Week: 5

Period: 17

Day of teaching: 02/10/2023

UNIT 3: MY WEEK
Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language
- understand and correctly repeat the sentences in two communicative
knowledge &
contexts (pictures) in which pupils ask and answer questions about the days
skills
of the week.
- correctly say the words and use What day is it today? – It's _____. to ask
and answer questions about the days of the week.
- enhance the correct use of What day is it today? – It's _____. to ask and
answer questions about the days of the week in a freer context.
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 day of the week.
II. RESOURCES AND MATERIALS
- Student's book: Page 22
- Audio tracks 26, 27
- Teacher's guide: Pages 43, 44, 45
- Flash cards/ pictures and posters (Unit 3)
III.
Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURE
Let's talk – Wrap-up
Procedure
Teacher's and pupils' activities
Warm-up and review: 5 minutes

Interaction

- Greet the class and encourage pupils to respond to the
Whole
greeting.
class/
- Have the whole class sing the song What time do you go Individual
to school? (ppt)
work
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal
To understand and correctly repeat the sentences in two communicative
contexts (pictures) in which pupils ask and answer questions about the
days of the week.
b. Input
- Context a: Ms Hoa: Hi, class. What day is it today?
Class: It's Monday.

Note

c. Outcome
d. Procedure

e.
Assessment

- Context b: Bill: What day is it today?
Lucy: It's Friday.
Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions
about the days of the week.
Step 1: Have pupils look at Pictures a and b and identify Whole
the characters in the pictures.
class
Step 2: Ask pupils to look at Picture a. Play the recording /Individual
for them to listen. Play the recording again, sentence by work
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 and
repeat 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 What day is it Whole
today? and the answer It's Monday. and It's Friday. Tell class
pupils that they have a question and answers about the days Pair work
of the week.
- Performance products: Pupils' answers
- Assessment tools: Observation; Questions & Answers

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal
To correctly say the words and use What day is it today? – It's _____. to
ask and answer questions about the days of the week.
b. Input
– Picture cues:
a. Monday b. Tuesday c. Wednesday d. Thursday
– Speech bubbles: What day is it today? – It's _____.
c. Outcome
Pupils can correctly say the words and use What day is it today? – It's
_____. to ask and answer questions about the days of the week.
d. Procedure Step 1: Have pupils look at the pictures and elicit the days Whole
of the week.
class/
Step 2: Have pupils point at Picture a, listen to the Individual
recording and repeat the word (Monday). Repeat the same work
procedure with the other three pictures. Have the class
repeat the words a few times.
Step 3: Point at the bubbles and Picture a and have pupils
listen to and repeat after the recording (What day is it
today? – It's Monday.). Repeat the same procedure with the
other three pictures (b, c, d). Have the class repeat the Pair work
questions and answers a few times.
Step 4: Have pairs practise asking and answering the
Whole
question What day is it today? – It's _____.

e.
Assessment

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
- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 3. Let's talk. 8 minutes
a. Goal
To enhance the correct use of What day is it today? – It's _____. to ask
and answer questions about the days of the week in a freer context.
b. Input

– Picture cue: a boy asks a girl about the days of the week: Tuesday,
Wednesday, Thursday, Friday (illustrated by calendars)
– Speech bubbles: What day is it today? – It's _____.
c. Outcome
Pupils can enhance the correct use of What day is it today? – It's_____.
to ask and answer questions about the days of the week in a freer context.
d. Procedure Step 1: Draw pupils' attention to the picture. Ask questions Whole
to help them identify the context (see Input).
class
Step 2: Put pupils into pairs and encourage them to ask and
answer questions about the days of the week. Go around the
classroom to offer support.
Step 3: Invite a few pairs to the front of the class to ask and Pair work
answer questions about the days of the week using What
day is it today? – It's _____. and the picture cue. Praise
pupils if they perform well.
e.
- Performance products: Pupils' answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
* Game: Racing horses
Group work
- Divide children into groups of four.
- Give each group one paper dice.
- Race to find the winner.
* Preparation for the project:
Tell pupils about the project on page 27, Lesson 3, Activity
Group work
6. Ask them to take notes of weekend activities at home
and present them to the class at Project time.

* Experience:
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Week: 5

Period: 18

Day of teaching: 02/10/2023

UNIT 3: MY WEEK
Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language
knowledge &
skills

-  listen to and understand two communicative contexts about the days of the
week and tick the correct pictures.
-  complete four gapped exchanges with the help of picture cues.
-  revise target words about the days of the week by playing the game Slap the
board.

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 day of the week

II. RESOURCES AND MATERIALS

III.
PROCEDURE
Procedure

- Student's book: Page 23
- Audio tracks 29
- Teacher's guide: Pages 45, 46, 47
- Flash cards/ pictures and posters (Unit 3)
Warm-up and review – Listen and tick – Look, complete and read –
Let's play – Wrap up
Teacher's and pupils' activities

Interaction

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the Whole
greeting.
class/
Spend a few minutes revising the previous lesson by asking Individual
the question What day is it today? and have a few pupils work
answer the question. Have the class give comments.
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal

To listen to and understand two communicative contexts about the days
of the week and tick the correct pictures.

Note

b. Input

c. Outcome
d. Procedure

e.
Assessment

Picture cues:
1a. Tuesday 12 1b. Wednesday 13
2a. Thursday 14 2b. Friday 15
Key: 1. b 2. a
Pupils can listen to and understand two communicative contexts about
the days of the week and tick the correct pictures.
Step 1: Draw pupils attention to Pictures 1a and 1b. Ask Whole
questions to help them identify the days of the week.
class
Step 2: Play the recording for Question 1 for pupils to /Individual
listen. Then play the recording again for pupils to listen and work
tick the correct picture.
Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b.
Step 4: Tell pupils to swap books with a partner, then check Pair work
answers together as a class. Write the correct answers on
the board. Play the recording again for pupils to doublecheck their answers.
- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal
To complete four gapped exchanges with the help of picture cues.
b. Input

Four picture cues and four gapped exchanges to complete.

c. Outcome

Pupils can correctly complete four gapped exchanges with the help of
picture cues.
Key: 1. Monday 2. Friday 3. What day; It's 4. today; It's Thursday
Step 1: Have pupils look at the pictures. Get them to Whole
identify the days of the week in the pictures.
class/
Step 2: Have pupils look at the gapped exchanges. Draw Individual
their attention to the missing words in the questions and work
answers.
Step 3: Model Picture 1. Have pupils look at the answer. Pair work
Ask them what word is missing in the answer (Monday).
Then have pupils complete it (It's Monday.). Repeat the Whole
same procedure with Pictures 2, 3 and 4.
class/ Pair
Step 4: Have pupils complete the gapped exchanges work
individually and ask a few pairs to read them aloud.
- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

d. Procedure

e.
Assessment
PRACTICE

Activity 3. Let's play. 8 minutes

a. Goal
b. Input
c. Outcome
d. Procedure

e.
Assessment

To revise target words about the days of the week by playing the game
Slap the board.
Some words of the target vocabulary on the board: Monday, Tuesday,
Wednesday, Thursday, Friday (jumbled)
Pupils can revise target words about the days of the week by playing the
game Slap the board.
Step 1: Tell pupils that they are going to listen to and slap
Whole
the correct words as quickly as possible. Have them look at class/
the days of the week on the board to recall the days of the
Individual
week (as in Input).
work
Step 2: Call two pupils to the front. Get them to stand at a
certain distance from the board.
Step 3: Say a day of the week using It's ____. with one of
Pair work
the words on the board, for example, It's Monday. The
pupil who is the quickest to slap the right word (Monday)
gets one point. The pupil who slaps the most words is the
winner.
Step 4: Invite a few pairs to the front of the class to play the
game. Praise pupils if they perform well.
- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes
Game: Guess the words (ppt)

Group work

* Experience:
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Week: 5

Period: 19

Day of teaching: 04/10/2023

UNIT 3: MY WEEK
Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language
-  understand and correctly repeat the sentences in two communicative
knowledge &
contexts focusing on asking and answering questions about what someone
skills
does on certain days of the week.
-  correctly say the phrases and use What do you do on _____? – I _____. to
ask and answer questions about what someone does on certain days of the
week.
-  enhance the correct use of What do you do on _____? – _____. to ask and
answer questions about what someone does on certain days of the week in a
freer context.
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 day of the week

II. RESOURCES AND MATERIALS

III.
PROCEDURE
Procedure

- Student's book: Page 24
- Audio tracks 29, 30
- Teacher's guide: Pages 47, 48, 49
- Flash cards/ pictures and posters (Unit 3)
Warm-up and review – Look, listen and repeat – Listen, point and say –
Let's talk – Wrap up
Teacher's and pupils' activities

Interaction

Warm-up and review: 5 minutes
- Greet the class and encourage pupils to respond to your
greeting.
Listen and guess
- Spell the first letter of any day/ spell any letter in a day,
pupils guess.
- Flash the cards to consolidate pupils' pronunciation and
spelling.

Whole
class/
Individual
work

Note

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 what
someone does on certain days of the week.
b. Input
– Context a: Ms Hoa: What day is it today?
Nam: It's Thursday.
Ms Hoa: What do you do on Thursdays?
Nam: I study at school.
– Context b: Bill: What do you do on Saturdays?
Mai: I do housework.
c. Outcome
Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions
about what someone does on certain days of the week.
d. Procedure
Step 1: Have pupils look at Pictures a and b and identify Whole
the characters in the pictures.
class/
Step 2: Ask pupils to look at Picture a. Play the recording Individual
for them to listen. Play the recording again, sentence by work
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 and
repeat 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 questions What do you Whole class
do on Thursdays / Saturdays? and the answers I study at
school and I do housework. Tell pupils that they are
questions and answers about what someone does on certain
days of the week.
e. Assessment - Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal
To correctly say the phrases and use What do you do on _____? – I
_____. to ask and answer questions about what someone does on certain
days of the week.
b. Input
– Picture cues:
a. a girl studying at school b. a girl going to school
c. a boy doing housework d. a boy listening to music
– Speech bubbles: What do you do on _____? – I _____.
c. Outcome
Pupils can correctly say the phrases and use What do you do on _____?

– I _____. to ask and answer questions about what someone does on
certain days of the week.
d. Procedure
Step 1: Have pupils look at the pictures and elicit the Whole
activities and the days of the week.
class/
Step 2: Have pupils point at Picture a, listen to the Individual
recording and repeat the phrase (Mondays / study at work
school). Repeat the same procedure with the other three
pictures. Have the class repeat the phrases a few times.
Step 3: Point at the bubbles and Picture a, then have pupils
listen to and repeat after the recording (What do you do on
Mondays? – I study at school.). Repeat the same procedure
with the other three pictures b, c and d.
Step 4: Have pairs practise asking and answering the Pair work
question What do you do on _____? – I _____.
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. Assessment - Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let's talk. 8 minutes
a. Goal

To enhance the correct use of What do you do on _____? – _____. to ask
and answer questions about what someone does on certain days of the
week in a freer context.
b. Input
– Picture cue: A boy asks a girl about what she does on Tuesdays,
Fridays and Sundays (illustrated by the calendars and her activities)
– Speech bubbles: What do you do on _____? – ______.
c. Outcome
Pupils can enhance the correct use of What do you do on _____? –
_____. to ask and answer questions about what someone does on certain
days of the week in a freer context.
d. Procedure
Step 1: Draw pupils' attention to the picture. Ask questions Whole
to help them identify the context (see Input).
class/
Step 2: Put pupils into pairs and encourage them to ask and Individual
answer questions about what someone does on certain days work
of the week. Go around the classroom to offer support.
Step 3: Invite a few pairs to the front of the class to
Pair work
perform their conversations.
Step 4: Invite a few pairs to practise asking and answering
questions about what they do on certain days of the week.
Praise pupils if they perform well.
e. Assessment - Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes

Spelling game
Whole
- Teacher says: Can you spell - pause - pretends to think, class/
then say Mondays, waits for pupils to spell, shows the word Group work
- Have Ss repeat with others.
- can play in two groups, the fastest gets one sticker.

* Experience:
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Week: 5

Period: 20

Day of teaching: 04/10/2023
UNIT 3: MY WEEK
Lesson 2 – Period 4
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language
- listen to and understand four communicative contexts about days of the
knowledge &
week and what someone does on certain days of the week and number the
skills
correct pictures.
- complete four gapped exchanges with the help of picture cues.
- sing the song My week with the correct pronunciation, rhythm and melody.
Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes

- Show their responsibility by noticing the day of the week

II. RESOURCES AND MATERIALS

III.
PROCEDURE
Procedure

- Student's book: Page 25
- Audio tracks 31, 32
- Teacher's guide: Pages 49, 50, 51
- Flash cards/ pictures (Unit 3)
Warm-up and review – Listen and number – Look, complete and read –
Let's sing – Wrap up
Teacher's and pupils' activities

Interaction

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the Whole class

Note

greeting.
Miming game (ppt)

PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal
To listen to and understand four communicative contexts about days of
the week and what someone does on certain days of the week and
number the correct pictures.
b. Input
Picture cues:
a. a girl listening to music on Sundays
b. a calendar: Friday
c. a calendar: Monday
d. a boy doing housework on Saturdays
c. Outcome
Pupils can listen to and understand four communicative contexts about
days of the week and what someone does on certain days of the week and
number the correct pictures.
d. Procedure Step 1: Draw pupils' attention to the pictures. Elicit the Whole
activities and the days of the week.
class/
Step 2: Play the recording for pupils to do the task by Individual
numbering the pictures. Play the recording again to give work
pupils another listening opportunity.
Pair work
Step 3: Check answers together as a class. Play the
recording a third time for pupils to double-check their
answers and correct their answers in pairs.
e.
Assessment

- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal
To complete four gapped exchanges with the help of picture cues.
b. Input

Four picture cues with four gapped exchanges to complete.

c. Outcome

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

d. Procedure

Step 1: Have pupils look at the pictures. Get them to
identify the days of the week and the activities in the
pictures.
Step 2: Have pupils look at the four gapped exchanges.
Draw their attention to the missing words in the questions
and answers.
Step 3: Model Picture 1. Have pupils look at the answer.
Ask them what word is missing (Tuesday). Then have them
complete the answer (It's Tuesday.). Repeat the same
procedure with Pictures 2, 3 and 4.
Step 4: Have pupils complete the gaps individually and ask
a few pairs to read the four completed exchanges aloud.

Whole
class/
Individual
work

Whole
class/ Pair

e.
Assessment

- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

work

PRACTICE
Activity 6. Let's sing. 8 minutes
a. Goal
To sing the song What day is it today? with the correct pronunciation,
rhythm and melody.
b. Input

The lyrics and the recording of the song What day is it today?

c. Outcome

Pupils can sing the song What day is it today? with
pronunciation, rhythm and melody.
Step 1: Draw pupils' attention to the title and lyrics of the
song. Encourage them to point at the characters' activities
to reinforce their understanding.
Step 2: Play the recording all the way through for pupils to
listen to the whole song. Encourage them to listen carefully
to the pronunciation, rhythm and the melody.
Step 3: Play the recording line by line for pupils to listen
and repeat. Correct their pronunciation where necessary.
Step 4: Play the recording all the way through for pupils to
sing
along.
Step 5: Play the recording again for pupils to sing and clap
along with the recording. Pupils can sing the song What day
is it today? with the correct pronunciation, rhythm and
melody.
- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

d. Procedure

e.
Assessment

the correct
Whole
class/
Individual
work

Fun corner and wrap-up: 5 minutes
Game: Word search (ppt)

Group
work

* Experience:
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Week: 6

Period: 21

Day of teaching: 09/10/2023

UNIT 3: MY WEEK
Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language
-  correctly repeat the sounds of the letter u in isolation, in the word music
knowledge &
(/ju/) as in the sentence I listen to music on Saturdays, and the word Sunday
skills
(/ʌ/) as in I do housework on Sundays.
-  identify the target words music and Sunday 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 responsibility by noticing the day of the week

II. RESOURCES AND MATERIALS

III.
PROCEDURE
Procedure

- Student's book: Page 26
- Audio tracks 33, 34, 35
- Teacher's guide: Pages 51, 52, 53
- Flash cards/ pictures and posters (Unit 3)
Warm-up and review – Listen and repeat – Listen and circle –
Let's chant – Wrap-up
Teacher's and pupils' activities

Interaction

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting.
- Have the class sing the song What day is it today? on Group work
page 25 and clap along.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal
To correctly repeat the sounds of the letter u in isolation, in the words
music and Sunday, and in the sentences I listen to music on Saturdays.
and I do housework on Sundays. with the correct pronunciation and
intonation.
b. Input
– The letter u, the word music and the sentence I listen to music on

Note

c. Outcome
d. Procedure

e.
Assessment

Saturdays.
– The letter u, the word Sunday and the sentence I do housework on
Sundays.
Pupils can correctly repeat the sounds of the letter u in isolation, in the
word music (/ju/) as in the sentence I listen to music on Saturdays, and
the word Sunday (/ʌ/) as in I do housework on Sundays.
Step 1: Draw pupils' attention to the letter u, the word Whole
music and the sentence I listen to music on Saturdays. Play class/
the recording and encourage pupils to point at the letter, the Individual
word, and the sentence while listening.
work
Step 2: Play the recording again and encourage pupils to
listen to and repeat the sound, the word and the sentence.
Do this several times until pupils feel confident. Correct
their pronunciation where necessary.
Step 3: Repeat Steps 1 and 2 for the same letter u, the word
Sunday and the sentence I do housework on Sundays.
Step 4: Have pupils work in pairs or groups, pronouncing Pair work
the sounds, saying the words and reading the sentences until
they feel confident.
- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal
To identify the target words music and Sunday while listening.
b. Input

c. Outcome
d. Procedure

Two questions, each with three options to choose
Audio script:
1. I listen to music.
2. I study at school.
Pupils can identify the target words music and Sunday while listening.
Step 1: Tell pupils that they are going to listen to the
recording and circle the correct options. Get them to read
the options and guess the sentences they may hear in the
recording.
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 partner, then check
the answers together as a class. Write the correct answers
on the board.
Step 4: Play the recording again for pupils to double-check
their answers.

Whole
class/
Individual
work

Pair work

e.
Assessment

- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

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: Draw pupils' attention to the lyrics of the chant.
Check their comprehension.
Step 2: Play the recording all the way through for pupils to
listen to the whole chant. Encourage them to listen carefully
to the rhythm and pronunciation. Draw pupils' attention to
the sounds of the letter u in the words music and Sunday.
Step 3: Play the recording, line by line, for pupils to listen
and repeat. Correct their pronunciation where necessary.
Step 4: Play the recording all the way through for pupils to
chant along. Encourage them to clap along while chanting.
- Performance products: Pupils' answers.
- Assessment tools: Observation; Questions & Answers.

e.
Assessment

Whole
class/
Individual
work

Fun corner and wrap-up: 5 minutes
Miming Game
- Mime to show the subject or activities pupils often do on
each day at school or at home. It can be played in groups or
the whole class.
- Award pupils stickers for their correct answer.

Whole
class/
Group
work

* Experience:

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