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Week 2 UNIT 5
Period 3 Lesson 3: Let’s Talk
(Part 1, page 38)
I. Objectives and requirements:
- Students learn how to ask and answer about their ages.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets …
2. Students: Textbooks…
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
1. Teacher puts the teacher’s cards
on the desk, and asks students to take
turn describing the people in the
pictures. If he / she is correct, the
others repeat the sentences. If not, the
others keep silent.
2. Teacher guides students to play
“Command Lines” game.
 PRESENTATION
1. Present the first part of the
dialogue.
a. Teacher draws a birthday cake
and some gifts on the board, and says
“Happy birthday!”
b. Teacher reviews the students of
the numbers from one to ten.

- Teacher explains grammar point
through two examples.
c. Teacher uses two puppets and
two students to model the convesation.

- Students practise.
- Students play a game.
- Students listen.
- Students listen and repeat.
- Students review the
numbers.
- Students observe.
- Students observe.
- Students listen and repeat.
Ex: S1: She’s young.
Ss: She’s young.
S2: She’s thin.
Ss: …
Happy birthday!
T: (point to number 7 and st1):
Eight. Lan is 8 years old.
B: (point to number 8 and st2):
Nine. Nga is 9 years old.
Puppet A: How old are you?
Puppet B: I’m eight years old.
Puppet A: How old are you?
- Teacher asks students to ask and
answer about their ages.
- Teacher guides students to get
farmiliar with the first part of the

conversation.
2. Practice:
- Teacher guides students to practise
the conversation in class, in groups of
three.
- Teacher moves around the class to
help weak students.
 OPEN YOUR BOOKS
1. Teacher hangs the picture on
the board, and asks students to
describe the people in the picture.
2. Teacher asks students to open
their books, listen to the tape and point
to the people.
- Teacher plays the tape again.
3. Teacher presents the paradigm
and contraction on page 38.
a. Teacher writes the sentences
on the board, plays the tape, and
points them.
- Teacher plays the tape again.
b. Teacher writes the contraction
on the board, and guides students to
practise.
4. Practice:
- Teacher guides students to
practise the convesation in groups of
three.
- Students practise.
- Student listen and repeat.

- Students listen.
- Students practise.
- Students look at the
picture, and describe it.
- Students listen and point.
- Students listen and repeat
the sentences one by one.
- Students look at the
sentences on the board and
listen.
- Students listen and repeat.
- Students practise.
- Students practise.
- Students practise, using
their information.
Puppet B: I’m nine years old.
A: How old are you?
B: I’m (eight) years old.
Kate: Happy birthday, Jenny.
John: How old are you?
Jenny: I’m seven years old.
Kate: Happy birthday, Jenny.
John: How old are you?
Jenny: I’m seven years old.
Kate: Happy birthday, Jenny.
John: How old are you?
Jenny: I’m seven years old.
Kate: Happy birthday, Jenny.
John: How old are you?
Jenny: I’m seven years old.

Kate: Happy birthday, Jenny.
John: How old are you?
Jenny: I’m seven years old.
How old are you?
I am seven years old.
How old are you?
I am seven years old.
I am = I’m
S1: Happy birthday, (Nga)!
S2: How old are you?
S3: I’m (eight) years old.
4. Consolidation:
- Students read the sentences on the board.
- Students practise in pairs, using their information.
5. Home assignments:
- Learn the lesson by heart at home.
- Prepare some small gifts to give each other.
Week 2 (cont.) UNIT 5
Period 4 Lesson 4: Let’s Talk (cont.)
(Part 2, page 38)
I. Objectives and requirements:
- Students learn how to talk when giving a gift and the birthday greetings.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets …
2. Students: Textbooks, gifts …
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students practise the first part of the conversation in pairs (three pairs).

- Others listen and give remarks on their practice.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
- Teacher guides students to play
“Living Dialogues” game.
- Teacher guides students to play
“Bingo” game.
 PRESENTATION
1. Present the second part of the
dialogue.
a. Teacher uses two students to
model the convesation.

b. Teacher guides students to
practise the conversation in class, in
groups and in pairs

- Students play game in
three minutes.
- Students play game.
- Students observe and listen.
- Students practise in groups,
in pairs.

T: Happy birthday, (Nga).
S1: Thank you.
T: This is for you.
S1: Thank you.

Wow! Robot! Thank you.
John: This is for you.
Jenny: Thank you. Wow! A
robot! Thank you!
2. Practice:
- Teacher moves around the class
to help weak students.
 OPEN YOUR BOOKS
1. Teacher asks students to open
their books, listen to the tape and
point to the people.
- Teacher plays the tape again.
- Teacher presents the complete
dialogue.
- Teacher plays the whole
conversation.
2. Practice:
- Teacher guides students to
practise the convesation in class, in
groups of three.
- Teacher asks students to practise
taking role in front of others.
 WORKBOOK
- Teacher asks students to find out
the ways to do the exercises on page
38.
- Teacher asks students to do
exercises.
- Teacher asks students to read the
complete sentences in class and

individual.
- Students practise in pairs,
then in front of other
students.
- Students listen and point.
- Students listen and repeat.
- Students listen.
- Students listen and repeat.
- Students practise in groups
of three.
- Students practise talking.
- Students practise talking,
using their information and
their gift.
- Students talk.
- Students do exercise.
- Students read.
John: This is for you.
Jenny: Thank you. Wow! A
robot! Thank you!
John: This is for you.
Jenny: Thank you. Wow! A
robot! Thank you!
John: This is for you.
Jenny: Thank you. Wow! A
robot! Thank you!
Kate: Happy birthday, Jenny.
John: How old are you?
Jenny: I’m seven years old.
John: This is for you.

Jenny: Thank you. Wow! A
robot! Thank you!
Kate: Happy birthday, Jenny.
John: How old are you?
Jenny: I’m seven years old.
John: This is for you.
Jenny: Thank you. Wow! A
robot! Thank you!
A. Write: Students read and
complete the sentences.
B. Write and draw: Students
write and draw the candles up
to their information.
Answer keys: are, I’m seven
is, Thank
(up to them)
4. Consolidation:
- Students read the sentences on the board.
- Students practise in groups of three, using their information.
5. Home assignments: Learn the lesson by heart and color page 38 at home.
Week 3 UNIT 5
Period 5 Lesson 5: Let’s Sing
(The Happy Birthday Song)
I. Objectives and requirements:
- Students review how to ask and answer about their ages and the greetings to talk for a
birthday, and learn a new song.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets …
2. Students: Textbooks, gifts …

III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students practise the conversation in pairs (three pairs).
- Others listen and give remarks on their practice.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
1. Teacher plays tape.
- Teacher asks sts to practise talking
in groups of six (a five member family
and a friend of their child).
2. Teacher asks sts to practise the
conversation (Let’s Talk), use their
information and their prepared gifts.
 PRESENTATION
1. Introduce the vocabulary.
Teacher uses a calendar and a
watch to teach the new words
- Students listen and sing
along.
- Students practise talking.

- Students practise.
- Students practise
pronouncing the words.
It’s my birthday today.
It’s your birthday today.
It’s my birthday today.

Happy birthday, Jenny!
One, two, three, four, five, six,
Seven years old!
Now I’m seven years old.
Now, you’re seven years old.
Now I’m seven years old.
Happy birthday, Jenny!
today
now
2. Present the possessive pronoun
pattern using my and your.
a. Teacher uses the puppets to
model my and your.

b. Teacher helps students get
accustomed to the structures (using a
birthday hat).
c. Teacher moves around the class
to help weak students.
3. Present the subject pronoun
pattern using I’m and You’re.
a. Teacher draws a birthday cake
with seven candles on the board, and
uses the puppets to model I’m and
You’re.
b. Teacher draws another cake
without candles.
c. Teacher moves around the class
to help weak students.
 EXTENSION

1. Teacher draws a big sheet of
calendar on the board, asks students to
write their birthdays on the prepared
color papers, arranges and sticks them
ascendingly.
- Teacher points to the papers.

2. Teacher guides students to play
“Dialogue Musical Chairs”.

- Students repeat chorally.
- Students do controlled
practice.
- Students practise in pairs.
- Students repeat chorally.
- Student 1 draws the
candles up to his/her age,
and practises talking.
- Students repeat.
- Students practise in pairs.
- Students write.
- Students practise talking.
- Students play a game.
Pt. A: It’s your birthday today.
Pt. B: Yes, it’s my birthday
today.
Pt. A: It’s your birthday today.
Sts : It’s my birthday today.
T : It’s your birthday today.
St1 : It’s my birthday today.

…
Pt. A: I’mseven years old.
Pt. B: You’re seven years old.
St1 : I’m… years old.
St2 : You’re … years old.
St1: It’s my birthday!
Sts: Happy birthday!
…
St1: It’s my birthday today!
St2: It’s your birthday today!
Or
St1: I’m … years old.
St2: You’re … years old.
4. Consolidation:
- Students sing along twice.
5. Home assignments:
- Learn the lesson by heart at home.
Week 3 (cont.) UNIT 5
Period 6 Lesson 6: Let’s Sing (cont.)
(The Happy Birthday Song)
I. Objectives and requirements:
- Students review how to ask and answer about their ages and the greetings to talk for a
birthday, and learn a new song.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape…
2. Students: Textbooks …
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:

- Students practise the conversation in pairs (three pairs).
- Others listen and give remarks on their practice.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
1. Teacher guides students to play
“Scramble”.
2. Teacher guides students to play
“Beanbag Circle”.

 OPEN YOUR BOOKS
1. Teacher asks students to open
their books, and guides students to
describe the birthday party and the
participants.

- Students get the letters
and play a game.

- Students use a ball to play
a game.
- Students observe and talk.
T: Robot and Teacher.
Scramble.
St1: It’s my birthday!
Sts: Happy birthday!
St2: (catching the ball)
It’s my birthday!
Sts: Happy birthday!

…
2. Teacher plays the tape, and asks
students to listen to the song and point
to the words.
- Teacher reads the song.
- Teacher guides students to read
the song.
3. Practice.
- Teacher devides the class into
two groups (my or your), and asks
them to sing along in groups.
 EXTENSION
1. Free practice

2. Teacher guides students to play
“Dialogue Musical Chairs”.
 WORKBOOK
- Teacher asks students to find out
the ways to do the exercises on page
39.
- Teacher asks students to do the
exercises.
- Teacher asks students to read the
complete ones in class and individual.
- Students listen and point.

- Students listen and point.
- Students listen and repeat.
- Students practise singing.
- Students practise singing in

pairs and in class, using their
information.
- Students talk.
- Students do exercise.
- Students read.
It’s my birthday today.
It’s your birthday today.
It’s my birthday today.
Happy birthday, Jenny!
One, two, three, four, five, six,
Seven years old!
Now I’m seven years old.
Now, you’re seven years old.
Now I’m seven years old.
Happy birthday, Jenny!
Gr. A: It’s my birthday today.
Gr. B: It’s your birthday today.
Gr. A: It’s my birthday today.
Gr. B: Happy birthday, Jenny!
All : One, two, three, four,
five, six, seven years old!
Gr. A: Now I’m seven years
old.
Gr. B: Now, you’re seven years
old.
Gr. A: Now I’m seven years
old.
Gr. B: Happy birthday, Jenny!
St1: It’s my birthday today!
St2: It’s your birthday today!

St1: I’m … years old.
St2: You’re … years old.
A. Write: Students read and
complete the sentences.
B. Write: Students write the
numbers.
Answer keys: 2.five, 3.six,
4.two
4. Consolidation:
- Students sing the song.
- Students practise singing in groups of three, using their information.
5. Home assignments:
- Learn the song by heart and color page 39 at home.
Week 4 UNIT 5
Period 7 Lesson 7: Let’s Learn
(Part 1, page 40)
I. Objectives and requirements:
- Students learn how to ask and answer (guess) about something.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, gifts …
2. Students: Textbooks, objects …
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students sing the song.
- Others listen and give remarks.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content

 WARM UP AND REVIEW

 PRESENTATION
1. Introduce the vocabulary.
Teacher uses the teacher’s cards to
teach the new word.
2. Present the question-and-
answer pattern.
a. Teacher guides students to get
used to the first pattern.
- Teacher plays roles.
- Teacher moves around to help
students.
b. Teacher guides students to get
used to the second pattern.
- Teacher plays roles.
- Teacher moves around to help
students.
- Students sing the song in
class, using guestures.
- Students observe, listen
and repeat.
- Students observe and
listen.
- Students listen and repeat.
- Students practise talking.
- Students observe and
listen.
- Students listen and repeat.
- Students practise talking.

doll
Happy birthday!
T.: What is it? (point to a
packed gift)
Pt: I don’t know.
St1: What is it?
St2: I don’t know. …
T.: What is it? (open the gift)
Pt: It’s a doll.
St1: What is it?
St2: It’s a doll. …
3. Practice:
a. Controlled practice.
- Teacher guides students to practice
the conversation in class, in pairs.
- Teacher moves around the class to
help weak students.
b. Free practice.
- Teacher moves around the class to
help weak students.
 OPEN YOUR BOOKS
1. Teacher hangs the picture on the
board.
2. Teacher asks students to open
their books (page 40), listen to the tape
and point to the people.
- Teacher plays the tape again.
3. Teacher presents the paradigm
and contraction on page 38.
a. Teacher writes the sentences on

the board, plays the tape, and points
them.
- Teacher plays the tape again.
b. Teacher writes and explaines the
contraction on the board.
c. Teacher guides students to
practise.
 EXTENSION
- Teacher guides students to play
“Relay Race”
- Students listen.
- Students listen and repeat.
- Students practise talking in
pairs.
- Students practise talking in
pairs, using their prepared
objects.
- Students observe and
describe the picture.
- Students listen and point.
- Students listen and repeat.
- Students observe.
- Students practise.
- Student listen and repeat.
- Students listen.
- Students practise.
- Students play in groups
(lines) of 9 to 10.
Gr.A / A: What is it?
Gr.B / B: I don’t know.

Gr.A / A: What is it?
Gr.B / B: It’s a doll.
St1: What is it?
St2: I don’t know.
St1: What is it?
St2: It’s a ….
Scott : What is it?
Jenny: I don’t know.
Scott : What is it?
Jenny: It’s a doll.
What is it? It is a doll.
It is = It’s
It is a doll = It’s a doll.
Teacher gives each group a
packed gift, they pass this one,
ask “What is it?” and answer “I
don’t know.”, but the last one
open the gift and answer “It’s a
…”
4. Consolidation:
- Students read the conversation.
- Students practise in pairs, using their information.
5. Home assignments:
- Learn the lesson by heart at home.
- Prepare some small gifts to give each other.
Week 4 (cont.) UNIT 5
Period 8 Lesson 8: Let’s Learn (cont.)
(Part 2, page 41)
I. Objectives and requirements:
- Students learn some new words and how to ask and answer (guess) about something.

- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, gifts …
2. Students: Textbooks, objects …
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students practise the conversation in pairs.
- Others listen and give remarks.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
- Teacher guides students to play
“Guessing” game.
 PRESENTATION
1. Introduce the vocabulary.
a. Teacher uses the teacher’s cards
to teach the new word.
b. Teacher puts the cards on the
board, points to them one by one and
reads the words.

- Students play “Guessing”
in two teams.
- Students observe, listen
and repeat.
- Students listen and repeat
if the teacher reads correctly
or keep silent if the teacher

reads wrongly.
Teacher draws just a very little
part of objects, students look
and try to guess what it is. The
student who has the correct
answer will get one point. The
winning team is the one getting
more points than the other.
yo-yo, kite, car, ball
T : (point to a doll) doll
Sts : doll
T : (point to a kite) car
Sts : …

c. Teacher points to the pictures and
asks.

2. Practice:
a. Controlled practice.
- Teacher guides students to
practise the conversation in groups, in
pairs.
- Teacher moves around the class
to help weak students.
b. Free practice.
- Teacher moves around the class
to help weak students.
 OPEN YOUR BOOKS
a. Teacher asks students to open
their books (page 41), listen to the tape

and point to the pictures.
- Teacher plays the tape again.
b. Teacher plays the tape.

- Teacher plays the tape again.
c. Teacher plays the tape.
- Teacher plays the tape again.
 EXTENSION
- Teacher guides students to play
“Relay Race”
- Students answer.
- Students use the teacher’s
card to practise.
- Students draw the objects
and practise talking.
- Students practice talking in
pairs, using their prepared
objects.
- Students listen and point to
the pictures.
- Students listen and repeat.
- Students listen and point to
Sam and Ginger.
- Students listen and point to
the pictures.
- Students listen and repeat.
- Students practice talking.
- Students play in groups
(lines) of 9 to 10.
T. : What this?

Sts: It’s a …
Gr.A / A: What is it?
Gr.B / B: It’s a …
St1: What is it?
St2: It’s a … / I don’t know
1. a yo-yo; 2. a kite; 3. a car
4. a ball; 5 a doll
Sam : What is it?
Ginger: It’s a yo-yo.
1. What is it? It’s a yo-yo.
2. What is it? It’s a kite.
3. What is it? It’s a car.
4. What is it? It’s a ball.
5. What is it? It’s a doll.
Teacher gives each group a
packed gift, they pass this one,
ask “What is it?” and answer “I
don’t know.”, but the last one
open the gift and answer “It’s a
…”
4. Consolidation:
- Students read the vocabularies on the board.
- Students practise in pairs, using their prepared objects.
5. Home assignments:
- Learn the lesson by heart at home.
- Prepare some small gifts to give each other.
Week 5 UNIT 5
Period 9 Lesson 9: Let’s Learn (cont.)
(Part 3, page 41)
I. Objectives and requirements:

- Students learn some new words and how to ask and answer (guess) about something.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, gifts …
2. Students: Textbooks, objects …
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students practise asking and answering in pairs.
- Others listen and give remarks.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
- Teacher guides students to play
“Guessing” game.
 PRESENTATION
1. Introduce the vocabulary.
a. Teacher uses the teacher’s cards
to teach the new word.
b. Teacher puts the cards on the
board, points to them one by one and
reads the words.


- Students play “Guessing”
in two teams.
- Students observe, listen
and repeat.
- Students listen and repeat

if the teacher reads correctly
or keep silent if the teacher
reads wrongly.
Teacher draws just a very little
part of objects, students look
and try to guess what it is. The
student who has the correct
answer will get one point. The
winning team is the one getting
more points than the other.
puzzle; bat; bicycle
T : (point to a kite) kite
Sts : kite
T : (point to a puzzle) car
Sts : …
c. Teacher points to the pictures and
asks.
- Teacher reviews students of all
the vocabularies they learnt in the
previous lesson.
2. Practice:
a. Controlled practice.
- Teacher guides students to
practice the conversation in groups, in
pairs.
- Teacher moves around the class
to help weak students.
b. Free practice.
- Teacher moves around the class
to help weak students.

 OPEN YOUR BOOKS
a . Teacher asks students to open
their books (page 41), listen to the
tape and point to the pictures.
- Teacher plays the tape again.
b. Teacher plays the tape.

- Teacher plays the tape again.
 EXTENSION
- Teacher guides students to play
“Telephones”
- Students answer.
- Students answer.
- Students use the teacher’s
card to practise.
- Students draw the objects
and practise talking.
- Students practice talking in
pairs, using their prepared
objects.
- Students listen and point to
the pictures.
- Students listen and repeat.
- Students listen and point to
the pictures.
- Students listen and repeat.
- Students practice talking.
- Students play in groups of
10.
T. : What this?

Sts: It’s a …
Gr.A / A: What is it?
Gr.B / B: It’s a …
St1: What is it?
St2: It’s a … / I don’t know
6. puzzle; 7. a robot;
8. a jump rope; 9. a bat;
10. a bicycle
1. What is it? It’s a puzzle.
2. What is it? It’s a robot.
3. What is it? It’s a jump rope.
4. What is it? It’s a bat.
5. What is it? It’s a bicycle.
Teacher gives each student
a word, the ones in the same
group read the words, make the
sentences and write their
sentences on the board (one
student writes his / her word
only). The winning team is the
group writing the most correct
answers in the shortest time.
4. Consolidation:
- Students read the vocabulary on the board.
- Students practise in pairs, using their prepared objects.
5. Home assignments:
- Learn the lesson by heart at home.
- Prepare some small gifts to give each other.
Week 5 (cont.) UNIT 5
Period 10 Lesson 10: Let’s Learn (cont.)

(Part 3, page 41)
I. Objectives and requirements:
- Students review the words and the question-and-answer pattern.
- Students do execise on page 40, 41.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, gifts …
2. Students: Textbooks, objects …
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students practise the conversation in pairs.
- Others listen and give remarks.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
- Teacher guides students to play
“Living Dialogue”
 PRESENTATION
- Teacher uses a packed gift to
present the “Guessing” game.
- Students play in groups of
10.
- Students observe and
guess.
Teacher gives each student a
word, the ones in the same
group read the words, make the
sentences and write their

sentences on the board (one
student writes his / her word
only). The winning team is the
group writing the most correct
answers in the shortest time.
T : What is it?
St1: It’s a yo-yo.
T : You’re wrong.
St2: …
T : You’re right.
2. Practice:
a. Controlled practice.
- Teacher helps students to play
the game.
b. Free practice.
- Teacher moves around the class
to help weak students.

 OPEN YOUR BOOKS
a. Teacher asks students to open
their books (page 41), listen to the
tape and point to the pictures.
- Teacher plays the tape again.

 WORKBOOK
- Teacher asks students to find out
the ways to do the exercises on page
40, 41.
- Teacher asks students to do the
exercises.

- Teacher asks students to read the
complete ones in class and individual.
- Students play game, using
the teacher’s prepared gifts.
- Students use their prepared
gifts to play the game in
groups of 5.
- Students use their prepared
gifts to play the game in 2
teams.
- Students listen and point to
the pictures.
- Students listen and repeat.
- Students practice talking.
- Students talk.
- Students do exercise.
- Students read
St1: What is it?
St2: …
St1: You’re right / wrong.
Gr.1: What is it?
Gr.2: It’s a … / I don’t know
Gr.1: You’re right / wrong.
Boy: What is it?
Girl: It’s a kite.
Boy: What is it?
Girl: It’s a bat.
Boy: What is it?
Girl: It’s a bicycle.
Boy: What is it?

Girl: It’s a ball.
A. Write: Students read and
write the words.
B. Match: Students match the
words with the pictures.
C. Circle and write: Students
circle the appropriate words
and write them.
D. Write: Students write the
words.
Answer keys:
A. 1. a ball; 2. a car;
3. a kite; 4. a doll
C. 1. a puzzle; 2. a bicycle;
3. a robot
D. 1. a kite; 2. a ball;
3. a car; 4. a bat
4. Consolidation:
- Students practise in pairs, using their prepared objects.
5. Home assignments:
- Color page 40, 41 and prepare a picture file grids at home.
Week 6 UNIT 5
Period 11 Lesson 11: Let’s Learn Some More
(Part 1, page 42)
I. Objectives and requirements:
- Students learn some new adjectives and how to describe something.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, gifts
2. Students: Textbooks, objects …

III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW

- Teacher guides students to practise
“File Grids”
 PRESENTATION
1. Introduce the vocabulary.
Teacher uses the teacher’s cards to
teach the new word.
Teacher guides students to get
used to the new structure.
2. Practice.
3. Present the question-and-
answer pattern.
Teacher guides students to get
used to the pattern.
- Teacher plays roles (puppets).

- Students sing the Happy
Birthday Song in class, using
guestures.
- Students practise talking
and draw in their file grids.
- Students observe, listen
and repeat.
- Students listen and repeat.

- Students practise talking
about the objects they have,
using “little”, “big”
- Students observe and
listen.
- Students listen and repeat.
St1: One. What is it?
St2: It’s …
little; big
It’s big / little.
It’s a little yo-yo.
Pt.A:Is it a ball?
Pt.B: No, it isn’t.
Pt.A: Is it a yo-yo?
Pt.B: Yes, it is.
- Teacher moves around to help
weak students.
4. Present the complete dialogue
a. Introduce the conversation.

b. Substitute the words.
5. Practice
a. Controlled practice.
- Teacher guides students to
practise the conversation in class, in
pairs.
- Teacher moves around the class
to help weak students.
b. Free practice.
- Teacher moves around the class

to help weak students.
 OPEN YOUR BOOKS
1. Teacher asks students to open
their books (page 42)
2. Teacher plays the tape.
- Teacher plays the tape again.
3. Teacher presents the paradigm
and contraction on page 42.
a. Teacher writes the sentences on
the board, plays the tape, and
points them.
- Teacher plays the tape again.
b. Teacher writes and explaines
the contraction on the board.
c. Teacher guides students to
practise.
- Students practise talking.
- Students observe and
listen.
- Students listen and repeat.
- Students practise talking.
- Students observe and
listen.
- Students listen and repeat.
- Students practise talking in
class, in groups and pairs.
- Students listen.
- Students listen and repeat.
- Students practise talking in
pairs.

- Students practise talking in
pairs, using their prepared
objects.
- Students observe and
describe the picture.
- Students listen and point.
- Students listen and repeat.
- Students observe.
- Students practise.
- Student listen and repeat.
- Students listen.
- Students practise.
Pt.B: It’s little. What is it?
Pt.A: Is it a ball?
Pt.B: No. it isn’t.
Pt.A: Is it a yo-yo?
Pt.B: Yes, it is.
Pt.B: It’s little. What is it?
Pt.A: Is it a ball?
Pt.B: No. it isn’t.
Pt.A: Is it a yo-yo?
Pt.B: Yes, it is.
Jenny: It’s little. What is it?
Scott: Is it a ball?
Jenny: No, it isn’teacher
Jenny: Is it a yo-yo?
Scott: Yes, it is. It’s a little yo-
yo.
It is little. It is a little yo-yo.
It is = It’s

It is little. It is a little yo-yo.
It’s little. It’s a little yo-yo.
4. Consolidation: Students read the conversation.
5. Home assignments: Learn the lesson by heart at home.
Week 6 (cont.) UNIT 5
Period 12 Lesson 12: Let’s Learn Some More (cont.)
(Part 2, page 42)
I. Objectives and requirements:
- Students learn some new adjectives and how to describe something.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, objects …
2. Students: Textbooks, objects …
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students practise the conversation in pairs.
- Others listen and give remarks.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
- T. guides students to play
“Guessing” game.
 PRESENTATION
1. Introduce the vocabulary.
a. Teacher uses the teacher’s cards
to teach the new word.
b. Teacher puts the cards on the
board, points to them one by one and

reads the words.



- Students play “Guessing”
in two teams.
- Students observe, listen
and repeat.
- Students listen and repeat
if the teacher reads correctly
or keep silent if the teacher
reads wrongly.
Teacher gives some clues,
students look and try to guess
what it is. The student who has
the correct answer will get one
point. The winning team is the
one getting more points than
the other.
Long; short; round; square
T : long
Sts : long
T : short
Sts : …
c. Teacher says the sentences.

2. Review the question-and-
answer pattern.
- Teacher guides students to
review the pattern by playing roles

(puppets).

3. Practice:
a. Controlled practice:
- Teacher gives the objects.
- Teacher moves around to help
students.
b. Free practice:
- Teacher moves around the class to
help weak students.
 OPEN YOUR BOOKS
1. Teacher asks students to open
their books (page 42)
2. Teacher plays the tape.

- Teacher plays the tape again.
3. Teacher plays the tape.

- Teacher plays the tape again.
 EXTENSION
- Teacher guides students to play
“Guessing Game” in teams
- Students listen and raise
the objects and repeat.
- Students listen.
- Students use the teacher’s
objects to practise the
conversation.
- Students use their prepared
objects to practise in pairs.

- Students listen and point to
the pictures.
- Students listen and repeat.
- Students listen and point to
the pictures.
- Students listen and repeat.
- Students listen and repeat.
- Students practice talking
individually.
- Students play in three or
four teams.
T. : It’s little
Sts: It’s little.
Gr.A/A: It’s little. What is it?
GR.B/B: Is it a ball?
Gr.A/A: No, it isn’t.
Gr.B/B: Is it a yo-yo?
Gr.A/A: Yes, it is. It’s a little
yo-yo.
St. A: It’s little. What is it?
St. B: Is it a ball?
St. A: No, it isn’t.
St. C: Is it a yo-yo?...
1. big; little 2. long; short
3. round; square
1.It’s a big box.It’s a little box.
2.It’s a long box,It’s a short
box. 3. It’s a round box.
It’s a square box.

Team 1: It’s little.
Team 2: Is it a ball?
Team 1: Yes / No…
4. Consolidation:
- Students read the vocabularies on the board.
5. Home assignments:
- Learn the lesson by heart at home.
- Prepare some objects to practise in the next period.
Week 7 UNIT 5
Period 13 Lesson 13: Let’s Learn Some More(cont.)
(Part 3, page 41)
I. Objectives and requirements:
- Students review the adjectives and how to describe something.
- Students practise describing something.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, objects …
2. Students: Textbooks, objects …
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students practise describing the prepared objects.
- Others listen and give remarks.
- Teacher gives remarks and marks.
3. Teaching the new lesson:
Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
- Teacher guides students to play
“Picture game”.

- Teacher guides students to play
“Find your Partner”
- Students play “Picture
game” in three or four
teams.
- Students play
Teacher prepares the sentences
and shows one by one to the
representatives of the teams.
They go back to their seats,
draw the pictures without
saying anything, other students
look and try to guess what it is
by talking softly to their
teacher. The student who has
the correct answer will get one
point. The winning team is the
one getting more points than
the others.
Teacher gives students the
prepared words (little doll, big
car, round ball). Students move
 PRESENTATION
1. Introduce the conversation.
- Teacher plays roles.
- Teacher guides students to get
used to the conversation.
2. Practice:
a. Controlled practice.
- Teacher guides students to practise

the conversation in groups, in pairs.
- Teacher moves around the class to
help weak students.
- Teacher guides students to practise
more, using the pictures and the
real things.
b. Free practice.
- Teacher moves around the class to
help weak students.
 OPEN YOUR BOOKS
a . Teacher asks students to open
their books (page 43), listen to the
tape and point to the pictures.
- Teacher plays the tape again.
b. Teacher plays the tape.

- Teacher plays the tape again.
- Students observe, listen.
- Students listen and repeat.
- Students practise.
- Students use the teacher’s
card or the prepared things
to practise.
- Students draw the objects
and practise talking.
- Students practice talking in
pairs, using their prepared
objects.
- Students listen and point to
Sam and Ginger.

- Students listen and repeat.
- Students listen and point to
the pictures.
- Students listen and repeat.
- Students practice talking in
groups of 3 or 4, then in
pairs.
around the class to find their
partner by asking “Is it a …?”.
They are successful at finding
when their friends answer
“Yes, it is.”
Sam : Is it a pencil?
Ginger: Yes, it is. It’s a long
pencil.
Sam : Is it a pencil?
Ginger: Yes, it is. It’s a long
pencil
1. Is it a pencil? Yes, it is. It’s
a long pencil.
Is it a pen? No, it isn’t. It’s a
short pencil.
2. Is it a doll? Yes, it is. It’s a
big doll.
Is it a doll? Yes, it is. It’s a
little doll.
3. Is it a bicycle? No, it isn’t.
It’s a big car.
Is it a car? Yes, it is. It’s a
little car.

4. Is it a jump rope? Yes, it is.
It’s a long jump rope.
 EXTENSION
- Teacher guides students to play
“Drawing” in pairs.
- Teacher guides students to play
“Rebus Sentence”
- Students play in pairs.
- Students play in two teams.
Is it a yo-yo? No, it isn’t. It’s
a short jump rope.
5. Is it a ball? No, it isn’t. It’s a
round kite.
Is it a car? No, it isn’t. It’s a
square kite.
6. Is it a box? Yes, it is. It’s a
round box.
Is it a book? No, it isn’t. It’s
a square box.
Students take turn in pairs.
Student 1 talk, student 2 listen
and draw, then they change the
roles. (It’s a short pencil.)
Students can use two adjectives
if they can (It’s a short red
pencil).
Teacher writes a sentence
with the words and the sight
words. The team first having
the correct sentence will get

one mark. The winning team is
the team having the most
marks.
T : This is a


Sts : This is a long pencil
.
4. Consolidation:
- Students describe the things on page 43.
- Students practise talking, using their prepared objects.
5. Home assignments:
- Learn the lesson by heart at home.
Week 7 (cont.) UNIT 5
Period 14 Lesson 14: Let’s Learn Some More(cont.)
(Part 4, page 41)
I. Objectives and requirements:
- Students review the alphabet and the learn more about the letters “k, l, m, n”.
- Students do execise on page 42, 43.
- Students develop four language skills: Listening – Speaking – Reading – Writing.
II. Preparation:
1. Teacher: Lesson plan, teacher’s cards, cassette player, tape, …
2. Students: Textbooks,…
III.Teaching steps:
1. Class orders:
2. Cheking the previous lesson:
- Students practice the conversation in pairs.
- Others listen and give remarks.
- Teacher gives remarks and marks.
3. Teaching the new lesson:

Teacher’s activities Students’ activities Content
 WARM UP AND REVIEW
a. Teacher guides students to
review “The Alphabet Song” by
playing the song.
b. Teacher guides students to play
“Slap".
 PRESENTATION
1. Introduce the letters:
- Students sing the song
- Students play in groups of
four to six.
Teacher gives each group ten
letter cards from A to J.
Students put the letters on the
tables. A caller (a student) call
out a letter, others listen and
slap their hands on the card.
The fastest one has one mark.
The winners are the ones
having the most marks.