GIAO AN LOP 3 MOI TRON BO

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Lesson planning 3 . School year: 2011-2012

ME AND MY FRIENDS

Week: 1.

Period: 1st.

UNIT 1: HELLO

Lesson 1

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

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

III. Teaching methods :

- Communicative approach.
- Techniques:

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

+ Discuss.
IV. Teaching aids :

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

- Students’ aids: books, notebooks, workbooks.

V. Languages focus :

- Phonics: Hi/ Hello.
- Vocabulary: hi, hello

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

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.

II. New lesson.

1. Warm up : Chatting.

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

English.

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

2. Presentation :

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

+ Hello/Hi (translate)

T-WC
T-WC

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Lesson planning 3 . School year: 2011-2012

10’

+ am = ’m (translate).

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

* Checking vocabulary : Slap the board.

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

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

- Gets some pairs to read it aloud.
* Presenting new structure:

- T gives a situation to present (using picture)

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

Hello. I’m Mai.
Hi, Mai. I’m Nam.

3. Practice :

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

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

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

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

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

- Have the class repeat all the phrases

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

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

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

- Make some questions to check Ss’ comprehension of
language

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

4. Production :

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

Whole class,
group and
individual.

T-WC
Group work

Pair- work
T – whole

class

T – whole
class

Pair- work

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Lesson planning 3 . School year: 2011-2012

4’

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

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

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

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

- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.

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

their pronunciation.
III. Other activities :

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

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

Pair – work

T – whole
class

Week: 1 .

Period: 2nd.

UNIT 1: HELLO

Lesson 2

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

II. Objectives :

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

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

- Communicative method.

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

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

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

V. Language focus :

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

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Lesson planning 3 . School year: 2011-2012

Class Date of preparing Date of teaching Absent Students
3A4

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.

II. New lesson:

1. Warm up : Noughts and crosses

2. Lis

ten and repeat

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

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

I’m Nam.
Hello, Nam.

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

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

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

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

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

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

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

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

- Have Ss circle all the words containing the focused sounds

hello and hi in the chant.
3. Listen and number

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

T-WC

Whole class,
group and
individual.

I Nga Hello

Nam am Mai

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Lesson planning 3 . School year: 2011-2012

10’

4’

- Elicit the identification of the characters in the pictures
and the characters’ words.

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

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books
- 2nd: play the recording for Ss to listen and number.

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

- Have Ss trade their answers in pairs for correction

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

Transcript:

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

4. Read and match.
 Pre-reading :

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

- Ask Ss to predict “What is what”.
 While-reading :

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

their prediction.

- 2nd reading: Ss do the task (match the sentence with a

appropriate picture.)

- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction

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

 Post-reading :

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

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

Answers: 1 – d; 2 – c; 3 – b; 4 – a.
III. Other activities .

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

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

- Practice the sound h as in hello and hi.

T-WC

Group work
Pair- work

T – whole
class

Pair- work

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Lesson planning 3 . School year: 2011-2012

- Recite the chant on page 7.

Week: 2 .
Period: 3rd

UNIT 1: HELLO

Lesson 3

I. Aims : Practice saying goodbye.

II. Objectives :

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

III. Teaching methods :

- Communicative method.

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

IV. Teaching aids :

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

V. Languages focus :

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

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.

II. New lesson.

1. Warm up : Chatting

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

- T sets the scene.

2. Listen and repeat.

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

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

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

T – whole
class

T – whole

class

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Lesson planning 3 . School year: 2011-2012

10’

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

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

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

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

- Elecit the structures

3. Look and say.

- Have Ss look at the pictures a, b, c and d on page 10
- Elicit the characters in the pictures and their names. Ask

Ss to guess and complete the speech bubbles.

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

- Ask them to act out the dialogue1. Repeat the step with
some other pairs for pictures b, c, d

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

- Monitor the activity and offer helf. Correct
pronunciation errors (stress, assimilation of
sounds,intonation) when necssesary.

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

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

4. Write.

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

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

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

corection

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

Answers:

1.

Hi, I’m

2.

boy; girl

Whole class

Groups
individually

Groupwor
k

Pairwork
T – whole

class

Individually
Pairwork/
Groupwork

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Lesson planning 3 . School year: 2011-2012

4’

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

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

III. Home- link:

- Consolidate the content of the lesson.

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

Whole class

T-WC

Week: 2 .

Period: 4th.

UNIT 2

MY NAME IS …

Lesson 1

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

II. Objectives :

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

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

- Communicative method.
- Techniques:

- Ask and answer

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

IV. Teaching aids :

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

V. Languages focus :
Sentence patterns:

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

Organization:

Class Date of preparing Date of teaching Absent Students
3A

3A
3A
3A

Time Steps/Activities Work

arrangement
5’ I. Warm up :

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

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Lesson planning 3 . School year: 2011-2012

10’

12’

10’

S2: Hi, Mai. I’m Nam
II. New lesson.

1. Look, listen and repeat.

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

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

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

- Call on one pair. One repeats Mai’s part, the other
repeats Nam’s part.

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

2. Look and say

- Have Ss look at the pictures a and b

- Ask them to identify the characters in the pictures and
what they should say. Fill the bubbles and have Ss to
repeat the lines a few times

- T models the dialogue

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

Mai: Hello. I’m Mai.

Tom: Hello, Mai. I’m Tom.

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

introductions using picture a and b

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

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

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

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

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

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

A: Hello, I’m Mai.

T – whole
class

T
T-WC

Pair- work

T- whole
class

Group work

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Lesson planning 3 . School year: 2011-2012

3’

B: Hi, Mai. I’m Nga.

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

their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting.
- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.

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

their pronunciation.
III. Home- link:

- Encourage Ss to for Unit 2- Section 2.

Group work

T- whole
class

Week: 3 .

Period: 5th

UNIT 2

MY NAME IS …

Lesson 2

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

II. Objectives :

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

III. Teaching methods :

- Communicative method.

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

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

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

V. Language focus :

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

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

- Phonics: Linda Nam

VI. Procedures :

Time Steps/Activities Work

arrangement
1’

5’

I. Class organization.

II. New lesson:

1. Warm up : Noughts and crosses

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Lesson planning 3 . School year: 2011-2012

10’

2. Lis

ten and repeat

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

- Set the scence: “you are going to learn how to produce

the sound of the letter l in the word Linda and n in the 
word Nam

- Produce the sound l and n a few times.

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

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

Linda Nam
I’m Linda.

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

I’m Nam.

How do you spell Nam?
N – A – M.

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

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

- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.

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

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

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

3. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 14
- Identify the characters and guess what they are saying.
- Set the scence: “you are going to listen to the recording,

match the information they hear to the pictures and tick 
the box in the appropriate picture.

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books

T-WC

Whole class,
group and

individual.

T-WC

Group work
Pair- work

I Nga Hello

Nam am Goodbye

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Lesson planning 3 . School year: 2011-2012

10’

4’

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

pictures.

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

- Have Ss trade their answers in pairs for correction

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

Transcrip

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

Mai: Sorry?

Tony: Tony. T – O – N – Y.

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

Phong: Sorry?

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

4. Read and match.

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

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

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

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

- Monitor the activity and offer help when necessary

- Have Ss trade the answers in pairs for correction

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

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

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

Answers: 1 – b; 2 – a
III. Summary

- Ss have revised how to greet and say goodbye

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

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

IV. Home- link :

- Sing The ABC Song on page at home.

T – whole
class

T – whole

class

Pair- work
Individually

T – whole
class

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Lesson planning 3 . School year: 2011-2012

Week: 3 
Period: 6th

UNIT 2

MY NAME IS …

Lesson 3

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

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

III. Teaching methods :

- Communicative method.

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

+ Ask and answer.

IV. Teaching aids :

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

V. Languages focus :

- Structures: How do you spell your name?

L – I – N – D – A.
VI. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

Time Steps/Activities Work

arrangement
1’

5’

10’

I. Class organization.

II. New lesson.

1. Warm up: Chatting

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

- T sets the scene.

2. Listen and repeat.

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

names and recall the alphabet.”

- Use a poster to set up the situation

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

T – whole
class

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Lesson planning 3 . School year: 2011-2012

10’

the speech bubbles

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

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

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

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

3. Look and say

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

names”

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

◦ Assign a pair to pretend to be the characters in
the pictures.

◦ Ask the pair to act out the question and answer
about spelling. Repeat the step but have the pair
swap their parts.

◦ Continue the activities with sonme pairs.
- Ask Ss to practice asking and answering

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

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

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

4. Write.

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

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

- Ss read silently and complete the sentences.

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

corection

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

Answers:

1.

Mai; Tony.

Groups
individually

Groupwork

Pairwork

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Lesson planning 3 . School year: 2011-2012

4’

2.

L – I – N – D – A.

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

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

III. Summary

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

IV. Homelink

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

T – whole
class

Week: 4 
Period: 7th.

UNIT 3

HOW ARE YOU?

Lesson 1
I. Objectives :

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

II. Teaching method:

- Communicative method.

- Techniques:

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

III. Teaching aids :

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Lesson planning 3 . School year: 2011-2012

IV. Languages focus :

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

- How are you?

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

V. Procedures :
Organization:

Class Date of preparing Date of teaching Absent Students
3A

3A
3A
3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up :

- Have Ss tofind out the names of the Ss.
L A N A B C D E
A V D E F M U F
B X P L R L T G

C Z H M W I S H

D T O N Y N Q I
E Y N O P D P J

F H G I J A O K

U X Y Z N A M L
V T X Q P O N M
- Answers: Lan, Phong, Tony, Nam, Linda.
- Ask Ss work in pairs:

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

II. New lesson.

1. Look, listen and repeat.

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

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

T-WC
Pair- work

T – whole
class

T
T-WC

Pair- work

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Lesson planning 3 . School year: 2011-2012

12’

10’

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

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

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

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

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

Note:

 Children do not tend to ask each other How are you? 
(That is something adults do to each other and to
children, but not child to child

 Thanks is an informal expression of thank you.
2. Look and say

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

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

- Point to Picture a, ask Ss to guess what each character
should say. Fill the speech bubbles with correct phrases
prompted by the Ss and have Ss to repeat the lines a few
times

- T models the dialogue

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

Mrs Lan: How are you, Tom?

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

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

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

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

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

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

3. Talk

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

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

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

T- whole
class

Group work

T – whole
class

Pair – work

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Lesson planning 3 . School year: 2011-2012

3’

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

A: How are you?

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

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

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

correct typical pronunciation errors.

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

their pronunciation.
III. Home- link:

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

Group work

Pair – work

T – whole
class

Week: 4

Period:8th

UNIT 3

HOW ARE YOU?

Lesson 2
I. Objectives :

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

II. Teaching methods :

- Communicative method.

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

III. Teaching aids :

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Lesson planning 3 . School year: 2011-2012

IV. Language focus :

 Phonics: hello thanks

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

- How are you?

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

V. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

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

II. New lesson:

1. Listen and repeat

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

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

- Produce the sound l and n a few times.

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

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

Hello thanks
Hello, Mr Loc.

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

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

- Have Ss practice the chant in groups and clap the

T – whole
class

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Lesson planning 3 . School year: 2011-2012

10’

syllables.

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

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

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

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

2. Listen and tick.

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

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

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books

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

pictures.

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

- Have Ss trade their answers in pairs for correction

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

Transcrip

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

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

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

3. Read and match.

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

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

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

- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction

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

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

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

T – whole
class

Individually

Pair- work

T – whole
class

Individually

Pair – work

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Lesson planning 3 . School year: 2011-2012

4’

Answers: 1 – b; 2 – a
III. Summary

- Ss have learn how to greet and express greeting phrases,
using How are you?/ fine/ thank you/ thanks/ and you?

- Produce the sound of the letter l in hello and a in thanks

IV. Home- link :

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

T – whole
class

Evaluation: Ss did them well.

Week: 5 
Period: 9th

UNIT 3

HOW ARE YOU?

Lesson 3

I. Objectives :

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

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

- Communicative method.

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

III. Teaching aids :

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

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Lesson planning 3 . School year: 2011-2012

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

- How are you?

I’m fine, thank you. And you?

I’m fine, thanks.

V. Procedures :
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up

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

II. New lesson.

1. Listen and repeat.

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

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

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

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

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

2. Look and say

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

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

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

◦ Assign a pair to pretend to be Linda and Miss
Hien to act out the dialogue.

◦ Repeat the step but have the pair swap their
parts.

- Have the whole class repeat all the phrases.

T – whole
class

Whole class

T – whole
class

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Lesson planning 3 . School year: 2011-2012

10’

3’

2’

- Ask Ss to practice in pairs

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

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

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

3. Write.

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

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

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

- Ss read silently and complete the sentences.

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

corection

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

Answers:

1.

Hi

2.

How

3.

thank

4.

thanks

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

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

III. Summary

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

IV. Homelink

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

T – whole
class

Individually
Pair – work

T – whole
class

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Lesson planning 3 . School year: 2011-2012

Week: 5

Period: 10th

UNIT 4

WHAT’ S YOUR NAME?

Lesson 1

I. Objectives :

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

- Develop speaking skill.
II. Teaching methods :

- Communicative approach.
- Techniques:

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

+ Discuss.
III. Teaching aids :

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

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Lesson planning 3 . School year: 2011-2012

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

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

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up :

- Help Ss listen and sing the song How are you
on page 23

II. New lesson .

1. Look, listen and repeat.

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

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

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

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

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

2. Look and say

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

repeat each name a few times.

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

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

pictures

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

T – WC

Whole class,
group and
individual.

T – whole
class

Group work

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Lesson planning 3 . School year: 2011-2012

3’

2’

- Monitor the activity and offer help. Correct

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

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

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

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

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

- Fill in the speech bubble with the answer promted by Ss

A: What’s your name?
B: My name’s Hoa.

- Repeat the step swith other pictures.

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

- Have Ss to work in pairs to practice.

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

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

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

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

III. Summary

- Ss have learnt to ask and answer aboutnames, using

What’s your name? and My name’s + name.

IV. Home- link:

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

T – whole
class

Pair- work

T – whole
class

Evaluation: Ss did them well
Week: 6 .

Period:11th

UNIT 4

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Lesson planning 3 . School year: 2011-2012

Lesson 2

I. Objectives :

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

This is + name.

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

- Communicative method.

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

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

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

IV. Language focus :

 Phonics: this Tom

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

 What’s your name?
My name’s Linda.

 This is Linda.
V. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up :

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

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

1. Listen and repeat

- Have Ss open the book page 26, draw their attention to the
letters coloured diferrently in the words this and Tom

- Set the scene: “We are going tolearn how to produce the 
sound of letters th in the word this and that of the letter T 
in the word Tom”

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

T-WC

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Lesson planning 3 . School year: 2011-2012

10’

sounds.

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

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

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

each line of the chant.

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

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

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

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

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

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

2. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and
identify the characters in these pictures

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

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books

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

pictures.

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

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

- Have Ss trade their answers in pairs for correction

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

Transcrip

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

Boy: Peter? How do you spell that?
Girl: Peter. P – E – T – E – R.

Whole class

Group work

T – whole
class

Individually

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Lesson planning 3 . School year: 2011-2012

10’

3’

2’

2. Boy: Hi, Linda. This is Mai.

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

Answers: 1 – b: 2 – a.

4. Read and match.

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

information to match each of them with the right picture..”

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

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

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

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

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

Answers: 1 – b; 2 – a
III. Summary.

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

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

Tom

IV. Home- work :

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

- Recite the chant on page 7.

T – whole
class

Individually
Pair – work

T – whole
class

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Lesson planning 3 . School year: 2011-2012

Week: 6 .
Period: 12th

UNIT 4

WHAT’ S YOUR NAME?

Lesson 3

I. Objectives :

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

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

- Communicative method.

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

III. Teaching aids :

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

IV. Languages focus :

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

 Sentence patterns: How do you spell your name?
L – I – N – D – A

V. Procedures :
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

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Lesson planning 3 . School year: 2011-2012

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up :

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

1. Listen and repeat.

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

- Set the scene: “we are going to recall how to spell 
someone’s name and say the alphabet letters”

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

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

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

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

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

2. Look and say.

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

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

- T models the dialogue

◦ Assign a pair to pretend to be Mary. Point to P.a
and ask How do you spell your name?

◦ Have Ss repeat the answer M – A – R – Y
◦ Tell them to repeat the question and the answer.
◦ Repeat the step with the other names.

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

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

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

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

3. Write.

T – whole
class

Whole class

Groups
individually

T – whole
class

Pairwork

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Lesson planning 3 . School year: 2011-2012

10’

3’
2’

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

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

- Ss read silently and complete the sentences.

- Ss trade their answers within pairs or groups for

corection

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

Answers:

1.

this

2.

What

3.

spell

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

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

III. Summary:

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

IV. Homework:

- Practice singing the rhyme What is your name?

Individually
Pairwork/
Groupwork

Whole class

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Lesson planning 3 . School year: 2011-2012

Period 16

review

A/ Aims:

By the end of the lesson, Ss will be able to review from Unit 1 to Unit 5.

B /Teaching aids:

- Lesson plan, books, chalk and pictures.

C/Proceduce:

Step 1: Organization:

Class Date of teaching Absent students

……… ……… …………..
……… ……… …………..
……… ……… …………..

... ... ...

Step 2: Warm up

Chatting
Step 3: Let's review.

pronounciation. (Ngữ âm)

1. Aims: Ss review the sound that they have learn in the theme.
2. Procedure:

Ss read aloud the words.

Hello hi
Linda Nam
Hello thanks

This Tom

Tony Yeah

- Ss read words individually.

- Some Ss read aloud the words, other Ss listen and give coments.
- T ask Ss to give meaning of the words.

Grammar . (Ngữ pháp)

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Lesson planning 3 . School year: 2011-2012

2. Procedure:

- Say again and give structures.

*Hello, I’m Mai – Hi, Mai. I’m Nam

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

*How are you? – I’m fine,thank you. And you?
Fine, thanks.

* What’s your name? – My name’s Linda.
* Who is that? – It’s….

* Is that Tony? – Yes, he(she) is/ No, he(she) isn’t.
Do test

I/ Complete each word. Say it aloud.

Week: 7 .
Period: 13th

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Lesson planning 3 . School year: 2011-2012

OUR FRIENDS

Lesson 1

I.Objectives:

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

II.Teaching methods:

- Communicative method.

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

III.Teaching aids:

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

IV.Languages focus:

 Vocabulary: Who , She , He.

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

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

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

Organization:

Class Date of preparing Date of teaching Absent Students

3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

V. Warm up :

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

1.Look listen and repeat.

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

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

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

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

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

- Some pairs to come to the front to read the dialogue, the
class listen and give the comment.

- Model sentence:

T – whole
class

Whole class

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Lesson planning 3 . School year: 2011-2012

10’

Mai: Who’s that?

Phong: It’s Tony.

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

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

- Divide the class into two groups. One repeat Mai’s part

and the other repeat Nam’ part.

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

2.Look and say.

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

each picture. Recall sentence patterns “Who is that? ”

- T models the dialogue

◦ Assign a pair to pretend to be Mai and Phong .
Point to P.a and ask “ Who is that “?

◦ Have Ss repeat the answer : It’s ……

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

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

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

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

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

- Ask Ss look at the pictures and answer the

question.

? Who are they? – They are Nam, Phong, Tom and Linda.

T models: Nam: Who’s That?
Phong: It’s Phong.
=> Exchange.

- Ss work in pairs

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

3. Talk

- Ask Ss open their book P.31 and look at the pictures.

- Ask Ss look at the Picture a,b and answer the question:

individually

T – whole

class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class

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Lesson planning 3 . School year: 2011-2012

10’

? Who are they? – They are Hoa, Mai, Nam and their
friends.

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

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

T models:

Mai: Who’s that?.
Nam: It’s …..

=> Exchange.
- Ss work in pairs

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

* Let s chant’

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

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

Come on.

Let’s play together.
Yeah! Yeah!

III.Summary

- Ask Ss repeat the pattern and read the chant.

IV.Homelink

- Do exercise in workbook.

- Prepare the lesson for the next period.

Evaluation: Ss did them well.

Week: 7 .
Period: 14th

UNIT 5

OUR FRIENDS

Lesson 2

Objectives:

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

Teaching methods:

- Communicative method.

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Lesson planning 3 . School year: 2011-2012

+ Work in groups, discuss.
+ Ask and answer.

Teaching aids:

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

Languages focus: 
 Vocabulary:

 Sentence patterns: Who’s that
Is that…..?
Is this…...?
Procedures:

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I.Warm up:

II.New lesson.

* Vocabulary.

No: khơng

Yes: phải,ừ, có(đồng ý)
Know: biết.

T elicits the words

- T modles (twice or three times).

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

- T write the words on the board.
- T checks the Vietnamese meaning.
- Ss copy down.

1.Listen and repeat:

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

T – whole
class

T – whole

class

Whole class

Groups
individually

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Lesson planning 3 . School year: 2011-2012

10’

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

- Produce the sound t and y a few times.

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

Is this Tony?
Yeah! Yeah!
Hi, Tony.
Is that Tom?
No, no.

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

2 .Listen and tick.

- Ask Ss look at the pictures on p.32.

- T set the scene.

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

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

correct pictures.

- play the recording for Ss to check their answers.

- Ss pair compare.

- Transcrip

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

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

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

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

3. Read and match:

T asks Ss practice the dialogue
Have Ss to do

4. Let s sing’

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

III Production

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

- Ask Ss sing the song again.

IV Homework.

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class

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Lesson planning 3 . School year: 2011-2012

- Prepare the lesson for the next period.

* Evaluation.

Week: 8 .
Period: 15th

UNIT 5

OUR FRIENDS

Lesson 3

I. Objectives :

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

- II. Teaching methods :
- Communicative method.

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Lesson planning 3 . School year: 2011-2012

+ Work in groups, discuss.
+ Ask and answer.

- III. Teaching aids :

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

- IV. Languages focus :

 Vocabulary: Who , She , He.
 Sentence patterns: Who’s that
Is that…..?
Is this…...?
- Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A

3A

Time Steps/Activities Work

arrangement
5’

12’

10,

I.Warm up:

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

4. Listen and repeat.

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

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

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

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

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

5. Look and say.

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

each picture. Recall sentence patterns “Is he Tony?”

- T models the dialogue

◦ Assign a pair to pretend to be Nam. Point to P.a
and ask Is he Nam?

◦ Have Ss repeat the answer Yes he is

T – whole
class

Whole class

Groups
individually

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Lesson planning 3 . School year: 2011-2012

10,

2’

1’

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

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

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

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

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

6. Write.

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

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

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

correction

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

Answers:

1.

he

2.

is

3.

I

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

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

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

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

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class

T – whole
class

Week: 8 
Period: 16th

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Lesson planning 3 . School year: 2011-2012

UNITS ONE TO THREE

I. Recall the old lessons:

II. Practice:

Unit One: HELLO

- Giới thiệu cách chào và làm quen với các bạn
- giới thiệu tên với các bạn của mình

1.A: Hello Im + tên
B: Hi . I’m + tªn .

( My friends )

A: Hello. I’m Huyen

B: Hi . I’m Duy.

Unit Two:

my name is . . .

?

- giới thiệu tên với các bạn của mình

- Hi cỏch ỏnh vn tờn ca mỡnh và các bạn

- Làm quen với bảng chữ cái Tiếng anh

1.A: My name is… ?

B: My name is Hue

*.A: Hello, My name is Nam.

B: Hi, Nam.

My name is Mai.

2 . A : How do you spell your name ?
B : T-O-M

Unit Three:

How are you

?

- Giới thiệu cách về hỏi thâm sức khỏe và cách chào tạm biệt
- Làm quen với bảng chữ cái Tiếng anh

1.A: how are you ?
B: I’m fine ,thank you

*.A: Hello, Nam. How are you?

B: Hi, Mai.

I’m fine, thank you.
And how are you?

Fine, thank

Unit Four:

What

’

s your name

?

- Giíi thiƯu c¸ch hỏi về tên của mình

- Tr li y tên của mình

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Lesson planning 3 . School year: 2011-2012

Week 9:
Period 17th:

Test 1

1.Khoanh trßn tõ kh¸c nhãm.

1. Hello how what.
2. you fine I
3. are you am
4. this that Tony
5. thanks good bye bye.

2. Viết thành câu hoàn chỉnh

1.fine /thank/ I/ you/ am.

- ………
2. do/ spell/ name/ how/ your / you?

-………

3.Alan /is /name /My.

-………

4. Mai / am / I / .

-………..
5. are / How / you /?

3. Hoàn thành bài hồi thoại.

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

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

A: ., thanks.

4 Viết câu trả lời .

1.What is your name?

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Lesson planning 3 . School year: 2011-2012

2.How are you?

5. Đọc và ghép cột A với cột B

A B

1.What’ your name? a.I’m fine,thank you.

2.How are you? b.Hello.My name’s Mai.

3.Hi.I’m Minh. C. My name is Linda

Week: 9 
Period: 18th

UNIT 6

My school

Lesson 1

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

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

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

- Communicative method.
- Techniques:

- Ask and answer

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

iv. Teaching aids:

- Teacher’s aids: audio, stickers, puppets, .

- Students’ aids: book, notebook, workbook.
V. Languages focus:

Sentence patterns:

- This is my school ?

- It’s Thang Long primary school
Procedures:

Organization:

Class Date of preparing Date of teaching Absent Students
3A

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Lesson planning 3 . School year: 2011-2012

Time Steps/Activities Work

arrangement
5’

7’

10’

I .Warm up:

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

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

1. Look, listen and repeat.

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

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

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

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

2. Look and say

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

- Ask them to identify the characters in the pictures and
what they should say. Fill the bubbles and have Ss to
repeat the lines a few times

- T models the dialogue

◦ Assign a pair to pretend to be school in picture
a

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

introductions using picture a and b

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

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

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

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

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

- This is my school ?

- It’s Thang Long primary school

T – whole
class

Whole class

Groups
individually

T – whole
class

Pairwork

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Lesson planning 3 . School year: 2011-2012

2’

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

- Have Ss to work in pairs to practice acting the greeting.
- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.

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

their pronunciation.

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

Encourage Ss to for Unit 6- Section 2

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

Week: 10 
Period:19 th

UNIT 6

My school

Lesson 2
I. Objectives:

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

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

- Communicative method.

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

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

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

IV. Language focus:

 Phonics: Which school

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

 Which is your school?
This one.

 Which is your school?
That one.

Procedures:
Organization:

Class Date of preparing Date of teaching Absent Students
3A

3A

Time Steps/Activities Work

arrangement
5’

7’

I.Warm up:

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

II. New lesson:
1 .Listen and repeat

T – whole
class

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Lesson planning 3 . School year: 2011-2012

7’

10’

2’

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

School

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

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

sounds.

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

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

to each line of the chant.

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

syllables.

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

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

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

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

2. Listen and tick.

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

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

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books
- 2nd: play the recording for Ss to listen and tick the

correct pictures.

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

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

- Have Ss trade their answers in pairs for correction

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

Transcript

class

Whole class

Groups
individually

T – whole
class

Pairwork

T – whole
class

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Lesson planning 3 . School year: 2011-2012

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

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

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

B: Which one.

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

A: Yes, Hoa Sen Primary

Answers: 1 – b: 2 – a.

5. Read and match.

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

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

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

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

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

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

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

III. Summary.

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

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

IV. Home- work:

Ss recite the rhyme Which is your school

Whole class
T – whole

class

Work
individually

Whole class

Evaluation:

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Lesson planning 3 . School year: 2011-2012

UNIT 6

My school

Lesson 3
I . Objectives:

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

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

- Communicative method.

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

III. Teaching aids:

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

IV. Languages focus: 
 Vocabulary:

 Sentence patterns: What school is it?
Park primary school

Procedures:
Organization:

Class Date of preparing Date of teaching Absent Students
3A

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up:

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

1.Listen and repeat.

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

- Set the scene: “we are going to recall how to spell 
someone’s name and say the alphabet letters”

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

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

- Play the recording again for Ss to repeat the lines in the

T – whole
class

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Lesson planning 3 . School year: 2011-2012

7’

10’

2’

speech bubbles two times.

- Divide the class into two groups.

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

7. Look and say.

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

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

- T models the dialogue

◦ Assign a pair to pretend to be Mary. Point to P.a
and ask What school is it?

◦ Have Ss repeat the answer Tien xuan B primary
school

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

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

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

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

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

8. Write.

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

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

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

corection

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

Answers:

1.

Which

2.

one

3.

School

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

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

Groups
individually

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

1’

III. Summary

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

IV. Homework

Practice singing the rhyme What school is it? Whole class
T – whole

class

Whole class

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Lesson planning 3 . School year: 2011-2012

Week 11
Period:21 th

UNIT 7

Places in my school

Lesson 1

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

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

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

- Communicative method.
- Techniques:

- Ask and answer

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

iv. Teaching aids :

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

Sentence patterns:

- Is this a classroom ?
- Yes , it is

- No, it isn’t

- Is that a classroom ?
- Yes , it is

- No, it isn’t
Procedures:

Organization:

Class Date of preparing Date of teaching Absent Students
3A

3A

Time Steps/Activities Work

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Lesson planning 3 . School year: 2011-2012

5’

10’

I .Warm up:

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

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

1. Look, listen and repeat.

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

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

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

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

2. Look and say

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

- Ask them to identify the characters in the pictures and
what they should say. Fill the bubbles and have Ss to
repeat the lines a few times

- T models the dialogue

◦ Assign a pair to pretend to be school in picture
a

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

introductions using picture a and b

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

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

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

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

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

- Is this a classroom ?
- Yes , it is

- No, it isn’t

- Is that a classroom ?
- Yes , it is

- No, it isn’t

T – whole
class

Whole class

Groups
individually

T – whole
class

Pairwork

T – whole
class

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Lesson planning 3 . School year: 2011-2012

2’

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

- Have Ss to work in pairs to practice acting the greeting.
- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.

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

their pronunciation.
III .Summary:
IV. Homework:

Pairwork/
Groupwork

Whole class
T – whole

class

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Lesson planning 3 . School year: 2011-2012

Week 11
Period:22 th

UNIT 7

Places in my school

Lesson 2

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

II. Objectives:

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

III. Teaching methods:
- Communicative method.

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

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

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

V.Language focus:
- Revision the structures:

 this is my classroom ?
 it is big

 That is my school ?
 it is small.

VI.Procedures:
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I Warm up :

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

1.Listen and repeat.

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

- Set the scene: “we are going to recall how to spell

T – whole
class

</div>
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Lesson planning 3 . School year: 2011-2012

10’

12’

someone’s name and say the alphabet letters”

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

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

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

- Divide the class into two groups.

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

9. Look and say.

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

Yes , it is
No, it isn’t

- T models the dialogue

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

Yes , it is
No, it isn’t

◦ Have Ss repeat the answer

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

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

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

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

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

10.Write.

- Get Ss to identify the characters in the pictures on page
53.

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

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

corection

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

Whole class

Groups
individually

T – whole
class

Pairwork

T – whole
class

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Lesson planning 3 . School year: 2011-2012

2’
1’

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

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

III.Summary

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

IV.Homework:

Practice singing the rhyme

Is this your classroom ?
Yes , it is

No, it isn’t
.

Whole class
T – whole

class

Whole class
T – whole

class

Evaluation: Ss did them well.

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Lesson planning 3 . School year: 2011-2012

UNIT 7

Places in my school

Lesson 3

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

II. Objectives:

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

III. Teaching methods:
- Communicative method.

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

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

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

V.Language focus:
- Revision the structures:

 this is my classroom ?
 it is big

 That is my school ?
 it is small.

VI.Procedures:
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I Warm up :

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

1.Listen and repeat.

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

- Set the scene: “we are going to recall how to spell 
someone’s name and say the alphabet letters”

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

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

T – whole
class

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Lesson planning 3 . School year: 2011-2012

10’

12’

they read the dialogue.

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

- Divide the class into two groups.

- Play the recording again for the whole class to repeat
each line in the text a few times. Ensure their correct

pronunciation (sentence stress, the assimilation of sound
and intonation).

11.Look and say.

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

Yes , it is
No, it isn’t

- T models the dialogue

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

Yes , it is
No, it isn’t

◦ Have Ss repeat the answer

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

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

assimilation of sound and intonation) and offer help

when necessary.

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

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

12.Write.

- Get Ss to identify the characters in the pictures on page
53.

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

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

corection

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

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

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

Whole class

Groups
individually

T – whole
class

Pairwork

T – whole
class

</div>
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Lesson planning 3 . School year: 2011-2012

2’
1’

III.Summary

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

IV.Homework:

Practice singing the rhyme

Is this your classroom ?
Yes , it is

No, it isn’t
.

Whole class
T – whole

class

Evaluation: Ss did them well, some Ss not pay attention

Week 12
Period:24 th

UNIT 8

School things

Lesson 1

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

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

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

- Communicative method.
- Techniques:

- Ask and answer

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

iv. Teaching aids:

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

V. Languages focus:
Sentence patterns:

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Lesson planning 3 . School year: 2011-2012

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

. I .Warm up:

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

- S2: It’s a table
- S1: What’s that ?
- S2: It’s a pen
II .New lesson.

1. Look, listen and repeat.

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

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

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

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

2. Look and say

- Have Ss look at the pictures a,b,c,d,e and f
- Ask them to identify the characters in the pictures and

what they should say. Fill the bubbles and have Ss to
repeat the lines a few times

- T models the dialogue

◦ Assign a pair to pretend to be in picture a
Linda: What’s this ?

Tom: It’s a ruler

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

introductions using picture

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

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

- Make some questions to check Ss’ comprehension of
language

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

T – whole
class

T – whole

class

Whole class

Groups
individually

T – whole
class

Pairwork

</div>
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Lesson planning 3 . School year: 2011-2012

2’
1’

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

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

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

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

their books or role – play the exchanges

- Have Ss to work in pairs to practice acting the greeting.
- Monitor the activity and offer help when necessary/

correct typical pronunciation errors.

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

their pronunciation.
III .Summary:
IV.Homwork:

Encourage Ss to for Unit 8- Section 2.

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

Evaluation: Ss did them well

Week 13
Period:25 th

UNIT 8

School things

Lesson 2

I.Objectives:

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

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

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

- Communicative method.

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

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

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

IV.Language focus:

 Phonics: Pens Pencils
 Vocabulary:

 Sentence Patterns:

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

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

</div>
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Lesson planning 3 . School year: 2011-2012

Time Steps/Activities Work

arrangement
5’

10’

- I Warmup:

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

II. New lesson:
1 .Listen and repeat

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

Pencils

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

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

sounds.

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

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

to each line of the chant.

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

syllables.

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

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

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

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

2. Listen and tick.

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

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

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books

T – whole
class

Whole class

Groups
individually

T – whole
class

Pairwork

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Lesson planning 3 . School year: 2011-2012

2’
1’

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

correct pictures.

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

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

- Have Ss trade their answers in pairs for correction

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

Transcript

1 . A: What’s this ?
B: It’s a pen

1 . A: What’s that ?
B: It’s a ruler

Answers: 1 – a: 2 – a.

3. Read and match.

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

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

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

- Ask Ss to read the text individually and do the task.

- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction

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

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

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

III.Summary.

- Ss have learnt to introduce someone, using What is +

- Produce the sounds of the letters ns in pens and that of

ls in pencil

IV.Home- work:

Ss recite the rhyme What is this? at home

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

Evaluation: Ss did them well

Week 13
Period:26 th

UNIT 8

School things

Lesson 3

I.Objectives:

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

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

- Communicative method.

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

III.Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.

- Students’ aids: book, notebook, workbook.

IV.Languages focus: 
 Vocabulary:

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

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’ I.Warm up:

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

</div>
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Lesson planning 3 . School year: 2011-2012

10’

12’

II.New lesson.

1.Listen and repeat.

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

- Set the scene:

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

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

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

- Divide the class into two groups.

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

13.Look and say.

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

 What’s this ?
 It’s a book
 What’s that ?
 It’s a ruler
- T models the dialogue

Assign a pair to pretend. Point to P.a and ask
◦ Have Ss repeat the answer

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

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

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

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

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

14.Write.

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

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

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

correction

T – whole
class

Whole class

Groups
individually

T – whole
class

Pairwork

T – whole
class

</div>
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Lesson planning 3 . School year: 2011-2012

2’
1’

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

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

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

III.Summary

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

IV.Homewor:k

Practice singing the rhyme

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

Whole class
T – whole

class

</div>
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Lesson planning 3 . School year: 2011-2012

Week 14
Period:27 th

UNIT 9

IN MY CLASSROOM

Lesson 1

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

II.Teaching methods:

- Communicative method.

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

III.Teaching aids:

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

IV.Languages focus: 
 Vocabulary:

 Sentence patterns:
V. Procedures:

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

20’

IV. Warm up :

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

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

V. New lesson.

4. Look, listen and repeat.

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

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

T – whole
class

</div>
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Lesson planning 3 . School year: 2011-2012

10’

present the situation)

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

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

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

5. Look and say

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

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

- Point to Picture a, ask Ss to guess what each character
should say. Fill the speech bubbles with correct phrases
prompted by the Ss and have Ss to repeat the lines a few
times

- T models

◦ Assign a pair to pretend in the picture a
---, please

Stand up, please

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

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

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

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

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

6. Talk

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

- Recall the Ss to speak “please”

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

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

A: Stand up, please
B: Sit down, please

D: Open your book, please

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

Whole class

Groups
individually

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

</div>
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Lesson planning 3 . School year: 2011-2012

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

7. Let’s chant
Come in.
yes, Miss
sit down.

………

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

their pronunciation.
- III. Summury :

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

IV.Home- work:

Encourage Ss to prepare for Unit 9 - Lesson 2.

T – whole
class

Evaluation: Ss did them well

Week 14
Period:28 th

</div>
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Lesson planning 3 . School year: 2011-2012

IN MY CLASSROOM

Lesson 2

I.Objectives:

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

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

- Communicative method.

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

III.Teaching aids:

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

IV.Language focus:

 Phonics: can school

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

We go to school
May I open my book?

V. Procedures:
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

20’

I.Warm up:

Let’s Ss chant ( L2 – 4)
- Play the recording

II.New lesson :

6. Listen and repeat

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

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

- Produce the sound c and sc a few times.

T – whole
class

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Lesson planning 3 . School year: 2011-2012

10’

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

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

CAN SCHOOL
School, school, school!
We go to school

……….
No, you can’t

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

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

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

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

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

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

7. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b on Page 63
- Identify the characters and their relationship.

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

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books
- 2nd: play the recording for Ss to listen and tick the

correct pictures.

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

- Have Ss trade their answers in pairs for correction

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

Transcript

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

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

4. Boy: Can I sit down, Sir?

Man: Sit down? Of course, you can. You can sit
down now.

Answers: 1 – b: 2 – a.

8. Read and match.

Whole class

Groups
individually

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

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Lesson planning 3 . School year: 2011-2012

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

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

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

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

and comment.

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

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

Answers: 1 – d; 2 – a ; 3- c; 4- b
III.Summary

- Ss have learn how to greet and express greeting phrases,
using How are you?/ fine/ thank you/ thanks/ and you?

- Produce the sound of the letter c in can and sc in school

IV.Home- work:

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

class

Evaluation: Ss did them well

Week 15
Period:29 th

UNIT 9

IN MY CLASSROOM

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Lesson planning 3 . School year: 2011-2012

I.Objectives:

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

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

- Communicative method.

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

III.Teaching aids:

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

IV.Languages focus:

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

May I come in?
Yes, You can
No, You can’t
V. Procedures:

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I.Warm up

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

winner.

II.New lesson.

4. Listen and repeat.

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

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

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

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

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

T – whole
class

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Lesson planning 3 . School year: 2011-2012

15’

2’

5. Look and say

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

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

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

◦ Assign a pair to pretend to

May I ---go out---? Yes, --you can
----◦ Repeat the step but have the pair swap their

parts.

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

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

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

class. Others observe and comment.

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

6. Write.

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

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

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

- Ss read silently and complete the sentences.

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

correction

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

Answers:

1.

Come; in

2.

Go ; out

3.

close

4.

open

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

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

Groups
individually

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

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Lesson planning 3 . School year: 2011-2012

1’

III.Summary:

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

IV.Homework:

Ss practice singing the rhyme COME IN and SIT DOWN.

T – whole
class

Evaluation: Ss did them well

Week 15
Period:30 th

UNIT 10

Our break time

Lesson 1

I. Aims: Ss will be able to name some specific games and actives.
II. Objectives:

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

- Develop listening, speaking skill.

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Lesson planning 3 . School year: 2011-2012

- Communicative method.
- Techniques:

- Ask and answer

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

iv. Teaching aids:

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

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

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

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

. I .Warm up:

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

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

1. Look, listen and repeat.

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

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

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

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

2. Look and say

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

- Ask them to identify the characters in the pictures and
what they should say. Fill the bubbles and have Ss to
repeat the lines a few times

- T models the dialogue

Assign a pair to pretend to be school in picture a

T – whole
class

Whole class

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Lesson planning 3 . School year: 2011-2012

10’

2’

1’

What do you do at break time?
I play badminton

Repeat the step with a few more pairs.

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

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

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

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

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

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

- What ---?
I

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

- Have Ss to work in pairs to practicing.

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

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

At break time

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

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

III

. Summary:

in this lesson , Ss have learnt how to name some activities

at break time by answering the question: What do you do at
break time ? and some memorised the phrases play chess/ 
hide and seek….

IV .Home- work:

Ss practice reciting the chant on page 67 at home.

T – whole
class

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

Evaluation: Ss did them well

Week 16
Period:31 th

UNIT 10

Our break time

Lesson 2

. I.Objectives:

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

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

- Communicative method.

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

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Lesson planning 3 . School year: 2011-2012

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

IV.Language focus:

 Phonics: break play

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

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

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

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

II.New lesson:

1. Listen and repeat

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

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

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

- Produce the sound br and pl a few times.

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

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

break play

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

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

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

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

T – whole

class

T – whole
class

Whole class

Groups
individually

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Lesson planning 3 . School year: 2011-2012

10’

10’

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

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

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

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

- 2. Listen and tick.

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

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

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books
- 2nd: play the recording for Ss to listen and tick the

correct pictures.

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

- Have Ss trade their answers in pairs for correction

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

Transcript

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

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

 A: what do you do at break time?

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

Answers: 1 – a: 2 – b.

- 3. Read and match.

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

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

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

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

and comment.

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

Pairwork

T – whole

class

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

2’

1’

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

Answers: 1 – c; 2 – d ; 3- b; 4- a
III.Summary:

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

play

IV.Home- work:

Ss recite the chant and clap the syllables on

page 68 of the Student Book at home.

Evaluation: Ss did them well

Week 16
Period:32 th

UNIT 10

Our break time

Lesson 3

I.Objectives:

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

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

- Communicative method.

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

III.Teaching aids:

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

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Lesson planning 3 . School year: 2011-2012

 Sentence patterns:

Do you like playing chess ?
I like playing badminton
 V. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up

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

- II. New lesson.

1Listen and repeat.

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

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

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

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

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

2Look and say

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

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

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

◦ Assign a pair to pretend to

Do you like playing badminton ?
Yes, I do

No, I don’t. I like playing chess

◦ Repeat the step but have the pair swap their
parts.

- Have the whole class repeat all the phrases.

T – whole
class

Whole class

Groups
individually

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Lesson planning 3 . School year: 2011-2012

15’

2’

1’

- Ask Ss to practice in pairs

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

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

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

3.Write.

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

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

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

- Ss read silently and complete the sentences.

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

correction

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

Answers:

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

I like doing puzzle

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

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

- III. Summary:

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

- IV. Homework :

Ss practice singing the rhyme hide – and seek at
home

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

Evaluation: Ss did them well

Week 17
Period:33 th

REVIEW 2

UNITS SIX TO TEN

I. Recall the old lessons:

II. Practice:

Unit six: My school

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

Which is your schol ?

This one/ that one
What is it ?

Park primary school

Unit 7:

place in my school

- naming school rooms

- describing school rooms

- asking and answering about school rooms.

- Is this a classroom ?

- Yes, it is

- Is it new ?

- Yes, it is. ( no, it isn’t). it’s old

Unit 8 :

school things

- naming school rooms.

- describing school rooms

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Lesson planning 3 . School year: 2011-2012

1- What’s this/ that ?

- it’s a book

2- What are these/ those ?
- they are rulers

Unit 9 :

in my school

- Performing classroom instructios

- Asking for permission

- Giving permission.

1-sit down, please
Open/ close your book.

2. may I come in ?

- Yes, You can/ no, You can’t

Unit 10 :

our break time

Naming games and activities

Saying the name of games/ activities at break time

Asking and answering about games and activities at break time.

1.

What do you do at break time ?

I play hide – and – seek.

I like playing football/ badminton.

2. Do you like playing chess ?

Yes, I do / No, I don’t

Week 17:
 Period34

REVIEW 3

Test

1.Khoanh tròn từ khác nhóm.

1. A. student B. brother C. doctor. D. ten
2.A. you B. fine C. I D. me
3. A. are B. your C. am D. is
4. A. this B. that C. Tuan D. these
5.A. thanks B. good bye C. bye. D. new

2. Viết thành câu hoàn chỉnh

1.do /you/ what/ time/ at/ break/do ?

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Lesson planning 3 . School year: 2011-2012

2. do/ spell/ name/ how/ your / you?

-………

3. /go out/may / I?

-………
4. which / your / school / is ?

-………..
5. school / what / it / is ?

……….

3. Hoàn thành câu sau cho hoàn chỉnh.

2. A: Hi, m - - I go - - - ? 2. A:What’s your…….?
B: That is the l - - - y B: My name’s …………
C. I like playing b – d - - - - on

4 Viết câu trả lời .

1.What do you do at break time ?

2.which is your school?

5. Đọc và ghép cét A víi cét B

A B

1.What do you do at break time? a. hop thanh A primary school.

2.what is your school? b. yes.

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Lesson planning 3 . School year: 2011-2012

Week:

Period 35: THE FIRST TERM TEST
HA LONG EDUCATIONAL & TRAINING DEPARTMENT

Cao xanh primary school

Name: ………. Class: …3A… Date: ……….
Time: 40’

---

---I,Complete each word( hoàn thành các từ sau)

II, Circle (khoanh tròn đáp án đúng)

1,May I ………. the book? A, go B, open C, do

2,……….. is your school? A, Which B, What C,

How

3,It’s Kim Dong ……… school? A, classroom B, library
C, primary

4, _____ I go out? A, May B, Am C,

5, Is that girl ________? A, new B, the C,

4,ba__kpac__
2, pen_ il sha__pener

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Lesson planning 3 . School year: 2011-2012

III, Put a missing word (điền một từ vào chỗ trống)

1,_______ are you? I’m fine, thank you. 3,This is ______ friend
Nam.

2,What’s your ________ ? I’m Tom. 4,What is ____ ? It’s a
pencil.

IV, Read and tick v(đọc và tích v vào tranh đúng)

1,This is my classroom.
It’s big.

2,What do you do at breaktime?
I play hide and seek.

Key

I,Complete each word( hoàn thành các từ sau) 2,5 đ
1, r,b

2, c,r
3, h,b
4, c,k

II,Circle (khoanh tròn đáp án đúng) 3 đ
1, B

2, A
3, C
4, A
5, A

III, Put a missing word (điền một từ vào chỗ trống) 2,5 đ
1, H ow

2, name
3, my
4, this

a, b,

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Lesson planning 3 . School year: 2011-2012

IV, Read and tick v(đọc và tích v vào tranh đúng) 2 đ
1, b

2, b

Week 18:
 Period 36 th :

UNIT 11

My family

Lesson 1
I. Aims: Ss will be able to identify family member.
II. Objectives:

- By the end of this lesson, students will be able to ask and answer the member
of family

- Develop reading, speaking skill.

III . Teaching method:

- Communicative method.
- Techniques:

- Ask and answer

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

iv. Teaching aids:

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

Vocabulary: father, mother, sister, brother
Sentence patterns:

- Who’s this/ that?

- It’s

V. Procedures : 
Organization:

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Lesson planning 3 . School year: 2011-2012

3A

Time Steps/Activities Work

arrangement
5’

10’

I .Warm up:

- T asks some pairs to play a game of charade or listen to
the chant on page 7, the student book

II .New lesson.

1. Look, listen and repeat.

- Ask Ss to identify the characters in the picture on page 6
and what they are doing.

- Set the scene “you are going to listen to .

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

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

2. Look and say

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

- Ask them to identify the characters in the pictures and
what they should say. Fill the bubbles and have Ss to
repeat the lines a few times

- T models the dialogue

Assign a pair to pretend to be school in picture a
Who’s this ?

It’s my father

Repeat the step with a few more pairs.

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

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

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

- Make some questions to check Ss’ comprehension of
language

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

3. Talk

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

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

- Who’s---?
It’s my

---T – whole
class

T – whole
class

Whole class

Groups
individually

T – whole
class

Pairwork

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Lesson planning 3 . School year: 2011-2012

2’

1’

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

their books or role – play the exchanges

- Have Ss to work in pairs to practicing.

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

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

This is my mother.
I call her mummy
………
In my family

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

III

. Summary:

in this lesson , Ss have learnt how to ask and answer about
family members, using; Who’s this ? It’s my ( father, 
mother..)

IV.Home work:

Ss practice reciting the chant on page 7 at
home.

Individually
Pairwork/
Groupwork

Whole class
T – whole

class

Week 18:
 Period 37th :

UNIT 11

My family

Lesson 2

I. Objectives :

- By the end of this lesson, students will be to ask who someone is.
- Develop listening, reading and writing skill.

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Lesson planning 3 . School year: 2011-2012

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

VI. Teaching aids :

- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.

- Student’s aids: book, notebook, workbook.

VII. Language focus :

 Phonics: father mother

 Vocabulary: grandfather, grandmother, girl, woman.
 Sentence patterns:

Is this your father ?
No, he isn’t

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

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

- II. New lesson:

1. Listen and repeat

- Have Ss open the book page 8, look at the words father

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

- Set the scene: “you are going to learn how to produce 
the sound of the letter th in the word father and er in 
the word mother

- Produce the sound th and er a few times.

- Teach the new phrases ; Who’s this ? This is my + 
Name – Then show them how to spell father and
mother and some other words.

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

father mother

This is my grandfather
I call him grandpa

……….
And me ?

We are a big family.

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

T – whole
class

Whole class

Groups
individually

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Lesson planning 3 . School year: 2011-2012

10’

10’

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

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

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

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

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

- 2. Listen and tick.

- Have Ss look at Pictures 1a, b; 2a, b on Page 8
- Identify the characters and their relationship.

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

- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books
- 2nd: play the recording for Ss to listen and tick the

correct pictures.

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

- Have Ss trade their answers in pairs for correction

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

Transcript

1. A: who’s this ?

B: It’s my grandfather.
 A : Your grandpa

B: yes. He’s grandpa.
. A: who’s this ?
 B: It’s my brother.
 A : Your brother
B: yes. He’s brother.

Answers: 1 – b: 2 – a.

- 3. Read and complete.

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

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

- Ask Ss to read the sentences and do the task (match the
sentence with a appropriate picture.)

- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction
- Call on some Ss to report their answers. Others listen

and comment.

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

2’

1’

- Make a few questions to check Ss’ comprehension of
the sentences.

- Have the whole class chorally read each line of the
dialogues to reinforce their pronunciation

Answers: 1 – man; 2 – Mrs binh ; 3- Nam ; 4- girl
- III. Summary

- Ss have learn how to ask and answer about family

member, using : Who’s this? It’s my father.

- Produce the sound of the letter th in father and er in

mother

- IV. Home- work :

Ss recite the chant and clap the syllables on
page 7 of the Student Book at home.

Evaluation: Ss did them well.

Week 19:
 Period 38th :

UNIT 11

My family

Lesson 3

I. Objectives:

- By the end of this lesson, Students will be able to ask
- Develop speaking and writing skill.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.

+ Ask and answer.

III. Teaching aids:

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Lesson planning 3 . School year: 2011-2012

IV.Languages focus: 
 Vocabulary: her, his
 Sentence patterns:

What’s his name?
His name is …….
 V. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

8’

I. Warm up

Let’s Ss chant in two groups. Which is more correct is the
winner.

- II. New lesson.

1Listen and repeat.

- Have Ss to look at the book at page 10; identify the
characters in the picture.

- Make a few questions to check Ss’ comprehension of
the dialogue.

- Set the scene: “we are going to review phrases that they
have learnt in the previous lesson.”

- Play the recording all the way through for Ss to listen
and read the text. Mime the dialogue.

- Play the recording again for Ss to repeat the dialogue a
few tome to reinforce their pronunciation.

2Look and say

- Have Ss look at the pictures a, b, c, d and e on page 10
- Elicit the actives in the pictures and their doing.

- Tell them to guess and respond to the first character.

Then fill the speech bubbles with the correct phrases
prompted by Ss.

- Have ss repeat a few times.
- T models the dialogue

◦ Assign a pair to pretend to

What’s his name ?

His name’s …JOHNBROWN

◦ Repeat the step but have the pair swap their
parts.

T – whole
class

Whole class

Groups
individually

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Lesson planning 3 . School year: 2011-2012

12’

2’

1’

- Have the whole class repeat all the phrases.
- Ask Ss to practice in pairs

- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

3.Write.

- Get Ss to identify the characters in the pictures on page
65

- Ask them to talk about the situation in each picture.
- Tell Ss that they are going to read and get information to

write the missing words in task in the dialogue, using
those from the frame on the top of the page.

- Ss read silently and complete the sentences.

- Monitor the activity and offer help when necessary
- Ss trade their answers within pairs or groups for

correction

- Ask some Ss to read their answers aloud to the class.
The others listen and give comments.

Answers:

3. I like playing hide – and – seek
4. I don’t like chatting.

I like doing puzzle

- Make some questions to ensure Ss’ comprehension of
the writing text.

- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.

- III. Summary:

- Ss have learnt how to talk about some games and
activities at break time, using DO YOU LIKE …….. ?

- IV. Homework:

Ss practise singing the rhyme hide – and seek at
home.

Pairwork

T – whole
class

Individually
Pairwork/
Groupwork

Whole class
T – whole

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Lesson planning 3 . School year: 2011-2012

Evaluation: Ss did them well.
.

Week 19:

Period 39th :

UNIT 12

HOW OLD ARE YOU?

Lesson 1

I. Objectives:

- By the end of this lesson, Students will be able to ask about ages,then chant

and develope skills

- Develop speaking and writing skill.
II. Teaching methods:

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III. Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV.Languages focus:

New words: year, old, how, number 1 to 9

- Sentence patterns: How old are you?- I’m nine years old.
- Skills: Listening and speaking

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Lesson planning 3 . School year: 2011-2012

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

8’

I.Warmup

Have ss to play “ Slap the board”

- Call on 2 groups go to the board and play
- Listens and gives comment

1. Pre –talking:

- Have Ss look at the picture, identify the characters and the
names of the pictures

- Have Ss repeat the name of Ss and the sentence patterns

2. While - talking

- Have Ss act out and practice with the pictures
- Ss practice asking and answering about ages.
- Go around and help Ss to practice

- Notes: Pronunciation

- Call 10 pairs standing and practice
- Listen and help Ss to practice fluently

3. Post – talking:

- Ss practice about the real things.
- Listen and give comment

S1: How old are you?
S2: I’m nine years old.

- Have whole class repeat the sentence patterns

4. Follow up: Let’s chant
- Have Ss discuss chant.
? What is he doing?
- Presents how to chant
- Play the recording one time
- Listen and give comment

- Have Ss repeat all the words written on the board.

III. Summary:

IV. Homewor:k

- Asks Ss to practice the model sentences more and more
- Do the exercises B2, C1,2

Listen and
play

- 2 groups go
to the board
and play

- Others listen
and give
comment
- Work in
pairs

- Listen and
repeat

- Work in
pairs
- Listen
- Work in
pairs

- Others listen
- Others listen
and give

commen
seven

year

how

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Lesson planning 3 . School year: 2011-2012

12’

- Read in
chorus one
time

- Listen and
play

- Others listen
and give
comment
- Read in
chorus

- Listen

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Lesson planning 3 . School year: 2011-2012

Week 20:
 Period 40th :

UNIT 12

HOW OLD ARE YOU?

Lesson 2

I. Objectives:

- By the end of this lesson, Students will be able to count from 10 to 20

-II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: Review both, how, numbers 1- 10- 20
- Sentence patterns: How about you?

- Skills: Listening

- Sentence patterns: How old is he?- He’s eight years old
- Skills: Reading and singing

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up:

- Asks Ss to ask and answer some questions about ages. Then
have them recite the chant on page 13.

- Listens and gives comment

* Listening:

1. Pre – listening:

- Have Ss turn your book to page 14 and asks Ss the name,

characters of schools.

- Notes: the letters color different in both words how / ten
? How to produce the sound of the letter ow / how; e / ten
- Produce the sounds of the letters

2. While – listening:

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Lesson planning 3 . School year: 2011-2012

8’

12’

- Play the recording sentence by sentence 3 times.
- Help Ss to clap the syllable

- Have Ss chant in groups
G1: chant

G2: clap the syllables

- Go around and help Ss to chant

- Call on 2 Ss repeat the stress, intonation
- Listen and help Ss to practice

3. Post – listening:

- Call on 3 groups standing and chant

- Listen and give comment

- Ss look at the pictures and recall from 1 to 10, identify the
characters in the pictures and their ages.

- Tell Ss how to listen “listen and complete”

- Play the cording one time for Ss listen to information.
- Play the cording two times

- Have Ss trade their answers
- Calls 6 Ss repeat the answers

- Replay the recording again for Ss check their answers
- Listen and give comment

Answers: 2.nine, 3. seven, 4. eight

4. Follow up

- Have Ss produce the sound how/ ten, recite the chant in
chorus.

- Play the recording one time

- Play the recording sentence by sentence 3 times
- Ask Ss to act out and read

- Go around and help Ss to practice

Present the new words and sentence pattern
+ A: How old is he?

B: He is nine years old
- Have Ss practice in groups
- Listen and help Ss to practice
3. Post – listening:

- Call on 8 pairs or groups act out and practice

- Play the recording again for Ss repeat each line in the
speech bubbles a few times.

* Speaking

1. Pre – speaking:

- Have Ss look at the pictures a,b,c,d on page 16 identify the
characters and talking about the names and ages of these
characters.

- Call one St to point to picture a, asking How old is Tom?
Then have another St answer He s 9 years old.’

Notes: the pronunciation (stress, assimilation of sounds and
intonation)

2. While - speaking

- Have Ss repeat the step with some others pairs for pictures

a, b, c, d

- Go around and help Ss to practice
3. Post – speaking:

- Call on 8 pairs to perform and practice

- Calls 4 pairs to perform the task at the front of the class
- Listen and give comment

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Lesson planning 3 . School year: 2011-2012

4. Follow up

- Have Ss to answer questions about the your family
members, writing their ages.

- Listen and give comment

IV Homework:

- Asks Ss to practice the model sentences more and more
- Do the exercise

- Prepare for the next parts

Evaluation: Ss did them well.
.

Week 20:

Period 41th :

UNIT 12

HOW OLD ARE YOU?

Lesson 3

I. Objectives:

- By the end of this lesson, Students will be able to ask and answer about ages
of family members

-II. Teaching methods:
- Communicative method.

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Lesson planning 3 . School year: 2011-2012

+ Ask and answer.
 III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: Review

- Sentence pattern: How old is he?

He is ……….

- Listening and speaking
- Sentence patterns: Review
- Skills: Writing and play

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up:

- Have Ss sing “Counting to Twenty” lesson 2, page 15
- Listens and gives comment

II.Newlesson:

* Listening

1. Pre – listening:

- Have Ss turn your book to page 16 and asks Ss to identify
the characters in the top picture.

2. While – listening:

- Play the recording one time

- Play the recording sentence by sentence 3 times
- Ask Ss to act out and read

- Go around and help Ss to practice

Present the new words and sentence pattern
+ A: How old is he?

B: He is nine years old
- Have Ss practice in groups
- Listen and help Ss to practice
3. Post – listening:

- Call on 8 pairs or groups act out and practice

- Play the recording again for Ss repeat each line in the
speech bubbles a few times.

*Speaking

1. Pre – speaking:

- Have Ss look at the pictures a,b,c,d on page 16 identify the
characters and talking about the names and ages of these
characters.

- Call one St to point to picture a, asking How old is Tom?
Then have another St answer He s 9 years old.’

Sing and slap
the rhyme
- Look and
talk

- Listen
- Listen and
repeat

Work in
groups

Ss listen and
repeat

- Work in
pairs

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Lesson planning 3 . School year: 2011-2012

12’

Notes: the pronunciation (stress, assimilation of sounds and
intonation)

2. While - speaking

- Have Ss repeat the step with some others pairs for pictures
a, b, c, d

- Go around and help Ss to practice
3. Post – speaking:

- Call on 8 pairs to perform and practice

- Calls 4 pairs to perform the task at the front of the class
- Listen and give comment

- Have the class repeat all the questions and answers in this
section to reinforce their pronunciation

3. Follow up

- Have Ss to answer questions about the your family
members, writing their ages.

- Listen and give comment

- Asks Ss to practice the model sentences more and more
- Do the exercise

- Prepare for the next parts

. *Writing:

1. Pre – writing:

- Have Ss look at the picture on page 17 then identify the
characters and write sentences using the information
provided

2. While - writing

- Have Ss read individually silently and complete the
sentences

- Go around and help Ss to do

- Have Ss trade their answers in pairs

3. Post – writing:

- Call on 3 Ss rewrite the sentences on the board.
- Calls 3 pairs act out and read the sentences.
- Listen and give comment

Answers:

2 – This is Mary. She’s 7 years old
3 – This is Linda. She’s 9 years old
4 – This is Peter. He’s 8 years old

- Have whole class read the sentences in chorus to reinforce
their pronunciation.

4 Follow up:

Let s play ’ “ Listen, point and say”

- Asks Ss to discuss the picture; Place the flashcards of
numbers 1 – 20 around the classroom.

- Ss play the game in groups.
- Go around and help Ss help

- Call out a word ex: four. Ss point to the correct flashcard as
they hear the word.

- Others listen and give comment.
- Listen and give comment

III. Homework:

- Asks Ss to practice the model sentences more and more
- Do the exercise

- Prepare for the next parts

- Have Ss sing “Counting to Twenty”
- Do the exercise E on your workbook
- Prepare for the next unit

practice

- Others listen
and give
comment
- Read in
chorus
- Look and
say

- Ask and
answer
Ss practice
Ss practice
asking and
answering on
pairs
Others listen
and comment
Ss ask and

answer

- Work in
pairs

- Silent
reading and
complete the
sentences

- Work in
pairs

- 3 Ss rewrite
their answers
on the board.
- 3 pairs act
out and read
the sentences.
- Others listen
and give
comment
Ss read aloud
- Work in
group

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Lesson planning 3 . School year: 2011-2012

2’

Listen and
remember

Evaluation: Ss did them well.
.

Week 21:
 Period 42th :

UNIT 13

MY HOUSE

Lesson 1

I. Objectives:

By the end of this lesson, Students will be able to identify rooms in the house and
practice identify rooms in the house.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: kitchen, bedroom, house, living room, dining room,
bath room, garden.

- Sentence patterns: This is my house. There is a living room
- Skills: Listening and speaking and play

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Lesson planning 3 . School year: 2011-2012

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

15’

I. Warm-up.

Ss sing the song Counting to Twenty

II. Newlesson:

* Listening.
1. Pre-listening:

* Picture description: (Picture 1)

- Ss guess Mai and Nam talk about her house.

2. While-listening:

- Have Ss listen to the tape first
- Let Ss listen and repeat twice.

- Present the vocabulary and Sentence patterns.
1. Vocabulary:
house:
living room:
kitchen:
dining room
bath room
bed room
garden:

2. Sentence patterns:
This is my house.
There is a living room
- Have Ss work in pairs to read

3. Post-listening:

- Have the whole class repeat each line of the text to
reinforce their pronunciation.

* Speaking:
1. Pre-talking:

* Picture description: (Pictures a, b, c and d)
T: This is my house

S: There is ………..

2: While-talking:

- Ask Ss to practice according to the picture in groups.

- Call Some pairs to perform the task at the front of the class.

3: Post-talking:

- Ask Ss practice with friends in the class

4.Follow up

- Ask Ss draw a favorite room of their in a house

- Ask Ss look at the picture on page 19 and practice talking
about these rooms.

- Have Ss act out and practice with the pictures

- T givean example in picture a
T: What’s this?
Ss: This is living room
- Ask Ss to act out and practice
- Have Ss work in pair

- Go around and help Ss to practice. Correct pronunciation

- Ss draw
- Look at the

picture and
describe it.
- Listen
- Work in
pairs

- Others listen
and comments
- 8 pairs
standing and
practice
- others listen
- Ss practice
- Others listen
and give
comment
- Read in
chorus one
time

- Listen and
repeat

- Listen the
rhyme

- Listen and
repeat the slap
the rhyme
- Others listen

andgive
comment
- Look at the
picture and
describe it.
- Ss listen and
repeat

- Ss listen
- Ss listen and
repeat twice
times

- work in
pairs

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Lesson planning 3 . School year: 2011-2012

5’

2’

error(s).

- Call 8 pairs standing and practice
- Listen and help Ss to practice fluently.
- Ss practice about the real things

- Listen and give the comment

- Have whole class repeat the sentence patterns

* Let s play’
“Bingo”

- Presents the new words: kitchen, house, bedroom, living
room, dining room, bath room, garden.

- Play the recording one time

- Play sentence by sentence 3 times
- Goes around and help Ss to play
- Play the recording all the way
- Listen andgive comment

III .Homework:

- Ask Ss to do the exercises A1,2 in the workbook
- Prepare for the lesson 3,4

- Ss show their drawing

- Ask Ss to do the exercise B1 in the workbook
- Prepare for the next parts

groups

Look and talk
- Listen to
information

- Listen and
tick

- Work in
pairs

8 Ss repeat the
answers

Others listen
- Listen and
check again
- Others listen
and give
comment
- Chant in
chorus
- Listen and
remember

Evaluation: Ss did them well.
.

Week 21:
 Period 43th :

UNIT 13

MY HOUSE

Lesson 2

I. Objectives:

By the end of this lesson, Students will be able to talk about rooms in the house

II. Teaching methods:
- Communicative method.

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Lesson planning 3 . School year: 2011-2012

+ Ask and answer.
 III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: teddy bear, chair, cat, running, fast, the way, clean, early
- Sentence patterns: review

- Skills: Listening

- Skills: Reading and singing

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

15’

I.Warm-up.

Ss talks about rooms in their own houses

II.Newlesson:

* Listening.
1. Pre-listening:

* Picture description: Picture 1on page 20

Note: The letter color different in words Kitchen / 
bedroom

- How to produce the sound of the letter ch / kitchen, r /
bedroom

2. While-listening:

- Have Ss listen to the tape first

- Let Ss listen sentence by sentence twice times

- Have Ss work in pairs to read

- Call some Ss to play the role to practice

3. Post-listening:

- Have Ss read the chant. Clap the rhythms.
- Chant in groups

* Listen and number

1. Pre – listening:

- Have Ss look at the pictures identify theobjects in the
pictures.

- Tell Ss how to listen “ listen and number”
2. While - Listening:

- Play the cording one time for Ss listen to information.
- Play the cording two times

- Have Ss trade their answers
- Calls 8 Ss repeat the answers
3. Post – listening:

- Replay the recording again for Ss check their answers
- Listen and give comment

Answers: 1- b ; 2- c; 3 – d; 4 - a

4 Follow up

- Ss talks
- Look at the
picture and
describe it.
- Ss listen and
repeat

- Ss listen
- Ss listen and
repeat twice
times

- work in
pairs

- Others listen
and comment.
- Read the
chant
- Chant in
groups

Look and talk
- Listen to
information
- Listen and
tick

- Work in
pairs

8 Ss repeat the
answers

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Lesson planning 3 . School year: 2011-2012

15’

2’
1’

- Have Ss chant kitchen / bedroom in part 1 again
*Reading:

1 Pre – reading:

- Have Ss look at the pictures, sentences then elicit the names
of the characters in the pictures.

- Tell Ss that they are going to read the dialogue and tick the
correct pictures

2 While - reading

- Have Ss read individually and do the text
- Go around and help Ss to do

- Have Ss trade their answers in pairs
- Call on 4 Ss report their answers

3 Post – reading:

- Call on 8 Ss read the dialogue
- Listen and give comment

- Have Ss read the sentences in chorus to reinforce their
pronunciation

- Listen and give comment
Answers: picture b

4Follow up: Let’s sing
“ The way I clean my house”

- Presents the new words: the way, clean and early.
- Play the recording one time

- Play sentence by sentence 3 times
- Goes around and help Ss to play
- Play the recording all the way
- Listen and help Ss to sing
- Have Ss sing in groups

- Go around and help Ss to sing

- Call on one group sing the song again
- Listen and give comment

III.Summary:
IV. homework:

- Have to practice the sing more and more
- Do the exercise D (1) on page 55

- Prepare for the next part

comment
- Chant in
chorus
- Listen and
remember
Work in pairs
- Listen
- Read and
match
- Work in
pairs

- 4 Ss report
the answers
- Others listen
and give
comment
- 8 Ss read the
dialogue
again

- Whole class
read in chorus
- Listen and
repeat

- Listen the
rhyme

- Listen and
repeat the slap
the rhyme.
- Sing in
chorus
- Sing in
groups, slap
the rhyme and
do the action
- One groups
(8 Ss) go to
the board and
sing

- Others listen
and give
comment
- Sing in
chorus
- Listen

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Lesson planning 3 . School year: 2011-2012

Week 22:
 Period 44th :

UNIT 13

MY HOUSE

Lesson 3

I. Objectives:

By the end of this lesson, Students will be able to talk about rooms in the house
(review).And review the model sentences to talk about rooms in the house then
develop skills

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: the way, clean, early
- Sentence patterns: review

- Skills: Listening and speaking , writing and let’s chant

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

I. Warm up:

- Have Ss sing “ The way I clean my house”
- Listens and gives comment

II Newlesson:

* Listening

1. Pre – listening:

- Have Ss turn your book to page 22 and asks Ss the names of

the Ss, the characters, names of the pictures

- Using puppets to present the situation
2. While – listening:

- Play the recording one time

- Play the recording sentence by sentence 3 times.
Present the new words and sentence pattern.
+ he, she

+ There is one bedroom
There are two bedrooms

Sing and slap
the rhyme

- Listen and
answer the T’s
- Listen

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Lesson planning 3 . School year: 2011-2012

10’

Have Ss practice in groups
Listen and help Ss to practice
3. Post – listening:

- Call on 8 pairs or groups act out and practice

- Play the recording again for Ss repeat each line in the
speech bubbles a few times.

* Speaking

1. Pre – speaking:

- Have Ss look at the pictures and identify the characters and
the names of friends.

- Call on 2 pairs repeat the sentence patterns
Notes: the pronunciation

2. While - speaking

- Have Ss repeat the step with some others pairs for pictures
a, b, c, d.

- Go around and help Ss to practice
3. Post – speaking:

- Call on 8 pairs to perform and practice

- Calls 4 pairs to perform the task at the front of the class
- Listen and give comment

- Have the class repeat all the sentence patterns in chorus to

reinforce their pronunciation

4 Follow up

- Have Ss play “reorder the words in the sentences”
1. living room/ a / There is.

2. bedrooms/ three / There are.

- Call on 2 groups (8 Ss) go to the board and play
- Listen and give comment

*Writing:

1 Pre – writing:

- Have Ss look at the picture a, b, c and d on page 23 then
identify the rooms in order to get the information, and write
the missing words in each sentence.

2 While - writing

- Have Ss read individually silently and complete the
sentences.

- Go around and help Ss to do

- Have Ss trade their answers in pairs

3Post – writing:

- Call on 3 Ss rewrite the sentences on the board.
- Calls 3 pairs act out and read the sentences.
- Listen and give comment

Answers: 1 – a bedroom
2 – a bathroom
3 – two bedrooms
4 – two bathrooms

- Have whole class read the sentences in chorus to reinforce
their pronunciation.

4 Follow up: Let s chant’

- Put the large piece of paper with the chant from page 23,
teach the new phrases.

- Have Ss chant in groups
- Go around and help Ss

- Call on 6 groups to the frond of the class and chant, 3
groups do actions

- Have the whole class say the chant in chorus to reinforce
their pronunciation

book

- Listen and

repeat

- Listen and
repeat

- Work in
groups
- 8 pairs act
out and
practice
Others listen
- Listen and
repeat the
pronunciation
in chorus
-Work in pairs
- 2 pairs
repeat the
sentence
patterns
- Listen
- Work in
pairs

- 8 pairs act
out, standing
and practice
4 pairs act
out, go to the
board and

practice

- Others listen
and give
comment
- Read in
chorus
- Listen

- 2 groups go
to the board
and play
- Others listen
and give
comment
- Listen

Sing in chorus

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Lesson planning 3 . School year: 2011-2012

2’
1’

III.Summary:

IV.Homework:

- Have to practice the sentences and chant more and more.
- Do the exercise D, E on your workbook

- Prepare for the next unit

- Silent
reading and
complete the
sentences.
- Work in
pairs

- 3 Ss rewrite
their answers
on the board.
- 3 pairs act
out and read
the sentences.
- Others listen
and give
comment
- Read in
chorus
- Listen
- Ss look

Evaluation: Ss did them well.
.

Week 22:
 Period 45th :

UNIT 14

OUR ROOM

Lesson 1

I. Objectives:

By the end of this lesson, Students will be able to indentify things in a bedroom.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: ball, above, under, behind, on
- Sentence patterns: Where’s it ?

It’s ………
- Skills: Listening and speaking

- Skills: Talking and playing

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Lesson planning 3 . School year: 2011-2012

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up

:

Have ss to play “ Slap the board”

- Call on 2 groups (10 Ss) go to the board and play
- Listens and gives comment

II. Newlesson:

* Listening

1. Pre – listening:

- Have Ss turn your book to page 24 and asks Ss to identify
the characters of the picture and what they say.

- Using the pictures of the school to present the situation
2. While – listening:

- Play the recording one time

- Play the recording sentence by sentence 3 times.
Present the new words and sentence patterns
+ ball:

+ here:
Where’s it ?

It’s in your bedroom.

- Help Ss to read the new words, model sentences
- Ask Ss to act out and read the dialogue

- Go around and help Ss to practice
3. Post – listening:

- Call on 10 pairs act out and practice
- Listen and help Ss to practice fluently.
*Speaking

1. Pre – speaking:

- Have Ss look at the pictures and identify the characters.

Present the new words

+ ball:

- Play game
- Listen and
open your
book then
identify the
characters in
the pictures
- Listen
- Listen and
point to the
appropriate
line in the
book

- Listen and
repeair
- Listen and
take note
- Listen and
repeat

- Work in
pairs

- 10 pairs act
out and

practice the
dialogue
- Others listen
- Work in
pairs
- Listen
- 2 pairs
repeat the
sentence
patterns
- Listen
- Work in
pairs

Ss pairwork
- 8 pairs act
out, standing

ball o under

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Lesson planning 3 . School year: 2011-2012

10
2’
1’
+ on:
+ above:
+ under:

+ behind:

- Asks Ss repeat the sentences patterns
Where is it ?
It’s in your bedroom
- Call on 2 pairs repeat the sentence patterns
Notes: the pronunciation

2. While – speaking:
- Have Ss practice in pairs

- Go around and help Ss to practice
3. Post – speaking:

- Call on 8 pairs to perform the task , standing and practice
- Calls 4 pairs to perform the task at the front of the class
- Listen and give comment

- Have the class repeat all the sentence patterns
4 Follow up

- Have Ss to play “rub out and remember”
+ ball: quả bóng

+ on: ở trên
+ above:

+ under: ở dưới
+ behind: bên cạnh
- Presents how to play

- Call Ss go to the board and play
- Listen and give comment

Have ss to play “ Slap the board

- Call on 2 groups (10 Ss) go to the board and play

- Listens and gives comment

II: Pre –talking:

- Have Ss look at the picture, identify the characters and the
names of the pictures

- Have Ss repeat the name of Ss and the sentence patterns

III: While - talking

- Have Ss act out and practice with the pictures
- Give an example in picture a

- Asks Ss to act out and practice
- Go around and help Ss to practice
- Notes: Pronunciation

- Call 5 pairs standing and practice
- Listen and help Ss to practice fluently

IV: Post – talking:

- Ss practice about the real things.
- Listen and give comment

S1: Where is it ?

S2: It’s ……….

- Have whole class repeat the sentence patterns

E: Follow up: Let’s sing

4 pairs act
out, go to the
board and
practice

- Others listen
and give
comment
- Read in
chorus
- Listen and
play
Others listen
and give
comment
- Listen
Others listen
and give

comment
- Work in
pairs

- Listen and
repeat

- Work in
pairs
- Listen
- Work in
pairs
- 5 pairs
standing and
practice

- Others listen
- SS practice
- Others listen
and give
comment
- Read in
chorus one
time

- Listen and
repeat

- Listen the
rhyme

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Lesson planning 3 . School year: 2011-2012

“ The Bedroom in the House”
- Play the recording one time

- Play sentence by sentence 3 times
- Goes around and help Ss to play
- Play the recording all the way
- Listen and help Ss to sing
- Have Ss sing in groups

- Go around and help Ss to sing

- Call on one group sing the song again
- Listen and give comment

III. Homework:

- Asks Ss to practice the model sentences more and more
- Do the exercises

- Prepare for the next parts

- One groups
(8 Ss) go to
the board and
sing

- Others listen

and give
comment
- Sing in
chorus

- Listen

Evaluation: Ss did them well.

Week 23:
 Period 46th :

UNIT 14

OUR ROOM

Lesson 2

I. Objectives:

By the end of this lesson, Students will be able to learnt how to describe things in a
room.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: bag, floor, mirror, door, desk,review
- Sentence patterns: Where’s it ?

It’s ………

- Skills: Listening and speaking,reading and playing

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

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Lesson planning 3 . School year: 2011-2012

arrangement
5’

15’

I. Warm up

:

- Ss sing “The Bedroom in the House”
- Listens and gives comment

II Newlesson:

* Listening:

1. Pre – listening:

- Have Ss turn your book to page 56 and asks Ss the name ,
characters of schools.

- Notes: the letters color different in words chairs / bed

? How to produce the sound of the letter s / chairs; b / bed

- Produce the sounds of the letters
2. While – listening:

- Play the recording one time

- Play the recording sentence by sentence 3 times.
- Help Ss to clap the syllable

- Have Ss chant in groups
G1: chant

G2: clap the syllables

- Go around and help Ss to chant

- Call on 2 Ss repeat the stress, intonation
- Listen and help Ss to practice

3. Post – listening:

- Call on 3 groups standing and chant
- Listen and give comment

Listen and tick

1. Pre – listening:

- Have Ss look at the pictures identify the names of the
schools and say the names in English and how to listen.
- Tell Ss how to listen “listen and tick”

2. While - Listening:

- Play the cording one time for Ss listen to information.
- Play the cording two times

- Have Ss trade their answers
- Calls 8 Ss repeat the answers
3. Post – listening:

- Replay the recording again for Ss check their answers
- Listen and give comment

Answers:1.a , 2.b
4Follow up

- Have Ss chant which / school in part 1 again
*Reading:

1 Pre – reading:

- Have Ss look at the pictures, sentences on page 27 then
elicit the names of the characters in the pictures.

- Tell Ss that they are going to read and draw things in the
room as the text describing.

2 While - reading

- Have Ss read individually and draw things in the room
- Go around and help Ss to do

- Have Ss share their drawings in pairs

- Call on 4 Ss to show and talk about their drawings.

3 Post – reading:

- Call on 8 Ss read the text
- Listen and give comment

Ss sing
Others listen

and give
comment

- Listen

- Listen and
remark
- Listen and
repeat

- Clap your
hands 3 times
- Work in
groups

- 2 Ss repeat
the stress,
intonation
- 3 groups
standing and
chant

- Others listen
and give
comment
- 2 Ss

complete the
sentences
- Others listen

and give
comment
- Work in
pairs

- Listen to
information
- Listen and
tick

- Work in
pairs

Ss read the
text again
- Whole class
read in chorus

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Lesson planning 3 . School year: 2011-2012

1’

- Have Ss read the text in chorus to reinforce their
pronunciation

- Listen and give comment

4 Follow up: Let’s play
“Spot the Differences”

- Presents how to play
- Asks Ss to play in groups

- Goes around and helps Ss to play

- Calls 2 groups (12 Ss) go to the board and play.
- Listen and give comment

- Have Ss talk about the differences between the two pictures
in English.

- Listen and give comment

III. Homework:

- Have to practice the sing more and more
- Do the exercise

- Prepare for the next part

groups

- 2 groups go
to the board
and play
- Others listen
and give
comment
- talking

Evaluation: Ss did them well.

Week 23:
 Period 47th :

UNIT 14

OUR ROOM

Lesson 3

I. Objectives:

By the end of this lesson, Students will be able to review about many things in the

bedroom, using there is/ there are……

describe a bedroom.

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Lesson planning 3 . School year: 2011-2012

+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: nice, tidy, untidy Review
- Sentence patterns: It’s nice and tidy

- Skills: Listening and speaking .Writing and chant

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

15’

10’

I

. Warm up:

- Have Ss drawing that they did at home
- Look and gives comment

II.Newlesson:

*

Listening:

1. Pre – listening:

- Have Ss turn your book to page 28 and asks Ss to indentify
the characters, names of the pictures

- Using puppets to present the situation

2. While – listening:

- Play the recording one time

- Play the recording sentence by sentence 3 times
- Ask Ss to act out and read

- Go around and help Ss to practice

Present the new words and sentence pattern
+ A: This is my bedroom.

B: Oh, it’s nice and tidy.
- Have Ss practice in groups
- Listen and help Ss to practice
3. Post – listening:

- Call on 8 pairs or groups act out and practice

- Play the recording again for Ss repeat each line in the
speech bubbles a few times.

* Speaking

1. Pre – speaking:

- Have Ss look at the pictures and ask them to talk about the
rooms.

- Call on 2 pairs repeat the sentence patterns
Notes: the pronunciation

2. While - speaking

- Ss drawing
- Look and
talk

- Listen
- Listen and
repeat

- Work in
groups

- Ss listen and
repeat

- Work in
pairs

- Others listen
and comment.

- Listen and
repeat the
pronunciation
- 8 pairs act
out, standing
and practice
- 4 pairs act
out, go to the
board and
practice

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Lesson planning 3 . School year: 2011-2012

12’

- Have Ss repeat the step with some others pairs for pictures
a, b, c and d.

- Go around and help Ss to practice
3. Post – speaking:

- Call on 8 pairs to perform and practice

- Calls 4 pairs to perform the task at the front of the class
- Listen and give comment

- Have the class repeat all the sentence patterns in chorus to
reinforce their pronunciation

4 Follow up

- Have Ss to answer questions about the real things in their
bedrooms.

- Listen and give comment

Have Ss look at the picture on page 29 then identify things in
the room and write the missing words in each line of the text.
*Writing:

1 While - writing

- Have Ss read individually silently and complete the text
- Go around and help Ss to do

- Have Ss trade their answers in pairs

2 Post – writing:

- Call on 3 Ss rewrite the sentences on the board.
- Calls 3 pairs act out and read the sentences.
- Listen and give comment

Answers: 1- two
2 – picture
3 – desk
4 – lamp

- Have whole class read the text in chorus to reinforce their
pronunciation.

3 Follow up:
 Let s chant ’

- Have Ss read the chant.
- Presents how to chant.

- T play the tape Ss listen and repeat .Clap the rhythm.
- T divide the class in to two. One group repeat each line of
the chant. The other clap the rhythm

- Call on 2 groups go to the board and chant.
- Listen and give comment

- Have Ss repeat the chant in chorus to reinforce their
pronunciation.

III.Summary:
IV. Homework:

-Have to practice the sentences to ask and answer about the
name of a school.

-Do the exercise E on your workbook
- Prepare for the next unit

- Look and
say

- Listen and

repeat

- Ss practice
- Ss practice
asking and
answering on
pairs

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Lesson planning 3 . School year: 2011-2012

2’
1’

Evaluation: Ss did them well.

Week 24:
 Period 48th :

UNIT 15

AT HOME

Lesson 1

I. Objectives:

By the end of this lesson, Students will be able to indentify family activities at leisure

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs

+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: read, do, cook, sing, skate, jum, run. robot, speak
- Sentence patterns: What’s Mai doing?

She’s skipping

What’s he/ she doing ?
He/ she is …….

- Skills: Listening and speaking .Talking and chant

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

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Lesson planning 3 . School year: 2011-2012

15’

10’

I

. Warm up:

- Have Ss recite the chant in Unit 14 on page 29.
+ Chant in chorus

+ Chant in groups (G1 chant, G2 clap the hands)
-Listens and gives comment

II. Newlesson:

* Listening

1. Pre – listening:

- Have Ss turn your book to page 30 and asks Ss to identify
the characters of the picture and what they are doing?

- Using a poster and two puppets to set up the situation

2. While – listening:

- Play the recording one time

- Play the recording sentence by sentence 3 times.
- Present the new words and sentence patterns
+ skip

+ do:

What’s Mai doing ?
She’s skipping.

- Help Ss to read the new words, model sentences
- Ask Ss to act out and read the dialogue

- Go around and help Ss to practice

3. Post – listening:

- Call on 10 pairs act out and practice
- Listen and help Ss to practice fluently.

* Speaking

1. Pre – speaking:

- Have Ss look at the pictures and identify the characters.
Present the new words

+ reading:
+ doing:
+ cooking:
+ singing:

+ skating:
+ jumping:
+ running:

- Asks Ss repeat the sentences patterns
What’s he doing ?

He’s reading.

- Call on 2 pairs repeat the sentence patterns
Notes: the pronunciation

2. While – speaking:
- Have Ss practice in pairs

- Go around and help Ss to practice

3. Post – speaking:

- Call on 8 pairs to perform the task , standing and practice
- Calls 4 pairs to perform the task at the front of the class
- Listen and give comment

- Have the class repeat all the sentence patterns

4. Follow up

- Have Ss to play “rub out and remember”
+ read: đọc, do: làm, cook: nấu, sing: hát

+ skate: trượt bằng giầy có bánh xe, jump: nhảy cao, run:
chạy.

- Presents how to play

- Ss chant
- Ss chant in
group

- Listen and
open your
book then
identify the
characters in
the pictures
- Listen and
point to the
appropriate
line in the
book

- Listen and
repeat

and take note
- Listen and
repeat

- Work in
pairs
- Ss chant
- Ss chant in
group

- Listen and
open your
book then
identify the
characters in
the pictures
- Listen
- Listen and
point to the
appropriate
line in the
book

- Listen and
repeat

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Lesson planning 3 . School year: 2011-2012

12’

2’
1’

- Listen and give comment

*Speaking

1 Pre –talking:

- Have Ss look at the picture, identify the characters and the
names of the pictures

- Have Ss repeat the name of Ss and the sentence patterns

2 While - talking

- Have Ss act out and practice with the pictures
- Give an example in picture a

- Asks Ss to act out and practice
- Go around and help Ss to practice
- Notes: Pronunciation

- Call 5 pairs standing and practice
- Listen and help Ss to practice fluently

3. Post – talking:

- Ss practice about the real things.
- Listen and give comment

S1: What’s ………… ?

S2: …… ……….

- Have whole class repeat the sentence patterns

4 Follow up: Let s chant ’

- Asks Ss that they are going to chant.

- Have Ss read the phrases we are together, we learn how to
read, how to write, it is so much fun. which is written on
paper

- Play the tape again for Ss to listen and repeat each line.
Mine the chant.

- Have Ss chant in groups
- Go around and help Ss chant

- Call on 2 groups to the front of the class and chant.
- Others listen and give comment.

- Have whole class read the sentences in chant again to
reinforce their pronunciation

- Listen and give comment

III. Homework:

- Asks Ss to practice the model sentences more and more
- Do the exercises

- Prepare for the next parts

- Work in
pairs

- 10 pairs act
out and
practice the
dialogue
- Others listen
- Work in
pairs
- Listen
- 2 pairs
repeat the
sentence
patterns
- Listen
- Work in
pairs

Ss pairwork
- 8 pairs act
out, standing
and practice
4 pairs act
out, go to the
board and
practice

- Others listen

and give
comment
- Read in
chorus

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Lesson planning 3 . School year: 2011-2012

Week 24:
 Period 49th :

UNIT 15

AT HOME

Lesson 2

I. Objectives:

By the end of this lesson, Students will be able to describe on-going activities.
II. Teaching methods:

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: skipping around, skating along, jumping up high, at
home, happy family touching the sky

- Sentence patterns: review

- Skills: Listening .Reading and singing

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
10’

I.

Warm up

:

- Have Ss revise the chant on page 31
- Chant in chorus

- Chant in groups (group1 chant, group2 clap the hand)
- Listens and gives comment

II. Newlesson:

* Listening

- Ss chant
- Chant in
gpoups

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Lesson planning 3 . School year: 2011-2012

15’

1. Pre – listening:

- Have Ss turn your book to page 39 and put the large piece
of paper with the chant written on it on the board.

- Notes: the letters colour different in words sky / skipping

? How to produce the sound of the letters sk / skipping; ng / 
skipping

- Produce the sounds of the letters
2. While – listening:

- Play the recording one time

- Play the recording sentence by sentence 3 times.

- Help Ss to clap the syllable

- Have Ss chant in groups
G1: chant

G2: clap the syllables

- Go around and help Ss to chant

- Call on 2 Ss repeat the stress, intonation
- Listen and help Ss to practice

3. Post – listening:

- Call on 3 groups standing and chant
- Listen and give comment

Listen and number

1. Pre – listening:

- Have Ss look at the pictures identify theobjects in the
pictures.

- Tell Ss how to listen “listen and number”
2. While - Listening:

- Play the cording one time for Ss listen to information.
- Play the cording two times

- Have Ss trade their answers
- Calls 8 Ss repeat the answers
3. Post – listening:

- Replay the recording again for Ss check their answers
- Listen and give comment

Answers: 1- c ; 2- d; 3 – a; 4 - b

4. Follow up

- Have Ss chant sky / skipping in part 1 again
*Reading:

1. Pre – reading:

- Have Ss indentify Characters a, b, c, dad the objects below.
- Tell Ss read the text and match the things needed for their
activities.

2. While - reading

- Have Ss read individually and do the task.
- Go around and help Ss to do

- Have Ss trade their answers in pairs for correct.
- Call on 4 Ss to perform the task.

3. Post – reading:

- Call on 8 Ss read the text
- Listen and give comment

- Have Ss read the text in chorus to reinforce their
pronunciation

- Listen and give comment

* Answer: 1.d 2.c 3.b 4.a

4. Follow up: Let’s sing
“I Love My Mummy”

- Listen and
remark
- Listen and
repeat

- Clap your
hands 3 times
- Work in
groups
- 2 Ss repeat
the stress,
intonation
- 3 groups
standing and
chant

- Others listen

and give
commen

Look and talk
- Listen to
informatio
- Listen and
tick

- Work in
pairs

8 Ss repeat the
answers

Others listen
- Read and
match

- Work in
pairs

- 4 Ss to show
and talk
- Others
observe and
give comment

- 8 Ss read the
text again
- Whole class
read in chorus

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Lesson planning 3 . School year: 2011-2012

1’

- Play the recording one time

- Play the song sentence by sentence
(give actions)

- Have Ss point to the corresponding words while they are
repeating.

- Have Ss sing in groups 6
- Go around and help Ss singing

- Call on 3 groups to the front of the class and sing, 3 groups
do actions

(sentence by sentence)

- Call on one group to the front of the class sing. Others clap
the rhythm.

- Have whole class sing again to reinforce their
pronunciation

- Listen and give comment

III. Homework:

- Have to practice the sing more and more
- Do the exercise

- Prepare for the next parts

</div>
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Lesson planning 3 . School year: 2011-2012

Evaluation: Ss did them well.

Week 25:
 Period 50th :

UNIT 15

AT HOME

Lesson 3

I. Objectives:

By the end of this lesson, Students will be able to ask and answer about family
activities in progress.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.

+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: review

- Sentence patterns: What are they doing?

- Skills: Listening and speaking Writing and playing

- Sentence patterns: What are they doing?

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

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Lesson planning 3 . School year: 2011-2012

arrangement

5’

10’

I. Warm up:

- Have Ss sing “I Love My Mummy”
- Listen and gives comment

II.Newlesson:

* Listening:

1. Pre – listening:

- Have Ss turn your book to page 34 and asks Ss to indentify
the characters, names of the pictures

2. While – listening:

- Play the recording a second time

- Play the recording sentence by sentence 3 times
- Ask Ss to act out and read

- Go around and help Ss to practice

Present the new words and sentence pattern

+ A: What are they doing?

B: They are………

- Have Ss practice in groups
- Listen and help Ss to practice
3. Post – listening:

- Call on 8 pairs or groups act out and practice

- Play the recording again for Ss repeat each line in the
speech bubbles a few times.

* Speaking

1. Pre – speaking:

- Have Ss look at the pictures and tell Ss they are going to
practise asking and answering about what the people in these
pictures are doing.

- Call on 2 pairs repeat the sentence patterns
Notes: the pronunciation

2. While - speaking

- Have Ss repeat the step with some others pairs for pictures
b, c and d.

- Go around and help Ss to practice

3. Post – speaking:

- Call on 8 pairs to perform and practice

- Calls 4 pairs to perform the task at the front of the class
- Listen and give comment

- Have the class repeat all the sentence patterns in chorus to
reinforce their pronunciation

4 Follow up

- Have Ss to ask and answer the questions use V-ing.
- Listen and give comment

*Writing:

1. Pre – writing:

- Have Ss look at the picture on page 35 then identify the
characters what they are doing and write the missing words
in the sentences provided.

2. While - writing

- Have Ss read individually silently and complete the
sentences.

- Go around and help Ss to do

- Have Ss trade their answers within pairs for correction.

- Ss sing
- Look and
talk

- Listen
- Listen and
repeat

- Work in
groups

- Ss listen and
repeat

- Work in
pairs

- Others listen
and comment.
- Listen and
repeat the
pronunciation
- 8 pairs act
out, standing
and practice
- 4 pairs act
out, go to the
board and

practice

- Others listen
and give
comment
- Read in
chorus
- Look and
say

- Listen and
repeat

- Ss practice
- Ss practice
asking and
answering on
pairs

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Lesson planning 3 . School year: 2011-2012

12’

2’
1’

3. Post – writing:

- Call on 3 Ss rewrite the sentences on the board.
- Calls 3 pairs act out and read the sentences.

- Listen and give comment

Answers:

1- Linda is skipping
2 – Tom is skating

3 – Mai and her brother are reading

- Have whole class read the sentences in chorus to reinforce
their pronunciation.

4. Follow up:

Let s play Mime and Guess’ “ ”

- Presents how to play
- Asks Ss to play in groups

- Goes around and help Ss to play

- Calls 2 groups ( 12 Ss ) go to the board and play.
- Listen and give comment

III. Summary:

main points

IV. Homework:

- Have to practice the sentences to ask and answer about the
name of a school.

- Do the exercise E on your workbook
- Prepare for the next parts.

Ss read aloud
- Listen
- Play in
groups

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Lesson planning 3 . School year: 2011-2012

Evaluation: .

Week 25:

Period 51th : REVIEW 3- A
I. Objectives:

By the end of this lesson, Students will be able to perform their abilities to listen,
speak and write related to the topics they have learnt from units 11- 15 using the
phonics, the vocabulary and the sentence patterns.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:
- New words: review

- Sentence patterns: review
- Skills: Listening and speaking

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

I . Warm up:

- Sing a song

II.Newlesson:

1. Unit 11: My Family

- Vocabulary:

Family, father, mother, grandmother, grandfather, brother,
sister, grandpa, grandma, who.

- Phonics: father, mother
- Sentence patterns:

+ who is this? – It’s my father

+ What’s his name? – His name’s Peter

2. Unit 12: How Old Are You?

- Vocabulary:

Sing

Ss playing a
game: pass
the word
- Identifying
family

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Lesson planning 3 . School year: 2011-2012

8’
8’

8’
8’
1’

Year, old, how, both, numbers 1 - 20
- Phonics: how, ten

- Sentence patterns:
+ How old are you?
I’m nine years old
+ How old is he?
He’s eight years old.

3. Unit 13: My House

- Vocabulary:

House, living room, kitchen, dining room, bathroom,
bedroom, garden.

- Phonics: kitchen, bedroom
- Sentence patterns:

+ This is my house
+ There is a living room
+ There are two bedroom

4.Unit 14: Our Room

- Vocabulary:

Table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice,
on, above, under, behind, near.

- Phonics: chairs, bed
- Sentence patterns:
+ Where is it?

It’s in your bedroom
+ Where are the chairs?
They’re behind the desk
+ It’s nice and tidy.

5. Unit 15: At Home

- Vocabulary:

Robot, children, read, do, cook, sing, skate, jump, run.
- Phonics: sky, skipping

- Sentence patterns:
+ What’s Mai doing?
She’s skipping

+ What are they doing?
They are reading.

III. Homework:

Prepare the review 3

Ss playing a
game: slap the
board

- Asking and
answering
about ages
Counting 1
-20

- Asking and
answering
about ages of
family

members.
Ss playing a
game:
crossword
puzzle.

- Identifying
rooms in the
house

- Talking
about rooms
in the house
(singular)

- Talking
about rooms
in the house
(plural)
- Identifying
things in the
room

- Specifying
location of
things in the
room

- Describing a
bedroom
- Identifying
family
activities at
leisure
- Describing
on-going
activities
- Askin

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Lesson planning 3 . School year: 2011-2012

Week 26:

Period 52th : REVIEW 3- B

I. Objectives: By the end of the lesson Students will be able to do review 3 in
class

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:
- New words: review

- Sentence patterns: review
- Skills: Listening and speaking

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

24’

I Warm up:

- Sing a song

II. Newlesson:

1. Complete each word. Say it aloud

Key:

1. mother 2. brother

3. chairs 4. mirrors

5. room 6. ruler

7. kitchen 8. chair

9. skip 10. sky

2. Write the missing letters.
Key:

1. seven 2. house

3. computer 4. kitchen

5. skipping

Sing

Ss look at the
picture to
speak as
required.
Then

complete each
word. Say it
aloud

Ss look at the
picture to
speak as
required.
Then call on
some

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Lesson planning 3 . School year: 2011-2012

1’

3. Listen and tick.

Play the recording twice
Key:

1.b 2.a 3.b 4.a

4. Read and tick

Key

1.b 2.a 3b 4.a

5. Look, read and complete

Key

1. is 2. are

3. on 4. lamp

5. picture

6. Look and talk

a) This is my father
b) This is my brother
c) This is my mother
2. a)

a) The children are skating
b) The mother is cooking

c) The father is reading (a book)

III Homework:

Prepare the review

speak as
required. Ss
answer.
Ss look at the
picture to
speak as
required. Ss
work in
groups

Ss look at the
picture to
speak as
required.
Ss read the
sentences and
number

Then call on
some

volunteers to
speak aloud
Ss look at the
picture to
speak as
required
Ss work in
groups

Then call on
some

volunteers to
speak aloud
Ss look at the
picture to
speak as
required
Ss work in
groups

Then call on
some

volunteers to
speak aloud

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Lesson planning 3 . School year: 2011-2012

Week 26:

Period 53th :

UNIT16

The Weather

Lesson 1

I. Objectives:

By the end of this lesson, Students will be able to ask and answer about the
weather in seasons.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: weather, sunny, rainy, cloudy, windy
- Sentence patterns: What’s the weather like?

- Skills: Listening and speaking Writing and playing

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warmup: clap the board

Reading ,speaking, running, cooking jumping,skating.

II. Newlesson:
1. Presentation

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Lesson planning 3 . School year: 2011-2012

10’

12’

- weather (n): thoi tiet
- sunny (n): nang
- rainny (n) :mua
- windy ( n) :gio

- hometown (n): noi o, que huong
- warm (a) : Êm ¸p

- cool (a) : mát mẻ

- T models (twice or three times).

- T – Whole Class (twice or three times).
- Ss repeat in individuals.

- T writes the words on the board.
- T checks the Vietnamese meaning.

Check : What and Where “ ”

- T gives a picture and asks Ss look at the
picture:

? How many people are there in the picture?
? Who are they?

- Yes.

? What are they doing?

? What are they talking about?

- Now, open your books at the page 42.

- T reads the dialogue, Ss look at the picture and listen.
- T reads the dialogue again, Ss listen and repeat (2 times).
( exchange).

- T – W class.
- Half- Half.

- Some pairs read the dialogue, the class listen and give the
comment.

- Ss find out the new structure and read it aloud.

- T writes it on the board and reads, Ss read after the T.
* What’s the weather like ?

It’s sunny.

? Is this W-h question or Yes/No question ?

- ? In Vietnamese.

2. Practice:

There are
some people.
They are Mai,
Linda .

- They are
talking .
- I don’t
know.
- Ss do as
requirements.

- Read

- Look at the
pictures and
read in E.
- Read after
the T.

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Lesson planning 3 . School year: 2011-2012

2’
1’

2,3. Look and say

- T gives some pictures, Ss look at the pictures and practice.
- T runs through the Ps.

- T models :

* What’s the weather like in Ha noi?
It’s sunny.

- T – W class. ( exchange)
- H- H.

- Ss work in pairs. ( N1- N2)
- N1 hands up, N2 hands up.
? Which number are you?
? You ask or answer?

- - Some Ss volunteer to come to the class, the others
listen and give the comments.

4. Let s Sing: The weather song’

-III.Summary: main points

IV. Homework:

- Learnt by heart newwords, write each of word one

line.

- Do exercises:

N1, I’m N2.

I ask, I
answer

- Play role
- W-h Q.
- Xuèng
giäng .

- Answer: Wh
Q

- xuèng giäng
¹.

- Mïa hÌ thêi
tiÕt ntn?

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Lesson planning 3 . School year: 2011-2012

Week 27:
 Period 54th :

UNIT16

The Weather

Lesson 2

I. Objectives:

By the end of this lesson, Students will be able to ask and answer the weather

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus:

- New words: weather, sunny, rainy, cloudy, windy
- Sentence patterns: What’s the weather like?

- Skills: Listening and speaking Writing and playing

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up

- Use the Ps

- Point the Ps and ask sts to read aloud

- Ask two sts to make sentences with the
words in A5

- Comment and give marks

II. Presentation

- Use the picture
- Ask: Who?

What do you see in the picture?
Quantity?

- Express in English

- Guide sts to read the dialogue

- Check

Play a game: Look and say

- Look at the Ps and say:
cloudy/ rainy/...

- Make sentences with the
words in A5

How’s the weather

today?

B1. Listen and repeat

- Look at the picture

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Lesson planning 3 . School year: 2011-2012

10’

12’

- Explain the structure: To ask and express
quantity

- Explain the new words

III.Practice

- Guide sts to practice speaking like the
model

IV.Production

- Hang the Ps

- Ask: How’s the weather?

- Get sts to state the task have to do
- Play tape

- Check

- Play tape once more

V.Homework

- Practice reading the dialogue again
- Review the structure that just learned
- Guide sts to do Ex3 in W.B, page 72

There are 8 clouds.
- Listen

- Listen and repeat

- Work in pairs

Note:

How many + N ( plural) ...?
There are + N ( plural)
There is + N (singular)
- Listen and remember
New words:

Let’s count: N o cùng à đếm

cloud: Đám mây

over there: Đằng kia

How many: Bao nhiêu

B2. Let s talk’
- Work in pairs

- Practice speaking following
the model

B3. Listen and number

- Look at the Ps

- Answer: cloudy/ rainy/
sunny

- State the task have to do
- Guess

- Listen

- Listen and number
- Sharing

- Report

1- c 2- b 3- a
- Listen and check again

Ex3: Match

1- d 2- c 3- a 4- b

1. It’s not rainy in Ho Chi Minh City. It’s sunny.
2. It’s not sunny in Hanoi. It’s rainy.

3. It’s not sunny in Hue. It’s cloudy.

How many clouds are there?
_______.

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Lesson planning 3 . School year: 2011-2012

2’
1’

Evaluation:

Week 27:
Period 55th :

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Lesson planning 3 . School year: 2011-2012

The Weather

Lesson 3

I. Objectives:

By the end of this lesson, Students will be able to ask and answer the
weather

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus :

- New words: weather, sunny, rainy, cloudy, windy
- Sentence patterns: What’s the weather like?

- Skills: Listening and speaking Writing and playing

V. Procedures : 
Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I.Warm up

- State the way to play

- Divide the class into 2 groups, the group circles more
and ealier is wi

B6. Let’s play:
Circle the weather
words

- Listen
G1:

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Lesson planning 3 . School year: 2011-2012

10’

12’

2’
1’

II. Pre- reading
- Use picture

- Offer to talk about the Ps

- Ask sts state the task have to do
III. While- reading

- Get sts to work in groups of 4

- Observe groups working
- Have sts give result
+ Read

+ Match
IV. Post- reading

- Review the sentence learned

It’s windy today.

- Demand sts write, basing on B4 to write about the
weather today

- Have some sts write on the board
- Comment and conclude

* Consolidation

- Offer to look the table

- Repeat the structures learned

B4. Read and
match

- Look at the Ps
- Talk about the Ps:

- State the task have
to do

- Read and match
( work in groups )
- Discuss

- Report

1- c 2- d
3-b 4- a

B5. Let’s write
- Look and listen
- Basing on B4 to
write about the
weather today

- Write down
- Check across
- Write on the board
- Comment

- Complete
B7. Summary
- Look

- Review and
remember

* Note :

WE ASK WE ANSWER WE WRITE

How’s the weather today? It’s sunny. How’s = How is

How many clouds are there? There are seven.

WE SAY

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Lesson planning 3 . School year: 2011-2012

V. Summary:

VI. Homework:

- Review the structures and vocabulary in unit 10
- See the rest of Exs in W.B to correct next period

Evaluation:

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Lesson planning 3 . School year: 2011-2012

UNIT17

OUR PETS

Lesson 1

Objectives: - By the end of the lesson, sts will be able to talk about pets.
+ Structure : I have a dog .

+ Vocab: pets: dog, cat, fish, bird ...
II. Teaching methods:

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus : pets, dog, cat, fish,birb… 
 V. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up
- Guide to play

- Divide the class into 2 groups
- Find the winner

- Ask sts to state the topic of the game
II. Presentation

- Use the picture
- Ask: + Who’s this ?
+ Where are they ?
+ What are there pets?
- Ask sts to give their photos

Play a game : Slap the board

- Try to slap the word that the teacher
say right and fast

G1: G2:

- Talk about the topic : vật nuôi
A1. Look, listen and repeat
- Look

- Answer: Mai and LiLi

Nơi bán thú nuôi trong nhà
Chim, cá, chó, mèo

- Give the prepared photos and
introduce them to the friends

Con

chó Conmèo chimCon

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Lesson planning 3 . School year: 2011-2012

10’

12’

2’
1’

- Choose a photo then point it and say
aloud: dog/ cat/...

- Explain the meaning again

- Guide sts to read the dialogue
- Play tape

- Have some sts read again
- Explain the structure :
III. Practice

- Point the Ps ask sts to read the words
- Read the model

- Offer to read all the sentences
- Check and correct

IV. Pre- listening
- Use the Ps
- Ask:Who?

What animal?

- Get sts to state the task have to do
V.While- listening

- Play tape
- Check

- Ask sts to report

- Play tape once again

VI.Post- listening

- Write the words in the board

- Guess the meaning
- Read the new words
dog : chó

cat : mèo

bird : chim

fish : cá

- Listen

- Listen and repeat
- Pracice with a partner
- Check and correct
* Note :

Do you have pets?
I have a dog.

A2. Look and say

- Look and say the words
- Listen

- Say sentences
- Work in pairs

A3 . Let’s talk

- Practice with the friends
A: Do you _______?

B: Yes, I have a ______. What about
you?

A: I have a _______.

+ Ex1: Circle the odd one out
1. pet cat dog
2. he she they
3. cat fish dog
4. have are am
5. many what who

A4. Listen and check
Mai: Hi, my name’s Mai. I have a pet. It’s a cat.
LiLi: My name’s LiLi. I have no cats. I have a fish.
What about you, Nam?

Nam: Well, I have no fish. I have a bird. And you, Alan?
Alan: I have no birds. I have a dog.

Do you have pets?

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Lesson planning 3 . School year: 2011-2012

- Pronounce and analyse the way to
read /e/ /t/

- Guide sts to read
- Check and correct

- Have sts make sentences with the
words

- Listen and comment

- Offer sts to complete like the model
- Demand two sts to write on board
- Comment

VII. Production

- Let sts free practice with friends, use
the model

A: Do you have pets?

B: Yes, I have a bird. What about
you?

A: I have a fish.
VIII.Homework
- Complete A6

- Make sentences with the words in A5
( write)

- Guide sts to do Ex 2 in W.B on page
79

+ Ask the meaning of the words
+ Point the pictures and ask : What
pet?

+ Sts state the task have to do( match

- Answer: Mai/ LiLi/ Nam/ Alan
Cat/ dog/ fish/ bird
- State the task have to do
- Guess

- Listen

- Listen and check
- Sharing

- Report

Mai: cat Nam: bird
LiLi: fish Alan: dog
- Listen and check again

A5. Say it right
- Look at the words

cat ten pet

has table yes

- Listen

- Listen and repeat
- Work in pairs

- Make sentences with the words
school: I have a cat.

A6. Let’s write

- Complete the sentences following the
model:

A: How many _____ do you have?
B: I have ________.

- Write down

- Write on the board- comment
+Ex2: Match

1 2

3 4
1- c 2- b 3- d
Evaluation:

We have two birds.
c

They have two
dogs.

I have a fish.
I have a cat.

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Lesson planning 3 . School year: 2011-2012

Week 28:
Period 57th :

UNIT17

OUR PETS

Lesson 2

Objectives:

- By the end of the lesson, sts will be able to further practice reading about possessive
and quantity.

+ Structure( Review) : How many cats do you have? - I have a cat..

+ Vocab: pets: dog, cat, fish, bird ...
II. Teaching methods:

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus : pets, dog, cat, fish,birb… 
 V. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up

- Ask two sts to make sentences with
the words in A5

- Comment and give marks

- Offer sts to draw about pets you like

- Comment and choose the nice picture
II. Presentation

- Make sentences with the words in A5
I have a cat .

Play a game: Draw
Draw

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Lesson planning 3 . School year: 2011-2012

10’

12’

- Use the picture
- Ask: Who?
What pets
Quantity?
- Express in English

- Guide sts to read the dialogue
- Check

- Explain the structure again: To ask
and express the possessive

III.Practice

- Guide sts to practice speaking like the
model

IV. Pre- reading

- Use picture

- Offer to talk about the Ps

- Ask sts state the task have to do.

V.While- reading

- Get sts to work in groups of 4
- Observe groups working
- Have sts give result
+ Read

+ Match

VI. Post- reading

- Review the sentence learned

I have a dog. It s big.’

- Demand sts write, basing on B4 to
write about your pets

- Have some sts write on the board
- Comment and conclude

* Consolidation

- Offer to look the table

- Repeat the structures learned

- Answer: Mai and LiLi
Cat, dog …

2 cats. 3 birds, ….
 I have two cats.

…
- Listen

- Listen and repeat
- Work in pairs
Note:

How many + N ( plural) ...?
There are + N ( plural)
There is + N (singular)

Eg: How many pets do you have?
I have a fish.

- Listen and remember
B2. Let’s talk

- Work in pairs

- Practice speaking following the model

B3. Listen and number
- Look at the Ps

- Answer: dog, cat, …

Pa: two cats and a bird
- State the task have to do

- Guess
- Listen

- Listen and number
- Sharing

- Report

1- c 2- b 3- a
- Listen and check again

B4. Read and match

- Look at the Ps
- Talk about the Ps:
- State the task have to do

- Read and match ( work in groups )
- Discuss

How many ____do you have?

I have _____. What about you?

WE ASK WE ANSWER

How many dogs do you have? I have one dog/ two dogs.

Do you have cats? Yes. I have a cat.

WE SAY

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Lesson planning 3 . School year: 2011-2012

2’
1’

VII.Production

- Hang the Ps
- Ask: What pet?
How many?

- Get sts to state the task have to do
- Play tape

- Check

- Play tape once more

VIII. Homework

- Review the structures and vocabulary
in unit 11

- See the rest of Exs in W.B to correct
next period

- Report

1- b 2- a

B5. Let s write’
- Look and listen

- Basing on B4 to write about your pets
- Write down

- Check across

- Write on the board - Comment
- Complete

B7. Summary

- Look

- Review and remember
* Note :

Ex3:

1. How many ______ do you have?

2. I have a _____ and a _____.

3. I have two _______.

I have ________.

1. How many pets do you have?
I have two dogs and a cat.
2. I’m Mai. I have a dog and a cat.
3. I’m Nam. I have two cats and a bird.

P.a

P.b

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Lesson planning 3 . School year: 2011-2012

Evaluation:

Week 29:
Period 58th :

UNIT17

OUR PETS

Lesson 3

Objectives: - By the end of the lesson, sts will be able to use the structures and
vocab learned to do Exs in W.B

+ Structure( Review) : How many cats do you have? - I have a cat.
+ Vocab( Review): pets and cadinal numbers

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.

Students’ aids: book, notebook, workbook

IV. Language focus : pets, dog, cat, fish,birb… 
 V. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

I. Warm up

- Review sts some words learned

II. Presentation

Play a game: Make sentences

there fish Have large

nine windy Bed old

book are How dog

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Lesson planning 3 . School year: 2011-2012

10’

12’

- Offer sts to repeat structures learned
III.Practice

- Guide sts to do Exs in W.B
- Offer sts to

+ Work in groups
+ Work in pairs
+ Individual

+Ex6: Read and complete the table

Names Pets

Mai A dog and a cat

Nam _____________

LiLi _____________

Alan _____________

+ Ex7 : Reorder the words

IV.Homework

- Review the structures and vocab
learned in Unit 11

- Repeat the structures learned:
+ How many cats do you have?
I have a cat.

+ Ex4: Complete and read aloud
1. A: H_w many c_ts d_ you have?
B: I h_ve tw_ c_ts.

2. A: D_ you h_ve p_ts?
B: Yes. I h_ve _en p_ts.
Ex5: Reorder the sentences

+ Ex8: Write about the pets you have
Questions Answers
1. How many pets do

you have?

__________

__________
2. What pets do you

have?

__________
__________

Ex9: Write the answers

1. You: How many pets do you have?
Mai: I have a dog and a cat.

2. You: How many pets do you have?
Nam: I ________________.

3. You: How many cats do you have?
LiLi: __________________.

1. have/ pets/ how/you/do/many?



How many pets do you have?
2. two/ have/ pets/ I.

________________________.
3. Alan/ what/ about?

_______________________?

4. a/ has/ dog/ a/ and/cat/ he.
_______________________.

4 I have two cats and three dogs.What about you?

1 Do you have pets?

2 Yes. I have some pets.

5 I have a fish and two birds.

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Lesson planning 3 . School year: 2011-2012

2’
1’

4. You: How many birds do you have?
Alan: _________________.

Evaluation:

Week 29:
Period 59th :

REVIEW

Week 35 period 69 Self- Check Four

Objectives: - - By the end of the lesson, sts will be able to use the structures and
vocab from Unit 10 to Unit 12 to do Exs.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III.Teaching aids:

- Teacher’s aids: books, pictures, poster, word cards.
Students’ aids: book, notebook, workbook

IV. Language focus: + Structures: ( Review)
 How’s the weather today? - It’s hot.

 How many clouds are there? - There are eight.
 How many dogs do you have? - I have three dogs.
 Do you have cats? - Yes, I have/ No, I haven’t.
 He has two robots.

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Lesson planning 3 . School year: 2011-2012

+ Vocab( Review): weather, pets and toys
 V. Procedures :

Organization:

Class Date of preparing Date of teaching Absent Students
3A4

3A

Time Steps/Activities Work

arrangement
5’

10’

12’

I. Warm up

- Let sts sing a song

- Guide sts to play a game: Slap on the
board

+ Write 10 words on the board
+ Divide the class into 2 groups
+ Members of the groups try to slap
the word that the teacher reads fast and
correct

+ Find the winner

II. Presentation

- Ask sts to repeat the structures
learned from Unit 10 to Unit 12

III.Practice

- Guide sts to do Exs in Self- check one
- Ask sts:

+ Work in groups
+ Individual
- Help and correct
 Listen and number

 It’s windy today.

Sing a song

Play a game: Slap the board

- G1:

- G2:

- Try to slap the word that the teacher
reads fast and correctfast and correct
How’s the weather today? - It’s hot.
How many clouds are there? - There

are eight.

How many dogs do you have? - I
have three dogs.

Do you have cats? - Yes, I have/ No, I
haven’t.

He has two robots.

Where are the balls? - They’re over
there.



Check the words you hear

1. cloud  close 

2. sunny  rainy 

3. has  cat 

4. balls  dolls 

5. pets  beds 



Select and tick the letter A, B, C

hot ten …

dog go …

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Lesson planning 3 . School year: 2011-2012

2’
1’

 I have five beds.
 I have five pets.
 I have no pets.



Complete the sentences

t u s e a o i h r y
1. It is wind_ t_day.

2. How m_ny p_ts do you have?
3. I have f_ve dog_.

4. W_ere are _he balls?
5. The_e are fo_r dolls.
Key: y a e …..



Write the words in the blanks

1. It is ________. (sunny)

2. How many________? (clouds)
3. I have ________. (a ball)
4. She has _______. ( a cat)

5. They have_______. ( two toys)

IV.Homework

- Review the structures and vocab from
Unit 10 to Unit 12

- Review the structures and vocab from
Unit 7 to Unit 9

- Next period is the second- term- test.

1. _____ the weather today?

 A What’s

 B Where’s

 C How’s

2. How _____ dogs do you have?

 A no

 B many

 C Two

3. ______ has one dog and no cat.

 A I

 B She

 C We

4. There ______ many clouds in the sky.

 A am

 B is

 C are
5. My pet is a _____.

 A ship

 B bird

 C robot
 Write the questions

1. A: _________________?
( How’s the weather today?)

B: It’s rainy today.

2. A: ________________?
B: I have many toys.

Evaluation:

TEST

Week 35 period 70 Written test
A. Objective

- Check sts structures and vocabulary from Unit7 to Unit12 .

- Assess sts if understand or not the lesson and sts’ level to find out suit
methods when teaching .

B. Prepration

- Paper- tests ( photocopied )
C. Procedure

1. Deliver students test- papers

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Lesson planning 3 . School year: 2011-2012

Class Total 1- 4 5- 6 Mark 7- 8 9- 10

3A4

III. Comment

ĐỀ THAM KHẢO

Week: 35 Date of teaching:

School: ... Primary School
Name:... 
Class:...

Kiểm tra học kỳ II
Mon: Tiếng Anh lớp 3
Năm học :...

Thời gian : 40 phút

Marks

Q.1 Q.2 Q.3 Q.4 Q.5 Q.6 Q.7 Q.8 Oral

test Total

PART 1. LISTENING ( 20 minutes)

Question 1: Listen and draw the line. (1 pt)

2 3

4

5

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Lesson planning 3 . School year: 2011-2012

Question 2: . Listen and number. (1 pt)

Question 3: Listen and tick. (1 pt)
1. Tom: What is this?

Linda A:

B:

2. Nam: What is that?

Mai A:

B:

3. Tom: Who’s this?

Linda:

A:

B:

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Lesson planning 3 . School year: 2011-2012

Mai:

A:

B:

Question 4: Listen and write the words or number (2 pts)
1. How old is Hoa? - She is ... years old.
2. Where is the doll? - It’s ... the bed.
3. What colour are they? - They are ...
4. Have you got a cat? - Yes, I ...
PART 2. READING AND WRITING ( 20 minutes)
Question 5: Look, read and match. (1 pt)

1. She is reading a book. A

2. There are five flowers. B

3. There is a bird in the sky. C

4. I have got three dolls. D

* Your answers:

1... 2... 3... 4...

Question 6: Look and read. Put a tick () in the box (1 pt)

3

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Lesson planning 3 . School year: 2011-2012

1. Is this a robot?

A. Yes, it is .

B. No, it isn’t.

2. What’s the weather like today?

A. It’s cloudy.
B. It’s sunny.

3. Are they playing badminton?

A. Yes, they are.
B. No, they aren’t.

4. What is she doing?

A. She’s cooking.
B. She’s reading.

Question 7: Look at the pictures and the letters. Write the words (1 pt)

This is my m...

I have got a b...

There is a d... He is c...

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Lesson planning 3 . School year: 2011-2012

Ha Noi Hai Phong Ho Chi Minh City Lang Son
This is the weather forecast today. It is (1)... in Hanoi. It is

(2)... in Hai Phong. It is (3)... in Ho Chi Minh City. It is
(4)... in Lang Son.

PART III: ORAL TEST (1 pt)

* Interview: 1. How old are you?

2. Do you like playing foofball?
3. What’s the weather like today?
4. How many pets have you got?

-The

end-School: hop thanh A Primary School
Name:... 
Class:...

Kiểm tra học kỳ II
Mon: Tiếng Anh lớp 3

Năm học 2011- 2012
Thời gian : 40 phỳt
HƯỚNG DẪN VÀ ĐÁP ÁN CHẤM MÔN TIẾNG ANH 3

HỌC KỲ II/ NĂM HỌC :...
PART 1. LISTENING ( 20 minutes)

Question 1: Listen and draw the line. (1 pt)

Mỗi ý đúng cho 0,25đ

2

3

4

5

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Lesson planning 3 . School year: 2011-2012

Question 2: . Listen and number. (1 pt)

Mỗi ý đúng cho 0,25đ

Question 3: Listen and tick. (1 pt)

Mỗi ý đúng cho 0,25đ

1. A 2. B 3. B 4. A

Question 4: Listen and write the words or number (2 pts)

Mỗi ý đúng cho 0,5đ

1. eight 2. on 3. red 4. have
PART 2. READING AND WRITING ( 20 minutes)
Question 5: Look, read and match. (1 pt)

Mỗi ý đúng cho 0,25đ

1. C 2. D 3. A 4. B

Question 6: Look and read. Put a tick () in the box (1 pt)

M i ý úng cho 0,25ỗ đ đ

1. A 3. B

2. A 4. A

Question 7: Look at the pictures and the letters. Write the words (1 pt)

Mỗi ý đúng cho 0,25đ

mother ball desk cycling

Question 8: Look at these pictures and write “What’s the weather like?” from 
number 1 – 4 (1 pt)

Mỗi ý đúng cho 0,25đ

1. rainny 2. windy 3. sunny cloudy

2

4

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Lesson planning 3 . School year: 2011-2012

PART III: ORAL TEST (1 pt)

Mỗi câu trả lời đúng của học sinh cho 0,25đ.

1. I’m eight/ nine...(years old).
2. Yes, I do./ No, I don’t.

3. It’s sunny/ windy/ cloudy/ rainy.

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Lesson planning 3 . School year: 2011-2012

TAPE TRANSCRIPS
* Transcrips for question 1:

Question 1: Look at this picture

1. A: What’s number one? B: That’s my family.
2. A: What’s number two? B: That’s my dog.
3. A: What’s number three? B: That’s number nine.
4. A: What’s number four? B: It’s rainny.

5. A: What’s number five? B: That’s my house.
Transcrips for question 2:

Question 2:

1. There are five balls.
2. She’s singing.

3. It is sunny in Hanoi today.
4. This is my bedroom.

Transcrips for question 3:
Question 3:

1. Tom: What is this?
Linda: It’s a table.
2. Nam: What is that?

Mai: That’s a bathroom.
3. Tom: Who’s this?

Linda: This is my sister.
4. Nam: Where are the ball?

Mai: They’re under the table.
Transcrips for question 4:

Question 4:

1. How old is Hoa? - She is eight years old.
2. Where is the doll? - It’s on the bed.

</div>

GIAO AN LOP 3 MOI TRON BO

Lesson planning 3 . School year: 2011-2012

ME AND MY FRIENDS

<b>UNIT 1: HELLO</b>

<i><b>Lesson 1</b></i>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>UNIT 1: HELLO</b>

<i><b>Lesson 2</b></i>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>UNIT 1: HELLO</b>

<i><b>Lesson 3 </b></i>

Lesson planning 3 . School year: 2011-2012

<i>1.</i>

<i>2.</i>

Lesson planning 3 . School year: 2011-2012

<b>UNIT 2</b>

<b>MY NAME IS …</b>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>UNIT 2</b>

<b>MY NAME IS …</b>

<i><b>Lesson 2</b></i>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>UNIT 2</b>

<b>MY NAME IS …</b>

<b>Lesson 3</b>

Lesson planning 3 . School year: 2011-2012

<i>1.</i>

Lesson planning 3 . School year: 2011-2012

<i>2.</i>

<b>UNIT 3</b>

<b>HOW ARE YOU?</b>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>UNIT 3</b>

<b>HOW ARE YOU?</b>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>UNIT 3</b>

<b>HOW ARE YOU?</b>

<b>Lesson 3</b>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<i>1.</i>

<i>2.</i>

<i>3.</i>

<i>4.</i>

Lesson planning 3 . School year: 2011-2012

<b>UNIT 4</b>

<b>WHAT’ S YOUR NAME?</b>

<b>Lesson 1</b>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>UNIT 4</b>

Lesson planning 3 . School year: 2011-2012

<i><b>Lesson 2</b></i>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>UNIT 4</b>

<b>WHAT’ S YOUR NAME?</b>

<i><b>Lesson 3</b></i>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<i>1.</i>

<i>2.</i>

<i>3.</i>

Lesson planning 3 . School year: 2011-2012

<b> review</b>

Lesson planning 3 . School year: 2011-2012

Lesson planning 3 . School year: 2011-2012

<b>OUR FRIENDS</b>

<i><b>Lesson 1</b></i>