful, common, dull, colourful,
rare”.
* Exercise 3
- Teacher is going to read out the instructions and use the picture to explain the
game, then teacher is going to ask students individually to choose an animal and

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write it on a piece of paper.
- Teacher is going to put students into groups and ask them to stand up.
- After that, teacher is going to ask each group to nominate someone to call out the
superlative adjectives, and students put themselves in order.
- Students can use comparatives and superlatives,… to arrange their animals
positions.
- Teacher may give an example: “A bear is faster than a fish. An ostrich is the
fastest”.
Answer key:
Students will choose animals on page 38 to write on their papers/ boards.
Students’ own answers
* Exercise 4:
- Teacher is going to read out the instructions.
- Students are going to read the clues and complete the crossword.
“With weaker classes, students could work in pairs for this. With stronger classes,
teacher could do it as a race.”
- Teacher is going to check answers with the class.
Answer key:
- Across: 1 climb 3 run 6 swim 7 survive 8 eat
- Down: 2 months 4 jump 5 hear 6 speak
* Exercise 5:
- Teacher is going to read out the instructions and check that students understand
the game.
- Students are going to work individually or in pairs to put the words in order and
guess the animals.
“With stronger classes, students or fast finishers could work in pairs to make a
similar puzzle of their own. They could swap with another pair and try to solve
the puzzle they have been given.”
- Teacher is going to check answers with the class.
Answer key:
1 I’ve got eight legs.
I’m quite big.
I can swim.
Octopus
2 I’m a large bird from Africa.
I can run fast.
I can’t fly.
Ostrich

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 3 I’m a very dangerous animal.
I’ve got a very big mouth.
I’m long and green.
Crocodile
* Exercise 6:
- Teacher is going to read out the instructions, and give an example.
- Students are going to work in pairs. They can play papers-rocks-scissors to find
out who can take a chance for asking, or they may use a coin.
- Who can make 5 questions first will be the winner.
Answer key:
- Students’ own answers.
III. CONSOLIDATION - Summary the lesson
- Listen and read the adjectives, animal groups, and questions words.
- Teacher asks students to practice asking and answering about animals.
IV. HOMEWORK - Review the grammar structures and new words of unit 3.
- Prepare Unit 4: “Learning world-Vocabulary: School subjects”.

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