WEEK 15

CLASS PERIOD CONTENT

4 57 Unit 9: lesson 1
58 Unit 9: lesson 2
59 Unit 9: lesson 2
60 Unit 9: lesson 3

5
57 Unit 9: lesson 1
58 Unit 9: lesson 2
59 Unit 9: lesson 2
60 Unit 9: lesson 3

1 53 Unit 6: lesson 4
54 Unit 6: lesson4
55 Review 1
56 Review 1
Week : 15
Period : 57
Class : 4
UNIT 9: OUR SPORTS DAY
Lesson 1 – Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - use the words and phrase December, July, June,
knowledge November, October, September, sports day in relation to
& skills the topic "Our sports day";
- use Is your sports day in _____? – Yes, it is. / No, it isn’t.
It’s in _____. to ask and answer questions about sports
days;
- listen to and demonstrate understanding of simple
exchanges in relation to the topic "Our sports day";
Competenc - Communication and collaboration: work in pairs and groups
es to complete the learning tasks
- Self-control & independent learning: perform listening tasks

Attributes - Develop their interests in sports and show their

responsibility by raising awareness of time and date.
II. RESOURCES AND MATERIALS
- Student’s book: Page 63
- Audio tracks 91, 92
- Teacher’s guide: Pages 116, 117
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 9)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen,
PROCEDUR
 E point and say – Let’s talk – Fun corner and wrap-up

Procedur Interacti Not

Teacher’s and pupils’ activities
e on e
Warm-up and review: 5 minutes
Greet the class.
Option 1: Whole
- Spend a few minutes revising the previous class/
lesson. Get a few pupils to ask and answer Individual
questions about sports days. work

- Ask pupils to open their books at page 63

and look at Unit 9, Lesson 1, Activity 4. Group
Option 2: Guessing Game work

- Teacher shows some clues (special dates,

specific activities) for a month and pupils
guess that month.
- Praise when they can guess correctly.
EXPLORATION
Activity 1. Listen and match. 5 minutes
a. Goal To listen to and understand three communicative contexts
in which characters ask and answer questions about
sports days and match three characters with three correct
pictures.
b. Input

Picture cues:

1. Mary 2. Ben 3. Lucy

a. a calendar sheet of April
b. a calendar sheet of June
c. a calendar sheet of May
 Audio script:
1. Nam: Is your sports day in June, Mary?
Mary: Yes, it is.
2. Mai: Our sports day is in February. Is your sports day in
February too, Ben?
Ben: No, it isn’t. It’s in May.
3. Nam: Is your sports day in July, Lucy?
Lucy: No, it isn’t. It’s in April.
c. Pupils can listen to and understand three communicative
Outcome contexts in which characters ask and answer questions
about sports days and match three characters with three
correct pictures.
Key: 1. b 2. c 3. a
d. Step 1: Draw pupils’ attention to the pictures Whole
Procedure of the characters and the months. Identify class/
them as a class. Individua
Step 2: Play the recording for Character 1. Ask l work
pupils to listen and draw a line to match the
character (Mary) with the month (Picture b).
Play the recording again for pupils to do the
task. Play the recording a third time to give
pupils another listening opportunity if needed.
Step 3: Repeat Step 2 for Characters 2 and 3. Pair
Go around the classroom to offer support work
where necessary.
Step 4: Get pupils to swap books with a
partner, then check answers together as a
class. Write the correct answers on the board.
Step 5: Play the recording again for pupils to
listen and double-check their answers.
Extension: If time allows, play the recording, Whole
sentence by sentence, for the class to listen class/
 and repeat individually and in chorus. Correct Individua
their pronunciation where necessary. l work
e. - Performance products: Student’s answers
Assessme - Assessment tools: Observation; Questions & Answers
nt
KNOWLEDGE CONSTRUCTION
Activity 2. Look, complete and read. 10 minutes
a. Goal To complete four target sentence patterns in four
exchanges with the help of picture cues.
b. Input – Four picture cues
– Four gapped exchanges

c. Pupils can complete four target sentence patterns in four

Outcome exchanges with the help of picture cues.
Key: 1. it is 2. April 3. Is; May 4. in; No, it isn’t
d. Step 1: Have pupils look at the pictures and Whole
Procedure identify the months. class/
Step 2: Have pupils look at the four gapped Individua
exchanges. Draw their attention to the missing l work
words in the sentences.
Step 3: Model Exchange 1. Have pupils look at
the exchange. Ask them what words are
missing in the answer (it is). Then have them
look at the picture and identify the month. Ask
them to complete the gap (Is your sports day in
June? – Yes, it is.)
Step 4: Repeat the same procedure with
Exchanges 2, 3 and 4. Draw pupils’ attention to
two gaps in Exchanges 3 and 4. Whole
class/
Step 5: Have pupils complete the exchanges Pair
individually and ask a few pairs to read them work
aloud. Correct their pronunciation where
necessary, praise the readers, and get the
class to clap or cheer if their pronunciation is
 good.
e. - Performance products: Student's talks and interaction
Assessme - Assessment tools: Observation; Answer keys
nt
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal To sing the song Our sports day with the correct
pronunciation, rhythm and melody
b. Input The lyrics and the recording of the song Our sports day.
c. Pupils can sing the song Our sports day with the correct
Outcome pronunciation, rhythm and melody.
d. Step 1: Draw pupils’ attention to the title and Whole
Procedure lyrics of the song. Encourage them to point at class/
the pictures to reinforce their understanding. Individua
Step 2: Play the recording all the way through. l work
Encourage pupils to listen carefully to the
pronunciation and the melody.
Step 3: Play the recording, line by line, for
pupils to listen and repeat. Correct their
pronunciation where necessary. Introduce
actions for pupils to do while they sing along
with the recording.
Step 4: Play the recording all the way through
for pupils to sing along.
Step 5: Put pupils into groups to make up their
own actions for the song. Invite groups to the
front of the class to perform, while the rest of Whole
the class sings and / or claps along. Encourage class/
the class to praise or cheer the performers. Group
Extension: Invite some groups to the front of work
the class to perform while the rest of the class
sings and / or claps along.
e. - Performance products: Student’s interaction and
Assessme performance
nt - Assessment tools: Observation; Questions & Answers

Fun corner and wrap-up: 5 minutes

Option 1: Game: Lucky number (ppt) Group
- Teacher divides the class into 2 teams (boys work
and girls).
- Each team takes turns to choose a number
and answer the question.
- The team that has more points is the winner.
Option 2: Group
- Divide the class into groups of four. work
- 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. Whole
class/
Option 3: Individua
- Ask students to answer the following l work
questions:
1. What have you learnt from the lesson today?
(Use the months of the year and the model “Is
your sports day in ….?” – “Yes, it is. / No, it
isn’t. It’s in …” to say when the sports day is)
2. What are the core values of the lesson?
(- Develop their interests in sports and show
their responsibility by raising awareness of time
and date.)
Week : 15
Period : 58
Class : 4
UNIT 9: OUR SPORTS DAY
UNIT 9: OUR SPORTS DAY
Lesson 2 – Period 3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - use the words and phrase December, July, June,
knowledge November, October, September, sports day in relation to
& skills the topic "Our sports day";
- use When's your sports day? – It's in _____. to ask and
answer questions about when a sport day is;
- listen to and demonstrate understanding of simple
exchanges in relation to the topic "Our sports day";
Competenc - Communication and collaboration: work in pairs and groups
es to complete the learning tasks
- Self-control & independent learning: perform listening tasks

Attributes - Develop their interests in sports and show their

responsibility by raising awareness of time and date.
II. RESOURCES AND MATERIALS
- Student’s book: Page 64
- Audio tracks 92, 93
- Teacher’s guide: Pages 118, 119
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 9)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen,
 PROCEDUR point and say – Let’s talk – Fun corner and wrap-up
E

Procedur Interacti Not

Teacher’s and pupils’ activities
e on e
Warm-up and review: 5 minutes
Greet the class.
Option 1: Whole
- Spend a few minutes revising Lesson 1 by class/
asking a few pairs of pupils to act out the Individual
dialogue in Activity 1. If time allows, have work
pupils sing the song Our sports day.
- Ask pupils to open their books at page 64
and look at Unit 9, Lesson 2, Activity 1.
- Explain that in this lesson they will learn to
ask and answer questions about when a Group
sports day is. work

Option 2: Game: Unscramble the letters.

- Show scrambled letters of months of the
year.
- Pupils look and think. Then in pairs/ groups,
write the answer on a piece of paper and race
to give it to the teacher.
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 when a sports day is.
b. Input – Context a:
Nam: What’s that?
Lucy: It’s a picture of our sports day.
 – Context b:
Nam: When's your sports day?
Lucy: It's in October.
c. Pupils can understand and correctly repeat the sentences
Outcome in two communicative contexts focusing on asking and
answering questions about when a sports day is.
d. Step 1: Have pupils look at Pictures a and b Whole
Procedure and identify the characters in the pictures. class/
Step 2: Ask pupils to look at Picture a. Play the Individua
recording for them to listen. l work

Step 3: Play the recording again, sentence by

sentence, for pupils to listen and repeat
individually and in chorus. Correct their
pronunciation where necessary. Repeat the
same procedure with Picture b.
Step 4: Invite a few pairs to the front of the Pair
classroom to listen to and repeat the sentences work
in the recording.
Whole
Step 5: Draw pupils’ attention to the question class/
When's your sports day? and the answer It's in Individua
October. Tell pupils that they are used to ask l work
and answer questions about when a sports day
is
e. - Performance products: Student’s answers
Assessme - Assessment tools: Observation; Questions & Answers
nt
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use When's your sports
day? – It's in ______. to ask and answer questions about
when a sports day is.
b. Input – Picture cues:
 a. a calendar showing September b. a calendar
showing October
c. a calendar showing November d. a calendar showing
December
– Speech bubbles:
When's your sports day? – It's in ______.
Audio script:
a. September b. October c. November d.
December
a. A: When’s your sports day?
B: It’s in September.
b. A: When’s your sports day?
B: It’s in October.
c. A: When’s your sports day?
B: It’s in November.
d. A: When’s your sports day?
B: It’s in December.

c. Pupils can correctly say the words and use Is your sports
Outcome day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask
and answer questions about sports days.
d. Step 1: Have pupils look at the pictures and Whole
Procedure elicit the name of each month. class/
Step 2: Have pupils point at Picture a, (a Individua
calendar showing September), listen to the l work
recording and repeat the word (September).
Repeat the same procedure with the other
three pictures. Have pupils repeat the words a
few times.
Step 3: Point at the first bubble and have
pupils listen to and repeat after the recording
(When's your sports day?). Point at Picture a
 and have pupils listen to and repeat after the
recording (It's in September.). Repeat the same
procedure with the other three pictures. Pair
Step 4: Have pairs practise asking and work
answering the question When was your sports
day? – It's in ______.
Step 5: Invite a few pairs to point at the
pictures and say the questions and answers in
front of the class.
e. - Performance products: Student's talks and interaction
Assessme - Assessment tools: Observation; Answer keys
nt
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of When's your sports day? –
It's in _____. to ask and answer questions about when a
sports day is in a freer context.
b. Input – Picture cues: a school sports day and the months of the
year
– Speech bubbles: When's your sports day? – ______.
c. Pupils can enhance the correct use of When's your sports
Outcome day? – It's in _____. to ask and answer questions about
when a sports day is in a freer context.
d. Step 1: Draw pupils’ attention to the picture. Whole
Procedure Have them say the names of the months in the class/
picture. Ask questions to help them identify the Individua
context (see Input). l work
Step 2: Elicit the missing words in the second
speech bubble and write them on the board.
Get pupils to say the completed sentences.
Step 3: Have pupils look at the bubbles to
understand how the sentence pattern is used.
Have pupils role-play to practise asking the
 questions and giving their answers in pairs,
using picture cues. Make sure pupils
understand the structure and say them with
the right pronunciation and intonation. Go
around to observe and provide help.
e. - Performance products: Student’s interaction and
Assessme performance
nt - Assessment tools: Observation; Questions & Answers

Fun corner and wrap-up: 5 minutes

Option 1: Game: Lucky number (ppt) Group
- Divide the class into 3 teams. work

- Pupils from each team choose a number (or

throw sticky ball on the grid to choose the
number), then have 2 pupils from each team
ask and answer with the picture, using the
When's your sports day? – It's in _____.
- Pupils or teacher clicks on the calendar sheet
to reveal the icons indicating the points for that
team.
- After 9 numbers, the team with the most
Group
points is the winner.
work
Option 2:
- 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 Whole
winner. class/
Individua
Option 3:
l work
- Ask students to answer the following
questions:
1. What have you learnt from the lesson today?
(Use the months of the year and the model “Is
your sports day in ….?” – “Yes, it is. / No, it
isn’t. It’s in …” to say when the sports day is)
2. What are the core values of the lesson?
(- Develop their interests in sports and show
their responsibility by raising awareness of time
and date.)
Week : 15
Period : 59
Class : 4

UNIT 9: OUR SPORTS DAY

Lesson 2 – Period 4

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - use the words and phrase December, July, June,
knowledge November, October, September, sports day in relation to
& skills the topic "Our sports day";
- use When's your sports day? – It's in _____. to ask and
answer questions about when a sport day is;
- listen to and demonstrate understanding of simple
exchanges in relation to the topic "Our sports day";
Competenc - Communication and collaboration: work in pairs and groups
es to complete the learning tasks
- Self-control & independent learning: perform listening tasks

Attributes - Develop their interests in sports and show their

responsibility by raising awareness of time and date.
II. RESOURCES AND MATERIALS
- Student’s book: Page 65
- Audio tracks 94
- Teacher’s guide: Pages 120, 121
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 9)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen,
 PROCEDUR point and say – Let’s talk – Fun corner and wrap-up
E

Procedur Interacti Not

Teacher’s and pupils’ activities
e on e
Warm-up and review: 5 minutes
Greet the class.
Option 1:
- Spend a few minutes revising the previous Whole
lesson. Get a few pupils to ask and answer class/
questions about when a sports event was in Individual
front of the class. They may use the target work
language in Activities 2 and 3.
Whole
– Ask pupils to open their books at page 65 class
and look at Unit 9, Lesson 2, Activity 4.
Option 2: The Football Game
- Give each pair some Blue-Tak or something to
stick the cards on the wall with.
- Ask pupils to randomly stick their cards all
over the walls around the room. Then bring
everyone into the middle of the room. Shout
out "January" and everyone has to race over to
a January card and touch it. Then “February”
and so on (in the correct order) until you make
it through all the months. Play another round,
this time faster.
EXPLORATION
Activity 1. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts
in which pupils ask and answer questions about when a
sports day is and tick the correct pictures.
b. Input Picture cues:
 1a. a calendar showing December 1b. a calendar
showing October
2a. a calendar showing September 2b. a calendar
showing November
Audio script:
1. A: Is your sports day in December?
B: No, it isn’t.
A: When’s your sports day?
B: It’s in October.
2. A: When’s your sports day? In November?
B: No, it isn’t. It’s in September.
A: Oh, it’s soon.
c. Pupils can listen to and understand two communicative
Outcome contexts in which pupils ask and answer questions about
when a sports day is and tick the correct pictures.
Key: 1. b 2. a
d. Step 1: Draw pupils’ attention to Pictures 1a Whole
Procedure and 1b. Elicit the month in each picture. Play class/
the recording of the first exchange for pupils to Individua
listen. Play the recording again for pupils to do l work
the task. Play the recording a third time for
pupils to check their answers.
Step 2: Repeat Step 1 for Pictures 2a and 2b
and the second exchange.
Step 3: Get pupils to swap books with a Pair
partner, then check answers as a class. Write work
the correct answers on the board for pupils to
correct their answers.
Step 4: Play the recording again for pupils to
double-check their answers.
Extension: If time allows, play the recording,
 sentence by sentence, for the class to listen
and repeat individually and in chorus. Correct Whole
their pronunciation where necessary class/
Individua
l work
e. - Performance products: Student’s answers
Assessme - Assessment tools: Observation; Questions & Answers
nt
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To complete two gapped dialogues with the help of
picture cues.
b. Input Two picture cues with two dialogues to complete

c. Pupils can complete two gapped dialogues with the help

Outcome of picture cues.
Key: 1. Yes; November 2. Is; When’s; December
d. Step 1: Have pupils look at the pictures. Have Whole
Procedure them identify the event and the month in each class/
picture. Individua
Step 2: Have pupils look at the two incomplete l work
dialogues. Draw their attention to the missing
words in the sentences.
Step 3: Model Dialogue 1. Have pupils look at
the dialogue. Ask them what is missing in the
first gap (the word Yes). Then ask them to look
at the second gap and guess what is missing
(the month). Have them look at the picture and
identify the month. Ask them to complete the
dialogue.
Step 4: Repeat the same procedure with
Dialogue 2. Draw pupils’ attention to three
gaps in the dialogue.
 Step 5: Have pupils complete the dialogues Whole
individually and nominate a few pairs to read class/
them aloud. Correct their pronunciation where Pair
necessary, praise the readers, and get the work
class to clap or cheer if their pronunciation is
good.
e. - Performance products: Student's talks and interaction
Assessme - Assessment tools: Observation; Answer keys
nt
PRACTICE
Activity 3. Let’s play. 8 minutes
a. Goal To review vocabulary for months by playing the game
Bingo.
b. Input A 3 x 3 Bingo grid with the month words.
c. Pupils can review the vocabulary for months by playing
Outcome the game Bingo.
d. Step 1: Explain how to play the game: Draw a Whole
Procedure 3 x 3 Bingo grid on the board and a list of the class/
vocabulary words (months of the year) for Individua
reviewing. Get pupils to copy the grid onto a l work
paper sheet and fill their grids with the
vocabulary words. Pupils need to listen
carefully for the words that you’ll be calling out
from the list on the board. If they have a word
that is called out, then they need to cross it out
on their grids. Eventually, one pupil will have
crossed out all of his or her words and should
call out “Bingo!” to show that he / she has
finished. You should then check the pupil’s grid
Pair
to see that he / she has all the words you’ve
work
called out.
Step 2: Give pupils time to play the game in
pairs or groups. Go around the classroom to
offer support where necessary.
 Step 3: When time runs out, invite a few pairs
to stand up and take turns asking and
answering questions using the month words,
e.g. When's your sports day? or When's your
birthday?
e. - Performance products: Student’s interaction and
Assessme performance
nt - Assessment tools: Observation; Questions & Answers

Fun corner and wrap-up: 5 minutes

Option 1: Football game (ppt) Group
- Divide the class into 3 teams. work

- Pupils from each team choose a number (or

throw sticky balls on the grid to choose the
number), then have pupils answer the question.
Pupils get points according to each question.
- After 9 numbers, the team with the most
points is the winner.
Option 2: Group
work
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, pupils in each team take turns
to pass the ball.
- After the music ends, 3 tables with the ball –
stand up and ask and answer using the model.
(When’s your sports day? / When’s your
birthday? … )
Whole
Option 3:
class/
- Ask students to answer the following Individua
questions: l work
1. What have you learnt from the lesson today?
(Use the months of the year and the model “Is
your sports day in ….?” – “Yes, it is. / No, it
isn’t. It’s in …”. “When’s your sports day?” –
“It’s in …” to say when the sports day is)
2. What are the core values of the lesson?
(- Develop their interests in sports and show
their responsibility by raising awareness of time
and date.)
Week : 15
Period : 60
Class : 4

UNIT 9: OUR SPORTS DAY

Lesson 3 – Period 5

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly pronounce the sounds of the letter y in isolation,
knowledge in the words February and July, and in the sentences Our
& skills sports day is in February. and My birthday is in July.;
- use the words and phrase December, July, June,
November, October, September, sports day in relation to
the topic "Our sports day";
- use Is your sports day in _____? – Yes, it is. / No, it isn’t.
It’s in _____. to ask and answer questions about sports
days;
- use When's your sports day? – It's in _____. to ask and
answer questions about when a sport day is;
- listen to and demonstrate understanding of simple
exchanges in relation to the topic "Our sports day";
- read and write about sports days.

Competenc - Communication and collaboration: work in pairs and groups

es to complete the learning tasks
- Self-control & independent learning: perform listening tasks

Attributes - Develop their interests in sports and show their

responsibility by raising awareness of time and date.
II. RESOURCES AND MATERIALS
- Student’s book: Page 66
 - Audio tracks 95, 96, 97
- Teacher’s guide: Pages 121, 122, 123
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 9)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen,
PROCEDUR point and say – Let’s talk – Fun corner and wrap-up
E

Procedur Interacti Not

Teacher’s and pupils’ activities
e on e
Warm-up and review: 5 minutes
Greet the class.
Option 1:
- Have some pupils say the chant from Lesson Whole
3 of Unit 9. Praise them and get the class to class/
cheer or clap if they do a good job. Individual
- Ask pupils to open their books at page 66 work
and look at Unit 9, Lesson 3, Activity 1. Write
the title Our sports day on the board and read
it for the class to repeat a few times. Tell
pupils what they will learn in this lesson. Group
Option 2: work

- Have pupils play the “Keep it” or “Give it”

game in the PowerPoint.
- Divide the class into 3 teams.
- Each team takes turns to choose a number,
ask and answer the questions. If they have the
correct answer, they can choose to keep the
scores or give it to another team. The winner is
the team with the highest score.
EXPLORATION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letter y in isolation,
in the words February and July, and in the sentences Our
sports day is in February. and My birthday is in July. with
the correct pronunciation and intonation.
b. Input – The letter y, the word February and the sentence Our
sports day is in February.

– The letter y, the word July and the sentence My birthday

is in July.

c. Pupils can correctly repeat the sounds of the letter y in

Outcome isolation, in the words February and July and in the
sentences Our sports day is in February. and My
birthday is in July. with the correct pronunciation and
intonation.
d. Step 1: Draw pupils’ attention to the letter y, Whole
Procedure the word February and the sentence Our sports class/
day is in February. Play the recording and Individua
encourage them to point at the letters / word / l work
sentence while listening.
Step 2: Play the recording again and
encourage pupils to listen and repeat. Do this
several times until pupils feel confident. Correct
their pronunciation where necessary and praise
them when their pronunciation is good.
Step 3: Repeat Steps 1 and 2 for the letter y in
the second line.

Step 4: Let pupils work in pairs or groups to Pair

pronounce the sounds of the letter y, say the work
words February and July, and read the
sentences Our sports day is in February. and
My birthday is in July. Invite a few pupils to
listen to the recording and say the language in
front of the class. If they perform well, praise
them.
e. - Performance products: Student’s answers
Assessme - Assessment tools: Observation; Questions & Answers
nt
KNOWLEDGE CONSTRUCTION
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words July and January while
listening.

b. Input Two gapped sentences with three answer options

Audio script:
1. Is your sports day in July?
2. I like January.

c. Pupils can identify the target words July and January while
Outcome listening.

Key: 1. a 2. b

d. Step 1: Draw pupils’ attention to the gapped Whole

Procedure sentences and three answer options. Explain class/
what pupils have to do. Check comprehension. Individua
l work
Step 2: Play the recording for pupils to
listen. Play the recording again for pupils to
listen and circle the correct options.
Step 3: Tell pupils to swap books with a Pair
partner, then check the answers together as work
a class. Write the correct answers on the
board.
Step 4: Play the recording again for pupils to
listen and double-check their answers.
 Extension: Invite one or two pupils to stand
up, listen to and repeat the completed
sentences. Individua
l work
e. - Performance products: Student's answers and interaction
Assessme - Assessment tools: Observation; Answer keys
nt
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 recording of the chant

c. Pupils can say the chant with the correct rhythm and
Outcome pronunciation.
d. Step 1: Draw pupils’ attention to the lyrics of Whole
Procedure the chant. Check their comprehension. class/
Individua
Step 2: Play the recording all the way l work
through. Encourage pupils to listen carefully
to the rhythm and pronunciation. Draw
pupils’ attention to the sounds of the letter y
in the words January, February and July in the
chant.
Step 3: Play the recording, line by line, for
pupils to listen and repeat. Correct their
pronunciation when necessary.
Step 4: Play the recording all the way
through for pupils to chant along. Encourage
them to clap while chanting. Group
Extension: Divide the class into two or more work
groups to take turns listening to and repeating
the chant while the rest of the class claps
 along.
e. - Performance products: Student’s interaction and
Assessme performance
nt - Assessment tools: Observation; Presentation

Fun corner and wrap-up: 5 minutes

Option 1: Game: Slap the board Group
- Divide the class into two or three teams work

- Teacher puts up a set of pictures or words on

a board
- A pupil from each team come up to the board
with fly swatters
- They listen as the teacher calls out a word or
a sentence and they race to slap the correct
picture
- Whoever is the fastest with the correct slap
gets a point for their team
- Team with the most points is the winner. Group
work
Option 2:
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, pupils in each team take turns
to pass the ball. After the music ends, 3 pupils
have the ball stand up and say the name, using Whole
the sentence model. class/
Option 3: Individua
l work
- Ask students to answer the following
questions:
1. What have you learnt from the lesson today?
(Use the months of the year and the model Our
sports day is in February. and My birthday is in
July )
2. What are the core values of the lesson?
(- Develop their interests in sports and show
their responsibility by raising awareness of time
and date.)
* Preparation for the project
Tell pupils about the project on page 67. Ask
them to prepare for it at home by making a
school sports day poster. Remind them to bring
the posters to class to present them at Project
time.
Week: 15

Period: 57

Class : 5

UNIT 9: OUR OUTDOOR ACTIVITIES

Lesson 1 - Period 2

I. OBJECTIVES

By the end of this lesson, pupils will be able to:

1. Knowledge and skills

- listen to and understand four communicative contexts in which characters ask and
answer questions about where someone was in the past.

- complete four gapped exchanges with the help of picture cues.

- revise the target vocabulary items and structures through the game Memory
game.

2. Competences

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

learning tasks.

- Self-control & independent learning: perform listening and reading tasks.

3. Attributes

- Show their love and interest in outdoor activities.

- Show their knowledge of doing outdoor activities safely.

II. MATERIALS

- Pupil’s book: Page 63

- Audio tracks 88
- Teacher’s guide: Pages 144, 145, 146

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 9)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To revise the sentence structures Were you at the ___ yesterday? - Yes, we were. /
No, we weren’t. to ask and answer questions about where someone was in the past.

b. Content

- Game: Secret boxes

c. Expected outcomes

- Pupils can correctly say the sentence structures Were you at the ___ yesterday? -
Yes, we were. / No, we weren’t. to ask and answer questions about where someone
was in the past.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Game: Secret boxes

- Ask pupils if they remember - Give the sentence - Sentence structures:

the previous sentence structures about where Were you at the ___
structures to ask and answer someone was in the yesterday? - Yes, we
questions about where past. were. / No, we weren’t.
someone was in the past.
- Pictures (theatre,
- Write the question and aquarium, campsite,
answers on the board. funfair, beach, school)
- Look at the question
- Divide the class into two and answers on the
groups. Have a pupil from board.
each group play one, two,
three to find the group going - Work in two groups.
first. Play one, two, three to
find the group going
- Have two pupils from each first.
group choose a box, then
look at the picture given and
ask and answer questions
- Choose a box, then
about where someone was in
look at the picture
the past.
given and ask and
- Ask the class to check their answer the question
friends’ pronunciation. If they about where someone
ask and answer the questions was in the past.
correctly, they will get points
- Check their friends’
from the boxes for their
pronunciation.
groups.

- Continue the game until all

the pictures are asked and
answered.

- The group with more points

wins the game. Praise the - Continue playing the
winner. game.

- 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 four communicative contexts in which characters ask
and answer questions about where someone was in the past.

b. Content

- Activity 4. Listen and tick or cross.

c. Expected outcomes

- Pupils can listen to and understand four communicative contexts in which

characters ask and answer questions about where someone was, and they can tick
or cross the pictures.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 4. Listen and tick or cross. (Track 88)

Step 1: Draw pupils’ - Pupils look at the - Picture cues:

attention to the pictures and pictures and ask them
ask them to identify the to identify the 1. Minh and Nam at the
characters and the places. characters and the funfair
For example, the boys in places.
2. Mary and her friends
Picture 1 are at the funfair.
at the cinema
The children in Picture 2 are
at the cinema. The girls in 3. Mai and Mary at the
Picture 3 are at the sports sports centre
centre. The boy and his
father in Picture 4 are at the 4. A boy and his father
aquarium. at the aquarium
Step 2: Do Picture 1
together as an example. Play
the recording of the first - Audio script:
exchange (Were you at the 1.
funfair yesterday? – Yes, we A: Were you at the
were.). The exchange means funfair yesterday?
- Pupils follow the
that the children were at the
teacher demonstrating
funfair. Draw pupils’ attention B: Yes, we were.
the example.
to Picture 1, where they can
see two boys at 2.
A: Were you and your
the funfair. So they should cousins at the theatre?
put a tick in the box.
B: No, we weren’t. We
Step 3: Play the recording all were at the sports
the way through. Then play centre.
the recording again for pupils
to listen and tick or cross the 3.
pictures. A: I didn’t see you and
Mai at the gym. Where
Step 4: Get pupils to swap were you?
books with a partner to check
their answers before B: We were at the
checking as a class. Correct campsite.
the answers, if necessary. - Pupils listen to the 4.
recording all the way A: Was your brother at
Extension: If time allows, through. Then pupils
play the recording, sentence listen and tick or cross home yesterday?
by sentence, for pupils to the pictures.
B: No, he wasn’t.
listen and repeat in chorus
and individually. Correct their - Pupils swap books with A: Where was he?
pronunciation where a partner to check their
necessary. You may ask answers, then check as B: He was at the
pupils to point at the pictures a class. aquarium.
and say where the characters
were yesterday (e.g. Look at * Key: 1. ✔, 2. 🗶, 3. 🗶, 4.
e. Assessment

- Performance products: Pupils’ answers

- Assessment tools: Observation; Answer keys; Peer correction

3. ACTIVITY 2: PRACTICE (10 minutes)

a. Objectives

- To complete four gapped exchanges with the help of picture cues.

b. Content

Activity 5. Read and complete.

c. Expected outcomes

- Pupils can complete four gapped exchanges with the help of picture cues.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 5. Read and complete.

Step 1: Do Exchange 1 - Pupils follow the - Picture cues

together as an example. teacher demonstrating
Have pupils read the the example. 1. At the funfair
exchange. Draw their
attention to the first gap in 2. Lucy and Nam at the
the question and explain that theatre
the gap refers to the place
Linh and her friend(s) were 3. At the sports centre
last weekend. Let them look
at the picture and identify the 4. Mary and Ben at the
place (funfair). Then have aquarium
pupils look at the answer and
identify that the answer - Four gapped
should be we were. Give exchanges to complete
pupils time to complete the
gaps with funfair and we * Key:
were.
1. funfair, we were
Step 2: Give pupils time to
do the rest of the task 2. we weren’t, theatre
independently. Go around the
classroom to offer help where 3. We were
necessary.
4. We were at the
Step 3: Get pupils to swap aquarium
books with a partner and - Pupils do the rest of
check their answers before the task independently.
checking as a class.

Step 4: Invite a few pairs to

act out the completed
exchanges in front of the - Pupils swap books
class. Correct their with a partner and
pronunciation where check their answers
necessary. before checking as a
class.

- A few pairs act out the

completed exchanges
in front of the class.

e. Assessment

- Performance products: Pupils’ answers

- Assessment tools: Observation; Answer keys

4. ACTIVITY 3: PRACTICE (8 minutes)

a. Objectives

- To revise the target vocabulary items and structures through the game Memory
game.

b. Content

- Activity 6. Let’s play.

c. Expected outcomes

- Pupils can revise the target vocabulary and structure items learnt in Lessons 1
through the game Memory game.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 6. Let’s play.

Step 1: Tell pupils that they - Pupils listen to the A picture showing two
are going to revise the target teacher’s explanation. groups of pupils playing
vocabulary items and the game
structures they have learnt in
Lesson 1. Explain how the - The teacher saying
game is played (in Input). the topic At the
Check comprehension. campsite

Step 2: Invite two groups - The first group

(three pupils each) to the consisting of three
front of the class. Have them - Two groups come to pupils:
listen to the topic (At the the front of the class.
A girl (Pupil 1): We were
campsite). The first member Pupils listen to the
at the campsite
of the first group (a girl) tells topic. Pupils follow the
yesterday.
the place where she and her teacher’s instructions.
friends were yesterday (e.g. A boy (Pupil 2): They
We were at the campsite were at the campsite
yesterday.) The second yesterday.
member (a boy) listens to the
girl, repeats the information A girl (Pupil 3): They
about the place where she were at the campsite
and her friends were yesterday and we were
yesterday (e.g. They were at at the campsite, too.
the campsite yesterday.) The
third member (a girl) repeats - The second group still
the boy’s information and discussing
adds in the place she and her
friends were yesterday (e.g.
They were at the campsite
yesterday. We were at the
campsite, too). Check
comprehension.

Step 3: Divide the class in

groups of three. Set a time
limit for pupils to play the
game. The group members
discuss and decide the order
of the speakers in the group.
The game ends when all
group members have done
their roles. The group that
says the most sentences in
the shortest time will win the - Pupils work in groups
game. of three. Pupils play the
game. Praise the
winner.
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: Three guesses

- Divide the class into two groups.

- Have a pupil from Group A stand in front of the class facing away from the board.

- Stick a flash card (e.g. campsite) on the board.

- Call on another pupil to ask a question to find out the place.

- Have the pupil from Group A try to guess the answer. The pupil has three guesses
before the other pupils tell them the answer.

- Have pupils from each group take turns playing the game.

- The pupil getting a correct answer will get points for their group.

- The group with more points wins the game. Praise the winner.

* Option 2: Game: Throw a dice (ppt)

- Explain how to play the game. Tell the pupils they are going to ask and answer the
questions about where someone was in the past.

- Give an example.

- Divide the class into two groups.

- Ask two pupils from each group to play the game in turns.

- If they ask and answer the question correctly, they will throw the dice to get points
for their groups.

E.g. Pupil A: Were you on the beach yesterday?

Pupil B: No, I wasn’t.

- The group with more points wins the game. Praise the winner.
Week: 15

Period: 58

Class : 5

UNIT 9: OUR OUTDOOR ACTIVITIES

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 activities someone did in the
past.

- correctly say the phrases listen to music, watch the fish, dance around the
campfire, play chess and use What did you do yesterday? - We ____. to ask and
answer questions about activities someone did in the past.

- use What did you do yesterday? - We ____. in a freer context.

- use the phrases listen to music, watch the fish, dance around the campfire, play
chess in relation to the topic “Our outdoor activities”.

2. Competences

- Critical thinking and creativity: learn how to ask and answer questions about
activities someone did in the past correctly and fluently.

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

learning tasks.

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

3. Attributes

- Show their love and interest in doing free-time activities.

- Be friendly when doing activities with their friends.

II. MATERIALS

- Pupil’s book: Page 64

- Audio tracks 89, 90

- Teacher’s guide: Pages 147, 148, 149

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 9)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To revise the words and sentence structures Were you at the ___ yesterday? - Yes,
we were. / No, we weren’t. to ask and answer questions about where someone was
in the past.

b. Content

- Game: Memory Game

c. Expected outcomes

- Pupils can correctly say the words and sentence structures Were you at the ___
yesterday? - Yes, we were. / No, we weren’t. to ask and answer questions about
where someone was in the past.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Game: Memory Game

- Tell pupils they are going to - Listen to the teacher’s - Sentence structures:
ask and answer questions explanation.
about where someone was in Were you at the ___
the past. yesterday? - Yes, we
were. / No, we weren’t.
- Ask pupils to write many - Write many words
words about places on the about places on the - Places: school, zoo,
board. board. theatre, campsite,
aquarium, funfair,
- In turns, invite two pupils to - Ask and answer the
supermarket,
ask and answer the question questions about where
about where someone was in bookshop, ...
someone was in the
the past. Have them use the past. Use the places on
places on the board. the board.
- Give stickers if they ask and
answer correctly and fluently.

- Continue the game until all

the words on the board are
said. - Continue playing the
game.

e. Assessment

- Performance products: Pupils’ performance and pronunciation

- 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 activities someone did in the
past.

b. Content

- Activity 1. Look, listen and repeat.

c. Expected outcomes

- Pupils can understand and correctly repeat the sentences in two communicative
contexts in which characters ask and answer questions about activities someone did
in the past.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 1. Look, listen and repeat. (Track 89)

Step 1: Ask pupils to look at - Pupils look at Pictures – Context a: Bill asks
Pictures a and b and identify a and b, identify the Mai where she and Minh
the characters. Let the class characters and answer were last Saturday and
answer the question Where the question. Mai
were Mai and Minh last
Saturday? Check answers.
comprehension.
Bill: I didn’t see you
Step 2: Ask pupils to look at and Minh last Saturday.
- Pupils listen to the Where were you?
Picture a. Play the recording
of the first dialogue for them recording, point at the
characters while Mai: We were at the
to listen and familiarise
sports centre.
themselves with the listening.
characters’ voice. Play the – Context b: Bill asks
recording again, sentence by - Pupils listen to the Mai what she and Minh
sentence, for pupils to listen recording again, did there and Mai
and repeat. Correct their sentence by sentence, answers.
pronunciation where point to the sentences
necessary. Draw pupils’ Bill: What did you do
and repeat.
attention to the use of were there?
after We.
Mai: We played
Step 3: Repeat the same badminton.
procedure for Picture b. Draw
pupils’ attention to the
question What did you do
there? and the answer We
played badminton. Explain
that they are used to asking - Pupils listen to the
and answering about the
teacher’s explanation.
activity Minh and Mai did in
the past (on Saturday).

Step 4: Invite a few pairs to

the front of the classroom to
listen to and repeat both
dialogues. Correct their
pronunciation where
necessary.

- A few pairs of students

e. Assessment

- Performance products: Pupils’ performance and pronunciation

- Assessment tools: Observation; Questions & Answers

3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)

a. Objectives

- To correctly say the phrases listen to music, watch the fish, dance around the
campfire, play chess and use What did you do yesterday? - We ____. to ask and
answer questions about activities someone did in the past.

b. Content

Activity 2. Listen, point and say.

c. Expected outcomes

- Pupils can correctly say the phrases and use What did you do yesterday? - We
____. to ask and answer questions about activities someone did in the past.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 2. Listen, point and say. (Track 30)

Step 1: Ask pupils to look at - Pupils look at Pictures - Picture and word cues:
Picture a. Draw their a, b, c, and d and
attention to two girls listening describe what they can a. two girls at the
to music at the theatre. Play see in each picture. theatre and the phrase
the first part of the recording listen to music
for pupils to listen and repeat - Pupils listen to the underneath
the phrase (listen to music) recording and repeat
under the picture, in chorus the phrases in chorus b. two girls at the
and individually. aquarium and the
and individually, until they
phrase watch the fish
feel confident.
underneath
Step 2: Have pupils look at
- Pupils listen to the c. two boys at the
the speech bubbles and elicit
recording and repeat campsite and the
the missing words in the
the sentences in both phrase dance around
answer (listened to music).
bubbles a few times. the campfire
Play the second part of the
Pupils follow the underneath
recording for pupils to listen
teacher’s instructions.
to and repeat the question d. two boys playing
(What did you do yesterday?) chess and the phrase
and the answer (We listened play chess underneath
to music.) until they feel
confident. Explain that the - Speech bubbles:
question and answer are
used to express the activity What did you do
someone did in the past and yesterday? - We ___.
that listened is the past tense
of the verb listen. Check Audio script:
comprehension.
a. listen to music
Step 3: Repeat Steps 1 and
b. watch the fish
2 for Pictures b, c and d. Go
around the classroom and c. dance around the
offer help if necessary. campfire
Step 4: Invite a few pairs to d. play chess
point at the pictures and act
out the exchanges in front of a.
the class. Praise good - Pupils point at the
A: What did you do
performance. Extension: Put pictures and say the yesterday?
pupils into groups and have sentences in pairs.
each group make two B: We listened to music.
sentences, using the past
tense of the verbs in the b.
activity (e.g. We listened to - Pairs of pupils act out A: What did you do
the radio yesterday. We the exchanges in front yesterday?
watched a film on TV of the class.
B: We watched the fish.
yesterday. They danced at
- Pupils work into
the party last weekend.
groups and make two c.
e. Assessment

- Performance products: Pupils’ talks and interaction

- Assessment tools: Observation; Questions & Answers

4. ACTIVITY 3: PRACTICE (8 minutes)

a. Objectives

- To use What did you do yesterday? - We ____. in a freer context.

b. Content

- Activity 3. Let’s talk.

c. Expected outcomes

- Pupils can use What did you do yesterday? - We ____. in a freer context.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 3. Let’s talk.

Step 1: Ask pupils to look at - Pupils look at the - Picture cues: two girls
the pictures and identify the picture, identify the dancing around the
places and characters. Let places and characters campfire at the
pupils answer the questions and answer the campsite,
such as Who can you see? questions.
Where are they? What are two boys listening to
they doing? Remind them music at the theatre,
that the first exchange is two girls watching the
used to ask and answer fish at the aquarium,
questions about two boys playing
badminton at the sports
where someone was centre
yesterday and the second
about activities someone did - Speech bubbles:
there.
Where were you
Step 2: Ask them to repeat yesterday? – ____.
the questions in chorus. Then
point at each bubble and give What did you do
an example answer for pupils yesterday? - ____.
to repeat in chorus (e.g. - Pupils listen to and
Where were you yesterday? – repeat the questions Suggested answer:
We were at the campsite?, and the answers a few
What did you do there? We times, individually and The first picture:
danced around the campfire.) in chorus.
Let pupils listen to and repeat Where were they
the questions and the yesterday? – They were
answers a few times, at the park.
individually and in chorus.
What did they do there?
Step 3: Give pupils time to
work in pairs and take turns
– They sang and
asking and answering
questions about where the danced.
characters were and what
they did with the help of the
picture cues. Remind them to
use the verbs in the past
tense.

Step 4: Invite a few pairs to- Pupils work in pairs

the front of the class and and take turns pointing
point at the pictures and actand asking and
out the exchanges. answering questions
about where the
Extension: Put pupils into characters were and
pairs and have them point at what they did with the
each picture and take turns help of the picture cues.
asking and answering with
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: Pass the ball (ppt)

- Tell pupils how the game is played. Give an example.

- Give two different coloured 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 fill in the question. Have the pupil with a yellow ball
fill in the answer.

E.g. Pupil A: What did you do yesterday?

Pupil B: We played football.

- Praise pupils if they do the activity well.

* Option 2: Game: Slap the board

- Divide the class into two groups. Ask pupils to stand in two lines.

- Stick the cards with words they have learnt on the board.

- Call out a phrase, e.g. listen to music and have the first pupil from each group race
to slap the correct card on the board and say it correctly.

- The first pupil to slap the correct card wins a point for their group.

- The group with more points wins. Praise the winner.

Week: 15

Period: 59

Class : 5

UNIT 9: OUR OUTDOOR ACTIVITIES

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 a text / passage in which the character talks about
activities she and her friends did at the campsite and circle the correct options.

- complete two gapped exchanges with the help of picture cues.

- To sing the song What did you do? with the correct pronunciation, rhythm and
melody.

2. Competences

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

learning tasks.

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

3. Attributes

- Show their love and interest in doing free-time activities.

- Be friendly when doing activities with their friends.

II. MATERIALS

- Pupil’s book: Page 65

- Audio track 91

- Teacher’s guide: Pages 150, 151

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 9)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To revise the sentence structures What did you do yesterday? - We ____. to ask
and answer questions about activities someone did in the past.

b. Content

- Game: Hot Seat

c. Expected outcomes

- Pupils can correctly say the sentence structures What did you do yesterday? - We
____. to ask and answer questions about activities someone did in the past.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Game: Hot seat

- Tell pupils that they are - Listen to the teacher’s Sentence structures:
going to listen to music and explanation.
answer the question. What did you do
yesterday? - We ____.
- Divide the class into five
groups. - Work in five groups.

- Elect one pupil from each

group to sit in the Hot Seat, - Sit in the Hot Seat,
facing the classroom with the facing the classroom
board behind him/her. with the board behind
- Write a word on the board. him/her.
One of the group members of
the pupil in the Hot Seat must
help the pupil guess the word
- Follow the teacher’s
by describing it. They have a
limited amount of time and instructions.
cannot say, spell or draw the
word.

- Continue until each group

member has described a
word to the pupil in the Hot
Seat.

- Continue playing the

game.

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 a recording in which the character talks about

activities she and her friends did at the campsite, and circle the correct answers.

b. Content
- Activity 4. Listen and circle.

c. Expected outcomes

- Pupils can understand a recording in which the character talks about the activities
she

and her friends did at the campsite, and circle the correct answers.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 4. Listen and circle. (Track 91)

Step 1: Ask pupils to read - Pupils read the Picture cues:

the questions and the questions and the
answers. Draw their attention answers. Pupils work in Four questions and four
to the gaps in the answers pairs to guess the gapped answers with
and the options given. Have correct options that can two options to circle
them work in pairs to guess be used to fill the gaps.
Audio script:
the correct options that can
be used to fill the gaps. My friends and I were at
Check comprehension. the campsite last
Sunday. We did a lot of
Step 2: Play the recording all
activities. In the
the way through so that
morning, we walked
pupils can become familiar - Pupils listen to the
around the lake. In the
with the character’s voice. recording to become
afternoon, we visited
Then play the recording again familiar with the the zoo near the
for them to listen and circle character’s voice. Pupils
campsite. We watched
the correct options. listen to the recording peacocks, birds, and
again and circle the elephants. In the
Step 3: Get pupils to swap
correct options. evening, I played the
their books with a partner
and check their answers - Pupils swap their guitar and my friends
before checking as a class. danced around the
books with a partner campfire. We had a lot
Then play the recording and
stop at the key sentence for and check their of fun.
the class to double-check answers, then check as
* Key: 1. a, 2. b, 3. b,
their answers. Correct the a class. Then listen to
4. a
answers if needed. the recording to double-
check their answers.
Extension: If time allows,
have pupils retell the texts - Pupils retell the texts
with the help of the answers
with the help of the
they have done (e.g. We
were at the campsite last answers they have
Sunday. In the morning, we done.
walked around the lake. In
the afternoon, we visited the
zoo. In the evening, I played
the guitar.)

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: Do the first gapped - Pupils follow the - Picture cues:

exchange together as an teacher demonstrating
example. Have pupils read the example. 1. Ben playing football
the first question and guess at the sports centre
the missing word in the
answer (the place Ben was). 2. Two girls listening to
Draw pupils’ attention to the music at the theatre
picture and fill in the gap
(e.g. sports centre). Then - Two gapped
have pupils read the second exchanges to complete
question and guess the
missing words in the answer * Key: 1. sports centre,
(the activity Ben did). Ask played football 2. we
them to look at the picture
were, do, listened to
and elicit the missing words
in the gap (played football). music
Give pupils time to read the
exchange, look at the picture
and fill in the gaps.

Step 2: Give pupils a time

limit to do the second
exchange. Go around the
classroom and give help
where necessary. Draw their
attention to the use of we in
the answers. Explain that we
put -ed after the verb to show
an activity in the past.
- Pupils complete the
Step 3: Get pupils to swap gapped exchange 2
books with a partner and independently.
check their answers before
checking as a class. Invite
one pupil to write the
answers on the board.

Extension: Ask pupils to use

other words to fill in the gaps
in the two exchanges. Then
invite one pair of pupils to act
out the completed exchanges
in front of the class. - Pupils swap books
with a partner and
check their answers,
then check as a class.
One pupil writes the
answers on the board.
e. Assessment

- Performance products: Pupils’ answers

- Assessment tools: Observation; Answer keys

4. ACTIVITY 3: PRACTICE (8 minutes)

a. Objectives

- To sing the song What did you do? with the correct pronunciation, rhythm and
melody.

b. Content

- Activity 6. Let’s sing.

c. Expected outcomes

- Pupils can sing the song What did you do? with the correct pronunciation, rhythm
and melody.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 6. Let’s sing. (Track 92)

Step 1: Draw pupils’ attention - Pupils work in groups. Two pictures showing
to the title and lyrics of the Each group holds a piece where the children were
song. Remind them the of paper. and what they did
questions and answers in the
lyrics are used to talk about - Pupils look at the word The lyrics and recording
the places the children were on the board and write a of the song What did
and the activities they did in sentence using the word you do?
the past (yesterday). Remind within one minute. Pupils
them the similarity of the remember to make the
questions but the differences sentence as long as
in the answers in two verses of possible.
the lyrics. Encourage them to
- Pupils say the
point at the pictures to
sentences aloud.
reinforce their understanding.
Check comprehension.

Step 2: Play the recording all

the way through for pupils to
listen carefully to the - Pupils continue playing
pronunciation and melody. the game.
Then play the recording line
by line for them to listen and
repeat. Correct their
pronunciation where
necessary.

Step 3: Play the recording all

the way through and have
pupils sing and clap along.

Step 4: Put pupils into two

groups. One group sings the
questions and the other group
sings the answers.

Extension: Invite a few

groups to the front of the class
to sing. Encourage them to
use other words to replace the
place in the second line (e.g. I
was on the beach) and the
activities in the fourth and fifth
lines (e.g. I played football, I
played football on the beach).

e. Assessment

- Performance products: Pupils’ performance and pronunciation

- Assessment tools: Observation; Questions & Answers

5. FUN CORNER AND WRAP-UP (7 minutes)

* Option 1: Game: Matching game (ppt)

- Tell the class they are going to match the phrases with the correct pictures.

- Stick the pictures and the phrases on the board. Have pupils read the phrases
once or twice.

- Model the Picture 1 (walk around the lake). Have one pupil choose a phrase, e.g.
walked around the lake suitable with Picture 1.

- If the pupils give the correct answers, they will get stickers.

- Continue the game until all the pictures and phrases are matched.

* Option 2: Questions and answers

- Tell pupils they are going to ask and answer the questions about where their
friends were and what they did there.

- Invite pairs of volunteers to the board. One pupil asks the question about where
his/ her friend was and what he / she did there, another one answers the question.

E.g. Pupil A: Where were you last weekend?

Pupil B: I was at the campsite.

Pupil A: What did you do there?

Pupil B: I danced around the campfire.

- Have pairs of pupils continue practising with other friends.

- Praise pupils if they perform well.

Week: 15

Period: 60

Class “ 5

UNIT 9: OUR OUTDOOR ACTIVITIES

Lesson 3 - Period 5

I. OBJECTIVES

By the end of this lesson, pupils will be able to:

1. Knowledge and skills

- correctly pronounce the three-syllable words with the stress on the first syllable as
in ˈcinema and ˈbakery in isolation and as in the sentences I was at the ˈcinema
yesterday. and We were at the ˈbakery yesterday.

- identify the stress on some three-syllable words and circle the word with a
different stress pattern from the other two words.

- say the chant with the correct word stress, rhythm, and pronunciation.

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 love and interest in doing free-time activities.

- Be friendly when doing activities with their friends.

II. MATERIALS

- Pupil’s book: Page 66

- Audio tracks 93, 94, 95

- Teacher’s guide: Pages 152, 153

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 9)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To revise the previous lesson by having pupils sing the song What did you do?

b. Content

- Let’s sing.

c. Expected outcomes

- Pupils can correctly sing the song What did you do? with correct pronunciation,
rhythm and melody.

d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Let’s sing. (Track 92)

- Spend a few minutes - Listen to the teacher’s The lyrics and the
revising the previous lesson instructions. recording of the song
by having pupils sing the What did you do?
song on page 65.

- Play the song for pupils to - Listen and sing the

listen to and sing in chorus. song in chorus.

- Play the song again for - Sing the song in

pupils to sing in chorus and chorus and clap hands
clap hands to reinforce the to reinforce the activity.
activity.
- Perform the song in
- Invite one pupil or a group front of the class.
to perform the song in front
of the class.

e. Assessment

- Performance products: Pupils’ answers

- Assessment tools: Observation; Answer keys

2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)

a. Objectives

- To correctly pronounce the three-syllable words with the stress on the first syllable
as in cinema and bakery in isolation and as in the sentences
I was at the cinema yesterday
. and We were at the bakery yesterday.

b. Content

- Activity 1. Listen and repeat.

c. Expected outcomes

- Pupils can correctly pronounce the three-syllable words with the stress on the first
syllable as in cinema and bakery in isolation and as in the sentences
I was at the cinema yesterday
. and We were at the bakery yesterday.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 1. Listen and repeat. (Track 93)

Step 1: Have pupils point at - Pupils point to the The word cinema and
the word cinema and the word and the sentence. the sentence
I was at the cinema yesterday.
sentence Pupils listen to the
I was at the cinema yesterday.
Draw attention to recording of the word
the stress on the first syllable and sentence and The word bakery and
of the word cinema. Play the repeat in chorus and the sentence
recording of the word and the individually. We were at the bakery yesterday
sentence for pupils to listen .
and repeat in chorus and
individually, until they feel
confident. Correct their stress
and pronunciation if
necessary.

Step 2: Invite a few pupils to

listen to and repeat the word
and the sentence in front of
the class. - Pupils listen and
Praise them when they do the repeat the stressed
task well. word and the sentence
Step 3: Repeat Steps 1 and in front of the class.
2 for the word and the
sentence in the second line.
Go around
- Pupils follow the
the classroom and correct
teacher’s instructions.
their pronunciation if
necessary.

Step 4: Give pupils a time

limit to practise saying the
words and reading the
sentences in
pairs or groups.

- Pupils practise saying

the words and reading
the sentences in pairs
or groups.

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 three-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 identify the stress on some three-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 94)

Step 1: Tell pupils the goal - Pupils listen to the Three groups of three
of the activity. Explain that teacher’s explanation. syllable words with one
they have to odd out the option to odd out
words with the first stress
among the three syllable Audio script:
words. Then they listen to the
1. a. bakery b.
recording and check the
tomorrow
correct options. Check
c. pagoda
comprehension.
2. a. cinema b.
Step 2: Give pupils a time
October
limit to do the task
c. tomorrow
individually. Have them read
- Pupils do the task 3. a. bakery b. stadium
the words and
odd out the ones that have individually. Pupils read
the words and odd out c. afternoon
the stress on the first
the ones that have the * Key:
syllable. Then get pupils to
swap books with stress on the first
syllable. Then pupils 1. bakery
a partner to check their
answers. swap books with a
2. cinema
Step 3: Play the recording partner to check their
and have pupils listen and answers. 3. afternoon
check the options. Correct
- Pupils listen to the
the answers where
recording and check the
necessary.
options.
Step 4: Invite a few pupils to
- Pupils read aloud the
read aloud the words in front
of the class. Correct the words in front of the
stress in the words where class.
necessary.
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 word stress, rhythm, and pronunciation.

b. Content

- Activity 3. Let’s chant.

c. Expected outcomes

- Pupils can say the chant with the correct word stress, rhythm, and pronunciation.

d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 3. Let’s chant. (Track 95)

Step 1: Have pupils read the - Pupils read the first Two pictures:
first verse of the chant and verse of the chant and
draw their attention to the first pay attention to the Mai watching a film at
stress on the words yesterday, stress of the words the cinema
cinema and interesting. Check yesterday, cinema and
Mary and Nam buying
comprehension. interesting.
cakes at the bakery
Step 2: Play the recording of - Pupils listen to the
The lyrics and recording
the first verse for pupils to recording of the first of the chant
listen. Play the recording verse. Pupils listen to
again, lineby line, for pupils to
the recording again, line
listen and repeat. Draw their
attention to the stress of the by line, and repeat.
words, the rhythm and Pupils clap while
pronunciation. Encourage chanting.
them to clap while chanting.
Step 3: Repeat Steps 1 and
2 for the second verse of the
chant. Draw pupils’ attention
to the first stress on the words
yesterday and bakery. Check - Pupils follow the
comprehension. teacher’s instructions.
Step 4: Play the recording all
the way through for pupils to
chant and clap.

- Pupils listen to the

recording all the way
through to chant and
clap their hands.

e. Assessment

- Performance products: Pupils’ performance and pronunciation

- Assessment tools: Observation; Questions & Answers

5. FUN CORNER AND WRAP-UP (7 minutes)

* Option 1: Game: Stand up - Sit down (ppt)

- Tell pupils how to play the game.

- Have five pupils in each group take turns playing the game.
- Have them listen to the words and stand up or sit down. If they hear the word with
the first syllable, they will stand up. If they hear the word with the second syllable,
they will sit down.

- Repeat the game until all the words are said.

* Option 2: Game: Number race

- Divide the class into two groups. Each group has five pupils.

- Give each pupil in one group a number so that each group has equal numbers.

- Say “first syllable word” and have pupils raise their hand to say a word with the
first syllable.

- Repeat the game until all the words are said.