Grade 1, starter 1 unit 3

BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
Periods 1-2

Semester 2 – Week 19
Objectives: After the lesson, students are able to:
- remember the five toys words

- practice the toys words in the form of a chant
Topic- Key language

UNIT 3:
IS IT A PLANE?
Lessons 1+ 2
WORDS
GRAMMAR AND
SONGS
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
plane, puppet, robot,
balloon, teddy
Sentence pattern:
Is it a plane?
Yes, it is.
No, it isn’t.

Resources and Materials

Materials:
- CD track 1, 27, 36

- Class book
- Workbook
- A line of tape
- Halves of pictures
- Boxes of number cards
and rails for groups
- Tic-Tac-Toe square
- Word cards
- Crayons
- Glue
- Scissors

Key Activities

INTRODUCTION
Weather Report: Weather songs or chants (“What’s the weather like today?”song downloaded from YouTube)
- Teacher asks three questions:
* What’s the day today?
* What’s the month?
* What’s the weather like today?
Warm up and review:
 Hangman
- Divide the class into groups.
- Give students a topic, e.g. colours, school things, etc.
- Say It’s a colour. It has three letters.
- Write ___ ___ ___ on the board.
- Each group takes turns guessing and saying out a letter, e.g. “r”.
- Write ___ ___ r__.
- Continue the game until students can guess the word correctly,
Lesson presentation:

 Introduce new vocabulary
- Set a meaningful context to introduce new vocabulary (Today is Rosy’s birthday.
So her mother takes her to the toy shop to buy a present. Let’s guess. What is it?)
- Give students a chance to look at and speaking out (they can speak in Vietnamese)
- Use real things and pictures to introduce the new words: plane, puppet, robot,
balloon, teddy.
- Play the recording (track 36) for students to listen and point to the pictures in their
Class book p. 22, then listen and repeat after the recording.
- Students practice chorally and individually.

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 Guessing game.
- Students work in groups.
- Show a half of a picture of a toy.
- Students work in groups to try to guess what toy in the picture is.
- The students who give a correct guessing will get one point.
DEVELOPMENT
 Introduce the question and answer
- Set a meaningful context to introduce the new vocabulary (Let’s play a game and
guess.)
- Show a few boxes which having some toys inside.
- Pick up one and ask Is it a plane? And then answer Yes, it is. / No, it isn’t.
- Take the toy out of the box and confirm Yes, it is.
- Continue with the other boxes which contain toys inside (students have to make
questions).
- Swap the roles of asking and answering.
- Practice in pairs with the pictures in the Class book or real things.

 Tic-Tac-Toe
- Draw nine squares on the board. Each square has a number.
- Each group chooses a number and guesses what it is by asking a Yes-No question. If
they guessing is correct, they get points. If not, they lose their turns.
- The winner is the group who get the most points.
 Listen and chant
- Play the recording (track 27) for students to listen and chant.
- Play the chant the second time for students to say the words. Demonstrate the
actions for each word: plane ( put both arms outstretched like wings), puppet ( move
floppy arms up and down), robot (move stiff arms up and down), balloon ( draw a
circle in the air), teddy ( mime a hug).
- Practice the chant with groups of five. Each group chants a line and does the correct
action.
 Point and say. Stick the stickers
- Ask students to open their Class book. (p. 22)
- Ask students to point to the toys and say the words.
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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
- Say Let’s stick the stickers. Take the plane sticker and show it to the class. Place the
sticker on the picture of the plane and say (It’s a) plane.
- Follow the procedure with the “puppet, robot, balloon, and teddy” stickers.
- Students try to do as same as the teacher on their own.
- Go around the class and check.
CONSOLIDATION
 Miming
- Divide the class into groups.
- Play a miming game.
- Do one of mimes the students learnt from the chant.

- Encourage students to shout out Is it a …..? to guess what the toy is.
- One point for the group who gives the correct guessing.
 “True or False” Line.
- Put a line of tape on the floor and designate one side "True" and the other "False".
- Hold up an object or flashcard and say its word. If students think the word you have
said is the correct word, they jump to the “True” side. And if not, they jump to the
“False” side.
- Students that jump to the wrong side are out of the game and sit down.
 Workbook - p. 22
Story time: “In the morning”
a. Signal for story time.
b. Teacher asks two questions to check their understanding.
c. Teacher reads 1 page of the book.

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Period 3

Semester 2 – Week 19
Objectives: * Students can:
- Recognize the letter in the alphabets.
- Pronounce the letter “Y”, the sound /y, and word such as "yo-yo", “yogurt”.
- Understand the meaning of the word "yo-yo".
- Write letter “Y”.
Topic- Key language
Resources and Materials

Family & Friends

Starter

Letter Y
Integrated skills:
Speaking, Listening,
Reading, Writing
Key vocabulary:
Letter Y - /y/ - yo-yoYogurt.
Sentence Pattern:
Can you play yo-yo?
- Yes
- No

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book pg 64
Activity book pg 64
Materials:
- Family & Friends
Starter flashcards …

Key Activities
INTRODUCTION

Weather Report: Weather songs or chants.
Warm up and review:
- Teacher and students greet one another.
- Teacher checks attendance.
- Teacher shows a picture of an animal to one student and asks him/ her to mime that

animal for the other students to guess. (a dog, a duck, a kangaroo, a fish, a cat)
- The teacher asks, “What animal is this?”
Lesson presentation:
Lead-in: - The teacher reviews the commands used in everyday lessons.
DEVELOPMENT

 Set-the-scene:
Teacher takes out the toys from his bag and asks, “What’s this?” (a car/ a teddy
bear/ a ball/ a yo-yo)
Teacher says, “This is a yo-yo.”
Teacher writes the word “yo-yo” on the board.
Teacher shows a picture of yogurt and says, “This is yogurt.”
Teacher writes the word “yogurt” on the board.
Teacher says: “Today, we will learn a new English letter. Can you guess what
letter it is?”
 Presentation:
Teacher lets students recognize the letter 'Y', sound /y/, the meaning of the word
"yo-yo" and “yogurt” by turning on the CD player and asks students to listen
three times.
Teacher shows pictures of some activities (play yo-yo/ play football/ run/ jump/
sing).
Teacher uses the pictures to demonstrate how to make questions and give
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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
answers.
- Can you play yo-yo/ run/ jump/ sing?
- Yes/ No
 Practice:

Teacher lets students practice the new language items as a whole class, in
groups, and as individual.
 Free-practice
* Game: “Changing the chairs"
- Teacher gives instructions:
+ Teacher distributes cards to students (Letter Y card, Sound /y/ card, Yo-yo
card). Students receive the cards randomly.
+ Teacher asks students to sit in their chairs arranged in a circle. Teacher stands
inside and says, “Y changes the chairs”, and then the students with letter Y have
to change the chairs.
+ Teacher may also say; “/y/ changes the chairs” or “Yo-yo changes the chairs.”
+ The students try to get the chairs and sits on it. The student who loses the chair
has to play the role of the teacher.
* Game: “ Card Game”
- Teacher has four flashcards (play yo-yo/ run/ jump/ sing) and
demonstrates how to make questions and give answers with these flashcards.
- Teacher asks students to work in pairs. One student turns over the card and
asks the other, “Can you play the yo-yo?” Then they change their roles.
 Practice Using Student's Book
- Teacher asks students to open their students' books.
- Teacher lets students listen to the words and point to the words in their books.
- Teacher asks students to read the words without listeningto the CD player.
- Teacher guides their students how to glue the stickers on their books.
 Practice using - Workbook Exercise
- Teacher asks students to open their students' books.
- Teacher guides their students on how to do the exercise.
CONSOLIDATION

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- Teacher reviews the words and the structures that students have learned by
using flashcards.
- Teacher sums up the marks.
- Teacher reminds students of their homework (if possible).
- Teacher lets students sing a song.
Homework: Workbook (pg 64)

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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
Period 4

Semester 2 – Week 19
Objectives: * Students can:
- Recognize the letter in the alphabets.
- Pronounce the letter “Z”, the sound /z/, and the words such as "zebra", “zoo”.
- Understand the meaning of the word "Zebra"
- Write letter “Z”
Topic- Key language
Resources and Materials

Family & Friends
Starter

Letter Z
Integrated skills:
Speaking, Listening,

Reading, Writing
Key vocabulary:
Letter Z - /z/ - zebrazoo
Sentence Pattern:
Can you play yo-yo?
- Yes
- No

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book pg 66
Activity book pg 66
Materials:
- Family & Friends
Starter Flashcards …

Key Activities
INTRODUCTION

Weather Report: Weather songs or chants.
Warm up and review:
- Teacher and the students greet each other.
- Teacher checks attendance.
* Game:
- Students are running through the 'jungle' and run into a lot of animals that they
need to get away from. Teacher can give appropriate commands, and Ss havr to do a
suitable action:
• jump over rocks
• run from the tiger

• tip toe to go past the snake
• talk to the monkeys (ooh, ooh, aah, aah), etc.
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons
DEVELOPMENT

 Set-the-scene:
Teacher shows a picture of a horse and asks, “What animal is this?”
Teacher shows a picture of zebra and asks, “Is this a horse?” (No)
Teacher introduces; “This is a zebra.”
Teacher writes the word “zebra” on the board.
Teacher says: “Today, we will learn a new English Letter. Can you guess what
letter it is?”
 Presentation:
Teacher lets students recognize letter 'Z', sound /z/, the meaning of the words
"zebra" and “zoo” by turning on the CD player and asks students to listen three
times.
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Teacher shows pictures of some activities (hop/ dance/ write/ swim).
Teacher uses the pictures to demonstrate how to make questions and give
answers.
- Can you hop/ dance/ write/ swim?
- Yes/ No
 Practice:
Teacher lets students practice the new language items as a whole class, in
groups, and as individuals.
 Free-practice

* Guessing game:
- Tape an animal fashcard that students have already learned on each student’s
back
- Students stand up, move around the class and try to guess by asking each
other Yes/No questions. E.g.: Can it fly? Is it brown?
 Practice using Student's Book
- Teacher asks students to open their students' books.
- Teacher lets students to listen to the words and point to the words in their
books.
- Teacher asks students to read the words without listening to the CD player.
- Teacher guides their students on how to glue the stickers onto their books.
 Practice Using Workbook Exercise
- Teacher asks students to open their students' books.
- Teacher guides their students on how to do the exercise.
CONSOLIDATION

- Teacher reviews words and structures that students have learned by using
flashcards.
- Teacher sums up the marks.
- Teacher reminds students of their homework (if possible).
- Teacher lets students sing a song.
Story time: “In the morning”
a. Signal for story time.
b. Teacher asks two questions to check their understanding.
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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020

Periods 1-2

Semester 1 – Week 20
Objectives: After the lesson, students are able to:
- recognize the upper- and lower-case forms of the letters g, h, i and associate them with the sounds /g/, / h/, /I/.
- pronounce the sounds /g/, /h/, /I/.
Topic- Key language
Resources and Materials
Key Activities

UNIT 3:
IS IT A PLANE?
Lessons 3 & 5
SOUNDS &
LETTERS
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
Gg, Hh, Ii,
girl, guitar, hat, horse,
insect, ill

Materials:
- CD track 41, 45
- Class book
- Workbook
- Pictures
- Letter and sound cards
- Word cards
- Baskets and little balls

for groups
- Photocopy worksheet
- Crayons
- Glue
- Scissors

INTRODUCTION
Weather Report: Weather songs or chants (“What’s the weather like today?”song downloaded from YouTube)
- Teacher asks three questions:
* What’s the day today?
* What’s the month?
* What’s the weather like today?
Warm up and review:
 Jump.
- Have students stand at their desks.
- Hold up a flashcard of a letter or a sound or a picture and say a word.
- If the word is match with the flashcard, they jump. If it isn’t, they keep still
Lesson presentation:
 Introduce sounds and letter Gg, Hh, Ii, /g/, /h/, /I/.
- Use pictures and letter cards to introduce the letter Gg, Hh, Ii in the upper- and
lower-case.
- Use word cards girl, guitar to introduce sound /g/, hat, horse for /h/ and
insect, ill for /I/.
- Students practice pronouncing the letters and the words chorally and individually.
 Listen and chant
- Hold up your Class book and point to the picture of the girl playing the guitar.
- Point to the girl and say girl. Point to the guitar and say guitar. Students repeat in
chorus. Then say A girl with a guitar. Encourage the class to repeat chorally.
- Do the same way with the words “hat, horse, insect, ill” on page 26.
- Play the recording CD 1 track 41, 45.

- Students practice chanting to improve their pronunciation skills.
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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
- Students can point to the pictures in their Class book while chanting.
DEVELOPMENT
 Basketball.
- Students work in groups, each group standing in a line.
- Students take a shot at the basket.
- There are a few baskets in the front facing to the students. Numbers of baskets are
the same as numbers of student groups.
- First show a letter card/a sound card/ or a picture to students 1.
- If they say the word matching with the card, they can have a shot at the basket. If
the students get the ball in the basket then they win 2 points. If the ball is out of the
basket, they win 1 point.
- If the word they say is not matching with the card, they will not have shot at the
basket.
- The group who gets the most points is the winner.
 Stick. Then circle and say.
- Ask students to open their Class book (p. 24).
- Ask them to work individually to choose the sticker at the back of their Class book
and stick them on the suitable places in the picture part 3.
- Then ask them to circle the sounds /g/ and compare their work with their partners
while saying aloud the sounds.
CONSOLIDATION
 Photocopy worksheet.

 Join the letter Gg. Help the girl find the guitar. (Class book p. 24)
 Stick and say. ( Class book p. 26)

 Workbook - p.24 & 26.
Story time: “In the morning”

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Gg
1.

Hh Ii

Read the letters.

a

b c d e f

n o p q

g h i

r s t

2. Colour the G, H and I.

j

k l m

u v w x y

3. Colour the guitar, horse and insect.

4. Circle the cs and ds.

e

i f c

z

d g

i a
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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020

g

d i g f

h h e i

d h b

Semester 2 – Week 20
Objectives: * Students can:
- Recognize the letters in the alphabet
- Pronounce, write, and understand the meanings of the words: apple, Annie, boy, bat, cat and car.
- Ask and answer: What’s this? It’s .../ What colour is it? - It’s…
Topic- Key language
Family & Friends
Starter

Review
Letters A, B, C
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
Letter A - /A/ - apple Annie
Letter B - /b/ - boy - bat
Letter C - /c/ - cat – car
Sentence Pattern:
What’s this?
It’s ............
What colour is it?
It’s ............

Resources and
Materials
Resources:

Textbook: Family &
Friends Starter
Materials:
- Family & Friends
Starter flashcards …

Period 3

Key Activities
INTRODUCTION
Weather Report: Weather songs or chants.
Warm up and Lead-in:
• Game:
Say letters A-L
Rule:
- Teacher says “A” and throws a ball to a student. The student who catches the ball has
to say ”B”.
- Then that student has to say “a letter”. Then he/she throws the ball to another
student. The student who catches the ball has to say the next letter.
- The one who says wrongly will be eliminated.
- Play until there are 3 eliminated SS. Then the class make statues of these eliminated
SS for fun.
DEVELOPMENT
 Set-the-scene:
T says “let’s review letters A, B, C”
 Presentation:
Teacher lets Ss recognize letters “A”, “B” , “C” , sound /a/ , /b/ , /c/ the
meaning of the words “apple”, “Annie”, “boy”, “bat”, “cat”, “car” by turning on CD
player and asks Ss to listen three times.
 Practice:

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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
* Pairwork:
- Ss work in pairs, using flashcards to ask and answer about “apple”, “Annie”,
“boy”, “bat”, “cat”, “car” "
A: What’s this?
B: It’s ............
A: What colour is it?
B: It’s ............
Free-practice
* Groups: Drawing Competition
- Ss make two lines, two students in the same row have the same number.
- Each pair having the same number will run to the board and draw a picture of
“apple”, “Annie”, “boy”, “bat”, “cat”, “car” as the teacher says.
Ex: Teacher says “draw an apple”, two Ss, one from each team run to the board
and draw.
- Teacher will give marks (0-10) for each student, according to the picture
he/she draws.
- Finally, the whole class and the teacher sum up the mark to declare the
winner.
-

CONSOLIDATION
Teacher reviews words and structures that Ss have learnt by using
flashcards.
Teacher sums up the mark.
Teacher reminds Ss of their homework (if possible).
Teacher lets Ss sing a song.

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Semester 2 – Week 20
Period 4
Objectives: * Students can:
- Pronounce letters d, e, f and the sounds /d/, /e/, /f/..
- Understand the meaning of the words: dog, duck, elephant, egg, fish, farm.
Resources and
Topic- Key language
Key Activities
Materials
INTRODUCTION
Family & Friends
Resources:
Weather Report: Weather songs or chants.
Starter
Textbook: Family &
Warm up and review:
Friends Starter
- Teacher and Ss greet each other.
Review
- Teacher checks attendance.
- Teacher shows a picture of different animals inside.
letters D, E, F
Materials:
- Teacher asks Ss to look at the picture for 3 minutes.

Family
&
Friends
- Teacher puts the pictures away and asks students what they can see in the picture.
Integrated skills:
Starter
flashcards
…
- Students answer by raising their hands. (an egg, a dog, a duck, an elephant, a fish …)
speaking, listening,
- Teacher asks three questions:
reading.
What’s it?
What color is it?
Key vocabulary:
Is it a ….?
dog, duck., elephant,
DEVELOPMENT
egg, fish, farm
Activity 1: Matching
- Display the phonics sound cards (/d/, /e/, /f/) on one side of the board.
- Place the phonics picture cards (dog, duck, egg, elephant, fish, farm) on the
Sentence Pattern:
other side of the board.
What color is it?
- Divide the class into 2 groups
It’s ________ .
- Ask students to match the cards to the correct sounds.
- The group that finishes first will be the winner.
Is it a _________ ?

- Ask students to read aloud as a whole class, in groups and as individual.
Yes, it is.
Activity 2: Slap the board
No, it isn’t.
- Display the phonics sound cards (/d/, /e/, /f/) on the board.
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-

Get two volunteers to the board
Explain the rules
Teacher read aloud a sound of a letter for students to slap on that sound
The winner is the first to slap the right word on the board quickly and exactly.
Activity 3: Guessing Game
Teacher sits on a chair in the middle of the class.
One volunteer stands behind the teacher holding a picture without letting the
teacher know what the picture is.
Teacher guesses by asking questions like: “ Is it blue? Is it big? …”
Students can only answer: “Yes or No”
Continue the game by asking another volunteer to come and guess
-

CONSOLIDATION
Teacher reviews words and sounds that Ss have learnt by using flashcards.
Teacher sums up the mark.
Teacher reminds Ss of their homework (if possible).
Teacher lets Ss sing a song.

Story time: “In the morning”
a. Signal for story time.
b. Teacher asks students to read aloud 1 sentence that they like best in the story.
c. Teacher rereads 1 page of the book.

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Periods 1-2

Semester 2 – Week 21
Objectives: Students are able to:

- follow the left-to-right sequence of English.
- improve their listening skills by listening to a short story.
- revise and consolidate language introduced in the unit.
Topic- Key language

UNIT 3:
IS IT A PLANE?
Lesson 4 + 6

NUMBERS
STORY
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:

- learned vocabulary in
the unit
Sentence patterns:
- learned structures in
the unit

Resources and Materials

Materials:
- CD track 39, 46
- Class book
- Workbook
- Sets of story pictures
for groups
- Two man’s shirt with
equal number of buttons
- Values worksheet, PMB
p.9
- Crayons
- Glue
- Scissors
Culture note:
Hamleys Toy Shop in
London
* Hamleys in Regent
Street in London is one
of the world’s largest toy
shop. It is named after

Key Activities

INTRODUCTION
Weather Report: Weather songs or chants (“What’s the weather like today?”song downloaded from YouTube)
- Teacher asks three questions:
* What’s the day today?
* What’s the month?
* What’s the weather like today?
Warm up and review:
 Listen and sing
- Display the toy flashcards on the board.
- Play the recording (track 39). Have students open their Class book (p. 23), sing
along and point to the correct flashcards.
- Play the recording again. Students sing along to the song and demonstrate an action
for each toy (do the same actions teacher did in the chant in Lesson 1)
Lesson presentation:
 Number Codes.
- Divide the class into groups.
- Give each group a box of number cards and a small rail.
- Call out the numbers (like phone numbers except “nine”.).
- Students work in groups to find the correct numbers in the box and put them on the
rail in the correct random as fast as possible. Then show the rail to the teacher.
- The group who gives the correct and the fastest answer will get one point.
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William Hamley who
founded his first toy shop
called Noah’s Ark in
High Holborn in London

in 1760. Today, Hamleys
is one of the most
popular tourist attractions
in London ad has about 5
million visitors every
year. Is has over 450,000
toys in the shop and 335
staff.

 Introduce a short story
- Set a meaningful context for the story (Today is Tim’s birthday. He’s very happy
because he has lots of presents. What are they? Let’s guess.)
- Give students a chance to think and guess one by one.
- Ask students to look at the four pictures and identify the characters.
- Point to a teddy in Picture 1 and ask Is it a teddy? Say Yes, it is.
- Point to a robot in Picture 4 and ask Is it a balloon? Say No, it isn’t.
- Students work in pairs to ask and answer the questions.
- Play the recording (track 46). Students listen and point to the pictures and then point
to the characters.
- Remind students that stories in English go from left to right.
DEVELOPMENT
 Role-play
- Play the recording once all the way through.
- Divide the class into groups of four (Dad, Tim, Billy and the Robot).
- Play the recording again. Demonstrate some actions for the story.
- Students practice acting out the story. Teacher moves around and help them if
necessary.
- Finally invite some groups to come to the front to play the roles in the story.
Story actions
* Picture 1: Dad is shaking his head from side to side. Billy is holding a teddy.

* Picture 2: Tim is shaking his presents to try and find out what’s inside. Dad is
shaking his head from side to side. Billy is pointing to it.
* Picture 3: Billy is holding a big box. Dad has his arms outstretched towards the
present. Tim is holding both his arms up to indicate he’s just had an idea.
* Picture 4: The robot is waving his arms up and down. Billy is copying the robot
and waving his arms up and down. Tim has both arms outstretched towards the
robot. Mum and Dad are laughing.
 Reorder the story
- Students work in groups.
- Give each group a set of four pictures in the story.
- Ask students to work in groups to reorder the story and use glue to stick them on the
A4 – sized paper. Then they act out the story in groups.
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CONSOLIDATION
 Match, ask and answer.
- Hold up a book. Point to the two rows of pictures. Explain that the pictures on the
top row are fragments of the toys below.
- Point to the top picture and Is it a plane? Elicit No, it isn’t. Say Is it a teddy? And
elicit the same answer. Ask Is it a balloon? Nod your head to encourage students to
say Yes, it is.
- Trace the path of the dotted line with your finger until you reach the picture of the
desk below. Repeat Yes, it is. It’s a balloon.
- Do the same way and this time get students to trace the lines with their fingers and
say the words with you in chorus.
- Students go over the trace lines with a robot, teddy and car on their own.
- Repeat the same procedure with the rest of the pictures.

- Go around the class and check.
 Workbook - p. 23 & 25.

 Handwriting practice, PMB p. 8
 Workbook - p.2
 Values worksheet, PMB - p. 9
Story time: “In the morning”
a. Signal for story time.
b. Teacher asks some volunteer students to read / act out the story.

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Semester 2 – Week 21
Period 3
Objectives: * Students can:
- Recognize the letters in the alphabet
- Pronounce letters “G”, “H” , “I” sound /g/ , /h/ , /i/ and the words: girl, guitar, hat , horse, insect and ill.
- Understand the meaning of the words: girl, guitar, hat , horse, insect and ill
Resources and
Topic- Key language
Key Activities
Materials
INTRODUCTION
Family & Friends
Resources:
Weather Report: Weather songs or chants.
Starter

Textbook: Family &
Warm up and Lead-in:
Friends Starter
• Game: Hangman
Review
- Teacher makes 5 dashes - - - - - on the board. And say: “This is a word. You
say when you meet someone.
letters G, H, I
Materials:
- SS guess the letters one by one. The answer is H E L L O.
Family
&
Friends
- For each correct guess, teacher writes the correct letter on its right position.
Integrated skills:
Starter
flashcards
…
- For each wrong guess, teacher draws a part of a body hung on a hook above
speaking, listening,
the shark’s mouth (this will cause SS a scary feeling that they are going to fall
reading, writing
down into the shark’s mouth).
DEVELOPMENT
Key vocabulary:
Letter G - /g/ - girl  Set-the-scene:
Guitar
Teacher says “Let’s review letters G, H, I”
Letter H - /h/ - horse –
 Presentation:

hat
Teacher lets Ss recognize letters “G” , “H” , “I” , sound /g/ , /h/ , /i/ the
Letter I - /i/ - insect - ill
meaning of the words "girl", “guitar”, “hat”, “horse”, “insect”, and “ill” by
turning on CD player and asks Ss to listen three times.
Sentence Pattern:
 Practice:
A: Are you a boy or a
Teacher lets Ss practice the language items as a whole class, in groups, and as
girl?
individual.
B: I’m a_____.
 Free-practice
There is one ___.
* Groupwork:
+ Teacher gives instructions:
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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
+ Teacher writes a list of questions on the board.
 Are you a boy or a girl? --> I’m a _______.
 There is one _______. (Using flashcards of a dog, cat, fish... One student
mimes the action of an animal, the other students guess)
+ Teacher divides the class into three groups - group A, B, C – divides each
group in two lines – one asks , one answers.
+ Teacher takes out a watch. Teacher lets group A play first. Two first Ss of
group A will stand up, one asks one of the questions on the board and the other
answers. Then the others stand up, until two Ss at the back of the line finish.
Teacher will write the time on the board.

+ Then, group B and C will play as group B does.
+ The fastest group will be the winner
CONSOLIDATION
- Teacher reviews words and structures that Ss have learnt by using
flashcards.
- Teacher sums up the mark.
- Teacher reminds Ss of their homework (if possible).
- Teacher lets Ss sing a song.

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Semester 2 – Week 21
Period 4
Objectives: * Students can:
- Recognize the letters in the alphabet
- Pronounce letters “J”, “K”, “L” sound /g/, /h/ , /i/ and the words: jug, juice, kangaroo, key, lion and lollipop.
- Understand the meaning of the words: jug, juice, kangaroo, key, lion and lollipop.
Resources and
Topic- Key language
Key Activities
Materials
INTRODUCTION
Family and Friends
Resources:
Weather Report: Weather songs or chants.
Starter
Textbook: Family and

Warm up and Lead-in:
Friends Starter
• Game:
Review
Say letters A-L
Rule:
letters J, K, L
Materials:
- Teacher throws a ball to a student, says “A”. The student who catches the ball has to
Family
and
Friends
say “B”.
Integrated skills:
Starter
flashcards
…
- Then, student has to say “a letter” and student throws to another and the student catches
speaking, listening,
the ball says the next letter.
reading, writing
- The one who says wrongly will be eliminated.
- Play until there are 3 eliminated Ss. Then the class make statues of these eliminated Ss
Key vocabulary:
for fun.
Letter J - /j/ - jug juice
DEVELOPMENT
Letter K - /k/ - kangaroo
– key
 Set-the-scene:

Letter L - /l/ - lion Teacher says “Let’s review letters J, K, L”
lollipop
 Presentation:
Teacher lets Ss recognize letters “J” , “K” , “L” , sound /j/ , /k/ , /j/ the meaning
Sentence Pattern:
of the words "jug", “juice”, “kangaroo”, “key”, “lion”, and “lollipop” by turning
A: How many … are
on CD player and asks Ss to listen three times.
there?
 Practice:
B: _____.
* Pairwork:
- Ss work in pairs, using flashcards to ask and answer about "jug", “juice”,
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“kangaroo”, “key”, “lion”, and “lollipop”.
A: How many … are there?
B: _____.

 Free-practice
* Groupwork: Drawing
- Ss make two lines, two students at the same row have the s
- Each pair who have the same number will run to the board
"jug", “juice”, “kangaroo”, “key”, “lion”, and “lollipop” as t
Ex: Teacher says “draw a jug”, two students run to the boar
- Teacher will give points (0-10) for each student, according
draws.
- Finally, the whole class and the teacher sum up the mark to

-

CONSOLIDATION
Teacher reviews words and structures that Ss have learnt
Teacher sums up the mark.
Teacher reminds Ss to do their homework (if possible).
Teacher lets Ss sing a song.

Story time: “In the morning”
a. Signal for story time.
b. Encourage the students to try to play the parts of the characters in the story. (with teacher’s help)

Notes

My passion for reading
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(Week 22 – Periods 1 & 2)

EXPLORING THE BOOK WORLD
My Book Report & Step Up to Reading
•

Motivate your students to read by posting a “Step Up to Reading” on the class bulletin
board.

•

Make copies of the footprint on colored paper. As a child completes
a book either at home or at school, he or she receives a footprint to fill out. Students write
the information required and display their footprints.

•

Give a “My Book Report” to each student in the class. Have students fill out the
information on their “My Book Report”.

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Notes

My passion for

reading
(Week 22 – Periods 1 & 2)

EXPLORING THE BOOK WORLD
My Book Report & Step Up to
Reading

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