NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

NỘI

Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 8: IN OUR CLASSROOM

Lesson 1 - Period 1

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts in which
characters ask and answer questions about school things and their locations.
- correctly say the words and use Where are the ______? – They’re _____. to ask and answer
questions about the locations of school things.
- use Where are the _____? understand and correctly repeat the sentences in two communicative
contexts in which characters ask and answer questions about the locations of school things.
- correctly use Where are the ______? - They’re _____. to ask and answer questions about the
locations of school things.
- use the words beside, under, above, in front of in relation to the topic “In our classroom”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about the locations of
school things correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their pride in school things they have and great respect for other people’s school things
by using appropriate gestures and intonation when asking and answering about school things.
II. MATERIALS
- Pupil’s book: Page 56
- Audio tracks 76, 77
- Teacher’s guide: Pages 126, 17, 128
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the vocabularies about school things and things around them.
b. Content
- Game: Kim’s game
c. Expected outcomes
- Pupils can correctly say the names of school things and things around them.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Kim’s game (ppt)
- Tell pupils they are going to - Pupils listen to the teacher’s Pictures (pen, pencil,
remember the pictures and write explanation. eraser, book, desk,
the pictures’ names. - Pupils follow the teacher clock, pictures, map)
- Demonstrate the game by using demonstrating the game.
an example. - Pupils work in two groups.
- Divide pupils into two groups. - Pupils look at and remember
- Fly the flashcards on the board. the flashcards carefully.
Ask pupils to look at and - Each member of the group
remember the flashcards carefully. takes turns running to the
- Ask each member of the group board and writes only the
to take turns running to the board name of one picture.
and write only the name of one - Pupils praise the winner.
picture.
- The group with more correct
answers will be the winner. Praise
the winner.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative contexts in which
characters ask and answer questions about school things and their locations.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two communicative contexts in
which characters ask and answer questions about school things and their locations using What
are these? - They are ________. and Where are the ______? – They’re _____.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 76)
Step 1: Have pupils look at - Pupils look at Pictures a - Context a:
Pictures a and b, and identify the and b and identify the Miss Hoa asking pupils
characters and their activities. characters and their about school things
Step 2: Ask pupils to keep looking activities. Miss Hoa: Class, what are
at the pictures. Play the recording - Pupils look at the pictures. these?
for them to listen. and listen to the recording. Class: They are maps.
Step 3: Play the recording again - Pupils listen to the Miss Hoa: Well done.
for pupils to listen and repeat in recording again, sentence by - Context b:
chorus, sentence by sentence. sentence, and repeat.
Miss Hoa asking pupils
Correct their pronunciation where - Pairs of pupils come to the
about the location of school
necessary. front of the classroom to
things
Step 4: Invite a few pairs to the listen and repeat the
Miss Hoa: Where are the
front of the classroom to listen to sentences in the recording.
maps?
and repeat the sentences in the - Pupils pay attention to the
Boy: They’re beside the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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recording. question and the answer and board.

Step 5: Draw their attention to the listen to the teacher’s Miss Hoa: That’s right.
question Where are the maps? explanation.
And the answer They’re beside - Pairs of pupils act out the
the board. Tell pupils that they are conversations in front of the
a question and an answer about class.
the locations of school things.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words above, beside, in front of, under and use Where are the ______?
- They’re _____. to ask and answer questions about the locations of school things.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the words above, beside, in front of, under and use Where are the
_____? - They’re _____. to ask and answer questions about the locations of school things.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 77)
Step 1: Have pupils look at the - Pupils look at the Pictures - Picture and word cues:
Pictures a, b, c and d and identify a, b, c and d and identify the a. five pencils beside the
the locations of the school things. locations of school things. book and the words
Step 2: Have pupils point at - Pupils point at Picture a, pencils / beside / book
Picture a, listen to the first small listen to the recording and
b. two erasers under the
section of the recording (pencils / repeat the words. Pupils do
desk and the words erasers
beside / book) and repeat the the same procedure with the
/ under / desk
words. Point at the words and other three pictures.
Picture a and have pupils listen to c. two pictures above the
and repeat the recording. Follow window and the words
the same procedure with the words pictures / above / window
under the other three pictures. d. two pens in front of the
Step 3: Have pupils look at Picture - Pupils look at Picture a and clock and the words pens /
a again and listen to the first listen to and repeat the in front of / clock
exchange (Where are the pencils? questions and answers a few - Speech bubbles:
- They're beside the book.). Ask times. Pupils do the same Where are the _____?
them to repeat it. Follow the same procedure with the three - They’re _____.
procedure with the other three other pictures. Audio script:
pictures and exchanges. Have the a. pencils / beside / book
class repeat the questions and b. erasers / under / desk
answers a few times. c. pictures / above /
Step 4: Have pairs practise asking window
and answering the question Where - Pairs of pupils practise d. pens / in front of / clock
are the _____? - They’re _____. asking and answering the a.
Go around the classroom to offer question. A: Where are the pencils?
help when necessary. B: They’re beside the book.
Step 5: Invite a few pairs to point b.
A: Where are the erasers?
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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at the pictures and say the - Pairs of pupils point at the B: They’re under the desk.
questions and answers in front of pictures and say the c.
the class. questions and answers in A: Where are the pictures?
Extension: Have pupils look at the front of the class. B: They’re above the
pictures again. One half of the - Each half of the class takes window.
class should ask questions and the turns asking and answering. d.
other half should answer. Then, A: Where are the pens?
switch roles. B: They’re in front of the
clock.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To use Where are the _____? – They’re _____. in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can use Where are the _____? – They’re _____. in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ attention to - Pupils look at the pictures - Picture cues:
the pictures. Ask questions to help and identify the context. two erasers in front of a
them identify the context (see pencil case, two pencils
Input). beside a notebook, two
Step 2: Put pupils into pairs and - Pupils work in pairs and school bags under a desk,
practise asking and answering practise asking and two maps above a bookcase
questions about the locations of answering questions about - Speech bubbles:
school things. Go around the the locations of school Where are the ____? - ___.
classroom to offer support where things. Suggested answer:
necessary. Where are the erasers?
Step 3: Invite a few pairs to the - Pairs of pupils come to - They’re in front of the
front of the class to ask and answer the front of the class to ask pencil case.
questions about the locations of and answer questions about Where are the pencils?
school things, using the picture locations of school things, - They’re beside the
cues. Praise pupils if they perform using the picture cues. notebook.
well. Where are the school bags?
Extension: Invite some pairs of - Pairs of pupils ask and - They’re under the desk.
pupils to ask and answer questions answer questions about the Where are the pictures?
about real school things in the real school things in the - They’re above the
classroom. For example, Where classroom. bookcase.
are the fans? - They’re above the
windows; Where’s the projector?
- It’s in front of the screen.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Memory Game (ppt)
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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- Show a picture on the board.

- Pupils have to look at the picture and try to remember the position of things in 15 seconds.
- Put the picture away. Show a question with 03 answer options A, B and C. Pupils have to
choose the correct answer based on what they can remember and call it out.
E.g. B. The three books are beside the bag.
- Give one score to the pupil with the correct answer.
* Option 2: Game: Musical cards
- Stick the cards on the board. Ask pupils to say the words related to the cards.
- Hand out the cards to different pupils around the class.
- Play the song What school activities does she like? (Unit 7). Ask pupils to pass the cards to the
pupils next to them while the music is playing.
- Stop the music suddenly. Invite a pupil to ask the question Where are the pens? Ask the pupil
who is holding the card to answer the question, e.g. It’s in front of the clock.
- Play the music again and repeat the activity.
- Ask pupils to check their friends’ pronunciation.
* Preparation for the project: Tell pupils about the project on page 61, Lesson 3, Activity 6.
Ask them to draw their study corners with the locations of school things and present their
group’s pictures to the class at Project time.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 8: IN OUR CLASSROOM

Lesson 1 - Period 2

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand four communicative contexts in which characters ask and answer
about the locations of school things and tick or cross the pictures.
- complete four gapped exchanges with the help of the picture cues.
- sing the song Where are they? with the correct pronunciation, rhythm and melody.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform listening and reading tasks.
3. Attributes
- Show their pride in school things they have and great respect for other people’s school things
by using appropriate gestures and intonation when asking and answering about school things.
II. MATERIALS
- Pupil’s book: Page 57
- Audio tracks 78, 79
- Teacher’s guide: Pages 129, 130, 131
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the sentence structures Where are the _____? – They’re _____. to ask and answer
questions about the locations of school things.
b. Content
- Game: Flower blooming
c. Expected outcomes
- Pupils can correctly say the sentence structures Where are the _____? – They’re _____.
to ask and answer questions about the locations of school things.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Flower blooming (ppt)
- Tell pupils that they are going to - Pupils listen to the Sentence structures:
look at the picture given and teacher’s explanation. Where are the_____?
choose the correct word or phrase - They’re _____.
suitable with the picture. Seven pictures about the
- Have pupils play the game in two - Pupils play the game in locations of school things.
groups. One pupil of each group two groups. One pupil of 1. Where are the pencils?
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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takes turns playing the game. each group takes turns - They’re _____ the book.
- If he/ she gives a correct answer, playing. 2. Where are the maps?
he/ she will get one point and help - They’re _____ the board.
the seedling grow and bloom. 3. Where are the erasers?
- If he/ she gives an incorrect - They’re _____ the desk.
answer, the teacher will invite a 4. Where are the pens?
pupil of another group to answer. - They’re _____ the clock.
- Have pupils play the game. 5. Where are the school bags?
- The group with more points wins. - They’re _____ the desk.
Praise the winner. 6. Where is the clock?
- It’s _____ the bookcase.
7. Where is the bookcase?
- It’s _____ the board.
* Key:
1. beside, 2. above,
3. under, 4. in front of,
5. under, 6. above,
7. beside
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand four communicative contexts in which characters ask and answer
about the locations of school things, and tick or cross the pictures.
b. Content
- Activity 4. Listen and tick or cross.
c. Expected outcomes
- Pupils can listen to and understand four communicative contexts in which characters ask and
answer about the locations of school things, and tick or cross the pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and tick or cross. (Track 78)
Step 1: Draw pupils’ attention to - Pupils look at the pictures - Picture cues:
the pictures and elicit the names of and say the names of the a. two rulers beside a
the school things and their school things and their notebook
locations by asking questions, such locations. b. three school bags on a
as What are these? and Where are table
they? Remind them to look at c. two pictures above a
Pictures 1, 2, 3, and 4. Elicit the window
words rulers, school bags, pictures d. two pencils in a desk
and pencils, and prepositions Audio script:
including beside, on, above, under 1.
and in. A: Excuse me. Where are
Step 2: Play the recording all the - Pupils listen to the the rulers?
way through for pupils to listen. recording all the way B: They’re beside the
Play the recording again for them through. Then pupils listen notebook.
to do the task by ticking or to the recording again to do A: Thank you.
crossing the correct pictures. Then the task by ticking or 2.
play it a third time for pupils to crossing the correct A: I can’t see the school
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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check and complete the activity. pictures. Pupils listen to a bags. Where are they?
Step 3: Get pupils to swap books third time to check and B: They’re under the table.
with a partner to check their complete the activity. A: I see. Thanks.
answers before checking as a - Pupils swap books with a 3.
class. Have pupils explain the partner to check their A: Where are the pictures?
answers by asking questions, for answers before checking as B: They’re above the
example, Where are the rulers? a class. window.
Are the school bags under the A: Thank you.
table? Where are the pictures? 4.
and Are the pencils on the desk? A: Where are the pencils?
Correct the answers if necessary. B: They’re on the desk.
A: Oh, I see. Thank you.
* Key: 1. ✔, 2. 🗶,
3. ✔, 4. 🗶
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete four gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete four gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Step 1: Have pupils look at the - Pupils look at the pictures. - Four picture cues
pictures and identify the locations Pupils identify the locations - Four gapped exchanges
of the school things in the pictures. of the school things. * Key:
Step 2: Have pupils look at the - Pupils look at the gapped 1. beside, 2. are; the pencil
gapped sentences. Draw their sentences. Pay their case, 3. erasers; under,
attention to the missing words in attention to the missing 4. Where; above
the sentences. words in the sentences.
Step 3: Model Exchange 1. Have - Pupils follow the teacher
pupils look at the sentence. Ask demonstrating Exchange 1.
them what word is missing Pupils look at the sentence.
(beside). Then have pupils Pupils answer the missing
complete the sentence (They’re word, then complete the
beside the notebooks). Repeat the sentence.
same procedure with Exchanges - Pupils complete the
2, 3 and 4. gapped sentences
Step 4: Have pupils complete the individually, then swap
gapped sentences individually and books with a partner to
get them to swap books with a check their answers before
partner to check their answers checking as a class.
before checking as a class. - Some pairs of pupils read
Step 5: Ask a few pairs to read the completed exchanges
the completed exchanges aloud in aloud in front of the class.
front of the class. Correct their
pronunciation where necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To sing the song Where are they? with the correct pronunciation, rhythm and melody.
b. Content
- Activity 6. Let’s sing.
c. Expected outcomes
- Pupils can sing the song Where are they? with the correct pronunciation, rhythm and melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s sing. (Track 79)
Step 1: Draw pupils’ attention to - Pupils pay attention to the The lyrics and recording of
the title and lyrics of the song. title and lyrics of the song. the song Where are they?
Encourage them to point at the Pupils point at the location
locations of school things to of school things.
reinforce their understanding.
Step 2: Play the recording all the - Pupils listen to the whole
way through for pupils to listen to song. Pupils listen carefully
the whole song. Encourage them to to the pronunciation,
listen carefully to the rhythm and melody.
pronunciation, rhythm and melody.
Step 3: Play the recording again, - Pupils listen to the
line by line, for pupils to listen recording line by line and
and repeat. Correct their repeat.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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pronunciation where necessary.

Step 4: Play the recording all the - Pupils listen to the
way through for pupils to sing recording all the way
along. through and sing along.
Step 5: Play the recording again - Pupils listen to the
for pupils to sing and clap along recording again to sing and
with the recording. clap along.
Extension: Invite some groups to - Some groups come to the
the front of the class to perform front of the class to perform
while the rest of the class sings while the rest of the class
and / or claps along. sings and / or claps along.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Angry birds (ppt)
- Divide the class into 2 groups.
- Have pupils take turns choosing the numbers, then look at the picture and answer the questions.
E.g. Picture of two books on the desk. Teacher asks “Where are the books? Pupils answer
“They’re on the desk.”
- Have them look at the pictures and answer the questions. If they have the correct answers, they
get the points for their groups. If the answer is not correct, the other group answers and gets
points.
- The group with more points wins.
* Option 2: Game: Who’s faster?
- Tell pupils that they are going to play the game Who’s faster? in groups. Explain how the game
is played: Each group makes sentences using school things and locations of them and reads them
aloud to the class.
- Write a word on the board (e.g. beside, under, above, in front of) and a sentence as an example:
The pictures are above the bookcase.
- Divide the class into groups of five. Ask groups to look at the words and the example on the
board. Check comprehension.
- Give each group a piece of paper. Have groups make four sentences with the four words and
phrases beside, under, above, in front of, then read the sentences aloud to the class. The group
that makes correct sentences faster wins.
- Continue the game with other sets of location words if time allows.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 8: IN OUR CLASSROOM

Lesson 2 - Period 3

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts in which
characters ask and answer questions about possession.
- correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession.
- use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about possession
correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their pride in school things they have and great respect for other people’s school things
by using appropriate gestures and intonation when asking and answering about school things.
II. MATERIALS
- Pupil’s book: Page 58
- Audio tracks 80, 81
- Teacher’s guide: Pages 131, 132, 133
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the structures Where are the ______? - They’re _____. to ask and answer questions
about the locations of school things.
b. Content
- Game: Sentence building
c. Expected outcomes
- Pupils can make and say the structures Where are the ______? - They’re _____. to ask and
answer questions about the locations of school things correctly.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Sentence building (ppt)
- Tell pupils that they are going to - Pupils listen to the Word cards:
play the game Sentence building in teacher’s explanation. 1. pictures / are / the /
groups of four or five. - Pupils follow the leader. Where / ?
- Nominate one pupil in each - Pupils play the game. 2. bookcase / the / pictures /
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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group as a leader. The leader says are / above / The / .

a sentence and the other group - Two groups come to the 3. in front of / The / are /
members have to stand in a line, front of the class to play the clock / books/ the / .
holding the word cards to make a game. 4. behind / are / The /
sentence. For example: Where are - Pupils give comments and pencil case / the / erasers / .
the pictures? announce the winner. 5. under / chair / The /
- Set a time limit for the groups to rulers / are / the / .
play the game.
- Invite two groups to the front of
the class to play the game.
- Have the class give comments
and announce the winner. The
group that makes the most correct
sentences will win.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative contexts in which
characters ask and answer questions about possession.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering questions about possession.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 80)
Step 1: Have pupils look at - Pupils look at Pictures a - Context a:
Pictures a and b and identify the and b and identify the Mai asking Nam if this is
characters and the locations of characters and the locations his crayon
school things. of school things. Mai: Excuse me? Is this
Step 2: Ask pupils to look at - Pupils look at Picture a your crayon?
Picture a. Play the recording of and listen to the recording. Nam: No, it isn’t.
Context a for them to listen. Play Pupils listen to the - Context b:
the recording again, sentence by recording again, sentence Mai asking Nam whose
sentence, for pupils to listen and by sentence, and repeat. crayon this is, and he
repeat. Correct their pronunciation answers that it’s Linh’s
where necessary. Mai: Whose crayon is this?
Step 3: Follow the same procedure - Pupils follow the teacher’s Nam: It’s Linh’s.
with Picture b. instructions with Picture b. Mai: Thank you.
Step 4: Play the recording again - Pupils listen to the
for pupils to listen and repeat in recording again and repeat in
chorus sentence by sentence. chorus sentence by sentence.
Step 4: Invite a few pairs to the - Pairs of pupils come to the
front of the classroom to listen and front of the classroom to
repeat the sentences in the listen and repeat the
recording. sentences in the recording.
Step 5: Draw their attention to the - Pupils pay attention to the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

question Whose crayon is this? question and answer and

and the answer It’s Linh’s. Tell listen to the teacher’s
pupils that they are the question instruction.
and answer about possession.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly use Whose ____ is this? - It’s ____. to ask and answer questions about
possession.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 81)
Step 1: Have pupils look at - Pupils look at Pictures a, - Picture and word cues:
Pictures a, b, c and d and elicit b, c and d and say the a. Mary’s glue stick, and the
the names of characters and their names of characters and words glue stick / Mary’s
school things. their school things. b. Bill’s crayon, and the
Step 2: Have pupils point at - Pupils point at Picture a, words crayon / Bill’s
Picture a, listen to the recording listen to the recording and
c. Nam’s set square, and the
and repeat the words (glue stick / repeat the words. Pupils
words set square / Nam’s
Mary’s). Point at the bubbles and listen and repeat after the
Picture a again and have pupils recording. d. Mai’s pencil sharpener,
listen and repeat after the and the words pencil
recording (Whose glue stick is sharpener / Mai’s
this? - It’s Mary’s.) - Speech bubbles:
Step 3: Follow the same - Pupils follow the Whose ___is this? - It’s ___.
procedure with the other three teacher’s instructions with Audio script:
pictures. Have the class listen to the other three pictures. a. glue stick / Mary’s
and repeat the questions and Pupils repeat the questions b. crayon / Bill’s
answers a few times. and answers a few times. c. set square / Nam’s
Step 4: Have pairs practise asking - Pairs of pupils practise d. pencil sharpener / Mai’s
and answering Whose ____ is this? asking and answering, a.
- It’s ____. using picture cues. using picture cues. A: Whose glue stick is this?
Step 5: Invite a few pairs to point - Pairs of pupils point at the B: It’s Mary’s.
at the pictures and say the pictures and say the b.
questions and answers in front of questions and answers in A: Whose crayon is this?
the class. front of the class. B: It’s Bill’s.
Extension: Have pupils look at - One half of the class asks c.
the pictures again. One half of the questions and the other half A: Whose set square is this?
class should ask questions and the answers, then switches B: It’s Nam’s.
other half should answer. Then, roles. d.
switch roles. A: Whose pencil sharpener
is this?
B: It’s Mai’s.
e. Assessment
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Performance products: Pupils’ talks and interaction

- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer
context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ attention to - Pupils look at the - Picture cues: Minh holding
the pictures. Ask questions to help pictures. Pupils answer the a set square, Mary holding a
them identify the context (see questions to identify the crayon, Linh holding a pencil
Input). context. sharpener, Bill holding a glue
Step 2: Put pupils into pairs and - Pupils work in pairs and stick
encourage them to ask and answer ask and answer questions - Speech bubbles:
questions about possession. Go about possession. Is this your ____? - _____.
around the classroom to offer Whose ____ is this? - ____.
support where necessary. Suggested answer:
Step 3: Invite a few pairs to the - Pairs of pupils come to – A: Is this your set square?
front of the class to perform their the front of the class to B: No, it isn’t.
conversations. Praise pupils if perform their A: Whose set square is this?
they perform well. conversations. B: It’s Minh’s.
– A: Is this your crayon?
B: No, it isn’t.
A: Whose crayon is this?
B: It’s Lucy’s.
– A: Is this your pencil
sharpener?
B: No, it isn’t.
A: Whose pencil sharpener is
this?
B: It’s Linh’s.
– A: Is this your glue stick?
B: No, it isn’t.
A: Whose glue stick is this?
B: It’s Bill’s.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Disappear! (ppt)
- Prepare some pictures (glue stick, crayon, set square, pencil sharpener) and word cards.
- Show the pictures and word cards on the board. Have pupils read all the words.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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- Disappear one picture and one word card. Have a pupil come to the board and write the correct
word. If he/ she writes it correctly, he/ she will choose the next pair. If he/ she writes it
incorrectly, the teacher will show the picture and the word on the board again.
- Praise pupils if they write the words correctly.
* Option 2: Game: Flashcard Walk
- Place several flashcards (glue stick, crayon, set square, pencil sharpener) on the classroom
floor.
- Divide the class into two groups.
- Have pupils from each group come up the front.
- Play some music and have the pupils walk around the flash cards.
- Stop the music and say the name of one flash card.
- Have the pupils pick up the correct flash card and make a question for another pupil to answer.
E.g. Pupil A: Whose crayon is it?
Pupil A invites another pupil of his/ her group to answer that question.
Pupil B: It’s Mai’s.
- Give the first group to make a correct sentence at one point.
- The group with more points wins the game.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 8: IN OUR CLASSROOM

Lesson 2 - Period 4

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand two communicative contexts in which characters ask and answer
questions about the locations of school things and possession and tick the correct pictures.
- complete two gapped exchanges with the help of picture cues.
- revise target words about possession and school things by playing the game Whose pen is this?
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform listening, reading and writing tasks.
3. Attributes
- Show their pride in school things they have and great respect for other people’s school things
by using appropriate gestures and intonation when asking and answering about school things.
II. MATERIALS
- Pupil’s book: Page 59
- Audio track 82
- Teacher’s guide: Pages 134, 135, 136
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the sentence structures Whose ____ is this? - It’s ____. to ask and answer questions
about possession.
b. Content
- Game: Flower picking!
c. Expected outcomes
- Pupils can correctly say the sentence structures Whose ____ is this? - It’s ____. to ask and
answer questions about possession.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Flower picking! (ppt)
- Tell pupils that they are going to - Pupils listen to the Pictures (glue stick, crayon,
pick up the flowers, then look at teacher’s explanation. set square, pencil sharpener)
the things and ask and answer Structures:
questions about possession. Whose___ is this?
- Divide the class into two groups. - It’s ____.
Two pupils from each group will - Pupils work in two groups.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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play the game in turns. Two pupils from each group

- If pupils ask and answer the will play the game in turns.
questions correctly, they will get
points for their group.
- Continue the game until all the - Pupils continue playing
flowers are picked. the game until all the
- The group with more points wins flowers are picked.
the game. Praise the winner. - Pupils praise the winner.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand two communicative contexts in which characters ask and answer
questions about the locations of school things and possession and tick the correct pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which characters ask and
answer questions about the locations of school things and possession and tick the correct
pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and tick. (Track 82)
Step 1: Draw pupils’ attention to - Pupils look at the Pictures - Picture cues:
Pictures 1a, 1b and 1c. Ask 1a, 1b and 1c and identify 1a. three pencils on a desk
questions to help them identify the the locations of the three 1b. three pencils under a
locations of the three crayons. crayons. desk
Step 2: Play the recording for - Pupils listen to the 1c. three pencils in a pencil
pupils to do Question 1 by ticking recording to do Question 1 case
the right picture. by ticking the right picture. 2a. Linh’s set square
Step 3: Follow the same - Pupils do the same 2b. Nam’s set square
procedure with Question 2. procedure with Question 2 2c. Mary’s set square
(Pictures 2a, 2b and 2c.) - Pupils swap books with a Audio script:
Step 4: Tell pupils to swap books partner, then check answers 1.
with a partner, then check answers as a class. Pupils listen to A: Excuse me. Are these
as a class. Write the correct the recording again to your crayons?
answers on the board. Play the double-check their answers. B: Yes, they are.
recording again for pupils to - Pupils raise their hands A: Where are my crayons?
double-check their answers. when they find the different B: Look! They’re there,
Extension: Read Conversation 1 information. under the desk.
aloud but change specific A: Thank you.
information. For example: 2.
A: Excuse me. Are these your A: Is this your set square?
crayons? B: No, it isn’t.
B: Yes, they are. A: Whose set square is
A: Where are my crayons? this?
B: Look! They’re there, on the B: Let me see. It’s Linh’s.
desk. * Key: 1. b, 2. a
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

A: Thank you.
- Have pupils raise their hands
when the information is different.
Invite a pupil to correct the
information.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete two gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete two gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Have pupils look at the - Pupils look at the pictures - Two picture cues
pictures. Get them to identify the and identify the locations - Two gapped exchanges to
locations of the school things in of the school things in the complete
the pictures. pictures. * Key:
Step 2: Have pupils look at the - Pupils look at the two 1. It’s; under,
two gapped exchanges. Draw their gapped exchanges, paying 2. Whose; Where’s; school
attention to the missing words. attention to the missing bag
Step 3: Model Exchange 1. Have words.
pupils look at the first gap. Ask - Pupils follow the teacher
them what word is missing (It’s). demonstrating Exchange 1.
Then have them complete the - Pupils follow the
sentence (It’s Phuong Nga’s.). teacher’s instructions to do
Get them to guess the missing Exchange 2.
word in the second gap (under). - Pupils swap books with a
Step 4: Follow Step 3 for partner and check their
Exchange 2. answers before checking as
Step 5: Get pupils to swap books a class. Pairs of pupils read
with a partner and check their the completed exchanges
answers before checking as a aloud.
class. Ask a few pairs to read the
completed exchanges aloud.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To revise target words about possession and school things by playing the game Whose pen is
this?
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Pupils can revise target words about possession and school things by playing the game Whose
pen is this?
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s play.
Step 1: Tell pupils that they are - Pupils listen to the A picture of four pupils
going to play Whose pen is this? teacher’s explanation. asking about the school
game in groups of four. Divide - Pupils work in two groups things on the table (a school
pupils into Team A and Team B. to take turns asking and bag, a pen, a glue stick, a set
Team A holds one of the school answering about square, a notebook)
things on the table and asks Whose possession. The members
(pen) is this? Team B answers It’s of each group have to
(Mai’s). remember whose school
Step 2: The teams take turns things they are to answer
asking and answering about the questions.
possession. The members of each - The team that gives a
group have to remember whose correct answer will get one
school things they are to answer point.
the questions. - Pupils work in groups of
Step 3: When a team gives a two pairs. A group comes
correct answer, they get one point. to the front of the class to
The winning team is the one that play the game.
gets the most points.
Step 4: Have pupils work in
groups. Invite two groups to the
front of the class to play the game.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Pass the balls! (ppt)
- Give two different coloured balls to two pupils, a red ball (ask the question) and a yellow ball
(answer the question).
- Ask pupils to listen to music and pass the balls.
- Stop music suddenly.
- Have the pupil with a red ball ask a question. Have the pupil with a yellow ball answer the
question.
E.g. Pupil A: Whose pen is this?
Pupil B: It’s Linh’s.
- Praise pupils if they do the activity well.
* Option 2: Game: Jump or clap
- Ask pupils to stand at their desks.
- Hold up a flashcard from the vocabulary set and say a word.
- If the word is the same as the flashcard, they clap. If it isn’t, they jump. Ask them to say the
word on the flashcard.

Week:
Period:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 8: IN OUR CLASSROOM

Lesson 3 - Period 5

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- correctly pronounce the two-syllable words aˈbove and beˈside with the stress on the second
syllable, in isolation and as in the sentences The picture is aˈbove the window. and The map is be
ˈside the board.
- identify the stress on some two-syllable words and circle the word with a different stress
pattern from the other two words.
- say the chant with the correct pronunciation, word stress and rhythm.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform pronunciation and listening tasks.
3. Attributes
- Show their pride in school things they have and great respect for other people’s school things
by using appropriate gestures and intonation when asking and answering about school things.
II. MATERIALS
- Pupil’s book: Page 60
- Audio tracks 83, 84, 85
- Teacher’s guide: Pages 136, 137, 138
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the previous lesson by asking and answering questions about the locations of school
things and possessions.
b. Content
- Game: Ring the bells
c. Expected outcomes
- Pupils can correctly ask and answer questions about the locations of school things and
possessions.

d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Ring the bells (ppt)
- Tell pupils they are going to - Pupils listen to the Pictures about the locations
look at the picture and choose the teacher’s explanation. of school things and
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

correct answer a, b or c. - Pupils work in two possessions.

- Divide the class into two groups. groups. Questions:
- Have one pupil from each group - Pupils play Rock, paper, 1. The map is ___ the board.
play Rock, paper, scissors to find scissors to find the group a. on
the group which plays the game which plays the game first. b. beside
first. - Pupils look at the picture c. under
- Have two pupils from two and choose the correct 2. Whose ___ is this?
groups look at the picture and answer a, b or c to fill in - It’s Nam’s.
choose the correct answer a, b or the blank. a. glue stick
c to fill in the blank. If he/ she has - Pupils read the questions b. set square
the answer, he/ she will ring the and answers aloud. c. pencil
bell to give the answer. 3. Whose _____ is this?
- If he/ she chooses the correct - It’s Bill’s.
answer, he/ she gets points for his/ a. book
her group. The group with more b. crayon
points is the winner. c. map
- Have pairs of pupils read the 4. The photo is __ the table.
sentences. a. in front of
b. over
c. above
* Key: 1. b 2. a 3. b 4. c
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)
a. Objectives
- To correctly pronounce the two-syllable words a’bove and be’side with the stress on the second
syllable, in isolation and as in the sentences The picture is a’bove the window. and The map is
be’side the board.
b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly pronounce the two-syllable words a’bove and be’side with the stress on the
second syllable, in isolation and as in the sentences The picture is a’bove the window. and The
map is be’side the board.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and repeat. (Track 83)
Step 1: Draw pupils’ attention to - Pupils pay attention to the - The word a’bove and the
the word a’bove and the sentence word a’bove and the sentence The picture is
The picture is a’bove the window. sentence. Pupils listen to a’bove the window.
Play the recording for the first line the recording and point at - The word be’side and the
and encourage pupils to point at the word and the sentence sentence The map is
the word and the sentence while while listening. be’side the board.
listening.
Step 2: Play the recording again
and encourage pupils to listen to - Pupils listen to the
and repeat the word and the recording again and repeat
sentence. Do this several times the word and the sentence.
until pupils feel confident. Correct
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

their pronunciation where

necessary.
Step 3: Repeat Steps 1 and 2 for
the word be’side and the sentence - Pupils do the same
The map is be’side the board. procedure with the word
Step 4: Let pupils work in pairs or and the sentence in the
groups, saying the words and second line.
reading the sentences until they - Pupils work in pairs to
feel confident. practise saying the words
and the sentences in two
lines.
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To identify the stress on some two-syllable words and circle the word with a different stress
pattern from the other two words.
b. Content
Activity 2. Circle, listen and check.
c. Expected outcomes
- Pupils can identify the stress on some two-syllable words and circle the word with a different
stress pattern from the other two words.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Circle, listen and check. (Track 84)
Step 1: Tell pupils the goal of the - Pupils listen to the Three sets of two-syllable
activity. Explain that they have to teacher’s explanation. words
circle the word that has stress Audio script:
different from the other words. 1. a. a‘bove
Check comprehension. b. ‘under
Step 2: Give pupils a time limit to - Pupils circle the odd word c. be‘side
do the task individually. in each line. 2. a. ‘over
Step 3: Play the recording for - Pupils listen to the b. a‘bove
pupils to listen and check. Play recording and check their c. ‘under
the recording twice if necessary. answers. 3. a. be‘hind
Step 4: Tell pupils to swap books - Pupils swap books with a b. ‘over
with a partner, then check the partner, then check the c. a‘bove
answers as a class. Write the answers as a class. * Key: 1. b 2. b 3. b
correct answers on the board. - Pupils listen to the
Step 5: Play the recording again recording again to double-
for pupils to double-check their check their answers.
answers. - One or two pupils stand
Extension: Invite one or two up and repeat the correct
pupils to stand up and repeat the options.
correct options (odd words).
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

4. ACTIVITY 3: PRACTICE (8 minutes)

a. Objectives
- To say the chant with the correct pronunciation, word stress and rhythm.
b. Content
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s chant. (Track 85)
Step 1: Draw pupils’ attention to - Pupils pay attention to the The lyrics and recording of
the lyrics of the chant. Check their lyrics of the chant. the chant
comprehension.
Step 2: Play the recording all the - Pupils listen to the whole
way through for pupils to listen to chant. Pupils listen
the whole chant. Encourage them carefully to the rhythm and
to listen carefully to the rhythm pronunciation. Pupils pay
and pronunciation. Draw pupils’ attention to the words
attention to the words above and above and beside.
beside.
Step 3: Play the recording line by - Pupils listen to the
line for pupils to listen and repeat. recording line by line and
Correct their pronunciation if repeat.
necessary.
Step 4: Play the recording all the - Pupils listen to the
way through for pupils to chant to. recording all the way
Encourage them to clap along through and chant. Pupils
while chanting. clap along while chanting.
Extension: Divide the class into - Pupils work in two groups
two groups to take turns listening to take turns listening to
to and repeating the chant, while and repeating the chant,
the rest of the class claps along. while the rest of the class
claps along.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Pictionary (ppt)
- Prepare pictures about the locations of school things and a real bag. Put the pictures in the bag.
- Divide the class into two groups.
- Ask one pupil from each group to choose a picture from the bag, e.g. a picture of a crayon
beside the pencil case.
- Tell him/ her to draw a picture (a picture of a crayon beside the pencil case) on the board and
encourage their group to guess it and say the sentence, e.g. The crayon is beside the pencil case.
- The first group to shout the correct answer gets one point. Praise the winner.
* Option 2: Game: Musical cards
- Stick the cards on the board. Ask pupils to say the words related to the cards.
- Hand out the cards to different pupils around the class.
- Play the song Where are they? (Track 79). Ask pupils to pass the cards to the pupils next to
them while the music is playing.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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- Stop the music suddenly. Invite a pupil to ask the question Where are the pens? Ask the pupil
who is holding the card to answer the question, e.g. They’re beside the books.
- Play the music again and repeat the activity.
- Ask pupils to check their friends’ pronunciation.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 8: IN OUR CLASSROOM

Lesson 3 - Period 6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- read and show understanding of a text about the locations of characters’ school things by
answering the questions.
- complete four sentences about someone’s school things by writing the target words in the gaps
with the help of picture cues.
- present their group’s pictures of study corners to the class by using the target language.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform reading and writing tasks.
3. Attributes
- Show their pride in school things they have and great respect for other people’s school things
by using appropriate gestures and intonation when asking and answering about school things.
II. MATERIALS
- Pupil’s book: Page 61
- Teacher’s guide: Pages 138, 139, 140
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 8)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the chant of Unit 8 on page 60.
b. Content
- Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress and rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Let’s chant. (Track 85)
- Play the chant for pupils to listen. - Pupils listen to the chant. The lyrics and recording
- Play the chant again for pupils to - Pupils listen to the chant of the chant (Unit 8, page
listen and chant along. Encourage again and chant along. Pupils 60)
them to clap their hands while clap their hands while
chanting. chanting.
- Call two or more groups to take - Pupils take turns listening
turns listening to and repeating the to and repeating the chant,
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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chant, while the rest of the class while the rest of the class
claps their hands. claps their hands.
- Praise pupils if they perform well.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read and show understanding of a text about the locations of characters’ school things by
answering the questions.
b. Content
- Activity 4. Read and answer.
c. Expected outcomes
- Pupils can read and show understanding of a text about the locations of characters’ school
things by answering the questions.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and answer.
Step 1: Have pupils read the - Pupils follow the teacher’s A short text and four
questions carefully. Tell them to instructions. questions to answer
read Question 1 and pay attention * Key:
to key words such as Whose set 1. Trang’s (set square is on
square. Then they should scan the her desk).
text for relevant information.
2. They are on his desk, in
Step 2: Repeat Step 1 for - Pupils do the task
front of his pencil
Questions 2, 3 and 4. Set a time independently.
sharpener.
limit for pupils to do the task
independently. Go around the 3. Trang’s (storybook is in
classroom and offer help where her school bag).
necessary. 4. It’s in the desk.
Step 3: Get pupils to swap books - Pupils swap books with
with their partners and check the their partners and check the
answers before checking as a class. answers before checking as
Have students read the sentences a class.
in the reading text that help them - Pupils give the evidence
find the correct information. For to explain their answers.
example, Trang’s set square is on
her desk. (for Question 1). Hung’s
pencils are on his desk, in front of
his pencil sharpener. (for Question
2). Trang has a new storybook. It
is in her school bag. (for Question
3). Lan’s storybook is in the desk.
(for Question 4)
Step 4: Invite some pairs to take
turns asking and answering the - Pairs of pupils take turns
questions. asking and answering the
Extension: Ask pupils some more questions.
questions, for example, Whose - Pupils answer some
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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pencils are in front of his pencil additional questions to

sharpener? Whose school bag is demonstrate their
under her desk? Where is Hung’s comprehension.
story book?
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To complete four sentences about someone’s school things by writing the target words in the
gaps with the help of picture cues.
b. Content
Activity 5. Look and write.
c. Expected outcomes
- Pupils can complete four sentences about someone’s school things by writing the target words
in the gaps with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Look and write.
Step 1: Tell pupils the goal of the - Pupils listen to the Two picture cues and four
activity. Explain that they have to teacher’s instruction. gapped sentences to
read the four incomplete sentences complete
and fill in the gaps with specific Suggested answer:
information about someone’s 1. I have some new
school things and their locations. crayons.
Step 2: Have pupils do the first - Pupils do the first gapped 2. The crayons are beside
gapped sentence together as an sentence together as an the notebooks.
example. Ask them to read the example. Pupils read the 3. Lan Anh has a new
sentence and elicit the school sentence and elicit the school bag.
things. Then have them write the school things. Then pupils 4. Lan Anh’s school bag is
answer, e.g. crayons in the gap. write the answer in the gap. under the desk.
Step 3: Give pupils time to - Pupils complete the
complete the sentences sentences independently.
independently. Go around the
classroom and offer help if
necessary.
Step 4: Get pupils to swap their - Pupils swap their books
books with a partner and check with a partner and check
their answers before checking as a their answers before
class. checking as a class.
Extension: Invite a few pupils to - Pupils read their completed
read their completed texts in front texts in front of the class.
of the class.
e. Assessment
- Performance products: Pupil’s answer
- Assessment tools: Observation; Answer keys

4. ACTIVITY 3: PRODUCTION (8 minutes)

a. Objectives
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- To present their group’s pictures of study corners to the class by using the target language.
b. Content
- Activity 6. Project.
c. Expected outcomes
- Pupils can present their group’s pictures of study corners to the class by using the target
language.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Project
Step 1: Tell pupils about the goal - Pupils listen to the Pictures of study corners
of the activity. Explain that they teacher’s explanation. drawn by pupils at home
have to look at their group’s * Suggested presentation:
pictures of study corners and tell Picture 1: Hello everyone.
the class about the locations of Look at this picture. It’s
school things. Lan’s study corner. This is
Step 2: Have pupils work in - Pupils work in groups of Lan’s notebook. It’s beside
groups of three. Each pupil looks three. Each pupil looks at the set square.
at his/ her picture and talks about his/ her picture and talks Picture 2: Look at that
the locations of their school things about the locations of their picture. It’s Kien’s study
in the picture. school things. corner. Those are Kien’s
Step 3: Invite a representative - A presenter from each books. They’re on the
from each group to tell the class group looks at their groups’ bookcase. And that is his
about their group's pictures, e.g. pictures of study corners school bag. It’s under the
This is Lan’s notebook. It’s beside and tells the class about table.
the set square. them.
Step 4: Have the rest of the class - The rest of the class
applaud if pupils perform well. applauds if pupils perform
well.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Missing cards (ppt)
- Prepare pictures related to the topic “In our classroom”. Explain how to play the game.
- Divide the class into four groups. Take turns sticking eight cards on the board, for example, a
glue stick, a crayon, a notebook, a pencil.
- Ask the first group to look at the cards and name the things illustrated on the cards. Ask the
group to close their eyes for 10 seconds, then take out a card from the set, e.g. a pencil. Then let
pupils open their eyes and say out the word for that card. Each group plays two or three sets.
- Stick sets of flashcards/ pictures on the board and do the same with other groups. Give one
point for each correct answer.
- Count the points for each group and announce the winner.
* Option 2: Game: Passing the ball
- Give a picture of a school thing (in a specific location) to one pupil.
- Play music. Ask her/ him to pass the school thing to the second one. The second pupil passes
the school thing to the third one, and so on.
- Stop the music. Ask the pupil who is holding the school thing to ask a question and invite
another one to answer.
E.g. Pupil A: a picture of rulers on the desk. Where are the rulers?
Pupil B: They’re on the desk.
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- Continue to play the game. Praise pupils if they do the activity well.