E4 WEEK 14

WEEK 14
UNIT 8: MY FAVOURITE SUBJECTS

Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly repeat the sounds of the letters ke and te in isolation, in the words
knowledge & like and write, and in the sentences I like English. and Let's write. with the
skills correct pronunciation and intonation.
– identify the target words like and write while listening.
– say the chant with the correct pronunciation and rhythm.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show their love and interest in their school subjects
II. RESOURCES AND MATERIALS
- Student’s book: Page 60
- Audio tracks 84, 85, 86
- Teacher’s guide: Pages 121,122
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s
PROCEDURE chant – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting.
Spend a few minutes revising the previous lesson by Whole
inviting a few pairs to ask and give reasons why they like a class/
school subject. Individual
Option 1: Lip- reading game work
- Divide pupils into groups. Guide pupils to pronounce
words without making a sound.
- Each pupil takes turns pronouncing without making a
sound while the rest guess the sound.
Option 2: Play the game: Make sentences (PPT slides)
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters ke and te in isolation, in the
words like and write, and in the sentences I like English. and Let's write.
with the correct pronunciation and intonation.
b. Input – The letter ke, the word like and the sentence I like English. – The letters
te, the word write and the sentence Let's write.
c. Outcome Pupils can correctly repeat the sounds of the letters ke and te in isolation,
in the words like and write, and in the sentences I like English. and Let's
write. with the correct pronunciation and intonation.
d. Procedure Step 1: Have pupils look at the letters ke, listen to the
recording and repeat the letters until they feel confident.
Correct the pronunciation where necessary.
Step 2: Have pupils point at the word like, listen to the
recording and repeat the word until they feel confident. Whole class
Monitor the activity and offer help where necessary.
Step 3: Get pupils to point at the sentence I like English,
listen to the recording and repeat it several times. Then
invite a few pupils to stand up, listen to and repeat the
sentence.
Step 4: Repeat Steps 1 to 3 for the letters te, the word and
the sentence in line 2. Go around the classroom and correct
the pronunciation where necessary.
Step 5: Give pupils a time limit to practise pronouncing the
letters, saying the words, and reading the sentences in pairs Pair work
or groups.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words like and write while listening.
b. Input Two sentences, each with three options to choose

Audio script:
1. I like music.
2. I write in English.
c. Outcome Pupils can identify the target words like and write while listening.
d. Procedure Step 1: Tell pupils that they are going to listen to the
recording and circle the correct options. Get them to read Whole class
the options and guess the sentences they may hear in the
recording. /Individual
Step 2: Play the recording for pupils to listen to. Play the work
recording again for pupils to listen and circle the correct
options.
Step 3: Tell pupils to swap books with a partner, then check
the answers together as a class. Write the correct answers
on the board. Pair work
Step 4: Play the recording again for pupils to double-check
their answers. Whole class
Extension: Invite one or two pupils to stand up, listen to
and repeat the sentences. /Individual
work
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct pronunciation and rhythm.
b. Input The lyrics and recording of the chant.
c. Outcome Pupils can say the chant with the correct pronunciation and rhythm.
d. Procedure Step 1: Have pupils scan the first verse of the chant, and
elicit the word ending with ke (like). Check pupils’
comprehension of the first stanza of the chant.
Step 2: Play the recording. Get pupils to listen to and repeat Whole class
the first verse, line by line. Show them how to chant and /Individual
clap their hands. work
Step 3: Play the recording of the first verse again for pupils
to do choral and individual repetition.
Step 4: Repeat Steps 1 to 3 for the second verse of the
chant. Go around the classroom and offer help where
necessary.
Extension: If there is enough time, split the class into two
groups to take turns chanting and clapping their hands. Group
Each of the groups should sing one verse of the chant. Then work
invite some groups to the front of the class to chant and clap
hands. Praise pupils if they perform well.
Fun corner and wrap-up: 5 minutes
Option 1: Play the game from
https://www.gamestolearnenglish.com/spelling-bee/ Whole
Option 2: Cross-word game class
Option 3: Singing contest (PPT slides)
Key:
Across Down
1. singer 1. English teacher
4. painter 3. IT
5. maths teacher
ADJUSTMENT (if necessary )

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UNIT 8: MY FAVOURITE SUBJECTS

I. OBJECTIVES
Language - read a paragraph and decide whether the sentences are true or false.
knowledge & - read, understand and complete a paragraph about their favourite subjects.
skills - do a survey on their classmates’ favourite subjects and the reasons why they
like these subjects and present them to the class
learning tasks
- Self-control & independent learning: finish reading tasks
Attributes Show their love and interest in their school subjects
- Teacher’s guide: Pages 123, 124
III. Warm-up and review – Read and tick True or False – Let’s write – Project
PROCEDURE – Fun corner and wrap-up
Procedure Teachers and pupils’ activities Interaction Note

Option 1:
Greet the class and encourage pupils to respond to the Whole
greeting. Spend a few minutes revising the previous lesson class/
by inviting two groups of three to the front of the class to Individual
take turns saying the two verses of the chant and clapping work
their hands.
Option 2: Camping trip (PPT slides)
PRACTICE
Activity 4. Read and tick True or False. 5 minutes
a. Goal To read a paragraph and decide whether the sentences are true or false.
b. Input – A paragraph about Peter and his school subjects
– Four sentences with True and False boxes.
c. Outcome Pupils can read a paragraph and decide whether the sentences are true or
false.
d. Procedure Step 1: Have pupils read all the sentences under the Whole
paragraph. Tell them to read Sentence 1 and pay attention class
to the keywords name and Peter, then scan the paragraph
for the information. If it is the same, they should put a tick
in the True box. If the information is not the same, they
should put a tick in the False box.
Step 2: Repeat Step 1 for Sentences 2, 3 and 4. Set a time Individual
limit for pupils to do the activity independently. Go around work
the classroom and offer help where necessary.
Step 3: Get pupils to swap books with their partners and Pair work
check their answers before checking as a class.
Individual
Step 4: Invite some pupils to stand up and read the
work
paragraph aloud.
PRODUCTION
Activity 5. Let’s write. 10 minutes
a. Goal To read, understand and complete a paragraph about their favourite
subjects.
b. Input An incomplete paragraph with four gaps.
c. Outcome Pupils can read, understand and complete a paragraph about their
favourite subjects.
d. Procedure Step 1: Tell pupils what they are going to do. Then get
them to read the incomplete paragraph. Elicit what the
paragraph is about (someone’s favourite subject and the
reason why he / she likes it). Remind them to pay attention Whole class
to the context (the words before and after the blanks) in the /Individual
sentences before completing them with appropriate work
information.
Step 2: Get pupils to fill the first gap with their name as an
example.
Step 3: Set a time limit for pupils to complete the
paragraph independently. Go around the classroom and
offer help where necessary. Pair work
Step 4: Get pupils to swap books with their partners and
check the answers in pairs or groups before inviting a few
pupils to stand up and read their writing aloud.
Extension: Invite a few pupils to read their completed texts
in front of the class.
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal To do a survey on their classmates’ favourite subjects and the reasons
why they like these subjects and present them to the class
b. Input Picture: Mary presenting the result of her survey of favourite subjects to
the class.
c. Outcome Pupils can do a survey on their classmates’ favourite subjects and the
reasons why they like these subjects and present them to the class.
d. Procedure Step 1: Get pupils to work in groups to show their surveys
on their classmates’ favourite subjects and the reasons why
they like these subjects which they have prepared at home
as homework. They will tell the class about their avourite
subjects and the reasons why they like them. Whole class
Step 2: Invite a pupil to the front of the class to model the
presentation. Observe and offer help with the presentation /Individual
language where necessary. Put the key presentation work
language on the board e.g. Look at Bill. His favourite
subject is maths. He likes it because he wants to be a maths
teacher. Have the pupils repeat the language a few times to
help them feel confident when they present the project
before an audience.
Step 3: Set a time limit for pupils to present the project in Pair work
their groups. Each pupil shows his / her survey to the group
and describes his / her classmates’ favourite subjects and
the reasons why they like them. Pair work
Step 4: Invite a few pupils to the front of the class to
present their projects. Encourage the class to cheer for the
presenters.
Option 1: Act out
- Say some subjects, using gestures to guide pupils how to
describe a subject or job without using words. Whole class
- Random pupils are called to act without sound in front of
the class.
- The rest can guess the name of the subject or job.
Option 2: Colour box
- Prepare several boxes. Put all boxes in the middle of the
room
- Pupils have 5 pieces of paper with 5 colours (purple,
green, brown, red, orange)
- All pupils sit with their backs toward the boxes.
- Pupils take turns to put the colour pieces of paper into the
corresponding colour box.
- The piece of paper is their favourite subject at school.
- They can put paper pieces into more than one box.
- The teacher and the whole class check the number of
paper pieces in each box and give a summary.

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UNIT 9: OUR SPORTS DAY

I. OBJECTIVES
Language - understand and correctly repeat the sentences in two communicative
knowledge & contexts focusing on asking and answering questions about a sports day.
skills - correctly say the words and use Is your sports day in ______? – Yes, it is.
/ No, it isn’t. It’s in ______. to ask and answer questions about a sports
day.
- enhance the correct use of Is your sports day in ______? – Yes, it is. / No,
it isn’t. It’s in ______. to ask and answer questions about a sports day.
learning tasks
Attributes - Develop their interests in sports and show their responsibility by raising
awareness of months in the year.
- Audio tracks 87, 88
- Teacher’s guide: Pages 125, 126, 127
III. Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURES Let’s talk – Fun corner and wrap-up

Greet the class.
- Have some pupils say the chant from Lesson 3 of Unit 8. Whole
Praise them and get the class to cheer or clap if they do a class/
good job. Individual
- Ask pupils to open their books at page 62 and look at work
Unit 9, Lesson 1, 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.
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 a sports day.
b. Input – Context a:
Lucy: Our sports day is in May. We play many sports and games.
Nam: Great! I like sports.
– Context b:
Lucy: Is your sports day in May too?
Nam: No, it isn't. It's in April.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions
about a sports days.
d. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole
the characters in the pictures (see Input). class/
Individual
Step 2: Ask pupils to look at Picture a. Play the recording work
for them to listen. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Repeat the same
procedure with Picture b. Correct their pronunciation where
necessary.
Step 3: Play the recording again for pupils to listen to and
repeat individually and / or in chorus sentence by sentence.
Step 4: Invite a few pairs to the front of the classroom to Pair work
listen to and repeat the sentences in the recording.
Step 5: Draw their attention to the question Is your sports Whole
day in May too? and the answer No, it isn't. It's in April. class/
Tell pupils that they are used to ask and answer questions Individual
about sports days. work
e. - Performance products: Pupils’ answers

Assessment - Assessment tools: Observation; Questions & answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. (10 minutes)
a. Goal To correctly say the words and use Is your sports day in ______? – Yes,
it is. / No, it isn’t. It’s in ______. to ask and answer questions about a
sports day.
b. Input – Picture cues:
a. a calendar showing May b. a calendar showing June
c. a calendar showing July d. a calendar showing August
– Speech bubbles:
Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______.
Audio script:
a. May / yes b. June / Yes
c. March / no / July d. April / no / August
a. A: Is your sports day in May?
B: Yes, it is.
b. A: Is your sports day in June?
B: Yes, it is.
c. A: Is your sports day in March?
B: No, it isn’t. It’s in July.
d. A: Is your sports day in April?
B: No, it isn’t. It’s in August.
c. Outcome Pupils can correctly say the words and use Is your sports day in
______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer
questions about a sports day.
d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole
names of the months in the pictures. Have the class repeat class/
the words a few times. Check comprehension. Individual
Step 2: Have pupils point at Picture a, listen to the work
recording and repeat the word (May). Have the class repeat
the word a few times. Repeat the same procedure with the
other three pictures.
Step 3: Point at the bubbles and have pupils listen to and
repeat after the recording Is your sports day in May? –
Yes, it is. Point at Picture a and have pupils listen to and
repeat the sentences until they feel confident. Repeat the
same procedure with Pictures b, c and d.
Step 4: Have pupils work in pairs and practise asking and
answering the question Is your sports day in ______? – Pair work
Yes, it is. / No, it isn't. It's in ______. using speech bubbles
and Pictures a, b, c and d.
Whole
Step 5: Invite a few pairs to point at the pictures and say class/ Pair
the questions and answers in front of the class. work
e. - Performance products: Pupils’ answers and interaction
Assessment - Assessment tools: Observation; Answer keys
PRACTICE
Activity 3. Let’s talk. (8 minutes)
a. Goal To enhance the correct use of Is your sports day in ______? – Yes, it is. /
No, it isn’t. It’s in ______. to ask and answer questions about a sports
day.
b. Input – Picture cue: a picture of a sports day and calendar showing the months
of the year
– Speech bubbles: Is your sports day in ______? – ______.
c. Outcome Pupils can enhance the correct use of Is your sports day in ______? –
Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about
a sport day.
d. Procedure Step 1: Draw pupils’ attention to the picture. Have them Whole
say the names of the months in the picture. Ask questions class/
to help them identify the context (see Input). Individual
Step 2: Have pupils look at the bubbles to understand how work
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.
Step 3: Invite some pupils to practise asking and answering Group
questions in front of the class. Praise them if they perform work/ Pair
well. work
Extension: For a more able class, have pupils ask and
answer questions about what their friend(s) do on school
sports day, using the structures learnt e.g. What do you do
on sports day? – I ______.
e. - Performance products: Pupils’ interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Option 1: Game: Lucky number (PPT) Group
- Divide pupils into 2 teams: one team is X, one team is O. work
- Pupils select a number on the grid, then 2 representatives

ask and answer based on the question cue. If they answer
correctly, teacher clicks the home button to go back to the
first slide, then click on X or O (depending on which team is
answering).
- The first team to get three Xs or three Os in a row wins!
Option 2:
Ask pupils what have you learnt from the lesson today Whole
class/
(- Use the months of the year and the model “Is your sports Individual
day in ….?” – “Yes, it is. / No, it isn’t. It’s in …” to say work
when the sports day is.)
* 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.

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UNIT 9: OUR SPORTS DAY

I. OBJECTIVES
Language - listen to and understand three communicative contexts in which characters
knowledge & ask and answer questions about a sports day and match three characters
skills with three correct pictures.
- complete four target sentence patterns in four exchanges with the help of
picture cues.
- sing the song Our sports day with the correct pronunciation, rhythm and
melody.
learning tasks
Attributes - Develop their interests in sports and show their responsibility by raising
awareness of months in the year.
- Audio tracks 89, 90
- Teacher’s guide: Pages 128, 129
III. Warm-up and review – Listen and match – Look, complete and read –
PROCEDURES Let’s sing – Fun corner and wrap-up

Greet the class. Whole
Option 1: class/
Individual
- Spend a few minutes revising the previous lesson. Get a work
few pupils to ask and answer questions about a sports day.
Option 2: Guessing Game (PPT)
Group work
- Teacher shows some clues (special dates, specific
activities) for a month and pupils guess that month.
- Praise when they can guess correctly.
Ask pupils to open their books at page 63 and look at

Unit 9, Lesson 1, Activity 4.
PRACTICE
Activity 4. Listen and match. (5 minutes)
a. Goal To listen to and understand three communicative contexts in which
characters ask and answer questions about a sports day and match three
characters with three correct pictures.
b. Input Picture cues:
1. Mary 2. Ben 3. Lucy
a. a calendar showing August
b. a calendar showing June
c. a calendar showing 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 August.
c. Outcome Pupils can listen to and understand three communicative contexts in
which characters ask and answer questions about a sports day and match
three characters with three correct pictures.
Key: 1. b 2. c 3. a
d. Procedure Step 1: Draw pupils’ attention to the pictures of the Whole
characters and the months. Identify them as a class. class/
Step 2: Play the recording for Character 1. Ask pupils to Individual
listen and draw a line to match the character (Mary) with work
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. Go around
the classroom to offer support where necessary.
Step 4: Get pupils to swap books with a partner, then check Pair work
answers together as a class. Write the correct answers on
the board.
Step 5: Play the recording again for pupils to listen and Whole
double-check their answers. class/
Individual
Extension: If time allows, play the recording, sentence by work
sentence, for the class to listen and repeat individually and
in chorus. Correct their pronunciation where necessary.
e. - Performance products: Pupils’ answers
PRACTICE
Activity 5. 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. Outcome Pupils can complete four target sentence patterns in four exchanges with
the help of picture cues.
Key: 1. it is 2. August 3. Is; May 4. in; No, it isn’t
d. Procedure Step 1: Have pupils look at the pictures and identify the Whole
months. class/
Step 2: Have pupils look at the four gapped exchanges. Individual
Draw their attention to the missing words in the sentences. work
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.) Whole
Step 4: Repeat the same procedure with Exchanges 2, 3 and class/ Pair
4. Draw pupils’ attention to two gaps in Exchanges 3 and 4. work
Step 5: Have pupils complete the exchanges individually
and ask a few pairs to read them 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: Pupils’ talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRACTICE
Activity 6. 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. Outcome Pupils can sing the song Our sports day with the correct pronunciation,
rhythm and melody.
d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the Whole class/
song. Encourage them to point at the pictures to reinforce Individual
their understanding. work
Step 2: Play the recording all the way through. 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
Whole class/
for the song. Invite groups to the front of the class to
Group work
perform, while the rest of the class sings and / or claps
along. Encourage the class to praise or cheer the
performers.
Extension: Invite some groups to the front of the class to
perform while the rest of the class sings and / or claps
along.
e. - Performance products: Pupils’ interaction and performance
Option 1: Game: Basketball (PPT) Group
- Teacher divides the class into 2 teams (boys and girls). work
- Each team takes turns choosing a famous basketball game

and answering the question.
- The team that has more points is the winner.
Option 2: Game: Reorder the sentences. 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.
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WEEK 14

UNIT 8: MY FAVOURITE SUBJECTS

Procedure Teacher’s and pupils’ activities Interaction Note

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

ADJUSTMENT (if necessary )

UNIT 8: MY FAVOURITE SUBJECTS

Procedure Teachers and pupils’ activities Interaction Note

ADJUSTMENT (if necessary )

UNIT 9: OUR SPORTS DAY

Procedure Teacher’s and pupils’ activities Interaction Note

e. - Performance products: Pupils’ answers

- Pupils select a number on the grid, then 2 representatives

ADJUSTMENT (if necessary )

UNIT 9: OUR SPORTS DAY

Procedure Teacher’s and pupils’ activities Interaction Note

Ask pupils to open their books at page 63 and look at

- Each team takes turns choosing a famous basketball game

- Give each group a sentence that is broken/ cut into pieces.

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