FF 1

Date of preparing: Aug 16th 2014 Week: 1
Date of teaching : From Aug 18th to Aug 22nd Period:1
UNIT 1: ME
Lesson 1: CB P.4
I. Objectives
- By the end of the lesson, students will able to identify the course characters.
II.Vocabulary:
- Tess, Baz, Adam, Pat, Jig.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of Tess, Baz, Adam, Pat, Jig.
- CD track 1,2; CD player
V. Procedures:
Teacher’s Activities Students’ activities

1. Warm up
- Introduce student book and activity book.
- Have students look at picture at page 4. - Listen
- Have students discuss about the content of the
picture:
+ How many kids are there in the picture? +3
+ Are they in a family? + Yes
+ Where are they? + At home
2. Presentation: Listen and say
- Have students listen to the CD to find out the kids’
names.
- Play the CD while holding Flashcards. - Listen and look
- Have students point to the character in their books - Point
- Have students listen and repeat twice. - Listen and repeat
- Have students say the names of the characters in - Say
groups and individuals.
3. Practice: Listen And Find
- Say the names in random
- Have students listen and point to characters in their
books - Listen and point
- Hold flashcards to support students.
- Have students listen to the tape and find the character
by themselves. - Look , check and correct
4. Production: Match and say - listen and find
- Have students open Activity book and do the exercise
- Model the tracing activity
- Have students do with their fingers - do the exercise
- Have students do with their pencils. - look
5. Consolidation:Play a Game: - do with fingers
Slap the board with flashcards of the 5 character. - write with pencils
6. Homelink - play
- Review the 4 characters
Date of teaching : From Aug 18th to Aug 22nd Period:2
UNIT 1: ME
Lesson 2: CB P.5
I. Objectives
- By the end of the lesson, students will be able to greet, introduce themselves and say
goodbye in English.
II.Vocabulary:
Hello, I’m…, Bye
III.Structure:
+ I’m…
+ How are you? I’m…
IV. Method
Teacher-whole class, groups, individuals.
V. Teaching aids
- Flashcards of Baz, Adam, Pat, Jig.
- CD track 3,4; CD player
VI. Procedures:
Teacher’s activities Students’ activities

1. Warm up:
Play a game: Yes or No
- Guide students to play
- Hold one of the Flashcard of the characters and Say a say “No”
wrong name
- Hold a flashcard and say a right name say “Yes”
- Have students look at the picture at page 4,5
and discuss
+ Baz and Tess
+ who are in the picture?
+ What is Baz doing? + greeting
+ What is Tess doing?
+ saying goodbye
- Have Students listen to the CD.
+ Hello, I’m Baz.
+ Bye Pat! Bye Jig! Bye Baz!
- listen
- Have Students listen and repeat twice
- Have students say again individually - listen and repeat
- Remark
- remark
+“Hello”
+ “Bye”
3. Practice:Say and do
- Have students act as Baz and Tess
- say
+ Model with a student
+ have students work in pairs.
- have some pairs go to the board and act again.
4. Production: Sing
- Introduce the Greeting song
- Explain that it’s polite to ask about health to greet.
- Holding flashcard of Baz, present “How are you?”
- answer with Baz’s voice “I’m fine. Thank you!”
- look
- Have students listen and repeat twice
- 2 students go to the board
- Model with students and exchange.
and act
- Have students listen to the song:
- listen listen and repeat
“Hello Pat. How are you?
Hello Jig. I’m fine. Thank you. - teacher- whole class
Hello Adam. How are you?
- listen
Hello, Baz. I’m fine. Thank you.”
- Play the track with holding flashcards
- Have students listen and sing along -listen and sing along
5. Consolidation
Saying Goodbye
6. Homelink
Exercise in activity book

Date of teaching :From Aug 25th to Aug 29th Period:3
UNIT 1: ME
Lesson 3: CB P.6
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter A a
- Students can recognize and say the sound / /
II. Vocabulary:
- Adam, apple
III. Method
IV. Teaching aids
- Flashcards of Baz, Tess, Pat, Jig. Adam, apple
- CD, CD player
V. Procedures:
1.Warm up:
- play a game Find the missing character.
+stick flashcards of 4 characters Baz, Tess, Jig, and - look
Pat on the board - close eyes then open and
+ remove one. find out the missing one
2. Learn the letter - look listen and repeat
- teach new words chorally twice
+ apple ( visual) individually
+ Adam (visual) / /
- Notice the first sounds of the two words are the
same / / say
- write a under the flashcard of apple say / / say
- write A under the flashcard of Adam say/ / -repeat
- notice name of the sound / / is / / -listen and repeat
- have students repeat / / / / apple
- / / / / Adam - read chorally and
- have students read again chorally and individually individually
3. Sing - listen
- introduce the song of letter A.
- have students listen.
-listen and repeat
- have students listen and repeat one by one sentence.
- have students listen and sing all the song twice. -listen and sing
- have students sing by themselves
-sing
4. Trace and Write
- notice students A is a capital letter , a is a lower case.
- write model A a. -look and listen
- have students write by their fingers in the air.
-have students open their activity book
-write in the air
- have students trace and write in their activity books
-open the book
exercise 1.
-trace and write
- check and remark
5. Trace and say. Colour
-check and correct
- have students say out the words of the 2 pictures
- ask st which letter is the beginning letter
- have students trace the beginning letter -Adam, apple
- have st colour -A a
extra practice -trace
-colour
- have students write 2 words Adam, apple on their
board
- have students show the board - write on board
- have students check
- check and remark - show the board
- check
- check and correct
Date of teaching :From Aug 25th to Aug 29th Period:4
UNIT 1: ME
Lesson 4: CB P.7
I. Objectives
- By the end of the lesson, students will be able to
+ understand and respond to imperatives.
+ recognize the written form of the characters’ names.
+ associate words and pictures
II.Vocabulary:
clap, stand up, sit down, point to
III. Method
II. Teaching aids
- CD track 6, CD player
III. Procedure
1. Warm up
- Guessing game
+ cover the picture of Jig - look
+ slowly uncover the picture and have students guess - guess the name of the
+ repeat with other characters. character.
+ stick all characters on different parts of the board
2. Say and do
- have students discuss the content of the picture at page - look at the picture and
7 by guiding questions: discuss
+ who are they? + Tess and Baz, Jig Pat
+what are the kids doing? + playing
+what is Baz pointing to? + Jig
- say “Point to Pat” and model Pointing to Pat - listen and look
- have students do the same - point to Pat
- repeat say and model
+ stand up + stand up
+ sit down + sit down
+ clap + clap
3. Sing
- have students listen to the song and to the actions in it.
+ Have students listen to the CD + listen
+ Have students listen and repeat each line + listen and repeat
+ Have students sing and do the actions +sing and do
♪ point to Jig - point to Jig
♪ point to Pat - point to Pat
♪ stand up - stand up
♪ sit down - sit down
♪ clap clap clap - clap three times
♪ point to Baz - point to Baz
♪ point to Tess - point to Tess
♪ stand up - stand up
♪ sit down - sit down
♪ yes yes yes - nod 3 times
4. Sing and do
- point to a student in the class - Sing
-Have students sing the song again and
replace the name of the characters by the - sing and stand up, sit
name of friends in their class. down, poin to…
- have students do the actions
5. Draw and match
- Introduce words of the 4 characters’ names - look
- Matching game
line 1: pictures of Tess Baz Pat Jig
line 2:names of Tess Baz Pat Jig - go to the board and do
- Have students go to the board and match one by one - do in activity book
- Have students do the same in their activity book - some students go to the
- have some students go to the board and do board and do
- have others check -look and check
- check and remark

Date of teaching :From Sept 1st to Sept 5th Period:5
UNIT 1: ME
Lesson 5: CB P.8
I. Objectives
+say, recognize, and write letter B b
+say and recognize sound /b/
II. Vocabulary:
- Baz, bird
III. Method
IV. Teaching aids
- Flashcards of Baz, bird
V. Procedures:
1. Warm up
Play a game “ Recognize sound / /”
- guide students raise their hand if the word begin with - listen
sound / /
+ say Adam or apple - raise hand
+ say Baz, - sit still
+ etc
2. Learn the letter
- teach new words
+ bird( visual) - look, listen and repeat
+ Baz(visual) chorally and individually
same / b /
- write b under the flashcard of bird say /b/ - look and say
- write B under the flashcard of Baz say/ b/ - /bi/
- notice name of the sound / b / is /bi / - /bi/
- have students repeat / bi / / b / bird - / bi / / b / bird
- / bi / / b / Baz - / bi / / b / Baz
3. Sing
- introduce the song of letter B. - listen
- have students listen and repeat one by one sentence. - repeat line by line
- have students listen and repeat twice. - listen and repeat
4.Find
-have students find b in the alphabet - look and find
- notice students b is the second letter
-have students point to Baz and bird in the picture - point to Baz and bird
- have students point out 2 thing in the picture - point to Adam, apple
beginning with sound / /
5.Trace and Write
- notice students B is a capital letter , b is a lower case. - look
- write model B b.
- have students write by their fingers in the air. - write in the air
-have students open their activity book open the book
- have students trace and write in their activity books. - trace and write on the book
- check and remark - write on board
-Have student write word Baz and bird on their board
- have students show the boards - show the board
- check and remark - check
Date of teaching :From Sept 1st to Sept 5th Period:6
UNIT 1: ME
Lesson 6: CB P.9
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
III. Method
IV. Teaching aids
- CD track 6 & 8, CD player
V. Procedures:

1. Warm up:
- have 4 students act as Pat, Jig, Tess, Baz - go to the board and act
- play CD track 6 -listen
- have student review by singing and doing the actions - sing and do
2. Look and say:
- Have students point to Pat, Jig, Tess, Baz in their book
-Have students point to the pictures in the right order - point
- Have students discuss about the content of the pictures
+ Who are they?
+ What are Tess and Baz doing? - discuss
+ What happen to Baz at the end of the story/
3. Listen + Tess and Baz
Have students listen to the CD to find out what happen + Playing
to Tess and Baz + fall down
* Hello Baz. Let’s play. Stand up.
* Point to Jig
*Clap for Pat. Clap Clap Clap
*Sit down. Oh no Pat.
- Play the CD once - listen
- Have students tell what they can understand
- Play the CD with pause twice - listen and repeat
- Have students listen and repeat chorally and
individually.
4. Listen and act
- Stick flashcards of Pat and Jig on the board - look
- Have students listen to the CD and act as Baz - listen
+ Hello Baz. Let’s play. Stand up.
+ Point to Jig
+ Clap for Pat. Clap Clap Clap
+ Sit down. Oh no Pat
- Have some groups of 2 students go to the board and - go to the board and do
act as Tess and Baz.
5. Match and say
- Have students look at page 9 and identify characters in - look and say
the picture halves
- Model drawing a wavy line on board - look
- Have students copy the action in the air - do
- Have students write on their book - write
Date of preparing: Sept 6th 2014 Week: 4

Date of teaching :From Sept 8th to Sept 12th Period:7
UNIT 1: ME
Lesson 7: Review
I. Objectives
- To review letters and sounds of Aa Bb
II. Teaching aids
- Flashcards of Baz, Adam, bird, apple
III. Method
IV. Procedures:

1. Warm up:
Play a game: Whispering Game
- Have students look at teacher and identify which sound
is being whispered by teacher
+ / a/ + say /a/
+ / b/ + say /b/
2. Find and circle
- remind letter and sound / a /, a, A; / b /, b, B - look
 write the letter a on the board and say / /
 have students repeat + repeat
 write the letter b next to a and say /b/

+ look
 write the capital letter A and B next to the two
letters
+ repeat
 have students read them aloud
apple Adam; bird, Baz
 have students find which word begin with A and B
 remark A and B are used to write names.
- Have students look at page 10 and do exercise 1
open the books
- model on the board
- look
a AabB
- guide students point to the blue letter a and say out the
- listen
sound / a /
- have students move to the 4 letter on the right and say
out their sound
- explain why we circle letter a
- have students do individually - do individually
- have 3 students go to the board and do - do
- have others check - check
3. Match and colour
- show the flash card of Adam
- have students say out his name - look and listen
- put the flashcard under letter a on board
- ask students say out does his name begin with a
-Put the flashcard under letter A onboard
- ask students say out does his name begin with A
- model matching Adam with letter A
- Have students do ex2 on their books - do the exercise
- have 3 students go to the board and do - go to the board and do
- have other check - check
- have students color the pictures. - colour
4. Progress check
- deliver progress check paper
- guide st to do - listen
-have students do individually. - do
Date of preparing: Sept 6th 2014 Week: 4
Date of teaching :From Sept 8th to Sept 12th Period:8
UNIT 2: MY CLASSROOM
Lesson 1: CB P.10
I. Objectives
- By the end of the lesson, students will able to identify the course characters.
II.Vocabulary:
- bin, board, chair, door, picture, table, window.
III. Method
IV. Teaching aids
- Flashcards of bin, board, chair, door, picture, table, window.
- CD track 9, 10; CD player
V. Procedures:
Teacher’s Activities Students’ activities

1. Warm up
- Introduce student book and activity book.
- Have students look at picture at page 10. - listen
- Have students discuss about the content of the
picture:
+ Who is the boy in the picture? + Baz
+ Where is he? + at school
+What is the boy giving his teacher? + a picture
+What is it a picture of? +a bird
- Have students listen to the CD to find out the name - listen and look
of things in the class. - point
- Play the CD while holding Flashcards. - listen and repeat
- Have students point to the things in their books - say
- Have students listen and repeat twice.
- Have students say the names of the things in groups
and individuals.
3. Practice: Listen And Find
- Say the names in random - listen and point
- Have students listen and point to things in their
books
- Hold flashcards to support students. - look , check and correct
- Have students listen to the tape and find the things - listen and find
by themselves.
4. Production: Match and say
- Have students open Activity book and do the - do the exercise
exercise - look
- Model the tracing activity - do with fingers
- Have students do with their fingers - write with pencils
- Have students do with their pencils.
5. Consolidation:Play a Game:
Slap the board with flashcards of the 8 things. - Play
6. Homelink
- review the 7 things
Date of preparing: 27/ 9/ 2015 Week: 5
Date of teaching: 28/ 9/ 2015 Period: 9
Lesson 2: CB P.11
I. Objectives
- By the end of the lesson, students will be able to greet, introduce themselves and say
goodbye in English.
II.Vocabulary:
III.Structure:
What’s this? – It’s a ………
IV. Method
V. Teaching aids
- Flashcards of bin, board, chair, door, picture, table, window.
- CD track 11; CD player
VI. Procedures:
Content Teacher’s activities Students’ activities
1. Warm up: - Play a game: Yes or No
- Guide students to play
- Hold one of the Flashcard of
the things and Say a wrong - say “No”
name
- Hold a flashcard and say a - say “Yes”
right name
1. Presentation: - Have students look at the
picture at page 10, 11.
Listen and say + a picture
and discuss
+ What is Baz giving his + Woodward
teacher?
- listen
+What’s her name?
- Have Students listen to the
CD.
Mrs Woodward:Hello, Baz.
- listen and repeat
Baz: Hello, Mrs Woodward
Mrs Woodward: What’s this?
- say
Baz: It’s a picture. It’s for you.
Mrs Woodward: Thank you, - remark
Baz.
- Have Students listen and
repeat twice
- Have students say again
individually
- Remark
3. Practice:Say
- Have students act as Baz and
and do Mrs Woodward
+ Model with a student
+ Have students work in pairs.
4. Consolidation - Have some pairs go to the
board and act again.
Saying Goodbye
5. Homelink
- Exercise in activity book
Date of preparing: 27/ 9/ 2015

Date of teaching: 30/ 9/ 2015
Period:10
Lesson 3: CB P.12
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter C c
- Students can recognize and say the sound / /
II. Vocabulary:
- cat, coat.
III. Method
IV. Teaching aids
- Flashcards of cat, coat.
- CD track 12 , CD player
V. Procedures:
1.Warm up: - Play a game Find the
missing thing.
+Stick flashcards of 7 things - look
bin, board, chair, door,
- close eyes then open and
picture, table, window on the
board. find out the missing one
+ Remove one.
2. Learn the letter - Teach new words - look listen and repeat
CC + Cat ( visual) chorally twice
+ Cat + Coat (visual) individually
+ Coat - Notice the first sounds of the / /
two words are the same / k /
- Write C under the flashcard say
of cat say / k / say
- Write C under the flashcard -repeat
of coat say/ k / -listen and repeat
- Notice name of the sound / - read chorally and
/ is / / individually
- Have students repeat / c / / - listen
c / coat -listen and repeat
-listen and sing
- Have students repeat / c /
-sing
/ c / cat
-look and listen
- Have students read again
-write in the air
chorally and individually -open the book
3. Sing
- Introduce the song of letter -trace and write
C.
- Have students listen. -check and correct
- Have students listen and
repeat one by one sentence. -cat, coat.
- Have students listen and -C c
sing all the song twice. -trace
- Have students sing by
themselves -colour
- Notice students C is a capital
4. Trace and Write letter , c is a lower case.
- Write model C c.
- Have students write by their - write on board
fingers in the air. - show the board
-Have students open their - check and correct
activity book
- Have students trace and
write in their activity books
exercise 1.
- Check and remark
5. Trace and say. - Have students say out the
words of the 2 pictures
Colour - Ask st which letter is the
beginning letter
- Have students trace the
beginning letter
- Have st colour
Extra practice - Have students write 2 words
cat, coat on their board
- Have students show the
board
- Have students check
- Check and remark
Ký duyệt: Ngày 28 tháng 9 năm 2015

TTCM
ĐOÀN THỊ PHƯƠNG HÒA

Period:11
Lesson 4: CB P.13
I. Objectives
- By the end of the lesson, students will be able to know, write and say the numbers from
1, 2.
II.Vocabulary: 1, 2
III. Method
II. Teaching aids
- Flashcards of apple, bird, chair, table, door, board, cat, coat, 1, 2.
III. Procedure
1. Warm up - Guessing game
+ Cover the picture of chair
+ Slowly uncover the picture - look
and have students guess - guess the name of the
+ Repeat with other things in the thing.
class.
+ Stick all things on different
parts of the board - look at the picture and
2. Count 1-2 - Have students discuss the discuss
+ One content of the picture at page 13 -listen and look
+ Two by making a circle: - point to number one
- Say “one” and model Pointing
to number one + one
- Have students do the same + two
- Repeat say and model
+ One + listen
+ Two + listen and repeat
3. Sing - Have students listen to the +sing and do
song and to the actions in it the
boy and the girl are holding the
number cards and there are
flashcards on the board. - Count one, two
+ Have students listen to the CD - Count one, two
+ Have students listen and - point to me
repeat each line - point to you
+ Have students sing and do the - Count one, two
actions - Count one, two
♪ count one and two - point to door
♪ count one and two - point to chair
♪ one for me - Count one, two
♪ two for you - Count one, two
♪ count one and two - point to cat
♪ count one and two - point to coat
♪ a door for me
♪ a chair for you - Sing
♪ count one and two
♪ count one and two - sing and point to…
♪ a cat for me
♪ a coat for you
4. Sing and - Point to a student in the
do class - look
-Have students sing the - go to the board and do
song again and replace - do in activity book
the name of the - some students go to the
characters by the name board and do
5. Draw and of friends in their class. -look and check
match - Have students do the
actions
- Introduce words of the 7
things’ names
- Matching game
line 1: pictures of cat, coat, 1, 2
line 2:names of cat, coat, 1, 2
- Have students go to the board
and match one by one
- Have students do the same in
their activity book
- Have some students go to the
board and do
- Have others check
- Check and remark

Period:12
Lesson 5: CB P.14
I. Objectives
+say, recognize, and write letter D d
+say and recognize sound /d/
II. Vocabulary:
- date, dog
III. Method
IV. Teaching aids
- Flashcards of date, dog
V. Procedures:
1. Warm up Play a game “ Recognize
sound / /”
- Guide students raise their - listen
hand if the word begin with
sound / / - raise hand
+ Say Baz and bird - sit still
+ Say cat and coat,
+ Etc
2. Learn the letter - Teach new words
+ Date + Date( visual) - look, listen and repeat
+ Dog + Dog(visual) chorally and individually
- Notice the first sounds of the
two words are the same / d /
- Write b under the flashcard - look and say
of date say /d/ - /di/
- Write B under the flashcard - /di/
of dog say/ d/ - / di / / d / date
- Notice name of the sound / - / di / / d / dog
d / is /di /
- Have students repeat / - listen
di / / d / date
- / di / / d / dog - repeat line by line
3. Sing - Introduce the song of letter - listen and repeat
D.
- Have students listen. - look and find
repeat one by one sentence. - point to date and dog
- Have students listen and - point to cat, coat
repeat twice.
4.Find - Have students find d in the
alphabet - look
- Notice students d is the
second letter - write in the air
- Have students point to Baz open the book
and bird in the picture - trace and write on the book
- Have students point out 2 - write on board
things in the picture beginning
with sound /k / - show the board
5.Trace and Write - Notice students D is a - check
capital letter , d is a lower
case.
- Write model D d.
- Have students write by their
fingers in the air.
-Have students open their
activity book
write in their activity books.
- check and remark
-Have student write word dog
and bird on their board
boards
- Check and remark

TTCM

Date of teaching : 12/ 10/ 2015.
Period:13
Lesson 6: CB P.15
I. Objectives
III. Method
IV. Teaching aids
- Flashcards of bin, chair, door, dog.
V. Procedures:

1. Warm up: - Give 4 flashcards of bin,
chair, door, dog and ask -listen and answer It’s a bin
What’s this?
- Play CD track 13
- Have student review by - sing and do
singing and doing the
actions - point
- Have students point to
bin, chair, door, dog in their
book - discuss
2. Look and say: - Have students point to the
pictures in the right order
- Have students discuss + chairs, door, bin
about the content of the + She’s painting a face on the
pictures bin
+ Can you see any of the + In the last picture. It’s made
things on the board in the of the chairs, door and bin.
pictures?
+ What is the girl doing in
the last picture?
+ Where is the dog?
- listen
3. Listen - Have students listen to the
CD to find out what happen - listen and repeat
to the boy and the girl
* Boy: What’s this?.
* Girl: It’s a chair.
* Girl: It’s a door.
* Girl: It’s a bin. - look
* Girl: It’s a dog. Woof!
Woof!
* Boy and girl: { laughing}
- Play the CD once
- Have students tell what - listen
they can understand
- Play the CD with pause
twice
repeat chorally and
individually.
4. Listen and act - Stick flashcards of the
boy and the girl on the
board
- Have students listen to - go to the board and do
the CD and act as Baz
* Girl: It’s a chair. - look and say
* Girl: It’s a door. - look
* Boy: What’s this?. - do
* Girl: It’s a bin. - write
* Girl: It’s a dog. Woof!
Woof!
* Boy and girl: { laughing}
- Have some groups of 2
students go to the board
and act as Tess and Baz.
5. Match and say - Have students look at
page 15 and identify things
in the picture halves
- Model drawing a wavy
line on board
- Have students copy the
action in the air
- Have students write on
their book

Period:14
Lesson 7: Review
I. Objectives
- To review letters and sounds of Cc Dd
II. Teaching aids
- Flashcards of cat, coat, date, dog
III. Method
IV. Procedures:

1. Warm up: Play a game: Whispering Game
- Have students look at teacher
and identify which sound is
being whispered by teacher
+ / c/ + say /c/
+ / d/ + say /d/
2. Find and circle - Remind letter and sound / k /,
c CcdD c, C; / d /, d, D - look
 Write the letter a on the
board and say / / + repeat
 Have students repeat
 Write the letter d next to c + repeat
and say /d/ + look
 Have students repeat

 Write the capital letter C + repeat
and D next to the two

letters Cat, coat; date, dog
 Have students read them

aloud
 Have students find which open the books
word begin with C and D - look
 Remark C and D are used
to write names. - listen
- Have students look at page 10
and do exercise 1
- Model on the board
c CcdD
- Guide students point to the - do individually
blue letter c and say out the - do
sound / c / - check
- Have students move to the 4
letter on the right and say out
their sound - look and listen
- Explain why we circle letter c
- Have students do individually
- Have 3 students go to the
board and do - do the exercise
- Have others check - go to the board and do
3. Match and - Show the flash card of cat - check
colour - Have students say out his name - colour
- Put the flashcard under letter a
on board
- Ask students say out does his
name begin with a - listen
-Put the flashcard under letter C - do
onboard
name begin with C
- Model matching cat with letter
C
- Have students do ex2 on their
books
board and do
- Have other check
- Have students colour the
pictures.
4. Progress check - deliver progress check paper
- guide st to do
-have students do individually.
Ký duyệt : Ngày 12 tháng 10 năm 2015

TTCM

Date of teaching : 19/10/ 2015 Period:15
UNIT 3: MY TOYS
Lesson 1: CB p. 16
I. Objectives:
- By the end of the lesson, students will be able to identify toys.
- Vocabulary: ball, balloon, boat, car, doll, robot, teddy bear.
II, Teaching aids:
- Flashcards of ball, balloon, boat, car, doll, robot, teddy bear.
- CD,CDplayer
III.Procedure:

1. Warm up - Have sts look at the picture Tess and Baz are playing toys
at page 16,17 with sharing.
- Have sts discuss the content
of the picture
2. Listen and say: -track 16 look, listen and repeat in
new words: - Present new words: balloon, chorus and individually.
: balloon, doll, ball,
doll, ball, boat, teddy bear,
boat, teddy bear,
robot, car.(visuall)
robot, car.(visuall)
-Have sts look, listen and - listen, look, point to the
repeat twice. objects in the books, and
- Have sts repeat in groups repeat.
and individual. - listen to the CD
3. Listen and find:
- Say and hold up flashcards - point out the objects in the
in random order. books
- Have sts point to the objects
in their books
- Play track 17 with pause -4 sts go to the board and play.
- Have sts listen to the tape
and find the right mentioned
objects.
4. Play a game:
Slap the board. Have sts - open the book
listen and slap the picture of
spoken word: doll, ball, boat, - look and say
balloon, teddy bear, robot, car.
- Have sts open their Activity
book at page 18 - do individually
5. Find and colour
- Have sts look at at picture
- Have sts call out names of
the toys in the box and remark
the number of the toys
- Have sts look for the toys in
the picture and colour them.
Date of teaching : 21/ 10/ 2015
Period:16
UNIT 3: MY TOYS
Lesson 2: CB p. 17
I. Objectives:
+ Identify belongings.
+ Thanks to someone.
- Vocabulary: Here you are.
- Structure:
+ This is my…
+ This is your…
II, Teaching aids:
- Flashcards of ball, balloon, boat, car, doll, robot, teddy bear.
- CD track 18, CDplayer
III.Procedure:

1. Warm up: Slap the board :
Boat, balloon, doll, robot, - 2 students go to the
teddy bear board and play
2.Listen and say: - have sts look at the picture at
page 17, 18 and discuss
+ What are the kids doing?
- Have sts listen to the Cd to

check
Tess: This is my doll. This is + they are playing with
your boat, Baz. Here you are. toys.
Baz: Thank you Tess. This is + Tess is giving Baz a boat
my teddy bear. + they are giving each
other toys.
This is your boat. Here - play the Track with pause - listen
you are - have sts listen and repeat
+ Thank you chorally and individually
- Remark
+This is your boat. Here you
are
+ Thank you -listen and repeat
- remark
3. Say and do: - Have sts act as Tess and Baz.
+Holding a boat, model with a
student - look and listen
“ This is your boat. Here you a student do with teacher
“ This is your boat. are’ say “ Thank you”
Here you are’ - Have sts work in pairs. -work in pairs
- check
- Have sts work with other
flash cards - open activity books
- Have sts look at page 19 - look
activity book - do individually
- Model the task a (a)bc - check
4. Trace the same - have some sts go to the board
letter and do
- check
- stick flash card of ballon on - look
the board - /b/
5. Look and say. - have sts say the first sound of -b
Circle the letter balloon
- write a, b , c under the - do individually
flashcard
- have student find the letter
have the sound /b/
- circle letter b
- have sts do ex2 on their
activity book.
- call some sts do on board - check
- check

TTCM

Date of teaching :26/ 10/ 2015 Period:17
UNIT 3: MY TOYS
Lesson 3: CB p. 18
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter E e
- Students can recognize and say the sound / e /
II. Vocabulary:
- egg, elephant.
III. Method
IV. Teaching aids
- Flashcards of egg, elephant.
V. Procedures:
1.Warm up: - Ask Ss to give some - gives some words with d:
words, start with letter D d dog, doll
- The same with letter a, - examples: apple, boat, ball,
b ,c cat, coat….
2. Learn the letter - Teach new words - look listen and repeat
+ Egg + Egg ( visual) chorally twice
+ Elephant + Elephant (visual) individually
- Notice the first sounds of / /
the two words are the
same / e / say
- Write e under the say
flashcard of cat say / e / -repeat
- Write E under the -listen and repeat
flashcard of coat say/ e / - read chorally and
- Notice name of the individually
sound / e / is / / - listen
- Have students repeat / e / -listen and repeat
/ e / egg
- / i/ / i/ -listen and sing
elephant
- Have students read again
chorally and individually -sing
3. Sing - Introduce the song of
letter E.
-look and listen
- Have students listen.
repeat one by one sentence.
-write in the air
sing all the song twice.
-open the book
- Have students sing by
-trace and write
themselves
-check and correct
4. Trace and Write - Notice students E is a
capital letter , e is a lower
case. -egg, elephant.
- Write model E e. -Ee
- Have students write by -trace
their fingers in the air. -colour
-Have students open their
activity book
5. Trace and say.
Colour write in their activity books - write on board
exercise 1. - show the board
- Check and remark - check and correct
- Have students say out the
- Ask st which letter is the
beginning letter
6. Extra practice
beginning letter
- Have st colour
- Have students write 2
words egg, elephant on
their board
board
- Have students check
- Check and remark
Period:18
UNIT 3: MY TOYS
Lesson 4: CB P.19
I. Objectives
3, 4.
II.Vocabulary: 3, 4, knock, count
III. Method
II. Teaching aids
- Flashcards of doll, car, teddy bear, ball, robot, balloon, boat, coat, 1, 2, 3, 4.
- CD track 20, 21, CD player
III. Procedure
+ Slowly uncover the - look
picture and have students - guess the name of the
guess thing.
+ Repeat with other things
in the class.
+ Tick all things on - look at the picture and
different parts of the board discuss
2. Count 1-4 - Have students discuss the -listen and look
+ Three content of the picture at - point to number three
+ Four page 19 by making a circle:
- Say “three” and model + three
Pointing to number three +four
- Have students do the
same + listen
- Repeat say and model + listen and repeat
+ Three +sing and do
+ Four
3. Sing - Have students listen to the
song and to the actions in
it( the children are playing
with their toys and there are - Count one, two,
flashcards on the board. three, four
- Have Ss knock the door - knock, knock, knock,
and come in on the door
+ Have students listen to - Count four, three,
the CD two, one
+ Have students listen and - point to toys
repeat each line - point to toys
+ Have students sing and - Count
do the actions
♪ one, two, three, - Sing
four
♪ knock, knock, - sing and point to…
knock, on the door
♪ four, three, two, - look
one
♪ come in! time for
fun! - go to the board and do
♪ toys for you - do in activity book
4. Sing and do ♪ toys for me
♪ toys, toys, toys
♪ count with me! - some students go to the
- point to a student in board and do
the class -look and check
-Have students sing
the song again and
replace the name of
the characters by the
5. Draw and name of friends in
match their class.
- have students do
the actions
things’ names
- Matching game
line 1: pictures of ball,
boat, 1, 2….
line 2:names of ball, boat,
1, 2….
- Have students go to the
board and match one by
one
- Have students do the
same in their activity book
- have some students go to
the board and do
- have others check
- check and remark
TTCM

Date of teaching : 2/ 11/ 2015 Period:19
UNIT 3: MY TOYS
Lesson 5: CB P.20
I. Objectives
+ Say, recognize, and write letter F f
+ Say and recognize sound /f/
II. Vocabulary:
- Fan, Fig
III. Method
IV. Teaching aids
- Flashcards of fan, fig
V. Procedures:
sound / /”
- Guide students raise their listen
sound / / raise hand
+ Say Baz and bird sit still
+ Say cat and coat,
+ Etc
2. Learn the letter
- Teach new words
+ Fan( visual)
+ Fan( visual) - look, listen and repeat
+ Fig(visual)
+ Fig(visual) chorally and individually
- Notice the first sounds of
the two words are the
same / f / - look and say
- Write f under the - /f/
flashcard of fan say /f/ - /f/
- Write F under the - / f / / f / fan
flashcard of fig say/ f/ - / f / / f / fig
- Notice name of the
sound / f / is /f / - listen
- Have students repeat /
f/ / f / fan - repeat line by line
- / f / / f / fig - listen and repeat
3. Sing - Introduce the song of
letter F. - look and find
- Have students listen.
- Have students listen and - point to fig and fan
repeat one by one sentence. - point to car, balloon
repeat twice.
4.Find -Have students find f in the - look
alphabet
- Notice students f is the - write in the air
second letter open the book
- Have students point to fan - trace and write on the book
and fig in the picture - write on board
- Have students point out 2
things in the picture - show the board
beginning with sound - check
/k /, /b/
5.Trace and Write - Notice students F is a
capital letter , f is a lower
case.
- Write model F f.
- Have students write by
their fingers in the air.
write in their activity
books.
-Have student write word
dog and bird on their board
boards
Period:20
UNIT 3: MY TOYS
Lesson 6: CB P.21
I. Objectives
II. Vocabulary:
- hello/ hi, bye, balloon, car, sit down
III. Method
IV. Teaching aids
- Flashcards of cat, car, balloon, fan.
V. Procedures:

1. Warm up: - Give 4 flashcards of cat,
car, balloon, fan and ask -listen and answer It’s a cat
What’s this?
- Play CD track 23
- Have student review by - sing and do
singing and doing the
actions - point
2. Look and say: - Have students point to
cat, car, balloon, fan in
their book - discuss
the pictures in the right
order + Pat and Jig
- Have students discuss + balloon, car
about the content of the + Pat turns on the fan and Jig
pictures rides in the car.
+ Who are the cat and the
rabbit?
+ What toys can you see?
+ What is happening in
the story? - listen
3. Listen - Have students listen to
the CD to find out what - listen and repeat
happen to the boy and the
girl
* Jig: Hello, Pat!
* Pat: Hi, Jig1
* Jig: This is my balloon
* Pat: This is my car. Sit
down, Jig - look
* Jig: OK.
* Pat: Get ready. 3, 2, 1
(Whoosh of fan)
* Jig: Bye!.
- Play the CD once - listen
- Have students tell what
they can understand
twice
repeat chorally and
individually.
4. Listen and act - Stick flashcards of Jig
and the Pat on the board
- Have students listen to - go to the board and do
the CD and act as Jig and
Pat
* Jig: Hello, Pat! - look and say
* Pat: Hi, Jig1
* Jig: This is my balloon - look
* Pat: This is my car. Sit - do
down, Jig - write
* Jig: OK.
* Pat: Get ready. 3, 2, 1
(Whoosh of fan)
* Jig: Bye!.
and act as Jig and Pat.
5. Match and say - Have students look at
page 21 and identify
things in the picture
halves
- Model drawing a wavy
line on board
- Have students copy the
action in the air
- Have students write on
their book
TTCM

UNIT 3: MY TOYS
Lesson 7: Review
I. Objectives
- To review letters and sounds of Ee Ff
II. Teaching aids
- Flashcards of egg, elephant, fan, fig
III. Method
-Teacher-whole class, groups, individuals.
IV. Procedures:

1. Warm up: - Play a game: Whispering
+ / e/ Game
+ / f/ - Have students look at teacher
being whispered by teacher + say /e/
+ / e/ + say /f/
+ / f/
2. Find and circle - Remind letter and sound / e /, - look
e, E; / f /, f, F
 Write the letter e on the + repeat
board and say /e /
 Have students repeat + repeat
 Write the letter f next to + look
e and say /f/
 Have students repeat + repeat
 Write the capital letter E

and F next to the two - egg, elephant, fan, fig
letters
 Have students read them
aloud - open the books
- look
 Have students find
which word begin with E
- listen
and F
 Remark E and F are used
to write names.
- do individually
- do
and do exercise 1
- check
- Model on the board
e EefF
- Guide students point to the
- look and listen
blue letter e and say out the
sound / e /
- Have students move to the 4
- do the exercise
- go to the board and do
their sound
- check
- Explain why we circle letter e
- colour
- Have students do individually
board and do
3. Match and - Have others check
colour - Show the flash card of egg
- Have students say out his - listen
name - do
- Put the flashcard under letter
e on board
name begin with e
-Put the flashcard under letter
E onboard
name begin with E
- Model matching egg with
letter E
- Have students do ex2 on their
books
board and do
- Have students color the
pictures.
- Deliver progress check paper
4. Progress check - Guide st to do
-individually

Period:22
UNIT 4: MY THINGS
Lesson 1: CB p. 22
I. Objectives:
- By the end of the lesson, students will be able to identify some things.
- Vocabulary: bag, book, lunch box, pencil, pencil box, rubber, water bottle.
II, Teaching aids:
- Flashcards of bag, book, lunch box, pencil, pencil box, rubber, water bottle.
- CD, CD player
III.Procedure:

1. Warm up - Have sts look at the
picture at page 22, 23. - Ss look at the picture
- Have sts discuss the - Ss answer:
content of the picture + At school
+ Where are the children? + Baz
+ Who is the boy at the + Mrs Woodward, his teacher
front of the classroom?
+ Who is with Baz?
2. Listen and say: - track 25 - look, listen and repeat in
- Present new words: bag, chorus and individually.
book, lunch box, pencil,
pencil box, rubber, water
bottle. (visuall) - listen, look, point to the
-Have sts look, listen and objects in the book and repeat.
repeat twice. - listen to the CD
- Have sts repeat in groups - point out the objects in the
and individual. book
3. Listen and find: - Say and hold up
flashcards in random order.
- Have sts point to the -4 sts go to the board and
objects in their books play.
- Play track 26 with pause
- Have sts listen to the tape
and find the right - open the book
mentioned objects.
4. Play a game: Slap the board. Have sts -look and say
listen and slap the picture - do individually
of spoken word: bag, book,
lunch box, pencil, pencil
box, rubber, water bottle.
- Have sts open their
Activity book at page 25
- Have sts look at at picture
- Have sts call out names of
the toys in the box and
remark the number of the
toys
5. Find and colour - Have sts look for the toys
in the picture and colour
them.

TTCM

UNIT 4: MY THINGS
Lesson 2: CB p. 23
I. Objectives:
+ Identify belongings.
+ How to ask and answer about quantity and age.
- Vocabulary: how old, how many.
- Structure:
+ How many…?
+ How old are you?
II, Teaching aids:
-MFlashcards of bag, book, lunch box, pencil, pencil box, rubber, water bottle.
- CD track 27, 28, CDplayer
III.Procedure:

1. Warm up: Slap the board: rubber,
box, pencil, book - 2 students go to the board
2.Listen and say: 2.Listen and say: and play
How many boys? - Have sts look at the
Two picture at page 22, 23 and
+ How old are you? discuss
I’m four. + What is Baz doing?
- Let Ss know Baz is
counting things in table 1
- Have sts listen to the Cd
to check + Pointing at one of the tables
Mrs Woodward: Point to
table 1, Baz, How many - listen once and answer
boys?
Baz: One … two…. Two!
Mrs Woodward: How
many water bottles?
Baz: One…two…three…
four. Four! -listen and repeat
Mrs Woodward: Good,
Baz. How old are you?
Baz: One…two…three… - remark
four. I’m four!
- Introduce the plural:
boy/ boys /boiz/; book/ - look and listen
books a student do with teacher
- Guide Ss how to read /z/ say
- Play the Track with -work in pairs
pause
- Have sts listen and
repeat chorally and - listen
individually - listen and repeat
- Remark
+How many boys? Two
+ How old are you? I’m
four.
- Have sts know how to
ask and answer about age.
- Have Ss listen to a song
3. Sing: - Play the Track with - open activity books
pause - look and say: rubbers, lunch
* How old are you? boxes, pencils.
I’m four. - count
* How old are you? - four
I’m four. - match
* How old are you? How
old are you? -look and answer: He is
I’m four. I’m four. I’m telling us that he’s four
four! - draw and write
- Have sts look at page 26 - listen and read silently.
activity book
- Ask Ss to give things -do individually
4. Count and match they see -check
- Ask Ss to count rubbers
- Ask: How many
rubbers?
- Have Ss match rubbers
with number 4
- Ask: What is Baz doing?
- Have Ss draw
themselves and write their
5. Draw, write and age below
say - Make a model: Hi, my
name is Nga. This is my
picture. I’m four.
- Call some Ss present
their pictures
- Correct the mistakes

Period:24
UNIT 4: MY THINGS
Lesson 3: CB p. 24
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter G g
- Students can recognize and say the sound / g /
II. Vocabulary:
- girl, give.
III. Method
IV. Teaching aids
- Flashcards of girl, give.
V. Procedures:
1.Warm up: - Ask Ss to give some - gives some words with f: fan,
words, start with letter F f fig
- The same with letter a, - examples: apple, boat, ball, cat,
b ,c, d, e coat….
2. Learn the - Teach new words
letter + Give ( visual)
+Girl (visual) - look listen and repeat
- Notice the first sounds of chorally twice
the two words are the individually
same / g / /g/
- Write g under the say
flashcard of “give” say / e say
/ -repeat
- Write G under the -listen and repeat
flashcard of “girl” say/ e - read chorally and individually
/ - listen
- Notice name of the -listen and repeat
sound / e / is / g /
- Have students repeat / e -listen and sing
/ / g / give
- / g/ / g
/ girl -sing
- Have students read again -look and listen
chorally and individually
3. Sing - Introduce the song of -write in the air
letter G.
- Have students listen. -open the book
- Have students listen and -trace and write
repeat one by one -check and correct
sentence.
sing all the song twice.
4. Trace and - Have students sing by -give, girl.
themselves -Gg
Write
- Notice students G is a -trace
capital letter , g is a lower
case. -colour
- Wmodel G g.
- Have students write by
their fingers in the air.
-Have students open their - write on board
activity book - show the board
- Have students trace and - check and correct
write in their activity
books exercise 1.
- Check and remark
5. Trace and say.
- Have students say out
Colour the words of the 2 pictures
- Ask st which letter is the
beginning letter
beginning letter
- Have st colour

TTCM

UNIT 4: MY THINGS
Lesson 4: CB P.25
I. Objectives
- By the end of the lesson, students will be able to know, write and say the numbers from 1
to 5.
II.Vocabulary: 5, hide
III. Method
II. Teaching aids
- Flashcards of doll, teddy bear, ball, 1, 2, 3, 4, 5.
III. Procedure
+ Slowly uncover the picture - look
and have students guess - guess the name of the
+ Repeat with other things in thing.
the class.
+ Stick all things on
2. Count 1-5 different parts of the board - look at the picture and
- Have students discuss the discuss and count
content of the picture at page - five
25 by making 5 circles and
count + five
- Point to picture and ask Ss:
How many balls? + look and answer: A doll
- Repeat say and model and Teddy bear are singing
+ Five and dancing
3. Sing - Ask Ss to look at the + look and say
picture and answer the + listen and repeat
question: What is happening +sing and do
in the picture?
- Present a word “hide” by
mime
- Have students listen to the
song and to the actions in
it( the children are playing - doll and teddy bear
with their toys and there are - count
flashcards on the board. - doll and teddy bear
- Have Ss knock the door - clap
and come in - doll and teddy bear
+ Have students listen to the - count
CD - doll and teddy bear
+ Have students listen and - point
repeat each line - doll and teddy bear
+ Have students sing and do - Count
the actions
♪ doll and teddy bear
♪ count 1 and 2 - Sing
♪ doll and teddy bear - sing and point to…
♪ clap for you
♪ doll and teddy bear - look
♪ count 3 and 4
♪ doll and teddy bear
♪ point to the door
♪ doll and teddy bear - four
♪ count to 5
4. Sing and do ♪ 1, 2, 3, 4, 5! Hide!
- Point to a student in - five
the class
-Have students sing - count and circle
the song again and
replace the name of
the characters by the -look and check
name of friends in
their class.
5. Count, circle - Have students do the
and colour actions
pictures
- Make a model: write
number 4 on the board and
ask Ss: What is this?
- Then T draws 5 balloons on
the board on the right of
number 4 and asks How
many balloons?
- Point to number 4 and ask
Ss to count One, two, three,
four and then circle 4
balloons
- Have students do the same
in their activity book

Period:26
UNIT 4: MY THINGS
Lesson 5: CB P.26
I. Objectives
+ Say, recognize, and write letter H h
+ Say and recognize sound /h/
II. Vocabulary:
- hand, horse
III. Method
IV. Teaching aids
- Flashcards of hand, horse, fan, table, dog, cat, apple,.
V. Procedures:

sound / /”
- Guide students raise their listen
sound / / raise hand
+ Say Baz and bird sit still
+ Say cat and coat,
2. Learn the letter + Etc
- Teach new words
+ Hand( visual) - look, listen and repeat
+ Horse(visual) chorally and individually
two words are the same / h /
- Write h under the flashcard - look and say
of hand say /h/ - /h/
- Write H under the flashcard - /h/
of horse say/ h/ - / h/ / h / hand
- Notice name of the sound / - / h/ / h / horse
h / is /h / - listen
- Have students repeat / h/ /
h / hand - repeat line by line
- / h/ / h / - listen and repeat
horse
3. Sing - Introduce the song of letter - look and find
H.
- Have students listen. - point to hand and horse
repeat one by one sentence. - point to give, girl, apple....
4.Find repeat twice.
- Have students find h in the - look
alphabet
- Notice students h is the - write in the air
second letter open the book
- Have students point to hand - trace and write on the book
and horse in the picture - write on board
- Have students find out
another words beginning with - show the board
5.Trace and Write sound / /, /g/
- Notice students H is a - check
capital letter , h is a lower
case.
- Write model H h.
- Have students write by their
fingers in the air.
- Have students open their
activity book
write in their activity books.
- Check and remark
-Have student write word dog
and bird on their board
boards
- Check and remark

TTCM

UNIT 4: MY THINGS
Lesson 6: CB P.27
I. Objectives
II. Vocabulary:
- pencils, books, rubbers, thank you
III. Method
IV. Teaching aids
- Flashcards of pencils, books, rubbers.
V. Procedures:

1. Warm up: - raise the bag and ask How
many bags? -listen and answer two
- have Ss do the same with
another things - give
- T says give me your - sing and do
pencil, (name) and say:
2. Look and say: thank you - point
- Ask Ss to open the book
on page 27
- Have students point to - discuss
picture 1 in their book
numbers of the pictures in + Baz and Tess
the right order + books, pencils, rubbers
- Have students discuss + Bazz is helping Tess pack
about the content of the her bag, but he is taking
pictures some of her things.
+ Who are the boy and girl?
+ What school things can
you see?
+ What is happening in the
story? - listen
3. Listen Have students listen to the
CD to find out what happen - listen and repeat
to the boy and the girl
* Tess: How many pencils?
* Baz: Four
* Tess: Four pencils?
* Baz: Yes
* Tess: How many
rubbers? - look
* Baz: Two
* Tess: Two rubbers?
* Baz: Yes
* Tess: How many books?
* Baz: Three
* Tess: Three books? listen
* Baz: Yes
* Tess: Give me my things,
please.
* Baz: Sorry
* Tess: Thank you, Baz.
- Play the CD once
- Have students tell what
they can understand
twice - go to the board and do
repeat chorally and - a bag and count 1
4. Listen and act individually. - look and say
- Stick flashcards of Tess - four
and Baz on the board
- Have students listen to - three
the CD and act as Tess and
Baz
5. Count. Trace the and act as Tess and Bazz.
right number - Have students look at
page 30 and stick the card
of bag and ask What is
this? and count
- Have Ss count things in
each picture
- Ask Ss to count and
check How many rubbers?
- Do the same with pencils.
Preparing date: 29/ 11/ 2015

Teaching date: 2/ 12/ 2015
Period: 28
UNIT 4: MY THINGS
Lesson 7: Review
I. Objectives
- To review letters and sounds of Gg Hh
II. Teaching aids
- Flashcards of give, girl, hand, horse
III. Method
IV. Procedures:

1. Warm up: Play a game: Whispering Game
- Have students look at teacher
being whispered by teacher
+ / g/ + say /g/
2. Match and + / h/ + say /h/
colour - remind letter and sound / g /, g,
G; / h /, h, H - look
 write the letter g on the
board and say /g / + repeat
 have students repeat
 write the letter h next to e + repeat
and say /h/ + look

 write the capital letter G + repeat
and H next to the two

letters - give, girl, hand, horse
 have students read them

aloud
open the books
 have students find which
- look
word begin with G and H
 remark G and H are used
- listen
to write names.
and do exercise 1
g GehH
- do individually
- guide students point to the blue
- do
letter f and say out the sound /
- check
f/
- have students move to the 4
- change and match
their sound
- It’s a horse
- explain why we circle letter g
- have students do individually
- have 3 students go to the board
and do
- have others check
3. Join the dots. - show the flash card of number
Colour from 1 to 5 on the halves
- have students say out his name
- change the position of numbers
like zic zac and call Ss go to the
board to match.
- ask students to see the activity
2 and ask What’s this?
- have other check
- have students color the
pictures.

TTCM

Date of preparing: 6 / 12/ 2015 WEEK 15
Period: 29
UNIT 5: MY COLOURS
Lesson 1: CB p. 28
I. Objectives:
- By the end of the lesson, students will be able to identify some shapes and colors. And
then, Ss can identify English sounds and some words to communicate. They can use hands
and fingers cleverly.
- Vocabulary: circle, rectangle, square, triangle, blue, green, orange, red, yellow .
II, Teaching aids:
- Flashcards of bag, book, lunch box, pencil, pencil box, rubber, water bottle.
- CD track 33-34, CD player
III.Procedure:

1. Warm up - have sts look at the picture at
page 28, 29. - Ss look at the picture
- have sts discuss the content of - Ss answer:
the picture + Baz and Adam
+ Who are the children? + painting and looking at
+ What are they doing? shapes.
2. Listen and say : track 33
- present new words: circle,
rectangle, square, triangle, blue,
green, orange, red, yellow. - look, listen and repeat in
(visuall) chorus and individually.
-Have sts look, listen and repeat
twice.
- Have sts repeat in groups and - listen, look, point to the
individual. objects in the book and repeat.
- Say and hold up flashcards in - listen to the CD
3. Listen and
random order. - point out the objects in the
find:
- Have sts point to the objects in book
their books
- have sts listen to the tape and -4 sts go to the board and play.
find the right mentioned objects.
Slap the board. Have sts listen
4. Play a game and slap the picture of spoken - open the book
word: circle, rectangle, square, - look and point
triangle, blue, green, orange, -look and say red and write it
red, yellow. near red card and do same
- have sts open their Activity other one
book at page 32 - do individually
5. Colour - have sts look at at picture
- have sts say Point to the robot
- T put the cards of color on the
board, point to red card and ask
What colour is this?
- go around and check
Date of preparing: 6 / 12/ 2015

Period: 30
UNIT 5: MY COLOURS
Lesson 2: CB p. 29
I. Objectives:
+ identify shapes and colors.
+ how to use hands and fingers cleverly.
- Vocabulary:
- Structure: it’s + colour.
II, Teaching aids:
- Flashcards of circle, rectangle, square, triangle, blue, green, orange, red, yellow.
III.Procedure:
1. Warm up: - have Ss review colors by
pointing colors and ask What - look and answer
2. Listen and say: color is this?
- have sts look at the picture at
page 28, 29 and discuss
+ What is Baz doing? -look and discuss
- Let Ss know Baz is teaching
shapes for Adam
- draw shapes on the board and
ask Ss to call name of each
shapes. - listen once and
- Have sts listen to the Cd to answer
check
Baz: It’s green! It’s a square.
Baz: It’s red! It’s a circle.
Baz: It’s yellow! It’s a retangle.
Baz: It’s blue! It’s triangle
- play the Track with pause -listen and repeat
- have sts listen and repeat
chorally and individually - remark
- Remark: 1. square 2. circle 3.
retangle 4. triangle
+ It’s + colour.
3. Say and do: - Give green card and say It’s - look and complete a
blue. It’s a ……. word with triangle
- Have Ss do the same with other -work in pairs
card
- raise a green triangle again and - say green
say It’s a triangle. It’s …..and do
4. Draw and say the same with other card
- Have sts look at page 33 activity - trace and answer It’s
book a rectangle
- Draw a rectangle on the board - trace and read
and call a student on trace. Then
ask What is this? - point to the circle
- Ask Ss to trace pictures at p.33
and read shapes silently
- say point to the circle
- Have Ss do the same to other - red
shape
5. Colour - Show a red card and ask What - open activity books
colour is this? - colour
- stick a shape on the board and - It’s a triangle. It’s red
write red below -do individually
- do the same to other colour -check
shapes
- Ask Ss to see Activity 2 at p.33
and guide Ss how to colour
- check and call a student go in
front of class and say point to the
triangle
- correct the mistakes
Ký Duyệt: Ngày 7 tháng 12 năm 2015

TTCM

Prepare date: 12 / 12/ 2015 WEEK 16
Teach date: 14/ 12/ 2015
Period: 31
UNIT 5: MY COLOURS
Lesson 3: CB p. 30
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter I i
- Students can recognize and say the sound / i /
II. Vocabulary:
- iguana, insect.
III. Method
IV. Teaching aids
- Flashcards of iguana, insect.
V. Procedures:
1.Warm up: - ask Ss to speak the Alphabet
from A to H - speak
- Ask Ss to pronoun the sounds - Pronoun sounds they
correctly from A to H learnt.
2. Learn the letter - teach new words
+ iguana ( visual)
+insect (visual) - look listen and repeat
- Notice the first sounds of the chorally twice
two words are the same / i / individually
- write i under the flashcard of /i/
“iguana” say / i / say
- write I under the flashcard of say
“insect” say/ i / -repeat
- notice name of the sound / i / -listen and repeat
is / i / - read chorally and
- have students repeat / i / / i / individually
iguana - listen
- / i / / i / insect -listen and repeat
- have students read again
chorally and individually -listen and sing
- introduce the song of letter I.
3. Sing
- have students listen and repeat
one by one sentence. -sing
- have students listen and sing
-look and listen
4. Find all the song twice.
- have students sing by
themselves
-find
- Ask Ss to find letter I i in the
Alphabet at the first page.
-read H h
- Have Ss read the letter in front
-point to insect
of letter I
- Have Ss look at a big picture
-point to iguana
in the book and T say insect.
- say iguana.
- Ask Ss to find letter start
4. Trace and Write
with /b/ and /g/ -notice.
- notice students G is a capital
letter , g is a lower case. - write G g
- write model G g. - write in the air
- have students write by their -trace
fingers in the air.
-have students open their
activity book
- have students trace and write
in their activity books exercise -say out
1.
- check and remark
5. Trace and say.
- have students say out the
Colour words of the 2 pictures - trace and colour
- ask st which letter is the
beginning letter
- have students trace the - write on board
beginning letter - show the board
- have st colour - check and correct
Prepare date: 12/ 12/ 2015

Teach date: 16/ 12/ 2015
Period: 32
UNIT 5: MY COLOURS
Lesson 4: CB p. 31
I. Objectives
6,7.
II.Vocabulary: 6, 7, hungry, sky, flying, looks at
III. Method
II. Teaching aids
- Flashcards of 6, 7, hungry, sky, flying, looks at.
III. Procedure
+ give 5 pencils on and ask How
many pencils? - answer 5
+ put 1 pencil down and ask - answer 4
How many pencils? - answer No pencils
+ do the same until no pencils in
the hand and ask How many - repeat
pencils?.
2. Count 1-7 + have Ss repeat. - discuss and count
- have students discuss the
content of the picture at page 31 - six
by making 6 circles and count
- point to picture and ask Ss: + six
How many circles?
- repeat say and model - six and seven
+six
- do the same to 7
- have Ss look at the picture and + look and answer: An
3. Sing ask How many iguanas? How iguana is eating some
many insects? insects
- ask Ss to look at the picture - it’s green and blue
and answer the question: What + look and say
is happening in the picture?
What colour is the iguana? + listen and repeat
- present a word “hungry, sky,
fly” by mime
- have students listen to the song
and to the actions in it
- have Ss wave their fingers with +sing and do
seven in the air when sing to -look at the iguana
seven insects flying by… or look
on ceiling when sing to looks at
the sky
+ Have students listen to the CD - look in the sky
+ Have students listen and - count
repeat each line - clap
+ Have students sing and do the - count
actions -look at the iguana
♪ look at the iguana
♪ It’s green and blue
♪ It’s hungry, too! - look in the sky
♪ Seven insects flying by - count
♪ The iguana looks at the - clap
sky - count
(clap)
♪ Six insects flying by -look at the iguana
♪ It’s green and blue
♪ It’s hungry, too! - look in the sky
♪ Six insects flying by - count
♪ The iguana looks at the - clap
sky - count
(clap)
♪ Five insects flying by
Music –rewind and repeat
for the verses “Five
insects…” to “Two -role play
insects…”, or else sing
unaccompanied
♪ It’s green and blue - do the actions
♪ It’s hungry, too! -open and look
♪ one insects flying by
♪ The iguana looks at the - count and circle seven
4. Sing and sky - point
do (clap)
♪ No insects flying by -look and check
- call seven students in
front of class, role play
seven insects
-call another student role
play an iguana, give a
card with green and blue
5. Count and one.
circle - have students do the
actions
- Ask Ss to open the book at
page 35
- Have Ss look at insects at the
left corner of page 35 and ask
How many insects?
- point to number 7 and ask Ss to
count One, two, three, four, five,
six, seven and then circle 7
insects
- Have students do the same in
their activity book
- have some students go to the
board and do
- have others check
- check and remark

TTCM

Prepare date: 20 / 12/ 2015 WEEK 17
Teach date: 21/ 12/ 2015
Period: 33
UNIT 5: MY COLOURS
Lesson 5: CB p. 32
I. Objectives
+say, recognize, and write letter J j, K k
+say and recognize sound /h/, / d /
II. Vocabulary:
- Jig, jump, kick, kite
III. Method
IV. Teaching aids
- Flashcards of Jig, jump, kick, kite.
V. Procedures:

name / /”
- guide students raise their hand if listen
the word begin with sound / /
2. Learn the letter + say Baz, Tess, Jig, Adam raise hand
- teach new words
+ jump( visual)
+ kick(visual)
+ kite (visual) - look, listen and repeat
- Notice the first sounds of the chorally and
two words are the same / dg /, / individually
k/
- write j under the flashcard of
jump say /dg/ - look and say
- write J under the flashcard of - /dg/
Jig say/ dg /
- write k under the flashcard of - /k/
kick say /k/
- write K under the flashcard of - / j/ / dg / Jig
kite say/ k/ - / j/ / dg / jump
- notice name of the sound / j / - / k/ / k / kick
is /dg /, k is /k/ - / k/ / k / kite
- have students repeat / j/ / dg / - listen
Jig
- / j/ / dg / jump - repeat line by line
- have students repeat / k/ / k / - listen and repeat
kick
- / k/ / k / kite - look and find
3. Sing - introduce the song of letter J, K.
- have students listen and repeat - point to Jig and jump
one by one sentence. - point to kite and kick
- have students listen and repeat - point to ball, date,....
twice.
4.Find -have students find j, k in the
alphabet - look
- notice students j, k is the second
letter - write in the air
- Ask Ss to point to Jig and open the book
“jump” in the picture - trace and write on the
- Ask Ss to point to kite and book
“kick” in the picture - write on board
- have students find out another
words beginning with sound / - show the board
b /, /d/ - check
5.Trace and Write - notice students J, K is a capital
letter , j, k is a lower case.
- write model J j, K k.
- have students write by their
fingers in the air.
-have students open their activity
book
- have students trace and write in
their activity books.
- check and remark
-Have student write word Jig,
jump, kick and kite on their board
- have students show the boards
- check and remark
Prepare date: 20 / 12/ 2015

Teach date: 23/ 12/ 2015
Period: 34
UNIT 5: MY COLOURS
Lesson 6: CB p. 33
I. Objectives
II. Vocabulary:
- Date, box, chair, ball, jump, Jig
III. Method
IV. Teaching aids
- Flashcards of Date, box, chair, ball, jump, Jig…
V. Procedures:

1. Warm up: - post flashcards to review the
words ball, chair and stick them -listen and answer two
on the board
- draw a date and ask What is - It’s a date
this? - It’s a pencil box
- give a pencil box and say It’s a
box - point
2. Look and say: - Ask Ss to open the book on
page 33
- Have students point to picture - discuss
1 in their book
numbers of the pictures in the + Pat and Jig
right order + a date
- Have students discuss about + They are putting things
the content of the pictures on top of each other to
+ Who is in the story? climb up to it
+ What are they trying to get?
+ How are they trying to get it?
3. Listen Have students listen to the CD
to find out what happen to the
boy and the girl - listen
* Jig: Look! It’s red! It’s a date!
* Pat: Give me a box - listen and repeat
* Pat: Give me a chair and a
ball
* Pat: Jump, Jig! Jump!
- Play the CD once
- Have students tell what they
can understand
- Play the CD with pause twice - look
- Have students listen and repeat listen
4. Listen and act chorally and individually.
- Stick flashcards of Pat and Jig - go to the board and do
on the board
- Have students listen to the CD
and act as Pat and Jig - It’s red
students go to the board and act - look and say
as Pat and Jig. -match
5. Match and colour - Have students look at page 37 - check
and stick the card of red
- Do the same with green, blue,
yellow, orange
- Ask Ss to match each shapes
with their colors
- check the answers: It’s a
rectangle. It’s red. It’s triangle.
It’s blue. It’s a square. It’s
yellow. It’s circle. It’s green. It’s
a rectangle. It’s orange.
Ký Duyệt : Ngày 21 tháng 12 năm 2015

TTCM
WEEK 18

Teach date: 28/ 12/ 2015
Period: 35
UNIT 5: MY COLOURS
Lesson 7: Review
I. Objectives
- To review letters and sounds of Ii, Jj, Kk and number 6, 7.
II. Teaching aids
- Flashcards of iguana, insect, Jig, jump, kick, kite
III. Method
IV. Procedures:

1. Warm up: - Have students review number 6 by
clapping 6 sounds - clap
2. Look and say. - Do the same with number 7, 5, 2, - do
Trace the letter 4, 1
- remind letter and sound / i /, i, I; / + say /i/
j /, j, J, / k/, k , K + say /j/
 write the letter i on the board + say /k/
and say /i / - look
 write the letter j next to j and + repeat
say /dg/
 write the letter k next to k and + look

say /k/
+ repeat
 write the capital letter I, J and
- iguana, insect, Jig,
K next to the three letters
jump, kick, kite
 have students find which
word begin with I, J and K open the books
 remark I, J and K are used to - look
write names.
- Have students look at page 38 and - listen
do exercise 1
i IijJkK - do individually
- guide students point to the blue
letter i and say out the sound / i /
- have students move to the 6 letter - look
on the right and say out their sound
- explain why we circle letter i - It’s a square
- have students do individually - Six
- have 3 students go to the board and - write 6 on the right
do
- have others check
3. Count and write - Have Ss look at the activity 2 on
p.38
- make a model by drawing a square
on the board and ask What’s this?
- draw 5 squares beside it and ask
How many squares?.
- Let Ss count number 1 to 6
- have other check
WEEK 19
Teach date: 11/ 01/ 2016
Period: 36
UNIT 6: MY FARM
Lesson 1: CB p. 34
I. Objectives:
- By the end of the lesson, students will be able to identify some animals on the farm and
outdoor. And then, Ss can identify English sounds and some words to communicate. They
can use hands and fingers cleverly.
- Vocabulary: butterfly, donkey, duck, field, flower, goat, sun .
II, Teaching aids:
- Flashcards of butterfly, donkey, duck, field, flower, goat, sun .
III.Procedure:

1. Warm up - have sts look at the picture at
page 34, 35. - Ss look at the picture
- have sts discuss the content of - Ss answer:
the picture + Baz and Tess
+ Who are the children? + outdoors, on a farm
+ Where are they? + There is a donkey, a goat, and
+ How do we know it’s a some fields
farm? + because it’s nice to walk in
+ Why do the children look the countryside and admire
happy? scenery and animals
2. Listen and say : track 40- present new words:
butterfly, donkey, duck, field, - look, listen and repeat in
flower, goat, sun. (visual) chorus and individually.
-Have sts look, listen and - listen, look, point to the
repeat twice. objects in the book and repeat.
- Have sts repeat in groups and - listen to the CD
3. Listen and find:
individual. - point out the objects in the
- Say and hold up flashcards in book
random order.
- Have sts point to the objects
in their books -4 sts go to the board and play.
- have sts listen to the tape and
find the right mentioned
objects.
4. Play a game: Slap the board. Have sts listen - open the book
and slap the picture of spoken - look and point
word butterfly, donkey, duck, -look and say It’s a duck and
field, flower, goat, sun write it near red card and do
5. Match and - have sts open their Activity same other one
colour book at page 39 - do individually
- stick flashcards they’ve
already learnt on the board and
ask What’s this?
- Do the same with other cards
- Have Ss colour a picture

Teach date: 13/ 01/ 2016
Period: 37
UNIT 6: MY FARM
Lesson 2: CB p. 35
I. Objectives:
+ know how to ask and answer with Yes/ No question.
+ review the alphabets from a to k
- Vocabulary: apple, bird, cat, dates, eggs, figs, goat, horse, iguana, jump, kite.
- Structure: Is it….? Yes, it is./ No, it isn’t.
II, Teaching aids:
- Flashcards of apple, bird, cat, dates, eggs, figs, goat, horse, iguana, jump, kite.
III.Procedure:
1. Warm up: - have Ss review animals
(outdoors) on a farm by sticking - look and point
flashcards on the board and say
2. Listen and say: Point to the field
- Do the same with other flashcard
- have sts look at the picture at -look and discuss
page 34, 35 and discuss + They are talking
+ What are Baz and Tess doing? about the donkey
- Have sts listen to the Cd to check and the butterfly
Baz: Look, Tess! Is it a horse?
Tess: No, it isn’t. It’s a donkey.
Baz: Look, Tess! Is it a duck?.
Tess: Yes, it is. - listen once and
[ pause] answer
Tess: Look at the butterfly, Baz!
Baz: Is it red?
Tess: Hmm… No, it isn’t.
- play the Track with pause
- have sts listen and repeat
chorally and individually -listen and repeat
+ Is it …? Yes, it is/ No, it isn’t.
3. Say and do: - Raise a donkey and look, ask Is
it a horse?
- Have Ss do the same with other
card - look and answer
- raise a butterfly and ask Is it a No, it isn’t. It’s a
butterfly? Is it blue and do the donkey.
same with other card -work in pairs
4. Find, colour and - Write the alphabet from a to k on + Yes, it is/ No, it
say the board, point ask Ss to read isn’t. It’s red and
aloud orange.
- Have sts look at page 40 activity
book

TTCM

WEEK 20
Teach date: 18/ 01/ 2016
Period: 38
UNIT 6: MY FARM
Lesson 3: CB p. 36
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter L l, M m.
- Students can recognize and say the sound / l /, /m/.
II. Vocabulary:
- lion, lemon, mango, moon.
III. Method
IV. Teaching aids
- Flashcards of lion, lemon, mango, moon.
V. Procedures:
1.Warm up: - ask Ss to speak the Alphabet
from A to K - speak
2. Learn the letter - Ask Ss to pronoun the sounds - Pronoun sounds they
correctly from A to K learnt.
- teach new words
+ lemon ( visual)
+lion (visual) - look listen and repeat
+ mango ( visual) chorally twice
+moon (visual) individually
two words are the same / l /, /m/
- write l, m under the flashcard
of “lemon”, “mango” say / / l /, /m/
l /, /m/ Say
- write L, M under the flashcard
of “lion”, “moon” say / l /, /m/ Say
- notice name of the sound / l /
is / l /, /m/ is/m/
- have students repeat / l / / l / -repeat
lemon, / m / / m/ mango -listen and repeat
- repeat / l / / l / lion, / m / / - read chorally and
m/ moon individually
- have students read again - listen
chorally and individually
3. Sing - introduce the song of letter L, -listen and repeat
M.
- have students listen and repeat
one by one sentence.
-listen and sing
- have students listen and sing
all the song twice.
- have students sing by
4. Find
themselves
- Ask Ss to find letter Ll, Mm in -sing
the Alphabet at the first page.
-look and listen
- Have Ss read the letter in front
of letter L, M -find
- Have Ss look at a big picture in
the book at the last page 36 and -read L l
T say point to the lion. -point to lion
- say count the lemons.
- say count the mangoes -count one, two
- say point to the moon
-count one, two
- Ask Ss to find some animal
5. Trace and Write
start with /e, /h/ and /i/ -point to moon
- notice students L is a capital
letter , L is a lower case.
- write model L l.
-notice.
fingers in the air.
-have students open their
- write L l
activity book
- write in the air
6. Trace and say. -trace
their activity books exercise 1.
Colour - check and remark
- have students say out the
- ask st which letter is the
-say out
beginning letter
- have students trace the
beginning letter
- have st colour
- trace and colour
Teach date: 20/ 01/ 2016
Period: 39
UNIT 6: MY FARM
Lesson 4: CB p. 37
I. Objectives
8,9.
II.Vocabulary: 8, 9, animals, sounds, donkey (heehaw), bird (tweet), cat (meow), duck
(quack)
III. Method
II. Teaching aids
- Flashcards of 8, 9, animals, sounds, donkey (heehaw), bird (tweet), cat (meow), duck
(quack).
III. Procedure
+ draw 5 mangoes on the board
and ask How many mangoes? - answer seven
+ erase 1 mango and ask How
many mangoes? - answer 6
+ do the same until no mangoes - answer No mangoes
on the board and ask How many
mangoes? - repeat
2. Count 1-9 + have Ss repeat.
- have students discuss the - discuss and count
content of the picture at page 37
by making 8 circles and count - eight
- point to picture and ask Ss: How
many circles? + eight
- repeat say and model - nine
+eight - eight and nine
- do the same to 9
3. Listen and find - have Ss look at the picture and
ask How many mangoes? How - It’s a farm scene with a
many eggs? lot of donkeys, ducks,
- Have Ss introduce pictures in cats, and birds
Vietnamese.
- Have Ss say names of animals
they’ve seen in English and then - look
put them on the board.
- Point to each animals and ask Ss - repeat
each sound of them.
- Explain sound of animals in - repeat
Vietnamese differ from English.
Point to the donkey and say - find and count
heehaw
- Do the same with bird (tweet),
cat (meow), duck (quack) - listen
- Have Ss know they will listen to - listen and count
some people say about pictures in - go to the board and
the book. Ask Ss to find and count do
animals.
- let Ss listen the dialogue
- Have Ss listen again and pause
after each count + listen
- Call on some Ss go to the board
and put flashcards suitable for + look and say
quantities (donkey – 8, bird – 9,
cat – 2, duck – 8)
- Have Ss know they will listen to
a song about animals in the book. + listen and repeat
- present a word “duck, donkey”
by picture
- have students listen to the song
and to the actions in it
+ Have students listen to the CD
+ Have students listen and repeat +sing and do
each line
4. Sing + Have students sing and do the
actions
♪ listen to the animal,
animal, animal
♪ Listen to the animal.
Here is the sound
♪ tweet, tweet, tweet,
tweet, tweet (X2)
♪ Is it a bird? a bird? A
bird? -look and count
♪ Yes, it’s a bird. Yes, it is. - eight
♪ tweet, tweet, tweet, - match
tweet, tweet - do the actions
♪ Yes, it’s a bird. Yes, it is.
♪ listen to the animal, ……
[cat verse- meow] - look
♪ listen to the animal, …… - write in the air
[donkey verse- heehaw] - open
4. Count and ♪ listen to the animal, …… - trace and write
match [duck verse- quack] -look and check
- Have Ss look at insects at
the left corner of p.42 and
5. Trace and ask How many insects?
write -Ask Ss to match.
- have students do the
actions
- check (8-mangoes, 9-
butterflies, 9 lemons)
- write model 8.
fingers in the air.
-have students open their activity
book
their activity books exercise 1.
- check and remark

TTCM

WEEK 21
Teach date: 25/ 01/ 2016
Period: 40
UNIT 6: MY FARM
Lesson 5: CB p. 38
I. Objectives
+say, recognize, and write letter N n
+say and recognize sound /n/
II. Vocabulary:
- nose, nut
III. Method
IV. Teaching aids
- Flashcards of nose, nut.
V. Procedures:

1. Warm up - Have Ss review some vocabularies
about food they’ve learnt (apple, dates, - answer
egg, fig, lemon, mango)
+ raise flashcard of apple on and ask - It’s an apple
What’s this? And the stick it on the
board.
- Do the same with egg and lemon. - No, it isn’t. It’s a date.
- Draw a fig and ask Is it a date? - Yes, it is.
- Draw a date and ask Is it a date? - They are food?
- What are they?
2. Learn the - teach new words
letter + nose( visual) - look, listen and repeat
+ nut(visual) chorally and individually
- Notice the first sounds of the word are - look and say
the same / n/ - /n/
- write n under the flashcard of nose - /n/
say /n/
- write N under the flashcard of nut say/ - / n/ / n / nose
n/ - / n/ / n / nut
- notice name of the sound / n / is /n
/, - listen
- have students repeat / n/ / n / nose
- / n/ / n / nut - repeat line by line
3. Sing - introduce the song of letter N. - listen and repeat
- have students listen and repeat one by - look and find
one sentence.
4.Find - have students listen and repeat twice. - point to “nut”
-have students find n in the alphabet
- notice students n is the fourteenth letter, - Two
after /m/ - point to fan, coats,....
- Ask Ss to look at a big picture and say
Point to the nuts.
- ask How many noses? - look
- have students find out another words
beginning with sound / f /, /k/ - write in the air
5.Trace and - notice students N is a capital letter , n is open the book
Write a lower case. - trace and write on the
- write model N n. book
- have students write by their fingers in - write on board
the air.
-have students open their activity book - show the board
- have students trace and write in their - check
activity books.
- check and remark
-Have student write word nose and nut
on their board

Teach date: 27/ 01/ 2016
Period: 41
UNIT 6: MY FARM
Lesson 6: CB p. 39
I. Objectives
II. Vocabulary:
- butterfly, donkey, horse, field, farm
III. Method
IV. Teaching aids
- Flashcards of butterfly, donkey, horse, field, farm
V. Procedures:

1. Warm up: - Have Ss draw a picture of animal they like
in a farm and then ask them to stand up and -draw and answer
ask Is it a donkey?
- do the same with another animal or T
draw and ask (butterfly, horse, field, farm) - look and answer
- explain a word farm
2. Look and - Ask Ss to open the book on page 39 - look and listen
say: - Have students point to numbers of the
pictures in the right order - open
- Have students point to picture 1 in their - listen and look
book
- Have students point to picture 2 in their - point
book - point
- Have students discuss about the content of - dicuss
the pictures
+ Where is the horse? + on the farm
+ How do we know it’s a farm? + It’s outdoors, and
+ is there a butterfly in each picture? there’s a field, a horse,
3. Listen Have students listen to the CD to find out and a butterfly
what happen to the boy and the girl + Yes
* Boy: Is it a butterfly?
* Girl: Yes, it is
* Boy: Is it a donkey? - listen
* Girl: No, it isn’t. It’s a horse.
* Boy: Is it a field? - listen and repeat
* Girl: Yes, it is.
* Boy: Is it a farm?
* Girl: Yes, it is.
- Play the CD once
4. Listen and - Have students tell what they can
act understand
- Play the CD with pause twice
- Have students listen and repeat chorally - look
and individually. listen
- Have students listen to the CD and act as
Boy and Girl
- Have some groups of 2 students go to the - go to the board and do
board and act as Boy and Girl.
5. Say and - Have students look at page 44 and ask - They are all animals
write the What are their similarities?
letter - Have Ss say each animal - look and say

TTCM
WEEK 22
Teach date: 1/ 02/ 2016
Period: 42
UNIT 6: MY FARM
Lesson 7: CB p. 40
I. Objectives
- To review letters and sounds of Ll, Mm, Nn
- To review number 8 and 9
II. Teaching aids
- Flashcards of lemon, lion, mango, moon, nose, nut
III. Method
IV. Procedures:

1. Warm up: - Have Ss listen number and write with
six, nine, seven - listen and write
- Write numbers from 1 to 9 on the board - listen and circle
and ask Ss to listen and circle the number
they’ve heard + say /g/
2. Match and - remind letter and sound / l /, l, L; / m /, + say /h/
colour m, M, / n/, n, N
 write the letter l on the board and - look
say /l /
 write the letter m next to l and
say /m/ + repeat
 have students repeat + look
 write the letter n next to m and

say /n/ + repeat

- lemon, lion, mango,
 write the capital letter L, M and N
moon, nose, nut
next to the two letters
open the books
 have students find which word - look
begin with K and N
 remark L, M and N are used to
write names. - listen
- Have students look at page 45 and do
exercise 1
l, m, n LlMmNn - do individually
- guide students point to the blue letter l - do
and say out the sound / l / - check
- have students move to the 4 letter on
the right and say out their sound - look
- explain why we circle letter m - 8 and 9
- have students do individually - It’s a flower.
- have 3 students go to the board and do - point and count aloud
- have others check (nine flowers)
- Have Ss look at the activity 2 on page - check
45
3. Count and - Ask What numbers do you see?
circle - make a model: draw a flower and ask
What’s this?
- draw 8 flowers more and ask How
many flowers?
- have Ss do the activity and count
silently
- check (8-ducks, 8 birds, 9 insects) .

Teach date: 03/ 02/ 2016
Period: 43
UNIT 7: MY CLOTHES
Lesson 1: CB p. 40
I. Objectives:
- By the end of the lesson, students will be able to identify some clothes. And then, Ss can
identify English sounds and some words to communicate. They can use hands and fingers
cleverly.
- Vocabulary: jumper, shirt, shoes, shorts, skirt, socks, trousers.
II, Teaching aids:
- Flashcards of jumper, shirt, shoes, shorts, skirt, socks, trousers.
III.Procedure:

1. Warm up - have sts look at the picture at page - Ss look at the picture
40, 41. - Ss answer:
- have sts discuss the content of the + Adam, Baz and Tess
picture + in the bedroom
+ Who are the children? + helping their mum by folding
+ Where are they? the laundry.
+ What are they doing? + It shows respect for our parents
+ Why is it important to help at home? and help them
2. Listen and track 48
say: - present new words: jumper, shirt, - look, listen and repeat in chorus
shoes, shorts, skirt, socks, trousers. and individually.
(visual)
-Have sts look, listen and repeat twice.
- Have sts repeat in groups and - listen, look, point to the objects
individual. in the book and repeat.
3. Listen and
- Say and hold up flashcards in random - listen to the CD
find:
order. - point out the objects in the book
- Have sts point to the objects in their
books
- have sts listen to the tape and find the - open the book
4. Find and
right mentioned objects. - look and point
colour. Say
- have sts open their Activity book at
page 46 -look and say the clothes are
- Ask Ss to read aloud some clothes falling out of the laundry basket
they’ve studied and stick flashcards - listen, say and colour
when they read
- Have Ss look at Baz below and ask - do individually
What is happening?
- Make a model with Shirt: It’s in the
basket and colour
- Do the same with other cards to
describe the position of clothes
- Have Ss say the words they do

TTCM

WEEK 23
Teach date: 15/ 02/ 2016
Period: 44 UNIT 7: MY CLOTHES
Lesson 2: CB p. 41
I. Objectives:
+ know how to ask and answer about colours. Give an invitation
+ review the colours
- Vocabulary: please, give.
- Structure: What colour is it? It’s …../ What color are they? They’re…. .
II, Teaching aids:
- Flashcards of jumper, shirt, shoes, shorts, skirt, socks, trousers, please, give.
III.Procedure:
1. Warm up: - have Ss review clothes in the laundry
by sticking flashcards on the board and - look and say
point
- Do the same with other flashcard of
clothes - look and say No, it isn’t.
- give orange on and ask Is it blue It’s orange.
colors -look and discuss
- have sts look at the picture at page 40, + They are sorting out the
41 and discuss pile by giving each other
+ What are Baz and Tess doing? their clothing
2. Listen and - Have sts listen to the Cd to check
say: Baz: Pease give my socks.
Tess: What color are they?
Baz: They’re red. [pause] Thank you - listen once and answer
Tess: Pease give me my jumpers
Baz: What colour is it?
Tess: It’s green. [pause] Thank you
- have sts listen and repeat chorally and - thank you
individually -listen and repeat
- Ask Ss Do you remember what Baz
and Tess said when they received
clothes?
+ What color is it? It’s + color/ - look and answer They’re
What color are they? They’re +color. red.
3. Say and do: - Point to socks and ask What color are - look and answer It’s green.
they?
- Point to jumper and ask What color is -work in pairs
it?
flashcard - look, point and say It’s red.
- call on some Ss role play in front of
class. - look
4. Colour - Ask Ss to open the Activity book on - point and find
page 47
- Stick flashcards of color on the board - one
and point to red, ask What color is it? - check
- Do the same with other color
- explain for Ss know each color at p 47
suits with a number and color
- Say What is the number of red?
- Have Ss do the same to other things

Teach date: 17/ 02/ 2016
Lesson 3: CB p. 42
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter O o, P p.
- Students can recognize and say the sound / o /, /p/.
II. Vocabulary:
- octopus, ostrich, Pat, pink.
III. Method
IV. Teaching aids
- Flashcards of octopus, ostrich, Pat, pink.
V. Procedures:
1.Warm up: - ask Ss to speak the Alphabet from A to - speak
M
- Pronoun sounds they
- Ask Ss to pronoun the sounds correctly
2. Learn the from A to M learnt.
- teach new words
letter
+ octopus ( visual)
+ostrich (visual) - look listen and repeat
+ pink ( visual) chorally twice
- Notice the first sounds of the two words individually
are the same / o /, /p/
- write o, p under the flashcard of
“octopus”, “pink” say / o /, /p/
- write O, P under the flashcard of / o /, /p/
“ostrich”, “Pat” say / o /, /p/ Say
- have students repeat / o / / o /
octopus, / p / / p/ pat Say
- repeat / o / / o / ostrich, / p / / p/ -repeat
pink -listen and repeat
3. Sing - introduce the song of letter O, P. - read chorally and
individually
- have students listen and repeat one by
one sentence. - listen
- have students listen and sing all the
song twice.
4. Find - have students sing by themselves -listen and repeat
- Ask Ss to find letter Oo, Pp in the
-listen and sing
Alphabet at the first page.
- Have Ss read the letter in front of letter sing
O, P
-look and listen
- Have Ss look at a big picture in the
5. Trace and book at the last page 42 and T say point -find
to the octopus and ask What color is it?.-
Write
- write model Pp.
6. Trace and - have students write by their fingers in
the air.
say. Colour
- check and remark
- have students say out the words of the 2
pictures
- have students trace the beginning letter

TTCM
ĐOÀN THỊ PHƯƠNG HÒ

WEEK 24
Teach date: 22/ 02/ 2016
Lesson 4: CB p. 43
I. Objectives
10.
II.Vocabulary: 10, fly away, come back, here with me.
III. Method
II. Teaching aids
- Flashcards of 71-80, 82, 83.
III. Procedure
1. Warm up - Write numbers from 1 to 9 on the board
- give the number flashcard for nine Ss
- other Ss count form 1 to 9, T points to - answer seven
make model
- then Ss count from 9 to 1, T points to - answer 6
make model and Ss pick up and sit down. - answer No mangoes
2. Count 1-10 - have students discuss the content of the
picture at page 43 by making 10 circles - repeat
and count
- point to picture and ask Ss: How many - discuss and count
circles?
- repeat say and model - ten
+ten - ten
3. Sing - have Ss look at the picture and ask How
many birds?
- Have Ss introduce pictures in - A boy is sitting with
Vietnamese, and ask What is happening? some birds, but a cat
- remind Ss a word “fly” by mime and is close by and the boy
present “fly away” and the birds look
- do the same with “come back”, “here worried
with me”
- have students listen to the song and to - look and say
the actions in it
+ Have students listen to the CD - listen
+ Have students listen and repeat each line
+ Have students sing and do the actions + listen and repeat
♪ ten birds, here with me
♪ look at that! It’s a cat!
♪ fly away, bird! fly away, bird!
♪ How many birds here with me?
♪ Nine.
♪ Nine birds, here with me +sing and do
♪ fly away, bird! fly away, bird!
♪ How many birds here with me?
♪ eight.
[MUSIC]
One birds, here with me
♪ Go away, cat! Go away, cat!
♪ Come back, birds! Come back!
- call ten students in front of
class, role play ten birds
4. Sing and -call another student role play a - role play
do cat, give a card - do the actions
- have students do the actions
- write model 10.
- have students write by their fingers in the - look
5. Trace and air. - write in the air
-have students open their activity book - open
write
- have students trace and write in their
- trace and write
activity books exercise 1.
- check and remark -look and check
- Have Ss look at activity 2 at p 49
- Ask Ss to say number (10, 9, 10, 8) - look
- make a model by writing number 10 on - say
6. Count, circle the board and ask then draw ten skirts:
and colour - look and say
How many skirts? ten
- Point and count skirts
- count one, two,
- do the same
- go around and check three….
- Do activity
Prepare date: 20/02/ 2016

Teach date: 24/ 02/ 2016
Lesson 5: CB p. 44
I. Objectives
+say, recognize, and write letter Qq
+say and recognize sound /kw/
II. Vocabulary:
- queen, quiet
III. Method
IV. Teaching aids
- Flashcards of queen, quiet, iguana.
V. Procedures:

1. Warm up - Have Ss review some vocabularies about
food they’ve learnt (octopus, pink, ostrich, - answer
Pat)
2. Learn the letter - teach new words
+ queen( visual)
+ quiet(visual) - look, listen and
- Notice the first sounds of the word are repeat chorally and
the same / kw/ individually
- write Q under the flashcard of queen say - look and say
/kw/
- write q under the flashcard of quiet say/ - /kw/
kw / - /kw/
- notice name of the sound / q / is /kw
/, - / q/ / kw / queen
- have students repeat / q/ / kw / queen - / q/ / kw / quiet
- / q/ / kw / quiet
3. Sing - introduce the song of letter Q. - listen
- have students listen and repeat one by - repeat line by line
one sentence. - listen and repeat
- have students listen and repeat twice.
4.Find -have students find q in the alphabet - look and find
- notice students q is the seventeenth letter,
after /p/ - point to “queen”
- Ask Ss to look at a big picture and say
Point to the queen. - quiet
- mime quiet - point to girls, give,
- have students find out another words hand, iguana,
beginning with sound / g /, /h/, /i/
5.Trace and Write - notice students Q is a capital letter , q is a - look
lower case.
- write model Q q. - write in the air
- have students write by their fingers in the open the book
air. - trace and write on
-have students open their activity book the book
- have students trace and write in their - write on board
activity books.
-Have student write word nose and nut on - check
their board
- check and remark

TTCM
WEEK 25
Teach date: 29/ 02/ 2016
Lesson 6: CB p. 45
I. Objectives
II. Vocabulary:
- Please give me …, shirt, trousers, socks, thank you, sorry
III. Method
IV. Teaching aids
- Flashcards of shirt, trousers, socks, thank you, sorry
V. Procedures:

1. Warm up: - Have Ss draw a picture of clothes and
ask them some their vocabularies -read name of clothes
- If there are colors, T ask What color
2. Look and say: is it?/ What color are they? - look and answer
- Ask Ss to open the book on page 45
- Have students point to numbers of
the pictures in the right order - open
- Have students point to picture 1 in - listen and look
their book
- Have students point to picture 2 in - point
their book - point
- Have students discuss about the - dicuss
content of the pictures
+ Who are the people in the story? + Tess, Baz, and their
+ What’s their mum doing? mum
+ What’s Baz doing? + Ironing the clothes
+ Does Baz give Tess the right + Giving Tess her clothes
clothes? + No, he doesn’t. He
3. Listen + How do you know? gives her the wrong
Have students listen to the CD to find clothes.
out what happen to Baz and Tess + The clothes are too
* Tess: Baz, please give me my shirt. small.
* Baz: What colour is it? - listen
* Tess: It’s yellow
* Tess: Baz, please give me my - listen and repeat
trousers.
* Baz: What colour are they?
* Tess: They’re blue.
* Tess: Baz, please give me my socks.
* Baz: What colour are they?
* Tess: They’re red.
* Baz: Oh sorry! They’re my clothes.
- Play the CD once - look
- Have students tell what they can listen
understand
4. Listen and act - Play the CD with pause twice
- Have students listen and repeat
chorally and individually.
- Have students listen to the CD and
act as Boy and Girl
- Have some groups of 2 students go to
the board and act Tess and Baz. - go to the board and do
5. Joint the dots. - Write the alphabet from a to i to
Colour make a circle
- Point to each to Ss read
- do the same with j to q
- Ask Ss to open the activity book on - look
p. 51 - read
- Have Ss realize clothes( jumper,
skirt, socks, trousers)
- Ask Ss to match to make a picture. - do the activity
- Have Ss colour

Teach date: 2/ 03/ 2016
Lesson 7: CB p. 46
I. Objectives
- To review letters and sounds of Oo, Pp, Qq
- To review numbers
II. Teaching aids
- Flashcards of 3, 95, 97
III. Method
IV. Procedures:

1. Warm up: - Have Ss review numbers.
- Write from 1 to 3 on the board
- Call a student write 4 next. - look
- Do the same until 10 - write
2. Say and write - Ask Ss to open the activity book on - write
p.52
- remind letter and sound / o /, o, O; / - look
p /, p, P, /kw/, q, Q
 write the letter o on the board + repeat
and say /ou /
 write the letter p next to o and say + look
/p/
 write the capital letter O, Q and P

next to the two letters - give, girl, hand,
horse
 have students find which word
begin with O, P and Q
open the books
 remark O, P and Q are used to - look
write names.
- Have students look at page 52 and do - listen
exercise 1
o oOpPqQ
- guide students point to the blue letter
o and say out the sound / ou/ - do individually
- have students move to the 6 letter on - do
the right and say out their sound - check
- explain why we circle letter o
- have students do individually - change and match
- have 3 students go to the board and do
- have others check - It’s a horse
3. Count and write - show the flash card of number from 1
to 5 on the halves
- have students say out his name
- ask students to see the activity 2 and
ask What’s this?
- have other check
- have students color the pictures.

TTCM

WEEK 26
Teach date: 7/ 03/ 2016
Period: 50 UNIT 8: MY BODY
Lesson 1: CB p. 46
I. Objectives:
- By the end of the lesson, students will be able to identify the body. And then, Ss can
identify English sounds and some words to communicate. They can use hands and fingers
cleverly.
- Vocabulary: arms, ears, eyes, feet, fingers, head, legs.
II, Teaching aids:
- Flashcards of arms, ears, eyes, feet, fingers, head, legs.
III.Procedure:

1. Warm up - have sts look at the picture at page 46,
47. - Ss look at the
- have sts discuss the content of the picture picture
+ Who is in the picture? - Ss answer:
+ Where are they? + Pat and Jig
+ What are they doing? + in the kitchen
+ What is the picture? + talking and looking
2. Listen and say : track 55 at a picture.
- present new words: arms, ears, eyes, feet, + a person
fingers, head, legs. (visual)
-Have sts look, listen and repeat twice. - look, listen and
- Have sts repeat in groups and individual. repeat in chorus and
3. Listen and find: - Say and hold up flashcards in random individually.
order.
- Have sts point to the objects in their
books
- Play track 56 with pause - listen, look, point to
- have sts listen to the tape and find the the objects in the
right mentioned objects. book and repeat.
4. Match and - have sts open their Activity book at page - listen to the CD
colour. Say 53 - point out the objects
- Ask Ss to read aloud body they’ve in the book
studied and stick flashcards when they - open the book
read - look and point
- Make a model with arms and colour
- Do the same with other cards to describe - listen, say and
the position of clothes colour
- Have Ss say the words they do
- go around and check - do individually

Teach date: 9/ 03/ 2016
Lesson 2: CB p. 47
I. Objectives:
+ know how to ask and answer about body
+ review the numbers
- Vocabulary: eras, eyes, legs, fingers, rabbit, too
- Structure: I’ve got....
II, Teaching aids:
- Flashcards of eras, eyes, legs, fingers, rabbit.
III.Procedure:
1. Warm up: - have Ss review body by sticking
flashcards on the board and point - look and say
Pat and Jig
- Point to Pat and ask What is Pat? - look and say It’s a cat
- Point to Jig and ask What is Jig? - look and say It’s a
- Have Ss read rabbit.
2. Listen and say: - have sts look at the picture at page
46, 47 and discuss
+ What are Pat and Jig doing? -look and discuss
- Have sts listen to the Cd to check + They are comparing
Jig: I’ve got ears. the body in the picture
Pat: I’ve got ears, too. to their own bodies.
Jig: I’ve got eyes.
Pat: I’ve got eyes, too.
Jig: Hmm…I’ve got four legs.
Pat: I’ve got four legs, too. - listen once and answer
Jig: Oh, no! I’ve got no fingers.
Pat: Of course not! You’re a rabbit..
- have sts listen and repeat chorally
and individually
+ I’ve got ….
- Point to eyes and say I’ve go eyes
3. Say and do: - Point to ears and say I’ve go ears -listen and repeat
flashcard - look and say I’ve got
- call on some Ss role play in front of eyes, too.
class. - look and say I’ve got
4. Count and write - Ask Ss to open the Activity book on ears, too.
page 54
- Stick flashcards of eyes on the board
and point to eyes, ask How many -work in pairs
eyes?
- Do the same with other body - look, point and say
- explain for Ss know each body at p eight.
54 suits with a number and body
- Have Ss do the same to other things - look
- check
Ký Duyệt : Ngày 7 tháng 3 năm 2016

TTCM

WEEK 27
Teach date: 14/ 03/ 2016
Lesson 3: CB p. 48
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter Rr.
- Students can recognize and say the sound /r/.
II. Vocabulary:
- rabbit, run.
III. Method
IV. Teaching aids
- Flashcards of rabbit, run.
V. Procedures:
1.Warm up: - Have Ss review the Alphabet from A to Q
- Ask Ss to pronoun the sounds correctly from - speak
A to Q - Pronoun sounds they
2. Learn the - teach new words learnt.
letter + rabbit ( visual)
+run (visual)
- Notice the first sounds of the two words are - look listen and
the same / r /, repeat
- write r under the flashcard of “rabbit”, say / r chorally twice
/ individually
- write R under the flashcard of “run” say / r /
- notice name of the sound / r / is / r/ /r/
- have students repeat / r / / r / run Say / r /
- repeat / r / / r / rabbit Say / r /
- have students read again chorally and -repeat
individually -listen and repeat
3. Sing - introduce the song of letter R. - read chorally and
individually
- have students listen and repeat one by one
sentence. - listen
- have students listen and sing all the song
4. Find
twice.
- Ask Ss to find letter R r in the Alphabet at the
-listen and repeat
first page.
- Have Ss read the letter in front of letter R -listen and sing
- Have Ss look at a big picture in the book at
-sing
the last page 48 and ask How many rabbits?.
- Ask Ss to find some animal start with /oe/, -look and listen
/m/, /f/, /d/
5. Trace and
- notice students R is a capital letter , r is a
Write lower case. -find
- write model R r.
- have students write by their fingers in the air. -read R r
-have students open their activity book
- have students trace and write in their activity - answer Six
books exercise 1 p.55. - apples, mangoes,
- check and remark figs, dates
- have students say out the words of the 2
6. Trace and
pictures
-notice.
say. Colour - ask st which letter is the beginning letter
- have st colour

Teach date: 16 & 17/ 03/ 2016
Lesson 4: CB p. 49
I. Objectives
- By the end of the lesson, students will be able to describe their body, count the numbers
to 10, realize Rr....
II.Vocabulary: arms, feet, fingers, toes, nose, little.
III. Method
II. Teaching aids
- Flashcards of 52-55, 94, 100.
III. Procedure
1. Warm up - Raise her hand on and ask How many
fingers? - answer five
- raise both of hands and say I’ve got ten - repeat I’ve got ten
fingers fingers
- do the same with arms, feet, nose
2. Count - have students open their book at page 49
- point to picture and ask Ss: - repeat
+How many children? - discuss and count
+ What are they doing? - three
- raise a book on, point to the boy and ask How - waving and pointing
many feet? to different parts of
+introduce “toes” (visual) their bodies
- point to your toes - two
- Have Ss look at the boy again and ask How
many toes? - say toes
3. Sing - Have Ss introduce pictures in Vietnamese - point
- introduce “little” by drawing a circle and ask - answer ten
What’s this?
- draw a smaller circle and ask What’s this?
- feedback Yes. It’s a circle. It’s little
- have students listen to the song and to the - look and answer It’s
actions in it a circle.
+ Have students listen and repeat each line - look and answer It’s
+ Have students sing and do the actions a circle
♪ I’ve got ten fingers + listen and repeat
♪ I’ve got ten toes little
♪ I’ve got two feet
♪ and a little nose
♪ You’ve got two legs
♪ You’ve got ten toes
♪ You’ve got two arms
4. Sing and ♪ and a little nose +sing and do
do - call ten students in front of class,
role play
-call another student role play a cat,
give a card - role play
5. Draw - have students do the actions - do the actions
and colour - Have Ss look at p.56
- make a model by putting a hand on the board
and using a chalk to draw. - look
-have students do and colour - look and draw
- check and remark
6. Colour the - Write R, P, B, r, f, n randomly.
- Point and let Ss read - do and colour
letters R and r
- Ask Ss to find 2 letters are the same (R and r) - write
and circle. -point
- Have Ss open the activity book on p.56 and - Find
point r - open and look,
- Have Ss colour letter R, r they’ve seen point
- colour

TTCM

Teach date: 08/ 04/ 2014
Period: 54
UNIT 8: MY BODY
Lesson 5: CB p. 50
I. Objectives
+say, recognize, and write letter Ss, Tt.
+say and recognize sound /s/, /t/
II. Vocabulary:
- seesaw, sing, toes
III. Method
IV. Teaching aids
- Flashcards of seesaw, sing, toes, Tess
V. Procedures:

1. Warm up
- Have Ss look at pictures has A, B, J and P they’ve - answer
learnt (Adam, Baz, Jig, Pat)
- Post a picture of Adam on. Say Adam - say name and sound in
- Do the same with Baz, Jig, Pat Adam (a, /ae/)
2. Learn the letter
- teach new words - look, listen and repeat
+ seesaw( visual) chorally and individually
+ sing (visual) - look and say
- Notice the first sounds of the word are the same /
s/, /t/
- write S, s under the flashcard of seesaw, sing say /s/ - /s/
- write T, t under the flashcard of Tess, toes say/ t / - /t/
- notice name of the sound / s / is /s /, / t / is /t /
- have students repeat / s/ / s / seesaw, sing - / s/ / s / seesaw, sing
- / t/ / t / Tess, toes - / t/ / t / Tess, toes
3. Sing
- introduce the song of letter S, T. - listen
4.Find
-have students find s, t in the alphabet - look and find
- notice students s is the ninteenth letter, after /r/
- Ask Ss to look at a big picture and say Point to the - point to “seesaw”
seesaw.
- mime sing, toes - sing. toes
- have students find out another words beginning with - point to birds, fingers,
sound / b /, /f/, /l/ lemons
5.Trace and Write
- notice students S,T is a capital letter , s, t is a lower - look
case.
- write model Ss, Tt. - write in the air
- have students write by their fingers in the air. open the book
-have students open their activity book - trace and write on the book
- have students trace and write in their activity books - write on board
on p.57.
-Have student write word nose and nut on their board - check
- check and remark

Teach date: 14/ 04/ 2014
Period: 55
UNIT 8: MY BODY
Lesson 6: CB p. 51
I. Objectives
II. Vocabulary:
- butterfly, dog, fingers, hands, rabbit
III. Method
IV. Teaching aids
- Flashcards of butterfly, dog, fingers, hands, rabbit
V. Procedures:

1. Warm up:
- Have Ss draw a line and ask Ss to draw a body -listen and draw
- T say a head, another Ss say arms
- do the same until a completed body
2. Look and say:
- Ask Ss to open the book on page 51 - open
- Have students point to numbers of the pictures - listen and look
in the right order
- Have students point to picture 1 in their book - point
- Have students discuss about the content of the - dicuss
pictures
+ What are the boys doing? + playing
+ Is it light or dark in the room? + dark
+ What can you see in the first three pictures? + rabbit, dog, butterfly
3. Listen - listen
Have students listen to the CD to find out what
happen to boy 1 and 2 - listen and repeat
* Boy 1: You’ve got a rabbit!
* Boy 1: You’ve got a dog!
* Boy 1: You’ve got a butterfly.
* Boy 2: Now, I’ve got two hands and ten
fingers
- Have students tell what they can understand listen
individually.
4. Listen and act
- Have students listen to the CD and act as Boy
1 and Boy 2 - go to the board and do
- Have some groups of 2 students go to the
board and act as Boy 1 and Boy 2.
5. Say and match
- Ask Ss to open the activity book on p. 58
- Have Ss call names of body in the first column - look
and ask Ss What can you see in the second one? - say shaded parts of the body
- Have Ss complete
Teach date: 15/ 04/ 2014
Period: 56
UNIT 8: MY BODY
Lesson 7: Review
I. Objectives
- To review letters and sounds of Rr, Ss, Tt
- To review numbers from 1 to 8
II. Teaching aids
- Flashcards of 37, 98, 100
III. Method
IV. Procedures:

1. Warm up:
- Have Ss review alphabets
- Say t, r, s and pause after each alphabet - look
- Write t, r, s and circle a letter they’ve heard - write
2. Say and write
- Ask Ss to open the activity book on p.59 - look
- remind letter and sound / r /, r, R; / s /, s, S, /t/, t, T
 write the letter r on the board and say /r / + repeat
 write the letter s next to r and say /s/ + repeat
 have students repeat + look
 write the capital letter R, S and T next to the two

+ repeat
letters
- rabbit, sun, sing, toes
 have students find which word begin with R, S and
T
 remark R, S and T are used to write names.
open the books
- Have students look at page 59 and do exercise 1
- look
r rRsStT - listen
- guide students point to the blue letter r and say out the
sound / r/
- have students move to the 6 letter on the right and say
out their sound
- explain why we circle letter r - do individually
- have students do individually - do
- have 3 students go to the board and do - check
- have others check

Teach date: 21/ 04/ 2014
Period: 57
UNIT 9: MY FAMILY
Lesson 1: CB p. 52
I. Objectives:
- By the end of the lesson, students will be able to identify members of family. And then,
Ss can identify English sounds and some words to communicate. They can know the
relationships in the family
- Vocabulary: baby, brother, dad, grandma, grandpa, mum, sister.
II, Teaching aids:
- Flashcards of baby, brother, dad, grandma, grandpa, mum, sister.
III.Procedure:

1. Warm up
- have sts look at the picture at page 52, 53. - Ss look at the picture
- have sts discuss the content of the picture - Ss answer:
+ Who can you recognize in the picture? + Tess, Baz, Adam and their mum
+ Who do you think the other people are? + Dad, Grandpa, Grandma, and Tess’s
friends
2. Listen and say: track 62
- present new words: baby, brother, dad, - look, listen and repeat in chorus and
grandma, grandpa, mum, sister. (visual) individually.
-Have sts look, listen and repeat twice.
- Have sts repeat in groups and individual.
3. Listen and find:
- Say and hold up flashcards in random order. - listen, look, point to the objects in
- Have sts point to the objects in their books the book and repeat.
- Play track 63 with pause - listen to the CD
- have sts listen to the tape and find the right - point out the objects in the book
mentioned members.
4. Say and match
- have sts open their Activity book at page 60 - open the book
- Ask Ss Who can you see? - look and say Tess, Baz, Adam,
Mum, Dad, Grandpa and Grandma
Who are erased heads below? - the same people
- Make a model with head of Tess - look
- Do the same with other cards to describe the
head of members’ family - do individually
- Have Ss match
Teach date: 22/ 04/ 2014
Period: 58
UNIT 9: MY FAMILY
Lesson 2: CB p. 53
I. Objectives:
+ know how to introduce members in family
- Vocabulary: baby, brother, dad, grandma, grandpa, mum, family
- Structure: He/ She is...., They are….
II, Teaching aids:
- Flashcards of baby, brother, dad, grandma, grandpa, mum, family.
III.Procedure:
1. Warm up:
- have Ss review name of members’ family by sticking - look and say
flashcards on the board and point Point to the
grandma
- Do the same with other flashcard of family - look and say No
- Post flashcard of Tess and ask Brother? - look and say Yes.
- Then ask Sister?
- Do the same with other flashcard of Adam and Baz
2. Listen and say: -look and discuss
- have sts look at the picture at page 52, 53 and discuss + She is introducing her friend
+ What is Tess doing? to her family.
- Have sts listen to the Cd to check

Tess: Hello. This is Mira
All: Hello! Mira - listen once and answer
Tess: Mira, this is my family. They are my grandpa
and grandma. This is my dad. Baz is my brother. Adam
is my brother. He’s a baby
Adam: I’m not a baby.
- have sts listen and repeat chorally and individually
+ He/ She is … They are…
3. Say and do: -listen and repeat
- Point to all flashcards and say This is my family - look and say This is (name).
- Point to flashcard of brother and say This is (name). He is my brother
He is my brother - look and say This is (name).
- Point to flashcard of sister and say This is (name). She is my sister
She is my sister
- Have Ss do the same with other flashcard
- call on some Ss role play in front of class. -work in pairs
4. Draw and write
- Ask Ss to open the Activity book on page 61 - look, point and say This is
- Stick flashcards of dad on the board and point to dad, dad.
ask Who is this?
- Do the same with other picture - look
- explain for Ss know each picture at p 61 suits with a
face of person - check
- Have Ss do the same to other things
Teach date: 28/ 04/ 2014
Period: 59
UNIT 9: MY FAMILY
Lesson 3: CB p. 54
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter Uu, Vv.
- Students can recognize and say the sound /^/, / v/
II. Vocabulary:
- Umbrella, up, van, volcano.
III. Method
IV. Teaching aids
- Flashcards of umbrella, up, van, volcano.
V. Procedures:
1.Warm up:
- Have Ss review the Alphabet from A to T - speak
- Ask Ss to pronoun the sounds correctly from A - Pronoun sounds they learnt.
to T
2. Learn the letter
- teach new words - look listen and repeat
+ umbrella ( visual) chorally twice
+up (visual) individually
+ van ( visual)
+volcano (visual)
same / ^ /, / v /. / ^/, /v/
- write u, v under the flashcard of “umbrella”, Say / ^/, /v/
“van”, say / ^/, /v/
- write U, V under the flashcard of “up”, Say / ^/, /v/
“volcano” say / ^/, /v/
- notice name of the sound / u / is / ^ /, /v/ -repeat
is /v/
- have students repeat / u / / ^ / umbrella, up -listen and repeat
- repeat / v / / v / van, volcano
- have students read again chorally and - read chorally and individually
individually
3. Sing
- introduce the song of letter U, V.
-listen and repeat
- have students listen and repeat one by one
sentence. -listen and sing
- have students listen and sing all the song twice.
-sing
4. Find
- Ask Ss to find letter Uu, Vv in the Alphabet at -find
the first page.
- Have Ss read the letter in front of letter U, V -read U, V
- Have Ss look at a big picture in the book at the
last page 54 and say Point to the van - point
- Ask Ss to find some words start with /b/, /g/, /s/ - bag, give, seesaw
5. Trace and Write
- notice students U, V is a capital letter , u v is a
lower case.
- write model Uu. -notice.
- have students write by their fingers in the air.
-have students open their activity book - write U u
- have students trace and write in their activity - write in the air
books exercise 1 p.62. -trace
- check and remark
5. Trace and say. Colour
- have students say out the words of the 2 pictures
- ask st which letter is the beginning letter
-say out
- have st colour
- trace and colour
Extra practice
- have students write 2 words give, girl on their
board
- write on board
- have students show the board
- show the board
- have students check
- check and correct
- check and remark

Teach date: 29/ 04/ 2014
Period: 60
UNIT 9: MY FAMILY
Lesson 4: CB p. 55
I. Objectives
- By the end of the lesson, students will be able to introduce family themselves,....
II.Vocabulary: come and meet, love each other.
III. Method
II. Teaching aids
- Flashcards of 1-5, 57, 58.
III. Procedure
1. Warm up
- Give a paper and ask Ss to draw their family - draw
- Have Ss introduce members of their family - introduce, This is my mum
2. Point and say
- have students open their book and look at page 55
- say point to Tess and check - point to Tess
- say point to dad and check - point to dad
- do the same with other characters in the book
- say point to sister and check - point to Tess
- do the same with baby and brother
3. Sing - say toes
- Have Ss introduce pictures in Vietnamese and ask:
+ What is Tess doing? +She is looking at photos
+ How does Tess feel in the picture? + very happy
+ Why do you think she is happy? + She is thinking about her
- introduce “love, love each other, come with me” by family
drawing a heart on the board.
- have students listen to the song and to the actions in
it
+ Have students listen and repeat each line
+ Have students sing and do the actions
♪ Look at my pictures +sing and do
♪ This is my family
♪ Come and meet my family
♪ Come and meet my family
♪ She is my mum
♪ He is my dad
♪ This is Jig
♪ and this is Pat
♪ Adam is my brother
♪ Baz is my brother
♪ We are a family
♪ We love each other
4. Sing and do
- call ten students in front of class, role - role play
play - do the actions
-call another student role play a cat, give a
card
- have students do the actions - look
5. Draw and say - draw
- Have Ss look at p.63 - introduce
- Have Ss draw about their family.
-have Ss introduce their family
- check and remark

Teach date: 29/ 04/ 2014
Period: 61
UNIT 9: MY FAMILY
Lesson 4: CB p. 56
I. Objectives
+say, recognize, and write letter Ss, Tt.
+say and recognize sound /s/, /t/
II. Vocabulary:
- seesaw, sing, toes
III. Method
IV. Teaching aids
- Flashcards of seesaw, sing, toes, Tess
V. Procedures:

1. Warm up
- Have Ss look at pictures has A, B, J and P they’ve - answer
learnt (Adam, Baz, Jig, Pat)
- Post a picture of Adam on. Say Adam - say name and sound in
- Do the same with Baz, Jig, Pat Adam (a, /ae/)
2. Learn the letter
- teach new words - look, listen and repeat
+ seesaw( visual) chorally and individually
+ sing (visual) - look and say
- Notice the first sounds of the word are the same /
s/, /t/
- write S, s under the flashcard of seesaw, sing say /s/ - /s/
- write T, t under the flashcard of Tess, toes say/ t / - /t/
- notice name of the sound / s / is /s /, / t / is /t /
- have students repeat / s/ / s / seesaw, sing - / s/ / s / seesaw, sing
- / t/ / t / Tess, toes - / t/ / t / Tess, toes
3. Sing
- introduce the song of letter S, T. - listen
4.Find
-have students find s, t in the alphabet - look and find
- notice students s is the ninteenth letter, after /r/
- Ask Ss to look at a big picture and say Point to the - point to “seesaw”
seesaw.
- mime sing, toes - sing. toes
- have students find out another words beginning with - point to birds, fingers,
sound / b /, /f/, /l/ lemons
5.Trace and Write
- notice students S,T is a capital letter , s, t is a lower - look
case.
- write model Ss, Tt. - write in the air
- have students write by their fingers in the air. open the book
-have students open their activity book - trace and write on the book
- have students trace and write in their activity books - write on board
on p.57.
-Have student write word nose and nut on their board - check
- check and remark
Teach date: 29/ 04/ 2014
Period: 62
UNIT 9: MY FAMILY
Lesson 5: CB p. 57
I. Objectives
II. Vocabulary:
- butterfly, dog, fingers, hands, rabbit
III. Method
IV. Teaching aids
- Flashcards of butterfly, dog, fingers, hands, rabbit
V. Procedures:

1. Warm up:
- Have Ss draw a line and ask Ss to draw a body -listen and draw
- T say a head, another Ss say arms
- do the same until a completed body
2. Look and say:
- Ask Ss to open the book on page 51 - open
- Have students point to numbers of the pictures - listen and look
in the right order
- Have students discuss about the content of the - dicuss
pictures
+ What are the boys doing? + playing
+ Is it light or dark in the room? + dark
+ What can you see in the first three pictures? + rabbit, dog, butterfly
3. Listen - listen
Have students listen to the CD to find out what
happen to boy 1 and 2 - listen and repeat
* Boy 1: You’ve got a rabbit!
* Boy 1: You’ve got a dog!
* Boy 1: You’ve got a butterfly.
* Boy 2: Now, I’ve got two hands and ten
fingers
- Have students tell what they can understand listen
individually.
4. Listen and act
- Have students listen to the CD and act as Boy
1 and Boy 2 - go to the board and do
- Have some groups of 2 students go to the
board and act as Boy 1 and Boy 2.
5. Say and match
- Ask Ss to open the activity book on p. 58
- Have Ss call names of body in the first column - look
and ask Ss What can you see in the second one? - say shaded parts of the body
- Have Ss complete

Teach date: 29/ 04/ 2014
Period: 62
UNIT 9: MY FAMILY
Lesson 5: CB p. 57

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Date of preparing: Aug 16th 2014 Week: 1

Date of teaching : From Aug 18th to Aug 22nd Period:1

Teacher’s Activities Students’ activities

Teacher’s activities Students’ activities

Date of preparing: Aug 23th 2014 Week: 2

Date of preparing: Aug 30th 2014 Week: 3

Teacher’s activities Students’ activities

Date of preparing: Sept 6th 2014 Week: 4

Teacher’s activities Students’ activities

 write the letter b next to a and say /b/

Teacher’s Activities Students’ activities

Date of preparing: 27/ 9/ 2015

Ký duyệt: Ngày 28 tháng 9 năm 2015

ĐOÀN THỊ PHƯƠNG HÒA

Date of preparing: 4/ 10/ 2015

Ký duyệt: Ngày 5 tháng 10 năm 2015

ĐOÀN THỊ PHƯƠNG HÒA

Date of preparing: 11/ 10/ 2015 Week: 7

Content Teacher’s activities Students’ activities

Date of preparing: 11/ 10/ 2015

Content Teacher’s activities Students’ activities

 Have students repeat

and D next to the two

 Have students read them

Ký duyệt : Ngày 12 tháng 10 năm 2015

ĐOÀN THỊ PHƯƠNG HÒA

Date of preparing: 18/ 10/ 2015 Week: 8

Content Teacher’s activities Students’ activities

Content Teacher’s activities Students’ activities

- Have sts listen to the Cd to

Ký duyệt: Ngày 19 tháng 10 năm 2015

ĐOÀN THỊ PHƯƠNG HÒA

ĐOÀN THỊ PHƯƠNG HÒA

Date of preparing: 1/ 11/ 2015 Week: 10

Content Teacher’s activities Students’ activities

ĐOÀN THỊ PHƯƠNG HÒA

Date of preparing: 8/ 11/ 2015 Week: 11

Content Teacher’s activities Students’ activities

 Write the capital letter E

Date of preparing: 8/ 11/ 2015

Content Teacher’s activities Students’ activities

Ký duyệt: Ngày 9 tháng 11 năm 2015

ĐOÀN THỊ PHƯƠNG HÒA

Date of preparing: 15/ 11/ 2015 Week: 12

Content Teacher’s activities Students’ activities

Date of preparing: 15/ 11/ 2015

Ký duyệt: Ngày 16 tháng 11 năm 2015

ĐOÀN THỊ PHƯƠNG HÒA

Date of preparing: 22/ 11/ 2015 Week: 13

Date of preparing: 22/ 11/ 2015

Content Teacher’s activities Students’ activities

Ký duyệt: Ngày 23 tháng 11 năm 2015

ĐOÀN THỊ PHƯƠNG HÒA

Date of preparing: 29/ 11/ 2015 Week: 14

Content Teacher’s activities Students’ activities

Preparing date: 29/ 11/ 2015

Content Teacher’s activities Students’ activities

 have students repeat

and H next to the two

 have students read them

Ký duyệt: Ngày 30 tháng 11 năm 2015

ĐOÀN THỊ PHƯƠNG HÒA

Content Teacher’s activities Students’ activities