Giáo án tiếng anh family friends lớp 3

( Tuần 1 ) (20/8-24/8/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Starter Unit – Lesson 1 - Period 1
Lesson 1 Objectives: - Giving and responding to greetings and introductions, Speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Class Book characters
Greetings
ADDITIONAL
VOCABULARY
Everyone, come, fun,
class, cousin,, who, this,
sorry, come on
SENTENCE PATTERN
What’s your name?
Who’s this?
Resources:
CLASS BOOK p.4
WORKBOOK p.4
Teaching Aids:
- CD tracks 1-3
- Story Poster Starter Unit
- Hello flashcards 1-4
Introduction
 Say Hello to all the children and elicit Hello in response. Ask every child to

say Hello to the other children. Say My name’s…Ask a child, What’s your
name? Encourage children to ask each other’s names and respond in pairs.
 Show the flashcards and say the names of the characters for children to
repeat. Divide the class into two. When you show a flashcard, half of the class
says, What’s your name? The other half responds with My name’s Billy, etc…
Development
 Recording 1: Say Open your books, and mime the action. Children point to
the characters and say the names. Play the first part of the recording and model
pointing to the pictures as you listen. Children then do the same. Play again and
give the flashcards to four children. Get them to stand up when they hear their
character’s name.
Recording 2: Children listen and chant along – then do again without
recording. Divide the class into four, give each group a character’s name and ask
them to stand up when they hear their name.
Recording 3: Use the Starter Poster and point to the characters and ask,
Who’s this? Play the recording and point to the pictures. Play it again and ask
children to point to the pictures. Children follow the words as they listen in their
Class Books.
Consolidation
 Trace and Circle: Do exercise 1 in the Workbook.
 Personalization: Ask individual children What’s your name? Students do
Exercise 2. They then show the pictures to each other and practice the target
vocabulary, pointing to the pictures and asking, What’s your name?
SEMESTER 1 – Starter Unit – Lesson 2 - Period 2
Lesson 2 Objectives: - Giving and responding to greetings and introductions, Speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE

FOCUS:
Listening – Speaking
KEY VOCABULARY
Greetings
ADDITIONAL
VOCABULARY
That’s my name.
SENTENCE PATTERN
What’s your name?
My name’s…
How are you?
I’m fine, thank you
Resources:
CLASS BOOK p.5
WORKBOOK p.5
Teaching Aids:
- CD tracks 3-4
- Story Poster Starter Unit
- Hello flashcards 1-4
Introduction
 Begin the class by saying Hello to the children and encouraging them to greet
each other in the same way. Show the flashcards again and elicit the names of
the characters.
Show the story poster again and ask the children to repeat the story. Play
recording 3 again and children can say it along with the audio. Decide on
actions for the story and get the students to do the actions as they say the story.
Development
Ask and answer: Say Open your books, and show children opening the Class
Book to page 5. Say Look at the pictures, indicating the pictures of the boys.
Read and model the dialogue, pausing for children to repeat. Read the dialogue

with one of the stronger students, and then put students in pairs to practice it
themselves.
Recording 4: Ask children to look at the pictures in Exercise 3 and ask what
they can see. Elicit any words they think will appear in the song. Play the song
and ask children to listen. Play again and ask children to sing along, saying their
own name in the appropriate place and add actions.
Consolidation
 Vocabulary practice: Ask students to open their Work Books to page 5.
Ask students what is happening in the story. Do exercise 1. Put students in
pairs to practice the story. Students then do Exercise 2.
Role play: Ask students to work with a different partner. They practice the
dialogue from Exercise 2 again, but this time substituting their own names.
Then they shut their books and do it from memory. Have volunteers act out the
dialogue in front of the class.
SEMESTER 1 – Starter Unit – Lesson 3 - Period 3
Lesson 3 Objectives: - Talking about ages, Speaking and listening skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Numbers 1-10
Days of the week
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
How old are you?

I’m…
Resources:
CLASS BOOK p.6
Teaching Aids:
- CD tracks 5-7
- Numbers flashcards 5-14
- Extra Practical Classroom
Activities: Days of the Week
Pair Activity
Introduction
 Sing Hello, hello! From p.5 of the Class Book to revise the language.
Use the number flashcards to elicit numbers 1-10. Give a flashcard to 10
different students in the class and get them to stand up when they hear their
number.
Development
Recording 5: Play the recording and ask students to point to the pictures as
they hear the ages. Play the second part of the recording for children to repeat.
Point to different people in the pictures and ask individual children to say the
numbers.
Recording 6: Look at the pictures again and point and say, Look, he’s six.
Then point to the first boy and ask How old is he? Play recording, and do
Exercise 2. Check answers as a class.
Recording 7: Ask children to look at the calendar and play the recording.
Children listen and point to the words in their books. Play again and children
chant along.
Consolidation
 Pair activity: Give half the children worksheet A and half worksheet B.
Tell children not to show their partner their worksheet. They sit back to back
and read their words of the week to each other listen and write down the words
their partner says. Make sure children help each other by spelling the words out

correctly. Then they can check together.
( Tuần 2 ) (27/8-31/8/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Starter Unit – Lesson 3 - Period 4
Lesson 3 Objectives: - Talking about ages, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Speaking - Writing
KEY VOCABULARY
Numbers 1-10
Days of the week
ADDITIONAL
VOCABULARY
What number is this?
SENTENCE PATTERN
How old are you?
I’m…
Resources:
WORKBOOK p.6
Teaching Aids:
- Numbers flashcards 5-14
- Extra Practical Classroom
Activities: Numbers 1-10
Memory Cards
Introduction
 Look at the calendar again on p.6 of the Class Book and get students to read

out the days of the week.
Ask the class what day it is today? Shut the books and ask children to say all
the days of the week.
Show numbers flashcards again and elicit the numbers 1-10. Show the
flashcards out of order and ask students to say the numbers together.
Development
Exercise 1: Children put in the numbers and then point and say. They work
in pairs to say What number is this? They then answer.
Exercise 2: Children write the numbers and then repeat activity above.
Exercise 3: Children do the exercise, filling in the gaps
Role-play: In pairs children act out the dialogues. Some of the stronger
students read out the dialogues in front of the class. Ask students to substitute
their own ages and do the role-play again.
Consolidation
 Group activity: Give a set of memory cards to each group of 4-6 children.
Ask them to shuffle and place the cards face down on the desk. They then take
turns turning two cards over. If the cards match (number and word) they keep
the cards, if they don’t match they turn them back over and the next child takes a
turn. The winner is the child with most matching cards at the end of the game.
SEMESTER 1 – Starter Unit – Lesson 4 - Period 5
Lesson 4 Objectives: - Identifying colours, Listening and speaking skills
Topic – Language target Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening - Speaking
KEY VOCABULARY
Colours
Days of the week

ADDITIONAL
VOCABULARY
Sing
Rainbow
too
SENTENCE PATTERN
It’s (yellow)….
Resources:
CLASS BOOK p.7
Teaching Aids:
- Colours flashcards 15-21
- CD tracks 8-10
- Extra Practical Classroom
Activities: Song worksheet
Introduction
 Play Word chain with class to revise the numbers one to ten. See T’s
Book for details of how to play.
Use colours flashcards to elicit colours and once the children have named
the colour correctly put it on the board and write the word underneath. Take
the flashcards off the board, shuffle them and ask some children to come to
the front and put them above the correct word.
Development
Recording 10: Children listen, point and repeat.
Recording 11: Either use the song worksheet (without opening the Class
Book) where children listen and fill in the correct colours, or do Exercise 2
in the Class Book. After either activity, ask children to sing along with the
CD and then sing together without the CD audio.
Exercise 4: Children do the exercise, matching the words to colours and
then check with their partner.
Consolidation

Song extension: Children close their books. Call seven children to the
front of the class and give each of them a colour flashcard. The rest of the
class help put the children in a line in the order the colours appear in the
song. Ask children to open their Class Books to check the song and see if
they were correct.

SEMESTER 1 – Starter Unit – Lesson 4 - Period 6
Lesson 4 Objectives: - Identifying colours, Listening, speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking -
Writing
KEY VOCABULARY
Colours
Days of the week
ADDITIONAL
VOCABULARY
Roll again
Miss a turn
Go back (2) spaces
Go forward (1) space
SENTENCE PATTERN
It’s (Sunday).
Resources:
WORKBOOK p.7 & p.68
Picture Dictionary

Teaching Aids:
- Colours flashcards 15-21
- Extra Practical Classroom
Activities: Colours board
game (in colour or black &
white)
- Colour pencils for each
child
Introduction
 Show the colours flashcards and elicit the different names of the colours.
Revise days of the week by putting children in groups of seven and asking
them to say the words of the week around their group in the correct order.
Development
Exercise 1: Children write the correct capital letter at the start of the days of
the week.
Exercise 2: Children read and colour the rainbow. Ask the class to sing the
Sing a Rainbow song again together pointing to the correct words and colour
in the picture as they do so.
Point and say: Sing the song again and ask children to point to objects in
the room that are that colour. Then follow up by showing the colours
flashcards and asking children to call out other things in the room which are
the same colour.
Consolidation
Picture dictionary: Ask children to open their Workbooks to p.108 and do
the Read and Colour activity in the Starter Hello! box.
Colours board game: Either use the colour version or the black & white
one (with the black & white version, ask children to work in a group to colour
the shapes as they like). Put children in groups of four and give each group a
board game. They play the game moving around the board, and saying the
colour as they land on that square.

SEMESTER 1 – Unit 1 – Lesson 1 - Period 7
Lesson 1 – Words Objectives: - Identifying objects, Speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
School things – rubber,
pen, pencil, ruler, book
ADDITIONAL
VOCABULARY
train, OK, look at
SENTENCE PATTERN
What’s this?
It’s a _______.
Resources:
CLASS BOOK p.8
Pen
Rubber
Pencil
Ruler
Book
Teaching Aids:
- CD tracks 10-12
- Story Poster 1
- School things flashcards

22-26
-PMB Activity 1A - Bingo
Introduction
Revise the colours by singing Sing a Rainbow from Class Book p.7
Use real objects to present the vocabulary. Hold up each object (ruler, pen,
rubber, pencil, and book) in turn and say the words for children to repeat.
Check the vocabulary again by holding up the flashcards 22-26 and hold them
up one at a time ask Is it a pen/book/rubber? The students answer Yes or No.
Show two cards to the class and then put them face down on your table. Point
to each card and ask, is it a…? Repeat with other pairs of cards.
Development
Recording 10: Play the first part of the recording while children listen and
point to the school things. Play the recording again, all the way through and ask
children to listen, point and then repeat the words together. Then hold up the
flashcards and ask individual children to repeat the words.
Recording 11: Ask children to listen to the chant once. Then play it a second
time for children to say the words. If children have all of the objects, ask them to
put them on the desk and pick them up when they chant each word.
Read and listen: Use the Poster Story 1 to present the story. Point to the
characters and ask Who’s this? Point to the different school things and ask,
What’s this? Play the recording and point to the pictures.
Consolidation
Bingo: Ask children to cut out the cards. You will also need a set. Children
choose four cards from their set and put them face up on the desk in front of
them. Pick up one of your own cards at random, and say, e.g. It’s a pen. Any
child with that card turns it face down. Repeat, until a child has turned over all
his/her cards. He/She shouts Bingo! and is the winner.
SEMESTER 1 – Unit 1 – Lesson 1 - Period 8
Lesson 1 – Words Objectives: - Identifying objects, Speaking skills
Topic – Language target

Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
School things – rubber,
pen, pencil, ruler, book
ADDITIONAL
VOCABULARY
Look at
SENTENCE PATTERN
What’s this?
It’s a _______.
Resources:
WORKBOOK p.8
Pen
Rubber
Pencil
Ruler
Book
Teaching Aids:
- School things flashcards
22-26
Introduction
Revise the vocabulary by showing the objects and asking children what
they are.
 Play the game ‘Jump.’ Ask students to stand up. Show them one
flashcard at a time. Say a word (sometimes the same word as the picture on

the card, sometimes a different word). If the word is the same as the
picture, the children jump. If the word is different, they don’t move.
Development
 Vocabulary check: Display the flashcards around the room. Say the
chant from Class Book page 8 again and get children to point to the correct
word as they do it. Do exercise 1 on p.8 of the Workbook.
Spelling: Put the flashcards up on the board. Elicit the spelling and write
it on the board under the picture. Cover the words. Then ask children to
open their Workbooks once again and do exercise 2. Show the spelling
again and ask children to check. Read out the spelling together as a class.
Pronunciation: Use the flashcards again to elicit the sounds. Focus on
/r/ - ruler, rubber and /p/ - pen, pencil.
Consolidation
 Game: Choose 5 children to come to the front. Put the flashcards on the
floor, face up, in a row. Each child stands opposite another child with the
flashcard in the middle. One row points to the flashcard in front of them
and says What’s this? The other child replies, It’s a rubber/ruler/pen etc
and then each row moves one step to the left (the children at the end of the
rows move around to the other side) and they repeat. Keep the children
moving round the cards so they all take turns saying What’s this? And then,
It’s a ….
( Tuần 3 ) (3/9-7/9/2011)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 2 - Period 9
Lesson 2 – Grammar Objectives: - Identifying objects, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE

FOCUS:
Writing – Speaking
KEY VOCABULARY
School things – rubber,
pen, pencil, ruler, book
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
What’s this?
It’s a _______.
Resources
Class Book p.9 & p.74
(Grammar Reference)
Teaching Aids:
- School things flashcards
22-26
- CD Track 12
- Story Poster 1
Introduction
Do exercise 1. Children listen again to the story and follow Story Poster 1.
 Play Board slap with the children. Put the school things flashcards on the
whiteboard and bring up two teams of 4 children to the front. Two children
from each team compete against each other to slap the correct flashcard as the
teacher spells the word. The first child to touch for their team wins a point.
Development
 Exercise 2: Look at exercise 2 and hold up different flashcards asking
students What’s this? They reply It’s a (rubber).
Writing: Put flashcards on the board again and write a gapped sentence like
the ones in the Class Book, for example. _____a pen; _____ a rubber. Elicit the
target structure and get two children to come to the front to write the missing

words.
Exercises 3 & 4: Children do the exercises (Exercise 4 in pairs).
Pronunciation: Focus on the contractions of What’s (What is) and It’s (It is)
and have children practicing the words as a class, groups and pairs. Children can
play the point and ask game again, but this time substituting real class objects.
Consolidation
 Grammar Reference: Ask children to open their Class Books to p.74 and do
the Unit 1 Grammar activity to practice the target structure further.
Game: Ask volunteers to come to the front of the class. Each child can
choose a flashcard. They don’t show the class. Each child takes turns standing
in front of the class. The child says What’s this? And the children in the class
take turns guessing It’s a rubber, It’s a ruler etc…when they say the correct
school object, the child shows the flashcard and it is the next child’s turn.
SEMESTER 1 – Unit 1 – Lesson 2 - Period 10
Lesson 2 – Grammar Objectives: - Identifying objects, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
KEY VOCABULARY
School things – rubber,
pen, pencil, ruler, book
ADDITIONAL
VOCABULARY
What colour is it?
SENTENCE PATTERN
What’s this?

It’s a _______.
Resources
WORKBOOK p.9
Teaching Aids:
- School things flashcards
22-26
- Colour pencils for each
child or each group of
children
Introduction
Play Snap with School things flashcards. Say one of the school objects, show
the flashcards one by one. If the word is different to the picture, the children say
the word matching the picture. If it is the same they shout “Snap” and the first
child to say it can hold the flashcard for the rest of the game.
Development
Ask and answer: Ask children to colour the school objects in Exercise 1.
Then in pairs, they ask What colour is it? And answer, It’s (green). Go around
the room pointing to individual pictures and asking What colour is it? The
children answer individually, and the rest of the class put up their hands if their
object is the same colour.
Exercise 1: Children do the exercise, unscrambling and writing the words.
Exercise 2: Children do the exercise.
Consolidation
Exercise extension: Ask children to draw three pictures as in Exercise 2 in
the Workbook. They can draw pictures and hide the school object in the
pictures. They then give the pictures to their partner who colours in the object.
The children then take turns asking each other What’s this? and answering.
Game: Stick the flashcards on the wall around the classroom. The children
ask together, What’s this? And you reply It’s a (pen). The children then run
and touch the correct flashcard.

SEMESTER 1 – Unit 1 – Lesson 3 - Period 11
Lesson 3 – Song Objectives: - Responding to instructions, Listening and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
School things
Bag
Door
Window
ADDITIONAL
VOCABULARY
Close
Open
SENTENCE PATTERN
What’s this?
It’s a _______.
Open the door
Close the window
Open the bag
Resources
CLASSBOOK p.10
Teaching Aids:
- School things flashcards
22-29
- CD tracks 13 & 14

- Extra Practical Classroom
Activities: Song worksheet
Introduction
Play Slow reveal (see Teacher’s Book for instructions) with flashcards 22-26
to revise vocabulary. Say What’s This? as you reveal each one.
Use flashcards 27-29 to introduce the three new words. Hold up each one and
say the words for children to repeat.
Development
Recording 13: Ask children to look at the pictures and play the first and
second parts of the recording as children point to the words. Play again for
children to repeat the words after the audio.
Recording 14: Either use the song worksheet (without opening the Class
Book) where children listen and fill in the correct words, or do Exercise 2 in the
Class Book. After either activity, ask children to sing along with the CD and
then sing together without the CD audio.
Sing and act: Tell children they are going to sing the song again, but this
time they are going to do the actions. Elicit the actions from the pictures in the
Class Book, and then practice them as a class before doing the activity.
Consolidation
Point and say: Point to the door, bags and windows around the room and
elicit the target vocabulary from students. Say What’s this? Children answer as
a class. Children can do the same in pairs, pointing and answering.
Say and mime: Say and mime, Open a book/Close the door/Open the
bag/Close the window. Then say them again for the class to mime the actions as
you speak. Ask children to give the same instructions to their partner to mime.
They can take turns and work with different partners for further practice.
SEMESTER 1 – Unit 1 – Lesson 3 - Period 12
Lesson 3 – Words Objectives: - Responding to instructions, Listening and speaking skills
Topic – Language target
Resources and Teaching

Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
School things
Bag
Door
Window
ADDITIONAL
VOCABULARY
Close
Open
SENTENCE PATTERN
What’s this?
It’s a _______.
Open the door
Close the window
Open the bag
Resources
WORKBOOK p.10
Teaching Aids:
- School things flashcards
22-29
- Extra Practical Classroom
Activities: School Objects
Memory Cards
Introduction
Sing the song from Class Book p.10 again, with students doing the actions at

the same time. Sing a second time, with students at the front holding the three
flashcards (door, bag, and window) and every time they hear their word they
hold the card up in the air.
Development
Exercise 1: Ask children to write the target vocabulary in the gaps. Elicit the
spelling of each word and write it on the board for children to check.
Exercise 2: Children complete the crossword, and check their answers in
pairs.
Point and answer: Children work in pairs and point to the pictures and ask
What’s this? Their partner answers, It’s a (pencil).
Consolidation
Game: Play Simon Says, using the target sentence patterns, of Open the
window, close the door etc… Explain that students just have to mime the
actions. If you say ‘Simon Says,’ before the instruction, children mime it. If
you don’t say Simon Says, they shouldn’t do it. If they do, they are out of the
game.
 Group activity: Give a set of memory cards to each group of 4-6 children.
Ask them to shuffle and place the cards face down on the desk. They then take
turns turning two cards over. If the cards match (picture and word) they keep
the cards, if they don’t match they turn them back over and the next child takes a
turn. The winner is the child with most matching cards at the end of the game.
( Tuần 4 ) (10/9-14/9/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 3 - Period 13
Lesson 3 – Words Objectives: - Responding to instructions, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE

FOCUS:
Writing – Speaking
KEY VOCABULARY
School things
Bag
Door
Window
ADDITIONAL
VOCABULARY
Close
Open
SENTENCE PATTERN
Open the door
Close the window
Open the bag
Resources
WORKBOOK p.68 (Picture
Dictionary)
Teaching Aids:
- School things flashcards
22-29
- PMB p. 2, Extra Writing
worksheet
Introduction
Put the flashcards around the room, on the walls. Ask What’s this? Show a
real object or point to a real object. Children point to the corresponding
flashcard and say the word.
Play Simon Says again to revise the sentence structures of Open the door,
close the window etc…
Development

Picture Dictionary: Ask children open their Workbooks to p.68. Tell them
to colour in the school objects (Number 1, School things) and then tell them to
point and ask and answer using the target sentence structures with their partner.
Writing Exercise 1: Children do the exercise, circling the odd one out and
writing the word. Elicit the spelling and ask five individual children to come up
and write the words on the board.
Writing Exercise 2: Students do the exercise and finish writing the words
and drawing the objects.
Consolidation
Writing extension: Children draw three more school objects in their
notebook. They then give their notebook to their partner. Their partner writes
below each picture, It’s a (ruler). They then swap back again and tick the
sentences if they are correct.
SEMESTER 1 – Unit 1 – Lesson 4 - Period 14
Lesson 4 – Phonics Objectives: - First letter sounds a/b/c/d, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
KEY VOCABULARY
Apple
Bird
Cat
Dog
ADDITIONAL
VOCABULARY
Here

Like (v)
SENTENCE PATTERN
Resources
CLASS BOOK p.11
Teaching Aids:
- Phonics cards 1-4
- CD Tracks 15-17
Introduction
Draw dotted outlines of the letters a,b,c, and d in upper-and lower-case on the
board. Ask different children to come and join the letters.
Point to each letter on the board and say the letter name and the sound for
both upper- and lower-case letters for children to repeat. Say the sounds again
and children can draw the letters in the air.
Development
Vocabulary: Elicit the words on the phonics cards and say the letter names
and sounds for children to repeat. Use the cards in order and then out of order to
drill the first letter sounds and the words.
Recording 15: Children do the exercise and point to the letters.
Recording 16: Do the exercise, and children join in with the chant. Put the
four cards around the room and children point as they say the chant.
Recording 17: Ask children what the dog has got. Tell children they can find
out by listening. Model the activity and then children listen and draw the lines.
Exercise 4: Read the text for children to follow and model the activity first on
the board. Then children read and circle the sounds at the start of the words.
Consolidation
Phonics activity: Give the children different actions to do for the different
letters (e.g. stand up for a, clap their hands for b, put their right hand in the air
for c, left hand in the air for d). Then say the letters in order, and then out of
order and the children do the actions as they hear the different sounds.
Volunteers can come up to the front of the class and the children can run the

activity themselves, either with the whole class or in smaller groups.
SEMESTER 1 – Unit 1 – Lesson 4 - Period 15
Lesson 4 – Phonics Objectives: - First letter sounds a/b/c/d, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
KEY VOCABULARY
Apple
Bird
Cat
Dog
ADDITIONAL
VOCABULARY
Bag
Door
SENTENCE PATTERN
Resources
WORKBOOK p.11
Teaching Aids:
- Phonics cards 1-4
- Extra Practical Classroom
Activities: Sounds Fun Pair
Activity
Introduction
Show the phonics cards and elicit the words again. Ask individual children to
come to the front and write the first letters on the board, in both upper- and

lower-case.
Ask the children to trace the letters in the air and say the sounds as they do so.
Development
Look and trace: Children do exercise 1, tracing the correct first letter sound
for each picture.
Exercise 2: Children do the exercise and write the words. Put the children in
pairs and ask them to point and answer about the pictures, What’s this? It’s a
(dog).
Exercise 3: Do the exercise. Children write the first letters of the words.
Exercise 4: Ask children to match the upper- and lower-case letters.
Sounds Fun pair activity: Put children in pairs and give each either an A or
B part of the worksheet. They do not show their worksheet to their partner and
sit back to back. They read out their words in turn, and listen and tick the
correct first letter sounds they hear. Check as a class.
Consolidation
Phonics game: Put children in pairs again and ask them to trace one of the
letters a, b, c or d (in upper- or lower-case) on their partner’s back. Their partner
must guess the correct letter and whether it is upper or lower. They can take
turns and work with different partners. Model the activity first with one or two
stronger students.

( Tuần 5 ) (17/09-21/09/2012)
SEMESTER 1 – Unit 1 – Lesson 5 - Period 16
Lesson 5 – Reading Objectives: - Identifying objects, Reading skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:

Reading – Speaking
KEY VOCABULARY
Colours
School things
ADDITIONAL
VOCABULARY
School bag
Pencil case
See
SENTENCE PATTERN
My name’s…
This is my….
Resources
CLASS BOOK p.12
Teaching Aids:
- CD Track 18
- Natasha’s Extra Activity
Handouts: What’s in our
bag? Pair interview
Introduction
Sing Open the book! from p. 10 in the Class Book.
Ask children to name all the school things they have learned in this unit –
elicit them and write the words on the board. Use flashcards to remind the
children if necessary.
Development
Exercise 1: Children do exercise 1, pointing to four school things and saying
the words.
Recording 18: Children listen to the recording and follow the words in their
book. Check comprehension by asking simple questions: What’s the girl’s
name? Is there a ruler/rubber/ball in the bag? Is the pencil case black? Has

Emma got three pens? Describe some of the objects in the picture for students
to guess.
Exercise 3: Do the exercise. Children tick or cross the objects that appear in
the text. Model the activity by playing and doing the first part for the children.
Group activity: Put four school objects into a bag on the table in front of the
class. Tell children that they have to guess which items are in the bag. Children
work in small groups to make a list of four items they think are in the bag.
Invite guesses from the children and take out the objects as they are guessed.
Consolidation
Pair interview: Put children in pairs and give each one a worksheet. They
write their own name and their partner’s name on their worksheet. Then they
put a cross or tick in each box to say what they have in their own bags and then
interview each other to find out what their partner has. Then they compare their
answers to see if they have the same things in their bag.
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 5 - Period 17
Lesson 5 – Reading Objectives: - Identifying objects, Reading and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Reading – Writing
KEY VOCABULARY
Colours
School things
ADDITIONAL
VOCABULARY
School bag

Pencil case
See
SENTENCE PATTERN
My name’s…
This is my….
And this is….
Resources
WORKBOOK p.12
Teaching Aids:
- School things flashcards
22-29
- PMB Activity 1B Write
and Draw
Introduction
Play What’s missing? with school things flashcards. Stick them all on the
board and elicit all the words to revise vocabulary. Then quickly take one
flashcard off the board, and ask students to work in pairs to decide which
flashcard is missing. Find out if all the class agrees before showing them the
card taken off the board. Do this again with different cards.
Development
Exercise 1: Children do exercise 1, circling the correct word and writing the
word to complete the sentence.
Exercise 2: Children do the exercise and colour the school objects by
following the instructions.
Write and draw: Give students the PMB activity worksheet. Children
complete the sentences with nouns and colours. They swap sheets with their
partner, who draws and colours the pictures to match the sentences. They then
check each other’s work by taking turns to read the sentences and check the
pictures.
Consolidation

Game: Play What’s the picture? Invite a child to come to the front of the
class and whisper the name of a school object that s/he has to draw. The child
draws the picture 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 target vocabulary has been used.
SEMESTER 1 – Unit 1 – Lesson 6 - Period 18
Lesson 6 – Listening Objectives: - Identifying objects, Listening and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
School things
Numbers
ADDITIONAL
VOCABULARY
Roll again
Miss a turn
Go back (3) spaces
Go forward (2) spaces
SENTENCE PATTERN
What’s this?
It’s a….
Resources
CLASS BOOK p.13
Teaching Aids:
- CD track 19

- Extra Practical Classroom
Activities: My School Things
board game
- Dice and counters
Introduction
Ask children what they can remember from the reading text in the previous
lesson. Encourage them to name as many objects from Emma’s bag as they can.
Development
Recording 19: Children do exercise 1, listening and ticking the correct
picture. Check together as a class.
Exercise 2: Model the activity first by showing some objects from your bag.
Then ask a strong student to come to the front and show what is in their bag.
Ask the child What’s this? The child answers, for example, It’s a ruler.
Children open their bags and ask and answer about the different objects with
their partner. Swap and do the activity again with a different partner.
Counting: Ask children to do the Writing box at the bottom of p.13. They
count each word in the sentences. Copy the sentences onto the board and ask
individual students to come to the front and write the amount of words in one
sentence. Check with the rest of the class to see if they agree.
Consolidation
Counting extension: Ask children to choose three of the sentences from the
reading text on p.12 and count the words in each. Then ask their partner to
check their answer.
Board game: Give each group of 4-6 children a copy of the board game.
(Either in colour or in black and white). They move around the board, saying
the objects as they land on the squares with school object pictures. The winner
is the first child to reach the finish square.
SEMESTER 1 – Unit 1 – Lesson 6 - Period 19
Lesson 6 – Listening Objectives: - Identifying objects, Speaking and writing skills
Topic – Language target

Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Speaking - Writing
KEY VOCABULARY
School things
Numbers
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
What’s this?
It’s a….
This is a….
Resources
WORKBOOK p.13
Teaching Aids:
- PMB p.3 Values worksheet
- Extra Practical Classroom
Activities: Spelling Quiz
Introduction
Spelling quiz: Put students into groups of four and give each group a spelling
quiz worksheet. Tell children they cannot open their Class Books or
Workbooks, and to think of a team name. Make one child the person
responsible for writing the words, but make sure they understand they all must
help to spell. Read the words on the second page (only for the teacher) one by
one and students write the words. Tell each group to swap their worksheets with
another group. Check the spelling as a class by asking volunteers to write the
words on the board.

Development
Exercise 1: Children do exercise 1; counting and writing how many words
are in the sentences.
Exercise 2: Students look at their own school things and write the colours
next to the school objects. Model the activity first.
Exercise 3: Ask children to draw some school things in the picture on p.13
and to write the words and colours, completing the sentences. Ask each child to
find a partner and read the sentences to their partner.
Consolidation
Values: Give a copy of the Values worksheet to each student. Ask them to
follow the instructions and circle the good actions, eliciting some of them before
they start the activity. Check the answers together as a class and then ask them
to do exercise 2, colouring in some of the objects as instructed. As a follow-up
activity they can colour in four more objects and then dictate the instructions to
their partner.
SEMESTER 1 – Unit 2 – Lesson 1 - Period 20
Lesson 1 – Words Objectives: - Identifying common toys, Listening and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Toys – doll, ball, teddy,
puzzle, car
ADDITIONAL
VOCABULARY
SENTENCE PATTERN

Is this your…?
No, it isn’t.
Resources
CLASSBOOK p.14
Teaching Aids:
- Toys flashcards 30-34
- Story poster 2
- CD tracks 20-22
Introduction
Sing Open the Book! from Class Book p.10 to revise vocabulary from the last
unit.
Use flashcards 30-34 to elicit the vocabulary for this lesson. Hold them up
one at a time as ask What’s this? Model any vocabulary the children don’t
know.
Development
Recording 20 & 21: Ask children to listen to the words. They point to the
pictures as they listen. Put the flashcards around the room and as they listen one
further time, they point to the correct flashcards.
Recording 21: Students listen and point, and then listen and chant.
Listen and read: Use Story Poster 2 to present the story. Revise the names
of the characters. Ask children to name as many things in the picture as they
can. Look at the story and ask children what is happening in each box. Listen to
the story as children follow with the poster, then listen again as children follow
in their books and point to the objects. Ask simple comprehension questions
(Where’s the teddy? Who finds the teddy?) to check understanding.
Consolidation
Game: Play a guessing game with the class. Tell children they are going to
guess which flashcards you are holding up, without seeing them. If they name
the object within three guesses, they get one point. If they don’t, you get one
point. Hold up each flashcard in turn so that children can only see the back.

Ask different children What’s this? until the object has been guessed correctly.
Keep a record of the score on the board.
( Tuần 6 ) (24/09-28/09/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 2 – Lesson 1 - Period 21
Lesson 1 – Words Objectives: - Identifying common toys, Writing and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
KEY VOCABULARY
Toys – doll, ball, teddy,
puzzle, car
ADDITIONAL
VOCABULARY
Colours
SENTENCE PATTERN
It’s a…
Resources
WORK BOOK p.14
Teaching Aids:
- Toys flashcards 30-34
- PMB Activity 2A – Cut out
card game
Colour pencils for each child
Introduction
Pronunciation: Use the flashcards to elicit the vocabulary again for revision,

and then focus carefully on different sounds which may be difficult for the
children (e.g. /z/ in puzzle, /l/ in doll and ball, /d/ in teddy)
Give flashcards 30-34 to different children. Ask them to stand up, one at a
time. They show their card for the class to shout out the word.
Development
Exercise 1: Ask children to number the pictures and check their answers with
a partner, before checking with the whole class.
Exercise 2: Students follow the instructions to colour in the toys. Extend
this activity by orally giving further instructions, for children to colour in the
rest of the toys (e.g. The puzzle is yellow and purple, The doll is blue and white)
Exercise 3: Before you begin the exercise, elicit the spelling of the words by
sticking the flashcards on the board and writing the words underneath. Children
can then use this as a model to complete the writing exercise.
Consolidation
Game: Children cut out the cards (from PMB worksheet) and write their
name under each picture. With a partner, they mix both sets of cards into one
pile and put this face down on the table. Children take turns to pick a card up
and say, e.g. This is my teddy, or This is your teddy. If it has their name, s/he
takes it. If it has the other child’s name they give it to their partner. Continue
until all the cards have been distributed.
SEMESTER 1 – Unit 2 – Lesson 2 - Period 22
Lesson 2 – Grammar Objectives: - Identifying common toys, Writing and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
KEY VOCABULARY

Toys – doll, ball, teddy,
puzzle, car
My / your
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
Is this your…?
Yes it is / No it isn’t.
Resources
CLASS BOOK p.15 & p.74
Grammar Reference
Teaching Aids:
- Toys flashcards 30-34
- Story Poster 2
- CD track 22
Introduction
 Play Snap with the toys flashcards. Say one of the toys; show the flashcards
one by one. If the word is different to the picture, the children say the word
matching the picture. If it is the same they shout “Snap” and the first child to
say it can hold the flashcard for the rest of the game.
Point to the Story Poster 2 again and ask children to tell you what happened in
the story. Elicit the toys from the story and write them on the board.
Development
Listen and read: Tell children to open their books to p.14 and play the
recording again as children follow in their books.
Role play: Put students in pairs and ask them to act out the story. Elicit what
actions they will need. Get a couple of strong pairs to act it out in front of the
class.
Exercise 2: Copy the sentences onto the board, leaving spaces where the toy
words should be. Put different flashcards in the spaces to elicit the sentences

and questions with the same pattern. Point to yourself to demonstrate my, and to
somebody else to show that it belongs to them, your. Read the sentences
together as a class.
Exercise 3 & 4: Model the target language Yes, it is and No, it isn’t. Ask
individual children if this is their ruler or pen (holding up the real objects) to
check comprehension. Children do the exercises and check with a partner.
Consolidation
Grammar Reference: Ask children to open their Class Books to p.74 and do
the Unit 2 Grammar activity to practice the target structure further.
SEMESTER 1 – Unit 2 – Lesson 2 - Period 23
Lesson 2 – Grammar Objectives: - Identifying common toys, Writing and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
KEY VOCABULARY
Toys – doll, ball, teddy,
puzzle, car
My / your
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
Is this your…?
Yes it is / No it isn’t.
Resources
WORKBOOK p.15
Teaching Aids:

- Toys flashcards 30-34
Introduction
 Play Musical Cards. Play lively music, or the unit’s song. Hand the unit
flashcards out to different students in the class. They pass the cards to children
next to them around the class while the music is playing. Stop the music
suddenly. Ask the children who are holding the cards, What’s this? to elicit the
words. Play the music and the children keep playing the game.
Elicit the target structures again by asking Is this a doll? (Pointing to the
teddy and the class says, No.) Write my and your on the board and hold one
flashcard and say This is my teddy. Give a flashcard to a child and say, This is
your doll. Ask children to repeat the structures after you.
Development
Exercise 1: Children do the exercise, matching my and your with the pictures
and filling in the gaps in the sentences. Model how to complete the exercise
before they begin.
Exercise 2: Students do the exercise. Ask the class to chorally reply to the
questions after they have completed the exercise and elicit the spelling to write
on the board.
Consolidation
Game: Call one child to the front and give him/her the doll and ball
flashcards to hold up. Hold the teddy, puzzle, and car flashcards yourself. Say
Is this my teddy? The class shouts Yes! Then indicate the child standing next to
you and say Is this your teddy? The class calls out No! Repeat with Is this my
doll? The class calls out No! Then say Is this your doll? indicating the child
next to you, for the class to call out Yes! Repeat the activity with other children.
SEMESTER 1 – Unit 2 – Lesson 3 - Period 24
Lesson 3 – Song Objectives: - Identifying common toys, Listening and speaking skills
Topic – Language target
Resources and Teaching
Aids

Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Toys
Kite
Bike
Train
ADDITIONAL
VOCABULARY
Big
Love (v)
SENTENCE PATTERN
This is my…
Resources
CLASSBOOK p.16
Teaching Aids:
- Toys flashcards 30-37
- CD tracks 23 & 24
- Extra Practical Classroom
Activities: Song worksheet
Introduction
Use flashcards 35-37 to introduce the three new words. Hold up each one and
say the words for children to repeat.
Play a miming game with the class. Mime the actions of riding a bike for
children to shout out the word. Ask a child to stand up and s/he mimes an
activity using one of the words from this lesson or from the other toy flashcards
and the rest of the children guess the word. Repeat the activity with different
children.

Development
Recording 23: Ask children to look at the pictures and play the first and
second parts of the recording as children point to the words. Play again for
children to repeat the words after the audio.
Recording 24: Either use the song worksheet (without opening the Class
Book) where children listen and fill in the correct words, or do Exercise 2 in the
Class Book. After either activity, ask children to sing along with the CD and
then sing together without the CD audio.
Sing and act: Tell children they are going to sing the song again, but this
time they are going to do the actions. Elicit the actions from the pictures in the
Class Book, (flying the kite, riding the bike, pushing the train) and then practice
them as a class before doing the activity.
Consolidation
Song extension: Use all of the other toy flashcards to elicit further song
paragraphs (e.g. This is my big yellow doll…etc…) and ask children to decide in
pairs what they would like to add to the song. Ask different pairs to stand up
and sing their song with the class.