lesson plan grade 3

Week 1 period 2

PERIOD 1: LESSON ONE (P1,2,3)
I. Objectives: after learning this lesson, ss are able to:
- Give common greetings and introduce their names.
_Understand short conversations and create short talks.
II. Language content
1. Vocabulary: Rosy. Tim, Billy, Miss Jones, …
2. Structure: Hello. My name's....; Goodbye

III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities
Warm-up
Say Hello and encourage them to repeat Hello in response.
Ask some ss to stand up and say hello. Encourage ss to response with Hello.
SS turn to speak to the ones next to them and say Hello.
Point to yourself and say My name's...Ask ss What's your name
Say hello, my name's... and ask ss to do the same in pairs, greeting with each
other and saying their names.
1. Listen, point and repeat
Bring out flashcards and say the names. Ask ss to repeat.
Give greetings with one character and ask ss to choose characters and give
responses. Ex: Hello, Jim. My name's…
Ask ss role play the characters in pairs.
Play the first part of the recording and ask ss to identify the characters.
Call ss to identify the characters in individual.
Play the second part and ask ss to listen and repeat.
1. Listen and chant

Play the recording for ss to listen to the chant
Play the chant a second time for ss to say the words.
Ss say the chant as a class without recording
Divide class in to four groups; in each group choose a st. Give each st a
character's name. Say the chant with the class. Everytime ss hear their
characters' names, they raise their flashcards.
2. Listen and read
Use flashcard to present the story. Point characters for ss to say their names.
Play the recording and ask ss to follow the conversation.
Ask ss to find new words if it's needed.
Play the recording and ask ss to repeat.
Call ss to read the conversation in pairs.
Call ss read the conversation again and translate.
Help them explain the meaning if it's needed.
Ask questions to check comprehension. Who's in this class? How old is Billy?
Does Billy study in this class?
Ask ss role play the conversation without textbook.

Contents
Starter: Hello!
Period 1: Lesson one (p1,2,3)

1.
Rosy, Tim, Billy, Miss Jones
Hello, my name's
2. Listen and sing
3. Listen and read
What's your name?
Who's this?
How old are you?

Goodbye.


Week 1 period 2

Starter: Hello!
Period 2: Lesson two(p1,2,3)
I. Objectives: after learning this lesson, ss are able to:
-Give common greetings and introduce their names.
_Understand short conversations and create short talks.
II. Language content
1. Vocabulary: Rosy. Tim, Billy, Miss Jones, …
2. Structure: Hello.

My name's....
Goodbye
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40minutes
VI. Procedures
Activities
Warm-up
Say hello and encourage ss to reply Hello and greet others in
pairs.
1. Listen to the story and repeat. Act
Ask ss to turn to the story on p4, say Let's read the story
again.
Play the recording, pause each sentence for ss to repeat.
Role play the story with ss as an example.
Ask ss to role play the conversation.

2. Ask and answer
Ask ss to look at the conversation of two boys.
Read the dialogue, pausing for ss to repeat.
Remind ss What's your name
Read the dialogue again and ask ss to repeat
Ask ss to read dialoguae in chorus, then call ss to read in
individual.
3. Listen and sing your name
Ask ss to look at the illustration.
Ask them to describe the picture and to guest the content.
Play the song for ss to listen.
Play the song again, ss listen and sing along.
Ask ss to find the new structure.
Divine the class into two and ask them sing along with the
characters in textbook.

Contents
Starter: Hello!
Period 2: Lesson two (p1,2,3)

2. Ask and answer
Hello. What's your name?
3. Listen and sing your name
How are you?
I'm fine, thank you.


Week 1 period 2

STARTER

Lesson three
I. Objectives:
To ask and answer the question How old are you?
To say the days of the week
II. Language content
2. Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten;

2. Structure: How old are you? I'm...
3. Skills: speaking, listening
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities

Contents

Warm-up
Use the number flashcards to elicit numbers one to ten. Put
the flashcards on the board, in order. Point to each one for
ss to say the number in chorus.
1.Listen, point and repeat
Take down the flashcards, shuffle them, and hold them up one
one,
two, three, four, five, six, seven, eight, nine,
at a time for ss to say the number.
ten;
2. Listen and tick
Give out the flashcards to different ss around the class. Ask
How old are you? / I'm seven.

the class to count together from one to ten. When the ss
How old are you? / I'm two.
hear their number, they hold their flashcard in the air.

1.Listen, point and repeat
Ask ss to look at the pictures. Explain that each child is one
year older than the next and that all the ss have their ages
written above them.

And how old are you? / I'm eight.
How old are you? / I'm five.
How old are you?/I'm six.

3.Look at the picture again. Point, ask and
Play the first part of the recording for ss to listen and point to answer.
How old are you?
the pictures as they hear the ages.
I'm...
Play the second part of the recording for ss to repeat.
Play the recording all the way through for ss to listen and
then repeat.
Point to different people in the pictures and ask
individual ss to say the numbers.


Week 1 period 2

1. Listen and tick
Tell ss to look at the picture again. Point and say
Look, he's six. Look, she's eight. Then point to the first

boy again and ask How oW/she? Tel I the class they are
going to hear some of the ss talking about their age - but
not all. They must tick the ss they hear.
Play the recording, pausing after the first dialogue. Show
ss the picture of the boy above the number seven in the
picture, and show them the tick in the box.
Play the rest of the recording, pausing at appropriate
intervals for ss to tick the ss whose ages they hear.
Play the recording again for ss to complete or check their
answers.
Check answers by asking ss which ages they heard.
3.Look at the picture again. Point, ask and answer.
Read the question and answer, pausing after each for ss
to repeat.
Ask ss to look back at the ss in Exercise LTell them they
are going to practise being the ss in the pictures.
ss work in pairs.They point to a person and ask How old
are you? Their partner answers as though they were that
child. They might want to put on a babyish voice for a
young child or a more grown-up voice for an older child.
Ask some of the pairs to stand up and ask and answer
questions while the other ss listen.


Week 1 period 2

Starter
Lesson four: Song
I. Objectives:
To identify different colours

To use different colours in the context of a song
II. Language content
3. Vocabulary: red, yellow, pink, green, purple, orange, blue

sing, rainbow, too
2. Structure:
3. Skills: listening, speaking
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities
Warm-up
Use flashcards 15-21 to elicit colours. Hold up one
flashcard at a time for ss to say the colour. When ss
have named the colour correctly, put the card on the
board and write the word below it. Repeat with all of
the flashcards.
Take the flashcards off the board, leaving the words.
Shuffle the cards and give them to seven different ss.
Ask the ss to come to the front of the class one at a
time and put their flashcard in the appropriate place
on the board.

Contents

1 Listen, point and repeat.
_car: purple and blue
-bal: yellow
-teddy bear: brown

-kite: green and orange
2 Listen and sing.
3 Sing and do.

When the flashcards are all in the correct place,
point to each one in turn for ss to say the word.

4 Match.

1 Listen, point and repeat.

1

Ask ss to look at the colours in their Class Books.

2

green

6 pink

Play the first part of the recording for ss to listen and
point to the pictures.

3

red

7 orange

4

blue

Play the second part of the recording for ss to
repeat the colours in chorus.
Play the recording all the way through for ss to point at

purple

5 yellow


Week 1 period 2

the colours and then repeat the words.
2 Listen and sing.
Ask ss to look at the picture of the rainbow in their
books.
Elicit the colours they can see.Tell them that they are
going to sing a song about the colours of a rainbow.
Elicit the colours they think they will hear.
Play the recording while ss follow the words.
Play the recording a second time for ss to sing along.
3 Sing and do.
Divide the class into groups of seven. Give each child a
different coloured pencil or strip of paper in the colours
from the song. If your class does not divide exactly into
groups of seven, two ss can have the same colour in
some of the groups.

Play the song again while ss sing along. When they hear
their colour they hold up their pencil or paper.
Play the song one more time. ss stand up when they
hear their colour.
Alternatively, ss could point to something of that colour
in the room when they hear the word.
4 Match.
Ask ss to look at the paint pots and the words below.
Point to each of the words for ss to read them aloud in
chorus.
Ask ss to match the paint pots to the correct colour
words.
Go through the answers with the class. Call out the
numbers for ss to say the colours.


Week 1 period 2

UNIT 1: What's this!
Lesson one: Words
I. Objectives: after learning this lesson, ss are able to:
-To identify common school things.
To understand a short story
II. Language content
Vocabulary: pen, rubber, pencil, ruler, book
school things, train, OK, look at
Skills: reading, listening, speaking
Model sentences:
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…

V. Time: 40 minutes
VI. Procedures
Activities
Warm-up
Use the school objects to present the vocabulary. Hold up
each object in turn and say the words for children to repeat.
Reinforce vocabulary using flashcards 22-26. Hold them up
one at a time and ask.
Play a memory game. 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.
1. Listen, point and repeat.

Ask children to open their Class Books and look at the
pictures of the school things.
Play the first part of the recording for ss to listen and
point to the appropriate picture.

Contents


Week 1 period 2

Play the second part of the recording for ss to
repeat.
Ask ss to give meaning of the words and write them on the
board.
Ask ss to check words written on the board.
Ask ss to write words down on their notebooks.
Ask ss to look at the board, listen and repeat the word in

3.
chorus.
Call some ss to read words individually.
2. Listen and chant.
Play the recording for ss to listen to the chant.
Play the chant second time for ss to point to the
correct part of their body. Play the chant again for them to say
the words.
3. Listen and read
Tell ss that they are going to read a conversation. Remind
them that they should listen and read carefully.
Ask ss to identify the characters in this conversation.
Play the recording for ss to listen and follow the text in their
books with their finger.
Play the recording the second time. Ask them to underline
new words.
Ask ss to write new words on the board. It doesn't matter if
their don't know meanings of the words.
Elicit ss to meaning of words, then write them on the board.
Check the words then ask ss to write words.
Ask ss to listen and repeat.
Give them some gestures to make them remember the
vocabulary.
Point to the words and ask them to read in chorus.
Ask ss to read the words individually.
Ask ss to look at the conversation.
Play the recording, pause each sentence for ss to repeat.
Correct ss' pronunciation if that's needed.
Ask some ss to read the poem individually.
Check ss' understanding by asking questions.Who are they?

What's the train made of?Who made the train?Are they
Billy's school things?

Listen,point and repeat.
pen, rubber, pencil, ruler,
2. Listen and chant
3.Listen and read
look at
school things
train, can
here you are
my
what
it
please
your


Week 1 period 2

UNIT 1: What's this!
Lesson two: Grammar
I. Objectives:
To ask and answer the question What's this?
To write answers to the question What's this?
To act out a story
II. Language content
1. Vocabulary: What's this? It's a ...

2. Structure: Is this your teddy? Yes, it is. / No, it isn't.

3. Skills: speaking, writing
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities
Warm up
Play What have I got? with the class using the vocabulary ss learned in the
previous lesson
Talk about the previous lesson with ss. Point to Story poster 1 and ask ss
what happened in the story. Ask Who is in the story? What happened in
the story? Can you remember what school things were in the train? Don't
tell ss the answers at this stage.
1. Listen to the story again and repeat. Act.
Ask ss to turn to the story of their Class Books. Check how many objects
they remembered in the lead-in activity and tick them on the board.
Play the recording once through. Play again, pausing for ss to repeat.
Divide the class into pairs. One student is Rosy and the other is Tim.
Ask ss to look at the pictures and decide together on the actions for the
story. Ss practice acting out the story.
Ask some of the pairs to come to the front of the class to act out the story.
2. Listen and say.

Contents


Week 1 period 2
◦ Put flashcards 22-26 on the board. Below each one, write a gapped

sentence like the ones in the Class Book

Point to each of the flashcards in turn and ask the class: What's this? lt's a
pen, etc.
Ask ss which word is missing (It's). Write It's in the gap at the
beginning of the first sentence. Invite different ss to come to the front of
the class to do the same with the other sentences.
Ask ss to look at the sentences in their Class Books. Ask one child to read
the example sentence for the class. Ss complete the rest of the sentences
individually.
3. Look and say

1. Listen to the story and

repeat. Act.
2. Listen and say.

What's this? It's a pen.
What's = What is
It's = It is
3. Look and say.
What's this?
1 It's a pen.

Write three or four gapped sentences on the board, using classroom objects, 2 It's a rubber.
e.g. This is a pencil case.
3 It's a pencil.
Hold up your pencil case and clutch it to yourself to indicate that it is
4 It's a ruler.
yours. Elicit This is my pencil case.
Hold up the pen and give it to a student. Elicit This is your pen.
Repeat the process with other objects and ss.

Ask ss to look at the pictures in their Class Books. Ask one student to
read the example sentence for the class. Ss complete the rest of the
sentences individually.
4 Write.
Ask ss to look again at the story on page 14 of their Class Books. Point
out the questions in pictures 2 and 3. Read them aloud for ss to repeat.
Ask ss to look at the pictures on page 15 of their books. Ask a student to
read the example answer to the class.
Ss write answers to the questions, using the phrases in the box
Ask the questions for the class to say the answers in chorus.

UNIT 1: What's this?

4.Write:
What's this?
1. It's a pen.
2. It's a rubber.
3. It's a pencil.


Week 1 period 2

Lesson three: Song
I. Objectives:
To identify more words of school things.
To use school things words in the context of a song
II. Language content
3. Vocabulary: bag, door, window...

2. Structure:

3. Skills
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities
Warm-up
Use flashcards 27-29 to introduce the three new words. Hold up
the cards one at a time and say the words for children to repeat.
Put the flashcards in different places around the room. Call out the
words for children to point to the flashcards.
1. Listen, point and repeat
Ask children to look at the pictures. Play the first part of the
recording for children to point to the words.Play the second part of
the recording for children to repeat the words.
Play the recording all the way through again for children to listen
and point and then repeat.
Hold up flashcards 27-29 one at a time and ask individual children
What's this?
2. Listen and sing
Ask children to look at the pictures. Point to objects in the
different pictures and ask the class What's this? Elicit It's a
book/bag / door/ window.
Teach the verbs open and close. Pick up your bag and open it to
elicit open. Close it to elicit close. Do the same with the door
and, if possible, the window.
Ask what the children are doing (/ Thegirlis reading a book. 2
The boy is opening a door. 3 The boy is opening his bag. 4 The
girl is opening or closing a window).
Play the recording for children to listen and point to the pictures

when they hear the three new words. Then play it again as they
follow the words in their books.
Recite the words of the song with the class, without the music.

Contents

1.Listen, point and repeat
bag: cái cặp
door: cửa ra vào
window: cửa sổ
4. Listen and sing
open: mở
close: đóng
3.Sing and do


Week 1 period 2

Say each line and ask children to repeat.
Play the recording again for children to sing along.
3.Sing and do
Tell ss that they are going to sing the song again but this time
they are going to do the actions.
Ask ss to look at the pictures and see what the actions should
be for this song.
Practise the actions with the class.
Play the recording for ss to sing the song and do their actions.
Homework: workbook

Week 1 period 2

UNIT 1: What's this!
Lesson four: Phonics
I. Objectives:
To recognize the upper- and lower-case forms of the letters a, b, c, and d and associate
them with their corresponding sounds.
To pronounce the sounds /se/, /b/, /k/, and /d/ on their own and at the beginning of
words.
To learn the names of the letters a, b, c, and d.
II. Language content
5. Vocabulary: apple, bird, cat, dog, here, like

2. Skills: listening
3. Structure:
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities
Warm up
Put words in correct columns
Give ss some words and ask them to put the words starting
with letter A in column A, letter B in column B and so on...It
doesn't matter if ss don't know the words' meaning.
A: apple, arms
B: bag, book, bird
C: car, cat
D: dog, door, doll
Presentation:

Ask s which letters from the alphabet they have already learnt
(a, b, c, d). Ask them to name any words they know that begin
with these sounds.
1. Listen, point and repeat
Point to each letter on the board in turn and say the letter
name and then the sound for both upper- and lower-case
letters for ss to repeat.
Say the sounds again for ss to draw the upper-case letters in
the air. Say the sounds several times for ss to draw the lowercase letters. Make sure ss understand that there are two forms
of each letter, which make the same sound.
Elicit the words on the phonics cards. Say the letter names,
sounds, and then the words for the pupils to repeat.
Write the corresponding words apple, bird, cat, dog next to
the letters on the board. Circle the first letter of each word.

Contents

1.

Point to a color and a toy. Say the words.

Aa: apple
Bb: bird
Cc: cat
Dd: dog
2.

Listen and chant

4 Read and circle the sounds a, b, c, d at the start

of the words.

The cat likes (b)irds.

The (d)og likes (a)pples.
Here'sthe (c)atwith the (b) ird.


Week 1 period 2

Point to the words and say the beginning sound (not the whole
word) for ss to repeat.
Hold up phonics cards 1 -4, one at a time. Say the words for Here's the(d)og with the (a)pple.
ss to repeat. Hold up the cards in a different order and repeat.
Ask ss to look at the letters in their Class Books.
Play the first part of the recording for ss to listen and point to
the letters.
Play the second part of the recording for ss to repeat the letter
names, sounds, and words in chorus. Play the recording as
often as necessary.
Play the recording all the way through for ss to point to the
words and repeat them.
2.Listen and chant
Play the recording for ss to listen to the chant.
Ask each group of ss to choose one of four letters. Remind
them to prepare a thing that its word starting with A, B, C or
D
Play the recording again for ss to raise things they prepare as
they hear the words.
Play the recording again, stopping the CD after each line for

ss to repeat. Repeat, as ss follow the chant in their books.
3.Listen to the sound and connect:
Elicit the three images in the activity (dog, cat, and bird). Ask
What has the dog got. Tell ss they can find out the answer by
listening. Explain that they are going to hear different sounds
and words from the lesson. They have to follow the sounds in
the maze and draw a line to connect the letters to find out
what the dog has got - a bird or a cat.
Play the beginning of the recording and follow the blue
answer line with your pencil to demonstrate.
Play the recording for ss to listen and link the letters.
Play it again for ss to check their answers. Repeat.
Ask What has the dog got?.To check the answers, ask ss to
look at their mazes and call out the letters they heard in turn
as you write them on the board.
4 Read and circle the sounds a, b, c, d at the start of the words.
Ask ss to look at the pictures. Ask What does the cat like?
What does the dog like?
Read the text for ss to follow in their books. Write the first
line on the board.
Ask ss to look at the circled c at the beginning of cat. Draw a
circle around the c on cat on the board. Elicit the next sound
to circle (/b/). Ask them to find and circle other examples of a,
b, c, or d at the beginning of words in their books.
ss find and circle the starting letters for the rest of the chant.
As they are working, write the rest of the chant on the board.
Ask ss to write their answer on the board.


Week 1 period 2

UNIT 1: What's this?
Lesson five: Skills time!
I. Objectives:
Reading: read and understand descriptions of objects; recognize specific words
II. Language content
4. Vocabulary:school bag, pencil case, see
5. Skills: listening, writing, speaking

Structure: This is my...
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities
Warm-up
Put pictures into correct columns
School things: pen, pencil case, pencil, bag, eraser
Colors: purple, green, pink, blue
Point to a color and a toy. Say the words
Ask ss to look at the pictures and find four school things.

Contents
Unit 2: Playtime!
Lesson five: Skills time!

Go through the activity with the class. Point to each object and
ask What's this? What colour is it?
Listen and read

6. Point to a color and a toy. Say the

words.
Pen:
blue
and pink
Explain to ss that you are going to play a recording. They should
Pencil case: green
listen and follow the words in their books carefully. It doesn't matter if
Bag: purple
they don't understand all the words.
Eraser: blue
4. Read and listen to a poem
Play the recording for ss to listen and follow the text in their books
favorite: yêu thích
with their finger.
school bag: cặp đi học
pencil case: hộp bút
Play the recording a second time.. Ask ss to underline new words.
look at: nhìn
Ask ss to write new words on the board. It doesn't matter if their don't can: có thể
know meanings of the words.
see: nhìn
Elicit ss to meaning of words, then write them on the board.
3.Read again and write
Check the words then ask ss to write words.
Ask ss to listen and repeat.
1 pencil (X) 2 pen (/) 3 book(X)
Give them some gestures to make them remember the vocabulary.
4 ruler (X) 5 door(X) 6 rubber

Point to the words and ask them to read in chorus.
(/)
Ask ss to read individually.
Ask ss to look at part 2 in textbook.


Week 1 period 2

Play the recording, pause each sentence for ss to repeat.
Check ss' understanding by asking questions:
What's the girl's name? Is there a ruler/rubber/ball in the bag? Is
the pencil case black? Has Chi got three pens?
Option activity:
Hang Chi's presentation with some gaps on the board. Ask ss to listen
to the tape and fill in the blanks.
Play the recording, pause each sentence for ss to repeat.
Correct ss' pronunciation if that's needed.
Ask some ss to read the poem individually.
4. Read again and write x or v
Ask ss to look at the list of objects. Explain that they are going to read
the text again and tick the objects that appear in the text and cross
those that don't.
Play the recording again as ss follow in their books. Stop after And
this is my pencil. Say Pencil? Yes or no? (Yes).
Show ss the tick on the line next to the word pencil.
Explain that if Emma doesn't have the object, they should draw a
cross.
Go through the answers with the class; write the names of the objects
on the board and invite
individual ss tocome to the front of the class and draw a tick or a cross

next to them.
Name other objects for ss to tell you whether they appear in the text or
not, e.g. Window (No)/Pencil case (Yes)


Week 1 period 2

UNIT 1: What's this?
Lesson six
I. Objectives: after learning this lesson, ss are able to:
Listening: identify objects; listen for specific information
Speaking: ask and answer What's this?
Writing: identify and count words in a sentence; write about school things
II. Language content
2. Vocabulary: vocabulary and structures seen previously

2. Skills: Listening: match people to their favourite things
Speaking: ask and answer questions about favourite things
Writing: identify words with sentences; write about favourite toys
3. Structure: My favorite toy/ color/ animal/ number..
What's your favorite toy/ color/ animal....
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities

Contents

Warm-up

Ask ss 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.
Focus attention on the pictures on page 1 3. Point to
different objects in turn and ask Is it a pencil /door/rubber/
bag /book?
1. Listen and match
Explain to ss that they are going to hear a recording in
which one of the objects from each pair will be mentioned.
They have to tick the object they hear.
Make sure ss are aware that they don't need to
understand every word they hear in order to do the
exercise. Encourage them to listen for words they do
know.

;

Listen and match

1 ruler 2 rubber

;

3 pen 4 bag

Ask and answer about you.

What's this?
_ It's a pen.
3.Write about you

Week 1 period 2

Play the recording, pause after the first item, and tell
ss to look at the example answer. Continue the
recording as ss point to the pictures as they hear the
words.
Play the recording a second time, pausing at
appropriate intervals for ss to tick the objects.
Play the recording a final time for ss to complete or
checktheiranswers.
Go through the answers with the class. Ask What's
number 1/2/3/4? for ss to say the objects in chorus.
2. Ask and answer about you.
Ask ss to look at the picture of the two girls. Point to the
ruler and ask What's this? Ask What are they talking about?
Call a child to the front to demonstrate the dialogue. Hold up
a ruler and ask What's r/i/s?The child answers It's a ruler.
Change the ruler for a book and repeat the dialogue.
Ask the ss to repeat chorally, emphasizing correct intonation
in the questions and answers. Check that the words are
flowing together, without unnecessary pauses.
Ask ss to take out all of the objects they can name from their
bags and put them on their desks. Allow ss time to take turns
to ask and answer questions about each other's school things.
Move around the class as they are working to check
intonation.
Point to some of the objects you can see and ask different ss
What's this?

3. Write about you.

Read aloud the model sentences in textbook, pause for ss to
repeat.
Ask them to introduce their school things with their friends
by using the model sentences.
Fill in the square in the box.

UNIT 2: Playtime!
Lesson one: Words
I. Objectives: after learning this lesson, ss are able to:


Week 1 period 2

-To identify common toys
To understand a short story
II. Language content
4. Vocabulary: doll, ball, teddy, puzzle, car

Let's, put on, point to, now, that's right
Model sentences:
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities

Contents

Warm-up
Use flashcards 30-34 to elicit the vocabulary for this
lesson. Hold them up one at a time and ask What's
this? Model any words that ss don't know.
Give flashcards 30-34 to five different ss. Ask them to
stand up, one at a time. They show their card for the
class to shout out the word.
1. Listen, point and repeat.

Ask ss to open their Class Books and look at the
pictures of the different possessions.
Play the firs part of the recording for ss to listen and
point to the appropriate picture.
Play the second part of the recording for ss to
repeat.
Ask ss to give meaning of the words and write them on
the board.
Ask ss to check words written on the board.
Ask ss to write words down on their notebooks.
Ask ss to look at the board, listen and repeat the word in
chorus.
Call some ss to read words individually.
2. Listen and chant.
Play the recording for ss to listen to the chant.
Play the chant second time for ss to point to the
correct part of their body. Play the chant again for them
to say the words.
7. Listen and read
Tell ss that they are going to read a conversation.

4. Listen,point and repeat.

doll: búp bê
ball: quả bóng
teddy bear: gấu bông
car: xe hơi
2. Listen and chant
3. Listen and read
where: ở đâu
no, it isn't: không, không phải
here: ở đây


Week 1 period 2

Remind them that they should listen and read carefully.
Ask ss to identify the characters in this conversation.
Play the recording for ss to listen and follow the text in
their books with their finger.
Play the recording the second time. Ask them to
underline new words.
Ask ss to write new words on the board. It doesn't matter
if their don't know meanings of the words.
Elicit ss to meaning of words, then write them on the
board.
Check the words then ask ss to write words.
Ask ss to listen and repeat.
Give them some gestures to make them remember the
vocabulary.
Point to the words and ask them to read in chorus.

Ask ss to read the words individually.
Ask ss to look at the conversation.
Play the recording, pause each sentence for ss to repeat.
Correct ss' pronunciation if that's needed.
Ask some ss to read the poem individually.
Check ss' understanding by asking questions.
Who are they? What is lost? Where's the teddy? Who
finds the teddy?
Homework: Workbook page 14

UNIT 2: PLAYTIME!
Lesson two: Grammar
I. Objectives: To ask and answer questions with my and your
To write answers to the question Is this your...
To act out a story
II. Language content
1. Vocabulary: my/ your
2. Structure: Is this your teddy? Yes, it is. / No, it isn't.
3. Skills: speaking, writing
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes


Week 1 period 2

VI. Procedures
Activities

Contents

Warm-up
Play slap the board
Each group choose a student to play game. There some pictures
illustrating words' meaning. The players slap the illustration as they
hear the host say the words.
1. Listen to the story again and repeat. Act.
Ask ss to turn to the story on page 14 of their Class Books. Check how6. Listen to the story and repeat. Act.
many objects they remembered in the lead-in activity and tick them on7. Listen and say.
This is my bag.
the board.
This is your doll.
Is this your teddy bear? No, it isn't.
Play the recording once through. Play again, pausing for ss to repeat.
Is this your teddy bear? Yes, it is.
Divide the class into pairs. One student is Rosy and the other is Tim. 8. Look and say.
This is your doll.
Ask ss to look at the pictures and decide together on the actions for the This is my ball.
story. Ss practice acting out the story.
9. Write:
Is this your...
Ask some of the pairs to come to the front of the class to act out the
Yes, it is./ No, it isn't.
story.
8. No, it isn't.
9. Yes, it is.
2. Look and say.
10. No, it isn't.
11. Yes, it is.
1.

Look at the pictures and ask what's happening in each one.
Copy the sentences and questions from the Class Book onto the
board, leaving spaces where the toy words are.
Put different flashcards in the spaces to ask questions with
the same pattern, e.g. This is my doll. Is this your ball?

2.

Ss repeat the new sentences chorally.
Ask individual ss to come to the front and substitute a flashcard to
make a new sentence.
Ask ss to look at the pictures in their Class Books. Say the sentences
in pictures 1 and 2 for ss to repeat after you. Then say the questions
and answers in pictures 3 and 4 for ss to repeat.
3. Write
Write three or four gapped sentences on the board, using classroom
objects, e.g. This is pencil case.
Hold up your pencil case and clutch it to yourself to indicate that
it is yours. Elicit This is my pencil case.
Hold up the pen and give it to a student. Elicit This is your pen.
Repeat the process with other objects and ss.


Week 1 period 2

Ask ss to look at the pictures in their Class Books. Ask one student to
read the example sentence for the class.
ss complete the rest of the sentences individually.
4 Write.
Ask ss to look again at the story on page 14 of their Class Books.

Point out the questions in pictures 2 and 3. Read them aloud for ss to
repeat.
Ask ss to look at the pictures on page 15 of their books. Ask a student
to read the example answer to the class.
Ss write answers to the questions, using the phrases in the box
Ask the questions for the class to say the answers in chorus..

UNIT 2: PLAYTIME!
Lesson three: Song
I. Objectives:
To identify more words fort oys
To use toy words in the context of a song
II. Language content
2. Vocabulary: kite, bike, train...

2. Structure:
3. Skills
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes
VI. Procedures
Activities

Contents


Week 1 period 2

Warm-up
Guess words.

Each group of class elects a student to join in the game. This
student chooses a word randomly. T writes the words on the
board. The players do not look at the board. They look at their
friends' gesture and guess the word.
1. Listen, point and repeat
Use flashcards 35-37 to introduce the three new words. Hold
them up one at a time and say the words for ss to repeat.
Put the flashcards in different places around the room. Say the
words for ss to point to the correct flashcard and repeat
Ask ss to look at the pictures. Play the first part of the
recording for ss to point to the words.
Play the second part of the recording for ss to repeat the
words.
Play the recording all the way through again for ss to listen
and point and then repeat.
Ask individual ss to say the words for the class.
Hold up flashcards 35-37 one at a time and ask individual ss
What's this?
Optional activity

Play a miming game with the class. Mime the action of riding
a bike for ss to shout out the word bike.
Ask a student to stand up. He / she mimes an activity using an
object from this lesson or the first lesson of the unit. Show
him / her a flashcard if necessary. Other ss guess what the
object is.
2. Listen and chant
Ask ss to look at the pictures for the song and see whether they
can guess what the song is about (toys). Point to the toys on the
page one at a time and ask different ss What's this?

Play the recording for ss to listen and point to the pictures when
they hear the three new words. Listen again and ask them to
follow the words in their books.
Play the recording again for ss to sing along.
3 Sing and do.
Ask ss to look at the pictures to see what the actions should be

5. Listen, point and repeat

kite: con diều
bike: xe đạp
train: xe lửa
6. Listen and chant
7. Sing and do
toy: đồ chơi
big: to, lớn
love: yêu


Week 1 period 2

for this song.
Practise the actions with the class.
Play the recording for ss to sing the song and do the actions.
Song actions
kite - arms in the air, holding a string bike - move
hands in a pedaling motion train - use an arm to
show a train moving along a track

UNIT 2: PLAYTIME!

Lesson four: Phonics
I. Objectives:
To recognize the upper- and lower-case forms of the letters e, f, g, and h
and to associate them with their corresponding sounds
To pronounce the sounds Id, HI, /g/, and /h/ on their own and at the
beginning of words
To learn the names of letters e, f, g, and h
II. Language content
3. Vocabulary: egg, fig, goat, hat...

2. Skills: listening
3. Structure: My favorite toy/ color/ animal/ number..
What's your favorite toy/ color/ animal....
III. Techniques: playing game, group working, role play
IV. Teaching aids: a cassette, pictures, textbook, flashcards…
V. Time: 40 minutes


Week 1 period 2

VI. Procedures
Activities

Contents

Warm up
Put words in correct columns
Give ss some words and ask them to put the words
starting with letter E in column E, letter F in column F
and so on...It doesn't matter if ss don't know the words'

meaning.
E: egg, eight, ears...
F: fig, five, fine, fish
G: goat, green, goal
H: hat, hands, happy
Presentation:
Ask s which letters from the alphabet they have already
learnt (a, b, c, d). Ask them to name any words they
know that begin with these sounds.
Introduce that E, F, G, H are the next letters in the
alphabet ss are going to learn today.
1. Listen, point and repeat
Ask ss to look at the letters in their Class Books.
Play the first part of the recording for ss to listen and
point to the letters.
Play the second part of the recording for ss to repeat the
letter names, sounds, and words in chorus.
Write Ee, Ff, Gg, and Hh on the board. Point to each one
in turn and say the letter name and then the sound for
both upper- and lower-case letters for ss to repeat.
Say the sounds again for ss to draw the upper-case letters
in the air. Say the sounds several times for ss to draw the
lower-case letters.
Elicit the words on the phonics cards. Say the letter
names, sounds, and then the words for ss to repeat.
Write the corresponding words egg, fig, goat, hat next to
the words on the board. Circle the first letter of each
word. Point to the words and say the beginning sound
(not the whole word) for ss to repeat.
Hold up phonics cards 5-8, one at a time. Say the words

for ss to repeat. Hold up the cards in a different order and
repeat.
2.Listen and chant
Play the recording for ss to listen to the chant.
Ask each group of ss to choose one of four letters.
Remind them to prepare a thing that its word
starting with E, F, G or H

8. Point to a color and a toy. Say the

words.
Ee: egg,...
Ff: fig,...
Gg: goat,...
Hh: fig,...
9. Listen and chant

3. Listen to the sounds and connect the letters
_ (e)gg, (y)ellow, (h)at
_ (g)oat, (h)as, (f)ig
_ (g)oat, (f)ig