Tâm, Giao An TIENG ANH-Lop 1 M I2cot2

Nguyen Du Primary School School year: 2020-2021
Week: 1 Preparing date: / 9/2020

Period :1 Teaching date: / 9/2020
UNIT 1: IN THE SCHOOL PLAYGROUND

Lesson 1
A. Aims and objectives: By the end of the lesson, pupils will be able to:
- Pronounce the sound of the letter B/b in isolation.
- Say the words Bill, bike, book, ball.
1. Knowledge:
- Sound /b/
- Vocabulary: ball, bike, book
2. Skills: Integrated skills (speaking and listening)
3. Attitude: Educate Ss to become studious and obedient students; love learning
English
4. Orientation of competence development.
- General competences: communicative, self- studying, problem-solving, and
cooperative abilities.
- Specific competences: Pronounce the sound of the letter B/b in isolation.
B. Teaching aids:Textbook, recording, puppets, pictures…
1. Teacher’s: student’s and teacher’s book, objects, recording,computer, projector
2. Students’: books, notebooks, workbooks.
C. Procedures:
1. Class organization: (1’) - Greeting
- Checking for the students' attendance.
2. New lesson:
Teacher’s activities Students’ activities

Warm up:5’
-T greets the class and introduces yourself, - SS say: Hi. I’m + name.
saying: Hi. I’m + name.
- Encourage pupils to say their names and
where they come from (in Vietnamese).
- Introduce (in Vietnamese) Tiếng Anh 1 - -SS listen.
Sách học sinh (the number of units, the
number of lessons in one unit, and the
number of activities in each unit).
Teacher: Tran Thi Thanh Tam English grade 1
1
1. Listen and repeat:13’

- Have pupils look at the picture and draw -Look at the picture and listen.
pupils’ attention to the letter B/b, the word
next to Bill and other words next to the
things and the colour of the letter B/b.
-Ask pupils to point to the letter B/b. Have
them listen and repeat the sound of the letter -Point, listen and repeat.
B/b more than once, if necessary.
-Tell pupils to point to Bill and the word -Ss repeat.
Bill. Ask them to listen and repeat the word.
-Repeat the same procedure with the ball, -Ss listen and repeat.
the bike and the book. Give further support
to those pupils who find it difficult to do the
task.
-Play the recording again and have them -SS listen, point and repeat.
listen, point to the letter B/b and the ball,
bike and book and repeat until they feel
confident. Correct pronunciation, if
necessary.
-Play the recording again and call some -SS say in front of the class.
pupils to say the letter B/b and the words
Bill, ball, bike and book in front of the class.
2. Point and say:14’
- Have pupils look at the picture again and
ask them to describe the picture again (in -Look at the picture and
Vietnamese). Draw their attention to the discribe..
letter B/b, Bill and the things, if necessary.
- Get them to point to the letter B/b and say
it. Let them point to Bill and say his name, -Point and say
- Give further support to those pupils who
find it difficult to do the task.
- Follow the same procedure with other
things. Give further support to those pupils
who find it difficult to do the task.
- Ask pupils to work in pairs or in groups -Work in pairs or in groups.
to point to the picture and say the sound of
the letter B/b and the words. Go around and
offer help or correct pronunciation, if
2
necessary.
-Invite two or three pupils to point to the -Point and say
picture and say the sound of the letter and
the words in front of the class.
- T gets feedback.
4.Consolidation(1’)
- Asking Ps to focus on sounds and vocabulary again.
5. Homelink (1’)
- Practice more at home.
- Prepare : Lesson 2

Period:2 Teaching date: / 9/2020

Lesson 2
- Say the letter B/b and the words bike, ball, book
and the phrases a ball, a book, a bike in a chant.
- Listen and identify the words bike, ball, book.
- Trace the letter B/b.
1. Knowledge:
- Sound /b/
- Vocabulary: ball, bike, book
- Phrases: a book, a bike, a ball
English
3

- Specific competences: Speaking and listeing of the letter B/b .
C. Procedures:
2. New lesson:

Warm up:5’
-Have a group of four pupils play Slap the - SS play game.
board in front of the class with the words
bike, book and ball.
1. Listen and chant:10’
- Have pupils look at the chant on p. 7 in -SS look and listen.
their books and draw pupils’ attention to the
first line and explain its meaning . Ask them
to pay attention to the letter B/b and the
word ball. Check comprehension.
- Play the recording of the first verse for -SS listen.
pupils to listen and to get familiarized with
the tune.
-Ss listen and repeat.
- Play the recording again, ask pupils to
listen and repeat the first line. Then play the
recording for them to listen and repeat until
they feel confident. -SS listen and chant.
- Follow the same procedure with the other
verse. Show pupils how to chant and clap
their hands. Correct pronunciation, if
necessary.
- Play the recording all the way through. -Ss listen and repeat.
Ask pupils to listen and repeat the chant
individually and in chorus. Give further
support to those pupils who find it difficult
to do the task.
- Select some pupils to the front of the class -SS chant in front of the class.
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to chant and clap their hands. The rest of the

class may sing the chant along and clap
their hands.
2. Listen and tick :7’
-Have pupils look at two pictures and say -SS look and listen.
what they can see. Draw pupils’ attention to
the boxes next to the letters a and b. Check
comprehension.
-Encourage some pupils to point to the -SS point and say.
pictures and say the words in front of the
class . E.g. 1a: A ball, 1b: A bike.
- Play the recording for pupils to listen and - Ss listen and tick.
tick the box.
- Ss listen and check.
- Let ss to listen again and check . *Key: 2. b.
-T gets feedback.
3.Look and trace.10’
- Have pupils look at the letter B (upper -SS look and listen.
case) and b (lower case). Ask pupils to
make sure if they recognize the two forms
of the letter.
- Tell pupils to trace the letter B/b. T can
demonstrate by air tracing or tracing the
broken lines of the letter B/b on the board.
-Then let pupils do the tracing. Give further -SS trace.
to do the task.
- Check the results of pupils’ tracing and
-SS check.
give feedback. Ask pupils to work in pairs
and swap their answers. Give pupils time to
work. Go around and offer help, if
necessary.
-SS show.
- Ask some pupils to show what they have
done.
5. Homelink (1’)
- Pupils learn by heart the chant p. 7.
5
- Pupils trace the letter B/b in their workbooks.



Lesson 3
- Use Hi, I’m + name to greet and introduce someone’s name and Bye, + name
to say goodbye to someone.
- Sing a song about how to greet and introduce someone’s name.
1. Knowledge:
*Sentence pattern:
- Hi, I’m + name.
- Bye, Bill.
- Hi, I’m + name and Hi, + name. I’m + name.
English
- Specific competences: Pronounce the sound of the letter B/b in isolation.
C. Procedures:
2. New lesson:
6

Warm up:5’
-T invites one or two pupils write the letter - SS write on the board.
B/b and some words on the board.
- T gets feedback
- Have pupils look at the first picture .Play -SS look and listen.
the recording for pupils to listen and repeat,
- Have pupils look at the sentence “Hi, I’m
Bill.” Explain the meaning of the sentence
and how it is used. Check comprehension.
-Play the recording several times for pupils -Listen and repeat.
to listen and repeat the sentence. Give more
to do the task.
- Invite some pupils to listen and repeat the -Ss repeat.
sentences in front of the class.
- T checks and corrects.
2. Let’s talk :7’
- Have pupils look at the first picture .Point -Ss look and listen.
to the boy on the left and ask them Who is
this? Tell them that he is Bill, saying He is
Bill. Then point to the boy on the right and
ask them Who is this? Tell them that he is
Ba, saying He is Ba.
- Ask pupils to work in pairs or in groups to -SS work in pairs or in groups
practise greeting each other in the name of to practise.
Bill and Ba. Offer help, if necessary.
- Have pupils look at the second picture. -SS look and listen.
Point to the boy on the left of the picture
and ask pupils to identify who he is, saying
Who is this boy? Then tell them that he is
Ba, saying He is Ba. Then point to the boy
on the right and ask them And who is this?
-Tell them that he is Bill, saying He is Bill. -SS act out.
Then select two pupils to act out in front of
the class.
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practise saying goodbye to each other in the to practise.

name of Bill and Ba.
- Ask a few pairs of pupils to introduce -SS perform.
themselves, saying Now introduce yourself
to your friends. Offer help, if necessary.
- Ask a few pairs of pupils to say goodbye -Work in pairs or in groups.
to each other.
3.Let’s sing :10’
-SS listen.
-Have pupils read the lyrics to familiarize
themselves with the first verse of the
song. .Explain the meanings of the verse, if
necessary. Check comprehension.
-Play the recording several times for pupils -SS listen and repeat.
to repeat line after line to make sure that
they can sing the verse correctly.
- Do the same with the second verse of the
lyrics. Play the recording several times for
pupils to repeat to make sure that they can
sing the verse correctly. Check
comprehension. -SS listen and sing the song.
- Have pupils listen to the whole song,
drawing their attention to the pronunciation,
the stress and the melody of the song. Then
let pupils practise singing the song. Help
them sing the song sentence by sentence
first. Then help them to sing the whole
song. -SS perform.
- Call one or two groups to sing the song in
front of the class.
- Asking Ps to greet and introduce themselves, using their own names.
5. Homelink (1’)
- Pupils sing the song by heart
- Prepare : Unit 2 - Lesson 1
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Week:2 Preparing date: / 9/2020

UNIT 2:IN THE DINING ROOM

Lesson 1
- Pronounce the sound of the letter C/c.
- Say the words cake, car, cat, cup.
1. Knowledge:
- Sound /c/
- Vocabulary: cake, car, cat, cup.
English
- Specific competences: Pronounce the sound of the letter C/c .
C. Procedures:
2. New lesson:

Warm up:5’
-Have pupils to role-play the exchange Hi, - SS say: Hi. I’m + name.
I’m + name.
-Ask ss to sing the song P.8 -SS sing the song.
- Have pupils look at the picture and draw -SS listen.
pupils’ attention to the letter C/c, the word
next to Bill and other words next to the
things and the colour of the letter C/c.
-Ask pupils to point to the letter C/c. Have
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them listen and repeat the sound of the letter

C/c more than once, if necessary.
-Tell pupils to point to Cat and the word -Look at the picture and listen.
Cat. Ask them to listen and repeat the word.
-Repeat the same procedure with : cake, car,
cup.. Give further support to those pupils
-Point, listen and repeat.
-Play the recording again and have them
listen, point to the letter C/c and : cake, car,
cup, and repeat until they feel confident.
Correct pronunciation, if necessary.
-Play the recording again and call some -Ss repeat.
pupils to say the letter C/c and the words
Cat, cake, car, cup in front of the class.
2. Point and say :14’
- Have pupils look at the picture again and -Ss listen and repeat.
ask them to describe the picture again (in
Vietnamese). Draw their attention to the
letter C/c, cake and the things, if necessary.
- Get them to point to the letter C/c and say -SS point and say.
it. Let them point to Cat and say
- Ask pupils to work in pairs or in groups - Work in pairs or in groups to
to point to the picture and say the sound of point to the picture and say
the letter C/c and the words. Go around and
necessary.
-Invite two or three pupils to point to the -SS point and say.
- T gets feedback.
5. Homelink (1’)
10


Lesson 2
- Say the letter C/c and the words cup, cake, cat,
car and the phrases a cup and a cake, a cat and
a car in a chant.
- Listen and identify the phrases A cat, A cake.
1. Knowledge:
- Sound /c/
- Vocabulary: cup, cake, cat, car
Phrases: a cup and a cake, a cat and a car
English
- Specific competences: Speaking and listeing of the letter C/c .
C. Procedures:
2. New lesson:

Warm up:5’
- Invite a few pupils to point to the - SS point and say
picture/poster and pronounce the sound of
the letter C/c and say the words car, cake,
cup, cat.
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- Have pupils look at the chant on p. 7 in -SS look and listen.
their books and draw pupils’ attention to the
first line and explain its meaning . Ask them
to pay attention to the letter C/c and the
word cup. Check comprehension.
- Play the recording of the first verse for
pupils to listen and to get familiarized with -SS listen.
the tune.
- Play the recording again, ask pupils to -Ss listen and repeat.
they feel confident.
- Follow the same procedure with the other -SS listen and chant.
necessary.
- Play the recording all the way through.
to do the task.
- Select some pupils to the front of the class
to chant and clap their hands. The rest of the -SS chant in front of the class.
their hands.
2. Listen and tick 7’
comprehension.
class . E.g. 1. a cat, 2. a cake.
tick the box.
- Let ss to listen again and check . - Ss listen and check.
- Have pupils look at the letter C (upper
12
case) and c (lower case). Ask pupils to make -SS look and listen.
sure if they recognize the two forms of the
letter.
- Tell pupils to trace the letter C/c. T can
demonstrate by air tracing or tracing the -SS trace.
broken lines of the letter C/c on the board.
-Then let pupils do the tracing. Give further
to do the task.
- Check the results of pupils’ tracing and -SS check.
necessary.
- Ask some pupils to show what they have -SS show .
done.
5. Homelink (1’)
- Pupils learn by heart the chant p. 10.
- Pupils trace the letter C/c in their workbooks.


Lesson 3
- Use I have a _____ to talk about possession.
- Sing a song with the structures I have a _____. I have a _____ and I have a
_____.
2. Knowledge:
*Sentence pattern:
13
- I have a _____.
- I have a _____.
English
- Specific competences: Pronounce the sound of the letter C/c.
C. Procedures:
2. New lesson:

Warm up:5’
- Have a group of pupils to sing the chant on - SS chant.
page 10 in front of the class. The class claps
hands.
- Have pupils look at the sentence “I have a
car.” Explain the meaning of the sentence
-Listen and repeat.
-Play the recording several times for pupils
to do the task.
2. Let’s talk:7’
- Have pupils look at the first picture. Say -Ss look and listen.
Look at Picture a, please! Point to the car
and ask them, saying What is this? Tell
14
them that It’s a car. Then point to the

bubble and the car and say I have a car.
- Ask pupils to say the sentence “I have a -SS listen and say.
car.” in chorus and individually.
Follow the same procedure with Pictures b,
c, d. Give further support to those pupils
who find it difficult to do the task, if
necessary.
-Ask pupils to work in pairs or groups, to
-SS work in pairs or in groups
point to the pictures and say “I have a
to practise.
_____.”Offer help, if necessary.
-Invite some pairs of pupils to practise -SS practise in front of the
pointing to the pictures and say what they class.
have in front of the class.
- Have pupils look at the lines of the lyrics. -SS look and listen and read.
Explain the meaning of the structures “I
have a _____. I have a ___ and I have a
___”. Then ask them to read the first line
aloud. Check comprehension, if necessary.
-Play the recording of the first line several -SS listen and repeat.
times for pupils to listen and repeat.
lines. Correct pronunciation and the tune,
the rhythm and the melody of the verses of
the song, if necessary.
-SS sing and clap their hands.
-Play the recording all the way through for
pupils to listen, to sing and clap their
hands. Offer help, if necessary.
-Invite some pupils to sing the song in -SS sing the song.
front of the class. The rest of the class
sings along and claps their hands to
reinforce the tune, the rhythm and the
melody. Go around and offer help, if
necessary.
15

5. Homelink (1’)
- Prepare : Funtime 1

FUN TIME 1
Part 1, 2
- Identify some learnt words (ball, bike, cup, book, cat and car) and say them with
correct pronunciation.
- Imitate the upper case and lower case B/b and C/c, using body positions.isolation.
- Say the words Bill, bike, book, ball.
1. Knowledge:
- Sounds /b/ (letter b) and /k/ (letter c)
- Vocabulary: ball, bike, book, cake, car, cat, cup
English
- Specific competences: Pronounce the sound of the letter B/b and C/c
C. Procedures:
2. New lesson:
16

Warm up:5’
*Revising the sounds and words
- Show flashcards or the letters b and c. - SS say letter b and c
Have pupils say the letter names and the
letter sounds.
- Stick some flashcards including some
pictures of the words from Units 1 and 2 -SS play Slap the board game.
on the board. Have pupils play Slap the
board in three minutes.
1. Find and circle. Then say:13’
-Have pupils look at the pictures and say -Look at the picture and listen.
the words, saying Look and say, please
-Ask pupils to look at the word search, find
and circle the words in it individually.
Then say the words. Explain how to do the
task:Find and circle the words in the word
search. Then say the words. The words can
go across or down. Model with the first
word if necessary. Give further support to
those pupils who find it difficult to do the
task.
-Ss do the task.
- Have time for ss to do the task.
-After the pupils find the words and
pronounce them, organize a short game.
Divide the class into two teams. Call on
one pupil from each team to go to the
board. Call out a word and the two pupils -SS write out the correct word.
have to write them on the board. Give a
point to each correct word. Pupils from the
* Answer: bike/ cup/ ball/ car/
teams take turns to write the words.
book/ cat
2. Let’s play: Simon says :14’
-Have pupils look at the pictures. Explain - Look at the picture and listen.
how the game is played: Teacher gives a
command which begins with Simon says...
and pupils have
to use their body positions to show the
letters. The pupils who make the wrong
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position will be out of the game.

- Model the position of the first letter. -Ss do the task.
- Instruct pupils to imitate each position.
Help them practise this position until they
can remember. Follow the same procedure
with the other letters. Give further support
task.
-Have the whole class play the game. Call -Ss play game.
two pupils to be the observers of the game.
Give out the commands and monitor how
pupils play the game. The pupils who
cannot show the right position will be out
and become the observers. Divide the class
into two teams. Each team plays the game.
Give stars/points to the winner.Pupils can
also give the commands for other pupils to
play.
- Have pupils say the letters b and c together with the sounds /b/ (letter b) and /k/
(letter c) again.
5. Homelink (1’)
- Prepare : Fun time 1 ( cont)

FUN TIME 1 ( cont)

Part 3, 4
- Identify and read the learnt words
-Make a short exchange, using the structures
“Hi, I’m _____.” and “I have a _____.”
1. Knowledge:
18

- Sentence patterns: Hi, I’m _____; I have a _____.
English
C. Procedures:
2. New lesson:

Warm up:5’
- Have pupils play slap the board game -SS play game.
3. Listen and tick. Then colour and
say.13’
-Have them look at the pictures and ask
them What can you see in the pictures?
Have them point to each picture and say the
word (e.g. a. a book, b. a car). Ask them to -Look at the picture ,listen and
tick the correct picture. answer.
-Have them colour the correct picture, e.g.
a book. Then have them say the words a
book.
-Follow the same procedure with questions -SS colour the correct picture
2, 3 and 4. Give further support to those and say.
pupils who find it difficult to do the task.
-Get pupils to check their answers in pairs.
Then ask some pairs to give their answers.
Give comments and confirm the correct
answers. -SS check.
4. Let’s play: A happy circle. 14’ *Answer: 1. a 2. b 3. a 4. b
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- Have pupils look at the picture and read

the sentences.
- Explain the rule of the game: A group of
pupils make a circle. The teacher gives each - Look at the picture and read.
pupil a card with a picture. Two pupils will
play first. Pupil A greets, introduces his/her -SS listen.
name and says what he/she has in the card
by saying Hi, I’m ____. I have a ____. Pupil
B does the same as Pupil A. After that, pupil
B points to any pupil in the circle and he/she
does the same. The last pupil in the circle
shouts out “Happy” when he/she finishes
his/her turn. -SS model.
-Model the game with one pupil.
-Have pupils play the game in groups of -Ss play game.
five or six. Support and give them help,
when necessary.
-Ask the whole class to play the game if the
time allows. This time pupils can point to
any pupil they like in class.
-Write incomplete words on the board. Invite some pupils to go to the board and
write the letters to complete the words. (e.g. _up; _ ake; _all; _ook)
5. Homelink (1’)
- Tell pupils to practise saying the words and make sentences at home.
- Prepare : Unit 3 -Lesson 1

UNIT 3: IN THE STREET MARKET

Lesson 1
20
- Pronounce the sound of the letter A/a.

- Say the words apple, bag, can, hat.
1. Knowledge:
- Sound /æ/
- Vocabulary: apple, bag, can, hat
English
- Specific competences: Pronounce the sound of the letter A/a.
C. Procedures:
2. New lesson:

Warm up:5’
- Give pupils some flashcards (of a car, cup, - SS say: Hi. I’m + name.
cat, cake, book, bike, …) and let him/her
talk about possession, e.g. I have a car.
- Have pupils look at the picture, and
answer some questions such as: Who are -SS listen.
they? Where are they? And What are they
doing? Draw pupils’ attention to the words
next to the things and the colour of the letter
A/a . Check comprehension.
-Ask pupils to point to the letter A/a. Have
them listen and repeat the sound of the letter -SS point and say.
B/b more than once, if necessary.
-Tell pupils to point to hat and the word -Point, listen and repeat.
Hat. Ask them to listen and repeat the word.
-Repeat the same procedure with the apple,
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bag and can.Give further support to those -Ss repeat.

listen, point to the letter A/a.and apple, bag - Point, listen and repeat.
and can. and repeat until they feel
necessary.
-SS say in front of the class.
-Play the recording again and call some
pupils to say the letter A/a.and the words
hat, apple, bag and can in front of the class.
- Have pupils look at the picture again and -Look at the picture and
ask them to describe the picture again (in discribe..
letter A/a., apple and the things, if
necessary.
- Get them to point to the letter A/a.and say -Point and say.
it. Let them point to an apple and say.
the letter A/a.and the words. Go around and
necessary.
-Invite two or three pupils to point to the -SS say
- T gets feedback.
5. Homelink (1’)


Lesson 2
22
- Say the letter A/a and the words apple, bag, cat, hat and the sentences
There’s a/an ___ in/on the ___.
- Listen and identify the phrases A can, A hat.
1. Knowledge:
- Sound /æ/
- Vocabulary: apple, bag, cat, hat
Sentence pattern: There’s a/an ___ in/on the ___.
English
- Specific competences: Speaking and listeing of the letter A/a..
C. Procedures:
2. New lesson:

Warm up:5’
-Invite a few pupils to point to the - SS play game.
the letter A/a and say the words bag, can,
hat, apple.
- Have pupils look at the chant and draw
pupils’ attention to the first verse and -SS look and listen.
explain its meaning. Ask them to pay
attention to the letter A/a and the words
apple, bag and the sentence:There’s an
apple in the bag. Check comprehension.
- Play the recording for pupils to listen and -Ss listen and repeat.
23
to get familiarized with the tune. Then play

the recording again, ask pupils to listen and
repeat, line by line, Give further support to
task.
-Follow the same procedure with the verse.
Show pupils how to chant and clap their -SS listen and chant, clap.
hands. Correct pronunciation, if necessary.
-Play the recording all the way through. Ask
pupils to listen and repeat the chant
individually and in chorus.
-Put the class into two groups to practise
chanting and clapping. Each of the groups -SS work in groups to practise
should sing one verse of the chant. chanting and clapping.
-Invite some groups to the front of the class
-SS chant in front of the class.
class may clap their hands along to the
rhythm.
- Have pupils point to the pictures of -SS look and listen.
Question 1 and say what they can see and
draw pupils’ attention to the boxes next to the
letters a and b. Check comprehension.
-Invite some pupils to point to the pictures -SS point and say.
and say the words in front of the class.
E.g. 1a: a can, 1b: an apple.
- Play the recording for pupils to listen and
tick - Ss listen and tick.
- Have ss listen again and check
-Call a few pupils to the front of the class to - Ss listen and check.
point to the pictures and say what they have
heard. E.g. 1. a can, 2. a hat.
- Have pupils look at the letter A (upper
-SS look and listen.
case) and a (lower case). Ask pupils to
of the letter.
- Tell pupils to trace the letter A/a.. T can
24

broken lines of the letter A/a.on the board.
to do the task.
-SS check.
necessary.
-SS show .
done.
5. Homelink (1’)
- Pupils learn by heart the chant.P15
- Pupils trace the letter B/b in their workbooks.


Lesson 3
- Use I have a _____ to introduce things.
- Sing a song with the structures Hi, I’m + name and This is my _____.
1.Knowledge:
-Sentence pattern: This is my _____.
2.Skills: Integrated skills (speaking and listening)
25

English
- Specific competences: Pronounce the sound of the letter A/a.
C. Procedures:
2. New lesson:

Warm up :5’
- Have a group of pupils to sing the chant - SS chant.
on page 15 in front of the class. The class
claps hands.
- Have pupils look at the picture, -SS look and listen.
saying :What’s in her hand? Yes, it’s a bag.
She introduces her bag. She says “This is
my bag.” Explain the meaning of the
sentence and how it is used. Check
comprehension. -Listen and repeat.
to do the task.
-Ss repeat.
- Invite some pupils to listen and repeat the
sentences “This is my bag.” in front of the
class.
- T checks and corrects. -Ss look and listen.
- Show a real bag (or a flashcard of a bag) -SS repeat.
and ask pupils to look at it, and say This is
my bag. Let them listen and repeat the
sentence several times until they feel -SS listen.
26
confident.
-Have pupils look at the bubble (This is my
____.) to understand how the language is
used. Explain the meaning of the sentence, -SS look and identify.
if necessary.
-Ask them to look at the pictures to identify
the things they may possess. Then let them
point to the pictures and say the words, -SS point and say.
Check comprehension.
-Point to Picture a and model the task, using
the expression in the bubble and the word in
the picture. E.g. This is my bag. Then ask -SS listen.
pupils to say the sentence This is my bag in
chorus and individually. Correct
pronunciation, if necessary.
-Follow the same procedure with Pictures b,
c, d by getting pupils to point to the pictures
and say what they have. Give further
to do the task. -SS work in pairs or in groups
-Have pupils point to the pictures and say to practise.
the sentences in pairs or groups. Go around
and offer help, if necessary. -SS perform.
-Invite some pupils to point to the pictures
and say the sentences in front of the class,
- SS read the lyrics of the song.
-Have pupils read the lyrics of the song. -SS listen.
- Play the recording several times for pupils
to repeat the verse, line after line, to make -SS sing the song.
sure that they can sing the verse correctly.
-Have pupils listen to and sing the whole -SS practise singing the song in
song. pairs of groups .
-Let pupils practise singing the song in pairs
of groups. Go around and offer help, if -SS sing and clap.
necessary.
-Have a few groups sing the whole song and
clap their hands to reinforce the tune, the
rhythm and the melody in front of the lass.
27
- Asking Ps to retell the contain of the lesson.
5. Homelink (1’)

UNIT 4: IN THE BEDROOM

Lesson 1
- Pronounce the sound of the letter D/d.
- Say the words duck, door, dog, desk.
1. Knowledge:
- Sound /d/
-Vocabulary: duck, door, dog, desk
English
- Specific competences: Pronounce the sound of the letter D/d
C. Procedures:
2. New lesson:

Warm up”5’
-T asks some pupils to show and introduce - SS answer.
28
things they have in the classroom, e.g. This

is my bag. This is my book.
- Have pupils look at the picture and answer -Look at the picture and listen.
some questions such as What can you see?
Can you see a dog? Yes, this is a dog. Draw
pupils’ attention to the words next to the
things/pets and the colour of the letter D/d .
-Ask pupils to point to the letter D/d, saying -Point, listen and repeat.
Look at letter D/d. Have them listen and
repeat the sound of the letter D/d.
- Tell pupils to point to the door and the
-Ss repeat.
word door. Ask them to listen and repeat the
word.Then play the recording again, if
necessary, for pupils to do choral and
individual repetition.
-Repeat the same procedure with the words -Ss listen and repeat.
desk, dog and duck. Correct pronunciation,
if necessary. Give further support to those
-In pairs or groups, play the recording again -Listen, point and repeat.
and have them listen, point to the letter D/d
and the words desk, dog, door, duck and
repeat until they feel confident.
-Play the recording again and call a few -SS say in front of the class.
pupils to say the sound of the letter D/d and
the words desk, dog, door, duck in front of
the class.
- Have pupils look at the picture/poster . -Look at the picture and
Ask them to describe the picture. Draw discribe.
their attention to the letter D/d and the
things/pet, if necessary.
-Get them to point to the letter D/d and say
-Point and say
it. Ask them to point to the door and say
the word door.
29

the letter D/d and the words. Go around
and offer help or correct pronunciation, if
necessary.
- T gets feedback.
5. Homelink (1’)


Lesson 2
- Say the letter D/d and the words duck, dog, door, desk and the phrases a duck
and a dog and a door and a desk in a chant.
- Listen and identify the phrases A duck and a dog; A door and a desk.
1. Knowledge:
- Sound /d/
- Vocabulary: duck, dog, door, desk
- Phrases: A duck and a dog; A door and a desk.
English
30

- Specific competences: Speaking and listeing of the letter D/d .
C. Procedures:
2. New lesson:

Warm up:10’
- Invite a few pupils to point to the - SS point and say.
the letter D/d and say the words duck, dog,
door, desk.
attention to the letter D/d and the words
duck, dog and the phrase A duck and a dog.
-SS listen.
the tune.
necessary.
31
to do the task.
their hands.
- Have pupils point to the pictures of
Question 1 and say:Can you see a dog? Can -SS look and listen.
you see a duck? Yes. I can see a dog. I can
see a duck. Draw pupils’ attention to the
boxes next to the letters a and b. Check
comprehension.
and say the words in front of the class. -SS point and say.
E.g. 1a: a dog, 1b: a duck.
tick the box. - Ss listen and tick.
- Let ss to listen again and check .
3.Look and trace.10’ - Ss listen and check.
- Have pupils look at the letter D (upper
case) and d (lower case). Ask pupils to
make sure if they recognize the two forms -SS look and listen.
of the letter.
- Tell pupils to trace the letter D/d. T can
broken lines of the letter D/d on the board.
support to those pupils who find it difficult -SS trace.
to do the task.
and swap their answers. Give pupils time to -SS check.
necessary.
done. -SS show .
- With a better class, write the letter D/d in
broken lines on the board and invite some
32
pupils to trace them.
5. Homelink (1’) - Pupils learn by heart the chant p. 18.
- Pupils trace the letter D//d in their workbooks.


Lesson 3
- Use This is a _____ to introduce things or animals.
- Sing a song with the structures This is a _____. It’s on/near _____.
1.Knowledge:
- Sentence patterns: This is a _____. It’s on/near the ___.
English
- Specific competences: Pronounce the sound of the letter D/d
C. Procedures:
2. New lesson:
33
Warm up:5’
-Have a few pupil to point to the picture in - SS point and say.
for Unit 4 and say the sentences, e.g. This is
my dog. This is my desk.
- Have pupils look at the picture, saying: -SS look and listen.
What can you see? I can see a boy. I can see
a dog. Yes. This is a dog. Explain the
meaning of the sentence and how it is used.
to do the task.
-Ss repeat.
- Have pupils look at thepicture in Student’s -Ss look and listen.
book. Point to the dog and ask them What is
this? The pupils may answer “a dog”. Tell
them to introduce a dog in English, saying
“This is a dog”.
-Ask pupils to point to Picture a and say the -Listen and say.
sentence This is a dog in chorus. Correct
the other things. Then let them point to the -Look and identify.
pictures and say the words.
-Ask pupils to work in pairs or in groups to
practise introducing things to each other, -SS work in pairs or in groups
saying “This is a ____.” Give further to practise.
to do the task.
-Invite some pairs of pupils to practise -SS practise.
introducing things to each other in front of
the class.
34
-Have pupils read the lyrics to familiarize -SS listen.

themselves with the first verse of the song.
Explain the meaning of the structures “This
is a ____. It’s on the ____.”
to repeat line after line to make sure that -SS listen and repeat.
drawing their attention to the pronunciation, -SS listen and sing the song.
song.
-SS perform.
front of the class.
- Asking Ps to retell the content of the lesson.
5. Homelink (1’)
- Prepare : Review 1

REVIEW 1: PHIL AND SUE
correct pronunciation.,
- Role play dialogue betwwen Phil and Sue.
1. Knowledge:
35

English
C. Procedures:
2. New lesson:

Warm up:5’
letter sounds.
pupils’ attention to the dialogue between
Phil and Sue.
-Play the recording for ss to listen and -SS listen.
repeat. Correct pronunciation, if necessary.
- Ss to role play in pairs.
-Have time for ss to role play in pairs.
-SS role play in front of the
-Call some pupils to role play in front of class.
the class.
- T gets feedback.
2. Look and circle:14’
36
- Have pupils look at the picture and -Look at the picture and read.
identify the other things. Then let them
point to the pictures and say the words :dog,
book, cat, duck. Correct pronunciation, if
necessary.
-Have time for ss to look at the pictures and -SS do the task.
circle the correct word individually.
- Ss to tell the answer.
- Call some pupils to tell their answer.
- T gives the correct answer and corrects if
necessary.
- Have pupils say the letters b and c together with the sounds /b/ (letter b) and /k/
(letter c) again.
5. Homelink (1’)
- Prepare : Review 1 – Part 1,2,3

REVIEW 1: SELF CHECK

Part 1, 2, 3
1. Knowledge:
English
37

C. Procedures:
2. New lesson:

Warm up:5’
letter sounds.
1. Listen and tick:9’
Have pupils look at two pictures and say -SS look and listen.
comprehension.
class .
tick the box.
- T gets feedback *Key: 1.a / 2. b.
2. Listen and circle:9’
- Have pupils look at the letter and say. -SS look and say.
-Encourage some pupils to point to the letter -SS point and say.
and say the words in front of the class
- Play the recording for pupils to listen and - Ss listen and circle.
circle the correct answer.
38
- Let ss to listen again and check - Ss listen and check.

- T gets feedback *Key: 1- b/ 2-a/ 3-c/ 4-d
3. Listen and tick or cross:9’

-Have pupils look at thepictures and say -SS look and listen.
pictures. Check comprehension.
class
- Play the recording for pupils to listen and - Ss listen and tick or cross.
tick or cross.
- T gets feedback *Key: 1.cross / 2 tick
3. Tick / 4. cross
- Have pupils say the letters and the words in the lesson.
5. Homelink (1’)
- Prepare : Review 1 ( cont) – Part 4,5


Part 4, 5
1. Knowledge:
39

English
C. Procedures:
2. New lesson:

Warm up:5’
letter sounds.
1. Read and tick:12’
-Have pupils look at the pictures and say -SS look and listen.
the words for suitable for each picture.
class .
- Have time for ss to read and tick the - Ss listen and tick.
correct answer.
- Let ss to read their answer - Ss listen and check.
- T gets feedback *Key: 1.a / 2. a/ 3.b/ 4.b.
2. Colour the apple, the ball, the cat and

the dog. Then point and say.15’
40
- Have pupils look at the letter and say the -SS look and say.
word: apple, ball, cat, dog.
- Ask ss to colour the pictures.
- Ss colour the pictures.
-Have time for ss to colour the pictures.
-SS display.
- Have ss to display their pictures.
- T gets feedback
- Have pupils to retell the content of the lesson.
5. Homelink (1’)
- Prepare : Unit 5 – lesson 1

UNIT 5: AT THE FISH AND CHIP SHOP

Lesson 1
- pronounce the sound of the letter I/i in isolation.
- say the words chicken, chips, fish, milk.
1. Knowledge:
- Sound /i/
- Vocabulary: chicken, chips, fish, milk
English
- Specific competences: Pronounce the sound of the letter I/i .
41

C. Procedures:
2. New lesson:

Warm up”5’
-Ask pupils to sing the song in Unit 4, - SS sing and do the action.
Lesson 3 and make the gesture of a duck, a
dog and a desk when singing.
- Ask pupils some questions about their -SS listen ans answer.
favourite food and drinks, saying (in
Vietnamese) What food do you like? What
drinks do you like? Do you like fish? Do you
like milk?
-Look at the picture and listen.
- Have pupils look at the picture and discribe
the picture. Draw pupils’ attention to the letter
I/i, the words next to the things in the pictures
and the colour of the letter I/i .Check
comprehension.
- Ask pupils to point to the letter I/i. Have -Point, listen and repeat.
them listen and repeat the sound of the letter I/i
. Tell pupils to point to the chicken and the
word chicken. Follow the same procedure
with the chips, the fish and the milk. Correct
- Play the recording again and have them -Ss repeat.
listen, point to the letter I/i, the words chicken,
chips, fish, milk and repeat until they feel
confident.
- Play the recording again and call a few pupils -SS say in front of the class.
to say the letter I/i, and the words chicken,
chips, fish and milk in front of the class .
-Look at the picture and
- Have pupils look at the picture again and discribe..
42
describe the picture. Draw their attention to

the letter I/i and the food/drinks in the
picture.
- Let them point to the chicken and say the -Point and say
word chicken. Give further support to
task. -Work in pairs or in groups.
- Ask pupils to work in pairs or in groups
the letter I/i and the words. Go around and
-Point and say
necessary.
-Invite two or three pupils to point to the
- T gets feedback.
- Revise the main teaching point of the lesson: the sound of the letter i and the
words chicken, chips, fish, milk.
5. Homelink (1’)


Lesson 2
- Say the letter I/i, the words chicken, chips, fish,
milk and the phrases containing /i/ and chicken,
chips, fish, milk in a chant.
43
- Listen and identify the words fish, chicken.

1. Knowledge:
- Sound /i/
- Vocabulary: chicken, chips, fish, milk
- Phrases with the sound /i/ and the words chicken, chips, fish, milk
English
- Specific competences: Speaking and listeing of the letter I/i .
C. Procedures:
2. New lesson:

Warm up:5’
Get pupils to play What’s Missing Game, -SS play game.
using the pictures and flashcards with the
incomplete words ch_cken, ch_ps, f_sh and
m_lk. Pupils should guess the missing letter
and say the words correctly.
-Have pupils look at the chant, saying
Look at the chant on page 24, please!
Draw pupils’ attention to the first line and
attention to the letter I/i and the word fish.
-Play the recording of the first line for -SS listen.
the rhythm, saying Listen to the first line,
please!
44
- Play the recording again, ask pupils to -SS listen and repeat.
necessary.
Ask pupils to listen and repeat the chant -Ss listen and repeat.
to do the task.
- SS perform.
their hands.
-Ss look and answer.
-Have pupils look at the pictures of
Question 1 and say what they can see,
saying Look at the pictures in Question 1,
please! What can you see? Can you see
chips and fish? Draw pupils’ attention to
the boxes next to the letters a and b.
- Invite some pupils to point to the pictures -SS point and say.
and say the words in front of the class,
saying Point to the pictures and say, please!
E.g. 1a: chips, 1b: fish
- Play the recording for pupils to listen and -SS listen and tick.
tick the box.
*Audio script: 1. This is fish. 2. This is *Keys: 1.b: 2.a
chicken.
- SS look and listen.
- Have pupils look at the letter I (upper
case) and i (lower case). Ask pupils to make
letter.
45
- Tell pupils to trace the letter I/i. T can

broken lines of the letter I/i on the board.
to do the task.
-SS check.
necessary.
-SS show .
done.
- With a better class, write the letter I/i in
5. Homelink (1’) Pupils learn by heart the chant in part 1.
- Pupils trace the letter I/i in their workbooks.


Lesson 3
- use “I like _____.” to talk about someone’s favourite food/drinks.
sing a song with the structure “I like _____.”
1.Knowledge:
*Sentence pattern: I like _______.
46

English
- Specific competences: Pronounce the sound of the letter I/i .
C. Procedures:
2. New lesson:

Warm up :5’
- Show pupils pictures/slides of some food - SS look and recall.
and drinks they have learnt.
- Ask them to recall and name the food and
drink items (e.g. apple, chips, fish, chicken,
milk, ...). Encourage better pupils say more
words if they can.
Have pupils look at the picture of a boy
holding a carton of milk. Explain the -SS look and listen.
meaning of the sentence “I like milk.” in the
bubble and how it is used. Check
comprehension.
to listen and repeat the sentence. Give more -Listen and repeat.
to do the task.
sentences in front of the class. -Ss repeat.
- Have pupils look at the first picture. Point -Ss look and listen.
to the carton of milk and ask them, saying
What’s this? Tell them that it is milk, saying
47
It’s milk. Follow the same procedure with

other pictures in the activity.
-Ask pupils to use the structure in the -SS listen and repeat.
bubble “I like _____.” and Picture 1 (milk)
to talk about their favourite drink, e.g. I like
milk. Get them to repeat the sentence
several times individually and in chorus.
-Follow the same procedure with the other
pictures in this activity. Make sure pupils
understand the structure “I like ____.” and
say it with the right pronunciation and
intonation.
-Ask pupils to work in pairs or in groups to -SS work in pairs or in groups
practise talking about favourite food/drinks, to practise.
saying Now practise talking about your
favourite food/drinks, please! Go around
and offer help or correct pronunciation if
necessary.
-Have pupils read the lyrics to familiarize -SS look and listen.
- Do the same with the second verse of the -SS listen and sing the song.
comprehension.
-SS sing the song.
song.
48
- Call one or two groups to sing the song in -SS perform.

front of the class.
- Revise the main teaching point of the lesson - the structure I like ____. to talk
about someone’s favourite food/drinks.
5. Homelink (1’)

UNIT 6: IN THE CLASSROOM

Lesson 1
- Pronounce the sound of the letter E/e.
- Say the words pen, pencil, bell, red..
1. Knowledge:
- Sound /e/
- Vocabulary: pen, pencil, bell, red
English
- Specific competences: Pronounce the sound of the letter E/e.
C. Procedures:
49

2. New lesson:

Warm up:5’
- Ask a group of pupil to play Matching - SS play game.
game with the target vocabulary.
- Have pupils look at the picture, saying -Look at the picture and listen.
Look at the picture, please! and describe the
picture. Draw pupils’ attention to the words
next to the things/colour and the colour of
the letter E/e. Check comprehension.
-Ask pupils to point to the letter E/e, saying
Point to the letter E/e, please! Have them
listen and repeat the sound of the letter E/e,
saying Listen and repeat, please! more than
once, if necessary.
-Tell pupils to point to the pencil in the -Ss repeat.
picture and the word pencil, saying Point to
the pencil and the word “pencil”. Ask them
to listen and repeat the word, saying Listen
and repeat, please! Then play the recording
again, if necessary, for pupils to do choral
and individual repetition. Correct
pronunciation, if necessary
- Follow the same procedure with the words
bell, pen and red. Give further support to -Ss listen and repeat.
task. Then encourage pupils to point to the
picture and say the words in pairs or groups.
- Play the recording again and call a few -SS say in front of the class.
pupils to say the sound of the letter E/e and
the words bell, pen, pencil, red in front of
the class.
- Have pupils look at the picture again and -Look at the picture and
ask them to describe the picture again (in discribe.
50
letter E/e , the word pencil and the things,

if necessary. -Point and say
- Get them to point to the letter E/e and say
it. Let them point to pencil and say .
-Work in pairs or in groups.
the letter E/e and the words. Go around and
offer help or correct pronunciation, if -Point and say
necessary.
- T gets feedback.
5. Homelink (1’)


Lesson 2
- Say the letter E/e and the words red, pen, pencil and the phrases a red pen,
a red pencil in a chant.
- Listen and identify the sentences: I have a red bell. I have a red pencil.
51
1. Knowledge:
- Sound /e/
- Vocabulary: red, pen, pencil
- Phrases: a red pen, a red pencil
- Sentence: I have a red pen/pencil.
English
- Specific competences: Speaking and listeing of the letter E/e.
C. Procedures:
2. New lesson:

Warm up:5’
- Invite a few pupils to point to the - SS play game.
the letter E/e and say the words pen, pencil,
bell, red.
- Have pupils look at the chant and draw -SS look and listen.
pupils’ attention to the first verse and
attention to the letter E/e and the words red,
pen and the phrase A red pen. Check
comprehension.
-SS listen.
the tune, saying Listen to the first line,
please!
52

necessary.
to do the task.
their hands.
2. Listen and tick :7’ -SS look and listen.
- Have pupils point to the pictures of .Ask
them to describe the pictures. Draw pupils’
attention to the boxes next to the letters a
and b. Check comprehension. -SS point and say.
E.g. 1a: a bell, 1b: a pen. Then have them
point to the picture and say the sentences.
E.g. 1a: This is a bell. 1b: This is a pen.
After that, encourage them to say longer
sentences. E.g. 1a: This is a red bell. 1b:
This is a red pen. - Ss listen and tick.
tick the box. - Ss listen and check.
*Key:1.a/ 2. b.
- Have pupils look at the letter E (upper
case) and e (lower case). Ask pupils to make
letter.
- Tell pupils to trace the letter E/e .T can
53

broken lines of the letter E/e on the board. -SS trace.
to do the task.
-SS check.
necessary.
-SS show .
done.
- With a better class, write the letter E/e in
5. Homelink (1’)
- Pupils learn by heart the chant in part 1.


Lesson 3
- Use It’s a red _____ to introduce a thing.
- Sing a song with the structures I have a ___./ He has a ___. It’s red. It’s a red
_____.
1.Knowledge:
- Sentence patterns: I have a ___./ He has a ___. It’s red. It’s a red _____.
English
54

- Specific competences: Pronounce the sound of the letter E/e.
C. Procedures:
2. New lesson:

Warm up:5’
- Have a few pupil to point to the picture on - SS point and say.
Poster of Unit 6 and say the sentences, e.g. I
have a red ___.
-Have pupils look at the picture, saying -SS look and listen.
Look at the picture, please! What can you
see? I can see a boy. I can see a pen. Yes. It’s
a red pen. Explain the meaning of the
sentence and how it is used. Check
comprehension.
to do the task.
-SS point and say.
- Have pupils point to the dog and say the
sentence in pairs or groups, saying Point to
the pen and say, please! It’s a red pen. Go
around and offer help, if necessary.
- Invite a few pupils to listen and repeat the -Ss repeat.
sentence “It’s a red pen.” in front of the
class. Correct their pronunciation, if
necessary .
- Have pupils look at the picture in -Ss look and listen.
Student’s book . Point to the pen and ask
them What is this? The pupils may answer
55
a pen. Ask them What colour is it? Is it

red? and give the answer Yes. It’s red. It’s
a red pen.
-Point to Picture a and model, using the -SS model.
expression in the bubble and the word in the
picture. E.g. “It’s a red pen.”
-Ask pupils to point to Picture a and say the -SS point and say.
sentence It’s a red pen in chorus, saying
Let’s point to Picture a and say “It’s a red
pen”, please! Correct pronunciation, if
necessary.
Ask pupils to work in pairs or in groups to -SS work in pairs or in groups
practise introducing things to each other, to practise.
saying “It’s a red ____.” Give further
to do the task.
-Select some pairs of pupils to practise -Ss practice.
the class.
themselves with the first verse of the song. .
Explain the meaning of the structures “I
have a pen. It’s red. It’s a red pen.” .
-Play the recording several times for pupils -SS listen and repeat..
comprehension. -SS listen and sing the song.
56
song.
front of the class.
- Pupils point to the red things they have (pen, pencil, bag, hat, book, ...) and
introduce each of them, using It’s a red
5. Homelink (1’)
- Prepare : Fun time 2 ( Part 1, 2)

FUNTIME 2
Part 1, 2
- Identify the letters i and e and the sounds they have learnt
- Identify some learnt words bell, pen, pencil, red, chips and fish
- Say the sounds and words with correct pronunciation.
1. Knowledge:
- Sounds /i/ (letter i) and /e/ (letter e)
- Vocabulary: chicken, chips, fish, milk, bell, pen, pencil and red
English
- Specific competences: Pronounce the sound of the letter I/i and C/c and E/e.
C. Procedures:
57

2. New lesson:

Warm up:5’
-Stick some flashcards including some
pictures of the words from Unit 5 and 6 on -SS play Kim’s game.
the board. Have pupils play Kim’s game in
three minutes.
1. Circle and match. Then say. 13’
-Ask pupils to look at the picture and the
line of letters. Explain how to do the task,
saying Look at the pictures and the line of
letters. Circle the words in the line, then
match them with the correct pictures. If
necessary, ask one or two pupils to repeat
what they have to do
-Have pupils look at the pictures and say -SS look and say.
what they see first.
-Model one word with the class. Ask pupils
to circle the words in the line individually -SS model.
and match the words with the pictures. Give -Ss do the task.
further support to those pupils who find it
difficult to do the task.
- Have pupils exchange their answers in
pairs. Then call some pupils to show their -SS check in pairs.
work. Give comments and confirm the
correct answers.
-Get pupils to work in pairs or groups, to
point to the words and say the words until -SS point and say.
they feel confident. Correct pronunciation,
if necessary.
-Call a few pupils to say the words in front
of the class..
2. Let’s play: Air drawing. 14’
-Have pupils work in two big groups (A and
- Look at the picture and listen.
B). Have them look at the picture. Tell them
that you will draw one letter in the air with
58
your finger. The first pupil of each team that

correctly identifies what you have drawn
scores a point.
-Model the first time with the pupils so that -SS model.
they can understand how to play.
-Have the whole class play the game several -Ss play game.
times before they compete.
-Divide the class into two teams. Call one or
Use all the letters pupils have learnt (I and
E), both upper and lower case. Remember to
give points to the winner of each round
Count the points and praise the winner. -SS say.
-Have all pupils say the letter names and the
letter sounds one more time.
- Show flashcards and have pupils say the words they have revised in the lesson.
5. Homelink (1’)
- Prepare : Fun time 2 ( part 3, 4)

FUN TIME 2 ( cont)

Part 3, 4
- Write the letters they have learnt to complete
the words.
-Say the words (chips, milk, pen, pencil…) they
have learnt.
1. Knowledge:
- Sounds /i/ (letter i) and /e/ (letter e)
- Vocabulary: chicken, chips, fish, milk, bell, pen, pencil and red
English
59

- Specific competences: Pronounce the sound of the letter I/i and E/e.
C. Procedures:
2. New lesson:

Warm up:5’
- Have pupils play The Matching Game.
Stick the picture flashcards on the board. -SS play game.
Write the words from Unit 5 and Unit 6 on
the board. Call on some pupils to go to the
board and draw lines to match the words
and the pictures
3. Write and say.13’
-Look at the picture ,listen and
- Have pupils look at the pictures around
answer.
the puzzle. Ask them to identify the
missing letters.
- Explain how to do the activity. Pupils fill
in each space in the puzzle with a letter to
make a complete word. Say Look at the
puzzle and pictures around. Fill a letter to
complete each word, please! Check pupils’
understanding of the instructions.
- SS do the task.
- Have pupils do the activity individually.
Go around to oﬀer help if needed. -SS check.
Point at each blank and pupils read aloud
the letter needed. Give comments and
confirm the correct answers. - SS say.
- Call on some pupils to say the words in Keys: chips/ pen/ pencil/ milk
front of the class.
60
4. Let’s play: Slap the board. 14’

-Ask pupils how to play this game. If they -SS listen.
do not know, explain the rules again
Stick the pictures of the words from Unit 5
and Unit 6 on the board.
-Have pupils stand in two lines in front of
the board. Read out the words in English
one by one.
-Let pupils take turns to slap on the right -Ss play game.
picture. The group which can slap more
words is the winner.
-Elicit all the words used in this game from -SS say.
pupils. Have them practise saying the
words.
-Show flashcards and have pupils say the words. Ask some pupils to make
sentences with the words.
5. Homelink (1’)

UNIT 7: IN THE GARDEN

Lesson 1
- Pronounce the sound of the letter G/g.
- Say the words girl, goat, gate, garden.
1. Knowledge:
- Sound /g/
Vocabulary: girl, goat, gate, garden
English
61

- Specific competences: Pronounce the sound of the letter G/g in isolation.
C. Procedures:
2. New lesson:

Warm up:5’
- Have one group of pupils play the game - SS play game.
Slap the board
- Have pupils look at the picture and
diescribe it, saying Look at the picture and -SS listen.
describe it, please! Draw pupils’ attention to
the words next to the things/ people/ animal
and the colour of the letter G/g. Check
comprehension.
-Ask pupils to point to the letter G/g, saying
Point to the letter G/g, please! Have them -Look at the picture and listen.
listen and repeat the sound of the letter G/g,
saying Listen and repeat, please! more than
once, if necessary.
-Tell pupils to point to the girl/the word
pencil, saying Point to the girl/the word
“girl”. Ask them to listen and repeat the
word, saying Listen and repeat, please!
Then play the recording again, if necessary,
-Ss repeat.
for pupils to do choral and individual
repetition. Correct pronunciation if
necessary.
-Follow the same procedure with the words -Ss listen and repeat.
goat, gate, garden. Give further support to
62
task.
-Play the recording again and call a few
pupils to say the sound of the letter E/e and -SS say in front of the class.
the words bell, pen, pencil, red in groups
and in front of the class.
-Look at the picture and
-Have pupils look at the picture or Poster discribe..
for Unit 7 again. Ask them to describe the
picture. Draw their attention to the letter
G/g, the things/girl/animal and the colour of
the letter g in the words, if necessary. -Point and say
-Get them to point to the letter G/g and say
it, saying Point to the letter G/g and say,
please! If they pronounced correctly.
-Ask pupils to point to the garden and say
the word garden as a model, saying Point
and say, please! Then ask one pupil to point
to the garden and say the word garden in
front of the class. Check comprehension.
-Follow the same procedure with the
girl/animal/ thing. Go around and correct
pronunciation, if necessary. Give further
to do the task.
-Ask pupils to work in pairs or in groups to -Work in pairs or in groups.
point to the girl/things/animal in the picture
and say the sound of the letter G/g and the
words (garden, gate, girl, goat), saying
Point and say, please! Go around to offer
help and correct pronunciation, if necessary. -Point and say
Invite some pupils to point to the picture
and say the sound of the letter and the words
in front of the class
- T gets feedback.
- Pupils practise pronouncing the sound of the letter G/g and saying the words
garden, girl, goat, gate
63
5. Homelink (1’)

UNIT 7 : IN THE GARDEN

Lesson 2
- Say the letter G/g and the words garden, girl,
goat, gate and the phrases a goat and a gate,
a girl and a garden in a chant.
- Listen and identify the sentences: There’s a
gate. There’s a girl.
1. Knowledge:
- Sound /g/
- Vocabulary: garden, girl, goat, gate
- Phrases: a goat and a gate, a girl and a garden
English
- Specific competences: Speaking and listeing of the letter G/g .
C. Procedures:
2. New lesson:
64

Warm up:5’
Invite a few pupils to point to the - SS point and say.
the letter G/g and say the words garden,
girl, goat, gate.
- Have pupils look at the chant in their -SS look and listen.
books Draw pupils’ attention to the first
verse and explain its meaning .Ask them to
pay attention to the letter G/g and the words
goat, gate, the phrase A goat and a girl.
-Play the recording of the first verse for -SS listen.
please! Then have them listen again and -Ss listen and repeat.
repeat the verse, line by line, individually
and in chorus.
-Follow the same procedure with the second
verse. Correct pronunciation, if necessary.
Show them how to chant and clap hands.
Play the recording all the way through again
-SS listen and chant.
for pupils to listen and do choral and
individual repetition, Then play the
chanting and clapping. Each group should
sing one verse of the chant.
- Encourage some pupils to go to the front
of the class to chant and clap their hands.
The rest of the class may clap along to the
rhythm. If they chanted well. -SS chant in front of the class.
- Have pupils point to the pictures. Ask
them to describe the pictures. Draw pupils’
65
and b. Check comprehension. -SS look and listen.

- Have pupils look at the pictures: What is
this? It’s a garden and what is this? It’s a
gate. and ask them to repeat, saying It’s a
garden. It’s a gate. Draw pupils’ attention
to the boxes next to the letters a and b.
and say the words first, then the sentences in
front of the class, Eg: 1a: a garden, It’s a
garden. / 1b: a gate, It’s a gate.
-SS point and say.
tick the box.
- Ss listen and tick.
- Have pupils look at the letter G (upper - Ss listen and check.
case) and g (lower case). Ask pupils to *Key: 1.b /2. a.
of the letter.
- Tell pupils to trace the letter G/g. T can -SS look and listen.
broken lines of the letter G/g. on the board.
to do the task.
- Check the results of pupils’ tracing and -SS trace.
necessary. -SS check.
done.
- With a better class, write the letter G/g. in
broken lines on the board and invite some -SS show .
66
5. Homelink (1’)
- Pupils trace the letter G/g in their workbooks.

UNIT 7 : IN THE GARDEN

Lesson 3
- Use There’s a _____ to introduce a thing.
- Sing a song with the structure There’s a ___ in the _____.
1.Knowledge:
*Sentence pattern: There’s a ___ in the _____.
English
- Specific competences: Pronounce the sound of the letter G/g .
C. Procedures:
2. New lesson:

Warm up:5’
* -T invites one or two pupils write the - SS write on the board.
67
letter G/g and some words on the board.

- T gets feedback
- Have pupils look at the picture, saying Look -SS look and listen.
at the picture, please! What can you see? I
can see a garden. It’s a garden. Yes, there’s a
garden. Explain the meaning of the sentence
Play the recording the first time for pupils to -Listen and repeat.
listen and repeat the sentence, saying Now
listen and repeat, please! Correct
-Play the recording several times for pupils -Ss repeat.
to listen and repeat the sentence in pairs or
groups. Give support to those pupils who
-Have pupils point to the garden and say the -SS work in pairs or in groups
sentence in pairs or groups, saying Point to to practise.
the garden and say There’s a garden,
please!. Go around and offer help, if
necessary.
-Invite a few pupils to listen and repeat the -SS listen and repeat.
sentence “There’s a garden.” in front of the
necessary or praise them if they pronounced
the sentence correctly.
-Have pupils look at the first picture in
Student’s book or in sachmem. Say Look at -SS look and listen.
Picture a, please!
Point to the garden and ask them What is
this? A garden? Yes. There’s a garden.
Explain the meaning of the sentence and
how it is used. Check comprehension.
-Have pupils look at the first picture. Say
-SS point and say.
Look at Picture a, please!. Point to the
garden and ask them What is this? The
pupils may answer. Tell them to introduce a
garden, saying “There’s a garden”.
68
-Ask pupils to point to Picture a and say

“There’s a garden” in chorus, saying Let’s
point to Picture a and say, please! Correct
the other things, saying Look at Pictures b,
c, d, please!. Then let them point to the
pictures and say the words, saying Point
and say, please! Check comprehension.
point to the pictures and the structure in the
-SS work in pairs or in groups
bubble and say the sentences. Give further
to practise.
to do the task.
-Select some pairs of pupils to practise
introducing animal/things to each other in
-SS perform.
front of the class.
themselves with the first verse of the -SS listen.
they can sing the verse correctly. -SS listen and repeat.
comprehension.
the stress and the melody of the song. Then -SS listen and sing the song.
song.
front of the class.
69
-SS perform.
- Pupil point to the things they have in the bedroom (pen, pencil, bag, hat, dog, cat,
book, ...) and introduce each of them, using There’s a ___ in the bedroom.
5. Homelink (1’)

UNIT 8 : IN THE PARK

Lesson 1
- Pronounce the sound of the letter H/h in isolation.
- Say the words hair, hand, head, horse.
1. Knowledge:
- Sound /h/
- Vocabulary: hair, hand, head, horse
English
- Specific competences: Pronounce the sound of the letter H/h.
C. Procedures:
2. New lesson:
70

Warm up:5’
- Have ss to play game Pass the Card. - SS play game.
- Place pupils in 4 rows.
-Hand out picture cards of a goat, a girl, a
garden and a gate to the first pupil in each
row.
Have pupils in each row name the item/
person on each card as they pass the card to
the classmate behind them.
- Have pupils look at the picture, saying -Look at the picture and listen.
Look at the picture, please! and describe the
picture. Draw pupils’ attention to the letter
H/h, the words next to the animal, parts of
the body and the colour of the letter H/h.
-Ask pupils to point to the letter H/h. Have -Point, listen and repeat.
H/h (saying Listen and repeat, please!)
more than once, if necessary. Tell pupils to
point to the girl’s hair and the word hair
(saying Point to the hair and the word
“hair”!. Ask them to listen and repeat the
word (saying Listen and repeat, please!).
-Follow the same procedure with the hand,
the head and the horse. Correct
pronunciation, if necessary. Give further
to do the task.
listen, point to the letter H/h and the words
hair, head, hand and horse and repeat until
they feel confident. Correct pronunciation,
if necessary.
pupils to say the letter H/h and the words
hair, hand, head and horse in front of the
71
class.
- Have pupils look at the picture again, -Look at the picture and
saying Look at the picture, please! Ask discribe..
them to describe the picture. Draw their
attention to the letter H/h and the animal,
parts of the body in the picture.
-Point and say
-Get them to point to the letter H/h and say
it, saying Point to the letter H/h and say,
please!
-Let them point to the girl’s hair and say the
word hair .Remind them of the sound of the
letter h in the word hair. Then ask one pupil
to point to the hair and to say the word hair
in front of the class. Check comprehension.
who find it difficult to do the task. -Work in pairs or in groups.
the letter B/b and the words. Go around and
necessary.
- T gets feedback.
- Revise the main teaching point of the lesson: the sound of the letter h and the
words hair, hand, head, horse
5. Homelink (1’)

72

Lesson 2
- Say the letter H/h, the words hand, head, hat, hair and the phrases
containing /h/ and hand, head, hat, hair in a chant.
- Listen and identify the words hand, horse.
1. Knowledge:
- Sound /h/
- Vocabulary: hair, hand, head, horse, hat
- Phrases with the sound /h/ and the words hair, hand, head, hat, horse
English
- Specific competences: Speaking and listeing of the letter H/h
C. Procedures:
2. New lesson:

Warm up:5’
- Get pupils to play What’s Missing Game, - SS play game.
incomplete words _air, _and, _ead and
_orse. Pupils should guess the missing letter
- Have pupils look at the chant, saying -SS look and listen.
Look at the chant, please! Draw pupils’
attention to the first verse and explain its
73
meaning. Ask them to pay attention to the

letter H/h and the words Hoa, head, hair.
-Play the recording for pupils to listen and -Ss listen and repeat.
to get familiarized with the rhythm. ! Then
play the recording for them to listen and
repeat until they feel confident. Show
pupils how to chant and clap their hands.
individually and in chorus, saying Listen
and repeat, please! Give further support to
task.
class may sing the chant and clap their
hands along.
- Have pupils look at the pictures and ask: -SS look and listen.
What can you see? Can you see a head and
a hand? Yes, a head and a hand. Draw
pupils’ attention to the boxes next to the
E.g.: 1a. a head, 1b. a hand.
- Play the recording twice or more if
needed, ask pupils to listen and tick the
correct boxes.
-Set a time limit for pupils to swap and - Ss listen and check.
check the answers. Correct the answers, if * Answers: 1. b 2. a.
necessary.
-Call a few pupils to the front of the class to -SS point and say.
point to the pictures and say what they have
heard.
Audio script: 1. It’s a hand. 2. It’s a horse.
74
- Have pupils look at the letter H (upper

case) and h (lower case). Ask pupils to -SS look and listen.
of the letter.
- Tell pupils to trace the letter H/h. T can
broken lines of the letter H/h on the board.
-SS trace.
to do the task.
necessary.
done. -SS show .
- With a better class, write the letter H/h in
5. Homelink (1’)
-Pupils learn by heart the chant in part 1

-Ps trace the letter H/h in their workbooks


Lesson 3
75
- Use “Touch your _____.” to express a command.
- Sing a song with the structure “Touch your _____.”
3. Knowledge:
*Sentence pattern: Touch your _______.
English
- Specific competences: Pronounce the sound of the letter H/h in isolation.
C. Procedures:
2. New lesson:

Warm up:5’
letter H/h and some words on the board.
- T gets feedback
- Have pupils look at the picture of a girl -SS look and listen.
touching her hair, saying Look at the
picture, please. Then ask pupils to look at
the sentence, saying Look at the sentence
“Touch your hair.”, please! Explain the
to listen and repeat the sentence in chorus, -Listen and repeat.
saying Now listen and repeat, please!
-Invite a few pupils to listen and repeat the -Ss repeat.
76
sentence “Touch your hair”. in front of the

class. Correct pronunciation, if necessary or
praise them when they pronounced the
sentence correctly. -SS work in pairs or in groups
-Ask pupils to work in pairs, point to and to practise.
repeat the sentence “Touch your hair.” Go
around and correct pronunciation to make
sure pupils can repeat the sentence
correctly.
- Step 1: Have pupils look at the first
picture. Point to the girl’s hair and ask them,
saying What’s this? Tell them that it is hair,
saying It’s hair. Follow the same procedure
with other pictures in the activity.
-Ask pupils to use the structure in the
bubble “Touch your _____.” and Picture a
(hair) to express a command, e.g. Touch
your hair. Get them to repeat the sentence
Check comprehension. -SS act out.
-Follow the same procedure with the other
understand the structure “Touch your
_____.” and say it with the right
pronunciation and intonation. Encourage
pupils to use gestures, face expressions, …
when saying the sentence. -SS work in pairs or in groups
-Ask pupils to work in pairs or in groups to to practise.
practise expressing a command, saying Now
look at the picture and say, please! Give
difficult to do the task. -SS perform.
expressing a command in front of the class.
3.Let’s sing :10’ -SS listen.
77

-SS listen and sing the song.
comprehension.
first. Then help them to sing the whole -SS perform.
song.
front of the class.
- Ask pupils to draw a picture of a girl or a boy and label some parts of the body
that they have learnt (hair, head, hand).
5. Homelink (1’)

78
- Identify some learnt words (hand, head, hat, hair, red, pen, pencil) and say them
with correct pronunciation.,
1. Knowledge:
- Sounds /h (letter h) and e/ (letter e)
- Vocabulary: hand, head, hat, hair, red, pen, pencil.
English
- Specific competences: Pronounce the sound of the letter H/h and E/e
C. Procedures:
2. New lesson:

Warm up:5’
- Show flashcards or the letters h and e. - SS say letter h and e.
letter sounds.
1. Listen and read:13’
Phil and Sue.
79

the class.
- T gets feedback.
-Look at the picture and read.
necessary. -SS do the task.
-Have time for ss to look at the pictures and
circle the correct word individually. - Ss to tell the answer.
- T gives the correct answer and corrects if *Keys: gate/ goat/ ball/ bag
necessary.
- Have pupils say the letters b and c together with the sounds /h/ (letter h) and /e/
(letter e) again.
5. Homelink (1’)


Part 1, 2, 3
- Identify some learnt words (hand, head, hat, hair, red, pen, pencil) say them with
1. Knowledge:
80
- Vocabulary: hand, head, hat, hair, red, pen, pencil

English
- Specific competences: Pronounce the sound of the letter H/ h and E/e
C. Procedures:
2. New lesson:

Warm up:5’
- Show flashcards or the letters h and e. - SS say letter h and e
letter sounds.
comprehension.
class .
tick the box.
- T gets feedback *Key: 1.b/ 2. b./ 3.a
81

- Have pupils look at the letter and say.
-Encourage some pupils to point to the letter -SS look and say.
and say the words in front of the class -SS point and say.
circle the correct answer. - Ss listen and circle.
- Let ss to listen again and check
- T gets feedback
*Key: 1- i/ 2-e/ 3-g/ 4-h
class
tick or cross.
- T gets feedback - Ss listen and check.
*Key: 1. Tick / 2 .cross
3. Tick / 4. cross
5. Homelink (1’)


Part 4, 5, 6
82
- Identify some learnt words (hand, head, hat, hair, red, pen, pencil) say them with
1. Knowledge:
- Vocabulary: hand, head, hat, hair, red, pen, pencil
English
- Specific competences: Pronounce the sound of the letter H/ h and E/ e.
C. Procedures:
2. New lesson:

Warm up:5’
-Show flashcards or the letters b and c. - SS say letter h and e
letter sounds.
- Stick some flashcards including some -SS play Slap the board game.
pictures of the words from Units 1 and 2 on
the board. Have pupils play Slap the board
in three minutes.
class .
83
correct answer.
- T gets feedback *Key: 1.b / 2. b/ 3.b/ 4.a.
2. Find the word:9’
- Have pupils look at the letter and the -SS look and say.
cross word puzzle. Have ss to read each
word
- Ask ss to find the words:fish, gate, goat, -SS do the task
hand, head, milk, pencil, red.
- T call some ss to show their answer. -SS show their answer.
-Encourage some pupils to point to the letter - Ss colour the pictures.
- T gets feedback
3. Write the word:9’
-SS guess.
- Have pupils look at the pictures and guess
the words.
-Ss write.
- Have time for ss to write the words.
- T call some ss to read their answer. -SS read.
-Encourage some pupils to point to the letter
and say the words in front of the class *Keys: 2. Gate/ 3. Pen/ 4.fish
- T gets feedback
5. Homelink (1’)
84
from 29 /11 /2021 to 3/12/2021
Week:16
THE FIRST TERM TEST
Perform their abilities in listening, speaking and writing related to the topics from
units 1-8, using the phonics, vocabulary and sentence patterns they have learnt.
1. Knowledge:
- Phonics: review
- Vocabulary: review
- Sentence patterns: review
English
- Specific competences: Pronounce the sound of the letter .
B. Teaching aids:test paper, recording, pictures.
IV. Procedure:
2. New lesson:
85

New lesson: 35’
-T introduces about the test.
- T give test for students. - PS listen.
- T ask ss to do the test. - Ps check the test.
- T collects the test at the end of time.
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………
UNIT 9 : IN THE SHOP

Lesson 1
- Pronounce the sound of the letter O/o in isolation.
- Say the words locks, clocks, pots,mops.
1. Knowledge:
- Sound /o/
- Vocabulary: locks, clocks, pots,mops.
English
- Specific competences: Pronounce the sound of the letter O/o .
C. Procedures:
2. New lesson:

Warm up:5’
86
* Have ss to play game: rub out and - SS play game.

remember.
pupils’ attention to the letter O/o , the word
next to locks and other words next to the
things and the colour of the letter O/o.
-Ask pupils to point to the letter O/o .Have -Look at the picture and listen.
O/o more than once, if necessary.
-Tell pupils to point to locks and the word
locks .Ask them to listen and repeat the
word.
-Repeat the same procedure with: clocks, -Ss repeat.
pots,mops. Give further support to those
listen, point to the letter O/o and the ball, -Ss listen and repeat.
bike and book and repeat until they feel
necessary.
pupils to say the letter O/o and the words -SS say in front of the class.
locks,clocks, pots,mops.in front of the class.
ask them to describe the picture again (in -Look at the picture and
Vietnamese). Draw their attention to the discribe..
letter O/o, locks and the things, if
necessary.
- Get them to point to the letter O/o and say
it. Let them point to locks and say. -Point and say
87
to point to the picture and say the sound of -Work in pairs or in groups.
the letter O/o and the words. Go around
necessary.
picture and say the sound of the letter and -Point and say
- T gets feedback.
5. Homelink (1’)


Lesson 2
- Say the letter O/o and the words locks, clocks, pots,mops.
- Listen and identify the words locks, clocks, pots,mops.
- Trace the letter O/o
1. Knowledge:
- Sound /o/
- Vocabulary: locks, clocks, pots,mops.
English
- Specific competences: Speaking and listeing of the letter O/o
88

C. Procedures:
2. New lesson:

Warm up:5’
* -Have a group of four pupils play Slap the - SS play game.
board in front of the class with the words
locks, clocks, pots,mops.
books and draw pupils’ attention to the first
line and explain its meaning . Ask them to
pay attention to the letter O/o and the word
clocks Check comprehension.
the tune.
necessary.
to do the task.
their hands.
89
-Have pupils look at two pictures and say

what they can see. Draw pupils’ attention to -SS look and listen.
comprehension.
-Encourage some pupils to point to the
pictures and say the words in front of the -SS point and say.
class
tick the box.
3.Look , trace and write.10’ * Keys 1 b/ 2 a
- Have pupils look at the letter O (upper
case) and o (lower case). Ask pupils to -SS look and listen.
of the letter.
- Tell pupils to trace the letter O/o. T can
-SS trace.
broken lines of the letter O/o on the board.
to do the task.
give feedback. Ask pupils to work in pairs -SS check.
necessary.
done.
- With a better class, write the letter O/o in
5. Homelink (1’):
- Pupils learn by heart the chant in part 1
- Pupils trace the letter O/o in their workbooks.
90


Lesson 3
- Use : How many clocks? to ask and answer about quantities.
- Sing a song about counting the things.
4. Knowledge:
*Sentence pattern: How many clocks ? -> Two.
English
- Specific competences: Pronounce the sound of the letter O/o.
C. Procedures:
2. New lesson:

Warm up:5’
letter O/o and some words on the board.
- T gets feedback
91
- Have pupils look at the sentence “How

many clocks ? -> Two.”
-Explain the meaning of the sentence and
how it is used. Check comprehension. -Listen and repeat.
to do the task.
-Ss repeat.
- Have pupils look at the first picture .Point -Ss look and listen.
to the picture and identify the things.
practise ask and answer about quantities: to practise.
“How many clocks ? -> Two.”.Offer help, if
necessary.
- Call two pupils to act out in front of the
class. -SS act out.
- Ask pupils to work in pairs or in groups to
practise the sentence pattern:“How many
clocks ? -> Two.” In front of the calss. -SS ask and answer.
comprehension.
92
song.
front of the class. -SS perform.
- Asking Ps to retell the contents of the lesson.
5. Homelink (1’)

UNIT 10:AT THE ZOO

Lesson 1
- Pronounce the sound of the letter M/m.
- Say the words mango, mother, mouse
1. Knowledge:
- Sound /m/
- Vocabulary: mango, mother, mouse
English
- Specific competences: Pronounce the sound of the letter M/m
93

C. Procedures:
2. New lesson:

Warm up:5’
-Ask ss to sing the song in previous lesson. -SS sing the song.
pupils’ attention to the letter M/m, the word
mango and other words next to the things
and the colour of the letter M/m,.
-Ask pupils to point to the letter M/m, Have
M/m, more than once, if necessary.
-Tell pupils to point to mango and the word -Look at the picture and listen.
mango. Ask them to listen and repeat the
word.
-Repeat the same procedure with : mango,
mother, mouse. Give further support to
those pupils who find it difficult to do the -Point, listen and repeat.
task.
listen, point to the letter M/m, and : mango,
mother, mouse and repeat until they feel
confident. Correct pronunciation, if -Ss repeat.
necessary.
pupils to say the letter M/m, and the words
mango, mother, mouse in front of the class. -Ss listen and repeat.
letter M/m,, mango and the things, if -SS say in front of the class.
necessary.
94
- Get them to point to the letter M/m, and

say it. Let them point to mango and say
- Work in pairs or in groups to
point to the picture and say
to point to the picture and say the sound of -Point and say
the letter M/m, and the words. Go around
necessary.
- T gets feedback.
5. Homelink (1’)

UNIT 10:AT THE ZOO

Lesson 2
-Say the letter M/m, and the words mango, mother, mouse
- Listen and identify the phrases a mango, a mother,a mouse
1. Knowledge:
- Sound /m/
-Vocabulary: mango, mother, mouse
95
-Phrases: a mango, a mother,a mouse

English
- Specific competences: Speaking and listeing of the letter M/m,
C. Procedures:
2. New lesson:

Warm up:5’
* Invite a few pupils to point to the - SS point and say
the letter M/m, and say the words mango,
mother, mouse
books and draw pupils’ attention to the first
line and explain its meaning . Ask them to
pay attention to the letter M/m, and the
word monkey. Check comprehension.
the tune.
they feel confident. -SS listen and chant.
necessary.
96

to do the task.
their hands.
comprehension.
class
tick the box.
* Keys: 1a/ 2b
3.Look trace and write.10’
- Have pupils look at the letter M (upper -SS look and listen.
case) and m (lower case). Ask pupils to
of the letter.
- Tell pupils to trace the letter M/m,. T can -SS trace.
broken lines of the letter M/m, on the board.
-Then let pupils do the tracing and then
writing. Give further support to those pupils
- Check the results of pupils’ tracing and -SS check.
necessary.
97
done.
- With a better class, write the letter M/m, in
pupils to trace and write them.
5. Homelink (1’)
- Pupils learn by heart the chant pin part 1.
- Pupils trace the letter M/m in their workbooks.

UNIT 10:AT THE ZOO

Lesson 3
- Use That’s a _____ to identify someone or somethings.
- Sing a song with the structures That’s _____.
5. Knowledge:
*Sentence pattern: That’s _____.
English
- Specific competences: Pronounce the sound of the letter M/m,
C. Procedures:
2. New lesson:
98

Warm up:5’
* - Have a group of pupils to sing the chant - SS chant.
in previous lesson, in front of the class. The
class claps hands.
- Have pupils look at the sentence : That’s
_____. Explain the meaning of the sentence
-Listen and repeat.
to do the task.
2. Let’s talk :7’ -Ss look and listen.
- Have pupils look at the first picture. Say
Look at Picture a, please! Point to the
monkey and say: That’s a monkey. Havw ss
to point and say. Correct pronunciation, if
necessary.
- Ask pupils to say the sentence “That’s a -SS listen and say.
monkey.” in chorus and individually.
Follow the same procedure with Pictures b,
c, d. Give further support to those pupils
who find it difficult to do the task, if
necessary.
-Ask pupils to work in pairs or groups, to
point to the pictures and say “That’s a -SS work in pairs or in groups
monkey” Offer help, if necessary. to practise.
-Invite some pairs of pupils to practise -SS practise in front of the
pointing to the pictures and say what they class.
have in front of the class.
- Have pupils look at the lines of the lyrics. -SS look and listen and read.
99
Explain the meaning of the structures

“That’s a monkey. Then ask them to read
the first line aloud. Check comprehension,
if necessary.
-Play the recording of the first line several -SS listen and repeat.
times for pupils to listen and repeat.
lines. Correct pronunciation and the tune,
the rhythm and the melody of the verses of
the song, if necessary.
-SS sing and clap their hands.
-Play the recording all the way through for
pupils to listen, to sing and clap their
hands. Offer help, if necessary.
-Invite some pupils to sing the song in -SS sing the song.
front of the class. The rest of the class
sings along and claps their hands to
reinforce the tune, the rhythm and the
melody. Go around and offer help, if
necessary.
5. Homelink (1’)
- Prepare : Fun time 3 – Part 1, 2
from 20 /12 /2021 to 24/12/2021
Week:19
FUN TIME 3
Part 1, 2
- Say the words they have learnt with correct pronunciation.
- Match the phraces with the correct pictures
- Imitate the upper case and lower case O/o and M/m, using body positions
100
1. Knowledge:
- Sounds /o/ (letter o) and /m/ (letter m)
English
- Specific competences: Pronounce the sound of the letter O/o and M/m
C. Procedures:
2. New lesson:

Warm up:5’
letter sounds.
pictures of the words from Units 9 and -SS play Slap the board game.
10 on the board. Have pupils play Slap
the board in three minutes.
1. Trace and colour. Then point and
say:13’ -Look at the picture and listen.
-Have pupils look at the pictures and say
the words, saying Look and say, please
-Ask pupils to look at the word search, find
and circle the words in it individually.
Then say the words. Explain how to do the
task:Find and circle the words in the word
search. Then say the words. The words can
go across or down. Model with the first
word if necessary. Give further support to
101
task. -Ss do the task.

- Have time for ss to do the task.
-After the pupils find the words and
pronounce them, organize a short game.
Divide the class into two teams. Call on
one pupil from each team to go to the
-SS write out the correct word.
board. Call out a word and the two pupils
have to write them on the board. Give a
point to each correct word. Pupils from the
teams take turns to write the words.
2. Let’s play: Simon says :14’ - Look at the picture and listen.
-Have pupils look at the pictures. Explain
how the game is played: Teacher gives a
command which begins with Simon says...
and pupils have
to use their body positions to show the
letters. The pupils who make the wrong
position will be out of the game. -Ss do the task.
- Model the position of the first letter.
- Instruct pupils to imitate each position.
Help them practise this position until they
can remember. Follow the same procedure
with the other letters. Give further support
task. -Ss play game.
-Have the whole class play the game. Call
Give out the commands and monitor how
pupils play the game. The pupils who
cannot show the right position will be out
and become the observers. Divide the class
into two teams. Each team plays the game.
Give stars/points to the winner.Pupils can
also give the commands for other pupils to
play.
- Have pupils say the letters m and o together with the sounds /m/ (letter m) and /o/
(letter o) again.
5. Homelink (1’)
102

FUN TIME 3 ( cont)

Part 3, 4
- Say the words they have learnt with correct pronunciation.
- Match the phraces with the correct pictures
- Imitate the upper case and lower case O/o and M/m, using body positions
1. Knowledge:
- Sounds /o/ (letter o) and /m/ (letter m)
English
- Specific competences: Pronounce the sound of the letter O/o and M/m.
C. Procedures:
2. New lesson:

Warm up:5’
- Have pupils play slap the board game -SS play game.
3. Match and say.13’
-Have them look at the pictures and ask
them What can you see in the pictures? -Look at the picture ,listen and
Have them point to each picture and say the answer.
word Ask them to tick the correct picture.
-Have them colour the correct picture.
103
Then have them say the words .

-Follow the same procedure with questions
2, 3 and 4. Give further support to those -SS colour the correct picture
pupils who find it difficult to do the task. and say.
Give comments and confirm the correct
answers.
-SS check.
4. Let’s play: Kim’s game. 14’
- Explain the rule of the game: stick six
-SS listen.
pictures on the board. Ask ss to look
carefully at the pictures of 30 seconds. Then
put all of the pictures away. Then ask ss to
say out all of the word for suitable with the
pictures.
-Model the game with one pupil.
-SS model.
-Ask the whole class to play the game if the
time allows. This time pupils can point to
-Ss play game.
any pupil they like in class.
-Write incomplete words on the board. Invite some pupils to go to the board and
write the letters to complete the words.
5. Homelink (1’)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
104
from 27 /12 /2021 to 31/12/2021
Week:20
UNIT 11:AT THE BUS STOP

Lesson 1
- Pronounce the sound of the letter U/u.
- Say the words sun, truck, bus, running
1. Knowledge:
- Sound /u/
- Vocabulary: sun, truck, bus, running
English
- Specific competences: Pronounce the sound of the letter U/u.
C. Procedures:
2. New lesson:

Warm up:5’
- Give pupils some flashcards and let - SS talk the words.
him/her talk about te words in each picture
105

- Have pupils look at the picture, and
answer some questions to identify the -SS listen.
pictures. Draw pupils’ attention to the
words next to the things and the colour of
the letter U/u . Check comprehension.
-Ask pupils to point to the letter U/u Have
U/u more than once, if necessary.
-Tell pupils to point to hat and the word
Sun. Ask them to listen and repeat the word.
-Repeat the same procedure with the sun,
truck, bus, running.Give further support to
those pupils who find it difficult to do the -Ss repeat.
task.
listen, point to the letter U/u.and sun, truck,
bus, running. and repeat until they feel -Ss listen and repeat.
necessary.
pupils to say the letter U/u.and the words -SS say in front of the class.
sun, truck, bus, running in front of the class.
Vietnamese). Draw their attention to the -Look at the picture and
letter U/u apple and the things, if discribe..
necessary.
- Get them to point to the letter U/u.and say
it. Let them point to an apple and say.
-Point and say
106
the letter U/u .and the words. Go around -Work in pairs or in groups.
necessary.
the words in front of the class. -Point and say
- T gets feedback.
5. Homelink (1’)
Lesson 2
- Say the letter U/u and the words sun, truck, bus, running and the sentences
”Look at the ____.”, ”The _____ is running
- Listen and identify the phrases : the sun, a truck, a bus, running
1. Knowledge:
- Sound /u/
- Vocabulary: sun, truck, bus, running
- Sentence pattern: “Look at the ____.”, “The _____ is running”
English
- Specific competences: Speaking and listeing of the letter U/u
C. Procedures:
107

2. New lesson:

Warm up:5’
-Invite a few pupils to point to the - SS play game.
the letter U/u and say the words sun, truck,
bus, running
attention to the letter U/u and the words
apple, bag and the sentence: “Look at the
____.”, “The _____ is running”Check
comprehension.
- Play the recording for pupils to listen and -Ss listen and repeat.
to get familiarized with the tune. Then play
the recording again, ask pupils to listen and
repeat, line by line, Give further support to
task.
-Follow the same procedure with the verse. -SS listen and chant, clap.
Show pupils how to chant and clap their
hands. Correct pronunciation, if necessary.
-Play the recording all the way through. Ask
pupils to listen and repeat the chant
individually and in chorus.
-SS work in groups to practise
chanting and clapping.
chanting and clapping. Each of the groups
should sing one verse of the chant.
-Invite some groups to the front of the class
class may clap their hands along to the
rhythm.
- Have pupils point to the pictures of -SS look and listen.
Question 1 and say what they can see and
108
draw pupils’ attention to the boxes next to the

-Invite some pupils to point to the pictures -SS point and say.
E.g. 1a: a can, 1b: an apple.
tick
- Have ss listen again and check
-Call a few pupils to the front of the class to
point to the pictures and say what they have *Keys; 1a/ 2 b
heard.
3.Look ,trace and write.10’
- Have pupils look at the letter U (upper -SS look and listen.
case) and u (lower case). Ask pupils to
of the letter.
- Tell pupils to trace the letter U/u.. T can
broken lines of the letter U/u on the board
and then write. -SS trace.
-Then let pupils do the tracing and writing.
Give further support to those pupils who
-SS check.
necessary.
-SS show .
done.
- With a better class, write the letter U/u. in
5. Homelink (1’)
- Pupils trace the letter U/u in their workbooks.
109

Lesson 3
-Use “He’s running.”, ”She’s running.” are used to express the action that is
going on/happening at the moment of speaking.
- Sing a song with the structures : “He’s running.”, ”She’s running.”
1.Knowledge:
- Sentence pattern: “He’s running.”, ”She’s running.”
English
- Specific competences: Pronounce the sound of the letter U/u
C. Procedures:
2. New lesson:

Warm up:5’
- Have a group of pupils to sing the chant - SS chant.
on page 15 in front of the class. The class
claps hands.
- Have pupils look at the picture, saying -SS look and listen.
Who are they? They are pupils. Can you see
a boy? Yes, he’s running. Then let them
110
point to the first sentence, listen and repeat, -Listen and repeat.
saying Listen to the recording and repeat,
please! “He’s running”.
- Explain the meaning of the sentence and
how it is used, if necessary. Play the -Ss repeat.
recording several times for pupils to listen
and repeat. Give more support to those
- Invite some pupils to listen and repeat the -SS repeat.
sentences “He’s running.”, ”She’s
running.” in front of the class.
- Show a real bag (or a flashcard of a bag)
-SS listen.
and ask pupils to look at it, and say (“He’s
running.”, ”She’s running.”). Let them
listen and repeat the sentence several times
until they feel confident.
-Have pupils look at the bubble (“He’s
running.”, ”She’s running.”.) to understand
how the language is used. Explain the
meaning of the sentence, if necessary.
-SS look and identify.
the things they may possess. Then let them
point to the pictures and say the words,
-Point to Picture a and model the task, using -SS point and say.
the expression in the bubble and the word in
the picture. E.g. (“He’s running.”, ”She’s
running.”.) Then ask pupils to say the
sentence This is my bag in chorus and
individually. Correct pronunciation, if
necessary.
-Follow the same procedure with Pictures b,
c, d by getting pupils to point to the pictures
and say what they have. Give further
to do the task.
-Have pupils point to the pictures and say -SS work in pairs or in groups
111
the sentences in pairs or groups. Go around to practise.

and offer help, if necessary.
-Invite some pupils to point to the pictures -SS perform.
and say the sentences in front of the class,
- SS read the lyrics of the song.
-Have pupils read the lyrics of the song.
- Play the recording several times for pupils -SS listen.
to repeat the verse, line after line, to make
sure that they can sing the verse correctly.
-Have pupils listen to and sing the whole -SS sing the song.
song.
-Let pupils practise singing the song in pairs -SS practise singing the song in
of groups. Go around and offer help, if pairs of groups .
necessary.
-Have a few groups sing the whole song and -SS sing and clap.
clap their hands to reinforce the tune, the
rhythm and the melody in front of the lass.
- Asking Ps to retell the contain of the lesson.
5. Homelink (1’)
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
from 3 /1 /2022 to 7/1/2022
112
Week:21
UNIT 12: AT THE LAKE

Lesson 1
- Pronounce the sound of the letter L/l
- Say the words lake, leaf, lemons
1. Knowledge:
- Sound /l/
-Vocabulary: lake, leaf, lemons
English
- Specific competences: Pronounce the sound of the letter L/l
C. Procedures:
2. New lesson:

Warm up:5’
-Spend a few minutes revising the previous - SS sing the song.
lesson by asking the class to sing the song in
Unit 11, Lesson 3 and do actions, saying
Sing the song and do actions, please!
- Have pupils look at the picture -Look at the picture and listen.
andanswer some questions, such as Who
are they? Where are they? What are they
113
doing? and Can you see the lake? Can

you see the leaf? Can you see the
lemons? Draw pupil’s attention to the
letter L/l, the words next to the character
and things, and the colour of the letter L/l
- Have pupils point to the letter L/l, listen to -Point, listen and repeat.
the recording and repeat the sound of the
letter L/l. Say Point to the letter L/l, listen
and repeat, please! Play the recording
several times for pupils to listen and repeat
the sound of the letter.
- Have them point to the lake and/or the
word lake, listen to the recording and repeat -Ss listen and repeat.
the word lake,Then play the recording
again, if necessary, for pupils to listen and
repeat individually and in chorus. Correct
-In pairs or groups, play the recording again
-Listen, point and repeat.
and have them listen, point to the letter L/l
and the words lake, leaf, lemons and repeat
until they feel confident.
-Play the recording again and call a few -SS say in front of the class.
pupils to say the sound of the letter L/l and
the words lake, leaf, lemons in front of the
class.
- Have pupils look at the picture/poster . -Look at the picture and
Ask them to describe the picture. Draw discribe..
their attention to the letter L/l and the
things/pet, if necessary.
-Get them to point to the letter L/l and say
it. Ask them to point to the lake and say the -Point and say
word lake
114
the letter L/l and the words. Go around and

necessary.
- T gets feedback.
5. Homelink (1’)

Lesson 2
- Say the letter L/l and the words Lucy, lake, lemons in a chant.
1. Knowledge:
- Sound /l/
- Vocabulary: Lucy, lake, lemons
English
- Specific competences: Speaking and listeing of the letter L/l.
C. Procedures:
115
2. New lesson:

Warm up:5’
- Invite a few pupils to point to the - SS point and say.
the letter L/l and say the words Lucy, lake,
lemons
- Have pupils look at the chant and draw -SS look and listen.
attention to the letter L/l and the words
duck, dog and the words: Lucy, lake, -SS listen.
lemons Check comprehension.
the tune.
recording for them to listen and repeat until -Ss point and say
- Follow the same procedure with the other -SS listen and tick
necessary.
- Play the recording all the way through. -Ss listen and check.
Ask pupils to listen and repeat the chant * Keys: 1 a/ 2b
support to those pupils who find it difficult -SS look and listen.
to do the task.
their hands.
- Have pupils look at the pictures and say
what they can see, saying Point to the -SS trace
116
pictures and say, please! Pupils may point

to the lemons and say, e.g. lemons. Draw
pupils’ attention to the boxes next to the
tick the box.
*Audio script: 1. Look at the lemons.
2. Look at the lake.
- Let ss to listen again and check . - Ss check
3.Look and trace.10’ - Ss listen and check.

- Have pupils look at the letter L (upper
case) and l (lower case). Ask pupils to make
letter.
- Tell pupils to trace the letter L/l. T can
broken lines of the letter L/l on the board.
-Then let pupils do the tracing and
completing the words __ucy, __ake, __eaf -SS trace.
and __emons. Give further support to those
necessary. -SS show .
done.
5. Homelink (1’)
- Pupils trace the letter L/l in their workbooks.
117

Lesson 3
- Use : “ Look at Lucy.” or ”Look at the lemons.” is used to express a
command.
- Sing a song with the structures : “ Look at Lucy.” or ”Look at the lemons
1.Knowledge:
- Sentence patterns: “ Look at Lucy.” or ”Look at the lemons
English
- Specific competences: Pronounce the sound of the letter L/l
C. Procedures:
2. New lesson:

Warm up:5’
-Have a few pupil to point to the picture in - SS point and say.
for Unit 4 and say the sentences, e.g. This is
my dog. This is my desk.
- Have pupils look at the picture, saying: -SS look and listen.
What can you see? I can see a boy. I can see
a dog. Yes. This is a dog. Explain the
118

Check comprehension. -Listen and repeat.
to do the task.
2. Let’s talk :7’ -Ss look and listen.
- Have pupils look at thepicture in Student’s
book. Point to the dog and ask them What is
this? The pupils may answer “a dog”. Tell
them to introduce a dog in English, saying
“This is a dog”. -Listen and say.
-Ask pupils to point to Picture a and say the
sentence This is a dog in chorus. Correct
-Ask them to look at the pictures to identify -Look and identify.
the other things. Then let them point to the
pictures and say the words.
practise introducing things to each other, to practise.
saying “ Look at Lucy.” or ”Look at the
lemons Give further support to those pupils
-SS practise.
-Invite some pairs of pupils to practise
the class.
-SS listen.
themselves with the first verse of the song.
Explain the meaning of the structures “
Look at Lucy.” or ”Look at the lemons”
- Have pupils listen to the whole song, -SS listen and sing the song.
119

song.
front of the class.
- Asking Ps to retell the content of the lesson.
5. Homelink (1’)
………………………………………………………………………………………
………………………………………………………………………………………
from 10 /1 /2022 to 14/1/2022
Week:22
- Identify some learnt words in uint 11, unit 12 and say them with correct
pronunciation.,
1. Knowledge:
-Phonics: the sound of the letters o, m, u, l
-Vocabulary: clocks, locks, mops, pots
mango, monkey, mother, mouse
bus, running, sun, truck
Lucy, lake, leaf, lemons
120
-Sentence patterns:
That’s a _____. (introducing one thing)
_____’s running. (describing what someone is doing)
Look at _____. (using the imperatives)
English
- Specific competences: Pronounce the sound of the letter o, m, u, l
C. Procedures:
2. New lesson:

Warm up:5’
Show flashcards or the letters o, m, u, l. - SS say .
sounds.
Phil and Sue.
the class.
- T gets feedback.
- Have pupils look at the picture and -Look at the picture and read.
121

necessary.
-Have time for ss to look at the pictures and -SS do the task.
circle the correct word individually.
necessary.
- Have pupils say the letters again.
5. Homelink (1’)
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
from 17 /1 /2022 to 21/1/2022
Week:23

Part 1, 2, 3
pronunciation.,
1. Knowledge:
122

-Sentence patterns:
English
- Specific competences: Pronounce the sound of the letter o, m, u, l
C. Procedures:
2. New lesson:

Warm up:5’
- Show flashcards or the letters o, m, u, l - SS say letter b and c
letter sounds.
pictures of the words from Units 11 and -SS play Slap the board game.
12 on the board. Have pupils play Slap
the board in three minutes.
comprehension.
class .
123
tick the box.
- T gets feedback *Key: 1.b/ 2. a

- Have pupils look at the letter and say. -SS look and say.
- Play the recording for pupils to listen and - Ss listen and circle.
circle the correct answer.
- T gets feedback *Key: 1- l/ 2-o/ 3-m/ 4-u

class
tick or cross.
- T gets feedback
*Key: 1. Tick / 2. cross
3. Tick / 4. cross
5. Homelink (1’)

Part 4, 5
124
pronunciation.,
1. Knowledge:
-Sentence patterns:
English
C. Procedures:
2. New lesson:

Warm up:5’
-Show flashcards or the letters o, m, u, - SS say .
l .Have pupils say the letter names and the
letter sounds.
pictures of the words from Units 11 and 12
125

class .
correct answer.
*Key: 1.b / 2. a/ 3.a
- T gets feedback
- Have pupils look at the letter and the -SS look and say.
word
- Ask ss to find the words:bus, lake, leaf, -SS do the task
lemons, locks, mouse, pots, sun.
- T gets feedback
-SS guess.
- Have pupils look at the pictures and guess
the words. -Ss write.
and say the words in front of the class *Keys: mother/ bus/ sun/ truck/
- T gets feedback leaf
5. Homelink (1’)
126
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
from 24 /1 /2022 to 28/1/20212
Week24
UNIT 13: IN THE SCHOOL CANTEEN

Lesson 1
- Pronounce the sound of the letter N/n in isolation and in the words Nick,
nuts, noodles, bananas.
- Say the sound of the letter N/n and the words Nick, nuts, noodles, in a
chant.
1. Knowledge:
- Sound /N/
- Vocabulary: Nick, nuts, noodles, bananas.
127

English
- Specific competences: Pronounce the sound of the letter N/ n .
C. Procedures:
2. New lesson:

Warm up:5’
-Ask pupils to sing the song in Unit 12, - SS sing and do the action.
Lesson 3 and and clap their hands.
- Have pupils look at the picture and discribe
the picture. Draw pupils’ attention to the letter
N/ n, the words next to the things in the
pictures and the colour of the letter N/ n.Check
comprehension.
- Ask pupils to point to the letter N/ n. Have
them listen and repeat the sound of the letter N/
n. Tell pupils to point to the name of boy and -Point, listen and repeat.
the word Nick. Follow the same procedure
with the chips, the fish and the milk. Correct
- Play the recording again and have them
listen, point to the letter N/ n, the words Nick,
nuts, noodles, bananas and repeat until they -Ss repeat.
feel confident.
- Play the recording again and call a few pupils
to say the letter N/ n, and the words Nick, nuts,
noodles, bananas.milk in front of the class . -SS say in front of the class.
128

- Have pupils look at the picture again
and describe the picture. Draw their -Look at the picture and
attention to the letter: N/ n, the word discribe..
Nick and the food, if necessary.
- Let them point to the banana and say the
word banana Give further support to those
-Point and say
to point to the picture and say the sound of -Work in pairs or in groups.
the letter N/ n and the words: Nick, noodles,
nuts and bananas. Go around and offer
help or correct pronunciation, if necessary.
- T gets feedback.
- Revise the main teaching point of the lesson: listen and recognize the words they
have learnt.
5. Homelink (1’)

Lesson 2
- Say the sound of the letter N/n and the words Nick, nuts, noodles, in a chant.
- Recognize the words in different situations when listening.
1. Knowledge:
- Sound /n/
- Vocabulary: Nick, nuts, noodles
129
- The sentence pattern: He’s having ____.

English
- Specific competences: Speaking and listeing of the letter N/ n .
C. Procedures:
2. New lesson:

Warm up:5’
-Ask pupils to look at the picture in Lesson -SS look and say.
1 and say the sound of the letter N/n and the
words Nick, nuts, noodles, bananas. Say
Look at the picture, please!, Point to the
letter N/n and say.
-Have pupils look at the chant saying Look -SS look and listen.
at the chant, please! Draw pupils’ attention
to the first line and explain its meaning.
Ask them to pay attention to the letter N/n
and the word Nam. Check comprehension.
-SS listen.
-Play the recording of the first line for
the tune.
-SS listen and repeat.
listen and repeat the first line. Same
procedure with the other lines. Show pupils
how to chant and clap their hands. Correct
130
individually and in chorus.! Go around and
offer help, if necessary.
to chant and clap their hands. The rest of the - SS perform.
class may sing along the chant and clap
their hands
-Have pupils look at the pictures and say
what they can see. Draw pupils’ attention -Ss look and answer.
- Invite some pupils to point to the
pictures in Question 1 and say the words
in front of the class, saying Point to the
pictures and say the words, please! Eg:
-SS point and say.
1a: noodles, 1b: nuts.
- Play the recording of the first sentence
for pupils to listen and tick the box. -SS listen and tick.
- Have pupils look at the pictures in
- Ask pupils to say what they have heard
and ticked. E.g. 1a: I like noodles. 2a: He’s
having bananas.
* Audio script: 1. I like noodles. *Keys: 1. a 2. a.
2. He’s having bananas.
- Have pupils look at the letter N (upper - SS look and listen.
case) and n(lower case). Ask pupils to make
letter.
- Tell pupils to trace the letter N /n. T can
broken lines of the letter N /n on the board.
131

to do the task.
necessary.
-SS show .
done.
5. Homelink (1’)
- Pupils trace the letter N /n in their workbooks.

Lesson 3
- Use “He’s having _____. / She’s having_____.” to talk about what someone
is having/eating now/at the moment.
- Trace the letter N/n and complete the words ___ick, ba___anas, ___oodles,
___uts.
- Sing a song with the structures “There’s _____.” and “He’s having _____.”
1.Knowledge:
*Sentence pattern: There’s _____.” and “He’s having _____.”
English
- Specific competences: Pronounce the sound of the letter N /n .
132

C. Procedures:
2. New lesson:

Warm
- up:5’
-Spend a few minutes revising the previous - SS sing the chant.
lesson by asking the class to sing the chant
in Lesson 2 and clap their hands.
Have pupils look at the picture, Point to
the boy, saying What is he doing? He’s
having nuts. Point to the girl, saying
What is the girl doing? She’s having
noodles. Point to the sentences, saying
He’s having nuts. She’s having noodles.
Play the recording for pupils to listen.
-Get pupils to look at the sentence He’s -Listen and repeat.
having nuts, play the recording several
times for them to listen and repeat.
- Follow the same procedure with the
sentence: She’s having noodles.”
-Ss repeat.
to do the task.
-SS listen and repeat.
- Have pupils look at the bubbles to -SS look and listen.
understand how the structure
133
(He’s having _____; She’s having

_______) is used (to talk about what
someone is having/eating now/at the
moment).
- Ask pupils to say the sentence “He’s -Ss look and identify.
having nuts”. in chorus and
Individually.
-Follow the same procedure with the other -SS point and say.
understand the structure “(He’s having
_____; She’s having _______) and say it
with the right pronunciation and intonation.
practise talking about favourite food/drinks,
saying . Go around and offer help or correct -SS listen and repeat.
pronunciation if necessary.
-Play the recording several times for pupils -SS work in pairs or in groups
to repeat line after line to make sure that to practise.
-SS listen.
comprehension.
drawing their attention to the pronunciation, -SS listen and repeat.
first. Then help them to sing the whole -SS listen and sing the song.
song.
front of the class.
134
-SS sing the song.
- Revise the main teaching point of the lesson
5. Homelink (1’)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
UNIT 14: IN THE TOY SHOP

Lesson 1
- Pronounce the sound of the letter T/t in isolation and in the words teddy
bear, top, tiger and turtle correctly.
- Say the sound of the letter T/t and the words teddy bear, top, tiger and
turtle in a chant.
1. Knowledge:
- Sound /T/
- Vocabulary: bear, top, tiger and turtle
English
135
- Specific competences: Pronounce the sound of the letter T/t

C. Procedures:
2. New lesson:

Warm up:5’
- Ask a group of pupil to play Matching - SS play game.
game with the target vocabulary.
-Have pupils look at the picture and
describe it. Draw pupils’ attention to the
letter T/t, the words next to the thing/pets
and the colour of the letter T/t. Check
comprehension. -Look at the picture and listen.
- Ask pupils to point to the letter T/t, Have
T/t more than once, if necessary.
- Tell pupils to point to the teddy bear and
the word teddy bear. Ask them to listen and -Point, listen and repeat.
repeat the word.
- Follow the same procedure with the words
top, tiger and turtle.Correct pronunciation,
if necessary. -Ss repeat.
- Play the recording again and call a few
pupils to say the letter T/t and the words -Ss listen and repeat.
teddy bear, top, tiger and turtle in front of
the class.
136
letter T /t , the word teddy bear and the

things, if necessary.
- Get them to point to the letter T/t and say -Look at the picture and
it. Let them point to pencil and say . discribe.
-Point and say
the letter E/e and the words. Go around and
necessary. -Work in pairs or in groups.
- T gets feedback.
5. Homelink (1’)


Lesson 2
- Say the sound of the letter T/t and the words teddy bear, top, tiger and
turtle in a chant.
- Recognize the words in different situations when listening.
137
1. Knowledge:
- Sound /t/
- Vocabulary: teddy bear, top, tiger
- Sentence: “Tony has a top.”
English
- Specific competences: Speaking and listeing of the letter T/t.
C. Procedures:
2. New lesson:

Warm up:5’
- Invite a few pupils to point to the - SS play game.
the letter T/t and say the words teddy bear,
top, tiger
attention to the letter T/t and the words top -SS look and listen.
turtle and the sentence : Tony has a top.
please!
-SS listen.
138

they feel confident. -Ss listen and repeat.
necessary. -SS listen and chant.
to do the task.
their hands.
- Have pupils look at the pictures and
draw pupils’ attention to the boxes next to
the letters a and b. Check comprehension. -SS look and listen.
- Invite some pupils to point to the pictures
and say .
Eg: 1a: a teddy bear, 1b: a top.
-SS point and say.
tick the box.
3.Look and trace.10’ *Key:1.a/ 2. a.
- Have pupils look at the letter T (upper
case) and t (lower case). Ask pupils to make -SS look and listen.
letter.
- Tell pupils to trace the letter T /t .T can
broken lines of the letter T /t on the board.
-SS trace.
to do the task.
139

necessary.
done.
5. Homelink (1’)


Lesson 3
- Use “I can see a _____.” to express ability.
- Trace the letter T/t and complete the words __op, __urtle, __iger, __eddy
bear.
- Sing a song focussing on the structure “I can see a _____.”
1.Knowledge:
- Sentence patterns: “I can see a _____.”
English
- Specific competences: Pronounce the sound of the letter T /t
C. Procedures:
140

2. New lesson:

Warm up:5’
- Remind pupils of what they have learnt in - SS try to remember.
Lesson 2
- Have pupils look at the picture, point to
the tiger in the picture and say.Point to the -SS look and listen.
girl and say I can see a tiger. Have pupils
look at the sentence “I can see a tiger.”,
to do the task.
- Have pupils point to the tiger and say the -SS point and say.
sentence in pairs or groups: I can see a
tiger. Go around and offer help, if
necessary.
- Invite a few pupils to listen and repeat the
-Ss repeat.
sentence “I can see a tiger.” in front of the
necessary .
-Ss look and listen.
- Have pupils look at the bubble to
understand how the structure “I can see a
_____.” is used (to say what they can see).
Explain the meaning of the sentence, if
necessary.
- Have pupils look at the first picture.
Point to the tiger and ask them What is
this? The pupils answer “a tiger”. Tell
them to say the whole sentence “I can see
a tiger.”
Point to Picture a and model, using the -SS model.
141
expression in the bubble and the picture.

E.g. I can see a tiger.
-Select some pairs of pupils to practise -SS point and say.
the class.
themselves with the first verse of the song. .
Explain the meaning of the structures: “I
can see a ______.“(Tony/ a tiger).. Check
comprehension.
-Play the recording several times for pupils -SS listen and repeat..
comprehension.
song. -SS perform.
front of the class.
- Pupils can sing the song with correct pronunciation, natural tune/ rhythm and
sweet melody.
5. Homelink (1’)
- Prepare : Fun time 4 ( Part 1, 2)
142

FUNTIME 4
Part 1, 2
-Revise the content of Units 13 and 14 through fun and meaningful activities. This
fun time is divided into two lessons.
-Say the words they have learnt with correct pronunciation.
-Write the letters to complete the words.
1. Knowledge:
- Sounds /n/ (letter n) and /t/ (letter t)
- Vocabulary: Nick, noodles, banana, nuts,Teddy bear, turtle, tiger, top
English
- Specific competences: Pronounce the sound of the letter n/n and T/t
C. Procedures:
2. New lesson:

Warm up:5’
-Stick some flashcards including some
pictures of the words from Unit 13 and 14 -SS play Kim’s game.
on the board. Have pupils play Kim’s game
in three minutes.
1. Trade and colour. Then say. 13’
- Have pupils look at the pictures -Look at the picture and listen.
andexplain what to do. You can model
143
with one picture.

-Ask pupils to trace and colour the
pictures. Go around to offer help, if -Ss do the task.
necessary.
-Have pupils work in pairs to compare their
work and practise saying the words. Move -SS compare and practise.
around and correct their pronunciation, if
necessary.
-Call some pupils to show their work and
say the words in front of the class. Give -SS show
comments. -SS say in front of the class.
2. Let’s play: Mystery bag:14’

- Have pupils look at the picture. Explain
the rules of the game: Teacher gives a - SS listen.
mystery bag having letter cards (the letters
can be all the letters the pupils have learnt
or the letters from Unit 13 to Unit
14).Pupils play this game in teams. One
-Ss play game.
pupil from each team picks up a letter card
from teacher’s mystery bag. He/She reads
the letter aloud, and then says a word which
includes that letter.
-Divide the class into two big teams. Call
one representative from each team to the
board. Ask him/her to pick up one letter
card from the bag and read aloud the letter.
Then say a word that includes the letter. If
he/she is correct, his/her team gets 1 point.
The team with more points is the winner.
-Keep record of the stars/points for each
team. Announce the winning team.
144
- Show flashcards and have pupils say the words they have revised in the lesson.
5. Homelink (1’)

FUN TIME 4 ( cont)

Part 3, 4
-Revise the content of Units 13 and 14 through fun and meaningful activities.
This fun time is divided into two lessons.
-Say the words they have learnt with correct pronunciation.
-Write the letters to complete the words.
1. Knowledge:
- Sounds /n/ (letter n) and /t/ (letter t)
- Vocabulary: Nick, noodles, banana, nuts,Teddy bear, turtle, tiger, top
English
- Specific competences: Pronounce the sound of the letter N/n and T/t
C. Procedures:
2. New lesson:

Warm up:5’
145
- Organise a quick Mystery bag game.

Show different letters for pupils to read -SS play game.
aloud the letters and the words
including the letters.
3. Write and say. 13’
- Have pupils look at the pictures.
Explain how to do the activity. Pupils -Look at the picture ,listen and
look at each picture and complete the answer.
words by writing the missing letters.
After that, they read the words out loud.
- Model one word with the whole class. -Ss model.
-Have pupils do the activity individually. - SS do the task.
Go around to offer help, if needed.
-Get pupils to check their answers in -SS check.
pairs. Then ask some pairs to give their
answers. Give comments and confirm the
correct answers.
-Have pairs practise saying the words. Go - SS say.
around to check their pronunciation. Keys: 1. noodles, 2. nuts, 3.
4. Let’s play: Pictionary :14’ tiger, 4. bananas
-Have pupils look at the pictures and ask
them to guess how to play in the game
-SS listen.
(they may speak out their guesses). -
Explain how to play this game: Pupils
will play the game in teams. Give a pupil
a word card, and he/she draws the word.
Other team members have to guess the
word the team member is drawing on the
board.
-Divide the class into two big teams and
draw a line down the middle of the board -Ss play game.
- Call two pupils, one from each team to
the board. Give each of them a word card.
146
Remember the two words are the same.

-Tell the pupils to draw a picture which is
the same picture from the word card on the
board and encourage their team to guess the
word. The first team who shouts the correct
answer gets a point.
- The pupils who has completed drawing
should then nominate someone else to draw
for their team. Repeat this until all the
words are gone.
-Keep record of the stars/points for each -SS repeat.
team. Announce the winning team.
-Show flashcards and have pupils say the words. Ask some pupils to make
sentences with the words.
5. Homelink (1’)

UNIT 15 : AT THE FOOTBALL MATCH

Lesson 1
-Pronounce the sound of the letter F/f in isolation and in the words face, father,
foot and football correctly.
-Say the sound of the letter F/f and the words face, father and football in a chant
1. Knowledge:
- Sound /f/
147
Vocabulary: face, father, foot , football

English
- Specific competences: Pronounce the sound of the letter F/f in isolation.
C. Procedures:
2. New lesson:

Warm up:5’
- Let pupils play Find the odd one out, using - SS play game.
the words they have learnt in Unit 14.
describe it. Draw pupils’ attention to the -SS listen.
letter F/f, the words next to the person, the
things and the colour of the letter -Look at the picture and listen.
F/f .Check comprehension.
-Ask pupils to point to the letter F/f. Have
them listen to the recording and repeat the
sound of the letter F/f .
-Tell pupils to point to the boy’s face and
the word face. Ask them to listen and repeat -Point, listen and repeat.
the word.
-Repeat the same procedure with the words
father, foot and football. Correct -Ss repeat.
148
-Play the recording again and have pupils

listen, point to the letter F/f, the words face, -Ss listen and repeat.
father, foot and football and repeat until
pupils to say the letter F/f and the words -SS say in front of the class.
face, father, foot and football in front of the
class.
- Have pupils look at the picture again, -Look at the picture and
saying Look at the picture again, please! discribe.
Ask them to describe it. Draw their
attention to the letter F/f and the words they
have learnt in 1. Listen and repeat.
Individually, get them to point to the letter -Point and say
F/f and say it, saying Point to the letter F/f
and say it, please!
-Let them point to the boy’s face and say
the word face as a model, saying Point to -SS look and listen.
the face and say “face” please! Remind
them of the sound of the letter f in the
word face. Then ask one pupil to point to
the face and to say the word face in front
of the class. Check comprehension.
-Follow the same procedure with other
things/person. Give further support to -Point and say
task.
-Ask pupils to work in pairs or in groups
to look at the picture, point to the letter -SS work in pairs or in groups
F/f and the person/things, say the sound to look at the picture, point and
of the letter and the words, saying Point say.
to the picture and say, please! Go around
149

necessary.
-Invite a few pupils to point to the picture
and say the sound of the letter and the
- SS point and say.
words in front of the class.
- Pupils practise pronouncing the sound of the letter F/f and saying the words .


Lesson 2
-Say the sound of the letter F/f and the words face, father and football in a
chant.
-Recognize the words/phrases in different situations when listening.
1. Knowledge:
- Sound /f/
- Vocabulary: face, father, foot and football
English
- Specific competences: Speaking and listeing of the letter F /f
150

C. Procedures:
2. New lesson:
Warm up:5’
Invite a few pupils to point to the - SS point and say.
the letter F/ f and say the words face, father,
foot and football
-Have pupils look at the chant and say . -SS look and listen.
Draw pupils’ attention to the first verse and
explain its meaning.Check comprehension.
-Play the recording of the first verse for
pupils to listen and to get familiarized with -SS listen.
please! Then have them listen again and
repeat the verse, line by line, individually
and in chorus.
-Follow the same procedure with the second -Ss listen and repeat.
verse. Correct pronunciation, if necessary.
Show them how to chant and clap hands.
Play the recording all the way through again
for pupils to listen and do choral and
individual repetition, Then play the
chanting and clapping. Each group should
sing one verse of the chant.
- Encourage some pupils to go to the front
of the class to chant and clap their hands.
The rest of the class may clap along to the
rhythm. If they chanted well.
what they can see. Draw pupils’ attention
151

-Invite some pupils to point to the
pictures and say the words in front of the -SS point and say.
class, saying Point to the pictures and say
the words, please! E.g. 1a: a face, 1b: a
foot. - Ss listen and tick.
tick the box. - Ss listen and check.
- Let ss to listen again and check . *Key: 1.b /2. b.
3.Look ,trace and write.10’
- Have pupils look at the letter F (upper
case) and f (lower case). Ask pupils to make -SS look and listen.
letter.
- Tell pupils to trace the letter F /f. T can
broken lines of the letter F /f. on the board.
to do the task.
necessary.
done.
- With a better class, write the letter F /f. in
5. Homelink (1’)
- Pupils trace the letter F /f. in their workbooks.
152


Lesson 3
-Use “Point to your _____.” to express a command.
-Trace the letter F/f and complete the words ___ather, ___oot, ___ootball,
___ace.
-Sing a song focussing on the structures “That’s your _____.” and “Point to
your _____.”
1.Knowledge:
-Sentence pattern: “That’s your _____.” and “Point to your _____.”
English
- Specific competences: Pronounce the sound of the letter F/f
C. Procedures:
2. New lesson:

Warm up:5’
letter F /f and some words on the board.
- T gets feedback
153

- Have pupils look at the picture of a boy
pointing to his hand. Then have pupils look -SS look and listen.
at the sentence “Point to your hand.”
-Play the recording the first time for pupils
to listen and repeat the sentence “Point to -Listen and repeat.
your hand.” .Correct pronunciation, if
necessary.
to listen and repeat the sentence in pairs or -Ss repeat.
groups. Give support to those pupils who
-Have pupils point to the garden and say the -SS work in pairs or in groups
sentence in pairs or groups, saying “Point to to practise.
your hand.” Go around and offer help, if
necessary.
-Invite a few pupils to listen and repeat the
sentence “Point to your hand.” in front of -SS listen and repeat.
the class. Correct their pronunciation, if
necessary or praise them if they pronounced
the sentence correctly.
- Have pupils look at the bubble to -SS look and listen.
understand how the structure:“Point to your
_____.” is used. Explain the meaning of the
structure.
-Have pupils look at Arrow a. Point to the
hand and ask them, saying What’s this? Tell -SS point and say.
them that it is a hand, saying It’s a hand.
-Ask pupils to use the structure in the
bubble “Point to your_____.” and Picture 1
(a hand) to express a command, e.g. Point to
your hand. Get them to repeat the sentence
-Follow the same procedure with the other -Ss do the task.
body parts in the picture. Make sure pupils
154
understand the structure “Point to your

___.”and say it with the right pronunciation
and intonation. Give further support to those
pupils who find it difficult to do the task, if
necessary.
-Ask pupils to practise expressing a -SS practise.
command. Go around and offer help or
correct pronunciation if necessary.
-Select some pupils to practise expressing a
command in front of the class. -SS perform.
-SS listen.
comprehension.
song.
front of the class. -SS perform.
- Ask ss to retell the contents of the lesson.
5. Homelink (1’)
155

UNIT 16 : AT HOME
Lesson 1
- Pronounce the sound of the letter W/ w in isolation.
- Say the words washing, water, Wendy and window.
1. Knowledge:
- Sound /w/
- Vocabulary: washing, water, Wendy and window.
English
- Specific competences: Pronounce the sound of the letter W/w
C. Procedures:
2. New lesson:

Warm up:5’
- Spend a few minutes revising the previous - SS review.
lesson by asking the class to sing the song in
Unit 15, Lesson 3.
-Have pupils look at the picture and -Look at the picture and listen.
156
describe it. Draw pupils’ attention to the

words next to the things, the girl, what she’s
doing and the colour of the letter
W/w.Check comprehension.
-Ask pupils to point to the letter W/w. -Point, listen and repeat.
Have them listen and repeat the sound of the
letter W/w.
-Tell pupils to point to Wendy and/or the
word Wendy in the picture, to listen to the
recording and repeat the word Wendy. Ask
them to listen to recording again and repeat
the word individually and in chorusif
necessary.
-Follow the same procedure with the words
washing, water and window. Give further
to do the task, if necessary.
-Play the recording again and have them -Ss listen and repeat.
listen, point to the letter W/w, the picture
until they feel confident. Correct the
-Call a few pupils to say the letter W/w and -SS say in front of the class.
the words washing, water, Wendy and
window in front of the class
- Have pupils look at the picture
again.Ask them to describe it. Draw their -Look at the picture and
attention to the letter W/w, the words discribe..
washing, water, Wendy and window, if
necessary.
-Get them to point to the letter W/w and
say it aloud. -Point and say
-Let them point to Wendy and say
Wendy, saying Point to Wendy, please.
Remind them of the sound of the letter W
in the word Wendy. Then ask one pupil to
point to Wendy and to say the word
157
Wendy in front of the class. Go around

and offer help, if necessary.
-Follow the same procedure with the
other things. Give further support to those
-Ask pupils to work in pairs or in groups
to look at the picture, point to the letter -Work in pairs or in groups.
W/w, the girl and the things and say the
sound of the letter W/w, the words
washing, water, Wendy and window. Go
around and offer help or correct
-Invite some pupils to point to the picture -Point and say
in front of the class
- Revise the main teaching point of the lesson: the sound of the letter w and the
words /
5. Homelink (1’)

UNIT 16 : AT HOME
Lesson 2
- say the sound of the letter W/w, the word window and the numbers
from six to ten in a chant.
- recognize the words/phrases in different situations when listening.
1. Knowledge:
158
- Sound /w/
- Vocabulary: washing, water, Wendy and window.
English
- Specific competences: Speaking and listeing of the letter W/w
C. Procedures:
2. New lesson:

Warm up:5’
- Get pupils to play What’s Missing Game, - SS play game.
incomplete words _air, _and, _ead and
_orse. Pupils should guess the missing letter
- Have pupils look at the chant, Draw -SS look and listen.
attention to the letter W/w, the word
window, the words six, seven and the
question Check comprehension.
-Play the recording for pupils to listen and -Ss listen and repeat.
to get familiarized with the rhythm. ! Then
play the recording for them to listen and
repeat until they feel confident. Show
pupils how to chant and clap their hands.
- Play the recording all the way through. -SS listen and chant.
individually and in chorus, saying Listen
159
and repeat, please! Give further support to

task.
- Select some pupils to the front of the class -SS chant in front of the class.
class may sing the chant and clap their
hands along.
- Have pupils look at the pictures and teach -SS look and listen.
the phrase six windows. Draw pupils’
and b. Check comprehension.
- Play the recording twice or more if
needed, ask pupils to listen and tick the - Ss listen and tick.
correct boxes.
-Set a time limit for pupils to swap and
check the answers. Correct the answers, if
necessary. - Ss listen and check.
-Call a few pupils to the front of the class * Answers: 1. a 2. b
to point to the pictures and say what they
have heard. -SS point and say.
*Audio script: 1. How many windows? - Six.
2. How many pens? - Eight.
- Have pupils look at the letter W (upper
case) and w (lower case). Ask pupils to -SS look and listen.
of the letter.
- Tell pupils to trace the letter W/w. T can
broken lines of the letter W/w. on the board.
to do the task. -SS trace.
160

work. Go around and offer help, if -SS check.
necessary.
done.
- With a better class, write the letter W/w in -SS show .
5. Homelink (1’)
-Pupils learn by heart the chant in part 1

-Ps trace the letter W/w in their workbooks

UNIT 16 : AT HOME
Lesson 3
-Use “How many _____ can you see?” – “I can see _____.” to ask and answer
questions about the numbers of things.
-Trace the letter W/w and complete the words _____endy, _____ater, ___ashing,
____indow.
-Sing a song focussing on the numbers from six to ten and the structure “She
can see _____.”
1.Knowledge:
-Sentence pattern: “She can see _____.”
English
161

- Specific competences: Pronounce the sound of the letter W/w.
C. Procedures:
2. New lesson:

Warm up:5’
letter H/h and some words on the board.
- T gets feedback
-Have pupils look at the windows. Let them -SS look and listen.
listen and repeat the sentences twice.
-Get pupils to look at the question “How
many windows can you see?” and the
answer “I can see six.”, play the recording -Listen and repeat.
several times for them to listen and repeat.
-Ss repeat.
to listen and repeat the sentence in chorus,
saying Now listen and repeat, please!
-Invite a few pupils to listen and repeat the
sentence “I can see six” in front of the class.
Correct pronunciation, if necessary or praise
them when they pronounced the sentence
correctly.
-Ask pupils to work in pairs, point to and
repeat the sentence “I can see six”. Go -SS practise.
around and correct pronunciation to make
sure pupils can repeat the sentence
correctly.
162
2. Let’s talk:7’
-Have pupils look at the bubbles to
understand how the structure:(How many -SS look and listen,
______ can you see? – I can see ______.) is
used. Explain the meaning of the sentence,
if necessary.
-Follow the same procedure with the other -SS act out.
understand the structure “How many ______
can you see? – I can see ______. and say it
with the right pronunciation and intonation.
Encourage pupils to use gestures, face
expressions, … when saying the sentence.
practise expressing a command. Give to practise.
difficult to do the task.
expressing a command in front of the class. -SS perform.
comprehension.
song.
163

front of the class.
- Ask ss to retell the contents of the lesson.
5. Homelink (1’)

- Identify some learnt words and say them with correct pronunciation.,
1. Knowledge:
-Phonics: the sound of the letters n, t, f, w
-Vocabulary: bananas, noodles, nuts
teddy bear, tiger, top, turtle
face, father, foot, football
washing, water, window
-Structures:
He’s/She’s having _____. (describing what a person is eating)
I can see _____. (saying what you can see)
Point to _____. (using the imperatives)
How many _____ can you see? – I can see _____. (asking and answering
questions about the number of things)
164

English
C. Procedures:
2. New lesson:

Warm up:5’
- Have them play Slap the board or Mystery -SS play game.
bag with the words they have learnt in the
previous units.
1. Listen and repeat:13’ -Look at the picture and listen.
- Have pupils look at the picture and draw
Phil and Sue. -SS listen.
-Play the recording for ss to listen and
repeat. Correct pronunciation, if necessary. - Ss to role play in pairs.
-Have time for ss to role play in pairs. -SS role play in front of the
the class.
- T gets feedback.
-Ask them to identify the parts of body/ -Look at the picture and read.
things, saying What can you see in the
pictures? Can you see the teddy bear? Yes,
it is the teddy bear. Say the words, please
-Have time for ss to look at the pictures
and circle the correct word individually. -SS do the task.
165

necessary. *Keys: teddy bear, foot,
windows, face
- Have pupils to retell the contents of the lesson.
5. Homelink (1’)


Part 1, 2, 3
1. Knowledge:
-Structures:
English
166

C. Procedures:
2. New lesson:

Warm up:5’
*Revising the sounds and words:Show
flashcards or the letters.Have pupils say the - SS say .
letter names and the letter sounds.
comprehension.
class .
tick the box.
- T gets feedback *Key: 1.a/ 2. b./ 3.b
Audio script: 1. window
2. teddy bear 3. foot
-SS look and say.
- Have pupils look at the letter and say.
-SS point and say.
and say the words in front of the class - Ss listen and circle.
circle the correct answer. - Ss listen and check.
- Let ss to listen again and check *Key: 1. w 2. n 3. f 4. t.
- T gets feedback
167

class
tick or cross.
- T gets feedback
*Key: 1. Tick / 2 .cross
3. Tick / 4. cross
5. Homelink (1’)


Part 4, 5, 6
1. Knowledge:
-Structures:
168

English
C. Procedures:
2. New lesson:

Warm up:5’
-Show flashcards or the letters b and c. - SS say letter h and e
letter sounds.
pictures of the words from Units 1 and 2 on
the board. Have pupils play Slap the board
in three minutes.
class .
correct answer.
169

- T gets feedback *Key: 1. b 2. a 3. b.
- Have pupils look at the letter and the
-SS look and say.
word
- Ask ss to find the words:fish, gate, goat, -SS do the task
hand, head, milk, pencil, red.
- T gets feedback
- Have pupils look at the pictures and guess -SS guess.
the words.
-Ss write.
and say the words in front of the class *Keys: teddy bear, tiger, turtle,
- T gets feedback football, window.
5. Homelink (1’)

THE FINAL TERM TEST
Perform their abilities in listening, speaking and writing related to the topics from
units 9-16, using the phonics, vocabulary and sentence patterns they have learnt.
170
1. Knowledge:
- Phonics: review
- Vocabulary: review
- Sentence patterns: review
English
B. Teaching aids:test paper, recording, pictures.
IV. Procedure:
2. New lesson:

New lesson: 35’
-T introduces about the test.
- T give test for students. - PS listen.
- T ask ss to do the test. - Ps check the test.
- T collects the test at the end of time.
171

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Nguyen Du Primary School School year: 2020-2021

Week: 1 Preparing date: / 9/2020

UNIT 1: IN THE SCHOOL PLAYGROUND

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

1. Listen and repeat:13’

Teacher: Tran Thi Thanh Tam English grade 1

Week: 1 Preparing date: / 9/2020

UNIT 1: IN THE SCHOOL PLAYGROUND

Teacher: Tran Thi Thanh Tam English grade 1

- General competences: communicative, self- studying, problem-solving, and

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

to chant and clap their hands. The rest of the

Teacher: Tran Thi Thanh Tam English grade 1

- Pupils trace the letter B/b in their workbooks.

Week: 2 Preparing date: / 9/2020

UNIT 1: IN THE SCHOOL PLAYGROUND

Teacher: Tran Thi Thanh Tam English grade 1

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

practise saying goodbye to each other in the to practise.

Teacher: Tran Thi Thanh Tam English grade 1

Week:2 Preparing date: / 9/2020

UNIT 2:IN THE DINING ROOM

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

them listen and repeat the sound of the letter

Teacher: Tran Thi Thanh Tam English grade 1

Week: 3 Preparing date: / 9/2020

UNIT 2:IN THE DINING ROOM

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

1. Listen and chant:10’

Teacher: Tran Thi Thanh Tam English grade 1

Week:3 Preparing date: / 9/2020

UNIT 2:IN THE DINING ROOM

Teacher: Tran Thi Thanh Tam English grade 1

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

them that It’s a car. Then point to the

Teacher: Tran Thi Thanh Tam English grade 1

- Asking Ps to greet and introduce themselves, using their own names.

Week: 4 Preparing date: / 9/2020

Teacher: Tran Thi Thanh Tam English grade 1

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

position will be out of the game.

Week: 4 Preparing date: / 9/2020

FUN TIME 1 ( cont)

Teacher: Tran Thi Thanh Tam English grade 1

- Vocabulary: ball, bike, book, cake, car, cat, cup

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

- Have pupils look at the picture and read

Week: 5 Preparing date: / 9/2020

UNIT 3: IN THE STREET MARKET

Teacher: Tran Thi Thanh Tam English grade 1

- Pronounce the sound of the letter A/a.

Teacher’s activities Students’ activities

Teacher: Tran Thi Thanh Tam English grade 1

bag and can.Give further support to those -Ss repeat.

Week: 5 Preparing date: / 9/2020