Week: 32

( từ ngày 22 tháng 4 năm 2024 đến ngày 26 tháng 4 năm 2024)

GRADE : 4A4,4A5
UNIT 18: At the shopping centre
Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly pronounce the two-syllable words be'hind and be'tween with
knowledge & the stress on the second syllable in isolation and in the sentences The
skills bakery is be'hind the bookshop. and The bakery is be'tween the bookshop
and the sports shop.;
– use the words behind, between, near, opposite, gift shop, skirt, T-shirt,
dong and thousand in relation to the topic “At the shopping centre”;
– use Where’s the bookshop? – It’s ____. to ask and answer questions
about locations.
– listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “At the shopping centre”
Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks.
- Self-control & independent learning: perform listening tasks.
Attributes - - use appropriate gestures and intonation when talking about locations.
II. RESOURCES AND MATERIALS
- Student’s book: Page 56
- Teacher’s guide: Pages 262, 263, 264
- Website hoclieu.vn++
- Flash cards/ pictures and posters (Unit 18)
- Computer, projector, …
III. Warm-up and review – Listen and repeat –Listen and circle– Let’s
PROCEDURE chant

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class.
Option 1:
–Spend a few minutes revising the previous lesson by Whole
asking pupils to play the game Guess the price! class/
– Ask pupils to open their books at page 56 and look at Individual
Unit 18, Lesson 3, Activity 1. work
 –Tell pupils what they will learn in this lesson.
Option 2: Review locations
– T shows a map on the screen and gives students to look
and remember. Whole
– Ask students to read and answer the questions about class/
locations in the map. Individual
work
EXPLORATION
Activity 1. Listen and repeat.
a. Goal – To correctly repeat the two-syllable words be'hind and be'tween with
the stress on the second syllable in isolation and in the sentences The
bakery is be'hind the bookshop. and The bakery is be'tween the bookshop
and the sports shop. with the correct pronunciation and intonation.
b. Input – The word be'hind and the sentence The bakery is be'hind the bookshop.
– The word be'tween and the sentence The bakery is be'tween the
bookshop and the sports shop.
c. Outcome Pupils can correctly repeat the two-syllable words be'hind and be'tween
with the stress on the second syllable in isolation and in the sentences
The bakery is be'hind the bookshop. and The bakery is be'tween the
bookshop and the sports shop. with the correct pronunciation and
intonation.
d. Procedure Step 1: Have pupils look at the word be'hind, listen to Whole
the recording and repeat the word until they feel class
confident. Correct their pronunciation if necessary.
Step 2: Get pupils to point to the sentence The bakery is
be'hind the bookshop., listen to the recording and repeat Whole
it several times. Then get a few pupils to listen to and class
repeat the sentence in front of the class. Correct their
pronunciation if necessary.
Step 3: Repeat Steps 1 and 2 with the word be'tween Whole
and the sentence “The bakery is be'tween the bookshop class
and the sports shop”.
Step 4: Give pupils a time limit to practise pronouncing
the words and reading the sentences in pairs or groups.
e. - Performance products: Student’s pronunciation and intonation.
Assessment - Assessment tools: Observation;

KNOWLEDGE CONSTRUCTION
Activity 2. Listen and circle
a. Goal To identify the target words behind and between while listening.
b. Input Two gapped sentences, each with three answer options
Audio script:
1. The gift shop is between the bookshop and the bakery.
2. The gift shop is behind the bookshop and the bakery.
c. Outcome Pupils can identify the targets words between and behind while
listening.
Key: 1. b 2. c
d. Procedure Step 1: Have pupils read the gapped sentences. Explain Whole
that they have to listen to the recording and circle the class/
correct options to complete the sentences. Check their Individual
work
comprehension.
Step 2: Play the recording for pupils to listen and circle
the correct options. Then get pupils to swap their books Individual
and check the answers in pairs or groups. Correct the work
answers if necessary.
Step 3: Invite a few pupils to read the two completed Individual
sentences in front of the class. Remind them how to stress work
the target language.

e. - Performance products: Student's talks and interaction, studens’ answers

Assessment - Assessment tools: Observation; answer keys

PRACTICE
Activity 3. Let’s chant
a. Goal To say the chant about locations with the correct pronunciation, word
stress and rhythm.
b. Input The lyrics and the recording of the chant

c. Outcome Pupils can say the chant about locations with the correct pronunciation,
word stress and rhythm.
d. Procedure Step 1: Have pupils scan the first verse of the chant. Group
Draw pupils’ attention to the word behind and the work/ Pair
sentence It’s behind the bookshop. Check pupils’ work
understanding of the chant.
Step 2: Play the recording for pupils to listen to and
repeat the first verse, line by line. Show them how to
chant and clap hands.
Step 3: Play the recording of the first verse again for Pair work
pupils to do choral and individual repetition.
 Step 4: Repeat Steps 1 to 3 for the second verse of the
chant. Draw pupils’ attention to the word between and the
sentence It’s between the bookshop and the pet shop. Go Group
around the classroom and offer help to pupils who find it work/ Pair
difficult. work
Extension: If there is enough time, split the class into
two groups to practise chanting and clapping their hands.
Each of the groups should say one verse of the chant.
Then select some groups to go to the front of the class to
chant and clap their hands.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation;
Wrap up: 5 mins
Option 1:
-Teacher asks students to chant like a robot.
- Teachers ask students to chant like a chipmunk.
- Teachers ask students to chant like a chipmunk and robot. (The
sentences highlighted with pink are chanted with a robot’s voice. The
sentences highlighted with yellow is chanted with chipmunk’s voice
Option 2: Game: Pass the ball
- Divide the class into 3 teams.
- Each team has 1 sticky ball.
- Play the music, pupils in each team take turns passing the ball. After the
music ends, 3 pupils who have the balls will stand up and say the model
sentences.

Option 3:
- Ask students to answer the following questions:
What have you learnt from the lesson today?
(use the words behind, between, near, opposite, in relation to the topic
“At the shopping centre”)
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 18: AT THE SHOPPING CENTRE

Lesson 3 – Period 6
I. OBJECTIVES
By the end of the unit, pupils will be able to:

- correctly pronounce the two-syllable words be'hind and be'tween with

the stress on the second syllable in isolation and in the sentences The
bakery is be'hind the bookshop. and The bakery is be'tween the bookshop
and the sports shop.;
– use the words behind, between, near, opposite, gift shop, skirt, T-shirt,
dong and thousand in relation to the topic “At the shopping centre”;
Language – use Where’s the bookshop? – It’s ____. to ask and answer questions
knowledge & about locations.
skills – use How much is the ____? – It’s ____. to ask and answer questions
about prices;
– listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “At the shopping centre”;
– read and write about locations and prices;
– make a shopping list and use it to practise talking about locations and
prices in the classroom at Project time.

- Communication and collaboration: work in pairs and groups to

Competences complete the learning tasks
- Self-control & independent learning: perform listening tasks

Attributes - use appropriate gestures and intonation when talking about prices.

II. RESOURCES AND MATERIALS

- Student’s book: Page 57
- Teacher’s guide: Pages 265, 266
- Website hoclieu.vn
- Flash cards/ pictures and posters
- Computer, projector, …
III. Warm-up - Review – Read and complete – Let’s write – Project
PROCEDURE

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up: 5 minutes
- Greet the class. Whole class
Option 1: Chant and do activities
- Spend a few minutes revising the previous lesson by
asking pupils to say the chant on page 56.
- Give points to the groups and encourage them.
Option 2: Game: I spy
Teacher says "I spy with my little eye something that
begins with B". Pupils try to guess the object (e.g. book).
Colours are a good alternative (E.g. I spy with my little eye
something that is red).

EXPLORATION
Activity 4. Read and complete. 5 minutes
a. Goal To read a paragraph and complete a table of information about locations
and prices.
b. Input A paragraph and a table of gapped information about locations and
prices.
c. Outcome Pupils can read a paragraph and complete a table of information about
locations and prices.
Key: 1. book 2. behind the pet shop 3. 50,000 4. ice cream
d. Procedure Step 1: Have pupils look at the table of gapped
information and guess what the missing information is, Whole
and what the paragraph is about. Encourage pupils to talk class
about their guesses.
Step 2: Ask pupils to read through the paragraph once or
twice.
Step 3: Ask pupils to look at the first gap in the table and Individual
encourage them to make a question for it (e.g. What is at work
the bookshop?). Help pupils find out the correct answer
(book). Repeat the same procedure with the other gaps.
Allow pupils to do the activity independently. Go around
the classroom and offer help where necessary.
Step 4: Have pupils swap their books with a partner and
check the answers. Select a few pupils to read their
 answers in front of the class. Check their answers. Give
corrections and feedback where necessary. Pair work

e. - Performance products: Student’s answers

Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Let’s write. 10 minutes
a. Goal To write a short paragraph about locations, items and prices at the
shopping centre with the help of the suggested questions and an
incomplete paragraph.
b. Input – A picture of some shops at the shopping centre, the title and some
suggested questions.
– An incomplete paragraph with the first guiding sentence.
c. Outcome Pupils can write a short paragraph about locations, items and prices at
the shopping centre with the help of the suggested questions and an
incomplete paragraph.
Suggested answer: My mother and I are at the shopping centre. The
clothes shop is near the bakery. My mothers wants to buy a skirt. It is
60,000 dong. The gift shop is behind the clothes shop. I want to buy a
pen. It is 30,000 dong.
d. Procedure Step 1: Ask pupils to read the title, the given sentence and
the questions, then look at the picture to get ideas for their Individual
writing. work
Step 2: First, have pupils read the guiding sentence. Then
ask them to look at the picture to write a sentence about
the location of the clothes shop. Next, let them write the
answer to the question about the price of the skirt. After
that, let them write sentences about the gift shop and the Individual
price of the pen. work
Step 3: Set a time limit for pupils to write the paragraph
independently. Go around the classroom and offer help
where necessary.
Step 4: Get pupils to swap books with their partners and
check their answers in pairs or groups before checking as a
class. Individual
work

Pair work
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; questions & answers

PRACTICE
Activity 3. Project. 8 minutes
a. Goal To make a shopping list and talk about the locations and prices of
certain items in front of the class.
b. Input A picture of a character presenting his shopping list
c. Outcome Pupils can make a shopping list and talk about the locations and prices
of certain items in front of the class.
d. Procedure Step 1: Explain that pupils are going
to talk about the shopping list that they have made at Whole
home. Say that they need to talk about the items on the list class
and their prices. Encourage them to talk about the shops
where they can buy those items.
Pair work
Step 2: Have pupils show their shopping lists to their
partner. Revise some words and sentence patterns that
pupils need for their presentations. Give pupils some time
to practise their presentations by themselves and in
groups. Go around the classroom to monitor and offer
support. Whole
Step 3: Select a few pupils to give their presentations in class
front of the class. Give corrections and feedback where
necessary.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: play the Lucky Number game (PPT)
- Divide the class into 2 teams.
- Pupils from each team choose a number, then answer the question. If the
pupils answer correctly, they get the points for that question.
- After 10 numbers, the team with the most points is the winner.
Option 2:
- Ask students to answer the following questions:
What have you learnt from the lesson today?
(use the words behind, between, near, opposite, gift shop, skirt, T-shirt,
dong and thousand in relation to the topic “At the shopping centre”)
UNIT 19: THE ANIMAL WORLD
Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases crocodiles, giraffes, hippos, lions, dance
knowledge & beautifully, roar loudly, run quickly and sing merrily in relation to the
skills topic “The animal world”;
– use What are these animals? – They’re _____. to ask and answer
questions about animals;
– listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “The animal world”;
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
Attributes -Show their love for animals by using appropriate gestures and intonation
when talking or asking and answering about animals.
II. RESOURCES AND MATERIALS
- Student’s book: Page 58
- Teacher’s guide: Pages 243,244, 245
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 19)
- Computer, projector, …
III. Warm-up – New words–Look, listen and repeat–Listen, point and say–
PROCEDURE Let’s talk – Game

Not
Procedure Teacher’s and pupils’ activities Interaction
e
Warm-up and New words: 5 minutes
Greet the class.
Option 1:
– Greet the class. Encourage pupils to respond to your Whole
greeting. class/
– Spend a few minutes revising Unit 18 by getting the class Individual
to sing the song At the shopping centre on page 53. work

– Have pupils open their books at page 58 and look at Unit

19, Lesson 1, Activity 1. Whole
Option 2: Sing a song class/
Individual
–Have students sing a song “I like animals” and guess the work
topic. (about animals)
 –Teacher introduces new words and asks students to listen
and repeat.
–Have students look and guess the words to practise
vocabulary.
EXPLORATION
Activity 1. Look, listen and repeat.
a. Goal – To understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on asking and answering questions about
animals.
b. Input – Context a:
Ben: Mum, what are these animals?
Ben's mother: They’re giraffes, dear.
– Context b:
Ben: And what are these animals?
Ben's mother: They’re hippos.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
questions about animals.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and Whole
identify the characters and the animals in the pictures. class

Step 2: Ask pupils to look at Picture a. Play the

recording for them to listen and familiarise themselves Whole
with the pronunciation and stress of the exchange. class
Step 3: Play the recording again, sentence by sentence,
Individual
for pupils to listen and repeat individually and in chorus.
Correct their pronunciation where necessary. Repeat the
same procedure with Picture b.
Step 4: Invite a few pairs to stand up to listen to and
repeat the sentences in the recording.
Pair work
Step 5: Draw pupils’ attention to the pictures. Tell them
that the question What are these animals? and the
answers They’re giraffes. and They’re hippos. are used
to ask and answer questions about animals
e. - Performance products: Student’s talk.
Assessment - Assessment tools: Observation;

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say
a. Goal To correctly say the words and use What are these animals? – They’re
_____. to ask and answer questions about animals.
b. Input – Picture cues:
a. two giraffes
b. two hippos
c. two lions
d. two crocodiles
– Speech bubbles: What are these animals? - They’re _____.
Audio script:
a. giraffes
b. hippos
c. lions
d. crocodiles
a. A: What are these animals?
B: They’re giraffes.
b. A: What are these animals?
B: They’re hippos.
c. A: What are these animals?
B: They’re lions.
d. A: What are these animals?
B: They’re crocodiles.
c. Outcome Pupils can correctly say the words and use What are these animals? –
They’re _____. to ask and answer questions about animals.
d. Procedure Step 1: Have pupils look at the pictures. Elicit the names Whole
of the animals. class/
Individual
Step 2: Have pupils point to Picture a, listen to the work
recording and repeat the word (giraffes). Repeat the same
procedure with Pictures b, c and d. Have pupils point at
the animals and repeat their names a few times.
Individual
Step 3: Point to the first bubble and have pupils listen to
work
and repeat after the recording (What are these animals?).
Point to Picture a and have pupils listen to and repeat after
the recording (They’re giraffes.). Repeat the same
procedure with Pictures b, c and d. 244
Step 4: Set a time limit for pupils to work in pairs to
practise asking and answering the questions.
Step 5: Invite a few pairs to the front of the class to take Pair work
 turns pointing at the pictures and saying the questions and
answers.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; answer keys

PRACTICE
Activity 3. Let’s talk
a. Goal To enhance the correct use of What are these animals? – They’re _____.
to ask and answer questions about animals in a freer context.
b. Input – Picture cue: a zoo with crocodiles, lions, giraffes and hippos
– Speech bubbles: What are these animals? – _____.
c. Outcome Pupils can enhance the correct use of What are these animals? – They’re
_____. to ask and answer questions about animals in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Group
Read the question aloud, and have pupils repeat it. Ask work/ Pair
them to look at the second bubble to identify what the work
answer should be. Draw pupils’ attention to the animals.
Get pupils to repeat the questions and answers several
times.
Step 2: Set a time limit for pupils to work in pairs, point
at the different animals in this section, and ask and Pair work
answer questions about animals using What are these
animals? – They’re _____. Go around the classroom to
observe and offer help where necessary.
Pair work
Step 3: Invite some pairs to take turns asking and
answering questions about animals in front of the class.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation;
Games 5 mins
Option 1: Game “Collect cookies”
-T divides the class into 2 teams (boys and girls). Each team takes turns
to choose and answer the questions.
-At the end of the games, the team with more cookies is the winner.
Option 2: What is missing?
-Show the pictures of animals “lions, crocodiles, giraffes, hippos”.
-Ask students to close their eyes and take away 1 picture. Students open
their eyes and guess what is missing.
Option 3:
- Ask students to answer the following questions:
What have you learnt from the lesson today?
(use the words lions, crocodiles, giraffes, hippos in relation to the topic
“The animal world”)
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 19: THE ANIMAL WORLD

Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases crocodiles, giraffes, hippos, lions, dance
knowledge & beautifully, roar loudly, run quickly and sing merrily in relation to the
skills topic “The animal world”;
– use What are these animals? – They’re _____. to ask and answer
questions about animals;
– listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “The animal world”;
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
Attributes -Show their love for animals by using appropriate gestures and intonation
when talking or asking and answering about animals.
II. RESOURCES AND MATERIALS
- Student’s book: Page 58
- Teacher’s guide: Pages 245, 246, 247
- Website hoclieu.vn++
- Flash cards/ pictures and posters (Unit 19)
- Computer, projector, …
III. Warm-up – Listen and number - Look, complete and read - Let’s sing -
PROCEDURE Fun corner and wrap-up

Not
Procedure Teacher’s and pupils’ activities Interaction
e
Warm-up:
Greet the class.
Option1: Whole
- Spend a few minutes revising What are these animals? – class/
They’re ……... Invite some pairs to ask and answer Individual
 questions about animals in front of the class. work
- Have pupils open their books at page 59 and look at Unit
19, Lesson 1, Activity 4.
Option2: Guess the animals
- Have pupils listen to the animals’ soung. Pupils listen and
guess the animals.
- Repeat with 3 more pictures.
EXPLORATION
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils
ask and answer questions about animals and number the correct pictures.
b. Input – Picture cues:
a. two hippos
b. two lions
c. two crocodiles
d. two giraffes
Audio script:
1. A: What are these animals?
B: They’re giraffes.
2. A: What are these animals?
B: They’re hippos.
3. A: What are these animals?
B: They’re lions.
4. A: What are these animals?
B: They’re crocodiles.
c. Outcome Pupils can listen to and understand four communicative contexts in which
pupils ask and answer questions about animals and number the correct
pictures.
Key: 1. d 2. a 3. b 4. c
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask them Whole
to identify the animals. class
Individual
Step 2: Play the recording of Exchange 1 and tell pupils to
work
pay attention to the name of the animals and put the
number in the box in the right-bottom corner of the correct
picture. Play the recording again and have pupils check
their answers. Praise pupils if they have the correct answer.
Repeat the same procedure with Exchanges 2, 3 and 4.
 Step 3: Set a time limit for pupils to swap books with a Pair work
partner and check their answers before checking as a class.
Extension: If time allows, play the recording, sentence by Whole
sentence, for the class to listen and repeat individually and class
in chorus. Correct their pronunciation where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction

KNOWLEDGE CONSTRUCTION
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four exchanges about animals with the help of picture cues.

b. Input Four pictures showing different animals and four incomplete exchanges
c. Outcome Pupils can complete four exchanges about animals with the help of
picture cues
Key: 1. lions 2. crocodiles 3. What; They’re 4. are they; hippos
d. Procedure Step 1: Get pupils to look at the pictures and identify the Whole
animals. class/
Individual
Step 2: Ask pupils to look at each picture and read the work
incomplete exchanges. Draw their attention to the missing
words in the sentences. Encourage pupils to guess the
missing words.
Step 3: Model Exchange 1. Have pupils look at the
exchange. Ask them what is missing in the answer (lions). Individual
Have them look at the picture and identify the animals. work
Then have them complete the gap (lion). Repeat the same
procedure with Exchange 2.
Step 4: For Picture 3, elicit the missing words in the
question and answer. Tell pupils to rely on the context of
the sentences to guess the missing words. Repeat the same
procedure with Picture 4.
Step 5: Set a time limit for pupils to complete the
exchanges individually, then invite a few pairs to take turns Whole
playing the roles of the characters in this section. class/ Pair
work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; answer keys

PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song Animals with the correct pronunciation, rhythm and
melody.
b. Input The lyrics and recording of the song Animals
c. Outcome Pupils can sing the song Animals with the correct pronunciation, rhythm
and melody
d. Procedure Step 1: Draw pupil’s attention to the title and lyrics of the
song. Encourage them to point at the pictures to reinforce Whole
their understanding. class/
Step 2: Have pupils read the lyrics to familiarise Individual
themselves with the questions and answers. Check work
comprehension and give feedback.
Step 3: Have pupils listen to the whole song, drawing
their attention to the pronunciation, rhythm and melody.
Step 4: Play the recording of the song again for pupils to
listen and repeat, line after line, and do related actions.
Step 5: When pupils feel confident and are familiar with
the melody, ask them to sing the whole song while doing
actions or clapping their hands.
Group
Step 6: Invite a few groups to the front of the class to sing work/pair
the song. The class may sing along to reinforce the work
activity.
Fun corner and wrap-up: 5 minutes
Option 1: Game “ Whose tail is this?”
- Put pupils into pairs.
- Give pupils the dice. Pupils in pairs answer the
questions. For each correct answer pupil can roll the dice.
- The pupil ( in each pair) who has the most points is the
winner.
Option 2: Team race
-Put pupils in 2 teams. Show pictures on board.
- Invite 1 ss from another team to be a timer and point to
the pictures.
- T asks SS1: " What are these animals?" - SS1 answers.
Then SS1 asks and SS2 answers.
- Continue until all SS have asked and answered.
 - The fastest team to finish all the pictures wins.
- Extra SS from each team can be the supervisor.

Option 3:
- Ask students to answer the following questions:
What have you learnt from the lesson today?
(use the words lions, crocodiles, giraffes, hippos in relation
to the topic “The animal world”)

GRADE 5: 5A1,5A2,5A4,5A5

Period: 123

UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT?

Lesson 2 (1, 2, 3)

I. Objectives:
- By the end of the lesson Ps will be able to:
1. Knowledge:
- Ask and answer questions about the other speaker’s opinions about a place.
- Sentence Patterns: What do you think of ___? − It’s more ___ than I expected.
- Vocabulary: Ha Long Bay, attractive / Dam Sen Park, exciting / Thu Le Zoo,
interesting / Phu Quoc Island, beautiful.
2. Skills.
- Develop listening, reading and speaking skill
3. Attitude/ Quality:
- Be confident in communicating with friends/ teachers.
- Love friends, hometown.
- Show pride of our country.
4. Forming competence:
- Co-operation (ready to help friends in pair work/ groupwork).
- Self-study (can perform individual tasks and solve problems by themselves).
- Using language to talk about the places in Nam’s country.
II. Methods:
- Communicative approach, group Ss and T's activities, play as a character, teaching
methods with game, teaching methods by visual, teaching methods by practising,
discussion group, technical present....
III. Preparation.
1. Teacher’s preparation: CDs player, stereo, book.
2. Student’s preparation: student’s and teacher’s book, pictures, cassette, puppets.
IV. Procedures.
Content Teacher’s activities Student’s activities
A. Warm up - Get the class sing the song: Which - Sing a song.
(5’) place would you like to visit?
- Lead into new lesson.
B. New lesson Task 1. Look, listen and repeat
(30’) - Tell the class that they are going to - Look and answer the
read a story. questions
- Have class look at the picture and - Answer the questions
answer some questions:
?What are their names?
?What are they talking about?
?What does Tom think of the visit to
Tran Quoc Pagoda?
- Ask pupils to look at their books - Listen to the tape
and listen to the tape
- Play the recording for pupils to - Listen to the recording.
listen - Listen and repeat.
- Play the recording again and ask
them to repeat a few times.
- Ask pupils to practice in pairs. - Work in pairs.
- Go around and check pupils can
repeat and understand the dialogue.
- Check some pairs. - Practice in front of class.
- Others give comments. - Give comments
- Give comments.
Task 2. Point and say
- Tell pupils that they are going to - Look at picture
practice asking and answering
questions:
What do you think of ...?
It’s more ... than I expected.
- Ask pupils to look at the pictures - Listen and repeat
and explain the comparative forms
of the long adjectives: attractive,
exciting, interesting and beautiful
- Say aloud the word for pupils to - Repeat
repeat.
- Call some pupils to repeat the - Repeat the words
words. - Write down
- Ask pupils to write down the
vocabulary and the structure in their
notebook.
- Ask pupils to work in pairs, then - Work in pairs
point at the pictures to ask and
answer using the pattern.
- Call some pairs to practice in front - Practice in front of class
of the class
- Give feedback and correct
mistakes of pronunciation
Task 3. Let’s talk
- Tell the class that they are going to - Listen to the teacher
practice further by asking and
 answering questions about the
places that they would like to visit
and what they think of them.
-Get pupils to work in pairs to ask -Work in pairs.
and answer.
- Remind them to use the questions - Listen
and answers in their books
- Set a time limit for the class to - Practice
practice.
- Go around the class and offer help,
if necessary.
- Call some pairs to practice in front - Practice in front of the
of the class. class
- Give feedback.
C. Production - Summary the lesson - Take note
(3’) - Tell pupils to read the part 1 again.
D. Homework - Do exercises in workbook, learn
(2’) by heart the phrases and the pattern.

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Week: 32
Period: 124

UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT?

Lesson 2 (4, 5, 6)
I. Objectives:
- By the end of the lesson Ps will be able to:
1. Knowledge:
- Ask and answer about which place someone would like to visit.
- Read, listen, and circle the letters showing the correct words filling the gapped
sentences.
- Read and fill the gapped conversation, using the words provided.
- Play the game Tic-tac-toe.
- Patterns: Revision
- Vocabulary: Revision
2. Skills.
- Develop listening, reading and speaking skill
3. Attitude/ Quality:
- Be confident in communicating with friends/ teachers.
- Love friends, hometown.
- Show pride of our country.
4. Forming competence:
- Co-operation (ready to help friends in pair work/ groupwork).
- Self-study (can perform individual tasks and solve problems by themselves).
- Using language to talk about the places in Nam’s country.
II. Methods:
- Communicative approach, group Ss and T's activities, play as a character, teaching
methods with game, teaching methods by visual, teaching methods by practising,
discussion group, technical present....
III. Preparation.
1. Teacher’s preparation: CDs player, stereo, book.
2. Student’s preparation: student’s and teacher’s book, pictures, cassette, puppets.
IV. Procedures.
Content Teacher’s activities Student’s activities
A. Warm up - Invite some pairs to act out the story - Do the action
(5’) in Activity 1 in front of the class.
- Introduces the new lesson
B. New lesson Task 1. Listen and circle a or b
(30’) - Tell pupils that they are going to - Listen
listen and circle a or b to complete the
sentences.
- Play the recording for pupils to listen - Listen again and write
- Ask pupils to listen again and do the
task
- Ask pupils to give answers - Give the answers.
- Play the recording again for pupils to - Listen and check
listen and check
- Give correct answers
* Keys: 1. b 2. b 3. a
Task 2. Read and complete
- Tell the class that they are going to - Listen
read the text and fill the gapped
sentences.
- Have them read the dialogue. Give
the meanings of unfamiliar words if
necessary. - Do the task
- Set a time limit for pupils to do the - Read aloud
task independently
- Ask pupils to read aloud their - Other pupils give
answers. feedback
- Ask other pupils to give feedback.
- Give the correct answers.
* Keys:
1. Can Tho
2. exciting
3. delicious
4. friendly
5. again
Task 3. Let’s play
- Tell the class that they are going to - Play game
play game: Tic-tac-toe.
- Have pupils the rule of the game:
+ Put a tic-tac-toe grid on the board.
+ Write an incomplete sentence in
 each of the boxes.
+ Set a time limit for pupils to play
the game in pairs.
+ They have to complete the sentence
in order to mark a box with an X or O.
+ When time is over, invite a few
pupils to read their sentences aloud - Listen and remember.
C. Production and put them on the board.
(3’) - Summary the lesson
D. Homework - Have pupils prepare new lesson at - Take note
(2’) home
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Week: 32
Period: 125

UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT?

Lesson 3 (1, 2, 3)

I. Objectives:
- By the end of the lesson, students will be able to:
1. Knowledge:
- Say the sentences with the correct intonation.
- Read, listen and mark the sentence intonation ( or ). Then say the sentences
aloud.
- Say the chant: What do you think of it?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Skills.
- Develop listening, reading and speaking skill
3. Attitude/ Quality:
- Be confident in communicating with friends/ teachers.
- Love friends, hometown.
- Show pride of our country.
4. Forming competence:
- Co-operation (ready to help friends in pair work/ groupwork).
- Self-study (can perform individual tasks and solve problems by themselves).
- Using language to talk about the places in Nam’s country.
II. Methods: Communicative approach, group Ss and T's activities, play as a character,
teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present....
III. Preparation.
1.Teacher’s preparation: CDs player, stereo, book.
2.Student’s preparation: student’s and teacher’s book, pictures, cassette, puppets.
IV. Procedures.
Content Teacher’s activities Student’s activities
A. Warm up - Invite three pupils to act out the - Review
(5’) conversations in Activity 5
- Lead into new lesson.
B. New lesson Task 1. Listen and repeat
(30’) - Tell the class that they are going to - Ask and answer the
practice saying question and answer questions
with falling intonation.
- Ask pupils to look at the book and - Look at the book
listen
- Play the recording for pupils to listen - Listen to the recording
again and repeat.
- Play it again to do choral repetition - Listen and do the task.
until they feel confident.
- Ask pupils to say the questions and - practice in pair
answers in pairs.
- Call some pairs to practice in front of - Practice in front of class
class. Other’s pupils to give
comments. - Give comments
- Gives comments.
- Correct mistakes of pronunciation.
Task 2. Listen and mark the sentence
intonation (or). Then say the
sentences aloud.
- Tell pupils that they are going to - Look at the book and
listen to the recording and mark the listen
sentence intonation.
- Play the recording for pupils to listen - Listen again and do the
- Ask pupils to listen again and do the task
task
- Play the recording again for pupils to - Listen and check.
listen and check.
- Give feedback.
Task 3. Let’s chant
- Tell class that they are going to say - Listen and follow in the
the chant: What do you think of it? book
- Play the recording all the way
through for pupils to listen and follow - Listen and repeat
in their books.
- Play the recording again, pausing
after each line for pupils to repeat.
- Play the recording once more for
pupils to repeat the whole chant.
- Put the class into three groups to - Chant in groups
practice chanting: one chants the
questions and the other chants the
answers
- Get them to practice chanting and - Chant and do the actions
doing actions in groups
- Invite three groups to say the chant
and do actions
- Give feedback.
 - Ask the class to listen again and - Listen again and chant
chant
C. Production - Summary the lesson - Listen and remember
(3’) - Tell pupils to practice chanting again
D. Homework at home.
(2’)

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Week: 32
Period: 126

UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT?

Lesson 3 (4, 5, 6, 7)
I. Objectives:
- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce correctly the intonation in the sentences.
- Read the passage, and do the tasks:
a. Complete the passage. b. Answer the questions.
- Write about their last summer holiday, using the guiding questions.
- Find a picture of their favourite place. Show it to the class and talk about it.
- Colour the stars showing their English competences.
2. Skills.
- Develop listening, reading and speaking skill
3. Attitude/ Quality:
- Be confident in communicating with friends/ teachers.
- Love friends, hometown.
- Show pride of our country.
4. Forming competence:
- Co-operation (ready to help friends in pair work/ groupwork).
- Self-study (can perform individual tasks and solve problems by themselves).
- Using language to talk about the places in Nam’s country.
II. Methods: Communicative approach, group Ss and T's activities, play as a character,
teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present....
III. Preparation.
1.Teacher’s preparation: CDs player, stereo, book.
2.Student’s preparation: student’s and teacher’s book, pictures, cassette, puppets.
IV. Procedures.
Content Teacher’s activities Student’s activities
A. Warm up - Have pupils to say the chant: How - Chant
(5’) can we get there?
B. New lesson Task 1. Read and do the tasks
(30’) 1. Complete the passage.
- Tell the class that they are going to - Listen to the T's
read the passage and fill the gaps instruction.
with: beautiful, friends, pagoda,
centre and a lot of.
- Explain the unfamiliar words, if - Listen to the teacher
necessary.
- Set a time limit for pupils to do the - Do the task
task.
- Give correct answers.
* Key:
1. Pagoda
2. centre
3. beautiful
4. a lot of
5. friends
2. Answer the questions.
- Tell pupils that they are going to - Listen to the T's
answer the questions about the text. instruction.
- Get pupils to read the questions and - Read the questions and
underline the key words. underline the key words.
- Set a time limit for them to do the - Do the task
task.
- Go around the class and offer help,
if necessary.
* Key: 1. Tom visited it yesterday.
2. It’s on an island in the
middle of West Lake.
3. It ismore beautiful than he
expected.
4. They learnt more about
the history of Ha Noi after the
visit
Task 2. Write about your last
summer holiday
- Tell the class that they are going to - Listen
write about them.
- Remind them when to use capital - Listen carefully
letters and where to put a comma or a
full stop.
- Give them time to read the - Read and answers
questions and answer.
- Go around and offer help, if
necessary.
- Invite two pupils to read their - Present in front of class.
answers aloud.
Task 3. Project
- Tell pupils that they are going to - Listen
find a picture of their favourite place,
show them to the class and talk about
it.
- Ask pupils to work in group of - Work in groups
five.
 - Give feedback
Task 4. Colour the stars
- Have the class read the statements - Colour the stars.
and check their comprehension
- Give the time to colour the star and
invite a few pupils to read the
statement aloud
- Give further support to pupils who
find it difficult to achieve certain
objectives.
C. Production - Summary the lesson
(3’) - Tell pupils to prepare new lesson at - Take note
D. Homework home.
(2’)

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