Nguyen Ba Ngoc Primary school TEACHING PLAN

Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 11

Teaching time: 18/11 – 22/11/2024

UNIT 6: OUR SCHOOL ROOMS

Lesson 2 - Period 4
I. OBJECTIVES:
Language: listen to and understand two communicative contexts in which people ask for and
give directions at school and tick the correct pictures; complete two gapped
exchanges with the help of picture cues; revise the target vocabulary items and
structures by playing game.

Core teamwork, work standards, communication

competencies
General Communication and collaboration: work in pairs and groups to complete the learning
competences: tasks.
Self-control & independent learning: perform listening, reading and writing tasks.

Attributes: Show their pride in their school and raise awareness about the location of different
rooms in their school.
II.RESOURCE Student’s book Page 47. Audio Tracks 62. Teacher’s guide Pages 88,89,90.
S AND hoclieu.vn; Flash cards/ pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Not
Teacher’s activities
PROCEDURE activities e
WARM UP: 5 minutes
a. Goal: To revise vocabulary learnt in the previous lesson.
b. Game: Bad luck Billy (ppt)
Procedure: Step 1: Ask pupils to stand up and read the words on the screen. If the lightning
struck while a pupil is reading, that pupil has to sit down.
Step 2: At the end of the game, the pupil(s) still standing is the winner(s).

PRACTICE: 5 minutes
a. Goal: To listen to and understand two communicative contexts in which people ask for
and give directions at school, and tick the correct pictures.
b. Input: Picture cues
c. Outcome: As Goal
d. Step 1: Draw pupils’ attention to the pictures of the three arrows Whole class
Procedure: showing the directions to the art room. Identify them as a class.
Step 2: Play the recording of the first exchange for pupils to listen.
Play the recording again for pupils to do the task. Play the
recording a third time for pupils to check their answers.
Step 3: Repeat Steps 1 and 2 for Exchange 2.
Step 4: Get pupils to swap books with their partner, then check Pair work
answers as a class. Write the correct answers on the board.
 Step 5: Play the recording again for pupils to double-check their
answers. Have pupils repeat the information in the recording Whole class
PRACTICE
10 minutes
a. Goal: To complete two gapped exchanges with the help of the picture cues..
b. Input: Two picture cues about directions to school rooms and two incomplete exchanges
c. Outcome: As goal
d. Step 1: Have pupils look at the pictures. Ask them to identify the Whole class
Procedure: directions to the rooms in the pictures.
Step 2: Get pupils to look at the two incomplete exchanges. Draw
their attention to the missing words in the sentences.
Step 3: Model Exchange 1. Have pupils look at the exchange. Ask
them what is missing in the first gap. Then have them look at the Whole class
whole sentence and complete the gap
Step 4: Have pupils complete three gaps in the second exchange
individually. Get pupils to swap books with a partner and check
Pair work
their answers before checking as a class.
PRACTICE
8 minutes
a. Goal: To revise the target vocabulary items and structures by playing Memory game.
b. Input: A picture showing how to play the game
c. Outcome: As goal
d. Step 1: Tell pupils that they are going to play Memory game using Group work
Procedure: the language learnt in Lessons 1 and 2.
Step 2: Draw a map with school rooms on the board. Divide the
class into two teams. Have pupils look at the school rooms on the
map for 20 seconds, then cover the room names with paper / cards.
Tell the teams to listen to the your question, then ask one pupil in a Group work
team to give you directions while the other pupil in the same team
follows the directions and opens the right card to find the room. If
he / she finds the right room by following the directions, the team
gets one point. If he / she doesn't end up at the right room, he / she
covers the room name up again and it becomes the other team’s
turn.
Step 3: The teams take turns to play the game. Set a time limit for
pupils to play the game.
FUN CORNER AND WRAP UP 7’
Game: Lucky number (ppt): Teacher divides the class into 2
teams.
- Each team takes turns asking and answering about the room on
the screen, using the structures learnt. Group work
- Teacher checks the answer with the whole class.
- Pupils choose a box and get the point(s).

Comment: .........................................................................................................................
 Nguyen Ba Ngoc Primary school TEACHING PLAN
Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 11
Teaching time: 18/11 – 22/11/2024

UNIT 6: OUR SCHOOL ROOMS

Lesson 3 - Period 5
I. OBJECTIVES:
Language: correctly stress the two-syllable words up’stairs and down’stairs in isolation and in
the sentences He’s going up’stairs. and She’s running down’stairs.; identify the
word 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.

Core teamwork, work standards, communication

competencies
General Critical thinking and creativity: learn how to ask and answer questions about
competences: 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.

Attributes: Show their pride in their school and raise awareness about the location of different
rooms in their school.
II.RESOURCE Student’s book Page 48. Audio Tracks 63,64,65. Teacher’s guide Pages 97,98,99.
S AND hoclieu.vn; Flash cards/ pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Not
Teacher’s activities
PROCEDURE activities e
WARM UP: 5 minutes
a. Goal: To revise the target language by having pupils play Guessing game.
b. Game: Guessing game
Procedure: Step 1: Have pupils look at the pictures on the screen and say the appropriate
phrases.
Step 2: Show some words on the screen and ask pupils to decide whether they are
two or three syllable words. Then sort out.

KNOWLEDGE CONSTRUCTION: 5 minutes

a. Goal: To correctly stress the two-syllable words up'stairs and down'stairs in isolation
and in the sentences He’s going up'stairs. and She’s running down'stairs.
b. Input: - The word up’stairs and the sentence He’s going up’stairs.
- The word down’stairs and the sentence She’s running down’stairs.
c. Outcome: As Goal
d. Step 1: Draw pupils’ attention to the word up’stairs and the Whole class
Procedure: sentence I want to go up’stairs. Play the recording and encourage
them to point to the word and sentence while listening. Remind
pupils what word stress is, in Vietnamese if necessary (Word stress
is the emphasis that you put on just one syllable in the word that
has more than one syllable, by saying it more loudly). Tell them
that we use a stress mark (') to indicate the stressed syllable in a
word. Whole class
Step 2: Play the recording again and encourage pupils to listen and
repeat. Do this a few times until pupils feel confident.
Step 3: Repeat Steps 1 and 2 for the second line.
Step 4: Let pupils work in pairs or groups to say the words Pair work
up’stairs and down’stairs, and read the sentences He’s going
up‘stairs. and She’s running down‘stairs. Invite a few pupils to
listen to the recording and say the language in front of the class.
PRACTICE
10 minutes
a. Goal: Identify the word stress on some two-syllable words and circle the word with a
different stress pattern from the other two words.
b. Input: Three sets of two-syllable words, each set containing one word with the stress on
the second syllable

c. Outcome: As goal
d. Step 1: Draw pupils’ attention to the three sets or two-syllable Whole class
Procedure: words. Explain what pupils have to do. Check comprehension.
Step 2: Tell pupils to look at the three words in the first line, read
them aloud and circle the word that has the stress on the second Whole class
syllable. Then play the recording for pupils to listen and check
their answer.
Step 3: Repeat Step 2 for the second and third lines. Pair work
Step 4: Tell pupils to swap books with a partner, then check the
answers as a class. Write the correct answers on the board.
PRACTICE
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: As goal
d. Step 1: Draw pupils’ attention to the lyrics of the chant. Whole class
Procedure: Step 2: Play the recording all the way through. Encourage pupils to
listen carefully to the rhythm and pronunciation. Draw pupils’
attention to the two-syllable words with the stress on the second
syllable in the chant, (upstairs, downstairs), and the sentences
containing those words. Whole class
Step 3: Play the recording again, line by line, for pupils to listen
and repeat. Step 4: Play the recording all the way through for
pupils to chant along. Encourage them to clap while chanting.
FUN CORNER AND WRAP UP 7’
 Game: Odd one out (ppt): Divide the class into two teams.
- Each team has a representative to play “Rock, paper, scissors” to
play first. The winning team answers the question first. Pupils get
the points if their team answers the question. Whole class

Comment: .........................................................................................................................

Nguyen Ba Ngoc Primary school TEACHING PLAN

Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 11
Teaching time: 18/11 – 22/11/2024

UNIT 6: OUR SCHOOL ROOMS

Lesson 3 - Period 6
I. OBJECTIVES:
Language: read a text about rooms in a school and show understanding by deciding whether
some statements are true or false;read and complete the table about rooms in their
school; make a picture of a favourite school and present it to the class by using the
target language.

Core teamwork, work standards, communication

competencies
General Communication and collaboration: work in pairs and groups to complete the learning
competences: tasks.
Self-control & independent learning: perform reading and writing tasks.

Attributes: To review the vocabulary and structures they’ve learnt in the previous lessons.
II.RESOURCE Student’s book Page 49. Teacher’s guide Pages 99,100 . hoclieu.vn; Flash cards/
S AND pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Not
Teacher’s activities
PROCEDURE activities e
WARM UP: 5 minutes
a. Goal: To review the vocabulary and structures they’ve learnt in the previous lessons.
b. Game: Collect the pencils
Procedure: Step 1: Divide the class into two groups. Each team takes turns choosing a room
in the school map, answers the questions and gets points.
Step 2: The group with more points wins the game.
PRACTICE: 5 minutes
a. Goal: To read a text about rooms in a school and show understanding by deciding
whether some statements are true or false.
b. Input: – A text about rooms in a school
– Four statements with True and False boxes
c. Outcome: As Goal
d. Step 1: Draw pupils’ attention to the text and read it together as a Whole class
Procedure: class. Check comprehension.
Step 2: Draw pupils’ attention to the four statements below the text
and four boxes to tick True or False. Have pupils pay attention to
the sentences about the rooms in the school (their locations, the Whole class
directions to the rooms). Give pupils time to tick the correct boxes.
Ask where in the text pupils can find the information they need to
decide whether the statements are true or false. Pair work
Step 3: Tell pupils to swap books with a partner, then check
answers together as a class. Write the correct answers on the board.
PRODUCTION
10 minutes
a. Goal: To read and complete the table about rooms in their school.
b. Input: A gapped table about school rooms
c. Outcome: As goal
d. Step 1: Tell the class the goal of this activity: pupils are going to Whole class
Procedure: read the table and complete the gaps in it. Check comprehension.
Step 2: Read the headings in the table as a class (School rooms /
Where? / How to go there from your classroom?). Point to the
example in each column and encourage pupils to complete the rest
of gaps. Whole class
Step 3: Give pupils time to write. Go around the classroom to
offer help if necessary.
Step 4: If time allows, invite a few pupils to read aloud the words /
phrases they have written in the table to the class.
PRODUCTION
8 minutes
a. Goal: To make a picture of a favourite school and present it to the class by using the
target language.
b. Input: A picture of a favourite school
c. Outcome: As goal
d. Step 1: Tell pupils the goal of this activity. Explain that they are Whole class
Procedure: going to show pictures that they have drawn at home and tell the
class about their favourite schools.
Step 2: Have pupils work in groups of five. Each pupil shows a
picture that he / she has drawn at home and tells the group about
his / her favourite school, e.g. This is my favourite school. It has Individual
many rooms in it. Go around the class and offer help if necessary, work
for example, when pupils need some more vocabulary to talk
about their favourite rooms.
Step 3: Invite some pupils to show their work and talk about their
favourite schools in front of the class. Have pupils stick their
pictures on the wall or board as a display.
FUN CORNER AND WRAP UP 7’
* Presentation: Talk to your friend
- Pupils show their pictures to their classmates, and present the Group work
 school to the class at the Project time.
- Have pupils work in groups of four.
- Call some volunteers to perform in front of the class.
- Praise pupils if they perform well.
Comment: .........................................................................................................................

Nguyen Ba Ngoc Primary school TEACHING PLAN

Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 11
Teaching time: 18/11 – 22/11/2024

UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES!

Lesson 1 - Period 1
I. OBJECTIVES:
Language: understand and correctly repeat the sentences in two communicative contexts focusing
on asking and answering questions about someone’s favourite school activity;
correctly say the phrases and use What school activity does he / she like? – He / She
likes ____. to ask and answer questions about someone’s favourite school activity; use
What school activity does he / she like? – He / She likes ______. in a freer context.

Core teamwork, work standards, communication

competencies
General Critical thinking and creativity: learn how to ask and answer questions about personal
competences: 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.

Attributes: Show their pride in their school and show their interest in their favorite school
activities.
II.RESOURCE Student’s book Page 50. Audio Tracks 66,67. Teacher’s guide Pages 101,102,103.
S AND hoclieu.vn; Flash cards/ pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Note
Teacher’s activities
PROCEDURE activities
WARM UP: 5 minutes
a. Goal: To revise the previous lesson by playing Collect the letters.
b. Game: Collect the letter (ppt)
Procedure: Step 1: Greet the class. Ask pupils to play Collect the letters to review the words
play football, sing, dance, play the violin, play the guitar, paint.
Step 2: Ask pupils to unscramble the letters to guess the hidden word
“SCHOOL”.
 Step 3: Get pupils to open their books at page 50 and look at Unit 7, Lesson 1,
Activity 1. Write the title Our favourite school activities on the board and read it
for the class to repeat a few times. Tell pupils what they will learn in this lesson.

EXPLORATIONS: 5 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative contexts
(pictures) on the phone, focusing on greetings, asking and answering questions
about someone’s favourite school activitiy.
b. Input: Contexts a,b
c. Outcome: As Goal
d. Step 1: Ask pupils to look at Pictures a and b and identify the Whole
Procedure: characters and say what they can see in the pictures. class
Step 2: Have pupils look at Picture a and say what the characters are Whole
talking about. Step 3: Play the recording and encourage pupils to class
point at the characters while listening. Play the recording again,
sentence by sentence, for pupils to listen and repeat individually and Individual
in chorus. work
Step 4: Draw their attention to the question and the answers. Tell Whole
pupils that the question and answer are used to ask and answer class
questions about someone’s favourite school activity.
KNOWLEDGE CONSTRUCTION: 10 minutes
a. Goal: To correctly say the phrases and use What school activity does he / she like? –
He / She likes . to ask and answer questions about someone’s favourite
school activity.
b. Input: - Picture and word cues/ - Speech bubbles
c. Outcome: As goal
d. Step 1: Have pupils look at Pictures a, b, c and d, say what they can Whole
Procedure: see in the pictures. Point at each picture and the phrase under it for class
pupils to say it and the meaning. Compare the verb form in the
question: What school activity does he / she like? with the one in the
answer He / She likes ___. Tell pupils that in the question, the verb
like follows does, so is in the base form (like). But in the answer, like Whole
+ s must be used after the subject He or She. Remind pupils of the class
structure: like + Verb with -ing as well.
Step 2: Play the first part of the recording for pupils to listen to and
repeat the phrases under the pictures in chorus and individually. Individual
Step 3: Draw pupils’ attention to the speech bubbles and elicit the work
missing phrase in the answer by pointing at Picture a. Play the
second part of the recording for pupils to listen to and repeat the
sentences in both bubbles a few times. Repeat the same procedure
with Pictures b, c, and d.
Step 4: Let pupils practise asking and answering questions in pairs. Pair work
PRACTICE: 8 minutes
a. Goal: To enhance the correct use of Can you tell me about yourself? - I’m in _____.; I
live in the ______. to ask and answer questions about personal information in
freer contexts.
b. Input: - Picture cue / - Speech bubbles
c. Outcome: As goal
d. Step 1: Draw pupils’ attention to each picture. Ask questions to Whole class
Procedure: revise the relevant phrase
Step 2: Elicit pupils’ own answers to the question and write them on
the board. Get pupils to say the completed answers.
Step 3: Put pupils into pairs to take turns asking and answering
questions Step 4: Invite a few pairs to the front of the classroom. Pair work
They can use the pictures to take turns asking and answering
questions
FUN CORNER AND WRAP UP 7’
Game: Hot potato: Pupils pass the ball while the teacher plays the
music. When the music stops, the pupil holding the ball says a word Whole
or sentence learnt in the lesson. class
* Preparation for the project:
Comment: .........................................................................................................................
Nguyen Ba Ngoc Primary school TEACHING PLAN
Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 12
Teaching time: 25/11 – 29/11/2024
UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES!
Lesson 1 - Period 2
I. OBJECTIVES:
Language: listen to and understand four exchanges in which the speakers ask and answer
questions about someone’s favourite school activities and number the pictures;
complete four gapped exchanges with the help of picture cues; listen to and
complete What school activities does she like? song and to sing it with the correct
pronunciation, rhythm and melody.

Core teamwork, work standards, communication

competencies
General Critical thinking and creativity: learn how to ask and answer questions about
competences: 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.

Attributes: Show their pride in their school and show their interest in their favorite school
activities.
II.RESOURCE Student’s book Page 51. Audio Tracks 68,69. Teacher’s guide Pages 104,105, 106.
S AND hoclieu.vn; Flash cards/ pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Not
Teacher’s activities
PROCEDURE activities e
WARM UP: 5 minutes
a. Goal: To revise the structure asing and answering about someone’s activity by playing
 game
b. Game: Lucky number
Procedure: Step 1: Tell pupils they are going to choose a number, look at the picture and
answer the question or complete the question.
Step 2: Divide pupils in 2 teams and play the game.
PRACTICE: 5 minutes
a. Goal: To listen to and understand four exchanges in which the speakers ask and answer
questions about someone’s favourite school activities and number the pictures.
b. Input: Picture cues
c. Outcome: As Goal
d. Step 1: Draw pupils’ attention to the pictures and ask questions to Whole class
Procedure: elicit what each child is doing.
Then say that it is his / her favourite school activity, for example:
T: What’s he / she doing?
C: He’s / She’s ___.
T: Very good. He / She likes it. It’s his / her favourite school
activity. Pair work
Step 2: Play the recording all the way through. Then play the
recording again for pupils to listen and number the pictures.
Step 3: Get pupils to swap books with a partner and check their
answers before checking as a class. Correct the answers where
necessary.
PRACTICE
10 minutes
a. Goal: To complete four gapped exchanges with the help of picture cues.
b. Input: - Picture cues
- Four gapped exchanges with the target sentences to complete
c. Outcome: As goal
d. Step 1: Model gapped Exchange 1. Have pupils look at the picture Whole class
Procedure: above it, read the question and answer, and guess the missing word
in the answer. Elicit the missing word to fill the gap (doing
projects). Then put the class into two halves to take turns asking
and answering. Correct their pronunciation where necessary.
Step 2: Give pupils time to do the task independently. Individual
Step 3: Get pupils to swap books with a partner and check their work
answers before checking as a class. Invite a pupil to write the
answers on the board. Give further support to those who find it Pair work
difficult to do the task.
Step 4: Invite four pairs of pupils to act out four completed
exchanges in front of the class.
PRACTICE
8 minutes
a. Goal: To listen to and complete the song What school activity does she like? and to sing
with the correct pronunciation, rhythm and melody.
b. Input: Picture cues
c. Outcome: As goal
d. Step 1: Have pupils read the song lyric, look at the relevant Whole class
Procedure: picture and guess the missing words. Use Number 1 as anexample
(playing word puzzles). Fill in the gap.
Step 2: Repeat Step 1 for Number 2. Tell pupils to pay attention
to the answer before deciding the missing word in the question
(he). For Number 3, ask pupils what the boy is doing to guess the
missing phrase Group work
Step 3: Play the recording all the way through for pupils to listen
to the whole song. Then play the recording again for them to fill in
the gaps with the missing words.
Step 4: Check answers together as a class. Play the recording line
by line for pupils to listen and repeat. Divide the class into two
halves to take turns singing the questions and answer.
FUN CORNER AND WRAP UP 7’
Game: Slap the board
- Divide the class into two groups. Ask pupils to stand in two lines. Group work
Stick the cards with words on the board. Call out a word and have
the first pupil from each group slap the correct card on the board
and say it correctly.
Comment: .........................................................................................................................

Nguyen Ba Ngoc Primary school TEACHING PLAN

Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 12
Teaching time: 25/11 – 29/11/2024

UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES

Lesson 2 - Period 3
I. OBJECTIVES:
Language: understand and correctly repeat the sentences in two communicative contexts focusing
on asking and answering questions about why someone likes a school activity;
correctly say the words and phrases and use Why does he / she like ____? – Because
he / she thinks it’s ____. to ask and answer questions about why someone likes a
school activity; use Why does he / she like ___? – Because he / she thinks it’s _____.
in a freer context.
Core teamwork, work standards, communication
competencies
General Critical thinking and creativity: learn how to ask and answer questions about personal
competences: 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.
Attributes: Show their interest in school subjects when talking about school subjects and school
activities.

II.RESOURCE Student’s book Page 52. Audio Tracks 70,71. Teacher’s guide Pages 106,107,108.
S AND hoclieu.vn; Flash cards/ pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Note
Teacher’s activities
PROCEDURE activities
WARM UP: 5 minutes
a. Goal: To revise the previous lesson by having pupils sing the song “What school activity
does she like?”.
b. Let’s sing
Procedure: Step 1: Greet the class, then divide the class into two halves to take turns singing
the questions and the answers of the song What school activity does she like?
Step 2: - Get pupils to open their books at page 52 and look at Unit 7, Lesson 2,
Activity 1. Tell pupils what they will learn in this lesson.
EXPLORATION: 5 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative contexts,
focusing on asking and answering questions about why someone likes a school
activity.
b. Input: Context a,b
c. As Goal
Outcome:
d. Step 1: Ask pupils to look at Pictures a and b, identify the characters Whole
Procedure: and say what they are talking about. Draw pupils’ attention to the class
question Why does he like solving maths problems? and the answer
Because he thinks it’s useful. Tell pupils that questions beginning with
Why are used to ask about the reason; and Because is the answer to Whole
aquestion about reason Step 2: Ask pupils to look at Pictures a. Play class
the recording for them to listen and follow the language. Play the
recording again for pupils to listen and repeat
and in chorus. Invite a few pairs to the front of the classroom to listen Pair work
to and repeat the Exchanges
KNOWLEDGE CONSTRUCTION: 10 minutes
a. Goal: To correctly say the words and phrases and use Why does he / she like ____? –
Because he / she thinks it’s ____. to ask and answer questions about why someone
likes a school activity.
b. Input: Picture and word cues / Speech bubbles
c. As goal
Outcome:
d. Step 1: Ask pupils to look at Pictures a, b, c and d and say what they Whole
Procedure: can see in each picture. Remind them of like+ Verb + -ing and elicit class
the meaning of the adjectives fun, interesting and useful and the
phrase good for group work.
Step 2: Play the first part of the recording for pupils to listen to and
repeat the phrases and words in chorus and individually until they feel
confident. Use the flash cards to practise Individual
Step 3: Draw pupils’ attention to the speech bubbles and elicit the work
missing word or phrase in the question and then in the answer by
pointing at Picture a. Play the second part of the recording for pupils
to
 listen to and repeat the sentences in both bubbles a few times.
Step 4: Let pupils point at the pictures and say the sentences in pairs. Pair work
Step 5: Invite a few pairs to act out the exchanges in front of the
class.
PRACTICE: 8 minutes
a. Goal: To use Why does he / she like ___? – Because he / she thinks it’s _____. in a freer
context.
b. Input: Picture cues / Speech bubbles
c. As goal
Outcome:
d. Step 1: Have pupils look at the pictures and elicit what each pupil is Whole class
doing. Use the picture of the boy doing a crossword puzzle as an
Procedure: example to make the question and answer
Step 2: Write the question and answer on the board and complete it. Group work
Divide the class into two halves and have them take turns asking and
answering a few time before setting a time limit for the class to do the
task in pairs.
Step 3: Invite a few pairs to come to the front of the classroom and Pair work
act out the exchanges.
Comment: .........................................................................................................................

Nguyen Ba Ngoc Primary school TEACHING PLAN

Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 12
Teaching time: 25/11 – 29/11/2024
UNIT 7: OUR FAVORITE SCHOOL ACTIVITIES
Lesson 2 - Period 4
I. OBJECTIVES:
Language: listen to and understand two communicative contexts in which pupils ask and answer
questions about why someone likes a school activity, and to tick the correct pictures.;
complete two gapped dialogues with the help of picture cues; review the target
language by asking why someone likes a school activity by playing a game of Making
sentences.

Core teamwork, work standards, communication

competencies
General Critical thinking and creativity: learn how to ask and answer questions about
competences: someone's favourite school activity.
Communication and collaboration: work in pairs and groups to complete the learning
tasks.
Self-control & independent learning: perform pronunciation and speaking tasks.

Attributes: Show their love and interest in school activities.

II.RESOURCE Student’s book Page 53. Audio Tracks 72. Teacher’s guide Pages 109,110. hoclieu.vn;
S AND Flash cards/ pictures and posters. Computer, projector, …
MATERIAL:
 Pupils’ Not
III.
Teacher’s activities activitie e
PROCEDURE
s
WARM UP: 5 minutes
a. Goal: To revise vocabulary learnt in the previous lesson.
b. Game: Guessing game
Procedure: Step 1: Draw pupils’ attention to the screen.
Step 2: Explain the rules of the game: Pupils look at the hidden pictures and guess.
PRACTICE: 5 minutes
a. Goal: To listen to and understand two communicative contexts in which pupils ask and
answer questions about why someone likes a school activity, and to tick the correct
pictures.
b. Input: Picture cues
c. Outcome: As Goal
d. Step 1: Draw pupils’ attention to the pictures and ask questions to elicit Whole
Procedure: what each pupil is doing. Have pupils predict which picture is mentioned class
in Conversation 1 (b).
Step 2: Play the recording all the way through for pupils to check their
prediction. Then play the recording again for pupils to listen and tick the
correct picture. Whole
Step 3: Repeat Steps 1 and 2 for Conversation 2. class
Step 4: Get pupils to swap books with a partner and check their Pair
answers before checking as a class. Correct the answers where work
necessary.
PRACTICE
10 minutes
a. Goal: To read and complete two gapped dialogues with the help of picture cues.
b. Input: Two gapped dialogues and picture cues.
c. Outcome: As goal
d. Step 1: Use Dialogue 1 as an example. Have pupils read it and guess the Whole
Procedure: missing words. Remind them to pay attention to what the picture class
illustrates. (A girl is presenting a project in front of the class with a boy
holding the poster).
Step 2: Repeat Step 1 for the second dialogue.
Step 3: Give pupils a time limit to read the dialogues, look at the
pictures and fill in the gaps independently. Individu
Step 4: Get pupils to swap books with a partner and check their answers al work
before checking as a class. Invite one pupil to write the answers on the
board. Invite two pairs of pupils to take turns role-playing the completed Pair
dialogues. Check pronunciation where necessary. work
PRACTICE
8 minutes
a. Goal: To review the target language by asking why someone likes a school activity by
playing a game of Making sentences.
b. Input: A picture of two teams taking turns making sentences with the words and phrases
 on the board
c. Outcome: As goal
d. Step 1: Draw pupils’ attention to the game input on the board. Introduce Group
Procedure: and explain how to play the game: The class is divided into groups of 3- work
4. Pair up the groups, so that each group plays against another group.
Each group member must select a school activity and say why his or her
sister or brother likes it. The group that makes sentences faster and says
them correctly will be the winners.
Step 2: Give pupils a time limit to play the game and go around the class Group
to offer help where necessary. work
Step 3: When the time is up, nominate pairs of groups to come to the
board to check the answers. Encourage the rest of the pupils to cheer

FUN CORNER AND WRAP UP 7’

Game: Lucky number (ppt): Teacher divides the class into 2 teams.
- Each team takes turns asking and answering on the screen, using the
structures learnt.
- Teacher checks the answer with the whole class. Group
- Pupils choose a box and get the point(s). work

Comment: .........................................................................................................................
Nguyen Ba Ngoc Primary school TEACHING PLAN
Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 12
Teaching time: 25/11 – 29/11/2024
UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES
Lesson 3 - Period 5
I. OBJECTIVES:
Language: correctly stress the words 'solving and 'reading in isolation and in the sentences He
likes 'solving maths problems. and Her favourite school activity is 'reading books;
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.

Core teamwork, work standards, communication

competencies
General Communication and collaboration: work in pairs and groups to complete the learning
competences: tasks.
Self-control & independent learning: perform pronunciation and listening tasks.

Attributes: Explore their talents and critical think about skills they can get from each school
activities
II.RESOURCE Student’s book Page 54. Audio Tracks 73,74,75. Teacher’s guide Pages
S AND 111,112,113. hoclieu.vn; Flash cards/ pictures and posters. Computer, projector, …
MATERIAL:
 III. Pupils’ Not
Teacher’s activities
PROCEDURE activities e
WARM UP: 5 minutes
a. Goal: To revise the words about school activities and the structures What school activity
do you like? -I like ___.; and Why do you like it? - Because I think it’s ___.
b. Game: Interview (ppt)
Procedure: Step 1: Invite a few pairs to the front of the class to take turns asking and
answering questions about his or her favourite school activity and the reasons
Step 2: Shows the structures of What school activity do you like? - I like ___. and
Why do you like it? - Because I think it’s __. on the board to help pupils
remember and use the structures correctly.
KNOWLEDGE CONSTRUCTION: 5 minutes
a. Goal: To correctly stress the words 'solving and 'reading in isolation and in the
sentences
He likes 'solving maths problems. and Her favourite school activity is 'reading
books.
b. Input: The word 'solving and the sentence He likes 'solving maths problems.
The word 'reading and the sentence Her favourie school activity is 'reading book
c. Outcome: As Goal
d. Step 1: Have pupils point at the word 'solving and the sentence He Whole class
Procedure: likes 'solving maths problems. Play the recording for them to listen
and repeat in chorus and individually until they feel confident.
Step 2: Invite a few pupils to listen to and repeat the word and the
sentence. Praise them when they have good pronunciation. Individual
Step 3: Repeat Steps 1 and 2 for the word 'reading and the work
sentence Her favourie school activity is 'reading books
Step 4: Let pupils work in pairs or groups, saying the words and Pair work
reading the sentences.
PRACTICE
10 minutes
a. Goal: To identify the stress on some two-syllable words and circle the word with a
different stress pattern from the other two words.
b. Input: Three sets of two-syllable words
c. Outcome: As goal
d. Step 1: Tell pupils that this is an odd-one-out exercise. Pupils need Whole class
Procedure: to circle the word having the different stress to the other two in
each line. Then they listen to the recording to check their answers.
Step 2: Set a time limit for pupils to do the task.
Step 3: When the time is up, play the recording, once or twice, for
pupils to listen and check their answers. Get pupils to swap books
with a partner and check their answers before checking as a class. Pair work
Play the recording again for pupils to double-check their answers.
Step 4: Invite a few pupils to read aloud all the words in the three
lines. Correct their pronunciation and word stress if necessary.
PRACTICE
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:As goal
d. Step 1: Have pupils look at the pictures and identify the school Whole class
Procedure: activities.
Step 2: Have pupils read the first verse of the chant and draw their
attention to the words 'reading, 'dancing, 'drawing, 'painting.
Check comprehension.
Step 3: Play the recording of the first verse. Play the recording Whole class
again, line by line, for pupils to listen and repeat.
Step 4: Repeat Steps 2 and 3 for the second verse of the chant, but
draw their attention to the words 'reading, 'singing, 'drawing,
'swimming.
Step 5: Play the recording all the way through for pupils to chant
and clap their hands.
FUN CORNER AND WRAP UP 7’
Game: Game: Guess the actions
- Call out one student to come to the front of class and whisper to
him or her the name of an action, e.g. reading books
- Ask him or her to do the action without making any sounds. Whole class
- Let other pupils in the class guess the actions.
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