Lets go 4

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Week 1 Period 1 Date of teaching: August , 2010
PREPARE FOR THE BEGINNING OF THE ACADEMIC YEAR
 A. Aims and objectives:

- To help the students to know about ENGLISH
- To introduce textbook: Let’s Go 1B

B. Preparation:

1. Method: Communicative approach

2. Teaching aids:textbook, workbook, picture
 C. Procedures :

Time Teacher’s activities Students’ activities

5’
 
10’

15’

5’

1. Warm-up:
- Greeting

- Seek acquaintance

2. Introduce textbook: Let’s go 1B

- The textbook includes student book and work 
book

- There are 4 units.

- Each unit has many sections:
+ Let’s talk + Let’s sing

+ Let’s learn + Let’s learn some more
+ Let’s move + Let’s listen

+ Let’s review

- Each unit helps students to develope four skills:
Listening- speaking-reading-writing

2. How to learn the new subject effectively: 
- Asks the students to prepare textbook,
workbook and notebook

- Listen to the teacher carefully in the class
- Learn by heart all the new words at home
- Do exercises after class

- Encourages the students usually listen to music,
watch TV, listen to English songs every time and
every where

3. What should students to prepare for 
learning?

- Text book

- Three notebooks

+ A book for writing lesson in class
+ A book for doing exercise at home

+ A book for learning vocabulary and pattern

Respond by answer the questions

Listen to the teacher

Listen to the teacher and remember

Listen to the teacher and remember
D. Consolidation:

E. Home-duty:
F. Experience

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PREPARE FOR THE BEGINNING OF THE ACADEMIC YEAR (cont.)
 A. Aims and objectives:

- To review some knowledge in let’s go 1a
B. Preparation:

1. Method: Communicative approach
2. Teaching aids: Textbook, workbook

C. Procedures :

Tim
e

Teacher’s activities Students’ activities

7’

15’

13’

1. Warm-up:
- Greeting

- Seek acquaintance

2. Review some structures and grammar 
a - What’s your name?

My name is (name)

b - What’s this?

It’s a/an object (in singular). .
c - What are these?
They are object (in plural)

d -What color is this?

It’s (color).
e - How many (object in plural)?
One (object)
Number (object in plural)

g - Who is she/he?
She/he is …
h - Is this a/an …(object) …?
 Yes, it is.

No, it is not / No it isn’t.
i -This is a/an (color) (object).
 3. Review the command in the class
Ask students to review some commands
- Sit down - Stand up
- Listen carefull - Please be quiet
- Open your book - Close your book
- Touch your desk - Point to the teacher
- Come here - Go to the door
- Count the boys - Count the girls
- Give me the crayon - Raise your hand
- Put your hand down - Take out your book
Deviding class into 6 groups

Ask students to practise the command in groups
Play game “Do as I say”

Respond by answer the questions
Listen to the teacher and remember

Then practise with the partner
Ex: -What’s your name?
My name is Hong.
Ex: -What’s this?

It is a book
Ex: -What are these?
- They are books.
Ex: - What color is this?
It’s red

Ex: - How many rulers?
One ruler.

Five rulers.
Ex: - Who is she?
She is my friend.
Ex: - Is this an eraser?

Yes, it is.
- Is this a marker?

No, it isn’t.

Ex: -This is a red pencil. 
Remind the commands

Practise in groups
Join into the game
D. Consolidation:

E. Home-duty:

Learn by heart the structures and commands
Prepare for new lesson: Unit 5: Let’s talk
F. Experience

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UNIT 5

LET’S TALK

A. Aims and objectives:

By the end of the lesson, the students will be able to review the way how to ask and answer
about age and know the birthday greeting

1. Language:

a. Vocabulary:Happy birthday, robot

b. Grammar: How old are you? I’m seven years old.
This is for you

2. Skill: speaking , listening and writing skills
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-talking:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ * Chain drill: Teacher asks and students answer

T: What’s your name?
S: My name’s Lan
T: How are you?
S: Fine, thank you.
T:How old are you?
S: I’m nine years old.

Listen to the teacher
Answer the questions

2. Presentation
10’ a. Present the first part of the dialogue

- Draw a birthday cake and a packet of gift on
the board. Then say:

+ Happy birthday!

+ Robot

- Review the number 1-10

- Review the pattern ( asking and answering age)
b. Present the second part of the dialogue
- Give student the gift to introduce the new
patterns

T: Happy birthday!
S4: Thank you.
T: This is for you.
S4: Thank you.

Look at the pictures
Listen and repeat
Count from 1 to 10
Practise

S1: How old are you?

S2: I’m seven years old. How old 
are you?

S3: I’m eight years old.

II. While- talking:

Time Teacher’s activities Students’ activities

1. Open the book
5’

- Ask students to open the book on page 38
- Showing the wall charts and read the dialogue.
- Asking students work in pairs and pratise
following the dialogue.

- Open the textbook, listen and
repeat.

( Choral repetition & pair
repetition).

Ký duyệt

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- Playing the tape

- Role play. (Kate, John and
Jenny).

- Listen and repeat
2. Practice

10’ - Write the pattern on the board

Note: I am = I’m

- Model the structure three times. Have the
students listen and repeat after open their books.

- Divide Ps into 3 groups. Name for each group.
G1: Jenny G2: Kate G3: John

Chain Drill

- Asking students to pratise in greeting and
introduce using their real names.

- Teacher says with S1, S1 says with S2, S2 says

with S3,…

T : How old are you?

S1 : I’m _____ years old. How old are you?

S2 : I’m ____________

S3 : _______________

- Practice in group
G1: Hello, I’m Andy
G2: Hi, My name’s Kate
G3: Hello, My name’s Jonh
(change the words)

- Look at the T’s activities. Look at
the T’s book, listen and repeat
following the T.

III. After-talking:

Time Teacher’s activities Students’ activities

Extension
6’ * Beanbag Circle

-Guiding sts to stand in the circle, throwing a ball
to S1 and asking age S1. S1 answers,the class say

“ Happy birthday” then throws this ball to S2 and

asks age S2, go on until the last st in the circle.

T(asks S1): How old are you?

S1: I’m seven years old

Class: Happy birthday

S1 (asks S2): How old are you?

Make 06 circles.

- All circles practise in the same time.
 

 
 

D. Consolidation:

Ask students to read the new words again
E. Home-duty:

Learn by heart new words

Prepare for new lesson : Unit 5: Let’t talk (cont.)
F. Experience

Week 2 Period 4 Date of teaching: August , 2010
UNIT 5

LET’S TALK ( lesson 2)

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A. Aims and objectives:

By the end of the lesson, the students will be able to to review the way how to ask and
answer about age and the birthday greeting by doing exercise

1. Language:

a. Vocabulary: Happy birthday

b. Grammar: How old are you? I’m seven years old.
This is for you

2. Skill: Speaking, listening, writing skills
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-talking:

Time Teacher’s activities Students’ activities

1. Warm-up:

7’ Call pairs to make the coversations Listen and pratice.
S1: Happy birthday!
S2: How old are you?
S3: I’m seven years old
S2: This is for you.

S3: Thank you.Wow!A robot!
 Thank you

2. Presentation
10’ - Using the wall charts and modelling.

- Reminding the sentence of A.
- Asking sts to say the sentence of B.

- Getting sts to practise this dialogue some times.
A : How old are you?

B : I’m seven years old

- Asking sts to open their books to page 2.
- Playing the tape.

- Playing the tape again, stopping at each part and
asking sts to repeat.

- While playing the tape, showing the words on
the board.

- Writing the short form on the board.

- Getting sts to repeat in 02 forms: full form &
short form. I am = I’m

- Look at the wall charts and
Listen.

- Choral repetition
- Look at the board.

- Look at the board, Listen and
choral repetition.

- Copy down.
- Choral repetition
II. While- talking:

Time Teacher’s activities Students’ activities

Practice
10’ - Divide Ps into 3 groups. Ask for Ps to practise

G1: Andy
G2: Kate
G3: John

- Asking sts to work in pairs, pratise in

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speaking by using their real names.

Monitoring and helping sts when they need.
- Calling 03 sts come in front of the class to
model.

Deviding class into groups of 03 sts, asking
them to pratise in using their real names.

- Pratise in using the model.
A: How old are you?

B: I’m seven years old

Listen the teacher’s guide and
practise

III. After-talking:

Time Teacher’s activities Students’ activities

Do exercise
8’ A. Write.

Ask students to look at the pictures, trace in the
balloons

Give feedback
Correct

* Answer keys:

- Happy birthday, Jenny!
- How old are you?
- I’m seven years old
- This is for you.
- Wow!A robot! 
 Thank you
B. Write and draw:

- Ask students to answer their ages. then draw a
number of candles that aqual with their ages

- Complete the blank

- Practise to read the complete the
conversation

- Write the age and draw the
candles

D. Consolidation:

Retells the content of the lesson by asking situational questions.
E. Home-duty:

Learn by heart the new words and structures
Prepare for new lesson: Unit 5: Let’s sing
F. Experience

Week 3 Period 5 Date of teaching: September , 2010
UNIT 5

LET’S SING

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- To help the students to sing “ The happy birthday song”
1.Language:

a. Vocabulary: One, two,three, ...
b. Structure: Happy birthday

2. Skill: integrated skill with a focus on Listening and Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: group work, using picture, listen and repeat.

3. Aids: picture, cassette player

C. Procedures :
I. Before-singing:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ - Asking sts to hang their name tags, calling some

sts to introduce their name.

- Deviding class into groups of 04 sts. Asking
them to greet and introduce themselve.

 Hi ! My name is (Minh).
 I’m seven years old
 Hello! I am (Huy). I’m 
nine

Hi ! My name is (Lan).
 I’m seven years old
2. Presentation

10’ 1. Review the

question and answer pattern:
 S1 S2

S3 S4

S5 S6

- Asking sts to stand in 02 opposite lines and
pratice in asking - answering

2. Combine the

greeting with the question and answer
pattern:

- Using the puppets to model the dialogue.

- Reoder in 02 lines and pratise.
S1: How old are you?

S2:I’m seven years old.How old are

you?

S1: I’m seven years old

- Look at the puppets and listen.
PA: Happy birthday!This is for
you.

S1: Thank you

Puppet B: How old are you?
S2: I’m seven years old

II. While- singing:

Time Teacher’s activities Students’ activities

1. Open the book
4’ - Showing the book and explaining about the

picture & the song.

- Introduces the characters’ names: Teacher use
the picture to introduce the characters’ names:
Jenny, Scott, Lisa. Asks the students to repeat the
names of the characters.

- Substitution drill: uses the characters’ names,
asks the students to practice.

:“ The birthday Song”.

- Plays the cassette player, has the students listen
and show the characters in the books

- Let them read the song (without music)

- Models the song, asks the students to repeat and
using gestures.

- Look at the book and listen.
- Retell the characters’ name

August ,2010

- Practice Choral repetition

- Sing following the tape. Fill their
name in the last sentence.

2. Practice

It’s my birthday today.
 It’s your birthday today.
It’s my birthday today.
 Happy birthday, Jenny!
One, two, three, four, five, six,
 Seven years old!

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12’ - Deviding class into 02 groups, asking them to
practise in singing.

- Ask students to sing sentence by sentence in
small group

- Calls each group to present the song.
- Correct the mistakes.

Have the students sing individually

Call a student to role Jenny

Sing. ( Roleplay)

Group A: It’s my birthday today.
 It’s your birthday today.
 It’s my birthday today.
 Happy birthday, Jenny!
Chorus: One, two, three, four, five, six,
 Seven years old!

Group B: Now I’m seven years old
 Now you’re seven years old
 Now I’m seven years old
 Happy birthday, Jenny!
- Each group sing one sentence
- Sing individual (other Ps remark)
Jenny: It’s my birthday today.

It’s my birthday today.
 Now I’m seven years old
 Now I’m seven years old
Chorus: other sentences
III. After-singing:

Time Teacher’s activities Students’ activities

Play game
6’ Dialogue Musical Chairs

Reordering 06 chairs into a row. Calling 07 sts
to come in front of the class. Asking them to
listen to music and practise in greeting. When

the music stopping, they must sit on the chairs
quickly. If any st doesn’t have a sit, they will be
ruled out. Choosing other st to replace. At the
end of the game, all losers will be punished.

Listen.

Join into the game.

     

   

loser
D. Consolidation:

Sing this song chorus again
E. Home-duty:

Learn by heart “the happpy birthday song”
Prepare for next lesson: Unit 5: Let’s sing (cont.)
F. Experience

Week 3 Period 6 Date of teaching: September , 2010
UNIT 5

LET’S SING (cont.)

A. Aims and objectives:

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a. Vocabulary: One, two, three, ...
b. Structure: Happy birthday

2. Skill: integrated skill with a focus on Listening and Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: group work, using picture, listen and repeat.
3. Aids: picture, cassette player

C. Procedures :
I. Before-singing:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ * Musical ball.



Giving instruction. ( When S1 hear music, he/she

passes the ball to S2 and go on until T stops music.

If the ball is belong to st, that st will stand up and
greet, introduce hisself/ herself. All other sts will
reply the greeting. Hi/Hello, (___)).

Listen and join game.

A: Hi ! My name is (Minh).
 I’m seven years old

B: Hello! I am (Huy). I’m nine
Hi ! My name is (Lan).

I’m seven years old
2. Presentation

10’  Introduce the characters’ names:

Openning the book to page 39, showing the
characters that sts have known

Getting feedback.
 Substitution Drill:

Showing a character on the page 3, modeling in
greeting and introducing.

T: Happy birthday!
 S1: Thank you

S2: How old are you?
 S1: I’m seven years old

Look at the book and remember the
characters’ names.

Raise hands and say out the

characters’ name.

Look at the character and listen.
Practise

II. While-singing:

Time Teacher’s activities Students’ activities

Practice
12’ Ask students to open the book on page 39

Show the book and explain about the picture &
the song “ the happy birthday song”

Play the tape.

Play the tape again. ( Notting using their
gestures).

Devide class into 02 groups, asking them to
practise in singing.

Look at the book and listen.

Listen and show the characters in the
book.

Sing following the tape. Fill their
name in the last sentence.

Sing. ( Roleplay)
III. After-singing:

Tim

e Teacher’s activities Students’ activities

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9’ A. Write:

Asking sts to write the missing words in the
sentences base on “ the happy birthday song”
Getting feedback.

* Answer keys:

1. It’s my birthday today.
 It’s your birthday today.
2. I’m seven years old
Happy birthday, Jenny!
B. Wite:

Ask students to look at the birthday cake and
write a number of candles

Give feedback
1.One

2. two 
3. three

4. four

Look at the characters clearly and
write down.

Read the complete dialogue

Look at picture and write the number

D. Consolidation:

Ask students to remind how to say birthday greeting
E. Home-duty:

- Learn by heart the structures

- Prepare the next lesson: Unit 1: “ Let’s learn”
F. Experience

Week 4 Period 7 Date of teaching: September , 2010
UNIT 5

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LET’S LEARN (lesson 1)
A. Aims and objectives:

- To introduce the students some new words about some things.
1. Language:

a. Vocabulary: doll

b. Structure: What’s it? I don’t know. It’s a (doll)

2. Skill: integrated skill with a focus on reading, speaking, and writing.
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book 
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
5’ Ask students to sing the song: The happy

birthday song

Have students roleplay to ask and answer about
the name

Sing the song
Practise

P1: What’s your name ?
P2: My name’s...
2. Presentation

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask students to open their books to page 40:

Playing the tape

Playing the tape again. Stopping each sentence to
ask sts to repeat.

Listen and repeat

Practice
12’ 1. Introduce the vocabulary:

Using real objects to introduce vocabulary.
- Holding real objects and modeling.
- Writing out.

T: What’s this?
Ss: It’s a ruler
T: What’s it?
 Ss: It’s a book

Elicit students to introduce new pattern
+ I don’t know: Tôi không biết

+ doll: búp bê

Ask students to practise for reading

2. Introduce the question and answer pattern:
Puppet A: What’s it?

Puppet B: It’ a ( ruler )
Getting sts to repeat.

Look at these objects and say in
Vietnamese.

- Repeat(Choral&Individual
repetition).

- Copy down

Look at the puppets and listen.
Choral & pairs repetition.
Work in groups.

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8’ Write the patterns on the board

Explaining the short form, getting sts to read 02
forms.

Note: It is = It’s

Deviding class into 4 groups.

- Asking each group to hold 4 real objects.
- Modeling.

-Asking sts to practise.
Getting feedback.

Hold: pen, pencil, book, ruler.
- Listen.

- Ask & answer about school items
- One st from each group come in
front of the class and practise

S1: What is it?

S2: It’s a pen. What is it?
S3: It’s a doll....

III. After-talking:
Tim

e Teacher’s activities Students’ activities

Play game
5’ *Subtitution:

Ask students to make the coversation
Example:

S1: What is it?

S2: It’s a book. What is it?
S3: I don’t know. What is it?
S2: It’s a doll.

Practise in groups

D. Consolidation:

- Ask students to read the new words again
- Teacher says structure “ What’s it?”
E. Home-duty:

Learn by heart new words and structure
Prepare the new lesson: “ Let’s learn ( cont.)”
F. Experience

Week 4 Period 8 Date of teaching: September , 2010

UNIT 5
What is it?

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LET’S LEARN (Lesson 2)
A. Aims and objectives:

- To introduce the students some new words about some things
1. Language:

a. Vocabulary: ball, bat, car, bicycle, jump rope, kite, puzzle, yo-yo

b. Structure: What’s it? It’s a (ruler)

2. Skill: integrated skill with a focus on Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ * Guessing game

Giving instruction.

- Calling a st to model, this st holds any object in
the secret bag, asks the class: What’s it? Other sts
guess the object and say aloud the name of object.
Who guess the right object will be a winner.

Listen and join into the game.
Slap their hands to congratulation
the winner S1 : What’s it?

S2 : It’s a ruler.

S3 : It’s a book.

S4 : It’s a pen.

2. Presentation
10’ 1. Introduce the vocabulary

Using real objects or pictures to introduce vocab.
- Holding real objects, showing items and

pronounce the words.
- Writing out.

+ ball : quả bong + bat : gậy đánh bóng chày
 + car : xe hơi + bicycle : xe đạp

+ jump rope : dây + kite : con diều
 + puzzle : trị chơi gáp hình

+ yo-yo : trị chơi yo-yo
- Guide how to read

* Checking Vocabulary: Slap the board

Calling three pairs of sts go to the board.
- Giving instruction.

- Deciding who is the winner.

2. Review the question & answer pattern:
Asking sts to recall the question.

Showing the picture card.

Look at these objects and say in
Vietnamese.

- Repeat ( Choral & Individual
repetition).

- Copy down.

Make in two lines.

- Listen and run quickly to the
board, slap the word they hear
Say out: What’s it?

Answer: It’s a (car).

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
kite

yo-yo bicycle
puzzle
bat

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5’ Ask students to open their books to page 41:

Playing the tape the next part.

Playing the tape and stopping each sentence

Show Sam (con mèo đen) , Ginger
(con mèo da cam)

Listen and repeat

Listen, show the objects and repeat.
Listen and repeat

Practice
12’ - Using the picture cards, modeling.

T(shows a ball): It’s a ball.
(shows a car): What’s it ?

S1: It’s a car.What’s it ?

(shows a bat) S2: It’s a bat.

- Deviding class into 2 groups.

- Asking each group to use the pictures
-Asking sts to practice and getting feedback.
* Guess

- Asking sts to guess what there is in the gift
- Give feedback

* Answer keys: - It’s a kite - It’s a bat
 - It’s a bicycle - It’s a ball

Look at the picture cards, listen and
practise.

Look at the book, listen and show
the objects on the picture.

Choral repetition
Group1: What is it?

Group 2: It’s a bicycle. What is it?
Group1: It’s a kite. ...

Work in pairs to guess
S1: What is it?

S2: It’s a kite. / I don’t know...
Listen to the tape and correct
III. After-learning:

Time Teacher’s activities Students’ activities

Play game
5’ Pass the word ( Team game)

Calling sts to make two lines (include 5 sts). Two
of the first sts in each line come near by T, listen
teacher’s sentence, then come back their line and
pass this sentence to S2, S2 passes S3, … the last st

will choose the right picture card, show up and
read aloud the sentence.

(1mark for the winner)

Make two lines. Join into the game
T

 

 
 
 
*

 
D. Consolidation:

Ask students to read the new words again
Teacher says structure “ What’s it?”
E. Home-duty:

Learn by heart new words and structure
Prepare the new lesson: “ Let’s learn ( cont.)”
F. Experience

Week 5 Period 9 Date of teaching: September , 2010
UNIT 5

LET’S LEARN (Lesson 3)

1.a yo-yo 2.a kite 3.a car 4.a ball 5.a doll 6.a puzzle 
7. a robot 8. a jump rope 9. a bat 10. a bicycle

Sam: What’s it?
Ginger: It’s a yo-yo.

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A. Aims and objectives:

- To introduce the students some new words about the things
1. Language:

a. Vocabulary: ball, bat, car, bicycle, jump rope, kite, puzzle, yo-yo
b. Structure: What’s it? It’s a (car)

2. Skill: integrated skill with a focus on Speaking and writing.
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
8’ * Bingo

ball bicycle car

jump rope kite puzzle

bat, yo-yo doll
- Giving instruction.

- Asking sts to write down on their paper 9 words
following the model. Reading any word, sts hear
and cross (x) on the word. If they cross 03 words
on the straight line, they will say aloud “ Bingo”
.

- Listen.

- Join into the game.

2. Presentation
8’ 1.Review the question and answer pattern:

S1 (shows the picture): What’s it ?

S2: It’s a ( bicycle).What’s it?

S1: It’s a ( yo-yo ).

2. Chain Drill:

     

- Asking sts to make two opposite lines and
practise in speaking.

- Giving a picture card for S1 to see and asking

- Make two lines.
- Ask and answer:

- S1 answer and turn into S2 to

repeat this action.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book

5’ Ask students to open their books to page 41 Listen and identify school items.
Listen and repeat

What’s it? It’s a yo-yo.
What’s it? It’s a kite.
What’s it? It’s a car.
What’s it? It’s a ball.
What’s it? It’s a dolll.
What’s it? It’s a puzzle
What’s it? It’s a robot.
What’s it? It’s a jump rope.
What’s it? It’s a bat.

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Practice:

Playing the tape.
Playing the tape again.

2. Practice
10’ A.Write:

- Ask students to write the words suitable with the
pictures

- Give feed back and correct
* Answer keys:

1. a ball 2. a car 3. a kite 4. a doll

B.Match:

- Ask students to look at the pictures carefully
and match the words with the suitable pictures
- Give feedback and correct

- Look at the pictures and write the
words

- Look at the pictures and connect
III. After-learning:

Time Teacher’s activities Students’ activities

Play game
4’ Pass the word ( Team game)

- Giving instruction ( Period 06).
T

 

 
 
 
*

 

- Make two lines.

- Join into the game.
( 01 mark for the winner)

D. Consolidation:

Ask students to read the words again
E. Home-duty:

Prepare for next lesson : Unit 1 : Let’s learn (lesson 4)
F. Experience

Week 5 Period 10 Date of teaching: September , 2010

UNIT 5

LET’S LEARN (Lesson 4)

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- To introduce the students some new words about the things
 1. Language:

a. Vocabulary: ball, bat, car, bicycle, jump rope, kite, puzzle, yo-yo
b. Structure: What’s it ? It’s a (kite)

2. Skill: integrated skill with a focus on speaking and writing.
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

6’ Kim’s Game

- Giving instruction.

- Deviding class into 04 groups.

- Showing the poster on the board. Asking sts to
look at the poster quickly and try to remember all
these words.

-Hiding the poster. Asking 04 groups to write
down those words as many as possible on their
papers, the stick on the boad.

- Counting the number of right words and
deciding which group is winner.

- Sitting in groups.
- Listen and practise.
- Write out the words.

- Stick on the board.
- Congratulation.

2. Presentation
6’ * Review the question and answer pattern:

S1 (shows the picture): What’s it ?

S2: It’s a ( doll).What’s this ?

S1: It’s a ( bat ).

* Practice:

Deviding class into 02 teams. Each team choose
08 members to make in two lines.

- Running through 08 pictures cards and words,
sticking on the board.

- Asking sts to listen and run quickly to find the
word, then stick next to the picture cards.

- Deciding who is the winner.

Make two lines.
Ask and answer:
Choose the members.
Read out the words.
Listen and find the match.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
book pencil pen

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5’ - Ask students to open their books to page 41

- Playing the tape.
- Playing the tape again.

Listen and identify items.
Listen and repeat

2. Practice
14’ C. Circle and write:

- Asking sts to choose the suitable words and
write the answer in the blanks

- Collectting their books and giving marks.
- Give feedback and correct

* Answer keys:

1)It is a puzzlel. 2) It is a bicycle. 3) It is a robot.
D. Write:

- Asking sts to write the answer in the blanks, the
first sentence is done for them.

* Answer keys:

1) What is it? It is a kite..
2) What is it? It is a ball.
3) What is it? It is a car . 
4) What is it? It is an bat

Look at the picture and write down.
3 students write out on the board.

Look at the pictures and guess what
it is.

Then write the answer in the blanks
III. After-learning:

Time Teacher’s activities Students’ activities

Play game
4’ *Find your partner

Giving each st a word card.

- Asking sts to go around the classroom to find
partner, who have the same word with him/her
and practise in speaking.

Keep secrect their word card.
- Say aloud: Pencil? Ruler?...
- Ask and answer:

What’s it? It’s a ( car).
D. Consolidation:

Ask students to read the words again
E. Home-duty:

Prepare the new lesson: Unit 5: Let’s learn some more
F. Experience

Week 6 Period 11 Date of teaching:September , 2010
1. What’s it? It’s a yo-yo.

2. What’s it? It’s a kite.
3. What’s it? It’s a car.
4. What’s it? It’s a ball.
5. What’s it? It’s a dolll.
6. What’s it? It’s a puzzle
7. What’s it? It’s a robot.
8. What’s it? It’s a jump rope.
9. What’s it? It’s a bat.

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UNIT 5

LET’S LEARN SOME MORE (Lesson 1)

A. Aims and objectives:

By the end of the lesson, the students will be able to understand of adjectives and to make
sure that they can pronounce the alphabet.

1. Language:

a. Vocabulary: big, little, long, short, square, round.
b. Grammar: Is it a little ball?

Yes, it is. / No, it isn’t

2. Skill: integrated skill with focus on speaking , writing
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
6’ - Divide the class into two groups. Each group

sings a part of the song “The Happy Birthday
Song”.

- File Gird

Draw a table with 9 squares on the board. Each
table belong to each student.

- Work in groups to sing
- Practise in pairs

S1(draw an object in their square)
 S2 asks: What is it?

S1 answers: It’s a (bat)...
2. Presentation

10’ * Present the words:

- Introduce the vocabulary by using pictures or
real objects in classroom to explain how to use
the adjectives.

Vocabulary.

+ Big: to + Little: nhỏ

+ Long: dài + Short: ngắn, thấp
+ Round: tròn + Square: vuông
* Checking technique: jumbled words

- Write the new words in the wrong order:
gib, title, lnog, sorth, ruodr, queras.

- Have Sts work in groups and rearrange the
letters in good order to make the right words.
Group who get the highest score with the shortest
time will be the winner.

* Present the pattern.

- Put the T’s cards in the board groove and use the
puppets to explain the pattern and give example.
- Do as the same several times.

- Present the complete dialogue.

- Ask some pairs to play role to practice all the
dialogue in front of the class.

- Look at the things and describe
- Write down

- Listen and repeat

- Go to the board and write down

- Sts repeat the following the
Teacher.

PA: Is it a ball?

PB: No, it isn’t.
PA: Is it a yo-yo?
PB: Yes, it is.
II. While- learning:

Time Teacher’s activities Students’ activities

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1. Open the book
5’ - Open the book page 42

- Show the pictures in page 42 to Sts .
- Showing the wall chart.

- Play the tape sentence by sentence.
Jenny: It’s little. What’s it?

Scott: Is it a ball?
Jenny: No, it isn’t.
Scott: Is it a yo-yo?

Jenny: Yes, it is. It is a little yo-yo.
- Writing the model.

-Play the tape again. Stop by sentence and ask
them to repeat in chorus.

Present the paradigm and contraction.

Write the pattern on the board. Point at this word
while play the tape.

It is little. It is a little yo-yo

- Call characters’ names on the
picture and identify items in the
picture.

- See and describe its

- Listen and listen and point at the
characters in the pictures.

- Copy down.

- Listen and choral repetition.

2. Practice
8’ Say these

Play the tape. Sts point at Sam (black cat) and
Ginger (yellow cat) while listening to the
activities.

1. It’s big box. It’s little box. 
2. It’s long box. It’s short box. 
3. It’s round box. It’s square box. 
Play the tape again.

- Ask and answer:

Sts repeat in chorus.

Work in pair by using pictures or
real objects in classroom

III. After-learning:

Time Teacher’s activities Students’ activities

Play game
6’ * Guessing Game

Giving instruction.

- Calling a st to model, this st holds any object in
the secret bag, asks the class: What’s this?. Other
sts guess the object and say aloud the name of
object. Who guess the right object will be a
winner.

- Listen.

- Join into the game.

- Slap their hands to congratulation
the winner

S1: It’s long. What’s it?
S2: Is it a pen ?

S1: No, it isn’t
S2: Is it a ruler?

S1: Yes, it is. It’s a long ruler 
D. Consolidation:

- Ask students to read the new words again
E. Home-duty:

- Learn by heart new words and structure

- Prepare for next lesson:Unit 5: “Let’s learn some more” (cont.)
F. Experience

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LET’S LEARN SOME MORE (Lesson 2)
A. Aims and objectives:

By the end of the lesson, the students will be able to understand of adjectives and to make
sure that they can pronounce the alphabet.

1. Language:

a. Vocabulary: big, little, long, short, square, round.
b. Grammar: Is it a little ball?

Yes, it is. / No, it isn’t

2. Skill: integrated skill with focus on speaking, writing, reading
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

5’ Memory Chain

Divide the class into four groups. Give the bag to
each group. Sts in each group take the objects
from the bag and describe them.

S1: It’s a square book.
S2: It’s a round ball.

S3: It’s a long ruler. ………

Join into the game.

Slap their hands to congratulation
the winner

2. Presentation
8’ * Review the pattern.

Use the real object to review
T: It’s little. What is it?
S: Is it a ball?

T: No, it isn’t.
S: Is it a yo-yo?

T: Yes, it is.It’s a little yo-yo
- Do as the same several times.
- Present the complete dialogue.

- Ask some pairs to play role to practice all the
dialogue in front of the class.

- Present the paradigm and contraction.
- Write the pattern on the board. Point at this
word while play the tape.

It is little. It is a little yo-yo.

- Make the questions to guess and
describe

- Sts repeat the following the
Teacher.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Open the book page 42

- Play the tape sentence by sentence.
Jenny: It’s little. What’s it?

Scott: Is it a ball?
Jenny: No, it isn’t.
Scott: Is it a yo-yo?

Jenny: Yes, it is. It is a little yo-yo.

Open the book page 42

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2. Practice
8’ Play the tape. Sts point at Sam (black cat) and

Ginger (yellow cat) while listening to the
activities.

GA: Is it a pencil ?

GB: Yes, it is. It is a long pencil.
Play the tape again.

Divide the class into two groups to describe the
picture in turn while pointing at the picture in

order.

Have Sts work in pair by using pictures or real
objects in classroom. Teacher goes around and
gives help if necessary.

- Asking Ss to practise in pairs.

- Monitoring. ( Help Ss, if they need).

Sts repeat in chorus.

Listen and point into the correct
pictures

Work in pair by using pictures or
real objects in classroom

III. After-learning:

Time Teacher’s activities Students’ activities

Do exersice
9’ A.Connect and write.

- Asking sts to look at the pictures and connect
with suitable adjectives in the blanks

- Collectting their books and giving marks.
* Answer keys:

1. big 2. little 3. long 
4. short 5. round 6. square
B. Write.

- Ask students to look at the pictures and write
the answer in the blank

* Answer keys:

1. Yes, it is. 2. No, it isn’t
3. No, it isn’t 4. Yes, it is.
C. Circle and write:

- Asking sts to look at the pictures and circle the
suitable adjectives then write in the blanks
* Answer keys:

1. It is a long ruler 2. It is a little doll
3. It is a round box. 4. It is a big ball
D. Consolidation:

- Ask students to read the new words again
E. Home work:

- Learn by heart new words and structure

- Prepare for next lesson: “Let’s learn some more” (cont.)

F. Experience

Week 7 Period 13 Date of teaching: October , 2010
 UNIT 5

LET’S LEARN SOME MORE (lesson 3)

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A. Aims and objectives:

By the end of the lesson, the students will be able to learn the Alphabet and The
Alphabet Song.

1. Language:

a. Vocabulary: Letters

b. Grammar: Is it a desk? Yes, it is/ No. it isn’t
2. Skill: integrated skill with focus on reading, listening
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
6’ *Chain drill: Describing

- Giving instruction.

One student takes a thing and asks “What’s it”.
Other student names and describes it

S1: What is it?

S2: It’s a short ruler. What is it?
S3: It’s a round box...

Ss: Is this a book?

- Practise.

2. Presentation
10’ 1. Introduce the Alphabet:

- Introduce the alphabet following the group of
letters. A/ei/, B/bee/, C/see/.

THE APHABET

- Showing on each letter, read aloud.

-Asking Ss to practise in reading the Alphabet.
-Going around the class and helping Ss if they

need.

Play “ The Alphabet Song”:

- Giving each st an alphabet card, asking Ss to
listen the song again. When they hear the letter,
they show up their card

- Look at the board and listen.
- Choral repetition

- Read in pairs.

- Listen the song.
A B C D E F G

H I J K L M N O P
Q R S T U V

W X Y Z.
AB ABC

A B C D EFG

A B C D E F G H I like English!

AB ABC
A B C D EFG
H I J K

L M N O I like English !
AB ABC

A B C D EFG
H I J K
L M N O

P Q R S T Wow!
I like English !
I like English !
A B C D EFG
H I J K L M N O 
P Q R S TUV

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- Listen and sing following the
tape, show the letters on the books.

- Remember their lettter.
- Listen and show up.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
6’ - Ask student to open their books to page 43:

- Getting Ss to read the Alphabet.
* Slap.

- Divide the class in to small groups. Each group
is four Sts.

- Put the letters (A-J) on the table. Call on the
name of the letter. Who is the first to touch the
letter is winner.

- Open the book and listen to the
tape while pointing at the letters at
the end of the page 43.

- Look at the book, listen and
choral repetition.

- Listen and slap the correct letter
2. Practice

6’ - Play the tape again. Stop by sentence. Sts listen
and repeat.

K, /k/, kite; L, /l/, lion; 
M, /m/, mother; N, /n/, notebook.

Listen and repeat

III. After-learning:

Time Teacher’s activities Students’ activities

Play game

7’  Sequencing:

- Asking Ss work in pairs, putting the pile of
alphabet cards in front of them. Asking Ss to put
the alphabet cards in the right order.

Work in pairs.

- Choose and put the alphabet cards
in the right order.

D. Consolidation:

- Read the alphabet again
E. Home-duty:

- Learn by heart the structure .

- Prepare for next lesson: “Let’s learn some more” (cont.)
F. Experience

Week 7 Period 14 Date of teaching: October , 2010
UNIT 5

LET’S learn some more (Lesson 4)

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By the end of the lesson, the students will be able to learn the Alphabet and The
Alphabet Song.

1. Language:

a. Vocabulary: (Review)

b. Grammar: Is it a desk? Yes, it is/ No. it isn’t
2. Skill: integrated skill with focus on reading

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ Ask students to sing “ The alphabet song” Sing the song
2. Presentation

10’ Review the Alphabet:

THE APHABET

- Showing on each letter, read aloud.

- Asking Ss to practise in reading the Alphabet.
- Going around the class and helping Ss if they
need.

- Look at the board and listen.
- Choral repetition

- Read in pairs.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
6’ Ask student to open their books to page 43:

- Getting Ss to read the Alphabet. - Open the book and listen to thetape while pointing at the letters at
the end of the page 4

2. Practice
10’ Play the tape again. Stop by sentence. Sts listen

and repeat.

K, /k/, kite; L, /l/, lion; M, /m/, mother; N, /n/, 
notebook.

* Writing practice

Write a dialogue on the board. Ask them to read
the dialogue in chorus. Call on some students to
go on the board to underline these letters, K, L,
M, m, N, n.

Ken: Hi, Mom. I’m home! This is my friend, 
Nancy.

Nancy: It’s nice to meet you, Mrs. Lee.
Mrs. Lee: It’s nice to meet you, too, Nancy.

Listen and repeat

- Go to the board and underline the
letters

- Repeat after the teacher

III. After-learning:

A B C D E F G
H I J K L M N O P

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Time Teacher’s activities Students’ activities
Do exercise

6’ D. Match and complete the words.

- Ask students to match the letter with suitable
picture and complete the words

- Give feedback
- Correct

* Answer keys:
1. Kite

2. Mother
3. Notebook
4. Lion

- Connect the letter with picture
Then complete the words

D. Consolidation:

- Read the alphabet again
E. Home-duty:

- Learn by heart the alphabet .

- Prepare for next lesson: Unit5: “Let’s move ”
F. Experience

Week 8 Period 15 Date of teaching: October , 2010

UNIT 5

LET’S MOVE (Lesson 1)

A. Aims and objectives:

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By the end of the lesson, the students will be able to ask and answer about abilities.
1. Language:

a. Vocabulary: Play with a yo-yo, Throw a ball, Catch a ball, Hit a ball, Do a
puzzle, Jump rope.

b. Grammar: Can you (hit a ball)?
Yes, I can.

No, I cannot.

2. Skill: integrated skill with focus on speaking, listening
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ * Noughts and Crosses

- Divide the class into two teams and have them
to play game “Noughts and Crosses”

- Draw a table contain 9 words or phrases in
each cell.

- Ask Sts to choose a word in the cell and make
a sentence with that word. A correct sentence
with the given word will get one O or X. the
group with 3 O or 3 X vertically, horizontally
or even diagonally will be the winner.

- Work in group to play game

2. Presentation
10’ * Present the commands

- Use technique Total Physical Response to
model the commands. Say the commands while
acting out the commands.

- Model the way using verbs as directed in the
book.

Vocabulary:
+ Play with yo-yo
+ Throw a ball
+ Catch a ball

- Make the commands, all Sts do as commands.
* Present the pattern

- Elicit the students to introduce
T: Can you play with a yo-yo?

- Use the Puppets to make modeling the
answer.

PA: Yes, I can.
PB: No, I can’t.

- Demonstrate the meaning can or can’t.

- Look at the teacher

- Write down
- Repeat

- Listen and answer.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book

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- Show this page so that Sts can see to read and
act out the commands.

- Play the tape. Sts listen and point at the
parallel action.

- Call on some volunteer to point at the picture
in the book. Sts make the commands following
the pictures and act out. Continue calling the
other Sts to practice.

- Present the paradigm and contraction.
- Write the pattern on the board.

Can you play with a yo-yo?
Yes, I can. / No, I can’t.

- Play the tape again. Explain how to use the
short form.

Note: cannot = can’t

- Point at the words while playing the
tape.

- Listen and repeat in chorus.

- Write down

2. Practice
8’ - Have them work in pair. Put some toys or real

objects in classroom in a bag. Teacher goes
around class and call on one St to take out a toy
or a jump rope. Teacher gives a question. Sts
listen and answer.

T: Can you (do a puzzle)?
Sts: Yes, I can. / No, I cannot.

- Do as the same and change role to continue
practicing.

- Divide the class into two groups. Give each
group some T’s cards (93-95). Group A make a
command. Group B do as the same. Change
role to continue practicing.

Practise in pairs

GA: Throw a ball

GB:Acting out the same the command
III. After-learning:

Time Teacher’s activities Students’ activities

Production
5’ - Divide the class into small groups. Group A answer

“Yes, I can.” Group B answer “No, I can’t”.

- Change role to continue practicing with the other
cards.

- Join the game

T: Can you play with a yo-yo?
GA: (glad to answer) Yes, I can.
GB: (get felling sad) No, I can’t.
D. Consolidation:

- Remind the way how to use the new structures
E. Home-duty:

- Learn by heart the new words and structures.
- Prepare for next lesson: “Let’s move ” (cont.)
F. Experience

Week 8 Period 16 Date of teaching: October , 2010
UNIT 5

LET’S MOVE (Lesson 2)

A. Aims and objectives:

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a. Vocabulary: Play with a yo-yo, Throw a ball, Catch a ball, Hit a ball, Do a
puzzle, Jump rope.

b. Grammar: Can you (hit a ball)? - Yes, I can./ No, I cannot.
2. Skill: integrated skill with focus on speaking, listening

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
5’ Chain Drill

- Asking students to pratise in asking about
ability.

- T asks to S1, S1 asks to S2, S2 asks to S3,…

- T :can you play with yo-yo?

- S1 :Yes, I can. Can you play throw a ball?

- S2 : No, I can’t. _________

- S3 : ---.

- Listen and practise

2. Presentation
10’ * Present the commands

- Use technique Total Physical Response to
model the commands. Say the commands
while acting out the commands.

- Model the way using verbs as directed in the
book.

Vocabulary:
+ Hit a ball
+ Do a puzzle
+ Jump rope

- Make the commands, all Sts do as commands.
* Review the pattern

- Point at the pictures at the end of the book
and give question.

T: Can you (do a puzzle)?
Sts: Yes, I can. / No, I cannot.

- Look at the teacher

- Write down
- Repeat

- Listen and answer.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
4’ - Ask student to open their books to page 44

- Show this page so that Sts can see to read and
act out the commands.

- Play the tape. Sts listen and point at the
parallel action.

- Call on some volunteer to point at the picture
in the book. Sts make the commands following
the pictures and act out. Continue calling the
other Sts to practice.

- Open the book on page 44

- Point at the words while playing the
tape.

- Listen and repeat in chorus.

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7’ - Have them work in pair. Put some toys or real
objects in classroom in a bag. Teacher goes

around class and call on one St to take out a toy
or a jump rope. Teacher gives a question. Sts
listen and answer.

T: Can you (do a puzzle)?
Sts: Yes, I can. / No, I cannot.

- Do as the same and change role to continue
practicing.

- Divide the class into two groups. Give each
group some T’s cards (96-98). Group A make a
command. Group B do as the same. Change role
to continue practicing.

- Practise in pairs

GA: Throw a ball

GB:Acting out the same the command
III. After-learning:

Time Teacher’s activities Students’ activities

Play game
3’ * Board Race

- Divide the class into four groups. Put the T’s
cards “93-98” on the board groove. The teacher
says aloud one command or group of

commands. The St, who slap at the right

command, will get ten marks. Then that St will
say another command and the other slap. The
group who get the most cards will be winner.

- Listen and join the game

Do exercise

6’ A. Match.

Ask students to match the word-groups with the
suitable pictures

Get feedback
Correct
B. Write.

- Ask students to write their answers
1. Yes, I can 2. No, I can’t
C. Write.

- Ask students to answer about them
- Get feedback

- Match the word-groups with the
suitable pictures

- Write their answers

D. Consolidation:

- Remind the way how to use the new structures
E. Home-duty:

- Learn by heart the new words and structures.
- Prepare for next lesson: “Let’s listen”

F. Experience

Week 9 Period 17 Date of teaching: October , 2010
UNIT 5

LET’S LISTEN

A. Aims and objectives:

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By the end of the lesson, the students will be able to review all lessons, do exercise.
1. Language:

a.Vocabulary: Review
 b.Grammar: Review
2. Skill: integrated skill

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-listening:

Time Teacher’s activities Students’ activities

1. Warm-up and review
10’ 1. Let’s talk. “Walk and talk”-9

- Using puppets to make the model dialogue.
T: It’s my birthday today.

PA: It’s your birthday today.
PB: It’s my birthday today.

- Divide the class into three groups. Ask them to
greet themselves and introduce each other by
using their real names.

- Call on some volunteer to practice the
following exercise.

2. Let’s learn.

- Have Sts work in groups 3 or 4. Give each St
one St’s cards (1 – 8). Each St, after greeting the
other, must make question “What’s it?” by

using Sts’ cards.

- Call on some pair to practice
3. Let’s learn some more.

- Have Sts work in small groups. Each group
has a little bag. Each St, in turn, puts one real
object into the bag, and then passes the bag to
the next St (S1 doesn’t tell their friends what is
put into the bag). When all the objects were put
into the bag and recognize the objects by

touching at them.

4. Let’s move. “Please”

- Make commands. Sts do as commanded. If the
teacher says the commands begun with“please”.
Sts do as commanded. If not, Sts do nothing.

- Sts walk around the classroom in one
minute to practice the way to greet
each other. To be relaxed, play the
tape “The Happy Birthday”.

Self introduction.

T: (point to S1 and give question)
How old are you?

S1: I’m nine years old.

S1: (point to S2 and give question)
How old are you?

S2: I’m ten years old.

S2 answers the question and does the
same S1 to the end.

S1: What’s it?
S2: It’s (a doll).
S1: What’s it?
S2: It’s (a robot).

S2: Is this (a pen)?

S1: Yes, it is. / No, it isn’t.

- Listen to the two commands at the
same time before doing.

2. Presentation
8’ - Teach Sts the way to do a listening test. Hang

one the similar picture in the book. Put T’s
cards 1 – 8 on the board line.

- Write A under the first card and circle its.
Draw B under the second card and circle its.

Call one St stand beside the card and recognize
one of those cards.

T: It’s (a pencil).

- Do like step above until all Sts understanding

- Listen.

- Look at the poster.

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the way to do a listening test.
II. While- listening:

Time Teacher’s activities Students’ activities

1. Open the book
2. Practice

6’ - Play the tape . Sts do this exercise as a writing test.

- Open the books.

- Listen and show the objects.
- Listen and circle.

- Say out the number.
* Key:

1.a; 2.a; 3.a; 4.b; 5.b; 6.a; 7.a; 8.b.

III. After-listening:

Time Teacher’s activities Students’ activities

Play game
5’ Slap the board.

- Divide the class into small groups. Each
group sits around a table. Put one or some
unions of cards (classroom objects,

commands).

- T says aloud one word or group of words. Sts
who slap at the right word will get ten marks.
Then that Sts will say another word and the
other slap. The group who get the most cards
will be winner.

- Sts acts out one command. The
whole class will guess what that
command is.

Do exercise
3’ A. Check

1. No, it is not. 2. No ,it is not.
3. Yes, it is 4. Yes, it is
B. Circle and write:

It is a little robot

- Look at the picture, read the
question, write the answer: Yes, it is
or No, it is not.

- Circle and write the words
D. Consolidation:

- Summarize main points
E. Home work:

- Prepare for next lesson: Unit 6: “Let’s talk ”
F. Experience

Week 9 Period 18 Date of teaching: October , 2010
UNIT 6

LET’S TALK

A. Aims and objectives:

By the end of the lesson, the students will be able to say about the weather
1. Language:

a. Vocabulary:Weather , sunny
3’ - Ask sts to look at the pictures

T: What’s this? Is this (a pencil)?

- Recognize the active pictures 7 – 8.
- Listen & point at the parallel picture.

1.He’s six years old.

2. How old are you? I’m seven years old.
3. What is it? It’s a big kite.

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b. Grammar: How’s the weather? It’s sunny. Let’s play. Ok
2. Skill: speaking , listening and writing skills

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

4. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-talking:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ - Ask sts to hang the name cards. Walk around the

class and greet their friends.
 “Please”

- Ask sts to make and act out the commands they
have leant in Unit 1.

- Hang their name tags, go around
the class and greeting.

- Give classroom commands (unit
1) and practice

2. Presentation
10’ 1. Introduce the first part of the dialogue .

- Use the puppets to make modeling the
dialogue.

PA: How ‘s the weather?
PB: It’s sunny.

- Ask them to repeat PA’s words. Arouse Sts to
hold PB and say PB’s words. Change role to
continue practicing several times.

2. Practice

- Divide the class into two groups. Give each
group one puppet and make clear which puppet
says whether sentence. Puppets of each group
practice the dialogue each other. Change role to
continue practicing.

- Listen and repeat
- Say out.

- Change the role and practise more
- Practice.

- Practice.

- Change the role and practise more
GA: How’s the weather?

GB: It’s sunny.
II. While- talking:

Time Teacher’s activities Students’ activities

1.Open the book
5’

- Ask students to open the book on page 46
- Using the wall charts and read the dialogue.
- Show the page to Sts so that Sts can recognize
the characters and describe them.

- Play the tape again. Stop sentence by sentence.
Sts repeat again.

- Asking students work in pairs and pratise
following the dialogue.

- Describe those characters ( Lisa
and Andy)

Look at the book, listen and show
on the characters when they hear
characters’names

- Listen and repeat

2. Practice
10’ *Introduce the paradigm and contraction.

- Write the paradigm on the board. Play the tape

and point at the words. Sts listen and repeat in - Listen and repeat in chorus.
John: How’s the weather?

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chorus.

How’s the weather?
 It’s sunny.

- Write the contraction on the board. Sts practice
speaking with two forms.

Notes:

How is = How’s
 It is = It’s
* Practice

- Call on some pairs to go on the board to play
role again the dialogue by using real their names.
- Teacher goes around giving help if necessary.

- Practice speaking with two forms

III. After-talking:

Time Teacher’s activities Students’ activities

Extension
6’ Living Dialogues

- Divide the class into small groups. Each group
is four Sts.

- Give each group a flash card having a sentence.
1) OK; 2) Let’s play.

3) How’s the weather? 4) It’s sunny.

- Each group discusses together and
rearranges these sentences to make a
dialogue.

D. Consolidation:

- Summarize main points
E. Home-duty:

- Learn by heart new structures

- Prepare for new lesson : Unit 6: “Let’s sing”
F. Experience

Week 10 Period 19 Date of teaching: , 2010
UNIT 6

LET’S SING

A. Aims and objectives:

- To help the students to master the way to ask and answer about the weather through the
song “How’s the weather?”

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1.Language:

a. Vocabulary: rainy, windy, cloudy, snowy
b. Structure: How’s the weather?It’s rainy today

2. Skill: integrated skill with a focus on Listening and Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: group work, using picture, listen and repeat.
3. Aids: picture, cassette player

C. Procedures :
I. Before-singing:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ - Sing again the song “The Happy Birthday Song”

- Call on some pairs to sing without music, alter
Sts’ names into the song, sing the song while
playing roles, waving hands while greeting.

- Sing the song with the music.
- Practice the dialogue in groups.
GA: It’s my birthday today.
GB: It’s your birthday today.
GA: It’s my birthday today.
GB: Happy birthday, Jenny.
2. Presentation

10’ - Review the Question – Answer the pattern by
using the puppets to make modeling the question
and answer pattern

Practice

- Use the Puppets to make the modeling dialogue.
- Play the tape.

- Step away lines.
S1: How’s the weather?
S2: It’s sunny.

- Repeat in chorus.

- Work in pair to practice by using
their real names.

II. While- singing:

Time Teacher’s activities Students’ activities

1. Open the book
4’ - Show the pictures in the book so that Sts can

see.

- Play the tape more than once if necessary.
- Teacher reads the song (line by line) without
music.

T: How’s the weather?
Sts: It’s sunny.

- Ask them to sing again the song but not play the
tape. Use the property gesture to emphasize the
meaning. Play all the song.

How’s the weather?

It’s sunny.

How’s the weather?
It’s sunny.

How’s the weather?

It’s sunny. It’s sunny today.

- Point at the characters and objects
in the pictures. Sts recognize them.
- Listen and point at the parallel
words.

- Listen and repeat in chorus.
- Sts repeat.

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2. Practice
12’ - The teacher sings the first part of the song.

T: How’s the weather?
Sts: It’s windy.

Divide the class into two groups. Each group
sings one part of the song. Change role to
continue practicing.

S1: How’s the weather?
S2: It’s sunny.

S1: How’s the weather?
S2: It’s windy.

S1: How’s the weather?
S2: It’s cloudy.

S1: How’s the weather?
S2: It’s snowy.

S1: How’s the weather?
S2: It’s rainy.

- Sts sing the rest part.

- Group A: Sing the first of the song
- Group B: Sing the second of the
song

III. After-singing:

Time Teacher’s activities Students’ activities

Play game
6’ * Back to back

S1: How’s the weather?
S2: It’s rainy.

- Sts work in pairs (back to back) 
and phone each other.

- Change role to continue practicing.
D. Consolidation:

- Sing this song chorus again
E. Home-duty:

- Learn by heart “How’s the weather?”

- Prepare for next lesson: Unit 6: Let’s sing (cont.)
F. Experience

Week 10 Period 20 Date of teaching: , 2010
UNIT 6

LET’S SING (cont.)

A. Aims and objectives:

- To help the students to master the way to ask and answer about the weather through the
song “How’s the weather?”

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a. Vocabulary: rainy, windy, cloudy, snowy
b. Structure: How’s the weather?It’s rainy today

2. Skill: integrated skill with a focus on Listening and Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: group work, using picture, listen and repeat.
3. Aids: picture, cassette player

C. Procedures :
I. Before-singing:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ * Chain drill

- Ask students to ask and answer about the
weather

S1: How’s the weather?

S2: It’s sunny. How’s the weather?
S3: It’s sunny.

- Practice

2. Presentation
10’ - Review the Question – Answer the pattern by

using the puppets to make modeling the question
and answer pattern

Practice

- Use the Puppets to make the modeling dialogue.
- Play the tape.

- Step away lines.
S1: How’s the weather?
S2: It’s sunny.

- Repeat in chorus.

- Work in pair to practice by using
their real names.

II. While- singing:

Time Teacher’s activities Students’ activities

1. Open the book
4’ - Ask them to sing again the song but not play the

tape. Use the property gesture to emphasize the
meaning. Play all the song.

How’s the weather?
It’s sunny.

How’s the weather?

It’s sunny. It’s sunny today.

- Listen and sing following the tape
in chorus.

2. Practice
12’ - The teacher sings the first part of the song.

T: How’s the weather?
Sts: It’s windy.

Divide the class into two groups. Each group
sings one part of the song. Change role to
continue practicing.

S1: How’s the weather?
S2: It’s sunny.

S1: How’s the weather?

- Sts sing the rest part.

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S2: It’s windy.

S1: How’s the weather?
S2: It’s cloudy.

S1: How’s the weather?
S2: It’s snowy.

S1: How’s the weather?
S2: It’s rainy.

III. After-singing:

Time Teacher’s activities Students’ activities

Do exercise
6’ A. Match.

B. Write.
1. It is sunny
2. It is snowy
3. It is rainy
4. It is windy

- Look at the pictures and write the
answer in the blank

D. Consolidation:

- Sing this song chorus again
E. Home-duty:

- Learn by heart “How’s the weather?”
- Prepare for next lesson: Unit 6: Let’s learn
F. Experience

Week 11 Period 21 Date of teaching: , 2010

UNIT 6

LET’S LEARN (Lesson 1)

A. Aims and objectives:

- By the end of the lesson, students will be able to count
1. Language:

a. Vocabulary: cloud

b. Structure: How many clouds are there? There are six clouds.
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

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1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ - Ask students to count number from 1 to 10

-Then ask students to count number from10 to 1 - Practise
2. Presentation

10’ 1. Introduce the vocabulary

Using or pictures to introduce vocabulary.
- Writing out.

+ cloud: mây
- Guide how to read

2. Present the questions-and-answer pattern 
with singular nouns

- Draw one cloud on the board
- Use the puppet to model

PA: How many clouds are there?
PB: One. There is one/a cloud.

3.. Present the questions-and-answer pattern 
with plural nouns

- Draw six clouds on the board
- Use the puppet to model

PA: How many clouds are there?

PB: One, two, three, four, five, six. There are

six clouds.

Distinguish between the singular&plural nouns

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

- Listen carefully
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask students to open their books to page 48:

Playing the tape the next part.

Playing the tape again. Stopping each sentence
to ask sts to repeat.

Explain the short form There is = There’s

- Call the characters’ names .
- Listen and choral repetition.

- Listen and write down
Practice

12’ - Using the real objects, modeling.

T(shows a pen ): How many pens are there?
S1: There is a pen.

T:(shows 3 pens): How many pens are
there?

S1: There are three pens.

- Look at the teacher, listen and
practise.

- Practise

Choral repetition

Group1:How many books are there?
Scotte:How many clouds are there?

John: There are six clouds.

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- Deviding class into 2 groups.

- Asking each group to use the object
- Modeling.

-Asking sts to practise.
Getting feedback

Group 2:There are 4 books. How
many pencils are there?

Group1: ...
III. After-learning:

Time Teacher’s activities Students’ activities

Play game
5’ * Replay race:

- Giving the instruction

- Calling sts to make two lines (include 5 sts).
Two of the first sts in each line come near by T,
listen teacher’s sentencewith “there is / there
are, then come back their line and pass this
sentence to S2, S2 passes S3, … the last st will

show up and read aloud the sentence.

Make two lines.
- Join into the game.
( 01 mark for the winner)

D. Consolidation:

- Ask students to read the new words again
- Teacher says structure

E. Home-duty:

- Learn by heart new words and structure

- Prepare the new lesson: “ Let’s learn ( lesson 2)”
F. Experience

Week 11 Period 22 Date of teaching: , 2010
UNIT 6

LET’S LEARN (Lesson 2)

A. Aims and objectives:

- By the end of the lesson, students will be able to count
1. Language:

a. Vocabulary: flower, tree, puddle

b. Structure: How many flowers are there? There are three clouds.
2. Skill: integrated skill with a focus on Speaking.

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1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ *Subtitution:

Ask students to make the coversation - PractiseS1: How many books are there?
S2: There are three books. How many 
pens are there?

S2: There are two pens. How many 
rulers are there?

S2: There are four rulers. How many 
erasers are there?....

2. Presentation
10’ 1. Introduce the vocabulary

- Using or pictures to introduce vocabulary.
- Writing out.

+ flower: hoa
 + tree: cây

+ puddle: đầm lầy
- Guide how to read

2. Review the questions-and-answer pattern 
with singular nouns

- Draw one cloud on the board
- Use the puppet to model

3.Review the questions-and-answer pattern 
with plural nouns

- Draw six clouds on the board
- Use the puppet to model

- Distinguish between the singular and plural
nouns

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

PA: How many clouds are there?
PB: One. There is one/a cloud.
- Repeat the dialogue

PA: How many clouds are there?

PB: One, two, three, four, five, six.
There are six clouds.

- Listen carefully
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 49:

- Playing the tape .

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Explain the short form There is = There’s

- Listen and point to the pictures .

- Listen and write down
Practice

12’ - Playing the tape.

- Deviding class into 02 groups. - Show on Sam and Ginger.- Choral repetition

+ Group A ( role play Sam): How
many flowers are there?

+ Group B ( role play Ginger):
There’s one flower.

- Changing role and practise.
1. How many flowers are there? There’s one flower.

2. How many flowers are there?There are three
flowers.

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- Using the real objects, modeling.

T(shows a pen ): How many pens are there?
S1: There is a pen.

T:(shows 3 pens): How many pens are
there?

S1: There are three pens.
- Deviding class into 2 groups.

- Asking each group to use the object
- Modeling.

-Asking sts to practise.
Getting feedback

- Look at the teacher, listen and
practise.

- Practise

Choral repetition

Group1:How many books are there?
Group 2:There are 4 books. How
many pencils are there?

Group1: ...

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
5’ - Ask students to do the exercise

- Get feedback
A. Circle.

1. a flower 2. clouds 3. trees 4. a puddle
B. Write.

1. a cloud 2. clouds 3. a puddle 
4. a flower 5. trees 6.a tree
7. flowers 8. puddles

C. Cirle and write.
1. There are six flowers.
2. There is a cloud

- Do the exercise

D. Consolidation:

- Ask students to read the new words again
- Teacher says structure

E. Home-duty:

- Learn by heart new words and structure

- Prepare the new lesson: “ Let’s learn ( lesson 3)”
F. Experience

Week 12 Period 23 Date of teaching: , 2010
UNIT 6

LET’S LEARN (Lesson 3)

A. Aims and objectives:

- By the end of the lesson, students will be able to count
1. Language:

a. Vocabulary: review

b. Structure: How many … are there? There is/are….
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

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2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ *Subtitution:

Ask students to make the coversation
Example:

S1: How many books are there?

S2: There are three books. How many pens are 
there?

S2: There are two pens. How many rulers are 
there?

S2: There are four rulers. How many erasers 
are there?....

- Practise

2. Presentation
10’ 1. Review the questions-and-answer pattern

with singular nouns

- Draw one cloud on the board
- Use the puppet to model

PA: How many clouds are there?
PB: One. There is one/a cloud.

2. Review the questions-and-answer pattern 
with plural nouns

- Draw six clouds on the board
- Use the puppet to model

PA: How many clouds are there?

PB: One, two, three, four, five, six. There are
six clouds.

- Distinguish between the singular and plural
nouns

- Repeat the dialogue

- Listen carefully
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask students to open their books to page 49:

Playing the tape .

Playing the tape again. Stopping each sentence
to ask sts to repeat.

Explain the short form
There is = There’s

- Listen and point to the pictures .

- Listen and write down
Practice

12’ - Deviding class into 02 groups. - Show on Sam and Ginger.
- Choral repetition

+ Group A ( role play Sam): How
many flowers are there?

+ Group B ( role play Ginger):
There’s one flower.

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* Count them

- Ask students to look at the picture and count
Getting feedback

Example: There is a bat
There four balls…..

- Practise to count

III. After-learning:

Time Teacher’s activities Students’ activities

Play game
5’ * Count things:

- Deviding class into 6 groups.

- Ask students to count things which they have

- Practise
D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( lesson 4)”
F. Experience

Week 12 Period 24 Date of teaching: , 2010
UNIT 6

LET’S LEARN (Lesson 4)

A. Aims and objectives:

- By the end of the lesson, students will be able to count
1. Language:

a. Vocabulary: review

b. Structure: How many … are there? There is/are….
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

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3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ * Count things:

- Deviding class into 6 groups.

- Ask students to count things which they have
EX: There are 10 pens

There is an eraser…..

- Practise

2. Presentation
10’ 1. Review the questions-and-answer pattern

with singular nouns

- Draw one cloud on the board
- Use the puppet to model

PA: How many clouds are there?
PB: One. There is one/a cloud.

2. Review the questions-and-answer pattern 
with plural nouns

- Draw six clouds on the board
- Use the puppet to model

PA: How many clouds are there?

PB: One, two, three, four, five, six. There are
six clouds.

- Distinguish between the singular and plural
nouns

- Repeat the dialogue

- Listen carefully
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask students to open their books to page 49:

Playing the tape .

Playing the tape again. Stopping each sentence
to ask sts to repeat.

Explain the short form
There is = There’s

- Listen and point to the pictures .

- Listen and write down
Practice

12’ - Use a picture which have some things

- Ask students to look at the picture. Then ask
and answer the questions “ How many ?”

- Correct

Practise in pairs

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
5’ * Count and write.

- Ask students to count things which they have
and write

1. There are three puddles.
2. There are two trees.
3. There is one ball

- Practise

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Ask students to read the new words again

Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn some more ( lesson 1)”
F. Experience

Week 13 Period 25 Date of teaching: , 2010
UNIT 6

LET’S learn some more (lesson 1)

A. Aims and objectives:

By the end of the lesson, the students will be able to to describe a situation.
1. Language:

a.Vocabulary:: in, on, under, by, table.

b.Grammar: : Where is the (kite)? It’s (in) the (tree).

Where are the (books)?They are (under) the (table)
2. Skill: integrated skill

B. Preparation:

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1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ Jumbled words

Write the words whose letters are not in good
order on the board .Ask Ss to work in groups
and arrange the letters to make complete word.

- Group work

1. loferw flower 
2. rete tree
3. duclo cloud
 4. dlepud puddle
2. Presentation

10’ 1. Introduce the vocabulary.

- Introduce the vocabulary by using a bag and a
ball to describe location.

+ on: Trên + in : Trong

+ under : Dưới + by: Gần

2. Present the singular question and answer 
pattern.

- Put a ball on the bag. Use the puppets to make
modeling.

PA: (point to the ball). Where is the ball?
PB: (point at the ball and the bag). The ball is 
on the bag.

Do as the same step with the other prepositions
(under,in,by).

3.Practice:

Divide class into two groups.

Each group uses real thing to practice
T: (put the ball under the bag)

4. Present the plural question and answer 
pattern.

Raise two books and put its on the table.
PA: (point to the books). Where are the 
books?

PB: (point at the books and the table). They

are on the table.

5. Practice:

- Ask Ss to practise with objects .
- Go around the class and help sts

- Look at those objects.
- Listen and reply.

- Repeat word by word in chorus.

- Choral repetition

- Individual work and group work
GA: Where is the ball?

GB: It’s under the bag.

- Copy down

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II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book

2. Practice
6’ - Deviding class into 02 groups.

- Going around the class and helping sts - Practice in groups
III. After-learning:

Time Teacher’s activities Students’ activities

1. Play game
6’ Walk and Talk.

- Call a volunteer to put some objects around
class.

- Go around and give help if necessary.

- Work in pair.Go around the
classroom and practise.

S1: Where are the rulers?
S2: They are on the desk.
2. Do exercise

4’ A. Match

- Asking sts to connect.
B. Circle and write:

1. in 2. under 3. by 4. in - Do at home.
D. Consolidation:

- Say the structure again
E. Home work:

- Learn by heart the new words .

- Prepare for next lesson: “Let’s learn some more ” (lesson 2)
F. Experience

\Week 13 Period 26 Date of teaching: November 20th , 2009
UNIT 6

LET’S LEARN SOME MORE (lesson 2)
5’ - Ask students to open the book on page 50

- Using wall chart to show the characters and
describe.

- Play the tape sentence by sentence.

- Playing the tape again.Stop by sentence and
ask them to repeat in chorus.

Notes: Where is = Where’s

It is = It’s / They are = They’re

- Listen and point at the characters in
the pictures.

- Listen and show on the book.
- Listen and choral repetition.
- Choral repetition

- Copy down.
Lisa: Where is the kite?

Scott: It’s in the tree.

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A. Aims and objectives:

By the end of the lesson, the students will be able to ask about location
1. Language:

a.Vocabulary:: in, on, under, by, table.

b.Grammar: : Where is the (kite)? It’s (in) the (tree).

Where are the (books)? They are (under) the (table)
2. Skill: integrated skill

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ *Subtitution:

Ask students to make the coversation

- Pair work

S1: Where is the pen?
S2: It is in the book…
2. Presentation

10’ 1. Review the singular question and answer 
pattern.

PA: (point to the ball). Where is the ball?
PB: (point at the ball and the bag). The ball is 
on the bag.

2. Review the plural question and answer 
pattern.

Raise two books and put its on the table. Use
the puppets to make modeling the pattern.
PA: (point to the books). Where are the 
books?

PB: (point at the books and the table). They 
are on the table.

5. Practice:

- Asking sts to practise using objects in the
classroom.

- Going around the class and helping sts when
they need.

- Look at those objects.
- Listen and reply.

- Repeat word by word in chorus.
- Choral repetition

- Individual work and group work
- Copy down

- Practice

II. While- learning:

Time Teacher’s activities Students’ activities

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2. Practice
6’ - Play the tape on page 51

- Deviding class into 02 groups.

- Going around the class and helping sts when
they need.

- Listen and repeat

- Practice in groups
III. After-learning:

Time Teacher’s activities Students’ activities

1. Play game
6’ Walk and Talk.

- Call a St volunteer to put some objects around
class.

- Ask them to work in pair.

Go around the classroom and practise.
S1: Where are the rulers?

S2: They are on the desk.
2. Do exercise

4’ c. Write.

- Ask students to write the answers
1. It is in the tree

2. It is in the bag

3. They are on the table

- Do at home.
D. Consolidation:

- Say the structure again
E. Home work:

- Learn by heart the new words .

- Prepare for next lesson: “Let’s learn some more ” (lesson 3)
F. Experience

Week 14 Period 27 Date of teaching: November 27th , 2009
UNIT 6

LET’S LEARN SOME MORE (lesson 3)
 A. Aims and objectives:

By the end of the lesson, the students will be able to ask about specifying location
5’ - Playing the tape.

- Using wall chart to show the characters and
describe.

- Play the tape sentence by sentence.

- Play the tape again. Stop by sentence and ask
them to repeat in chorus.

Notes: Where is = Where’s

It is = It’s / They are = They’re

- Listen and point at the characters in
the pictures.

- Listen and show on the book.
- Listen and choral repetition.
- Choral repetition

- Copy down.

1.Where’s the kite? It’s in the tree.

2.Where’s the notebook? It’s on the table.
3Where are the books?They’re on the table.
4.Where are the bikes? They by the table.
5.Where are the ball? They’re in the bag.
6.Where’s the yo-yo? It’s by the table.
7.Where’s the doll? It’s under the table.
8.Where are the cars?They’re in the puddle.

Lisa: Where is the kite?
Scott: It’s in the tree.

John: Where are the books?
Lisa: They are under the table.

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1. Language:

a.Vocabulary: in, on, under, by, table.

b.Grammar: : Where is the (kite)? It’s (in) the (tree).

Where are the (books)? They are (under) the (table)
2. Skill: integrated skill

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ Chain Drill

Asking students to pratise in asking about
ability.

Teacher asks to S1, S1 asks to S2, S2 asks to S3,…

- T: Where is the desk?

- S1 : It is by the board. Where……?

- S2 :…….

- Practice

2. Presentation
10’ 1. Review the singular and plural question

and answer pattern.

PA: (point to the ball). Where is the ball?
PB: (point at the ball and the bag). The ball is 
on the bag.

PA: (point to the books). Where are the 
books?

PB: (point at the books and the table). They 
are on the table.

5. Practice:

- Asking sts to practise using objects in the
classroom.

- Going around the class and helping sts when
they need.

- Look at those objects.

- Listen and reply.

- Repeat word by word in chorus.
- Choral repetition

- Individual work and group work
- Copy down

- Practice
II. While- learning:

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1. Open the book

2. Practice
10’ - Give a picture

- Deviding class into 02 groups.

- Going around the class and helping sts when
they need.

- Look at the picture

- Ask and answer the location
- Practice in groups

III. After-learning:

Time Teacher’s activities Students’ activities

Play game
6’ Walk and Talk.

- Giving instruction.

- Call a St volunteer to put some objects around
class.

- Ask them to work in pair.

- Teacher goes around and give help if
necessary.

Go around the classroom and practise.
S1: Where are the rulers?

S2: They are on the desk.

D. Consolidation:
- Say the structure again
E. Home work:

- Learn by heart the new words .

- Prepare for next lesson: “Let’s learn some more ” (lesson 4)
F. Experience

Week 14 Period 28 Date of teaching: November 27th,
2009

UNIT 6

LET’S LEARN SOME MORE (Lesson 4)

A. Aims and objectives:

By the end of the lesson, the students will be able to learn the Alphabet
1. Language:

5’ - Play the tape on page 51 again

- Play the tape again. Stop by sentence and ask
them to repeat in chorus.

Notes:

Where is = Where’s
It is = It’s

They are = They’re

- Listen and choral repetition.
- Choral repetition

1.Where’s the kite? It’s in the tree.

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a. Vocabulary: octopus, question
b. Grammar:

2. Skill: integrated skill with focus on reading

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ Ask students to sing “ The alphabet song” Sing the song
2. Presentation

10’ Review the Alphabet:

THE APHABET

- Showing on each letter, read aloud.

- Asking Ss to practise in reading the
Alphabet.

- Going around the class and helping Ss if they

need.

- Look at the board and listen.
- Choral repetition

- Read in pairs.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
6’ Ask student to open their books to page 51

- Getting Ss to read the Alphabet.
Slap.

Divide the class in to small groups. Each group
is four Sts.

Put the letters (A-N) on the table. Call on the
name of the letter. Who is the first to touch the
letter is winner.

- Open the book and listen to the tape
while pointing at the letters at the end
of the page 51

2. Practice
10’ Play the tape again. Stop by sentence. Sts listen

and repeat.

O, /o/, octopus; P, /p/, pencil; Q, /kw/, 
question; R, /r/, ruler.

* Writing practice

- Show them to know how to write with these
letters.

O o, P p, Q q, R r.

- Ask them to write ten times in the notebook.

Listen and repeat

III. After-learning:

Time Teacher’s activities Students’ activities

A B C D E F G
H I J K L M N O P

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Do exercise
6’ D. Circle and complete the words.

1. O 2. P 3. Q 4. R

- Practice

D. Consolidation:

- Read the alphabet again
E. Home work:

- Learn by heart the alphabet .

- Prepare for next lesson: “Let’s move ”
F. Experience

Week 15 Period 29 Date of teaching: December 3th 2009

UNIT 6

LET’S MOVE (Lesson 1)

A. Aims and objectives:

By the end of the lesson, the students will be able to ask and answer about abilities.
1. Language:

a. Vocabulary: climb a tree, play baseball, read a book
b. Grammar: Can he (climb a tree)?Yes, he can./No, he cannot.

2. Skill: integrated skill with focus on speaking, listening
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ * Noughts and Crosses

- Divide the class into two teams and have them
to play game “Noughts and Crosses”

- Draw a table contain 9 words or phrases in
each cell.

- Ask Sts to choose a word in the cell and make
a sentence with that word. A correct sentence
with the given word will get one O or X. the

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group with 3 O or 3 X vertically, horizontally or
even diagonally will be the winner.

2. Presentation
10’ * Present the commands

Use technique Total Physical Response to
model the commands. Say the commands

while acting out the commands.

Model the way using verbs as directed in the
book.

Vocabulary:

- climb a tree: trèo cây

- play baseball: chơi bóng chày

- read a book : đọc sách 
Make the commands, all Sts do as commands.
* Present the pattern

Elicit the students to introduce
T: Can he climb a tree?

Use the Puppets to make modeling the answer.
PA: Yes, he can.

PB: No, he can’t.

Demonstrate the meaning can or can’t.

Look at the teacher

Write down
Repeat

Listen and answer.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask student to open their books to page 52

Show this page so that Sts can see to read and
act out the commands.

Play the tape.

Call on some volunteer to point at the picture in
the book. Sts make the commands following
the pictures and act out. Continue calling the
other Sts to practice.

Present the paradigm and contraction.
Write the pattern on the board.

Can he climb a tree?
Yes, he can. / No, he can’t.

Play the tape again. Explain how to use the
short form.

Note: cannot = can’t

- Open the book on page 44

Point at the words while playing the
tape.

Listen and repeat in chorus.

Write down

2. Practice
8’ Teacher gives a question. Sts listen and answer.

T: Can he (play baseball)?
Sts: Yes, he can. / No, he cannot.

Do as the same and change role to continue
practicing.

Practise in pairs

III. After-learning:

Time Teacher’s activities Students’ activities

Production
5’ - Divide the class into small groups. Group A
answer “Yes, he can.” Group B answer “No, he
can’t”.

- Join the game

T: Can he climb a tree?

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- Change role to continue practicing with the

other cards. GB: (get felling sad) No, he can’t.

D. Consolidation:

- Remind the way how to use the new structures
E. Home work:

- Learn by heart the new words and structures.
- Prepare for next lesson: “Let’s move ” (lesson 2.)
F. Experience

Week 15 Period 30 Date of teaching: December 3rd,
2009

UNIT 6

LET’S MOVE (Lesson 2)

A. Aims and objectives:

By the end of the lesson, the students will be able to ask and answer about abilities.
1. Language:

a. Vocabulary: play tag, ride a bicycle, fly a kite.

b. Grammar: Can she (play tag)? Yes, she can./No, she cannot.
2. Skill: integrated skill with focus on speaking, listening

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ * Noughts and Crosses

- Divide the class into two teams and have them
to play game “Noughts and Crosses”

- Draw a table contain 9 words or phrases in
each cell.

- Ask Sts to choose a word in the cell and make
a sentence with that word. A correct sentence
with the given word will get one O or X. the
group with 3 O or 3 X vertically, horizontally or

even diagonally will be the winner.

Work in group to play game

2. Presentation
10’ * Present the commands

Use technique Total Physical Response to
model the commands. Say the commands
while acting out the commands.

Model the way using verbs as directed in the
book.

Vocabulary:

- play tag: chơi đuổi bắt 
- ride a bicycle: đạp xe đạp 
- fly a kite: thả diều

Make the commands, all Sts do as commands.
* Present the pattern

Look at the teacher

Write down
Repeat

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Elicit the students to introduce

T: Can she play tag ?

Use the Puppets to make modeling the answer.
PA: Yes, she can.

PB: No, she can’t.

Demonstrate the meaning can or can’t.
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask student to open their books to page 52

Show this page so that Sts can see to read and
act out the commands.

Play the tape. Call on some volunteer to point
at the picture in the book. Sts make the

commands following the pictures and act out.
Continue calling the other Sts to practice.
Present the paradigm and contraction.
Write the pattern on the board.

Can she play tag?

Yes, she can. / No, she can’t.

Play the tape again. Explain how to use the
short form.

Note: cannot = can’t

- Open the book on page 44

Point at the words while playing the
tape.

Listen and repeat in chorus.

Write down

2. Practice
8’ . Teacher gives a question. Sts listen and

answer.

T: Can she (play tag)?

Sts: Yes,she can. / No, she cannot.

Do as the same and change role to continue
practicing.

Practise in pairs

III. After-learning:

Time Teacher’s activities Students’ activities

Production
5’ - Divide the class into small groups. Group A
answer “Yes, she can.” Group B answer “No,
she can’t”.

- Change role to continue practicing with the
other cards.

- Join the game
T: Can she play tag?

GA: (glad to answer) Yes, she can.
GB: (get felling sad) No, she can’t.
D. Consolidation:

- Remind the way how to use the new structures
E. Home work:

- Learn by heart the new words and structures.
- Prepare for next lesson: “Let’s move ” (lesson 3.)
F. Experience

Week 16 Period 31 Date of teaching:December 10th,
2009

UNIT 6

LET’S MOVE (Lesson 3)

A. Aims and objectives:

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By the end of the lesson, the students will be able to ask and answer about abilities.
1. Language:

a. Vocabulary: review

b. Grammar: Can he/she (play tag)?Yes, he/she can./ No, he/she cannot.
2. Skill: integrated skill with focus on speaking, listening

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ Board Race

Divide the class into four groups. Put the T’s
cards “111-116” on the board groove. The
teacher says aloud one command or group of

commands. The St, who slap at the right

command, will get ten marks. Then that St will
say another command and the other slap. The
group who get the most cards will be winner.

Work in group to play game

2. Presentation
10’ * Review the pattern

T: Can she play tag ?

Use the Puppets to make modeling the answer.
PA: Yes, she can.

PB: No, she can’t.

Demonstrate the meaning can or can’t.
T: Can he play tag ?

Use the Puppets to make modeling the answer.
PA: Yes, he can.

PB: No, he can’t.

Look at the teacher

Write down

Repeat

Listen and answer.
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask student to open their books to page 52

Show this page so that Sts can see to read and
act out the commands.

Play the tape. Call on some volunteer to point
at the picture in the book. Sts make the

commands following the pictures and act out.
Continue calling the other Sts to practice.
Present the paradigm and contraction.
Write the pattern on the board.

Can he/she play tag?

Yes, he/she can. / No, he/she can’t.

Play the tape again. Explain how to use the
short form.

Note: cannot = can’t

- Open the book on page 44

Point at the words while playing the
tape.

Listen and repeat in chorus.

Write down

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8’ Teacher gives a question. Sts listen and
answer.

T: Can she (fly a kite)?

Sts: Yes,she can. / No, she cannot.

Do as the same and change role to continue
practicing.

Practise in pairs

III. After-learning:

Time Teacher’s activities Students’ activities

Production
5’ A.Circle.

- Ask students to circle the right words
1. Yes, he can.

2. No, she cannot
3. No, he cannot
4. Yes, she can
B. Write.

- Ask students to write the answer
1. Can he read a book?

Yes, he can

2. Can she fly a kite?
 No, she cannot

- Practise

D. Consolidation:

- Remind the way how to use the new structures
E. Home work:

- Learn by heart the new words and structures.
- Prepare for next lesson: “Let’s listen”

F. Experience

Week 16 Period 32 Date of teaching: December 10th ,
2009

UNIT 6

LET’S LISTEN

A. Aims and objectives:

By the end of the lesson, the students will be able to review all lessons, do exercise.
1. Language:

a.Vocabulary: Review
 b.Grammar: Review
2. Skill: integrated skill

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-listening:

Time Teacher’s activities Students’ activities

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Dialogue Musical Chairs

Teacher plays the song “How’s The Weather?”

2. Let’s learn.

Board Race

Divide the class into four groups. Put the T’s
cards “33-34” and Ss’ card “99-106” on the
board groove. The teacher describes a picture.
T: There are (four trees). The St is in the first
line to run the board and touch the picture. Who
slap at the right picture, will get one mark. 3.
Let’s learn some more.

Divide class into two groups. Put a bell in front
of class. When teacher give question. Ss in each
group listens and then run to the board and ring
the bell and answer the question. The right
answer will get one point.

4. Let’s move.
Please

Make commands. Sts do as commanded. If the
teacher says the commands begun with

“please”. Sts do as commanded. If not, Sts do
nothing.

- Practise

- Practise.

- Practise.
2. Presentation

10’ Teach Sts the way to do a listening test. Hang
one the similar picture in the book. Put T’s
cards 1 – 8 on the board line.

- Listen.

- Look at the poster.
II. While- listening:

Time Teacher’s activities Students’ activities

1. Open the book

2. Practice
6’ - Asking Ss to do the test.

- Playing the tape.

- Playing the tape the second time.

- Play the tape again. Sts do this exercise as a
writing test.

- Open the books.

- Listen and show the objects.

- Listen and circle.

- Say out the number.
5’ The teacher opens the book and shows the

picture to Sts so that Sts can see.
T: How’s the weather?....

Sts recognize the activities in pictures 1 – 8.

- Look at the book and identify the
objects ( 1 – 8

1.How’s the weather? It’s cloudy
2.How’s the weather? It’s rainy

3.Where’s the kite? It’s under the tree.
4. Where’s the book? It’s on the table.
5. How many puddles are there? There 
are four puddles.

6. How many flowers are there? There’s 
one flower.

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* Key: 1.b; 2.a; 3.b; 4.a; 5.b; 6.b; 7.b; 8.a.
III. After-listening:

Time Teacher’s activities Students’ activities

Do exercise

4’ A. Circle.

1. It’s cloudy. 2. It’s snowy.
B.Draw.

C. Write.

1. There are two kites. 2. There is one tree

- Practise

D. Consolidation:
- Read the colors again
E. Home work:

- Learn by heart the words .

- Prepare for next lesson: “Let’s review ”
F. Experience

Week 17 Period 33 Date of teaching: December 17th , 2009
 LET’S REVIEW

A. Aims and objectives:

By the end of the lesson, the students will be able to review all lessons, do exercise.
1. Language:

a.Vocabulary: name the things
 b.Grammar: Review

2. Skill: integrated skill
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-reviewing:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ 1. Songs:

- Asking sts to sing the song.
 “How’s the weather?”

- Choral sing.
2. Presentation

10’ * Structures:

- Deviding class into 03 groups and giving each
groups a bag.

- Asking sts to take out these things and

identify.

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II. While- reviewing:

Time Teacher’s activities Students’ activities

1. Open the book

2. Practice
6’ - Asking sts to review vocabulary.

- Asking sts to play game by roll the die and
move spaces, identify the object in space.

* Key:

- Show on the pictures a identify the
objects.

-Individual marker

- Roll the die and identify object

III. After-reviewing:

Time Teacher’s activities Students’ activities

Do exercise
4’ A. Find the words

- Asking sts to find the words.
B. Match.

- Asking students to connect the sentences with
the suitable pictures

- Practise

D. Consolidation:
- Read the colors again
E. Home work:

- Learn by heart the words .

- Prepare for next lesson: “Let’s review ”
F. Experience

5’ Open your book on page 54
- Showing the map.

Make the questions about the pictures on the
map.

T: What’s this?
S1: It’s a ( flower)

T: Is it big ?

S2: Yes, it is. It’s a ( big)( flower)

- Look at the map and answer the
questions

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Week 17 Period 34 Date of teaching: December 17th , 2009

LET’S REVIEW (lesson 2)

A. Aims and objectives:

By the end of the lesson, the students will be able to review all lessons, do exercise.
1. Language:

a.Vocabulary: Review
 b.Grammar: Review
2. Skill: integrated skill

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-reviewing:

Time Teacher’s activities Students’ activities

1. Warm-up:

4’ Song:

- Asking sts to sing the song.

“ The happy birthday song” - Choral singing.
2. Presentation

10’ 1. Structures :
- Review the structure:
“How many …….are there?

- Deviding sts in pairs and practise the
model ask – answer.

- Going around and helping sts

- Choral repetition

II. While- reviewing:

Time Teacher’s activities Students’ activities

1. Open the book
2. Practice
13’ B. Ask your partner:

- Deviding sts in pairs and practise the
model ask – answer.

- Going around and helping sts.
C. Say and act:

- Asking sts to look at the picture.

- Showing on the ballon with the words and
say:How old are you?. Showing on the ballon
with out any word and asking sts to guess the
words.

- Deviding class in pairs and practise these
dialogues.

- Showing each objects on the books.
S1: How many robots are there?
S2: There are two.

Look at the picture, identify
characters’names.

- Say out the keys.

- Ask and answer.
5’ Open your book on page 54

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III. After-reviewing:

Time Teacher’s activities Students’ activities

Do exercise
4’ D.write

- Asking sts to look at each picture and
complete the sentences

- Practise

D. Consolidation:
- Read the colors again
E. Home work:

- Learn by heart the words .

- Prepare for next lesson: “Let’s review ”
F. Experience

Week 18 Period 35 Date of teaching: December 24th , 2009

LET’S REVIEW (lesson 3)
A. Aims and objectives:

By the end of the lesson, the students will be able to review all lessons, do exercise.
1. Language:

a.Vocabulary: activities

b.Grammar: Can, prepositions
2. Skill: integrated skill

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

How’s the 
weather?

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I. Before-reviewing:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ 1.Vocabulary:

- Putting some pictures on the board.

- Calling sts from each groups come and take
any thing.

- Saying the name of these activities.
- T: (climb a tree)

2. Prepositions;

- Ask students to list the prepositions

- Look at these pictures.
- Say the name of activities

Answer: in, on, next to, under, by…
2. Presentation

10’ *Structures:

- Review how to use : “Can”
- Modeling.

- T: Can he climb a tree?

Ss: Yes, he can. / No, he can’t

- Choral repetition

II. While- reviewing:

Time Teacher’s activities Students’ activities

1. Open the book
2. Practice
12’ D. Ask and answer:

- Showing the pictures.

- Make the questions about the pictures

E. Listen carefully:

- Playing tape

- Ask students answer the questions:
Where is the cat?

- Playing tape again

* Key: 1.a , 2.b , 3.a , 4.b

- Look at the pictures and answer the
questions

- Look at the picture, identify the
position of the cat

- Listen and circle the letter under the
picture.

III. After-reviewing:

Time Teacher’s activities Students’ activities

Do exercise

4’ C. Write

- Asking sts to look at the pictures and
complete the sentences

1. on, 2.by , 3. in

- Write down

D. Consolidation:
- Read the colors again
E. Home work:

5’ Open your book on page 55

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- Learn by heart the words, stuctures .

- Prepare for next lesson: Unit 7:“Let’s talk ”
F. Experience

Week 18 Period 36 Date of teaching: December 24th , 2009
UNIT 7

LET’S TALK (Part 1)

A. Aims:

By the end of the lesson, the students will be able to express hunger and thirst
 1. Language:

a.Vocabulary: hungry, thirsty
b.Grammar: I’m (hungry). I want (an apple)
2. Skill: Speaking, listening, writing skills

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-talking:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ 1. Songs:

- Asking sts to sing the song.
 “How’s the weather?”

- Choral singing.
2. Presentation

10’ a. Introduce new words:

- Use the pictures to introduce the words:
+ hungry: đói

+ thirsty: khát nước
+ want: muốn

+ juice: nước ép trái cây

b. Present the part of the dialogue
- Elicit to introduce the new patterns
T: I’m hungry. I want an apple…

Look at the pictures
Listen and repeat
Count from 1 to 10
Practise

II. While- talking:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask students to open the book on page 56

Showing the wall charts and read the dialogue.
Asking students work in pairs and pratise

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following the dialogue.

Playing the tape

- Role play. (Lisa and Jenny).

Listen and repeat

2. Practice

10’ Write the pattern on the board

Note: You are = You’re

Model the structure three times. Have the
students listen and repeat after open their
books.

Practice in group

Look at the T’s activities. Look at the
T’s book, listen and repeat following
the T.

III. After-talking:

Time Teacher’s activities Students’ activities

Extension
6’ * slap

Guiding sts to practise by using the pictures
T(asks S1):

- Practise

D. Consolidation:

Ask students to read the new words again
E. Home work:

Learn by heart new words

Prepare for new lesson : Unit 1: Let’t talk (cont.)
F. Experience

Week 19 Period 37 Date of teaching: January , 2009
UNIT 7

LET’S TALK (Part 2)

A. Aims:

Lisa: I’m hungry. I want an apple
Jenny: I’m thirsty. I want juice.
Lisa: Here you are.

Jenny: thank you.
Lisa: You’re welcome

Here you are.
Thank you.
You are welcome

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By the end of the lesson, the students will be able to express hunger and thirst
 1. Language:

a.Vocabulary: hungry, thirsty
b.Grammar: I’m (hungry). I want (an apple)
2. Skill: Speaking, listening, writing skills

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-talking:

Time Teacher’s activities Students’ activities

1. Warm-up:

7’ - Ask students to say about their feelings - Practise

S1: I’m hungry.
S2: I’m thirsty.
……

2. Presentation
10’ 1. Review the part of the dialogue

- Elicit to introduce the new patterns
T: I’m hungry. I want an apple…
2. Practise:

Have them repeat the pattern several times.

Divide the class into two groups. Give group A
an apple and group B a bottle.

Have S volunteers come to the board to
practice again the dialogue.

Look at the teacher
Practise

GA: I’m hungry. I want an apple.
GB: I’m thirsty. I want juice.

II. While- talking:

Time Teacher’s activities Students’ activities

1. Open the book
5’ Ask students to open the book on page 56

Showing the wall charts and read the dialogue.
Asking students work in pairs and pratise
following the dialogue.

Playing the tape

Open the textbook, listen and repeat.
( Choral repetition & pair repetition).
- Role play. (Lisa and Jenny).

Listen and repeat

2. Practice
10’ Write the pattern on the board

Practice in group

Look at the T’s activities. Look at the
T’s book, listen and repeat following
Lisa: I’m hungry. I want an apple

Jenny: I’m thirsty. I want juice.
Lisa: Here you are.

Jenny: thank you.
Lisa: You’re welcome

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Note: You are = You’re

Model the structure three times. Have the
students listen and repeat after open their
books.

the T.

III. After-talking:

Time Teacher’s activities Students’ activities

Extension
6’ * Walk and talk

Have the Ss walk around and ask
Example:

S1: I want a (book).
S2: Here you are.
S1: Thank you.

S2: You are welcome.

- Practise

Do exercise
6’ - Ask students to complete the blank

A. Write.

I’m thirsty. I want juice
B. Write.

You’re welcome

- Practise

D. Consolidation:

Ask students to read the new words again
E. Home work:

Learn by heart new words

Prepare for new lesson : Unit 7: Let’t sing
F. Experience

Week 19 Period 38 Date of teaching:January , 2009
UNIT 7

LET’S SING ( lesson 1 )

A. Aims and objectives:

- To help the students to sing “ Peaches, apples, and plums”
1.Language:

a. Vocabulary: Peach, plum
b. Structure: What do you want?

2. Skill: integrated skill with a focus on Listening and Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: group work, using picture, listen and repeat.
3. Aids: picture, cassette player

C. Procedures :
I. Before-singing:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ - Ask students to say about their feelings and

wants S1: I’m hungry. I want an apple.S2: I’m thirsty. I want juice……
2. Presentation

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- Use the pictures to introduce the words:
+ peach: Quả đào

+ plum: Quả mận

b. Present the part of the dialogue
- Elicit to introduce the new patterns
T : What do you want?

Ss: I want an apple
c. Practice:

Divide the class into two groups and practice

Look at the puppets and listen.
Write down

II. While- singing:

Time Teacher’s activities Students’ activities

1. Open the book
4’ Showing the book and explaining about the

picture & the song

“Peaches, apples, and plums”

Plays the cassette player,

Let them read the song (without music)

Models the song, asks the students to repeat
and using gestures.

Look at the book and listen.

Practice Choral repetition
Sing following the tape.
2. Practice

12’ Deviding class into 02 groups, asking them to
practise in singing.

Ask students to sing sentence by sentence in
small group

Calls each group to present the song.
Correct the mistakes.

Have the students sing individually

Sing. ( Roleplay)

-Sing after the tape, each group sing
one sentence

- Sing individual
(other Ps remark)
III. After-talking:

Time Teacher’s activities Students’ activities

Play game
6’ Dialogue Musical Chairs

Giving instruction.

Reordering 06 chairs into a row. Calling 07 sts
to come in front of the class. Asking them to
listen to music and practise in greeting. When
the music stopping, they must sit on the chairs
quickly. If any st doesn’t have a sit, they will be
ruled out. Choosing other st to replace. At the
end of the game, all losers will be punished.
     

Listen.

Join into the game.
Peaches, apples, and plums

Peaches, apples, and plums
What do you want?

I want an apple

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   

loser
D. Consolidation:

Sing this song chorus again
E. Home work:

Learn by heart the song

Prepare for next lesson: Unit 7: Let’s sing (cont.)
F. Experience

Week 20 Period 39 Date of teaching: January , 2009
UNIT 7

LET’S SING ( lesson 2)

A. Aims and objectives:

- To help the students to sing “ Peaches, apples, and plums”
1.Language:

a. Vocabulary: Peach, plum

b. Structure: What do you want?

2. Skill: integrated skill with a focus on Listening and Speaking.
B. Preparation:

1. Method: Communicative approach

4. Techniques: group work, using picture, listen and repeat.
5. Aids: picture, cassette player

C. Procedures :
I. Before-singing:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ - Ask students to say about their feelings and

wants S1: I’m hungry. I want an apple.S2: I’m thirsty. I want juice……
2. Presentation

10’ b. Review the part of the dialogue
- Elicit to introduce the new patterns
T : What do you want?

Ss: I want an apple
c. Practice:

Divide the class into two groups and practice

Look at the puppets and listen.
Write down

II. While- singing:

Time Teacher’s activities Students’ activities

1. Open the book
4’ Showing the book and explaining about the

picture & the song“Peaches, apples, and plums”

Plays the cassette player,

Look at the book and listen.

Practice Choral repetition
Sing following the tape.
Peaches, apples, and plums

Peaches, apples, and plums
What do you want?

I want an apple

Peaches, apples, and plums

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Let them read the song (without music)

Models the song, asks the students to repeat

and using gestures.

2. Practice
12’ Deviding class into 02 groups, asking them to

practise in singing.

Ask students to sing sentence by sentence in
small group

Calls each group to present the song.
Correct the mistakes.

Have the students sing individually

Sing. ( Roleplay)

-Sing after the tape, each group sing
one sentence

- Sing individual
(other Ps remark)
III. After-talking:

Time Teacher’s activities Students’ activities

Do exercise
6’ A. Complete the words.

1. a peach

2. an apple
3. a plum
B. Write.

1. I want a peach
2. I want an apple
3. I want a plum

Practice

D. Consolidation:

Sing this song chorus again
E. Home work:

Learn by heart the song

Prepare for next lesson: Unit 7: Let’s learn
F. Experience

Week 20 Period 40 Date of teaching: November 6th, 2009

UNIT 7

LET’S LEARN (Lesson 1)

A. Aims and objectives:

- By the end of the lesson, students will be able to ask and answer about what someone
wants.

1. Language:

a. Vocabulary: ice cream, cake
b. Structure: What do you want?

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B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ Sing the song “peaches, apples and plums” - Practise to sing
2. Presentation

10’ 1. Introduce the vocabulary

Using or pictures to introduce vocabulary.
- Writing out.

+ cake: bánh
+ ice cream : kem
- Guide how to read
2.

Present the question and answer pattern.
Show the pictures on the wall chart. Use the
puppets to make modeling the question and
answer pattern with plural.

PA: (point to picture)
What do you want?
PB: I want (cake).

Ask them to repeat in chorus the following
puppets

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

- Repeat the dialogue
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book

5’ Ask students to open their books to page 58:

Playing the tape again. Stopping each sentence
to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.

Practice
12’ -Asking sts to roleplay .

- Getting feedback - PractiseChoral repetition
III. After-learning:

Time Teacher’s activities Students’ activities

Play game
5’ Memory Chain.

Divide the class into groups of eight. Model the
chain and have Ss continue, using the

Scott: I’m hungry.

John: What do you want?

Scott: I want cake. What do you want?
John: I want ice cream.

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vocabulary and structures from this unit.

S1: I want cake.

S2: I want cake and ice cream

S3: I want cake , ice cream and juice
D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( lesson 2)”
F. Experience

Week 21 Period 41 Date of teaching: January ,
2010

UNIT 7

LET’S LEARN (Lesson 2)

A. Aims and objectives:

- By the end of the lesson, students will be able to ask and answer about what someone
wants.

1. Language:

a. Vocabulary: milk, chicken,pizza, bread, rice.
b. Structure: What do you want?

I want cake and ice cream
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their wants - Practice

S1: What do you want?
S2: I want (cake)……
2. Presentation

10’ 1. Introduce the vocabulary

- Using or pictures to introduce vocabulary.
- Writing out.

+ milk : sữa
+ chicken:gà

+ pizza : bánh pizza

- Repeat ( Choral & Individual
repetition).

- Copy down.

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+ bread : Bánh mì
+ rice :Cơm

- Guide how to read
2.

Present the question and answer pattern.
- Show the pictures on the wall chart. Use the
puppets to make modeling the question and
answer pattern with plural.

PA: (point to picture)
What do you want?
PB: I want (cake).

- Ask them to repeat in chorus the following

puppets

- Repeat the dialogue

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 58:

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.

Practice
12’ - Play the tape. The tape

Sam: What do you want?
Ginger: I want milk.

- Divide the class into two groups to practice the
pattern with pictures in the book.

S1: What do you want?
S2: I want fish.

Call on some pairs to practice in front of class.

- Sts point to Sam and Ginger while
listen the pattern and repeat in chorus.
- Practise

- Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
5’ A. Write:

- Ask student to write the words in the suitable
blanks

* Answer:

Down:1. fish 3. cake 4. ice cream
Across: 2. pizza 3. chicken 5. rice
 6. bread 7. milk

- Practice

D. Consolidation:

Ask students to read the new words again

Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( lesson 3)”
Scott: I’m hungry.

John: What do you want?

Scott: I want cake. What do you want?
John: I want ice cream.

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F. Experience

Week 21 Period 42 Date of teaching: January ,
2010

UNIT 7

LET’S LEARN (Lesson 3)

A. Aims and objectives:

- By the end of the lesson, students will be able to ask and answer about what someone
wants.

1. Language:

a. Vocabulary: milk, chicken,pizza, bread, rice.
b. Structure: What do you want?

I want cake and ice cream
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their wants - Practice

S1: What do you want?
S2: I want (milk)……
2. Presentation

10’ Review the question and answer pattern.1. 
- Show the pictures on the wall chart. Use the

puppets to make modeling the question and
answer pattern with plural.

PA: (point to picture)
 What do you want?
PB: I want (cake).

- Ask them to repeat in chorus the following
puppets

2. Practice:

- Ask students to work in pair to practice

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 59:

- Playing the tape again. Stopping each

sentence to ask sts to repeat. - Listen and choral repetition.

Practice

12’ - Play the tape. The tape - Sts point to Sam and Ginger while
1. milk, 2. fish, 3. chicken, 4. pizza,

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Sam: What do you want?
Ginger: I want milk.

- Divide the class into two groups to practice the
pattern with pictures in the book.

S1: What do you want?
S2: I want fish.

Call on some pairs to practice in front of class.

listen the pattern and repeat in chorus.
- Practise

- Choral repetition
III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
5’ B. Circle and write.

- Ask students to look at the pictures and

answer the question “ What do you want?”
1. I want ice cream

2. I want pizza

3. I want milk and cake

- Practice

D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( lesson 4)”
F. Experience

Week 22 Period 43 Date of teaching: January ,
2010

UNIT 7

LET’S LEARN (Lesson 4)

A. Aims and objectives:

- By the end of the lesson, students will be able to ask and answer about what someone
wants.

1. Language:

a. Vocabulary: milk, chicken,pizza, bread, rice.
b. Structure: What do you want?

I want cake and ice cream
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

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C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their wants - Practice

S1: What do you want?

S2: I want (milk)……
2. Presentation

10’ Review the question and answer pattern.1. 
- Show the pictures on the wall chart. Use the
puppets to make modeling the question and
answer pattern with plural.

PA: (point to picture)
 What do you want?
PB: I want (cake).

- Ask them to repeat in chorus the following
puppets

2. Practice:

- Ask students to work in pair to practice

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 59:

- Playing the tape again. Stopping each

sentence to ask sts to repeat. - Listen and choral repetition.

Practice
12’ - Play the tape. The tape

Sam: What do you want?
Ginger: I want milk.

- Divide the class into two groups to practice the
pattern with pictures in the book.

S1: What do you want?
S2: I want fish.

Call on some pairs to practice in front of class.
* Say these:

- ask students to look at the pictures and say :
I want ………and ……….

- Sts point to Sam and Ginger while
listen the pattern and repeat in chorus.
- Practise

- Choral repetition

- Practice fluently
III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
5’ C. Draw and write.

- Ask students to draw some food which they
want and answer the question “ What do you
want?

- Practice

D. Consolidation:

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Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn some more( lesson 1)”
F. Experience

Week 22 Period 44 Date of teaching: January , 2010
UNIT 7

LET’S LEARN SOME MORE(Lesson 1)

A. Aims and objectives:

- By the end of the lesson, students will be able to express the wants.
1. Language:

a. Vocabulary: Review

b. Structure: Do you want chicken?

Yes, I do/ No, I don’t
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their wants - Practice

S1: What do you want?
S2: I want (milk)……
2. Presentation

10’ 1. Present the question and answer pattern.
- Show the pictures on the wall chart. Use the
puppets to make modeling the pattern.

PA: (point to the picture)
Do you want chicken?
PB: Yes, I do.

- Ask them to repeat in chorus the following
puppets

2. Practice:

- Do as the same step with the other words.
- Change role to continue practicing.

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

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II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 60:

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.

Practice
12’ Partern:

Notes: do not = don’t

- Instructs them to read both forms.
-Asking sts to roleplay .

- Getting feedback

- Practise

Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Play game
5’ Find your partner.

- Use duplicate sets of S cards as the same
about food. Deal one card to each S. Have Ss
walk around the room to find the classmate
with the same card.

S1: (hold up a card).
Do you want milk?

S2: (hold different cards and answer).
No, I don’t.

(hold identical cards and answer).
Yes, I do.

- Practice

D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn some more ( lesson 2)”
F. Experience

Week 23 Period 45 Date of teaching: January , 2010
UNIT 7

John: Do you want chicken?

Scott: Yes, I do. Do you want chicken?
John: No, I don’t. I want pizza.

Do you want chicken?
Yes, I do. / No, I don’t.

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LET’S LEARN SOME MORE(Lesson 2)
A. Aims and objectives:

- By the end of the lesson, students will be able to express the wants.
1. Language:

a. Vocabulary: Review

b. Structure: Do you want chicken?

Yes, I do/ No, I don’t
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their wants - Practice

S1: What do you want?
S2: I want (milk)…… 
 Do you want milk?
S1: Yes, I do.

2. Presentation
10’ 1. Present the question and answer pattern.

- Show the pictures on the wall chart. Use the
puppets to make modeling the pattern.

PA: (point to the picture)
Do you want chicken?
PB: Yes, I do.

- Ask them to repeat in chorus the following
puppets

2. Practice:

- Do as the same step with the other words.
- Change role to continue practicing.

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

Practice in pairs
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 60:

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.

Practice
12’ Partern:

- Practise
John: Do you want chicken?

Scott: Yes, I do. Do you want chicken?
John: No, I don’t. I want pizza.

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Notes: do not = don’t

- Instructs them to read both forms.

-Asking sts to roleplay by using the pictures in
the book.

- Getting feedback

Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
5’ A. Check:

- Ask students to look at the pictures and check
in the suitable pictures

1. Yes, I do
2. No, I don’t.
3. No, I don’t.

4. Yes, I do

- Practice

D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn some more ( lesson 3)”
F. Experience

Week 23 Period 46 Date of teaching: January ,
2010

UNIT 7

LET’S LEARN SOME MORE(Lesson 3)

A. Aims and objectives:

- By the end of the lesson, students will be able to express the wants.
1. Language:

a. Vocabulary: Review

b. Structure: Do you want chicken?

Yes, I do/ No, I don’t
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their wants - Practice

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S2: I want (milk)…… 
 Do you want milk?
S1: Yes, I do.

2. Presentation
10’ 1. Review the question and answer pattern.

- Show the pictures on the wall chart. Use the
puppets to make modeling the pattern.

PA: (point to the picture)
Do you want chicken?
PB: Yes, I do.

- Ask them to repeat in chorus the following
puppets

2. Practice:

- Do as the same step with the other words.
- Change role to continue practicing.

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

Practice in pairs
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 61:

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.
 Practice

12’ Partern:

Notes: do not = don’t

- Instructs them to read both forms.

-Asking sts to roleplay by using the pictures in
the book.

- Getting feedback

- Asking sts to ask their friends about their
wants

- Practise

Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise

5’ B. Write.

- Ask students to look at the pictures and write
1. . No, I don’t.

2. Yes, I do

C. Circle and write.

- Ask students to look at the pictures , circle
and write the answers about their wants

- Practice
- Practice

D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

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Prepare the new lesson: “ Let’s learn some more ( lesson 4)”
F. Experience

Week 24 Period 47 Date of teaching: February ,
2010

UNIT 7

LET’S LEARN SOME MORE (Lesson 4)

A. Aims and objectives:

By the end of the lesson, the students will be able to learn the Alphabet
1. Language:

a. Vocabulary: sun, umbrella, van
b. Grammar:

2. Skill: integrated skill with focus on reading
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ Ask students to sing “ The alphabet song” Sing the song
2. Presentation

10’ Review the Alphabet:

THE APHABET

- Showing on each letter, read aloud.

- Asking Ss to practise in reading the
Alphabet.

- Going around the class and helping Ss if they
need.

- Look at the board and listen.
- Choral repetition

- Read in pairs.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
6’ Ask student to open their books to page 61

- Getting Ss to read the Alphabet.
Slap.

Divide the class in to small groups. Each group

- Open the book and listen to the tape
while pointing at the letters at the end
of the page 51

A B C D E F G
H I J K L M N O P

Q R S T U V
W X Y Z.

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is four Sts.

Put the letters (A-R) on the table. Call on the
name of the letter. Who is the first to touch the
letter is winner.

2. Practice
10’ Play the tape again. Stop by sentence. Sts listen

and repeat.

S, /es/, sun; T, /t/, table; 
U, /^/ umbrella; V, /v/, van. 
* Writing practice

- Show them to know how to write with these
letters.

S s, T t, U u, V v.

- Ask them to write ten times in the notebook.

Listen and repeat

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
6’ D. Circle and complete the words.

1. U 2. V 3. S 4. T

- Practice
D. Consolidation:

- Read the alphabet again
E. Home work:

- Learn by heart the alphabet .

- Prepare for next lesson: “Let’s move ”
F. Experience

Week 24 Period 48 Date of teaching: February , 2010
 UNIT 7

LET’S MOVE (Lesson 1)

A. Aims and objectives:

By the end of the lesson, the students will be able to ask about logical sequencing.
1. Language:

a. Vocabulary: Buy, wash, cut, eat
b. Grammar: Can / Can’t

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B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ Charades

Dive the class into two teams. Use Teacher
cards placed in one pile and four Teachers –
made can/can’t word cards in a second pile to
cue Ss. A representative from each team acts out
the charade to his or her team. Instruct a player
from each team to choose one card from each
pile and act out the situation shown by the two

cards combination

Work in group to play game

2. Presentation
10’ * Present the commands

- Use technique Total Physical Response to
model the commands. Say the commands
while acting out the commands.

- Model the way using verbs as directed in the
book.

+ buy: mua
+ Wash: rửa
+ cut: thái, cắt
+ eat : ăn

- Make the commands, all Sts do as commands.
* Present the pattern

- Elicit the students to introduce
T: Can you eat?

- Use the Puppets to make modeling the
answer.

PA: Yes, I can.
PB: No, I can’t.

- Demonstrate the meaning can or can’t.

Look at the teacher

Write down
Repeat

Listen and answer.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask student to open their books to page 62

- Play the tape.

- Point at the pictures at the end of the book and
give question.

T: Can you wash it?

- Use the Puppets to make modeling the
answer.

PA: Yes, I can.
PB: No, I can’t.

- Present the paradigm and contraction.
- Write the pattern on the board. Point at the

- Open the book on page 62

Point at the words while playing the
tape.

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words while playing the tape.
Can you wash it?

Yes, I can. / No, I can’t.

- Play the tape again. Sts listen and repeat in
chorus.

- Explain how to use the short form.
Note: cannot = can’t

2. Practice
8’ - Teacher gives a question. Sts listen and

answer.

T: Can you (cut) it ?

Sts: Yes, I can. / No, I cannot.

- Do as the same and change role to continue

practicing. Present the paradigm and

contraction.

Practise in pairs

III. After-learning:

Time Teacher’s activities Students’ activities

Production
5’ - Divide the class into small groups. Group A
answer “Yes, I can.” Group B answer “No, I
can’t”.

- Change role to continue practicing with the
other cards.

- Join the game
T: Can you eat it ?

GA: (glad to answer) Yes, I can.
GB: (get felling sad) No, I can’t.
D. Consolidation:

- Remind the way how to use the new structures
E. Home work:

- Learn by heart the new words and structures.
- Prepare for next lesson: “Let’s move ” (lesson 2.)

Week 25 Period 49 Date of teaching: , 2010
 UNIT 7

LET’S MOVE (Lesson 2)

A. Aims and objectives:

By the end of the lesson, the students will be able to ask about logical sequencing.
1. Language:

a. Vocabulary: Buy, wash, cut, eat
b. Grammar:

2. Skill: integrated skill with focus on speaking, listening
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ - Ask students to write some words on the board

(Buy , Wash, Cut, Eat) - Write

2. Presentation
10’ * Present the commands

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model the commands. Say the commands
while acting out the commands.

- Model the way using verbs as directed in the
book.

+ pour: rót
+ drink: uống

- Make the commands, all Sts do as commands.
* Present the pattern

Elicit the students to introduce
T: Can you drink it?

Use the Puppets to make modeling the answer.
PA: Yes, I can.

PB: No, I can’t.

Demonstrate the meaning can or can’t.

Look at the teacher

Write down
Repeat

Listen and answer.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask student to open their books to page 62

- Play the tape.

- oint at the pictures at the end of the book and
give question.

T: Can you open it?

- Use the Puppets to make modeling the
answer.

PA: Yes, I can.
PB: No, I can’t.

- Present the paradigm and contraction.
- Write the pattern on the board. Point at the
words while playing the tape.

Can you pour it?

Yes, I can. / No, I can’t.

- Play the tape again. Sts listen and repeat in
chorus.

- Explain how to use the short form.
Note: cannot = can’t

- Open the book on page 62

Point at the words while playing the
tape.

Listen and repeat in chorus.

2. Practice
8’ * Answer the questions.

- Teacher gives a question. Sts listen and
answer.

T: Can you (drink) it ?

Sts: Yes, I can. / No, I cannot.

- Do as the same and change role to continue
practicing. Present the paradigm and

contraction.

Practise in pairs

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercices
5’ A. Number and write.

a. 2. open it b. 2. wash it
 4. drink it 4. eat it

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3. pour it 3. cut it
B. Check.

1. No, I can’t
2. Yes, I can’t
D. Consolidation:

- Remind the way how to use the new structures
E. Home work:

- Learn by heart the new words and structures.
- Prepare for next lesson: “Let’s listen ”

Week 25 Period 50 Date of teaching: , 2010
UNIT 7

LET’S LISTEN

A. Aims and objectives:

By the end of the lesson, the students will be able to review all lessons, do exercise.
1. Language:

a.Vocabulary: Review
 b.Grammar: Review
2. Skill: integrated skill

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-listening:

Time Teacher’s activities Students’ activities

1. Warm-up:
4’ Kim’s game

- Ask students to look at the pictures which has
some food and drinks in 10 seconds. Then
rewrite the names of food and drinks in 60

seconds

- Practise in groups

2. Presentation
10’ Teach Sts the way to do a listening test. Hang

one the similar picture in the book. Put T’s
cards 1 – 8 on the board line.

- Listen.

- Look at the poster.
II. While- listening:

Time Teacher’s activities Students’ activities

1. Open the book

2. Practice
6’ - Asking Ss to do the test.

- Playing the tape. - Open the books.

5’ The teacher opens the book and shows the
picture to Sts so that Sts can see.

T. What’ this?

Sts recognize the activities in pictures 1 – 8.

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- Playing the tape the second time.

- Play the tape again. Sts do this exercise as a
writing test.

* Key: 1.b; 2.b; 3.a; 4.a; 5.a; 6.b; 7.a; 8.a.

- Listen and show the objects.
- Listen and circle.

- Say out the number.

III. After-listening:

Time Teacher’s activities Students’ activities

Do exercise
4’ A. Write.

1. I want ice cream.
2. I want milk
3. I want chicken
B. Circle and write.

- Practise

- Their ideas
D. Consolidation:

- Review the structures again
E. Home work:

- Learn by heart the words .

- Prepare for next lesson: Unit 8 “Let’s talk ”
F. Experience

Week 26 Period 51 Date of teaching: , 2010
UNIT 8

LET’S TALK (Part 1)

A. Aims:

By the end of the lesson, the students will be able to ask about favorites
 1. Language:

a.Vocabulary: favorite, like

1.I’m hungry. What do you want?I want ice cream.
2. I’m thirsty. What do you want?I want juice.
3. What do you want?I want fish and rice.

4. What do you want?I want cake and ice cream.
5. Do you want pizza? Yes, I do

6. Do you want bread? No, I don’t. I want rice.
7. Can you eat it? Yes, I can

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b.Grammar: What’ your favorite color? I like red.
What about you?

2. Skill: Speaking, listening, writing skills
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-talking:

Time Teacher’s activities Students’ activities

1. Warm-up:

7’ - Review the colors - Remind

2. Presentation
10’ a. Introduce new words:

- Elicit to guess the colors
+ favorite (a): yêu thích
 + Like (v): yêu thích

b. Present the part of the dialogue
- Elicit to introduce the new patterns

T: What’ your favorite color? 
Ss: I like red.

- Listen and repeat
- Practise

II. While- talking:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open the book on page 64

-b Showing the wall charts and read the
dialogue.

- Asking students work in pairs and pratise
following the dialogue.

- Playing the tape

- Open the textbook, listen and repeat.
( Choral repetition & pair repetition).
- Role play. (Andy and Jenny).

- Listen and repeat
2. Practice

10’ - Write the pattern on the board

Note: What is = What’s

- Model the structure three times.

- Have the students listen and repeat after open
their books.

- Practice in group

- Look at the T’s activities. Look at
the T’s book, listen and repeat
following the T.

III. After-talking:

Time Teacher’s activities Students’ activities

Extension
6’ A. Color and write.

Jenny: What’ your favorite color?
Andy: Red. What about you?
Jenny: I like red

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- Ask student to color and write - Practise
D. Consolidation:

Ask students to read the new words again
E. Home work:

Learn by heart new words

Prepare for new lesson : Unit 8: Let’s talk (cont.)
F. Experience

Week 26 Period 52 Date of teaching: , 2010
UNIT 8

LET’S TALK ( lesson 2)
A. Aims:

By the end of the lesson, the students will be able to ask about favorites
 1. Language:

a.Vocabulary: favorite, like

b.Grammar: What’ your favorite color? I like red.
What about you?

2. Skill: Speaking, listening, writing skills
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-talking:

Time Teacher’s activities Students’ activities

1. Warm-up:

7’ - Review the colors - Remind

2. Presentation
10’ Review the structure

T: What’ your favorite color? 
Ss: I like red.

- Listen and repeat
- Practise

II. While- talking:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open the book on page 64

- Showing the wall charts and read the
dialogue.

- Asking students work in pairs and pratise

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following the dialogue.

- Playing the tape

- Listen and repeat

2. Practice
10’ - Write the pattern on the board

Note: What is = What’s

- Model the structure three times.

- Have the students listen and repeat after open
their books.

- Practice in group

- Look at the T’s activities. Look at
the T’s book, listen and repeat
following the T.

III. After-talking:

Time Teacher’s activities Students’ activities

Extension
6’ B. Color and write.

- Ask student to color and write - Practise
D. Consolidation:

Ask students to read the new words again
E. Home work:

Learn by heart new words

Prepare for new lesson : Unit 8: Let’s sing
F. Experience

Week 27 Period 53 Date of teaching: , 2010
UNIT 8

LET’S SING ( lesson 1 )

A. Aims and objectives:

Jenny: What’ your favorite color?
Andy: Red. What about you?
Jenny: I like red

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- To help the students to sing “What do you like?”
1.Language:

a. Vocabulary: Review
b. Structure: I do, too

I like yellow, too.

2. Skill: integrated skill with a focus on Listening and Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: group work, using picture, listen and repeat.
3. Aids: picture, cassette player

C. Procedures :
I. Before-singing:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ - Ask students to ask and answer about their

favorite color.

- Practice in pairs

S1: What’s your favorite color?
S2: Red. What about you?
S1: I like pink.

2. Presentation
10’ a. Present the part of the dialogue

- Elicit to introduce the new patterns
T : What do you like?

Ss: I like yellow
b. Practice:

Divide the class into two groups and practice

Look at the puppets and listen.
Write down

II. While- singing:

Time Teacher’s activities Students’ activities

1. Open the book
4’ - Showing the book and explaining about the

picture & the song

- Let them read the song (without music)
Plays the cassette player

Models the song, asks the students to repeat
and using gestures.

“What do you like?”

Look at the book and listen.

Practice Choral repetition
Sing following the tape.

2. Practice
I like yellow, yes I do.

I like yellow, yes I do.
I like yellow.

I do, too.

I like yellow, too.
I like ice cream, yes I do.
I like ice cream, yes I do.
I like ice cream.

I do,too.

I like ice cream, too.
I like baseball, yes I do.
I like baseball, yes I do.
I like baseball.

I do, too.

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12’ Deviding class into 04 groups, asking them to

practise in singing. Sing. ( Roleplay)-Sing after the tape, each group sing
one sentence

- Sing individual(other Ps remark)
III. After-talking:

Time Teacher’s activities Students’ activities

Play game

6’ Dialogue Musical Chairs

Giving instruction.

   

loser

Listen.

Join into the game.

D. Consolidation:

Sing this song chorus again
E. Home work:

Learn by heart the song

Prepare for next lesson: Unit 7: Let’s sing (cont.)
F. Experience

Week 27 Period 54 Date of teaching: , 2010
UNIT 8

LET’S SING ( lesson 2 )

A. Aims and objectives:

- To help the students to sing “What do you like?”
1.Language:

a. Vocabulary: Review
b. Structure: I do, too

I like yellow, too.

2. Skill: integrated skill with a focus on Listening and Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: group work, using picture, listen and repeat.
3. Aids: picture, cassette player

C. Procedures :
I. Before-singing:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ - Ask students to ask and answer about their

favorite color.

- Practice in pairs

S1: What’s your favorite color?
S2: Red. What about you?
S1: I like pink.

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10’ a. Review the part of the dialogue
- Elicit to introduce the new patterns
T : What do you like?

Ss: I like yellow
b. Practice:

Divide the class into two groups and practice

Look at the puppets and listen.
Write down

II. While- singing:

Time Teacher’s activities Students’ activities

1. Open the book
4’ - Showing the book and explaining about the

picture & the song

- Let them read the song (without music)
- Plays the cassette player

- Models the song, asks the students to repeat
and using gestures. “What do you like?”

- Look at the book and listen.
- Practice Choral repetition
- Sing following the tape.
2. Practice

12’ - Deviding class into 04 groups, asking them to
practise in singing.

- Ask students to sing sentence by sentence in
small group

- Calls each group to present the song.
- Correct the mistakes.

- Have the students sing individually

Sing. ( Roleplay)

-Sing after the tape, each group sing
one sentence

- Sing individual(other Ps remark)

III. After-talking:

Time Teacher’s activities Students’ activities

Do exercices
6’ Write.

- I do, too.
- I like pizza.
- I do, too.

- I like baseball, too.

- Practice

D. Consolidation:

Sing this song chorus again
E. Home work:

Learn by heart the song

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Week 28 Period 55 Date of teaching: , 2010
UNIT 8

LET’S LEARN (Lesson 1)

A. Aims and objectives:

- By the end of the lesson, students will be able to ask and answer about what someone likes.
1. Language:

a. Vocabulary: frog, dog

b. Structure: What do you like?
I like dogs

2. Skill: integrated skill with a focus on Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ Sing the song “What do you like?” - Practise to sing
2. Presentation

10’ 1. Introduce the vocabulary

Using or pictures to introduce vocabulary.
- Writing out.

+ dog: con chó
+ frog: con ếch
- Guide how to read
2.

Present the question and answer pattern.
Show the pictures on the wall chart. Use the
puppets to make modeling the question and
answer pattern with plural.

PA: (point to picture)
What do you like?
PB: I like (dogs).

Ask them to repeat in chorus the following
puppets

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

- Repeat the dialogue
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book

5’ Ask students to open their books to page 66: - Call the characters’ names .
- Listen and choral repetition.
John: Look! There’s a dog. I like dogs.

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Playing the tape again. Stopping each sentence
to ask sts to repeat.

Practice
12’ - Write the pattern:

-Asking sts to roleplay .
- Getting feedback

- Practise

Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Play game
5’ Memory Chain.

Divide the class into groups of eight. Model the

chain and have Ss continue, using the

vocabulary and structures from this unit.
S1: I like dogs.

S2: I like ice cream.
S3: I like yellow.
D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( lesson 2)”
F. Experience

Week 28 Period 56 Date of teaching: , 2010
UNIT 8

LET’S LEARN (Lesson 2)

A. Aims and objectives:

- By the end of the lesson, students will be able to express the agreement
1. Language:

a. Vocabulary: bird, rabbit, spider

b. Structure: There’s a bird. I like birds.
I like birds,too.

2. Skill: integrated skill with a focus on Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

What do you like?
I like frogs.

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Time Teacher’s activities Students’ activities
1. Warm-up:

3’ - Return to the plural nouns
+ a dog → dogs
+ a frog → frogs
+ a ruler → rulers
+ an eraser → erasers

- Practise

2. Presentation
10’ 1. Introduce the vocabulary

Using or pictures to introduce vocabulary.
- Writing out.

+ bird: con chim
+ rabbit: con thỏ
+ spider: con nhện
- Guide how to read
2.

Review the pattern.

Show the pictures on the wall chart.
PA: (point to picture)

There’s a bird. I like birds.
PB: I like birds,too.

- Ask them to repeat in chorus the following
puppets

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

- Repeat the dialogue
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 66:

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.

Practice
12’ -Asking sts to roleplay .

- Getting feedback

- Practise

Choral repetition
III. After-learning:

Time Teacher’s activities Students’ activities

Do exercices
5’ A. Check.

1. cats

2. a dog
3. rabbits
4. spiders
B. Match.

- Ask students to connect the words with the
suitable pictures

- Practice

- Practice
Ginger: There’s a bird. I like birds.

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D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( lesson 3)”
F. Experience

Week 29 Period 57 Date of teaching: , 2010
UNIT 8

LET’S LEARN (Lesson 3)

A. Aims and objectives:

- By the end of the lesson, students will be able to ask and answer their likes
1. Language:

a. Vocabulary: Review

b. Structure: Review (What do you like?)
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ - Return to the plural nouns

+ a dog → dogs
+ a frog → frogs
+ a ruler → rulers

+ an eraser → erasers

- Practise

2. Presentation
10’ Review the pattern.1.

Show the pictures on the wall chart.
PA: What do you like?

PB: I like birds.

- Ask them to repeat in chorus the following
puppets

- Repeat ( Choral & Individual
repetition).

- Copy down.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book

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- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Listen and choral repetition.

Practice
12’ * Ask your partner.

-Asking sts to roleplay
A: What do you like?
B: I like dogs.

- Getting feedback

- Practise

- Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Play game
5’ Chain Drill

- Asking students to pratise

- Teacher says with S1, S1 says with S2, S2 says

with S3,…

T: I like dogs. What do you like?
S1: I like birds. What do you like?
S2:

--- Practice

D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( lesson 4)”
F. Experience

Week 29 Period 58 Date of teaching: , 2010
UNIT 8

LET’S LEARN (Lesson 4)

A. Aims and objectives:

- By the end of the lesson, students will be able to express the agreement
1. Language:

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a. Vocabulary: Review

b. Structure: What do you like?
I like birds.

I like birds,too.

2. Skill: integrated skill with a focus on Speaking.
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:
3’ Chain Drill

- Asking students to pratise

- Teacher says with S1, S1 says with S2, S2 says

with S3,…

T: I like dogs. What do you like?
S1: I like birds. What do you like?
S2:

--- Practise

2. Presentation
10’ Review the pattern.2.

Show the pictures on the wall chart.
PA:What do you like?

PB: I like birds.
PC: I like birds,too.

- Ask them to repeat in chorus the following
puppets

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 67:

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.

Practice
12’ -Asking sts to roleplay by using the parttern

- Getting feedback

- Practice in pairs

S1: There’s a dog. I like dogs. 
 What do you like?

S2: I like dogs, too. 
- Choral repetition
III. After-learning:

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Time Teacher’s activities Students’ activities
Do exercices

5’ C. Circle and write.
1. fogs

2. spiders
3. birds
B. Match.

- Ask students to draw the things which they
like

- Practice

- Practice
D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn some more ( lesson 1)”
F. Experience

Week 30 Period 59 Date of teaching: , 2010
UNIT 8

LET’S LEARN SOME MORE (Lesson 1)

A. Aims and objectives:

- By the end of the lesson, students will be able to express the likes.
1. Language:

a. Vocabulary: Review

b. Structure: Do you like rabbits?

Yes, I do/ No, I don’t

2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their likes - Practice

S1: What do you like?
S2: I like (dogs)……
2. Presentation

10’ 1. Present the question and answer pattern.

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puppets to make modeling the pattern.
PA: (point to the picture)

Do you like rabbits?

PB: Yes, I do.

- Ask them to repeat in chorus the following
puppets

2. Practice:

- Do as the same step with the other words.
- Change role to continue practicing.

repetition).
- Copy down.

- Repeat the dialogue

Practice in pairs
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 68:

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.

Practice

12’ Partern:

Notes: do not = don’t

- Instructs them to read both forms.
-Asking sts to roleplay .

- Getting feedback

- Practise

Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Play game
5’ Find your partner.

- Use duplicate sets of S cards as the same
about animals . Deal one card to each S. Have
Ss walk around the room to find the classmate
with the same card.

S1: (hold up a card).
Do you like frogs?

S2: (hold different cards and answer).
No, I don’t.

(hold identical cards and answer).
Yes, I do.

- Practice

D. Consolidation:

Ask students to read the new words again
John: Do you like rabbits?
Jenny: Yes, I do.

Andy: Do you like spiders ?
John: No, I don’t.

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Teacher says structure
E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn some more ( lesson 2)”
F. Experience

Week 30 Period 60 Date of teaching: , 2010
UNIT 8

LET’S LEARN SOME MORE (Lesson 2)
A. Aims and objectives:

- By the end of the lesson, students will be able to express the likes.

1. Language:

a. Vocabulary: Review

b. Structure: Do you like robots?

Yes, I do/ No, I don’t
2. Skill: integrated skill with a focus on Speaking.

B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their wants - Practice

S1: What do you like?
S2: I like cats…… 
 Do you like dogs ?

S1: Yes, I do.

2. Presentation
10’ 1. Present the question and answer pattern.

- Show the pictures on the wall chart. Use the
puppets to make modeling the pattern.

PA: (point to the picture)
Do you like robots?
PB: Yes, I do.

- Ask them to repeat in chorus the following
puppets

2. Practice:

- Do as the same step with the other words.
- Change role to continue practicing.

- Repeat ( Choral & Individual
repetition).

- Copy down.

- Repeat the dialogue

Practice in pairs
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book

5’ - Ask students to open their books to page 68: - Call the characters’ names .
- Listen and choral repetition.
John: Do you like rabbits?

Jenny: Yes, I do.

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- Playing the tape again. Stopping each
sentence to ask sts to repeat.

Practice
12’ Partern:

Notes: do not = don’t

- Instructs them to read both forms.

-Asking sts to roleplay by using the pictures in
the book.

- Getting feedback

- Practise

Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
5’ A. Write

- Ask students to look at the pictures and write
1. No, I don’t.

2. Yes, I do

B. Match and write.
1. Yes, I do

2. Yes, I do
3. No, I don’t.

- Practice

D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn some more ( lesson 3)”
F. Experience

Week 31 Period 61 Date of teaching: , 2010
UNIT 8

LET’S LEARN SOME MORE(Lesson 3)

A. Aims and objectives:

- By the end of the lesson, students will be able to express the likes.
1. Language:

a. Vocabulary: Review

b. Structure: Do you like birds?

Yes, I do/ No, I don’t
2. Skill: integrated skill with a focus on Speaking.

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B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some
school things they have.

C. Procedures :
I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ - Make the conversation about their wants - Practice

S1: What do you like?
S2: I like cats…… 
 Do you like dogs ?
S1: Yes, I do.

2. Presentation
10’ 1. Review the question and answer pattern.

- Show the pictures on the wall chart. Use the
puppets to make modeling the pattern.

PA: (point to the picture)
Do you like cats?
PB: Yes, I do.

- Ask them to repeat in chorus the following
puppets

2. Practice:

- Do as the same step with the other words.
- Change role to continue practicing.

- Repeat ( Choral & Individual

repetition).

- Copy down.

- Repeat the dialogue

Practice in pairs
II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask students to open their books to page 69:

- Playing the tape again. Stopping each
sentence to ask sts to repeat.

- Call the characters’ names .
- Listen and choral repetition.
 Practice

12’ Partern:

Notes: do not = don’t

- Instructs them to read both forms.

-Asking sts to roleplay by using the pictures in
the book.

- Getting feedback

- Asking sts to ask their friends about their
wants

- Practise

Choral repetition

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
5’ C. Circle and write.

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- Ask students to look at the pictures , circle

and write the answers about their likes - Practice
D. Consolidation:

Ask students to read the new words again
Teacher says structure

E. Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn some more ( lesson 4)”
F. Experience

Week 31 Period 62 Date of teaching: , 2010
UNIT 7

LET’S LEARN SOME MORE (Lesson 4)

A. Aims and objectives:

By the end of the lesson, the students will be able to learn the Alphabet
1. Language:

a. Vocabulary: window, X ray, zero
b. Grammar:

2. Skill: integrated skill with focus on reading
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-learning:

Time Teacher’s activities Students’ activities

1. Warm-up:

3’ Ask students to sing “ The alphabet song” Sing the song
2. Presentation

10’ Review the Alphabet:

THE APHABET

- Showing on each letter, read aloud.

- Asking Ss to practise in reading the

- Look at the board and listen.
- Choral repetition

- Read in pairs.
A B C D E F G

H I J K L M N O P
Q R S T U V

W X Y Z.

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Alphabet.

- Going around the class and helping Ss if they
need.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
6’ Ask student to open their books to page 69

- Getting Ss to read the Alphabet.
Slap.

Divide the class in to small groups. Each group
is four Sts.

Put the letters (A-V) on the table. Call on the
name of the letter. Who is the first to touch the
letter is winner.

- Open the book and listen to the tape
while pointing at the letters at the end
of the page 69

2. Practice
10’ Play the tape again. Stop by sentence. Sts listen

and repeat.
W : Window
X : X ray 
Y: Yo-yo
Z: Zero

* Writing practice

- Show them to know how to write with these
letters.

Ww, Xx, Yy, Zz

- Ask them to write ten times in the notebook.

Listen and repeat

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercise
6’ D. Complete the words. Connect.

- yellow
- yo-yo
- window
- zero
- X ray
- windy

- Practice

D. Consolidation:

- Read the alphabet again
E. Home work:

- Learn by heart the alphabet .

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Week 32 Period 63 Date of teaching: , 2010
 UNIT 8

LET’S MOVE (Lesson 1)

A. Aims and objectives:

By the end of the lesson, the students will be able to ask about ability
1. Language:

a. Vocabulary: walk, run, swim,fly, hop, jump
b. Grammar: Can / Can’t

2. Skill: integrated skill with focus on speaking, listening
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ Charades

Work in group to play game

2. Presentation
10’ * Present the commands

- Use technique Total Physical Response to
model the commands. Say the commands
while acting out the commands.

- Model the way using verbs as directed in the
book.

+ walk : đi bộ
+ run : chạy
+ swim : bơi
+ fly : bay

+ hop : nhảy lò cị, nhảy cẫng, nhảy bốn vó

+ jump: nhảy

- Make the commands, all Sts do as commands.
* Present the pattern

- Elicit the students to introduce
T: Can it run ?

- Use the Puppets to make modeling the
answer.

PA: Yes, It can.
PB: No, It can’t.

- Demonstrate the meaning can or can’t.

Look at the teacher

Write down
Repeat

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II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask student to open their books to page 70

- Play the tape.

- Point at the pictures at the end of the book and
give question.

T: Can you wash it?

- Use the Puppets to make modeling the
answer.

PA: Yes, I can.
PB: No, I can’t.

- Present the paradigm and contraction.
- Write the pattern on the board. Point at the
words while playing the tape.

Can it run?

Yes, It can. / No, It can’t.

- Play the tape again. Sts listen and repeat in
chorus.

- Explain how to use the short form.
Note: cannot = can’t

- Open the book on page 70

Point at the words while playing the
tape.

Listen and repeat in chorus.

2. Practice
8’ - Teacher gives a question. Sts listen and

answer.

T: Can it (hop) ?

Sts: Yes, It can. / No, It cannot.

- Do as the same and change role to continue
practicing. Present the paradigm and

contraction.

Practise in pairs

III. After-learning:

Time Teacher’s activities Students’ activities

Production
5’ - Divide the class into small groups. Group A
answer “Yes, It can.” Group B answer “No, It
can’t”.

- Change role to continue practicing with the
other cards.

- Join the game
T: Can it fly ?

GA: (glad to answer) Yes, It can.
GB: (get felling sad) No, It can’t.
D. Consolidation:

- Remind the way how to use the new structures
E. Home work:

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Week 25 Period 49 Date of teaching: , 2010
 UNIT 7

LET’S MOVE (Lesson 2)

A. Aims and objectives:

By the end of the lesson, the students will be able to ask about logical sequencing.
1. Language:

a. Vocabulary: Buy, wash, cut, eat
b. Grammar:

2. Skill: integrated skill with focus on speaking, listening
B. Preparation:

1. Method: Communicative approach

2. Techniques: using picture, listen and repeat, pair work

3. Teaching aids: puppets, textbook, workbook, picture, teacher’s book
C. Procedures :

I. Before-moving:

Time Teacher’s activities Students’ activities

1. Warm-up:
7’ - Ask students to write some words on the board

(Buy , Wash, Cut, Eat) - Write

2. Presentation
10’ * Present the commands

- Use technique Total Physical Response to
model the commands. Say the commands
while acting out the commands.

- Model the way using verbs as directed in the
book.

+ pour: rót
+ drink: uống

- Make the commands, all Sts do as commands.
* Present the pattern

Elicit the students to introduce

T: Can you drink it?

Use the Puppets to make modeling the answer.
PA: Yes, I can.

PB: No, I can’t.

Demonstrate the meaning can or can’t.

Look at the teacher

Write down
Repeat

Listen and answer.

II. While- learning:

Time Teacher’s activities Students’ activities

1. Open the book
5’ - Ask student to open their books to page 62

- Play the tape.

- oint at the pictures at the end of the book and
give question.

T: Can you open it?

- Use the Puppets to make modeling the
answer.

PA: Yes, I can.

- Open the book on page 62

Point at the words while playing the
tape.

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PB: No, I can’t.

- Present the paradigm and contraction.
- Write the pattern on the board. Point at the
words while playing the tape.

Can you pour it?

Yes, I can. / No, I can’t.

- Play the tape again. Sts listen and repeat in
chorus.

- Explain how to use the short form.
Note: cannot = can’t

2. Practice
8’ * Answer the questions.

- Teacher gives a question. Sts listen and
answer.

T: Can you (drink) it ?

Sts: Yes, I can. / No, I cannot.

- Do as the same and change role to continue
practicing. Present the paradigm and

contraction.

Practise in pairs

III. After-learning:

Time Teacher’s activities Students’ activities

Do exercices
5’ A. Number and write.

a. 2. open it b. 2. wash it
 4. drink it 4. eat it
 1. buy it 1. buy it
 3. pour it 3. cut it
B. Check.

1. No, I can’t
2. Yes, I can’t

- Practice

D. Consolidation:

- Remind the way how to use the new structures
E. Home work:

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Lets go 4

<sub></sub>

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