unit 1 hello ct bộ gdđt 3 nguyễn thị tâm thư viện giáo án điện tử

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Week: 1 
Planning date: 04/9/2015

Period: 1 Teaching date: 07/9/2015
INTRODUCTION

I. Objectives: By the end of the lesson, students will be able to get acquaintance 
with the English book 3.

II. Language focus: 
- Classroom rules
- Program of the book
III. Resources: Textbook
IV. Teaching Procedure :

Steps Learning activities Language focus Modes

1. Warm 
up

- Teacher introduces the name
and chatting with students about
their names and their family.

Whole class

2.

Classroo
m rules

- Teacher talks to students about
classroom rules.

- Introduce some classroom
commands use TPR

-Ask Ss to listen to the T to read
commands twice or thee times.
-Ask Ss to read in chorus then
individually.

-Asks Ss to take notes in their
notebook.

Classroom
commands:
Keep silent,
please.
Open your
notebook.
Close your
notebook.
May I go out.
May I come in.
Listen to me.
Read again.
Copy down.
Write down.
Read after me.

Whole class

3.

Introduce 
the

program 
and text 
book

- Briefly introduce about

textbook and requirements of the
English lesson.

- Text book’s name: English 3
- Introduce : English 3 divided
into 140 periods per year and

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4periods per week

- There are 20 units in the text
book

- Each unit is learnt in 6periods.
- In this book, 8periods review,
4 tests= 8 periods

4.

Home-link

- Prepare next lesson Whole class

Comment the

lesson: ...
...
...

---=  

=---Week: 1 
Planning date: 06/9/2015

Period: 2 Teaching date: 08/9/2015
UNIT 1: HELLO

Lesson 1: 1, 2, 3

I. Objectives: By the end of this lesson, students will be able to:
- Greet and self-introduce.

- Educate Ss to say hello when they meet

- Greet other and introduce themselves, using Hello/Hi. I’m + ( name).
II. Languages focus

- Vocabulary : Hello, Hi, I, am, 
- Structure : Hello, I’m Mai.

Hi, Mai. I’m Nam

III. Resources: CD, cassette, pictures, puppets, poster
IV. Teaching Procedure :

Steps Learning activities Language focus Modes

1. Warm up - Greetings. Say Hello ( encourage
students to answer with Hello).
Hello, class.

- Repeat the procedure several
times.

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- Introduce yourself to the class by
pointing to yourself and say:

+ I’m Miss Sang.
2. Look,

listen and 
repeat

- Teacher has students look at the
pictures in number 1 and ask them
guess.

- Teacher tells students that they
are going to practice introducing
themselves and responding to the

introduction. Point the first picture
and elicit the answers of who the
characters are.

- Teacher shows students how to
find the answers by reading the
text in the speech bubbles. Teacher
explains what happens in the first
picture: Mai introduces herself to
Nam, and Nam introduces himself
to Mai, then give new words and
strructure.

- Teacher has students repeat the
text in the bubbles a few times.
Have students repeat the procedure
with the second picture.

- Teacher plays the recording for
students to listen and say along.

Whole
class

3. Point and 
say

- Teacher has students look at
number 2 and tell students that they
are going to practice saying Hello/
Hi . I’m + name and responding to
the greeting . Point to each

character in the picture and elicit
his/ her name and the wordsto fill
the gaps.

- Teacher writes the whole

sentences on the board and has ss
repeat the sentences a few times ,
then repeat the procedure with the
second picture.

- Vocabulary:
Miss Hien, Nam,
Mai, Quan.
- Sentence
patterns:
Hello. I'm
+name.
Nice to meet
you.

- Note:
+Hi is very 
informal. Sts can

use with friends

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- Teacher has ss do chorus and
individually using the characters’
names as prompts,until students
feel confident to say the sentences
without their books.

-Teacher calls a pair to the front of
class to give a model practice for
the class to watch.

- Teacher gets ss work in pairs
- Check as a class.

but not with an 
adult

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

Pairs

4. Let's talk - Teacher has students look at No 3
at page 6 and tell students that they

are going to practice more with
their friends. Point to each

character eliciting the name. Ask
students to guess what the children
say.

-Teacher has ss fill the gaps then
has ss repeat a few times.

- Teacher has ss work in pairs .
- Teacher calls some pairs to act
before class

Groups

Individu
als
5. Home-link - Ask Ss revise introduction at

home.

- Tell ps to say Hello to their
teachers or adults and Hi to their
peers.

- Be ready Unit 1 – Lesson 1(4.5.6)
- Comment the lesson

Whole

class

Comment the

lesson: ...
...
...

---=  

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Period: 3 Teaching date: 09/9/2015
UNIT 1: HELLO

Lesson 1: 4, 5, 6
I. Objective s:

By the end of the lesson, Ss will be able to listen to
dialogue about introduction and tick

II. Language focus:

- Vocabulary: review: hi, hello, Mai, Nam,
Quan, Miss Hien.

- Sentence patterns: Hello. I’m + name
I am = I’m

III. Resources: Ss’ book, recording, sub board
IV. Teaching procedures:

Steps Learning activities Language focus Modes

1. Warm 
- up

- Spend a few times revising

Hello/ Hi. I’m + name. Individuals/Pairs

2. Listen 
and tick

- Teacher has students look at
No 4 on page 7 and ask them
describe the pictures.

- Teacher tells the class that they
are going to listen and tick the
correct boxes under the pictures.
Show students how to carry out
the task. Draw their attention to
the pictures.Elicit the names of
the characters.Have students
repeat them once or twice.
- Teacher plays the recording
two times for students to listen
and tick. Teacher tells students
not to worry if they cannot
understand every word and that
they should focus on the names

of the characters while they are
listening.

-Teacher calls some students
give the answer.

Whole class

Individuals

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- Teacher plays again for
checking.

- Teacher gives the key:
1.b 2.a
Audio script

1. Nam: Hello. I’m Nam.
Quan: Hello, Nam. I’m 
Quan. Nice to meet you.

2. Miss Hien : Hello. I’m 
Miss Hien.

Class: Hello, Miss Hien. 
Nice to meet you.

3. Let’s 
write

- Teacher has students look at
No 5 on page 7 and tell the that
they are going to fill the gaps
with I’m and Hello. Have ss a
few second to read the text in
silence.

- Allow students time to do the
task. Go around to offer help, if
necessary.

- Get students to swap and check
their answers before writing the
correct answer on the board for
students to copy down into their
notebooks.

- Have students exchange their
answer with each other.

- Call students go to the board
and write.

- Teacher check with students
Key: 1. Hello, I’m 2. I’m ,
hello

* Revision of
sentence patterns
and vocabulary:

- Vocabulary:
Miss Hien, Nam,
Mai, Quan.
- Sentence
patterns:
Hello. I'm
+name.
Nice to meet
you.

* Note:

Say Hello to the
teacher or adults.
Say Hi to friends

Whole class
Individuals

Groups

Pairs

4.
 Let’s 
sing

- Teacher has students look at
No 6 on page 7 and tell them that
they are going to sing the “hello”

song.

- Teacher play the recording .

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- Have students repeat the song
after each line. When they are
familiar with the tune , ask a
group of three to front of the
class.. Each of them sings hello.
I’ + name twice .Then the class
sings Nice to meet you twice,
waving their hands to the three
singers.

- Have the class sing the song
again.

Individuals

Whole class/
Individuals

Groups

5. Home- 
link

- Consolidate the lesson.
- Ask students to prepare for
next lesson.

Whole class

Comment the lesson:

………
………
………

---=  

=---Week: 1 
Planning date:7/9/2015

Period: 4 Teaching date: 10/9/2015
UNIT 1: HELLO

Lesson 2: 1, 2, 3

I. Objectives: By the end of this lesson Ss will be able to:
- greet others about the health and response.

- Say goodbye.
II. Language focus

- Vocabulary: fine, thanks, bye.
- Sentence patterns: How are you?

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III. Resources: Ss' book, recording, pictures.
IV. Teaching Procedure:

Steps Learning Activities Language focus Modes

1. 
Warm 
up

- Teacher spends 5 minutes for
students on revising the previous
lesson by calling some individuals
to come to the front to greet the
class. Then have students sing the
Hello song.

Hello song. Whole class

2. 
Look, 
listen 
and 
repeat

- Teacher tells Ss that they are
going to listen to some people.
They are greeting each other.
- Teacher has Ss look at the 1st
picture and recognize the
characters.

- Teacher sets up the context.

- Teacher has Ss listen and repeat
the text in the bubbles a few
times.

- Elicit some words.

- Do that procedure with the 2nd
picture.

Whole class

3. 
Point 
and 
say

- Teacher asks Ss look at the
pictures in part 2.

- Teach some words.

- Present the new structure.

- Teacher has Ss read the name of
each person in each picture.

- Teacher asks Ss to fill the names
into gaps.

- Write the whole sentences on
the board.

- Have Ss read the sentences three
times.

- Have Ss practice the pictures in
pairs.

- Call on some pairs to the front
of the class to give a model

- Vocabulary:
+ how

+ fine
+ thank

+ bye = goodbye
- Sentence
patterns:

+ How are you?
I'm fine, thank
you. And you?
+ Goodbye/ bye.
- Example: How
are you, Mai?
Fine, thank you.

Groups

Whole class

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practice.
4. Let's

talk

- Ask Ss to open their Student’s 
book on page 7. Stick the large-
sized sheet of paper with the sing
on page 7 on the board. Tell them
that they are going to sing the
Hello song.

- Play the recording all the way
through for Ss to get familiarized
with the pronunciation, the stress,
the rhythm and the intonation of
the song.

- Play the recording again, pausing
after each line for Ss to repeat.
- Play the recording once more for
Ss to repeat the whole song.

- Call on some Ss to sing the
song in front of the class. The
rest of the class clap their hands at
rhythms.

Groups

Pairs

5. 

Home-link

- Ask Ss practice ask and answer
the structure at home.

- Whole class

Comment the

lesson: ...
...
...

Ngày 05 tháng 09 năm 2015
Kí duyệt

...
...

---=  

=---Week: 2 
Planning date: 11/9/2015

Period: 5 Teaching date: 14/9/2015
UNIT 1: HELLO

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I. Objective s

By the end of the lesson, Ss will be able to listen to
dialogue about introduction and number

II. Language focus:

- Vocabulary: Hi/ Hello
- Sentence pattern: Hello. I’m……

How are you? - Fine, thanks
III. Resources: Ss’ book, recording, sub board
IV. Teaching procedure:

Steps Learning activities Language focus Modes

1. Warm 
– up

- Teacher calls some pairs to ask and

answer about the health. Pairwork.

2. Listen 
and 
number

- Have pupils look at Pictures a, b, c
and d on Page 9 of the Student Book.
Elicit 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 for pupils to
listen as they look closely at the
pictures in their books.

- Play the recording again for pupils
to listen, select, and tick the correct
pictures. Replay the recording for
pupils to check their answers.

- Have pupils trade their answers in
pairs or groups for correction.

Answers: 1. d 2.c 3.b 4.a
Transcript

1. Miss Hien: Hello, I’m miss

Hien.

Class: Hello, Miss Hien. Bice 
to meet you.

2. Nam: How are you, Miss

Whole
class

Individuals

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Hien?

Miss Hien: I’m fine, thanks. 
And you?

Nam: I’m fine, thank you.

3. Miss Hien: goodbye, class
Class: goodbye, Miss Hien

4. Nam: Bye, Mai.
Mai: Bye, Nam.

3. Let’s 
write

- Teacher tell ss that they are going to
read and fill the gaps.Draw ps’

attention to the picture and text.
- Give ps time to do their writing.
- Tell them to swap and check their
answers before calling different pairs
to read aloud the sentences.

- Write the correct sentences on the
board for ps to copy down into their
noterbooks.

- Call a few open pairs to act out the
dialogue.

Key: 1. How 2. Fine, thanks

* Revision:
- Vocabulary:
+ how

+ fine
+ thank

+ bye = goodbye
- Sentence
patterns:

+ How are you?
I'm fine, thank
you. And you?

+ Goodbye/ bye.

Whole
class
Individuals
Whole
class/
Individuals
Groups
4. Read 
and 
complete

- Turn to Page 9 of the Student Book.
- Tell ps that they are going to read ad
fill the graps with the appropriate
words.

- Give ps few seconds to read the text
in silence.

- Give ps time to do the task and go
around and offer help if necessary
- Monitor the activity and offer help
when necessary.

-Pupils trade their answers in pairs for
the correction.

- Call on some pupils to report their

answers.

- Get ps to swap and check their
answers before checking as a class.

* Revision:
- Vocabulary:
+ how

+ fine
+ thank

+ bye = goodbye
- Sentence
patterns:

+ How are you?
I'm fine, thank
you. And you?
+ Goodbye/ bye.

Whole
class
Individuals

Pairs

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- Divide the class into two groups and
get them to read aloud each
character’s lines respectively

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

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

Answers: 1. goodbye, 2 bye, 
3 fine, 4 thank you

5. Home- 
link

- Have Ss review the way to greet and
introduce their names

- Sing the song Hello

Whole
class

Comment the lesson:

………
………
………

---=  

=---Week: 2 
Planning date: 11/9/2015

Period: 6 Teaching date: 15/9/2015
UNIT 1: HELLO

Lesson 3: 1, 2, 3

I. Objectives: By the end of this lesson, students will be able to:
- Practice 2 sounds / b/ and /h/ .

- Develop listening, writing skills.
- Know how to read the chant “ Hello”.
II. Languages focus

+ Vocabulary: Review : Bye / Hello, fine. Thanks, thank.
 + Grammar: review

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III. Resources: textbook, pictures, cassette player, chart
IV. Teaching Procedure :

Steps Learning activities Language

focus

Modes
1.

Warm –
up

Some pupils make two lines. Two first ones
from each team hold hands. Some others go
through the hands when the music plays. As
the music stops, the ones who are the
rainbow must ask: How are you? .The one
who is caught must answer :“I’m fine, thank
you./ thanks”.

Groups

2. Listen
and 
repeat

- Teacher has Ss open the book page 10,
draw their attention to the letters colored
differently in the words Bye and Hello
- Teacher produces the sound of the letter b
and h

- Have Ss repeat the focused sounds a few
times.

- Play the recording twice and ask Ss to
repeat

- Monitor the activity and offer help when

necessary/ correct typical pronunciation
errors.

- Call on someone to pronounce

- Have the whole class recite the chant to
reinforce their pronunciation.

Phonic:
/h/,/b/

Whole
class

Individua
ls

Pairs

3. Listen
and 
write

- Whole class. Books open. Turn to Page 10
of the Student Book.

- Ask Ss what they have to do in this task
- Play the tape twice

- Ask them to listen and write the answers

Whole
class
Individua

Groups
Whole

class
 _____________, Nam.

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- Call someone to write on the board, check
Ss’ notebook

- Check and correct mistakes
- Ask Ss to read aloud 2 sentences.
4 Let’s

chant

- Show the chart of the chant “ Hello”

(Hello. I’m Mai ) 2 (Hello. How are you?)
2

( Hi, Mai) 2 ( Fine, thank you.) 2

(I’m Nam) 2 ( And you?) 2

(Nice to meet you) 2( Fine, thank you.) 2
- Play the tape a few times

- Ask Ss to read aloud each line in the song
and clap their hands

- Ask them to listen again and repeat
- Have Ss practice the chant in pairs
- Call each group, then pairs to perform
- Correct and comment

- Play the tape once to reinforce their
pronunciation.

* Revision:
-

Vocabulary
:

+ how
+ fine
+ thank
+ bye =
goodbye
- Sentence
patterns:
+ How are
you?

I'm fine,
thank you.
And you?
.

Whole
class

Pairs

5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next lesson.
Comment the lesson:

………
………
……….

---=  

=---Week: 2 Date of planning: 11/9/2015
Period: 7 Date of teaching: 16/9/2015

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Lesson 3 :4,5,6

I. Objectives :By the end of the lesson, Ss will be able to 
- Review the greetings they’ve learnt.

- Develop reading and writing skills.

- Know how to read the chant “ Hello” and make a name card.
II. Languages focus

- Vocabulary: how, you, fine, thank, goodbye.
- Structure: review

+ Hello, I’m ___

+ How are you? I’m fine, thank you.
 + Nice to meet you.

III. Resources: pictures, cassette, puppets,CD…
IV. Teaching Procedure :

Steps Learning activities Language

focus

Modes
1.

Warm –

up

- Teacher has students read the chant in No3
on page 10 and call some student read again.

Whole
class
2. Read

and 
match

- Show the chart and ask Ss to look

 Hel

lo. I’m Miss Hien.

 Hi.

I’m Nam.

 By

e, Mai.

 Ho

w are you?



Hello, Nam. I’m
Mai.



Bye, Nam.


I’m fine, thanks.


Hello, Miss Hien.
Nice to meet you
- Whole class. Books open. Turn to Page 11
of the Student Book.

- Tell them that they are going to read the
sentences of two columns and to match each
of them with the right one.

- Pupils read the sentences individually and
do the task.

- Monitor the activity and offer help when
necessary.

- Pairwork. Pupils trade their answers in pairs

Review
vocabulary
, sentence
patterns: +
Hello, I’m 
___

+ How are
you? I’m 
fine, thank
you.

+ Nice to 
meet you.

Whole
class

Individual

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for the correction.

- Call on some pupils to report their answers.
- Make a few questions to check pupils’
comprehension of the dialogue.

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

Answers: 1. d 2. a 3.b 4. c 
3. Read

and 
write

- Whole class. Books open. Turn to Page 11
of the Student Book.

- Show the chart and have Ss look

- Ask Ss about the task

- Ask them to complete the sentences
- Get Ss to write their answer on the chart
- Check and correct mistakes

- Ask Ss to read aloud all sentences
1. Keys: Hello

2. I’m
3. Nice
4. How
5. Fine

Review
vocabulary
, sentence
patterns: +
Hello, I’m

___

+ How are
you? I’m 
fine, thank
you.

+ Nice to 
meet you.

Whole
class
Individual

Groups
Whole

class

4. 
Project

- Instruct Ss how to make a name card by
themselves.

School:
Class:

. Whole

class
Individual

Whole
class
1._____________. I’m Mai.

2.Hi, Mai._____________ Nam.
3.______ to meet you, Miss Hien.
4.______ are you?

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Name:

- Ask Ss to prepare some school things
- Ask Ss to finish at home and show them on
front of the class next lesson.

5. 
Home- 
link

- In this lesson, Ss have reviewed about
greetings

- Educate Ss about greetings

- Have Ss to further practice at home and
be ready next lesson: Unit 2 – lesson 1(1.2.3)

- Comment the lesson

Whole
class

Comment the lesson:

………
………
……….

---=  

=---Week: 2 Date of planning: 11/9/2015
Period: 8 Date of teaching: 17/9/2015

UNIT 2: WHAT’S YOUR NAME?
Lesson 1:1-2-3

I. Objectives - After the lesson, pupils wil be able to: 
+ Ask and answer questions about one’s name.
+ Develop speaking skill, listening skill.

+ Pupils know how to play White and Black rabbits game.
II. Language focus:

- The vocabulary: What, name, my, your, is
- The structure:

+ What is your name?
 -> my name’s + name.

III. Resources: Record, cassette, students’ book and workbook, puppet, poster
IV. Teaching Procedure

Steps Learning activities Language focus Modes

Warm 
up

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How fine

Thank you nice 2 Groups
2. Look,

listen 
and 
repeat

- Ask ss look at the picture and listen
to the dialogue in their books.

- Tell them that they are going to
practise introducing themselves and
responding to the

introduction( vietnamese).

- Point to the P1 and Ask ps look at
the text in speech bubbles.Use a
poster or two character puppets to
present the situation.

- Play the recording all the way
through for pupils to listen, and point
to the appropriate line in their books.
- Play the recording again for pupils
to repeat the lines in the speech
bubbles. Repeat the step a few times.
- Practice with ps.

- Devide the class into 2 groups. Ask
Ss practice in pairs.

- Call on some pairs to practice in
front of the whole class

- Go round and check ps can repeat
and understand the dialogue.

- Whole

class

Pairs

Individuals

3. Point 
and say

- Have pupils look at Pictures. Ask
them to identify the characters in the
pictures. Use flashcards to teach the
question and answer in the speech
bubbles.

- Explain the meaning of the
language practised.

Name: tên
What: cái gì
Is: là

My: của tơi
Your: của bạn

Note: Name’s = name is

- New words:
Name: tên

What: cái gì
Is: là

My: của tơi

Your: của bạn
Note:

Name’s = name is
 What’s= What is

- Sentence pattern:

What’s your

name?

-> My name’s +

Whole
class

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What’s= What is

- Teach the model sentence: What’s
your name?

-> My name’s + name.

- Have pupils repeat the phrases a
few times.

Peter: What’s your name?
Phong: My name’s Phong.
- Tell ps that they are going to

practise asking and answering
questions about one’s name

- Point to each character in the picture
and elicit his/her name and the words
to fill the gaps.

- Write the whole sentences on the
board.

- Have ps repeat the sentences a few
times.

- Repeat the procedure with the
second picture.

- Ask ps work in pairs.

- Call some pairs practice in front of
the class.

- Check ss’ mistake when necessary.

name.

Groups
Whole

class
4 Let’s

talk

- Tell ps that they are going to
practice more with their friends.
- Point to each character eliciting the
name.

- Ask ps to guess what the children
say.

- Fill the graps and write the
sentences on the board.

- Get ps to repeat the sentences a few
times.

- Get ps work in pair of three to
interact.

- Call a few pairs practise in front of
the class.

- Check ss’ pronounciation.

- Review sentence
pattern:

What’s your

name?

-> My name’s +
name.

Whole
class

Pairs

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5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Remember.

Comment the lesson:

………
………
……….

Ngày 12 tháng 9 năm 2015
Kí duyệt

...
...

---=  

=---Week: 3 Date of planning: 
18/9/2015

Period: 9 Date of teaching: 21/9/2015
UNIT 2: WHAT’S YOUR NAME?

Lesson 1 :4, 5, 6
I. Objectives

- Ask Ss to open their Student’s book on page 13. Stick the large- sized sheet
of paper with the sing on page 7 on the board. Tell them that they are going to
listen The alphabet song.

II. Language focus

- Vocabulary: review: alphabet song
- - structure: - What is your name?

- my name’s + name.
III. Resources:

- Record, cassette, plan, teacher’s book, students’ book and workbook
IV. Teaching Procedure

Steps Learning activities Language focus Modes

1.

Warm –

- Ask Ss to open their Student’s

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up sized sheet of paper with the sing
on page 7 on the board. Have
students listen The alphabet
song.

2. Listen
and tick

- Ask Ss to look at the pictures: 
What are they doing?

- Tell ps that they are going to
listen and tick the correct boxes
under the pictures.

- Draw their attention to the
pictures.

- Elicit the name of the characters.
Have ps repeat them once or
twice.

- Play the recording through for Ss

to listen.

- Play the recording again for Ss to
listen and tick the correct answers.
- Ask Ss to exchange their

answers with their partners before
reporting them to the class.

- Correct, remark.

- Play the recording again to Ss
repeat follow

- The vocabulary:
What, name, my,
your, is

- The structure:
+
What is your
name?

-> my
name’s + name.

Whole class

Individuals

Pairs

3. Look 
and 
write

- Have Ss to look at the pictures.
- T says Ss what they are going to
fill the grap folowing the pictures.
- Ask Ss to read individually
silently and complete the
dialogues.

- Check comprehension and give
feedback.

- Elicit the words filling the gaps.
Remind ps to write the intial letter
of the word at the beginning of
each sentences in capital lettters.
- Allow ps time to do the task. Go
around to offer help if necessary.
- Ask Ss to read their answers

* Revision of
sentence patterns
and vocabulary:
- Vocabulary:
what,is, your,
name.

- Sentence patterns:

What’s your

name?

-> My name’s +
name.

Whole class

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aloud to the class.

- Correct, remark and give keys.
1. A: What’s your name?

B: My name’s Peter .
2. A: I’m Mai.

What’s your name?
 B: My name’s Linda.

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

Whole class

4. Let’s

sing.

5. 

Home-link

-Ask students looat at No 6 and
learn the Alphabet song.

- Play the recording for listening.
- Play the recording again, pausing
after each line for Ss to repeat.
- Play the recording once more for
Ss to repeat the whole song.

- Call on some Ss to sing the song
in front of the class. The rest of
the class clap their hands at
rhythms.- Sing the song in the
prepared clip.

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the lesson:

………
………
………

---=  

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UNIT 2: WHAT’S YOUR NAME?
Lesson 2:1, 2, 3

I.Objectives:

- After the lesson, pupils wil be able to ask and respond to the question: what´s
your name?

II. Language focus:

- The vocabulary: Peter, Phong, Linda,
- The structure:

+What is your name?
 - my name’s + name.

III. Resources:

- Record, cassette, plan, teacher’s book, students’ book and workbook
IV. Teaching Procedure:

Steps Learning activities Language focus Modes

1.

Warm –
up

- Have students play the game
Jumble words

Mnae ………….
Tahw ………….
Ryou ………….
Ym ………….

Whole class
Groups

2. Look,
listen 
and 
repeat

- Ask ss look at the picture and
listen to the dialogue in their
books.

- Tell them that they are going to
practise introducing themselves
and responding to the

introduction( vietnamese).

- Point to the P1 and Ask ps look
at the text in speech bubbles.Use a
poster or two character puppets to
present the situation.

- Play the recording all the way
through for pupils to listen, and
point to the appropriate line in
their books.

- Play the recording again for
pupils to repeat the lines in the
speech bubbles. Repeat the step a
few times.

Whole class

Individuals

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- Practice with ps.

- Divide the class into 2 groups.
Ask ps practice in pairs.

- Go round and check ps can
repeat and understand the
dialogue.

3. Point 
and say

- Have pupils look at Pictures. Ask
them to identify the characters in
the pictures. Use flashcards to
teach the question and answer in
the speech bubbles. Have pupils
repeat the phrases a few times.
Peter: What’s your name?
Phong: My name’s Phong.
- Tell ps that they are going to
practise asking and answering
questions about one’s name
- Point to each character in the
picture and elicit his/her name and
the words to fill the gaps.

- Write the whole sentences on the
board.

- Have ps repeat the sentences a
few times.

- Repeat the procedure with the
second picture.

- Ask ps work in pairs.

- Call some pairs practice in front
of the class.

- Check ss’ mistake when
necessary.

- Model: Call on a pair and ask
them to pretend to be the
characters to act out the
exchange. Repeat the step but this
time have the pair swap their
parts. Call on one more pair to act
out as Nga and Phong, following
the same way with Nam and Mai.

- Vocabulary:
spell.

- Sentence
pattern: How do
you spell your 
name?

Whole class

Individuals
Groups

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Have the class repeat all the
phrases in this section.

- Pairwork. Pupils practise in
pairs. Monitor the activity, check

the pronunciation (stress,
assimilation of sounds and
intonation), and offer help when
necessary.

- 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.

4 Let’s 
talk

- Tell ps that they are going to
practise more with their friends.
- Point to each character eliciting
the name.

- Ask ps to guess what the
children say.

- Fill the graps and write the

sentences on the board.

- Get ps to repeat the sentences a
few times.

- Get ps work in pair of three to
interact.

- Call a few pairs practise in front
of the class.

Review vocabulay
and sentence
patterns

Whole class

Pairs
Whole class
5.

Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson

Whole class

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………
………
………

---=  

=---Week: 3 Date of planning: 18/9/2015
Period: 11 Date of teaching: 23/9/2015

UNIT 2: WHAT’S YOUR NAME?
Lesson 2: 4, 5, 6

I. Objectives:

- By the end of this lesson the SS will be able to listen and tick to the correct
picture, fill in the gap with correct words and sing the song: the alphabet well.
II. Language focus:

- The vocabulary: alphabet
- The structure: review

+ What is your name?
 - My name’s + name.

+ How do you spell your name?...
III. Resources:

- Record, cassette, plan, teacher’s book, students’ book and workbook.
IV. Teaching Procedure:

Steps Learning activities Language focus Modes

1.

Warm –
up

- Have students sing the alphabet
song. Then ask students to spell

their names. Whole classindividual

2. Listen
and 
number

- Ask Ss look at pictures a, b,
c and d and guess the situations in
these pictures

- T says: “you are going to
listen to the recording about 4 
situations and number the correct
pictures.

- 1st:Play the recording all the
way through for Ss to listen while
they are looking the pictures in
their books

Whole class

Individuals

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

- Choose one or two Ss to
share their answers with their
classmates.

- 3rd: play the recording for Ss
to check their answers.

- Have Ss exchange their
answers in pairs for correction

- Comment and give
feedback

Keys: 1a, 2b
3. Read

and 
match

- Ask Ss to read the task

- Teacher tell ps that they are going
to read and match to the suitable
pictures.

- Draw ps’ attention to the picture
andd text.

- Give ps time to do their writing.
- Tell them to swap and check their
answers before calling different
pairs to read aloud the sentences.
- Write the correct sentences on the
board foe ps to copy down into
their noterbooks.

- Call a few open pairs to act out
the dialogue.

Answer: 1c, 2b, 3a

- The vocabulary:
What, name, my,
your, is,spell

- The structure:
+
What is your
name?

-> my

name’s + name.

Whole class
Individuals

Groups
Whole class

4 Let’s 
write

-T say the SS that they are going to
read and fill in the gaps

-T explains the requirement of the
task

- Go through the pictures to
identify the characters

- Ask the SS to write individually
- Tell the SS to swap their book to
check their anwers

- Correct on the board

- Ask the SS to correct and read

- Review

vocabulary and
sentence patterns:
+ Vocabulary:
what, your ,name,
spell

+Sentence patterns:
- What is your
name?

->My name’s +

Whole class

Pairs

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- Keys: up to the students name.

- How do you spell
your name?...
5.

Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the lesson:

………
………
………

---=  

=---Week: 3 Date of planning: 18/09/2015
Period: 12 Date of teaching: 25/09/2015

UNIT 2: WHAT’S YOUR NAME?
Lesson 3 : 1, 2, 3

I. Objectives

By the end of this leSSon the SS will be able to pronouce the sound: /m/
and /p/ in the words: Mai, Peter well, listen and write the correct words, and say
the chant beatifully.

II. Language focus: 
- The vocabulary: review
- The structure: review:
+ What’s your name?

+ How do you spell your name?
- Phonics: /m/, /p/

III. Resources:

- CD, cassette, poster, puppets
IV. Teaching Procedure

Steps Learning activities Language focus Modes

1.

Warm - 
up

- Have students play the game:
Slap the board

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- Tell the rules

- In the end, declare the winner
2. Listen

and 
repeat

- Have Ss open the book page
14, draw their attention to the 
letters colored differently in the
words.

- Produce the sound /m/ , /p/ in

the letter.

- Have Ss repeat the focused
sounds a few times.

- Play the recording twice and
ask Ss to repeat

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

- Call on someone to pronounce
Have the whole class recite the
chant to reinforce their

pronunciation.

- phonic: /m/, /p/ Whole class

Pairs
Individuals

Whole class

3. Listen
and 
write

- Tell the SS that they are

going to do a dictation by listening
to the Cd and fill in the gap with
the words that they listened.

- Give the claSS few minute

to read the text before starting the
dictation

- Play the Cd:

- 1st:Play the recording all the 
way through for Ss to listen while
they are write in their books

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

- Choose one or two Ss to share
their answers with their classmates.

Whole class
Individuals

Groups
Whole class

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- 3rd: play the recording for Ss

to check their answers.

- Have Ss trade their answers in
pairs for correction

- Comment and give feedback

- Keys: 1 Peter, 2 Mai.

Get the SS to work in pair and
practise saying the sentences
4 Let’s

chant

- Tel the SS that they are

going to say the what´s your name
chant.

- Read the chant and check

comprehension

- Show the SS how to chant

and do the action

- Call 2 groups of four to give

a demonstration

- Get SS to work in group of

four to practise saying the chant
and doing the action.

- Call some pair to perform

Check and correct mistakes

. Whole class

Pairs

5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the lesson:

………
………
………

Ngày 19 tháng 09 năm 2015
Kí duyệt

...
...

---=  

=---Week: 4 Date of planning: 25/9/2015
Period: 13 Date of teaching: 28/9/2015
UNIT 2: WHAT’S YOUR NAME?

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I. Objectives

-After learning this lesson the SS will be able to match, write correctly by
reading and interview their classmate’s name.

II. Language focus:

skill: listening, reading and writing.
- The vocabulary: review

- The structure: review

- What is your name?
 - >My name’s + name.

- How do you spell your name?
III. Resources: CD, cassette, poster, puppet
IV. Teaching Procedure

Steps Learning activities Language focus Modes

1. Warm
- up

- Ask students the question:
- How do you spell your

name?

- Students spell their names.

Individual

2. Read 
and 
match

Say the task Students have to do:
Read the sentences on the left and
pair them with the sentences on the
right by drawing a line

- Give the SS a few seconds

to read in silence.

- Use the first pair of

sentences as an example to make
the task clear.

- Ask the SS to do the task in

pair. Go round to offer help.

- Get SS to swap and correct

their answer before checking as a
class.

- Keys: 1b, 2d, 3 a, 4 c

Call some pair to read the pair of
the sentences.

Whole class

Individuals

Pairs

3. Read 
and

Teacher tells the SS the task they

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complet
e

and fill in the gap with the words
given.

Give the SS a few seconds to read
the text, the words in silence.
Teacher checks comprehension
Ask the SS to do the task. Go
round to offer help.

Get SS to swap and correct their
answer before checking as a
class..

Write the correct answer on the
board

Keys:

1 my, 2 hi, 3 How, 4 What’s, 5
name’s.

Ask the SS to do choral and
individual repetition of the
sentences.

Individual
Pair work
T-whole class

Whole class,
individual

4 
Project

- Teacher tells the SS that they are
going to collect their friend’s
name and write them on the sheet
of paper.

Check their understanding
Give the SS time to prepare
school thing to carry out the
project (pen +paper)

- Give the SS time to do the
project in class

- gets SS to work in groups
- Go round to offer help

- Call several SS to the front of
the class to present their cards
using their name cards and saying
hello, I’m...

Have the SS stick their cards on
the wall of the classroom.

Whole class
Individual
Group work
Individual

Individual

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5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the lesson:

………
………
………

---=  

=---Week: 4 Date of planning: 25/9/2015
Period: 14 Date of teaching: 29/09/2015

UNIT 3: THIS IS TONY
Lesson 1: 1, 2, 3
I. Objectives

After learning this lesson the SS will be able to introduce someone by using:
This is....

II. Language focus:
- Vocabulary: Tony, This
- The structure: This is + name
III. Resources :

CD, cassette, colour chalk, poster, puppet
IV. Teaching Procedures:

Steps Learning activities Language focus Modes

1.

Warm - 
up

- T have the monitor ask the
members of class the question :
What’s your name? by going round

the class. Each student answers the
question.

Groups

2. Look,
listen 
and 
repeat

- Teacher asks Ps to look at the
picture at the top of page 18 and
describe it.

- T explains the requirement of the
task. tell SS that they are going to
practice introducing some one by
using: this is+ name.

- Play the recording through for Ps
to listen as they follow the

Whole class
Individuals

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dialogue.

- Listen and repeat line by line.
- Ps practice in groups.

- Call on some groups to perform
in front of the class.

- Gives comment
3. Point

and say

- Tell SS that they are going

to practise introducing some one
by using: This is+ name.

- Asking the SS to point to

the character in part 2 and say
the name and the word to fill in
the gap.

- Present new words: Tony,

this

- Write the whole sentence on

the board.

- Have the SS to repeat the

sentences a few times

- Repeat the steps with the

second character.

- Ask the SS to work with

whole class, pair

- Call some pairs to practice.

Listen and correct.

- Vocabulary:
Tony, This
- The structure:
This is + name

T- Student

Whole class,

Pair work

4 Let’s 
talk

- Tell the SS that they are going to

practise more with their friends.

- Point to each character iliciting

the name.

- ask SS to guess what the

children say.

- Fill the gap and write on the

board.

- Ask the SS to repeat the

sentences afew times.

- Call the SS to work in group of

three to interact.

- Call some groups to act out.

Listen and correct

Review

vocabulary and
sentence patterns:
- Vocabulary:

Tony, This
- The structure:
This is + name

Whole class

Pairs

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5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the lesson:

………
………
………

---=  

=---Week: 4 Date of planning: 25/9/2015
Period: 15 Date of teaching: 30/9)1/10/2015
UNIT 3: THIS IS TONY

Lesson 1:4, 5, 6
I. Objectives

At the end of this lesson the SS will be able to:
- Listen and tick to the correct picture

- Fill in the gap with correct words
- Sing the song: How are you well.

II. Language focus: skill listening, writing
- Vocabulary: Tony, This

- The structure: This is + name
III. Resources :

CD, cassette, coloured chalk, poster, puppet
IV. Teaching Procedures:

Steps Learning activities Language focus Modes

1.

Warm - 
up

- Teacher have a student go
around the class to ask the

members to introduce the pictures

individual
2. Listen

and tick

- Teacher tells the class that they

are going to listen and tick the
correct boxes under the pictures.

- Ask the SS to look at the picture

on page 19 and describe them

- Check comprehension
- Play the the cd 3 times

+ 1st:Play the recording all the way 
through for Ss to listen while
they are looking the pictures in

Review

vocabulary and
sentence patterns:
- Vocabulary:
Tony, This
- The structure:
This is + name

Whole class

Individuals

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their books

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

- Ask the SS to swap their book to

check their answer before
checking as a class.

- Choose one or two Ss to share

their answers with their
classmates

+ 3rd: play the recording for Ss to 
check their answers.

- Tell the SS not to worry if they

can not understand every word
and that they should pay

attention to the name of the

characters while they are
listening.

Keys: 1a, 2b
3. Look

and 
write

- Tell the SS that they are going to

look at the picture and fill in the
gaps.

- Ask the SS to look at the picture

and the text

- Ask them to read the text in

silent

- Check the SS´ understanding.
- Elicit the words filling the gaps
- Remind the SS to write the

initial letter of the word at the
beginning of each sentence in
capital letter.

- Allow the SS time to write
- Go round for help.

- Ask the SS to change their book

to correct for their friend

- Write the correct answer on the

board

- Ask the SS to copy if necessary.

Review

vocabulary and
sentence patterns:
- Vocabulary:
Tony, This
- The structure:
This is + name

Individual

Pair work

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- Keys:

1. This is, hello, Nam
2. This is, Hello, Phong

Call some pairs to read the
exchanges aloud

4 Let’s 
sing

- Teacher tells the SS that they are

going to sing the “How are you”
song.

- Hang the poster with the song on

the board

- Teaching the song: read the

lyrics and check comprehension.
Play the recording all the way
through.

- Have the SS do choral and

individual repetition of the song
line after line.

- Teach the SS the action of the

song using the fingers to make

the letter

- Have the class to sing the song

How are you song Whole class

Pairs

5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the lesson:

………
………
………

---=  

=---Week: 4 Date of planning: 25/9/2015

Period: 16 Date of teaching: 02/10/2015
UNIT 3: THIS IS TONY

Lesson 2: 1, 2, 3
I. Objectives

- After this lesson the SS will be able to ask and answer the yes/ no questions
about someone using: Is this.../ Is that...+ name?

II. Language focus:

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- The structure: Is this.../ Is that...+ name?
-> Yes, it is/ No, it isn´t.
III. Resources :

CD, cassette, coloured chalk, poster, puppet
IV. Teaching Procedures:

Steps Learning activities Language focus Modes

1.

Warm - 
up

Have Ss to play game:
“Jumble words”

Nuqa …………..
Hatt ………...

Shti …………..
Eemt …………..
Neci …………..
Who ………….
Fnei …………..

Groups

2. Look,
listen 
and 
repeat

- T asks Ps to look at the pictures at
the top of page 20 and describe
them.

- Use the puppets to present the

situation.

- T explains the requirement of the

task.

- Do choral and individual

repetition.

- Play the CD for the SS to listen

and say along.

+ 1st:Play the recording all the way 
through for Ss to listen while they
are looking the pictures in their
books

+ 2nd: play the recording for Ss to 
listen and repeat each sentence.

- Ask the SS to work in pair

+ 3rd: play the recording for Ss to 
check their answers and

remember

- Call some pairs to read before the
whole class

Whole class

Individuals

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- Check and comment
3. Point

and say

- Ask Ss to observe the pictures

page 20.

- Introduce new words: This, that,

yes, no, it

- Tell the SS that they are going to

practice asking and answering
questions about someone using:
Is this.../ Is that...+ name?

- By answering: yes it is or No, it

isn´t.

- Use the puppet to present the

sentence on the first picture. Put
the sentence on the board ask the
SS to repeat .

- T explains the requirement of the

task.

- Ask SS to practice as the model

in group of 3

Call out some group to say aloud.

- Vocabulary: This,
that, yes, no, it
- The structure:
Is this.../ Is that...+
name
-> Yes, it is/ No, it
isn´t.

Whole class
Individuals

Groups
Whole class

4 Let’s 
talk

- Tell the class that they are going

to practice more with their
friends, using the picture on the
book.

- Draw the SS attention to the

pictures and elicit the language

that the characters might use.

- Model:
- S1: Is this...?
- S2: Yes, ist is
- S2: No, it isn´t.

- Ask Ps to practice as the model in

pairs.

Call some pair to perform

Review vocabulary
and sentence
patterns: -

Vocabulary: This,
that, yes, no, it
- The structure:
Is this.../ Is that...+
name?

-> Yes, it is/ No, it
isn´t.

Whole class

Pairs

5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

</div>
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Comment the lesson:

………
………
………

Ngày 26 tháng 9 năm 2015
Kí duyệt

...

---=  

=---Week: 5 Date of planning:02/10/2015
Period: 17 Date of teaching: 05/10/2015

UNIT 3: THIS IS TONY
Lesson 2: 4, 5, 6
I. Objectives

By the end of this lesson the SS will be able to number the right pictures by
listening, look, read and give the correct answer base on the picture and they can
play the game ”line up” well.

II. Language focus: skill: listening, reading and writing.
- Vocabulary: review: This, that, yes, no, it

- The structure: Is this.../ Is that...+ name?
Yes, it is/ No, it isn´t.
III. Resources :

CD, cassette, coloured chalk, poster, puppet
IV. Teaching Procedures:

Steps Learning activities Language focus Modes

1.

Warm - 
up

- Have Ss to play game:
Rub out and remember
This gặp
 That đánh vần

Fine đây
Name kia
Spell tên
Meet khỏe
- Tell the rules.

- In the end, declare the winner

Team work

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and 
number

of the task

Ask the students to look at the
book page 21 and describe the
pictures

- Run through the pictures to
identify the characters

Play the CD 2 times

Ask the SS to listen and number
Ask the SS to change the book to
correct

Keys: a3, b2, c1, d4

and sentence

patterns Individuals

Pairs

3. Look,
read 
and 
answer

- Ask Ps to look at their books on
page 21

- Tell them what they are going to
do.

- Ask Ps to look at the pictures, 
read the question and write down
the answers

- Give sts time to do the task.
- Go round to offer help if
neceSSary

- Tell the SS to swap their book to
check their anwer

Correct on the board ask the sts to
copy down into their notebooks

Answer:

1. yes, It is 2. No, It isn´t,
3. Yes, It is. 4. No it isn´t

Review vocabulary
and sentence
patterns:

- Vocabulary: This,
that, yes, no, it
- The structure:
Is this.../ Is that...+
name?
-> Yes, it is/ No, it
isn´t.

Whole class
Individuals

Groups
Whole class

4 Let’s 
play

-Tell the SS that they are going to
play line up game.

-T explains the rule of the game,

check comprehension.

- Ask 2 group of the SS to play as
demonstration

- Control the game and praise the
winner by saying: congretulation

Line up game Whole class

Pairs

Pairs
5.

Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

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Comment the lesson:

………
………
……

---=  

=---Week: 5 Date of planning:2/10/2015
Period: 18 Date of teaching: 06/10/2015

UNIT 3: THIS IS TONY
Lesson 3 : 1, 2, 3
I. Objectives

By the end of this lesson the SS will be able to pronounce the

sound: /t/ and /y/ in the words: Tony, Yes well, listen and write the correct words,
and say the chant : Is that Nam? beautifully.

II. Language focus: skill: listening, reading and writing.
- Vocabulary: review: This, that, yes, no, it

- The structure: review: Is this.../ Is that...+ name?
Yes, it is/ No, it isn’t.

- Phonics: /t/, /y/
III. Resources :

CD, cassette, coloured chalk, poster, puppet
IV. Teaching Procedures:

Steps Learning activities Language focus Modes

1.

Warm -

up

- Use the pictures and point, then
ask students about the characters
by using the question: Is this…?
Is that….?

Individual
2. Listen

and 
repeat

- Have Ss open the book page 22,
draw their attention to the letters
colored differently in the words.

- Produce the sound /y/ , /t/ in the
letter.

- Have Ss repeat the focused
sounds a few times.

- Play the recording twice and ask
Ss to repeat

- Phonics: /t/, /y/ Whole class

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- Monitor the activity and offer
help when necessary/ correct

typical pronunciation errors.

- Call on someone to pronounce
Have the whole class recite the
chant to reinforce their

pronunciation.

Pairs

3. Listen
and 
write

- Tell the SS that they are going

to do a dictation by listening to
the Cd and fill in the gap with
the words that they listened.

- Give the class few minutes to

read the text before starting the
dictation

- Play the Cd

- Ask the SS to swap their book

to check their answer before

cheching as a class.

- Keys: 1 Tony. 2 yes.

Get the SS to work in pair and
practise saying the sentences

- Vocabulary:
review: This, that,
yes, no, it

- The structure:
review: Is this.../
Is that...+ name?

Yes, it is/ No, it isn
´t.

- Phonics: /t/, /y/

Whole class
Individuals

Groups
Whole class

4. Let’s 
chant

- Tell the SS that they are going

to say the “Is that Nam?” chant.

- Read the chant and check

comprehension

- Show the SS how to chant and

do the action

- Call 2 groups of four to give a

demonstration

Get SS to work in group of four to
practise saying the chant and
doing the action.

. Whole class

Pairs

Pairs
5.

Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

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………
………
………

---=  

=---Week: 5 Date of planning:2/10/2015
Period: 19 Date of teaching: 07/10/2015

UNIT 3: THIS IS TONY
Lesson 3: 4, 5, 6
I. Objectives

By the end of this lesson the SS will be able to read and complete the
sentence with the words given , write correctly by reading and looking at the
picture.

II. Language focus: skill: listening, reading and writing.
- Vocabulary: review: This, that, yes, no, it

- The structure: review: Is this.../ Is that...+ name?
Yes, it is/ No, it isn´t.

III. Resources :

CD, cassette, coloured chalk, poster, puppet
IV. Teaching Procedures:

Steps Learning activities Language focus Modes

1. Warm
- up

- Have Ss read the chant in No3
on page 22.

- Divide class into 3 groups, then

call each group to read the chant. Whole class

2. Read 
and 
complet
e

- Tell the SS the task they
have to do: Read the text and
complete the sentences. Give the
SS a few seconds to read the text
and look at the pictures. Check
comprehension and elicit the
word to fill in the gaps.

- Ask the SS to do the task in

pair. Go round to offer help.

- Get SS to swap and correct
their answer before checking as a
class.

- Keys: 1 this, 2 Hello, 3 that,

Whole class

Individual

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4 isn’t.

Do choral and individual
repetition.

3. Look, 
read and
write

- Tell the SS the task they

have to do : they are going to
look the pictures, read and fill
in the gaps.

- Give the SS time to do the

task.Ask the SS to do the task.

Go round to offer help.

- Get SS to swap and correct

their answer before checking as
a class..

- Write the correct answer on

the board ask the sis to copy on
the notebook.

- Keys:

- 1 Mai, 2 Nam, 3 Phong, 4

Linda, 5 Peter.

Ask the SS to do choral and
individual repetition of the
sentences.

Whole class
Individuals

Groups
Whole class

4. 
Project

- Tell the SS that they are going to
choose a friend and draw a

picture of her/ him. Check their
understanding. Give the SS time
to prepare school thing to carry
out the project (pen +paper)
- Give the SS time to do the
project in class

- gets SS to work individually.
- Go round to offer help

- Call several SS to the front of
the class to present their drawing.
Have the Ps to work in pair to ask
and answer using Is that...name?
Yes, it is/ No, It isn´t. It´s...
Have the SS stick their drawing
on the wall of the classroom

Whole class

Pairs

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5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the lesson:

………
………
………

---=  

=---Week: 5 Date of planning: 2/10/2015
Period: 20 Date of teaching: 9/10/2015

UNIT 4: HOW OLD ARE YOU ?
Lesson 1: 1, 2, 3

I. Objectives

By the end of this lesson the SS will be able to ask and answer questions
about someone, using Who’s that ? It’s…..

II. Language focus: skill: listening, speaking .
- Vocabulary: Who, is, that, this

- The structure: Who’s that ?

It’s Tony ?
III. Resources :

CD, cassette, chalk, poster, puppet
IV. Teaching Procedures:

Steps Learning activities Language focus Modes

1.

Warm - 
up

- Have Ss read again No 4 on page
23 by calling some pairs.

Whole class
2. Look,

listen 
and 
repeat

- Tell the SS the task they
have to do: Look at the pictures
then guess. Picture a: Tony, Mai,
Nam. Picture b: Mr Loc, Linda
and Nam. Point the first picture
and elicit names of the characters
and explain what they say. Have

students repeat the text.Repeat
with the second picture.

- Do choral and individual

Whole class

Individual

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repetition.

- Play the recording for
students to listen and say along.

individual
Pair work
3. Point

and say

Tell the SS the task they have to
do : practice asking and answering
question using : Who’s that?.
Point to each character and elicit
his/ her name. Point the first
picture and elicit the words to fill
the gaps. Write the question and
the answer on the board. Repeat
with other picture.

Whole class
Individuals

Groups
Whole class

4. Let’s 
talk

- Tell the SS that they are going to
practice more their friends. Point
to each character to elicit his/ her
name and the words to fill the
gaps. Put the question and the
answer on the board. Have
students repeat them a few times.
-Get students to work in pairs to
act out the dialogue.

-Call a few pairs to do the
dialogue in front of the class.
Correct the pronunciation, if
necessary.

Whole class

Pairs

5. 
Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the lesson

………
………
………
………

Ngày 03 tháng 10 năm2015
Kí duyệt

</div>
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---=  

=---Week: 6 Date of planning: 9/10/2015
Period: 21 Date of teaching: 12/10/2015

UNIT 4: HOW OLD ARE YOU ?
Lesson 1: 4, 5, 6

I. Objective s:

By the end of the lesson, Ss will be able to listen to dialogue about asking and
answering questions about someone and tick.

II. Language focus:

- Vocabulary: Mr Loc, Miss Hien, Mary, who, that.
- Sentence patterns: Who’s that ?

It’s + name.
III. Resources: Ss' book, CD, CD player.
IV. Teaching procedures:

Steps Learning activities Language focus Modes

1.

Warm - 
up

- Have ss ask and answer about a
character in the pictures from the
teacher.

- Using questions :
+ Who’s that ?
 It’s……..

-In groups.

2. Listen
and tick

- Tell the class that they are
going to listen and tick the
correct boxes under the pictures.
- Have Ss look at the pictures
and identify. Ask Ss to guess
what the characters say.
Eg : 1. A : Quan B: Tony
2. A : Mr Loc B: a teacher
- Have Ss listen three times to do
the task and check their answers.
- Get Ss to swap and check their
answers before checking as a

Audio script:
1. Nam: Who’s 
that?

Mai: It’s Tony.
2. Nam: And 
who’s that?
Mai: It’s Mr 
Loc.

Whole class

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class

- Key: 1-b, 2-a
3. Read

and 
write

- Tell Ss that they are going to
look at the pictures and fill the
gaps .

- Give Ss a few seconds to read
the text in silence. Check

comprehension and give
feedback.

Eg : Pict a : Two students and
Tony.

Pict b : Two students and Mr
Loc.

- Elicit the words to fill the gaps.
- Remind Ss to write the initial
letter of the word at the

beginning of each sentence in
capital letters

- Have Ss do the task

individually.

- Get Ss to swap and check their
answers before writing the
correct answers on the board for
Ss to copy down into their
notebooks.

- Key : 1. A: Who’s that?
B : It’s Tony.

2. A: And who’s that?
 B: It’s Mr Loc.

- Call on some pairs to read the
dialogues aloud.

- Revision of
sentence patterns
and vocabulary

Whole class
Individuals

Groups

Pairs

4. Let’s 
write

- Tell Ss that they are going to
write the introduction about
someone.

- Show ss 4 pictures of part 6
and have ss read aloud name of
characters in each of picture.

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- Eg : 1. Tony, 2. Mary, 3. Peter
4. Linda

- Introduce the pict 1 as an
example : 1. It’s Tony.
- Guide ss do as example.
- Call some ss to check their
answers.

- Key :

2. It’s Mary 3. It’s Peter.
 4. It’s Linda.

- Have Ss work in groups of
four, sit face to face and practice
ask and answer about characters
in each of picture, use the

question Who’s that?

Whole class

Groups

5. 
Home- 
link

- Consolidate the lesson.
- Ask students to prepare for
next lesson.

Whole class

Comment the lesson:

………
………
………
………

---=  

=---Week: 6 Date of planning: 10/10/2015
Period: 22 Date of teaching: 13/10/2015

UNIT 4: HOW OLD ARE YOU ?
Lesson 2: 1, 2, 3

I. Objectives:

After this lesson Ss will be able to ask and answer question about someone’s
age.

II. Language focus:

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- Sentence patterns: How do are you?
III. Resources:

Ss' book, CD, CD player.
IV. Teaching Procedure:

Steps Learning Activities Language

focus

Modes
1.

Warm-up

- Have students play a game:
Slap the board

Who là
That đây
This ai

is kia

Whole class

2. 
Look, 
listen 
and 
repeat

- Tell Ss that they are going to ask
and answer question about

someone’s age.

- Have Ss look at the 1st picture, 
elicit the names of the characters
and what they say.

- Have Ss listen and repeat the
text in the bubbles a few times.
- Do that procedure with the 2nd 
picture.

- Explain how to ask someone’s
age.

E.g: How old are you?
I’m + age.

- Have Ss repeat the dialogues
individually and chorally

- Ask Ss to listen the dialogues
again and say along

Whole class

Individuals/
Whole class

3. 
Point 
and 
say

- Tell Ss that they are going to
practise ask and answer question
about someone’s age.

- Have Ss look at the first picture,
elicit the name of the characters
and what each one say.

- Vocabulary:

+ how

+ old
+ you
- Sentence
patterns:

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- Tell Ss to fill the bubble.

- Write the whole sentences on the
board, have Ss repeat a few times.
- Repeat the procedure with the
second picture.

- Teach ss to count from 1 to 10.
- Have Ss work in pairs, using the
names and ages.

+ How old are
you?

- Example:
How old are
you ?

I’m 8 years
old.

Whole class

Pairs
4. Let's

talk

- Tell Ss that they are going to
practise more with their friends.
- Have Ss look at the picture and
elicit the words to fill the gaps.
Write them on the board and have
Ss repeat a few times.

- Get Ss to work in groups of four
to practice.

- Call some groups to act out the
task in front of the class.

Groups

5. 

Home-link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the

lesson: ...
...
...
...

---=  

=---Week: 6 Date of planning: 11/10/2015
Period: 23 Date of teaching: 14/10/2015

UNIT 4: HOW OLD ARE YOU ?
Lesson 2: 4, 5, 6

I. Objective s : By the end of the lesson, Ss will be able to listen to dialogues about
someone’s age.

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- Vocabulary: how, old, you.

- Sentence patterns: How old are you? I’m + age years old.
III. Resources:

Ss' book, CD, CD player
IV. Teaching Procedures:

Steps Learning activities Language focus Modes

1. Warm

- up

- Have Ss play a game :‘Rub out

and remember’ About the age -Groups

2. Listen 
and write

-T explains the requirement of the
task

Ask the students to look at the book
page 27 and describe the pictures.
Eg : Pict 1&3 are girls.

Pict 2&4 are boys.

- Give ss a few second to look at the
pictures and read the text.

- Ask ss to guess the age of each
character and check.

- Play the CD 2 times.

- Ask the SS to listen and write the
numbers under the pictures.

- Play the tape the third time to

check ss’answer.

Keys: 1. Six 2. Seven
 3. Eight 4. ten

Review vocabulary
and sentence

patterns

-Whole
class

-Individual

- Pairs

-Whole
class

3. Read 
and tick

- Ask ss to look at their books on

page 27

Review vocabulary
and sentence

patterns:

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- Tell them that they are going to
read and tick the correct boxe.
 - Ask ss to look at the pictures, 
read the text in silence.

- Give ss time to do the task.
- Go round to offer help if
necessary.

- Tell the SS to swap their book to
check their answer.

- Correct on the board ask the sts to
copy down into their notebooks.
Answer:

1.6 2. 8 3. 10 4. 10

- Vocabulary: how,
old, six, eight , ten.
- The structure:
My name is…

I am…

I am... years old.

Individual
s

Groups
Whole

class

4 Let’s 
sing

-Tell the SS that they are going to
sing the “ Let’s count from one to
ten” song.

-Hang the poster with the song on
the board.

-Teaching the song: read the lyrics
and check comprehension. Play the
recording all the way through.
-Have the ss do choral and

individual repetition of the song line
after line.

-Teach the SS the action of the
song : sing the last word “jump” and
jumping on the spot.

 Have the class to sing the song
and clap the tune.

- The lyrics :
- One, two, three, 
four, five, jump.
- Six, seven, eight, 
nine ten, jump.
- One, two, three, 
four, five, jump.
- Six, seven, eight, 
nine ten, jump.

-Whole
class

-Individual

5. Home- 
link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole
class

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………
………
………
………

---=  

=---Week: 6 Date of planning: 
13/10/2015

Period: 24 Date of teaching: 
16/10/2015

UNIT 4: HOW OLD ARE YOU ?
Lesson 3: 1, 2, 3

I.Objectives:

After this lesson Ss will be able to pronounce the sound of the letter f and s

II.Language focus:

Phonics: f five I’m five years old.
s six I’m six years old.
III. Resourses

Ss' book, CD, CD player.
IV. Teaching Procedure:

Steps Learning Activities Language

focus

Modes

1. Warm 
up

- Have sing the song : ‘ Let’s
count from one to ten’

Groups
2. Listen

and 
repeat

- Tell Ss that they are going to
practice saying the letters, words,
sentences with the phonic letters f

and s.

- Have Ss read aloud the phonic
letters f and s a few times.

- Prompt Ss to say the words and
sentences, paying attention to the

- Phonics
f five 
I’m five years 
old.

s six 
I’m six years 
old.

Whole class

Groups

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target phonics letters.

-Do choral repetition of the words
and sentences until Ss feel

confident.

Pairs
Whole class

3. Listen 
and write

- Have Ss to look at the part 2 and
tell that they are going to do the
dictation.

- Have Ss to read the text in
silence before starting the
dictation.

- Have Ss listen the tape 2 times
and fill in the blanks.

- Let Ss listen the third time to
check their answers.

Answer keys.
1. five.

2. six

- Write the correct answers on the
board for Ss to copy down into
their notebooks.

- Get Ss to practice saying the
sentences in pairs.

Audio script:

1. I’m five years
old.

2. I’m six years 
old.

Whole class

Individuals

Pairs

4. Let's 
chant

- Tell Ss that they are going to say
the How old are you? chant.
- Have Ss read in silence chant
and check comprehension.
- Play the recording a few times
for Ss to do chorally and

- Review
structure:
How old are 
you?

I’m …

Whole class

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individually repetition. Show Ss
how to chant and do the actions.
Call two groups of four to give a
demonstration.

- Get groups of Ss sit face to face
and practise chanting and doing
the actions.

- Call some groups to the front of
the class to chant and do the
actions. The rest of the class claps
along the rhythm.

Groups

5. 
Home-link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the

lesson: ...
...
...
...

Ngày 9 tháng 10 năm 2015
Kí duyệt

...
...

---=  
=

-Week: 7 Date of planning: 16/10/2015
Period: 25 Date of teaching: 19 /10/2015

UNIT 4: HOW OLD ARE YOU ?
Lesson 3: 4, 5, 6

I.Objectives:

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II. Language focus:
- Vocabulary: review
- Structure: review

III. Resourses

Textbook, chalk, suboard.
IV. Teaching procedure

Steps Learning Activities Language

focus

Modes
1. Warm

up

- Have students read the chant in
No3 on page 28.

Whole class

2. 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.
- Have the whole class read each
sentence in chorus to reinforce
their pronunciation

Answers: 1 – c; 2 – a; 3 – b.

Whole class

Individuals/
Whole class

3. Read 
and 
write

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

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-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

Whole class

Pairs

4.

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 Groups

5. 

Home-link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the

lesson: ...
...

...
...

---=  

=---Week: 7 Date of planning: 16/10/2015
Period: 26 Date of teaching: 20 /10/2015

UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 1: 1, 2, 3

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By the end of the lesson Ps will be able to: introduce one’s friend and respond to
the introduction.

II. Language focus:
- Vocabulary: friend

- Sentence Partners: this is my friend Mary.
III. Resourses:

- student’s and teacher’s book, pictures , radio, CD
IV. Teaching procedure

Steps Learning Activities Language

focus

Modes
1. Warm

up

- Have students sing the song:
Let’s count from one to ten.

Whole class

2. Read 
and 
match

-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.

Whole class

Individuals/
Whole class

3. Point 
and say

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

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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.

Whole class

Pairs

4. 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
5.

Home-link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

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Comment the

lesson: ...
...
...
...

---=  

=---Week: 7 Date of planning: 17/10/2015
Period: 27 Date of teaching: 21 /10/2015

UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 1: 4, 5, 6

I. Objectives:

By the end of the lesson Ps will be able to introduce one’s friend and respond to
introduction.

II. Language focus:
- Vocabulary: friend

- Sentence Partners: this is my friend Mary.
III. Resourses:

- student’s and teacher’s book, pictures , radio, CD
IV. Teaching procedure

Steps Learning Activities Language

focus

Modes
1. Warm

up

- T use the pictures and ask ss
introduce their friends by role
play.

groups

2. 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.

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- 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

Individuals/

Whole class

3. Read 
and 
write

- 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.

Whole class

Pairs

4. 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.

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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.
5.

Home-link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the

lesson: ...
...
...
...

---=  

=---Week: 7 Date of planning: 19/10/2015
Period: 28 Date of teaching: 23 /10/2015

UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 2: 1, 2, 3

I. Objectives:

- After this lesson, Students will be able to ask and answer questions about friends.
II. Language focus:

- Vocabulary: friend

- Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t they,
they are=they’re, are not=aren’t

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- student’s and teacher’s book, pictures , radio, CD
IV. Teaching procedure

Steps Learning Activities Language

focus

Modes
1. Warm

up

- T has students sing the song
How are you?

Whole class

2. 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.

-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

- Vocabulary:
Are they your
friends? –Yes,
they are/No,
they aren’t
- Sentence
Partners: they,
they

are=they’re, are
not=aren’t

Whole class

Individuals/
Whole class

3. 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

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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.

Whole class

Pairs

4. 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
5.

Home-link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

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Comment the

lesson: ...
...
...
...

Ngày 16 tháng 10 năm 2015
Kí duyệt

...
...

---=  

=---Week: 8 Date of planning: 23/10/2015
Period: 29 Date of teaching: 26 /10/2015

UNIT 5: ARE THEY YOUR FRIENDS?

Lesson 2: 4, 5, 6

I. Objectives:

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

II. Language focus:
- Vocabulary:

- Sentence Partners: Are they your friends?

–Yes, they are/No, they aren’t they, they are=they’re, are
not=aren’t

III. Resourses:

- student’s and teacher’s book, pictures , radio, CD
IV. Teaching procedure

Steps Learning Activities Language

focus

Modes
1. Warm

up

- T has students look at the

pictures and work out by asking
and answering the question:
P1: Are they your friends?

P2: Yes, they are/ No, they aren’t

Whole class

2. 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 Are they your

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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 of the
listening text.

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

friends?

–Yes, they
are/No, they
aren’t they,
they

are=they’re,

are not=aren’t Whole class

3. 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

Whole class

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sentence in chorus to reinforce
their pronunciation

Answers: 1 – name; 2 – nine; 3 - 
and; 4 - friends

4. 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

Whole class

5. 
Home-link

- Consolidate the lesson, do the
exercises in workbook.

- Ask students to prepare for next
lesson.

Whole class

Comment the

lesson: ...
...
...
...

---=  

=---Week: 8 Date of planning: 23/10/2015
Period: 30 Date of teaching: 27 /10/2015

UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 3: 1, 2, 3

I. Objectives:

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.

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- Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t they,
they are=they’re, are not=aren’t

III. Resources:

- student’s and teacher’s book, pictures , radio, CD

IV. Teaching procedure

Steps Learning Activities Language

focus

Modes
1. Warm

up

- T has students play a game:
Jumble words

1. dneirf ………..
2. ythe ………
3.rouy ……….
4. hwta ………..
5. mage ………

Whole class

2. 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 some pairs to ask and
answer.

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

Are they your
friends? –Yes,
they are/No,
they aren’t
they, they
are=they’re,
are not=aren’t

Whole class

3. Listen 
and write

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- 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

Whole class

Pairs

4. 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

Whole class

5. 
Home-link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the

lesson: ...
...
...

...

---=  

=---Week: 8 Date of planning: 25/10/2015
Period: 31 Date of teaching: 28 /10/2015

UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 3: 4, 5, 6

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II. Language focus:
- Vocabulary:

- Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t .
they are=they’re, are not=aren’t

III. Resourses:

- student’s and teacher’s book, pictures , radio, CD
IV. Teaching procedure

Steps Learning Activities Language

focus

Modes

1. Warm

up

- T has students sing the song The
alphabet song

Whole class

2. 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

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

- Who is
that? –
It’s Tony.
Who are
they? –
They’re
Peter and
Linda.

Whole class

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sentences.

Have the whole class read each

sentence in chorus to reinforce
their pronunciation

Answers: 1 – c; 2 – d; 3 – b; 4 – 
a.

3 .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

Whole class

Whole class
Pairs

4. 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
5.

Home-link

- Consolidate the lesson.

- Ask students to prepare for next
lesson.

Whole class

Comment the

lesson: ...
...
...
...

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=---Week: 8 Date of planning: 27/10/2015

Period: 32 Date of teaching: 30 /10/2015

REVIEW 1
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 1-5, using the phonics, vocabulary and sentence patterns they have learnt.
II. Language focus:

- Vocabulary: Review

- Sentence Partners: review
III. Resourses:

- student’s and teacher’s book, pictures , radio, CD
IV. Teaching procedure

Steps Learning Activities Language

focus

Modes
1. Warm

up

- T has students sing the song
happy birthday to you.

Whole class

2. 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

Review

Whole class

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listening text.

Answers: 1 – b; 2 – a; 3 – a; 4 – 
b; 5- b

3 . 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. 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

Review

Whole class

4. 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

Review

Whole class

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*Read 
and 
match

*Look
and say

- 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’ 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

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

Review

Whole class.

Individual

Pairs

Whole class

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rest of the class observe and give
comments.

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

5. 
Home-link

- Consolidate the lesson, have ss
do the exercises in workbook.
- Ask students to prepare for next
lesson.

Whole class

Comment the

lesson: ...
...
...
...

Ngày 23 tháng 10 năm 2015
Kí duyệt

....
...

---=  

=---Week: 9 Date of planning: 25/10/2015
Period: 33 Date of teaching: 02 /11/2015

SHORT STORY 
I. Objectives:

By the end of the lesson Ps will be able to:

- Review the phonics, vocabulary and sentence patterns from units 1 - 5.
II. Language focus:

- Vocabulary: Review

- Sentence Partners: review
III. Resourses:

- student’s and teacher’s book, pictures , radio, CD
IV. Teaching procedure

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focus
1. Warm up - T has students play the game simon

says
2. 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.

review

</div>

unit 1 hello ct bộ gdđt 3 nguyễn thị tâm thư viện giáo án điện tử

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