School: ____________________

Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

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 Where’s he / she from? – He’s / She’s from ____________.
What time is it? – It’s ____________.
What time do you __________? – I ___________ at __________.
What day is it today? – It’s _____________.
What do you do on ___________? – I__________.
When’s your birthday? – It’s in ___________.
What do you want to eat / drink? – I want __________.
Can you ________? – Yes, I can. / No, I can’t.
Can he / she _________?
– Yes, he / she can. / No, he / she can’t, but he / she can_________.
- take part in extension activities to apply their language knowledge and
competences.
Competencies Decision making, motivation, problem-solving, communication, planning
and organization
Atributes Listening competence: Listen and tick
Speaking Communication: Let’s talk
Reading competence: work in pairs or groups
Diligence: complete learning tasks
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 –
PROCEDURE Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 15 minutes

Greet the class.

Option 1: Sing What time do you go to school? Whole class
Song.
Option 2: Game: Sentence puzzle Whole class/
- Divide the class into groups of four. Group work
- 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 makes it first will be the winner.
Option 3: Game: Lucky numbers Individual
- Teacher divides the class into 2 teams (boys and work/ Group
girls). work
- Each team takes turns to choose the number and
answer the question.
-The team that has more points 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 English 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. Step 1: Draw pupils’ attention to Pictures 1a, 1b Whole class/
Procedure and 1c. Elicit the countries with the flags. Then Individual
play the recording for Question 1. Play the work
recording again for 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, Pair work
then check answers as a class. Write the correct
answers on the board.
Step 3: Play the recording for pupils to double-
check their answers.
Extension: If time allows, play the recording, Whole class/
sentence by sentence, for the class to listen and Individual
repeat in chorus. Correct their pronunciation work
where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers,
 Peer correction
PRODUCTION
Activity 2. Ask and answer. 7 minutes
a. Goal To ask and answer questions using picture cues.

b. Input - Context 1:
Lucy: What time do you go to school?
Nam: _________.
- Context 2:
Lucy: What do you want to drink?
Nam: _________.
- Context 3:
Lucy: Where’s he from?
Nam: _________.
- Context 4:
Lucy: Can you cook?
Nam: _________.
c. Outcome Pupils can ask and answer questions using picture cues.
d. Step 1: Draw pupils’ attention to the first picture. Whole class/
Procedure Get them to look at the clock to identify the time Individual
shown on 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 Individual
questions. work
Step 4: Have pupils work in pairs to role-play the
four exchanges. Go around the classroom to
monitor the activity.
Extension: Invite pairs of pupils to stand up and
take it in turns to role-play the target exchanges.
d. - Performance products: Student’s interaction and performance
Assesment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Use hoclieu.vn, have pupils look at the Whole class/
words in the picture of Activity 1 and repeat after Individual
the recordings. work
Option 2: Game: Spin the wheel Group work
- Divide the class into 3 teams.
- Pupils take turn to spin the wheel, use the
information given to ask and answer.
- If they have the correct answers, they get the
points for their teams. If the answer is not correct,
the other team has a turn.
Option 3:
- Ask pupils to answer the following questions:
1. What have you learnt from the lesson today?
2. What are the core values of the lesson?
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

REVIEW 1
Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language To read and write a gapped conversation.
knowledge &
skills
Competences Decision making, motivation, problem-solving, communication, planning
and organization
Attributes Written Communication: Let’s write
Reading competence: work in pairs or groups
Attributes: Diligence: complete learning tasks
II. RESOURCES AND MATERIAL:
- Student’s book Page 41
- Teacher’s guide Pages 75, 76
- 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 countries song (Where are you Whole class
from?)
Option 2: Odd one out
- Teacher displays four flashcards connected to a
theme (time, days of the week, months, Whole class/
countries,...) with one “odd one out”. Group work
- 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 Individual
- Teacher distribute a sheet of paper with 9 work/ Group
squares on it to each student. work
- Teacher shows a list of words about (days of the
week, months of the year, time, food, drink, …)
and asks ss to choose the 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. Whole class
Tell them how to do the activity. Point at Sentence
1, elicit the answer and give feedback. Draw a line
to match Sentence 1 with the letter c.
Step 2: Give pupils time to do the task. Go around Whole class/
the classroom to offer support. Individual
work

Step 3: Get pupils to swap their books with their Pair work
partners, then 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. Pupils can
 read and match pairs of target sentence patterns.
e. Assesment - Performance products: Student’s answers
- 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 a conversation with the words
relating to the topics “Names”, “Ages”, and “Hobbies”.
Key: 1. Australia 2. Fridays 3. guitar 4. Sundays
d. Procedure: Step 1: Have pupils read the passage about Ben. Whole class/
Check comprehension. Individual
Step 2: Have pupils look at the gapped passage. work
Draw 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, Pair work
then check answers as a class. Write the correct
answer on the board.
Individual
Extension: Invite some pupils to stand up and
work
read the completed passage aloud.
Mini game: Reading comprehension
Whole class/
- Ask pupils to read the passage again. Pair work
- Then work in pairs and answer the questions:
1. A: Where is Ben from?
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 target sentences 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 Whole class/
read the gapped text and fill in the gaps using Individual
picture cues. Check 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 America). Give pupils time to write the Individual
asnwers. work
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 talks and interaction
Assessment - Assessment tools: Observation; Answer keys
Fun corner and wrap up: 5 minutes
Option 1: Use hoclieu.vn, have pupils look at the Whole class
words in the picture of Activities 3 and repeat after
the recording.
Option 2: Guessing game Group work
- Divide class in teams. Teacher calls 1 pupil from
each team to guess the word. Teacher shows 3
hints after 10 seconds. If pupils can give the
correct after 1st hint, 3 points are given to his/ her
team. If pupils can give the correct after 2nd hint,
2 points are given to his/ her team. If pupils can
give the correct after 3rd hint, 1 points are given
to his/ her team.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

EXTENSION ACTIVITIES
Period 3

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? – It’s _____.
What time do you _____? – I _____ at _____.
What day is it today? – It’s _____.
What do you do on _____? – I _____.
When’s your birthday? – It’s in _____.
What do you want to eat / drink? – I want _____.
Can you _____? – Yes, I can. / No, I can’t.
Can he / she _____? – Yes, he / she can. / No, he / she can’t, but he / she can _____.
- take part in extension activities to apply their language knowledge and
competences.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - show pride in what they can do and great respect for other people’s abilities by
using appropriate gesture and intonation when asking and answering about abilities.
II. RESOURCES AND MATERIALS
- Student’s book: Page 42, 43
- Teacher’s guide: Pages 76, 77
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
 III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s
PROCEDURE talk – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class.
- Have pupils sing the song What time do you go to school? on Whole class/
page 19. Praise pupils and get the class to cheer or clap their Individual
hands. work
- 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, England,
Japan, Australia, and America.
c. Outcome Pupils can identify five different countries in the pictures.
Key: 1. Viet Nam 2. England 3. Japan 4. Australia 5. America
d. Procedure Step 1: Draw pupils’ attention to the pictures. Ask Where is Viet Whole class
Nam? and encourage pupils to point to it. Write Viet Nam on the
board.
Step 2: Repeat Step 1 for England, Japan, Australia and Whole class
America.
Step 3: Have pupils complete the activity by writing the name
next to each country. Check answers together as a class. Pair work
Extension: Nominate pairs of pupils to act out the exchanges.
e. Assessment - Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 2. Listen and write. 10 minutes
a. Goal To identify the different times in different countries.
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: 1. 8:00 AM 2. 1:00 PM 3. 7:00 PM 4. 9:00 PM 5. 10:00 PM
d. Procedure Step 1: Have pupils look at the clocks. Draw their attention to Whole
 the different times in different countries. Explain the concept of class/
time zones in a simple way if necessary. Individual
Step 2: Write In America, it’s _____. on the board. Read the work
first part of the sentence aloud and encourage pupils to complete
it. When pupils answer correctly, write the answer on the board:
8:00 AM.
Step 3: Have pupils complete the activity by completing the
sentences. Check answers as a class.
e. Assessment - Performance products: Student's talks and interaction
- 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, then say what countries are
near / 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, then state what
countries are near / far from Viet Nam.
Key: 1. A a B c 2. A a B b
1. A. It’s Thailand. B. It’s Malaysia. 2. A. It’s Canada. B. It’s Australia.
d. Procedure Step 1: Draw pupils’ attention to Question 1 and read it as a Whole
class. Check comprehension. class/
Step 2: Ask pupils to look at Answer A with three answer Individual
options a, b and c. Explain the new word Russia. Get them to work
look at the flags of Thailand, America and Russia, elicit the right
answer and tick it (Picture a). Repeat the same procedure with
Answer B.
Step 3: Repeat Steps 1 and 2 with Question 2. 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
class/
Step 5: Have pupils say the answers by asking them Questions 1
Individual
and 2. 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 Group work
- Divide the class into 2 teams: Boys and Girls.
- Pupils take turn to look 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 answer
and get points.
Option 2: Mystery box Game Group work
- Divide the class into two teams: Boys and Girls.
- Pupils take turns to choose 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 answer and get points.
- Team with the most points is the winner.