School: ____________________

Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - identify the situation between Ms Hoa – her class, and Bill- Linh (setting,
knowledge &
participants, topic);
skills
- use the word “at, fifteen, forty-five, o’clock, thirty” in relation to topic
“Time and daily routines” to talk about the time;
- use sentence pattern “What time is it? – It’s ...” to ask and tell the time;

Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility by noticing the time and follow the timetable on
time.

II. RESOURCES AND MATERIALS

- Student’s book: Page 16
- Audio tracks 16, 17
- Teacher’s guide: Pages 30, 31, 32
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
- Song: ●https://www.youtube.com/watch?v=0Yq_rztquuU
III. Warm-up and review – Look, listen and repeat – Listen, point, and say –
PROCEDURE Let’s talk – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Option 1: Whole class
Sing the song What time is it?
Link: https://www.youtube.com/watch?v=0Yq_rztquuU
Option 2: Slap the board (with numbers) Group work
- Review the numbers having the class play the game:
- Pick the numbers (Related to the topic)
- Divide class into 3 teams, each turn invites 1 member
from each team.
- Teacher says the numbers for the pupils to slap and say
aloud.
- Give points to the pupils with the correct choice and
encourage them.
- Sum up and lead to the lesson.
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative
contexts focusing on asking and telling the time.
b. Input – Context a:
Ms Hoa: What time is it?
Class: It’s eight thirty.
Ms Hoa: Let’s have a break.
– Context b:
Bill: What time is it?
 Linh: It’s three fifteen. Let’s go into the classroom.
c. Outcome

d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole
the characters and the time shown on the clocks in the class/
pictures. Individual
Step 2: Ask pupils to look at Picture a. Play the recording work
for them to listen.
Step 3: Play the recording again, sentence by sentence, for
pupils to listen and repeat individually and in chorus.
Correct their pronunciation where necessary. Repeat the
same procedure with Picture b.
Step 4: Invite a few pairs to stand up to listen to and repeat
the sentences in the recording. Pair work

Step 5: Draw pupils’ attention to the contextual pictures.

Tell pupils that the question What time is it? and the
answers It’s eight thirty. and It’s three fifteen. are used to
ask and tell the time.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the phrases and use What time is it? – It’s _____. to ask
and tell the time.
b. Input – Picture cues:
a. a clock showing 6:00 AM b. a clock showing 6:15 AM
c. a clock showing 6:30 PM d. a clock showing 6:45 PM
– Speech bubbles: What time is it? – It’s _____.
Audio script:
a. six o’clock b. six fifteen c. six thirty d. six forty-five
a. A: What time is it?
B: It’s six o’clock.
 b. A: What time is it?
B: It’s six fifteen.
c. A: What time is it?
B: It’s six thirty.
d. A: What time is it?
B: It’s six forty-five.
c. Outcome Pupils can correctly say the phrases and use What time is it? – It’s
_____. to ask and tell the time.
d. Procedure Step 1: Have pupils look at the pictures. Elicit the time on Whole
the clocks. Spend a few minutes explaining how to tell the class/
time. Give the meaning of a.m. and p.m., and when to say Individual
o’clock in telling the time. work
Step 2: Have pupils point at Picture a (6:00 AM), listen to
the recording and repeat. Repeat the same procedure with
Pictures b, c and d. Have the class point at the pictures and
repeat the time a few times.
Step 3: Point at the first bubble and have pupils listen to
and repeat after the recording (What time is it?). Point at
Picture a and have pupils listen to and repeat after the
recording (It’s six o’clock.). Repeat the same procedure
with Pictures b, c and d.
Step 4: Set a time limit for pupils to work in pairs to
practice asking and answering the question What time is
it? – It’s _____.
Step 5: Invite a few pairs to the front of the class to take
turns pointing at the pictures and saying the questions and
answers.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What time is it? – _____. to ask and tell
the time in a freer context.
b. Input – Picture cue: Two pupils ask and tell the time shown on different
clocks: 7:00 AM, 8:15 AM, 2:30 PM and 4:45 PM.
– Speech bubbles: What time is it? – _____.
c. Outcome Pupils can enhance the correct use of What time is it? – _____. to ask
and tell the time in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Whole
Read the question aloud, and ask pupils to repeat it. Ask class/
them to look at the second bubble and identify what the Individual
answer should be. Elicit the answer: It's seven o’clock. Get work
pupils to repeat the questions and answers several times.
Step 2: Set a time limit for pupils to work in pairs, point at
the different clocks in the picture, ask and tell the time
using What time is it? – _____. Go around the classroom
to
observe and offer help where necessary.
Step 3: Invite some pairs to ask and tell the time in front
of the class.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
Option 1: DART BOARD (PPT)
Pupils answer the correct answers with the score, if not the
arrow will fall.
Option 2:
1. What have you learnt today?
2. What are the core values of the lesson?
Preparation for the project: Tell pupils about the project on
page 21. Ask them to prepare for it at home by drawing
some pictures in relation to their daily routines. Remind
pupils to bring their pictures to the class at Project time in
Lesson 3.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - identify the specific information by listening 2 conversations in which two
knowledge & pupils play a game asking and telling time to identify the time.
skills
- use clue pictures to complete the gaps.
- recall the time by playing game Which clock says …?
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility by noticing the time and follow the timetable on
time.

II. RESOURCES AND MATERIALS

- Student’s book: Page 17
- Audio tracks 18
- Teacher’s guide: Pages 32, 33, 34
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
- Song: ●https://www.youtube.com/watch?v=0Yq_rztquuU
III. Warm-up and review – Listen and tick – Look, complete and read –
PROCEDURE Let’s play – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class. Whole
Sing the song “What time is it?” class/
Individual
Link: https://www.youtube.com/watch?v=0Yq_rztquuU work
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which two
pupils play a game asking and telling the time and tick the correct
pictures.
b. Input Picture cues:
1a. a clock showing 9:00 AM 1b. a clock showing 9:15 AM
2a. a clock showing 4:00 PM 2b. a clock showing 4:30 PM
Audio script:
1. A: Let’s play a game.
B: OK!
A: Look. What time is it?
B: It’s nine fifteen.
A: Very good!
2. A: Now what time is it?
B: It’s four o’clock.
A: No it isn’t. It’s four thirty.
c. Outcome Pupils can listen to and understand two communicative contexts in which
two pupils play a game asking and telling the time and tick the correct
pictures.
Key: 1. b 2. b
d. Step 1: Draw pupils’ attention to the pictures and ask them Whole
Procedure class/
 to identify the time on the clocks. Individual
Step 2: Play the recording of the first dialogue for pupils to work
listen and tick the correct picture. Play the recording again
for pupils to listen and check their answers. Praise pupils if
they have the correct answer (Picture 1b).
Step 3: Repeat Step 2 with the second dialogue. Pair work
Step 4: Set a time limit for pupils to swap books with a
partner to check their answers in pairs before checking as a
class. Whole
Extension: If time allows, play the recording, sentence by class
sentence, for the class to listen and repeat individually and in
chorus. Correct their pronunciation where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction

PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges with the help of picture cues.

b. Input Four picture cues and four gapped exchanges to complete

c. Outcome Pupils can complete four gapped exchanges with the help of picture cues.
Key: 1. ten 2. is it 3. What time; thirty 4. What time; four forty-five
d. Step 1: Ask pupils to look at the pictures and identify the Whole
Procedure time on the four clocks. class/
Step 2: Ask pupils to look at each gapped exchange. Draw Individual
their attention to the missing words and time. Remind them work
to complete the answers using words, not numbers.
Step 3: Have pupils look at Picture 1. Ask them what is Individual
missing in the answer (ten). Then have them complete the work
gap (It’s ten o’clock.). Repeat the same procedure with
Pictures 2, 3 and 4.
Step 4: Set a time limit for pupils to complete the gapped Whole
exchanges individually, then invite a few pairs to stand up to class/ Pair
ask and tell the time on the clock faces. work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRODUCTION
Activity 6. Let’s play 8 minutes
a. Goal To review telling the time by playing the game Which clock says ...?

b. Input A picture shows two pupils playing the game. Minh says It’s three
fifteen. Mary finds the clock showing the time, points at it and says It’s
clock E!
c. Outcome Pupils can review telling the time by playing the game Which clock
says ...?
d. Step 1: Tell pupils that they are going to play a game that Group
Procedure involves finding and saying which clock shows the time told work/ Pair
by another player. work

Step 2: Invite two volunteers to stand in front of the board.

Tell them to decide who is the time teller and who is the Pair work
clock finder.
Step 3: The time teller will tell a certain time, for example
3:15, for the other player to find the clock which shows the Group
correct time by saying its letter. If it is correct, he or she will work/ Pair
get one point. Every player has eight times to try. After the work
first round, the time teller will become the clock finder. All
the clocks on the board are kept for later use.
When the game is over, the player who has the most points is
the winner. Encourage the class to cheer whenever a player
gets a point.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Reorder the words (PPT) Whole
Pupils take turns to reorder the words into a complete class/
sentence. Group
work
Option 2: Whole
1. What have you learnt today? class
2. What are the core values of the lesson?
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - identify the situation between Minh and Marry (setting, participants, topic);
knowledge &
- use the word “get up, go to bed, go to school and have breakfast” in relation
skills
to topic “Time and daily routines” to talk about the daily routines;
- use sentence pattern What time do you_____? - I_____ at ______. to ask
and answer about someone’s daily routines;

Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility by noticing the time and follow the timetable on
time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 18
- Audio tracks 19, 20
- Teacher’s guide: Pages 34, 35, 36, 37
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point, and say –
PROCEDURE Let’s talk – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
Greet the class.
Game: Which clock says ...? Whole
Spend a few minutes revising the previous lesson by class/
having the class play the game Which clock says ...? Individual
work
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative
contexts focusing on asking and answering questions about the
characters’ daily routines.
b. Input – Context a:
Minh: What time do you get up?
Mary: I get up at six o’clock. And you?
Minh: At five forty-five.
– Context b:
Mary: What time do you have breakfast?
Minh: At six fifteen.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts focusing on asking and answering questions
about the characters’ daily routines.
d. Step 1: Ask pupils to look at Pictures a and b, and identify Whole
Procedure the time on the clocks in the pictures. class/
Step 2: Ask pupils to look at Picture a. Play the recording Individual
for them to listen. work

Step 3: Play the recording again, sentence by sentence, for

pupils to listen and repeat individually and in chorus.
Correct their pronunciation where necessary. Repeat the
same procedure with Picture b.
Step 4: Invite a few pairs to the front of the class to listen to Pair work
and repeat the sentences in the recording.
 Step 5: Draw pupils’ attention to the exchanges What time Whole
do you get up? – I get up at six o’clock. and What time do class
you have breakfast? – At six fifteen. Tell pupils that these
are questions and answers about daily routines.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the phrases and use What time do you _____? – I _____
at _____. to ask and answer questions about daily routines.
b. Input – Picture cues:
a. a girl is getting up; a clock shows 5:00 AM
b. a boy is having breakfast; a clock shows 6:15 AM
c. a pupil is going to school; a clock shows 1:15 PM
d. a boy is sleeping in bed; a clock shows 9:00 PM
– Speech bubbles: What time do you _____? – I _____ at _____.
Audio script:
a. five o’clock; get up b. six fifteen; have breakfast
c. one fifteen; go to school d. nine o’clock; go to bed
a. A: What time do you get up?
B: I get up at five o’clock.
b. A: What time do you have breakfast?
B: I have breakfast at six fifteen.
c. A: What time do you go to school?
B: I go to school at one fifteen.
d. A: What time do you go to bed?
B: I go to bed at nine o’clock.
c. Outcome Pupils can correctly say the phrases and use What time do you_____?
- I_______ at________. to ask and answer questions about daily
rountines.
d. Step 1: Have pupils look at the pictures and elicit the Whole
Procedure activities and the time from them. class/
 Step 2: Have pupils point at Picture a, listen to the Individual
recording, and repeat the phrase (get up). Repeat the same work
procedure with the other three pictures. Have the class
repeat the phrases a few times.
Step 3: Point at the first bubble and have pupils listen and
repeat after the recording (What time do you get up?).
Point at Picture a and have pupils listen and repeat after
the recording (I get up at five o’clock.). Repeat the same
procedure with the other three pictures.
Step 4: Set a time limit for pupils to work in pairs, point at
the pictures, and practice asking and answering the
question What time do you _____? – I _____ at _____. Pair work
Step 5: Invite a few pairs to the front of the class to take
turns pointing at the pictures, asking and answering the
question What time do you _____? – I _____ at _____. Pair work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Questions & answers

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What time do you _____? – _____. to ask
and answer questions about pupils’ daily routines in a freer context.
b. Input - Picture cue: Nam and Lucy are asking and answering questions about
Lucy’s daily routines.
- Speech bubbles: What time do you ____? -______.
c. Outcome Pupils can enhance the correct use of What time do you _____? – _____.
to ask and answer questions about their daily routines in a freer context.
d. Step 1: Have pupils look at the picture and explain that Whole
Procedure Nam and Lucy are asking and answering questions about class/
Lucy’s daily routines. Get pupils to look at the first speech Individual
bubble and point at the picture of Lucy getting up to work
complete the question What time do you get up? Ask them
to repeat the question. Then point at the answer bubble and
say I get up at five o’clock. for pupils to repeat. Let pupils
listen to and repeat the question and the answer a few times
individually and in chorus.
 Step 2: Set a time limit for pairs of pupils to practice Pair work
asking and answering the question What time do you
_____? – _____.
Step 3: Go around the classroom to offer help where
necessary.
Step 4: Invite some pairs of pupils to the front of the class
to take turns asking and answering questions about their Pair work
daily routines.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Magic wheel (PPT) Group
Press “Spin” to play. If pupils have the correct answer they work
will be added the same number that shows on the slide.
Which team has more scores will be the winner at the end
of the game.
Option 2: Whole
1. What have you learnt today? class
2. What are the core values of the lesson?
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 2 – Period 4
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – identify the specific information by listening 4 conversations about daily
knowledge &
routines to number the correct pictures;
skills
– use clue pictures to complete the gaps;

– perform the song What time do you ...? in interesting ways, using

appropriate and meaningful gestures.

Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
Attributes - Show their responsibility by noticing the time and follow the timetable on
time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 19
- Audio tracks 21, 22
- Teacher’s guide: Pages 37, 38, 39
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Warm-up and review – Listen and number – Look, complete and read –
PROCEDURE Let’s sing – Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
- Greet the class. Whole class
- Spend a few minutes revising the previous lesson by Group work
inviting a few pairs to the front of the class to take turns
asking and answering questions about their daily routines
with What time do you ____? – I ____ at ____.
PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils
ask and answer questions about daily routines and number the correct
pictures.
b. Input Picture cues:
a. a girl getting up at 5:45 a.m.
b. a boy having breakfast at 6:00 a.m.
c. a girl going to school at 6:30 a.m.
d. a girl is in bed at 9:15 p.m.
Audio script:
1. A: What time do you go to bed?
B: I go to bed at nine fifteen.
2. A: What time do you go to school?
B: I go to school at six thirty.
3. A: What time do you get up?
B: I get up at five forty-five.
4. A: What time do you have breakfast?
B: I have breakfast at six o’clock.
c. Outcome Pupils can listen to and understand four communicative contexts in which
pupils ask and answer questions about daily routines and number the
correct pictures.
Key: 1. d 2. c 3. a 4. b
d. Procedure Step 1: Have pupils look at the pictures. Elicit the activities Whole
 and the time in the pictures.Draw pupils’ attention to the class/
boxes at the bottom right-hand corners of the pictures. Individual
Step 2: Play the recording of the first dialogue. Tell pupils work
that they will need to pay attention to the activity and time
(e.g. go to bed, 9:15) and look for the right picture.
Step 3: Play the recording of the other dialogues and get
pupils to number the pictures.
Set a time limit for pupils to swap books with a partner and
check the answers before checking as a class. Correct the
answers where necessary.
Extension: If time allows, play the recording, sentence by Whole
sentence, for the class to listen and repeat individually and class/
in chorus. Correct their pronunciation where necessary. Individual
work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges with the help of picture cues.

b. Input Four picture cues with four gapped exchanges to complete

c. Outcome Pupils can complete four gapped exchanges with the help of picture
cues.
Key: 1. six o’clock 2. six thirty
3. What time; six forty-five
4. go to bed; go to bed; nine fifteen
d. Procedure Step 1: Get pupils to look at Picture 1. Have them identify Whole
the time (6:00 AM) in the picture. Elicit the missing words class/
in the answer (six o’clock). Complete the answer. Individual
Step 2: Repeat the same procedure with Picture 2 (six work
thirty).
Step 3: Get pupils to look at Picture 3. Elicit the missing Individual
words in the question and answer from pupils (What time; work
six forty-five). Then have them complete the gaps (What
 time do you go to school? – I go to school at six forty-
five.). Repeat the same procedure with Picture 4 (go to
bed; go to bed; nine fifteen). Pair work
Step 4: Set a time limit for pupils to complete the
exchanges individually, then invite a few pairs to take
turns reading the completed exchanges.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song What time do you ...? with the correct pronunciation,
rhythm, and melody.
b. Input The lyrics and the recording of the song What time do you ...?
c. Outcome Pupils can sing the song What time do you ...? with the correct
pronunciation, rhythm and melody.
d. Procedure Step 1: Have pupils read the lyrics to familiarize Whole
themselves with the questions and answers. Check class/
comprehension and give feedback. Individual
Step 2: Have pupils listen to the whole song, drawing their work
attention to the pronunciation, rhythm, and melody.
Encourage them to point at the pictures to reinforce their
understanding.
Step 3: Play the recording of the song again, once or
twice, for pupils to listen and repeat line by line and do
related actions, e.g. using a finger to trace the words or
clapping hands.
Step 4: When pupils feel confident and are familiar with
the tune and melody, ask them to sing the whole song
while doing actions or clapping hands.
Step 5: Invite a few groups to the front of the class to sing Group
the song and do the actions. The class may sing along to work
reinforce the activity.
e. - Performance products: Student’s interaction and performance
Assessment
Fun corner and wrap-up: 5 minutes
Option 1: Game: Reorder the words (PPT) Group
Pupils take turns to reorder the words into a complete work
sentence.
Option 2: Whole
1. What have you learnt today? class

2. What are the core values of the lesson?

School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly pronounce the sound of the letters t and d in isolation, in the words
knowledge &
get and bed and in the correct sentences “What time do you get up?” and
skills
“What time do you do to bed?”;
- identify the specific information by listening 2 sentences to identify the
 target word;
- perform the chant in interesting ways, using appropriate and meaningful
gestures;
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks - problem
solving
Attributes - Show their responsibility by noticing the time and follow the timetable on
time.

II. RESOURCES AND MATERIALS

- Student’s book: Page 20
- Audio tracks 23, 24, 25
- Teacher’s guide: Pages 39, 40
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s
PROCEDURE chant – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
- Greet the class. Encourage pupils to respond to your Whole
greeting. class/
– Spend a few minutes revising the previous lesson by Individual
inviting two groups of three to the front of the class to take work
turns singing the song What time do you ...?
– Ask pupils to open their books at page 20 and look at
Unit 2, Lesson 3, Activity 1.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters t and d in isolation, in the
words get and bed, and in the questions What time do you get up? and
What time do you go to bed? with the correct pronunciation and
intonation.
b. Input – The letter t, the word get and the question What time do you get up?
– The letter d, the word bed and the question What time do you go to
bed?
c. Outcome Pupils can correctly repeat the sounds of the letters t and d in isolation, in
the words get and bed, and in the questions What time do you get up? and
What time do you go to bed? with the correct pronunciation and
intonation.
d. Procedure Step 1: Have pupils look at the letter t, listen to the Whole
recording and repeat the letter until they feel confident. class/
Correct the pronunciation where necessary. Individual
Step 2: Have pupils point at the word get, listen to the work
recording and repeat the word until they feel confident.
Monitor the activity and offer help where necessary.
Step 3: Get pupils to point at the sentence What time do
you get up?, listen to the recording and repeat it several
times. Then invite a few pupils to stand up to listen to and
repeat the sentence.
Step 4: Repeat Steps 1 to 3 for the letter d. Go around the
classroom and correct the pronunciation where necessary.
Step 5: Give pupils a time limit to practise pronouncing the Pair work
letters, saying the words, and reading the sentences in pairs
or groups.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers

PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words get and bed while listening.

b. Input Two gapped sentences with three answer options

Audio script:
 1. I read a book at six thirty.
2. I go out at five forty-five.
c. Outcome Pupils can identify the words get and bed while listening.
Key: 1. c 2. a
d. Procedure Step 1: Have pupils read the incomplete sentences. Explain Whole
that they must listen to the recording and circle the correct class/
options to complete the sentences. Check comprehension. Individual
Step 2: Play the recording and have pupils listen and circle work
the correct options. Then get pupils to swap books with a
partner to check their answers before checking as a class.
Correct the answers where necessary.
Step 3: Invite a few pupils to stand up and read the
completed sentences. Remind the class how to stress the
target sentences.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation.
b. Input The lyrics and the recording of the chant
c. Outcome Pupils can say the chant with the correct rhythm and pronunciation.
d. Procedure Step 1: Have pupils scan the chant, and elicit the words Whole
ending with t and d in the lines (get, bed). Check pupils’ class/
comprehension of the chant. Individual
Step 2: Play the recording. Get pupils to listen to and work
repeat the first verse, line by line. Show them how to chant
and clap hands.
Step 3: Play the recording of the first verse again for pupils
to do choral and individual repetition.
Step 4: Repeat Steps 2 and 3 for the second verse of the
chant. Go around the classroom and offer help where
necessary. Group
Extension: If there is enough time, split the class into two work
 groups to take turns chanting and clapping hands. Each of
the groups should sing one verse of the chant. Then invite
some groups to the front of the class to chant and clap.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Spin and say Group
Click the needle to start and then again to stop the wheel. work
Then say aloud the word to practice target sounds.
Option 2: Whole
1. What have you learnt today? class

2. What are the core values of the lesson?

 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 2: TIME AND DAILY ROUTINES

Lesson 3 – Period 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - read and write about time and daily activities;
knowledge & - draw pictures of their daily routines and present them to the class at
skills Project time.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform presentation skill
Attributes Show their responsibility by noticing the time and follow the timetable on
time.
II. RESOURCES AND MATERIALS
- Student’s book: Page 21
- Teacher’s guide: Pages 41, 42
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, …
III. Warm-up and review – Read and match – Let’s write – Game – Project
PROCEDURE

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
 - Greet the class. Encourage pupils to respond to your Whole
greeting. class/
- Spend a few minutes revising the previous lesson by Individual
inviting two groups of three to the front of the class to take work
turns saying the two verses of the chant.
- Ask pupils to open their books at page 21 and look at
Unit 2, Lesson 3, Activity 4.
PRACTICE
Activity 1. Read and match. 5 minutes
a. Goal To read and match the activities in a paragraph with the clocks showing
the corresponding time.
b. Input The paragraph, the sentences referring to activities in the text and the
clocks showing the corresponding time
c. Outcome Pupils can read and match the activities in a paragraph with the clocks
showing the corresponding time.
Key: 1. d 2. c 3. b 4. a
d. Procedure Step 1: Have pupils read the paragraph, the sentences, and Whole
the time on the clocks. Tell them to scan the paragraph for class
the appropriate time for the activities. Model Sentence 1 /Individual
(clock d). work
Step 2: Set a time limit for pupils to do the activity
independently. Go around the classroom and offer help
where necessary.
Step 3: Get pupils to swap books with a partner and check Pair work
their answers before checking as a class.
Step 4: Invite some pupils to stand up to read the paragraph Whole
aloud. class
/Individual
work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Keys

PRODUCTION
Activity 2. Let’s write. 10 minutes
a. Goal To complete a paragraph about pupils’ daily routines.

b. Input An incomplete paragraph with four gaps to fill in

c. Outcome Pupils can complete a paragraph about their daily routines.

d. Procedure Step 1: Tell pupils what they are going to do. Then get Whole
them to read the incomplete paragraph. Ask them what the class/
paragraph is about (daily routines). Remind them to pay Individual
attention to the contexts of the sentences before completing work
them with the appropriate information.
Step 2: Set a time limit for pupils to complete the
paragraph independently. Go around the classroom and
offer help where necessary.
Step 3: Get pupils to swap books and check their answers Pair work
in pairs or groups before checking as a class.

e. - Performance products: Student's talks and interaction

Assessment - Assessment tools: Observation; Answer keys
PRODUCTION
Activity 3. Project. 8 minutes
a. Goal To draw pictures of their daily routines at home and present them to the
class by using the target language.
b. Input A picture showing Ben presenting some pictures about his daily routine
to his classmates
c. Outcome Pupils can draw pictures of their daily routines at home and present them
to the class by using the target language.
d. Procedure Step 1: Explain that pupils have to show simple pictures of Whole
their daily routines (getting up, having breakfast, etc.) class/
which they have prepared at home as homework. They will Individual
tell the class about their daily routines in the pictures. work
Step 2: Invite a pupil to the front of the class to model the
presentation. Help him / her stick pictures of his / her daily
routine on the board. Observe and offer help with the
presentation language where necessary. Put the key
presentation language on the board (e.g. I get up at six
fifteen.). Have pupils repeat the key presentation language
 a few times to make them feel confident when they present
their daily routines before an audience.
Step 3: Set a time limit for pupils to work in groups. Each
pupil shows his / her pictures to the group and describes his Group
/ her daily routine. work
Step 4: Invite a few pupils to the front of the class to Whole
present the project. Encourage the class to cheer to praise class/
the good presenters. Individual
work

e. - Performance products: Student’s interaction and performance

Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Angry bird Group
Pupils choose the correct answer and have the score for work
their team.
Option 2: Whole
1. What have you learnt today? class

2. What are the core values of the lesson?