Giáo Án Smart Start 2 Full

GETTING STARTED
LESSON 1 (page: 04-05) Period: 1,2
I. DESIRED OBJECTIVES
1. Competences and attribute
- By the end of the lesson, students will be able to:
1. Identify the numbers from the given numbers and say it.
2. Identify the stuation from conversations between teacher and students.
3. Perform a song “How old are you song” in interesting ways, using appropriate and
meaningful gestures.
4. Write about missing numbers, using the given cues then conducting a dialogue
about completing numbers through the sentence patterns:
“How old are you? I’m ….”
5. Show pride in their ages by using appropriate gestures and intonation when answer
about ages.
2. LANGUAGE FOCUS.
a. Key terms: one, two, three, four, five, six, seven, eight, nine , ten
b. Key grammatical structure: How old are you? I’m ...
II. INSTRUCTIONAL RESOURCES.
- Textbook: Smart start grade 2: Student’s book page 4,5
- Audios (Theme 1-page 4,5),
- The numbers cards (Activity A , B3 – page 04: D- page 05)
- The numbers song Let's Count 1-10” (Source: https://www.youtube.com/watch?
v=85M1yxIcHpw&t=27s)
III: TEACHING AND LEARNING PROCEDURE
Teacher’s activities Students’activites

Activity 1: Warmer
- Have students sing the song “Let's Count 1-10” then recall the - Let’s sing
numbers
- Tell them that they are going to learn about the numbers and how - Listen
to ask someone’s age then lead them to the new lesson.
2. Activity 2: Phonic practice( activity 1 listen and point. Repeat
on page 8)
- Tell students that they are going to listen , point and say along - Listen , point and say along with
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with the audio (page 04) and answer questions to elicit the context. the audio and answer questions to
How old are you? ( I’m …) elicit the context.
- Ask students to look at card (Activity 1) (page 04)
- Look at card then call out
- Take out the flash cards and have students call out
them
the answer.
- Listen
- Play the recording more than once, if necessary,
ask students to listen to the tape and repeat. - Find numbers
- Have students find numbers in their books. - Read in choral , individual
- Do choral and individual repetition, pointing to the
letter speaking. - Listen again.
- - Play the recording again for students to listen and
repeat.
Activity 3: Listening practice Activity 2: Listen and Point on
page 4.
- Tell pupils that they are going to listen and call out - Listen and repeat.
some number.
- Review the story from the previous lesson "The - Play game.
class was playing game “ slap”
Now introduce the situation “The teacher and the
students are asking and answering about age.”
- Have students call out numbers and people they - Call out the number.
can see.
- Listen and read
- Have students listen and read
- Play audio and demonstrate the activity using the - Listen.
example.
- Listen and point.
- Play audio and have students listen and point.
- Play audio again and check answers as a whole - Listen and check.
class.
Key: 1- I’m three. 2- I’m six .3- ten
4. Activity 4: Song practice (Activity 4: Sing on page 8)
- Present the song “ how old are you? Get Ss turn on page 70 to - Listen
read the lyrics in silence, check comprehension and give feedback.
- Play audio track 04 (activity 3 page 4) for Ss to repeat each line
twice.
- Show Ss how to mime the song. - Listen the do along.
- Get Ss to practise chant and miming the song in groups.
- Call on two groups to perform the song. Encourage them to - Practise chant in group
perform the song with
appropriate and meaningful gestures.
- Some groups perform
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Activity 5: Controlled & guided practice (Activity 4: Point, say
and do on page 5)
- Tell the class that they are going to complete missing numbers, - Listen.
using the numbers in the box.
- Have them read the box number and guess the number to fill the
gaps. Remind them to focus on the numbers to get the information - Read the box number and guess the
needed. number to fill.
- Have them work in pairs or groups to discuss the answers.
- Set time for Ss to do the task. - Work in pairs
- Get them to read their answers in pairs before checking as a class.
If there is time, ask the class to read the completed sentences.
Key: 2- four , 3 – ten, 4 – six, 5- three, 6- five , 7 – eight , 8 - nine
- Read and answers in pairs
Activity 6: Free & Survey practice (. Activity 5: Play “Magic

finger on page 5)
- Have students look at the example. - Look at the example.
- Divide the class into pairs.
- Have Student A write a number with their finger on - Work in pairs.
Student B's back and ask "How old are you?"
- Have Student B try to guess which number it is and
answer, e.g. "I'm six." Have students swap roles and
repeat.
- Afterwards, have some pairs demonstrate the
activity in front of the class.
- Give feedback and comments on the reports and
correct Ss’ mistakes if necessary.
Activity 7: Wrap-up & Assignments
• Ask students to answer the following questions:
1. What have you learnt from the lesson today? - Repeat the content of the
(Learn about numbers and use the sentence pattern lesson.
“How old are you? – I’m…” to ask and answer about
the ages)
2. What’re the core values of the lesson?
(show pride of about their age.)
• Remind students to do exercises in the workbook
and to prepare for the next lesson (getting started , - Listen and take notes.
Lesson 2 on pages 6 - 7).
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6.Adjust after the lesson( Điều chỉnh sau tiết dạy)
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GETTING STARTED
LESSON 2 (page: 6 - 7) Period: 3,4
1. Identify the words from the given classroom commands and say it.
2. Identify the specific information from conversations between teacher and students.
3. Use the model sentences open / close your book, hands up / down . Yes, teacher .
to ask and answer about classroom commands.
4. Perform a song “Open your book, Close your book” in interesting ways, using
5. Write about missing words, using the given cues then conducting a dialogue about
classroom commands through the sentence patterns:
“Open the book, ….? Yes, teacher.
6. Show pride activities in the classroom by using appropriate gestures and intonation
when answer about commands.
2. LANGUAGE FOCUS.
a. Key terms: open your book, close your book, hands up, hands down
b. Key grammatical structure: Open your book! Yes, teacher.
- Audios (Theme 1-page 6,7),
- The flashcards (Activity A , B3 – page 06: D- page 07)
- The song Hello song for children.
(Source: https://www.youtube.com/watch?v=pqDEwPi7vxg)
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Activity 1: Warmer
- Have students sing the song “Hello song for children. ” - Let’s sing
- Tell them that they are going to learn about the classroom
commands and how to give commands then lead them to the new - Listen
lesson.
Activity 2: Phonic practice( activity 1: Listen and point. Repeat
on page 6)
with the audio (page 06) and do actions to elicit the context. the audio and answer questions to
elicit the context.
Open your book? ( Yes, teacher)
- Ask students to look at cards (Activity 1) (page 06)
- Take out the flashcards and have students call out
them
and point to each flashcard..
- Listen
ask students to listen to the tape and repeat. Correct - Find numbers
student’s pronunciation if necessary. - Read in choral , individual
- Have students find command words in their books.
- Do choral and individual repetition, pointing to the - Listen again.
command words speaking.
page 6.
some classroom commands. - Play game.
- Introduce the situation. "Open your book!... “
action” - Call out the number.
Now the teacher say and the students do actions. - Listen and read
- Have students call out commands and people they - Listen.
can do action. - Listen and point.
- Have students listen and read. - Listen and check.
- Play audio and demonstrate the activity using the
example.
- Play audio again and check answers as a whole
class.
Key: 1- Open your book. 2- hands up .3- hands down
Activity 4: Song practice (Activity 4: Sing on page 6)
5
- Present the song “ Open your book!? Get Ss turn on page 70 to - Listen
read the lyrics in silence, check comprehension and give feedback.
twice.
Activity 5: Controlled & guided practice (Activity 4: Point, say

and do on page 7)
- Tell the class that they are going to read the word - Listen.
boxes, using the pictures
- Show the flash cards on the board. - Read the box number and guess the
number to fill.
- Have them work in pairs. Have St A call out the command and St
B do the action. Then swap roles.
- Set time for Ss to do the task. - Work in pairs
- Get them demonstrate the activity in pairs before checking as a
class. If there is time, ask a student stand up before the class and
say commands, all the class do actions. - Read and answers in pairs
Key: 2- Close your book! , 3 – stand up, 4 – sit down, 5- hands up,
6- hands down .
Activity 6: Free & Survey practice (. Activity 5: Play “Simon
says on page 7)
- Have students look at the example. - Look at the example.
- Tell students they must only follow commands that
- Work in pairs.
starts with "Simon says..."
- Demonstrate the game by giving the students
different commands. If the command starts with
"Simon says…”, students must do the action. If it
doesn’t start with "Simon says," students who do the
action must sit down.
- Have one student come to the front of the class to
be "Simon."
- Swap roles and repeat with a new "Simon."
- Give feedback and comments on the reports and
correct Ss’ mistakes if necessary.
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• Ask students do actions:
- Repeat the content of the
1. Open your book! ,….. lesson.
(Learn about classroom commands and use the commands “Open
your book! – Yes, teacher. to say and answer about the classroom
commands. )
- Listen and take notes.
(Show pride activities in the classroom.)
- Remind students to do exercises in the workbook
(page 4 and 5) and choose part C (page 5) to do first.
And to prepare for the next lesson (getting started ,
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Week …….
GETTING STARTED
LESSON 3 (page: 8 - 9) Period: 5,6
1. review the letters (a -f) from the given alphabet and say it.
2. identify the specific letters from the listening.
3. identify the letter “a,b,d” and correctly pronounce the sound of its to tick or cross
the box.
4. identify the letter “a,b,d, e,f ” to say correctly pronounce the sound of them.
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5. review the letters (g - m) from the given alphabet and say it.
6. identify the specific letters from the listening.
7. identify the letter “m, k, l, i” and correctly pronounce the sound of its to circle.
8. Show the love with the letters by using appropriate gestures and intonation when
talking.
2. LANGUAGE FOCUS.
1. Key terms: The alphabet
- Audios (CD1 – Track 08, 09, 10, 11 - page 8,9),
- The alphabet (Activity A – page 08: E - page 09)
- The alphabet song: https://www.youtube.com/watch?v=75p-N9YKqNo

Activity 1: Warmer
- Sing the “Hello” song (super simple songs) - Let’s sing
Source: (https://www.youtube.com/watch?v=tVlcKp3bWH8
- Tell them that they are going to review about the
letters ( a – m) - Listen
Activity 2: Write the letters. Listen and repeat page 8.
- Tell the class that they are going to complete missing letter, using
the letter in the box on page 8 - Complete missing letter
- Have them read the gapped letter and guess the letter to fill the
gaps. Remind them to focus on the ordered letter in the alphabet to - Read the gapped letter and guess
get the information needed. the letter to fill the gaps.

- Set time for Ss to do the task. - Work in pairs.
- Get them to read their answers in pairs before checking as a class.
Key: c and e - Read their answers in pairs
*Listen and repeat. (CD1 – Track 08

- Check.
- Point to the pictures and say the letters' sounds.
- Play audio. Have students listen and repeat the
letter sounds.
Activity 3: Listen and point. ( page 8).
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- Tell pupils that they are going to listen and point
- Listen and point.
some letter.
- Have students look at the pictures.
- Look at the pictures.
- Demonstrate pointing to the correct letter when you
hear the sound or word. - Listen and point.
- Play audio. Have students point to the correct
picture at the top of the page when they hear the
appropriate sound or word.
- Give feedback and comments and correct Ss’ - Listen and check.
mistakes if necessary.
Activity 4. Put a (  ) or a (  ). Page 8.

- Have students look at the pictures and call out the words - Look at the pictures and
- Demonstrate the activity using the example. call out the words
- Have students put a tick or a cross. - Listen the do along.
- Practise chant in group
- Check answers as a whole class. - Some groups perform
Activity 5: Follow the letters and say the sounds (page 8)

- Have students call out the beginning sounds.
- Call out the beginning
- Demonstrate the activity.
sounds.
- Have students solve the maze with their fingers and - Work in pairs
say the letter sounds as they pass them. - Read and answers in pairs
Activity 6: Write the letters. Listen and repeat ( page 9)
- Tell the class that they are going to complete missing letter, using
the letter in the box. - Look at the example.
- Have them read the gapped letter and guess the letter to fill the
gaps. Remind them to focus on the ordered letter in the alphabet to
get the information needed.
- Set time for Ss to do the task.
- Get them to read their answers in pairs before checking as a class. - Work in pairs.
Key: j and k
- Answers in pairs before

checking as a class
Activity 7: Listen and point (page 9)
- Tell pupils that they are going to listen and point - Listen and point some
some letters. letters.
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- Have students look at the pictures. - Look at the pictures.
- Demonstrate pointing to the correct letter when - Listen
you hear the sound or word.
- Play audio. Have students point to the correct
- Check
appropriate sound or word
- Give feedback and comments and correct Ss’
mistakes if necessary.
Activity 8: Circle the letter.
- Have students look at the pictures and call out the - Look at the pictures and
words. call out the words.
- Demonstrate the activity using the example. - Look and do along
- Have students look at the letters and circle the - Look at the letters and
correct beginning sounds. circle
- Check answers as a whole class. - Check
Activity 9: Play “Board race”.
- Have students look at the example. - Look and do along .
- Divide the class into teams and have one student - Play game.
from each team stand a distance from the board.
- Write two letters on the board and then say a word
beginning with one of their sounds.
- Have the Ss race to the board, touch that letter, and
say the correct letter sound.
- The first student to touch the letter and say the
sound gets a point for their team. Continue with
other students and letters.
1. What have you learnt from the lesson today? lesson.
(Review about letters( a- m) and do the activities )
(Show the love with the letters.)
• Remind students to do exercises in the workbook - Listen and take notes.
and to prepare for the next lesson (Unit 1- Lesson 1
on pages 10).

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UNIT 1: FEELING - LESSON 1 ( A, B , C) (page: 10)
1. identify the feelings from the given words and say it.
2. identify the specific feelings from conversations between Bill and Kim are greeting
each other…
3. use the structures How are you? I’m (fine) . to sing about feelings.
4. show pride in their feelings by using appropriate gestures and intonation when
singing.
2. LANGUAGE FOCUS.
1. Key terms: happy, sad, fine / OK, great
2. Key grammatical structure: How are you? I’m ...
- Textbook: Smart start grade 2: Student’s book page 10
- Audios (Track 12 -page 10),
- The flash cards (Activity A , B – page 10)
- The numbers song “Hello, how are you? ” (Source:
https://www.youtube.com/watch?v=x23rTDl4AMs)
Teacher’s activities Students’ activities

Activity 1: Warmer
- Have students sing the song “Hello, how are you? ” - Let’s sing
- Tell them that they are going to learn about the feelings and how
to ask someone’s feelings then lead them to the new lesson. - Listen
on page 10)
with the audio (page 010) and answer questions to elicit the the audio and answer questions to
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context. elicit the context.
How are you? ( I’m …)
- Ask students to look at card (Activity 1) (page 10) - Look at card then call out
- Take out the flashcards and have students call out them
the answer. - Listen
- Find words
ask students to listen to the tape and repeat.
- Read in choral , individual
- Have students find words in their books.
- Do choral and individual repetition, pointing to the - Listen again.
words speaking.
- Play the recording again for students to listen and
repeat. - Play game
- Play “Slap” game:
Split the class into two teams.
Have them stand in two lines.
Write words (happy, sad, fine/OK, great) on the
board.
Have two students come to the board to face off.
Call out a word (E.g. happy) and have students run
to the board then slap the word. The winner is the
student who slaps the correct word at first
Activity 3: Listening practice Activity 2: Listen and Point ( track
13 on page 10).
feelings.
- Listen.
- Now introduce the situation. Bill and Kim are
greeting each other… - Ask and answer.
- Have students call out question and people they
can answer. - Listen and do along.
example. - Listen and point.
- Play audio and have students listen and point. - Listen and check.
class.
Key: 1- I’m greet. 2- I’m OK .3- I’m sad.
- Present the song “ how old are you? Get Ss turn on page 70 to
read the lyrics in silence, check comprehension and give feedback. - Listen
twice.
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- Show Ss how to mime the song.
- Call on two groups to perform the song. Encourage them to - Listen the do along.
appropriate and meaningful gestures. - Practise chant in group

(Learn about feeling and use the sentence pattern “How old are
you? – I’m…” to ask and answer about the feeling)
(show pride of about their feeling.) - Listen and take notes
and to prepare for the next lesson (Unit 1 , Lesson 2
on pages 12 - 13).
5.Adjust after the lesson:
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UNIT 1 - LESSON 1 ( D, E) (page: 9)
: By the end of the lesson, students will be able to:
1. conduct the dialogue about Bill and his parents, using the sentence patterns: “ This
is my (father)…”
2. practice the sentence pattern “ This is my (father)…” through a classroom game.
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3. show pride in their family members by using appropriate gestures and intonation
when talking.
2. LANGUAGE FOCUS.
1. Key terms: father, mother
2. Key grammatical structure: This is my (mother).
- The flash cards (Activity D- page 9)
- “i-Learn Smart Start” song (https://www.youtube.com/watch?v=rI717_6cOJU)

1. Warm-up(5’) - stand up, listen to the song and make
- Play “i-Learn Smart Start” song and make the gestures.
gestures following the lyrics, have students
stand up and make the gestures.
- Listen.
- - Tell them that they are going to learn about
family members and how to introduce them
2. Controlled & guided practice
Activity 1: Role-play.(15’)
- Point to each person in the pictures and - call out the words
have students call out the words
- Look and do with the teacher.
"father/mother".
- Demonstrate the activity with a student
using the speech bubbles.
- Show a flashcard to the class and have - Practice with their friends.
students practice the structure. E.g. (Teacher
shows a flashcard "mother") This is my
mother. - Role-play
- Repeat the activity with another flashcard.
Role-play:
- Have pairs practice the conversations and
swap roles.
- Have some pairs demonstrate the activity
in front of the class.
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3. Production
Activity 2.Say(10’) - Work in groups of four. Role-play
- Divide the class into groups of four. family members and introduce.
- Have Student A introduce Students C and
D as their family members to Student B,
and have Student B say “Hello!”. Have
Students C and D say “Hello!” to Student
B.
- Swap roles and repeat the activity.
- Have students swap roles and repeat the
- Some groups demonstrate the
activity.
- Have some groups demonstrate the activity
4.Wrap-up & Assignments.(3’)
• - Ask students to answer the following _ Talk about the lesson What have
questions: you learnt.
What have you learnt from the lesson today?

( Learn about how to introduce family
members and use the sentence pattern “This
is my (father). Hello” to introduce and
reply)
(Show love in their family members.) - Listen and take notes.
• - Remind students to do exercises in the
workbook and to prepare for the next lesson
(Unit 1 , Lesson 2 on pages 10 )
5.Adjust after the lesson

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Week 4 Date of preraring :

Octorber 10th 2021
UNIT 1 - LESSON 2
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Period: 3 – A, B, C, D
1. listen and identify the sound /n/
2. identify the letter “Nn” and correctly pronounce the sound of its - “/n/” in the
following words: nut, nose. Write about missing letters in the box.
3. perform a song “This is an ….” in interesting ways, using appropriate and
4. show the love with the letter Nn, sound /n/ by using appropriate gestures and
intonation when listen and clap.
2. LANGUAGE FOCUS.
1. Key terms: Letter Nn, nut, nose
- Cd, TV
- Flash card of letter Nn, nut, nose

1 Activity 1: Warmer
- Sing the “Hello” song - Sing the “Hello” song
(Source: https://www.youtube.com/watch?v=gghDRJVxFxU)
Play “Pass the balls” game
- Give two different colored balls to two students, a - Play game
red ball (ask the question) and a yellow ball (answer
the question).
- Have students listen to music and pass the balls.
- Stop music suddenly.
- Have the student with a red ball make a question
for the child who has yellow ball.
E.g: St with the red ball will ask “How are you?”
The child with the yellow ball will answer his/ her
friend’s question “I’m happy.”.
Activity 2: A. Listen and repeat. Trace.
- Play audio (CD1 - track 15). Have students listen and repeat. - Listen and repeat.
- Demonstrate tracing the letters with your finger. - Tracing the letters with
- Have students work in pairs, stand face to face and
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trace the letters with their fingers. your finger.
- Have some students demonstrate the activity in - Work in pairs.
front of the class - Perform in front of the
class
Activity 3: B.Listen and repeat. Write.
- Play audio (CD1 - track 16). Have students point to the letter as - Listen and point the letter
they hear it.
- Play audio again. Have students listen and repeat.
- Have students trace and write the letters. - Listen and repeat.
- Have some students demonstrate the activity in - Demonstrate the activity in
front of the class. front of the class.
- Play audio again and check answers as a whole class.
- Key: 1- n , 2 – n - Check.
Activity 4. C. Sing
- Present the song . Get Ss to read the lyrics in silence, check - Listen then read the lyrics in
comprehension and give feedback. silence
- Play audio CD1 – Track 17 (activity 3 page 12) for Ss to repeat
- Listen and repeat
each line twice.
- Get Ss to practise chant and miming the song in groups. - Look.
- Call on two groups to perform the song. Encourage them to - Practise chant in groups
appropriate and meaningful gestures. - Two groups to perform the song
Activity 5:D. Listen and clap. - Look and do along
- Clap when they hear the
- Have students stand up.
letter sound
- Have students clap when they hear the letter sound
Activity6 . Wrap-up & Assignments - Talk about the lesson
• Ask students to answer the following questions: What have you learnt.
1. What have you learnt from the lesson today?
(Identify the letter “Nn” and correctly pronounce the sound of
its - “/n/” in the following words: nut, nose)
(Show the love with the letter N n when singing.) - Listen and take notes.
and to prepare for the next lesson.
7.Adjust after the lesson

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Week …….
UNIT 1 - LESSON 2 (page: 13) Period: 4 – E, F, G, H
1. listen and identify the sound /ɒ/
2. identify the letter “Oo” and correctly pronounce the sound of its - /ɒ/ in the
following words: octopus, orange. Write about missing letters in the box.
4. show the love with the letter Oo, sound /ɒ/ by using appropriate gestures and
intonation when listen and hop.
2. LANGUAGE FOCUS.
1. Key terms: Letter Oo, octopus, orange.
- Cd, TV
- Flash card of letter Oo , octopus, orange

- Sing the “Phonics song”
(source: https://www.youtube.com/watch? - Sing the “Hello” song
v=BELlZKpi1Zs)
*Option 1: "What is missing?" game
- Divide the class into teams. - Play game
- Place some flashcards on the board (nut, nose and
some flashcards of previous letters).
- Have students from the teams close their eyes.
- Remove one of the pictures.
- Students have to remember and say the missing
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pictures.
- Give the first team to guess correctly one point.
- The team that gets the most points wins.
- Have students work in pairs, stand face to face your finger.
and trace the letters with their fingers.
- Work in pairs.
- Have some students demonstrate the activity in
- Perform in front of the
front of the class
class
they hear it.
- Key: 1- o , 2 – o - Check.
Activity 4. C. Sing
- Present the song . Get Ss to read the lyrics in silence, check - Listen then read the lyrics in silence
comprehension and give feedback.
- Listen and repeat
each line twice.
- Show Ss how to mime the song. - Look.
- Get Ss to practise chant and miming the song in groups. - Practise chant in groups
- Call on two groups to perform the song. Encourage them to
perform the song with - Two groups to perform the song
letter sound
- Have students clap when they hear the letter
sound
Activity6 . Wrap-up & Assignments - Talk about the lesson What
• Ask students to answer the following questions: have you learnt.
(Identify the letter “Oo” and correctly pronounce the sound of its
– “/ɒ/” in the following words: octopus, orange)
(Show the love with the letter Oo when singing.)
• Remind students to do exercises in the
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workbook and to prepare for the next lesson.

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Week …….
UNIT 1 - LESSON 3 (page: 14) Period: 5 – A, B, C
1. identify the feelings from the given words and say it.
2. identify the specific feelings from conversations between Vinh and his friends.
3. identify the feelings from how other people feel.
4. show pride in their feelings by using appropriate gestures and intonation when play
game.
2. LANGUAGE FOCUS.
a. Key terms: scared, bored, hungry, thirsty
b. Key grammatical structure: (Minh)'s (thirsty).
- Audios (Track 23, 24, and 25 - page 14),
- Sing the “Phonics song”
(source: https://www.youtube.com/watch?v=BELlZKpi1Zs)

Activity 1: Warmer
Sing the “Phonics song” - Sing the “Hello” song
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“Who is faster?” game
- Divide the class into groups.
- Arrange the flashcards on the board. (nut, nose, - Play game
orange, octopus)
- Invite a student from each group to go to the
board.
Teacher says a word and the students run to tap the
right card.
Activity 2: Phonic practice ( activity 1: Listen and point.
Repeat on page 14)
- Tell students that they are going to listen , point and say along - Listen and repeat.
with the audio CD1 - Track 23 (page 14) and answer questions to
elicit the context.
How are you? ( I’m …)
- Look at the cards.
- Ask students to look at card (Activity 1) (page
14)
- Take out the flashcards and have students call out - Call out the answer.
the answer.
- Play the recording more than once, if necessary, - Listen and repeat.
ask students to listen to the tape and repeat.
- Have students find words in their books. - Find words
- Do choral and individual repetition, pointing to - Read and point inchoral,
the words speaking. individual.
- Play the recording again for students to listen and - Listen and repeat.
repeat.
- Point and say
- Change the order of the flashcards, point to
them individually and have students say the words,
correct pronunciation when needed.
- Have students work in pairs, one of them points - Perform in front of the class
to the picture in the book and the other says the
word. - Play game
- Play “Running dictation” game:
Stick some pictures ( happy, sad, angry, scared ) on
the walls in the class.
Have students work in pairs. One runs and find the
pictures around him/ her, then turn back to his pair
and tell what he/ she has seen. E. g. happy His/ Her
friend write down the word he/ she has heard.
Activity 3: 1. Listen and point. (CD1 – Track 24 – page 14)
- Tell pupils that they are going to listen and point
feeling words in the book. - Listen and point feeling words
21
- Now introduce the situation. Vinh is talking in the book.
about his friends’ feeling.
- Have students call out the people they can see. - Listen
- Have students listen and follow. - Call out the words.
- Play audio and demonstrate pointing. - Listen and follow.
- Play audio. Have students listen and point. - Demonstrate the activity in
Key: 1- Long’s bored. 2- Nhi’s thirsty . 3- Vy’s front of the class.
scared. 4- Trang’s hungry.
- Check.
2. Listen and repeat. (CD1 - Track 25)
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
Activity 4: Play the "Pretend" game. page 14
- Have students look at the example.
- Look.
- Have one student come to the front of the class. - Come to the front of the class
- Have that student show an emotion silently. - Show an emotion silently.
- Have the other students try to guess the emotion. - Guess the emotion
- Have students swap roles and repeat. - Swap roles and repeat.
Activity 5: Wrap-up & Assignments - Talk about the lesson What

(Learn about feeling and use the sentence pattern
talk someone about his/ her feeling)
(show pride of about their feeling.)
and to prepare for the next lesson (Unit 1 , Lesson
2 on pages 15).
6. Adjust after the lesson( Điều chỉnh sau tiết dạy)

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UNIT 1 - LESSON 1 ( D, E) (page: 11)
22
By the end of the lesson, students will be able to:
1. ask and answer about the name of Vinh, Linh and Bobby using the sentence
patterns: “ What’s your name? – My name is ….”
2. identify the name from how other people’s answer.
“ What’s your name? – My name is ….”
3. show pride in their name by using appropriate gestures and intonation when
talking.
II. LANGUAGE FOCUS.
a. Key terms: father, mother
b. Key grammatical structure: This is my (mother).
- The flash cards (Activity D- page 9)

Activity 1: Warmer
- Sing “How are you?”(Feelings) song - Sing the “Hello” song
(source: https://www.youtube.com/watch?v=j1QBY35LdfA)
"Musical dictation" game
- Divide the class into teams. - Play game
- Have the teacher write the sentence in wrong order
(E.g. thirsty/Minh’s/.)
- Have each team take out a pencil and a piece of
paper.
- Play some music and have teams pass their pencil
from one student to the next within the group.
- When the music stops, the students who have just
received the pencil write down on their paper what
the teacher has dictated to them.
- Give the first team to write the sentence in correct
order one point.
The team that gets the most points wins.
Activity 2: D. 1. Listen and read. (CD1 – Track 26)
23
- Introduce the situation. - Listen
- Have students call out the people they can see. - Call out the sentences.
- Play audio and have students listen and read. - Listen and read
Activity 3: 2. Listen and repeat. (CD1 - Track 27)
- Have students look at the useful language box. - Look at the pictures.
- Play audio. Have students listen to the useful
language. - Listen and point the letter
"Hot seat" game - Listen and repeat.
- Divide the class into teams. - Demonstrate the activity in
- Have a student from each team sit on the chair front of the class.
facing the classroom with the board behind them.
- Check.
- Teacher writes a word on the board.
- Have the other students describe the word.
Activity 4. E. Play the "Chain" game.
- Have students look at the example. - Listen then read the lyrics in silence
- Divide the class into groups of four. - Listen and repeat
- Have the students stand up.
- Have Student A turn to Student B and ask the - Look.
question, then have Student B answer. - Practise chant in groups
- Next, have Student B turn to Student C and ask the
question, then have Student C answer. - Two groups to perform the song
- Continue until all students have practiced.
- Have some groups demonstrate the activity in front
of the class.
Workbook - page 13
C. Listen and (√) the box.
- Have students look at exercise C page 13, identify
all pictures and guess the answers .
- Play audio. Have students listen and tick the
correct box.
- Have students listen and check the answers.
D. Look, read, and (√) the box.
- Have students look, read and tick the correct box.
E. Look, trace, and draw lines.
- Have students look at the pictures, read the
question and answers, then trace the answers and
draw lines.
Check understanding part C, D, E as a whole class
24
and give the correct answers to the students.
(Identify the letter “Oo” and correctly pronounce the sound of its –
“/ɒ/” in the following words: octopus, orange)
(Show the love with the letter Oo when singing.)
V. Adjust after the lesson( Điều chỉnh sau tiết dạy)

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Octorber 16th 2021
UNIT 2: SHAPES
Period 6: LESSON 1 ( A, B , C)
1. identify the shapes from the given words and say it.
2. identify the specific shapes from conversations between Bill and Sue (setting,
participants, topic) and the sentence pattern What’s shape is it? - It’s (a circle).;
3. Perform the song “What’s shape is it? - It’s a circle” in interesting ways by using
appropriate tone and meaningful gestures;
4. show their love for shapes by using appropriate gestures and intonation when
singing.
2.Language forcus
a.. Key terms: circle, square, rectangle, triangle
b. Key grammatical structure: What shape is it? It's a (triangle).
25
- Audios (Track 28, 29 & 30 -page 16),
- The numbers song “Hello, how are you? ” (source:
https://www.youtube.com/watch?v=9GFEjNL0XXw)
III. TEACHING AND LEARNING PROCEDURE
Activity 1: Warmer
Sing “How are you?” (Feelings) song - Let’s sing
(Source: https://www.youtube.com/watch?v=j1QBY35LdfA)
- Play “Pass the balls” game - Listen
- Give two different colored balls to two students, a
red ball (ask the question) and a yellow ball (answer
the question).
- Have students listen to music and pass the balls.
- Stop music suddenly.
- Have the student with a red ball make a question
for the child who has yellow ball.
E.g Student with the red ball will ask “What’s your
name?” The child with the yellow ball will answer
his/ her friend’s question “My name is (Vinh).”
on page 10)
A. Listen and point. Repeat. (CD1 - Track 28) - Listen , point and say along with the
audio and answer questions to elicit the
- Use some pictures to introduce the shapes (circle, context.
square, rectangle, triangle).
- Have students listen to each new word. - Look at card then call out
- Have students listen to each new word and repeat them
all together and individually. Correct student’s - Listen
pronunciation if necessary.
- Arrange the flashcards on the board, play audio, - Find words
and point to each flashcard. - Read in choral , individual
- Play audio again and have students point to the
numbers in their books. - Listen again.
- Play audio again and have students listen and
repeat.
- Have students work in pairs, one points to the - Play game
shapes and one says the words. Swap roles and
continue.
Play "Heads up. What's missing?" game
- Divide the class into two teams.
26
- Arrange the flashcards on the board and remove
one card when students are not looking.
- One student from each team calls out the missing
flashcard.
Activity 3: Listening practice Activity 2: Listen and Point ( track
19 on page 16).
- Introduce the situation. Bill and Sue are asking and - Listen.
answering about shapes.
- Play audio and have students look at the picture. - Listen.
- Demonstrate the activity by pointing to the new
vocabulary items. - Listen and do along.
- Play audio. Have students listen and point. - Listen and point.
Have students work in pairs and play roles of the
conversations, using all words of part A. - Listen and check.
Key: 1- circle. 2- rectangle.3- triangle
- Present the song “ What shape is it? Get Ss turn on page 70 to
read the lyrics in silence, check comprehension and give feedback. - Listen
twice.
- Get Ss to practise chant and miming the song in groups. - Listen the do along.
perform the song with - Practise chant in group

(Learn about feeling and use the sentence pattern “What shape is
it? – It’s …” to ask and answer about the shapes)
(show pride of about their feeling.) - Listen and take notes
on pages 17).
V.Adjust after the lesson
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UNIT 2: SHAPES - LESSON 1 ( D, E) (page: 17)
28
1. ask and answer about some animals on the lesson, using the sentence pattern What
shape is it? - It’s (a circle).
2. practice the sentence pattern What shape is it? - It’s (a circle) through a classroom
game;
3. show their love for shapes by using their appropriate intonation, facial expressions
and gestures while talking about the shapes.
2. LANGUAGE FOCUS.
a. Key terms: circle, square, rectangle, triangle
III. INSTRUCTIONAL RESOURCES.
- The flash cards (Activity D , E – page 17)
1. Warm-up(5’)
Sing the song “What shape is it?” - stand up, listen to the song
(Source: https://www.youtube.com/watch? and make the gestures.
v=9GFEjNL0XXw)
"Magic finger" game - Play game.
- Have Student A draw a shape with their finger on
Student B's back.
- Have Student B try to guess which shape is.
Have students swap roles and repeat.
2. Controlled & guided practice (Activity 1. Point,
ask and answer on page 17) (15’)
- Divide the class into two teams. - Look and do
- Show a flashcard to the class.
- Have Team A ask the question and Team B answer. - Ask and answer
- Swap roles and repeat. - Swap roles and repeat.
E.g.(Teacher shows a flashcard "circle".)
• Team A: "What shape is it?" - Practice with their friends.
• Team B: "It's a circle."
Point, ask, and answer.
- Divide the class into pairs. - Work in pairs
- Have Student A point to a picture and ask, have
Student B answer.
29
- Swap roles and repeat.
activity in front of the class. - Some pairs demonstrate the
3. Production
Activity 2.Play "Guess the picture”. (10’)
- Divide the class into two teams. - Look and do
- Have a student stand facing away from the board
and stick a flashcard on the board behind them.
- Have someone from the same team ask the student a
question about the flashcard.
- Have the student try to guess the answer without
looking at the flashcard.
- Give that team one point if it's a correct guess.
- Have teams take turns.
"Memory chain" game
- Divide the class into groups. - Works in groups
- Have Student A ask Student B “What shape is it?”
- Have Student B answer the question. - Ask and answer
- Next, have Student B turn to Student C and ask the
question, then have Student C answer using Student
B’s answer with one extra shape.
- Have Student C repeat the question to the next
student, and so on.
- If a student forgets a sentence, the group must start
from Student A again.
- The winning group is the first one to have all
members finish speaking.
• - Ask students to answer the following questions: _ Talk about the lesson What
have you learnt.
( Learn about shapre and use the sentence pattern
“What shapr is it? It’s ……” to introduce and reply)
(Show love in shapes.)
• - Remind students to do exercises in the workbook
on pages 18 ) - Listen and take notes.
30
V.Adjust after the lesson( Điều chỉnh sau tiết dạy)
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Octorber 24 2021
th
UNIT 2 - LESSON 2
Period: 7 – A, B, C, D
1. listen and identify the sound /p/
2. identify the letter “Pp” and correctly pronounce the sound of its - “/p/” in the
following words: pen, penguin. Write about missing letters in the box.
3. perform a song “I have a ….” in interesting ways, using appropriate and
4. show the love with the letter P, sound /p/ by using appropriate gestures and
2. Language focus.
1. Key terms: Letter Pp, pen, penguin
- Cd, TV
- Flash card of letter Pp, pen, penguin
IV. TEACHING AND LEARNING PROCEDURE

1. Activity 1: Warmer
Sing the song “What shape is it?”
(Source: https://www.youtube.com/watch?
- Sing the song and draw
v=9GFEjNL0XXw)
the shapes in the air.
Sing the song and draw the shapes in the air.
- Play game"Stepping stones" game
- Divide the class into four teams.
- Draw a river with some stones across it on the - Play game
board.
- Each team has a symbol to represent each team, e.g.
"triangle”, "circle", …
31
- Have teams play rock, paper, scissors to see which
team goes first.
- For each correct answer, draw or attach the symbol
of the corresponding team to a stone in the direction
of the opposite side of the river.
The first team to cross the river has to write a
sentence with their symbol. (E.g. It’s a circle.)
Activity 2: A. Listen and repeat. Trace. (CD1 - Track 31)
- Use some real thing and pictures to introduce the
letter p and the words. - Introduce letter P.
- Have students listen to each new word.
- Have students listen to each new word and repeat - Listen and repeat.
all together and individually. Correct student’s
- Play audio. Have students listen and repeat. - Tracing the letters with
- Demonstrate tracing the letters with your finger. your finger.
- Have students trace the letters with their fingers, - Work in pairs.
then have them work in pairs and trace the letter for
their friends say it. - Perform in front of the
Have some students demonstrate the activity in front class
of the class.
they hear it.
- Have some students demonstrate the activity in - Demonstrate the activity
front of the class. in front of the class.
- Key: 1- p , 2 – p - Check.
Activity 4. C. Sing
- Present the song . Get Ss to read the lyrics in silence, check - Listen then read the lyrics in
comprehension and give feedback. silence
- Listen and repeat
each line twice.
Activity 5:D. Listen and hop. - Look and do along
- Hop when they hear the
32
- Have students hop when they hear the letter sound letter sound
(Identify the letter “Pp” and correctly pronounce the sound of its -
“/p/” in the following words: nut, nose)
(Show the love with the letter Pp when singing.)
V.Adjust after the lesson
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Week …….
1. listen and identify the sound /q/
2. identify the letter “Qq” and correctly pronounce the sound of its - /q/ in the
following words: queen, question. Write about missing letters in the box.
3. perform a song “This is a ….” in interesting ways, using appropriate and
4. show the love with the letter Qq, sound /q/ by using appropriate gestures and
2. LANGUAGE FOCUS.
1. Key terms: Letter Qq, queen, question.
- Cd, TV
- Flash card of letter Qq, queen, question
33
(Source: https://www.youtube.com/watch?v=BELlZKpi1Zs)
Option 1:
"Guess the word" game
- Divide the class into four teams. - Play game
- Write a word on the board with several or all letters missing.
(E.g. p __ n g __ __ n)
- Have each team take turns calling out a letter.
- Add the missing letters to the word if correctly
guessed.
- Give that team one point if it’s a correct guess.
- Continue until the students guess the word
correctly.
Activity 2: A. Listen and repeat. Trace. (CD1 - Track 35)
- Use some pictures to introduce the letter q and the
words. - Introduce the letter q
- Have students listen to each new word and repeat - Listen
all together and individually. Correct student’s - Listen and repeat
- Play audio. Have students listen and repeat.
- Have students trace the letters with their fingers, your finger.
then have them work in pairs and trace the letter - Work in pairs.
for their friends say it.
- Perform in front of the
Have some students demonstrate the activity in
class
front of the class.
Activity 3: B.Listen and repeat. Write. (CD1 - Track 36)
they hear it.
- Key: 1- q , 2 – q - Check.
Activity 4. C. Sing (CD1 - Track 37)
comprehension and give feedback. - Listen and repeat
each line twice.
- Look.
- Practise chant in groups
34
perform the song with - Two groups to perform the song
letter sound
- Have students clap when they hear the letter
sound
(Identify the letter “Qq” and correctly pronounce the sound of its
– “/q/” in the following words: octopus, orange)
(Show the love with the letter Qq when singing.) - Listen and take notes.

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Week …….
UNIT 3 – REVIEW 1 (page: 20) Period: 5 – A, B
1. Review the related vocabulary items about feeling.
2. Show the pride in their clothes by using appropriate gestures and intonation when
talking.
2. LANGUAGE FOCUS.
1. Key terms: circle, square, rectangle, triangle
2. Key grammatical structure: What shape is it? It's a (triangle).
- Cd, TV
- Flash card of feeling.
35
Activity 1: Warmer
“Seven lives” game
- Draw or stick seven bodies outlines on the board.
- Play game
- Choose a word. Draw one line on the board for
each letter in a word, for example: _ _ _ _ _ _ _
(penguin).
- Have students put up their hands to say a letter, if
the letter is in the word, teacher writes it on the
line. If the letter is not in the word, the teacher
removes one of the bodies from the board.
When students complete the word or lose all seven
lives the game finishes.
Activity 2: Phonic practice ( activity 1: Listen and draw
lines. (CD1 - Track 39)
- Have students look at the pictures and call out the people and
feelings they can see. - Look at the pictures and call
- Play audio and demonstrate the activity using the out feeling
example.
- Listen do along.
- Play audio. Have students listen and draw lines.
Play audio again and check answers as a whole - Listen and draw lines.
class.
Activity 3: B. Play the "Chain" game.
- Works in groups of four
- Divide the class into groups of four.
- Have Student A turn to Student B and ask the - Ask and answer.
question, then have Student B answer.
- Next, have Student B turn to Student C and ask
- Listen and follow.
the question, then have Student C answer.
- Continue until all students have practiced. - Demonstrate the activity in
Have some groups demonstrate the activity in front front of the class.
of the class.
“Ball Circle” game - Play game.
- Divide the class into groups of five. Each group
sits in a circle. Give each group a ball.
- One student asks, “What’s your name?” or “How
are you?” and throws the ball to another student
who has to answer.
- After this student answers, he/she continues
asking a question “How are you?” or “What’s your
36
name?” and throws the ball to another student.
- Continue until every student has had a turn.
• Ask students to answer the following questions: - Talk about the lesson What
1. What have you learnt from the lesson today? have you learnt.
(show pride of about their feeling.)
and to prepare for the next lesson (Unit 2 , review 2
on pages 21).

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UNIT 2 – REVIEW 2 ( A, B) (page: 21)
1. Review the related vocabulary items about shapes.
2. Show love in shapes by using appropriate gestures and intonation when talking.
2. LANGUAGE FOCUS.
a. Key terms: circle, square, rectangle, triangle
- Cd, TV
- Flash card of shapes.
Activity 1: Warmer
- Sing “How are you?”(Feelings) song - Sing the “Hello” song
(source: https://www.youtube.com/watch?v=j1QBY35LdfA)
“Musical chairs” game
37
- Have students sit on their seats.
- Play music and ask them to move around. - Play game
- Take away two chairs and suddenly stop music.
Have students sit on any chairs. The two students
who have no chairs to sit on will make questions and
answers.
E.g.
 Student A: What’s your name?
 Student B: My name is (Vinh).
 Student A: How are you?
 Student B: I’m happy.
Swap roles and continue
Activity 2 A. Listen and circle (A or B). (CD1 - Track 40)
- Have students look at the pictures and call out the
shapes they can see. - Listen
- Play audio and demonstrate the activity using the - Call out the sentences.
example.
- Play audio. Have students listen and circle A or B. - Listen and read
- Play audio again and check answers as a whole - Work in pairs
class.
- Have students work in pairs, practice asking and
answering the questions with the circle shapes.
Activity 3: B. Point, ask, and answer.
- Have Student A point to an object in the classroom
and ask, have Student B answer. - Look , ask and answer
 Swap roles and repeat. - Demonstrate the activity in
- Afterwards, have some pairs demonstrate the front of the class.
Game: “Whisper” - Play game.
- Arrange children into rows of at least six.
- Secretly show a flashcard (shape) to the first child
in each group. This child whispers the word to the
child next to him/her.
- Children continue whispering the word to the child
next to them until the word reaches the final child.
- The final child says the word out loud, and the first
child holds up the flashcard to see whether the word
is correct
Activity5 . Wrap-up & Assignments
(Review the shapes.
38
(Show the love with shapes when talking

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Period 8 : UNIT 3: NUMBERS - LESSON 1 ( A, B , C) (page: 22)
1. identify the numbers from the given word numbers and say it.
2. identify the specific numbers from conversations between Bill and Sue (setting,
participants, topic) and the sentence pattern How many triangles are there? Elevent
triangles.
3. perform the song “How many triangles are there? Elevent triangles. ” in
interesting ways by using appropriate tone and meaningful gestures;
4. show the pride in counting shapes by using appropriate gestures and intonation
when singing.
2. LANGUAGE FOCUS.
a. Key terms: eleven, twelve, thirteen, fourteen, fifteen
b. Key grammatical structure: How many (circles) are there? (Twelve) (circles)
- Audios (Track 41, 42, 43 - page 22),
- Sing the song “What shape is it?”
(Source: https://www.youtube.com/watch?v=9GFEjNL0XXw)
Activity 1: Warmer
Sing the song “What shape is it?” - Let’s sing
39
"Magic finger" game
- Have Student A draw a shape with their finger on
Student B's back and ask, “What shape is it?” - Play game
- Have Student B try to guess what the shape is.
Activity 2: Phonic practice( activity 1: A. Listen and point.
Repeat. (CD1 - Track 41)
- Review numbers from 1 to ten. - Review numbers
- Introduce numbers from 11 to 15. Arrange the
- Listen.
flashcards on the board, play audio, and point to each
flashcard.
- Play audio again and have students point to the - Listen and point.
numbers in their books.
- Play audio again and have students listen and repeat. - Listen and repeat.
- Have students work in pairs, one points to the - Word in pair
numbers and one says the words. Swap roles.
"Heads up. What's missing?" game - Play game.
- Arrange the flashcards on the board and remove one
card when students are not looking.
Have one student from each team calls out the
missing flashcard.
Activity 3: Listening practice Activity 2: B.Listen and point. (CD1
– Track 42) - Look at the picture and
- Have students look at the picture and identify the identify the details of it.
details of it.
- Introduce the situation. Bill and Sue are asking - Listen.
about the number of shapes. - Listen and do along.
- Play audio and have students look at the picture.
- Listen and point.
- Demonstrate the activity by pointing to the new
vocabulary items. - Listen and check.
- Play audio. Have students listen and point.
- work in groups
- Divide the class into two groups, one reads the
question and one reads the answer.
- Work in pairs, point to the
- Have students work in pairs, point to the pictures,
practice asking and answering the questions. pictures,
Key: 1- eleven triangles. 2- fourteen rectangles.
3- twelve circles
Activity 4: Song practice (Activity 4: C. Sing on page 22)
- Present the song “How many triangles are there? Elevent
triangles. Get Ss turn on page 70 to read the lyrics in silence, check - Listen
40
twice.
appropriate and meaningful gestures. - Some groups perform

(Learn about feeling and use the sentence pattern “How many
triangles are there? Elevent triangles.” to ask and answer about
the shapes)
- Listen and take notes
(show pride of about their counting.)
Part E,D on pages 23).
V.Adjust after the lesson:
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UNIT 2: SHAPES - LESSON 1 ( D, E) (page: 23)
1. ask and answer about some shapes on the lesson, using the sentence pattern How
many squares are there? – (Twelve square).
2. practice the sentence pattern How many ….. are there? - ……… through a
classroom game.
while playing game.
2. LANGUAGE FOCUS.
1. Key terms: eleven, twelve, thirteen, fourteen, fifteen
41
- The flash cards (Activity D , E – page 23)
1. Warm-up(5’)
Play “Give Me” game
- Prepares many cards which have number (from 11 to 15)
on the back. Elicit the different flashcards you have. - Play game.
- Then place all the flashcards around the classroom.
- Divide the class into groups of five.
- Give the students one minute to find the cards. Each
group has to find five different cards.
When time is up, the teacher says "Give me number
(twelve)". The student with the (twelve) card should hold
up and repeat the letter or word.
2. Controlled & guided practice. Activity 1-
D. Point, ask and answer. ( 15’)
- Divide the class into two teams. - Look and do along.
- Have Team A ask the question and Team B answer. - Ask and answer
- Swap roles and repeat. - Swap roles and repeat.
E.g.(Teacher shows a flashcard "circle".)
(Teacher shows flashcard "thirteen.") - Practice with their
• Teacher: "triangle" friends.
• Team A: "How many triangles are there?"
• Team B: "Thirteen triangles."
- Have Student A point to a picture and ask, have Student
B answer. - Some pairs
- Swap roles and repeat. demonstrate the activity
- Afterwards, have some pairs demonstrate the activity in
front of the class.
Answer key
1. How many squares are there? Twelve squares.
2. How many balls are there? Fifteen balls.
3. How many pencils are there? Eleven pencils.
4. How many books are there? Thirteen books.
5. How many triangles are there? Eleven triangles.
42
6. How many bananas are there? Fourteen bananas.
7. How many flowers are there? Fifteen flowers.
8. How many cats are there? Twelve cats.9. How many
circles are there? Thirteen circles.
Back - to - back dictation
- Work in pairs
- Divide the class into pairs and have them sit back - to -
back. Give each child a blank sheet of paper and have
them draw number of objects.
- Child A asks: “ How many (squares)? are there?”. Child
B answers: “ (Twelve)(squares).” and child A writes down
the words. Swap the roles.
- Once finished, the two children compare the answers.
3. Production. Activity 2 . E . Look at part D. Play the
"Memory" game.
- Have students look at the example. - Look and do along.
- Divide the class into two pairs. - Work in pairs
- Have Student A look at part D for ten seconds, then close
their books.
- Have Student B ask questions about part D using the
- Ask and answer
useful language from the lesson and have Student A
answer.
- Have students swap roles and repeat.
- swap roles and repeat.
Afterwards, have some pairs demonstrate the activity in
front of the class.
• - Ask students to answer the following questions: _ Talk about the lesson
What have you learnt.
( Learn about shapre and use the sentence pattern “How
many … are there? ” to introduce and reply)
(Show love in shapes.)
• - Remind students to do exercises in the workbook and to
prepare for the next lesson (Unit 2 , Lesson 2 on pages
24 ) - Listen and take notes.

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Week …….
UNIT 2 - LESSON 2 (page: 24) Period: 3 – A, B, C, D
1. listen and identify the sound /n/& /o/
2. identify the letter “Nn”, “ Oo” and correctly pronounce the sound of its - “/n/” , /
o/
3. identify the letter “Nn”, “ Oo” through draw lines from letter N , O to pictures.
4. show the love with the letter N, O, sound /n/. / o / by using appropriate gestures
and intonation when talking.
2. LANGUAGE FOCUS.
1. Key terms: Consolidation
- Cd, TV
- Flash card of letter Nn, On and pictures of nut, octopus, nose, orange
Sing the song of Unit 3 (lesson 1) - Sing the song and draw the
Have students sing and draw shapes in the air. - Play shapes in the air.
game"Tic, tac, toe" game
- Divide the class into four groups.
- Each team divides into pairs.
- Have teams play rock, paper, scissors to see - Play game
which team goes first.
- Have the winning team choose a space, then
one pair from that team go to the board.
- One student will point at the picture or
flashcard and ask “How many …… are there?”
and the other student will answer.
- Have the pair mark that space as theirs if they
use the useful language correctly.
The team that gets three spaces in a horizontal,
vertical, or diagonal line wins the game.
Activity 2: Sing the alphabet song.
44
- Play the alphabet song and have students
listen.
- Play audio again and have students sing the - Listen and sing the song
song.
- Put the flashcards on the board for the letters
in red (A to O). - Work in pairs.
- Point to each flashcard, call out the letter's
name, and have students repeat. - Perform in front of the class
A. Listen and repeat. (CD1 - Track 44)
- Point to the pictures and say the letters' - Look at the pictures
sounds. - Listen and repeat
- Play audio. Have students listen and repeat
the letter sounds.
Activity 3: B. Listen and point. (CD1 - track 45)
- Demonstrate pointing to the correct letter - Look at the pictures.
when you hear the sound or word.
- Play audio. Have students point to the correct - Listen and point the letter
picture at the top of the page when they hear
the appropriate sound or word. - Listen and point.
Have students work in pairs, practice pointing - Demonstrate the activity in
and saying the sounds or the words. Swap front of the class.
roles.
Activity 4. C. Draw lines.
- Have students look at the pictures and call out - Look at the picture and call out.
the things they can see. - Demonstrate
- Demonstrate the activity using the example.
- Look.
- Have students draw lines from the letters to
- Practise chant in groups
the pictures. - Check
Check answers as a whole class.
Activity 5:D. Play “Guess the picture”.
- Have students look at the example. - Look and do along
- Have a student stand facing away from the
board and stick a flashcard on the board behind
them. - Ask and answer.
- Have someone from the same team ask the
student a question about the flashcard.
- Have the student try to guess the answer
without looking at the flashcard.
- Give that team one point if it's a correct
guess.
45
• Ask students to answer the following have you learnt.
questions:
1. What have you learnt from the lesson
today?
(Identify the letter “Nn”, “Oo” and correctly pronounce
the sound of its - “/n/”, /o/
(Show the love with the letter Pp when
singing.)

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__________________________________
Week …….
1. listen and identify the sound /p/& /q/
2. identify the letter “P”, “ Q” and correctly pronounce the sound of its - “/p/” , /q/
3. identify the letter “P”, “ Q” through circle true pictures.
4. show the love with the letter P, Q, sound /p/. / q / by using appropriate gestures and
intonation when talking.
2. LANGUAGE FOCUS.
1. Key terms: Consolidation
- Cd, TV
- Flash card of letter P, Q and pictures
46
Alphabet Line-up - Sing the “Hello” song
 Give each S an alphabet flashcard.
 Play the Alphabet song and have the students
skip around in a circle, singing along to the
song. - Play game
Stop music at random points and the students have to line up in the
correct alphabetical order according to their cards.
“I spy” game
- Divide the class into groups of five.
- Have one student in each group says "I spy with my little eye,
something beginning with letter (n)” . The remain students try to
guess the word (e.g. "nut").
Continue with other students in each group.
Activity 2: A. Listen and repeat. (CD1 - Track 4
- Point to the pictures and say the letters' sounds. - Point and say
- Play audio. Have students listen and repeat the - Listen and repeat
letter sounds. - Perform in front of the
Have some students repeat the letter sounds.
class
Activity 3: B. Listen and point. (CD1 - Track 47)
- Demonstrate pointing to the correct letter when you
hear the sound or word. - Listen and point the letter
- Play audio. Have students point to the correct - Listen and point.
appropriate sound or word. - Demonstrate the activity
Have students work in pairs, practice pointing and
saying the sounds or words. Swap roles
Activity 4. C. Circle the odd one out.
- Have students look at the pictures and call out the - look at the pictures and
words. call out the words.
- Demonstrate the activity using the example. - Demonstrate the activity
- Have students look at the pictures and circle the - Look and circle the odd
odd one out. ( For excellent students, teacher can ask
one out.
them why they choose the odd one out.)
- Check
- Check answers as a whole class.
Activity 5:D. Play "Stepping stones”.
- Have Student A start at letter A and say the first - Do along T
letter sound or word.
- Have Student B start at letter B and say the first
47
Have students take turns saying the letter sounds or
words as they go all the way around.
(Identify the letter “Pp”, “Oo” and correctly pronounce the sound of
its – “/p/, /q/”)
(Show the love with the letter Pp, Qq when talking.) - Listen and take notes.

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Week …….
REVIEW 1 (page: 20) Period: 5 – A, B
1. Review the related vocabulary items about feeling.
2. Show the pride in their clothes by using appropriate gestures and intonation when
talking.
2. LANGUAGE FOCUS.
1. Key terms: circle, square, rectangle, triangle
- Cd, TV
- Flash card of feeling.
Activity 1: Warmer
“Seven lives” game
- Draw or stick seven bodies outlines on the board.
48
- Play game
- Choose a word. Draw one line on the board for
each letter in a word, for example: _ _ _ _ _ _ _
(penguin).
- Have students put up their hands to say a letter, if
the letter is in the word, teacher writes it on the
line. If the letter is not in the word, the teacher
removes one of the bodies from the board.
When students complete the word or lose all seven
lives the game finishes.
Activity 2: Phonic practice ( activity 1: Listen and draw
lines. (CD1 - Track 39)
- Have students look at the pictures and call out the people and
feelings they can see. - Look at the pictures and call
- Play audio and demonstrate the activity using the out feeling
example.
- Listen do along.
- Play audio. Have students listen and draw lines.
Play audio again and check answers as a whole - Listen and draw lines.
class.
Activity 3: B. Play the "Chain" game.
- Works in groups of four
- Divide the class into groups of four.
- Have Student A turn to Student B and ask the - Ask and answer.
question, then have Student B answer.
- Next, have Student B turn to Student C and ask
- Listen and follow.
the question, then have Student C answer.
- Continue until all students have practiced. - Demonstrate the activity in
Have some groups demonstrate the activity in front front of the class.
of the class.
“Ball Circle” game - Play game.
- Divide the class into groups of five. Each group
- One student asks, “What’s your name?” or “How
are you?” and throws the ball to another student
who has to answer.
- After this student answers, he/she continues
asking a question “How are you?” or “What’s your
name?” and throws the ball to another student.
- Continue until every student has had a turn.
49
(show pride of about their feeling.) - Listen and take notes.

and to prepare for the next lesson (Unit 2 , review 2
on pages 21).
6. Adjust after the lesson( Điều chỉnh sau tiết dạy)

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UNIT 3: NUMBER - LESSON 1: page: 22 & 23
I.DESIRED OBJECTIVES:
1. Competences and attribute: By the end of the lesson, students will be able to:
- Identify some numbers (eleven, twelve, thirteen, fourteen, fifteen) from the
recording and the given pictures;
- identify the situations for a conversation between Sue and Bill (setting,
participants, topic)
and the sentence pattern How many traiangles are there? – Eleven triangles
- perform the song “How many traiangles are there? – Eleven triangles”
in interesting ways by using appropriate tone and meaningful gestures;
- ask and answer about some numbers, using the sentence pattern “How many
traiangles are
there? – Eleven triangles”
- practice the sentence pattern How many ….. are there? – Eleven …….”
through a
classroom game.
- show their love for numbers by using their appropriate intonation, facial
expressions and gestures while talking about the numbers.
2. Language focus.
a. Key terms/ Vocabulary
numbers: eleven, twelve, thirteen, fourteen, fifteen
50
b. Key grammatical structure(s)/ sentence patterns
What’s that? - It’s…(a pig).
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.22,23
- Situational pictures and activity pictures on page 22,23
- Pictures of numbers (eleven, twelve, thirteen, fourteen, fifteen)
- CD1, Tracks 41, 42, 43 (Activities A,B,C)
- Song lyrics printed on page 70.
- Sing the song “What shape is it?”
(Source: https://www.youtube.com/watch?v=9GFEjNL0XXw
III. TEACHING AND LEARNING PROCEDURE.
Sing the song “What shape is it?” - Sing the “Hello” song
"Magic finger" game
- Have Student A draw a shape with their finger on - Play game
Student B's back and ask, “What shape is it?”
- Have Student B try to guess what the shape is.

Activity 2: A. Listen, point and repeat. (CD1 - Track 41)
- Point to the pictures and say the letters' sounds. - Point and say
- Play audio. Have students listen and repeat the letter - Listen and repeat
sounds. - Repeat the letter sounds.
- Have some students repeat the letter sounds. - Play game.
- Play game: "Heads up. What's missing?" game
+ Divide the class into two teams.
+ Arrange the flashcards on the board and remove
- Have one student from each team calls out the

missing flashcard.
Activity 3: B. Listen and point. (CD1 - Track 42)
 - Have students look at the picture and identify the - Look at the pictures.
details of it.
 - Introduce the situation. Bill and Sue are asking
about the number of shapes. - Listen and point the
 - Play audio and have students look at the picture. letter
51
 - Demonstrate the activity by pointing to the new - Listen and point.
vocabulary items.
 - Play audio. Have students listen and point. - Demonstrate the activity
 - Divide the class into two groups, one reads the in front of the class.
question and one reads the answer. - Works in groups
- Have students work in pairs, point to the pictures,
practice asking and answering the questions.
- work in pairs
Activity 4. C. Sing
- Have students turn to page 70. - Call out the words.
- Play audio and have students listen. - Listen.
- Read the lyrics and do actions following them. - Demonstrate the activity
Play audio and have students listen, sing along, and - Sing and do the action.
do the actions.
Activity 5:D. . Point, ask and answer.
- Divide the class into two teams. - Work in pairs
- Show a flashcard to the class. - Do along T
- Have Team A ask the question and Team B answer.
E.g. (Teacher shows a flashcard "circle".)
(Teacher shows flashcard "thirteen.")

• Teacher: "triangle"
• Team A: "How many triangles are there?"
• Team B: "Thirteen triangles." - Work in pairs
Point, ask, and answer. - Point, ask and answer
 Divide the class into pairs.
 Have Student A point to a picture and ask, have
Student B answer.  Demonstrate the
 Swap roles and repeat. activity in front of
 Afterwards, have some pairs demonstrate the the class.
Answer key
1. How many squares are there? Twelve squares.
2. How many balls are there? Fifteen balls.
3. How many pencils are there? Eleven pencils.
4. How many books are there? Thirteen books.
5. How many triangles are there? Eleven triangles.
6. How many bananas are there? Fourteen bananas.
7. How many flowers are there? Fifteen flowers.
8. How many cats are there? Twelve cats.
52
9. How many circles are there? Thirteen circles.
Activity 6:Look at part D. Play the "Memory" game.
- Have students look at the example. - Look at T
- Divide the class into two pairs.
- Work in pairs
- Have Student A look at part D for ten seconds, then
close their books.
- Have Student B ask questions about part D using the useful
language from the lesson and have Student A answer.
- Have students swap roles and repeat. - Demonstrate the activity
Afterwards, have some pairs demonstrate the activity in front of the class.
Activity6 . Wrap-up & Assignments
1. What have you learnt from the lesson today? - Talk about the lesson
(- Identify some numbers (eleven, twelve, thirteen, fourteen, fifteen) What have you learnt.
(show their love for numbers when talking.)
and to prepare for the next lesson. - Listen and take notes.
IV. AJUSTMENTS AFTER LESSON. ( Điều chỉnh sau tiết dạy)

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UNIT 3: NUMBERS - LESSON 3( A, B , C) (page: 26)

Period 9
1. Competences and attribute: By the end of the lesson, students will be able to:
1. identify the numbers from the given word numbers and say it.
53
2. identify the specific numbers from Vinh’s introduce and the sentence pattern
There are seventeen circles. ……..
3. use the structures There are seventeen circles to talk about numbers.
when talking.
2. Language focus.
a. Key terms: sixteen, seventeen, eighteen, nineteen, twenty
b. Key grammatical structure: There are (sixteen) (triangles).
- Audios (Track 48, 49, 50 - page 26),
- The flash cards (Activity A– page 26)
Activity 1: Warmer. Alphabet Wave
- Divide the a-z flashcards among all your
students. - Play game
Put students in a line and play the ABC song. As
it plays each student must hold up their
corresponding alphabet flashcard.
"Pictionary" game
- Divide the class into teams.
- Have a student from each team stand at the
board with a marker, a piece of chalk and tell
them something to draw, e.g. "octopus"
- Have teams try to guess what the student from
their team is drawing.
- Repeat with different students.
Activity 2: A. Listen and point. Repeat. (CD1 - Track 48)
- Arrange the flashcards on the board, play
audio, and point to each flashcard. - Review numbers
- Play audio again and have students point to the - Listen.
- Listen and repeat.
repeat.
"Guess" game
- Arrange the flashcards on the board and write a
54
number under each card. - Play game.
- Have students look at the flashcards for the
count of ten. Turn the flashcards over to face the
board when the students are not looking.
- Call out a number and have students take turns
to guess the face-down card. Turn the card over
after each guess.
Activity 3. Listen and point. (CD1 – Track 49)
- Have students call out the shapes they can see. - Look and call out the shapes.
- Have students listen and follow. - Listen.
- Play audio and demonstrate pointing. - Listen and point.
- Play audio. Have students listen and point. - Work in pairs, point to the
- Have students work in pairs, one says the
pictures,
sentences and one points to the correct pictures.
Swap roles.
Activity 4: Listen and repeat. (CD1 - Track 50)
- Have students look at the useful language box. - Look at the useful language
- Play audio. Have students listen to the useful box.
language. - Listen the do along.
- Have students practice the useful language. - Practise
Activity 5: C. Play “Stepping stones”.
- Divide the class into pairs. - Words in pairs
- Have Student A start at A and say the first - Do along T
sentence.
- Have Student B start at B and say the first
sentence.
- Have students take turns saying the sentences
as they go all the way around.
(Learn about numbers and use the sentence pattern “There are
…..” to talk about the numbers)
(show pride of about their numbers.) - Listen and take notes
workbook and to prepare for the next lesson
(Unit 3 , Lesson 1
Part E,D on pages 27).
55
IV. AJUSTMENTS AFTER LESSON.
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Week:
Date of teaching:
Period
UNIT 4: ANIMALS
Lesson 1: Period: 1,2
1. Identify some farm animals (duck, goat, pig, cow) from the recording and the
given pictures;
2. identify the situations for a conversation between Sue and Bill (setting,
participants, topic) and the sentence pattern What’s that? - It’s (a goat).;
3. Perform the song “What’s that?” in interesting ways by using appropriate tone
and meaningful gestures;
4. ask and answer about some animals on the farm, using the sentence pattern
What’s that? - It’s (a goat).
5. practice the sentence pattern What’s that? - It’s (a goat) through a classroom
game;
6. Show their love for farm animals by taking care of the animals and using their
appropriate intonation, facial expressions and gestures while talking about the
animals.
2. LANGUAGE FOCUS.
a. Key terms: duck/ goat/ pig / cow
56
b. Key grammatical structure: what’ s that? It’s a .........
- Student’s book, p.28, 29.
- Situational pictures and activity pictures on page 28, 29
- Pictures of animals (mouse, cat, goat, dog, bird, duck, pig, cow)
- CD1, Tracks 53, 54, 55 (Activities A,B,C)
- Song lyrics printed on page 70.
- Web link: https://www.youtube.com/watch?v=_6HzoUcx3eo
Activity 1: Warmer
- Have students sing the song “ Old Mac Donald Had a Farm” - Let’s sing
(source )
https://www.youtube.com/watch?v=_6HzoUcx3eo” - Listen
- Tell them that they are going to learn about the farm animals
2. Activity 2: Phonic practice( activity 1 listen and point. Repeat
on page 26)
- Tell students that they are going to listen , point and say along - Listen , point and say along with the
with the audio (page 26) and answer questions to elicit the context. audio and answer questions to elicit the
context.
what’ s that? It’s a .........
- Ask students to look at card (Activity 1) (page 26)
- Take out the flash cards and have students call out
them
the answer.
- Listen
ask students to listen to the tape and repeat. - Find numbers
- Have students find animals in their books. - Read in choral , individual
- Do choral and individual repetition, pointing to the
letter speaking. - Listen again.
- - Play the recording again for students to listen and
repeat.
page 4.
some animals.
- Review the story from the previous lesson "The - Play game.
class was playing game “ slap”
Now introduce the situation “Bill and Sue are asking
- Call out the animals.
and answering about animals.”
57
- Have students call out animals they can see. - Listen and read
- Have students listen and read
- Listen.
example. - Listen and point.
- groupwork
- Have students work in groups of three. One is Sue,
one is Bill and one listens to their friends then point.
4. Activity 4: Song practice (Activity 4: Sing on page 26)
- Present the song : what’s that? - Listen
twice.
- Get Ss to practise chant and miming the song in groups. - Listen the do along.
perform the song with - Practise chant in group
Activity 5: Controlled & guided practice (Activity 4: Point, ask

and answer on page 27)
- Tell the class that they are going to ask and answer about
animals, using even cues in the pictiures.
- Divide the class into pairs. - Teacher – Whole class/ pair work

Student B answer.
Answer key
1. What's that? It's a goat.
2. What's that? It's a bird.
3. What's that? It's a mouse......
Activity 6: Free & Survey practice (. Activity 5: Play “Pretend
game on page 27)
 Have students look at the example.  Teacher – Whole class/ individuals
 Have one student come to the front of the class. .
58
 Have that student pretend to be an animal silently
and ask the question.
 Have the other students try to guess the animal.
(Learn about farm animals and use the sentence pattern “What's lesson.
that ? It's a...” to ask and answer about the animals)
(show the love for their animals.)
and to prepare for the next lesson (getting started ,
VI.Adjust after the lesson:

…………………………………………………………………………………………
Week:
Date of teaching:
Period
TEXTBOOK: SMART START GRADE 2
UNIT 4: ANIMALS
Lesson 2: period 3,4
1. listen and identify the sound /r/ and /s/
59
2. identify the letter “Rr” “Ss” and correctly pronounce the sound of them - “/n/” and
“/s/”
in the following words: rabbit, robot, sea,sun. Write about missing letters in the box.
3. perform a song “I have a ….” “This is the ...” in interesting ways, using appropriate
and meaningful gestures.
4. show the love with the letter Rr, sound /r/ and Ss sound /s/ by using appropriate
gestures and intonation when listen and clap.
2. Language forcus.
1. Key terms: Letter Rr, Ss: rabbit, robot, sea,sun
- Cd, TV
- Flash card of letter Rr, Ss rabbit, robot, sea,sun
Sing the song “Old Mac Donald Had a Farm”.(Source: - Sing the “Old Mac Donald Had a
https://www.youtube.com/watch?v=_6HzoUcx3eo) Farm” song
“Board Scramble” game

 Divide the class into four teams. - Play game
 Place flashcards / pictures on the board and give students ten - Teacher – Whole class/ groupwork
seconds to memorize.
 Swipe the flashcards / pictures over, then, scramble them but

slow enough that students can see them.
 Have students from four teams go to the board.

 The teacher chooses one flashcard / picture and asks,
“What’s that?”
 The first student who answers correctly will get

one point for his/her team. E.g. It’s a (bird).
 The team that gets the most points win.

- Demonstrate tracing the letters with your finger. - Tracing the letters with your
- Have students work in pairs, stand face to face finger.
and trace the letters with their fingers.
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- Have some students demonstrate the activity in - Work in pairs.
front of the class - Perform in front of the class

- Play audio (CD1 - track 56,60). Have students point to the letter - Listen and point the letter
as they hear it.
- Key: 1- r , 2 – r , 3 - s , 4 - s - Check.
Activity 4. C. Sing
- Listen and repeat
- Play audio CD1 – Track 58,62 for Ss to repeat each line twice.
Activity 5:D. Listen and clap/ Listen and jumb - Look and do along
- Clap when they hear the letter
sound
- Have students clap/jumb when they hear the letter
sound
Activity 6 . Wrap-up & Assignments - Talk about the lesson What
(Identify the letter “Rr” “Ss” and correctly pronounce the sound
of them - “/n/” and “/s/” the following words: rabbit, robot,
sea,sun
2. What’re the core values of the lesson? - Listen and take notes.
(Show the love with the letter “Rr” and “Ss” when singing.)
…………………………………………………………………………………………
Week:
Date of teaching:
Period
61
UNIT 4: ANIMALS
Lesson 3 : review 3 : period 5,6
1. Review the related vocabulary items about numbers
2. Show love in numbers by using appropriate gestures and intonation when

talking.
2. Language forcus.
a. Key terms: from ten to twenty
b. Key grammatical structure: How many balls are there ? twelve balls
- Cd, TV
- Flash card of numbers.

Sing “numbers song”.(Source: https://www.youtube.com/watch? - Sing the “numbers song”
v=EwIOkOibTgM)
“Mingle” game
 Prepares some flashcards or pictures and sticks

- Play game
them on the board.
- Teacher – Whole class/ groupwork
 Play some music and encourage students to
dance or walk around.
 Stop music suddenly. Have each student find a
62
partner.
 One student points at one picture and asks, “How
many birds are there?” and the other answers.
 Have students swap roles.
 Play music and continue in this way.
Activity 2: A. Listen and (√) the box. (CD1 - Track 64)
 Have students look at the pictures and call out
the animals and shapes they can see.  Teacher – Whole class/ individuals/
 Play audio and demonstrate the activity using the pair work
example.
 Play audio. Have students listen and tick the box
 Have students change their books together.
Play audio again and check answers as a whole class.
Activity 3: B. Play “Magic Finger”.
 Have students look at the example.

 Divide the class into pairs.
 Have Student A write a number with their finger  Teacher – Whole class/ pair work
on Student B's back and ask, e.g. “How many

balls are there?”
 Have Student B try to guess which number it is
and answer, e.g. “Twelve balls.”.
Game : "Inside the bag" game
 Teacher prepares some cards (about 10 cards),
writes out numbers on one side and
things/objects on the other side, then, put them in  Teacher – Whole class/ pair work
four bags. Give each team a bag.
 Divide the class into four teams.
 Divide each team into pairs.
63
 Have each pair come to the front of the class and
choose a card from the bag.
 Have one student asks, “How many (erasers) can
you see?” and the other answers. Swap roles.
The first team to ask and answer correctly wins.
Activity 6 . Wrap-up & Assignments - Talk about the lesson What
have you learnt.
(Review the number.

(Show the love with numbers when talking

…………………………………………………………………………………………
*******************************************
Week:
Date of teaching:
Period TEXTBOOK: SMART START GRADE 2
UNIT 4: ANIMALS
Lesson 3 : review 4
1. Review the related vocabulary items farm animals.
2. Show love in farm animals by using appropriate gestures and intonation when
talking.
2. LANGUAGE FOCUS.
1. Key terms: mouse, cat, goat, dog, bird, duck, pig, cow
64
2. Key grammatical structure: What's that? It's a.........
- Cd, TV
- Flash card of farm animals.

Sing “farm animals song”.(Source: - Sing the “farm animals song”
https://www.youtube.com/watch?v=EwIOkOibTgM)
“Ball Circle” game
 Divide the class into groups of four. Each group

- Play game
 Prepares some pictures then gives each group at
least one picture.
 One student points at the picture and asks, “How
many …… are there?” and throws the ball to
another student who answers. This student then
asks, “How many …… are there?” and throws
the ball to another student.
 Continue until every student has had a turn.
A. Listen and circle (A or B). (CD1 - Track 65)

 Teacher – Whole class/ individuals/
the animals they can see. pair work
 Play audio and demonstrate the activity using the
example.
 Play audio. Have students listen and circle A or
B.
65
 Play audio again and check answers as a whole
class.
B. Play “Board Race”.
 Divide the class into teams and have one student

 Teacher – Whole class/ pair work
 Stick two flashcards on the board and then say
one of them.
 Have the students race to the board, touch that
flashcard and say the correct sentence.
 The first student to touch the flashcard and say
the sentence gets a point for their team.
 Continue with other students.  Teacher – Whole class/ pair work
“Drawing” game
 Teacher – Whole class/ pair work
 One student draws an animal on a sheet of paper.
 Then the partner answers the question.
 Swap roles and repeat.
 Go around the classroom while the students are
doing the task to provide any necessary help.
E.g.
 Student 1: What's that?
Student 2: It’s a cow.
Activity 6 . Wrap-up & Assignments

- Talk about the lesson What
(Review the farm animals.
66
(Show the love with farm animals when talking
…………………………………………………………………………………………
………………………………………………………………………………………….
………………………………………………………………………………………
Week:
Date of teaching:
Period
UNIT 5: FREE TIME ACTIVITIES
Lesson 1 (A,B,C)
I.DESIRED OBJECTIVES.
1.Competece and attribute.
By the end of the lesson, students will be able to
1.identify some games including soccer, tag, hopscotch and hide-and-seek.
2. ask friends to play games using sentence pattern Let’s play…
3. perform the song in an interesting way, using appropriate and meaningful
gestures.
4. show the love of games and spend more time to play games with friends and
family members.
2. Language focus.
a. Key term: soccer, tag, hopscotch, hide-and-seek
b. Key grammatical structure: Let's play (soccer). OK
-students’ book and teacher’s book
-class CDs, flashcards
-projector, TV.
III. TEACHING PROCEDURE.
1.Warm-up (7’)
Sing “What’s this? What’s that?” song -Follow teacher’s
(source: https://www.youtube.com/watch? request.
v=UKNiCMrd3nU)
67
“Hot Potato” game
 Prepare some pictures or flashcards and sticks them
on the board. -Teacher – whole class/
 Point to a picture and asks, “What’s that?” individuals
 Get a soft ball and throw it to a student.
 He / She must answer then throw the ball to the other
student which has to answer the following question.
 Continue the game to the end.
2. Language input. (10’)

Activity A. Listen and point. Repeat. (CD1 - Track 66)
-Use some pictures to introduce the new words
(soccer, tag, hopscotch, hide and seek). Ask students if
they know about the games and help them understand
how to play.
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio, and -Teacher – whole class/
point to each picture in their books. individuals/ pair work
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to
the picture in the book and the other says the word.
"Guess" game
 Arrange the flashcards on the board and write a
number under each card.
 Have students look at the flashcards for the count of -Teacher – whole class/
ten. Turn the flashcards over to face the board when individuals
the students are not looking.
 Call out a number and have students take turns to
guess the face-down card. Turn the card over after
each guess.
2. Listening practice. (5’)
Activity B. Listen and point. (CD1 – Track 67) (5’)
 Have students look at the picture and identify the
details.
 Introduce the situation: “The children are playing -Teacher – whole class/
together.” groupwork
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing to the new
vocabulary items.
 Play audio. Have students listen and point.
3. Song practice. (5’)
Activity C. Sing. (CD1 – Track 68) -Teacher – whole class
68
 Have students turn to page 70.
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and
do the actions.
"Pretend" game (5’) -Teacher – whole class/
 Put flashcards in a bag. (soccer, tag, hopscotch, hide groupwork
and seek)
 Have one student come to the front of the class and
choose an action from the bag then do an action
silently.
-Teacher – whole class/
 Have the other students try to guess the what the
individuals/ pair work
action is and call it out.
E.g. Play soccer.
 Give the first team to guess correct one point.
- Ask students to answer the following questions:
 1. What have you learnt from the lesson today? -Teacher – whole class/
(soccer, tag, hopscotch, hide-and-seek, using the groupwork
sentence patterns “Let’s play…)
2. What’re the core values of the lesson? (spend
more time toplay games with friends and family
members)
IV. ADJUST AFTER THE LESSON
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………….
Week:
Date of teaching:
Period:
69
Lesson 1 (D,E)
1.Competence and attribute.
1.conduct a dialogue with friends, using sentence pattern Let’s play….
2. ask friends to play different games using sentence pattern Let’s play…
3. show the love of games and spend more time to play games with friends and
family members.
2. Language focus.
a. Key term: soccer, tag, hopscotch, hide-and-seek
b. Key grammatical structure: Let's play (soccer). OK
-projector, TV.
III. TEACHING PROCEDURE.
1.Warm-up (5’) -Teacher – whole class
Sing Hopscotch with Numbers song
( source: https://www.youtube.com/watch?v=aTB-
6KlYPg8 )
"Flashcard walk" game (5’) -Teacher – whole class/
 Divide the class into four teams. groupwork
 Place flashcards (soccer, tag, hopscotch, hide and
seek) on the classroom floor.
 Have students from each team come up the front.
 Play some music and have the students walk around
the flashcards.
 Stop the music and say a word.
 Have the students pick up the correct flashcard then
run to the board and write down (E.g. Let’s play
(soccer).).
 Give the first team to pick and write the correct
number one point.
 The team that gets the most points wins.
2. Controlled and guided practice. (10’)

Activity D. Point and say.
 Divide the class into two teams. -Teacher – Whole class/
 Show a flashcard to the class. groupwork
 Have Team A say the statement and Team B
70
respond.
 Swap roles and repeat. -Teacher – Whole class/
E.g. groupwork
(Teacher shows a flashcard "tag".)
• Team A: "Let's play tag."
• Team B: "OK." Answer key
Point and say. 1. Let's play soccer. –
 Divide the class into pairs. OK.
 Have Student A point to a picture and Student B say 2. Let's play tag. – OK.
a statement. Have Student A respond. 3. Let's play hide and
 Swap roles and repeat. seek. – OK.
 Afterwards, have some pairs demonstrate the 4. Let's play hopscotch.
activity in front of the class. – OK
3. Production. (10’)
Activity E. Play the "Chain" game.
 Divide the class into groups of four. -Teacher – whole class/
 Have the students stand up. groupwork
 Have Student A turn to Student B and say a
statement, then have Student B respond.
 Next, have Student B turn to Student C and say a
statement, then have Student C respond.
 Continue until all students have practiced.
 Have some groups demonstrate the activity in front
of the class.
4. Wrap up (5’)
(soccer, tag, hopscotch, hide-and-seek, using the
sentence patterns “Let’s play…)
2. What’re the core values of the lesson? (spend -Teacher – Whole
more time toplay games with friends and family class/ pair work
members)
IV. ADJUST AFTER THE LESSON.

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………
71
Week:
Date of teaching:
Period: 1
Lesson 2 (A,B,C,D)
1.identify and pronounce sound /t/ correctly
2. identify 2 words tiger, top which start with letter t.
gestures.
4. clap when students hear /t/ sound.
5. show the love with the letter t, sound /t/ by using appropriate gestures and
2. Language focus.
Key term: Tt, tiger, top
-projector, TV.
1.Warm-up
Sing “Hide- and-seek” song  Teacher – Whole
(Source: https://www.youtube.com/watch? class
v=Tt_S9qoupAk)
“Chalkboard Fun” game

 Divide the class into four teams.  Teacher – Whole
 Each student takes out a small chalkboard, rag and class/ groupwork
a piece of chalk.
 The teacher prepares some flashcards or pictures
and sticks them on the board.
 The teacher points at the picture or flashcard then
gives the students fifteen seconds to write down
the sentences matching with the given word or
flashcard. (E.g., Let’s play (soccer).)
 When the time is up, all the students hold up the
chalkboards.
72
 Give the team which has all the correct answers
one point.
2. Language input. Activity 1. Listen and repeat.

(CD1 - Track 69)
Alphabet Wave  Teacher – Whole
 Divide the a-z flashcards among all your students. class
 Put students in a line and play the ABC song. As
it plays each student must hold up their
 Play audio. Have students listen and repeat.
 Demonstrate tracing the letters with your finger.
 Have students trace the letters with their fingers.  Teacher – Whole
 Have some students demonstrate the activity in class/ individuals/
front of the class. pair work
3. Controlled practice. Activity 2. Listen and  Teacher – Whole

repeat. Write. (CD1 - Track 70) class/ groupwork
 Have students look at the pictures.
 Demonstrate the activity.
 Play audio. Have students point to the letter as they
hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in
front of the class.
4. Song practice. Activity 3. Sing. (CD1 - Track  Teacher – Whole class
71)
 Have students look at the lyrics.
 Play audio and have students listen, sing along,
and do the actions.
 Have students make a new verse with the word
"top" and sing along the same melody as the first
one.
5. Production. Listen and clap. (CD1 - Track 72)  Teacher – Whole class
 Demonstrate the activity.
 Have students stand up.
 Have students clap when they hear the letter
sound.
73
6. Wrap up and Asignments.
 Ask students to answer the following questions: - Students listen, repeat.
(letter t, sound /t/, tiger, top)
2. What’re the core values of the lesson? (show the
love of letter t)
IV. ADJUST AFTER LESSON.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………….
______________________________________________________
Week:
Date of preparing:
Period: 2
Lesson 2: Uu
1.identify and pronounce sound /ʌ/ correctly
2. identify 2 words umbrella, uncle which start with letter u.
gestures.
4. clap when students hear /ʌ/ sound.
5. show the love with the letter u, sound /ʌ/ by using appropriate gestures and
2. Language focus.
Key term: Uu, umbrella, uncle.
-projector, TV.
1.Warm-up
74
Alphabet Line-up
 Give each students an alphabet flashcard.
 Play the Alphabet song and have the students skip  Teacher – whole
around in a circle, singing along to the song. class
 Stop music at random points and the students have to
line up in the correct alphabetical order according to
their cards.
“Hangman” game
 Split the class into two teams.
 Draw the hangman board and draw blank spaces
( e.g. _ _ _ _ _) for the word the teacher wants them
to guess.  Teacher – Whole
 Have each team guess a letter. If they guess it class/ groupwork
correctly then they get one point for each letter in the
word. If they get it wrong then draw a head, body, 2
legs and 2 arms.
 When the teacher draws all the parts of body the
game is over and the teacher starts a new game.
 The winner is the one with the most points at the end
of the last puzzle.
Trace. (CD1 - Track 73)
 Have students look at the pictures.  Teacher – Whole
 Point to the pictures and say the letters' sounds. class/ individuals
 Play audio. Have students listen and repeat the letter
sounds.
3. Controlled practice. Activity 6. Listen and repeat.
Write. (CD1 - Track 74)
 Have students look at the pictures.  Teacher – Whole
 Demonstrate pointing to the correct letter when you class
hear the sound or word.
 Play audio. Have students point to the correct picture
at the top of the page when they hear the appropriate
sound or word.
4. Song practice. Activity 7. Sing. (CD1 - Track 75)
 Have students look at the lyrics.
 Play audio and have students listen, sing along, and  Teacher – Whole
do the actions. class
 Have students make a new verse with the word
"uncle" and sing along the same melody as the first
one.
75
5. Production. Activity 8. Listen and hop. (CD1 -
Track 76)
 Demonstrate the activity.  Teacher – Whole
 Have students stand up. class
 Have students hop when they hear the letter sound.
6. Wrap up and Assignments.
Ask students to answer the following questions:
1. What have you learnt from the lesson today? (letter  Students listen,
t, sound /ʌ/, umbrella, uncle) repeat.
love of letter u)
- Remind students to do exercises in the workbook and
to prepare for the next lesson.
IV. ADUSTMENTS AFTER LESSON.

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………….
___________________________________________________________
Week:
Date of preparing:
Period: 1
Lesson 3- ABC
1.identify some activities that they can do in free time: ride my bike, read books,
listen to music, eat snacks.
2. identify activities on weekends by listening the audio and repeat.
gestures.
4. show the love of activities and spend more time to do activities with friends and
family members in free time.
2. Language focus.
Key term: ride my bike, read books, listen to music, eat snacks
Key grammatical structure: I (read books).
76
-projector, TV.
1.Warm-up  Teacher – whole
Alphabet Line-up class
 Play the Alphabet song and have the students skip
around in a circle, singing along to the song.
 Stop music at random points and have the students
line up in the correct alphabetical order according to
their cards.
“Concentration” game
 Prepare many cards, some have letter “t” or “u” on
their backs, some have the word “tiger” or
“umbrella” on their backs.
 Stick prepared cards on the board (stick the cards  Teacher – Whole
which have letters on one side and the words on the class/ groupwork
other side) and don’t allow students see their backs.
 Students take turns in turning over 2 cards (saying
the cards aloud).
 If the cards match, then the student keeps the cards.
If the cards are different, the student sticks the cards
back on the board in their original places.
 Continue with other students.
 The team that gets the most cards wins.
“Guess” game
 Arrange the flashcards on the board and write a
number under each card.
 Have students look at the flashcards for the count of - Teacher – Whole
ten. Turn the flashcards over to face the board when class/ individuals/ pair
the students are not looking. work
 Call out a number and have students take turns to
guess the face-down card. Turn the card over after
each guess.
2.Language input. Activity B. 1. Listen and point.
(CD1 – Track 78)
 Have students call out the activities they can see.  Teacher – Whole
77
 Have students listen and follow. class
 Play audio and demonstrate pointing.
 Play audio. Have students listen and point.
3. Controlled practice. Activity 2. Listen and

repeat. (CD1 - Track 79)
 Have students look at the useful language box.
 Play audio. Have students listen to the useful - Teacher – Whole
language. class/ pair work
 Have students work in pairs and practice the useful
language.
4. Production. Activity C. Play the "Pretend" game.
 Have one student come to the front of the class.
 Have that student do an action silently. - Teacher – Whole
 Have the other students try to guess the action. class/ individuals
 Continue the game as the same way.
 Ask students to answer the following questions:
(some activities in free time: ride my bike, read - Students listen and
books, listen to music, eat snacks ) repeat.
2. What’re the core values of the lesson? (love
activities and spend more time to do free time
activities)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………
__________________________________________________
Week:
Date of teaching:
Period: 2
Lesson 3
78
1.identify the context, participant and topic in given picture.
2. conduct the dialogue about important events: New Year, Christmas by playing
roles.
3. show the love and pride of events and spend more time with friends and family
members .
2. Language focus.
Key term: Happy New Year, Merry Christmas.
-projector, TV.
1.Warm-up
We Wish You a Merry Christmas.
(source: https://www.youtube.com/watch?
v=hNkvV4PR-q0 )
Happy Birthday - Teacher – Whole
(source: https://www.youtube.com/watch? class
v=90w2RegGf9w)
 Play the songs and have students listen to them.
Ask students if they know when do people sing these
songs.
"Whispering" game
 Have students from each team stand in a line.
 Prepare some pictures/flashcards.
 Show a picture/flashcard to the first students in each
line. - Teacher – Whole
 Have the first students whisper what he/she saw to class/ groupwork
the second students.
 Have teams continue whispering until it reaches the
last students.
 The last student in the line has to run to the board
and write a sentence with the word. (E.g. I read
book.)
 Give the first team to make a sentence correctly one
point.
 The last students change into the first students who
starts whispering what he/she saw.
79
2. Controlled practice. Activity D. 1. Listen and
read. (CD1 – Track 80)
 Introduce the situation: “The children are having
different special occasions like birthday, Christmas - Teacher – Whole
and New Year.” class
 Have students call out the people and things they
can see.
 Play audio and have students listen and read.
 Have some students repeat. Correct mistake if
necessary.
2. Listen and repeat. (CD1 - Track 81)
 Have students look at the useful language box.  Teacher – Whole class/
 Play audio. Have students listen to the useful individuals
language.
 Have students practice the useful language.
3. Production. Activity E. Role-play.
 Have students practice the dialogue. - Teacher – Whole class/
 Swap roles and repeat. pair work
 Afterwards, have some pairs demonstrate the
Pass the ball
 Ask the students to stand in a circle.
 Give one student a ball.
- Teacher – Whole class/
 Play music and have that student passes the ball to
individuals
the one next to him/her and continue to pass in the
circle.
 Stop music.
 Have the student with a ball say a sentence. E.g.,
Happy birthday
(some activities in free time: ride my bike, read
books, listen to music, eat snacks ) -Students listen and repeat.
2. What’re the core values of the lesson? (love
activities and spend more time to do free time
activities)
80
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………….
____________________________________________________
Week:
Date of preparing:
Period: 1
UNIT 6: AROUND TOWN
Lesson 1
1.identify some places around town: zoo, beach, park, playground.
2. identify specific information by listening the story and number
3. perform the song I want to go to the zoo in an interesting way, using appropriate
4. show the love and pride of different places in the town and animalsin the zoo. 2.
2,-2. 2.Language focus.
a. Key term: zoo, beach, park, playground.
b. Key grammatical structure: I want to go to the…
-projector, TV.
1.Warm-up
Sing “Hopscotch with Numbers” song
( source: https://www.youtube.com/watch? -Teacher – whole class
v=aTB-6KlYPg8 )
Conversation line
- Have students make two columns and stand
face to face.
- Student 1 of the first line says, “Let’s play…..!” -Teacher – Whole class/ pair
Then student 1 of the second line answers, “Ok./ work
81
Yeah, OK.”
- Swap roles to the end of the lines.
2. Language input. Activity A. Listen and point.
- Use some pictures to introduce the new words
(zoo, beach, park, playground ). Ask students if
they know these places.
- Have students listen to each new word. -Teacher – Whole class/
- Arrange the flashcards on the board, play audio, individuals/ pair work
and point to each flashcard.
repeat.
- Have students work in pairs, one of them points -Teacher – Whole class/
to the picture in the book and the other says the groupwork
word.
“Heads up. What’s missing?” game
- One student from each team calls out the
missing flashcard.
3. Controlled practice. Activity B. 1. Listen to
the story. (CD2 – Track 02)
- Introduce the situation. E.g. The students are at
home and they think about their weekend.
- Have students call out the things they can see. -Teacher – Whole class/
Play audio and have students listen and read. individuals
2. Listen and number. (CD2 – Track 03)
- Play audio and demonstrate the activity using
the example.
- Play audio and have students listen and number.
class.
Role play
- Have students work in groups of three, practice
the conversation in their books. Teacher – Whole class/
- Have some groups demonstrate in front of the groupwork
class.
4. Song practice. Activity C. Sing. (CD2 – Track
04)
- Have students turn to page 70.
- Play audio and have students listen. -Teacher – Whole class
82
- Read the lyrics and do actions following them.
- Play audio and have students listen, sing along,
and do the actions.
(some places in the town: zoo, beach, park, -Students listen
playground.) - Answer.
2. What’re the core values of the lesson? (love - Take notes.
and be proud of different places in town)
- Remind students to do exercises in the
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………
Week:
Date of preparing:
Period: 2
UNIT 6: AROUND TOWN
Lesson 1
1.express opinion by using sentence pattern I want to go to the….
2. conduct the dialogue by playing Guess the picture game, using sentence pattern
I want to go to the….
3. show the love and pride of different places in the town and animalsin the zoo.
2.Language focus.
a. Key term: zoo, beach, park, playground.
-projector, TV.
83
1.Warm-up
Sing the song “The Wheels on the bus”
(source: https://www.youtube.com/watch? -Teacher – whole
v=e_04ZrNroTo&t=164s) class
Students sing along and do the actions together.
“Matching” game Teacher – Whole
- Divide the class into four teams. class/ groupwork
- Have students in each team stand in a line.
- Write the vocabulary on the board.
- Give students flashcards.
- Have students hold the flashcards to match the vocabulary
on the board and speak out the vocabulary.
- The first student to match the vocabulary correctly gets
one point for his/her team.
- The team that gets the most points win.
2. Controlled practice. Activity D. Point and say.
Practice
- Have students practice the structure using the new word. -Teacher – Whole
- Repeat with other flashcards. class/ individuals/
E.g. (Teacher shows a flashcard "beach".) pair work
Class: " I want to go to the beach."
- Divide the class into pairs. Answer key
- Have Student A point to a picture and ask, have Student B 1. I want to go to the
say, e.g. "I want to go to the park.” park.
- Swap roles and repeat. 2. I want to go to the
- Afterwards, have some pairs demonstrate the activity in playground.
front of the class. 3. I want to go to the
zoo.
4. I want to go to
the beach.
3. Production. Activity E. Play the “ Guess the picture”
game.
- Have students look at the example. Teacher – Whole
- Divide the class into two teams. class/ groupwork
- Have a student stand facing away from the board and
stick a flashcard on the board behind them.
- Have the student try to guess without looking at the
flashcard.
- Give that team one point if it's a correct guess.
“Whispering” game
84
- Have students from each team stand in a row.
- Whisper a sentence (E.g., I want to go to the (park).) to
the first students in each row. Teacher – Whole
- Have the first students whisper the sentence to the second class/ groupwork
students.
- Have teams continue whispering the sentence until it
reaches the last students.
- The last student in the row has to say out loud the
sentence.
- Give the first team to say the sentence correctly one point.
- The team that gets the most points win.
- Have students listen again and check

Ask students to answer the following questions: Students listen,
1. What have you learnt from the lesson today? (some answer
places in the town: zoo, beach, park, playground.) Take note
2. What’re the core values of the lesson? (love and be
proud of different places in town)
Remind students to do exercises in the workbook and to
prepare for the next lesson
_____________________________________________________
Week:
Date of preparing:
Period: 1
UNIT 6: AROUND TOWN
Lesson 2
1.identify and distinguish sound /r/ and /s/ correctly by listening the audio.
2. identify some words which start with letter u, s.
3. recognize sound r, s by playing game “Board race”.
4. show the love with the letter r, s by using appropriate gestures and intonation
when listen and say.
2. Language focus.
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Key term: Rr, Ss.
-projector, TV.
1.Warm-up
Alphabet Line-up
 Play the Alphabet song and have the students -Teacher – whole class
skip around in a circle, singing along to the
song.
 Stop music at random points and the students
have to line up in the correct alphabetical order
according to their cards.
“Spin the Bottle” game  Teacher – Whole class/
 Divide the class into the group of five. individuals
 Have students sit in a circle with a bottle in the
middle.
 One student spins the bottle then points at one
picture/flashcard.
 When it stops, the student who is pointed to
has to say “I want to go to the (zoo).” then spin
the bottle.
 Have students continue the game as the same
way.
(CD2 – Track 05)
86
 Point to the pictures and say the letters' sounds. -Teacher – Whole class/
 Play audio. Have students listen and repeat the individuals
letter sounds.
 Have some students repeat the letters and say
the words they can see through the letters.
3. Controlled practice. Activity 2. Listen and
point. (CD2 – Track 06)
 Demonstrate pointing to the correct letter when -Teacher – Whole class
you hear the sound or word.
 Play audio. Have students point to the correct
the appropriate sound or word.
4. Controlled practice. Activity 3. Circle the
letters.
the words. -Teacher – Whole class
 Demonstrate the activity using the example.
 Have students look at the letters and circle the
correct beginning sounds.
 Check answers as a whole class.
5.Production. Activity 4. Play “Board race”.
 Have students look at the example. -Teacher – Whole class/
 Divide the class into teams and have one groupwork
student from each team stand a distance from
the board.
 Write two letters on the board and then say a
word beginning with one of their sounds.
87
letter, and say the correct letter sound.
 The first student to touch the letter and say the
sound gets a point for their team.
 Continue with other students and letters.
6. Wrap up and Assignment.

Ask students to answer the following questions:  Students listen, answer
(letter r, s)  Take note.
2. What’re the core values of the lesson? (show
the love of letter r,s)
_______________________________________________________
Week:
Date of preparing:
Period: 2
UNIT 6: AROUND TOWN
Lesson 2
1.identify and distinguish sound /t/ and /ʌ/ correctly by listening the audio.
2. identify some words which start with letter t, u.
3. recognize sound r, s and some words start with these letters by playing game
“Chain game”.
4. show the love with the letter t, u by using appropriate gestures and intonation
when listen and say.
88
2. Language focus.
Key term: Tt, Uu.
-projector, TV.
1.Warm-up
Sing the Phonics song
(Source: https://www.youtube.com/watch? -Teacher – whole class
v=ffeZXPtTGC4)
"Touch" game
 Have one student from each team stand a distance
from the board. -Teacher – Whole class/
 Stick some flashcards on the board. groupwork
 Then the teacher says a letter or a word. (E.g.

Please touch letter “R”)
flashcard, and say the correct word.
 The first student to touch the flashcard and say the
word gets a point for their team.
 Continue with other students.
2. Controlled practice. Activity 5. Listen and repeat.

 Have students look at the pictures. -Teacher – Whole class/
 Point to the pictures and say the letters' sounds. individuals
89
 Play audio. Have students listen and repeat the
letter sounds.
3. Listening practice. Activity 6. Listen and point.
(CD2 - Track 08)
 Demonstrate pointing to the correct letter when -Teacher – Whole class/
you hear the sound or word. pair work
 Play audio. Have students point to the correct
appropriate sound or word.
 Have students work in pairs, one points to the
letter and one says the sound.
4. Writing practice. Activity 7. Write the letters.
 Have students look at the pictures and call out the
things they can see. -Teacher – Whole class/
 Demonstrate the activity using the example. individuals
 Have students write the letters.
 Check answers as a whole class
5. Production. Activity 8. Play the "Chain" game.  Teacher – Whole class/
 Have students look at the example. groupwork
 Divide the class into groups of four.
 Have the students stand up.
 Have Student A say a word for the teams to spell.
 Have Student B say the first letter, then have
Student C say the second letter of the word.
 Continue until the word is completely spelled .
 Have some groups demonstrate the activity in
front of the class.
90
6. Workbook page 41
Have students open their Workbooks, page 41.
A. Listen and (√ ) the box. (WB Track 23)
 Have students look at part C, look at the pictures
and guess the answer could be. -Teacher – Whole class/
 Play audio and have students listen and tick the individuals
correct box.
 Have students listen again and check.
 Check students’ understanding and give the correct
answers as a whole class.
B. Look and write.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?
v=vwqQPeeVM1s).
 Have students start reading and writing the letters.
When the time is up, students stop doing their
exercises.
 Have students change their workbooks together.
 Check understanding and give the correct answers
as a whole class.
Ask students to answer the following questions:  Students listen, answer
1. What have you learnt from the lesson today? (letter
t, u)  Take note
love of letter t,u)
………………………………………………………………………………………
………………………………………………………………………………………
91
………………………………………………………………………………………
………………………
__________________________________________________________
Week:
Date of preparing:
Period:
REVIEW 5
1. identify specific information by listening the audio and tick the box.
2. conduct the dialogue by playing Pretend game, using sentence pattern Let’s
play…
3. show the love of different activities and spend more time to do activities with
friends and family members.
2.Language focus.
a. Key term: review.
b. Key grammatical structure: Let’s play…
-projector, TV.
Teacher’s activities Student’s activities
1.Warm-up
Sing and dance “The Wheels on The Bus” song -Teacher – whole class
v=yWirdnSDsV4)
“Bang!” game
 Divide the class into four groups.
 Prepare some pieces of paper, write words or -Teacher – Whole class/
letters on them, fold them in half, then, put them groupwork
92
into four boxes. Also add a few cards that say
"BANG!".
 Give each group a box.
 Students take turns picking cards.
 If they read out the word correctly, they will
keep the word. If they get a “BANG!” card,
they will yell “BANG!” and then return all their
cards (except the BANG! card) to the can/box.
 After three minutes, the group that has most
words in total is the winner.
2. Controlled practice. Activity A. Listen and (ü)
the box. (CD2 - Track 09)
the activities they can see. -Teacher – Whole class/
 Play audio and demonstrate the activity using individuals
the example.
 Play audio. Have students listen and tick the
box.
class.
3. Production. Activity B. Play the "Pretend"  Teacher – Whole class
game.
 Have one student come to the front of the class.
 Have that student do an action silently.
 Have the other students try to guess the action.
 Have students swap roles and repeat.
“Yell it” game  Teacher – Whole class
 Have students close their eyes and turn their
93
backs so they can't see what you are doing.
 Take a letter flashcard or a picture and hide it
somewhere in the classroom (behind a curtain,
on a chair, under a book, etc).
 Shout "Go!" and have students race around the
classroom looking for that letter or the picture.
The student that finds it yells it out and wins a
point.
4. Workbook page 42  Teacher – Whole class/
A. Find and circle. individuals
 Have students look at the pictures, identify the
pictures, then find and circle the words.
 Check understanding as a whole class and give
the correct answers to the students.
B. Listen and put a (√) or a (x). (WB Track 24)  Teacher – Whole class/
 Have students identify all pictures and guess the individuals
answers could be.
 Play audio. Have students listen and put a tick
or a cross.
 Play audio again. Have students listen again and
check their answers.
 Check understanding and give the correct  Teacher – Whole class/
answers as a whole class. individuals
C. Look and write.
 Have students look at the pictures and tell the
activities about them.
 Have them read the sentences and try to fill in
the blanks.
 Check students’ mistake as a whole class.
94
5.Wrap up and Assignments.
(review activities)
-Students listen, answer
- take note
love of activities)
and to prepare for the next lesson
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………
_________________________________________________________
Week:
Date of preparing:
Period:
REVIEW 6
1. identify specific information by listening the audio and match.
2. conduct the dialogue by playing Chain game, using sentence pattern I want to go
to the…
3. show the love of different places in town and spend more time to go to these
destinations with friends and family members.
2.Language focus.
a. Key term: review.
95
-projector, TV.
1.Warm-up
Sing and act “If You’re Happy and You Know it
Clap Your Hands” song -Teacher – whole class
v=_yYBRqt1xU0)
“Ball Circle” game
 Divide the class into groups of four. Each group
 Prepare some pictures then gives each group at
least one picture. -Teacher – Whole class/
 One student points at the picture and says “Let’s groupwork
play (hide and seek).” and throws the ball to
another student who has to respond “Yes” or
“No”.
 This student then points at the picture and says
“Let’s play (soccer).” and throws the ball to
another student.
 Continue until every student has had a turn.
2. Controlled practice. Activity A. Listen and
draw lines. (CD2 - Track 10)
 Have students look at the pictures and call out -Teacher – Whole class/
the people and places they can see. individuals
 Play audio and demonstrate the activity using
the example.
 Play audio. Have students listen and circle A or
B.
96
class.
3. Production. Activity B. Play the "Chain" game.
 Divide the class into groups of four. -Teacher – Whole class/
 Have the students stand up. groupwork
 Have Student A turn to Student B and say a

sentence, then have Student B say a sentence.
 Next, have Student B turn to Student C and say
a sentence, then have Student C say a sentence.
 Continue until all students have practiced.
 Have some groups demonstrate the activity in
front of the class.
“Hot Potato” game
 Teacher – Whole class/
 Prepare some pictures or flashcards and sticks
individuals
them on the board.
 Point at a picture.
 Get a soft ball and throw it to a student.
 He/ She must answer then throw the ball to the
other student which has to say a sentence with
the corresponding place. (E.g. I want to go to
the (zoo).)
4. Workbook page 43  Teacher – Whole class/
D. Look, read, and circle. individuals
 Have students identify the pictures and read the
words.
 Have students identify the pictures and read the
words.
 Ask students to call out the activity of picture
97
number 1, then think and circle the correct
words. This is an example.
 Have students do the remains then compare the
answers.
 Check understanding as a whole class and give  Teacher – Whole class/
the correct answers to the students. individuals
E. Listen and number. (WB 25)
 Have students identify the pictures of part E.
 Guide them how to do the text.
 Play audio. Have students listen and write the
number in each box.
 Play audio again. Have students listen and  Teacher – Whole class/
check. individuals
 Check understanding and correct mistake as a

whole class.
F. Look, read, and (√) the box.
 Have students look at the pictures, read the
words and tick the correct boxes.
 Give the correct answers to the students.
5. Wrap up and assignments.
-Students listen, answer and
(review some places in town.)
take note.
love of places)
and to prepare for the next lesson
98
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………
Week:
Date of preparing:
Period: 1
Unit 7: CLOTHES
Lesson 1
1. identify some kindsof clothes: T-shirt, hat, dress, shirt.
2. identify specific information by listening the audio.
3. perform the song Is this your T-shirt? in an interesting way, using appropriate
4. show the love of clothes, take good care of their clothes and use appropriate
intonation when talking about clothes.
2.Language focus.
a. Key term: T-shirt, hat, dress, shirt.
b. Key grammatical structure: Is this your….?
Yes, it is.
-projector, TV.
Teacher’s activities Students’
99
activities
1.Warm-up
Sing “ The Wheels in the Bus” song -Teacher –
(source: https://www.youtube.com/watch? whole class
v=JXBL3h5wK0I&t=33s)
"Read my lips" game
 Divide the class into teams. -Teacher –
 Teacher says a sentence silently. (E.g. I want to go to Whole class/
the park.) groupwork
 Have the students try to guess what the teacher has
said.
 Give that team one point if it’s a correct guess.
 The team that gets the most points wins.
2. Language input. Activity A. Listen and point. Repeat.
(CD2 - Track 11)
Sing “Clothing Song For Kids” -Teacher –
( Source: Dream English Kids Whole class
https://www.youtube.com/watch?v=KFQxBCvgx70)
 Use some pictures to introduce the new words (T-shirt, -Teacher –
dress, hat, shirt ). Ask students if someone wears these Whole class/
in the class. individuals/ pair
 Have students listen to each new word. work
 Arrange the flashcards on the board, play audio, and
point to each flashcard.
 Play audio again and have students point to the
pictures in their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to the
picture in the book and the other says the word.
100
"Word Tennis" game  Teacher –
 Have one student come to the front and play with you. Whole class/
 Say a word from the lesson or unit, pretend to hit a ball pair work
to the student. Have the student respond with another
word and hit it back to you. Continue until someone
repeats a word or can't go.
 Divide the class into pairs and have them play
together.
2.Listening practice. Activity B. 1. Listen to the story.

(CD2 – Track 12)
 Have students look and describe the picture, then call -Teacher –
out the things they can see. Whole class/
 Introduce the situation: “Mai and Sue are in the yard. groupwork/ pair
They are talking about clothes.” work
 Divide the class into two groups, Mai and Sue. Play
audio and have students listen and read.
 Have students work in pairs, listen to the dialogue and
repeat.
2. Listen and put a ( √ ) or a ( x ). (CD2 – Track 13)

 Play audio and demonstrate the activity using the
example. -Teacher –
 Play audio and have students listen and put a tick or a Whole class
cross.
- Play audio again and check answers as a whole class
3. Song practice. Activity C. Sing. (CD2 – Track 14)
 Have students turn to page 70.
101
 Play audio and have students listen. -Teacher –
 Read the lyrics and do actions following them. whole class
 Play audio and have students listen, sing along, and do

the actions.
Role play -Teacher –
 Have students work in pairs, practice the useful whole class/
language like the conversation in their books. pair work
 Have some pairs demonstrate in front of the class.
4.Workbook – page 44
 Have students open their Workbooks – page 44
A. Look, trace and draw lines.
 Have students look at the pictures, read the activities, Teacher – whole
then trace the words and draw lines to the correct class
pictures.
 Check understanding and give the correct answers to
the students.
B. Look and write.
 Have students look at the pictures, the letters and the
blanks then try to complete the words.
 Check understanding and give the correct answers to
the students.
1. What have you learnt from the lesson today? (kinds of
clothes: T-shirt, hat, shirt, dress)
- Report
2. What’re the core values of the lesson? (show the love of
- Repeat
clothes.)
- Remind students to do exercises in the workbook and to
prepare for the next lesson
102
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………
____________________________________________________________
Week:
Date of preparing:
Period: 1
UNIT 7: CLOTHES
Lesson 2
1. identify and pronounce sound /v/ correctly.
2. identify some words which start with letter v .
3. perform the song I have a… in an interesting way, using appropriate and
4. show the love of letter v, using appropriate intonation and guesture when talking
about letter v.
2.Language focus.
a. Key term: Vv, violin, vest.
b. Key grammatical structure: I have a...
-projector, TV.
1.Warm-up
Sing “Clothing Song For Kids”
(Source: Dream English Kids -Teacher – Whole
103
https://www.youtube.com/watch?v=KFQxBCvgx70) class
“Chalkboard Fun” game
 Divide the class into four teams.
 Each student takes out a mini chalkboard, rag and -Teacher – Whole
a piece of chalk. class/ groupwork
 The teacher prepares some flashcards or pictures
and sticks them on the board.
 The teacher points at the picture or flashcard then
gives the students fifteen seconds to write down
the word. (E.g., hat)
 When the time is up, all the students hold up the
chalkboards.
 Give the team which has all the correct answers
one point.
 The team that gets the most points win.
2. Language input. Activity 1. Listen and repeat.  Teacher – Whole

Trace. (CD2 - Track 15) class/ individuals/ pair
 Play audio. Have students listen and repeat. work
 Demonstrate tracing the letters with your finger.
 Have students work in pairs and trace the letters
with their fingers.
 Have some pairs demonstrate the activity in front
of the class.
3. Listening practice. Activity 2. Listen and repeat.
 Have students look at the pictures.
 Demonstrate the activity. -Teacher – Whole
 Play audio. Have students point to the letter as they class/ individuals
104
hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in
front of the class.
 Play audio and have students listen.
 Have students look at the lyrics.
 Read the lyrics and do actions following them. -Teacher – Whole
 Play audio and have students listen, sing along, class
and do the actions.

 Have students make a new verse with the word
"vest" and sing along the same melody as the first
one.
5. Production. Activity 4. Listen and jump. (CD2 -
Track 18)
 Demonstrate the activity. -Teacher – Whole
 Have students stand up. class
 Have students jump when they hear the letter

sound.
Workbook – page 46  Teacher – Whole
 Have students open their Workbooks – page 46 class/ groupwork
and guide them how to do part A and B.
A. Trace the letters.
B. Trace and draw lines.
 Divide the class into groups of seven.
 Set up time limit by 5 minutes timer bomb (source:
105
v=btRHJ3PGnV0).
 Have students start doing their exercises part A
and B. When the time is up, students stop doing
their writing.
 Give the correct answers and have each group
check the answers together.
1. What have you learnt from the lesson today? (Vv)
2. What’re the core values of the lesson? (show the love
- Report
of letter v)
- Repeat
to prepare for the next lesson
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………
______________________________________________________
Week:
Date of preparimg:
Period: 2
UNIT 7: CLOTHES
Lesson 2
1. identify and pronounce sound /w/ correctly.
2. identify some words which start with letter w .
106
3. perform the song It’s a… in an interesting way, using appropriate and
4. show the love of letter w, using appropriate intonation and guesture when
talking about letter w.
2.Language focus.
a. Key term: Ww, watch, window.
b. Key grammatical structure: It’s a...
-projector, TV.
1.Warm-up
Sing the “Learn the Letter W” song -Teacher – whole
(Source: Jack Hartmann Kids Music Channel class
https://www.youtube.com/watch?v=mQZ-c3_EDj4)
"Guess the word" game
 Divide the class into four teams.
 Write a word on the board with some letters -Teacher – Whole
missing. (E.g., _ _ g _ _ – tiger) class/ groupwork
 Have each team take turns calling out a letter.
 Add the missing letters to the word if correctly
guessed.
 Give that team one point if it’s a correct guess.
 Continue until the students guess the word
correctly.
 The team that gets the most points win.
 Play audio. Have students listen and repeat. -Teacher – Whole
class/ individuals/
107
 Demonstrate tracing the letters with your finger. pair work
 Have students work in pairs and trace the letters
with their fingers.
 Have some pairs demonstrate the activity in front of
the class.
3. Listening practice. Activity 6. Listen and repeat.
 Have students look at the pictures. -Teacher – Whole
 Demonstrate the activity. class/ individuals
 Play audio. Have students point to the letter as they

hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in
front of the class.
 Play audio and have students listen.
 Have students look at the lyrics. -Teacher – Whole
 Read the lyrics and do actions following them. class
 Play audio and have students listen, sing along, and

do the actions.
 Have students make a new verse with the word
"window" and sing along the same melody as the
first one.
5. Production. Activity 8. Listen and clap. (CD2 -
Track 22)
 Demonstrate the activity.
 Have students stand up.
108
 Have students work in pairs and clap when they -Teacher – Whole
hear the letter sound. class/ pair work
Workbook – page 47 
 Have students open their Workbooks – page 47
C. Listen and circle. (track 27)
 Have students look at exercise C, look at the
pictures and guess the answers.
 Play audio. Have students listen and circle the
correct pictures.
 Have students listen again and check the answers.
 Check understanding and give the correct answers
to the students.
D. Look and write.
 Set up time limit by 1minute timer bomb (source:
v=vwqQPeeVM1s).
 Have students start reading and writing the letters.
When the time is up, students stop doing their
exercises.
 Have students interchange their workbooks.
 Check the answer as a whole class.
Wrap up
1. What have you learnt from the lesson today? (Wv)
-Report
of letter w.)
-Repeat
109
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………….
______________________________________________________
Week:
Date of preparing:
Period: 1
UNIT 7: CLOTHES
Lesson 3
1. identify some kinds of clothes: pants, shorts, shoes, socks.
2. identify specific information by listening the audio.
3. introduce some kinds of clothes by playing game Board race.
4. show the love of clothoes, take good care of clothes and use appropriate
intonation and gusture when talking about clothes.
2.Language focus.
a. Key term: pants, shorts, shoes, socks.
b. Key grammatical structure: These are my…
-projector, TV.
1.Warm-up
Sing “Act Out The Alphabet” song -Teacher – whole
(source: Jack Hartmann Kids Music Channel class
https://www.youtube.com/watch?v=dLReNTmMkKA)
110
“Clap or Jump” game
 Divide the class into four teams. -Teacher – Whole
 Call out a letter sound or a word with that letter. class/ individuals
 Have students stand up and clap if they hear the

“/t/” sound, jump if they hear the “/ʌ/” sound.
 Repeat the activity with other letter sounds/ words.
2. Language input. Activity A. Listen and point.
Sing “Clothing Song For Kids” -Teacher – Whole
(Source: Dream English Kids class
https://www.youtube.com/watch?v=KFQxBCvgx70)
Use some pictures to introduce the new words
(pants, shorts, shoes, socks). Ask students if -Teacher – Whole
someone wears these in the class. class/ individuals/
pair work
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio,
and point to each flashcard.
 Play audio again and have students point to the
pictures in the books.
 Play audio again and have students listen and
repeat.
 Have students work in pairs, one of them points to
"Bingo" game
 Divide the class into groups of five.
 Write about 10 words on the board. (T-shirt, dress, -Teacher – Whole
hat, shirt, pants, shorts, shoes, socks, …) class/ individuals
 Have students choose 9 words and write it to the
111
table in the prepped handout.
 One student reads random words aloud.
 Tell the students that any time his/her friend reads
a word that they just wrote down, they can cross
out that word.
 When one student has crossed out three words in a
vertical or horizontal or diagonal line, then, shouts
"Bingo!".
3. Listening practice. Activity B. 1. Listen and point

(CD2 – Track 24) -Teacher – Whole
- Have students call out the things they can see. class/ groupwork
- Have students listen and follow.
- Play audio and demonstrate pointing to the pictures or
clothes.
- Play audio. Have students listen and point to their
clothes or the pictures. -Teacher – Whole
2. Listen and repeat. (CD2 – Track 25) class
 Have students look at the useful language box.
 Play audio. Have students listen to the useful
language.
 Have students practice the useful language
4. Production. Activity C. “Board race” game.
 Have students look at the example. -Teacher – whole
 Divide the class into teams and have one student class/ pair work
 Stick two flashcards on the board and then say one
of them.
112
 Have the students race to the board, touch that
flashcard,
and say the correct sentence.
 The first student to touch the flashcard and say the
sentence gets a point for their team.
 Continue with other students
Workbook – page 48  Teacher – whole
 Have students open their Workbooks – page 48 class
and guide them how to do the exercises of part A
and B.
A. Look and trace the correct words.
B. Look and write.
 Divide the class into groups of seven.
 Set up time limit by 5 minutes timer bomb
(source: https://www.youtube.com/watch?
v=btRHJ3PGnV0).
 Have students start doing their exercises part A
and B. When the time is up, students stop doing
their work. Give the correct answers and have
each group check the answers together.
1. What have you learnt from the lesson today? (kinds
of clothes: pants, socks, shorts, shoes )
- repeat
- report
of clothes.)
113
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……
Week:
Date of preparing:
Period: 1
UNIT 9: CLASSROOM ACTIVITIES

Lesson 1: A,B,C,D,E
1. Identify some school things ( eraser, ruler,crayon,pencil case ) from the
recording and the given pictures
2. identify the situations for a conversation between teacher,Sue and Bill (setting,
participants, topic) and the sentence pattern “pick up your pencil case”
3. Perform the song “pick up your eraser” in interesting ways by using
appropriate tone and meaningful gestures;
4. point to the pictures and say “pick up your......”
5. practice the sentence pattern “ pick up your ruler” through a classroom game
“Simon says”;
6. Show their love for school thing by take care them and using their appropriate
intonation, facial expressions and gestures while talking about them.
2. LANGUAGE FOCUS.
a. Key terms: eraser, ruler,crayon,pencil case
b. Key grammatical structure: pick up your....
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks
114
Activity 1: Warmer
- Have students Sing the song of part C (Student’s Book), page 62 - Let’s sing
and do the actions. https://www.youtube.com/watch?
v=_6HzoUcx3eo” - Listen
“Asking race” game
- Divide the class into four teams and have them
stand in four lines.
- Invite one student from each team come to the
board.
- Give four students the same amount cards. The
students who received the cards have to show cards
to his/her friends and ask questions about the given
cards. (E.g. Can you see a (plane)?)
-The first student in each line answers the first
question. If his/her answer is correct, he/she will get
that card from his/her friend then run to the bottom
of the line.
- The second student answers the second question
and so on.
The first team that finishes asking and answering
wins the game..
Activity 2: Phonic practice( activity 1: listen and point. Repeat )

- Use some pictures to introduce the new words - show the school objects
(eraser, ruler, crayon, pencil case). Have students

show their school objects.
- Look and listen
- Arrange the flashcards on the board, play audio,
- Listen and point to the
and point to each flashcard. pictures
- Listen and repeat
115
pictures in their books. - Read in choral , individual
repeat. - pair work
- Have students work in pairs, one of them points to

Teacher – Whole class/ groupwork
"Heads up. What's missing?" game

One student from each team calls out the missing
flashcard.
Activity 3: Listening practice Activity 2:B1 Listen to the story
(CD2 – Track 43)
- Have students look at the picture, identify it and

- Teacher – Whole class/ individuals
call out the things they can see. Ask some questions
about the picture.
- Introduce the situation. Bill, Kim and Lola are in
their class. They place their school objects on the
floor….
- Play audio and have students listen and read.
B2. Listen and draw lines (CD2 – Track 44)
example.
- Play audio and have students listen and draw lines.
Play audio again and check answers as a whole class
4. Activity 4: Song practice : Sing. (CD2 – Track 45)
- Have students turn to page 70.

- Play audio and have students listen. - Teacher – whole class/ pair work
- Read the lyrics and do actions following them.

- Play audio and have students listen, sing along,
116
and do the actions.
- Divide the class into pairs, one student sings the
command and the other does the action.
Activity 5: Controlled & guided practice (Activity 4: Point, and
say)
- Have Student A point to the pictures and Student B
- Teacher – Whole class/ pair work
say, e.g. "Pick up your eraser."
- Tell students they must only follow commands that - Teacher – Whole class/ individuals
start with "Simon says…" .

- Demonstrate the game by giving the students
different commands. If the command starts with
"Simon says," students must do the action. If it
doesn't start with "Simon says," students who do the
action must sit down.
- Have one student come to the front of the class to
be "Simon."
Swap roles and repeat with a new "Simon.
(Learn about school objects and use the sentence pattern “ pick up lesson.
your....” )
(show the love for their school objects.)
and to prepare for the next lesson - Listen and take notes.

117
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………………………………………………………………………………………….
…………………………………………………………………………………………
Week:
Date of preparing:
Period: 1

Lesson 2: A,B,C,D
1. listen and identify the sound /z/
2. identify the letter “Zz” and correctly pronounce the sound of its - “/z/” in the
following words: zebra, zoo. Write about missing letters in the box.
4. show the love with the letter Zz, sound /z/ by using appropriate gestures and
intonation when listen and jumb
2. Language forcus.
1. Key terms: Letter Zz, zebra, zoo
- Cd, TV
- Flash card of letter Zz, zebra, zoo
Alphabet Wave Teacher – Whole class
- Divide the a-z flashcards among all your

students.
118
Put students in a line and play the ABC song.
As it plays each student must hold up their
“Mystery Object” game
 Divide the class into four teams. - Play game
 Put some objects inside a bag.
 Invite one student from each team to come
to the board and have them close their
eyes.
 Say a command (E.g. Pick up your
(ruler).) and have the students try to take
one object from the bag.
The first student who picks up the correct
object will get one point for his/her team.
Activity 2: A. Listen and repeat. Trace.(CD2 - Track 46)
 Play audio. Have students listen and  Teacher – Whole class
repeat.
 Demonstrate tracing the letters with your
- Tracing the letters with your
finger. finger.
 Have students trace the letters with their - Work in pairs.
- Perform in front of the class
fingers.
front of the class.
Activity 3: B.Listen and repeat. Write. (CD2 - Track 47)
 Demonstrate the activity. - Look at the pictures.
 Play audio. Have students point to the
- Listen and point the letter
letter as they hear it.
 Play audio again. Have students listen and
- Demonstrate the activity in front
repeat. of the class.
119
 Have students trace and write the letters. - Check.
front of the class.
Activity 4. Sing. (CD2 - Track 48)
- Listen then read the lyrics in silence
 Play audio and have students listen. - Listen and repeat
 Have students look at the lyrics.
- Look.
 Read the lyrics and do actions following - Practise chant in groups
them. - Two groups to perform the song

 Play audio and have students listen, sing
along, and do the actions.
 Have students make a new verse with the
word "zoo" and sing along the same
melody as the first one.
Activity 5. Listen and jump. (CD2 - Track 49)
 Demonstrate the activity. - Look and do along

- Clap when they hear the letter
 Have students stand up.
sound
 Have students jump when they hear the
letter sound.
• Ask students to answer the following
questions: - Talk about the lesson What have
you learnt.
today?
(Identify the letter “Zz” and correctly pronounce the sound
of them - “/z/” and the following words: zebra, zoo
2. What’re the core values of the lesson? - Listen and take notes.
(Show the love with the letter “Zz” when singing.)
…………………………………………………………………………………………
Week:
Date of preparing:
120
Period: 1

Lesson 2: E,F,G,H
1. listen and identify the sound /v/ and /w/
2. identify the letter “Vv” “Ww”, and correctly pronounce the sound of its - “/v/”
“/w/” in the
following words: . put a “v” or “ x”.
3. play stepping stones.
4. show the love with the letter Vv, sound /v/ , Ww sound /w/ by using appropriate
gestures and intonation when play
2. Language forcus.
1. Key terms: Letter Vv , Ww , violin, windown, veste
- Cd, TV
- Flash card of letter Vv,Ww ,violin, windown,veste
Alphabet Line-up Teacher – Whole class
 Give each students an alphabet flashcard.

 Play the Alphabet song and have the
students skip around in a circle, singing
along to the song.
Stop music at random points and the students have to line
up in the correct alphabetical order according to their cards..
"Read my lips" game - Play game
 Divide the class into teams. - Teacher – Whole class/ groupwork
121
 Teacher says a word silently.
 Have the students try to guess what the
teacher said.
 Give the forst team one point if it’s a
correct guess.
The team that gets the most points wins..
Activity 2: A. Listen and repeat. (CD2 - Track 50)-- -
Have students look at the pictures. - Teacher – Whole class
- Point to the pictures and say the letters' - Listen and repeat.
sounds. - Tracing the letters with your
Play audio. Have students listen and repeat the finger.
letter sounds - Work in pairs.
- Perform in front of the class
Activity 3: B.Listen and point. (CD2 - Track 51)
 Demonstrate pointing to the correct letter
when you hear the sound or word. - Check.
Play audio. Have students point to the correct
the appropriate sound or word.
Activity 4. Put a ( √ ) or a ( x ).
 Have students look at the pictures and call

out the words. - Teacher – Whole class/ individuals
 Demonstrate the activity using the

example.
 Have students put a tick or a cross.
 Check answers as a whole class.
Activity 5. Play "Stepping stones."
 Divide the class into pairs.

 Have Student A start at A and say the first - Teacher – Whole class/ pair work

 Have Student B start at B and say the first
122
 Have students take turns saying the letter
sounds or words as they go all the way
around.
• Ask students to answer the following
questions: - Talk about the lesson What have
you learnt.
today?
(Identify the letter “Vv” “Ww” and correctly pronounce the
sound of them - “/v/” “/w/” and the following words:
violin, windown - Listen and take notes.
(Show the love with the letter “Vv” “Ww” when singing.)
…………………………………………………………………………………………
Week:
Date of preparing:
Period: 1

Lesson 3: A,B,C,
1. identify the school activities from the given words and say it.
2. identify the specific school activities from given pictures
3. use the structures I can spell words .
4. show the pride in practising school activities by using appropriate gestures and
intonation when talking.
2. Language focus.
123
a. Key terms: count numbers, draw pictures, sing song, spell words
b. Key grammatical structure: I can ........
- Student’s book, p.62
- Situational pictures and activity pictures on page 62
- Pictures of school activities (count numbers, draw pictures, sing song, spell
words)
- CD1, Tracks 52,53,54 (Activities A,B,C)
- “Phonics Song”(source : Kids TV 123
https://www.youtube.com/watch?v=BELlZKpi1Zs&t=94s)

Sing the “Phonics Song”(source : Kids TV 123 - Sing the “Phonics Song”
song
https://www.youtube.com/watch?v=BELlZKpi1Zs&t=94s))
- “Clap, Stamp or Jump” game

- Call out a letter or a word with that letter.
- Play game
- Have students stand up and clap if they hear letter v or
words starting with letter v, stamp if they hear letter w or
words starting with letter w, jump if they hear letter z or
words starting with letter z.
Repeat the activity with other letter / words.
Activity 2 : A. Listen and point. Repeat. (CD2 - Track 5)
- Use some pictures to introduce vocabulary (Count

numbers, draw pictures, spell words, sing songs). Give  Teacher – Whole class/
examples for each picture. individuals/ pair work
- Arrange the flashcards on the board, play audio, and

point to each flashcard.
- Play audio again and have students point to the pictures
124
in their books.
- Play audio again and have students listen and repeat.
- Have students work in pairs, one of them points to the
picture in the book and the other says the words.
Teacher – Whole class
"Guess" game
- Arrange the flashcards on the board and write a number

under each card.
- Have students look at the flashcards for the count of ten.
Turn the flashcards over to face the board when the
students are not looking.
- Call out a number and have students take turns to guess
the face-down card. Turn the card over after each guess.
Activity 3: B1. Listen and point (CD2 – Track 53)
- Have students call out the things they can see.

- Have students listen and follow.
- Play audio and demonstrate pointing.
- Play audio. Have students listen and point. pairs work
- Have students work in pairs, one student calls out the

activities and the other student points to the correct pictures
in their books.
B2 . Listen and repeat. (CD2 – Track 54)
- Have students look at the useful language box. Teacher – Whole class
- Play audio. Have students listen to the useful language.

Activity 4. C. Play the "Pretend" game.
- Teacher – whole class/
individuals
- Have one student come to the front of the class.
125
- Have that student do an action silently.
- Have the other students try to guess the action.
"Hot seat" game
Teacher – Whole class/
groupwork
- Have a student from each team sit on the chair facing the
class with the board behind them.
- Teacher writes a sentence on the board.
- Have the other students try to describe the action.
- Give the first team to guess the action correctly. (E.g. I
can (spell words).)
1. What have you learnt from the lesson today? - Talk about the lesson
( identify the school activities : (count numbers, draw pictures, sing song, What have you learnt.
spell words)

(show their love for school activities when talking.) - Listen and take
• Remind students to do exercises in the workbook and to notes.
prepare for the next lesson.

…………………………………………………………………………………………
………………………………………………………………………………………….
…………………………………………………………………………………………
Week:
Date of preparing:
Period: 1

Lesson 3: D,E
126
1. Identify school week (Monday,Tuesday,Wednesday..) from the recording and
the given pictures;
2. identify activities on school week by listening the audio and read.
3. show the pride in practising school activities by using appropriate gestures and
intonation when talking
2. Language focus.
a. Key terms: count numbers, draw pictures, sing song, spell words ,read book, play
sorccer
b. Key grammatical structure: I play sorccer on Monday
- Student’s book, p.63
- Situational pictures and activity pictures on page 63
- Pictures of school activities (count numbers, draw pictures, sing song, spell
words)
- CD1, Tracks 55,56 (Activities D,E)
- the “Action song” (source: The Singing Walrus – English Songs for Kids
https://www.youtube.com/watch?v=dUXk8Nc5qQ8)

Activity 1: Warmer
Sing the “Action song” - Sing the “Action song” song
(source: The Singing Walrus – English Songs for Kids Teacher – whole class
https://www.youtube.com/watch?v=dUXk8Nc5qQ8)
"Train race" game

- Divide the class into 4 teams and ask the students to - Play game
stand in 4 lines, about 1 meter away from the board.
- Show the first child in each group a flashcard. This Teacher – Whole class/ groupwork
child performs an action and says a sentence with the

corresponding action. Then his/her team says
127
"choo,choo" and moves towards the board one step.
- Have children continue to imitate the actions and
say the sentences until the actions come to the last
students.
The team that reaches the board first will win
Activity 2: D1. Listen and read (CD2 – Track 55)

- Have students identify the picture, call out the
things they can see.
individuals
- Introduce the situation. “Vinh goes to the park. He
meets
some new friends….”
- Play audio and have students listen and read.
individuals/ pair work
D2. Listen and repeat. (CD2 – Track 56)

- Have students look at the useful language box.
- Play audio. Have students listen to the useful
language.
groupwork
Have students work in pairs, practice the useful
language
Role play
- Have students work in groups of four, practice the
conversation in their books (part D1).
- Have some groups demonstrate in front of the class
Activity 3: E. Point, ask, and answer.
-Have students look at the pictures, read places they

see. Ask the students if they know these places or
show them these places on Vietnamese map.
- Divide the class into pairs. pairs work
128
Student B answer.
- Answer key
(first row, left to right)
Where are you from? - I'm from Hai Phong.
Where are you from? - I'm from Hanoi.
Where are you from? - I'm from Nha Trang.
Where are you from? - I'm from Da Nang
(second row, left to right)
Where are you from? - I'm from Hue.
Where are you from? - I'm from Ho Chi Minh City.
Where are you from? - I'm from Da Lat.
1. What have you learnt from the lesson today? Talk about the lesson What
( identify the school activities : (count numbers, draw pictures,
have you learnt.
sing song, spell words)

(show their love for school activities when talking.)
129
130

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GETTING STARTED

LESSON 1 (page: 04-05) Period: 1,2

Teacher’s activities Students’activites

- Read and answers in pairs

Activity 6: Free & Survey practice (. Activity 5: Play “Magic

LESSON 2 (page: 6 - 7) Period: 3,4

Teacher’s activities Students’activites

Activity 4: Song practice (Activity 4: Sing on page 6)

Activity 5: Controlled & guided practice (Activity 4: Point, say

6.Adjust after the lesson( Điều chỉnh sau tiết dạy)

LESSON 3 (page: 8 - 9) Period: 5,6

Teacher’s activities Students’activites

- Have them work in pairs or groups to discuss the answers.

*Listen and repeat. (CD1 – Track 08

Activity 4. Put a (  ) or a (  ). Page 8.

Activity 5: Follow the letters and say the sounds (page 8)

- Answers in pairs before

11.Adjust after the lesson( Điều chỉnh sau tiết dạy)

Teacher’s activities Students’ activities

- Some groups perform

Activity 5: Wrap-up & Assignments

5.Adjust after the lesson:

UNIT 1 - LESSON 1 ( D, E) (page: 9)

Teacher’s activities Students’activites

What have you learnt from the lesson today?

5.Adjust after the lesson

Week 4 Date of preraring :

Teacher’s activities Students’activites

7.Adjust after the lesson

III: TEACHING AND LEARNING PROCEDURE

Teacher’s activities Students’activites

5.Adjust after the lesson( Điều chỉnh sau tiết dạy)

III: TEACHING AND LEARNING PROCEDURE

Teacher’s activities Students’activites

Activity 5: Wrap-up & Assignments - Talk about the lesson What

6. Adjust after the lesson( Điều chỉnh sau tiết dạy)

UNIT 1 - LESSON 1 ( D, E) (page: 11)

Teacher’s activities Students’activites

V. Adjust after the lesson( Điều chỉnh sau tiết dạy)

Week 06 Date of preraring :

Activity 5: Wrap-up & Assignments

V.Adjust after the lesson

UNIT 2: SHAPES - LESSON 1 ( D, E) (page: 17)

IV. TEACHING AND LEARNING PROCEDURE

V.Adjust after the lesson( Điều chỉnh sau tiết dạy)

V. Adjust after the lesson( Điều chỉnh sau tiết dạy)

UNIT 2 – REVIEW 2 ( A, B) (page: 21)

V. Adjust after the lesson( Điều chỉnh sau tiết dạy)

Period 8 : UNIT 3: NUMBERS - LESSON 1 ( A, B , C) (page: 22)

Activity 5: Wrap-up & Assignments

UNIT 2: SHAPES - LESSON 1 ( D, E) (page: 23)

V.Adjust after the lesson( Điều chỉnh sau tiết dạy)

7.Adjust after the lesson( Điều chỉnh sau tiết dạy)

5.Adjust after the lesson( Điều chỉnh sau tiết dạy)

• Remind students to do exercises in the workbook

6. Adjust after the lesson( Điều chỉnh sau tiết dạy)

UNIT 3: NUMBER - LESSON 1: page: 22 & 23

Have students swap roles and repeat.

- Have one student from each team calls out the

(Teacher shows flashcard "thirteen.")

IV. AJUSTMENTS AFTER LESSON. ( Điều chỉnh sau tiết dạy)

UNIT 3: NUMBERS - LESSON 3( A, B , C) (page: 26)

- Some groups perform