Giao An Hoc Ki 1

Week: 1
UNIT 1: ME
Lesson 1
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
Teacher: Dang Diem Quyen Page 1

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 - do the exercise
- Have students do with their fingers - look
- Have students do with their pencils. - do with fingers
5. Consolidation:Play a Game: - write with pencils
Slap the board with flashcards of the 5 character. - play
6. Homelink
- Review the 4 characters

Week: 1
UNIT 1: ME
Lesson 2
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
- listen and repeat
- Have students say again individually
- 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?
- teacher- whole class
Hello Jig. I’m fine. Thank you.
Hello Adam. How are you? - listen
Hello, Baz. I’m fine. Thank you.”
- Play the track with holding flashcards
-listen and sing along
- Have students listen and sing along
5. Consolidation
Saying Goodbye
6. Homelink
Exercise in activity book
Week: 2

UNIT 1: ME
Lesson 3
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
- write a under the flashcard of apple say say
- write A under the flashcard of Adam say say
- notice name of the sound -repeat
- have students repeat apple -listen and repeat
- have student repeat Adam
- have students read again chorally and individually - read chorally and

3. Sing individually
- introduce the song of letter A. - listen
- have students listen.
- have students listen and repeat one by one sentence.
- have students listen and sing all the song twice. -listen and repeat
- have students sing by themselves
-listen and sing
4. Trace and Write
-sing
- notice students A is a capital letter , a is a lower case.
- write model A a.
- have students write by their fingers in the air.
-look and listen
-have students open their activity book
- have students trace and write in their activity books
exercise 1.
-write in the air
- check and remark
-open the book
5. Trace and say. Colour
-trace and write
- have students say out the words of the 2 pictures
- ask st which letter is the beginning letter -check and correct
- have students trace the beginning letter
- have st colour
extra practice -Adam, apple
-A a
- have students write 2 words Adam, apple on their
-trace
board
-colour
- have students show the board
- have students check
- check and remark - write on board
- show the board

- check
- check and correct
Week: 2
UNIT 1: ME

Lesson 4
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 name of friends in their - sing and stand up, sit
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

Week: 3
UNIT 1: ME
Lesson 5
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 /b /”
- guide students raise their hand if the word begin with - listen
sound / b /
+ 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
- Notice the first sounds of the two words are the
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
Week: 3

UNIT 1: ME
Lesson 6
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
Week: 4

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
- guide students point to the blue letter a and say out the
sound / a / - listen
- 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
- have 3 students go to the board and do - do individually
- have others check - do
3. Match and colour - check
- show the flash card of Adam
- have students say out his name
- put the flashcard under letter a on board - look and listen
- 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
- have 3 students go to the board and do - do the exercise
- have other check - go to the board and do
- have students color the pictures. - check
4. Progress check - colour
- deliver progress check paper
- guide st to do
-have students do individually. - listen
- do

Week: 4
UNIT 2: MY CLASSROOM
Lesson 1
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
Week: 5
Lesson 2
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.
- remark
Mrs Woodward: Thank you,
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. Home link
- Exercise in activity book
Week: 5
Lesson 3
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 / C /
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
find out the missing one

board.
2. Learn the letter + Remove one. - look listen and repeat
C - Teach new words chorally twice
+ Cat + Cat ( visual) individually
+ Coat + Coat (visual)
- Notice the first sounds of the
two words are the same / k / say
- Write C under the flashcard say
of cat say / k / -repeat
- Write C under the flashcard -listen and repeat
of coat say/ k / - read chorally and
- Notice name of the sound / individually
/ is - listen
- Have students repeat / c / -listen and repeat
/ c / coat -listen and sing

-sing
- Have students repeat / c /
-look and listen
/ c / cat
-write in the air
- Have students read again -open the book
3. Sing
chorally and individually -trace and write
- Introduce the song of letter -check and correct

C.
- Have students listen.
- Have students listen and -cat, coat.
repeat one by one sentence. -C c
- Have students listen and -trace
sing all the song twice.
- Have students sing by -colour
4. Trace and Write themselves
- Notice students C is a capital

letter , c is a lower case. - write on board
- Write model C c. - show the board
- Have students write by their - check and correct
fingers in the air.
-Have students open their
activity book
- Have students trace and
write in their activity books
5. Trace and say.
exercise 1.
Colour - Check and remark
- Have students say out the
words of the 2 pictures
- Ask st which letter is the
beginning letter
- Have students trace the
Extra practice beginning letter
- Have st colour
- Have students write 2 words
cat, coat on their board
- Have students show the
board
- Have students check
- Check and remark
Week: 6
Lesson 4
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 do - Point to a student in the class
-Have students sing the song - look
again and replace the name of - go to the board and do
the characters by the name of - do in activity book
friends in their class. - some students go to the
5. Draw and - Have students do the actions board and do
match - Introduce words of the 7 -look and check
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
Week: 6
Lesson 5

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 / d /”
- Guide students raise their - listen
hand if the word begin with
sound / d / - 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
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 /d/ - / di / /d / dog

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
- Have students listen and
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.

activity book
write in their activity books.
- check and remark
-Have student write word dog
and bird on their board
boards
- Check and remark
Week: 7
Lesson 6
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
Week: 7
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 /,
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
open the books
 Have students find which
- look
word begin with C and D
 Remark C and D are used
- listen
to write names.
- Have students look at page 10
and do exercise 1
- Model on the board
c CcdD
- do individually
- Guide students point to the
- do
blue letter c and say out the
- check
sound / c /
- Have students move to the 4
letter on the right and say out
- look and listen

their sound
- Explain why we circle letter c
- Have students do individually
- Have 3 students go to the - do the exercise
board and do - go to the board and do
3. Match and - Have others check - check
colour - Show the flash card of cat - colour
- Have students say out his name
- Put the flashcard under letter a
on board
- Ask students say out does his - listen
name begin with a - do
-Put the flashcard under letter C
onboard
- Ask students say out does his
name begin with C
- Model matching cat with letter
C
- Have students do ex2 on their
books
- Have 3 students go to the
board and do
- Have other check
- Have students colour the
4. Progress check pictures.
- deliver progress check paper
- guide st to do

-have students do individually.
Week: 8
UNIT 3: MY TOYS
Lesson 1
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
4. Play a game: objects.
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.
5. Find and colour - Have sts open their Activity - do individually
book at page 18
- 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.
Week: 8
UNIT 3: MY TOYS
Lesson 2
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
my teddy bear. boat
+ they are giving each
This is your boat. Here - play the Track with pause other toys.
you are - have sts listen and repeat - listen
+ Thank you chorally and individually
- Remark
+This is your boat. Here you
are
+ Thank you
-listen and repeat
3. Say and do: - Have sts act as Tess and Baz. - remark
+Holding a boat, model with a

student
“ This is your boat. Here you - look and listen
“ This is your boat. are’ a student do with teacher
Here you are’ - Have sts work in pairs. say “ Thank you”
- check -work in pairs
- Have sts work with other
flash cards
- Have sts look at page 19 - open activity books
activity book - look
- Model the task a (a)bc - do individually
4. Trace the same - have some sts go to the board - check
letter and do
- check
- stick flash card of ballon on
the board - look
5. Look and say. - have sts say the first sound of - /b/
Circle the letter balloon -b
- write a, b , c under the
flashcard - do individually
- 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
Week: 9
UNIT 3: MY TOYS
Lesson 3
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 / - listen
- Have students repeat / e / -listen and repeat
/ e / egg
- / i / / i / elephant -listen and sing
- Have students read again
chorally and individually

- Introduce the song of -sing
letter E.
3. Sing
- Have students listen and -look and listen
repeat one by one sentence.
sing all the song twice. -write in the air
- Have students sing by
themselves -open the book
- Notice students E is a -trace and write
capital letter , e is a lower -check and correct
4. Trace and Write
case.
- Write model E e.
-egg, elephant.
- Have students write by
-Ee
their fingers in the air.
-trace
-colour
activity book
5. Trace and say. write in their activity books
exercise 1.
Colour - write on board
- Check and remark
- show the board
- Have students say out the
- check and correct
beginning letter
beginning letter
6. Extra practice - Have st colour
- Have students write 2
words egg, elephant on
their board
board
- Have students check
- Check and remark
Week: 9
UNIT 3: MY TOYS

Lesson 4
I. Objectives
from 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, three,

flashcards on the board. four
- Have Ss knock the door - knock, knock, knock, on
and come in the door
+ Have students listen to - Count four, three, two,
the CD 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, four - Sing
♪ knock, knock, knock, on
the door - sing and point to…
♪ four, three, two, one
♪ come in! time for fun! - look
♪ toys for you
♪ toys for me
♪ toys, toys, toys - go to the board and do
♪ count with me! - do in activity book
4. Sing and do - point to a student in the
class
-Have students sing the - some students go to the
song again and replace the board and do
name of the characters by -look and check
the name of friends in their
class.
- have students do the
actions
5. Draw and match - Introduce words of the 10
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
same in their activity book
- have some students go to
the board and do
- have others check
- check and remark
Week: 10
UNIT 3: MY TOYS
Lesson 5
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)

+ Fig(visual) + Fan( visual) - look, listen and repeat
+ 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 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
Week: 10
UNIT 3: MY TOYS
Lesson 6
I. Objectives
II. Vocabulary:
- hello/ hi, bye, balloon, car, sit down
III. Method
IV. Teaching aids

- Flashcards of cat, car, balloon, fan.
- CD track 23, 24, CD player
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
- Play the CD with pause
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!.
students go to the board
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
Week: 11
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/
- Remind letter and sound / e /, - look
2. Find and circle
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.
- Have students look at page 21 - do individually
and do exercise 1 - do
- Model on the board - check
e EefF
- Guide students point to the
blue letter e and say out the - look and listen
sound / e /
- Have students move to the 4
letter on the right and say out - do the exercise
their sound - go to the board and do
- Explain why we circle letter e - check
- Have students do individually - colour
board and do
- Have others check
3. Match and - Show the flash card of egg
colour - 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
- Guide st to do
4. Progress check -individually
Week: 11
UNIT 4: MY THINGS
Lesson 1
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.
Week: 12
UNIT 4: MY THINGS
Lesson 2
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
Mrs Woodward: Point to tables
table 1, Baz, How many
boys? - listen once and answer
Baz: One … two…. Two!
Mrs Woodward: How
many water bottles?
Baz: One…two…three…
four. Four!
Mrs Woodward: Good, -listen and repeat
Baz. How old are you?
Baz: One…two…three…
four. I’m four! - remark
- Introduce the plural:
boy/ boys /boiz/; book/
books - look and listen
- Guide Ss how to read /z/ a student do with teacher
- Play the Track with say
pause -work in pairs
- Have sts listen and
repeat chorally and
individually - listen
- Remark - listen and repeat
+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

Week: 12
UNIT 4: MY THINGS
Lesson 3
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
- Write G under the -repeat
flashcard of “girl” say/ e / -listen and repeat
- Notice name of the - read chorally and individually
sound / e / is / g / - listen

- Have students repeat /e / -listen and repeat
/ g / give
- / g / / g / girl -listen and sing
- Have students read again
- Introduce the song of -sing
letter G.
-look and listen
repeat one by one
3. Sing -write in the air
sentence.
-open the book
sing all the song twice.
-trace and write
- Have students sing by
-check and correct
themselves
- Notice students G is a
capital letter , g is a lower
case.
- Wmodel G g. -give, girl.
4. Trace and
- Have students write by -Gg
Write their fingers in the air. -trace
activity book -colour
write in their activity
books exercise 1.
- Check and remark - write on board
- Have students say out - show the board
the words of the 2 pictures - check and correct
beginning letter
5. Trace and say. beginning letter
- Have st colour
Colour

Week: 13
UNIT 4: MY THINGS
Lesson 4
I. Objectives
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 the - five
class
-Have students sing the song - count and circle
again and replace the name
of the characters by the
name of friends in their -look and check
class.

actions
5. Count, circle and - Introduce words of the 4
colour 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
Week: 13
UNIT 4: MY THINGS
Lesson 5
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 / horse - listen and repeat
- Introduce the song of letter
3. Sing H. - look and find
- Have students listen and - point to hand and horse

repeat one by one sentence.
- Have students listen and - point to give, girl, apple....
repeat twice.
4.Find - Have students find h in the
alphabet - look
- Notice students h is the
second letter - write in the air
- Have students point to hand open the book
and horse in the picture - trace and write on the book
- Have students find out - write on board
another words beginning
with /g/ - show the board
5.Trace and Write - Notice students H is a
capital letter , h is a lower - check
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
Week: 14
UNIT 4: MY THINGS
Lesson 6
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 - listen
3. Listen story?
Have students listen to the - listen and repeat
CD to find out what happen
to the boy and the girl
* Tess: How many pencils?
* Baz: Four
* Tess: Four pencils?
* Baz: Yes
* Tess: How many - look
rubbers?
* Baz: Two
* Tess: Two rubbers?
* Baz: Yes
* Tess: How many books?
* Baz: Three listen
* Tess: Three books?
* 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
- Play the CD with pause - go to the board and do
twice
- Have students listen and - a bag and count 1
4. Listen and act repeat chorally and - look and say
individually. - four
- Stick flashcards of Tess
and Baz on the board - three
- Have students listen to
the CD and act as Tess and
Baz
5. Count. Trace the students go to the board
right number and act as Tess and Bazz.
- 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.
Week: 14
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
 have students find which open the books
word begin with G and H - look
 remark G and H are used
to write names. - listen
and do exercise 1
- model on the board
g GehH
- guide students point to the blue - do individually
letter f and say out the sound / f / - do
- have students move to the 4 - check
letter on the right and say out
their sound - change and match
- explain why we circle letter g
- have students do individually - It’s a horse
- have 3 students go to the board
and do
- have others check
- show the flash card of number
3. Join the dots. from 1 to 5 on the halves
Colour - 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.
Week: 15
UNIT 5: MY COLOURS
Lesson 1
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.
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
and slap the picture of spoken - open the book
4. Play a game
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
- have sts look at at picture
5. Colour
- 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

Week: 15
UNIT 5: MY COLOURS
Lesson 2
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
write red below red
- do the same to other colour -do individually
shapes -check
- 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
Week: 16
UNIT 5: MY COLOURS

Lesson 3
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 -notice.

5. Trace and Write with /b/ and /g/
- notice students G is a capital - write G g
letter , g is a lower case. - write in the air
- write model G g. -trace
- have students write by their
fingers in the air.
-have students open their
activity book
- have students trace and write -say out
in their activity books exercise
1.
6. Trace and say. - check and remark - trace and colour

- have students say out the
Colour
- ask st which letter is the - write on board
beginning letter - show the board
- have students trace the - check and correct
beginning letter
- have st colour

Week: 16
UNIT 5: MY COLOURS
Lesson 4
I. Objectives
from 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 sky - clap
(clap) - count
♪ Six insects flying by
♪ look at the iguana -look at the iguana
♪ It’s hungry, too!
♪ Six insects flying by - look in the sky
♪ The iguana looks at the sky - count
(clap) - clap
♪ Five insects flying by - count
Music –rewind and repeat for
the verses “Five insects…” to

“Two insects…”, or else sing
unaccompanied
♪ look at the iguana -role play
♪ It’s hungry, too!
♪ one insects flying by - do the actions
♪ The iguana looks at the sky
(clap) -open and look
♪ No insects flying by
4. Sing and do - call seven students in front of - count and circle seven
class, role play seven insects - point
- call another student role play
an iguana, give a card with -look and check
green and blue one.
- have students do the actions
- Ask Ss to open the book at
page 35
5. Count and - Have Ss look at insects at the
circle 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
Week: 17
UNIT 5: MY COLOURS
Lesson 5

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:

1. Warm up Play a game “ Recognize name ”
- guide students raise their hand if
the word begin with sound listen
+ say Baz, Tess, Jig, Adam
2. Learn the letter - teach new words raise hand
+ jump( visual)
+ kick(visual)
+ kite (visual)
- Notice the first sounds of the - look, listen and repeat
two words are the same / dg /, /k/ chorally and
- write j under the flashcard of individually
jump say /dg/
- write J under the flashcard of
Jig say/ dg / - look and say
- write k under the flashcard of - /dg/
kick say /k/
- write K under the flashcard of - /k/
kite say/ k/

- notice name of the sound / j / - / j/ / dg / Jig
is /dg /, k is /k/ - / j/ / dg / jump
- have students repeat / j/ / dg / - / k/ / k / kick
Jig - / k/ / k / kite
- / j/ / dg / jump - listen
- have students repeat / k/ / k /
kick - repeat line by line
- / k/ / k / kite - listen and repeat
- introduce the song of letter J, K.
- have students listen. - look and find
3. Sing - have students listen and repeat
one by one sentence.
- have students listen and repeat - point to Jig and jump
twice. - point to kite and kick
-have students find j, k in the - point to ball, date,....
alphabet
4.Find - notice students j, k is the second
letter - look
- Ask Ss to point to Jig and
“jump” in the picture - write in the air
- Ask Ss to point to kite and open the book
“kick” in the picture - trace and write on the
- have students find out another book
words beginning with sound / - write on board
b /, /d/
- notice students J, K is a capital - show the board
letter , j, k is a lower case. - check

5.Trace and Write - write model J j, K k.
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
Week: 17
UNIT 5: MY COLOURS
Lesson 6
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! - listen and repeat
* Pat: Give me a box
* Pat: Give me a chair and a
ball
* Pat: Jump, Jig! Jump!
- Play the CD once
- Have students tell what they
can understand - look

- Play the CD with pause twice listen
4. Listen and act - Have students listen and repeat
chorally and individually. - go to the board and do
- Stick flashcards of Pat and Jig
on the board
- Have students listen to the CD - It’s red
and act as Pat and Jig
- Have some groups of 2 - look and say
students go to the board and act -match
5. Match and colour as Pat and Jig. - 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.
Week: 18
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 read them aloud
 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
- model on the board
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
UNIT 6: MY FARM
Lesson 1
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,
+ How do we know it’s a and 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
- go around and check
Week: 19
UNIT 6: MY FARM
Lesson 2
I. Objectives:
+ know how to ask and answer with Yes/ No question.
+ how to use hands and fingers cleverly.
+ 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

Week: 20
UNIT 6: MY FARM
Lesson 3
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 / / m / - read chorally and
moon individually
- have students read again - listen
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.
- have students trace and write in -trace
Colour their activity books exercise 1.
- 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
Week: 20
UNIT 6: MY FARM
Lesson 4
I. Objectives
from 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 do
count 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?
♪ Yes, it’s a bird. Yes, it is. -look and count
♪ tweet, tweet, tweet, tweet, tweet - eight
♪ Yes, it’s a bird. Yes, it is. - match
♪ listen to the animal, …… - do the actions
[cat verse- meow]
♪ listen to the animal, ……
[donkey verse- heehaw] - look
♪ listen to the animal, …… - write in the air
[duck verse- quack] - open
4. Count and - Have Ss look at insects at the - trace and write
match left corner of p.42 and ask How -look and check
many insects?
-Ask Ss to match.
5. Trace and - have students do the actions
write - check (8-mangoes, 9-butterflies,
9 lemons)
- write model 8.

fingers in the air.
-have students open their activity
book
- have students trace and write in
their activity books exercise 1.
- check and remark
Week: 21
UNIT 6: MY FARM
Lesson 5
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 - / n/ / n / nose
say / n / - / n/ / n / nut
- notice name of the sound / n / is / n /,
- have students repeat / n/ / n / nose - listen
- / n / / n / nut
- introduce the song of letter N. - repeat line by line
3. Sing - have students listen. - listen and repeat
- have students listen and repeat one by
one sentence. - look and find
- have students listen and repeat twice.
4.Find -have students find n in the alphabet - point to “nut”
- notice students n is the fourteenth letter,
after /m/ - Two
- Ask Ss to look at a big picture and say - point to fan, coats,....
Point to the nuts.
- ask How many noses?
- have students find out another words - look
beginning with sound / f /, /k/
- notice students N is a capital letter , n is - write in the air

5.Trace and a lower case. open the book
Write - write model N n. - trace and write on the
- have students write by their fingers in book
the air. - write on board
-have students open their activity book
- have students trace and write in their - show the board
activity books. - check
- check and remark
-Have student write word nose and nut
on their board
- have students show the boards
Week: 21
UNIT 6: MY FARM
Lesson 6
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
Week: 22


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Week: 1

Teacher’s Activities Students’ activities

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- show the board

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Teacher’s activities Students’ activities

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Teacher’s activities Students’ activities

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

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Teacher’s Activities Students’ activities

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/ c / coat -listen and sing

- Introduce the song of letter -check and correct

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Content Teacher’s activities Students’ activities

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 Have students repeat

and D next to the two

 Have students read them

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Content Teacher’s activities Students’ activities

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Content Teacher’s activities Students’ activities

- Have sts listen to the Cd to

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Content Teacher’s activities Students’ activities

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