LESSON PLAN

WEEK 4
Preparing date: 16/09/2024
Teaching date: 30/09/2024

GRADE 1
UNIT 2: IN THE DINING ROOM.
Lesson 1

I. OBJECTIVES:
- By the end of the lesson, students will be able to:
+ Remember and say some new words: cake, car, cat, cup.
+ Pronounce the sound of the letter: C/c
1. Knowledge/ Language focus:
- Vocabulary: cake, car, cat, cup.
- Sound: /c/
2. Skills:
- Listening and speaking.
3. Quality /Attitude:
-Actively participate in activities with their classmates in pairs, groups or class. Educate
Ss to become studious and obedient students; love something in the dining room.
4. Competences:
SS can develop some competences:
-Comunicative and collaborative competence: work in pairs/groups, role play: work in
pairs/groups, role play: work in pairs/groups, role play
-Problem-solving competence: observing, collecting and analyzing information
-Self studying and self - control competence: remembering, recalling and guessing
words/phrases
-Creative competence, linguistic competence: giving ideas, changing information, giving
comments, critical thinking.
II. TEACHING AIDS / MATERIALS:
- Pictures, Textbook, computer, projector, pictures, recording…
III. METHODS:
- Communicative language teaching, contextual teaching and learning, total physical
response, games activities teaching, Model-Action-Talk, teaching methods by visual,
direction method, audiolingual method.
IV. PROCEDURE:

Teacher’s activities Students’ activities

Activity 1:Warm up:5’
*Aim:help ss to be eager and happy to begin
the new lesson.
*Procedure:
-Have Ss to role-play the exchange Hi, I’m + - SS say: Hi. I’m + name.
name.
-Ask ss to sing the song P.8 -SS sing the song.
Activity 2. Listen and repeat:13’
*Aim: help Ss to pronounce the sound of the
letter C/c and remember and say some new
words: cake, car, cat, cup.
*Procedure:
- Have Ss look at the picture and draw Ss’ -Look at the picture and listen.
attention to the letter C/c, the word next to the
things and the colour of the letter C/c. -Point, listen and repeat.
-Ask Ss to point to the letter C/c. Have them
listen and repeat the sound of the letter C/c
more than once, if necessary.
-Tell Ss to point to Cat and the word Cat. Ask
them to listen and repeat the word.
-Repeat the same procedure with : cake, car,
cup. Give further support to those Ss who find -Ss listen and repeat.
it difficult to do the task.
-Play the recording again and have them listen,
point to the letter C/c and : cake, car, cup, and
repeat until they feel confident. Correct -SS listen, point and repeat.
pronunciation, if necessary.
-Play the recording again and call some Ss to
say the letter C/c and the words Cat, cake, car,
cup in front of the class.
-SS say in front of the class.
*Outcome: pronounce the sound of the letter
C/c and remember and say some new words:
cake, car, cat, cup.
Activity 3. Point and say:14’
*Aim: help Ss to practise pronouncing the
sound of the letter C/c and remember and say
some new words: cake, car, cat, cup.
*Procedure:
- Have Ss look at the picture again and ask
 them to describe the picture again (in -Look at the picture and discribe.
Vietnamese). Draw their attention to the

letter C/c, cake and the things, if necessary.

-Point and say

- Get them to point to the letter C/c and say it. -Work in pairs or in groups.
Let them point to Cat and say
- Ask Ss to work in pairs or in groups to point
to the picture and say the sound of the letter
C/c and the words. Go around and offer help
or correct pronunciation, if necessary. -Point and say
-Invite two or three Ss to point to the picture
and say the sound of the letter and the words in
front of the class.
- T gets feedback.
*Outcome: practise pronouncing the sound of
the letter C/c and remember and say some new
words: cake, car, cat, cup.
Activity 4.Consolidation(2’) -SS listen.
- Asking Ps to focus on sounds and vocabulary
again.
Activity 5.Homelink (1’) -SS listen and take note.
Practice more at home.
- Prepare new lesson.
IV. COMMENT
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 GRADE 2

UNIT 2: IN THE BACKYARD

Lesson 1

I/ Objectives:
1.Knowledge:
By the end of the lesson, students will be able to :
- correctly pronounce the name of letter K/ k and the sound /k/ in
isolation.
- Say correctly the words kite, kitten, bike
2. Competencies:
2.1.Generic competencies:
- Communication and cooperation competence: read and complete the sentences, work
in pairs/groups.
- Problem-solving competence: observing, collecting and analyzing information
- Autonomy and self-learning: remembering, recalling and guessing words/ phrases
- Problem –solving and creativity: giving ideas, changing information, giving
comments, critical thinking.
2.2. Language competence:
- Sound /k/
- Vocabulary: kite, kitten, bike
- Skills: Integrated skills (speaking and listening)
3. Attitude / Qualities:
Educate Ss to become studious and obedient students, love learning English
II/ Teaching aids:
1.Teacher: Pictures, words cards, worksheets, flashcards, objects, recording, computer,
projector.
2.Students: Tieng Anh 2 students’ books, pens, pencils, crayons, notebooks.
III/ Procedure:

Teacher’s activities Students’ activities

1.Warm- up: 5’
Game: Guessing game
*Aims: to help ss review some vocabulary that they
learnt.
*Teaching techniques
- grouping, miming, ask and answer.
*Procedure:
-Have ss to look through 3 pictures( which is closed). T
opens each piece of each picture for ss to guess about - SS listen and play game.
the pets and then read alous name of the food.T checks
and have ss read all the words. -SS open their book.
- Say “Open your book page 9 and look at Unit 2,
Lesson 1”
2. New lesson
Activity 1. 1. Listen and repeat: 10’
*Aims: to correctly pronounce the name of letter K/ k
and the sound / k/ both in isolation and in the words kite,
kitten, bike
*Context: There are three children playing in the
backyard with kite, kitten and bike.
*Teaching techniques
- techniques in teaching listening and speaking,
individual, pairworks, ask and answer…
- using flashcardas, recording, pictures…
*Procedure: -Look at the picture and
- Have ss look at the picture and draw ss’ attention to the listen.
letter K/ k, the words next to the things and the colour of
the letter K/ k.
-Ask ss to point to the letter K/ k Have them listen and -Point, listen and repeat.
repeat the sound of the letter K/ k more than once, if
necessary. -Ss repeat.
-Tell ss to point to kite . Ask them to listen and repeat -Ss listen and repeat.
the word.
-Repeat the same Procedure: with the words: kitten, bike,
Give further support to those ss who find it difficult to -SS listen, point and
do the task. repeat.
-Play the recording again and have them listen, point to
the letter K/ k and the kite, kitten, bike and repeat until
they feel confident. Correct pronunciation, if necessary. -SS say in front of the
-Play the recording again and call some ss to say the class.
letter K/ k and the words kite, kitten, bike in front of the
class.
*Outcome: Ss can correctly pronounce the name of
letter K/ k and the sound /k/ both in isolation and in the
words kite, kitten, bike
Activity 2 2. Point and say: 10’
*Aims: to correctly identify and pronounce the name the
words kite, kitten, bike
*Context: There are three children playing in the
backyard with kite, kitten and bike.
*Teaching techniques
- techniques in teaching listening and speaking,
pairworks, ask and answer…
- using flashcardas, recording, pictures…
*Procedure: -Look at the picture and
- Have ss look at the picture again and ask them to discribe.
describe the picture again (in Vietnamese). Draw their
attention to the letter K/ k, kite, kitten, bike
if necessary. -Point and say
- Get them to point to the letter K/ k and say it. Let them
point to the word and say,
- Give further support to those ss who find it difficult to
do the task.
- Follow the same Procedure: with other things. Give
further support to those Ss who find it difficult to do the
task. -Work in pairs or in
- Ask ss to work in pairs or in groups to point to the groups.
picture and say the sound of the letter K/ k and the
words. Go around and offer help or correct
-Point and say
pronunciation, if necessary.
-Invite two or three ss to point to the picture and say the
sound of the letter and the words in front of the class.
- T gets feedback.
*Outcome: Ss can correctly identify and pronounce the
name the words kite, kitten, bike
Activity 3. *Play Word game: 6’
*Aims: to identify words containing a particular sound.
*Context: Using flashcards that contain sounds ss have
learnt.
*Teaching techniques
- techniques in teaching listening and speaking,
groupworks, ask and answer…
- using flashcardas, pictures…
*Procedure:
- Devide the class into 2 teams to play game.
- Have ss to pronounce the sound of the letter ,eg: /k/, ss
should look through their pack of flashcards to find a -Ss look and listen.
word containning that sound, eg: bike, kite. When they
founf the correct word they should stick the flashcard on
the board. A correct word scires one point.
- Have time for ss to play game.
-Count the points for eaxch team and announce the -Ss play game.
winner.The team with the most points wins
*Outcome: Ss can identify words containing a
particular sound while playing game.
3. Consolidation :3’
*Aims: to consolidate and wrap up the content of the
lesson.
- T tells ss about the main content of the lesson.
-T tells ss about the educational Aimss of the lessons.
4. Homelink .1’ -Ss listen.
- Practice more at home.
- Prepare for the next lesson.

IV. COMMENT
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 GRADE 3

Unit 2: Our names

PERIOD 1 - Lesson 2 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- use the words what, your, name, my, how old, years old in relation to the topic “Our
names”;
- use How old are you? - I'm……. to ask and answer questions about someone’s age;
- Vocabulary: how old, year
- Skills: speaking and listening
2. Competences:
- Oral Communication: speak about names, ask and answer the questions
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions
- Diligence: complete learning tasks
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 29, 30, audio Tracks 18,19, website sachmem.vn,
posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 18, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/Time Teacher’s activities Students’ activities
1.Warm- up: Game: Guess the pictures
(3’) *Aims: to create a friendly and active
atmosphere in the class to beginning
the lesson.
*Procedure:
- The first Ss has to take the last four or - Ss listen.
three letters of that word and form a -Ss look at the board
new word.
- The second Ss does the same, and the - Ss play the game
 chain continues until a Ss is unable to
form a word.
- The Ss who fails to form a word or
misspells it is out of the game.
-T give feedback - Ss listen and clap their hands
- Say “Open your book page 18” and
look at “Unit 2, Lesson 2 (1,2,3)”. - Ss open their books

2. Presentation Activity 1. Vocabulary.

(16’) *Aims: Ss will be able to know the
vocabulary in front of starting the new
lesson.
*Procedure:
-T elicits the new words -Ss listen and answer

+ how old : bao nhiêu tuổi

(situation) - - Ss listen and repeat
+ year : tuổi, năm (situation) + Choral repetition (3 times).
- T models (3 times). + Individual repetition (3 ss)

- Ss take note
- T writes the words on the board. - Ss look, remember and write
- Checking: Rub out and remember

Activity 2. Listen, point and repeat:

*Aims: Ss will be able to understand
and correctly repeat the sentences in
two communicative contexts (pictures)
focusing on asking and answering
questions about the character’s age.
*Procedure:
- Have pupils look at Pictures a and b
and identify the characters in the -Look at the pictures and get to
pictures. know the characters in the
pictures.
+ In picture a: Nam asks: What’s
 your name? And Mary answers:
My name’s Mary.
+ In pucture b: Nam asks: How
old are you? And Mary answers:
I’m eight years old..

-Ss listen and repeat in chorus

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

Activity 3 Listen, point and say.

*Aims: Ss will be able to correctly say
the words and use How old are you? –
I’m………years old. to ask and answer
questions about someone’s age.
*Procedure:
* Model sentences:
- T asks Ss look at picture a and helps
Ss know the structure from the
dialogue. -Ss look at the picture and
- T introduces new structure for Ss. answer.
- T explains, models and gives
meaning. -Ss listen
-Have Ss repeat the model sentences. -Ss listen and repeat

A: How old are you?

-Ss repeat to the introduce and
B: I’m eight years old.
respond to greetings.
 *Drill pictures
3.Practice: (7’) - Elicit and check comprehension the -Ss look at the picture and
name of each character. answer
+ In picture a: A girl is holding a
birthday cake with number 7.
+ In picture b: A girl is holding a
birthday cake with number 8.
+ In picture c: A boy is holding a
birthday cake with number 9.
+ In picture d: A boy is holding a
birthday cake with number 10.
- Ss look, listen and repeat

-Ss practice in chorus

- Run through all the pictures.
- Run through model sentences.
+ Run through the questions. -Ss work in pairs to practice
+ Run through the answers.

- Have Ss to practise: -Ss point and ask and answer

+ T asks the first – Ss answer (change
role).
+ Ss – Ss (change role).
- Ask Ss to work in pairs to ask and -Ss listen.
answer the question How old are you?
I’m……
- T controls and corrects. -Ss listen
- 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.
-Ss look at the picture and listen
Activity 4. Let’s talk.
4.Production: *Aims: Ss will be able to enhance the
(7’) correct use of How old are you? and to
correctly respond using their own ages. -Ss look and answer
*Procedure: + I’m four years old.
- Have Ss look at the picture and
explain that the two children want to -Ss ask and answer
buy some birthday cakes. The shop
assistant asks their ages and the - Ss answer
children answer
- T asks Ss look at the first speech -Ss work in pairs
bubble and ask How old are you?
- Get Ss to repeat the question and the -Ss perform in front of the class.
answer several times in pairs.
- T models: Go around the classroom,
pointing to Ss and asking What’s your
name?
- Ask Ss ask and answer about their
own ages in pairs.
- Invite some groups to perform in front
of the class.
- Give feedbacks -Ss answer the questions

*Consolidation
*Aims: Ss will be able consolidate and
wrap up the content of the lesson.
*Procedure:
- T asks ss to answer the following - Ss listen
questions:
+ What have you learnt from the -Ss listen and clap their hands
 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. -Ss listen and take note
- T praises some Ss who are
hardworking / active/ good…. as well
as encourage others to try more.

- Learn the vocabulary and model

sentences by heart
- Prepare the new lesson: Unit 2, Lesson
2 (4,5,6).
5. Homework.
(2’)

IV. COMMENT
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Unit 2: Our names
PERIOD 2 - Lesson 2 (4,5,6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- listen to and demonstrate understanding of simple communicative contexts in relation to
the topic "Our names"
- read and write about people’s names and ages.
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
 - Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 31,32; audio Tracks 20; website sachmem.vn, posters,
laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 19, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/Time Teacher’s activities Students’ activities
1.Warm- up: Game: Chain game
(5’) *Aims: to create a friendly and active
atmosphere in the class to beginning
the lesson.
*Procedure:
-Have Ss look at the example. - Ss listen
-Divide the class into groups of four.
-Ss play game
-Have the ss stand up.
-Have Student A turn to Student B and
ask the question, then have Student B
answer.
-Next, have Student B turn to Student C
and ask the question, then have Student
C answer.
-Continue until all students have
practiced.
-Have some groups demonstrate the
activity in front of the class.
- T gives feedback.
- Say “Open your book page 19” and - Ss open their books
 look at “Unit 2, Lesson 2 (4,5,6)”.

2.Practice: (27’) Activity 1. Listen and number:

*Aims: Ss will be able to listen to and
understand four communicative
contexts in which pupils ask and
answer questions about ages.
*Procedure:
- Elicit the ages of the characters in the -Look at the pictures and say:
pictures. + Picture a: birthday cake with
- Point at the pictures respectively to number 7
explain the context. + Picture b: birthday cake with
number 8
+ Picture c: birthday cake with
number 9
+ Picture d: birthday cake with
number 10

- T ask Ss to guess the answers.

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

Activity 2. Look, complete and read.

*Aims: Ss will be able to complete
three gapped dialogues with the help of
picture cues.
*Procedure:
- Get Ss to look at the pictures and -Ss look at the pictures and say:
identify the ages + A boy is holding a birthday
cake with number 7 in picture a
+ A girl is holding a birthday
cake with number 8 in picture b
+A girl is holding a birthday
cake with number 9 in picture b

-Ss listen and answer

-Ss answer: I’m seven years old

- Have Ss look at the four incomplete
sentences and elicits the missing words
-Ss look, complete and read the
in the sentences.
completed sentence in chorus.
- T models with sentence 1
-Ss complete the sentence
+ Ask Ss what is missing in the
sentence.
-Ss read aloud
+ 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 sentence 2, 3.
- Ask a few Ss to stand up and read the
completed sentences aloud.
-T gives feedbacks.

Key:
1. seven 2. eight years
-Ss look and listen to the teacher
3. you; nine years’ old
Activity 3. Let’s sing.
*Aims: Ss will be able to sing the song
How old are you? with the correct
pronunciation and melody.
*Procedure:
- Introduce the title and lyrics of the -Ss listen to the song
song: “How old are you?” song.
- Ss listen and repeat line by line
without the action.

-Ss listen to melody of the song

- Ss listen and sing line by line.

- Play the recording for Ss to listen to
the whole song. - Ss sing and do actions.
+ Have them repeat the title and lyrics - Ss work in groups (two groups)
line by line. to sing.
- Play the recording all the way -Ss perform in front of the class.
through for Ss to listen to pronunciation -Ss listen
and melody of the song.
- Play the recording line by line for Ss
to listen, repeat
- Play the recording for Ss to sing and
do actions.
- Ask Ss to practice singing and doing
actions in pairs or groups. -Ss listen to the teacher.
- Invite groups to the front of the
classroom to perform the song
-T gives feedback.
-Ss answer the questions
*Consolidation
*Aims: Ss will be able consolidate and
wrap up the content of the lesson.
*Procedure: -Ss listen and clap their hands
- T asks ss to answer the following
 questions:
+ What have you learnt from the
lesson today?
+What are the core values of the -Ss listen and take note
lesson? (if the teacher can take from the
lesson).
- T praises some Ss who are
hardworking / active/ good…. as well
as encourage others to try more.

- Ask and answer about the pictures on

page 19.
3. Homework. - Prepare the new lesson: Unit 2,
(3’) Lesson 3 (1,2,3).

IV. COMMENT
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Unit 2: Our names
PERIOD 3 - Lesson 3 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- correctly pronounce the sounds of the letters m and n in isolation, in the words Mary
and Nam, and in the sentences I’m Mary and My name’s Nam;
- use the words what, your, name, my, how old, years old in relation to the topic “Our
names”;
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
 - Honesty: tell the truth about feelings and emotions
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 32, 33; audio Tracks 22, 23, 24; website sachmem.vn,
posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 20, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/Time Teacher’s activities Students’ activities
1.Warm- up: Game: Pass the ball
(5’) *Aims: to create a friendly and active
atmosphere in the class to beginning
the lesson.
*Procedure:
- T gives Ss a ball. - Ss listen
- T asks Ss to listen to music and
transfer a ball around the class. -Ss listen the rules
- When the music stops, Ss who keep a
ball have to answer the question using: - Ss play the game
How old are you? and I’m…..years old
- T gives feedback.
- Say “Open your book page 14” and
look at “Unit 2, Lesson 3 (1,2,3)”.
- Ss open their books
Activity 1. Listen and repeat:
2. Presentation *Aims: Ss will be able to correctly
(9’) repeat the sounds of the letters m and n
in isolation, the words Mary and Nam,
and the sentences I’m Mary. and My
name’s Nam. with correct
pronunciation and intonation.
*Procedure:
- T gives instruction to the letter m and
n, the word Mary and Nam, and the
sentences I’m Mary. and My name’s - Ss recognize the differences
Nam. about color of letter
- Play the recording for the letter m, n
- Encourage Ss to point at the letter/
 word/ sentence while listening. - - Ss listen
- Play the recording again and
encourage Ss to listen and repeat. - Do - Ss listen and point
this several times until Ss feel
confident. - Ss listen again and repeat
- T calls some Ss to practice.
- T gives feedbacks. -Ss listen again and repeat

Activity 2. Listen and circle. -Ss practice

*Aims: Ss will be able to identify the -Ss listen
target words Mary and Nam while
3.Practice: (19’) listening.
*Procedure:
- Elicit the sentences and the gap-fill
options.

- T ask Ss to guess the answers. -Ss listen and say:

+ T writes Ss’guessing on the board. + Number 1: Hi, I’m…..
- Listen to the tape: + Number 2:Hello, My name’s
+ Play the recording …..
-Ss guess the answers
+ Play the recording again and get Ss to
swap books with their partners. - Ss listen to the tape and circle
+ Play the recording again to check
answers together as a class. - Ss listen again, circle and swap
+ Write the answers on the board for Ss books with their partners.
to correct their answers. Then checks
Ss’ guessing. - Ss check their answers and
- Play the recording, sentence by guessing
sentence, for the class to listen and
repeat in chorus. -Ss listen and repeat.
- Invite one or two Ss to stand up and
read the completed sentences. -Ss read the sentences
Key: 1.b 2.c

Activity 3. Let’s chant

*Aims: Ss will be able to say the chant
with the correct rhythm and
pronunciation.
*Procedure:
- Introduce the title and lyrics of the - Ss look and listen.
chant.

- Play the recording for Ss to listen to -Ss listen to the chant

the whole chant.
+ Have them repeat the title and lyrics - Ss listen and repeat line by line
line by line. without clap their hands
+ Ask Ss to attend to the sounds of the -Ss note the sounds, words
letters m and n and the words Mary and
Nam.
- Play the recording all the way -Ss listen to melody of the song
through for Ss to listen to pronunciation
and melody. - Ss listen and chant line by line.
- Play the recording line by line for Ss - Ss chant and clap along.
to listen and repeat
- Play the recording for Ss to chant and - Ss work in groups (two groups)
clap along. to chant
- Ask Ss to practice chant and clap -Ss perform in front of the class.
along in pairs or groups. -Ss listen
- Invite groups to the front of the
classroom to perform the chant
-T gives feedback. -Ss listen.
-Ss listen
*Consolidation
*Aims: Ss will be able consolidate and
 wrap up the content of the lesson.
*Procedure:
- T asks ss to answer the following -Ss answer the questions
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). - Ss listen
- T review the vocabulary and model
sentences. -Ss listen and clap their hands
- T praises some Ss who are
hardworking / active/ good…. as well
as encourage others to try more.
-Ss listen and take note

- Practice the chant more.

4. Homework. - Draw and colour a paper birthday
(2’) cake.
- Prepare the new lesson: Unit 2, Lesson
3 (4,5,6).

IV. COMMENT
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Unit 2: Our names

PERIOD 4 - Lesson 3 (4,5,6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- use the words what, your, name, my, how old, years old in relation to the topic “Our
names”
- read and write about people’s names and ages.
- Vocabulary: Review
 - Skills: speaking, listening, reading and writing.
2. Competences:
- Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 33, 34; website sachmem.vn, posters, laptop, pictures,
textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 21, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/Time Teacher’s activities Students’ activities
1.Warm- up: Game: “Chant”
(5’) *Aims: to review the vocabulary and
structure about greet and respond to
greetings.
*Procedure:
- Ask Ss chant and do the actions in - Ss listen and chant
Unit 2, Lesson 3 page 20 in groups.
- Give point for the groups and
encourage them.
- Say “Open your book page 21” and
look at “Unit 2, Lesson 3 (4,5,6)”. - Ss open their books

2.Practice: (8’) Activity 1. Read and match:

*Aims: Ss will be able to read and
match three dialogues with pictures.
*Procedure:
- Ask Ss some questions: - Ss look at the pictures and
+ Who are they? answer
+ What are they talking about? + In picture a: Ben and Mai say
to greeting
+ In picture b: Mary and Linh
 say to greeting
+ In picture c: Lucy is holding a
birthday cake with number 8.

-Ss read and match

- T models with sentence 1.

+ Get Ss to read Sentence 1
+ Have Ss look at the pictures and -Ss work in pairs and match
match the dialogue with the correct
one. -Ss swap books and check
-Have Ss work in pairs and match the
sentences 2, 3.
- Tell Ss to swap books with a partner, -Ss check the correct their
then check answers together as a class. answers
- Write the correct answers on the board
for pupils to correct their answers. -Ss role play
- Invite pairs of Ss to stand up and role
play -Ss listen
-T gives feedbacks.

Key: 1. b 2. c 3. a

3.Production: Activity 2. Let’s write

(19’) *Aims: Ss will be able to read,
understand and complete an exchange
with their personal information.
*Procedure:
- Have Ss read the dialogue and ask -Ss look at the dialogue and say:
some questions: + It’s Minh
+ Who asks the questions? + Names and ages.
+ What are the questions about? + Themself
+ Who has to write the answers?
- Check their comprehension and -Ss listen to the teacher
remind Ss to write their personal
information. -Ss write
- Give Ss time to write the answers to
the questions independently -Ss swap books and check their
- Get Ss to swap books with a partner, answers
then check the answers together as a
class. -Ss role play
- Ask a few Ss to stand up and role play
the dialogue in front of the class.
-T gives feedbacks. -Ss listen
Key: Pupil’s answer
Activity 3. Project.
*Aims: Ss will be able to make birthday
cakes and use them to introduce names
and ages.
*Procedure:
- Ask Ss to make a paper birthday cake - Ss drew and coloured a paper
as homework at the beginning of Unit 2 bithday cale at home.
-Lesson 3 (4,5,6)
- Stick the birthday cake sample on the -Ss listen to the teacher
board and model with the name, age.

- T asks ss to work in groups and show

-Ss work in groups
his / her birthday cake and say about his
/ her name and age.
- T calls some Ss to the front of the
-Ss present their birthday cake
class to present their cake, and saying
Hello. My name’s….
I’m…….years old.
- Have Ss to stick their birthday cakes
- Ss stick their birthday cakes on
on the wall of the classroom
the wall of the classroom.
- Create a class display of birthday
 cakes and vote for the best decorated -Ss vote
one.
- T gives feedback. -Ss listen
*Consolidation
*Aims: Ss will be able consolidate and
wrap up the content of the lesson.
*Procedure:
- T asks ss to answer the following
questions:
+ What have you learnt from the
lesson today?
+What are the core values of the -Ss answer the questions
lesson? (if the teacher can take from the
lesson).
- T praises some Ss who are
hardworking / active/ good…. as well
as encourage others to try more.
-Ss listen and clap their hands
- Prepare the new lesson: Unit 3, Lesson
1 (1,2,3).
-Ss listen and take note
4. Homework.
(3’)
IV. COMMENT
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……………………………………………………………………………………………
……………………………………………………………………………………………

GRADE 4
 UNIT 2: TIME AND DAILY ROUTINES
PERIOD 1 - Lesson 2 (1-2-3)
I.Objectives:
By the end of the lesson, pupils will be able to:
1. Knowledge:
- understand and correctly repeat the sentences in two communicative contexts focusing
on asking and answering questions about the characters’ daily routines.
- correctly say the phrases and use What time do you _____? – I _____ at _____. to ask
and answer questions about daily routines.
enhance the correct use of What time do you _____? - I _____ at ______. to ask and
answer about someone’s daily routines.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning
tasks
- Self-control & independent learning: perform listening tasks
3. Attributes/ Qualities:
- Show their responsibility by noticing the time and follow the timetable on time.
II. Preparation.
1. Teacher’s preparation: student’s book, TV, Website hoclieu.vn
2. Student’s preparation: Students’ aids: books, notebooks
III. Procedures
Teaching and learning activities Classroom
management
* Warm-up and review: 5’
Game: What’s missing? Whole class
- Divide the class into 2 teams. Individual
- Have pupils look at the screen with numbers from 1 to 10.
Then hide 1 number each time and have the teams raise their hands to
answer.
Give points for each correct answer.
- Lead into new lesson.

A. PRESENTATION
Activity 1. Look, listen and repeat. (8 minutes)
1. Goal: To understand and correctly repeat the sentences in two Whole class
communicative contexts focusing on asking and answering questions
about the characters’ daily routines.
2. Set the context: Whole class/
- Ask pupils to look at Pictures a and b and identify the time on the Individual work
clocks in the pictures.
- Ask pupils to look at Picture a. Play the recording for them to listen.
- Play the recording again, sentence by sentence, for pupils to listen and
repeat individually and in chorus. Correct their pronunciation where
necessary. Repeat the same procedure with Picture b.
- Invite a few pairs to the front of the class to listen to and repeat the
sentences in the recording. Whole class/
- Draw pupils’ attention to the exchanges What time do you get up? – I
get up at six o’clock. and What time do you have breakfast? – At six Individual work
fifteen. Tell pupils that these are questions and answers about daily
routines.
- Nominate pairs of pupils to act out the exchanges.-Make some
questions to check Ps’comprehension of the language
1. Vocabulary:
+get up: thức dậy ( picture) Pair work
+have breakfast: ăn sáng ( picture) Whole class/
+go to school: đi học ( picture) Individual
+go to bed: đi ngủ ( picture)
- check Vocabulary: Rub out and remember .
2. Model sentence:
A: What time do you _____? Whole class
B: I _____ at _____.
- Check form/ usage/ meaning.
- Ask Ps repeat a few times.
- Draw their attention to the sentences What time do you _____? – I
_____ at _____. Tell pupils that these sentences are used to ask and
answer questions about daily routines
- Have Ps copy down in their notebooks Whole class/
B. PRACTICE Individual work
Activity 2. Listen, point and say. ( 9 minutes) Whole class/
Goal: To correctly say the phrases and use What time do you _____? – I Individual work
_____ at _____. to ask and answer questions about daily routines.
- Have pupils look at the pictures and elicit the activities and the time
from them.
- Have pupils point at Picture a, listen to the recording, and repeat the
phrase (get up). Repeat the same procedure with the other three pictures.
Have the class repeat the phrases a few times. Pair work
- Point at the first bubble and have pupils listen and repeat after the Whole class/
recording (What time do you get up?). Point at Picture a and have pupils Individual work
listen and repeat after the recording (I get up at five o’clock.). Repeat
the same procedure with the other three pictures.
- Set a time limit for pupils to work in pairs, point at the pictures, and
practice asking and answering the question What time do you _____? – Whole class/
I _____ at _____. Pair work
- Invite a few pairs to the front of the class to take turns pointing at the
pictures, asking and answering the question What time do you _____? –
I _____ at _____.
C. PRODUCTION Group work
Activity 3. Let’s talk. 8 minutes
Goal: To enhance the correct use of What time do you _____? – I
_____ at _____. to ask and answer questions about pupils’ daily
routines in a freer context.
- Have pupils look at the picture and explain that Nam and Lucy are Whole class/
asking and answering questions about Lucy’s daily routines. Get pupils Individual work
to look at the first speech bubble and point at the picture of Lucy getting
up to complete the question What time do you get up? Ask them to
repeat the question. Then point at the answer bubble and say I get up at
five o’clock. for pupils to repeat. Let pupils listen to and repeat the
question and the answer a few times individually and in chorus.
- Set a time limit for pairs of pupils to practise asking and answering the
question What time do you _____? – I _____ at _____.
- Go around the classroom to offer help where necessary.
- Invite some pairs of pupils to the front of the class to take turns asking
and answering questions about their daily routines
Fun corner and wrap-up: (5 minutes)
Game: Magic wheel (ppt) Whole class
Press Spin to play. If pupils have the correct answer, they will be added
the same number that shows on the slide. The team with the most scores
will be the winner at the end of the game
Homelink: -Learn by heart vocabulary and sentence patterns
-Prepare Lesson2/ P4,5,6
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
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UNIT 2: TIME AND DAILY ROUTINES

PERIOD 2 - Lesson 2 (4-5-6)
I. Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- listen to and understand four communicative contexts in which pupils ask and answer
questions about daily routines and number the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- sing the song What time do you go to school? with the correct pronunciation, rhythm,
and melody.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform learning tasks.
3. Attributes/ Qualities:
- Show their responsibility by noticing the time and follow the timetable on time.
II. Preparation.
1. Teacher’s preparation: student’s book, TV, Website hoclieu.vn
2. Student’s preparation: Students’ aids: books, notebooks
III. Procedures
Teaching and learning activities Classroom
management
Warm up and review. 5minutes
Spend a few minutes revising the previous lesson by inviting a few
pairs to the front of the class to take turns asking and answering
questions about their daily routines with What time do you ____? – I
____ at ____.
Activity 4. Listen and number. 8 minutes Whole class
Goal: To listen to and understand four communicative contexts in
which pupils ask and answer questions about daily routines and
number the correct pictures. Individual work
- Have pupils look at the pictures. Elicit the activities and the time in
the pictures. Draw pupils’ attention to the boxes at the bottom right-
hand corners of the pictures.
- Play the recording of the first dialogue. Tell pupils that they will Pair work
need to pay attention to the activity and time (e.g. go to bed, 9:15)
and look for the right picture. Pair work
- Play the recording of the other dialogues and get pupils to number
the pictures. Set a time limit for pupils to swap books with a partner
and check the answers before checking as a class. Correct the
answers where necessary.
Key: 1. d 2. c 3. a 4. b

Activity 5. Look, complete and read. 8 minutes

Goal: To complete four gapped exchanges with the help of picture Whole class
cues. / Pair work
- Get pupils to look at Picture 1. Have them identify the time (6:00
AM) in the picture. Elicit the missing words in the answer (six Individual
o’clock). Complete the answer. work
- Repeat the same procedure with Picture 2 (six thirty).
- Get pupils to look at Picture 3. Elicit the missing words in the
question and answer from pupils (What time; six forty-five). Then Whole class
have them complete the gaps (What time do you go to school? – I go Pair work
to school at six forty-five.). Repeat the same procedure with Picture 4
(go to bed; go to bed; nine fifteen).
- Set a time limit for pupils to complete the exchanges individually,
then invite a few pairs to take turns reading the completed exchanges.
Key: 1. six o’clock 2. six thirty
3. What time; six forty-five
4. go to bed; go to bed; nine fifteen

Activity 6. Let’s sing 7 minutes Whole class/

Goal: To sing the song What time do you go to school? with the Individual work
correct pronunciation, rhythm, and melody. Group work
- Have pupils read the lyrics to familiarize themselves with the
questions and answers. Check comprehension and give feedback.
- Have pupils listen to the whole song, drawing their attention to the Whole class/
pronunciation, rhythm, and melody. Encourage them to point at the
pictures to reinforce their understanding.
- Play the recording of the song again, once or twice, for pupils to
listen and repeat line by line and do related actions, e.g. using a finger
to trace the words or clapping hands.
- When pupils feel confident and are familiar with the tune and Individual work
melody, ask them to sing the whole song while doing actions or
clapping hands.
- Invite a few groups to the front of the class to sing the song and do
the actions. The class may sing along to reinforce the activity. Whole class/
Fun corner and wrap-up: 5 minutes Group work
Game: Sentence Puzzle
Divide the class into groups of four. Give each group a sentence that
is broken/ cut into pieces. Ask them to arrange them to make a
complete sentence, then read it aloud. The group who makes it first
will be the winner.
Homelink: -Learn by heart vocabulary and sentence patterns
-Prepare Lesson3/ P123
 IV. COMMENT
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*********************************************************************
UNIT 2: TIME AND DAILY ROUTINES
PERIOD 3 - Lesson 3 (1-2-3)
I. Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- correctly repeat the sounds of the letters t and d in isolation, in the words get and bed,
and in the questions What time do you get up? and What time do you go to bed?
- identify the sounds of the letters t and d in sentences while listening.
- say the chant with the correct rhythm and pronunciation.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning
tasks
- Self-control & independent learning: perform learning task, solve problems
3. Attributes/ Qualities:
Show their responsibility by noticing the time and follow the timetable on time.
II. Preparation.
1. Teacher’s preparation: student’s book, TV, Website hoclieu.vn
2. Student’s preparation: Students’ aids: books, notebooks
III. Procedures
Teaching and learning activities Classroom
management

Whole class
- Warm-up and review: 5 minutes
- - Greet the class.
Game: Pass the ball Group work
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, students in each team take turns to pass the ball.
After the music ends, 3 students holding the ball will stand up and say
the name, using the sentence model.
- Lead into new lesson.
Activity 1. Listen and repeat. 7 minutes
Goal: To correctly repeat the sounds of the letters t and d in isolation,
Whole class
in the words get and bed, and in the questions What time do you get
up? and What time do you go to bed?
- Have pupils look at the letter t, listen to the recording and repeat the
letter until they feel confident. Correct the pronunciation where
necessary.
- Have pupils point at the word get, listen to the recording and repeat
the word until they feel confident. Monitor the activity and offer help Group work
where necessary.
- Get pupils to point at the sentence What time do you get up?, listen
to the recording and repeat it several times. Then invite a few pupils
to stand up to listen to and repeat the sentence.
- Repeat Steps 1 to 3 for the letter d. Go around the classroom and
correct the pronunciation where necessary.
- Give pupils a time limit to practise pronouncing the letters, saying
the words, and reading the sentences in pairs or groups.

Activity 2. Listen and circle. 8 minutes

Goal: To identify the sounds of the letters t and d in sentences while Whole class
listening.
- Have pupils read the incomplete sentences. Explain that they must Individual work/
listen to the recording and circle the correct options to complete the Whole class
sentences. Check comprehension.
- Play the recording and have pupils listen and circle the correct Pair work/ Whole
options. Then get pupils to swap books with a partner to check their class
answers before checking as a class. Correct the answers where
necessary. Individual work
- Invite a few pupils to stand up and read the completed sentences.
Remind the class how to stress the target sentences
Key: 1. c 2. a

Whole class

Activity 3. Let’s chant. 8 minutes Whole class

Goal: To say the chant with the correct rhythm and pronunciation.
- Have pupils scan the chant, and elicit the words ending with t and d Whole class
in the lines (get, bed). Check pupils’ comprehension of the chant.
 Whole class/
- Play the recording. Get pupils to listen to and repeat the first verse, Individual work
line by line. Show them how to chant and clap hands.
- Play the recording of the first verse again for pupils to do choral and
individual repetition. Group work
- Repeat Steps 2 and 3 for the second verse of the chant. Go around
the classroom and offer help where necessary.
Extension: If there is enough time, divide the class into two groups to
take turns chanting and clapping hands. Each of the groups should
sing one verse of the chant. Then invite some groups to the front of
the class to chant and clap.

Fun corner and wrap up: 5 mins

Game: Spin and say (ppt) Group work
Click the needle to start and then again to stop the wheel. Then say
aloud the words to practise the target sounds.
(Teachers can divide class into 2 - 3 groups and let them take turns to
spin the wheel (add star for correct answers).
Homelink:
-Prepare Lesson3/ P456/ 15

IV. COMMENT
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UNIT 2: TIME AND DAILY ROUTINES
PERIOD 4 - Lesson 3 (4-5-6)
I. Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- read and match the activities in a paragraph with the clocks showing the corresponding
time.
- complete a paragraph about pupils’ daily routines.
- draw pictures of their daily routines at home and present them to the class by using the
target language.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning
tasks
- Self-control & independent learning: perform presentation skill
3. Attributes/ Qualities:
Show their responsibility by noticing the time and follow the timetable on time.
II. Preparation.
1. Teacher’s preparation: student’s book, TV, Website hoclieu.vn
2. Student’s preparation: Students’ aids: books, notebooks
III. Procedures
Teaching and learning activities Classroom
management

Whole class
- Warm-up and review: 5 minutes Individual
- - Greet the class.
Game: Racing game
- Divide the class into 2 teams standing in lines.
- Have a pupil in the front row choose a number. The pupil MUST give
the answer before the time’s up. If they answer correctly, they will get
stars. If their answer is wrong or given after the time meter goes off, they
will have to go to the back of the line.
- How to use a time-meter: After clicking a number, simply click on the
time meter to start it.
- Click the STAR at the corner to turn back to the Select Menu.
- Give points to the pupils (corresponding to the stars on the pictures).
- Lead into new lesson.

Activity 4. . Read and match .7 minutes Whole class

Goal: To read and match the activities in a paragraph with the clocks
showing the corresponding time.
Have pupils read the paragraph, the sentences, and the time on the clocks. Individual work
Tell them to scan the paragraph for the appropriate time for the activities.
Model Sentence 1 (clock d). Pair work
- Set a time limit for pupils to do the activity independently. Go around
Individual work
the classroom and offer help where necessary.
- Get pupils to swap books with a partner and check their answers before
checking as a class.
- Invite some pupils to stand up to read the paragraph aloud. The
sentences and tick True or False. Check comprehension.
Key: 1. d 2. c 3. b 4. A

Whole class
Activity 5. Let’s write. 7 minutes
Goal: To complete a paragraph about pupils’ daily routines. Individual work
- Tell pupils what they are going to do. Then get them to read the
incomplete paragraph. Ask them what the paragraph is about (daily Pair work/
routines). Remind them to pay attention to the contexts of the sentences Group work
before completing them with the appropriate information.
- Set a time limit for pupils to complete the paragraph independently. Go Individual work
around the classroom and offer help where necessary.
- Get pupils to swap books and check their answers in pairs or groups
before checking as a class.

Activity 6. Project. 10 minutes

Goal: To draw pictures of their daily routines at home and present them to
the class by using the target language.
- Explain that pupils have to show simple pictures of their daily routines
(getting up, having breakfast, etc.) which they have prepared at home as Whole class
homework. They will tell the class about their daily routines in the Group work
pictures. Individual
- Invite a pupil to the front of the class to model the presentation. Help
him / her stick pictures of his / her daily routine on the board. Observe
and offer help with the presentation language where necessary. Put the
key presentation language on the board (e.g. I get up at six fifteen.). Have
pupils repeat the key presentation language a few times to make them feel
confident when they present their daily routines before an audience.
- Set a time limit for pupils to work in groups. Each pupil shows his / her
Group work
 Individual work

pictures to the group and describes his / her daily routine.

- Invite a few pupils to the front of the class to present the project.
Encourage the class to cheer to praise the good presenters.
Fun corner and wrap up: 5 mins
Game: Sentence line-up
Put pupils into two teams, A and B, and have them sit on chairs facing the
rest of the class. Give each team a set of word cards that together form a Group work
sentence (each team’s set should be different to the other’s). Read a
sentence, e.g. “This is Lan.” If team A has the word cards containing this,
is, Lan and the full stop, they should stand up and move quickly into a
line to show the sentence in the correct order.
Team B should remain seated. If they stand up when T says team A’s
sentence, they will lose the game, and vice versa.
Homelink:
-Prepare Unit 3 Lesson1/ P123

IV. COMMENT
……………………………………………………………………………………………
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 GRADE 5

UNIT 2: OUR HOMES

PERIOD 1- LESSON 2 (1, 2, 3)

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- Understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering questions about someone’s home and address;
- Correctly say the words and use What’s your address? – It’s ____. to ask and
answer questions about someone’s address;
- Use What’s your address? – It’s __________. to ask and answer questions about
someone’s address;
- Use Do you live in ___? Yes, / No, ___. and What’s your address? – It’s ____. in a
freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about someone’s
favourite things correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their pride in their personal information and where they live.
4. The disabled: Practice reading vocab.
II. MATERIALS
- Pupil’s book: Page 18
- Audio tracks 18, 19
- Teacher’s guide: Pages 38, 39, 40
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
Teacher’s activities Student’s activities
1. Warm up (5’)
a. Objectives
- To revise the words about different types of
homes. - Pupils remember their number.
b. Content - Pupils look and think about the
- Game: Slap the board correct answer for each question on
c. Expected outcomes the screen.
- Pupils can remember and say the words about - Pupils run to the board and slap
 sports, colours, animals and food correctly. the correct answer.
d. Organisation
- Prepare pictures of different types of homes.
- Divide the class into 3 teams. Number pupils in
each team.
- Focus pupils on the sentences and pictures on the
screen.
- Call out a number and ask pupil to slap the
correct answer on the board.
- Check the answer with the whole class.
Pictures (tower, building, flat, that house, this
building, that tower)

2. Presentation
Activity 1-1. Look, listen and repeat. (10’)
a. Objectives
- To understand and correctly repeat the sentences
in two communicative contexts (pictures) focusing
on asking and answering questions about
someone’s home and address.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes - Pupils look at Pictures a and b and
- Pupils can understand and correctly repeat the identify the characters in the
sentences in two communicative contexts pictures and what they are talking
(pictures) focusing on asking and answering about.
questions about someone’s home and address.
d. Organisation - Pupils look at Picture a and listen
- T elicits the new words to the recording. Pupils listen to the
+ kilometre : km (picture) recording again, sentence by
+ metre :m (picture) sentence, and repeat.
+ address : địa chỉ (picture) - Pupils follow the teacher’s
- T models (3 times). instructions.
- T writes the words on the board.
- Checking: Rub out and remember - Pairs of pupils come to the front of
- The disabled: Practice reading vocab. the classroom to listen to and repeat
the sentences in the recording.
Step 1: Ask pupils to look at Pictures a and b and - Pupils pay attention to the question
identify the characters and say what they are and the answer. Pupils listen to the
talking about. teacher’s explanation.
Step 2: Ask pupils to look at Picture a. Play the
recording for them to listen and follow the
language. Play the recording again, sentence by
 sentence, for pupils to listen and repeat
individually and in chorus. Correct their
pronunciation where necessary. Repeat the same
procedure with Picture b.
Step 3: Invite a few pairs to the front of the
classroom to listen and repeat the questions and
answers of the Exchanges a and b.
Extension: Draw pupils’ attention to the question
What’s your address? and the answer It’s 45 Ba
Trieu Street. Explain how to use capital letters in
addresses in English, and how to read the numbers
in addresses (45 → forty-five).
– Context a:
Minh asking Lucy if her
home’s nearby
Nam: Do you live near the school?
Lucy: Yes, I do. I live about one kilometre from
here.
– Context b:
Minh asking Lucy about her address
Nam: What’s your address?
Lucy: It’s 45 Ba Trieu Street.
Activity 2-2. Listen, point and say. (6’)
a. Objectives
- To correctly say the words and use What’s your
address? – It’s _____. to ask and answer questions
about someone’s address. - Pupils look at the pictures and
b. Content elicit the number and the names of
Activity 2. Listen, point and say. the street in the pictures.
c. Expected outcomes - Pupils listen to and repeat the
- Pupils can say the words and use What’s your words a few times.
address? – It’s_______. to ask and answer
questions about someone’s address.
d. Organisation
Step 1: Ask pupils to look at Pictures a, b, c and d
and say what they can see in each picture.
Step 2: Play the recording for pupils to listen to - Pupils point at Picture a, listen to
and repeat the words in chorus and individually the recording and repeat the
until they feel confident. Use the flash cards to sentences in both bubbles until they
practise saying the numbers 116 (one sixteen), 38 feel confident. Pupils follow the
(thirty-eight), 93 (ninety-three), 23 (twenty-three) teacher’s instructions with Pictures
and the street names. b, c and d.
Notes:
 We say: 116: one-sixteen OR one-one-six.
DO NOT SAY: one hundred and sixteen
Step 3: Point at Picture a. Draw pupils’ attention
to the speech bubbles and elicit the missing words - Pupils work in pairs and practise
in the answer. Play the recording for pupils to asking and answering the question,
listen to and repeat the sentences in both bubbles a using speech bubbles and Pictures a,
few times. Repeat the same procedure with b, c and d.
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. Invite a few pairs to
act out the exchanges in front of the class.
Picture cues:
a. 116 Hoa Binh Street
b. 38 Dien Bien Street
c. 93 Oxford Street
d. 23 Queen Street
– Speech bubbles:
What’s your address?
– It’s _____.

Audio script: - Pupils look at the pictures and

a. 116 Hoa Binh Street identify the number and the name of
b. 38 Dien Bien Street the street.
c. 93 Oxford Street
d. 23 Queen Street
a. - Pupils look at the first building and
A: What’s your address? elicit the missing words in speech
B: It’s 116 Hoa Binh Street. bubbles on the board and say the
b. completed sentences.
A: What’s your address? - Pupils look at the bubbles to
B: It’s 38 Dien Bien Street. understand how the sentence pattern
c. is used.
A: What’s your address?
B: It’s 93 Oxford Street. - Pupils role-play to practise asking
and answering questions about
d. address, using picture cues.
A: What’s your address? - Pupils practise asking and
B: It’s 23 Queen Street. answering questions in front of the
3. Practice class.
Activity 3-3. Let’s talk. (7’)
a. Objectives
- To use Do you live in ___? – Yes, / No, ___. and
 What’s your address? – It’s___. to ask and answer
questions about someone’s address in a freer
context. - Pupils to stand up.
b. Content - In rows, ask one pupil to read the
- Activity 3. Let’s talk. question, the pupil beside answer
c. Expected outcomes that question.
- Pupils can use Do you live in ___? – Yes, / No, Then the next pupil goes.
___. and What’s your address? – It’s __. in a freer - If Billy is struck by lightning when
context. a pupil’s reading/ answering, that
d. Organisation pupil is out
Step 1: Ask pupils to look at the pictures and elicit (sit down).
the addresses. Ask questions to help them identify - The last pupil standing is the
the context (see Input). winner.
Step 2: Point at the first building and elicit the
question in the first speech bubble Do you live in - Divide the class into three groups.
__? and the answer in the second speech bubble Each group has equal numbers of
Yes, / No, ____. as an example. If the answer is No, pupils.
then point at the question What’s your address? - pupils to stand in lines. Set the
Write the sentences on the board. Get pupils to say timer.
the completed sentences. Repeat the same - The first pupil from each line
procedure with other pictures. What’s your address? he/ she must
Step 3: Give pupils time to work in pairs and take answer and in turn ask the second
turns pointing at each picture to ask and answer pupil in the line. The second pupil
using Do you live in ____? then answers and asks the third, and
– Yes, / No, ____. and What’s your address? – so on.
____. - The group which has the shortest
Step 4: Invite a few pairs to come to the front of time to finish asking and answering
the classroom and act out the exchanges. wins the game.

4. Consolidation (5’)
* Option 1: Game: Bad Luck Billy (ppt)
- Ask all pupils to stand up.
- In rows, ask one pupil to read the question, the
pupil beside answer that question.
Then the next pupil goes.

- If Billy is struck by lightning when a pupil’s

reading/ answering, that pupil is out
(sit down).

- The last pupil standing is the winner.

* Option 2: Game: Racing
- Divide the class into three groups. Each group
 has equal numbers of pupils.
- Ask pupils to stand in lines. Set the timer.
- Ask the first pupil from each line What’s your
address? he/ she must answer and in turn ask the - Play a game.
second pupil in the line. The second pupil then
answers and asks the third, and so on.
- The group which has the shortest time to finish
asking and answering wins the game.

5. Homework (2’)
- Practice telling the daily routines at home.
- Prepare the new lesson: Lesson 2 (4,5,6) of Unit 2. - Listen to teacher.
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
************************************************************************
UNIT 2: OUR HOMES
PERIOD 2 - LESSON 2 (4, 5, 6)

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- Listen to and understand two communicative contexts in which speakers ask and
answer questions about their addresses and circle the correct pictures;
- Complete two gapped dialogues with the help of picture cues;
- Listen to and complete the song Homes and to sing it with the correct pronunciation,
rhythm and melody.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform listening, reading and writing tasks.
3. Attributes
- Show their pride in their personal information and where they live.
4. The disabled: Sing a song: Homes
II. MATERIALS
- Pupil’s book: Page 19
- Audio tracks 20, 21
- Teacher’s guide: Page 40, 41, 42
 - Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
Teacher’s activities Student’s activities
1. Warm up (5’)
a. Objectives
- To revise numbers.
b. Content
- Listen and choose the numbers. - Pupils take out the board and chalk or
c. Expected outcomes marker.
- Pupils can identify the correct numbers they
hear.
d. Organisation
- Ask pupils to take out the board and chalk or - Pupils listen and write the numbers.
marker.
- Play the audio and have pupils listen to the - Pupils show the answer and check.
audio and write the number they hear in 5
seconds.
- Ask pupils to hold the board up to show the
answer.
- Check the answer with the whole class.
2. Practice
Activity 1-4. Listen and circle. (8’)
a. Objectives
- To listen to and understand two communicative
contexts in which speakers ask and answer
questions about their addresses and circle the
correct pictures. - Pupils look at the pictures and say the
b. Content numbers of the addresses.
- Activity 4. Listen and circle.
c. Expected outcomes - Pupils listen to the recording and circle
- Pupils can listen to and understand two the correct picture. Pupils listen to the
communicative contexts in which speakers ask recording again to do the task.
and answer questions about someone’s address
and circle the correct pictures.
d. Organisation
Step 1: Draw pupils’ attention to the pictures - Pupils swap books with a partner, and
and ask questions to elicit the addresses. Remind check answers before checking as a class.
them to pay attention to the numbers of the - Pupils listen to the recording, sentence
addresses. Have pupils predict by sentence, and repeat individually and
which picture is referred to in Conversation 1 in chorus.
(Picture b).
 Step 2: Play the recording all the way through
for pupils to check their prediction. Then play
the recording again for pupils to listen and circle
the correct picture.
Step 3: Repeat Steps 1 and 2 for Conversation
2.
Step 4: Get pupils to swap books with a partner
and check their answers before checking as a
class. Correct the answers where necessary.
Extension: If time allows, play the recording,
sentence by sentence, for pupils to
listen and repeat individually and in chorus.
Correct their pronunciation where
necessary.
Picture cues:
1a. a private house at 67 Tay Son Street
1b. a private house at 79 Tay Son Street
1c. a private house at 97 Tay Son Street
2a. a block of flats at 53 London Street
2b. a block of flats at 35 London Street
2c. a block of flats at 63 London Street
Audio script:
1. A: Where do you live?
B: I live in a house near here.
A: What’s your address?
B: It’s 79 Tay Son Street.
2. A: Do you live in this house?
B: No, I don’t.
A: Where do you live? - Pupils follow the teacher demonstrating
B: I live in a flat near here. the Dialogue 1. Pupils look at the picture
A: What’s your address? and the address in the bubble.
B: It’s 53 London Street.
* Key: 1. b 2. a
Activity 2-5. Read and complete. (8’)
a. Objectives
- To read and complete two gapped dialogues
with the help of picture cues. - Pupils read the second dialogue. Pupils
b. Content follow the teacher’s instruction.
- Activity 5. Read and complete.
c. Expected outcomes - Pupils complete gapped Exchange 2
- Pupils can complete two gapped dialogues with independently.
the help of picture cues.
d. Organisation
 Step 1: Do the first gapped dialogue with the
class as example. Have pupils read the dialogue. - Pupils swap books with a partner and
Draw pupils’ attention to the address and the check their answers before checking as a
distance from the address to the place where class.
they are before guessing the missing words.
Remind pupils of the collocation far from. - Pairs of pupils read the completed
Step 2: Read the second dialogue. Point at the dialogues aloud.
building and draw pupils’ attention to the boy’s
hand toward the building on the left-hand side.
Elicit the missing word (that). For other missing
words, tell pupils to rely on the context of the
questions and answers.
Step 3: Give pupils a time limit to read the
gapped dialogues, look at the pictures and fill in
the gaps independently. Go around the
classroom and offer support where necessary.
Step 4: Get pupils to swap books with a partner
and check their answers before checking as a
class. Invite one pupil to write the answers on
the board.
Extension: Invite two pairs of pupils to act out
the completed dialogues. Check pronunciation
where necessary.
Two picture cues and two gapped dialogues to
complete
*Key:
1.100 Tran Hung Dao Street; from
2. that; Where; What’s; - Pupils read the song and guess the
231 Nguyen Van Cu Street missing words.
Activity 3-6. Let’s sing. (7’)
a. Objectives
- To listen to and complete the song Homes and - Pupils follow the teacher's instructions.
to sing it with the correct pronunciation, rhythm - Pupils work individually, listen and
and melody. complete.
b. Content
- Activity 6. Listen, complete and sing (Track - Pupils listen to the recording to check
21) their answers again.
c. Expected outcomes - Pupils listen and sing along.
- Pupils can complete the song Homes and sing
it with the correct pronunciation, rhythm and
melody. - Pupils play a game.
d. Organisation
Step 1: Have pupils read the song lyrics and
 guess the missing words with the help of the
picture. Give Number 1 as an example
(building). Fill in the gap.
Step 2: Repeat Step 1 for Number 2 (tower) and
Number 3 (19).
Step 3: Give a time limit for pupils to read and
fill the gaps. Then play the recording again for
them to check the answers.
Step 4: Play the recording again for pupils to
listen and sing along before they practise singing
the song.
3. Consoldation (5’)
* Option 1: Game: Lucky number (ppt)
- Teacher divides the class into 2 teams.
- Each team takes turns to choose the number
and answer the question. HANDOUT
- Teacher checks the answer with the whole Name:
class. …………………………………. Class:
- Pupils get the point(s) if they answer the ………
question correctly.
- The team with more points is the winner. Name Address
* Option 2: Game: Interview 1
- Teacher gives a pupil a handout. 2
- Pupils go around the class and ask 5 friends: 3
What’s your address? and write the answers on 4
the handout in 5 minutes. 5
- Teacher calls some pupils to come to the front
and talk about their address and their friends’
addresses.
4. Homework (2’)
- Practice telling the daily routines at home.
- Do parts C, D in the workbook.
- Prepare the new lesson: Lesson 3 (1,2,3) of - Listen to teacher.
Unit 2.
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
 UNIT 2: OUR HOMES
PERIOD 3 - LESSON 3 (1, 2, 3)
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- Correctly pronounce the two-syllable words with the stress on the second syllable as in
fif’teen and six’teen in isolation and as in the sentences I live at fifteen Ba Dinh Street; She
lives at sixteen London Street;
- Identify the stress on some 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 pronunciation and listening tasks.
3. Attributes
- Show their pride in their personal home and address.
4. The disabled: Practice pronoucing the stress words.
II. MATERIALS
- Pupil’s book: Page 20
- Audio tracks 22, 23, 24
- Teacher’s guide: Pages 42, 43, 44
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
Teacher’s activities Student’s activities
1. Warm up (5’)
a. Objectives
- To get students ready for the lesson.
b. Content - Pupils sing the song.
- Song: Big Numbers The song Big Numbers
c. Expected outcomes - Pupils listen to teacher’s instructions.
- Pupils can sing the song and be ready for the - Pupils play the game.
lesson.
d. Organisation
- Greet the class, then have the class listen and
sing the song Big Numbers.
- Review numbers Matching Game.
Explain how to play the game: Pupils take turns
to open two cards, trying to find the pairs of
numbers (as numbers and words). If the cards
don’t match, teacher clicks to turn them back.
 If the cards match, praise students and give
them points for their team.

2. Presentation
Activity 1-1. Listen and repeat. (7’)
a. Objectives
- To correctly pronounce the two-syllable
words with the stress on the second syllable
as in fif’teen and six’teen in isolation and as - Pupils point to the word and sentence
in the sentences I live at fif'teen Ba Dinh in the first line while listening.
Street and She lives at six'teen London Street.
b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly pronounce two-syllable
words with the stress on the second syllable - Pupils listen to the recording again and
as in fif’teen and six’teen in isolation and as in repeat.
the sentences I live at fif'teen Ba Dinh Street. - Pupils follow the teacher’s instructions
and She lives at six'teen London Street. for the second line.
d. Organisation
Step 1: Have pupils point at the word fif'teen
and the sentence I live at fif'teen Ba Dinh
Street. Play the recording for them to listen - Pupils work in pairs or groups to say
and repeat in chorus and individually until the words and read the sentences.
they feel confident. Correct their - Pupils listen to the recording and say
pronunciation where necessary. the language in front of the class.
Step 2: Invite a few pupils to listen to and
repeat the word and the sentence. Praise them
when they have good pronunciation.
Step 3: Repeat Steps 1 and 2 for the word
six'teen and the sentence She lives at six'teen
London Street. Go around the classroom and
correct pupils’ pronunciation where necessary.
Step 4: Let pupils work in pairs or groups,
saying the words and reading the sentences.
- The disabled: Repeat the sounds of the letters t
and d in isolation.
The word fif'teen and the sentence I live at
fif'teen Ba Dinh Street.
The word six'teen and the sentence She lives at
six'teen London Street.
3. Practice
Activity 2-2. Circle, listen and check. (7)
 a. Objectives
- To identify the stress on some two-syllable
words and circle the word with a different - Pupils pay attention to the three sets of
stress pattern from the other two words.. two-syllable words. Pupils listen to the
b. Content teacher’s explanation.
- Activity 2. Circle, listen and check. - Pupils look at three words in each line,
c. Expected outcomes read them aloud and circle the word that
- Pupils can identify the stress on some two- is different from the other two. Then
syllable words and circle the word with a pupils listen to the recording to check
different stress pattern from the other two their answers.
words. - Pupils do the task individually.
d. Organisation - Pupils swap books with a partner, then
Step 1: Tell pupils that this is an odd-one-out check the answers as a class. Pupils
exercise. Pupils circle the word having a listen to the recording again and check
different stress from each line. Then listen to their answers again.
the recording to check their answers. - Pupils stand up, listen to and repeat the
Step 2: Set a time for pupils to do the task. words.
Step 3: Play the recording, once or twice, for
pupils to listen and check their answers. Get
pupils to swap books with a partner and check
their answers before checking as a class. Play
the recording again for pupils to double-check
their answers.
Extension: Invite a few pupils to read aloud all
the words in the three lines. Correct their
pronunciation and word stress if necessary.
Three sets of two-syllable words
Audio script:
1. a. thirteen b. fourteen
c. thirty
2. a. nineteen b. sixty
c. ninety
3. a. twenty b. sixteen
c. eighteen
* Key: 1. c 2. a 3. a
Activity 3-3. Let’s chant. (7’)
a. Objectives - Pupils pay attention to the pictures and
- To say the chant with the correct lyrics of the chant.
pronunciation,word stress and rhythm.
b. Content - Pupils read the first verse of the chant.
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct - Pupils listen to the recording of the
 pronunciation, word stress and rhythm. first verse, line by line, and repeat.
d. Organisation Pupils can clap and do actions while
Step 1: Have pupils look at the pictures and chanting.
identify the addresses. - Pupils do the same procedure with the
Step 2: Get pupils to read the first verse of the second verse of the chant.
chant and draw their attention to the numbers - Pupils listen to the recording all the
15 (fif'teen) and 16 (six'teen). Check way through and chant along. Pupils
comprehension. clap while chanting.
Step 3: Play the recording of the first verse.
Play the recording again, line by line, for
pupils to listen and repeat. Draw their
attention to the rhythm, word stress and
pronunciation. Encourage them to clap and do
actions while chanting.
Step 4: Repeat Steps 2 and 3 for the second
verse of the chant but draw their attention to
the numbers 18 (eigh'teen) and 19 (nine'teen).
Step 5: Play the recording all the way through
for pupils to chant and clap their hands.
Extension: Invite two groups of pupils to take
turns chanting the questions and answers in the - Pupils work in two or more groups to
two verses, replacing fifteen, sixteen with take turns chanting with the replaced
thirteen and fourteen; eighteen, nineteen with words in the two verses.
fifteen and sixteen.
4. Consolidation (7’)
* Option 1: Game: Board race. / Writing
race. (ppt)
(1) Board race: Teacher numbers the students
in each team. Teacher plays the recording then
calls out the number, the students of that
number from each team comes to the board,
write the number they hear and read it aloud.
(2) Writing race: Each student/ pair gets a
small erasable board. When teacher plays the
audio, students write their answer on their
board and show it to the teacher. - Play a game.
* Option 2: Game: Jumping
- Tell pupils they are going to play the game
Jumping. If teacher reads a word that is the
same as what she writes on the board, pupils
jump. If it is not, they keep still. Ask them to
say the word written on the board.
- Ask pupils to stand at their desks.
 - Write a number from the lesson and say a
word. Have pupils play the game.
5. Homework (2’)
- Practice reading t, d at home.
- Prepare the new lesson: Lesson 3 (4,5,6) of Unit
2 - Listen to teacher.
IV. COMMENT
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
************************************************************************
UNIT 2: OUR HOMES
PERIOD 4 - LESSON 3 (4, 5, 6)

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- Read a letter and show understanding by deciding if the sentences are true or
false;
- Write the answers to the guiding questions based on their personal information;
- Present the results of a survey of pupils’ homes to the class.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform reading and writing tasks.
3. Attributes
- Show their knowledge about houses and addresses.
4. The disabled: Practice reading the text.
II. MATERIALS
- Pupil’s book: Page 21
- Teacher’s guide: Pages 44, 45
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
Teacher’s activities Student’s activities
1. Warm up (5’)
a. Objectives
- To review the structures they’ve learnt in the
previous lessons.
b. Content - Pupils listen to the teacher’s
- Vocabularies and structures explanation.
c. Expected outcomes
 - Pupils can listen and answer the questions. - Pupils look at the screen and guess,
d. Organisation then say aloud what they can see.
Game 1: Who’s faster? - Vocabularies in the previous lessons:
- Show the hidden pictures and let pupils look, tower, house, building, flat, street
guess and say aloud the words.

Game 2: Mystery box - Pupils listen to the teacher’s

- Divide the class into two groups: Boys and explanation.
Girls. - In teams, pupils take turns to choose the
- The group with more points wins the game. letters and answer the questions. If
they have the correct answers, they
can give the mystery box or keep it to
2. Practice the other teams.
Activities 1-4. Read and tick True of False. (8’)
a. Objectives - Review sentences:
- To read a letter and show understanding by + Do you live in this / that house?
deciding if the sentences are True or False. + Where do you live?
b. Content + What’s your address?
- Activity 4. Read and tick True or False.
c. Expected outcomes
- Pupils can read a letter and show
understanding by deciding if the sentences are
true or false.
d. Organisation
Step 1: Tell pupils the goal of the activity and
explain that they should read the letter and tick
True or False for the sentences provided.
Check comprehension.
Step 2: Give an example with Number 1. Have
pupils read the sentence Number 1; then scan
the letter above quickly to find the correct fact
(Sydney). Then tell them to compare with the - Pupils listen to the teacher’s
information given in the sentence provided instruction.
(London). Tell the pupils to tick the box False.
Step 3: Set a time limit for pupils to do the task
independently. Go around the classroom and - Pupils read the letter as a class.
offer help where necessary. - Pupils do sentence Number 1 as a
Step 4: Get pupils to swap books with a partner class.
and check their answers before checking as a
class. Correct the answers where necessary.
Extension: Invite one or two pupils to read
aloud the letter. Correct their pronunciation - Pupils do the task individually.
where necessary.
- The disabled: Practice reading the text.
- Pupils swap books with a partner,
- A short letter from David in Sydney to Lan in and check answers before checking as
Viet Nam a class.
- A table for ticking True or False
* Key: - One or two pupils stand up and read
1. F 2. T 3. T 4. F 5. F aloud the letter.
Activity 2-5. Let’s write. (7’)
a. Objectives
- To write the answers to guiding questions
based on their personal information.
b. Content
- Activity 5. Let’s write.
c. Expected outcomes
- Pupils can write the answers to guiding
questions based on their personal information.
d. Organisation
Step 1: Tell the class the goal of the activity
and explain that they should read the questions
and write the answers based on their personal
information.

Step 2: Give an example with Question 1. - Pupils listen to the teacher’s

Invite a pupil to read Question 1 and write the explanation.
answer on the board and read it aloud. Correct
the spelling and pronunciation where
necessary. - Pupils follow the teacher’s
Step 3: Give pupils time to do the writing task instructions.
independently. Go around the classroom and
offer help where necessary.
Step 4: Get pupils to swap books with a
partner and check their answers before
checking as a class. If time allows, invite one - Pupils do the task individually.
or two pupils to stand up and read aloud their
answers.
Questions about homes and addresses - Pupils swap books with a partner
Suggested answers: and check their answers before
1. I live in a house in the countryside. checking as a class.
2. My address is 20 Vo Van Tan Street. - Pupils stand up and read aloud their
3. My best friend Nick lives in a building in answers.
Sydney.
 4. His address is 53 George Street.

Activity 3-6. Project (8’)

a. Objectives
- To present the results of a survey of pupils’
homes to the class.
b. Content
- Activity 6. Project.
c. Expected outcomes
- Pupils can present the results of a survey of
pupils’ homes to the class.
d. Organisation
Step 1: Check pupils’ preparation of their
survey. - Pupils listen to the teacher’s
instruction.
Step 2: Invite a pupil to report his / her survey
with your help. - One pupil does an example with the
Step 3: Have pupils work in groups to practise teacher’s help.
reporting their own surveys. Go around the - Pupils work in groups of five. Pupils
classroom and offer help where necessary. show their posters that they have
Step 4: Invite a few pupils to report their made at home and tell the group about
surveys in front of the class. Praise them when different types of homes.
they do a good job.
− A girl pupil is standing in front of the class - Pupils show their work and talk
to present the result of her survey. In her hand about different types of homes. Pupils
is a paper sheet containing the data of the stick their posters on the wall (or
survey. board) as a display.
− A poster of different types of homes: a
house in the city, a block of flats, a house in
the countryside, and a flat on the second floor
Suggested presentation:
Hello, everyone. Here are the results of my
survey. Minh lives in a house at 25 Doc Lap
Street. His house is far away from our school.
Hoa lives in a house at 124 North Road. Hoa’s
home is also far from our school. Sinh lives in a
flat in the city. The building is quite close to our
school, at 85 Hoa Binh Street. That’s the end of
my presentation.
3. Consolidation (5’)
* Option 1: Game: Mystery Box (ppt)
- Divide the class into two groups: Boys and
Girls.
 - Pupils listen to the teacher’s explanation.
- In teams, pupils take turns to choose the - Play a game.
letters and answer the questions. If they have
the correct answers, they can give the mystery
box or keep it to the other teams. The group
with more points wins the game.
* Option 2: Test your friend
- Have pupils work in groups of four.
- Have one pupil from each group tell the
others about his/ her home. Ask their friends to
check their pronunciation.
- Call some volunteers to perform in front of the
class.
- Praise pupils if they perform well.
4. Homework (2’) - Listen to teacher.
- Redo Ex.4, 5 at home.
- Do parts E, F in the workbook.
- Prepare the new lesson: Lesson 1 (1,2,3) of Unit 3
IV. COMMENT
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