Period 29 Date of planning: 25/10/2024

UNIT 5: THINGS WE CAN DO

Lesson 1- 1,2,3

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
[Link] and skills - understand and correctly repeat the sentences in two
communicative contexts (pictures) in which pupils ask and
answer questions about someone’s abilities.
- correctly say the phrases and use Can you _____? – Yes, I
can. / No, I can’t. to ask and answer questions about someone’s
abilities.
- enhance the correct use of Can you _____? – Yes, / No,
_____. to ask and answer questions about pupils’ abilities in a
freer context.
2. Competences - Communication and collaboration: work in pairs and groups
to complete the learning tasks
- Self-control & independent learning: perform listening tasks
3. Attributes - Show pride in what they can do and great respect for other
people’s abilities by using appropriate gestures and intonation
when asking and answering about abilities.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the sentences in two
communicative contexts.
II. RESOURCES AND MATERIALS:
- Student’s book: Page 34
- Audio track 46, 47
- Teacher’s guide: Pages 68, 69, 70
- Website [Link]
- Flash cards/ posters (Unit 5)
- Computer, projector, …
[Link]
29dbbf592976?lessonId=08dc8b96-c1ee-480a-8fc6-
32e92a506e95

III. ORGANIZATION:
Class Date of teaching Absent students
4A 28/10/2024
4B 29/10/2024
4C 31/10/2024

IV. PROCEDURES
Procedure Teacher’s activities Pupils’ activities
 A. WARM - UP AND REVIEW: (5’)
Goal: Greet the class.
Input: - Divide the class into 3 teams.
Outcome: - Each team has 1 sticky ball.
Procedure: - Play the music, students in each team take - Take turns to pass the ball.
turns to pass the ball. After the music ends,
3 students have the ball – stand up and say
the sentences, using the sentence models
from the previous unit.
B. PRESENTATION:
Activit 1. Introduce name (5’)
Goal: To understand and correctly repeat the sentences in two communicative
contexts (pictures) in which pupils ask and answer questions about
someone’s abilities.
Input: - Context a: Mary: I can fly a kite. Mai: I can skip.
- Context b: Minh: Can you ride a bike? Mary: Yes, I can.
Mai: No, I can't.
Outcome: Pupils can listen to and understand two communicative contexts in which
pupils ask and answer questions about someone’s abilities and tick the
correct pictures.
Key: 1. b 2. b
Procedure: Step 1: Ask pupils to look at Pictures a and b - Look at the picture and
and identify the characters in the pictures. identify the characters.
Step 2: Draw pupils’ attention to the kite
and the skipping rope in Picture a and - Repeat the same procedure
predict what the characters can do or are with Picture b.
talking about. Play the recording and have
pupils check the prediction. Repeat the same
procedure with Picture b.
Step 3: Play the recording again and - Point at the characters
encourage pupils to point at the characters while listening
while listening.
Step 4: Play the recording again, sentence - Pupils to listen, point at
by sentence, for pupils to listen, point at the the sentences and repeat
sentences and repeat after each character. after each character.
Correct their pronunciation where necessary.
Extension: Invite a few pairs of pupils to act
out the conversations in front of the class.
C. PRACTICE
Activity 2. Listen, point and say. 10 minutes

Goal: To correctly say the phrases and use Can you ____? – Yes, I can. /
 No, I can’t. to ask and answer questions about someone’s abilities.
Input: - Picture cues:
a. a girl riding a bike b. a boy who can’t ride a horse
c. a boy playing the piano d. a girl who can’t play the guitar
- Speech bubbles: Can you _____? – Yes, I can. / No, I can’t.
Audio script:
a. ride a bike / yes b. ride a horse / no
c. play the piano / yes d. play the guitar / no
a. A: Can you ride a bike?
B: Yes, I can.
b. A: Can you ride a horse?
B: No, I can’t.
c. A: Can you play the piano?
B: Yes, I can.
d. A: Can you play the guitar?
B: No, I can’t.
Outcome: Pupils can correctly say the phrases and use Can you ? – Yes, I can. / No, I
can’t. to ask and answer questions about someone’s abilities.
Procedure: Step 1: Ask pupils to look at Pictures a, b, c, - Look at Pictures a, b, c,
and d and identify the activities in the and d and identify the
pictures. activities in the pictures.
Step 2: Play the recording for pupils to - Listen to and repeat the
listen to and repeat the phrases under the phrases under the pictures
pictures in chorus and individually until they in chorus and individually
feel confident. Use the flash cards for ride a
bike, ride a horse, play the piano and play
the guitar to practise the phrases.
Step 3: Draw pupils’ attention to the speech - Repeat the sentences in
bubbles and elicit the missing words in the both bubbles a few times.
answer by pointing at Picture a. Play the
recording for pupils to repeat the sentences
in both bubbles a few times. Repeat the
same procedure with Pictures b, c, and d.
Step 4: Have pupils practise asking and - Practise asking and
answering questions in pairs. Go around the answering questions in
classroom to offer help where necessary. pairs.
Step 5: Invite a few pairs to point at the - Ask and answer questions
pictures and ask and answer questions about about what the pupils in the
what the pupils in the pictures can or can’t pictures can or can’t do.
do.
Activity 3. Let’s talk. 8 minutes
Goal To enhance the correct use of Can you ? – Yes, / No, ____. to ask
and answer questions about pupils’ abilities in a freer context.
Input Picture cue: A summer camp poster. There are four activities in the poster.
 - Speech bubbles: Can you ____? – Yes, / No, ____.
Outcome Pupils can enhance the correct use of Can you____? – Yes, / No,____. to
ask and answer questions about their abilities in a freer context.
Procedure Step 1: Draw pupils’ attention to the poster - Ask questions to help
about the summer camp. Ask questions to them identify the activities
help them identify the activities in the in the poster.
poster.
Step 2: Elicit the missing words in the - Say the completed
speech bubbles and write them on the board. sentences.
Get pupils to say the completed sentences.
Step 3: Put pupils into pairs to ask and - Ask and answer
answer about their abilities. Go around the
classroom to offer support where necessary.
Step 4: Invite a few pairs to point at the - Point at the pictures and
pictures and ask and answer questions ask and answer questions
about their abilities. about their abilities.
D. APPLICATION AND EXPANSION: (5’)
Game: Lucky number (ppt)
- Divide the class into 3 groups. - Play the game in 3 teams.
- Pupils from each team choose a number,
then ask and answer with the picture in that - Pupils from each team
number. choose a number, then ask
- Pupil or teacher clicks the “play” button to and answer with the picture
roll the dice and clicks the “stop” button to in that number.
get points.
- After 9 numbers, the group with the most
points is the winner.

……………………………………………………………………………

Period 30 Date of planning: 25/10/2024

 UNIT 5: THINGS WE CAN DO
Lesson 1- 4,5,6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
[Link] and skills By the end of the lesson, pupils will be able to:
– - listen to and understand two communicative contexts in
which pupils ask and answer questions about someone’s
abilities and tick the correct pictures.
– - complete four gapped exchanges with the help of picture
cues.
- practise the target vocabulary and sentence patterns by
playing the game Can you ...?
2. Competences - Communication and collaboration: work in pairs and
groups to complete the learning tasks
- Self-control & independent learning: perform listening
tasks.
3. Attributes - Show pride in what they can do and great respect for
other people’s abilities by using appropriate gestures and
intonation when asking and answering about abilities.
Defective pupil : Duy (4A) and Ý (4B) can observe, listen and complete four gapped
exchanges with the help of picture cues.
[Link] AND MATERIALS
- Student’s book: Page 35
- Audio track 48
- Teacher’s guide: Pages 70, 71, 72
- Website [Link]
- Flash cards/ posters (Unit 5)
- Computer, projector, …
- [Link]
f98bd31321c6?lessonId=08dc8b96-c1ee-480a-8fc6-
32e92a506e95
-

III. ORGANIZATION:
Class Date of teaching Absent students
4A 28/10/2024
4B 29/10/2024
4C 31/10/2024

IV. PROCEDURES

Procedure Teacher’s activities Pupils’ activities

A. WARM - UP AND REVIEW: (5’)
Goal Greet the class.
Input - Class Book, Workbook.
- Structure cues: Can you______? – Yes, I can. / No, I can’t.
Outcome – Pupils can respond and introduce themselves, know how to study the
structure of English 4 – Global Success book.
Procedure - Have students look at the screen and guess Whole class
the words or phrases (ride a bike, fly a kite,
ride a horse, play the piano, play the guitar
and skip). Then students use I can __./ I can’t
__. to make a sentence for themselves with
that word/ phrase.
– - Review Can you______? – Yes, I can. / - Group work
No, I can’t.
B. PRESENTATION:
Goal To understand and correctly repeat the sentences in two communicative
contexts (pictures) in which pupils ask and answer questions about
someone’s abilities.
Input Review: Can you______? – Yes, I can. / No, I can’t.
I can ____./ I can’t ____
Outcome - Complete four gapped exchanges with the help of picture cues

Procedure - Use the flash cards (ride a bike, ride a Whole class/ Individually
horse, play the piano, play the guitar) to
revise the vocabulary in Period 1 by asking - Revise the vocabulary in
Can you __? Period 1 by asking Can
Step 1: Student 1 do the action you __?
Step 2: Student 2 make a question with can
you ...?
Step 3: Student 3 answer yes, I can/ No, I
can’t
C. PRACTICE
Activity 4. Listen and tick. 5 minutes
Goal To listen to and understand two communicative contexts in which pupils
ask and answer questions about someone’s abilities and tick the correct
pictures.
Input – Picture cues:
1a. a girl playing the piano 1b. a girl riding a horse
2a. a boy riding a bike 2b. a boy playing the guitar
Audio script:
1. 1. A: What’s she doing?
B: She’s riding a horse.
A: Can you ride a horse?
 B: Yes, I can.
2. 2. A: Can you play the piano?
B: No, I can’t.
A: Can you play the guitar?
B: Yes, I can. I can do it well.
Outcome Pupils can listen to and understand two communicative contexts in which
pupils ask and answer questions about someone’s abilities and tick the
correct pictures.
Key: 1. b 2. b
Procedure Step 1: Draw pupils’ attention to the pictures - Ask questions to elicit
and ask questions to elicit the activities in the the activities in the
pictures. Remind them to look at each pair of pictures.
pictures, listen to the recording and choose
the activity the speakers can do.
Step 2: Play the recording all the way - Listen and tick the
through. Then play the recording for pupils to activity the speakers can
listen and tick the activity the speakers can do.
do.
Step 3: Get pupils to swap books with a - Check their answers
partner to check their answers before before checking as a class.
checking as a class. Correct the answers Correct the answers where
where necessary. necessary.
Extension: If time allows, play the
recording, sentence by sentence, for pupils to
listen and repeat in chorus. Correct their
pronunciation where necessary.

Activity 5. Look, complete and read. 10 minutes

Goal To complete four gapped exchanges with the help of picture cues.

Input Four picture cues and four gapped exchanges to complete.

Outcome Pupils can complete four gapped exchanges with the help of picture cues.
Key: 1. Yes, I can 2. No, I can’t
3. ride a horse; Yes 4. play the guitar; No
Procedure Step 1: Model Question 1. Have pupils read - Guess the missing words
the exchange and guess the missing words in in the answer.
the answer. Then draw pupils’ attention to the
picture and elicit the answer to fill in the gap
(Yes, I can.).
Step 2: Give pupils time to do the task - Do the task
independently. Go around the classroom to independently.
offer help where necessary.
Step 3: Get pupils to swap books with a - Write the answers on the
 partner and check their answers before board.
checking as a class. Nominate a pupil to write
the answers on the board. Give further
support to those pupils who find it difficult to
do the task.
Step 4: Invite four pairs of pupils to act out - Four pairs of pupils to
four complete exchanges in front of the act out four complete
class. Correct their pronunciation where exchanges in front of the
necessary. class.
D. APPLICATION AND EXPANSION: (5’)
Game: Lucky number (ppt) - Play the game in 2
- Teacher divides the class into 2 teams (boys teams.
and girls).
- Each team takes turns to choose the number - Each team takes turns to
and answer the question. choose the number and
- The team that has more points will be the answer the question.
winner.
[Link]

……………………………………………………………………………………….

Period 31 Date of planning: 25/10/2024

UNIT 5: THINGS WE CAN DO

 Lesson 2- 1, 2, 3

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
[Link] and skills- - understand and correctly repeat the sentences in two
communicative contexts (pictures) in which the characters talk
about abilities and lack of abilities.
- - correctly say the words and use Can he / she _____? – Yes, he /
she can. / No, he / she can’t, but he / she can _____. to talk
about abilities and lack of abilities.
- enhance the correct use of Can he / she _____? – Yes, _____. /
No, _____, but _____. to talk about abilities and lack of abilities
in a freer context.
2. Competences - Communication and collaboration: work in pairs and groups to
complete the learning tasks
- Self-control & independent learning: perform listening tasks
3. Attributes - Show pride in what they can do and great respect for other
people’s abilities by using appropriate gestures and intonation
when asking and answering about abilities.
Defective pupil : Duy (4A) and Ý(4B) can observe, listen and repeat the sentences in two
communicative contexts.
[Link] AND MATERIALS
- Student’s book: Page 36
- Audio tracks 49, 50
- Teacher’s guide: Pages 72, 73, 74
- Website [Link]
- Flash cards/ posters (Unit 5)
- Computer, projector, …
[Link]
06ed73ee4c61?lessonId=08dc8b97-3175-4664-8d37-
9fd7b15f1ab9

III. ORGANIZATION:
Class Date of teaching Absent students
4A 31/10/2024
4B 30/10/2024
4C 1/10/2024

[Link]
Procedure Teacher’s activities Pupils’ activities
A. WARM - UP AND REVIEW: (5’)
Goal Greet the class.
Input Guessing game
Outcome Can read all activities in the classroom.
Procedure - Divide the class into 3 teams. - Play the game in 2
- Pupils take turns to answer the questions. teams.
- They look at the objects and guess what activity - Look at the objects
they can do with the objects. and guess what
- If they have the correct answers, they get the activity they can do
points for their teams. If the answer is not correct, with the objects.
another team answers.
* Review models:
- Draw the pupil's attention to the picture.
- They make the sentences: I can …
B. PRESENTATION:
Activity 1. Look, listen and repeat. 5 minutes
Goal To understand and correctly repeat the sentences in two communicative
contexts (pictures) in which the characters talk about abilities and lack
of abilities.
Input - Context a: Mr Long: Can Linh play badminton? Ben: Yes, she can.
- Context b: Mr Long: Can she play football? Ben: No, she can’t, but
she can swim.
Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) in which the characters talk about
abilities and lack of abilities.
Procedure As Step 1: Ask pupils to look at Pictures a and b and - Look at Pictures a
identify the characters and predict the activities and b and identify
that Linh can do on the sports day. the characters.
Step 2: Ask pupils to look at Picture a. Play the - Listen and check
recording for them to listen and check the the prediction.
prediction. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Correct
their pronunciation where necessary. Repeat the
same procedure with Picture b.
Step 3: Invite a few pairs to the front of the - Act out the
classroom to listen to and act out the exchanges. exchanges.
Step 4: Draw pupils’ attention to the words can - Talk about abilities
and can’t in the conversation to elicit the and lack of abilities.
meaning. Explain that they are used to talk about
abilities and lack of abilities.
Extension: If time allows, play the recording,
sentence by sentence, for pupils to listen and
repeat in chorus. Correct their pronunciation
where necessary.
Activity 2. Listen, point and say. 10 minutes
[Link]
Goal To correctly say the phrases and use Can he / she ? – Yes, he/ she
can. / No, he/ she can’t, but he/ she can ______. to talk about abilities or
lack of abilities.
Input – Picture cues:
a. a boy swimming b. a boy who can’t roller skate
c. a girl cooking d. a girl who can’t draw
– Speech bubbles:
Can he / she ?
Yes, he / she can.
No, he / she can’t, but he / she can .
Audio script:
a. swim / yes b. roller skate / no / swim
c. cook / yes d. draw / no / cook
a. A: Can he swim?
B: Yes, he can.
b. A: Can he roller skate?
B: No, he can’t, but he can swim.
c. A: Can she cook?
B: Yes, she can.
d. A: Can she draw?
B: No, she can’t, but she can cook.
Outcome Pupils can correctly say the words and use Can he / she ? – Yes, he/
she can. No, he/ she can’t, but he/ she can ____. to talk about abilities
or lack of abilities.
Procedure Step 1: Pre-teach new words by asking pupils to - Look at the
look at the pictures and repeat the words in pictures and repeat.
chorus and individually.
Step 2: Ask pupils to play the matching game. - Play the matching
One pupil from each team chooses 2 boxes to game.
open, if they match, that team earns a point.
Step 3: Teacher presents the model sentences. - Look at the
Step 4: Ask pupils to look at the pictures and pictures and identify
identify the activities in the pictures. the activities in the
pictures.
Step 5: Play the recording for pupils to listen to - Listen to and
and repeat the words in chorus and individually repeat the words in
until they feel confident. Use the flash cards for chorus and
swim, roller skate, cook and draw to practise the individually.
words.
Step 6: Draw pupils’ attention to the speech - Repeat the
bubbles and elicit the missing word in the sentence a few
sentence by pointing at Picture a. Play the times.
 recording for pupils to repeat the sentence a few
times. Repeat the same procedure with Pictures
b, c, and d.
Step 7: Have pupils point at the pictures and ask - Ask and answer
and answer questions in pairs. Go around the questions in pairs.
classroom to offer help where necessary.
Step 8: Invite a few pairs to the front of the class
to point at the pictures and ask and answer
questions about what the people in the pictures
can or can’t do. Praise pupils if they perform well
Activity 3. Let’s talk. 8 minutes
Goal To enhance the correct use of Can he / she __ ? – Yes, . / No, ,
but _ . to talk about abilities and lack of abilities in a freer context.
Input - Picture cues: Lucy is cooking, Nam is drawing, Lucy cannot skate,
Nam cannot swim
- Speech bubbles: Can he/ she ___?
Yes, ____________.
No, _____________, but ________.
Outcome Pupils can enhance the correct use of Can he / she _____? - Yes,___./
No,___. but ___. to talk about abilities and lack of abilities in a freer
context.
Procedure Step 1: Ask pupils to look at the pictures and - Look at the
identify the characters and the activities. pictures and identify
Step 2: Elicit the missing words in the speech the characters and
bubbles and write them on the board. Get pupils the activities.
to say the completed sentences.
Step 3: Give pupils time to work in pairs and - Pupils to say the
take turns asking and answering about what the completed
friends in the pictures can or can’t do. sentences.
Step 4: Invite a few pairs to come to the front
of the classroom and act out the roles.

D. APPLICATION AND EXPANSION: (5’)

Game: Slap the board - Play the game in
- Divide the class into two or three teams. pairs
- Teacher puts up a set of pictures or words on a
board.
- A pupil from each team comes up to the board
with fly swatters. - Listen as the
- They listen as the teacher calls out a word or a teacher calls out a
sentence and they race to slap the correct picture. word or a sentence
- Whoever is the fastest with the correct slap gets and they race to slap
a point for their team. the correct picture.
 - Team with the most points is the winner

……………………………………………………………………………….

Period 32 Date of planning: 25/10/2024

UNIT 5: THINGS WE CAN DO

Lesson 2- part 4, 5, 6

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
[Link] and skills By the end of the lesson, pupils will be able to:
- listen to and understand four communicative contexts in
which pupils talk about abilities and lack of abilities and tick
 or cross the pictures.
- complete four gapped exchanges with the help of picture
cues.
- sing the song Things they can do 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 tasks
3. Attributes - Show pride in what they can do and great respect for other
people’s abilities by using appropriate gestures and intonation
when asking and answering about abilities.
Defective pupil : Duy (4A) and Ý (4B) can observe, listen and complete four gapped
exchanges with the help of picture cues.
[Link] AND MATERIAL
- Student’s book: Page 37
- Audio tracks 51, 52
- Teacher’s guide: Pages 75, 76
- Website [Link]
- Flash cards/ posters (Unit 5)
- Computer, projector, …
- [Link]
1e9790990d68?lessonId=08dc8b97-3175-4664-8d37-
9fd7b15f1ab9

III. ORGANIZATION:
Class Date of teaching Absent students
4A 31/10/2024
4B 30/10/2024
4C 1/10/2024
[Link]

Procedure Teacher’s activities Pupils’ activities

A. WARM - UP AND REVIEW: (5’)
Goal Greet the class.
- Guessing game
Input They answer the questions.
✔ Can he play badminton?
- Yes, he can. / No, he can't.
✔ Can she swim?
- Yes, she can. / No, she can't.
Outcome - Pupils take turns to answer the questions.
Procedure - Divide the class into 3 teams. - Play the game in
- Pupils take turns to answer the questions. Pairs
- They look at the hidden pictures and guess what
activity is.
- If they have the correct answers, they get the - Look at the hidden
points for their teams. If the answer is not correct, pictures and guess what
the other team answers. activity is.
- Review models:
Draw pupil’s attention to the picture. pupil’s attention to the
They answer the questions. picture.
✔ Can he play badminton? They answer the
- Yes, he can. / No, he can't. questions.
✔ Can she swim? ✔ Can he play
- Yes, she can. / No, she can't. badminton?
- Yes, he can. / No, he
can't.
B. PRESENTATION:
Activity 1. Let’s play. 8 minutes
Goal - correctly say the words and use Can he / she _____? – Yes, he / she can. /
No, he / she can’t, but he / she can _____. to talk about abilities and lack of
abilities.
- enhance the correct use of Can he / she _____? – Yes, _____. / No, _____,
but _____. to talk about abilities and lack of abilities in a free context.
Input - Picture cues:
1. a boy cooking 2. A girl who can’t roller skate
3. a girl riding a bike 4. A boy drawing
- Four gapped exchanges to complete
- Lyrics of the song Thing they can do
Outcome - complete four gapped exchanges with the help of picture cues.
- sing the song Things they can do with the correct pronunciation, rhythm
and melody.
Procedure Sentence puzzle - Play the game in
- Divide the class into groups of four. Groups
- Give each group a sentence that is broken/ cut
into pieces.
- Ask them to arrange them to make a complete - Arrange them to make
sentence, then read it aloud. a complete sentence,
then read it aloud.
- The group that makes it first will be the winner.

Activity 4. Listen and tick or cross. 5 minutes

Goal To listen to and understand four communicative contexts in which pupils
talk about abilities and lack of abilities and tick or cross the pictures.
Input Picture cues:
1. a boy cooking 2. a girl falling off her roller skates
 3. a girl riding a bike 4. a boy drawing
Audio script:
1. 1. A: Is that your brother?
B: Yes, it is. My brother can cook.
2. A: Can your sister roller skate?
B: Yes, she can.
3. A: Can your sister ride a bike?
B: No, she can’t, but she can swim.
4. A: Can your brother play badminton?
B: No, he can’t, but he can draw.
Answer key:
1. ✔ 2. 🗶 3. 🗶 4. ✔
Outcome Pupils can listen to and understand four communicative contexts in which
pupils talk about abilities and lack of abilities and tick or cross the pictures.
Procedure Step 1: Draw pupils’ attention to the pictures and - Tick or cross the
ask What can he / she do? Remind them that they boxes while listening.
will look at the activities in the pictures and tick
or cross the boxes while listening.
Step 2: Play the recording all the way through. - Listen and tick or
Then play the recording again for pupils to listen cross the pictures.
and tick or cross the pictures.
Step 3: Get pupils to swap books with a partner - Correct the answers
to check their answers before checking as a class. where necessary.
Correct the answers where necessary.
Extension: If time allows, play the recording,
sentence by sentence, for pupils to listen and
repeat in chorus. Correct their pronunciation
where [Link] a class. Correct the answers
where necessary.

Activity 5. Look, complete and read. 10 minutes

Goal To complete four gapped exchanges with the help of picture cues.

Input Four picture cues and four gapped exchanges to complete.

Outcome Pupils can complete the four gapped exchanges with the help of picture
cues.
Answer key:
1. Yes; can 2. No; can’t 3. bike; can 4. Can; but
Procedure Step 1: Model Question 1. Have pupils read the - Read the exchange and
exchange and guess the missing words. Then guess the missing
draw pupils’ attention to the picture and elicit the words.
 words to complete the sentence.
Step 2: Give pupils a time limit to read the
gapped exchange 2, 3 and 4, look at the pictures - Look at the pictures
and fill in the gaps independently. Go around the and fill in the gaps
classroom and give further support to pupils who independently.
find it difficult to do the task.
Step 3: Get pupils to swap books with a partner
and check their answers before checking as a - Swap books with a
class. Invite one pupil to write the answers on the partner.
board.
Step 4: Invite a few pairs of pupils to read - Read or act out the
or act out the complete exchanges in front complete exchanges in
of the class. front of the class.
D. APPPLICATION AND EXPANSION: (7’)
Game: Pass the ball
- Divide the class into 3 teams. - Play the game in 3
- Each team has 1 sticky ball. teams.
- Play the music, pupils in each team take turns to
pass the ball. After the music ends, 3 pupils have
the ball stand up and say the name, using the
sentence model.

……………………………………………………………………….