Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 14 - Ngô Thị Phương Thảo

 WEEK 14
 GRADE 1
 Date of teaching: 1A,1B (12/12/2022),1C( 13/12/2022)
 Period: 27. UNIT 5: ANIMALS
 Lesson 1: A, B, C
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify some animals from the recording and the given pictures (Cognition)
 2. identify the situations for say names of some animals by using the sentence pattern: 
 I like cats
 3. Show their responsibility and respect for each other while taking part in activities
 and positive attitudes, appropriate gestures and intonation when saying names of some
 animals 
 B. LANGUAGE FOCUS
 Vocabulary: cat, dog, bird
 Structure: I like (cats)
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 32
 - Audios 
 - pictures 
 - a laptop and a TV 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 Student’s answers/ 
1. Listen point, then repeat Observation
 actions
2. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic.
3. Sing Student’s Observation
 performance
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
 gestures and intonation in saying names 
 interaction Questions & answers
 of some animals 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Sing and Dance. 
 - Play “Animals” song (from YouTube) and make gestures following the lyric, have 
 students stand up and make the gestures Activity 1: Language input (Activity A- Listen and point. Repeat.)
- Use flashcards to introduce the new words: cat, dog, bird
- Have students listen to each new word.
- Have students listen to each new word and repeat all together and individually. 
Correct student’s pronunciation if it’s necessary.
- Arrange the flashcards on the board. Play audio and have students listen and point 
to the pictures in their books.
- Play audio again and have students listen, repeat several times.
- Change the order of the flashcards, point to them individually and have students say 
the words, correct pronunciation when needed.
- Have students work in pairs, one of them points to the picture in the book and the 
other says the word.
- Have students point to parts of body and say the words aloud.
Activity 2: Language in put (Activity B: 1. Listen and point)
- Introduce the situation.
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at the words. 
- Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen, repeat and point.
- Point at each word and have students call it out.
Activity 3: Practice (C. Sing)
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen, sing along and act out. 
Activity 4: Wrap-up & home-link.
1. What have you learnt from the lesson today? (saying names of some animals 
2. What’re the core value of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in saying names of some 
 animals.)
D.ADJUSTMENT
 ................................
 GRADE 1
Date of teaching: 1A,1B (14/12/2022),1C( 15/12/2022)
Period: 28. UNIT 5: ANIMALS
 Lesson 1: D, E STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify some animals from the given pictures (Cognition)
 2. identify the situations for say names of some animals by using the sentence pattern: 
 I like cats
 3. Show their responsibility and respect for each other while taking part in activities
 and positive attitudes, appropriate gestures and intonation when saying names of some
 animals. 
 B. LANGUAGE FOCUS
 Vocabulary: cat, dog, bird
 Structure: I like (cats)
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 33
 - Audios 
 - pictures 
 - a laptop and a TV 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 Student’s answers/ 
1. Point and say. Observation
 actions
2. Play “Board race” Student’s Observation
 performance
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
 gestures and intonation in saying names 
 interaction Questions & answers
 of some animals 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Say animals and do the actions
 D- Point and say 
 1. Divide the class into pairs. 
 2. Have Student A point to the picture and Student B say 
 e.g. "I like cats." 
 3. Swap roles and repeat.
 4. Have some pairs demonstrate the activity in front of the class.
 E. Play “Board Race” 
 1. Have students look at the example.
 2. Divide the class into teams. 3. Stick the flashcards on the board.
 4. Have one student from each team stand a distance away from the board.
 5. Choose one of the flashcards and say the word.
 6. Have the students from each team race to the board, touch the correct flashcard and 
 say the correct sentence.
 7. The first student to touch the correct flashcard and say the sentence will get one 
 point for their team.
 8. Continue with other students.
 9. The team with the most points wins.
 D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching:2A, 2B,2C( 14/12/2022)
 Period: 27. REVIEW 4
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Knowledge:
 Talk about animals
 Ask and answer about animals
 2.Competence: 
 - Communication, ability to use language (work in groups, Talk about animals)
 - Ability to solve problems (play the games) 
 - Cooperation:(work in groups/pairs).
 3.Quality: hardworking, responsible and honest.
 4. Skills: listening and speaking 
 5. Language focus: What’s that? It’s a 
 Teaching aids: Ss’ books, textbook, projector, flashcards
 B. LANGUAGE FOCUS
 Vocabulary , sentence pattern
 Review 
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 2, page 33
 - Audios 
 - pictures 
 - a laptop , projector
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products Student’s answers/ 
1. Listen and circle Observation
 actions
 Observation
2. Play the “”board race?” game Student’s answers
 Questions & answers
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in talking about 
 interaction Questions & answers
animals .
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up
 “Musical chairs” game
 -Have students sit on their seats.
 -Play music and ask them to move around.
 -Take away two chairs and suddenly stop music. Have students sit on any chairs. The 
 two students who have no chairs to sit on will make questions and answers.
 E.g. 
 • Student A: What’s that?
 • Student B: It’s a pig
 Swap roles and continue. 
 Activity 2: A. Listen and circle (A or B).
 -Have students look at the pictures and call out the animals they can see.
 -Play audio and demonstrate the activity using the example.
 -Play audio. Have students listen and circle A or B.
 -Play audio again and check answers as a whole class.
 -Have students work in pairs, practice asking and answering the questions with the 
 circle shapes.
 Activity 3 . Play “Board Race”.
 -Divide the class into teams and have one student from each team stand a distance 
 from the board.
 -Stick two flashcards on the board and then say one of them.
 -Have the students race to the board, touch that flashcard and say the correct sentence. -The first student to touch the flashcard and say the sentence gets a point for their 
team.
-Continue with other students.
The team that gets the most points win.
Activity 4: “Drawing” game
-Divide the class into pairs.
-One student draws an animal on a sheet of paper. 
-Then the partner answers the question. 
-Swap roles and repeat.
-Go around the classroom while the students are doing the task to provide any 
necessary help. 
 E.g. 
 • Student 1: What's that? 
 Student 2: It’s a cow.
Activity 5: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(review talking about animals.) 
2. What’re the core value of the lesson? 
Show their ability for identify animals.
D. ADJUSTMENT
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 _________________________________
 GRADE 2
 Date of teaching:2C( 15/12/2022), 2A,B( 16/12/2022)
Period 29 : UNIT 5: FREE TIME ACTIVITIES
 Lesson 1: A-C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Knowledge:
Identify the words related to free time activities 
identify the situations for asking somone to join free time activities (setting, 
participants, topic) and the sentence pattern: Let’s - Ok 2.Competence: 
- Communication, ability to use language (work in groups, Talk about free time 
activities )
- Ability to solve problems (play the games) 
- Cooperation:(work in groups/pairs).
3.Quality: hardworking, responsible and honest.
4. Skills: listening and speaking 
5. Language focus: 
Let’s ..; - Ok
 Teaching aids: Ss’ books, textbook, projector, flashcards
B. LANGUAGE FOCUS
Vocabulary : soccer, tag, hopscotch, hide and seek, 
Sentence pattern: Let’s ..; - Ok
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2, page 34
- flash card, Audios 
- pictures 
- a laptop , 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. 
 and performance
3. Play “Heads up. What's missing?" Student’s interaction Observation 
game and performance
 Student’s interaction Observation
5. Sing
 and performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up: Sing “What’s this? What’s that?” song
(source: 
Activity 2: Language in put
 1. A. Listen and point. Repeat.
Use some pictures to introduce free time activities.
-Have students listen to each new word.
-Have students listen to each new word and repeat all together and individually. 
Correct student’s pronunciation if necessary.
-Arrange the flashcards on the board, play audio, and point to each flashcard. 
-Play audio again and have students point to the numbers in their books. -Play audio again and have students listen and repeat. 
-Have students work in pairs, one points to the shapes and one says the words. Swap 
roles and continue.
2. Play "Heads up. What's missing?" game
-Divide the class into two teams. 
-Arrange the flashcards on the board and remove one card when students are not 
looking.
-One student from each team calls out the missing flashcard.
3. B. Listen and point.
-Introduce the situation. Students are talking about free time activities
-Play audio and have students look at the picture.
-Demonstrate the activity by pointing to the new vocabulary items.
-Play audio. Have students listen and point.
-Have students work in pairs and play roles of the conversations, using all words of 
part A.
-Have Sts repeat the useful language and its meaning
Activity 3. Practice
C. Sing. 
-Have students turn to page 34.
-Play audio and have students listen.
-Read the lyrics and do actions following them.
-Play audio and have students listen, sing along, and do the actions.
-Divide the class into two groups, one sings the questions and one sings and draw in 
the air the answers
 Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
free time activities 
2. What’re the core values of the lesson? 
(ask someone to play a game; choose the safe places to play )
- Remind students to prepare for the lesson 
D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4A,B,C(12/12/2022) Period 55: UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY?
 Lesson 3: 4- 6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
1. Read and complete Mai’s timetable. 
2. Write about you and your school subjects.
3. Project: ask a friend about his/her timetable. 
4. Love school, love friends
B. LANGUAGE FOCUS.
1. Key terms: review 
2. Key grammatical structure 
The sentence patterns: Review 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 57
- Pictures,posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Read and complete
 Students’ answers Questions & answers
 Key
2. Write about you and your Student’s talks, and Observation
school subjects interaction Questions & answers
 Student’s talks, and Observation
3. Project.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and read the chant and chatting.
Spend a few minutes revising the previous lesson by getting two groups of three to go to
the front of the class to chant What subjects do you have today? and do actions. The rest 
of the class
claps to the rhythm or does actions. 
Activity 1: Language input (Activity 1: Read and complete.)
 Tell pupils that they are going to read the text about Nga and complete the timetable.
• Get them to look at the timetable and guess the subjects they can use to fill the gaps. 
Then
have them read the text to find the information they need to complete the task. If 
necessary,
get them to work in pairs.
• Give pupils time to do the task independently. Go around offering help, if necessary.
• Get them to swap their answers before checking as a class.
Key: 1 Vietnamese 2 Maths 3 Science 4 Art 
 Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Write about you and your school subjects) Tell pupils that they are going to complete some sentences about their school subjects.
• Have them work in pairs or groups to discuss what words they are going to fill the 
gaps with.
Focus them on the name of their school, the school days, the school subjects, when 
they have
English, and their favourite subject.
• Give pupils time to do the task independently. Go around offering help, if necessary.
• Get them to swap their answers before checking as a class.
• If there is time, ask one pupil to write their answers on the board.
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
Tell pupils that they are going to interview a friend in another school about his/her 
timetable
and tell the class about it.
• Give each of them a small piece of paper and ask them to copy the table in the 
Pupil’s Book
on the paper.
• Tell pupils to ask a friend in another school about his/her timetable during break 
time and
tick the table.
• Have them tell the class about their friends’ timetables.
Example:
Monday Tuesday Wednesday Thursday Friday
Vietnamese 3 3 3 3
Maths 3 3 3 3
English 3 3 3 3
Science 3 3
IT 3
Music 3
Art 3
PE 3
Here is my friend’s timetable. Huong is a pupil at Quang Trung Primary School. She has 
Maths and
Vietnamese on Mondays, Tuesdays, Wednesdays and Thursdays. She has English on 
Mondays,
Wednesdays, Thursdays and Fridays. She has Science on Tuesdays and Thursdays. She 
has IT and
Music on Wednesdays, and Art on Tuesdays. She has PE on Fridays. Thank you for 
listening.
Key: Pupils’ own answers 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(read and write about timetable)
2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures to ask and answer questions about 
someone’s timetable.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson.
D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4A,B,C(12/12/2022)
Period 56: UNIT 9: WHAT ARE THEY DOING?
 Lesson 1: 1- 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
1. use the words and phrases related to the topic Classroom activities
2. ask and answer questions about what someone is doing, using What’s he/she 
doing? He’s/She’s ... B. LANGUAGE FOCUS.
1. Key terms: Classroom activities
2. Key grammatical structure 
The sentence patterns: What’s he/she doing? He’s/She’s ... 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 58
- Audios (Unit 4-page 58), 
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Look, listen and repeat.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Point and say.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
Ask pupils to play Bingo to revise verbs for learning activities in the classroom (e.g. 
read,
write, listen, talk). 
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell pupils that they are going to read a story in which pupils ask and answer 
questions about
what someone is doing in the classroom.
• Ask them to look at the four pictures to identify the characters (Mai, Nam, Tom and Peter) and
the context in which the language is used. Ask questions such as Where are they? 
What are
they doing? (In Picture a, Nam is holding a ball in his hand, standing with Peter and 
Mai near
the door of the classroom. Peter asks Mai where Tom is. In Picture b, Nam asks Mai 
What’s he
doing? and Mai answers He’s reading. In Picture c, Nam asks Tom what he is 
reading. In Picture
d, Nam suggests to the boys that they play football and the boys agree.) Remind 
pupils of the
meaning of be + verb-ing. Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat. Do 
choral and
individual repetition, pointing to the characters speaking. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about what
someone is doing.
• Have them look at the bubbles to understand how to use the language. Ask pupils to 
look at
the four pictures to identify what the girl/boy is doing in each picture.
• Point to the first picture and model the task with one pupil, using the expressions in 
the
bubbles and the phrases under the picture. (Teacher: What’s she doing? Pupil: She’s 
watching
a video.) Ask pupils to say the sentences chorally and individually. Repeat the same 
procedure
with the rest of the pictures.
• Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures.
• Select some pairs to role-play the dialogue in front of the class. 
Task 2: Guided practice 
Tell pupils that they are going to practise asking and answering questions about what one
of their classmates is doing in the classroom, using What’s he/she doing? and He’s/She’s 
... You
may ask pupils to mime different activities (e.g. reading, listening to music, playing 
football).
• Ask them to work in pairs: one pupil asks the question and the other gives the answer.
• Select some pairs to role-play the dialogue. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(practise asking and answering questions about what someone is doing, using What’s 
he/she doing? He’s/She’s ...)
2. What’re the core values of the lesson? (love school, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 9.Lesson 1. 3-5 on pages 59).
D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(15/12/2022), 4A,B(16/12/2022)
Period 57: UNIT 9: WHAT ARE THEY DOING?
 Lesson 1: 3-5
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
1.Listen and tick,use the words and phrases related to the topics activities
 2.Look and write about activities
3.Let’s play game about the activities
B. LANGUAGE FOCUS.
1. Key terms: school subjects
2. Key grammatical structure 
The sentence patterns: What are they doing?
 He/She is_________________
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 59
- Audios (Unit 4-page 59), 
- Pictures, posters of activities (Activity 2 – page 59)
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and tick.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers
 Student’s sing, and Observation
3. Let’s play.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Spend a few minutes revising the question What’s he/she doing? and the answer
He’s/She’s ... Get pairs to act out the questions and the answers in front of the class. 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell pupils that they are going to listen to three dialogues about what someone is 
doing and tick the correct pictures.
• Ask them to look at the pictures to identify the similarities and differences among
them (1a. Linda is writing. 1b. Linda is reading. 1c. Linda is listening to music. 2a. 
Nam is
listening to music. 2b. Nam is reading. 2c. Miss Hien is reading and Nam is writing. 
3a. Peter is
listening to music. 3b. Peter is reading. 3c. Peter is watching a video or playing a 
game.) Check
understanding.
• Play the recording more than once, if necessary, for pupils to listen and tick the 
correct
pictures.
• Play the recording again for pupils to check their answers.
• Get pupils to swap their answers before you check as a class.
Key: 1 b 2 c 3 a 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to answer the questions about what someone is doing, 
using
the picture cues.
• Ask them to look at the four pictures to identify what the character in each picture is
doing. Then ask pupils to read the questions and write the answers. Get pupils to work 
in
pairs, if necessary.
• Give pupils time to do the task independently. Go around offering help, if necessary.
• Get them to swap their answers before checking as a class. If there is enough time, 
invite
some pupils to read the complete questions and answers aloud.
 1 He’s reading a 2 She’s writing a 
Ke book. dictation.
y: 3 He’s listening to 4 She’s watching TV/a 
 music. video.
Task 2: Let’s play.
Tell pupils that they are going to play Charades. 
• Divide them into groups of three. Pupil 1 mimes a classroom activity (e.g. reading a 
book,
listening to music) without making any sounds or lip movements. Pupil 2 points to Pupil 
1
and asks What’s he/she doing? Pupil 3 answers (e. g. He’s/She’s reading a book.)
• The pupils in groups take turns asking and answering the questions. Monitor the 
activity and
offer help, if necessary 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (practise asking and answering questions about activities, using What is he/she doing? – 
He/She is )
2. What’re the core values of the lesson? 
(love school, love people)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 9.Lesson 2. 1-3 on pages 60).
D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(15/12/2022), 4A,B(16/12/2022)
Period 58: UNIT 9: WHAT ARE THEY DOING?
 Lesson 2 : Part 1-2-3
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES:
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence)
1. Identify the situation for the conversation between the Linda and Tom (Setting, 
participants, topics).
2. use the words and phrases related to the topics Activities
3 ask and answer questions about what people are doing, using What are they doing? 
They’re ... 
4. love school, love subjects and love people 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
painting masks, making a puppet, playing badminton and making paper planes. 
Key grammatical structure
What are they doing? They’re ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 60, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 4 poster for Unit 9
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Identify the situation for the Observation
conversation between Linda and Questions & 
 Students’ answers
Tom such as setting, participant, answers
topics. Key
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns. 3. ask and answer questions about Observation
 Student’s talks, and 
when someone has a subject, using Questions & 
 interaction
What are they doing? They’re ... answers
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask what Questions & 
 and performance
people are doing answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and singing
pend a few minutes revising the previous lesson by calling some pupils to the front of 
the class to ask and answer questions about activities happening in the classroom, 
using What’s he/ she doing? He’s/She’s ... 
- Lead into the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat)
Tell pupils that they are going to read a story in which pupils ask and answer 
questions about what pupils are doing in the classroom.
• Ask pupils to look at the pictures to identify the context in which the language is 
used. Ask some questions such as Who’s the girl/boy? Where are they? What are they 
doing? (In Picture a, Tom and Linda are standing near the door of the classroom and 
are talking. In Picture b and Picture c, Linda talks about what pupils at the red, blue 
and yellow tables are doing, and Tom
asks if they are having an Art lesson.) Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat. Do 
choral and individual repetition, pointing to the characters speaking. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about what 
people are doing.
• Have them look at the bubbles to understand how to ask and answer questions about 
what people are doing, using What are they doing? They’re ... Ask pupils to look at 
the four pictures to identify what the pupils are doing in each picture. Teach the 
phrases painting masks, making puppet, playing badminton and making paper planes.
• Point to the first picture and model the task with one pupil, using the sentences in 
the bubbles and the phrase under the picture. (Teacher: What are they doing? Pupil: 
They’re painting masks). Ask pupils to say the question and answer chorally and 
individually. Repeat the same procedure with the rest of the pictures.
• Ask pupils to practise in pairs, one asking the question and the other giving the 
answer, using the prompts in the bubbles and the pictures.
• Select some pairs to demonstrate the task in front of the class. 
Task 2: Guided practice (Let’s talk)
Tell pupils that they are going to practise asking and answering questions about where 
their classmates are and what they are doing, using Where is he/she? What’s he/she 
doing? Where are they? and What are they doing? Remind pupils how to use be + 
verb-ing to ask and answer about what people are doing at the moment of speaking.
• Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition.
• Ask pupils to work in pairs, one pupil asking the questions and the other giving the 
answers about what their classmates are doing at the moment of speaking. Monitor 
the activity and offer help, if necessary.
• Select some pairs to role-play in front of the class. 
Activity 3: Wrap -up & Assignments
- T asks Ss about what they have learnt in their lesson today.
1. What have you learnt from the lesson today? (ask and answer questions about what 
people are doing, using What are they doing ...? They’re ... ) 
2. What’re the core values of the lesson? (Ss love school, love subjects and love 
people ).
- Remind students to learn by heart vocabulary, sentence patterns. 
- Prepare: Lesson 2 (4-6).
D. ADJUSTMENT
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