Week: 9

Period: 33
Date of teaching: 30/10/2023

UNIT 5: THINGS WE CAN DO

Lesson 3 – Period 5

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – - correctly repeat the sounds of the letters y and n in isolation, in the
knowledge & words yes and no, and in the sentences Can you draw? – Yes, I can.
skills and Can she swim?
– – No, she can’t. with the correct pronunciation and intonation.
– - identify the target words yes and no while listening.
- say the chant with the correct pronunciation and rhythm.
Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks
- Self-control & independent learning: perform listening tasks
- Problem solving
Attributes - Show pride in what they can do and great respect for other people’s
abilities by using appropriate gestures and intonation when asking and
answering about abilities.
II. RESOURCES AND MATERIALS
- Student’s book: Page 38
- Audio tracks 53, 54, 55
- Teacher’s guide: Pages 77, 78
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. Warm-up and review – Listen and repeat – Listen and circle –
PROCEDURE Let’s chant – Fun corner and wrap-up

Procedur Not
Teacher’s and pupils’ activities Interaction
e e
Warm-up and review: 5 minutes
Option 1: Whole
 - Greet the class, then ask pupils to sing the song class/
Things they can do on page 37. Individual
- Get pupils to open their books at page 38 and look at work
Unit 5, Lesson 3, Activity 1. Tell them what they will
learn in this lesson.
Option 2: Game: Slap the board
- Divide the class into two or three teams. Group work
- Teacher puts up a set of pictures or words on a
board.
- A pupil from each team comes up to the board with
fly swatters.
- They listen as the teacher calls out a word or a
sentence and they race to slap the correct picture.
- Whoever is the fastest with the correct slap gets a
point for their team.
- Team with the most points is the winner.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters y and n in isolation, in
the words yes and no, and in the sentences Can you draw? – Yes, I
can. and Can she swim? – No, she can’t. with the correct
pronunciation and intonation.
b. Input – The letter y, the word yes and the sentences Can you draw? – Yes, I
can.
– The letter n, the word no and the sentences Can she swim? – No,
she can’t.
c. Pupils can correctly repeat the sounds of the letters y and n in
Outcome isolation, in the words yes and no, and in the sentences Can you
draw? – Yes, I can. and Can she swim? – No, she can’t. with the
correct pronunciation and intonation.
d. Step 1: Have pupils point at the letter y, the word yes, Whole
Procedure and the sentences Can you draw? – Yes, I can. Play class/
the recording for them to listen and repeat in chorus Individual
and individually until they feel confident. Correct their work
pronunciation where necessary.
Step 2: Invite a few pupils to listen to the recording
and repeat the sound, the word and the sentences in
front of the class. Praise them if their pronunciation is
good.
Step 3: Repeat Steps 1 and 2 for the letter, the word
 and the sentences in the second line. Go around the
classroom and correct their pronunciation where Group work
necessary.
Step 4: Have pupils work in pairs or groups,
pronouncing the sounds, saying the words and reading
the sentences until they feel confident.
e. - Performance products: Student’s answers
Assessme - Assessment tools: Observation; Questions & Answers
nt
PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words yes and no while listening.
b. Input Two questions, each with two answer options
Audio script:
1. Can he swim? – Yes, he can.
2. Can they draw? – No, they can’t.
c. Pupils can identify the target words yes and no while listening.
Outcome
d. Step 1: Tell pupils the goal of the activity. Explain Whole
Procedure that they have to listen to the recording and circle the class/
correct options. Check comprehension. Individual
Step 2: Get pupils to read the questions and guess the work
answer options they may hear in the recording.
Step 3: Play the recording, once or twice, for pupils to
listen and circle the correct options. Get pupils to Pair work
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.
Step 4: Invite a few pupils to read aloud the two
completed exchanges in front of the class. Go around Whole
the classroom and correct their pronunciation where class/ Pair
necessary. work

e. - Performance products: Student's talks and interaction

Assessme - Assessment tools: Observation; Answer keys
nt Key: 1. a 2. b
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct pronunciation and rhythm.
b. Input The lyrics and recording of the chant.
c. Pupils can say the chant with the correct pronunciation and rhythm.
Outcome
d. Step 1: Have pupils look at the pictures and tell what Whole
Procedure they can see in the pictures and predict what the pupils class/
can do. Play the recording for them to check their Individual
prediction. work
Step 2: Have pupils read the first verse of the chant
and draw their attention to the sounds of the letters y
and n, the words yes and no. Check comprehension. Whole
Step 3: Play the recording of the first verse. Play the class/
recording again, line by line, for pupils to listen and Individual
repeat. Draw their attention to the rhythm and work
pronunciation. Encourage them to clap hands while
chanting.
Step 4: Repeat Steps 2 and 3 for the second verse of
the chant.
Step 5: Play the recording all the way through for
pupils to chant and clap along.
e. - Performance products: Student’s interaction and performance
Assessme - Assessment tools: Observation; Questions & answers
nt
Fun corner and wrap-up: 5 minutes

Option 1: Fun Game Group work

- Divide the class into 2 teams (Boys and Girls).
- Pupils take turns to choose a number.
- Look at the picture, read and say the answer.
- Get points when the balloon flies away.
- If they have the correct answers, they get the points
for their teams. If the answer is not correct, the other
team answers and gets points.
Option 2: Game: Hot seat Group work
- Divide the class into 2 or 3 teams.
- Call a pupil to come up to the front and pick a flash
card.
- He/ She has to use gestures to show their friends
what the word or phrase is.
- A pupil from each team asks a question to find out
the answer. Whole class
- The team that has the correct answer gets a point.
Option 3:
Ask students to answer the following questions:
1. What have you learnt from the lesson today?
(Correctly repeat the sounds of the letters y and n in
isolation, in the words yes and no, and in the sentences
Can you draw? – Yes, I can. and Can she swim? – No,
she can’t. with the correct pronunciation and
intonation, say the chant with the correct
pronunciation and rhythm.)
2. What are the core values of the lesson?
(Show pride in what they can do and great respect for
other people’s abilities by using appropriate gestures
and intonation when asking and answering about
abilities.)
Week:9
Period: 34
Date of teaching: 31/10/2023

UNIT 5: THINGS WE CAN DO

Lesson 3 – Period 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – - read and show understanding of a text by deciding if the statements
knowledge & are true or false;
skills – - complete a gapped text about the abilities and lack of abilities of
Lucy, Ben and the pupils themselves;
- carry out a school club survey, collect the information and present
their friends’ abilities and lack of abilities to the class by using the
target language.
Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks
- Self-control & independent learning: perform presentation skill
Attributes - Express pupils’ happiness when they carry out a school club survey,
collect the information and present their friends’ abilities and lack of
abilities to the class by using the target language.
II. RESOURCES AND MATERIALS
- Student’s book: Page 39
- Teacher’s guide: Pages 78, 79, 80
- Website hoclieu.vn
- Flash cards
- Computer, projector, …
III. Warm-up and review – Read and tick True or False – Let’s write
PROCEDURE – Project

Interactio
Procedure Teacher’s and pupils’ activities Note
n
Warm-up and review: 5 minutes
Greet the class.
Option 1: Whole
- Have the whole class say the chant on page 38. class
Option 2:
 - Put 4 flash cards on 4 different chairs. Whole
- Two pupils play each round. class/
- Teacher speaks a sentence in English. Individual
- Have pupils quickly sit on the chair with the flash work
card on.
- Who is faster is the winner.
After the game, have the whole class repeat the
sentences in chorus.
PRACTICE
Activity 1. Read and tick True or False. 5 minutes
a. Goal To read and show understanding of a text by deciding if the
statements are true or false.
b. Input - A short text about what a group of friends can or can’t do
- Four statements with True and False boxes
c. Pupils can read and show understanding of the text by deciding if
Outcome the statements are true or false.
d. Step 1: Tell pupils the goal of the activity and explain Whole
Procedure that they should read the text and tick if the Sentences 1 class/
to 4 are true or false. Check comprehension. Individua
Step 2: Do Sentence 1 as an example. Have pupils l work
read Sentence 1 and find who the sentence is about
(It’s about Ha.) and what Ha can do (Ha can
swim.). Then, ask pupils to find the information
about Ha in the text. Ask them to read carefully to
decide if the sentence is true or false.
Step 3: Set a time limit for pupils to do the task
independently. Go around the classroom and offer help
where necessary.
Extension: Invite one or two pupils to read the text in
front of the class. Correct their pronunciation where
necessary.
e. - Performance products: Student’s answers
Assessmen - Assessment tools: Observation; Questions & Answers
t
PRODUCTION
Activity 2. Let’s write. 10 minutes
a. Goal To complete a gapped text about the abilities and lack of abilities of
Lucy, Ben and the pupils themselves.
b. Input A short gapped text about what a group of friends can or can’t do
c. Pupils can complete a gapped text about the abilities and lack of
Outcome abilities of Lucy and Ben.
d. Step 1: Tell the class the goal of the activity and Whole
Procedure explain that they should read the gapped text and fill in class/
the gaps using the picture cues and with their own Individua
information. Explain that the gaps in the text focus on l work
the things that people can or can’t do. Check
comprehension.
Step 2: Have pupils do the first gapped sentence Individua
together as an example. Ask them to read the sentence, l work
look at the picture about Lucy and complete the Pair work
sentence. Then have them write the answer in the gap.
Step 3: Give pupils time to complete the text Whole
independently. Go around the classroom and offer help class/
where necessary. Individua
Step 4: Get pupils to swap their books with a partner l work
and check their answers before checking as a class.
Extension: Invite one or two pupils to read their
completed texts in front of the class.
e. - Performance products: Student's talks and interaction
Assessmen - Assessment tools: Observation; Answer keys
t
PRODUCTION
Activity 3. Project 8 minutes
a. Goal To carry out a school club survey, collect the
information and present their friends’ abilities and lack
of abilities to the class by using the target language.
b. Input A pupil, her survey results and a sentence from her
presentation
c. Pupils can carry out a school club survey, collect the
Outcome information and present their friends’ abilities and lack
of abilities to the class by using the target language.
d. Step 1: Tell pupils the goal of the activity. Explain Whole
Procedure again that they need to work in groups of four or five to class/
complete a school club survey. Each group should Individua
choose two clubs such as sports or music. Each pupil in l work
a group needs to write questions to ask their friends to
find out what they can or can’t do to find members for
the club, and then presents his / her survey results to the
class. Ask pupils to show the completed survey that
they have prepared at home. Group
 Step 2: Have pupils work in their groups. Each pupil work
should hold up their survey results and tell their group
about them, e.g. Hoa can swim, but she can’t roller
skate. Go around the classroom and offer help where Group
necessary. work
Step 3: Invite a few groups to present their surveys to
the class. Praise pupils when they do the task well.
e. - Performance products: Student’s interaction and
Assessmen performance
t - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Whole
Ask students to answer the following questions: class
1. What have you learnt from the lesson today?
(Carry out a school club survey, collect the information
and present their friends’ abilities and lack of abilities to
the class by using the target language.)
2. What are the core values of the lesson?
(Express pupils’ happiness when they carry out a school
club survey, collect the information and present their
friends’ abilities and lack of abilities to the class by
using the target language.)
Option 2: Game: Lucky number Group
- Divide the class into 3 teams. work
- Pupils from each team choose a number, then ask and
answer with the picture in that number.
- Pupil or teacher clicks the “play” button to roll the
dice and clicks the “stop” button to get points.
- After 9 numbers, the team with the most points is the
winner.
Week:9
Period: 35
Date of teaching: 1/11/2023

REVIEW 1
Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly use the following sentence patterns:
knowledge & Where are you from? – I’m from __________.
skills Where’s he / she from? – He’s / She’s from ____________.
What time is it? – It’s ____________.
What time do you __________? – I ___________ at
__________.
What day is it today? – It’s _____________.
What do you do on ___________? – I__________.
When’s your birthday? – It’s in ___________.
What do you want to eat / drink? – I want __________.
Can you ________? – Yes, I can. / No, I can’t.
Can he / she _________?
– Yes, he / she can. / No, he / she can’t, but he / she
can_________.
- take part in extension activities to apply their language
knowledge and competences.
Competencies Decision making, motivation, problem-solving,
communication, planning and organization
Atributes Listening competence: Listen and tick
Speaking Communication: Let’s talk
Reading competence: work in pairs or groups
Diligence: complete learning tasks
II. RESOURCES AND MATERIAL:
- Student’s book: Page 40
- Audio track 56
- Teacher’s guide: Pages 81, 82, 83
- Website hoclieu.vn
 - Computer, projector, …
III. Warm-up and review – Review – Listen and tick – Ask and
PROCEDUR answer – Fun corner and wrap-up
E

Procedur Interactio
Teacher’s and pupils’ activities Note
e n
Warm-up and review: 15 minutes
Greet the class.
Option 1: Sing What time do you go to Whole
school? Song. class
Option 2: Game: Sentence puzzle
- Divide the class into groups of four. Whole
- Give each group a sentence that is class/
broken/ cut into pieces. Group
- Ask them to arrange them to make a work
complete sentence, then read it aloud.
- The group makes it first will be the
winner.
Option 3: Game: Lucky numbers
- Teacher divides the class into 2 teams
(boys and girls). Individual
- Each team takes turns to choose the work/
number and answer the question. Group
-The team that has more points will be the work
winner.
PRACTICE
Activity 1. Listen and tick . 5 minutes
a. Goal To listen to and understand five communicative contexts
and tick the correct pictures.
b. Input Picture cues:
1a. the Vietnamese flag
1b. the English flag
1c. the Japanese flag
2a. a boy roller skating
2b. a boy cooking
2c. a boy drawing
3a. a calendar showing 8 February
 3b. a calendar showing 8 March
3c. a calendar showing 8 April
4a. a girl studying at school on Fridays
4b. a girl listening to music on Fridays
4c. a girl doing housework on Fridays
5a. a boy having breakfast at 6:15 a.m.
5b. a boy having breakfast at 6:30 a.m.
5c. a boy having breakfast at 6:45 a.m.
Audio script:
1. A: Where are you from?
B: I’m from Japan.
2. A: Can he roller skate?
B: Yes, he can.
3. A: When’s your birthday?
B: It’s in April.
4. A: What do you do on Fridays?
B: I listen to music.
5. A: What time do you have breakfast?
B: At six forty-five.
c. Pupils can listen to and understand five communicative
Outcome contexts and tick the correct pictures.
Key: 1. c 2. a 3. c4. b 5. c
d. Step 1: Draw pupils’ attention to Pictures Whole
Procedure 1a, 1b and 1c. Elicit the countries with the class/
flags. Then play the recording for Question Individual
1. Play the recording again for pupils to do work
the task. Play the recording a third time for
pupils to check their answers. Repeat the
same procedure with the rest of the
questions.
Step 2: Get pupils to swap books with a Pair work
partner, then check answers as a class.
Write the correct answers on the board.
Step 3: Play the recording for pupils to
double-check their answers.
Extension: If time allows, play the Whole
recording, sentence by sentence, for the class/
class to listen and repeat in chorus. Correct Individual
their pronunciation where necessary. work
e. - Performance products: Student’s answers
Assessme - Assessment tools: Observation; Questions & Answers,
nt Peer correction
PRODUCTION
Activity 2. Ask and answer. 7 minutes
a. Goal To ask and answer questions using picture cues.
b. Input - Context 1:
Lucy: What time do you go to school?
Nam: _________.
- Context 2:
Lucy: What do you want to drink?
Nam: _________.
- Context 3:
Lucy: Where’s he from?
Nam: _________.
- Context 4:
Lucy: Can you cook?
Nam: _________.
c. Pupils can ask and answer questions using picture cues.
Outcome
d. Step 1: Draw pupils’ attention to the first Whole
Procedure picture. Get them to look at the clock to class/
identify the time shown on it. Check Individual
pupils’ comprehension. work
Step 2: Draw pupils’ attention to Question
1. Have pupils look at the clock in the
picture to answer the question.
Step 3: Repeat Steps 1 and 2 with the rest Individual
of the questions. work
Step 4: Have pupils work in pairs to role-
play the four exchanges. Go around the
classroom to monitor the activity.
Extension: Invite pairs of pupils to stand
up and take it in turns to role-play the
target exchanges.
d. - Performance products: Student’s interaction and
Assesmen performance
t - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Use hoclieu.vn, have pupils Whole
look at the words in the picture of Activity class/
1 and repeat after the recordings. Individual
Option 2: Game: Spin the wheel work
- Divide the class into 3 teams. Group
- Pupils take turn to spin the wheel, use the work
information given to ask and answer.
- If they have the correct answers, they get
the points for their teams. If the answer is
not correct, the other team has a turn.
Option 3:
- Ask pupils to answer the following
questions:
1. What have you learnt from the lesson
today?
2. What are the core values of the lesson?
Week:9
Period: 36
Date of teaching: 2/11/2023

REVIEW 1
Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language To read and write a gapped conversation.
knowledge &
skills
Competences Decision making, motivation, problem-solving,
communication, planning and organization
Attributes Written Communication: Let’s write
Reading competence: work in pairs or groups
Attributes: Diligence: complete learning tasks
II. RESOURCES AND MATERIAL:
- Student’s book Page 41
- Teacher’s guide Pages 75, 76
- Website hoclieu.vn
- Computer, projector, …
III. Warm-up and review – Read and match – Read and
PROCEDUR complete –
E Let’s write – Fun corner and wrap up

Interactio
Procedure Teacher’s and pupils’ activities Note
n
Warm-up and review: 5 minutes
Greet the class.
Option 1: Sing countries song (Where are Whole
you from?) class
Option 2: Odd one out
- Teacher displays four flashcards
connected to a theme (time, days of the
week, months, countries,...) with one “odd Whole
one out”. class/
- Pupils say all the words together. Group
 - Then, ask them to raise their hands when work
they have found an odd one out and
explain their reasons.
Option 3: Game: Bingo
- Teacher distribute a sheet of paper with 9
squares on it to each student. Individual
- Teacher shows a list of words about work/
(days of the week, months of the year, Group
time, food, drink, …) and asks ss to choose work
the words and fill in the squares on the
sheet of paper.
PRACTICE
Activity 3. Read and match. 8 minutes
a. Goal To read and match pairs of target sentence patterns
b. Input Five pairs of sentence patterns, which together form
simple exchanges between two pupils.
c. Outcome Pupils can read and match pairs of target sentence
patterns.
Key: 1. c 2. d 3. b 4. e 5. a
d. Step 1: Draw pupils’ attention to the Whole
Procedure sentences. Tell them how to do the class
activity. Point at Sentence 1, elicit the
answer and give feedback. Draw a line to
match Sentence 1 with the letter c.
Step 2: Give pupils time to do the task. Go Whole
around the classroom to offer support. class/
Individual
work
Step 3: Get pupils to swap their books
with their partners, then check answers Pair work
together as a class. Write the correct
answers on the board.
Extension: Invite pairs of pupils to stand
up and read the matched exchanges aloud.
Pupils can read and match pairs of target
sentence patterns.
e. - Performance products: Student’s answers
Assesment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 4. Read and complete. 9 minutes
a. Goal: To read and complete a gapped passage about Ben.
b. Input: - A passage about Ben
- A gapped passage to complete
c. Pupils can read and complete a conversation with the
Outcome: words relating to the topics “Names”, “Ages”, and
“Hobbies”.
Key: 1. Australia 2. Fridays 3. guitar 4. Sundays
d. Step 1: Have pupils read the passage about Whole
Procedure: Ben. Check comprehension. class/
Step 2: Have pupils look at the gapped Individual
passage. Draw pupil’s attention to the gaps work
in the passage. Point at the sentence with
the first gap and read it as a class. Elicit
the missing word and give feedback.
Complete the sentence and get pupils to
read the completed sentence in chorus.
Step 3: Repeat Step 2 with the rest of the
gaps. Go around the classroom to offer
support where necessary.
Step 4: Get pupils to swap books with a Pair work
partner, then check answers as a class.
Write the correct answer on the board.
Individual
Extension: Invite some pupils to stand up work
and read the completed passage aloud.
Mini game: Reading comprehension Whole
- Ask pupils to read the passage again. class/ Pair
- Then work in pairs and answer the work
questions:
1. A: Where is Ben from?
B: He’s from Australia.
2. A: How many days does Ben go to
school?
B: Five days (from Monday to Friday).
3. A: Can he play football?
B: Yes, he can.
4. A: Can he play the guitar?
B: Yes, he can.
5. A: Does he go to school on Saturdays?
B: No, he doesn’t.
e. - Performance products: Student’s answers
Assessmen - Assessment tools: Observation; Questions & Answers
t
PRACTICE
Activity 5. Let’s write. 8 minutes
a. Goal To complete a gapped text with the help of picture cues.
b. Input A short gapped text with target sentences complete
c. Outcome Pupils can complete the gapped text using picture cues
Key: 1. America 2. April 3. sing 4. draw 5. roller
skate
d. Step 1: Tell the class the goal of this Whole
Procedure activity: to read the gapped text and fill in class/
the gaps using picture cues. Check Individual
comprehension. work
Step 2: Write the sentence with the first
gap on the board. Read the sentence as a
class. When you reach the gap, ask pupils
to point at the picture (the America). Give Individual
pupils time to write the asnwers. work
Step 3: Repeat Step 2 for the other gaps.
Step 4: If time allows, invite a few pupils
to read the sentences they have completed
aloud in front of the class. The class
observes and praises their work.
e. - Performance products: Student's talks and interaction
Assessmen - Assessment tools: Observation; Answer keys
t
Fun corner and wrap up: 5 minutes
Option 1: Use hoclieu.vn, have pupils Whole
look at the words in the picture of class
Activities 3 and repeat after the recording.
Option 2: Guessing game
- Divide class in teams. Teacher calls 1 Group
pupil from each team to guess the word. work
Teacher shows 3 hints after 10 seconds. If
pupils can give the correct after 1st hint, 3
points are given to his/ her team. If pupils
can give the correct after 2nd hint, 2 points
are given to his/ her team. If pupils can
give the correct after 3rd hint, 1 points are
given to his/ her team.