Week:

Period:
Date of teaching:
Unit 1: THIS IS YOUR DOLL.
Lesson 4
I/ Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- Recognize the uppercase and lowercase forms of the letters a and b, and associate them
with their corresponding sounds.
- Pronounce the sounds /æ/ and /b/ on their own and at the beginning of words.
- Learn the names of the letters a and b.
- Vocabulary: apple, Annie, bat, ball
2. Skills: Listening and Speaking
3. Ability/ Quality:
- Communication and collaboration: work in pairs/groups to talk about words beginning
with letters/sounds the teacher asks.
- Problem-solving and creativity: find out their favourite toys.
4. Forming competence:
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
II/ Teaching aids:
- Student book - page 13

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- Audio tracks 18-19
- Phonic cards 01-04
- Teacher’s Guide
- Website sachso.edu.vn
- Computer, projector,….
III/ Methods:
- Communicative approach, group Ss and T's activities, play as a character, teaching
methods with game, teaching methods by visual, teaching methods by practising,
discussion group, technical present....
*Culture note: Toys
- Raise students’ awareness of loving toys.
- Be kind to people.
IV/ Teaching procedure:
Content Teacher’s activities Student’s activities
A- Warm up *Game: “Musical cards” - Answer the
( 5 mins) - Ask students if they can teacher’s questions.
- Aim: To motivate remember any of the
students and help words from their last
students to remember phonics lesson (Gg, Hh,
the previous phonics goat, gift, hat, hamster). - Listen to music.
and words. - Play the song Drink
your milk! from p. 40 - Hold the flashcard.
(Track 63). Pass the cards to the
- Hand out the flashcards students next to
to different students them while the
around the class. They music is playing.
pass the cards to the
students next to them - Say the words
while the music is aloud.
playing.
- Stop the music
suddenly. Ask the

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 students who are - Continue playing
holding the flashcards, the game.
What’s this? Ask them
to say the words aloud. - Check their friends’
- Play the music again pronunciation.
and repeat the activity.
- Ask students to check
their friends’
pronunciation. Give
feedback.
Expected outcomes and
assessment
- Task completed with
excellence: Students
can say the phonics and
the words correctly.
- Task completed:
Students can say the
phonics and the words.
Task uncompleted: Students are
unable to say the phonics and
the words.
B- Presentation *Lead-in: Use phonic cards
(10 mins) 1-4 to introduce the letters
- Aim: To help and the words.
students pronounce Flashcards (Aa, apple, - Look at the letters
the sounds /æ/ and Annie, Bb, bat, ball) Aa and Bb on the
/b/ at the beginnings - Write Aa and Bb on the board. Say the letter
of words. board. Point to each and name and sound.
say the letter name and
sound for students to - Listen to the sound
repeat. and repeat.
- Stand with back to
students and draw the
letters in the air as you - Draw the uppercase
say the sound for each. and then the
- Say the sounds again as lowercase letters in

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 students draw the the air.
uppercase and then the
lowercase letters in the - Repeat the words on
air. the phonics cards.
- Present the words on the Say the letter
phonics cards. Say the names, sounds, and
letter names, sounds, the words
and then the words for
students to repeat.
- Remark students’
pronunciation.
Expected outcomes and
assessment
- Task completed with
excellence: Students
can say the letters and
the words correctly and
fluently. - Look at the words
- Task completed: next to the letters on
Students can say the the board. Say the
letters and the words. beginning sound.
- Task uncompleted:
Students are unable to
say the letters and the
words. - Say the words.
*Listen and point. Repeat
(Track 18)
- Write the words apple, - Look at the letters
Annie, bat, ball next to in their books.
the letters on the board.
Circle the first letter of - Listen to the first
each word. Point to the part of the recording
word. Say only the and point to the
beginning sound for letters.
students to repeat.
- Hold up Phonics cards, - Listen to the second
one at a time. Say the part of the recording

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 words for students to and say the letter
repeat. Hold up the names, sounds, and
cards in a different words in chorus.
order.
- Ask students to look at - Point to the words
the letters in their and say the words.
books.
- Play the first part of the
recording for students to - Say the letters and the
listen and point to the words.
letters.
- Play the second part of
the recording for
students to repeat the
letter names, sounds,
and words in chorus.
Play the recording as
many times as
necessary.
- Play the recording all
the way through for
students to point to the
words and then repeat
them.
- Call some students to
say the letters and the
words.
- Check students’
pronunciation. Praise
students if they have
done well.
Expected outcomes and
assessment
- Task completed with
excellence: Students
can say the letters and
the words correctly and

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 fluently.
- Task completed:
Students can say the
letters and the words.
Task uncompleted:
Students are unable to
say the letters and the
words.
C- Practice *Point and say the words
( 8 mins) (page 13)
- Aim: To help - Ask students to look at - Look at the
students say the the pictures. Elicit what pictures. Tell the
words and improve they see. teacher what they
pronunciation skills. - As students identify the can see.
pictures, put that - Identify the
flashcard on the board. pictures, look at
Write the word under it. flashcard on the
- Say the sound /æ/. Ask board. Observe the
students to point to the word under it.
flashcards of the things - Point to the
beginning with that flashcards of the
sound (apple, Annie). things beginning
Then, underline the with that sound
letter a at the beginning (apple, Annie).
of the words.
- Repeat with /b/.
- Ask students to say all - Repeat with /b/.
the words again. - Say all the words
- Check students’ again.
pronunciation. Give
feedback.
Expected outcomes and
assessment
- Task completed with
excellence: Students
can point and say the
words correctly.

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 - Task completed:
Students can point and
say the words.
Task uncompleted: Students are
unable to point and say the
words.
D- Production *Listen and circle. (Track
(10 mins) 19) - Look at the pictures
- Aim: To help - Ask students to look at in the first row. Say
students listen and the pictures in the first each word as they
identify the words row. Ask them to say point to it.
with the beginning each word as they point
sounds /æ/ and /b/. to it. - Listen and circle in
- Tell students they are pencil the word that
going to listen and begins with the
circle in pencil the word letter sound they
that begins with the hear.
letter sound they hear. - Listen to the
- Play the recording, recording.
pausing after the first
item. - Answer what they
- Ask students what they heard.
heard (/b/). Elicit which
picture shows a word
that begins with that - Continue doing the
sound (ball). task.
- Repeat the procedures
row by row, pausing the - Share their answers
recording. with their partner.
- Ask students to share Give the answers.
their answers with their
partner. Call some - Check the answers.
students to give the
answers.
- Confirm the correct
answers. Praise students
if they have done well.

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 Answers:
1. ball 2. apple
3. bat
4. Annie 5. bat
6. ball
Expected outcomes and
assessment
- Task completed with
excellence: Students - Look at the picture
can listen and circle the and speech bubble.
pictures correctly.
- Task completed: - Repeat the sentence.
Students can listen and Prompt them to point to
the apple.
circle the pictures.
- Work in pairs to
- Task uncompleted:
take turns saying
Students are unable to
the sentence.
listen and circle the
- Use other
pictures.
vocabulary words
*Let’s talk
on the page.
- Ask children to look at
- Practice in front of
the picture and speech
the class.
bubble. Say This is an
apple.
- Have a student repeat the
sentence. Prompt them to point
to the apple.
-Put students in pairs to
take turns saying the
sentence.
- Encourage them to use
other vocabulary words
on the page.
- Call some pairs practice
in front of the class.
- Check students’
pronunciation. Give
feedback.
Expected outcomes and

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 assessment
- Task completed with
excellence: Students
can say the sentences
correctly and fluently.
- Task completed:
Students can say the
sentences.
Task uncompleted:
Students are unable to
say the sentences.
E- Homework - Revise the words and the patterns.
( 2mins) - Do the exercises in Workbook page 13.
- Prepare for the next lesson (Unit 1 - Lesson 5).

REFECTION
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