TIẾNG ANH 1

LESSON PLAN

School: …………. School year: ………….

Grade: …………. Week: ………….
Teacher: …………. Approved by: ………….

Unit: 2. In the dining room

Lesson: 1 Period: 1
Date: ………….

I. OBJECTIVES By the end of the lesson, pupils will be

able to:
- pronounce the sound of the letter C/c.
- say the words cake, car, cat, cup.
II. INPUT Language:
- Sound /c/
- Vocabulary: cake, car, cat, cup
Resources/Material:
- Student’s book p. 9
- Sachmem.vn
- Flashcards for Unit 2
- Poster for Unit 2
- Teacher’s guide pp. 16-18
- Computer, projector

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III. PROCEDURE Warm-up – Listen and repeat – Point and
say – Game - Homelink

Procedure Teaching and learning activities Classroom

management
Warm-up 5 minutes

- Greet the class and introduce your name by Whole class

saying, e.g. Hi, I’m Miss Hien. Encourage pupils
to greet and introduce their names, e.g. Hi,
I’m Hoa.
- Option 1: Have two or three pairs of pupils
role-play the exchange Hi, I’m + name.
- Option 2: Ask one group to sing the song in
Unit 1, p. 8.
- Have pupils open the books and look at Unit
2, Lesson 1 p. 9, saying Open the books and
look at Unit 2, Lesson 1 (Page 9).
1. Listen and repeat 10 minutes

Step 1: Have pupils look at the picture (p. 9) or Poster for Whole class
Unit 2, saying Look at the picture/poster, please!
Encourage pupils to describe the picture. Draw
pupils’ attention to the letter C/c, the words next
to the things, the pet and the colour of the letter
C/c (as mentioned in Input). Check comprehension.
Step 2: Get pupils to point to the letter C/c, saying Look Individual
at the letter C/c, please! Then have them listen to work
the recording and repeat the sound of the letter
C/c, saying Listen and repeat, please!
Step 3: Have pupils point to the cat and/or the word cat, Individual
listen to the recording and repeat the word cat, work
saying Listen and repeat, please! Then play the
recording again, if necessary, for them to repeat
individually and in chorus. Correct pronunciation,
if necessary. If they repeated well, praise them,

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 saying Well done!
Follow the same procedure with the cake, car,
Step 4: cup. Correct pronunciation, if necessary. Whole class
Get pupils to listen to the recording again,
Step 5: pointing to the letter C/c, the words and the Pair or group
things/pet and repeating until they feel confident. work
Give further support to those pupils who find it
difficult to do the task, if necessary.
Invite a few pupils to pronounce the sound of the
Step 6: letter C/c and say the words cake, car, cup, cat in Whole class
front of the class. If they performed well, praise
them, saying Well done!
2. Point and say 7 minutes

Step 1: Ask pupils to look at the picture on page 9 or Whole class

Poster 2 again, saying Look at the picture/poster,
please! Ask them to describe the picture, paying
attention to the letter C/c and the words they
have learnt in Activity 1.
Step 2: Get pupils to point to the letter C/c and say it,
saying Point to the letter C/c and say, please! If Individual
they pronounced correctly, praise them, saying work
Excellent!
Step 3: Ask pupils to point to the cake on the table and Individual
say the word cake as a model (saying Point to the work
cake and say, please!). Remind them of the sound
of the letter c in the word cake. Then ask one
pupil to point to the cake and to say the word cake
in front of the class. Check comprehension. Individual
work
Step 4: Follow the same procedure with other things and
the cat and correct pronunciation, if necessary.
Give further support to those pupils who find it Pair or group
difficult to do the task. work
Step 5: Get pupils to work in pairs or in groups to point to
the things/pet in the picture and say the sound of Whole class
the letter C/c and the words. Say Point and say,

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 please! Go around to offer help or correct
pronunciation, if necessary.
Step 6: Select some pupils to point to the picture/poster
and to say the words in front of the class, saying
Well done! to praise their performance.
Fun corner Pelmanism 10 minutes

Step 1: Tell pupils about two sets of flashcards (as Whole class
mentioned in Input in Teacher’s guide).
Step 2: Tell pupils that they are going to match the words Whole class
with the suitable pictures. Give an example to
show how the game is played. Check
comprehension.
Step 3: Put pupils into groups of four and give each group Group work
a set of flashcards. Have the groups shuffle the
flashcards and distribute them face down on the
table.
Step 4: Ask each player in turn to select two cards and Group work
turn them face up. Say Are you ready? Now let us
play the game. If the word matches the picture,
the player wins and continues to turn over
another pair. If the cards do not match, they are
turned face down again and the next player plays
the game. The game ends when all the cards are
gone.
Homelink 3 minutes

Option 1: Pupils practise pronouncing the sound of the Whole class

letter C/c and saying the words car, cake, cup, cat
(using student’s books or sachmem).
Option 2: Pupils play Pelmanism with the words car, cat,
cake, cup in sachmem.
Option 3: Pupils do the project on page 6 in Workbook.

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 TIẾNG ANH 1
LESSON PLAN

School: …………. School year: ………….

Grade: …………. Week: ………….
Teacher: …………. Approved by: ………….

Unit: 2. In the dining room

Lesson: 2 Period: 2
Date: …..

I. OBJECTIVES By the end of the lesson, pupils will be able to:

- say the letter C/c and the words cup, cake, cat, car
and the phrases a cup and a cake, a cat and a car
in a chant.
- listen and identify the phrases A cat, A cake.
- trace the letter C/c.
II. INPUT Language:
- Sound /c/
- Vocabulary: cup, cake, cat, car
- Phrases: a cup and a cake, a cat and a car
Resources/Material:
- Student’s book p.10
- Sachmem.vn
- Teacher’s guide pp. 19-21
- Computer, projector

19
III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look
and trace - Homelink

Procedure Teaching and learning activities Classroom

management
Warm-up 5 minutes
- Greet the class and introduce yourself, saying: Whole class
Hi. I’m + name. Encourage pupils to greet and
introduce their names, e.g. Hi, I’m Hoa.
- Option 1: Invite a few pupils to point to the
picture/poster and pronounce the sound of
the letter C/c and say the words car, cake, cup,
cat.
- Option 2: Ask a group of four to play
Pelmanism with the words car, cat, cake, cup
in front of the class.
- Option 3: Have pupils do the projet
(Workbook, page 6) in pairs or groups.
- Get pupils to open their books and look at
Lesson 2, p. 10 (saying Open the books and
look at lesson 2, please!).
3. Listen and chant 10 minutes

Step 1: Open books or access sachmem. Have pupils look Whole class
at the chant, saying Look at the chant, please!
Step 2: Explain the meaning of the first line (as Individually
mentioned in Input in Teacher’s guide). Draw
their attention to the letter C/c in the words cup.
Check comprehension.
Step 3: Let them look at the first line of the chant. Play Whole class
the recording, ask pupils to listen and repeat the and
sound of the letter c and the word a cup, saying
Step 4: Listen and repeat, please! Then have them listen Individual
again and repeat the sound of the letter c and the work
word a cup individually and in chorus. Say Listen
and repeat, please! If they chanted well, praise

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 them, saying Well done!
Step 5: Follow the same procedure with other lines. Groups work
Correct pronunciation, if necessary. Show them
how to chant and clap their hands.
Step 6: Play the recording all the way through again Whole class
(more than once, if necessary) for pupils to do
choral and individual repetition.
Extension: Put the class into two groups to practise chanting
and clapping. Each group should sing one verse of
the chant, saying Chant in groups, please!
If there is enough time, encourage a few groups
to the front of the class to chant and clap their
hands. The rest of the class may clap along to the
rhythm. If they performed well, praise them,
saying Very good!
With a better class, encourage pupils to change
some lines of the chant and sing it in front of the
class. E.g.
C, c, a cup.
C, c, a cake.
C, c, a car.
C, c, a cat.
4. Listen and tick 7 minutes

Step 1: Have pupils look at the pictures, saying Look at Whole class
the pictures, please! and say what they can see,
saying What can you see? Can you see a cat? Yes,
a cat. Can you see a car? Yes, a car. Draw pupils’
attention to the boxes next to the letters a and b.
Check comprehension.
Step 2: Invite some pupils to point to the pictures and say Whole class
the words in front of the class, saying Point to the
pictures and say, please! E.g.: 1a: a cat, 1b: a car.
Step 3: Play the recording of the first phrase for pupils to Individual
listen, saying Now listen, please! Say What did work
you hear? Did you hear “a cat” or “a car”? Yes, it

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 said “a cat”. You tick the box near the cat. If
pupils tick the wrong box, have them listen to the
recording and tick the box again until they have a
correct answer.
Step 4: Follow the same procedure with the pictures in Individual
Question 2. Before playing the recording, say Are work
you ready? OK, now listen and tick, please! Play
the recording (several times if needed) for pupils
to listen and do the task.
Step 5: Call a few pupils to the front of the class to point Whole class
to the pictures and say what they have heard. E.g.
1. a cat, 2. a cake.
5. Look and trace 10 minutes

Step 1: Have pupils look at the letter C (upper case) and c Whole class
(lower case) in sachmem, saying What can you
see? Yes, you can see the C (upper case) and the c
(lower case).
Step 2: Let pupils look at the pencil in sachmem and Whole class
explain how the letter C (upper case) and the c
(lower case) is in traced. Check comprehension.
You can demonstrate by air tracing or tracing the
broken lines of the letter C/c on the board.
Step 3: Then let pupils do the tracing. Give further Individual
support to those pupils who find it difficult to do work
the task.
Check the results of pupils’ tracing and give
feedback. Ask pupils to work in pairs and swap
their answers. Give pupils time to work. Go
around and offer help, if necessary.
Step 4: Ask some pupils to show what they have done. Pair work
Praise them if they have done well, saying Well
done! or Good job!
Extension: With a better class, make a broken line on the Whole class
board and invite some pupils to write the letter
C/c.

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Homelink 3 minutes
Option 1: Pupils learn by heart the chant on p.10. Whole class
Option 2: Pupils trace the letter C/c in their workbooks.
Option 3: Pupils point to the pictures in Listen and tick
(p. 10) and say the phrases, e.g 1a: A cat, 1b: A
car, 2a: A cup, 2b: A cake.

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 TIẾNG ANH 1
LESSON PLAN

School: …………. School year: ………….

Grade: …………. Week: ………….
Teacher: …………. Approved ………….
by:

Unit: 2. In the dining room

Lesson: 3 Period: 3
Date: …......

I. OBJECTIVES By the end of the lesson, pupils will be able to:

- use I have a _____ to talk about possession.
- sing a song with the structures I have a _____. I have
a _____ and I have a _____.
II. INPUT Language:
- Sentence pattern: I have a _____.
Resources/Material:
- Student’s book p. 11
- Sachmem.vn
- Teacher’s guide pp. 21-23
- Computer, projector

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III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing -
Homelink

Classroom
Procedure Teaching and learning activities
management
Warm-up 5 minutes

- Greet the class and introduce yourself, Whole class

saying: Hi. I’m + name. Encourage pupils to
greet and introduce their names, e.g. Hi, I’m
Lan.
- Option 1: Have a group of pupils to sing the
chant on page 10 in front of the class. The
class claps hands.
- Option 2: Show four flashcards (the cat, the
car, the cup and the cat) and ask two pupils
to point to the flashards and say the
phrases, e.g A cat, a car, a cup, a cake.
- Option 3: Invite one or two pupils to write
the letter C/c on the board.
- Get pupils to open their books and look at
Lesson 3 on p. 11 (saying Open the books
and look at lesson 3, please!).
6. Listen and repeat 7 minutes

Step 1: Open books or access sachmem. Have pupils Whole class

look at the picture, saying Look at the picture,
please! What’s in his hand? Yes, it’s a car. He
has a car. He says “I have a car.” Explain the
meaning of the sentence and how it is used.
Check comprehension.
Step 2: Play the recording the first time for pupils to Individual work
listen and repeat the sentence, saying Now
listen and repeat, please! Correct pronunciation,
if necessary.

Step 3: Play the recording several times for pupils to

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 listen and repeat the sentence, saying Now Individual work
listen and repeat, please! Give support to those
pupils who find it difficult to do the task.
Step 4: Have pupils point to the car and say the
sentence in pairs or groups, saying Point to the Group work
car and say, please! Go around and offer help, if
necessary.
Step 5: Invite a few pupils to listen and repeat the
sentence “I have a car.” in front of the class. Whole class
Correct their pronunciation, if necessary or
praise them if they pronounced the sentence
correctly, saying Very well!
Extension: If time allows or with a better class, give pupils the
flashcards (of a car, cup, cat, cup, book, bike, ball)
and let them show the flashcard and say, e.g. I have
a book.
7. Let’s talk 10 minutes

Step 1: Have pupils look at the bubble to understand Whole class

how the language is used (I have a _____).
Explain the meaning of the sentence, if
necessary.
Step 2: Have pupils look at the first picture. Say Look at Individually
Picture a, please! Point to the car and ask
them, saying What is this? Tell them that It’s a
car. Then point to the bubble and the car and
say I have a car. Correct pronunciation, if
necessary.
Step 3: Ask pupils to say the sentence “I have a car.” in
Individually
chorus and individually, saying Now, point to
Picture a and say “I have a car”. If they said the
sentence correctly, praise them Well done!
Follow the same procedure with Pictures b, c,
d. Give further support to those pupils who
find it difficult to do the task, if necessary.

Step 4: Ask pupils to work in pairs or groups, to point

26
 to the pictures and say “I have a _____.”, Pair or group
saying Now practise saying what you have. work
Offer help, if necessary.
Step 5: Invite some pairs of pupils to practise pointing
to the pictures and say what they have in front Whole class
of the class. Praise them, saying Excellent! if
they performed well.
Extension: If time allows or with a better class, divide the class
into groups of five, give each groups some of the
flashcards (of a car, cup, bike, ball) and let them
show the flashcard and say, e.g. I have a book.
8. Let’s sing 10 minutes

Step 1: Open books or access sachmem. Have pupils Whole class

look at the lines of the lyrics. Explain the
meaning of the structures “I have a _____. I
have a ___ and I have a ___”. Then ask them to
read the first line aloud, saying Read aloud,
please! Check comprehension, if necessary.
Step 2: Play the recording of the first line several times Individually
for pupils to listen and repeat, saying Now
listen and repeat, please!
Step 3: Follow the same procedure with other lines. Whole class
Correct pronunciation and the tune, the
rhythm and the melody of the verses of the
song, if necessary.
Step 4: Play the recording all the way through for Individually
pupils to listen, to sing and clap their hands.
Offer help, if necessary. If they sang well,
praise them Excellent!
Step 5: Invite some pupils to sing the song in front of Whole class
the class. The rest of the class sings along and
claps their hands to reinforce the tune, the
rhythm and the melody. Go around and offer
help, if necessary.

Extension:

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 If time allows or with a better class, have pupils
change some lines of the lyrics and sing the
song in front of the class. E.g.
I have a book.
I have a car.
I have a book and I have a car.

I have a bike.
I have a cat.
I have a bike and I have a cat.
Homelink 3 minutes

Option 1: Pupils sing the song on p. 11 by heart. Whole class

Option 2: Pupils create the lyrics of their own songs and
practise singing it.
Option 3: Pupil collect things they have (ball, car, bike,
cat,...) and talk about possession, using I have a
___.

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