THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 hoclieu.vn
- 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
c. Expected outcomes
- Pupils can correctly say the words and sentence structure What does he/
she look like?

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- 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
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 29)
Step 1: Ask pupils to look - Pupils look at - Contexts:
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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
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

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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.
c. Expected outcomes

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- 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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 hoclieu.vn
- 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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 hoclieu.vn
- 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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 hoclieu.vn
- 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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 hoclieu.vn
- 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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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”.

Week: 6 Date

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 hoclieu.vn
- 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.
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
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+ 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
playing the violin. She likes - Pupils swap books doing in your free
playing the violin. with their partner, time? B: I like
then check answers watering the
Step 2: Play the recording for
as a class. flowers.
pupils to do the task by
- Pupils listen to the 3.
numbering the pictures. Play
recording again to A: What do you like
the recording again to give
doing in your free
pupils another listening double-check their
answers. time? B: I like going
opportunity.
for a walk in the
Step 3: Check answers - Pupils explain the
together as a class. Play the answers by park.

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recording a third time for answering 4.

pupils to double-check their questions. A: What do you like
answers and correct their - Pupils listen to the doing in your free
answers in pairs. Have pupils recording, sentence time? B: I like
explain the answers by asking by sentence, and watching cartoons.
questions. For example, for repeat in chorus. Key: 1. d 2. c
Picture d, ask, What’s she 3. b 4. a
doing? What
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
sentences. 3. the violin; playing
4. What; guitar
Step 3: Do Exchange 1
with the class as an - Pupils follow the
example. Have pupils read teacher
the question. Then ask demonstrating the
them to look at the gapped Exchange 1.
answer and the picture
cue. Ask them what words
are missing (going for a

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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
are teacher’s instructions. pupils playing the
going to play Who has more - In groups, pupils game
discuss and make as - Paper and
correct
many sentences as markers for groups
answers? in groups. They
possible to answer the to
will discuss and make as
questions: “What do make sentences
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
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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
sentences aloud.
Step 4: Invite
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)
* 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
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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.

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Week: 7 Date of
preparing: 15/09/2024
Period: 25 Date
of teaching: 14/10/2024
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 hoclieu.vn
- 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,

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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
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
listen. Play the recording recording. Pupils music
again, sentence by listen to the recording – Context b:
sentence, for pupils to again, sentence by Mai asking Bill about
listen and repeat. Follow sentence, and repeat. his activity at the
the same procedure with Follow the same weekend
Picture b. Correct their procedure with Mai: How about you,
pronunciation where Picture b Bill? What do you do
necessary. at the weekend?

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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.
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
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 – I _____.
and practise asking
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?
Pupils make some B: I usually water the
never, for pupils to
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
- Pupils look at the B: I sometimes surf
weekend using the two
pictures and say the the Internet.
adverbs of frequency. For Key:
name of the
example, Thu rarely plays activities. Choose the 1. I always ride a
table tennis in her free correct answer. bike.
time. She never goes - Pupils read the 2. I sometimes surf
roller skating in her free the Internet.
question and the
time. 3. I rarely water the
answer out loud.
flowers.
More practice:
4. I usually read
Ask pupils to look at the stories.
pictures, say the name of 5. I never play table
the activities. Then, ask tennis.
them to choose the
correct option to complete

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 a girl reading a story
identify the free-time
time? and What do you do activities of – Speech bubbles:
the
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 What do you do at
give their answers. Remind about what someone
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
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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.
- 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: 7 Date
of preparing: 15/09/2024

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Period: 26 Date
of teaching: 15/10/2024

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
- Audio tracks 40, 41
- Teacher’s guide: Pages 69, 70
- Website hoclieu.vn
- 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

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

picture and say the and say the activity.

activity. - Continue playing the
- If the answer is correct, game.
Teacher clicks the picture
to open the hidden points. - Praise the winner.
- 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:
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
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

What are you doing, Kate? Conversation 1 aloud

– I’m playing the violin. with different specific
Have pupils stand up when information. Pupils 2.
the information is different. stand up when the A: What are you
Invite a student to correct information is doing, David? B: I’m
the information. different. A student reading a story.
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
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

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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
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
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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.
- 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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Week: 7 Date
of preparing: 18/09/2024
Period: 27 Date
of teaching: 15/10/2024

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 hoclieu.vn
- 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.

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

again and encourage

pupils to listen and repeat
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 to Three sets of two-
of the activity. Explain that the three sets of two- syllable words,
they have to circle the syllable words. Pupils each set contains
word that has a different listen to the teacher’s one word with the
stress from the other explanation. stress on the
words. - Pupils look at three second syllable
Step 2: Give pupils a time words in the first line, Audio script:
limit to do the task read them aloud and
1. a. always b. sometimes
individually. Have them circle the word that has
read the words and circle the stress on the second c. tonight
the one that is different in syllable. Then pupils
2. a. never b. enjoy
each line Step 3: Play the listen to the recording
recording for pupils to and check their answer. c. sometimes
listen and check. - Pupils follow the
3. a. address b. always
Step 4: Tell pupils to swap teacher’s instructions.
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books with a partner, then - Pupils swap books with c. again

check the answers as a a partner, then check the * Key: 1. c 2. b
class. answers as a class. 3. b
Step 5: Play the recording Pupils listen to the
again for pupils to double- recording again and
check their answers. check their answers
Extension: Invite one or
again.
two pupils to stand up and
- Pupils stand up and
repeat the words that have
a different stress (1. repeat the words that
tonight; 2. enjoy; 3. have a different stress.
always).
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’ attention - Pupils pay attention The lyrics
to the lyrics of the chant. Check to the lyrics of the and
their comprehension. chant. recording of
Step 2: Play the recording all the chant
the way through for pupils to - Pupils listen all the
listen to the whole chant. way through carefully
Encourage them to listen to the rhythm and
carefully to the rhythm and pronunciation.
pronunciation. Draw pupils’ - Pupils listen to the
attention to the words always recording, line by
and sometimes. line, and repeat.
Step 3: Play the recording, line
by line, for pupils to listen and - Pupils listen to the
repeat. Correct their recording all the way
pronunciation, if necessary.
through and chant
Step 4: Play the recording all
along. Pupils clap
the way through for pupils to
chant to. Encourage them to while chanting.
clap along while chanting.
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: 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: 7 Date
of preparing: 18/09/2024
Period: 28 Date
of teaching: 16/10/2024
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 hoclieu.vn
- 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).
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for relevant information information. 2. She usually plays

(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)
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a. Objectives
- 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

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- Assessment tools: Observation; Answer keys

4. ACTIVITY 3: PRODUCTION (8 minutes)
a. Objectives
- 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.
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* 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
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: 8 Date
of preparing: 18/09/2024
Period: 29 Date
of teaching: 21/10/2024

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 hoclieu.vn
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- To revise the previous lesson by playing a game.

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!
recording. – Context b:
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focus on Picture a. Play Linh and Bill talking

the recording for them to about future jobs.
listen to the entire Link thinking of being
a doctor in
conversation several
- Pupils listen to the the future
times. recording again and Bill: What would you
Step 3: Play the repeat individually like to be in the
recording again, sentence and/ or in chorus future?
by sentence, for pupils to sentence by Linh: I’d like to be a
listen and repeat sentence. doctor, too.
individually and in chorus. - Pairs of pupils come
Correct their to the front of the
classroom to listen to
pronunciation where
and repeat the
necessary. Repeat the
sentences in the
same procedure with
recording.
Picture b. - Pupils pay attention
Step 4: Invite a few pairs to the question and
to stand up, listen and the answer. Pupils
repeat the sentences in listen to the teacher’s
the recording. Check their explanation.
pronunciation, provide
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

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- 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)
Step 1: Have pupils point - Pupils point at – Picture and word
at Picture a, listen to the Picture a, listen to the cues:
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
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using the pictures. Invite at the pictures and future?

a few pairs to point at the say the Questions & B: I’d like to be a
pictures and say the Answers in front of gardener.
the class. d.
questions and answers in
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
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
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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
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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Week: 8 Date
of preparing: 20/09/2024
Period: 30 Date
of teaching: 22/10/2024

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 hoclieu.vn
- 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.
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b. Content
- 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
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doing? and Where is he or - Pupils listen to the d. a male firefighter

she? Encourage pupils to recording of the other at a fire
say, for example, The man dialogues and do the Audio script:
in Picture a is planting task. 1.
some flowers. He’s in - Pupils work in pairs A: What would you
a garden. He’s a gardener. to check their like to be in the
Explain that they will write future?
answers.
numbers 1 – 4 next to the B: I’d like to be a
- Pupils check the
pictures reporter. 2.
to put them in the correct answers as a class. A: In the future, what
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
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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
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
What’s her job? Elicit the teacher 4. would you like;
words gardener, writer, demonstrating the reporter
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
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

-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
- 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

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

- 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.
- 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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Week: 8 Date
of preparing: 20/09/2024
Period: 31 Date
of teaching: 22/10/2024

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 hoclieu.vn
- 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?
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

Step 4: Invite a few pairs recording. Mary: Because I’d like

to the front of the class to - Pupils pay attention to help people.
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
Pupils repeat the reporting the news
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Pictures b, c and d. Have words and phrases a and the word

the class repeat the words few times. reporter / report the
and the phrases. news underneath
- Pupils point at the c. a female gardener
Step 2: Point at the
question and answer working in a garden
question Why would you and repeat them. and the word
like to be a ________ ? Read gardener / grow
it aloud and have pupils - Pupils point at flowers underneath
repeat it. Follow the same Picture a, listen and d. a male writer
procedure with the answer repeat after the writing something at
Because I’d like to ________ recording. Pupils his desk and the
follow the same word writer / write
.
procedure with the stories underneath
– Speech bubbles:
Step 3: Point at Picture a other three pictures.
Why would you like
and have pupils listen and - Pupils work in
to be a __________?
groups and practise Because I’d like to
repeat after the recording
asking and answering _______.
Why would you like to be a
the question, using Audio script:
teacher?- Because I’d like
speech bubbles and a. teacher / teach
to teach children. Repeat Pictures a, b, c and children
the same procedure with d. b. reporter / report
Pictures b, c and d. - Pairs of pupils point the news
Step 4: Divide the class at the pictures and c. gardener / grow
into two groups to take say the Questions & flowers
turns repeating the Answers in front of d. writer / write
questions and the answers the class. stories a.
for Pictures a - d until they a.
feel confident. A: Why would you
Step 5: Have pairs of like to be a teacher?
pupils practise asking and B: Because I’d like to
answering the questions teach children.
with the pictures. Invite a
b.
few pairs to point at the A: Why would you
pictures and say the like to be a reporter?
questions and the answers B: Because I’d like to
in front of the class. Check report the news.
their pronunciation, give
corrections and feedback c.
A: Why would you
where necessary.
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
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

write stories.
e. Assessment
- Performance products: Pupils’ talks and interaction
- 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
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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

where necessary. - Pupils brainstorm

Extension: Encourage some jobs they know,
pupils to brainstorm some such as doctor,
jobs they know, such as driver, pilot,
doctor, driver, pilot, policeman and
policeman and farmer, and farmer, and say the
say the reasons why they reasons why they
would like to have such would like to have
jobs, then talk in groups such jobs, then talk in
using the sentence groups using the
patterns. sentence 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.

Week: 8 Date
of preparing: 23/09/2024
Period: 32 Date
of teaching: 23/10/2024

UNIT 5: MY FUTURE JOB

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THANH PHU 3 PRIMARY SCHOOL LESSON PLAN 5

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 hoclieu.vn
- 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
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.
- Pupils follow the Why would you like to
magnifying glasses on the
teacher’s instructions. be a _______? and
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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.
A pair of pupils from
groups.
each group chooses a
- Explain how the game is
magnifying glass,
played. Have a pair of chooses the option,
pupils from each group then asks and
choose a magnifying glass, answers questions
choose the correct option about someone’s
to complete, then ask and 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.
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

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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.
b. Content
Activity 5. Read and complete.
c. Expected outcomes

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- 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
play the game Job word - Pupils work in

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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: 9 Date
of preparing: 23/09/2024
Period: 33 Date
of teaching: 28/10/2024
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 hoclieu.vn
- 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,

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teams. scissors to find the

- Have one pupil from each team which plays the
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.
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Step 2: Get pupils to point - Pupils listen to the

at the sentence My recording again and
mother’s a teacher., listen repeat.
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
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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
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

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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
- 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: 9 Date
of preparing: 23/09/2024
Period: 34 Date
of teaching: 29/10/2024

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

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- 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
- Website hoclieu.vn
- 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.

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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
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.
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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
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. like to be a gardener.
Step 3: Give pupils
I want to plant a lot of
enough time to write their - Pupils write their
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 pilot in the future.
read their completed completed email
Bye!
email aloud. Give aloud in front of the
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:

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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.
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: 9 Date
of preparing: 23/09/2024
Period: 35 Date
of teaching: 29/10/2024

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 hoclieu.vn
- 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.
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b. Content
- Game: “Whisper”
c. Expected outcomes
- Pupils can correctly say the sentence structures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: “Whisper”
- 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

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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
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

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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:
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?

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Pupil B: It’s orange.

- Repeat the game several times.

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Week: 9 Date
of preparing: 25/09/2024
Period: 36 Date
of teaching: 30/10/2024

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 hoclieu.vn
- 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.

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listen 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 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.

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b. Content
Activity 4. Read and complete.
c. Expected outcomes
- Pupils can read and complete the gapped table.
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

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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
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
the board (My name is sentence as a class. Internet and playing
___.). Read the sentence as Pupils complete the chess. In the future, I
a class. When you reach sentence. would like to be a
the gap, ask pupils to elicit writer because I want
the necessary information to write interesting
(pupil’s name) and write it stories for children.
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.

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- 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.
- 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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