NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

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

NỘI

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

UNIT 6: OUR SCHOOL ROOMS

Lesson 1 - Period 1

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts focusing on
asking and answering questions about the location of rooms in a school;
- correctly say the phrases first floor, ground floor, second floor, third floor, go along, go
downstairs, go past, go upstairs in relation to the topic “Our school rooms” and use Where’s
the ___? – It’s on the ___. to ask and answer questions about the location of a room in a school;
- use Where’s the _____? – It’s on the _____. in a freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about school
rooms.
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their love and interest in school.
II. MATERIALS
- Pupil’s book: Page 44
- Audio tracks 56, 57
- Teacher’s guide: Pages 88, 89, 90
- Website hoclieu.vn
- Flash cards / pictures and posters (Unit 6)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & INTRODUCE NEW WORDS (5 minutes)
a. Objectives
- To revise the song.
- To introduce new words.
b. Content
- Let’s sing.
- New words:
* Location: ground floor, first floor, second floor, third floor
* School rooms: library, music room, art room, computer room
c. Expected outcomes
- Pupils can remember and say the words about location at school correctly.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Let’s sing. (Page 38)
- Draw pupils’ attention to the song - Pupils look at the screen Lyrics of the song in page
on the screen. and take turns singing the 38
- Divide the class into 2 groups, song.
take turns singing two verses of the
song.
- Praise them and get the class to
cheer or clap if they do a good job.
INTRODUCE NEW WORDS
- Draw pupils’ attention to a new - Pupils follow the teacher’s * Location: ground floor,
friend: Tommy – 9 years old – and instructions. first floor, second floor,
ask pupils to follow his school tour third floor
- Introduce school rooms and the - Pupils listen to and repeat * School rooms: library,
locations at school. individually and / or in music room, art room,
chorus word by word. computer room
e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative contexts focusing on
asking and answering questions about the location of rooms in a school.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
Pupils can understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering questions about the location of a room in a school.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 56)
Step 1: Have pupils look at - Pupils look at Pictures a – Context a: In the school
Pictures a and b and identify the and b and identify the playground, a foreign boy
characters in the pictures. characters in the pictures. asking Mai to show him
Step 2: Ask pupils to look at - Pupils look at Picture a and around the school.
Picture a. Play the recording for listen to the recording. Boy: Good morning.
them to listen. Play the recording Pupils listen to and repeat Could you show us around
again, sentence by sentence, for the recording sentence by your school?
pupils to listen and repeat sentence individually and in Mai: Yes, of course.
individually and in chorus. Correct chorus. Let’s go!
their pronunciation where - Pupils repeat the same – Context b: The boy and
necessary. Repeat the same procedure with Picture b. Mai talking about the
procedure with Picture b. - Pairs of pupils come to the location of the library.
Step 3: Play the recording again, front of the classroom to Boy: Where’s the library?
sentence by sentence, for pupils to listen to and repeat the Mai: It’s on the second
listen to and repeat individually sentences in the recording. floor.
and / or in chorus. - Pupils pay attention to the
Step 4: Invite a few pairs to the question and the answer and
front of the classroom to listen to listen to the teacher’s
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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and repeat the sentences in the explanation.

recording.
Step 5: Draw pupils’ attention to
the question Where’s the library?
and the answer It’s on the second
floor. Tell pupils that they are used
to ask and answer questions about
the location of a room in a school.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: LISTEN, POINT AND SAY (10 minutes)
a. Objectives
- To correctly say the phrases and use “Where’s the ____? – It’s on the ____. to ask and
answer questions about the location of a room in a school.
b. Content
- Activity 2. Listen, point and say.
c. Expected outcomes
Pupils can correctly say the phrases and use Where’s the ____? – It’s on the ____. to ask
and answer questions about the location of rooms in a school.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 57)
Step 1: Have pupils look at the - Pupils look at the pictures – Picture and word cues:
pictures and elicit the locations of and elicit the location and
the rooms. school rooms. a school building includes:
Step 2: Have pupils point at the - Pupils point at the - an art room on the ground
art room on the ground floor, pictures, listen to the floor, and the phrases art
listen to the recording and repeat recording and repeat the room, ground floor nearby
the phrases (art room – ground words. Pupils repeat the - a library on the first floor,
floor). Repeat the same procedure words a few times. and the word/ phrase
with the other three rooms. Have - Pupils listen and repeat library, first floor nearby
pupils repeat the phrases a few after the recording, - a computer room on the
times. Check comprehension. sentences by sentence, until second floor, and the
Step 3: Point at the first bubble they feel confident. phrases computer room,
and have pupils listen and repeat second floor nearby
after the recording (Where’s the
art room?). Point at the art room - a music room on the third
on the ground floor and have floor, and the phrases
pupils listen and repeat the answer music room, third floor
after the recording (It’s on the nearby
ground floor.). Repeat the same Speech bubbles:
procedure with the other three Where’s the _______?
rooms. - Pupils work in pairs and
– It’s on the ______.
Step 4: Have pupils work in pairs practise asking and
to practise asking and answering answering the question, Audio script:
the question Where’s the ____? – using speech bubbles. art room – ground floor
It’s on the ____. using the speech library – first floor
bubbles and rooms in the pictures. - Pairs of pupils point at the computer room –
pictures and say the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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Step 5: Invite a few pairs to point Questions & Answers in second floor
at the picture and say the questions front of the class. music room – third floor
and answers in front of the class.
A: Where’s the art room?
B: It’s on the ground floor.

A: Where’s the library?

B: It’s on the first floor.

A: Where’s the computer

room?
B: It’s on the second floor.

A: Where’s the music

room?
B: It’s on the third floor.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: LET’S TALK (8 minutes)
a. Objectives
- To use Where’s the ____? – It’s on the ____. in a free context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can use Where’s the ____? – It’s on the ____. in a free context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Draw pupils’ attention to - Pupils look at the pictures. – Picture cue: four rooms
the picture. Have them look at the Pupils say the actions of the (computer room, art room,
pictures and identify the location characters in the pictures. music room and library)
of each room. Pupils can look back located on different floors
to Activity 2 if they need of a school building.
reminding of any of the – Speech bubbles:
vocabulary. Where’s the ___? – _____.
Step 2: Have pupils look at the - Pupils look at the second Suggested answers:
bubbles to understand how the speech bubble on the board a.
sentence pattern is used. Have and say the completed A: Where’s the art room?
pupils role-play to practise asking sentences. B: It’s on the second floor.
the questions and giving their - Pupils look at the bubbles b.
answers in pairs, using the picture to understand how the A: Where’s the music
cue. Make sure pupils understand sentence pattern is used. room?
the structure and say it with the B: It’s on the third floor.
right pronunciation and intonation. c.
Go around the classroom to A: Where’s the computer
observe and provide help. room?
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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Step 3: Invite some pairs of - Pupils role-play to B: It’s on the first floor.
pupils to practise asking and practise asking and d.
answering questions in front of answering questions. A: Where’s the library?
the class. Praise them if they
B: It’s on the ground floor.
perform well.
Extension: For more able classes, - Pupils practise asking and
have pupils work in pairs to ask answering questions in front
and answer about the locations of of the class.
their school rooms.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Preparation for the project: Tell pupils about the project at page 49. Ask them to
prepare for it at home by drawing a picture of their favourite school or their dream school
in the future. Remind them to bring the pictures to class to present them at Project time.
* Option 1: Game: Spin the wheel (ppt)
- Divide class into 2 teams: Boys and Girls.
- Draw pupils’ attention to the questions on the screen.
- In teams, they take turns spinning the wheel and answer the questions. Read the question
aloud and answer it. If they have the correct ones, they get the points.
- The team with more points wins the game.
* Option 2: Game: Hot potato
- Pupils pass the ball while the teacher plays the music. When the music stops, the pupil
holding the ball says a word or sentence learnt in the lesson.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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

UNIT 6: OUR SCHOOL ROOMS

Lesson 1 - Period 2

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand four communicative contexts in which the characters ask and
answer questions about the location of a room in a school and tick or cross the correct pictures;
- complete four gapped exchanges with the help of picture cues;
- sing the song Where are the rooms in our school? with the correct pronunciation, rhythm
and melody.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform listening and reading tasks.
3. Attributes
- Understanding the layout and function of different rooms in their school can help pupils
develop their spatial awareness and memory skills.
- Knowing their way around the school and recognizing different spaces can help pupils
feel more comfortable and secure in their learning environment.
II. MATERIALS
- Pupil’s book: Page 45
- Audio tracks 58, 59
- Teacher’s guide: Pages 90, 91, 92
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 6)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the name of some school rooms.
b. Content
- Game: Guessing game
c. Expected outcomes
- Pupils can correctly say the names of the school rooms: computer room, music room,
art room, library.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Guessing game (ppt)
- Ask pupils to look at the board - Pupils look at parts of the Picture cues:
while showing some parts of the pictures that are opened. school, library, computer
pictures. room, music room, art
- Ask pupils to say “Stop” when - Pupils say “Stop” and room
they think they can guess the name give the name of the rooms
of the room. when they find the answers.
- Check their pronunciation.
- Give compliments and points to
the team when pupils give the
correct answers.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand four communicative contexts in which the characters ask and
answer questions about the location of a room in a school and tick or cross the correct pictures.
b. Content
- Activity 4. Listen and tick or cross.
c. Expected outcomes
Pupils can understand four communicative contexts in which the characters ask and
answer questions about the location of a room in a school and tick or cross the correct pictures.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and tick or cross. (Track 58)
Step 1: Draw pupils’ attention to - Pupils look at the pictures Picture cues:
the pictures. Elicit the location of then elicit the locations of 1. Class 5D on the ground
the room in each picture. (Picture the rooms. floor
1: class 5D on the second floor, 2. Art room on the second
Picture 2: art room on the second floor
floor, Picture 3: music room on the 3. Music room on the first
first floor, Picture 4: library on the floor
third floor).
Play the recording of the first - Pupils listen to the 4. Library on the third floor
exchange for pupils to listen. Play recording of each exchange. Audio script:
the recording again for pupils to do Pupils listen to the recording 1. A: Where’s Class 5D?
the task. If necessary, play the again to do the task. Pupils B: It’s on the ground
recording a third time for pupils to listen to the recording a third floor.
check their answers. time to check their answers. 2. A: Where’s the art room
Step 2: Repeat Step 1 for - Pupils swap books with their in your school?
Exchange 2. partner, then check answers B: The art room? It’s on
Step 3: Get pupils to swap books as a class. the first floor.
with their partner, then check - Pupils swap book backs 3. A: There’s a big music
answers as a class. Write the and listen to the recording room in our school.
correct answers on the board. again to double-check their B: Where is it?
Step 4: Swap books back. answers. Girl: It’s over there, on the
- Pupils explain their
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Play the recording again for answers. second floor.

pupils to double-check their - Pupils listen to each 4. A: What do you do at
answers. Have pupils repeat the question in the recording and break time?
information in the recording to recall the answer. B: I read books in the
explain their answer, for example, library.
Class 5D is on the ground floor, so A: Where is it?
they should tick the box in the B: It’s on the third floor.
right corner of Picture 1. * Key: 1. 2. 🗴 3. 🗴 4.
Extension: Play the recording,
pausing after each question and
have pupils recall the answer.
Check if they can give the correct
answer. Correct their
pronunciation where necessary.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
To complete four gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete four gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Have pupils look at - Pupils look at the pictures - Four picture cues
the pictures. Get them to and identify the location of - Four gapped exchanges with
identify the location of the the room in each picture. the target sentences to
room in each picture. complete
Step 2: Ask pupils to look at - Pupils look at the four *Key:
the four incomplete exchanges. incomplete exchanges. 1. first
Draw their attention to the 2. second
missing words in the 3. Where’s; ground floor
sentences. - Pupils follow the teacher 4. library; third floor
Step 3: Model Exchange 1. demonstrating the Exchange 1.
Have pupils look at the
exchange. Ask them what is
missing in the answer. Then
have them look at the picture
and identify the necessary
information (first). Ask them
to complete the gap (It’s on - Pupils complete the
the first floor.). Repeat the exchanges individually, then
same procedure with swap books with a partner and
Exchanges 2, 3 and 4. check their answers before
Step 4: Have pupils complete checking as a class.
the exchanges individually. - Pairs of pupils read the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Get pupils to swap books with exchanges aloud.

a partner and check their
answers before checking as a
class.
Extension: Nominate a few
pairs to read the exchanges
aloud. Correct their
pronunciation where
necessary, praise the readers,
and get the class to clap or
cheer if their pronunciation is
good.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
To sing the song Where are the rooms in our school? with the correct pronunciation,
rhythm and melody.
b. Content
- Activity 6. Let’s sing.
c. Expected outcomes
Pupils can sing the song Where are the rooms in our school? with the correct
pronunciation, rhythm and melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s sing. (Track 59)
Step 1: Draw pupils’ attention to - Pupils pay attention to the The lyrics and recording of
the title and lyrics of the song. title and lyrics of the song. the song Where are the
Encourage them to point at the Pupils point at the pictures to rooms in our school?
pictures to reinforce their reinforce their understanding.
understanding.
Step 2: Play the recording all the - Pupils listen to the recording
way through. Encourage pupils to all the way through, paying
listen carefully to the pronunciation attention to the pronunciation
and the melody. and the melody.
Step 3: Play the recording, line by - Pupils listen to the recording,
line, for pupils to listen and repeat. line by line, and repeat.
Correct their pronunciation where Pupils do actions while they
necessary. Introduce actions for sing along with the recording.
pupils to do while they sing along
with the recording.
Step 4: Play the recording all the - Pupils listen to the recording
way through for pupils to sing all the way through and sing
along and do action. along and do action.
Step 5: Put pupils into groups to - Pupils work in groups to
make up their own actions for the make up their own actions for
song. Invite groups to the front of the song. Pupils come to the
the class to perform, while the rest of front of the class to perform,
the class sings and / or claps along. while the rest of the class
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Encourage the class to praise or sings and / or claps along.

cheer the performers.
e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Roll the dice
- Divide the class into groups of six. Have each pupil count the numbers from one to six.
- Ask a pupil from each group to roll the dice to choose a pupil asking the question.
- The pupil asking the question invites another pupil of the group to answer the question
about the locations of some school rooms in their school.
e.g. Pupil A: Where is the library
Pupil B: It’s on the ground floor.
- The pupil giving the correct answer will continue rolling the dice.
* Option 2: Game: School tour (ppt)
- Display the slide of 6 doors.
- Put pupils in 3 teams. Each team chooses a door and completes the questions and the
answer by looking at the picture cues.
- Check pupils’ pronunciation and their answers. Give points as the stars appeared on the
screen to the team having the correct answer.
- Continue playing until all six doors are opened.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 6: OUR SCHOOL ROOMS

Lesson 2 - Period 3

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts focusing on
asking for and giving directions in a school.
- use the phrases first floor, ground floor, second floor, third floor, go along, go
downstairs, go past, go upstairs in relation to the topic “Our school rooms”;
- use Could you tell me the way to the computer room, please? - ________. to ask for and
give directions in a school;
- use Where’s ______? – It’s on the ______. and Could you show me the way to _____,
please? – ____. in a freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about personal
information correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their pride in their school and raise awareness about the location of different rooms
in their school.
II. MATERIALS
- Pupil’s book: Page 46
- Audio tracks 60, 61
- Teacher’s guide: Pages 92, 93, 94
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 6)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the previous lesson by playing Lucky candy house game.
b. Content- Game: Lucky candy house
c. Expected outcomes
- Pupils can correctly use the words and structures they have previously learnt.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Lucky candy house
- Ask pupils to play Lucky candy - Pupils listen to the - 6 questions and picture
house game to review questions teacher’s instructions and cues.
and answers about the locations of play the game.
rooms in a school.
- Divide the class into three or
four groups. Ask each group to
choose a number, then see the
picture and fill in the blank. The
group giving the correct answer
gets points with the corresponding
candies. The group with the most
candies wins.
- Ask pupils to open their books at - Pupils open their books at
page 46 and look at Unit 6, page 46 and listen to the
Lesson 2, Activity 1. teacher’s instructions.
- Explain that in this lesson they
will learn to ask for and give
directions at school.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative contexts focusing
on asking for and giving directions in a school.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two communicative contexts
focusing on asking for and giving directions in a school.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Look, listen and repeat. (Track 60)
Step 1: Have pupils look at Pictures - Pupils look at Pictures a – Context a: In the school
a and b and identify the characters and b and identify the corridor, Mr Long meets
in the pictures. characters in the pictures. Ben who is looking for the
Step 2: Ask pupils to look at Picture - Pupils look at Picture a computer room.
a. Play the recording for them to and listen to the recording. Mr Long: What are you
listen. Play the recording again, Pupils listen to the looking for, Bill?
sentence by sentence, for pupils to recording again, sentence Bill: I’m looking for the
listen and repeat. by sentence, and repeat computer room.
Step 3: Repeat the same procedure individually and in chorus. – Context b: Ben asks Mr
with Picture b. Correct their - Pupils repeat the same Long for the directions to
pronunciation where necessary. procedure with Picture b. the computer room and Mr
Step 4: Invite a few pairs to the front - Pairs of pupils come to Long answers his question.
of the classroom to listen to and the front of the classroom
repeat the sentences in the recording. to listen to and repeat the Bill: Could you tell me the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Step 5: Draw their attention to the sentences in the recording. way to the computer room,
question Could you tell me the way - Pupils pay attention to the please?
to the computer room, please? and question and the answer, Mr Long: Go upstairs. It’s
the answer Go upstairs. It’s on the then listen to the teacher’s on the first floor.
first floor. Tell pupils that they are explanation. Bill: Thank you, Mr Long.
used to ask for and give directions in
a school.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation;
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the phrases and use Could you show me the way to the computer room,
please? - ______. to ask for and give directions in a school.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the phrases and use Could you tell me the way to the computer
room, please? - ______. to ask for and give directions in a school.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Listen, point and say. (Track 61)
Step 1: Have pupils look at the - Pupils look at the pictures Picture and word cues:
pictures and elicit the directions and elicit the directions to a. an arrow showing the
to the rooms in the pictures. Have the rooms in the pictures. direction of going upstairs
the class repeat the phrases a few to the computer room and
times. Ask questions to check the phrase go upstairs
their comprehension. underneath
Step 2: Have pupils point at - Pupils point at Picture a, b. an arrow showing the
Picture a, listen to the recording listen to the recording and direction of going
and repeat the phrase (go repeat the word. Pupils downstairs to the computer
upstairs). Repeat the same follow the teacher’s
room and the phrase go
procedure with the other three instructions with the other downstairs underneath
pictures. three pictures. Pupils repeat
c. an arrow showing the
Step 3: Point at the bubbles and the words a few times.
direction of going along the
have pupils listen and repeat after - Pupils listen and repeat
corridor and turning left to
the first exchange in the recording after the recording. Pupils
reach the computer room
(Could you tell me the way to the look at Picture a and listen
and the phrase go along the
computer room, please? – Go and repeat after the first
corridor and turn left
upstairs.). Draw pupils’ attention exchange in the recording.
underneath
to the arrow showing the Pupils follow the teacher’s
direction of going upstairs. Point instructions with the other d. an arrow showing the
at Picture a and have pupils listen three pictures. direction of going past the
and repeat the sentences again library and turning right to
until they feel confident. Repeat reach the computer room
the same procedure with Pictures and the phrase go past the
b, c and d. library and turn right
Step 4: Have pupils work in pairs underneath
and practise asking and answering – Speech bubbles:
- Pupils work in pairs to Could you show me the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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the question Could you tell me the practise asking and way to the computer
way to the computer room, answering the question, room, please? –______.
please? - _____. using speech using speech bubbles and Audio script:
bubbles and Pictures a, b, c and d. Pictures a, b, c and d. a. go upstairs
Step 5: Invite a few pairs to point
b. go downstairs
at the pictures and say the - Pairs of pupils point at the
questions and answers in front of pictures and say the c. go along the corridor and
the class. Questions & Answers in turn left
front of the class. d. go past the library and
turn right
a. A: Could you tell me the
way to the computer room,
please?
B: Go upstairs.
b. A: Could you tell me the
way to the computer room,
please?
B: Go downstairs.
c. A: Could you tell me the
way to the computer room,
please?
B: Go along the corridor
and turn left.
d. A: Could you tell me the
way to the computer room,
please?
B: Go past the library and
turn right.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To use Could you tell me the way to _____, please? - _____.in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
Pupils can use Could you tell me the way to _____, please? - _____. in a freer context.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s talk.
Step 1: Ask pupils to look at the - Pupils look at the pictures – Picture cue: a school
picture, point to the locations of and identify the way to get building with an art room
each of the school rooms and the school rooms. a computer room, Class
explain how to get there. - Pupils listen to the 5A, , a music room, and a
Step 2: Tell pupils that they are teacher’s instruction. library in it
going to ask and answer about the – Speech bubbles:
locations of and the directions to Where’s ___? - It’s on the
each of the rooms using Where’s ___.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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______? - ______. and Could you Could you tell me the way
tell me the way to ________, to , please? – ____.
please? - _____. Point out to
pupils the red star and the
sentence You are here. in the
centre of the picture. -. Pupils role-play to
Step 3: Give pupils time to work practise asking the
in pairs and take turns asking and questions and giving their
answering questions about the answers in pairs, using the
locations and directions of the picture cue and phrases
rooms using the picture cue and learnt.
phrases learnt in both Lessons 1
and 2. - Some pairs of pupils act
Step 4: Invite a few pairs to come out the exchanges in front
to the front of the classroom and of the class.
act out the exchanges. Praise
them if they perform well.
Extension: Have pupils ask for - Pupils practise asking and
and give directions to go to their answering questions about
own school rooms, using the giving directions to their
structure and vocabulary learnt. own school rooms.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Preparation for the project: Tell pupils about the project at page 55. Ask them to
prepare for it at home by making activities survey.
* Option 1: Game: Madagascar (ppt)
- Divide the class into 2 teams (boys and girls)
- Each team takes turns answering the question.
- Pupils pick a crate to get points if they answer the question correctly.
- The team with more points is the winner.
* Option 2: Game: Pass the teddy bears
- Give two different coloured balls to two pupils, a red ball (ask the question) and a yellow
ball (answer the question).
- Ask pupils to listen to music and pass the ball.
- Stop music suddenly. Have the pupil with a red ball make a question. Have the pupil with
a yellow ball answer the question.
e.g. Pupil A: Could you tell me the way to the computer room, please?
Pupil B: Go upstairs and turn right.
- Repeat the game several times.

Week:
Period:
Date of teaching:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 6: OUR SCHOOL ROOMS

Lesson 2 - Period 4

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand two communicative contexts in which people ask for and give
directions at school and tick the correct pictures;
- complete two gapped exchanges with the help of picture cues;
- revise the target vocabulary items and structures by playing Memory game.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform listening, reading and writing tasks.
3. Attributes
- Show their pride in their school and raise awareness about the location of different rooms
in their school.
II. MATERIALS
- Pupil’s book: Page 47
- Audio track 62
- Teacher’s guide: Pages 88, 89, 90
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 6)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise vocabulary learnt in the previous lesson.
b. Content
- Look, read and say the words.
c. Expected outcomes
- Pupils can say and correctly pronounce the words.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Bad luck Billy (ppt)
- Ask pupils to stand up and read - Pupils stand up and play Review vocabulary: go
the words on the screen. the game. downstairs, go upstairs,
- If the lightning struck while a turn right, go along the
pupil is reading, that pupil has to corridor, go past the library
sit down. and turn left, first floor
- At the end of the game, the
pupil(s) still standing is the
winner(s).
- Have pupils read all the words - Pupils read the words.
one more time.
e. Assessment
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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- Performance products: Pupils’ answers and pronunciation

- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand two communicative contexts in which people ask for and
give directions at school, and tick the correct pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which pupils ask for
and give directions at school and tick the right pictures..
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Listen and circle. (Track 20)
Step 1: Draw pupils’ attention to - Pupils look at the pictures Picture cues:
the pictures of the three arrows and identify the three arrows 1a. a library on the ground
showing the directions to the art showing the directions. floor, an arrow showing the
room. Identify them as a class. direction of going
Step 2: Play the recording of the - Pupils listen to the first downstairs
first exchange for pupils to listen. part of the recording. Pupils
1b. a library on the first
Play the recording again for pupils listen to the recording again
floor, an arrow showing
to do the task. Play the recording to do the task. Pupils listen
the direction of going
a third time for pupils to check to the recording a third time
upstairs
their answers. if needed.
Step 3: Repeat Steps 1 and 2 for - Pupils follow the teacher’s 1c. a library on the
Exchange 2. instructions with Exchange first floor, an arrow
Step 4: Get pupils to swap books 2. showing the direction
with their partner, then check - Pupils swap books with a of going downstairs
answers as a class. Write the partner, then check answers 2a. an arrow showing the
correct answers on the board. as a class. direction of going along the
corridor, past the music
Step 5: Play the recording again - Pupils listen to the
room and turning right to
for pupils to double-check their recording to double-check
reach the art room
answers. Have pupils repeat the their answers.
information in the recording to - Pupils repeat the 2b. an arrow showing the
explain their answers, for information in the direction of going along the
example, Go downstairs. It’s on recording to explain their corridor and turning right
the first floor. answers. to reach the art room
Extension: Read the exchanges - Pupils listen and find the
2c. an arrow showing the
aloud to pupils, but change one new information when the direction of going along the
detail in each. Ask them to write teacher reads the exchange corridor, past the music
down the information that has room and turning left to
been changed. For example, in reach the art room
Exchange 1: Could you tell me the
way to the music room, please? Audio script:
Sure. Go downstairs. It's on the 1.
first floor. Thank you. A: Hi, I’m Lan. I’m a new
The part that’s new is music pupil. Could you tell me
room. the way to the library,
please?
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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B: Sure. Go downstairs. It’s

on the first floor.
A: Thank you.
2.
A: What are you looking
for, Linh?
B: I’m looking for the art
room. Could you tell me
the way there, please?
A: Go past the music room
and turn right.
B: Thank you very much.
*Key: 1. c 2. a
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete two gapped exchanges with the help of the picture cues..
b. Content
- Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete two gapped exchanges with the help of picture cues.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Read and complete.
Step 1: Have pupils look at the - Pupils look at the pictures Two picture cues about
pictures. Ask them to identify the and identify the location of directions to school rooms
directions to the rooms in the the rooms in the pictures. and two incomplete
pictures. - Pupils look through the exchanges
Step 2: Get pupils to look at the two incomplete exchanges. * Key:
two incomplete exchanges. Draw 1. way, past
their attention to the missing 2 Could, along, right
words in the sentences. - Pupils follow the teacher
Step 3: Model Exchange 1. Have demonstrating the
pupils look at the exchange. Ask Exchange 1.
them what is missing in the first
gap. Then have them look at the
whole sentence and complete the
gap (Could you tell me the way to
the library, please?). Repeat the
same procedure with the other
gap in the exchange.
Step 4: Have pupils complete - Pupils complete gapped
three gaps in the second Exchange 2 independently.
exchange individually. Get pupils - Pupils swap books with a
to swap books with a partner and partner and check their
check their answers before answers before checking as
checking as a class. a class.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Extension: Ask a few pairs of - Pairs of pupils read the

pupils to read the exchanges exchanges aloud.
aloud. Correct their pronunciation
where necessary, praise the
readers, and get the class to clap
or cheer if their pronunciation is
good.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To revise the target vocabulary items and structures by playing Memory game.
b. Content
- Activity 6. Let’s Play.
c. Expected outcomes
- Pupils can revise the target vocabulary items and structures by playing Memory game.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Let’s play.
Step 1: Tell pupils that they are - Pupils follow the A picture showing how to
going to play Memory game using teacher’s instructions. play the game:
the language learnt in Lessons 1 - a teacher standing near
and 2. the board and saying:
Step 2: Draw a map with school Could you tell me the way
rooms on the board. Divide the to the library, please?
class into two teams. Have pupils - a boy standing nearby
look at the school rooms on the saying: Go downstairs and
map for 20 seconds, then cover turn left.
the room names with paper / - a girl opening a card to
cards. Tell the teams to listen to show the word LIBRARY
the your question (e.g. Could you on the board
tell me the way to the library,
- a map of school rooms,
please?), then ask one pupil in a
with the names of the
team to give you directions while
rooms covered by cards
the other pupil in the same team
follows the directions and opens
the right card to find the room. If
he / she finds the right room by
following the directions, the team
gets one point. If he / she doesn't
end up at the right room, he / she
covers the room name up again
and it becomes the other team’s
turn.
Step 3: The teams take turns to - Pupils play the game.
play the game. Set a time limit for
pupils to play the game. The team
that has the most points at the end
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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of the game wins.

e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Free practice
- Teacher lets pupils play the above games in groups.
- Teacher divides the class into groups of 3-4.
- Teacher gives each group a paper.
- They decide together and draw a school map and cover the rooms with cards.
- One pupil is the group leader. Tell the pupils to listen to the leader’s question (e.g. Could
you tell me the way to the library, please?), then ask one pupil to give the direction (e.g. to the
library), the other pupil follow the direction and open the right card to find the room.
* Option 2: Game: Lucky number (ppt)
- Teacher divides the class into 2 teams.
- Each team takes turns asking and answering about the room on the screen, using the
structures learnt.
- Teacher checks the answer with the whole class.
- Pupils choose a box and get the point(s).
- The team with more points is the winner.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
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Week:
Period:
Date of teaching:
LESSON PLAN
(Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)

UNIT 6: OUR SCHOOL ROOMS

Lesson 3 - Period 5

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
By the end of the unit, pupils will be able to:
- correctly stress the two-syllable words up’stairs and down’stairs in isolation and in the
sentences He’s going up’stairs. and She’s running down’stairs.;
- identify the word stress on some two-syllable words and circle the word with a different
stress pattern from the other two words;
- say the chant with the correct pronunciation, word stress and rhythm.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about personal
information correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their pride in their school and raise awareness about the location of different rooms
in their school.
II. MATERIALS
- Pupil’s book: Page 48
- Audio tracks 63, 64, 65
- Teacher’s guide: Pages 97, 98, 99
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 6)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the target language by having pupils play Guessing game.
b. Content
- Game: Guessing
c. Expected outcomes
- Pupils can correctly sing the song with correct pronunciation, rhythm and melody.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Guessing Game
* Review vocabulary - Pupils look at the screen - Vocabulary:
- Have pupils look at the pictures and say the correct phrases. Go along the corridor, go
on the screen and say the upstairs, go downstairs,
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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appropriate phrases. - Pupils listen to the turn left, turn right, go past
- Check the pronunciation when teacher's instructions and the library
necessary. follow. - List of the two-syllable
* Review stress and syllable words:
- Show some words on the screen downstairs, along,
and ask pupils to decide whether upstairs, second, sunny,
they are two or three syllable ahead, library, computer,
words. Then sort out. corridor
- Explain what the word stress and
stress mark is, if necessary.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To correctly stress the two-syllable words up'stairs and down'stairs in isolation and in
the sentences He’s going up'stairs. and She’s running down'stairs.

b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly stress the two-syllable words up'stairs and down'stairs in isolation and in
the sentences He’s going up'stairs. and She’s running down'stairs.

d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 1. Listen and repeat. (Track 63)
Step 1: Draw pupils’ attention to - Pupils look at the words - The word up’stairs and
the word up’stairs and the up’stairs and down’stairs., the sentence He’s going
sentence I want to go up’stairs. paying attention to the up’stairs.
Play the recording and encourage stress mark on the word - The word down’stairs and
them to point to the word and - Pupils listen to the the sentence She’s running
sentence while listening. Remind recording. down’stairs.
pupils what word stress is, in
Vietnamese if necessary (Word
stress is the emphasis that you put
on just one syllable in the word
that has more than one syllable, by
saying it more loudly). Tell them
that we use a stress mark (') to
indicate the stressed syllable in a
word. - Pupils listen to the
Step 2: Play the recording again teacher’s explanation.
and encourage pupils to listen and
repeat. Do this a few times until - Pupils listen to and repeat
pupils feel confident. Correct their the recording again
pronunciation and word stress individually and in chorus.
where necessary and praise good - Pupils do the same
pronunciation. procedure with the second
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Step 3: Repeat Steps 1 and 2 for line.

the second line. - Pupils work in pairs or
Step 4: Let pupils work in pairs or groups to say the two lines.
groups to say the words up’stairs - A few pupils listen to the
and down’stairs, and read the recording and say the
sentences He’s going up‘stairs. language in front of the
and She’s running down‘stairs. class.
Invite a few pupils to listen to the
recording and say the language in
front of the class. If they perform
well, praise them.
e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation;
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- identify the word stress on some two-syllable words and circle the word with a different
stress pattern from the other two words.
b. Content
Activity 2. Circle, listen and check.
c. Expected outcomes
- Pupils can identify the word stress on some two-syllable words and circle the word with a
different stress pattern from the other two words.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 2. Circle, listen and check. (Track 64)
Step 1: Draw pupils’ attention to - Pupils look at the sets of Three sets of two-syllable
the three sets or two-syllable two syllable words, then words, each set containing
words. Explain what pupils have listen to the teacher's one word with the stress on
to do. Check comprehension. instructions. the second
Step 2: Tell pupils to look at the - Pupils read the words in syllable
three words in the first line, read the first line aloud and Audio script:
them aloud and circle the word circle the odd one out, then 1. a. upstairs b. active
that has the stress on the second listen and check the answer. c. loudly
syllable. Then play the recording - Pupils do the same with 2. a. busy b. sunny
for pupils to listen and check their the other lines. c. downstairs
answer. - Pupils swap books with a 3. a. music b. along
Step 3: Repeat Step 2 for the partner before checking in c. second
second and third lines. as a class. * Key: 1. a 2. c 3. b
Step 4: Tell pupils to swap books - Pupils listen to the
with a partner, then check the recording again to double-
answers as a class. Write the check their answers.
correct answers on the board. Play - One or two pupils stand
the recording again for pupils to up, and listen to and repeat
listen and double-check their the words. /Pupils find out
answers. more two-syllable words
Extension: Invite one or two with the stress on the
pupils to stand up, and listen to second syllable.
and repeat the words. For a more
able class, have pupils find out
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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two-syllable words with the stress

on the second syllable.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To say the chant with the correct pronunciation, word stress, and rhythm.
b. Content
- Activity 3. Let’s chant.
c. Expected outcomes
- Pupils can say the chant with the correct pronunciation, word stress, and rhythm.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 3. Let’s chant. (Track 65)
Step 1: Draw pupils’ attention to - Pupils pay attention to the The lyrics and recording of
the lyrics of the chant. Check lyrics of the chant. the chant
comprehension.
Step 2: Play the recording all the - Pupils listen all the way
way through. Encourage pupils to through, paying attention to
listen carefully to the rhythm and the rhythm, pronunciation,
pronunciation. Draw pupils’ and word stress.
attention to the two-syllable words
with the stress on the second
syllable in the chant, (upstairs,
downstairs), and the sentences
containing those words.
Step 3: Play the recording again, - Pupils listen to the
line by line, for pupils to listen recording again, line by line,
and repeat. Correct their and repeat.
pronunciation if necessary.
Step 4: Play the recording all the - Pupils listen to the recording
way through for pupils to chant all the way through and chant
along. Encourage them to clap along. Pupils clap while
while chanting. chanting.
Extension: Divide the class into - Pupils work in two or more
two or more groups to take turns groups to take turns listening
listening to and repeating the to and repeating the chant,
chant, while the rest of the class while the rest of the class
claps along. claps along.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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5. FUN CORNER AND WRAP-UP (7 minutes)

* Preparation for the project: Tell pupils about the project at page 49. Ask them to
prepare for it at home by drawing a picture of their favourite school or their dream school in the
future. Tell them to bring the pictures to class to present them at Project time.
* Option 1: Odd one out (ppt)
- Divide the class into two teams.
- Each team has a representative to play “Rock, paper, scissors” to play first.
- The winning team answers the question first. Pupils get the points if their team answers
the question.
- The team with more points wins.
* Option 2: Review syllables and stress.
- Teacher writes a word on the board then says. (two syllable words)
- Pupils will clap their hands twice if the stress of that word is on the first syllable.
- Pupils will clap their hands once if the stress of that word is on the second syllable.
- Invite a pupil to come to the front and draw the stress mark for that word.
- Word list: downstairs, second, active, happy, along, ahead, upstairs …
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Week:
Period:
Date of teaching:

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

UNIT 6: OUR SCHOOL ROOMS

Lesson 3 - Period 6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- read a text about rooms in a school and show understanding by deciding whether some
statements are true or false;
- read and complete the table about rooms in their school;
- make a picture of a favourite school and present it to the class by using the target
language.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning
tasks.
- Self-control & independent learning: perform reading and writing tasks.
3. Attributes
- Show their knowledge about their schools.
II. MATERIALS
- Pupil’s book: Page 49
- Teacher’s guide: Pages 99, 100
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 6)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To review the vocabulary and structures they’ve learnt in the previous lessons.
b. Content
- Vocabularies and structures
c. Expected outcomes
- Pupils can listen and answer the questions.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Collect the pencils
- Divide the class into two groups. - Pupils listen to the - Vocabulary:
- Each team takes turns choosing teacher’s explanation. art room, library,
a room in the school map, answers - In teams, pupils take turns computer room, music
the questions and gets points. choosing the rooms and room, upstairs,
- The group with more points wins answering the questions. If downstairs, past, along,
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the game. they have the correct turn left, turn right,
answers, they can give the - Structures:
mystery box or keep it to • Where is the ____?
the other teams. – It’s _____.
• Could you show me the
way to the ____, please?
– ____.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To read a text about rooms in a school and show understanding by deciding whether some
statements are true or false.
b. Content
- Activity 4. Read and tick True or False.
c. Expected outcomes
- Pupils can read a text about rooms in a school and show understanding by deciding
whether some statements are true or false.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 4. Read and tick True or False.
Step 1: Draw pupils’ attention to - Pupils pay attention to the – A text about rooms in a
the text and read it together as a text and read it as a class. school
class. Check comprehension. - Pupils read the four – Four statements with
Step 2: Draw pupils’ attention to statements below the text, True and False boxes
the four statements below the text and find the information in
and four boxes to tick True or the text to decide the *Key:
False. Have pupils pay attention to statements are True or 1. True 2. True
the sentences about the rooms in False. 3. False 4. True
the school (their locations, the
directions to the rooms). Give
pupils time to tick the correct
boxes. Ask where in the text pupils
can find the information they need
to decide whether the statements
are true or false. For example, for
Statement 1, explain that pupils
need to find the sentence Our
school has a computer room and a
library. in the text, then tick the
box True near the statement.
Step 3: Tell pupils to swap books
with a partner, then check answers - Pupils swap books with a
together as a class. Write the partner, then check answers
correct answers on the board. as a class.
Step 4: If time allows, ask pupils
to read the text aloud in front of - Pupils read the text aloud
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the class. Have pupils read the in front of the class.

sentences in the reading text that - Pupils read the sentences
help them find the correct answers. in the text that help them
For example, You go upstairs, and find the answers.
it is on the left.
Extension: Have pupils write
sentences to compare the location - Pupils write the sentences
of and direction to the rooms in the about the same rooms in
reading and the rooms in their their school, giving the
school. For example: Our location and direction to
computer room is on the ground those rooms.
floor, but their computer room is
on the second floor.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
3. ACTIVITY 2: PRODUCTION (10 minutes)
a. Objectives
- To read and complete the table about rooms in their school.
b. Content
Activity 5. Let’s write.
c. Expected outcomes
- Pupils can complete the table about rooms in their school.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 5. Let’s write.
Step 1: Tell the class the goal of - Pupils listen to the A gapped table about school
this activity: pupils are going to teacher’s explanation. rooms
read the table and complete the Suggested answer:
gaps in it. Check comprehension.
Step 2: Read the headings in the - Pupils follow the
table as a class (School rooms / teacher’s instructions.
Where? / How to go there from
your classroom?). Point to the
example in each column and
encourage pupils to complete the
rest of the gaps.
Step 3: Give pupils time to write. - Pupils complete the table
Go around the classroom to offer based on their personal
help if necessary. information from the
Step 4: If time allows, invite a guiding questions.
few pupils to read aloud the - Pupils stand up and read
words / phrases they have written aloud their answers.
in the table to the class.
e. Assessment
- Performance products: Pupil’s answer
- Assessment tools: Observation; Answer keys
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4. ACTIVITY 3: PRODUCTION (8 minutes)

a. Objectives
- To make a picture of a favourite school and present it to the class by using the target
language.
b. Content
- Activity 6. Project
c. Expected outcomes
- Pupils can make a picture of a favourite school and present it to the class by using the
target language.
d. Organisation
TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Activity 6. Project
Step 1: Tell pupils the goal of this - Pupils listen to the A picture of a favourite
activity. Explain that they are teacher’s explanation. school
going to show pictures that they Suggested presentation:
have drawn at home and tell the This is a picture of my
class about their favourite schools. favourite school. It’s a big
Step 2: Have pupils work in - Pupils work in groups of and beautiful school. The
groups of five. Each pupil shows a five. Pupils show his / her school has many rooms in
picture that he / she has drawn at pictures that he / she has it. In the picture, you can
home and tells the group about his drawn at home and tell the see a gym, a computer
/ her favourite school, e.g. This is group about his / her room, a library, an art room,
my favourite school. It has many favourite school. a music room and our
rooms in it. Go around the class classroom – Class 5D. The
and offer help if necessary, for gym and the computer room
example, when pupils need some are on the ground floor. The
more vocabulary to talk about library and Class 5D are on
their favourite rooms. the first floor. The art room
Step 3: Invite some pupils to - Pupils show their work and the music room are on
show their work and talk about and talk about their schools. the second floor. My
their favourite schools in front of Pupils stick their work on favourite room is the art
the class. Have pupils stick their the wall or board as a room. I often draw pictures
pictures on the wall or board as a display. with my friends there.
display.
e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Presentation: Talk to your friend
- Pupils show their pictures to their classmates, and present the school to the class at the
Project time.
- Have pupils work in groups of four.
- Call some volunteers to perform in front of the class.
- Praise pupils if they perform well.