Kế hoạch bài dạy Tiếng Anh Khối 3 + 5 - Tuần 1 - Năm học 2022-2023 - Trần Thị Nõn

 Week 1
Date of teaching: 3C( 12/9/2022), 3A,3B( 13/9/2022) 
Period 1
 INTRODUCTION
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify characters, number of lessons and activities in the lesson
2. Show loving English, keeping books clean
B. LANGUAGE FOCUS.
Vocabulary
Key grammatical structure 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start. Eduhome.vn, student’s book, work book
- Flashcards
- A computer and a projector. 
D. PROCEDURES
1. Introduce the characters
- Alfie, Tom, Lucy, Alfie’s spaceship, Mai, Nick, Ben, Sue ..
2. Introduce number of lessons
- There are 9 units
3. Introduce activities in the lesson
- Listen, point and repeat
- Listen and practice
- Play game
- Look and listen
- Listen and write
- Chant
- Look and match
- Ask and answer
- Role – play
4. Wrap-up & Assignments
- Prepare for the next lesson ( Getting started – Lesson 1).
Date of teaching: 3C( 12/9/2022), 3A,3B( 13/9/2022) 
Period: 2 
 GETTING STARTED
 Lesson 1: A,B,C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Follow simple instructions in class
2. Use the simple instructions to say and do
3. Play game.
4. Show how to respond to each instruction correctly and immediately. 
 B. LANGUAGE FOCUS
Vocabulary: stand up, sit down, hands up
The sentence patterns: Stand up, please. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 5, Eduhome.vn, 
Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and point. Repeat. Role- play
 and performance
 Student’s interaction Observation 
3. Point, say and do
 and performance
 Student’s interaction Observation/ key
4. Play Simon says
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to Follow simple 
 and performance
instructions in class
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching
- Greet the students. Then get the class to watch a video “active verbs song” from 
youtube
- Elicit the abilities which are mentioned in the video
- Lead students to the new lesson.
Activity 1: Language input (Activity A: Listen and point. Repeat)
- Arrange the flashcards (stand up, sit down, hands up) on the board to introduce the 
new words.
- Ask the students to listen and pay their attention.
- Play the audio (using DCR) and point to each flashcard. 
- Then play the audio again and have them point to the pictures in their Student’s 
Books.
- Play the audio and require them to listen and repeat.
- Help them with their pronunciation if necessary.
- Have the class work in pairs. One student randomly points to the pictures in their 
book, and the other one says the words. Then have them swap roles and continue this 
activity.
- Walk round the class and support them if needed. 
 Activity 2: Language input (Activity B: Listen and point. Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and have them point to the characters.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the 
 class and support them if necessary.
 Activity 3: Full Controlled & less controlled 
 1. Activity C: Point, say and do.
- Divide the class into two teams.
- Show a flashcard to the class.
- Have Team A call out the command and Team B do the action.
- Swap roles and repeat.
- Monitor the class and support if needed.
 2. Activity D: Play Simon say
- Have the students time to look and read at the examples.
- Tell them they must only follow commands that start with “Simon says ”.
- Model the activity in front of the class.
- Demonstrate the game by giving the students different commands. If the command 
 starts with “Simon says ”, students must do the action. If it doesn’t start with “Simon 
 says”, students who do the action must sit down. 
- Invite one student to come to the front of the class to be “Simon”.
 Ask them to swap roles and repeat with a new “Simon”.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Follow simple instructions in class)
 2. What’re the core values of the lesson? 
 (Show how to respond to each instruction correctly and immediately.)
 - Remind students to prepare for the lesson 
 D. ADJUSTMENT.
 Date of teaching: 3B( 13/9/2022), 3A ( 14/9/2022), 3C ( 16/9/2022), 
 Period: 3
 GETTING STARTED
 Lesson 2: A,B,C, D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Follow simple instructions in class
2. Use the simple instructions to say and do
3. Play game.( Read my lips)
4. Show how to respond to each instruction correctly and immediately. 
B. LANGUAGE FOCUS
Vocabulary: open your book, close your book, hands down.
The sentence patterns: Open your book./ Yes, Teacher. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 6, Eduhome.vn, 
Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and point. Repeat. Role- play
 and performance
 Student’s interaction Observation 
3. Point, say and do
 and performance
 Student’s interaction Observation/ key
4. Play Read my lips
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to follow simple 
 and performance
instructions in class
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching
- Greet the students. Then get the class to watch a video “active verbs song” from 
youtube
- Elicit the abilities which are mentioned in the video
- Lead students to the new lesson.
Activity 1: Language input (Activity A: Listen and point. Repeat)
- Arrange the flashcards (open your book, close your book, hands down) on the board 
to introduce the new words.
- Ask the students to listen and pay their attention.
- Play the audio (using DCR) and point to each flashcard. 
 - Then play the audio again and have them point to the pictures in their Student’s 
 Books.
- Play the audio and require them to listen and repeat.
- Help them with their pronunciation if necessary.
- Have the class work in pairs. One student randomly points to the pictures in their 
 book, and the other one says the words. Then have them swap roles and continue this 
 activity.
 Walk round the class and support them if needed 
 Activity 2: Language input (Activity B: Listen and point. Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and have them point to the characters.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the 
 class and support them if necessary.
 Activity 3: Full Controlled & less controlled 
 1. Activity C: Point, say and do.
- Divide the class into two teams.
- Show a flashcard to the class.
- Have Team A call out the command and Team B do the action.
- Swap roles and repeat.
- Monitor the class and support if needed.
 2. Activity D: Play Simon say
- Have the students time to look and read at the examples.
- Divide the class into four groups.
- Invite one student to say a sentence silently.
- Ask the other students to try to guess what they said.
 Have them swap roles.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Follow simple instructions in class)
 2. What’re the core values of the lesson? 
 (Show how to respond to each instruction correctly and immediately.)
 - Remind students to prepare for the lesson 3
 D. ADJUSTMENT.
 Date of teaching: 3B( 14/9/2022), 3A ( 15/9/2022), 3C ( 16/9/2022), 
 Period: 4
 GETTING STARTED
 Lesson 3: A,B,C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Ask the other people’s names and introduce themselves.
2. Practice asking their friends’ names and introducing themselves.
3. Play game.(Chain game)
4. Show how to ask their friends’ names and introduce themselves correctly and 
immediately. 
B. LANGUAGE FOCUS
Vocabulary: hello, goodbye, Tom, Lucy.
The sentence patterns: Hello, what’s your name?/ My name’s Tom./ Goodbye. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 7, Eduhome.vn, 
Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and point. Repeat. Role- play
 and performance
 Student’s interaction Observation 
3. Practice with your friends
 and performance
 Student’s interaction Observation/ key
4. Play the Chain game.
 and performance
5. Use positive attitudes, appropriate 
gestures and intonation to ask their Student’s interaction Observation
friends’ names and introduce themselves and performance
correctly and immediately. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and Review the feelings.
- Divide the class into two teams and have them form two lines.
- Place the flashcards on the board, showing the images. 
- Call out a word and have the first student from each group race to slap the correct image 
on the board and say it correctly. The first student to slap the correct flashcard wins a 
point for their team.
 - Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (hello, goodbye, Tom, Lucy) on the board to introduce the 
 new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) and point to each flashcard. 
- Then play the audio again and have them point to the pictures in their Student’s 
 Books.
- Play the audio and require them to listen and repeat.
- Help them with their pronunciation if necessary.
- Have the class work in pairs. One student randomly points to the pictures in their 
 book, and the other one says the words. Then have them swap roles and continue this 
 activity.
 Walk round the class and support them if needed 
 Activity 2: Language input (Activity B: Listen and point. Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and have them point to the characters.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the 
 class and support them if necessary.
 Activity 3: Full Controlled & less controlled 
 1. Activity C: Practice with your friends.
- Ask Sts to work in pairs
- Swap roles and repeat.
- Monitor the class and support if needed.
 2. Activity D: Play the Chain game
- Have the students time to look and read at the examples.
- Divide the class into groups.
- Ask the students to stand up.
- Have student A turn to student B and ask the question, then have student B answer.
- Next, have student B turn to student C and ask the question, then have student C 
 answer.
- Continue until all students have practiced.
 Have some groups demonstrate the activity in front of the class.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask the other people’s names and introduce themselves.)
 2. What’re the core values of the lesson? 
 (Show how to ask their friends’ names and introduce themselves correctly and 
 immediately.)
 - Remind students to prepare for the lesson 4
 D. ADJUSTMENT.
Date of teaching: 5C ( 12/9/2022), 5A, 5B ( 13/9/2022),
Period 1
 UNIT 1: WHAT’S YOUR ADDRESS?
 Lesson 1: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify the situation for the conversation between Trung, Mai and Nam (setting, 
participants, topics);
2. Ask and answer questions about the other speaker’s address. Using: What’s your 
address? – It’s _____
3. Show loving people and hometown
B. LANGUAGE FOCUS.
Vocabulary
- numbers, address, lane, road, floor, flat, tower 
Key grammatical structure 
- What’s your address? – It’s _______.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn, student’s book page 6
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Answer the questions about address such as setting, Students’ Questions& 
participant, topics. answers answers
 Key
2. Practice a role-play conversation with classmates, Students'talks 
 Observation
using. the picture prompts. and interaction
 Observation
3. Ask and answer questions about addresses Using the Student’stalks
 Questions& 
sentence patterns. and interaction
 answers
4. Use positive attitudes and appropriate gestures to talk Student’s Observation
about address. interaction and Questions& 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and sing
- Have Sts ask and answer the questions:Where are you from?, Where do you live?
 - Lead Sts to new lesson
Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 6) and answer questions to identify the 
content of the conversation
 1. Who are they?( Trung, Nam and Mai)
 2.What are they talking about? (talking about address)
- Tell students that they are going to practise about asking and answering address.
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Ask students to look at picture b,d and answer the following questions: 
 4. Where is Trung from?
 5. What’s his address?
 - Elicit the sentence patterns: What’s your address? – It’s _____
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Tell the class that they are going to practice asking and answering questions about 
address, using: What’s your address? – It’s _____
- Introduce new words: numbers, address, lane, road, floor, flat, tower 
- Say aloud for pupils to repeat. 
- Ask pupils to write down the new words and the structure in their notebook.
- Ask pupils to work in pairs, then point at the pictures to ask and answer using the 
pattern.
- Call some pairs to practice in front of the class
- Give feedback and correct mistakes of pronunciation.
Task 2: Let’s talk:
- Tell the class that they are going to practice asking and answering questions about 
address. 
- Get pupils to work in groups of four to ask each other’s future jobs. Remind them to 
use the pattern in their books
- Set a time limit for the class to practice
- Call some groups to practice in front of the class.
- Give feedback.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Ask and answer questions about about someone’s address.
the other speaker’s address..Using What’s your address? – It’s _____
2. What’re the core values of the lesson?
- Have a sense of loving people and hometown. Using appropriate gestures and 
intonation when asking and answering questions about someone’s address.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 1, Lesson 1: 4,5,6).
D. ADJUSTMENT
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Date of teaching: 5C ( 12/9/2022), 5A, 5B ( 14/9/2022)
Period 2
 UNIT 1: WHAT’S YOUR ADDRESS?
 Lesson 1: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Use the words, phrases related to the topics ask and answer questions about the 
other speaker’s address.Using What’s your address? – It’s _____
2. Listen and complete
3. Read and complete the paragraph. 
4. Sing the song The weels on the bus
5. Show loving people, hometown 
B. LANGUAGE FOCUS.
Vocabulary : The song lyrics
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 7
- flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Listen, and complete Students’ answers Questions& 
 answers / Key
 Students' interaction
 2. Read and complete Observation/ key
 Read and writing
 3. Perform the sing in interesting ways by 
 using appropriate tone and meaningful Student’s 
 Observation
 gestures. performance
 4.Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to topics ask and answer questions Questions& 
 and performance
 about the other speaker’s address. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer:Greeting and sing
- Sing a song The weels on the bus
Activity 1. Listen and complete
 - Tell pupils that they are going to listen to the recording and complete the addresses.
- Give time for pupils to read the sentences and guess the missing words they need to fill the 
gaps.
- Play the recording the second time for pupils to listen and complete.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
Key: 1. 208 2. 321
3. White Street 4 the second floor
Activity 2. Read and complete
- Tell pupils that they are going to read and fill the gaps with street, address, live or from.
- Give time for pupils to read the sentences. Tell them to focus on the context to select the 
appropriate words from the box. 
- Ask pupils to do the task.
- Go around and offer help, if necessary.
- Ask pupils to give answers and other pupils to give comments.
- Give correct answers.
*Key: 1 from 2 lives 3 address 4 Street
Activity 3. Let’s sing
- Tell pupils that they are going to sing the The wheels on the bus song. 
- Get pupils to read the lyrics in silence. Check their comprehension. 
- Play the recording all the way through for pupils to get familiarized with the pronunciation, 
the stress, the rhythm and the intonation of the song. 
- Play the recording again, pausing after each line for pupils to repeat. 
- Play the recording once more for pupils to repeat the whole song.
- Then have them practice in groups.
- Call on some groups to sing the song in front of the class. The rest of the class clap their 
hands at rhythms.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Ask and answer questions about about someone’s address.
the other speaker’s address..Using What’s your address? – It’s _____
2. What’re the core values of the lesson?
- Have a sense of loving people and hometown. Using appropriate gestures and 
intonation when asking and answering questions about someone’s address.
- Remind students to learn new words and structure by heart.
- Practise singing a song
- Prepare for the next lesson (Unit 1 , Lesson 2 on page 8).
D. ADJUSTMENT
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Date of teaching: 5C ( 12/9/2022), 5A, 5B ( 15/9/2022),
Period 3
 UNIT 1: WHAT’S YOUR ADDRESS?
 Lesson 2: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1.Identify the situation for the conversation between Trung, Nam (setting, participants, 
topics);
2. Ask and answer questions about about what a place like.
Using : What’s the _____ like? − It’s ______. 
3. Show loving people and hometown, using appropriate gestures and intonation when 
asking and answering questions about what a place like.
B. LANGUAGE FOCUS.
Vocabulary
 - city, village, town, island, big, busy, far, quiet, large, crowded, small, pretty
Key grammatical structure 
What’s the _____ like? − It’s ______. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 8
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Answer the questions about the situation for the 
 Students’ Questions& 
conversation between Trung and Nam such as setting, 
 answers answers
participant, topics.
 Key
2. Practice a role-play conversation with classmates, Students'talks 
 Observation
using. the picture prompts. and interaction
 Observation
3. Ask and answer questions about where you live.Using Student’stalks
 Questions& 
the sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to talk Student’s Observation
about what a place like. interaction and Questions& 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer:Greeting and sing
- Get the class to the The wheels on the bus song.
- Lead into new lesson
 Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 8) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Trung and Nam) 
 2.What are they talking about? (talking about what a place like)
- Tell students that they are going to practise a conversation among Trung and Nam
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Ask students to look at picture c (Activity 1) (page 8) and answer the following 
questions: 
 4. What does Nam ask ?(What’s your village like?)
 5. What does Trung answer? (It’s small and quiet)
 - Elicit the sentence patterns: What’s the _____ like? − It’s ______. 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: city, village, town, island, big, busy, far, quiet, large, crowded, 
small, pretty
- Say aloud the words, then ask pupils to repeat the words a few times
- Ask pupils to write down the structure into their notebook.
- Tell the class that they are going to practice the questions and answers describing a 
place, using: What’s the ... like? It’s ...
- Call on an open pair to the front of the class to
give a model practice.
- Ask pupils to work in pairs.
- Call some pairs to practice in front of the class.
- Give feedback and correct mistakes of pronunciation
Task 2: Let’s talk:
- Tell the class that they are going to practice further by asking and answering 
questions about where they live.
- Set a time limit for the class to practice talking in pairs, answer the questions with 
information about themselves.
- Call a few pairs to act out the dialogue in front of the class.
- Give feedback.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- What’s the _____ like? − It’s ______. 
2. What’re the core values of the lesson?
 - Show loving people and hometown, using appropriate gestures and intonation when 
asking and answering questions about what a place like.
 - Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 1, Lesson 3 on page 9).
D. ADJUSTMENT
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Date of teaching: 5A, 5B,5C ( 15/9/2022),
Period 4
 UNIT 1: WHAT’S YOUR ADDRESS?
 Lesson 2: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Listen and circle the correct answer.
2. Write about address and hometown. 
3. Play the game “ Spot the difference”.
4. Show loving people and hometown, using appropriate gestures and intonation when 
asking and answering questions about what a place like.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 9
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
1. Listen and circle the correct answer. Students' talks Observation
 and interaction Key
 Student’s Observation
2 . Write about address and hometown. 
 performance
 Student’s Observation
3 . Play the game “ Spot the difference”.
 performance Key
4. Use positive attitudes and appropriate gestures Student’s Observation
when asking and answering questions what a place interaction and Questions& 
like. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and play game
- Play game: Slap the board, using: city, village, town, island, big, busy, quiet, large, 
crowded and small
- Lead into new lesson
Activity 1: Listen and circle a or b. 
- Tell the class that they are going to listen and circle a or b to complete the sentences. 
- Ask pupils to read the sentences and guess the correct answers.
- Play the recording twice for pupils to listen and tick
- Have pupils exchange the answers with their partners.
- Play the recording again for pupils to listen and check
- Give correct answers
* Key: 1 a 2 b 3 b 4 a
Activity 2: Write about you
-Tell the class that they are going to write about where they live and who they live 
with.
- Give pupils a few seconds to read the questions in silence and check their 
understanding.
- Give pupils time to do the task.
- Call an open pair to read aloud their answers in front of the class.
- Ask other pupils to give feedback.
- Give the correct answers.
. Activity 3: Let’s play
Tell pupils that they are going to play the game Spot the difference.
- Tell pupils that they have to compare the two pictures and find out the five details 
which are different.
- The first pupil who finds out all the different details is the winner. 
*Key:Picture b is different from Picture a in the following ways:
• There is one more car in the road
• There is a woman in front of the yellow building.
• The sign next to the yellow building is blue, and it reads BUS STOP.
• There is no logo of pills on the pharmacy.
• There is a boy behind the father and daughter.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
( Practice skills talking about what a place like).
 2. What’re the core values of the lesson? 
- Show loving people and hometown, using appropriate gestures and intonation when 
asking and answering questions about what a place like.
- Prepare for the next lesson Unit 1- Lesson 3
D. ADJUSTMENT
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