Tải Giáo án trọn bộ lớp 3 môn tiếng Anh - Cả năm - Giáo án cả năm môn tiếng Anh lớp 3 theo chương trình GDCN

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WEEK: 1
Date of preparing: ………

Date of teaching: ………

Period 1

Unit 1: HELLO

Lesson 1(1, 2, 3)

I.Objectives:

1. Knowledge: - By the end of the lesson Ps will be able to: Greet and 
self-introduce.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: - Hello/ hi. I’m + name.
- Vocabulary: hello, hi, I, am, nice to meet you.
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Check pupils’ books, note books ……

3. New lesson:

Teacher’s actions Students’ actions

Warm up

Say hello to the class and introduce yourself, using
Hello. I am + name. Walk around the class to say hello
again to some pupils and ask them to answer.

1. Look, listen and repeat

Ask students to look at the picture in the book and ask:
Who are they in the picture?

Where are they?

Ask students listen and repeat after the tape
Repeat again and read in pairs

2. Point and say

- Teach vocabulary:

Hello Hi

Am = ‘m Nice to meet you.

Greeting

Look at the picture and
answer

They are teacher and
students

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Checking: What and where

Note: difference between Hi / Hello.

Hi is very informal. Pupils can use with friends but not
with an adult, e.g a teacher.

Hello is also informal and friendly but more formal than
Hi. It can be used with teachers and other adults.

Setting the sense: - Have pupils look at pictures. Ask
them to identify the characters in the pictures.

Who are in the pictures? What are they doing?
- Sentence Partners: - Hello

- Hi. I’m + name
I’m + name (I’m = I am)

- Call on a pair and ask them to pretend to be Miss Hien
and Nam to act out the greeting exchange. Call on one
more pair to act out Mai and Quan to self- introduce.
Have the class repeat all the phrases in this section and
Teacher correct the Ss pronunciation (stress, assimilation
of sounds and intonation)

- Call on some pairs to perform the task at the front of
the class. The rest of the class observe and give
comments if possible.

- Make a few questions to check pupils’ comprehension
of the language.

- Have the whole class repeat all the phrases in chorus to
reinforce their pronunciation

3. Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs to greet and self- introduce. Call
some pairs to act out

Correct their pronunciation

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Listen and repeat after
the teacher

Slap the board

Work in pairs

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Date of preparing: ………
Date of teaching:………...

Period 2:UNIT 1: HELLO

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: greet and

self-introduce.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners
- Vocabulary:
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names.

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Say hello to partner.
4. Listen and tick

- Have pupils look at pictures a, b, c and d on page 7 of
the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words. Tell
pupils that they are going to listen to the recording and
tick the pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of
the listening text.

Greeting

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Answer: 1.b 2.a
5. Let’s write

- Have pupils open their books to Page 7. Get Ss to read
the text. Tell pupils that they are going to read and get
the information to write the missing words in dialogue 1
and 2.

- Pupils read individually silently and complete the
dialogues.

- Pair works. Pupils give their answers for correction.
- Ask some pupils to read their answers aloud to the
class. The rest of the class listen and give comments.
- Make a few questions to check pupils’ comprehension
of the reading text.

Answer: 1. Hello, I’m 2. I’m, Hello.
6. Let’s sing

- Introduce the Hello Song, Page 7.

- Play the recording and listen the Hello Song

- Play the recording again for pupils to sing each line of
the rhythm.

- Call on one group to perform the song at the front of
the class. The rest of the class sing the song and clap the
rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Work in pairs

Listen and sing

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WEEK: 1
Date of preparing: ...

Date of teaching: ……….

Period 3:UNIT 1: HELLO

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to greet and respond to greeting

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: How are you? - I’m fine

- Vocabulary: bye, goodbye, Thanks, And you? How
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to greet to each other

3. New lesson:

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to repeat the greeting and introducing
oneself.

1. Look, Listen and repeat.
Have Ss to look at the book at page 8.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to review phrases saying
hello and bye.

Have Ss listen to the recording as they read the lines
in the speech bubbles

Answer the teacher’s
questions

Look at the pictures in the
book

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Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Divide the class into two groups. One repeat Mai’s
part and the other repeat Nam’ part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation.

Teach vocabulary:

Bye=goodbye How

Thanks= thank you And you

- Sentence Partners: How are you? - I’m fine
2. Point and say

Have Ss look at the pictures on page 8

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters Mai and
Nam to Ss

Ask them to act out the dialogue1. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pair to greet and respond to greeting.
- Display in class, others comment

Listen and correct.
Have Ps do

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new

Look at 4 pictures

Point to the pictures and

practise

Play role and speak out.

Work in pair practice
talking:

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words workbook

Date of preparing: ………
Date of teaching: ………

Period 4:UNIT 1: HELLO

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: Greet and respond to
greeting.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:

- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to repeat the greeting and introducing
oneself.

4. Listen and number

- Have pupils look at pictures a, b, c and d on page of

the Student Book. Give the identification of the
characters in the pictures and the characters’ words.
Tell pupils that they are going to listen to the
recording and match the information they hear to the
pictures. They should number the boxes.

Answer the teacher’s
questions

Look at the pictures in the
book

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- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer:1.d 2.c 3.b 4.a
5. Read and complete

-T explains the situation and how to do the exercise
-Ask students to read the dialogue 1, 2 in the book and
fill the words given to complete the dialogue.

Work in pairs to do the exercise then practice in pairs

in front of the whole class. The rest listen to and give
the remark.

Correct the pronunciation.

Answer: 1.Goodbye 2. Bye 3. Fine 4. thank you
6. Let’s write

- Have pupils open their books to Page 9. Get Ss to
identify the characters in the pictures and what they
are saying. Tell pupils that they are going to read and
get the information to write the missing words in
dialogue.

- Pupils read individually silently and complete the
dialogues.

- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

Answer: 1. How 2. I’m fine, thanks

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Read in pairs

Write the suitable words
to fill in the blank

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WEEK 2
Date of preparing: ………

Date of teaching: ………

Period 5:UNIT 1: HELLO

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: greet and self-introduce.
Greet and respond to greeting and self-introduction. Pronounce the sounds in the
letters /h/, /b/ correctly

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to repeat the greeting and responding to
greeting.

1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words bye and hello

-Introduce the sounds /b/ and /h/
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

Ask ps to practice in pairs

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+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1. Bye 2.hello

3. Let’s chant

- Introduce the Chant Hello
-Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

- Ps chant and do the action.

-Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Read 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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WEEK 2
Date of preparing: ………

Date of teaching: …………

Period 6:UNIT 1: HELLO

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: greet and self-introduce,
Greet and respond to greeting, and self-introduction.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant Hello

4. Read and match.

T introduces the topic “you are going to read the
sentences to get the information in order to match the
questions to the answers”.

Ss read the sentences individually and check their
prediction. Ss do the task (match the sentence with a
appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Read the chant Hello
Look at the sentences in
the book

Read

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Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1 – d; 2 – a; 3 – b; 4 – c.
5. Read and write

- Have pupils open their books to Page 11. Tell pupils
that they are going to read and get the information to
write the missing words in sentences.

- Pupils read individually silently and complete the
dialogues.

- Pair works. Pupils trade their answers for correction.
- Ask some pupils to read their answers aloud to the
class. The rest of the class listen and give comments.
- Make a few questions to check pupils’
comprehension of the reading text.

- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

Answer: 1. Hello 2. I’m 3. Nice
4. How 5. I’m fine/ Fine
6. Project

- Introduce the name card.

- Explain how to do the exercise: Make name cards
about themselves and others.

-Ss Present them to class. The rest listen to and give
the remark. Correct the pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Write the suitable words
to fill in the blank

Read 5 sentences
Read and write

Work individually
Work in group

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WEEK 2
Date of preparing: ...

Date of teaching: ...

Period 7:UNIT 2: WHAT’S YOUR NAME?

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about one’s name.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: What’s your name? - My name’s Mai
- Vocabulary: what, your, name, my, is=’s, are=’re

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names and their health.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Sing hello song

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 12 and what they are saying.

Set the scene “you are going to listen to Peter and
Nam, Linda and Mai greet and introduce their names.
Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Peter’s part, the other
repeats Nam’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation. And do the same with
the dialogue between Linda and Mai

2. Point and say

Sing the song

Look at the pictures in the
book

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- Have pupils look at pictures on Page 12. Elicit the
characters in the pictures and their names.

Teach vocabulary:

What are=’re

Your Name

My is=’s

check vocab: slap the board

Model sentence: What’s your name?-My name’s Mai.
Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters Mai and Nam to the pupils. Ask them to
point the pictures and act out the dialogues. Using the
pictures in their books. Monitor the activity and offer
help. Correct pronunciation errors (stress, assimilation
of sounds, intonation) when necessary.

- Call on some pairs to perform their task at the front
of the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask

them to identify the characters in the pictures.

Ask Ss work in pairs to ask and answer questions
about one’s name. Call some pairs to act out
Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences

Point the pictures and
practise

Pactise in pairs

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Date of preparing:...
Date of teaching: …...

Period 8:UNIT 2: WHAT’S YOUR NAME?

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to ask and answer questions
about one’s name.

2. Skills:

- Develop Ss writing, reading and listening skills

3. Language focus:
- Sentence Partners
- Vocabulary:
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names.

3. New lesson:

Teacher’s actions Students’ actions

Warm up

Ask and answer questions about one’s name
4. Listen and tick

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of

Practise in pairs

Indentify the characters
in each picture

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the listening text.

Answer: 1.a 2. b
5. Look and write

- Have pupils open their books to Page 13. Get Ss to
identify the characters in the pictures and what they are
saying.

- Tell Ss that they are going to read and get information
to write the missing words in dialogue 1 and 2.

- Ss read silently and complete the dialogues.
- Ss trade their answers within pairs for correction
- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. My name is / I’m
2. Mai/ my name is/ I’m

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s sing

- Introduce The alphabet song, Page 13.

- Play the recording and listen to The alphabet song

- Play the recording again for pupils to sing each line of
the rhythm.

- Call on a group of six to the front of the class and do the
actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the
actions in groups. Monitor the activity and help them
when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the
class. The rest of the class sing the song and clap the
rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Indentify the characters

in each picture

Work in pairs

Listen and sing

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Date of teaching: ...

WEEK: 3

Period 9:UNIT 2: WHAT’S YOUR NAME?

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
how to spell one’s name.

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: How do you spell your name? –L-I-N-D-A
- Vocabulary: How, spell

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to greet to each other

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Sing the alphabet song

1. Look, Listen and repeat.

Have Ss to look at the book at page 14.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to review phrases

What’s your name? My name’s Mai

Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Divide the class into two groups. One repeat Mai’s
part and the other repeat Nam’s part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their

Sing the song

Look at the pictures in the
book

Listen and repeat

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pronunciation.

- Teach vocabulary:

How spell

- Elicits the structures

How are do you spell your name? –L-I-N-D-A
2. Point and say

Have Ss look at the pictures on page 14

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters Linda and
Nam to Ss

Ask them to act out the dialogue1. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pairs to ask and answer questions
about how to spell one’s name.

- Display in class, others comment
Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words and structure

Look at 4 pictures

Point to the pictures and
practise

Play role and speak out.

Work in pair practice
talking:

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WEEK 3

Date of preparing: ...

Date of teaching:...

Period 10:UNIT 2: WHAT’S YOUR NAME?

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
how to spell one’s name.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce, spell their names.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to make question and answer about how to
spell one’s name.

4. Listen and number

- Have pupils look at pictures a, b, c and d on page 15
of the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words.
Tell pupils that they are going to listen to the
recording and match the information they hear to the
pictures. They should number the boxes.

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.

Practise in pairs

Look at the pictures in the
book

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T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1.c 2.b 3.d 4.a
5. Read and match

Ask Ss to identify the characters in the pictures on
page 15.

Set the scene: “you are going to read the dialogues
to get the information in order to match the pictures
to the appropriate dialogues.”

Have a revision of the language: “How do you spell
your name?” – “L – I – N – D – A.”

Ask Ss to read the dialogues and do the task (match

the sentence with a appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1 – c; 2 – b; 3-a
6. Let’s write

- Have pupils open their books to Page 15. Get Ss to
identify the characters in the pictures and what they
are saying. Tell pupils that they are going to read and
get the information to write the missing words in
dialogue.

- Pupils practice in pairs and complete the dialogues.
- Pair works. Pupils give their answers for correction.
- Ask some pupils to read their answers aloud to the
class. The rest of the class listen and give comments.
- Make a few questions to check pupils’
comprehension of the reading text.

- Have the whole class read each line of the dialogues

chorally to reinforce their pronunciation.

4.Consolidation

Summary the lesson

Ps answer

Look at 3 pictures
Work Individually
Practice the dialogues in
pairs

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5.Homework

- Do exercises in workbook, learn by heart the new

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Date of preparing: ...
Date of teaching:...

Period 11:UNIT 2: WHAT’S YOUR NAME?

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about one’s name, how to spell one’s name, make and respond to
instructions. Pronounce the sounds in the letters /m/, /p/ correctly.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to make question and answer about how to
spell one’s name

1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words Mai and Peter

-Introduce the sounds /m/ and /p/
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

Ask ps to practice in pairs
Look at the pictures in the
book

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+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1. Peter 2. Mai

3. Let’s chant

- Introduce the Chant What’s your name?
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

- Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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Date of preparing: ...
Date of teaching:...

Period 12:UNIT 2: WHAT’S YOUR NAME?

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about one’s name, how to spell one’s name.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce, spell their names.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant: What’s your name?

- T asks Ss to repeat the greeting and responding to
greeting.

4. Read and match.

T introduces the topic “you are going to read the
questions to get the information in order to match the
answers”.

Ss read the sentences individually and check their
prediction. Ss do the task (match the sentence with a
appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of

Ask ps to practice in pairs
Look at the sentences in
the book

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the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1 – b; 2 – d; 3 – a; 4 – c.
5. Read and complete

-T explains the situation and how to do the exercise
-Ask students to read the 2 dialogues in the book and
fill the words given to complete the dialogue.

Work in pairs to do the exercise then practice in pairs
in front of the whole class. The rest listen to and give
the remark.

Correct the pronunciation.

Answer: 1. my 2. Hi 3. How 4. What’s 5. name’s
6. Project

- Introduce the situation.

- Explain how to do the exercise: Work in groups.
Interview their classmates.

-Ss act out in front of the class. The rest listen to and
give the remark. Correct the pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Fill the suitable words in
the blanks

Work in groups

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WEEK 4
Date of preparing: ...

Date of teaching:...

Period 13:UNIT 3: THIS IS TONY.

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: introduce someone.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: This is Tony
- Vocabulary: This

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names and their health.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Sing the alphabet song

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 13 and what they are saying.

Set the scene “you are going to listen to T introduce
someone to class, The class greet the newcomer.
Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats teacher’s part, the other
repeats Ss’ part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation. And do the same with
the dialogue between Linda and Mai

2. Point and say

- Have pupils look at pictures on Page 12. Elicit the
characters in the pictures and their names.

Sing the alphabet song
Look at the pictures in the
book

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Teach vocabulary:
This

Model sentence: This is Tony.

Ask pupils to guess and complete the speech bubbles.

- Model: Call someone to practice in front of the
whole class. Practice in group. Allocate the parts of
the characters Mai and Nam to the pupils. Ask them to
point the pictures and act out the dialogues. Using the
pictures in their books. Monitor the activity and offer
help. Correct pronunciation errors (stress, assimilation
of sounds, intonation) when necessary.

- Call on some groups to perform their task at the front
of the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in groups to introduce someone. Call
some groups to act out

Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences

Point the pictures and
practise

Pactise in groups

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Date of preparing: ...
Date of teaching:...

Period 14:UNIT 3: THIS IS TONY.

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: introduce someone.

2. Skills:

- Develop Ss writing, reading and listening skills

3. Language focus:
- Sentence Partners
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils to ask and answer about the specific information.

3. New lesson:

Teacher’s actions Students’ actions

Warm up

Ask Ps to introduce someone
4. Listen and tick

- Have pupils look at pictures a, b, c and d on page 19 of
the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words. Tell
pupils that they are going to listen to the recording and
tick the pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of
the listening text.

Answer: 1.a 2.b

S introduce someone
Indentify the characters
in each picture

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5. Look and write

- Have pupils open their books to Page 19. Get Ss to
identify the characters in the pictures and what they are
saying.

- Tell Ss that they are going to read and get information
to write the missing words in dialogue 1 and 2.

- Ss read silently and complete the dialogues.

- Ss trade their answers within pairs or groups for
correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. This is / hello, Nam
2.This is/ hello, Phong

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s sing

- Introduce the How are you? song, Page 19.

- Play the recording and listen the How are you? song
- Play the recording again for pupils to sing each line of
the rhythm.

- Call on a group of six to the front of the class and do the
actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the
actions in groups. Monitor the activity and help them
when necessary. Correct Ss’ errors.

- Call on one group to perform the song at the front of the
class. The rest of the class sing the song and clap the
rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Indentify the characters
in each picture

Work in pairs

Listen and sing

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WEEK: 4
Date of preparing: ...

Date of teaching:...

Period 15:UNIT 3: THIS IS TONY

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer question about
someone.

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: Is that Tony?-Yes, it is/No, it isn’t
- Vocabulary: that, yes, no, is not = isn’t, it

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to make and respond to instruction

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Sing the alphabet song

2. Look, Listen and repeat.

Have Ss to look at the book at page 20.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn new phrases
Is that Tony? Yes, it is.

Is that Quan? No, it’s isn’t. It’s Phong

Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in

Sing the song

Look at the pictures in the
book

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33

the speech bubbles two times.

Divide the class into two groups. One repeat Mai’s
part and the other repeat Nam’ part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation.

Do the same with the dialogue between Tom and
Linda

2. Point and say
- Teach vocabulary:

That yes

No is not = isn’t

Check vocab: what and where
- Elicits the structures

Is that Tony? - Yes, it is.

Is that Quan? - No, it’s isn’t. It’s Phong
Have Ss look at the pictures on page 21

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters Mai and
Nam to Ss use structure:

Is that Tony? - Yes, it is.

Is that Quan? - No, it’s isn’t. It’s Phong

Ask them to act out the model dialogue. Repeat the
step with some other pairs for pictures

Have Ss practice acting out the dialogue point and
use the information in picture a, b, c and d to practice
in pairs. Monitor the activity and offer held. Correct
pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pairs to ask and answer questions

Read in pairs

Observe 4 pictures

Point to the pictures and
practise

Practice in pairs

Play role and speak out.

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about someone.

- Display in class, others comment
Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

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WEEK 4
Date of preparing: ...

Date of teaching:...

Period 16:UNIT 3: THIS IS TONY.

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
someone.

2. Skills:

- Develop Ss reading, listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer questions about someone.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss do after T.

4. Listen and number

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

Practise in pairs

Look at the pictures in the
book

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- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1.c 2.b 3.a 4.d

5. Look, read and answer

Ask Ss to identify the characters in the pictures a, b,
c, d on page 21.

Set the scene: “you are going to read the questions
and find out the answer.”

Have a revision of the language:

“Is that Linda?”– “Yes, it is.”

Ask Ss to read the questions and answer (match the
sentence with a appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: a. Is that Linda? – Yes, it is.

b, Is that Peter? – No, it isn’t. It is Tom
c, Is that Phong? – Yes, it is.

d, Is that Linda? – No, it isn’t. It is Tom.
6. Let’s play

- Explain how the game is played: pupils play in
groups of six. Each group has one set of four pieces of
paper. On each of which one of the four words is
written, e.g. this, is, and one of the character’s names
that they have learnt (Linda or Tony or Tom or Mary).
Each group member pick up one piece of paper. Then
the pupils in each group put their pieces of paper
together in order to make a sentence, e.g. This is my

friend Linda.

- Group work. Pupils play the game in groups. Move
around to help with the activity.

- When the time is up, call on two groups to
demonstrate the game at the front of the class. The rest
of the class observe and give comments.

Look 4 pictures

Work in pairs

Read the questions and
answers in pairs

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- Have the whole class repeat all the sentences to
reinforce their pronunciation.

Follow up:

- Have pupils brainstorm and spell their names of their
classmates / friends.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new

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WEEK 5
Date of preparing: ...

Date of teaching:...

Period 17:UNIT 3: THIS IS TONY.

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about someone, introduce someone. Pronounce the sounds in the letters
/t/, /j/ correctly .

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to introduce someone
1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words Tony and yes

-Introduce the sounds /t/ and /J/

-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

Ask ps to practice in pairs

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+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1. Tony 2. Yes
3. Let’s chant

- Introduce the Chant Is that Nam?
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in groups and individual.

- Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Read 2 sentences
Listen and fill in the

blanks

Ps listen to the tape and
chant

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Date of preparing: ...
Date of teaching:...

Period 18:UNIT 3: THIS IS TONY.

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about someone, introduce someone.
- Develop Ss reading, writing skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer questions about someone, introduce someone:

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant Is that Nam?

4. Read and complete.

-Ask Ps observe the pictures and identify the people in
pictures in book on page 23

T explains the situation and how to do the exercise
-Ask students to read the 2 dialogues in the book and
fill the words given to complete the dialogue.

Work in pairs to do the exercise then practice in pairs
in front of the whole class. The rest listen to and give
the remark.

Correct the pronunciation

Answers: 1 – this; 2 – hello; 3 – that; 4 – isn’t.
5. Look, read and write

Ask Ps observe the pictures and identify the people
in pictures in book on page 23

T introduces the topic “you are going to read the

Read chant

Observe the pictures.
Read the sentences in the
book

Read and Work
individually
Work in pairs

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sentences and find the suitable words to fill in the
blanks”.

Ss read the sentences individually and do the exercise.
Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answer: 1. Mai 2. Nam 3. Phong 4. Linda 5.Peter
6. Project

- Introduce the situation.

- Explain how to do the exercise: Draw their best
friend. Then introduce them to class

-Ss draw the picture on the board.

- Ps listen and give the comment and correct Ps’ errors

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Work individually

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WEEK 5
Date of preparing: ...

Date of teaching:...

Period 19:UNIT 4: HOW ARE YOU?

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about someone.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: Who’s that?- It’s Tony
- Vocabulary: who, Mr, Miss, Mrs

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer questions about someone, introduce someone.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Sing how are you song

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 24 and what they are saying.

Set the scene “you are going to listen to hear Mai and
Nam, Linda and Nam ask and answer questions
introduce someone.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on four Ps. One repeats Mai’s part, the other
repeats Nam’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation. And do the same with
the dialogue between Linda and Nam

2. Point and say

Sing the song

Look at the pictures in the
book

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- Have pupils look at pictures on Page 24. Elicit the
characters in the pictures and their names.

Teach vocabulary:

Who Mr

Miss Mrs

Check vocab: rub out and remember
Model sentence: Who’s that?-It’s Tony.

Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters Quan and Peter to the pupils. Ask them to

point the pictures and act out the dialogues. Using the
pictures in their books. Monitor the activity and offer
help. Correct pronunciation errors (stress, assimilation
of sounds, intonation) when necessary.

- Call on some pairs to perform their task at the front
of the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs to ask and answer questions
about someone. Call some pairs to act out

Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences
Point the pictures and
practise

Pair work

Pactise in pairs

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Date of preparing: ...
Date of teaching:...

Period 20:UNIT 4: HOW OLD ARE YOU?

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to ask and answer

questions about someone.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer questions about someone.

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Jumped words
4. Listen and tick

- Have pupils look at pictures a, b, c and d on page 25 of
the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words. Tell
pupils that they are going to listen to the recording and
tick the pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the

boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of
the listening text.

Answer: 1.b 2.a

Work in pairs

Indentify the characters
in each picture

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5. Read and write

- Have pupils open their books to Page 25. Get Ss to
identify the characters in the pictures and what they are
saying.

- Tell Ss that they are going to read and get information
to write the missing words in dialogue 1 and 2.

- Ss read silently and complete the dialogues.
- Ss trade their answers within pairs for correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. Who 2.Who’s that?

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s write

- Have pupils open their books to Page 25. Get Ss to
identify the characters in the pictures. Tell pupils that they
are going to read the question and give the answer using
the information in each picture.

- Pupils practice in pairs and complete the answer.
- Pair works. Pupils give their answers for correction.
- Ask some pupils to read their answers aloud to the class.
The rest of the class listen and give comments.

- Make a few questions to check pupils’ comprehension of
the reading text.

- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation

Answer: 1. It’s Tony 2. It’s Mary

3. It’s Peter 4. It’s Linda

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Indentify the characters
in each picture

Work in pairs

Work individually
Pair work

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WEEK: 6
Date of preparing: ...

Date of teaching:...

Period 21:UNIT 4: HOW OLD ARE YOU?

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer question about
someone’s age.

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: How old are you?- I’m eight years old.

- Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten, How old, years
old

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to ask and answer questions about someone.

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Sing the alphabet song

1. Look, Listen and repeat.

Have Ss to look at the book at page 26.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn new phrases
Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Divide the class into three groups. One repeat Mai’s
part and the others repeat Nam’s part and teacher’s
part.

Sing the song

Look at the pictures in the
book

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Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation.

2. Point and say

Have Ss look at the pictures on page 26
- Teach vocabulary:

How old five

Year(s) old six

One seven

Two eight

Three nine

Four ten

- Elicit the structures

How old are you? - I’m eight years old.

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters Miss Hien
and Tom to Ss

Ask them to act out the dialogue1. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pairs to ask and answer questions
about someone’s age.

- Display in class, others comment

Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

Read in pairs

Look at 4 pictures

Point to the pictures and
practise

Play role and speak out.

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5.Homework

- Do exercises in workbook, learn by heart the new

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WEEK 6
Date of preparing: ...

Date of teaching:...

Period 22:UNIT 4: HOW OLD ARE YOU?

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer question about
someone’s age.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils count from 1 to 10.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to ask and answer questions about
someone

4. Listen and write

- Have pupils look at pictures a, b, c and d on page of
the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words.
Tell pupils that they are going to listen to the
recording and fill the missing information they hear in
the blanks. Before listening Ps can guess the answer.
- Play the recording 2 times pupils to listen and fill the
missing words. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.

Practise in pairs

Look at the pictures in the

book

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T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1.six 2.seven 3.eight 4.ten
5. Read and tick

Ask Ss to identify the characters in the pictures on
page 27.

Set the scene: “you are going to read the dialogues
to get the information in order to tick the right
picture”

Ask Ss to read the dialogues and do the task (match
the sentence with a appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus to
reinforce their pronunciation

Answers: 1 – 6; 2 – 8; 3-10; 4-10
6. Let’s sing

- Introduce The Let’s count from one to ten song, Page
27.

- Play the recording and listen to The song

- Play the recording again for pupils to sing each line
of the rhythm.

- Call on a group of six to the front of the class and do
the actions. The others clap their hands after the song
- Group work. Pupils practise singing and doing the
actions in groups. Monitor the activity and help them
when necessary. Correct pronunciation Ss’ errors.
- Call on one group to perform the song at the front of
the class. The rest of the class sing the song and clap
the rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Summary the lesson

Ps answer

Look at 4 pictures

Work Individually
Read the dialogues in
pairs

Practise in pairs

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5.Homework

- Do exercises in workbook, learn by heart the new
words

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Date of preparing: ...
Date of teaching:...

Period 23:UNIT 4: HOW OLD ARE YOU?

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

question about someone and someone’s age. Pronounce the sounds in the letters /f/,
/s/ correctly.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils count from one to ten.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to ask and answer question about someone
and someone’s age.

1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words five and six

-Introduce the sounds /f/ and /s/

-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

Ask ps to practice in pairs
Look at the pictures in the
book

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+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1. five 2. Six

3. Let’s chant

- Introduce the Chant How are you?.
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

- Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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Date of preparing: ...
Date of teaching:...

Period 24:UNIT 4: HOW OLD ARE YOU?

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

question about someone and someone’s age.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer question about someone and someone’s age.

3. New lesson

Teacher’s actions Students’ actions

Warm up:

- T asks Ss to read chant How are you?
4. Read and match.

T introduces the topic “you are going to read the
questions to get the information in order to match the
answers”.

Teach vocabulary: Friend

Ss read the sentences individually and check their
prediction. Ss do the task (match the sentence with a
appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Read the chant

Look at the sentences in
the book

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Have the whole class read each sentence in chorus to
reinforce their pronunciation

Answers: 1 – c; 2 – a; 3 – b.
5.Read and write

- Ask Ps to observe and identify the characters in
pictures.

-T explains the situation and how to do the exercise.
-Ask students to read the 2 dialogues in the book and
fill the words given to complete the dialogue.

Work in pairs to do the exercise then practice in pairs
in front of the whole class. The rest listen to and give
the remark.

Correct the pronunciation.

Answer: 1. How old/I’m 3. How old/I’m/years old
6. Project

- Introduce the situation.

- Explain how to do the exercise: Talk to your friends.
Write their names and ages

-Ss act out in front of the class. The others listen to
and give the comment, correct the mistakes

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Observe and identify the
characters

Read then Fill the suitable
words in the blanks

Work in group

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WEEK 7
Date of preparing: ...

Date of teaching:...

Period 25:UNIT 5: ARE THEY YOUR FRIENDS?

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: introduce one’s friend

and respond to the introduction.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: this is my friend Mary.
- Vocabulary: friend

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer question about someone and someone’s age.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Sing Let’s count from one to ten song

1. Look, listen and repeat.

Ask Ss to identify the characters in the pictures on
page 30 and what they are saying.

Set the scene “you are going to listen to Mai, Linda
and Mary greet and introduce one’s friend and
respond to the introduction.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Peter’s part, the other
repeats Nam’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation. And do the same with
the dialogue between Linda and Mai

2. Point and say

Sing the song

Look at the pictures in the
book

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- Have pupils look at pictures on Page 30. Elicit the
characters in the pictures and their names.

Teach vocabulary:
Friend

Model sentence: Mai, this is my friend, Mary.
– Hello, Mary. Nice to meet you.
Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters Mai and Nam to the pupils. Ask them to
point the pictures and act out the dialogues. Using the
pictures in their books. Monitor the activity and offer
help. Correct pronunciation errors (stress, assimilation
of sounds, intonation) when necessary.

- Call on some pairs to perform their task at the fron of
the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs to introduce one’s friend and

respond to the introduction. Call some pairs to act out
Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences

Point the pictures and
practise

Pactise in pairs

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Date of preparing: ...
Date of teaching:...

Period 26:UNIT 5: ARE THEY YOUR FRIENDS?

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to introduce one’s friend

and respond to introduction.

2. Skills:

- Develop Ss writing, reading and listening skills

3. Language focus:
- Sentence Partners
- Vocabulary:
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils introduce one’s friend and respond to instructions

3. New lesson:

Teacher’s actions Students’ actions

Warm up : play game bingo

4. Listen and tick

- Have pupils look at pictures a, b, c and d on page 31 of
the Student Book. Give the identification of the characters
in the pictures and the characters’ words. Tell pupils that
they are going to listen to the recording and tick the
pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of
the listening text.

Answer: 1.b 2.a
5. Read and write

Play game

Indentify the characters
in each picture

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- Have pupils open their books to Page 31. Get Ss to

identify the characters in the pictures and what they are
saying.

- Tell Ss that they are going to read and get information
to write the missing words in dialogue 1 and 2.

- Ss read silently and complete the dialogues.
- Ss trade their answers within pairs or groups for
correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. This is / Hello
2. my friend/ Hello

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s sing

- Introduce The more we are together, Page 31.

- Play the recording and listen The more we are together
song

- Play the recording again for pupils to sing each line of

the rhythm.

- Call on a group of six to the front of the class and do the
actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the
actions in groups. Monitor the activity and help them
when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the
class. The rest of the class sing the song and clap the
rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Indentify the characters
in each picture

Work in pairs

Listen and sing

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WEEK: 7
Date of preparing: ...

Date of teaching:...

Period 27:UNIT 5: ARE THEY YOUR FRIENDS?

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
friends.

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: they, they are=they’re, are not=aren’t

- Vocabulary: Are they your friends? –Yes, they are/No, they aren’t
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to introduce one’s friend and respond to introduction.

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Sing the alphabet song

1. Look, Listen and repeat.

Have Ss to look at the book at page 32.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn phrases
Are they your friends?

–Yes, they are/No, they aren’t

Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Sing the song

Look at the pictures in the
book

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Divide the class into two groups. One repeat Mai’s
part and the other repeat Quan’s part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation. Do the same with the dialogue in
picture b

2. Point and say

Have Ss look at the pictures on page 32
- Teach vocabulary:

They they are=they’re

are not=aren’t

- Elicits the structures

Are they your friends? –Yes, they are

- No, they aren’t Elicit
the characters in the pictures and their names. Ask Ss
to guess and complete the speech bubbles.

T models/ allocates the parts of characters Linda and
Nam to Ss

Ask them to act out the dialogue1. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pair to ask and answer questions
about friends.

- Display in class, others comment
Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

Read in pairs

Look at 4 pictures

Point to the pictures and
practise

Play role and speak out.

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5.Homework

- Do exercises in workbook, learn by heart the new

words Do exercises in theworkbook

WEEK7
Date of preparing: ...

Date of teaching:...

Period 28:UNIT 5: ARE THEY YOUR FRIENDS?

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
friends.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer questions about friends.

3. New lesson

Teacher’s actions Students’ actions

Warm up: Jumped words

4. Listen and number

Practise in pairs

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- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1.d 2.a 3.b 4.c
5. Read and complete

Ask Ss to identify the characters in the pictures on
page 15.

Set the scene: “you are going to read the paragraph
and use the suitable words given to fill in the
blanks.”

Have a revision of the language

Ask Ss to read the paragraph and do the task (match
the sentence with a appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1 – name; 2 – nine; 3 - and; 4 - friends
6. Write about your friends

- Have pupils open their books to Page 33. Ask them
to read the text. T explains how to do the exercise.

- Ss do the exercise. Call on some Ss to report their
answers. Others listen and comment.

Make a few questions to check Ss’ comprehension of
the sentences

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Listen and number

Ps answer

Look at 3 pictures

Work Individually
Read the dialogues in
pairs

Work individually

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WEEK: 8
Date of preparing: ...

Date of teaching:...

Period 29:UNIT 5: ARE THEY YOUR FRIENDS?

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: introduce one’s friend
and respond to the introduction, ask and answer questions about friends. Pronounce
the sounds in the letters a / /, e/ / correctly.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:

- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to make question and answer about how to
spell one’s name

1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words that and yes

-Introduce the sounds / / and/ /
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

Ask ps to practice in pairs
Look at the pictures in the
book

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+ Ask some pairs to ask and answer.

+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1. that 2. yes

3. Let’s chant

- Introduce the Chant Who’s that?
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

- Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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WEEK 8
Date of preparing: ...

Date of teaching:...

Period 28:UNIT 5: ARE THEY YOUR FRIENDS?

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to will be able to: introduce
one’s friend and respond to the introduction, ask and answer questions about
friends.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils will be able to: introduce one’s friend and respond to the
introduction, ask and answer questions about friends.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant Who’s that?

4. Read and match.

T introduces the topic “you are going to read the
sentences to get the information in order to match the
pictures to the text”.

- Teach vocab:
- Who?

- Model sentence: Who is that? – It’s Tony.
Who are they? – They’re Peter and Linda.
Ss read the sentences individually and check their
prediction. Ss do the task (match the sentence with a
appropriate picture.)

Monitor the activity and offer help when necessary

Read the chant

Look at the sentences in
the book. Find out new
words and model
sentence.

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Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1 – c; 2 – d; 3 – b; 4 – a.
5. Circle the correct words
-T explains how to do the exercise

-Ask students to read the sentences in the book and
choose the best words given to complete the sentences
- do the exercise then report in front of the whole
class. The rest listen to and give the remark.
Correct the pronunciation.

Answer: 1. friend 2. they 3. Peter and Mary
4. Yes 5. Aren’t

6. Project

- Introduce the situation.

- Explain how to do the exercise: present some friends
to class

-Ss act out in front of the class. The rest listen to and
give the remark. Correct the pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Choose the best answer to
fill in the blanks

Work individually

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Date of preparing: ...
Date of teaching:...

Period 31

:

REVIEW 1

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to:

- Perform their abilities in listening, speaking and writing related to the topics from
units 1-5, using the phonics, vocabulary and sentence patterns they have learnt.

2. Skills:

- Develop Ss speaking, listening and writing skills.

3. Language focus:

- Sentence Partners: Revisions.
- Vocabulary: Revisions.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

-Ask Ss to write the new words and do exercises in workbook
3. New lesson:

Teacher’s actions Students’ actions

Warm up: - Review the model sentences from unit1

to unit 5

1. Listen and tick

- Have pupils look at pictures 1, 2, 3, 4 and 5 on page

36 of the Student Book. Give the identification of the
characters in the pictures and the characters’ words.
Tell pupils that they are going to listen to the
recording and tick the pictures they hear. Guess the
answer

- Play the recording 2 times pupils to listen and tick
the boxes. Check their guess. Compare the answer
with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Ask ps to practice in pairs

Give the identification

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Answers: 1 – b; 2 – a; 3 – a; 4 – b; 5- b
2. Listen and number

recording and match the information they hear to the
pictures. They should number the boxes. Guess the
answer

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1.c 2.b 3.d 4.a

3. Read and complete

-T explains the situation and how to do the exercise
-Ask students to read the dialogue in the book and fill
the words given to complete the dialogue. Work in
pairs to do the exercise then practice in pairs in front
of the whole class. The rest listen to and give the
remark.

Correct the pronunciation.

Answer: 1. Hello 2. name 3. friends 4. nine
4. Read and match

- Whole class. Have pupils turn their books to page 37.
Tell pupils that they are going to read the sentences to
get the information in order to match the sentences to
the sentences.

- Pupils read the sentences individually and do the
task. Monitor the activity and offer help when
necessary.

- Pair works. Have pupils trade their answers for
correction.

- Call on some pupils to report their answers. The rest
of the class listen give comments.

- Make a few questions to check pupils’

Work individually
Listen and tick

Work individually

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comprehension of the sentences.

- Have the whole class read each sentence in chorus to
reinforce their pronunciation.

Answer: 1.e 2. d 3. b 4.a 5. c
5. Look and say

Have pupils look at pictures a, b, c and d on Page 37.
Elicit the characters in the pictures and their names.
Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters Mai and Nam to the pupils. Ask them to act
out the dialogues. Using the pictures in their books.
Monitor the activity and offer help. Correct
pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

- Call on some pairs to perform their task in front of
the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Pair works

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Date of preparing: ...
Date of teaching:...

Period 32:

SHORT STORY

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to:

- Review the phonics, vocabulary and sentence patterns from units 1 - 5.

2. Skills:

- Develop Ss speaking, listening and reading skills.

3. Language focus:

- Sentence Partners: Revisions.
- Vocabulary: Revisions.

- Phonic: Revisions
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

- Greeting

- Checking for the students' attendance.

2. Oral test:

-Ps ask Ps some questions

3. New lesson:

Warm up: - Review the model sentences from unit1

to unit 5

1. Read and Listen to the story

This is the first of the four cartoons about Miu and Cat
and Chit and Mouse. To help Ps get the idea of the
story, simply let them read and listen to this episodes,
the initial task will be more challenging.

2. Complete the conversation

-Ask students to read the story in the book and fill the
suitable words to complete the dialogue. Work in pairs
to do the exercise then practice in pairs in front of the
whole class. The rest listen to and give the remark.
Correct the pronunciation.

- Make a few questions to check pupils’

comprehension of the story

Answer: 1. I’m 2. Are you 3. fine 4. Your
5. I’m 6. Meet 7. Do you spell

Ask ps to practice in pairs

Give the identification

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3. Work in pairs. Have a similar conversation with
a partner. Use the names.

Have Ps work in pair. Use the guide in part2 but use
the real information about themselves

- Display in class, others comment
Listen and correct.

Have Ps practise

4. Match the questions with the answers

- Whole class. Have pupils turn their books to page 38.
Tell pupils that they are going to read the story to get
the information in order to match the questions to the
answers.

- Pupils read the sentences individually and do the
task. Monitor the activity and offer help when
necessary.

- Pair works. Have pupils trade their answers for
correction.

- Call on some pupils to report their answers. The rest
of the class listen give comments.

- Make a few questions to check pupils’
comprehension of the sentences.

- Have the whole class read each sentence in chorus to
reinforce their pronunciation.

Answer: 1. c 2. a 3. d 4. b

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, review the phonics,
vocabulary and sentence patterns from units 1 - 5.

Work in pairs

Work individually
Work in pairs

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WEEK 9
Date of preparing: ...

Date of teaching:...

Period 35:UNIT 6: STAND UP!

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: give and respond to
instructions.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: be quiet, don’t talk, come here, open your book, close your
book, sit down, stand up

- Vocabulary: be quiet, boy, sir, sorry, please, class
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils do the exercises.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Sing hello song

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 40 and what they are saying.

Set the scene “you are going to listen to Mr loc and Ss
give and respond to instructions.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.

Call on one pair. One repeats Mr Loc’s part, the other
repeats Ss’ part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation. And do the same with

Sing the song

Look at the pictures in the
book

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the dialogue between Linda and Mai
2. Point, say and do actions

- Have pupils look at pictures on Page 40. Elicit the
characters in the pictures and their names.

Teach vocabulary:
Boy

Sir
Sorry
Please
class

check vocab: slap the board

Model sentence: be quiet = don’t talk
come here

open your book
close your book
sit down

stand up

Ask T requests and Ss do.

- Model: Call some Ss request and the others do.
Allocate the parts of the characters T and Ss do to the
pupils. Ask them to point the pictures and act out the
dialogues. Using the pictures in their books. Monitor
the activity and offer help. Correct pronunciation
errors (stress, assimilation of sounds, intonation) when
necessary.

- Call on some pairs to perform their task at the front
of the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs. Call some pairs to act out
Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new

Look and find out the
model sentences

Point the pictures and
practise

Pactise in pairs

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words workbook

Date of preparing: ...
Date of teaching:...

Period 36:UNIT 6: STAND UP!

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to make and respond to
instructions.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners
- Vocabulary:
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson:

Teacher’s actions Students’ actions

Warm up Play game: Simon says
4. Listen and tick

- Have pupils look at pictures 1, 2 and 3 on page 41 of the
Student Book. Elicit the identification of the characters in
the pictures and the characters’ words. Tell pupils that
they are going to listen to the recording and tick the
pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

Play game

Indentify the characters
in each picture

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- Ask some questions to ensure pupils’ comprehension of
the listening text.

5. Look and write

- Have pupils open their books to Page 41. Get Ss to
identify the characters in the pictures and what they are
saying.

- Tell Ss that they are going to read and get information
to write the missing words in dialogue sentences.

- Ss read silently and complete the dialogues.
- Ss trade their answers within pairs or groups for
correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. Open 2. Quiet 3. Close 4. Sit 5. Come
5. Stand

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Indentify the characters
in each picture

Work in pairs

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WEEK: 10
Date of preparing: ...

Date of teaching:...

Period 37:UNIT 6: STAND UP!

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to Ask for and give permission

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: May I come in, Mr Loc? – Yes, you can

May I go out, Mr Loc? – No you can’t
- Vocabulary: speak, write, May I…, can, can’t

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to make and respond to instructions.

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Play game: Simon says

1. Look, listen and repeat

- Whole class. Have pupils look at their books (Page
42).

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn phrases
May I come in, Mr Loc? – Yes, you can
May I go out, Mr Loc? – No you can’t

Have Ss listen to the recording as they read the lines

Sing the song

Look at the pictures in the
book

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in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Divide the class into two groups. One repeat Mai’s
part and the other repeat Nam’ part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation.

- Teach vocabulary:
Speak

Write

May I…
Can

can’t = can not
- Elicits the structures

May I come in, Mr Loc? – Yes, you can
May I go out, Mr Loc? – No you can’t
2. Point and say

Have Ss look at the pictures on page 42

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters Linda and
Nam to Ss

Ask them to act out the dialogue1. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures a, b, c, d.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.

Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.
Have Ps work in pair.

- Display in class, others comment

Read in pairs

Look at 4 pictures

Point to the pictures and
practise

Play role and speak out.

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Listen and correct.

Have Ps practice. The rest listen to and give comment.
Correct Ss’ error pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new

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WEEK 10
Date of preparing: ...

Date of teaching:...

Period 38:UNIT 6: STAND UP!

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to Ask for and give permission

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils Ask for and give permission.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Order the words

4. Listen and number

- Play the recording 2 times pupils to listen and

number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension

Work individually

Look at the pictures in the
book

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of the listening text.
5.Read and match

Ask Ss to identify the characters in the pictures on
page 43.

Set the scene: “you are going to read the dialogues
to get the information in order to match the pictures
to the appropriate dialogues.”

Have a revision of the language:

Ask Ss to read the dialogues and do the task (match
the sentence with a appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1 – c; 2 – d; 3-a, 4-b
6. Let’s write

- Have pupils open their books to Page 43. Get Ss to
identify the characters in the pictures and what they
are saying. Tell pupils that they are going to read and
get the information to write the missing words in
dialogue.

- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

Answer: 1. Come in 2. Sit down 3 close my book
4. open my book

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new

Ps answer

Look at 3 pictures

Work Individually
Read the dialogues in
pairs

Practise in pairs

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words

Date of preparing: ...
Date of teaching:...

Period 39:UNIT 6: STAND UP!

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: give and respond to
instructions, ask for and give permission. Pronounce the sounds in the letters /k/,
/d/ correctly.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask for and give permission.

3. New lesson

Teacher’s actions Students’ actions

Warm up:jumped words

1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words come and down

-Introduce the sounds /k/ and/d/

-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

Work individually

Look at the pictures in the
book

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+ Ask some pairs to ask and answer.

+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer:
6. Let’s sing

- Put the large piece of paper with the Come and sit
down, Page 44, written on it on the board. Tell pupils
that they are going to sing the Song.

- Play the recording all the way through for pupils to
listen while they are reading the song.

- Play the recording again for pupils to read each line
of the rhythm. Have pupils point to the corresponding
words while they are repeating.

- Call on a group of six to the front of the class and do
the actions. Repeat

the step, but this time have pupils swap their parts.
- Group work. Pupils practise singing and doing the
actions in groups. Monitor the activity and help them
when necessary. Correct pronunciation Ss’ errors.
- Call on one group to perform the song at the front of
the class. The rest of the class sing the song and clap
the rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Summary the lesson

5.Homework

Look at 2 sentences

Listen and fill in the blank

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- Do exercises in workbook, learn by heart the new

words Do exercises in theworkbook

Date of preparing: ...
Date of teaching:...

Period 40:UNIT 6: STAND UP!

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: give and respond to
instructions, ask for and give permission.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils give and respond to instructions, ask for and give permission.

3. New lesson

Teacher’s actions Students’ actions

Warm up: Sing the Come in and sit down song

4. Read and match.

T introduces the topic “you are going to read the
sentences to get the information in order to match the
pictures to the text”.

Ss read the sentences individually and check their
prediction. Ss do the task (match the sentence with a
appropriate picture.)

Monitor the activity and offer help when necessary

Sing the song

Look at the sentences in
the book

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Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1 – c; 2 – e; 3 – b; 4 – d, 5- a.
6. Read and complete

-T explains the situation and how to do the exercise
-Ask students to look the pictures and name the
characters in each picture, find out the situation read
the sentences in the book and fill the suitable words to
complete the sentences.

Work in pairs to do the exercise then practice in pairs
in front of the whole class. The rest listen to and give
the remark.

Correct the pronunciation.

Answer: 1. sit 2. talk 3. Go out/ you can
4. go out/ you can’t

6. Project

- Introduce the situation.

- Explain how to do the exercise: write and put the
instructions in the box. Choose and ask them out
-Ss act out in front of the class. The rest listen to and
give the remark. Correct the pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Fill the suitable words in
the blanks

Practice

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WEEK 11

Date of preparing: ...

Date of teaching:...

Period 41:UNIT 7: THAT’S MY SCHOOL

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: talk about school
facilities

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: That’s my school. Is it big?-Yes, it is/No, it isn’t. It’s small.
- Vocabulary: school, big, small, gym, library, computer room, playground

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask for and give permission, give and respond to instructions.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Sing Come on and sit down song

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 46 and what they are saying.

Set the scene “you are going to listen to Linda and
Mai talk about school facilities.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Mai’s part, the other
repeats Linda’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation.

2. Point and say

- Have pupils look at pictures on Page 46. Elicit the
characters in the pictures and their names.

Sing the song

Look at the pictures in the
book

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Teach vocabulary:
School

Big
Small
Gym
Library

computer room
playground

check vocab: slap the board

Model sentence: That’s my school.

Is it big?-Yes, it is/No, it isn’t. It’s small.
Ask pupils to guess and complete the speech bubbles.

- Model: Call some Ss to talk about school facilities.
Ask them to point the pictures and make sentences.
Using the pictures in their books. Monitor the activity
and offer help. Correct pronunciation errors (stress,
assimilation of sounds, intonation) when necessary.
- Call on some Ss to perform their task at the front of
the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs. Call some pairs to act out
Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the

model sentences
Point the pictures and
practise

Pactise in pairs

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Date of preparing: ...
Date of teaching:...

Week 11

UNIT 7: THAT’S my school
Lesson 1

I.Objectives:

- By the end of this lesson, Students will be able to talk about school
facilities

- Develop writing, speaking and listening skill.
II.Teaching methods:

- Communicative method.
- Techniques: + Work in pairs

+ Work in groups, discuss. Ask and answer.
III. Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

 Vocabulary: classroom, gym, library, computer room, playground.
Sentence patterns: That is my school.

Is it big?/ small? - Yes, it is/ No, it isn’t.
V. Procedures:

Time Steps/Activities Work

arrangement
1’

3’

5’

A.Class organization. Greeting
B. New lesson.

Warm up: slap the board

Go out

out Come in

Pre-teach vocabulary

Classroom (n) Gym (n)

Library (n) computer room (n)
playground(n)

* check vocabulary: Match words with

- T- wc
- T - Wc

- T – WC. Read new words
Sit down

Be quiet
Stand up

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5’
5’
5’
5’
pictures

1.Look, listen and repeat.

- Have Ss to look at the book at page 46
and identify the question:

Who are they?. What are they
talking about?

-You are going to listen the dialogue
- Play the recording all the way through
- Play the recording again two times.
- Divide the class into groups.

- Some pairs to come to the front to read
the dialogue

- Play the recording again.
Model sentence:

+That is my school.
That is my classroom.
+ Is it big? No, it isn’t
Is it small? Yes, it is
Practice

2.Look and say.

- Have Ss look at the pictures a, b, c and
d on page 46

- T models the dialogue

T give picture a & say : That’s the gym.
Others say the same.

- Some Ss volumteer come to the class
3. Talk

- Ask Ss open their book P.46 and look
at the pictures.

- Some Ss volumteer come to the class,
the other listen and give the comment.
4. Listen and tick

- Have Ss look at Pictures 1a, b; 2a, b ;
3a,b on Page 47

- 1st:Play the recording all the way
through

- 2nd: play the recording for Ss to listen
and tick the correct pictures.

- 3rd: play the recording for Ss to check

- Ss to listen as they read the
dialogue.

- Whole class to repeat each
line

- Ss read in pairs the dialogue
- whole class to repeat each
line in the text a few times

- Ss look at the pictures a, b, c

and d on page 46

- Ss repeat

- Ss to work in pairs to practice
- The others listen & give the
coment

- Ss to look at the Picture
a,b,c,d and answer the
question: What is this?

- Ss to introduce with: That’s
my……

- Identify the characters and
guess what they are saying.
- Ss to listen while and they are
looking the pictures.

- Ss to listen and tick the
correct pictures.

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4’

2’

their answers.

- Ask some questions to ensure Ss’

comprehension of the listening text.
5. Read and write

Have Ss look at Pictures a, b and guess
what he says.

- Monitor the activity and offer help
when necessary / correct typical
pronunciation errors.

- Call on a pair to demonstrate at the
front of the class.

- Have the whole class repeat all the
phrases to reinforce their pronunciation
Sing: This is the way we go to school
C. Homework

Practice more about the dialogue and
learn them by heart

Prepare lesson 2

- Ss to work in pairs to do the
exercise.

Answer:

That is my classroom
That is the library

That is the computer room
That is the gym

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Date of preparing: ...
Date of teaching:...

Week 11

UNIT 7: THAT’S my school
Lesson 2

I.Objectives:

- Understand how to ask and answer questions about school facilities
- By the end of this lesson, Students will be able to ask and answer the

quetion about school facilities.

- Develop speaking and listening skill.
II.Teaching methods:

- Communicative method.
- Techniques: + Work in pairs

+ Work in groups, discuss. Ask and answer.
III. Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

 Vocabulary: gym, computer room, playground, old, new, large
Sentence patterns: Is it big?/ small? - Yes, it is/ No, it isn’t.
V. Procedures:

Time Steps/Activities Work

arrangement
1’

3’

7’

4’

A.Class organization. Greeting
B. New lesson.

Warm up: Reorder the letter

Ygm ………. Csohol………….

Lpyagournd………….
Labriyr………

Who is faster who is a winner
a. Pre-teach vocabulary

Beautiful new old large

Big small Look at

* check vocabulary: R. O. R
b. present the dialogue

*set the scene: Giving introduction of
the text :

Set the scene: “we are going to learn

- T- wc
- T - Wc

- T – WC. Read new words

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7’

4’

how to ask about school facilities.”
- Play the recording and asks Ss to listen
to the tape twice.

Is your school big? Yes, it is

Is your classroom big? No, it isn’t. It’s
small.

Listen and repeat

- T asks Ss to listen and repeat in chorus
three times.

- Divide the class into two groups.
- Let Ss practice the dialogue in pairs
- Play the recording again for the whole
class to repeat each line in the speech
bubbles to reinforce their pronunciation .

* Presenting new structure:

- T gives a situation to present (using
picture)

- T elicits the structures by asking Ss to
speak out the model sentence:

c.Practice: Point and say

Have Ss look at the pictures and
introduce four characters:

T models the dialogue (use a picture)
a. school,new/ yes b. gym,big/ yes
c. library, old/no d.playground,large/ no
- Have Ss to work in pairs

- Monitor the activity and offer help
when necessary.

- Call on some pairs to perform the task
at the front of the class.

- Make some questions to check Ss’
comprehension of language

d. Production:
Let’s talk

- Have Ss look at the pictures on page
48 and identify the characters in the
pictures.

T gives some cues:

a. classroom/ ( small)/ big b. library/ big

speaking.

- Ss to listen as they read the
dialogue.

- Whole class to repeat each
line

- Ss read in group, pair the
dialogue

Some pairs to read it aloud
- whole class to repeat each
line in the text a few times

Is the …. + adj?
Yes,it is/ No, it isn’t

- Ss look at the pictures a, b, c
and d on page 48

- Ss to repeat the sentences in
the bubbles a few times
- The class repeat all the
phrases

- Ss work in pairs to practice
- The others listen & give the
coment

- whole class repeat all the
phrases to reinforce their
pronunciation.

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2’

c. gym/ (large)/ small
d. computer room/new

- Monitor the activity, correct typical
pronunciation errors.

- Call on a pair to demonstrate at the
front of the class.

C. Homework:

Learn all vocabulary, practice more
Do exercises in the workbook

- Ss to work in pairs (use the
words on the board).

- Ss trade their answers in pairs
for correction

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Date of preparing: ...
Date of teaching:...

Week 12

UNIT 7: THAT’S my school

Lesson 3

I.Objectives:

- By the end of this lesson, students will be able to pronunciate the sound g, l
- Review how to ask and answer about school facilities.

- Develop speaking, writing skills.
II.Teaching methods:

- Communicative method.
- Techniques: + Work in pairs

+ Work in groups, discuss. Ask and answer.
III. Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

 Vocabulary: gym, computer room, playground, old, new, large
Sentence patterns: Is it big?/ small? - Yes, it is/ No, it isn’t.
Phonics: gym, look.

V. Procedures:

Time Steps/Activities Work

arrangement

1’
10’

7’

A.Class organization. Greeting
B. New lesson.

1. Warm up: Read and Match

- T introduces the topic “you are going to
read the sentences to get the information
in order to match with the respond ”.
- Monitor the activity and offer help when
necessary

1. Is that your school?
2. Is the library big?
3. Is the music room new?
4. This is my school

2. Listen and repeat

- Have Ss open the book page 50, look at
the words gym/look and notice the letter

- T- wc
- T – Wc

- Ss read the sentences
individually and check their
prediction

- Ss do the task (match the
sentence with a appropriate
respond

a. No,it isn’t. It’s old.
b. Wow! It’s very nice
c. No, it isn’t. It is small
d. Yes, it is

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5’

10’

2’

coloured differently in both words.
- Produce the sound of the letter g in the
word gym and l in the word look

3. Listen and write

- Ask Ss to say what they think about
when they hear the sound

- Play the recording all the way through
for Ss to listen

Answer: The school gym is large
Look at the library
4. Let’s chant

- Play the recording all the way through
for Ss to listen while they are reading the
chant in their books

- Have Ss listen and repeat ( 3 times).
- Monitor the activity and offer help when
necessary/ correct typical pronunciation
errors.

- Call on a group to recite the chant. The
others clap their hands

- Make a few questions to check Ss’
comprehension of language

C. Home- link:

- Practice more the structure
- Do the exercises. Prepare unit 8

- Ss listen and repeat :
The gym is old

Look at the school
- Ss write the words they
hear

- Compare with their
parners

- Ss to listen while they are
reading the chant in their
books

- Whole class to repeat each
line

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Date of preparing: ...
Date of teaching:...

Week 12

UNIT 8: THIS IS MY PEN
Lesson 1

I. Objectives:

- To identify school things.

- By the end of this lesson, students will be able to identify school things
- Develop speaking, reading skills.

II. Teaching method:

- Communicative method.

- Techniques: + Ask and answer

+ Work in pairs and individually. Work in groups, discuss.
III. Teaching aids:

- Teacher’s aids: audio, stickers, puppets, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

a. Vocabulary: pen, rubber, ruler, pencil case, school bag, pencil sharpener,
notebook, crayon, coloured pencil, correction pen, ballpoint pen….

b.Sentence patterns: This is my pen. That is my….
V. Procedures:

Time Steps/Activities Work

arrangement

1’
3’

10’

A.Class organization. Greeting

B. New lesson.

1. Warm up: put the words in order
1. school/ this/ my/ is

2. is/ new/ computer room/ the?
C .New lesson.

a.vocabulary

pen rubber ruler crayon

pencil case school bag notebook
pencil sharpener coloured pencil
correction pen ballpoint pen….
* check vocab: real objects / pictures
b. set the scene

- Set the scene “you are going to listen
to Linda and robot talk about school
things.

- T- wc
- T – Wc

3. that/a / gym/ is
4. the library/ large/ is?
- T – WC. Read new words

- Ss to identify the

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7’
5’
8’
2’

1. Look, listen and repeat.

- Play the recording and asks Ss to listen
to the tape twice.

- Have whole class repeat all the phrases a
few times to reinforce their pronunciation.
- T elicits model sentences from students
Giới thiệu đồ dùng học tập của mình:
This/ That is my + tên đồ dùng học tập
2. Look and say

- Ask them to identify the characters in the
pictures and what they should say.

Fill the bubbles and have Ss to repeat the
lines a few times

- Ask Ss to practice introducing their
school things, using pictures

a. pencil b. pencil case c. school bag

d. notebook e. pencil sharpener
- Call on some pairs to perform the task
at the front of the class.

3. Talk

- Fill in the speech bubbles with the
correct phrases promted by Ss
S1: This is my rubber S2: Is it?
S1: Yes, it is

- Have Ss to repeat the sentences a few
times before let them practice freely.
- Have Ss to work in pairs to practice .

- Have the whole class repeat all the
phrases to reinforce their pronunciation.

C. Home- link:

- Learn vocabulary and practice
introducing your school things
- Prepare lesson 2

- whole class read each
sentence in chorus
- Ss listen and repeat :
This is my pen

That’s my rubber

- Ss look at the pictures
a,b,c,d,e

- Whole class to repeat each
line

- Ss practice in group, pair

- The others listen & give
the coment

- whole class repeat all the
phrases to reinforce their
pronunciation.

- Ss look at the pictures on
page 52 and identify the
characters in the pictures
- Ss to work in pairs (use
the words on the board).
- Ss trade their answers in
pairs for correction

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Date of preparing: ...
Date of teaching:...

Week 13

UNIT 8: THIS IS MY PEN

Lesson 2

I. Objectives:

- To identify school things.

- By the end of this lesson, students will be able to talk about school things
- Develop speaking, reading skills.

II. Teaching method:

- Communicative method.

- Techniques: + Ask and answer

+ Work in pairs and individually. Work in groups, discuss.
III. Teaching aids:

- Teacher’s aids: audio, stickers, puppets, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

a. Vocabulary: plural nouns, these, those
b.Sentence patterns: These are my books

Those are my pencils
V. Procedures:

Time Steps/Activities Work

arrangement

1’
3’

10’

7’

A.Class organization. Greeting
B. New lesson.

1. Warm up: jump words

1. ipecln... 2. arcyon...
3. urrel... 4. bbrrue...
C .New lesson.

a.vocabulary

These Those They

Plural noun: book  books
pencil -> pencils

Pencil case -> pencil cases
* check vocabulary: Matching
b. set the scene

- Set the scene “you are going to listen to
Mai and robot talk about school things.
1. Look, listen and repeat.

- T- wc
- T – Wc

- T – WC. Read new words

- Ss to identify the

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5’

8’

2’

- Play the recording and asks Ss to listen
to the tape twice.

- T asks Ss to listen and repeat in chorus
two times.

T elicits model sentences from students
These are my books

Those are my pencils

Giới thiệu đồ dùng học tập của mình :
These/ Those are my + plural noun
2. Look and say

Ask them to identify the characters in the
pictures and what they should say.

Fill the bubbles and have Ss to repeat the
lines a few times

Ask Ss to practice introducing their school
things, using pictures

a. notebooks b. pens

- Call on some pairs to perform the task at
the front of the class.

3. Talk

- Have Ss look at the pictures on page
54 and identify the characters in the
pictures.

- Fill in the speech bubbles with the
correct phrases promted by Ss
- Have Ss to repeat the sentences a few
times before let them practice freely.
- Have Ss to work in pairs to practice .

- Call on a pair to demonstrate at the front
of the class.

- Have the whole class repeat all the
phrases to reinforce their pronunciation.

C. Home- link:

Learn vocabulary and practice introducing
your school things

Prepare lesson 3

- Ss to listen to the tape
twice.

- whole class read each
sentence in chorus

- Ss look at the pictures
a,b,c,d,e

- Whole class to repeat each
line

- Ss practice in group, pair
c. pencil cases d. rubbers
- The others listen & give
the coment

- whole class repeat all the
phrases to reinforce their
pronunciation.

S1: These are my books
S1: Those are my pencils
S2: Are they?

S2: Are they?
S1: Yes, they are
S1:Yes,they are
- Ss to work in pairs
- Ss trade their answers in
pairs for correction

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Date of preparing: ...
Date of teaching:...

Week 13

UNIT 8: THIS IS MY PEN
Lesson 3

I. Objectives:

- By the end of this lesson, students will be able to pronunciate the sound r, th
- Review how to introdure school things.

- Develop listening, writing skills.
II. Teaching method:

- Communicative method.

- Techniques: + Ask and answer

+ Work in pairs and individually. Work in groups, discuss.
III. Teaching aids:

- Teacher’s aids: audio, stickers, puppets, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

a. Sentence Patterns: Are these your books? - Yes, they are/ No, they aren’t.
b. Phonics: ruler, these

V. Procedures:

Time Steps/Activities Work

arrangement

1’
5’
10’

7’

A.Class organization. Greeting
B. New lesson.

1. Warm up: board racing ( school things)
C .New lesson.

1. Listen and repeat

- Produce the sound of the letter r in the
word ruler and th in the word these
- Play the recording and asks Ss to listen
to the tape twice.

- T asks Ss to listen and repeat in chorus
two times.

2. Listen and write

- Ask Ss to say what they think about
when they hear the sound

- Play the recording all the way through
for Ss to listen

Answer: These are my ruler

- T- wc
- T – Wc

- Ss open the book page 56,
look at the words ruler/
these and notice the letter

coloured differently in both
words.

- Ss listen and repeat :
Those are rulers
These are pens

- Ss write the words they
hear

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10’

2’

Are those your books?
- Have the whole class read to

reinforce their pronunciation.
3. Let’s chant

- Play the recording all the way through
for Ss to listen while they are reading the
chant in their books

- Have Ss circle all the words containing
the focused sounds in the chant.

- Monitor the activity and offer help when
necessary/ correct typical pronunciation
errors.

- Call on a group to recite the chant.
- Have the whole class read to reinforce
their pronunciation.

C. Home- link:

- Practice more the structure
- Do the exercises in workbook
- Prepare unit 9

- Ss to listen while they are
reading the chant in their
books

- Ss to listen to the tape
twice.

- whole class read each
sentence in chorus

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Week 14

UNIT 9: WHAT COLOUR IS IT?
Lesson 1: Part 1-2-3

I.Objectives:

- By the end of the lesson Ps will be able to: ask and answer questions about
school things.

- Develop Ss speaking and listening skills
- Education: Ss love school subjects
II. Language Focus

- Sentence Partners: Is this your school bag? – Yes, it is/ No, it isn’t
- Vocabulary:

III. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Teaching processes:

1. Class organization:
- Greeting

2. Oral test:

- Have pupils talk about school things.

3. New lesson

Teacher’s actions Students’ actions

Warm up: read the chant

1. Look, listen and repeat.

- Ask Ss to identify the characters in the picture
on page 58 and what they are saying.

- Set the scene “you are going to listen to Mai and
Nam ask and answer question about school

things.

- Play the recording and asks Ss to listen to the
tape.

- Call on one pair. One repeats Mai’s part, the
other repeats Nam’s part.

- Have whole class repeat all the phrases a few
times to reinforce their pronunciation.

2. Point and say

- Have pupils look at pictures on Page 58. Elicit
the characters in the pictures and their names.
Model sentence: Is this your school bag?

Read the chant

- Look at the pictures in the
book

- Ss to listen and repeat in
chorus two times.

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– Yes, it is.

Is that your pen? – No, it isn’t.
- Model: Call on some Ss. Allocate the parts of the
characters Mai, Quan and Nam to the pupils. Ask
them to point the pictures and act out the
dialogues. Using the pictures in their books.
Monitor the activity and offer help. Correct
pronunciation errors (stress, assimilation of
sounds, intonation) when necessary.

- Call on some Ss to perform their task in front of
the class.

- Have the whole class repeat all the phrases in
chorus to reinforce their pronunciation.

3. Let’s Talk

Ask students to look at the pictures in the book.
Ask them to identify the characters in the pictures.
Call some pairs to act out

Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the
new words

- Look and find out the
model sentences

- Point the pictures and
practise

-The rest of the class
observe and give comments.

- Ss work in pairs.
- Pactise in pairs

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Week 14

UNIT 9: WHAT COLOUR IS IT?
Lesson 2: Part 1- 2-3

I.Objectives:

- By the end of this lesson, Students will be able to ask and answer questions about

colours.

- Develop Ss speaking and listening skills.
- Education: Ss love school subjects and colours
II. Language Focus

- Sentence Partners: What colour is your box? – It’s red

What colour are your pencils? – They’re green.
- Vocabulary: colour, red, green, blue, white, yellow, brown, orange
III. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

IV. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to ask and answer questions about school things

3. New lesson:

Teacher’s actions Students’ actions

Warm up: talk about school things
1. Look, Listen and repeat.

- Have Ss to look at the book at page 60.

Elicit the character and have Ss guess what they
are saying.

- Set the scene: we are going to learn new phrases
- Play the recording again for Ss to repeat the lines
in the speech bubbles two times.

- Divide the class into two groups. One repeat Mai’s
part and the other repeat Nam’ part.

- Play the recording again for the whole class to
repeat each line in the speech bubbles to reinforce
their pronunciation.

2. Point and say

Have Ss look at the pictures on page 60

Practice

Look at the pictures in the
book

- Ss listen to the recording
as they read the lines in

the speech bubbles

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Teach vocabulary:

colour white Red yellow

Green brown Blue orange

- Elicits the structures

What colour is your box? – It’s red

What colour are your pencils? – They’re green
- Elicit the characters in the pictures and their

names. T models/ allocates the parts of characters
Mai and Nam to Ss

- Ask them to act out the dialogue1.

- Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

- Call on some pairs to perform the task at the front
of the class.

- Have the whole class repeat all the phrases in
chorus to reinforce their pronunciation.

3. Let’s talk:

- Show picture and give task.
Have Ps work in pair.

- Display in class, others comment
- Listen and correct.

- Have Ps practise

4. Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

- Look at 4 pictures

- Ss to guess and complete
the speech bubbles.

- Repeat the step with
some other pairs for

pictures

- Ss practice acting out the
dialogue in pairs, using
the pictures.

- 6-7 pairs. The others
observe and give
comments.

- Point to the pictures and
practise

- Play role and speak out.
- Work in pair practice
talking.

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Week 15

UNIT 9: WHAT COLOUR IS IT?
Lesson 3: Part 1- 2-3

I.Objectives:

- By the end of the lesson Ps will be able to: ask and answer questions about

school things and colours.

- Pronounce the sounds in the letters /m/, /p/ correctly .
- Develop Ss writing and listening skills

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization: - Greeting

2. Oral test: - Have pupils write new words.
3. New lesson

Teacher’s actions Students’ actions

Warm up: Chatting

- T asks Ss to make question and answer about
colours

1. Listen and repeat

Play the CD and have Ps repeat each line of the
chant. Then change the role.

Focus Ps’ attention on the letters colored
differently in the words it and orange
-Introduce the sounds /i/ and /o/

-Have Ps practice the sounds carefully

-Play the CD

-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times.

- Play the recording again pupils check their
answers. T give the answer.

- Ask some questions to ensure pupils’
comprehension of the listening text.

Ask ps to practice in pairs
Look at the pictures in the
book

Listen and repeat

- Ps read the chant in chorus
- Some pairs to ask and
answer.

- Look at 2 sentences

- Listen and fill in the blank
- Check their guess.

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3. Let’s chant

- Introduce the Chant.
- Turn on the tape.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the
new words

- Ps listen to the tape and
repeat the chant.

- Ps chant in group and
individual.

-The Ps chant and do the
action.

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Week 15

UNIT 10: WHAT DO YOU DO AT BREAKTIME?
Lesson 1: 1-2-3

I.Objectives:

- By the end of the lesson Ps will be able to: ask and answer questions about

break-time activities.

- Develop Ss speaking and listening skills
- Education: Ss love subjects

II. Language Focus

- Sentence Partners: What do you do at break time? – I play badminton.

- Vocabulary: do, at break time, play, badminton, football, basketball, chess, table
tennis

III. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names and their health.

3. New lesson

Teacher’s actions Students’ actions

Warm up: Sing My new pen
1. Look, listen and repeat.

- Ask Ss to identify the characters in the picture
a, b on page 64 and what they are saying.

- Set the scene “you are going to listen to Mai
and Linda and Phong ask and answer questions
about break time activities.

- Play the recording and asks Ss to listen to the
tape.

- Call on one pair.

- Have whole class repeat all the phrases a few
times to reinforce their pronunciation. And do
the same with the dialogue between Linda and
Mai

2. Point and say

- Have pupils look at pictures on Page 12.

Sing the song

Look at the pictures in the book

- Ss to listen and repeat in
chorus two times.

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Elicit the characters in the pictures and their
names.

Teach vocabulary:

Play at break time chess

Badminton football do

Basketball Table tennis
- Check vocab: what and where

Model sentence: What do you do at break
time?

I play football.

- Model: Call on a pair. Allocate the parts of
the characters Mai and Nam to the pupils. Ask
them to point the pictures and act out the
dialogues. Using the pictures in their books.
Monitor the activity and offer help. Correct
pronunciation errors (stress, assimilation of
sounds, intonation) when necessary.

- Call on some pairs to perform their task at the
fron of the class.

- Have the whole class repeat all the phrases in
chorus to reinforce their pronunciation.

3. Let’s Talk

- Ask students to look at the pictures in the
book.

- Ask Ss work in pairs. Call some pairs to act
out

Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the
new words

Look and find out the model
sentences

- Pupils to guess and complete
the speech bubbles.

- Point the pictures and practise

- The rest of the class observe
and give comments.

- Identify the characters in the
pictures.

- Pactise in pairs

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Date of preparing: ...
Date of teaching:...

Week 16

UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 2: Part 1- 2-3

I.Objectives:

- By the end of this lesson, Students will be able to express likes and dislikes.
- Develop Ss speaking and listening skills.

- Education: Ss love subject
II. Language Focus

- Sentence Partners: Do you like badminton? – Yes, I do./ No, I don’t.

- Vocabulary: like, let’s, now, skipping, skating, hide-and-seek, blind man’s bluff
III. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

IV. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to write the new words

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Ask and answer questions about
break time activities

1. Look, Listen and repeat.

- Have Ss to look at the book at page 66.

- Elicit the character and have Ss guess what they
are saying.

- Set the scene: we are going to learn new
phrases

- Play the recording again for Ss to repeat the
lines in the speech bubbles two times.

- Divide the class into two groups. One repeat
Mai’s part and the other repeat Linda’ part.

Play the recording again for the whole class to
repeat each line in the speech bubbles to
reinforce their pronunciation.

Teach vocabulary:

Practice in pairs

- Look at the pictures in the
book

- Ss listen to the recording as
they read the lines in the
speech bubbles

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Like let’s Skipping skating
Hide-and-seek blind man’s bluff

 Elicits the structures

Do you like badminton? – Yes, I do.

Do you like hide- and- seek? - No, I don’t
2. Point and say

- Have Ss look at the pictures on page 66
- Elicit the characters in the pictures and their
names.

- T models/ allocates the parts of characters Mai,
Linh and Nam to Ss.

- Ask them to act out the dialogue1.

- Monitor the activity and offer held. Correct
pronunciation errors (stress, assimilation of
sounds, intonation) when necessary.

- Call on some pairs to perform the task at the
front of the class.

- Have the whole class repeat all the phrases in
chorus to reinforce their pronunciation.

3. Let’s talk:

Show picture and give task.
Have Ps work in pair.

- Display in class. Others comment.
- Listen and correct.

- Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the
new words

Read in pairs

- Ss to guess and complete
the speech bubbles.

- Repeat the step with some
other pairs for pictures
- Ss practice acting out the
dialogue in pairs, using the
pictures.

- The others observe and give
comments.

Look at 4 pictures

- Point to the pictures and
practise

- Play role and speak out.
- Work in pair practice
talking.

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Week 16

UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 3: Part 1-2-3

I.Objectives:

- By the end of the lesson Ps will be able to: ask and answer questions about break

time activities, express likes and dislikes.

- Pronounce the sounds in the letters /bl/, /sk/ correctly .
- Develop Ss writing and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils to write new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up: sing Hide-and-seek song
1. Listen and repeat

- Play the CD .

- Focus Ps’ attention on the letters colored
differently in the words blind and skating
-Introduce the sounds /bl/ and /sk/

-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after T
+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write
- Have pupils look at the

- Play the recording 2 times pupils to listen and fill
the blanks. Check their guess.

- Play the recording again pupils check their
answers. T give the answer:

- Have pupils act out the dialogue in pairs or

- Sing the song

- Look at the pictures in the
book

- Ps repeat each line of the

chant. Then change the role.
- Listen and repeat

- Look at 2 sentences

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groups for correction.
3. Let’s chant

- Introduce the Chant.
- Turn on the tape.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the
new words

- Ps listen to the tape and
repeat the chant.

- Ps chant in group and
individual.

-The Ps chant and do the
action.

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Week 17

REVIEW 2
UNITS SIX TO TEN
I.Objectives:

- To review the phonics, the vocabulary and the sentence patterns learnt in units
6 – 10.

- Develop speaking, reading and writing skills.
- Help Ss to study hardly.

II.Teaching methods:

- Communicative method.

- Techniques: + Work in pairs.

+ Work in groups, discuss.
III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV.Languages focus:
Unit six: Stand up

- Giving and responding to instructions
- Asking for and giving permission
1. Stand up!

2. May i sit down? Yes, you can/ No, you can’t.
Unit 7: That’s my school

- naming school rooms
- describing school rooms

- asking and answering about school rooms.
1. Is this a classroom ? - Yes, it is

2. Is it new ? - Yes, it is. ( no, it isn’t). it’s old
Unit 8 : This is my pen

- Naming school rooms.
- Describing school rooms

- Asking and answering about school rooms
1- Is this/ that your school things ?

2. These/ those are + school things ?
Unit 9 : what colour is it?

- Review asking and answering questions about school things.
- Review asking and answering questions about colour.

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Saying the name of games/ activities at break time

Asking and answering about games and activities at break time.
1. What do you do at break time ?

I play hide – and – seek.

I like playing football/ badminton.
2. Do you like playing chess ?

V. Procedures:

Time Steps/Activities Work

arrangement

4’

9’

10’

Warm up

Let’s Ss chant in two groups. Which is more correct
is the winner.

1.New lesson.

1. Phonics

- Put the piece of paper with the phonics written on it
on the board and play the recording all the way

through.

- pupils listen to the recording, pointing to the
appropriate words on the board.

- Draw pupils’ attention to difficult sounds such as
which, pens, pencils, break.

- Pupils practice saying the focused words in pairs.
Monitor the activity.

- Correct their pronunciation as necessary.

- Call some pair to demonstrate at the front of the class.
Have the rest of the class observe and give comment.
2. Vocabulary

- Put the vocabulary sheet of the paper on the board.
Pupils recall the meaning of the word by reading aloud
or playing a game( Pass the word, Crossword puzzle,
Slap the board) using flashcards.

- Pupils read the words aloud again. Encourage them to
group the words into categories: words denoting

names, greeting, activities.

- Have pupils make sentences with some of words they
have learnt.

3. Sentence patterns

- Put the sheet of the paper which contains sentence

- Groups
- Whole

class

Pair work
T –whole class

Whole class

Pair work/
group work

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2’
1’

patterns on the board. Play the recording all the way
through. Pupils listen to recording as they follow the

appropriate line on the board. Replay recording for
pupils to repeat each line.

- Pupils work in pairs or groups to make dialogues with
the appropriate sentence patterns on the board. Then
they rehearse their work.

- Have some pairs demonstrate their work at the front
of the class.

2. Summary:

Ss have learnt how to talk about some games.
3. Homework :

Review from unit 1 to unit 10

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Week 17

REVIEW 2
I.Objectives:

- By the end of the lesson Ps will be able to:

- Perform their abilities in listening, speaking and writing related to the topics from
units 6-10, using the phonics, vocabulary and sentence patterns they have learnt.
- Develop Ss speaking, listening and writing skills.

- Education: Ss love school subjects
II. Language Focus

- Sentence Partners: Revisions.
- Vocabulary: Revisions.

III. Teaching aids:

1. Teacher’s: student’s and teacher’s book, cassette.
2. Students’: books, notebooks, workbooks.

IV. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

-Ask Ss to write the new words and do exercises in workbook
3. New lesson:

Teacher’s actions Students’ actions

Warm up: - Review the model sentences from
unit1 to unit 5

1. Listen and tick

- Have pupils look at pictures 1, 2, 3, 4 and 5 on
page 70 of the Student Book. Give the
identification of the characters in the pictures and
the characters’ words. Tell pupils that they are
going to listen to the recording and tick the
pictures they hear.

- Play the recording 2 times pupils to listen and
tick the boxes.

- Play the recording again pupils check their
answers. T give the answer:

- Ask some questions to ensure pupils’
comprehension of the listening text.

Answers: 1 – c; 2 – d; 3 – b; 4 – a.

Ask ps to practice in pairs
- Look at pictures 1, 2, 3, 4
and 5 on page 70 of the
Student Book.

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2. Listen and number

the recording and match the information they hear
to the pictures. They should number the boxes.
Guess the answer

- Play the recording 2 times pupils to listen and
number the boxes.

- Play the recording again pupils check their
answers. T give the answer:

- Ask some questions to ensure pupils’
comprehension of the listening text.

Answer: 1. 2. 3. 4.
3. Read and complete

-T explains the situation and how to do the
exercise.

-Ask students to read the dialogue in the book and
fill the words given to complete the dialogue.
- Correct the pronunciation.

Answer: 1. school 2. Playground 3. room 4.
Quan

4. Read and match

- Whole class. Have pupils turn their books to
page 37. Tell pupils that they are going to read the

sentences to get the information in order to match
the sentences to the sentences.

- Monitor the activity and offer help when
necessary.

- Have pupils trade their answers for correction.
- Call on some pupils to report their answers.

- Make a few questions to check pupils’
comprehension of the sentences.

- Have the whole class read each sentence in
chorus to reinforce their pronunciation.

Answer: 1.e 2. c 3. a 4.c 5. d
5. Look and say

- Have pupils look at pictures a, b, c and d on Page

- Ss look at pictures a, b, c
and d on page of the Student
Book. Elicit the

identification of the
characters in the pictures
and the characters’ words
- Work individually
Listen and tick

- Check their guess.
Compare the answer with
the partner.

- Work individually
- Work in pairs to do the
exercise then practice in
pairs in front of the whole
class. The rest listen to and
give the remark.

- Pupils read the sentences
individually and do the task.
- Work in pairs

- The rest of the class listen
give comments.

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71.

- Model: Call on a pair. Allocate the parts of the
characters Mai and Nam to the pupils. Ask them to
act out the dialogues. Using the pictures in their
books. Monitor the activity and offer help. Correct
pronunciation errors (stress, assimilation of
sounds, intonation) when necessary.

- Call on some pairs to perform their task in front
of the class.

- Have the whole class repeat all the phrases in
chorus to reinforce their pronunciation.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the
new words

pictures and their names
then guess and complete the
speech bubbles.

- Pair works

- 6 -7 pairs. The rest of the
class observe and give
comments.

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WEEK 18
Date of preparing: ...

Date of teaching:...

Period 70:UNIT 11: THIS IS MY FAMILY.

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: identify family

members.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: Who’s that?- He’s my father./ She’s my mother.

- Vocabulary: man, next to, him, father, mother, young, nice, sister, brother,
grandmother, grandfather, he, she

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils answer T’s questions.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 6 and what they are saying.

Set the scene “you are going to listen to Linda and
Mai identify family members.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Linda’s part, the other
repeats Mai’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation.

2. Point and say

- Have pupils look at pictures on Page 6. Elicit the

Pair works

Look at the pictures in the
book

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characters in the pictures and their names.
Teach vocabulary:

man next to

father mother

young nice

sister brother

grandmother grandfather

he she

check vocab: slap the board
Model sentence: Who’s that?

- He’s my father./ She’s my mother.

Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters the boy and the girl to the pupils. Ask them
to point the pictures and act out the dialogues. Using
the pictures in their books. Monitor the activity and
offer help. Correct pronunciation errors (stress,
assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform their task at the fron of
the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs. Call some pairs to act out
Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new

words

Look and find out the
model sentences

Point the pictures and
practise

Pactise in pairs

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Date of preparing: ...
Date of teaching:...

Period 71:UNIT 11: THIS IS MY FAMILY.

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to identify family members.

2. Skills:

- Develop Ss reading and listening skills

3. Language focus:
- Sentence Partners

- Vocabulary: photo, woman, girl, boy, her, family
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names.

3. New lesson:

Teacher’s actions Students’ actions

Warm up

Ask and answer about Ss’ name
4. Listen and tick

- Have pupils look at pictures 1, 2 and 3 on page 7 of the
Student Book. Elicit the identification of the characters in
the pictures and the characters’ words. Tell pupils that
they are going to listen to the recording and tick the
pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of

Greeting

Indentify the characters
in each picture

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the listening text.

5. Read and complete

- Have pupils open their books to Page 7. Get Ss to

identify the characters in the pictures and who they are in
the photo.

Teach vocabulary:

Photo woman

Girl boy

Her family

Happy of

Check vocab: what and where

- Tell Ss that they are going look the photo and read the
sentences to get information to write the missing words.
- Ss read silently and complete the dialogues.

- Ss trade their answers within pairs or groups for
correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. Father 2. Mother 3. brother

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s sing

- Introduce A happy family song, Page 7.

- Play the recording and listen to A happy faamily song
- Play the recording again for pupils to sing each line of
the rhythm.

- Call on a group of six to the front of the class and do the
actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the
actions in groups. Monitor the activity and help them
when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the
class. The rest of the class sing the song and clap the
rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Indentify the characters
in each picture

Work individually

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Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new

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WEEK: 18
Date of preparing: ...

Date of teaching:...

Period 73:UNIT 11: THIS IS MY FAMILY.

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to talk about the ages of family
members.

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: How old is your brother? – He is seven.

- Vocabulary: eleven, twelve, thirteen, fourteen, fifteen, seventeen, eighteen,

nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to greet to each other

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Sing A happy family song

1. Look, Listen and repeat.

Have Ss to look at the book at page 8.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn new phrases
Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Sing the song

Look at the pictures in the
book

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Divide the class into two groups. One repeat Mai’s
part and the other repeat Linda’s part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation.

- Teach vocabulary:

Eleven twelve

Thirteen fourteen
Fifteen seventeen
Eighteen nineteen

Twenty thirty

Forty fifty

Sixty seventy

Eighty ninety

one hundred

Check vocab: rub out and remember
- Elicits the structures

How old is your brother? – He is seven
2. Point and say

Have Ss look at the pictures on page 8

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters the boy
and the girl to Ss

Ask them to act out the dialogue. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task. Talk about the age of
Nam’s family

Read in pairs

Look at 4 pictures

Point to the pictures and
practise

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Have Ps work in pair.

- Display in class, others comment
Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Work in pair practice
talking:

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WEEK 18
Date of preparing: ...

Date of teaching:...
.

Period 74:UNIT 11: THIS IS MY FAMILY.

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to talk about the age of family
members.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:

- Vocabulary: picture, years old
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils introduce their family members.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Talk about the age of family members.

4. Listen and number

- Have pupils look at pictures a, b, c and d on page of

the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words.
Tell pupils that they are going to listen to the
recording and match the information they hear to the
pictures. They should number the boxes.

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.

Practise in pairs

Look at the pictures in the
book

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T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

6. Read and complete

Ask Ss to identify the characters in the pictures on
page 9.

Set the scene: “you are going to read the paragraph
to get the information in order to fill the ages of
Quan’s family members

Have a revision of the language

Ask Ss to read the dialogues and do the task (match
the sentence with a appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: Quan-10; His father-forty-four; His
mother-thirty-nine; His brother-fourteen
6. Write about your family

- Have pupils open their books to Page 9. Get Ss to
answer the ages of their family members - Pupils
practice in pairs and complete the dialogues.

- Pair works. Pupils give their answers for correction.
- Ask some pupils to read their answers aloud to the

class. The rest of the class listen and give comments.
- Make a few questions to check pupils’
comprehension of the reading text.

- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Ps answer

Look at 3 pictures

Work Individually
Read the paragraph

Practise in pairs

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WEEK 19
Date of preparing: ...

Date of teaching:...

Period 75:UNIT 11: THIS IS MY FAMILY.

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: identify family

members, talk about the ages of family members. Pronounce the sounds in the
letters /br/, /gr/ correctly .

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils to talk about the ages of family members.

3. New lesson

Teacher’s actions Students’ actions

Warm up: Chatting: identify family members, talk

about the ages of family members
1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words brother and grandmother

-Introduce the sounds /br/ and/gr/
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

Ask ps to practice in pairs

Look at the pictures in the
book

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+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer:

3. Let’s chant

- Introduce the Chant.
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

-The Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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Date of preparing: ...
Date of teaching:...

Period 76:UNIT 11: THIS IS MY FAMILY.

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: identify family

members, talk about the ages of family members.

2. Skills:

- Develop Ss reading, writing skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils identify family members, talk about the ages of family members.

3. New lesson

Teacher’s actions Students’ actions

Warm up: Read the chant

4. Read and match.

T introduces the topic “you are going to read the
questions to get the information in order to match the
answers”.

Ss read the sentences individually and check their
prediction. Ss do the task (match the sentence with a
appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Read the chant

Look at the sentences in
the book

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Answers: 1 – d; 2 – a; 3 – b; 4 – c.
5. Read and complete

-T explains the situation and how to do the exercise
-Ask students to look the photo of Linda’s family Ask
Ss to identify the characters in the pictures on page 11.
read the paragraph in the book and fill the suitable
words to complete the dialogue.

Work individually to do the exercise then practice in
front of the whole class. The rest listen to and give the
remark.

Correct the pronunciation.

Answer: 1. family 2. father 3. mother 4. brother
5. sister

6. Project

- Introduce the situation.

- Explain how to do the exercise: draw their family.
Tell the classmates about it

-Ss act out in front of the class. The rest listen to and
give the remark. Correct the pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Fill the suitable words in
the blanks

Work individually

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WEEK 19

Period 77:UNIT 12: THIS IS MY HOUSE.

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able rooms in the house.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: There is a living room.

- Vocabulary: house, garden, over there, kitchen, bathroom, bedroom, dining room,
garden

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils greet and introduce their names and their health.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 12 and what they are saying.

Set the scene “you are going to listen to Linda and
Mai greet and introduce their names.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Linda’s part, the other
repeats Mai’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation.

2. Point and say

- Have pupils look at pictures on Page 12. Elicit the
characters in the pictures and their names.

Teach vocabulary:

House garden

Read the chant

Look at the pictures in the
book

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over there kitchen

bathroom bedroom

dining room garden

check vocab: slap the board

Model sentence: There is a living room.

Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters Mai and Nam to the pupils. Ask them to
point the pictures and act out the dialogues. Using the
pictures in their books. Monitor the activity and offer
help. Correct pronunciation errors (stress, assimilation
of sounds, intonation) when necessary.

- Call on some pairs to perform their task at the fron of
the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs to identify the rooms in Nam’s
house. Call some pairs to act out

Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences
Point the pictures and
practise

Pactise in pairs

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Date of preparing: ...
Date of teaching:...

Period 78:UNIT 12: THIS IS MY HOUSE.

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to indentify rooms in the
house.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners

- Vocabulary: way, clean, early, in the morning
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson:

Teacher’s actions Students’ actions

Warm up

Talk about their houses
4. Listen and tick

- Have pupils look at pictures 1, 2 and 3 on page 13 of the
Student Book. Elicit the identification of the characters in
the pictures and the characters’ words. Tell pupils that
they are going to listen to the recording and tick the
pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of

Ss practise

Indentify the characters

in each picture

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the listening text.

5. Look and write

- Have pupils open their books to Page 13. Get Ss to
identify the characters in the pictures and what they are
saying.

- Tell Ss that they are going to look the pictures, read
and get information to write the missing words in the
sentences.

- Ss read silently and complete the dialogues.
- Ss trade their answers within pairs or groups for
correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. A house 2. A living room
3.a kitchen 4. Bedroom
5. a bathroom 6.a kitchen

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s sing

- Introduce The way I clean my house song, Page 13.
- Play the recording and listen to The song

- Play the recording again for pupils to sing each line of
the rhythm.

- Call on a group of six to the front of the class and do the
actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the
actions in groups. Monitor the activity and help them
when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the
class. The rest of the class sing the song and clap the
rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Indentify the characters
in each picture

Work individually

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Do exercises in the workbook. Learn by heart the new

words and structures. Do exercises in theworkbook

WEEK: 20

Period 79:UNIT 12: THIS IS MY HOUSE.

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
house facilities.

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: Is there a fence?-Yes, there is./ No, there isn’t.
- Vocabulary: fence, pond, gate, yard, fence

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to greet to each other

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Sing the alphabet song

1.Look, Listen and repeat.

Have Ss to look at the book at page 14.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn new phrase

Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in

Sing the song

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the speech bubbles two times.

Divide the class into two groups. One repeat Tony’s
part and the other repeat Nam’s part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation.

- Teach vocabulary:

Fence pond

Gate yard

fence

- Elicits the structures

Is there a fence?-Yes, there is./ No, there isn’t.
2. Point and say

Have Ss look at the pictures on page 14

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters the boys
and the girl to Ss

Ask them to act out the dialogue1. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pair to talk about Tony’s house
- Display in class, others comment

Listen and correct.
Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

Listen and repeat

Read in pairs

Look at 4 pictures

Point to the pictures and
practise

Play role and speak out.

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- Do exercises in workbook, learn by heart the new

words Do exercises in theworkbook

WEEK 20

Period 80:UNIT 12: THIS IS MY HOUSE.

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
house facilities.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:

- Sentence Partners: There is not a yard

- Vocabulary: any, around, but, beautiful, in front of, tree, in
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students’ attendance.

2. Oral test:

- Have pupils greet and introduce, spell their names.

3. New lesson

Teacher’s actions Students’ actions

Warm up: Sing the song

4. Listen and number

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the

Sing the song

Look at the pictures in the

book

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answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

5.Read and complete

Ask Ss to identify the characters in the pictures on
page 15.

Set the scene: “you are going to read the paragraph
about Phong’s house facilities to get the information
in order to fill the given words in the blanks.”

Teach vocabulary:

Any around

But beautiful

in front of tree
in

Check vocab: what and where
Model sentence: There is not a yard

Have a revision of the language

Ask Ss to read the paragraph about Phong’s house
facilities and fill the given words in the blanks.

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1. House; 2. Beautiful; 3. Tree; 4. Pond
6. Write about your house

- Have pupils open their books to Page 15. Get Ss to
read the questions and answer about their houses
facilities.

- Pupils practice in pairs to ask and answer questions
about their houses.

- Pair works. Pupils give their answers for correction.
- Ask some pupils to read their answers aloud to the
class. The rest of the class listen and give comments.

Ps answer

Look at 4 pictures

Work Individually

Read the paragraph and do
the exercise

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- Ask Ss to talk about their houses.

- Have the whole class listen and reinforce their
pronunciation.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new

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WEEK 21

Period 81:UNIT 12: THIS IS MY HOUSE.

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to identify rooms in the
house, ask and answer questions about house facilities. Pronounce the sounds in
the letters ch/ /, th/ / correctly.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary: behind
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students’ attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up:

- T asks Ss to make question and answer about houses
1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words kitchen and bathroom

-Introduce the sounds ch/ / and th/ /
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

Ask ps to practice in pairs

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- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer:

3. Let’s chant
- Introduce the Chant.
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

-The Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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WEEK 21

Period 82:UNIT 12: THIS IS MY HOUSE.

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: identify rooms in the
house, ask and answer questions about house facilities.

2. Skills:

- Develop Ss reading, writing skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils talk about their house facilities.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant.

4. Read and write.

T introduces the topic “you are going to read the
paragraph to get the information in order to find the
suitable words to fill in the blanks”.

Ss look at Mai’s house and find the house facilities
read the paragraph individually and check their
answers. Ss do the task

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Read the chant

Read the paragraph in the
book

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Answers: 1. house; 2. pond; 3. tree; 4. living.
5. Read again and write the answers
-T explains the situation and how to do the exercise
-Ask students to read the paragraph in part 4 in the
book of page 17 and answer the questions.

Work in pairs to do the exercise then practice in pairs
in front of the whole class. The rest listen to and give
the remark.

Correct the pronunciation.

Answer: 1. No, it isn’t. 2. It is blue.
3. Yes, there is. 4. Yes, there is.
5. No, there isn’t

6. Project

- Introduce the situation.

- Explain how to do the exercise: Draw and colour
their houses. Write the names of the rooms in the
houses

-Ss introduce their houses in front of the class. The
rest listen to and give the remark. Correct the
pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Read the paragraph and
answer the questions in
pairs

Work individually

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WEEK 21

Period 83:UNIT 13: WHERE’S MY BOOK?

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about the location of things in the house.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: Where’s the book?-It’s here/there.

- Vocabulary: Where, chair, poster, bed, picture, coat, ball, here, there
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils describe their houses.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 18 and what they are saying.

Set the scene “you are going to listen to Peter and his
mother ask and answer questions about the location of
things in the house.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Peter’s part, the other
repeats his mother’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation.

2. Point and say

- Have pupils look at pictures on Page 12. Elicit the
characters in the pictures and their names.

Teach vocabulary:

Read the chant

Look at the pictures in the
book

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Where chair

Poster bed

Picture coat

Ball here

there

Check vocab: what and where

Model sentence: Where’s the book?-It’s here/there.
Ask pupils to guess and complete the speech bubbles.
- Model: Call someone to practice in front of the
whole class. Practice in group. Allocate the parts of
the characters the boy and the girl to the pupils. Ask
them to point the pictures and act out the dialogues.
Using the pictures in their books. Monitor the activity
and offer help. Correct pronunciation errors (stress,
assimilation of sounds, intonation) when necessary.
- Call on some groups to perform their task at the front
of the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pair to ask and answer questions about
the location of things in the house.. Call some pairs to
act out

Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences

Point the pictures and
practise

Pactise in pairs

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WEEK 21

Period 84:UNIT 13: WHERE’S MY BOOK?

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to ask and answer

questions about the location of things in the house.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners
- Vocabulary:
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils to ask and answer a bout he specific information.

3. New lesson:

Teacher’s actions Students’ actions

Warm up

Ask and answer about Ss’ name and spell it
4. Listen and tick

- Have pupils look at pictures 1, 2 and 3 on page19 of the
Student Book. Elicit the identification of the characters in
the pictures and the characters’ words. Tell pupils that
they are going to listen to the recording and tick the
pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of
the listening text.

5. Read and complete

- Have pupils open their books to Page 19. Get Ss to

Greeting

Indentify the characters
in each picture

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identify the characters in the pictures and what they are
saying mention the distance between the hand and the
thing in picture.

- Tell Ss that they are going to read and get information
to write the given words in sentences 1, 2, 3 and 4.

- Ss read silently and complete the sentences.
- Ss trade their answers within pairs or groups for
correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. Here 2. There 3. Here 4. there

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s sing

- Introduce the The poster and the ball song, Page 19.
- Play the recording and listen the How are you? song
- Play the recording again for pupils to sing each line of
the rhythm.

- Call on a group of six to the front of the class and do the
actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the
actions in groups. Monitor the activity and help them
when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the
class. The rest of the class sing the song and clap the
rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the contain of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Indentify the characters

in each picture

Work individually
Work in pairs

Listen and sing

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WEEK: 22

Period 85:UNIT 13: WHERE’S MY BOOK?

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer question about
the location of things in the house (plural).

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: Where are the posters? –They are under my bed.

- Vocabulary: near, under, on, behind, look in

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to ask and answer questions about the location of things in the house.

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Sing the poster and the ball song

2. Look, Listen and repeat.

Have Ss to look at the book at page 20.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn new phrases
Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Divide the class into two groups. One repeat Peter’s
part and the other repeat his mother’s part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their

Sing the song

Look at the pictures in the
book

Listen and repeat

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pronunciation.

- Teach vocabulary:

Near under

On behind

look in preposition(prep)

Check vocab: slap the board

- Elicits the structures

Where are the posters? –They are under my bed.
2. Point and say

Have Ss look at the pictures on page 20

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters Quan and
Linda to Ss use structure:

Where are the posters? –They are under my bed.
Ask them to act out the model dialogue. Repeat the
step with some other pairs for pictures

Have Ss practice acting out the dialogue point and
use the information in picture a, b, c and d in pairs.
Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pair to ask and answer questions
about the location of things in the house.

- Display in class, others comment
Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 4 pictures

Point to the pictures and
practise

Practice in pairs

Play role and speak out.

Work in pair practice
talking:

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WEEK 22
.

Period 86:UNIT 3: WHERE’S MY BOOK?

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
the location of things in the house (plural)

2. Skills:

- Develop Ss reading, listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary: bed, ball
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up: ask and answer questions about the

location of things in the house
4. Listen and number

- Have pupils look at pictures a, b, c and d on page 21
of the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words.
Tell pupils that they are going to listen to the
recording and match the information they hear to the
pictures. They should number the boxes.

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension

Practise in pairs

Look at the pictures in the
book

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of the listening text.

5. Read and complete

Ask Ss to identify the characters in the pictures on
page 21.

Set the scene: “you are going to read and questions
the paragraph about phong’s room and find out the
answer.”

Have a revision of the language:

Ask Ss to read the dialogues and answer. Monitor the
activity and offer help when necessary

Have Ss trade the answers in pairs for correction

Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1. It is on the bed.

2, They are under the bed
3, They are near the desk.
4, They are on the desk.
5, They are on the wall
6. Write about your bedroom
- Explain how to do the exercise

T introduces the topic “you are going to write the
paragraph about their houses”

Make a few questions to check Ss’ comprehension of
the sentences.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Ps answer

Look at the picture

Work In pairs

Read the dialogues in
pairs

Work individually

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WEEK 22

Period 87UNIT 13: WHERE’S MY BOOK?

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about the location of things in the house. Pronounce the sounds in the
letters / /, / / correctly .

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up: ask and answer questions about the

location of things in the house
1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words chair and where

-Introduce the sounds / / and/ /
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

Ask ps to practice in pairs
Look at the pictures in the
book

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2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer:

3. Let’s chant
- Introduce the Chant.
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

-The Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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Period 88:UNIT 13: WHERE’S MY BOOK?

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about the location of things in the house

2. Skills:

- Develop Ss reading, writing skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer questions about the location of things in the house

3. New lesson

Teacher’s actions Students’ actions

Warm up:read chant.

4. Read and tick.

T explains the situation and how to do the exercise
-Ask students to read the paragraph and choose the
suitable picture.

Work in groups to do the exercise then explain how to
choose the picture in front of the whole class. The rest
listen to and give the remark.

Correct the pronunciation

Ask some questions to ensure pupils’ comprehension
of the reading text

Answers: picture c.
5.Read and write

T introduces the topic “you are going to read the
sentences and find the suitable words to fill in the
blanks”.

Ss read the sentences individually and do the exercise.

Read chant

Look at the sentences in
the book

Read and Work
individually

Work individually

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Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

6. Project

- Introduce the situation.

- Explain how to do the exercise: draw your bedroom
and describe it to your classmates

- Call on some Ss to report their answers. Others
listen and comment.

- Correct Ss’ mistakes and pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Work individually

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WEEK 23

Period 89:UNIT 14: ARE THERE ANY POSTERS IN THE ROOM?

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about things in the room.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: Are there any posters in the room?
- Yes, there are/ No, there aren’t
- Vocabulary: any, map, sofa, wardrobe, cupboard
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils describe their houses.

3. New lesson

Teacher’s actions Students’ actions

Warm up: read the chant

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 24 and what they are saying.

Set the scene “you are going to listen to Linda and Mai
ask and answer questions about things in the room.

Play the recording and asks Ss to listen to the tape.

T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Linda’s part, the other
repeats Mai’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation.

2. Point and say

- Have pupils look at pictures on Page 24. Elicit the
characters in the pictures and their names.

Teach vocabulary:

Read the chant

Look at the pictures in the
book

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Any map

Sofa wardrobe

cupboard

Check vocab: what and where

Model sentence: Are there any posters in the room?
- Yes, there are/ No, there aren’t
Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters Mai and Nam to the pupils. Ask them to
point the pictures and act out the dialogues. Using the
pictures in their books. Monitor the activity and offer
help. Correct pronunciation errors (stress, assimilation
of sounds, intonation) when necessary.

- Call on some pairs to perform their task at the front
of the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs to ask and answer questions
about things in the room. Call some pairs to act out
Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences

Point the pictures and
practise

Pactise in pairs

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WEEK 23

Period 90:UNIT 14: ARE THERE ANY POSTERS IN THE ROOM?

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to ask and answer

questions about things in the room.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:

- Sentence Partners
- Vocabulary:
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson:

Teacher’s actions Students’ actions

Warm up: ask and answer questions about things in the
room.

4. Listen and tick

- Have pupils look at pictures 1 and 2 on page 25 of the
Student Book. Elicit the identification of the characters in
the pictures and the characters’ words. Tell pupils that

they are going to listen to the recording and tick the
pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of
the listening text.

5. Look, read and write

- Have pupils open their books to Page 25. Get Ss to

Practise in pairs

Indentify the characters
in each picture

Listen and tick

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identify the characters in the pictures and what are there in
the picture.

- Tell Ss that they are going to read the sentences and
write the missing words to fill in the blanks.

- Ss read silently and complete the sentences.
- Ss trade their answers within pairs or groups for
correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 2. Cupboard 3. Map 4. chairs

- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s write

- Have pupils open their books to Page 25. Get Ss to read
the questions and use the real things in their houses to
answer them.

- Tell Ss that they are going to read and answer the
questions

- Ss read silently and answer questions.

- Ss trade their answers within pairs for correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

in each picture

Work in pairs

Answer the questions

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WEEK: 23

Period 91:UNIT 14: ARE THERE ANY POSTERS IN THE ROOM?

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about

quantity of things.

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: How many chairs are there? - There are six.
- Vocabulary: How many, cup, fan, mirror, door, window, count
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to greet to each other

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Sing the alphabet song

1.Look, Listen and repeat.

Have Ss to look at the book at page 26.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn new phrases
Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Divide the class into two groups. One repeat Peter’s
part and the other repeat Nam’s part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their

Sing the song

Look at the pictures in the
book

Listen and repeat

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pronunciation.

- Teach vocabulary:

How many cup

Fan mirror

Door window

count

- Elicits the structures

How many chairs are there? - There are six
2. Point and say

Have Ss look at the pictures on page 26

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters the boy
and the girl to Ss

Ask them to act out the dialogue. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,

using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pair to ask and answer questions
about quantity of things.

- Display in class, others comment
Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 4 pictures

Point to the pictures and
practise

Play role and speak out.

Work in pair practice
talking:

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WEEK 23

Period 92:UNIT 14: ARE THERE ANY POSTERS IN THE ROOM?

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
quantity of things.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to ask and answer questions about quantity
of things.

4. Listen and number

- Have pupils look at picture on page 27 of the Student
Book. Elicit the identification of the characters in the
picture and the characters’ words. Tell pupils that they
are going to listen to the recording and number the
things they listen to. They should number the things.
- Play the recording 2 times pupils to listen and
number the things. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension

Practise in pairs

Look at the pictures in the
book

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of the listening text.
5.Read and write

Ask Ss to read the paragraph and find out the
information to answer the questions.

Set the scene: “you are going to read the paragraph

to get the information in order to answer the
questions”

Have a revision of the language.

Ask Ss to read the paragraph and do the task

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1. There is one door.
2. There are two windows.
3. There are eight chairs.
4. There are four pictures.
5. There are two fans.
6. Let’s play

- Introduce the game Spot the difference to pupils.
- Explain how the game is played. Pupils find out the
difference things in the pictures

- Pupils play the game then report in front of the class.

Monitor the activity and offer help when necessary.
- When the time is up, call on some Ss to demonstrate
the game at the front of the class. The rest of the class
observe and give comments.

- Correct the mistake and pronunciation if necessary.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Ps answer

Look at 3 pictures

Work Individually
Read the paragraph, ask
and answer questions in
pairs

Work individually

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WEEK 24

Period 93:UNIT 14: ARE THERE ANY POSTERS IN THE ROOM?

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about quantity of things, things in the room. Pronounce the sounds in the
letters / /, / / correctly.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer questions about quantity of things.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

- T asks Ss to describe their rooms
1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words fan and cup

-Introduce the sounds / / and/ /
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

Ask ps to practice

Look at the pictures in the
book

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- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer:

3. Let’s chant

- Introduce the Chant.
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

- Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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WEEK 24

Period 94:UNIT 14: ARE THERE ANY POSTERS IN THE ROOM?

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about quantity of things, things in the room

2. Skills:

- Develop Ss reading, writing skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils describe their rooms.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant

4. Read and circle.

T introduces the topic “you are going to read the
sentences and choose the best answer”.

Ss read the sentences individually and check their
prediction. Ss do the task

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1. Are; 2. is; 3. lamps; 4. Chairs; 5. on
5. Read and write

-T explains the situation and how to do the exercise

Read the chant

Look at the sentences in
the book

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-Ask students to look at the picture and identify the
things in the room. Read the paragraph in the book and
fill the suitable words to complete the paragraph.

Work individually to do the exercise then report in
front of the whole class. The rest listen to and give the
remark.

Correct the pronunciation.

Answer: 1. is 2. chairs 3. T.V 4. pictures
6. Project

- Introduce the situation.

- Explain how to do the exercise: Interview their
friends and complete the table using the structure:
How many … are there? – There are/ There is….
-Ss act out in front of the class. The rest listen to and
give the remark. Correct the pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Fill the suitable words in
the blanks

Work in group

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WEEK 24

Period 95:UNIT 15: DO YOU HAVE ANY TOYS?

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: identify toys.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: Do you have a doll?-Yes, I do. / - No, I don’t
- Vocabulary: have, teddy bear, doll, car, puzzle, robot

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils describe things in the room.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Read the chant

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on
page 30 and what they are saying.

Set the scene “you are going to listen to Mai and
Linda identifying toys.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Mai’s part, the other
repeats Linda’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation.

2. Point and say

- Have pupils look at pictures on Page 30. Elicit the
characters in the pictures and their names.

Teach vocabulary:

Have teddy bear

Read the chant

Look at the pictures in the
book

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Doll car

Puzzle robot

check vocab: what and where

Model sentence: Do you have a doll?
-Yes, I do. / - No, I don’t.

Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters Mai, Quan and Nam to the pupils. Ask them
to point the pictures and act out the dialogues. Using
the pictures in their books. Monitor the activity and
offer help. Correct pronunciation errors (stress,
assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform their task at the front
of the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3. Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs to identify toys. Call some pairs
to act out

Correct their pronunciation and mistake.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences

Point the pictures and
practise

Practise in pairs

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Period 96:UNIT 15: DO YOU HAVE ANY TOYS?

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to identify toys.

2. Skills:

- Develop Ss writing, reading and listening skills

3. Language focus:
- Sentence Partners
- Vocabulary:
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson:

Teacher’s actions Students’ actions

Warm – Identify toys.
4. Listen and number

- Have pupils look at pictures a, b, c and d on page 31 of
the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words. Tell

pupils that they are going to listen to the recording and
number the pictures they hear. Guess the answer

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of
the listening text.

5. Read and write

- Have pupils open their books to Page 31. Get Ss to
identify the characters in the pictures and what they are.
Teach vocabulary:

Pairs work

Indentify the characters
in each picture

Listen and number

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Shelf pretty

- Tell Ss that they are going to read and get information
to write the missing words in paragraph.

- Ss read silently and complete the paragraph.
- Ss trade their answers for correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. Car 2. Ball 3. Doll 4. Do 5. they
- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s write

- Have pupils open their books to Page 31. Get Ss to read
the questions and use the real toys they have to answer.

- Tell Ss that they are going to read and answer the
questions about the toys.

- Ss read silently and answer questions.

- Ss trade their answers within pairs for correction
Ask Ss to read the answers aloud to the class. The others
listen and give comments.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Work individually

Listen and sing

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Period 97:UNIT 15: DO YOU HAVE ANY TOYS?

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
toys.

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: Does your brother have a robot? - Yes, he does/ No, he
doesn’t.

- Vocabulary: yo-yo, ship, plane, kite
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss to talk about toys

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Jumped letters

1. Look, Listen and repeat.

Have Ss to look at the book at page 32.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn new phrases
Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Divide the class into two groups. One repeat Mai’s
part and the other repeat Linda’s part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation.

Look at the pictures in the
book

Listen and repeat

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- Teach vocabulary:

yo-yo ship

plane kite

Check vocab: slap the board
- Elicits the structures

Does your brother have a robot?
- Yes, he does/ No, he doesn’t.
2. Point and say

Have Ss look at the pictures on page 32

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters Mai, Quan
and Nam to Ss

Ask them to act out the dialogue. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.

Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task.

Have Ps work in pair ask and answer question about
toys.

- Display in class, others comment
Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 4 pictures

Point to the pictures and
practise

Play role and speak out.

Work in pairs practice
talking:

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WEEK 25

Period 98:UNIT 15: DO YOU HAVE ANY TOYS?

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer questions about
toys.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting: talk about the toys Ss have.
4. Listen and tick

- Have pupils look at pictures a, b, c and d on page 33
of the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words.
Tell pupils that they are going to listen to the
recording and tick True or False. Ss guess to tick the p
pictures True or False the boxes.

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.

T give the answer:

- Ask some questions to ensure pupils’ comprehension

Practise in pairs

Look at the pictures in the
book

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of the listening text.
5.Read and write

Ask Ss to identify the characters in the picture on
page 33.

Set the scene: “you are going to read the paragraph
to get the information in order to answer the
questions about Phong’s toys.”

Have a revision of the language

Ask Ss to read the paragraph and do the task
Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the paragraph.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1. He has a robot.

2. She has a teddy bear.
3. Yes, he does.

4. She has a yo-yo and a puzzle.
5. No, he doesn’t.

6. Let’s sing

- Introduce The Linda has a little doll song, Page 33.
- Play the recording and listen to The song

- Play the recording again for pupils to sing each line
of the rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Summary the lesson

Ps answer

Look at 3 pictures

Work In pair to ask and
answer the questions

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5.Homework

- Do exercises in workbook, learn by heart the new

words Do exercises in theworkbook

WEEK 25

Period 99:UNIT 15: DO YOU HAVE ANY TOYS?

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: identify toys, and ask

and answer questions about toys. Pronounce the sounds in the letters /pl/, / /
correctly.

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Sing the song Linda has a little doll
1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words plane and ship

-Introduce the sounds /pl/ and / /
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

Sing the song

Look at the pictures in the
book

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+ Ask some pairs to ask and answer.

+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the
suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer:

3. Let’s chant
- Introduce the Chant.
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

-The Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 2 sentences

Listen and fill in the blank

Ps listen to the tape and
chant

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WEEK 25

Period 100:UNIT 15: DO YOU HAVE ANY TOYS?

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: identify toys, ask and
answer questions about the toys.

2. Skills:

- Develop Ss reading, writing skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer questions about the toys.

3. New lesson

Teacher’s actions Students’ actions

Warm up: Sing the song: Linda has a little doll.
4. Read and complete.

T introduces the topic “you are going to read the

paragraph to get the information in order to fill the
words given to the blanks”. Ss look at the picture and
find out the situation and the toys in the picture

Ss read the sentences individually and check their
prediction. Ss do the task

Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1. toys; 2. orange; 3. two; 4. ship; 5. green

Sing the song

Look at the picture in the
book

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5. Write about you

- Have pupils open their books to Page 35. Tell pupils
that they are going to read and use the real information
about themselves to write the sentences about their
toys.

- Pupils practice in pairs and complete the sentences.
- Pair works. Pupils give their answers for correction.
- Ask some pupils to read their answers aloud to the
class. The rest of the class listen and give comments.
- Make a few questions to check pupils’
comprehension of the reading text.

- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Project

- Introduce the situation.

- Explain how to do the exercise: make a paper toy and
ask, answer questions about toys

-Ss act out in front of the class. The rest listen to and
give the remark. Correct the pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Fill the suitable words in
the blanks

Work in pairs

Pairs work

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WEEK 26
Date of preparing:

Date of teaching:

Period 101

:

REVIEW 3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to:

- Perform their abilities in listening, speaking and writing related to the topics from
units 11-15, using the phonics, vocabulary and sentence patterns they have learnt.

2. Skills:

- Develop Ss speaking, listening and writing skills.

3. Language focus:

- Sentence Partners: Revisions.
- Vocabulary: Revisions.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

-Ask Ss to write the new words and do exercises in workbook
3. New lesson:

Teacher’s actions Students’ actions

Warm up: - Review the model sentences from unit11

to unit 15

1. Listen and tick

- Have pupils look at pictures 1, 2, 3, 4 and 5 on page

- Play the recording 2 times pupils to listen and tick
the boxes. Check their guess. Compare the answer
with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension

Ask ps to practice in pairs

Give the identification

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of the listening text.

Answers: 1 – c; 2 – d; 3 – b; 4 – a.
2. Listen and number

- Have pupils look at pictures a, b, c and d on page 36
of the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words.

Tell pupils that they are going to listen to the
recording and match the information they hear to the
pictures. They should number the boxes. Guess the
answer

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer: 1. 2. 3. 4.
3. Read and complete

Correct the pronunciation.

Answer: 1. house 2. bedrooms 3. bathroom
4. small 5. There 5. They
4. Read and match

- Whole class. Have pupils turn their books to page 37.
Tell pupils that they are going to read the sentences to
get the information in order to match the sentences to
the sentences.

- Pupils read the sentences individually and do the
task. Monitor the activity and offer help when
necessary.

- Pair works. Have pupils trade their answers for
correction.

- Call on some pupils to report their answers. The rest

Work individually
Listen and tick

Work individually

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of the class listen give comments.

- Make a few questions to check pupils’
comprehension of the sentences.

- Have the whole class read each sentence in chorus to
reinforce their pronunciation.

Answer: 1.c 2. a 3. d 4.b
5. Look and say

Have pupils look at pictures 1, 2, 3 and4 on Page 37.
Elicit the characters in the pictures and their names.
Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters in the pictures to the pupils. Ask them to
ask and answer. Using the pictures in their books.
Monitor the activity and offer help. Correct
pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

- Call on some pairs to perform their task in front of
the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Pair works

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Date of preparing:
Date of teaching:

Period 102:

SHORT STORY

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to:

- Review the phonics, vocabulary and sentence patterns from units 11 - 15.

2. Skills:

- Develop Ss speaking, listening, writing and reading skills.

3. Language focus:

- Sentence Partners: Revisions.
- Vocabulary: Revisions.

- Phonic: Revisions
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Do the exercises. Correct exercise.

3. New lesson:

Warm up: - Review the model sentences from unit

11 to unit 15

1. Read the story. Put these lines in the correct
bubbles. Then listen and check.

- Read the sentences given and read the story about
Cat and Mouse 3

- Have pupils look at pictures 1, 2, 3, 4, 5, 6, 7 and 8
on page 38 of the Student Book. Give the
identification of the characters in the pictures and the
characters’ words. Ss read and find out the suitable
sentences to fill in the blanks and explain how to do
the exercise.

Tell pupils that they are going to listen to the
recording and check their answers

- Play the recording 2 times pupils to listen. Check
their guess.

- Make a few questions to check pupils’

Ask ps to practice in pairs

Read the sentences

Give the identification
Work in pairs

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comprehension of the story

- Play the recording again pupils listen to the story and
check Ss’ answers

Answer: 1. Who is Mimi?

2. How many brothers and sisters do you have?
3. Where are they?

4. How many rooms are there in your house?
2. Correct the answer

-Ask students to read the story in the book and read
the sentences given to find out the mistake and correct
the false sentences. Work individually to do the

exercise then practice in pairs in front of the whole
class. The rest listen to and give the remark.

Correct the pronunciation.

Answer: 1. No, he has two sister.
2. No, he has a brother.
3. No, he is Jack.

4. There are eight rooms.

3. Unscramble these words from the conversation
Have Ps work individually. Read the story again and
order the letters to make the meaningful words.

Have pupils trade their answers for correction.

- Call on some pupils to report their answers. The rest
of the class listen give comments.

- Have the whole class read each word in chorus to
reinforce their pronunciation.

Answer: a. sister b. brother c. house
d. rooms e. hello f. mouse

4. Complete the conversation between Miu
and Mimi

- Pairs work. Have pupils turn their books to page 39.
Tell pupils that they are going to read the dialogue
between Miu and Mimi and find out the suitable words
to complete the meaningful dialogue.

- Pupils do the task. Monitor the activity and offer help
when necessary.

- Have pupils trade their answers for correction.

- Call on some pairs to report their answers. The rest

Work in pairs

Work in group
Pair work

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of the class listen give comments.

- Make a few questions to check pupils’
comprehension of the sentences.

- Have the whole class read each sentence in chorus to
reinforce their pronunciation.

Answer: Miu: Name/is

Mimi: name
Miu: to meet you

Mimi: Nice to meet you

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, review the phonics,

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WEEK 26

Period 105:UNIT 16: DO YOU HAVE ANY PETS.

Lesson 1: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about pets.

2. Skills:

- Develop Ss speaking and listening skills

3. Language focus:

- Sentence Partners: Do you have any pets?–Yes, I do. I have… /No, I don’t. I
have….

- Vocabulary: dog, pet, cute, cat, parrot, rabbit, goldfish
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils answer T’s questions.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Chatting

1.Look, listen and repeat.

Ask Ss to identify the characters in the picture on

page 6 and what they are saying.

Set the scene “you are going to listen to Nam, Quan
and Mai ask and answer questions about pets.

Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Nam’s part, the others
repeat Mai’s, Quan’s part.

Have whole class repeat all the phrases a few times to
reinforce their pronunciation.

2. Point and say

- Have pupils look at pictures on Page 40. Elicit the
characters in the pictures and their names.

Teach vocabulary:

Pair works

Look at the pictures in the
book

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Dog pet

Cute cat

Parrot rabbit

goldfish

Check vocab: slap the board

Model sentence: Do you have any pets?

–Yes, I do. I have… /No, I don’t. I have….
Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the
characters the boy and the girl to the pupils. Ask them
to point the pictures and act out the dialogues. Using
the pictures in their books. Monitor the activity and
offer help. Correct pronunciation errors (stress,
assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform their task at the fron of
the class. The rest of the class observe and give
comments.

- Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 Let’s Talk

Ask students to look at the pictures in the book. Ask
them to identify the characters in the pictures.

Ask Ss work in pairs to ask and answer questions
about toys. Call some pairs to act out

Correct their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look and find out the
model sentences

Point the pictures and
practise

Pactise in pairs

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WEEK 27

Period 106:UNIT 16: DO YOU HAVE ANY PETS?

Lesson 1: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to ask and answer about
pets.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners

- Vocabulary: in the cage, in the fish tank
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils ask and answer about pets.

3. New lesson:

Teacher’s actions Students’ actions

Warm up
Jumped words

4. Listen and tick

- Play the recording 2 times pupils to listen and tick the
boxes. Check their guess. Compare the answer with the
partner.

- Play the recording again pupils check their answers. T
give the answer:

- Ask some questions to ensure pupils’ comprehension of
the listening text.

5. Look and write

Work individually
Indentify the characters
in each picture

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- Have pupils open their books to Page 41. Get Ss to
identify the characters in the picture and who they are in
the picture.

Teach vocabulary:

In the cage in the fish tank

Pet shop bird

Check vocab: what and where

- Tell Ss that they are going look the picture and read
the paragraph to get information, find out the suitable
words to write in the blanks.

- Ss read silently and complete the dialogues.
- Ss trade their answers for correction

- Ask Ss to read the answers aloud to the class. The
others listen and give comments.

Answers: 1. Dog 2. cats 3. Birds 5. Goldfish
- Make some questions to check Ss’ comprehension of
the reading text.

Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

6. Let’s write

- Have pupils open their books to Page 41. Get Ss to write
the answers about the pets they have

- Pair works. Pupils give their answers for correction.
- Ask some pupils to read their answers aloud to the class.
The rest of the class listen and give comments and
reinforce their pronunciation.

4.Consolidation

Asking Ps to focus on the structure once again.
- Retell the content of the lesson.

5. Homework

Do exercises in the workbook. Learn by heart the new
words and structures.

Indentify the characters
in each picture

Work individually

Write the answer
individually

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WEEK: 27

Period 107:UNIT 16: DO YOU HAVE ANY PETS?

Lesson 2: Part 1- 2-3

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able ask and answer questions about
the location of pets

2. Skills:

- Develop Ss speaking and listening skills.

3. Language focus:

- Sentence Partners: Where are the cats? – They are under the table.
- Vocabulary: over there, with, in the garden, flower pot, fish tank
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Ask Ss write the new words

3. New lesson:

Teacher’s actions Students’ actions

Warm up: Chatting about the pets

1. Look, Listen and repeat.

Have Ss to look at the book at page 42.

Elicit the character and have Ss guess what they are
saying.

Set the scene: we are going to learn new phrases
Have Ss listen to the recording as they read the lines
in the speech bubbles

Play the recording again for Ss to repeat the lines in
the speech bubbles two times.

Divide the class into two groups. One repeat Nam’s
part and the other repeat his mother’s part.

Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their

pronunciation.

Pairs work

Look at the pictures in the
book

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- Teach vocabulary:

over there with

in the garden flower pot
fish tank

Check vocab: rub out and remember
- Elicits the structures

Where are the cats? – They are under the table.
2. Point and say

Have Ss look at the pictures on page 42

Elicit the characters in the pictures and their names.
Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters the boy
and the girl to Ss

Ask them to act out the dialogue. Repeat the step
with some other pairs for pictures

Have Ss practice acting out the dialogue in pairs,
using the pictures.

Monitor the activity and offer held. Correct

pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.

Call on some pairs to perform the task at the front of
the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus
to reinforce their pronunciation.

3 - Let’s talk:

Show picture and give task. Talk about the location of
pets.

Have Ps work in pair.

- Display in class, others comment
Listen and correct.

Have Ps practise

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 4 pictures

Point to the pictures and
practise

Play role and speak out.

Work in pair practice
talking:

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WEEK 27

Period 108:UNIT 16: DO YOU HAVE ANY TOYS?

Lesson 2: Part 4-5-6

I.Objectives:

1. Knowledge:

- By the end of this lesson, Students will be able to ask and answer question about
the location of pets.

2. Skills:

- Develop Ss reading, writing and listening skills

3. Language focus:
- Sentence Partners:

- Vocabulary: picture, years old
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils write the new words.

3. New lesson

Teacher’s actions Students’ actions

Warm up:Talk about the location of pets.
4. Listen and number

- Have pupils look at pictures a, b, c and d on page 43
of the Student Book. Elicit the identification of the
characters in the pictures and the characters’ words.
Tell pupils that they are going to listen to the
recording and number the pictures they hear. They
should guess the answer.

- Play the recording 2 times pupils to listen and
number the boxes. Check their guess. Compare the
answer with the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Ask some questions to ensure pupils’ comprehension

Practise in pairs

Look at the pictures in the
book

Listen and number

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of the listening text.

5.Read and complete

Ask Ss to open the book on page 9.

Set the scene: “you are going to read the paragraph
to get the information in order to fill the missing
words about the pets and the location of the pets.
Have a revision of the language

Ask Ss to read the paragraph and do the task (match
the sentence with a appropriate picture.)

Monitor the activity and offer help when necessary
Have Ss trade the answers for correction

Call on some Ss to report their answers. Others listen
and comment.

Make a few questions to check Ss’ comprehension of
the sentences.

Have the whole class read each sentence in chorus
to reinforce their pronunciation

Answers: 1. Pets 2. Cat/on 3. Dog/ under
4. parrots/ rabbit/ garden

6. Let’s sing

- Introduce Do you have any pets song, Page 43.
- Play the recording and listen to the song

- Play the recording again for pupils to sing each line
of the rhythm.

- Have class sing the song again to reinforce their
pronunciation.

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Look at 3 pictures

Work Individually
Read the paragraph

Sing the song

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WEEK 28

Period 109:UNIT 16: DO YOU HAVE ANY PETS?

Lesson 3: Part 1-2-3

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about pets and the location of pets. Pronounce the sounds in the letters
/ /, / / correctly .

2. Skills:

- Develop Ss writing and listening skills

3. Language focus:
- Sentence Partners:
- Vocabulary:

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:
- Greeting

- Checking for the students' attendance.

2. Oral test:

- Have pupils talk about the location of pets they have.

3. New lesson

Teacher’s actions Students’ actions

Warm up: Sing the song: Do you have any pets?

1. Listen and repeat

Play the CD and have Ps repeat each line of the chant.
Then change the role.

Focus Ps’ attention on the letters colored differently in
the words dog and parrot

-Introduce the sounds / / and/ /
-Have Ps practice the sounds carefully

-Play the CD and have Ps read the chant in chorus.

-Ask Ps to give which sounds in Vietnamese are
similar to, and then have Ps read words after you

+ Ask some pairs to ask and answer.

+ Have Ps recite the chant and clap the syllable to
reinforce their pronunciation.

2. Listen and write

- Have pupils look at the sentences and guess the

Sing the song

Look at the pictures in the
book

Listen and repeat

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suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and fill the
blanks. Check their guess. Compare the answer with
the partner.

- Play the recording again pupils check their answers.
T give the answer:

- Have pupils act out the dialogue in pairs or groups
for correction.

- Ask some questions to ensure pupils’ comprehension
of the listening text.

Answer:

3. Let’s chant
- Introduce the Chant.
- Turn on the tape.

- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.

-The Ps chant and do the action.

- Teacher reinforce their pronunciation

4.Consolidation

Summary the lesson

5.Homework

- Do exercises in workbook, learn by heart the new
words

Listen and fill in the blank

Ps listen to the tape and
chant

Do exercises in the
workbook

Date of preparing: 15/ 8/ 2014

Date of teaching: Wednesday, August 18th2014.

Period 110:UNIT 16: DO YOU HAVE ANY PETS?

Lesson 3: Part 4-5-6

I.Objectives:

1. Knowledge: By the end of the lesson Ps will be able to: ask and answer

questions about pets and the location of pets.

2. Skills:

- Develop Ss reading, writing skills

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Tải Giáo án trọn bộ lớp 3 môn tiếng Anh - Cả năm - Giáo án cả năm môn tiếng Anh lớp 3 theo chương trình GDCN

<b>Unit 1: HELLO</b>

<i><b>Lesson 1(1, 2, 3)</b></i>

<b>Period 31</b>

:

<b>REVIEW 1</b>

<b>Period 32:</b>

<b>SHORT STORY</b>

<b>Period 101</b>

:

<b>REVIEW 3</b>

<b>Period 102:</b>

<b>SHORT STORY</b>

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