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WEEK 5 ( From 30/ 9 to 4/ 10/ 2024)

Grade 5: UNIT 3: MY FOREIGN FRIENDS
Lesson 1: Part 1, 2, 3
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Understand and correctly repeat the sentences in two communicative contexts in
which characters ask and answer questions about someone’s nationality.
- Correctly say the words for nationalities and use What nationality is he / she? -
He’s / She’s _____. to ask and answer questions about someone’s nationality.
- Enhance the correct use of What nationality is he / she? - _____. to ask and answer
questions about someone’s nationality in a freer context.
- Use the words nationality, Australian, Malaysian, American, Japanese in relation to
the topic “My foreign friends”.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.22
- Situational pictures and activity pictures on page 22
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
Game: Slow reveal!
- Prepare the pictures about countries. Stick the pictures facing down on the board.
- Model the first picture, e.g. Viet Nam. Put a picture on the board and cover it with a
piece of paper.
- Very slowly move the paper to reveal the picture, little by little.
- Ask Which country is this?. Ask pupils to guess the name of the country, e.g. This is
Viet Nam.
- The first pupil to guess correctly comes to the front to choose the next picture.
2. Discover to build up the new knowledge/structure
Activity1: Look, listen and repeat (Identify the situations for a conversation)
(Questions & answers)
Step 1: Ask pupils to look at Pictures a and b and identify the characters and say what
they can see in the pictures.
Step 2: Have pupils look at Picture a and b and guess what the characters are talking
about. Pupils can use Vietnamese, then repeat their responses in English.
Step 3: Play the recording and encourage pupils to point at the characters while
listening.
Step 4: Play the recording again, sentence by sentence, for pupils to listen, point to the
sentences and repeat. Correct their pronunciation where necessary.
Step 5: Draw pupils’ attention to the question What nationality is he? and the answer
He’s Australian. Explain that they are used to talk about someone’s nationality
3. Practice
Activity 1: Listen, point and say ( Identify the words, phrases and structure)
(Observation and game)
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Step 1: Explain the word under each picture is not the name of the country, but it is
the nationality.
Step 2: Play the first part of the recording for pupils to listen and repeat the words
under the pictures in chorus and individually until they feel confident.
- Use the flash cards for Australian, Malaysian, American and Japanese to practise the
words.
Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words
(What nationality is he? - He’s Australian.)
- Play the next part of the recording a few times for pupils to repeat the sentences in
both bubbles.
Step 4: Repeat Step 3 with Pictures b, c, and d. Then let pupils practise asking and
answering questions in pairs. Go around the classroom to offer help if necessary.
Step 5: Invite a few pairs to point at the pictures and ask and answer questions about
someone’s nationality.
4. Application
Activity 1: Let’s talk. (speaking practice )(Observation, questions & answers)
Step 1: Ask questions to help them identify the context (see Input).
Step 2: Point at the first character and elicit the question in the first speech bubble
Repeat the same procedure with other pictures.
Step 3: Put pupils into pairs to ask and answer questions about the nationality of each
character in the picture. Go around and offer support where necessary.
Step 4: Invite a few pairs to the front of the classroom to ask and answer questions
about someone’s nationality.
** Ss & T’s asessment: give oral comments (focus on their exact structure,
pronunciation, interaction)
5. Wrap-up & Assignments/ home-link
- Practice part 3 again
- Prepare the new lesson: Unit 3, Lesson 1 (4,5,6 ).
IV. REGULATION
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Grade 5: UNIT 3: OUR FOREIGN FRIENDS
Lesson 1: Part 4,5,6

I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Listen to and understand four communicative contexts in which speakers ask and
answer questions about someone’s nationality and tick the correct pictures.
- Circle correct words in four exchanges with the help of picture cues.
- Sing the song My friends with correct pronunciation, rhythm and melody.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.23
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- Situational pictures and activity pictures on page 23

- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
Game: Lucky stars
- Ask pupils if they remember the previous sentence structures to ask and answer
questions about someone’s nationality.
- Write the question and answers on the board.
- Divide the class into two groups. Have a pupil from each group play one, two, three
to find the group going first.
- Have two pupils from each group choose a colour star, look at the picture given and
ask and answer the question about someone’s nationality.
- Ask the class to check their friends’ pronunciation. If they are correct, they will get
points for their group.
2. Discover to build up the new knowledge/structure
Activity 1: Listen and tick
Step 1: Discover the picture
- How many pictures are there?
- Who are they in picture ... ?
- What are they doing?
Step 2: Listen and tick
- Tell the class that they are going to listen and tick the correct pictures.
- Play the recording all the way through for pupils to listen. Play it again for them to
do the task. Monitor the activity and offer help, if necessary.
Step 3: Share ideas
- Get pupils to swap and compare their answers before checking as a class.
Step 4: Feedback.
Activity 2: Read and circle
Step 1: Ss look at the pictures and ask questions such as What nationality is she?
What’s he doing?
- Remind them to look at the pictures a, b and c to contrast.
Step 2: T play the recording again for pupils to listen and choose correct pictures that
show the nationalities of the characters mentioned in the conversations.
Step 3: Ss swap books with a partner and check their answers before checking as a
class. Have pupils explain the answers by asking questions.
** Assessment: Seft- assessment ( focus on grammar, model sentences)
3. Practice
Activity 1: Let’s sing
Step 1: Read the lyrics in silent and check their comprehension.
Step 2: Play the tape twice. Ss listen and repeat.
Step 3: Work in groups.
Step 4: Demonstration.
** Assessement: Ss’s pronunciation, intonation and melody.
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4. Wrap-up & Assignments/ home-link

- Practice part 3 again
- Prepare the new lesson: Unit 3, Lesson 2 (1,2,3 ).
IV. REGULATION
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Grade 5: UNIT 3: MY FOREIGN FRIENDS
Lesson 2: Part 1,2,3
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Identify the situation for the conversation among Linh and Nam (setting, participants,
topics)
- Identify and pronounce exactly the common words and phrases related to someone’s
personality friendly, helpful, clever, active.
- Practice conversation about asking and answering questions about someone’s
personality by using: What’s he/she like?- He’s/She’s……….
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.24
- Situational pictures and activity pictures on page 24
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up:
- T greets the students. Then get the class to play game “ Kim’s game ”
- Ss work in groups of four
- T gives the comments to the group.
- Ss look at the pictures about 5 minutes, remember and write them down.
+ T/Ss assessesment by observation while ss listen
2. Discover to build up the new knowledge/structure
Activity1: Look, listen and repeat (Identify the situations for a conversation)
(Questions & answers )
Step 1: Ss look at Pictures a and b, identify the characters and predict what Lily’s
nationality is.
Step 2: Play the recording for them to listen and check the prediction.
Step 3: Play the recording again, encourage pupils to point at the characters while
listening.
Step 4: Play the recording again, sentence by sentence, for pupils to listen, point to
the sentences and repeat. Correct their pronunciation where necessary.
Step 5: Draw pupils’ attention to the question What’s she like? and the answer She’s
friendly.
3. Practice
Activity 1: Listen, point and say ( Identify the words, phrases and structure)
(Observation and game)
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Step 1: Ss look at Pictures a, b, c, and d and describe what they can see in each
picture.
Step 2: Play the recording for pupils to listen to and repeat the phrases in chorus and
individually until they feel confident. Use the flash cards for a friendly girl, a helpful
girl, a clever boy and an active boy to practise the phrases.
Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words in
the question and answer by pointing at Picture a. Play the recording for pupils to listen
to and repeat the sentences in both bubbles a few times. Repeat the same procedure
with Pictures b, c, and d.
Step 4: Let pupils point at the pictures and say the sentences in pairs. Go around the
classroom to offer help where necessary.
4. Application
Activity 1: Let’s talk. (speaking practice )(Observation, questions & answers)
- Work in pairs , ask and answer about someone.
- Set a time limit for the class to practice.
- Select some pairs to act out the exchanges.
** Ss & T’s asessment: give oral comments (focus on their exact structure,
pronunciation, interaction)
5. Wrap-up & Assignments/ home-link
Game: Slap the board :
- Divide the class into two groups. Ask pupils to stand in two lines.
- Stick the cards with words on the board.
- Call out a word and have the first pupil from each group race to slap the correct card
on the board and say it correctly.
- The first pupil to slap the correct card wins a point for their group.
- The group with the most points wins. Praise the winner.
- Remind students to do exercises in the workbook and to prepare for the next
IV. REGULATION
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Grade 5: UNIT 3: OUR FOREIGN FRIENDS
Lesson 2: Part 4,5,6
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Listen to and understand two communicative contexts in which pupils ask and
answer questions about someone’s personality and number the pictures.
- Complete two gapped exchanges with the help of picture cues. - review the target
vocabulary related to the topic “My foreign friends” by playing the game The longest
sentence.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.25
- Situational pictures and activity pictures on page 25
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- Flashcards of location, CD2

III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ who is quicker ? ”
- Ss work in groups of four
- T gives the comments to the group.
+ T/Ss assessesment by observation while ss listen
2. Discover and genelize the knowledge/structure
Activity 1: Listen and number
Step 1: Discover the pictures
- How many pictures are there?
- Who are they in picture ... ?
- What are they doing?
Step 2: Listen and number
- Tell the class that they are going to listen and number the correct pictures.
- Play the recording all the way through for pupils to listen. Play it again for them to
do the task. Monitor the activity and offer help, if necessary.
Step 3: Share ideas
- Get pupils to swap and compare their answers before checking as a class.
Step 4: Feedback.
Activity 2: Look, complete and read
Step 1: Discover the pictures.
- Tell the class that they are going to read 4 dialogues and fill the gaps.
- Give them a few seconds to look at the pictures and read the text.
Step 2: Read and answer.
Step 3: Share ideas.
Step 4: Feedback.
** Assessment: Seft- assessment ( focus on grammar, model sentences)
3. Practice
Activity 1: Let’s play: The longest sentence
Step 1: Explain how to play the game.
Step 2: Play in groups.
Step 3: Demonstration.
** Assessement: Ss’s spellings, vocabulary.
4. Wrap-up & Assignments/ home-link
- Make sentences to introduce someone.
IV. REGULATION
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Grade 4: UNIT 3: MY WEEKS
Lesson 1: Part 1, 2, 3
I. DESIRED OBJECTIVES
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By the end of this lesson, students will be able to:

- Understand and correctly repeat the sentences in two communicative contexts
(pictures) in which pupils ask and answer questions about the days of the week.
- Correctly say the words and use What day is it today? – It’s ………. to ask and
answer questions about the days of the week.
- Enhance the correct use of What day is it today? – It’s …….. to ask and answer
questions about the days of the week in a freer context.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.22
- Situational pictures and activity pictures on page 22
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ Kim’s game ”
- Ss work in groups of four
- T gives the comments to the group.
- Ss look at the pictures about 5 minutes, remember and write them down.
+ T/Ss assessesment by observation while ss listen
2. Discover to build up the new knowledge/structure
Activity1: Look, listen and repeat (Identify the situations for a conversation)
(Questions & answers )
-T elicits the new words
- T writes the words on the board.
- Have Ss look at Pictures a and b and identify the characters in the pictures
- Play the audio twice (sentence by sentence). Correct their pronunciation where
necessary.
- Have Ss to practice the dialogue
- T invites a few pairs to the front of the class to practice.
- T checks pronunciation for ss.
3. Practice
Activity 1: Point and say ( Identify the words, phrases and structure)
(Observation and game)
* Model sentences:

A: What day is it today?

B: It’s Monday.
- Elicit and check comprehension the name of each character.
- Have Ss to practise:
+ T says the first picture
+ Ss says the second picture
+ Group A says the third picture
+ Group B say the last picture.
- Ask Ss to work in pairs.
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- T controls and corrects.

- Invite a few pairs to come to the front of the classroom, point at the relevant
character in each picture, and act out his/her role.
- Encourage Ss to practise speaking English.
- T gives feedbacks.
4. Application
Activity 1: Let’s talk. (speaking practice )(Observation, questions & answers)
- T asks ss to guess each character and what the children say.
+ What can you see in the picture?
+Who are they?
+Where are they?
+What are they saying?
- T fills the gaps and writes the sentences on the board.
- T models
- T asks Ss to greet and introduce someone. (groups of four)
- Invite some groups to perform.
** Ss & T’s asessment: give oral comments (focus on their exact structure,
pronunciation, interaction)
5. Wrap-up & Assignments/ home-link
- T asks ss to answer the following questions:
+ What have you learnt from the lesson today?
+What are the core values of the lesson? (if the teacher can take from the lesson).
- T review the vocabulary and model sentences.
IV. REGULATION
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Grade 4: UNIT 3: MY WEEKS
Lesson 1: Part 4,5,6
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Listen to and understand two communicative contexts about the days of the week and
tick the correct pictures.
- Complete four gapped exchanges with the help of picture cues.
- Revise target words about the days of the week by playing the game Slap the board.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.23
- Situational pictures and activity pictures on page 23
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ Lucky and number ”
- Divide the class into 2 teams (boys and girls).
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- Each team takes turns to choose a number.

- They need to ask and answer with the picture corresponding to that number to get
points.
- The group with more points at the end of the game will be the winner.
- Praise the winner, encourage the other team.
2. Discover and genelize the knowledge/structure
Activity1: Listen and tick
- Elicit the days of the week.
- Point at the pictures respectively to explain the context.
- T ask Ss to guess the answers.
+ T writes Ss’guessing on the board.
- Listen to the tape:
+ Play the recording
+ Play the recording again and get Ss to swap books with their partners.
+ Play the recording again to check answers together as a class.
+ Write the answers on the board for Ss to correct their answers. Then checks Ss’
guessing.
- Play the recording, sentence by sentence, for the class to listen and repeat in chorus.
Key: 1.b 2.a
Activity2: Look, complete and read
- Have pupils look at the pictures and identify the days of the week in the pictures.
- Have Ss look at the two incomplete dialogue and elicits the missing words in the
sentences.
- T models with picture 1
+ Ask Ss what is missing in the sentence.
+ Have Ss look at the picture and complete the gap, then read the completed sentence
in chorus.
-Have Ss work in groups and complete the picture 2.
- Ask a few Ss to stand up and read the completed sentences aloud.
-T gives feedbacks.
3. Practice
Activity 1: Let’s play
- Tell pupils that they are going to listen to and slap the correct words as quickly as
possible.
- Have them look at the days of the week on the board to recall the days of the week.
- Call two pupils to the front. Get them to stand at a certain distance from the board.
- Say a day of the week using It’s …….with one of the words on the board, for
example, It’s Monday.
- The pupil who is the quickest to slap the right word (Monday) gets one point.
- The pupil who slaps the most words is the winner.
- Invite a few pairs to the front of the class to play the game.
- Praise pupils if they perform well.
4. Wrap-up & Assignments/ home-link
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- Practice part 5 again

- Prepare the new lesson: Unit 3, Lesson 2 (1,2,3).
IV. REGULATION
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Grade 4: UNIT 3: MY WEEKS
Lesson 2: Part 1,2,3
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering questions about what someone does on certain days
of the week.
- Correctly say the phrases and use What do you do on ……? – I ……... to ask and
answer questions about what someone does on certain days of the week.
- Enhance the correct use of What do you do on ……? – ………. to ask and answer
questions about what someone does on certain days of the week in a freer context.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.24
- Situational pictures and activity pictures on page 24
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ Pass the ball ”
- T gives Ss a ball.
- T asks Ss to listen to music and transfer a ball around the class.
- When the music stops, Ss who keep a ball have to look at the picture and answer the
question using: What day is it today? and It’s……..
2. Discover to build up the new knowledge/structure
Activity 1: Look, listen and repeat
- T elicits the new words
- T writes the words on the board.
- Have Ss look at Pictures a and b and identify the characters in the pictures.
- Play the audio twice (sentence by sentence). Correct their pronunciation where
necessary.
- Have Ss to practice the diaguage
- T invites a few pairs to the front of the class to practice.
- T checks pronunciation for ss.
3. Practice
Activity 2: Listen, point and say
* Model sentences:

A: What do you do on Mondays?

B: I study at school.
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- Have pupils look at the pictures and elicit the activities and the days of the week.
- Have Ss to practise:
+ T asks Ss answer (change role).
+ Ss – Ss (change role).
- Ask Ss to work in pairs.
- T controls and corrects.
- Invite a few pairs to come to the front of the classroom, point at the relevant
character in each picture, and act out his/her role.
- Invite Ss to go to the board and role play. Encourage Ss to practise speaking
English.
- T gives feedbacks.
4. Application
Activity 1: Let’s talk
- Ask questions to help them identify the context.
+ What can you see in the picture?
+Who are they?
+Where are they?
+What are they saying?
- T fills the gaps and writes the sentences on the board.
- T models
- T asks Ss use of What do you do on….? to ask, and answer (work in pairs)
- Invite some groups to perform
5. Wrap-up & Assignments/ home-link
- T asks ss to answer the following questions:
+ What have you learnt from the lesson today?
+What are the core values of the lesson? (if the teacher can take from the lesson).
- T review the vocabulary and model sentences.
IV. REGULATION
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Grade 4: UNIT 3: MY WEEKS
Lesson 2: Part 4,5,6
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Listen to and understand four communicative contexts about days of the week and
what someone does on certain days of the week and number the correct pictures.
- Complete four gapped exchanges with the help of picture cues.
- Sing the song My week with the correct pronunciation, rhythm and melody.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.25
- Situational pictures and activity pictures on page 25
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- Flashcards of location, CD2

III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ Pass the ball ”
- T gives Ss a ball.
- T asks Ss to listen to music and transfer a ball around the class.
- When the music stops, Ss who keep a ball have to look at the picture and answer the
question using: What day is it today? and It’s……..
2. Discover and genelize the knowledge/structure
Activity 1: Listen and number
- Elicit the activities and the days of the week.
- Point at the pictures respectively to explain the context.
- T ask Ss to guess the answers.
+ T writes Ss’guessing on the board.
- Listen to the tape:
+ Play the recording
+ Play the recording again and get Ss to swap books with their partners.
+ Play the recording again to check answers together as a class.
+ Write the answers on the board for Ss to correct their answers. Then checks Ss’
guessing.
- Play the recording, sentence by sentence, for the class to listen and repeat in chorus.
Key: 1. c 2. d 3. b 4. a
Activity 2: Look, complete and read
- Have pupils look at the pictures and identify the days of the week and the activities
in the pictures.
- Have Ss look at the four incomplete dialogue and elicits the missing words in the
sentences.
- T models with picture 1
+ Ask Ss what is missing in the sentence.
+ Have Ss look at the picture and complete the gap, then read the completed sentence
in chorus.
-Have Ss work in groups and complete the picture 2, 3 and 4.
- Ask a few Ss to stand up and read the completed sentences aloud.
-T gives feedbacks.
3. Practice
Activity 1: Let’s sing
- Draw pupils’ attention to the title and lyrics of the song.
- Encourage pupils to point at the characters’ activities to reinforce their
understanding.
- Play the recording all the way through for pupils to listen to the whole song.
- Play the recording line by line for pupils to listen and repeat.
- Play the recording all the way through for pupils to sing along.
- Play the recording again for pupils to sing and clap along with the recording.
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- Pupils can sing the song What day is it today? with the correct pronunciation, rhythm
and melody.
4. Wrap-up & Assignments/ home-link
- Practice part 5 again
- Prepare the new lesson: Unit 3, Lesson 3 (1,2,3).
IV. REGULATION
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