Week 6

WEEK 6
( từ ngày 14 tháng 10 đến ngày 18 tháng 10 năm 2024)

GRADE 4: 4A4,4A5
UNIT 3: MY WEEK
Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly repeat the sounds of the letter u in isolation, in the word music
knowledge & (/ju/) as in the sentence I listen to music on Saturdays, and the word Sunday
skills (/ʌ/) as in I do housework on Sundays.
- identify the target words music and Sunday while listening.
- say the chant with the correct pronunciation and rhythm.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Page 26
- Audio tracks 33, 34, 35
- Teacher’s guide: Pages 51, 52, 53
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. Warm-up and review – Listen and repeat – Listen and circle –
PROCEDURE Let’s chant – Wrap up
Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting.
Option 1: Have the class sing the song What day is it Whole
today? on page 25 and clap along. class/
Option 2: Select one song from wrap up in the previous Individual
lesson to sing and have a singing competition among class work
groups.
Option 3: ppt
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letter u in isolation, in the words
music and Sunday, and in the sentences I listen to music on Saturdays.
and I do housework on Sundays. with the correct pronunciation and
intonation.
b. Input – The letter u, the word music and the sentence I listen to music on
Saturdays.
– The letter u, the word Sunday and the sentence I do housework on
Sundays.
c. Outcome Pupils can correctly repeat the sounds of the letter u in isolation, in the
word music (/ju/) as in the sentence I listen to music on Saturdays, and
the word Sunday (/ʌ/) as in I do housework on Sundays.
d. Procedure Step 1: Draw pupils’ attention to the letter u, the word Whole
music and the sentence I listen to music on Saturdays. Play class/
the recording and encourage pupils to point at the letter, the Individual
word, and the sentence while listening. work
Step 2: Play the recording again and encourage pupils to
listen to and repeat the sound, the word and the sentence.
Do this several times until pupils feel confident. Correct
their pronunciation where necessary.
Step 3: Repeat Steps 1 and 2 for the same letter u, the word
Sunday and the sentence I do housework on Sundays.
Step 4: Have pupils work in pairs or groups, pronouncing Pair work
the sounds, saying the words and reading the sentences until
they feel confident.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words music and Sunday while listening.
b. Input Two questions, each with three options to choose

Audio script:
1. I listen to music.
2. I study at school.
c. Outcome Pupils can identify the target words music and Sunday while listening.
d. Procedure Step 1: Tell pupils that they are going to listen to the Whole
recording and circle the correct options. Get them to read class/
the options and guess the sentences they may hear in the Individual
recording. work
Step 2: Play the recording for pupils to listen. Play the
recording again for pupils to listen and circle the correct
options.
Step 3: Tell pupils to swap books with a partner, then check Pair work
the answers together as a class. Write the correct answers
on the board. Whole
Step 4: Play the recording again for pupils to double-check class/ Pair
their answers. work
Extension: Invite one or two pupils to stand up, listen to
and repeat the sentences.

PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct pronunciation and rhythm.
b. Input The lyrics and recording of the chant
c. Outcome Pupils can say the chant with the correct pronunciation and rhythm.
d. Procedure Step 1: Draw pupils’ attention to the lyrics of the chant. Whole
Check their comprehension. class/
Step 2: Play the recording all the way through for pupils to Individual
listen to the whole chant. Encourage them to listen carefully work
to the rhythm and pronunciation. Draw pupils’ attention to
the sounds of the letter u in the words music and Sunday.
Step 3: Play the recording, line by line, for pupils to listen
and repeat. Correct their pronunciation where necessary.
Step 4: Play the recording all the way through for pupils to
chant along. Encourage them to clap along while chanting.
Extension: Divide the class into two groups to take turns Group
listening to and repeating the chant, while the rest of the work
class claps along. Praise pupils if they perform well.
Fun corner and wrap-up: 5 minutes
Option 1: Play the game from Whole
https://www.eslgamesplus.com/days-of-the-week-esl- class/
vocabulary-game/ Group
Option 2: Miming Game work
Miming to show the subject or activities pupils often do on

each day at school or at home. It can be played in groups or
the whole class. Award pupils stickers for their correct
answer.
Option 3: Game - March and Chant
You'll need a fairly long classroom with space for everyone
to march up and down (or space outside). The teacher
stands at one end of the room against the left wall. Line the
students up along side the teacher and teacher says "Go!".
As you all march together, teacher starts calling out the
days in order ("Monday", "Tuesday", etc.). Students repeat
each day (Teacher: "Monday", Students: "Monday").
March along at a slow pace, but smartly (backs straight,
arms swinging). At certain points teacher suddenly shouts
"Stop!". Everyone must stop and be EXACTLY in line
with the teacher . If someone is out of line, order them
back in line and then continue marching where you left off.
Turn around each time you reach the end of the room and
continue the march. Once finished start again, but this time
walk briskly. You can do it the final time running! This is
even more fun when there are tables, etc, in the room that
the need to climb over/under. After a few lessons you
shouldn't have to chorus the words - just get the students to
chant together as they march.
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________
UNIT 3: MY WEEK
I. OBJECTIVES
Language - read and show understanding of a text and complete a table about Nam’s
knowledge & week.
skills - complete a paragraph about what pupils do on certain days of the week by
writing the target words in the gaps.
- draw two pictures about weekend activities at home and present them to the
class by using the target language.
learning tasks
Attributes - Self-control & independent learning: perform listening tasks
- Teacher’s guide: Pages 53, 54
III. Warm-up and review – Read and complete – Let’s write – Project –
PROCEDURE Wrap up

Greet the class and encourage pupils to respond to the
greeting.
Option 1: Spend a few minutes revising the previous Whole
lesson by having the class say the chant on page 26. class/
Individual
Option 2: ppt work
PRACTICE
Activity 4. Read and complete. 5 minutes
a. Goal To read and show understanding of a text and complete a table about
Nam’s week.
b. Input A text and an incomplete table
c. Outcome Pupils can read and show understanding of a text and complete a table
about Nam’s week.
d. Procedure Step 1: Draw pupils’ attention to the words provided in the Whole
table and the four gaps about Nam’s activities on some days class
of the week.
Step 2: Ask pupils to read the text and complete the table Individual
with the missing words. work
Step 3: Set a time limit for pupils to read the text again and
look for specific information to fill in the gaps in the table.
Go around the classroom to monitor their reading task.
Step 4: Tell pupils to swap their answers with a partner, Pair work
then check answers together as a class. Write the answers
on the board.
PRACTICE
Activity 5. Let’s write. 10 minutes
a. Goal To complete a paragraph about what pupils do on certain days of the
week by writing the target words in the gaps.
b. Input A writing frame with four blanks to complete.
c. Outcome Pupils can complete a paragraph about what they do on certain days of
the week by writing the target words in the gaps.
d. Procedure Step 1: Ask pupils to read the gapped text and fill in the Whole
gaps with their own information. Tell pupils that the gaps in class/
the text should focus on their activities and the days on Individual
which they do the activities. Check comprehension. work
Step 2: Have pupils do the first gapped sentence together as
an example. Ask them to read the sentence and elicit the
names. Then have them write their names in the gap, e.g. I
am Lan.
Step 3: Give pupils time to complete the text
independently. Go around the classroom and offer help
where necessary. Pair work
Step 4: Get pupils to swap their books with a partner and
check their answers before checking as a class. Whole
Extension: Invite a few pupils to read their completed texts class/ Pair
in front of the class. work

PRODUCTION
Activity 6. Project. 8 minutes
a. Goal To draw two pictures about weekend activities at home and present them
to the class by using the target language.
b. Input A table for pupils to take note of what they do on Saturdays and Sundays.
c. Outcome A picture showing a boy presenting two pictures about what he does on
Saturdays and Sundays to the class
d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole
have to look at the notes in their tables they have prepared class/
at home and present them to the class. Individual
work
Step 2: Have pupils work in groups of five or six. Each Group
pupil looks at his / her notes and tell the group about what work
he / she does on Saturdays and Sundays.
Step 3: Invite a few pupils to look at the notes in their Individual
tables and tell the class about them, e.g. On Saturdays, I work
play football. or On Sundays, I do housework
Option 1: Play the game from Whole
https://www.eslgamesplus.com/days-of-the-week-esl- class/
vocabulary-game/ Individuals
then play fast response by asking them question What do / groups
you do at the weekend/ on Mondays/…? then have them
respond accordingly.
Option 2: Singing along with TPR
Have pupils listen and sing along several times, change the
lyrics to the most common activities that pupils in the class
choose to do at weekend and sing with the new lyrics.
Have different groups present the song with their own lyrics
if their language proficiency is good enough
https://www.youtube.com/watch?v=lPgTdgvj_jc
Option 3: Touching the wall
Give each pair something to stick the cards on the wall
with. Ask everyone to randomly stick the cards all over the
walls around the room. Then bring everyone into the
middle of the room. Shout out “Monday” and everyone has
to race over to a Monday card and touch it. Then
“Tuesday” and so on (in the correct order) until you make it
through all the week days. Play another round, this time
faster!
UNIT 4: MY BIRTHDAY PARTY

I. OBJECTIVES
Language - understand and correctly repeat the sentences in two communicative
knowledge & contexts focusing on asking and answering questions about birthdays.
skills
- correctly say the words and use When’s your birthday? – It’s in _____. to
ask and answer questions about someone’s birthday.
- enhance the correct use of When’s your birthday? – It’s in _____. to ask and
answer questions about someone’s birthday in a freer context.
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show pride in the date of birth of themselves and others’ and respect to their
parents for their presence
- Audio tracks 36, 37
III. Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURE Let’s talk – Fun corner and wrap-up

Greet the class.
Option 1: Group work
- Play Guessing words game.
Option 2: Whole
- Spend a few minutes revising Unit 3 by asking the class class/
to do the project in Lesson 3 or to sing the song What day Individual
is it today? on page 25 and clap hands. work
- Ask pupils to open their books at page 28 and look at
Unit 4, Lesson 1, Activity 1. Get pupils to look at the title
of the unit and check comprehension. Have them repeat it
once or twice. Tell pupils what they will learn in this
lesson.
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative
contexts focusing on asking and answering questions about birthdays.
b. Input – Context a:
Nam: Hi, Lucy. What are you doing?
Lucy: I’m making a hat for my birthday party.
– Context b:
Nam: When’s your birthday?
Lucy: It’s in May.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions
about birthdays.
d. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole
the characters in the pictures. class/
Individual
Step 2: Ask pupils to look at Picture a. Play the recording
work
for them to listen. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Repeat the same
procedure with Picture b. Correct their pronunciation where
necessary.
Step 3: Play the recording again for pupils to listen and
repeat in chorus, sentence by sentence.
Step 4: Invite a few pairs to the front of the classroom to
listen to and repeat the sentences in the recording. Pair work
Step 5: Draw their attention to the question When’s your
birthday? and the answer It’s in May. Tell pupils that they Whole
are a question and an answer about someone’s birthday. class/
Individual
work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use When’s your birthday? – It’s in
_____. to ask and answer questions about someone’s birthday.
b. Input – Picture cues:
a. a calendar showing January
b. a calendar showing February
c. a calendar showing March
d. a calendar showing April
– Speech bubbles: When’s your birthday? – It’s in _____.
Audio script:
a. January b. February c. March d. April
a. A: When’s your birthday?
B: It’s in January.
b. A: When’s your birthday?
B: It’s in February.
c. A: When’s your birthday?
B: It’s in March.
d. A: When’s your birthday?
B: It’s in April.
c. Outcome Pupils can correctly say the words and use When’s your birthday? – It’s
in _____. to ask and answer questions about someone’s birthday
d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole
names of the months. Have the class repeat the words a class/
few times. Individual
work
Step 2: Have pupils point at Picture a, listen to the
recording and repeat the word (January). Repeat the same Individual
procedure with the other three pictures. work
Step 3: Point at the bubbles and have pupils listen to and
repeat after the recording (When’s your birthday? – It’s in Whole
January.). Point at Picture a and have pupils listen to and class/
repeat the sentences until they feel confident. Repeat the Individual
same procedure with Pictures b, c, and d. work
Step 4: Have pupils work in pairs and practise asking and Pair work
answering the question When’s your birthday? – It’s in
_____. using the speech bubbles and the pictures.
Step 5: Invite a few pairs to point at the pictures and say
the questions and answers in front of class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of When’s your birthday? – It’s in _____. to
ask and answer questions about someone’s birthday in a freer context.
b. Input – Picture cue: A teacher asks some pupils when their birthdays are.
– Speech bubbles: When’s your birthday? – _____.
c. Outcome Pupils can enhance the correct use of When’s your birthday? – It’s in
_____. to ask and answer questions about someone’s birthday in a freer
context.
d. Procedure Step 1: Draw pupils’ attention to the picture. Have them Whole
say the names of the months in the picture. Ask questions class/
to help them identify the context (see Input). Individual
work
Step 2: Elicit the missing words in the speech bubble and
write them on the board. Get pupils to say the completed
sentences.
Step 3: Have pupils look at the bubbles to understand how
the sentence pattern is used. Have pupils role-play to
practise asking the questions and giving their answers in
pairs, using picture cues. Make sure pupils understand the
structure and say them with the right pronunciation and
intonation. Go around to observe and provide help.
Step 4: Invite some pupils to practise asking and answering
questions in front of the class. Praise them if they perform
well.
Extension: For a more able class, have pupils ask and
answer questions about their birthdays, using the structures
learnt.
e. - Performance products: Student’s interaction and performance
Option 1: Game: SpongeBob Group
- Divide the class into 3 teams. work
- Pupils from each team take turns to choose a letter and

answer a question.
- Pupils answer correctly to get some points corresponding
to the number of hamburgers.
Option 2: Individual
- Ask students to answer the following questions: work/
1. What have you learnt from the lesson today? Whole
class
(Correctly say the words and use When’s your birthday? –
It’s in _____. to ask and answer questions about someone’s
birthday.)
2. What are the core values of the lesson?
(Show pride in the date of birth of themselves and others’
and respect to their parents for their presence.)
*Preparation for the project: Tell pupils about the project
on page 33. Ask them to prepare for it at home by making
birthday party invitations. Remind them to bring the
invitations to class to present them at Project time.
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
UNIT 4: MY BIRTHDAY PARTY

I. OBJECTIVES
Language - listen to and understand four communicative contexts in which pupils ask
knowledge & and answer questions about their birthdays and number the correct
skills pictures.
- complete four target gapped exchanges with the help of picture cues.
- sing the song When's your birthday? with the correct pronunciation,
rhythm and melody.
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show pride in the date of birth of themselves and others’ and respect to their
parents for their presence
- Teacher’s guide: Pages 57, 58, 59, 60
III. Warm-up and review – Listen and number – Look, complete and read –
PROCEDURE Let’s sing – Fun corner and wrap-up

Greet the class.
Option 1: Whole
- Spend a few minutes revising the previous lesson. Get a class/
Individual
few pupils to ask and answer questions about birthdays in
work
front of the class. Have the class give comments.
Option 2: Game: Yes or No Group work
- Play YES/ NO physical game.
- Ask pupils to open their books at page 29 and look at
Unit 4, Lesson 1, Activity 4.
PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils
ask and answer questions about their birthdays and number the correct
pictures.
b. Input Picture cues:
a. a calendar showing February b. a calendar showing April
c. a calendar showing January d. a calendar showing March
Audio script:
1. A: When’s your birthday?
B: It’s in April.
B: It’s in February.
B: It’s in March.
A: Thank you.
B: It’s in January.
A: My birthday’s in January too.
c. Outcome Pupils can listen to and understand four communicative contexts in which
pupils ask and answer questions about their birthdays and number the
correct pictures.
d. Procedure Step 1: Draw pupils’ attention to the pictures. Elicit the Whole
name of the month in each picture. class/
Individual
Step 2: Play the recording all the way through so that
work
pupils can become familiar with the characters’ voices.
Then play the recording for them to listen and number the
pictures.
Step 3: Play the recording again for pupils to do the task.
Play the recording a third time to give pupils another
listening opportunity.
Step 4: Check answers as a class. Play the recording again
for pupils to double-check their answers and correct their Pair work
answers in pairs.
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat in chorus. Correct Whole
their pronunciation where necessary. If they repeat well, class/
praise them. Individual
work
e. - Performance products: Student’s answers
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four target gapped exchanges with the help of picture cues.
b. Input Four picture cues and four exchanges with the target sentences to
complete
c. Outcome Pupils can complete four target gapped exchanges with the help of
picture cues.
Key: 1. March 2. May 3. birthday; February 4. When’s; in April
d. Procedure Step 1: Have pupils look at the pictures. Have them Whole
identify the birthdays (months) in the pictures. class/
Individual
Step 2: Have pupils look at the four incomplete dialogues.
work
Draw their attention to the missing words in the sentences.
Step 3: Model Picture 1. Have pupils look at the dialogue.
Then have them look at the picture and identify the month. Individual
Ask them what is missing in the answer (March). Ask work
them to complete the gap (When’s your birthday? – It’s in
March.). Repeat the same procedure with Pictures 2, 3 and
4.
Step 4: Have pupils complete the dialogues individually Whole
and nominate a few pairs to read them aloud. Correct their class/
pronunciation where necessary, praise the readers, and get Individual
the class to clap or cheer if their pronunciation is good. work
Pair work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRODUCTION
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song When's your birthday? with the correct pronunciation,
rhythm and melody.
b. Input The lyrics and the recording of the song When's your birthday?
c. Outcome Pupils can sing the song When's your birthday? with the correct
pronunciation, rhythm and melody.
d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the Whole
song. Encourage them to point at the pictures to reinforce class/
the understanding. Individual
work
Step 2: Play the recording all the way through. Encourage
them to listen carefully to the pronunciation and melody.
Step 3: Play the recording line by line for pupils to listen
and repeat. Correct their pronunciation where necessary.
Step 4: Play the recording all the way through and have
pupils sing along.
Extension: Put pupils into groups to make up their own Group
actions for the song. Invite groups to the front of the class work
to perform, while the rest of the class sings and / or claps
along. Encourage the class to praise or cheer the
performers.
e. - Performance products: Student’s interaction and performance
Option 1: Game: SnowWhite Group
- Divide the class into 3 teams. work
- Pupils from each team take turns to answer questions to

help Snow White avoid the poisonous apples.
Option 2: Individual
- Ask students to answer the following questions: work/
Whole
1. What have you learnt from the lesson today? class
- listen to and understand four communicative contexts
in which pupils ask and answer questions about their
birthdays and number the correct pictures.
- complete four target gapped exchanges with the help of
picture cues.
- sing the song When's your birthday? with the correct
pronunciation, rhythm and melody.
2. What are the core values of the lesson?
(Show pride in the date of birth of themselves and others’
and respect to their parents for their presence.)
GRADE 5: 5A1,5A2,5A4,5A5
UNIT 3: MY FOREIGN FRIENDS
Lesson 3 - Period 5
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- correctly repeat with correct stress in the two syllable words, as in the words ‘active and ‘friendly, and in the
sentences He’s an active boy. and She’s a friendly girl.
- identify the word stress on the two syllable words and circle the word with a different stress pattern from the
other two words.
- say the chant with the correct pronunciation, word stress and rhythm.
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.
II. MATERIALS
- Pupil’s book: Page 26
- Audio tracks 32, 33, 34
- Teacher’s guide: Pages 53, 54
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words and sentence structures about someone’s personality.
b. Content
- Game: Find someone who is...
c. Expected outcomes
- Pupils can remember the words and sentence structures about someone’s personality.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Find someone who is...
- Tell pupils that they are to walk around - Listen to the teacher’s Worksheet
the classroom and find people who have explanation.
the personality described on the sheet.
- Distribute the “Find Someone Who
is ...” sheets. - Hold the sheets.
- Play the game. Continue until two or
three pupils complete the worksheet. - Play the game until two or three
- Ask pupils to return to their seats. pupils complete the worksheet.
- Check their pupils’ worksheet. - Return to their seats.
- Check their pupils’ worksheet.
- Praise pupils if they do the activity
well.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- To correctly repeat with correct stress in the two syllable words, as in the words ‘active and ‘friendly, and in the
sentences He’s an active boy. and She’s a friendly girl.
b. Content
- Activity 1. Listen and repeat.
- Pupils can correctly say the words with the stress on the first syllable as in the words ‘active and ‘friendly, and
in the sentences He’s active. and She’s friendly.
d. Organisation
Activity 1. Listen and repeat. (Track 32)
Step 1: Have pupils point at the word - Pupils point to the word and The words ‘active and ‘friendly
‘active and the sentence He’s active. Play sentence. Pupils listen to the the sentence
the recording of the word and sentence recording of the word and The sentences: He’s ‘active. and
for them to listen and repeat in chorus sentence and repeat in chorus She’s ‘friendly
and individually until they feel confident. and individually.
Correct their pronunciation where
necessary.
Step 2: Invite a few pupils to listen and
repeat the stressed word and the sentence - Pupils listen and repeat the
in front of the class. Praise good stressed word and the sentence in
pronunciation. front of the class.
Step 3: Repeat Steps 1 and 2 for the - Pupils follow the teacher’s
word ‘friendly and the sentence She’s instructions.
friendly. Go around the classroom and
correct their pronunciation if necessary. - Pupils work in pairs or groups
Step 4: Let pupils work in pairs or to say the words and read the
groups, say the words and read the sentences until they feel
sentences until they feel confident. confident.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the word stress on the two syllable words and circle the word with a different stress pattern from the
other two words.
b. Content
Activity 2. Circle, listen and check.
- Pupils can identify the stress on the two syllable words.
d. Organisation
Activity 2. Circle, listen and check. (Track 33)
Step 1: Tell pupils the goal of the - Pupils listen to the teacher’s Two sentences, each with three
activity. Explain that this is an ‘odd one explanation. Pupils read three answer options
out’ activity. Pupils read three options options and circle the word Audio script:
and circle the word which has a different which has a different stress 1. a. friendly b. fifteen
stress pattern from the other two words. pattern from the other two words. c. active
Step 2: Give pupils a time limit to do the - Pupils do the task individually. 2. a. sixteen b. eighteen
task individually. Have them read the Pupils read the words and odd c. clever
words and odd out the ones that have the out the ones that have the stress 3. a. helpful b. about
stress different from the other two. Then different from the other two. c. nineteen
get pupils to swap books with a partner Then pupils swap books with a *Key: 1. c 2. c 3. a
to check their answers. partner to check their answers.
- Pupils listen to the recording
Step 3: Play the recording and have and check the options.
pupils listen and check the options.
Correct the answers where necessary. - Pupils read aloud the words in
Step 4: Invite a few pupils to read aloud front of the class.
the words in front of the class. Correct
the word stress where necessary.
e. Assessment
- Assessment tools: Observation; Answer keys; Peer correction
a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
- Pupils can say the chant with the correct pronunciation, word stress and rhythm.
d. Organisation
Activity 3. Let’s chant. (Track 34)
Step 1: Have pupils look at the picture - Pupils look at the picture and - Two pictures:
and state activity the characters do and state activity the characters do The first picture showing a girl
the words to show their personality. and the words to show their playing basketball with friends
Step 2: Have pupils read the first verse personality. The second picture showing a
of the chant and draw their attention to - Pupils read the first verse of the boy helping his dad
the stress of the words active and chant and pay attention to the - The lyrics and the recording of
friendly as in words and in sentences. stress of the words active and the chant
Check comprehension. friendly as in words and in
Step 3: Play the recording of the first sentences.
verse for pupils to listen. Play it again,
line by line, for pupils to listen and - Pupils listen to the recording of
repeat. Draw their attention to the the first verse. Pupils listen to the
rhythm, word stress and pronunciation. recording again, line by line, and
Encourage them to clap or do actions repeat. Pupils clap or do actions
while chanting. while chanting.
Step 4: Repeat Steps 2 and 3 for the
second verse of the chant. Draw pupils’ - Pupils follow the teacher’s
attention to the words helpful and clever instructions.
to practice the word stress as in words
and in sentences.
Step 5: Play the recording all the way
through for pupils to chant and clap their
hands. - Pupils listen to the recording all
Extension (For consolidation): Replace the way through to chant and
two adjectives in the chant with other clap their hands.
adjectives which have the stress on the - Pupils follow the teacher’s
first syllable for example, happy, busy, instructions and practice the new
quiet, tidy, gentle. Have pupils practice chant.
the new chant.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: A happy circle (ppt)
- Write the question and answer on the board.
- Explain that they are going to make a circle, then ask and answer the questions about their friends’ personality.
- Put pupils in groups of six.
- Model the game. Have two pupils of each group make a question and answer about their friends’ personality.
e.g. Pupil A: What’s Mai (she) like?
Pupil B: She’s helpful.
- Have the class play the game.
- Invite one or two groups to perform in the front of the class. Praise pupils to encourage their performance.
* Option 2: Game: Circle jump
- Divide the class into groups. Have two groups make two lines to play the game.
- Draw four large circles on the floor.
- Place some word cards (active, friendly, clever, helpful) in each circle.
- Call out a word, and a pupil from each group has to run and stand inside the corresponding circle as quickly as
possible.
- Ask pupils to say the word when standing in the circle.
- The first pupil saying the correct word gets a point for their group. The group with more points wins the game.
Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
UNIT 3: MY FOREIGN FRIENDS
Lesson 3 - Period 6
I. OBJECTIVES
- read and show the understanding of the text by completing the table.
- fill in the form with some information about a foreign friend.
- work in groups, search and find the names of five countries and their nationality adjectives, use the information
to make a poster and give a presentation.
2. Competences
- 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.
- Raise their awareness of good personality.
II. MATERIALS
III. PROCEDURES
a. Objectives
- To revise the previous lesson by having pupils sing the song “My friends”.
b. Content
- Let’s sing.
- Pupils can correctly sing the song with correct pronunciation, rhythm and melody.
d. Organisation
Let’s sing. (Track 29)
- Spend a few minutes revising the - Listen to the teacher’s The lyrics and the recording of
previous lesson by having pupils sing the instructions. the song “My friends”
song on page 23.
- Play the song for pupils to listen and - Listen and sing the song in
sing in the chorus. chorus.
- Play the song again for pupils to sing in - Sing the song in chorus and
chorus and clap hands to reinforce the clap hands to reinforce the
activity. activity.
- Invite one pupil or a group to perform - Perform the song in front of the
the song in front of the class. class.
e. Assessment
a. Objectives
- To read and show the understanding of the text by completing the table.
b. Content
- Activity 4. Read and complete.
- Pupils can read and show their understanding of the text by completing the table.
d. Organisation
Activity 4. Read and complete.
Step 1: Tell pupils the goal of the - Pupils listen to the teacher’s - A short text about Emma
activity and explain that they should read explanation. Pupils study the - A table to fill in information
the text and complete the table with the table. about Emma
information in the text. Ask pupils to *Key: 1. American, 2. long, 3.
study the table. Make sure that they helpful, 4. friends
understand the information in each
column. In weaker classes, explain that
in the first column, they are main
information you need to find about
Emma such as her name, her nationality,
her appearance and personality. The
second column is the information about
Emma.
Step 2: Do blank 1 as an example. First,
have pupils read the information in the - Pupils follow the teacher
table and decide what information they demonstrating the example.
need (nationality). Then, have pupils find Then, pupils find the information
the information about Emma’s about Emma’s nationality in the
nationality in the text. Write the word to text.
fill in blank 1.
Step 3: Set a time limit for pupils to do
the task independently. Go around the
classroom and offer help where - Pupils do the task
necessary. independently.
Step 4: Get pupils to swap their books
with a partner and check their answers
before checking as a class. Explain the - Pupils swap their books with a
type of information they need for each partner and check their answers
gap, e.g. For gap 2, you need a word to before checking as a class.
describe Emma’s hair. For gap 3, you
need a word to tell what Emma is like.
For gap 4, it is an example to show that
Emma is friendly. Look for the word
meeting in the reading.
Extension (For advanced level): Ask
pupils to choose five keywords about
Emma (American, hair, classmates, - Pupils choose five keywords
dishes, and friendly). Have pupils work about Emma. Pupils work in
in pairs and talk about Emma. pairs and talk about Emma.
e. Assessment
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To fill in the form with some information about a foreign friend.
b. Content
Activity 5. Let’s write.
- Pupils can fill in the form with some information about a foreign friend.
d. Organisation
Activity 5. Let’s write.
Step 1: Tell the class the goal of the - Pupils listen to the teacher’s A form with some suggested
activity and explain that they should read explanation. information
and fill in the form with the information Suggested answer:
about a foreign friend. Check My foreign Rosie
comprehension. friend’s name
Step 2: Have pupils fill in the first blank His / Her age 10
together as an example. Ask them to read - Pupils fill in the first blank His / Her Australian
the first line in the form and elicit together as an example. Pupils nationality
possible answers. Then have them write read the first line in the form and His / Her fair hair, tall
the answer in the gap. elicit possible answers. Then appearance
Step 3: Give pupils time to complete the pupils write the answer in the His / Her friendly and
form independently. Go around the gap. personality helpful
classroom and offer help where - Pupils complete the form
necessary. independently.
Step 4: Get pupils to swap their books
with a partner and check their answers - Pupils swap their books with a
before checking as a class. partner and check their answers
Extension: Invite one or two pupils to before checking as a class.
read their completed form in front of the - Pupils read their completed
class. form in front of the class.
e. Assessment
- Performance products: Pupil’s answer
4. ACTIVITY 3: PRODUCTION (8 minutes)
a. Objectives
- To work in groups, search and find the names of five countries and their nationality adjectives, use the
information to make a poster and give a presentation.
b. Content
- Activity 6. Project.
- Pupils can search and find the names of some countries and their nationality adjectives, make a poster and give
a presentation.
d. Organisation
Activity 6. Project.
Step 1: Tell pupils about the goal of the - Pupils listen to the teacher’s A pupil’s poster about five
activity. Restate the steps in the project. explanation. countries and nationalities
Explain that they have searched for the Use the suggested checklist for
names of five countries and their assessment in the introduction.
nationality adjectives and prepared a Suggested presentation:
poster to present in class. In the poster, Pupil 1: Look at this poster.
there are the names of the countries and There are 5 countries and
their nationality adjectives. If possible, nationalities. Japan - Japanese.
there is some information about the Malaysia - Malaysian, Italy -
countries such as people, flags, maps. Italian, China - Chinese, Canada
Step 2: Have groups put the posters on - Canadian.
the desk and practice the presentation. Pupil 2: This is Zara. He’s
Encourage all members in the group to Malaysian. He comes from
present. Go around the classroom and - Pupils work in groups to put the Kuala Lumpur, Malaysia.
offer help where necessary. posters on the desk and practice
Step 3: Get two groups to work together the presentation.
and take turns to give their presentations. - Two groups work together and
Invite a few groups to show their poster take turns to give their
and give their presentations in front of presentations. Pupils show their
the class. Praise good performances. poster and give their
presentations in front of the
class.
e. Assessment
- Performance products: Pupil’s interaction and performance
* Option 1: Game: Who’s faster? (ppt)
- Tell pupils that they are going to look at pictures or word cards and answer the teacher's questions.
- Prepare sets of pictures (Australian, Malaysian, American, Japanese) and word cards (friendly, helpful, clever,
active).
- Ask pupils to work in two groups.
- Show a picture or a word card on the board and ask a question related to the picture or the word card. Ask
pupils to raise their hands as fast as they can to answer the question.
- The pupil with the correct answer will get points for their group.
- Remark pupils’ pronunciation. Praise the winner.
* Option 2: Game: Rock, paper, scissors
- Ask pupils to give the sentence structures about someone’s nationality and personality. Write the sentence
structures on the board.
- Tell pupils they are going to ask and answer questions about their nationality and personality.
- Put pupils into pairs.
- Encourage the pupils to play rock, paper, scissors. The loser asks the question.
The winner gives the answer.
e.g. Pupil A: What nationality is Akiko?
Pupil B: She’s in Japanese.
Pupil A: What’s she like?
Pupil B: She’s friendly.
- Call a few pupils to perform in front of the class.
- Praise pupils to encourage their performance.
UNIT 4: OUR FREE-TIME ACTIVITIES

Lesson 1 - Period 1
I. OBJECTIVES
- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering
questions about personal information;
- correctly say the words and use What do you like doing in your free time? – I like _____. to ask and answer
questions about hobbies;
- enhance the correct use of What do you like doing in your free time? – I like _____ . to ask and answer
questions about hobbies in freer contexts;
- use the phrases play the violin, surf the Internet, go for a walk, water the flower in relation to the topic
“Hobby”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about hobbies correctly and fluently.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Explore new interests and develop healthier and balanced lifestyle, then improve general well-being.
II. MATERIALS
- Teacher’s guide: Pages 61, 62, 63, 64
III. PROCEDURES
1. WARM-UP (5 minutes)
a. Objectives
- To review and get pupils ready for the new lesson.
b. Content
- Sing a song/ Answer the questions.
- Pupils can sing the song and answer the questions.
d. Organisation
Sing a song
- Greet the class.
- Then have pupils sing along the - Pupils sing the song.
song My friends and clap their
hands. - Pupils listen and answer the
- Ask pupils the lead-in questions: questions.
+ Do you go to school in the
evenings or at the weekends?
+ What do you do when you are
free? - Pupils listen and repeat.
- Write the title Our free-time
activities on the board and model
it for the class to repeat a few
times.
- Tell pupils what they will learn
in this lesson.
e. Assessment
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative contexts in which characters ask and
answer questions about what someone likes doing in their free time.
b. Content
- Activity 1. Look, listen and repeat.
- Pupils can understand and correctly repeat the sentences in two communicative contexts in which characters
ask and answer questions about what someone likes doing in their free time.
d. Organisation
Activity 1. Look, listen and repeat. (Track 35)
Step 1: Have pupils look at Pictures a - Pupils look at Pictures a and b – Context a:
and b, identify the characters and their and identify the characters and Mary phoning Nam asking what
activities. their activities in the pictures. he’s doing
Step 2: Ask pupils to look at the Mary: What are you doing,
pictures. Play the recording for them to - Pupils look at the pictures and Nam?
listen. Play the recording again, sentence listen to the recording. Pupils Nam: I’m watching a cartoon. I
by sentence, for pupils to listen and listen to the recording again, like watching cartoons in my
repeat. Correct their pronunciation where sentence by sentence, and repeat. free time.
necessary. - Pupils listen to the recording
Step 3: Play the recording again for again and repeat in chorus, – Context b:
pupils to listen and repeat in chorus, sentence by sentence. Mary answering Nam’s question
sentence by sentence. - Pairs of pupils come to the Nam: What do you like doing in
Step 4: Invite a few pairs to the front of front of the classroom to listen to your free time, Mary?
the classroom to listen to and repeat the and repeat the sentences in the Mary: I like playing the violin.
sentences in the recording. recording.
Step 5: Draw their attention to the - Pupils pay attention to the
question What do you like doing in your question and the answer. Pupils
free time, Mary? and the answer I like listen to the teacher’s
playing the violin. Tell pupils that they explanation.
are the question and the answer about
what someone likes doing in their free
time.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words and use What do you like doing in your free time? – I like _____. to ask and answer
questions about what someone likes doing in their free time.
b. Content
Activity 2. Listen, point and say.
- Pupils can correctly say the words and use What do you like doing in your free time?
– I like ________. to ask and answer questions about what someone likes doing in their free time.
d. Organisation
Activity 2. Listen, point and say. (Track 36 )
Step 1: Have pupils look at the Pictures - Pupils look at the pictures and – Picture and word cues:
a, b, c and d and identify the characters identify the characters and their a. a girl playing the violin and
and their activities. Step 2: Have pupils activities. the words play the violin
point at Picture a, listen to the recording - Pupils point at Picture a, listen underneath
and repeat the words (playing the violin). to the recording and repeat the b. a boy surfing the Internet and
Point at the words and Picture a and have word. Pupils follow the teacher’s the words surf the Internet
pupils listen and repeat after the instructions with the other three underneath
recording (What do you like doing in pictures. Pupils repeat the words c. a boy going for a walk and the
your free time? - I like playing the a few times. words go for a walk underneath
violin). - Pupils listen and repeat after the d. a girl watering the flowers and
Step 3: Follow the same procedure with recording. Pupils look at Picture the words water the flowers
the other three pictures. Have the class a and listen and repeat after the underneath
repeat the questions and answers a few recording. Pupils follow the – Speech bubbles: What do you
times. teacher’s instructions with the like doing in your free time? I
Step 4: Have pairs practise asking and other three pictures. like ________.
answering the question What do you like - Pupils work in pairs to practise Audio script:
doing in your free time? - I like _____. asking and answering the a. play the violin
Step 5: Invite a few pairs to point at the question, using speech bubbles b. surf the Internet
pictures and say the questions and and Pictures a, b, c and d. c. go for a walk
answers in front of the class. - Pairs of pupils point at the d. water the flowers
Extension: Have pupils look at the pictures and say the questions & a.
pictures again. One half of the class answers in front of the class. A: What do you like doing in
should ask questions and the other half - Pupils look at the pictures your free time?
should answer. Then switch roles. again. One half of the class B: I like playing the violin.
should ask questions and the b.
other half should answer. Then A: What do you like doing in
switch roles. your free time?
B: I like surfing the Internet.
c.
A: What do you like doing in
your free time?
B: I like going for a walk.
d.
your free time?
B: I like watering the flowers.
e. Assessment
- Performance products: Pupils’ talks and interaction
a. Objectives
To correctly use What do you like doing in your free time? - ____. to ask and answer questions about what
someone likes doing in their free time in a freer context.
b. Content
- Activity 3. Let’s talk.
- Pupils can correctly use What do you like doing in your free time? - ____. to ask and answer questions about
what someone likes doing in their free time in a freer context.
d. Organisation
Activity 3. Let’s talk.
Step 1: Draw pupils’ attention to the - Pupils look at the pictures and Picture cues: a boy surfing the
pictures. Ask questions to help them answer the questions. Internet, a girl watering the
identify the context (see Input). flowers, a boy going for a walk,
Step 2: Point at the first character and a girl playing the violin
elicit the question in the first speech - Pupils look at the bubbles to – Speech bubbles: What do you
bubble (What do you like doing in your understand how the sentence like doing in your free time? -
free time?). Using the boy who is surfing pattern is used. Pupils follow the ______.
the Internet as the cue, elicit an answer to teacher’s instruction.
complete the second speech bubble (I like - Pupils role-play to practise
surfing the Internet.) as an example. Then asking the questions and giving
write the question and answer on the their answers in pairs, using the
board. Get pupils to say them. Repeat the picture cue.
same procedure with three other pictures.
Step 3: Put pupils into pairs and have
them practise asking and answering
questions about what someone likes doing - Pairs of pupils practise asking
in their free time. Go around the and answering questions in front
classroom to offer support where of the class.
necessary. - Pairs of pupils ask and answer
Step 4: Invite a few pairs to the front of questions about the real activities
the class to ask and answer questions they like doing in their free time.
about
what someone likes doing in their free
time, using the picture cues. Praise pupils
if they perform well.
Extension: Invite some pairs of pupils to
ask and answer questions about the real
activities they like doing in their free
time. For example, What do you like
doing in your
free time? – I like listening to music.;
What do you like doing in your free
time? – I like playing
football.
e. Assessment
- Performance products: Pupil’s interaction and performance
5. FUN CORNER AND WRAP-UP (5 minutes).
* Option 1: Game: Racing car (ppt)
- The teacher divides the class into two teams.
- Each team takes turns choosing the number and answering the question.
-The team that drives the car to the finish line first is the winner.
* Option 2: Game: Hot potato
- Pupils pass the ball while the teacher plays the music. When the music stops, a pupil holding the ball says the
sentence: “I like _________ in my free time”.
Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
UNIT 4: OUR FREE-TIME ACTIVITIES
Lesson 1 - Period 2
I. OBJECTIVES
- listen to and understand four communicative contexts about what someone likes doing in their free time and
number the pictures;
- complete four gapped exchanges with the help of picture cues;
- revise target words about free-time activities by playing Who has more correct answers?
2. Competences
- Self-control & independent learning: perform listening and reading tasks.
3. Attributes
- Show their pride in their personal information and what they like doing in their free time.
II. MATERIALS
- Audio track 37
III. PROCEDURES
a. Objectives
- To revise vocabularies.
b. Content
- Game: Guesing game
- Pupils can correctly say the words about free-time activities.
d. Organisation
Game: Guessing game
- Draw pupils’ attention to the screen. - Pupils follow the teacher’s Vocabularies: Free-time
- Explain the rules of the game: Pupils instructions. activities:
look at the clue and guess swim – surf the Internet – ride a
+ 1 open-picture: get 3 points bike – water the flowers – watch
+ 2 open-pictures: get 2 points - Pupils look at the screen and TV –
+ All pictures left: 1 point guess what the word is. play the violin – play basketball
– go for a walk – play the guitar
e. Assessment
a. Objectives
- To listen to and understand four communicative contexts about what someone likes doing in their free time and
number the pictures.
b. Content
- Activity 4. Listen and number.
- Pupils can understand four communicative contexts about what someone likes doing
in their free time and number the pictures according to what they hear.
d. Organisation
Activity 4. Listen and number. (Track 37)
Step 1: Draw pupils’ attention to the - Pupils look at the pictures Picture cues:
and answer the questions.
pictures and ask questions such as - Pupils listen to the recording a. a boy watching a
What’s he/she doing? and What does to do the task. Pupils listen to cartoon.
he/she like doing in their free time? to the recording a third time to b. a boy going for a walk
check their answers. in the park.
elicit the activities of the characters.
For example, the boy in Picture a is c. a girl watering the
flowers.
watching a cartoon. He likes watching
d. a girl playing the
cartoons. The boy in Picture b is going violin.
for a walk. He likes going for a walk. Audio script:
The girl in Picture c is watering the 1.
flowers. She likes watering the A: What do you like doing in
- Pupils swap books with their your free time? B: I like
flowers. The girl in Picture d is partner, then check answers as playing the violin.
playing the violin. She likes playing a class. 2.
the violin. - Pupils listen to the recording A: What do you like doing in
again to double-check their your free time? B: I like
Step 2: Play the recording for pupils to do the
answers. watering the flowers.
task by numbering the pictures. Play the
- Pupils explain the answers 3.
recording again to give pupils another
by answering questions. A: What do you like doing in
listening opportunity.
- Pupils listen to the recording, your free time? B: I like going
Step 3: Check answers together as a class.
sentence by sentence, and for a walk in the park.
Play the recording a third time for pupils to
repeat in chorus.
double-check their answers and correct their
4.
answers in pairs. Have pupils explain the
answers by asking questions. For example, for
your free time? B: I like
Picture d, ask, What’s she doing? What
watching cartoons.
does she like doing in her free time?
Key: 1. d 2. c
Extension: If time allows, play the recording,
3. b 4. a
sentence by sentence, for the class to listen
and repeat in chorus. Correct their
pronunciation where necessary.
e. Assessment
- Assessment tools: Observation; Answer keys; Peer correction
a. Objectives
To complete four gapped exchanges with the help of picture cues.
b. Content
- Pupils can complete four gapped exchanges with the help of picture cues.
d. Organisation
Step 1: Have pupils look at the pictures. - Pupils look at the pictures and - Four picture cues
Get them to identify the activities of the identify the activities of the - Four gapped exchanges with
characters in the pictures. characters in the pictures. the target sentences to complete
Step 2: Have pupils look at the - Pupils look at the four Key:
incomplete exchanges. 1. going for a walk
gapped sentences. Draw their 2. surfing
attention to the missing words in 3. the violin; playing
the sentences. 4. What; guitar
- Pupils follow the teacher
Step 3: Do Exchange 1 with the class as
demonstrating the Exchange 1.
an example. Have pupils read the
question. Then ask them to look at the
gapped answer and the picture cue. Ask
them what words are missing (going for
a walk). Then have pupils complete the
sentence (I like going for a
walk.).
- Pupils complete the exchanges
Step 4: Follow the same procedure with individually. Pupils swap books
Exchanges 2, 3 and 4. with a partner and check their
Step 5: Have pupils complete the gapped answers before checking as a
sentences individually and ask pupils to class.
read the completed exchanges aloud.
Extension: Nominate a few pairs to read - Pairs of pupils read the
the exchanges aloud. Correct their completed exchanges aloud.
pronunciation where necessary, praise the
readers, and get the class to clap or cheer
if their pronunciation is good.
e. Assessment
a. Objectives
- To revise target words about free-time activities by playing Who has more correct answers?
b. Content
- Activity 6. Let’s play.
- Pupils can revise target words about free-time activities by playing Who has more correct answers?
d. Organisation
Activity 6. Let’s play.
Step 1: Tell pupils that they are - Pupils follow the teacher’s - An illustration of pupils
instructions. playing the
going to play Who has more correct
- In groups, pupils discuss and game
answers? in groups. They will discuss and make as many sentences as - Paper and markers for
make as many sentences as possible to possible to answer the questions: groups to
answer the question (asked by the teacher) “What do you like doing in your make sentences
What do you like doing in your free time?. free time?”
Step 2: The groups will write as many
sentences as possible about their free-time
activities within five minutes on their - The representative of each group
paper, e.g. In our free time, we like reading read aloud their sentences in their
books. group.
We like watering the flowers. We like
surfing the Internet. The representative of
each group
will read aloud the sentences they have
made in their group. The group that gets
more correct sentences is the winner.
Step 3: Have pupils work in groups
of five or six. Set a time limit for
them to discuss and write down
- Work in groups of five or six to
their sentences on the paper.
discuss and write down their
Step 4: Invite representatives of sentences on the paper.
two groups to the front of the class - Representatives of two groups to
the front of the class read their
to read their sentences aloud. Check sentences aloud.
answers together as a class and
decide which group is the winner.
e. Assessment
- Performance products: Pupils’ interaction and performance
* Option 1: Game: Spinner the wheel (ppt)
- Divide the class into 2 teams.
- In teams, they take turns to look at the picture and answer the questions. If they have the correct ones, they will
get the points.
- The team with more points wins the game.
* Option 2: Game: Spinner game
- Prepare a spinner plate and a pen.
- Put pupils in groups of six pupils. Have pupils sit in a circle around the spinner plate.
- Ask pupils from each group to take turns to put a pen in the middle of the spinner plate, then spin the pen twice
to find out the two pupils the pen points to. Then have the two pupils ask and answer the question about free-
time activities.
- Ask pupils to continue the game until all pupils in each group can play the game.

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WEEK 6

( từ ngày 14 tháng 10 đến ngày 18 tháng 10 năm 2024)

Procedure Teacher’s and pupils’ activities Interaction Note

b. Input Two questions, each with three options to choose

e. - Performance products: Pupils’ answers.

Miming to show the subject or activities pupils often do on

Procedure Teacher’s and pupils’ activities Interaction Note

e. - Performance products: Pupils’ answers.

UNIT 4: MY BIRTHDAY PARTY

Procedure Teacher’s and pupils’ activities Interaction Note

- Pupils from each team take turns to choose a letter and

UNIT 4: MY BIRTHDAY PARTY

Procedure Teacher’s and pupils’ activities Interaction Note

- Pupils from each team take turns to answer questions to

UNIT 4: OUR FREE-TIME ACTIVITIES

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