Week 35

(từ ngày 13 tháng 5 năm 2024 đến ngày 18 tháng 5 năm 2024)
GRADE 4: 4A4,4A5
UNIT 20: AT SUMMER CAMP
Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - use the phrases building a campfire, dancing around the campfire,
knowledge & playing card games, playing tug of war, putting up a tent, singing
skills songs, taking a photo and telling a story in relation to the topic “At
summer camp”;
– use What’s he / she doing? – He's / She’s _____. to ask and answer
questions about what someone is doing at a camp;
– use What are they doing? – They’re _____. to ask and answer
questions about what people are doing at a camp;
– listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “At summer camp”;

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

complete the learning tasks
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Pagen68
- Audio tracks 100, 101, 102
- Teacher’s guide: Pages 263-264
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 20)
- Computer, projector, …
III. Warm-up and review – Listen and repeat- Listen and circle- Let’s
PROCEDURE chant – Wrap up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting.
Spend a few minutes revising the previous lesson by Whole
inviting a few pairs to ask and give answers about camping class/
actitivies. Individual
Option 1: lip- reading game work
 guide pupils to pronounce without making sound
divide them into groups
each pupil takes turns to pronounce without making sound
while the rest guess the sound
Option 2: ppt
EXPLORATION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the words 'visit and 'email with the stress on the first
syllable in isolation and in the sentences They 'visit their grandparents in
summer. and We 'email our friends at the weekend. with the correct
pronunciation and intonation.
b. Input The word 'visit and the sentence They 'visit their grandparents in
summer.
The word 'email and the sentence We 'email our friends at the weekend
c. Outcome Pupils can correctly repeat the words 'visit and 'email with the stress on
the first syllable in isolation and in the sentences They 'visit their
grandparents in summer. and We 'email our friends at the weekend with
the correct pronunciation and intonation.
d. Procedure Step 1: Draw pupils’ attention to the word 'visit and the Whole
sentence They 'visit their grandparents in summer. Play the class
recording and encourage them to point at the word and the Individual
sentence while listening. work
Step 2: Play the recording again and encourage pupils to Whole
listen to and repeat the word and the sentence. Do this class
several times until pupils feel confident. Correct their
pronunciation where necessary. Pair work
Step 3: Repeat Steps 1 and 2 for the word 'email and the
sentence We 'email our friends at the weekend. Whole
Step 4: Have pupils work in pairs or groups, saying the class
words and reading the sentences until they feel confident.
Pair work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.

KNOWLEDGE CONSTRUCTION
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words like and write while listening.

b. Input Two gapped sentences, each with three answer options

Audio script:
1. We email our grandparents at the weekend.
2. Linh and Nam visit their friends on Sundays.

c. Outcome To identify the target words visit and email while listening.
d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole
have to listen to the recording and circle the correct options. class/
Check comprehension. Individual
Step 2: Play the recording all the way through for pupils to work
listen to the sentences. Play the recording again for pupils Individual
to circle the correct options. work
Step 3: Tell pupils to swap books with a partner, then check
the answers as a class. Write the correct answers on the Whole
board. class
Step 4: Play the recording again for pupils to double-check
their answers. Whole
Extension: Invite one or two pupils to stand up, listen to class/
and repeat the completed sentences. Individual
Key: 1. b 2. c work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct pronunciation, word stress and rhythm.

b. Input The lyrics and recording of the chant.

c. Outcome Pupils can say the chant with the correct pronunciation, word stress and
rhythm.
d. Procedure Step 1: Draw pupils’ attention to the lyrics of the chant. Whole
Check their comprehension. class/
Step 2: Play the recording all the way through for pupils to Individual
listen to the whole chant. Encourage them to listen carefully work
to the rhythm and pronunciation. Draw pupils’ attention to Whole
the word stress in the words visit and email. class/
Step 3: Play the recording, line by line for pupils to listen Individual
and repeat. Correct their pronunciation where necessary. work
Step 4: Play the recording all the way through for pupils to
chant along. Encourage them to clap along while chanting. Pair work
Extension: Divide the class into two groups to take turns
listening and repeating the chant while the rest of the class Pair work
claps along.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
Option 1: Play the game from
https://www.gamestolearnenglish.com/spelling-bee/ Whole
Option 2: Write the words on the board. Ask pupils to find class/ …
the stressed syllable from the words learnt in the unit.
dancing; singing; playing; email; writing; visit; weekend;
summer; vacation; grandparents; classmate; campsite;
Option 3: ppt
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 20: AT SUMMER CAMP

Lesson 3 – Period 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - use the phrases building a campfire, dancing around the campfire, playing
knowledge & card games, playing tug of war, putting up a tent, singing songs, taking a
skills photo and telling a story in relation to the topic “At summer camp”;
– use What’s he / she doing? – He's / She’s _____. to ask and answer
questions about what someone is doing at a camp;
– use What are they doing? – They’re _____. to ask and answer questions
about what people are doing at a camp;
– listen to and demonstrate understanding of simple communicative contexts
in relation to the topic “At summer camp”;
– read and write about what someone is / people are doing at a camp;
– draw a simple picture of friends and their activities at a camp, then tell the
class about it at Project time.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Page 69
- Teacher’s guide: Pages 265; 266
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 20)
- Computer, projector, …
III. Warm-up and review – Read and tick True or False- Let’s write- Project
PROCEDURE – Wrap up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Option 1: Greet the class and encourage pupils to respond
to the greeting. Spend a few minutes revising the previous
lesson by inviting two groups of three to the front of the
 class to take turns saying the two verses of the chant and Whole
clapping their hands. class/
Option 2: Chanting competition: Individual
play the audio 102 and pick up some volunteers to chant, work
the rest vote for the better singer.
Option : ppt
EXPLORATION
Activity 4. Read and tick True or False. 5 minutes
a. Goal To read a text and decide whether statements about Minh and his friends’
activities are true or false.
b. Input A text and four statements with True and False boxes.

c. Outcome Pupils can read a text and decide whether statements about Nam and his
friends’ activities are true or false.
d. Procedure Step 1: Draw pupils’ attention to the four statements Whole
focusing on what Minh and his friends are doing. class
Step 2: Ask pupils to read the text individually first, then in
pairs to decide if the statements are true or false. Individual
Step 3: Set a time limit for pupils to do the task. Go around work
the classroom and offer help where necessary.
Step 4: Get pupils to provide reasons for their answers,
then check their answers as a class and give explanations Whole
where necessary. class
Pair work

e. - Performance products: Pupils’ answers.

Assessment - Assessment tools: Observation; Questions & Answers.

KNOWLEDGE CONSTRUCTION
Activity 5. Let’s write. 10 minutes
a. Goal To complete a text about what pupils are doing at a camp.

b. Input A writing frame with five blanks to complete.

c. Outcome Pupils can complete a text about what they are doing at a camp.
d. Procedure Step 1: Ask pupils to read the gapped text and fill in the Whole
gaps with details about what pupils and their friends are class/
doing at a camp. Check comprehension. Individual
Step 2: Have pupils do the first gapped sentence together as work
an example. Ask them to read the sentence and elicit what Individual
day it is today. Then have them write an answer, e.g. Today work
is Sunday.
Step 3: Give pupils time to complete the text Whole
 independently. Go around the classroom and offer help if class
necessary.
Step 4: Get pupils to swap their books with a partner and
check their answers in pairs before checking as a class.
Extension: Invite a few pupils to read their completed texts
in front of the class.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 6. Project. 8 minutes
a. Goal To draw a simple picture of three or four friends and their activities at a
camp, and tell the class about what the friends are doing.
b. Input Ben presents a picture of his friends’ activities at a camp to the class.
c. Outcome Pupils can draw a simple picture of three or four friends and their
activities at a camp, and tell the class about what their friends are doing.
d. Procedure Step 1: Explain that each pupil has to show a simple picture Whole
of three or four friends and their activities at a camp which class/
they have drawn at home. They will tell the class about the Individual
activities of the friends in the picture. work
Step 2: Have pupils work in groups of six. Each pupil Whole
shows his / her picture to the group and describes what the class/
characters in the picture are doing. Individual
Step 3: Invite a few pupils to show their pictures and tell work
the class about the activities of their friends, e.g. Look at
this picture. They are my friends. They’re dancing around Pair work
the campfire.
Step 4: Have the rest of the class comment and praise their Pair work
classmates.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
Option 1: Play the game
https://www.gamestolearnenglish.com/spelling-bee/

Whole
Option 2: singing along with TPR class/
say some subjects, using TPR technique to guide pupils how individuals
to sing with TPR / groups

Random pupils are called to sing without sound.

The rest can guess the name of the camping activities or
things in a campsite
Option 3: ppt
 REVIEW 4: FUN TIME
Lesson 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly use the following sentence patterns:
knowledge &
skills ● What was the weather like last weekend? – It was _____.

● Do you want to go to the ____? – Great! Let’s go. / Sorry, I can’t.

● What does it say? – It says ʽ____ʼ.

● How can I get to the ____? – ____.

● Where’s the bookshop? – It’s ____.

● How much is the ____? – It’s ____.

● What are these animals? – They’re ____.

● Why do you like ____? – Because they ____.

● What's he / she doing? – He's / She's ____.

● What are they doing? – They’re ____.

– take part in three fun activities to apply their language knowledge and
competences
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks

II. RESOURCES AND MATERIALS

- Student’s book: Page 70
- Teacher’s guide: Pages 267, 268
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up and review– Listen and tick- Ask and answer–Fun corner and
PROCEDURE wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
- Greet the class.
*Option 1: Sing a song Whole
- Ask pupils to sing the song When I cross the road, p.47. class/
* Option 2: Game: Choose and throw
– Divide class into 2 teams. Team
- Call 1 pupil from each team to come to the board and work
throw a sticky ball at the answer.
- Teacher marks the place where they throw it.
- Teacher reveals the score for the correct answer.
* Option 3: Game:
– Ask pupils to choose a game from Units 16 to 20 to
play. Pair work/
– Get pupils to open their books at page 70 and look at Individual
Review 4, Activity 1. work

Activity 1. Listen and tick. 10 minutes

a. Goal To listen to and understand five communicative contexts in which

characters talk about familiar topics such as weather, directions, items
price, animals and camp activities and tick the correct pictures.
b. Input Picture cues:
1a. a rainy icon
1b. a sunny icon
1c. a windy icon
2a. a ʽturn rightʼ road sign
2b. a ʽturn leftʼ road sign
2c. a ʽstopʼ road sign
3a. a notebook and a price tag: 10,000 dong
3b. a notebook and a price tag: 15,000 dong
3c. a notebook and a price tag: 20,000 dong
4a. Two giraffes
4b. Two lions
4c. Two hippos
5a. Two boys taking a photo
5b. Two boys putting up a tent
5c. Two boys dancing around the campfire
Audio script:
1. A: What was the weather like yesterday?
B: It was sunny.
2. A: What does it say?
B: It says ʽturn rightʼ.
3. A: How much is the notebook?
B: It’s 15,000 dong.
 4. A: What are these animals?
B: They’re hippos.
5. A: What are they doing?
B: They’re putting up a tent.
c. Outcome Pupils can listen to and understand five communicative contexts in which
characters talk about familiar topics such as weather, directions, items
price, animals and camp activities and tick the correct pictures.
Key: 1. b 2. a 3. b 4. c 5. b
d. Procedure Step 1: Draw pupils’ attention to Pictures 1a, 1b and 1c. Whole
Elicit the words or phrases to describe the pictures in each class
option (e.g. rainy, sunny, windy). Elicit the questions the
speaker may ask. (e.g. 1. What was the weather like
yesterday?). Play the recording for pupils to listen. Play the
recording again for pupils to do the task. Play the recording Individual
a third time for pupils to check their answers. work

Step 2: Repeat Step 1 for the rest of the pictures: 2a, 2b and
2c, 3a, 3b and 3c, 4a, 4b and 4c, and 5a, 5b and 5c.
Step 3: Get pupils to swap books with a partner to check Whole
their answers before checking as a class. Write the correct class
answers on the board.
Step 4: Play the recording again for pupils to double-check
their answers.
Extension: If time allows, play the recording, sentence by
sentence, for pupils to listen to and repeat some exchanges
individually and in chorus. Correct their pronunciation
where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers

Activity 2. Ask and answer. 10 minutes

a. Goal To ask and answer questions using picture cues.

b. Input Four picture cues and four questions

c. Outcome Pupils can ask and answer questions using picture cues.
d. Procedure Step 1: Draw pupils’ attention to the first question. Get the Whole
class to read it in chorus. Elicit the answer and give class
feedback. Then get pupils to role-play the exchange. Repeat Individual
the same procedure with the rest of the questions. work
Step 2: Give pupils time to take it in turns to role-play the
four exchanges. Go around the classroom to offer support Whole
where necessary. class/
Extension: Invite pairs of pupils to stand up and take it in Individual
turns to role-play the target exchanges. work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation, Student’s answers.

Fun corner and wrap-up: 10 minutes

Option 1: play Madagascar 3 Bomb Game (PPT)
- Divide the class into 2 teams.
- T ask pupils to choose a penguin and answer the question Whole
If the answer is correct, they can get points or choose the class/Team
mystery box they want to explore. work

- The team with the most points is the winner.

Option 2: Pass the ball.

- Play some music, pupils pass a ball around the class. Whole
When the music stops, the pupil holding the ball stands up class/
and say a word from the lesson. Individual
work

Option 3: Wrap up
Whole
- Ask students to answer the following questions: class/
What have you learnt from the lesson today? Individual
work
Review Units 16-20: Weather, In the city, At the
shopping centre, The animal world, At summer camp

____________________

School:
Grade: ____________________
Teacher: ____________________
 Date of teaching:
____________________

REVIEW 4: FUN TIME

Lesson 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly use the following sentence patterns:
knowledge &
skills ● What was the weather like last weekend? – It was _____.

● Do you want to go to the ____? – Great! Let’s go. / Sorry, I can’t.

● What does it say? – It says ʽ____ʼ.

● How can I get to the ____? – ____.

● Where’s the bookshop? – It’s ____.

● How much is the ____? – It’s ____.

● What are these animals? – They’re ____.

● Why do you like ____? – Because they ____.

● What's he / she doing? – He's / She's ____.

● What are they doing? – They’re ____.

– take part in three fun activities to apply their language knowledge and
competences
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks

II. RESOURCES AND MATERIALS

- Student’s book: Page 71
- Teacher’s guide: Pages 269, 270
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up and review– Read and match- Read and complete – Let’s
PROCEDURE write–Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
- Greet the class.
*Option 1: Odd one out Whole
- Divide class into teams. Number the pupils in each team class/
(make sure that each team has the same numbers). Individual
work
- Show the question on the screen, ask them to whisper
the answers to their friends.
- Teacher calls out a number, the pupils with that number
from each team stands up and shout out the answer (or
race to the board and write the answer)
- Give points for the correct answer, give extra points to
the quickest team.
* Option 2: Game
– Ask pupils to choose a game from Units 16 to 20 to
play.
– Get pupils to open their books at page 71 and look at
Review 4, Activity 3.
Activity 3.Read and match. 10 minutes

a. Goal To read and match pairs of target sentence patterns

b. Input Five pairs of sentence patterns, which together form simple exchanges
between two
pupils

c. Outcome Pupils can read and match pairs of target sentence patterns.
Key: 1. c 2. a 3. b 4. e 5. d

d. Procedure Step 1: Draw pupils’ attention to the sentences. Tell them Whole
about this activity. Point at Sentence 1, elicit the answer and class
give feedback. Draw a line to match Sentence 1 with the
letter c.
Step 2: Give pupils time to do the task individually. Go Individual
around the classroom to offer support. work
Step 3: Get pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the board.
Extension: Invite some pairs of pupils to stand up and read Whole
the matched exchanges aloud. class
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers

Activity 4. Read and complete. 10 minutes

a. Goal To read and show understanding of a text by completing the gaps.

b. Input – A short gapped text about the summer camp activities

– Two options for each blank to complete
c. Outcome Pupils can read and complete the gapped paragraph.
Key: 1. a 2. b 3. b 4. b

d. Procedure Step 1: Tell pupils the goal of the activity and explain that Whole
they should read the text and circle the correct options to class
complete the gapped text. Check comprehension. Individual
Step 2: Do Sentence 1 as an example. First, have pupils read work
Sentence 1 and decide what information they need to find in
the text. Then, read two options and choose the correct Whole
option to complete the sentence. Circle the correct option. class/
Step 3: Set a time limit for pupils to do the task Individual
independently. Go around the classroom and offer help work
where necessary.
Step 4: Get pupils to swap their books with a partner and
check their answers together before checking as a class.
Correct the answers where necessary.
Extension: Invite one or two pupils to read the text in front
of the class. Correct their pronunciation where necessary.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys

Activity 5: Let’s write 5 minutes

a. Goal To use the target language to complete a gapped paragraph using a

picture cue.

b. Input – A short text with gapped text and a leaflet of a summer camp.

c. Outcome Pupils can complete a gapped text about summer camp activities.
d. Procedure Step 1: Tell the class the goal of the activity and explain that they should
read the gapped text and fill in the gaps with the information from a
leaflet. Check comprehension.
Step 2: Have pupils do the first gapped sentence together as an example.
Ask them to read the first sentence and elicit phrases (singing and
dancing). Then have them write it in the gap.
Step 3: Give pupils time to complete the text independently. Go around
the classroom and offer help where necessary.
Step 4: Get pupils to swap their books with their partner and check their
answers before checking as a class.
Extension: Invite one or two pupils to read their completed texts in front
of the class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys

Fun corner and wrap-up: 10 minutes

Option 1: play Review Game (PPT)
- Divide the class into 2 or 4 teams.
- T reminds pupils of 5 topics (Weather, In the city, At the Whole
shopping centre, The animal world, At summer camp) they class/Team
reviewed in this lesson.
- T/Pupil spins the wheel, answers a question from the
teacher and gets points.
- The team with the most points is the winner.

Option 2: Pass the ball.

- Play some music, pupils pass a ball around the class.
When the music stops, the pupil holding the ball stands up Whole
and says a word from the lesson. class/
Individual
work
Option 3: Wrap up
- Ask students to answer the following questions:
What have you learnt from the lesson today?
Review Units 16-20: Weather, In the city, At the
shopping centre, The animal world, At summer camp

GRADE 5: 5A1,5A2,5A4,5A5
Period:133

REVIEW 4
I. Objectives:
- By the end of the lesson Ps be able to:
1. Knowledge:
- Perform their abilities in listening, speaking to the topics from units 16-20, using the
phonics, vocabulary and sentence patterns they have learnt.
- Vocabulary: review
- Grammar: review
- Listen and tick the correct pictures.
- Listen and number the pictures.
- Listen and complete the gapped sentences.
- Read the paragraph and complete the table.
- Write about themselves, using the guiding questions.
2. Skills:
- Develop Ss’ speaking and reading skills
3. Attitude: Ss love English.
4. Competences:
- Co-operation love schools about Future activities.
- Self-study ability, ability to operate, live responsibly.
- Using language to talk about review.
C. Methods: Communicative approach, group Ss and T's activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods
by practising, discussion group, technical present....
III. Preparation.
1. Teacher’s preparation: CDs player, stereo, book.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
IV. Procedures.
Content Teacher’ s activities Student’s activities
A. Warm up - Ask pupils to answer the question: - Answer the question
(5’) Which one is more exciting, life in
the city or life in the countryside?
B. New lesson Task 1. Listen and tick
(30’) - Ask pupils to identify each - Look at the pictures
character and what’s the matter with
him/ her or what he/she is doing.
- Tell pupils that they are going to - Listen to the recording.
listen to the recording and tick
- Play the recording all the way
through for pupils to listen.
- Play the second time and ask pupils - Listen to the recording
to do the task. and do the task.
- Ask pupils to give answers
- Play the recording again for pupils - Give answers
to listen and check - Listen and check.
- Give correct answers.
* Key: 1. b 2. c
Task 2. Listen and number
- Tell pupils that they are going to - Listen carefully.
listen and number the pictures in the
order they here.
- Play the recording two times for - Listen to the recording
pupils to listen.
- Play it again for them to number - Number the pictures.
the pictures.
- Get pupils to compare their answers - Compare the answers.
before checking as a class.
- Give answers.
* Key: a 2 b1 c4 d3
Task 3. Listen and complete
- Tell pupils that they are going to - Read the sentences in
listen and complete. silence and guess the
- Ask pupils to read the sentences in answers.
silence in their book and guess the
answers based on the surrounding
words.
- Play the recording the first time all - Listen and wirte
the way through for pupils to listen
and write.
- Play it the second time for pupils to - Listen and check
listen and check their answers.
- Give the correct answers.
* Key: 1. cold,windy 2. rice, fish,
milk.
Task 4. Read and complete
- Tell pupils that they are going to - Look at the book
read the text and complete the table.
- Give pupils time to look at the
table in theirs book and think of the
information needed to fill the table.
- Ask pupils to read the text in - Read the text in silence
silence and complete the table. and complete the table.
- Get pupils to compare their answers - Compare the answers in
in pairs before checking as a class. pairs
- Give explanations, if necessary.
* Key: Tony: Sydney - big/modern/
noisy/exciting
Tony’s grandparents: Brooklyn -
small/quiet/peaceful
Task 5. Write about you
- Tell pupils that they are going to - Read the questions in
write sentences about themselves. silence, and complete the
- Give them time to read the sentences.
questions in silence, then complete
the sentences about themselves.
- Call three pupils to read the - Read the answers aloud
answers aloud in front of the class.
 The others listen and give comments.
C. Production - Give feedback.
(3’) - Summary the lesson
D. Homework - Tell pupils to do exercises in work
(2’) book

*********************************************************************
Week: 34
Period:134

SHORT STORY
CAT AND MOUSE 4

I. Objectives: By the end of this unit pupils can:

- Read and listen to the short story.
- Answer the questions.
- Unscramble the words from the story.
- Read and complete the conversation.
- Work in pairs. Talk about their last holiday.
- Read and match the questions with the answers.
II. Language focus
- Vocabulary: Unit 11 - 15
- Sentence patterns: Unit 11 - 15
III. Teaching aids
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
IV. Procedures
Content Teacher’s activities Student ‘s activities
A. Warm up - Play game: crossword
(5’)
B. New lesson Task 1. Read and listen to the story
(30’) - Tell the class that they are going to - Answers the questions
read and listen to the story.
- Ask pupils to look at the pictures and
ask them question:
Who are they? Where are they? What - Listen, and follow in the
are they doing? book
- Play the recording three times for
pupils to listen, and follow in their - Listen and repeat
books.
- Play it again for them to listen and - Work in groups
repeat
- Then ask them to practice the - Practice the dialogue
conversation in groups of three.
- Call on some groups to practice the
dialogue.
- Give feedback.
Task 2. Answer the questions
- Tell pupils that they are going to - Work in pairs
answer the questions about the story.
- Give them time to look at the story
again, then read the questions and
answer them in pairs.
- Invite some pairs to ask and answer - Ask and answer in front
aloud. of class
*Key: 1. He’s talking with Mary.
2. She lives in New York.
3. No, she’s in Miami.
4 . She likes the theatres,
cinemas and museums.
5. She likes the beach
Task 3. Unscramble these words from
the story
- Tell pupils that they are going to put - Listen carefully
the letters in the correct order and
write the words from the conversation
in Activity 1.
- Give them time to do the task. Give - Do the task
the first letters of the words, if
necessary. - Write the answers on the
- Call some pupils to go to the board board
and write their answers
- Give correct answers
Key: 1. remember 2. vacation
3. difficult 4. theatres 5. warmer
Task 4. Read and complete
- Tell pupils that they are going to read
and complete the gapped sentences. - Read the conversation in
- Give them a few seconds to read the silence.
conversation in silence.
- Set a time limit for them to do the
task. Tell them to read the story again - Do the task.
if they do not know the answers.
- Give correct answers
* Key: 1. don’t 2. town
3. more 4. than 5. like
Task 5. Work in pair. Talk about your
last holiday
- Tell pupils that they are going to
practice talking about their last holiday - Listen to Teacher’s
- Give them time to do the task in instruction.
pairs. - Work in pairs
- Invite a few pairs to act out the
dialogues. Correct the pronunciation, - Act out the dialogues
if necessary
Task 6. Read and match
 - Tell the class that they are going to
read and match the questions with the - Do the task in silent
answers. - Write the answers on the
- Ask pupils to do the task in silent. board
- Call two pupils to write their answers - Swap and check the
on the board. answers.
- Ask pupils to swap and check their
answers.
C. Production * Key: 1. c 2. e 3 .a 4. b 5. d
(3’) - Summary the lesson
D. Homework - Tell pupils to do exercises in work - Listen and remember
(2’) book - Take note
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