WEEK 13

WEEK 13
(Từ ngày 02 tháng 12 năm 2024 đến ngày 06 tháng 12 năm 2024)
GRADE 4: 4A4, 4A5
UNIT 7: OUR TIMETABLE
Lesson 3 – Period 5
I. OBJECTIVES
Language By the end of the lesson, pupils will be able:
knowledge & - To correctly repeat the sounds of the letters se and ce in isolation, in the
skills words Vietnamese and science, and in the sentences When do you have
Vietnamese? and We have science today. with the correct pronunciation and
intonation.
- To identify the target words Vietnamese and science while listening.
- To say the chant with the correct pronunciation and rhythm.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility to follow the timetable and prepare their subjects
before school.
II. RESOURCES AND MATERIALS
- Student’s book: Page 54
- Audio tracks 74, 75, 76
- Teacher’s guide: Pages 108, 109, 110
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 7)
- Computer, projector, …
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s
PROCEDURE chant – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
– Greet the class, then invite one or two groups of pupils to
come to the front of the class and sing the song When do
you have ...?. The class may sing along and clap their Whole
hands. class/
– Remind pupils to prepare for the project on page 55 Individual
(Lesson 3, Activity 6) at home. work
– Ask pupils to open their books at page 54 and look at Unit
7, Lesson 3, Activity 1. Tell them what they will learn in
this lesson.
EXPLORATION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters se and ce in isolation, in the
words Vietnamese and science, and in the sentences When do you have
Vietnamese? and We have science today. with the correct pronunciation
and intonation.
b. Input – The letters se, the word Vietnamese, and the question When do you have
Vietnamese?
– The letters ce, the word science, and the sentence We have science
today.
c. Outcome Pupils can correctly repeat the sounds of the letters se and ce in isolation,
in the words Vietnamese and science, and in the sentences When do you
have Vietnamese? And We have science today. with the correct
pronunciation and intonation.
d. Procedure Step 1: Have pupils point at the letters se, the word
Vietnamese, and the question When do you have
Vietnamese? Play the recording for them to listen and repeat
in chorus and individually until they feel confident. Correct
their pronunciation if necessary. Whole
Step 2: Invite a few pupils to listen to and repeat the sound, class/
the word, and the question in front of the class. Praise them Individual
when their pronunciation is good. work
Step 3: Repeat Steps 1 and 2 for the letters, word and
sentence in the second line. Go around the classroom and
correct their pronunciation if necessary.
Step 4: Let pupils work in pairs or groups, pronouncing the Pair work/
sounds, saying the words and reading the sentences until Group
they feel confident. work
e. Assessment - Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words Vietnamese and science while listening.
b. Input Two sentences for completion, each with three answer options
Audio script:
1. When do you have science?
2. They have Vietnamese today.
c. Outcome Pupils can identify the target words Vietnamese and science while
listening.
Key: 1. a 2. c
d. Procedure Step 1: Tell the pupils the goal of the activity. Explain that
they have to listen to the recording and circle the correct Whole
options. Check comprehension. class/
Step 2: Get pupils to read the gapped sentences and guess Individual
which options can be chosen to fill in the gaps. work
Step 3: Play the recording for pupils to listen and circle the
correct options. Get pupils to swap books with a partner and Pair work
check their answers before checking as a class. Play the
recording again for pupils to double-check their answers.
Step 4: Invite a few pupils to read the completed sentences
in front of the class. Go around the classroom and correct Individual
their pronunciation if necessary. work
e. Assessment - Performance products: Student's talks and interaction
- Assessment tools: Observation; answer keys
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct pronunciation and rhythm.
b. Input The lyrics and recording of the chant
c. Outcome Pupils can say the chant with correct pronunciation and rhythm.
d. Procedure Step 1: Have pupils read the first verse of the chant and
draw their attention to the sound of the letters ce in the word
science and the sentences When do you have science? and I
have science today. Check comprehension.
Step 2: Play the recording of the first verse. Play the Whole
recording again, line by line, for pupils to listen and repeat. class/
Draw their attention to the rhythm and pronunciation. Individual
Encourage them to clap while chanting. work
Step 3: Repeat Steps 1 and 2 for the second verse of the
chant. Draw pupils’ attention to the sound of the letters se in
the word Vietnamese and the sentences When do you have
Vietnamese? and We have Vietnamese today.
Step 4: Play the recording all the way through for pupils to
chant and clap along.
e. Assessment - Performance products: Student’s interaction and performance
- Assessment tools: Observation; questions & answers
Fun corner and wrap-up: 5 minutes
Game: Listen and clap
Pupils listen to the sound /s/ and clap if not they will not clap
(Teacher should prepare some short series of words) Whole
Ex: Maths /z/- no clap class/ …
Vietnamese /s/- clap
Wrap- up:
1. What have you learnt today?
2. What are the core values of the lesson?
UNIT 7: OUR TIMETABLE
I. OBJECTIVES
Language By the end of the lesson, pupils will be able:
knowledge & - To read and show understanding of the text by choosing the best options to
skills complete the sentences.
- To read, understand and complete a gapped text about pupils’ timetables
using the target language.
- To make and present their timetables to the class.
learning tasks
- Self-control & independent learning: perform presentation skill
Attributes - Show their responsibility to follow the timetable and prepare their subjects
before school.
- Teacher’s guide: Pages 110,111
III. Warm-up and review – Read and circle – Let’s write – Game – Project
PROCEDURE

– Greet the class, then invite one or two groups of pupils to
the front of the class to say the chant on page 54, in Lesson Whole
3, Activity 3. The rest of the class may chant and clap class/
along. Individual
– Ask pupils to open their books at page 55 and look at work
Unit 7, Lesson 3, Activity 4.
EXPLORATION
Activity 1. Read and circle. 5 minutes
a. Goal To read and show understanding of the text by choosing the best options
to complete the sentences.
b. Input A short text with four gapped sentences, each with two options
c. Outcome Pupils can read and show understanding of the text by choosing the best
options to complete the sentences.
Key: 1. b 2. a 3. b 4. b
d. Procedure Step 1: Tell pupils the goal of the activity and explain that
they should read the sentences and choose the correct
options. Check comprehension. Whole
Step 2: Do Sentence 1 as an example. First, have pupils class/
read the sentence and guess the missing words. Then have Individual
them read the text and choose the correct option. work
Step 3: Set a time limit for pupils to do the task
independently. Go around the classroom and offer help if
necessary.
Step 4: Get pupils to swap their books with a partner and Pair work
check their answers before checking as a class. Correct the
answers where necessary.
Extension: Invite one or two pupils to read the text and the Individual
completed sentences in front of the class. You may ask work
pupils to correct the false sentences where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
Activity 2. Let’s write. 10 minutes
a. Goal To read, understand and complete a gapped text about pupils’ timetables
using the target language.
b. Input A short gapped text
c. Outcome Pupils can read, understand, and complete a gapped text about their
timetables using the target language.
d. Procedure Step 1: Tell the class the goal of the activity and explain
that they should read the gapped text and fill in the gaps
with their own information. Explain that the gaps in the text
focus on their names and their timetables. Check Whole
comprehension. class/
Step 2: Have pupils do the first gapped sentence together as Individual
an example. Ask them to read the sentence and elicit the work
names. Then have them write their names in the gap.
Step 3: Give pupils time to complete the text
independently. Go around the classroom and offer help if
necessary.
Extension: Invite one or two pupils to read their completed
texts in front of the class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; answer keys
PRACTICE
Activity 3. Project. 8 minutes
a. Goal To make and present their timetables to the class.
b. Input The pupils’ real timetables
c. Outcome Pupils can make and present their timetables to the class.
d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they
must show the timetables that they have prepared at home
and present them to the class. Whole
Step 2: Have pupils work in groups of three. Each pupil class/
shows his / her timetable and tells the group about it, e.g., Individual
Look at the timetable. I have Vietnamese and maths every work
day. I have English on Mondays, Wednesdays, and Fridays.
I have music on Thursdays. Go around the classroom and
offer help if necessary.
Step 3: Invite a few pupils to show their timetables and tell Individual
the class about them. Praise pupils when they do the task work
well.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; questions & answers
Game: Reorder the words
Pupils take turns to reorder the words and make the correct
sentences. Whole
Wrap- up: class
1. What have you learnt today?
2. What are the core values of the lesson?
UNIT 8: MY FAVOURITE SUBJECTS
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases art, music, PE, IT, an English teacher, a
knowledge & maths teacher, a painter and a singer in relation to the topic “My
favourite subjects”;
skills
– use What’s your favourite subject? – It’s _____. to ask and answer
questions about someone’s favourite subject;
– listen to and demonstrate understanding of simple communicative

contexts in relation to the topic “My favourite subjects”;
Competences - Communication and collaboration: work in pairs and groups to complete

the learning tasks
- Self-control & independent learning: perform listening tasks

Attributes - Show pride in what they can do and great respect for other people’s abilities
by using appropriate gesture and intonation when asking and answering about
abilities.
- Audio tracks 78, 79
- Teacher’s guide: Pages 101-103
III. Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURE Let’s talk – Wrap up

Greet the class and encourage pupils to respond to the
greeting. Whole
class/
Option 1: Spend a few minutes revising Unit 7 by
getting the class to sing the song When do you have...?
Individual
work
Play the chant once and require pupils to listen carefully to
recall the rhythm and lyrics.
Play and pause before the word Science and Vietnamese.
Play and pause randomly to let pupils sing
If possible, ask pupils to chant and clap their hands without
music to recall the chant. Correct pronunciation if
necessary.
Option 2: ppt
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions
about someone’s favourite subject.
b. Input – Context a:
Ben: Hi, Linh. What subjects do you have today? Linh: I have English,
science and maths.
– Context b:
Linh: I like art. What’s your favourite subject? Ben: It’s PE.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions
about someone’s favourite subject.
d. Procedure Step 1: Ask pupils to look at Pictures a and b to Whole

identify the characters in the pictures. class
Step 2: Ask pupils to look at Picture a. Play the
recording for them to listen. Individual
work
Step 3: Play the recording again, sentence by
sentence, for pupils to listen and repeat individually and
in chorus. Correct their pronunciation where necessary.
Repeat the same procedure with Picture b. Whole
class
Step 4: Invite a few pairs to stand up to listen to and
repeat the sentences in the recording. Pair work
Whole
Step 5: Draw pupils’ attention to the pictures. Tell class
pupils that What’s your favourite subject? and It’s PE.
are used to ask and answer questions about someone’s Pair work
favourite subject.
e. - Performance products: Pupils’ answers

Assessment
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use What’s your favourite subject? –
It’s _____. to ask and answer questions about someone’s favourite
subject.
b. Input – Picture cues:
a. A girl painting
b. Five children singing
c. A group of pupils doing physical exercise
d. A boy and a girl working on a computer
– Speech bubbles: What’s your favourite subject? – It’s _____. Audio
script:
a. art b. music c. PE d. IT
a. Boy: What’s your favourite subject?
Girl: It’s art.

b. Boy: What’s your favourite subject?
Girl: It’s music.

c. Boy: What’s your favourite subject?
Girl: It’s PE.

d. Boy: What’s your favourite subject?
Girl: It’s IT.

c. Outcome Pupils can say the words and use What’s your favourite subject? –
It’s _____. to ask and answer questions about someone’s favourite
subject.
d. Procedure . Step 1: Have pupils look at the pictures. Elicit the Whole
subjects from pupils. class/
Individual
Step 2: Have pupils point at Picture a (art), listen to the work
recording and repeat. Repeat the same procedure with
Pictures b, c and d. Have the class point at and repeat Individual
the subjects a few times. work
Step 3: Point at the first bubble and have pupils listen
Whole
to and repeat after the recording (What’s your favourite class
subject?). Point at Picture a and have pupils listen to
and repeat after the recording (It’s art.). Repeat the Whole
same procedure with Pictures b, c and d. class/
Individual
Step 4: Set a time limit for pupils to work in pairs to
practise asking and answering the question What’s your work
favourite subject? – It’s _____. Pair work
Step 5: Invite a few pairs to the front of the class to Whole
take turns pointing at the pictures and saying the class/ Pair
questions and answers. work
e. - Performance products: Pupils’ answers.
Assessment
- Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What’s your favourite subject? – It’s
_____. to ask and answer questions about someone’s favourite
subject in a freer context.
b. Input – Picture cue: a boy pointing at textbooks on a table, and asking a
girl about her favourite subject
– Speech bubbles: What’s your favourite subject? – _____.

c. Outcome Pupils can enhance the correct use of What’s your favourite subject?
– _____. to ask and answer questions about some’s favourite subject
in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the two speech Whole
bubbles. Read the question aloud, and ask pupils to class/
repeat it. Ask them to look at the girl’s speech bubble to
Individual
identify what the answer should be. Elicit the answer:
It’s IT. (the girl’s finger is pointing at IT.) Get pupils to work
repeat the question and answer several times. Whole
class/
Step 2: Set a time limit for pupils to work in pairs, point
at the different books, ask and answer questions about
Individual
their favourite subjects using What’s your favourite work
subject? – _____. Go around the classroom to observe Pair work
and offer help where necessary.
Step 3: Invite some pairs to take turns asking and Pair work
answering questions about their favourite subjects in
front of the class.

Assessment
Option 1: ppt
Option 2: play the online game from
https://www.baamboozle.com/game/67278 Whole
class/ …
Option 3: Miming Game
Divide pupils into groups
One pupil acts to show his favourite subject, he is not
allowed to say or write but acts or use body language.
Groups get more answers win and get stickers
Change and give the miming pupil cues if necessary.
Preparation for the project: Ask pupils to prepare for

the project on page 61 by doing a survey on their
favourite subjects and the reasons why they like these
subjects as homework so that they can present the
results at Project time.
UNIT 8: MY FAVOURITE SUBJECTS
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases art, music, PE, IT in relation to the topic
knowledge & “My favourite subjects”;
skills
– use What’s your favourite subject? – It’s _____. to ask and answer
questions about someone’s favourite subject;
– listen to and demonstrate understanding of simple communicative

contexts in relation to the topic “My favourite subjects”;
– read and write about someone’s favourite subject;

learning tasks
Attributes - Self-control & independent learning: perform listening tasks
- Teacher’s guide: Pages 103-105
III. Warm-up and review – Listen and tick- Look, complete and read- Let’s
PROCEDURE play – Wrap up

Greet the class and encourage pupils to respond to the
greeting.
 Option 1: Ask pupils to sing the song track 81 and Whole

act class/
 Option 2: Q-A with some students and asks pupils Individual
to count how many friends like the same subjects work
 Option 3: ppt
EXPLORATION
Activity 4. Listen and tick or cross. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils
ask and answer questions about their favourite subjects, and tick or cross
the pictures.
b. Input Picture cues:
1. An IT textbook 2. A PE textbook 3. A music textbook 4. An art
textbook Audio script:
1. A: What’s your favourite subject?
B: It’s IT.
B: It’s art.
B: It’s music.
A: I like music, too.

4. A: My favourite subject is maths. How about you?
B: I like maths, too.
c. Outcome Pupils can listen to and understand four communicative contexts in

which pupils ask and answer questions about their favourite subjects, and
tick or cross the pictures.
d. Procedure Step 1: Draw pupils’ attention to the pictures in Activity 4 Whole
and ask them to identify the class
subjects on the book covers.

Individual
work
Step 2: Play the recording of the first dialogue and tell
pupils to tick or cross the picture. Play the recording again
and check their answers. Praise pupils if they have the Whole
correct answer. class
Pair work
Step 3: Repeat Step 2 with the rest of dialogues.
Step 4: Set a time limit for pupils to swap books with a
partner and check their answers Whole
class
before checking as a class.
Pair work
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat individually and
in chorus. Correct their pronunciation where necessary.

Assessment
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four exchanges about characters’ favourite subjects with the
help of picture cues.
b. Input – Four picture cues with four exchanges to complete
c. Outcome Pupils can complete four exchanges about characters’ favourite subjects
with the help of picture cues.
d. Procedure Step 1: Ask pupils to look at the pictures and identify the Whole
subjects. class/
Individual
Step 2: Ask pupils to read Exchange 1. Draw their attention work
to the missing word (music). Complete the answer. Split the
Individual
class into two groups to take turns asking and answering the
work
question.
Whole
Step 3: Have pupils look at Exchange 2. Elicit what is class
missing (What’s; art). Then have them complete the gaps
(What’s your favourite subject? – It’s art.). Follow the Whole
same procedure with Pictures 3 and 4. class/ Pair
work
Step 4: Set a time limit for pupils to complete the
exchanges individually, then invite a few pairs to take turns
playing the roles of the characters.
Assessment
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal To sing the song My favourite subject with the correct pronunciation,
rhythm and melody.
b. Input The lyrics and the recording of the song My favourite subject
c. Outcome Pupils can sing the song My favourite subject with the correct
pronunciation, rhythm and melody.
d. Procedure Step 1: Have pupils read the song to familiarize themselves Whole
with the lyrics. Check comprehension and give feedback. class/
Individual
Step 2: Have pupils listen to the whole song, drawing their work
attention to the pronunciation and tune.
Whole
class/
Step 3: Play the recording of the song line by line for pupils
Individual
to listen and repeat, and do related actions, e.g. using a
work
finger to trace the words or clapping their hands.
Pair work
Step 4: When pupils feel confident and are familiar with
the melody, ask them to sing the whole song while doing
actions or clapping their hands.
Pair work
Step 5: Invite a few groups to the front of the class to sing
the song. The class may sing along to reinforce the activity.
Praise pupils if they perform well.

Assessment
Option 1: ppt
Option 2: play board game
Option 3: Karaoke competition: “Quan ho Bac Ninh Whole
version” class/ …
Pick some male and female pupils, divide them into two sex
groups standing face to face, call them “lien anh” “lien chi”.
Play the music track 81, they take turn to sing in “Quan ho
Bac Ninh version” style.
If pupils perform well prepare some flashcards with other
subjects to change the lyrics
GRADE 5: 5A1,5A2,5A5,5A6
UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES
Lesson 3 - Period 5
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- correctly stress the words 'solving and 'reading in isolation and in the sentences He likes 'solving maths problems. and
Her favourite school activity is 'reading books.
- identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two
words.
- say the chant with the correct pronunciation, word stress and rhythm.
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 their talents and critical think about skills they can get from each school activities
II. MATERIALS
- Pupil’s book: Page 54
- Audio tracks 73, 74, 75
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the words about school activities and the structures What school activity do you like? -I like ___.; and Why do
you like it? - Because I think it’s ___.
b. Content
- Game: Interview
c. Expected outcomes
- Pupils can remember and correctly ask and answer about school activities.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Interview (ppt)
- Invite a few pairs to the front of the - Pupils work in pairs. Structures:
class to take turns asking and answering - Pupils take turns asking and - What school activity do
questions about his or her favourite answering questions about you like?
school activity and the reasons favourite school activity and the
- Shows the structures of What school reasons. I like ____.
activity do you like? - I like ___. and - Pupils look at and use - Why do you like it?
Why do you like it? - Because I think it’s the structures on the board to ask Because I think it’s ____.
__. on the board to help pupils remember and answer correctly.
and use the structures correctly.
- Check their pronunciations and give
compliments after they finish. Embrace
all the different ideas from pupils.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- To correctly stress the words 'solving and 'reading in isolation and in the sentences
He likes 'solving maths problems. and Her favourite school activity is 'reading books.
b. Content
- Activity 1. Listen and repeat.
- Pupils can correctly stress the words 'solving and 'reading in isolation and in the sentences He likes 'solving maths
problems. and Her favourite school activity is 'reading books.
d. Organisation
Activity 1. Listen and repeat. (Track 73)
Step 1: Have pupils point at the word - Pupils point to the word and The word 'solving and the
'solving and the sentence He likes sentence while listening. Pupils sentence He likes 'solving maths
'solving maths problems. Play the listen to the teacher’s problems.
recording for them to listen and repeat in explanation.
The word 'reading and the
chorus and individually until they feel
sentence Her favourie school
confident. Correct their pronunciation
activity is 'reading books.
where necessary.
Step 2: Invite a few pupils to listen to
and repeat the word and the sentence. - Pupils listen to the recording
Praise them when they have good again and repeat.
pronunciation.
Step 3: Repeat Steps 1 and 2 for the
word 'reading and the sentence Her - Pupils follow the teacher’s
favourie school activity is 'reading instructions.
books. Go around the classroom and
correct pupils’ pronunciation where
necessary.
Step 4: Let pupils work in pairs or
groups, saying the words and reading the
sentences. - Pupils work in pairs or groups
Extension: Ask pupils to make more to say the words.
sentences, replacing 'solving and
'reading with verbs ending with -ing and
having the similar stress pattern, for - Pupils make more sentences,
example, talking, drawing, riding, replacing 'solving and 'reading
playing, etc. and practise reading the with verbs ending with -ing and
sentences aloud. Pay attention to the having the similar stress pattern,
correct sentence stress. for example, talking, drawing,
riding, playing, etc. and practise
reading the sentences aloud.
e. Assessment
- Performance products: Pupils’ pronunciation
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.
- 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
Activity 2. Circle, listen and check. (Track 74)
Step 1: Tell pupils that this is an odd- - Pupils circle the word having a Three sets of two-syllable words
one-out exercise. Pupils need to circle different stress from each line. Audio script:
the word having the different stress to 1. a. solving b. downstairs
the other two in each line. Then they c. because
listen to the recording to check their 2. a. goodbye b. swimming c.
answers. enjoy
Step 2: Set a time limit for pupils to do 3. a. before b. guitar
the task. - Pupils listen to the recording to c. writing
Step 3: When the time is up, play the check. * Key: 1. a 2. b 3. c
recording, once or twice, for pupils to - Pupils follow the teacher’s
listen and check their answers. Get instructions.
pupils to swap books with a partner and - Pupils swap books with a
check their answers before checking as a partner, then check the answers
class. Play the recording again for pupils as a class. Pupils listen to the
to double-check their answers. recording again and check their
Step 4: Invite a few pupils to read aloud answers again.
all the words in the three lines. Correct
their pronunciation and word stress if - Pupils stand up, listen to and
necessary. repeat the words.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
- Pupils can say the chant with the correct pronunciation, word stress and rhythm.
d. Organisation
Activity 3. Let’s chant. (Track 75)
Step 1: Have pupils look at the pictures - Pupils pay attention to the The lyrics and recording of the
and identify the school activities. lyrics of the chant. chant
Step 2: Have pupils read the first verse
of the chant and draw their attention to
the words 'reading, 'dancing, 'drawing, - Pupils read the first verse of the
'painting. Check comprehension. chant.
Step 3: Play the recording of the first
verse. Play the recording again, line by
line, for pupils to listen and repeat. Draw - Pupils listen to the recording
their attention to the rhythm, word stress for the first verse, line by line,
and pronunciation. Encourage them to and repeat.
clap and do actions while chanting. - Pupils listen to the recording
Step 4: Repeat Steps 2 and 3 for the and clap and do the actions while
second verse of the chant, but draw their chanting.
attention to the words 'reading, 'singing, - Pupils do the same with the
'drawing, 'swimming. second verse.
Step 5: Play the recording all the way
through for pupils to chant and clap their
hands.
Extension: Replace 'reading, 'dancing,
'drawing, 'painting in the first verse of - Pupils listen all the way
the chant with other gerunds which have through to chant and clap.
the stress on the first syllable, for
example, swimming, writing, talking and - Pupils work in two or more
hiking. Have pupils do the same thing groups to replacing 'reading,
with the second verse and practise 'dancing, 'drawing, 'painting in
chanting the new one. the first verse of the chant with
other gerunds which have the
stress on the first syllable. Pupils
do the same with the second
verse of the chant and practice
chanting the new chant.
e. Assessment
- Performance products: Pupils’ interaction and performance
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Guess the actions
- Call out one student to come to the front of class and whisper to him or her
the name of an action, e.g. reading books
- Ask him or her to do the action without making any sounds.
- Let other pupils in the class guess the actions.
- Give points for the team that has the pupil do the action and the one gives the correct answers.
* Option 2: Game: Lucky number (ppt)
- Tell pupils they are going to choose a letter and answer the question or complete the question using picture cues.
- Divide pupils in teams and play the game.
- Give points as the stars shown on the screen.
- Check their pronunciations.
- Which team has more points will be the winner.
Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES!

Lesson 3 - Period 6
I. OBJECTIVES
- read a text and show understanding of the text by circling the correct options to complete the sentences provided.
- write a brief paragraph consisting of about 30 words about your favourite school activities and why their brother / sister /
friend likes them with the help of guiding questions and a writing frame.
- present to the class a report of a survey on pupils’ favourite school activities.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about personal information correctly and fluently.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their pride in their school and show their interest in their favorite school activities.
II. MATERIALS
- Teacher’s guide: Pages 113, 114
III. PROCEDURES
a. Objectives
- To revise the previous lesson by playing Rock, paper, scissors game
b. Content
- Play the game.
- Pupils can correctly use some sentences they have previously learned..
d. Organisation
Game: Rock, paper, scissors
- Greet the class. Ask pupils to - Pupils listen to the teacher’s - Vocabulary: do projects, solve
play Rock, paper, scissors review the instructions and play the game. math problem, play games, read
words: do projects, solve math problem, stories, useful, interesting, fun,
play games, read stories, useful, good for group work
interesting, fun, good for group work
- Ask pupils to show the sign of Rock,
paper, scissors to show the answers they
choose.
- Ask pupils to open their books at page - Pupils open their books to start
55 and look at Unit 7, Lesson 3, Activity the lesson.
4.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
a. Objectives
- To read a text and show understanding of the text by circling the correct options to complete the sentences provided.
b. Content
- Activity 4. Read and circle.
- Pupils can read a text and show understanding of the text by circling the correct options to complete the sentences
provided.
d. Organisation
Activity 4. Read and circle
Step 1: Tell pupils the goal of the - Pupils pay attention to the – A paragraph about four
activity and explain that they should paragraph and read them as a friends with different
read the paragraph and circle the correct class. favourite school activities, and
options to complete the sentences the reasons why they like
provided. Check comprehension. these activities.
Step 2: Use Number 1 as an example.
Have pupils read the Sentence 1; then - Pupils look at the incomplete – Four sentences to complete
scan the paragraph above quickly to find sentences and answer options. with three answer options
the correct person (Linh). Then tell them Pupils read the text again and
to compare with the options given in the circle the correct answers.
sentence provided and circle the letter c.
Step 3: Set a time limit for pupils to do
the rest of the task independently. Go
around the classroom and offer help
where necessary.
Step 4: Get pupils to swap books with a
partner and check their answers before
checking as a class. Correct the answers
where necessary. - Pupils swap books with a
partner to check their answers
Extension: Invite two pupils to take
before checking as a class.
turns asking and answering why Linh,
Minh, Lucy and Bill like these school
- Two pupils take turns to
activities, for example, Why does Linh
practise asking and answering.
like singing ? Because she wants to
be a singer in the future. Correct their
pronunciation where necessary.
e. Assessment
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To write a brief paragraph consisting of about 30 words about favourite school activities and why their brother / sister /
friend likes them, with the help of guiding questions and a writing frame.
b. Content
- Activity 5. Let’s write.
- Pupils can write a short paragraph about their favourite school activities and why they like them, with the help of guiding
questions and a writing frame.
d. Organisation
Activity 5. Let’s write.
- Pupils listen to the teacher’s Guiding questions and a writing
Step 1: Tell the class the goal of the
explanation. frame
activity and explain that they should read
the guiding questions and complete the Suggested answer:
writing frame with their personal My sister’s favourite school
information. Tell pupils that they should activities
write about 30 words. Check
comprehension. My sister ’s favourite school
activity is solving maths
Step 2: Use Sentence 1 as an example.
problems. She likes it because
Have pupils read the first sentence in the - Pupils read the first sentences she thinks it’s interesting, and
frame. Remind them of the question words in the frame and complete the she wants to teach maths in the
in the first question before completing the sentences. future. She doesn’t like singing
sentence. Tell them to do the same with
because she thinks she does not
the rest of the sentences.
have a good voice.
Step 3: Give pupils time to do the writing
task independently. Go around the
classroom and offer help where necessary.
Step 4: Get pupils to swap books with a
partner and check their answers before
checking as a class. Invite one or two - Pupils follow the teacher’s
pupils to stand up and read their instructions and do the task
sentences aloud. independently.
- Pupils swap books with a
partner, then check answers as a
class.
- Pupils read aloud the sentences
they have completed 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 present to the class a report of a survey on pupils’ favourite school activities.
b. Content
- Activity 6. Project.
- Pupils can present to the class a report of a survey on pupils’ favourite school activities.
d. Organisation
Activity 6. Project
Step 1: Check pupils’ survey results. - Pupils listen to the teacher’s A picture of a girl presenting the
Step 2: Invite a pupil to report his / her explanation. results of her survey in front of
survey results with your help. the class
Step 3: Have pupils work in groups to
report their own results. Go around the - Pupils work in groups of
classroom and offer help where necessary. five, report their survey to
Step 4: Invite a few groups to report their their friends in groups.
survey results in front of the class. Praise - Pupils report their survey in
them when they do a good job. front of the class.
e. Assessment
- Performance products: Pupil’s interaction and performance
* Option 1: Game: Lucky number (ppt)
- Explain how to play the game.
- Tell pupils they are going to look at the pictures and answer the questions.
- Divide the class into 2 teams.
- Each team takes turns choosing a number and answering the question.
- Check the pupils’ answers as a whole class.
- If they give the correct answers, they get points for their team.
UNIT 8: IN OUR CLASSROOM

Lesson 1 - Period 1
I. OBJECTIVES
- understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer
questions about school things and their locations.
- correctly say the words and use Where are the ______? – They’re _____. to ask and answer questions about the locations
of school things.
- use Where are the _____? understand and correctly repeat the sentences in two communicative contexts in which
characters ask and answer questions about the locations of school things.
- correctly use Where are the ______? - They’re _____. to ask and answer questions about the locations of school things.
- correctly use Where are the _____? - _____. to ask and answer questions about the locations of school things.
- use the words beside, under, above, in front of in relation to the topic “In our classroom”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about the locations of school things correctly and
fluently.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their pride in school things they have and great respect for other people’s school things by using appropriate
gestures and intonation when asking and answering about school things.
II. MATERIALS
III. PROCEDURES
a. Objectives
- To revise the vocabulary about school things and things around them.
b. Content
- Game: Kim’s game
- Pupils can correctly say the names of school things and things around them.
d. Organisation

Game: Kim’s game (ppt)
- Tell pupils they are going to remember - Pupils listen to the teacher’s Pictures (pen, pencil, eraser,
the pictures and write the pictures’ explanation. book, desk, window, clock,
names. picture, map)
- Demonstrate the game by using an - Pupils follow the teacher
example. demonstrating the game.
- Divide pupils into two groups. - Pupils work in two groups.
- Fly the flashcards on the board. Ask - Pupils look at and remember the
pupils to look at and remember the flashcards carefully.
flashcards carefully. - Each member of the group takes
- Ask each member of the group to take turns running to the board and
turns running to the board and write only writes only the name of one picture.
the name of one picture. - Pupils praise the winner.
- The group with more correct answers
will be the winner. Praise the winner.
e. Assessment
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 school things and their locations.
b. Content
- Activity 1. Look, listen and repeat.
- Pupils can understand and correctly repeat the sentences in two communicative contexts in which characters ask and
answer questions about school things and their locations using What are these? - They are ________. and Where are the
______? – They’re _____.
d. Organisation

Activity 1. Look, listen and repeat. (Track 76)
Step 1: Have pupils look at Pictures a - Pupils look at Pictures a and b - Context a:
and b, and identify the characters and and identify the characters and Miss Hoa asking pupils about
their activities. their activities. school things
Step 2: Ask pupils to keep looking at the - Pupils look at the pictures. and
pictures. Play the recording for them to listen to the recording. Miss Hoa: Class, what are
listen. - Pupils listen to the recording these?
Step 3: Play the recording again for again, sentence by sentence, and Class: They are maps.
pupils to listen and repeat in chorus, repeat. Miss Hoa: Well done.
sentence by sentence. Correct their - Context b:
pronunciation where necessary
Step 4: Invite a few pairs to the front of Miss Hoa asking pupils about the
the classroom to listen to and repeat the - Pairs of pupils come to the front location of school things
sentences in the recording. of the classroom to listen and Miss Hoa: Where are the maps?
Step 5: Draw their attention to the repeat the sentences in the Boy: They’re beside the board.
question Where are the maps? And the recording. Miss Hoa: That’s right.
answer They’re beside the board. Tell - Pupils pay attention to the
pupils that they are a question and an question and the answer and
answer about the locations of school listen to the teacher’s
things. explanation.
Extension: Invite a few pairs of pupils to
act out the conversations in front of the
class.
- Pairs of pupils act out the
conversations in front of the
class.
e. Assessment
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words above, beside, in front of, under and use Where are the ______? - They’re _____. to ask and
answer questions about the locations of school things.
b. Content
Activity 2. Listen, point and say.
- Pupils can correctly say the words above, beside, in front of, under and use Where are the __? - They’re _____. to
ask and answer questions about the locations of school things.
d. Organisation
Activity 2. Listen, point and say. (Track 77)
Step 1: Have pupils look at the Pictures - Pupils look at the Pictures a, b, c - Picture and word cues:
a, b, c and d and identify the locations of and d and identify the locations of a. five pencils beside the book
the school things. school things. and the words pencils / beside /
Step 2: Have pupils point at Picture a, - Pupils point at Picture a, listen to book underneath
listen to the first small section of the the recording and repeat the words.
b. two erasers under the desk and
recording (pencils / beside / book) and Pupils do the same procedure with
the words erasers / under / desk
repeat the words. Point at the words and the other three pictures.
underneath
Picture a and have pupils listen to and
repeat the recording. Follow the same c. two pictures above the
procedure with the words under the other window and the words pictures
three pictures. / above / window underneath
Step 3: Have pupils look at Picture a - Pupils look at Picture a and listen d. two pens in front of the clock
again and listen to the first exchange to and repeat the questions and and the words pens / in front of /
(Where are the pencils? - They're beside answers a few times. Pupils do the clock underneath
the book.). Ask them to repeat it. Follow same procedure with the three - Speech bubbles:
the same procedure with the other three other pictures. Where are the _____?
pictures and exchanges. Have the class They’re _____.
repeat the questions and answers a few Audio script:
times. a. pencils / beside / book
Step 4: Have pairs practise asking and b. erasers / under / desk
answering the question Where are the - Pairs of pupils practise asking c. pictures / above / window
_____? - They’re _____. Go around the and answering the question. d. pens / in front of / clock
classroom to offer help when necessary. a.
Step 5: Invite a few pairs to point at the A: Where are the pencils?
pictures and say the questions and - Pairs of pupils point at the B: They’re beside the book.
answers in front of the class. pictures and say the questions and b.
Extension: Have pupils look at the answers in front of the class. A: Where are the erasers?
pictures again. One half of the class B: They’re under the desk.
should ask questions and the other half - Each half of the class takes turns c.
should answer. Then, switch roles. asking and answering. A: Where are the pictures?
B: They’re above the window.
d.
A: Where are the pens?
B: They’re in front of the clock.
e. Assessment
- Performance products: Pupils’ talks and interaction
a. Objectives
- To use Where are the _____? – They’re _____. in a freer context.
b. Content
- Activity 3. Let’s talk.
- Pupils can use Where are the _____? – They’re _____. in a freer context.
d. Organisation
Activity 3. Let’s talk.
Step 1: Draw pupils’ attention to the - Pupils look at the pictures and - Picture cues:
pictures. Ask questions to help them identify the context. two erasers in front of a pencil
identify the context (see Input). case, two pencils beside a
Step 2: Put pupils into pairs and practise notebook, two school bags under
asking and answering questions about the - Pupils work in pairs and a desk, two maps above a
locations of school things. Go around the practise asking and answering bookcase
classroom to offer support where questions about the locations of - Speech bubbles:
necessary. school things. Where are the ____? - ___.
Step 3: Invite a few pairs to the front of
the class to ask and answer questions - Pairs of pupils come to the Suggested answer:
about the locations of school things, using front of the class to ask and Where are the erasers?
the picture cues. Praise pupils if they answer questions about locations - They’re in front of the pencil
perform well. of school things, using the case.
Extension: Invite some pairs of pupils to picture cues. Where are the pencils?
ask and answer questions about real - They’re beside the notebook.
school things in the classroom. For - Pairs of pupils ask and answer Where are the school bags? -
example, Where are the fans? - They’re questions about the real school They’re under the desk.
above the windows; Where’s the things in the classroom.
projector? - It’s in front of the screen. Where are the pictures?
- They’re above the bookcase.
e. Assessment
* Start preparing for the Project: Tell pupils about the project on page 61, Lesson 3, Activity 6. Ask them to draw their
study corners with the locations of school things, and present their group’s pictures to the class at Project time.
* Option 1: Game: Memory Game (ppt)
- Show a picture on the board.
- Pupils have to look at the picture and try to remember the position of things in 15 seconds.
- Put the picture away. Show a question with 03 answer options A, B and C. Pupils have to choose the correct answer based
on what they can remember and call it out.
e.g. B. The three books are beside the bag.
- Give one score to the pupil with the correct answer.
* Option 2: Game: Musical cards
- Stick the cards on the board. Ask pupils to say the words related to the cards.
- Hand out the cards to different pupils around the class.
- Play the song “What school activity does she like?” (Unit 7). Ask pupils to pass the cards to the pupils next to them while
the music is playing.
- Stop the music suddenly. Invite a pupil to ask the question “Where are the pens?”.
Ask the pupil who is holding the card to answer the question, e.g. It’s in front of the clock.
- Play the music again and repeat the activity.
- Ask pupils to check their friends’ pronunciation.
UNIT 8: IN OUR CLASSROOM
Lesson 1 - Period 2
I. OBJECTIVES
- listen to and understand four communicative contexts in which characters ask and answer about the locations of school
things and tick or cross the pictures.
- complete four gapped exchanges with the help of the picture cues.
- sing the song Where are they? with the correct pronunciation, rhythm and melody.
2. Competences
- Self-control & independent learning: perform listening and reading tasks.
3. Attributes
- Show their pride in school things they have and great respect for other people’s school things by using appropriate
gestures and intonation when asking and answering about school things.
II. MATERIALS
- Teacher’s guide: Pages 118, 119
III. PROCEDURES
a. Objectives
- To revise the sentence structures Where are the _____? – They’re _____. to ask
and answer questions about the locations of school things.
b. Content
- Game: Flower growing
- Pupils can correctly say the sentence structures Where are the _____? – They’re _____.
to ask and answer questions about the locations of school things.
d. Organisation
Game: Flower blooming (ppt)
- Tell pupils that they are going to look at - Pupils listen to the teacher’s Sentence structures:
the picture given and choose the correct explanation. Where are the_____?
word or phrase suitable with the picture. - They’re _____.
- Have pupils play the game in two Seven pictures about the
groups. One pupil of each group takes - Pupils play the game in two locations of school things.
turns playing the game. groups. One pupil of each group 1. Where are the pencils?
- If he/ she gives a correct answer, he/ takes turns playing. - They’re _____ the book.
she will get one point and help the 2. Where are the maps?
seedling grow and bloom. - They’re _____ the board.
- If he/ she gives an incorrect answer, the 3. Where are the erasers?
teacher will invite a pupil of another - They’re _____ the desk.
group to answer. 4. Where are the pens?
- Have pupils play the game. -They’re _____ the clock.
- The group with more points wins. Praise 5. Where are the school bags?
the winner. - They’re _____ the desk.
6. Where is the clock?
- It’s _____ the shelf.
7. Where is the bookshelf?
- It’s _____ the board.
* Key:
1. beside, 2. above,
3. under, 4. in front of,
5. under, 6. above,
7. beside
e. Assessment
a. Objectives
- To listen to and understand four communicative contexts in which characters ask and answer about the locations of school
things, and tick or cross the pictures.
b. Content
- Activity 4. Listen and tick or cross.
- Pupils can listen to and understand four communicative contexts in which characters ask and answer about the locations
of school things, and tick or cross the pictures.
d. Organisation
Activity 4. Listen and tick or cross. (Track 78)
Step 1: Draw pupils’ attention to the - Pupils look at the pictures and - Picture cues:
pictures and elicit the names of the school say the names of the school a. two rulers beside a notebook
things and their locations by asking things and their locations. b. three school bags on a table
questions, such as What are these? and c. two pictures above a window
Where are they? Remind them to look at d. two pencils in a desk
Pictures 1, 2, 3, and 4. Elicit the words Audio script:
rulers, school bags, pictures and pencils, 1.
and prepositions including beside, on, A: Excuse me. Where are the
above, under and in. rulers?
Step 2: Play the recording all the way B: They’re beside the notebook.
through for pupils to listen. Play the - Pupils listen to the recording all A: Thank you.
recording again for them to do the task the way through. Then pupils 2.
by ticking or crossing the correct listen to the recording again to do A: I can’t see the school bags.
pictures. Then play it a third time for the task by ticking or crossing the Where are they?
pupils to check and complete the activity. correct pictures. Pupils listen to a B: They’re under the table.
Step 3: Get pupils to swap books with a third time to check and complete A: I see. Thanks.
partner to check their answers before the activity. 3.
checking as a class. Have pupils explain - Pupils swap books with a A: Where are the pictures?
the answers by asking questions, for partner to check their answers B: They’re above the window.
example, Where are the rulers? Are the before checking as a class. A: Thank you.
school bags under the table? Where are 4.
the pictures? and Are the pencils on the A: Where are the pencils?
desk? B: They’re on the desk.
Correct the answers if necessary. A: Oh, I see. Thank you.
* Key: 1. ✔, 2. 🗶,
3. ✔, 4. 🗶
e. Assessment
- Assessment tools: Observation; Answer keys; Peer correction
a. Objectives
- To complete four gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
- Pupils can complete four gapped exchanges with the help of picture cues.
d. Organisation
Activity 5. Read and complete.
Step 1: Have pupils look at the pictures - Pupils look at the pictures. - Four picture cues
and identify the locations of the school Pupils identify the locations of - Four gapped exchanges
things in the pictures. the school things. * Key:
Step 2: Have pupils look at the gapped - Pupils look at the gapped 1. beside, 2. are; the pencil case,
sentences. Draw their attention to the sentences. Pay their attention to 3. erasers; under,
missing words in the sentences. the missing words in the 4. Where; above
Step 3: Model Exchange 1. Have pupils sentences.
look at the sentence. Ask them what - Pupils follow the teacher
word is missing (beside). Then have demonstrating Exchange 1. Pupils
pupils complete the sentence (They’re look at the sentence. Pupils
beside the notebooks). Repeat the same answer the missing word, then
procedure with Exchanges 2, 3 and 4. complete the sentence.
Step 4: Have pupils complete the gapped
sentences individually and get them to
swap books with a partner to check their - Pupils complete the gapped
answers before checking as a class. sentences individually, then swap
Step 5: Ask a few pairs to read the books with a partner to check
completed exchanges aloud in front of their answers before checking as
the class. Correct their pronunciation a class.
where necessary. - Some pairs of pupils read the
completed exchanges aloud in
front of the class.
e. Assessment
- Assessment tools: Observation; Answer keys
a. Objectives
- To sing the song Where are they? with the correct pronunciation, rhythm and melody.
b. Content
- Activity 6. Let’s sing.
- Pupils can sing the song Where are they? with the correct pronunciation, rhythm and melody.
d. Organisation
Activity 6. Let’s sing. (Track 79)
Step 1: Draw pupils’ attention to the title - Pupils pay attention to the title The lyrics and recording of the
and lyrics of the song. Encourage them and lyrics of the song. Pupils song Where are they?
to point at the locations of school things point at the location of school
to reinforce their understanding. things.
through for pupils to listen to the whole - Pupils listen to the whole song.
song. Encourage them to listen carefully Pupils listen carefully to the
to the pronunciation, rhythm and melody. pronunciation, rhythm and
Step 3: Play the recording again, line by melody.
line, for pupils to listen and repeat.
Correct their pronunciation where - Pupils listen to the recording
necessary. line by line and repeat.
through for pupils to sing along. - Pupils listen to the recording all
Step 5: Play the recording again for the way through and sing along.
pupils to sing and clap along with the - Pupils listen to the recording
recording. again to sing and clap along.
Extension: Invite some groups to the - Some groups come to the front
front of the class to perform while the of the class to perform while the
rest of the class sings and / or claps rest of the class sings and / or
along. claps along.
e. Assessment
* Option 1: Game: Angry birds (ppt)
- Divide the class into 2 groups: Boys and Girls.
- Have pupils take turns choosing the numbers, then look at the picture and answer the questions.
E.g. Picture of two books on the desk. Teacher asks “Where are the books? Pupils answer “They’re on the desk.”
- Have them look at the pictures and answer the questions. If they have the correct answers, they get the points for their
groups. If the answer is not correct, the other group answers and gets points.
- The group with more points wins.
* Option 2: Game: Who’s faster?
- Tell pupils that they are going to play the game Who’s faster? in groups. Explain how the game is played: each group
makes sentences using school things and locations of them and reads them aloud to the class.
- Write a word on the board (e.g. beside, under, above, in front of) and a sentence as an example: The pictures are above
the bookcase.
- Divide the class into groups of five. Ask groups to look at the words and the example on the board. Check
comprehension.
- Give each group a piece of paper. Have groups make four sentences with the four words and phrases beside, under,
above, in front of, then read the sentences aloud to the class. The group that makes correct sentences faster wins.
- Continue the game with other sets of location words if time allows.

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Procedure Teacher’s and pupils’ activities Interaction Note

Procedure Teacher’s and pupils’ activities Interaction Note

– listen to and demonstrate understanding of simple communicative

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

- Self-control & independent learning: perform listening tasks

Procedure Teacher’s and pupils’ activities Interaction Note

d. Procedure Step 1: Ask pupils to look at Pictures a and b to Whole

e. - Performance products: Pupils’ answers

Girl: It’s art.

Girl: It’s music.

Girl: It’s PE.

Girl: It’s IT.

– Speech bubbles: What’s your favourite subject? – _____.

e. - Performance products: Pupils’ answers.

Preparation for the project: Ask pupils to prepare for

– listen to and demonstrate understanding of simple communicative

– read and write about someone’s favourite subject;

Procedure Teacher’s and pupils’ activities Interaction Note

 Option 1: Ask pupils to sing the song track 81 and Whole

A: I like music, too.

B: I like maths, too.

c. Outcome Pupils can listen to and understand four communicative contexts in

subjects on the book covers.

e. - Performance products: Pupils’ answers.

Praise pupils if they perform well.

UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES!

UNIT 8: IN OUR CLASSROOM

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

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