School: ____________________

Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 19: THE ANIMAL WORLD

Lesson 1 – Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - use the words crocodiles, giraffes, hippos, lions in relation to the topic
knowledge & “The animal world”;
skills - use What are these animals? – They’re _____. to ask and answer
questions about animals;
- listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “The animal world”.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform learning tasks.
Attributes Show their love for animals and nature
II. RESOURCES AND MATERIALS
- Student’s book: Page 58
- Teacher’s guide: Pages 267, 268, 269
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 19)
- Computer, projector, …
III. Warm-up – Look, listen and repeat – Listen, point and say – Let’s talk –
PROCEDURES Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up (5 mins)
 Greet the class.
Option 1:
- Greet the class. Encourage pupils to respond to your Whole
greeting. class/
- Spend a few minutes revising Unit 18 by getting the class Individual
to sing the song Where’s the bookshop? on page 53. work
- Have pupils open their books at page 58 and look at Unit
19, Lesson 1, Activity 1.
Option 2: Sing a song Whole
- Have students listen and sing along the song “I like class/
animals” and guess the topic. (about animals) Individual
- Have pupils open their books at page 58 and look at Unit work
19, Lesson 1, Activity 1
EXPLORATION
Activity 1. Look, listen and repeat. (7 mins)
a. Goal - To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on asking and answering questions about
animals.
b. Input - Context a:
Ben: Mum, what are these animals?
Ben's mum: They’re giraffes, dear.
- Context b:
Ben: And what are these animals?
Ben's mum: They’re hippos.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
questions about animals.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole
the characters and the animals in the pictures. class

Step 2: Ask pupils to look at Picture a. Play the recording

for them to listen and familiarise themselves with the
pronunciation and stress of the exchange.
Step 3: Play the recording again, sentence by sentence, for Individual
pupils to listen and repeat individually and in chorus.
 Correct their pronunciation where necessary. Repeat the
same procedure with Picture b.
Step 4: Invite a few pairs to stand up to listen to and Pair work
repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the pictures. Tell them
that the question What are these animals? and the answers
They’re giraffes. and They’re hippos. are used to ask and
answer questions about animals.
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say (10 mins)
a. Goal To correctly say the words and use What are these animals? – They’re
_____. to ask and answer questions about animals.
b. Input - Picture cues:
a. two giraffes
b. two hippos
c. two lions
d. two crocodiles
- Speech bubbles: What are these animals? - They’re _____.
Audio script:
a. giraffes
b. hippos
c. lions
d. crocodiles
a. A: What are these animals?
B: They’re giraffes.
b. A: What are these animals?
B: They’re hippos.
c. A: What are these animals?
B: They’re lions.
d. A: What are these animals?
B: They’re crocodiles.
c. Outcome Pupils can correctly say the words and use What are these animals? –
They’re _____. to ask and answer questions about animals.
d. Procedure Step 1: Have pupils look at the pictures. Elicit the names Whole
of the animals. class/
Individual
Step 2: Have pupils point to Picture a, listen to the work
recording and repeat the word (giraffes). Repeat the same
procedure with Pictures b, c and d. Have pupils point at
the animals and repeat their names a few times.
Step 3: Point to the first bubble and have pupils listen to Individual
and repeat after the recording (What are these animals?). work
Point to Picture a and have pupils listen to and repeat after
the recording (They’re giraffes.). Repeat the same
procedure with Pictures b, c and d.
Step 4: Set a time limit for pupils to work in pairs to
practise asking and answering the questions. Pair work
Step 5: Invite a few pairs to the front of the class to take
turns pointing at the pictures and saying the questions and
answers.
e. - Performance products: Pupils’ talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRACTICE
Activity 3. Let’s talk. (8 mins)
a. Goal To enhance the correct use of What are these animals? – They’re _____.
to ask and answer questions about animals in a freer context.
b. Input - Picture cue: a zoo with crocodiles, lions, giraffes and hippos
- Speech bubbles: What are these animals? – _____.
c. Outcome Pupils can enhance the correct use of What are these animals? –
They’re _____. to ask and answer questions about animals in a freer
context.
d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Whole
Read the question aloud, and have pupils repeat it. Ask class/
them to look at the second bubble to identify what the Individual
answer should be. Draw pupils’ attention to the animals.
Get pupils to repeat the questions and answers several
times.
Step 2: Set a time limit for pupils to work in pairs, point
 at the different animals in this section, and ask and Pair work
answer questions about animals using What are these
animals? – They’re _____. Go around the classroom to
observe and offer help where necessary.
Step 3: Invite some pairs to take turns asking and Pair work
answering questions about animals in front of the class.
e. - Performance products: Pupils’ talks and interaction
Assessment - Assessment tools: Observation
Fun corner and wrap-up (5 mins)
Option 1: Game: Collect cookies
- Divide the class into 2 teams (boys and girls). Each team takes turns to
choose a number and answer the question.
- At the end of the games, the team with more cookies is the winner.
Option 2: What is missing?
- Show the pictures of animals “lions, crocodiles, giraffes, hippos”.
- Ask pupils to close their eyes and take away 1 picture. Pupils open their
eyes and guess what is missing.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 19: THE ANIMAL WORLD

Lesson 1 – Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand four communicative contexts in which pupils ask
knowledge & and answer questions about animals and number the correct pictures.
skills - complete four exchanges about animals with the help of picture cues.
- sing the song What are these animals? with the correct pronunciation,
rhythm and melody.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform learning tasks.
Attributes - Show their love for animals and nature
II. RESOURCES AND MATERIALS
- Student’s book: Page 58
- Teacher’s guide: Pages 269, 270, 271
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 19)
- Computer, projector, …
III. Warm-up – Listen and number – Look, complete and read – Let’s sing -
PROCEDURES Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up. (5 mins)
Greet the class.
Option1: Whole
 - Spend a few minutes revising What are these animals? – class/
They’re ____. Invite some pairs to ask and answer Individual
questions about animals in front of the class. work
- Have pupils open their books at page 59 and look at Unit
19, Lesson 1, Activity 4.
Option2: Guess the animals (PPT)
- Have pupils listen to the animals’ sounds. Pupils listen
and guess the animals.
- Have pupils open their books at page 59 and look at Unit
19, Lesson 1, Activity 4.
PRACTICE
Activity 4. Listen and number. (7 minutes)
a. Goal To listen to and understand four communicative contexts in which pupils
ask and answer questions about animals and number the correct pictures.
b. Input - Picture cues:
a. two hippos
b. two lions
c. two crocodiles
d. two giraffes
Audio script:
1. A: What are these animals?
B: They’re giraffes.
2. A: What are these animals?
B: They’re hippos.
3. A: What are these animals?
B: They’re lions.
4. A: What are these animals?
B: They’re crocodiles.
c. Outcome Pupils can listen to and understand four communicative contexts in which
pupils ask and answer questions about animals and number the correct
pictures.
Key: 1. d 2. a 3. b 4. c
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask them Whole
to identify the animals. class/
Individual
Step 2: Play the recording of Exchange 1 and tell pupils to
work
pay attention to the name of the animals and put the
number in the box in the right-bottom corner of the correct
picture. Play the recording again and have pupils check
their answers. Praise pupils if they have the correct answer.
Repeat the same procedure with Exchanges 2, 3 and 4.
Step 3: Set a time limit for pupils to swap books with a Pair work
partner and check their answers before checking as a class.
Extension: If time allows, play the recording, sentence by Whole
sentence, for the class to listen and repeat individually and class
in chorus. Correct their pronunciation where necessary.
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction
PRACTICE
Activity 5. Look, complete and read. (10 minutes)
a. Goal To complete four exchanges about animals with the help of picture cues.
b. Input Four pictures showing different animals and four incomplete exchanges
c. Outcome Pupils can complete four exchanges about animals with the help of
picture cues
Key: 1. lions 2. crocodiles 3. What; They’re 4. are they; hippos
d. Procedure Step 1: Get pupils to look at the pictures and identify the Whole
animals. class/
Step 2: Ask pupils to look at each picture and read the Individual
work
incomplete exchanges. Draw their attention to the missing
words in the sentences. Encourage pupils to guess the
missing words.
Step 3: Model Exchange 1. Have pupils look at the Individual
exchange. Ask them what is missing in the answer (lions). work
Have them look at the picture and identify the animals.
Then have them complete the gap (lion). Repeat the same
procedure with Exchange 2.
Step 4: For Picture 3, elicit the missing words in the
question and answer. Tell pupils to rely on the context of
 the sentences to guess the missing words. Repeat the same
procedure with Picture 4.
Step 5: Set a time limit for pupils to complete the Whole
exchanges individually, then invite a few pairs to take turns class/ Pair
playing the roles of the characters in this section. work
e. - Performance products: Pupil’s anwers
Assessment - Assessment tools: Observation; answer keys

PRACTICE
Activity 6. Let’s sing. (8 minutes)
a. Goal To sing the song What are these animals? with correct pronunciation,
rhythm and melody.
b. Input The lyrics and recording of the song What are these animals?
c. Outcome Pupils can sing the song What are these animals? with the correct
pronunciation, rhythm and melody
d. Procedure Step 1: Draw pupil’s attention to the title and lyrics of the Whole
song. Encourage them to point at the pictures to reinforce class/
their understanding. Individual
Step 2: Have pupils read the lyrics to familiarise work
themselves with the questions and answers. Check
comprehension and give feedback.
Step 3: Have pupils listen to the whole song, drawing
their attention to the pronunciation, rhythm and melody.
Step 4: Play the recording of the song again for pupils to
listen and repeat, line after line, and do related actions.
Step 5: When pupils feel confident and are familiar with
the melody, ask them to sing the whole song while doing
actions or clapping their hands.
Step 6: Invite a few groups to the front of the class to sing Group
the song. The class may sing along to reinforce the work/pair
activity. work
Fun corner and wrap-up (5 minutes)

Game “Whose tail is this?” (PPT)

- Put pupils into pairs.
- Each pair takes turns to answer the question. For each Group
correct answer, they can roll the dice. work/pair
- The pair who has the most points is the winner. work
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 19: THE ANIMAL WORLD

Lesson 2 – Period 3

I. OBJECTIVES
By the end of the unit, pupils will be able to:
- correctly repeat the sentences in two communicative contexts focusing on
asking for and giving reasons for liking animals.
Language
knowledge & - correctly say the phrases and use Why do you like _____? – Because they
skills _____. to ask for and give reasons for liking animals.
- enhance the correct use of Why do you like _____? – Because they _____.
to ask for and give reasons for liking animals in a freer context.
- Communication and collaboration: work in pairs and groups to complete the
Competences learning tasks
- Self-control & independent learning: perform learning tasks
Attributes Show their love for animals and nature

II. RESOURCES AND MATERIALS

- Student’s book: Page 60
- Teacher’s guide: Pages 271, 272, 273
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up – Look, listen and repeat – Listen, point and say – Let’s talk –
PROCEDURES Fun corner & wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up. (5 minutes)
- Greet the class. Encourage pupils to respond to your Whole class
greeting.
Option 1: Whole class
- Spend a few minutes revising the previous lesson by
asking the class to sing the song What are these animals?
- Ask pupils to open their books at page 60 and look at
Unit 19, Lesson 2, Activity 1. Tell pupils what they will
learn in this lesson.
Option 2: Guessing game (PPT)
- Pupils look at the screen the pictures and guess what
these animals are.
- Ask pupils to open their books at page 60 and look at
Unit 19, Lesson 2, Activity 1. Tell pupils what they will
learn in this lesson.
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 for and giving reasons for liking animals
b. Input - Context a:
Ben: What are these animals?
Linh: They’re peacocks.
Ben: I like them.
- Context b:
Linh: Why do you like peacocks?
Ben: Because they dance beautifully.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking for and giving reasons for
liking animals.
d. Procedure Step 1: Ask pupils to look at the pictures and identify the Whole
characters and the animals. class/
Individual
 Step 2: Have pupils look at Picture a. Play the recording work
for them to familiarize themselves with the pronunciation
and stress of the exchange.
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. Pair work
Step 4: Invite a few pairs to stand up to listen to and
repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the question and answer
in Exchange b. Tell them that they are used to asking for
and give reasons for liking animals.
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. (10 minutes)
a. Goal To correctly say the phrases and use Why do you like _____? – Because
they _____. to ask for and give reasons for liking animals.
b. Input - Picture cues:
a. two peacocks dancing
b. four giraffes running
c. two lions roaring
d. three birds singing
- Speech bubbles: Why do you like _____? – Because they _____.
Audio script:
a. dance beautifully
b. run quickly
c. roar loudly
d. sing merrily
a. A: Why do you like peacocks?
B: Because they dance beautifully.
b. A: Why do you like giraffes?
 B: Because they run quickly.
c. A: Why do you like lions?
B: Because they roar loudly.
d. A: Why do you like birds?
B: Because they sing merrily.
c. Outcome Pupils can correctly say the phrases and use Why do you do like _____? –
Because they _____. to ask for and give reasons for liking animals.
d. Procedure Step 1: Have pupils look at the pictures and elicit the names Whole
of the animals and what they are doing. class/
Step 2: Have pupils point to Picture a, listen to the Individual
work
recording and repeat the phrase (dance beautifully). Have
the class repeat the phrase a few times. Repeat the
procedure with the other pictures.
Step 3: Point at the speech bubbles and Picture a and have
pupils listen to and repeat after the recording (Why do you
do like peacocks? – Because they dance beautifully.). Have
the class repeat the exchange a few times. Repeat the same
procedure with the other pictures.
Step 4: Set a time limit for pupils to work in pairs, point to
the pictures, and practice asking and answering the question
Why do you like _____? – Because they _____.
Pair work
Step 5: Invite a few pairs to the front of the class to take
turns pointing at the pictures and asking and answering the
question Why do you like _____? – Because they _____.
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 3. Let’s talk. (10 minutes)
a. Goal To enhance the correct use of Why do you like _____? – Because they
_____. to ask for and give reasons for liking animals in a freer context.
b. Input - Picture cue: a view of wild animals: two peacocks, two giraffes, three
birds and two lions
- Speech bubbles: Why do you like _____? – _____.
c. Outcome Pupils can enhance the correct use of Why do you like _____ ? - Because
they _____. to ask for and give reasons for liking animals in a freer
context.
d. Procedure Step 1: Have pupils look at the picture and elicit the names Whole
of the animals and reasons for liking them. class
Step 2: Get pupils to look at the first speech bubble. Point
at the peacocks and ask them to repeat the question (Why Whole
do you like peacocks?). Elicit an appropriate answer class/
(Because they dance beautifully). Have pupils repeat it a Group
few times. Split the class into two groups to take turns work
asking and answering the question in chorus, pointing at
each group of animals in the picture.
Step 3: Set a time limit for pairs of pupils to practise asking Pair work
and answering the question Why do you do like _____? –
Because they _____. Go around the classroom to offer help
where necessary.
Step 4: Invite some pairs of pupils to the front of the Whole
classroom to take turns asking for and giving reasons for class/Pair
liking animals. work
e. - Performance products: Pupils’ interaction and performance
Assessment - Assessment tools: Observation; questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Piggy bank game (PPT)
- Divide the class into 3 teams.
- Pupils from each team choose a pig, ask and answer the Whole
questions. If the pupils answer correctly, they get the points class/Team
for that question. work
- After 8 pigs, the team with the most points is the winner.
Option 2: Show and tell
- Ask pupils to take out a piece of paper. Whole
- Draw 1 kind of animal they like (What animals? Why do class/
they like them?) Individual
- Call some pupils to come to the board, show their picture work
and tell the whole class the reason why they like that
animal.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 19: THE ANIMAL WORLD

Lesson 2 – Period 4

I. OBJECTIVES
By the end of the unit, pupils will be able to:
- listen to and understand two communicative contexts in which characters
ask for and give reasons for liking animals and circle the correct pictures.
Language - complete two gapped dialogues about reasons for liking animals with the
knowledge & help of picture cues.
skills
- say the names of the animals pupils have learnt in the previous lessons by
playing Guessing animals.
- Communication and collaboration: work in pairs and groups to complete the
Competences learning tasks
- Self-control & independent learning: perform learning task
Show their love for animals and nature
Attributes

II. RESOURCES AND MATERIALS

- Student’s book: Page 61
- Teacher’s guide: Pages 273, 274, 275
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up – Listen and circle - Look, complete and read – Let’s play –
PROCEDURES Fun corner & wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up. (5 minutes)
- Greet the class. Encourage pupils to respond to your Whole class
greeting.
Option 1: Lucky number (PPT) Whole class
- Divide the class into 2 teams (boys and girls). Each team
takes turns to choose a number. They need to ask and
answer with the picture corresponding to that number to
get points.
- The group with more points at the end of the game will be
the winner.
- Praise the winner, encourage the other team.
- Have pupils open their books at page 61 and look at Unit
19, Lesson 2, Activity 4.
Option 2: Speaking
- Spend a few minutes revising the previous lesson by Pair work
inviting a few pairs to the front of the class to take turns
asking for and giving reasons for liking animals.
- Have pupils open their books at page 61 and look at Unit
19, Lesson 2, Activity 4.
PRACTICE
Activity 4. Listen and circle. (5 minutes)
a. Goal To listen to and understand two communicative contexts in which
characters ask for and give reasons for liking animals and circle the
correct pictures.
b. Input Picture cues:
1a. two giraffes eatting
1b. two giraffes running
2a. two peacocks dancing
2b. two peacocks eating
Audio script:
1. A: Look at these animals, Mum. What are they?
B: They're giraffes, dear.
A: I like them.
B: Why do you like giraffes?
A: Because they run quickly.
 2. A: Oh, look at these peacocks.
B: Where?
A: Over there, under the tree. I like them.
B: Why do you like peacocks?
A: Because they dance beautifully
c. Outcome Pupils can listen to and understand two communicative contexts in which
characters ask for and give reasons for liking animals and circle the
correct pictures.
Key: 1. b 2. a
d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole
names of the animals. Draw pupils’ attention to what the class
animals are doing.
Step 2: Play the recording of the first dialogue for pupils to Individual
listen to. Then play the recording again for them to do the work
task. Tell pupils that they need to pay attention to what the
animals are doing and circle the correct picture. They
should circle Picture b (The giraffes are running quickly.).
Repeat the same procedure with the second dialogue.
Step 3: Get pupils to swap books with their partners and
check their answers before checking as a class. Correct the
answers, where necessary.
Extension: If time allows, play the recording, sentence by Pair work
sentence, for the class to listen and repeat individually and
in chorus. Correct their pronunciation where necessary.
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 5. Look, complete and read. (10 minutes)
a. Goal To complete two gapped dialogues about reasons for liking animals with
the help of picture cues.
b. Input Two picture cues and two gapped dialogues to complete
c. Outcome Pupils can complete two gapped dialogues about reasons for liking
animals with the help of picture cues.
Key: 1. lions; Because 2. animals; Why; sing merrily
d. Procedure Step 1: Get pupils to look at Dialogue 1. Ask them the Whole
 names of the animals they see in the picture (lions) and class/
what they are doing. Elicit the missing words from the Individual
picture cue and the context of the sentences. work
Step 2: Repeat Step 1 for Dialogue 2. Elicit the reason why
B likes birds to fill in the gaps.
Step 3: Set a time limit for pupils to do the task
individually.
Step 4: Get pupils to swap books with their partners and Pair work
check their answers before checking as a class. Correct the
answers where necessary.
Extension: If time allows, invite a few pairs to stand up to
take turns reading the roles of the speakers in the completed
exchanges.
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 6. Let’s play. (8 minutes)
a. Goal To say the names of the animals pupils have learnt in the previous
lessons by playing Guessing animals.
b. Input A picture cue showing a teacher describing animals to two teams of
pupils, who are trying to guess the animals
c. Outcome Pupils can say the names of the animals pupils have learnt in the previous
lessons by playing Guessing animals.
d. Procedure Step 1: Invite two teams of three players to the front of the Whole
class. Give an example by describing some physical class/
features of animals for the playing teams to guess. e.g. teamwork
These animals have long necks and legs. What are they?
Step 2: Ask each group to describe animals for the other to
guess.
Step 3: If the guessing team guesses incorrectly, the
describing team gives the correct answer, and gets one
point. Write the correct answer on the board. The game
continues. If the guessing team guesses correctly, they take
over the role of describing. The team with the most points
when the time is up wins the game.
 Step 4: Give a time limit for pupils to play the game.
Step 5: When the game is over, get some pairs of pupils to
take turns asking and answering the question What are Pair work
these animals? and use the animal names on the board as
the answers.
e. - Performance products: Pupils’ interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up (5 minutes)
Option 1: Game: Magic wheel (PPT)
- Divide the class into 2 teams. Whole
- Each team taks turns to spin the wheel. class/
- Pupils in each team ask and answer with the model teamwork
sentence using the given word on the wheel. If they have
got the correct answer, they get points for their team.
Option 2: Game Tic tac toe
- Divide the class into 2 groups. (Group 1 is X, Group 2 is
O.)
Teacher uses flashcards to ask:
Whole
+ What are they?
class/
+ Why do you like them? teamwork
- Pupils in each group have to listen to the question from
the teacher, then answer correctly.
- The first group to get 3 of the marks in a row (up, down,
across, or diagonally) is the winner.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 19: THE ANIMAL WORLD

Lesson 3 – Period 5

I. OBJECTIVES
By the end of the unit, pupils will be able to:
- correctly pronounce the words 'loudly and 'quickly with the stress on the
Language first syllable in isolation and in the sentences These animals are roaring
knowledge & 'loudly. and Those animals are running 'quickly.
skills - identify the target words loudly and quickly while listening.
- say the chant with the correct pronunciation, word stress and rhythm.
- Communication and collaboration: work in pairs and groups to complete the
Competences learning tasks
- Self-control & independent learning: perform learning tasks
Attributes Show their love for animals and nature

II. RESOURCES AND MATERIALS

- Student’s book: Page 62
- Teacher’s guide: Pages 275, 276, 277
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up – Listen and repeat – Listen and circle – Let’s chant
PROCEDURES

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up (5 minutes)
 - Greet the class. Whole class
Game: Guessing game (PPT)
• Pupils look at the hidden pictures on the screen and
guess the animal.
• Pupils raise hands to answer.
• Teacher praises them if the answer is correct, corrects
their pronunciation if necessary.
- Have pupils open their books at page 62 and look at Unit
19, Lesson 3, Activity 1. Tell pupils what they will learn in
this lesson.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. (5 minutes)
a. Goal To correctly repeat the words 'loudly and 'quickly with the stress on the
first syllable in isolation and in the sentences These animals are roaring
'loudly. and Those animals are running 'quickly.
b. Input - The word 'loudly and the sentence These animals are roaring 'loudly.
- The word 'quickly and the sentence Those animals are running 'quickly.
c. Outcome
Pupils can Pupils can correctly repeat the words 'loudly and 'quickly with the stress
on the first syllable in isolation and in the sentences These animals are
roaring 'loudly. and Those animals are running 'quickly.
d. Procedure Step 1: Draw pupils’ attention to the word 'loudly and Whole
the sentence These animals are roaring 'loudly. Play the class
recording and encourage them to point at the word and
the sentence while listening.
Step 2: Play the recording again for pupils to listen and Individual
repeat. Do this several times until pupils feel confident. work
Then invite a few pupils to stand up, listen to and repeat
the word and the sentence.
Step 3: Repeat Steps 1 and 2 for the word 'quickly and
the sentence Those animals are running 'quickly. Go
around the classroom and correct the pronunciation
where necessary.
Step 4: Give pupils a time limit to practise saying the
words 'slowly and 'quickly, and reading the sentences
 These animals are roaring 'loudly. and Those animals
are running 'quickly. in pairs or groups.
e. - Performance products: Pupils’ talks, interaction and answers
Assessment - Assessment tools: Observation; answer keys
PRACTICE
Activity 2. Listen and circle. (10 minutes)
a. Goal To identify the target words loudly and quickly while listening
b. Input Two sentences, each with two answer options
Audio script:
1. These giraffes are moving quickly.
2. Those lions are roaring loudly.
c. Outcome Pupils can identify the target words loudly and quickly while listening.
Answer key: 1. a 2. a
d. Procedure Step 1: Have pupils read the incomplete sentences. Whole
Explain that they have to listen to the recording and class
circle the correct options to complete the sentences.
Explain that both loudly and quickly are stressed on the
first syllable. Check comprehension.
Step 2: Play the recording and have pupils circle the Pair work
correct options. Then get pupils to swap books with their
partners to check their answers before checking as a
class. Correct the answers where necessary.
Whole
Step 3: Invite a few pupils to stand up and read the
class
completed sentences.
e. - Performance products: Pupils’ performance and answers.
Assessment - Assessment tools: Observation; answer key.
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct pronunciation, word stress and rhythm.
b. Input The lyrics and the recording of the chant.
c. Outcome Pupils can say the chant with the correct pronunciation, word stress and
rhythm.
d. Procedure Step 1: Have pupils scan the first verse of the chant, and Whole
elicit how the word loudly is stressed (on the first class
 syllable). Check pupils’ comprehension. Encourage them
to point at the picture to reinforce their understanding. I
Step 2: Play the recording. Get pupils to listen to and
repeat the first verse, line by line. Show them how to chant
and clap their hands.
Step 3: Play the recording of the first verse again for Individual
pupils to do choral and individual repetition. work
Step 4: Repeat Steps 1, 2 and 3 for the second verse of the
chant. Go around the classroom and offer help where
necessary.
Extension: If there is enough time, split the class into two
groups to take turns chanting and clapping their hands. Group
work
Each of the groups should say one verse of the chant. Then
invite some groups to the front of the class to chant and
clap their hands.
e. - Performance products: Pupils’ interaction and performance
Assessment - Assessment tools: Observation
Fun corner and wrap-up (5 minutes)
Game: Bang!
Materials: A small piece of paper, a shoe box or a coffee
can. Individual/
- Write some words related to the topic ‘the animal world’ team work
on pieces of paper and fold them in half. Also add a few
cards written "BANG!".
- Pupils take turns picking cards. If they read the word
correctly, they get to keep the piece of paper. If they draw a
BANG!, they have to yell BANG! and then return all their
cards (except the BANG! card) to the can/box.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 19: THE ANIMAL WORLD

Lesson 3 – Period 6

I. OBJECTIVES
By the end of the unit, pupils will be able to:
- read and show understanding of a paragraph by answering four questions
about it.
Language - write a short paragraph about a visit to the zoo, their favourite animals
knowledge & and the reasons why they like these animals with the help of the suggested
skills questions and an incomplete paragraph.
- collect or draw pictures of favourite animals at home and present them to
the class by using the target language.
- Communication and collaboration: work in pairs and groups to complete the
Competences learning tasks
- Self-control & independent learning
Attributes Show their love for animals and nature
II. RESOURCES AND MATERIALS
- Student’s book: Page 63
- Teacher’s guide: Pages 277, 278, 279
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up – Read and write the answers – Let’s write – Project – Fun
PROCEDURES time & wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up (5 minutes)
- Greet the class. Whole class
Option 1: Collect the candies (PPT)
- Pupils compete in two teams, answer questions to get Team work
candies. Pupils from each team take turns to choose a
number, and the teacher clicks on the number to go to the
question.
- Pupils get candies for each correct answer.
- Once finished, have pupils open their books at page 63
and look at Unit 19, Lesson 3, Activity 4.
Option 2: Let’s chant
- Spend a few minutes revising the previous lesson by
inviting two groups of three pupils to the front of the class
to take turns saying the chant and clapping their hands.
- Have pupils open their books at page 63 and look at Unit
19, Lesson 3, Activity 4.
PRACTICE
Activity 4. Read and write the answers. (5 minutes)
a. Goal To read and show understanding of a paragraph by answering four
questions about it.
b. Input A paragraph about animals and four questions
c. Outcome Pupils can read and show understanding of a paragraph by answering
four questions about it.
Key:
1. They are at the zoo.
2. They want to see the animals.
3. Because they have long necks and legs. They can run very quickly.
4. Because they sing merrily.
d. Procedure Step 1: Have pupils read the questions carefully. Tell Whole
them to read Question 1 and pay attention to key words class
such as Where, Ben and his friends. Then they should
scan the paragraph for relevant information.
Step 2: Repeat Step 1 for Questions 2, 3 and 4. Set a Individual
 time limit for pupils to do the activity independently. Go work
around the classroom and offer help where necessary.
Step 3: Get pupils to swap books with their partners and Pair work
check the answers before checking as a class.
Step 4: Invite some pairs to take turns asking and
answering the questions.
e. - Performance products: Pupils’ answers and interaction.
Assessment - Assessment tools: Observation; Questions & Answers
PRODUCTION
Activity 5. Let’s write. (10 minutes)
a. Goal To write a short paragraph about a visit to the zoo, their favourite animals
and the reasons why they like these animals with the help of the
suggested questions and an incomplete paragraph.
b. Input - The title and some suggested questions.
- An incomplete paragraph with the two guiding sentences.
c. Outcome Pupils can write a short paragraph about a visit to the zoo, their favourite
animals and the reasons why they like these animals with the help of the
suggested questions and an incomplete paragraph.
Suggested answer: It is a sunny Sunday. My brother / sister and I are at
the zoo because we want to see the zoo animals. My brother likes the
giraffes very much because they are beautiful with long legs. They can
run very quickly. I like the peacocks because they have many colours.
They can dance beautifully.
d. Procedure Step 1: Tell pupils what they are going to do: write a Whole
paragraph about a visit to the zoo. Remind them to pay class/
attention to their favourite zoo animals and the reasons why Individual
they like these animals.
Step 2: Ask pupils to read the title and the guiding
sentences to focus on the topic of the paragraph. Then have
them write the answer to the first suggested question to
complete the second sentence of the paragraph. Get pupils
to continue writing with the help of the suggested questions.
Step 3: Set a time limit for pupils to write the paragraph
independently. Go around the classroom and offer help
where necessary.
Step 4: Get pupils to swap books with their partners and
check their writing in pairs or groups before checking as a Pair work
class.
e. - Performance products: Pupils’ writing
Assessment - Assessment tools: Observation; sample writing
PRODUCTION
Activity 6. Project (10 minutes)
a. Goal To collect or draw pictures of favourite animals at home and present
them to the class by using the target language.
b. Input A picture showing a boy presenting his project using a picture of lions
c. Outcome Pupils can collect or draw pictures of favourite animals at home and
present them to the class by using the target language.
d. Procedure Step 1: Explain that each pupil has to show a simple Whole
picture of their favourite animals (e.g. lions) which they class
have prepared at home as homework. They will tell the
class about the animals in the picture and the reasons why
they like them.
Step 2: Have pupils work in groups of six. Each pupil Group
shows his / her picture to the group and describes what the work
animals in his / her picture are, and tells why he / she likes
these animals.
Step 3: Invite a few pupils to show their pictures and tell Whole
the class about the animals and the reasons why they like class/
these animals in front of the class, e.g: These are lions. I Individual
like them because they roar loudly. Have the rest of the work
class comment and praise their friends’ performance.
e. - Performance products: Pupils’ presentation and interaction
Assessment - Assessment tools: Observation
Fun corner and wrap-up (5 minutes)
Game: Sentence Puzzle Whole
- Divide the class into groups of four. class
- Give each group a sentence that is broken/cut into pieces.
- Ask them to arrange them to make a complete sentence,
then read it aloud.
- The group that makes it first will be the winner.