WEEK 14

(Từ ngày 09 tháng 12 năm 2024 đến ngày 13 tháng 12 năm 2024)
GRADE 4: 4A4, 4A5
UNIT 8: MY FAVOURITE SUBJECTS
Lesson 2 – Period 3
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,
knowledge & a maths teacher, a painter and a singer in relation to the topic “My
skills favourite subjects”;

– use What’s your favourite subject? – It’s _____. to ask and answer
questions about someone’s favourite subject;

– use Why do you like _____? – Because I want to be _____. to ask

for and give reasons for liking a school 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
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Page 58
- Audio tracks 82, 83
- Teacher’s guide: Pages 105-107
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s
PROCEDURE talk – Wrap up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
- Greet the class and encourage pupils to respond to your
greeting.

Option 1: Spend a few minutes revising the previous Whole class/

lesson by asking the class to sing the song My Individual
favourite subject. work

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 for and giving
reasons for liking a school subject, English.
b. Input – Context a:
Mary: What’s your favourite subject, Nam? Nam: It’s English.

– Context b:

Mary: Why do you like English?

Nam: Because I want to be an English teacher.

c. Outcome Pupils can understand and correctly repeat the sentences in two communicative
contexts focusing on asking for and giving reasons for liking a school subject,
English
d. Procedure Step 1: Ask pupils to look at Pictures a and b, and Whole class
identify the characters and the reason why Nam
likes English. Individual
work
Step 2: Ask pupils to look at Picture a. Play the
recording for them to listen.

Step 3: Play the recording again, sentence by

sentence, for pupils to listen and repeat individually Whole class
and in chorus. Correct their pronunciation where
necessary. Repeat the same procedure with Picture Pair work
b.
Whole class
Step 4: Invite a few pairs to stand up to listen to Pair work
and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to Exchange b:

Why do you like English? – Because I want to be an
English teacher. Tell pupils that they are used to
ask for and give reasons for liking a school subject,
English.

Extension: Invite a few pairs of pupils to ask and answer about

their favourite subjects.
e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and phrases and use Why do you
like ______? – Because I want to be _____. to ask for and give
reasons for liking a school subject, English.
b. Input – Picture cues:
a. Nam saying the reason why he likes English. He wants to be
an English teacher. b. Mary saying the reason why she likes
music. She wants to be a singer.
 c. Linh saying the reason why she likes art. She wants to be a
painter.
d. Bill saying the reason why he likes maths. He wants to be a
maths teacher.
– Speech bubbles: Why do you like ______? – Because I want to
be _____.
Audio script:
a. English / an English teacher b. music / a singer
c. art / a painter d. maths / a maths teacher

a. A: Why do you like English?

B: Because I want to be an English teacher.

b. A: Why do you like music?

B: Because I want to be a singer.

c. A: Why do you like art?

B: Because I want to be a painter.

d. A: Why do you like maths?

B: Because I want to be a maths teacher.
c. Outcome Pupils can correctly say the words and phrases and use Why
do you like English? – Because I want to be _____. to ask for and
give reasons for liking a school subjects in a freer context.
d. Procedure Step 1: Have pupils look at the pictures, and elicit Whole
the reason why each pupil likes his / her favourite class/
subject. Individual
work
Step 2: Have pupils point at Picture a, listen to the Individual
recording and repeat the word / phrase (English / work
an English teacher). Have them repeat the word /
Whole class
phrase a few times. Repeat the same procedure
with the other three pictures.
Whole
Step 3: Point at the first bubble and have pupils class/
listen to and repeat after the recording (Why do Individual
you like English?). Point at Picture a and have work
pupils listen to and repeat the question and answer Pair work
(Why do you like English? – Because I want to be Whole
an English teacher.). Have the class repeat the class/ Pair
exchange a few times. Repeat the same procedure work
with the other three pictures.

Step 4: Set a time limit for pupils to work in pairs,

point at the pictures, and practise asking and
answering Why do you like _____? – Because I want
to be _____.

Step 5: Invite a few pairs to the front of the class

to take turns pointing at the pictures, asking and
answering Why do you like _____? – Because I want
to be _____.
e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Why do you like _____? –
Because I want to be _____. ask for and give reasons for liking a
school subjects in a freer context.
b. Input – Picture cue: Four pupils with textbooks in hand asking each
other for and giving reasons for liking a school subject

– Speech bubbles: Why do you like ______? – _____.

c. Outcome Pupils can enhance the correct use of Why do you like ______? –
Because I want to be _____. to ask for and give reasons for
liking a school subjects in a freer context.
d. Procedure Step 1: Have pupils look at the picture and Whole
explain that a group of four pupils are in the class/
playground. Each of them is taking in hand the Individual
textbook of his / her favourite subject and imagines work
what they will be in the future. Get pupils to look at Whole
the first girl with black hair with the art textbook class/
and ask pupils to identify her favourite subject (art) Individual
and what she want to be in the future (painter). work
Then divide the class into two groups to role-play
the girl and an interviewer. Pair work

Step 2: Repeat the same procedure with the rest Pair work
of three pupils in the picture.
Step 3: Set a time limit for pairs of pupils to
practise asking and answering the question

Why do you like______? – _____. Go around the

classroom to offer help where necessary. Step 4:
Invite pairs of pupils to the front of the classroom
to take turns asking for and giving reasons why
they like the subject.

Praise pupils if they perform well.

e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes
Option 1: Play the game ppt
Option 2: Action game
Round 1: Divide pupils into groups of 6, ask them to take turns Whole
draw to the air or act without saying a word to show their class/ …
guessing about their friends’ favourite subject for example
English, Vietnamese, maths, music, IT, PE. Round 2: each pupil
takes turns to ask the friend on their left hand “Why…. “ the
being asked answers “because I….”. Count the same subject
interests and report the teacher when she/ he attends the group.
Option 3: Sing along. Divide pupils into groups of ten. Line
face-to-face. One line takes turns to ask five friends standing
opposite “Why…” and waits for their friends to answer. When
all members of a line complete asking, the first pupil moves to
the opposite line. The game starts again. Until all members
complete asking and answering. The game is over. This aims to
practice the fluency when asking and answering questions.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 8: MY FAVOURITE SUBJECTS

Lesson 2 – Period 4
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 maths
knowledge & teacher, a painter and a singer in relation to the topic “My favourite subjects”;
skills
– use Why do you like _____? – Because I want to be _____. to ask for and give
reasons for liking a school 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
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Page 59
- Audio tracks 84
- Teacher’s guide: Pages 107-109
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. Warm-up and review – Listen and number- Look, complete and read –Let’s
PROCEDURE sing- Wrap up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the greeting.
Option 1:
Whole class/
Spend a few minutes revising the previous lesson by inviting a Individual
few pairs to the front of the class to take turns asking for and work
giving reasons why they like a school subject with Why do you
like ____? – Because I want to be ____.

Option 2: ppt- Q-A with pictures

Option 3: Ask pupils to draw anything related to their favourite
subjects and ask their friends to guess their favourite subjects.
EXPLORATION
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils gives
reasons why they like the school subject, and number the correct pictures.

b. Input Picture cues:

a. A male singer singing b. A female painter working
c. An English teacher writing d. A maths teacher writing

Audio script:
1. A: Why do you like art?

B: Because I want to be a painter.

2. A: Why do you like maths?

B: Because I want to be a maths teacher.

3. A: Why do you like music?

B: Because I want to be a singer.

4. A: Why do you like English?

B: Because I want to be an English teacher.

c. Outcome Pupils can listen to and understand four communicative contexts in which
pupils gives reasons why they like the school subject, and number the correct
pictures.
d. Procedure Step 1: Have pupils look at each picture. Elicit the favourite Whole class
subject and the reason for liking it. Draw pupils’ attention to the Individual
box in the bottom right hand corner of each picture. work
Whole class
Step 2: Play the recording of the first sentence. Tell pupils that
they will need to pay attention to the reason why each speaker Pair work
likes a school subject and look for it among the pictures. Ask
pupils to listen and number the correct picture (1 for picture b). Whole class
Play the recording again for pupils to check their answer.
Pair work
Step 3: Play the recording for pupils to listen and number the
rest of the boxes.
Step 4: Set a time limit for pupils to swap books with their
partners and check their

answers before checking as a class. Correct their answers, where

necessary.
Step 5: Play the recording again for pupils to double-check their
answers if necessary.

Key: 1. b 2. d 3. a 4. c

Extension: If time allows, play the recording, sentence by

sentence, for pupils to listen and repeat individually and in
chorus. Correct their pronunciation where necessary.
e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

KNOWLEDGE CONSTRUCTION
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete two dialogues about their favourite subjects and the reasons why
pupils like them with the help of picture cues.
b. Input Two picture cues with two gapped dialogues to complete.

c. Outcome Pupils can complete two dialogues about their favourite subjects and the
reasons why they like them with the help of picture cues.
d. Procedure Step 1: Have pupils look at Picture 1. Ask them what the girl Whole
and the boy are doing in the picture. Elicit the missing words class/
from the Exchange 1 (Why, painter). Repeat the same procedure Individual
with Picture 2. work
Individual
Step 2: Set a time limit for pupils to do the task individually. work
Step 3: Get pupils swap books with their partners and check the
answers before Whole class

checking as a class. Correct their answers, where necessary. Whole class

Extension: If time allows, invite a few pairs to stand up and
read the sentences aloud.
e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

PRACTICE

Activity 6. Let’s play. Whispering game 8 minutes

a. Goal To review asking for and giving reasons for liking a subject by playing the
game Whispering.
b. Input A picture cue: the teacher conducting two teams of pupils playing the game.
The teacher giving a message written on a slip of paper to each first player of
each line.
c. Outcome Pupils can review asking for and giving reasons for liking a subject by playing
the game Whispering.
d. Procedure Step 1: The teacher prepares a few slips of paper, on each Whole
written a message which can be a sentence or a question about a class/
favourite subject or the reason for liking a subject. Individual
work
Step 2: Divide players into two lines of five or six. When the Whole
game begins, the teacher whispers the message on a slip of paper class/
to the first player of each line and gives the paper to him/her for Individual
checking later if necessary. As long as the teacher finishes with work
all the lines, he/she says aloud: Go! The first player of each line
begins to whisper the message to the second player, and the Pair work
second player passes the message to the third until it reaches the
last player of the line. Then the last player writes the message on Pair work
a slip of paper to hand in for checking. If the message is correct,
the team gets one point and the message is read aloud by the
team. The team with the most points is the winner.
 Step 3: Give pupils time to play the game for several rounds.
The teacher moves around the class to check and offer help
where necessary.

Step 4: When the game is over, all the messages are written on
board for the class to ask for and give reason for liking a subject.
e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes
Option 1:ppt
Option 2: Guess who?
Call some pupils to write down or draw their favourite subject, Whole
class/ …
describe the word/ drawing and ask the rest to guess the subject
and who likes it.
Option 3: “We can READ you” game
collect all questions in the unit from lesson 1 to this period,
call one pupil, ask him or her to pick up randomly a friend to ask
questions from the list, the whole class guesses his favourite
subject basing on his/ her answer. Remind the interviewee to
invent their favourite subject to make the game more fun.

UNIT 8: MY FAVOURITE SUBJECTS

Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly pronounce the sounds of the letters ke and te in
knowledge & isolation, in the words like and write, and in the sentences I like
skills English. and Let's write.;

– use the words and phrases art, music, PE, IT, an English teacher,
a maths teacher, a painter and a singer in relation to the topic “My
favourite subjects”;

– use Why do you like _____? – Because I want to be _____. to ask

for and give reasons for liking a school 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
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Page 60
 - Audio tracks 85. 86, 87
- Teacher’s guide: Pages 99-111
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. Warm-up and review – Listen and repeat- Listen and circle- Let’s chant –
PROCEDURE Wrap up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the greeting.

Spend a few minutes revising the previous lesson

by inviting a few pairs to ask for and give reasons Whole class/
why they like a school subject. Individual
work

Option 1: lip- reading game

guide pupils to pronounce without making sound
divide them into groups
each pupil takes turns to pronounce without making sound
while the rest guess the sound
Option 2: ppt
EXPLORATION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters ke and te in
isolation, in the words like and write, and in the sentences I
like English. and Let's write. with the correct pronunciation and
intonation.
b. Input – The letter ke, the word like and the sentence I like English. –
The letters te, the word write and the sentence Let's write.

c. Outcome Pupils can correctly repeat the sounds of the letters ke and te
in isolation, in the words like and write, and in the sentences I
like English. and Let's write. with the correct pronunciation and
intonation.
d. Procedure Step 1: Have pupils look at the letters ke, listen to Whole class
the recording and repeat the letters until they feel
confident. Correct the pronunciation where Individual
necessary. work
Step 2: Have pupils point at the word like, listen to
the recording and repeat the word until they feel
confident. Monitor the activity and offer help where
necessary. Whole class

Step 3: Get pupils to point at the sentence I like Pair work

English, listen to the recording and repeat it several
 Whole class
times. Then invite a few pupils to stand up, listen to Pair work
and repeat the sentence.

Step 4: Repeat Steps 1 to 3 for the letters te, the

word and the sentence in line 2. Go around the
classroom and correct the pronunciation where
necessary.

Step 5: Give pupils a time limit to practise

pronouncing the letters, saying the words, and
reading the sentences in pairs or groups.
e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

KNOWLEDGE CONSTRUCTION
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words like and write while listening.

b. Input Two sentences, each with three options to choose Audio

script:
1. I like music.

2. I write in English.
c. Outcome Pupils can identify the target words like and write while
listening.
d. Procedure Step 1: Tell pupils that they are going to listen to Whole
the recording and circle the correct options. Get class/
them to read the options and guess the sentences Individual
they may hear in the recording. work
Individual
Step 2: Play the recording for pupils to listen. Play work
the recording again for pupils to listen and circle
Whole class
the correct options.

Step 3: Tell pupils to swap books with a partner, Whole

then check the answers together as a class. Write class/
the correct answers on the board. Individual
work
Step 4: Play the recording again for pupils to
double-check their answers. Extension: Invite one
or two pupils to stand up, listen to and repeat the
sentences.

Key: 1. a 2. c
e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

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 the correct pronunciation and rhythm.
d. Procedure Step 1: Have pupils scan the first stanza of the Whole
chant, and elicit the word ending with ke (like). class/
Check pupils’ comprehension of first stanza of the Individual
chant. work
Whole
Step 2: Play the recording. Get pupils to listen to class/
and repeat the first stanza, line by line. Show them Individual
how to chant and clap their hands. work
Step 3: Play the recording of the first stanza again Pair work
for pupils to do choral and individual repetition.
Pair work
Step 4: Repeat Steps 1 to 3 for the second stanza
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. Each of the groups should sing one
verse of the chant. Then invite some groups to the
front of the class to chant and clap hands.

Praise pupils if they perform well.

e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes
Option 1: Play the game from
https://www.gamestolearnenglish.com/spelling-bee/ Whole
Option 2: Cross-word game class/ …
Option 3: ppt
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 8: MY FAVOURITE SUBJECTS

Lesson 3 – Period 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use Why do you like _____? – Because I want to be _____. to ask
knowledge & for and give reasons for liking a school subject;
skills
– 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;

– do a survey on their classmates’ favourite subjects and the

reasons why they like these subjects and present it to their
classmates at Project time in Lesson 3.;.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Page 61
- Teacher’s guide: Pages 111, 112
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. Warm-up and review – Read and complete- Let’s write- Project – Wrap up
PROCEDURE

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Option 1: Greet the class and encourage pupils to respond to
the greeting. Spend a few minutes revising the
previous lesson by inviting two groups of three to
the front of the class to take turns saying the two Whole class/
verses of the chant and clapping their hands. Individual
work
Option 2: Chanting competition:
play the audio 87 and pick up some volunteers to chant, the rest
 vote for the better singer.

Option : ppt
EXPLORATION
Activity 4. Read and complete. 5 minutes
a. Goal To read a paragraph and decide whether the sentences are
true or false.

b. Input – A paragraph about Peter and his school subjects

– Four sentences with True and False boxes.

c. Outcome Pupils can read a paragraph and decide whether the sentences
are true or false.
d. Procedure Step 1: Have pupils read all the sentences under Whole class
the paragraph. Tell them to read Sentence 1 and
pay attention to the keywords name and Peter, Individual
then scan the paragraph for the information. If it is work
the same, they should put a tick in the True box. If
the information is not the same, they should put a
tick in the False box. Whole class
Pair work
Step 2: Repeat Step 1 for Sentences 2, 3 and 4.
Set a time limit for pupils to do the activity
independently. Go around the classroom and offer
help where necessary.

Step 3: Get pupils to swap books with their

partners and check their answers before checking
as a class.

Step 4: Invite some pupils to stand up and read

the paragraph aloud.

Key: 1. True 2. False 3. True 4. False

e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

KNOWLEDGE CONSTRUCTION
Activity 5. Let’s write. 10 minutes
a. Goal To read, understand and complete a paragraph about their
favourite subjects.
b. Input An incomplete paragraph with four gaps.

c. Outcome Pupils can read, understand and complete a paragraph about

their favourite subjects.
d. Procedure Step 1: Tell pupils what they are going to do. Then Whole
get them to read the incomplete paragraph. Elicit class/
what the paragraph is about (someone’s favourite Individual
subject and the reason why he / she likes it). work
Remind them to pay attention to the context (the Individual
words before and after the blanks) in the sentences work
 before completing them with appropriate Whole class
information.
Whole
Step 2: Get pupils to fill the first gap with their class/
name as an example. Individual
Step 3: Set a time limit for pupils to complete the work
paragraph independently. Go around
Pair work
the classroom and offer help where necessary.

Step 4: Get pupils to swap books with their

partners and check the answers in pairs or groups
before inviting a few pupils to stand up and read
their writing aloud.

Extension: Invite a few pupils to read their completed texts in

front of the class.
e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 6. Project. 8 minutes
a. Goal To do a survey on their classmates’ favourite subjects and the
reasons why they like these subjects and present them to the
class
b. Input Picture: Mary presenting the result of her survey of favourite
subjects to the class.
c. Outcome Pupils can do a survey on their classmates’ favourite subjects
and the reasons why they like these subjects and present them
to the class.
d. Procedure Step 1: Get pupils to work in groups to show their Whole
surveys on their classmates’ favourite subjects and class/
the reasons why they like these subjects which Individual
they have prepared at home as homework. They work
will tell the class about their avourite subjects and Whole
the reasons why they like them. class/
Individual
Step 2: Invite a pupil to the front of the class to work
model the presentation. Observe and offer help
with the presentation language where necessary. Pair work
Put the key presentation language on the board
e.g. Look at Bill. His favourite subject is maths. He Pair work
likes it because he wants to be a maths teacher.
Have the pupils repeat the language a few times to
help them feel confident when they present the
project before an audience.

Step 3: Set a time limit for pupils to present the

project in their groups Each pupil shows his / her
survey to the group and describes his / her
classmates’ favourite subjects and the reasons why
 they like them.

Step 4: Invite a few pupils to the front of the class

to present their projects. Encourage the class to
cheer the presenters.

e. Assessment - Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes
Option 1: Play the game
Option 2: singing along with TPR
say some subjects, using TPR technique to guide pupils how to Whole
sing with TPR class/
individuals/
Random pupils are called to sing without sound.
groups
The rest can guess the name of the subject or job
Option 3: ppt
GRADE 5: 5A1,5A2,5A5,5A6
UNIT 8: IN OUR CLASSROOM
Lesson 2 - Period 3

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions
about possession.
- correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession.
- use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about possession correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their 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
- Pupil’s book: Page 58
- Audio tracks 80, 81
- Teacher’s guide: Pages 120, 121
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the structures Where are the ______? - They’re _____. to ask and answer questions about the locations of school
things.
b. Content
- Game: Sentence Building
c. Expected outcomes
- Pupils can make and say the structures Where are the ______? - They’re _____. to ask and answer questions about the locations
of school things correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Sentence Building (ppt)
- Tell pupils that they are going to play - Pupils listen to the teacher’s Word cards:
the game Sentence Building in groups of explanation. 0. pictures / are / the / Where / ? /
four or five. 1. bookcase / the / pictures / are /
- Nominate one pupil in each group as a - Pupils follow the leader. above / The / . /
leader. The leader says a sentence and the 2. in front of / The / are / pencil
other group members have to stand in a case / books/ the / . /
line, holding the word cards to make a 3. under / are / The / desk / the /
sentence. For example: Where are the erasers / . /
pictures? 4. under / chair / The / rulers / are
- Set a time limit for the groups to play / the / . /
 the game. - Pupils play the game.
- Invite two groups to the front of the
class to play the game. - Two groups come to the front
- Have the class give comments and of the class to play the game.
announce the winner. The group that - Pupils give comments and
makes the most correct sentences will announce the winner.
win.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions
about possession.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering
questions about possession.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 80)
Step 1: Have pupils look at Pictures a - Pupils look at Pictures a and b - Context a:
and b and identify the characters and the and identify the characters and Mai asking Nam if this is his
locations of school things. the locations of school things. crayon
Step 2: Ask pupils to look at Picture a. - Pupils look at Picture a and Mai: Excuse me? Is this your
Play the recording of Context a for them listen to the recording. Pupils crayon?
to listen. Play the recording again, listen to the recording again, Nam: No, it isn’t.
sentence by sentence, for pupils to listen sentence by sentence, and repeat. - Context b:
and repeat. Correct their pronunciation Mai asking Nam whose crayon
where necessary. this is, and he answers that it’s
Step 3: Follow the same procedure with - Pupils follow the teacher’s Linh’s
Picture b. instructions with Picture b. Mai: Whose crayon is this?
Step 4: Play the recording again for - Pupils listen to the recording Nam: It’s Linh’s.
pupils to listen and repeat in chorus again and repeat in chorus Mai: Thank you.
sentence by sentence. sentence by sentence.
Step 4: Invite a few pairs to the front of - Pairs of pupils come to the front
the classroom to listen and repeat the of the classroom to listen and
sentences in the recording. repeat the sentences in the
Step 5: Draw their attention to the recording.
question Whose crayon is this? and the - Pupils pay attention to the
answer It’s Linh’s. Tell pupils that they question and answer and listen to
are the question and answer about the teacher’s explanation.
possession. - Pairs of pupils act out the
Extension: Invite a few pairs of pupils to conversations in front of the
act out the conversations in front of the class.
class.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 81)
Step 1: Have pupils look at Pictures a, b, - Pupils look at Pictures a, b, c - Picture and word cues:
c and d and elicit the names of characters and d and say the names of a. Mary’s glue stick, and the
and their school things. characters and their school words glue stick / Mary’s
Step 2: Have pupils point at Picture a, things. underneath
listen to the recording and repeat the - Pupils point at Picture a, listen b. Bill’s crayon, and the words
words (glue stick / Mary’s). Point at the to the recording and repeat the
 bubbles and Picture a again and have words. Pupils listen and repeat crayon / Bill’s underneath
pupils listen and repeat after the after the recording. c. Nam’s set square, and the
recording (Whose glue stick is this? - It’s words set square / Nam’s
Mary’s.) underneath
Step 3: Follow the same procedure with
the other three pictures. Have the class - Pupils follow the teacher’s d. Mai’s pencil sharpener, and the
listen to and repeat the questions and instructions with the other three words pencil sharpener / Mai’s
answers a few times. pictures. Pupils repeat the underneath
Step 4: Have pairs practise asking and questions and answers a few
answering Whose ____ is this? - It’s times. - Speech bubbles:
____. using picture cues. - Pairs of pupils practise asking Whose ___is this? - It’s ___.
Step 5: Invite a few pairs to point at the and answering, using picture Audio script:
pictures and say the questions and cues. a. glue stick / Mary’s
answers in front of the class. - Pairs of pupils point at the b. crayon / Bill’s
Extension: Have pupils look at the pictures and say the questions c. set square / Nam’s
pictures again. One half of the class and answers in front of the class. d. pencil sharpener / Mai’s
should ask questions and the other half One half of the class asks a.
should answer. Then, switch roles. questions and the other half A: Whose glue stick is this?
answers, then switches roles. B: It’s Mary’s.
b.
A: Whose crayon is this?
B: It’s Bill’s.
c.
A: Whose set square is this?
B: It’s Nam’s.
d.
A: Whose pencil sharpener is this?
B: It’s Mai’s.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ attention to the - Pupils look at the pictures. - Picture cue: Minh holding a set
pictures. Ask questions to help them Pupils answer the questions to square, Mary holding a crayon,
identify the context (see Input). identify the context. Linh holding a pencil sharpener,
Step 2: Put pupils into pairs and - Pupils work in pairs and ask Bill holding a glue stick
encourage them to ask and answer and answer questions about - Speech bubbles:
questions about possession. Go around possession. Is this your ____? - _____.
the classroom to offer support where Whose ____ is this? - ____.
necessary. Suggested answer:
Step 3: Invite a few pairs to the front of - Pairs of pupils come to the – A: Is this your set square?
the class to perform their conversations. front of the class to perform their B: No, it isn’t.
Praise pupils if they perform well. conversations. A: Whose set square is this?
B: It’s Minh’s.
- A: Is this your crayon?
B: No, it isn’t.
A: Whose crayon is this?
B: It’s Lucy’s.
- A: Is this your pencil
sharpener?
B: No, it isn’t.
A: Whose pencil sharpener is
this?
B: It’s Linh’s.
 – A: Is this your glue stick?
B: No, it isn’t.
A: Whose glue stick is this?
B: It’s Bill’s.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Flashcard walk
- Place several flashcards (glue stick, crayon, set square, pencil sharpener) on the classroom floor.
- Divide the class into two groups.
- Have pupils from each group come up the front.
- Play some music and have the pupils walk around the flashcards.
- Stop the music and say the name of one flashcard.
- Have the pupils pick up the correct flashcard and make a question for another pupil to answer.
E.g. Pupil A: Whose crayon is it?
Pupil A invites another pupil of his/ her group to answer that question. Pupil B:
It’s Mai’s.
- Give the first group to make a correct sentence at one point.
- The group with more points wins the game.
* Option 2: Game: Disappear! (ppt)
- Prepare some pictures (glue stick, crayon, set square, pencil sharpener) and word cards.
- Show the pictures and word cards on the board. Have pupils read all the words.
- Disappear one picture and one word card. Have a pupil come to the board and write the correct word. If he/ she writes it
correctly, he/ she will choose the next pair. If he/ she writes it incorrectly, the teacher will show the picture and the word on the
board again.
- Praise pupils if they write the words correctly.
 Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
UNIT 8: IN OUR CLASSROOM
Lesson 2 - Period 4

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand two communicative contexts in which characters ask and answer questions about the locations of school
things and possession and tick the correct pictures.
- complete two gapped exchanges with the help of picture cues.
- revise target words about possession and school things by playing the game Whose pen is this?
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform listening, reading and writing tasks.
3. Attributes
- Show their 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
- Pupil’s book: Page 59
- Audio track 82
- Teacher’s guide: Pages 122, 123, 124
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the sentence structures Whose ____ is this? - It’s ____. to ask and answer questions about possession.
b. Content
- Game: Flower picking game
c. Expected outcomes
- Pupils can correctly say the sentence structures Whose ____ is this? - It’s ____. to ask and answer questions about possession.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Flower picking! (ppt)
- Tell pupils that they are going to pick - Pupils listen to the teacher’s Pictures (glue stick, crayon, set
up the flowers, then look at the things explanation. square, pencil sharpener)
and ask and answer questions about Structures:
possession. Whose___ is this?
- Divide the class into two groups. Two - It’s ____.
pupils from each group will play the - Pupils work in two groups.
game in turns. Two pupils from each group will
- If pupils ask and answer the questions play the game in turns.
correctly, they will get points for their
group.
- Continue the game until all the flowers - Pupils continue playing the
are picked. game until all the flowers are
- The group with more points wins the picked.
game. Praise the winner. - Pupils praise the winner.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand two communicative contexts in which characters ask and answer questions about the locations of
school things and possession and tick the correct pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which characters ask and answer questions about the
locations of school things and possession and tick the correct pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and tick. (Track 82)
Step 1: Draw pupils’ attention to - Pupils look at the Pictures 1a, - Picture cues:
Pictures 1a, 1b and 1c. Ask questions to 1b and 1c and identify the 1a. three pencils on a desk
help them identify the locations of the locations of the three crayons. 1b. three pencils under a desk
three crayons. - Pupils listen to the recording to 1c. three pencils in a pencil case
Step 2: Play the recording for pupils to do Question 1 by ticking the 2a. Linh’s set square
do Question 1 by ticking the right right picture. 2b. Nam’s set square
picture. - Pupils do the same procedure 2c. Mary’s set square
Step 3: Follow the same procedure with with Question 2 Audio script:
Question 2. (Pictures 2a, 2b and 2c.) - Pupils swap books with a 1.
Step 4: Tell pupils to swap books with a partner, then check answers as a A: Excuse me. Are these your
partner, then check answers as a class. class. Pupils listen to the crayons?
Write the correct answers on the board. recording again to double-check B: Yes, they are.
Play the recording again for pupils to their answers. A: Where are my crayons?
double-check their answers. - Pupils raise their hands when B: Look! They’re there, under
Extension: Read Conversation 1 aloud they find the different the desk.
but change specific information. For information. A: Thank you.
example: 2.
A: Excuse me. Are these your crayons? A: Is this your set square?
B: Yes, they are. B: No, it isn’t.
A: Where are my crayons? A: Whose set square is this?
B: Look! They’re there, on the desk. B: Let me see. It’s Linh’s.
A: Thank you. * Key: 1. b, 2. a
- Have pupils raise their hands when the
information is different. Invite a pupil to
correct the information.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete two gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete two gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Have pupils look at the pictures. - Pupils look at the pictures and - Two picture cues
Get them to identify the locations of the identify the locations of the - Two gapped exchanges to
school things in the pictures. school things in the pictures. complete
Step 2: Have pupils look at the two - Pupils look at the two gapped * Key: 1. It’s; under,
gapped exchanges. Draw their attention exchanges, paying attention to 2. Whose; Where’s; school
to the missing words. the missing words. bag
Step 3: Model Exchange 1. Have pupils - Pupils follow the teacher
look at the first gap. Ask them what word demonstrating Exchange 1.
is missing (It’s). Then have them
complete the sentence (It’s Phuong
Nga’s.). Get them to guess the missing
word in the second gap (under).
Step 4: Follow Step 3 for Exchange 2.
Step 5: Get pupils to swap books with a - Pupils follow the teacher’s
partner and check their answers before instructions to do Exchange 2.
checking as a class. Ask a few pairs to - Pupils swap books with a
read the completed exchanges aloud. partner and check their answers
before checking as a class. Pairs
of pupils read the completed
exchanges aloud.

e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To revise target words about possession and school things by playing the game Whose pen is this?
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
- Pupils can revise target words about possession and school things by playing the game Whose pen is this?
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s play.
- Pupils listen to the teacher’s A picture of four pupils asking
Step 1: Tell pupils that they are going to
explanation. about the school things on the
play Whose pen is this? game in groups
table (a school bag, a pen, a glue
of four. Divide pupils into Team A and
stick, a set square, a notebook)
Team B. Team A holds one of the
school things on the table and asks
Whose (pen) is this? Team B answers
It’s (Mai’s).
Step 2: The teams take turns asking and
answering about possession. The
- Pupils work in two groups to
members of each group have to
take turns asking and answering
remember whose school things they are
about possession. The members
to answer the questions.
of each group have to remember
Step 3: When a team gives a correct
whose school things they are to
answer, they get one point. The winning
answer the questions.
team is the one that gets the most points.
- The team that gives a correct
Step 4: Have pupils work in groups.
answer will get one point.
Invite two groups to the front of the class
- Pupils work in groups of two
to play the game.
pairs. A group comes to the front
of the class to play the game.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Pass the balls! (ppt)
- Give two different colored balls to two pupils, a red ball (ask the question) and a yellow ball (answer the question).
- Ask pupils to listen to music and pass the balls.
- Stop music suddenly.
- Have the pupil with a red ball ask a question. Have the pupil with a yellow ball answer the question.
e.g. Pupil A: Whose pen is this?
Pupil B: It’s Linh’s.
- Praise pupils if they do the activity well.
* Option 2: Game: Jump or clap
- Ask pupils to stand at their desks.
- Hold up a flashcard from the vocabulary set and say a word.
- If the word is the same as the flashcard, they clap. If it isn’t, they jump. Ask them to say the word on the flashcard.
 Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
UNIT 8: IN OUR CLASSROOM
Lesson 3 - Period 5

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and as in the
sentences The picture is a’bove the window. and The map is be’side the board.
- identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two words.
- say the chant with the correct pronunciation, word stress and rhythm.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform pronunciation and listening tasks.
3. Attributes
- Show their 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
- Pupil’s book: Page 60
- Audio tracks 83, 84, 85
- Teacher’s guide: Pages 124, 125
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the previous lesson by asking and answering questions about the locations of school things and possessions.
b. Content
- Game: Ring the bells
c. Expected outcomes
- Pupils can correctly ask and answer questions about the locations of school thing and possessions.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Ring the bells (ppt)
- Tell pupils they are going to look at the - Pupils listen to the teacher’s Pictures about the locations of
picture and choose the correct answer a, explanation. school things and possessions.
b or c. Questions:
- Divide the class into two groups. - Pupils work in two groups. 1. The map is ____ the board.
- Have one pupil from each group play - Pupils play Rock, paper, a. on
Rock, paper, scissors to find the group scissors to find the group which b. beside
which plays the game first. plays the game first. c. under
- Have two pupils from two groups look - Pupils look at the picture and 2. Whose ____ is this?
at the picture and choose the correct choose the correct answer a, b or It’s Nam’s.
answer a, b or c to fill in the blank. If he/ c to fill in the blank. a. glue stick
she has the answer, he/ she will ring the b. set square
bell to give the answer. c. pencil
- If he/ she chooses the correct answer, 3. Whose _____ is this?
he/ she gets points for his/ her group. The It’s Bill’s.
group with more points is the winner. a. book
- Have pairs of pupils read the sentences. b. crayon
- Pupils read the questions and c. map
answers aloud. 4. The photo is ____ the table.
a. in front of
b. over
c. above
* Key: 1. b, 2. a, 3. b, 4. c
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- To correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and as in
the sentences The picture is a’bove the window. and The map is be’side the board.
b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and
as in the sentences The picture is a’bove the window. and The map is be’side the board.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and repeat. (Track 83)
Step 1: Draw pupils’ attention to the - Pupils pay attention to the word - The word a’bove and the
word a’bove and the sentence The a’bove and the sentence. Pupils sentence The picture is a’bove
picture is a’bove the window. Play the listen to the recording and point the window.
recording for the first line and encourage at the word and the sentence - The word be’side and the
pupils to point at the word and the while listening. sentence The map is be’side the
sentence while listening. board.
Step 2: Play the recording again and - Pupils listen to the recording
encourage pupils to listen to and repeat again and repeat the word and
the word and the sentence. Do this several the sentence.
times until pupils feel confident. Correct
their pronunciation where necessary.
Step 3: Repeat Steps 1 and 2 for the
word be’side and the sentence The map
is be’side the board. - Pupils do the same procedure
Step 4: Let pupils work in pairs or with the word and the sentence in
groups, saying the words and reading the the second line.
sentences until they feel confident. - Pupils work in pairs to practice
saying the words and the
sentences in two lines.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two words.
b. Content
Activity 2. Circle, listen and check.
c. Expected outcomes
- Pupils can identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two
words.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Circle, listen and check. (Track 84)
Step 1: Tell pupils the goal of the - Pupils listen to the teacher’s Three sets of two-syllable words
activity. Explain that they have to circle explanation. Audio script:
the word that has stress different from 1. a. a‘bove b. ‘under
the other words. Check comprehension. c. be‘side
Step 2: Give pupils a time limit to do the 2. a. ‘over b. a‘bove
task individually. -Pupils circle the odd word in c. ‘under
Step 3: Play the recording for pupils to each line. 3. a. be‘hind b. ‘over
listen and check. Play the recording - Pupils listen to the recording c. a‘bove
twice if necessary. and check their answers. * Key: 1. b, 2. b, 3. b
Step 4: Tell pupils to swap books with a - Pupils swap books with a
partner, then check the answers as a partner, then check the answers
class. Write the correct answers on the as a class.
board. - Pupils listen to the recording
Step 5: Play the recording again for again to double-check their
pupils to double-check their answers. answers.
Extension: Invite one or two pupils to - One or two pupils stand up and
stand up and repeat the correct options repeat the correct options.
(odd words).
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s chant. (Track 85)
Step 1: Draw pupils’ attention to the - Pupils pay attention to the The lyrics and recording of the
lyrics of the chant. Check their lyrics of the chant. chant
comprehension.
Step 2: Play the recording all the way - Pupils listen to the whole chant.
through for pupils to listen to the whole Pupils listen carefully to the
chant. Encourage them to listen carefully rhythm and pronunciation. Pupils
to the rhythm and pronunciation. Draw pay attention to the words above
pupils’ attention to the words above and and beside.
beside.
Step 3: Play the recording line by line - Pupils listen to the recording
for pupils to listen and repeat. Correct line by line and repeat.
their pronunciation if necessary.
Step 4: Play the recording all the way - Pupils listen to the recording all
through for pupils to chant to. Encourage the way through and chant.
them to clap along while chanting. Pupils clap along while chanting.
Extension: Divide the class into two - Pupils work in two groups to
groups to take turns listening to and take turns listening to and
repeating the chant, while the rest of the repeating the chant, while the
class claps along. rest of the class claps along.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Pictionary (ppt)
- Prepare pictures about the locations of school things and a real bag. Put the pictures in the bag.
- Divide the class into two groups.
- Ask one pupil from each group to choose a picture from the bag, e.g. a picture of a crayon beside the pencil case.
- Tell him/ her to draw a picture (a picture of a crayon beside the pencil case) on the board and encourage their group to guess it
and say the sentence, e.g. The crayon is beside the pencil case.
- The first group to shout the correct answer gets one point. Praise the winner.
* 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 “Where are they?” (Track 79). 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. They’re beside the books.
- Play the music again and repeat the activity.
- Ask pupils to check their friends’ pronunciation.
 Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
UNIT 8: IN OUR CLASSROOM
Lesson 3 - Period 6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- read and show understanding of a text about the locations of characters’ school things by answering the questions.
- complete four sentences about someone’s school things by writing the target words in the gaps with the help of picture cues.
- present their group’s pictures of study corners to the class by using the target language.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform reading and writing tasks.
3. Attributes
- Show their 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
- Pupil’s book: Page 61
- Teacher’s guide: Pages 125, 126, 127
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the chant of Unit 8 on page 60.
b. Content
- Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Let’s chant. (Track 85)
- Play the chant for pupils to listen. - Pupils listen to the chant. The lyrics and recording of the
- Play the chant again for pupils to listen - Pupils listen to the chant again and chant (Unit 8, page 60)
and chant along. Encourage them to clap chant along. Pupils clap their hands
their hands while chanting. while chanting.
- Call two or more groups to take turns - Pupils take turns listening to and
listening to and repeating the chant, repeating the chant, while the rest
while the rest of the class claps their of the class claps their hands.
hands.
- Praise pupils if they perform well.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read and show understanding of a text about the locations of characters’ school things by answering the questions.
b. Content
- Activity 4. Read and answer.
c. Expected outcomes
- Pupils can read and show understanding of a text about the locations of characters’ school things by answering the questions.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and answer.
Step 1: Have pupils read the questions - Pupils follow the teacher’s A short text and four questions to
carefully. Tell them to read Question 1 instructions. answer
 and pay attention to key words such as *Key:
Whose set square. Then they should scan 1. Trang’s (set square is on her
the text for relevant information. desk).
Step 2: Repeat Step 1 for Questions 2, 3
and 4. Set a time limit for pupils to do the - Pupils do the task 2. They are on his desk, in front
task independently. Go around the independently. of his pencil sharpener.
classroom and offer help where necessary. 3. Trang’s (storybook is in her
Step 3: Get pupils to swap books with school bag).
their partners and check the answers 4. It’s in the desk.
before checking as a class. Have students
read the sentences in the reading text that - Pupils swap books with their
help them find the correct information. partners and check the answers
For example, Trang’s set square is on her before checking as a class.
desk. (for Question 1). Hung’s pencils are - Pupils give the evidence to
on his desk, in front of his pencil explain their answers.
sharpener. (for Question 2). Trang has a
new storybook. It is in her school bag.
(for Question 3). Lan’s storybook is in the
desk. (for Question 4)
Step 4: Invite some pairs to take turns
asking and answering the questions.
Extension: Ask pupils some more
questions, for example, Whose pencils
are in front of his pencil sharpener?
Whose school bag is under her desk? - Pairs of pupils take turns asking
Where is Hung’s story book? and answering the questions.
- Pupils answer some additional
questions to demonstrate their
comprehension.

e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To complete four sentences about someone’s school things by writing the target words in the gaps with the help of picture cues.
b. Content
Activity 5. Look and write.
c. Expected outcomes
- Pupils can complete four sentences about someone’s school things by writing the target words in the gaps with the help of
picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Look and write.
Step 1: Tell pupils the goal of the - Pupils listen to the teacher’s
Two picture cues and four
activity. Explain that they have to read instruction.
gapped sentences to complete
the four incomplete sentences and fill in
Suggested answer:
the gaps with specific information about
1. I have some new crayons.
someone’s school things and their
2. The crayons are beside the
locations.
notebooks.
Step 2: Have pupils do the first gapped
3. Lan Anh has a new school
sentence together as an example. Ask - Pupils do the first gapped
bag.
them to read the sentence and elicit the sentence together as an example.
4. Lan Anh’s school bag is under
school things. Then have them write the Pupils read the sentence and
the desk.
answer, e.g. crayons in the gap. elicit the school things. Then
Step 3: Give pupils time to complete the pupils write the answer in the
sentences independently. Go around the gap.
classroom and offer help if necessary. - Pupils complete the sentences
Step 4: Get pupils to swap their books independently.
with a partner and check their answers
before checking as a class.
Extension: Invite a few pupils to read
their completed texts in front of the class. - Pupils swap their books with a
partner and check their answers
before checking as a class.
- Pupils read their completed
 texts 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 their group’s pictures of study corners to the class by using the target language.
b. Content
- Activity 6. Project.
c. Expected outcomes
- Pupils can present their group’s pictures of study corners to the class by using the target
language.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Project
Step 1: Tell pupils about the goal of the - Pupils listen to the teacher’s Pictures of study corners drawn
activity. Explain that they have to look at explanation. by pupils at home
their group’s pictures of study corners * Suggested presentation:
and tell the class about the locations of Picture 1: Hello everyone. Look
school things. at this picture. It’s Lan’s study
Step 2: Have pupils work in groups of corner. This is Lan’s notebook.
three. Each pupil looks at his/ her picture - Pupils work in groups of three. It’s beside the set square.
and talks about the locations of their Each pupil looks at his/ her Picture 2: Look at that picture.
school things in the picture. picture and talks about the It’s Kien’s study corner. Those
Step 3: Invite a representative from each locations of their school things. are Kien’s books. They’re on the
group to tell the class about their group's - A presenter from each group bookcase. And that is his school
pictures, e.g. This is Lan’s notebook. It’s looks at their groups’ pictures of bag. It’s under the table.
beside the set square. study corners and tells the class
Step 4: Have the rest of the class about them.
applaud if pupils perform well. - The rest of the class applauds if
pupils perform well.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Missing cards (ppt)
- Prepare pictures related to the topic “In our classroom”. Explain how to play the game.
- Divide the class into four groups. Take turns sticking four cards on the board, for example, a glue stick, a crayon, a notebook, a
pencil.
- Ask the first group to look at the cards and name the things illustrated on the cards. Ask the group to close their eyes for 10
seconds, then take out a card from the set, e.g. a pencil. Then let pupils open their eyes and say out the word for that card. Each
group plays two or three sets.
- Stick sets of flashcards/ pictures on the board and do the same with other groups. Give one point for each correct answer.
- Count the points for each group and announce the winner.

* Option 2: Game: Passing the ball

- Give a picture of a school thing (in a specific location) to one pupil.
- Play music. Ask her/ him to pass the school thing to the second one. The second pupil passes the school thing to the third one,
and so on.
- Stop the music. Ask the pupil who is holding the school thing to ask a question and invite another one to answer.
e.g. Pupil A: a picture of rulers on the desk. Where are the rulers?
Pupil B: They’re on the desk.
- Continue to play the game. Praise pupils if they do the acti