Giáo án tiếng Anh 1 iLearn Smart Start

i-Learn Smart Start 1
Week:
Period: 1

Date of teaching:..............................................................................

GETTING STARTED
Lesson 1
I. Objectives:
By the end of this lesson, students will be able to say "Hello!" and "Goodbye!".
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
Vocabulary: hello, goodbye
IV. Procedures:
Time

Steps/Activities
Warm-up (5’)
Sing and Dance.
Play “i-Learn Smart Start” song (from YouTube) and make
gestures following the lyrics, have students stand up and make
the gestures

Organization

 Teacher –
whole class

5’

25’

New lesson
A- Listen and point. Repeat. (10’)
CD1-Track 03:
1. Have students listen to each new word.
2. Have students listen to each new word and repeat all together
and individually. Correct student’s pronunciation if necessary.
3. Arrange the flashcards on the board. Play audio and have
students listen and point at the pictures in their books.
4. Play audio again and have students listen, repeat several times.
5. Change the order of the flashcards, point at them individually
and have students say the words, correct pronunciation when
needed.
6. Have students work in pairs, one points at the picture in the

 Teacher –
whole class/
individuals/
pair work/
group work


book and the other says the word.
7. TPR practice step 1: say the word and make the gesture/ sound
all together according to the word.
8. TPR practice step 2: do the actions and students say the word
accordingly.

9. TPR practice step 3: have students work in pairs, one would do
the action, the other say the word.
Activities: (optional)
- Option 1: Play "Heads up. What's Missing?"
 Divide the class into two teams.
 Arrange the flashcards on the board and remove one card when
students are not looking.
 One student from each team calls out the missing flashcard.
- Option 2: Play the game “Who is faster?”.
 Divide the class into groups.
 Arrange the flashcards on the board.
 Invite a student from each group to go to the board.
 Teacher says a word and the students run to tap the right card.
B. Listen and point. (8’)
1. Pre- listening: Introduce the situation.
2. While- listening:
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing at the words.
3. While-listening: Play the audio again. Have students listen and
repeat.
4. While-listening: Play audio again. Have students listen, repeat and
point.
5. Post- listening: Point at each word and have students call it out
“hello/ goodbye.”

1.
2.
3.
4.

C. Now, sing a song. (7’)
Play audio and have students listen.
Play audio and have students turn to page 68.
Play audio and have students sing the song as a whole class.
Have some students sing in front of class.

 Teacher –
students in
groups

 Teacher –
students in
groups

 Teacher –
whole class

 Teacher –
whole class


Wrap-up (5’)

5’

Option 1: Review. Play the game “Matching”.
 Write the words on the board.
 Have students read the words on the board.
 Give students flashcards.
 Have students match the flashcards with the words on the board

and call out the words.

 Teacher –
whole class/
students

Option 2: Review. Play the game “Lips read”.
 Teacher says a word silently.
 Students say that word loudly.

 Teacher –
whole class


Week:
Period: 2

Date of teaching:................................................................................

GETTING STARTED
Lesson 1
I. Objectives:
By the end of this lesson, students will be able to say “hello” and “goodbye”.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
Vocabulary: hello, goodbye.
IV. Procedures:

Time

5’

Steps/Activities
Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in only ONE
session.)
- Option 1: Review. Play the game “Flash look and say”.
 Teacher shows a flashcard quickly.
 Students say that word.
- Option 2: Review. Sing.
 Play audio Part C and have students sing the song.
- Option 3: Sing and Dance.
Play “i-Learn Smart Start” song (from YouTube) and make gestures
following the lyrics, have students stand up and make the gestures

25’

Organization

 Teacher –
whole class
 Teacher –
whole class
 Teacher –
whole class

New lesson
D- Role-play. (10’)

Practice (optional)
1. Say a name to the class.
2. Have students practice the structure using the name.
3. Repeat with other names.
E.g. Teacher: "Bill"
Class: "Hello, Bill."

 Teacher –
whole class

Role-play:
1. Divide the class into pairs.
2. Have pairs practice the conversations and swap roles.
3. Have some pairs demonstrate the activity in front of the class.

 Teacher –
students in
pairs

E- Say. (10’)



Teacher -


1. Divide the class into groups of four.
2. Have students take turns saying “Hello!” and “goodbye!” to their
friends.
3. Have some groups demonstrate the activity in front of the class.

Activity: (5’) (optional)
Say “Hello!/Goodbye!”
 Go around the class, say “Hello!/Goodbye!” to students, one by
one, and have them say “Hello!/Goodbye!”
 Then have students say “Hello!/Goodbye” to their neighboring
friends.
Wrap-up
- Option 1: Review. Jump to say yes.
 Ask the children to stand by their desks.
 Hold up a flashcard from the vocabulary set (hello/goodbye) and
say a word.
 If the word is the same as the flashcard, they jump. If it isn’t,
they stand still.
 Alternatively, ask children to put their hands up if the word and
the flashcard are the same.
5’
- Option 2: Review. What is the missing letter?
 Have students look at the flashcards and call out the words.
 Write them on the board.
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Show a flashcard and have that student call out the word and
say the missing letter(s).
 Repeat the activity with other students.

students in
groups



Teacher individuals/
Students students



Teacher whole class



Teacher students

i-Learn Smart Start 1
Week:
Period: 1

Date of teaching:..............................................................................

GETTING STARTED
Lesson 2


V. Objectives:
By the end of this lesson, students will be able to understand basic classroom language.
VI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
VII. Languages focus:
Vocabulary: stand up, sit down, listen
VIII. Procedures:

Time

Steps/Activities
Warm-up (5’)
- Option 1: Sing.
Play audio Part C and have students sing the song.

5’

25’

- Option 2: Play the game “Look and Point”.
 Write the words in different areas on the board.
 Teacher shows a flashcard.
 Students use their fingers to point to the word on the board and
say it loudly.

New lesson
A- Listen and point. Repeat. (10’)
CD1-Track 06:
10. Have students listen to each new word.
11. Have students listen to each new word and repeat all together
and individually. Correct student’s pronunciation if necessary.
12. Arrange the flashcards on the board. Play audio and have
students listen and point at the pictures in their books.
13. Play audio again and have students listen, repeat several times.
14. Change the order of the flashcards, point at them individually
and have students say the words, correct pronunciation when
needed.
15. Have students work in pairs, one points at the picture in the

book and the other says the word.
16. TPR practice step 1: say the word and make the gesture/ sound
all together according to the word.
17. TPR practice step 2: do the actions and students say the word
accordingly.
18. TPR practice step 3: have students work in pairs, one would do
the action, the other say the word.
Activities: (optional)
- Option 1: Play the “GUESS” game.

Organization
 Teacher –
whole class
 Teacher students

 Teacher –
whole class/
individuals/
pair work/
group work

 Teacher –









Arrange the flashcards on the board.
Write a number under each flashcard.
Have students look at the flashcards for the count of ten.
Turn the flashcards over to face the board when the students are
not looking.
Call out a number and have students take turns guessing the
face down card.
Turn the card over after each guess.

- Option 2: Play the game “What is it?”
 Hold up the flashcards, one at a time, partly hidden by a sheet of
paper.
 Slowly reveal the flashcard.
 Students try to guess what the flashcard is.
B. Listen and point. (8’)
1. Pre- listening: Introduce the situation.
2. While- listening:
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing at the words.
4. While-listening: Play the audio again. Have students listen and
repeat.
4. While-listening: Play audio again. Have students listen, repeat and
point.
5. Post- listening: Point at each word and have students call it out
“Stand up/ sit down/ listen.”
D. Now, sing a song. (7’)
Play audio and have students listen.
Play audio and have students turn to page 68.
Play audio and have students sing the song as a whole class.

Have some students sing in front of class.
Wrap-up (5’)
- Option 1: Review. Play the game “Thumbs Up or Down”
 Show a flashcard one at a time and have students identify the
word teacher says by putting their thumbs up or down.
 Repeat the activity with other flashcards.
E.g.
 Teacher: (showing the flashcard ‘stand up’) sit down.
 Students: (putting their thumbs down).
 Teacher: sit down.
 Students: (putting their thumbs up).
- Option 2: Review. Play the game “Listen and point”.
 Write the vocabulary in different areas on the board.
 Teacher says a word (written on the board).
1.
2.
3.
4.
5’

whole class

 Teacher –
whole class

 Teacher –
whole class

 Teacher –
whole class

 Teacher –
whole class

 Teacher –
whole class




Students use their fingers to point at the word on the board and
say it loudly.


Week:
Period: 2

Date of teaching:................................................................................

GETTING STARTED
Lesson 2
I. Objectives:
By the end of this lesson, students will be able to understand basic classroom language.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
Vocabulary: stand up, sit down, listen.
IV. Procedures:

Time

5’

25’

Steps/Activities
Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in only ONE
session.)
- Option 1: Review. Play the game ‘Pass the flashcard & Name it’
 Give the first student a flashcard and play a song.
 Students have to pass the flashcard.
 When the music stops, the student with the flashcard has to say the
word out loud.
 Repeat the activity with other flashcards.

Organization

 Teacher –
whole class

- Option 2: Review. Sing.
 Play audio Part C and have students sing the song.

 Teacher –
whole class

- Option 3: Sing and Dance.
Play “i-Learn Smart Start” song (from YouTube) and make gestures

following the lyrics, have students stand up and make the gestures

 Teacher –
whole class

New lesson
D- Say and do. (10’)
Practice (optional)
1. Show a flashcard to the class.
2. Have students practice the structure using the new word.
3. Repeat with other flashcards.
E.g. Teacher shows a flashcard "listen"
Class: "Listen."
Say and do:
1. Divide the class into pairs.
2. Have Student A say (e.g 'stand up') and Student B do the action.

 Teacher –
whole class

 Teacher –
students in


3. Have students swap roles and repeat.
4. Have some pairs demonstrate the activity in front of the class.
E- Play “Simon says”. (10’)
1. Have students look at the example.
2. Have students follow commands that start with “Simon says…”
3. Give them different commands with or without “Simon says…” such

as “stand up”, “Simon says stand up”, etc. If it doesn’t start with
“Simon says…”, students who do the action must sit down.
4. Have one student stand in front of the class to be Simon.
5. Have students swap roles and repeat.
Activity: (5’) (optional)
Play the game “Slap the board”.
 Arrange the flashcards on the board
 Have 2 groups of students stand in front of the board
 Call out a word.
 Students from 2 groups slap the flashcard on the board.
 The student who can slap the flashcard first is the winner.

5’

Wrap-up
- Option 1: Review. Play the game “Listen and tap”.
 Write the words in different areas on the board.
 Divide the class into groups.
 Invite a student from each group to go to the board.
 Call out a word.
 The students will run and slap the word on the board and say it
loudly.
 The faster student will be the winner.
 Repeat the activity with other students.
- Option 2: Review. Play the game “Act it out”.
 Invite a student to come to the front of the class.
 Show him/her a flashcard or whisper a word and have that
student act it out.
 Have other students guess the answer.
 Repeat the activity with other students.

pairs



Teacher whole class/
students students



Teacher Students in
groups



Teacher students in
groups



Teacher student &
whole class

i-Learn Smart Start 1
Week:
Period: 1

Date of teaching:..............................................................................

REVIEW 1

IX. Objectives:


By the end of this lesson, students will introducing family members.
X. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
XI. Languages focus:
Vocabulary: review father, mother, brother, sister.
Structures:
 This is my (brother).
XII. Procedures:
Time

5’

25’

Steps/Activities
Warm-up & Review

Organization

- Option 1: Review. Singing.
 Have students sing the songs of letters ‘c’ and ‘d’ again.
 Have them sing and make the gestures of a cap or a door.
 Have some students sing and make the gestures.

 Teacher –

whole class/
students

- Option 2: Review. Hop or Clap.
 Call out a letter sound or a word with that letter.
 Have students stand up and hop if they hear the ‘c’ sound or
clap if they hear the ‘d’ sound.

 Teacher –
whole class

New lesson
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each person  Teacher –
in the pictures and have students call out the people they see.
whole class/
2. While-listening:
students
 Play audio and have students look at the picture and people.
 Demonstrate
 Have

the activity by pointing at the example.

students listen and circle.

5. Post-listening: Check the answers as a whole class.
6. Post-listening: Point at each person in the picture and have
students say "This is my mother/...".
7. Post-listening: Have some students demonstrate the activity in

front of the class.


Teacher students in


B- Play "Stepping Stones": (10')
the class into pairs.
2. Have Student A start at A and say the first sentence.
3. Have Student B start at B and say the first sentence.
4. Have students take turns saying the sentences and go all the way
round.
5. Have some pairs demonstrate the activity in front of the class.

pairs

1. Divide



Teacher Students in
groups



Teacher students in
groups



Teacher students/
individuals

Activity: (5’) (optional)
Play the game “Whispering”.
 Choose 2 groups of the same number of students.
 Have students make 2 lines.
 Teacher whispers a word to the 2 students at the back of the
lines. These students then whisper the word to the 2 students
standing right in front of them. This is repeated until the word
reaches the 2 students at the front of the lines.
 The 2 students at the front of the lines call out the word and the
2 students at the back hold up the flashcard to see whether the
word is correct.
 The 2 students at the front of the lines move to the back of the
lines. T repeats the activity with other words.
Wrap-up
- Option 1: Review. Play ‘Family'.
 Have students work in groups of 5.
 Have 1 student from each group introduce other members as
their family members.

5’




E.g. This is my father/ mother/ brother/ sister.
Have students swap roles and repeat.
Have some groups demonstrate the activity in front of class.

- Option 2: Review. Draw and say
Have students draw a big picture of their family. Then show it in front
of the class and introduce the members of the family.
E.g. This is my family. This is my father…


Week:
Period: 2

Date of teaching:................................................................................

REVIEW 2
I. Objectives:
By the end of this lesson, students will review identifying classroom objects.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
Vocabulary: review pencil, bag, book.
Structures:
 It’s a (pencil).
IV. Procedures:
Time

5’

Steps/Activities
Warm-up & Review

(This step can be skipped when periods 1 and 2 are taught in only ONE
session.)
- Option 1: Review. Play the game “Family Jumble”.
 Mix the flashcards of Unit 1 - lessons 1 and 3.
 Put them on a table in front of the class.
 Divide the students into two teams.
 Invite a student from each group to go to the board.
 Say a word and have the students race to find the flashcard.
- Option 2: Review. Sing.
 Play audio Part C (Unit 2) and have students sing the song.
 Have some students sing in front of the class.

25’

New lesson
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each object
in the pictures and have students call out the objects they see.
2. While-listening:
 Play audio and have students look at the picture and objects.
 Demonstrate
 Have

the activity by pointing at the example.

students listen and circle.

8. Post-listening: Check the answers as a whole class.

Organization

 Teacher –
students in
groups

 Teacher –
whole class

 Teacher –
whole class/
students


9. Post-listening: Point at each object in the picture and have
students say "It's a bag/...".
10. Post-listening: Have some students demonstrate the activity in
front of the class.



Teacher students in
pairs



Teacher Students in
pairs



Teacher students in
pairs



Teacher individuals/
whole class

C- Play "Guess the picture": (10')
1. Have students look at the example.
2. Divide the class into 2 teams.
3. Have a student stand facing away from the board and stick a
flashcard on the board behind him/her.
4. Have the student try to guess the answer without looking at the
flashcard.
5. Give that team 1 point if it's a correct guess.
6. Have teams take turns.
Activity: (5’) (optional)
Running dictation
 Stick some pictures ( bag, book, pencil) on the walls in the
class.
 Have students work in pairs. One runs and find the pictures
around him/ her, then turn back to his pair and tell what he/ she
has seen. E. g It’s a pencil. His/ Her friend writes down the
word he/ she has heard. E. g pencil.
5’

Wrap-up

- Option 1: Review. Pictionary.







Have students work in pairs.
Give each child a piece of paper.
Have children draw a part of a classroom object on the paper as
quickly as possible, then pass their drawings to their partners
and ask “A what?’ The partner responds ‘A pencil’.
Have students continue the game.

- Option 2: Review. Draw and guess.
 Have a student come to the board and whisper the name of an
object he/she will draw.
 Have the student draw a part of a classroom object on the board
for the rest of the class to guess what it is.





The first child to guess the object correctly comes to the front of
the class to draw the next picture.
Repeat until all the objects have been used.

i-Learn Smart Start 1
Week:
Period: 1

Date of teaching:..........................................................................

REVIEW 3
I. Objectives:
By the end of this lesson, students will review identifying colors and body parts, and following simple
instructions.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
III. Languages focus:
Vocabulary: Review
Structure: Review
IV. Procedures:


Time

5’

25’

Steps/Activities
Warm-up
Option 1: Vanishing Flashcards Game
- Place flashcards of color ( red, pink, blue, white, yellow) in front of
the students.
- Give them a moment to memorize the pictures and then tell them to
close their eyes.

- Take away one of the flashcards and then tell the students to open
their eyes again.
- The first student who guesses the missing flashcard correctly can
win that flashcard (for 1 point) and takes away another flashcard in
the next round.
Option 2: Hold it up
- Have students put crayons with different colors on their desks.
- Say a color and have students hold up their crayons.

Organization
 Teacher –
whole class/
groupwork/
individuals

 Teacher –
whole class

New lesson
A- Listen and circle (A or B).
Teacher –
CD1- Track 61
whole class/
- Have students look at the pictures and call out the colors they can
individuals
see. Play audio. Have students listen and check the example. Explain
if it’s necessary.
- Play audio. Have students listen and circle A or B.
Teacher-whole
- Play audio again and check answers as a whole class.

class/
B- Play "Guess the picture."
groupwork/
- Have students look at the example.
individuals
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a
flashcard on the board behind him/her.
- Have the student try to guess the color and make a sentence without
looking at the flashcard. Have the others say “Yes” for the correct
sentence and “No” for the wrong sentence.
- Give that team one point if it's a correct guess.
- Have teams take turns.
Optional activities:
Option 1: Pictionary
Teacher-whole
- Give each child a piece of paper.
class/
- Have children draw a flower on the paper as quickly as possible,
individuals
then color and pass their drawings to their partners. Their partners
make sentences about the pictures. ( E.g. It’s a pink flower.)
- Have students continue the game.
Option 2: Musical cards
- Play some lively music.
- Hand out the flashcards from this and previous lessons.
- Children pass the flashcards around all the rows of seats while the
music is playing.
- Stop the music suddenly. Ask the children who are holding the
flashcards to stand up and say the word.

- Play the music and continue in the same way.

 Teacherwhole class/
individuals


i-Learn Smart Start 1
Week:
Period: 2

Date of teaching:..........................................................................

REVIEW 4
I. Objectives:
By the end of this lesson, students will review identifying colors and body parts, and following simple
instructions.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
III. Languages focus:
Vocabulary: Review
Structures : Review
IV. Procedures:
Time

5’

Steps/Activities
Warm-up

Option 1: Snap
- Hold up teacher cards to review the vocabulary.
- Put up the word cards ( parts of body) on the board.
- Divide the class into 2 groups.
- Call out a word, one member from each group races to snap the
correct word card on the board. Who snaps the correct word card
first can get one point.
Option 2: Seven lives
- Draw or stick seven bodies outlines on the board.
- Choose a word. Draw one line on the board for each letter in a word,
for example: _ _ _ _ (head).
- Have students put up their hands to say a letter, if the letter is in the
word, teacher writes it on the line. If the letter is not in the word, the
teacher removes one of the bodies from the board.
- When students complete the word or lose all seven lives the game
finishes.

25’

New lesson
A- Listen and circle (A or B).
CD1- Track 62
- Have students look at the pictures and call out the body parts they
can see.
- Play audio and demonstrate the activity using the example.

Organization
 Teacher –
whole class

 Teacherwhole class

 Teacher –
whole class/
individuals


- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
B- Play "Simon says.
- Have students look at the example.
- Tell students they must only follow commands that start with
"Simon says…"
- Demonstrate the game by giving the students different commands. If
the command starts with "Simon says," students must do the action.
If it doesn't start with "Simon says," students who do the action must
sit down.
- Have one student come to the front of the class to be "Simon."
- Swap roles and repeat with a new "Simon."
Optional activities
Option 1: Sentences and pictures.
- Stick four picture cards on the board and write four sentences about
these pictures (E.g. ‘Touch your head.’) in different places.
- Have students match pictures and sentences.
- Have remain students give their ideas about their friends’ answers,
then teacher gives the correct ones.
Option 2: Missing letters
- Divide the class into four teams.
- Write words about body parts on the board, each missing a letter.
- Have one student from each team come up and try to fill in the

missing letters then make sentences with words given. The first team
with the most correct letters and sentences is the winner.

5’

 Teacherwhole class/
individuals

 Teacherwhole
class/
individuals

 Teacherwhole
class/
teamwork

Wrap-up
Option 1: Charades
Choose two students to come to front of the classroom. The teacher
shows a flashcard with the target vocabulary to these two students only.
Students must act out what they saw without speaking. The first team to
guess correctly wins a point. Continue playing until all students have
tried.
Option 2:
- Stick Teacher cards on the board ( make sure to cover the words on
the cards)
- Write numbers below the pictures
- Divide the board into two or three parts then have teams to race to
the board to write the words on the board
- The students will pass the pieces of chalk to the next students in

 Teacher –
whole class/
teamwork

 Teacher –
whole class/
teamwork


their teams to race to the board to write the next word
- In 5 minutes ( two or three turns of the sand clock) which team has
most correct words on the board will win the game)

1
G1
1
2
3
4

2

3

4

G2
1
2

3
4

i-Learn Smart Start 1

Week:
Period: 1

Date of teaching:..............................................................................

REVIEW 5
XIII. Objectives:
By the end of this lesson, students will review identifying animals and saying what animals they like.
XIV. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
XV. Languages focus:
Vocabulary: review animals.
Structures: review
 I like (dogs).
XVI. Procedures:
Time
5’

Steps/Activities
Warm-up & Review
- Option 1: Review. Pictures and Letters.
 Put 4 flashcards/pictures (food, elephant, girl, hop) on the
board.

 Have students look at the flashcards/pictures and call out the
letter sounds.
 Have some students go to the board and write the letters under
the flashcards/pictures.

Organization

 Teacher –
whole class/
students


- Option 2: Review. Guess, say and act.
 Teacher mouths an animal, e.g. “cat”
 Students guess and say what the animal is (e.g. “It’s a cat.”).
 Have students act out the word.
 Continue the activity with the name of other animals.

New lesson
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each
picture and have students call out the animals they see.
2. While-listening:
 Play audio and have students look at the pictures and animals.
 Demonstrate
 Have

 Teacher –
whole class

 Teacher –
whole class/
students

the activity by pointing at the example.

students listen and circle.

11. Post-listening: Check the answers as a whole class.
12. Post-listening: Point at each picture and have students say "I
like cats/...".
13. Post-listening: Have some students demonstrate the activity in
front of the class.



Teacher students in
groups



Teacher Students in
pairs

25’
D- Play the "Chain" game: (10')
1. Have students look at the example.

2. Divide the class into groups of four.
3. Have the student stand up.

4. Have Student A turn to Student B and say a sentence.
5. Next, have Student B turn to Student C and say a sentence, then have
Student C say a sentence.
6. Continue until all students have practiced.
7. Have some groups demonstrate the activity in front of the class.
Activity: (5’) (optional)
Draw and say.
 Have students work in pairs, take turns drawing their favorite
animal in the air and saying “I like + the name of the animal-s.”
to their partners.
 Have some pairs demonstrate the activity in front of the class.


5’

Wrap-up
- Option 1: Review. Play the game “Who is faster?”.
 Divide the class into groups.
 Arrange the flashcards on the board.
 Invite a student from each group to go to the board.
 Teacher says a word and the students run to tap the right card.
- Option 2: Review. Singing.
Play the audio of Unit 5 - lesson 1 - Part C and have students sing
the song.



Teacher students in
groups



Teacher whole class


Week:
Period: 2

Date of teaching:................................................................................

REVIEW 6
I. Objectives:
By the end of this lesson, students will review talking about abilities.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
Vocabulary: review swim, sing, run.
Structures: review
 I can (run).
IV. Procedures:
Time

5’

Steps/Activities
Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in only ONE
session.)

- Option 1: Review. Play the game “Animal Jumble”.
 Mix the flashcards of Unit 5 - lessons 1 and 3.
 Put them on a table in front of the class.
 Divide the students into two teams.
 Invite a student from each group to go to the board.
 Say a word and have the students race to find the flashcard.
- Option 2: Review. Favorite animals.
 Have students work in pairs and talk about their favorite
animals “I like….”.
 Have some students demonstrate in front of the class.

25’

New lesson
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each
picture and have students call out the actions they see.
2. While-listening:
 Play audio and have students look at the pictures and activities.
 Demonstrate

the activity by pointing at the example.

Organization

 Teacher –
students in
groups

 Teacher –

students in
pairs/
individuals

 Teacher –
whole class/
students


 Have

students listen and circle.

3. Post-listening: Check the answers as a whole class.
4. Post-listening: Point at each picture and have students say "I can
run/...".
5. Post-listening: Have some students demonstrate the activity in front
of the class.
B - Play "Guess the picture": (10')



Teacher students in
pairs



Teacher Students in
pairs



Teacher whole class/
students



Teacher individuals/
whole class

1. Have students look at the example.

2. Divide the class into 2 teams.
3. Have a student stand facing away from the board and stick a
flashcard on the board behind him/her.
4. Have the student try to guess the answer without looking at the
flashcard.
5. Give that team 1 point if it's a correct guess.
6. Have teams take turns.
Activity: (5’) (optional)
Mime and Say
 Have students work in pairs, one mimes an action and the other
guesses and says a sentence. E.g. Student A mimes ‘swim’ and
Student B says ‘I can swim.’
 Have some pairs demonstrate the activity in front of the class.

5’

Wrap-up
- Option 1: Review. What is the missing letter?

 Have students look at the flashcards and call out the words.
 Write them on the board.
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Have that student look at a flashcard, call out the word and
write the missing letters.
 Repeat the activity with other students.
- Option 2: Review. Play the game “Listen and point”.
 Write the vocabulary + structures in different areas on the
board.
 Teacher says a word or a sentence (written on the board)
 Students use their fingers to point at the word or the sentence on
the board and say it loudly.

i-Learn Smart Start 1


Week:
Period: 1

Date of teaching:..........................................................................

UNIT 8: FOOD
Review 7
V. Objectives:
By the end of this lesson, students will review talking about their ages and saying what food they
want.
VI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.

Students’ aids: Student books, notebooks, workbooks.
VII. Languages focus:
Vocabulary: Review
Structure : Review
VIII. Procedures:
Time

5’

25’

Steps/Activities
Warm-up
Option 1: Step away lines
- Give each student a blank sheet of paper and ask them to draw food
( banana, cookie, sandwich).
- Have students stand in two rows facing each other, so that each
student has a partner in the opposite line.
- Have each pair hold up their drawing pictures and say a sentence. E
g. ‘I want a banana.’ Each time the pairs complete their sentences
,both partners take a giant step back and repeat the sentences. Every
time they do so, they will naturally need to speak louder in order to
be heard by each other.
Option 2: Erase the numbers
- Have ten students go to the board and write numbers from 1 to ten.
- Have other two students come to the board, one says a number and
one erases it.
- Continue with other pairs.

Organization

 Teacher –
whole class/
pair work

 Teacher –
whole class/
individuals/
pair work

New lesson
A-Listen and circle (A or B).
CD2- Track 37
 Teacher –
- Have students look at the pictures and call out the numbers they can
whole class/
see. Guide them how to do with listening task.
individuals
- Have students guess the answers.
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
B- Play “ Magic fingers”.
Teacher-whole


class/ pair
- Have students look at the example.
- Divide the class into pairs.
work
- Have Student A write a number with their finger on Student B's

back. Have Student B try to guess.
- Swap roles and repeat.
Optional activities:
Teacher-whole
Option 1: Slap
class/
- Divide the class into five groups and have the students make five
groupwork
lines.
- Place flashcards of numbers from 1 to 6 on the board.
- Call out a number and have the first student of each line run to the
board and slap. Give one point for the student who slaps the correct
flashcard first.
Option 2: Whisper
- Arrange children into rows of at least six.
- Secretly show a flashcard of a number to the first child in each
group. This child whispers the sentence to the child next to him/her.
E. g. “ I’m five.”
 Teacher- Children continue whispering the sentence to the child next to them
whole class/
until the sentence reaches the final child.
teamwork
- The final child says the sentence out loud, and the first child holds
up the flashcard to see whether it is correct.

Wrap-up
Option 1: Domino
 Have students work in pairs.
 Give each pair a set of domino cards like pictures below:
one

two
5’

5



five

2

seven

3

six

4

nine

 Teacher –
whole class/
pair work
1

four
8
ten 9
7

three
6
eight 10
Mix up all flashcards and have each pair arrange a word next to
a correct number. E. g.

two 7
one 5
five 2
 Check answers as a whole class.
Option 2: Throw the dice
- Put children in pairs. Each pair has a die with the numbers 1–6.
- Student A throws the die, student B asks, “ How old are you?”.
- Student A looks at the number on the die he/she ‘s got and answers:
“I’m six.”

 Teacher –
whole class/
pair work