Giáo án trọn bộ lớp 3 (ct mới)

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ME AND MY FRIENDS

Week: 1. Date of prepare:.
Period: 1st.

UNIT 1: HELLO

Lesson 1

I. Aims : Practice greeting and self – introducing.
II. Objectives :

- By the end of this lesson, students will be able to greet and self – introduce.
- Develop speaking skill.

III. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
IV. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape,
cassette, puppets.

- Students’ aids: books, notebooks, workbooks.
V. Languages focus :

- Phonics: Hi/ Hello.

- Vocabulary: hi, hello

- Structures: Hello. I’m Mai. / Hi, Mai.
VI. Procedures :

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.

II. New lesson.

1. Warm up : Chatting.

- Let Ss introduce some information about themselves
(maybe in Vietnamese) and introduces oneself in
English.

Example: Hello. I’m Duyen. (Hi. I am Duyen). 
2. Presentation :

* Pre- teach: Teaching vocabulary.
+ I (translate)

+ Hello/Hi (translate)
+ am = ’m (translate).

- Get Ss to read all the new words in chorus, in groups,
then individual.

* Checking vocabulary: Slap the board.

- Giving introduction of the text (set the scene): Mai and
Nam greet each other.

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

T-WC
T-WC

T-WC
Whole class,

group and
individual.

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10’

- T asks Ss to listen and repeat in chorus three times.
- Let Ss practice the dialogue in pairs

- Gets some pairs to read it aloud.

* Presenting new structure:

- T gives a situation to present (using picture)

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

Hello. I’m Mai.
Hi, Mai. I’m Nam.

3. Practice :

- Have Ss look at the pictures a,b,c,d and introduce four
characters: Nam, Mai, Nga, Phong. (/Using the puppets).
- T models the dialogue (use a picture)

Nga: Hello, I’m Nga.
Phong: Hello, I’m Phong.

- Have Ss to repeat the sentences in the bubbles a few
times

- Call on one pair and ask them to pretend to be Nam and
Mai.

- Call on one more pair to be Nga and Phong and do the
same way.

- Have the class repeat all the phrases

- Have Ss to work in pairs: Nam, Mai, Nga and Phong.
- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Make some questions to check Ss’ comprehension of
language

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

4. Production :

- Have Ss look at the pictures on page 7 and identify the
characters in the pictures.

- Point to Picture a, ask Ss to guess what the girls would
say to greet each other.

A: Hello, I’m Mai.
B: Hi, Mai. I’m Nga.

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

- Have Ss to work in pairs (use the names in their books or
the real names to practice.

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

Group work
Pair- work
T – whole

class

T – whole
class

Pair- work

T – whole
class

Pair – work

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4’

- Call on a pair to demonstrate at the front of the class.
- Have the whole class repeat all the phrases to reinforce

their pronunciation.

III. Other activities :

- Consolidate the content of the lesson

IV. Home- link :

- Learn and write new words and structures.
- Prepare for the next lesson

T – whole
class

Week: 1 Date of prepare: 
Period: 2nd.

UNIT 1: HELLO

Lesson 2

I. Aims : Practice listening and numbering the pictures about greeting “Hello/Hi” 
and self – introducing.

II. Objectives :

- By the end of this lesson, students will be able listen to the dialogue and tick
on the pictures about greeting “Hello/ Hi” and self – introducing.

- Develop listening, reading and writing skill.
III. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs and individually
+ Ask and answer.

+ Work in groups, discuss.
IV. Teaching aids :

- Teacher’s aids: pictures, word cards, extra board, tape, cassette.
- Student’s aids: book, notebook, workbook.

V. Language focus :

- Revision the structures: Hi/ Hello. I am/ I’m + name.

- Phonics: Hi, Hello
VI. Procedures :

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.
II. New lesson:

1. Warm up : Noughts and crosses

2. Lis

ten and repeat

- Have Ss open the book page 8, look at the words hello, hi
and notice the letter coloured differently in both words.
- Produce the sound of the letter h in the word hello and that

T-WC

I Nga Hello

Nam am Mai

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10’

in the word hi.
hello hi
Hello. I’m Mai.
Hi, Mai.

I’m Nam.
Hello, Nam.

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

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

- Call on a group of six: three of them to repeat each line of
the chant, other three clap the syllables

- Have Ss practice the chant in groups and clap the
syllables.

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

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

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

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

- Have Ss circle all the words containing the focused sounds
hello and hi in the chant.

3. Listen and number

- Have Ss look at Pictures a, b, c and d on Page 8.

- Elicit the identification of the characters in the pictures

and the characters’ words.

- Ask Ss to listen to the recording and match the
information they hear to the pictures and number the
pictures.

- 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 number.
- 3rd: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction

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

Transcript:

1. Hello. I’m Nam.
2. Hi. I’m Phong.
3. Hi. I’m Quan.
4. Hello. I’m Hoa.
Answers: 1 – d; 2 – c; 3 – b; 4 – a.

4. Read and match.

 Pre-reading:

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

T-WC

Whole class,
group and
individual.

T-WC

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4’

text”.

- Ask Ss to predict “What is what”.

 While-reading:

- 1st reading: Ss read the sentences individually and check 
their prediction.

- 2nd reading: 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.

 Post-reading:

- 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 – d; 2 – c; 3 – b; 4 – a.
III. Other activities .

- Consolidate the content of lesson.
IV. Home- link :

- Learn to greet each other and self – introduce, using hello/
hi.

- Practice the sound h as in hello and hi.
- Recite the chant on page 7.

T – whole
class

T – whole
class
Pair- work

T – whole
class

Week: 2 Date of prepare: 
Period: 3rd

UNIT 1: HELLO

Lesson 3

I. Aims : Practice saying goodbye.

II. Objectives :

- By the end of this lesson, Students will be able to say goodbye.
- Develop speaking and listening skill.

III. Teaching methods :

- Communicative method.

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IV. Teaching aids :

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

V. Languages focus :

- Structures: Nice to meet you. / Nice to meet you too.
VI. Procedures :

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.

II. New lesson.

1. Warm up : Chatting

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

- T sets the scene.

2. Listen and repeat.

- Have Ss to look at the book at page 10.

- 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

- 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.

- Elecit the structures

3. Look and say.

- Have Ss look at the pictures a, b, c and d on page 10
- 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 b, c, d

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

- Monitor the activity and offer helf. Correct
pronunciation errors (stress, assimilation of

T – whole
class

T – whole
class
T – whole

class
Whole class

Groups
individually

Groupwor
k

Pairwork

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10’

4’

sounds,intonation) when necssesary.

- 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.

4. Write.

- Get Ss to identify the characters in the pictures on page
11 and what they are saying.

- Tell Ss that they are gooing 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

corection

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

Answers:

1. Hi, I’m
2. boy; girl

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

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

III. Home- link:

- Consolidate the content of the lesson.

- Ask Ss to learn and write new words and structure.
- Prepare for Section B: 4, 5, 6, 7.

T – whole
class

Individually
Pairwork/
Groupwork

Whole class
T-WC

Week: 2 Date of prepare:
Period: 4th.

UNIT 2

MY NAME IS …

Lesson 1

I. Aims : To understand about making and responding to instructions.
II. Objectives :

- By the end of this lesson, students will be able to make and respond to
instructions

- Develop writing, reading skill.
III. Teaching method:

- Communicative method.
- Techniques:

- Ask and answer

- Work in pairs and individually.
- Work in groups, discuss.

IV. Teaching aids :

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V. Languages focus :

Sentence patterns: 
- Hello, I’m Mai.
- Hi, Mai. I’m Nam.
VI. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

12’

I. Warm up :

- T asks some pairs to greet and introduce oneself.
S1: Hello. I’m Mai

S2: Hi, Mai. I’m Nam
II. New lesson.

1. Look, listen and repeat.

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

- Set the scence “you are going to listen to hear Nam and
Mai greet each other.

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

- 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. Look and say

- Have Ss look at the pictures a and b

- 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

- T models the dialogue

◦ Assign a pair to pretend to be Mai and tom in

picture a

Mai: Hello. I’m Mai.

Tom: Hello, Mai. I’m Tom.

Have one repeat Mai’s part, the other Tom’s
part. Then have the pair swap their parts.
Repeat the step with a few more pairs.
- Ask Ss to practice making and responding to

introductions using picture a and b

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Make some questions to check Ss’ comprehension of

language

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

T-WC
Pair- work

T – whole
class

T
T-WC

Pair- work

T- whole
class

T- whole
class
T- whole

class

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10’

3’

3. Talk

- Have Ss look at the pictures on page 13 and identify the
characters in the pictures.

- Point to Picture a, ask Ss to guess what the girls should
say to the boy and vice versa.

- Fill in the speech bubbleswith the correct phrases
promted by Ss

A: Hello, I’m Mai.
B: Hi, Mai. I’m Nga.

- Have Ss to repeat the sentences in the bubbles a few
times before let them practice freely. (use the pictures in
their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting.
- 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.

III. Home- link:

- Encourage Ss to for Unit 2- Section 2.

Individually.

Group work

T- whole
class

Week: 3 Date of prepare: 
Period: 5th

UNIT 2

MY NAME IS …

Lesson 2

I. Aims : Practice listening and ticking the pictures about greeting “Hello/Hi” and 
saying goodbye.

II. Objectives :

- By the end of this lesson, students will be to greet and say goodbye (review).
- Develop listening, reading and writing skill.

III. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs and individually

+ Ask and answer.

+ Work in groups, discuss.
IV. Teaching aids :

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
- Student’s aids: book, notebook, workbook.

V. Language focus :

- Revision the structures: Hi/ Hello. I am/ I’m + name.
Bye/ Goodbye.

How do you spell your name?
L – I – N – D – A.

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VI. Procedures :

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.

II. New lesson:

1. Warm up : Noughts and crosses

2. Lis

ten and repeat

- Have Ss open the book page 14, look at the words Linda
and Nam and notice the letter coloured differently in both
words.

- Set the scence: “you are going to learn how to produce
the sound of the letter l in the word Linda and n in the 
word Nam

- Produce the sound l and n a few times.

- Teach the new phrases How do you spell + name? – Then
show them how to spell Nam and Linda and some other
names.

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

Linda Nam
I’m Linda.

How do you spell Linda?
L – I – N – D – A.

I’m Nam.

How do you spell Nam?
N – A – M.

- Call on a group of six: three of them to repeat each line of
the chant, other three clap the syllables

- Have Ss practice the chant in groups and clap the
syllables.

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

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

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

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

3. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 14
- Identify the characters and guess what they are saying.

T-WC

Whole class,
group and
individual.

T-WC

I Nga Hello

Nam am Goodbye

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10’

4’

- Set the scence: “you are going to listen to the recording,
match the information they hear to the pictures and tick 
the box in the appropriate picture.

- 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 tick the correct 
pictures.

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

- Have Ss trade their answers in pairs for correction

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

Transcrip

1. Mai: How do you spell your name?
Tony: T – O – N – Y.

Mai: Sorry?

Tony: Tony. T – O – N – Y.

2. Phong: How do you spell your name?
Linda: L – I – N – D – A.

Phong: Sorry?

Linda: L – I – N – D – A.
Answers: 1 – a: 2 – b.

4. Read and match.

- Ask Ss to identify the characters in the pictures on page 15.
- Set the scence: “ you are going to read the dialoguesto get

the information in order to match the pictures to the 
appropriate dialogues.”

- Have a revisionof 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 – b; 2 – a 
III. Summary

- Ss have revised how to greet and say goodbye

- Say the letters in the alphabet, using How do you spell
your name?

- Produce the sound of the letter l in Linda and that the
letter n in Nam.

IV. Home- link :

- Sing The ABC Song on page at home.

Group work
Pair- work

T – whole
class

T – whole
class
Pair- work
Individually

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Week: 3 Date of prepare: 
Period: 6th

UNIT 2

MY NAME IS …

Lesson 3

I. Aims : Practice spelling simple names.
II. Objectives :

- By the end of this lesson, Students will be able to spell simple names.
- Develop speaking and listening skill.

III. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

IV. Teaching aids :

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
- Students’ aids: book, notebook, workbook.

V. Languages focus :

- Structures: How do you spell your name?

L – I – N – D – A.
VI. Procedures :

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.
II. New lesson.

1. Warm up: Chatting

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

- T sets the scene.

2. Listen and repeat.

- Have Ss to look at the book at page 16; identify the
characters in the picture and what they are doing.
- Set the scene: “we are going to learn how to spell

names and recall the alphabet.”
- Use a poster to set up the situation

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

- Play the recording again for Ss to repeat the dialogue
two times.

- Divide the class into two groups. Allocate the line of
Nam and Tom to Ss of each group

- Have one group repeat Nam’s part and the other Tom’s
part.

- Play the recording again for the whole class to repeat

T – whole
class

Whole class

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10’

4’

each line in the speech bubbles to reinforce their
pronunciation.

3. Look and say

- Have Ss look at the pictures a, b, c and d on page 16
- Elicit the characters in the pictures and their names.
- Set the scence “ we are going to practice spelling

names”

- Ask Ss to guess and complete the speech bubbles.
- T models the dialogue

◦ Assign a pair to pretend to be the characters in

the pictures.

◦ Ask the pair to act out the question and answer

about spelling. Repeat the step but have the pair
swap their parts.

◦ Continue the activities with sonme pairs.

- Ask Ss to practice asking and answering

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

4. Write.

- Get Ss to identify the characters in the pictures on page
17 and what they are saying.

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

- Ss read silently and complete the sentences.

- Monitor the activity and offer help when necessary

- Ss trade their answers within pairs or groups for

corection

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

Answers:

1. Mai; Tony.

2. L – I – N – D – A.

- Make somes questions to ensure Ss’ comprehension of
the writing text.

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

III. Summary

- Ss have learnt to ask and answer about names and to
spell simple names, using How do you spell your name?
IV. Homelink

- Ss spell their own names and the names of their family
members at home.

Groupwork

Pairwork

Pairwork/
Groupwork
Individually

T – whole
class

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Week: 4 Date of prepare: 
Period: 7th.

UNIT 3

HOW ARE YOU?

Lesson 1

I. Objectives :

- By the end of this lesson, students will be able to saying goodbye (review).
- Develop writing, reading skill.

II. Teaching method:

- Communicative method.
- Techniques:

- 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 :

 Vocabulary: how, thank, thanks, fine, and.
 Sentence patterns:

- How are you?

I’m fine, thank you. And you?
I’m fine, thanks.

V. Procedures :

Time Steps/Activities Work

arrangement
5’ I. Warm up :

- Have Ss tofind out the names of the Ss.
L A N A B C D E
A V D E F M U F
B X P L R L T G
C Z H M W I S H
D T O N Y N Q I
E Y N O P D P J
F H G I J A O K

U X Y Z N A M L
V T X Q P O N M

T-WC
Pair- work

T – whole
class

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10’

12’

- Answers: Lan, Phong, Tony, Nam, Linda.
- Ask Ss work in pairs:

S1: Hello. I’m Nam.
S2: Hi, Nam. I’m Tom.

II. New lesson.

1. Look, listen and repeat.

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

- Set the scence “you are going to review some phrases of
greeting and learn some more.” (use two puppets to
present the situation)

- Explain the situation and the use of the titles Mr, Mrs
and Miss

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

- Hold up the specific character puppets in the air / point
to each character and tell the whole class to say the
appropriate linein the dialouge.

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

Note:

 Children do not tend to ask each other How are you?

(That is something adults do to each other and to
children, but not child to child

 Thanks is an informal expression of thank you.

2. Look and say

- Have Ss look at the pictures a and bon page 18.

- Ask them to identify the characters in the pictures, recall
the greeting phrases.

- Point to Picture a, ask Ss to guess what each character

should say. Fill the speech bubbles with correct phrases
prompted by the Ss and have Ss to repeat the lines a few
times

- T models the dialogue

◦ Assign a pair to pretend to be Tom and Mrs Lan

in picture a

Mrs Lan: How are you, Tom?

Tom: I’m fine, thank you. And you?
Mrs Lan: Fine, thanks.

Have one repeat Mrs Lan’s part, the other
Tom’s part. Then have the pair swap their parts.
Repeat the step with a few more pairs.

- Ask Ss to act the dialouge using picture a and b

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

Pair- work

T- whole
class

Group work
T – whole

class

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10’

3’

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

3. Talk

- Have Ss look at the pictures on page 19 and identify the
characters in the pictures.

- Recall the titles Mr., Mrs., Miss.

- Point to Picture a, ask Ss to guess what the characters
should say.

- Fill in the speech bubbleswith the correct phrases
promted by Ss

A: How are you?

B: I’m fine, thank you. And you?
A: Fine, thanks.

- Have Ss to repeat the lines in the bubbles a few times
before let them practice freely. (use the characters in
their books to practice or role play the greeting phrases.
- Have Ss to work in pairs to practice acting the greeting.
- 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.

III. Home- link:

- Encourage Ss to prepare for Unit 3 - Lesson 2.

T- whole
class

Group work

Pair – work

T – whole
class

Week: 4 Date of prepare: 
Period:8th

UNIT 3

HOW ARE YOU?

Lesson 2

I. Objectives :

- By the end of this lesson, students will be to greet.
- Develop listening, reading and writing skill.

II. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs and individually
+ Work in groups, discuss.

III. Teaching aids :

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
- Student’s aids: book, notebook, workbook.

IV. Language focus :

 Phonics: hello thanks

 Vocabulary: how, thank, thanks, fine, and.
 Sentence patterns:

- How are you?

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I’m fine, thanks.
V. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up: Let’s Ss chant ( L2 – 4)
- Play the recording

II. New lesson:

1. Listen and repeat

- Have Ss open the book page 14, look at the words Linda

and Nam and notice the letter coloured differently in both
words.

- Set the scence: “you are going to learn how to produce
the sound of the letter l in the word hello and a in the 
word thanks

- Produce the sound l and n a few times.

- Teach the new phrases How do you spell + name? – Then
show them how to spell Nam and Linda and some other
names.

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

Hello thanks
Hello, Mr Loc.

How are you?
Hello, Tony.
I’m fine, thanks.
How are you?
I’m fine, thank you.

- Call on a group of six: three of them to repeat each line of
the chant, other three clap the syllables

- Have Ss practice the chant in groups and clap the
syllables.

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

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

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

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

2. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 20
- Identify the characters and their relationship.

- Set the scence: “you are going to listen to the recording,
match the information they hear to the pictures and tick 
the box in the corner of the correct picture..

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

T – whole
class
T – whole

class

T – whole
class

Whole class,
group and

T – whole
class

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10’

4’

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

- 3rd: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction

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

Transcrip

1. Nam: Hello, Mr Loc. How are you?

Mr Loc: I’m fine, thank you. And you, Nam?
Nam: I’m fine. Thank you, Mr Loc.

2. Tom: Hi, Mary. How are you?
Mary: Hi, Tom. I’m fine, thanks.
Answers: 1 – b: 2 – a.

3. Read and match.

- Ask Ss to identify the characters in the pictures on page 21
and identify the characters in the pictures

- Set the scence: “ you are going to read the dialogues to
match each of them with 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 chorally read each line of the
dialogues to reinforce their pronunciation

Answers: 1 – b; 2 – a 
III. Summary

- Ss have learn how to greet and express greeting phrases,
using How are you?/ fine/ thank you/ thanks/ and you?
- Produce the sound of the letter l in hello and a in thanks

IV. Home- link :

- Ss recite the chant and clap the syllables on page 20 of the
Student Book at home.

Pair- work

T – whole
class
Individually

Pair – work
T – whole

class

T – whole
class

Week: 5 Date of prepare: 
Period: 9th

UNIT 3

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I. Objectives :

- By the end of this lesson, Students will be able to greet (review), using the
language they have learnt.

- 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: pictures, word cards, audio, puppets, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus :

 Vocabulary: how, thank, thanks, fine, and.
 Sentence patterns:

- How are you?

I’m fine, thank you. And you?
I’m fine, thanks.

V. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up

Let’s Ss chant in two groups. Which is more correct is the
winner.

II. New lesson.

1. Listen and repeat.

- Have Ss to look at the book at page 22; identify the
characters in the picture.

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

- Set the scene: “we are going to review greeting phrases
that they have learnt in the previos lesson.”

- Play the recording all the way through for Ssto listen
and read the text. Mime the dialogue.

- Play the recording again for Ss to repeat the dialogue a

few tome to reinforce their pronunciation.

2. Look and say

- Have Ss look at the pictures a, b, c and d on page 22
- Elicit the characters in the pictures and their names.
- Tell them to guess and respond to the first character.

Then fill the speech bubbles with the correct phrases
prompted by Ss.

- Have ss repeat a few times.
- T models the dialogue

◦ Assign a pair to pretend to be Linda and Miss

T – whole
class

Whole class

T – whole
class

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10’

3’

2’

Hien to act out the dialogue.

◦ Repeat the step but have the pair swap their

parts.

- Have the whole class repeat all the phrases.
- Ask Ss to practice in pairs

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

3. Write.

- Get Ss to identify the characters in the pictures on page
23

- Ask them to talk about the situation in each picture.
- Tell Ss that they are going to read and get information to

write the missing words in task in the dialogue, using
those from the frame on the top of the page.

- Ss read silently and complete the sentences.

- Monitor the activity and offer help when necessary
- Ss trade their answers within pairs or groups for

corection

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

Answers:
1. Hi
2. How 
3. thank
4. thanks

- Make somes questions to ensure Ss’ comprehension of
the writing text.

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

III. Summary

- Ss have learnt to ask and answer about names and to
spell simple names, using How do you spell your name?
IV. Homelink

- Ss spell their own names and the names of their family
members at home.

T – whole
class

Individually
Pair – work

T – whole
class

Week: 5 Date of prepare: 
Period: 10th

UNIT 4

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Lesson 1

I. Objectives :

- By the end of this lesson, students will be able to ask and answer bout
someone’ s name.

- Develop speaking skill.
II. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
III. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape,
cassette, puppets.

- Students’ aids: books, notebooks, workbooks.
IV. Languages focus :

 Vocabulary: what, my, your, this, friend
 Sentence Patterns:

- What’s your name?
My name’s Linda.
V. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up :

- Help Ss listen and sing the song How are you

on page 23
II. New lesson .

1. Look, listen and repeat.

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

- Set the scence “you are going to learn how to ask and
answer about names. (Use 2 character puppets to present
the situation)

- Play the recording all the way through for Ss to listen as
they read the lines. Mime the dialogue

- Play the recording for Ss to listen and repeat each line of
the text (Correct typicl pronunciation error(s) when
necessary)

- Ask a few questions to ensure Ss’ comprehension of the
text

2. Look and say

- Have Ss look at the pictures a, b, c and d on page 24.
- Ask them to identify the characters in the pictures and

repeat each name a few times.

- Point to P.a and ask Ss what the character should say to
respond to the question What’s your name?

T – WC

Whole class,
group and
individual.

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3’
2’

- Fill the bubble on the left edge of the page with the
phrase prompted by Ss and have Ss to repeat the question
and answer a few times before going on with other

pictures

- Call on a few pairs and allocate the characters in Picture
a, b, c and d. have them pretend to be these character to

ask and answer.

- Ask Ss to practice asking and answering in pairs
- Monitor the activity and offer help. Correct

pronunciation error(s) ( street, assimilation of sounds and
intonation) when necessary.

- Call on some pairs to demonstrate at the front of the
class. Others observe and comment.

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

- Have Ss look at the pictures on page 25 and identify the
characters in the pictures.

- Point to Picture a, ask Ss to pretend to be Hoa, ask them
what they should say to respond to the question What’s
your name?

- Fill in the speech bubble with the answer promted by Ss
A: What’s your name?

B: My name’s Hoa.

- Repeat the step swith other pictures.

- Have Ss to repeat the lines in the bubbles a few times
before letting them practice freely. (use the names of the
characters in their books or their own names.

- Have Ss to work in pairs to practice.

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

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

- Ask Ss a few questions to check Ss’ comprehension of
the language.

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

III. Summary

- Ss have learnt to ask and answer aboutnames, using
What’s your name? and My name’s + name.

IV. Home- link:

- Encourage Ss to listen and try to sing the song What is
your name? at home.

Group work
Pair- work

T – whole
class

Pair- work

T – whole
class

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Week: 6 Date of prepare: 
Period:11th

UNIT 4

WHAT’ S YOUR NAME?

Lesson 2

I. Objectives :

- By the end of this lesson, students will be able to introduce someone, using
This is + name.

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

- Communicative method.

- Techniques: + Work in pairs and individually
+ Ask and answer.

+ Work in groups, discuss.
III. Teaching aids :

- Teacher’s aids: pictures, word cards, extra board, tape, cassette.
- Student’s aids: book, notebook, workbook.

IV. Language focus :

 Phonics: this Tom

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 Sentence Patterns:

 What’s your name?

My name’s Linda.

 This is Linda.

V. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up :

- Greet Ss and have them reply. Walk around the class to
ask the names of some Ss.

- Ss sing the song on page 23 of their books.
II. New lesson:

1. Listen and repeat

- Have Ss open the book page 26, draw their attention to the
letters coloured diferrently in the words this and Tom
- Set the scene: “We are going tolearn how to produce the

sound of letters th in the word this and that of the letter T 
in the word Tom”

- Produce the sound of the letter th and t a few times
- Ask Ss to say what they think about when they hear the

sounds.

- Have Ss repeat the focused sounds a few times.
- Show the poster of the chant.

this Tom
This is Tom.
This is Tony.
This is Linda.
This is Peter.

- Play the recording all the way through for Ss to listen
while they are reading the chant. T claps the rhythms.
- Play the chant again. Have Ss repeat each line and point to

each line of the chant.

- Call on a group of six: three of them to repeat each line of
the chant, other three clap the the focus sounds.

- Have Ss practice the chant in groups and clap the
syllables.

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

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

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

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

2. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and

T-WC

T – whole
class

Whole class

Group work

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10’

3’

2’

identify the characters in these pictures

- Set the scence: “you are going to listen to the recording
and match the information they hear to the correct 
picture and tick the box in the correct picture..

- 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 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 trade their answers in pairs for correction

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

Transcrip

1. Girl: Hi, Nam. This is Peter.

Boy: Peter? How do you spell that?
Girl: Peter. P – E – T – E – R.
2. Boy: Hi, Linda. This is Mai.

Girl: Mai? How do you spell that?
Boy: Mai. M – A – I.

Answers: 1 – b: 2 – a.

4. Read and match.

- Ask Ss to identify the characters in the pictures on page 27
- Set the scence: “ you are going to read the text and use the

information to match each of them with the right picture..”
- Identify the characters in the pictures and detail in each

picture to find out the differrences between these two
pictures.

- Ask Ss to read the text individually and do the task.
- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction

- Call on one student to report their answer. Others listen
and comment.

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

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

Answers: 1 – b; 2 – a 
III. Summary.

- Ss have learnt to introduce someone, using This is +
name.

- Produce the sounds of the letters th in this and that of t in
Tom

IV. Home- link :

- Ss recite the rhyme What is your name? on page 25 at
home

class

Individually

Pair- work

T – whole
class

Individually
Pair – work
T – whole

class

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- Recite the chant on page 7.

Week: 6 Date of prepare: 
Period: 12th

UNIT 4

WHAT’ S YOUR NAME?

Lesson 3

I. Objectives :

- By the end of this lesson, Students will be able to spell someone’s name
(review)

- 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: what, my, your, this, friend

 Sentence patterns: How do you spell your name?

L – I – N – D – A
V. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up :

- Ss recite the rhyme What is your name? on page 25.
II. New lesson .

1. Listen and repeat.

- Have Ss to look at the book at page 28 and identify the
characters.

- Set the scene: “we are going to recall how to spell
someone’s name and say the alphabet letters”
- Teach Ss to spell some specific names and sing the

Alphabet Song.

- Play the recording all the way through for Ss to listen as
they read the dialogue.

- 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 text a few times. Ensure their correct
pronunciation (sentence stress, the assimilation of sound

T – whole
class

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10’

3’
2’

and intonation).

2. Look and say.

- Have Ss look at the pictures a, b, c and d on page 28
- Elicit the characters in the pictures and spell the name in

each picture. Recall sentence patterns “How do you
spell your name?”

- T models the dialogue

◦ Assign a pair to pretend to be Mary. Point to P.a

and ask How do you spell your name?

◦ Have Ss repeat the answer M – A – R – Y

◦ Tell them to repeat the question and the answer.
◦ Repeat the step with the other names.

- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

3. Write.

- Get Ss to identify the characters in the pictures on page
29.

- Set the scene: “We are going to choose the right word
from the frame to complete the missing words.”

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

corection

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

Answers:
1. this
2. What
3. spell

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

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

III. Summary

- Ss have learnt how to spell someone’s name, using How
do you spell your name? and say the alphabet letters.

IV. Homelink

- Practice singing the rhyme What is your name?

T – whole
class

Pairwork

T – whole
class

Individually

Pairwork/
Groupwork

Whole class

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Week: 7 Date of prepare: 
Period: 13th

UNIT 5: OUR FRIENDS

Lesson 1

I.Objectives:

- By the end of this lesson, Students will be able to know otherone
- 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: Who , She , He.

 Sentence patterns: Who’s that? – It’s + name

Is that Tony? – Yes, he is./ No,he isn’t

Is he/she + name? – Yes,he,she is./ - No, he/she isn’t.
 V.Procedures:

Time Steps/Activities Work

arrangement
5’

10’

V. Warm up:

- Ss recite the rhyme Meet my friend
VI. New lesson.

1.Look listen and repeat.

- Have Ss to look at the book at page 30 and identify the
question:

? Who are they? – They are Mai, Phong and Tony.
? What are they talking about?

-You are going to listen the dialogue between Phong and
Mai.

- T reads the dialogue again,Ss listen and repeat (twice).
(Exchange).

- Have Ss work in pairs,read the dialogue again.

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

T – whole
class

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10’

class listen and give the comment.
- Model sentence:

Mai: Who’s that?
Phong: It’s Tony.

- Play the recording all the way through for Ss to listen as
they read the dialogue.

- 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 text a few times. Ensure their correct
pronunciation (sentence stress, the assimilation of sound
and intonation).

2.Look and say.

- Have Ss look at the pictures a, b, c and d on page 30
- Elicit the characters in the pictures and spell the name in

each picture. Recall sentence patterns “Who is that? ”
- T models the dialogue

◦ Assign a pair to pretend to be Mai and Phong .

Point to P.a and ask “ Who is that “?

◦ Have Ss repeat the answer : It’s ……

◦ Tell them to repeat the question and the answer.
◦ Repeat the step with the other names.

- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help

when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

- Ask Ss look at the pictures and answer the question.
? Who are they? – They are Nam, Phong, Tom and Linda.
T models: Nam: Who’s That?

Phong: It’s Phong.
=> Exchange.

- Ss work in pairs

- Some Ss volumteer come to the class, the other listen and
give the coment

3. Talk

- Ask Ss open their book P.31 and look at the pictures.
- Ask Ss look at the Picture a,b and answer the question:
? Who are they? – They are Hoa, Mai, Nam and their
friends.

- Ask Ss to guess what they should say to their frienfs
and vice versa.

Groups

individually

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class

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10’

- Fill in the speech bubbleswith the correct phrases
promted by Ss

T models:

Mai: Who’s that?.
Nam: It’s …..
=> Exchange.
- Ss work in pairs

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

* Let’s chant

- Ask Ss open their book P.31 and read the chant (twice)
- Ss clap the hands forward rythym.

- Ask Ss work in groups.
Is this Tom?
No, he’s not.
Is this Tony?
No, he’s not.
Is this Linda?
Yes, she is.
Come on.

Let’s play together.
Yeah! Yeah!

III.Summary

- Ask Ss repeat the pattern and read the chant.
IV.Homelink

- Do exercise in workbook.

- Prepare the lesson for the next period.

Week: 7 Date of prepare:

Period: 14th

UNIT 5: OUR FRIENDS

Lesson 2

I.Objectives:

- By the end of this lesson, Students will be able to greet and answer
- 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:

</div>
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Is that…..?
Is this

V.Procedures:

Time Steps/Activities Work

arrangement
5’

10’

I.Warm up:
II.New lesson.
* Vocabulary.
No: khơng

Yes: phải,ừ, có(đồng ý)
Know: biết.

T elicits the words

- T modles (twice or three times).

- T - Whole Class(twice or three times).
- Ss repeat in individuals.

- T write the words on the board.
- T checks the Vietnamese meaning.

- Ss copy down.

1.Listen and repeat:

- Ask Ss open the book page 32, look at the words: Tony,
yeah and notice the letter coloured differently in both
words.

- Produce the sound of the letter t in the word Tony and y
in the word yeah.

- Produce the sound t and y a few times.

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

Is this Tony?
Yeah! Yeah!

Hi, Tony.
Is that Tom?
No, no.

- Call on a group of six: three of them to repeat each line
of the chant, other three clap the hands.

2 .Listen and tick.

- Ask Ss look at the pictures on p.32.
- T set the scene.

- T gets Ss to predict some of the things they think they
will hear.

- Play the recoding (twice). Have Ss listen and tick the
correct pictures.

- play the recording for Ss to check their answers.
- Ss pair compare.

- Transcrip

3. A: Hi, Mai. Who’s this?
B: It’s Nga.

A: Is Nga your friend?
B: Yes, she is.

T – whole
class

Whole class
Groups

individually

T – whole

class

Pairwork

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4. A: Hi, Phong. Who’s this?
B: It’s Nam.

A: Is Nam your friend?
B: Yes, he is.

3. Read and match:

T asks Ss practice the dialogue
Have Ss to do

4. Let’s sing

Help Ss listen and sing the song my friends on page 33.
III Production

- Ss have learnt to ask and answer about: Who’s this? and Is
that….?

- Ask Ss sing the song again.
IV Homework.

- Do exercise in workbook.

- Prepare the lesson for the next period.

Individually
Pairwork/
Groupwork

Whole class

T – whole
class

Week: 8 Date of prepare: 
Period: 15th

UNIT 5: OUR FRIENDS

Lesson 3

I.Objectives:

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- 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: Who , She , He.
 Sentence patterns: Who’s that

Is that…..?
Is this…...?
V. Procedures:

Time Steps/Activities Work

arrangement
5’

12’

10,

I.Warm up:

- Ss recite the rhyme Our friend on page 30.
II. New Lesson:

4. Listen and repeat.

- Have Ss to look at the book at page 34 and identify the
characters.

- Play the recording all the way through for Ss to listen as
they read the dialogue.

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

- Divide the class into two groups. One repeat Tony’s part
and the other repeat Tom’ part.

- Play the recording again for the whole class to repeat
each line in the text a few times. Ensure their correct
pronunciation (sentence stress, the assimilation of sound
and intonation).

5. Look and say.

- Have Ss look at the pictures a, b, c and d on page 34
- Elicit the characters in the pictures and spell the name in

each picture. Recall sentence patterns “Is he Tony?”
- T models the dialogue

◦ Assign a pair to pretend to be Nam. Point to P.a

and ask Is he Nam?

◦ Have Ss repeat the answer Yes he is

◦ Tell them to repeat the question and the answer.
◦ Repeat the step with the other names.

- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help
when necessary.

T – whole
class

Whole class
Groups

individually

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10,

2’
1’

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

6. Write.

- Get Ss to identify the characters in the pictures on page
34.

- Set the scene: “We are going to choose the right word
from the frame to complete the missing words.”

- 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. he
2. is
3. I

- 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.
- III. Summary

- Ss have learnt how to spell someone’s name,
IV.Homework:

- Practice singing the rhyme Who’s that?
 Is she Tom ?

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class

T – whole
class

Week: 8 Date of prepare: 
Period: 16th

REVIEW 1
UNIT ONE TO FIVE
I .Recall the old lessons:

II. Practice:
Unit One: HELLO

1. A: Hello I’m + tên
B: Hi . I’m + tên .
( My friends )

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Unit Two: my name is . . . ?
1. A: My name is… ?

B: My name is Hue

A: Hello, My name is Nam.
B: Hi, Nam. My name is Mai.
2. A : How do you spell your name ?
B : T-O-M

Unit Three: How are you ?
1.A: How are you ?

B: I’m fine ,thank you
A: Hello, Nam. How are you?

B: Hi, Mai. I’m fine, thank you.
And how are you?

A: Fine, thank

Unit Four: What’s your name ?
A: What’s your name ?

B: My name is mai

Unit Five: OUR FRIENDS
Test 1

1. Odd one out:

1. Hello how what.
2. you fine I
3. are you am
4. this that Tony
5. thanks good bye bye.
2. Reoder the words to make sentences:
1.fine /thank/ I/ you/ am.

- ………
2. do/ spell/ name/ how/ your / you?
-………
3.Alan /is /name /My.

-………
4. Mai / am / I / .

-………..
5. are / How / you /?

3. Complete the dialouge:

1.A: Hi, Linda ….. Are you? 2. A:What’s your…….?

B: I’m fine…… you, and you? B: My name’s Quan.That’s Q U A N
A: …., thanks.

4. Write the answers:
1.What is your name?

………
2.How are you?

………

5. Match the sentences in column A with the sentences in column B
 A B

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1.What’ your name? a.I’m fine,thank you.
2.How are you? b.Hello.My name’s Mai.
3.Hi.I’m Minh. c. My name is Linda

Week: 9 Date of prepare: 
Period: 17th

ME AND MY SCHOOL

UNIT 6: My school

Lesson 1

I. Aims: To understand about making and responding to instructions.
II. Objectives:

- By the end of this lesson, students will be able to make and respond to
instructions

- Develop writing, reading skill.
III . Teaching method:

- Communicative method.
- Techniques:

- Ask and answer

- Work in pairs and individually.
- Work in groups, discuss.

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- Teacher’s aids: audio, stickers, puppets, .
- Students’ aids: book, notebook, workbook.
V. Languages focus:

Sentence patterns:

- This is my school ?

- It’s Thang Long primary school
V.Procedures:

Time Steps/Activities Work

arrangement
5’

7’

10’

I .Warm up:

- T asks some pairs to greet and introduce oneself.
- S1: This is my school ?

S2: It’s Thang Long primary school
II .New lesson.

1. Look, listen and repeat.

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

- Set the scence “you are going to listen to hear Tony and
Mai greet each other.

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

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

2. Look and say

- Have Ss look at the pictures a ,b.c and d

- 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

- T models the dialogue

◦ Assign a pair to pretend to be school in picture

Repeat the step with a few more pairs.
- Ask Ss to practice making and responding to

introductions using picture a and b

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

- Have Ss look at the pictures on page 43 and identify the

characters in the pictures.

- Fill in the speech bubbleswith the correct phrases
promted by Ss

T – whole
class

Whole class
Groups

individually

T – whole
class

Pairwork

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2’

- This is my school ?

- It’s Thang Long primary school

- Have Ss to repeat the sentences in the bubbles a few
times before let them practice freely. (use the pictures in
their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting.
- 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.

III.Summary: Give the comment
IV .Home- work:

Encourage Ss to for Unit 6- Section 2

Individually
Pairwork/
Groupwork

Whole class
T – whole
class

Week: 9 Date of prepare: 
Period: 18th

UNIT 6: My school

Lesson 2

I. Objectives:

- By the end of this lesson, students will be able to introduce someone, using
- Which is……..?

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

- Communicative method.

- Techniques: + Work in pairs and individually
+ Ask and answer.

+ Work in groups, discuss.
III. Teaching aids:

- Teacher’s aids: pictures, extra board, tape, cassette.
- Student’s aids: book, notebook, workbook.

IV. Language focus:

 Phonics: Which school

 Vocabulary: Which, go, early , morning
 Sentence Patterns:

 Which is your school?

This one.

 Which is your school?

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V.Procedures:

Time Steps/Activities Work

arrangement
5’

7’

10’

I.Warm up:

- Greet Ss and have them reply. Walk around the class to
ask the names of some Ss.

II. New lesson:
1 .Listen and repeat

- Have Ss open the book page 44, draw their attention to
the letters coloured diferrently in the words Which and
School

- Set the scene: “We are going to learn how to produce 
the sound of letters in the word Which and School of the
letter ch and oo”

- Produce the sound of the letter th and t a few times
- Ask Ss to say what they think about when they hear the

sounds.

- Have Ss repeat the focused sounds a few times.
- Show the poster of the chant.

- Play the recording all the way through for Ss to listen
while they are reading the chant. T claps the rhythms.
- Play the chant again. Have Ss repeat each line and point

to each line of the chant.

- Call on a group of six: three of them to repeat each line
of the chant, other three clap the the focus sounds.
- Have Ss practice the chant in groups and clap the

syllables.

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

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

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

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

2. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 44
and identify the characters in these pictures

- Set the scence: “you are going to listen to the recording
and match the information they hear to the correct 
picture and tick the box in the correct picture..

- 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 tick the 
correct pictures.

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

T – whole
class

Whole class
Groups

individually

T – whole
class

Pairwork

T – whole
class

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2’

- 3rd: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction

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

Transcript

1 . A: this is my School?
 B: Which one.

A: that one . Thang long primary school
 B:Thang Long?

A: Yes. Thang Long Primary
2 . A: this is my School?

B: Which one.

A: this one . Hoa sen primary school
 B:Hoa sen?

A: Yes, Hoa Sen Primary
Answers: 1 – b: 2 – a.

5. Read and match.

- Ask Ss to identify the characters in the pictures on page
45

- Set the scene: “ you are going to read the text and use
the information to match each of them with the right 
picture..”

- Identify the characters in the pictures and detail in each
picture to find out the differrences between these two
pictures.

- Ask Ss to read the text individually and do the task.
- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction

- Call on one student to report their answer. Others listen
and comment.

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

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

III. Summary.

- Ss have learnt to introduce someone, using Which is +
name school.

- Produce the sounds of the letters Wh in Which and that
of oo in School

IV. Home- work:

Ss recite the rhyme Which is your school

Pairwork/
Groupwork

Whole class
T – whole
class

Work
individually

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Week: 10 Date of prepare: 
Period: 19th

UNIT 6: My school

Lesson 3

I . Objectives:

- By the end of this lesson, Students will be able to spell someone’s name
(review)

- 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:

 Sentence patterns: What school is it?

Park primary school
V.Procedures:

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up:

- Ss recite the rhyme What school is it? on page 46.
II. New lesson.

1.Listen and repeat.

- Have Ss to look at the book at page 46 and identify the
characters.

- Set the scene: “we are going to recall how to spell
someone’s name and say the alphabet letters”
- Teach Ss to spell some specific names and sing the

Alphabet Song.

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

T – whole
class

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7’

10’

2’

they read the dialogue.

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

- Divide the class into two groups.

- Play the recording again for the whole class to repeat
each line in the text a few times. Ensure their correct
pronunciation (sentence stress, the assimilation of sound
and intonation).

7. Look and say.

- Have Ss look at the pictures a, b, c and d on page 46
- Elicit the characters in the pictures and spell the name in

each picture. Recall sentence patterns “What school is
it?”

- T models the dialogue

◦ Assign a pair to pretend to be Mary. Point to P.a

and ask What school is it?

◦ Have Ss repeat the answer Tien xuan B primary

school

◦ Tell them to repeat the question and the answer.
◦ Repeat the step with the other names.

- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

8. Write.

- Get Ss to identify the characters in the pictures on page
47.

- Set the scene: “We are going to choose the right word
from the frame to complete the missing words.”

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

corection

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

Answers:

1. Which
2. one
3. School

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

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

III. Summary

- Ss have learnt how to spell someone’s name, using

Whole class
Groups

individually

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

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1’

What school is it?
IV. Homework

Practice singing the rhyme What school is it?

T – whole
class

Week: 10 Date of prepare: 
Period: 20th

UNIT 7: Places in my school

Lesson 1

I. Aims: To understand about making and responding to instructions.
II. Objectives:

- By the end of this lesson, students will be able to make and respond to
instructions

- Develop writing, reading skill.
III . Teaching method:

- Communicative method.
- Techniques:

- Ask and answer

- Work in pairs and individually.
- Work in groups, discuss.

iv. Teaching aids:

- Teacher’s aids: audio, stickers, puppets, .
- Students’ aids: book, notebook, workbook.
V. Languages focus:

Sentence patterns:

- Is this a classroom ?
- Yes , it is

- No, it isn’t

- Is that a classroom ?
- Yes , it is

- No, it isn’t

VI. Procedures:

Time Steps/Activities Work

arrangement
5’

10’

I .Warm up:

- T asks some pairs to greet and introduce oneself.
- S1: Is this a classroom ?

- S2: Yes , it is
II .New lesson.

1. Look, listen and repeat.

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

- Set the scence “you are going to listen to hear Tom and
Mai greet each other.

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

T – whole
class

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10’

2’

- T asks Ss to listen and repeat in chorus two times.
- Have whole class repeat all the phrases a few times to

reinforce their pronunciation.
2. Look and say

- Have Ss look at the pictures a ,b.c and d

- 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

- T models the dialogue

◦ Assign a pair to pretend to be school in picture

Repeat the step with a few more pairs.
- Ask Ss to practice making and responding to

introductions using picture a and b

- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

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

- Fill in the speech bubbleswith the correct phrases
promted by Ss

- Is this a classroom ?
- Yes , it is

- No, it isn’t

- Is that a classroom ?
- Yes , it is

- No, it isn’t

- Have Ss to repeat the sentences in the bubbles a few
times before let them practice freely. (use the pictures in
their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting.
- 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.
III .Summary:

Whole class
Groups

individually

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/

Groupwork

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Week: 11 Date of prepare: 
Period: 21th

UNIT 7: Places in my school

Lesson 2

I. Aims: Practice listening and ticking the pictures about greeting “A big book/ A 
small book ”

II. Objectives:

- By the end of this lesson, students will be to greet and say goodbye (review).
- Develop listening, reading and writing skill.

III. Teaching methods:

- Communicative method.

- Techniques: + Work in pairs and individually
+ Ask and answer.

+ Work in groups, discuss.
IV. Teaching aids:

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
- Student’s aids: book, notebook, workbook.

V.Language focus:

- Revision the structures:

 this is my classroom ?
 it is big

 That is my school ?
 it is small.

VI.Procedures:

Time Steps/Activities Work

arrangement
5’

10’

I .Warm up:

- Ss recite the rhyme Is this your classroom ?on page 52.
II.New lesson.

1.Listen and repeat.

- Have Ss to look at the book at page 52 and identify the
characters.

- Set the scene: “we are going to recall how to spell
someone’s name and say the alphabet letters”
- Teach Ss to spell some specific names and sing the

Alphabet Song.

- Play the recording all the way through for Ss to listen as
they read the dialogue.

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

- Divide the class into two groups.

9. Play the recording again for the whole class to
repeat each line in the text a few times. Ensure
their correct pronunciation Look and say.
- Have Ss look at the pictures a, b, c and d on page 52
Elicit the characters in the pictures and spell the name in

T – whole
class

Whole class
Groups

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12’

2’
1’

each picture. Recall sentence patterns
Is this your classroom ?

Yes , it is
No, it isn’t

- T models the dialogue

Assign a pair to pretend. Point to P.a and ask
Is this your classroom ?

Yes , it is
No, it isn’t

◦ Have Ss repeat the answer

◦ Tell them to repeat the question and the answer.
◦ Repeat the step with the other names.

- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

10.Write.

- Get Ss to identify the characters in the pictures on page 53.
- Set the scene: “We are going to choose the right word

from the frame to complete the missing words.”
- Ss read silently and complete the sentences.
- Ss trade their answers within pairs or groups for

corection

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

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

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

III.Summary

- Ss have learnt how to spell someone’s name, using
What school is it?

IV.Homework:

Practice singing the rhyme
Is this your classroom ?

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class
T – whole
class

Week: 11 Date of prepare: 
Period: 22th

UNIT 7: Places in my school

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I. Aims: Practice listening and ticking the pictures about greeting “A big book/ A 
small book ”

II. Objectives:

- By the end of this lesson, students will be to greet and say goodbye (review).
- Develop listening, reading and writing skill.

III. Teaching methods:

- Communicative method.

- Techniques: + Work in pairs and individually
+ Ask and answer.

+ Work in groups, discuss.
IV. Teaching aids:

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
- Student’s aids: book, notebook, workbook.

V.Language focus:

- Revision the structures:

 this is my classroom ?
 it is big

 That is my school ?
 it is small.

VI.Procedures:

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up:

- Ss recite the rhyme Is this your classroom ?on page 52.
II.New lesson.

1.Listen and repeat.

- Have Ss to look at the book at page 52 and identify the
characters.

- Set the scene: “we are going to recall how to spell
someone’s name and say the alphabet letters”
- Teach Ss to spell some specific names and sing the

Alphabet Song.

- Play the recording all the way through for Ss to listen as
they read the dialogue.

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

- Divide the class into two groups.

- Play the recording again for the whole class to repeat
each line in the text a few times. Ensure their correct
pronunciation (sentence stress, the assimilation of sound
and intonation).

11.Look and say.

- Have Ss look at the pictures a, b, c and d on page 52
Elicit the characters in the pictures and spell the name in
each picture. Recall sentence patterns
Is this your classroom ?

Yes , it is
No, it isn’t

T – whole
class

Whole class
Groups

individually

</div>
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12’

2’
1’

- T models the dialogue

Assign a pair to pretend. Point to P.a and ask
Is this your classroom ?

Yes , it is
No, it isn’t

◦ Have Ss repeat the answer

◦ Tell them to repeat the question and the answer.
◦ Repeat the step with the other names.

- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

12.Write.

- Set the scene: “We are going to choose the right word
from the frame to complete the missing words.”

- Ss read silently and complete the sentences.

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

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

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

III.Summary

- Ss have learnt how to spell someone’s name, using
What school is it?

IV.Homework:

Practice singing the rhyme

Pairwork

T – whole

class

Individually
Pairwork/
Groupwork

Whole class

Week: 12 Date of prepare: 
Period: 23th

UNIT 8: School things

Lesson 1

I. Aims: To understand about making and responding to instructions.
II. Objectives:

- By the end of this lesson, students will be able to make and respond to
instructions

</div>
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- Communicative method.
- Techniques:

- Ask and answer

- Work in pairs and individually.
- Work in groups, discuss.

IV. Teaching aids:

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

V. Languages focus
Sentence patterns:

- What’s this ?
- It’s a book
- What’s that ?
- It’s a ruler
V. Procedures

Time Steps/Activities Work

arrangement
5’

10’

. I .Warm up:

- T asks some pairs to greet and introduce oneself.
- S1: What’s this ?

- S2: It’s a table
- S1: What’s that ?
- S2: It’s a pen

II .New lesson.

1. Look, listen and repeat.

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

- Set the scene “you are going to listen to hear Linda and
robot greet each other.

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

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

2. Look and say

- Have Ss look at the pictures a,b,c,d,e and f

- 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

- T models the dialogue

◦ Assign a pair to pretend to be in picture a

Linda: What’s this ?
Tom: It’s a ruler

Repeat the step with a few more pairs.
- Ask Ss to practice making and responding to

introductions using picture

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Make some questions to check Ss’ comprehension of

T – whole
class

Whole class
Groups

individually

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10’

2’
1’

language

- Have the whole class repeat all the phrases to reinforce

their pronunciation.

3. Talk

- Have Ss look at the pictures on page 55 and identify the
characters in the pictures.

- Fill in the speech bubbles with the correct phrases
promted by Ss

- S1: What’s this ?
- S2: It’s a table
- S1: What’s that ?
- S2: It’s a pen

- Have Ss to repeat the sentences in the bubbles a few
times before let them practice freely. (use the pictures in
their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting.
- Call on a pair to demonstrate at the front of the class.

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

III .Summary:
IV.Homwork:

Encourage Ss to for Unit 8- Section 2.

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class

Week: 12 Date of prepare: 
Period: 24th

UNIT 8: School things

Lesson 2

I.Objectives:

- By the end of this lesson, students will be able to introduce someone, using
- What’s this ?

- It’s a book
- What’s that ?
- It’s a ruler

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

- Communicative method.

- Techniques: + Work in pairs and individually
+ Ask and answer.

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III.Teaching aids:

- Teacher’s aids: pictures, extra board, tape, cassette.
- Student’s aids: book, notebook, workbook.

IV.Language focus:

 Phonics: Pens Pencils
 Vocabulary:

 Sentence Patterns:

 What’s this ?
 It’s a book
 What’s that ?
 It’s a ruler

V. Procedures:

Time Steps/Activities Work

arrangement
5’

10’

- I Warmup:

- Greet Ss and have them reply. Walk around the class to
ask the names of some Ss.

II. New lesson:
1 .Listen and repeat

- Have Ss open the book page 56, draw their attention to
the letters colored diferrently in the words Pens and
Pencils

- Set the scene: “We are going to learn how to produce 
the sound of letters in the word Which and School of the
letter ns and ls”

- Produce the sound of the letter ns and ls a few times
- Ask Ss to say what they think about when they hear the

sounds.

- Have Ss repeat the focused sounds a few times.
- Show the poster of the chant.

- Play the recording all the way through for Ss to listen
while they are reading the chant. T claps the rhythms.
- Play the chant again. Have Ss repeat each line and point

to each line of the chant.

- Call on a group of six: three of them to repeat each line
of the chant, other three clap the the focus sounds.
- Have Ss practice the chant in groups and clap the

syllables.

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

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

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

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

2. Listen and tick.

T – whole
class

Whole class
Groups

individually

T – whole
class

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10’

2’
1’

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 56
and identify the characters in these pictures

- Set the scene: “you are going to listen to the recording
and match the information they hear to the correct 
picture and tick the box in the correct picture..

- 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 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 trade their answers in pairs for correction

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

Transcript

1 . A: What’s this ?
B: It’s a pen
1 . A: What’s that ?
B: It’s a ruler
Answers: 1 – a: 2 – a.
3. Read and match.

- Ask Ss to identify the characters in the pictures on page
57

- Set the scene: “ you are going to read the text and use
the information to match each of them with the right 
picture..”

- Identify the characters in the pictures and detail in each
picture to find out the differences between these two
pictures.

- Ask Ss to read the text individually and do the task.
- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction

- Call on one student to report their answer. Others listen
and comment.

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

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

III.Summary.

- Ss have learnt to introduce someone, using What is +
- Produce the sounds of the letters ns in pens and that of

ls in pencil
IV.Home- work:

Ss recite the rhyme What is this? at home

T – whole
class

Individually
Pairwork/
Groupwork

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Week: 13 Date of prepare: 
Period: 25th

UNIT 8: School things

Lesson 3

I.Objectives:

- By the end of this lesson, Students will be able to spell someone’s name
(review)

- 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:

 Sentence patterns:
 What’s this ?
 It’s a book
 What’s that ?
 It’s a ruler

V. Procedures:

Time Steps/Activities Work

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5’
10’

10’

12’

I.Warm up:

- Ss recite the rhyme Is this your classroom ?on page 58.
II.New lesson.

1.Listen and repeat.

- Have Ss to look at the book at page 58 and identify the
characters.

- Teach Ss to spell some specific names and sing the
Alphabet Song.

- Play the recording all the way through for Ss to listen as
they read the dialogue.

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

- Divide the class into two groups.

- Play the recording again for the whole class to repeat
each line in the text a few times. Ensure their correct
pronunciation (sentence stress, the assimilation of sound
and intonation).

13.Look and say.

- Have Ss look at the pictures a, b, c and d on page 58
Elicit the characters in the pictures and spell the name in
each picture. Recall sentence patterns

 What’s this ?
 It’s a book
 What’s that ?
 It’s a ruler

- T models the dialogue

Assign a pair to pretend. Point to P.a and ask

◦ Have Ss repeat the answer

◦ Tell them to repeat the question and the answer.
◦ Repeat the step with the other names.

- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation ( sound,

assimilation of sound and intonation) and offer help

when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

14.Write.

- Get Ss to identify the characters in the pictures on page
59.

- Set the scene: “We are going to choose the right word
from the frame to complete the missing words.”

- 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.

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

T – whole
class

Whole class
Groups

individually

T – whole
class

Pairwork

T – whole
class

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2’
1’

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

III.Summary

- Ss have learnt how to spell someone’s name, using
What school is it?

IV.Homewor:k

Practice singing the rhyme

 What’s this ?
 It’s a book

 What’s that ?

It’s a ruler

Whole class
T – whole
class

Week: 13 Date of prepare: 
Period: 26th

UNIT 9: IN MY CLASSROOM

Lesson 1

I.Objectives: By the end of this lesson, Students will be able to can adjust 
requirement in class

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:

 Sentence patterns:

V. Procedures:

Time Steps/Activities Work

arrangement
5’

20’

IV. Warm up :

- Have Ss to sing the rhyme, page 57 of Student book.
- Ask Ss work in pairs:

S1: Hello. I’m Nam. Good morning
S2: Hi, Nam. I’m Tom. Good morning

V. New lesson.

4. Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page
60 and what they are doing.

- Set the scene “you are going to review some phrases of
greeting and learn some more.” (use two puppets to
present the situation)

- Explain the situation and the use of the titles miss Hien,

T – whole
class

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10’

class

- 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.
5. Look and say

- Have Ss look at the pictures a and bon page 60.

- Ask them to identify the characters in the pictures, recall
the greeting phrases.

- Point to Picture a, ask Ss to guess what each character
should say.T models

◦ Assign a pair to pretend in the picture a

---, please
Stand up, please

Have one repeat . Then have the pair swap their
parts.

Repeat the step with a few more pairs.
- Ask Ss to act using picture a,b,c and

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

6. Talk

- Have Ss look at the pictures on page 61 and identify the
characters in the pictures.

- Recall the Ss to speak “please”

- Point to Picture a, ask Ss to guess what the characters
should do.

- Fill in the speech bubbles with the correct phrases
promted by Ss

A: Stand up, please
B: Sit down, please
D: Open your book, please

- Have Ss to repeat the lines in the bubbles a few times

before let them practice freely. (use the characters in
their books to practice or role play the greeting phrases.
- Have Ss to work in pairs to practice acting the greeting.
- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.
7. Let’s chant

Come in.
yes, Miss
sit down.

………

- Call on a pair to demonstrate at the front of the class.
- Have the whole class repeat all the phrases to reinforce

their pronunciation.
- III. Summury :

In this lesson, Ss have learnt how to give and respond to
classroom instructions such as sit down, stand up, open your
book, close your book.

Whole class
Groups

individually

T – whole

class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

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IV.Home- work:

Encourage Ss to prepare for Unit 9 - Lesson 2.

Week: 14 Date of prepare: 
Period: 27th

UNIT 9: IN MY CLASSROOM

Lesson 2

I.Objectives:

- By the end of this lesson, students will be to learn how to give and respond to
classroom instruction.

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

- Communicative method.

- Techniques: + Work in pairs and individually
+ Work in groups, discuss.

III.Teaching aids:

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
- Student’s aids: book, notebook, workbook.

IV.Language focus:

 Phonics: can school

 Vocabulary: may, go out, go to.
 Sentence patterns:

We go to school
May I open my book?
V. Procedures:

Time Steps/Activities Work

arrangement
5’

20’

I.Warm up:

Let’s Ss chant ( L2 – 4)
- Play the recording
II.New lesson :

6. Listen and repeat

- Have Ss open the book page 62, look at the words can
and school and notice the letter colored differently in
both words.

- Set the scene: “you are going to learn how to produce
the sound of the letter c in the word can and sc in the 
word school

- Produce the sound c and sc a few times.

- Teach the new phrases May I + V + O ? – Then show
them how to spell CAN and SCHOOL and some other
words.

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

T – whole
class

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10’

while they are reading the chant in their books
CAN SCHOOL

School, school, school!
We go to school

……….
No, you can’t

- Call on a group of six: three of them to repeat each line
of the chant, other three clap the syllables

- Have Ss practice the chant in groups and clap the
syllables.

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

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

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

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

7. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b on Page 63

- Identify the characters and their relationship.

- Set the scene: “you are going to listen to the recording,
match the information they hear to the pictures and tick 
the box in the corner of the correct picture..

- 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 tick the 
correct pictures.

- 3rd: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction

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

Transcript

3. Boy: Can I open my book, Miss?

Lady: Open your book? Sorry. You can’t. You can’t open 
your book now.

4. Boy: Can I sit down, Sir?

Man: Sit down? Of course, you can. You can sit down now.
Answers: 1 – b: 2 – a.

8. Read and match.

- Ask Ss to identify the characters in the pictures on page
21 and identify the characters in the pictures

- Set the scenc: “ you are going to read the sentences to
match each of them with the right picture..”

- Ask Ss to read the sentences 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

Groups

individually

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

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

Answers: 1 – d; 2 – a ; 3- c; 4- b

III.Summary

- Ss have learn how to greet and express greeting phrases,
using How are you?/ fine/ thank you/ thanks/ and you?
- Produce the sound of the letter c in can and sc in school

IV.Home- work:

Ss recite the chant and clap the syllables on page 62 of the
Student Book at home.

Week: 14 Date of prepare: 
Period: 28th

UNIT 9: IN MY CLASSROOM

Lesson 3

I.Objectives:

- By the end of this lesson, Students will be able to give some specific
permission (review), using the language they have learnt.

- 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: pictures, word cards, audio, puppets, flashcards.
- Students’ aids: book, notebook, workbook.

IV.Languages focus:

 Vocabulary: come in , can , can’t.
 Sentence patterns:

May I come in?
Yes, You can

No, You can’t
V. Procedures:

Time Steps/Activities Work

arrangement
5’

10’

I.Warm up

Let’s Ss chant in two groups. Which is more correct is the
winner.

II.New lesson.

4. Listen and repeat.

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10’

15’

- Have Ss to look at the book at page 64; identify the
characters in the picture.

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

- Set the scene: “we are going to review greeting phrases
that they have learnt in the previuos lesson.”

- Play the recording all the way through for Ss to listen
and read the text. Mime the dialogue.

- Play the recording again for Ss to repeat the dialogue a
few tome to reinforce their pronunciation.

5. Look and say

- Have Ss look at the pictures a, b, c and d on page 64
- Elicit the actives in the pictures and their doing.
- Tell them to guess and respond to the first character.

Then fill the speech bubbles with the correct phrases
prompted by Ss.

- Have ss repeat a few times.
- T models the dialogue

◦ Assign a pair to pretend to

May I ---go out---? Yes, --you

can----◦ Repeat the step but have the pair swap their

parts.

- Have the whole class repeat all the phrases.
- Ask Ss to practice in pairs

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

6. Write.

- Get Ss to identify the characters in the pictures on page
65

- Ask them to talk about the situation in each picture.
- Tell Ss that they are going to read and get information to

write the missing words in task in the dialogue, using
those from the frame on the top of the page.

- Ss read silently and complete the sentences.

- Monitor the activity and offer help when necessary
- Ss trade their answers within pairs or groups for

correction

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

Answers:

1. Come; in
2. Go ; out 
3. close

T – whole
class

Whole class
Groups

individually

T – whole
class

Pairwork

T – whole
class

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2’

1’

4. open

- Make some questions to ensure Ss’ comprehension of
the writing text.

- Have the whole class read each line of the dialogues

chorally to reinforce their pronunciation.

III.Summary:

- Ss have learnt to perform some specific commands and
ask for and give permission , using May I come in/ go
out? Yes, you can. ( No, you can’t)

IV.Homework:

Ss practice singing the rhyme COME IN and SIT DOWN.

Whole class
T – whole
class

Week: 15 Date of prepare: 
Period: 29th

UNIT 10: Our break time
Lesson 1

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- By the end of this lesson, students will be able to make some games and
actives

- Develop listening, speaking skill.
III . Teaching method:

- Communicative method.
- Techniques:

- Ask and answer

- Work in pairs and individually.
- Work in groups, discuss.

IV. Teaching aids:

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

Vocabulary: play badminton, play chess, play hide- and – seek, chat with friend

Sentence patterns:

- What do you do at break time?
- I
---V. Procedures:

Time Steps/Activities Work

arrangement
5’

10’

. I .Warm up:

- T asks some pairs to play a game of charade (guessing
the words from actions or missing)

Ex; c - ess, - lay, h – de and s - ek
II .New lesson.

1. Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page
66 and what they are doing.

- Set the scene “you are going to listen to hear Mother
and Mai, Phong asking about some games.

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

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

2. Look and say

- Have Ss look at the pictures a ,b.c and d

- 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

- T models the dialogue

Assign a pair to pretend to be school in picture a
What do you do at break time?

I play badminton

Repeat the step with a few more pairs.

- Ask Ss to practice making and responding to action
using picture a, b, c and d

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help

T – whole
class

Whole class
Groups
individually

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10’

2’

1’

when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

- Have Ss look at the pictures on page 67 and identify the
characters in the pictures.

- Fill in the speech bubbles with the correct phrases
promted by Ss

- What ---?
I

--- Have Ss to repeat the sentences in the bubbles a few
times before let them practice freely. (use the pictures in
their books or role – play the exchanges

- Have Ss to work in pairs to practicing.

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

- Call on a pair to demonstrate at the front of the class.
7. Let’s chant

At break time

Chess, chess, chess.
Chat. Chat. Chat
………
Don’t peek!

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

III

. Summary:

in this lesson , Ss have learnt how to name some activities
at break time by answering the question: What do you do at
break time ? and some memorised the phrases play chess/ 
hide and seek….

IV .Home- work:

Ss practice reciting the chant on page 67 at home.

Pairwork

T – whole

class

Individually
Pairwork/
Groupwork

Whole class
T – whole

class
Week: 15 Date of prepare:

Period: 30th

UNIT 10: Our break time
Lesson 2

. I.Objectives:

- By the end of this lesson, students will be to say the names of
games/activities at break time ( review).

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

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- Techniques: + Work in pairs and individually
+ Work in groups, discuss.

III.Teaching aids:

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
- Student’s aids: book, notebook, workbook.

IV.Language focus:

 Phonics: break play

 Vocabulary: chat, chess, football, volleyball.
 Sentence patterns:

What do you do at break time ?
I play hide and seek

V. Procedures:

Time Steps/Activities Work

arrangement
5’

10’

I.Warm up: Let’s Ss chant ( L2 – 4)
- Play the recording

II.New lesson:

1. Listen and repeat

- Have Ss open the book page 68, look at the words break

and play and notice the letter colored differently in both
words.

- Set the scene: “you are going to learn how to produce
the sound of the letter br in the word break and pl in the
word play

- Produce the sound br and pl a few times.

- Teach the new phrases ; What do you do at break time ?
S + V +O – Then show them how to spell break and 
play and some other words.

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

break play

break time! Break time! Break time!
What do you do at break time ?
I play chess

……….
Let’s play football
At break time.

- Call on a group of six: three of them to repeat each line
of the chant, other three clap the syllables

- Have Ss practice the chant in groups and clap the

syllables.

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

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

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

- Have the whole class recite the chant to reinforce their

T – whole
class

Whole class
Groups
individually

T – whole
class

</div>
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10’

10’

2’

1’

pronunciation.
- 2. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b on Page 68
- Identify the characters and their relationship.

- Set the scene: “you are going to listen to the recording,
match the information they hear to the pictures and tick 
the box in the corner of the correct picture..

- 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 tick the 
correct pictures.

- 3rd: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction

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

Transcript

1A: what do you do at break time ?
B: I play hide- and – seek

A: You play hide – and – seek?
B: Yes, I do

 A: what do you do at break time?

B: I chat with my friends
A You chat with your friends?
B: Yes, I do

Answers: 1 – a: 2 – b.
- 3. Read and match.

- Ask Ss to identify the characters in the pictures on page
69 and identify the characters in the pictures

- Set the scence: “ you are going to read the sentences to
match each of them with the right picture..”

- Ask Ss to read the sentences 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 chorally read each line of the
dialogues to reinforce their pronunciation

Answers: 1 – c; 2 – d ; 3- b; 4- a

III.Summary:

- Ss have learn how to say what activities they do at break
time, using ; I play ( hide – and – seek) at break time.
- Produce the sound of the letter br in break and pl in play

IV.Home- work:

Ss recite the chant and clap the syllables on
page 68 of the Student Book at home.

T – whole
class

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Week: 16 Date of prepare: 
Period: 30th

UNIT 10: Our break time
Lesson 3

I.Objectives:

-By the end of this lesson, Students will be able to ask and answer about some
specific games and activities at break time

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

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

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

IV.Languages focus:

 Vocabulary: puzzle, football
 Sentence patterns:

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V. Procedures:

Time Steps/Activities Work

arrangement
5’

10’

15’

I. Warm up

Let’s Ss chant in two groups. Which is more correct is the
winner.

- II. New lesson.

1Listen and repeat.

- Have Ss to look at the book at page 70; identify the
characters in the picture.

- Set the scene: “we are going to review phrases that they
have learnt in the previous lesson.”

- Play the recording all the way through for Ss to listen
and read the text. Mime the dialogue.

- Play the recording again for Ss to repeat the dialogue a
few tome to reinforce their pronunciation.

2Look and say

- Have Ss look at the pictures a, b, c, d and e on page 70
- Elicit the actives in the pictures and their doing.

- Tell them to guess and respond to the first character.
Then fill the speech bubbles with the correct phrases
prompted by Ss.

- Have ss repeat a few times.
- T models the dialogue

◦ Assign a pair to pretend to

Do you like playing badminton ?
Yes, I do

No, I don’t. I like playing chess

◦ Repeat the step but have the pair swap their

parts.

- Have the whole class repeat all the phrases.
- Ask Ss to practice in pairs

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

3.Write.

Get Ss to identify the characters in the pictures on page 65
- Ask them to talk about the situation in each picture.
- Tell Ss that they are going to read and get information to

write the missing words in task in the dialogue, using
those from the frame on the top of the page.

- Ss read silently and complete the sentences.

T – whole
class

Whole class
Groups
individually

T – whole
class

Pairwork

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2’

- Monitor the activity and offer help when necessary
- Ask some Ss to read their answers aloud to the class.

The others listen and give comments.
Answers:

3. I like playing hide – and – seek
4. I don’t like chatting.

I like doing puzzle

- Make some questions to ensure Ss’ comprehension of
the writing text.

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

- III. Summary:

- Ss have learnt how to talk about some games and
activities at break time, using DO YOU LIKE …….. ?

- IV. Homework :

- Ss practice singing the rhyme hide – and seek at home

Individually
Pairwork/
Groupwork

Whole class

Week: 16 Date of prepare: 
Period: 30th

REVIEW 2
UNIT SIX TO TEN
I. Recall the old lessons:

II. Practice:

Unit six: My school

- introducing someone’s school
- asking and answering about schools
It’s Thang long primary school

Which is your schol ?
This one/ that one
What is it ?

Park primary school

Unit 7: place in my school
- naming school rooms

- describing school rooms

- asking and answering about school rooms.
- Is this a classroom ?

- Yes, it is
Unit 8 : school things

- naming school rooms.
- describing school rooms

- asking and answering about school rooms
1- What’s this/ that ?

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Unit 9 : in my school
Asking for permission
Giving permission.
1. sit down, please
Open/ close your book.
2. May I come in ?

Yes, you can/ no, you can’t
Unit 10 : our break time
Naming games and activities

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 ?

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Giáo án trọn bộ lớp 3 (ct mới)

<b>ME AND MY FRIENDS</b>

<b>UNIT 1: HELLO</b>

<i><b>Lesson 1</b></i>

<b>UNIT 1: HELLO</b>

<i><b>Lesson 2</b></i>

<b>UNIT 1: HELLO</b>

<i><b>Lesson 3 </b></i>

<b>UNIT 2</b>

<b>MY NAME IS …</b>

<i><b>Lesson 1</b></i>

<b>UNIT 2</b>

<b>MY NAME IS …</b>

<i><b>Lesson 2</b></i>

<b>UNIT 2</b>

<b>MY NAME IS …</b>

<b>Lesson 3</b>

<b>UNIT 3</b>

<b>HOW ARE YOU?</b>

<i><b>Lesson 1</b></i>

<b>UNIT 3</b>

<b>HOW ARE YOU?</b>

<i><b>Lesson 2</b></i>

<b>UNIT 3</b>

<b>UNIT 4</b>

<b>Lesson 1</b>

<b>UNIT 4</b>

<b>WHAT’ S YOUR NAME?</b>

<i><b>Lesson 2</b></i>

<b>UNIT 4</b>

<b>WHAT’ S YOUR NAME?</b>

<i><b>Lesson 3</b></i>

<b>UNIT 5: OUR FRIENDS</b>

<i><b>Lesson 2</b></i>

<b>ME AND MY SCHOOL</b>

<b>UNIT 6: My school</b>

<i><b>Lesson 1</b></i>

<b>UNIT 6: My school</b>

<i><b>Lesson 2</b></i>

<b>UNIT 6: My school</b>

<i><b>Lesson 3</b></i>

<b>UNIT 7: Places in my school</b>

<i><b>Lesson 1</b></i>

<b>UNIT 7: Places in my school</b>

<i><b>Lesson 2</b></i>

<b>UNIT 7: Places in my school</b>

<b>UNIT 8: School things</b>

<i><b>Lesson 1</b></i>

<b>UNIT 8: School things</b>

<i><b>Lesson 2</b></i>

<b>UNIT 8: School things</b>

<i><b>Lesson 3</b></i>

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