Week 4

Teaching plan School year 2024 - 2025
WEEK 4
Preparing day: 24/9/2024
Teaching day: 30/9- 04/10/2024
GRADE 3
Period 13: Unit 2: OUR NAMES
Lesson 2 (1, 2, 3)
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
Language - Use the words what, your, name, my, how old, years old in relation
knowledge & to the topic “Our names”;
skills - Use How old are you? - I'm……. to ask and answer questions
about someone’s age;
Competences - Oral Communication: speak about names, ask and answer the
questions
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
Attributes - Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions
- Diligence: complete learning tasks
II. RESOURCES AND MATERIALS:
- Student’s book: Page 18, teacher’s guide, audio Tracks 18,19
- Website hoclieu.vn
- Flash cards/ pictures & posters (Unit 2), computer, projector, …
III. PROCEDURES:
Steps Teacher’s and student’s activities Modes
A. Warm up Goal : To motivate students and lead-in the lesson.
5’ Game: Guess the pictures
- The first Ss has to take the last four or three letters of Whole
that word and form a new word. class
- The second Ss does the same, and the chain continues Individual
until a Ss is unable to form a word. work
- The Ss who fails to form a word or misspells it is out
of the game.
B.New lesson
1. Look, listen Goal: Ss will be able to understand and correctly
and repeat. repeat the sentences in two communicative contexts
8’ (pictures) focusing on asking and answering questions
about the character’s age. Whole
-T teaches the new words: how old, year,…… class
Teacher: Nguyen Thi Thanh Huyen

- Have pupils look at Pictures a and b and identify the
characters in the pictures.
- Play the audio twice (sentence by sentence). Correct
their pronunciation where necessary.
- Have Ss to practice the dialogue in pairs.
- T invites a few pairs to practice. Pair work
2. Listen, Goal: Ss will be able to correctly say the words and use
point and say. How old are you? – I’m………years old. to ask and
10’ answer questions about someone’s age.
- Model sentences:
- T asks Ss look at picture a and helps Ss know the Whole
structure from the dialogue. class
- T introduces new structure for Ss, explains, models
and gives meaning.
-Have Ss repeat the model sentences.
- Elicit and check comprehension the name of each
character. Pair work
- Ask Ss to work in pairs to ask and answer the
question How old are you? I’m……
- Invite a few pairs to practice.
3. Let’s talk. Goal: Ss will be able to enhance the correct use of
10’ How old are you? and to correctly respond using their
own ages.
- Have Ss look at the picture and explain that the two
children want to buy some birthday cakes. The shop Whole
assistant asks their ages and the children answer class
- T asks Ss look at the first speech bubble and ask How Pair work
old are you? Group
- Get Ss to repeat the question and the answer several work
times in pairs.
- T models: Go around the classroom, pointing to Ss
and asking What’s your name?
- Ask Ss ask and answer about their own ages in pairs.
- Invite some groups to perform in front of the class.
C. Wrap-up. - Learn the vocabulary and model sentences by heart Whole
2’ - Prepare the new lesson: Unit 2, Lesson 2 (4,5,6). class
IV. ADJUST


Lesson 2 (4, 5, 6)
Language - Listen to and demonstrate understanding of simple
knowledge & communicative contexts in relation to the topic "Our names"
skills - Read and write about people’s names and ages.
Competences - Critical Thinking: self-introduce
- Self-control and independent learning: perform listening tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
- Student’s book: Page 19, teacher’s guide
- Flash cards/ pictures and posters (Unit 2), computer, projector...
III. PROCEDURES:
A. Warm up. 5’ Goal : To motivate students and lead-in the lesson.
Game: Chain game
-Have Ss look at the example.
-Divide the class into groups of four.
-Have the ss stand up. Have Student A turn to St B Whole
and ask the question, then have St B answer. class
-Next, have Student B turn to Student C and ask the
question, then have Student C answer.
-Continue until all students have practiced.
-Have some groups demonstrate the activity in front
of the class.
B.New lesson
1. Listen and Goal: Ss will be able to listen to and understand
number. 10’ four communicative contexts in which pupils ask and
answer questions about ages.
- Elicit the ages of the characters in the pictures.
- Point at the pictures to explain the context. Whole
Key: - T ask Ss to guess the answers. class
1. b 2. d + T writes Ss’guessing on the board.
3. c 4. a - Play the recording 2 time for Ss do the task Individual
- Play the recording again to check answers together

as a class.
+ Write the answers on the board for Ss to correct
their answers. Then checks Ss’ guessing.
- Play the recording, sentence by sentence, for the
class to listen and repeat in chorus.
2. Look, Goal: Ss will be able to complete three gapped
complete and dialogues with the help of picture cues.
read. 10’ - Get Ss to look at the pictures and identify the ages
- Have Ss look at the four incomplete sentences and Whole
Key: elicits the missing words in the sentences. class
1. seven - T models with sentence 1
2. eight years + Ask Ss what is missing in the sentence. Individual
3. you; nine + Have Ss look at the picture and complete the gap, work
years’ old then read the completed sentence in chorus. Group
- Have Ss work in groups and complete the sentence work
2, 3.
- Ask a few Ss to stand up and read the completed
sentences aloud.
3. Let’s sing. 8’ Goal: Ss will be able to sing the song How old are
you? with the correct pronunciation and melody
- Introduce the song: “How old are you?”
- Play the recording for Ss to listen to the song. Whole
- Play the recording all the way through for Ss to class
listen to pronunciation and melody of the song.
- Play the recording line by line for Ss to listen, Pair/
repeat group
- Play the recording for Ss to sing and do actions. work
- Ask Ss to practice singing and doing actions in
pairs or groups.
- Invite groups to the front of the classroom to
perform the song
C. Wrap-up. 2’ - Ask and answer about the pictures on page 19. Whole
- Prepare the new lesson: Unit 2, Lesson 3 (1,2,3). class
IV. ADJUST

Lesson 3 (1, 2, 3)
Language - Correctly pronounce the sounds of the letters m and n in isolation,
knowledge & in the words Mary and Nam, and in the sentences I’m Mary and
skills My name’s Nam;
- Use the words what, your, name, my, how old, years old in
relation to the topic “Our names”;
Competences - Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
- Honesty: tell the truth about feelings and emotions
- Flash cards/ pictures and posters, computer, projector, …
III. PROCEDURES:
A. Warm up. Goal: To motivate students and lead-in the lesson.
5’ Game: Pass the ball
- T gives Ss a ball.
- T asks Ss to listen to music and transfer a ball around Whole
the class. class
- When the music stops, Ss who keep a ball have to
answer the question using: How old are you? and
I’m…..years old
B.New lesson
1. Listen and Goal: Ss will be able to correctly repeat the sounds of
repeat. 8’ the letters m and n in isolation, the words Mary and
Nam, and the sentences I’m Mary. and My name’s
Nam. with correct pronunciation and intonation.
- T gives instruction to the letter m and n, the word
Whole
Mary and Nam, and the sentences I’m Mary. and My
class
name’s Nam.
- Play the recording for the letter m, n Group/
- Encourage Ss to point at the letter/ word/ sentence Individual
while listening. work
- Play the recording again and encourage Ss to listen
and repeat.
- Do this several times until Ss feel confident.

- T calls some Ss to practice.
- T gives feedbacks.
2. Listen and Goal: Ss will be able to identify the target words Mary
circle. 10’ and Nam while listening.
- Elicit the sentences and the gap-fill options.
- T ask Ss to guess the answers. Whole
+ T writes Ss’guessing on the board. class
Key: - Play the recording 2 times for Ss do the task.
1.b 2.c - Play the recording again to check answers together as Individual
a class. work
- Write the answers on the board for Ss to correct their
answers. Then checks Ss’ guessing.
- Play the recording, sentence by sentence, for the
class to listen and repeat in chorus.
- Invite one or two Ss to stand up and read the
completed sentences.
3. Let’s chant. Goal: Ss will be able to say the chant with the correct
10’ rhythm and pronunciation.
- Introduce the title and lyrics of the chant.
- Play the recording for Ss to listen to the chant. Whole
+ Have them repeat the title and lyrics line by line. class
+ Ask Ss to attend to the sounds of the letters m and n
Pair/
and the words Mary and Nam.
group
- Play the recording all the way through for Ss to listen
work
to pronunciation and melody.
- Play the recording line by line for Ss to listen, repeat
- Play the recording for Ss to chant and clap along.
- Ask Ss to practice chant and clap along in groups.
- Invite groups to the front of the classroom to perform
the chant
C. Wrap-up. 2’ - Practice the chant more. Whole
- Draw and colour a paper birthday cake. class
- Prepare the new lesson: Unit 2, Lesson 3 (4,5,6).
IV. ADJUST

Lesson 3 (4, 5, 6)
Language - Use the words what, your, name, my, how old, years old in
knowledge & relation to the topic “Our names”
skills - Read and write about people’s names and ages.
Competences - Critical Thinking: self-introduce
- Self-control and independent learning: perform listening tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
- Flash cards/ pictures and posters (Unit 2), computer, projector...
III. PROCEDURES:
A. Warm up. Goal: To motivate students and lead-in the lesson.
5’ Game: “Chant” Group
- Ask Ss chant and do the actions in Unit 2, Lesson 3 work
page 20 in groups.
- Give point for the groups and encourage them.
B.New lesson
1. Read and Goal: Ss will be able to read and match three dialogues
match. 8’ with pictures.
- Ask Ss some questions: Whole
Key: + Who are they? class
1. b + What are they talking about?
2. c - T models with sentence 1. Pair work
3. a + Get Ss to read Sentence 1
+ Have Ss look at the pictures and match the dialogue
with the correct one.
-Have Ss work in pairs and match the sentences 2, 3.
- Tell Ss to swap books with a partner, then check
answers together as a class.
- Write the correct answers on the board for pupils to
correct their answers.
- Invite pairs of Ss to stand up and role play
2. Let’s write . Goal: Ss will be able to read, understand and complete
10’ an exchange with their personal information.

- Have Ss read the dialogue and ask some questions:
+ Who asks the questions? Whole
+ What are the questions about? class
+ Who has to write the answers? Individual
- Check their comprehension and remind Ss to write work
their personal information. Pair work
- Give Ss time to write the answers to the questions
independently
- Get Ss to swap books with a partner, then check the
answers together as a class.
- Ask a few Ss to stand up and role play the dialogue in
front of the class.
3. Project. 10’ Goal: Ss will be able to make birthday cakes and use
them to introduce names and ages.
- Ask Ss to make a paper birthday cake as homework at
the beginning of Unit 2 -Lesson 3 (4,5,6) Whole
- Stick the birthday cake sample on the board and class
model with the name, age.
- T asks ss to work in groups and show his / her Group
birthday cake and say about his / her name and age. work
- T calls some Ss to the front of the class to present
their cake, and saying Hello. My name’s….
I’m…….years old.
- Have Ss to stick their birthday cakes on the wall of
the classroom
- Create a class display of birthday cakes and vote for
the best decorated one.
C. Wrap-up. - Prepare the new lesson: Unit 3, Lesson 1 (1,2,3). Whole
2’ class
IV. ADJUST
GRADE 4

Period 13: UNIT 2: TIME AND DAILY ROUTINES
Lesson 2: Part 1,2,3
Language - Understand and correctly repeat the sentences in two
knowledge & communicative contexts focusing on asking and answering
skills questions about the characters’ 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, Teacher’s guide, Audio tracks 19, 20
- Flash cards/ pictures and posters (Unit 2), computer, projector, …
III. PROCEDURES
A. Warm up Game: What’s missing?
(5’) - Divide the class into 2 teams. Group work
- 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.
B.New lesson
1. Look, listen Goal:To understand and correctly repeat the
and repeat. 7 sentences in two communicative contexts focusing
minutes on asking and answering questions about the
characters’ daily routines.
- Ask pupils to look at Pictures a and b and identify Whole class
the time on the clocks in the pictures.
- Ask pupils to look at Picture a. Play the recording Individual
for them to listen. work
- Play the recording again, sentence by sentence, for
pupils to listen and repeat individually and in chorus.
Correct their pronunciation where necessary. Repeat
the same procedure with Picture b. Pair work
- Invite a few pairs to the front of the class to listen
to and repeat the sentences in the recording. Whole class
- Draw pupils’ attention to the exchanges What time
do you get up? – I get up at six o’clock. and What
time do you have breakfast? – At six fifteen. Tell
pupils that these are questions and answers about
daily routines.
2. Listen, point Goal:To correctly say the phrases and use What time
and say. 10 do you _____? – I _____ at _____. to ask and
minutes answer questions about daily routines.
What time do - Have pupils look at the pictures and elicit the
you _ ____? activities and the time from them. Whole class
- I _______ - Have pupils point at Picture a, listen to the
at________. recording, and repeat the phrase (get up). Repeat the Individual
same procedure with the other three pictures. Have work
the class repeat the phrases a few times.
- 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. Pair work
- Set a time limit for pupils to work in pairs, point at
the pictures, and practice asking and answering the
question What time do you ___? – I ____ at _____.
- 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 ____.
3. Let’s talk. 8 Goal:To enhance the correct use of What time do
minutes you _____? – I _____ at _____. to ask and answer
questions about pupils’ daily routines in a freer
context.
- Have pupils look at the picture and explain that Whole
Nam and Lucy are asking and answering questions class/
about Lucy’s daily routines. Get pupils to look at the Individual
What time do first speech bubble and point at the picture of Lucy work
you _____? – I getting up to complete the question What time do

_____ at 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. Pair work
- Set a time limit for pairs of pupils to practise asking
and answering the question What time do you
_____? – I _____ at _____.
- Go around the classroom to offer help where Pair work/
necessary. Whole class
- Invite some pairs of pupils to the front of the class
to take turns asking and answering questions about
their daily routines.
C. Wrap-up. 5’ Ask students to answer the following question:
What have you learnt from the lesson today? Group
(- Use the phrases get up, go to bed, go to school and work
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.)
IV. ADJUST

Language - Listen to and understand four communicative contexts in which
knowledge & pupils ask and answer questions about daily routines and number the
skills correct pictures.
-C 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.
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.
- Student’s book: Page 19, Teacher’s guide, Audio tracks
III. PROCEDURES
A. Warm up Spend a few minutes revising the previous lesson
3’ by inviting a few pairs to the front of the class to Pair work
take turns asking and answering questions about
their daily routines with What time do you ____? –
I ____ at ____.
B.New lesson
4. Listen and Goal:To listen to and understand four
number. 10’ communicative contexts in which pupils ask and
answer questions about daily routines and number
Key: 1. d 2. c the correct pictures.
3. a 4. b - Have pupils look at the pictures. Elicit the Whole class/
activities and the time in the pictures. Draw pupils’ Individual
attention to the boxes at the bottom right-hand work
corners of the pictures.
- Play the recording of the first dialogue. Tell pupils
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.
- Play the recording of the other dialogues and get Whole class/
pupils to number the pictures. Set a time limit for Pair work
pupils to swap books with a partner and check the
answers before checking as a class. Correct the
answers where necessary.
5. Look, Goal:To complete four gapped exchanges with the
complete and help of picture cues.
read. 10’ - Get pupils to look at Picture 1. Have them Whole class/
Key: 1. six identify the time (6:00 AM) in the picture. Elicit Individualwork
o’clock 2. the missing words in the answer (six o’clock).
six thirty Complete the answer. Individual
3. What - Repeat the same procedure with Picture 2 (six work
time; six thirty).
forty-five - Get pupils to look at Picture 3. Elicit the missing
4. go to words in the question and answer from pupils
bed; go to bed; (What time; six forty-five). Then have them Pair work
nine fifteen 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).
- Set a time limit for pupils to complete the
exchanges individually, then invite a few pairs to
take turns reading the completed exchanges.
6. Let’s sing. Goal:To sing the song What time do you go to
8’ school? with the correct pronunciation, rhythm, and
melody.
- Have pupils read the lyrics to familiarize Whole class/
themselves with the questions and answers. Check Individual work
comprehension and give feedback.
- Have pupils listen to the whole song, drawing
their attention to the pronunciation, rhythm, and
melody. Encourage them to point at the pictures to
reinforce their understanding.
- 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
- 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. Group work
- Invite a few groups to the front of the class to sing
the song and do the actions. The class may sing
along to reinforce the activity.
C. Wrap-up: Rearrange the words (ppt) Whole class/
5 minutes Pupils take turns to rearrange the words into a Individual work
complete sentence.
IV. ADJUST

Language - Correctly repeat the sounds of the letters t and d in isolation, in the
knowledge & words get and bed, and in the questions What time do you get up?
skills and What time do you 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.
- Self-control & independent learning: perform learning task, solve
problems
Attributes - Show their responsibility by noticing the time and follow the
timetable on time.
- Student’s book: Page 20, Teacher’s guide, audio tracks 23, 24, 25
III. PROCEDURES
A. Warm up. - Spend a few minutes revising the previous lesson Whole class/
5’ by inviting two groups of three to the front of the Individual
class to take turns singing the song What time do work
you go to school?
- Ask pupils to open their books at page 20 and look
at Unit 2, Lesson 3, Activity 1.
B.New lesson
1. Listen and Goal:To correctly repeat the sounds of the letters t
repeat. 7’ 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?
- Have pupils look at the letter t, listen to the Whole class/
recording and repeat the letter until they feel Individual
confident. Correct the pronunciation where work
necessary.
- 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.
- 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.
- Repeat Steps 1 to 3 for the letter d. Go around the
classroom and correct the pronunciation where
necessary.
- Give pupils a time limit to practise pronouncing Pair/ group
the letters, saying the words, and reading the work
sentences in pairs or groups.
2. Listen and Goal: To identify the sounds of the letters t and d in
circle. 10’ sentences while listening.
- Have pupils read the incomplete sentences. Whole class/
Key: 1. c 2. a Explain that they must listen to the recording and Individual
circle the correct options to complete the sentences. work
- Play the recording and have pupils listen and Pair work
circle 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 Whole class/
necessary. Individual
- Invite a few pupils to stand up and read the work
completed sentences. Remind the class how to
stress the target sentences.
3. Let’s chant. Goal: To say the chant with the correct rhythm and
8’ pronunciation.
- Have pupils scan the chant, and elicit the words Whole class/
ending with t and d in the lines (get, bed). Check Individual
pupils’ comprehension of the chant. work
- Play the recording. Get pupils to listen to and
repeat the first verse, line by line. Show them how
to chant and clap hands.
- Play the recording of the first verse again for
pupils to do choral and individual repetition.
- Repeat Steps 2 and 3 for the second verse of the
chant. Go around the classroom and offer help
where necessary.
- 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
C. Wrap-up. Game: Tug of war
5’ - Divide the class into 2 teams. Group work
- Pupils will choose t or d to fill in the blanks. For
each correct answer, pupils will get 5 stars for their
teams.
IV. ADJUST

Language - Read and match the activities in a paragraph with the clocks
knowledge & showing the 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.
- Self-control & independent learning: perform presentation skill
Attributes Show their responsibility by noticing the time and follow the
timetable on time.
- Student’s book: Page 21, Teacher’s guide
III. PROCEDURES
A. Warm up. - Spend a few minutes revising the previous lesson Whole class/
5’ by inviting two groups of three to the front of the Individual
class to take turns saying the two verses of the work
chant.
B.New lesson
4. Read and Goal: To read and match the activities in a
match. 8’ paragraph with the clocks showing the
corresponding time.
- Have pupils read the paragraph, the sentences, and
Key: the time on the clocks. Tell them to scan the Whole class
1. d 2. c paragraph for the appropriate time for the activities. Individual
3. b 4. a Model Sentence 1 (clock d). work
- Set a time limit for pupils to do the activity
independently. Go around the classroom and offer
help where necessary. Pair work
- Get pupils to swap books with a partner and check
their answers before checking as a class. Whole class
- Invite some pupils to stand up to read the /Individual
paragraph aloud. work
5. Let’s write. Goal: To complete a paragraph about pupils’ daily
10’ routines.
I get up at six - Tell pupils what they are going to do. Then get Whole class/
o’clock. I have them to read the incomplete paragraph. Ask them Individual
breakfast at what the paragraph is about (daily routines). work
seven o’clock. I Remind them to pay attention to the contexts of the
go to school at sentences before completing them with the
seven fifteen. appropriate information.
What about - Set a time limit for pupils to complete the
you? What time paragraph independently. Go around the classroom Pair work
do you go to and offer help where necessary.
school? - Get pupils to swap books and check their answers
in pairs or groups before checking as a class
6. Project . 8’ Goal: To draw pictures of their daily routines at
home and present them to the class by using the
target language.
- Explain that pupils have to show simple pictures Whole class/
of their daily routines (getting up, having breakfast, Individual
etc.) which they have prepared at home as work
homework. They will tell the class about their daily
routines in the pictures.
- Invite a pupil to the front of the class to model the
presentation. Help him / her stick pictures of his / Group work
her daily routine on the board. Observe and offer
help with the presentation language where
necessary. Put the key presentation language on the Whole class/
board (e.g. I get up at six fifteen.). Have pupils Individual
repeat the key presentation language a few times to work

make them feel confident when they present their
daily routines before an audience.
- Set a time limit for pupils to work in groups. Each
pupil shows his / her pictures to the group and
describes his / her daily routine.
- Invite a few pupils to the front of the class to
present the project. Encourage the class to cheer to
praise the good presenters.
C. Wrap-up: Game: Angry bird (ppt) Group work
4’ Pupils choose the correct answer and have the score
for their team.
IV. ADJUST
GRADE 5
Period 13: UNIT 2: OUR HOMES
Lesson 2- Part 1,2,3
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 someone’s
skills home and address;
- Correctly say the words and use What’s your address? – It’s . to
ask and answer questions about someone’s address;
- Use What’s your address? – It’s . to ask and answer questions
about someone’s address;
- Use Do you live in ? Yes, / No, . and What’s your address? –
It’s . in a freer context
Competences Communication and collaboration: work in pairs and groups to
Self-control & independent learning: perform pronunciation and
speaking tasks.
Attributes - Show their pride in their personal information and where they live.

- Pupil’s book: Page 18

- Audio tracks 18, 19
- Teacher’s guide: Pages 38, 39, 40
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Procedures
Steps Teacher’s and pupils’ activities Modes
A.Warm-up (5’) - Greet the class Hello. / Hi. I’m . How are you?
and encourage pupils to respond and introduce
To revise the themselves.
words about - Game: Slap the board
different types Prepare pictures of different types of homes. Group work
of homes. Divide the class into 3 teams. Number pupils in
each team.
- Focus pupils on the sentences and pictures on the
screen.
- Call out a number and ask pupil to slap the correct
answer on the board.
- Check the answer with the whole class.
1.Look, Listen Goal: To understand and correctly repeat the Whole class
and repeat sentences in two communicative contexts (pictures)
(10’) focusing on asking and answering questions about
someone’s home and address.
- Ask pupils to look at Pictures a and b and identify the
characters and say what they are talking about.
- Ask pupils to look at Pair work
Picture a. Play the recording for them to listen and
follow the language. Play the recording again,
sentence by sentence, for pupils to listen and repeat
individually and in chorus. Correct their Individua
pronunciation where necessary. Repeat the same l work
procedure with Picture b.
- Invite a few pairs to the front of the classroom to Pair work
listen and repeat the questions and answers of the
Exchanges a and b.
2. Listen, point Goal: To correctly say the words and use What’s your
and say (10’) address? – It’s . to ask and answer questions about
someone’s address.
- Ask pupils to look at Pictures a, b, c and d and say Individual
what they can see in each picture. work
- Play the recording for pupils to listen to and repeat
the words in chorus and individually until they feel
confident. Use the flash cards to practise saying the
numbers 116 (one sixteen), 38(thirty-eight), 93 Pair work
(ninety-three), 23 (twenty-three) and the street names.
Notes: We say: 116: one-sixteen OR one-one-six.
DO NOT SAY: one hundred and sixteen
- Point at Picture a. Draw pupils’ attention to the
speech bubbles and elicit the missing words in the
answer. Play the recording for pupils to listen to and
repeat the sentences in both bubbles a few times.
Repeat the same procedure with Pictures b, c, and d.
- Let pupils point at the pictures and say the sentences Pair work
in pairs. Go around the classroom to offer help where
necessary. Invite a few pairs to act out the exchanges
in front of the class.
3. Let’s talk Goal: To use Do you live in ? – Yes, / No, .
and What’s your address? – It’s. to ask and answer
questions about someone’s address in a freer context.
- Ask pupils to look at the pictures and elicit the Whole class
addresses. Ask questions to help them identify the
context (see Input).
- Point at the first building and elicit the question in Individual
the first speech bubble Do you live in ? and the work
answer in the second speech bubble Yes, / No, .
as an example. If the answer is No, then point at the
question What’s your address? Write the sentences on
the board. Get pupils to say the completed sentences. Group work
Repeat the same procedure with other pictures.
- Give pupils time to work in pairs and take turns Pair work
pointing at each picture to ask and answer using Do
you live in ?
– Yes, / No, . and What’s your address? –
- Invite a few pairs to come to the front of the

classroom and act out the exchanges.

C. Wrap-up (2’) - Ask students to answer the following questions: Whole class
What have you learnt from the lesson today?
- Ask students prepare the next lessons.
IV. ADJUST
Period 14: UNIT 1: ALL ABOUT ME!

I. OBJECTIVES
Language - Read two paragraphs and circle the correct options.
knowledge & - Make Questions & Answers about personal information and
skills favourite things.
- Revise the target language by making a poster and presenting it to
the class.

Self-control & independent learning: perform reading and writing
tasks.
Attributes - Show their love and interest in sports, colours, animals and food.

- Audio Track 14
- Teacher’s guide: Pages 31, 32
III. Procedures

A.Warm-up - Greet the class Hello. / Hi. I’m . How are you?
(5’) and encourage pupils to respond and introduce
To revise the themselves.
chant of Unit 1. Chant and do actions.
- Play the recording for pupils to listen. Group work
Play the recording again for pupils to listen and
chant along.
Encourage them to clap or do the actions while
chanting.
- Call two or more groups to take turns listening to
and repeating the chant, while the rest of the class
claps or do the actions.
Praise pupils if they perform well.
1. Read and Goal: To read two paragraphs and circle the correct
circle. (10’) options.
- Draw pupils’ attention to the two paragraphs and Whole class
read them as a class. Check comprehension.
- Draw pupils’ attention to the incomplete sentences
and answer options. Explain what pupils have to do.
Have them pay attention to the sentences about Pair work
personal information of Tom and Lan. Have pupils
read the text againand circle the correct answers.
- Tell pupils to swap books with a partner, then check Individual
answers as a class. Write the correct answers on the work
board.
- Get pupils to look at the board and check their
answers again. If time allows, ask them to read the Pair work
paragraph aloud in front of the class.
2. Let’s write. Goal: To complete a paragraph with pupils’ personal
10’ information and favourite things
- Tell pupils the goal of this activity: they are going to Individual
look at the gapped paragraphand complete it using work
their own information. Check comprehension.
- Write the sentence with the first gap on the
board: My name is . Read the sentence as a
class. When you reach the gap, ask pupils to Pair work
identify the information needed to complete the
gap (their names) and encourage pupils to say
the whole sentence (e.g. My name is
Nam.). Give pupils time to complete the sentence.

Read the sentence as a class.
- Repeat Step 2 for the other sentences.
- If time allows, invite a few pupils to read the Pair work
sentences they have completed in front of the class.
Have the class observe and praise their work.
3. Project (8’) Goal: To revise the target language by making a
poster about favourite things and presenting it to the
class.
- Tell pupils the goal of this activity. Explain that Whole class
they are going to show posters that they have made
at home and tell the class about their favourite things.
- Have pupils work in groups of five. Each pupil Individual
shows his / her poster that he / she has made at home work
and tells the group about their favourite things, e.g.
My favourite sport is chess. My favourite food is
chicken. Go around the class and offer help if
necessary (e.g. when pupils need some more
vocabulary to talk about favourite things).
- Invite some pupils to show their work and talk about Group work
their favourite things in front of the class. Have pupils
stick their posters on the wall (or board) as a display.
C. Wrap-up - Ask students to answer the following questions: Whole class
(2’) What have you learnt from the lesson today?
IV. ADJUST

I. OBJECTIVES
Language - Correctly pronounce the two-syllable words with the stress on the
knowledge & second syllable as in fif ’teen and six’teen in isolation and as in the
skills sentences I live at fifteen Ba Dinh Street; She lives at sixteen London
Street;
- Identify the stress on some two-syllable words and circle the word
with a different stress pattern from the other two words;

- Say the chant with the correct pronunciation, word stress and rhythm.
Self-control & independent learning: perform pronunciation and
listening tasks.
Attributes - Show their pride in their personal home and address.

- Audio tracks 22, 23, 24
- Teacher’s guide: Pages 42, 43, 44
III. Procedures
A.Warm-up (5’) - Greet the class Hello. / Hi. I’m____. How are you?
- To get students and encourage pupils to respond and introduce
ready for the themselves.
lesson. Song: Big numbers Group
Greet the class, then have the class listen and sing the work
song Big Numbers.
- Review numbers Matching Game.
Explain how to play the game: Pupils take turns to
open two cards, trying to find the pairs of numbers
(as numbers and words). If the cards don’t match,
teacher clicks to turn them back. If the cards match,
praise students and give them points for their team.
1. Listen and Goal: To correctly pronounce the two-syllable words
repeat. (10’) with the stress on the second syllable as in fif ’teen and
six’teen in isolation and as in the sentences I live at
fif'teen Ba Dinh Street and She lives at six'teen London
Street.
- Have pupils point at the word fif'teen and the Whole class
sentence I live at fif'teen Ba Dinh Street. Play the
recording for them to listen and repeat in chorus and
individually until they feel confident. Correct their
pronunciation where necessary. Pair work
- Invite a few pupils to listen to and repeat the word
and the sentence. Praise them when they have good
pronunciation.
- Repeat Steps 1 and 2 for the word six'teen and the
sentence She lives at six'teen London Street. Go
around the classroom and correct pupils’
pronunciation where necessary.
- Let pupils work in pairs or groups, saying the words Pair work
and reading the sentences
2. Circle, listen Goal: To read and complete two gapped dialogues
and check (10’) with the help of picture cues.
- Tell pupils that this is an odd-one-out exercise. Individual
Pupils circle the word having a different stress from work
each line. Then listen to the recording to check their
answers.
- Set a time for pupils to do the task. Pair work
- Play the recording, once or twice, for pupils to listen
and check their answers. Get pupils to swap books
with a partner and check their answers before Pair work
checking as a class. Play the recording again for
pupils to double-check their answers.
3. Let’s chant Goal: To say the chant with the correct
(8’) pronunciation,word stress and rhythm
- Have pupils look at the pictures and identify the Whole class
addresses.
- Get pupils to read the first verse of the chant and
draw their attention to the numbers 15 (fif'teen) and Individual
16 (six'teen). Check comprehension. work
- Play the recording of the first verse. Play the
recording again, line by line, for pupils to listen and
repeat. Draw their attention to the rhythm, word
stress and pronunciation. Encourage them to clap and
do actions while chanting.
- Repeat Steps 2 and 3 for the second verse of the Group/ Pair
chant but draw their attention to the numbers 18 work
(eigh'teen) and 19(nine'teen).
- Play the recording all the way through for pupils to
chant and clap their hands.

IV. ADJUST

I. OBJECTIVES
Language - Read a letter and show understanding by deciding if the sentences
knowledge & are true or false;
skills - Write the answers to the guiding questions based on their personal
information;
- Present the results of a survey of pupils’ homes to the class.
Self-control & independent learning: perform reading and writing
tasks.
Attributes - Show their knowledge about houses and addresses.

- Teacher’s guide: Pages 44, 45
- Computer, projector,
III. Procedures
A.Warm-up (5’) - Greet the class Hello. / Hi. I’m
To review the . How are you? and encourage pupils to
structures, respond and introduce themselves.
vocabularies in Game: Who’s faster? Group work
the previous - Show the hidden pictures and let pupils look, guess
lessons: tower, and say aloud
house, building, the words.
flat, street - Show the questions and answer choices on the
screen. If the screen is not big enough, teachers
write A, B, C on the board.
1. Read and Goal: To read a letter and show understanding by Whole class

tick True or deciding if the sentences are True or False.
False. (10’) - Tell pupils the goal of the activity and explain that
they should read the letter and tick
True or False for the sentences provided. Check Pair work
comprehension.
- Give an example with Number 1. Have pupils
read the sentence Number 1; then scan the letter
above quickly to find the correct fact (Sydney). Then Individual
tell them to compare with the information given in work
the sentence provided (London). Tell the pupils to
tick the box False.
- Set a time limit for pupils to do the task
help where necessary. Pair work
their answers before checking as a class. Correct
the answers where necessary.
2. Let’s write. Goal: To write the answers to guiding questions based
(10’) on their personal information.
- Tell the class the goal of the activity and explain
that they should read the questions and write the Individual
answers based on their personal information. work
- Give an example with Question 1. Invite a pupil to
read Question 1 and write the answer on the board
and read it aloud. Correct the spelling and
pronunciation where necessary. Pair work
- Give pupils time to do the writing task
help where necessary.
their answers before checking as a class. If time Pair work
allows, invite one or two pupils to stand up and read
aloud their answers.
3. Project (8’) Goal: To present the results of a survey of pupils’
homes to the class.
- Check pupils’ preparation of their survey. Whole class
- Invite a pupil to report his/ her survey with your help.
- Have pupils work in groups to practise reporting Individual
their own surveys. Go around the classroom and work

offer help where necessary.
- Invite a few pupils to report their surveys in front of
the class. Praise them when they do a good job. group work
IV. ADJUST
KÝ DUYỆT TUẦN 04

Week 4

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Teaching plan School year 2024 - 2025

Teacher: Nguyen Thi Thanh Huyen

Teacher: Nguyen Thi Thanh Huyen

Period 14: Unit 2: OUR NAMES

Teacher: Nguyen Thi Thanh Huyen

Period 15: Unit 2: OUR NAMES

Teacher: Nguyen Thi Thanh Huyen

Period 16: Unit 2: OUR NAMES

Teacher: Nguyen Thi Thanh Huyen

Teacher: Nguyen Thi Thanh Huyen

Teacher: Nguyen Thi Thanh Huyen

Period 14: UNIT 2: TIME AND DAILY ROUTINES

Period 15: UNIT 2: TIME AND DAILY ROUTINES

Teacher: Nguyen Thi Thanh Huyen

Teacher: Nguyen Thi Thanh Huyen

Teacher: Nguyen Thi Thanh Huyen

Period 16: UNIT 2: TIME AND DAILY ROUTINES

Teacher: Nguyen Thi Thanh Huyen

II. RESOURCES AND MATERIALS

Teacher: Nguyen Thi Thanh Huyen

- Invite a few pairs to come to the front of the

Teacher: Nguyen Thi Thanh Huyen

Period 14: UNIT 1: ALL ABOUT ME!

Competences Communication and collaboration: work in pairs and groups to

II. RESOURCES AND MATERIALS

Steps Teacher’s and pupils’ activities Modes

Teacher: Nguyen Thi Thanh Huyen

Period 15: UNIT 2: OUR HOMES

Teacher: Nguyen Thi Thanh Huyen

II. RESOURCES AND MATERIALS

Teacher: Nguyen Thi Thanh Huyen

Period 16: UNIT 2: OUR HOMES

II. RESOURCES AND MATERIALS

Teacher: Nguyen Thi Thanh Huyen

Teacher: Nguyen Thi Thanh Huyen

Teacher: Nguyen Thi Thanh Huyen

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