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Lesson Plan (Week 5)

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0% found this document useful (0 votes)

17 views67 pages

Lesson Plan (Week 5)

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Đặng Thị Ngọc Yên

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LESSON PLAN

WEEK 5
Preparing date: 23/09/2024
Teaching date: 07/10/2024

GRADE 1

UNIT 2: IN THE DINING ROOM.

Lesson 2

I. OBJECTIVES:
- By the end of the lesson, students will be able to:
+Say the letter C/c and the words cake, car, cat, cup.
+Listen and identify the words cake, car, cat, cup.
+Trace the letter C/c
1. Knowledge/ Language focus:
- Vocabulary: cake, car, cat, cup.
- Sound: /c/
2. Skills:
- Listening and speaking.
3. Quality /Attitude:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students; love something in the
dining room.
4. Competences:
SS can develop some competences:
-Comunicative and collaborative competence: work in pairs/groups, role play:
work in pairs/groups, role play: work in pairs/groups, role play
-Problem-solving competence: observing, collecting and analyzing information
-Self studying and self - control competence: remembering, recalling and guessing
words/phrases
-Creative competence, linguistic competence: giving ideas, changing information,
giving comments, critical thinking.
II. TEACHING AIDS / MATERIALS:
- Pictures, Textbook, computer, projector, pictures, recording…
III. METHODS:
- Communicative language teaching, contextual teaching and learning, total
physical response, games activities teaching, Model-Action-Talk, teaching
methods by visual, direction method, audiolingual method.
IV. PROCEDURE:
Teacher’s activities Students’ activities
Activity 1:Warm up:5’
*Aim:help ss to be eager and happy to
begin the new lesson.
*Procedure:
- Invite a few Ss to point to the
picture/poster and pronounce the sound - SS point and say
of the letter C/c and say the words car,
cake, cup, cat.
Activity 2. Listen and chant:10’
*Aim: help Ss to read the chant with
some words: cake, car, cat, cup.
*Procedure:
- Have Ss look at the chant on p. 7 in -SS look and listen.
their books and draw Ss’ attention to the
first line and explain its meaning . Ask
them to pay attention to the letter C/c
and the word cup. Check
comprehension.

- Play the recording of the first verse for -SS listen.

Ss to listen and to get familiarized with
the tune.
- Play the recording again, ask Ss to -Ss listen and repeat.
listen and repeat the first line. Then play
the recording for them to listen and
repeat until they feel confident.
- Follow the same procedure with the -SS listen and chant.
other verse. Show Ss how to chant and
clap their hands. Correct pronunciation,
if necessary.
- Play the recording all the way through.
Ask Ss to listen and repeat the chant
individually and in chorus. Give further
support to those Ss who find it difficult
to do the task. -SS chant in front of the
- Select some Ss to the front of the class class.
to chant and clap their hands. The rest of
the class may sing the chant along and
clap their hands.
*Outcome: read the chant with some
words: car, cake, cup, cat.
Activity 3. Listen and tick :7’
*Aim: help Ss to improve listening skill
with some words car, cake, cup, cat.
*Procedure: -SS look and listen.
-Have Ss look at two pictures and say
what they can see. Draw Ss’ attention to
the boxes next to the letters a and b.
Check comprehension.

-Encourage some Ss to point to the -SS point and say.

pictures and say the words in front of the
class . E.g. 1. a cat, 2. a cake.
- Play the recording for Ss to listen and - Ss listen and tick.
tick the box.
- Let ss to listen again and check . - Ss listen and check.
*Outcome: improve listening skill with
* Keys: 1 a 2b
some words car, cake, cup, cat.
Activity 4. Look and trace.10’
*Aim: help Ss to look and trace with the
sound of the letter C/c.
*Procedure: -SS look and listen.
- Have Ss look at the letter C (upper
case) and c (lower case). Ask Ss to make
sure if they recognize the two forms of
the letter.
- Tell Ss to trace the letter C/c. T can
demonstrate by air tracing or tracing the
broken lines of the letter C/c on the -SS trace.
board.
-Then let Ss do the tracing. Give further
support to those Ss who find it difficult -SS check.
to do the task.
- Check the results of Ss’ tracing and
give feedback. Ask Ss to work in pairs
and swap their answers. Give Ss time to -SS show.
work. Go around and offer help, if
necessary.
- Ask some Ss to show what they have
done.
-SS listen.
*Outcome: look and trace with the
sound of the letter C/c.
Activity 5.Consolidation(2’) -SS listen and take note.
- Asking Ps to focus on sounds and
vocabulary again.
Activity 6.Homelink (1’)
Practice more at home.
- Prepare new lesson.
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
GRADE 2
UNIT 2: IN THE BACKYARD
Lesson 2
I/ Objectives:
1.Knowledge:
By the end of the lesson, students will be able to :
- correctly pronounce the words kite, kitten, bike and say the sentence
pattern: He’s/ She’s ________(V-ing) in a chant.
2. Competencies:
2.1.Generic competencies:
- Communication and cooperation competence: read and complete the
sentences, work in pairs/groups.
- Problem-solving competence: observing, collecting and analyzing information
- Autonomy and self-learning: remembering, recalling and guessing words/
phrases
- Problem –solving and creativity: giving ideas, changing information, giving
comments, critical thinking.
2.2. Language competence:
- Sound /k/
- Vocabulary: review
- Sentence pattern: He’s/ She’s ________(V-ing)
- Skills: Integrated skills (speaking and listening)
3. Attitude / Qualities:
Educate Ss to become studious and obedient students; love learning English
II/ Teaching aids:
1.Teacher: Pictures, words cards, worksheets, flashcards, objects, recording,
computer, projector.
2.Students: Tieng Anh 2 students’ books, pens, pencils, crayons, notebooks.
III/ Procedure:

Teacher’s activities Students’ activities

1.Warm- up: Check-up:5’
*Aims: to help ss remember the words that they
have learn in lesson 1.
*Teaching techniques
- grouping, miming, ask and answer.
*Procedure:
-T asks ss to say the letter and the sound they - SS say the letter
learnt in lesson 1(K/ k, /k/) and the sound.
Say “Open your book page 7 and look at lesson -SS open their
2” book.
2. New lesson
Activity 1. 3. Listen and chant:10’
*Aims: to correctly pronounce the words kite,
kitten, bike and say the sentence pattern: He’s/
She’s ________(V-ing) in a chant.
*Context: The picture shows some children are doing in
the backyard.
*Teaching techniques
- techniques in teaching listening and speaking, -Look at the picture
individual, pairworks,groupworks, ask and and listen.
answer…
- using flashcardas, recording, pictures,
worksheets…
*Procedure:
- Have ss look at the chant on p. 10 in their books -Ss listen.
and draw ss’ attention to the first line and explain
its meaning. Ask them to pay attention to the -Ss listen and
letter K/ k and the words: kite, kitten, bike. Check repeat.
comprehension.
- Play the recording of the first verse for Ss to
-SS listen and
listen and to get familiarized with the tune.
chant.
- Play the recording again, ask ss to listen and
repeat the first line. Then play the recording for
them to listen and repeat until they feel confident.
- Follow the same Procedure: with the other -SS chant.
verse. Show ss how to chant and clap their hands.
Correct pronunciation, if necessary.
- Play the recording all the way through. Ask ss -SS chant in front of
to listen and repeat the chant individually and in the class.
chorus. Give further support to those ss who find
it difficult to do the task.
- Select some ss to the front of the class to chant
and clap their hands. The rest of the class may
sing the chant along and clap their hands.
*Outcome: Ss can correctly pronounce the
words kite, kitten, bike and say the sentence
pattern: He’s/ She’s ________(V-ing) in a chant.
Activity 2 4. Listen and circle: 8’
*Aims: to recognize the words kite, kitten, bike
and the sentence pattern: He’s/ She’s ________(V-ing)
*Context:Sentence 1: kite, bike ./ Sentence 2: kitten,
dog
*Teaching techniques
- techniques in teaching listening
- pairworks, ask and answer…
- using recording, pictures…
*Procedure:
-Have Ss look at two pictures and say what they
can see. Draw ss’ attention to the boxes next to
the letters a and b. Check comprehension.
-Encourage some ss to point to the pictures and
say the words in front of the class . E.g. 1a: kite, -Look at the picture
1b: bike and discribe.
- Play the recording for ss to listen and tick the -Point and say
box.
- Let ss to listen again and check .
-T gets feedback. -SS listen and do
*Keys: 1.b / 2.a the task.
*Outcome: Ss can to recognize the words kite,
kitten, bike and the sentence pattern: He’s/ She’s
________(V-ing)
Activity 3. 5. Look and write:9’
*Aims: to write the letter K/ k and complete the
words: kite, kitten, bike
*Context: Pictures of: kite, kitten, bike
Writing grids for K(upper case) andk( lower case)
*Teaching techniques
- techniques in teaching writing
- individual, groupworks, ask and answer…
- using flashcardas, pictures…
*Procedure:
- Have Ss look at the letter K (upper case) and k
(lower case). Ask ss to make sure if they
recognize the two forms of the letter. -Ss look and listen.
- Tell ss to trace the letter K/ k. T can demonstrate
by air tracing or tracing the broken lines of the
letter K/ k on the board.
-Then let ss write the letter. Then find out the -Ss listen.
missing letter to complete the correct word. Give
further support to those Ss who find it difficult to
do the task. -SS do the task.
- Check the results of ss’ tracing and give
feedback. Ask ss to work in pairs and swap their
answers. Give ss time to work. Go around and -Check in pairs.
offer help, if necessary.
- Ask some ss to show what they have done.
*Outcome: Ss can write the letter K/ k and
complete the words: kite, kitten, bike -Ss show their
3. Consolidation :2’ work.
*Aims: to consolidate and wrap up the content
of the lesson.
- T tells sts about the main content of the lesson.
-T tells sts about the educational Aimss of the
lessons.
4. Homelink . 1’
- Practice more at home. -SS listen.
- Prepare for the next lesson.

IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

GRADE 3
Unit 3: Our friends
PERIOD 1- Lesson 1 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- use the words this, that, it, yes, no, friend, teacher, Mr (Mr Long), Ms (Ms Hoa)
in relation to the topic “Our friends”
- use This is / That’s ….. to introduce someone.
- Vocabulary: this, that, Mr, Ms.
- Skills: speaking and listening
2. Competences:
- Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 39, 40, 41, audio Tracks 25, 26, website
sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 22, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/ Teacher’s activities Students’ activities
Time
1.Warm- Sing: How old are you?
up: *Aims: to create a friendly and
(3’) active atmosphere in the class to
beginning the lesson.
*Procedure:
- Show the song on the screen.
https://www.youtube.com/ - Ss sing and dance the
watch?v=-2to7NkYMPk song
- Ask pupils to listen, sing and
dance the song.
- Say “Open your book page 22”
and look at “Unit 3, Lesson 1
- Ss open their books
(1,2,3)”.

2. Activity 1. Vocabulary.
Presentati *Aims: Ss will be able to know
on the vocabulary in front of
(16’) starting the new lesson.
*Procedure:
-T elicits the new words
-Ss listen and answer
+ this : đây, này
+ that : đó, kia
+ Mr :ông, thầy
+ Ms : bà, cô - - Ss listen and repeat
- T models (3 times). + Choral repetition (3
times).
+ Individual repetition (3
- T writes the words on the ss)
board.
- Ss take note
- Checking: Matching - Ss look, remember and
match
Activity 2. 1. Listen, point
and repeat:
*Aims: Ss will be able to
understand and correctly repeat
the sentences in two
communicative contexts
(pictures) focusing on
introducing someone.
*Procedure: -Look at the pictures and
- Have Ss look at Pictures a and get to know the characters
b and identify the characters in in the pictures.
the pictures. + In picture a: Mai says:
This is Mary. And Mr
Long says: Hi, Mary.
+ In picture b: Mai says:
That’s Mr Long. And Bill
says: Hello, Mr Long.

-Ss listen and repeat in

chorus (twice)

-Ss work in pairs to

practice
-Ss practice the dialogue
- Play the audio twice (sentence
by sentence). Correct their -Ss listen
pronunciation where necessary.
- Have Ss to practice the
dialogue
- T invites a few pairs to the
front of the class to practice.
- T checks pronunciation for ss.

Activity 3 2. Listen, point and

say.
*Aims: Ss will be able to -Ss look at the picture and
correctly say the character answer.
names and use This is / That’s
…….. to introduce someone. -Ss listen
*Procedure: -Ss listen and repeat
* Model sentences:
- T asks Ss look at picture a, b -Ss repeat to the introduce
and helps Ss know the structure someone.
from the dialogue.
- T introduces new structure for
Ss.
- T explains, models and gives
meaning.
3.Practice -Have Ss repeat the model - Ss look, listen and
: (7’) sentences. answer
+Picture a: Ben, a British
This is Mary.
That’s Mr Long.
male pupil
+ Picture b: Mai, a
* That’s = that is Vietnamese female pupil
+ Picture c: Mr Long, a
*Drill pictures Vietnamese male teacher
- Elicit and check + Picture d: Ms Hoa, a
comprehension the name of each Vietnamese female
character. teacher

-Ss listen and repeat

-Ss practice in chorus

- Run through all the pictures. -Ss work in pairs to

- Run through model sentences. practice
- Have Ss to practise:
+ T says the first picture
-Ss point and say
+ Ss says the second picture
+ Group A says the third picture
+ Group B say the last picture.
- Ask Ss to work in pairs. -Ss listen.
- T controls and corrects.
- Invite a few pairs to come to
the front of the classroom, point
4.Product -Ss listen
at the relevant character in each
ion: (7’)
picture, and act out his/her role.
- Encourage Ss to practise
speaking English.
- T gives feedbacks.

Activity 4. Let’s talk.

-Ss look at the picture and
*Aims: Ss will be able to
answer
enhance the correct use of This + Minh and Mai meet
is / That’s ……... to introduce Bill and Mary in the
someone. school playground. Minh
*Procedure: introduces Bill to Mai,
- T asks ss to guess each character and then Minh introduces
what the children say. Mary to Mai. They greet
+ What can you see in the picture? and introduce themselves
+Who are they? to each other.
+Where are they? -Ss note
+What are they saying?
- Ss say the completed
sentences.
-Ss work in groups
- T fills the gaps and writes the
sentences on the board. -Ss perform in front of the
- T models class.

- T asks Ss to greet and

introduce someone. (groups of
four)
- Invite some groups to perform.
- Give feedbacks

*Consolidation -Ss answer the questions

*Aims: Ss will be able
consolidate and wrap up the
content of the lesson.
*Procedure:
- T asks ss to answer the
following questions: - Ss listen
+ What have you learnt from
the lesson today? -Ss listen and clap their
+What are the core values of the hands
5. lesson? (if the teacher can take
Homewor from the lesson).
k. (2’) - T review the vocabulary and
model sentences.
- T praises some Ss who are -Ss listen and take note
hardworking / active/ good…. as
well as encourage others to try
more.

- Learn the vocabulary and

model sentences by heart
- Prepare the new lesson: Unit 3,
Lesson 1 (4,5,6).

************************************************************************
Unit 3: Our friends
PERIOD 2- Lesson 1 (4,5,6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- listen to and understand two communicative contexts in which pupils introduce
someone and respond to the introduction.
- read and complete the sentences correctly.
- sing the song “This is Linh” with the correct pronunciation and melody.
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 23; audio Tracks 27; website sachmem.vn,
posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 23, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/ Teacher’s activities Students’ activities
Time
1.Warm- Game: Sentence Puzzle
up: *Aims: to create a friendly and
(5’) active atmosphere in the class to
beginning the lesson.
*Procedure:
- Divide the class into groups of - Ss listen to the rule
four.
- Give each group a sentence - Ss play game
that is broken/cut into pieces.
- Ask them to arrange them to
make a complete sentence, then
read it aloud.
- The group that makes it first
will be the winner. -Ss listen
- Say “Open your book page 11” - Ss open their books
and look at “Unit 3, Lesson 1
(4,5,6)”.

2.Practice Activity 1. Listen and tick:

: (27’) *Aims: Ss will be able to listen
to and understand two
communicative contexts in which
pupils introduce someone and
respond to the introduction.
*Procedure: -Look at the pictures and
- Elicit the names of the say:
characters in the pictures. + Picture 1a: Mai
- Point at the pictures introduces Minh to Bill.
+ Picture 1b: Mai
respectively to explain the introduces Nam to Bill.
context. + Picture 2a: Linh
introduces Ms Hoa to
Ben.
+ Picture 2b: Linh
introduces Mr Long to
Ben.

- T ask Ss to guess the answers. -Ss guess the answers

+ T writes Ss’guessing on the
board.
- Listen to the tape: - Ss listen to the tape and
+ Play the recording tick
+ Play the recording again and - Ss listen again, tick and
get Ss to swap books with their swap books with their
partners. partners.
+ Play the recording again to
check answers together as a - Ss check their answers
class. and guessing
+ Write the answers on the board
for Ss to correct their answers. -Ss listen and repeat.
Then checks Ss’ guessing.
- Play the recording, sentence
by sentence, for the class to
listen and repeat in chorus.
Key: 1.b 2.a

Activity 2. Look, complete

and read.
*Aims: Ss will be able to look,
complete and read four target
sentence patterns in two
dialogues with the help of
picture cues *Procedure: -Ss look at the picture and
- Get Ss to look at the pictures say:
and identify the characters + They’re Ben, Mary,
Nam and Mai, Mr Long
and Lucy.

- Have Ss look at the two

incomplete dialogue and elicits -Ss look and answer
the missing words in the
sentences. -Ss answer: This is Nam/
- T models with picture 1 Hi, hello
+ Ask Ss what is missing in the
sentence. -Ss look, complete and
+ Have Ss look at the picture read the completed
and complete the gap, then read sentence in chorus.
the completed sentence in -Ss complete the sentence
chorus.
-Have Ss work in groups and -Ss read aloud
complete the picture 2.
- Ask a few Ss to stand up and
read the completed sentences
aloud.
-T gives feedbacks.

Key:
1. this is – Hello / Hi
2. that’s – Hello
Activity 3. Let’s sing.
*Aims: Ss will be able to sing
the song This is Linh with the
correct pronunciation and - Ss look and listen.
melody.
*Procedure:
- Introduce the title and lyrics of the
song: “This is Linh” song.
-Ss listen to the song

- Ss listen and repeat line

by line without the action.
- Play the recording for Ss to listen to -Ss point to the character
the whole song. while singing
+ Have them repeat the title and lyrics
line by line. -Ss listen to melody of the
+ Tell Ss to point at the relevant song
character while singing his or her name.
- Play the recording all the way
through for Ss to listen to pronunciation - Ss listen and sing line by
and melody of the song. line.
- Play the recording line by line for Ss
to listen, repeat and point at the relevant - Ss sing and do actions.
character.
- Play the recording for Ss to sing and + Ss work in groups (two
do actions. groups) to sing.
- Ask Ss to practice singing and doing -Ss perform in front of the
actions in pairs or groups. class.
- Invite groups to the front of the -Ss listen
classroom to perform the song
-T gives feedback.

*Consolidation
*Aims: Ss will be able
consolidate and wrap up the
content of the lesson.
*Procedure: -Ss answer the questions
- T asks ss to answer the
following questions:
+ What have you learnt from
the lesson today?
3.
Homewor +What are the core values of the
k. (3’) lesson? (if the teacher can take -Ss listen and clap their
from the lesson). hands
- T praises some Ss who are
hardworking / active/ good…. as
well as encourage others to try
more.
-Ss listen and take note

- Practice part 5 again.

- Prepare the new lesson: Unit 3,
Lesson 2 (1,2,3).

*********************************************************************
Unit 3: Our friends
PERIOD 3- Lesson 2 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
-use the words this, that, it, yes, no, friend, teacher, Mr (Mr Long), Ms (Ms Hoa) in
relation to the topic “Our friends”;
-use Is this / that ? – Yes, it is. / No, it isn’t. It’s….. to ask and answer questions
about someone;
-ask and answer questions about someone in contexts.
- Vocabulary: yes, no, teacher friend
- Skills: speaking and listening
2. Competences:
- Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 43, 44; audio Tracks 29,30, website
sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 24, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/ Teacher’s activities Students’ activities
Time
1.Warm- Game: Roll the dice
up: *Aims: to create a friendly and
(3’) active atmosphere in the class to
beginning the lesson.
*Procedure:
- Divide the class into 2 teams.
- Each team choose a character on - Ss listen
the slide (Nam or Mary) for their
team. - Ss play the game

- The 2 teams take turns to

choose letters to go to the
questions. For each correct
answer, pupils can roll the dice
and click the coloured stones to
move their characters.
- The team who finishes first will - Ss open their books
be the winner.
- Say “Open your book page 24”
2. and look at “Unit 3, Lesson 2
Presentat (1,2,3)”.
ion
(16’) Activity 1. Vocabulary.
*Aims: Ss will be able to know
the vocabulary in front of starting
the new lesson. -Ss listen and answer
*Procedure:
-T elicits the new words
+ friend : bạn bè
- - Ss listen and repeat
+ teacher : giáo viên + Choral repetition (3
+ yes : vâng, có times).
+ no : không + Individual repetition (3
ss)
- T models (3 times).
- Ss take note
- T writes the words on the - Ss look, remember and
board.
slap
- Checking: What and where

Activity 2. Listen, point and

repeat:
*Aims: Ss will be able to
understand and correctly repeat
the sentences in two
communicative contexts
(pictures) focusing on asking and -Look at the pictures and
answering questions about get to know the characters
someone. in the pictures.
*Procedure: + In picture a: Mai asks:
- Have Ss look at Pictures a and Is this Bill? And Nam
b and identify the characters in answers Yes, it is.
the pictures. – In picture b: Mary asks
Is that Nam? And Mai
answers: No, it isn’t. It’s
Minh

-Ss listen and repeat in

chorus (twice)

- Play the audio twice (sentence -Ss work in pairs to

by sentence). Correct their practice
pronunciation where necessary. -Ss practice the diaguage
- Have Ss to practice the diaguage
- T invites a few pairs to the front -Ss listen
of the class to practice.
- T checks pronunciation for ss.

Activity 3. Listen, point and

say.
*Aims: Ss will be able to
correctly say the words and use Is
this / that ……? and Yes, it is. /
No, it isn’t. It’s…….. to ask and
answer questions about the -Ss look at the picture and
characters. answer.
*Procedure:
* Model sentences: -Ss listen
- T asks Ss look at picture a, b -Ss listen and repeat
and helps Ss know the structure
from the dialogue. -Ss repeat to the introduce
- T introduces new structure for someone
Ss.
- T explains, models and gives
meaning.
- Have Ss repeat the model
3.Practic sentences.
e: (7’)
A: Is this Bill?
B: Yes, it is
A: Is that’s Nam? -Ss listen and answer
B: No, it isn’t. It’s Minh.

* It’s = it is

*Drill pictures
- Elicit and check comprehension
the name of each character.
- Ss look, listen and
repeat

- Ss practice in chorus
- Run through all the pictures.
- Run through model sentences. -Ss work in pairs to
+ Run through the questions practice
+ Run through the answers
-Ss listen
- Have Ss to practise:
-Ss point and say
+ T asks – Ss answer (change
role).
+ Ss – Ss (change role).
- Ask Ss to work in pairs. -Ss go to the board and
- T controls and corrects. rold play.
- Invite a few pairs to come to the
front of the classroom, point at
4.Produc -Ss listen
the relevant character in each
tion: (7’)
picture, and act out his/her role.
- Invite Ss to go to the board and
role play. Encourage Ss to
practise speaking English.
- T gives feedbacks.

Activity 4. Let’s talk.

*Aims: Ss will be able to enhance
-Ss look at the picture and
the correct use of Is this/
answer
that…….? and Yes, it is. / No, it
+ A picture of Bill and
isn’t. It’s………. to ask and
Mai in the park. Bill asks
answer questions about someone
Mai about Linh and Nam.
*Procedure:
- T asks ss to guess each character and
what the children say.
-Ss note
+ What can you see in the picture?
+Who are they?
- Ss say the completed
+Where are they? sentences.
+What are they saying? -Ss work in groups
- T fills the gaps and writes the
sentences on the board. -Ss perform in front of the
- T models class.

- T asks Ss use of Is this/

that…….? to ask , and answer
(groups of four)
- Invite some groups to perform.
- Give feedbacks

-Ss answer the questions

*Consolidation
*Aims: Ss will be able
consolidate and wrap up the
content of the lesson.
*Procedure:
- T asks ss to answer the - Ss listen
following questions:
+ What have you learnt from the -Ss listen and clap their
lesson today? hands
5. +What are the core values of the
Homewo lesson? (if the teacher can take
rk. (2’) from the lesson).
- T review the vocabulary and -Ss listen and take note
model sentences.
- T praises some Ss who are
hardworking / active/ good…. as
well as encourage others to try
more.

- Learn the vocabulary and model

sentences by heart
- Prepare the new lesson: Unit 3,
Lesson 2 (4,5,6).
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

*********************************************************************

Unit 3: Our friends

PERIOD 4 - Lesson 2 (4, 5, 6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- listen to and understand communicative in contexts.
- look, complete and read the dialogues with the help of picture cues
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 45, 46; audio Tracks 31; website sachmem.vn,
posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 25, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/ Teacher’s activities Students’ activities
Time
1.Warm- Sing a song: Hello
up: *Aims: to create a friendly and
(5’) active atmosphere in the class to
beginning the lesson.
*Procedure:
- Show the song on the screen. - Sing and dance the song
https://www.youtube.com/ in chorus.
watch?v=O13gITUS5t4
- Ask pupils to listen, sing and
dance the song.
- Say “Open your book page 13”
and look at “Unit 3, Lesson 2 - Ss open their books
(4,5,6)”.

Activity 1. Listen and

2.Practice
number:
: (27’)
*Aims: Ss will be able to listen
to and understand four
communicative contexts in which
pupils ask and answer questions
-Look at the pictures and
about someone.
say:
*Procedure:
+ Picture a: Bill
- Elicit the names of the
+ Picture b: Mary
characters in the pictures.
+ Picture c: Ben
- Point at the pictures
+ Picture d: Lucy
respectively to explain the
context.

-Ss guess the answers

- T ask Ss to guess the answers. - Ss listen to the tape and

+ T writes Ss’guessing on the write number
board. - Ss listen again, write
- Listen to the tape: number and swap books
with their partners.
+ Play the recording
- Ss check their answers
+ Play the recording again and and guessing
get Ss to swap books with their
partners. -Ss listen and repeat.
+ Play the recording again to
check answers together as a
class.
+ Write the answers on the board
for Ss to correct their answers.
Then checks Ss’ guessing.
- Play the recording, sentence
by sentence, for the class to
listen and repeat in chorus.
Key: 1. b 2. a 3. d 4. c

Activity 2. Look, complete -Ss look and answer

and read
*Aims: Ss will be able to look,
complete and read four target
sentence patterns in four
dialogues with the help of
picture cues.
*Procedure:
- Elicit the context and check
comprehension
-Ss answer: Is this Ben?

-Ss look, complete and

read the completed
sentence in chorus.

-Ss complete the sentence

- Have Ss look at the four
incomplete dialogue and elicits -Ss read aloud
the missing words in the
sentences.
- T models with picture 1
+ Ask Ss what is missing in the
sentence.
+ Have Ss look at the picture
and complete the gap, then read
the completed sentence in
chorus.
-Have Ss work in groups and
complete the picture 2, 3 and 4.
- Ask a few Ss to stand up and
read the completed sentences
aloud.
-T gives feedbacks. - Ss listen
Key: 1. Is this 2. Is this
3. Is that 4. Is that

Activity 3. Let’s play.

*Aims: Ss will be able to
recognise target words while
looking at pictures of the -Ss play game
characters and circle six names
in a letter table and use them to
ask and answer questions.
*Procedure:
- Tell pupils to work in pairs.

- Model the activity by

identifying the picture of Mary
first, draw Ss' attention to the
word Mary in the table.
- Point to the picture of Mary
and ask: “Is this Mary?” Ask a
ss to answer the question: “Yes,
it is.”
- Have pupils play the game.
Explain that after identifying six
characters in the pictures and
circling
- Give Ss time to play the game.
- Invite a few pairs to perform
the game in front of the class.
- Give feedbacks
Key: -Ss answer the questions

- Ss listen

-Ss listen and clap their

hands

3. *Consolidation
Homewor *Aims: Ss will be able
k. (3’) consolidate and wrap up the
content of the lesson. -Ss listen
*Procedure:
- T asks ss to answer the
following questions:
+ What have you learnt from
the lesson today?
+What are the core values of the
lesson? (if the teacher can take
from the lesson).
- T praises some Ss who are
hardworking / active/ good…. as
well as encourage others to try
more.

- Practice part 5 again.

- Prepare the new lesson: Unit 3,
Lesson 3 (1,2,3).

GRADE 4
UNIT 3: MY WEEK
PERIOD 1- Lesson 1 (P1,2,3)
I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- Understand and correctly repeat the sentences in two communicative contexts in
which pupils ask and answer questions about the days of the week.
- Correctly say the words and use What day is it today? – It’s _____. to ask and
answer questions about the days of the week.
- Enhance the correct use of What day is it today? – It’s _____. to ask and answer
questions about the days of the week in a freer context.
2. Competences: Teamwork, reliability, motivation
3. Attributes:
- Show their responsibility by noticing the day of the week.
II. Preparation:
1. Teacher’s preparation: CDs player, stereo, book.
2. Student’s preparation: books, notebooks, workbooks.
III. Procedures:
Teaching and learning activities Classroom
management
* Warm-up and review: 5’ Whole class

Have the whole class sing the song What time do you go to
school?

- Lead to new lesson.

A. PRESENTATION
* New lesson:
Activity 1. Look, listen and repeat. (8 minutes) Whole class
Goal: - Help Ss understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on the days of the week.
- Have pupils look at Pictures a, b and identify the characters in the Whole class/
pictures. Individual
- Ask pupils to look at Picture a. Play the recording for them to work
listen.
- Play the recording again for pupils to listen and repeat in chorus,
sentence by sentence. Follow the same procedure with Picture b.
Correct their pronunciation if necessary.
- Invite a few pairs role play. Whole class/
Draw their attention to the question What day is it today? and the Individual
answer It's Monday. and It’s Friday. Tell pupils that they have a work
question and answers about the days of the week.
1. Vocabulary:
- day: ngày, thứ (eliciting)
- Monday: thứ hai (picture of calendar)
- Tuesday: thứ ba (picture of calendar)
- Wednesday: thứ tư (picture of calendar) Pair work
-Thursday: thứ năm (picture of calendar) Whole class/
-Friday: thứ sáu (picture of calendar) Individual
Check vocabulary: Rub out and Remember work
2. Model sentence:

Whole class
A: What day is it today?
B: It’s Monday.

- Practice reading the model sentences.

- Check meaning, form, intonation.
- Have Ps copy down in their note books.
B. PRACTICE Whole class/
Activity 2. Listen, point and say. (9 minutes) Individual
Goal: - Help Ss to correctly say the words and use “What day is it work
today? – It’s _____.” to ask and answer questions about the days of Whole class/
the week. Individual
- Ask Ss look at the picture a, b, c, d and read these days. work
a. Monday b. Tuesday c. Wednesday d. Thursday
- Elicit speech bubbles: What day is it today? – It’s _____.
- Have pupils point at Picture a, listen to the recording and
repeat the word (Monday). Repeat the same procedure with the
other three pictures. Have the class repeat the words a few
times.
- Point at the bubbles and Picture a and have pupils listen to Pair work
and repeat after the recording (What day is it today? – It’s Whole class/
Monday.). Repeat the same procedure with the other three Individual
pictures (b, c, d). Have the class repeat the questions and work
answers a few times.
- Have pairs practise asking and answering the question What
day is it today? – It’s _____.
- Invite a few pairs to point at the pictures and say the
questions and answers in front of the class. Whole class/
Individual
work
C. PRODUCTION
Activity 3. Let’s talk. 8 minutes Whole class/
Goal: - Help Ss to enhance the correct use of What day is it Individual
today? – It’s _____. to ask and answer questions about the work
days of the week in a freer context.
- Draw pupils’ attention to the picture. Ask questions to help
them identify the context
- Put pupils into pairs and encourage them to ask and answer
questions about the days of the week. Go around the classroom
to offer support.
-Invite some groups to the front of the class to perform their
conversations.
Fun corner and wrap-up: (5 minutes)

Group work
Ask pupils two questions related to days of the week.
Which day do you like most in a week? Monday? Tuesday?...
Why?
Why do we need Saturday and Sunday? Whole class

Homework: Learn by heart vocabulary and practice model

sentence.
Prepare the new lesson: Unit 3-Lesson 1- P4,5,6.
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

*********************************************************************
UNIT 3: MY WEEK
PERIOD 2- Lesson 1 (P4,5,6)
I.Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- listen to and understand two communicative contexts about the days of the week
and tick the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- revise target words about the days of the week by playing the game Slap the
board.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
3. Attributes/ Qualities:
- Be confident in communicating with friends/ teachers.
- Help partners to complete learning tasks.
II. Preparation:
1. Teacher’s preparation: TV, computer, books.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
III. Procedures:
Teaching and learning activities Classroom
management
* Warm-up and review: 5’
Game: Look and guess (ppt)
- Divide the class into 2 teams.
- Each team guess the answer with picture. Whole class
- slide show the games- give mark Group work
- Lead to the new lesson “Unit 3, Lesson 1 (4,5,6)”.
* New lesson:
Activity 4. Listen and tick. (8 minutes)
Goal: Ss will be able to listen to and understand two communicative
contexts a bout the days of the week and tick the correct pictures.
- Have Ss look at the pictures and elicit the word for the day in each
picture. Whole class
- Ask Ss to guess their answers.
- Play the recording of the first exchange. Individual
- Play the recording again for Ss to do the task. work
- Repeat Step 1 for pictures 2a and 2b.
- Get Ss to swap books with a partner, then check answers together as Pair work
a class.
- Ask Ss to write the correct answers on the board Whole class
- T gives feedbacks.
- If time allows, play the recording sentence by sentence, for the class
to listen and repeat individually and in chorus. Correct their
pronunciation.
Key: 1. b 2. a
Activity 5. Look, complete and read. (9 minutes) Whole class/
Goal: Ss will be able to look, complete and read four target sentence Individual
patterns in dialogues with the help of picture cues. work
- Have Ss look at the pictures and identify the day in the pictures.
- Have Ss look at the four incomplete dialogues. Draw their attention Pair work
to the missing words in the sentences. Individual
- T models with picture 1. work
- Ask them what is missing in the sentence (Monday)
- Ask Ss to complete the dialogues individually.
- Go arround the classroom to offer.
- Get Ss to swap books and correct their answers in pairs
- Ask some Ss to write their answers on the board.
- T gives comments and feedback.
- Ask a few pairs to read the dialogues aloud.
Key: 1. Monday 2. Friday 3. What day – It’s 4. Today-It’s Whole class/
Thursday
Activity 6. Let’s play ( 8 minutes) Whole class
Goal: To revise target words about the days of the week by Individual
playing the game Slap the board. work
-Tell pupils that they are going to listen to and slap the correct
words as quickly as possible. Have them look at the days of the
week on the board to recall the days of the week
- Call two pupils to the front. Get them to stand at a certain
distance from the board. Pair work/
- Say a day of the week using It’s ____. with one of the words groups
on the board, for example, It’s Monday. The pupil who is the Pair work/
quickest to slap the right word (Monday) gets one point. The groups
pupil who slaps the most words is the winner.

Whole class
- Invite a few pairs to the front of the class to play the game. Praise
pupils if they perform well.
- T gives feedback.
* Fun corner and wrap-up: (5 minutes)
- T asks Ss to play a game “ Who’s millionare ?
- T gives some tasks by listening and asks Ss to listen to choose the
best answer
- Ss listens and answer the questions.
- T gives feedback
*Homelink:
- Learn by heart vocabulary and practice model sentence.
- Prepare new lesson Unit 3- Lesson 2- P 1, 2, 3
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

*********************************************************************
UNIT 3: MY WEEK
PERIOD 3 - Lesson 2 (P1,2,3)
I.Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering questions about what someone does on certain
days of the week.
- correctly say the phrases and use What do you do on _____? – I _____. to ask
and answer questions about what someone does on certain days of the week.
2. Competences:
- ask and answer questions about someone confidently.
- help partners to complete learning tasks
3. Attributes:
- Kindness: Help partners to complete learning tasks.
- Leadership: collaborate with teachers to enhance language skills
II. Prepartion:
- Teacher: laptop, pictures, lesson plan, TV or projector.
- Students: Pupil’s book s, notebooks, workbooks, school things.
III. Procedure:
Teaching and learning activities Classro
om
manag
ement

Whole
* Warm-up and review: 5’ Listen and guess class
- Spell the first letter of any day/ spell any letter in a day, pupils / Group
guess. work
- Flash the cards to consolidate pupils’ pronunciation and spelling.
- Lead to new lesson.
A. PRESENTATION
* New lesson:
Activity 1. Look, listen and repeat:
*Goals: Ss will be able to understand and correctly repeat the
sentences in two communicative contexts focusing on asking and
answering questions about what someone does on certain days of the Whole
week class
- Have pupils look at Pictures a, b and identify the characters in the pictures.
- Ask pupils to look at Picture a. Play the recording for them to listen.
- Play the recording again for pupils to listen and repeat in chorus, sentence Whole
by sentence. Follow the same procedure with Picture b. Correct their class/
pronunciation where necessary. Individ
*Vocabulary. ual
- T elicits the new words work
+ do: làm (eliciting)
+ study: học (eliciting)
+ housework: việc nhà (eliciting)
+ listen to music: nghe nhạc (eliciting)
- T models (3 times). Whole
- Ask Ps to say the words. class/
- T writes the words on the board and the Ss copy down. Individ
- Checking: What and where ual
- T asks Ss look at picture a and helps Ss know the structure from the work
dialogue.
- T introduces new structure for Ss.
- T explains and gives meaning.
- Practice reading the model sentences.
- Check meaning, form, intonation.
- Have Ps copy down in their note books.
* Model sentences: Whole
A: What do you do on Thursdays? class/
B: I study at school. Individ
B. PRACTICE ual
Activity 2. Listen, point and say. work
*Goals: Ss will be able to correctly say the words and use “What do
you do on _____? – I _____.” to ask and answer questions about the
activities in the days of a week. Whole
- Ask Ss look at the picture a, b ,c,d and call the names of the day and class
the activity
- Run through all the pictures.
- Run through model sentences.
- Play the recording for pupils to listen and repeat in chorus a few
times.
- Have Ss to practise: Model picure a
A: What do you do on Mondays? Whole
B: I study at school. class/
+ T say – Ss respond (change role). Individ
+ S – S (change role). ual
- Ask Ss to work in pairs. work
- T controls and corrects.
- Invite a few pairs to come to the front of the classroom, point at the
pictures and roleplay in front of the class.
- T gives feedbacks.
C. PRODUCTION Pair
Activity 3. Let’s talk. work
*Goals: Ss will be able to enhance the correct use of “What do you
do on _____? – I _____.” to ask and answer questions about Pair
someone’s activities. work
- T asks Ss to guess each character and what the children do.
+ What can you see in the picture?
+Who are they?

Put pupils into pairs and encourage them to ask and answer questions
about the characters. Go around the class to offer support.
- Invite some pairs to the front of the class to perform their
conversations.
Fun corner and wrap-up: (5’) Whole
class/
Individ
Game: Find the treasure ual
- Explain each day is a treasure like time is valuable to all. work
- Hide flashcards in different places, for example Monday learners
have English, then the card Monday is hidden in an English textbook.
In the same rule, hide 14 cards in different places in the classroom or
outside if possible. Pair
- Divide Ss into groups of 7. Teacher stands in the middle of the work
class, acts or draws to the air the subject learners have on each
different day. Learners run and find the cards, put into a basket. The
group with more flashcards after a limited time wins. Play again with
different groups, using miming to help depending on the learners’
language competence. Group
Homework. (2’) work
- Learn the vocabulary and model sentences by heart
- Prepare the new lesson: Unit 3- Lesson 2 (P4,5,6).
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

********************************************************************
UNIT 3: MY WEEK
PERIOD 4 - Lesson 2 (P4,5,6)
I. Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- listen to and understand four communicative contexts about days of the week and
what someone does on certain days of the week and number the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- sing the song My week with the correct pronunciation, rhythm and melody.
2. Competences:
- Critical Thinking: noticing activities in the day of the week
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
3. Attributes/ Qualities:
- Be confident in communicating with friends/ teachers.
- Help partners to complete learning tasks.
II. Preparation:
1. Teacher’s preparation: TV, computer, books.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
III. Procedures:
Teaching and learning activities Classroom
management
* Warm-up and review: 5’
Whole class
Group work
Ask and answer: Spend a few minutes revising the previous
lesson by getting a few pairs to ask and answer questions about
what they do on certain days of the week.

* New lesson:
Activity 4. Listen and number. (8 minutes)
Goal: Ss will be able to listen to and understand four
communicative contexts about days of the week and what
someone does on certain days of the week and number the
correct pictures. Whole class
- Have Ss look at the pictures and point at each picture and elicit the
situations. Individual
- Ask Ss to guess their answers. work
- Play the recording twice so that Ss can do the task.
- Play the recording more time to give Ss another listening
opportunity. Pairwork
- Go arround the classroom to offer
- Get Ss to swap books with a partner, then check answers together as
a class. Whole class
- Ask Ss to write the correct answers on the board
- T gives feedbacks.
- If time allows, play the recording sentence by sentence, for the class
to listen and repeat individually and in chorus. Correct their
pronunciation.
Key: 1. c 2. d 3. b 4. a
Activity 5. Look, complete and read. (9 minutes) Whole class/
Goal: Ss will be able to complete four gapped exchanges with the Individual
help of picture cues. work

- Have pupils look at the pictures. Get them to identify the

days of the week and the activities in the pictures. Pair work
- Have pupils look at the four gapped exchanges. Draw their
attention to the missing words in the questions and answers. Individual
- Model Picture 1. Have pupils look at the answer. Ask them work
what word is missing (Tuesday). Then have them complete the
answer (It’s Tuesday.). Repeat the same procedure with
Pictures 2, 3 and 4. Whole class/

Whole class
-Have pupils complete the gaps individually and ask a few pairs to Individual
read the four completed exchanges aloud work
Key: 1. Tuesday 2. What day -Wednesday 3. Study at
school 4. What-listen to music Group work
Activity 6. Let’s play ( 8 minutes)
Goal: Ss will be able to sing the song What day is it today?
with the correct pronunciation, rhythm and melody.
-Draw pupils’ attention to the title and lyrics of the song.
Encourage them to point at the characters’ activities to Whole class
reinforce their understanding.
- Play the recording all the way through for pupils to listen to
the whole song. Encourage them to listen carefully to the
pronunciation, rhythm and the melody.
- Play the recording line by line for pupils to listen and repeat.
Correct their pronunciation where necessary.
- Play the recording all the way through for pupils to sing
along.
- Play the recording again for pupils to sing and clap along
with the recording. Pupils can sing the song What day is it
today? with the correct pronunciation, rhythm and melody.
* Fun corner and wrap-up: (5 minutes)
- Play the song What day is it today? again, divide pupils into small
groups, have them join in a singing competition to find out the best
singers. Give all pupils encouragement.
- T gives feedback
*Homelink:
- Learn by heart vocabulary and practise model sentence.
- Prepare new lesson Unit 3- Lesson 3- P 1, 2, 3
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
GRADE 5
UNIT 3: MY FOREIGN FRIENDS
PERIOD 1 - LESSON 1 (1, 2, 3)

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- Understand and correctly repeat the sentences in two communicative contexts in
which characters ask and answer questions about someone’s nationality.
- Correctly say the words for nationalities and use What nationality is he / she? -
He’s / She’s _____. to ask and answer questions about someone’s nationality.
- Enhance the correct use of What nationality is he / she? - _____. to ask and
answer questions about someone’s nationality in a freer context.
- Use the words nationality, Australian, Malaysian, American, Japanese in relation
to the topic “My foreign friends”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about
someone’s nationality correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Show their pride in where they come from and great respect for where someone
comes from by asking and answering about nationality.
4. The disabled: Practice reading vocab.
II. MATERIALS
- Pupil’s book: Page 22
- Audio tracks 25, 26
- Teacher’s guide: Pages 44, 45, 46
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
Teacher’s activities Student’s activities
1. Warm up (5’)
a. Objectives
- To revise the vocabulary about different - Pupils listen to the teacher’s
countries that pupils have learnt in Tieng instructions.
Anh 4.
b. Content - Pupils look at the pictures
- Game: Slow reveal facing down on the board.
c. Expected outcomes
- Pupils can say the names of the countries - Pupils follow the teacher
correctly. demonstrating the activity.
d. Organisation - Pupils observe the picture,
- Tell the class they are going to play a vocabulary little by little.
game to activate the names of some countries that - Pupils say the name of the
they have learnt in Tieng Anh 4. country
- Prepare the pictures about countries. Stick the
pictures facing down on the board. - Pupils come to the front to
- Model the first picture, e.g. Viet Nam. Put a choose the next picture.
picture on the board and cover it with a piece of
paper.
- Very slowly move the paper to reveal the picture,
little by little.
- Ask Which country is this?. Ask pupils to guess
the name of the country, e.g. This is Viet Nam.
- The first pupil to guess correctly comes to the
front to choose the next picture.
- Continue the game until all of the words
of the countries are said.
Flags (Britain, Viet Nam, America,
Australia, Japan, Singapore, Malaysia,
Thailand,)
2. Presentation
Activity 1-1. Look, listen and repeat.
(10’)
a. Objectives
- To understand and correctly repeat the
sentences in two communicative contexts
in which characters ask and answer - Pupils look at Pictures a and
questions about someone’s nationality. b and identify the characters
b. Content and say what they can see in
- Activity 1. Look, listen and repeat. the pictures.
c. Expected outcomes
- Pupils can understand and correctly
repeat the sentences in two communicative - Pupils look at Picture a and
contexts in which characters ask and b and guess what the
answer questions about someone’s characters are talking about.
nationality. Pupils can use Vietnamese,
d. Organisation then repeat their responses in
Step 1: Ask pupils to look at Pictures a and b and English.
identify the characters and say what they can see
in the pictures. - Pupils listen to the recording to
Step 2: Have pupils look at Picture a and b and point at the characters while
guess what the characters are talking about. Pupils listening.
can use Vietnamese, then repeat their responses in
English. - Pupils listen to the recording
again, sentence by sentence,
Step 3: Play the recording and encourage pupils for pupils to listen, point to
to point at the characters while listening. the sentences and repeat.
Step 4: Play the recording again, sentence by
sentence, for pupils to listen, point to the - Pupils pay attention to the
sentences and repeat. Correct their pronunciation question and the answer.
where necessary. Pupils listen to the teacher’s
Step 5: Draw pupils’ attention to the explanation.
question What nationality is he? and the
answer He’s Australian. Explain that they
are used to talk about someone’s
nationality.
- The disabled: Practice reading vocab.
- Contexts:
a. Minh and mum in the kitchen, talking Minh’s
new friend
b. Dad joining the conversation, asking about the
nationality of Minh’s new friend
- Speech bubbles:
a. Minh: Mum, I have a new foreign friend.
Mum: Do you? Where’s he from?
Minh: He’s from Australia.
b. Dad: What nationality is he?
Minh: He’s Australian.

Activity 2-2. Listen, point and say. (6’)

a. Objectives
- To correctly say the words for
nationalities and use What nationality is
he / she? - He’s / She’s _____. to ask and
answer questions about someone’s
nationality.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words for
nationalities and use What nationality is
he / she? - Pupils look at the pictures, say
- He’s / She’s _____. to ask and answer what they can see in the pictures and
questions about someone’s nationality. identify the countries.
d. Organisation
Step 1: Have pupils look at the pictures, say what
they can see in the pictures and identify the - Pupils listen to the first part
countries. Explain the word under each picture is of the recording and repeat
not the name of the country, but it is the the words under the pictures
nationality. in chorus and individually
Step 2: Play the first part of the recording for until they feel confident.
pupils to listen and repeat the words under the
pictures in chorus and individually until they feel
confident. Use the flash cards for Australian,
Malaysian, American and Japanese to practise the - Pupils point at Picture a. Pupils
words. listen to the next part of the
Step 3: Have pupils point at Picture a. Draw recording a few times and repeat the
pupils’ attention to the speech bubbles and elicit sentences in both bubbles.
the missing words (What nationality is he? - He’s - Pupils follow the teacher’s
Australian.) Play the next part of the recording a instructions.
few times for pupils to repeat the sentences in - Pupils practise asking and
both bubbles. answering questions in pairs.
Step 4: Repeat Step 3 with Pictures b, c, and d. - Pairs of pupils point at the
Then let pupils practise asking and answering pictures and ask and answer
questions in pairs. Go around the classroom to questions about someone’s
offer help if necessary. nationality.
Step 5: Invite a few pairs to point at the
pictures and ask and answer questions
about someone’s nationality.
- Picture cues:
a. Ben, Australian flag, a kangaroo and the word
Australian underneath
b. a girl, Malaysian flag, Petronas Twin tower and
the word Malaysian underneath
c. Mary, American flag, the Statue of Liberty and
the word American underneath
d. a girl, Japanese flag, Sakura blossoms and the
word Japanese underneath
- Speech bubbles:
What nationality is he / she? - He’s / She’s _____.
Audio script:
a. Australian
b. Malaysian
c. American
d. Japanese
a.
A: What nationality is he?
B: He’s Australian.
b.
A: What nationality is she?
B: She’s Malaysian.
c.
A: What nationality is she?
B: She’s American.
d.
A: What nationality is she?
B: She’s Japanese.
3. Practice
Activity 3-3. Let’s talk. (7’)
a. Objectives
- To enhance the correct use of What
nationality is he / she? - _____. to ask and
answer questions about someone’s
nationality in freer contexts.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can enhance the correct use of
What nationality is he / she? - _____. to
ask and answer questions about someone’s
nationality in freer contexts.
d. Organisation
Step 1: Draw pupils’ attention to the picture. Ask
questions to help them identify the context (see
Input). - Pupils look at the picture and
Step 2: Point at the first character and elicit the identify the context.
question in the first speech bubble (e.g. What
nationality is she?) and the answer in the second
speech bubble (She’s Malaysian.) as an example. - Pupils follow the teacher
Then write the sentences on the board. Get pupils demonstrating the example. Pupils
to say the completed sentences. Repeat the same say the completed sentences. Pupils
procedure with other pictures. follow the teacher’s instructions with
Step 3: Put pupils into pairs to ask and answer other pictures.
questions about the nationality of each character
in the picture. Go around and offer support where
necessary.
Step 4: Invite a few pairs to the front of the
classroom to ask and answer questions
about someone’s nationality. - Pupils work in pairs to ask
- Picture cue: Picture of four characters at and answer questions about
the exhibition introducing their countries. the nationality of each
- Speech bubbles: character in the picture.
What nationality is he / she? - _____.
Suggested answer:
What nationality is she?
- She’s Malaysian.
What nationality is he?
- He’s Australian.
What nationality is she?
- She’s American.
What nationality is he?
- He’s Japanese.

4. Consolidation (5’)
* Option 1: Game: Sentence Puzzle
(ppt) - Pairs of pupils come to the
- Divide the class into groups of four. front of the classroom to ask
- Give each group a sentence that is and answer questions about
broken/cut into pieces. someone’s nationality.
- Ask them to arrange them to make a
complete sentence, then read it aloud.
e.g.
is W natio
h nality
he ?
- The group who makes it first will be the
winner.
- Play a game.
* Option 2: Game: Flashcard walk
- Divide the class into four groups.
- Place several word cards on the
classroom floor.
- Have pupils from each group come up the
front.
- Play some music and have the pupils
walk around the word cards.
- Stop the music and say the name of one
flashcard, e.g. he / Japanese.
- Have the pupils pick up the correct word
card and say a sentence using the word on
the word card, e.g. He’s Japanese.
- Give the first group to make a correct
sentence at one point.
- The group with the most points wins the - Listen to teacher.
game.

5. Homework (2’)
- Practice telling the daily routines at home.
- Prepare the new lesson: Lesson 2 (4,5,6)
of Unit 2.
* Preparation for the project: Tell pupils
about the project on page 27. Ask them to
spend time outside of the class searching
for the names of at least five countries and
their nationality adjectives. Then, make a
poster to show the names of the countries
and the nationalities they have found. They
may add some information about the
countries such as people, flags, maps. Next,
each group gives a presentation to
introduce the poster in class at Project
time.

*********************************************************************
UNIT 3: MY FOREIGN FRIENDS
PERIOD 2- LESSON 1 (4, 5, 6)

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- Listen to and understand four communicative contexts in which speakers ask and
answer questions about someone’s nationality and tick the correct pictures.
- Circle correct words in four exchanges with the help of picture cues.
- Sing the song My friends with correct pronunciation, rhythm and melody.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Show their pride in where they come from and great respect for where someone
comes from by asking and answering about nationality.
4. The disabled: Sing a song: My friends with the classmates.
II. MATERIALS
- Pupil’s book: Page 23
- Audio tracks 27, 28
- Teacher’s guide: Pages 47, 48
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
Teacher’s activities Student’s activities
1. Warm up (5’)
a. Objectives
- To revise the sentence structure What
nationality is he / she? - He’s / She’s
_____. to ask and answer questions about - Give the sentence structures about
someone’s nationality. someone’s nationality.
b. Content
- Game: Lucky stars - Look at the question and answers on the
c. Expected outcomes board.
- Pupils can correctly say the sentence - Work in two groups. Play one, two, three
structure What nationality is he / she? - to find the group going first.
He’s / She’s _____. to ask and answer
questions about someone’s nationality. - Choose a colour star, look at the picture
d. Organisation given and ask and answer the question
- Ask pupils if they remember the about someone’s nationality.
previous sentence structures to ask and - Check their friends’ pronunciation.
answer questions about someone’s
nationality.
- Write the question and answers on the - Continue playing the game.
board. - Praise the winner.
- Divide the class into two groups. Have a
pupil from each group play one, two,
three to find the group going first.
- Have two pupils from each group
choose a colour star, look at the picture
given and ask and answer the question
about someone’s nationality.
- Ask the class to check their friends’
pronunciation. If they are correct, they
will get points for their group.
- Continue the game until all the words
are said.
- The group with more points wins the
game. Praise the winner.
- Sentence structures:
What nationality is he / she? - He’s / She’s
_____.
- Flags (Australia, Malaysia, America,
Japan)
- Four stars (each star contains a flag and
a picture of a boy or a girl.)
- Two stars (each star contains a lucky
star.)

2. Practice
Activity 1-4. Listen and tick. (8’)
a. Objectives
- To listen to and understand four
communicative contexts in which - Pupils look at the pictures and
speakers ask and answer questions about answer the questions. Pupils look at
someone’s nationality and tick the correct the pictures a, b and c to contrast.
pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two
communicative contexts in which
speakers ask and answer questions about
someone’s nationality and tick the correct
picture according to what they hear.
d. Organisation - Pupils listen to the recording all
Step 1: Draw pupils’ attention to the pictures the way through. Then listen to the
and ask questions such as What nationality is recording again and choose correct
she? What’s he doing? to elicit the nationalities pictures that show the nationalities
of the characters and the activities they are doing of the characters mentioned in the
in the pictures. Remind them to look at the conversations.
pictures a, b and c to contrast. For example, - Pupils swap books with a partner and
have pupils explain that the boy in picture a is check their answers before checking as a
playing football. He’s Japanese. The boy in class. pupils explain the answers by
picture b is playing football. He’s American. The answering questions.
boy in picture c is playing badminton. He’s - Pupils stand up when the information is
Australian. different. A pupil corrects the information.
Step 2: Play the recording all the way through.
Then play the recording again for pupils to listen
and choose correct pictures that show the
nationalities of the characters mentioned in the
conversations.
Step 3: Get pupils to swap books with a partner
and check their answers before checking as a
class. Have pupils explain the answers by asking
questions, for example, What’s Sam doing? What
nationality is he?
Extension (For advanced level): Read
conversation 1 aloud but change specific
information. For example, Look at Sam? -
Who?
Is he playing basketball? Have pupils
stand up when the information is
different. Invite a pupil to correct the
information.
- Picture cues:
1a. a Japanese boy playing football
1b. an American boy playing football
1c. an Australian boy playing badminton
2a. a British girl standing in front of Big
Ben
2b. an Australian girl standing in front of
Sydney Opera House
2c. a Malaysian girl standing in front of
Petronas twin tower
- Audio script:
1.
A: Look at Sam.
B: Who? Is he playing football?
A: Yes, he is.
A: What nationality is he?
B: He’s Japanese.
2.
A: Is your new friend from Malaysia?
B: No, she isn’t.
A: What nationality is she? - Pupils follow the teacher demonstrating
B: She’s Australian. the example. Pupils read the sentences.
* Key: 1. a 2. b Pupils give the answer to fill in the gap.
Activity 2-5. Read and circle. (8’)
a. Objectives - Pupils do the task independently.
- To circle correct words in four
exchanges with the help of picture cues.
b. Content - Pupils swap books with a partner and
Activity 5. Read and circle. check their answers before checking as a
c. Expected outcomes class. Pupils write the answers on the
- Pupils can circle correct options in the board. Pupils explain why they choose the
sentences and exchanges with the help of options.
picture cues.
d. Organisation
Step 1: Do sentences 1 together as an example.
Draw pupils’ attention to the picture (A girl
holding the flag of America) and elicit the words - Four pairs of pupils act out the
such as America and American. Have pupils completed exchanges 3 and 4 in front of
read the sentences. Elicit the answer to fill in the the class.
gap (America).
Step 2: Give pupils time to do the task
independently. Go around the classroom to offer
help where necessary.
Step 3: Get pupils to swap books with a partner
and check their answers before checking as a
class. Nominate some pupils to write the
answers on the board. Check the answers. Ask
questions to have pupils explain why they
choose the options. For example, for picture B,
ask why do you choose Malaysian? - Because
there’s a flag of Malaysia.
Step 4: Invite four pairs of pupils to act
out the completed exchanges 3 and 4 in
front of the class. Correct their
pronunciation where necessary.
- Picture cues
a. a girl holding the flag of America
b. a boy holding the flag of Malaysia
c. a girl holding the flag of Japan
d. a boy holding the flag of Australia
- Two pairs of sentences and two
exchanges with options to circle
*Key:
1. America - Pupils pay attention to the title and lyrics
2. Malaysian of the song. Pupils point at the pictures to
3. What; Japanese say what they see.
4. is; Australian

Activity 3-6. Let’s sing. (7’)

a. Objectives
- To sing the song My friends with correct
pronunciation, rhythm and melody.
b. Content
- Activity 6. Let’s sing.
c. Expected outcomes
- Pupils can sing the song My friends with
correct pronunciation, rhythm and - Pupils read and listen to the song, pay
melody. their attention to the pronunciation,
d. Organisation rhythm and melody.
Step 1: Draw pupils’ attention to the title and - Pupils listen to the recording
lyrics of the song. Encourage them to point at again and practise singing the song,
the pictures to say what they see. line by line, while doing actions or
Step 2: Have pupils read and listen to the song, clapping their hands.
draw their attention to the pronunciation, rhythm
and melody.
Step 3: Play the recording again and let them
listen to and practise singing the song, line by - Pupils listen to and sing the whole
line, while doing actions or clapping their hands song while doing actions or
when they hear the keywords such as British, clapping their hands.
Britain, land, see in the first verse and - Pupils come to the front of the class to
Australian, Australia, land, see in the second sing the song. The class may sing along to
verse. reinforce the activity.
Step 4: Ask pupils to listen to and sing the
whole song while doing actions or clapping their
hands. Go around the classroom and offer help
where necessary.
Step 5: Invite a few groups to the front of
the class to sing the song. The class may
sing along to reinforce the activity.
3. Consoldation (5’)
* Option 1: Game: Yes or No? (ppt)
- Divide the class into two groups.
- Have a pupil from Group A stand in
front of the class facing away from the
board.
- Stick a flashcard (a boy or a girl and his/
her country) on the board.
- Call another pupil to ask a question to
find out his/ her nationality.
- Have the pupil from Group A try to
guess the answer. The pupil has three
guesses before the other pupils tell them
the answer.
e.g. Is he/ she Japanese?
Is he/ she Malaysian?
Is he/ she American? - Play a game.
- Have pupils from each group take turns
playing the game.
- The pupil getting a correct answer will
get points for their group.
- The group with more points wins the
game. Praise the winner.
* Option 2: Game: Circle the words
- Divide the class into groups of three.
- Have each group take out one paper and
two pens with different colours.
- Ask one pupil to write down the eight
words of countries and nationality in
random order then give it to his/ her
friends.
- When he/ she calls out one word (e.g.
- Listen to teacher.
Japanese), the other two pupils try to
circle that word as fast as possible.
- The pupil who circles more words wins.
- Have some groups demonstrate the
activity in front of the class. Praise the
winner.

4. Homework (2’)
- Practice telling the daily routines at
home.
- Do parts C, D in the workbook.
- Prepare the new lesson: Lesson 3 (1,2,3)
of Unit 2.
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

*********************************************************************
UNIT 3: MY FOREIGN FRIENDS
PERIOD 3 - LESSON 2 (1, 2, 3)

2. Presentation
Activity 1-1. Look, listen and repeat.
(7’) - Pupils listen and repeat
a. Objectives
- To understand and correctly repeat the
sentences in two communicative
contexts in which characters ask and + Choral repetition (3 times).
answer questions about someone’s + Individual repetition (3 ss)
personality. - Pupils take note
b. Content - Pupils look, remember and
- Activity 1. Look, listen and repeat. write
c. Expected outcomes
- Pupils can understand and correctly
repeat the sentences in two - Pupils look at Pictures a and b,
communicative contexts in which identify the characters and
characters ask and answer questions predict what Lily’s nationality is.
about someone’s personality.
d. Organisation - Pupils listen to the recording and
- T elicits the new words check the prediction.
+ friendly: than thiện (picture) - Pupils listen to the recording
+ helpful : hữu ích (picture) again, point at the characters
+ clever : thông minh (picture) while listening.
+ active : năng động (picture) - Pupils listen to the recording
- T models (3 times). again, sentence by sentence,
- T writes the words on the board. point to the sentences and repeat.
- Checking: Rub out and remember - Pupils listen to the teacher’s
- The disabled: Practice reading vocab. explanation.

Step 1: Ask pupils to look at Pictures a and b,

identify the characters and predict what Lily’s
nationality is.
Step 2: Play the recording for them to listen
and check the prediction.
Step 3: Play the recording again,
encourage pupils to point at the
characters while listening.
Step 4: Play the recording again, sentence by
sentence, for pupils to listen, point to the
sentences and repeat. Correct their
pronunciation where necessary.
Step 5: Draw pupils’ attention to the
question What’s she like? and the answer
She’s friendly. Explain that they are used
to talk about someone’s personality.
- Contexts:
a. Linh and Nam talking about a new
friend in their class.
b. Nam asking about the new friend’s
personality.
- Speech bubbles:
a. Linh: There’s a new pupil in our class.
Her name’s Lily.
Nam: What nationality is she?
Linh: She’s British.
b. Nam: What’s she like?
Linh: She’s friendly.
Activity 2-2. Listen, point and say. (7) - Pupils look at Pictures a, b, c,
a. Objectives and d and describe what they can
- To correctly say the words and use see in each picture.
What’s he / she like? - He’s / She’s ____.
to ask and answer questions about - Pupils listen to the recording and
someone’s personality. repeat the phrases in chorus and
b. Content individually.
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words and
use What’s he / she like? - He’s / She’s - Pupils listen to the recording and
____. to ask and answer questions about repeat the sentences in both bubbles a
someone’s personality. few times. Pupils follow the teacher’s
d. Organisation instructions.
Step 1: Ask pupils to look at Pictures a, b, c,
and d and describe what they can see in each
picture.
- Pupils point at the pictures and say the
Step 2: Play the recording for pupils to listen to sentences in pairs.
and repeat the phrases in chorus and
individually until they feel confident. Use the - Pairs of pupils act out the
flash cards for a friendly girl, a helpful girl, a exchanges in front of the class.
clever boy and an active boy to practise the - Pupils brainstorm some
phrases. adjectives to describe someone’s
Step 3: Draw pupils’ attention to the speech appearance that they have learnt
bubbles and elicit the missing words in the to contrast with the adjectives to
question and answer by pointing at Picture a. describe someone’s personality.
Play the recording for pupils to listen to and
repeat the sentences in both bubbles a few
times. Repeat the same procedure with Pictures
b, c, and d.
Step 4: Let pupils point at the pictures and say
the sentences in pairs. Go around the classroom
to offer help where necessary.
Step 5: Invite a few pairs to act out the
exchanges in front of the class.
Extension: Have pupils brainstorm
some adjectives to describe someone’s
appearance that they have learnt to
contrast with the adjectives to describe
someone’s personality, for example, tall,
slim, and young.
- Picture cues:
a. a friendly girl talking to her friends
and the word friendly underneath
b. a helpful girl doing the dishes and the
word helpful underneath
c. a clever boy reading and thinking of a
new idea and the word clever
underneath
d. an active boy exercising and the word
active underneath
- Speech bubbles:
What’s he / she like?
- He’s / She’s ____.
Audio script:
a. a friendly girl
b. a helpful girl
c. a clever boy
d. an active boy
a. A: What’s she like?
B: She’s friendly.
b. A: What’s she like?
B: She’s helpful.
c. A: What’s he like?
B: He’s clever.
d. A: What’s he like?
B: He’s active.
3. Practice
Activity 3-3. Let’s talk. (7’)
a. Objectives - Pupils look at the picture and
- To enhance the correct use of What’s elicit the personality of each
he / she like? - _____. to ask and answer character in the picture.
questions about someone’s personality
in a freer context.
b. Content - Pupils work in pairs and take
- Activity 3. Let’s talk. turns pointing and asking and
c. Expected outcomes answering questions about the
- Pupils can enhance the correct use of personality of each character in
What’s he / she like? - _____. to ask and the picture.
answer questions about someone’s
personality in a freer context.
d. Organisation - Pairs of pupils come to the front
Step 1: Ask pupils to look at the picture and of the classroom and act out the
elicit the personality of each character in the exchanges.
picture. Remind pupils that What’s he / she
like? and - ___. are used to ask and answer
questions about someone’s personality.
Step 2: Give pupils time to work in pairs and
take turns pointing and asking and answering
questions about the personality of each
character in the picture. Remind them to look at
the activities the characters do.
Step 3: Invite a few pairs to come to the
front of the classroom and act out the
exchanges.
- Picture cues: Pupils in a class doing
different activities that can tell their
personality.
- Speech bubbles:
What’s he / she like?
- _____.
Suggested answer:
What’s he like?
- He’s helpful.
or
Look at him. He’s opening the door for
the teacher. He’s helpful.

4. Consolidation (7’)
* Option 1: Game: Whisper (ppt)
- Divide the class into two groups. Have
each group stand in a line.
- Model the activity. Give the first pupil
in each line a flash card. Explain that
he/she must read the word (without
saying it out loud!) and then whisper it
to the next pupil in the line. The second
pupil must then whisper it to the third,
and so on. When the word reaches the - Play a game.
last pupil in the line, he/she should call it
out. The first group to call out a correct
word wins.
- Play the game.
- Praise the winner. Give feedback.
* Option 2: Game: Slap the board
- Divide the class into two groups. Ask
pupils to stand in two lines.
- Stick the cards with words on the
board.
- Call out a word and have the first pupil
from each group race to slap the correct
card on the board and say it correctly.
- The first pupil to slap the correct card
wins a point for their group.
- The group with the most points wins. - Listen to teacher.
Praise the winner.
5. Homework (2’)
- Practice reading t, d at home.
- Prepare the new lesson: Lesson 3
(4,5,6) of Unit 2
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

************************************************************************
UNIT 3: MY FOREIGN FRIENDS
PERIOD 4 - LESSON 2 (4, 5, 6)

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand two communicative contexts in which pupils ask and
answer questions about someone’s personality and number the pictures.
- complete two gaped exchanges with the help of picture cues.
- review the target vocabulary related to the topic “My foreign friends” by playing
the game The longest sentence.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Raise their awareness of good personality.
4. The disabled: Play a game with the classmates.
II. MATERIALS
- Pupil’s book: Page 25
- Audio track 31
- Teacher’s guide: Pages 51, 52
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
Teacher’s activities Student’s activities
1. Warm up (5’)
a. Objectives
- To revise the words about someone’s
appearance and personality.
b. Content
- Game: Crossword puzzle - Look at the pictures and say the
c. Expected outcomes words.
- Pupils can correctly say the words - Work in two groups.
about someone’s appearance and
personality. - Follow the teacher’s
d. Organisation instructions.
- Tell pupils that they are going to complete the - Look at the crossword puzzle
crossword puzzle. carefully, then complete the
- Have pupils work in two groups. Give each words in it.
group a crossword puzzle. - Do the task in two minutes.
- Model with the first word, e.g. personality.
- Ask two groups to look at the crossword - Check the answers in the
puzzle carefully, then complete the words in it. class.
- Give pupils two minutes to do the task. Go - Praise the winner.
around and give further support to the group
who find it difficult to do the task. - Read all the words aloud.
- Check the answers as the class.
- The group with more correct words
wins the game.
- Ask pupils to read all the words aloud.
Appearance and personality words
(friendly, helpful, clever, active, slim,
tall, young)
Crossword puzzle:

*Key:
0. personality 1. clever
2. round 3. slim 4. short 5. friendly
6. active
7. helpful 8. big
9. tall 10. young

2. Practice
Activities 1-4. Listen and number. (8’)
a. Objectives
- To listen to and understand four
communicative contexts in which
speakers ask and answer questions about
someone’s personality and number the
pictures. - Pupils look at the pictures
b. Content and give the personalities of
- Activity 4. Listen and number. the people in the pictures.
c. Expected outcomes Pupils predict which picture is
- Pupils can listen to and understand four number 1.
communicative contexts in which
speakers ask and answer questions about
someone’s personality and number the - Pupils listen to the recording
pictures. of the first dialogue and check
d. Organisation the prediction. Then listen to
Step 1: Draw pupils’ attention to the pictures the recording again and check.
and ask questions to elicit the personalities of
the people in the pictures. Remind them to look
at the pictures to contrast. Have pupils predict
which picture is number 1.
Step 2: Play the recording of the first dialogue - Pupils listen to the recordings
for pupils to listen and check the prediction. of dialogues 2, 3 and 4, and
Ask What picture, everyone? Is your prediction number the pictures.
correct? What’s Tom like? - He’s very helpful. - Pupils swap their books with
Why do you choose picture b? - Because the a partner and check their
boy is helping a kid. Then play the recording answers before checking as a
again for pupils to listen and check. class.
Step 3: Play the recordings of dialogues 2, 3
and 4, and have pupils number the pictures.

Step 4: Get pupils to swap their books

with a partner and check their answers
before checking as a class. Correct the
answers if needed.
Picture cues:
a. a friendly boy talking to his friends
b. a helpful boy helping a child
c. a clever boy thinking of a new idea
d. an active boy playing badminton
Audio script:
1. A: What’s Tom like?
B: He likes helping his friends. He’s
very helpful. Look, he’s helping a kid
over there.
2. A: What’s your new friend like?
B: He’s a friendly boy.
We like playing together.
3. A: What’s Alex like?
B: Alex is an active boy. He does many
things. Now, he’s playing badminton.
4. A: I have a new foreign friend.
B: What’s he like?
A: He’s a clever boy.
He learns things quickly.
*Key: 1. b 2. a 3. d 4. c
Activity 2-5. Read and complete. (7’) - Pupils follow the teacher
a. Objectives demonstrating the example.
- To complete two gapped exchanges
with the help of picture cues.
b. Content - Pupils complete the gapped
Activity 5. Read and complete. exchange 2 independently.
c. Expected outcomes
- Pupils can complete two gapped
exchanges with the help of picture cues. - Pupils swap books with a partner
d. Organisation and check their answers before
Step 1: Model the first gapped exchange as an checking as a class. One pupil writes
example. Have pupils read the dialogue and the answers on the board.
guess the missing words. Ask What nationality - Pupils look at some true and
is a new friend? - He’s Malaysian. Where is he false sentences about the
from? conversations and call out True
- He’s from Malaysia. Then draw pupils’ or False.
attention to the picture and elicit the words to
fill in the gaps, for example, ask What’s the boy
doing? - He’s helping the teacher. He’s carrying
some notebooks for his teacher. What’s he like?
- He’s helpful.
Step 2: Give pupils a time limit to complete the
gapped exchange 2 independently. Go around
the classroom and help where necessary.
Step 3: Get pupils to swap books with a partner
and check their answers before checking as a
class. Invite one pupil to write the answers on
the board.
Extension (For advanced level): Make
some true and false sentences about the
conversations. For example, The new
maths teacher is from America (False),
The new English teacher is friendly
(True). Say a sentence and have pupils
call out True or False.
- Two picture cues
- Two gapped exchanges to complete
* Key: 1. Malaysia
2. helpful 3. American
4. like

Activity 3-6. Project (8’)

a. Objectives
- To review the target vocabulary related
to the topic My foreign friends by
playing the game The longest sentence.
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
- Pupils can play the game The longest
sentence to revise the target vocabulary
and structure items learnt in Lessons 1
and 2. - Pupils work in groups. Each group
d. Organisation holds a piece of paper.
Step 1: Divide the class into 8 - 10 groups. - Pupils look at the word on the board
Give each group a piece of paper. and write a sentence using the word
Step 2: Write a word on the board (e.g. within one minute. Pupils remember
friendly) and ask the groups to write a sentence to make the sentence as long as
using the word within one minute. Remind the possible.
groups to make the sentence as long as possible. - Pupils say the sentences aloud.
Step 3: After one minute, the groups hold up
the sentences and say them aloud. The group - Pupils continue playing the
with the longest sentences wins. game.
Step 4: Play the game with another
word.
An illustration of a class playing The
longest sentence
The word, friendly, is on the board.
One group holding a sentence: Minh is
friendly.
Another group holding a sentence: My
sister is friendly.
3. Consolidation (5’)
* Option 1: Game: Whisper
- Divide the class into two groups.
- Ask pupils in each group to stand
closely in a straight line.
- Teacher says a sentence to the first
pupil in each line, e.g. He’s clever.
- Then, the first pupil whispers what she/
he hears to the second person in the line
and so on until the last pupil.
- The last pupil will say the sentence out
loud. If they say the sentence correctly, - Play a game.
they will get points for their group.
- The group with more points wins the
game.
* Option 2: Game: Spin the wheel!
- Tell pupils they are going to ask and
answer the question about their friends’
personality in a freer context.
- Invite pairs of volunteers to the board.
One pupil asks the question about his/
her friend, another one answers the
question about him/ her.
e.g. Pupil A: What’s he like?
Pupil B: He’s active.
- Have pairs of pupils continue practising
with other friends.
- Praise pupils if they perform well. - Listen to teacher.
4. Homework (2’)
- Redo Ex.4, 5 at home.
- Do parts E, F in the workbook.
- Prepare the new lesson: Lesson 1
(1,2,3) of Unit 3
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

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Lesson Plan (Week 5)

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Lesson Plan (Week 5)

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LESSON PLAN

UNIT 2: IN THE DINING ROOM.

- Play the recording of the first verse for -SS listen.

-Encourage some Ss to point to the -SS point and say.

Teacher’s activities Students’ activities

-Ss listen and repeat in

-Ss work in pairs to

Activity 3 2. Listen, point and

-Ss listen and repeat

-Ss practice in chorus

- Run through all the pictures. -Ss work in pairs to

Activity 4. Let’s talk.

- T asks Ss to greet and

*Consolidation -Ss answer the questions

- Learn the vocabulary and

2.Practice Activity 1. Listen and tick:

- T ask Ss to guess the answers. -Ss guess the answers

Activity 2. Look, complete

- Have Ss look at the two

- Ss listen and repeat line

- Practice part 5 again.

- The 2 teams take turns to

Activity 2. Listen, point and

-Ss listen and repeat in

- Play the audio twice (sentence -Ss work in pairs to

Activity 3. Listen, point and

Activity 4. Let’s talk.

- T asks Ss use of Is this/

-Ss answer the questions

- Learn the vocabulary and model

Unit 3: Our friends

Activity 1. Listen and

-Ss guess the answers

- T ask Ss to guess the answers. - Ss listen to the tape and

Activity 2. Look, complete -Ss look and answer

-Ss look, complete and

-Ss complete the sentence

Activity 3. Let’s play.

- Model the activity by

-Ss listen and clap their

- Practice part 5 again.

- Lead to new lesson.

- Practice reading the model sentences.

Homework: Learn by heart vocabulary and practice model

- Have pupils look at the pictures. Get them to identify the

Activity 2-2. Listen, point and say. (6’)

Activity 3-6. Let’s sing. (7’)

Step 1: Ask pupils to look at Pictures a and b,

Step 4: Get pupils to swap their books

Activity 3-6. Project (8’)

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