giao an family and friends 4

---------------------------------------------------------------------------------------------------------------------------------Date:
Week: 1
Period: 1

Starter : Welcome back !
Lesson: 1


Aim(s): places in a home.
Objective(s): by the end of the lesson, students will be able to identify different places in a
home fluently.

Skill(s): listening, speaking.

Teaching – aids: CD tracks 1-2, Starter story Poster .

Procedures:
Time
Contents
Teacher’s activities
Students’ activities
I. WARM UP:
- Smiling and say Hello.
- clap hands.
- Encourage children to say
- saying Hello to Teacher.
Hello back to you. Say It’s a
new year. Welcome back!
- Begining the class with
- greeting together.
some common greetings. Ss

then practice greeting each
other in pairs or small
groups.


II. PRESENTATION:
* Set the sence:

SENTENCE PATTERN
Where’s …?
This is…
These are…

III. PRACTICE:
 Activity 1:
Recording 1

- Using the Starter Story
Poster to present the story.
- Point to the characters for
children to say the names.
Ask What’s happening in the
story?/ Where’s Billy?/ Is he
behind the door?...
- Eliciting the important words
from the story and write them
on the board.
- Introducing new sentence
pattern.
- checking concept: from,

use, meaning, intonation.
- Telling Ss to open their
books.
- Playing the recording again
as Ss follow in their books.
- monitoring.

- looking carefully.

- Explaining that they’re
going to listen to a 'Welcome
back' song and then sing it.

- listening to T.

- listening and answering.

- listening carefully.
- listening carefully.
- listening and answering.
- opening their books.
- listening to the record
carefully.

- singing the song.


---------------------------------------------------------------------------------------------------------------------------------Play the recording once for
Ss to listen and follow the
song in their books. Focus

attention on the words. Read
each line for Ss to repeat
after you. Play the recording
again for children to sing
 Activity2:
Song actions along.

 Activity 3:
Exercise 1
Look and write:
2. dining room
3. He’s in the bedroom.
4. She’s in the kitchen.
5. He’s in the bathroom.

 Activity 4:
Exercise 2

IV. PRODUCTION:
Guessing game:

V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- Ask children to think of
some actions for the song.
Play the song again for Ss to
sing and do their actions.
Repeat if you wish.

- thinking actions for the
song.
- performing.

- Asking Ss to look at
pictures and write the correct
answers about name’s
rooms.
- modeling.
- Getting Ss to do the task.
- Monitoring.
- checking Ss’ task.
- Evaluating.

- looking at pictures and
writing the correct
answers about name’s
rooms.
- looking carefully.
- doing the task.

- Asking Ss to find and circle
the clothes words.
- Modeling.
- Getting Ss to do the task.
- Monitoring.
- checking.
- evaluating.

- finding and circling the
clothes words.
- listening carefully.
- doing task.

- Describing a character from
the story for Ss to guess who
it is, e.g. She’s in the kitchen.
- Asking different Ss to
describe another character
for the class to guess.
- monitoring.
- giving feedback.

- listening and guessing
who it is.

- setting to task for Ss to do
at home.

- taking note.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- checking.
- listening.

- checking.
- listening.

- giving guess.

- listening.

........., ngày …tháng …năm 20…
Duyệt của BGH


---------------------------------------------------------------------------------------------------------------------------------Date:
Week: 1
Period: 2

Starter : Welcome back !
Lesson: 2


Aim(s): Introducing friends
Objective(s): by the end of the lesson, Ss will be able to introducing friends fluently.

Skill(s): listening, speaking.

Teaching – aids: CD tracks 1-2, Starter story Poster .

Procedures:
Time
Contents
Teacher’s activities
Students’ activities
I. WARM UP:

- Getting Ss to sing the
- singing the Welcome
Singing the Welcome song Welcome song (p. 4) and do song (p. 4) and doing the
the actions to energize the
actions to energize the
class.
class.
- Asking Ss if they can
- listening and answering.
remember what happened in
the story in the previous
lesson.
- Holding up the Starter story - answering.
poster to encourage ideas.
- Asking questions about the - answering.
people in the story, e.g.
Where’s Billy? Is he behind
the door?...
- Monitoring.
- Evaluating.
- listening.


II. PRESENTATION:
* Review the pattern.
This is my…
His name’s…/ her
name’s…
He’s…/ She’s…

- pointing to flashcards to
review the structure.
- asking Ss to repeating
these sentences.
- checking concept again.

- looking and listening

III. PRACTICE:
 Activity 1:

- Asking Ss to turn to the
story on page 4 of their Class
Books. Play the recording,
asking Ss to repeat.
- Playing the recording again
for Ss to mime the actions as
they listen. Ss practice acting
out the story in their groups.
- Asking some of the groups

- repeating.

- listening and repeating.
- listening and answering.

- practicing acting out the
story in their groups.
- performing.

---------------------------------------------------------------------------------------------------------------------------------to act out the story before the
class.
- Monitoring.
- Evaluating.
- listening.
 Activity2:
- reading all the
Key: (1 T, 2 F, 3 T, 4 F ,5 F 6 - Asking Ss to look at the
sentences in the book.
sentences again and
T)
Asking: Is grandma in the
deciding whether they are
kitchen? to establish that the true or false.
first sentence is true.
Allowing time for them to
read all the sentences again
and decide whether they are
true or false.
- Getting Ss to do the task.
- doing the task.
- Monitoring.
- Checking Ss’ task.
- performing.
- Evaluating.
- listening.
 Activity3:

IV. PRODUCTION:

Introducing circle:

V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- Asking a S to read the
dialogue.
- Saying the dialogue again.
- Asking them to practice the
dialogue in pairs.
- Asking some pairs to say
the dialogues aloud for the
class.
- Evaluating.

- reading the dialogue.

- Asking Ss to stand in a
circle.
- Asking the first S to
introduce the person on his
left to the person on his right.
The person on the right then
introduces the one on his left.
Continue in this way around
the class to introduce the
friend.
- Modeling.
- Monitoring

- Giving feedback.

- standing in a circle.

- setting to task for Ss to do
at home.

- taking note.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- listening.
- practicing the dialogue
in pairs.
- performing.
- listening.

- introducing the person.

- listening.
- listening to T.

........., ngày …tháng …năm 20…
Duyệt của BGH


----------------------------------------------------------------------------------------------------------------------------------

Date:

Week: 1
Period: 3

Starter: Welcome back !
Lesson: 3








Aim(s): Identifying toys and possession.
Objective(s): by the end of the lesson, students will be able to identify toys and possession
fluently.
Skill(s): listening, speaking.
Teaching – aids: CD tracks 3, Extra Practical Classroom Activities: Word search pair
activity, Bingo.
Procedures:

Time

Contents
I. WARM UP:
Word search pair
activity

II. PRESENTATION:
* Review the structure.

What’s this?
 It’s…

Teacher’s activities
- Giving half the class the ‘A’
sheet and half the class the ‘B’
sheet.
- Asking Ss work individually
to find the five words in the
word search grid, circle the
words in the box as they do
so. Once all the Ss have
finished, they work with a
partner (‘A’s’ with ‘B’s’). They
take turns to dictate their
words and look for those
words in the grid. At the end of
the activity, they should all
have found the ten words.
- Checking together as a class
to elicit all ten words.
- evaluating.

Students’ activities
- receiving sheet.

- Asking Ss what they can
remember about the story
from lesson 1. Asking Where’s
Billy in the story?

- asking Ss to repeating these
sentences.
- checking concept again.

- listening and answering

- listening to T.
- taking part in the game.

- checking.
- listening.

- listening and repeating.
- listening and answering.


---------------------------------------------------------------------------------------------------------------------------------III. PRACTICE:
 Activity 1:
- Asking Ss to identify the
- identifying the
characters Rosy and Tim;
characters ; naming the
Keys:
name
the
different
toys
they
different toys.
s1 Tim’s 2 Rosy’s 3 Tim’s 4

can see.
Rosy’s 5 Rosy’s
- Getting Ss to read the words - reading the words,
in the word pool, pointing out
pointing out the
the possessive’s in both
possessive’s .
cases.
- Getting Ss to complete the
- completing the
sentences with the correct
sentences with the
name for each toy.
correct name.
- Give feedback.
- listening carefully.
 Activity 2:
- Asking one S to read the
- reading the example
example dialogue. Saying the dialogue.
dialogue again.
- Asking Ss to practice the
- practicing the dialogue
dialogue in pairs.
in pairs.
- Asking them to make new
- making new dialogues.
dialogues, pointing at different
items in the picture.
- Asking some pairs to say

- saying their dialogues
their dialogues aloud for the
aloud for the class.
class.
- giving feedback.
- listening to T.
IV. PRODUCTION:
Bingo

V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- Giving each S a whole
worksheet.
- Telling them to cut up the
pictures and choose nine of
the pictures to stick on the
bingo grid. You need to keep a
copy of the worksheet as well.
Reading out the words one by
one, and Ss can cross off the
words as they hear them. The
first S to have a complete row,
three across, three down or
diagonally shouts Bingo! He’s
the winner.
- starting the game.
- monitoring.
- Giving feedback

- receiving worksheet.

- setting to task for Ss to do at
home.

- taking note.

- listening carefully.

- taking part in the game.
- listening.


---------------------------------------------------------------------------------------------------------------------------------…………….., ngày …tháng …năm 20…
........., ngày …tháng …năm 20…
Duyệt của Tổ khối
Duyệt của BGH

Date:
Week: 1
Period: 4

Starter: Welcome back !
Lesson: 3








Aim(s): Identifying toys and possession .
Objective(s): by the end of the lesson, students will be able to identify toys and possession
fluently.
Skill(s): listening, speaking.
Teaching – aids: CD tracks 3, Extra Practical Classroom Activities: Song worksheet.
Procedures:

Time

Contents
I. WARM UP:
Team work

II. PRESENTATION:
* Set the scene:

III. PRACTICE:
 Activity 1:

Teacher’s activities
- asking Ss to write the
names of the toys they
know/ like.
- monitoring.
- checking Ss’ task.
- evaluating.

Students’ activities

- writing the names of the
toys they know/ like.

- Asking Ss to open Class
book, p. 6 and look at the
pictures.
- Asking Ss: What can you
see? Eliciting the actions the
SS are doing (jumping,
waving).

- looking at the pictures.

- Playing the recording once
for Ss to listen.
- Reading each line of the
song aloud for Ss to repeat
after you.
- Playing the recording again
for Ss to sing along (more
than once if you wish).
- monitoring.
- checking Ss’ tasks.

- listening carefully.

- taking part in the game.
- listening.

- answering to T.

- repeating in chorus.
- singing the song.

- checking.


--------------------------------------------------------------------------------------------------------------------------------- Activity 2:
- Asking Ss to look at the
- deciding together on
Suggested song actions
pictures and decide together what the actions should
* Monday, Tuesday,
on what the actions should
be.
Wednesday, Jump! – jump
be.
in the air
- Playing the recording for
- listening carefully.
* Thursday, Friday, down
with a bump! – sit down on Ss to listen, sing, and do
their actions.
chairs
- monitoring.
* Saturday, Sunday, let’s
- checking Ss’ tasks.
- performing.
say ‘Hi!’ – wave hello
evaluating.

- listening.
* Days of the week, let’s
say ‘Goodbye!’ – turn
around and wave
IV. PRODUCTION:
 Activity 1:
Song worksheet

 Activity 2:
e.g.
* Monday, Tuesday,
Wednesday, clap!
* Thursday, Friday, Touch
your head…

V. HOMEWORK:
Have Ss to review the
words at home and
prepaire for the next
lesson.

- Giving each S a song
worksheet.
- Asking Ss to listen and fill
in the missing words
(prompted by pictures) .
- Monitoring.
- Getting Ss to check with
their partner.
- Checking Ss’ task.

- Evaluating.

- receiving workshhet.

- Telling Ss that they are
going to make their own
version of the song.
- Writing the words to the
song on the board with the
actions missing.
- Inviting different Ss to
suggest new actions.
- Getting Ss to fill in the gaps
on the board, sing the new
song and perform the new
actions with the class.
- monitoring.
- playing game.
- giving feedback.

- listening to T.

- setting to task for Ss to do
at home.

- taking note.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- listening and filling.

- checking with their
partner.
- correct.
- listening.

- looking carefully.
- suggesting new actions.
- filling in the gaps on the
board, singing the new
song and perform the new
actions.
- taking part in the game.
- listening

........., ngày …tháng …năm 20…
Duyệt của BGH


----------------------------------------------------------------------------------------------------------------------------------

Date:
Week: 2
Period: 5

Starter: Welcome back !
Lesson: 4







Aim(s): Identifying school objects and possession.
Objective(s): by the end of the lesson, students will be able to identify school objects and
possession fluently.
Skill(s): speaking, listening.
Teaching – aids: CD tracks 3- 4.
Procedures:

Time

Contents
I. WARM UP:
* Sing the song : Monday,
Tuesday, Wednesday,
Jump!
* Revise colours red, black,
blue, green and pink.

II. PRESENTATION:
* Review the structure.
I've got...
* Set the scence:

Teacher’s activities
- Getting Ss to sing the
song.

- Asking questions to
practise using colours for
revising colours , e.g. hold
up a bag and say What
colour is this bag?
- Evaluating.

Students’ activities
- singing the song in
chorus.
- practising using colours.

- pointing to flashcards to
review the structure.
- checking concept again.
- Asking Ss to look at the
table with the class. Pointing
to each item in the column
heading and ask What is
this? What colour is it?
- Telling Ss they are going to
hear a recording of the
children talking about what
they have in their bags. They
must listen and say which
child owns each object.

- looking and listening

- listening.

- listening and answering.
- listening and answering

- listening to T.


---------------------------------------------------------------------------------------------------------------------------------III. PRACTICE:
 Activity 1:
Recording 4:
* Luke: red ruler, blue pen,
black pencil
* Sarah: black pen, green
pencil, rubber, book

 Activity 2:

IV. PRODUCTION:

V. HOMEWORK:
Have Ss to review the
words at home and
prepaire for the next
lesson.

- Playing the first part of the
recording, Luke’s speech,
and demonstrate the
example.
- Playing the whole

recording again for Ss to
listen and tick.
- modeling.
-monitoring
-checking Ss’ task.
- Asking one S to read the
example dialogue.
- Saying the dialogue again,
pausing after each line for
the class to repeat.
- Asking Ss to work in pairs
and say the dialogue with
their partner. Encouraging
Ss to name different objects.
- monitoring.
- checking Ss’ tasks.
- evaluating.
- Reading the example
sentence to the class. Then
reading it again, pausing for
the class to repeat.
- Holding up some items
from your bag and
describing these to the class
in the same way. Saying an
item that you haven’t got.
- monitoring.
- giving feedback.
- setting to task for Ss to do
at home.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- listening carefuly.

- listening and ticking.

- listening carefully.
- listening.
- reading the example
dialogue.
- repeating the dialogue
- saying the dialogue with
partner.

- checking
- listening.
- listening and repeating.

- listening to T.

- taking part in the game.
- listening.
- taking note

........., ngày …tháng …năm 20…
Duyệt của BGH

----------------------------------------------------------------------------------------------------------------------------------

Date:
Week: 2
Period: 6

Starter: Welcome back !
Lesson: 4







Aim(s): Identifying school objects and possession.
Objective(s): by the end of the lesson, students will be able to identify school objects and
possession fluently.
Skill(s): listening, speaking.
Teaching – aids: Extra Practical Classroom Activities: Board game.
Procedures:

Time

Contents
I. WARM UP:
Talk about your school
bag

II. PRESENTATION:

* Review the structure:
I’ve got…

III. PRACTICE:
 Activity 1:
Exercise 1:
Key: 1b, 2a, 3d, 4c

Teacher’s activities
- Holding up some items from
your bag and describe these
to the class in the same way.
Saying an item that you
haven’t got.
- Encouraging Ss to talk
about their school bags in the
same ways.
- monitoring.
- evaluating.

Students’ activities
- listening to T.

- Asking Ss to open their
workbook, p. 7. Asking them
to look at the pictures.
- Pointing to each item in the
pictures and asking What is
this? What color is it?
- checking concept again.

- looking carefully.

- Telling Ss that they are
going to look at the pictures
carefully and saying which S
owns which object.
- Asking them to read the

- looking carefully.

- talking about their
school bags.
- listening.

- answering to T.
- listening and answering.

- reading the bubbles and


---------------------------------------------------------------------------------------------------------------------------------bubbles and number them.
numbering.
Then color the pictures.
- Getting Ss to do the task.
- doing the task.
- monitoring.
- checking Ss’ task.
- checking.
- evaluating.

- listening.
 Activity 2:
- Asking Ss to look at the
- looking at the pictures
Exercise 2:
pictures carefully and saying carefully .
Key:
which object each child
1. I’ve got; 2. I haven’t got;
owns.
3. I haven’t got; 4. I’ve got

IV. PRODUCTION:
Guessing game.
I’ve got or I haven’t got …

V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- Asking Ss to write I’ve got
or I haven’t got in the gaps.
- monitoring.
- checking Ss’ task.
- evaluating.

- writing I’ve got or I
haven’t got in the gaps.

- holding a thing in bag

(hiding it in bag ).asking Ss
to guess: have got or
haven’t got.
- modeling.
- monitoring.
- giving feedback.

- guessing.

- setting to task for Ss to do
at home.

- taking note.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- correcting.
- listening.

- looking carefully.
- taking part in the game.
- listening.

........., ngày …tháng …năm 20…
Duyệt của BGH


----------------------------------------------------------------------------------------------------------------------------------

Date:
Week: 2
Period: 7

UNIT 1: Clean up !
Lesson: 1








Aim(s): To identify bedroom objects
Objective(s): by the end of the lesson, students will be able to

To understand a short story

Skill(s): listening, speaking.
Teaching – aids: My friends flashcards 1-6, Story Poster 1, CD tracks 5-7, PMB p.4: Extra
Activity 1 Worksheet .
Procedures:

Time

Contents
I. WARM UP:
Singing Monday,
Tuesday, Wednesday,

Jump!

Teacher’s activities
- getting Ss to sing the song.
- Evaluating.
- Reminding Ss of the last
story. Telling Ss that today's
story is about friends. Asking
several Ss to tell you the
name of one of their friends.

Students’ activities
- singing the song in
chorus.
- telling the name of one
of their friends.

II. PRESENTATION:
* Pre – teach vocabulary:

- eliciting- modelingchecking meaning and
pronunciation.
+ mime
+ mime
+ translation
+ translation
+ translation

- listening and repeating
in chorus and individual.

+ possible answers.

- checking memory.

- trying to remember.

o Long
o Short
o Blond
o Brown
o straight
* checking vocabulary:
What and where
III. PRACTICE:


--------------------------------------------------------------------------------------------------------------------------------- Activity 1:
- Asking Ss to look at their
- looking at their Class
Class
Books/
p.
8.
Books/ p. 8.
Listen, point and repeat.
st
- Playing the 1 part of the
- listening & pointing to the
recording for Ss to listen &
appropriate picture.

point to the appropriate
picture.
- Playing the 2nd part of the
- repeating the words.
recording for Ss to repeat.
- Play the recording all the
- listening, pointing and
way through for Ss to listen,
repeating the words.
point and repeat the words.
- monitoring.
- evaluating.

- listening to T

 Activity 2:
Listen and chant.

- Playing the recording for Ss - listening to the chant.
to listen to the chant.
- Playing the chant a second - saying the words.
time for Ss to say the words.
- monitoring.
- evaluating.
- listening.

 Activity 3:
Listen and read.

- Using Story poster 1 to

present the story. Asking
What's happening?
Encouraging predictions from
different members of the
class.
- Asking Ss to look at the
poster, listen to the
recording, point to each
speech bubble.
- Asking Who's Rosy's new
friend? What's Alice got?
Who's Tim's new friend? Are
the new friends cousins?
- Asking Ss to open their
Class Books, listen again
and follow the words in the
story.
- monitoring.
- giving feedback.

- predicting.

- giving Ss a extra
worksheet.
- getting Ss to find the oddone-out, circle. Then write
and say.
- monitoring.

- receiving worksheet.

IV. PRODUCTION:
Extra Activity 1:
2. curly hair
3. He’s got brown hair.
4. She’s got straight hair.
5. He’s got blond hair. She’s

- looking at the poster,
listening, pointting to each
speech bubble.
- answering.

- listening again and
follow the words in the
story.
- listening to T.

- finding the odd-one-out,
circling.


---------------------------------------------------------------------------------------------------------------------------------got short hair.
- checking Ss’ task.
- checking.
- giving feedback.
- listening.
V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- setting to task for Ss to do
at home.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- taking note.

........., ngày …tháng …năm 20…
Duyệt của BGH

Date:
Week: 2
Period: 8

UNIT 1: Clean up !
Lesson: 1









Aim(s): To identify bedroom objects
Objective(s): by the end of the lesson, students will be able to understand a short story
Skill(s): listening, speaking .

Vocabulary: rug, cabinet, shelf, pillow, blanket
Extra vocabulary: clean up, clean (adj), room
Pronunciation tip: Concentrate on the difference between /p/ and /b/ in pillow and
blanket. Make sure children say /ʃ/ not /s/ for shelf.
Teaching – aids: flashcards 1-5.
Procedures:

Time

Contents
I. WARM UP:
Appearance.

II. PRESENTATION:
* Set the scence:

Teacher’s activities
- Asking six Ss to come to
the front of the class. Giving
each S one of the flashcards
(1-6).
- Playing the recording again.
The Ss at the front stamp
their feet when their hair type
is mentioned.
- monitoring.
- evaluating.

Students’ activities
- receiving flashcard.

- Explaining that you are
going to describe yourself.
E.g. (Point to your hair): My
hair is black. (Point to your
eyes): My eyes are brown.

- listening to T.

- listening and stamping
feet when their hair type
is mentioned.
- listening.


---------------------------------------------------------------------------------------------------------------------------------* Present the pattern:
- giving the sentence pattern. - listening carefully.
My … is …;
- checking concept.
- answering to T.
My … are …;
+ form
+ use
+ meaning
III. PRACTICE:
 Activity 1:
Exercise 1

 Activity 2:
Exercise 2:

 Activity 3:
Exercise 3:

IV. PRODUCTION:
Who am I?
E.g. My hair is curly. My
eyes are blue. My ….Who
am I?

- Explaining that Ss are going
to draw themselves.
- Asking them to complete
the drawing in the Work
books. Then color it.
- monitoring.
- evaluating.

- drawing themselves.

- Asking Ss to look at their
picture, read the sentences
and circle the appropriate
word to describe their
appearance.
- monitoring.
- checking Ss’ task.
- evaluating.

- reading the sentences

and circle the appropriate
word to describe their
appearance.

- asking Ss to write the
answers for each of the
questions.
- Then asking Ss to practice
asking and answering in
pairs.
- monitoring.
- checking Ss’ task.
- evaluating.

- writing the answers for
each of the questions.

- Reminding Ss of Rosy, Tim,
Alice and Adam. Asking one
child to come before the
class, imagine that he/ she
were one of the four children.
- Asking him/ her to describe
himself/ herself.
- The class listen carefully
and say who she/ he is. E. g.
You are Alice. He who gives
correct answer will come
before the class and describe
himself.

- getting Ss to part in the
game.
- monitoring.

- imagining characters.

- complete the drawing
and coloring it
- listening.

- correcting.
- listening.

- practicing asking and
answering in pairs.
- correcting.
- listening.

- describing himself/
herself.
- listening and giving
correct answers.

- taking part in the game.


---------------------------------------------------------------------------------------------------------------------------------- giving feedback.
- listening.
V. HOMEWORK:
Have Ss to do the

exercises in W.B.

- setting to task for Ss to do
at home.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- taking note.

........., ngày …tháng …năm 20…
Duyệt của BGH

Date:
Week: 3
Period: 9

UNIT 1: Clean up !
Lesson: 2









Aim(s): To identify bedroom objects
Objective(s): by the end of the lesson, students will be able to understand a short story

Skill(s): listening, speaking .

Vocabulary: rug, cabinet, shelf, pillow, blanket
Extra vocabulary: clean up, clean (adj), room
Pronunciation tip: Concentrate on the difference between /p/ and /b/ in pillow and
blanket. Make sure children say /ʃ/ not /s/ for shelf.
Teaching – aids: flashcards 1-5. Story Poster 1, CD track 6-8.
Procedures:

Time

Contents
I. WARM UP:
Board slap

Teacher’s activities
- Put the appearance
flashcards on the whiteboard
and bring up two teams of 3
Ss to the front.
- Two Ss from each team
compete against each other
to slap the correct flashcard
as the teacher spells the
word. The first S to touch for
their team wins a point.
- starting game.
- Monitoring.
- Evaluating.

Students’ activities
- looking carefully.

- slapping the correct
flashcard as the teacher
spells the word.

- taking part in the game
- listening


---------------------------------------------------------------------------------------------------------------------------------II. PRESENTATION:
* Sentence pattern:
- using flashcard to present
- present the pattern.
She’s got…
the pattern.
He’s got…
- checking concept.
- answering to T.
+ form
+ use
+ meaning
III. PRACTICE:
 Activity 1:
- holding up different
- describing the person in
flashcards, asking Ss to
each flashcard.
Exercise 2

describe
the
person
in
each
E.g. She’s got long hair.
flashcard.
- modeling.
- listening to T.
- monitoring.
- evaluating.
- listening.
 Activity 2:
Writing
e.g. She _____ straight
hair. He _____ curly hair.

 Activity 3:
Pronunciation

IV. PRODUCTION:
* Grammar Reference

* Game

- Putting flashcards on the
board again and writing a
gapped sentence like the
ones in the Class Book.
- Eliciting the target structure

and getting two Ss to come
to the front to write the
missing words.
- getting Ss to do Exercise 3.
- monitoring.
- checking Scat’s.
- evaluating.

- looking carefully.

- Focusing on the
contractions of He has got
(He’s got) and He has not
got (He hasn’t got) and
having Ss practicing the
words as a class, groups and
pairs.
- modeling.
- monitoring.
- evaluating.

- practicing the words as
a class, groups and pairs.

- Asking Ss to open their
Class Books to p.74 and do
the Unit 1 Grammar activity
to practice the target
structure further.
- monitoring.

- evaluating.

- writing the missing
words.
- doing exercise.
- correcting.
- listening.

- listening carefully.
- listening.
- doing the Unit 1
Grammar activity to
practice the target
structure further.
- listening.
- choosing a flashcard.

- Asking a S to come before


---------------------------------------------------------------------------------------------------------------------------------the class. He chooses a
flashcard and keeps secret.
- saying what each
- The class will say what
person has got / hasn't
each person has got / hasn't got..
got. When they say correctly,
the S shows the flashcard
and it is the next S’s turn.
- monitoring.

- taking part in the game.
- taking part in the game.
- giving feedback.
- listening.
V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- setting to task for Ss to do
at home.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- taking note.

........., ngày …tháng …năm 20…
Duyệt của BGH

Date:
Week: 3
Period: 10

UNIT 1: Clean up!
Lesson: 2


Aim(s): To make sentences with There’s and There are



To ask and answer questions with How many…?




Objective(s): by the end of the lesson, students will be able to act out a story

Vocabulary: bedroom objects
Extra vocabulary: There’s a blanket on the bed.

There are three T-shirts in the cabinet

Pronunciation tip:



Teaching – aids: flashcards 1-5.
Procedures:

Time

Contents
I. WARM UP:
Snap !

Teacher’s activities
Students’ activities
- Saying what each person
- listening carefully.

has got.
- Showing the flashcards one - listening and shouting.
by one. If the word is
different to the picture, the Ss
say the word matching the
picture. If it is the same they
shout “Snap” and the first S
to say it can hold the
flashcard for the rest of the
game.


---------------------------------------------------------------------------------------------------------------------------------- starting game.
- taking part in the game.
- monitoring.
- evaluating.
- listening.
II. PRESENTATION:
* Review structure:
There’s……..
There are…..
III. PRACTICE:
 Activity 1:
Exercise 1

 Activity 2:
Exercise 2

IV. PRODUCTION:
Game

V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- using flashcard to review
the pattern.
- checking concept again.
+ form
+ use
+ meaning
- Asking Ss to read the
descriptions of Sarah and
Rick in Exercise 1 carefully.
- then getting Ss to draw and
color them.
- monitoring
- checking Ss’ task.
- evaluating.
- Asking Ss to look at the
pictures of Sarah and Rick
again .
- Getting Ss to write what
each person has got or has
not got.
- modeling
- monitoring.
- checking Ss’ task.
- evaluating.
- Asking Ss to work in groups

of four to six.
- They take turns to describe
a member of the group while
the rest of the group guess
who it is. E.g. The first child
says: She’s got long hair. It’s
straight and black. She’s got
brown eyes…
- starting game.
- monitoring.
- giving feedback.
- setting to task for Ss to do
at home.

- looking carefully.
- listening and answering.

Answers
1 There are two rugs.
2 There are three
pillows.
3 There’s a cabinet.
4 There’s a shelf.
5 There’s a blanket.

- reading the descriptions
carefully.
- drawing and coloring
them.
- checking.

- listening.
- looking at the pictures
again.
- writing what each
person has got or has not
got.
- listening.
- doing the exercise.
- listening.
- working in groups of four
to six.
- describing a member of
the group.
- Other group members
say:
 It’s Lan.


---------------------------------------------------------------------------------------------------------------------------------- taking part in the game.
- listening
- taking note.
…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

........., ngày …tháng …năm 20…
Duyệt của BGH

Date:
Week: 3
Period: 11

UNIT 1: Clean up !
Lesson: 3










Aim(s): To identify bedroom objects
Objective(s): by the end of the lesson, students will be able to understand a short story
Skill(s): listening, speaking .

Vocabulary: numbers
Extra vocabulary: pot, fox, hop, rug, bug, sun
Pronunciation tip: Concentrate on the difference between /p/ and /b/ in pillow and
blanket. Make sure children say /ʃ/ not /s/ for shelf.
Teaching – aids: Shapes flashcards 7-10, CD tracks 8-9, Extra Practical Classroom
Activities: Song work sheet.
Procedures:


---------------------------------------------------------------------------------------------------------------------------------Time
Contents
Teacher’s activities
Students’ activities

I. WARM UP:
- giving instructions.
- listening to the rules.
Simon says...
- getting Ss to start the
- starting the game.
game.
- monitoring.
- evaluating.
- listening.
II. PRESENTATION:
* Pre –teach vocabulary:
o Circle
o Rectangle
o Triangle
o Square
* checking vocabulary:
ROR
* Present the structure:
It's got...;
It hasn't got…;
They're...
III. PRACTICE:
 Activity 1:
Recording 8





Activity 2:
Recording 9

Activity 3:
Sing and act

- eliciting- modelingchecking meaning and
pronunciation.
+ picture
+ picture
+ picture
+ picture

- listening and repeating
in chorus and individual.
+ possible answers.

- checking memory.

- trying to remember.

- using flashcard to present
the pattern.
- checking concept .
+ form
+ use
+ meaning

- looking carefully.

- Asking Ss to look at the
pictures and playing the first
and second parts of the
recording as Ss point to the
words.
- Playing again for Ss to
repeat the words after the
audio.
- monitoring.
- evaluating.

- listening and pointing to
the words.

- Using the song worksheet
(without opening the Class
Book) where Ss listen and fill
in the correct words.
- asking Ss to sing along with
the CD and then sing
together without the CD
audio.
- monitoring.
- checking Ss’ task.
- evaluating.

- listening and filling in the
correct words.

- Telling Ss they are going to

sing the song again, but this

- sing the song and doing
the actions.

- listening and answering.

- repeating the words
after the audio.
- listening.

- singing along with the
CD.

- checking.
- listening.


---------------------------------------------------------------------------------------------------------------------------------E.g.: It's got three/ four
time they are going to do the
sides
actions.
- holding up right number of
- drawing shapes in the
fingers It hasn't got sides air.
shake heads. It's a square
/circle /rectangle /triangle! draw shapes in the air.
- modeling.
- looking carefully.
- monitoring.

- evaluating.
- listening.
IV. PRODUCTION:
Drawing

V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- Dividing the class into
groups of four to six.
- Giving each S a piece of
plain paper and each group a
selection of colored shapes
and a glue stick. Ss make
pictures by sticking the
shapes onto their piece of
paper.
- getting Ss to do the task.
- monitoring.
- giving feedback.

- working in groups.

- setting to task for Ss to do
at home.

- taking note.

…………….., ngày …tháng …năm 20…

Duyệt của Tổ khối

- receiving tools.
- making pictures by
sticking the shapes onto
their piece of paper.

- doing the task.
- listening.

........., ngày …tháng …năm 20…
Duyệt của BGH

Date:
Week: 3
Period: 12

UNIT 1: A new friend !
Lesson: 3







Aim(s): Identifying and describing shapes.
Objective(s): by the end of the lesson, students will be able to identify and describing
shapes fluently.
Skill(s): listening, speaking.

Teaching – aids: Shapes flashcards 7-10.
Procedures:


---------------------------------------------------------------------------------------------------------------------------------Time
Contents
Teacher’s activities
Students’ activities
I. WARM UP:
- Singing the song from
- singing the song and
Class Book p.10 again, with
doing the actions at the
Singing the song
Ss doing the actions at the
same time.
same time.
- Singing a second time, with - singing again and
Ss at the front holding the
holding card.
four flashcards (circle,
rectangle, triangle, square)
and every time they hear
their word they hold the card
up in the air.
- monitoring.
- evaluating.
- listening.
II. PRESENTATION:
* Review the structure:

It's got...;
It hasn't got…;
They're...
III. PRACTICE:
 Activity 1:
Exercise 1



Activity 2:
Exercise 2:

IV. PRODUCTION:
Game

- pointing to shape cards to
review the structure.
- checking concept again.

- looking and listening

- Asking Ss to find and count
the shapes.
- Getting Ss to work in pairs,
point to each shape and ask
How many (triangles)? Then
they write the answers in
their books.
- modeling.
- monitoring.

- checking Ss’ task.
- evaluating.

- finding and counting the
shapes.
- working in pairs.
 Their partner answers
Five
- writing the answers in
their books.
- looking carefully.
- doing the task.
- checking.
- listening.

- Asking Ss to look at the
picture from Exercise 1
again.
- Getting Ss to read the
sentences carefully and
complete them. They then
write the answers in the
gaps.
- monitoring.
- checking Ss’task.
- evaluating.

- looking at the picture
again.

- Asking Ss to work in groups
of 4 -6.
- Giving a set of shape cards

- working in groups .

- listening and answering.

- reading the sentences
carefully and completing
them, writing the answers
in the gaps.
- checking.
- listening.

- receiving cards.


---------------------------------------------------------------------------------------------------------------------------------(more than one for some of
the shapes) to each group.
- Asking a S to show their
- listening to the rules.
group a shape. E.g. a
square. Their group
describes it. E.g. It’s got four
sides. They’re all the same.
Then the S asks How many
squares? And the group
answers. E.g. Three. Ss take
turns to practice in groups.

- getting Ss to start playing
- taking part in the game.
game.
- monitoring.
- giving feedback.
- listening.
V. HOMEWORK:
Have Ss to do the
exercises in W.B.

- setting to task for Ss to do
at home.

…………….., ngày …tháng …năm 20…
Duyệt của Tổ khối

- taking note.

........., ngày …tháng …năm 20…
Duyệt của BGH

Date:
Week: 4
Period: 13

UNIT 1: A new friend !
Lesson: 3





Aim(s): Describing someone's appearance.
Objective(s): by the end of the lesson, students will be able to describing someone's
appearance fluently.
Skill(s): writing, speaking.