Grade 1 English Lesson Plans Week 1

School year: 2021 – 2022 Lesson planning English Grade 1
From 23/8/2020 to 27/8/2021
WEEK 1
Monday August 23 , 2021
th
UNIT 1: IN THE SCHOOL PLAYGROUND

Lesson 1
I. 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.
II. INPUT Language:
- Sound /b/
- Vocabulary: ball, bike, book
Resources/Material:
- Student’s book p. 6
- Sachmem.vn
- Flashcards for Unit 1
- Teacher’s guide pp. 7-9
- Computer, projector
III. PROCEDURE
Teacher’s activities Students’ actions
I. Warm-up (5’) Whole class

- Greet the class by saying Hi.
- Introduce your name I’m + name.
- Encourage pupils to say their names and where they come
from (in Vietnamese).
- Introduce (in Vietnamese) Tiếng Anh 1 - Sách học sinh (the
number of units, the number of lessons in one unit, and the
number of activities in each unit).
- Have pupils open the books and look at Unit 1, Lesson 1
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II. New lesson Whole class

1. Listen and repeat (10’)
Open books or access sachmem.vn. Have pupils look at the
picture, saying Look at the picture, please! and describe it (in
Vietnamese). Draw 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 (as mentioned in Input).
Ask pupils to point to the letter B/b. Have them listen and repeat
the sound of the letter B/b (saying Listen and repeat, please!) Individual work
more than once, if necessary.
Tell pupils to point to Bill and the word Bill (saying Point to
Bill and the word Bill). Ask them to listen and repeat the word, Whole class
saying Listen and repeat, please!
Repeat the same procedure with the ball, 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 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 pupils to say the letter
B/b and the words Bill, ball, bike and book in front of the class Individual work
(saying Well done! when they performed well).
With a better class, have pupils look again at the picture and
find the pictures of the birds, bees (or/and butterfly). Teach the Whole class
words bee, bird (or/and) butterfly.
2. Point and say 7’ Whole class

Have pupils look at the picture again (Student’s book, p. 6 or
Sachmem) or at Poster for Unit 1, saying Look at the picture on
Page 6, please! Ask them to describe the picture again (in
Vietnamese). Draw their attention to the letter B/b, Bill and the
things, if necessary.
Get them to point to the letter B/b and say it, saying Point to
the letter B/b and say, please! Individual work
Let them point to Bill and say his name, saying Point to Bill
and say, please! Give further support to those pupils who find Individual work
it difficult to do the task. Individual work
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 to point to the picture
and say the sound of the letter B/b and the words. Go around Pair or group work
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and offer help or correct pronunciation, if necessary.

Invite two or three pupils to point to the picture and say the
sound of the letter and the words in front of the class. If they
Whole class
performed well, praise them, saying Well done!
Fun corner Whole class
Slap the board 10’
Write four words Bill, ball, bike and book or stick the
flashcards with these words on the board. Tell pupils to look at
the board, saying Look at the board, please! What words can
you see? OK, now let’s play the game.
Whole class
Tell pupils how the game is played, saying This game is played
in a group of four people. When I say, for example, Bill, you
will run as quickly as possible to the board and touch/slap
your hand on the word/flashcard. The one who is the quickest
to touch/slap the correct word/flashcard gets one point.
Ask pupils to listen to four words and touch/slap the
flashcards/words as correctly and quickly as possible, saying
Whole class
Are you ready? Now listen to me and let’s play the game.
Have pupils play the game in groups of four. The pupil who
gets the highest score will be the winner.
Invite four pupils to play the game in front of the class, if there
is time. Group work
Whole class
III. Consolidation (3’)

Pupils use Student’s books:
- to pronounce the sound of the letter B/b.
Whole class
- to point to Bill and the things in the picture on page 6 and
say the words Bill, bike, ball, book.
Pupils may use sachmem:
- to listen and pronounce the sound of the letter B/b.
- to listen and say the words Bill, bike, ball, book.
Pupils play Slap the board with the words bike, book, ball in
sachmem.
3
Pupils use pencils or colour pencils to:

- draw and colour the pictures of the bike, the ball and
the book in the notebooks.
- then to point to the the bike, the ball and the book and
say the words bike, ball, book.

Lesson 2
I. OBJECTIVES By the end of the lesson, pupils will be able to:
- 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.
II. INPUT Language:
- Sound /b/
- Vocabulary: ball, bike, book
- Phrases: a book, a bike, a ball
Resources/Material:
- Sachmem.vn
III. Teaching aids: Book, tape, workbook
IV. Procrdure.
Teacher’s activities Students’ activities
I. Warm up 5’ Whole class

- Greet the class and introduce yourself, saying: Hi. I’m +
name.
- Option 1: Ask two or three pupils to look at the picture
in Lesson 1 (Student’s book or sachmem) and say the
sound of the letter B/b and the words Bill, bike, book and
ball.
- Option 2: Have a group of four pupils play Slap the
board in front of the class with the words bike, book and
ball.
- Option 3: Invite two or three pupils to show the pictures
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(drawn at home as homelink) and say the words/phrases

(e.g. bike/A bike, ball/a ball, book/a book).
- Get pupils to open their books and look at Lesson 2, p. 7
(saying Open the books and look at lesson 2, please!).
3. Listen and chant 10’
Have pupils look at the chant on p. 7 in their books or on
sachmem. Say Look at the chant, please! Draw pupils’
attention to the first line and explain its meaning (as
mentioned in Input). Ask them to pay attention to the letter
Individual work
B/b and the word ball. Check comprehension.
Play the recording of the first verse for pupils to listen and
to get familiarized with the tune, saying Listen to the first
Individual work
verse, please!
Play the recording again, ask pupils to listen and repeat the
first line, saying Listen again and repeat, please! Then play
the recording for them to listen and repeat until they feel
confident, saying Now listen and repeat, please!
Follow the same procedure with the other verse. Show
Whole class
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, saying
Listen and chant, please! Give further support to those
pupils who find it difficult to do the task.
Select some pupils to the front of the class to chant and clap
Whole class
their hands. The rest of the class may sing the chant along
and clap their hands. If they sang the chant well, praise
them, saying Very good!
With better classes, help pupils change some line in the
chant and sing it in front of the class. E.g.
B, b, a ball.
B, b, a book.
B, b, a bike.
A, ball, a book, a bike.
4. Listen and tick 7’ Whole class
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Have pupils look at the first two pictures (saying Look at the
pictures, please!) and say 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 pictures and say the
words in front of the class (saying Point to the pictures and
Individual work
say, please!). E.g. 1a: A ball, 1b: A bike.
Play the recording of the first phrase for pupils to listen.
Before playing the recording, say Now look at the pictures
in Question 1. You can see a ball and a bike? Yes, a ball
Whole class
and a bike. Now listen to the recording, please! Play the
recording of the first phrase for pupils to hear. Say Did you
hear “a ball” or “a bike”? Yes, it said “a bike”. Point to
the tick √ and say It’s a tick. You tick the box b, you give the
right answer.
Ask pupils to look at the last two pictures and listen. Say
Now look at the pictures in Question 2. Listen and tick the
correct box. Before playing the recording, say Are you
ready? OK, now listen and tick, please! Play the recording
(several times, if necessary) for pupils to listen and tick the Individual work
box.
Ask pupils to say what they have heard and ticked. Say
What did you hear? Did you hear “a ball” or “a book”? If
some pupils say “a ball”, let them listen to the recording
again, saying Now listen again, please! and play the
recording. Ask What did you hear? Did you hear “a ball”
or “a book”? then say Yes, “a book”. So tick the box b. Whole class
Key: 2. b.
5. Look and trace (10’) Whole class

Have pupils look at the letter B (upper case) and b (lower
case). Use sachmem to show how the upper case B and the
lower case b are traced. Ask pupils to make sure if they
recognize the two forms of the letter.
Individual work
Tell pupils to trace the letter B/b, saying Now use your
pencil to trace the letter B/b. You 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 support to
those pupils who find it difficult to do the task.
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Check the results of pupils’ tracing and give feedback. Ask

pupils to work in pairs and swap their answers, saying Now
work in pairs and check the answer. Give pupils time to Pair work
work. Go around and offer help, if necessary.
Ask some pupils to show what they have done. Praise them
if they have done well, saying Well done!
With a better class, write the letter B/b in broken lines on
Whole class
the board and invite some pupils to trace them.
Individual work
III. Consolidation (3’) Whole class

Pupils learn by heart the chant p. 7.
Pupils trace the letter B/b in their workbooks.
Pupils point to the pictures in Listen and tick (p. 7) and
say the phrases, e.g 1a: A ball, 1b: A bike, 2a: A ball, 2b:
A book.
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From 30 /8/2020 to 03/9/2021

WEEK 2
Wednesday September 30 st
, 2021

Lesson 3
I. Aims By the end of the lesson, pupils will be able to:
- use Hi, I’m + name to greet and introduce someone’s

name and Bye, + name to say goodbye to someone.
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- sing a song about how to greet and introduce

someone’s name.
II. INPUT Language:
- Hi, I’m + name.

- Bye, Bill.
- Hi, I’m + name and Hi, + name. I’m + name.
Resources/Material:
- Sachmem.vn
IV. Procrdure.

name.
- Option 1: Have a group of pupils to sing the chant on page 7
in front of the class. The class claps hands.
- Option 2: Ask two pupils to point to the pictures in Listen
and tick (p. 7) and say the phrases, e.g 1a: A ball, 1b: A bike,
2a: A ball, 2b: A book.
- Option 3: Invite one or two pupils write the letter B/b on the
board.
- Get pupils to open their books and look at Lesson 3 p. 8

Have pupils look at the first picture (in Student’s book or on
sachmem), saying Look at the first picture, please! What is Bill
doing? Yes, he’s greeting and introducing his name. He says
“Hi, I’m Bill”. Play the recording for pupils to listen and
repeat, saying Now listen and repeat, please!
Have pupils look at the sentence “Hi, I’m Bill.” Explain the
meaning of the sentence and how it is used (as mentioned in
8
Input). Check comprehension.

Individual work
Play the recording several times for pupils to listen and repeat
the sentence, saying Now listen and repeat, please! Give more
Invite a few pupils to listen and repeat the sentence “Hi, I’m
Bill.” in front of the class. Correct pronunciation, if necessary
or praise them if they pronounced the sentence correctly, saying
Well done!
Have pupils look at the second picture, saying Look at the
Whole class
second picture, please! What is the boy doing? Yes, he’s saying
goodbye to Bill. He says “Bye, Bill.” Play the recording for
pupils to listen and repeat. Then explain the meaning of the
sentence and how it is used. Check comprehension.
Have pupils look at the sentence “Bye, Bill.” Listen to the
recording and repeat until they feel confident. Check
comprehension.
Invite some pupils to listen and repeat the sentences in front of Individual work
the class. Go around and praise them if they performed well,
saying Well done!
Whole class
7. Let’s talk (10’) Whole class

Have pupils look at the first picture (in Student’s book or
sachmem). Say Look at Picture 1, please! Point 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 practise greeting
Pair or group work
each other in the name of Bill and Ba, saying Now help Bill and
Ba greet each other. “Hi, I’m _____.”; “Hi, I’m _____.” Offer
help, if necessary.
Have pupils look at the second picture. Say Look at Picture 2,
Whole class
please! 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. Then select two pupils to act out in front of
the class.
Ask pupils to work in pairs or in groups to practise saying
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goodbye to each other in the name of Bill and Ba, saying Now
practise saying goodbye to each other, please! “Bye, _____.”
Ask a few pairs of pupils to introduce themselves, saying Now
Pair or groups work
introduce yourself to your friends. E.g. Hi, I’m _____
(Lan/Nam, …). Offer help, if necessary.
Ask a few pairs of pupils to say goodbye to each other, saying
Now the pairs practise saying goodbye to each other. E.g. Bye, Pair work
_____ (Lan/Nam, …). Offer help, if necessary.
Encourage some pairs of pupils to practise introducing
themselves and saying goodbye to each other in front of the
class. Praise them, saying Excellent! if they performed well.
With a better class, have pupils act out the exchange, using
their own names. E.g.
A: Hi. I’m Nam.
B: Hi. I’m Mai. Whole class
8. Let’s sing (10’) Whole class

Have pupils read the lyrics (in their books or sachmem) to
familiarize themselves with the first verse of the song. Say Now
look at the first verse, please! Explain the meanings of the
verse, if necessary (as mentioned in Input). Check
comprehension.
Individual work
Play the recording several times for pupils to repeat line after
line to make sure that they can sing the verse correctly. Say
Now listen and repeat, please!
Individual work
Do the same with the second verse of the lyrics. Say Now look
at the second verse, listen and repeat, please! Play the
recording several times for pupils to repeat to make sure that
they can sing the verse correctly. Check comprehension.
Whole class
Have pupils listen to the whole song, drawing their attention to
the pronunciation, the stress and the melody of the song. Say
Now listen to the whole 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.
Call one or two groups to sing the song in front of the class.
Praise them when they perform well, saying Excellent!
Whole class
If time allows or with a better class, have pupils sing the song
with their own names and perform in front of the class. E.g.
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Hi, I’m Mai.

Hi, I’m Lan.
Hi, Mai. I’m Lan.

Hi, Lan. I’m Mai.
Pupils greet and introduce themselves, using their own
names.
Unit 2: In the dining room

Lesson 1
I. OBJECTIVES By the end of the lesson, pupils will
be able to:
- pronounce the sound of the letter C/c.

- say the words cake, car, cat, cup.
II. INPUT Language:
- Sound /c/
- Vocabulary: cake, car, cat, cup
Resources/Material:
- Sachmem.vn
- Poster for Unit 2

IV. PROCEDURE

- Greet the class and introduce your name by saying, e.g. Hi,
I’m Miss Hien. Encourage pupils to greet and introduce
their names, e.g. Hi, I’m Hoa.
11
- Option 1: Have two or three pairs of pupils role-play the

exchange Hi, I’m + name.
- Option 2: Ask one group to sing the song in Unit 1, p. 8.
- Have pupils open the books and look at Unit 2, Lesson 1 p.
9, saying Open the books and look at Unit 2, Lesson 1
(Page 9).
Have pupils look at the picture (p. 9) or Poster for Unit 2,
saying Look at the picture/poster, please! Encourage pupils to
describe the picture. Draw pupils’ attention to the letter C/c,
the words next to the things, the pet and the colour of the letter
C/c (as mentioned in Input). Check comprehension. Individual work
Get pupils to point to the letter C/c, saying Look at the letter
C/c, please! Then have them listen to the recording and repeat
the sound of the letter C/c, saying Listen and repeat, please! Individual work
Have pupils point to the cat and/or the word cat, listen to the
recording and repeat the word cat, saying Listen and repeat,
please! Then play the recording again, if necessary, for them
to repeat individually and in chorus. Correct pronunciation, if
necessary. If they repeated well, praise them, saying Well
done!
Whole class
Follow the same procedure with the cake, car, cup. Correct
Get pupils to listen to the recording again, pointing to the letter Pair or group work
C/c, the words and the things/pet and repeating until they feel
confident. Give further support to those pupils who find it
difficult to do the task, if necessary.
Invite a few pupils to pronounce the sound of the letter C/c Whole class
and say the words cake, car, cup, cat in front of the class. If
they performed well, praise them, saying Well done!
2. Point and say (10’) Whole class
Ask pupils to look at the picture on page 9 or Poster 2 again,
saying Look at the picture/poster,
please! Ask them to describe the picture, paying attention to
the letter C/c and the words they have learnt in Activity 1.
Get pupils to point to the letter C/c and say it, saying Point to
the letter C/c and say, please! If they pronounced correctly,
praise them, saying Excellent!
Individual work
Ask pupils to point to the cake on the table and say the word
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cake as a model (saying Point to the cake and say, please!).

Remind them of the sound of the letter c in the word cake.
Then ask one pupil to point to the cake and to say the word cake Individual work
in front of the class. Check comprehension.
Follow the same procedure with other things and the cat and
correct pronunciation, if necessary. Give further support to
those pupils who find it difficult to do the task. Individual work
Get pupils to work in pairs or in groups to point to the
things/pet in the picture and say the sound of the letter C/c and
the words. Say Point and say, please! Go around to offer help Pair or group work
or correct pronunciation, if necessary.
Select some pupils to point to the picture/poster and to say the
words in front of the class, saying Well done! to praise their Whole class
performance.
Tell pupils about two sets of flashcards (as mentioned in Input Whole class
in Teacher’s guide).
Tell pupils that they are going to match the words with the Whole class
suitable pictures. Give an example to show how the game is
played. Check comprehension.
Put pupils into groups of four and give each group a set of
flashcards. Have the groups shuffle the flashcards and Group work
distribute them face down on the table.
Ask each player in turn to select two cards and turn them face
up. Say Are you ready? Now let us play the game. If the word
matches the picture, the player wins and continues to turn over Group work
another pair. If the cards do not match, they are turned face
down again and the next player plays the game. The game
ends when all the cards are gone.

Pupils practise pronouncing the sound of the letter C/c and
saying the words car, cake, cup, cat (using student’s books or
sachmem).
Pupils play Pelmanism with the words car, cat, cake, cup in
sachmem.
Pupils do the project on page 6 in Workbook.
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From 6 /9/2020 to 10/9/2021

WEEK 3
Monday September 6 th , 2021
Lesson 2
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
- 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.
- trace the letter C/c.
II. Language:
- Sound /c/
- Vocabulary: cup, cake, cat, car
- Phrases: a cup and a cake, a cat and a car
IV. PROCEDURE

name. Encourage pupils to greet and introduce their names,
e.g. Hi, I’m Hoa.
- Option 1: Invite a few pupils to point to the picture/poster
and pronounce the sound of the letter C/c and say the words
car, cake, cup, cat.
- Option 2: Ask a group of four to play Pelmanism with the
words car, cat, cake, cup in front of the class.
- Option 3: Have pupils do the projet (Workbook, page 6) in
pairs or groups.
II. New lesson
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3. Listen and chant (7’) Whole class

Open books or access sachmem. Have pupils look at the chant,
saying Look at the chant, please!
Individually
Explain the meaning of the first line (as mentioned in Input in
Teacher’s guide). Draw their attention to the letter C/c in the
words cup. Check comprehension.
Let them look at the first line of the chant. Play the recording,
ask pupils to listen and repeat the sound of the letter c and the Whole class and
word a cup, saying Listen and repeat, please! Then have them
listen again and repeat the sound of the letter c and the word a Individual work
cup individually and in chorus. Say Listen and repeat, please!
If they chanted well, praise them, saying Well done!
Follow the same procedure with other lines. Correct
pronunciation, if necessary. Show them how to chant and clap
their hands.
Play the recording all the way through again (more than once,
if necessary) for pupils to do choral and individual repetition.
Put the class into two groups to practise chanting and
clapping. Each group should sing one verse of the chant,
saying Chant in groups, please!
If there is enough time, encourage a few groups 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 performed well, praise
them, saying Very good!
With a better class, encourage pupils to change some lines of
the chant and sing it in front of the class. E.g.
Whole class
C, c, a cup.
C, c, a cake.
C, c, a car.
C, c, a cat.
4. Listen and tick (10’)
Have pupils look at the pictures, saying Look at the pictures,
Whole class
please! and say what they can see, saying What can you see?
Can you see a cat? Yes, a cat. Can you see a car? Yes, a car.
Draw pupils’ attention to the boxes next to the letters a and b.
Check comprehension. Individual work
Invite some pupils to point to the pictures and say the words in
front of the class, saying Point to the pictures and say, please!
E.g.: 1a: a cat, 1b: a car.
Play the recording of the first phrase for pupils to listen,
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saying Now listen, please! Say What did you hear? Did you
hear “a cat” or “a car”? Yes, it said “a cat”. You tick the box
Individual work
near the cat. If pupils tick the wrong box, have them listen to
the recording and tick the box again until they have a correct
answer.
Follow the same procedure with the pictures in Question 2.
Whole class
Before playing the recording, say Are you ready? OK, now
listen and tick, please! Play the recording (several times if
needed) for pupils to listen and do the task. Whole class
Call a few pupils to the front of the class to point to the
pictures and say what they have heard. E.g. 1. a cat, 2. a cake. Whole class
5. Look and trace (10’)
Have pupils look at the letter C (upper case) and c (lower case)
in sachmem, saying What can you see? Yes, you can see the C Individual work
(upper case) and the c (lower case).
Let pupils look at the pencil in sachmem and explain how the
letter C (upper case) and the c (lower case) is in traced. Check
comprehension. You can demonstrate by air tracing or tracing
the broken lines of the letter C/c on the board.
Then let pupils do the tracing. Give further support to those
pupils to work in pairs and swap their answers. Give pupils
time to work. Go around and offer help, if necessary.
Ask some pupils to show what they have done. Praise them if
they have done well, saying Well done! or Good job!
With a better class, make a broken line on the board and invite
some pupils to write the letter C/c.
Pupils learn by heart the chant on p.10
Pupils point to the pictures in Listen and tick (p. 10) and say
the phrases,
Lesson 3
16
- - use I have a _____ to talk about possession.

- sing a song with the structures I have a _____. I have a _____ and I have a _____.
II. Language: Sentence pattern: I have a
Resources/Material:
Computer, projector
IV. PROCEDURE

name. Encourage pupils to greet and introduce their
names, e.g. Hi, I’m Lan.
- Option 1: Have a group of pupils to sing the chant on
page 10 in front of the class. The class claps hands.
- Option 2: Show four flashcards (the cat, the car, the cup
and the cat) and ask two pupils to point to the flashards
and say the phrases, e.g A cat, a car, a cup, a cake.
- Option 3: Invite one or two pupils to write the letter C/c
on the board.
Get pupils to open their books and look at Lesson 3 on p. 11
II. New lesson
Whole class
Open books or access sachmem. Have pupils look at the
picture, saying Look at the picture,
please! What’s in his hand? Yes, it’s a car. He has a car. He
says “I have a car.” Explain the meaning of the sentence and
how it is used. Check comprehension.
Play the recording the first time for pupils to listen and
Individual work
repeat the sentence, saying Now listen and repeat, please!
Correct pronunciation, if necessary. Individual work
Play the recording several times for pupils to listen and
Give support to those pupils who find it difficult to do the
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task. Group work

Have pupils point to the car and say the sentence in pairs or
groups, saying Point to the car and say, please! Go around
and offer help, if necessary.
Whole class
Invite a few pupils to listen and repeat the sentence “I have a
car.” in front of the class. Correct their pronunciation, if
necessary or praise them if they pronounced the sentence
correctly, saying Very well!
7. Let’s talk (10’)
Whole class
Have pupils look at the bubble to understand how the
language is used (I have a ..........). Explain the meaning of
the sentence, if necessary. Individually
Have pupils look at the first picture. Say Look at Picture a,
please! Point to the car and ask them, saying What is this? Individually
Tell them that It’s a car. Then point to the bubble and the car
and say I have a car. Correct pronunciation, if necessary.
Ask pupils to say the sentence “I have a car.” in chorus and
individually, saying Now, point to Picture a and say “I have
a car”. If they said the sentence correctly, praise them Well
done!
Follow the same procedure with Pictures b, c, d. Give further
support to those pupils who find it difficult to do the task, if Pair or group work
necessary.
Ask pupils to work in pairs or groups, to point to the pictures Whole class
and say “I have a………..”, saying Now practise saying what
you have. Offer help, if necessary.
Invite some pairs of pupils to practise pointing to the
pictures and say what they have in front of the class. Praise
them, saying Excellent! if they performed well.
If time allows or with a better class, divide the class into groups
of five, give each groups some of the flashcards (of a car, cup,
bike, ball) and let them show the flashcard and say, e.g. I have a
book
8. Let’s sing (5’)
lines of the lyrics. Explain the meaning of the structures “I
have a _____. I have a ___ and I have a ___”. Then ask Whole class
18
them to read the first line aloud, saying Read aloud, please!
Check comprehension, if necessary.
Play the recording of the first line several times for pupils to
listen and repeat, saying Now listen and repeat, please!
Play the recording all the way through for pupils to listen, to
sing and clap their hands. Offer help, if necessary. If they Individually
sang well, praise them Excellent!
Invite some pupils to sing the song in front of the class. The
rest of the class sings along and claps their hands to reinforce
Whole class
the tune, the rhythm and the melody. Go around and offer
help, if necessary
If time allows or with a better class, have pupils change
some lines of the lyrics and sing the song in front of the
Individually
class. E.g.
I have a book.
I have a car.
I have a book and I have a car.
I have a bike. Whole class
I have a cat.
I have a bike and I have a cat
Pupils sing the song on p. 11 by heart
Pupils create the lyrics of their own songs and practise
singing it.
Pupil collect things they have (ball, car, bike, cat,...) and talk
about possession, using I have a
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19
From 13 /9/2020 to 17/9/2021

WEEK 4
Monday September 13 rd , 2021
FUN TIME 1
LESSON 1
I. Objectives: By the end of the lesson, pupils will be able to
- 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
II. Language: Sounds /b/ (letter b) and /k/ (letter c)
Vocabulary: ball, bike, book, cake, car, cat, cup
IV. Procedure
I. Warm-up (5’)
Option 1: Revising the sounds and words
- Show flashcards or the letters b and c. Have pupils say the
Whole class
letter names and the letter sounds.
- Stick some flashcards including some pictures of the words Individual work
from Units 1 and 2 on the board. Have pupils play Slap the
board in three minutes.
Option 2: Singing
- Ask pupils to sing the songs in Unit 1 and Unit 2 together.
Have them stand and clap their hands when they sing. If
needed, play the songs again for pupils to listen and sing
along.
- Lead to Activity 1, Fun time 1.
II. New lesson
1. Find and circle. Then say (10’)
Have pupils look at the pictures and say the words, saying
Look and say, please! Whole class
20
Ask pupils to look at the word search, find and circle the Individual work
words in it individually. Then say the words. Explain how to
do the task, saying
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.
Have pupils exchange their answers in pairs or groups. Ask Pair work/ Group
them to point to the words and say them until they feel work
confident. Go around
and give further support to those pupils who find it difficult to
do the task Individual work
Call some pupils to show the circled words and say them in
front of the class.
If T uses sachmem or slides, he/she can show the word search
and call on one or two pupils to go to the board and point to
the words in the word search.
KEY:
Group work
Whole class
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 have to write them Whole class
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 (10’)

Have pupils look at the pictures. Explain how the game is
played: Teacher gives a command which begins with Simon
says... and pupils have
Whole class
to use their body positions to show the letters. The pupils who
make the wrong position will be out of the game. Check Individual work
pupils’ understanding of the instruction by getting one pupil to
21
repeat what they have to do (in Vietnamese).

Model the position of the first letter. Instruct pupils to imitate Whole class
each position. Help them practise this position until they can
remember Follow the same procedure with the other letters.
Give further support to those pupils who find it difficult to do
the task Group work
Have the whole class play the game. Call 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
After the pupils become experts at the game, you can increase
the difficulty. A command starting with Simon says means the
pupils must obey that command. A command without the
beginning Simon says means do not do this action. Anyone
who breaks one of these two rules is eliminated from the
game. 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.
- Then:
Option 1: Whole class
Show flashcards and have pupils say the words. Individual work
Option 2:
Write letter b and c on the board. Ask pupils to speak out all of
the words they leart that have letter b or c.
- Tell pupils to practise saying the letters, sounds and words at
home
FUN TIME 1
LESSON 2
I. Objectives: By the end of the lesson, pupils will be able to
22
- identify and read the learnt words

- make a short exchange, using the structures “Hi, I’m………..” and “I have a……...”
II. Language:
- Sounds /b/ (letter b) and /k/ (letter c)
- Vocabulary: ball, bike, book, cake, car, cat, cup
- Sentence patterns: Hi, I’m.............; I have a...........
IV. Procedure
I. Warm-up (5’)
Option 1:
Have pupils play Simon says with the letter B/b and C/c
Whole class
again. This time encourage some pupils to give commands to
their classmates. Individual
Option 2:
Have pupils play The Matching Game. Stick the picture
flashcards on the board. Write the words from Unit 1 and
Unit 2 on the board. Call on some pupils to go to the board
and draw lines to match the words and the pictures.
Lead to Activity 3, Fun time 1
II. New lesson
3. Listen and tick. Then colour and say ( 13’)
Whole class
Have pupils read the words in the first question saying Read
the words, please! Have them look at the pictures and ask them Individual work
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
tick the correct picture, saying Tick the correct picture, please!
Have them colour the correct picture, e.g. a book, saying Whole class
Colour the book, please! Then have them say the words a
Individual work
book
Follow the same procedure with questions 2, 3 and 4. Give
further support to those pupils who find it difficult to do the
task. Whole class
Get pupils to check their answers in pairs. Then ask some Individual work
23
pairs to give their answers. Give comments and confirm the

correct answers
KEY:
1. a 2. b 3. a 4. b
If T uses sachmem or slides, show the pictures in Activity 3.
Point to the words randomly and call on some pupils to read
the words in front of the class.
Otherwise, show the flashcards and invite some pupils to
look at the flashcards and say the words. Pair work
Ask pupils to work in pairs and practise writing the words in Whole class
two minutes. Then show flashcards and ask some pupils to
go to the board and write the words
4. Let’s play: A happy circle (12’)
Have pupils look at the picture and read the sentences, Pair work
saying Look at the picture and read the sentences, please! Individual work
Explain the rule of the game: A group of pupils make a
circle. The teacher gives each pupil a card with a picture.
Two pupils will play first. Pupil A greets, introduces his/her Whole class
name and says what he/she has in the card by saying Hi, I’m Individual work
____. 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
Model the game with one pupil
Have pupils play the game in groups of 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
If there is some time left, ask pupils to create a chant with the
sentences. Ask them to replace the name Bill and Ba with their own
names. Whole class
Then the class will sing the chant and clap their hands. For
example: Hi, I’m Nam. I have a car.
Whole class
Hi, I’m Mai I have a cat.
For a better class, encourage pupils to replace “car” and
24
“cat” with the words they know Whole class

Option 1:
Show flashcards and have pupils say the words. Ask some
pupils to make sentences with the words. Whole class
Option 2: Individual work
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)
- Tell pupils to practise saying the words and make sentences
at home
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From 20 /9/2020 to 24/9/2021

WEEK 5
Unit 3: AT THE STREET MARKET

Lesson 1
- pronounce the sound of the letter A/a.
- say the words apple, bag, can, hat.
II. Language: Sound /æ/
Vocabulary: apple, bag, can, hat
IV. PROCEDURE
25
I. Warm-up (5’)
- Greet the class and introduce your name. Have pupils Whole class
greet and introduce themselves.
- Option 1: Have one group of pupils sing the song on p. 11
in front of the class. The class claps their hands.
- Option 2: Invite one pupil to sing the song with his/her
own lyrics.
- Option 3: Give pupils some flashcards (of a car, cup, cat,
cake, book, bike, …) and let him/her talk about
possession, e.g. I have a car.
Have pupils open the books and look at Unit 3, Lesson 1 p.
14, saying Open the books and look at Unit 3, Lesson 1 (Page
14).
II. New lesson
Whole class
Individual work
Open books open or access sachmem. Have pupils look at
the picture, saying Look at the picture, please! and answer Individual work
some questions such as Who are 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 (as
mentioned in Input in Teacher’s guide). Check
comprehension. Group work
Ask pupils to point to the letter A/a. Have them listen and
repeat the sound of the letter A/a, saying Listen and repeat,
please! more than once, if necessary.
Tell pupils to point to the hat and the word hat, saying Point
Whole class
to the hat and the word “hat”. 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.
Repeat the same procedure with the words apple, bag and
can. Correct pronunciation, if necessary.
Play the recording again and have them listen, point to the Whole class
letter A/a and the words apple, bag, can, hat and repeat in
groups until they feel confident. Give further support to those Individually
Call a few pupils to pronounce the sound of the letter A/a and
say the words apple, bag, can, hat in front of the class (you Individually
26
may say Great! when they perform well).

2. Point and say (10’)
Have pupils look at the picture again, saying Look at the
picture, please! Ask them to describe the picture. Draw their
attention to the letter A/a and the things, if necessary.
Get them to point to the letter A/a and say it, saying Point to
the letter A/a and say, please! Pair or group work
Ask pupils to point to the apple and say the word apple as a
model, saying Point and say, please! Then ask one pupil to Whole class
point to the apple and to say the word apple in front of the
class. Correct pronunciation, if necessary
Follow the same procedure with other things. Go around and
correct pronunciation, if necessary.
Ask pupils to work in pairs or in groups to look at the Whole class
picture, point to the letter A/a, the things and say the sound
of the letter A/a and the words
Go around, offer help and correct pronunciation, if
necessary.
Invite a few pupils to point to the picture and say the sound
of the letter and the words in front of the class. If they
performed well, praise them, saying Well done! or Very
good!
Pupils practise pronouncing the sound of the letter A/a and
saying the words bag, can, hat, apple (using Student’s
books or sachmem).
Pupils play Hot seat with the words bag, apple, hat, can in
sachmem.
Pupils do the project on page 9 in Workbook
Unit 3: At the street market

Lesson 2
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.
- trace the letter A/a.
II. Language:
27
- Sound /æ/
- Vocabulary: apple, bag, cat, hat
- Sentence pattern: There’s a/an… in/on the….
IV. PROCEDURE

names, e.g. Hi, I’m Hoa.
and pronounce the sound of the letter A/a and say the
words bag, can, hat, apple.
- Option 2: Ask a group of four to play Hot seat with the
target vocabulary they have learnt.
- Option 3: Have pupils do the projet (page 6) in pairs or
groups.
Get pupils to open their books and look at Lesson 2, p. 15
II. New lesson
3. Listen and chant (10’)
Whole class
chant. Say Look at the chant, please! Draw pupils’ attention
to the first verse and 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. Individual work
Play the recording for pupils to listen and to get familiarized Individual work
with the tune, saying Listen to the
verse, please! Then play the recording again, ask pupils to
listen and repeat, line by line, saying Listen again and
repeat, please! After that, play the recording for them to
listen and repeat until they feel confident. Give further Group work
Follow the same procedure with the verse. Show pupils how
to chant and clap their hands. Correct pronunciation, if
necessary.
Play the recording all the way through. Ask pupils to listen Whole class
28
and repeat the chant individually and in chorus, saying Listen

and chant, please!
clapping. Each of the groups should sing one verse of the
chant.
Whole class
If there is enough time, invite some groups to the front of the
class to chant and clap their hands. The rest of the class may
clap their hands along to the rhythm. Say Excellent! when Individually
they perform well.
For a better class, encourage pupils to change some lines of
the chant and sing it in front of the class. E.g. Individually
There’s a cat on the hat.
There’s an apple in the bag.
There’s a bag on the table.
There’s a can on the table
4. Listen and tick. (10’)
Have pupils point to the pictures of Question 1 and say what Pair or group work
they can see, saying Can you a can and an apple? Draw
pupils’ attention to the boxes next to the letters a and b. Check
comprehension.
E.g. 1a: a can, 1b: an apple.
Whole class
Play the recording of the first phrase for pupils to listen. Ask
pupils to say what they have heard and ticked. Say What did
you hear? Did you hear “a can” or “an apple”? Yes, it said
“a can”. So tick the box a.
Follow the same procedure with Question 2. Give further
pictures and say what they have heard. E.g. 1. a can, 2. a hat
5. Look and trace. (5’)
Access sachmem. Have pupils look at the letter A (upper
case) and the letter a (lower case). Say What can you see?
Point to the upper case A and say This is the upper case A.
Then point to the lower case a and say and this is the lower
case a. Ask some pupils to make sure if they recognize the
29
two forms of the letter. Then have pupils look at sachmem Whole class
and identify how the letter a (upper case and lower case) is
traced.
Ask pupils to trace the letter A/a, saying Now trace the letter
A/a with your pencils. You can demonstrate by air tracing or
tracing the broken lines of the letter A/a on the board. Then
let pupils do the tracing. Give further support to those pupils
who find it difficult to do the task.
Ask pupils to work in pairs and swap their answers, saying
Now work in pairs and check each other’s answer. Give
pupils time to work. Go around and offer help, if necessary.
Have some pupils show what they have done. Praise them if
they have done well, saying Well done!
If time allows or with better classes, make a broken line on
the board and invite some pupils to write the letter A/a
III. Consolidation. (3’)
Pupils learn by heart the chant p. 15.
Pupils trace the letter A/a on page 10 (Workbook).
Pupils point to the pictures in Listen and tick (p. 15) and say
the phrases, e.g 1a: A can, 1b: An apple, 2a: A bag, 2b: A hat
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From 27 /9/2020 to 1/10/2021

WEEK 6
Unit 3: At the street market
Lesson 3
I. Objectives: By the end of the lesson, pupils will be able to:
- use I have a …………….. to introduce things.
- sing a song with the structures Hi, I’m + name and This is my………..
II. Language: Sentence pattern: This is my.............
30

IV. Procedure
I. Warm-up (5’)
- Have pupils greet and introduce their names, e.g. Hi, I’m Whole class
Lan.
page 15 in front of the class. The class claps hands.
- Option 2: Have a few pupil to point to the picture in
sachmem or Poster for Unit 3 and say the sentences, e.g.
The cat is on the hat; The hat is in the bag; The can is on
the table.
- Option 3: Invite one or two pupils to write the letter A/a
on the board.
Get pupils to open their books and look at Lesson 3 p. 16
II. New lesson
6. Listen and repeat. (10’)
picture, saying Look at the picture, Whole class
please! 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. Individual work
Play the recording the first time for pupils to listen and repeat Individual work
the sentence, saying Now listen and repeat, please! Correct
Give support to those pupils who find it difficult to do the
task
Group work
Have pupils point to the bag and say the sentence in pairs or
groups, saying Point to the bag and say, please! Go around
and offer help, if necessary.
Invite a few pupils to listen and repeat the sentence “This is
my bag.” in front of the class. Correct their pronunciation, if
31

7. Let’s talk. (10’)
Show a real bag (or a flashcard of a bag) and ask pupils to
look at it, saying Look at the bag, please! and say This is my
bag. Let them listen and repeat the sentence several times Whole class
until they feel confident, saying Listen and repeat, please!
Have pupils look at the bubble (This is my ____.) to
understand how the language is used. Explain the meaning of
the sentence, 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 Whole class
words, saying Point and say, please! Check comprehension.
Point to Picture a and model the task, using the expression in Individually
the bubble and the word in the picture. E.g. This is my bag.
Then ask pupils to say the sentence This is my bag in chorus
and individually. Correct pronunciation, if necessary. Individually
Follow the same procedure with Pictures b, c, d by getting
pupils to point to the pictures and say what they have. Give
task.
Have pupils point to the pictures and say the sentences in
pairs or groups. Go around and offer help, if necessary. Pair or group work
Invite some pupils to point to the pictures and say the
sentences in front of the class, saying Well done! if they
performed the task well
If time allows or with better classes, have pupils hold their things
and introduce them, e.g. Nam: This is my bag. This is my book.
This is my hat.
8. Let’s sing. (10’)
Open books or access sachmem. Have pupils read the lyrics
Whole class
to familiarize themselves with the
first verse of the song, saying Now look at the first verse,
please! Check comprehension.
Play the recording several times for pupils to repeat the
verse, line after line, to make sure that they can sing the
verse correctly.
Follow the same procedure with the second verse of the
lyrics.
Have pupils listen to and sing the whole song, drawing their Whole class
attention to the pronunciation, the stress and the melody of
the song, saying Now listen and sing the whole song, please!
32
Let pupils practise singing the song in pairs of groups. Go

around and offer help, if 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. Praise them when they performed well.
If there is time or with a better class, have pupils change
some sentences in the lyrics of the song and perform it in
front of the class. E.g.
Hi, hi, hi.
Hi, I’m Mai.
I’m Mai. I’m Mai. I’m Mai.
This is my hat.
This is my bag.
This is my book.
This is my can

Pupils sing the song on p. 16 by heart Whole class
Pupils create their own lyrics and sing the song at home.
Pupil collect things they have (hat, bag, can, cat,...) and
introduce each of them, using This is my…….
Unit 4: IN THE BEDROOM

Lesson 1
- pronounce the sound of the letter D/d.
- say the words duck, door, dog, desk
II. Language: Sound /d/
Vocabulary: duck, door, dog, desk
IV. Procedure
I. Warm-up. (5’) Whole class

- Greet the class and introduce your name. Have pupils
33

in front of the class. The class claps their hands.
- Option 2: Invite one pupil to sing the song with his/her
own lyrics.
- Option 3: Give pupils some flashcards (of a hat, bag,
apple, can, car, cup) and let him/her introduce them, e.g.
This is my bag.
- Option 4: You may ask some pupils to show and
introduce things they have in the classroom, e.g. This is
my bag. This is my book.
17, saying Open the books and look at Unit 4, Lesson 1 (Page
17).
II. New lesson
1. Listen and repeat. (10’) Whole class

picture, saying Look at the picture, please! and answer some Individual work
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 Individual work
the things/pets and the colour of the letter D/d (as mentioned
in Input in Teacher’s guide). Check comprehension.
Ask pupils to point to the letter D/d, saying Look at letter
D/d. Have them listen and repeat the sound of the letter D/d, Group work
saying Listen and repeat, please! more than once, if
necessary
Tell pupils to point to the door and the word door, saying
Point to the door/the word “door”. Ask them to listen and Whole class
repeat the word, saying Listen and repeat, please! Then play
the recording again, if necessary, for pupils to do choral and
individual repetition.
Repeat the same procedure with the words desk, dog and
duck. Correct pronunciation, if necessary. Give further
Whole class
In pairs or groups, play the recording again and have them
listen, point to the letter D/d and the words desk, dog, door,
duck and repeat until they feel confident. Individually
Play the recording again and call a few pupils to say the
sound of the letter D/d and the words desk, dog, door, duck
34
in front of the class, saying Well done! when they performed Individually
well
2. Point and say. (10’)
Open books or access sachmem, or poster stick on the
board. Have pupils look at the picture/poster again, saying
Look at the picture/poster, please! Ask them to describe the
picture. Draw their attention to the letter D/d and the
things/pet, if necessary. Pair or group work
Get them to point to the letter D/d and say it, saying Point to
the letter D/d and say, please!
Ask them to point to the door and say the word door, saying
Point to the door and say “door”, please! Give further
Follow the same procedure with other things. Go around
Whole class
and correct pronunciation, if necessary.
Ask pupils to work in pairs or in groups to look at the
picture, point to the letter D/d, the things/pet and say the
sound of the letter D/d and the words. Go around, offer help
Invite some pupils to point to the picture and say the sound
Pupils practise pronouncing the sound of the letter D/d and
saying the words door, duck, dog, desk (using Student’s
books or sachmem).
Pupils play Red words, green words in sachmem
Pupils do the project on page 15 in Workbook Whole class
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35
From 4 /10/2020 to 8/10/

WEEK 7
Monday October 4 th , 2021
Teaching : 1a,1b

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.
- trace the letter D/d.
II. Language:
- Sound /d/
- Vocabulary: duck, dog, door, desk
- Phrases: A duck and a dog; A door and a desk
IV. Procedure
I. Warm-up. (5’)
Whole class
36

and pronounce the sound of the letter D/d and say the
words duck, dog, door, desk.
- Option 2: Ask a group of four to play Red words, green
words with the target vocabulary they have learnt.
- Option 3: Have pupils do the project, page 12
(Workbook) in pairs or groups.
Get pupils to open their books and look at Lesson 2, p. 18
II. New lesson
3. Listen and chant. (10’)
Books open or Sachmem access. Have pupils look at the
chant. Say Look at the chant, please! Draw
pupils’ attention to the first verse and explain its meaning.
Ask them to pay attention to the letter D/d and the words Whole class
duck, dog and the phrase A duck and a dog. Check
comprehension.
Play the recording for pupils to listen and to get familiarized
with the tune, saying Listen to the Individually
verse, please! Then play the recording again, ask pupils to
listen and repeat, line by line, saying Listen again and
Whole class and
repeat, please! After that, play the recording for them to
individual work
listen and repeat until they feel confident. Give further
support to those pupils who find it difficult to do the task
Follow the same procedure with the second verse. Show
and chant, please!
clapping. Each of the groups should sing one verse of the
chant.
Invite some groups to the front of the class to chant and clap Groups work
their hands. The rest of the class may clap their hands along
to the rhythm. Say Excellent! when they perform well.
For a better class, help pupils change some lines of the chant
and sing it in front of the class. E.g Whole class
D, d, a dug.
37
D, d, a dog.
D, d, a desk.
D, d, a door.
A duck and a dog.
A desk and a door
4. Listen and tick (10’)
Books open or Sachmem access. Have pupils point to the
pictures of Question 1 and say what they can see, saying
Whole class
Point and say, please! Can you see a dog? Can 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.
E.g. 1a: a dog, 1b: a duck.
Individual work
Play the recording of the first sentence for pupils to listen
several times, if necessary, and to tick the box
Individual work
Ask pupils to say what they have heard and ticked. Say What
did you hear? If some pupils say “This is a dog”. Let them
tick the box a. If some pupils say “This is a duck”? Let them
listen to the recording again until they give the correct
answer.
Follow the same procedure with question 2. Give further
pictures and say what they have heard. E.g. 1. This is a dog,
2. This is a desk
5. Look and trace (10’)
Have pupils look at the letter D (upper case) and the letter d
(lower case). Say What can you see? Point to the upper case
D and say This is the upper case D. Then point to the lower Whole class
case d and say and this is the lower case d. Ask some pupils
to make sure if they recognize the two forms of the letter.
Then have pupils look at Sachmem and identify how the
letter D (upper case) and the letter d (lower case) is traced.
Tell pupils to trace the letter D/d, saying Now use your pencil
38
to trace the letter D/d. You can demonstrate by air tracing or

tracing the broken lines of the letter D/d. Then let pupils do
the tracing. Give further support to those pupils who find it
difficult to do the task.
Individual work
pupils to work in pairs and swap their answers, saying Now
work in pairs and check the answer. Give pupils time to
Pair work
they have done well, saying Well done! or You’ve done a
good job!
If there is enough time, write the letter D/d in broken lines on
the board and invite some pupils to trace them.
III. Consolidation. (3’) Whole class
Pupils learn by heart the chant p. 18
Pupils trace the letter D/d on Page 13 (Workbook).
Pupils point to the pictures in Listen and tick (p. 18) and Whole class
say the sentences, e.g 1a: This is a dog, 1b: This is a duck,
…
Have a few pupils make their own chants

Lesson 3
Period 16

- use This is a………… to introduce things or animals.
- sing a song with the structures This is a ……….. It’s on/near…………….
II. Language: Sentence patterns: This is a _____. It’s on/near the ___.
IV. Procedure
39

- Have pupils greet and introduce their names, e.g. Hi, I’m
Lan.
Page 18 in front of the class. The class claps hands.
Sachmem or Poster for Unit 4 and say the sentences, e.g.
This is my dog. This is my desk.
- Option 3: Let two or three pupil point to the pictures in
Listen and tick (P18) and say the sentences, e.g 1a: This
is a dog, 1b: This is a duck, …
Get pupils to open their books and look at Lesson 3 p. 19
II. New lesson
Books open or sachmem access. Have pupils look at the
please! 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. Check comprehension. Individual work
Play the recording the first time for pupils to listen and Individual work
Correct pronunciation, if necessary.
repeat the sentence. Give support to those pupils who find it Group work
Have pupils point to the dog and say the sentence in pairs or
groups, saying Point to the dog and say, please! Go around and
offer help, if necessary Whole class
Invite a few pupils to listen and repeat the sentence “This is a
dog.” in front of the class. Correct their pronunciation, if
7. Let’s talk (10’) Whole class
Have pupils look at the first picture in Student’s book or in
40
sachmem. Say Look at Picture a, please! Point to the dog Individually

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”. Individually
Point to Picture a and model, using the expression in the
bubble and the word in the picture. E.g. “This is a dog.”
Ask pupils to point to Picture a and say the sentence This is a
dog in chorus, saying Let’s point to Picture a and say “This
is a dog”, please! Correct pronunciation, if necessary.
Ask them to look at the pictures to identify the other things,
saying Look at Pictures b, c, d, please! Then let them point Pair or group work
to the pictures and say the words, saying Point and say,
please! Check comprehension.
Ask pupils to work in pairs or in groups to practise
introducing things to each other, saying “This is a ____.”
Give further support to those pupils who find it difficult to
do the task.
Select some pairs of pupils to practise introducing things to Whole class
each other in front of the class. Praise them, saying
Excellent! if they performed well
If time allows or with better classes, have pupils hold their things
and introduce them, e.g. Nam: This is a
8. Let’s sing (10’)
Have pupils read the lyrics to get familiarized with the first
verse of the song, saying Now look at the first verse, please!
Check comprehension.
Have pupils look at the lines of the first verse. Explain the
meaning of the structures “This is a ____. It’s on the ____.”
verse correctly.
Follow the same procedure with the second and the third
verse of the lyrics.
Have pupils listen to the whole song, drawing their attention
to the pronunciation, the stress and the melody of the song, Whole class
saying Now listen to the whole song.
Let pupils practise singing the whole song several times
individually, and then in groups. The class claps their hands.
Praise them when they perform well.
If there is time or with a better class, have pupils change
some sentences in the lyrics of the song and perform it in
41
front of the class. E.g.

This is my bag.
It’s on the desk.
This is my book.
It’s on the desk.
This is my hat.
It’s on the desk.
Pupils sing by heart the song on p. 19
Pupils change some sentences in the lyrics of the song and
practice singing the song at home.
Pupil point to the things they have (dog, cat, desk, bag, hat,
book, ...) and introduce each of them, using This is a…..
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
From 11 /10/2020 to 15/10/20
WEEK 8
Teaching : 1a ,2b
REVIEW 1
LESSON 1
Time allocation: 1 period

- repeat and understand a short story.
- identify and say the words they have learnt
42
II. Language:
- Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d)
- Vocabulary: ball, bike, Bill, book
cake, car, cat, cup
apple, bag, can, hat
desk, dog, door, duck
- Structures:
Hi, I’m………. (greeting and introducing someone’s name)
Bye,………. (saying goodbye)
I have a…….. (talking about possession)
This is my…….. (introducing someone’s thing)
This is a............... (introducing something)
IV. Procedure
I. Warm-up. (5’)
- Remind pupils of the names of the topics they have learnt Whole class
from Unit 1 to Unit 4.
- Then:
- Show flashcards of the letters b, c, a and d. Have pupils
Whole class
say the letter names and the letter sounds.
- Stick some flashcards including some pictures of the
words from Unit 1 to Unit 4 on the board. Write the
words on the board. Have pupils match. Individual work
Option 2: Playing games
- Have pupils play a game (e.g. Slap the board, Pelmanism
or Hot seat) with the words they have learnt in the
previous units.
Have them open the books and look at the story Phil and
Sue, saying Open your books and look at the strong Phil and
Sue, please!
II. New lesson
Have pupils look at the picture of the boy, the girl and the Whole class
speech bubbles. Introduce the two new characters Phil and
Group work
Sue and help pupils identify them (their names, genders,
clothes,...) by asking them some questions such as Who’s the
43
boy? Who’s the girl? What are they doing? Check

comprehension.
Have pupils look at Picture 1 (saying Look at Picture 1,
please!) and describe the picture. Draw pupils’ attention to
the boy (Phil), the girl (Sue) and the bubbles. Whole class
repeat the sentences in the bubbles of picture 1, saying Now
listen, point to the sentences and repeat, please!
Repeat the same procedure with Pictures 2, 3 and 4. Correct
pronunciation, if necessary. Give further support to those
pupils who find it difcult to do the task Whole class
Play the recording of the whole story several times and have
pupils listen, point to the speech bubbles and repeat until
they feel confident. Go around and offer help, if necessary.
Play the recording again and invite some pairs of pupils to
listen to the recording and repeat the story in front of the class, Whole class
saying Well done! when they performed well. Encourage them
to use gestures, face expressions,... when they repeat the story.
Have pupils work in pairs to look at the book and read the
story aloud. Encourage them to use gestures, face
expressions,…Observe and support pupils when needed.
After pupils have remembered the story, have them role play
it. Model with one pupil and ask other pupils to observe. Ask Whole class
pupils to work in pairs to act out without looking at the book. Pair work
Encourage them to use gestures, face expressions …Move
around to observe and offer help. Invite some pairs to go to
the board and role play
2. Look and cirle. (15’)
Explain to pupils that they are going to look at the four
pictures and circle the words. These words all appear in the Whole class work
story.
Ask them to identify the thing/animals, saying What can you
see in the pictures? Can you see the dog? Yes, it is the dog.
Say the word, please! Ask pupils to repeat the words several Whole class
times, saying Repeat, please! Use the picture of a dog and
the word dog circled as the example Individual work
44
Ask pupils to look at the other pictures and circle the words Individual work
in the chain, saying Now use your pencil to circle the words. Whole class
Give pupils time to work. Give further support to those
Invite some pupils to show what they have done. Praise them
if they have done well, saying Excellent! or Great job! Have
the class say all of the words they have circled.
After the pupils have finished circling the words, ask them to
look at the story again and circle the dog, the book, the cat
and the duck in the pictures of the story. Then ask them what
things they can see in the pictures and have them cirlce these
things (in the pictures there are some things that pupils have
learnt: bike, ball, cake, car, etc...). Have pupils read all of the
names of the things they have circled. It is a good way for
them to revise the vocabulary items they have learnt.
This activity can be held as a competition game where
groups of pupils find the words included in the pictures. The
group with the most words is the winner.
Ask pupils some questions about the story such as How many
people are there? What are their names? ... Teacher can ask
in Vietnamese.
- Then:
Option 1:
Show flashcards of the words that appear in the story and
have pupils say the words. Whole class
Use sachmem to show the pictures of the story and have pupils tell the
story from their memory.
- Tell pupils to practise telling the story at home
Self – check 1
45

- recognize the sounds they have learnt.
- recognize the words they have learnt.
- listen for specific sounds and words
II. Language:
- Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d)
- Vocabulary: ball, book, car, cat
bag, desk, dog, door
- Structures:
This is my………… (introducing someone’s thing)
IV. Procedure
I. Warm-up. (5’)
Option 1:
Use sachmem to show the pictures of the story in Lesson 1
Whole class
Review 1. Ask pupils to retell the story in pairs from their
memory. Pair work
Option 2:
Have pupils play Slap the board or Hot seat to revise the
sounds and words they learnt in previous units. Whole class
Lead to Activity 1, Review 1.
II. New lesson
Have pupils look at the pictures of question 1, saying e.g. Whole class
Look at Picture 1, please! What can you see? Can you see a
Individual work
ball and a car? and say
what they can see, e.g. a ball, a car. Draw pupils’ attention
to the boxes next to the letters a and b.
Invite some pupils to point to the pictures and say the words
in front of the class, saying Point to the pictures and say,
please! (e.g. 1a: a ball, 1b: a car).
Before playing the recording, say Are you ready? OK, now Whole class
listen and tick, please! Play the recording twice or more if
Individual work
needed. Ask pupils to listen and tick the correct box. Give
46
task.
Follow the same procedure with the pictures of Question 2.
Go around and offer help, if necessary.
Set a time limit for pupils to swap and check the answers. Pair work
Correct the answers, if necessary
Whole class
Invite some pupils to the front of the class to point to the
pictures and say what they have heard.
Audio: 1. ball 2. dog
Key: 1. a 2. B
Write incomplete words on the board and have some pupils
to write letters to complete them.
E.g.
_ all , _ ar, _at, _og
2. Listen and circle. (5’)
Have pupils look at the pairs of letters and practice saying
the letter names and letter sounds in pairs. Invite some pupils
to say the letters and the sounds in front of the class. Whole class
Explain the task, saying Listen to the sound and circle the Pair work
letter
Play the recording, ask pupils to listen and circle the letters Whole class
of the sounds. Have pupils listen at least twice
Individual work
Ask pupils to swap and check the answers. Play the
recording again for them to check, if necessary. Invite some
pupils to say the sounds they have heard.
Confirm the correct answers
Audio script: 1. b 2. a 3. c 4. d
Key: 1. b; 2.a; 3. c; 4. D
3. Listen and tick or cross. (5’)
please!) and say what they can see, (saying What can you
see? Can you see a book? Yes, a book). Follow the same
procedure with the other three pictures. Invite some pupils to Whole class
47
point to the pictures and say the words in front of the class, Individual work
saying Point to the pictures and say, please! (e.g. 1. a book,
2. a bag).
Draw pupils’ attention to the box under Picture 1. Before
playing the recording, say Are you ready?. Play the first
sentence and have pupils do the task, saying OK, now listen
and tick or cross, please!
Follow the same procedure with the other three pictures. Play the
recording twice or more if needed, ask pupils to listen and put a tick or
a cross. Give further support to those pupils who find it difficult to do
the task
Set a time limit for pupils to swap and check the answers. Pair work
Correct the answers, if necessary
Invite some pupils to the front of the class to point to the
Audio script:
1. This is my ball. 2. This is my bag.
3. This is my desk. 4. This is my car.
Key:
1. x 2. √ 3. √ 4. X
4. Read and tick. (5’)
Have pupils look at the pictures (saying Look at the pictures,
please!) and say what they can see. Draw pupils’ attention to
the boxes Whole class
next to the letters a and b
Individual work
Ask pupils to look at the word in Question 1. Model with this question.
Invite one pupil to read the word and choose a or b. Confirm the
correct answer
Get pupils to read the phrases in other questions and tick the
correct boxes, saying
Now read and tick the correct pictures, please! Give further
Ask pupils to work in pairs and to swap their work, saying
Now work in pairs and check each other’s answers. Give
pupils time to work. Pair work
48
Go around and offer help, if necessary

Invite some pupils to show what they have done. Praise them Whole class
if they have done well.
Key:
1. a 2. a 3. b 4. B
Whole class
Say aloud some words and have pupils circle the suitab
e pictures
5. Colour the apple, the ball, the cat and the dog. Then
point and say. (5’)
Have pupils look at the pictures and say what they see. Draw
their attention to the incomplete sentences and explain what
to do, saying You colour the things and pets. Then point to
them and say the full sentences, please!
Have pupils look at the first picture. Ask them to point to the Whole class
thing and say the word, saying Point to the apple and say Individual work
“apple”, please!. Follow the same procedure with other
things/pets
Ask pupils to identify what information is missing in the
sentences, saying Look at the incomplete sentences and say Individual work
what information is missing here. That’s right, you should
say your name in the first sentence and the word for the thing
you have in the second one. Use the first picture (an apple) as Pair work
the example, point to it and say Hi, I’m........ (e.g. Hi, I’m
Hoa.) This is my apple. Check pupils’ comprehension.
Have pupils work individually to colour the pictures
Get pupils to work in pairs to point to the pictures, look at
the sentences and say them (in the first sentence: greeting
and saying names, in the second sentence: introducing one’s
things/pets). Go around and offer help, if necessary
Invite some pupils to point to the pictures and say the
sentences in front of the class. Praise them if they have done
well, saying Very well!
Show flashcards of other words and have pupils say similar sentences
with these words.
49

Option 1:
Organise Picture dictionary activity. Some pupils go to the
board and draw to illustrate the words other pupils say.
Option 2:
Whole class
Write a letter on the board and have pupils say all the words
Individual work
with that letter.
- Tell pupils to practise saying the words and make sentences
at home
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………
From 18 /10/2020 to 22/1
WEEK 9
Teaching : 1a ,2b
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
II. Language:
50
Sound /i/
Vocabulary: chicken, chips, fish, milk
IV. Procedure
I. Warm-up. (5’)
Option 1: Singing the song in Unit 4, Lesson 3. Whole class
- Ask pupils to sing the song in Unit 4, Lesson 3 and make
the gesture of a duck, a dog and a desk when singing.
- Have some pupils demonstrate the song in front of the
class, the rest of the class listen to them and clap their
hands.
Option 2: Drawing.
- Show pupils some pictures/slides of popular food and
drinks in Vietnam and the UK. Individual work
- Have pupils draw their favourite food or drinks, then
colour them.
Option 3: Talking.
- Show pupils some pictures/slides of popular food and
drinks in the world (fried chicken, hamburger, pizza, Whole class
sausage, steak, lemonade, apple juice, …).
Ask pupils some questions about their 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?
II. New lesson
Individual work
Have pupils look at the picture, saying Look at the picture, Whole class
please! Describe 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 (as mentioned in Input). Check comprehension.
Ask pupils to point to the letter I/i. Have them listen and repeat Whole class
the sound of the letter I/i (saying Listen and repeat, please!)
more than once, if necessary. Tell pupils to point to the chicken
and the word chicken, saying Point to the chicken and the word Whole class
“chicken”, please! Ask them to listen and repeat the word,
saying Listen and repeat, please!
51
Follow the same procedure with the chips, the fish and the milk. Individual work
Play the recording again and have them listen, point to the letter
I/i, the words chicken, chips, fish, milk and repeat until they feel
Individual work
confident.
Play the recording again and call a few pupils to say the letter I/i,
and the words chicken, chips, fish and milk in front of the class
(saying Good job! when they performed well).
Cultural note: Teacher may show pupils some illustration of a
favourite food in Great Britain – fish & chips. It is a hot dish
consisting of fried fish in batter served with chips. A fish & chip
shop is a form of a fast food restaurant that specialises in selling
fried fish & chips.
Whole class
For better pupils, using the new and learnt in the previous units
vocabulary and have the pupils make labels for the food and Individual work
drink items (apple, cake, chips, fish, chicken, milk). Ask them to
attach the cards to the corresponding items and practise saying
the words.
Whole class
picture on page 23, please! Ask them to describe the
picture. Draw their attention to the letter I/i and the Pair work
food/drinks in the picture.
Get them to point to the letter I/i and say it, saying Point to
the letter I/i and say, please!
Let them point to the chicken and say the word chicken,
saying Point to the chicken and say the word, please! Give Individual work
task.
Follow the same procedure with other things. Go around
Ask pupils to work in pairs or in groups to point to the Whole class
picture and say the sound of the letter I/i and the words, Group work
saying Point to the picture and say, please! Go around and Group work
correct pronunciation, if necessary. Individual work
of the letter and the words in front of the class. If they Whole class
performed well, praise them, saying Very good!
Matching Game (5’)
52
Explain how to play the game, saying Listen to the teacher

and make a word from the flashcards, please!
Divide the class into four groups and give each group a set of
Whole class
flashcards to make one word.
Ask pupils in each group to hold the flashcards (each pupil
holds one card), the other pupils in the group observe and
help them, if necessary.
Set the time and say one word, e.g. FISH. The group that has
F, I, S, H should go to the front of the class, show the cards
in the correct order to make the word. Follow the same
procedure with other words.
Have the class look at the words and announce the winner.
Revise the main teaching point of the lesson: the sound of
the letter i and the words chicken, chips, fish, milk. Whole class
Option 1:
Using sachmem, have pupils look at the things in the picture
and repeat the words after the recording. Individual work
Option 2:
Using Poster for Unit 5, ask pupils to point to the things in
the picture and say the words. For better pupils, teacher may Individual work
cover the words and ask them to point to the things and say
the words aloud.
Option 3:
Using pictures and flashcards, get some pupils to match the
words chicken, chips, fish, milk and the pictures. Then ask
the class to say the words aloud

Lesson 2

- say the letter I/i, the words chicken, chips, fish,
53
milk and the phrases containing /i/ and chicken,

chips, fish, milk in a chant.
- listen and identify the words fish, chicken.
- trace the letter I/i.
II. Language: - Sound /i/
- Vocabulary: chicken, chips, fish, milk
- Phrases with the sound /i/ and the words chicken, chips, fish, milk
III. Teaching aids: - Student’s book p. 24
- Workbook p. 17
- Flashcards for Unit 5 to play games
IV. Procedure
I. Warm-up
Option 1:
Ask two or three pupils to look at the picture in Lesson 1
Whole class
(Student’s book or sachmem) and say the sound of the letter
I/i and the words chicken, chips, fish and milk.
Option 2:
Have pupils play The Matching Game again, using the words
learnt in the previous lessons.
Option 3:
Get pupils to play What’s Missing 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
II. New lesson
3. Listen and chant
Have pupils look at the chant, saying Look at the chant on
page 24, please! Draw pupils’ attention to the first line and
explain its meaning. Ask them to pay attention to the letter Whole class
I/i and the word fish. Check comprehension.
Play the recording of the first line for pupils to listen and to
get familiarized with the rhythm, saying Listen to the first
line, please! Whole class
54
first line. Say Listen again to the first line and repeat,
please! Then play the recording for them to listen and Whole class
repeat until they feel confident, saying Listen to the
recording and repeat, please!
Follow the same procedure with the other lines in the chant.
Show pupils how to chant and clap their hands along.
Correct pronunciation, if necessary. Individual work
Play the recording all the way through. Ask pupils to listen Whole class
Listen to the recording, chant and clap your hands, please! Individual work
do the task. Whole class
their hands. The rest of the class may sing the chant and
clap their hands along. If they sing the chant well, praise
them, saying Excellent! or Perfect!
For better pupils, cover or omit some letters/words in the Individual work
chant and have them guess and say all the lines aloud. For
example:
I, i, fish.
I, I, chips.
Fish and …….
......... and chips
4. Listen and tick
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? Whole class
Draw pupils’ attention to the boxes next to the letters a and
b. Check comprehension.
in front of the class, saying Point to the pictures and say, Individual work
please! E.g. 1a: chips, 1b: fish.
listen to the sentence, please! Play the recording twice or Group work
more if needed, ask pupils to listen and tick the correct
boxes.
Set a time limit for pupils to swap and check the answers.
Correct the answers, if necessary.
55

Audio script: 1. This is fish. 2. This is chicken. Individual work
Answers: 1. b 2. A
5. Look and trace
Have pupils look at the letter I (upper case) and i (lower
case). Write the letter upper case I and the lower case i on the
board, saying Look at the board. What can you see? Yes, you
can see the I (upper case) and the i (lower case). Point to the
upper case I and say This is the upper case of the letter I.
Then point to the lower case i and say And this is the lower
case of the letter i. Make sure pupils recognize the two forms
of the letter. Whole class
Write the letter upper case I and the lower case i in broken
lines on the board, saying Look at the board. What can you
see now? Yes, you can see the upper case I and the lower
case i. Check to make sure pupils understand the letters
written in solid lines and those in broken lines. Individual work
Tell pupils to use their pencils to trace the letter I/i. You can
demonstrate by air tracing or tracing the broken lines of the
letter I/i on the board. Then let pupils do the tracing. Give
task.
Ask pupils to work in pairs and to swap their tracing. Give
they have done well, saying You’ve done a good job!
- For weaker pupils, have them do Activity 3, Unit 5 in their
workbooks.
- For better pupils, have them do Activity 4, Unit 5 in their
workbooks.
III. Consolidation
Option 1: Have pupils listen to the recording, then say the
chant again.
56
Option 2: Ask pupils to look at the pictures in 4. Listen

and tick. and say about them, e.g. fish, chips. Encourage
better pupils to use learnt structures e.g. I have fish.; This Whole class
is fish., ...
Option 3: To reinforce the vocabulary, get pupils to do
Activity 1, Unit 5 in their workbooks.

Lesson 3

- use “I like _____.” to talk about someone’s favourite food/drinks.
- sing a song with the structure “I like _____.”
II. Language: - I like _______.
III. Teaching aids

- Workbook p. 18
IV. Procedure
I. Warm-up
Option 1:
- Have pupils listen to the recording, then sing the chant on
Whole class
page 24.
- Select some better pupils to sing the chant in front of class.
The class listens to them and claps hands along.
Option 2:
- Show pupils pictures/slides of some food and drinks they
57
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.
Option 3:
- Invite one or two pupils write the letter I/i on the board.
- Get pupils to say words that contain the sound of the letter
I/i (e.g. Bill, fish, chicken, ...).
6. Listen and repeat.
Have pupils look at the picture of a boy holding a carton of
milk. Explain the meaning of the sentence “I like milk.” in
the bubble and how it is used. Check comprehension.
Play the recording several times for pupils to listen and Individual work
Invite a few pupils to listen and repeat the sentence “I like
milk.” in front of the class. Correct their pronunciation, if
necessary or praise them when they pronounced the sentence Individual work
correctly, saying Great job!
Ask pupils to work in pairs, point to and repeat the sentence
“I like milk.”. Go around and correct pronunciation to make
Group work
sure pupils can repeat the sentence correctly
7. Let’s talk
Have pupils look at the first picture. Point to the carton of
milk and ask them, saying What’s this? Tell them that it is Whole class
milk, saying It’s milk. Follow the same procedure with other
pictures in the activity.
Ask pupils to use the structure in the 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. Check comprehension. Whole class
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 practise talking Individually
about favourite food/drinks, saying Now practise talking
about your favourite food/drinks, please! Go around and
58
offer help or correct pronunciation if necessary.

Select some pairs of pupils to practise talking about favourite Individually
food/drinks in front of the class. Praise them, saying That’s
right! or Superb!, if they performed well.
1. Ask pupils to talk about what food/drinks they like.
Encourage them to say as much as they can, e.g. Hi, I’m ___.
I Iike ____ and ____.
2. Play Memory game. Devide the class in four groups. Say
an incomplete sentence, e.g. I like ___. and have pupils add a
food/drink item to the chain, e.g. I like fish. → I like fish and
milk. ...
→ I like fish and milk and chips.
8. Let’s sing
Have pupils look at the lyrics to get familiarized with the Pair or group work
first verse of the song. Say Now look at the lyrics of the
first verse, please! Play the recording several times for
pupils to repeat line after line to make sure that they can
pronounce the verse correctly. Check comprehension.
Have pupils look at the lyrics to get familiarized
themselves with the second verse of the song. Play the
recording several times for pupils to repeat to make sure
Whole class
that they can pronounce the verse correctly. Check
comprehension.
Have pupils listen to the whole song, drawing their
attention to the pronunciation, the stress and the melody of
the song. Say Now listen to the whole song, please!
Let pupils practise singing the song. Help them sing the
song line by line first. Then help them sing the whole song.
If there is time, let them sing the song several times until
they feel confident.
Select some groups to the front of the class to sing the song
or ask some pupils to sing the song individually. The class
may sing along and clap their hands. Praise them when they
performed well, saying Fantastic! or Superb!
Practise two-part singing. Devide the class into two groups
and ask each group to sing one part of the song.
III. Consolidation
- Revise the main teaching point of the lesson - the structure
Whole class
I like ____. to talk about someone’s favourite food/drinks
59
Option 1: Ask pupils to draw a food/drink item, show them

to the class and say about their favourite food/drink, using I
like
Option 2: Have pupils do Activity 6, Unit 5 in their
workbooks.
Option 3: Show pupils the lyrics of the song with some
missing words, e.g.:
Fish and ______.
Fish and ______
I _____ fish and chips.
I _____ fish and chips.
Then ask some advanced pupils to guess the missing words
and sing the complete song aloud
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From 25 /10/2020 to 29/10/2021
WEEK 10
Teaching : 1a ,2b
Unit 6: In the classroom

Lesson 1
- pronounce the sound of the letter E/e.
- say the words pen, pencil, bell, red
II. Language:
- Sound /e/
60
- Vocabulary: pen, pencil, bell, red

III. Teaching aids:
- Student’s book p.26
- Poster for Unit 6
IV. Procedure
I. Warm-up
- Greet the class and introduce your name. Have pupils
in front of the class. The class claps their hands. Whole class
- Option 2: Invite some pupil to sing the chant p. 24.
- Option 3: Ask a group of pupil to play Matching game
with the target vocabulary.
26, saying Open the books and look at Unit 3, Lesson 1 (page
26).
II. New lesson
1. Listen and repeat
picture, saying Look at the picture, please! and describe the Whole class
picture. Draw pupils’ attention to the words next to the
things/colour and the colour of the letter E/e (as mentioned in
Input in Teacher’s guide). Check comprehension. Individual work
Ask pupils to point to the letter E/e, saying Point to the letter
Individual work
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 picture and the word
pencil, saying Point to the pencil and the word “pencil”. Ask Group work
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
61
Follow the same procedure with the words bell, pen and red.
Give further support to those pupils who find it difficult to Whole class
do the task. Then encourage pupils to point to the picture and
say the words in pairs or groups.
sound of the letter E/e and the words bell, pen, pencil, red in
front of the class. Say Good job! when they performed well.
2. Point and say
Whole class
Have pupils look at the picture or Poster for Unit 6 again,
saying Look at the picture/poster, please!. Ask them to
describe the picture. Draw their attention to the letter E/e, the
things and the colour red, if necessary.
Ask them to point to the letter E/e and say it, saying Point to
the letter E/e and say, please! Individually
Let them point to the pencil and say the word pencil as a
model, saying Point and say, please! Remind them of the
sound of the letter e in the word pencil. Then ask one pupil to
point to the pencil and to say the word pencil in front of the
class. Correct pronunciation, if necessary.
Individually
Follow the same procedure with the other words. Go around
Ask pupils to work in pairs or in groups to look at the
picture, point to the letter E/e, the things/colour and say the
sound of the letter E/e and the words. Go around, offer help
Invite a few pupils to point to the picture and say the sound Pair or group work
of the letter E/e and the words (bell, pen, pencil, red) in front
of the class. If they performed well, praise them, saying
Good job! or Great!
Pass the ball Whole class
Tell pupils that they are going to play the game Pass the
ball. Explain how to play the game (as mentioned in the
steps below). Check comprehension.
Play the music. Give a ball to one pupil and ask her/him to
pass it to the second one. The second pupil passes the ball
to the third one and so on.
Stop the music. Ask the pupil who is holding the ball to say
62
one of the words, e.g. pencil.

Continue to play the game until all the words are said.
With a better class, after the pupils become experts at the
game, ask pupils to play the game on sachmem.
III. Consolidation
Pupils practise pronouncing the sound of the letter E/e and
saying the words pen, pencil, bell, red (in Student’s book or
sachmem). Whole class
Pupils play Pass the ball in sachmem.
Pupils do the project on page 18 in Workbook
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From 1 /11 /2021 to 5/11/2021
Week:11

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.
- trace the letter E/e.
63
II. Language:
- Sound /e/
- Vocabulary: red, pen, pencil
- Phrases: a red pen, a red pencil
Sentence: I have a red pen/pencil
III. Teaching aids:
IV. Procedure
I. Warm-up
Whole class
and pronounce the sound of the letter E/e and say the
words pen, pencil, bell, red.
- Option 2: Ask a group of four to play Pass the ball with
the target vocabulary they have learnt.
- Option 3: Have pupils do the project, page 18 (Workbook)
in pairs or groups.
Get pupils to open their books and look at Lesson 2, p.27
(saying Open the books and look at Lesson 2, please!).
II. New lesson
3. Listen and chant
Whole class
chant. Say Look at the chant, please! Draw
pupils’ attention to the first verse and explain its meaning.
Ask them to pay attention to the letter E/e and the words red,
pen and the phrase A red pen. Check comprehension. Individual work
Play the recording of the first verse for pupils to listen and to Individual work
get familiarized with the tune, saying Listen to the first line,
please!
64
first verse, line by line, saying Listen again and repeat,
please! Then play the recording for them to listen and repeat Group work
until they feel confident. Give further support to those pupils
Follow the same procedure with the second verse. Show
pronunciation, stress and rhythm, if necessary. Whole class
and repeat the chant individually and in groups, saying Listen
and chant, please! Go around and offer help, if necessary.
their hands. The rest of the class may sing the chant along
and clap their hands. If they sang the chant well, praise them,
saying Well done!
Extension
For a better class, help pupils change some lines of the chant
and sing it in front of the class.
E.g.
Whole class
E, e, red.
E, e, pen.
I have a red pen.
E, e, red.
E, e, bell. Individually
I have a red bell
4. Listen and tick Individually
Open books or access sachmem. Have pupils point to the
pictures of Question 1, saying Point and say, please! Ask
them to describe the pictures. Draw pupils’ attention to the
boxes next to the letters a and b. Check comprehension.
please! 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
Pair or group work
sentences. E.g. 1a: This is a red bell. 1b: This is a red pen.
Play the recording of the first sentence several times, if
necessary, for pupils to listen and tick the box. Ask pupils to
65
say what they have heard and ticked. Say What did you
hear? Did you hear “I have a red bell” If pupils say “I have
Whole class
a red bell”, let them tick the box a. If pupils give wrong
answers, let them listen again.
Call some pupils to point to the pictures and say what they
have heard. E.g. I have a red pen.
5. Look and trace
Access sachmem. Have pupils look at the letter E (upper
case) and the letter e (lower case). Say What can you see?
Point to the upper case E and say This is the upper case E.
Then point to the lower case e and say and this is the lower
case e. Ask some pupils to make sure if they recognize the
two forms of the letter.
Have pupils look at sachmem and identify how the letter E
(upper case) and the letter e (lower case) is traced.
Whole class
Tell pupils to trace the letter E/e, saying Now trace the letter
E/e with your pencil. Give further support to those pupils who
Ask pupils to work in pairs and swap their answers, saying
Now work in pairs and check the tracing. Give pupils time to
they have done well, saying You’ve
III. Consolidation Whole class
Pupils learn by heart the chant (p. 27).
Pupils trace the letter E/e on page 19 (Workbook).
Pupils point to the pictures in Listen and tick
(p. 27) and say the sentences, e.g. 1a: I have a red bell. 1b:
I have a red pen.
Select a few pupils to make their own chants
66

Lesson 3
Period 24

- 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 _____.
II. Language:
- Sentence patterns: I have a ___./ He has a ___. It’s red. It’s a red _____.
III. Teaching aids:

- Poster for Unit 6
IV. Procedure
I. Warm-up
- Have pupils greet and introduce their names, e.g. Hi, I’m Lan.
- Option 1: Have a group of pupils to sing the chant on page 27 Whole class
in front of the class.
- Option 2: Have a few pupil to point to the picture in Poster
for Unit 6 and say the sentences, e.g. I have a red ___.
- Option 3: Let two or three pupils point to the pictures in
Listen and tick (p.27) and say the sentences, e.g 1a: I have a
red bell. 1b: I have a red pen.
Get pupils to open their books and look at Lesson 3, p.28 (saying
Open the books and look at Lesson 3, please!).
II. New lesson
Open books or access sachmem. Have pupils look at the picture,
saying Look at the picture, please! What can you see? I can see a
Whole class
boy. I can see a pen. Yes. It’s a red pen. Explain the meaning of the
Play the recording the first time for pupils to listen and repeat
Individual work
the sentence, saying Now listen and repeat, please! Correct
67
Play the recording several times for pupils to listen and repeat
Pair or group work
the sentence in pairs or groups. Give support to those pupils who
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 sentence “It’s a red
pen.” in front of the class. Correct their pronunciation, if
7. Let’s talk
sachmem. Say Look at Picture a, please! Point to the pen and
ask them What is this? The pupils may answer a pen. Ask them Whole class
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 expression in the bubble
and the word in the picture. E.g. “It’s a red pen.”
Whole class
Ask pupils to point to Picture a and say the 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 them to look at the pictures to identify the other things. Individual work
Then let them point to the pictures and say the words first, then say
the sentences, saying Point and say, please! Check comprehension.
Ask pupils to work in pairs or in groups to practise introducing
things to each other, saying “It’s a red ____.” Give further
support to those pupils who find it difficult to do the task. Individual work
Select some pairs of pupils to practise introducing things to
each other in front of the class. Praise them, saying Excellent! if
they performed well. Pair or group work
Extension:
If time allows or with better classes, have pupils show the red things
Whole class
and introduce them, e.g. Nam: It’s a red pen. It’s a red pencil. It’s a
red bag.
8. Let’s sing.
Have pupils read the lyrics to get familiarized with the first
verse of the song, saying Now look at the first verse, please!
68
Check comprehension. Explain the meaning of the structures “I

have a pen. It’s red. It’s a red pen.”
Whole class
Play the recording of the first verse and have pupils listen to it,
drawing their attention to the pronunciation, the stress and the
melody of the verse, saying Now listen to the first verse, please! Individual work
Play the recording several times for pupils to repeat the first
verse, line after line, to make sure that they can sing the verse
correctly.
Individual work
Follow the same procedure with the second verse of the lyrics.
Have pupils listen to the whole song and practise singing the
song several times individually, and then in groups. The class
claps their hands. Praise them when they performed well.
Extension: Pair of group work
With a better class, have pupils change some sentences in the

lyrics and perform the song in front of the class. E.g.
Hello, I’m Lan. I have a pen.
It’s red. It’s a red pen.
This is Nam. He has a book.
It’s red. It’s a red book.
III. Consolidation
Pupils change some sentences in the lyrics and practice singing
the song at home Whole class
Pupils point to the red things they have (pen, pencil, bag, hat,
book, ...) and introduce each of them, using It’s a red…..
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69
from 15 /11 /2021 to 19/11/2021
Week:12
FUN TIME 2
LESSON 1

- 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
II. Language:
- Sounds /i/ (letter i) and /e/ (letter e)
- Vocabulary: chicken, chips, fish, milk, bell, pen, pencil and red
III. Teaching aids
- Flashcards for Units 5 and 6
IV. Procedure
I. Warm-up
- Write the letters i and e on the boards. Have pupils say the Whole class
letter names and the letter sounds.
- Stick some flashcards including some pictures of the words
from Unit 5 and 6 on the board. Have pupils play Kim’s game Individual work
in three minutes.
Whole class
Option 2: Singing the chants
- Ask pupils to sing the chants in Unit 5 and Unit 6 together. Have
70
them stand and clap their hands when they sing. If needed, play
the chants again for pupils to listen and sing along.
- Lead to Activity 1, Fun time 2
II. New lesson
1. Circle and match. Then say
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 Whole class work
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 Whole class
Have pupils look at the pictures and say what they see first. Individual work
Model one word with the class. Ask pupils to circle the words in
the line individually and match the words with the pictures. Give
task.
Have pupils exchange their answers in pairs. Then call some
pupils to show their work. Give comments and confirm the
correct answers.
If T uses sachmem or slides, he/she can show the line of letters
and call on one or two pupils to go to the board and point to the
words in the word search. Pair work
KEY Whole class
Pair work/group work

Whole class
Get pupils to work in pairs or groups, to point to the words and

say the words until they feel confident. Correct pronunciation, if
necessary.
Call a few pupils to say the words in front of the class. Group work
71
Extension Whole class work

After the pupils find the words, match them with the pictures
and say them, organise a short game. Divide the class into two
teams. Write some learnt words on the board in two vertical
lines. Call one pupil from each team to go to the board. Have
them draw simple pictures to match the words. Pupils from each
team take turns to draw. Give a point to each picture
2. Let’s play: Air drawing
Whole class
Have pupils work in two big groups (A and B). Have them look at
the picture. Tell them that you will draw one letter in the air with Whole class
your finger. The first pupil of each team that correctly identifies Whole class
what you have drawn scores a point.
Model the first time with the pupils so that they can understand
how to play.
Have the whole class play the game several times before they Group work
compete.
Divide the class into two teams. Call one or two pupils to be the
observers of the game. 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. Have all pupils say the letter
names and the letter sounds one more time.
Whole class
Extension
Group work
After the pupils become experts at the game, you can increase
the difficulty. Call representatives from each team to replace the
teacher. These pupils air-draw the letters themselves for other
team members to guess. Ask pupils to air-draw other letters
from Units 1, 2, 3 and 4 as well.
III. Consolidation
Have pupils say the letters i and e as well as the sounds /i/ and
/e/ again.
- Then:
Show flashcards and have pupils say the words they have revised Individual work
in the lesson.
72
Option 2:
Write letter i and e on the board. Ask pupils to speak out all of
the words they leart that have letter i or e.
- Tell pupils to practise saying the letters, sounds and words at home.
FUN TIME 2
LESSON 2
Period: 26

- write the letters they have learnt to complete the words.
- say the words (chips, milk, pen, pencil…) they have learnt
II. Language:
- Sounds /i/ (letter i) and /e/ (letter e)
- Vocabulary: chicken, chips, fish, milk, bell, pen, pencil and red
III. Teaching aids
- Flashcards to play games
IV. Procedure
I. Warm-up
Have pupils play a vocabulary game on
Individual work
https://tuvung.sachmem.vn/#/book/24/unit/259
Ask pupils to say out loud all of the words they have learnt and
played with.
Option 2:
Have pupils play The Matching Game. Stick the picture Whole class
flashcards on the board. Write the words from Unit 5 and Unit 6
Individual work
on the board. Call on some pupils to go to the board and draw
73
lines to match the words and the pictures.
Lead to Activity 3, Fun time 2.

II. New lesson
3. Write and say
Whole class
Have pupils look at the pictures around the puzzle. Ask them to
identify the missing letters. Whole class
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! Individual work
Check pupils’ understanding of the instructions.
Have pupils do the activity individually. Go around to offer help
if needed. Give further support to those pupils who find it
difficult to do the task. Pair work
Get pupils to check their answers in pairs. Then ask some pairs to Whole class work
give their answers.
Point at each blank and pupils read aloud the letter needed. Give
comments and confirm the correct answers.
Call on some pupils to say the words in front of the class. Individual work
KEY:
Group work
Whole class
Whole class
Extension
After pupils finish the activity, divide the class into two teams.
Raise a word card for pupils in each team to make a sentence. Group work
The quicker team has the chance to read out the sentence and gets
Group work
one point if the sentence is correct. Count the points and
announce the winner.
74
4. Let’s play: Slap the board.

Ask pupils how to play this game. If they do not know, explain the
rules again.
Whole class/ Group work
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 picture. The group which can
slap more words is the winner.
Elicit all the words used in this game from pupils. Have them practise
saying the words.
There is another version of this activity. Write the words in
English on the board. Read out each word in Vietnamese and
pupils have to slap on the correct English word. If there is time,
have pupils play the two versions of the game.
III. Consolidation
Option 1:
Show flashcards and have pupils say the words. Ask some pupils Whole class
to make sentences with the words.
Individual work
Option 2:
Write incomplete words on the board. Invite some pupils to go to
the board and write the letters to complete the words. (e.g. chi_
_en; _ _ll; p_ _ cil; m_ _ _)
- Tell pupils to practise saying the words and make sentences at
home
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75
from 22 /11 /2021 to 27/11/2021
Week:13
Unit 7: In the garden

Lesson 1
- pronounce the sound of the letter G/g.
- say the words girl, goat, gate, garden.
II. Language:
- Sound /g/
- Vocabulary: girl, goat, gate, garden
III. Teaching aids
- Poster for Unit 7
IV. Procedure.
I. Warm-up
- Have pupils greet and introduce themselves. Whole class
- Option 1: Have one group of pupils play the game Slap
the board (p.30, Student’s book)
- Option 2: Invite some pupils to do the project p.21
76
(Workbook).
- Have pupils open the books and look at
Unit 7, Lesson 1 p.31, saying Open the books and look at
Unit 3, Lesson 1 (page 31).
II. New lesson
1. Listen and repeat Whole class
Open books. Have pupils look at the picture and diescribe it,
saying Look at the picture and describe it, please! Draw
pupils’ attention to the words next to the things/ people/ animal
and the colour of the letter G/g (as mentioned in Input in
Teacher’s guide). Check comprehension.
Ask pupils to point to the letter G/g, saying Point to the letter Individual work
G/g, please! Have them listen and repeat the sound of the
letter G/g, saying Listen and repeat, please! more than once,
if necessary.
Individual work
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, for pupils to do choral and
individual repetition. Correct pronunciation if necessary.
Follow the same procedure with the words goat, gate, Individual work
garden. Give further support to those pupils who find it
Play the recording again and call a few pupils to say the Whole class
sound of the letter E/e and the words bell, pen, pencil, red in
groups and in front of the class. Say Good job! when they
performed well.
2. Point and say
Have pupils look at the picture or Poster for Unit 7 again, Individual work
saying Look at the picture/poster, please!. 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
Individual work
words, if necessary.
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,
praise them, saying Excellent!
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
77
point to the garden and say the word garden in front of the
class. Check comprehension. Pair or group work
Follow the same procedure with the girl/animal/ thing. Go
around and correct pronunciation, if necessary. Give further
Ask pupils to work in pairs or in groups to point to the Whole class
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
Fun corner: Bang!
Tell pupils how the game is played, saying This game is Group work
played with two or four groups. Have pupils take turns
picking the cards and if they read the word correctly they
can keep the word card. If they have a “Bang card”, they
have to yell “Bang!” and then return all their cards (except
the Bang card) to the box. If they have “Give a half card”,
they will give back a half of the cards they got. The team has
the most cards will be the winner. Check comprehension. Group work
Divide pupils into two or four groups. The first player of

each group picks a card from the box and read the word. Group work
He/She can keep the word card when he/she pronounces the
word correctly.
If the player cannot read the word, you may offer help. Then,
it’s the next player’s turn.
The players continue picking cards and reading words until
there are not any cards in the box.
Have pupils play the game until the time ends. The group
holding most of the cards will be the winner.
Extension: If there is enough time or with a better class, ask
pupils to play the game
III. Consolidation
Pupils practise pronouncing the sound of the letter G/g and Whole class
78
saying the words garden, girl, goat, gate


Lesson 2
Period: 28

- 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.

- trace the letter G/g.
II. Language:
- Sound /g/
- Vocabulary: garden, girl, goat, gate
- Phrases: a goat and a gate, a girl and a garden
- Sentence pattern: There’s a……..
III. Teaching aids
- sachmem.vn
IV. Procedure
I. Warm-up
Whole class
and pronounce the sound of the letter G/g and say the
words garden, girl, goat, gate.
79
- Option 2: Ask a group of four to play Bang! with the

target vocabulary they have learnt.
- Option 3: Have pupils do the project, page 21 (Workbook)
in pairs or groups.
Get pupils to open their books and look at Lesson 2, p.32
(saying Open the books and look at Lesson 2, please!
II. New lesson
3. Listen and chant
Have pupils look at the chant in their books or on sachmem.
Say Look at the chant, please! Draw
pupils’ attention to the first verse and explain its meaning (as
mentioned in Input in Teacher’s guide). Ask them to pay
attention to the letter G/g and the words goat, gate, the Whole class
phrase A goat and a girl. Check comprehension.
Play the recording of the first verse for pupils to listen and to
get familiarized with the tune, saying Listen to the first line,
please! Then have them listen again and repeat the verse,
line by line, individually and in chorus, saying Listen and
repeat, please! If they chanted well, praise them, saying Well
done! Individual work
Follow the same procedure with the second verse. Correct Individual work
pronunciation, if necessary. Show them how to chant and
clap hands.
Play the recording all the way through again for pupils to Individual work
listen and do choral and individual repetition, saying Listen
and repeat, please! Then play the recording for them to
listen and repeat until they feel confident, saying Now listen
to the recording and repeat, please!
clapping. Each group should sing one verse of the chant,
saying Chant in groups, please!
Encourage some pupils to go to the front of the class to chant Groups work
and clap their hands. The rest of the class may clap along to
the rhythm. If they chanted well, praise them, saying Well
done! or Very good! Whole class
Extension:
If time allows, ask pupils to look at the picture in Activity 3
and find the words (garden, gate, girl, goat) that are in the
chant.
With better classes, help pupils change some lines of the
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chant and sing it in front of the class. E.g

G, g, goat. It’s a goat.
G, g, gate. It’s a gate.
G, g, girl. It’s a girl.
G, g, garden. It’s a garden
4. Listen and tick
Open books or access sachmem. Have pupils point to the
pictures of Question 1, saying Point and say, please! Ask
them to describe the pictures. Draw pupils’ attention to the
Have pupils look at the pictures of Question 1, saying Look
at the pictures in Question 1, please! What is this? It’s a Whole class
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
first, then the sentences in Individual work
front of the class, saying Point to the pictures and say,
Individual work
please! Eg: 1a: a garden, It’s a garden.
1b: a gate, It’s a gate.
Play the recording of the first sentence for pupils to listen
and tick. Say Now listen to the recording and tick, please!
Play the recording of the first sentence several times, if
necessary, for pupils to tick, saying Listen and tick, please!
Call some pupils to the front of the class to point to the Individual work
pictures and say what they have heard. E.g. 1. There’s a gate.
2. There’s a girl. If they said correct words, praise them,
Whole class
saying Well done! or Very good!
5. Look and trace
Access sachmem. Have pupils look at the letter G (upper
case) and the letter g (lower case). Say What can you see?
Point to the upper case G and say This is the upper case G.
Then point to the lower case g and say and this is the lower
case g. Ask some pupils to make sure if they recognize the
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Whole class
Have pupils look at sachmem and identify how the letter G
(upper case) and the letter g (lower case) is traced.
Tell pupils to trace the letter G/g, saying Now trace the letter
G/g with your pencil. Give further support to those pupils
Ask pupils to work in pairs, swap and check their answers, Individual work
saying Now work in pairs and check the tracing. Give pupils
time to work. Go around and offer help, if necessary. Pair work
Ask some pupils to show what they have done. Praise them if Whole class
III. Consolidation
Pupils learn by heart the chant (p.32).
Pupils trace the letter G/g on page 22 (Workbook)
Pupils point to the pictures in Listen and tick (p.32) and say
the sentences, e.g 1a: There’s a garden. 1b: There’s a gate. Whole class
Select a few pupils change some lines to make their own
chants

Lesson 3

- use There’s a ………. to introduce a thing.
- sing a song with the structure There’s a…………. in the………
II. Language:
Sentence patterns: There’s a.......... in the…………..
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III. Teaching aids

- Poster for Unit 7
- Teacher’s guide pp.77-79
IV. Procedure
I. Warm-up
- Have pupils greet and introduce their names, e.g. Hi, I’m
Lan.
Whole class
page 32 in front of the class.
sachmem or Poster for Unit 7 and say the sentences,
e.g. There’s a ___.
Listen and tick (p.32) and say the sentences, e.g 1a:
There’s a garden.
1b: There’s a gate.
Get pupils to open their books and look at Lesson 3 p.33
(saying Open the books and look at Lesson 3, please!).
II. New lesson
6. Listen and chant
Open books or access sachmem. Have pupils look at the Whole class
picture, saying Look at the picture, please! What can you see? I Individual work
can see a garden. It’s a garden. Yes, there’s a garden. Explain
the meaning of the sentence and how it is used. Check
comprehension.
Pair or group work
Play the recording the first time for pupils to listen and
repeat the sentence in pairs or groups. Give support to those
pupils who find it difficult to do the task
Have pupils point to the garden and say the sentence in pairs
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or groups, saying Point to the garden and say There’s a Whole class
garden, please!. Go around and offer help, if necessary.
Invite a few pupils to listen and repeat the sentence “There’s
a garden.” in front of the class. Correct their pronunciation,
if necessary or praise them if they pronounced the sentence
7. Let’s talk
sachmem. Say Look at Picture a, please! Whole class
Point to the garden and ask them What is this?
A garden? Yes. There’s a garden. Explain the meaning of the
Have pupils look at the first picture. Say Look at Picture a,
please!. Point to the garden and ask them What is this? The Individual work
pupils may answer. Tell them to introduce a garden, saying
“There’s a garden”.
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! Individual work
Ask them to look at the pictures to identify 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. Pair or group work
Ask pupils to work in pairs or in groups to point to the
pictures and the structure in the bubble and say the
sentences. Give further support to those pupils who find it
Select some pairs of pupils to practise introducing
animal/things to each other in front of the class
Praise them, saying Excellent! if they performed well.
Extension:
If there is time or with better classes, have pupils work in
groups, pointing to the things on the desks and say, e.g.
There’s a book (on the desk).
8. Let’s sing
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Have pupils read the first verse to get familiarized Whole class
themselves with the lyrics. Say Now read the first verse,
please! Explain the meaning of the sentence and how it is
used. Check comprehension.
Individual work
verse correctly. Correct pronunciation and the tune, the
rhythm and the melody of the song, if necessary.
Follow the same procedure with the second verse.
Individual work
Have pupils listen to and practice singing the whole song in
groups, drawing their attention to the pronunciation, the
stress and the melody of the song. Say Now listen and sing Pair of group work
the whole song, please! Praise them when they perform well,
saying Excellent!.
Invite some pupils to sing the song in 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
Whole class
help, if necessary.
Extension:
With a better class, have pupils change some lines of the
lyrics and perform the song in front of the class. E.g.
There’s a girl.
There’s a girl in the classroom.
There’s a book
There’s a book on the desk
Whole class
III. Consolidation
Pupils sing by heart the song on p.33
Whole class
Pupils change some sentences in the lyrics and practice
singing the song at home.
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.
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………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
from 29 /11 /2021 to 3/12/2021
Week:14
Unit 8: In the park

Lesson 1
Period: 30

- pronounce the sound of the letter H/h in isolation.
- say the words hair, hand, head, horse
II. Language:
- Sound /h/
- Vocabulary: hair, hand, head, horse
III. Teaching aids
- Workbook p. 24
- Poster for Unit 8
86
IV. Procedure
I. Warm-up
Option 1: Singing the song in Unit 7, Lesson 3. Whole class
some gesture of a girl and a goat when singing.
class, the rest of the class listen to them and clap hands.
Option 2: Review of Unit 7.
Pair work
- Ask pupils open their workbooks on page 24.
- Have them do Activity 7, Unit 7 in pairs. Then select
some pupils and ask them to show their colouring and say
the words aloud.
Option 3: Game Pass the Card.
- Place pupils in 4 rows.
Group work
- 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
II. New lesson
Whole class
Have pupils look at the picture, saying 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. Check comprehension.
Ask pupils to point to the letter H/h. Have them listen and
repeat the sound of the letter H/h (saying Listen and repeat, Individual work
please!) more than once, if necessary. Tell pupils to point to Whole class
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 Individual work
horse. Correct pronunciation, if necessary. Give further
Play the recording again and have them listen, point to the
87
letter H/h and the words hair, head, hand and horse and Whole class
repeat until they feel confident. Correct pronunciation, if
necessary.
letter H/h and the words hair, hand, head and horse in front
of the class, saying Well done! when they performed well. Individual work
For better pupils, let them play Jumbled letters using the new
vocabulary. Then ask them say the words aloud. Individual work
Extension
For better pupils, let them play Jumbled letters using the new
vocabulary. Then ask them say the words aloud Whole class
2. Point and say
picture, please! Ask them to describe the picture. Draw their
attention to the letter H/h and the animal, parts of the body in Individual work
the picture.
Get them to point to the letter H/h and say it, saying Point to Individual work
the letter H/h and say, please! Whole class
Let them point to the girl’s hair and say the word hair (saying
Point to the hair and say “hair” please!). 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. Group/Pair work
Follow the same procedure with the horse and other parts of
the body. Give further support to those pupils who find it
difficult to do the task, if necessary.
Ask pupils to work in pairs or in groups to point to the letter,
the horse and parts of the body in the picture and say the
Whole class
sound of the letter H/h and the words (saying Work in pairs,
point and say, please!). Go around and correct
of the letter and the words in front of the class. If they Whole class
performed well, praise them, saying Nice work! or Great job!
Fun corner: Word Game
Group work
Explain how to play the game, saying Listen to the teacher
saying a sound and choose the words that contain that
sound.
Group work
Divide the class into four groups and give each group five
88
cards with the words that pupils have learnt.

Ask pupils in each group to hold the flashcards. Each pupil
Whole class
holds one card, the other pupils in the group observe and
help them, if necessary.
Say one sound, for example /g/. The pupils who hold the Whole class
cards with the words containing the sound /g/ (for example:
girl, goat, gate, ...) run to the board and show them to the
class. Follow the same procedure with other sounds.
Have the class look at the words and announce the winner. Individual work
III. Consolidation
the letter h and the words hair, hand, head, horse.
Individual work
Option 1:
and repeat the words after the recording.
Using Poster for Unit 8, ask pupils to point to the picture and
say the words. For better pupils, teacher may cover the words
and ask them to point to the parts of the body/animal and say
aloud the words.
Option 3:
words hair, hand, head, horse and the pictures. Then ask the
class to say the words aloud.
Unit 8: In the park

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
- trace the letter H/h
II. Language:
- Sound /h/
89
- Vocabulary: hair, hand, head, horse, hat

- Phrases with the sound /h/ and the words hair, hand, head, hat, horse
III. Teaching aids
- Workbook p.25-26
Computer, projector
IV. Procedure
I. Warm-up
Option 1:
Individual work
H/h and the words hair, hand, head and horse.
Option 2:
Have pupils play The Word Game again, using the words
learnt in the previous lessons. Whole class
Option 3:
Get pupils to play What’s Missing Game, using the pictures
and flashcards with the incomplete words _air, _and, _ead
and _orse. Pupils should guess the missing letter and say the Whole class
words correctly.
II. New lesson
3. Listen and chant
Have pupils look at the chant, saying Look at the chant,
please! Draw pupils’ attention to the first verse and explain Whole class
its meaning. Ask them to pay attention to the letter H/h and
the words Hoa, head, hair. Check comprehension.
to get familiarized with the rhythm, saying Listen to the
first verse, please! Then play the recording for them to Whole class
listen and repeat until they feel confident, saying Listen
again and repeat, please! Show pupils how to chant and
clap their hands. Individual work
Follow the same procedure with the second verse. Correct
90
Listen and repeat, please! Give further support to those Individual work
clap their hands along. If they sang the chant well, praise
them, saying Fantastic! or Really good!
Extension:
For better pupils, cover or omit some letters/words in the
chant and have them guess and say all the lines aloud, e.g.:
H, h, h.
………. and hair.
Hoa’s head.
Hoa’s ..............
4. Listen and tick.

Have pupils look at the pictures and say what they can see, Whole class
saying Look at the pictures in Question 1, please! What can
you see? Can you see a head and a hand? Yes, a head and a Individual work
hand. Draw pupils’ attention to the boxes next to the letters a
and b. Check comprehension.
Whole class
please! E.g.: 1a. a head, 1b. a hand.
Before playing the recording, saying Are you ready? OK,
Pair work
now listen to the recording, please! Play the recording twice
or more if needed, ask pupils to listen and tick the correct
boxes. Individual work
Audio script: 1. It’s a hand. 2. It’s a horse. Whole class
Answers: 1. b 2. A
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5. Look and trace.

Have pupils look at the letter H (upper case) and h (lower
case). Write the letter upper case H and the lower case h on
the board. Point to the upper case H and say This is the upper
Whole class
case of the letter h. Then point to the lower case h and say
And this is the lower case of the letter h. Make sure pupils
recognize the two forms of the letter.
Write the letter upper case H and the lower case h in broken
Individual work
lines on the board, saying Look at the board. What can you
see now? Yes, you can see the upper case H. Can you see the
lower case h? Check to make sure pupils understand the
letters written in solid lines and those in broken lines.
Tell pupils to use their pencils to trace the letter H/h. You
Pair work
can demonstrate by air tracing or tracing the broken line of
the letter H/h on the board. Then let pupils do the tracing.
do the task. Ask pupils to work in pairs and swap their Individual work
tracing, saying Now work in pairs and check each other’s
answer. Give pupils time to work. Go around and offer help, Individual work
if necessary.
they have done well, saying You did very well!
Extension:
workbooks.
- For better pupils, have them do Activity 4, Unit 8 in their
workbooks
III. Consolidation
chant again.
Option 2: Ask pupils to look at the pictures in 4. Listen Whole class
and tick. and say about them, e.g. a hand, a head, a hat, ...
Encourage advanced pupils to use learnt structures e.g. It’s
a hand; I have a hat., ... Whole class
Activity 1, Unit 8 in their workbooks
92
Individual work
Unit 8: In the park

Lesson 3

- use “Touch your _____.” to express a command.
- sing a song with the structure “Touch your _____.”
II. Language:
- Touch your………….
III. Teaching aids
- sachmem
- Workbook p. 27
IV. Procedure
I. Warm-up
Option 1:
Whole class
page 35.
Option 2:
- Show pupils pictures/slides of the things/animal they have
learnt in Lesson 1.
- Ask them to recall and name the things/animal, pointing to
the pictures/slides. Whole class
Option 3:
93
- Invite one or two pupils write the letter H/h on the board.
- Get pupils to say words that contain the sound of the letter Individual work
H/h.
II. New lesson
6. Listen and repeat.
Have pupils look at the picture of a girl touching her hair, Whole class
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 meaning of the sentence and how
it is used. Check comprehension.
repeat the sentence in chorus, saying Now listen and repeat, Whole class
please!
Invite a few pupils to listen and repeat the sentence “Touch
your hair”. in front of the class. Correct pronunciation, if
necessary or praise them when they pronounced the sentence Individual work
correctly, saying That’s OK! or That’s right!
Ask pupils to work in pairs, point to and repeat the sentence Pair work
“Touch your hair.” Go around and correct pronunciation to
make sure pupils can repeat the sentence correctly.
7. Let’s talk.
Whole class
Step 1: Have pupils look at the first picture. Say Look at
Picture a, please! 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 Whole class
_____.” and Picture a (hair) to express a command, e.g.
Touch your hair. Get them to repeat the sentence several
times individually and in chorus. Check comprehension.
Follow the same procedure with the other pictures in this Pair or group work
activity. Make sure pupils 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.
Ask pupils to work in pairs or in groups to practise Whole class
expressing a command, saying Now look at the picture and
say, please! Give further support to those pupils who find it
94

Select some pairs of pupils to practise expressing a command Group work
in front of the class. Praise them, saying Fantastic! or Superb!,
if they performed well.
Extension: Devide class into four groups. Have pupils play
Simon says Game, using the commands “Touch your........”
8. Let’s sing. Whole class
Have pupils look at the lyrics to get familiarized themselves

with the first verse of the song. Say Now look at the lyrics of
Whole class
the first verse, please! Play the recording several times for
pupils to repeat line after line to make sure that they can
sing the verse correctly, saying Listen and repeat, please!
Have pupils look at the lyrics to get familiarized themselves Whole class
with the second verse of the song. Play the recording
several times for pupils to repeat to make sure that they can
sing the verse correctly. Check comprehension.
Group work
Have pupils listen to the whole song, drawing their attention
to the pronunciation, the stress, and the melody of the song. Individual work
Let pupils practise singing the song. Help them sing the
song sentence by sentence first. Then help them to sing the
whole song. If there is time, let them sing the song several
Group work
times until they feel confident.
may sing along and clap hands. Praise them when they
performed well, saying You have done well! or Not bad!
III. Consolidation
Revise the main teaching point of the lesson - the structure
Touch your ____. to express a command.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
95
from 6/12 /2021 to 10/12/2021
Week:15
REVIEW 2
LESSON 1

- repeat and understand a short story.
- identify and say the words they have learnt
II. Language:
- Sounds /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h)
- Vocabulary:
chips, fish, milk, chicken
bell, pen, pencil, red
garden, gate, girl, goat
hair, hand, head, horse
- Structures:
I like ____. (talking about hobbies)
It’s a red ____. (introducing something)
There’s a ____. (introducing something/someone)
Touch your ____. (using the imperatives)
III. Teaching aids
- Website sachmem.vn
- Flashcards with letters i, e, g and h
- Flashcards with the pictures of the words from Unit 5 to Unit 8
96
IV. Procedure
I. Warm-up
- Remind pupils of the names of the topics they have learnt Whole class
from Unit 5 to Unit 8.
- Then:
Option 1: Revising the sounds and words Whole class
- Show flashcards of the letters i, e, g and h.
Have pupils say the letter names and the letter sounds. Individual work
- Stick some flashcards including some pictures of the words
from Unit 5 to Unit 8 on the board. Write the words on the
board. Have pupils match. Whole class
Option 2: Playing games
- Have pupils play a game (e.g. Slap the board, Mystery or Group work
Pass the word) with the words they learnt in the previous
units.
- Have them open the books and look at the story Phil and
Sue, saying Open your books and look at the strong Phil and
Sue, please!
II. New lesson
Have pupils look at the pictures. Ask them some questions,
such as Who are in the pictures? Whole class
What are they doing?... Then have pupils guess the content
of the story.
Whole class
please!) and describe the picture. Draw pupils’ attention to
the boy (Phil), the girl (Sue) and the bubbles. Individual work
repeat the sentences in the bubbles of picture 1, saying Now
listen, point to the sentences and repeat, please!
Repeat the same procedure with Pictures 2, 3 and 4. Correct
do the task.
97
Play the recording of the whole story several times and have Whole class
pupils listen, point to the speech bubbles and repeat until Pair work
they feel confident.
Play the recording again and invite some pairs of pupils to Whole class
listen to the recording and repeat the story in front of the Pair work
class, saying Well
done! when they performed well. Encourage them to use
gestures, face expressions,... when they repeat the story.
Have pupils work in pairs to look at the book and read the story aloud.
Encourage them to use gestures, face expressions,… Observe and
support pupils when needed.
Extension: After pupils have remembered the story, have them role
play it. Model with one pupil and ask other pupils to observe. Ask
pupils to work in pairs to act out without looking at the book.
Encourage them to use gestures, face expressions …Move around to
observe and offer help. Invite some pairs to go to the board and role
play.
2. Look and circle:

Explain to pupils that they are going to look at the four
pictures and circle the words. These words all appear in the
story (in the sentences or in the pictures).
Ask them to identify the thing/animals, saying What can you
see in the pictures? Can you see the bag? Yes, it is the bag. Say
the word, please!
Ask pupils to repeat the words several times, saying Repeat, Whole class
please! Tell pupils to circle the bag.
Ask pupils to look at the other pictures and circle the words Whole class
in the chain, saying Now use your pencil to circle the words.
Give pupils time to work. Give further support to those
pupils who find it difficult to do the task. Individual work
Invite some pupils to show what they have done. Praise them Individual work
if they have done well, saying Excellent! or Great job! Have
the class say all of the words they have circled.
Extension:
After the pupils have finished circling the words, ask them to look at the
story again and circle the bag, the goat, the ball and the gate in the
pictures of the story. Then ask them what things they can see in the
98
pictures and have them circle these things (in the pictures there are some
things that pupils have learnt: cat, head, hand, etc…).
Whole class
Have pupils read all of the names of the things they have circled. It is a
good way for them to revise the vocabulary items they have learnt.
This activity can be held as a competition game where

groups of pupils find the words included in the pictures. The
group with the most words is the winner.
III. Consolidation
Ask pupils some questions about the story such as How many
people are there? What are their names? ... Teacher can ask
in Vietnamese.
- Then:
Option 1:
Show flashcards of the words that appear in the story and
Whole class
have pupils say the words.
Individual work
Option 2:
Use sachmem to show the pictures of the story and have pupils tell the
story from their memory.
- Tell pupils to practise telling the story at home.
Self - check 2

- recognize the sounds they have learnt.
- recognize the words they have learnt.
- listen for specific sounds and words.
II. Language:
- Sounds /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h)
99
- Vocabulary: goat, gate, pen, pencil, hand,

head, bell, fish, girl, pen
- Structures:
I like ____. (talking about hobbies)
I have a red ____. (introducing what you have)
There’s a ____. (introducing something/someone)
Touch your ____. (using the imperatives).
III. Teaching aids
- sachmem.vn
- Flashcards to play games
IV. Procedure
I. Warm-up
Option 1:
Use sachmem to show the pictures of the story in Lesson 1
Review 2. Ask pupils to retell the story in pairs from their
memory. Whole class
Option 2: Pair work
Have pupils play Mystery bag or Hot seat to revise the
sounds and words they learnt in previous units.
Lead to Activity 1, Self check, Review 2.
II. New lesson
1. Listen and tick.
Have pupils look at the pictures of question 1, saying e.g.
Look at Picture 1, please! What can you see? Can you see a
Whole class
goat and a gate? and say what they can see, e.g. a goat, a
gate. Draw pupils’ attention to the boxes next to the letters a Whole class
and b. Individual work
100
please! (e.g. 1a: a goat, Whole class

1b: a gate). Individual work
listen and tick, please! Play the recording twice or more if
needed. Ask pupils to listen and tick the correct box. Give Whole class
further support to those pupils who find it difficult to do the Individual work
task.
Follow the same procedure with the pictures of question 2.
Correct the answers, if necessary. Pair work
Invite some pupils to the front of the class to point to the Individual work
Audio:
1. a gate 2. a pen 3. a hand
Key: 1. b 2. b 3. A
Extension:
Write incomplete words on the board and have some pupils
to write letters to complete them.
E.g. _ oat , _ ate, _en, _encil, _and, _ead
2. Listen and circle
Have pupils look at the pairs of letters and practice saying the letter
names and letter sounds in pairs. Invite some pupils to say the letters
and the sounds in front of the class.
Whole class
Explain the task, saying Listen to the sound and circle the
letter. Pair work
Play the recording, ask pupils to listen and circle the letters of the Whole class
sounds. Have pupils listen at least twice.
Individual work
Ask pupils to swap and check the answers. Play the
recording again for them to check, if necessary. Invite some
pupils to say the sounds they have heard.
Confirm the correct answers.
Audio script:
101
1. i 2. e 3. g 4. h
Key: 1. i; 2.e; 3. g; 4. H
3. Listen and tick or cross
please!) and say what they can see, (saying What can you
see? Can you see a bell? Yes, a bell). Follow the same
procedure with the other three pictures. Invite some pupils to
point to the pictures and say the words in front
Whole class
of the class, saying Point to the pictures and say, please!
Individual work
(e.g. 1. a bell, 2. fish…).
Whole class
Draw pupils’ attention to the box under Picture 1. Before
playing the recording, say Are you ready?. Play the first Individual work
sentence and have pupils do the task, saying OK, now listen
and tick or cross, please!
Follow the same procedure with the other three pictures. Play the
recording twice or more if needed, ask pupils to listen and put a tick or
a cross. Give further support to those pupils who find it difficult to do
the task
Invite some pupils to the front of the class to point to the pictures and
say what they have heard.
Audio script: Pair work
1. There’s a bell. 2. I like chips. Whole class

3. Touch your hair. 4. I have a red pen. Individual work
Key:
1.  2. x 3.  4. x Whole class
4. Read and tick Individual work
Have pupils look at the pictures (saying Look at the pictures,
please!) and say what they can see. Draw pupils’ attention to
the boxes next to the letters a and b.
Ask pupils to look at the word in question 1. Model with this question.
Invite one pupil to read the word and choose a or b. Confirm the Whole class
correct answer.
Individual work
Get pupils to read the phrases in other questions and tick the
102
correct boxes, saying Now read and tick the correct pictures,
please! Give further support to those pupils who find it
Whole class
difcult to do the task.
Individual work
Ask pupils to work in pairs and to swap their work, saying
Now work in pairs and check each other’s answers. Give
pupils time to work.
Invite some pupils to show what they have done. Praise them
if they have done well.
Pair work
Key:
1. b 2. b 3. a
Whole class
Extension: Say aloud some words and have pupils circle the
suitable pi Individual work
tures.
5. Find the words.
Have pupils read the words around the table. Explain how to
do the activity, saying Look at the words around the table,
find and circle the words in the table using pencils. Individual work
Model the first word. Have pupils look at the first word on
the left, saying Look at the word fish, please! Ask them to
find the word fish
in the table and circle, saying Find and circle the word fish, Whole class
please!
Have pupils find other words in the wordsearch. Give further Whole class
Have pupils exchange their answers in pairs or in groups
before checking as class. Individual work
Invite some pupils to point to the words in the table and say
them in front of the class. Pair work
KEY:
103
Have pupils read the words aloud one more time and make a Individual work
sentence with each word
III. Consolidation
Organise Kim’s game. Stick flashcards on the board. Have
pupils look at the cards for 30 seconds. Then ask them to
close their eyes. Have them open their eyes again and say
what words have been missing
Option 2:
Write a letter on the board and have pupils say all the words
with that letter
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
from 20 /12 /2021 to 24/12/2021

Week:17
104
Unit 9: In the shop

Lesson 1
- pronounce the sound of the letter O/o.
- say the words locks, clocks, pots, mops
II. Language:
- Sound /ɒ/
- Vocabulary: locks, clocks, pots, mops
III. Teaching aids
- Sachmem.vn
- Poster for Unit 9
IV. Procedure
I. Warm-up
- Have pupils greet and introduce themselves. Whole class
- Option 1: Access sachmem. Have one pair of pupils point
to the pictures and read Phil and Sue in sachmem.
- Option 2: Invite one group of pupils to sing the song p. 36
(Student’s book)
- Option 3: Ask a few pupils to do the project p. 27
(Workbook).
- Have pupils open the books and look at Unit 9, Lesson 1
p. 40, saying Open the books and look at Unit 9, Lesson 1
(Page 40).
II. New lesson
105
picture and describe it, saying Look at the picture and Whole class
describe it, please! Draw pupils’ attention to the words next
to the things and the colour of the letter O/o (as mentioned in
Input in Teacher’s guide). Check comprehension.
Ask pupils to point to the letter O/o, listen to the recording
and repeat the sound of the letter O/o, saying Point to the
letter O/o, listen and repeat, please!
Have them point to the locks and/or the word locks, listen to Individual work
the recording and repeat the word locks. Say Point to the
locks, listen and repeat, please! Then play the recording
again, if necessary, for them to repeat individually and in Individual work
chorus. Draw their attention to the sound s at the end of the
words. Correct pronunciation, if necessary. If they repeated Individual work
well, praise them, saying Well done!
Repeat the same procedure with the words clocks, mops and
pots. Correct pronunciation, if necessary.
Play the recording again, let pupils point to the letter O/o, the Group work
things in the picture and say the sound of the letter and the
words again. Repeat the step, if necessary. Give further Whole class
support to those pupils who find it difficult to do the task, if
necessary.
If time allows, call a few pupils to point to the letter O/o, the
picture and say the sound of the letter O/o and the words
locks, clocks, mops and pots in front of the class, saying Well
done! when they performed well.
2. Point and say.
Have pupils look at the picture or poster for Unit 9, saying
Look at the picture/poster, please! Ask them to describe the
picture. Draw their attention to the letter O/o, the letter s at Whole class
the end of the words and the things and the colour of the
letter o in the words, if necessary.
Get them to point to the letter O/o and say it aloud, saying
Point to the letter O/o and say, please!
Individually, let pupils point to the locks in the picture and
say the word locks as a model, saying Point to the locks and
Individual work
say, please! Remind them of the sound of the letter o in the
word locks and s at the end of the word. Then ask one pupil
to point to the locks and say the word locks in front of the
class. Check comprehension.
Follow the same procedure with other things and correct
pronunciation, if necessary. Give further support to those Individual work
106

Have pupils work in pairs or in groups to look at the picture,
point to the letter O/o, the things and say the sound of the
letter and the words aloud, saying Point to the picture and
say, please! Go around to offer help or correct pronunciation, Pair or group work
if necessary.
Invite some pupils to point to the picture and say the sound Whole class
performed well, praise them, saying Very good!
Fun corner: Slap the board (7’)
Write four words (clocks, locks, mops and pots) on the
Whole class
board. Tell pupils to look at the board, saying Can you see
the words clocks, locks, mops and pots? OK, now we will
start the game.
Tell pupils how the game is played, saying This game is
Group work
played in a group of four pupils. When I say, for example,
“clocks”, you will run as quickly as possible to the board
and touch/slap your hand on the word. The one who is the
quickest to touch/slap the correct word gets one point.
Call two groups (four pupils per group) to the front of the
board. Ask the pupils in one group to say one of the words
Group work
on the board. Have pupils in the second group listen to the
word and touch/ slap it. The pupil who is the quickest to
touch/slap the correct word gets one point.
Invite another two groups to play the game.
Group work
Extension
With better class, stick four flashcards with these words on
the board. Have two groups of four to play the game. You
may let them play Slap the board on sachmem.
III. Consolidation
Pupils practise pronouncing the sound of the letter O/o and Whole class
saying the words locks, clocks, pots, mops (in Student’s
books or sachmem).
Pupils play Slap the board in sachmem.
Pupils do Activity 6, Page 39 (Student’s book).
107
Unit 9: In the shop

Lesson 2

- say the letter O/o and the words locks, clocks, pots, mops and the structure There are ___ in a
chant
- listen and identify the sentences: There are three mops. There are two pots
- trace the letter O/o and write the letter on in the words (mops, pots, locks, clock)
II. Language:
- Sound /ɒ/
- Vocabulary: locks, clocks, pots, mops.
- Phrases: locks and clocks, mops and pots
- Sentence pattern: There are…….
III. Teaching aids

- Sachmem.vn
- Teacher’s guide Pp. 98-101
IV. Procedure
I. Warm-up (5’)
- Have pupils to greet and introduce their names, e.g. Hi, Whole class
I’m Hoa; Hi, Hoa. I’m Nam.
and pronounce the sound of the letter O/o and saying the
words locks, clocks, pots, mops.
- Option 2: Ask a group of four to play Slap the board with
the target vocabulary they have learnt.
- Option 3: Have pupils do Activity 6 on Page 39 in
Student’s book.
108
II. New lesson

Have pupils look at the chant in their books or on sachmem.
Say Look at the chant, please! Draw
pupils’ attention to the first verse and explain its meaning (as Whole class
mentioned in Input in Teacher’s guide). Ask them to pay
attention to the letter O/o and the phrase clocks and locks, the
sentences There are two locks, There are three clocks. Teach Individual work
the words two and three. Check comprehension.
Let them look at the first verse of the chant. Play the
recording for pupils to listen and to get familiarized with the
tune, saying Listen to the first verse, please!
Play the recording for pupils to listen and chant the first Individual work
verse, line by line. Show them how to chant and clap their
hands, saying Listen to the first verse, chant and clap your
hands, please!
Then play the recording for them to listen and repeat until
they feel confident. Correct pronunciation, if necessary.
Follow the same procedure with the second verse. Teach the
words four, five. Show pupils how to chant and clap their Individual work
hands. Give further support to those pupils who find it
Play the recording all the way through. Ask pupils to listen Group work
and chant, please!
Select some pupils to go to the front of the class to chant and
clap their hands. The rest of the class may sing the chant and
clap their hands along. If they sang the chant well, praise
Whole class
them, saying Well done!
With better classes, help pupils change some lines of the
chant and sing it in front of the class. E.g.
O, o, lock. There are two locks.
O, o, clocks. There are three clocks.
O, o, mops. There are four mops.
O, o, pots. There are five pots
Whole class
Open books open or access sachmem. First, let them point to
Picture 1a, saying Point to Picture 1a, please! and ask what
they can see, saying What are they? Yes, they are clocks.
109
How many clocks? Four. Then have them point to the words, Individual work
listen and repeat the words four clocks aloud, saying Listen
and repeat, please! Yes, four clocks.
Individual work
Follow the procedure with other pictures and words. Draw

pupils’ attention to the boxes next to the letters a and b.
Check comprehension. Individual work
Encourage some pupils to point to the pictures in Question 1
and say the words in front of the class. Say Point to the
pictures and say the words, please! E.g. 1a: four clocks, 1b:
three mops. Whole class
Play the recording of the first sentence for pupils to listen,
saying Now listen to the recording, please! Play the
recording of the first sentence again for pupils to hear. Ask
pupils to say what they have heard and ticked. Say What did
you hear? Did you hear “four clocks” or “three mops”? If
some pupils say “four clocks”, let them listen to the
recording again until they tick the correct box.
listen to the recording. please! Play the recording (several
times if needed) for pupils to listen and tick the correct box. Whole class
pictures and say what they have heard. If they said correct
words, praise them, saying Well done! or Very good!
5. Look, trace and write. (10’)
Access sachmem. Have pupils look at the letter O (upper
case) and the letter o (lower case). Say What can you see? Individual work
Point to the upper case O and say This is the upper case O.
Then point to the lower case o and say and this is the lower
case o. Ask some pupils to make sure if they recognize the Individual work
Have pupils look at sachmem and identify how the letter O
(upper case) and the letter o (lower case) is traced. Then tell
pupils to trace the letter O/o, saying Now trace the letter O/o Pair work
with your pencil.
110
Give pupils time to look at the pictures and complete the

words independently. Say Look at the pictures and complete
the words, please! Give further support to those pupils who Whole class
Ask pupils to work in pairs, swap and check their answers,
saying Now work in pairs and check the answers. Give
Pupils learn by heart the chant (p. 41).
Pupils trace the letter O/o on page 28 (Workbook).
Pupils point to the pictures in Listen and tick (p. 41) and
say the sentences, e.g 1a: There are four clocks. 1b: There Whole class
are three mops.
Sellect a few pupils to change some lines to make their own
chants.
Unit 9: In the shop

Lesson 3

- use How many ___? to ask and answer questions about number of things.
- sing a song with the structure There are……..
II. Language:
Sentence pattern: There are……….
III. Teaching aids
- Poster for Unit 9
- Sachmem.vn
111
IV. Procedure
I. Warm-up (5’)
- Have pupils greet and introduce their names, e.g. Hi, I’m Whole class
Lan.
page 41 in front of the class.
sachmem or poster for Unit 9 and say the sentences, e.g.
There are ___.
Listen and tick (P41) and say the sentences, e.g 1a:
There are four clocks. 1b: There are three mops.
- Get pupils to open their books and look at Lesson 3 p. 42
II. New lesson
please! What can you see? How many clocks? Two? Yes.
Two clocks. Explain the meaning of the question and the
answer and how they are used. Check comprehension. Individual work
Get pupils to point to the first bubble, listen to the questions
and repeat, saying Listen and repeat, please! “How many Pair or group work
clocks?” Then have them point to the second bubble and
repeat the answer, saying Listen and repeat, please! “Two.”
repeat the exchange, saying Now listen and repeat, please!
Give more support to those pupils who find it difficult to do Whole class
the task.
Divide the class into two groups, one group listens and
repeats the question and the other does the answer. Correct
their pronunciation, if necessary or praise them if they
pronounced the exchange correctly, saying Well done!
Invite a few pairs to act out the exchange in front of the
112
class. Go around and praise them if they performed well,

saying Well done!
Whole class
Have pupils look at the bubbles to understand how the
structure is used (How many _____? - _____.). Explain the
meaning of the question and the answer.
Have pupils point to Picture a. Say Look at Picture a, please!
Point to the clocks on the left and ask them How many
clocks? Tell them that there are two, saying Two.
Ask the class to say the question How many clocks? and the
answer Two several times. If they said the sentences
correctly, praise them Well done! Correct pronunciation, if Individual work
necessary.
Follow the same procedure with the rest of the pictures by
getting pupils to point to the pictures, asking and answering
the questions individually and then in pairs. Give further Pair work
support to those pupils who find it difficult to do the task, if
necessary.
Invite some pairs to point to the pictures and act out the
exchanges in front of the class. Praise them, saying
Excellent! if they performed well.
Extension: Whole class
If there is time or with a better class, have pupils work in
pairs, pointing to the things in the classroom, asking and
answering questions about numbers. E.g. How many books?
Three
Have pupils read the first, the third, the fifth and the seventh Whole class
lines of the lyrics. Explain the meaning of the numbers (as
mentioned in Input in Teacher’s guide). Check
comprehension.
Ask pupils to point to the first line. Play the recording for Individual work
them to listen and repeat (saying Point to the first line, listen
and repeat, please!) for several times.
Follow the same procedure with the third, the fifth and the Individual work
seventh lines of the lyrics. Check pronunciation, the tune and
the melody of the lines, if necessary.
113
Have pupils point to the second line. Play the recording for
them to listen and repeat individually and in chorus. Explain
the structure ”There are _____.” if necessary.
Follow the same procedure with the fourth, the sixth and the
eighth lines. Play the recording for them to listen and repeat
individually and in pairs or groups. Check pronunciation, the Pair of group work
tune and the melody of the line, if necessary.
Play the recording all the way through for class to sing the
song and clap their hands. Go around and offer help, if
necessary. Then select some pupils to the front of the class to Whole class
sing the song. The class may sing along and clap their hands.
With a better class, have pupils change some lines of the
lyrics with the things in the classroom and perform the song
in front of the class. E.g.
One, two. One two.
There are two books.
Two, three. Two, three.
There are three pens.
III. Consolidation
Pupils change some sentences in the lyrics and practice Whole class
singing the song at home
Pupil point to the things they have in the bedroom (pen,
pencil, bag, hat, dog, cat, book, ...) and say about number,
using There are ___ in the bedroom
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………
114
from 13/12 /2021 to 17/12/2021
Week:18
Unit 10. At the zoo

Lesson 1

- pronounce the sound of the letter M/m in isolation.
- say the words mango, monkey, mother, mouse
II. Language:
- Sound /m/
- Vocabulary: mango, monkey, mother, mouse
III. Teaching aids
- Sachmem.vn
- Flashcards/pictures of different categories for Fun Corner, e.g. (1) toys: car, ball,
duck; (2) food: chips, fish, chicken; (3) school things: pencil, pen, book; (4) animals:
monkey, mouse, goat; (5) pets: dog, cat, fish; (6) body parts: head, hand, hair; …
- Poster for Unit 10
IV. Procedure
I. Warm-up (5’)
Option 1: Singing the song in Unit 9, Lesson 3.
115
the gesture (e.g. showing fingers when singing about Whole class
numbers).
class, the rest of the class listen to them and clap hands.
Whole class
Option 2: Reviewing.
- Ask some pupils to count from one to five. Pair work
- Get some pairs of pupils to practise asking and answering
about quantity of things in the classroom, using How
many ___? - ____.
Option 3: Talking. Whole class
- Show pupils some pictures/slides of popular animals in
the world (monkey, tiger, elephant, snake, goat, cow, dog,
cat, …). Individual work
- Ask pupils some questions about the animals (in
Vietnamese), e.g. Have you ever seen …? Do you like …?
What animal can you see at the zoo?
II. New lesson
Have pupils look at the picture, saying Look at the picture, Whole class
please! and describe the picture. Draw pupils’ attention to
the letter M/m, the words next to the person, the
things/animals and the colour of the letter M/m. Check
comprehension
Ask pupils to point to the letter M/m. Have them listen and
repeat the sound of the letter M/m, saying Point to the letter
M/m, listen and repeat, please! more than once, if necessary.
Tell pupils to point to the mango and/or the word mango, Whole class
saying Point to the mango and the word “mango”. Ask them
to listen and repeat the word, saying Listen and repeat,
please! Then play the recording again, if necessary, for them
to repeat individually and in chorus. Correct pronunciation, if Whole class
necessary. If they repeated well, praise them, saying Well
done!
Repeat the same procedure with the monkey, the mother and
the mouse. Correct pronunciation, if necessary.
Individual work
Play the recording again and have them listen, point to the
letter M/m and the words mango, monkey, mother and mouse
and repeat until they feel confident. Give further support to
those pupils who find it difficult to do the task, if necessary.
116
Play the recording again and have them listen, point to the Individual work
letter M/m and the words mango, monkey, mother and mouse
and repeat until they feel confident. Give further support to
sound of the letter M/m and the words mango, monkey,
mother and mouse in front of the class, saying Excellent!
when they performed well.
For better pupils, using the new and learnt in the previous units
vocabulary and have the pupils make labels for the animals (cat,
dog, duck, goat, horse, monkey, mouse). Ask them to attach the
cards to the corresponding animals and practise saying the
words. Whole class
Have pupils look at the picture again. Ask them to describe
the picture. Draw their attention to the letter M/m, the
person/thing/animals, if necessary.
Get them to point to the letter M/m and say it, saying Point to
the letter M/m and say, please! Whole class
Let them point to the mango in the picture and say the word
mango as a model, saying Point to the mango and say Individual work
“mango”, please! Remind them of the sound of the letter m
in the word mango.
Follow the same procedure with other animals/ person. Go
around and correct pronunciation, if necessary. Give further
support to those pupils who find it difficult to do the task. Whole class
Have pupils work in pairs or in groups to look at the picture,
point to the letter M/m, the person and thing/animals, say the
sound of the letter and the words. Say Point to the picture
and say, please! Go around and offer help or correct
pronunciation, if necessary. Group/Pair work
performed well, praise them, saying Good work!
Fun corner: Find the odd one out (8’)
Individual work
Explain how to play the game, saying Now look at the
flashcards/ pictures, find the odd one out and say it, please! Whole class
Divide the class into four groups. Put three cards/pictures on
117
the board, one of which is obviously different from the

others, for example, a dog, a cat and a bag.
Group work
Call the first group to go to the board. Ask the pupils to point
to the odd one out in the first set of the flashcards/pictures.
The pupil who points to the correct word (bag) then says it
correctly gets one point for that group. If the pupil has
difficulty, ask other pupils in the group to help him/her. Group work
Put the flashcards/pictures on the board and continue the

game in the same way with other groups
III. Consolidation Whole class
the letter m and the words mango, monkey, mother, mouse.
Option 1:
Whole class
and repeat the words after the recording.
Option 2:
Using Poster for Unit 10, ask pupils to point to the things in
the picture and say the words. For better pupils, teacher may Individual work
cover the words and ask them to point to the things and say
the words aloud.
Option 3:
words mango, monkey, mother, mouse and the pictures. Then Individual work
ask the class to say the words aloud
Unit 10. At the zoo

Lesson 2

- say the letter M/m, the words mango, mother, monkey, mouse and the phrases/sentences
containing /m/ and mango, mother, monkey, mouse in a chant
- listen and identify the words monkey, mango.
118
- trace the letter M/m and complete the words _ango, _other, _onkey, _ouse
II. Language:
- Sound /m/
- Vocabulary: mango, monkey, mother, mouse
- Phrases/sentences with the sound /m/ and the words mango, monkey, mother, mouse
III. Teaching aids
- Sachmem.vn
- Workbook pp. 31-32
- Flashcards to play games in Warm-up
IV. Procedure
I. Warm-up (5’)
Option 1:
M/m and the words mango, mother, monkey and mouse. Whole class
Option 2:
Ask the class to play Find the odd one out again, using the
words in Lesson 1, Unit 10 and those in the previous units,
saying Now let us play Find the odd one out!
Option 3:
Get pupils to play What’s Missing Game, using the pictures Whole class
and flashcards with the incomplete words _ango, _onkey,
_other and _ouse. Pupils should guess the missing letters and
say the words correctly. Whole class
II. New lesson

Have pupils look at the chant, saying Look at the chant,
please! Draw pupils’ attention to the first verse and explain Whole class
its meaning. Ask them to pay attention to the letter M/m
and the words monkey, mouse. Check comprehension.
119
to get familiarized with the rhythm, saying Listen to the Whole class
first verse, please! Then play the recording for them to
listen and repeat until they feel confident, saying Listen
again and repeat, please!
Follow the same procedure with the second verse. Correct Whole class
and repeat the chant individually and in chorus, saying Whole class
Listen, chant and clap your hands, please! Go around and Individual work
offer help, if necessary.
clap their hands along. If they have sung the chant well, Individual work
praise them, saying Great work! Whole class
Extension:
M, m, m.
M is for…………
M is for mouse.
Monkey and …………..
Have pupils look at the pictures in Question 1 and say what
Whole class
they can see. Draw pupils’ attention to the boxes next to the
letters a and b. Check comprehension. Invite some pupils to
point to the pictures in Question 1 and say the words in front
of the class. Say Point to the pictures and say the words,
please! E.g. 1a: a monkey, 1b: a mouse.
Play the recording of the first sentence for pupils to listen,
saying Now listen, please! Ask pupils what they have heard
Individual work
and ticked, saying What did you hear? Did you hear
“There’s a monkey” or “There’s a mouse”? Yes, it said Individual work
“There’s a monkey”. You tick the box a. If some pupils say
“There’s a mouse”, let them listen to the recording again,
saying Now listen again, please! Play the recording and ask
What did you hear? Did you hear “There’s a monkey” or
“There’s a mouse”? Yes, “There’s a monkey”. Tick the box Individual work
a. So a is the correct answer.
120
listen, please! Play the recording (several times if needed)

for pupils to listen and tick the correct box.
Whole class
pictures and say what they have heard. If they said correct
words, praise them, saying Well done! or Very good! Individual work
5. Look, trace and write. (8’)
Have pupils look at the letter M (upper case) and m (lower
case). Remind them how to trace it.
Give pupils time to trace the letter M/m independently,
saying Now trace the letter M/m with your pencil. You can Pair work
demonstrate by air tracing or tracing the broken lines of the
letter M/m on the board. Then let pupils do the tracing. Give
task.
Whole class
pupils to work in pairs, swap and check their answers. Give
Then have pupils look at the four pictures in the activity. Ask Individual work
some questions to help them identify the person and things in
the pictures (e.g. What’s/Who’s that? What can you see in
the pictures?). Use the first picture as an example, ask pupils Whole class
to look at it, guess what letter is missing and complete the
word.
Give pupils time to complete the words independently,
saying Look at the pictures and complete the words, please!
Go around and offer help, if necessary.
Ask some pupils to show what they have done. Praise them
if they have done well, saying You’ve done a good job!
workbooks.
- For better pupils, have them do Activity 4, Unit 10 in their Whole class
workbooks
Whole class
III. Consolidation
Individual work
chant again.
121
Option 2: Ask pupils to look at the pictures in 4. Listen

and tick and say about them, e.g. monkey, mouse.
Encourage better pupils to use learnt structures e.g. It’s a
monkey; It’s a mouse; ...
Activity 1, Unit 10 in their workbooks
Unit 10. At the zoo

Lesson 3

- use “That’s a .............” to identify someone or something
- sing a song with the structure “That’s a..............”
II. Language:
That’s a………………
III. Teaching aids
- Sachmem.vn
- Teacher’s guide pp 109-111
- Workbook p. 33
- Pictures/Slides of animals for Warm-up
IV. Procedure
I. Warm-up (5’)
Option 1:
Whole class
page 44.
122

Option 2:
Whole class
- Show pupils pictures/slides of some animals they have
learnt.
- Ask them to recall and name the animals (e.g. horse, duck,
goat, monkey, ...). Encourage better pupils say more words of
animals if they can. Individual work
Option 3:
- Invite one or two pupils write the letter M/m on the board.
- Get pupils to say words that contain the sound of the letter
M/m (e.g. mop, monkey, mother...)
II. New lesson
6. Listen and repeat. (6’) Whole class
Have pupils look at the picture of a girl and her mother looking
at a monkey. The mother says “That’s a monkey”. Explain the
meaning of the sentence and how it is used. Check
comprehension. Whole class
Invite a few pupils to listen and repeat the sentence That’s a Individual work
monkey in front of the class. Correct their pronunciation, if
necessary or praise them when they pronounced the sentence
correctly, saying You did very well!
Ask some pupils to point to and repeat the sentence That’s a
monkey. Go around and correct pronunciation to make sure
pupils can repeat the sentence correctly
Whole class
Have pupils look at the bubble to understand how the
structure is used. Explain the meaning of the structure.
Have pupils look at the first picture. Say Look at Picture 1,
please! Point to the monkey and ask them, saying What’s Whole class
that? Tell them that it is a monkey, saying That’s a monkey.
Ask pupils to use the structure “That’s a _____.“ in the
bubble and Picture 1 (a monkey) to identify something, e.g.
That’s a monkey. Get them to repeat the sentence several
Individual work/Whole
times individually and in chorus. Check comprehension.
class
Follow the same procedure with the other pictures. Make
123
sure pupils understand the structure “That’s a ____.“ and say

it with the right pronunciation and intonation. Give further
support to those pupils who find it difficult to do the task, if Whole class
necessary.
Ask pupils to work in pairs/groups, using “That’s a ____.”
with the picture cues.
Group/Pair work
Select some pupils to practise identifying
someone/something in front of the class. Praise them, saying Individual work
That’s right! or Superb! if they performed well.
Have pupils point to and identify things/people in the
classroom. Encourage them to say as much as they can, e.g.
Individual work
That’s a pen ___.”; “That’s a desk.”
Whole class
Have pupils look at the lyrics to get familiarized with the
first verse of the song. Explain the meaning of the sentence
That’s a monkey. Say Now look at the first verse, please!
Play the recording several times for pupils to repeat line after Whole class
line to make sure that they can sing the verse correctly.
Follow the same procedure with the second and third verses.
Correct pronunciation and the melody of the song, if
necessary. Group work
Have pupils listen to the whole song, drawing their attention Individual work
to the pronunciation, the stress and the melody of the song.
Say Now listen to the whole song.
Let pupils practise singing the song. Help them sing the song
sentence by sentence first. Then help them to sing the whole Group work
song. If there is time, let them sing the song several times
until they feel confident.
may sing along and clap their hands. Praise them when they
performed well, saying Fantastic! or Excellent!
Practise three-part singing. Devide the class into three
groups and ask each group to sing one part of the song.
III. Consolidation
Revise the main teaching point of the lesson: the structure
That’s a ____ to identify someone or something.
Option 1: Ask pupils to draw an animal or a pet/a fruit, show Whole class
124
them to the class and identify them, using That’s a ___.

Option 2: Have pupils do Activity 6, Unit 10 in their
workbooks.
Option 3: Show pupils the lyrics of the song with some
missing words, e.g.:
Monkey, monkey. Individual work
That’s a ______.
Individual work
Mango, mango Individual work
That’s a ______.
Then ask some advanced pupils to guess the missing words
and sing the complete song aloud
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from 27 /12 /2021 to 31/12/2021
Week:20
Unit 11: At the bus stop

Lesson 1
125
Period: 43
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
III. Consolidation
Unit 11: At the bus stop

Lesson 2
Period: 44

- pronounce the sound of the letter U/u.
- say the words sun, truck, bus, running
126
II. Language:
- Sound /ʌ/
- Vocabulary: sun, truck, bus, running
III. Teaching aids
- Sachmem.vn
- Poster for Unit 11
IV. Procedure
- Option 1: Access sachmem. Have one pair of pupils play Kim’s

game in Fun time 3 on page 47 (Student’s book).
- Option 2: Invite one group of pupils to sing the song on page 45
(Student’s book)
- Option 3: Ask a few pupils to do the project on page 33
(Workbook).
- Have pupils open the books and look at Unit 11, Lesson 1 p. 48,
saying Open the books and look at Unit 3, Lesson 1 (Page 48).
II. New lesson

Open books open or access sachmem. Have pupils look at the picture Whole class
and describe it, saying Look at the picture and describe it, please!
Draw pupils’ attention to the letter U/u, the words next to the things
and the colour of the letter U/u (as mentioned in Input in Teacher’s
Individual work
guide). Check comprehension.
Ask pupils to point to the letter U/u, listen to the recording and repeat
the sound of the letter U/u, saying Point to the letter U/u, listen and
repeat, please! Individual work
Have them point to the sun and/or the word sun, listen to the
recording and repeat the word sun. Say Point to the sun, listen and
repeat, please! Then play the recording again, if necessary, for them
to repeat individually and in chorus. Correct pronunciation, if
necessary. If they repeated well, praise them, saying Well done! Individually
127
Follow the same procedure with the truck and the bus. Correct
Get them to look at the boy and help them to identify the character
and the situation by asking and answering the question What is the
boy doing? - He is running. Then play the recording for them to listen
and repeat the word running. Check pupils’ comprehension.
Have pupils point to the letter U/u, the pictures, listen to the
recording again and say the sound of the letter and the words again in
pairs or groups. Repeat the step, if necessary. Give further support to
Play the recording again and call a few pupils to say the letter U/u and Group work
the words sun, truck, bus, running in front of the class (saying Well
done! when they performed well).
Whole class
III. Consolidation
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BGH duyệt
WEEK 23
128
Planning date:……………………………..
Teaching date: ……………………………
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
III. Consolidation
129
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
III. Consolidation
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BGH duyệt
WEEK 24
130
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
III. Consolidation
131
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
III. Consolidation
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BGH duyệt
132
WEEK 25
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
III. Consolidation
133
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
III. Consolidation
134
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BGH duyệt
WEEK 26
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
135
III. Consolidation
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
III. Consolidation
136
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BGH duyệt
WEEK 27
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
137
III. Consolidation
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
II. New lesson
138
III. Consolidation
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BGH duyệt
WEEK 28
II. Language:
III. Teaching aids
IV. Procedure
139
I. Warm-up
II. New lesson
III. Consolidation
II. Language:
III. Teaching aids
IV. Procedure
I. Warm-up
140
II. New lesson
III. Consolidation
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BGH duyệt
WEEK 29
II. Language:
III. Procedure
I. Warm-up
141
II. New lesson
III. Consolidation
II. Language:
III. Procedure
I. Warm-up
II. New lesson
142
III. Consolidation
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BGH duyệt
143

Grade 1 English Lesson Plans Week 1

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Grade 1 English Lesson Plans Week 1

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School year: 2021 – 2022 Lesson planning English Grade 1

From 23/8/2020 to 27/8/2021

UNIT 1: IN THE SCHOOL PLAYGROUND

- pronounce the sound of the letter B/b

II. INPUT Language:

Teacher’s activities Students’ actions

I. Warm-up (5’) Whole class

II. New lesson Whole class

2. Point and say 7’ Whole class

and offer help or correct pronunciation, if necessary.

III. Consolidation (3’)

Pupils use pencils or colour pencils to:

UNIT 1: IN THE SCHOOL PLAYGROUND

I. Warm up 5’ Whole class

(drawn at home as homelink) and say the words/phrases

5. Look and trace (10’) Whole class

Check the results of pupils’ tracing and give feedback. Ask

III. Consolidation (3’) Whole class

From 30 /8/2020 to 03/9/2021

UNIT 1: IN THE SCHOOL PLAYGROUND

- use Hi, I’m + name to greet and introduce someone’s

- sing a song about how to greet and introduce

- Hi, I’m + name.

I. Warm-up (5’) Whole class

II. New lesson Whole class

Input). Check comprehension.

7. Let’s talk (10’) Whole class

8. Let’s sing (10’) Whole class

Hi, I’m Mai.

Hi, Mai. I’m Lan.

Unit 2: In the dining room

- pronounce the sound of the letter C/c.

III. Teaching aids: Book, tape, workbook

Teacher’s activities Students’ activities

I. Warm-up (5’) Whole class

- Option 1: Have two or three pairs of pupils role-play the

cake as a model (saying Point to the cake and say, please!).

III. Consolidation (5’) Whole class

From 6 /9/2020 to 10/9/2021

Teacher’s activities Students’ activities

I. Warm-up (5’) Whole class

3. Listen and chant (7’) Whole class

- - use I have a _____ to talk about possession.

Teacher’s activities Students’ activities

I. Warm-up (5’) Whole class

task. Group work

From 13 /9/2020 to 17/9/2021

2. Let’s play: Simon says (10’)

repeat what they have to do (in Vietnamese).

- identify and read the learnt words

pairs to give their answers. Give comments and confirm the

“cat” with the words they know Whole class

III. Consolidation (3’)

From 20 /9/2020 to 24/9/2021

Monday September 24 th , 2021

Unit 3: AT THE STREET MARKET

Teacher’s activities Students’ activities

may say Great! when they perform well).

Unit 3: At the street market

Teacher’s activities Students’ activities

I. Warm-up (5’) Whole class

and repeat the chant individually and in chorus, saying Listen

From 27 /9/2020 to 1/10/2021