Giáo án Tiếng Anh 4 - Tuần 9 - Period 33 - Năm học 2023-2024

 Lesson plan: Grade 4
 Preparing date: October 24, 2023
 Week: 9 Period: 33
 UNIT 5: THINGS WE CAN DO
 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 letters y and n in isolation, in the words yes and 
 knowledge & no, and in the sentences Can you draw? – Yes, I can. and Can she swim? 
 skills –– No, she can’t. with the correct pronunciation and intonation.
 – - identify the target words yes and no 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
 - Problem solving
 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 38
 - Audio tracks 53, 54, 55
 - Teacher’s guide: Pages 77, 78
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 5)
 - Computer, projector, 
 III. Warm-up and review – Listen and repeat – Listen and circle – 
 PROCEDURE Let’s chant – Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Option 1: Whole class/ 
 - Greet the class, then ask pupils to sing the song Things they Individual 
 can do on page 37. work
 - Get pupils to open their books at page 38 and look at Unit 5, 
 Lesson 3, Activity 1. Tell them what they will learn in this 
 lesson.
 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.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters y and n in isolation, in the words yes 
 and no, and in the sentences Can you draw? – Yes, I can. and Can she swim? – 
 No, she can’t. with the correct pronunciation and intonation.
b. Input – The letter y, the word yes and the sentences Can you draw? – Yes, I can.
 – The letter n, the word no and the sentences Can she swim? – No, she can’t.
c. Outcome Pupils can correctly repeat the sounds of the letters y and n in isolation, in the 
 words yes and no, and in the sentences Can you draw? – Yes, I can. and Can she 
 swim? – No, she can’t. with the correct pronunciation and intonation.
d. Procedure Step 1: Have pupils point at the letter y, the word yes, and the Whole class/ 
 sentences Can you draw? – Yes, I can. Play the recording for Individual 
 them to listen and repeat in chorus and individually until they work
 feel confident. Correct their pronunciation where necessary.
 Step 2: Invite a few pupils to listen to the recording and repeat 
 the sound, the word and the sentences in front of the class. 
 Praise them if their pronunciation is good.
 Step 3: Repeat Steps 1 and 2 for the letter, the word and the 
 sentences in the second line. Go around the classroom and 
 correct their pronunciation where necessary.
 Step 4: Have pupils work in pairs or groups, pronouncing the Group work
 sounds, saying the words and reading the sentences until they 
 feel confident.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
 PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words yes and no while listening.
b. Input Two questions, each with two answer options
 Audio script:
 1. Can he swim? – Yes, he can.
 2. Can they draw? – No, they can’t.
c. Outcome Pupils can identify the target words yes and no while listening.
d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole class/ 
 have to listen to the recording and circle the correct options. Individual 
 Check comprehension. work
 Step 2: Get pupils to read the questions and guess the answer 
 options they may hear in the recording.
 Step 3: Play the recording, once or twice, for pupils to listen Pair work
 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 two completed 
 exchanges in front of the class. Go around the classroom and Whole class/ 
 correct their pronunciation where necessary. Pair 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. Procedure Step 1: Have pupils look at the pictures and tell what they can Whole class/ 
 see in the pictures and predict what the pupils can do. Play the Individual 
 recording for them to check their prediction. work
 Step 2: Have pupils read the first verse of the chant and draw 
 their attention to the sounds of the letters y and n, the words yes 
 and no. Check comprehension. Whole class/ 
 Step 3: Play the recording of the first verse. Play the recording Individual 
 again, line by line, for pupils to listen and repeat. Draw their work
 attention to the rhythm and pronunciation. Encourage them to 
 clap hands while chanting.
 Step 4: Repeat Steps 2 and 3 for the second verse of the chant.
 Step 5: 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: Fun Game Group work
 - Divide the class into 2 teams (Boys and Girls).
 - Pupils take turns to choose a number.
 - Look at the picture, read and say the answer.
 - Get points when the balloon flies away.
 - 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: Game: Hot seat Group work
 - Divide the class into 2 or 3 teams.
 - Call a pupil to come up to the front and pick a flash card. 
 - He/ She has to use gestures to show their friends what the 
 word or phrase is. 
 - A pupil from each team asks a question to find out the answer. 
 - The team that has the correct answer gets a point. 
 Option 3: Whole class
 Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Correctly repeat the sounds of the letters y and n in isolation, in 
 the words yes and no, and in the sentences Can you draw? – 
 Yes, I can. and Can she swim? – No, she can’t. with the correct 
 pronunciation and intonation, say the chant with the correct
 pronunciation and rhythm.)
 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: 9 Period: 34
 UNIT 5: THINGS WE CAN DO
 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 by deciding if the statements are true or 
knowledge & false;
skills – - complete a gapped text about the abilities and lack of abilities of Lucy, Ben and 
 the pupils themselves;
 - carry out a school club survey, collect the information and present their friends’ 
 abilities and lack of abilities to the class by using the target language.
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 - Self-control & independent learning: perform presentation skill
Attributes - Express pupils’ happiness when they carry out a school club survey, collect the 
 information and present their friends’ abilities and lack of abilities to the class by 
 using the target language.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 39
 - Teacher’s guide: Pages 78, 79, 80
 - Website hoclieu.vn
 - Flash cards
 - Computer, projector,  
III. Warm-up and review – Read and tick True or False – Let’s write – Project
PROCEDURE
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 38. 
 Option 2: 
 - Put 4 flash cards on 4 different chairs. Whole 
 class/ 
 - Two pupils play each round. Individual 
 - Teacher speaks a sentence in English. work
 - Have pupils quickly sit on the chair with the flash card on.
 - Who is faster is the winner.
 After the game, have the whole class repeat the sentences in 
 chorus.
 PRACTICE
Activity 1. Read and tick True or False. 5 minutes
a. Goal To read and show understanding of a text by deciding if the statements are true 
 or false. 
b. Input - A short text about what a group of friends can or can’t do
 - Four statements with True and False boxes
c. Outcome Pupils can read and show understanding of the text by deciding if the 
 statements are true or false.
d. Procedure Step 1: Tell pupils the goal of the activity and explain that they Whole 
 should read the text and tick if the Sentences 1 to 4 are true or class/ 
 false. Check comprehension. Individual 
 Step 2: Do Sentence 1 as an example. Have pupils read Sentence work
 1 and find who the sentence is about (It’s about Ha.) and what 
 Ha can do (Ha can swim.). Then, ask pupils to find the 
 information about Ha in the text. Ask them to read 
 carefully to decide if the sentence is true or false. 
 Step 3: Set a time limit for pupils to do the task independently. 
 Go around the classroom and offer help where necessary.
 Extension: Invite one or two pupils to read the text in front of the 
 class. Correct their pronunciation where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRODUCTION
Activity 2. Let’s write. 10 minutes
a. Goal To complete a gapped text about the abilities and lack of abilities of Lucy, Ben 
 and the pupils themselves.
b. Input A short gapped text about what a group of friends can or can’t do 
c. Outcome Pupils can complete a gapped text about the abilities and lack of abilities of 
 Lucy and Ben.
 d. Procedure Step 1: Tell the class the goal of the activity and explain that they Whole 
 should read the gapped text and fill in the gaps using the picture class/ 
 cues and with their own information. Explain that the gaps in the Individual 
 text focus on the things that people can or can’t do. Check work
 comprehension.
 Step 2: Have pupils do the first gapped sentence together as an 
 example. Ask them to read the sentence, look at the picture about Individual 
 Lucy and complete the sentence. Then have them write the work
 answer in the gap. Pair work
 Step 3: Give pupils time to complete the text independently. Go 
 around the classroom and offer help where necessary. Whole 
 Step 4: Get pupils to swap their books with a partner and check class/ 
 their answers before checking as a class. Individual 
 Extension: Invite one or two pupils to read their completed texts work
 in front of the class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRODUCTION
Activity 3. Project 8 minutes
a. Goal To carry out a school club survey, collect the information and 
 present their friends’ abilities and lack of abilities to the class by 
 using the target language.
b. Input A pupil, her survey results and a sentence from her presentation
c. Outcome Pupils can carry out a school club survey, collect the information 
 and present their friends’ abilities and lack of abilities to the class 
 by using the target language.
d. Procedure Step 1: Tell pupils the goal of the activity. Explain again that Whole 
 they need to work in groups of four or five to complete a school class/ 
 club survey. Each group should choose two clubs such as sports Individual 
 or music. Each pupil in a group needs to write questions to ask work
 their friends to find out what they can or can’t do to find 
 members for the club, and then presents his / her survey results to 
 the class. Ask pupils to show the completed survey that they have 
 prepared at home.
 Step 2: Have pupils work in their groups. Each pupil should hold Group 
 up their survey results and tell their group about them, e.g. Hoa work
 can swim, but she can’t roller skate. Go around the classroom and 
 offer help where necessary.
 Step 3: Invite a few groups to present their surveys to the class. Group 
 Praise pupils when they do the task well. work
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Whole 
 Ask students to answer the following questions: class
 1. What have you learnt from the lesson today? 
 (Carry out a school club survey, collect the information and 
 present their friends’ abilities and lack of abilities to the class by 
 using the target language.)
 2. What are the core values of the lesson? 
 (Express pupils’ happiness when they carry out a school club 
 survey, collect the information and present their friends’ abilities 
 and lack of abilities to the class by using the target language.)
 Option 2: Game: Lucky number
 - Divide the class into 3 teams. Group 
 - Pupils from each team choose a number, then ask and answer work
 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 team with the most points is the winner. 
 D. ADJUSTMENTS (if necessary):
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 ...
 ....
 Week: 9 Period: 35
 REVIEW 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly use the following sentence patterns:
knowledge & Where are you from? – I’m from __________.
skills Where’s he / she from? – He’s / She’s from ____________.
 What time is it? – It’s ____________.
 What time do you __________? – I ___________ at __________.
 What day is it today? – It’s _____________.
 What do you do on ___________? – I__________.
 When’s your birthday? – It’s in ___________.
 What do you want to eat / drink? – I want __________.
 Can you ________? – Yes, I can. / No, I can’t.
 Can he / she _________?
 – Yes, he / she can. / No, he / she can’t, but he / she can_________.
 - take part in extension activities to apply their language knowledge and 
 competences.
Competencies Decision making, motivation, problem-solving, communication, planning 
 and organization 
Atributes Listening competence: Listen and tick
 Speaking Communication: Let’s talk
 Reading competence: work in pairs or groups
 Diligence: complete learning tasks
II.RESOURCES AND MATERIAL:
 - Student’s book: Page 40
 - Audio track 56
 - Teacher’s guide: Pages 81, 82, 83
 - Website hoclieu.vn
 - Computer, projector, 
III. Warm-up and review – Review – Listen and tick – Ask and answer 
PROCEDURE – Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
 Warm-up and review: 15 minutes
 Greet the class.
 Option 1: Sing What time do you go to school? Whole class
 Song. 
 Option 2: Game: Sentence puzzle Whole class/ 
 - Divide the class into groups of four. Group work
 - 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 makes it first will be the winner.
 Option 3:Game: Lucky numbers Individual 
 - Teacher divides the class into 2 teams (boys and work/ Group 
 girls). work
 - Each team takes turns to choose the number and 
 answer the question.
 -The team that has more points will be the winner.
 PRACTICE
Activity 1. Listen and tick . 5 minutes
a. Goal To listen to and understand five communicative contexts and tick 
 the correct pictures.
b. Input Picture cues:
 1a. the Vietnamese flag
 1b. the English flag
 1c. the Japanese flag 
 2a. a boy roller skating
 2b. a boy cooking
 2c. a boy drawing 
 3a. a calendar showing 8 February
 3b. a calendar showing 8 March
 3c. a calendar showing 8 April
 4a. a girl studying at school on Fridays 
 4b. a girl listening to music on Fridays 
 4c. a girl doing housework on Fridays 
 5a. a boy having breakfast at 6:15 a.m. 
 5b. a boy having breakfast at 6:30 a.m. 
 5c. a boy having breakfast at 6:45 a.m.
 Audio script:
 1. A: Where are you from?
 B: I’m from Japan.
 2. A: Can he roller skate?
 B: Yes, he can.
 3. A: When’s your birthday?
 B: It’s in April.
 4. A: What do you do on Fridays?
 B: I listen to music.
 5. A: What time do you have breakfast?
 B: At six forty-five.
c. Outcome Pupils can listen to and understand five communicative contexts 
 and tick the correct pictures.
 Key: 1. c 2. a 3. c 4. b 5. c
d. Step 1: Draw pupils’ attention to Pictures 1a, 1b Whole class/ 
Procedure and 1c. Elicit the countries with the flags. Then Individual 
 play the recording for Question 1. Play the work
 recording again for pupils to do the task. Play the 
 recording a third time for pupils to check their 
 answers. Repeat the same procedure with the rest 
 of the questions.
 Step 2: Get pupils to swap books with a partner, Pair work
 then check answers as a class. Write the correct 
 answers on the board.
 Step 3: Play the recording for pupils to double-
 check their answers. Whole class/ 
 Extension: If time allows, play the recording, Individual 
 sentence by sentence, for the class to listen and work
 repeat in chorus. Correct their pronunciation 
 where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, 
 Peer correction 
PRODUCTION
Activity 2. Ask and answer. 7 minutes
a. Goal To ask and answer questions using picture cues.
b. Input - Context 1:
 Lucy: What time do you go to school? 
 Nam: _________.
 - Context 2:
 Lucy: What do you want to drink? 
 Nam: _________.
 - Context 3: 
 Lucy: Where’s he from? 
 Nam: _________.
 - Context 4:
 Lucy: Can you cook? 
 Nam: _________.
c. Outcome Pupils can ask and answer questions using picture cues.
d. Step 1: Draw pupils’ attention to the first picture. Whole class/ 
Procedure Get them to look at the clock to identify the time Individual 
 shown on it. Check pupils’ comprehension. work
 Step 2: Draw pupils’ attention to Question 1. 
 Have pupils look at the clock in the picture to 
 answer the question.
 Step 3: Repeat Steps 1 and 2 with the rest of the Individual 
 questions. work
 Step 4: Have pupils work in pairs to role-play the 
 four exchanges. Go around the classroom to 
 monitor the activity.
 Extension: Invite pairs of pupils to stand up and 
 take it in turns to role-play the target exchanges.
 d. - Performance products: Student’s interaction and performance
Assesment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Use hoclieu.vn, have pupils look at the Whole class/ 
 words in the picture of Activity 1 and repeat after Individual 
 the recordings. work
 Option 2: Game: Spin the wheel Group work
 - Divide the class into 3 teams.
 - Pupils take turn to spin the wheel, use the 
 information given to ask and answer.
 - If they have the correct answers, they get the 
 points for their teams. If the answer is not correct, 
 the other team has a turn.
 Option 3: 
 - Ask pupils to answer the following questions: 
 1. What have you learnt from the lesson today?
 2. What are the core values of the lesson?
 D. ADJUSTMENTS (if necessary):
 .
 .....
 ...
 ....
 Week: 9 Period: 36
 REVIEW 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language To read and write a gapped conversation.
knowledge & 
skills
Competences Decision making, motivation, problem-solving, communication, planning 
 and organization 
Attributes Written Communication: Let’s write
 Reading competence: work in pairs or groups
Attributes: Diligence: complete learning tasks
II.RESOURCES AND MATERIAL:
 - Student’s book Page 41
 - Teacher’s guide Pages 75, 76
 - Website hoclieu.vn 
 - Computer, projector, 
III. Warm-up and review – Read and match – Read and complete –
PROCEDURE Let’s write – Fun corner and wrap up 
Procedure Teacher’s and pupils’ activities Interaction Note
 Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Sing countries song (Where are you Whole class
 from?)
 Option 2:Odd one out
 - Teacher displays four flashcards connected to a 
 theme (time, days of the week, months, Whole class/ 
 countries,...) with one “odd one out”. Group work
 - Pupils say all the words together. 
 - Then, ask them to raise their hands when they 
 have found an odd one out and explain their 
 reasons.
 Option 3:Game:Bingo Individual 
 - Teacher distribute a sheet of paper with 9 work/ Group 
 squares on it to each student. work
 - Teacher shows a list of words about (days of the 
 week, months of the year, time, food, drink, ) 
 and asks ss to choose the words and fill in the 
 squares on the sheet of paper.
PRACTICE
Activity 3. Read and match. 8 minutes
a. Goal To read and match pairs of target sentence patterns
b. Input Five pairs of sentence patterns, which together form simple 
 exchanges between two pupils.
c. Outcome Pupils can read and match pairs of target sentence patterns.
 Key: 1. c 2. d 3. b 4. e 5. a
d. Procedure Step 1: Draw pupils’ attention to the sentences. Whole class
 Tell them how to do the activity. Point at 
 Sentence 1, elicit the answer and give feedback. 
 Draw a line to match Sentence 1 with the letter c.
 Step 2: Give pupils time to do the task. Go Whole class/ 
 around the classroom to offer support. Individual 
 work
 Step 3: Get pupils to swap their books with their Pair work
 partners, then check answers together as a class. 
 Write the correct answers on the board.
 Extension: Invite pairs of pupils to stand up and 
 read the matched exchanges aloud. Pupils can 
 read and match pairs of target sentence patterns.
 e. Assesment - Performance products: Student’s answers
 - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 4. Read and complete. 9 minutes
a. Goal: To read and complete a gapped passage about Ben.
b. Input: - A passage about Ben
 - A gapped passage to complete
c. Outcome: Pupils can read and complete a conversation with the words 
 relating to the topics “Names”, “Ages”, and “Hobbies”.
 Key: 1. Australia 2. Fridays 3. guitar 4. Sundays
d. Procedure: Step 1: Have pupils read the passage about Ben. Whole class/ 
 Check comprehension. Individual 
 Step 2: Have pupils look at the gapped passage. work
 Draw pupil’s attention to the gaps in the passage. 
 Point at the sentence with the first gap and read it 
 as a class. Elicit the missing word and give 
 feedback. Complete the sentence and get pupils to 
 read the completed sentence in chorus.
 Step 3: Repeat Step2 with the rest of the gaps. Go 
 around the classroom to offer support where 
 necessary.
 Step 4: Get pupils to swap books with a partner, Pair work
 then check answers as a class. Write the correct 
 answer on the board. Individual 
 Extension: Invite some pupils to stand up and work
 read the completed passage aloud.
 Mini game:Reading comprehension Whole class/ 
 - Ask pupils to read the passage again. Pair work
 - Then work in pairs and answer the questions:
 1. A: Where is Ben from?
 B: He’s from Australia.
 2. A: How many days does Ben go to school?
 B: Five days (from Monday to Friday).
 3. A: Can he play football?
 B: Yes, he can.
 4. A: Can he play the guitar?
 B: Yes, he can.
 5. A: Does he go to school on Saturdays?
 B: No, he doesn’t.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
 PRACTICE
Activity 5. Let’s write. 8 minutes
a. Goal To complete a gapped text with the help of picture cues.
b. Input A short gapped text with target sentences complete
c. Outcome Pupils can complete the gapped text using picture cues
 Key: 1. America 2. April 3. sing 4. draw 5. roller skate
d. Procedure Step 1: Tell the class the goal of this activity: to Whole class/ 
 read the gapped text and fill in the gaps using Individual 
 picture cues. Check comprehension. work
 Step 2: Write the sentence with the first gap on 
 the board. Read the sentence as a class. When you 
 reach the gap, ask pupils to point at the picture 
 (the America). Give pupils time to write the Individual 
 asnwers. work
 Step 3: Repeat Step 2 for the other gaps.
 Step 4: If time allows, invite a few pupils to read 
 the sentences they have completed aloud in front 
 of the class. The class observes and praises their 
 work.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
Fun corner and wrap up: 5 minutes
 Option 1: Use hoclieu.vn, have pupils look at the Whole class
 words in the picture of Activities 3 and repeat after 
 the recording.
 Option 2: Guessing game Group work
 - Divide class in teams. Teacher calls 1 pupil from 
 each team to guess the word. Teacher shows 3 
 hints after 10 seconds. If pupils can give the 
 correct after 1st hint, 3 points are given to his/ her 
 team. If pupils can give the correct after 2nd hint, 
 2 points are given to his/ her team. If pupils can 
 give the correct after 3rd hint, 1 points are given 
 to his/ her team.
 D. ADJUSTMENTS (if necessary):
.
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Lesson plan: Grade 5
Preparing date: October 26, 2023
Week: 9 Period: 33
 SHORT STORY 
 CAT AND MOUSE 1
I. OBJECTIVES
1. Language focus/ Knowledge:
 - Vocabulary: review
 - Sentence patterns:review
2. Competences:
 + Read and listen to the story: cat and mouse.
 + answerthe questions.
 +Unscramble these words from the story.
 + Read and complete. 
 + Talk about your last holiday. 
 + Read and match.
3. Attitude:
 -Actively participate in activities with their classmates in pairs, groups or class. 
Educate Ss to be studious and obedient students and love English.
II. TEACHING AIDS:
 - Pictures, E- book, computer , projector, pictures, recording. 
III. PROCEDURE:
 TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
 Activity 1:Warm –up: Play game: slap 
 the board (3’)
 *Aim:help ss to remember vocabulary 
 that they learnt , feel eager and happy 
 with the new lesson.
 -Vocabulary: family, holiday, mountains, 
 beach
 *Procedure:
 -T tells ss what they have to play game. -SS listen.
-Have SS play game in two teams. - 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:Read and listen to the story 
( 5’)
*Aim: help ss to improve listening and 
reading skill about knowledge that ss 
learnt
*Procedure:
- Set the sense: Tell ss that they are going - Listen and look.
to read and listen to the story.
- Askssto look at the pictures and ask -Look and answer
them questions to remind them of old 
characters and introduce the new - Say in front of the class.
character. - Read the story in silence.
- Get them to read the story in silence. - Listen.
- Play the task and let them listen.
*Outcome: SS can improve listening and 
reading skill about knowledge that ss 
learnt
Activity 3:answerthe questions ( 5’)
*Aim: help ss to improve reading and 
writing skills about knowledge that ss 
learnt
*Procedure:
- Set the sense: Tell ss that they are going - Ss listen
to read the story again and answerthe 
questions. -SS read the story again 
- Ask Ss to read the story again and 
check comprehension. - SS do the task independently
- Ask Ss to do the task independently. -Check.
- Ask Ss to swap their answerbefore you 
check as a class. -SSread aloud the dialogue.
- Ask Ss to to read aloud the dialogue.
 - Give feedback. * Key: 1. The went to the beach; 2. Yes, 
*Outcome: SS can improve reading and they did; 3.He went on holiday with 
writing skills about knowledge that ss Maurice and Doris ; 4. They went to the 
learnt moutain; 5.No, they didn’t because it 
 was cold and it rained all the time.
Activity 4: Unscramble these words 
from the story( 5’)
*Aim: help ss to improve writing skill 
about knowledge that ss learnt
*Procedure:
- Tell the class that they are going to look - SS listen.
at the scrambled letters and write the 
words. Have them look at the scrambled 
letters and find the words from the story. 
- Set a time limit for the task. Give them 
the first letters of the words if they find -SS do the task
the task too difficult. 
-Ask SS to compare their answers before 
checking as a class. -Work in pairs to check.
- Invite some ss to write the corrcet word 
on the board. - SS write.
-Call some ss to read the words aloud. 
- T gets feedback. -Ss read.
*Outcome: SS can improve writing skill 
 *Keys:
about knowledge that ss learnt a. holiday b. beach c. family 
 d. mountains e. rained 
Activity 5: Read and complete(5’)
*Aim: help ss to improve reading skill 
about knowledge that ss learnt
*Procedure:
Tell the class that they are going to read 
and complete a conversation. -SS listen.
- Give them a few seconds to read it and 
check their comprehension. -SS read.
- Give them a time limit to do the task. 
- Checking the answers in front of the -SS do the task
class. -Work in pairs to check.
- Invite a few pairs to read the