1

Period 5 Date of planning: 13/9/2024

UNIT 1: MY FRIENDS
Lesson 1 – Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1.Knowledge and skills - use the words America, Australia, Britain and Viet Nam
in relation to the topic “My friends”;
- use Where are you from? – I’m from _____. to ask and
answer questions about where someone comes from;
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “My
friends”.
2. Competences - Communication and collaboration: work in pairs and
groups to complete the learning tasks
- Self-control & independent learning: perform listening
tasks
3. Attributes - Show pride in where they come from and great respect
for where someone comes from by using appropriate
gestures and intonation when asking and answering about
nationality.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the words
America, Australia,
II. RESOURCES AND MATERIALS
- Audio tracks 6, 7
- Website hoclieu.vn
- Flash cards/ posters (Unit 1)
- Computer, TV.

III. ORGANIZATION
Class Date of teaching Absent students
4A 19/9/2024
4B 20/9/2024
4C 22/9/2024

IV. PROCEDURES
Procedure Teacher’s activities Pupil’s activities
A. WARM UP. 5 minutes
Goal -To greet each other.
-To review the song and claps the hands.
Input - Structures: How are you today?/ How’s the weather today?
- CD the song on page 7
Outcome - Can greet each other.
- Can sing a song and claps the hands.
Procedure - Greet the class. - Greet each other.
 2

- Spend a few minutes revising the - Sing and clap the

previous lesson by having pupils sing the hands.
song on page 7 and clap hands or do
actions.
B. PRESENTATION
Activity 1. Look, listen and repeat. 8 minutes
Goal To understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Input – Context a:
Minh: Hello. I’m Minh. I’m from Viet Nam. Where are you from?
Mary: Hello, Minh. I’m Mary. I’m from America.
– Context b:
Lucy: Hi. I’m Lucy. I’m from Britain. Where are you from?
Ben: Hi, Lucy. I’m Ben. I’m from Australia.
Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Procedure Step 1: Ask pupils to look at Picture a - Look at the picture
and identify the characters. Ask Who is and answer the qs.
he / she?, Where is he / she?
Step 2: Draw pupils’ attention to the -Ask and answer
question Where are you from? and the questions about where
answer I’m from America. Explain that someone is from.
they are used to ask and answer questions
about where someone is from.
Step 3: Play the recording and encourage - Listen and point.
pupils to point at the characters while
listening.
Step 4: Play the recording again, - Listen, point to the
sentence by sentence, for pupils to listen, sentences and repeat.
point to the sentences and repeat. Correct
their pronunciation where necessary.
Step 5: Repeat Steps 1 to 4 for Picture b. - Repeat.
Extension: Invite a few pairs of pupils to - Work in pairs.
act out the conversations in front of the
class.
C. PRACTICE
Activity 2. Listen, point and say (9 minutes)
Goal To correctly say the words and use Where are you from? – I’m
from. to ask and answer questions about where someone is from.
Input – Picture cues:
a. Lucy holding the English flag b. Linh holding the
Vietnamese flag
c. Mary holding the American flag d. Ben holding the Australian
 3

flag
– Speech bubbles: Where are you from? – I’m from _____.
Audio script:
a. England b. Viet Nam c. America d. Australia
a. A: Where are you from?
B: I’m from Britain.
b. A: Where are you from?
B: I’m from Viet Nam.
c. A: Where are you from?
B: I’m from America.
d. A: Where are you from?
B: I’m from Australia.
Outcome Pupils can correctly say the words and use Where are you from? –
I’m from _____. to ask and answer questions about where someone
is from.
Procedure Step 1: Ask pupils to look at Pictures a, - Look at Pictures and
b, c, and d and identify the characters, identify the characters, the
the flags and the names of the flags and the names of the
countries. countries.
Step 2: Play the recording for pupils to - Listen to and repeat the
listen to and repeat the words under the words under the pictures
pictures in chorus and individually until in chorus and
they feel confident. individually.
Step 3: Draw pupils’ attention to the - Listen and repeat.
speech bubbles and elicit the missing
words by pointing at Picture a. Play the
recording for pupils to repeat the
sentences in both bubbles a few times.
Step 4: Repeat Step 3 with Pictures b, - Answer the questions in
c, and d. Then have pupils practice pairs.
asking and answering questions in
pairs. Go around the classroom to offer
help if necessary.
Step 5: Invite a few pairs to point at the - Ask and answer
pictures and ask and answer questions questions about where
about where someone is from. someone is from.
Activity 3. Let’s talk (8 minutes)
Goal To enhance the correct use of Where are you from? – _____. to ask
and answer questions about where someone is from in a freer
context.
Input – Picture cue: four pupils at a campsite, holding their national flags
– Speech bubbles: Where are you from? – _____.
Outcome Pupils can enhance the correct use of Where are you from? – _____.
to ask and answer questions about where someone is from in a freer
context.
 4

Procedure Step 1: Draw pupils’ attention to the - Ask questions to help

picture. Ask questions to help them them identify the
identify the context (see Input). context
Step 2: Elicit the answer in the speech - Look at and say the
bubble and write it on the board. Get completed sentences.
pupils to say the completed sentences.
Step 3: Put pupils into pairs to practice - Work in pairs.
the exchanges. Go around the classroom
to offer support where necessary.
Step 4: Invite a few pairs to point at the - Ask and answer
pictures and ask and answer questions questions about where
about where the pupils are from. the pupils are from.
D. APPLICATION AND EXPANSION (5 mins)
Game: Lucky number (ppt)
- Divide the class into 3 teams. - Play the game in 3
- Pupils from each team choose a number teams.
(or throw sticky balls on the grid to
choose the number), then have 2 pupils
from each team ask and answer with the
picture in that number.
- Pupils or teachers click on the flag to
reveal the icons indicating the points for
that team.
- After 9 numbers, the team with the most
points is the winner.
 5

Period 6 Date of planning: 13/9/2024

UNIT 1: MY FRIENDS
Lesson 1 – Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1.Knowledge and skills - use the words America, Australia, Britain and Viet
Nam in relation to the topic “My friends”;
- use Where are you from? – I’m from _____. to ask and
answer questions about where someone comes from;
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “My
friends”.
- read and write about where someone comes from.
2. Competences - Communication and collaboration: work in pairs and
groups to complete the learning tasks
- Self-control & independent learning: perform listening
tasks
3. Attributes - Show pride in where they come from and great respect
for where someone comes from by using appropriate
gestures and intonation when asking and answering
about nationality.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the words
America, Australia, Britain
II. RESOURCES AND MATERIALS
- Audio tracks 8, 9
- Website hoclieu.vn
- Flash cards/ posters (Unit 1)
- Computer, TV.

III. ORGANIZATION
Class Date of teaching Absent students
4A 19/9/2024
4B 20/9/2024
4C 22/9/2024

IV. PROCEDURES
Procedure Teacher’s activities Pupil’s activities
A. WARM UP. (5 minutes)
Goal - Review about countries, ask and answer questions about where
they are from.
Input - Structure: Where are you from? – I’m from _____.
- Class book on page 11: Unit 1, Lesson 1, Activity 4.
Outcome Can ask and answer questions about where they are from.
Procedure - Greet the class. - Greet each other.
 6

- Spend a few minutes revising the -Ask and answer questions

previous lesson by inviting a few about where they are from,
pairs of pupils to come to the front using Where are you from?
of the class to ask and answer – I’m from _____.
questions about where they are from,
using Where are you from? – I’m
from _____.
- Ask pupils to open their books at
page 11 and look at Unit 1, Lesson 1,
Activity 4.
B. PRESENTATION (7 minutes)
Goal To understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Input *Minh: Hello. I’m Minh. I’m from Viet Nam. Where are you from?
Mary: Hello, Minh. I’m Mary. I’m from America.
*Lucy: Hi. I’m Lucy. I’m from Britain. Where are you from?
Ben: Hi, Lucy. I’m Ben. I’m from Australia.
Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Procedure Step 1: Ask pupils to look at Picture - Look at Picture a again and
a again and read the context read the context
Step 2: Invite a few pairs of pupils - Act out the conversations
to act out the conversations in front in front of the class.
of the class.
C. PRACTICE
Activity 4. Look and number. (6 minutes)
Goal To listen to and understand four communicative contexts in which
pupils ask and answer questions about where someone is from and
number the correct pictures.
Input Picture cues:
a. Minh from Viet Nam b. Ben from Australia
c. Mary from America d. Lucy from Britain
Audio script:
1. A: Hi. Where are you from?
B: Hi. I’m from Australia.
2. A: Hello. Where are you from?
B: Hi. I’m from Britain.
3. A: Where are you from?
B: I’m from America.
4. A: Where are you from?
B: I’m from Viet Nam.
Outcome Pupils can listen to and understand four communicative contexts in
which pupils ask and answer questions about where someone is
 7

from and number the correct pictures.

Key: 1. b 2. d 3. c 4. a
Procedure Step 1: Draw pupils’ attention to the - Look at and answer the qs.
pictures and ask questions such as
Who is he / she? and Where’s he /
she from? Remind them to look at
the flags while listening.
Step 2: Play the recording all the -Listen and number the
way through. Then play the pictures.
recording again for pupils to listen
and number the pictures.
Step 3: Get pupils to swap books - Check their answers before
with a partner to check their answers checking as a class.
before checking as a class. Correct
the answers, if necessary.
Extension: If time allows, play the - Listen and repeat in chorus.
recording, sentence by sentence, for
pupils to listen and repeat in chorus.
Correct their pronunciation where
necessary.
Activity 5. Look, complete and read (6 minutes)
Goal To correctly two gapped sentences and two gapped exchanges with
the help of picture cues.
Input Four picture cues, two gapped sentences and two gapped exchanges
to complete
Outcome Pupils can complete two gapped sentences and two gapped
exchanges with the help of picture cues.
Key: 1. Viet Nam 2. from America
3. Where; Britain 4. from; from Australia
Procedure Step 1: Model gapped Sentence 1 as - Read the sentence and
an example. Have pupils read the guess the missing word.
sentence and guess the missing
word. Then draw pupils’ attention to
the picture (the flag) and elicit the
name of the country that can be used
to fill in the gap (Viet Nam).
Step 2: Give pupils time to do the - Do the task independently.
task independently. Go around the
classroom to offer help where
necessary.
Step 3: Get pupils to swap books - Check their answers, write
with a partner and check their the answers on the board.
answers before checking as a class.
Nominate a pupil to write the
answers on the board. Give further
 8

support to those pupils who find it

difficult to do the task.
Step 4: Invite one pupil to read - Read aloud Sentences 1
aloud Sentences 1 and 2 and a pair and 2 and a pair of pupils to
of pupils to act out Exchanges 3 and act out.
4 in front of the class. Correct their
pronunciation where necessary.
Activity 6. Let’s sing (6 minutes)
Goal To sing the song I’m from … with the correct pronunciation, rhythm
and melody.
Input The lyrics and the recording of the song I’m from …
Outcome Pupils can sing the song I’m from … with the correct pronunciation,
rhythm and melody.
Procedure Step 1: Model gapped Sentence 1 as - Read the sentence and
an example. Have pupils read the guess the missing word.
sentence and guess the missing word.
Then draw pupils’ attention to the
picture (the flag) and elicit the name
of the country that can be used to fill
in the gap (Viet Nam).
Step 2: Give pupils time to do the - Do the task independently.
task independently. Go around the
classroom to offer help where
necessary.
Step 3: Get pupils to swap books - Check their answers, write
with a partner and check their the answers on the board.
answers before checking as a class.
Nominate a pupil to write the
answers on the board. Give further
support to those pupils who find it
difficult to do the task.
Step 4: Invite one pupil to read aloud - Read aloud Sentences 1
Sentences 1 and 2 and a pair of and 2 and act out
pupils to act out Exchanges 3 and 4
in front of the class. Correct their
pronunciation where necessary.
D. APPLICATION AND EXPANSION (5 mins)
Game: Lucky number
- Teacher divides the class into 2 - Play the game in 2 teams.
teams (boys and girls).
- Each team takes turns to choose a
number and answer the question.
- The team that has more points is the
winner
 9

Period 7 Date of planning: 13/9/2024

UNIT 1: MY FRIENDS
Lesson 2 – Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1.Knowledge and skills - use the words Japan, Malaysia, Singapore and Thailand
in relation to the topic “My friends”;
- use Where are you from? – I’m from _____. and
Where’s he / she from? – He’s / She’s from _____. to ask
and answer questions about where someone comes from;
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “My
friends”;
2. Competences - Communication and collaboration: work in pairs and
groups to complete the learning tasks
- Self-control & independent learning: perform listening
tasks
3. Attributes - Show pride in where they come from and great respect
for where someone comes from by using appropriate
gestures and intonation when asking and answering about
nationality.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the words
Japan, Malaysia, Singapore
II. RESOURCES AND MATERIALS
- Audio tracks 10, 11
- Website hoclieu.vn
- Flash cards/ posters (Unit 1)
- Computer, TV

III. ORGANIZATION
Class Date of teaching Absent students
4A 23/9/2024
4B 21/9/2024
4C 23/9/2024

IV. PROCEDURE
Procedure Teacher’s activities Pupil’s activities
A. WARM UP. 5 minutes
Goal - Greet each other.
- Review the question to ask and answer about where someone
comes from.
Input
Outcome - Can greet each other.
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- Can ask and answer about where someone comes from using the
question: Where are you from? I’m from…..
Procedure - Greet the class. - Greet each other.
Game: Role play
- Call 2 pupils for each turn to come to - Play the game in
the board. pairs
- 1 pupil holds up a flag picture and asks
Where are you from?, the other looks and
answers the questions.
- Do the same for some more pairs.
B. PRESENTATION
Activity 1. Look, listen and repeat. (9 minutes)
Goal To understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Input – Context a:
Linh: Who’s that? Lucy: It’s my new friend.
Linh: Where’s she from? Lucy: She’s from Japan.
– Context b:
Minh: Who’s that? Ben: It’s my new friend.
Minh: Where’s he from? Ben: He’s from Singapore.
Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Procedure Step 1: Ask pupils to look at Pictures a - Look at Pictures a and
and b and identify the characters. Check b and identify the
comprehension. characters.
Step 2: Ask pupils to look at Picture a. - Look at Picture a,
Play the recording for them to listen and listen and repeat.
familiarise themselves with the
characters’ voice. Play the recording
again, sentence by sentence, for pupils to
listen and repeat. Correct their
pronunciation where necessary.
Step 3: Repeat the same procedure with - Listen and repeat.
Picture b.
Step 4: Invite a few pairs to the front of -Ask and answer
the class to listen to and act out the questions about where
exchanges. Draw pupils’ attention to the someone is from.
questions Where’s she from? and
Where’s he from?, and the answers She’s
from Japan. and He’s from Singapore.
Explain that they are used to ask and
answer questions about where someone is
from.
 11

Extension: Nominate pairs of pupils to

act out the exchanges.
C. PRACTICE
Activity 2. Listen, point and say (8 minutes)
Goal To correctly say the words and use Where’s he / she from? – He’s /
She’s from _____. to ask and answer questions about where
someone is from.
Input – Picture cues:
a. a boy with the Singaporean flag
b. a boy with the Malaysian flag
c. a girl with the Thai flag
d. a girl with the Japanese flag
– Speech bubbles: Where’s he / she from? – He’s / She’s from
_____.
Audio script:
a. Singapore b. Malaysia c. Thailand d. Japan
a. A: Where’s he from?
B: He’s from Singapore.
b. A: Where’s he from?
B: He’s from Malaysia.
c. A: Where’s she from?
B: She’s from Thailand.
d. A: Where’s she from?
B: She’s from Japan.
Outcome Pupils can correctly say the words and use Where’s he / she from?
- He’s / She’s from _____. to ask and answer questions about
where someone is from.
Procedure Step 1: Ask pupils to look at Picture a - Look at, listen to and
and identify the boy, the flag and the repeat the word under the
name of the country. Play the recording picture in chorus and
for pupils to listen to and repeat the individually.
word under the picture in chorus and
individually until they feel confident.
Step 2: Draw pupils’ attention to the - Listen and repeat the
speech bubbles and elicit the missing sentences in both bubbles
words. Play the recording for pupils to a few times.
repeat the sentences in both bubbles a
few times. Remind pupils to point at the
relevant picture when they are
repeating.
Step 3: Repeat Steps 1 and 2 for - Listen and repeat.
Pictures b, c and d. Go around the
classroom and offer help where
necessary. - Work in pairs to act out
Step 4: Invite a few pairs to act out the the exchanges in front of
 12

exchanges in front of the class the class

Activity 3. Let’s talk (8 minutes)

Goal To enhance the correct use of Where’s he / she from? – _____. to ask
and answer questions about where someone is from in a freer
context.
Input – Picture cue: four pupils at a campsite, standing in front of their
tents with their national flags
– Speech bubbles: Where’s he / she from? – _____.
Outcome Pupils can enhance the correct use of Where’s he / she from? –
_____. to ask and answer questions about where someone is from in
a freer context.
Procedure Step 1: Ask pupils to look at the picture - Look at the picture
and identify the characters. Ask Who can and identify the
you see? Where are they from? Remind characters.
pupils that Where’s he / she from? – - Ask and answer
_____. are used to ask and answer questions about where
questions about where someone is from. someone is from.
Check comprehension.
Step 2: Give pupils time to work in pairs - Work in pairs and take
and take turns saying the role of each turns saying the role of
character in the picture. Remind them to each character in the
look at the flags on the tents to identify
picture.
where the pupils come from.
Step 3: Invite a few pairs to come to the - Act out the roles.
front of the classroom and act out the
roles.
D. APPLICATION AND EXPANSION (5 mins)
Game: Slap the board
- Divide the class into two or three teams.
- Teacher puts up a set of pictures or - Play the game in 2
words on a board teams.
- A pupil from each team come up to the
board with fly swatters
- They listen as the teacher calls out a
word or a sentence and they race to slap
the correct picture
- Whoever is the fastest with the correct
slap gets a point for their team
- Team with the most points is the winner.
 13

Period 8 Date of planning: 13/9/2024

UNIT 1: MY FRIENDS
Lesson 2 – Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1.Knowledge and skills - use the words Japan, Malaysia, Singapore and
Thailand in relation to the topic “My friends”;
- use Where are you from? – I’m from _____. and
Where’s he / she from? – He’s / She’s from _____. to
ask and answer questions about where someone
comes from;
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “My
friends”.
- read and write about where someone comes from.
2. Competences - Communication and collaboration: work in pairs and
groups to complete the learning tasks
- Self-control & independent learning: perform listening
tasks
3. Attributes - Show pride in where they come from and great respect
for where someone comes from by using appropriate
gestures and intonation when asking and answering
about nationality.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the words:
Japan, Malaysia, Singapore.
II. RESOURCES AND MATERIALS
- Audio tracks 12
- Website hoclieu.vn
- Flash cards/ posters (Unit 1)
- Computer, TV

III. ORGANIZATION
Class Date of teaching Absent students
4A 23/9/2024
4B 21/9/2024
4C 24/9/2024

IV. PROCEDURES
Procedure Teacher’s activities Pupil’s activities
A. WARM UP. 5 minutes
Goal -To review the structures to ask about where they or their
classmates
are from.
 14

Input Structures: Where are you from? – I’m from _____. and Where’s he
/ she from? – He’s / She’s from _____.
- Class books on page 13:Unit 1, Lesson 2, Activity 4.
Outcome - Can ask and answer questions about where they or their
classmates
are from.
Procedure - Greet the class. - Greeting
- Spend a few minutes revising the -Ask and answer
previous lesson by inviting a few pairs of questions about where
pupils to ask and answer questions about they or their classmates
where they or their classmates are from.
are from, using Where are you from? –
I’m from _____. and Where’s he / she
from? – He’s / She’s from _____.
- Ask pupils to open their books at page
13 and look at Unit 1, Lesson 2, Activity
4.

B. PRESENTATION (7 minutes)
Goal To understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Input *Linh: Who’s that? Lucy: It’s my new friend.
Linh: Where’s she from? Lucy: She’s from Japan.
*Minh: Who’s that? Ben: It’s my new friend.
Minh: Where’s he from? Ben: He’s from Singapore.
Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and answer
questions about where someone is from.
Procedure Step 1: Ask pupils to look at Picture a - Look at Picture a
again and read the context. again and read the
Step 2: Invite a few pairs to act out the context.
exchanges in front of the class - Act out the exchanges
in front of the class
C. PRACTICE
Activity 4. Listen and tick. 6 minutes
Goal To listen to and understand two communicative contexts in which
pupils ask and answer questions about where someone comes from
and tick the correct pictures.
Input Picture cues:
1a. a boy and the Malaysian flag 1b. a boy and the Singaporean
flag
2a. a girl and the Thai flag 2b. a girl and the Japanese flag
Audio script:
1. A: Who’s that? 2. A: Who’s that?
 15

B: It’s my new friend. B: It’s my new friend.

A: Where’s he from? A: Where’s she from?
B: He’s from Malaysia. B: She’s from Thailand.
Outcome Pupils can listen to and understand two communicative contexts in
which pupils ask and answer questions about where someone is
from and tick the correct pictures.
Key: 1. a 2. a
Procedure Step 1: Ask pupils to look at Pictures 1a - Look at and answer
and 1b and identify the characters. Ask the questions.
Who’s he? and Where’s he from? Draw
their attention to the flags to answer the
questions. Check comprehension.
Step 2: Play the recording of the first - listen and tick the
dialogue for pupils to listen and tick the correct box.
correct box. Play the recording again for - Check.
pupils to check their answers.
Step 3: Repeat Steps 1 and 2 with - Listen and do
Pictures 2a and 2b. following.
Step 4: Get pupils to swap their books - Swap their books with
with a partner and check their answers a partner and check
before checking as a class. Correct the their answers before
answers if necessary. checking as a class.
Extension: If time allows, play the - Listen to and repeat
recording, sentence by sentence, for the the dialogues.
class to listen to and repeat the dialogues.
Correct pronunciation if necessary.
Activity 5. Look, complete and read. (6 minutes)
Goal To correctly two gapped sentences and two gapped exchanges with
the help of picture cues.
Input Four picture cues, two gapped sentences and two gapped exchanges
to complete
Outcome Pupils can complete the four gapped exchanges with the help of
picture cues.
Key: 1. Japan 2. from Singapore
3. Where’s; from Thailand 4. he from; He’s from
 16

Procedure Step 1: Model the first gapped - Read the exchange and
exchange as an example. Have pupils guess the missing word.
read the exchange and guess the
missing word. Then draw pupils’
attention to the picture and elicit the
name of the country that can be used to
fill in the gap (Japan).
Step 2: Give pupils a time limit to read - Read the gapped
the gapped exchanges 2, 3 and 4, look exchanges 2, 3 and 4,
at the pictures and fill in the gaps look at the pictures and
independently. Go around the fill in the gaps
classroom and give further support to independently.
pupils who find it difficult to do the
task. - Swap books with a
Step 3: Get pupils to swap books with partner and check, write
a partner and check their answers the answers on the board.
before checking as a class. Invite one
pupil to write the answers on the board. - Act out the completed
Extension: Invite four pairs of pupils exchanges in front of the
to act out the completed exchanges in class.
front of the class.
Activity 6. Let’s play. (6 minutes)
Goal To revise the target vocabulary items through the game Find
someone who is from …
Input - A picture showing how to play the game
- Sets of flash cards, each of which consists of five flash cards
with target vocabulary items (e.g. Australia, Thailand, Japan,
Britain, Malaysia)
Outcome Pupils can revise the target vocabulary items learnt in Lessons 1
and 2 through the game Find someone who is from …
Procedure Step 1: Tell pupils that they are going to - Listen to the way to
revise the target vocabulary items they play the game.
have learnt in Lessons 1 and 2. Explain
how the game is played. Check
comprehension.
Step 2: Divide pupils into groups of six - Play in groups of six.
and give each group a set of five
flashcards. One player in each group
points to the other players and asks Where
are you from? The other players take
turns looking at the flash cards and
answering (e.g. I’m from Britain.). If the
player has the correct answer, he / she
gets a point / star. If the answer does not
match the flash card, he / she will be out.
 17

Step 3: Check and remark. - Listen and receive the

stars.
D. APPLICATION AND EXPANSION (5 mins)
Game: Role-play
- Put pupils in groups.
- Pupils take on the identity of someone - Play the game in
from another country to practice groups of two.
introductions and to share about
traditional costume, countries and
national languages ‘Konichiwa! I’m from
Japan. I’m wearing a Kimono…’
- Pupils vote for the best introduction in
groups.