Week 23

Nhan Hung Primary School
year: 2015-2016

School

WEEK 23 ( 22/02_26/02/2016)
GRADE 3
Tuesday, February 23, 2016
Morning: P2_3B
Afternoon: P1_3A
Period 89: Unit 13: Where’s my book?
Lesson 3 (1, 2, 3)
I. Objectives: By the end of the lesson, Ss will be able to pronounce the sound of the
letters ch and wh in the words chair and where correctly.
II. Language focus:
- Phonic: sound /ch/ and /wh/
- Vocabularies: Revisions
III. Teaching aids: Recordings, students’ book, computer, aver…
IV. Procedure
Teacher’s activities
1. Warm up
- Have Ss sing the song “The poster and
the ball”.
2. Activity 1: Listen and repeat.
- Ask Ss to open their book to page 22.
- Tell pupils that they are going to listen
to the sound /ch/ and /wh/ and the sounds
in letters and sentences.
- Play the recording all the way through
for pupils to listen, as they follow the text
in the speech bubbles.

- Play the recording again and have pupils
repeat the sounds.
- Call on some Ss to read in front of the
class.
- Have whole class repeat all to reinforce
their pronunciation.
3. Activity 2: Listen and write
- Tell Ss that they are going to do a
dictation.
- Ask them to read the text in silence
before starting the dictation.
- Elicit Ss to write the words to the

Students’ activities
- Sing the song “The poster and
the ball”.
- Open their book to page 22.
- Listen to the T.

- Listen to the recording.

- Listen and repeat a few times
- Some Ss read in front of the class.
- Whole class repeats all to
reinforce their pronunciation.
- Listen to the T.

- Read the text in silence before
starting the dictation.
- Guess the words to fill in the

Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
blanks.
- Have Ss listen to the recording.
- Play the recording twice for Ss to listen
and write,
- Ask them to swap and check their
answers.
- Call on two Ss to write the answer on
the board.

School
blanks.
- Listen to the recording.
- Listen and write.
- Swap and check their answers.

- Two Ss to write the answer on the
board.
Answer: 1. Where’s
2. chair
- Get Ss to work in pairs and practice - Work in pairs and practice saying
saying the sentences.
the sentences.
- Call on some pairs to speak aloud to the - Some pairs speak aloud to the
class.
class.

4.Activity 3: Let’s chant
- Tell Ss that they are going to say the
- Listen to the T.
Where’s the book? chant.
- Play the recording for Ss to listen.
- Play the recording again for Ss to repeat
each line and clap the syllables.
- Divide the class into two. One group
repeats the questions, the others sing the
answers.Repeat the step but this time the

- Listen to the tape.
- Listen and repeat and act.
- One group repeats the questions,
the others sing the answers

groups swap their parts.
- Call some volunteers to recite the

- Some volunteers to recite the

chants. The rest of the class clap the

chants. The rest of the class clap

syllables.

the syllables.

- Make a few questions to check S's

- Listen and answer.

comprehension of the chant.
- Ask all the class to repeat the chant to

- The class repeat the chant.

reinforce their pronunciation.
5. Revision
- Call on some Ss to talk what they learnt

- Some Ss talk what they learnt in

in the lesson

the lesson
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
6. Activities

School

- Remind Ss to practice speaking English. - Practice speaking English.
Tuesday, February 23, 2016 (Afternoon: P2_3B)
Wednesday, February 24, 2016 (Afternoon: P3_3A)
Period 90: Unit 13: Where’s my book?

Lesson 3 (4, 5, 6)
I. Objectives: By the end of this lesson, Ss will be able to:
- Read and tick the pictures correctly.
- Write the words to complete the sentences.
II. Language focus:
- Vocabulary: Revisions.
- Sentence patterns: Revisions.
III. Teaching aids:
- Audio and visual aids: Recordings, crayon, stickers, Student’s Book.
IV. Procedure :
Teacher’s activities
1. Warm up
- Have Ss sing the chant Where’s the
book?
2. Activity 1: Read and tick.
- Have Ss look at the task four.
- Tell them that they are going to read the
text and tick the correct picture.
- Ask Ss to read the text in silence.
- Get Ss to work individually.
- Go around to offer help.
- Get Ss to swap and correct their answers
before checking as a class.
- Call on some Ss to give the answers.
- Have whole class read aloud the text to
reinforce their pronunciation.
3. Activity 2: Read and write
- Have pupils look at the task and tell
them that they are going to read and fill
the gaps to complete the conversation

Students’ activities
- Sing the chant Where’s the book?

- Look at the task four.
- Listen to the T.
- Read the text in silence.
- Work individually.
- Swap and correct their answers
before checking as a class.
- Give the answers: picture C.
- Whole class read aloud the text to
reinforce their pronunciation.
- Look at the task and listen to the
T.

Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
about their own bedrooms.
- Give Ss a few seconds to read the
conversation in silence.
- Ask them to do the task individually.
- Go around to offer help.
- Ask Ss to swap and correct their
answers in pairs.
- Call on some Ss to read aloud the
answers to the class. The rest of the class

observe and give comments.
- Have whole class read aloud some
dialogues of the Ss.
4. Activity 3: Project
- Tell them that they are going to draw a
bedroom and describe it to their
classmates.
- Ask Ss to display their school things:
paper, pens, coloured pencils… to carry
out the project.
- Get Ss to do the project individually or
in pairs.
- Go around to offer help.
- Call several individuals to the front of
the class to present his/ her picture, using
his/ her picture and saying This is my
bedroom. There is a...., There are......
- Have Ss stick his/ her picture on the
walls of the classroom.
5. Activities
- Remind Ss to practice speaking English.

School

- Read the conversation in silence.

- Work individually.
- Swap and correct their answers in
pairs.
- Some Ss read aloud the answers

to the class. The rest of the class
observe and give comments.
- Read aloud some dialogues of the
Ss.
- Listen to the T.

- Display their school things:
paper, pens, coloured pencils… to
carry out the project.
- Do the project individually.
- Several individuals go to the front
of the class to present his/ her
picture, using his/ her picture and
saying This is my bedroom. There
is a...., There are......
- Stick his/ her picture on the walls
of the classroom.
- Practice speaking English.

Thursday, February 25, 2016 (Morning: P1_3A, P3_3B)
Period 91: Unit 14: Are there any posters on the wall?
Lesson 1 (1, 2, 3)
I. Objectives: By the end of the lesson, pupils will be able to ask and answer
questions about things in the room by using structure “Are there any …” – “Yes, there
are”/ “No there aren’t”
II. Language focus:
Composed by: Tran Thi Tham


Nhan Hung Primary School

year: 2015-2016
* Vocabulary: maps, sofas, wardrobes, cupboards...

School

* Sentence patterns: Are there any.............in the room?
Yes, there are.
No, there aren’t.
III. Teaching aids: Recordings, computer, aver, student’s book…
IV. Procedure :
Teacher’s activities
1. Warm up:

Students’ activities

- Have Ss to play a game: slap the board. - Play game: slap the board.
2. Activity 1: Look, listen and repeat
- Have Ss open their book on page 24.

- Open their book on page 24.

- Tell them that they are going to practice
asking and answering questions about
things in the room by using structure
“Are there any …” – “Yes, there are”/
“No there aren’t”
- Ask Ss to identify the characters and
things in the picture A and picture B.

- Identify the characters and

things in the picture A, B.
- Tell them that they are going to hear
Linda and Mai and asking and answering - Listen to the T.
question about things in the room by
using structure “Are there any …” –
“Yes, there are”/ “No there aren’t”
- Listen and take note.
- Present new words:
* maps, sofas, wardrobes, cupboards
- Play the recording all the way through
for Ss to listen, and point to the - Listen, point
appropriate line in their books.
- Play the recording again for Ss to
repeat each line of the dialogue a few - Listen and repeat
times.
- Divide the class into two groups. - Role play.
Allocate the parts of Linda and Mai in
picture A. Have one group repeat Linda’s
part and the other Mai’s part. It’s the
same with picture B. Repeat the step but
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
have Ss swap their roles.

School

- Have Ss work in pairs to practice the - Work in in pairs to practice the
dialogues by playing the role in 3 dialogues by playing the role in 3
minutes.
-Move

minutes.
around

to

check

Ss’

pronunciation.
- Call on some pairs to perform the task - Some pairs perform the task to
to the class.

the class. Others listen and give
feedback.
- Whole class repeats each line

- Have whole class repeat each line of of the dialogue in chorus.
the dialogue in chorus to reinforce their - Listen to the T and take note.
pronunciation.
- Present model sentences:
- Read the sentences
+ Are there any.............in the room? is
used to ask about things in the room.
- Call on some Ss to read the sentences

3. Activity 2. Point and say

- Point to the pictures on page

- Ask Ss to point to the pictures on page 24. Say aloud the things in each
24. Have them say aloud the things in picture.
each picture.

- Listen to the T.

- Tell them that they are going to practise
asking and answering question about
things in the room

- Answer:

- Call on one St to do the task as an
example.

St: Yes, there are.

T: Are there any maps in the room?

- Some Ss practice the sample

- Call on some Ss to practice the sample

sentence in front of the class.

sentence in front of the class.

- Have Ss work in pairs to practice about
things in the room

- Work in pairs to practice about
things in the room

Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
- Walk around the class to monitor the

School

activity, check the pronunciation (stress,
assimilation of sounds and intonation),
and offer help when necessary.
- Call on some pairs to perform the task - Some pairs perform the task in
in front of the class.

front of the class. The rest of the
class observe and give comments
if possible.

- Have the whole class recite the The whole class recites the
sentence patterns in chorus to reinforce sentence patterns in chorus to
their pronunciation.

reinforce their pronunciation.

4. Activity 3: Let’s talk.

- Look at the task 3 on page 24.

- Have Ss look at the task 3 on page 24.

- Listen to the T.

- Tell them that they are going to practice
more with their friends.
- Call on a St to do the task as an
example.

St: Yes, there are.

+T: Are there any beds in the room?

- Some Ss practise the sample
pattern in front of the class.

- Call on some Ss to practice the sample
pattern in front of the class.
- Have Ss work in pairs to practice using

- Work in pairs to practice using
the things in the book.

the things in the book.
- Walk around the class to monitor the

activity, check the pronunciation (stress,
assimilation of sounds and intonation),
and offer help when necessary.

- Some pairs perform the task in
front of the class.

- Call on some pairs to perform the task
in front of the class.

- Practice with real things.

- Have Ss practice with real things.
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
5. Revision.

School

- Have Ss sing the chant.

- Sing the chant.

Maps, maps, maps
Are there any maps?
Yes, there are..
Sofas, sofas, sofas

Are there any sofa?
No, there aren’t.
6. Activities
- Have Ss to practice speaking English.
- Practice speaking English.
Thursday, February 2, 2016 (Morning: P2_3A, P4_3B)
Period 92: Unit 14: Are there any posters on the wall?
Lesson 1 (4, 5, 6)
I. Objectives: By the end of this lesson, Ss will be able to:
- Listen in order to tick the correct picture.
II. Language focus
* Vocabulary: Revisions.
* Sentence patterns: Revisions.
III. Teaching aids: Recordings, crayon, stickers, Student’s Book.
IV. Procedure
Teacher’s activities
1. Warm up.

Students’ activities

- Walk around the class to ask Ss talk - Listen and answer.
about their things in the room.
2. Activity. 1. Listen and tick.
- Have Ss look at the pictures on page - Look at pictures.
25
- Ask Ss to read aloud the names of the - Read aloud the names of the
things in the pictures.

things in the pictures.

- Tell Ss that they will hear the - Listen to the T.
recording,

matching

the

heard

information with appropriate pictures by
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
ticking the correct boxes.

School
- Listen to the tape.

- Play the recording all the way through
for Ss to listen as they look closely at
the pictures in their book.

- Listen and tick.

- Play the recording again for Ss to
listen, select and tick the appropriate
boxes

- Listen and check.

- Play the recording once more for Ss to
check their answers.

-Trade the answer in pairs or

- Have Ss trade the answer in pairs or groups to correct errors
groups to correct errors

- Read answers: 1-a, 2-b

- Choose one or two Ss to share their
answers with their classmates

- Listen and check

- Play the recording again for Ss to
check the respond.

- Answer the teacher’s questions.

- Make a few questions to check Ss’
comprehension.
- Play the tape for Ss to listen and repeat - Listen and repeat to reinforce
to reinforce their pronunciation.

their pronunciation.

3. Activity 2. Look, read and write.

- Have Ss to look at the task 5 on page - Look at the task 5 on page 25.
25.

- Listen to the T.

- Tell them that they are going to read
the text and fill the gaps.
- Ask Ss to read the text in silence.

- Read the text in silence.

- Elicit the Ss to guess the words to fill - Guess the words to fill the gaps.
the gaps.
-

Have

Ss

write

the

dialogue - Do the task individually.

individually and do the task in 3
minutes.
Composed by: Tran Thi Tham

Nhan Hung Primary School
year: 2015-2016
- Move around the class to help pupils

School

with the activity.
- Have Ss trade their answers in pairs - Trade answers in pairs.
for correction.
- Call on some Ss to report their - Some Ss to report their answers
answers.

The rest of the class listen and give
comments.
- Answer: 2: cupboard
3: map
4: chairs

- Make some questions to check Ss’ - Answer the T’s question.
comprehension of the dialogue.

- Whole class read the text in

- Have the whole class read the text in chorus.
chorus to reinforce their pronunciation.
4. Activity 3: Let’s write
- Have pupils look at the task and tell
them that they are going write about
their own rooms.
- Give Ss a few seconds to read the text

in silence.
- Ask them to do the task individually.
- Go around to offer help.
- Ask Ss to swap and correct their
answers in pairs.
- Call on some Ss to perform the task in
front of the class. The rest of the class
observe and give comments.

- Listen to the T.

- Read the text in silence.
- Do the task individually.
- Trade answers in pairs.

- Some Ss to report their answers
The rest of the class listen and give
comments.
Answer: Pupils’ own answers.
- Whole class read aloud their own
to
reinforce
their
- Have whole class read aloud their own rooms
pronunciation.
rooms to reinforce their pronunciation.
- Answer.
5. Revision :
Composed by: Tran Thi Tham

Nhan Hung Primary School
year: 2015-2016
- Have Ss talk about what they learnt in
the lesson.

School

- Practice speaking English.

6. Activities
- Ask Ss to practice speaking at home

GRADE 4
Monday, February 22, 2016
Morning: P1- 4A
Afternoon: P1- 4B
Period 89: Unit 13: Would you like some milk?
Lesson 3 (1, 2, 3)
I. Objectives.
- At the end of the lesson pupils will be able to pronounce the sounds of the
letters f and sh in the word beef, leaf, fish, dish respectively.
II. Language focus :
1.Phonics:
f, sh beef, leaf, fish, dish
2.Vocabulary: Review
3. Sentence pattern: Review
III. Resources :
Student’s and teacher’s book, pictures, cassette, computer.
IV. Procedures :

Teacher’s activities
1.Warm up.
- Have Ss play game “ Pass the secret”
using the name of food and drink.
2. New lesson
2-1. Listen and repeat:
- Tell pupils that they are going to practice
saying the sound of the letters f and sh in
the word beef, leaf, fish, dish respectively.
- Put the letters f and sh on the board. Play
the recording and ask pupils to repeat a
few times.
- Put the words beef, leaf, fish, dish and
four sentences on the board, play the

Students’ activities
* Warm up.
- Divide class into groups of six to
play game “ Pass the secret”
* Listen and repeat.
- Listen to the teacher’s instruction

- Copy the letters f and sh, pay the
attention on the sounds of the letters
and repeat.
- Listen and repeat

Composed by: Tran Thi Tham

Nhan Hung Primary School
year: 2015-2016
recording and ask pupils to repeat a few
times, paying attention to the target sounds
- Do choral and individual repetition of the
sounds words and sentences until pupils
feel confident
- Get some Ps to say the sentences in front
of the class. Check as a class and correct
the pronunciation, if necessary
3. Listen and tick. Then say aloud.
- Tell pupils that they are going to listen to
the four sentences and tick the correct
words.
- Ask them to look at the sentences and
guess the words to fill the gaps in groups.
- Play the recording so they can listen and
tick the words. Remind Ps to focus on the
words with the letters f and sh while
listening.
- Get Ps to swap and check their answers.
- Ask Ps to read aloud the sentences
- Key : 1.a 2.b 3. a 4. b
- Play the recording to check if necessary.
4. Let’s chant.
- Tell pupils that they are going to say the
chant Would you like some fish? follow the
procedure in teaching the unit components
in introduction
- Have them read the chant and check

comprehension.
- Play the recording line by line for Ps
listen and repeat.
- Play the recording all the way through for
Ps listen and repeat.
- Show Ss how to chant and do the action
- Divide the class into four groups to chant.

School

- Listen and repeat in chorus then
individual
- Stand up and say aloud

* Listen and write. Then say aloud.- Listen to the teacher.
- Look at the sentences and guess the
words to fill the gaps in groups.
- Listen and tick the correct words.

- Swap and check
- Read aloud
- Listen and check their answers

* Let’s chant.
- Listen to the teacher.

- Read the chant
- Listen to the recording and repeat
line by line.
- Do choral and individual repetition

until they get familiarized with the
pronunciation of the chant

Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
Two groups chant the question the others
chant the answers. Ask groups to sit
opposite of each other. Go around and
offer help if necessary
- Call two groups chant and do the action
in front of the class. The rest of the class
claps along the rhythm
4. Reinforcement.
- Play the recording again
- Underline the words contain sounds f and
sh

School
- Chant and TPR
- Work in four groups: chant and do
actions.

- Perform in front of the class
*Reinforcement.
- Sing along to reinforce
pronunciation.
- Underline the words contain sounds

f and sh

Tuesday, February 23, 2016 (Afternoon: P3_4A)
Wednesday, February 24, 2016 ( Morning: P2- 4B)
Period 90: Unit 13: Would you like some milk?
Lesson 3 (4, 5, 6)
I. Objectives:
- By the end of the lesson pupils will be able to
+ Read the text and complete the table.
+ Write about their favourite food and drink.
II. Language focus:
1. Vocabulary: Review
2. Sentence pattern: Review
III. Resources:
Student’s and teacher’s book, pictures, radio, computer
IV. Procedure:
Teacher’s activities
Students’activities
1. Warm up.
* Warm up.
- Revising the previous lesson. Get the
- Sing the chant Would you like some
class to sing the chant Would you like some fish? and do action.
fish? and do action.
2. New lesson
2-4. Read and complete
* Read and complete
- Tell Ps that they are going to read the text - Listen to the teacher.
and complete the table.
- Read the text and discuss the

- Have Ps read the text and discuss the
information that they have to fill in
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
information that they have to fill in the
gaps in groups.
- Ask Ps to do the task individually. Go
round offering help, if necessary.
- Have Ps trade their answers in pairs
- Have Ps give the answers.

2-5. Let’s write
- Tell pupils that they are going to write
about their favourite food and drink.
- Have them work in groups of four to
discuss what they are going to write in the
blanks.
- Have pupils to do the task individually.
Go around and offering help if necessary.
- Swap their writings before checking as a
class.
- Show some Ps’ writings, ask them to read
aloud and check.
2-6. Project.
- Tell pupils that they are going to do
interview their classmates about their
favourite food and drink and then report to

the class.
- Give each pupil a card. Have pupils copy
the table from the book onto their cards.
- Give them time to interview their
classmates and fill the gaps in the table.
- Call some pupils to tell the class about
the result of their interview to the class.
- Key: Pupils’own answers
3. Reinforcement.

School
the gaps in groups.
- Do the task individually.
- Trade their answers in pairs
- Give the answers and the rest listen
and comment.
Answer:
Favourite food Favourite drink
Beef
orange juice
Chicken
lemonade
* Let’s write
- Listen to the teacher.
- Work in groups of four to discuss
what they are going to write in the
blanks.
- Do the task individually.
- Swap their writings before checking
as a class.

- Show some writings, read aloud and
check.
* Project.
- Listen to the teacher.

- Pupils copy the table from the book
onto their cards.
- Interview their classmates and fill
the gaps in the table.
- Some pupils tell the class about the
result of their interview to the class.

* Reinforcement.
- Tell about their favourite food and
drink to the class.
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
- Ask Ps to tell about their favourite food
and drink to the class.

School

Wednesday, February 24, 2016 (Afternoon: P1_4A)
Friday, February 26, 2016 (Morning: P1_4B)
Period 91: Unit 14: What does he look like?
Lesson 1 (1, 2)
I. Objectives:

By the end of the lesson pupils will be able to
- Use the words and phrases to relate the topic Physical appearance.
- Ask and answer questions someone’s physical appearance.
II. Language focus:
1. Vocabulary: tall, short, slim, old, young.
2. Sentence pattern: What does he/ she look like? She’s/ He’s……..
III: Resources:
Student’s and teacher’s book, pictures, family’s photo, radio, computer.
IV: Procedure:
Teacher’s activities
Students’ activities
1. Warm up.
* Warm up.
- Play the video. Ask Ss to watch and
- Watch the video and identify the
identify the adjectives describing people’s
adjectives describing people’s
appearance.
appearance.
- Introduce the new topic
- Pay attention to the T’s directions.
2. New lesson.
2.1. Look, listen and repeat.
* Look, listen and repeat.
*Use the pictures and the actions to teach
- Look at the pictures and the actions
the new words of someone’s physical
to get the meaning of the new words
appearance: tall, short, slim, old, young
of someone’s physical appearance:

- Whole class. Have pupils turn their books tall, short, slim, old, young
to page 24 and look at picture.
- Pupils turn their books to page 24
- Ask Ss to answer the questions “who are
and look at picture.
they? Where are they? What is Lan doing?
- Ss answer the questions “who are
Who is on the computer? What does he do? they? Where are they? What is Lan
Is he tall?
doing? Who is on the computer?
- T plays the recording all the way through What does he do? Is he tall?
for pupils to listen and point to the
appropriate line in their books.
- Listen to the conversation
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
- Open one by one sentence for Ss to listen
and repeat.
- Divide the class into 2 groups. Ask the
groups to repeat Phong’s part and Linda’s
part.
- Ask SS to work in pairs, practice speaking
the conversation.
- Invite some pairs to demonstrate the
dialogue.
2.2. Point and say.
- T has Pupils look at Picture a, b, c, d, e.

Tell them that they are going to practice
asking and answering questions about
someone’s physical appearance.
- T models with a Student the first picture
- T asks Pupils to practise in pairs ask and
answer the questions What does he/ she
look like? She’s/ He’s ……..Monitor the
activity, check the pronunciation (stress,
assimilation of sounds and intonation), and
offer help when necessary.
-T calls on some pairs to perform the task in
front of the class.
3. Reinforcement.
- Ask Ss to work in groups, asking and
answering questions about their friends’
family member’s job, where they work and
their physical appearance.

School
carefully.
- Listen to one by one sentence and
repeat.
- Work in groups: listen and repeat.

- Work in pairs and practice
speaking.
- Demonstrate the dialogue.
* Point and say.
- Look at pictures a, b, c, d, e and
say the words of someone’s physical

appearance.
- Make a model with the teacher.
- Pupils in pairs use the pictures in
their book to ask and answer the
questions What does he/ she look
like? She’s/ He’s ……..
- Act in pairs. The rest of class
observes and gives comments
* Reinforcement.
- Do the task in groups, asking and
answering questions about their
friends’ family member’s job, where
they work and their physical
appearance.

Wednesday, February 24, 2016 (Afternoon: P2_4A)
Friday, February 26, 2016 (Morning: P2_4B)
Period 92: Unit 14: What does he look like?
Lesson 1 (3, 4, 5)
Composed by: Tran Thi Tham


Nhan Hung Primary School
School
year: 2015-2016
I. Objectives:
- By the end of the lesson pupils will be able to
+ Listen to three dialogues about people’s appearance and tick the correct
pictures.
+ Look at the pictures and write about someone’s appearance.

II. Language focus:
1. Vocabulary: Review.
2. Sentence pattern: Review.
III: Resources:
Student’s and teacher’s book, pictures, family’s photo, radio, computer.
IV: Procedure:
Teacher’s activities
1. Warm up.
- Have Ss play game “slap the board” using
the picture about the people appearance.
- Use photos of some people to ask and
answer about appearance.
2. New lesson.
2.3. Listen and tick.
- Ask pupils to look at the picture Tell them
that they are going to listen 3 dialogues about
people’s appearance and tick the correct
pictures.
- Ask Ss to work in groups to identify the
appearance of the people in the pictures.
- Play the recording twice for pupils to listen
to the recording and tick the correct answers.
- Ask pupils to exchange their answers with
their partners before reporting them to the
class.
- Read out the answers to the class. Provide
explanation(s) when necessary.
- Play the recording once more for pupils to
check their answers.
Key: 1- c , 2- c.,3- a

Students’ activities
Ss play game “ slap the board”
- Look at the photos, ask and
answer about appearance.
* Listen and tick.
- Listen to the teacher.

- Work in groups to identify the
appearance of the people in the
pictures.
- Listen to the recording and tick
the correct answers
- Work in pairs to exchange their
answers
- Write down the notebooks.
- Listen and check.

Composed by: Tran Thi Tham


Nhan Hung Primary School
School
year: 2015-2016
2.4. Look and write.
* Look and write.
- Tell Ps that they are going to complete the - Listen to the teacher.
answers about someone’s appearance, using
the picture cues.
- Pupils look at Pictures from 1 to 4

- Ask Pupils look at Pictures from 1 to 4 and and ask them to identify the
ask them to identify the physical appearance physical appearance of the person/
of the person/ people in each picture.
people in each picture.
- Give Ps a few seconds to work in pairs to - Work in pairs to elicit the answers
elicit the answers filling the gaps.
filling the gaps.
- Get Ps to do the task individually. Go - Do the task individually.
around offering help, if necessary.
- Get Ps to swap and check their answers - Ss trade their answers within pairs
before writing the correct answers on theor groups for correction then write the
board for Ps to copy down into theirre answers on the board.
notebooks.
- Some open pairs act out the
- Call a few open pairs to act out thedidialogues in front of the class.
dialogues in front of the class.
Key: 1. He’s tall/slim.
2. They are old.
3. She’s short/ young.
4. They’re young/ tall.
2.5. Let’s play.
* Let’s play.
- Tell Ss that they are going to play game “
- Listen to the teacher.
Find someone who……..”using the words
related to people’s physical appearance.
- Divide class into groups of five.
- Divide class into groups of five.
- Say to Ss Find someone who……..The
- Take part in the game.

group which is the quickest to point a
classmate who fits that description and says
- The group that gets most points
the sentence correctly gets a point. The group will win the game.
that gets most points will win the game.
3. Reinforcement.
* Reinforcement.
- T makes a few questions to check
- Listen and answer the question
pupils’comprehension.
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016

School

GRADE 5
Monday, February 22, 2016
Morning: P2_5A
Afternoon: P3-5B
Period 89: Unit 13: Accident Prevention
Lesson 3 (1, 2)
I. Objective:
By the end of the lesson Students will be able to
- Ask and answer quetions about accident prevention
II. Language focus:
1. Vocabulary: barefoot, knife, lighter, start, roll off, a cradle, a car seat carrier,
crawl up or down

2. Sentence Pattern:
? Why shouldn’t they jump into the river?
+ Because they may drown.
III. Teaching aids:
- Recordings, flashcards, equipments in English room
IV. Procedure.
Teacher’s activities
1. Warm up
- Ps display their word cards and use

Student’s activities
- Do

these cards to play a matching game.
2. Look listen and repeat.
- Ask Ps to open their book page 24 and

- Identify the characters

observe the pictures. Elicit their
comments on the pictures and set the
context: The Ps in Mr Loc’s class are
having a lesson on “ Accident Prevention
for Children”. Read the lines in the
pictures and check Ps comprehension..
- Pre - teach the new vocabulary: drown

- Listen and copy

- Get Ps to repeat the word a few times.

Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
- Read the dialogue, stop at times to

School
- Repeat

check Ps’ comprehension.
- Make sure that Ps understand the
situation and language.
- Play the recording through for Ps listen

- Listen

the first time.
- Play the recording again for Ps to listen
and repeat. pause after each line for them

- Listen
- Listen and repeat

to repeat a few times.
- Divide the class into two groups to take

- Role play

turns in saying the questions and answers

in each picture .
- Call on some pairs to perform in front

- Other comment.

of the class.
3. Point, ask and answer.
- Ask Ps to open their Student’s Book on
page 24. Get them to read the example
and elicit their prompts to complete the

- Open books
- Read the text and observe the
pictures

speech bubbles.
- Then ask Ps to read the examples and
elicit their prompt to complete the speech

- Read the examples
- Observe and repeat

bubbles.
- Write the question and the answer on
the board and get Ps to repeat each of
them a few times.
- Pre - teach the new vocabulary in this

- Listen and copy

section: barefoot, knife, lighter, start
- Get Ps to repeat each item a few times.

- Repeat

Make sure Ps understand the language
and the activity.

- Observe
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
- Write the sentence patterns on board:

School

? Why shouldn’t they jump into the
river? + Because they may drown.
- Then get Ps to repeat them a few times
in turn.

- Repeat
- Repeat

- Get Ps to repeat the prompt under each
picture a few times and make sure they
understand them.

- Observe and Repeat

- Model the task with the whole class,
using the example. Repeat the step a few
times. Then call on some open pairs to
continue with all the pictures in the same
way.
- Ask Ps to work in pairs , Ps take turn to

- Practice in pairs

ask and answer questions about the
frequency of playing sports and games
using the prompts under each picture..
- Monitor the activity and offer help
when necessary .
- T observes and offer help when
necessary.
- Call on some volunteers to perform the

- Others comment

task in front of the class. Praise If the pair
has a good performance of pronunciation
and using the new characters.
4. Reinforcement
In this lesson, Ps have learnt:

- Listen

- Ask and answer question about accident
prevention, using Why shouldn’t ( they
jump into the river) ? Because (they may
drown)
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
5. Homelink
-- Ps do their writing task at home for the
class display in the next lesson

School
- Remember

Monday, February 22, 2016 (Morning: P4_5A)
Tuesday, February 23, 2016 (Morning: P1_4B)
Period 90: Unit 13: Accident Prevention
Lesson 3 (3, 4, 5)
I. Objective:
By the end of the lesson Students will be able to
- Ask and answer quetions about accident prevention
- To read an informative text on fall prevention for younger chidren and write a
message
II. Language focus:
1. Vocabulary: barefoot, knife, lighter, start, roll off, a cradle, a car seat carrier,
crawl up or down
2. Sentence Pattern:
? Why shouldn’t they jump into the river?

+ Because they may drown.
III. Teaching aids:
- Audio and visual aids Recordings, flashcards, Sticky tape
IV. Procedure
Teacher’s activities
1. Warm up
- - Ps display their word cards and use

Student’s activities
- Do

these cards to play a matching game.
2. Read and do the tasks.
Task a. Tick the best title for the
passage.
- Ask Ps to open hteir boo on page 25,

- Observe the pictures and read
the texts.

observe the picture and read the texts.
Elicit Ps’ comments on the picture and
set the context: You are going to read a
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
passage about common accidents which

School

may happen to young chidren.
- Pre - teach vocabulary: roll off, a
cradle, a car seat carrier, crawl up or

- Listen and copy
- Repeat

down. Write the words on the board and
get Ps to repeat them a few times.

- Read the tips

- Check if Ps understand the passage and
task a: They should skim the passage to
get general idea to select the suitable
title.

- Do

- Set the time. Ps do the task
independently.

- Check in pairs

- T monitors the activity and offer help as
necessary.

- Others comment

- Have Ps check their answers in pairs
before calling some individual Ps to say
the answers to the class.
- Ask Ps to expalin how to get their
answer.
Answer: b
Task b
- Ask Ps to read the sentences in Task b

- Read the sentences and
compare the information

carefully.
- Ask Ps to work individually.

- Do the task

- T set the time limitation to do the task a
and move around to monitor the activity.

- Check their answers in pairs

- Have Ps check their answers in pairs
before calling some individual Ps to
report the answers to the class.
- Select some volunters to report their

- Others comment

Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
answers in front of the class. others listen

School

and give comment or correct if there is a
mistake.
Answers:
1. crawl

2. serious

3. most

common

4. make sure

Task c:
- Get Ps to read the sentences in Task b

- Read the sentences and
compare the information

carefully. Then they scan the passage to
find the appropriate information to

answer the questions.

- Do the task

- Ask Ps to work individually.
- T set the time limitation to do the task c
and move around to monitor the activity.

- Check their answers in pairs

- Have Ps check their answers in pairs
before calling some individual Ps to
report the answers to the class.

- Others comment

- Select some volunters to report their
answers in front of the class. Others
listen and give comment or correct if
there is a mistake.
- Pay attention to the writing
frame and read the massages

3. Write
- Ask Ps to open their Ps’s Book on Page
26. and get them to read the guiding

- Listen

questions. Check their comprehension

and show them how to do the task: They

- Listen

should finish the writing frame relying on
the dialogues in lesson 1. Remind Ps of
drafting before copying onto their copy books.

- Do
Composed by: Tran Thi Tham


Nhan Hung Primary School
year: 2015-2016
- T sets the time for Ps to do the task .

School

- Ps read and complete the massages
independently.
- Set the time for Ps to write
independently.
- Monitor the activity and offer help as
necessary.

- Others comment

- Call out some Ps to read their writing to
the class and have the class display after
that.

4. Fun time: Do the crossword puzzle
- Stick the large sized sheet of paper with
the puzzle on the board. Get Ps to look at
the crossword puzzle.
- Make sure that Ps understand how to
play the game. They should identify the
animals relate the spelling of each animal - Ps to look at the crossword
to corresponding boxes in the crossword.
- Get Ps to look at the crossword puzzle

puzzle.
- Ps work individually

and the picture .
- Ask Ps to work individually. T monitors
the activities and offer help when

- Ps complete the puzzle

necessary.
- Call out some Ps to complete the puzzle
on the large - sized sheet. Get the class to
check the words.
- Call out some Ps to spell the words or
play the game The Spelling Bee with the
class.
5. Reinforcement
- Remember
Composed by: Tran Thi Tham