School: ____________________

Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

REVIEW 1
Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly use the following sentence patterns:
knowledge & + Where are you from? - I’m from ______.
skills + Can you ______? Yes, I can. / No, I can’t.
+ Can he/she ______? - Yes, he/she can./ No, he/she can’t, but ____.
+ When’s your birthday? - It’s in _______.
+ What do you do on ______? - I ________.
+ What time do you ______? I _______ at ________.
+ What do you want to eat/drink? - I want _______.
Competences Self-control & independent learning: perform learning tasks
Communication and collaboration: work in pairs or groups
Attributes - Work hard to consolidate what they have learnt and make good progress
II. RESOURCES AND MATERIAL:
- Student’s book: Page 40
- Audio track 56
- Teacher’s guide: Pages 81, 82, 83
- Website hoclieu.vn
- Computer, projector, …
III. Warm-up and review – Review – Listen and tick – Ask and answer – Fun corner
PROCEDURE and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 15 minutes

Greet the class. Whole class/

Option 1: Sing What time do you go to school? song. Individual
(Teacher may play the animation video of the song and work
have pupils sing along. Group work
https://www.youtube.com/watch?v=-
 GAWoPPtI8c&list=PL8_ETpRL2xNay3h-a-
vBjWhplE1wXFpSJ&index=6)

Option 2: Game: Lucky numbers (ppt)

- Teacher divides the class into 2 groups
(boys and girls).
- Each team takes turns choosing the number and
answering the question.
-The team that has more points will be the winner.
Option 3: Game: Sentence puzzle
- Divide the class into groups of four.
- Give each group a sentence 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.
PRACTICE
Activity 1. Listen and tick . 5 minutes
a. Goal To listen to and understand five communicative contexts and tick the
correct pictures.
b. Input Picture cues:
1a. the Vietnamese flag
1b. the British flag
1c. the Japanese flag
2a. a boy roller skating
2b. a boy cooking
2c. a boy drawing
3a. a calendar showing 8 February
3b. a calendar showing 8 March
3c. a calendar showing 8 April
4a. a girl studying at school on Fridays
4b. a girl listening to music on Fridays
4c. a girl doing housework on Fridays
5a. a boy having breakfast at 6:15 a.m.
5b. a boy having breakfast at 6:30 a.m.
5c. a boy having breakfast at 6:45 a.m.
Audio script:
1. A: Where are you from?
B: I’m from Japan.
 2. A: Can he roller skate?
B: Yes, he can.
3. A: When’s your birthday?
B: It’s in April.
4. A: What do you do on Fridays?
B: I listen to music.
5. A: What time do you have breakfast?
B: At six forty-five.
c. Outcome Pupils can listen to and understand five communicative contexts and
tick the correct pictures.
Key: 1. c 2. a 3. c 4. b 5. c
d. Procedure Step 1: Draw pupils’ attention to Pictures 1a, 1b and Whole class/
1c. Elicit the countries with the flags. Then play the Individual
recording for Question 1. Play the recording again for work
pupils to do the task. Play the recording a third time for
pupils to check their answers. Repeat the same
procedure with the rest of the questions.
Step 2: Get pupils to swap books with a partner, then
check answers as a class. Write the correct answers on Pair work
the board.
Step 3: Play the recording for pupils to double-check
their answers. Whole class/
Extension: If time allows, play the recording, sentence Individual
by sentence, for the class to listen and repeat in chorus. work
Correct their pronunciation where necessary.
e. Assessment - Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers,
Peer correction
PRACTICE
Activity 2. Ask and answer. 7 minutes
a. Goal To ask and answer questions using picture cues.
b. Input Four picture cues and four questions
c. Outcome Pupils can ask and answer questions using picture cues.
d. Procedure Step 1: Draw pupils’ attention to the first picture. Get Whole class/
them to look at the clock to identify the time shown on Individual
it. Check pupils’ comprehension. work
Step 2: Draw pupils’ attention to Question 1. Have
pupils look at the clock in the picture to answer the
question.
 Step 3: Repeat Steps 1 and 2 with the rest of the
questions.
Step 4: Have pupils work in pairs to role-play the four
exchanges. Go around the classroom to monitor the Pair work
activity.
Extension: Invite pairs of pupils to stand up and take it
in turns to role-play the target exchanges.
d. Assessment - Performance products: Student’s interaction and performance
- Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Spin the wheel (ppt) Group work
- Divide the class into 2 teams.
- Pupils take turns spinning the wheel.
- Teacher presses the “spin” button to spin and presses
again to stop, then asks pupils the suggested questions
in the box.
- If they have the correct answers, they get the points
corresponding to * for their teams. If the answer is not
correct, the other team has a turn.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

REVIEW 1
Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly use the following sentence patterns:
knowledge & + Where are you from? - I’m from ______.
skills + Where’s he/she from? - He’s/ She’s from _______.
+ What time is it?
+ Can you ______? Yes, I can. / No, I can’t.
+ Can he/she ______? - Yes, he/she can./ No, he/she can’t, but ____.
+ When’s your birthday? - It’s in _______.
+ What do you do on ______? - I ________.
+ What time do you ______? I _______ at ________.
+ What do you want to eat/drink? - I want _______.
Competences Communication and collaboration: work in pairs or groups
Attributes Work hard to consolidate what they have learnt and make good progress
II. RESOURCES AND MATERIAL:
- Student’s book: Page 41
- Teacher’s guide: Pages 83, 84
- Website hoclieu.vn
- Computer, projector, …
III. Warm-up and review – Read and match – Read and complete –
PROCEDURE Let’s write – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
 Greet the class.
Option 1: Sing Where are you from? song on page 11. Whole class/
Individual
Option 2: Game: Odd one out (ppt) work
- Teacher displays four flashcards connected to a theme (time, Group work
days of the week, months, countries,...) with one “odd one
out”.
- Pupils say all the words together.
- Then, ask them to raise their hands when they have found an
odd one out and explain their reasons.
Option 3: Game: Bingo
- Teacher distributes a sheet of paper with 9 squares on it to
each pupil. Individual
- Teacher shows a list of words (days of the week, months of work/ Group
the year, time, food, drink, …) and asks pupils to choose the work
words and fill in the squares on the sheet of paper.

PRACTICE
Activity 3. Read and match. 8 minutes
a. Goal To read and match pairs of target sentence patterns.
b. Input Five pairs of sentence patterns, which together form simple exchanges between
two pupils
c. Outcome Pupils can read and match pairs of target sentence patterns.
Key: 1. c 2. d 3. b 4. e 5. a
d. Procedure Step 1: Draw pupils’ attention to the sentences. Tell them how Whole class/
to do the activity. Point at Sentence 1, elicit the answer and Individual
give feedback. Draw a line to match Sentence 1 with the letter work
c.
Step 2: Give pupils time to do the task. Go around the
classroom to offer support.
Step 3: Get pupils to swap their books with their partners, then Pair work
check answers together as a class. Write the correct answers on
the board.
Extension: Invite pairs of pupils to stand up and read the
matched exchanges aloud.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 4. Read and complete. 9 minutes
a. Goal: To read and complete a gapped passage about Ben.
b. Input: - A passage about Ben
- A gapped passage to complete
c. Outcome: Pupils can read and complete the gapped passage.
Key: 1. Australia 2. Fridays 3. guitar 4. Saturdays
d. Step 1: Have pupils read the passage about Ben. Check Whole class/
Procedure: comprehension. Individual
Step 2: Have pupils look at the gapped passage. Draw the work
pupil's attention to the gaps in the passage. Point at the
sentence with the first gap and read it as a class. Elicit the
missing word and give feedback. Complete the sentence and
get pupils to read the completed sentence in chorus.
Step 3: Repeat Step 2 with the rest of the gaps. Go around the
classroom to offer support where necessary.
Step 4: Get pupils to swap books with a partner, then check Pair work
answers as a class. Write the correct answer on the board.
Extension: Invite some pupils to stand up and read the
completed passage aloud.
Mini game: Reading comprehension Individual
- Ask pupils to read the passage again. work
- Then work in pairs and answer the questions: Whole class/
1. A: Where’s Ben from? Pair work
B: He’s from Australia.
2. A: How many days does Ben go to school?
B: Five days (from Monday to Friday).
3. A: Can he play football?
B: Yes, he can.
4. A: Can he play the guitar?
B: Yes, he can.
5. A: Does he go to school on Saturdays?
B: No, he doesn’t.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 5. Let’s write. 8 minutes
a. Goal To complete a gapped text with the help of picture cues.
b. Input A short gapped text with picture cues and target sentences to complete
c. Outcome Pupils can complete the gapped text using picture cues.
Key: 1. America 2. April 3. sing 4. draw 5. roller skate
d. Procedure Step 1: Tell the class the goal of this activity: to read the Whole class/
 gapped text and fill in the gaps using picture cues. Check Individual
comprehension. work
Step 2: Write the sentence with the first gap on the board.
Read the sentence as a class. When you reach the gap, ask
pupils to point at the picture (the American flag) and encourage
pupils to say the name of the country (America). Give pupils
time to write the answers.
Step 3: Repeat Step 2 for the other gaps.
Step 4: If time allows, invite a few pupils to read the sentences
they have completed aloud in front of the class. The class
observes and praises their work.
e. - Performance products: Student's answers
Assessment - Assessment tools: Observation; Answer keys
Fun corner and wrap-up: 5 minutes
Game: Noughts and crosses Group work
- Divide the class into 2 teams (Team X and Team O).
- Invite one pupil from each team to choose any numbers from
1 - 9 to complete the following sentences. If he/ she answers
correctly, teacher will click on the corresponding symbol of the
team (X or O).
- The team who wins this game gets three of your symbols in a
row horizontally, vertically or diagonally.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

REVIEW 1 - EXTENSION ACTIVITIES

Period 3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - identify five different countries together with their flags and land shapes
knowledge & - identify the different times in different countries
skills - identify some countries are near or far from Viet Nam
Competences - Communication and collaboration

Attributes Show pride of our country and respect to other countries and their differences
II. RESOURCES AND MATERIALS
- Student’s book: Page 42, 43
- Teacher’s guide: Pages 85, 86
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up and review – Look and write – Look and write – Read the questions.
PROCEDURE Then tick the answers – Fun corner and wrap-up

Interactio
Procedure Teacher’s and pupils’ activities Note
n
Warm-up and review: 5 minutes
Greet the class.
- Have pupils sing the song What time do you go to Whole
school? on page 19. Praise pupils and get the class to class/
cheer or clap their hands. (Teacher may let pupils watch Individual
the animation video of the song and have them sing work
along.
https://www.youtube.com/watch?v=-
GAWoPPtI8c&list=PL8_ETpRL2xNay3h-a-
 vBjWhplE1wXFpSJ&index=6)
- Ask pupils to open their books at page 42, 43 and look
at Extension activities, Activity 1.
PRACTICE
Activity 1. Look and write. 5 minutes
a. Goal To identify five different countries in the pictures.
b. Input Five pictures showing the five countries with their flags:
Viet Nam, Britain, Japan, Australia and America
c. Outcome Pupils can identify five different countries in the pictures.
Key: 1. Viet Nam 2. Britain 3. Japan 4. Australia 5. America
d. Procedure Step 1: Draw pupils’ attention to the pictures. Ask Whole
Where is Viet Nam? and encourage pupils to point to it. class/
Write Viet Nam on the board. Individual
Step 2: Repeat Step 1 for Britain, Japan, Australia and work
America.
Step 3: Have pupils complete the activity by writing the
name next to each country. Check answers together as a
class.
e. Assessment - Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 2. Look and write. 10 minutes
a. Goal To identify the different times in different countries and complete the
gapped sentences.
b. Input Five clocks showing the times in five different countries and five
gapped sentences to complete
c. Outcome Pupils can identify the different times in different countries and
complete the gapped sentences.
Key: 2. one o’clock 3. seven o’clock
4. nine o’clock 5. ten o’clock
d. Procedure Step 1: Have pupils look at the clocks. Draw their Whole
attention to the different times in different countries. class/
Explain the concept of time zones in a simple way if Individual
necessary. work
Step 2: Write In America, it’s _____. on the board. Read
the first part of the sentence aloud and encourage pupils
to complete it. When pupils answer correctly, write the
answer on the board: It’s eight o'clock.
Step 3: Have pupils complete the activity by completing
the sentences. Check answers as a class.
e. Assessment - Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & answers
PRODUCTION
Activity 3. Read the questions. Then tick the answers. 8 minutes
a. Goal To read the questions and tick the correct answers about countries
near and far from Viet Nam.

b. Input Questions and answer options for pupils to choose and tick
c. Outcome Pupils can read the questions and tick the correct answers about
countries near and far from Viet Nam.
Key: 1. a 2. c 3. a 4. b
d. Procedure Step 1: Draw pupils’ attention to the question Which Whole
country is near Viet Nam? and read it as a class. Check class/
comprehension. Individual
Step 2: Ask pupils to look at Question 1 with three work
answer options a, b and c. Explain the new word Russia.
Get them to look at the flags of Thailand, America and
Russia, elicit the right answer and tick it (Picture a).
Repeat the same procedure with Question 2.
Step 3: Repeat Steps 1 and 2 with the question Which
country is far from Viet Nam? Go around the classroom
to offer support where necessary. Pair work
Step 4: Get pupils to swap books with a partner, then
check answers together as a class. Write the correct
answers on the board for pupils to correct their answers. Whole
Step 5: Have pupils say the answers by asking the two class/
questions. Individual
work
e. Assessment - Performance products: Student’s interaction and performance
- Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Guessing Game (ppt) Group
- Divide the class into 2 teams: Boys and Girls. work
- Pupils take turns looking at the pictures and letters to
guess the words. If they have the correct answers, they
get one point for their teams. If the answer is not correct,
the other team answers and gets points.
Option 2: Mystery box Game
- Divide the class into two teams: Boys and Girls.
- Pupils take turns choosing the letter and answer the
question.
- They look at the pictures and answer the questions. If
they have the correct answers, they get one point for
their teams. If the answer is not correct, the other team
answers and gets points.
- Team with the most points is the winner.