Giáo án Tiếng Anh 4 - Tuần 8 - Period 29 - Năm học 2023-2024

 Lesson plan: Grade 4
Preparing date: October 18, 2023
Week: 8 Period: 29
 UNIT 5: THINGS WE CAN DO
 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 contexts 
knowledge & (pictures) in which pupils ask and answer questions about someone’s abilities.
skills - correctly say the phrases and use Can you _____? – Yes, I can. / No, I can’t. to 
 ask and answer questions about someone’s abilities.
 - enhance the correct use of Can you _____? – Yes, / No, _____. to ask and 
 answer questions about pupils’ abilities in a freer context.
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 what they can do and great respect for other people’s abilities by 
 using appropriate gestures and intonation when asking and answering about 
 abilities.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 34
 - Audio track 46, 47
 - Teacher’s guide: Pages 68, 69, 70
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 5)
 - 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: Whole class/ 
 - Have the whole class say the chant on page 32. You may use Individual 
 other food / drink items to have another version of the chant. work
 Option 2:
 - Divide the class into 3 teams. Group work
 - Each team has 1 sticky ball.
 - Play the music, students in each team take turns to pass the 
 ball. After the music ends, 3 students have the ball – stand 
 up and say the sentences, using the sentence models from the 
 previous unit.
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 someone’s 
 abilities.
b. Input - Context a: Mary: I can fly a kite. Mai: I can skip.
 - Context b: Minh: Can you ride a bike? Mary: Yes, I can.
 Mai: No, I can't.
c. Outcome Pupils can listen to and understand two communicative contexts in which 
 pupils ask and answer questions about someone’s abilities and tick the correct 
 pictures.
 Key: 1. b 2. b
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the Whole class
 characters in the pictures.
 Step 2: Draw pupils’ attention to the kite and the skipping rope 
 in Picture a and predict what the characters can do or are 
 talking about. Play the recording and have pupils check the 
 prediction. Repeat the same procedure with Picture b.
 Step 3: Play the recording again and encourage pupils to point 
 at the characters while listening.
 Step 4: Play the recording again, sentence by sentence, for 
 pupils to listen, point at the sentences and repeat after each 
 character. Correct their pronunciation where necessary.
 Extension: Invite a few pairs of pupils to act out the Pair work
 conversations in front of the class.
e. Assessment - Performance products: Student’s answers
 - Assessment tools: Observation; Questions & answers, Peer correction 
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
 a. Goal To correctly say the phrases and use Can you ____? – Yes, I can. /
 No, I can’t. to ask and answer questions about someone’s abilities.
b. Input - Picture cues:
 a. a girl riding a bike b. a boy who can’t ride a horse
 c. a boy playing the piano d. a girl who can’t play the guitar
 - Speech bubbles: Can you _____? – Yes, I can. / No, I can’t.
 Audio script:
 a. ride a bike / yes b. ride a horse / no
 c. play the piano / yes d. play the guitar / no
 a. A: Can you ride a bike?
 B: Yes, I can.
 b. A: Can you ride a horse?
 B: No, I can’t.
 c. A: Can you play the piano?
 B: Yes, I can.
 d. A: Can you play the guitar?
 B: No, I can’t.
c. Outcome Pupils can correctly say the phrases and use Can you ? – Yes, I can. / 
 No, I can’t. to ask and answer questions about someone’s abilities.
d. Procedure Step 1: Ask pupils to look at Pictures a, b, c, and d and identify Whole 
 the activities in the pictures. class/ 
 Step 2: Play the recording for pupils to listen to and repeat the Individual 
 phrases under the pictures in chorus and individually until they work
 feel confident. Use the flash cards for ride a bike, ride a horse, 
 play the piano and play the guitar to practise the phrases.
 Step 3: Draw pupils’ attention to the speech bubbles and elicit 
 the missing words in the answer by pointing at Picture a. Play 
 the recording for pupils to repeat the sentences in both bubbles 
 a few times. Repeat the same procedure with Pictures b, c, and 
 d.
 Step 4: Have pupils practise asking and answering questions in Pair work
 pairs. Go around the classroom to offer help where necessary.
 Step 5: Invite a few pairs to point at the pictures and ask and Pair work
 answer questions about what the pupils in the pictures can or 
 can’t do.
e. Assessment - Performance products: Student's talks and interaction
 - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Can you ? – Yes, / No, ____. to ask and 
 answer questions about pupils’ abilities in a freer context.
 b. Input - Picture cue: A summer camp poster. There are four activities in the poster.
 - Speech bubbles: Can you ____? – Yes, / No, ____.
c. Outcome Pupils can enhance the correct use of Can you____? – Yes, / No,____. to ask 
 and answer questions about their abilities in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the poster about the Whole 
 summer camp. Ask questions to help them identify the class/ 
 activities in the poster. Individual 
 work
 Step 2: Elicit the missing words in the speech bubbles and 
 write them on the board. Get pupils to say the completed 
 sentences.
 Step 3: Put pupils into pairs to ask and answer about their Pair work
 abilities. Go around the classroom to offer support where 
 necessary.
 Step 4: Invite a few pairs to point at the pictures and ask and Pair work
 answer questions about their abilities.
e. Assessment - Performance products: Student’s interaction and performance
 - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Lucky number (ppt) Group work
 - Divide the class into 3 groups. 
 - Pupils from each team choose a number, then ask and answer 
 with the picture in that number. 
 - Pupil or teacher clicks the “play” button to roll the dice and 
 clicks the “stop” button to get points. 
 - After 9 numbers, the group with the most points is the winner. 
 Option 2: 
 Use hoclieu.vn, have pupils look at the words in the pictures of Whole class
 Activities 1, 2 and repeat after the recordings.
 Option 3: 
 - Ask students to answer the following questions: Whole class
 1. What have you learnt from the lesson today? 
 (Use sentence pattern Can you _____? – Yes, I can. / No, I 
 can’t. to ask and answer someone’s abilities.)
 2. What are the core values of the lesson? 
 (Show pride in what they can do and great respect for other 
 people’s abilities by using appropriate gestures and intonation 
 when asking and answering about abilities.)
 * Preparation for the project: 
 Tell pupils about the project on page 39. Ask them to prepare 
 for it at home by carrying out a school club survey and asking 
 their friends about their abilities. Set up groups of four or five 
 to carry out a survey. Each group should choose two clubs such 
 as sports or music. They should write questions about what 
 their friends can or can’t do to find members for the clubs. 
 Remind pupils to bring their completed surveys to the class to 
 present them at Project time.
D. ADJUSTMENTS (if necessary):
.
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 Week: 8 Period: 30
 UNIT 5: THINGS WE CAN DO
 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 in which pupils ask and 
knowledge & answer questions about someone’s abilities and tick the correct pictures.
skills – - complete four gapped exchanges with the help of picture cues.
 – - practise the target vocabulary and sentence patterns by playing the game Can you 
 ...?
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 what they can do and great respect for other people’s abilities by 
 using appropriate gestures and intonation when asking and answering about abilities.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 35
 - Audio track 48
 - Teacher’s guide: Pages 70, 71, 72
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 5)
 - Computer, projector, 
III. Warm-up and review – Listen and tick – Look, complete and read – 
PROCEDURE Let’s play – Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: 
 –- Use the flash cards (ride a bike, ride a horse, play the Whole class/ 
 piano, play the guitar) to revise the vocabulary in Period 1 by Individual 
 asking Can you __? work
 – - Get pupils to open their books at page 35 and look at Unit 5, 
 Lesson 1, Activity 4.
 Option 2: Whole class/ 
 - Have students look at the screen and guess the words or Individual 
 work
 phrases (ride a bike, fly a kite, ride a horse, play the piano, 
 play the guitar and skip). Then students use I can __./ I can’t 
 __. to make a sentence for themselves with that word/ phrase. 
 - Review Can you______? – Yes, I can. / No, I can’t.
 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 someone’s abilities and tick the correct pictures.
b. Input – Picture cues:
 1a. a girl playing the piano 1b. a girl riding a horse
 2a. a boy riding a bike 2b. a boy playing the guitar
 Audio script:
 1. 1. A: What’s she doing?
 B: She’s riding a horse.
 A: Can you ride a horse?
 B: Yes, I can.
 2. 2. A: Can you play the piano?
 B: No, I can’t.
 A: Can you play the guitar?
 B: Yes, I can. I can do it well.
c. Outcome Pupils can listen to and understand two communicative contexts in which 
 pupils ask and answer questions about someone’s abilities and tick the correct 
 pictures.
 Key: 1. b 2. b
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask questions Individual 
 to elicit the activities in the pictures. Remind them to look at work/
 each pair of pictures, listen to the recording and choose the Whole class
 activity the speakers can do.
 Step 2: Play the recording all the way through. Then play the Individual 
 recording for pupils to listen and tick the activity the speakers work/
 can do. Whole class
 Step 3: Get pupils to swap books with a partner to check their 
 answers before checking as a class. Correct the answers where Pair work
 necessary.
 Extension: If time allows, play the recording, sentence by Whole class
 sentence, for pupils to listen and repeat in chorus. Correct their 
 pronunciation where necessary.
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 four gapped exchanges with the help of picture cues.
b. Input Four picture cues and four gapped exchanges to complete.
 c. Outcome Pupils can complete four gapped exchanges with the help of picture cues.
 Key: 1. Yes, I can 2. No, I can’t 
 3. ride a horse; Yes 4. play the guitar; No
d. Procedure Step 1: Model Question 1. Have pupils read the exchange and Whole 
 guess the missing words in the answer. Then draw pupils’ class/ 
 attention to the picture and elicit the answer to fill in the gap Individual 
 (Yes, I can.). work
 Step 2: Give pupils time to do the task independently. Go Individual 
 around the classroom to offer help where necessary. work
 Step 3: Get pupils to swap books with a partner and check their Pair work
 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.
 Step 4: Invite four pairs of pupils to act out four complete Whole 
 exchanges in front of the class. Correct their pronunciation class/ Pair 
 where necessary. work
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 practise the target vocabulary and sentence patterns by playing the game 
 Can you ...?
b. Input A picture of a teacher in front of two groups of pupils holding a flash card to 
 elicit the action and a suggested sentence: Can you ride a bike?
c. Outcome Pupils can practise the target vocabulary and sentence patterns by playing the 
 game Can you ?
d. Procedure Step 1: Invite two groups, each with six pupils, to play the Group 
 game. Tell pupils the goal of the game and how to play it. work/ 
 Explain that they look at a flash card, ask and answer. Then Pair work
 demonstrate the action. Each group has two minutes to play. The 
 teacher holds up a flash card (ride a bike), the first pair looks at 
 the picture, one pupil asks (e.g. Can you ride a bike?) and 
 another pupil replies as quickly as possible. Check with the 
 whole class if the question is correct or not, and ask the group to 
 demonstrate the action.
 Step 2: The pair who has played goes to the end of the line. The Pair work
 second pair moves up and continues with the next flash card. For 
 each pair, the group gets three stars, one star for the question, 
 one for the answer and one for the group action.
 Step 3: Play the game with other groups in the class. The group 
 Group work
 with the most stars is the winner.
 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 number Group work
 - Teacher divides the class into 2 teams (boys and girls).
 - Each team takes turns to choose the number and answer the 
 question.
 - The team that has more points will be the winner.
 Option 2: Individual 
 - - Teacher gives students handouts (attached below). work
 - Students read and check or cross for themselves.
 - Students go around the class to ask their friends Can you ___? 
 to find the person who has the same abilities as them and write 
 their names in the blank.
 - After 4 minutes, the student who can write the most names will 
 be the winner.
 Option 3: Whole class
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Use sentence pattern Can you _____? – Yes, I can. / No, I 
 can’t. to ask and answer someone’s abilities.)
 2. What are the core values of the lesson? 
 (Show pride in what they can do and great respect for other 
 people’s abilities by using appropriate gestures and intonation 
 when asking and answering about abilities.)
D. ADJUSTMENTS (if necessary):
.
.....
...
....
Week: 8 Period: 31
 UNIT 5: THINGS WE CAN DO
 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 contexts 
knowledge & (pictures) in which the characters talk about abilities and lack of abilities.
skills - - correctly say the words and use Can he / she _____? – Yes, he / she can. / No, he 
 / she can’t, but he / she can _____. to talk about abilities and lack of abilities.
 - - enhance the correct use of Can he / she _____? – Yes, _____. / No, _____, but 
 _____. to talk about abilities and lack of abilities in a freer context.
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 what they can do and great respect for other people’s abilities by 
 using appropriate gestures and intonation when asking and answering about 
 abilities.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 36
 - Audio tracks 49, 50
 - Teacher’s guide: Pages 72, 73, 74
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 5)
 - 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. Whole class/ 
 Option 1: Individual 
 - Greet the class, then play the Can you ? game with action work
 verbs learnt in the previous lesson.
 - Get pupils to open their books at page 36 and look at Unit 5, 
 Lesson 2, Activity 1.
 Option 2: Guessing game Group work
 - Divide the class into 3 teams.
 - Pupils take turns to answer the questions.
 - They look at the objects and guess what activity they can do 
 with the objects.
 - If they have the correct answers, they get the points for their 
 teams. If the answer is not correct, another team answers.
 * Review models:
 - Draw the pupil's attention to the picture.
 - They make the sentences: I can 
 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 the characters talk about abilities and lack of 
 abilities.
b. Input - Context a: Mr Long: Can Linh play badminton? Ben: Yes, she can.
 - Context b: Mr Long: Can she play football? Ben: No, she can’t, but she can 
 swim.
c. Outcome Pupils can understand and correctly repeat the sentences in two communicative 
 contexts (pictures) in which the characters talk about abilities and lack of 
 abilities.
d.Step Procedure 2: Step 1: Ask pupils to look at Pictures a and b and identify the Whole class
 characters and predict the activities that Linh can do on the 
 sports day.
 Step 2: Ask pupils to look at Picture a. Play the recording for Individual 
 them to listen and check the prediction. Play the recording work
 again, sentence by sentence, for pupils to listen and repeat. 
 Correct their pronunciation where necessary. Repeat the same 
 procedure with Picture b.
 Step 3: Invite a few pairs to the front of the classroom to listen Pair work
 to and act out the exchanges.
 Step 4: Draw pupils’ attention to the words can and can’t in the Whole class
 conversation to elicit the meaning. Explain that they are used to 
 talk about abilities and lack of abilities.
 Extension: If time allows, play the recording, sentence by 
 sentence, for pupils to listen and repeat in chorus. Correct their 
 pronunciation where necessary.
e. Assessment - Performance products: Student’s answers
 - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the phrases and use Can he / she ? – Yes, he/ she can. / 
 No, he/ she can’t, but he/ she can ______. to talk about abilities or lack of 
 abilities.
 b. Input – Picture cues:
 a. a boy swimming b. a boy who can’t roller skate
 c. a girl cooking d. a girl who can’t draw
 – Speech bubbles:
 Can he / she ?
 Yes, he / she can.
 No, he / she can’t, but he / she can .
 Audio script:
 a. swim / yes b. roller skate / no / swim 
 c. cook / yes d. draw / no / cook
 a. A: Can he swim?
 B: Yes, he can.
 b. A: Can he roller skate?
 B: No, he can’t, but he can swim.
 c. A: Can she cook?
 B: Yes, she can.
 d. A: Can she draw?
 B: No, she can’t, but she can cook.
c. Outcome Pupils can correctly say the words and use Can he / she ? – Yes, he/ she 
 can. No, he/ she can’t, but he/ she can ____. to talk about abilities or lack of 
 abilities.
 d. Procedure Step 1: Pre-teach new words by asking pupils to look at the Whole class/ 
 pictures and repeat the words in chorus and individually. Individual 
 Step 2: Ask pupils to play the matching game. One pupil from work
 each team chooses 2 boxes to open, if they match, that team 
 earns a point. 
 Step 3: Teacher presents the model sentences. 
 Step 4: Ask pupils to look at the pictures and identify the Whole class/ 
 activities in the pictures. Individual 
 Step 5: Play the recording for pupils to listen to and repeat the work
 words in chorus and individually until they feel confident. Use 
 the flash cards for swim, roller skate, cook and draw to practise 
 the words.
 Step 6: Draw pupils’ attention to the speech bubbles and elicit Whole class
 the missing word in the sentence by pointing at Picture a. Play 
 the recording for pupils to repeat the sentence a few times. 
 Repeat the same procedure with Pictures b, c, and d.
 Step 7: Have pupils point at the pictures and ask and answer Pair work
 questions in pairs. Go around the classroom to offer help where 
 necessary.
 Step 8: Invite a few pairs to the front of the class to point at the Whole class/ 
 pictures and ask and answer questions about what the people in Pair work
 the pictures can or can’t do. Praise pupils if they perform well.
e. Assessment - Performance products: Student's talks and interaction
 - Assessment tools: Observation; Questions & answers
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of Can he / she __ ? – Yes, . / No, , 
 but _ . to talk about abilities and lack of abilities in a freer context.
b. Input: - Picture cues: Lucy is cooking, Nam is drawing, Lucy cannot skate, 
 Nam cannot swim
 - Speech bubbles: Can he/ she ___?
 Yes, ____________.
 No, _____________, but ________.
c. Outcome: Pupils can enhance the correct use of Can he / she _____? - Yes,___./ No,___. 
 but ___. to talk about abilities and lack of abilities in a freer context.
 d. Procedure: Step 1: Ask pupils to look at the pictures and identify the Whole class/ 
 characters and the activities. Individual 
 Step 2: Elicit the missing words in the speech bubbles and work
 write them on the board. Get pupils to say the completed 
 sentences.
 Step 3: Give pupils time to work in pairs and take turns asking Pair work
 and answering about what the friends in the pictures can or 
 can’t do.
 Step 4: Invite a few pairs to come to the front of the classroom Pair work
 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: Fun Game Group work
 - Divide the class into 2 teams: Boys and Girls.
 - Pupils take turns to choose the Among us 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.
 Option 2: Game: Slap the board Group work
 - Divide the class into two or three teams.
 - Teacher puts up a set of pictures or words on a board.
 - A pupil from each team comes up to the board with fly 
 swatters.
 - 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.
 - Team with the most points is the winner.
 Option 3: Whole class
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Use sentence pattern Can he / she _____? – Yes, _____. / 
 No, _____, but _____. to ask and answer someone’s abilities.)
 2. What are the core values of the lesson? 
 (Show pride in what they can do and great respect for other 
 people’s abilities by using appropriate gestures and intonation 
 when asking and answering about abilities.)
D. ADJUSTMENTS (if necessary):
 .
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...
....
Week: 8 Period: 32
 UNIT 5: THINGS WE CAN DO
 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 in which pupils talk about 
knowledge & abilities and lack of abilities and tick or cross the pictures.
skills - complete four gapped exchanges with the help of picture cues.
 - sing the song Things they can do 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 what they can do and great respect for other people’s abilities by 
 using appropriate gestures and intonation when asking and answering about 
 abilities.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 37
 - Audio tracks 51, 52
 - Teacher’s guide: Pages 75, 76
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 5)
 - Computer, projector, 
III. Warm-up and review – Listen and tick or cross – 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.
 - Review vocabulary
 Option 1: Game: Guessing game Group work
 - Divide the class into 3 teams.
 - Pupils take turns to answer the questions.
 - They look at the hidden pictures and guess what activity is.
 - If they have the correct answers, they get the points for their 
 teams. If the answer is not correct, the other team answers. 
 - Review models:
 • Draw pupil’s attention to the picture.
 • They answer the questions.
 ✔ Can he play badminton? 
 - Yes, he can. / No, he can't.
 ✔ Can she swim? 
 - Yes, she can. / No, she can't.
 Option 2: Sentence puzzle
 Group work
 - 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.
PRACTICE
Activity 4. Listen and tick or cross. 5 minutes
a. Goal: To listen to and understand four communicative contexts in which pupils 
 talk about abilities and lack of abilities and tick or cross the pictures.
 b. Input: Picture cues:
 1. a boy cooking 2. a girl falling off her roller skates
 3. a girl riding a bike 4. a boy drawing
 Audio script:
 1. 1. A: Is that your brother?
 B: Yes, it is. My brother can cook.
 2. A: Can your sister roller skate?
 B: Yes, she can.
 3. A: Can your sister ride a bike?
 B: No, she can’t, but she can swim.
 4. A: Can your brother play badminton?
 B: No, he can’t, but he can draw.
 Answer key:
 1. ✔ 2.  3.  4. ✔
c. Outcome: Pupils can listen to and understand four communicative contexts in which 
 pupils talk about abilities and lack of abilities and tick or cross the pictures.
d. Procedure: Step 1: Draw pupils’ attention to the pictures and ask What Whole class/ 
 can he / she do? Remind them that they will look at the Individual 
 activities in the pictures and tick or cross the boxes while work
 listening.
 Step 2: Play the recording all the way through. Then play the 
 recording again for pupils to listen and tick or cross the 
 pictures. Pair work
 Step 3: Get pupils to swap books with a partner to check their 
 answers before checking as a class. Correct the answers where 
 necessary.
 Whole class
 Extension: If time allows, play the recording, sentence by 
 sentence, for pupils to listen and repeat in chorus. Correct 
 their pronunciation where necessary.
e. Assessment - Performance products: Student’s answers
 - 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 complete the four gapped exchanges with the help of picture cues. 
 Answer key:
 1. Yes; can 2. No; can’t 3. bike; can 4. Can; but 
 d. Procedure: Step 1: Model Question 1. Have pupils read the exchange and Whole class/ 
 guess the missing words. Then draw pupils’ attention to the Individual 
 picture and elicit the words to complete the sentence. work
 Step 2: Give pupils a time limit to read the gapped exchange 
 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. Pair work
 Step 4: Invite a few pairs of pupils to read or act out 
 the complete exchanges in front of the class.
e. Assessment: - Performance products: Student’s answers
 - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal: To sing the song Things they can do with the correct pronunciation, rhythm 
 and melody.
b. Input: The lyrics and the recording of the song Things they can do
c. Outcome: Pupils can sing the song Things they can do with the correct pronunciation, 
 rhythm and melody.
d. Procedure: Step 1: Draw pupils’ attention to the title and lyrics of the Whole class/ 
 song. Encourage them to point at the pictures to reinforce Individual 
 their understanding. work
 Step 2: Have pupils read the first verse of the lyrics. Explain 
 that the first verse is about things the girl can and can’t do. 
 Have pupils listen to the first verse, drawing their attention to 
 the pronunciation, rhythm and melody. Then let them listen 
 and practise singing it, line by line, while miming the actions.
 Step 3: Repeat Step 2 for the second verse. Explain that it is 
 about things the boy can and can’t do. Check comprehension 
 and give feedback.
 Step 4: Ask pupils to listen to and sing the whole song while 
 miming the actions. Go around the classroom and offer help 
 where necessary.
 Step 5: Invite a few groups to the front of the class to sing the 
 song. The class may sing along and clap hands to reinforce Group work
 the activity.
e. Assessment - Performance products: Student’s interaction and performance
Fun corner and wrap-up: 5 minutes
 Option 1: Fun Game Group work
 -- Divide the class into 3 teams.
 - - Pupils take turns to answer the questions.
 - They look at the pictures and choose the correct answers 
 - If they have the correct answers, they get the points for their 
 teams. If the answer is not correct, the other team answers.
 Option 2: Game: Pass the ball Group work
 - Divide the class into 3 teams. 
 - Each team has 1 sticky ball. 
 - Play the music, pupils in each team take turns to pass the 
 ball. After the music ends, 3 pupils have the ball stand up and 
 say the name, using the sentence model.
 Option 3: Whole class
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Correctly use sentence pattern Can he / she _____? – Yes, 
 _____. / No, _____, but _____. to ask and answer someone’s 
 abilities and lack of abilities and sing the song Things they 
 can do with the correct pronunciation, rhythm and melody.)
 2. What are the core values of the lesson? 
 (Show pride in what they can do and great respect for other 
 people’s abilities by using appropriate gestures and intonation 
 when asking and answering about abilities.)
D. ADJUSTMENTS (if necessary):
.
.....
Lesson plan: Grade 5
Preparing date: October 18, 2023
Week: 8 Period: 29
 UNIT 5: WHERE WILL YOU BE THIS WEEKEND? 
 Lesson 3: Part 1, 2, 3
I. OBJECTIVES
1. Language focus/ Knowledge:
 - Phonic: two – and three – syllable words with the stress on the first syllable : 
 ￿seaside , ￿islands and ￿countyside.
 - Vocabulary: review
 - Sentence patterns:review
2. Competences:
 + Listen and repeat two – and three – syllable words with the stress on the first 
 syllable : ￿seaside , ￿islands and ￿countyside. correctly.
 + Listen and circle about what someone will do.
 + Listen and read the chant: Where will you be this weekend?
3. Attitude:
 -Actively participate in activities with their classmates in pairs, groups or 
class. Educate Ss about what someone will do.
II. TEACHING AIDS:
 - Pictures, E- book, computer , projector, pictures, recording. 
III. PROCEDURE:
 TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
 Activity 1:Warm –up: Play game: 
 What and where (5’)
 *Aim:help ss to remember vocabulary 
 that they learnt , feel eager and happy 
 with the new lesson.
 -Vocabulary: countryside, picnic, think, 
 seaside
 *Procedure:
 -SS listen.
 -T tells ss what they have to play game.
 - SS play game in two teams.
 -Have SS play game in two teams.
 -T counts the points for each team, 
 announces the winner and gives 
 compliment.
 - T links to the new lesson.
 Activity 2:Listen and repeat ( 10’)
 *Aim: help Ss to repeat two – and three 
 – syllable words with the stress on the 
 first syllable : ￿seaside , ￿islands and 
 ￿countyside correctly.
 + ￿seaside , ￿islands and ￿countyside 
 *Procedure: