Lesson Plans For I-Learn Smart Start 3

PERIOD: 1 UNIT 1: NUMBERS
Lesson 1+2
Date of planning:
Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
• I can ask for someone's phone number.
• I can ask how old someone is.
• I can do basic math.
• I can count things I can see
2. Skills
- To promote Ss to enhance their vocabulary about numbers
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flash cards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through the lesson at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss to introduce themselves: their name, age, place
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Song: “hello, how are you”
Ask Ss to stand up, make a circle and sing and Do as appointed
dance along
II. CONTENTS:
A. Listen, point and say
Play the recording. Do as appointed
Ask Ss to work in pair, listen to the recording,
point and repeat the words
T says the alphabet and asks Ss to repeat Key:
B, Listen again and circle 1. 0125-844-509.
1. Play audio and demonstrate the activity 2. 0167-849-136.
using the example. 3. 0737-258-504.
2. Play audio and have students listen and 4. 0845-052-499.
circle. Key:
3. Play audio again and check answers as a 1. 18
whole class 2. 15
C. Listen and write the numbers 3. 13
1. Play audio and demonstrate the activity 4. 17
using the example.
2. Play audio and have students listen and
write the numbers.
3. Play audio again and check answers as a
whole class
D. Practice the structures

- Divide the class into two teams. Play the
game “Heads up. What’s missing?”. 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.
- Divide the class into pairs.
- Have Student A point and ask, have
Student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs
demonstrate the activity in front of the
class.
Song
Play the song
Ask Ss to stand up and sing the song Do as appointed
Reading
Ask Ss to look at numbers and read Do as appointed
Speaking
Show class flashcards and ask them to speak Do as appointed
out the numbers they see
Pair work: one ask and one answer “ how old
is he/she?”
4. Consolidation
- Vocabulary:
ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
- Structure:
They’re (thirteen) years old
What’s your phone number?
It’s (0791-306-052)
How old (is) (she)?
(She's) (ten) years old.
5. Homework
- Review vocabulary and structures
- Review the tasks again
Lesson 3+4
Date of planning:
Date of teaching:

1. Language focus
• I can ask for someone's phone number.
• I can ask how old someone is.
• I can do basic math.
• I can count things I can see
2. Skills
- To promote Ss to enhance their ability in talking about numbers
- To develop Listening, Speaking
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to ask about someone’s age
3. New lesson
I. WARM – UP:
Song: “the alphabet song”
Ask Ss to stand up, make a line and sing and Do as appointed
dance along
II. CONTENTS:
- Arrange the flashcards on the board, Do as appointed
play audio and have students listen and
repeat. Point to the flashcards along
with the audio. Repeat several times.
- Change the order of the flashcards,
point to them individually and have Do as appointed
students say the words, correct Key:
pronunciation when needed. 1. Example
B. Listen again and write the numbers 2. Twenty plus five is twenty-five.
- Play audio and demonstrate the activity 3. Twenty-five plus three is twenty-eight
using the example. 4. Twenty-eight plus two is thirty
- Play audio and have students listen and write
the numbers. Key:
- Play audio again and check answers as a 1. Example
whole class. 2. 8
3. 10
4. 14
C. Practice the structures
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Ask Ss to repeat the structures in groups
Game: snake
1. Divide the class into groups of four. Each
group has two teams with two students in each
team.
2. Have teams play rock, paper, scissors. The
winning team move forward two spaces and
the losing team move forward one space.
3. Have teams take turns asking and
answering.
4. Swap roles and repeat until the game is
finished.
5. Before the end of the lesson, check answers
as a whole class.
Song
Play the song
Reading
Ask Ss to read aloud the words they have
learned Do as appointed
 Writing
Ask ss to look at the equations and write the
numbers in the blanks Do as appointed
Speaking
Ask Ss to work in pairs, ask and answer with
the structures they have learned
4. Consolidation
- Vocabulary:
thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
square, circle, triangle, rectangle, star, oval
- Structure:
How many (circles) can you see?
I can see (six) (circles).
5. Homework
Lesson 5+6
Date of planning:
Date of teaching:

1. Language focus
-ss can do equation in English
2. Skills
- To promote Ss to enhance their ability in doing equations in English
- To develop Listening, Speaking
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- T draw some shapes on the board and ask ss to write the nmber of each shapes they can see
3. New lesson
I. WARM – UP:
Song: “the alphabet song”
Ask Ss to stand up, make a line and sing and dance Do as appointed
along
II. CONTENTS:
1. Arrange the flashcards on the board, play audio Do as appointed
and have students listen and repeat. Point to the
flashcards along with the audio. Repeat several
times.
2. Play audio again and have students listen, repeat
and point to the pictures in their books. Do as appointed
3. Change the order of the flashcards, point to them
individually and have students say the words,
correct pronunciation when needed. Key:
B, Listen and circle 1. 4
1. Introduce the topic “Math.” 2. 20
2. Play audio and demonstrate the activity using the 3. 7
example. 4. 10
3. Play audio and have students listen and circle.
4. Play audio again and check answers as a whole Key:
class. C. Reading 1. Thirteen plus seven equals twenty
1. Have students read the text individually. 2. Fourteen plus two equals sixteen
2. Read the text as a whole class. 3. Thirteen plus three equals sixteen
3. Demonstrate the activity using the example.
4. Have students read, write the numbers and solve
the problems.
5. Have students read their sums and check answers
as a whole class.
D. Speaking
1. Demonstrate the activity using the example.
2. Have students look at the sums and write the
numbers.
3. Divide the class into pairs.
4. Have Student A point to a sum and Student B say
it. 5. Swap roles and repeat.
6. Afterwards, have some pairs demonstrate the
activity in front of the class.
E. Writing
1. Demonstrate the activity.
2. Have students read the math problems and write
their answers.
3. Afterwards, have some students read their
answers in front of the class.
Song
Play the song “numbers song”
Reading
Ask ss to look at numbers and write them down Do as appointed
Speaking
Ask Ss to work in pairs, ask and answer with the Do as appointed
structures they have learned
4. Consolidation
- Vocabulary: robot, doll, ball, teddy bear, plus, equals
- Structure:
Phong has ﬁve robots. Dad gives him three robots.
How many robots does he have?
Five plus three equals eight. He has eight robots.
5. Homework
PERIOD: 4 UNIT 2: SCHOOL
Lesson 1
Date of planning:
Date of teaching:

1. Language focus
• I can talk about what is in the classroom.
2. Skills
- To promote Ss to enhance their ability in saying what it is
- To develop Listening, Speaking, Writing
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to do some equations
3. New lesson
I. WARM – UP:
Song: “the numbers song”
Ask Ss to stand up, make a line and sing and Do as appointed
dance along
II. CONTENTS:
1. Arrange the flashcards on the board, play Do as appointed
audio and have students listen and repeat.
Point to the flashcards along with the audio.
Repeat several times.
2. Play audio again and have students listen,
repeat and point to the pictures in their books. Do as appointed
3. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed. Do as appointed
4. Play the “guessing” game
B, Listen and read
1. Introduce the situation “Tom is showing
Alfie his classroom...”
2. Have students call out the objects and
people they can see. Key:
3. Have students listen and read. 1. Pencil sharpener
c. Listen and number 2. Pencil
1. Play audio and demonstrate the activity 3. Notebook
using the example. 4. Computer
2. Play audio and have students listen and Key:
number. 1. Art
3. Play audio again and check answers as a 2. English
whole class. 3. Math
D. Listen and circle 4. P.E
1. Play audio and demonstrate the activity
using the example.
circle.
whole class.
- Draw students’ attention to the structure box.
- Play audio and have students listen.
- Play audio again and have students listen and
repeat.
Ask ss to work in pairs, ask and answer using
structure
-Divide the class into two teams. Play the
flashcard.
Song
Play the song
Reading
Ask Ss to read aloud the words they have Do as appointed
learned
Speaking
Ask Ss to work in pairs, ask and answer with Do as appointed
4. Consolidation
- Vocabulary pencil sharpener, notebook, computer, keyboard, mouse, bookcase
- Structure:
There's a (computer) in the classroom.
There are (two notebooks) on the bookcase.
5. Homework
Lesson 2+3
Date of planning:
Date of teaching:

1. Language focus
• I can ask and answer about my favorite subject.
• I can talk about the school timetable.
• I can say what I do in different subjects
2. Skills
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to write vocabulary from the previous lesson
3. New lesson
I. WARM – UP:
Song: “make a circle”
Ask Ss to stand up, make a circle and sing and Do as appointed
dance along
II. CONTENTS:
1. Arrange the flashcards on the board, play audio Do as appointed
and have students listen and repeat. Point to the
flashcards along with the audio. Repeat several
times.
2. Play audio again and have students listen,
repeat and point to the pictures in their books. Do as appointed
3. Change the order of the flashcards, point to
words, correct pronunciation when needed. Do as appointed
B, Listen and read
1. Review the story from the previous lesson
“The children were talking about their favorite
subjects.”
2. Now introduce the situation “The children are Key:
talking about their school timetables …” 1. Tuesday
3. Have students call out the days of the week and 2. Thursday
people they can see. 3. Wednesday
4. Have students listen and read. 4. Friday
C. Listen and circle
a) Play audio and demonstrate the activity using
the example.
b) Play audio and have students follow the tasks,
listen and circle the correct answers, number the Key:
order of the things appear 1. 
c) Play audio again and check answers as a whole 2. 
class. 3. 
4. 
D. Listen and put a tick or a cross
1. Play audio and demonstrate the activity using
the example.
2. Play audio and have students listen and put a
tick or a cross in the box.
3. Play audio again and check answers as a whole
class.
- Play the “Word Tennis” game. Have one student
come to the front and play ‘Tennis’ with you.
- As you say a word hit it to the student and have
the student respond with another word and hit it
back to you.
- Divide the class into pairs and have them play
with each other. Have some pairs demonstrate the
Song
Play the song Do as appointed
Ask Ss to stand up and sing the song
Reading Do as appointed
Ask Ss to read aloud the words they have learned
Speaking Do as appointed
Ask Ss to work in pairs, ask and answer with the
4. Consolidation
- Vocabulary: math, English, Physical Education (P.E.), music Vietnamese, art
What’s your favorite subject? Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
I like (math). - Structure:
What’s your favorite subject?
I like (math).
When do you have (math)?
I have (math) on (Monday).
5. Homework
Lesson 4+5+6
Date of planning:
Date of teaching:
1. Language focus
• I can say what I do in different subjects
2. Skills
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to write vocabulary from the previous lesson
3. New lesson
A. WARM – UP:
Play game:” “slap the board” (review the
previous lesson) Do as appointed
Ask Ss make 2 teams, T put the flash cards on
the board, ss one by one goes to the board ad
slap to the picture that t says.
B. CONTENTS:
I. Listen, point and say
- Ask ss to look at the pictures on the Do as appointed
book
- Play the recording
- Ask ss to point to the words they say
and repeat key:
II. Listen and circle 1. Tall
- Introduce the topic “School Friends.” 2. Thin
- Play audio and demonstrate the 3. Big
activity using the example. 4. Short
- Play audio and have students listen
and circle. Key:
- Play audio again and check answers as 1. False
a whole class. 2. True
III. Reading 3. False
- Have students read the text individually. 4. False
- Read the text as a whole class.
- Demonstrate the activity using the example.
- Have students read the statement and circle
“True” or “False”.
- Check answers as a whole class.
IV. Speaking
- Demonstrate the activity using the
example.
- Have Student A point and ask, Student
B answer.
- Afterwards, have some students
class.
V. Writing
example.
- Have students write about two of their
friends.
- Have students take turns reading their
sentences to each other.
- Afterwards, have some students read
their sentences in front of the class
Song
Play the song
Reading
Ask Ss to read the text and decide whether the
statements are true or false Do as appointed
Speaking
PERIOD: 7 UNIT 3: BODY AND FACE
Lesson1+2
Date of planning:
Date of teaching:

1. Language focus
• I can name parts of the body and face.
• I can describe people.
• I can compare people
2. Skills
- To promote Ss to enhance their ability in talking about parts of the body
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to work in pairs, ask and answer about school things
3. New lesson
A. WARM – UP:
Song: numbers song
Ask Ss to stand up, make a line, sing and dance Do as appointed
along
B. CONTENTS:
- Ask ss to look at the pictures on the book Do as appointed
- Ask ss to point to the words they say and
repeat
II. Listen and read
- Ask ss to look through the story Do as appointed
- Introduce the story
III. Listen, tick the box Key:

- Play audio and demonstrate the activity 1. Head
using the example. 2. Arm
- Play audio and have students listen and 3. Foot
tick the box. 4. Hand
- Play audio again and check answers as a
whole class. Key:
IV. Listen and circle 1. Black hair
- Play audio and demonstrate the activity using 2. Blue eyes
the example. 3. Big ears
- Play audio and have students listen and circle. 4. Short hair
- Play audio again and check answers as a whole
class.
Ask ss to work in pairs, look at the pictures, ask
and answer using structures
Game: Divide the class into two teams. Play the
game “Heads up. What's missing?”. 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.
- Play the “Word Tennis” game. Have one
student come to the front and play "Tennis" with
you.
- As you say a word hit it to the student and have
the student respond with another word and hit it
back to you.
- Divide the class into pairs and have them play
with each other. Have some pairs demonstrate
the activity in front of the class.
Song
Play the song
Reading
Ask Ss to read aloud the words they have learned Do as appointed
Speaking
Ask Ss to work in pairs, ask and answer with the Do as appointed
4. Consolidation
- Vocabulary:
tall, short, big, thin, pretty, draw pictures, read books, spell words, take tests, listen to music, do
exercise
- Structure:
Who’s the (tall) (boy)?
What do you do in (P.E)?
I do exercise
That’s (Huy). He’s nine. He likes (English).
5. Homework
Lesson3+4
Date of planning:
Date of teaching:

1. Language focus
• I can name parts of the body and face.
• I can describe people.
• I can compare people
2. Skills
- To promote Ss to enhance their ability in describing someone
- To develop Listening, Speaking , Writing
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to write the vocabulary learned at the previous lesson
3. New lesson
A. WARM – UP:
Song: Finger family
Ask Ss to stand up, make a line, sing and Do as appointed
dance along
B. CONTENTS:
book
and repeat
- Game: change your chair Do as appointed
Each ss keep one flash cards, T says
“change your chair if your have”…”
and “…”, if some one cannot find their
chairs, they will continue to say
“change your chair if…”
II. Listen and read
- Ask ss to look through the story Key:
- Introduce the story 1. Lips
- Listen and read aloud 2. Teeth
III. Listen and number 3. Tongue
1. Play audio and demonstrate the activity 4. Chin
using the example. 5. Cheeks
number. Key:
3. Play audio again and check answers as a 1. Taller
whole class 2. Smaller
3. Thinner
4. Bigger
IV. Listen and circle Practice.

- Play audio and demonstrate the activity T: I say, “you/tall”.
using the example. You say, “You’re taller than me.”
- Play audio and have students listen and T: I say, “she/small”.
circle. You say, “She’s smaller than me.” OK?
- Play audio again and check answers as a T: you/tall
whole class. Class: You’re taller than me.
T: she/small
C. Practice the structures Class: She’s smaller than me.
1. Draw students’ attention to the structure
box.
3. Play audio again and have students listen
and repeat when needed.
4. Play the “Word Tennis” game. Have one
student come to the front and play "Tennis"
with you.
5. As you say a word hit it to the student and
have the student respond with another word
and hit it back to you.
6. Divide the class into pairs and have them
play with each other. Have some pairs
demonstrate the activity in front of the class
Song
Play the song
Reading
Ask Ss to read aloud the words they have Do as appointed
learned
Speaking Do as appointed
Ask Ss to compare some pairs of students in
the class
4. Consolidation
- Vocabulary:
hair, nose, eye/eyes, ear/ears, mouth
- Structure:
What does he/she look like?
He/ She has (black hair).
5. Homework
Lesson 5+6
Date of planning:
Date of teaching:

1. Language focus
- describe animals
2. Skills
- To promote Ss to enhance their ability in describing animals
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
A. WARM – UP:
- Song: baby shark
- Ask Ss to stand up, make a line, sing and Do as appointed
dance along
B. CONTENTS:
repeat
- Game: change your chair
Each ss keep one flash cards, T says Do as appointed
“change your chair if your have”…” and
“…”, if some one cannot find their chairs,
they will continue to say “change your Key:
chair if…” 1. Small
II. Listen and circle 2. Red
- Introduce the topic “Facts about Douc 3. Chins
Langur monkeys”. 4. Tails
- Play audio and demonstrate the activity
using the example.
- Play audio and have students listen and
circle. Key:
- Play audio again and check answers as a 1. Small
whole class 2. Yellow
III. Reading 3. Four
- Have students read the text individually. 4. Tails
- Read the text as a whole class. 5. Long
- Have students look and fill in the blanks.
- Check answers as a whole class
IV. Speaking
- Have Student A ask and Student B answer.
- Afterwards, have some pairs demonstrate the
V. Writing
- Have students look at Speaking and choose two
animals.
- Have students write sentences about each
animal.
- Afterwards, have some students read their
sentences in front of the class.
Song
Play the song
Reading
Look at the words and fill in the blanks Do as appointed
Speaking
Look at the pictures, point, ask and answer Do as appointed
4. Consolidation
- Vocabulary:
hair, nose, eye/eyes, ear/ears, mouth
- Structure:
What does he/she look like?
He/ She has (black hair).
5. Homework
PERIOD: 10 UNIT 4: CLOTHES
Lesson 1+2
Date of planning:
Date of teaching:

1. Language focus
• I can talk about clothes' colors.
• I can talk about what someone is wearing.
• I can say what belongs to whom.
2. Skills
- To promote Ss to enhance their ability in talking about clothes
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
A. WARM – UP:
Game: who are you?
- T describe someone in the class with Do as appointed
the highlighted characters
- Ss guess who they are
B. CONTENTS:
book
and repeat
- Game: walk around Do as appointed
Ss sit in a circle, one ss stands up, goes
around while keeping a flash card and
chanting together with the others. That Do as appointed
ss stops and touches another ss, the
game continues with another word…
II. Listen and read Key:
- Ask ss to look through the story 1. blue shirt
- Introduce the story 2. Red shorts
- Ss read aloud as appointed 3. Yellow skirt
4. Brown bag
III. Listen and tick the box
1. Play audio and demonstrate the activity Key:
using the example. 1. Blue T-shirt
2. Play audio and have students listen and tick 2. Pink dress
the box 3. Green skirt
3. Play audio again and check answers as a 4. Gray pants
whole class
IV. Practice the structures Practice.

- Draw students’ attention to the structure box. - Divide the class into Group A and Group B.
- Play audio and have students listen. T: I say, “you/blue pants”.
- Play audio again and have students listen and Group A, you say, “What are you wearing?”
repeat. - Play the “Word Tennis” game. Have Group B, you say, “I'm wearing blue pants.”
one student come to the front and play T: I say, “he/white socks”.
"Tennis" with you. Group A, you say, “What's he wearing?”
- As you say a word hit it to the student and Group B, you say, “He's wearing white
have the student respond with another word socks.” OK?
and hit it back to you. T: you/blue pants
- Divide the class into pairs and have them Group A: What are you wearing?
play with each other. Have some pairs Group B: I'm wearing blue pants.
demonstrate the activity in front of the class. T: he/white socks
Song Do as appointed
Play the song
Reading
Ss read all the words they have learned Do as appointed
Speaking
4. Consolidation
- Vocabulary related clothing
- Structure:
He’s wearing (green shorts).
What color is your (shirt)? 5. Homework
It’s (orange). - Review vocabulary and structures
What color are your (shorts)? - Review the tasks again
They’re (blue).
What (are) (you) wearing?
(I'm) wearing (a green T-
shirt).
What’s (he) wearing?
Lesson 3+4
Date of planning:
Date of teaching:

1. Language focus
• I can say what belongs to whom.
2. Skills
- To promote Ss to enhance their ability in talking about clothes
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
A. WARM – UP:
Song: clothes song
Ss stand up and sing along Do as appointed
B. CONTENTS:
book
and repeat
- Game: walk around Do as appointed
Ss sit in a circle, one ss stands up, goes
around while keeping a flash card and
chanting together with the others. That Do as appointed
ss stops and touches another ss, the
game continues with another word…
II. Listen and read
- Ask ss to look through the story
- Ss read aloud as appointed
Key:
III. Listen and put a tick or a 1. 
cross 2. 
1. Play audio and demonstrate the activity 3. 
using the example. 4. 
2. Play audio and have students listen and put
a tick or a cross
whole class
IV. Listen and draw lines

1. Play audio and demonstrate the
activity using the example. Key:
2. Play audio and have students listen 1. Lucy- handbag
and draw lines. 2. Jill- watch
3. Play audio again and check answers as 3. Lucy- gloves
a whole class. 4. Jill- boots
C. Practice the structures 5. Grandpa- glasses
1. Draw students’ attention to the structure
box.
3. Play audio again and have students listen
and repeat.
Game “ guessing”
1. Divide the class into pairs.
2. Have Student A choose an object and hide
it from Student B while Student B covers their
eyes.
3. Have Student A name the object and
Student B guess the color and say a full
sentence.
4. Have Student B continue guessing until
they guess correctly.
5. Swap roles and repeat.
Song
Reading
Ss read can read the new words and read the Do as appointed
story
Speaking
4. Consolidation
- Vocabulary:
Glasses, watch, handbag, boots, gloves jeans, jacket, hat, scarf, sweater, pajamas
- Structure:
Whose (handbag) is this?
It’s (Lucy’s handbag).
5. Homework
Lesson 5 + 6
Date of planning:
Date of teaching:

1. Language focus
• I can say what belongs to whom
2. Skills
- To promote Ss to enhance their ability in talking about clothes for each kind of weather
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about their favorite colors
3. New lesson
A. WARM – UP:
Game: passing me
- Ss sit in a circle, one keeps flash cards Do as appointed
and passes them around. Ss have to
read them and pass them. If some one
cannot read or pass, it means they have
two flash cards in her hand. She is out.
B. CONTENTS:
book
and repeat
- Game: Jumping Do as appointed
Ss stand up and make a line
Each one chooses a favorite card and
remember it Do as appointed
T say one of them
When ss hear a word on their cards,
they have to stand up as quick as Key:
possible. If not, they’ll be out 1. raincoat
II. Listen and circle 2. sunglasses
- Introduce the topic “Weather and 3. guava
clothes.” 4. windy
- Play audio and demonstrate the 5. gloves
activity using the example.
and circle. Key:
- Play audio again and check answers as 1. rainy
a whole class. 2. raincoat
3. take
III. Reading 4. sunglasses
- Have students read the text
individually.
example.
- Have students look and fill in the
blanks.
IV. Speaking
example.
- Have Student A choose an item of
clothing and say "Take your ____."
- Have Student B guess the weather.
class.
V. Writing
example.
- Have students look at the statements
about the weather and write sentences
about what to take.
- Afterwards, have some students read
their sentences in front of the class
Song
Play the song
Reading
Ss read the text and fill in the blanks Do as appointed
Speaking
Ask Ss to look at pictures and say as required Do as appointed
4. Consolidation
- Vocabulary: sunny, rainy, snowy, windy, sunglasses,
raincoat
- Structure: It’s (sunny). Take your (sunglasses).
Sure/OK
5. Homework
PERIOD: 13 UNIT 5: HOME
Lesson 1+2
Date of planning:
Date of teaching:

1. Language focus
• I can talk about where people and things are.
• I can understand where to put things.
• I can talk about which things are mine.
2. Skills
- To promote Ss to enhance their ability in talking about time
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
A. WARM – UP:
Song: I see somethings blue
- T says hello Do as appointed
- Ask ss to stand up, make a line and
sing along
B. CONTENTS:
book
and repeat
Game: missing Do as appointed
- Stick flash cards on the board
- Ss close their eyes
- T takes one away
- Ss guess what has gone away
II. Listen and put a tick or a
cross
- Play audio and demonstrate the
- Play audio and have students listen 1 
and put a tick or a cross in the box. 2 
- Play audio again and check answers as 3 
a whole class. 4 
III. Listen and circle
using the example. Key:
2. Play audio and have students listen and 1. b
circle 2. a
3. Play audio again and check answers as a 3. b
whole class 4. a
- Draw students’ attention to the structure box.
repeat.
have students say the words, correct
pronunciation when needed.
- Two teams. Play the game “Heads up.
What's missing?” 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.
Song
Reading
Ss can read the story Do as appointed
Speaking
4. Consolidation
- Vocabulary: lamp, sofa, armchair, TV, next to, between
in front of, under, behind, bed, table, mat
- Structure:
Is the (lamp)next to the (sofa)?
Yes, it is.
Put the (mat) (next to) the (bed), please.
5. Homework
Lesson 3+4
Date of planning:
Date of teaching:

1. Language focus
2. Skills
- To promote Ss to enhance their ability in talking about things at home
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about something they have at home
3. New lesson
A. WARM – UP:
Song: toys song
Ask ss to stand up, make a line and sing
along
B. CONTENTS:
book
and repeat
Game: missing Do as appointed
- Stick flash cards on the board
- T takes one away Do as appointed
- Ss guess what has gone away
II. Listen and read
III. Listen and draw lines
using the example. Key:
2. Play audio and have students listen and 1. bathroom
draw lines 2. living room
3. Play audio again and check answers as a 3. bedroom
whole class 4. garden
IV. Listen and tick the box

- Play audio and demonstrate the activity Key:
using the example. 1. small mirror
- Play audio and have students listen and 2. pink clock
tick the box. 3. green toothbrush
- Play audio again and check answers as a 4. red phone
whole class.

- Draw students’ attention to the structure
box.
repeat.
- Change the order of the flashcards, point to
words, correct pronunciation when needed.
flashcard.
Play the song
Reading
Ss can read the story follow teacher Do as appointed
Speaking
Ask Ss to look at pictures in the book, point Do as appointed
and make questions and answer them.
4. Consolidation
- Vocabulary:
towel, clock, phone, toothbrush, mirror, kitchen, dining room, bedroom, bathroom, living room,
garden
- Structure:
Where's (Dad)?
He's in the (garden).
Which (towel) is yours?
The (red) one.
Which (mirror) is yours?
The (big/small) one.
5. Homework
Lesson 5+6
Date of planning:
Date of teaching:

1. Language focus
2. Skills
- To promote Ss to enhance their ability in talking about things at home
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about their things at home
3. New lesson
A. WARM – UP:
Song: toys song
- Ask ss to stand up, make a line and
sing along
B. CONTENTS:
- Play audio again and have students
listen, repeat and point to the pictures Do as appointed
in their books.
point to them individually and have Key:
students say the words, correct 1. Live with family
pronunciation when needed. 2. friendly
II. Listen and circle 3. quiet
- Have students look at the pictures and 4. dogs
call out the objects they can see.
- Play audio and demonstrate the Key:
activity using the example. 1. true
- Play audio and have students listen 2. true
and circle. 3. false
- Play audio again and check answers as 4. true
a whole class.
listen and repeat.
Game: heads up. What’s missing?
- Divide the class into two teams. Play
the game “Heads up. What's
missing?”.
- 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.
C. Reading
- Ask ss to read through the text
- Decide the statements are true or false
- Ask ss to give their answers
- Check again and give the correct
answers
- Ask ss to read aloud the text
D. Speaking
- Have Students A point and Student B talk
about that animal.
- Afterwards, have some students demonstrate
the activity in front of the class.
E. Writing
- Demonstrate the activity.
- Have students write sentences about each pet
and which pet is their favorite.
- Afterwards, have some students read their
sentences in front of the class
Ss can read the text and decide whether the
statements are true or false
Speaking
Ask Ss to look at pictures in the book, point Do as appointed
and say
4. Consolidation
- Vocabulary:
SOCIAL STUDIES – Pets in Vietnam
USEFUL LANGUAGE:
cat, dog, rabbit, cute, friendly, soft
- Structure:
(Rabbits) are my favorite pet.
(Rabbits) are (cute).
5. Homework
PERIOD 16: REVIEW UNITS
PERIOD 17: SEMESTER 1 TEST

(Paper test)

(speaking test)
PERIOD: 19 UNIT 6: TIME
Lesson 1+2
Date of planning:
Date of teaching:

1. Language focus
• I can say what time it is.
• I can say when I do daily activities.
• I can ask when someone's birthday is.
2. Skills
- To promote Ss to enhance their ability in talking time
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about things at home
3. New lesson
A. WARM – UP:
Song: hello, how are you?
T says hello Do as appointed
Ask ss to stand up, make a line and sing along
B. CONTENTS:
repeat
Game: missing
- Stick flash cards on the board Do as appointed
- T takes one away
- Ss guess what has gone away Do as appointed
II. Listen and read
- Ask ss to look through the story Key:
- Introduce the story 1. b
- Ss read aloud as appointed 2. b
3. a
III. Listen and circle 4. a
1. Play audio and demonstrate the activity using the Key:
example. 1. 11.00
2. Play audio and have students listen and circle the 2. 9.00
correct answers 3. 10.00
3. Play audio again and check answers as a whole 4. 10.30
class

1. - Demonstrate the activity using the example.
- Have Student A point and ask, Student B answer.
- Afterwards, have some pairs demonstrate the
2. Divide the class into Group A and Group B.
T: I say, “get up/7 a.m.”.
Group A, you say, “What time do you get up?”
Group B, you say, “I get up at 7 a.m.”
T: I say, “eat breakfast/8 a.m.”.
Group A, you say, “What time do you eat
breakfast?” Group B, you say, “I eat breakfast at 8
a.m.” OK?
T: get up/7 a.m.
Group A: What time do you get up?
Group B: I get up at 7 a.m.
T: eat breakfast/8 a.m.
Game: tic, tac, toe

- Divide the class into groups of four. Each
group has two teams with two students in
each team.
- Have teams play rock, paper, scissors. The
winning team chooses a square, asks and
answers.
- Have the teams take turns.
- Swap roles and repeat until the game is
finished (rock, paper, scissors is played each
turn).
- Before the end of the lesson, check answers
as a whole class.
Song
Play the song
Reading
Ss can read the story follow teacher
Do as appointed
Speaking
Ask Ss to look at pictures in the book, point and
make questions and answer them. Do as appointed
a.m., p.m., half past (seven), (nine) o’clock
4. Consolidation
What time is it? - Vocabulary: a.m., p.m., half past (seven), (nine) o’clock
It’s (half past get up, eat breakfast, eat lunch, eat dinner, do homework, go to bed
one). - Structure: What time is it?
It’s (half past one).
What time do you go to bed?
I (go to bed) at (11 o’clock).
5. Homework
Lesson 3+4
Date of planning:
Date of teaching:

1. Language focus
2. Skills
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to write vocabulary of the previous lesson
3. New lesson
A. WARM – UP: Do as appointed
Song: Walking walking
- Ask ss to stand up and follow teacher
B. CONTENTS:
book
and repeat
- Play the “Guess” game. Do as appointed
- Arrange the flashcards on the board
and write a number under each card.
- Have students look at the flashcards Do as appointed
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.
II. Listen and read
III. Listen and tick the box

1. Play audio and demonstrate the activity Key:
using the example. 1. Go swimming
2. Play audio and have students listen and tick 2. Go to the movies
the correct box. 3. Go to a party
3. Play audio again and check answers as a 4. Goo to the playground
whole class
IV. Listen and circle Key:

- Play audio and demonstrate the 1. May
activity using the example. 2. November
- Play audio and have students listen 3. January
and circle 4. July
- Play audio again and check answers as
a whole class.
V. Practice the structures
- T read the questions and ask ss to repeat
- Practice in pairs
game “Heads up. What’s missing?” Arrange
flashcard.
1. Divide the class into Group A and Group
B.
T: I say, “morning/go swimming”.
Group A, you say, “What do you want to do
in the morning?”
Group B, you say, “I want to go swimming.”
T: I say, “afternoon/eat lunch”.
Group A, you say, “What do you want to do
in the afternoon?”
Group B, you say, “I want to eat lunch.”
OK?
T: morning/go swimming
Group A: What do you want to do in the
morning? Group B: I want to go swimming.
T: afternoon/eat lunch
B.
T: I say, “birthday/January”.
Group A, you say, “When’s your birthday?”
Group B, you say, “It’s in January.” T: I say,
“birthday/February”.
Group A, you say, “When’s your birthday?”
Group B, you say, “It’s in February.” OK?
T: birthday/January
Group A: When’s your birthday?
Group B: It’s in January.
T: birthday/February
Song
Play the song
Reading
Do as appointed
Speaking
Ask Ss to look at pictures in the book,
point and make questions and answer Do as appointed
them.
4. Consolidation
- Vocabulary: morning, afternoon, evening, go to the movies, go to the playground, go to the party
January, February, March, April, May, June, July, August, September, October, November,
December
- Structure:
What do you want to do in the (morning)?
I want to (go to the playground).
When’s your birthday?
It’s in (May).
5. Homework
Lesson 5 + 6
Date of planning:
Date of teaching:

1. Language focus
2. Skills
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
Song: Walking walking
Ask ss to stand up and follow teacher
B. CONTENTS:
Arrange the flashcards on the board, Do as appointed
play audio and have students listen
and repeat. Point to the flashcards
along with the audio. Repeat several
times.
Play audio again and have students Do as appointed
listen, repeat and point to the pictures
in their books.
Change the order of the flashcards, Do as appointed
point to them
II.
Listen and number
Have students look at the pictures and
call out what they can see.
Demonstrate the activity using the
example.
Play audio and have students listen
and number the pictures.
Play audio again and check answers as
a whole class.
Play audio again and have students
listen and repeat.
III. Read and circle true or false Key:
Have students read the passage. 1. True
Read the passage as a whole class. 2. False
Demonstrate the activity using the 3. False
example. 4. True
Have students read the statements and
circle "True" or "False".
Check answers as a whole class.
IV. Speaking
example.
- Have Student A point and ask,
Student B answer.
class.
V. Writing
example.
- Have students look at the pictures in
“Speaking” and write the sentences.
Play the song
Do as appointed
Speaking
point and make questions and answer
them.
4. Consolidation
- Vocabulary:
eat Tet cake, visit my family, get lucky money, watch a lion dance, watch the fireworks
- Structure:
What are you going to do in the Lunar New Year?
I’m going to (eat Tet cake).
5. Homework
PERIOD: 22 UNIT 7: SPORT AND LEISURE
Lesson 1+2
Date of planning:
Date of teaching:

1. Language focus
• I can talk about what sports I can and can't play.
• I can talk about people's ability in different activities.
• I can suggest an activity and say whether I like or dislike it.
2. Skills
- To promote Ss to enhance their ability in talking about sports they like or dislike
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
Song: head, shoulders, knees and
toes
Ask ss to stand up, sing and dance
along
B,. CONTENTS:
- Arrange the flashcards on the Do as appointed
board, play audio and have
students listen and repeat. Point to
the flashcards along with the
audio. Repeat several times.
- Play audio again and have students Do as appointed
listen, repeat and point to the
pictures in their books.
- Change the order of the flashcards, Do as appointed
point to them
II. Listen and read
- Now introduce the situation
- Have students call out the they can
see. Key:
- Play audio and demonstrate the 1. 
activity using the example. 2. 
- Play audio and have students listen 3. 
and read 4. 
III. Listen and put a tick or a cross
activity using the example. 1. Mai- jump
- Play audio and have students listen 2. Tom- run
and put a tick or a cross 3. Lucy- hit
- Play audio again and check 4. Alfie- throw
answers as a whole class
IV. Listen and draw lines
and draw lines. Do as appointed
- Play audio again and check
answers as a whole class.
V. Practice the structures
- Play the “Word Tennis” game. Have one
student come to the front and play "Tennis"
with you.
- As you say a word hit it to the student and
have the student respond with another word
and hit it back to you.
- Divide the class into pairs and have them
play with each other. Have some pairs
demonstrate the activity in front of the class.
B.
T: I say, “badminton/yes”.
Group A, you say, “Can you play
badminton?”
Group B, you say, “Yes, I can.”
T: I say, “tennis/no”.
Group A, you say, “Can you play tennis?”
Group B, you say, “No, I can’t.” OK?
T: badminton/yes
Group A: Can you play badminton?
Group B: Yes, I can.
T: tennis/no
…..
B.
T: I say, “what/run”.
Group A, you say, “What can you do?”
Group B, you say, “I can run.”
T: I say, “what/jump”.
Group A, you say, “What can you do?”
Group B, you say, “I can jump.” OK?
T: what/run
Group A: What can you do?
Group B: I can run.
T: what/jump
……
Song
Play the song
Reading
Ss can read the story follow teacher Do as appointed
Speaking
Ask Ss to look at pictures in the book, Do as appointed
them.
4. Consolidation
- Vocabulary: badminton, hockey, tennis, table tennis, volleyball, basketball
run, jump, hit, kick, throw, catch
- Structure:
What can you do?
I can (jump).
Can you play (badminton)? Yes, I can.
5. Homework
Lesson 3+4
Date of planning:
Date of teaching:

1. Language focus
2. Skills
- To promote Ss to enhance their ability in talking about sports
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
toes
along
B. CONTENTS:
Arrange the flashcards on the board, play Do as appointed
audio and have students listen and repeat.
Point to the flashcards along with the
audio. Repeat several times. Play audio
again and have students listen, repeat and
point to the pictures in their books. Do as appointed
Change the order of the flashcards, point to
them
II. Listen and number
Play audio and demonstrate the activity Key:
using the example. 1. Play piano
Play audio and have students listen and 2. Play guitar
number 3. Paint
Play audio again and check answers as a 4. dance
whole class.
III. Listen and put a tick or a cross Key:

Play audio and demonstrate the activity 1
using the example. 2.
Play audio and have students listen and 3.
put a tick or a cross in the box. 4.
Play audio again and check answers as a
whole class.
IV. Practice the structures

Draw students’ attention to the structure
box.
Play audio and have students listen.
Play audio again and have students listen
and repeat and have students say the
words, correct pronunciation when
needed.
Divide the class into two teams. Play the
game “Heads up. What’s missing?”.
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.
V. Practice
1. T: I say, “play guitar”.
You say, “Can you play guitar well?”
T: I say, “paint”.
You say, “Can you paint well?” OK?
T: play guitar
Class: Can you play the guitar well?
T: paint
2. Divide the class into Group A and
Group B.
T: I say, “play guitar/very well”.
Group A, you say, “Can you play guitar
well?”
Group B, you say, “Yes, very well.”
T: I say, “paint/I can’t”.
Group A, you say, “Can you paint well?”
Group B, you say, “No, I can’t.” OK?
T: play guitar/very well
Group A: Can you play the guitar well?
Group B: Yes, very well.
T: paint/I can’t
……..
Song
Reading
Speaking
them.
4. Consolidation
- Vocabulary: TV/television, play computer games, read comic books, skateboard
Watch, play guitar, play piano, play chess, paint, dance
- Structure:
Can you (play guitar) well?
Pretty well/Yes, very well
Let’s (watch TV).
Yes, I like watching TV.
No, I don’t like (watching TV).
5. Homework
Lesson 5+6
Date of planning:
Date of teaching:

1. Language focus
2. Skills
- To promote Ss to enhance their ability in talking about sports and leisure time
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
toes
along
B. CONTENTS:
Arrange the flashcards on the board, Do as appointed
Play audio again and have students
in their books.
Change the order of the flashcards,
point to them
II. Listen and circle
Play audio and demonstrate the activity Key:
using the example. 1. Two players
Play audio and have students listen and 2. Two teams
circle 3. A ball
Play audio again and check answers as a 4. A net
whole class.
III. Reading, tick the box
Have students read the text individually.
Read the text as a whole class.
example.
Have students tick in the correct box
Check answers as a whole class.
IV. Speaking
example.
Divide the class into groups of four.
Have Student A ask and the other students
take turns answering using the words from
the box.
Swap roles and repeat.
Afterwards, have some groups
class.
V. Writing
example.
Have students choose two sports and write
the things they need to play them.
Afterwards, have some students read their
sentences in front of the class.
Song
Play the song
Reading
Ss can read the text and circle the correct
answers Do as appointed
Speaking
them.
4. Consolidation
- Vocabulary:
shuttlecock, racket, net, team, player,
soccer
- Structure:
What do you need to play basketball?
You need two teams, two nets and a ball.
5. Homework
PERIOD: 25 UNIT 8: THE WORLD AROUND US
Lesson 1+2
Date of planning:
Date of teaching:

1. Language focus
• I can say where I went
• I can say which countries they are
2. Skills
- To promote Ss to enhance their ability in talking about places around the world
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
A. WARM – UP:
Song: baby shark
Ask ss to stand up, sing and dance along Do as appointed
B. CONTENTS:
board, play audio and have students
listen and repeat. Point to the
flashcards along with the audio.
- Change the order of the flashcards, Key:
point to them 1.UK
III. Listen and circle 2.Canada
- Play audio and demonstrate the 3.Australia
activity using the example. 4. USA
and circle Key:
- Play audio again and check answers as 1. Look for shells
a whole class. 2. Play with mommy
3. Swim
IV. Listen and tick the box 4. sandcastle
and tick the box.
- Play audio again and check answers as
a whole class
V. Practice the structure

- Draw students’ attention to the
structure box.
listen and repeat individually and have
students say the words, correct
pronunciation when needed.
- Play the “Heads Up, What’s
Missing?” game. 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
Divide the class into Group A and Group B.
T: I say, “Bobby/he/the USA”.
Group A, you say, “This is Bobby. He’s from
the USA.”
Group B, you say, “Hello Bobby. Nice to
meet you.”
T: I say, “Linh/she/Australia”.
Group A, you say, “This is Linh. She’s from
Australia.” OK?
Group B, you say, “Hello Linh. Nice to meet
you.”
T: Linh/she/Australia
Group A: This is Linh. She’s from Australia.
Group B: Hello Linh. Nice to meet you.
T: Bobby/he/the USA
………………
T: I say, “do/swim”.
Group A, you say, “What do you want to do?”
Group B, you say, “I want to swim.” OK?
T: I say, “do/play soccer”.
Group A, you say, “What do you want to do?”
Group B, you say, “I want to play soccer.”
T: do/swim
Group A: What do you want to do?
Group B: I want to swim.
T: do/play soccer
…………….
Song
Play the song
Reading
Ss can read the text and decide whether the Do as appointed
Speaking
them.
4. Consolidation
- Vocabulary: Vietnam, the UK, the USA, China, Australia, Canada
swim, read, play, make a sandcastle, look for shells
- Structure:
This is (Jack). He’s from the UK.
Hello, (Jack). Nice to meet you.
What do you want to do?
I want to (make a sandcastle).
5. Homework
PERIOD: 26 UNIT 8: PLACES AND DIRECTIONS
Lesson 3+4
Date of planning:
Date of teaching:

1. Language focus
• I can say where I'm going.
• I can say where places are.
• I can ask for simple directions.
• I can say what people are doing.
2. Skills
- To promote Ss to enhance their ability in talking about places
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
A. WARM – UP:
Play game:” “slap the board” (review
the previous lesson) Do as appointed
Ask Ss make 2 teams, T put the flash
cards on the board, ss one by one goes to
the board ad slap to the picture that t says.
B. CONTENTS:
in their books.
point to them
II. Listen and put a tick or a cross Key:
- Play audio and demonstrate the 1.
activity using the example. 2.
- Play audio and have students 3. 
listen and put a tick or a cross 4. 
- Listen again and check answers 5. 
as a whole class.
III. Listen and number
activity using the example. 1. Helped my dad
- Play audio and have students 2. Planted some seeds
listen and number 3. Cleaned the pond
- Play audio again and check 4. Pick up the trash
answers as a whole class. 5. Watered the plants
IV. Practice the structure
structure box.
- Play audio and have students
listen.
- Play the “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
flashcard over after each guess.
Point, ask and answer.
- Demonstrate the activity using
the example.
Student B answer.
demonstrate the activity in front
of the class.
Song
Play the song
Reading
Ss can read the text and tick the box
Do as appointed
Speaking
go to the park,point
have and makefly
a picnic, questions and answer
a kite, play tag, climb aDo
treeas appointed
them.
4. Consolidation
No, thanks. - Vocabulary: go to the park, have a picnic, fly a kite, play tag, climb a tree
plant some seeds, pick up the trash, clean the pond, water the plants, help someone
- Structure:
Do you want to (have a picnic)?
Do you want to go?
What did you do yesterday?
I (planted some seeds).
5. Homework
PERIOD: 27 UNIT 8: PLACES AND DIRECTIONS
Lesson 5+6
Date of planning:
Date of teaching:

1. Language focus
I know about some famous places in Vietnam
2. Skills
- To promote Ss to enhance their ability in talking about famous places in Vietnam
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
- Play game:” “slap the board”
(review the previous lesson)
- Ask Ss make 2 teams, T put the flash
cards on the board, ss one by one goes
to the board ad slap to the picture that t
says.
B,. CONTENTS:
listen, repeat and point to the Do as appointed
point to them
II. Listen and draw lines
- Have students look at the pictures
and call out what they can see.
activity using the example. 1. Vinh- Da Lat
- Play audio and have students listen 2. Mom- old houses
and draw lines 3. Dad- mountains
- Play audio again and check 4. Kim- big rocks
listen and repeat.
III. Reading
individually. Key:
- Read the text as a whole class. 1. false
- Demonstrate the activity using the 2. true
example. 3. false
- Have students look and circle true 4. true
or false
IV. Speaking
example.
Student B answer.
demonstrate the activity in front of
the class.
V. Writing
- Demonstrate the activity by using
the example.
- Have students complete the
sentences with the words in the
box.
Song
Play the song
Reading
statements are true or false Do as appointed
Speaking
them.
4. Consolidation
- Vocabulary:
Mountains, waterfalls, old houses, big rocks, pagodas
- Structure:
Where do you want to go?
I want to go to (Sa Pa) and see the (mountains).
5. Homework
PERIOD: 28 UNIT 9: TRANSPORT
Lesson 1+2
Date of planning:
Date of teaching:

1. Language focus
• I can say how I go to school.
• I can talk about transport.
• I can talk about things I did and saw in the past.
2. Skills
- To promote Ss to enhance their ability in talking about transports
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
A. WARM – UP:
- Play game:” “slap the board” (review the
previous lesson) Do as appointed
- Ask Ss make 2 teams, T put the flash cards
on the board, ss one by one goes to the
board ad slap to the picture that t says.
B,. CONTENTS:
- Arrange the flashcards on the board, play Do as appointed
audio and have students listen and
repeat. Point to the flashcards along with
the audio. Repeat several times.
listen, repeat and point to the pictures in
their books. Do as appointed
- Change the order of the flashcards, point
to them Key:
II. Listen and draw lines 1.Tom- bike
- Play audio and demonstrate the activity 2.Cody- car
using the example. 3. Mai - walk
- Play audio and have students listen and 4. Nick- bus
draw lines.
- Play audio again and check answers as a
whole class.
III. Listen and circle
- Play audio and demonstrate the activity Key:
using the example. 1.
- Play audio and have students listen and 2. rockets
circle. 3. ship
- Play audio again and check answers as a 4. racecars
whole class.

-
Draw students’ attention to the structure
box.
- Play the “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 flashcard over after each guess.
T: I say, "see/two red scooters".
Group A, you say, "What can you see?"
Group B, you say, "I can see two red scooters."
T: I say, "see/three blue racecars".
Group A, you say, "What can you see?"
Group B, you say, "I can see three blue
racecars." OK?
T: see/two red scooters
Group A: What can you see?
Group B: I can see two red scooters.
T: see/three blue racecars.
Game: tic, tac, toe
- Divide the class into groups of four. Each
group has two teams with two students in
each team.
- Have teams play rock, paper, scissors. The
winning team chooses a square, asks and
answers.
- Have the teams taken turns?
- Swap roles and repeat until the game is
finished.
- Before the end of the lesson, check answers
as a whole class
Song
Reading
Ss can read the text and tick the box Do as appointed
Speaking
Ask Ss to look at pictures in the book, point and
make questions and answer them. Do as appointed
4. Consolidation
- Vocabulary: walk, bicycle, motorbike, car, bus
scooter, racecar, rocket, tractor, ship
- Structure: How do you go to school? I (walk) to school.
How do you go to school?
I go to school by (bicycle).
What can you see?
I can see (two red scooters).
5. Homework
PERIOD: 29 UNIT 9: TRANSPORT
Lesson 3+4
Date of planning:
Date of teaching:

1. Language focus
2. Skills
- To promote Ss to enhance their ability in talking about transport
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
Song: One little finger
Ask ss to stand up and sing along
B. CONTENTS:
point to them
II. Listen and read
and read Do as appointed
III. Listen and tick
and put a tick in the box.
- Draw students’ attention to the Do as appointed
structure box.
- Play the “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.
students take turns to guess the face
down card. Turn the flashcard over
after each guess.
Game: memory
- Have Student A look at the
pictures in Part D while Student B
counts to 10.
- Have Student A make as many
questions as possible.
Song
Play the song
Reading
Speaking
them.
4. Consolidation
- Vocabulary: fire engine, ambulance, police car, van fly a helicopter, drive a truck, fly a plane, ride
a bike
- Structure:
What did you see?
I saw a red fire engine
Can you (fly a helicopter)?
Yes, I can. / No, I can’t.
5. Homework
PERIOD: 30 UNIT 9: WEATHER
Lesson 5+6
Date of planning:
Date of teaching:

1. Language focus
2. Skills
- To promote Ss to enhance their ability in talking about transport
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
3. New lesson
A. WARM – UP:
Song: One little finger
Ask ss to stand up and sing along Do as appointed
B. CONTENTS:
point to them
II. Listen and number
- Introduce the situation: “The
children talk about their beach
holiday…”
- Have students call out the
activities and people they can see.
III. Reading
individually.
example.
- Have students read the text again
and fill in the blanks using the
provided words in the box.
- Have students read the text again
and choose the best name for the
story.
IV. Speaking
example.
- Have Student A choose a picture
and say three things about it. Have
Student B guess which picture was
described.
the class.
V. Writing
example.
- Have Student A choose a picture
and say three things about it. Have
Student B guess which picture was
described.
the class.
Song
Play the song
Reading
Speaking
Ask Ss to work in pairs, ask and answer Do as appointed
4. Consolidation
- Vocabulary:
SOCIAL STUDIES – Family vacation activities
USEFUL LANGUAGE:
took a train, went to the beach, slept in a hotel, ate in a restaurant, swam in the sea
- Structure:
A: What did you do?
B: We (took a train)
5. Homework
PERIOD: 31 UNIT 10: WORK
Lesson 1+2
Date of planning:
Date of teaching:

1. Language focus
I can talk about job
2. Skills
- To promote Ss to enhance their ability in asking about works
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about the weather
3. New lesson
A. WARM – UP:
Song: baby shark
Ask ss to stand up and sing along Do as appointed
B,. CONTENTS:
point to them Key:
II. Listen and read 1. hammer
- Play audio and demonstrate the 2. board
activity using the example. 3. hose
- Play audio and have students listen 4. paintbrush
and read
key:
1. doctor
III. Listen and circle 2. driver
- Play audio and demonstrate the 3. cleaner
activity using the example. 4. nurse
and circle.
Do as appointed
IV. Listen and number
and put a tick or a cross in the box.

-
Draw students’ attention to the
structure box. Play game as appointed
listen.
not looking.
face down card. Turn the flashcard
over after each guess.
Game: tic, tac, toe
- Divide the class into groups of
four. Each group has two teams
with two students in each team.
- Have teams play rock, paper,
scissors. The winning team
chooses a square, asks and
answers.
- Have the teams take turns.
- Swap roles and repeat until the
game is finished.
- Before the end of the lesson, check
the answers as a whole class.
Song
Play the song
Reading
Speaking
them.
4. Consolidation
- Vocabulary:
firefighter, hose, builder, hammer, artist, paintbrush, doctor, nurse, cleaner, driver, hospital
- Structure:
What’s his job?
He’s a (doctor). He (helps sick people).
What does a (builder) use?
A(builder) uses a (hammer).
5. Homework
Lesson 3+4
Date of planning:
Date of teaching:

1. Language focus
• I can ask and answer about different kinds of jobs.
• I can say what people use for different jobs.
• I can talk about my future job.
2. Skills
- To promote Ss to enhance their ability in asking about different kinds of jobs
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about their parent’s jobs
3. New lesson
Song: baby shark
Ask ss to stand up and sing along
B. CONTENTS:
point to them
II. Listen and read
and read
III. Listen and number
- Play audio and have students listen 1. Using computer
and number. 2. Drawing a bridge
- Play audio again and check 3. Building a model
answers as a whole class. 4. Talking on a phone
IV. Listen and circle

- Play audio and have students listen Key:
and circle 1. Pilot
- Play audio again and check 2. Singer
answers as a whole class. 3. Police officer
4. Soccer player
structure box.
listen.
not looking.
face down card. Turn the flashcard
over after each guess.
Song
Play the song
Reading
Ss can read the text and tick the box
Do as appointed
Speaking
point and make questions and answer Do as appointed
them.
4. Consolidation
What’s Sam doing? - Vocabulary:
using a computer, building a model, drawing a bridge, talking on the phone, pilot,
soccer player, singer, police officer
- Structure:
What’s Sam doing?
He’s (building a model).
What are you doing?
I’m (using a computer)..
What do you want to be?
I want to be a (pilot).
5. Homework
Lesson 5+6
Date of planning:
Date of teaching:

1. Language focus
• I can ask and answer about different kinds of jobs.
• I can say what people use for different jobs.
• I can talk about my future job.
2. Skills
- To promote Ss to enhance their ability in asking about jobs
3. Attitudes
II. PREPARATION
1. Teacher
2. Students
III. PROCEDURE
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about their jobs in the future
3. New lesson
A. WARM – UP:
- Song: feelings song
- Ask ss to stand up and sing along Do as appointed
B. CONTENTS:
point to them
II. Listen and number Do as appointed
- Have students call out the objects
and people they can see.
and write the numbers.
listen and repeat.
III. Reading and circle true or false
- Have students read the passage.
- Read the passage as a whole class. Key:
- Demonstrate the activity using the 1. true
example. 2. false
- Have students read the statements 3. true
and circle "True" or "False". 4. false
IV. Speaking
example.
- Have Student A point and Student
B say.
the class.
V. Writing
example.
- Have students look at the pictures
and write the sentences.
Song
Play the song
Reading
Ss can read the text and circle true or false Do as appointed
Speaking
them.
4. Consolidation
- Vocabulary:
dong, dollars, thousand, candy, coffee, postcard
- Structure:
How much is the (candy)?
It’s (20,000) dong.
5. Homework
PERIOD 34: REVIEW UNITS

(Paper test)

(speaking test)

Lesson Plans For I-Learn Smart Start 3

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PERIOD: 1 UNIT 1: NUMBERS

D. Practice the structures

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

III. Listen, tick the box Key:

I. AIMS/OBJECTIVES OF THE LESSON

IV. Listen and circle Practice.

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

IV. Practice the structures Practice.

I. AIMS/OBJECTIVES OF THE LESSON

IV. Listen and draw lines

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

IV. Listen and tick the box

C. Practice the structures

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 16: REVIEW UNITS

PERIOD 17: SEMESTER 1 TEST

PERIOD 18: SEMESTER 2 TEST

I. AIMS/OBJECTIVES OF THE LESSON

C. Practice the structures

Game: tic, tac, toe

I. AIMS/OBJECTIVES OF THE LESSON

III. Listen and tick the box

IV. Listen and circle Key:

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

III. Listen and put a tick or a cross Key:

IV. Practice the structures

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

V. Practice the structure

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

IV. Practice the structure

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

I. AIMS/OBJECTIVES OF THE LESSON

V. Practice the structure

I. AIMS/OBJECTIVES OF THE LESSON

IV. Listen and circle

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 34: REVIEW UNITS

PERIOD 35: SEMESTER 1 TEST

PERIOD 36: SEMESTER 2 TEST

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