Week 9
REVIEW

I. Objectives:
* By the end of the lesson:
- Students will be able to
+ Repeat and understand a short story.
+ Identify and say the words they have learnt.
- Ss can develop some following competences:
+ Communicative and collaborative competence: work in groups/pairs (Activity 1,
Activity 2)
+ Problem-solving competence: ss can identify the pattern to play game and do the
task.(Activity 1 )
+ Self-studying and self-control competence: using knowledge to do exercise,
remembering the vocabulary (Activity 1, Activity 4 )
+ Problem-solving and creative competence: use words to complete the activities
( Activity 2)
* Language Focus
- Vocabulary:
- Sentence patterns:
- Differentiated teaching:
+ Incomplete ss: take part in limited activities such as practicing some easy
words, doing some simple tasks…
+ Well-complete ss: help T demo something, join some difficult activities, do
creative activities,…

II. Materials
1. Teacher's aids: Student's and Teacher's book, pictures cassette, interactive board.
2. Students aids: Student's books, notebooks and workbooks.
III. Methods : Teacher can use some methods such as :
- Model-Action-Talk(MAT)

- Communicative language teaching (CLT)

- Grammar Translation Method

- Presentation-Practice-Production (3P),

- Teaching methods by practising,
discussion group/pair.

- Audio Lingual Method

IV. Teaching activities:


Activity 1:(4 minutes)
Warm up.
*Content: Kim's game
pasta, popcorn, pizza, kite, bike, kitten, sail, sand, sea, rainbow, river, road
*Procedure:
- T divides class into 2 groups (A,B)
- Teacher shows pictures on the board.
- T asks ss to listen and repeat
- Students listen and play the game


New lesson:
Activity 2: 1. Listen and repeat: (Textbook) ( 10 minutes)

*Content:
Phil: Hi! I'm Phonic Phil!
Sue: …and I'm Super Sue!
Sue: Look! Ba's flying a kite!

Phil: Look! Ken's having a big pizza!
Sue: Look! Kate's playing with a kitten!
Phil: Let's look at the sea!
Sue: What can you see?
Phil: I can see a rainbow.
*Procedure:
- T introduces the two new characters Phil and Sue and asks them some questions such
as Who's the boy? Who's the girl? What are they doing?.
- Play the recording several times for pupils to listen and repeat the sentences in the
bubbles of picture 1, saying “Listen, point to the sentence and repeat, please!”
- Repeat the same procedure with Pictures 2, 3 and 4. Correct pronunciation, if
necessary.
- Play the recording of the whole story several times and have pupils listen, point to the
speech bubbles and repeat until they feel confident. Go around and offer help, if
necessary. (HT)
- Have pupils work in pairs to act out the story. Go around the class to offer help and
correct pupils' pronunciation.
- Call some students to practice and use gestures, face expressions. (HTT)
- T feedbacks
* Activity 3: ( 10 minutes)
2. Look again and circle (Textbook)
*Content:
Answers: pizza, rainbow, sea, kitten
*Procedure:
- T explains to pupils that they are going to look at the four pictures and circle the
words appeared in the story.

- Have SS look again at the story and try to find a bike in one of the pictures (say “Look
again. Is there a bike in the story?”). If there is a bike, pupils should circle the
word/picture; if not, then they do not need to circle the word/picture. (HT)
- T asks Ss to look at the other pictures and circle the words in the chain, saying “Use
your pencil to circle the words”. Give pupils time to work. (HTT)
- T invites some SS to show what they have done.
- T feedbacks.
* Activity 4: Look and say again( 8 minutes)
*Content: Play the game
*Procedure:
Show flashcards of the words that appear in the story and have pupils say the words
Consolidation: (3 minutes)
*Content:
- Summary the lesson.
*Procedure:
- T asks students to answer the following questions:What have you learnt from the
lesson today? /What are the core values of the lesson? ( if the teacher can take from the
lesson).
- T review the vocabulary
 Praising some ss who are hard working/ active/ good…. as well as encourage
others to try more.
 Giving feedback
Home link
- T gives instructions
- SS read the story at home.

REVIEW
I. Objectives:
* By the end of the lesson:
- Students will be able to
+ Recognize the sounds they have learnt.
+ Recognize the words they have learnt.
+ Listen for specific sounds and words.
- Ss can develop some following competences:
+ Communicative and collaborative competence: work in groups/pairs (Activity 1,
Activity 2)
+ Problem-solving competence: ss can identify the pattern to play game and do the
task.(Activity 1 )
+ Self-studying and self-control competence: using knowledge to do exercise,
remembering the vocabulary (Activity 2, Activity 3 )
+ Problem-solving and creative competence: use words to complete the activities
( Activity 4)
* Language Focus
- Vocabulary:
- Sentence patterns:
- Differentiated teaching:

+ Incomplete ss: take part in limited activities such as practicing some easy
words, doing some simple tasks…
+ Well-complete ss: help T demo something, join some difficult activities, do
creative activities,…
II. Materials
1. Teacher's aids: Student's and Teacher's book, pictures cassette, interactive board.
2. Students aids: Student's books, notebooks and workbooks.
III. Methods : Teacher can use some methods such as :
- Model-Action-Talk(MAT)

- Communicative language teaching (CLT)

- Grammar Translation Method

- Presentation-Practice-Production (3P),

- Teaching methods by practising,
discussion group/pair.

- Audio Lingual Method

IV. Teaching activities:


Activity 1:(4 minutes)
Warm up.
*Content: Pass the pictures
river, road, pizza, pasta, sand, popcorn, kitten…..
*Procedure:
- T gives flashcards for pupils to pass with the music, then when the music stops, those
who get the flashcards will say the words.
- T asks ss to listen
- Students listen and play the game



New lesson:
Activity 2: 1. Listen and tick (Textbook) ( 10 minutes)zX

Week 9

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 Unit 5: My future job
 Lesson 3 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- correctly pronounce the two-syllable words with the stress on the first syllable as in ꞌteacher
and ꞌdentist in isolation and as in the sentences My mother's a ꞌteacher. and My father's a
ꞌdentist.
- 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.
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control and independent learning: perform pronunciation and listening tasks.
3. Attitude/ Qualities:
- Show their interest in their future job.
B. TEACHING AIDS:
- Teacher: Teacher's guide Pages 85, 86; audio Tracks 52, 53, 54; website hoclieu.vn, posters,
laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Students' book Page 38, notebooks, workbooks, school things.
C. PROCEDURES:
Teacher's activities
Students' activities

1.Warm- up and review: (5')
Chatting
*Aims: to revise the words about jobs.
*Procedure:
- Place different pictures of free time jobs on the
board.
- Have Ss say the words related to the pictures.
- Tell Ss they are going to ask and answer the
question about someone's future jobs in a freer

- Follow the T's instructions.

-Ss pay attention and say

context.
- Invite pairs of volunteers to the board. One asks
the question, another one answers the question and
points to the suitable picture.
- Continue until practicing all the vocabulary set.
Praise Ss if they perform well.

Ex:
A: What would you like to be in the future?
B: I'd like to be a…………..

- Say “Open your book page 38” and look at “Unit
5, Lesson 3 (1,2,3)”.

2. Presentation (9')
Activity 1. Listen and repeat:
*Aims: Ss will be able to correctly pronounce the
two-syllable words with the stress on the first
syllable as in ꞌteacher and ꞌdentist in isolation and
as in the sentences My mother's a ꞌteacher. and My
father's a ꞌdentist.

- Ss open their books

*Procedure:
- Have Ss point at the words ꞌteacher and ꞌdentist
with the stress on the first syllable, in isolation and
in the sentences My mother's a ꞌteacher. and My
father's a ꞌdentist
- Play the recording for Ss to listen and repeat in
chorus and individually until they feel confident.
- Let Ss work in pairs or groups, saying the words
and reading the sentences.
- T invites some Ss to practice.

3.Practice: (17')
Activity 2.

Circle, listen and check.

*Aims: Ss will be able to identify the stress on some
two-syllable words and circle the word with a
different stress pattern from the other two words.

- - Ss point and pay attention

*Procedure:
- Tell Ss circle the word having a different stress
from each line. Then listen to the recording to check
their answers.

- Ss listen to the recording again and repeat.

- Set a time for Ss to do the task.
- Play the recording, once or twice, for Ss to listen
and check their answers.
- Get Ss to swap books with a partner and check
their answers before checking as a class.
- Play the recording again for Ss to double-check
their answers.

-Ss work in pairs and practice

-Ss say the words and sentences

- Invite a few Ss to read aloud all the words in the
words.
Key: 1. c 2. a 3. a
Activity 3.

Let's chant

*Aims: Ss will be able to say the chant with the
correct pronunciation, word stress and rhythm.
*Procedure:

- Introduce the title and lyrics of the
chant.

- Ss pay and listen to the teacher's explanation.

- Ss do the task

- Play the recording for Ss to listen to
the whole chant.
+ Have them repeat the title and lyrics
line by line.
+ Ask Ss to attend to two-syllable words
with the stress on the first syllable in the

- Ss listen to the recording to check their
answers (individual)
- Ss swap books with a partner and check the
answers

- Ss listen to the recording again and check
their answers again.

chant, teacher future and dentist.
- Play the recording all the way through
for Ss to listen to pronunciation and
melody.
- Play the recording line by line for Ss to
listen and repeat
- Play the recording for Ss to chant and
clap along.
- Ask Ss to practice chant and clap along
in pairs or groups.
- Invite groups to the front of the
classroom to perform the chant

- Ss stand up and read aloud the words.

- Ss look and listen.

3. Fun corner and wrap- up (4')

Game: Chanting game
- Tell Ss to close their book, listen to the
chant
- Ask Ss to listen again and clap their
hands on the word stress.
- Ask Ss to chant like a robot.

- Ss listen to the chant

- Ss listen and repeat line by line without clap
their hands

- Ss note the rhythm and pronunciation.

-Ss listen to melody of the chant

- Ss listen and chant line by line.

- Ss chant and clap along.

- Ss work in groups (two groups) to chant
-Ss perform in front of the class.

-Ss listen

-Ss listen and clap the hands

-Ss chant



D. ADJUSTMENTS (if necessary):
 ………………………………………………………………………………………….…..
……………………………………………………………………………...……
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 Week 9
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 Unit 5: My future job
 Lesson 3 (4, 5, 6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- read an email and complete three gapped sentences about future jobs
- complete a gapped letter about people's future jobs
- conduct a report about the future jobs that the class members would like to do in the future
and use it to practise talking in the class during Project time.
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control and independent learning: perform reading and writing tasks.

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3. Attitude/ Qualities:
- Show their interests in their future jobs.
B. TEACHING AIDS:
- Teacher: Teacher's guide Pages 87, 88; website hoclieu.vn, posters, laptop, pictures,
textbook, lesson plan, TV or projector.
 - Students: Pupil's book Page 39, notebooks, workbooks, school things.
 C. PROCEDURES:
Teacher's activities
Students' activities
1.Warm- up and review: (5')
Game: Pictionary
*Aims: to revise the new words and structures from
previous lessons.
*Procedure:
- Call a member from each team and give them a clue.
- Give a chalkboard or marker for that member to draw a
clue so the entire class can see the clue.

- Ss listen

- If the team member guessed the word, they would get
one point. If the other team member guessed the word,
they would get the point.

- Ss listen to the rules

- Ss clap their hands on the stress of the word that they
guess to get extra points for their team.
- Say “Open your book page 39” and look at “Unit 5,
Lesson 3 (4,5,6)”.
-Ss play game
2.Practice: (8')
Activity 1. Read and circle:
*Aims: Ss will be able to read and show understanding of
a text by answering four questions about Laura's free-time
activities at the weekend
*Procedure:
- Set a time limit and ask Ss to read through the email to
get a general idea of it.

- Ss open their books

- Tell Ss to read the email again to choose the correct
answer
- Set a time limit for Ss to do the task independently.
- Get Ss to swap books with a partner and check the
answers before checking
as a class.
- Ask a few Ss to read the sentences in front of the class.
- Ask Ss to choose key information about Peter and Mary,
ex. firefighter, help people, work in a team, take care of
other people, gardener, plant trees, flowers, beautiful
gardens. Have Ss work in pairs and talk about them.
Key:

1. b

2. c

3. a

3.Production: (18')

- Ss pay attention to the email and read
- Ss look at the incomplete sentences and
answer options.

Activity 2. Let's write

- Ss read the text again and circle the
correct answers.

*Aims: Ss will be able to write an email about future jobs
using a gapped paragraph *Procedure:

- Ss swap books and check answers

- Ask Ss to read the rubrics and think about the jobs that
they would like to do in the future.
- Ask Ss to read the questions and use them as clues to
complete the email.
- Give Ss enough time to write their emails.
(work in pairs or groups)
- Have some Ss read their completed email aloud.
Key: Pupil's answer
Ex:
Hi Peter,
In the future, I would like to be a gardener. I want to plant
a lot of trees and flowers. My brother Minh loves
travelling and meeting people. He would like to be a pilot

- Ss read the sentences

- Ss work in pairs and talk

in the future. Bye!
Kitty
Activity 3.

Project.

*Aims: Ss will be able to carry out a survey on the jobs
that the classmates would like to do in the future and
present a report to the class.
*Procedure:

- Ss read the rubrics and think

- Ss read the questions and complete the
email.
- Ss write their emails.

- Point at the sample survey and explain that
Ss are going to report the results of their
surveys about their classmates' future jobs
and the reasons why they would like to do the
jobs.
- Give Ss some time to practise their
presentations by themselves and within
groups.
- Select a few Ss to give their presentations in front of the
class.
4. Fun corner and wrap- up (4')

Game: Pass the ball
- T gives Ss a ball.
- T asks Ss to listen to music and transfer a
ball around the class.
- When the music stops, Ss who keep a ball
have to answer the question using: I'd would
like to be a teacher in the future.

- Ss read their completed email aloud

- T gives feedback.

-Ss listen to the teacher

- Ss work in groups and tell the group
about their friend's future jobs.
- Ss talk about their future jons in front of
the class.

-Ss listen to the teacher

-Ss play the game



D. ADJUSTMENTS (if necessary):
 ………………………………………………………………………………………….…..
……………………………………………………………………………...……

Week 9

 Review 1
 Parts 1, 2, 3, 4, 5
A. OBJECTIVES:
By the end of the lesson, Ss will be ab
- listen to five questions and circle the correct answers a, b or c.
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- ask and answer questions using picture cues.
- read and match pairs of target sentence patterns.
- read and complete a gapped table about a boy named Henry.
- read, understand and complete the passage using word cues.
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Communication and collaboration: work in pairs and teams to complete the learning tasks.
- Self-control and independent learning: perform reading and writing tasks.
3. Attitude/ Qualities:
- Study hard to review the vocabulary and sentence patterns they have learnt.
- Be honest in the learning tasks.
B. TEACHING AIDS:
- Teacher: Teacher's guide Pages 84,85, 86, 87; Track 55; website hoclieu.vn, posters, laptop,
pictures, textbook, lesson plan, TV or projector.
 - Students: Pupil's book Page 40, 41, notebooks, workbooks, school things.
 C. PROCEDURES:
Teacher's activities
Students' activities
1.Warm- up: (5')
Game: Whispering
*Aims: to revise the sentence structures they have

learnt.
*Procedure:
- Divide class into 2 groups.
-Ask 5 Ss in each group stand in a straight line.
- T says a word or phrase to the first student in this line.
- Then, the first student whispers what she/ he hear to
the second person in line; the second one whispers what
he/ she hears to the third one and so on until the last
student in group hears the word or phrase.

- Ss listen

-Ss play game

- The last student says the word or phrase out loud.
- The faster group has correct word or phrase is the
winner.
- Say “Open your book page 40, 41” and look at Review
1.

2.Practice: (52')
Activity 1. Listen and circle a, b or c:
*Aims: Ss will be able to listen to five questions and
circle the correct answers a, b or c.

-Ss praise the winner.

*Procedure:
- Draw Ss' attention to the first set of suggested answers
and have ss read the answer options.
- Play the recording for Ss to do the task. (three times)
- Get Ss to swap books with a partner, then check
answers as a class.
- Write the correct answers on the board.
- Play the recording for S to double-check their answers.
- Play the recording, have Ss listen and repeat in chorus.

- Ss open their books

Key: 1. b,

2. b,

3. c,

4. c, 5. a

Activity 2. Ask and answer:
*Aims: Ss will be able to ask and answer questions
using picture cues.

- Ss read the answer options.

*Procedure:
- Get Ss to look at the bubble to identify the activity
shown in it

- Ss listen to the recording and do the task.
- Ss swap books with a partner, then check
answers as a class.

- Ss listen to the recording to double-check
their answers.
- Sls listen to the recording and repeat

- Have Ss look at the picture to answer the question.
- Have Ss work in pairs to role-play the four exchanges.
- Invite pairs of Ss to stand up and take it in turns to
role-play the target exchanges.
Key: 1. It's 25 Queen Street.
2. He's clever.
3. I water the flowers.
4. It's / I like pink.
Activity 3.

Read and match

-Look at the pictures and say:
+ Picture 1:
Nam: What's your address?
Lucy: …………….
+ Picture 2:
Nam: What's your brother like?
Lucy: …………..

*Aims: Ss will be able to read and match pairs of target
sentence patterns.
*Procedure:

+ Picture 3:
Nam: What do you do at the weekend?
Lucy: ………….

- Tell Ss about this activity. Point at sentence 1, elicit the
answer and models.

+ Picture 4:

- Give Ss work in pairs to do the sentence 2,3,4,5.

Nam: What's your favourite colour?

- Tell Ss to swap their books with their partners, then
check answers together as a class.

Lucy: ………..
- Ss look at and answer.

- Write the correct answers on the board for Ss to correct
their answers.
- Invite some pairs to stand up and read the matched
exchanges aloud.
Key:

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

Activity 4.

- Ss work in pairs to role play

- Ss role play

Read and complete

*Aims: Ss will be able to read and complete a gapped
table about a boy named Henry
*Procedure:
- Have Ss read the passage about Henry.
- Have Ss look at the gapped passage.
- Point at the sentence with the first gap and read it as a
class.
- Elicit the missing word and give feedback. Complete
the sentence and get Ss to read the completed sentence
in chorus.
- Get Ss to swap books with a partner, then check
answers as a class. Write the correct answer on the
board.
- Invite some Ss to stand up and read the completed
passage aloud.
Key:

-Ss look at the sentence 1 and say

-Ss work in pairs and match

1. 5

2. Australian

3. 72

4. surfing the Internet

-Ss swap their books and match

5. gardener
-Ss check their answer

3.Production: (10')
Activity 5.

Let's write

-Ss read aloud

*Aims: Ss will be able to complete a gapped text with
the help of picture cues.
*Procedure:
-Tell the class the goal of this activity: to read the
gapped text and fill in the gaps using picture cues.
- Write the sentence with the first gap on the board.
Read the sentence as a class. When you reach the gap,
ask pupils to point at the picture and write (My name
is……).

-Ss read the passage
-Ss look at the passage
-Ss point at the first gap and read

- Ask Ss complete the other sentences.
- Invite a few Ss to read the sentences they have
completed aloud in front of the class.

-Ss complete the missing word

Key: Pupil's answer
-Ss swap their books and check their answer.
4. Fun corner and wrap- up (3')
Game: “Pass the ball”
- Give two different colored balls to two pupils, a blue
ball (ask the question) and a white ball (answer the
question).
- Ask Ss to listen to music and pass the balls.
- Stop music suddenly. Have the student with a blue ball
make a question. Have the student with a white ball
answer the question.
- Repeat the game several times.

-Ss read aloud

-Ss pay attention

-Ss point and answer the first gap

-Ss complete the sentences
-Ss read aloud.
-Ss listen to the teacher
-Ss play the game
Ex: A: What's your favourite food?
B: It's chicken
-Ss continute playing the game.



D. ADJUSTMENTS (if necessary):
 ………………………………………………………………………………………….…..
…………………………………………………………………….

*Procedure:
WEEK 10
SELF CHECK

I. Objectives:
* By the end of the lesson:
- Students will be able to
+ Recognize the target words and sentence structures.
+ Write the learnt words.
- Ss can develop some following competences:
+ Communicative and collaborative competence: work in groups/pairs (Activity 1,
Activity 2)
+ Problem-solving competence: ss can identify the pattern to play game and do the
task.(Activity 1 )
+ Self-studying and self-control competence: using knowledge to do exercise,
remembering the vocabulary (Activity 2, Activity 3 )
+ Problem-solving and creative competence: use words to complete the activities
( Activity 4)
* Language Focus
- Vocabulary:
- Sentence patterns:
- Differentiated teaching:
+ Incomplete ss: take part in limited activities such as practicing some easy
words, doing some simple tasks…
+ Well-complete ss: help T demo something, join some difficult activities, do
creative activities,…
II. Materials
1. Teacher's aids: Student's and Teacher's book, pictures cassette, interactive board.
2. Students aids: Student's books, notebooks and workbooks.

III. Methods : Teacher can use some methods such as :
- Model-Action-Talk(MAT)

- Communicative language teaching (CLT)

- Grammar Translation Method

- Presentation-Practice-Production (3P),

- Teaching methods by practising,
discussion group/pair.

- Audio Lingual Method

IV. Teaching activities:


Activity 1:(4 minutes)
Warm up.
*Content:
Review vocabulary and forms from Unit 1 to 4.
*Procedure:
- T shows pictures and ask ss to review vocabulary and forms from Unit 1 to 4.
- SS say the words.
- T checks
New lesson:



Activity 2: 4. Read and tick (Textbook) ( 10 minutes)

*Content:
. 1. Let's look at the river! b (HT)
2. A: Is she flying a kite? a (HHT)
B: Yes, she is
3. A: What can you see? b (CHT)
B: I can see a road.

*Procedure:
- T tells pupils that they are going to read and tick a or b to complete the sentences.
- Give them a few seconds to read the sentences in silence and guess the words to fill
the gaps.
- Ss read and check, then read the sentences aloud.
- T gives the correct answers.
* Activity 3: ( 10 minutes)
5. Guess, read and circle. Then say.(Textbook)

*Content:
Answers:
1. a (HT) 2. a (HHT) 3. b (CHT)
*Procedure:
- T tells pupils that they are going to read and circle to complete the sentences.
- Give them a few seconds to read the sentences in silence and guess the words to fill
the gaps.

- Ss read and check, then read the sentences aloud.
- T gives the correct answers.
* Activity 4: 6.Write the word ( 8 minutes)
*Content:

Answers:
kite, road, pizza, pasta, sea (HT, HTT)
*Procedure:
- Have pupils look at and describe the picture using the words they have learnt
- SS read and complete the word.
- SS check their answers in pairs.
- SS give their answers.
- T gives comments
Consolidation: (3 minutes)
*Content:
- Summary the lesson.
*Procedure:

- T asks students to answer the following questions:What have you learnt from the
lesson today? /What are the core values of the lesson? ( if the teacher can take from the
lesson).
- T reviews the vocabulary
 Praising some ss who are hard working/ active/ good…. as well as encourage
others to try more.
 Giving feedback
Home link
- T gives instructions
- SS learn the forms again.

UNIT 5: IN THE CLASSROOM
Lesson 3
I. Objectives:
* By the end of the lesson, students will be able to:
+ use the sentence structures What's he/she doing? and He's/She's _____ (verb + –
ing). to ask and answer questions about what someone is doing.
+ sing a song with the structure What's he/she doing? and He's/She's _____ (verb +
–ing).”
- Ss can develop some following competences:
+ Communicative and collaborative competence: act 6, act 7, act 8
+ Problem-solving competence: act 7
+ Self-studying and self-control competence: act 7, act 8
+ Problem-solving and creative competence: act 7
*Language focus:
- Vocabulary: colouring a square, answering a question, doing a quiz

- Strucrure: -What's he/she doing? and He's/She's __ (verb +–ing).” Differentiated teaching:
+ Incomplete Ss: can use the sentence structures

Is he/she___(verb+--ing)?and Yes, he/she is./ No, he/she
isn't.
+ Well-completed Ss: can use the sentence structures

Is he/she___(verb+--ing)?and Yes, he/she is./ No, he/she
isn't.
Replaces some phrases they've studied
II. Materials:
-Teacher's: books, pictures, flashcards,CD.
-Students': books, crayons
III. Method:
-Communicative Language Teaching
-Total Physical Response
-3Ps
III. Teaching activities:
Activity 1: Warm up
- Game: guessing pictures

answering a question

doing a quiz

colouring a square, ,

Activity 2:
-Content 6: Listen and repeat

- Procedure:
+ Draw pupils' attention to the picture (say “Look at the picture.”). Say “What's
she doing? She's colouring a square.”
+ Have pupils point to the sentences
+ Play the recording and encourage pupils to repeat (say “Listen and repeat.”).
+ Have pupils repeat the sentences both individually and in chorus. Correct their
pronunciation if necessary, and praise them when their pronunciation is good
Activity 3:
-Content 7: Let's talk

- Procedure:
+ Write What's he doing? and What's she doing? on the board. Underneath the
questions, write He's _____. and She's _____.

+ Have pupils look at Picture a (say “Look at Picture a.”). Say “What's she
doing?” and encourage them to answer using the full sentence structure. When they
answer correctly, confirm by saying “She's answering a question.”
+ Repeat Step 2 for Pictures b and c.
+ Have pupils work in pairs to look at each picture and practise asking and
answering questions about what the people are doing.
Go around the class to offer support and feedback.
+ Extension: Invite some pupils to point to the pictures and act out the
exchanges in front of the class.
Activity 4:
-Content 8: Let's sing

- Procedure:
+ Draw pupils' attention to the picture and encourage pupils to answer using

the full sentence structure

+ Play the recording of the song to familiarize pupils with the rhythm and melody
(say “Listen.”)..
+ Read the song line by line and encourage pupils to repeat (say “Listen and
repeat.”). Do this several times, with pupils repeating both individually and in chorus.
Correct their pronunciation if necessary, and praise them when their pronunciation is
good.

+ Say “Let's sing!”. Play the recording line by line and encourage pupils to sing
along..
+ Have pupils work in groups to make up actions for the song. Invite a few groups
to perform the song for the class
 Consolidation:
- Content: Review the structures and the song
- Procedure:
+ ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson? ( if the teacher can take from
the lesson).
+ Praise some ss who are hard working/ active/ good…. as well as encourage
others to try more.
+ Give feedback
 Homework:
Review the structures and the song

Week 10

Extension activities
A. OBJECTIVES:
By the end of the lesson, Ss will be able