Date of teaching: 04/10/2022; 03/10/2023
Period: 17

Week: 05

UNIT 3: OUR FRIENDS
Lesson 1 – Period 1
I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
focus
- use the words this, that, it, yes, no, friend, teacher, Mr (Mr
Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
- use This is / That's ….. to introduce someone.
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “Our friends”
- understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on introducing
someone.
Core
decision making, teamwork, work standards, reliability, motivation
competencies
General
Listening: listen and recognize the contexts focusing on introduce
Competences
someone, then repeat.
Oral Communication: talk about friends, ask and answer the
questions
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Sociability: talk to each other, say good words to others.
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
- Student's book Page 22
- Audio Tracks 25,26
- Teacher's guide Pages 39 - 41
- Flash cards/ pictures and posters (Unit 3)
III.
Warm-up and review – Look, listen and repeat – Listen, point
PROCEDURE and say – Let's talk – Fun corner and wrap-up
Procedure

Teacher's activities

Pupils'
activities

Warm-up and review: 5 minutes
Greet the class.
Game: How old are you?
- Divide the class into 2 teams.
- Have each team choose a number on the Group work
PowerPoint slide to go to the question and have them
answer.
- For each team's correct answer, T lets that team
choose the birthday hat to reveal the points they will
get.
1

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

a. Goal
b. Input:

c. Outcome:
d.
Procedure:

- The team with more points is the winner.
To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on introducing
someone.
– Context a: Mai: This is Mary. Mr Long: Hi, Mary.
– Context b: Mai: That's Mr Long. Bill: Hello, Mr Long.
Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on introducing
someone.
Step 1: Have pupils look at Pictures a and b and Whole
identify the characters in the pictures.
class /
Step 2: Ask pupils to look at Picture a. Play the Individual
recording for them to listen. Play the recording again, work
sentence by sentence, for pupils to listen and repeat.
Follow 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 Pair work
classroom to listen and repeat the sentences in the
recording.
Individual
Step 5: Draw their attention to the sentences: This is work
Mary. and That's Mr Long. Tell pupils that these
sentences are used to introduce Mary and Mr Long.
To correctly say the character names and use This is / That's _____.
to introduce someone.
- Picture cues:
a. Ben, a British male pupil
b. Mai, a Vietnamese female pupil
c. Mr Long, a Vietnamese male teacher
d. Ms Hoa, a Vietnamese female teacher
- Speech bubbles: This is / That's _____.
Pupils can correctly say the character names and use This is / That's
_____. to introduce someone.
Step 1: Have pupils look at the pictures and elicit the
names of the characters.
Step 2: Have pupils point at Picture a, listen to the
recording and repeat the word (Ben). Follow
the same procedure with the other three pictures.
Have the class repeat the words a few times.
Step 3: Point at Picture a and have pupils listen and
repeat after the recording (This is Ben). Point
at Picture c and have pupils listen and repeat after the
recording (That's Mr Long).
Step 4: Have pairs practise saying This is ______.
That's _____. with Pictures b and d.
Step 5: Invite a few pairs to point at the pictures and
introduce the characters in front of the class.
2

Whole class/
Individual
work

Pair work

Group work

a. Goal

Game: Slap the board
Divide the class into four teams. Stick the pictures of
activities on the board. Teacher says a sentence, a
pupil from each team has to point/ slap the right
picture and says the sentence again. The one who
says faster will get points.
To enhance the correct use of This is / That's _____. to introduce
someone.

b. Input

– Picture cue: Minh and Mai meet Bill and Mary in the school
playground. Minh introduces Bill
to Mai, then Minh introduces Mary to Mai. They greet and introduce
themselves to each other.
– Speech bubbles: This is / That's _____.
c. Outcome Pupils can enhance the correct use of This is / That's . to introduce
someone.
d. Procedure Step 1: Draw pupils' attention to the picture. Ask Whole class/
questions to help them identify the context (see Individual
Input).
work
Step 2: Put pupils into groups of four and encourage Group work
them to greet and introduce someone.
Go around the class to offer support.
Individual
Step 3: Invite some groups to the front of the class to work
perform their conversations.
Game: Matching game
Individual
Using pictures and flash cards, have 3 pupils hold the work/ Whole
pictures and 3 more hold the sentences. Ask them to class
find and match. Praise the ones who finish the
matching. Then ask the class to look and say aloud.
Fun corner and wrap-up: 5 minutes
Game: Tug of war
Divide the class into 2 teams. Pupils will choose This
or That to fill in the blanks. For each correct answer, Group work
pupils will get 5 stars for their teams.
Preparation for the project
Tell pupils about the project on page 27. Ask them to
prepare for it at home by drawing three pictures of
their friends on a piece of paper or in their
notebooks. Remind them to bring their pictures to
class to present them at Project time.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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3

Date of teaching: 04/10/2022; 03/10/2023
Period: 18

Week: 05

UNIT 3: OUR FRIENDS
Lesson 1 – Period 2
I. OBJECTIVES
Language focus By the end of the lesson, pupils will be able to:
- use the words this, that, it, yes, no, friend, teacher, Mr (Mr
Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
- use This is / That's . to introduce someone
- isten to and understand two communicative contexts in which
pupils introduce someone and respond to the introduction.
- read and complete the sentences correctly.
- sing the song “This is Linh” with the correct pronunciation and
melody.
Core
competencies
General
Competences

Attributes

decision making, teamwork, reliability, motivation, adaptability,
problem-solving
Listening: listen and recognize the contexts, focus on introducing
someone, then repeat.
Critical Thinking: talk about friends.
Oral Communication: speak about friends, ask and answer the
questions
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Sociability: talk to each other, say good words to others.
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL
- Student's book Page 23
- Audio Tracks 27,28
- Teacher's guide Pages 41
- Flash cards/ pictures and posters (Unit 3)
III.
Warm-up and review – Listen and tick – Look, complete and
PROCEDURE read – Let's sing – Fun corner and wrap up
Procedure

Teacher's activities

Warm-up and review: 5 minutes
Greet the class.
4

Pupils'
activities

a. Goal
b. Input

- Divide the class into 2 teams standing in lines.
- Have a pupil in the front row choose a number. The
pupil MUST give the answer before the time's up. If they Individual
answer correctly, they will get stars. If their answer is work/ Group
wrong or given after the time meter goes off, they will work
have to go to the back of the line.
- How to use time-meter: After clicking a number,
simply click on the time meter to start it.
- Click the STAR at the corner to turn back to the Select
Menu.
- Give points to the pupils (corresponding to the stars on
the pictures).
To listen to and understand two communicative contexts in which pupils
introduce someone and respond to the introduction.
Picture cues:
1 a. Mai introduces Minh to Bill.
1 b. Mai introduces Nam to Bill.
2 a. Linh introduces Ms Hoa to Ben.
2 b. Linh introduces Mr Long to Ben.

c. Outcome Pupils can listen to and understand two communicative contexts in
which pupils introduce someone and respond to the introduction.
Key: 1. b 2. a
Step 1: Draw pupils' attention to Pictures 1a and 1b.
d.
Whole class/
Procedure: Elicit the names of the characters in each picture. Play
Individual
the recording for Question 1.
work
Step 2: Play the recording again for pupils to do the task.
Play the recording a third time to give pupils another
listening opportunity.
Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b.
Step 4: Get pupils to swap books with a partner, then
Pair work/
check answers together as a class. Write the correct
Individual
answers on the board. Play the recording for pupils to
work
check their answers again.
Extension: If time allows, play the recording sentence
Whole class
by sentence for the class to listen and repeat in chorus.
Correct their pronunciation where necessary.
a. Goal
To look, complete and read four target sentence patterns in two
dialogues with the help of picture cues
b. Input

Two picture cues and two exchanges with the target sentences to
complete
c. Outcome Pupils can complete and read four target sentence patterns with the help
of picture cues.
Key: 1. this is – Hello / Hi 2. that's – Hello
d.
Step 1: Have pupils look at the pictures. Have them Whole class/
Procedure identify the characters in the pictures.
Individual
work
5

a. Goal

Step 2: Have pupils look at the two incomplete
dialogues. Draw their attention to the missing words in
the sentences
Step 3: Model with Picture 1. Have pupils look at the
dialogue. Ask them what words are missing in the first
sentence (this is) and in the second sentence (Hello/ Hi).
Then have them complete the gaps (Ben, this is Nam. –
Hello / Hi, Nam).
Step 4: Follow the same procedure with Picture 2. Draw Individual
the pupils' attention to the two gaps in the dialogue.
work/ Pair
Step 5: Have pupils complete the dialogues individually work
and ask a few pairs to read them aloud.
Group work
Game: Slap the board.
Divide the class into four teams. Stick the cards of
sentences on the board. Teacher says a sentence, a pupil
from each team has to point/slap the right card and says
the sentence again. The one who says faster will get
points.
To sing the song This is Linh with the correct pronunciation and melody.

b. Input
The lyrics and the recording of the song This is Linh.
c. Outcome Pupils can sing the song This is Linh with the correct pronunciation and
melody.
d.
Step 1: Draw pupils' attention to the title and lyrics of Whole class/
Procedure the song. Model reading the title and lyrics line by line Individual
for pupils to repeat. Encourage them to point at the work
characters in the picture to reinforce their understanding.
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.
Step 4: Play the recording all the way through for pupils
to sing along.
Step 5: Introduce actions for pupils to do while singing
along with the recording.
Individual
work/ Whole
Game: Matching game
Use pictures and flash cards, have three pupils hold the class
pictures and thê more hold the cards of sentences. Ask
them to find and match. Praise the ones who finish the
matching. Then ask the class to look and say aloud.
Fun corner and wrap-up: 5 minutes
Game: Roll the dice
Divide the class into 2 teams. Each team choose a Group work
character on the slide (Nam or Mary) for their team. The
6

2 teams take turns to choose letters to go to the questions.
For each correct answer, pupils can roll the dice and
click the coloured stones to move their characters. The
team who finishes first will be the winner.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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7

Date of teaching: 06/10/2022; 06/10/2023
Period: 19

Week: 05

UNIT 3: OUR FRIENDS
Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language
focus
- use the words this, that, it, yes, no, friend, teacher, Mr (Mr
Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
- use Is this / that ? – Yes, it is. / No, it isn't. It's . to ask and
answer questions about someone;
- ask and answer questions about someone in contexts.
- use Is this / that ______? and Yes, it is. / No, it isn't. It's______.
to ask and answer questions about someone correctly.
- ask and answer questions about someone confidently.
Core
competencies
General
competences

Attributes:

communication, planning and organization, stress tolerance, initiative
Listening: listen and recognize someone, then repeat
Critical thinking: talk about someone
Oral communication: speak about someone, ask and answer the
questions
Written communication: practise writing about school things
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Problem-solving and creativity: answer comprehension questions after
reading the story.
Sociability: talk to each other, say good words to others.
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
Secure and organized: keep school things in the right ways

II. RESOURCES AND MATERIAL
- Student's book Page 24
- Audio Tracks 29,30
- Teacher's guide Pages 43, 44
- Flashcards/pictures and posters (Unit 3)
8

III.
Warm-up and review – Look, listen and repeat – Listen, point and
PROCEDURE say – Let's talk – Fun corner and wrap-up
Procedure

Teacher's activities

Pupils'
activities

Warm-up and review: 5 minutes
Greet the class.
Game: This is/ That's…
Individual
Divide the class into three teams. Have students choose work/ Group
the food they like. Teacher clicks the food that is chosen. work
Let student make a sentence with the hidden picture. Give
them points if they are right.
a. Goal
To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on asking and answering questions about
someone.
- Context a: Mai: Is this Bill? Nam: Yes, it is.
b. Input
- Context b: Mary: Is that Nam? Mai: No, it isn't. It's Minh.
c. Outcome Pupils can understand and correctly repeat the questions and the answers
in two communicative contexts about Bill and Minh.
d.
Step 1: Have pupils look at Pictures a and b and identify Whole class/
Procedure: the characters in the pictures.
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. Follow the same
procedure with Picture b. Correct their pronunciation
where necessary.
Pair work
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
listen and repeat the sentences in the recording.
Step 5: Draw their attention to the question Is this Bill?
Whole class/
and the answer Yes, it is. and Is that Nam? and the answer
Individual
No, it isn't. It's Minh. Tell pupils that they are the
work
questions and the answers about Bill and Minh.
a. Goal
To correctly say the words and use Is this / that ______? and Yes, it is. /
No, it isn't. It's______. to ask and answer questions about the characters.
- Picture cues:
b. Input
a. Linh b. Lucy
c. Ben d. Nam
- Speech bubbles: Is this / that _____?
Yes, it is. / No, it isn't. It's _____.
c. Outcome Pupils can correctly say the words and use Is this / that _____? and Yes, it
9

is. / No, it isn't. It's____. to ask and answer questions about the
characters.
d.
Step 1: Have pupils look at the pictures and elicit the Whole class/
Procedure names of the characters.
Individual
Step 2: Have pupils point at Picture a, listen to the work
recording and repeat the words (Linh / yes). Follow the
same procedure with the other three pictures. Have the
class repeat the words a few times.
Step 3: Point at Picture a and have pupils listen and repeat
after the recording (Is this Linh? – Yes, it is.). Point at
Picture c and have pupils listen and repeat after the
recording (Is that Bill? – No, it isn't. It's Ben.).
Step 4: Have pairs practise asking and answering Is this
that ______? Yes, it is./ No, it isn't. It's ____. with Pair work
Pictures b and d.
Step 5: Invite a few pairs to point at the pictures and say
the questions and answers in front of the class.
Game: Slap the board
Divide the class into four teams. Stick the pictures of Group work
charaters on the board. Teacher says a sentence/dialogue,
a pupil from each team has to point/slap the right picture
and says the sentence again. The one who says faster will
get points.
a. Goal
To enhance the correct use of Is this/ that______? and Yes, it is. / No, it
isn't. It's_____. to ask and answer questions about someone.
b. Input
- A picture of Bill and Mai in the park. Bill asks Mai about Linh and
Nam.
- Speech bubbles: – Is this/ that ? – Yes,/ No, _____.
c. Outcome Pupils can enhance the correct use of Is this / that _____? and Yes, it is. /
No, it isn't. It's _____. to ask and answer questions about someone.
d.
Step 1: Draw pupils' attention to the picture. Ask Whole class/
Procedure questions to help them identify the context.
Individual
Step 2: Put pupils into pairs and encourage them to ask work
and answer questions about the characters Linh and Nam. Pair work
Go around the class to offer support.
Step 3: Invite some pairs to the front of the class to
perform their conversations.
Whole class/
Game: Matching game
Individual
Use pictures and flash cards, get three pupils to hold the work
pictures and three more to hold the sentences. Ask them to
find and match. Praise the ones who finish the matching.
Then ask the class to look and say aloud.
10

Fun corner and wrap-up: 5 minutes
Game
Divide the class into 2 teams. Have the teams take turns to Whole class
choose numbers. Teacher clicks the chosen numbers to go
to the questions. For each correct answer, pupils choose a
number to get their points. The team with more points will
be the winner.
………………………………………………………………………………………………………
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11

Date of teaching: 06/10/2022; 06/10/2023
Period: 20

Week: 05

UNIT 3: OUR FRIENDS
Lesson 2 – Period 4
I.
OBJECTIVES
By the end of the lesson, pupils will be able to:
Language
focus
- use the words this, that, it, yes, no, friend, teacher, Mr (Mr
Long), Ms (Ms Hoa) in relation to the topic “Our friends”;
- use Is this / that ? – Yes, it is. / No, it isn't. It's . to ask and
answer questions about someone;
- listen to and understand communicative in contexts.
- look, complete and read the dialogues with the help of picture
cues.
Core
competencies
General
competences

Attributes

Communication, planning and organization, stress tolerance, and
initiative.
Listening: listen and recognise someone, then repeat.
Critical thinking: talk about someone.
Oral communication: speak about someone, ask and answer the
questions
Written communication: practise writing about school things
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Problem-solving and creativity: answer comprehension questions after
reading the story
Sociability: talk to each other, say good words to others.
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
Secure and Organized: keep school things in the right ways.

II. RESOURCES AND MATERIAL
- Student's book Page 25
- Audio Track 31
- Teacher's guide Pages 45, 46
- Flash cards/pictures and posters (Unit 3)
III.
Warm-up and review – Listen and number – Look, complete and
12

PROCEDURE read – Let's play – Fun corner and wrap-up
Procedure

Pupils'
activities

Teacher's activities

Warm-up and review: 5 minutes
Greet the class.
Chant and do activities (Unit 2, Lesson 3).
Individual
- Ask pupils to chant and do the actions in Unit 2, Lesson work/
3 in groups.
Group work
- Give points for the groups and encourage them.
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal
To listen to and understand four communicative contexts in which pupils
ask and answer questions about someone.
b. Input

- Picture cues:
a. Bill
b. Mary

c. Ben

d. Lucy

c. Outcome Pupils can listen to and understand four communicative contexts in which
pupils ask and answer questions about someone.
Key: 1. b 2. a
3. d
4. c
d.
Step 1: Draw pupils' attention to the pictures. Elicit the Whole class/
Procedure names of the characters in each picture.
Individual
work
Step 2: Play the recording.
Step 3: Play the recording again for pupils to do the task.
Play the recording a third time to give pupils another
listening opportunity.
Step 4: Check answers together as a class. Play the
recording again for pupils to double-check their answers
and correct their answers in pairs.
Extension: If time allows, play the recording sentence by
sentence for the class to listen and repeat in chorus.
Correct their pronunciation, where necessary.
a. Goal
To look, complete and read four target sentence patterns in four dialogues
with the help of picture cues.
Four picture cues and four exchanges with the target sentences to
b. Input
complete
c. Outcome Pupils can look, complete and read four target sentence patterns with the
help of picture cues
Key: 1. Is this
2. Is this
3. Is that
4. Is that
d.
Step 1: Have pupils look at the pictures. Have them Whole class/
Procedure identify the characters in the pictures.
Individual
13

Step 2: Have pupils look at the four incomplete dialogues. work
Draw their attention to the missing words in the questions.
Step 3: Model with Picture 1. Have pupils look at the
dialogue. Ask them what words are missing in the
question (Is this). Then have them complete the gap (Is
this Ben? Yes, it is.).
Step 4: Follow the same procedure with Pictures 2, 3 and
4. Draw pupils' attention to the gaps in the Dialogues 2, 3
and 4.
Step 5: Have pupils complete the dialogues individually
and ask a few pairs to read them aloud.
Group work
Game: Slap the board.
Divide the class into four teams. Stick the pictures of
sentences/ dialogues on the board. Teacher says a
sentence/ dialogue, a pupil from each team has to point/
slap the right picture and says the sentence/ dialogue
again. The one who says faster will get points.
a. Goal
To recognise target words while looking at pictures of the characters and
circle six names in a letter table and use them to ask and answer
questions.
b. Input
The letter table includes six names of six characters. They are Mary, Mai,
Linh, Bill, Nam and Lucy. Pupils look at the pictures of six characters
and find and circle their names in the rows or in the columns of the letter
table. The name Mary has been circled as an example.
c. Outcome Pupils can recognise the characters in pictures and circle six names in a
letter table, then ask and answer questions about them.
d.
Step 1: Tell pupils to work in pairs.
Whole class/
Procedure Step 2: Model the activity by identifying the picture of Individual
Mary first, draw pupils' attention to the word Mary in the work
table. Point to the picture of Mary and ask: “Is this Mary?”
Ask a pupil to answer the question: “Yes, it is.”
Group work
Step 3: Have pupils play the game. Explain that after
identifying six characters in the pictures and circling their
names, pupils should ask and answer questions about six
Individual
characters (as mentioned in Step 2).
work
Step 4: Set a time limit for pupils to play and check the
Pair work
answers.
Extension: If time allows, invite a few pairs to perform
Individual
the game in front of the class.
work/ Whole
Game: Matching game
class
Use pictures and cards, have 3 pupils hold the pictures and
3 more hold the sentences. Ask them to find and match.
Praise the ones who finish the matching. Then ask the
14

class to look and say aloud.
Fun corner and wrap-up: 5 minutes
Option 2: Game: Sentence Puzzle
Divide the class into groups of four. Give each group a Whole class
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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15

Date of teaching: 11/10/2022; 10/10/2023
Period: 21

Week: 06

UNIT 3: OUR FRIENDS
Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language
- repeat and pronounce the sounds th (voiced) and th (unvoiced) in
focus
isolation, the words that and thank, and the sentences That's Lucy.
and Thank you. with the correct pronunciation and intonation.
- identify the target words that and thank, and the sentences Thank
you, Bill and That's Lucy while listening.
- say the chant with the correct rhythm and pronunciation.
Core
competencies
General
competences

Attributes

communication, planning and organization, stress tolerance, and
initiative
Listening: listen and recognize someone, then repeat
Critical thinking: talk about someone
Oral communication: speak about someone, ask and answer the
questions
Written communication: practise writing about school things
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Problem-solving and creativity: answer comprehension questions after
reading the story
Sociability: talk to each other, say good words to others
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
Secure and organized: keep school things in the right ways

II. RESOURCES AND MATERIAL
- Student's book Page 26
- Audio Tracks 32, 33, 34
- Teacher's guide Pages 47, 48
- Flash cards/ pictures and posters (Unit 3)
III.
Warm-up and review – Listen and repeat – Listen and tick – Let's
PROCEDURE chant – Fun corner and wrap-up
16

Procedure

Teacher's activities

Pupil's
activities

Warm-up and review: 5 minutes
Greet the class.
Game: Find six names
Individual
Have pupils do the puzzle to find six names of the work/ Group
work
characters.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal
To correctly repeat the sounds th (voiced) and th (unvoiced) in
isolation, the words that and thank, and the sentences That's Lucy. and
Thank you. with the correct pronunciation and intonation.
- The sound th (voiced), the word that and the sentence That's Lucy.
b. Input
- The sound th (unvoiced), the word thank and the sentence Thank you.
c. Outcome

a. Goal

Pupils can correctly repeat the sounds th (voiced) and th (unvoiced) in
isolation, the words that and thank, and the sentences That's Lucy. and
Thank you. with the correct pronunciation and intonation.
Step 1: Draw pupils' attention to the sound th (voiced), Whole class/
the word that and the sentence That's Lucy. Play the Individual
recording and encourage them to point to the correct work
sound/ word/ sentence while listening.
Step 2: Play the recording again and encourage pupils to
listen and repeat. Do this several times until pupils feel
confident. Correct their pronunciation where necessary,
and praise them when their pronunciation is good.
Step 3: Repeat Steps 1 and 2 for the sound th
(unvoiced).
To identify the target words that and thank while listening.

b. Input

Two questions with three sentence options for each question.

c. Outcome

Pupils can identify the words that and thank while listening.
Key: 1. b 2. a
Step 1: Draw pupils' attention to the three sentence Whole class/
options for each question.
Individual
Step 2: Play the recording for pupils to listen to. Play the work
recording again for pupils to listen and tick the correct
options.
Step 3: Get pupils to swap books with a partner, then Pair work/
check the answers together as a class. Write the correct Whole class
answers on the board.

d. Procedure

d. Procedure

17

a. Goal
b. Input
c. Outcome

Step 4: Tell pupils to return the books to their partners.
Play the recording for pupils to check their answers
again.
Whole class/
Extension: Invite one or two pupils to stand up, listen Individual
and repeat the sentences.
work
To say the chant with the correct rhythm and pronunciation.
The lyrics and recording of the chant
Pupils can say the chant with the correct rhythm and pronunciation.

d. Procedure

Step 1: Draw pupils' attention to the lyrics of the chant.
Check comprehension.
Step 2: Play the recording all the way through for pupils
to listen to the whole chant.
...