School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
REVIEW 3: FUN TIME
Lesson 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly use the following sentence patterns:
knowledge &
skills ●Where do you live? – I live ____.
●What’s the ____ like? – It’s ____.
●What does he / she do? – He’s / She’s ____.
●Where does he / she work? – He / She works ____.
●What does he / she look like? – He’s / She’s ____.
●What does he / she look like? – He / She has ____.
●When do you watch TV? – I watch TV ____.
●What do you do in the morning? – I ____.
●Where does he / she go on Saturdays? – He / She goes to the ____.
●What does he / she do on Sundays? – He / She ____.
– take part in fun activities to apply their language knowledge and
competences.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Page 36
- Audio tracks 51
- Teacher’s guide: Pages 202,203
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up - Review – Listen and number – Ask and answer –Fun corner
PROCEDURE and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
- Greet the class.
– Spend a few minutes revising Unit 15 by having pupils Whole
sing the song Where do they go on Saturdays? on page 31 class/
and / or say the chant on page 34. Individual
– Ask pupils to open their books at page 36 and look at work
Review 3. Tell them what they will learn in this unit.
Activity 1. Listen and number. 10 minutes
a. Goal To listen to and understand four communicative contexts and number the
correct pictures.
b. Input Picture cues:
a. a farmer b. a man playing tennis c. a busy street d. a tall boy
Audio script:
1. A: What’s the street like?
B: It’s a busy street.
2. A: What does he do?
B: He’s a farmer.
3. A: What does your brother look like?
B: He’s tall.
4. A: What does your father do on Sundays?
B: He plays tennis.
c. Outcome Pupils can listen to and understand five communicative contexts and
number the correct pictures.
Key: 1. c 2. a 3. d 4. b
d. Procedure Step 1: Draw pupils’ attention to Pictures a, b, c and d. Whole
Elicit what is shown in each picture (See Input). Check class
comprehension.
Step 2: Play the recording for Question a. Play the
recording again for pupils to do the task. Play the recording Individual
a third time to give pupils another listening opportunity if work
needed.
Step 3: Repeat Step 2 for the rest of the pictures.
Step 4: Get pupils to swap books with a partner, then check Whole
answers as a class. Write the correct answers on the board. class
Step 5: Play the recording for pupils to double-check their
answers.
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen and repeat in chorus. Correct
their pronunciation where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
Activity 2. Ask and answer. 10 minutes
a. Goal To ask and answer questions using picture cues.
b. Input – Four questions for pupils to ask and answer
– Four pictures
c. Outcome Pupils can ask and answer questions using picture cues.
d. Procedure Step 1: Draw pupils’ attention to the first picture. Get Whole
them to look at Mary’s thought bubble to identify what the class
girl looks like. Check comprehension. Individual
Step 2: Draw pupils’ attention to Nam’s question (What work
does your sister look like?). Have pupils look at the girl in
Mary’s thought bubble to answer the question.
Whole
Step 3: Repeat Steps 1 and 2 with the rest of the pictures. class/
Step 4: Have pupils work in pairs to role-play the four Individual
exchanges. Go around the classroom to monitor the work
activity.
Extension: Invite some pairs of pupils to stand up and
take it in turns to role-play the target exchanges.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
Fun corner and wrap-up: 10 minutes
Option 1: play Review Game (PPT)
- Divide the class into 2 or 4 teams.
- T reminds pupils of 4 topics (Jobs, Appearance, Daily Whole
activities, My family’s weekend) they will review in this class/Team
lesson.
- T calls 1 pupil from each team choose a topic and the
points they want to get. Then, they answer the questions. If
the pupil answers correctly, they will get the chosen points
for that question. Whole
- After 16 numbers, the team with the most points is the class/
winner. Individual
work
Option 2: Wrap up
- Ask students to answer the following questions:
What have you learnt from the lesson today?
Review Units 11-15: My home, Jobs, Appearance, Daily
activities, My family’s weekend.
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
REVIEW 3: FUN TIME
Lesson 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly use the following sentence patterns:
knowledge &
skills ●Where do you live? – I live ____.
●What’s the ____ like? – It’s ____.
●What does he / she do? – He’s / She’s ____.
●Where does he / she work? – He / She works ____.
●What does he / she look like? – He’s / She’s ____.
●What does he / she look like? – He / She has ____.
●When do you watch TV? – I watch TV ____.
●What do you do in the morning? – I ____.
●Where does he / she go on Saturdays? – He / She goes to the ____.
●What does he / she do on Sundays? – He / She ____.
– take part in fun activities to apply their language knowledge and
competences.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
- Student’s book: Page 37
- Teacher’s guide: Pages 204,205
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up and review– Read and match- Read and complete – Let’s
PROCEDURE write–Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
- Greet the class.
*Option 1: Play a game Whole
- Everyone stands up. class/
Individual
- One person reads the word or sentence on the screen.
work
- Then, the next person goes.
- If Billy is struck by lightning when you’re reading,
you’re out (sit down).
- The last person standing is the winner!
* Option 2: Game
Spend a few minutes revising Units 11 to 15 by having
pupils play a game (e.g. Whispering, Guessing game, Tic-
tac-toe) using language learnt in these units.
– Ask pupils to open their books at page 37 and look at
Review 3, Activity 3. Tell them what they will learn in
this unit.
Activity 3.Read and match. 10 minutes
a. Goal To read and match pairs of target sentence patterns
b. Input Five pairs of sentence patterns, which together form simple exchanges
between two
pupils
c. Outcome Pupils can read and match pairs of target sentence patterns.
Key: 1. d 2. a 3. e 4. c 5. b
d. Procedure Step 1: Draw pupils’ attention to the sentences. Tell them Whole
about this activity. Point at Sentence 1, elicit the answer and class
give feedback. Draw a line to match Sentence 1 with the
letter d.
Step 2: Give pupils time to do the task individually. Go Individual
around the classroom to offer support. work
Step 3: Get pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the board.
Extension: Invite some pairs of pupils to stand up and read
the matched exchanges aloud. Whole
class
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
Activity 4. Read and complete. 10 minutes
a. Goal To read and show understanding of a text by completing the gaps.
b. Input A gapped paragraph with five word cues to complete
c. Outcome Pupils can read and complete the gapped paragraph.
Key: 1. factory 2. slim 3. works 4. pupil 5. watch
d. Procedure Step 1: Draw pupils’ attention to the words in the box and Whole
the paragraph. Point at the first gapped sentence and have class
pupils read it aloud as a class. Elicit the missing word and Individual
give feedback. Complete the sentence and get pupils to read work
the completed sentence in chorus.
Step 2: Give pupils time to do the task individually. Go Whole
around the classroom to offer support where necessary. class/
Step 3: Get pupils to swap books with a partner, then Individual
check answers as a class. Write the correct answers on the work
board.
Extension: Invite a few pupils to stand up and read the
completed paragraph aloud.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
Activity 5: Let’s write 5 minutes
a. Goal To use the target language to complete a gapped paragraph using a
picture cue.
b. Input – A short text with gapped sentences to complete.
– A picture cue.
c. Outcome Pupils can use the target language to complete a gapped paragraph using
a picture cue.
Key: 1. cooks meals 2. cleans the floor 3. washes the dishes 4. clean the
table
d. Procedure Step 1: Tell the class the goal of this activity: to read the gapped text and
fill in the gaps using the picture cue. Check comprehension.
Step 2: Write the sentence with the first gap on the board: My father
____. Ask pupils to point at the father in the picture and encourage pupils
to say what he does on Sundays (cooks meals). Give pupils time to write
the answers.
Step 3: Repeat Step 2 for the other gaps.
Step 4: If time allows, invite a few pupils to read the paragraph they have
completed in front of the class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
Fun corner and wrap-up: 10 minutes
Option 1: play Review Game (PPT)
- Divide the class into 2 or 4 teams.
- T reminds pupils of 4 topics (Jobs, Appearance, Daily Whole
activities, My family’s weekend) they will review in this class/Team
lesson.
- T/Pupil spins the wheel, answers a question from the
teacher and gets points.
- The team with the most points is the winner. Whole
Option 2: Wrap up class/
- Ask students to answer the following questions: Individual
work
What have you learnt from the lesson today?
Review Units 11-15: My home, Jobs, Appearance, Daily
activities, My family’s weekend.
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
REVIEW 3
Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language Correctly use the following sentence patterns:
knowledge & - Where do you live? – I live ____.
skills
- What’s the ____ like? – It’s ____.
- What does he / she do? – He’s / She’s ____.
- Where does he / she work? – He / She works ____.
- What does he / she look like? – He’s / She’s ____.
- What does he / she look like? – He / She has ____. O
- When do you watch TV? – I watch TV ____.
- What do you do in the morning? – I ____.
- Where does he / she go on Saturdays? – He / She goes to the ____.
- What does he / she do on Sundays? – He / She ____.
- take part in extension activities to apply their language knowledge and
competences.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
II. RESOURCES AND MATERIALS
- Student’s book: Page 39
- Teacher’s guide: Pages 226, 227
- Website hoclieu.vn++
- Flash cards/ pictures and posters (Review 3)
- Computer, projector, …
III. Warm-up and review – Read and tick True or False –Let’s write– Games
PROCEDURE – Project
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
Greet the class.
Option 1:
– Greet the class. Have pupils sing any of the songs from Whole
Units 11 to 15. Praise pupils and get the class to cheer or class/
clap their hands. Individual
– Ask pupils to open their books at page 38 and look at work
Extension activities, Activity 1.
Option 2: (powerpoint)
–Have students look at the screen, read and choose the
correct picture. Individual
EXPLORATION
Activity 1. Work in pairs. Take turns to describe and draw a family member.
a. Goal – To correctly describe the appearance of a family member for a partner
to draw.
b. Input – A picture showing a girl describing her mum for a boy to draw
– Speech bubble: My mum is tall. She has long, brown hair. She has a
round face and blue eyes.
c. Outcome Pupils can correctly describe the appearance of a family member for a
partner to draw.
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask: What
is the girl / boy doing? When pupils answer correctly, Whole
confirm the answers: The girl is describing her mum. / class
The boy is drawing the girl's mum.
Step 2: Write the following prompts on the board: tall or Whole
short ?, hair?, face?, eyes? Tell pupils to choose a family class
member and think about how he or she looks.
Step 3: Put pupils into pairs. Tell pupils that they should
take it in turns to describe a family member for their Pair work
partner to draw. They have five minutes. Remind them
to call out “Swap!” when they finish.
Step 4: When all the pupils have had a turn, tell them to
swap their drawings with their partners.
e. - Performance products: Student’s talk and pictures.
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction
KNOWLEDGE CONSTRUCTION
Activity 2. Tell the class about your partner’s family member.
a. Goal To correctly describe the appearance of someone’s family member.
b. Input – A picture showing a girl holding the drawing of her mum that her
partner has drawn, and the boy describing her mum to the class
– Speech bubbles: She’s tall. She has long, brown hair
c. Outcome Pupils can correctly describe the appearance of someone’s family
member.
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask: What is Whole
the boy doing?. When pupils answer correctly, confirm the class
answer: He is describing the girl’s mum.
Step 2: Nominate a few pairs to come to the front of the Pair work
class and share their drawings and descriptions with the
class. This step could also be done in small groups so that
every pair has a chance to share.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation;
PROJECT
Activity 3. Read and match. Then say what the animals are.
a. Goal To read and match four descriptions with four pictures of animals, then
say what the animals in the pictures are.
b. Input – Four descriptions for the animals on the left.
– Four pictures showing: a monkey, a fish, an elephant and a parrot
c. Outcome Pupils can read and match four descriptions with four pictures of
animals, then say what the animals in the pictures are.
Key: 1. c 2. d 3. a 4. b
1. It’s an elephant. 2. It’s a parrot. 3. It’s a monkey. 4. It’s a fish
d. Procedure Step 1: Draw pupils’ attention to Description 1 and read Group
it as a class. Explain any new words. Check work/ Pair
comprehension. work
Step 2: Ask pupils to look at the pictures on the right and
elicit the answer. Get them to read the sentences in
Description 1 again and draw a line to match it to the
correct picture (Picture c)
Step 3: Repeat Steps 1 and 2 with the other three Pair work
descriptions. Go around the classroom to offer support
where necessary.
Step 4: Get pupils to swap books with a partner, then Group
check answers as a class. Write the correct answers on work/ Pair
the board for pupils to correct their answers. work
Step 5: Have pupils say the names of the animals in the
pictures by asking them questions, e.g. What is it? or
What can you see in the picture?
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation;
Games: 5 minutes
Option 1: Game “Jeopardy”
-Teacher divides the class into 3 teams.
-Each team takes turns to choose the flag and answer the question.
-The team that has more points is the winner.
Option 2:
–Teacher gives each student a piece of paper. Students write 3 sentences
to describe a classmate in three minutes. Teacher collects all the pieces of
paper and puts them in a box.
–Students take turns to pick a piece of paper, read and guess who is
he/she.
Option 3:
- Ask students to answer the following questions:
What have you learnt from the lesson today?
Review Units 11-15: My home, Jobs, Appearance, Daily activities, My
family’s weekend.
