School: ____________________

Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 1 – Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative
knowledge & contexts focusing on asking and telling the time.
skills - correctly say the phrases and use What time is it? – It’s _____. to ask and
tell the time.
- enhance the correct use of What time is it? – _____. to ask and tell the time
in a freer context.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
-  Self-control & independent learning: perform learning tasks
Attributes Show their responsibility by noticing the time and follow the timetable on
time.

II. RESOURCES AND MATERIALS

- Student’s book: Page 16
- Audio tracks 16, 17
- Teacher’s guide: Pages 30, 31, 32
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point, and say –
PROCEDURE Let’s talk – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Option 1: Whole
Sing the song What time is it? class/
Link: https://www.youtube.com/watch?v=0Yq_rztquuU Individual
work
Option 2: Game: Slap the board
- Divide class into 3 teams, invite 1 member from each Group work
team for each turn.
- Say the numbers for the pupils to slap and say aloud.
- Give points to the pupils with the correct choice and
encourage them.

Option 3: Sing a song from youtube Whole

(https://www.youtube.com/watch?v=tVlcKp3bWH8) class/
- Ask pupils to sing a song. Individual
- Give points to the pupils and encourage them. work
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative
contexts focusing on asking and telling the time.
b. Input – Context a:
Ms Hoa: What time is it?
Class: It’s eight thirty.
Ms Hoa: Let’s have a break.
– Context b:
Bill: What time is it?
Linh: It’s three fifteen. Let’s go into the classroom.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and telling the time.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole
the characters and the time shown on the clocks in the class/
pictures. Individual
Step 2: Ask pupils to look at Picture a. Play the recording work
for them to listen.
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.
Step 4: Invite a few pairs to stand up to listen to and repeat Pair work
the sentences in the recording.
Step 5: Draw pupils’ attention to the contextual pictures.
Tell pupils that the question What time is it? and the
answers It’s eight thirty. and It’s three fifteen. are used to
ask and tell the time.
e. - Performance products: Student’s 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 What time is it? – It’s _____. to ask
and tell the time.
b. Input – Picture cues:
a. a clock showing 6:00 AM b. a clock showing 6:15 AM
c. a clock showing 6:30 PM d. a clock showing 6:45 PM
– Speech bubbles: What time is it? – It’s _____.
Audio script:
a. six o’clock b. six fifteen c. six thirty d. six forty-five
a. A: What time is it?
B: It’s six o’clock.
b. A: What time is it?
B: It’s six fifteen.
c. A: What time is it?
B: It’s six thirty.
 d. A: What time is it?
B: It’s six forty-five.
c. Outcome Pupils can correctly say the phrases and use What time is it? – It’s
_____. to ask and tell the time.
d. Procedure Step 1: Have pupils look at the pictures. Elicit the time on Whole
the clocks. Spend a few minutes explaining how to tell the class/
time. Give the meaning of a.m. and p.m., and when to say Individual
o’clock in telling the time. work
Note: a.m. is used to tell the time in the morning, from
00:00 to 12:00; p.m. is used to tell the time in the
afternoon and evening (afternoon is from 12:00:01 to
17:00 or 18:00, and evening is from 17:00 or 18:00 to
23:59:59).
Step 2: Have pupils point at Picture a (6:00 AM), listen to
the recording and repeat. Repeat the same procedure with
Pictures b, c and d. Have the class point at the pictures and
repeat the time a few times.
Step 3: Point at the first bubble and have pupils listen to
and repeat after the recording (What time is it?). Point at
Picture a and have pupils listen to and repeat after the
recording (It’s six o’clock.). 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 question What time is
it? – It’s _____.
Step 5: Invite a few pairs to the front of the class to take Pair work
turns pointing at the pictures and saying the questions and
answers.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What time is it? – _____. to ask and tell
the time in a freer context.
b. Input – Picture cue: Two pupils ask and tell the time shown on different
clocks: 7:00 AM, 8:15 AM, 2:30 PM and 4:45 PM.
– Speech bubbles: What time is it? – _____.
c. Outcome Pupils can enhance the correct use of What time is it? – _____. to ask
and tell the time in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Whole
Read the question aloud and ask pupils to repeat it. Ask class/
them to look at the second bubble and identify what the Individual
answer should be. Elicit the answer: It's seven o’clock. Get work
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 clocks in the picture, ask and tell the time
using What time is it? – _____. Go around the classroom
to observe and offer help where necessary.
Whole
Step 3: Invite some pairs to ask and tell the time in front class/ Pair
of the class. work
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Dart board (ppt) Group work
Pupils answer the correct answers with the score, if not the
arrow will fall down (They cannot get the score for that
question).
Option 2: Game: Sentence Puzzle
Divide the class into groups of four. Give each group a
sentence that is broken/ cut into pieces. Ask the pupils to
arrange them to make a complete sentence, then read it
aloud.
Option 3:
Ask students to answer the following question: Whole class
What have you learnt from the lesson today?
 (- Use the words at, fifteen, forty-five, o’clock, thirty in
relation to the topic Time and daily routines to talk about
the time.
- Use sentence pattern What time is it? – It’s _____. to ask
and tell the time.)

* Preparation for the project:

Tell pupils about the project on page 21. Ask them to
prepare for it at home by drawing some pictures in relation
to their daily routines. Remind pupils to bring their
pictures to the class at Project time in Lesson 3.

School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 1 – Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand two communicative contexts in which two pupils
knowledge & play a game asking and telling the time and tick the correct pictures.
skills
- complete four gapped exchanges with the help of picture cues.
- review telling the time by playing the game Which clock says ...?
Competences - Communication and collaboration: work in pairs and groups to complete the
 learning tasks
- Self-control & independent learning: perform learning tasks
Attributes - Show their responsibility by noticing the time and follow the timetable on
time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 17
- Audio track 18
- Teacher’s guide: Pages 32, 33, 34
- Website hoclieu.vn
- Flash cards/ pictures (Unit 2)
- Computer, projector, …
III. Warm-up and review – Listen and tick – Look, complete and read –
PROCEDURE Let’s play – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Option 1: Whole
Sing the song What time is it? class/
Individual
Link: https://www.youtube.com/watch?v=0Yq_rztquuU work

Option 2: Game: Slap the board (ppt) Group work

Use the vocabulary from the previous lesson. Have students
stand in 2 rows of 5 or more pupils and take turns to slap
the board. Give the points to the team with the faster and
correct answers.

Option 3: Game: Who’s faster?

- Divide the class into 2 teams.
 - Have children look at the pictures on the screen and
shout out the numbers which are hidden.
- Give points to the team with the faster and correct
answers.
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which two
pupils play a game asking and telling the time and tick the correct
pictures.
b. Input Picture cues:
1a. a clock showing 9:00 AM 1b. a clock showing 9:15 AM
2a. a clock showing 4:00 PM 2b. a clock showing 4:30 PM
Audio script:
1. A: Let’s play a game.
B: OK!
A: Look. What time is it?
B: It’s nine fifteen.
A: Very good!
2. A: Now what time is it?
B: It’s four o’clock.
A: No it isn’t. It’s four thirty.
c. Outcome Pupils can listen to and understand two communicative contexts in which
two pupils play a game asking and telling the time and tick the correct
pictures.
Key: 1. b 2. b
d. Step 1: Draw pupils’ attention to the pictures and ask them Whole
Procedure to identify the time on the clocks. class/
Step 2: Play the recording of the first dialogue for pupils to Individual
listen and tick the correct picture. Play the recording again work
for pupils to listen and check their answers. Praise pupils if
they have the correct answer (Picture 1b).
Step 3: Repeat Step 2 with the second dialogue.
Step 4: Set a time limit for pupils to swap books with a Pair work
 partner to check their answers in pairs before checking as a Whole
class. class/
Extension: If time allows, play the recording, sentence by Individual
sentence, for the class to listen and repeat individually and in work
chorus. Correct their pronunciation where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges with the help of picture cues.
b. Input Four picture cues and four gapped exchanges to complete
c. Outcome Pupils can complete four gapped exchanges with the help of picture cues.
Key: 1. ten 2. is it 3. What time; thirty 4. What time; four forty-five
d. Step 1: Ask pupils to look at the pictures and identify the Whole
Procedure time on the four clocks. class/
Step 2: Ask pupils to look at each gapped exchange. Draw Individual
their attention to the missing words and time. Remind them work
to complete the answers using words, not numbers.
Step 3: Have pupils look at Picture 1. Ask them what is Individual
missing in the answer (ten). Then have them complete the work
gap (It’s ten o’clock.). Repeat the same procedure with
Pictures 2, 3 and 4.
Step 4: Set a time limit for pupils to complete the gapped Individual
exchanges individually, then invite a few pairs to stand up to work/ Pair
ask and tell the time on the clock faces. work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal To review telling the time by playing the game Which clock says ...?
b. Input A picture shows two pupils playing the game. Minh says It’s five fifteen.
Mary finds the clock showing the time, points at it and says It’s clock F!
c. Outcome Pupils can review telling the time by playing the game Which clock
says ...?
d. Step 1: Tell pupils that they are going to play a game that Group work/
Procedure involves finding and saying which clock shows the time told Pair work
by another player.
Step 2: Invite two volunteers to stand in front of the board.
Tell them to decide who is the time teller and who is the Pair work
clock finder.
Step 3: The time teller will tell a certain time, for example
5:15, for the other player to find the clock which shows the Group work/
correct time by saying its letter. If it is correct, the correct Pair work
finder will get one point. Every player has eight tries. After
the first round, the time teller will become the clock finder.
All the clocks on the board are kept for later use. When the
game is over, the player who has the most points is the
winner. Encourage the class to cheer whenever a player gets
a point.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Rearrange the words (ppt) Group work
Pupils take turns to rearrange the words into a complete
sentence.
Option 2: Game: Sentence Puzzle
Divide the class into groups of four. 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 who makes it first will be the winner.
Option 3: Game: Spin the Wheel
- Divide the class into teams.
- Teacher calls pupils from each team to answer the question
What time is it?
- Pupils/ teachers click the “spin” button to get points.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 2 – Period 3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative
knowledge & contexts focusing on asking and answering questions about the characters’
skills daily routines.
- correctly say the phrases and use What time do you _____? – I _____ at
_____. to ask and answer questions about daily routines.
- enhance the correct use of What time do you _____? - I _____ at ______. to
ask and answer about someone’s daily routines.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility by noticing the time and follow the timetable on
time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 18
- Audio tracks 19, 20
- Teacher’s guide: Pages 34, 35, 36, 37
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point, and say –
PROCEDURE Let’s talk – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
Greet the class.
Option 1: Whole
Sing the song What time is it? class/
Link: https://www.youtube.com/watch?v=0Yq_rztquuU Individual
work/
Option 2: Game: Which clock says ...? Group work
Spend a few minutes revising the previous lesson by
having the class play the game Which clock says ...?
Option 3: Game: What’s missing?
- Divide the class into 2 teams.
- Have pupils look at the screen with numbers from 1 to 10.
Then hide 1 number each time and have the teams raise
their hands to answer. Give points for each correct answer.
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative
contexts focusing on asking and answering questions about the characters’
daily routines.
b. Input – Context a:
Minh: What time do you get up?
Mary: I get up at six o’clock. And you?
Minh: At five forty-five.
– Context b:
Mary: What time do you have breakfast?
Minh: At six fifteen.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions
about the characters’ daily routines.
d. Step 1: Ask pupils to look at Pictures a and b and identify Whole
Procedure the time on the clocks in the pictures. class/
Step 2: Ask pupils to look at Picture a. Play the recording Individual
for them to listen.
 Step 3: Play the recording again, sentence by sentence, for work
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 the front of the class to listen to
and repeat the sentences in the recording. Pair work
Step 5: Draw pupils’ attention to the exchanges What time
do you get up? – I get up at six o’clock. and What time do Whole
you have breakfast? – At six fifteen. Tell pupils that these class
are questions and answers about daily routines.
e. - Performance products: Student’s 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 What time do you _____? – I _____
at _____. to ask and answer questions about daily routines.

b. Input – Picture cues:

a. a girl is getting up; a clock shows 5:00 AM
b. a boy is having breakfast; a clock shows 6:15 AM
c. a pupil is going to school; a clock shows 1:15 PM
d. a boy is sleeping in bed; a clock shows 9:00 PM
– Speech bubbles: What time do you _____? – I _____ at _____.
Audio script:
a. five o’clock; get up b. six fifteen; have breakfast
c. one fifteen; go to school d. nine o’clock; go to bed
a. A: What time do you get up?
B: I get up at five o’clock.
b. A: What time do you have breakfast?
B: I have breakfast at six fifteen.
 c. A: What time do you go to school?
B: I go to school at one fifteen.
d. A: What time do you go to bed?
B: I go to bed at nine o’clock.
c. Outcome Pupils can correctly say the phrases and use What time do you _ ____?
- I _______ at________. to ask and answer questions about daily routines.
d. Step 1: Have pupils look at the pictures and elicit the Whole
Procedure activities and the time from them. class/
Step 2: Have pupils point at Picture a, listen to the Individual
recording, and repeat the phrase (get up). Repeat the same work
procedure with the other three pictures. Have the class
repeat the phrases a few times.
Step 3: Point at the first bubble and have pupils listen and
repeat after the recording (What time do you get up?). Point
at Picture a and have pupils listen and repeat after the
recording (I get up at five o’clock.). Repeat the same
procedure with the other three pictures.
Step 4: Set a time limit for pupils to work in pairs, point at Pair work
the pictures, and practice asking and answering the
question What time do you _____? – I _____ at _____.
Step 5: Invite a few pairs to the front of the class to take
turns pointing at the pictures, asking and answering the
question What time do you _____? – I _____ at _____.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Questions & answers
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What time do you _____? – I _____ at
_____. to ask and answer questions about pupils’ daily routines in a freer
context.
b. Input - Picture cue: Nam and Lucy ask and answer questions about Lucy’s
 daily routines.
- Speech bubbles: What time do you ____? – _________.
c. Outcome Pupils can enhance the correct use of What time do you _____? – I _____
at _____. to ask and answer questions about their daily routines in a freer
context.
d. Step 1: Have pupils look at the picture and explain that Whole
Procedure Nam and Lucy are asking and answering questions about class/
Lucy’s daily routines. Get pupils to look at the first speech Individual
bubble and point at the picture of Lucy getting up to work
complete the question What time do you get up? Ask them
to repeat the question. Then point at the answer bubble and
say I get up at five o’clock. for pupils to repeat. Let pupils
listen to and repeat the question and the answer a few times
individually and in chorus.
Step 2: Set a time limit for pairs of pupils to practise asking Pair work
and answering the question What time do you _____? – I
_____ at _____.
Step 3: Go around the classroom to offer help where
necessary.
Step 4: Invite some pairs of pupils to the front of the class Pair work/
to take turns asking and answering questions about their Whole
daily routines. class
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Magic wheel (ppt) Group
Press Spin to play. If pupils have the correct answer, they work
will be added the same number that shows on the slide. The
team with the most scores will be the winner at the end of
the game.
Option 2: Game: Pass the ball
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music. Have pupils in each team take turns to pass
the ball. When the music ends, 3 students who are keeping
the balls will stand up and say the time, using the sentence
model.
Option 3: Game: Whack the watermelon
- Prepare a set of flashcards of clocks.
- Divide the class into 3 teams.
- The teams take turns to send 2 pupils to go to the board
and choose a flashcard to ask and answer about time, using
the model sentences and the number in the card.
- If they give the correct answers, they can whack a
watermelon to get points for their teams.
- The team with more points is the winner.
Option 4:
Ask students to answer the following question:
What have you learnt from the lesson today?
(- Use the phrases get up, go to bed, go to school and have
breakfast in relation to the topic Time and daily routines to
talk about the daily routines.
- Use sentence patterns What time do you _____?
I_____at_______. to ask and answer about someone’s daily
routines.)
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 2 – Period 4

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 daily routines and number the correct pictures.
skills - complete four gapped exchanges with the help of picture cues.
- sing the song What time do you go to school? 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 responsibility by noticing the time and follow the timetable on
time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 19
- Audio tracks 21, 22
- Teacher’s guide: Pages 37, 38, 39
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Warm-up and review – Listen and number – Look, complete and read –
PROCEDURE Let’s sing – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
- Greet the class.
Option 1: Game: Slap the board (ppt) Group work
Use the vocabulary from the previous lesson. Have
students stand in 2-3 rows of 5 or more pupils and take
turns to slap the board. Give the points to the team with the
faster and correct answers.
Option 2:
Spend a few minutes revising the previous lesson by
inviting a few pairs to the front of the class to take turns Pair work
asking and answering questions about their daily routines
with What time do you ____? – I ____ at ____.

PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils
ask and answer questions about daily routines and number the correct
pictures.
b. Input Picture cues:
a. a girl getting up at 5:45 a.m.
b. a boy having breakfast at 6:00 a.m.
c. a girl going to school at 6:30 a.m.
d. a girl is in bed at 9:15 p.m.
Audio script:
1. A: What time do you go to bed?
B: I go to bed at nine fifteen.
2. A: What time do you go to school?
B: I go to school at six thirty.
3. A: What time do you get up?
B: I get up at five forty-five.
 4. A: What time do you have breakfast?
B: I have breakfast at six o’clock.
c. Outcome Pupils can listen to and understand four communicative contexts in which
pupils ask and answer questions about daily routines and number the
correct pictures.
Key: 1. d 2. c 3. a 4. b
d. Procedure Step 1: Have pupils look at the pictures. Elicit the activities Whole
and the time in the pictures. Draw pupils’ attention to the class/
boxes at the bottom right-hand corners of the pictures. Individual
Step 2: Play the recording of the first dialogue. Tell pupils work
that they will need to pay attention to the activity and time
(e.g. go to bed, 9:15) and look for the right picture.
Step 3: Play the recording of the other dialogues and get
pupils to number the pictures. Set a time limit for pupils to Whole
swap books with a partner and check the answers before class/ Pair
checking as a class. Correct the answers where necessary. work

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

sentence, for the class to listen and repeat individually and
in chorus. Correct their pronunciation where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges with the help of picture cues.
b. Input Four picture cues with four gapped exchanges to complete
c. Outcome Pupils can complete four gapped exchanges with the help of picture
cues.
Key: 1. six o’clock 2. six thirty
3. What time; six forty-five
4. go to bed; go to bed; nine fifteen
d. Procedure Step 1: Get pupils to look at Picture 1. Have them identify Whole
the time (6:00 AM) in the picture. Elicit the missing words class/
 in the answer (six o’clock). Complete the answer. Individual
Step 2: Repeat the same procedure with Picture 2 (six work
thirty).
Step 3: Get pupils to look at Picture 3. Elicit the missing Individual
words in the question and answer from pupils (What time; work
six forty-five). Then have them complete the gaps (What
time do you go to school? – I go to school at six forty-
five.). Repeat the same procedure with Picture 4 (go to
bed; go to bed; nine fifteen).
Step 4: Set a time limit for pupils to complete the Pair work
exchanges individually, then invite a few pairs to take
turns reading the completed exchanges.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song What time do you go to school? with the correct
pronunciation, rhythm, and melody.
b. Input The lyrics and the recording of the song What time do you go to school?
c. Outcome Pupils can sing the song What time do you go to school? with the correct
pronunciation, rhythm and melody.
d. Procedure Step 1: Have pupils read the lyrics to familiarize Whole
themselves with the questions and answers. Check class/
comprehension and give feedback. Individual
Step 2: Have pupils listen to the whole song, drawing their work
attention to the pronunciation, rhythm, and melody.
Encourage them to point at the pictures to reinforce their
understanding.
Step 3: Play the recording of the song again, once or
twice, for pupils to listen and repeat line by line and do
related actions, e.g. using a finger to trace the words or
clapping hands.
Step 4: When pupils feel confident and are familiar with
the tune and melody, ask them to sing the whole song
 while doing actions or clapping hands.
Step 5: Invite a few groups to the front of the class to sing
the song and do the actions. The class may sing along to Group work
reinforce the activity.
e. - Performance products: Student’s interaction and performance
Assessment
Fun corner and wrap-up: 5 minutes
Option 1: Rearrange the words (ppt) Whole
Pupils take turns to rearrange the words into a complete class/
sentence. Individual
work

Option 2: Game: Pass the ball Group work

- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, students in each team take turns to pass
the ball. After the music ends, 3 students holding the ball
will stand up and say the name, using the sentence model.
Group work
Option 3: Game: Sentence Puzzle
Divide the class into groups of four. 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 who makes it first will be the winner.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 3 – Period 5

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly repeat the sounds of the letters t and d in isolation, in the words get
knowledge & and bed, and in the questions What time do you get up? and What time do you
skills go to bed?
- identify the sounds of the letters t and d in sentences while listening.
- say the chant with the correct rhythm and pronunciation.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform learning task, solve problems
Attributes - Show their responsibility by noticing the time and follow the timetable on
time.

II. RESOURCES AND MATERIALS

- Student’s book: Page 20
- Audio tracks 23, 24, 25
- Teacher’s guide: Pages 39, 40
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …

III. Warm-up and review – Listen and repeat – Listen and circle – Let’s
 PROCEDURE chant – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
- Greet the class. Encourage pupils to respond to your Whole class/
greeting. Individual
Option 1: work
- Spend a few minutes revising the previous lesson by
inviting two groups of three to the front of the class to take
turns singing the song What time do you go to school?
- Ask pupils to open their books at page 20 and look at Unit
2, Lesson 3, Activity 1.
Option 2: Game: Pass the ball
- Divide the class into 3 teams. Group work
- Each team has 1 sticky ball.
- Play the music, students in each team take turns to pass
the ball. After the music ends, 3 students holding the ball
will stand up and say the name, using the sentence model.
Option 3: Game: Sentence Puzzle
Divide the class into groups of four. 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 who makes it first will be the winner.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters t and d in isolation, in the
words get and bed, and in the questions What time do you get up? and
What time do you go to bed?
b. Input – The letter t, the word get and the question What time do you get up?
– The letter d, the word bed and the question What time do you go to bed?
c. Outcome Pupils can correctly repeat the sounds of the letters t and d in isolation, in
 the words get and bed, and in the questions What time do you get up? and
What time do you go to bed? with the correct pronunciation and intonation.
d. Procedure Step 1: Have pupils look at the letter t, listen to the Whole class/
recording and repeat the letter until they feel confident. Individual
Correct the pronunciation where necessary. work
Step 2: Have pupils point at the word get, listen to the
recording and repeat the word until they feel confident.
Monitor the activity and offer help where necessary.
Step 3: Get pupils to point at the sentence What time do you
get up?, listen to the recording and repeat it several times.
Then invite a few pupils to stand up to listen to and repeat
the sentence.
Step 4: Repeat Steps 1 to 3 for the letter d. 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. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the sounds of the letters t and d in sentences while listening.

b. Input Two gapped sentences with three answer options

Audio script:
1. I read a book at six thirty.
2. I go out at five forty-five.
c. Outcome Pupils can identify the sounds of the letters t and d in sentences while
listening.
Key: 1. c 2. a
d. Procedure Step 1: Have pupils read the incomplete sentences. Explain Whole
that they must listen to the recording and circle the correct class/
options to complete the sentences. Check comprehension. Individual
 work
Step 2: Play the recording and have pupils listen and circle Pair work
the correct options. Then get pupils to swap books with a
partner to check their answers before checking as a class.
Correct the answers where necessary.
Step 3: Invite a few pupils to stand up and read the Whole
completed sentences. Remind the class how to stress the class/
target sentences. Individual
work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation.
b. Input The lyrics and the recording of the chant
c. Outcome Pupils can say the chant with the correct rhythm and pronunciation.
d. Procedure Step 1: Have pupils scan the chant, and elicit the words Whole class/
ending with t and d in the lines (get, bed). Check pupils’ Individual
comprehension of the chant. work
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 hands.
Step 3: Play the recording of the first verse again for pupils
to do choral and individual repetition.
Step 4: Repeat Steps 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, divide the class into two
Group work
groups to take turns chanting and clapping 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.
e. - Performance products: Student’s interaction and performance
Assessment
 - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Spin and say (ppt) Group work
Click the needle to start and then again to stop the wheel.
Then say aloud the words to practise the target sounds.
(Teachers can divide class into 2 - 3 groups and let them
take turns to spin the wheel (add star for correct answers).
Option 2: Game: Sentence Puzzle
- Divide the class into groups of four. 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.
Option 3: Game: Tug of war
- Divide the class into 2 teams.
- Pupils will choose t or d to fill in the blanks. For each
correct answer, pupils will get 5 stars for their teams.
Option 4:
Whole class
Ask students to answer the following question:
What have you learnt from the lesson today?
(- Correctly pronounce the sound of the letters t and d in
isolation, in the words get and bed and in the correct
questions What time do you get up? and What time do you
go to bed?
- Identify the specific information by listening to 2 sentences
to identify the target word.)
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 3 – Period 6

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - read and match the activities in a paragraph with the clocks showing the
knowledge & corresponding time.
skills - complete a paragraph about pupils’ daily routines.
- draw pictures of their daily routines at home and present them to the class
by using the target language.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform presentation skill
Attributes Show their responsibility by noticing the time and follow the timetable on
time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 21
- Teacher’s guide: Pages 41, 42
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Warm-up and review – Read and match – Let’s write – Game – Project
PROCEDURE

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
- Greet the class. Encourage pupils to respond to your
greeting.
Option 1:
- Spend a few minutes revising the previous lesson by Whole class/
inviting two groups of three to the front of the class to take Individual
turns saying the two verses of the chant. work
Option 2: Racing game
- Divide the class into 2 teams standing in lines.
- Have a pupil in the front row choose a number. The pupil Group work
MUST give the answer before the time’s up. If they answer
correctly, they will get stars. If their answer is wrong or
given after the time meter goes off, they will have to go to
the back of the line.
- How to use a time-meter: After clicking a number, simply
click on the time meter to start it.
- Click the STAR at the corner to turn back to the Select
Menu.
- Give points to the pupils (corresponding to the stars on the
pictures).
PRACTICE
Activity 4. Read and match. 5 minutes
a. Goal To read and match the activities in a paragraph with the clocks showing the
corresponding time.
b. Input The paragraph, the sentences referring to activities in the text and the
clocks showing the corresponding time
c. Outcome Pupils can read and match the activities in a paragraph with the clocks
showing the corresponding time.
Key: 1. d 2. c 3. b 4. a
d. Procedure Step 1: Have pupils read the paragraph, the sentences, and Whole class
the time on the clocks. Tell them to scan the paragraph for /Individual
the appropriate time for the activities. Model Sentence 1 work
(clock d).
 Step 2: Set a time limit for pupils to do the activity
independently. Go around the classroom and offer help
where necessary. Pair work
Step 3: Get pupils to swap books with a partner and check
their answers before checking as a class. Whole class
Step 4: Invite some pupils to stand up to read the paragraph
/Individual
aloud.
work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Keys
PRODUCTION
Activity 5. Let’s write. 10 minutes
a. Goal To complete a paragraph about pupils’ daily routines.
b. Input An incomplete paragraph with four gaps to fill in
c. Outcome Pupils can complete a paragraph about their daily routines.
Suggested answer: I get up at six o’clock. I have breakfast at seven
o’clock. I go to school at seven fifteen. What about you? What time do
you go to school?
d. Procedure Step 1: Tell pupils what they are going to do. Then get them Whole
to read the incomplete paragraph. Ask them what the class/
paragraph is about (daily routines). Remind them to pay Individual
attention to the contexts of the sentences before completing work
them with the appropriate information.
Step 2: Set a time limit for pupils to complete the paragraph
independently. Go around the classroom and offer help
where necessary.
Step 3: Get pupils to swap books and check their answers in
Pair work
pairs or groups before checking as a class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRODUCTION
Activity 6. Project 8 minutes
a. Goal To draw pictures of their daily routines at home and present them to the
class by using the target language.
b. Input A picture showing Ben presenting some pictures about his daily routine to
his classmates
c. Outcome Pupils can draw pictures of their daily routines at home and present them to
the class by using the target language.
d. Procedure Step 1: Explain that pupils have to show simple pictures of Whole
their daily routines (getting up, having breakfast, etc.) which class/
they have prepared at home as homework. They will tell the Individual
class about their daily routines in the pictures. work
Step 2: Invite a pupil to the front of the class to model the
presentation. Help him / her stick pictures of his / her daily
routine on the board. Observe and offer help with the
presentation language where necessary. Put the key
presentation language on the board (e.g. I get up at six
fifteen.). Have pupils repeat the key presentation language a Group work
few times to make them feel confident when they present
their daily routines before an audience.
Step 3: Set a time limit for pupils to work in groups. Each
pupil shows his / her pictures to the group and describes his / Whole
her daily routine. class/
Step 4: Invite a few pupils to the front of the class to present Individual
the project. Encourage the class to cheer to praise the good work
presenters.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Angry bird (ppt) Group work
Pupils choose the correct answer and have the score for their
team.
Option 2: Game: Sentence line-up
Put pupils into two teams, A and B, and have them sit on
chairs facing the rest of the class. Give each team a set of
word cards that together form a sentence (each team’s set
should be different to the other’s). Read a sentence, e.g.
“This is Lan.” If team A has the word cards containing this,
is, Lan and the full stop, they should stand up and move
quickly into a line to show the sentence in the correct order.
Team B should remain seated. If they stand up when T says
team A’s sentence, they will lose the game, and vice versa.
Option 3: Game: Sentence Puzzle
Divide the class into groups of four. Give each group a
sentence that is broken/ cut into pieces. Ask them to arrange
Whole class
them to make a complete sentence, then read it aloud.
The group that makes it first will be the winner.