WEEK 22

PERIOD 85
UNIT 5 – HEALTH
Review and Practice 1 (page 76)
1. Objectives
By the end of this lesson, students will be able to review asking and answering about people's health
problems, talking about how they feel and giving health advice.
1.1. Language knowledge and skills
Vocabulary: the flu, chickenpox, a toothache, a stomachache, a headache, an earache, terrible, sleepy,
weak, sick, sore, stuffed up, see a dentist, take some medicine, get some rest, stay up late, take a bath,
skip breakfast, do exercise, eat fast food, eat vegetables, wash your hands, play outside, eat too much.
Sentence patterns: What's wrong? - I have a stomachache.
How do you feel? - I feel weak. - That's too bad.
You should see a dentist. - You shouldn't stay up late.
What should I do to be healthy? - You should do exercise. You shouldn't eat fast food.
Skills: Listening, Reading, Writing, and Speaking.
1.2. Competences
Self-control and independent learning: review how to write about the ways they learned how to be
healthy.
Communication and collaboration: work in pairs or groups to write about the ways they learned how to
be healthy.
Critical thinking and creativity: learn how to write about the ways they learned how to be healthy.
1.3 Attributes
Kindness: support their friends to complete the learning tasks.
Diligence: focus on the lesson and work hard to complete all the tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
2. Teaching aids and materials
- Teacher’s aids: Tiếng Anh 5 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,
Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides.
- Students’ aids: Tiếng Anh 5 i-Learn Smart Start Student’s Book, Workbook, Notebook.
3. Procedures
A. Warm-up (5 minutes)
a. Objectives: To help the students review the previous lessons, generate the students’ interests, and
lead in the Review and Practice lesson.
b. Content: Playing the game: “Disappearing cards” or “Snake”.
c. Expected outcomes and assessment.
- Task completed with excellence: Students can slap flashcards and say the words correctly.
- Task completed: Students can slap correct flashcards and say the words.
- Task uncompleted: Students can slap flashcards but mispronounce the words/ say nothing.
d. Organization
Teacher’s activities Students’ activities
Option 1: Play the Disappearing Cards game.
- Look at the flashcards on the board.
- Put a selection of flashcards in a line on the board.
- Name the flashcards in order.
- Get the students to name them in order.
- Try to remember the flashcard’s
- When they can do this activity easily, start to turn the sequence.
flashcards over so that they have to remember the
sequence.
Option 2: Play the Snake game.

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 - Have the class stand up and play the game. - Follow their teacher’s instructions
- Give the ball to the first student and ask them to begin before playing the game.
by saying a health problem. - Play the game with the whole class.
-Then the first student passes the ball to any of their
friends. The second friend will name another health
problem.
- The students who are unable to say their health problems
will sit down. The last student who stands up at the end of
the game is the winner. - Be ready for the new lesson.
- Lead in the new lesson.
B. Main lesson
1. Practice 1 (7 minutes)
a. Objectives: To practice their listening skill by matching correct answers.
b. Content: Listening.
c. Expected outcomes and assessment.
- Task completed with excellence: Students can tick the answer correctly.
- Task completed: Students can tick the correct answer.
- Task uncompleted: Students are unable to tick the correct answer.
d. Organization
Teacher’s activities Students’ activities
A. Listen and match. (CD2 Track 51) - Look at the text.
- Have students look at the pictures and call out the
activities, feelings, and objects they can see. - Listen to the text.
- Play audio and demonstrate the activity using the
example. - Listen and match.
- Play audio. Have students listen and match.
- Play audio again and check answers as a whole class - Check the answers.
2. Practice 2 (8 minutes)
a. Objectives: To practice their reading skills by writing the correct words.
b. Contents: Reading.
c. Expected outcomes and assessment.
- Task completed with excellence: Students can write the words correctly.
- Task completed: Students can understand and write the correct word.
d. Task uncompleted: Students fail to choose the correct words
e. Organisation:
Teacher’s activities Students’ activities
B. Look and read. Write the correct words. There is an
example. - Listen.
- Demonstrate the activity using the example. - Read and write.
- Have students look at the pictures, read the sentences,
and write the correct words on the lines.
- Check answers as a whole class. - Check the answer.
- Afterward, have some students read their answers to the
class

3. Production (10 minutes)

a. Objectives: To help them remember the vocabulary and sentence pattern.
b. Content: Asking and answering the questions.
c. Expected outcomes and assessment.
Task completed with excellence: Students can review asking and answering about people's health
problems, talking about how they feel, and giving health advice.
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 Task completed: Students can review asking and answering about people's health problems, talking about
how they feel, and giving health advice.
Task uncompleted: Students cannot ask and answer about people's health problems, talking about how
they feel, and giving health advice.
d. Organization
Teacher’s activities Students’ activities
Ask and answer.
- - Let the class work in pairs to complete the task. - Work with their partner to complete the
task.
- - Have the students practice using the structures: - Follow their teacher’s instructions.
1. What's wrong? - I have a stomachache.
2. How do you feel? I feel weak. - That's too bad.
3. You should see a dentist. You shouldn't stay up
late.
4. What should I do to be healthy?
You should do exercise. You shouldn't eat fast food.
- - Look at the flashcards and use the
- - Show the flashcards to the class. appropriate structures to ask their
- - Require them to look at the flashcards and use the friends.
appropriate structures to ask their friends.
- - Monitor the class and support them if necessary.
C. Consolidation and homework assignment (5 minutes)
a. Objectives: To help the students memorize the key language structures they learned.
b. Contents: Asking the questions and assigning homework in the Workbook.
c. Expected outcomes and assessment.
- Task completed with excellence: Students can memorize the target sentence patterns correctly.
- Task completed: Students are able to memorize the target sentence patterns.
- Task uncompleted: Students fail to memorize the target sentence patterns.
d. Organization
Teacher’s activities Students’ activities
Consolidation
- - Give the students enough time to memorize the target - - Memorize the target language
language structures they learned. structures they learned.
- - Ask some students to say the language structures in front - - Present the language structures in
of the class. front of the class.
- - Correct the students if needed.
Homework Assignment
- - Ask students to do the exercises on pages 49, and 77 in the - - Follow their teacher’s instructions.
Workbook. -
- - Have Ss do the exercises in TA5 i-Learn Smart Start - - Do homework and prepare for the
Notebook. new lesson.
- - Ask them to prepare the next lesson on page 33 in the
Student’s Book.
4. Reflection

a. What I liked most about this lesson today:

…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
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WEEK 22
PERIOD 86
UNIT 5 – HEALTH
Review and Practice 2 (page 77)

1. Objectives
By the end of this lesson, students will review asking and answering about people's health problems, talking
about how they feel and giving health advice.
1.1. Language knowledge and skills
Vocabulary: the flu, chickenpox, a toothache, a stomachache, a headache, an earache, terrible, sleepy,
weak, sick, sore, stuffed up, see a dentist, take some medicine, get some rest, stay up late, take a bath, skip
breakfast, do exercise, eat fast food, eat vegetables, wash your hands, play outside, eat too much.
Sentence patterns: What's wrong? - I have a stomachache.
How do you feel?- I feel weak. - That's too bad.
You should see a dentist. - You shouldn't stay up late.
What should I do to be healthy? - You should do exercise. You shouldn't eat fast food.
Skills: Listening, Reading, Writing, and Speaking.
1.2. Competences
Self-control and independent learning: review how to write about the ways they learned how to be healthy.
Communication and collaboration: work in pairs or groups to write about the ways they learned how to be
healthy.
Critical thinking and creativity: learn how to write about the ways they learned how to be healthy.
1.3 Attributes
Kindness: support their friends to complete the learning tasks.
Diligence: focus on the lesson and work hard to complete all the tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
2. Teaching aids and materials
- Teacher’s aids: Tiếng Anh 5 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,
Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides.
- Students’ aids: Tiếng Anh 5 i-Learn Smart Start Student’s Book, Workbook, Notebook.
3. Procedures
A. Warm-up (5 minutes)
a. Objectives: To help the students review the previous lessons, generate the students’ interests,
and lead in the Review and Practice lesson.
b. Content: Playing the game: “Circle jump” or “Repeating”.
c. Expected outcomes and assessment.
- Task completed with excellence: Students can jump inside the correct circle or repeat the
flashcards and say the phrases quickly and correctly.
- Task completed: Students can jump inside the correct circle or repeat the flashcards and say the
phrases.
- Task uncompleted: Students jump inside the correct circle or repeat the flashcards or pronounce
the phrases incorrectly.
d. Organization
Teacher’s activities Students’ activities
Option 1: Play the Circle jump game.
- Divide the class into two groups and make two lines to - Make two lines to play this game.
play the game.
- Draw two large circles on the ground with chalk. - Follow their teacher’s instructions
- Place a flashcard in each circle. before playing the game.
- Call out a word, and a student from each team has to run - Quickly run and stand inside the
and stand inside the corresponding circle as quickly as corresponding circle when the teacher
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 possible. says a word.
- Ask them to say the word when standing inside the - Say aloud the word when standing
circle. inside the circle.
- The first student getting the correct answer wins a point
for their team.
Option 2: Playing the Repeating game.
- Put a selection of flashcards about different health - Follow their teacher’s instructions
advice on the board. before playing the game.
- Point to a flashcard and say a word. If the word is - Look at the flashcard, listen to their
correct, the students repeat it. If not, they stay silent. teacher saying the word on each card,
and repeat the word if it is correct.

B. Main lesson
1. Practice 1 (5 minutes)
a. Objectives: To help the students identify the text and write about the ways they learned to be
healthy.
b. Content: Writing.
c. Expected outcomes and assessment.
d. Task completed with excellence: Students identify the text and write about the ways they
learned to be healthy correctly.
e. Task completed: Students can identify the text and write about the ways they learned to be
healthy correctly.
f. Task uncompleted: Students are unable to identify the text and write about the ways they
learned to be healthy
g. Organization
Teacher’s activities Students’ activities
C. Write advice for staying healthy.
- - Use DCR on Eduhome to show the class the content of
the example text on page 77. - Look at the picture on page 77.
- - Point to text and ask some questions.
• What should we do to be healthy? - Look at the text and answer their
• What shouldn’t we do to be healthy? teacher’s questions.
• - Walk around the class and support them if needed.

2. Practice 2 (10 minutes)

a. Objectives: To help the students identify the pictures and get some general ideas before
playing the game.
b. Content: Speaking.
c. Expected outcomes and assessment.
- Task completed with excellence: Students can identify the pictures and answer their teacher’s
questions correctly.
- Task completed: Students can identify the pictures and answer their teacher’s questions.
- Task uncompleted: Students are unable to identify the pictures and answer their teacher’s
questions.

d. Organization:
Teacher’s activities Students’ activities
D. Play the Board game.

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 - - Divide the class into groups of four with two pairs in - - Work in groups to complete the task.
each group. - Follow their teacher’s instructions
- Have pairs play rock, paper, scissors to see which pair before playing the game.
goes first. -
- Have the winning pair choose a block, match the symbol - - Play rock, paper, scissors to start the
to the useful language, and then ask and answer using the game.
picture. - - Look at the pictures to make the
- Have the pair mark that block as theirs if they use the correct language structures to ask their
useful language correctly. friends.
- - Have pairs take turns.
- The pair that creates a line of blocks from one side to the
The other first wins the game.
Pair 1: From orange to orange.
Pair 2: From blue to blue.
-
Correct homework.
- - Ask some students to present their homework - - Write the answers on the board.
(Workbook, pages 48,49) on the board.
- - Walk around the class and check the students’
homework.
- - Afterwards, check the answers on the board with the - - Check the answers with their teacher
whole class. and friends.

3. Production (10 minutes)

a. Objectives: To help them remember the vocabulary and sentence pattern.
b. Content: Asking and answering the questions.
c. Expected outcomes and assessment.
- Task completed with excellence: Students can review asking and answering about people's health
problems, talking about how they feel, and giving health advice.
- Task completed: Students can review asking and answering about people's health problems, talking
about how they feel, and giving health advice.
- Task uncompleted: Students cannot ask and answer about people's health problems, talk about how
they feel, and give health advice.
d. Organization
Teacher’s activities Students’ activities
Ask and answer.
- - Let the class work in pairs to complete the task. - Work with their partner to complete
- Have the students practice using the structures: the task.
1. What's wrong? - I have a stomachache. - Follow their teacher’s instructions.
2. How do you feel? I feel weak. - That's too bad.
3. You should see a dentist. You shouldn't stay up
late.
4. What should I do to be healthy?
You should do exercise. You shouldn't eat fast food.
- Show the flashcards to the class. - Look at the flashcards and use the
- Require them to look at the flashcards and use the appropriate structures to ask their
appropriate structures to ask their friends. friends.
- Monitor the class and support them if necessary.

C. Consolidation and homework assignment (5 minutes)

a. Objectives: To help the students memorize the key language structures they learned.

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b. Contents: Asking questions and assigning homework.
c. Expected outcomes and assessment.
5. Task completed with excellence: Students can memorize the target sentence patterns correctly.
6. Task completed: Students are able to memorize the target sentence patterns.
7. Task uncompleted: Students fail to memorize the target sentence patterns.

d. Organization
Teacher’s activities Students’ activities
Consolidation
- Give the students enough time to memorize the target - Memorize the target language
language structures they learned. structures they learned.
- Ask some students to say the language structures in front - Present the language structures in
of the class. front of the class.
- Have the class evaluate their learning achievement by
circling the happy/unhappy faces.
- Correct the students if needed.
Homework Assignment
- Ask them to prepare Unit 6 – Lesson 1 on page 78 in the - Prepare the new lesson.
Student’s Book.
- Ask them to do the exercises in Tiếng Anh 5 i-Learn
Smart Start Notebook.

3. Reflection

a. What I liked most about this lesson today:

…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

Page 7 of 16
WEEK 22
PERIOD 87
UNIT 6 – FOOD AND DRINKS
Lesson 1.1 (page 78)
1. Objectives
By the end of this lesson, students will be able to say what they need to cook something.
Language knowledge and skills
Vocabulary: sugar, butter, flour, chocolate chip, oil, milk.
Sentence pattern: I need a little butter.
Skills: Listening, Reading, Writing, and Speaking.
1.1. Competences
Self-control and independent learning: point out and say different food and drinks.
Communication and collaboration: work in pairs or groups to learn different food and drinks.
Critical thinking and creativity: learn how to know different food and drinks and spell them correctly and
fluently.
1.2. Attributes
Kindness: support their friends to complete the learning tasks or play the games.
Diligence: focus on the lesson and work hard to complete all the tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
2. Teaching aids and materials
- Teacher’s aids: Tiếng Anh 5 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,
Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides.
- Students’ aids: Tiếng Anh 5 i-Learn Smart Start Student’s Book, Workbook, Notebook.
3. Procedures
D. Warm-up (5 minutes)
e. Objectives: To review the sentence structure about how to be healthy, generate students’
interests and lead in the new lesson.
f. Content: Playing the game: “Running dictation”
g. Expected outcomes and assessment.
- Task completed with excellence: Students can join the game and say the words quickly and
correctly.
- Task completed: Students can get the lucky number and say the words.
- Task uncompleted: Students say the wrong flashcards or pronounce the words incorrectly.
Page 8 of 16
 h. Organization
Teacher’s activities Students’ activities
Warmer
Running dictation
Stick some sentences on the walls in the class.
- Have students work in pairs. - Follow and do as guided.
- One runs and finds the sentences around him/ her, then
turns back to his pair and tells what he/ she has seen. E. g.,
You should do exercise.
- His/ Her friend writes down the sentence he/ she has
heard.
E. Main lesson
1. Presentation and Practice 1 (10 minutes)
h. Objectives: To help students recognize and say the different food and drinks.
i. Contents: Listening, pointing, and repeating.
j. Expected outcomes and assessment.
- Task completed with excellence: Students can identify and read out loud the letters correctly.
- Task completed: Students can identify and read out loud the letters.
- Task uncompleted: Students are unable to point and read the correct letters.
k. Organization
Teacher’s activities Students’ activities
A. 1. Listen and point. Repeat. (CD2 Track 52)
- Arrange the flashcards (food and drinks) on the
board.
- Ask the students to listen and pay their attention.
- Listen and follow their teacher’s
- Use DCR on Eduhome to play the audio and point instructions.
to each flashcard.
- Point to the pictures in their
- Then play the audio again and have them point to the Student’s Book.
pictures in their Student’s Books.
- Listen and repeat.
- Play the audio and require them to listen and repeat.
- Help them with their pronunciation if necessary.
- Work with their partner to
- Have the class work in pairs. One student randomly points complete the task.
to the pictures in their book, and the other one says the
words. Then have them swap roles and continue this

Page 9 of 16
 activity.
- Walk around the class and support them if needed.
2. Play Flashcard Peek.
- Have one student come to the front of the class. - Play individually.
- Hold one flashcard facing your body so no one can - Follow their teacher’s instructions.
see it.
- Very quickly show the flashcard to the student and
- Show the flashcard to his/her
hide it again.
friend and hide it again.
- Have the student guess the new word on the
- Let his/her friends try to guess the
flashcard.
new word.
- Repeat with other students and flashcards.
- Repeat.

2. Presentation and Practice 2 (10 minutes)

e. Objectives: To practice identifying quantifiers: a lot of, some, a little, a few correctly.
f. Contents: Listening, Speaking and writing
g. Expected outcomes and assessment.
- Task completed with excellence: Students know how to identify quantifiers correctly.
- Task completed: Students can identify quantifiers correctly.
- Task uncompleted: Students fail or make a mistake in identifying quantifiers.

h. Organization:
Teacher’s activities Students’ activities
B. 1. Listen and practice. (CD2 Track 53)
- Use DCR to show the useful language and have students - Look and read the useful language
look and read the useful language silently. silently.
- Explain that we often use this to express the quantity. - Listen to the teacher’s explanation.
- Play the audio and have them practice the useful - Listen and look at the useful language
language. again.
- Ask them to work in pairs and practice the useful - Work in pairs and practice the useful
language. language.
- Require them to use the vocabulary from Part A. - Use the new words from Part A when
practicing the useful language.
- Go around the class and support them if necessary.
2. Look and write. Practice. - Carefully look at the teacher

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 - Demonstrate the activity using the example. demonstrating the activity.
- Have the students look and write. - Look and write.
- Divide the class into pairs and have them check each - Work in pairs and check their partner’s
other’s work. answers.
- Use DCR to check the answers as a whole class. - Listen and check.
- Have some students share their answers with the class. - Check the answers with the teacher and
friends.
- Have pairs practice saying the sentences.
- Practice saying the sentences with a
- Monitor the class and support if needed.
friend.

3. Early Production (5 minutes)

c. Objectives: To help them identify quantifiers confidently.
d. Content: play Pictionary and assign homework in the Workbook.
d. Expected outcomes and assessment.
- Task completed with excellence: Students can identify food and drinks confidently.
- Task completed: Students are able to identify food and drinks confidently.
- Task uncompleted: Students cannot identify food and drinks confidently.
e. Organization
Teacher’s activities Students’ activities
Option 1: Pictionary
- - Put the words in a bag. - Do as guided.
- - Divide the class into 2 teams and draw a line down the - Work in teams.
middle of the board.
- Play the game.
- - Ask one member from each team to choose a word from
the bag.
- - Tell the students to draw the word as a picture on the
board and encourage their team to guess the word.
- - The first team to shout the correct answer gets a point.
Option 2: Use DHA on Eduhome
- Open DHA (Unit 6 – Lesson 1) on Eduhome to help - Follow their teacher’s instructions.
students review the vocabulary through games: Look
- Play the game with the whole class.
and find, Listen and find, and Grammar.

C. Consolidation and homework assignment (5 minutes)

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e. Objectives: To help students remember and pronounce the vocabulary items.
f. Contents: Playing the game “Letter Scramble” and assigning homework in the Workbook.
g. Expected outcomes and assessment.
- Task completed with excellence: Students can scramble the letters correctly.
- Task completed: Students are able to scramble the letters.
- Task uncompleted: Students fail to scramble the letters.
h. Organization
Teacher’s activities Students’ activities
Consolidation
- Have the students play the game “Letter scramble”.
- Take a list of words that your students have recently learned - Do as guided.
and write a scrambled version of each on the board.
- Allow students to unscramble the words on their paper.
- Play the game.
- The first student to finish deciphering all the words wins.
Homework Assignment
- Require the students to do exercises on page 52 in the - Follow their teacher’s instructions.
Workbook.
- Do homework, copy the new words,
- Have them copy letters and structure in their Tiếng Anh 5 i- and prepare the new lesson.
Learn Smart Start Notebook.
- Ask them to prepare Parts C and D, Lesson 1 on page 79 in
the Student’s Book.

4. Reflection
d. What I liked most about this lesson today:
…………………………………………………………………………………………
e. What I learned from this lesson today:
…………………………………………………………………………………………
f. What I should improve for this lesson next time:
…………………………………………………………………………………………

Page 12 of 16
WEEK 22
PERIOD 86
UNIT 6 – FOOD AND DRINKS
Lesson 1.2 (page 79)

4. Objectives
By the end of this lesson, students will be able to identify the sound changes and practice the conversations.
4.1. Language knowledge and skills
Vocabulary: sugar, butter, flour, chocolate chip, oil, milk.
Sentence pattern: I need a little butter
Skills: Listening, Reading, Writing, and Speaking.
4.2. Competences
Self-control and independent learning: identify the sound changes and talk about different food and drinks.
Communication and collaboration: work in pairs or groups to know different food and drinks.
Critical thinking and creativity: learn how to know different food and drinks and spell them correctly and
fluently.
4.3. Attributes
Kindness: support their friends to complete the learning tasks or play the games.
Diligence: focus on the lesson and work hard to complete all the tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
5. Teaching aids and materials
- Teacher’s aids: Tiếng Anh 5 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,
Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides.
- Students’ aids: Tiếng Anh 5 i-Learn Smart Start Student’s Book, Workbook, Notebook.
6. Procedures
F. Warm-up (5 minutes)
i. Objectives: To review the vocabulary items about food and drinks, generate students’
interests and lead in the new lesson.
j. Content: Playing the game: “Pictionary” or “Letter Scramble”.
k. Expected outcomes and assessment.
- Task completed with excellence: Students can say the words quickly and correctly.
- Task completed: Students can say the words.
- Task uncompleted: Students pronounce the words incorrectly.
l. Organization
Teacher’s activities Students’ activities
Play the Stop the bus game.
- Put the students into teams of four. - - Listen to the teacher’s instructions
- Students listen to the teacher carefully. carefully
- Give an example for the first time you play. " U – S – A
– R – G " ( Sugar) - - Play the game.
- The first team to finish shouts 'Stop the Bus!'.
- Check their answer and ask them to write on the board
and if it is correct that team wins a point. If there are any
mistakes in their word, let the game continue for another
few minutes.
-

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 Letter Scramble.
- Take a list of words that your students have - Follow the teacher's instructions.
recently learned and write a scrambled version of
each on the board. - Play the game.
- Allow students to unscramble the words on their
paper.
- The first student to finish deciphering all the
words wins.

G. Main Lesson
1. Pronunciation (10 minutes)
l. Objectives: To help students identify the sound changes and say it in the chant.
m. Contents: Listening and repeating
n. Expected outcomes and assessment.
- Task completed with excellence: Students can identify the sound changes and chant correctly and
fluently.
- Task completed: Students can identify the sound changes and pronounce it.
o. Task uncompleted: Students are unable to identify the sound changes
p. Organization
Teacher’s activities Students’ activities
2. 1. Listen and repeat. (CD2 Track 54)
- Draw attention to the sound changes using DCR. - Listen and follow their teacher’s
- Briefly explain and demonstrate the sound changes. instructions.
- Play the audio. - Listen to the audio.
- Have students notice the sound changes. - Listen and notice the sound
- Play the audio again. changes first.
- Have the students listen and repeat. - Listen to the audio again and
- Correct the students’ pronunciation if needed. repeat the sound changes.
2. Chant. Turn to page 123. (CD2 Track 55)
- Write the examples on the board. - Follow their teacher’s instructions.
- Play the audio (using DCR).
- Have the students listen to the chant. - Listen to the chant.
- Point to a sentence on the board, say the sentence - Listen and repeat the sentences.
with the sound changes and have the students listen
and repeat.
- Follow the same procedure with the other sentence.
- Play audio. Have students listen and notice the sound - Listen to the chant again.
changes as they hear it in the chant. - Listen and chant.
- Play audio. Have students listen and chant.

2. Practice (10 minutes)

i. Objectives: To help students identify the people and things in the story and practice listening
and writing the missing letters in the blanks.
j. Contents: Listening, speaking, and writing
k. Expected outcomes and assessment.
- Task completed with excellence: Students can understand the story and fill in the missing words
correctly.
- Task completed: Students can understand the story and fill in the missing words.
- Task uncompleted: Students fail to understand the story and fill in the missing letters.

l. Organization:

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 Teacher’s activities Students’ activities
D. 1. Describe the comic. Use the new words. Listen.
(CD2 Track 56)
- Introduce the situation: "Lucy wants to make a cake..." - Listen to their teacher’s introduction
- Have students look at the story and ask these questions: about the situation.
• Who can you see? (Lucy, Mr. Brown and a man in the - Look at the story and answer their
supermarket) teacher’s questions.
• What are they doing? (buying some food in the
supermarket)
Where are they? (at home, in a supermarket) - Listen to the story.
- Play audio and have students look and listen.
2. Listen and write. (CD2 Track 57)
- Play the audio (using DCR) and demonstrate the activity - Listen and follow their teacher’s
using the example. demonstration.
- Play the audio and have students listen and write. - Listen to the story and write.
- Play the audio again and check answers as a whole class. - Listen to the story again and check the
answers as a whole class.
3. Role-play.
- Divide the class into pairs. - Work with their partner to complete the
- Have the students practice saying the task.
sentences. - Practice saying the sentences.
- Have some pairs demonstrate the activity in - Demonstrate the activity in front of the
front of the class. class.

3. Production (5 minutes)
b. Objectives: To help them practice the stories and use their own ideas.
e. Content: Working with their partners.
e. Expected outcomes and assessment.
- Task completed with excellence: Students can practice and use their own ideas to make a story naturally.
- Task completed: Students can practice and use their own ideas to make a story.
- Task uncompleted: Students cannot practice and use their own ideas to make a story.
f. Organization
Teacher’s activities Students’ activities
Option 1: Make their own stories.
- Have the students work in pairs to complete the task. - Work with their partner to complete
- Ask them to choose one of the stories from Part 2 – the task.
Listen and write. as a sample. - Choose one of the stories from Part
- Give the students enough time to make their stories 2 – Listen and write. as a sample.
using their own ideas. - Make their stories using their own
- Walk around the class and support them if necessary. ideas.
- Invite some pairs to present their stories in front of the
class. - Present their stories in front of the
- Help the students with feedback and correct them if class.
any.
Option 2: Use DHA on Eduhome.
Open DHA (Unit 6 – Lesson 1) on Eduhome to help - Follow their teacher’s instructions.
students review the vocabulary through games: Look and - Play the game with the whole class.
find, Listen and find, and Grammar.

H. Consolidation and homework assignment (5 minutes)

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i. Objectives: To help the students review the lesson by rearranging the sentences to make a meaningful
conversation.
j. Contents: Making a conversation and assigning homework in the Workbook
k. Expected outcomes and assessment.
l. Task completed with excellence: Students can rearrange the sentences to make a meaningful conversation
correctly.
- Task completed: Students can rearrange the sentences to make a meaningful conversation.
- Task uncompleted: Students fail to rearrange the sentences to make a meaningful conversation.
m. Organization
Teacher’s activities Students’ activities
Consolidation
- Ask the students to work in groups of four or five students. - Work in groups to complete the task.
- Give each group a set of sentences and ask them to make a - Make a meaningful conversation from
meaningful conversation. the given sentences.
- Give them enough time to rearrange the given sentences.
- Invite each group to present their answer. - Present their answer in front of the
- Have other groups comment and give the correct answer if class.
any. - Give comments to other groups.
- Check the students’ answers as a whole class.

Homework Assignment
- Require the students to do exercises on page 53 in the - Follow their teacher’s instructions.
Workbook.
- Ask them to prepare Parts E and F, Lesson 1 on page 80 in - Do homework and prepare the new
the Student’s Book. lesson.

7. Reflection
g. What I liked most about this lesson today:
…………………………………………………………………………………………
h. What I learned from this lesson today:
…………………………………………………………………………………………
i. What I should improve for this lesson next time:
………………………………………………………………………………………

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