Giáo án Tiếng Anh 4 (Global success) - Tuần 6 - Năm học 2023-2024 - Lê Khánh Ly

 Week 6
 Period 16
 09/10/2023
 UNIT 2: TIME AND DAILY ROUTINES
 Lesson 3: 4, 5, 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - read and match the activities in a paragraph with the clocks showing 
knowledge & the corresponding time.
skills - complete a paragraph about pupils’ daily routines.
 - draw pictures of their daily routines at home and present them to the 
 class by using the target language.
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform presentation skill
Attributes Show their responsibility by noticing the time and follow the timetable 
 on time.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 21
 - Teacher’s guide: Pages 41, 42
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 2)
 - Computer, projector, 
III. Warm-up and review – Read and match – Let’s write – Game – 
PROCEDURE Project
 Procedure Teacher’s and pupils’ activities Interaction Note
 Warm-up and review: 5 minutes
 - Greet the class. Encourage pupils to respond to your 
 greeting.
 Option 1: 
 - Spend a few minutes revising the previous lesson by Whole 
 inviting two groups of three to the front of the class to class/ 
 Individual 
 take turns saying the two verses of the chant. work
 Option 2: Racing game
 - Divide the class into 2 teams standing in lines.
 - Have a pupil in the front row choose a number. The Group work
 pupil MUST give the answer before the time’s up. If 
 they answer correctly, they will get stars. If their 
 answer is wrong or given after the time meter goes off, 
 they will have to go to the back of the line.
 - How to use a time-meter: After clicking a number, 
 simply click on the time meter to start it.
 - Click the STAR at the corner to turn back to the 
 Select Menu.
 - Give points to the pupils (corresponding to the stars 
 on the pictures).
PRACTICE
Activity 4. Read and match. 5 minutes
a. Goal To read and match the activities in a paragraph with the clocks 
 showing the corresponding time.
b. Input The paragraph, the sentences referring to activities in the text and the 
 clocks showing the corresponding time
c. Outcome Pupils can read and match the activities in a paragraph with the 
 clocks showing the corresponding time.
 Key: 1. d 2. c 3. b 4. a
d. Step 1: Have pupils read the paragraph, the sentences, Whole class
Procedure and the time on the clocks. Tell them to scan the /Individual 
 paragraph for the appropriate time for the activities. work
 Model Sentence 1 (clock d).
 Step 2: Set a time limit for pupils to do the activity 
 independently. Go around the classroom and offer help 
 where necessary. Pair work
 Step 3: Get pupils to swap books with a partner and 
 check their answers before checking as a class.
 Whole class
 Step 4: Invite some pupils to stand up to read the 
 paragraph aloud. /Individual 
 work 
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Keys
PRODUCTION
Activity 5. Let’s write. 10 minutes
a. Goal To complete a paragraph about pupils’ daily routines.
b. Input An incomplete paragraph with four gaps to fill in
c. Outcome Pupils can complete a paragraph about their daily routines.
 Suggested answer: I get up at six o’clock. I have breakfast at seven 
 o’clock. I go to school at seven fifteen. What about you? What time 
 do you go to school?
d. Step 1: Tell pupils what they are going to do. Then get Whole 
Procedure them to read the incomplete paragraph. Ask them what class/ 
 the paragraph is about (daily routines). Remind them to Individual 
 pay attention to the contexts of the sentences before work
 completing them with the appropriate information.
 Step 2: Set a time limit for pupils to complete the 
 paragraph independently. Go around the classroom and 
 offer help where necessary.
 Step 3: Get pupils to swap books and check their 
 Pair work
 answers in pairs or groups before checking as a class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRODUCTION
Activity 6. Project 8 minutes
a. Goal To draw pictures of their daily routines at home and present them to 
 the class by using the target language.
b. Input A picture showing Ben presenting some pictures about his daily 
 routine to his classmates
c. Outcome Pupils can draw pictures of their daily routines at home and present 
 them to the class by using the target language.
d. Step 1: Explain that pupils have to show simple Whole 
Procedure pictures of their daily routines (getting up, having class/ 
 breakfast, etc.) which they have prepared at home as Individual 
 homework. They will tell the class about their daily work 
 routines in the pictures.
 Step 2: Invite a pupil to the front of the class to model 
 the presentation. Help him / her stick pictures of his / 
 her daily routine on the board. Observe and offer help 
 with the presentation language where necessary. Put the 
 key presentation language on the board (e.g. I get up at Group 
 six fifteen.). Have pupils repeat the key presentation work
 language a few times to make them feel confident when 
 they present their daily routines before an audience.
 Step 3: Set a time limit for pupils to work in groups. Whole 
 Each pupil shows his / her pictures to the group and class/ 
 describes his / her daily routine. Individual 
 Step 4: Invite a few pupils to the front of the class to work
 present the project. Encourage the class to cheer to 
 praise the good presenters.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Angry bird (ppt) Group work
 Pupils choose the correct answer and have the score for 
 their team.
 Option 2: Game: Sentence line-up
 Put pupils into two teams, A and B, and have them sit 
 on chairs facing the rest of the class. Give each team a 
 set of word cards that together form a sentence (each 
 team’s set should be different to the other’s). Read a 
 sentence, e.g. “This is Lan.” If team A has the word 
 cards containing this, is, Lan and the full stop, they 
 should stand up and move quickly into a line to show 
 the sentence in the correct order.
 Team B should remain seated. If they stand up when T 
 says team A’s sentence, they will lose the game, and 
 vice versa.
 Option 3: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a Whole 
 sentence that is broken/ cut into pieces. Ask them to class
 arrange them to make a complete sentence, then read it 
 aloud.
 The group that makes it first will be the winner.
 Week 6
 Period 17
 09/10/2023
 UNIT 3: MY WEEK
 Lesson 1: 1,2,3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative 
knowledge & contexts (pictures) in which pupils ask and answer questions about the 
skills days of the week.
 - correctly say the words and use What day is it today? – It’s _____. to 
 ask and answer questions about the days of the week. 
 - enhance the correct use of What day is it today? – It’s _____. to ask 
 and answer questions about the days of the week in a freer context.
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility by noticing the day of the week.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 22
 - Audio tracks 26, 27
 - Teacher’s guide: Pages 43, 44, 45
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and 
PROCEDURE say – Let’s talk – Wrap-up
 Procedure Teacher’s and pupils’ activities Interactio Note 
 n
 Warm-up and review: 5 minutes
 Greet the class and encourage pupils to respond to the 
 greeting. Whole 
 class/ 
 Option 1: Have the whole class sing the song What Individual 
 time do you go to school? (ppt) work
 Option 3: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a 
 sentence that is broken/ cut into pieces. Ask them to 
 arrange them to make a complete sentence, then read it 
 aloud.
 The group that makes it first will be the winner.
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two 
 communicative contexts (pictures) in which pupils ask and answer 
 questions about the days of the week.
b. Input - Context a: Ms Hoa: Hi, class. What day is it today? 
 Class: It’s Monday.
 - Context b: Bill: What day is it today? 
 Lucy: It’s Friday.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and answering 
 questions about the days of the week.
d. Step 1: Have pupils look at Pictures a and b and Whole 
Procedure identify the characters in the pictures. class
 Step 2: Ask pupils to look at Picture a. Play the /Individua
 recording for them to listen. Play the recording again, l work
 sentence by sentence, for pupils to listen and repeat. 
 Repeat the same procedure with Picture b. Correct their 
 pronunciation where necessary. 
 Step 3: Play the recording again for pupils to listen and 
 repeat in chorus sentence by sentence. 
 Pair work
 Step 4: Invite a few pairs to the front of the classroom 
 to listen to and repeat the sentences in the recording. 
 Whole 
 Step 5: Draw their attention to the question What day 
 class
 is it today? and the answer It's Monday. and It’s 
 /Individua
 Friday. Tell pupils that they have a question and 
 l work
 answers about the days of the week. 
 Extension: Invite a few pairs of pupils to ask and Pair work
 answer about the days of the week.
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use What day is it today? – It’s 
 _____. to ask and answer questions about the days of the week. 
b. Input – Picture cues:
 a. Monday b. Tuesday c. Wednesday d. Thursday 
 – Speech bubbles: What day is it today? – It’s _____.
 Audio script:
 a. Monday b. Tuesday c. Wednesday d. Thursday 
 a. A: What day is it today? 
 B: It’s Monday. 
 b. A: What day is it today? 
 B: It’s Tuesday. 
 c. A: What day is it today? 
 B: It’s Wednesday. 
 d. A: What day is it today? 
 B: It’s Thursday. 
c. Outcome Pupils can correctly say the words and use What day is it today? – 
 It’s _____. to ask and answer questions about the days of the week. 
d. Step 1: Have pupils look at the pictures and elicit the Whole 
Procedure days of the week. class/ 
 Step 2: Have pupils point at Picture a, listen to the Individual 
 recording and repeat the word (Monday). Repeat the work
 same procedure with the other three pictures. Have the 
 class repeat the words a few times. 
 Step 3: Point at the bubbles and Picture a and have 
 pupils listen to and repeat after the recording (What day 
 is it today? – It’s Monday.). Repeat the same procedure 
 with the other three pictures (b, c, d). Have the class 
 repeat the questions and answers a few times. 
 Pair work
 Step 4: Have pairs practise asking and answering the 
 question What day is it today? – It’s _____. 
 Step 5: Invite a few pairs to point at the pictures and Whole 
 say the questions and answers in front of the class. class/ Pair 
 work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What day is it today? – It’s _____. to 
 ask and answer questions about the days of the week in a freer 
 context.
b. Input – Picture cue: a boy asks a girl about the days of the week: Tuesday, 
 Wednesday, Thursday, Friday (illustrated by calendars) 
 – Speech bubbles: What day is it today? – It’s _____.
c. Outcome Pupils can enhance the correct use of What day is it today? – 
 It’s_____. to ask and answer questions about the days of the week 
 in a freer context. 
d. Step 1: Draw pupils’ attention to the picture. Ask Whole 
Procedure questions to help them identify the context (see Input). class/
 Individual 
 work
 Step 2: Put pupils into pairs and encourage them to ask Pair work
 and answer questions about the days of the week. Go 
 around the classroom to offer support. 
 Step 3: Invite a few pairs to the front of the class to ask 
 and answer questions about the days of the week using 
 What day is it today? – It’s _____. and the picture cue. 
 Praise pupils if they perform well. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
Fun corner and wrap-up: 5 minutes
 Option 1: Memory game Group 
 https://www.eslgamesplus.com/days-of-the-week-esl- work
 vocabulary-game/
 Option 2: Game: Racing horses
 - Divide children into groups of four.
 - Give each group one paper dice.
 - Race to find the winner.
 Option 3: Ask pupils two questions related to days Group 
 of the week. work
 Which day do you like most in a week? Monday? 
 Tuesday?... Why?
 Why do we need Saturday and Sunday? 
 Option 4:
 Ask students to answer the following question: 
 What have you learnt from the lesson today?
 (- Use the words Monday, Tuesday, Wednesday, 
Thursday, Friday in relation to the topic My week to 
talk about the days of the week. 
- Use sentence patterns What day is it today? – It’s 
_____. to ask and answer questions about the days of 
the week.)
* Preparation for the project:
Tell pupils about the project on page 27, Lesson 3, 
Activity 6. Ask them to take notes of weekend 
activities at home and present them to the class at 
Project time. 
Week 6
Period 18
 10/10/2023
 UNIT 3: MY WEEK
 Lesson 1: 4, 5, 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand two communicative contexts about the days 
knowledge & of the week and tick the correct pictures.
skills - complete four gapped exchanges with the help of picture cues. 
 - revise target words about the days of the week by playing the game 
 Slap the board. 
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility by noticing the day of the week
II. RESOURCES AND MATERIALS
 - Student’s book: Page 23
 - Audio tracks 29
 - Teacher’s guide: Pages 45, 46, 47
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector, 
III. Warm-up and review – Listen and tick – Look, complete and read – 
PROCEDUR Let’s play – Wrap up
E
 Interactio
Procedure Teacher’s and pupils’ activities Note
 n
Warm-up and review: 5 minutes
 Greet the class and encourage pupils to respond to the 
 greeting.
 Option 1: Spend a few minutes revising the previous Whole 
 lesson by asking the question What day is it today? class/ 
 and have a few pupils answer the question. Have the Individual 
 class give comments. work
 Option 2: Sing along the song What day is it today? 
 https://www.youtube.com/watch?v=RfAMjbaHMVU Group 
 Option 3: Game: Look and guess (ppt) work
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts about the 
 days of the week and tick the correct pictures. 
b. Input Picture cues:
 1a. Tuesday 12 1b. Wednesday 13 
 2a. Thursday 14 2b. Friday 15 
 Audio script:
 1. Ms Hoa: Hello, Nam. 
 Nam: Hello, Ms Hoa.
 Ms Hoa: What day is it today? 
 Nam: It’s Wednesday.
 Ms Hoa: OK. 
 2. Mr Long: Hello, Mai.
 Mai: Hello, Mr Long.
 Mr Long: What day is it today? 
 Mai: It’s Thursday.
 Mr Long: Good. 
 Key: 1. b 2. a
c. Outcome Pupils can listen to and understand two communicative contexts 
 about the days of the week and tick the correct pictures. 
d. Step 1: Draw pupils attention to Pictures 1a and 1b. Whole 
Procedure Ask questions to help them identify the days of the class
 week. /Individua
 Step 2: Play the recording for Question 1 for pupils to l work
 listen. Then play the recording again for pupils to listen 
 and tick the correct picture. 
 Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Pair work
 Step 4: Tell pupils to swap books with a partner, then 
 check answers together as a class. Write the correct 
 answers on the board. Play the recording again for 
 pupils to double- check their answers. Whole 
 Extension: If time allows, play the recording, sentence class
 by sentence, for the class to listen and repeat in chorus. 
 Correct their pronunciation where necessary. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges with the help of picture cues. 
b. Input Four picture cues and four gapped exchanges to complete.
c. Outcome Pupils can correctly complete four gapped exchanges with the help 
 of picture cues. 
 Key: 1. Monday 2. Friday 3. What day; It’s 4. today; It’s Thursday
d. Step 1: Have pupils look at the pictures. Get them to Whole 
Procedure identify the days of the week in the pictures. class/ 
 Step 2: Have pupils look at the gapped exchanges. Individual 
 Draw their attention to the missing words in the work
 questions and answers. 
 Step 3: Model Picture 1. Have pupils look at the Pair work
 answer. Ask them what word is missing in the answer 
 (Monday). Then have pupils complete it (It’s Monday.). 
 Repeat the same procedure with Pictures 2, 3 and 4. 
 Step 4: Have pupils complete the gapped exchanges Whole 
 individually and ask a few pairs to read them aloud. class/ Pair 
 work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let’s play. 8 minutes
a. Goal To revise target words about the days of the week by playing the 
 game Slap the board. 
b. Input Some words of the target vocabulary on the board: Monday, 
 Tuesday, Wednesday, Thursday, Friday (jumbled) 
c. Outcome Pupils can revise target words about the days of the week by 
 playing the game Slap the board. 
d. Step 1: Tell pupils that they are going to listen to and Whole 
Procedure slap the correct words as quickly as possible. Have class/ 
 them look at the days of the week on the board to recall Individual 
 the days of the week (as in Input). work
 Step 2: Call two pupils to the front. Get them to stand 
 at a certain distance from the board. 
 Step 3: Say a day of the week using It’s ____. with one Pair work
 of the words on the board, for example, It’s Monday. 
 The pupil who is the quickest to slap the right word 
 (Monday) gets one point. The pupil who slaps the most 
 words is the winner. 
 Step 4: Invite a few pairs to the front of the class to 
 play the game. Praise pupils if they perform well. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
 Option 1: Memory game Group 
 https://www.eslgamesplus.com/days-of-the-week-esl- work
 vocabulary-game/
 Option 2: Game: Guess the words (ppt) 
 Option 3: Sing along the song What day is it today?
 https://www.youtube.com/watch?v=RfAMjbaHMVU Whole 
 class 
 Week 6
 Period 19
 11/10/2023
 UNIT 3: MY WEEK
 Lesson 2: 1, 2, 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative 
knowledge & contexts focusing on asking and answering questions about what 
skills someone does on certain days of the week. 
 - correctly say the phrases and use What do you do on _____? – I 
 _____. to ask and answer questions about what someone does on certain 
 days of the week. 
 - enhance the correct use of What do you do on _____? – _____. to ask 
 and answer questions about what someone does on certain days of the 
 week in a freer context. 
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility by noticing the day of the week
II. RESOURCES AND MATERIALS
 - Student’s book: Page 24
 - Audio tracks 29, 30
 - Teacher’s guide: Pages 47, 48, 49
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and 
PROCEDURE say – Let’s talk – Wrap up
 Procedure Teacher’s and pupils’ activities Interaction Note
 Warm-up and review: 5 minutes
 - Greet the class and encourage pupils to respond to 
 your greeting. Whole 
 Option 1: class/ 
 - Get a few pupils to play the game Slap the board in Individual 
 front of the class. Have the class give comments. work
 Option 2: Listen and guess
 - Spell the first letter of any day/ spell any letter in a 
 day, pupils guess. 
 - Flash the cards to consolidate pupils’ pronunciation 
 and spelling. 
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and answering 
 questions about what someone does on certain days of the week. 
b. Input – Context a: Ms Hoa: What day is it today? 
 Nam: It’s Thursday.
 Ms Hoa: What do you do on Thursdays? 
 Nam: I study at school.
 – Context b: Bill: What do you do on Saturdays? 
 Mai: I do housework.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and answering 
 questions about what someone does on certain days of the week. 
d. Procedure Step 1: Have pupils look at Pictures a and b and Whole 
 identify the characters in the pictures. class/
 Step 2: Ask pupils to look at Picture a. Play the Individual 
 recording for them to listen. Play the recording again, work
 sentence by sentence, for pupils to listen and repeat. 
 Repeat the same procedure with Picture b. Correct 
 their pronunciation where necessary. 
 Step 3: Play the recording again for pupils to listen and 
 repeat in chorus sentence by sentence. 
 Step 4: Invite a few pairs to the front of the classroom Pair work
 to listen to and repeat the sentences in the recording. 
 Step 5: Draw their attention to the questions What do Whole 
 you do on Thursdays / Saturdays? and the answers I class
 study at school and I do housework. Tell pupils that 
 they are questions and answers about what someone 
 does on certain days of the week. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the phrases and use What do you do on _____? – I 
 _____. to ask and answer questions about what someone does on 
 certain days of the week. 
b. Input – Picture cues:
 a. a girl studying at school b. a girl going to school
 c. a boy doing housework d. a boy listening to music 
 – Speech bubbles: What do you do on _____? – I _____.
 Audio script:
 a. Mondays / study at school b. Wednesdays/ go to school
 c. Saturdays / do housework d. Sundays/ listen to music
 a. A: What do you do on Mondays? 
 B: I study at school. 
 b. A: What do you do on Wednesdays? 
 B: I go to school. 
 c. A: What do you do on Saturdays? 
 B: I do housework. 
 d. A: What do you do on Sundays? 
 B: I listen to music. 
c. Outcome Pupils can correctly say the phrases and use What do you do on 
 _____? 
 – I _____. to ask and answer questions about what someone does on 
 certain days of the week.
d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole 
 activities and the days of the week. class/ 
 Step 2: Have pupils point at Picture a, listen to the Individual 
 recording and repeat the phrase (Mondays / study at work
 school). Repeat the same procedure with the other 
 three pictures. Have the class repeat the phrases a few 
 times. 
 Step 3: Point at the bubbles and Picture a, then have 
 pupils listen to and repeat after the recording (What do 
 you do on Mondays? – I study at school.). Repeat the 
 same procedure with the other three pictures b, c and Pair work
 d. Whole 
 Step 4: Have pairs practise asking and answering the class/ Pair 
 question What do you do on _____? – I _____. work
 Step 5: Invite a few pairs to point at the pictures and 
 say the questions and answers in front of the class. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What do you do on _____? – _____. 
 to ask and answer questions about what someone does on certain 
 days of the week in a freer context. 
b. Input – Picture cue: A boy asks a girl about what she does on Tuesdays, 
 Fridays and Sundays (illustrated by the calendars and her activities) 
 – Speech bubbles: What do you do on _____? – ______. 
c. Outcome Pupils can enhance the correct use of What do you do on _____? – 
 _____. to ask and answer questions about what someone does on 
 certain days of the week in a freer context. 
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask Whole 
 questions to help them identify the context (see Input). class/ 
 Step 2: Put pupils into pairs and encourage them to ask Individual 
 and answer questions about what someone does on work
 certain days of the week. Go around the classroom to 
 offer support. Pair work
 Step 3: Invite a few pairs to the front of the class to 
 perform their conversations.
 Step 4: Invite a few pairs to practise asking and 
 answering questions about what they do on certain 
 days of the week. Praise pupils if they perform well. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes 
Option 1: Spelling game Whole 
- Teacher says: Can you spell - pause - pretends to class/ 
think, then say Mondays, waits for pupils to spell, Group 
shows the word work
- Have Ss repeat with others.
- can play in two groups, the fastest gets one sticker.
Option 2: Sing along the song What day is it today?
https://www.youtube.com/watch?v=RfAMjbaHMVU
 Option 3: Find the treasure
- Explain each day is a treasure like time is valuable to 
all.
- Hide flashcards in different places, for example 
Monday learners have English, then the card Monday 
is hidden in an English textbook. In the same rule, hide 
14 cards in different places in the classroom or outside 
if possible. 
- Divide Ss into groups of 7. Teacher stands in the 
middle of the class, acts or draws to the air the subject 
learners have on each different day. Learners run and 
find the cards, put into a basket. The group with more 
flashcards after a limited time wins. Play again with 
different groups, using miming to help depending on 
the learners’ language competence.