Giáo án Tiếng Anh 4 - Tuần 3 - Năm học 2023-2024 - Lê Khánh Ly

Week 3
Period 6
 18/09/2023
 UNIT 1: MY FRIENDS
 Lesson 1: 4,5,6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand four communicative contexts in which pupils 
knowledge & ask and answer questions about where someone is from and number the 
skills correct pictures;
 - complete two gapped sentences and two gapped exchanges with the 
 help of picture cues;
 - sing the song Where are you from? with the correct pronunciation, 
 rhythm and melody.
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show pride in where they come from and great respect for where 
 someone comes from by using appropriate gestures and intonation 
 when asking and answering about nationality.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 11
 - Audio tracks 8, 9
 - Teacher’s guide: Pages 20, 21
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 1)
 - Computer, projector, 
III. Warm-up and review – Listen and number – Look, complete and 
PROCEDURE read – Let’s sing – Fun corner and wrap-up
 Interactio
Procedure Teacher’s and pupils’ activities Note
 n
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Whole 
 - Invite a few pairs of pupils to come to the front of class/ 
 the class to ask and answer questions about where they Individual 
 are from, using Where are you from? – I’m from work
 _____.
 - Ask pupils to open their books at page 11 and look at 
 Unit 1, Lesson 1, Activity 4.
 Option 2:
 - Have pupils look at a picture of a boy. Draw pupils’ Whole 
 attention to the Big Ben Tower in the background. Ask class/ 
 Where are you from? Pupils look at the background Individual 
 then guess the country (Britain) and answer the work
 question. Encourage pupils to use full sentence I’m 
 from _____. to answer 
 - Repeat with 3 more pictures.
PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which 
 pupils ask and answer questions about where someone is from and 
 number the correct pictures.
b. Input Picture cues:
 a. Minh from Viet Nam b. Ben from Australia
 c. Mary from America d. Lucy from Britain
 Audio script:
 1. A: Hi. Where are you from?
 B: Hi. I’m from Australia.
 2. A: Hello. Where are you from?
 B: Hi. I’m from Britain.
 3. A: Where are you from?
 B: I’m from America.
 4. A: Where are you from?
 B: I’m from Viet Nam.
c. Outcome Pupils can listen to and understand four communicative contexts in 
 which pupils ask and answer questions about where someone is 
 from and number the correct pictures. 
 Key: 1. b 2. d 3. c 4. a
d. Step 1: Draw pupils’ attention to the pictures and ask Whole 
Procedure questions such as Who is he / she? and Where’s he / she class/ 
 from? Remind them to look at the flags while listening. Individual 
 work
 Step 2: Play the recording all the way through. Then 
 play the recording again for pupils to listen and number 
 the pictures.
 Step 3: Get pupils to swap books with a partner to Pair work
 check their answers before checking as a class. Correct 
 the answers, if necessary.
 Extension: If time allows, play the recording, sentence Whole 
 by sentence, for pupils to listen and repeat in chorus. class/ 
 Correct their pronunciation where necessary. Individual 
 work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer 
 correction
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete two gapped sentences and two gapped exchanges with 
 the help of picture cues.
b. Input Four picture cues, two gapped sentences and two gapped exchanges 
 to complete
c. Outcome Pupils can complete two gapped sentences and two gapped 
 exchanges with the help of picture cues.
 Key: 1. Viet Nam 2. from America 
 3. Where; Britain 4. from; from Australia
d. Step 1: Model gapped Sentence 1 as an example. Have Whole 
Procedure pupils read the sentence and guess the missing word. class/ 
 Then draw pupils’ attention to the picture (the flag) Individual 
 work
 and elicit the name of the country that can be used to 
 fill in the gap (Viet Nam).
 Step 2: Give pupils time to do the task independently. Individual 
 Go around the classroom to offer help where work
 necessary.
 Step 3: Get pupils to swap books with a partner and Pair work
 check their answers before 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. Whole 
 Step 4: Invite one pupil to read aloud Sentences 1 and class/ Pair 
 work
 2 and a pair of pupils to act out Exchanges 3 and 4 in 
 front of the class. Correct their pronunciation where 
 necessary.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song Where are you from? with the correct 
 pronunciation, rhythm and melody.
b. Input The lyrics and the recording of the song Where are you from?
c. Outcome Pupils can sing the song Where are you from? with the correct 
 pronunciation, rhythm and melody.
d. Step 1: 1: Draw pupils’ attention to the title and lyrics Group 
Procedure of the song. Encourage them to point at the picture to work/ Pair 
 reinforce their understanding. work
 Step 2: Have pupils read the first verse of the lyrics. 
 Explain that Minh is from Viet Nam. Have pupils listen 
 to the first verse, drawing their attention to the 
 pronunciation, rhythm and melody. Then let them listen 
 to and practise singing it, line by line while clapping 
 their hands.
 Step 3: Repeat Steps 1 and 2 for the other verses. Pair work
 Explain that Minh asks Lucy, Mary and Ben where 
 they are from and each of them answers. Check 
 comprehension and give feedback.
 Step 4: Ask pupils to listen to and sing the whole song Group 
 while clapping their hands. Go around the classroom work/ Pair 
 and offer help where necessary. work
 Step 5: Invite a few groups to the front of the class to 
 sing the song. The class may sing along and clap to 
 reinforce the activity.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes 
Option 1: Game: Lucky numbers Group work
- Teacher divides the class into 2 teams (boys and 
girls).
- Each team takes turns to choose a number and answer 
the question.
- The team that has more points is the winner.
 Pair work
Option 2: Board Game
- Put pupils into pairs.
- Give pupils the handouts (attached below).
- Pupils take turns to roll the dice and move their piece 
according to the number of dots on the dice. Pupils say 
the sentence I’m (name). I’m from (country) according 
to the information inside the grid. 
- The pupil who reaches the Finish box first is the 
winner. 
 Week 3
 Period 7
 18/09/2023
 UNIT 1: MY FRIENDS
 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 (pictures) in which pupils ask and answer questions about 
skills where someone is from;
 - correctly say the words and use Where’s he / she from? – He’s / She’s 
 from _____. to ask and answer questions about where someone is from;
 - enhance the correct use of Where’s he / she from? – _____. to ask and 
 answer questions about where someone is from 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 pride in where they come from and great respect for where 
 someone comes from by using appropriate gestures and intonation when 
 asking and answering about nationality.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 12
 - Audio tracks 10, 11
 - Teacher’s guide: Pages 22, 23, 24
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 1)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and 
PROCEDURE say – Let’s talk – Fun corner and wrap-up
 Interactio
 Procedure Teacher’s and pupils’ activities Note
 n
 Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Group 
 - Invite four groups of pupils to the front of the class to work
 take turns singing the song Where are you from? Each 
 group sings one verse of the song. The class sings 
 along and claps hands.
 - Ask pupils to open their books at page 12 and look at 
 Unit 1, Lesson 2. Tell pupils what they will learn in 
 this lesson.
 Option 2: 
 - Review vocabulary
 Game: Role play Pair work
 - Call 2 pupils for each turn to come to the board.
 - One pupil holds up a flag picture and asks Where are 
 you from?, the other looks and answers the questions.
 - Do the same with some more pairs.
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 where someone is from.
b. Input – Context a:
 Linh: Who’s that? 
 Lucy: It’s my new friend.
 Linh: Where’s she from? 
 Lucy: She’s from Japan.
 – Context b:
 Minh: Who’s that? 
 Ben: It’s my new friend.
 Minh: Where’s he from? 
 Ben: He’s from Singapore.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts (pictures) in which pupils ask and answer 
 questions about where someone is from.
d. Step 1: Ask pupils to look at Pictures a and b and Whole 
Procedure identify the characters. Check comprehension. class/ 
 Individual 
 Step 2: Ask pupils to look at Picture a. Play the work
 recording for them to listen and familiarise themselves 
 with the characters’ voice. Play the recording again, 
 sentence by sentence, for pupils to listen and repeat. 
 Correct their pronunciation where necessary.
 Step 3: Repeat the same procedure with Picture b. 
 Pair work
 Step 4: Invite a few pairs to the front of the class to 
 listen to and act out the exchanges. Draw pupils’ 
 attention to the questions Where’s she from? and 
 Where’s he from?, and the answers She’s from Japan. 
 and He’s from Singapore. Explain that they are used to 
 ask and answer questions about where someone is 
 from. 
 Extension: Nominate pairs of pupils to act out the 
 exchanges.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use Where’s he / she from? – He’s / 
 She’s from _____. to ask and answer questions about where 
 someone is from.
b. Input – Picture cues:
 a. a boy with the Singaporean flag
 b. a boy with the Malaysian flag
 c. a girl with the Thai flag
 d. a girl with the Japanese flag
 – Speech bubbles: Where’s he / she from? – He’s / She’s from 
 _____.
 Audio script:
 a. Singapore b. Malaysia c. Thailand d. Japan
 a. A: Where’s he from?
 B: He’s from Singapore.
 b. A: Where’s he from?
 B: He’s from Malaysia.
 c. A: Where’s she from? 
 B: She’s from Thailand.
 d. A: Where’s she from?
 B: She’s from Japan.
c. Outcome Pupils can correctly say the words and use Where’s he / she from? 
 - He’s / She’s from _____. to ask and answer questions about 
 where someone is from.
d. Step 1: Ask pupils to look at Picture a and identify the Whole 
Procedure boy, the flag and the name of the country. Play the class/ 
 recording for pupils to listen to and repeat the word Individual 
 under the picture in chorus and individually until they work
 feel confident.
 Step 2: Draw pupils’ attention to the speech bubbles 
 and elicit the missing words. Play the recording for 
 pupils to repeat the sentences in both bubbles a few 
 times. Remind pupils to point at the relevant pictures 
 when they are repeating.
 Step 3: Repeat Steps 1 and 2 for Pictures b, c and d. 
 Go around the classroom and offer help where 
 necessary. Pair work
 Step 4: Invite a few pairs to act out the exchanges in 
 front of the class
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Questions & answers
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Where’s he / she from? – _____. to 
 ask and answer questions about where someone is from in a freer 
 context.
b. Input – Picture cue: four pupils at a campsite, standing in front of their 
 tents with their national flags
 – Speech bubbles: Where’s he / she from? – _____.
c. Outcome Pupils can enhance the correct use of Where’s he / she from? – 
 _____. to ask and answer questions about where someone is from in 
 a freer context.
d. Step 1: Ask pupils to look at the picture and identify Whole 
Procedure the characters. Ask Who can you see? Where are they class/ 
 from? Remind pupils that Where’s he / she from? – Individual 
 _____. are used to ask and answer questions about work
 where someone is from. Check comprehension. 
 Step 2: Give pupils time to work in pairs and take turns 
 saying the role of each character in the picture. Remind Pair work
 them to look at the flags on the tents to identify where 
 the pupils come from.
 Step 3: Invite a few pairs to come to the front of the 
 classroom and act out the roles.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Angry birds Game Group 
 - Divide the class into 2 teams: Boys and Girls. work
 - Pupils take turns to choose the numbers and answer 
 the questions.
 - They look at the pictures and answer the questions.
 If they have the correct answers, they get the points for 
 their teams. If the answer is not correct, the other team 
 answers and gets points.
 Option 2: Slap the board game
 - Divide the class into two or three teams. Group 
 - Teacher sticks a set of pictures or words on a board. work
 - A pupil from each team comes up to the board with 
 fly swatters.
 - They listen as the teacher calls out a word or a 
 sentence and they race to slap the correct picture.
 - Whoever is the fastest with the correct slap gets a 
 point for their team.
 - The team with the most points is the winner.
 Option 3: 
 - Ask students to answer the following questions: What 
 have you learnt from the lesson today? (correctly say Whole 
 the words and use Where’s he/ she from? – He’s/ She’s class
 from _____. to ask and answer about where someone 
 comes from.) 
Week 3
Period 8
 19/09/2023
 UNIT 1: MY FRIENDS
 Lesson 2: 4,5,6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand two communicative contexts in which pupils 
knowledge & ask and answer questions about where someone comes from and tick the 
skills correct pictures;
 - complete two gapped sentences and two gapped exchanges with the 
 help of picture cues;
 - revise the target vocabulary items through the game Find someone who 
 is from 
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show pride in where they come from and great respect for where 
 someone comes from by using appropriate gestures and intonation when 
 asking and answering about nationality.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 13
 - Audio track 12
 - Teacher’s guide: Pages 24, 25, 26
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 1)
 - Computer, projector, 
III. Warm-up and review – Listen and tick – Look, complete and read –
PROCEDURE Let’s play – Fun corner and wrap-up
 Interactio
Procedure Teacher’s and pupils’ activities Note
 n
Warm-up and review: 5 minutes
 Greet the class.
 Whole class/ 
 Option 1: Individual 
 - Greet the class, then spend a few minutes revising the work
 previous lesson by inviting a few pairs of pupils, 
 holding flag flashcards to ask and answer questions 
 about where they or their classmates are from, using 
 Where are you from? – I’m from _____. and Where’s 
 he / she from? – He’s / She’s from _____.
 - Ask pupils to open their books at page 13 and look at 
 Unit 1, Lesson 2, Activity 4.
 Whole 
 Option 2: class/ 
 Individual 
 - Have pupils look at some symbols of some countries work
 they have learnt. Pupils look at the pictures then guess 
 the country and answer the question. 
 - Repeat with 7 more countries.
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which 
 pupils ask and answer questions about where someone comes from 
 and tick the correct pictures.
b. Input Picture cues:
 1a. a boy and the Malaysian flag 1b. a boy and the Singaporean 
 flag
 2a. a girl and the Thai flag 2b. a girl and the Japanese flag
 Audio script:
 1. A: Who’s that? 2. A: Who’s that?
 B: It’s my new friend. B: It’s my new friend.
 A: Where’s he from? A: Where’s she from?
 B: He’s from Malaysia. B: She’s from Thailand.
c. Outcome Pupils can listen to and understand two communicative contexts in 
 which pupils ask and answer questions about where someone is from 
 and tick the correct pictures.
 Key: 1. a 2. a
d. Step 1: Ask pupils to look at Pictures 1a and 1b and Whole 
Procedure identify the characters. Ask Who’s he? and Where’s he class/ 
 from? Draw their attention to the flags to answer the Individual 
 work
 questions. Check comprehension.
 Step 2: Play the recording of the first dialogue for 
 pupils to listen and tick the correct box. Play the 
 recording again for pupils to check their answers.
 Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b.
 Step 4: Get pupils to swap their books with a partner 
 and check their answers before checking as a class. 
 Correct the answers if necessary. Pair work
 Extension: If time allows, play the recording, sentence 
 by sentence, for the class to listen to and repeat the 
 dialogues. Correct pronunciation if necessary. Whole 
 class
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer 
 correction
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete two gapped sentences and two gapped exchanges with 
 the help of picture cues.
b. Input Four picture cues, two gapped sentences and two gapped exchanges 
 to complete
c. Outcome Pupils can complete the four gapped exchanges with the help of 
 picture cues.
 Key: 1. Japan 2. from Singapore 
 3. Where’s; from Thailand 4. he from; He’s from
d. Step 1: Model the first gapped exchange as an example. Whole 
Procedure Have pupils read the exchange and guess the missing class/ 
 word. Then draw pupils’ attention to the picture and Individual 
 work
 elicit the name of the country that can be used to fill in 
 the gap (Japan).
 Step 2: Give pupils a time limit to read the gapped 
 exchanges 2, 3 and 4, look at the pictures and fill in the 
 gaps independently. Go around the classroom and give 
 further support to pupils who find it difficult to do the 
 task. Pair work
 Step 3: Get pupils to swap books with a partner and 
 check their answers before checking as a class. Invite 
 one pupil to write the answers on the board.
 Extension: Invite four pairs of pupils to act out the 
 completed exchanges in front of the class. 
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 6. Let’s play. 8 minutes
a. Goal To revise the target vocabulary items through the game Find 
 someone who is from 
b. Input - A picture showing how to play the game
 - Sets of flash cards, each of which consists of five flash cards with 
 target vocabulary items (e.g. Australia, Thailand, Japan, Britain, 
 Malaysia)
c. Outcome Pupils can revise the target vocabulary items learnt in Lessons 1 
 and 2 through the game Find someone who is from 
d. Step 1: Tell pupils that they are going to revise the Individual 
Procedure target vocabulary items they have learnt in Lessons 1 work/
 and 2. Explain how the game is played. Check Whole 
 comprehension. class
 Step 2: Divide pupils into groups of six and give each Group 
 group a set of five flashcards. One player in each group work
 points to the other players and asks Where are you 
 from? The other players take turns looking at the flash 
 cards and answering (e.g. I’m from Britain.). If the 
 player has the correct answer, he / she gets a point / star. 
 If the answer does not match the flash card, he / she will 
 be out.
 Step 3: The game ends when all the flashcards are gone.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game “Among us” Group 
 - Teacher divides the class into 2 teams (boys and girls). work
 - Each team takes turns to choose a Among us and 
 answer the question.
 - The team that has more points is the winner.
 Option 2: Role-play
 - Put pupils in groups. Group 
 work
 - Pupils take on the identity of someone from another 
 country to practise introducing and sharing about 
 traditional costumes, countries and national languages 
 ‘Konichiwa! I’m from Japan. I’m wearing a Kimono’
 - Pupils vote for the best introduction in groups.
 Week 3
 Period 9
 20/09/2023
 UNIT 1: MY FRIENDS
 Lesson 3: 1,2,3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly pronounce the sounds of the letters a and ia in isolation, in 
knowledge & the words America and Australia, and in the sentences I’m from 
skills America. and She’s from Australia. with the correct pronunciation and 
 intonation;
 - identify the target words America and Australia while listening;
 - say the chant with the correct pronunciation and rhythm.
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show pride in where they come from and great respect for where 
 someone comes from by using appropriate gestures and intonation when 
 asking and answering about nationality.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 14
 - Audio tracks 13, 14, 15
 - Teacher’s guide: Pages 26, 27, 28
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 1)
 - Computer, projector, 
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s 
PROCEDURE chant – Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interactio Note 
 n
 Warm-up and review: 5 minutes
 - Greet the class.
 Option 1: Sing a song
 Group 
 - Invite one or two groups of pupils to come to the work
 front of the class and sing the song Where are you 
 from in Activity 6, Lesson 1.
 - Ask pupils to open their books at page 14 and look at 
 Unit 1, Lesson 3. Tell them what they will learn in this 
 lesson.
 Option 2: Hangman game (Review country names)
 - Divide the class into teams. Group 
 - Set up the game by drawing a gallow and an work
 underline for each letter in the unknown word. As 
 letters in the word are guessed, write them above the 
 corresponding line. If pupils guess a letter which is not 
 in the wỏd, draw a picture of a person on the gallow – 
 one part for each incorrect letter guess. Most 
 frequently, the person is drawn in 6 parts (for 6 letter 
 guesses) in the order: head, body, left leg, right leg, 
 left arm, right arm. If too many letters which do not 
 appear in the word are guessed, the player is hanged 
 (and loses).
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly pronounce the sounds of the letters a and ia in 
 isolation, in the words America and Australia, and in the sentences 
 I’m from America. and She’s from Australia. with the correct 
 pronunciation and intonation.
b. Input – The letter a, the word America and the sentence I’m from 
 America.
 – The letters ia, the word Australia and the sentence She’s from 
 Australia.
c. Outcome Pupils can correctly repeat the sounds of the letters a and ia in 
 isolation, in the words America and Australia, and in the sentences 
 I’m from America. and She’s from Australia. with the correct 
 pronunciation and intonation 
d. Step 1: Have pupils point at the letter a, the word Whole 
Procedure America and the sentence I’m from America. Play the class/ 
 recording for them to listen and repeat in chorus and Individual 
 individually until they feel confident. Correct their work
 pronunciation if necessary. Individual 
 Step 2: Invite a few pupils to listen to and repeat the work
 sound, the word and the sentence in front of the class. 
 Praise them when their pronunciation is good.
 Step 3: Repeat Steps 1 and 2 for the letters, the word 
 and the sentence in the second line. Go around the 
 classroom and correct their pronunciation if necessary. Whole 
 Step 4: Have pupils work in pairs or groups, pronounce class/ 
 the sounds, say the words and read the sentences until Individual 
 they feel confident. work
 Pair work/ 
 Group 
 work
e. - Performance products: Student’s pronunciation
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words America and Australia while listening.
b. Input Two gapped sentences, each with three answer options
 Audio script:
 1. I’m from America.
 2. He’s from Australia.
c. Outcome Pupils can identify the target words America and Australia while 
 listening.
d. Step 1: Tell pupils the goal of the activity. Explain that Whole 
Procedure they have to listen to the recording and circle the class/ 
 correct options. Check comprehension. Individual 
 Step 2: Get pupils to read the gapped sentences and work
 guess which option can be chosen to fill in the gaps
 Step 3: Play the recording, once or twice, for pupils to Pair work
 listen and circle the correct options. Get pupils to swap 
 books with a partner and check their answers before 
 checking as a class. Play the recording again for pupils 
 to double-check their answers.
 Step 4: Invite a few pupils to read aloud the completed Whole 
 sentences in front of the class. Go around the classroom class/ Pair 
 and correct their pronunciation where necessary. work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
 Key: 1. a 2. b 
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct pronunciation and rhythm.
b. Input The lyrics and recording of the chant.
c. Outcome Pupils can say the chant with the correct pronunciation and rhythm.
d. Step 1: Have pupils read the first verse of the chant Whole 
Procedure and draw their attention to the sound of the letter a in class/ 
 the word America and in the sentences Mary’s from Individual 
 America. And She’s from America. Check work
 comprehension.
 Step 2: Play the recording of the first verse for pupils 
 to listen. Play the recording again, linen by line, for 
 pupils to listen and repeat. Draw their attention to the 
 rhythm and pronunciation. Encourage them to clap 
 while chanting.
 Step 3: Repeat Steps 1 and 2 for the second verse of 
 the chant. Draw pupils’ attention to the sound of the 
 letters ia in the word Australia and in the sentences 
 Ben’s from Australia. and He’s from Australia.
 Step 4: Play the recording all the way through for 
 pupils to chant and clap along.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1 (Extension): Listen and choose Whole 
 - Introduce 4 new words: Canada, China, India, class/ 
 Cambodia. Individual
 work
 - Play the audio and the pupils choose the letters a or ia 
 according to the sound that they hear.
 Option 2: Slap the board Group 
 - Introduce 4 new words: Canada, China, India, work
 Cambodia. 
- Divide pupils into 2 or 3 teams. 
- Each team sends one representative to the board. 
Teacher draws two boxes and writes a and ia in each 
box.
- Students read a country name and the representatives 
slap the box containing letters a or ia according to the 
sound that they hear.
- The first pupil to touch the box gets one point.