School: ____________________

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

REVIEW 2
Period 1

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to review the following sentence patterns:
● Is this our ? – Yes, it is. / No, it isn’t.
● __ , please.
● May I ? − Yes, you can. / No, you can’t.
● I have .
● Do you have ? − Yes, I do. / No, I don’t.
● What colour is it? − It’s .
● What colour are they? − They’re .
●I at break time.
●What do you do at break time? − I .
Core teamwork, reliability, motivation, adaptability, problem-solving, integrity,
competencies communication
General Self-control & independent learning: perform learning tasks
competencies Communication and collaboration: work in pairs or groups
Sociability: talk to each other, say good words to others
Attributes Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

- Student’s book Page 74
- Audio Tracks 107,108
- Teacher’s guide Pages 134,135,136
- Website hoclieu.vn
- Flashcards/pictures and posters
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and tick – Listen and number – Fun corner and wrap-up

Pupil’s Note
Procedure Teaching and learning activities
activities
Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song It’s break time (page 69) Whole class
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play, the
rest of the pupils will sing.
Option 2: Say the chant on page 72 Group work
- Ask pupils to chant and do the actions in Unit 10, Lesson 3 in
groups.
- Give points to the groups and encourage them.
Option 3: Game: Jeopardy
Individual
Review the previous lesson by having the class play the game work/
jeopardy which covers all the subjects from Unit 6 - 10. Group work
(Powerpoint slides of Review 2.)

PRACTICE
Activity 1. Listen and tick. 8 minutes
a. Goal: To listen to and understand five communicative contexts and tick the correct
pictures

b. Input: Picture cues:

1a. a book being closed 1b. a book being opened
2a. a pen 2b. a pencil
3a. a brown school bag 3b. a blue school bag
4a. a boy playing football 4b. a boy playing basketball
5a. a music room 5b. a computer room
Audio script:
1. Female teacher: Open your book, please!
2. Female teacher: Do you have a pen?
Mai: Yes, I do.
3. Female teacher: What colour is it?
Mai: It’s blue.
 4. Male teacher: What do you do at break time?
Nam: I play basketball.
5. Minh: Is that your computer room?
Mary: Yes, it is.
c. Outcome: Pupils can listen to and understand five communicative contexts and tick the
correct pictures.
Key: 1. b 2. a 3. b 4. b 5. b
d. Procedure: Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell pupils Whole class
about the activity. Elicit the context of Pictures 1a and 1b and
give feedback. Play the recording for pupils to listen. Play the
recording again for pupils to do the task. Play the recording a
third time for pupils to check their answers.
Step 2: Repeat Step 1 for the rest of the pictures.
Whole class
Step 3: Tell pupils to swap books with a partner, then check
/ Pair work
answers as a class. Write the correct answers on the board for
pupils to correct their answers.
Step 4: Play the recording for pupils to double-check their Whole
answers. class/
Extension: If time allows, play the recording sentence by Individual
sentence for the class to listen and repeat in chorus. Correct work
their pronunciation where necessary.
PRACTICE
Activity 2. Listen and number. 9 minutes
a. Goal: To listen to and understand four communicative contexts and number the
correct pictures
b. Input: Picture cues:
a. Mai asking permission to enter the classroom
b. A library
c. Two girls holding badminton rackets and shuttlecock
d. Five green books
Audio script:
1. Linh: Is that our library?
Nam: Yes, it is.
2. Female teacher: What colour are they?
Nam: They’re green.
3. Mai: May I come in?
Female teacher: Yes, you can.
 4. Male teacher: What do you do at break time?
Girl: I play badminton.
c. Outcome: Pupils can listen to and understand four communicative contexts and
number the correct pictures.
Key: 1. b 2. d 3. a 4. c
d. Procedure: Step 1: Draw pupils’ attention to the pictures. Tell them about Whole class
the activity. Elicit the content and context of each picture. Play / Individual
the recording for pupils to listen. Play the recording again for work
pupils to do the task. Play the recording a third time for pupils
to check the answers.
Step 2: Tell pupils to swap books with a partner, then check Whole
answers as a class. Write the correct answers on the board for class/ Pair
pupils to correct their answers. work
Step 3: Play the recording again for pupils to double-check their
Whole
answers. class/
Extension: If time allows, play the recording sentence by Individual
sentence for the class to listen and repeat in chorus. Correct work
their pronunciation where necessary.
Fun corner and wrap-up: 5 minutes
Option 2: Game: Bang!
Materials: A small piece of paper, a shoe box or a coffee can. Group work
- Write words on pieces of paper and fold them in half. Also add
a few cards written "BANG!".
- Pupils take turns picking cards. If they read the word correctly,
they get to keep the word. If they draw a BANG!, they have to
yell BANG! and then return all their cards (except the BANG!
card) to the can/box.
Option 3: Group race.
Group work
- Pupils work in groups. Each group has a set of questions
related to the topics from Unit 6 - 10.
- Pupils ask and answer the questions in groups.
- The fastest group to finish all the questions is the winner.
 BOARD PRESENTATION

......, .................. 2022

REVIEW 2
Period 1
1. Listen and tick:
1. b 2. a 3. b
4. b 5. b

2. Listen and number:

1. b 2. d 3. a 4. c
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

REVIEW 2
Period 2

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- read and match pairs of target sentence patterns.
- understand and complete two incomplete sentence patterns and two
exchanges.
- read and understand five question patterns, then take it in turns to ask and
answer the questions.
Core teamwork, reliability, motivation, adaptability, problem-solving, integrity,
competencies communication
General Communication and collaboration: work in pairs or groups
competencies Sociability: talk to each other, say good words to others
Attributes Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

- Student’s book Page 75
- Teacher’s guide Pages 136, 137
- Website hoclieu.vn
- Flashcards/pictures and posters
- Computer, projector…

III. PROCEDURE Warm-up and review – Read and match - Look, complete and read – Ask and
answer – Fun corner and wrap-up

Pupil’s Note
Procedure Teaching and learning activities
activities
Warm-up and review: 5 minutes
 Greet the class.
Option 1: Sing the song It’s break time. (page 69) Whole class
- Ask pupils to sing the song
- Invite some of them to come to the board to role play, the
rest of the pupils will sing.
Option 2: Say the chant on page 72 Group work
- Ask pupils to chant and do the actions in Unit 10, Lesson
3 in groups.
- Give points to the groups and encourage them. Individual
Option 3: Look and guess! work/ Group
Have pupils look at parts of the pictures and guess the work
words. Give points to pupils for correct answers.
PRACTICE
Activity 3. Read and match. 8 minutes
a. Goal: To read and match pairs of target sentence patterns.

b. Input: Five pairs of sentence patterns, which together form simple exchanges
between two speakers

c. Outcome: Pupils can read and match pairs of target sentence patterns.
Key: 1. e 2. d 3. b 4. c 5. a
d. Procedure: Step 1: Draw pupils’ attention to the five pairs of sentence Whole class
patterns. Tell them about the activity. Get pupils to read
Question 1 in chorus and elicit the answer (Sentence e).
Then give feedback and match with Sentence e. Have the
class role-play the exchange.
Step 2: Give pupils time to do the task. Go around the Whole class
classroom to offer support where necessary. / Individual
Step 3: Tell pupils to swap books with a partner, then work
check answers as a class. Write the correct answers on the Pair work
board for pupils to correct their answers.
Extension: Invite pairs of pupils to stand up and role-play
Pair work
the matched exchanges.

PRACTICE
Activity 4. Look, complete and read. 9 minutes
a. Goal: To understand and complete two incomplete sentence patterns and two
exchanges
b. Input: Two incomplete sentence patterns and two exchanges with picture cues
c. Outcome: Pupils can understand and complete sentence patterns and exchanges.
Key: 1. a pencil case 2. sit down, you can 3. chess 4. red

d. Procedure: Step 1: Draw pupils’ attention to the incomplete sentences Whole class/
and picture cues. Tell pupils about the activity. Get them Individual
to read the first sentence. Elicit the missing words and give work
feedback. Complete the sentence and get pupils to read
the completed sentence in chorus.
Step 2: Give pupils time to look, complete and read the
rest of the sentences. Go around the classroom to offer
support where necessary.
Pair work/
Step 3: Get pupils to swap books with a partner, then
Whole class
check answers as a class. Write the correct answers on the
board for pupils to correct their answers.
Extension: Invite pairs of pupils to stand up and read the
completed sentences and the exchanges aloud. Pair work
PRACTICE
Activity 5. Ask and answer. 8 minutes
a. Goal: To read and understand five question patterns, then take it in turns to ask
and answer the questions
b. Input: Five question patterns with picture cues

c. Outcome: Pupils can read and understand five question patterns, then take it in
turns to ask and answer the questions.
d. Procedure: Step 1: Draw pupils’ attention to the questions and the Whole class/
pictures. Tell them about the activity. Point at Question 1, Individual
tell pupils to look at the picture, elicit the answer and give work
feedback. Write the answer on the board and have pupils
read the question and the answer as a class.
Step 2: Repeat Step 1 with the rest of the questions.
Step 3: Have pupils work in pairs. Tell them to take it in
Pair work
turns to ask and answer the questions. Go around the
classroom to offer support where necessary.
Extension: Invite a few pairs of pupils to stand up and take Pair work
turns asking and answering the target questions.

Fun corner and wrap-up: 5 minutes

Option 1:
Use hoclieu.vn, have pupils look at the pictures of the Whole class
previous Units and repeat after the recordings.
Option 2: Game: Pass the ball Group work
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, pupils in each team take turns passing the
ball. After the music ends, 3 pupils who have the balls will
stand up and say the model sentences.
Option 3: Game: Lucky number Group work

BOARD PRESENTATION

......, .................. 2022

REVIEW 2
Period 2

1. Read and match:

1. e 2. d 3. b 4. c 5. a

2. Look, complete and read:

1. a pencil case 2. sit down, you can
3. chess 4. red
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

Fun time 2
Period 3

I. OBJECTIVES

Language By the end of the lesson, pupils be able to:

- revise the target vocabulary by doing a word search
- revise vocabulary and sentence patterns related to asking and answering
questions that help to identify school things and their colours
- understand how mixing two colours makes a third colour
Core teamwork, reliability, motivation, adaptability, problem-solving, integrity,
competencies communication
General Communication and collaboration: work in pairs or groups
competencies Sociability: talk to each other, say good words to others
Attributes: Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
- Student’s book Page 76,77
- Teacher’s guide Pages 137,138,139
- Website hoclieu.vn
- Flashcards/pictures and posters
- Computer, projector…

III. PROCEDURE Warm-up and review – Find and circle – Quiz time – Look and write – Fun corner
and wrap-up

Pupil’s Note
Procedure Teaching and learning activities
activities
Warm-up and review: 5 minutes

Greet the class.

 Option 1: Sing the song Colours on page 65. Whole class
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play, the
rest of the pupils will sing.
Option 2: Chant and do activities (Unit 7, Lesson 3). Group work
- Ask pupils to chant and do the actions in Unit 7, Lesson 3
in groups.
- Give points to the groups and encourage them.
Option 3: Game: I spy
Teacher says "I spy with my little eye something that begins Individual
with B". Pupils try to guess the object (e.g. book). Colours work/ Group
are a good alternative (E.g. I spy with my little eye work
something that is red).

PRACTICE
Activity 1. Find and circle. 8 minutes
a. Goal: To revise vocabulary and sentence patterns by doing a word search
b. Input: - The word search
- Picture cues: a school, a girl closing a book, a classroom, a ruler, the
colour yellow
- Flash cards for school, close (your book), classroom, ruler and yellow
c. Outcome: Pupils can read and find the words in the word search.

d. Procedure: Step 1: Have pupils look at the pictures and elicit the words. Whole class/
Write the words or stick the flash cards of the words, one Individual
by one, on the board. Point at each word on the board and work
have pupils say the word as a class.
 Step 2: Point at the word school, then find and circle it in
the word search as an example. Tell pupils to repeat the
same procedure with the rest of the words.
Step 3: Check the answers as a class.
Whole class
Extension: Have pupils work in pairs. Ask them to point at Pair work
each circled word in the word search and say it aloud. Have
pupils work in pairs, point at each picture and say the word
aloud.
PRACTICE
Activity 2. Quiz time. 5 minutes
a. Goal: To revise vocabulary and sentence patterns related to asking and
answering questions that help to identify school things and their colours
b. Input: – The pictures of school things
– Flash cards for book, pen, ruler, pencil, pencil case, notebook and school
bag
c. Outcome: Pupils can ask and answer questions to identify school things and their
colours.
d. Procedure: Step 1: Draw pupils’ attention to the picture. Elicit the Whole class/
words and stick the flash cards on the board one by one as Individual
pupils say the corresponding words. Point at each flash card work
and have pupils say the word as a class.
Step 2: Point at a flash card and elicit the answers to the
questions Do you have_______? and What colour is it? or
What colour are they? Hold up a textbook, point at a picture
of a school thing and ask these questions again.
Step 3: Show the class how to complete the task: Point at
a picture of a school thing and ask the questions in pairs.
Invite two more able pupils to take turns asking and
answering the questions as an example. Check
comprehension and give feedback before having pupils do
the activity in pairs.
Step 4: Invite a few pairs to the front of the class to interact Pair work
with each other. Encourage the class to praise them or
cheer if they do a good job.

PRACTICE
Activity 3. Look and write. 10 minutes
a. Goal: To understand how mixing two colours makes a third colour
b. Input: - A diagram to show how to mix red, blue and yellow to create purple,
orange and green
- Colour sums to present new language (purple, orange, green) and show
the different colour combinations

c. Outcome: Pupils understand how mixing two colours makes a third colour.
Key: 2. orange 3. green
d. Procedure: Step 1: Recognize the colours through ppt slide. Then watch Whole class
a video to see how colours are blended with each other. / Individual
Step 2: Draw pupils’ attention to the diagram and elicit the work
names of the three colours in the middle: red, blue, yellow.
Step 3: Use crayons or paints to show pupils what happens
when you mix red and blue. Explain that this third colour is
called purple. Write purple on the board and model it for
pupils to repeat.Step 4: Repeat Step 2 for red and yellow
(orange), yellow and blue (green).
Step 5: Have pupils complete the colour sums. Check
answers together as a class.
Fun corner and wrap up: 5 minutes
Option 2:
Game: Last Letter, First Letter: (A popular Japanese game Group work
called Shiri Tori).
Have the pupils sit in a circle with you. Teacher starts by
saying a word, then the student to the teacher's right must
make a word that starts with the last letter of that word
(e.g. bus --- steak --- key --- yellow --- …). Continue around
the circle until someone makes a mistake.
Option 3: Game: Space hunt Group work

The rule is the same with snakes and ladders.

BOARD PRESENTATION

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FUNTIME
Period 3
Find and circle