G.A Tieng Anh Lop 2

Teaching plan 2 School year : 2021-2022
From 23/8/2020 to 27/8/2021
WEEK 1
Monday August 23 , 2021
th
Teaching : 2a ,2b
UNIT 1: AT MY BIRTHDAY PARTY
Lesson 1
I/ Objectives:
1. Knowledge:
By the end of the lesson, students will be able to :
- Pronounce correctly pronounce the name of letter P/p and the sound /p/ in
isolation.
- Say correctly the words pasta, popcorn, pizza
2. Competencies:
2.1.Generic competencies:
- Communication and cooperation competence: read and complete the
sentences, work in pairs/groups.
- Problem-solving competence: observing, collecting and analyzing information
- Autonomy and self-learning: remembering, recalling and guessing words/
phrases
- Problem –solving and creativity: giving ideas, changing information, giving
comments, critical thinking.
2.2. Language competence:
- Sound /p/
- Vocabulary: pasta, popcorn, pizza
- Skills: Integrated skills (speaking and listening)
3. Attitude / Qualities:
Educate Ss to become studious and obedient students, love food, love learning
English
II/ Teaching aids:
1. Teacher: Pictures, words cards, worksheets, flashcards, objects, recording,
computer, projector.
2. Students: Tieng Anh 2 students’ books, pens, pencils, crayons, notebooks.
III/ Procedure:
Teacher’s activities Students’ activities

1.Warm- up: 5’
Game: Who are you?
*Aims: to help T and ss greet and
Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school
1
introduce about each other.

*Teaching techniques
- miming, ask and answer.
*Procedure:
-T greets the class and introduces yourself, - SS say: Hello. I’m + name.
saying: Hello. I’m Tam.
- Encourage Ss to say their names and
where they come from (in Vietnamese).
-SS listen.
- Introduce (in Vietnamese) Tiếng Anh 2
- Sách học sinh (the number of units, the
number of lessons in one unit, and the
number of activities in each unit).
-SS open their book.
- Say “Open your book page 6 and look
at Unit 1, Lesson 1”
2. New lesson
Activity 1. - 1. Listen and repeat:10’
*Aims: to correctly pronounce the name
of letter P/p and the sound /p/ both in
isolation and in the words pasta, popcorn,
pizza
*Context: At the birthday party, There are
four children are sitting on the table with a
birthday cake, a plate of pasta, a bowl of
popcorn and a pizza. Peter is blowing out
seven candles on the birthday cake.
- techniques in teaching listening and
speaking, -Look at the picture and listen.
- individual, pairworks, ask and answer…
- using flashcardas, recording, pictures…
*Procedure: -Point, listen and repeat.
- Have ss look at the picture and draw ss’
attention to the letter P/p, the words next
to the things and the colour of the letter -Ss repeat.
P/p.
-Ask ss to point to the letter P/p. Have -Ss listen and repeat.
them listen and repeat the sound of the
letter P/p more than once, if necessary.
-Tell ss to point to pizza . Ask them to
-SS listen, point and repeat.
2
listen and repeat the word.

-Repeat the same Procedure: with the -SS say in front of the class.
words: pasta, popcorn, Give further
support to those ss who find it difficult to
do the task.
-Play the recording again and have them
listen, point to the letter P/p and the pasta
and the popcorn and repeat until they feel
confident. Correct pronunciation, if
necessary.
-Play the recording again and call some ss
to say the letter P/p and the words pasta,
popcorn, pizza in front of the class.
*Outcome: Ss can correctly pronounce
the name of letter P/p and the sound /p/
both in isolation and in the words pasta,
popcorn, pizza
Activity 2 - 2. Point and say:10’
*Aims: to correctly identify and -Look at the picture and discribe.
pronounce the name the words pasta,
popcorn, pizza .
*Context:At the birthday party, There are -Point and say
four children are sitting on the table with a
birthday cake, a plate of pasta, a bowl of
popcorn and a pizza. Peter is blowing out
seven candles on the birthday cake.
speaking, pairworks, ask and answer…
- using flashcardas, recording, pictures… -Work in pairs or in groups.
*Procedure:
- Have ss look at the picture again and ask
them to describe the picture again (in -Point and say
Vietnamese). Draw their attention to the
letter P/p, pasta, popcorn, pizza if
necessary.
- Get them to point to the letter P/p and
say it. Let them point to the word and say,
- Give further support to those ss who find
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it difficult to do the task.

- Follow the same procedure: with other
things. Give further support to those Ss
who find it difficult to do the task.
- Ask ss to work in pairs or in groups to
point to the picture and say the sound of
the letter P/p and the words. Go around
and offer help or correct pronunciation, if
necessary.
-Invite two or three ss to point to the
-Ss look and listen.
picture and say the sound of the letter and
the words in front of the class.
- T gets feedback.
*Outcome: Ss can correctly identify and
pronounce the name the words pasta,
popcorn, pizza . -Ss play game.
Activity 3. *Play Kim’s game:6’
*Aims: to recognize target words while
listening and successfully recall the
position of the relevent pictures.
*Context: Using flashcards about the
words have learnt
speaking, groupworks, ask and answer…
- using flashcardas, pictures…
*Procedure: -SS listen.
- Devide the class into 2 teams to play
game.
- Display both sets of cards face up on the
board. Have ss 2 mintes to memorize their -SS listen.
set.
- Turn the card face down on the board.
Explain that when you say a corrcet word
you will have one point.
-Have time for ss to play game.
- Count the point for each team and
announce the winner.The team with the
most points wins.
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Lesson 2:
- 3. Listen and chant:9’

*Aims: to correctly pronounce the words pasta,
popcorn, pizza and say the sentence pattern: I
like........ in a chant. - SS say the letter and
*Context: The picture shows a birthday party. The the sound.
children are eating pasta, popcorn and pizza. -SS open their book.
- techniques in teaching listening and writing,
-individual, pairworks,groupworks, ask and
answer…
- using flashcardas, recording, pictures,
worksheets…
*Procedure:
- Have ss look at the chant on p. 7 in their books and
draw ss’ attention to the first line and explain its
meaning. Ask them to pay attention to the letter P/p
and the words: pasta, popcorn, pizza . Check
comprehension.
- Play the recording of the first verse for Ss to listen
and to get familiarized with the tune.
- Play the recording again, ask ss to listen and repeat -Look at the picture and
the first line. Then play the recording for them to listen.
listen and repeat until they feel confident.
- Follow the same Procedure: with the other verse.
Show ss how to chant and clap their hands. Correct
pronunciation, if necessary. -Ss listen.
- Play the recording all the way through. Ask ss to
listen and repeat the chant individually and in -Ss listen and repeat.
chorus. Give further support to those ss who find it
difficult to do the task.
- Select some ss to the front of the class to chant and -SS listen and chant.
clap their hands. The rest of the class may sing the
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chant along and clap their hands.

*Outcome: Ss can correctly pronounce the words
pasta, popcorn, pizza and say the sentence pattern: I -SS chant.
like........ in a chant.
Activity 2 - 4. Listen and tick:9’
*Aims: to recognize the words pasta, popcorn, -SS chant in front of the
pizza and the sentence pattern: I like........ while class.
listening.
*Context:Sentence 1: popcorn and pasta./ Sentence
2: pasta and pizza
- techniques in teaching listening
pairworks, ask and answer…
- using recording, pictures…
*Procedure:
-Have Ss look at two pictures and say what they can
see. Draw ss’ attention to the boxes next to the
letters a and b. Check comprehension.
-Encourage some ss to point to the pictures and say
the words in front of the class . E.g. 1a: popcorn, 1b:
pasta
- Play the recording for ss to listen and tick the box.
- Let ss to listen again and check .
-Look at the picture and
-T gets feedback. discribe.
*Keys: 1.a / 2.a
*Outcome: Ss can recognize the words pasta, -Point and say
popcorn, pizza and the sentence pattern: I like........
while listening.
Activity 3. - 5. Look and write:7’ -SS do the task.
*Aims: to write the letter P/p and complete the Ss check.
words: pasta, popcorn, pizza
*Context: Pictures of: pasta, popcorn, pizza.
Writing grids for P(upper case) and p( lower case)
- techniques in teaching writing
- individual, groupworks, ask and answer…
*Procedure:
- Have Ss look at the letter P (upper case) and p
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(lower case). Ask ss to make sure if they recognize

the two forms of the letter.
- Tell ss to trace the letter P/p. T can demonstrate by
air tracing or tracing the broken lines of the letter
P/p on the board.
-Then let ss write the letter. Then find out the
missing letter to complete the correct word. Give
further support to those Ss who find it difficult to do
the task.
- Check the results of ss’ tracing and give feedback. -Ss listen.
Ask ss to work in pairs and swap their answers.
Give ss time to work. Go around and offer help, if
necessary. -SS do the task.
- Ask some ss to show what they have done.
*Outcome: Ss can write the letter P/p and complete
the words: pasta, popcorn, pizza
3. Consolidation :3’ -Check in pairs.
*Aims: to consolidate and wrap up the content of
the lesson.
- T tells sts about the main content of the lesson.
-T tells sts about the educational Aimss of the -Ss show their work.
lessons.
4. Homelink .2’
- Practice more at home.
- Prepare for the next lesson.
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From 30 /8/2020 to 03/9/2021
WEEK 2
Wednesday September 30 st
, 2021
Teaching : 2a ,2b
Lesson 3
I/ Objectives:
1.Knowledge:
- Use : The ____is yummy to express this feeling about a particular food.
- Sing a song about feeling with a particular food.
2. Competencies:
phrases
- Vocabulary: review
- Sentence pattern: The _____ is yummy.
Educate Ss to become studious and obedient students; love food, love learning
English.
II/ Teaching aids:
1.Teacher: Pictures, words cards, worksheets, flashcards, objects, recording,
2.Students: Tieng Anh 2 students’ books, pens, pencils, crayons, notebooks.
III/ Procedure:

1.Warm- up: 5’
8
Game: Slap the board

*Aims: to help ss review some vocabulary that they
learnt.
- grouping, miming, ask and answer.
*Procedure:
-Write the words on the board - SS listen and play
- Call 2 Ss to go to the board and ask them to slap game.
the word when T says one word aloud.
- After finishing the game, the student slaps more
correct words will be the winner.
- Say “Open your book page 8 and look at lesson 3” -SS open their book.
2. New lesson
Activity 1. - 6. Listen and repeat:9’
*Aims: to Use : The ____is yummy to express this
feeling about a particular food.
*Context: The picture shows a boy eating popcorn
and he is saying “The popcorn is yummy.”
- techniques in teaching listening and speaking,
-individual, pairworks, ask and answer…
*Procedure:
- Have Ss look at the first picture. Play the recording -Look at the picture and
for ss to listen and repeat, listen and repat.
- Have ss look at the sentence: The popcorn is -Ss listen.
yummy. Explain the meaning of the sentence and
how it is used. Check comprehension.
-Ss listen and repeat.
-Play the recording several times for ss to listen and
repeat the sentence. Give more support to those ss
-SS say.
- Invite some ss to say the sentences in front of the
class.
- T checks and corrects.
*Outcome: Ss can use : The ____is yummy to
express this feeling about a particular food.
Activity 2 - 7. Let’s talk:9’
*Aims: to use : The ____is yummy to express this
feeling about a particular food.
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*Context:Threre are three picture showing: pasta,

popcorn, pizza and sentence pattern: The ____is
yummy.
*Procedure:
- Have ss look at the first picture. Point to the food
and ask them What is this? Tell them how to express -Look at the picture and
this feeling about a particular food. ( The popcorn is discribe.
yummy.)
- Ask ss to work in pairs to practise expressing this
-Point and say
feeling about a particular food.Offer help, if
necessary.
- Have ss look at the second picture. And practise in -SS practice in pairs.
pairs.
- Ask a few pairs of ss to practise in front of the -SS practice in front of
class. Offer help, if necessary. the class.
- T gets feedback.
*Outcome: Ss can use : The ____is yummy to
express this feeling about a particular food.
Activity 3. - 8. Let’s sing:9’
*Aims: to Sing a song about feeling with a
particular food.
*Context: The picture shows a birthday party. The
people are singing.
individual, groupworks, …
*Procedure:
-Have ss read the lyrics to familiarize themselves
with the first verse of the song. Explain the -Ss look and listen.
meanings of the verse, if necessary. Check
comprehension.
-Play the recording several times for ss to repeat line
after line to make sure that they can sing the verse
correctly. -Ss listen and repeat.
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- Do the same with the second verse of the lyrics.

Play the recording several times for ss to repeat to -SS do the task.
make sure that they can sing the verse correctly.
Check comprehension.
-Have time for ss practise singing the song. Help
them sing the song sentence by sentence first. Then -SS sing the song.
help them to sing the whole song.
-Ss sing in front of the
- Call one or two groups to sing the song in front of
class.
the class.
*Outcome: Ss can sing a song about feeling with a
particular food.
3. Consolidation:2’
the lesson.
- T tells ss about the main content of the lesson.
-SS listen.
- T tells ss about the educational Aimss of the
lessons.
4. Homelink .1’
-SS listen.
- Prepare for Unit 2 lesson 1.
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UNIT 2: IN THE BACKYARD

Lesson 1
Activity 1. 1. Listen and repeat: 10’

*Aims: to correctly pronounce the name of letter K/
k and the sound / k/ both in isolation and in the
words kite, kitten, bike
*Context: There are three children playing in the
backyard with kite, kitten and bike.
- techniques in teaching listening and speaking, - SS listen
individual, pairworks, ask and answer…
- using flashcardas, recording, pictures… -SS open their book.
*Procedure:
- Have ss look at the picture and draw ss’ attention
to the letter K/ k, the words next to the things and
the colour of the letter K/ k.
-Ask ss to point to the letter K/ k Have them listen
and repeat the sound of the letter K/ k more than
once, if necessary.
-Tell ss to point to kite . Ask them to listen and
repeat the word.
-Repeat the same Procedure: with the words: kitten,
bike, Give further support to those ss who find it
-Play the recording again and have them listen, point
to the letter K/ k and the kite, kitten, bike and repeat -Look at the picture and
until they feel confident. Correct pronunciation, if listen.
necessary.
-Play the recording again and call some ss to say the
letter K/ k and the words kite, kitten, bike in front of -Point, listen and repeat.
the class.
*Outcome: Ss can correctly pronounce the name of
letter K/ k and the sound /k/ both in isolation and in -Ss repeat.
the words kite, kitten, bike
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Activity 2 2. Point and say: 10’ -Ss listen and repeat.

*Aims: to correctly identify and pronounce the
name the words kite, kitten, bike
*Context: There are three children playing in the -SS listen, point and
backyard with kite, kitten and bike. repeat.
pairworks, ask and answer… -SS say in front of the
- using flashcardas, recording, pictures… class.
*Procedure:
- Have ss look at the picture again and ask them to
describe the picture again (in Vietnamese). Draw
their attention to the letter K/ k, kite, kitten, bike
if necessary.
- Get them to point to the letter K/ k and say it. Let
them point to the word and say,
- Give further support to those ss who find it
- Follow the same Procedure: with other things.
Give further support to those Ss who find it difficult
to do the task.
- Ask ss to work in pairs or in groups to point to the
picture and say the sound of the letter K/ k and the -Look at the picture and
words. Go around and offer help or correct discribe.
pronunciation, if necessary.
-Invite two or three ss to point to the picture and say
the sound of the letter and the words in front of the -Point and say
class.
- T gets feedback.
*Outcome: Ss can correctly identify and pronounce
the name the words kite, kitten, bike
Activity 3. *Play Word game: 6’
*Aims: to identify words containing a particular
sound.
*Context: Using flashcards that contain sounds ss -Work in pairs or in
have learnt. groups.
groupworks, ask and answer… -Point and say
13
*Procedure:
- Devide the class into 2 teams to play game.
- Have ss to pronounce the sound of the letter ,eg:
/k/, ss should look through their pack of flashcards
to find a word containning that sound, eg: bike, kite.
When they founf the correct word they should stick
the flashcard on the board. A correct word scires
one point.
- Have time for ss to play game.
-Count the points for eaxch team and announce the
winner.The team with the most points wins
*Outcome: Ss can identify words containing a
particular sound while playing game.
3. Consolidation :3’
the lesson.
- T tells ss about the main content of the lesson. -Ss look and listen.
-T tells ss about the educational Aimss of the
lessons.
4. Homelink .1’
- Prepare for the next lesson. -Ss play game.
-Ss listen.
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From 6 /9/2020 to 10/9/2021
WEEK 3
Monday September 6 th , 2021

Teaching : 2a ,2b ,2c

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words kite, kitten, bike and say the sentence
pattern: He’s/ She’s ________(V-ing) in a chant.
2. Competencies:
phrases
- Sound /k/
- Sentence pattern: He’s/ She’s ________(V-ing)
Educate Ss to become studious and obedient students; love learning English
II/ Teaching aids:
15
III/ Procedure:

1.Warm- up: Check-up:5’
*Aims: to help ss remember the words that they
have learn in lesson 1.
*Procedure:
-T asks ss to say the letter and the sound they learnt - SS say the letter and
in lesson 1(K/ k, /k/) the sound.
Say “Open your book page 7 and look at lesson 2” -SS open their book.
2. New lesson
Activity 1. 3. Listen and chant:10’
*Aims: to correctly pronounce the words kite,
kitten, bike and say the sentence pattern: He’s/
She’s ________(V-ing) in a chant.
*Context: The picture shows some children are
doing in the backyard.
- techniques in teaching listening and speaking, -Look at the picture and
individual, pairworks,groupworks, ask and listen.
answer…
worksheets…
*Procedure:
- Have ss look at the chant on p. 10 in their books -Ss listen.
and draw ss’ attention to the first line and explain its
meaning. Ask them to pay attention to the letter K/ k -Ss listen and repeat.
and the words: kite, kitten, bike. Check
comprehension.
- Play the recording of the first verse for Ss to listen -SS listen and chant.
- Play the recording again, ask ss to listen and repeat
the first line. Then play the recording for them to -SS chant.
Show ss how to chant and clap their hands. Correct -SS chant in front of the
pronunciation, if necessary. class.
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listen and repeat the chant individually and in

- Select some ss to the front of the class to chant and
kite, kitten, bike and say the sentence pattern: He’s/
Activity 2 4. Listen and circle: 8’
*Aims: to recognize the words kite, kitten, bike
and the sentence pattern: He’s/ She’s ________(V-
ing)
*Context:Sentence 1: kite, bike ./ Sentence 2:
kitten, dog
- pairworks, ask and answer…
*Procedure:
discribe.
-Point and say
the words in front of the class . E.g. 1a: kite, 1b:
bike
- Play the recording for ss to listen and tick the box. -SS listen and do the
- Let ss to listen again and check . task.
-T gets feedback.
*Keys: 1.b / 2.a
*Outcome: Ss can to recognize the words kite,
kitten, bike and the sentence pattern: He’s/ She’s
________(V-ing)
Activity 3. 5. Look and write:9’
*Aims: to write the letter K/ k and complete the
words: kite, kitten, bike
*Context: Pictures of: kite, kitten, bike
Writing grids for K(upper case) andk( lower case)
17

*Procedure:
- Have Ss look at the letter K (upper case) and k -Ss look and listen.
- Tell ss to trace the letter K/ k. T can demonstrate
by air tracing or tracing the broken lines of the letter -Ss listen.
K/ k on the board.
-SS do the task.
the task.
-Check in pairs.
- Check the results of ss’ tracing and give feedback.
necessary. -Ss show their work.
*Outcome: Ss can write the letter K/ k and
complete the words: kite, kitten, bike .

Lesson 3

Activity 1. 6. Listen and repeat:9’
*Aims: to use : Is she/he_______?-> Yes, she /he is.
/ No, she/he isn’t. to ask and answer about actions
in progress.
*Context: The picture shows a girl flying a kite,
there two friends ask and answer Is she flying a
kite?? – Yes, she is.
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*Teaching techniques - SS listen and play

- techniques in teaching listening and speaking, game.
*Procedure:
- Have Ss look at the first picture. Play the recording -SS open their book.
for ss to listen and repeat,
- Have ss look at the sentence: Is he flying a kite?
Explain the meaning of the sentence and how it is
used. Check comprehension.
class.
*Outcome: Ss can use : Is she/he_______?-> Yes,
she /he is. / No, she/he isn’t. to ask and answer
about actions in progress.
Activity 2 7. Let’s talk:9’
*Aims: to use : Is she/he_______?-> Yes, she /he -Look at the picture and
is. / No, she/he isn’t. to ask and answer about listen and repeat.
actions in progress. -Ss listen.
*Context:Threre are three picture showing: kite,
kitten, bike and sentence pattern Is she/he_______?-
> Yes, she /he is. / No, she/he isn’t. -Ss listen and repeat.
-individual, pairworks, ask and answer… -SS say.
*Procedure:
- Have ss look at the first picture. Point to the
pictures and ask them What are they doing? Tell
them about actions in progress.
- Ask ss to work in pairs to practise asking and
answering about actions in progress.Offer help, if
necessary.
- Have ss look at the second picture. And practise in
pairs.
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- Ask a few pairs of ss to practise in front of the

class. Offer help, if necessary.
- T gets feedback.
*Outcome: Ss can use: Is she flying a kite?-> Yes,
she is./ No, she isn’t. to ask and answer about
actions in progress.
Activity 3. 8. Let’s sing:9’
*Aims: to Sing a song about playing in the
backyard.
*Context: The picture shows the children playing in -Look at the picture and
the backyard. discribe.
- techniques in teaching listening and speaking, -Point and say
-individual, groupworks, …
*Procedure: -SS practice in pairs.
-SS practice in front of
with the first verse of the song. Explain the
the class.
comprehension.
correctly.
Play the recording several times for ss to repeat to
them sing the song sentence by sentence first. Then
the class.
*Outcome: Ss can sing a song about doing in the
backyard. -Ss look and listen.
the lesson.
- T tells sts about the main content of the lesson. -Ss listen and repeat.
-T tells sts about the educational Aimss of the
20
lessons. -SS do the task.

4. Homelink . 1’
- Prepare for Funtime 1 – Part 1,2.
-SS sing the song.
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From 13 /9/2020 to 17/9/2021
WEEK 4
Monday September 13 rd , 2021

Teaching : 2a ,2b
FUN TIME 1
Part 1, 2
I/ Objectives:
1.Knowledge:
- correctly pronounce and spell the words :pizza, popcorn, kitten, bike
2. Competencies:
21

phrases
Educate Ss to become studious and obedient students, love learning English
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
- grouping, miming, ask and answer. - SS listen and play
*Procedure: game.
-Have ss to look through 4 pictures( which is
closed). T opens each piece of each picture for ss to
guess about the pets and then read alous name of the -SS open their book.
food.T checks and have ss read all the words.
- Say “Open your book page 12 and look at Funtime
1 – Part 1, 2”
2. New lesson
Activity 1. 1. Find and circle the words. Then
say. 12’
*Aims: to correctly pronounce the words :pizza,
popcorn, kitten, bike
*Context: Four pictures and a set of letters under
each picture.
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- using flashcardas, recording, pictures… -Look at the picture and
*Procedure: say.
-Have ss look at the pictures and say the words,
saying Look and say, please -SS listen.
-Ask ss to look at the word search, find and circle
the correct words in it individually. Then say the
words
-T models with the first word if necessary. Give
further support to those Ss who find it difficult to
-Ss do the task.
do the task.
- Have time for ss to do the task. -SS play game.
-After the ss find the words and pronounce them,
organize a short game. Divide the class into two
teams. Call on one student from each team to go to
the board. Call out a word and the two ss have to
write them on the board. Give a point to each
correct word. Ss from the teams take turns to write
the words.
Activity 2. 2. Let’s play:Stand up! Sit down !
13’
*Aims: to recognize target words while listening.
*Context: A picture of a class playing game.
groupworks, ask and answer…
*Procedure:
-Have ss look at the pictures. Explain how the game
is played: Teacher holds up a flashcard and say a -Ss look and listen.
word. If the flashcard and the word are the same, ss
stand up; if not, ss sit still. Call some ss to stay the
correct word.
- Model the position of the first letter.
- Instruct ss to imitate each position. Help them
practise this position until they understand. Follow -SS do the task.
the same Procedure: with the other letters. Give
further support to those ss who find it difficult to do
the task.
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-Have the whole class play the game. Call two ss to

be the observers of the game. Give out the -Ss play game.
commands and monitor how ss play the game. The
ss 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.Ss can also give the commands for
other ss to play.
* Keys: a. pizza, b. kitten, c. popcorn, d. bike
*Outcome: Ss can recognize target words while
listening while playing game.
the lesson.
-Ss listen.
lessons.
4. Homelink .2’
***********************************
FUN TIME 1
Part 3, 4
Activity 1. 3. Look, read and write. Then say

aloud:13’
*Aims: to write the words :pizza, pasta, kite, bike
and complete the sentence pattern:
SS open their book.
+ The______is yummy.
+ Is he/ she _______ ( Ving) ? ->Yes, he/ she
is./ No, he/ She isn’t.
24

each picture.
*Procedure:
-Have ss look at the pictures (pizza, pasta, kite,
bike ) and say the words.
-Have ss spell the words : pizza, pasta, kite, bike in
pairs
- Call some ss to spell in front of the class.
- Have time for ss to write the words: pizza, pasta,
kite, bike in pairs on the small board, Then have ss -Look at the picture and
to check their writing in pairs. say.
- Call some ss to read the correct words in front of
the class.
- T gets feedback. -SS listen.
* Keys: a. pizza, b. kite, c. bike d. pasta
-Ss do the task.
*Outcome: Ss can to write the words :pizza, pasta,
kite, bike and complete the sentence pattern:
+ The______is yummy. -SS play game.
+ Is he/ she _______ ( Ving) ? ->Yes, he/ she
is./ No, he/ She isn’t.
Activity 2. Let’s play: Spelling chain:12’
*Procedure:
-T introduces the game: Spelling chain and explains
how the game is played: T divides the class into
two teams. The team plays game stands in a circle.
Give flashcard with the first letter written to the first
team member. The rest of the team work together to
spell the word. Take turn to say a letter, move in a
25
clockwise direction from the first student to the last

one. It is done when all ss in a team say the word -Ss look and listen.
aloud. A correctly spelled and pronounce word
scores one point.
- Model the game with one group.
-Have ss play the game in groups one by one.
Support and give them help when necessary.
the lesson.
- T tells ss about the main content of the lesson. -SS play game.
lessons.
4. Homelink .2’
- Prepare Unit 3 – Lesson 1 Ss listen.
……………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………
From 20 /9/2020 to 24/9/2021
WEEK 5

Teaching : 2a ,2b
************************
26
UNIT 3: AT THE SEASIDE

Lesson 1
I/ Objectives:
1.Knowledge:
- Pronounce correctly pronounce the name of letter S/s and the sound /s/ in
isolation.
- Say correctly the words : sea, sail, sand
2. Competencies:
phrases
- Sound /s/
- Vocabulary: sea, sail, sand
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
closed). T opens each piece of each picture for ss to - SS listen and play
27
guess about the pets and then read alous name of the game.
- Say “Open your book page 14 and look at Unit 3,
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter S/s
and the sound / s/ both in isolation and in the words
sea, sail, sand
*Context: The picture shows the seaside with sea,
sail, sand
*Procedure:
- Have ss look at the picture and draw ss’ attention -Look at the picture and
to the letter S/s , the words next to the things and the listen.
colour of the letter S/s
-Ask ss to point to the letter S/s Have them listen
and repeat the sound of the letter S/s more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to sea . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: sail, -Ss listen and repeat.
sand, Give further support to those ss who find it
-Play the recording again and have them listen, point -SS listen, point and
to the letter S/s and the sea, sail, sand and repeat repeat.
until they feel confident. Correct pronunciation, if
necessary.
-Play the recording again and call some ss to say the -SS say in front of the
letter S/s and the words sea, sail, sand in front of class.
the class.
letter S/s and the sound /s/ both in isolation and in
the words sea, sail, sand
Activity 2 2. Point and say: 10’
name the words sea, sail, sand
28
*Context: The picture shows the seaside with sea,

sail, sand
*Procedure:
- Have ss look at the picture again and ask them to -Look at the picture and
describe the picture again (in Vietnamese). Draw discribe.
their attention to the letter S/s , sea, sail, sand
if necessary.
- Get them to point to the letter S/s and say it. Let -Point and say
to do the task.
- Ask ss to work in pairs or in groups to point to the -Work in pairs or in
picture and say the sound of the letter S/s and the groups.
words. Go around and offer help or correct
-Invite two or three ss to point to the picture and say -Point and say
the sound of the letter and the words in front of the
class.
- T gets feedback.
the name the words sea, sail, sand
Activity 3. *Play game: Pelmanism 7’
*Aims: to match and successfully recall the position
of target words and pictures.
*Context: Using flashcards that contain target
words ss have learnt.
*Procedure:
- Devide the class into small teams to play game.
- Instruct ss to shuffle their flashcards and then place
29
them face down on the desk. Explain that team -Ss look and listen.
members should take it in turns to turn over two
card. Do the word and the picture match. If they do
match, the team members scores one point. If they
don not match, member should turn both cards face
down again.
- Have time for ss to play game. -Ss play game.
-The first team to match all the words and pictures
wins
*Outcome: Ss can match and successfully recall
the position of target words and pictures while
playing game.
the lesson.
- T tells ss about the educational Aimss of the -Ss listen.
lessons.
4. Homelink .1’

Lesson 2

*Aims: to correctly pronounce the words sea, sail, -Look at the picture and
sand and say the sentence pattern: I can see the listen.
___________ in a chant.
*Context: The picture shows the boy at the seaside.
He’s looking at the sea, the sail and the sand.
individual, pairworks,groupworks, ask and -Ss listen.
answer…
worksheets…
30
*Procedure:
- Have ss look at the chant on p. 15 in their books
meaning. Ask them to pay attention to the letter S/s -Ss listen and repeat.
and the words: sea, sail, sand.
Checkcomprehension.
the first line. Then play the recording for them to
listen and repeat until they feel confident. -SS chant.
pronunciation, if necessary. -SS chant in front of the
class.
kite, kitten, bike and say the sentence pattern: : I
can see the ___________ in a chant.
Activity 2 4. Listen and tick: 8’
*Aims: to recognize the words kite, kitten, bike
and the sentence pattern: : I can see the
___________
*Context:Sentence 1: sail, sun ./ Sentence 2: sea,
sand
*Teaching techniques -Look at the picture and
- techniques in teaching listening discribe.
- using recording, pictures… -Point and say
*Procedure:
see. Draw ss’ attention to the boxes next to the -SS listen and do the
letters a and b. Check comprehension. task.
the words in front of the class . E.g. 1a: sail, 1b: sun
31

-T gets feedback.
*Keys: 1.a / 2.b
*Outcome: Ss can to recognize the words sea,
sail, sand and the sentence pattern: I can see the
__________
*Aims: to write the letter S/s and complete the
words: sea, sail, sand
*Context: Pictures of: sea, sail, sand writing grids
for S(upper case) and s( lower case)
- techniques in teaching writing -Ss look and listen.
*Procedure:
- Have Ss look at the letter S (upper case) and s -Ss listen.
- Tell ss to trace the letter S/s . T can demonstrate by -SS do the task.
air tracing or tracing the broken lines of the letter S/s
on the board.
-Check in pairs.
the task.
- Check the results of ss’ tracing and give feedback. -Ss show their work.
necessary.
*Outcome: Ss can write the letter S/s and
complete the words: sea, sail, sand
3. Consolidation :2’ -SS listen.
the lesson.
32
lessons.
4. Homelink . 1’
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………
From 27 /9/2020 to 1/10/2021
WEEK 6

Teaching : 2a ,2b

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Let’s look at the _____! to suggest doing something.
- Sing a song about suggestings doing something.
2. Competencies:
phrases
33

- Sentence pattern: Let’s look at the _____!
Educate Ss to become studious and obedient students; love learning English.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
- Say “Open your book page 16 and look at lesson -SS open their book.
3”
2. New lesson
*Aims: to use Let’s look at the _____! to suggest
doing something.
*Context: The picture shows a boy and his parents
at the seaside. The boy is saying: Let’s look at the
sea!
34
*Procedure:
for ss to listen and repeat, listen and repeat.
- Have ss look at the sentence: Let’s look at the sea! -Ss listen.
-SS say.
class.
*Outcome: Ss can to use Let’s look at the _____!
to suggest doing something.
*Aims: to use Let’s look at the _____! to suggest
doing something.
*Context:Threre are three picture showing: sea, sail
and sand and sentence pattern Let’s look at the
_____!
*Procedure: -Look at the picture and
- Have ss look at the first picture. Point to the discribe.
them about suggesting doing something. -Point and say
- Ask ss to work in pairs to practise suggesting
-SS practice in pairs.
doing something. Offer help, if necessary.
- Have ss look at the second picture. And practise in -SS practice in front of
pairs. the class.
- T gets feedback.
*Outcome: Ss can use Let’s look at the _____! to
suggest doing something.
*Aims: to Sing a song about at the seaside
35
*Context: The picture shows a boy and a girl at the

seaside
*Procedure:
-Have ss read the lyrics to familiarize themselves -Ss look and listen.
comprehension.
correctly.
-SS do the task.
Check comprehension. -SS sing the song.
help them to sing the whole song. -Ss sing in front of the
- Call one or two groups to sing the song in front of class.
the class.
backyard.
the lesson.
- T tells ss about the main content of the lesson. -SS listen.
lessons.
4. Homelink . 1’
***********************************
36
UNIT 4: IN THE COUNTRYSIDE

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter R/r and the sound /r/ in
isolation.
- Say correctly the words : river, rainbow, road
2. Competencies:
phrases
- Sound /r/
- Vocabulary: river, rainbow, road
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
37

Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter
R/r and the sound / r/ both in isolation and in the
words river, rainbow, road
*Context: The picture shows the countryside.There
is a river, a rainbow and a road
*Procedure:
to the letter R/r , the words next to the things and listen.
the colour of the letter R/r.
-Ask ss to point to the letter R/r Have them listen -Point, listen and repeat.
and repeat the sound of the letter R/r more than
once, if necessary.
-Tell ss to point to rainbow . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: river, -Ss listen and repeat.
road Give further support to those ss who find it
to the letter R/r and the river, rainbow, road and repeat.
repeat until they feel confident. Correct
letter R/r and the words river, rainbow, road in class.
front of the class.
letter R/r and the sound /r/ both in isolation and in
the words river, rainbow, road
38

name the words river, rainbow, road
*Context: The picture shows the countryside.There
is a river, a rainbow and a road
*Procedure:
describe the picture again (in Vietnamese). Draw -Look at the picture and
their attention to the letter R/r, river, rainbow, road discribe.
if necessary.
- Get them to point to the letter R/r and say it. Let
them point to the word and say, -Point and say
to do the task.
picture and say the sound of the letter R/r and the -Work in pairs or in
words. Go around and offer help or correct groups.
class.
- T gets feedback.
the name the words: river, rainbow, road
Activity 3. *Play game: Board Race 7’
*Aims: to match the beginning and endings of
target words as quickly as possible.
*Context: Using flashcards that contain the words
to play game.
*Procedure:
39
- Devide the class into teams to play game.

- Have ss to stand in in a circle and hold up their -Ss look and listen.
flashcards, so that they can all see what is written on
them. Explain that when you call out, e.g: rainbow,
the two ss who are holding the beginning and ending
of the word must find each other, run to the board
and stick the flashcards in the correct order. The
fastest pair wins one point. The team with most
point wins.
*Outcome: Ss can match the beginning and
endings of target words as quickly as possible.while
playing game.
the lesson.
lessons.
4. Homelink .1’
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
40
From 4 /10/2020 to 8/10/2021
WEEK 7
Monday October 4 th , 2021

Teaching : 2a ,2b

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words kite, kitten, bike and say the sentence
pattern: There’s ________ in a chant.
2. Competencies:
phrases
- Sound /r/
- Sentence pattern: There’s ________
II/ Teaching aids:
III/ Procedure:
41

*Procedure:
in lesson 1( R/r, /r/) the sound.
2. New lesson
*Aims: to correctly pronounce the words kite,
kitten, bike and say the sentence pattern: There’s
________ in a chant.
answer…
worksheets…
*Procedure:
and draw ss’ attention to the first line and explain its -Ss listen.
meaning. Ask them to pay attention to the letter R/r
and the words: river, rainbow, road . Check -Ss listen and repeat.
comprehension.
and to get familiarized with the tune. -SS listen and chant.
- Follow the same Procedure: with the other verse. -SS chant.
- Play the recording all the way through. Ask ss to -SS chant in front of the
listen and repeat the chant individually and in class.
42

kite, kitten, bike and say the sentence pattern:
There’s ________ in a chant.
*Aims: to recognize the words river, rainbow, road
and the sentence pattern: There’s ________
*Context:Sentence 1: river, rainbow ./ Sentence 2:
lake, road
*Procedure:
letters a and b. Check comprehension. -Look at the picture and
-Encourage some ss to point to the pictures and say discribe.
the words in front of the class . E.g. 1a: river, 1b:
rainbow -Point and say
- Play the recording for ss to listen and circle.
-SS listen and do the
-T gets feedback.
*Keys: 1.a / 2.b
*Outcome: Ss can to recognize the words river,
rainbow, road and the sentence pattern: There’s
________
*Aims: to write the letter K/ k and complete the
words: river, rainbow, road
*Context: Pictures of: river, rainbow, road
Writing grids for R(upper case) and r( lower case)
*Procedure:
43
- Have Ss look at the letter R (upper case) and r -Ss look and listen.
- Tell ss to trace the letter R/r . T can demonstrate
by air tracing or tracing the broken lines of the letter -Ss listen.
R/r on the board.
-SS do the task.
further support to those ss who find it difficult to do
the task.
- Check the results of ss’ tracing and give feedback. -Check in pairs.
necessary.
- Ask some ss to show what they have done. -Ss show their work.
*Outcome: Ss can write the letter R/r and
complete the words: river, rainbow, road
the lesson.
- T tells ss about the educational Aimss of the -SS listen.
lessons.
4. Homelink . 1’

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : What can you see?- I can see a rainbow. to describe features of scene.
- Sing a song about the countryside
2. Competencies:
44
- Communication and cooperation competence: read and complete the sentences,

work in pairs/groups.
phrases

- Sentence pattern: What can you see?- I can see a rainbow
II/ Teaching aids:

III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
45

*Aims: to use : What can you see?- I can see a
rainbow. to describe features of scene.
*Context: The picture shows a girl and a boy re
looking at the rainbow. The girl is saying: What can
you see, The boy is saying: I can see a rainbow
*Procedure:
- Have Ss look at the first picture. Play the recording
for ss to listen and repeat, -Look at the picture and
listen and repeat.
- Have ss look at the sentence: What can you see?- I
-Ss listen.
can see a rainbow Explain the meaning of the
sentence and how it is used. Check comprehension.
-Play the recording several times for ss to listen and -Ss listen and repeat.
- Invite some ss to say the sentences in front of the -SS say.
class.
*Outcome: Ss can use What can you see?- I can
see a rainbow. to describe features of scene.
*Aims: to use : What can you see?- I can see a
rainbow. to describe features of scene.
*Context: The picture shows a girl and a boy re
looking at the rainbow. The girl is saying: What can
you see, The boy is saying: I can see a rainbow
*Procedure:
pictures and ask them What are they seeing? Tell
discribe.
- Ask ss to work in pairs to practise describing
46
features of scene. Offer help, if necessary. -Point and say

pairs. -SS practice in pairs.
class. Offer help, if necessary. -SS practice in front of
- T gets feedback. the class.
*Outcome: Ss can use : What can you see?- I can
see a rainbow. to describe features of scene.
*Aims: to Sing a song about the countryside
*Context: The picture shows a road, a river and a
rainbow.
*Procedure:
comprehension.
after line to make sure that they can sing the verse -Ss listen and repeat.
correctly.
-SS sing the song.
- Call one or two groups to sing the song in front of -Ss sing in front of the
the class. class.
backyard.
the lesson.
47
-T tells ss about the educational Aimss of the -SS listen.

lessons.
4. Homelink . 1’
- Prepare for Review 1
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………............................
From 11 /10/2020 to 15/10/2021
WEEK 8

Teaching : 2a ,2b
REVIEW 1: PHIL AND SUE
I/ Objectives:
1.Knowledge:
- review the name and the letter P/p, K/k, S/s, R/r
- review target words and sentence pattern.
- role play dialogue betwwen Phil and Sue.
2. Competencies:
phrases
48
- Vocabulary : (review) pasta, pizza, popcorn, kitten, bike, kite, sail, sea, sand,
rainbow, river, road
- Sentence pattern: (review)
+ The popcorn is yummy.
+ Is he/she flying a kite? -> Yes, he/she is. / No, he/she isn’t.
+ Let’s look at the sea!
+ What can you see? – I can see a rainbow.
- Skills: Integrated skills (reading, writing and listening, speaking)
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Vietnamese whisper.
learnt.
*Procedure:: game.
- Divide the class into groups
- Choose the leader of each group
- Explain the rule: The leader of each group goes to -SS open their book.
the board and read the words which T gives in
silence. After that they go back and whisper the
words with their groups. The last person of each
group will go to board and write all the words on the
board
- After finishing the game, the group writes down all
correct words is a winner
- T gets feedback.
- Say “Open your book page 20 and look at Review
1- Phil ans Sue
2. New lesson
Activity 1. 1. Listen and read. 12’
49
*Aims: to identify and pronounce the target words

and sentence pattern as well as read understand a
short story.
*Context: Four pictures in the story about Phil and
Sue.
*Procedure:
- Have ss look at the picture and draw Ss’ attention
to the dialogue between Phil and Sue. -Look at the picture and
listen.
-Play the recording for ss to listen and repeat.
-SS listen.
Correct pronunciation, if necessary.
-Have time for ss to role play in pairs.
-Call some ss to role play in front of the class. -Ss do the task.
- T gets feedback.
*Outcome: Ss can identify and pronounce the
target words and sentence pattern as well as read
understand a short story.
Activity 2. 2. 2. Look again and circle : 13’
*Aims: to identify the target words from the story.
*Context: word grids:pasta, pizza, kitten, bike,
rainbow,sea, road.
- techniques in teaching writing.
- individual, ask and answer…
*Procedure:
- Have ss look at the picture and identify the other
things. Then let them point to the pictures and say -Ss look and identify.
the words:pasta, pizza, kitten, bike, rainbow,sea,
road. Correct pronunciation, if necessary.
-Have time for ss to look at the pictures and circle
the correct word individually.
- Call some ss to tell their answer. -SS do the task.
- T gives the correct answer and corrects if
necessary. -SS tell their answer.
50
* Keys: pizza,rainbow, sea, kitte

the lesson.
lessons. -Ss listen.
4. Homelink .2’
REVIEW 1: SELF –CHECK

PART 1, 2, 3
I/ Objectives:
1.Knowledge:
- recognize target words and sentence pattern.
2. Competencies:
phrases
51
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: slap the board.
learnt.
*Procedure:
-Write the words on the board
- Call 2 Ss to go to the board and ask them to slap - SS listen and play
the word when T says one word aloud. game.
- Say “Open your book page 21 and look at Review -SS open their book.
1Self –check – Part 1, 2, 3
2. New lesson
Activity 1. 1. Listen and tick. 9’
*Aims: to recognize target words while listening
*Context: Three pictures about: river, road, pizza,
pasta, sea, sand
*Procedure:
- Have ss look at two pictures and say what they can
52
-Encourage some ss to point to the pictures and say listen.

the words in front of the class . -SS listen.
- Let ss to listen again and check . -Ss do the task.
- T gets feedback
*Keys: 1.a / 2. b./3.a
*Outcome: Ss can to recognize target sounds
while listening
Activity 2. 2. Listen and circle:9’
*Context: sound grids: s, r, p,k,
*Procedure:
- Have ss look at the letter and say.
-Encourage some ss to point to the letter and say the
words in front of the class
- Play the recording for ss to listen and circle the -Ss look and say.
correct answer. -Ss point and say.
- Let ss to listen again and check
- T gets feedback -SS do the task.
*Keys: 1- s/ 2-r/ 3-p/ 4-k
*Outcome: Ss can to recognize target sounds -SS tell their answer.
while listening.
Activity 3. 3. Write and say:9’
*Aims: to write the letter p, k, r, s to complete
target words
*Context: Picture about :popcorn, kitteen, sand and
rainbow.
*Procedure:
-Have ss look at the pictures and say what they can
see. Draw ss’ attention to pictures. Check
comprehension.
53
-Have time for ss to look at the pictures and write

the correct letter. Then say the correct words. -Ss look and listen.
-Call some ss to write their answer on the board.
- T gets feedback. -Ss look and say.
-Call some ss to read the correct words.
-Ss do the task.
*Keys: 1.p / 2 .k / 3. s / 4. r
*Outcome: Ss can to write the letter p, k , r, s to
complete target words -Ss read.
the lesson.
lessons.
4. Homelink .2’ -Ss listen.

PART 4, 5, 6
I/ Objectives:
1.Knowledge:
-correctly identify and pronounce target words and sentence pattern.
2. Competencies:
phrases
54

II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
Have ss to look through 4 pictures about daily - SS listen and play
routine in 5 seconds.Then have ss try to remember game.
the pictures and say aloud the noun phrases of
pictures.T checks and have ss read all the noun
phrases again. -SS open their book.
2. New lesson
Activity 1. 4. Read and tick . 9’
*Aims: to correctly identify and pronounce target
words and sentence pattern.
*Context: Three questions, each cointaining one or
more sentence pattern and a pair of pictures.
55
*Procedure:
-Have Ss look at the pictures and say what they can -Look at the picture and
see. Draw ss’ attention to the words for suitable for listen.
each picture. Check comprehension.
-Encourage some ss to point to the pictures and say -SS point and say.
the words in front of the class .
- Have time for ss to read and tick the correct -Ss do the task.
answer.
-Ss read.
- Let ss to read their answer
- T gets feedback
*Keys: 1.b / 2. a/ 3.b/
target words and sentence pattern.
Activity 2. 5. Guess, read and circle. Then
say.9’
*Aims: correctly identify and pronounce target
*Context: Three pictures about pasta, sail and road.
*Procedure:
- Have ss look at the pictures and ask them: What is -Ss look and answer.
this?
-Encourage some ss to look and answer in pairs.
- Ask ss to read then circle. -SS do the task.
-Have time for ss to read then circle.
- Call some ss to read their answer.
-SS tell their answer.
- T gets feedback .
- Call some ss to read the correct sentences.
*Keys: 1- pasta / 2-sail / 3-road
Activity 3. 3. Write the words:9’
56
*Aims: to correct spell and complete target words

*Context: Picture about the seaside
*Procedure:
-Have Ss look at thepictures and say what they can
see. Draw Ss’ attention to pictures. Check -Ss look ,listen and say.
comprehension.
the correct letter. -Ss look and write.
-Ss do the task.
- T gets feedback.
-Ss read.
*Keys: kite/ sea/ pizza/ pasta/road
*Outcome: Ss can to correct spell and complete
target words
the lesson.
lessons.
4. Homelink .2’
- Prepare for Unit 5
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57
From 18 /10/2020 to 22/10/2021
WEEK 9

Teaching : 2a ,2b
UNIT 5: IN THE CLASSROOM

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter Q/q and the sound /q/ in
isolation.
- Say correctly the words : question, square, quiz
2. Competencies:
phrases
- Sound /q/
- Vocabulary: question, square, quiz
II/ Teaching aids:
58

III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
Q/q and the sound / q / both in isolation and in the
words question, square, quiz
*Context: The picture shows classroom.with thw
worsd: question, square, quiz
*Procedure:
to the letter Q/q, the words next to the things and the listen.
colour of the letter Q/q
-Ask ss to point to the letter Q/q Have them listen
and repeat the sound of the letter Q/q more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to question . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: -Ss listen and repeat.
square, quiz, Give further support to those ss who
59
find it difficult to do the task. -SS listen, point and

-Play the recording again and have them listen, point repeat.
to the letter Q/q and the question, square, quiz and
pronunciation, if necessary. -SS say in front of the
-Play the recording again and call some ss to say the class.
letter Q/q and the words question, square, quiz in
front of the class.
letter Q/q and the sound /q/ both in isolation and in
the words question, square, quiz
name the words question, square, quiz
*Context: The picture shows classroom.with thw
worsd: question, square, quiz
*Procedure:
their attention to the letter Q/q, question, square,
quiz if necessary.
- Get them to point to the letter Q/q and say it. Let -Point and say
to do the task.
-Work in pairs or in
picture and say the sound of the letter Q/q and the
groups.
class.
- T gets feedback.
60

the name the words question, square, quiz
Activity 3. *Play game:Whispers 7’
*Aims: to correctly pronounce the target words:
question, square, quiz
*Context: Using flashcards that contain sounds ss
have learnt.
*Procedure:
- Devide the class into 2 teams to play game.Tell
team to form a line -Ss look and listen.
- Explain that when you whisper a word to the first
student in each line.He/ she must turn whisper it to
the second student in the line , and the turn whisper
to other students in the line. When the word reaches
the last student in the line he/ she should call it out.
A correct word scores one point.
*Outcome: Ss can correctly pronounce the target
words: question, square, quiz
the lesson.
- T tells ss about the main content of the lesson. -Ss listen.
lessons.
4. Homelink .1’
61

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words question, square, quiz and say the sentence
pattern: He’s/ She’s ________(V-ing) in a chant.
2. Competencies:
phrases
- Sound /q/
- Sentence pattern: He’s/ She’s ________(V-ing)
II/ Teaching aids:
III/ Procedure:

*Procedure:
62
in lesson 1(Q/q ,/q/) the sound.

2. New lesson
*Aims: to correctly pronounce the words question,
square, quiz and say the sentence pattern: He’s/
doing in the classroom.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter Q/q
and the words: question, square, quiz . Check
comprehension.
and to get familiarized with the tune. -Ss listen and repeat.
- Play the recording again, ask ss to listen and repeat -SS listen and chant.
listen and repeat the chant individually and in -SS chant.
- Select some ss to the front of the class to chant and -SS chant in front of the
clap their hands. The rest of the class may sing the class.
question, square, quiz and say the sentence pattern:
He’s/ She’s ________(V-ing) in a chant.
63
*Aims: to recognize the words question, square,

quiz and the sentence pattern: He’s/ She’s _____
(V-ing)
*Context:Sentence 1: square, circle./ Sentence 2:
question, quiz
*Procedure:
see. Draw ss’ attention to the boxes next to the -Look at the picture and
letters a and b. Check comprehension. discribe.
the words in front of the class . E.g. 1a: square, 1b: -Point and say
circle
-T gets feedback.
*Keys: 1.b / 2.a
*Outcome: Ss can to recognize the words question,
square, quiz and the sentence pattern: He’s/ She’s
________(V-ing)
*Aims: to write the letter Q/q and complete the
words: question, square, quiz
*Context: Pictures of: question, square, quiz
Writing grids for Q(upper case) and q( lower case)
*Procedure:
- Have Ss look at the letter Q (upper case) and q
- Tell ss to trace the letter Q/q .T can demonstrate by -Ss listen.
Q/q on the board.
64
-Then let ss write the letter. Then find out the -SS do the task.
the task.
necessary.
-Ss show their work.
*Outcome: Ss can write the letter Q/q and
complete the words: question, square, quiz
the lesson.
-SS listen.
lessons.
4. Homelink . 1’

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : What’s he/she doing? – He’s/ She’s doing a quiz to ask and answer
question about what someone is doing .
- Sing a song about playing in the backyard.
2. Competencies:
phrases
65

- Sentence pattern: What’s he/she doing? – He’s/ She’s doing a quiz
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use : What’s he/she doing? – He’s/ She’s
doing a quiz. to ask and answer question about
what someone is doing .
*Context: The picture shows a girl and a boy in the
classroom , they ask and answer What’s he/she
doing? – He’s/ She’s doing a quiz.
66

*Procedure:
- Have ss look at the sentence: What’s he/she doing? listen and repeat.
– >He’s/ She’s doing a quiz .Explain the meaning -Ss listen.
of the sentence and how it is used. Check
comprehension.
-SS say.
class.
*Outcome: Ss can use : What’s he/she doing? –
He’s/ She’s doing a quiz. to ask and answer
*Aims: to use :What’s he/she doing? – He’s/ She’s
doing a quiz. to ask and answer question about
what someone is doing .
*Context:Threre are three picture showing:question,
square, quiz and sentence pattern :
Is she/he_______?-> Yes, she /he is. / No, she/he
isn’t.
*Procedure:
them about what someone is doing . -Look at the picture and
- Ask ss to work in pairs to practise asking and discribe.
answering about what someone is doing .Offer help,
if necessary. -Point and say
pairs.
67

*Outcome: Ss can use: What’s he/she doing? –
He’s/ She’s doing a quiz. to ask and answer
*Aims: to Sing a song about doing something in the
classroom.
*Context: The picture shows the children doing
something in the classroom.
*Procedure:
comprehension.
correctly.
the class. -Ss sing in front of the
*Outcome: Ss can sing a song about doing class.
something in the classroom.
the lesson.
lessons. -SS listen.
68
4. Homelink . 1’
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From 25 /10/2020 to 29/10/2021
WEEK 10

Teaching : 2a ,2b
UNIT 6: ON THE FARM

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter X/x and the sound /x/ in
isolation.
- Say correctly the words : box, fox ox
2. Competencies:
phrases
- Sound /x/
69
- Vocabulary: box, fox ox

II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
X/x and the sound / x/ both in isolation and in the
words box, fox ox
*Context: The picture shows on the farm.There is
an ox, a box anf a fox.
*Procedure:
to the letter X/x, the words next to the things and the listen.
colour of the letter X/x
-Ask ss to point to the letter X/x Have them listen
70
and repeat the sound of the letter X/x more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to box . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: fox ox, -Ss listen and repeat.
Give further support to those ss who find it difficult
to do the task.
to the letter X/x and the box, fox ox and repeat until repeat.
they feel confident. Correct pronunciation, if
necessary.
letter X/x and the words box, fox ox in front of the class.
class.
letter X/x and the sound /x/ both in isolation and in
the words box, fox ox
name the words box, fox ox
*Context: The picture shows on the farm.There is
an ox, a box anf a fox.
*Procedure:
their attention to the letter X/x, box, fox ox
if necessary.
-Point and say
- Get them to point to the letter X/x and say it. Let
to do the task.
picture and say the sound of the letter X/x and the groups.
71

class.
- T gets feedback.
the name the words box, fox ox
Activity 3. Play game: Whisper(race version)
:7’
box, ox, fox
have learnt.
*Procedure:
team to form a line
-Ss play game.
the lesson.
lessons.
4. Homelink .1’
72
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………
UNIT 6: ON THE FARM

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words box, fox ox and say the sentence pattern: I can
see a/ an ________ in a chant.
2. Competencies:
phrases
- Sound /x/
- Sentence pattern: I can see a/ an ________
II/ Teaching aids:
73
III/ Procedure:

*Procedure::
in lesson 1(X/x, /x/) the sound.
2. New lesson
*Aims: to correctly pronounce the words box, fox ox
and say the sentence pattern: I can see a/ an
________in a chant.
*Context: The picture shows on the farm with ox,
fox and box
individual, pairworks,groupworks, ask and
answer…
worksheets…
*Procedure:
and draw ss’ attention to the first line and explain its -Look at the picture and
meaning. Ask them to pay attention to the letter X/x listen.
and the words: box, fox ox. Check comprehension.
and to get familiarized with the tune. -Ss listen.
- Play the recording again, ask ss to listen and repeat -Ss listen and repeat.
- Follow the same Procedure: with the other verse. -SS listen and chant.
74

kite, kitten, bike and say the sentence pattern: I can
see a/ an ________ in a chant.
*Aims: to recognize the words box, fox ox
and the sentence pattern: I can see a/ an ________
*Context:Sentence 1: fox, ox ./ Sentence 2: fox, dog
*Procedure:
discribe.
-Point and say
the words in front of the class . E.g. 1a: fox, 1b: ox
- Let ss to listen again and check . -SS listen and do the
-T gets feedback. task.
*Keys: 1.b / 2.a
*Outcome: Ss can to recognize the words box, fox
ox and the sentence pattern: I can see a/ an
________
*Aims: to write the letter X/x and complete the
*Context: Pictures of: box, fox ox
writing grids for X(upper case) and x( lower case)
*Procedure:
75
- Have Ss look at the letter X (upper case) and x

the two forms of the letter. -Ss look and listen.
- Tell ss to trace the letter X/x. T can demonstrate by
air tracing or tracing the broken lines of the letter ,
X/x on the board.
-Ss listen.
-SS do the task.
the task.
Ask ss to work in pairs and swap their answers. -Check in pairs.
necessary.
*Outcome: Ss can write the letter X/x and -Ss show their work.
complete the words: box, fox ox
the lesson.
4. Homelink . 1’
***********************************
Week:12 Preparing date: / /2021
Period :23 Teaching date: / /2021
UNIT 6: ON THE FARM

Lesson 3
I/ Objectives:
1.Knowledge:
76
- Use : Is there a fox?-> Yes, there is./ No, there isn’t. to identify someone’s
favourite things or animals.
- Sing a song about farm
2. Competencies:
phrases
- Sentence pattern: Is there a fox?-> Yes, there is./ No, there isn’t.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
77

*Aims: to use : Is there a fox?-> Yes, there is./ No,
there isn’t. to identify someone’s favourite things or
animals.
*Context: The picture shows on a fram. There are
three children and a fox hiding behind the wall. The
children ask and answer: Is there a fox?-> Yes, there
is./ No, there isn’t.
*Procedure:
-Ss listen.
- Have ss look at the sentence: Is there a fox?-> Yes,
there is./ No, there isn’t. Explain the meaning of the
who find it difficult to do the task. -SS say.
class.
*Outcome: Ss can use : Is there a fox?-> Yes,
there is./ No, there isn’t. to identify someone’s
favourite things or animals.
*Aims: to use : Is there a fox?-> Yes, there is./ No,
there isn’t. to identify someone’s favourite things or
animals.
*Context:Threre are three picture showing: box, fox
ox and sentence pattern Is she/he_______?-> Yes,
she /he is. / No, she/he isn’t.
*Procedure:
78

pictures and tell them about identifying someone’s -Look at the picture and
favourite things or animals. discribe.
- Ask ss to work in pairs to practise identifying
someone’s favourite things or animals. Offer help, if -Point and say
necessary.
pairs.
the class.
- T gets feedback.
*Outcome: Ss can use: Is there a fox?-> Yes, there
is./ No, there isn’t. to identify someone’s favourite
things or animals.
*Aims: to Sing a song about the farm.
*Context: The picture shows a fox in a box. The
fox is looking at some chickens.
*Procedure:
comprehension.
correctly.
-SS do the task.
-Have time for ss practise singing the song. Help -SS sing the song.
the class. class.
79
*Outcome: Ss can sing a song about the farm

the lesson.
lessons.
4. Homelink . 1’
- Prepare for Funtime 2
***********************************
Week: 12 Preparing date: / /2021
FUN TIME 2
Part 1, 2
I/ Objectives:
1.Knowledge:
- correctly pronounce and spell the words :square, fox, quiz, box, rainbow,
road, sail,ox, question
2. Competencies:
phrases
II/ Teaching aids:
80

III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
-Have ss to look through 4 pictures( which is - SS listen and play
closed). T opens each piece of each picture for ss to game.
guess about the pets and then read alous name of the
1 – Part 1, 2”
2. New lesson
Activity 1. 1. Rearrange the letters to make
words. Then say:13’
*Aims: to correctly pronounce the words : square,
fox, quiz, box
*Context: Four pictures and a set of letters beside
each picture.
*Procedure:
-Have Ss look at the pictures and say the words -Look at the picture and
-Ask Ss to look at the pictures and the letters, then say.
rearrange the letters to make words.
further support to those Ss who find it difficult to -SS listen.
do the task.
- Have time for ss to do the task.
-Ss do the task.
-After the Ss find the correct words and pronounce
81
them, organize a short game. Divide the class into -SS play game.
two teams. Call on one pupil from each team to go
to the board. Call out a word and the two Ss have to
the words.
* Keys: 1. square, 2. fox, 3. quiz, 4.box
Activity 2. 2. Let’s play:Bingo 13’
*Context: A bingo grid for playing game.
*Procedure:
-T explains how the game is played: Teacher give -Ss look and listen.
each student a bingo grid. Give ss instruction: ask
ss to write the word from unit 3 – unit 6 ( T writes
on the board for ss to write into their bingo grid :
sail, sand, sea, river, road, question, square, quiz,
box, fox, ox )
- Model the game. -SS do the task.
- Instruct ss to listen to the words and cross out the
words thay have. Have them countinue this activity
until they cross out the words in a row or column.
Follow the same Procedure: with the rest.
-Have the whole class play the game. Call fice first -Ss play game.
ss to be the winners of the game and praise
them.Ask ss to say the words in their bingo grid.
-Show flashcards and have ss to say the wprds
again.
the lesson.
82
lessons.
4. Homelink .2’
***********************************
FUN TIME 2
Part 3, 4
I/ Objectives:
1.Knowledge:
- write the words : question, square, quiz, box, ox, fox and complete the sentence
structures:
- What’s he/ she doing? – He’s /She’s doing a quiz.
Is there a fox? - Yes, there is./ No, there isn’t.
- correctly spell and pronounce the words: quiz, fox, box, question
2. Competencies:
phrases
- Sentence pattern: review
II/ Teaching aids:
83

III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
- Devide the class into 2 teams to play game. - SS listen and play
- Display both sets of cards face up on the board. game.
Have ss 2 mintes to memorize their set.
- Turn the card face down on the board. Explain that
when you say a corrcet word you will have one
point.
- Count the point for each team and announce the
winner.The team with the most points wins. The
winning team must then correctly pronounce all of
the words.
- Say “Open your book page 30 and look at Funtime -SS open their book.
1 – Part 3,4”
2. New lesson
Activity 1. 3. Look, read and write. Then say
aloud:13’
- *Aims: to write the words : question, square,
quiz, box, ox, fox and complete the sentence
structures:
- What’s he/ she doing? – He’s /She’s doing a
quiz.
Is there a fox? - Yes, there is./ No, there isn’t.
*Context: Four pictures and a set of letters for each
picture.
84

*Procedure:
-Have ss look at the pictures (quiz, fox, box, -Look at the picture and
question) and say the words. say.
-Have ss spell the words : quiz, fox, box, question
in pairs
-SS listen.
- Have time for ss to write the words: quiz, fox, -Ss do the task.
box, question in pairs on the small board, Then
have ss to check their writing in pairs. -SS play game.
the class.
- T gets feedback.
* Keys: 1.quiz, 2.fox, 3.box, 4.question
*Outcome: Ss can to write the words : quiz, fox,
box, question and complete the sentence pattern:
- What’s he/ she doing? – He’s /She’s doing a quiz.
-Is there a fox? - Yes, there is./ No, there isn’t.
Activity 2. Let’s play: Spelling chain:12’
*Context: A picture of a teacher and a student are
playing game.
*Procedure:
-T introduces the game: Spelling chain and explains -Ss look and listen.
how the game is played: T divides the class into
two teams. The team plays game stands in a circle.
Give flashcard with the first letter written to the first
team member. The rest of the team work together to
spell the word. Take turn to say a letter, move in a
clockwise direction from the first student to the last
one. It is done when all ss in a team say the word
aloud. A correctly spelled and pronounce word
scores one point.
85
- Model the game with one group.

-Have ss play the game in groups one by one. -SS play game.
the lesson.
lessons.
4. Homelink .2’
- Prepare Unit 7 – Lesson 1
***********************************

UNIT 7: IN THE KITCHEN

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter J/j and the sound /j/ in
isolation.
- Say correctly the words : juice, jelly, jam
2. Competencies:
phrases
86
- Sound /j/
- Vocabulary: juice, jelly, jam
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
- Say “Open your book page 31 and look at Unit 7, -SS open their book.
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter J/j
and the sound / j/ both in isolation and in the words
juice, jelly, jam
*Context: The picture shows a kitchen with mother,
juice , jelly and jam.
*Procedure:
to the letter J/j ,the words next to the things and the listen.
colour of the letter J/j .
87
-Ask ss to point to the letter J/j Have them listen

and repeat the sound of the letter J/j more than
once, if necessary. -Point, listen and repeat.
-Tell ss to point to juice . Ask them to listen and
repeat the word.
-Repeat the same Procedure: with the words: jelly, -Ss repeat.
jam, Give further support to those ss who find it
difficult to do the task. -Ss listen and repeat.
to the letter J/j and the juice, jelly, jam and repeat
until they feel confident. Correct pronunciation, if -SS listen, point and
necessary. repeat.
letter J/j and the words juice, jelly, jam in front of
the class. -SS say in front of the
*Outcome: Ss can correctly pronounce the name of class.
letter J/j and the sound /j/ both in isolation and in
the words juice, jelly, jam
name the words juice, jelly, jam
*Context: The picture shows a kitchen with mother,
juice , jelly and jam.
*Procedure:
their attention to the letter J/j, juice, jelly, jam
discribe.
if necessary.
- Get them to point to the letter J/j and say it. Let
to do the task.
88
picture and say the sound of the letter J/j and the
words. Go around and offer help or correct -Work in pairs or in
pronunciation, if necessary. groups.
class. -Point and say
- T gets feedback.
the name the words juice, jelly, jam
Activity 3. *Play game: Slap the board 7’
*Aims: to recognize the words while listening and
correctly identify the corresponding pictures as
quickly as possible.
*Context: Using flashcards with the the words
juice, jelly, jam
*Procedure:
- Stick the pictures on the board
- Call 2 Ss to go to the board and ask them to slap
the picture when T says one word aloud. A correct
word scires one point.
-Ss play game.
*Outcome: Ss can recognize the words while
listening and correctly identify the corresponding
pictures as quickly as possible.
the lesson.
4. Homelink .1’
89

***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words juice, jelly, jam and say the sentence
pattern: I like ________ in a chant.
2. Competencies:
phrases
- Sound /j/
- Sentence pattern: I like ________
II/ Teaching aids:
III/ Procedure:

90

*Procedure::
in lesson 1(J/j , /j/) the sound.
2. New lesson
*Aims: to correctly pronounce the words juice,
jelly, jam and say the sentence pattern: I like
*Context: The picture shows the mother and the
daughter are sitting at kitchen table with food and
drink
answer…
worksheets…
*Procedure:
- Have ss look at the chant on p. 32 in their books -Look at the picture and
and draw ss’ attention to the first line and explain its listen.
meaning. Ask them to pay attention to the letter J/j
and the words: juice, jelly, jam. Check
comprehension.
91

clap their hands. The rest of the class may sing the -SS chant in front of the
chant along and clap their hands. class.
juice, jelly, jam and say the sentence pattern: I like
*Aims: to recognize the words juice, jelly, jam
and the sentence pattern: I like ________
*Context:Sentence 1: jelly, cake ./ Sentence 2: jam,
juice
*Procedure:
the words in front of the class . E.g. 1a: jelly , 1b:
cake -Point and say
-T gets feedback.
*Keys: 1.b / 2.a
*Outcome: Ss can to recognize the words juice,
jelly, jam and the sentence pattern: I like ________
*Aims: to write the letter J/j and complete the
words: juice, jelly, jam
*Context: Pictures of: juice, jelly, jam
Writing grids for J (upper case) and j ( lower case)
*Procedure:
- Have Ss look at the letter J (upper case) and j
92
(lower case). Ask ss to make sure if they recognize -Ss look and listen.
- Tell ss to trace the letter J/j .T can demonstrate by
air tracing or tracing the broken lines of the letter J/j
on the board. -Ss listen.
-SS do the task.
the task.
necessary.
*Outcome: Ss can write the letter J/j and complete
the words: juice, jelly, jam
the lesson.
lessons.
4. Homelink . 1’
***********************************


Lesson 3
I/ Objectives:
1.Knowledge:
93
- Use : Pass me the ____, please! – Here you are. to make and respond to a
request.
- Sing a song about making and responding to a request.
2. Competencies:
phrases
- Sentence pattern: Pass me the ____, please! – Here you are.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure::
3”
2. New lesson
94

*Aims: to use : Pass me the ____, please! – Here
you are. to make and respond to a request.
*Context: The picture the mother and the son are at
a kitchen table. They ask and answer Pass me the
___, please! – Here you are.
*Procedure:
listen and repeat.
- Have ss look at the sentence: Pass me the ____,
-Ss listen.
please! – Here you are. Explain the meaning of the
class.
*Outcome: Ss can use : Pass me the ___, please! –
Here you are. to make and respond to a request.
*Aims: to use : Pass me the jam, please! – Here
you are. to make and respond to a request.
*Context:Threre are three picture showing: juice,
jelly, jam and sentence pattern Pass me the ____,
please! – Here you are.
*Procedure:
- Ask ss to work in pairs to making and responding -Look at the picture and
95
to a request. Offer help, if necessary. discribe.

pairs. -Point and say
- T gets feedback. -SS practice in pairs.
*Outcome: Ss can use: Pass me the ____, please!
– Here you are. to make and respond to a request.
the class.
*Aims: to Sing a song about making and
responding to a request.
*Context: The picture shows a family are at the
kitchen table. they are sharing some food.
*Procedure:
meanings of the verse, if necessary. Check -Ss look and listen.
comprehension.
make sure that they can sing the verse correctly. -SS do the task.
-SS sing the song.
*Outcome: Ss can sing a song about making and class.
responding to a request.
the lesson.
96

4. Homelink . 1’
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UNIT 8: IN THE VILLAGE

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter V/v and the sound /v/ in
isolation.
- Say correctly the words : village, volleyball, van
2. Competencies:
phrases
- Sound /v/
- Vocabulary: village, volleyball, van
II/ Teaching aids:
97

III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
V/v and the sound / v/ both in isolation and in the
words village, volleyball, van
*Context: The picture shows a village. Four
children are playing with a volleyball. There is a van
on the road.
*Procedure:
to the letter V/v, the words next to the things and the listen.
colour of the letter V/v
-Ask ss to point to the letter V/v Have them listen
and repeat the sound of the letter V/v more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to the village . Ask them to listen -Ss repeat.
and repeat the word.
98
volleyball, van Give further support to those ss who

find it difficult to do the task. -SS listen, point and
to the letter V/v and the village, volleyball, van and
letter V/v and the words village, volleyball, van in
front of the class.
letter V/v and the sound /v/ both in isolation and in
the words village, volleyball, van
name the words village, volleyball, van
*Context: The picture shows a village. Four
children are playing with a volleyball. There is a van
on the road.
*Procedure:
their attention to the letter V/v, village, volleyball,
van if necessary.
- Get them to point to the letter V/v and say it. Let -Point and say
to do the task.
picture and say the sound of the letter V/v and the
groups.
99
class.
- T gets feedback.
the name the words village, volleyball, van
Activity 3. *Play game: Red words, green
words : 7’
*Aims: to correctly pronounce the target words.
*Context: A set of word cards showing target
words from the current and preceding units. All the
words are written in green, except for: village, van,
volleyball are written in red.
- techniques in teaching listening and speaking, -
*Procedure:
- Devide the class into three or four teams.Each -Ss look and listen.
team has a set of words. and have them place the
cards face down in a line on the table.
- Explain that one student in each team should turn
over the first card in the line and try to say the word
on it.Is ss pronounces it correctlr, he/she should do
one of the following:
+ If the word is written in green: continue his/ her
turn by over the next card in the line and try to say
the word on it.
+ If the word is written in red: collect all the words
cards he/she has correctly pronounced. Play then
passes to the next student.
+ If the student does not pronounce the word
correctly, all the cards should be placed face down
again and turn passes to the next student.
-Add up how many words cars each team has
won .The team with the most word cards wins
*Outcome: Ss can correctly pronounce the target
words.
the lesson.
100

lessons.
4. Homelink .1’
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Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words village, volleyball, van and say the sentence
pattern: This is a ________ in a chant.
2. Competencies:
phrases
- Sound /v/
- Sentence pattern: This is a ________
II/ Teaching aids:
101
III/ Procedure:

*Procedure::
in lesson 1(V/v, /v/) the sound.
2. New lesson
*Aims: to correctly pronounce the words village,
volleyball, van and say the sentence pattern: This is
a ________ in a chant.
*Context: The picture shows a village and three
children are playing with a volleyball. There is a
van on the road.
*Teaching techniques -Look at the picture and
- techniques in teaching listening and speaking, listen.
answer…
worksheets…
*Procedure: -Ss listen.
and draw ss’ attention to the first line and explain its -Ss listen and repeat.
meaning. Ask them to pay attention to the letter V/v
and the words: village, volleyball, van. Check
comprehension. -SS listen and chant.
- Play the recording again, ask ss to listen and repeat -SS chant.
- Follow the same Procedure: with the other verse. -SS chant in front of the
Show ss how to chant and clap their hands. Correct class.
102

kite, kitten, bike and say the sentence pattern: This
is a ________ in a chant.
*Aims: to recognize the words village, volleyball,
van and the sentence pattern: This is a ________
*Context:Sentence 1: car, van ./ Sentence 2: village,
van
*Procedure:
discribe.
the words in front of the class . E.g. 1a: car, 1b: van
-Point and say
- Play the recording for ss to listen and circle
-T gets feedback. -SS listen and do the
*Keys: 1.b / 2.a task.
*Outcome: Ss can recognize the words village,
volleyball, van ________
*Aims: to write the letter V/v and complete the
words: village, volleyball, van
*Context: Pictures of: village, volleyball, van
Writing grids for V(upper case) and v( lower case)
103

*Procedure:
- Have Ss look at the letter V (upper case) and v
- Tell ss to trace the letter V/v. T can demonstrate by
V/v on the board. -Ss listen.
-SS do the task.
the task.
necessary.
*Outcome: Ss can write the letter V/v and complete
the words: village, volleyball, van
the lesson.
lessons.
4. Homelink . 1’
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
104
- Use : Can you draw a van? Yes, I can./ No, I can’t. to identify someone’s
ability.
- Sing a song about abilities.
2. Competencies:
phrases
- Sentence pattern: : Can you draw a van? Yes, I can./ No, I can’t
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
105

*Aims: to use Can you draw a van? Yes, I can./ No,
I can’t. to identify someone’s ability.
*Context: The picture shows three children
standing at an easel. They ask and answer : Can you
draw a van? Yes, I can./ No, I can’t
*Procedure:
listen and repeat.
- Have ss look at the sentence: : Can you draw a
-Ss listen.
van? Yes, I can./ No, I can’t Explain the meaning of
the sentence and how it is used. Check
comprehension.
repeat the sentence. Give more support to those ss -Ss listen and repeat.
class.
*Outcome: Ss can use : Can you draw a van? Yes,
I can./ No, I can’t. to identify someone’s ability.
*Aims: to use : Can you draw a van? Yes, I can./
No, I can’t. to identify someone’s ability.
*Context:Threre are four picture showing: village,
volleyball, van, ball and sentence : Can you draw a
van? Yes, I can./ No, I can’t
*Procedure:
discribe.
106
- Ask ss to work in pairs to practise to identifying

someone’s ability.Offer help, if necessary. -Point and say
pairs.
- Ask a few pairs of ss to practise in front of the -SS practice in pairs.
- T gets feedback. -SS practice in front of
the class.
*Outcome: Ss can use: Can you draw a van? Yes, I
can./ No, I can’t. to identify someone’s ability.
*Aims: to Sing a song about abilities
*Context: The picture shows four children are
drawing.
*Procedure:
comprehension.
correctly.
-SS sing the song.
the class. class.
*Outcome: Ss can sing a song about abilities
the lesson.
107

lessons.
4. Homelink . 1’
***********************************
I/ Objectives:
1.Knowledge:
- review the name and the letter Q/q, X/x, J/j, V/v
2. Competencies:
phrases
- Vocabulary: question, square, quiz, box, fox, ox, juice, jelly, jam, village, van,
volleyball.
- Structures:
What’s he/she doing? – He’s/ She’s doing a quiz.
Is there a fox? – Yes, there is. / No, there isn’t.
Pass me the jam, please! – Here you are.
Can you draw a van? – Yes, I can. / No, I can’t.
108

II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure: game.
board
- T gets feedback.
1- Phil ans Sue
2. New lesson
short story.
Sue.
*Procedure:
109
- Have ss look at the picture and draw Ss’ attention -Look at the picture and
to the dialogue between Phil and Sue. listen.
-Play the recording for ss to listen and repeat. -SS listen.
-Ss do the task.
-Call some ss to role play in front of the class.
- T gets feedback.
*Context: word grids:quiz, square, box, juice, jelly,
village, ox, van
*Procedure:
-Ss look and identify.
things. Then let them point to the pictures and say
the words: quiz, square, box, juice, jelly, village, ox,
van. Correct pronunciation, if necessary.
the correct word individually. -SS do the task.
- Call some ss to tell their answer.
- T gives the correct answer and corrects if -SS tell their answer.
necessary.
*Keys: juice / jelly / village/ ox
the lesson.
4. Homelink .2’
110

********************************

PART 1, 2, 3
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
volleyball.
- Structures:
II/ Teaching aids:
111

III/ Procedure:

1.Warm- up: 5’
Game: Slap the board.
learnt.
*Procedure:
2. New lesson
Activity 1. 1. Listen and tick. 9’
*Context: Three pictures about: jam. jelly, van,
volleyball,square, circle
*Procedure:
the words in front of the class . -SS listen.
-Ss do the task.
- T gets feedback
*Keys: 1.a / 2. b./3.a
112
while listening
*Context: sound grids: q, v, x, j
*Procedure:
-Encourage some ss to point to the letter and say the
-Ss look and say.
-Ss point and say.
- Play the recording for ss to listen and circle the
correct answer.
-SS do the task.
- T gets feedback -SS tell their answer.
*Keys: 1- q/ 2-j/ 3-x/ 4-v
while listening.
*Aims: to write the letter x, q, j, v to complete
target words
*Context: Picture about :fox, question, juice,
village.
*Procedure:
see. Draw ss’ attention to pictures. Check
comprehension. -Ss look and listen.
the correct letter. Then say the correct words. -Ss look and say.
- T gets feedback. -Ss do the task.
*Keys: 1. x/ 2. q/ 3. j/ 4. v -Ss read.
*Outcome: Ss can to write the letter x, q, j, v to
113
complete target words

the lesson.
4. Homelink .2’
***********************************


PART 4, 5, 6
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
volleyball.
114
- Structures:
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
Have ss to look through 4 pictures about daily
routine in 5 seconds.Then have ss try to remember - SS listen and play
the pictures and say aloud the noun phrases of game.
phrases again.
2. New lesson
*Context: Three questions, each cointaining one or -Look at the picture and
more sentence pattern and a pair of pictures. listen.
- techniques in teaching listening -SS point and say.
- using flashcardas, recording, pictures… -Ss do the task.
115
*Procedure:
-Have Ss look at the pictures and say what they can -Ss read.
see. Draw ss’ attention to the words for suitable for
- Have time for ss to read and tick the correct
answer.
- T gets feedback
*Keys: 1.a / 2. a/ 3.b/
Activity 2. 5. Find the words .9’
*Procedure:
- Have ss to find out and circle the list og eight
words. Then have ss to point them and say. -SS listen.
-Have time for ss to find andd circle in pairs.
- T gets feedback . -SS do the task.
*Outcome: Ss can correctly identify and pronounce -SS read.
*Procedure:
see. Draw Ss’ attention to pictures. Check
116
comprehension.
-Have time for ss to look at the pictures and write -Ss look ,listen and say.
the correct letter.
- T gets feedback. -Ss look and write.
-Ss do the task.
*Keys: 1.village/ 2. square/ 3. box/ 4. juice/ 5. jelly/
6. volleyball
-Ss read.
target words
the lesson.
lessons.
-Ss listen.
4. Homelink .2’
- Prepare for the first term test.
***********************************

UNIT 9: IN THE GROCERY STORE

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter Y/ y and the sound /y/ in
isolation.
- Say correctly the words :yams, yogurt, yo-yos
2. Competencies:
117

phrases
- Sound /y/
- Vocabulary: yams, yogurt, yo-yos
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter Y/
y and the sound / y/ both in isolation and in the
words yams, yogurt, yo-yos
*Context: The picture shows the grocery.There is a
yams, yogurt, yo-yos
118

*Procedure:
to the letter Y/ y, the words next to the things and the -Look at the picture and
colour of the letter Y/ y. listen.
-Ask ss to point to the letter Y/ y Have them listen
and repeat the sound of the letter Y/ y more than
-Tell ss to point to yams . Ask them to listen and
repeat the word. -Ss repeat.
-Repeat the same Procedure: with the words yogurt,
yo-yos, Give further support to those ss who find it
-SS listen, point and
to the letter Y/ y and the yams, yogurt, yo-yos and
repeat.
-SS say in front of the
letter Y/ y and the words yams, yogurt, yo-yos in
class.
front of the class.
letter Y/ y and the sound /y/ both in isolation and in
the words yams, yogurt, yo-yos
name the words yams, yogurt, yo-yos
*Context: : The picture shows the grocery.There is
a yams, yogurt, yo-yos
*Procedure:
their attention to the letter Y/ y, yams, yogurt, yo-yos
if necessary.
- Get them to point to the letter Y/ y and say it. Let -Point and say
119

to do the task.
picture and say the sound of the letter Y/ y and the -Work in pairs or in
-Point and say
class.
- T gets feedback.
the name the words yams, yogurt, yo-yos
Activity 3. *Play game:Whispers 7’
yams, yogurt, yo-yos
have learnt.
*Procedure:
team to form a line -Ss look and listen.
the lesson.
120

lessons.
4. Homelink .1’
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Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words yams, yogurt, yo-yos and say the sentence
pattern: Can you see the ________? in a chant.
2. Competencies:
phrases
- Sound /y/
- Sentence pattern: Can you see the ________?
II/ Teaching aids:
121

III/ Procedure:

*Procedure:
in lesson 1(Y/ y, /y/) the sound.
2. New lesson
*Aims: to correctly pronounce the yams, yogurt, yo-
yos and say the sentence pattern: Can you see the
________? in a chant.
*Context: The picture shows the grocery store.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter Y/ y listen.
and the words: yams, yogurt, yo-yos .Check
comprehension.
122
kite, kitten, bike and say the sentence pattern: Can
you see the ________? in a chant.
*Aims: to recognize the words yams, yogurt, yo-yos
and the sentence pattern: Can you see the
________?
*Context:Sentence 1:yo-yos, tops ./ Sentence 2:
milk, yogurt
*Procedure:
-Have ss look at two pictures and say what they can discribe.
letters a and b. Check comprehension. -Point and say
the words in front of the class . E.g. 1a: yo-yos, 1b:
tops -SS listen and do the
- Play the recording for ss to listen and tick the box. task.
-T gets feedback.
*Keys: 1.b / 2.a
kitten, bike and the sentence pattern: Can you see
the ________?
*Aims: to write the letter Y/y and complete the
words: yams, yogurt, yo-yos
*Context: Pictures of: yams, yogurt, yo-yos
123
Writing grids for Y (upper case) and y( lower case)

*Procedure:
- Have Ss look at the letter Y (upper case) and y -Ss look and listen.
- Tell ss to trace the letter Y/ y. T can demonstrate by
-Ss listen.
air tracing or tracing the broken lines of the letter Y/
y on the board.
-Then let ss write the letter. Then find out the -SS do the task.
the task. -Check in pairs.
*Outcome: Ss can write the letter Y/ y and
complete the words: yams, yogurt, yo-yos
the lesson.
lessons.
4. Homelink . 1’
***********************************
124

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : What do you want? – I want some yams. to ask and answer questions
about what someome wants to buy in a grocery store.
- Sing a song about the grocery store
2. Competencies:
phrases
- Sentence pattern: What do you want? – I want some yams.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
125

3”
2. New lesson
*Aims: to use : What do you want? – I want some
yams. to ask and answer questions about what
someome wants to buy in a grocery store.
*Context: The picture shows the grocery store. The
shop assistant is saying: What do you want?The
mother is saying: I want some yams.
*Procedure:
listen and repeat.
- Have ss look at the sentence: What do you want? –
-Ss listen.
I want some yams. Explain the meaning of the
class.
*Outcome: Ss can use : What do you want? – I
want some yams. to ask and answer questions about
what someome wants to buy in a grocery store.
*Aims: to use : What do you want? – I want some
yams. to ask and answer questions about what
someome wants to buy in a grocery store.
*Context:Threre are three picture showing: yam,
yogurt, yo-yos and sentence pattern What do you
want? – I want some_______.
126

*Procedure:
pictures and ask them What do they want? Tell them -Look at the picture and
about actions in progress. discribe.
answering about about what someome wants to buy -Point and say
in a grocery store.Offer help, if necessary.
pairs.
the class.
- T gets feedback.
*Outcome: Ss can use: What do you want? – I
want some yams. to ask and answer questions about
what someome wants to buy in a grocery store.
*Aims: to Sing a song about the grocery store
*Context: The picture shows the mother and the
son are in the grocey store.
*Procedure:
comprehension.
correctly.
-SS do the task.
127

the class. class.
*Outcome: Ss can sing a song about the grocery
store 3. Consolidation :2’
the lesson.
lessons.
4. Homelink . 1’
***********************************
UNIT 10: AT THE ZOO

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter Z/z and the sound /z/ in
isolation.
- Say correctly the words : zoo, zebra, zebu
2. Competencies:
phrases
- Sound /z/
128
- Vocabulary: zoo, zebra, zebu

II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
Z/z and the sound /z/ both in isolation and in the
words zoo, zebra, zebu
*Context: The picture shows a zoo .There is a zoo,
a zebra and a zebu
- Have ss look at the picture and draw ss’ attention listen.
to the letter Z/z , the words next to the things and
the colour of the letter Z/z
-Ask ss to point to the letter Z/z Have them listen -Point, listen and repeat.
129
and repeat the sound of the letter Z/z more than

once, if necessary. -Ss repeat.
-Tell ss to point to zoo . Ask them to listen and
repeat the word. -Ss listen and repeat.
-Repeat the same Procedure: with the words: zebra,
zebu , Give further support to those ss who find it
difficult to do the task. -SS listen, point and
to the letter Z/z and the zoo, zebra, zebu and repeat
until they feel confident. Correct pronunciation, if
necessary. -SS say in front of the
letter Z/z and the words zoo, zebra, zebu in front of
the class.
letter Z/z and the sound /z/ both in isolation and in
the words zoo, zebra, zebu
name the words zoo, zebra, zebu
*Context: The picture shows a zoo .There is a zoo,
a zebra and a zebu
*Procedure:
their attention to the letter Z/z , zoo, zebra, zebu discribe.
if necessary.
- Get them to point to the letter Z/z and say it. Let
-Point and say
to do the task.
picture and say the sound of the letter Z/z and the -Work in pairs or in
130

class.
- T gets feedback.
the name the words zoo, zebra, zebu
Activity 3. *Play Kim’s game: 7’
and successfully recall the position of the relevent
pictures.
*Context: Using flashcards about the words have
learnt
*Procedure:
- Display both sets of cards face up on the board.
point.
-Ss play game.
the words.
listening and successfully recall the position of the
relevent pictures when play game.
the lesson.
-Ss listen.
lessons.
4. Homelink .1’
131

***********************************

UNIT 10: AT THE ZOO

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words zoo, zebra, zebu and say the sentence pattern:
That’s a _______.in a chant.
2. Competencies:
phrases
- Sound /z/
- Sentence pattern: That’s a _______
II/ Teaching aids:
III/ Procedure:
132

*Procedure:
in lesson 1( Z/z , /z/) the sound.
2. New lesson
*Aims: to correctly pronounce the words zoo,
zebra, zebu and say the sentence pattern: That’s a
_______ in a chant.
*Context: The picture shows a zoo with zebu and
zebra.
answer…
worksheets…
*Procedure::
- Have ss look at the chant on p. 44 in their books -Look at the picture and
meaning. Ask them to pay attention to the letter Z/z
and the words: zoo, zebra, zebu . Check
comprehension.
133

zoo, zebra, zebu and say the sentence pattern:
That’s a _______ in a chant.
*Aims: to recognize the words zoo, zebra, zebu
and the sentence pattern: That’s a
*Context:Sentence 1: zebra, kitten ./ Sentence 2:
monkey, zebu
*Procedure:
discribe.
-Point and say
the words in front of the class . E.g. 1a: zebra, 1b:
zebu
- Play the recording for ss to listen and circle. -SS listen and do the
-T gets feedback.
*Keys: 1.b / 2.a
kitten, bike and the sentence pattern: That’s a
_______
*Aims: to write the letter Z/z and complete the
words: zoo, zebra, zebu
*Context: Pictures of: zoo, zebra, zebu
Writing grids for Z(upper case) and z( lower case)
134

*Procedure:
- Have Ss look at the letter Z (upper case) and z -Ss look and listen.
- Tell ss to trace the letter Z/z T can demonstrate by
air tracing or tracing the broken lines of the letter -Ss listen.
Z/z on the board.
-SS do the task.
the task.
-Check in pairs.
*Outcome: Ss can write the letter Z/z and
complete the words: zoo, zebra, zebu
the lesson.
lessons.
4. Homelink . 1’
***********************************
UNIT 10: AT THE ZOO

Lesson 3
I/ Objectives:
1.Knowledge:
135
- Use :Do you like the zoo? -> Yes, I do./ No, I don’t. to ask and answer
questions about like and dislike
- Sing a song about the zoo.
2. Competencies:
phrases
- Sentence pattern: Do you like the zoo? -> Yes, I do./ No, I don’t.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
136

*Aims: to use : Do you like the zoo? -> Yes, I do./
No, I don’t. to ask and answer questions about like
and dislike
there two friends ask and answer Do you like the
zoo? -> Yes, I do./ No, I don’t.
*Procedure:
listen and repeat.
- Have ss look at the sentence: Do you like the zoo?
-Ss listen.
-> Yes, I do./ No, I don’t. Explain the meaning of
the sentence and how it is used. Check
comprehension.
class.
*Outcome: Ss can use : Do you like the zoo? ->
Yes, I do./ No, I don’t. to ask and answer questions
about like and dislike
*Aims: to use : Do you like the zoo? -> Yes, I do./
No, I don’t. to ask and answer questions about like
and dislike
*Context:Threre are three picture showing: zoo,
zebra, zebu and sentence pattern Do you like the
zoo? -> Yes, I do./ No, I don’t.
*Procedure:
137

pictures and ask them What do they like? Tell them -Look at the picture and
about actions in progress. discribe.
answering question about like and dislike -Point and say
.Offer help, if necessary.
pairs.
the class.
- T gets feedback.
*Outcome: Ss can use: Do you like the zoo? ->
Yes, I do./ No, I don’t. to ask and answer questions
about like and dislike
*Aims: to Sing a song about the zoo
*Context: There are two children are in the the zoo
with zebra and zebu
*Procedure:
comprehension.
-SS do the task.
138
*Outcome: Ss can sing a song about the zoo. class.

the lesson.
lessons.
4. Homelink . 1’
- Prepare for Fun time 3
***********************************
FUN TIME 3
Part 1, 2
I/ Objectives:
1.Knowledge:
- correctly pronounce and spell the words :yams, yo-yos, yogurt, zoo, zebra
2. Competencies:
phrases
II/ Teaching aids:
139

III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure: game.
3 – Part 1, 2”
2. New lesson
Activity 1. 1. Circle and match Then say. 12’
*Aims: to correctly pronounce the words : yams,
yo-yos, yogurt, zoo, zebra
*Context: Five pictures and a set of letters under
each picture.
*Procedure:
-Have ss look at the pictures and say the words, -Look at the picture and
saying Look and say, please say.
the correct words in it individually. Then say the -SS listen.
words
do the task.
-Ss do the task.
140

organize a short game. Divide the class into two -SS play game.
the words.
Activity 2. 2. Let’s play:What and where :13’
*Aims: to identify and pronounce the words: yams,
*Context: A board with five target words: yams,
*Procedure:
-Write five target words on the board. Draw a circle
around each word. Tell ss to look at the remember -Ss look and listen.
the word.Explain that when eraser one of the words,
ss must try to remember it.When you erase a second
word , ss must try to remember both words.
Countinue untill all the words have been erasered
and ss cay say all five from memmory.
-Have time for ss to play game. -SS do the task.
words: yams, yo-yos, yogurt, zoo, zebra.
the lesson.
-Ss listen.
lessons.
4. Homelink .2’
***********************************
141

FUN TIME 3
Part 3, 4
I/ Objectives:
1.Knowledge:
- write the words :yams, yogurt, zoo, zebu and complete the sentence pattern:
+ I want some ___________
+ Do you like the_________? ->Yes, I do./ No, I don’t.
- correctly spell and pronounce the words: yams, yogurt, zoo, zebu
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
142

*Procedure:
point.
the words.
- Say “Open your book page 47 and look at -SS open their book.
Funtime 1 – Part 3,4”
2. New lesson
*Aims: to write the words : yams, yogurt, zoo, zebu
and complete the sentence pattern:
+ I want some ___________
+ Do you like the_________? ->Yes, I do./ No, I
don’t.
each picture.
*Procedure:
-Have ss look at the pictures (yams, yogurt, zoo,
zebu) and say the words. -Look at the picture and
-Have ss spell the words : yams, yogurt, zoo, zebu in say.
pairs
- Have time for ss to write the words yams, yogurt, -SS listen.
zoo, zebu in pairs on the small board, Then have ss
to check their writing in pairs. -Ss do the task.
143
the class. -SS play game.

- T gets feedback.
* Keys: 1. yogurt, 2. yams , 3. zoo, 4. zebu
*Outcome: Ss can to write the words yams, yogurt,
zoo, zebu and complete the sentence pattern:
+ I want some ___________
+ Do you like the_________? ->Yes, I do./ No, I
don’t.
Activity 2. Let’s play: Pass the word:12’
*Procedure:
-T introduces the game and explains how the game -Ss look and listen.
is played: T divides the class into two teams. The
team plays game stands in a circle. Give flashcard
with the first letter written to the first team member.
The rest of the team work together to spell the word.
Take turn to say a letter, move in a clockwise
direction from the first student to the last one. It is
done when all ss in a team say the word aloud. A
correctly spelled and pronounce word scores one
point.
- Model the game with one group. -SS play game.
-Have ss play the game in groups one by one.
the lesson.
lessons.
4. Homelink .2’
144

***********************************
UNIT 11: IN THE PLAYGROUND

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter I/i and the sound /i/ in
isolation.
- Say correctly the words : sliding, riding, driving
2. Competencies:
phrases
- Sound /i/
- Vocabulary: sliding, riding, driving
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
145

learnt.
*Procedure:
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter K/
k and the sound /i/ both in isolation and in the
words sliding, riding, driving
*Context: The picture shows the children are
playing in the playground.
*Procedure:
to the letter I/i , the words next to the things and the -Look at the picture and
colour of the letter I/i listen.
-Ask ss to point to the letter I/i Have them listen
and repeat the sound of the letter I/i more than
-Tell ss to point to sliding . Ask them to listen and
repeat the word. -Ss repeat.
-Repeat the same Procedure: with the words: riding,
driving .Give further support to those ss who find it -Ss listen and repeat.
to the letter I/i and the sliding, riding, driving and -SS listen, point and
repeat until they feel confident. Correct repeat.
letter I/i and the words sliding, riding, driving in -SS say in front of the
146
front of the class. class.

letter I/i and the sound /i/ both in isolation and in
the words sliding, riding, driving
name the words sliding, riding, driving
*Context: The picture shows the children are
*Procedure:
their attention to the letter I/i , sliding, riding, -Look at the picture and
driving discribe.
if necessary.
- Get them to point to the letter I/i and say it. Let
to do the task.
picture and say the sound of the letter I/i and the -Work in pairs or in
class.
- T gets feedback.
the name the words sliding, riding, driving
Activity 3. *Play game: Action race:7’
*Aims: to recognize the words in v-ing form as
quickly as possible.
*Context: Using flashcards of the words in v-ing
147
form P: sliding, riding, driving

*Procedure:
- Explain that when you shows ss a flashcard, team
race to mime the action. The first team to correctly
mime the action wins one point. -Ss look and listen.
A correct word scires one point.
-Count the points for each team and announce the
*Outcome: Ss can recognize the words in v-ing -Ss play game.
form as quickly as possible.
the lesson.
lessons.
***********************************


Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words sliding, riding, driving and say the sentence
pattern: He’s/ She’s/They’re ________(V-ing) in a chant.
148
2. Competencies:
phrases
- Sound /i/
- Sentence pattern: He’s/ She’s/They’re ________(V-ing)
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1( I/i , /i/) the sound.
2. New lesson
*Aims: to correctly pronounce the words sliding,
riding, driving and say the sentence pattern: He’s/
She’s/They’re ________(V-ing) in a chant.
149

answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter I/i -Look at the picture and
and the words: sliding, riding, driving Check listen.
comprehension.
- Play the recording again, ask ss to listen and repeat -Ss listen.
listen and repeat until they feel confident. -Ss listen and repeat.
pronunciation, if necessary. -SS listen and chant.
-SS chant.
-SS chant in front of the
class.
She’s/They’re ________(V-ing) in a chant.
*Aims: to recognize the words sliding, riding,
driving and the sentence pattern: He’s/
She’s/They’re ________(V-ing)
*Context:Sentence 1: sliding, playing ./ Sentence 2:
riding, driving
*Procedure:
150

the words in front of the class . E.g. 1a: sliding, 1b:
playing -Point and say
*Keys: 1.a / 2.a
*Outcome: Ss can to recognize the words sliding,
riding, driving and the sentence pattern: He’s/
She’s/They’re ________(V-ing)
*Aims: to write the letter I/i and complete the
*Context: Pictures of: sliding, riding, driving
Writing grids for I (upper case) and i( lower case)
*Procedure:
- Have Ss look at the letter I (upper case) and i
- Tell ss to trace the letter I/i . T can demonstrate by
air tracing or tracing the broken lines of the letter I/i
on the board.
-Then let ss write the letter. Then find out the -Ss listen.
the task. -SS do the task.
Give ss time to work. Go around and offer help, if -Check in pairs.
necessary.
*Outcome: Ss can write the letter I/i and complete
151
the words: sliding, riding, driving -Ss show their work.

the lesson.
lessons.
4. Homelink . 1’ -SS listen.
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : They’re ________(V-ing) to say what other people are doing.
- Sing a song about what other people are doing in the playground
2. Competencies:
phrases
- Sentence pattern: They’re ________(V-ing)
II/ Teaching aids:
152

III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use : They’re ________(V-ing) to say
what other people are doing.
*Context: The picture shows a playground. Three
boys are driving cars, A girl are watching them and
say: They’re driving cars.
*Procedure:
- Have ss look at the sentence: They’re listen and repeat.
________(V-ing. )Explain the meaning of the -Ss listen.
repeat the sentence. Give more support to those ss -Ss listen and repeat.
153

class. -SS say.
*Outcome: Ss can use : They’re ________(V-
ing) to say what other people are doing.
*Aims: to use : They’re ________(V-ing) to say
what other people are doing.
*Context:Threre are three picture showing: sliding,
riding, driving and sentence pattern They’re
________(V-ing)
*Procedure:
discribe.
- Ask ss to work in pairs to practise saying what
other people are doing. Offer help, if necessary. -Point and say
pairs.
- Ask a few pairs of ss to practise in front of the -SS practice in pairs.
- T gets feedback. -SS practice in front of
*Outcome: Ss can use: They’re ________(V-ing) the class.
to say what other people are doing.
*Aims: to Sing a song about what other people are
doing in the playground
*Context: The picture shows the children playing in
the playground
*Procedure:
154
comprehension.
correctly.
-SS do the task.
the class. class.
*Outcome: Ss can sing a song about what other
people are doing in the playground
the lesson.
lessons.
4. Homelink . 1’
***********************************
UNIT 12: AT THE CAFÉ

Lesson 1
I/ Objectives:
1.Knowledge:
155
- correctly pronounce the name of letter A/ a and the sound /a/ in

isolation.
- Say correctly the words :cake, grapes, table
2. Competencies:
phrases
- Sound /a/
- Vocabulary: cake, grapes, table
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
156
*Aims: to correctly pronounce the name of letter A/

a and the sound / a/ both in isolation and in the
words cake, grapes, table
*Context: The picture shows a café.There is cake,
grapes, table
*Procedure:
to the letter A/ a , the words next to the things and -Look at the picture and
the colour of the letter A/a listen.
-Ask ss to point to the letter A/ a Have them listen
and repeat the sound of the letter A/ a more than
-Point, listen and repeat.
once, if necessary.
-Tell ss to point to cake . Ask them to listen and
-Ss repeat.
repeat the word.
grapes, table , Give further support to those ss who
find it difficult to do the task.
to the letter A/ a and the cake, grapes, table and repeat.
letter A/ a and the words cake, grapes, table in class.
front of the class.
letter A/ a and the sound /a/ both in isolation and
in the words cake, grapes, table
name the words cake, grapes, table
*Context: The picture shows a café.There is cake,
grapes, table
157
*Procedure:
their attention to the letter A/ a , cake, grapes, discribe.
table
if necessary.
- Get them to point to the letter A/ a and say it. Let
to do the task.
picture and say the sound of the letter A/ a and the
class.
- T gets feedback.
the name the words cake, grapes, table
Activity 3. *Play game: Spell it!: 7’
*Aims: to correctly spell target words.
*Context: Using three flashcards showing thr letters
to spell the words: cake, grapes, table
*Procedure:
- Explain that teams must spell a wordusing their
flashcards.. A correct word scores one point. -Ss look and listen.
-Count the points for each team and announce the -Ss play game.
*Outcome: Ss can correctly spell target words.
158
the lesson.
lessons.
4. Homelink .1’
***********************************


Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words cake, grapes, table and say the sentence
pattern: He’s/ She’s having________ in a chant.
2. Competencies:
phrases
- Sound /a/
- Sentence pattern: He’s/ She’s having________
II/ Teaching aids:
159

III/ Procedure:

*Procedure:
in lesson 1( A/ a , /a/) the sound.
2. New lesson
*Aims: to correctly pronounce the words cake,
grapes, table and say the sentence pattern: He’s/
She’s having________ in a chant.
*Context: A chant about the café
individual, pairworks,groupworks, ask and -Look at the picture and
answer… listen.
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter A/ -Ss listen and repeat.
a and the words: cake, grapes, table . Check
comprehension.
160

cake, grapes, table and say the sentence pattern:
He’s/ She’s having________ in a chant.
*Aims: to recognize the words cake, grapes, table
and the sentence pattern: He’s/ She’s
having________
*Context:Sentence 1: cake, cherry ./ Sentence 2:
grapes, bananas
*Procedure:
-Have Ss look at two pictures and say what they can -Look at the picture and
see. Draw ss’ attention to the boxes next to the discribe.
-Encourage some ss to point to the pictures and say -Point and say
the words in front of the class . E.g. 1a: cake, 1b:
cherry
- Play the recording for ss to listen and circle -SS listen and do the
-T gets feedback.
*Keys: 1.a / 2.a
having________
*Aims: to write the letter A/ a and complete the
words: cake, grapes, table
*Context: Pictures of: cake, grapes, table
161
Writing grids for A (upper case) and a( lower case)

*Procedure:
- Have Ss look at the letter A (upper case) and a
- Tell ss to trace the letter A/ a .T can demonstrate
by air tracing or tracing the broken lines of the letter
-Ss listen.
A/ a on the board.
missing letter to complete the correct word. Give -SS do the task.
the task.
necessary.
*Outcome: Ss can write the letter A/ a and
complete the words: cake, grapes, table
the lesson.
lessons.
4. Homelink . 1’
***********************************
162

Lesson 3
I/ Objectives:
1.Knowledge:
- Use :The________is /are on the table to talk about the posotion of things.
- Sing a song about the café
2. Competencies:
phrases
- Sentence pattern: The________is /are on the table
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure::
163

3”
2. New lesson
*Aims: to use : The________is /are on the table to
talk about the posotion of things.
*Context: The picture shows a table with a cake,
and grapes
*Procedure:
- Have ss look at the sentence: The________is /are -Look at the picture and
on the table. Explain the meaning of the sentence listen and repeat.
and how it is used. Check comprehension. -Ss listen.
who find it difficult to do the task. -Ss listen and repeat.
class.
- T checks and corrects. -SS say.
*Outcome: Ss can use : The________is /are on
the table to talk about the posotion of things.
*Aims: to use : The________is /are on the table to
talk about the posotion of things
*Context:The picture shows a table with: cake,
grapes and sentence pattern : The________is /are
on the table .
*Procedure:
- Have ss look at the first picture. Point to the -Look at the picture and
discribe.
164
pictures and ask them What are they?/ is it? Tell

them about talking about the posotion of things. -Point and say
- Ask ss to work in pairs to practise talking about the
posotion of things.Offer help, if necessary.
pairs.
the class.
- T gets feedback.
*Outcome: Ss can use: The________is /are on the
table to talk about the posotion of things.
*Aims: to Sing a song about the café
the backyard.
*Procedure:
-Have ss read the lyrics to familiarize themselves -Ss look and listen.
comprehension.
-Play the recording several times for ss to repeat line -Ss listen and repeat.
correctly.
-SS do the task.
-SS sing the song.
help them to sing the whole song. -Ss sing in front of the
- Call one or two groups to sing the song in front of class.
the class.
*Outcome: Ss can sing a song about the café
165
the lesson. -SS listen.

lessons.
4. Homelink . 1’
- Prepare for Review 2- Phil and Sue
***********************************
I/ Objectives:
1.Knowledge:
- review the name and the letter Y/y, Z/z, I/i, A/a
2. Competencies:
phrases
- Vocabulary : (review) yogurt, yams, yo-yos, zoo, zebu, zebra, sliding, riding,
driving, grapes, cake, table,
+ What do you want? – I want some___________
+Do you like the____________? -> Yes, I do./ No, I don’t.
+ They’re ____________ ( V-ing)
166
+ The____________is/ are on the table.

II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure: game.
board
- T gets feedback.
1- Phil ans Sue
2. New lesson
short story.
Sue.
167

*Procedure:
- Have ss look at the picture and draw Ss’ attention -Look at the picture and
to the dialogue between Phil and Sue. listen.
-Ss do the task.
-Call some ss to role play in front of the class.
- T gets feedback.
*Context: word grids:grapes, yogurt, cake, yams,
riding, sliding, zoo, zebra
*Procedure:
-Ss look and identify.
the words: grapes, yogurt, cake, yams, riding,
sliding, zoo, zebra. Correct pronunciation, if
necessary.
-Have time for ss to look at the pictures and circle -SS do the task.
- Call some ss to tell their answer. -SS tell their answer.
- T gives the correct answer and corrects if
necessary.
* Keys: grapes, yogurt, cake, riding
the lesson.
168

lessons.
4. Homelink .2’
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………..
From 27/12/2021 to 31/12/2021
WEEK 21
PART 1, 2, 3
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
169
+ They’re ____________ ( V-ing)

II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: slap the board.
learnt.
*Procedure:
2. New lesson
Activity 1. 1. Listen and tick or cross. 9’
*Context: Three pictures about:yo-yos, cake, ox,
sliding
*Procedure:
- Have ss look at two pictures and say what they can -Look at the picture and
see. Draw ss’ attention to the boxes. Check listen.
comprehension.
-Encourage some ss to point to the pictures and say -SS listen.
170

- Play the recording for ss to listen and tick or cross
on the box. -Ss do the task.
- T gets feedback
*Keys: 1.tick, / 2.tick / 3. cross /4.cross
while listening
*Context: sound grids: a, y, i, z
*Procedure:
-Encourage some ss to point to the letter and say the -Ss look and say.
words in front of the class -Ss point and say.
- Play the recording for ss to listen and circle the
correct answer. -SS do the task.
- T gets feedback -SS tell their answer.
*Keys: 1- a/ 2-y/ 3-z/ 4-i
while listening.
*Aims: to write the letter a, y, i, z to complete
target words
*Context: Picture about :popcorn, kitteen, sand and
rainbow.
*Procedure:
see. Draw ss’ attention to pictures. Check -Ss look and listen.
comprehension.
171

the correct letter. Then say the correct words. -Ss look and say.
- T gets feedback. -Ss do the task.
*Keys: 1.a / 2 .y / 3. i / 4. z
-Ss read.
*Outcome: Ss can to write the letter a, y, i, z to
the lesson.
lessons.
4. Homelink .2’
***********************************

PART 4, 5, 6
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
172

+ They’re ____________ ( V-ing)
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
Have ss to look through 4 pictures about daily - SS listen and play
routine in 5 seconds.Then have ss try to remember game.
the pictures and say aloud the noun phrases of
phrases again. -SS open their book.
2. New lesson
*Context: Three questions, each cointaining one or
more sentence pattern and a pair of pictures.
173
*Procedure:
-Have Ss look at the pictures and say what they can
each picture. Check comprehension. -Look at the picture and
- Have time for ss to read and tick the correct -SS point and say.
answer.
-Ss do the task.
- T gets feedback -Ss read.
*Keys: 1.b / 2. b / 3.a
Activity 2. 5. Draw a zebra or zebu. Then ask
your friend. 9’
*Aims: recognize a nd draw the target words and
use the sentence pattern.
*Context: A space for ss to draw a zebra or a zebu.
*Procedure:
- Have ss to draw a zebra or a zebu.
-Have time for ss to draw. -Ss listen.
- Have ss to work in pairs to practise asking and -SS draw.
answering questions about likes or dislikes.
-SS ask and answer.
*Outcome: Ss can recognize a nd draw the target
words and use the sentence pattern.
*Context: Picture about the countryside.
174

*Procedure:
comprehension.
the correct letter.
-Ss do the task.
*Keys:sliding/ riding/ zebra/ cake/ yogurt/ grapes
-Ss read.
target words
the lesson.
lessons.
4. Homelink .2’
-Ss listen.
- Prepare for Unit 13
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
From 3/1/2022 to 7/1/2022
175
WEEK 22
UNIT 13: IN THE MATHS CLASS

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter N/n and the sound /n/ in
isolation.
- Say correctly the words :eleven, thirteen, fourteen, fifteen
2. Competencies:
phrases
- Sound /n/
- Vocabulary: eleven, thirteen, fourteen, fifteen
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
176
*Procedure::
Lesson 1”
2. New lesson
N/n and the sound / n/ both in isolation and in the
words eleven, thirteen, fourteen, fifteen
*Context: The picture shows the matchs class.The
boy is doing sums on the board with numbers:
eleven, thirteen, fourteen, fifteen
- Have ss look at the picture and draw ss’ attention listen.
to the letter N/n , the words next to the things and
the colour of the letter N/n.
-Ask ss to point to the letter N/n Have them listen -Point, listen and repeat.
and repeat the sound of the letter N/n more than
once, if necessary. -Ss repeat.
-Tell ss to point to eleven . Ask them to listen and
repeat the word. -Ss listen and repeat.
-Repeat the same Procedure: with the words:
thirteen, fourteen, fifteen, Give further support to
those ss who find it difficult to do the task. -SS listen, point and
to the letter N/n and the eleven, thirteen, fourteen,
fifteen and repeat until they feel confident. Correct
letter N/n and the words eleven, thirteen, fourteen,
fifteen in front of the class.
177

letter N/n and the sound /n/ both in isolation and in
the words eleven, thirteen, fourteen, fifteen
name the words eleven, thirteen, fourteen, fifteen
*Context: : The picture shows the matchs class.The
boy is doing sums on the board with numbers:
eleven, thirteen, fourteen, fifteen
*Procedure:
their attention to the letter N/n , eleven, thirteen, discribe.
fourteen, fifteen
if necessary.
- Get them to point to the letter N/n and say it. Let
to do the task.
picture and say the sound of the letter N/n and the -Work in pairs or in
class.
- T gets feedback.
the name the words eleven, thirteen, fourteen, fifteen
Activity 3. *Play game: Number race: 7’
*Aims: to recognize numbers while listening.
*Context: Using numbers written on the board.
178

*Procedure:
- Devide the class into 4 teams to play game. Have
each team form a linein front of the board. -Ss look and listen.
-Write four different numbers on the board. Explain
that when you call out a number, the student at the
front of each line must race to touch the correct
number. The first student touch the corerct number
scores one point.
- before the next turns, erase the number you just
called out and replace it with a different number.
-Count the points for eaxch team and announce the -Ss play game.
*Outcome: Ss can to recognize numbers while
listening.
the lesson.
lessons.
4. Homelink .1’

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words eleven, thirteen, fourteen, fifteen and say the
sentence pattern: What’s number is it? -> It’s__________ in a chant.
2. Competencies:
179

phrases
- Sound /n/
- Sentence pattern: What’s number is it? -> It’s__________
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1(N/n , /n/) the sound.
2. New lesson
* Aims: to correctly pronounce the words eleven,
thirteen, fourteen, fifteen .
individual, pairworks,groupworks, ask and -Look at the picture and
answer… listen.
180

worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter N/n
and the words: eleven, thirteen, fourteen, fifteen.
Check comprehension. -Ss listen and repeat.
- Play the recording again, ask ss to listen and repeat -SS listen and chant.
Show ss how to chant and clap their hands. Correct -SS chant.
class.
*Outcome: Ss can : to correctly pronounce the
words eleven, thirteen, fourteen, fifteen .
* Aims: to recognize the words eleven, thirteen,
fourteen, fifteen
and the sentence pattern: What’s number is it? ->
It’s__________
*Context:Sentence 1: thirteen, eleven ./ Sentence 2:
fourteen, fifteen
*Procedure:
181

the words in front of the class . E.g. 1a: thirteen, 1b: -Point and say
eleven
task.
-T gets feedback.
*Keys: 1.a / 2.b
*Outcome: Ss can to recognize the words eleven,
thirteen, fourteen, fifteen
* Aims: to complete the words: eleven, thirteen,
fourteen, fifteen
*Context: Pictures of: eleven, thirteen, fourteen,
fifteen
Writing grids for N (upper case) and n( lower case)
*Procedure:
- Have Ss look at the number in each sentence. Then
find out the missing letter to complete the correct
word. Give further support to those Ss who find it -Ss look and listen.
-SS do the task.
-Check in pairs.
necessary.
- Call some ss to read the correct words. -Ss read.
*Outcome: Ss can to complete the words: eleven,
thirteen, fourteen, fifteen
* Aims : to consolidate and wrap up the content
of the lesson.
4. Homelink . 1’
182


Lesson 3
I/ Objectives:
1.Knowledge:
- Use :What’s number is it? -> It’s_______. to ask and answer about numbers
- Sing a song about the numbers.
2. Competencies:
phrases
- Sentence pattern: What’s number is it? -> It’s_______.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
* Aims : to help ss review some vocabulary that
they learnt.
183
*Procedure:
3”
2. New lesson
* Aims: to use : What’s number is it? ->
It’s_______. to ask and answer about numbers
*Context: The picture shows two boys. they are
holding numbers, ask and answer What’s number is
it? -> It’seleven/ twelve.
*Procedure:
- Have ss look at the sentence: What’s number is it? -Ss listen.
-> It’s_______. Explain the meaning of the sentence
and how it is used. Check comprehension.
class.
*Outcome: Ss can use : What’s number is it? ->
* Aims: to use : What’s number is it? ->
*Context:Threre are three picture showing: eleven,
thirteen, fourteen, fifteen and sentence pattern
What’s number is it? -> It’s_______.
184
*Procedure:
pictures and ask them What number is it?? Tell -Look at the picture and
them about numbers. discribe.
-Point and say
answering about numbers.Offer help, if necessary.
*Outcome: Ss can use: What’s number is it? ->
* Aims: to Sing a song about the numbers.
the numbers
*Procedure:
comprehension.
correctly.
185

*Outcome: Ss can sing a song about the numbers. class.
of the lesson.
4. Homelink . 1’
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From 17/1/2022 to 21/1/2022
WEEK 23
UNIT 14 : AT HOME
Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter combination er and the sound ( / ə(r)/)
in isolation.
- Say correctly the words :sister, brother, grandmother.
186
2. Competencies:
phrases
- Sound :( / ə(r)/)
- Vocabulary: sister, brother, grandmother
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
they learnt.
*Procedure:
Lesson 1”
2. New lesson
* Aims: to correctly pronounce the name of letter er
and the sound ( / ə(r)/) both in isolation and in the
words sister, brother, grandmother
187
*Context: The picture shows a family at home with

the sister, the brother and the grandmother
*Procedure:
to the letter er, the words next to the things and the -Look at the picture and
colour of the letter er listen.
-Ask ss to point to the letter er Have them listen and
repeat the sound of the letter er more than once, if
necessary.
-Tell ss to point to sister . Ask them to listen and
-Ss repeat.
repeat the word.
brother, grandmother, Give further support to those
ss who find it difficult to do the task.
to the letter er and the sister, brother, grandmother repeat.
and repeat until they feel confident. Correct
letter er and the words sister, brother, grandmother class.
in front of the class.
letter er and the sound ( / ə(r)/) both in isolation
and in the words sister, brother, grandmother
* Aims: to correctly identify and pronounce the
name the words sister, brother, grandmother
*Context: The picture shows a family at home with
the sister, the brother and the grandmother
*Procedure:
188
their attention to the letter er, sister, brother, discribe.

grandmother if necessary.
- Get them to point to the letter er and say it. Let
to do the task.
picture and say the sound of the letter er and the -Work in pairs or in
-Point and say
class.
- T gets feedback.
the name the words sister, brother, grandmother
Activity 3. *Play game: What is it? : 7’
* Aims: to recognize, remember and say target
words.
*Context: Flashcards showing pictures of different
target words from this and previous units.
*Procedure:
- Have ss stand at one end of the classroom.
- Stand in a middle of the classroom. Explain that -Ss look and listen.
when you hold up a flashcard, ss must take it turns
to come forward and wishper the word to you. If the
ss say the correct word, he/ she gets to go and stand
on the other side of the classroom. If the ss answer
incorrectly, he/she must return to their orginal
position and wait for another turn.
-When all ss are standing on the other side of the
classroom, have them shout out the word.
189
*Outcome: Ss can recognize, remember and say -Ss play game.

target words.
of the lesson.
lessons.
4. Homelink .1’
- Prepare for the next lesson. -Ss listen.
UNIT 14 : AT HOME
Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words sister, brother, grandmother and say the sentence
pattern: He’s/ She’s ________(age) in a chant.
2. Competencies:
phrases
- Sound: ( / ə(r)/)
- Sentence pattern: He’s/ She’s ________(age)
II/ Teaching aids:
190

III/ Procedure:

*Procedure:
in lesson 1(er , ( / ə(r)/)) the sound.
2. New lesson
* Aims: to correctly pronounce the words sister,
brother, grandmother and say the sentence pattern:
He’s/ She’s ________(age) in a chant.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter er -Ss listen and repeat.
and the words: sister, brother, grandmother. Check
comprehension.
191
She’s ________(age)in a chant.
* Aims: to recognize the words sister, brother,
grandmother and the sentence pattern: He’s/ She’s
________(age)
*Context:Sentence 1: brother- 16 ; brother - 17 ./
Sentence 2: sister – 19; sister - 20
*Procedure:
-Have Ss look at two pictures and say what they can discribe.
letters a and b. Check comprehension. -Point and say
the words in front of the class . E.g. 1a: brother- 16,
1b: brother- 17 -SS listen and do the
- Play the recording for ss to listen and circle task.
-T gets feedback.
*Keys: 1.b / 2.b
________(age)
* Aims: to complete the letter er and complete the
words: sister, brother, grandmother
192
*Context: Pictures of: sister, brother, grandmother

- using flashcardas, pictures… -Ss look and listen.
*Procedure:
-Have ss look at the word in each sentence. Then -SS do the task.
find out the missing letter to complete the correct
word. Give further support to those Ss who find it
difficult to do the task. -Check in pairs.
-Ss read
necessary.
- Ask some ss to read the correct words.
*Outcome: Ss can complete the letter er and
complete the words: sister, brother, grandmother
* Aims : to consolidate and wrap up the content -SS listen.
of the lesson.
lessons.
4. Homelink . 1’
UNIT 14 : AT HOME
Lesson 3
I/ Objectives:
1.Knowledge:
- Use : How old is your:________? -> He’s / she’s________ (age) to ask and
answer about someone’s age.
- Sing a song about the age of family.
2. Competencies:
193

phrases
- Sentence pattern: How old is your:________? -> He’s / she’s________ (age)
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
they learnt.
*Procedure:
3”
2. New lesson
* Aims: to use : How old is your:________? ->
He’s / she’s________ (age) to ask and answer about
someone’s age.
*Context: The picture shows a boy is nineteen
194
plyaing football. Two another boys nearby, ask and

answer How old is yourbrother? -> He’s nineteen.
*Procedure:
listen and repeat.
- Have ss look at the sentence: How old is
-Ss listen.
your:________? -> He’s / she’s________ (age)
class.
*Outcome: Ss can use : How old is your:______?
-> He’s / she’s________ (age) to ask and answer
about someone’s age.
* Aims: to use : How old is your:________? ->
He’s / she’s________ (age) to ask and answer about
someone’s age.
*Context:Threre are four picture showing the age of
the sister and the brother, together with sentence
pattern How old is your:________? -> He’s /
she’s________ (age)
*Procedure:
pictures and ask them How old is he/she?? Tell
discribe.
195
answering about someone’s age. Offer help, if -Point and say

necessary.
*Outcome: Ss can use: How old is your:________?
-> He’s / she’s________ (age) to ask and answer
about someone’s age.
* Aims: to Sing a song about someone’s age.
*Context: The picture showsa family at the
brother’s ninneteenth birthday party.
*Procedure:
comprehension.
make sure that they can sing the verse correctly. -SS do the task.
-SS sing the song.
*Outcome: Ss can sing a song about someone’s class.
age.
196
of the lesson.
lessons.
4. Homelink . 1’
- Prepare for Fun time 4
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From 24/1/2022 to 28/1/2022
WEEK 24
FUN TIME 4
Part 1, 2
I/ Objectives:
1.Knowledge:
- correctly pronounce and spell the words :fourteen, fifteen, twelve, sixteen,
seventeen, thirteen, sister, brother,
2. Competencies:
- Problem-solving competence: observing, collecting and analyzing
information.
II/ Teaching aids:
III/ Procedure:
197

1.Warm- up: 5’
Game: Guessing game
they learnt.
*Procedure: game.
4 – Part 1, 2”
2. New lesson
Activity 1. 1. Look and circle. Then say. 12’
* Aims: to correctly pronounce the words : fourteen,
fifteen, twelve, sixteen, seventeen, thirteen, sister,
brother,
each picture.
*Procedure:
-Have ss look at the pictures and say the words, -Look at the picture and
saying Look and say, please say.
the correct words in it individually. Then say the -SS listen.
words
do the task.
-Ss do the task.
organize a short game. Divide the class into two -SS play game.
198

the words.
* Keys: 1. fourteen/ 2. sister / 3. seventeen/
4. thirteen
*Outcome: to correctly pronounce the words :
fourteen, fifteen, twelve, sixteen, seventeen,
thirteen, sister, brother.
Activity 2. 2. Let’s play:Rock, paper, scissors:
13’
words: fourteen, fifteen, twelve, sixteen, seventeen,
thirteen, sister, brother
*Context: A picture of a class playing the game.
*Procedure:
-Devide class into two teams. Have each team stand -Ss look and listen.
in a line, facing the other team.
- Give each student a flashcard. Expalin that the first
student in each line will ply a game of rock, paper,
scissors. The studwnt wins then shows the other
student thoer card. The other student must identify
and pronounce the word. If he/she correct, he/she
gets stay in the line, if he/ she is out and must leave
the line. The first team to get all the players in the
other team out wins.
the words: fourteen, fifteen, twelve, sixteen,
seventeen, thirteen, sister, brother
of the lesson.
lessons.
199
4. Homelink .2’
FUN TIME 4
Part 3, 4
I/ Objectives:
1.Knowledge:
- write the words :twenty, eleven, nineteen, brother, sister, grandmother and
complete the sentence pattern:
2. Competencies:
.Generic competencies:
phrases.
II/ Teaching aids:
. Pictures, words cards, worksheets, flashcards, objects, recording, computer,
projector.
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
they learnt.
200

*Procedure:
the words.
1 – Part 3,4”
2. New lesson
Activity 1. 3. Look, read and answer:13’ -SS open their book.
* Aims: to read and answer with the words :
twenty, eleven, nineteen,sixteen, brother, sister, and
the sentence pattern:
+ How old is your_________? -> He’s /
She’s_____.
+ What number is it? -> It’s________.
*Context: Four pictures with four clue.
*Procedure:
-Have ss look at the pictures (twenty, eleven,
nineteen,sixteen, brother, sister,) and say the words.
-Have ss to ask and answer the questio in pairs:
+ How old is your_________? -> He’s / -Look at the picture and
She’s_____. say.
+ What number is it? -> It’s________. -SS do the task.

- Call some ss to practise in front of the class.
- T gets feedback.
*Outcome: Ss can read and answer with the words
-SS practise.
: twenty, eleven, nineteen,sixteen, brother, sister,
and the sentence pattern:
201
+ How old is your_________? -> He’s /

She’s_____.
+ What number is it? -> It’s________.
Activity 2. Let’s play: Mystery bag: 12’
words: twenty, eleven, nineteen,sixteen, brother,
sister, and grandmother.
*Context: A picture of a teacher and a student are
playing game.
*Procedure:
-T introduces the game: As a practise run, take on
flashcard out of the myster bag and show it to ss.
encourage them to think of a word beginning
with/contaning/ ending with that letter combination. -Ss look and listen.
Devide class into 2 teams.Tell ss when you say “go”
, s student from each team should come to the front.
They will take it in turns to take a flashcard out of
the mystery bag and say a correct word. A correct
word scores one point.
-Have ss to play game.
- The team with the most points wins.
the words: twenty, eleven, nineteen,sixteen, brother, -SS play game.
sister, and grandmother while playing game.
* Aims : to consolidate and wrap up the content of
the lesson.
lessons.
4. Homelink .2’
- Practice more at home. -Ss listen.
202
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UNIT 15: IN THE CLOTHES SHOP

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter sh and the sound / ∫/ in
isolation.
- Say correctly the words : shirts, shoes, shorts
2. Competencies:
phrases
- Sound / ∫/
- Vocabulary: shirts, shoes, shorts
II/ Teaching aids:
203

III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
they learnt.
*Procedure:
Lesson 1”
2. New lesson
* Aims: to correctly pronounce the name of letter sh
and the sound / ∫/ both in isolation and in the words
shirts, shoes, shorts
*Context: The picture shows the clothes shop.There
are: shirts, shoes, shorts
*Procedure:
to the letter sh, the words next to the things and the listen.
colour of the letter sh
-Ask ss to point to the letter sh Have them listen and
repeat the sound of the letter sh more than once, if -Point, listen and repeat.
necessary.
-Tell ss to point to shirts . Ask them to listen and -Ss repeat.
repeat the word.
204
-Repeat the same Procedure: with the words: shoes,

shorts , Give further support to those ss who find it
difficult to do the task. -SS listen, point and
to the letter sh and the shirts, shoes, shorts and
letter sh and the words shirts, shoes, shorts in front
of the class.
letter sh and the sound / ∫/ both in isolation and in
the words shirts, shoes, shorts
name the words shirts, shoes, shorts
*Context: The picture shows the clothes shop.There
are: shirts, shoes, shorts
*Procedure:
their attention to the letter sh, shirts, shoes, shorts
if necessary.
- Get them to point to the letter sh and say it. Let -Point and say
to do the task.
picture and say the sound of the letter sh and the groups.
205
class.
- T gets feedback.
the name the words shirts, shoes, shorts
Activity 3. *Play game: What’s missing?: 7’
* Aims: to remembet and say target words.
*Context: Using flashcards that contain words ss
have learnt.
- groupworks, ask and answer…
- using flashcards(FC), pictures…
*Procedure:
- Devide the class into 2 teams(team A and team B) -Ss look and listen.
to play game.
- Write team A and team B side by side at the top of
the board. Underneath each heading, stick a
different set of FC . Point to the FC and say the
words. Encourage ss in the relevent team to repeat.
- Tell ss to look carefully at the Fc and remember
their team’s word. Explain that when you say” Close
your eyes!” ss should close their eyes. You will then
remove on of the FCs from the board. When you
say” Open you eyes!”, ss should open their eyes.
Encourage each team to call out the missing word
from their set .A correct answer scores one point.
*Outcome: Ss can remembet and say target words.
of the lesson.
lessons.
4. Homelink .1’
206
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words shirts, shoes, shorts.
2. Competencies:
phrases
- Sound / ∫/
II/ Teaching aids:
III/ Procedure:

*Procedure:
207
in lesson 1(sh, / ∫/ the sound.
2. New lesson
* Aims: to correctly pronounce the words shirts,
shoes, shorts.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter sh listen.
and the words: shirts, shoes, shorts . Check
comprehension.
shirts, shoes, shorts.
* Aims: to recognize the words shirts, shoes, shorts
208
*Context:Sentence 1: shirts, shorts ./ Sentence 2:

shoes, shorts
*Procedure:
the words in front of the class . E.g. 1a: shirts, 1b:
shorts -Point and say
*Keys: 1.a / 2.b
*Outcome: Ss can recognize the words shirts,
shoes, shorts
* Aims: to write the letter sh , complete and say the
words: shirts, shoes, shorts
*Context: Pictures of: shirts, shoes, shorts
*Procedure:
- Have Ss look at the letter sh.
-Then let ss write the letter. Then find out the -Ss look and listen.
the task. -Ss listen.
Ask ss to work in pairs and swap their answers. -SS do the task.
necessary. -Check in pairs.
*Outcome: Ss can write the letter sh , complete and -Ss show their work.
209
say the words: shirts, shoes, shorts

of the lesson.
4. Homelink . 1’
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Where are the _________? -> Over there. to ask and answer about
where things are.
- Sing a song about where things are in the clothes shop.
2. Competencies:
phrases
- Sentence pattern: Where are the _________? -> Over there.
210
II/ Teaching aids:

III/ Procedure:

1.Warm- up: 5’
they learnt.
*Procedure:
- Say “Open your book page 67and look at lesson 3” -SS open their book.
2. New lesson
* Aims: to use : Where are the _________? -> Over
there. to ask and answer about where things are.
*Context: The picture shows a clothes shop. A
mother and a daughter are asking the assisstant
answer Where are the shoes?
*Procedure:
- Have ss look at the sentence: Where are the -Look at the picture and
_________? -> Over there. Explain the meaning of listen and repeat.
the sentence and how it is used. Check -Ss listen.
comprehension.
211

- Invite some ss to say the sentences in front of the -Ss listen and repeat.
class.
- T checks and corrects. -SS say.
*Outcome: Ss can use : Where are the
_________? -> Over there. to ask and answer about
where things are.
* Aims: to use : Where are the _________? ->
Over there. to ask and answer about where things
are.
*Context:Threre are three picture showing: shirts,
shoes, shorts and sentence pattern :Where are the
_________? -> Over there.
*Procedure:
pictures and ask them What are they? Tell them
about where things are.
- Ask ss to work in pairs to practise asking and -Look at the picture and
answering about where things are.Offer help, if discribe.
necessary.
- Have ss look at the second picture. And practise in -Point and say
pairs.
class. Offer help, if necessary. -SS practice in pairs.
- T gets feedback.
*Outcome: Ss can use: Where are the _________?
the class.
-> Over there. to ask and answer about where things
are.
* Aims: to Sing a song about where things are in the
clothes shop.
*Context: The picture shows in the clothes shop.
212
*Procedure:
correctly.
-SS do the task.
help them to sing the whole song. -SS sing the song.
the class.
*Outcome: Ss can sing a song about where things -Ss sing in front of the
are in the clothes shop. class.
of the lesson.
lessons.
***********************************
UNIT 16: AT THE CAMPSITE

Lesson 1
I/ Objectives:
213
1.Knowledge:
- correctly pronounce the name of letter T/t and the sound /t/ in
isolation.
- Say correctly the words : tent, teapot, blanket,
2. Competencies:
phrases
- Sound /t/
- Vocabulary: tent, teapot, blanket,
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
they learnt.
*Procedure::
Lesson 1”
214
2. New lesson
* Aims: to correctly pronounce the name of letter
T/t and the sound / t/ both in isolation and in the
words tent, teapot, blanket,
*Context: The picture shows a campsite .There is a
tent, teapot, blanket.
*Procedure:
to the letter T/t, the words next to the things and the -Look at the picture and
colour of the letter T/t listen.
-Ask ss to point to the letter T/t Have them listen
and repeat the sound of the letter T/t more than once,
if necessary.
-Tell ss to point to tent . Ask them to listen and
-Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: teapot, -Ss listen and repeat.
blanket, Give further support to those ss who find it
to the letter T/t and the tent, teapot, blanket, and repeat.
letter T/t and the words tent, teapot, blanket, in front class.
of the class.
letter T/t and the sound /t/ both in isolation and in
the words tent, teapot, blanket,
name the words tent, teapot, blanket,
*Context: The picture shows a campsite .There is a
tent, teapot, blanket.
215

*Procedure:
their attention to the letter T/t, tent, teapot, blanket, discribe.
if necessary.
- Get them to point to the letter T/t and say it. Let
to do the task.
picture and say the sound of the letter T/t and the
class.
- T gets feedback.
the name the words tent, teapot, blanket,
Activity 3. *Play matching game: 7’
* Aims: to recognize and match the target words to
the relevant picture.
*Context: A large picture of a campsite and a set of
labels for various things in the picture. make sure
that ss have learnt the words for all these things in
this or a previous unit.
- groupworks, ask and answer…
*Procedure:
-Stick the picture on the board. Stick the labels
around the outside of picture. -Ss look and listen.
-Devide class ito 2 teams. Expalian that teams will
take it in turns to try correctly label an item in the
216
picture. When you call aot “go” , one stident from

each team should come to the front and choose one
of the labels. The other tem members can help them
by calling out their ideas. A correct label item
scores one point.
-The team with the most point wins. -Ss play game.
*Outcome: Ss can recognize and match the target
words to the relevant picture.
of the lesson.
4. Homelink .1’
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words tent, teapot, blanket, and say the sentence
pattern: The_____is on/ in/ near the_______ in a chant.
2. Competencies:
phrases
217
- Problem – solving and creativity: giving ideas, changing information, giving

- Sound /t/
- Sentence pattern: The_____is on/ in/ near the_______
II/ Teaching aids:
III/ Procedure:

* Aims : to help ss remember the words that they
*Procedure::
in lesson 1(T/t, /t/) the sound.
2. New lesson
* Aims: to correctly pronounce the words tent,
teapot, blanket, and say the sentence pattern:
The_____is on/ in/ near the_______ in a chant.
*Context: The picture shows a boy and a girl are at
the campsite.
answer…
worksheets…
*Procedure::
- Have ss look at the chant on p.69 in their books -Look at the picture and
218
meaning. Ask them to pay attention to the letter T/t
and the words: tent, teapot, blanket, Check
comprehension.
the first line. Then play the recording for them to -Ss listen and repeat.
Show ss how to chant and clap their hands. Correct -SS listen and chant.
-SS chant.
class.
kite, kitten, bike and say the sentence pattern:
The_____is on/ in/ near the_______ in a chant.
* Aims: to recognize the words tent, teapot, blanket,
and the sentence pattern: The_____is on/ in/ near
the_______
*Context:Sentence 1: kite, bike ./ Sentence 2:
kitten, dog
*Procedure:
the words in front of the class . E.g. 1a: teapot, 1b: -Point and say
blanket
219

*Keys: 1.a / 2.b
kitten, bike and the sentence pattern: The_____is
on/ in/ near the_______
* Aims: to write the letter K/ k and complete the
*Context: Pictures of: tent, teapot, blanket,
Writing grids for T(upper case) and t( lower case)
*Procedure:
- Have Ss look at the letter T (upper case) and t
- Tell ss to trace the letter T/t. T can demonstrate by
air tracing or tracing the broken lines of the letter T/t
on the board. -Ss listen.
further support to those Ss who find it difficult to do -SS do the task.
the task.
-Check in pairs.
necessary.
*Outcome: Ss can write the letter T/t and complete
the words: tent, teapot, blanket,
of the lesson.
lessons.
220
4. Homelink . 1’
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Is the ______near the______? -> No, it isn’t. It’s________. to ask and
answer about the position of things.
- Sing a song about the position of things at the campsite.
2. Competencies:
phrases
- Sentence pattern: Is the ______near the______? -> No, it isn’t. It’s________.
II/ Teaching aids:
III/ Procedure:
221
1.Warm- up: 5’
they learnt.
*Procedure::
3”
2. New lesson
* Aims: to use : Is the ______near the______? ->
No, it isn’t. It’s________. to ask and answer about
the position of things.
there two friends ask and answer Is the ______near
the______? -> No, it isn’t. It’s________.
*Procedure:
- Have ss look at the sentence: Is the ______near listen and repeat.
the______? -> No, it isn’t. It’s________. -Ss listen.
used. Check comprehension. -Ss listen and repeat.
class.
222
*Outcome: Ss can use : Is the ______near

the______? -> No, it isn’t. It’s________. to ask and
* Aims: to use : Is the ______near the______? ->
No, it isn’t. It’s________. to ask and answer about
the position of things.
*Context:Threre are three picture showing: tent,
teapot, blanket, and sentence pattern Is the
______near the______? -> No, it isn’t.
It’s________.
*Procedure:
discribe.
pictures and ask them Where are they ? Tell them
about the position of things.
-Point and say
answering about the position of things.
.Offer help, if necessary.
pairs. -SS practice in front of
- Ask a few pairs of ss to practise in front of the the class.
- T gets feedback.
*Outcome: Ss can use: Is the ______near
the______? -> No, it isn’t. It’s________. to ask and
* Aims: to Sing a song about the position of things
at the campsite.
*Context: The picture shows the children at the
campsite.
*Procedure:
223

correctly.
-SS do the task.
help them to sing the whole song. -SS sing the song.
the class.
*Outcome: Ss can sing a song about the position of -Ss sing in front of the
things at the campsite. class.
of the lesson.
lessons.
***********************************

I/ Objectives:
1.Knowledge:
224
- review the name and the letter N/n/, / T/t/ , /sh / , /er/
2. Competencies:
phrases
- Vocabulary: eleven, thirteen, fourteen, fifteen, brother, sister, grandmother,
shirts, shoes, shorts, tent, teapot, blanket.
- Structures:
+ What number is it? -> It’s_________
+ How old is your ________? -> He’s/ She’s __________.
+ Where are the_____________? -> Over there.
+ Is the________near the_________? -> No, it isn’t. It’s___________.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
they learnt.
*Procedure:: game.
225

board
- T gets feedback.
4- Phil ans Sue
2. New lesson
* Aims: to identify and pronounce the target words
short story.
Sue.
*Procedure:
- Have ss look at the picture and draw Ss’ attention
to the dialogue between Phil and Sue.
listen.
-Call some ss to role play in front of the class. -Ss do the task.
- T gets feedback.
*Context: word grids:sixteen, blanket, brother,
shorts, fifteen, sister, teapot, shirts.
226

*Procedure:
the words: sixteen, blanket, brother, shorts, fifteen, -Ss look and identify.
sister, teapot, shirts. Correct pronunciation, if
necessary.
-SS do the task.
- Call some ss to tell their answer.
- T gives the correct answer and corrects if -SS tell their answer.
necessary.
*Keys: brother, shorts, fifteen, shirts.
the lesson.
4. Homelink .2’
***********************************

PART 1, 2, 3
I/ Objectives:
1.Knowledge:
227

2. Competencies:
phrases
- Structures:
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Slap the board.
*Aims: Aims: to help ss review some vocabulary
that they learnt.
*Procedure::
228

2. New lesson
Activity 1. 1. Listen and tick or cross. 9’
*Context: Three pictures about: thirteen, shirts,
tent, nineteen.
*Procedure:
listen.
see. Check comprehension.
-SS listen.
-Ss do the task.
- Play the recording for ss to listen and tick or cross
on the box.
- T gets feedback
*Keys: 1.tick/ 2. cross/ 3. tick / 4. cross
while listening
*Context: sound grids: n, er, t, sh,
*Procedure:
- Have ss look at the letter and say. -Ss look and say.
-Encourage some ss to point to the letter and say the -Ss point and say.
- Play the recording for ss to listen and circle the -SS do the task.
correct answer.
- Let ss to listen again and check -SS tell their answer.
229
- T gets feedback
*Keys: 1- n/ 2-t/ 3-er/ 4-s
while listening.
*Aims: to write the letter sh, er, n, t to complete
target words
*Context: Picture about :fox, question, juice,
village.
*Procedure:
see. Draw ss’ attention to pictures. Check -Ss look and say.
comprehension.
-Have time for ss to look at the pictures and write -Ss do the task.
the correct letter. Then say the correct words.
- T gets feedback. -Ss read.
*Keys: 1. sh/ 2.erq/ 3. n/ 4. t
*Outcome: Ss can to write the letter sh, er, n, t to
the lesson.
lessons.
4. Homelink .2’
***********************************
230

PART 4, 5, 6
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
- Structures:
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
231
Game: Kim’s game

learnt.
*Procedure:
Have ss to look through 4 pictures about daily
routine in 5 seconds.Then have ss try to remember - SS listen and play
the pictures and say aloud the noun phrases of game.
phrases again.
2. New lesson
*Context: Three questions, each cointaining one or -Look at the picture and
more sentence pattern and a pair of pictures. listen.
- techniques in teaching listening -SS point and say.
- using flashcardas, recording, pictures… -Ss do the task.
*Procedure:
-Have Ss look at the pictures and say what they can -Ss read.
- Have time for ss to read and tick the correct
answer.
- T gets feedback
*Keys: 1.a / 2. b/ 3.b/
Activity 2. 5. Find the words .9’
232
*Procedure:
- Have ss to find out and circle the list og eight
words. Then have ss to point them and say.
-SS listen.
-Have time for ss to find andd circle in pairs.
- T gets feedback . -SS do the task.
*Outcome: Ss can correctly identify and pronounce -SS read.
*Procedure:
comprehension.
the correct letter.
-Ss do the task.
*Keys: 1.fifteen/ 2.shirt/ 3. eighteen/ 4. shorts/
5.sister / 6. teapot -Ss read.
target words
the lesson.
lessons.
233

- Prepare for the final term test.
234

G.A Tieng Anh Lop 2

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Teaching plan 2 School year : 2021-2022

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

Teacher’s activities Students’ activities

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

introduce about each other.

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

listen and repeat the word.

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

it difficult to do the task.

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

UNIT 1: AT MY BIRTHDAY PARTY

Teacher’s activities Students’ activities

- 3. Listen and chant:9’

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

chant along and clap their hands.

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

(lower case). Ask ss to make sure if they recognize

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

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

Teacher’s activities Students’ activities

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

Game: Slap the board

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

*Context:Threre are three picture showing: pasta,

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

- Do the same with the second verse of the lyrics.

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

UNIT 2: IN THE BACKYARD

Teacher’s activities Students’ activities

Activity 1. 1. Listen and repeat: 10’

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

Activity 2 2. Point and say: 10’ -Ss listen and repeat.

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

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

Monday September 6 th , 2021

UNIT 2: IN THE BACKYARD

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

Teacher’s activities Students’ activities

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

listen and repeat the chant individually and in

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

- techniques in teaching writing

UNIT 2: IN THE BACKYARD

Teacher’s activities Students’ activities

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

*Teaching techniques - SS listen and play

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

- Ask a few pairs of ss to practise in front of the

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

lessons. -SS do the task.

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

Monday September 13 rd , 2021

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

- Communication and cooperation competence: read and complete the

Teacher’s activities Students’ activities

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

- techniques in teaching writing

Teacher : Đỗ Thị Nga Bình Thanh primary & secondary school

-Have the whole class play the game. Call two ss to

Teacher’s activities Students’ activities

Activity 1. 3. Look, read and write. Then say