Giáo án Tiếng Anh 4 - Tuần 5 - Period 17 - Năm học 2023-2024

 Lesson plan: Grade 4
 Preparing date: September 28, 2023
 Week: 5 Period: 17
 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 days of 
skills 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 say – 
PROCEDURE 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 the 
 greeting. Whole 
 Option 1: Have the whole class sing the song What time do class/ 
 you go to school? Individual 
 work
 Option 2: Ppt
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. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole 
 the characters in the pictures. class
 Step 2: Ask pupils to look at Picture a. Play the recording /Individual 
 for them to listen. Play the recording again, sentence by work
 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 Pair work
 listen to and repeat the sentences in the recording. 
 Step 5: Draw their attention to the question What day is it Whole 
 today? and the answer It's Monday. and It’s Friday. Tell class
 pupils that they have a question and answers about the days /Individual 
 of the week. work
 Extension: Invite a few pairs of pupils to ask and answer Pair work
 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. Procedure Step 1: Have pupils look at the pictures and elicit the days Whole 
 of the week. class/ 
 Step 2: Have pupils point at Picture a, listen to the Individual 
 recording and repeat the word (Monday). Repeat the same work
 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. 
 Step 4: Have pairs practise asking and answering the Pair work
 question What day is it today? – It’s _____. 
 Step 5: Invite a few pairs to point at the pictures and say Whole 
 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. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions Whole 
 to help them identify the context (see Input). class/
 Individual 
 work
 Step 2: Put pupils into pairs and encourage them to ask and Pair work
 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: Play the game from Group work
 https://www.eslgamesplus.com/days-of-the-week-esl-
 vocabulary-game/
 Group work
 Option 2: Play the Board game
 - Divide children into groups of four.
 - Give each group one paper dice.
 - Race to find the winner.
 * Preparation for the project:
 Tell pupils about the project on page 27, Lesson 3, Activity Group work
 6. Ask them to take notes of weekend activities at home 
 and present them to the class at Project time. 
 Option 3: Ask students two questions related to days of 
 the week
 Which day do you like most in a week? Monday? 
 Tuesday?... Why?
 Why do we need Saturday and Sunday? 
 RACING HORSES
How to play: 
Divide children into groups of four.
Give each group one paper dice.
Race to find the winner.
 START
 THE DAY THE DAY GO BACK THE DAY GET A GIFT 
 AFTER BEFORE TWO AFTER FROM THE 
 MONDAY THURSDAY SPACES THURSDAY TEACHER
THE DAY GO THREE 
 6 DAYS FOUR DAYS 
AFTER FORWARD GO BACK DAYS 
 AFTER BEFORE 
WEDNESDAY TWO ONE SPACE AFTER 
 SUNDAY SATURDAY
 SPACES SUNDAY
 GO BACK 
 THREE 
 TO THE GO THE DAY THE DAY 
 DAYS 
SING A SONG START FORWARD AFTER BEFORE 
 AFTER 
 ONE SPACE TUESDAY WEDNESDAY
 FRIDAY
 PICK ONE 
 FRIEND TO 
 THE DAY THE DAY TWO DAYS 
GO BACK 5 ASK HIM/ 
 BEFORE AFTER START FINISH
SPACES HER TO 
 SUNDAY SATURDAY WITH T
 SING A 
 SONG
D. ADJUSTMENTS (if necessary):
.
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...
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 Week: 5 Period: 18
 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 of the 
knowledge & 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
Attributes - Self-control & independent learning: perform listening tasks
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 – 
PROCEDURE Let’s play – 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: Whole 
 - Spend a few minutes revising the previous lesson by class/ 
 asking the question What day is it today? and have a few Individual 
 pupils answer the question. Have the class give comments. work
 Option 2: Sing along 
 https://www.youtube.com/watch?v=RfAMjbaHMVU
 Option 3: Ppt
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. Procedure Step 1: Draw pupils attention to Pictures 1a and 1b. Ask Whole 
 questions to help them identify the days of the week. class
 Step 2: Play the recording for Question 1 for pupils to /Individual 
 listen. Then play the recording again for pupils to listen and work
 tick the correct picture. 
 Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. 
 Step 4: Tell pupils to swap books with a partner, then check Pair work
 answers together as a class. Write the correct answers on 
 the board. Play the recording again for pupils to double- 
 check their answers. 
 Extension: If time allows, play the recording, sentence by Whole 
 sentence, for the class to listen and repeat in chorus. Correct class
 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. Procedure Step 1: Have pupils look at the pictures. Get them to Whole 
 identify the days of the week in the pictures. class/ 
 Step 2: Have pupils look at the gapped exchanges. Draw Individual 
 their attention to the missing words in the questions and work
 answers. 
 Step 3: Model Picture 1. Have pupils look at the answer. Pair work
 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. 
 Whole 
 Step 4: Have pupils complete the gapped exchanges class/ Pair 
 individually and ask a few pairs to read them aloud. work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRODUCTION
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. Procedure Step 1: Tell pupils that they are going to listen to and slap Whole 
 the correct words as quickly as possible. Have them look at class/ 
 the days of the week on the board to recall the days of the Individual 
 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 of Pair work
 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: Play the game from Whole 
 https://www.eslgamesplus.com/days-of-the-week-esl- class/ 
 vocabulary-game/ Group work
 Option 2: Play the “ Board game” (bank) 
 Option 3: Sing along 
 https://www.youtube.com/watch?v=RfAMjbaHMVU
 RACING HORSES
How to play: 
Divide children into groups of four
Give each group one paper dice
Race to find the winner
 START
 ASK YOUR 
 THE FIRST THE DAY THE DAY GET A GIFT 
 PARTNER 
 DAY OF A BEFORE AFTER FROM THE 
 TO SING A 
 WEEK TUESDAY THURSDAY TEACHER
 SONG
THE DAY GO THREE 
 GO BACK 6 DAYS DAY FOUR, 
AFTER FORWARD DAYS 
 THREE AFTER COUNT FROM 
FRIDAY ONE AFTER 
 SPACE SATURDAY WEDNESDAY
 SPACES MONDAY
 GO BACK 
 THREE 
 TWO GO THE DAY THE DAY 
SHOW A DAYS 
 SPACES FORWARD AFTER BEFORE 
DANCE AFTER 
 ONE SPACE MONDAY SUNDAY
 MONDAY
 PICK ONE 
 FRIEND TO 
 ASK HIM/ THE DAY THE DAY THE DAY 
GO BACK 5 
 HER TO BEFORE AFTER START FINISH
SPACES
 TELL A SUNDAY SATURDAY WITH W
 FUN 
 STORY
D. ADJUSTMENTS (if necessary):
.
.....
...
....
 Week: 5 Period: 19
 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 someone 
skills 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
Attributes - Self-control & independent learning: perform listening tasks
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 say – 
PROCEDURE 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. 
 Option 1: 
 Whole 
 - Get a few pupils to play the game Slap the board in front class/ 
 of the class. Have the class give comments. Individual 
 Option 2: ppt work
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 identify Whole 
 the characters in the pictures. class/
 Step 2: Ask pupils to look at Picture a. Play the recording Individual 
 for them to listen. Play the recording again, sentence by work
 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 Pair work
 listen to and repeat the sentences in the recording. 
 Step 5: Draw their attention to the questions What do you Whole class
 do on Thursdays / Saturdays? and the answers I study at 
 school and I do homework. Tell pupils that they are 
 questions and answers about what someone does on certain 
 days of the week. 
 Extension: Invite a few pairs of pupils to ask and answer Pair work
 about the days of the week and their activities during a 
 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 d. 
 Step 4: Have pairs practise asking and answering the Pair work
 question What do you do on _____? – I _____. 
 Step 5: Invite a few pairs to point at the pictures and say Whole 
 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 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 questions Whole 
 to help them identify the context (see Input). class/ 
 Step 2: Put pupils into pairs and encourage them to ask and Individual 
 answer questions about what someone does on certain days work
 of the week. Go around the classroom to offer support. 
 Step 3: Invite a few pairs to the front of the class to Pair work
 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: Play the game Whole 
 First, some pupils walk around the class, reading aloud the class/ 
 words on their activity card to each other. Pupils' task is to 
 form a group of five that have a matching free-time 
 activity. Each group should consist of a pupil with a free-
 time activity card, a pupil with a card for the place where 
 the activity is done, and a pupil with a card that has the 
 object used in the free-time activity. When everyone is 
 happy with the groups they have formed, the groups identify 
 the free-time activity, place and objects used by the rest of 
 the class. The other students listen and try to remember 
 what each group says. Groups then complete a table with 
 the information they remember about each activity. Groups 
 score one point for each correct answer. The group with the 
 most points wins.
 Option 2: Sing along 
 https://www.youtube.com/watch?v=RfAMjbaHMVU
 Option 3: Find the treasure
 Explain each day is a treasure like time is valuable to all of 
 us. 
 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 learners into groups of seven. The 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.
D. ADJUSTMENTS (if necessary):
.
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...
....
 Week: 5 Period: 20
 UNIT 3: MY WEEK
 Lesson 2 (4,5,6)
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand four communicative contexts about days of the 
knowledge & week and what someone does on certain days of the week and number the 
skills correct pictures. 
 - complete four gapped exchanges with the help of picture cues. 
 - sing the song My week with the correct pronunciation, rhythm and melody.
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 25
 - Audio tracks 31, 32
 - Teacher’s guide: Pages 49, 50, 51
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 3)
 - Computer, projector, 
III. Warm-up and review – Listen and number – Look, complete and read – 
PROCEDURE Let’s sing – 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: Whole 
 Spend a few minutes revising the previous lesson by class/ 
 getting a few pairs to ask and answer questions about what Individual 
 they do on certain days of the week. work
 Option 2: Miming game
 PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts about days of 
 the week and what someone does on certain days of the week and 
 number the correct pictures.
b. Input Picture cues:
 a. a girl listening to music on Sundays 
 b. a calendar: Friday
 c. a calendar: Monday
 d. a boy doing housework on Saturdays 
 Audio script: 
 1. A: What day is it today? 
 B: It’s Monday. 
 2. A: What do you do on Saturdays? 
 B: I do housework. 
 3. A: What day is it today? 
 B: It’s Friday. 
 4. A: What do you do on Sundays? 
 B: I listen to music. 
c. Outcome Pupils can listen to and understand four communicative contexts about 
 days of the week and what someone does on certain days of the week and 
 number the correct pictures. 
d. Procedure Step 1: Draw pupils’ attention to the pictures. Elicit the Whole 
 activities and the days of the week. class/
 Step 2: Play the recording for pupils to do the task by Individual 
 numbering the pictures. Play the recording again to give work
 pupils another listening opportunity. Pair work
 Step 3: Check answers together as a class. Play the 
 recording a third time for pupils to double-check their 
 answers and correct their answers in pairs. 
 Extension: If time allows, play the recording, sentence by Whole 
 sentence, for the class to listen and repeat in chorus. Correct class
 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 with four gapped exchanges to complete. 
 c. Outcome Pupils can complete four gapped exchanges with the help of picture cues. 
d. Procedure Step 1: Have pupils look at the pictures. Get them to Whole 
 identify the days of the week and the activities in the class/ 
 pictures. Individual 
 Step 2: Have pupils look at the four gapped exchanges. work
 Draw their attention to the missing words in the questions 
 and answers. 
 Step 3: Model Picture 1. Have pupils look at the answer. 
 Ask them what word is missing (Tuesday). Then have them 
 complete the answer (It’s Tuesday.). Repeat the same 
 procedure with Pictures 2, 3 and 4. 
 Step 4: Have pupils complete the gaps individually and ask Whole 
 a few pairs to read the four completed exchanges aloud. class/ Pair 
 work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song What day is it today? with the correct pronunciation, 
 rhythm and melody.
b. Input The lyrics and the recording of the song What day is it today?
c. Outcome Pupils can sing the song What day is it today? 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 characters’ activities class/ 
 to reinforce their understanding. Individual 
 Step 2: Play the recording all the way through for pupils to work
 listen to the whole song. Encourage them to listen carefully 
 to the pronunciation, rhythm and the 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 for pupils to 
 sing along.
 Step 5: Play the recording again for pupils to sing and clap 
 along with the recording. Pupils can sing the song What day 
 is it today? with the correct pronunciation, rhythm and 
 melody. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
 Fun corner and wrap-up: 5 minutes
 Option 1: Play the song again, divide pupils into small Whole 
 groups, have them join in a singing competition to find out class/ 
 the best singers. Give all pupils encouragement. Group 
 work
 Option 2: Sing the song from
 https://www.youtube.com/watch?v=mXMofxtDPUQ
 Let pupils listen to the song several times, sing along 
 together and draw the first letter of the day to memorize the 
 spelling.
 Option 3: Sing the song with TPR technique
 https://www.youtube.com/watch?v=lPgTdgvj_jc
 Let pupils listen to the song several times, sing along and 
 act together. 
 Option 4: Games word search
 D. ADJUSTMENTS (if necessary):
.
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