THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 1 Date
of preparing: 01/09/2024
Period: 2 Date
of teaching: 05/09/2024
STARTER
Period 1 - A. Back to school

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- sing the song Back to school with correct pronunciation, rhythm and
melody;
- review the vocabulary and structure items related to months of the year
and someone’s birthday;
- complete three gapped sentences in My goal tree about their learning
goals and share them with their friends.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
about personal information correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete
the learning tasks.
- Self-control & independent learning: perform speaking and writing tasks.
3. Attributes
- Show pride in the time back to school.
- Show their love and interest in learning and playing.
II. MATERIALS
- Pupil’s book: Page 7
- Audio track 1
- Teacher’s guide: Pages 12, 13
- Website [Link]
- Flash cards/ pictures and posters (Starter)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To create a friendly and lively atmosphere in the classroom.
- To greet and chat together.
b. Content
- Greet and chat.
c. Expected outcomes
- Pupils can greet and chat together.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Greet and chat.
- Greet the class Hello. / Hi. - Pupils respond and Speech bubbles:

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

I’m ____. How are you? and introduce themselves. Hello. / Hi. I’m ____.
encourage pupils to How are you?
respond and introduce
themselves.
* Game: Pass the ball. - Pupils get a ball Sentence pattern
- Give a ball to a pupil and from the teacher. shown on the screen:
turn on the music. - Pupils listen to 1. Hello!/ Hi!
- Have that pupil pass the music and pass the 2. My name’s …
ball until the music stops. ball to one another. 3. How are you? I’m
- The one who is keeping - When the music fine, thanks. And
the ball will follow the stops, the one who is you?
teacher’s instructions. keeping the ball will
e.g. Hello!/ Hi! My name’s follow the teacher’s
(Trang)./ How are you? I’m instructions.
fine, thanks. And you? I’m
good.
* Chat:
- Talk to pupils about the
series of Tiếng Anh 5 and - Pupils listen to the
show them the relevant teacher.
online resources.
- Tell pupils what they will
learn in this lesson.
e. Assessment
- Performance products: Pupils’ answers and interactions
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To sing the song Back to school with correct pronunciation, rhythm and
melody.
b. Content
- Activity 1. Let’s sing.
c. Expected outcomes
- Pupils can sing along the song Back to school with correct pronunciation,
rhythm and melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Let’s sing. (Track 1)
Step 1: Draw pupils’ - Pupils pay attention The lyrics and the
attention to the title and to the title and lyrics recording of the song
lyrics of the song. of the song. Pupils Back to school
Encourage them to point at point at the pictures
the pictures to say what to say what they see.
they see. - Pupils read and
Step 2: Have pupils read listen to the song,

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

and listen to the song, drawing their

drawing their attention to attention to the
the pronunciation, rhythm pronunciation, rhythm
and melody. and melody.
- Pupils listen to the
Step 3: Play the recording recording and
again and let them listen practise singing the
to and practise singing the song, line by line,
song, line by line, while while doing actions or
doing actions or clapping clapping their hands.
their hands when they hear
the keywords such as
school, happy, friends,
learning, playing and cool
in the first verse and
school, happy, teachers, - Pupils listen to and
learning, playing and cool sing the whole song
in the second verse. while doing actions or
Step 4: Ask pupils to listen clapping their hands.
to and sing the whole song
while doing actions or - Pupils come to the
clapping their hands. Go front of the class to
around the classroom and sing the song.
offer help where
necessary.
Step 5: Invite a few
groups to the front of the
class to sing the song. The
class may sing along to
reinforce the activity.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Feedback
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To review the vocabulary and structure items related to months of the
year and someone’s birthday.
b. Content
- Activity 2. Let’s play.
c. Expected outcomes
- Pupils can play the game Birthday line-up to revise the target vocabulary
and structure items related to months of the year and someone’s birthday.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Let’s play.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Step 1: Invite two teams of - Pupils work in two An illustration of a

six pupils to play. Tell pupils teams of six. Pupils class playing Birthday
how to play the game. listen to the line-up. One girl is
Pupils say their birthday instructions of how to hosting the game.
months and line up, starting play the game. Pupils One pupil is standing
with January. say their birthday at the board and
months and line up, saying My birthday is
Step 2: The faster team starting with January. in January. Another
will win the game. - Pupils praise the pupil is saying My
Step 3: Invite other teams winner. birthday is in
to play the game. February and running
- Pupils play the to stand next to the
game. pupil at the board.
e. Assessment
- Performance products: Pupils’ answers and interactions
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To complete three gapped sentences in My goal tree about their learning
goals and share them with their friends.
b. Content
- Activity 3. Write and share.
c. Expected outcomes
- Pupils can complete three gapped sentences about their learning goals
and share them with their friends.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Write and share.
Step 1: Tell the class the - Pupils listen to the Three gapped
goal of the activity and teacher’s explanation. sentences in My goal
explain that they should tree
write three sentences Suggested
about their learning goals. answers:
Check comprehension. - Pupils fill in the first I think I’m good at
Step 2: Have pupils fill in blank together as an maths.
the first blank together as example. Pupils read I want to learn
an example. Ask them to the sentence and English well.
read the sentence and elicit possible I want to know more
elicit possible answers. answers. Then pupils about Vietnamese
Then have them write their write their answers in history.
answers in the gap. the gap.
Step 3: Give pupils time to - Pupils complete the
complete the sentences sentences
independently. Go around independently.
the classroom and offer

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

help where necessary.

Step 4: Get pupils to work
in pairs to share their - Pupils work in pairs
learning goals. to share their learning
Extension: Invite one or goals.
two pupils to read their - Pupils read their
learning goals aloud. learning goals aloud.
e. Assessment
- Performance products: Pupils’ writing
- Assessment tools: Observation; Answer keys
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Pass the ball
- Give a ball to a pupil and turn on the music.
- Have that pupil pass the ball until the music stops.
- The one who is keeping the ball will introduce themselves to his/ her
friends, asking the questions. The others have to say the answers.
e.g. A: What’s your name?
B: My name’s Lucy.
A: When’s your birthday?
B: My birthday is in January.
* Option 2: Game: Bingo (ppt)
- Prepare word cards about months of the year.
- Give each pupil a bingo grid with four squares.
- Ask pupils to choose four words and write in a bingo grid.
- Explain that when you call out a word, pupils should search for that word
on their bingo card. If they have the word, they should cross it out. The first
pupil to cross out all their words wins.
- Play the game. Praise the winner.

Week: 1 Date
of preparing: 01/09/2024
Period: 3 Date
of teaching: 05/09/2024
STARTER
Period 2 - B. Last summer

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- review the vocabulary and structure items related to the topic Last
summer by playing Guessing game.
- listen to and understand four communicative contexts in which speakers
ask and answer questions about the places they were last summer and match
the speakers with the right pictures.
- correctly use key structures to ask and answer questions about
someone’s last summer in a freer context.
2. Competences

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- Communication and collaboration: work in pairs and groups to complete

the learning tasks.
- Self-control & independent learning: perform listening and speaking
tasks.
3. Attributes
- Show pride in where they went last summer.
- Show their love and interest in the places they went to last summer.
II. MATERIALS
- Pupil’s book: Page 8
- Audio track 2
- Teacher’s guide: Pages 14, 15, 16
- Website [Link]
- Flash cards/ pictures and posters (Starter)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To watch videos and identify some famous places.
b. Content
- Game: Let’s travel!
c. Expected outcomes
- Pupils can watch videos and identify some famous places correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Let’s travel!
- Tell pupils they are going - Listen to the - a video of Tokyo
to watch videos and say teacher’s instructions. ([Link]
the name of a famous com/watch?
place. - Watch videos and v=6DQxRQb9dCE)
- Play videos in turns. Have raise their hand to - a video of Ha Long
pupils watch videos and say the names of Bay
raise their hand to say the famous places as fast ([Link]
names of famous places as as possible. com/watch?
fast as possible. - Check the answers v=fAS29vl-RPY)
- Check the answers as a as a class. - a video of Ho Chi
class. - The pupil answering Minh City
the correct answer (https://
- The pupil answering the gets a gift. [Link]/
correct answer gets a gift. watch?
v=2EX8RGOGX7Y)
- a video of Mount
Everest
([Link]
com/watch?
v=nZmO8B9rRik)
e. Assessment

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Performance products: Pupils’ answers and interactions

- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To review the vocabulary and structure items related to the topic Last
summer by playing Guessing game.
b. Content
- Activity 1. Let’s play.
c. Expected outcomes
- Pupils can play the game Guessing game to revise the vocabulary and
structure items about last summer.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Let’s play.
Step 1: Pupils prepare - Pupils prepare An illustration of a
pictures of the places they pictures of the places class playing
went to last summer. they went to last Guessing game
Step 2: Divide the class summer. Lucy covering a photo
into two teams. A pupil - Pupils work in two of the place she
from one team holds up a teams. A pupil from visited last summer
picture covered by another one team holds up a so other pupils can
piece of paper so everyone picture covered by only see one part of
can only see one part of it. another piece of the photo.
The other team guesses paper so everyone Two pupils asking Yes
what place it is by asking can only see one part / No questions: Were
Yes / No questions. of it. The other team you in Long An last
guesses what place it summer? and Were
Step 3: If the team can is by asking Yes / No you in Sa Pa last
guess the correct place questions. summer?
with fewer than three - Pupils get one star Lucy responded to
questions, the team gets for one correct place. the questions: No, I
one star. wasn’t. I wasn’t in
Step 4: Continue the Long An. and Yes, I
game. The team with more - Pupils continue was. I was in Sa Pa.
stars will be the winner. playing the game.
e. Assessment
- Performance products: Pupils’ answers and interactions
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To listen to and understand four communicative contexts in which
speakers ask and answer questions about the places they were last summer
and match the speakers with the right pictures.
b. Content
- Activity 2. Listen and match.

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c. Expected outcomes
- Pupils can listen to and understand four communicative contexts in which
speakers ask and answer questions about the places they were last summer
and match the speakers with the right pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen and match. (Track 2)
Step 1: Draw pupils’ - Pupils look and Picture cues:
attention to the pictures of identify the pictures 1. a picture of Mary
the four characters, the of the four characters, 2. a picture of Nam
places and the weather. the places and the 3. a picture of Linh
Identify them as a class. weather. 4. a picture of Lucy
Step 2: Play the recording - Pupils listen and a. a picture of Tokyo
for Exchange 1. Ask pupils identify the correct on a rainy day
to listen and identify the picture (a, b, c or d) b. a picture of Ha
correct picture (a, b, c or and draw a line to Long Bay
d) and draw a line to match the character c. a picture of Ho Chi
match the character (Mary) (Mary) to the correct Minh City on a sunny
to the correct place place (Picture b). day
(Picture b). Play the Pupils listen to the d. a picture of a
recording again for pupils recording again to do mountainous area
to do the task. Play the the task. Audio script:
recording a third time to 1. A: Where were you
give pupils another last summer, Mary?
listening opportunity if - Pupils follow the B: I was in Ha Long.
needed. teacher’s instructions. It was a great
Step 3: Repeat Step 2 for trip.
Exchanges 2, 3 and 4. Go 2. A: Were you in
around the classroom to - Pupils swap books Tokyo last summer,
offer support where with a partner, then Nam?
necessary. check answers as a B: Yes, I was.
Step 4: Get pupils to swap class. A: What was the
books with a partner, then weather like in Tokyo
check answers as a class. - Pupils listen to the at that time?
Write the correct answers recording to check B: It was rainy.
on the board. their answers again. 3. A: Were you at the
Step 5: Play the recording - Pupils listen to the beach last summer,
for pupils to check their recording, sentence Linh?
answers again. by sentence, and B: No, I wasn't. I
Extension: If time allows, repeat individually was in the mountains.
play the recording, and in chorus. 4. A: Where were you
sentence by sentence, for last summer, Lucy?
the class to listen and B: I was in Ho Chi
repeat individually and in Minh City with my
chorus. Correct their grandparents.

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pronunciation where A: How was the

necessary. weather there?
B: The weather was
great. It was sunny
most of the time.
*Key: 1. b 2. a 3. d
4. c
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To correctly use key structures to ask and answer questions about
someone’s last summer in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can correctly use key structures to ask and answer questions
about someone’s
last summer in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ - Pupils look at the - Picture cue: Picture
attention to the picture. picture and identify of four characters
Ask questions to help them the context. talking about the
identify the context (see places they were last
Input). summer and the
Step 2: Get pupils to read - Pupils read the weather there
the speech bubbles and speech bubbles and - Speech bubbles:
elicit possible answers. elicit possible Where were you last
Step 3: Put pupils into answers. summer?
groups of four to ask and - Pupils work into What was the
answer questions about groups of four to ask weather like there?
their last summers. Go and answer questions Was it fun?
around and offer support about their last
where necessary. summers.
Step 4: Invite a few
groups to the front of the - Groups of pupils
classroom to ask and come to the front of
answer questions about the classroom to ask
their last summers. and answer questions
about their last
summers.
e. Assessment

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- Performance products: Pupil’s talk and interaction

- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Pass the balls (ppt)
- Choose a song Back to school (Track 1) and 2 balls: 1 red and 1 green.
- While the music plays, pupils pass the balls around the class.
- When the music stops, the pupil with the red ball asks a question: Where
were you last summer?
- The pupil with the green ball answers the question: I was on the beach.
- Continue the game with other pupils.
* Option 2: Game: Interview
- Tell pupils they are going to ask their friends to get information about
their last summers.
- Demonstrate the game by using an example.
- Give each pupil a handout.
- Have pupils go around the classroom and ask three of their friends, then
write down the answers.
- The pupil finishing their handout first is the winner and gets a gift.
- Ask some pupils to check their information.

HANDOUT
Name ............... ............... ...............
Where were you last
summer?
What was the weather
like there?
Was it fun?

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 1 Date
of preparing: 01/09/2024
Period: 4 Date
of teaching: 06/09/2024
STARTER
Period 3 - C. Classroom instructions

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- say the chant with the correct pronunciation, word stress and rhythm;
- listen to and understand two instructions and choose the correct
pictures;
- review some classroom instructions by playing the game Do as I say.
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 listening and speaking
tasks.
3. Attributes
- Show pride in the instructions in classroom.
- Show their love and interest in classroom instructions.
II. MATERIALS
- Pupil’s book: Page 9
- Audio tracks 3, 4
- Teacher’s guide: Pages 16, 17
- Website [Link]
- Flash cards/ pictures and posters (Starter)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise classroom instructions.
b. Content
- Game: Yes or No
c. Expected outcomes
- Pupils can remember and do classroom instructions correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Yes or No
- Ask pupils to play the - Play the game Some suggestions for
game individually. individually. questions:
- Give each pupil two - Get two boards from 1. Were you in Ha
boards, Yes and No. Long Bay last

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Show a question and the teacher. summer?

pictures on the board. - Read the question 2. Was the weather
Pupils read the question and look at the hot yesterday?
and look at the pictures. pictures. 3. Were you at the
Then raise the correct - Follow the teacher’s park yesterday?
board, Yes or No and shout instructions. 4. Was the weather
the correct answer as fast windy this morning?
as they can. If the answer 5. Were you in the
is No, they have to add mountains last
more words to tell the summer?
correct idea.
Example:
Was the weather hot
yesterday?
* raising the No board.
* saying “No, it wasn’t. It
was rainy.” - The fastest pupil
- Give scores to the fastest with the correct
pupil with the correct answer gets scores.
answer.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 1. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and
rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Let’s chant. (Track 3)
Step 1: Have pupils look - Pupils look at the - Two pictures:
at the picture and state picture and state the A teacher holding a
activity the characters are activity the picture in a guessing
doing. characters are doing. game.
Step 2: Have pupils read - Pupils read the first A teacher teaching a
the first verse of the chant. verse of the chant. group of pupils to
Check comprehension. sing.
Step 3: Play the recording - Pupils listen to the - The lyrics and the
of the first verse for pupils recording of the first recording of the
to listen. Play it again, line verse. Pupils listen to chant.
by line, for pupils to listen the recording again,

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and repeat. Draw their line by line, and

attention to the rhythm, repeat. Pupils clap or
word stress and do actions while
pronunciation. Encourage chanting.
them to clap or do actions
while chanting. - Pupils follow the
Step 4: Repeat Steps 2 teacher’s instructions.
and 3 for the second verse - Pupils listen to the
of the chant. recording all the way
Step 5: Play the recording through to chant and
all the way through for clap their hands.
pupils to chant and clap
their hands.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To listen to and understand two instructions and choose the correct
pictures.
b. Content
- Activity 2. Listen and tick.
c. Expected outcomes
- Pupils can understand two instructions and choose the correct pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen and tick. (Track 4)
Step 1: Draw pupils’ - Pupils look at the Picture cues:
attention to the pictures pictures and answer 1a. two pupils
and ask questions such as the questions to elicit working in a pair.
What are they doing? or the activities in the 1b. four pupils
What activity are they pictures. working in a group.
doing? to elicit the 2a. Three pupils
activities in the pictures. doing a writing
Remind them to look at activity individually.
pictures a and b and - Pupils listen to the 2b. Three pupils
contrast them. recording all the way playing the
Step 2: Play the recording through. Then pupils whispering game.
all the way through. Then listen to the recording Audio script:
play the recording again again and tick the 1. Work in pairs. Point
for pupils to listen and tick correct pictures. and say.
the correct pictures. - Pupils swap books 2. A: Do you want to
with a partner and play a game?
Step 3: Get pupils to swap check their answers B: Yes, we do.
books with a partner and before checking as a A: Let’s play the

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check their answers before class. whispering game.

checking as a class. * Key: 1. a 2. b
Correct the answers, if
necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To review some classroom instructions by playing the game Do as I say.
b. Content
- Activity 3. Let’s play.
c. Expected outcomes
- Pupils can play the game Do as I say to revise some classroom
instructions.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s play.
Step 1: Ask each pupil to - Each pupil prepares An illustration of a
prepare three instructions. three instructions. class playing Do as I
Step 2: Divide the class - Pupils work in two say.
into two teams. Invite one teams. One pupil One pupil is saying
pupil to the front to share comes to the front to Stand on one foot.
their instructions. While share his / her Three other pupils are
giving each instruction, the instructions. While following the
pupil also acts out. The giving each instruction.
action may be the same or instruction, the pupil Some suggestions
different from the also acts out. The rest for instructions:
instruction. The rest of the of the pupils need to Raise your hand,
pupils listen and follow the listen and follow the please!
given instructions. given instruction. Touch your toes,
Step 3: Any pupils who - Any pupils who please!
cannot follow the cannot follow the Jump up and down,
instruction correctly will be instruction correctly please!
out of the game. The team will be out of the Turn around, please!
with more remaining game. The team with Turn left, please!
players gets a star. more remaining Turn right, please!
players gets a star. Stand in groups of
Step 4: Keep going with - Pupils continue four, please!
other pupils. After five playing the game.
minutes, the team with
more stars wins.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers

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5. FUN CORNER AND WRAP-UP (7 minutes)

* Option 1: Game: Tic-Tac-Toe (ppt)
- Have pupils work in two teams, team Nought and team Cross.
- Pupils from each team take turns choosing a number from one to nine.
- They have to read the command and do appropriate actions.
- Give a star point for the team performing the actions well.
* Option 2: Game: Whisper
- Use phrases of classroom instructions: stand up, sit down, open your
book, close your book, raise your hand, close your eyes, face down, sit
nicely, ...
- Divide the class into two teams. Tell each team to form a line.
- Explain that when you whisper a phrase of classroom instructions to the
first pupil in each line, he/ she must in turn whisper it to the second pupil in the
line. The second pupil then whispers it to the third, and so on. When the phrase
reaches the last pupil in the line, he/ she should call it out. A correct phrase
scores one point.
- Play the game.
- Count the points for each team and announce the winner. The team who
has more points wins the game.

Week: 2 Date
of preparing: 01/09/2024
Period: 5 Date
of teaching: 09/09/2024
UNIT 1: ALL ABOUT ME!
Lesson 1 - Period 1

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 personal
information.
- correctly say the words and use: Can you tell me about yourself? - I’m in
_____.; I live in the ___. to ask and answer questions about personal information.
- use Can you tell me about yourself? - I’m in _____.; I live in the ______. in
freer contexts.
- use the words city, Class 5A, Class 5B, countryside in relation to the topic
“All about me!”.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
about personal information 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.
II. MATERIALS
- Pupil’s book: Page 10
- Audio tracks 5, 6
- Teacher’s guide: Pages 18, 19, 20, 21
- Website [Link]
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the previous lesson by having pupils sing the song Back to
school.
b. Content
- Let’s sing.
c. Expected outcomes
- Pupils can sing the song Back to school with the correct pronunciation,
rhythm and melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Let’s sing. (Track 1)
- Spend a few minutes - Listen to the The lyrics and the
revising the previous teacher’s instructions. recording of the song
lesson by having pupils Back to school
sing the song on page 7. - Listen and sing the
- Play the song for pupils to song in chorus.
listen to and sing in chorus. - Sing the song in
- Play the song again for chorus and clap
pupils to sing in chorus and hands to reinforce the
clap hands to reinforce the activity.
activity. - Perform the song in
- Invite one pupil or a front of the class
group to perform the song individually or in
in front of the class. groups.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)

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a. Objectives
- To understand and correctly repeat the sentences in two communicative
contexts focusing on asking and answering questions about personal
information.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions about
personal information.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 5)
Step 1: Have pupils look - Pupils look at - Context a:
at Pictures a and b and Pictures a and b and Ben: Hello, I’m Ben.
identify the characters in identify the Nice to meet you.
the pictures (see Input). characters in the Lan: Hello, Ben. I’m
Step 2: Ask pupils to look pictures. Lan. Nice to meet
at Picture a. Play the you, too.
recording for them to - Pupils look at Picture - Context b:
listen. Play the recording a and listen to the Ben: Can you tell me
again, sentence by recording. Pupils about yourself, Lan?
sentence, for pupils to listen to the recording Lan: Well, I’m in Class
listen and repeat again, sentence by 5C. I live in the
individually and in chorus. sentence, and repeat countryside.
Correct their pronunciation individually and in Ben: I’m in Class 5B. I
where necessary. Repeat chorus. live in the city.
the same procedure with Pupils do the same
Picture b. procedure with
Step 3: Play the recording Picture b.
again for pupils to listen to
and repeat individually - Pupils listen to the
and/ or in chorus sentence recording again and
by sentence. repeat individually
and/ or in chorus
Step 4: Invite a few pairs sentence by
to the front of the sentence.
classroom to listen to and - Pairs of pupils come
repeat the sentences in the to the front of the
recording. classroom to listen to
Step 5: Draw pupils’ and repeat the
attention to the question sentences in the
Can you tell me about recording.
yourself, Lan? and the - Pupils pay attention
answer Well, I’m in Class to the question and

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

5C. I live in the the answer. Pupils

countryside. Tell pupils listen to the teacher’s
that they are used to ask explanation.
and answer questions
about personal
information.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words and use Can you tell me about yourself? - I’m
in _____.;
I live in the _____. to ask and answer questions about personal information.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words and use Can you tell me about
yourself? - I’m in _____.; I live in the ______. to ask and answer questions about
personal information.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 6)
Step 1: Have pupils look - Pupils look at the - Picture and word
at the pictures and elicit pictures and elicit the cues:
the personal information of personal information a. a girl standing at
each character. of each character. the door of Class 5A
- Pupils point at and the words Class
Step 2: Have pupils point Picture a, listen to the 5A underneath
at Picture a (a girl standing recording and repeat b. a boy standing at
near the door of Class 5A), the word. Pupils the door of Class 5B
listen to the recording and follow the teacher’s and the words Class
repeat the word (Class 5A). instructions with the 5B underneath
Repeat the same other three pictures. c. a boy standing in
procedure with the other Pupils repeat the front of high buildings
three pictures. Have pupils words a few times. in the city and the
repeat the words a few word city underneath
times. Check d. a girl standing in
comprehension. front of a house in the
Step 3: Point at the first - Pupils listen and countryside and the
bubble and have pupils repeat after the word countryside
listen and repeat after the recording. Pupils look underneath
recording (Can you tell me at Picture a and listen - Speech bubbles:
about yourself?). Point at and repeat after the Can you tell me about
Picture a and have pupils recording. Pupils yourself?

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

listen and repeat after the follow the teacher’s - I’m in _____.
recording (I’m in Class instructions with the I live in the ______.
5A.). Repeat the same other three pictures.
procedure with the other - Pupils work in pairs
three pictures. to practise asking and Audio script:
Step 4: Have pupils work answering the a. Class 5A
in pairs to practise asking question, using b. Class 5B
and answering the speech bubbles and c. city
question Can you tell me Pictures a, b, c and d. d. countryside
about yourself? - I’m in a. A: Can you tell me
_____.; I live in the ______., - Pairs of pupils point about yourself?
using speech bubbles and at the pictures and B: I’m in Class 5A.
Pictures a, b, c and d. say the questions & b. A: Can you tell me
Step 5: Invite a few pairs answers in front of about yourself?
to point at the pictures and the class. B: I’m in Class 5B.
say the questions & c. A: Can you tell me
answers in front of the about yourself?
class. B: I live in the city.
d. A: Can you tell me
about yourself?
B: I live in the
countryside.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To use Can you tell me about yourself? - I’m in _____.; I live in the ______.
in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can use Can you tell me about yourself? - I’m in _____.; I live in the
______.
a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ - Pupils look at the - Picture cue: a
attention to the pictures. pictures and identify picture of two pupils
Have them look at the the character’s showing their
pictures and identify the information in each personal information
character’s information in picture. (classes they are in
each picture. Check and places they live
comprehension. in).

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Step 2: Have pupils look - Pupils look at the - Speech bubbles:

at the bubbles to bubbles to - Can you tell me
understand how the understand how the about yourself?
sentence pattern is used. sentence pattern is - _____.
Have pupils role-play to used. Pupils role-play My name’s ___.
practise asking the to practise asking the I’m in _____.
questions and giving their questions and giving I live in the ____.
answers in pairs, using the their answers in pairs, My birthday is in ___.
picture cue. Make sure using the picture cue.
pupils understand the
structure and say it with
the right pronunciation and
intonation. Go around to
observe and provide help. - Pairs of pupils
Step 3: Invite some pairs practise asking and
of pupils to practise asking answering questions
and answering questions in in front of the class.
front of the class. Praise
them if they perform well.
e. Assessment
- Performance products: Pupil’s talks
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Interview (ppt)
- Explain how to play the game.
- Demonstrate the game by using an example.
- Give each pupil a handout.
- Have the pupil go around the classroom and ask five of their friends
using Can you tell me about yourself?, then write down the answers.
- Have other pupils answer the question, e.g. I’m in Class 5A. I live in the
countryside.
- Call some pupils to talk about themselves in front of the class.
* Option 2: Game: Pass the teddy bears
- Give two different coloured teddy bears to two pupils, a black teddy bear
(ask the question) and a white teddy bear (answer the question).
- Ask pupils to listen to music and pass the teddy bears.
- Stop music suddenly. Have the pupil with a black teddy bear make a
question. Have the pupil with a white teddy bear answer the question.
e.g. Pupil A: Can you tell me about yourself?
Pupil B: I’m in Class 5A. I live in the city.
- Repeat the game several times.

* Preparation for the project: Tell pupils about the project at page 15.
Ask them to prepare for it at home by making posters about their favourite
things. Remind pupils to bring the posters to class to present them at Project
time.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 2 Date
of preparing: 01/09/2024
Period: 6 Date
of teaching: 09/09/2024
UNIT 1: ALL ABOUT ME!
Lesson 1 - Period 2

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 pupils ask
and answer questions about personal information and tick the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- sing the song All about me! 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 pronunciation and
intonation, listening and reading tasks.
3. Attributes
- Show their pride in their personal information and where they live.
II. MATERIALS
- Pupil’s book: Page 11
- Audio tracks 7, 8
- Teacher’s guide: Pages 21, 22, 23
- Website [Link]
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the learned sentence structures
b. Content
- Game: Spin the wheel
c. Expected outcomes
- Pupils can correctly use the sentence structures Can you tell me about
yourself? - I’m in _____.; I live in the _____. to ask and answer questions about
personal information.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Spin the wheel
- Ask pupils if they - Give the sentence Sentence structures:
remember the previous structures. Can you tell me about
sentence structures to ask yourself?

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

and answer questions - Look at the question - I’m in _____.; I live in

about personal and answers on the the _____.
information. board.
- Write the question and - Ask and answer the
answers on the board. question Can you tell
- Prepare the numbers on me about yourself?.
the wheels to match with
pupils’ numbers in the
class.
- Spin the wheel to choose
two numbers. Invite two
pupils with those numbers,
one pupil asks the question
Can you tell me about
yourself?, and one pupil - Check their friends’
answers the question. pronunciation.
- Ask their friends to check - Continue playing the
their pronunciation. game.
- Continue spinning the
wheel for pupils to practice
sentence structures.
e. Assessment
- Performance products: Pupils’ answers and interactions
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 4: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand two communicative contexts in which pupils
ask and answer questions about personal information and tick the correct
pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which
pupils ask and answer questions about personal information and tick the
correct pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and tick. (Track 7)
Step 1: Draw pupils’ - Pupils look at the Picture cues:
attention to the pictures. pictures. Pupils listen 1a. a boy standing
Elicit the personal to the recording of near a house in the
information of the the first exchange. countryside and
character (name, grade, Pupils listen to the holding a card with
place of living) in each recording again to do his name (Peter) and
picture. Explain the new the task. Pupils listen grade (5) written on it

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

word grade. Play the to the recording a 1b. a boy standing

recording of the first third time to check near a building in the
exchange for pupils to their answers. city and holding a
listen. Play the recording card with his name
again for pupils to do the (Peter) and grade (5)
task. Play the recording a written on it
third time for pupils to - Pupils follow the 1c. a boy standing
check their answers. teacher’s instructions. near a house in the
Step 2: Repeat Step 1 for - Pupils swap books countryside and
Exchange 2. with their partner, holding a card with
Step 3: Get pupils to swap then check answers his name (Peter) and
books with their partner, as a class. grade (4) written on it
then check answers as a - Pupils listen to the 2a. a girl standing
class. Write the correct recording again to near a house in the
answers on the board. double-check their countryside and
Step 4: Play the recording answers. holding a card with
again for pupils to double- - Pupils look at the her name (Wendy)
check their answers. picture, recall the and grade (3) written
Extension: Ask pupils to information about on it
look at the picture, recall Peter and Wendy and 2b. a girl standing
the information about say some sentences near a building in the
Peter and Wendy and say about them. city and holding a
some sentences about card with her name
them, e.g. Peter is a pupil. (Wendy) and grade
He’s in Grade 5. He lives in (5) written on it.
the countryside. 2c. a girl standing
near a building in the
city and holding a
card with her name
(Wendy) and grade
(3) written on it
Audio script:
1. A: Hi. I’m Peter.
B: Hi. I’m Mai. Can
you tell me about
yourself?
A: Well, I’m in Grade
5.
I live in the
countryside.
2. A: Hi. I’m Bill. Are
you a new pupil?
B: Yes, I am.
A: Can you tell me
about yourself?

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

B: I’m Wendy. I’m in

Grade 3. I live in the
city.
*Key: 1. a 2. c
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 5: PRACTICE (10 minutes)
a. Objectives
- To complete four gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete four gapped exchanges with the help of picture
cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Have pupils look - Pupils look at the - Four picture cues
at the pictures. Get them pictures and identify - Four gapped
to identify personal personal information exchanges with the
information of the of the character in target sentences to
character in each picture. each picture. complete
Step 2: Ask pupils to look - Pupils look at the *Key:
at the four incomplete four incomplete 1. countryside /
exchanges. Draw their exchanges. village
attention to the missing 2. Class 5B
words in the sentences. 3. tell; city
Step 3: Model Exchange 1. - Pupils follow the 4. yourself;
Have pupils look at the teacher mountains
exchange. Ask them what demonstrating the
is missing in the answer (a Exchange 1.
place of living). Then have
them look at the picture
and identify the needed
information (countryside).
Ask them to complete the
gap (I live in the
countryside.). Follow the
same procedure with
Exchanges 2, 3 and 4. - Pupils complete the
Step 4: Have pupils exchanges
complete the exchanges individually. Pupils
individually. Get pupils to swap books with a
swap books with a partner partner and check

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

and check their answers their answers before

before checking as a class. checking as a class.
Ask questions to have - Pupils explain why
pupils explain why they they choose the
choose the answers. For answers.
example, for Exchange 1,
ask Why did you choose
“village”? - I see some
parts of a village (a small
house with a large yard in
front of it, a field behind
the house) in the picture
e. Assessment
- Performance products: Pupils’ answers and explanation
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To sing the song All about me! with the correct pronunciation, rhythm
and melody.
b. Content
- Activity 6. Let’s sing.
c. Expected outcomes
- Pupils can sing the song All about me! with the correct pronunciation,
rhythm and melody.
d. Organization
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s sing. (Track 8)
Step 1: Draw pupils’ - Pupils pay attention The lyrics and the
attention to the title and to the title and lyrics recording of the song
lyrics of the song. of the song. Pupils All about me!
Encourage them to point at point at the pictures
the pictures to reinforce to reinforce their
their understanding. understanding.
Step 2: Play the recording - Pupils listen to the
all the way through. recording all the way
Encourage pupils to listen through carefully to
carefully to the the pronunciation and
pronunciation and the the melody.
melody. - Pupils listen to the
recording again, line
Step 3: Play the recording by line, and repeat.
again, line by line, for Pupils do actions
pupils to listen and repeat. while they sing along
Correct their pronunciation with the recording.
where necessary.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Introduce actions for pupils - Pupils listen to the

to do while they sing along recording all the way
with the recording. through and sing
Step 4: Play the recording along.
all the way through for - Pupils work in
pupils to sing along. groups to make up
Step 5: Put pupils into their own actions for
groups to make up their the song. Pupils come
own actions for the song. to the front of the
Invite groups to the front of class to perform,
the class to perform, while while the rest of the
the rest of the class sings class sings and / or
and / or claps along. claps along.
Encourage the class to
praise or cheer the
performers.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Roll the dice (ppt)
- Divide the class into groups of six. Have each pupil count the numbers
from one to six.
- Ask a pupil from each group to roll the dice to choose a pupil asking the
question.
- Ask that pupil to ask the question and invite another pupil of the group to
answer the question about his / her personal information.
e.g. Pupil A: Can you tell me about yourself?
Pupil B: I’m in Class 5B. I live in the countryside.
- The pupils giving the correct answer will continue rolling the dice.
- The pupils giving the incorrect answer will lose their turns.
* Option 2: Game: Spinner game
- Prepare a spinner plate and a pen.
- Put pupils in groups of six pupils. Have pupils sit in a circle around the
spinner plate.
- Ask pupils from each group to take turns to put a pen in the middle of the
spinner plate, then spin the pen twice to find out the two pupils the pen points
to. Then have the two pupils ask and answer the question about personal
information.
e.g. Pupil A: Can you tell me about yourself?
Pupil B: I’m in Class 5A. I live in the city
- Ask pupils to continue the game until all pupils in each group can play
the game.
Praise pupils if they perform well.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 2 Date
of preparing: 01/09/2024
Period: 7 Date
of teaching: 10/09/2024
UNIT 1: ALL ABOUT ME!
Lesson 2 - Period 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
favourite things.
- correctly say the words and use What’s your favourite ___? - It’s ____. to
ask and answer questions about someone’s favourite things.
- use What’s your favourite ___? - It’s ____. in freer contexts.
- use the words dolphin, pink, sandwich and table tennis in relation to the
topic “All about me!”.
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 love and interest in sports, colours, animals and food.
II. MATERIALS
- Pupil’s book: Page 12
- Audio tracks 9, 10
- Teacher’s guide: Pages 23, 24, 25, 26
- Website [Link]
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words about sports, colours, animals and food.
b. Content
- Game: Bingo
c. Expected outcomes
- Pupils can remember and say the words about sports, colours, animals
and food correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Bingo

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Prepare pictures of Suggested words:

sports, colours, animals swim, table tennis,
and food. - Look at the pictures basketball, football,
- Stick all the pictures on on the board. badminton, blue,
the board. - Say the names of green, brown, pink,
- Have pupils say the the pictures. parrot, rabbit, cat,
names of the pictures. dog, meat, egg,
Check pupils’ - Hold a bingo grid. chicken, fish.
pronunciation.
- Give each pupil a bingo - Listen to the
grid with nine spaces. teacher’s explanation.
- Explain that when you
call out a word, pupils
should search for that word
on their bingo card. If they
have the word, they should
cross it out. The first player - Play the game.
to get three words in a - Read all the words
row, either vertically, again.
horizontally, or diagonally,
will shout out Bingo and
win the game.
- Have pupils play the
game.
- Afterwards, ask pupils to
read all the words again.
e. Assessment
- Performance products: Pupils’ answers and interactions
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To provide context and get pupils interested
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions about
someone’s favourite things.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 9)
Step 1: Have pupils look - Pupils look at - Context a:
at Pictures a and b and Pictures a and b and Mai: Where are you
identify the characters in identify the going, Mary?

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

the pictures (see Input). characters in the Mary: I’m going to

Step 2: Ask pupils to look pictures. the sports centre.
at Picture a. Play the - Context b:
recording for them to - Pupils look at Picture Mai: What’s your
listen. Play the recording a and listen to the favourite sport?
again, sentence by recording. Pupils Mary: It’s basketball.
sentence, for pupils to listen to the recording What about you?
listen and repeat. again, sentence by Mai: My favourite
Step 3: Repeat the same sentence, and repeat. sport is swimming.
procedure with Picture b. - Pupils follow the
Correct their pronunciation teacher’s instructions.
where necessary.
Step 4: Invite a few pairs - Pairs of pupils come
to the front of the to the front of the
classroom to listen to and classroom to listen to
repeat the sentences in the and repeat the
recording. sentences in the
Step 5: Draw their recording.
attention to the question - Pupils pay attention
What’s your favourite to the question and
sport? and the answer It’s the answer. Pupils
basketball. Tell pupils that listen to the teacher’s
they are used to asking explanation.
and answering questions
about someone’s favourite
sport.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words and use What’s your favourite ___? - It’s ____.
to ask and answer questions about someone’s favourite things.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words and use What’s your favourite ___? -
It’s ____. to ask and answer questions about someone’s favourite things.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 10)
Step 1: Have pupils look - Pupils look at the - Picture and word
at the pictures and elicit pictures and elicit the cues:
the names of the things in names of the things a. a ping pong table
the pictures. Have the in the pictures. Pupils and racquets

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

class repeat the words a repeat the words a b. pink colour

few times. Check few times. c. a dolphin
comprehension. - Pupils point at d. a sandwich
Step 2: Have pupils point Picture a, listen to the - Speech bubble:
at Picture a, listen to the recording and repeat What’s your favourite
recording, and repeat the the word. Pupils ____? - It’s ____.
words (sport - table follow the teacher’s Audio script:
tennis). Repeat the same instructions with the a. sport / table tennis
procedure with the other other three pictures. b. colour / pink
three pictures. Have pupils Pupils repeat the c. animal / a dolphin
repeat the words a few words a few times. d. food / a sandwich
times. Check - Pupils listen and a. A: What’s your
comprehension. repeat after the favourite sport?
Step 3: Point at the recording. Pupils B: It’s table tennis.
bubbles and have pupils listen to and repeat b. A: What’s your
listen and repeat after the the sentences until favourite colour?
recording (What’s your they feel confident. B: It’s pink.
favourite sport? - It’s table Pupils follow the c. A: What’s your
tennis.). Draw pupils’ teacher’s instructions favourite animal?
attention to the ping pong with Pictures b, c and B: It’s a dolphin.
table and racquets. Point d. d. A: What’s your
at Picture a and have favourite food?
pupils listen and repeat the B: It’s a sandwich.
sentences until they feel
confident. Follow the same
procedure with Pictures b,
c and d. - Pupils work in pairs
Step 4: Have pupils work and practise asking
in pairs and practise asking and answering the
and answering the question, using
question What’s your speech bubbles and
favourite ___? - It’s ____. Pictures a, b, c and d.
using speech bubbles and - Pairs of pupils point
Pictures a, b, c and d. at the pictures and
Step 5: Invite a few pairs say the Questions &
to point at the pictures and Answers in front of
say the questions & the class.
answers in front of the
class.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers

4. ACTIVITY 3: PRACTICE (8 minutes)

a. Objectives

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- To use Can you tell me about yourself? - I’m in ___. I live in ___. and
What’s your favourite ___? - It’s ____. in freer contexts.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can use Can you tell me about yourself? - I’m in ___. I live in ___.
and What’s your favourite ___? - It’s ____. in freer contexts.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ - Pupils look at the - Picture cue:
attention to the pictures. pictures. Pupils say Linh playing table
Have them say the actions the actions of the tennis
of the characters in the characters in the Lucy wearing a pink
pictures. Ask questions to pictures. Pupils dress and holding a
help pupils identify identify favourite pink teddy bear
favourite things of the things of the Minh watching a
characters (see Input). characters. dolphin dancing in the
Step 2: Elicit the missing lake
words in the speech - Pupils look at the Bill eating a sandwich
bubbles and write them on speech bubbles on - Speech bubbles:
the board. Get pupils to the board and say the Can you tell me about
say the completed completed sentences. yourself? - I’m in ___. I
sentences. - Pupils look at the live in __.
Step 3: Have pupils look bubbles to What’s your favourite
at the bubbles to understand how the ______? - ______.
understand how the sentence pattern is
sentence pattern is used. used. Pupils role-play
Have pupils role-play to to practise asking and
practise asking and answering questions
answering questions about about favourite things
favourite things in pairs, in pairs, using picture
using picture cues. Make cues.
sure pupils understand the
structures and say them
with the right
pronunciation and - Pupils practise
intonation. Go around to asking and answering
observe and provide help. questions in front of
Step 4: Invite some pupils the class.
to practise asking and
answering questions in - Pupils ask and
front of the class. Praise answer questions
them if they perform well. about their favourite
things (sport / colour /

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Extension (for advanced food / animal / school

pupils): Have pupils ask subject / book, …),
and answer questions using the structure
about their favourite things and vocabulary
(sport / colour / food / learnt.
animal / school subject /
book …), using the
structures and vocabulary
learnt.
e. Assessment
- Performance products: Pupil’s talk and interaction
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Flash card passing (ppt)
- Stick the flash cards (sports, colour, animals, food) on the board. Ask
pupils to say the words related to the flash cards.
- Hand out the flash cards to different pupils around the class.
- Play the song All about me! (Track 8). Ask pupils to pass the flash cards
to the pupils next to them while the music is playing.
- Stop the music suddenly. Invite the pupil holding the flash card to ask the
question, e.g. What’s your favourite (animal)? That pupil invites another one to
answer the question, e.g. It’s
(a dolphin).
- Play the music again and repeat the activity.
- Ask pupils to check their friends’ pronunciation.
* Option 2: Game: Whisper
- Divide the class into two teams. Tell each team to form a line.
- Explain that when you whisper a sentence to the first pupil in each line,
he/ she must in turn whisper it to the second pupil in the line. The second pupil
then whispers it to the third, and so on. When the sentence reaches the last
pupil in the line, he / she should call it out. A correct sentence scores one point.
e.g. My favourite sport is basketball. / My favourite sport is table tennis.
My favourite colour is pink. / My favourite colour is blue.
My favourite animal is a dolphin. / My favourite animal is a parrot.
My favourite food is a pizza. / My favourite food is a sandwich.
- Play the game.
- Count the points for each team and announce the winner. The team with
more points wins.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 2 Date
of preparing: 05/09/2024
Period: 8 Date
of teaching: 10/09/2024
UNIT 1: ALL ABOUT ME!
Lesson 2 - Period 4

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand three communicative contexts in which
speakers ask and answer questions about favourite things and match the
characters with the right pictures.
- complete two target gapped exchanges with the help of picture cues.
- revise the target vocabulary items and structures through the game.
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 love and interest in sports, colours, animals and food.
II. MATERIALS
- Pupil’s book: Page 13
- Audio track 11
- Teacher’s guide: Pages 26, 27, 28
- Website [Link]
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the sentence structure What’s your favourite ___? - It’s ____. to
ask and answer questions about someone’s favourite things.
b. Content
- Game: Lucky windows
c. Expected outcomes
- Pupils can correctly say the sentence structure What’s your favourite
___? - It’s ____. to ask and answer questions about someone’s favourite things.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Lucky windows
- Prepare pictures of the There are four
words (table tennis, pink windows containing
colour, a dolphin, a pictures; different

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

sandwich). points and two

- Show the windows on the windows containing
board/ slide. Each window lucky stars.
contains a picture and - Pictures (table
different points. And there tennis, pink, a
are two lucky windows with - Work in two groups. dolphin, a sandwich)
two lucky stars. - Listen to the Sentence structures:
- Divide the class into two teacher’s explanation. What’s your favourite
groups. A pair of pupils from ____?
- Explain how the game is each group chooses a - It’s ____.
played. Have a pair of window, looks at the
pupils from each group picture, then asks and
choose a window, look at answers questions
the picture, then ask and about someone’s
answer questions about favourite things.
someone’s favourite
things.
e.g. Pupil A: What’s your
favourite sport?
Pupil B: It’s table tennis. - Continue playing the
- Give points to the group game.
having the correct answer.
- Continue with the other
pupils.

- The group that gets more

points wins. Praise the
winner.
e. Assessment
- Performance products: Pupils’ answers and interaction
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 4: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand three communicative contexts in which
speakers ask and answer questions about favourite things and match the
characters with the right pictures.
b. Content
- Activity 4. Listen and match.
c. Expected outcomes
- Pupils can listen to and understand three communicative contexts in
which pupils ask and answer questions about someone’s favourite things and
match the characters with the right pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and match. (Track 11)

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Step 1: Draw pupils’ - Pupils look at the Picture cues:

attention to the pictures of pictures of the three 1. a picture of Bill
the three characters and characters and the 2. a picture of Ben
the favourite things (colour favourite things. 3. a picture of Linh
/ animal / sport). Identify a. an image of pink
them as a class. colour
Step 2: Play the recording - Pupils listen to the b. a picture of a
for Exchange 1. Ask pupils recording and identify dolphin
to listen and identify the the correct picture c. a picture of a ping
correct picture (a, b or c) and draw a line to pong table and two
and draw a line to match match the character racquets
the character (Bill) to the to the correct Audio script:
correct favourite thing favourite thing. Pupils 1. A: What are you
(Picture b). Play the listen to the recording doing, Bill?
recording again for pupils again to do the task. B:I’m watching a film
to do the task. Play the Pupils listen to the about animals.
recording a third time to recording a third time A: What’s your
give pupils another if needed. favourite animal?
listening opportunity if - Pupils follow the B: It’s a dolphin. I
needed. teacher’s instructions. love dolphins very
Step 3: Repeat Step 2 for much.
Exchanges 2 and 3. Go 2. A: Where were you
around the classroom to - Pupils swap books yesterday, Ben?
offer support where with a partner, then B: I was at the sports
necessary. check answers as a centre.
Step 4: Get pupils to swap class. A: What’s your
books with a partner, then - Pupils listen to the favourite sport?
check answers as a class. recording to check B: My favourite sport
Write the correct answers their answers again. is table tennis.
on the board. - Pupils listen to the 3. A: What’s your
Step 5: Play the recording recording, sentence favourite colour,
for pupils to check their by sentence, and Minh?
answers again. repeat individually B: It’s green. What
Extension: If time allows, and in chorus. about you, Linh?
play the recording, A: Pink. I like pink
sentence by sentence, for very much.
the class to listen and * Key: 1. b 2. c 3. a
repeat individually and in
chorus. Correct their
pronunciation where
necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRACTICE (10 minutes)

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

a. Objectives
- To complete two target gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete two gapped exchanges with help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Have pupils look - Pupils look at the Two picture cues
at the pictures. Ask them pictures. Pupils about favourite things
to identify the characters identify the and two incomplete
and their favourite things characters and their exchanges
(animal / food) in the favourite things in the *Key:
pictures. pictures. 1. a dolphin, Why
Step 2: Model Exchange 1. - Pupils follow the 2. pizza, don’t, a
Have pupils look at the teacher sandwich
exchange. Ask them what demonstrating the
is missing in the first gap Exchange 1.
(favourite animal). Then
have them look at the
animal in the picture and
identify it. Ask them to
complete the gap (It’s a
dolphin.). Repeat the same
procedure with the other
gap in the exchange. - Pupils complete
Step 3: Give pupils a time gapped Exchange 2
limit to complete gapped independently.
Exchange 2 independently.
Go around the classroom
and help where necessary.
Step 4: Get pupils to swap - Pupils swap books
books with a partner and with a partner and
check their answers before check their answers
checking as a class. Ask before checking as a
questions to have pupils class. Pupils explain
explain why they chose why they chose their
their answers. For answers.
example, for the first gap
in Exchange 1, ask Why
did you choose “a
dolphin”? - I see a dolphin
in the picture.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Extension: Make some

true and false sentences
about the conversation and
ask pupils to clap hands
when the sentences are
false. For example: The girl
in Conversation 1 likes
tigers. It is a false sentence
and pupils should clap their
hands.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To revise the target vocabulary items and structures through the game
Find someone who…
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
- Pupils can revise the target vocabulary items and structures through the
game Find someone who…
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s play.
Step 1: Tell pupils that - Pupils listen to the A picture showing
they are going to play Find teacher’s instructions. how to play the
someone who … using the game:
language learnt in Lesson - A teacher standing
2. - Pupils work in four at the front of the
Step 2: Divide the class teams. Pupils find classroom and
into four teams. Give each someone, and write saying: Find someone
team a task: e.g. Find the name in the blank who likes dolphins.
someone who likes provided. - Two pairs of pupils
dolphins / table tennis / asking and answering
pink / sandwiches. The questions: What’s
members of each team your favourite
should walk around the animal? - It’s a
classroom, ask their dolphin.
classmates questions e.g.
What’s your favourite
animal / colour / sport /
food? to get information - Pupils play the
about their favourite game.
things. When they find

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

someone, they write the

name in the blank
provided. Ask them to find
as many different pupils as
possible.
Step 3: Set time for pupils
to play the game.
Step 4: The team that
finds the most pupils at the
end of the game wins.
e. Assessment
- Performance products: Pupils’ answers and interactions
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Guessing game (ppt)
- Stick different pictures of sports, colours, animals and food on the board.
- Have pupils say the words related to the pictures.
- Invite pairs of volunteers to the board. One pupil asks the question,
another one answers the question and points to the suitable picture.
e.g. Pupil A: What’s your favourite colour?
Pupil B: It’s green.
- Continue until practicing all the vocabulary set. Praise pupils if they
perform well.
* Option 2: Game: Matching
- Use pictures and cards.
e.g. A ping pong table and racquets - My favourite sport is table tennis.
An image of pink colour - My favourite colour is pink.
A dolphin - My favourite animal is a dolphin.
A sandwich - My favourite food is a sandwich.
- Have four pupils hold the pictures and stand in the corners of the
classroom.
- Give four cards of sentences to four pupils.
- Ask pupils holding cards to find and match their cards with the correct
pictures.
- Praise the one who finishes the matching first. Then ask the class to look
and say the sentences aloud.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 3 Date
of preparing: 05/09/2024
Period: 9 Date
of teaching: 16/09/2024
UNIT 1: ALL ABOUT ME!
Lesson 3 - Period 5

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 first
syllable as ‘dolphin and ‘tennis in isolation and as in the sentences I like
‘dolphins. and He plays ‘tennis on Sundays.
- 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 love and interest in sports, colours, animals and food.
II. MATERIALS
- Pupil’s book: Page 14
- Audio tracks 12, 13, 14
- Teacher’s guide: Pages 29, 30
- Website [Link]
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words about countries, sports and animals.
b. Content
- Game: Who is faster?
c. Expected outcomes
- Pupils can remember and correctly say the words about countries, sports
and animals.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Who is faster?
- Tell pupils they are going - Listen to the Questions:
to look at the picture and teacher’s instructions. 1. A: What’s your
choose the correct answer favourite ____?
a, b or c. -Work in two teams. B: It’s basketball.
- Divide the class into two - Play Rock, Paper, a. food

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

teams. Scissors to find the b. animal

- Have one pupil from each team which plays the c. sport
team play Rock, Paper, game first. 2. A: What’s your
Scissors to find the team - Look at the picturefavourite animal?
which plays the game first. and choose the
B: It’s ____.
- Have each team look at correct answer a, b or
a. cat
the picture and choose the c to fill in the blank.
b. a cat
correct answer a, b or c to c. cats
fill in the blank. 3. A: What’s your
- If they choose the correct favourite colour?
answer, they get points for B: ____ red.
their team. The team with - Read the questions a. It
more points is the winner. and answers aloud. b. A
- Have pairs of pupils read c. It’s
the questions and answers 4. A: My favourite
aloud. food is hamburger.
Do you like
hamburger, too?
B: No, I ____.
a. don’t
b. do
c. am
*Key: 1. c, 2. b, 3. c,
4. a
e. Assessment
- Performance products: Pupils’ answers and interactions
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- To correctly pronounce the two-syllable words with the stress on the first
syllable as ‘dolphin and ‘tennis in isolation and in the sentences I like ‘dolphins.
and He plays ‘tennis on Sundays. with the correct pronunciation and intonation.
b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly pronounce the two-syllable words with the stress on
the first syllable as ‘dolphin and ‘tennis in isolation, and in the sentences I like
‘dolphins. and He plays ‘tennis on Sundays.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and repeat. (Track 12)
Step 1: Draw pupils’ - Pupils point to the - The word dolphin
attention to the word word and sentence and the sentence I
‘dolphin and the sentence I while listening. Pupils like ‘dolphins.
like dolphins. Play the listen to the teacher’s - The word ‘tennis

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

recording and encourage explanation. and the sentence He

them to point to the word plays ‘tennis on
and sentence while Sundays.
listening. Explain to pupils
what word stress is, in
Vietnamese if necessary
(word stress is the
emphasis that you put on a
syllable by saying it more
loudly). Tell them that we
use the stress mark (‘) to - Pupils listen to the
indicate word stress. recording again and
Step 2: Play the recording repeat.
again and encourage
pupils to listen and repeat.
Do this a few times until
pupils feel confident.
Correct their pronunciation
where necessary and - Pupils follow the
praise them when their teacher’s instructions.
pronunciation is good. - Pupils work in pairs
Step 3: Repeat Steps 1 or groups to say the
and 2 for the second line. words and read the
Step 4: Let pupils work in sentences. Pupils
pairs or groups to say the listen to the recording
words ‘dolphin and ‘tennis, and say the language
and read the sentences I in front of the class.
like ‘dolphins. and He
plays ‘tennis on Sundays.
Invite a few pupils to listen
to the recording and say
the language in front of the
class. If they perform well,
praise them.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the stress on some two-syllable words and circle the word
with a different stress pattern from the other two words.
b. Content
Activity 2. Circle, listen and check.
c. Expected outcomes
- Pupils can circle the words with the stress on the first syllable.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Circle, listen and check. (Track 13)
Step 1: Draw pupils’ - Pupils pay attention Three sets of two-
attention to the three sets to the three sets or syllable words, each
or two-syllable words. two-syllable words. set contains one word
Explain what pupils have to Pupils listen to the with the stress on the
do. Check comprehension. teacher’s explanation. first syllable
Step 2: Tell pupils to look - Pupils look at three Audio script:
at three words in the first words in the first line, 1. a. dolphin b. giraffe
line, read them aloud and read them aloud and c. behind
circle the word that has the circle the word that 2. a. Japan b. July
stress on the first syllable. has the stress on the c. England
Then play the recording for first syllable. Then 3. a. tennis b. hello
pupils to listen and check pupils listen to the c. goodbye
their answer. recording and check *Key: 1. a, 2. c, 3. a
their answer.
Step 3: Repeat Step 2 for - Pupils follow the
the second and third lines. teacher’s instructions.
Step 4: Tell pupils to swap - Pupils swap books
books with a partner, then with a partner, then
check the answers as a check the answers as
class. Write the correct a class. Pupils listen
answers on the board. Play to the recording again
the recording again for and check their
pupils to listen and check answers again.
their answers again.
Extension: Invite one or - Pupils stand up,
two pupils to stand up, listen to and repeat
listen to and repeat the the words. Pupils find
words. For a more able out two-syllable
class, have pupils find out words with the stress
two-syllable words with the on the first syllable.
stress on the first syllable.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and
rhythm.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s chant. (Track 14)
Step 1: Draw pupils’ - Pupils pay attention Picture cues:
attention to the lyrics of to the lyrics of the a girl playing football
the chant. Check chant. a boy holding a
comprehension. dolphin stuffed
Step 2: Play the recording - Pupils listen all the animal
all the way through. way through carefully The lyrics and
Encourage pupils to listen to the rhythm and recording of the chant
carefully to the rhythm and pronunciation.
pronunciation. Draw pupils’
attention to two-syllable
words with the stress on
the first syllable in the
chant, e.g. pandas,
dolphins, tennis and
football, and the sentences - Pupils listen to the
containing those words. recording, line by line,
Step 3: Play the recording, and repeat.
line by line, for pupils to
listen and repeat. Correct - Pupils listen to the
their pronunciation, if recording all the way
necessary. through and chant
Step 4: Play the recording along. Pupils clap
all the way through for while chanting.
pupils to chant along. - Pupils write their
Encourage them to clap own chants by
while chanting. replacing the animal
Extension: Have pupils and sports in the
write their own chants by chant and using their
replacing the animal and favourite ones. Pupils
sports in the chant and practise the new
using their favourite ones. chants.
Ask pupils practise the new
chants.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Jumping (ppt)
- Stick the flash cards (football, table tennis, Japan, England, dolphin,
giraffe) on the board.
- Tell pupils they are going to play the game “Jumping”. If the teacher
reads a word that is the same as a flash card on the board, pupils jump. If it is
not, they keep still. For example, if the word “England” is the same as the

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flash card “the flag of England”, pupils jump. If it isn’t, they keep still. Ask them
to say the word on the flash card.
- Ask pupils to stand at their desks.
- Hold up a flash card from the vocabulary set and say a word. Have pupils
play the game.
- Afterwards, raise all the flash cards for pupils to say the words.
* Option 2: Game: Put the sentences in the correct order
- Tell pupils they are going to rearrange the given sentences to make a
conversation.
- Ask the pupils to work in four groups.
- Give each group a different set of sentences and ask them to make a
meaningful conversation.
+ Suggested conversation:
Nam: Do you like pandas?
Mai: No, I don’t.
Nam: What’s your favourite animal?
Mai: It’s a dolphin.
- Give them enough time to do the task.
- Invite each group to present their conversation. Have the class vote the
best presentation. Praise the winner.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 3 Date
of preparing: 05/09/2024
Period: 10 Date
of teaching: 16/09/2024
UNIT 1: ALL ABOUT ME!
Lesson 3 - Period 6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- read two paragraphs and circle the correct options.
- make Questions & Answers about personal information and favourite
things.
- revise the target language by making a poster and presenting it 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 love and interest in sports, colours, animals and food.
II. MATERIALS
- Pupil’s book: Page 15
- Audio Track 14
- Teacher’s guide: Pages 31, 32
- Website [Link]
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the chant of Unit 1.
b. Content
- Chant and do actions.
c. Expected outcomes
- Pupils can say the chant with the correct rhythm and pronunciation.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Chant and do actions. (Track 14)
- Play the recording for - Listen to the chant. The lyrics and
pupils to listen. recording of the chant
- Play the recording again - Listen to the chant
for pupils to listen and again and chant
chant along. Encourage along. Clap or do the
them to clap or do the actions while

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

actions while chanting. chanting.

- Call two or more groups
to take turns listening to
and repeating the chant, - Take turns listening
while the rest of the class to and repeating the
claps or do the actions. chant, while the rest
- Praise pupils if they of the class claps or
perform well. do the actions.

e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read two paragraphs and circle the correct options.
b. Content
- Activity 4. Read and circle.
c. Expected outcomes
- Pupils can read the paragraphs and circle the correct answers
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and circle.
Step 1: Draw pupils’ - Pupils pay attention - Two paragraphs
attention to the two to the two paragraphs about Tom and Lan
paragraphs and read them and read them as a - Four incomplete
as a class. Check class. sentences, each with
comprehension. three answer options
Step 2: Draw pupils’ *Key: 1. b, 2. c, 3. b,
attention to the incomplete - Pupils look at the 4. a
sentences and answer incomplete sentences
options. Explain what and answer options.
pupils have to do. Have Pupils read the text
them pay attention to the again and circle the
sentences about personal correct answers.
information of Tom and
Lan. Have pupils read the
text again and circle the - Pupils swap books
correct answers. with a partner, then
Step 3: Tell pupils to swap check answers as a
books with a partner, then class.
check answers as a class.
Write the correct answers - Pupils look at the
on the board. board and check their
Step 4: Get pupils to look answers again.
at the board and check

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

their answers again. If time

allows, ask them to read
the paragraph aloud in
front of the class.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To complete a paragraph with pupils’ personal information and favourite
things.
b. Content
Activity 5. Let’s write.
c. Expected outcomes
- Pupils can complete a paragraph with pupils’ personal information and
favourite things.
d. Organisation
TEACHER’S PUPILS’ ACTIVITIES CONTENT
ACTIVITIES
Activity 5. Let’s write.
Step 1: Tell pupils the - Pupils listen to the A gapped paragraph
goal of this activity: teacher’s explanation. about personal
information.
they are going to look at
the gapped paragraph
and complete it using
their own information.
Check comprehension.
- Pupils read the
Step 2: Write the
sentence as a class and
sentence with the first
identify the information
gap on the board: My
needed to complete.
name is ____. Read the
Pupils complete the
sentence as a class.
sentence. Then read the
When you reach the
sentence as a class.
gap, ask pupils to
identify the information
needed to complete the
gap (their names) and
encourage pupils to say
the whole sentence
(e.g. My name is Nam.).
Give pupils time to

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

complete the sentence.

Read the sentence as a
- Pupils complete the
class.
other sentences.
Step 3: Repeat Step 2 - A few pupils read the
for the other sentences. sentences they have
Step 4: If time allows, completed in front of the
invite a few pupils to class.
read the sentences they
have completed in front
of the class. Have the
class observe and
praise their work.
e. Assessment
- Performance products: Pupil’s answer
- Assessment tools Observation; Answer keys
4. ACTIVITY 3: PRODUCTION (8 minutes)
a. Objectives
- To revise the target language by making a poster about favourite things
and presenting it to the class.
b. Content
- Activity 6. Project.
c. Expected outcomes
- Pupils can revise the target language by making posters about favourite
things and presenting them to the class.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Project
Step 1: Tell pupils the goal - Pupils listen to the A picture of a boy
of this activity. Explain that teacher’s explanation. holding a poster and
they are going to show saying My favourite
posters that they have colour is red.
made at home and tell the
class about their favourite - Pupils work in
things. groups of five. Pupils
Step 2: Have pupils work show his / her poster
in groups of five. Each that he / she has
pupil shows his / her poster made at home and
that he / she has made at tells the group about
home and tells the group their favourite things.
about their favourite
things, e.g. My favourite
sport is chess. My favourite
food is chicken. Go around
the class and offer help if

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

necessary (e.g. when - Pupils show their

pupils need some more work and talk about
vocabulary to talk about their favourite things
favourite things). in front of the class.
Step 3: Invite some pupils Pupils stick their
to show their work and talk posters on the wall
about their favourite things (or board) as a
in front of the class. Have display.
pupils stick their posters on
the wall (or board) as a
display.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: I’m a presenter
- Have pupils work in groups of four.
- Have one pupil from each group tell the others about his/ her personal
information and favourite things. Ask their friends to check their pronunciation.
- Call some volunteers to perform in front of the class.
e.g. Hi, I’m Minh. I’m in Class 5A. I live in the countryside. My favourite
sport is football. My favourite food is fish.
- Praise pupils if they perform well.

* Option 2: Game: Number race (ppt)

- Divide the class into two groups. In turns, each group chooses five pupils
to play the game.
- Give each pupil in one group a number so that each group has equal
numbers.
- Ask the questions, e.g. What’s your favourite animal?, and allow time for
pupils to think. Then call out a number, have pupils with that number from
each group stand up and say the answers, e.g. It’s a monkey. Pupils are not
allowed to give the same answers as their friends. Praise and give points for
the groups.
- The group with more points wins the game.

Week: 3 Date of
preparing: 06/09/2024
Period: 11 Date of
teaching: 17/09/2024
UNIT 2: OUR HOMES
Lesson 1 - Period 1

I. OBJECTIVES
By the end of this lesson, pupils will be able to:

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

1. Knowledge and skills

- use the words building, flat, house, tower and the numbers 23, 38, 93,
and 116 in relation to the topic “Our homes”;
- correctly say the words and use Do you live in this / that? – Yes, I do. / No, I
don’t. to ask and answer questions about someone’s home;
- use Do you live in ____? – Yes, / No, ____. in a freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about
personal information 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.
II. MATERIALS
- Pupil’s book: Page 16
- Audio tracks 15, 16
- Teacher’s guide: Pages 33, 34, 35
- Website [Link]
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the previous lesson by playing a game.
b. Content
- Game: Collect the letters.
c. Expected outcomes
- Pupils can correctly say and spell some words they have previously learned.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Collect the letters.
- - Greet the class. Ask - Pupils play the - Vocabulary:
pupils to look at the game. street, road, village,
pictures and guess the - Pupils look at the city
words (street, road, pictures to find the
village, city). word. When pupils
If students can correctly say and and spell the
say and spell the word, word correctly, they
get a letter. After
they get a letter. After
guessing all of the
guessing all of the words,
words, they look at
they look at the letters,
the letters,
unscramble to find out the unscramble to find
key word of the lesson. out the key word.
- Get pupils to open their - Pupils open
books at page 16 and look their books.
at Unit 2, Lesson 1, - Pupils listen and
Activity 1. Write the title repeat the title.
Our homes on the board
and read it for the class to
repeat a few times. Tell
pupils what they will learn
in this lesson.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative
contexts focusing on greetings, and asking and answering questions about
someone’s home.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on greetings, and asking and answering
questions about someone’s home.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 15)
Step 1: Ask pupils to look - Pupils look at – Context a:
at Pictures a and b, Pictures a and b and Ben and Mai meeting
identify the characters and identify the in
say what they can see in characters in the front of Sunset
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

the pictures. pictures. Building

Step 2: Have pupils look Ben: Hello, Mai. Nice
at Picture a and say what - Pupils look at Picture to see you again.
the characters are talking a and identify what Mai: Hi, Ben. Nice to
about. Pupils can use the characters are see you, too.
Vietnamese where talking about. – Context b:
necessary, then repeat in Ben and Mai meeting
English after the teacher. in
Step 3: Play the recording - Pupils listen to the front of Sunset
and encourage pupils to recording. Building
point at the characters Ben: Do you live in
while listening. - Pupils listen to the this building?
Step 4: Play the recording recording again, Mai: Yes, I do. I live in
again, sentence by sentence by that flat.
sentence, for pupils to sentence, and repeat.
listen and repeat individually and in
individually and in chorus. chorus. Pupils do the
Correct their pronunciation same with picture b.
where necessary. Repeat
the same procedure with - Pupils pay attention
Picture b. to the question and
Step 5: Draw their the answer. Pupils
attention to the question listen to the teacher’s
Do you live in this explanation.
building? and the answers
Yes, I do. I live in that flat.
Tell pupils that the
question and answer are
used to ask and answer - Pairs of pupils stand
about someone’s home. up or come to the
Extension: Invite a few front of the classroom
pairs of pupils to stand up to listen to and repeat
at their places, listen to the sentences in the
and repeat the Exchanges recording.
a and b.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
To correctly say the words and use Do you live in this / that ? – Yes, I do. /
No, I don’t.
to ask and answer questions about someone’s home.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words and use Do you live in this / that ?–
Yes, I do. / No, I don’t. to ask and answer questions about someone’s home.

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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 6)
Step 1: Have pupils look - Pupils look at the – Picture and word
at Pictures a, b, c and d, pictures and elicit the cues:
say what they can see in personal information a. a finger pointing to
the pictures. Point at each of each character. a nearby house and
picture / word for pupils to the words house / yes
look at and say the word
underneath
and its meaning. Explain
that tower is another word b. a finger pointing
referring to a tall building - Pupils point at to a nearby flat and
in this context. Picture a, listen to the the words flat / no
Step 2: Play the first part recording and repeat underneath
of the recording for pupils the word. Pupils c. a finger pointing
to listen to and repeat the follow the teacher’s to a building far away
words under the pictures in instructions with the and the words
chorus and individually other three pictures. building / yes
until they feel confident. Pupils repeat the underneath
Use the flash cards for the words a few times.
class to practise speaking. - Pupils listen and d. a finger pointing
Step 3: Draw pupils’ repeat after the to a tower far away
attention to the speech recording. Pupils look and the words tower /
bubbles and elicit the at Picture a and listen no underneath
missing words in the and repeat after the – Speech bubbles:
answer by pointing at recording. Pupils Do you live in this /
Picture a. Play the second follow the teacher’s that?
part of the recording for instructions with the – Yes, I do. / No, I
pupils to listen to and other three pictures. don’t.
repeat the sentences in Audio script:
both bubbles a few times. - Pupils work in pairs a. house / yes
Repeat the same to practise asking and b. flat / no
procedure with Pictures b, answering the c. building / yes
c, and d. question, using d. tower / no
Step 4: Let pupils practise speech bubbles and
a. A: Do you live in
asking and answering
Pictures a, b, c and d. this house?
questions in pairs. Go
- Pairs of pupils point B: Yes, I do.
around the classroom to
offer help where at the pictures and b. A: Do you live in
necessary. say the questions & this flat?
Step 5: Invite a few pairs answers in front of B: No, I don’t.
to stand up and point at the class. c. A: Do you live in
each picture in their books that building?
to ask and answer the B: Yes, I do.
questions. d. A: Do you live in
Extension: Invite a few that tower?
pairs of pupils to the front B: No, I don’t.
of the class to ask and
answer questions about

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

their homes.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To use Do you live in this / that ___? – Yes, I do. / No, I don’t. in a freer
context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
Pupils can use Do you live in this / that ___? – Yes, I do. / No, I don’t. in a freer
context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ - Pupils look at the – Picture cue: Types
attention to the picture. picture and identify of homes: a tower
Ask questions to revise the the character’s and a house
relevant words (see Input). information in the – Speech bubbles:
Step 2: Elicit pupils’ picture. Do you live in _____?
answers to the questions - Yes, / No, ____.
and write them on the - Pupils look at the
board. Get pupils to say bubbles to
the completed sentences. understand how the
Step 3: Put pupils into sentence pattern is
pairs to ask and answer used.
questions about each - Pupils role-play to
home type in the practise asking the
illustration. Go around the questions and giving
classroom to offer support their answers in pairs,
where necessary. using the picture cue.
Step 4: Invite a few pairs - Pairs of pupils
to the front of the practise asking and
classroom. They can use answering questions
the pictures in relation to in front of the class.
this section to ask and
answer questions about
their homes.
Suggested answer:
a. A: (points at King Tower)

Do you live in this

tower?
B: No, I don’t. I live in a
house in the countryside.
b. A: (points at the house)
Do you live in that

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

house?
B: Yes, I do. It’s my
house.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Preparation for the project: Tell pupils about the project on page 21.
Ask them to prepare for it at home by doing a survey. They can use the
questions they have learnt in Lesson 1 and later in Lesson 2 to ask five or six
classmates about their homes and addresses. Then, they will report the
results of their surveys to the class, using a chart, at the Project time.
* Option 1: Game: Lucky Letter (ppt)
- Divide the class into 2 teams.
- Each team takes turns to choose a letter, then asks and answers using the
clues shown on the screen and gets points for their teams.
* Option 2: Game: Pass the teddy bears
- Give two different colored teddy bears to two pupils, a black teddy bear
(ask the question) and a white teddy bear (answer the question).
- Ask pupils to listen to music and pass the teddy bears.
- Stop music suddenly. Have the pupil with a black teddy bear make a
question. Have the pupil with a white teddy bear answer the question.
e.g. Pupil A: Do you live in this house?
Pupil B: Yes, I do.
- Repeat the game several times.

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Week: 3 Date
of preparing: 06/09/2024
Period: 12 Date
of teaching: 17/09/2024

UNIT 2: OUR HOMES

Lesson 1 - Period 2

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand four communicative contexts in which speakers
ask and answer questions about their homes and number the pictures;
- complete four gapped exchanges with the help of picture cues;
- reinforce understanding of the words and sentences related to the topic
“Our homes” by playing Guessing game.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening and reading tasks.
3. Attributes
- Show their pride in their personal home and address.
II. MATERIALS
- Pupil’s book: Page 17
- Audio track 17
- Teacher’s guide: Pages 36, 37
- Website [Link]
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- use the words building, flat, house, tower in relation to the topic “Our
homes”
- revise the sentence structures Do you live in this / that ? – Yes, I do. / No,
I don’t.
to ask and answer questions about someone’s homes.
b. Content
- Game: Slap the board
c. Expected outcomes
- Pupils can correctly say the sentence structures Do you live in this / that
? – Yes, I do. / No, I don’t. to ask and answer questions about
someone’s homes.
d. Organisation

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TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Game: Slap the board
- Ask pupils if they - Pupils say the words Sentence structures:
remember the words and and sentence Do you live in this /
sentence structures to ask structures. that ?
and answer questions – Yes, I do. / No, I
about someone’s homes. don’t.
- Show the questions and - Pupils look at the
answer choices on the questions, read and
screen. slap the correct
- If the screen is not big answers.
enough, teachers write A, - Pupils continue
B, C on the board. playing the game.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand four communicative contexts in which speakers
ask and answer questions about their homes and number the pictures.
b. Content
- Activity 4. Listen and number.
c. Expected outcomes
- Pupils can listen to and understand four communicative contexts in which
speakers ask and answer questions about their homes and number the
pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and number. (Track 17)
Step 1: Draw pupils’ - Pupils look at the Picture cues:
attention to the pictures pictures.
a. Sunset Building
and ask questions to elicit - Pupils follow the
the home in the pictures, teacher’s instructions.
b. King Tower
for example, What can you
c. a two-floor private
see in this picture? Is it a
house
house? Is it a tower?
d. Hoa Binh Building
Audio script:
- Pupils listen to the 1. A: Do you live in this
Step 2: Play the recording recording and do the flat?
all the way through. Then task. B: No, I don’t. I live in
play it again for pupils to that house.
listen and number the 2. A: Do you live in this
pictures. - Pupils swap books building?
Step 3: Get pupils to swap with their partner, B: Yes, I do. I live in
books with a partner and then check answers that flat.
check their answers before as a class. 3. A: Do you live in King
checking as a class. Tower?

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Correct the answers where B: Yes, I do.

necessary. - Pupils listen to the 4. A: Do you live in this
Extension: If time allows, recording, sentence building?
play the recording, by sentence, and B: No, I don’t. I live in
sentence by sentence, for repeat individually Sunset Building.
pupils to listen and repeat and in chorus. * Key: 1. c 2. d
individually and in chorus. 3. b 4. a
Correct their pronunciation
where necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To read and complete four gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete four gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Model Exchange 1 - Pupils look at the Four picture cues and
as an example. Have pupils pictures and identify four gapped
read the question and personal information exchanges to
answer, and guess the of the character in complete
missing word in the each picture. Pupils * Key:
question. Draw their pay attention to the 1. this
attention to the picture, hand pointing at the
2. that
and explain that pupils house.
3. flat
should pay attention to the - Pupils look at the
hand pointing at the house four incomplete 4. building; don’t
to decide the missing word exchanges. Pupils
to fill in the gap (this). For read the question and
Exchanges 3 and 4, point answer and guess the
at each picture in focus to missing word.
elicit the words flat and - Pupils follow the
building. teacher
Step 2: Give pupils time to demonstrating the
do the task independently. Exchange 1.
Go around the classroom - Pupils complete the
to offer help where exchanges
necessary. individually.
Step 3: Get pupils to swap - Pupils swap books
books with a partner to with a partner and
check their answers before check their answers
checking as a class. Invite
before checking as a
a pupil to write the
class.
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

answers on the board.

Extension: Invite four - Pairs of pupils read
pairs of pupils to act out the completed
the four completed exchanges aloud.
exchanges in front of the
class. Correct their
pronunciation where
necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To play a guessing game to reinforce the words and sentences related to
the topic
Our homes.
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
- Pupils can play a guessing game to reinforce the words and sentences
related to the topic
Our homes.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s play.
Step 1: Draw pupils’ - Pupils pay attention - On the left of the
attention to the game to the game input on illustration are pupils
input on the board. the board. in Group A. A girl is
Introduce and explain how - Pupils work into
asking her
to play the game: The groups A and B.
class is divided into groups - Pupils follow the counterpart in Group
A and B. Each member in teacher’s instructions. B: Do you live ___?
Group A and B writes a - On the right of
question to guess the illustration are the
home type that his / her players in Group B. A
counterpart in the other girl is answering her
group lives in. Their work
counterpart: No, I
should be written on paper
slips and handed to the don’t.
teacher when the time - A female teacher is
limit is over. After that, the standing by Group B
teacher invites two groups - Pupils prepare for with a paper sheet in
at random to interact using the game. her hand to check
the questions and answers. what has been
Step 2: Give pupils a time written.
limit for the class to - Pupils play the
prepare for the game and game.
go around the class to offer - Pupils cheer up
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help where necessary. whenever the guess

Step 3: When the time is is correct.
over, nominate a pair from
different groups to check
their interaction. Have the
counterpart group stand up
at their places, make the
guesses, and encourage
the rest of pupils to cheer
up whenever the guess is
correct.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Zootopia (ppt)
- Divide the class into 2 teams.
- Tell pupils that they will explore Zootopia and catch 3 criminals: Bellwether
(escaped prison), Finnick (robbed a bank), Flash (stole a car).
- Ask pupils to choose a number and answer the question to help find the
criminals. If their answer is correct, they can get points.
- The teams with the most points will be the winner.
- Teacher cheers up pupils when they answer all the questions that help
catch all the wanted criminals.
* Option 2: Game: Roll the dice
- Divide the class into groups of six. Have each pupil count the numbers from
one to six.
- Ask a pupil from each group to roll the dice to choose a pupil asking the
question.
- Ask that pupil to put up a picture and ask the question and invite another
pupil of the group to answer the question about their homes.
e.g. Pupil A: Do you live in this house?
Pupil B: Yes, I do.
- The pupil who answers the correct answers will continue rolling the dice.

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Week: 4 Date
of preparing: 07/09/2024
Period: 13 Date
of teaching: 23/09/2024
UNIT 2: Our homes!
Lesson 2 - Period 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.
II. MATERIALS
- Pupil’s book: Page 18
- Audio tracks 18, 19
- Teacher’s guide: Pages 38, 39, 40
- Website [Link]
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words about different types of homes.
b. Content
- Game: Slap the board
c. Expected outcomes
- Pupils can remember and say the words about sports, colours, animals and
food correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
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Game: Slap the board

- Prepare pictures of Pictures (tower,
different types of homes. building, flat, that
- Divide the class into 3 - Pupils remember house, this building,
teams. Number pupils in their number. that tower)
each team. - Pupils look and think
- Focus pupils on the
about the correct
sentences and pictures on
answer for each
the screen.
question on the
- Call out a number and
screen.
ask pupil to slap the
correct answer on the - Pupils run to the
board. board and slap the
- Check the answer with correct answer.
the whole class.
e. Assessment
- Performance products: Pupils’ answers and interactions
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
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 can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
questions about someone’s home and address.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 18)
Step 1: Ask pupils to look - Pupils look at – Context a:
at Pictures a and b and Pictures a and b and Minh asking Lucy if
identify the characters and identify the her
say what they are talking characters in the home’s nearby
about. pictures and what
Step 2: Ask pupils to look they are talking Nam: Do you live
at Picture a. Play the about. near the school?
recording for them to listen - Pupils look at Picture Lucy: Yes, I do. I live
and follow the language. a and listen to the about one kilometre
Play the recording again, recording. Pupils from here.
sentence by sentence, for listen to the recording
pupils to listen and repeat again, sentence by – Context b:
individually and in chorus. sentence, and repeat. Minh asking Lucy
Correct their pronunciation - Pupils follow the about her address
where necessary. Repeat teacher’s instructions.

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the same procedure with Nam: What’s your

Picture b. - Pairs of pupils come address?
Step 3: Invite a few pairs to the front of the Lucy: It’s 45 Ba Trieu
to the front of the classroom to listen to Street.
classroom to listen and and repeat the
repeat the questions and sentences in the
answers of the Exchanges recording.
a and b.
- Pupils pay attention
Extension: Draw pupils’
to the question and
attention to the question
What’s your address? and the answer. Pupils
the answer It’s 45 Ba Trieu listen to the teacher’s
Street. explanation.

Explain how to use capital letters in addresses in English, and how to read the numbers in addre

e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words and use What’s your address? – It’s _____. to ask
and answer questions about someone’s address.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can say the words and use What’s your address? – It’s_______. to ask
and answer questions about someone’s address.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 19)
Step 1: Ask pupils to look - Pupils look at the – Picture cues:
at Pictures a, b, c and d pictures and elicit the a. 116 Hoa Binh Street
and say what they can see number and the b. 38 Dien Bien Street
in each picture. names of the street in c. 93 Oxford Street
the pictures. d. 23 Queen Street
– Speech bubbles:
Step 2: Play the recording - Pupils listen to and What’s your address?
for pupils to listen to and repeat the words a
repeat the words in chorus few times. – It’s _____.
and individually until they
feel confident. Use the Audio script:
flash cards to practise a. 116 Hoa Binh
saying the numbers 116 Street
(one sixteen), 38 (thirty- b. 38 Dien Bien Street
eight), 93 (ninety-three), c. 93 Oxford Street
23 (twenty-three) and the d. 23 Queen Street

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

street names. a.
Notes: A: What’s your
We say: 116: one-sixteen address?
OR one-one-six. B: It’s 116 Hoa Binh
DO NOT SAY: one hundred Street.
and sixteen b.
Step 3: Point at Picture a. - Pupils point at A: What’s your
Draw pupils’ attention to Picture a, listen to the address?
the speech bubbles and recording and repeat B: It’s 38 Dien Bien
elicit the missing words in the sentences in both Street.
the answer. Play the bubbles until they c.
recording for pupils to feel confident. Pupils A: What’s your
listen to and repeat the follow the teacher’s address?
sentences in both bubbles instructions with B: It’s 93 Oxford
a few times. Repeat the Pictures b, c and d. Street.
same procedure with
Pictures b, c, and d. d.
Step 4: Let pupils point at - Pupils work in pairs A: What’s your
the pictures and say the and practise asking address?
sentences in pairs. Go and answering the B: It’s 23 Queen
around the classroom to question, using Street.
offer help where speech bubbles and
necessary. Invite a few Pictures a, b, c and d.
pairs to act out the
exchanges in front of the
class.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
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.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can use Do you live in ___? – Yes, / No, ___. and What’s your address?
– It’s __. in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Ask pupils to look - Pupils look at the – Picture cue: Four
at the pictures and elicit pictures and identify addresses
the addresses. Ask the number and the – Speech bubbles:
questions to help them name of the street. Do you live in ___?
identify the context (see – Yes, / No, ___.
Input). - Pupils look at the What’s your address?
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Step 2: Point at the first first building and elicit

building and elicit the the missing words in – ____.
question in the first speech speech bubbles on
bubble Do you live in __? the board and say the
and the answer in the completed sentences.
second speech bubble - Pupils look at the
Yes, / No, ____. as an bubbles to
example. If the answer is understand how the
No, then point at the sentence pattern is
question What’s your used.
address? Write the
sentences on the board. Get
pupils to say the completed
sentences. Repeat the same
procedure with other
pictures.
Step 3: Give pupils time
to work in pairs and take
turns pointing at each
picture to ask and answer - Pupils role-play to
using Do you live in ____? practise asking and
– Yes, / No, ____. and answering questions
What’s your address? – about address, using
____. picture cues.
Step 4: Invite a few pairs - Pupils practise
to come to the front of the asking and answering
classroom and act out the questions in front of
exchanges. the class.

e. Assessment
- Performance products: Pupil’s talks
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* 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.

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- Ask the first pupil from each line What’s your address? he/ she must answer
and in turn ask the 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.

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Week: 4 Date
of preparing: 10/09/2024
Period: 14 Date
of teaching: 23/09/2024

UNIT 2: OUR HOMES

Lesson 2 - Period 4

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.
II. MATERIALS
- Pupil’s book: Page 19
- Audio tracks 20, 21
- Teacher’s guide: Page 40, 41, 42
- Website [Link]
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise numbers.
b. Content
- Listen and choose the numbers.
c. Expected outcomes
- Pupils can identify the correct numbers they hear.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Listen and choose the number.
- Ask pupils to take out the - Pupils take out the Seven sets of three
board and chalk or marker. board and chalk or numbers.
- Play the audio and have marker.
pupils listen to the audio - Pupils listen and

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

and write the number they write the numbers.

hear in 5 seconds. - Pupils show the
- Ask pupils to hold the answer and check.
board up to show the
answer.
- Check the answer with
the whole class.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
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.
b. Content
- Activity 4. Listen and circle.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which
speakers ask
and answer questions about someone’s address and circle the correct
pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and circle. (Track 20)
Step 1: Draw pupils’ - Pupils look at the Picture cues:
attention to the pictures pictures and say the 1a. a private house
and ask questions to elicit numbers of the at 67 Tay Son Street
the addresses. Remind addresses. 1b. a private house
them to pay attention to at 79 Tay Son Street
the numbers of the 1c. a private house at
addresses. Have pupils 97 Tay Son Street
predict 2a. a block of flats at
which picture is referred to - Pupils listen to the 53 London Street
in Conversation 1 (Picture recording and circle 2b. a block of flats at
b). the correct picture. 35 London Street
Step 2: Play the recording Pupils listen to the 2c. a block of flats at
all the way through for recording again to do 63 London Street
pupils to check their the task. Audio script:
prediction. Then play the - Pupils swap books 1. A: Where do you
recording again for pupils with a partner, and live?
to listen and circle the check answers before B: I live in a house
correct picture. checking as a class. near here.
Step 3: Repeat Steps 1 - Pupils listen to the A: What’s your
and 2 for Conversation 2. recording, sentence address?
Step 4: Get pupils to swap B: It’s 79 Tay Son
by sentence, and
books with a partner and Street.
repeat individually
check their answers before 2. A: Do you live in
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

checking as a class. and in chorus. this house?

Correct the answers where B: No, I don’t.
necessary. A: Where do you
Extension: If time allows, live?
play the recording, B: I live in a flat
sentence by sentence, for near here.
pupils to A: What’s your
listen and repeat address?
individually and in chorus. B: It’s 53 London
Correct their pronunciation Street.
where * Key: 1. b 2. a
necessary
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
-To read and complete two gapped dialogues with the help of picture
cues.
b. Content
- Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete two gapped dialogues with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Do the first - Pupils follow the Two picture cues and
gapped dialogue with the teacher two gapped dialogues
class as example. Have demonstrating the to complete
pupils read the dialogue. Dialogue 1. Pupils *Key:
Draw pupils’ attention to look at the picture 1.100 Tran Hung Dao
the address and the and the address in Street; from
distance from the address the bubble. 2. that; Where;
to the place where they What’s;
are before guessing the 231 Nguyen Van Cu
missing words. Remind
Street
pupils of the collocation far
from. - Pupils read the
Step 2: Read the second second dialogue.
dialogue. Point at the Pupils follow the
building and draw pupils’ teacher’s instruction.
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 - Pupils complete

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

and answers. gapped Exchange 2

Step 3: Give pupils a time independently.
limit to read the gapped
dialogues, look at the
pictures and fill in the gaps
independently. Go around
the classroom and offer - Pupils swap books
support where necessary. with a partner and
Step 4: Get pupils to swap check their answers
books with a partner and before checking as a
check their answers before class.
checking as a class. Invite
one pupil to write the
answers on the board.
Extension: Invite two - Pairs of pupils read
pairs of pupils to act out the completed
the completed dialogues. dialogues aloud.
Check pronunciation where
necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To listen to and complete the song Homes and to sing it with the
correct pronunciation, rhythm and melody.
b. Content
- Activity 6. Listen, complete and sing (Track 21)
c. Expected outcomes
- Pupils can complete the song Homes and sing it with the correct
pronunciation, rhythm and melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Listen, complete and sing. (Track 21)
Step 1: Have pupils read - Pupils read the song The picture cue: Lotus
the song lyrics and guess and guess the Building far away and
the missing words with the missing words. King Tower on Oxford
help of the picture. Give Street
Number 1 as an example The gapped lyrics and
(building). Fill in the gap. - Pupils follow the recording of the song
Step 2: Repeat Step 1 for teacher's instructions. Homes.
Number 2 (tower) and - Pupils work
Number 3 (19). individually, listen
Step 3: Give a time limit and complete.
for pupils to read and fill - Pupils listen to the
the gaps. Then play the recording to check
recording again for their answers again.
them to check the - Pupils listen and
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answers. sing along.

Step 4: Play the recording
again for pupils to listen
and sing along before they
practise singing the song.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* 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.
- Teacher checks the answer with the whole class.
- Pupils get the point(s) if they answer the question correctly.
- The team with more points is the winner.
* Option 2: Game: Interview
- Teacher gives a pupil a handout.
- Pupils go around the class and ask 5 friends: What’s your address? and
write the answers on the handout in 5 minutes.
- Teacher calls some pupils to come to the front and talk about their address
and their friends’ addresses.

HANDOUT
Name: …………………………………. Class: ………

Name Address
1
2
3
4
5

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Week: 4 Date of
preparing: 10/09/2024
Period: 15 Date of
teaching: 24/09/2024

UNIT 2: OUR HOMES

Lesson 3 - Period 5

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.
II. MATERIALS
- Pupil’s book: Page 20
- Audio tracks 22, 23, 24
- Teacher’s guide: Pages 42, 43, 44
- Website [Link]
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To get students ready for the lesson.
b. Content
- Song: Big Numbers
c. Expected outcomes
- Pupils can sing the song and be ready for the lesson.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Song: Big Numbers
- Greet the class, then - Pupils sing the song. The song Big
have the class listen and Numbers
sing the song Big
Numbers.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Review numbers - Pupils listen to

Matching Game. teacher’s instructions.
Explain how to play the - Pupils play the
game: Pupils take turns to game.
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.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
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 in the
sentences I live at fif'teen Ba Dinh 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 as in fif’teen and six’teen in isolation and as in the
sentences I live at fif'teen Ba Dinh Street. and She lives at six'teen London
Street.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and repeat. (Track 22)
Step 1: Have pupils point - Pupils point to the The word fif'teen and
at the word fif'teen and word and sentence in the sentence I live at
the sentence I live at the first line while fif'teen Ba Dinh
listening. Street.
fif'teen Ba Dinh Street.
- Pupils listen to the The word six'teen and
Play the recording for recording again and
them to listen and repeat the sentence She
repeat.
lives at six'teen
in chorus and individually
London Street.
until they feel confident.
Correct their
pronunciation where
necessary.
- Pupils follow the
Step 2: Invite a few teacher’s instructions
pupils to listen to and for the second line.

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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 - Pupils work in pairs
the classroom and correct or groups to say the
pupils’ pronunciation words and read the
where necessary. sentences.
Step 4: Let pupils work in - Pupils listen to the
pairs or groups, saying the recording and say the
words and reading the language in front of
sentences. the class.

e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the stress on some two-syllable words and circle the word with a
different stress pattern from the other two words..
b. Content
- Activity 2. Circle, listen and check.
c. Expected outcomes
- Pupils can identify the stress on some two-syllable words and circle the
word with a different stress pattern from the other two words.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Circle, listen and check. (Track 23)
Step 1: Tell pupils that - Pupils pay attention Three sets of two-
this is an odd-one-out to the three sets of syllable words
exercise. Pupils circle the two-syllable words. Audio script:
word having a different Pupils listen to the 1. a. thirteen b.
fourteen
stress from each line. Then teacher’s explanation.
c. thirty
listen to the recording to - Pupils look at three 2. a. nineteen b.
check their answers. words in each line,
sixty
Step 2: Set a time for read them aloud and c. ninety
pupils to do the task. circle the word that is 3. a. twenty b.
different from the sixteen
Step 3: Play the
other two. Then c. eighteen
recording, once or twice,
pupils listen to the * Key: 1. c 2. a 3.
for pupils to listen and
recording to check a
check their answers. Get
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

pupils to swap books with their answers.

a partner and check their - Pupils do the task
answers before checking individually.
as a class. Play the - Pupils swap books
recording again for pupils with a partner, then
to double-check their check the answers as
answers. a class. Pupils listen
Extension: Invite a few to the recording again
pupils to read aloud all the and check their
answers again.
words in the three lines.
- Pupils stand up,
Correct their pronunciation
listen to and repeat
and word stress if
the words.
necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To say the chant with the correct pronunciation,word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and
rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s chant. (Track 24)
Step 1: Have pupils look - Pupils pay attention The lyrics and
at the pictures and identify to the pictures and recording of the chant
the addresses. lyrics of the chant.
Step 2: Get pupils to read
- Pupils read the first
the first verse of the chant
verse of the chant.
and draw their attention
to the numbers 15
- Pupils listen to the
(fif'teen) and 16
recording of the first
(six'teen). Check
verse, line by line,
comprehension.
and repeat. Pupils can
Step 3: Play the
clap and do actions
recording of the first
while chanting.
verse. Play the recording
again, line by line, for
pupils to listen and
repeat. Draw their
attention to the rhythm,

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

word stress and

pronunciation. Encourage - Pupils do the same
them to clap and do procedure with the
actions while chanting. second verse of the
Step 4: Repeat Steps 2 chant.
and 3 for the second
verse of the chant but
draw their attention to the
numbers 18 (eigh'teen) - Pupils listen to the
and 19 (nine'teen). recording all the way
Step 5: Play the recording through and chant
all the way through for along. Pupils clap
pupils to chant and clap while chanting.
their hands. - Pupils work in two or
Extension: Invite two
more groups to take
groups of pupils to take
turns chanting with
turns chanting the
the replaced words in
questions and answers in
the two verses.
the two verses, replacing
fifteen, sixteen with
thirteen and fourteen;
eighteen, nineteen with
fifteen and sixteen.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* 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.
* 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.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 4 Date
of preparing: 10/09/2024
Period: 16 Date
of teaching: 24/09/2024

UNIT 2: OUR HOMES

Lesson 3 - Period 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.
II. MATERIALS
- Pupil’s book: Page 21
- Teacher’s guide: Pages 44, 45
- Website [Link]
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To review the structures they’ve learnt in the previous lessons.
b. Content
- Vocabularies and structures
c. Expected outcomes
- Pupils can listen and answer the questions.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game 1: Who’s faster? (ppt)
Game 2: Mystery box
Game 1: Who’s faster? - Pupils listen to the - Vocabularies in
- Show the hidden pictures teacher’s explanation. the previous lessons:
and let pupils look, guess tower, house,
and say aloud the words. - Pupils look at the building, flat, street
screen and guess,
then say aloud what

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Game 2: Mystery box they can see.

- Divide the class into two Pupils listen to the
groups: Boys and Girls. teacher’s explanation. - Review
- The group with more - In teams, sentences:
points wins the game. pupils take turns to + Do you live in this /
choose the letters that house?
and answer the + Where do you live?
questions. If they + What’s your
have the correct address?
answers, they can
give the mystery box
or keep it to the other
teams.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read a letter and show understanding by deciding if the sentences are
True or False.
b. Content
- 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
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and tick True or False.
Step 1: Tell pupils the - Pupils listen to the - A short letter from
goal of the activity and teacher’s instruction. David in Sydney to
explain that they should - Pupils read the letter Lan in Viet Nam
read the letter and tick as a class. - A table for ticking
True or False for the - Pupils do sentence True or False
sentences provided. Check Number 1 as a class. * Key:
1. F 2. T 3. T 4. F
comprehension.
5. F
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 information given - Pupils do the task
in the sentence provided individually.
(London). Tell the pupils to
tick the box False.
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Step 3: Set a time limit - Pupils swap books

for pupils to do the task with a partner, and
independently. Go around check answers before
the classroom and offer checking as a class.
help where necessary.
Step 4: Get pupils to swap - One or two pupils
books with a partner and stand up and read
check their answers before aloud the letter.
checking as a class.
Correct the answers where
necessary.
Extension: Invite one or
two pupils to read aloud
the letter. Correct their
pronunciation where
necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
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
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Let’s write.
Step 1: Tell the class the - Pupils listen to the Questions about
goal of the activity and teacher’s explanation. homes and addresses
explain that they should Suggested
read the questions and answers:
write the answers based 1. I live in a house in
on their personal the countryside.
2. My address is 20
information. - Pupils follow the
Vo Van Tan Street.
Step 2: Give an example teacher’s instructions. 3. My best friend Nick
with Question 1. Invite a lives in a building in
pupil to read Question 1 Sydney.
and write the answer on 4. His address is 53
the board and read it George Street.
aloud. Correct the - Pupils do the task
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

spelling and individually.

pronunciation where
necessary.
Step 3: Give pupils time
to do the writing task - Pupils swap books
independently. Go around with a partner and
the classroom and offer check their answers
help where necessary. before checking as a
Step 4: Get pupils to class.
swap books with a partner - Pupils stand up and
and check their answers read aloud their
before checking as a answers.
class. If time allows, invite
one or two pupils to stand
up and read aloud their
answers.

e. Assessment
- Performance products: Pupil’s answer
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRODUCTION (8 minutes)
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
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Project
Step 1: Check pupils’ - Pupils listen to the
preparation of their survey. teacher’s instruction.
Step 2: Invite a pupil to - One pupil does an
report his / her survey with example with the
A girl pupil is standing in front of the
your help. teacher’s help.
Step 3: Have pupils work - Pupils work in
in groups to practise groups of five. Pupils
reporting their own show their posters
surveys. Go around the that they have made
classroom and offer help at home and tell the
where necessary. group about different
A poster of different types of homes:
Step 4: Invite a few pupils types of homes.
to report their surveys in - Pupils show their
front of the class. Praise work and talk about
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

them when they do a good different types of

job. homes. Pupils stick
their posters on the Suggested
wall (or board) as a presentation:
display. 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.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* 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 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.

Week: 5 Date
of preparing: 11/09/2024
Period: 17 Date
of teaching: 30/09/2024
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

UNIT 3: MY FOREIGN FRIENDS

Lesson 1 - Period 1

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 in which characters ask and answer questions about someone’s
nationality.
- correctly say the words for nationalities and use What nationality is he /
she? - He’s / She’s _____. to ask and answer questions about someone’s
nationality.
- enhance the correct use of What nationality is he / she? - _____. to ask and
answer questions about someone’s nationality in a freer context.
- use the words nationality, Australian, Malaysian, American, Japanese in
relation to the topic “My foreign friends”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
about someone’s nationality correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Show their pride in where they come from and great respect for where
someone comes from by asking and answering about nationality.
II. MATERIALS
- Pupil’s book: Page 22
- Audio tracks 25, 26
- Teacher’s guide: Pages 44, 45, 46
- Website [Link]
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the vocabulary about different countries that pupils have learnt in
Tieng Anh 4.
b. Content
- Game: Slow reveal
c. Expected outcomes
- Pupils can say the names of the countries correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Slow reveal!
- Tell the class they are - Pupils listen to the Flags (Britain, Viet

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

going to play a vocabulary teacher’s instructions. Nam, America,

game to activate the Australia, Japan,
names of some countries Singapore, Malaysia,
that they have learnt in - Pupils look at the Thailand,)
Tieng Anh 4. pictures facing down
- Prepare the pictures on the board.
about countries. Stick the
pictures facing down on - Pupils follow the
the board. teacher
- Model the first picture, demonstrating the
e.g. Viet Nam. Put a picture activity.
on the board and cover it - Pupils observe the
with a piece of paper. picture, little by little.
- Very slowly move the - Pupils say the name
paper to reveal the picture, of the country
little by little.
- Ask Which country is - Pupils come to the
this?. Ask pupils to guess front to choose the
the name of the country, next picture.
e.g. This is Viet Nam.
- The first pupil to guess
correctly comes to the
front to choose the next
picture.
- Continue the game until
all of the words of the
countries are said.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative
contexts in which characters ask and answer questions about someone’s
nationality.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two
communicative contexts in which characters ask and answer questions about
someone’s nationality.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 25)
Step 1: Ask pupils to look - Pupils look at - Contexts:
at Pictures a and b and Pictures a and b and a. Minh and mum in
identify the characters and identify the the kitchen, talking
say what they can see in characters and say Minh’s new friend
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the pictures. what they can see in b. Dad joining the

Step 2: Have pupils look the pictures. conversation, asking
at Picture a and b and - Pupils look at Picture about the nationality
guess what the characters a and b and guess of Minh’s new friend
are talking about. Pupils what the characters - Speech bubbles:
can use Vietnamese, then are talking about. a. Minh: Mum, I have
repeat their responses in Pupils can use a new foreign friend.
English. Vietnamese, then Mum: Do you?
repeat their Where’s he from?
Step 3: Play the recording responses in English. Minh: He’s from
and encourage pupils to - Pupils listen to the Australia.
point at the characters recording to point at b. Dad: What
while listening. the characters while nationality is he?
Step 4: Play the recording listening. Minh: He’s Australian.
again, sentence by - Pupils listen to the
sentence, for pupils to recording again,
listen, point to the sentence by
sentences and repeat. sentence, for pupils to
Correct their pronunciation listen, point to the
where necessary. sentences and
Step 5: Draw pupils’
repeat.
attention to the question
- Pupils pay attention
What nationality is he? and
the answer He’s to the question and
Australian. Explain that the answer. Pupils
they are used to talk about listen to the teacher’s
someone’s nationality. explanation.

e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words for nationalities and use What nationality is he /
she? - He’s / She’s _____. to ask and answer questions about someone’s
nationality.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words for nationalities and use What nationality
is he / she?
- He’s / She’s _____. to ask and answer questions about someone’s
nationality.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 26)
Step 1: Have pupils look - Pupils look at the - Picture cues:
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

at the pictures, say what pictures, say what a. Ben, Australian

they can see in the they can see in the flag, a kangaroo and
pictures and identify the pictures and identify the word Australian
countries. Explain the word the countries. underneath
under each picture is not b. a girl, Malaysian
the name of the country, flag, Petronas Twin
but it is the nationality. - Pupils listen to the tower and the word
Step 2: Play the first part first part of the Malaysian underneath
of the recording for pupils recording and repeat c. Mary, American
to listen and repeat the the words under the flag, the Statue of
words under the pictures in pictures in chorus and Liberty and the word
chorus and individually individually until they American underneath
until they feel confident. feel confident. d. a girl, Japanese
Use the flash cards for flag, Sakura blossoms
Australian, Malaysian, and the word
American and Japanese to - Pupils point at Japanese underneath
practise the words. Picture a. Pupils listen - Speech bubbles:
Step 3: Have pupils point to the next part of the What nationality is he
at Picture a. Draw pupils’ recording a few times / she? - He’s / She’s
attention to the speech and repeat the _____.
bubbles and elicit the sentences in both Audio script:
missing words (What bubbles. a. Australian
nationality is he? - He’s - Pupils follow the b. Malaysian
Australian.) Play the next teacher’s instructions. c. American
part of the recording a few d. Japanese
times for pupils to repeat - Pupils practise a.
the sentences in both asking and answering A: What nationality is
bubbles. questions in pairs. he?
Step 4: Repeat Step 3 B: He’s Australian.
with Pictures b, c, and d. b.
Then let pupils practise A: What nationality is
asking and answering she?
questions in pairs. Go B: She’s Malaysian.
around the classroom to c.
offer help if necessary. - Pairs of pupils point A: What nationality is
Step 5: Invite a few pairs at the pictures and she?
to point at the pictures and ask and answer B: She’s American.
ask and answer questions questions about d.
about someone’s someone’s A: What nationality is
nationality. nationality. she?
B: She’s Japanese.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To enhance the correct use of What nationality is he / she? - _____. to ask
and answer questions about someone’s nationality in freer contexts.
b. Content
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Activity 3. Let’s talk.

c. Expected outcomes
- Pupils can enhance the correct use of What nationality is he / she? - _____.
to ask and answer questions about someone’s nationality in freer contexts.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ - Pupils look at the - Picture cue: Picture
attention to the picture. picture and identify of four characters at
Ask questions to help them the context. the exhibition
identify the context (see introducing their
Input). countries.
Step 2: Point at the first - Pupils follow the - Speech bubbles:
character and elicit the teacher What nationality is he
question in the first speech demonstrating the / she? - _____.
bubble (e.g. What example. Pupils say Suggested answer:
nationality is she?) and the the completed What nationality is
answer in the second sentences. Pupils she?
speech bubble (She’s follow the teacher’s - She’s Malaysian.
Malaysian.) as an example. instructions with What nationality is
Then write the sentences other pictures. he?
on the board. Get pupils to
- He’s Australian.
say the completed
What nationality is
sentences. Repeat the
same procedure with other she?
pictures. - She’s American.
Step 3: Put pupils into - Pupils work in pairs What nationality is
pairs to ask and answer he?
to ask and answer
questions about the - He’s Japanese.
questions about the
nationality of each
character in the picture. Go nationality of each
around and offer support character in the
where necessary. picture.
Step 4: Invite a few pairs - Pairs of pupils come
to the front of the to the front of the
classroom to ask and classroom to ask and
answer questions about answer questions
someone’s nationality. about someone’s
nationality.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Sentence Puzzle (ppt)
- 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.

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is What nationality he ?
e.g.
- The group who makes it first will be the winner.
* Option 2: Game: Flashcard walk
- Divide the class into four groups.
- Place several word cards on the classroom floor.
- Have pupils from each group come up the front.
- Play some music and have the pupils walk around the word cards.
- Stop the music and say the name of one flashcard, e.g. he / Japanese.
- Have the pupils pick up the correct word card and say a sentence using the
word on the word card, e.g. He’s Japanese.
- Give the first group to make a correct sentence at one point.
- The group with the most points wins the game.
* Preparation for the project: Tell pupils about the project on page 27.
Ask them to spend time outside of the class searching for the names of at
least five countries and their nationality adjectives. Then, make a poster to
show the names of the countries and the nationalities they have found. They
may add some information about the countries such as people, flags, maps.
Next, each group gives a presentation to introduce the poster in class at
Project time.

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Week: 5 Date
of preparing: 11/09/2024
Period: 18 Date
of teaching: 30/09/2024

UNIT 3: MY FOREIGN FRIENDS

Lesson 1 - Period 2

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand four communicative contexts in which speakers
ask and answer questions about someone’s nationality and tick the correct
pictures.
- circle correct words in four exchanges with the help of picture cues.
- sing the song My friends with correct pronunciation, rhythm and melody.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Show their pride in where they come from and great respect for where
someone comes from by asking and answering about nationality.
II. MATERIALS
- Pupil’s book: Page 23
- Audio tracks 27, 28
- Teacher’s guide: Pages 47, 48
- Website [Link]
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the sentence structure What nationality is he / she? - He’s / She’s
_____. to ask and answer questions about someone’s nationality.
b. Content
- Game: Lucky stars
c. Expected outcomes
- Pupils can correctly say the sentence structure What nationality is he / she?
- He’s / She’s _____. to ask and answer questions about someone’s
nationality.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Lucky stars
- Ask pupils if they - Give the sentence - Sentence structures:
remember the previous structures about What nationality is he

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sentence structures to ask someone’s / she? - He’s / She’s

and answer questions nationality. _____.
about someone’s - Flags (Australia,
nationality. - Look at the question Malaysia, America,
- Write the question and and answers on the Japan)
answers on the board. board. - Four stars (each star
- Divide the class into two - Work in two groups. contains a flag and a
groups. Have a pupil from Play one, two, three picture of a boy or a
each group play one, two, to find the group girl.)
three to find the group going first. - Two stars (each star
going first. contains a lucky star.)
- Have two pupils from - Choose a colour
each group choose a colour star, look at the
star, look at the picture picture given and ask
given and ask and answer and answer the
the question about question about
someone’s nationality. someone’s
- Ask the class to check nationality.
their friends’ - Check their friends’
pronunciation. If they are pronunciation.
correct, they will get points
for their group.
- Continue the game until - Continue playing the
all the words are said. game.
- The group with more - Praise the winner.
points wins the game.
Praise the winner.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand four communicative contexts in which speakers
ask and answer questions about someone’s nationality and tick the correct
pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which
speakers ask and answer questions about someone’s nationality and tick the
correct picture according to what they hear.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and tick. (Track 27)
Step 1: Draw pupils’ - Pupils look at the - Picture cues:
attention to the pictures pictures and answer 1a. a Japanese boy
and ask questions such as the questions. Pupils playing football
What nationality is she? look at the pictures a, 1b. an American boy
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What’s he doing? to elicit b and c to contrast. playing football

the nationalities of the 1c. an Australian boy
characters and the playing badminton
activities they are doing in 2a. a British girl
the pictures. Remind them standing in front of
to look at the pictures a, b Big Ben
and c to contrast. For 2b. an Australian girl
example, have pupils standing in front of
explain that the boy in Sydney Opera House
picture a is playing 2c. a Malaysian girl
football. He’s Japanese. standing in front of
The boy in picture b is Petronas twin tower
playing football. He’s - Pupils listen to the - Audio script:
American. The boy in recording all the way 1.
picture c is playing through. Then listen A: Look at Sam.
badminton. He’s to the recording again B: Who? Is he playing
Australian. and choose correct football?
Step 2: Play the recording pictures that show A: Yes, he is.
all the way through. Then the nationalities of A: What nationality is
play the recording again the characters he?
for pupils to listen and mentioned in the B: He’s Japanese.
choose correct pictures conversations. 2.
that show the nationalities - Pupils swap books A: Is your new friend
of the characters with a partner and from Malaysia?
mentioned in the check their answers B: No, she isn’t.
conversations. before checking as a A: What nationality is
Step 3: Get pupils to swap class. pupils explain she?
books with a partner and the answers by B: She’s Australian.
check their answers before answering questions. * Key: 1. a 2. b
checking as a class. Have - Pupils stand up
pupils explain the answers when the information
by asking questions, for is different. A pupil
example, What’s Sam corrects the
doing? What nationality is information.
he?
Extension (For
advanced level): Read
conversation 1 aloud but
change specific
information. For example,
Look at Sam? - Who?
Is he playing basketball?
Have pupils stand up when
the information is different.
Invite a pupil to correct the
information.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction

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3. ACTIVITY 2: PRACTICE (10 minutes)

a. Objectives
- To circle correct words in four exchanges with the help of picture cues.
b. Content
Activity 5. Read and circle.
c. Expected outcomes
- Pupils can circle correct options in the sentences and exchanges with the
help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and circle.
Step 1: Do sentences 1 - Pupils follow the - Picture cues
together as an example. teacher a. a girl holding the
Draw pupils’ attention to demonstrating the flag of America
the picture (A girl holding example. Pupils read b. a boy holding the
the flag of America) and the sentences. Pupils flag of Malaysia
elicit the words such as give the answer to fill c. a girl holding the
America and American. in the gap.
flag of Japan
Have pupils read the
d. a boy holding the
sentences. Elicit the
answer to fill in the gap flag of Australia
(America). - Pupils do the task - Two pairs of
Step 2: Give pupils time to independently. sentences and two
do the task independently. exchanges with
Go around the classroom options to circle
to offer help where - Pupils swap books *Key:
necessary. with a partner and 1. America
Step 3: Get pupils to swap check their answers 2. Malaysian
books with a partner and before checking as a 3. What; Japanese
check their answers before class. Pupils write the 4. is; Australian
checking as a class. answers on the board.
Nominate some pupils to Pupils explain why
write the answers on the they choose the
board. Check the answers. options.
Ask questions to have
pupils explain why they
choose the options. For
example, for picture B, ask
why do you choose - Four pairs of pupils
Malaysian? - Because act out the completed
there’s a flag of Malaysia. exchanges 3 and 4 in
Step 4: Invite four pairs of front of the class.
pupils to act out the
completed exchanges 3
and 4 in front of the class.
Correct their pronunciation
where necessary.
e. Assessment

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- Performance products: Pupils’ answers

- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To sing the song My friends with correct pronunciation, rhythm and melody.
b. Content
- Activity 6. Let’s sing.
c. Expected outcomes
- Pupils can sing the song My friends with correct pronunciation, rhythm and
melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s sing. (Track 28)
Step 1: Draw pupils’ - Pupils pay attention The lyrics and the
attention to the title and to the title and lyrics recording of the song
lyrics of the song. of the song. Pupils My friends
Encourage them to point at point at the pictures
the pictures to say what to say what they see.
they see. - Pupils read and
Step 2: Have pupils read listen to the song, pay
and listen to the song, their attention to the
draw their attention to the pronunciation, rhythm
pronunciation, rhythm and and melody.
melody. - Pupils listen to the
Step 3: Play the recording recording again and
again and let them listen to practise singing the
and practise singing the song, line by line,
song, line by line, while while doing actions or
doing actions or clapping clapping their hands.
their hands when they hear
- Pupils listen to and
the keywords such as
sing the whole song
British, Britain, land, see in
the first verse and while doing actions or
Australian, Australia, land, clapping their hands.
see in the second verse. - Pupils come to the
Step 4: Ask pupils to listen front of the class to
to and sing the whole song sing the song. The
while doing actions or class may sing along
clapping their hands. Go to reinforce the
around the classroom and activity.
offer help where
necessary.
Step 5: Invite a few
groups to the front of the
class to sing the song. The
class may sing along to
reinforce the activity.
e. Assessment

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- Performance products: Pupil’s interaction and performance

- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Yes or No? (ppt)
- Divide the class into two groups.
- Have a pupil from Group A stand in front of the class facing away from the
board.
- Stick a flashcard (a boy or a girl and his/ her country) on the board.
- Call another pupil to ask a question to find out his/ her nationality.
- Have the pupil from Group A try to guess the answer. The pupil has three
guesses before the other pupils tell them the answer.
e.g. Is he/ she Japanese?
Is he/ she Malaysian?
Is he/ she American?
- Have pupils from each group take turns playing the game.
- The pupil getting a correct answer will get points for their group.
- The group with more points wins the game. Praise the winner.
* Option 2: Game: Circle the words
- Divide the class into groups of three.
- Have each group take out one paper and two pens with different colours.
- Ask one pupil to write down the eight words of countries and nationality in
random order then give it to his/ her friends.
- When he/ she calls out one word (e.g. Japanese), the other two pupils try to
circle that word as fast as possible.
- The pupil who circles more words wins.
- Have some groups demonstrate the activity in front of the class. Praise the
winner.

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Week: 5 Date
of preparing: 11/09/2024
Period: 19 Date
of teaching: 01/10/2024

UNIT 3: MY FOREIGN FRIENDS

Lesson 2 - Period 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 in which characters ask and answer questions about someone’s
personality.
- correctly say the words and use What’s he / she like? - He’s / She’s ____. to
ask and answer questions about someone’s personality.
- enhance the correct use of What’s he / she like? - _____. to ask and answer
questions about someone’s personality in freer contexts.
- use the words friendly, helpful, clever, active in relation to the topic “My
foreign friends”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
about someone’s personality correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Raise their awareness of good personality.
II. MATERIALS
- Pupil’s book: Page 24
- Audio tracks 29, 30
- Teacher’s guide: Pages 49, 50, 51
- Website [Link]
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words and sentence structure What does he/ she look like? -
He’s/ She’s _____. to ask and answer questions about someone’s appearance.
b. Content
- Game: Whack watermelons

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c. Expected outcomes
- Pupils can correctly say the words and sentence structure What does he/
she look like?
- He’s/ She’s _____. to ask and answer questions about someone’s
appearance.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Watermelon whacking
- Ask pupils to give the - Give the sentence - Sentence structures:
sentence structures about structures about What does he/ she
someone’s appearance. someone’s look like? - He’s/
Write the sentence appearance. She’s _____.
structure on the board. - Pictures (tall, short,
- Tell pupils that they are - Listen to the slim, big, long hair,
going to choose teacher’s explanation. big eyes, a round
watermelons, then look at face, short hair)
the pictures and ask and - Watermelons with
answer the questions points (5, 5, 10, 10,
about someone’s - Work in two groups. 15, 15, 20, 20 points)
appearance. - Take turns to play
- Divide the class into two the game.
groups.
- Have two pupils from
each group take turns to
play the game.
- If they ask and answer
- Praise the winner.
the questions correctly,
they can whack a
watermelon to get points
for their groups.
- The group with more
points wins the game.
Praise the winner.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative
contexts in which characters ask and answer questions about someone’s
personality.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two
communicative contexts in which characters ask and answer questions about
someone’s personality.
d. Organisation
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TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 1. Look, listen and repeat. (Track 29)
Step 1: Ask pupils to look - Pupils look at - Contexts:
at Pictures a and b, Pictures a and b, a. Linh and Nam
identify the characters and identify the talking about a new
predict what Lily’s characters and friend in their class.
nationality is. predict what Lily’s b. Nam asking about
Step 2: Play the recording nationality is. the new friend’s
for them to listen and - Pupils listen to the personality.
check the prediction. recording and check - Speech bubbles:
Step 3: Play the recording the prediction. a. Linh: There’s a
again, encourage pupils to - Pupils listen to the new pupil in our
point at the characters recording again, point class. Her name’s
while listening. at the characters Lily.
Step 4: Play the recording while listening. Nam: What
again, sentence by - Pupils listen to the nationality is she?
sentence, for pupils to recording again, Linh: She’s British.
listen, point to the b. Nam: What’s she
sentence by
sentences and repeat. like?
sentence, point to the
Correct their pronunciation Linh: She’s
where necessary. sentences and friendly.
Step 5: Draw pupils’ repeat.
attention to the question - Pupils listen to the
What’s she like? and the teacher’s explanation.
answer She’s friendly.
Explain that they are used
to talk about someone’s
personality.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words and use What’s he / she like? - He’s / She’s ____.
to ask and answer questions about someone’s personality.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words and use What’s he / she like? - He’s /
She’s ____. to ask and answer questions about someone’s personality.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 30)
Step 1: Ask pupils to look - Pupils look at - Picture cues:
at Pictures a, b, c, and d Pictures a, b, c, and d a. a friendly girl
and describe what they and describe what talking to her friends
can see in each picture. they can see in each and the word friendly
picture. underneath

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Step 2: Play the recording - Pupils listen to the b. a helpful girl doing
for pupils to listen to and recording and repeat the dishes and the
repeat the phrases in the phrases in chorus word helpful
chorus and individually and individually. underneath
until they feel confident. c. a clever boy
Use the flash cards for a reading and thinking
friendly girl, a helpful girl, of a new idea and the
a clever boy and an active word clever
boy to practise the - Pupils listen to the underneath
phrases. recording and repeat d. an active boy
Step 3: Draw pupils’ the sentences in both exercising and the
attention to the speech bubbles a few times. word active
bubbles and elicit the Pupils follow the underneath
missing words in the teacher’s instructions. - Speech bubbles:
question and answer by What’s he / she like?
pointing at Picture a. Play - He’s / She’s ____.
the recording for pupils to Audio script:
listen to and repeat the a. a friendly girl
sentences in both bubbles - Pupils point at the b. a helpful girl
a few times. Repeat the pictures and say the c. a clever boy
same procedure with sentences in pairs. d. an active boy
Pictures b, c, and d. a. A: What’s she like?
Step 4: Let pupils point at B: She’s friendly.
the pictures and say the - Pairs of pupils act b. A: What’s she like?
sentences in pairs. Go out the exchanges in B: She’s helpful.
around the classroom to front of the class. c. A: What’s he like?
offer help where - Pupils brainstorm B: He’s clever.
necessary. some adjectives to d. A: What’s he like?
Step 5: Invite a few pairs B: He’s active.
describe someone’s
to act out the exchanges in
appearance that they
front of the class.
Extension: Have pupils have learnt to
brainstorm some adjectives contrast with the
to describe someone’s adjectives to describe
appearance that they have someone’s
learnt to contrast with the personality.
adjectives to describe
someone’s personality, for
example, tall, slim, and
young.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To enhance the correct use of What’s he / she like? - _____. to ask and
answer questions about someone’s personality in a freer context.
b. Content
- Activity 3. Let’s talk.
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c. Expected outcomes
- Pupils can enhance the correct use of What’s he / she like? - _____. to ask
and answer questions about someone’s personality in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Ask pupils to look - Pupils look at the - Picture cues: Pupils
at the picture and elicit the picture and elicit the in a class doing
personality of each personality of each different activities
character in the picture. character in the that can tell their
Remind pupils that What’s picture. personality.
he / she like? and - ___. are - Speech bubbles:
used to ask and answer What’s he / she like?
questions about someone’s - _____.
personality. - Pupils work in pairs Suggested answer:
Step 2: Give pupils time to and take turns What’s he like?
work in pairs and take pointing and asking - He’s helpful.
turns pointing and asking and answering or
and answering questions questions about the Look at him. He’s
about the personality of personality of each opening the door for
each character in the character in the
the teacher. He’s
picture. Remind them to picture.
helpful.
look at the activities the
characters do. - Pairs of pupils come
Step 3: Invite a few pairs to the front of the
to come to the front of the classroom and act out
classroom and act out the the exchanges.
exchanges.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Whisper (ppt)
- Divide the class into two groups. Have each group stand in a line.
- Model the activity. Give the first pupil in each line a flash card. Explain that
he/she must read the word (without saying it out loud!) and then whisper it
to the next pupil in the line. The second pupil must then whisper it to the
third, and so on. When the word reaches the last pupil in the line, he/she
should call it out. The first group to call out a correct word wins.
- Play the game.
- Praise the winner. Give feedback.
* Option 2: Game: Slap the board
- Divide the class into two groups. Ask pupils to stand in two lines.
- Stick the cards with words on the board.
- Call out a word and have the first pupil from each group race to slap the
correct card on the board and say it correctly.
- The first pupil to slap the correct card wins a point for their group.
- The group with the most points wins. Praise the winner.

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Week: 5 Date
of preparing: 11/09/2024
Period: 20 Date
of teaching: 01/10/2024
UNIT 3: MY FOREIGN FRIENDS
Lesson 2 - Period 4

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 pupils ask
and answer questions about someone’s personality and number the pictures.
- complete two gapped exchanges with the help of picture cues.
- review the target vocabulary related to the topic “My foreign friends” by
playing the game The longest sentence.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Raise their awareness of good personality.
II. MATERIALS
- Pupil’s book: Page 25
- Audio track 31
- Teacher’s guide: Pages 51, 52
- Website [Link]
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words about someone’s appearance and personality.
b. Content
- Game: Crossword puzzle
c. Expected outcomes
- Pupils can correctly say the words about someone’s appearance and
personality.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Crossword puzzle
- Tell pupils that they are - Look at the pictures Appearance and
going to complete the and say the words. personality words
crossword puzzle. - Work in two groups. (friendly, helpful,
- Have pupils work in two clever, active, slim,
groups. Give each group a - Follow the teacher’s tall, young)
crossword puzzle. instructions. Crossword puzzle:
- Model with the first word, - Look at the
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e.g. personality. crossword puzzle

- Ask two groups to look at carefully, then
the crossword puzzle complete the words in
carefully, then complete it.
the words in it. - Do the task in two
- Give pupils two minutes minutes.
to do the task. Go around
and give further support to - Check the answers *Key:
the group who find it in the class. 0. personality 1.
difficult to do the task. clever
- Praise the winner.
- Check the answers as the 2. round 3. slim 4.
class. short 5. friendly 6.
- Read all the words
- The group with more active
correct words wins the aloud. 7. helpful 8. big
game. 9. tall 10. young
- Ask pupils to read all the
words aloud.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand four communicative contexts in which speakers
ask and answer questions about someone’s personality and number the
pictures.
b. Content
- Activity 4. Listen and number.
c. Expected outcomes
- Pupils can listen to and understand four communicative contexts in which
speakers ask and answer questions about someone’s personality and
number the pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and number. (Track 31)
Step 1: Draw pupils’ - Pupils look at the Picture cues:
attention to the pictures pictures and give the a. a friendly boy
and ask questions to elicit personalities of the talking to his friends
the personalities of the people in the b. a helpful boy
people in the pictures. pictures. Pupils helping a child
Remind them to look at the predict which picture c. a clever boy
pictures to contrast. Have is number 1. thinking of a new idea
pupils predict which d. an active boy
picture is number 1. playing badminton
Step 2: Play the recording - Pupils listen to the Audio script:
of the first dialogue for recording of the first 1. A: What’s Tom
pupils to listen and check dialogue and check like?
the prediction. Ask What the prediction. Then B: He likes helping
picture, everyone? Is your listen to the recording his friends. He’s very
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prediction correct? What’s again and check. helpful. Look, he’s

Tom like? - He’s very helping a kid over
helpful. Why do you there.
choose picture b? - 2. A: What’s your new
Because the boy is helping friend like?
a kid. Then play the - Pupils listen to the B: He’s a friendly boy.
recording again for pupils recordings of
to listen and check. We like playing
dialogues 2, 3 and 4,
Step 3: Play the together.
and number the
recordings of dialogues 2, 3. A: What’s Alex
3 and 4, and have pupils pictures. like?
number the pictures. - Pupils swap their B: Alex is an active
books with a partner boy. He does many
Step 4: Get pupils to swap and check their things. Now, he’s
their books with a partner answers before playing badminton.
and check their answers checking as a class. 4. A: I have a new
before checking as a class. foreign friend.
Correct the answers if B: What’s he like?
needed. A: He’s a clever boy.
He learns things
quickly.
*Key: 1. b 2. a 3. d
4. c
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete two gapped exchanges with the help of picture cues.
b. Content
Activity 5. Look, complete and read.
c. Expected outcomes
- Pupils can complete two gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Look, complete and read.
Step 1: Model the first - Pupils follow the - Two picture cues
gapped exchange as an teacher - Two gapped
example. Have pupils read demonstrating the exchanges to
the dialogue and guess the example. complete
missing words. Ask What * Key: 1. Malaysia
nationality is a new friend? 2. helpful 3.
- He’s Malaysian. Where is
American
he from?
4. like
- He’s from Malaysia. Then
draw pupils’ attention to
the picture and elicit the
words to fill in the gaps, for

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

example, ask What’s the

boy doing? - He’s helping
the teacher. He’s carrying
some notebooks for his
teacher. What’s he like? - - Pupils complete the
He’s helpful. gapped exchange 2
Step 2: Give pupils a time independently.
limit to complete the
gapped exchange 2
independently. Go around - Pupils swap books
the classroom and help with a partner and
where necessary. check their answers
Step 3: Get pupils to swap before checking as a
books with a partner and class. One pupil
check their answers before writes the answers on
checking as a class. Invite the board.
one pupil to write the - Pupils look at some
answers on the board. true and false
Extension (For sentences about the
advanced level): Make conversations and
some true and false call out True or False.
sentences about the
conversations. For
example, The new maths
teacher is from America
(False), The new English
teacher is friendly (True).
Say a sentence and have
pupils call out True or
False.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To review the target vocabulary related to the topic My foreign friends by
playing the game The longest sentence.
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
- Pupils can play the game The longest sentence to revise the target
vocabulary and structure items learnt in Lessons 1 and 2.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s play.
Step 1: Divide the class - Pupils work in An illustration of a
into 8 - 10 groups. Give groups. Each group class playing The
each group a piece of holds a piece of longest sentence

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paper. paper. The word, friendly, is

Step 2: Write a word on - Pupils look at the on the board.
the board (e.g. friendly) word on the board One group holding a
and ask the groups to write and write a sentence sentence: Minh is
a sentence using the word using the word within friendly.
within one minute. Remind one minute. Pupils Another group
the groups to make the remember to make holding a sentence:
sentence as long as the sentence as long My sister is friendly.
possible. as possible.
Step 3: After one minute, - Pupils say the
the groups hold up the sentences aloud.
sentences and say them
aloud. The group with the - Pupils continue
longest sentences wins. playing the game.
Step 4: Play the game
with another word.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Whisper
- Divide the class into two groups.
- Ask pupils in each group to stand closely in a straight line.
- Teacher says a sentence to the first pupil in each line, e.g. He’s clever.
- Then, the first pupil whispers what she/ he hears to the second person in
the line and so on until the last pupil.
- The last pupil will say the sentence out loud. If they say the sentence
correctly, they will get points for their group.
- The group with more points wins the game.
* Option 2: Game: Spin the wheel!
- Tell pupils they are going to ask and answer the question about their
friends’ personality in a freer context.
- Invite pairs of volunteers to the board. One pupil asks the question about
his/ her friend, another one answers the question about him/ her.
e.g. Pupil A: What’s he like?
Pupil B: He’s active.
- Have pairs of pupils continue practising with other friends.
- Praise pupils if they perform well.

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Week: 6 Date
of preparing: 15/09/2024
Period: 21 Date
of teaching: 07/10/2024

UNIT 3: MY FOREIGN FRIENDS

Lesson 3 - Period 5

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- correctly repeat with correct stress in the two syllable words, as in the
words ‘active and ‘friendly, and in the sentences He’s an active boy. and
She’s a friendly girl.
- identify the word stress on the two syllable words and circle the word with a
different stress pattern from the other two words.
- say the chant with the correct pronunciation, word stress and rhythm.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Raise their awareness of good personality.
II. MATERIALS
- Pupil’s book: Page 26
- Audio tracks 32, 33, 34
- Teacher’s guide: Pages 53, 54
- Website [Link]
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words and sentence structures about someone’s personality.
b. Content
- Game: Find someone who is...
c. Expected outcomes
- Pupils can remember the words and sentence structures about someone’s
personality.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Find someone who is...
- Tell pupils that they are - Listen to the Worksheet
to walk around the teacher’s explanation.
classroom and find people
who have the personality

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described on the sheet. - Hold the sheets.

- Distribute the “Find
Someone Who is ...” - Play the game until
sheets. two or three pupils
- Play the game. Continue complete the
until two or three pupils worksheet.
complete the worksheet. - Return to their
- Ask pupils to return to seats.
their seats. - Check their pupils’
- Check their pupils’ worksheet.
worksheet.

- Praise pupils if they do

the activity well.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- To correctly repeat with correct stress in the two syllable words, as in the
words ‘active and ‘friendly, and in the sentences He’s an active boy. and
She’s a friendly girl.
b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly say the words with the stress on the first syllable as in
the words ‘active and ‘friendly, and in the sentences He’s active. and She’s
friendly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and repeat. (Track 32)
Step 1: Have pupils point - Pupils point to the The words ‘active and
at the word ‘active and the word and sentence. ‘friendly the sentence
sentence He’s active. Play Pupils listen to the The sentences: He’s
the recording of the word recording of the word ‘active. and She’s
and sentence for them to and sentence and ‘friendly
listen and repeat in chorus repeat in chorus and
and individually until they individually.
feel confident. Correct their
pronunciation where
necessary.
Step 2: Invite a few pupils - Pupils listen and
to listen and repeat the repeat the stressed
stressed word and the word and the
sentence in front of the sentence in front of
class. Praise good the class.
pronunciation. - Pupils follow the
Step 3: Repeat Steps 1 teacher’s instructions.
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and 2 for the word

‘friendly and the sentence - Pupils work in pairs
She’s friendly. Go around or groups to say the
the classroom and correct words and read the
their pronunciation if sentences until they
necessary. feel confident.
Step 4: Let pupils work in
pairs or groups, say the
words and read the
sentences until they feel
confident.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the word stress on the two syllable words and circle the word
with a different stress pattern from the other two words.
b. Content
Activity 2. Circle, listen and check.
c. Expected outcomes
- Pupils can identify the stress on the two syllable words.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Circle, listen and check. (Track 33)
Step 1: Tell pupils the goal - Pupils listen to the Two sentences, each
of the activity. Explain that teacher’s explanation. with three answer
this is an ‘odd one out’ Pupils read three options
activity. Pupils read three options and circle the Audio script:
options and circle the word word which has a 1. a. friendly b. fifteen
which has a different stress different stress
pattern from the other two pattern from the c. active
words. other two words. 2. a. sixteen b.
Step 2: Give pupils a time - Pupils do the task eighteen
limit to do the task individually. Pupils c. clever
individually. Have them read the words and 3. a. helpful b. about
read the words and odd odd out the ones that c. nineteen
out the ones that have the have the stress *Key: 1. c 2. c 3. a
stress different from the different from the
other two. Then get pupils other two. Then
to swap books with a pupils swap books
partner to check their with a partner to
answers. check their answers.
- Pupils listen to the
Step 3: Play the recording recording and check
and have pupils listen and the options.
check the options. Correct
the answers where - Pupils read aloud

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necessary. the words in front of

Step 4: Invite a few pupils the class.
to read aloud the words in
front of the class. Correct
the word stress where
necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and
rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s chant. (Track 34)
Step 1: Have pupils look - Pupils look at the - Two pictures:
at the picture and state picture and state The first picture
activity the characters do activity the showing a girl playing
and the words to show characters do and the basketball with
their personality. words to show their friends
Step 2: Have pupils read personality. The second picture
the first verse of the chant - Pupils read the first showing a boy
and draw their attention to verse of the chant helping his dad
the stress of the words and pay attention to - The lyrics and the
active and friendly as in the stress of the recording of the chant
words and in sentences. words active and
Check comprehension. friendly as in words
Step 3: Play the recording and in sentences.
of the first verse for pupils
to listen. Play it again, line - Pupils listen to the
by line, for pupils to listen recording of the first
and repeat. Draw their verse. Pupils listen to
attention to the rhythm, the recording again,
word stress and line by line, and
pronunciation. Encourage repeat. Pupils clap or
them to clap or do actions
do actions while
while chanting.
chanting.
Step 4: Repeat Steps 2
and 3 for the second verse
of the chant. Draw pupils’ - Pupils follow the
attention to the words teacher’s instructions.
helpful and clever to
practice the word stress as

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in words and in sentences.

Step 5: Play the recording
all the way through for - Pupils listen to the
pupils to chant and clap recording all the way
their hands. through to chant and
Extension (For clap their hands.
consolidation): Replace
- Pupils follow the
two adjectives in the chant
teacher’s instructions
with other adjectives which
have the stress on the first and practice the new
syllable for example, chant.
happy, busy, quiet, tidy,
gentle. Have pupils
practice the new chant.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: A happy circle (ppt)
- Write the question and answer on the board.
- Explain that they are going to make a circle, then ask and answer the
questions about their friends’ personality.
- Put pupils in groups of six.
- Model the game. Have two pupils of each group make a question and
answer about their friends’ personality.
e.g. Pupil A: What’s Mai (she) like?
Pupil B: She’s helpful.
- Have the class play the game.
- Invite one or two groups to perform in the front of the class. Praise pupils to
encourage their performance.
* Option 2: Game: Circle jump
- Divide the class into groups. Have two groups make two lines to play the
game.
- Draw four large circles on the floor.
- Place some word cards (active, friendly, clever, helpful) in each circle.
- Call out a word, and a pupil from each group has to run and stand inside
the corresponding circle as quickly as possible.
- Ask pupils to say the word when standing in the circle.
- The first pupil saying the correct word gets a point for their group. The
group with more points wins the game.

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Week: 6 Date
of preparing: 15/09/2024
Period: 22 Date
of teaching: 07/10/2024
UNIT 3: MY FOREIGN FRIENDS
Lesson 3 - Period 6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- read and show the understanding of the text by completing the table.
- fill in the form with some information about a foreign friend.
- work in groups, search and find the names of five countries and their
nationality adjectives, use the information to make a poster and give a
presentation.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
3. Attributes
- Show their pride in where they come from and great respect for where
someone comes from by asking and answering about nationality.
- Raise their awareness of good personality.
II. MATERIALS
- Pupil’s book: Page 27
- Teacher’s guide: Pages 54, 55, 56
- Website [Link]
- Flash cards/ pictures and posters (Unit 3)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the previous lesson by having pupils sing the song “My friends”.
b. Content
- Let’s sing.
c. Expected outcomes
- Pupils can correctly sing the song with correct pronunciation, rhythm and
melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Let’s sing. (Track 29)
- Spend a few minutes - Listen to the The lyrics and the
revising the previous teacher’s instructions. recording of the song
lesson by having pupils “My friends”
sing the song on page 23. - Listen and sing the
- Play the song for pupils to song in chorus.

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listen and sing in the - Sing the song in

chorus. chorus and clap
- Play the song again for hands to reinforce the
pupils to sing in chorus and activity.
clap hands to reinforce the - Perform the song in
activity. front of the class.
- Invite one pupil or a
group to perform the song
in front of the class.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read and show the understanding of the text by completing the table.
b. Content
- Activity 4. Read and complete.
c. Expected outcomes
- Pupils can read and show their understanding of the text by completing the
table.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and complete.
Step 1: Tell pupils the goal - Pupils listen to the - A short text about
of the activity and explain teacher’s explanation. Emma
that they should read the Pupils study the table. - A table to fill in
text and complete the information about
table with the information Emma
in the text. Ask pupils to *Key: 1. American, 2.
study the table. Make sure long, 3. helpful, 4.
that they understand the friends
information in each
column. In weaker classes,
explain that in the first
column, they are main
information you need to
find about Emma such as
her name, her nationality, - Pupils follow the
her appearance and teacher
personality. The second demonstrating the
column is the information example. Then, pupils
about Emma. find the information
Step 2: Do blank 1 as an about Emma’s
example. First, have pupils nationality in the text.
read the information in the
table and decide what
information they need
(nationality). Then, have - Pupils do the task

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pupils find the information independently.

about Emma’s nationality
in the text. Write the word
to fill in blank 1. - Pupils swap their
Step 3: Set a time limit for books with a partner
pupils to do the task and check their
independently. Go around
answers before
the classroom and offer
checking as a class.
help where necessary.
Step 4: Get pupils to swap
their books with a partner
and check their answers
before checking as a class.
Explain the type of
information they need for
each gap, e.g. For gap 2,
you need a word to - Pupils choose five
describe Emma’s hair. For keywords about
gap 3, you need a word to Emma. Pupils work in
tell what Emma is like. For pairs and talk about
gap 4, it is an example to
Emma.
show that Emma is
friendly. Look for the word
meeting in the reading.
Extension (For
advanced level): Ask
pupils to choose five
keywords about Emma
(American, hair,
classmates, dishes, and
friendly). Have pupils work
in pairs and talk about
Emma.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To fill in the form with some information about a foreign friend.
b. Content
Activity 5. Let’s write.
c. Expected outcomes
- Pupils can fill in the form with some information about a foreign friend.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Let’s write.
Step 1: Tell the class the - Pupils listen to the A form with some
goal of the activity and teacher’s explanation. suggested

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explain that they should information

read and fill in the form Suggested answer:
with the information about My Rosie
a foreign friend. Check foreign
comprehension. - Pupils fill in the first friend’s
Step 2: Have pupils fill in blank together as an name
the first blank together as example. Pupils read
His / Her 10
an example. Ask them to the first line in the
read the first line in the form and elicit age
form and elicit possible possible answers. His / Her Australia
answers. Then have them Then pupils write the nationali n
write the answer in the answer in the gap. ty
gap. - Pupils complete the His / Her fair hair,
Step 3: Give pupils time to form independently. appeara tall
complete the form nce
independently. Go around - Pupils swap their His / Her friendly
the classroom and offer books with a partner personali and
help where necessary. and check their ty helpful
Step 4: Get pupils to swap answers before
their books with a partner checking as a class.
and check their answers - Pupils read their
before checking as a class.
completed form in
Extension: Invite one or
front of the class.
two pupils to read their
completed form in front of
the class.
e. Assessment
- Performance products: Pupil’s answer
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRODUCTION (8 minutes)
a. Objectives
- To work in groups, search and find the names of five countries and their
nationality adjectives, use the information to make a poster and give a
presentation.
b. Content
- Activity 6. Project.
c. Expected outcomes
- Pupils can search and find the names of some countries and their
nationality adjectives, make a poster and give a presentation.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Project.
Step 1: Tell pupils about - Pupils listen to the A pupil’s poster about
the goal of the activity. teacher’s explanation. five countries and
Restate the steps in the nationalities
project. Explain that they Use the suggested
have searched for the checklist for
names of five countries assessment in the
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and their nationality introduction.

adjectives and prepared a Suggested
poster to present in class. presentation:
In the poster, there are the Pupil 1: Look at this
names of the countries and poster. There are 5
their nationality adjectives. countries and
If possible, there is some
nationalities. Japan -
information about the - Pupils work in
Japanese. Malaysia -
countries such as people, groups to put the
flags, maps. posters on the desk Malaysian, Italy -
Step 2: Have groups put and practice the Italian, China -
the posters on the desk presentation. Chinese, Canada -
and practice the - Two groups work Canadian.
presentation. Encourage all together and take Pupil 2: This is Zara.
members in the group to turns to give their He’s Malaysian. He
present. Go around the presentations. Pupils comes from Kuala
classroom and offer help show their poster and Lumpur, Malaysia.
where necessary. give their
Step 3: Get two groups to presentations in front
work together and take of the class.
turns to give their
presentations. Invite a few
groups to show their poster
and give their
presentations in front of
the class. Praise good
performances.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Who’s faster? (ppt)
- Tell pupils that they are going to look at pictures or word cards and answer
the teacher's questions.
- Prepare sets of pictures (Australian, Malaysian, American, Japanese) and
word cards (friendly, helpful, clever, active).
- Ask pupils to work in two groups.
- Show a picture or a word card on the board and ask a question related to
the picture or the word card. Ask pupils to raise their hands as fast as they
can to answer the question.
- The pupil with the correct answer will get points for their group.
- Remark pupils’ pronunciation. Praise the winner.
* Option 2: Game: Rock, paper, scissors
- Ask pupils to give the sentence structures about someone’s nationality and
personality. Write the sentence structures on the board.
- Tell pupils they are going to ask and answer questions about their
nationality and personality.
- Put pupils into pairs.

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- Encourage the pupils to play rock, paper, scissors. The loser asks the
question.
The winner gives the answer.
e.g. Pupil A: What nationality is Akiko?
Pupil B: She’s in Japanese.
Pupil A: What’s she like?
Pupil B: She’s friendly.
- Call a few pupils to perform in front of the class.
- Praise pupils to encourage their performance.

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Week: 6 Date
of preparing: 15/09/2024
Period: 23 Date
of teaching: 08/10/2024

UNIT 4: OUR FREE-TIME ACTIVITIES

Lesson 1 - Period 1

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 personal
information;
- correctly say the words and use What do you like doing in your free time? –
I like _____. to ask and answer questions about hobbies;
- enhance the correct use of What do you like doing in your free time? – I like
_____ . to ask and answer questions about hobbies in freer contexts;
- use the phrases play the violin, surf the Internet, go for a walk, water the
flower in relation to the topic “Hobby”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
about hobbies correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform pronunciation and speaking
tasks.
3. Attributes
- Explore new interests and develop healthier and balanced lifestyle, then
improve general well-being.
II. MATERIALS
- Pupil’s book: Page 28
- Audio tracks 35, 36
- Teacher’s guide: Pages 61, 62, 63, 64
- Website [Link]
- Flash cards/ pictures and posters (Unit 4)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP (5 minutes)
a. Objectives
- To review and get pupils ready for the new lesson.
b. Content
- Sing a song/ Answer the questions.
c. Expected outcomes

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- Pupils can sing the song and answer the questions.

d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Sing a song
- Greet the class.
- Then have pupils sing - Pupils sing the song.
along the song My friends
and clap their hands.
- Ask pupils the lead-in - Pupils listen and
questions: answer the questions.
+ Do you go to school in
the evenings or at the
weekends?
+ What do you do when
you are free? - Pupils listen and
- Write the title Our free- repeat.
time activities on the board
and model it for the class
to repeat a few times.
- Tell pupils what they will
learn in this lesson.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative
contexts in which characters ask and answer questions about what someone
likes doing in their free time.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two
communicative contexts in which characters ask and answer questions about
what someone likes doing in their free time.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 35)
Step 1: Have pupils look - Pupils look at – Context a:
at Pictures a and b, Pictures a and b and Mary phoning Nam
identify the characters and identify the asking what he’s
their activities. characters and their doing
Step 2: Ask pupils to look activities in the Mary: What are you
at the pictures. Play the pictures. doing, Nam?
recording for them to Nam: I’m watching a
listen. Play the recording - Pupils look at the cartoon. I like
again, sentence by pictures and listen to watching cartoons in
sentence, for pupils to the recording. Pupils my free time.
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listen and repeat. Correct listen to the recording

their pronunciation where again, sentence by – Context b:
necessary. sentence, and repeat. Mary answering
Step 3: Play the recording - Pupils listen to the Nam’s question
again for pupils to listen recording again and Nam: What do you
and repeat in chorus, repeat in chorus, like doing in your free
sentence by sentence. sentence by time, Mary?
Step 4: Invite a few pairs sentence. Mary: I like playing
to the front of the - Pairs of pupils come the violin.
classroom to listen to and to the front of the
repeat the sentences in the classroom to listen to
recording. and repeat the
Step 5: Draw their sentences in the
attention to the question recording.
What do you like doing in
- Pupils pay attention
your free time, Mary? and
to the question and
the answer I like playing
the violin. Tell pupils that the answer. Pupils
they are the question and listen to the teacher’s
the answer about what explanation.
someone likes doing in
their free time.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words and use What do you like doing in your free
time? – I like _____. to ask and answer questions about what someone likes
doing in their free time.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words and use What do you like doing in your
free time?
– I like ________. to ask and answer questions about what someone likes
doing in their free time.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 36 )
Step 1: Have pupils look - Pupils look at the – Picture and word
at the Pictures a, b, c and pictures and identify cues:
d and identify the the characters and a. a girl playing the
characters and their their activities. violin and the words
activities. Step 2: Have - Pupils point at play the violin
pupils point at Picture a, Picture a, listen to the underneath
listen to the recording and recording and repeat b. a boy surfing the
repeat the words (playing the word. Pupils Internet and the
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the violin). Point at the follow the teacher’s words surf the
words and Picture a and instructions with the Internet underneath
have pupils listen and other three pictures. c. a boy going for a
repeat after the recording Pupils repeat the walk and the words
(What do you like doing in words a few times. go for a walk
your free time? - I like - Pupils listen and underneath
playing the violin). repeat after the d. a girl watering the
Step 3: Follow the same recording. Pupils look flowers and the words
procedure with the other at Picture a and listen water the flowers
three pictures. Have the and repeat after the underneath
class repeat the questions recording. Pupils – Speech bubbles:
and answers a few times. follow the teacher’s What do you like
Step 4: Have pairs instructions with the doing in your free
practise asking and other three pictures. time? I like ________.
answering the question - Pupils work in pairs Audio script:
What do you like doing in to practise asking and a. play the violin
your free time? - I like answering the b. surf the Internet
_____. question, using c. go for a walk
Step 5: Invite a few pairs speech bubbles and d. water the flowers
to point at the pictures and Pictures a, b, c and d. a.
say the questions and A: What do you like
- Pairs of pupils point
answers in front of the doing in your free
at the pictures and
class. time?
Extension: Have pupils say the questions & B: I like playing the
look at the pictures again. answers in front of violin.
One half of the class the class. b.
should ask questions and - Pupils look at the A: What do you like
the other half should pictures again. One doing in your free
answer. Then switch roles. half of the class time?
should ask questions B: I like surfing the
and the other half Internet.
should answer. Then c.
switch roles. A: What do you like
doing in your free
time?
B: I like going for a
walk.
d.
A: What do you like
doing in your free
time?
B: I like watering the
flowers.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives

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To correctly use What do you like doing in your free time? - ____. to ask and
answer questions about what someone likes doing in their free time in a
freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can correctly use What do you like doing in your free time? - ____. to
ask and answer questions about what someone likes doing in their free time
in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ - Pupils look at the Picture cues: a boy
attention to the pictures. pictures and answer surfing the Internet, a
Ask questions to help them the questions. girl watering the
identify the context (see flowers, a boy going
Input). for a walk, a girl
Step 2: Point at the first - Pupils look at the playing the violin
character and elicit the bubbles to – Speech bubbles:
question in the first speech understand how the What do you like
bubble (What do you like sentence pattern is doing in your free
doing in your free time?). used. Pupils follow time? -______.
Using the boy who is surfing the teacher’s
the Internet as the cue, instruction.
elicit an answer to complete - Pupils role-play to
the second speech bubble (I practise asking the
like surfing the Internet.) as questions and giving
an example. Then write the their answers in pairs,
question and answer on the using the picture cue.
board. Get pupils to say
them. Repeat the same
procedure with three other
pictures. - Pairs of pupils
Step 3: Put pupils into pairs practise asking and
and have them practise answering questions
asking and answering
in front of the class.
questions about what
- Pairs of pupils ask
someone likes doing in their
and answer questions
free time. Go around the
about the real
classroom to offer support
activities they like
where necessary.
doing in their free
Step 4: Invite a few pairs to
time.
the front of the class to ask
and answer questions about
what someone likes doing in
their free time, using the
picture cues. Praise pupils if
they perform well.

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Extension: Invite some

pairs of pupils to ask and
answer questions about
the real
activities they like doing in
their free time. For
example, What do you like
doing in your
free time? – I like listening
to music.; What do you like
doing in your free time? – I
like playing
football.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (5 minutes).
* Option 1: Game: Racing car (ppt)
- The teacher divides the class into two teams.
- Each team takes turns choosing the number and answering the question.
-The team that drives the car to the finish line first is the winner.
* Option 2: Game: Hot potato
- Pupils pass the ball while the teacher plays the music. When the music
stops, a pupil holding the ball says the sentence: “I like _________ in my free
time”.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 6 Date
of preparing: 15/09/2024
Period: 24 Date
of teaching: 08/10/2024
UNIT 4: OUR FREE-TIME ACTIVITIES
Lesson 1 - Period 2

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand four communicative contexts about what someone
likes doing in their free time and number the pictures;
- complete four gapped exchanges with the help of picture cues;
- revise target words about free-time activities by playing Who has more
correct answers?
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening and reading tasks.
3. Attributes
- Show their pride in their personal information and what they like doing in
their free time.
II. MATERIALS
- Pupil’s book: Page 29
- Audio track 37
- Teacher’s guide: Pages 64, 65, 66
- Website [Link]
- Flash cards/ pictures and posters (Unit 4)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise vocabularies.
b. Content
- Game: Guesing game
c. Expected outcomes
- Pupils can correctly say the words about free-time activities.

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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Guessing game
- Draw pupils’ attention to - Pupils follow the Vocabularies: Free-
the screen. teacher’s instructions. time activities:
- Explain the rules of the swim – surf the
game: Pupils look at the Internet – ride a bike
clue and guess - Pupils look at the – water the flowers –
+ 1 open-picture: get 3 screen and guess watch TV –
points what the word is. play the violin – play
+ 2 open-pictures: get 2 basketball – go for a
points walk – play the guitar
+ All pictures left: 1 point
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand four communicative contexts about what
someone likes doing in their free time and number the pictures.
b. Content
- Activity 4. Listen and number.
c. Expected outcomes
- Pupils can understand four communicative contexts about what someone
likes doing
in their free time and number the pictures according to what they hear.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ CONTENT
ACTIVITIES
Activity 4. Listen and number. (Track 37)
Step 1: Draw pupils’ attention - Pupils look at the Picture cues:
to the pictures and ask pictures and answer a. a boy watching a
questions such as What’s the questions. cartoon.
- Pupils listen to the b. a boy going for a
he/she doing? and What does
recording to do the walk in the park.
he/she like doing in their free task. Pupils listen to c. a girl watering
time? to elicit the activities of the recording a the flowers.
the characters. For example, third time to check d. a girl playing the
the boy in Picture a is their answers. violin.
watching a cartoon. He likes Audio script:
watching cartoons. The boy in 1.
A: What do you like
Picture b is going for a walk.
doing in your free
He likes going for a walk. The time? B: I like
girl in Picture c is watering the playing the violin.
flowers. She likes watering the 2.
flowers. The girl in Picture d is A: What do you like
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

playing the violin. She likes - Pupils swap books doing in your free
playing the violin. with their partner, time? B: I like
Step 2: Play the recording for then check answers watering the
pupils to do the task by as a class. flowers.
numbering the pictures. Play - Pupils listen to the 3.
the recording again to give recording again to A: What do you like
pupils another listening double-check their doing in your free
opportunity. answers. time? B: I like going
Step 3: Check answers - Pupils explain the for a walk in the
together as a class. Play the answers by park.
recording a third time for answering
pupils to double-check their questions. 4.
answers and correct their - Pupils listen to the A: What do you like
answers in pairs. Have pupils recording, sentence doing in your free
explain the answers by asking time? B: I like
by sentence, and watching cartoons.
questions. For example, for
repeat in chorus. Key: 1. d 2. c
Picture d, ask, What’s she
doing? What 3. b 4. a
does she like doing in her free
time?
Extension: If time allows,
play the recording, sentence
by sentence, for the class to
listen and repeat in chorus.
Correct their pronunciation
where necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
To complete four gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete four gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Have pupils look at - Pupils look at the - Four picture cues
the pictures. Get them to pictures and identify - Four gapped
identify the activities of the the activities of the exchanges with the
characters in the pictures. characters in the target sentences to
Step 2: Have pupils look at pictures. complete
the gapped sentences. - Pupils look at the Key:
Draw their attention to the four incomplete 1. going for a walk
exchanges. 2. surfing
missing words in the
3. the violin; playing
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sentences. 4. What; guitar

Step 3: Do Exchange 1
with the class as an - Pupils follow the
teacher
example. Have pupils read
demonstrating the
the question. Then ask Exchange 1.
them to look at the gapped
answer and the picture
cue. Ask them what words
are missing (going for a
walk). Then have pupils
complete the sentence (I
like going for a
walk.). - Pupils complete the
Step 4: Follow the same exchanges
procedure with Exchanges individually. Pupils
2, 3 and 4. swap books with a
Step 5: Have pupils partner and check
complete the gapped their answers before
sentences individually and checking as a class.
ask pupils to read the
completed exchanges - Pairs of pupils read
aloud. the completed
Extension: Nominate a exchanges aloud.
few pairs to read the
exchanges aloud. Correct
their pronunciation where
necessary, praise the
readers, and get the class
to clap or cheer if their
pronunciation is good.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To revise target words about free-time activities by playing Who has
more correct answers?
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
- Pupils can revise target words about free-time activities by playing Who
has more correct answers?
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s play.
Step 1: Tell pupils that they - Pupils follow the - An illustration of
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

are teacher’s instructions. pupils playing the

going to play Who has more - In groups, pupils game
correct discuss and make as - Paper and
markers for groups
answers? in groups. They many sentences as
to
will discuss and make as possible to answer the make sentences
questions: “What do
many sentences as possible
you like doing in your
to answer the question
free time?”
(asked by the teacher) What
do you like doing in your
free time?.
Step 2: The groups will - The representative of
write as many sentences as each group read aloud
possible about their free- their sentences in their
time activities within five group.
minutes on their paper, e.g.
In our free time, we like
reading books.
We like watering the
flowers. We like surfing the
Internet. The representative
of each group
will read aloud the
sentences they have made
in their group. The group - Work in groups of
that gets more correct five or six to discuss
sentences is the winner. and write down their
Step 3: Have pupils work in sentences on the
groups of five or six. Set a paper.
time limit for them to - Representatives of
discuss and write down their two groups to the front
sentences on the paper. of the class read their
Step 4: Invite sentences aloud.
representatives of two
groups to the front of the
class to read their sentences
aloud. Check answers
together as a class and
decide which group is the
winner.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)

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* Option 1: Game: Spinner the wheel (ppt)

- Divide the class into 2 teams.
- In teams, they take turns to look at the picture and answer the questions. If
they have the correct ones, they will get the points.
- The team with more points wins the game.
* Option 2: Game: Spinner game
- Prepare a spinner plate and a pen.
- Put pupils in groups of six pupils. Have pupils sit in a circle around the
spinner plate.
- Ask pupils from each group to take turns to put a pen in the middle of the
spinner plate, then spin the pen twice to find out the two pupils the pen
points to. Then have the two pupils ask and answer the question about free-
time activities.
- Ask pupils to continue the game until all pupils in each group can play the
game.
Week: 6 Date
of preparing: 15/09/2024
Period: 24 Date
of teaching: 08/10/2024
UNIT 4: OUR FREE-TIME ACTIVITIES
Lesson 2 - Period 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 in which characters ask and answer questions about what someone
does at the weekend;
- correctly say the words and use What do you do at the weekend? – I ____. to
ask and answer questions about what someone does at the weekend;
- use What do you do at the weekend? – I ______. in a freer context;
- understand and correctly use adverbs of frequency always, usually, often,
sometimes, rarely, never in relation to the topic “Our free-time activities”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
about someone’s free-time activities at the weekend correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform speaking tasks.
3. Attributes
- Explore new interests and develop a healthier and balanced lifestyle, then
improve general well-being.
II. MATERIALS
- Pupil’s book: Page 30
- Audio tracks 38, 39
- Teacher’s guide: Pages 66, 67, 68
- Website [Link]

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Flash cards/ pictures and posters (Unit 4)

- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words about free-time activities.
b. Content
- Game: Lucky number
c. Expected outcomes
- Pupils can remember and say the words about free-time activities correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Lucky number
- Explain that students will - Listen to the Pictures (read stories,
play this game in three teacher’s explanation. water the flowers,
teams. There are six - Choose the number. ride my bike, surf the
numbers, they have to - Say the activity Internet, listen to
choose the number and revealed behind the music, play table
answer the free-time number. tennis)
activity behind the number.
If the answer is correct,
their team can get the
point. The number of
candies behind the picture - Play the game.
will be the points they get. - Read all the words
- Play the game. again.
- Afterwards, ask pupils to
read all the words again.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative
contexts in which characters ask and answer questions about what someone
does at the weekend.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two
communicative contexts in which characters ask and answer questions about
what someone does at the weekend.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 38)
Step 1: Have pupils look - Pupils look at – Context a:
at Pictures a and b and Pictures a and b and Bill asking Mai about

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

identify the characters in identify the her

the pictures and their characters and their activity at the
activities (see Input). activities in the weekend
pictures. Bill: What do you do
Step 2: Ask pupils to look at the weekend?
at Picture a. Play the - Pupils look at Picture Mai: I usually listen to
recording for them to a and listen to the
music
listen. Play the recording recording. Pupils
– Context b:
again, sentence by listen to the recording
Mai asking Bill about
sentence, for pupils to again, sentence by
his activity at the
listen and repeat. Follow sentence, and repeat.
weekend
the same procedure with Follow the same
Mai: How about you,
Picture b. Correct their procedure with
pronunciation where Picture b Bill? What do you do
necessary. at the weekend?
Step 3: Play the recording - Pupils follow the Bill: I often play table
again for pupils to listen teacher’s instructions. tennis.
and repeat in chorus,
sentence by sentence. - Pairs of pupils come
Step 4: Invite a few pairs to the front of the
to the front of the classroom to listen to
classroom to listen and and repeat the
repeat the sentences in sentences in the
the recording. recording.
Step 5: Draw their - Pupils pay attention
attention to the question to the question and
the answer. Pupils
What do you do at the
listen to the teacher’s
weekend? and the answer
explanation.
I usually listen to music.
Tell pupils that they are
used to asking and
answering about what
someone does at the
weekend.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) _____
a. Objectives
- To correctly say the words and use What do you do at the weekend? – I
____. to ask and answer questions about what they do at the weekend.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
Pupils can correctly say the words and use What do you do at the weekend?
- I____. to ask and answer questions about what they do at the weekend.

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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 39)
Step 1: Have pupils look - Pupils look at the Picture and word
at Pictures a, b, c and d pictures and elicit cues:
and elicit the activities of elicit the activities of a. a boy reading a
the characters. the characters. story and the words
Step 2: Have pupils point - Pupils point at always / read stories
at Picture a, listen to the Picture a, listen to the underneath
recording and repeat the recording, and repeat b. a girl watering the
the word. Point at the flowers and the words
words (always / read
bubbles and Picture a usually / water the
stories). Point at the again and listen and flowers underneath
bubbles and Picture a repeat after the c. a girl riding her
again and have pupils recording. bike in the park and
listen and repeat after the - Pupils listen and the words often / ride
recording (What do you repeat after the my bike underneath
do at the weekend? - I recording. Pupils a. d. a boy surfing the
listen and repeat the Internet and the
always read stories.)
questions and words sometimes /
Step 3: Follow the same answers a few times. surf the Internet
procedure with the other Pupils follow the underneath
three pictures. Have the teacher’s instructions – Speech bubbles:
class repeat the questions with Pictures b, c and
What do you do at
and answers a few times. d. the weekend?
Step 4: Have pairs - Pupils work in pairs
practise asking and and practise asking – I _____.
answering the question Audio script:
and answering the
What do you do at the a. always / read
weekend? - I _____. using question What do you stories
the picture cues. do at the weekend? -
b. usually / water the
I _____, using speech flowers
Step 5: Invite a few pairs bubbles and Pictures c. often / ride my bike
to point at the pictures and a, b, c and d. d. sometimes / surf
say the questions and - Pairs of pupils point the Internet
answers in front of the at the pictures and a. A: What do you do
class. say the questions & at the weekend?
Extension: Introduce two answers in front of B: I always read
more adverbs of the class. stories.
frequency in the chart, - Pupils listen to b. A: What do you do
which are rarely and teacher’s instructions. at the weekend?
B: I usually water the
never, for pupils to Pupils make some
flowers.
contrast with the other sentences about
c. A: What do you do
adverbs of frequency they someone’s free-time at the weekend?
have learnt. Have them activities at the B: I often ride my
make some sentences weekend using the bike.
about someone’s free- two adverbs of d. A: What do you do
frequency. at the weekend?
time activities at the
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

weekend using the two - Pupils look at the B: I sometimes surf

adverbs of frequency. For pictures and say the the Internet.
example, Thu rarely plays name of the Key:
1. I always ride a
table tennis in her free activities. Choose the
bike.
time. She never goes correct answer. 2. I sometimes surf
roller skating in her free - Pupils read the the Internet.
question and the
time. 3. I rarely water the
answer out loud.
More practice: flowers.
Ask pupils to look at the 4. I usually read
pictures, say the name of stories.
5. I never play table
the activities. Then, ask
tennis.
them to choose the
correct option to complete
the answer using adverbs
of frequency.
Invite a pair of pupils to
read the question and
answer before moving to
the next question. Check
their pronunciation.
Repeat these steps for the
next five questions.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To correctly use What do you do at the weekend? – _____. to ask and
answer questions about what they do at the weekend in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
Pupils can correctly use What do you do at the weekend? – ____.
to ask and answer questions about what they do at the weekend in a freer
context.

d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Ask pupils to look - Pupils look at the – Picture cues: a girl
at the picture and elicit the picture. Pupils say the playing the violin; a
activity each character is actions of the boy riding his bike; a
doing in the picture. Use characters in the
boy surfing the net;
the questions What do you pictures. Pupils
like doing in your free identify the free-time a girl reading a story

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time? and What do you do activities of the – Speech bubbles:

at the weekend? to elicit characters. What do you like
the answers. Tell them to doing in your free
look at the activities the - Work in pairs, ask
time? – ____.
characters are doing to and answer questions
give their answers. Remind about what someone What do you do at
pupils that these structures does at the weekend. the weekend? – ____.
are used to ask and answer
questions about someone’s
free-time activity. - Pupils follow the
Step 2: Demonstrate the teacher’s instructions.
conversation with one pupil
in front of the class using
the two - Pairs of pupils ask
suggested questions. and answer questions
Step 3: Put pupils into about what someone
pairs and encourage them likes doing in their
to ask and answer free time and what
questions about what someone does at the
someone likes doing in weekend.
their free time and what
someone does at the
weekend. Go around the - Pairs of pupils come
classroom to offer support to the front and
where necessary. perform their
Step 4: Invite a few pairs conversations.
to the front of the class to
perform their
conversations.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Who has more correct answers? (ppt)
- Divide the class into three teams.
- Show a picture of a free-time activity with a hint of an adverb of frequency.
In each turn, ask one representative from each team to come to the front.
They look at the picture, read the sentence and ring the bell to get the
chance to answer.
- Ask the pupils to read the full sentences.
- Ask pupils to check their friends’ pronunciation.
- Play the game.
- Count the points for each team and announce the winner. The team with
more points wins.
Key: 1. A 2. C 3. B 4. C 5. A 6. C
* Option 2: Role play (ppt)
- Draw pupils’ attention to the pictures and say the free-time activities.

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- Put pupils into pairs and encourage them to ask and answer questions
about what someone does at the weekend. Go around the classroom to offer
support where necessary.
- Invite a few pairs to the front of the class to perform their conversations.

Week: 6 Date
of preparing: 15/09/2024
Period: 24 Date
of teaching: 08/10/2024

UNIT 4: OUR FREE-TIME ACTIVITIES

Lesson 2 - Period 4

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand two communicative contexts about what someone
does at the weekend and tick the correct pictures;
- complete two gapped exchanges with the help of picture cues;
- listen to and complete the song What do you like doing in your free
time? 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
- Explore new interests and develop healthier and balanced lifestyle, then
improve general well-being.
II. MATERIALS
- Pupil’s book: Page 31

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- Audio tracks 40, 41

- Teacher’s guide: Pages 69, 70
- Website [Link]
- Flash cards/ pictures and posters (Unit 4)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words playing the violin, surfing the Internet, going for a walk,
watering the flowers.
b. Content
- Game: Lucky number
c. Expected outcomes
- Pupils can correctly say the words related to free-time activities.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Lucky number
- Divide the class into three - Work in three Pictures of free-time
teams. teams. activities:
- Have pupils take turns to - Listen to the read stories, ride my
choose a number. teacher’s explanation. bike, watch cartoons,
- Ask pupils to look at the - Look at the picture surf the Internet
picture and say the and say the activity.
- Continue playing the
activity.
game.
- If the answer is correct,
Teacher clicks the picture
- Praise the winner.
to open the hidden points.
- The team that gets more
points wins. Praise the
winner.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand two communicative contexts about what
someone does at the weekend and tick the correct pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can understand two communicative contexts about what someone
does at the weekend and tick the correct pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and tick. (Track 40)
Step 1: Draw pupils’ - Pupils look at the – Picture cues:
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attention to Pictures 1a, pictures of the three 1a. a girl playing the
1b and 1c. Ask questions characters and their violin
to help them identify the free-time activities. 1b. a girl watching a
characters and their free- cartoon on TV
time activities. 1c. a girl listening to
Step 2: Play the recording - Pupils listen to the music
for pupils to do Question 1 recording and identify 2a. a boy surfing the
by ticking the right picture. the correct picture net
Step 3: Repeat Steps 1 and tick the right 2b. a boy roller
and 2 for Pictures 2a, 2b picture. skating in the park
and 2c. - Pupils listen to the 2c. a boy playing
Step 4: Tell pupils to swap recording again to do football
books with a partner, then the task. Pupils listen Audio script:
check answers as a class. to the recording a 1.
Write the correct answers third time if needed. A: What are you
on the board. Play the - Pupils swap books doing, Kate?
recording again for pupils with a partner, then B: I’m watching a new
to double-check their check answers as a cartoon.
answers. class. A: Do you often watch
Extension: Read - Pupils listen to the cartoons at the
Conversation 1 aloud but recording to check weekend? B: Yes, I
change specific do. I like watching
their answers again.
information. For example, cartoons very much.
- Pupils read
What are you doing, Kate?
– I’m playing the violin. Conversation 1 aloud
Have pupils stand up when with different specific 2.
the information is different. information. Pupils A: What are you
Invite a student to correct stand up when the doing, David? B: I’m
the information. information is reading a story.
different. A student A: Do you usually
corrects the read stories at the
information. weekend?
B: No, I don’t. I
usually surf the net. I
like it very much.
Key: 1. b 2. a
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete two gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete two gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

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Activity 5. Read and complete.

Step 1: Have pupils look - Pupils look at the - Two picture cues
at the pictures. Get them pictures. Pupils - Two gapped
to identify the characters identify the exchanges to
and their activities in the characters and their complete
pictures. activities in the * Key:
Step 2: Have pupils look pictures. 1. like watching; do
at the two gapped - Pupils pay attention you; cartoons
exchanges. Draw their to the missing words. 2. What; the flowers;
attention to the missing Do
words.
Step 3: Model with - Pupils follow the
Exchange 1. Have pupils teacher
look at the first gap. Ask demonstrating the
them what words are Exchange 1.
missing (like watching).
Then have them complete
the sentence (I like
watching films.). Get them
to guess the missing words
in the following sentences
(do you; cartoons). - Pupils complete
Step 4: Follow Step 3 for gapped Exchange 2
Exchange 2. independently.
Step 5: Get pupils to swap - Pupils swap books
books with a partner and with a partner and
check their answers before check their answers
checking as a class. Ask a before checking as a
few pairs to read the class.
completed exchanges - Pairs of pupils read
aloud. the completed
exchanges aloud.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To listen to and complete the song What do you like doing in your free
time? and to sing it with the correct pronunciation, rhythm and melody.
b. Content
- Activity 6. Listen, complete and sing.
c. Expected outcomes
- Pupils can listen to and complete the song What do you like doing in your
free time? and to sing it with the correct pronunciation, rhythm and melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Listen, complete and sing. (Track 41)
Step 1: Draw pupils’ - Pupils guess the - Picture cues: a girl
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

attention to the gapped missing words with playing the violin and
sentences. Encourage the help of picture a boy riding his bike
pupils to guess the missing cues. - The gapped lyrics
words with the help of and recording of the
picture cues. - Pupils listen all the song What do you
Step 2: Play the recording way through carefully like doing in
all the way through for to the rhythm and your free time?
pupils to listen to the pronunciation. Then Audio script:
whole song. Then play the listen to the recording What do you like
recording again for them to again to fill in the doing in your free
fill in the gaps with missing gaps with missing time?
words. words. What do you like
Step 3: Check answers as - Pupils listen to the doing in your free
a class. Play the recording recording, line by line, time?
line by line for pupils to and repeat. I like playing the
listen and repeat. Correct violin.
their pronunciation where - Pupils listen to the Do you like playing
necessary. recording all the way the guitar?
Step 4: Play the recording No, I don’t. I never
through and sing
all the way through for play the guitar.
along. Pupils clap
pupils to sing along and What do you do at the
clap along with the while singing. weekend?
recording. I ride my bike in the
park.
Do you always ride
your bike in the park?
Yes, I do. Yes, I do.
Key: 1. guitar 2.
weekend 3.
always
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1:
- Place different pictures of free time activities on the board.
- Have pupils say the words related to the pictures.
- Tell pupils they are going to ask and answer the question about someone’s
free-time activities in a freer context. Invite pairs of volunteers to the board.
One pupil asks the question, another one answers the question and points to
the suitable picture.
E.g. Pupil A: What do you like doing in your free time?
Pupil B: I like playing the violin.
- Continue until practicing all the vocabulary set. Praise pupils if they perform
well.
* Option 2: Game: The football game (ppt)
- Divide the class into 3 teams.
- Tell pupils that they are going to play football.

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- Call on one pupil from each team to come to the board, play rock, paper,
scissors to decide which team will play first.
- Pupils take turns to choose a number, read the question and say the
answer.
- If the answer is correct, they will get points for their teams.
- If not, move to another team.
- The group with more points wins the game.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 6 Date
of preparing: 15/09/2024
Period: 24 Date
of teaching: 08/10/2024

UNIT 4: OUR FREE-TIME ACTIVITIES

Lesson 3 - Period 5

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
-correctly pronounce the two-syllable words always and sometimes
with the stress on the first syllable, in isolation and in the sentences I always
listen to music. and She sometimes plays the violin.;
- 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
- Explore new interests and develop healthier and balanced lifestyle, then
improve general well-being.
II. MATERIALS
- Pupil’s book: Page 32
- Audio tracks 42, 43, 44
- Teacher’s guide: Pages 71, 72, 73
- Website [Link]
- Flash cards/ pictures and posters (Unit 4)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words about free-time activities.
b. Content
- Game: Choose the best answer in particular time.
c. Expected outcomes
- Pupils can remember and correctly say the words about free-time activities.

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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Choose the best answer in particular time.
- Tell pupils they are going - Listen to the Pictures (surf the
to look at the picture and teacher’s instructions. Internet, play table
choose the correct answer tennis, play the violin,
a, b or c. - Work in two teams. read stories, water
- Divide the class into two - Play rock, paper, the flowers, play the
teams. scissors to find the guitar, listen to
- Have one pupil from each team which plays the music, play
team play rock, paper, game first. volleyball, ride my
scissors to find the team - Look at the picture bike, go for a walk)
which plays the game first. and choose the
- Have each team look at correct answer a, b or
the picture and choose the c.
correct answer a, b or c.
- If they choose the correct
answer, they get points for
their team. The team with
more points is the winner.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Pictures & Answers
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- To correctly pronounce the two-syllable words always and sometimes with
the stress on the first syllable, in isolation and in the sentences I always
listen to music. and She sometimes plays the violin.
b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly pronounce the two-syllable words always
and
sometimes with the stress on the first syllable, in isolation and in the
sentences I always listen to music. and She sometimes plays the violin.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and repeat. (Track 42)
Step 1: - Pupils point to the – The word always
attention
Draw pupils’to theto the
attention word
word word and sentence and the sentence I
always and the sentence I while listening. Pupils always listen to
always listen to music. listen to the teacher’s music.
Play the recording and explanation.
encourage pupils to point – The word
sometimes and the
at the word and the sentence She
sentence - Pupils listen to the sometimes plays the
while listening. recording again and violin.
Step 2: Play the recording repeat.
again and encourage
pupils to listen and repeat
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the word and the sentence.

Do this several times until
pupils feel confident. - Pupils follow the
Correct their teacher’s instructions.
pronunciation where - Pupils work in pairs
necessary. or groups to say the
Step 3: Repeat Steps 1 words and read the
and 2 sentences.
for the word
sometimes and the
sentence She sometimes
plays the violin.
Step 4: Let pupils work in
pairs or groups, saying the
words and reading the
sentences until they feel
confident.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the stress on some two-syllable words and circle the word with a
different stress pattern from the other two words.
b. Content
Activity 2. Circle, listen and check.
c. Expected outcomes
- Pupils can identify the stress on some two-syllable words and circle the
word with a different stress pattern from the other two words.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Circle, listen and check. (Track 43)
Step 1: Tell pupils the goal - Pupils pay attention Three sets of two-
of the activity. Explain that to the three sets of syllable words, each
they have to circle the two-syllable words. set contains one word
word that has a different Pupils listen to the with the stress on the
stress from the other teacher’s explanation. second syllable
words. - Pupils look at three Audio script:
Step 2: Give pupils a time words in the first line,
1. a. always b. sometimes
limit to do the task read them aloud and
individually. Have them circle the word that c. tonight
read the words and circle has the stress on the 2. a. never b. enjoy
the one that is different in second syllable. Then c. sometimes
each line Step 3: Play the pupils listen to the
3. a. address b. always
recording for pupils to recording and check
listen and check. their answer. c. again
Step 4: Tell pupils to swap - Pupils follow the * Key: 1. c 2. b 3.
books with a partner, then teacher’s instructions. b
check the answers as a - Pupils swap books
class. with a partner, then

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Step 5: Play the recording check the answers as

again for pupils to double- a class. Pupils listen
check their answers. to the recording again
Extension: Invite one or and check their
two pupils to stand up and answers again.
repeat the words that have - Pupils stand up and
a different stress (1.
repeat the words that
tonight; 2. enjoy; 3.
have a different
always).
stress.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and
rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s chant. (Track 44)
Step 1: Draw pupils’ - Pupils pay attention The lyrics and
attention to the lyrics of to the lyrics of the recording of the chant
the chant. Check their chant.
comprehension.
Step 2: Play the recording - Pupils listen all the
all the way through for way through carefully
pupils to listen to the to the rhythm and
whole chant. Encourage pronunciation.
them to listen carefully to
the rhythm and
pronunciation. Draw pupils’
attention to the words
always and sometimes. - Pupils listen to the
Step 3: Play the recording, recording, line by line,
line by line, for pupils to and repeat.
listen and repeat. Correct
their pronunciation, if - Pupils listen to the
necessary. recording all the way
Step 4: Play the recording
through and chant
all the way through for
along. Pupils clap
pupils to chant to.
Encourage them to clap while chanting.
along while chanting.
e. Assessment
- Performance products: Pupils’ interaction and performance

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Assessment tools: Observation; Questions & Answers

5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Jump
- Flash cards (football, table tennis, Japan, England, dolphin, giraffe)
- Tell pupils they are going to play the game Jump. If the word is the same as
the flash card, pupils jump. If it isn’t, they keep still. Ask them to say the
word on the flash card.
- Ask pupils to stand at their desks.
- Hold up a flash card from the vocabulary set and say a word. Have pupils
play the game.
- Afterwards, raise all the flash cards for pupils to say the words.
* Option 2: Game: Spin the wheel (ppt)
- Tell pupils they are going to look at the pictures and answer the questions.
- Divide the class into 3 teams.
- Pupils take turns to choose a number and answer the question.
- Check the pupils’ answers as a whole class.
- If they give the correct answers, they can spin the wheel to get points.
- The team with the most points will be the winner.

Week:
Period:
Date of teaching:

UNIT 4: OUR FREE-TIME ACTIVITIES

Lesson 3 - Period 6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- read and show understanding of a text by answering four questions about
Laura’s free-time activities at the weekend;
- complete a letter to a penfriend about someone’s free-time activities at the
weekend by writing the target words in the gaps using picture cues;
- present their free-time activities to the class.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform speaking, reading and writing
tasks.
3. Attributes
- Show their love and interest in leisure activities and entertainment.
II. MATERIALS
- Pupil’s book: Page 33
- Teacher’s guide: Pages 72, 73, 74
- Website [Link]
- Flash cards/ pictures and posters (Unit 4)

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- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the new words and structures from previous lessons.
b. Content
- Play Mystery Box game (ppt)
c. Expected outcomes
- Pupils can remember and answer all the questions correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Play the game. (ppt)
To play the game, divide Pupils play in two
the pupils into two teams teams. Pupils take
and have them take turns turns choosing a
choosing a letter and letter and answering
answering a question. After a question. After
answering the question, answering the
the pupils have a choice. question, the pupils
They can either KEEP the have a choice. They
box or GIVE the box to the can either KEEP the
other team. Inside the box box or GIVE the box
can be good points (e.g. to the other team.
+1000) or bad points (e.g.
-1000).
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read and show understanding of a text by answering four questions
about Laura’s free-time activities at the weekend.
b. Content
- Activity 4. Read and answer.
c. Expected outcomes
- Pupils can read and show understanding of a text by answering four
questions about Laura’s free-time activities at the weekend.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and circle.
Step 1: Have pupils read - Pupils read Question - A text and four
the questions carefully. Tell 1 and pay attention questions about
them to read Question 1 to keywords such as Laura.
and identify the keywords What, Laura, always * Key:
such as What, Laura, and weekend. Then 1. She always plays
always and weekend. Then they should scan the the violin (at the
they should scan the text text for relevant weekend).
for relevant information information. 2. She usually plays

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(She always plays the volleyball (on

violin). - Pupils repeat Step 1 Saturdays).
Step 2: Repeat Step 1 for for Questions 2, 3 3. She often goes for
Questions 2, 3 and 4. and 4. Pupils teacher a walk on Sundays.
Explain the type of to the techer’s 4. She helps her
information they need for explanation. mother with the
each answer. For Question - Pupils read the text cooking on Sundays.
2, you need a phrase to again and write the
describe Laura’s activity correct answers.
(plays volleyball). For
Question 3, you need a
phrase that tells you when
she does her activity (on
Sundays). For Question 4,
you have to find out who - Pupils swap books
Laura helps with the
with a partner, then
cooking on Sundays (her
check answers as a
mother).
Step 3: Set a time limit for class.
pupils to do the task
independently. Go around - Pupils in pairs take
the classroom and offer turns asking and
help where necessary. answering the
Step 4: Get pupils to swap questions.
books with a partner and
check the answers before
checking
as a class.
Step 5: Invite some pairs
to take turns asking and
answering the questions.
Extension: Ask pupils
some more questions to
check their comprehension
of the text.
For example, Who likes
listening to music? (Laura)
Does she like playing
sports and games?
(Yes, she does.) What does
she help her mother do?
(She helps her mother with
the
cooking.)
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- To complete a letter to a penfriend about someone’s free-time activities at

the weekend by writing the target words in the gaps using picture cues.
.b. Content
Activity 5. Let’s write.
c. Expected outcomes
- Pupils can complete a letter to a penfriend about someone’s free-time
activities at the weekend by writing the target words in the gaps using
picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Let’s write.
Step 1: Ask pupils to read - Pupils listen to the - A writing frame with
the gapped letter and teacher’s explanation. seven blanks to
explain that they need to complete
fill in the gaps with - Four picture cues.
information about the boy * Key:
in the pictures’ free-time Suggested answer:
activities. Check - Pupils complete the Hi Tom,
comprehension. first, second and third My name is Duc. I like
Step 2: Have pupils gaps with names and listening to music in
complete the first, second an activity of their my free time. I
choice from the usually play the guitar
and third gaps with names
pictures. on Saturdays. I often
and an activity of their
ride my bike on
choice from the pictures.
Sundays. I sometimes
Ask them to read the
help my mum with
sentences and elicit the the cooking in my
names they chose (for free time. What about
Gaps 1 and 2) and the - Pupils complete the you? What do you like
rest of the letter
activity they chose (for Gap independently. doing in your free
3). time?
Step 3: Give pupils time to Love,
complete the rest of the Duc
letter independently. Go - Pupils swap their
around the classroom and books with a partner
offer help if necessary. and check each
Step 4: Get pupils to other’s spelling before
swap their books with a checking as a class.
partner and check each
other’s spelling
before checking as a class.
e. Assessment
- Performance products: Pupil’s answer
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRODUCTION (8 minutes)
a. Objectives
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- To present their free-time activities to the class.

b. Content
- Activity 6. Project.
c. Expected outcomes
- Pupils can present their free-time activities to the class.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Project.
Step 1: Tell pupils about - Pupils listen to the An illustration of a
the goal of the activity. teacher’s girl presenting her
Explain that they have to explanation. free-time activities in
front of the
look at the list of free-time
class
activities and adverbs of Suggested
frequency they have presentation:
prepared at home and Hi, everybody. Here
present their free-time are my free-time
activities to the class. - Pupils work in activities. I like
Step 2: Have pupils work groups of five. Pupils playing the violin. I
show his / her lists
in groups. Each pupil looks usually play it in my
that they have made
at their lists and tells the at home and tell the free time. I like taking
group about their free- group about their photos. I often take
time activities. free-time activities. photos with my
Step 3: Invite a few pupils - Pupils show their friends on Sundays. I
to look at their lists and work and talk about also like watering the
tell the class about them, their free-time flowers. I sometimes
activities in front of water the flowers at
e.g. I like playing the the class. Pupils stick
the weekend.
violin. I usually play it in their lists on the wall
my free time. Have the (or board) as a
rest of the class applaud if display.
pupils perform well.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Slap the board
- Divide the class into two or three teams.
- 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.
* Option 2: Game: Hot Seat Game
- Divide the class into 2 or 3 teams.
- Call a pupil to come up to the front and pick a flashcard.
- He/ She has to use gestures to show their friends what the word or

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phrase is.
- A pupil from each team asks a question to find out the answer.
- The team that has the correct answer gets a point.

Week: 6 Date of
preparing: 15/09/2024
Period: 24 Date of
teaching: 08/10/2024

UNIT 5: MY FUTURE JOB

Lesson 1 - Period 1
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 jobs and
someone’s future job;
- use the words firefighter, reporter, gardener and writer and the sentence
patterns What would you like to be in the future? and I’d like to be a ________.
to ask and answer questions about someone’s future job;
- use What would you like to be in the future? – I’d like to be a ____. in a freer
context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
about someone’s future jobs 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 love and interest in a certain job in the future.
II. MATERIALS
- Pupil’s book: Page 34
- Audio tracks 45, 46
- Teacher’s guide: Pages 75, 76, 77
- Website [Link]
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the previous lesson by playing a game.
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b. Content
- Let’s play the Quiz game.
c. Expected outcomes
- Pupils can say the jobs correctly based on the given cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Play the Quiz game.
- Spend a few minutes - Listen to the
revising the previous teacher’s instructions.
lesson by playing the Quiz
game. - Listen and raise
- Divide the class into your hands to get the
teams. chance to answer.
- T reads the quizzes.
- The faster team can give
the answer.
- T adds points to the
team.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative
contexts focusing on asking and answering questions about someone’s
future job.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions about
someone’s future job.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 45)
Step 1: Ask pupils to look - Pupils look at – Context a:
at Pictures a and b, and Pictures a and b and Linh and Bill in Linh’s
identify the characters identify the living room. A photo
characters in the of Linh’s parents
and other details. Draw
pictures. on the wall
pupils’ attention to the Linh: That’s my
thought bubble and let father.
them guess the job that Bill: What’s his job?
Linh is thinking about. - Pupils look at Picture Linh: He’s a doctor.
Step 2: Ask pupils to a and listen to the Bill: Cool!
focus on Picture a. Play recording. – Context b:
Linh and Bill talking
the recording for them to
about future jobs.
listen to the entire
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conversation several Link thinking of being

times. a doctor in
Step 3: Play the - Pupils listen to the the future
recording again and Bill: What would you
recording again, sentence
repeat individually like to be in the
by sentence, for pupils to and/ or in chorus future?
listen and repeat sentence by Linh: I’d like to be a
individually and in chorus. sentence. doctor, too.
Correct their - Pairs of pupils come
pronunciation where to the front of the
necessary. Repeat the classroom to listen to
same procedure with and repeat the
Picture b. sentences in the
Step 4: Invite a few pairs recording.
- Pupils pay attention
to stand up, listen and
to the question and
repeat the sentences in
the answer. Pupils
the recording. Check their
listen to the teacher’s
pronunciation, provide explanation.
corrections and offer
feedback where
necessary.
Step 5: Direct pupils’
attention to the question
What would you like to be
in the future? and the
answer I’d like to be a
doctor. Explain that this is
about someone’s future
job.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words firefighter, reporter, gardener and writer and use
sentence patterns What would you like to be in the future? – I’d like to be a
_______ . to ask and answer questions about someone’s future job.
b. Content
- Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the given words and use sentence patterns What
would you like to be in the future? and I’d like to be a _______. to ask and
answer questions about someone’s future job.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 46)
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Step 1: Have pupils point - Pupils point at – Picture and word

at Picture a, listen to the Picture a, listen to thecues:
recording and repeat the recording and repeat a. a firefighter
the word. Pupils saving a person from
word firefighter. Repeat
follow the teacher’s a fire and the word
the same procedure with instructions with the firefighter underneath
Pictures b, c and d. Have other three pictures. b. a reporter
the class repeat the words Pupils repeat the reporting the news in
a few times. words a few times. the street and the
Step 2: Point at the word reporter
question pattern What underneath
c. a gardener
would you like to be in the
- Pupils listen and working in a garden
future? Read it aloud and repeat after the and the word
have pupils repeat it recording. Pupils look gardener underneath
several times. Repeat the at Picture a and listen d. a writer
procedure with the and repeat after the working at his desk
answer pattern I’d like to recording. Pupils and the word writer
be a _______. follow the teacher’s underneath
instructions with the – Speech bubbles:
Step 3: Point at Picture a
other three pictures. What would you like
and have pupils listen and - Pupils work in two to be in the future?
repeat after the recording groups to take turns I’d like to be a .
What would you like to be repeating the Audio script:
in the future? – I’d like to question and the a. firefighter b.
be a firefighter. Repeat answer in Picture a reporter
until they feel c. gardener d. writer
the same procedure with
a.
Pictures b, c and d. confident. Pupils
A: What would you
Step 4: Divide the class follow the teacher’s
like to be in the
into two groups to take instructions with future?
turns repeating the other three pictures. B: I’d like to be a
question and the answer in firefighter.
Picture a until they feel - Pupils work in pairs b.
confident. Repeat the to practise asking and A: What would you
same procedure with answering the like to be in the
Pictures b, c and d. question, using future?
Step 5: Put pupils in speech bubbles and B: I’d like to be a
pairs and have pairs Pictures a, b, c and d. reporter.
c.
practise asking and A: What would you
answering questions like to be in the
- Pairs of pupils point
using the pictures. Invite future?
at the pictures and
a few pairs to point at the B: I’d like to be a
say the Questions & gardener.
pictures and say the
Answers in front of d.
questions and answers in the class. A: What would you
front of the class. Give
like to be in the
corrections and feedback future?
where necessary B: I’d like to be a

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

writer.

e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To correctly use the words for jobs in Act 2 and sentence patterns What
would you like to be in the future? and I’d like to be a _______. to ask and
answer questions about someone’s future job in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can correctly use the words for jobs and sentence patterns What
would you like to be in the future? and I’d like to be a _______. to ask and
answer questions about someone’s future job in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Direct pupils’ - Pupils look at the – Picture cue: A job
attention to the phrase phrase Job fair in the fair at a school
Job fair in the picture. picture and guess the where the pupils are
meaning of the
Have them guess the wearing the uniforms
phrase. Pupils answer
meaning of the phrase. what jobs thay can and accessories of
Ask them what jobs they find in the picture. different jobs.
can find in the picture. – Speech bubbles:
Step 2: Read the What would you like
question in the speech - Pupils look at the to be in the future?
bubbles to _______.
bubble aloud and ask
understand how the
pupils to repeat it. Ask Suggested
sentence pattern is
pupils to look at the used. answers: What
second bubble and guess would you like to be
what the answer should - Pupils role-play to in the future? – I’d
be. Give an example practise asking the like to be a taxi driver
answer, e.g. I’d like to be questions and giving / a firefighter / a
a doctor. Get pupils to their answers in pairs, reporter / a doctor.
using the picture cue.
repeat the question and
answer several times.
Step 3: Have some pairs
practise asking and
answering questions
about the jobs in the
picture. Go around the
classroom to observe and - Pairs of pupils
provide help. practise asking and
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Step 4: Invite some pairs answering questions

to practise asking the in front of the class.
question and giving the
answer in front of the
class. Give corrections
and feedback where
necessary. Encourage
them to talk about the
jobs that they know and
would like to do in the
future.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Preparation for the project: Ask pupils to prepare for the project on
page 39 by doing a survey about the future jobs that their classmates would
like to be in the future and the reasons why they would like to do the job. Ask
pupils to do the survey during the time they learn Unit 5 so that they can
present a report at Project time.
* Option 1: Game: Pass the balls (ppt)
- Give two different colored balls to two pupils, one ball (ask the question)
and another one (answer the question).
- Ask pupils to listen to music and pass the balls.
- Stop music suddenly. Have one pupil ask, the other answers the question.
- Repeat the game several times.
* Option 2: Game: Number race
- Divide the class into two groups. Each group has five pupils.
- Give each pupil in one group a number so that each group has equal
numbers.
- Ask the questions, e.g. “What would you like to be in the future? and allow
time for pupils to think. Then call out a number, have pupils with that
number from each group stand up and shout out the answers, e.g. “I
………….”. Praise and give points for the groups.
- The group with more points wins the game.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 6 Date of
preparing: 15/09/2024
Period: 24 Date of
teaching: 08/10/2024:

UNIT 5: MY FUTURE JOB

Lesson 1 - Period 2

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand four communicative contexts in which speakers
ask and answer questions about people’s future jobs and number the
pictures;
- complete the target sentence patterns about future jobs with the help of
picture cues;
- listen to and complete the song What would you like to be in the future?
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 and reading tasks.
3. Attributes
- Show their interest in future jobs.
II. MATERIALS
- Pupil’s book: Page 35
- Audio tracks 47, 48
- Teacher’s guide: Pages 78, 79, 80
- Website [Link]
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
To say correctly the sentence structure: I’d like to be a ________. to talk about
someone’s future job.
b. Content

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Quiz about jobs

c. Expected outcomes
- Pupils can correctly say the sentence structure: I’d like to be a ________. to
talk about someone’s future job.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Quiz
- Ask students to take out a - Take out a piece of Sentence structures:
piece of paper. paper. I’d like to be a
- Ask pupils to look at the - Read and write the _______.
picture, read the quiz and correct answer in
write the answer on the order.
paper in 20 seconds. 1. firefighter
- After answering all the 2. writer
quizzes, the teacher asks 3. gardener
pupils to exchange the
4. teacher
paper with their friends
5. reporter
and check the answer.
6. driver
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
To listen to and understand four communicative contexts in which characters
ask and answer questions about people’s future jobs, and number the
pictures in the order.
b. Content
- Activity 4. Listen and number.
c. Expected outcomes
- Pupils can understand four communicative contexts in which speakers ask
and answer questions about people’s future jobs and number the pictures
according to what they hear.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and number. (Track 47 )
Step 1: Have pupils look - Pupils look at Picture cues:
at Activity 4. Ask them Activity 4 and answer a. a male gardener
How many pictures are the questions. Pupils growing flowers in a
there? and What job can follow the teacher’s garden
you see in each picture? instructions. b. a female writer
Ask pupils further - Pupils listen to the writing something at
questions to elicit recording of the first her desk
information about the dialogue and follow c. a female reporter
people in the pictures, the teacher’s reporting the news
such as What’s he or she instruction. outdoors
doing? and Where is he or - Pupils listen to the d. a male firefighter
she? Encourage pupils to at a fire
recording of the other
say, for example, The man Audio script:
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

in Picture a is planting dialogues and do the 1.

some flowers. He’s in task. A: What would you
a garden. He’s a gardener. - Pupils work in pairs like to be in the
Explain that they will write to check their future?
numbers 1 – 4 next to the answers. B: I’d like to be a
pictures - Pupils check the reporter. 2.
to put them in the correct A: In the future, what
answers as a class.
order. would you like to be?
Step 2: Play the recording B: Umm, I’d like to
of the first dialogue. Ask be… a gardener.
pupils to find the correct 3.
picture and write number 1 A: Would you like to
in the box. Check their be a firefighter in the
answers and give future?
feedback. B: A firefighter? No, I
Step 3: Play the recording wouldn’t. I’d like to be
of the other dialogues. Ask a writer.
pupils to work individually, 4.
then work in pairs to check A: What would you
each other’s answers. Go like to be in the
around the class and give future?
support if necessary. B: I’d like to be a
Step 4: Check the answers firefighter. What
as a class. Correct the about you?
answers, if necessary. A: I’d like to be a
firefighter, too.
Key: 1. c 2. a 3. b
4. d
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete the target sentence patterns about future jobs with the help of
picture cues.
b. Content
- Activity 5. Read and complete.
c. Expected outcomes
Pupils can complete the target sentence patterns about future jobs with the
help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Ask pupils to look - Pupils look at the Four picture cues
at the pictures and identify showing different jobs
pictures and identify the the jobs that the and four gapped
jobs that characters are doing exchanges with the
the characters are doing or or thinking about. target sentences to
thinking about. Ask Pupils answer the complete

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questions such as Look at teacher’s questions. Key:

Question 1. What’s the - Pupils look at the 1. gardener
person in the picture four incomplete 2. writer
doing? Is she planting exchanges. 3. to be; firefighter
flowers? Where is she? - Pupils follow the 4. would you like;
What’s her job? Elicit the teacher reporter
words gardener, writer, demonstrating the
firefighter and reporter for Question 1.
Questions 1 – 4. - Pupils complete the
Step 2: Have pupils read other questions
the sentence in Question 1. individually. Pupils
Ask them what is missing swap books with a
in the sentence, for partner and check
example, a job. Ask them their answers before
to complete the gap by
checking as a class.
finding the information
Pupils answer the
from the picture above the
sentence. Give the correct questions to explain
answer (gardener). their answers.
Step 3: Ask pupils to - Some pupils read
complete the other the sentences and
questions in the same way exchange them aloud.
individually, then to check
their answers in pairs. Go
around the classroom and
give support if necessary.
Ask questions to help
pupils explain their
answers. For example, for
Question 3 ask How
do you know the answer is
“firefighter”? – Because
he’s wearing the uniform of
a firefighter, and there’s a
fire.
Step 4: Ask some pupils to
read the sentences and
exchanges aloud. Give
feedback and
corrections if necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
-To listen to and complete the song What would you like to be in the future?
and to sing it with the correct pronunciation, rhythm and melody.
b. Content
- Activity 6. Listen, complete and sing.
c. Expected outcomes
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- Pupils can complete the lyrics and sing the song What would you like to be
in the future? with the correct pronunciation, rhythm and melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s sing. (Track 48)
Step 1: Tell pupils that - Pupils follow the Context: Different
they will listen to the song teacher’s instructions. pictures of people
and fill in the gaps in the - Pupils read the lyrics doing their jobs as a
lyrics and sing the song and guess the words taxi driver, a teacher,
with the correct to fill in the gaps with a firefighter and a
pronunciation, rhythm and the help of the writer
melody. picture. Key:
Step 2: Have pupils read - Pupils listen to the 1. firefighter
the lyrics and guess the song and fill in the 2. writer
words to fill in the gaps gaps. 3. driver
with the help of the - Pupils listen to the
picture. recording and
Step 3: Have them listen practise singing the
to the song and fill in the song, line by line,
gaps. Play the recording of until they feel
the gapped sentences confident. Pupils
twice for pupils to fill in if
listen to and sing the
necessary.
whole song while
Step 4: Play the recording
and let them listen to and clapping their hands.
practise singing the song, - A few groups of
line by line, until they feel pupils sing the song
confident. Then have in front of the class.
pupils listen to and sing - Pupils change some
the whole song while of the words for jobs
clapping their hands. and sing the new
Step 5: Invite a few version of the song.
groups to the front of the
class to sing the song. The
class may sing along and
clap to reinforce the
activity.
Extension: Encourage
pupils to change some of
the words for jobs and sing
the new version of the
song.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Roll the dice
- Divide the class into groups of six. Have each pupil count the numbers from
one to six.

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- Ask a pupil from each group to roll the dice to choose a pupil asking the
question.
- Have that pupil ask the question and invite another pupil of the group to
answer the question about future jobs.
E.g. Pupil A: What would you like to be in the future?
Pupil B: I’d like to be a ______.
- The pupil who gives the correct answers will continue rolling the dice.
* Option 2: Game: Spin the wheel (ppt)
- Divide the class into 2 teams.
- Each team takes turns to choose the number and answer the question.
- Check the answer with the whole class.
- If pupils give the correct answer, they can spin the wheel and get the
points.
- The team with more points is the winner.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Week: 6 Date of
preparing: 15/09/2024
Period: 24 Date of
teaching: 08/10/2024

UNIT 5: MY FUTURE JOB

Lesson 2 - Period 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 why someone
would like to have a certain job in the future;
- correctly say and use the phrases teach children, report the news, grow
flowers and write stories and the sentence patterns Why would you like to be
a ______ ? and Because I’d like to ________. to ask and answer questions about
the reasons why someone would like to be a certain job in the future;
- use Why would you like to be ___? – Because I like to____. to ask and answer
questions about someone’s future jobs in a freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
about the reasons 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 love and interest in a certain job in the future.
II. MATERIALS
- Pupil’s book: Page 36
- Audio tracks 49, 50
- Teacher’s guide: Pages 81, 82, 83
- Website [Link]
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise vocabularies
b. Content
- Game: Guessing game
c. Expected outcomes
- Pupils can remember and say the words about jobs correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Game: Guessing game

- Draw pupils’ attention to - Pupils follow the Vocabulary: Jobs
the screen. teacher’s instructions. teacher – policeman-
- Explain the rules of the - Pupils look at the gardener – firefighter
game: Pupils look at the screen and guess – reporter – writer –
clue and guess what the word is. doctor-cook
1 clue: get 3 points
st

2nd clue: get 2 points

3rd clue: 1 point
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: LOOK, LISTEN AND REPEAT (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative
contexts focusing on asking and answering questions about why someone
would like to be a certain job in the future.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions about
why someone would like to be a certain job in the future.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 49)
Step 1: Ask pupils to look - Pupils look at – Context a:
at Pictures a and b, and Pictures a and b and Nam and Mary talking
identify the characters in identify the in their schoolyard.
the pictures. Have them characters in the Mary thinking of
say what they can see in pictures. being a doctor
the thought bubbles. in the future
- Pupils look at Picture Nam: What would you
Step 2: Ask pupils to look
a and listen to the like to be in the
at Picture a. Play the recording. Pupils future?
recording of the exchange listen to the recording Mary: I’d like to be a
for them to listen to. again, sentence by doctor.
Step 3: Play the recording sentence, and repeat. Nam: Cool!
again, sentence by – Context b:
sentence, for pupils to - Pupils follow the Nam and Mary talking
teacher’s instructions. about the reasons for
listen and repeat
future jobs. Mary
individually and in chorus. - Pairs of pupils come thinking of
Correct their pronunciation to the front of the helping people as a
where necessary. Repeat classroom to listen to doctor
the same procedure with and repeat the Nam: Why would you
Picture b. sentences in the like to be a doctor?
Mary: Because I’d like
Step 4: Invite a few pairs recording.
to help people.
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to the front of the class to - Pupils pay attention

listen and repeat the to the question and
sentences in the the answer. Pupils
recording. Give corrections listen to the teacher’s
and feedback where explanation.
necessary.
Step 5: Draw pupils’
attention to the question
Why would you like to be a
doctor? and the answer
Because I’d like to help
people. Explain that they
are a question and an
answer about why
someone would like to be
a certain job in the future.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: LISTEN, POINT AND SAY (10 minutes)
a. Objectives
- To correctly say the words, phrases and use sentence patterns Why would
you like to be a __ ?
– Because I’d like to ______. to ask and answer questions about the reasons
for someone to choose a certain job in the future.
b. Content
- Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly use the given words, the phrases and the sentence
patterns Why would you like to be a ______? and Because I’d like to ______ .
to ask and answer questions about the reasons why someone would like to
do a certain job in the future.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 50)
Step 1: Have pupils point - Pupils point at – Picture and word
at Picture a, listen to the Picture a, listen to cues:
recording and repeat the the recording and a. a female teacher
repeat the word and teaching children in a
word teacher and the
phrase. Pupils follow classroom and the
phrase teach children the teacher’s word teacher / teach
several times. Repeat the instructions with the children underneath
sameprocedure with other three pictures. b. a male reporter
Pictures b, c and d. Have Pupils repeat the reporting the news
the class repeat the words words and phrases a and the word
and the phrases. few times. reporter / report the

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Step 2: Point at the news underneath

question Why would you - Pupils point at the c. a female gardener
like to be a ________ ? Read question and answer working in a garden
and repeat them. and the word
it aloud and have pupils
gardener / grow
repeat it. Follow the same - Pupils point at flowers underneath
procedure with the answer Picture a, listen and d. a male writer
Because I’d like to ________ repeat after the writing something at
. recording. Pupils his desk and the
follow the same word writer / write
Step 3: Point at Picture a procedure with the stories underneath
– Speech bubbles:
and have pupils listen and other three pictures.
Why would you like
repeat after the recording - Pupils work in
to be a __________?
Why would you like to be a groups and practise Because I’d like to
teacher?- Because I’d like asking and answering _______.
to teach children. Repeat the question, using Audio script:
the same procedure with speech bubbles and a. teacher / teach
Pictures a, b, c and children
Pictures b, c and d.
d. b. reporter / report
Step 4: Divide the class
- Pairs of pupils point the news
into two groups to take
at the pictures and c. gardener / grow
turns repeating the
say the Questions & flowers
questions and the answers
Answers in front of d. writer / write
for Pictures a - d until they
the class. stories a.
feel confident.
a.
Step 5: Have pairs of
A: Why would you
pupils practise asking and like to be a teacher?
answering the questions B: Because I’d like to
with the pictures. Invite a teach children.
few pairs to point at the
pictures and say the b.
A: Why would you
questions and the answers
like to be a reporter?
in front of the class. Check B: Because I’d like to
their pronunciation, give report the news.
corrections and feedback
where necessary. c.
A: Why would you
like to be a gardener?
B: Because I’d like to
grow flowers.

d.
A: Why would you
like to be a writer?
B: Because I’d like to
write stories.
e. Assessment
- Performance products: Pupils’ talks and interaction

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- Assessment tools: Observation; Questions & Answers

4. ACTIVITY 3: LET’S TALK (8 minutes)
a. Objectives
- To correctly use the sentence patterns Why would you like to be a
_______? - Because I’d like a ______. to ask and answer questions about the
reasons why someone would like to do a certain job in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can correctly use the sentence patterns Why would you like to be a
______ ? - Because I’d like to _______ . to ask and answer questions about the
reasons why someone would like to do a certain job in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ - Pupils look at the – Picture cues: a
attention to the pictures pictures and guess group of characters
and guess the jobs that the jobs that the doing different jobs.
characters do. Pupils – Speech bubbles:
the characters do. Read
follow the teacher’s Why would you like
the question in the first instruction. to be a / an
speech bubble aloud and ________ ?
ask pupils to repeat it. Ask - _______.
pupils to look at the
second bubble and identify
what the answer should
be. Do the same with the
other pair of speech - Pairs of pupils
bubbles. practise asking and
Step 2: Have pairs of answering the
pupils practise asking and questions about the
answering the questions reasons why
about the reasons why someone would like
to be a certain job.
someone would like to be
a certain job. Go around
the classroom and provide - Pupils practise
support when necessary. asking and answering
Step 3: Invite a few pairs questions in front of
to practise asking and the class.
answering questions in
front of the class. Give
corrections and feedback - Pupils brainstorm
where necessary. some jobs they know,
Extension: Encourage such as doctor,
pupils to brainstorm some driver, pilot,
jobs they know, such as policeman and
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doctor, driver, pilot, farmer, and say the

policeman and farmer, and reasons why they
say the reasons why they would like to have
would like to have such such jobs, then talk in
jobs, then talk in groups groups using the
using the sentence sentence patterns.
patterns.

e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
Game: Look and say
- Divide the class into 2 teams: boys and girls.
- Draw pupils’ attention to the questions on the screen.
- In teams, they take turns to look at the picture and answer the questions.
Read the question aloud and answer it. If they have the correct ones, they
will get the points.
- The team with more points wins the game.

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Week: 6 Date of
preparing: 15/09/2024
Period: 24 Date of
teaching: 08/10/2024

UNIT 5: MY FUTURE JOB

Lesson 2 - Period 4

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- use listen to and understand two communicative contexts in which
speakers ask and answer questions about future jobs and tick the correct
pictures;
- complete two conversations with the help of the picture cues;
- revise the target vocabulary items through the game.
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 interest in a certain job in the future.
II. MATERIALS
- Pupil’s book: Page 37
- Audio track 51
- Teacher’s guide: Pages 83, 84, 85
- Website [Link]
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the phrases teach children, report the news, grow flowers and
write stories and the sentence structures Why would you like to be a
_______? and Because I’d like to ______ .
b. Content
- Game: Lucky numbers
c. Expected outcomes
- Pupils can correctly say the phrases in the sentence structures Why would
you like to be a _____? and Because I’d like to _______ . to ask and answer
questions about someone’s future job.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Lucky numbers
- Have pupils give the - Pupils give the There are six

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sentence structures to ask sentence structures magnifying glasses

and answer questions to ask and answer with conversations
about someone’s future questions about and options to
job. someone’s future job. complete as well as
- Show sets of six different points.
magnifying glasses on the - Pupils follow the Why would you like to
teacher’s instructions. be a _______? and
board/ slide. Each
Because I’d like to
magnifying glass contains
_______ .
a conversation with - Pupils work in three
pictures, options and groups.
different points. - Pupils listen to the
- Divide the class into three teacher’s explanation.
groups. A pair of pupils from
- Explain how the game is each group chooses a
played. Have a pair of magnifying glass,
pupils from each group chooses the option,
choose a magnifying glass, then asks and
choose the correct option answers questions
to complete, then ask and about someone’s
future job.
answer questions about
someone’s future job.
E.g. Pupil A: Why would
you like to be a teacher? - Pupils continue
Pupil B: Because I’d playing the game.
like to teach children. - Pupils praise the
- Give points for the group winner.
having the correct answer.
- Continue with the other
pupils.
- The group that gets more
points wins. Praise the
winner.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand two communicative contexts in which
characters ask and answer questions about future jobs, and tick the correct
pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which
characters ask and answer questions about their future jobs and tick the
correct pictures according to what they
hear.
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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and tick. (Track 51)
Step 1: Have pupils look - Pupils look at the – Picture cues:
at the pictures. Ask them pictures, listen to the 1a. a male teacher
How many pictures are teacher and answer teaching children in a
there? in each question the questions. classroom
and What jobs can you see 1b. a male doctor
in each picture? - Pupils look at the 1c. a male reporter
Step 2: Tell pupils to pictures of Question 1 reporting the news
look at the pictures of and listen to the 2a. a female
Question 1, and they will recording and identify gardener working in a
hear a conversation the correct picture garden
between a boy and girl then tick the correct 2b. a female writer
about future jobs. Ask box. Pupils listen to writing something at
pupils to tick the correct the recording again to her desk
picture that shows the do the task and check 2c. a female dentist
boy’s future job. Play the their work. checking her patient's
recording for the first teeth
conversation twice. - Pupils do the same Audio script:
Step 3: Do the same with with the second 1.
the second conversation. conversation, listen A: What would you
Ask pupils to tick the and tick the correct like to be in the
correct picture that shows picture. future?
the girl’s future job. - Pupils swap books B: I’d like to be a
Step 4: Ask pupils to work with a partner, then teacher.
in pairs for their peer- check answers as a A: Why would you like
checks. Correct answers class. to be a teacher?
and give feedback. - Pupils listen to the B: Because I’d like to
recording to check help children.
their answers again. 2.
A: Would you like to
be a dentist?
B: No, I wouldn’t.
A: What would you
like to be?
B: I’d like to be a
writer.
A: Why?
B: Because I’d like to
write picture books.
Key: 1. a 2. b
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete the target sentence patterns in two conversations about future
jobs with the help of picture cues.

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b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete the target sentence patterns about future jobs with the
help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Ask pupils to look - Pupils look at the Two picture cues of
at the pictures and identify pictures. Pupils jobs and two
the jobs of the characters. identify the jobs of conversations with
Step 2: Have pupils read the characters. gaps to complete.
Conversation 1. Ask them - Pupils read
Key:
what is missing from the Conversation 1 and
gap. Have them complete complete the gap by 1. reporter; Because
the gap by finding the finding the clues from 2. gardener; I’d like
clues from the context and the text and the
the picture. Repeat the picture.
same procedure with Pupils do the same
Conversation 2. with Conversation 2.
Step 3: Get pupils to
complete the
conversations individually, - Pupils complete the
then ask a few pairs to conversations
read them aloud. Check individually.
their answers, giving - Some pairs of pupils
corrections and feedback read the
where necessary. conversations aloud
Step 4: Ask a few pairs to to check the answers.
read the conversations Others listen and
aloud. Give feedback and check their answers.
corrections if necessary. - Pairs of pupils read
the conversations
aloud.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To review vocabulary about jobs by playing the game Job word bank.
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
- Pupils can review vocabulary about jobs.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s play.
Step 1: Tell pupils that - Pupils listen to the A board and two
two groups are going to teacher’s instructions. pieces of chalk
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play the game Job word - Pupils work in

bank within three minutes. groups of five. Two
Have the groups of five groups stand in two
stand in two lines in front lines in front of the
of the board. Give a piece board. Pupils write a
of chalk to the pupils at the word for a job to
front of the lines. Ask What answer the question,
would you like to be in the then give the chalk to
future? and let them write the next one of the
a word for a job on the line.
board. Encourage the first
pupils to give the pieces of
chalk to the next one of
the line so that they
continue to write words for - Which group has
jobs on the board. more correct words
Step 2: When the time is will be the winner.
up, count the jobs that - Praise the winner.
have been written correctly
by each group. Reward the - Pupils play the game
group with more correctly
again with some
written jobs.
other groups.
Step 3: Play the game
again with some other
groups.

e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Further practice (ppt)
- Show a set of pictures of jobs and words, ask pupils to match the pictures
with the name of the jobs.
- Show a set of pictures about future jobs and a sentence “I’d like to grow
flowers.” and ask pupils to choose the correct job (gardener)
- Continue until practising all the vocabulary set. Praise pupils if they perform
well.
* Option 2: Game: Matching game
- Use pictures and cards.
E.g.
A picture of a teacher – I’d like to teach children.
A picture of a reporter – I’d like to report the news.
A picture of a gardener – I’d like to grow flowers.
A picture of a writer – I’d like to write stories.
- Have four pupils hold the pictures and stand in the corners of the
classroom.
- Give four cards of sentences to four pupils.
- Ask pupils holding cards to find and match their cards with the correct
pictures.

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- Praise the ones who finish the matching. Then ask the class to look and say
the sentences aloud.

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Week: 6 Date of
preparing: 15/09/2024
Period: 24 Date of
teaching: 08/10/2024
UNIT 5: MY FUTURE JOB
Lesson 3 - Period 5

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 first syllable as in
teacher and dentist in isolation and as in the sentences My
mother’s a teacher. and My father’s a dentist.;
- 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 interest in their future job.
II. MATERIALS
- Pupil’s book: Page 38
- Audio tracks 52, 53, 54
- Teacher’s guide: Pages 85, 86
- Website [Link]
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words about jobs.
b. Content
- Game: Unscramble the letters
c. Expected outcomes
- Pupils can remember and correctly say the words about jobs.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Unscramble the letters
- Tell pupils they are going - Listen to the Letters (doctor,
to look at the letters and teacher’s instructions. writer, teacher,
unscramble the letters to dentist, firefighter,
guess the job. -Work in two teams. gardener, reporter)
- Divide the class into two - Play rock, paper,
teams. scissors to find the
- Have one pupil from each team which plays the
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team play rock, paper, game first.

scissors to find the team - Look at the letters
which plays the game first. and guess the words.
- Have each team look at
the given letters.
- If they guess the correct
job, they get points for
their team. The team with
more points is the winner.
- Have pupils look and say
the extra jobs shown on
the screen.
- Remind pupils about
syllables by watching a
video clip from YouTube.
- Elicit all the 2 or 3
syllable words have
stresses and pupils will
learn words that have
stresses on the first
syllable in this lesson.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Pictures & Answers
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- To correctly pronounce the two-syllable words with the stress on the first syllable as in
teacher and dentist in isolation and as in the sentences My
mother’s a teacher. and My father’s a dentist.
b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly pronounce the two-syllable words with the stress on the first syllable as in
teacher and dentist in isolation and as in the sentences
My mother’s a teacher. and My father’s a dentist.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and repeat. (Track 52)
Step 1: - Pupils point to the – The word teacher
Have pupils look at the word
teacher with word and sentence and the sentence My
its first syllable marked as while listening. Pupils mother’s a teacher.
stressed, listen to the listen to the teacher’s – The word dentist
recording and repeat the explanation. and the sentence My
word until they feel father’s a dentist.
confident. Correct their
pronunciation if necessary.
Step 2: Get pupils to point - Pupils listen to the
at the sentence My recording again and
mother’s a teacher., listen repeat.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

to the recording and repeat

it several times. Then get a
few pupils to listen and
repeat the sentence in
front of the class. - Pupils follow the
Step 3: teacher’s instructions.
procedure with the
Repeat the procedure word
with the word
dentist, and the sentence - Pupils work in pairs
My father’s a dentist. or groups to say the
Step 5: Give pupils a time words and read the
limit to practise sentences. Pupils
pronouncing the words, listen to the recording
saying the words, and
and say the language
reading the sentences in
in front of the class.
pairs or groups.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the stress on some two-syllable words and circle the word with a
different stress pattern from the other two words.
b. Content
Activity 2. Circle, listen and check.
c. Expected outcomes
- Pupils can identify the stress on some two-syllable words and circle the
word with a different stress pattern from the other two words
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Circle, listen and check. (Track 53)
Step 1: Have pupils read - Pupils pay attention Three sets of two-
the three words in each to the three sets or syllable words, each
line. Explain that they have two-syllable words. set contains one word
to find out the word with Pupils listen to the with the stress on the
different stress patterns teacher’s explanation. second syllable
from the other two, and Audio script:
circle the odd word. 1. a. teacher b. artist
Step 2: Play the recording - Pupils look at three c. address
and have pupils listen and words in the first line, 2. a. dentist b. arrive
check their answers. Then read them aloud and c. because
get pupils to check their circle the odd word. 3. a. farmer b. prefer
answers in pairs or groups. Then pupils listen to c. enjoy
Correct their answers if the recording and Key: 1. c 2. a 3. a
necessary. check their answers.
Step 3: Invite a few pupils - Pupils swap books
to read the three circled with a partner, then
words in front of the class. check the answers as
Give corrections and a class.
feedback where necessary. - Pupils read the three

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Extension: Invite one or circled words in front

two pupils to stand up and of the class.
repeat the correct option - Pupils stand up and
(odd words). repeat the correct
option (odd words).
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and
rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s chant. (Track 54)
Step 1: Have pupils scan - Pupils scan the first The lyrics and
the first verse of the chant. verse of the chant. recording of the chant
Draw their attention to the Pupils pay attention
words teacher and future. to the words teacher
Step 2: Play the recording and future.
and ask pupils to listen and - Pupils listen to the
repeat the first verse, line recording and repeat
by line. Show them how to the first verse, line by
chant and clap their hands line.
Step 3: Play the recording
of the entire verse again
for pupils to do choral and
- Pupils listen to the
individual repetition. Give
recording of the
corrections and feedback
where necessary. entire verse again to
Step 4: Repeat Steps 1 to do choral and
3 for the second verse of individual repetition.
the chant. Draw pupils’ - Pupils repeat Steps
attention to the words 1 to 3 for the second
dentist and future. verse of the chant.
Extension: Replace some - Pupils replace some
jobs in the chant with jobs in the chant with
words which have the words which have the
stress on the first syllable, stress on the first
for example, doctor, syllable. Pupils adjust
farmer, driver and pilot. the last sentence of
Have pupils adjust the last each verse and
sentence of each verse and practise the new
practise the new chant. chant.
e. Assessment
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- Performance products: Pupils’ interaction and performance

- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Pictionary
- Call a member from each team and give them a clue.
- Give a chalkboard or marker for that member to draw a clue so the entire
class can see the clue.
- If the team member guessed the word, they would get one point. If the
other team member guessed the word, they would get the point.
- Pupils clap their hands on the stress of the word that they guess to get
extra points for their team.
* Option 2: Game: Chanting game (ppt)
- Tell pupils to close their book, listen to the chant.
- Ask pupils to listen again and clap their hands on the word stress.
- Ask pupils to chant like a robot.

Week: 6 Date of
preparing: 15/09/2024
Period: 24 Date of
teaching: /10/2024

UNIT 5: MY FUTURE JOB

Lesson 3 - Period 6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- read an email and complete three gapped sentences about future jobs;
- complete a gapped letter about people’s future jobs;
- conduct a report about the future jobs that the class members would like to
do in the future and use it to practise talking in the class during Project time.
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 interests in their future jobs.
II. MATERIALS
- Pupil’s book: Page 39
- Teacher’s guide: Pages 87, 88

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- Website [Link]
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the chant of Unit 5.
b. Content
- Chant and do actions.
c. Expected outcomes
- Pupils can say the chant with the correct rhythm, word stress and
pronunciation.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Chant and do actions. (Track 54)
- Play the recording for - Listen to the chant. The lyrics and
pupils to listen. recording of the chant
- Play the recording again - Listen to the chant
for pupils to listen and again and chant
chant along. Encourage along. Clap or do the
them to clap or do the actions while
actions while chanting. chanting.
- Call on two or more
groups to take turns - Take turns listening
listening to and repeating to and repeating the
the chant, while the rest of chant, while the rest
the class claps or do the of the class claps or
actions. does the actions.
- Praise pupils if they
perform well.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read an email and complete three gapped sentences about future jobs.
b. Content
- Activity 4. Read and circle.
c. Expected outcomes
- Pupils can read an email and complete three gapped sentences about
future jobs.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and circle.
Step 1: Set a time limit - Pupils pay attention An email about future
and ask pupils to read to the email and read jobs and three
through the email to get a them as a class. incomplete
general idea of it. - Pupils look at the sentences, each with

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Step 2: Ask pupils to read incomplete sentences three answer options.

Sentence 1. Encourage and answer options. * Key: 1. b 2. c 3. a
them to underline some Pupils read the text
key words that can help again and circle the
them find the correct correct answers.
answer. Tell them to read - Pupils swap books
the email again to choose with a partner, then
the correct answer. Follow check answers as a
the same procedure with class.
Sentences 2 and 3. Let
pupils do the activity
independently, then check
the answers in pairs. Go
around the class and offer
help if necessary. - Pupils read the
Step 3: Ask a few pupils to sentences in front of
read the sentences in front the class.
of the class. Give
corrections and feedback
where necessary. - Pupils choose key
Extension: Ask pupils to information about
choose key information Peter and Mary and
about Peter and Mary, e.g. talk about them.
firefighter, help people,
work in a team, take care
of other people, gardener,
plant trees, flowers,
beautiful gardens. Have
pupils work in pairs and
talk about them.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To write an email about future jobs using a gapped paragraph.
b. Content
- Activity 5. Let’s write.
c. Expected outcomes
- Pupils can write an email about the future jobs that they would like to do.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Let’s write.
Step 1: Ask pupils to read - Pupils read the Two questions as
the rubrics and think about rubrics and think clues and an email
the jobs that they would about the jobs that with gaps for pupils to
like to do in the future. they would like to do fill in
Step 2: Ask pupils to read in the future.
the questions and use - Pupils read the Suggested

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them as clues to complete questions and use answer:

the email. Tell pupils that them as clues to
Hi Peter,
they should write about 30 complete the email.
In the future, I would
words.
Step 3: Give pupils like to be a gardener.
enough time to write their - Pupils write their I want to plant a lot of
emails. Let pupils work in emails. and work in trees and flowers. My
pairs or groups for cross pairs or groups for brother Minh loves
checks. Go ground the cross checks. travelling and
class and give support meeting people. He
when necessary.
would like to be a
Step 4: Have some pupils - Pupils read their
read their completed completed pilot in the future.
email
email aloud. Give aloud in front of the Bye!
corrections and feedback class. Nam
where necessary.
e. Assessment
- Performance products: Pupil’s answer
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRODUCTION (8 minutes)
a. Objectives
- To carry out a survey on the jobs that the classmates would like to do in the
future and present a report to the class.
b. Content
- Activity 6. Project
c. Expected outcomes
- Pupils can carry out a survey on their classmates’ future jobs and present it
to the class.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Project
Step 1: Point at the - Pupils listen to the A picture of a pupil
sample survey and explain teacher’s explanation. presenting his survey
that pupils are going to results
report the results of their Suggested
surveys about their presentation:
classmates’ future jobs and Here are the results
the reasons why they - Pupils work in of my survey. Long
would like to do the jobs. groups of five. Pupils would like to be a
Step 2: Revise some show their poster that doctor because he’d
words and sentence they have made at like to help people.
patterns that pupils may home and tell the Linda would like to be
use for their presentations. group about their a gardener. She loves
Give pupils some time to friend’s future jobs. planting trees and
practise their presentations flowers. And Minh
by themselves and within dreams of being a
groups. Go around the - Pupils show their pilot. He’d like to
classroom to monitor and work and talk about travel around the
offer support. their future jobs in world.

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Step 3: Select a few pupils front of the class.

to give their presentations Pupils stick their
in front of the class. Give posters on the wall
corrections and feedback (or board) as a
where necessary. display.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Test your friend
- Have pupils work in groups of four.
- Have one pupil from each group tell the others about his/ her future jobs.
Ask their friends to check their pronunciation.
- Call on some volunteers to perform in front of the class.
e.g. Hi, I’m Minh. I’m in Class 5A. I’d like to be a teacher because I want to
teach children.
- Praise pupils if they perform well.
* Option 2: Game: Lucky number (ppt)
- Divide the class into two teams (boys and girls)
- Call one pupil from each team to come to the board, play rock, paper,
scissors to decide which team will play first.
- Pupils take turns to choose a number, read the question and say the
answer.
- If the answer is correct, they will get points for their teams.
- If not, move to another team.
- The group with more points wins the game.

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Week: 6 Date of
preparing: 15/09/2024
Period: 24 Date of
teaching: 08/10/2024:

REVIEW 1
Period 1

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to five questions and circle the correct answers a, b or c.
- ask and answer questions using picture cues.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions
using picture cues correctly and fluently.
- Communication and collaboration: work in pairs and teams to complete
the learning tasks.
- Self-control & independent learning: perform listening and speaking
tasks.
3. Attributes
- Study hard to review the vocabulary and sentence patterns they have
learnt.
- Be honest in the learning tasks.
II. MATERIALS
- Pupil’s book: Page 40
- Audio Track 55
- Teacher’s guide: Pages 84, 85
- Website [Link]
- Flash cards/ pictures and posters (Review 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the sentence structures they have learnt.
b. Content
- Game: “Whisper”
c. Expected outcomes
- Pupils can correctly say the sentence structures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: “Whisper”

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- Divide the class into two - Work in two teams. Sentences:

teams. Tell each team to Form a line. 1. It’s a dolphin.
form a line. - Listen to the 2. It’s a giraffe.
- Explain that when you teacher’s explanation. 3. My favourite
whisper a sentence to the colour is yellow.
first pupil in each line, he/ 4. My favourite colour
she must in turn whisper it is orange.
to the second pupil in the 5. I like watering the
line. The second pupil then flowers.
whispers it to the third, 6. I like watching
and so on. When the cartoons.
sentence reaches the last - Continue playing the
pupil in the line, he/she game.
should call it out. A correct - Praise the winner.
sentence scores one point.
- Have pupils play the
game.

- Count the points for each

team and announce the
winner. The team with
more points wins. The
winning team must say all
three sentence aloud for
the rest of the class.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to five questions and circle the correct answers a, b or c.
b. Content
- Activity 1. Listen and circle a, b or c.
c. Expected outcomes
- Pupils can listen to five questions and circle the correct answers a, b or
c.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and circle a, b or c. (Track 55)
Step 1: Draw pupils’ - Pupils look at the - Five sets of
attention to the first set of first set of suggested suggested answers,
suggested answers. Have answers. Pupils read each with three
them read the answer the answer options. answer options
options. Check - Pupils listen to the - Audio:
comprehension. recording for 1. What’s your
Step 2: Play the recording Question 1. Pupils favourite animal?
for Question 1. Play the listen to the recording 2. Do you live in this
recording again for pupils again and do the building?
to do the task. Play the task. Pupils listen to 3. What would you

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recording a third time for the recording a third like to be in the

pupils to check their time to check their future?
answers. answers. 4. What’s your friend
- Pupils follow the like?
teacher’s instructions. 5. What do you like
Step 3: Repeat Steps 1 - Pupils swap books doing in your free
and 2 for the rest of the with a partner, then time?
questions. check answers as a *Key: 1. b, 2. b, 3. c,
Step 4: Get pupils to swap class. 4. c, 5. a
books with a partner, then
check answers as a class. - Pupils listen to the
Write the correct answers
recording to double-
on the board.
check their answers.
Step 5: Play the recording
for pupils to double-check - Pupils listen to the
their answers. recording, sentence
Extension: If time allows, by sentence, and
play the recording, repeat in chorus.
sentence by sentence, for
the class to listen and
repeat in chorus. Correct
their pronunciation where
necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To ask and answer questions using picture cues.
b. Content
Activity 2. Ask and answer.
c. Expected outcomes
- Pupils can ask and answer questions using picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Ask and answer.
Step 1: Draw pupils’ - Pupils look at the – Context 1:
attention to the first first picture. Pupils Nam: What’s your
picture. Get them to look look at the bubble to address?
at the bubble to identify identify the activity Lucy: _____.
the activity shown in it. shown in it. – Context 2:
Check pupils’ Nam: What’s your
comprehension. - Pupils look at the brother like?
Step 2: Draw pupils’ bubble over Lucy’s Lucy: ____.
attention to Question 1. head to answer the – Context 3:
Have pupils look at the question. Nam: What do you do
bubble over Lucy’s head to at the weekend?
answer the question. - Pupils follow the Lucy: ____.
Step 3: Repeat Step 1 teacher’s instructions. – Context 4:
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and 2 with the rest of the - Pupils work in pairs Nam: What’s your
questions. to role-play the four favourite colour?
Step 4: Have pupils work exchanges. Lucy: ____.
in pairs to role-play the *Key:
four exchanges. Go around - Pairs of pupils stand 1. It’s 25 Queen
the classroom to monitor up and take it in turns Street.
the activity.
to role-play the target 2. He’s clever.
Extension: Invite pairs of 3. I water the flowers.
exchanges.
pupils to stand up and take 4. It’s / I like pink.
it in turns to role-play the
target exchanges.
e. Assessment
- Performance products: Pupils’ talk and interaction
- Assessment tools: Observation; Questions & Answers; Peer correction
4. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: “Noughts and Crossess”
blue blue clever
go for a 31 Nguyen Hue 17 Hoa Binh
walk Street Street
active orange surf the
Internet
- Tell pupils how the game is played. Give an example.
- Draw a grid with 9 cues.
- Divide pupils into 2 teams: one team is X, one team is O.
- Ask a pupil from each team to select a number on the grid, then 2
representatives ask and answer based on the word cues. If they ask and
answer correctly, teacher draw X or O on the grid (depending on which team
is answering).
- The first team to get three Xs or three Os in a row wins!
- Praise the winner.
* Option 2: Game: “Pass the ball”
- Give two different colored balls to two pupils, a blue ball (ask the
question) and a white ball (answer the question).
- Ask pupils to listen to music and pass the balls.
- Stop music suddenly. Have the pupil with a blue ball make a question.
Have the pupil with a white ball answer the question.
e.g. Pupil A: What’s your favourite colour?
Pupil B: It’s orange.
- Repeat the game several times.

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Week: 6 Date of
preparing: 15/09/2024
Period: 24 Date of
teaching: 08/10/2024:

REVIEW 1
Period 2

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- read and match pairs of target sentence patterns.
- read and complete a gapped table about a boy named Henry.
- read, understand and complete the passage using word cues.
2. Competences
- Communication and collaboration: work in pairs and teams to complete
the learning tasks.
- Self-control & independent learning: perform reading and writing tasks.
3. Attributes
- Study hard to review the vocabulary and sentence patterns they have
learnt.
- Be honest in the learning tasks.
II. MATERIALS
- Pupil’s book: Page 41
- Teacher’s guide: Pages 85, 86, 87
- Website [Link]
- Flash cards/ pictures and posters (Review 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To motivate the class by singing the song “What would you like to be
in the future?”.
b. Content
- Let’s sing.
c. Expected outcomes
- Pupils can sing the song with correct pronunciation, rhythm and
melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Let’s sing.
- Spend a few minutes - Listen to the The lyrics and the
revising Unit 5 by having teacher’s instructions. recording of the song
pupils sing the song on “What would you like
page 35. - Listen and sing the to be in the future?”
- Play the song for pupils to song in chorus.
listen and sing in chorus. - Sing the song in
- Play the song again for chorus and clap
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pupils to sing in chorus and hands to reinforce the

clap hands to reinforce the activity.
activity. - Perform the song in
- Invite one pupil or a team front of the class.
to perform the song in
front of the class.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read and match pairs of target sentence patterns.
b. Content
- Activity 3. Read and match.
c. Expected outcomes
- Pupils can read and match pairs of target sentence patterns.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Read and match.
Step 1: Draw pupils’ - Pupils look at the Five pairs of sentence
attention to the sentences. sentences. Pupils patterns, which
Tell them how to do the listen to the teacher’s together form simple
activity. Point at Sentence explanation. exchanges between
1, elicit the answer and two pupils.
give feedback. Draw a line *Key: 1. d, 2. a, 3. e,
to match Sentence 1 with 4. c, 5. b
the letter d. - Pupils do the task.
Step 2: Give pupils time to
do the task. Go around the
classroom to offer support. - Pupils swap books
Step 3: Get pupils to swap with a partner, then
books with a partner, then check answers
check answers together as together as a class.
a class. Write the correct
answers on the board. - Pairs of pupils stand
Extension: Invite pairs of up and read the
pupils to stand up and read matched exchanges
the matched exchanges aloud.
aloud.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To read and complete a gapped table about a boy named Henry.
b. Content
Activity 4. Read and complete.
c. Expected outcomes
- Pupils can read and complete the gapped table.
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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and complete.
Step 1: Have pupils read - Pupils read the - A passage about
the passage about Henry. passage about Henry. Henry
Check comprehension. - A gapped table
Step 2: Have pupils look - Pupils look at the *Key:
at the gapped table. Draw gapped table. Pupils 1. 5
pupils’ attention to the follow the teacher 2. Australian
gaps in the table. Point at demonstrating the
3. 72
the line containing the first first gap. Pupils
4. surfing the Internet
gap and read as a class. complete the gap.
Elicit the missing word and 5. gardener
give feedback. Ask pupils
to complete the gap. - Pupils follow the
Step 3: Repeat Step 2 teacher’s instructions.
with the rest of the gaps.
Go around the classroom
to offer support where - Pupils swap books
necessary. with a partner, then
Step 4: Get pupils to swap check answers as a
books with a partner, then class.
check answers as a class. - Pupils stand up and
Write the correct answers read the completed
on the board.
lines in the table
Extension: Invite some
aloud.
pupils to stand up and read
the completed lines in the
table aloud.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRODUCTION (8 minutes)
a. Objectives
- To read, understand and complete the passage using word cues.
b. Content
- Activity 5. Let’s write.
c. Expected outcomes
- Pupils can complete the passage using word cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Let’s write.
Step 1: Tell the class the - Pupils listen to the A short gapped
goal of this activity: to read teacher’s explanation. passage with target
the word cues, the gapped sentences to
text and write in the lines complete
using word cues. Tell pupils Suggested answer:
that they should write My name is Binh. My
about 30 words. Check - Pupils look at the
address is 12 Hoa Mai
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comprehension. first sentence with Street. In my free

Step 2: Write the first the gap on the board. time, I like surfing the
sentence with the gap on Pupils read the Internet and playing
the board (My name is sentence as a class. chess. In the future, I
___.). Read the sentence as Pupils complete the would like to be a
a class. When you reach sentence. writer because I want
the gap, ask pupils to elicit
to write interesting
the necessary information
stories for children.
(pupil’s name) and write it
down to complete the
sentence. - Pupils follow the
Step 3: Repeat Step 2 for teacher’s instructions.
the second sentence. Then Pupils read the word
ask pupils to read the word cues and write the
cues and write the answer answer to complete
to complete the lines in the the lines in the
passage. Encourage them
passage. Pupils write
to write as many sentences
as many sentences as
as possible.
possible.
Step 4: If time allows, - Pupils read the
invite a few pupils to read sentences they have
the sentences they have completed / written
completed / written aloud aloud in front of the
in front of the class. The class. The class
class observes and praises observes and praises
their work. their work.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: “Kim’s game”
- Divide the class into two teams. Say “You are going to play a memory
game.”
- Display many words and phrases on the board. Give pupils two
minutes to memorise these words and phrases.
e.g. dolphin, table tennis, sandwich, pink, pizza, Japanese, American,
building, tower, helpful, friendly, active, play the violin, go for a walk, water
the flowers, surf the internet, firefighter, gardener.
- Turn the word cards face down on the board. In their teams, the pupils
try to write down many words as they can remember.
- Check the answers as the class.
- Count the points for each team and announce the winner. The team
with the most points wins. The winning team must then correctly pronounce
all of the words and phrases.
* Option 2: Game: “Number race”
- Explain how to play the game. Give an example.
- Divide the class into two teams. Each team has five pupils.
- Give each pupil in one team a number so that each team has equal
numbers.
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- Stick a picture (watering the flowers) on the board and ask the
questions, e.g. “What do you ao at the weekends?”, and allow time for pupils
to think. Then call out a number, have pupils with that number from each
team stand up and shout out the answers, e.g. “I like watering the flowers.”.
Praise and give points for the teams.
- Continue the game until the last member of the team.
- Praise the winner. Give feedback.

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