Giáo án Tiếng Anh 4 - Tuần 4 - Period 21 - Năm học 2023-2024

 Lesson plan: Grade 4
Preparing date: October 6, 2023
Week: 6 Period: 21
 UNIT 3: MY WEEK
 Lesson 3(1,2,3)
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly repeat the sounds of the letter u in isolation, in the word music 
knowledge & (/ju/) as in the sentence I listen to music on Saturdays, and the word Sunday 
skills (/ʌ/) as in I do housework on Sundays. 
 - identify the target words music and Sunday 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
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
 - Student’s book: Page 26
 - Audio tracks 33, 34, 35
 - Teacher’s guide: Pages 51, 52, 53
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector, 
III. Warm-up and review – Listen and repeat – Listen and circle – 
PROCEDURE
 Let’s chant – 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 the 
 greeting.
 Option 1: Have the class sing the song What day is it Whole 
 today? on page 25 and clap along. class/ 
 Option 2: Select one song from wrap up in the previous Individual 
 lesson to sing and have a singing competition among class work
 groups. 
 Option 3: ppt
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letter u in isolation, in the words 
 music and Sunday, and in the sentences I listen to music on Saturdays. 
 and I do housework on Sundays. with the correct pronunciation and 
 intonation. 
b. Input – The letter u, the word music and the sentence I listen to music on 
 Saturdays. 
 – The letter u, the word Sunday and the sentence I do housework on 
 Sundays. 
c. Outcome Pupils can correctly repeat the sounds of the letter u in isolation, in the 
 word music (/ju/) as in the sentence I listen to music on Saturdays, and 
 the word Sunday (/ʌ/) as in I do housework on Sundays. 
d. Procedure Step 1: Draw pupils’ attention to the letter u, the word Whole 
 music and the sentence I listen to music on Saturdays. Play class/
 the recording and encourage pupils to point at the letter, the Individual 
 word, and the sentence while listening. work
 Step 2: Play the recording again and encourage pupils to 
 listen to and repeat the sound, the word and the sentence. 
 Do this several times until pupils feel confident. Correct 
 their pronunciation where necessary. 
 Step 3: Repeat Steps 1 and 2 for the same letter u, the word 
 Sunday and the sentence I do housework on Sundays. 
 Step 4: Have pupils work in pairs or groups, pronouncing Pair work
 the sounds, saying the words and reading the sentences until 
 they feel confident. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 2. Listen and circle. 10 minutes
 a. Goal To identify the target words music and Sunday while listening. 
b. Input Two questions, each with three options to choose
 Audio script:
 1. I listen to music. 
 2. I study at school. 
c. Outcome Pupils can identify the target words music and Sunday while listening. 
d. Procedure Step 1: Tell pupils that they are going to listen to the Whole 
 recording and circle the correct options. Get them to read class/ 
 the options and guess the sentences they may hear in the Individual 
 recording. work
 Step 2: Play the recording for pupils to listen. Play the 
 recording again for pupils to listen and circle the correct 
 options. 
 Step 3: Tell pupils to swap books with a partner, then check 
 Pair work
 the answers together as a class. Write the correct answers 
 on the board. 
 Step 4: Play the recording again for pupils to double-check Whole 
 their answers. class/ Pair 
 Extension: Invite one or two pupils to stand up, listen to work
 and repeat the sentences. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
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. Procedure Step 1: Draw pupils’ attention to the lyrics of the chant. Whole 
 Check their comprehension. class/ 
 Step 2: Play the recording all the way through for pupils to Individual 
 listen to the whole chant. Encourage them to listen carefully work
 to the rhythm and pronunciation. Draw pupils’ attention to 
 the sounds of the letter u in the words music and Sunday. 
 Step 3: Play the recording, line by line, for pupils to listen 
 and repeat. Correct their pronunciation where necessary. 
 Step 4: Play the recording all the way through for pupils to 
 chant along. Encourage them to clap along while chanting. 
 Extension: Divide the class into two groups to take turns Group 
 listening to and repeating the chant, while the rest of the work
 class claps along. 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: Play the game from Whole 
 https://www.eslgamesplus.com/days-of-the-week-esl- class/ 
 vocabulary-game/ Group 
 work
 Option 2: Miming Game
 Miming to show the subject or activities pupils often do on 
 each day at school or at home. It can be played in groups or 
 the whole class. Award pupils stickers for their correct 
 answer. 
 Option 3: Game - March and Chant
 You'll need a fairly long classroom with space for everyone 
 to march up and down (or space outside). The teacher 
 stands at one end of the room against the left wall. Line the 
 students up along side the teacher and teacher says "Go!". 
 As you all march together, teacher starts calling out the 
 days in order ("Monday", "Tuesday", etc.). Students repeat 
 each day (Teacher: "Monday", Students: "Monday"). 
 March along at a slow pace, but smartly (backs straight, 
 arms swinging). At certain points teacher suddenly shouts 
 "Stop!". Everyone must stop and be EXACTLY in line 
 with the teacher . If someone is out of line, order them 
 back in line and then continue marching where you left off. 
 Turn around each time you reach the end of the room and 
 continue the march. Once finished start again, but this time 
 walk briskly. You can do it the final time running! This is 
 even more fun when there are tables, etc, in the room that 
 the need to climb over/under. After a few lessons you 
 shouldn't have to chorus the words - just get the students to 
 chant together as they march.
D. ADJUSTMENTS (if necessary):
.
.....
...
....
 Week: 6 Period: 22
 UNIT 3: MY WEEK
 Lesson 3(4,5,6)
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - read and show understanding of a text and complete a table about Nam’s 
knowledge & week. 
skills - complete a paragraph about what pupils do on certain days of the week by 
 writing the target words in the gaps. 
 - draw two pictures about weekend activities 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
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
 - Student’s book: Page 27
 - Teacher’s guide: Pages 53, 54
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector, 
III. Warm-up and review – Read and complete – Let’s write – Project – 
PROCEDURE 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 the 
 greeting.
 Option 1: Spend a few minutes revising the previous Whole 
 lesson by having the class say the chant on page 26. class/ 
 Individual 
 Option 2: ppt work
 PRACTICE
Activity 4. Read and complete. 5 minutes
a. Goal To read and show understanding of a text and complete a table about 
 Nam’s week. 
b. Input A text and an incomplete table
c. Outcome Pupils can read and show understanding of a text and complete a table 
 about Nam’s week. 
d. Procedure Step 1: Draw pupils’ attention to the words provided in the Whole 
 table and the four gaps about Nam’s activities on some days class
 of the week. 
 Step 2: Ask pupils to read the text and complete the table Individual 
 with the missing words. work
 Step 3: Set a time limit for pupils to read the text again and 
 look for specific information to fill in the gaps in the table. 
 Go around the classroom to monitor their reading task. 
 Step 4: Tell pupils to swap their answers with a partner, Pair work
 then check answers together as a class. Write the answers 
 on the board. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 5. Let’s write. 10 minutes
a. Goal To complete a paragraph about what pupils do on certain days of the 
 week by writing the target words in the gaps. 
b. Input A writing frame with four blanks to complete. 
c. Outcome Pupils can complete a paragraph about what they do on certain days of 
 the week by writing the target words in the gaps.
 d. Procedure Step 1: Ask pupils to read the gapped text and fill in the Whole 
 gaps with their own information. Tell pupils that the gaps in class/ 
 the text should focus on their activities and the days on Individual 
 which they do the activities. Check comprehension. work
 Step 2: Have pupils do the first gapped sentence together as 
 an example. Ask them to read the sentence and elicit the 
 names. Then have them write their names in the gap, e.g. I 
 am Lan. 
 Step 3: Give pupils time to complete the text independently. 
 Go around the classroom and offer help where necessary. 
 Step 4: Get pupils to swap their books with a partner and Pair work
 check their answers before checking as a class. Whole 
 Extension: Invite a few pupils to read their completed texts class/ Pair 
 in front of the class. work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal To draw two pictures about weekend activities at home and present them 
 to the class by using the target language.
b. Input A table for pupils to take note of what they do on Saturdays and Sundays.
c. Outcome A picture showing a boy presenting two pictures about what he does on 
 Saturdays and Sundays to the class
d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole 
 have to look at the notes in their tables they have prepared class/ 
 at home and present them to the class. Individual 
 work
 Step 2: Have pupils work in groups of five or six. Each Group 
 pupil looks at his / her notes and tell the group about what work
 he / she does on Saturdays and Sundays. 
 Step 3: Invite a few pupils to look at the notes in their Individual 
 tables and tell the class about them, e.g. On Saturdays, I work
 play football. or On Sundays, I do housework
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
 Option 1: Play the game from Whole 
 https://www.eslgamesplus.com/days-of-the-week-esl- class/ 
 vocabulary-game/ Individuals
 / groups
 then play fast response by asking them question What do 
 you do at the weekend/ on Mondays/? then have them 
 respond accordingly.
 Option 2: Singing along with TPR
 Have pupils listen and sing along several times, change the 
 lyrics to the most common activities that pupils in the class 
 choose to do at weekend and sing with the new lyrics. 
 Have different groups present the song with their own lyrics 
 if their language proficiency is good enough
 https://www.youtube.com/watch?v=lPgTdgvj_jc
 Option 3: Touching the wall
 Give each pair something to stick the cards on the wall 
 with. Ask everyone to randomly stick the cards all over the 
 walls around the room. Then bring everyone into the 
 middle of the room. Shout out “Monday” and everyone has 
 to race over to a Monday card and touch it. Then 
 “Tuesday” and so on (in the correct order) until you make it 
 through all the week days. Play another round, this time 
 faster!
D. ADJUSTMENTS (if necessary):
.
.....
...
....
Week: 6 Period: 23
 UNIT 4: MY BIRTHDAY PARTY
 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 focusing on asking and answering questions about birthdays.
skills
 - correctly say the words and use When’s your birthday? – It’s in _____. to 
 ask and answer questions about someone’s birthday.
 - enhance the correct use of When’s your birthday? – It’s in _____. to ask and 
 answer questions about someone’s birthday 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 the date of birth of themselves and others’ and respect to their 
 parents for their presence
II. RESOURCES AND MATERIALS
 - Student’s book: Page 28
 - Audio tracks 36, 37
 - Teacher’s guide: Pages 55, 56, 57
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 4)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Group work
 - Play Guessing words game.
 Option 2: Whole 
 - Spend a few minutes revising Unit 3 by asking the class class/ 
 to do the project in Lesson 3 or to sing the song What day Individual 
 is it today? on page 25 and clap hands. work
 - Ask pupils to open their books at page 28 and look at 
 Unit 4, Lesson 1, Activity 1. Get pupils to look at the title 
 of the unit and check comprehension. Have them repeat it 
 once or twice. Tell pupils what they will learn in this 
 lesson.
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 birthdays.
b. Input – Context a:
 Nam: Hi, Lucy. What are you doing?
 Lucy: I’m making a hat for my birthday party.
 – Context b:
 Nam: When’s your birthday?
 Lucy: It’s in May.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and answering questions 
 about birthdays.
 d. Procedure Step 1: Have pupils look at Pictures a and b and identify the Whole 
 characters in the pictures. class/
 Individual 
 Step 2: Ask pupils to look at Picture a. Play the recording 
 work
 for them to listen. Play the recording again, 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 to 
 listen to and repeat the sentences in the recording. Pair work
 Step 5: Draw their attention to the question When’s your 
 birthday? and the answer It’s in May. Tell pupils that they Whole 
 are a question and an answer about someone’s birthday. class/
 Individual 
 work
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 When’s your birthday? – It’s in _____. 
 to ask and answer questions about someone’s birthday.
 b. Input – Picture cues:
 a. a calendar showing January
 b. a calendar showing February
 c. a calendar showing March
 d. a calendar showing April
 – Speech bubbles: When’s your birthday? – It’s in _____.
 Audio script:
 a. January b. February c. March d. April
 a. A: When’s your birthday?
 B: It’s in January.
 b. A: When’s your birthday?
 B: It’s in February.
 c. A: When’s your birthday?
 B: It’s in March.
 d. A: When’s your birthday?
 B: It’s in April.
c. Outcome Pupils can correctly say the words and use When’s your birthday? – It’s 
 in _____. to ask and answer questions about someone’s birthday
d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole 
 names of the months. Have the class repeat the words a class/ 
 few times. Individual 
 work
 Step 2: Have pupils point at Picture a, listen to the 
 recording and repeat the word (January). Repeat the same Individual 
 procedure with the other three pictures. work
 Step 3: Point at the bubbles and have pupils listen to and 
 Whole 
 repeat after the recording (When’s your birthday? – It’s in 
 class/ 
 January.). Point at Picture a and have pupils listen to and 
 Individual 
 repeat the sentences until they feel confident. Repeat the 
 work
 same procedure with Pictures b, c, and d.
 Pair work
 Step 4: Have pupils work in pairs and practise asking and 
 answering the question When’s your birthday? – It’s in 
 _____. using the speech bubbles and the pictures.
 Step 5: Invite a few pairs to point at the pictures and say 
 the questions and answers in front of class.
 e. - Performance products: Student's talks and interaction
Assessment
 - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of When’s your birthday? – It’s in _____. to 
 ask and answer questions about someone’s birthday in a freer context.
b. Input – Picture cue: A teacher asks some pupils when their birthdays are.
 – Speech bubbles: When’s your birthday? – _____.
c. Outcome Pupils can enhance the correct use of When’s your birthday? – It’s in 
 _____. to ask and answer questions about someone’s birthday in a freer 
 context.
d. Procedure Step 1: Draw pupils’ attention to the picture. Have them Whole 
 say the names of the months in the picture. Ask questions class/ 
 to help them identify the context (see Input). Individual 
 work
 Step 2: Elicit the missing words in the speech bubble and 
 write them on the board. Get pupils to say the completed 
 sentences.
 Step 3: Have pupils look at the bubbles to understand how 
 the sentence pattern is used. Have pupils role-play to 
 practise asking the questions and giving their answers in 
 pairs, using picture cues. Make sure pupils understand the 
 structure and say them with the right pronunciation and 
 intonation. Go around to observe and provide help.
 Step 4: Invite some pupils to practise asking and answering 
 questions in front of the class. Praise them if they perform 
 well.
 Extension: For a more able class, have pupils ask and 
 answer questions about their birthdays, using the structures 
 learnt.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: SpongeBob Group 
 work 
 - Divide the class into 3 teams. 
 - Pupils from each team take turns to choose a letter and 
 answer a question.
 - Pupils answer correctly to get some points corresponding 
 to the number of hamburgers. 
 Option 2: Individual 
 - Ask students to answer the following questions: work/ 
 Whole 
 1. What have you learnt from the lesson today? class
 (Correctly say the words and use When’s your birthday? – 
 It’s in _____. to ask and answer questions about someone’s 
 birthday.)
 2. What are the core values of the lesson? 
 (Show pride in the date of birth of themselves and others’ 
 and respect to their parents for their presence.)
 *Preparation for the project: Tell pupils about the project 
 on page 33. Ask them to prepare for it at home by making 
 birthday party invitations. Remind them to bring the 
 invitations to class to present them at Project time.
D. ADJUSTMENTS (if necessary):
.
.....
...
....
Week: 6 Period: 24
 UNIT 4: MY BIRTHDAY PARTY
 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 ask 
 knowledge & and answer questions about their birthdays and number the correct 
 skills pictures.
 - complete four target gapped exchanges with the help of picture cues.
 - sing the song When's your birthday? 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 the date of birth of themselves and others’ and respect to their 
 parents for their presence
 II. RESOURCES AND MATERIALS
 - Student’s book: Page 29
 - Audio tracks 39, 40
 - Teacher’s guide: Pages 57, 58, 59, 60
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 4)
 - Computer, projector, 
 III. Warm-up and review – Listen and number – Look, complete and read – 
 PROCEDURE Let’s sing – Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
 Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Whole 
 class/ 
 - Spend a few minutes revising the previous lesson. Get a 
 Individual 
 few pupils to ask and answer questions about birthdays in 
 work
 front of the class. Have the class give comments.
 Option 2: Game: Yes or No Group work
 - Play YES/ NO physical game. 
 - Ask pupils to open their books at page 29 and look at 
 Unit 4, Lesson 1, Activity 4.
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 their birthdays and number the correct 
 pictures.
b. Input Picture cues:
 a. a calendar showing February b. a calendar showing April
 c. a calendar showing January d. a calendar showing March
 Audio script: 
 1. A: When’s your birthday?
 B: It’s in April.
 2. A: When’s your birthday?
 B: It’s in February.
 3. A: When’s your birthday?
 B: It’s in March.
 A: Thank you.
 4. A: When’s your birthday?
 B: It’s in January.
 A: My birthday’s in January too.
c. Outcome Pupils can listen to and understand four communicative contexts in which 
 pupils ask and answer questions about their birthdays and number the 
 correct pictures.
 d. Procedure Step 1: Draw pupils’ attention to the pictures. Elicit the Whole 
 name of the month in each picture. class/ 
 Individual 
 Step 2: Play the recording all the way through so that pupils 
 work
 can become familiar with the characters’ voices. Then play 
 the recording for them to listen and number the pictures.
 Step 3: Play the recording again for pupils to do the task. 
 Play the recording a third time to give pupils another 
 listening opportunity.
 Step 4: Check answers as a class. Play the recording again 
 for pupils to double-check their answers and correct their 
 answers in pairs. Pair work
 Extension: If time allows, play the recording, sentence by 
 sentence, for the class to listen and repeat in chorus. Correct 
 their pronunciation where necessary. If they repeat well, Whole 
 praise them. class/ 
 Individual 
 work
e. - Performance products: Student’s answers
Assessment
 - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four target gapped exchanges with the help of picture cues.
b. Input Four picture cues and four exchanges with the target sentences to 
 complete
c. Outcome Pupils can complete four target gapped exchanges with the help of 
 picture cues.
 Key: 1. March 2. May 3. birthday; February 4. When’s; in April
 d. Procedure Step 1: Have pupils look at the pictures. Have them Whole 
 identify the birthdays (months) in the pictures. class/ 
 Individual 
 Step 2: Have pupils look at the four incomplete dialogues. 
 work
 Draw their attention to the missing words in the sentences.
 Step 3: Model Picture 1. Have pupils look at the dialogue. 
 Then have them look at the picture and identify the month. Individual 
 work
 Ask them what is missing in the answer (March). Ask 
 them to complete the gap (When’s your birthday? – It’s in 
 March.). Repeat the same procedure with Pictures 2, 3 and 
 4.
 Step 4: Have pupils complete the dialogues individually Whole 
 and nominate a few pairs to read them aloud. Correct their class/ 
 pronunciation where necessary, praise the readers, and get Individual 
 the class to clap or cheer if their pronunciation is good. work
 Pair work
e. - Performance products: Student's talks and interaction
Assessment
 - Assessment tools: Observation; Answer keys 
PRODUCTION
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song When's your birthday? with the correct pronunciation, 
 rhythm and melody.
b. Input The lyrics and the recording of the song When's your birthday?
c. Outcome Pupils can sing the song When's your birthday? with the correct 
 pronunciation, rhythm and melody.
 d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the Whole 
 song. Encourage them to point at the pictures to reinforce class/ 
 the understanding. Individual 
 work
 Step 2: Play the recording all the way through. Encourage 
 them to listen carefully to the pronunciation and melody.
 Step 3: Play the recording line by line for pupils to listen 
 and repeat. Correct their pronunciation where necessary.
 Step 4: Play the recording all the way through and have 
 pupils sing along.
 Group 
 Extension: Put pupils into groups to make up their own work
 actions for the song. Invite groups to the front of the class 
 to perform, while the rest of the class sings and / or claps 
 along. Encourage the class to praise or cheer the 
 performers.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: SnowWhite Group 
 work 
 - Divide the class into 3 teams. 
 - Pupils from each team take turns to answer questions to 
 help Snow White avoid the poisonous apples.
 Option 2: Individual 
 work/ 
 - Ask students to answer the following questions: 
 Whole 
 1. What have you learnt from the lesson today? class 
 - listen to and understand four communicative contexts 
 in which pupils ask and answer questions about their 
 birthdays and number the correct pictures.
 - complete four target gapped exchanges with the help of 
 picture cues.
 - sing the song When's your birthday? with the correct 
 pronunciation, rhythm and melody.
 2. What are the core values of the lesson? 
 (Show pride in the date of birth of themselves and others’ 
 and respect to their parents for their presence.)
 D. ADJUSTMENTS (if necessary):