School:

Grade:

Teacher:
Date of
teaching:
Attendance:

Unit 4: OUR BODIES

Lesson 1 – Period 1
(35 minutes)

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- use the words ear, eye, face, hair, hand, mouth, nose, open, touch in
relation to the topic “Our bodies”;
- understand and correctly repeat the sentences in two
communicative contexts (pictures) to talk about their body parts.
- use What’s this? – It’s . to identify parts of the body.
Core teamwork, motivation, communication, planning and organization
Competenci
es
General Listening: look, listen and repeat
Competence Critical Thinking: listen, point and say
s Oral Communication: let’s talk
Attributes Kindness: help partners to complete learning tasks
Diligence: complete learning tasks

II. RESOURCES AND MATERIAL

- Student’s book Page 28
 - Audio Tracks 35, 36
- Teacher’s guide Pages 51, 52
- Website sachmem.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point and
PROCEDU say – Let’s talk – Fun corner and wrap-up.
RE
Pupils’ Note
Teacher’s activities
activities
Warm-up and review: 5 minutes
Greet the class.
Option 1: Sing the chant in Unit 4, Lesson 3. Whole
- Listen to the recording. class
- Ask pupils to sing the chant.
- Select some more able pupils to sing the chant in
front of the class.
Option 2: Sing the song Head, Shoulders, Knees
and Toes. Whole
- Pupils can dance while they sing the song and class
touch their heads, shoulders, knees, and toes in
sequence to the words.
Option 3: Game: Animal and body parts
A really fun way to revise animal vocabulary and
present new topic.
Individual
- Teacher gives a question (combined with work/
descriptive gestures), then asks pupils to answer Group
which animal is it. work

Which animal has long ears?

Rabbit – ears.
Which animal has round eyes?
Fish – eyes.
 Which animal has a long nose?
Elephant – nose.
Which animal has small hands?
Monkey – hand.
Which animal has a big face?
Lion – face.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal: To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on identifying parts
of the body.
b. Input: Context a: Bill: Let’s play a game! Mai: OK.
Context b: Bill: What’s this? Mai: It’s a nose.
c. Outcome: Pupils can understand and correctly repeat the sentences in two
communicative contexts about parts of the body.
d. Procedure: Step 1: Have pupils look at Pictures a and b and Whole
identify the characters in the pictures. class
Step 2: Ask pupils to look at Picture a. Play the
recording for them to listen. Play the recording Whole
again, sentence by sentence, for pupils to listen class
and repeat. Follow 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. Whole
Step 4: Invite a few pairs to the front of the class
classroom to listen and repeat the sentences in the
recording. Pair work
Step 5: Draw their attention to the question Individual
What’s this? and the answer It's a nose. Tell
work
pupils that they are a question and an answer
about a part of
the body.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use What’s this? – It’s .
to identify parts of the body.
b. Input: - Picture cues: a. a face b. a hand c. an ear d. an eye
- Speech bubbles: What’s this?
It’s .
Audio script:
a. a face b. a hand c. an ear d. an
eye A: What's this?
B: It's a face.
c. Outcome: Pupils can correctly say the words and use What’s this? and
give the answer using It’s . to identify parts of the body.
d. Procedure: Step 1: Have pupils look at the pictures and elicit Whole
the parts of the body. class/
Step 2: Have pupils point at Picture a (a face), Individual
listen to the recording and repeat the phrase (a work
face). Follow the same procedure with the other
three pictures. Have the class repeat the phrases
several times.
Step 3: Point at the bubble and have pupils listen
and repeat after the recording (What’s this?). Whole
Point at Picture a and have pupils listen and repeat class/
after the recording (It's a face.). Follow the same Individual
procedure with the other three pictures. work
Step 4: Have pairs practise asking and answering
the question What’s this? - It's .
Step 5: Invite a few pairs to point at the pictures Pair work
and say the questions and answers in front of the
class. Pair work

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What’s this? and It’s . to
identify parts of the body in context.
b. Input – Picture cue: The picture of a body and arrows pointing to
an eye, a nose, a hand, a face, and an ear.
– Speech bubbles: What's this? - .
c. Outcome Pupils can enhance the correct use of What’s this? – It’s .
to identify parts of the body.
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask Whole
questions to help them identify the context (see class/
Input). Have pupils look at the two bubbles to Individual
understand how the question and answer are used. work
Step 2: Have pupils practise asking the question
and giving their own answers in pairs. Make sure Pair work
pupils understand the structures and say them with
the right pronunciation and intonation. Go around
the classroom to observe and provide help.
Step 3: Invite some pairs to practise asking the
question and giving the answers in front of the Pair work
class.
Extension: For a more able class, have pupils Individual
point at their body parts and ask and answer work/
questions about them using the structures learnt. Whole
Game: Pass the ball class
- Divide class into 2 big groups, each group has a
ball. Individual
- While the music plays, pupils pass the ball work/
around the class. Whole
class
- When the music stops, the pupil in each group
with the ball has to take turns to ask and answer:
What’s this? (point to body part). - It’s a .
Preparation Tell pupils about the project on page 33. Ask them
for the to prepare for it at home by making flashcards of
project some body parts. Remind them to bring their
flashcards to class to present them at Project time.
Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem.vn, have pupils look at the words in Whole
the picture of Activites 2, 3 and repeat after the class
recording.
Option 2: Roll and draw
- Divide the class into 6 - 8 groups. Group
- Pupils in each group will roll a dice to see how work
many eyes/ ears/ noses/ hands/ faces they will
draw.
- Each group presents their picture in front of the
class.
Option 3: Game: Draw your monster.
- Ask pupils to draw a picture about their Individual
favourite monsters (with body parts that they work
learnt today).
- Then ask pupils to work with their partners, tell
their friends about it.
 School:

Grade:

Teacher:
Date of
teaching:
Attendance:

UNIT 4: OUR BODIES

Lesson 1 – Period 2
(35 minutes)

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- use What’s this? – It’s . to identify parts of the body.
Core decision making, motivation, problem-solving
Competenci
es
General Self-control & independent learning: Perform listening and writing
Competence tasks.
s Communication and collaboration: Work in pairs or groups.
Attributes Kindness: help partners to complete learning tasks
Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL

- Student’s book Page 29
- Audio Tracks 37, 38
- Teacher’s guide Pages 53, 54
- Website sachmem.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. Warm-up and review – Listen and tick – Look, complete and read
PROCEDU –– Let’s sing – Fun corner and wrap-up.
RE
Pupils’ Note
Teacher’s activities
activities
Warm-up and review: 5 minutes
Greet the class.
Option 1: Spend a few minutes revising What’s Whole
this? – It’s . class
Option 2: Revising Lesson 1 by having a few
pairs act out the exchanges in front of the class, Group
pointing at their body parts. work
- Give point for the pairs and encourage them.
Option 3: Game “Who is faster?”
- Divide the class into 2 big groups: Boys and
Girls.
- Have two pupils stand back to back. Give them Group
each a different flashcard to hold facing out and work
away from them.
- When teacher says Go, they walk three steps,
turn to face each other and say what the other
pupil
has.
- The faster one will get a point.
PRACTICE
Activity 4. Listen and tick. 8 minutes
a. Goal: To listen to and understand two communicative contexts in
which pupils ask and answer questions to identify parts of the
body.
b. Input: Picture cues:
1a. a hand 1b. an eye
2a. an ear 2b. a nose
Audio script:
1. A: What’s this?
B: It’s a hand.
 2. A: What’s this?
B: It’s an ear.
c. Outcome: Pupils can listen to and understand two communicative
contexts in which pupils ask and answer questions to identify
parts of the body.
Key: 1. a 2. a
d. Step 1: Draw pupils’ attention to Pictures 1a and Whole
Procedure: 1b. Elicit the name of the body part in each picture. class
Step 2: Play the recording for Question 1. Ask
pupils to listen and tick the correct picture, a or b. Whole
Play the recording again for pupils to do the task. class/
Play the recording a third time to give pupils Individual
another listening opportunity. work
Step 3: Repeat Steps 1 and 2 for Pictures 2a and
2b.
Pair work
Step 4: Tell pupils to swap their books with their
partners, then check answers together as a class.
Write the correct answers on the board. Individual
Step 5: Tell pupils to return the books to their work
partners. Play the recording for pupils to check Whole
their answers again. class
Extension: If time allows, play the recording,
sentence by sentence, for the class to listen and
repeat in chorus. Correct their pronunciation
where necessary.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal: To complete four target sentence patterns with the help of the
picture cues.
b. Input: Four exchanges with the target sentences to complete.
c. Outcome: Pupils can complete four target sentence patterns with the
help of the picture cues.
Key: 1. an ear 2. an eye 3. a nose 4. a hand
d. Step 1: Have pupils look at the pictures. Have Whole
Procedure: them identify the body parts in the pictures. class/
Step 2: Have pupils look at the four incomplete Individual
dialogues. Draw their attention to the missing work
words in the sentences.
Step 3: Model with Picture 1. Have pupils look at
the dialogue. Ask them what is missing in the
answer (an ear). Then have them look at the
picture and identify the body part. Then have
them complete the gap (What’s this? - It's an
ear.).
Step 4: Follow the same procedure with Pictures
2, 3 and 4. Individual
Step 5: Have pupils complete the dialogues work
individually and ask a few pairs to read them
aloud.

Group
Game: Matching friends
work
Step 1: Teacher asks 4 pairs (8 pupils) to join this
game. Divide them into 2 group: A and B.
Step 2: Give randomly 4 pictures to each pupil in
group A and 5 words to each pupil in group B.
Step 3: Pupils have to find a matching pair as fast
as they can and say out loud their word.
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song Parts of the body with the correct
pronunciation and melody.
b. Input The lyrics and the recording of the song Parts of the body.
c. Outcome Pupils can sing the song Parts of the body with the correct
pronunciation and melody.
d. Procedure Step 1: Draw pupils’ attention to the title and Whole
lyrics of the song. Encourage them to point at the class/
pictures to reinforce their understanding. Individual
Step 2: Play the recording all the way through for work
pupils to listen to the whole song. Encourage
them
 to listen carefully to the pronunciation 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. Group
Step 5: Introduce actions for pupils to do while work
singing along with the recording.

Extension: Put pupils into groups to make up

their own 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 cheer the performers. Individual
Mini game: Follow me! work/
- Teacher plays a song. Whole
- Ask pupils to sing along as they continually class
pass a ball (or any object).
- When the music stops, the pupil holding the ball
(or any object) has to sing one next sentence in the
song.
Fun corner and wrap-up: 5 minutes
Option 1: Use sachmem.vn, have pupils look at Whole
the words in the picture and repeat after the class
recording.
Option 2: Game: Lucky wheel
- Divide class into 6 - 8 groups. Group
- Each group has a pupil to spin the wheel. work
Teacher pushes the button and let’s it spin until a
pupil says “Stop!”.
- Their group will get points when he/ she
answers the question correctly.
 School:

Grade:

Teacher:
Date of
teaching:
Attendance:

UNIT 4: OUR BODIES

Lesson 2 – Period 3
(35 minutes)

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - use Open your ! and Touch your ! to give instructions;
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “Our bodies”.
Core Communication, planning and organization, stress tolerance and
Competenci initiative.
es
General Listening: Look, listen and repeat
Competence Critical Thinking: Listen, point and say
s Oral Communication: Let’s talk
Attributes Honesty: show body languages
Communication and collaboration: work in pairs or groups

II. RESOURCES AND MATERIAL

- Student’s book Page 30
- Audio Tracks 39, 40
- Teacher’s guide Pages 55, 56
- Website sachmem.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point
PROCEDU and say – Let’s talk – Fun corner and wrap-up
RE
Pupils’ Note
Teacher’s activities
activities
Warm-up and review: 5 minutes
Greet the class.
Option 1: Sing the song Parts of the body on Whole
page 29. class
- Listen to the recording.
- Ask pupils to sing the song.
- Select some more able pupils to sing the song
in front of the class. Pair work
Option 2: Spend a few minutes revising Lesson
1 by getting some pairs to ask and answer
questions about parts of the body, using What’s
 this? – It’s .
Option 3: Review Whole
Teacher: We use ... for listening (pretend to class/
listen to music)
Individual
Pupils: An ear! work
Teacher: We use ... for looking (pretend to wear
glasses)
Pupils: An eye!
Teacher: We use ... for smelling (pretend to
smell something good)
Pupils: A nose!
Teacher: We put makeup on a ... (pretend to put
on makeup)
Pupils: A face!
Teacher: We hold something with ... (pretend to
hold heavy thing)
Pupils: A hand!
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on giving
instructions.
b. Input – Context a: Ms Hoa: Touch your nose!
– Context b: The doctor: Open your mouth!
c. Outcome Pupils can understand and correctly repeat the sentences in
two communicative contexts focusing on giving instructions.
d. Step 1: Have pupils look at Pictures a and b Whole
Procedure: and identify the characters in the pictures. class/
Step 2: Ask pupils to look at Picture a. Play the Individual
recording for them to listen. Play the recording work
again, sentence by sentence, for pupils to listen
and repeat. Follow 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 Pair work
sentence.
 Step 4: Invite a few pairs to the front of the Individual
classroom to listen and repeat the sentences in work
the recording.
Step 5: Draw their attention to the instructions
Touch your nose! and Open your mouth! Tell
pupils that they are used to give instructions.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use Touch your ! and
Open your ! to give instructions.
b. Input: – Picture cues:
a. a girl touching her hair b. a boy touching his ears
c. a boy opening his mouth d. a boy opening his eyes
– Speech bubbles: Touch your !
Open your !
Audio script:
a. touch / hair b. touch / ears
c. open / mouth d. open /
eyes Touch your hair!
Open your mouth!
c. Outcome: Pupils can correctly say the words and use Touch your !
and Open your ! to give instructions.
d. Step 1: Have pupils look at the pictures and Whole
Procedure: elicit the actions and the body parts. class/
Step 2: Have pupils point at Picture a (a girl Individual
touching her hair), listen to the recording and work
repeat the word (touch / hair). Follow the same
procedure with the other three pictures. Have
the class repeat the words a few times.
Step 3: Point at the bubble and have pupils
listen and repeat after the recording (Touch
your hair!). Point at Picture a and have pupils
listen and repeat after the recording (Touch
your hair!). Follow the same procedure with the
other three pictures.
Pair work
 Step 4: Have pairs practise giving the
instructions using the pictures. Pair work
Step 5: Invite a few pairs to point at the pictures
and giving the instructions in front of the class.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Touch your ! and
Open your ! to give
instructions
b. Input - Picture cues: A boy asks a girl to touch her hair and a
doctor asks a boy to open his mouth.
- Speech bubbles: Touch your !
Open your !
c. Outcome Pupils can enhance the correct use of Touch your ! and
Open your ! to give instructions.
d. Procedure Step 1: Draw pupils’ attention to the picture. Whole
Ask questions to help them identify the context class/
(see Input). Draw pupils’ attention to the two Individual
bubbles used to give instructions. Have them work
identify what is missing in the structures.
Check comprehension. Group
Step 2: Put pupils into groups of four and ask work
them to give instructions using the speech
bubbles and picture cues. Go around the
classroom to offer support. Encourage pupils to
give more instructions using the words that they
have learnt (e.g. nose, face, ear, ...). Group
Step 3: Invite some groups to the front of the work
class to perform their instructions. Praise them
if they perform well.
Game: At the Doctor's Office Whole
- Ask some volunteer pairs to play role in front class/
of class. Individual
- One pupil is a doctor and another is the work
patient, who describes what hurts.
- When a patient says his/ her hurt, a doctor has
to listen carefully and touch/ open that correct
body part.
Fun corner and wrap-up: 5 minutes
Option 1: Use sachmem.vn, have pupils look at Whole
the words in the pictures of the lesson and class
repeat after the recordings.
Option 2: Simon says
- Teacher is the “Simon” and calls out the
actions. Every student must follow and do the Whole
action, but only when they hear “Simon says class
...”.
- If teacher leaves out “Simon says” before
giving instruction, anyone who does the action
is out.
- Then, teacher can choose one or more students
as the leader to continue a game.
Option 3: Can you touch ...?
- Teacher starts the music, pupils sing and
dance around the room. Whole
- When teacher stops the music, put up a body class/
flashcard, or just yell out the vocabulary. Individual
- Pupils must find a partner and touch the work
appropriate body part on the other child. Pair work
 School:

Grade:

Teacher:
Date of
teaching:
Attendance:

UNIT 4: OUR BODIES

Lesson 2 – Period 4
(35 minutes)

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “Our bodies”;
Core Decision making, work standards and problem-solving
competenci
es
General Self-control & independent learning: Perform listening tasks.
Competenc Written Communication: Complete the sentence.
es Communication and collaboration: Work in pairs or groups.
Attributes Diligence: complete learning tasks

II. RESOURCES AND MATERIAL

- Student’s book Page 31
- Audio Tracks 41
- Teacher’s guide Pages 56 - 58
- Website sachmem.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. Warm-up and review – Listen and number – Listen, match
PROCED and read – Let’s play – Fun corner and wrap-up
URE
Pupils’ Note
Teacher’s activities
activities
Warm-up and review: 5 minutes
 Greet the class.
Option 1: Spend a few minutes revising the Whole
previous lesson by calling a few pairs to come class
to the front of the class to act out the
instructions learnt, using Touch your ! and
Open your !
Option 2: Ask each pupil to say which body Individual
part they like best. Use the sentence “I like my work/
...” Whole
Ex: I like my eyes. class
Option 3: Hidden picture game
- Divide the class into 4 big groups. Group
- Each group takes turns to open a coloured work
box and guess what is the picture hidden
behind it.
- The fastest group who answers correctly is
the winner.
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal To listen to and understand four communicative contexts in
which instructions are given.
b. Input Picture cues:
a. a boy touching his nose b. a girl opening her mouth
c. a boy opening his eyes d. a girl touching her hair
Audio script:
1. Open your mouth!
2. Touch your hair!
3. Touch your nose!
4. Open your eyes!
c. Outcome Pupils can listen to and understand four communicative
contexts in which instructions are given.
Key: 1. b 2. d 3. a 4. c
d. Step 1: Draw pupils’ attention to the pictures. Whole
Procedure: Elicit the action of the character in each class
picture. Step 2: Play the recording for pupils to
Whole
listen. Step 3: Play the recording again for
class
pupils to do the task. Play the recording a third Whole
time to give pupils another listening class/
opportunity. Individual
Step 4: Check answers together as a class. work
Play the recording again for pupils to double-
check their answers and correct their answers Whole
class/ Pair
in pairs.
work

Extension: If time allows, play the recording, Whole

sentence by sentence, for the class to listen class
and repeat in chorus. Correct their
pronunciation
where necessary.
PRACTICE
Activity 5. Look, match and read. 9 minutes
a. Goal To correctly match the sentence halves to make complete
instructions and read them aloud.
b. Input Four picture cues with four pairs of sentence halves to
match.
c. Outcome Pupils can correctly match the sentence halves and read
them aloud.
Key: 1. b 2. d 3. a 4. c
d. Step 1: Draw pupils’ attention to the pictures. Whole
Procedure Elicit the actions of the characters. Check class/
comprehension. Individual
Step 2: Draw pupils’ attention to the first work
picture and incomplete sentence. Ask pupils to
read and match. When pupils answer correctly
(Touch your face!), tell them to draw a line to
match the two sentence halves.
Step 3: Repeat Step 2 for Questions 2, 3 and Pair work
4. Step 4: Tell pupils to swap their books with
their partners, then check answers together as
a class. Write the correct answers on the
board.
 Step 5: Invite pairs of pupils to stand up and Group
read the matched instructions aloud. work
Game: Listen and circle.
- Pupils work in group of 4. Each pupil has
different coloured pens (red, blue, black and
purple).
- Teacher gives out a worksheet with many
body part pictures on it.
- Ask pupils to listen and find the body part
that they heard. Then circle it.
The winner is the player with the most circles.
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal To practise using target sentence patterns by playing the
game Touch your hair!
b. Input A picture of pupils making a circle. A girl is standing in the
centre of the circle and saying: Touch your hair! The pupils
are touching their hair.
c. Outcome Pupils can practise using target sentence patterns by
playing the game Touch your hair!
d. Step 1: Elicit the language that pupils need to Whole
Procedure give instructions (Touch your ! and Open class/
your !). When pupils answer correctly, write Individual
the language on the board. work
Step 2: Have pupils look at the picture. Get Whole
them to say how to play the game. Explain the class/
rules of the game again: Individual
A boy / girl standing in the centre gives an work
instruction and other pupils have to follow it.
If a pupil does not follow the instruction, he or
she will be "out". Check pupils’ understanding
by getting one pupil to repeat what they have
to do.
Individual
Step 3: Have the whole class play the game.
work/
Ask one or two pupils to be the observer(s) of
the game. Give out the instructions and
monitor
pupils while they play the game. Pupils who
 cannot follow the rules of the game will be Whole
“out” and become the observers. class
Step 4: Divide the class into four teams. Each
team plays the game. Pupils are eliminated if
they do not perform the correct actions. Give Group
stars/ points to the winner. work
Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem.vn, have pupils look at the words Whole
in the pictures of the lesson and repeat after the class
recordings.
Option 2: Game: Listen and grab!
- Pupils work in groups of 4. Group
- Teacher gives out a set of mini flashcards to work
each group.
- Ask pupils to listen carefully, then grab (as
fast as they can) the correct flashcard that they
heard.
- The winner is the player with the most cards
at the end of the game.
Option 3:
- Divide the class into 10 groups (4 pupils/
group).
Group
- Teacher calls out “I want to see ... 4 hands!” work
and groups must show only 4 hands (other
hands can be hidden behind their backs).
- Teacher calls out “I want to see ... 6 eyes!”
and groups must show only 6 eyes (other eyes
can be closed).
- Teacher calls out “I want to see ... 1 mouth!”
and groups must show only 1 opened mouth
(other mouths can be covered).
- Teacher calls out “I want to see ... 3 faces!”
and groups must show only 3 faces (other
mouth can be covered by hand).
- Teacher calls out “I want to see ... 2 noses!”
and groups must show only 2 noses (other
noses can be covered by hand).
 School:

Grade:

Teacher:
Date of
teaching:
Attendance:

UNIT 3 : LAST WEEK AT SCHOOL ( HANG OUT 3 )

Lesson 1.1 – Vocabulary
(35 minutes)

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- correctly pronounce the sounds of the letters ai and ea in isolation,
in the words hair and ears,and in the sentences Touch your hair! and
Touch your ears!
Core Decision making, problem-solving and integrity
Competenci
es
General Self-control & independent learning: Perform listening tasks.
Competence Communication and collaboration: Work in pairs or groups
s
Attributes Diligence: complete learning tasks
II. RESOURCES AND MATERIAL
- Student’s book Page 32
- Audio Tracks 42, 43
- Teacher’s guide Pages 58, 59
- Website sachmem.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point
PROCEDU and say – Let’s talk – Fun corner and wrap-up
RE
Pupils’ Note
Teacher’s activities
activities
Warm-up and review: 5 minutes
Greet the class.
Option 1: Spend a few minutes revising Lesson Whole
2 by asking the class to play the game Touch class
your hair! again.
Option 2:
Game: Jump and say
Step 1: Ask 5 – 6 pupils to join the game. Line Group
them up in the line. Each pupil holds a flashcard. work
Step 2: If the pupils hear that teacher has said
the word that matches their flashcard, they must
jump and say out loud.
Option 3: Which is missing?
Step 1: Teacher puts four or five flashcards on a
board and tells pupils to read out loud.
Step 2: Ask them to close their eyes. Teacher Individual
takes one (or two/ three … - depending on the work/
level of the class) item away.
Group
Step 3: Have pupils open their eyes, ask them to work
guess what item is missing and say.

KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes
a. Goal To repeat the sounds of the letters air and ear in isolation, the
words hair and ears, and the sentences Touch your hair! and
Touch your ears! with the correct pronunciation and
intonation.
b. Input – The letters air, the word hair and the sentence Touch your
hair!
– The letters ear, the word ears and the sentence Touch your
ears!
c. Outcome Pupils can correctly repeat the sound of the letters air and ear
in isolation, the words hair and ears and the sentences Touch
your hair! and Touch your ears!
d. Procedure Step 1: Draw pupils’ attention to the group of Whole
letters air, the word hair and the sentence Touch class/
your hair! Play the recording and encourage Individual
pupils to point at the letters/ word/ sentence work
while listening.
Step 2: Play the recording again and encourage
pupils to listen and repeat it. Do this several
times until pupils feel confident. Correct their
pronunciation where necessary, and praise them
if their pronunciation is good. Pair work/
Step 3: Repeat Steps 1 and 2 for the letters ear, Individual
the word ears and the sentence Touch your ears! work
Step 4: Let pupils work in pairs or groups to
pronounce the sound of the groups of letters air
and ear, say the words hair and ears, and read
the sentences Touch your hair! and Touch your
ears! Invite a few pupils to listen to the
recording and say the language in front of the
class. If they
perform well, praise them.
PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal To identify the target words hair and ears while listening.
b. Input Two gapped sentences with answer options
Audio script:
1. Touch your ears!
2. Touch your hair!
c. Outcome Pupils can identify the words hair and ears while listening.
Key: 1. c 2. b
d. Procedure Step 1: Draw pupils’ attention to the sentences Whole
and the answer options. Explain what pupils class/
have to do. Check comprehension. Individual
Step 2: Play the recording for pupils to listen. work
 Step 3: Play the recording again for pupils to
listen and circle the correct answers.
Step 4: Tell pupils to swap their books with their Pair work
partners, then check the answers as a class. Write
the correct answers on the board. Play the
recording for pupils to check their answers again.
Extension: Invite one or two pupils to stand up, Individual
listen and repeat the sentences. work

PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation.
b. Input The lyrics and recording of the chant.
c. Outcome Pupils can say the chant with the correct rhythm and
pronunciation.
d. Procedure Step 1: Draw pupils’ attention to the lyrics of the Whole
chant. Check comprehension. class/
Step 2: Play the recording all the way through Individual
for pupils to listen to the whole chant. Encourage work
them to listen carefully to the rhythm and
pronunciation. Draw pupils’ attention to the
sound of the groups of letters ear and air, the
words ears and hair, and the sentences Touch
your ears! and Touch your hair!
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
Group
for pupils to chant. Encourage them to clap along
work
while chanting.
Extension: Divide the class into two or more
groups to take turns to listen to and repeat the
chant, while the rest of the class claps along.
Whole
Game: Who is the best leader?
class
 - Teacher can change the lyrics of the chant
using many other body part words.
- Then ask some volunteer pupils to do the
gesture (touch/ open/ point) while the rest of the
class follow along.
Fun corner and wrap up: 5 minutes
Option 1:
Use sachmem.vn, have pupils look at the words Whole
in the pictures of the lesson and repeat after the class
recordings.
Option 2: Self portraits
- Teacher asks pupils to draw and colour a Group
picture about themselves. work
- After they finish drawing, teacher can hang
their pictures on the board or around the room.
Then allows pupils to participate in a gallery
walk to view their friends’ work.
Option 3: Relax your body
This is a mini exercise for kids to relax after a
lesson. Pupils listen and do after teacher. Whole
class
Shake your hands!
Look around (eyes)!
Open and close your mouth! And smile!
Take a deep breath (nose)!
Comb your hair (by fingers)!
Massage your face!
- Repeat the exercise a few times!
 School:

Grade:

Teacher:
Date of
teaching:
Attendance:

UNIT 3 : LAST WEEK AT SCHOOL

Lesson 1.2 : Vocabulary and Sentence
(35 minutes)

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- read and write about parts of the body and instructions;
- make flashcards of the body parts and present them to the class.
Core Problem-solving, integrity, communication, planning and organization
Competenci
es
General Written Communication: Complete the sentence
Competence Self-control & independent learning: Perform writing tasks
s
Attributes Diligence: complete learning tasks
Secure and organized: arrange words to make sentences

II. RESOURCES AND MATERIAL

- Student’s book Page 33
- Teacher’s guide Pages 60, 61
- Website sachmem.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. Warm-up and review – Read and match – Let’s write – Project –
PROCEDU Fun corner and wrap-up
RE
 Pupils’ Note
Teacher’s activities
activities
Warm-up and review: 5 minutes
Greet the class.
Option 1: Spend a few minutes revising the Whole
previous lesson by asking pupils to say the class
chant on page 32. Divide the class into
groups and get them to do actions while they
say the chant
Option 2: Arrange words to make
sentences.
Individual
- Divide class into 6 - 8 groups. work/
- Pupils try to make a sentence using the Group
given words. Then write their answers on a
work
group board.
1. an/ It’s/ eye/ .
-> It’s an eye.
2. your/ touch/ nose/ !
-> Touch your nose!
3. mouth/ open/ !/ your
-> Open your mouth!
4. a/ and/ face/ a/ hand/ .
-> A face and a hand.
Option 3: Bodiless
Review body parts with the students and Whole
introduce the “No (body part)” concept. class
- Teacher says “No (body part)!”.
- Pupils listen carefully, then cover this body
part that they heard by hands.
a. Goal To read the four sentences/ exchanges on the left and
match them with the pictures on the right correctly.
b. Input Four exchanges/ sentences with four pictures to match.
c. Outcome Pupils can read four sentences/ exchanges and match them
with the pictures correctly.
Key: 1. d 2. c 3. b 4. a
d. Procedure: Step 1: Draw pupils’ attention to the first Whole
exchange and read it as a class. Draw pupils’ class/
attention to Pictures a to d and identify the Individual
correct picture to match.
work
Step 2: Ask pupils to read the first exchange
again and draw a line to match.
Step 3: Repeat Steps 1 and 2 for the other
sentences.
Step 4: Tell pupils to swap their books with Pair work/
their partners, then check answers as a class.
Individual
Write the correct answers on the board. Ask
pupils to look at the board and check their work
answers again.
PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal To read, understand and complete four target sentences /
exchanges with picture cues.
b. Input Four exchanges/ sentences with the target sentences to
complete.
c. Outcome Pupils can read, understand and complete four target
sentences/ exchanges correctly with the picture cues given.
Key: 1. a hand 2. an eye 3. nose 4. Open
d. Procedure Step 1: Write the first exchange on the board: Whole
1. A: What’s this? B: It’s . class/
Read the question together as a class. Draw Individual
pupils’ attention to the picture (a hand) to work
elicit the answer. Encourage pupils to say the
answer (It’s a hand.). Give pupils time to
write the answers in their notebooks.
Step 2: Repeat Step 1 for the second, third
and fourth sentences/ exchanges.
Whole
Step 3: If time allows, invite a few pairs to
act out or read the sentences/ exchanges they class/
have completed aloud in front of the class. Individual
The class observes and praises their work. work
Game: Who is the fastest writer? Pair work
- Teacher asks 6 - 8 pupils to join this game.
- Teacher says out loud a word (twice).
 - Pupils have to write as fast as they can. Individual
work

PRODUCTION
Activity 6. Project 8 minutes
a. Goal To revise the target vocabulary items by making flashcards
of the body parts pupils have learnt and presenting them to
the class.
b. Input – Pictures and flashcards of body parts, e.g. eye, mouth,
hand.
– Materials: white or coloured cards, scissors, felt-tip pens,
coloured pencils, etc.
c. Outcome Pupils can make flashcards of the body parts they have
learnt and present them to the class.
d. Procedure Step 1: Ask pupils to look at the picture of Whole
an eye in the book. Demonstrate how to class/
make a flashcard of an eye. Draw an eye on a Individual
card and write the word eye under the work
picture.
Step 2: Show pupils your flashcard of an
eye. Tell them to pass it around so that they
can see what they are going to make.
Step 3: Put pupils into groups and give each
Group
group a set of materials for making
work/
flashcards of the body parts.
Individual
Step 4: Give pupils enough time to make
work
flashcards. Encourage them to decorate their
flashcards.
Step 5: When pupils have finished making
their flashcards, give them time to present
the flashcards to their classmates. Go around
the classroom to monitor and offer support.
Extension: Create a class display using the
flashcards and vote for the most creative. If
there is not enough time to complete the
 Project in class, set it as homework and check
by giving pupils time to share their work in
the next lesson.
Fun corner and wrap-up: 5 minutes
Option 1:
Use sachmem.vn, have pupils look at the Whole
words in the pictures of the lesson. class
Option 2: The Memory Circle
Step 1: Divide class into 6 groups (work in
group of 6). Group
Step 2: The first pupil says a body part and work
touches it (e.g. face).
Step 3: The second pupil touches and says
the first one’s word (face) but then adds their
own (ears).
The game continues until someone makes a
mistake and then they’re out.
Option 3: Body Parts Memory Game
Step 1: Divide the class into 4 groups.
Step 2: Teacher asks each group to choose a
Group
pair of numbers.
work
Step 3: Click on the box to reveal the hidden
word. Then click on another box to reveal the
picture.
Step 4: Once a correct match is made, this
group will get 10 points. The group who has
the most points is the winner!
School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 3: LAST WEEK AT SCHOOL

Lesson 2.1 – Song

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative
contexts (pictures) focusing on asking and answering about the
location of a room in a house
- enhance the correct use of Where’s the ? − It’s here /
there. to ask and answer questions about the location of a room in a
house in a freer context
- enhance the correct use of Where’s the ? − It’s here /
there. to ask and answer questions about the location of a room in a
house in a freer context.
Core teamwork, reliability, motivation, communication and initiative
competencies
General Listening: listen and recognize the rooms in a house, then repeat
competencies Critical thinking: talk about rooms in a house
Oral communication: speak about rooms in a house, ask and answer the
questions
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Attributes Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
- Student’s book Page 18
- Audio Tracks 22, 23
- Teacher’s guide Pages 161, 162, 163
- Website sachmem.vn
- Flashcards/pictures and posters (Unit 13)
- Computer, projector…
III. Warm-up and review – Look, listen and repeat – Listen, point and
 PROCEDURE say – Let’s talk – Fun corner and wrap-up

Pupils’ Note
Procedure Teacher’s activities
activities
Warm-up and review: 5 minutes
Greet the class.
Option 1: Say the chant Unit 12 page 16. Whole
- Ask pupils to say the chant. class
- Invite some of them to come to the board to role
play, the rest of the pupils will sing.
Option 2: Sing the song from youtube (link is in the
ppt) Group
Option 3: Game: tic tac toe work
Review the previous lesson by having the class play
the game tic tac toe, using the words in unit 15. Individual
Pre-teach: New words about rooms in a house. work/
Group
work
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes

a. Goal: To understand and correctly repeat the sentences in two

communicative contexts (pictures) focusing on asking and answering
about the location of a room in a house
b. Input: – Context a: Mai: Come in, please! Linh: Wow, I like your house!
– Context b: Linh: Where’s your bedroom? Mai: It’s here.
c. Outcome: Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about the location of a room in a house.
d. Step 1: Introduce the characters to pupils. Whole
Procedure: Step 2: Have pupils look at Pictures a and b and class
identify the characters (Mai and Linh) in the pictures. Whole
Step 3: Ask pupils to look at Picture a. Play the class
recording for pupils to listen.
Step 4: Play the recording again, sentence by sentence, Whole
for pupils to listen and repeat individually and in class
chorus. Correct their pronunciation where necessary.
 Repeat the same procedure with Picture b. Whole
Step 5: Invite a few pairs to the front of the classroom class/
to listen and repeat the sentences in the recording. Individual
Step 6: Draw pupils’ attention to the question and work
answer Where’s your bedroom? – It’s here. Tell pupils
that the sentences are used to ask and answer about the
location of the bedroom in the house. Pair work

Whole
class
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use Where’s the ? − It’s here /
there. to ask and answer questions about the location of a room in a
house
b. Input: – Picture cues: a. living room b. bedroom
c. kitchen d. bathroom
– Speech bubbles: Where’s the______ ? − It’s here / there.
Audio script:
a. living room b. bedroom c. kitchen d. bathroom
A: Where’s the living room? A: Where’s the kitchen?
B: It’s here. B: It’s there.
c. Outcome: Pupils can correctly say the words and use Where’s the ? −It’s
here / there. to ask and answer questions about the location of a room
in a house.
d. Step 1: Have pupils look at the pictures and elicit the Whole
Procedure: names of the rooms. class/
Step 2: Have pupils look at Picture a and the word Individual
living room under it. Listen to the recording and repeat work
the word. Have the class repeat the word. Whole
Step 3: Point at the question in the speech bubble and class/
Picture a and have pupils listen and repeat after the Individual
recording (Where’s the living room?). Point at Picture work
a and have pupils listen and repeat after the recording Whole
(It’s here.). Repeat the same procedure with Pictures b, class/
c and d. Individual
Step 4: Have pairs practise asking and answering the work
question - Where’s the ______? – It’s here / there.
Step 5: Invite a few pairs to point at the pictures and Pair work
 say the questions and answers in front of the class.

Pair work

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of Where’s the ? − It’s here /
there. to ask and answer questions about the location of a room in a
house in a freer context
b. Input: – Picture cue: Two pupils are asking and answering questions about
the location of rooms in a house: the living room and kitchen are
downstairs, the bedroom and bathroom are upstairs.
– Speech bubbles: Where’s _____? – It’s _____.
c. Outcome: Pupils can enhance the correct use of Where’s the____? − It’s here /
there. to ask and answer questions about the location of a room in a
house in a freer context.
d. Step 1: Draw pupils’ attention to the picture. Ask Whole
Procedure: questions to help them identify the context (see Input). class/
Point at each room, elicit the missing words in the Individual
question and answer (for example, the living room). work
Tell pupils to pay attention to the locations of the
hands. Use here for the rooms near the hand, and there
for the rooms far from the hand. Complete the
sentence. Get pupils to ask and answer the question
Where’s the living room? – It’s here. Where’s the
kitchen? – It’s there.
Step 2: Put pupils into pairs. Encourage them to point Pair work
at each room in the house in the picture in turn to ask
and answer questions about their locations in the
house. Go around the classroom to offer support where
necessary.
Fun corner and wrap-up: 5 minutes
Option 1:
Using sachmem.vn, have pupils look at the words in Whole
the picture and repeat after the recording. class
Option 2:
Game: What’s behind the square.
Group
Option 3: Preparation for the project: work
 Tell pupils about the project on page 23. Ask them to
make a doll’s house and prepare the language to Whole
present it. Tell them to bring their work to class to class
present it at Project time.

School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________
Attendance: ____________________

UNIT 3: LAST WEEK AT SCHOOL

Lesson 2.2 – Reading

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- listen to and understand two communicative contexts in which pupils
ask and answer questions about the location of a room in a house and
circle the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- sing the song Where is it? with the correct melody and pronunciation.
Core decision making, teamwork, work standards, reliability, motivation,
competencies communication, planning and organization
General Listening: listen and recognize the rooms in a house
competencies Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Attributes Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
- Pupil’s book Page 19
- Audio Tracks 24, 25
- Teacher’s guide Pages 163, 164, 165
- Website sachmem.vn
- Flashcards/pictures and posters (Unit 13)
- Computer, projector…
III. Warm-up and review – Listen and circle – Look, complete and read –
PROCEDURE Let’s sing – Fun corner and wrap-up
 Pupils’ Note
Procedure Teaching and learning activities
activities
Warm-up and review: 5 minutes
Greet the class.
Option 1: noughts and crosses.
- Divide the class into 2 teams. Whole
- Each team chooses a number, and answers the class
question.
- Each player takes turns to add O or X to the board.
The first player to line up three of their symbols in a
row wins.
Group
Option 2: Game: slap the board
work

Option 3: Game: Pass the ball Group

- Divide the class into 3 teams. work
- Each team has 1 sticky ball. /Individual
- Play the music, students in each team take turns to work
pass the ball around. After the music ends, 3 students
who have the ball – stand up and name one room in
the house.
PRACTICE
Activity 4. Listen and circle. 8 minutes
a. Goal: To listen to and understand two communicative contexts in which
pupils ask and answer questions about the location of a room in a
house and circle the correct pictures
b. Input: Picture cues:
1a. a hand pointing at a nearby living room
1b. a hand pointing at a distant living room
2a. a hand pointing at a nearby bedroom
2b. a hand pointing at a distant bedroom
Audio script:
1. Linh: Where’s the living room?
Mai: It’s here.
2. Linh: Where’s the bedroom?
Mai: It’s there.
c. Outcome: Pupils can listen to and understand two communicative contexts in
which characters ask and answer questions about the location of a
 room in a house and circle the correct pictures.
Key: 1. a 2. b
d. Step 1: Draw pupils’ attention to Pictures 1a and 1b. Whole
Procedure: Tell them about the activity. Elicit the name of the room class
in each picture (living room) and play the recording of
the first dialogue. Play the 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
Pictures 2a and 2b.
Step 2: Tell pupils to swap books with a partner, then Whole
check answers as a class. Write the correct answers on class
the board. /Pair work
Step 3: Play the recording again for pupils to double- Whole
check their answers. class
/
Extension: If time allows, play the recording, sentence Individual
by sentence, for the class to listen and repeat work
individually and in chorus. Correct their pronunciation Whole
where necessary. class
/
Individual
work
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal: To complete four gapped exchanges with the help of picture cues

b. Input: Four picture cues and four gapped exchanges

c. Outcome: Pupils can complete four gapped exchanges with the help of picture
cues.
Key: 1. living room 2. kitchen
3. bathroom; there 4. bedroom; here
d. Step 1: Get pupils to look at the picture cues and gapped Whole
Procedure: exchanges. Get them to identify the rooms (a living class
room, a kitchen, a bathroom and a bedroom). /
Step 2: Have pupils look at the four incomplete Individual
exchanges. Draw their attention to the missing words in work
the sentences. Whole
Step 3: Have pupils look at the first exchange. Ask them class
 what is missing in the sentence (living room). Write the /
answer on the board. Have them complete the gap in the Individual
question and ask and answer the completed question and work
answer in chorus. Repeat the same procedure with Whole
Sentences 2, 3 and 4. class
Step 4: Have pupils complete the sentences individually /
and ask a few pairs to stand up and read them aloud. Individual
work

Individual
work
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal: To sing the song Where is it? with the correct melody and
pronunciation
b. Input: The lyrics and the recording of the song Where is it? with picture
cues.
c. Outcome: Pupils can sing the song Where is it? with the correct pronunciation
and melody.
d. Step 1: Draw pupils’ attention to the title and lyrics of Whole
Procedure: the song. Model the title and lyrics line by line for pupils class/ Group
to repeat. Encourage them to point at the pictures to work
reinforce their understanding.
Step 2: Play the recording line by line for pupils to
listen and repeat. Correct their pronunciation where Individual
necessary. work
Step 3: Play the recording all the way through for pupils
to sing along. Introduce actions for pupils to do while Individual
singing along with the recording, for example, use hand work/
movements to show the questions and location of the Whole
rooms. class
Step 4: Put pupils into groups to practise the song and Group
make up their own actions while singing. work
Step 5: Give pupils time to practise singing and doing
actions in pairs or groups. Pair work/
Group
Extension: Put pupils into groups to make up their own work
actions for the song. Invite groups to the front of the
classroom to perform the song and the rest of the class
 sings and / or claps along the song. Group
work

Fun corner and wrap-up: 5 minutes

Option 1:
Using sachmem.vn, have pupils look at the words in Whole
the picture and repeat after the recording. class
Option 2:
Game:
- Divide the pupils into equal teams of five or six. Group
- Have each team stand in a line. Hold up a flashcard work
and make a sentence based on the picture. The
teams then repeat the sentence three times and sit
down.
- The team that sits down first scores a point. Then,
repeat the game, but this time have the pupils add
an action before they sit down, e.g. clap and then
sit, jump and then sit, etc.
- More action will be added the longer the game goes
on.
Option 3: Whole
Game: “Sing the song” challenge class/
Group
work