Week:

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 2: Grammar

I - Objectives:
- Talking and reading about everyday activities.
- Reading – writing – speaking
- Vocabulary:
Times, Everyday activities, get up, go to bed, have dinner, have breakfast, go to
school
- Grammar: What’s the time? It’s ….He gets up/goes to school etc. at …
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Activities
Classroom
management
Warm up Review after everyday activities. Play slowly
Whole class
reveal with the flashcards 31-26..Cover the front
of each card as you show it and uncover slowly as
the children guess what the activity is.
Pre –
Ask the children some questions about the story
Individuals
teaching
from the last lesson. What is Rosie’s dad’s job?

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 2: Grammar

I - Objectives:
- to practice word order and writing and describing everyday activities
Speaking- writing
- Vocabulary: Times, Everyday activities, get up, have breakfast, have dinner
go to school
- Grammar: He gets up/goes to school etc. at …
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Activities
Classroom
management
Warm up - Play Snap with the everyday activities flash cards. Whole class
Show a flash card and say the activity. If it is the
same the children say “SNAP”
Pre –
- Draw a clock on the board or show the children a
Whole class
teaching real clock. Draw or show different times and elicit
the time from the children.
While –
- Ask the children what times they can see in the
Individuals
teaching pictures in exercise 1 on page 29 in their

UNIT 4: WHAT’S THE TIME?
Lesson 3: Song

I - Objectives:
- Talking and listening about what you do at different times of the day.
- Listening – Speaking
- Vocabulary: in the morning, in the afternoon, in the evening, at night
- Grammar: What do you do (in the morning)?
In the morning, in the evening, in the evening/at night I …..
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Activities
Classroom
management
Warm up - Review everyday activities with flashcards 31 Team game
36. Play board slap. Ask 10 children to come to the
board and make 2 lines in front of the board. Put the
flashcards 31 - 36 on the board. Whisper one of the
words to the last child in each line. They have to
whisper the word to the child in front of them down
the line. The child at the front has to slap the correct
picture. The first team to slap the correct picture
gets a point. Play a few times.
Pre –
- Show the children the flashcards of times of the
Whole class
teaching day 37 - 40 and elicit the vocabulary.
- Show the flashcards one by one again and say the

Group work


Week:

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 3: Song

I - Objectives:
- to practice writing verb noun collocation
- Vocabulary: After school activities: in the morning, in the afternoon, in the
evening, at night, have breakfast, go to bed, have dinner, have lunch, get up,
play
- Grammar: In the morning/evening etc. I have/get up/play …..
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Warm up
Pre –
teaching
While –
teaching

Post –
teach
ing


partner reads them and draws a picture for each
sentence.


Week:

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 4: Phonics

I- Objectives:
- Phonics magic e with a. Speaking and listening skills
- Speaking and listening skills
- Gate, plane, lake, face
- Open, see, smile, cake
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Activities

Classroom
management
Whole class

Warm up Play Quick Flash with flashcards 31- 36. Show
each flashcard in turn very quickly and the children
shout out what it is.
Pre –

Post –
teaching

Week:

do exercise 4. Play track 45 to check answers.
Ask children to stand at their desks. Tell them you
are going to call out a word. If the word contains a
magic e they must shout Magic e. Shout out the
following words: face, cat, lake man, make, cake,
hat, gate, plane, fan.

Individuals +
whole class

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 4: Phonics

I- Objectives:
- Magic e with a
- Speaking –writing
- Plane, gate, name, lake, snake, cake, face, make
II - Teaching Aids:
- Using technology
III – Procedure:
Stages
Activities



Post –
teaching

Week:

- Writing: Put the following words on the board:
Individuals
plane, gate, name, lake, snake, cake, face, make,
cat, van.
- Ask the children to help you make a rhyme with at
least 3 of the words e.g. The snake is on the gate.
Ask the children to work with a partner and write a
rhyme like the one on the board using as many
words as possible from the list. The children draw
pictures to illustrate their rhyme.
Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 5: Skills time: reading

I - Objectives:
- Reading about daily routines
- Vocabulary: in the morning/ afternoon/ evening, go, cook, work, breakfast, take,
get dressed, start, see
- Addition vocabulary: school bag, lunch, cereal, milk, bus, coat, lunch box, bus,
blue, bread, doctor
- Grammar: What times …..?; He goes to school/ gets up at …
II - Teaching Aids:
- Using technology


Week:

- In pairs the children take it in turns to point to a
picture and their partner tells them what Ruby and
her mum do every day.
- Ask the children to look at exercise 3. Ask them to
point to where they see the phrase gets up in the
text. Ask them What time does Ruby get up? Show
them the answer for number 1 in exercise 3 and ask
if it is correct? Ask them what it should be. The
children continue exercise 3 individually.
- Ask the children to check their answers with their
partner.
* Speaking: Memory game
- The children work in pairs A and B. A closes their
book and B says 4 sentences from Ruby’s day. A
says if they are true or false. Then they change and
B closes their book and A says 5 sentences about
Ruby’s mum’s day.

Pair work
Individuals

Pair work

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 5: Skills time : reading

teaching

Week:

people are.
- Ask the children to look at the text and circle the
times they see.
- Ask the children to look at exercise 2. Read out the
sentences one by one and ask the children to shout
out Harry or Dad after each sentence.
- Ask the children Who gets up at 6 o’clock? Who
gets up at 7 o’clock?
- Ask the children to read the text again and do
exercise 2.
- Feedback asking individual children for the
answers.
- Give the children a copy of PMB p.17. Ask them
what they do in the morning, in the evening etc.
- The children do exercise 1.
* Pair work: - Speaking: Ask the children to work in Pair work
pairs and name them A and B and ask them to sit
back to back. Give A and B the correct part of the
extra practical activity worksheet. Tell them to fill
in the information for me. A tells B what they do at
different times of the day and B fills in the
information in the table. They change roles. They
compare to check the information is correct.
Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?


Week:

- Ask the children to look at the pictures in exercise
1 on p.35. Ask the children questions about the
pictures e.g. What can you see in picture 2?
- On the board draw a clock face and ask a child
what time they get up. Get another child to draw the
time on the clock.
- Recording 47: Play the recording and ask the
children to listen and shout out the times they hear.
- Recording 47: Play the track again and stop after
the first item and show the time in box one of
exercise 1.Continue the track, pausing after each
item for the children to draw the time on each clock.
- Recording 47: Play the track again for the children
to check their answers.
- Speaking: exercise 2: Give an example with one
child- prompt by saying number 1 and the child
says he gets up at 10 o’clock.. Give another
example with number 2. Ask the children to work in
pairs and continue.
- On the board draw a write when, where and what.
Ask a child to draw a circle around what, underline
when and draw a box around where.
- Writing: The children do exercise 3.
- Writing: Spelling quiz: Put the children into teams
of 4. Give each team a hand out – the spelling quiz.
Read out the words one by one from page 2 and the
teams have to spell the words correctly on their

Warm up
Pre –
teaching
While –
teaching
Post –
teaching

management
Team game

- Give the children the extra practical activity
board game – It’s time to … and get them to play
in teams of 4.
- Write the following on the board: What, Where’s, Whole class
When, Where, What’s, When. Elicit a question for
each Wh word and write them on the board, asking
the children to correct the questions as you write.
- The children do exercise 1 on p.33.
Individuals
- Children compare their questions.
- The children do exercise 2 – draw pictures.
- Writing: The children do exercise 2. Draw
Individuals
pictures and write about what they do to help. Ask
a few children to tell the class for feedback.


Week:


Whole class
- Use flashcards 21-26 to introduce
the key vocabulary. Hold up the
flashcards and elicit the party objects
from the children. Hold up each one
in a different order and say the words Whole class and
for children to repeat.
individuals
* Check vocabulary
- Show the flash cards and have ss to
repeat
- Play: miming
While – teaching * Listen, point and repeat:
Whole class
- Ask ss to open their books
- Play the first part of the track and
ask ss to listen and point to the
pictures they hear.
- Play the second part of the track and
have ss to listen and repeat.
- Play again whole track and have ss
to listen, point and repeat.


Post – teaching

* Listen and chant:
- Play the track and ask ss to chant
follow the track
- Ask ss to chant their own

Warm up
* Miming:
Team work
- Review daily activities. Put the
children in teams of 6. Ask one child
from each team to come to you. Show
a flashcard of a party object. The
child goes back to their team and
draws the word- no speaking. The
first team to guess gets a point.
Repeat with different children.
Pre – teaching
- Show the flashcards again one by
Whole class
one and say the words for the children
to repeat.
While – teaching * Predict questions
Whole class
- Show the pictures of the story
- Ask ss some questions:
. Who is this?
. What are they talking about?
* Track
- Ask ss to look at the board and have Individuals
them to read aloud the sentences
- Ask ss to open their books
- Play the story and ask them to
follow the story.
- Play again and ask ss to repeat
sentence by sentence

- Ss know how to prepare before g out.
- Grammar reference p.75 Unit 5
II - Resources
- CLASSBOOK p.37
III - Teaching Aids:
- Flashcards 41-46
- CD track 50
IV – Procedure:
Stages / time
Activities
Warm up

Classroom
management
Group work

- Review weather. Play slowly reveal
with the flashcards 41-46. Cover the
front of each card as you show it and
uncover slowly as the children guess
what the activity is.
Pre – teaching
- Ask the children some questions
Whole class
about the story from the last lesson. It
is sunny or windy in the story? What
does Billy put on?
While – teaching - The children look at the pictures in
Individuals
exercise 2 and ask them what they

on p.75 Grammar reference.
Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 2: Grammar

I - Objectives:
- To practice word order and writing and describing weather. Imperatives
- Writing – listening - speaking Weather
- key vocabulary
Sunny, raining, snowing, cold, hot, windy, coat, raincoat, shorts, hat,
Sun cream
I do/have/ go …..
- additional vocabulary
Door, window, umbrella, close, open, sun
- sentence pattern
I don’t do/have/go…..
Flashcards 41– 46 weather
II -Resources
- Workbook p.35
III - Teaching Aids:
IV – Procedure:
Stages / time
Activities
Warm up

- Play Snap with the weather flash
cards. Show a flash card and say the

Classroom

and B take it in turns to point to a
picture and their partner says the
sentence.
Post – teaching
- Simon says: Tell the children to
follow your instructions – they do the
action when you say do and don’t do
it when you say don’t. e.g. Do stand
up. Don’t pick up your pen. Choose a
couple of children to give instructions
to the class or play in small groups.
Week:

Individuals

Individuals
Pair work

Individuals

Pair work

Whole class

Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 3: song

I - Objectives:

picture. The first team to slap the
correct picture gets a point. Play a
few times.
Pre – teaching
* Teach vocabulary
Whole class
- Show the children the special days
flashcards 27-30 and elicit the
vocabulary.
- Show the flashcards one by one
again and say the words and ask the
children to repeat together and by
themselves.
* Game: Clap:
- Play Snap with the flash cards.
Show a flash card and say the
activity. If it is the same the children
say “CLAP”
* Listen, point and repeat:
- Recording 28: Ask the children to
look at the pictures in ex.1 on page
22. Ask the children to listen and
point to the pictures.
- Recording 28: Ask the children to
listen again and repeat.


While – teaching * Listen and sing:
- Recording 29: With books closed
children listen to the song and stand


Whole class

Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 3: song

I - Objectives:
- To practice word order and writing and describing weather. Imperatives
- Writing – listening - speaking
- key vocabulary: Activities: fly a kite, go outside, make a snowman, wear coats
- sentence pattern
I do/have/ go …..
I don’t do/have/go…..
Flashcards 41– 46 weather, activities
II -Resources
- Workbook p.35
III - Teaching Aids:
IV – Procedure:


Stages / time

Activities

Warm up

- Give the children the extra activity
work sheet for the song and then sing

guess before 10 questions you win!
Repeat a few times with different
children.
Week:

Classroom
management
Whole class

Whole class
Individuals

Pair work

Individuals and
whole class

Date of teaching:........................................................
.........................................................
REVIEW





* Instruct ss to do the test follow the model of the Department of Education and
Training of Thua Thien Hue Province