LESSON PLAN

FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 37 LESSON 1 : WORDS
Teacher : ……………………………..…………………………….. Week : 19
Lesson duration : 35 minutes

I. AIMS: Students know how to say 5 animals

II. OBJECTIVES: By the end of this lesson, students will be able to

- identify 5 animals
- use the animal words in the form of a chant
III. LANGUAGE:
Language focus: listening, speaking, reading
Vocabulary: bird, bear, hippo, crocodile, tiger
IV. RESOURCES AND MATERIALS:
Flashcards 27-31, audio tracks 1, 50-51
Stickers, workbook p.30, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greet students whole class
Warm up Hello song
5 mins - Ask students sing along the song
- Stick Class rules
Review Simon says whole class
3 mins
 - Ask students to stand at their desks.
- Tell them the rule: If the instruction begins with the words Simon says,
children must do as you say. If not, they should stand still and wait for the
next instruction. Student who gets this wrong is out of the game and has to sit
down.
Simon says point to your desk; Simon says stand up; Simon says write your
name; Sit in your chair; touch your desk, count to 3,…
- Continue the game until there is one winner left standing, or a group of
winners if you prefer

Lead in: whole class

Tell your students: today we are going to the zoo, what can we see in the zoo?
Present - Use Flashcards 27-31 to introduce the vocabulary for this lesson.
information - Hold the flashcards up one at a time and ask: What’s this?
5 mins - Say the words for children to repeat in chorus.
- Put the flashcards in different places around the room.
- Say a word.
- Students point to the card and repeat the word in chorus.
Guided practice 1. Listen and point. Track 50
7 mins
- Play the track 50, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
2. Listen and chant. Track 51
- Students listen to track 51and point to the correct flashcards
- Demonstrate an action for each word: bird (flap arms), bear (make claws), hippo
(snap teeth together), crocodile (snap arms together), tiger (do pouncing actions).
- Divide the class into 6 groups
- Give each group a flashcard
 - Play the chant again
- Students listen and stand up when they hear their group’s animal word
- Students listen, chant along and do the action
Pair/ group • Below level: Instead of teaching the actions above, ask the different groups to groups
practice stand up when they hear their word.
10 mins • At level: Complete Exercise 2 as described above.
• Above level: Teach the actions as described but ask the whole class to do all the
actions in time with the chant.
Repeat this several times to chant and do the actions.

3. Point and say. Stick Pairs

- Show students how to do:
 Point to the pictures
 Say:” Let’s stick!”
 Stick the sticker and say: “Tiger”
- Ask students to work in pairs to say and stick
- Go around to help
Worksheet
Part 1:
- Model first
- Point to each animal in number 1 and ask students: What is it?
- Point to the bird and say: “It’s a bird.’ Circle and draw line to match the
word
- Ask students to work in pairs, ask, say, circle and match
Part 2:
- Model first
- Point to the word and say: “Hippo” Pairs
- Circle the picture of the hippo
 individuals

4. Workbook p.30
- Ask student to do exercise in workbook p.30
- Go around to help and encourage the students
Conclusion Do it!
5 mins • Use Flashcards 27–31 to review the vocabulary from the previous unit and to groups
energize the class.
• Assign each child a word from the vocabulary, e.g., bird, bear, hippo,
crocodile, tiger, etc.
• Give instructions, e.g., Tigers, roar! Bears, growl!
 • Hold up a flashcard. Children who have that word assigned to them do the
action. Repeat with all of the flashcards.
Draw your favorite animal
- students draw and color their favorite animals
- Students work in pairs talking about their picture: I love tigers. My tiger is
yellow!
VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Period : 38 LESSON 2 : GRAMMAR AND SONG
Teacher : …………………………….. Week : 19
…………………………….. Lesson duration : 35 minutes

I. AIMS: Students know how to ask and answer about animals

II. OBJECTIVES: By the end of this lesson, students will be able to

- ask question:” What are they?”
- answer: “They are (bears).”
- Recognize plurals with s
- sing a song
III. LANGUAGE:
Language focus: listening, speaking, reading
Vocabulary: What are they? _They are (bears).
IV. RESOURCES AND MATERIALS:
Flash cards 27-31, audio tracks 52-53, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greeting whole class
Warm up
- Sing Hello song
5 mins
- Class rules
Review Guessing game whole class
3 mins - read poem: Dear zoo
 Dear zoo So they sent me (a snake)
By Rod Campbell He was too scary!
I wrote to the zoo I sent him back
To send me a pet
So they sent me (a monkey)
They sent me (an elephant) He was too naughty!
He was too big! I sent him back
I sent him back.
So they sent me (a frog)
So they sent me (a giraffe) He was too jumpy!
He was too tall Oh I sent him back
I sent him back.
So they thought very hard
So they sent me (a lion) And sent me a puppy
He was so fierce! He was perfect
I sent him back I kept him.

So they sent me (a camel) https://youtu.be/FbgMWFIrwOY

He was too grumpy!
I sent him back

- change the animals and adjectives, make the poem familiar to the children. EX:
a hippo/big, …
- make the sound or do the actions
- ask students to guess
- students listen and guess
- Continue the game until you have practiced all of the words from the vocabulary
set.
Present Lead in:
information - Hold up flashcard of a bird and say What’s this? Elicit It’s a bird. Draw one
 more bird and say What are they? Say They’re birds. whole class
5 mins - practice of plural form of animals: hippos, bears, tigers, monkeys
- Point to the hippos and say What are they? They’re hippos.

1. Listen and repeat track 52

- Play track 52, listen and point Whole class
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
•Below level: Bring out a flashcard, e.g., tiger. Hold up one finger and say tiger.
Hold up three fingers and elicit three tigers.
Pretend you can’t hear the s. Put your hand behind your ear and make the children
shout the word, emphasizing the s.
Repeat with different numbers and all the flashcards.
• At level: Carry out Exercise 2 as described above.
• Above level: Have two children come to the front of the class and stand back-
to-back so that the class can only see one child.
Guided practice - Whisper to them which animal they will mime, e.g., bear.
10 mins - The first child mimes being a bear, the class answers bear.
- The second child turns around and both children mime.
- The class responds with the plural form, bears.
- Repeat with different children and animal mimes.
2. Listen and sing. Track 53
- Point to the picture and say: What are they?
- Elicit the answer: They are (tigers).
- Repeat with all animals with the whole class.
- Play the song.
- Demonstrate an action for each animal.
- Play the recording again and students listen and point to the animals as they
hear the words.
- Practice several times singing and doing the actions.
Pair/ group 8 Ask and answer. Pairs
practice - Point to the hippos and ask: What are they? Elicit: They’re hippos. Repeat
7 mins with different groups of animals in the picture.
- Then cover up a group of animals with your hand or some paper, and elicit
from the class the question: What are they? Remove your hand and answer
their question.
- Repeat with all the animals in the picture.
- Ask students to work in pair to ask and answer
LET’S TALK Pairs
- Ask students to look at the picture and the words in the speech bubble.
Ask: What are they? (Two bears.)
- Have two students demonstrate the question in the speech bubble and the
answer in the picture.
- Students work in pairs to ask and answer the question.
Worksheet P. 36 Pairs
- Give each pair a worksheet and
- Students work in pair ask and answer (part 2) individuals
- Move around to help
- Students finish part 1
 4. Workbook p. 31
- Ask student to do exercise in workbook p.31
- Go around to help and encourage the students
Poster
- Ask students to draw a zoo Groups
Conclusion - Place their zoos on the wall
5 mins - 1 student from each group stands near the poster to answer questions
- Students move around, ask their friends about their zoos: What is it? What are
they?
VI. REFLECTION:
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LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 39 LESSON 3 : SOUNDS AND LETTERS
Teacher: ……………………………..…………………………….. Week : 20
Lesson duration : 35 minutes

I. AIMS: Students know how to recognize J, K and pronounce the sounds /dʒ/ and /k/

II. OBJECTIVES: By the end of this lesson, students will be able to

 - recognize the upper- and lowercase forms of the letters J, K and associate them with the sounds /dʒ/
and /k/
- pronounce the sounds /dʒ/ and /k/on its own and at the beginning of words
- be familiar with the names of the letters J, K
III. LANGUAGE:
Language focus: listening, speaking, reading, writing
Vocabulary: jug, juice, kangaroo, key
In, has
IV. RESOURCES AND MATERIALS:
Audio tracks 53-55, Sounds and letters poster,
Phonics cards 19-22, stickers

V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greeting whole class
Warm up
- Play HELLO SONG, ask student to sing along
5 mins
- Class rules
Sing and point (track 53) whole class
Review - Place Flashcards 27-31 around the classroom.
3 mins - Play the song from Lesson 2 (Track 53) of the unit.
- Students point to the correct flashcard when they hear the word.
Lead in:
- Draw the uppercase J and lowercase j on the board.
Present information - Say the sound /dʒ/. whole class
5 mins - Draw dotted outlines of the uppercase J and lowercase j on the board.
- Ask different students to come to the board and connect the dots.
- Continue with letter K and sound /k/
 1. Listen, point, and repeat. Write. Track 54 groups
- Play track 54, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
- Model the writing activity
• Below level: Practice the words and sounds again by handing out the
phonics cards to four different students. They must stand up with their
card when they hear their word.
- Change students and repeat several times.
• At level: Have children work in pairs, and stand one behind the other. Pairs
- Invite one child in each pair to trace a letter ( j or k) on their
Guided practice
partner’s back. The other child guesses the letter.
10 mins
• Above level: Continue with the ‘At level’ activity but encourage
children to add in other letters they know.

2. Listen and chant: track 55

- Point to the picture and say: “Juice in a jug.” And “Kangaroo has a
key.”
- Play the recording, ask students to listen to the chant.
- Put Phonics cards 19-22 in different places around the room.
- Play the chant again
- Students point to the cards.
- Play the chant again, pause for students to repeat.
3. Stick and say.
- Point to the pictures one at a time and elicit the words kangaroo and jug.
- Point to the letters under the kangaroo and say the sound /k/ – kangaroo. groups
Pair/ group practice Then elicit /dʒ/ – jug for the next picture.
7 mins - say Let’s stick! Hold up the K sticker and model placing it in the book
in the correct position, while saying /k/.
- Put it on the letter k under the picture of the kangaroo. Say /k/ –
 kangaroo. Children copy and repeat in chorus.
- Continue with J
- Students work in pair stick and say
4. Workbook p. 32
- Ask student to do exercise in workbook p.32 individuals
- Go around to help and encourage the students
Telephone game: whole class
Whisper a word (J, K, kangaroo, jug, juice, key) into the ears of the first
students in each row.
Conclusion
They whisper the word into the next student’s ear in their row until the
5 mins
whisper gets to the last student in the row.
The last student in the row has to say out the word.
The team or teams that get the pronunciation right scores a point.
VI. REFLECTION:
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LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 40 LESSON 4 : NUMBERS
Teacher : ……………………………..…………………………….. Week : 20
Lesson duration : 35 minutes
I. AIMS: Students know how to recognize numbers 9, 10 and count 9, 10
II. OBJECTIVES: By the end of this lesson, students will be able to
- recognize and say the numbers 9 and 10
- use the numbers 9 and 10 in the context of a song
III. LANGUAGE:
Language focus: listening, speaking
Vocabulary: 9, 10, nine, ten, panda
Review: 1, 2, 3, 4, 5, 6, 7, 8, count, lions, birds
IV. RESOURCES AND MATERIALS:
Audio tracks 56-57, Flashcards 27-31, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Play HELLO SONG, ask student to sing along whole class
Warm up - Ask students to greet each other in pairs.
5 mins - Remind students about Class rules
- Stick Class rules on the board

Stop the bus game (review numbers: 1. 2. 3. 4. 5. 6. 7. 8) whole class

- Tell students the rules of the game.

- Students work in group of 5
Review - Each group has a mini board
4 mins - Say a number
- Students listen and write the number on the board
- The quickest group says: STOP THE BUS and raises their board.
The whole group says the number aloud.
- Continue with all the numbers in random
Present information Lead in:
5 mins - Draw 9 keys on the board, count and say 9
- Model the word for children to repeat. whole class
- Write number 9 on the board and say NINE.
- Draw dotted outlines of the number 9 on the board and demo how to
write them.
 - Do the same steps to teach number 10
1. Listen, point, and repeat. Write. Track 56 Whole class
- Play track 56, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
- Model the writing activity
- Ask students to trace and write the numbers

2. Point and sing: track 57

- Point to the picture LIONS and count.
- Ask students to repeat
- Read the song.
Guided practice
- Ask students to repeat.
11 mins
- Play all of the song
- Ask students to listen and point to the pictures as they hear the words.
- Play the song again, ask students to sing along.
3. Count, circle and say:
- Look at the picture together and point at the animals as you say the
words … bears… hippos. Use Phonics card 23 (/l/ lion) to teach lion
and Phonics card 31 (/p/ panda) to teach panda.
- Point to the word panda and ask: How many pandas? Circle each pairs
panda and encourage the children to count them with you. Elicit
nine pandas from the class. Say Nine pandas.
- Ask students to work in pair, look and count the bears, lions, hippos
Pair/ group practice • Below level: Stick the four flashcards and four phonics cards on the Pairs
7 mins board for activity 3. (Note there isn’t a flashcard for panda.) Write the
answers next to each animal as a figure, not a word.
• At level: Also use the flashcards and phonics cards for activity 3. Write
the answers next to each animal as a word. individuals
• Above level: Follow the instructions for ‘At level’ and then ask
 children to come to the board and write the number next to the word.
Let’s talk
- Point to the picture and speech bubble. Say NINE. And ask: What is on
the picture? to elicit the answer: NINE BEARS. pairs
- Students work in pairs and take turns saying the numbers.
4. Workbook p.33
- Ask student to do exercise in workbook p.33
- Go around to help and encourage the students
individuals
Conclusion Pair work: using printable resources P.37 pairs
5 mins - Ask students to work in pair
- Model how to do on the board
VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 41 LESSON 5 : SOUNDS AND LETTERS
Teacher : ……………………………..…………………………….. Week : 21
Lesson duration : 35 minutes

I. AIMS: Students know how to recognize l, m and pronounce /l/, /m/

II. OBJECTIVES: By the end of this lesson, students will be able to

- recognize the upper- and lowercase forms of the letter l, m and associate them with the sound
/l/, /m/
- pronounce the sound /l/, /m/on its own and at the beginning of words
- be familiar with the name of the letter l, m
III. LANGUAGE:
Language focus: listening, speaking and reading
Vocabulary: lion, lollipop, man, mango

IV. RESOURCES AND MATERIALS:

Audio tracks 58-59
Phonics card 23-26, work sheet, paper, crayons, stickers
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greeting whole class
Warm up
- Play HELLO SONG, ask student to sing along
5 mins
- Class rules
 Forwards and backwards whole class
• Students stand at their desks.
Review • Students start counting.
5 mins • Say Change! The children then have to start counting backward from whatever
number they reached.
• Say Change! again and the children start counting forward again.
Lead in:
Present - Draw the uppercase L, M and lowercase l, m on the board.
information - Say the sounds /l/ and /m/ whole class
5 mins - Draw dotted outlines of the uppercase L, M and lowercase l, m on the board.
- Ask different students to come to the board and connect the dots.
Guided practice 1. Listen, point, and repeat. Write. Track 58 groups
10 mins
- Play track 58, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
- Model the writing activity
• Below level: Practice repeating the words and sounds several times and have
children point to the phonics cards in different places around the room.
Change position of the cards each time.
• At level: Teach actions for each of the four words: lion – open mouth to roar,
lollipop – hold and put an imaginary lollipop into your mouth, man – stand up
straight, mango – make the shape with your hands.
• Divide the class into four groups and assign each group a word and an action.
Tell groups to do their action when they hear their word.
• Above level: Practice the actions above with the whole class and encourage
them to do each one when they hear each word.

2. Listen and chant: track 59

- Point to the 1st picture and say: “A lion has a lollipop.”
 - Point to the 2nd one and say:” A man has a mango.”
- Play the recording, ask students to listen to the chant.
- Put Phonics cards 15-18 on the board.
- Play the chant again
- Students point to the cards.
- Play the chant again, pause for students to repeat.
3. Stick and say. groups
- Hold up the phonics cards Ll and Mm and say Let’s find the letters!
- Read the first sentence slowly, following the words with your finger.
- Ensure that everyone is pointing to the first letter m in the sentence and then
say Let’s stick!
Pair/ group
- Hold up the m sticker, say /m/ – man and place it in the correct position.
practice
- Ask children to stick their sticker, too.
7 mins
- Read the word man aloud and encourage everyone to copy you. whole class
- Continue with mango, lion, lollipop
4. Workbook p. 34
- Ask student to do exercise in workbook p.34
- Go around to help and encourage the students individuals
Pair work pairs
- Show them how to do.
- Ask them to trace and say

Conclusion
5 mins

VI. REFLECTION:
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LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 42 LESSON 6 : STORY
Teacher : ……………………………..…………………………….. Week : 21
Lesson duration : 35 minutes

I. AIMS: Students know that they must be kind to animals

II. OBJECTIVES: By the end of this lesson, students will be able to

- Recognize and identify words
- understand a short story
- understand that it is good to be kind to animals
- review and consolidate language introduced in unit 4
III. LANGUAGE:
Language focus: integrated skills
Vocabulary: review unit 4, grandma
IV. RESOURCES AND MATERIALS:
Flash cards 27-31, audio tracks 2, 53, 54, video unit 4, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greet students whole class
Warm up Hello song
5 mins - Ask students sing along the song
- Stick Class rules
 Song track 53 whole class
Review - Place flashcards on the board
3 mins - Play the song from Lesson 2 to review the vocabulary for this lesson
- Ask students to sing along and point to the correct flashcards
Lead in:
Present - Hold up Flash cards 27-31 and ask: What are they? They are (bears). whole class
information - Point to the pictures of the story and ask students to guess where they are
5 mins and what they are doing ( in Vietnamese)
- Introduce grandma

Guided practice Video unit 4

7 mins - Play the video clip
- Pause the video, ask students to guess:” What happens next?”
- Students can answer in Vietnamese
1. Listen to the story. Track 60
- Play the track
- Ask the students to point to the animals as they listen to the story.
- Ask students: What do they do when they see birds? Is it good? ( Thumb up for
GOOD)
- Ask students to answer why they think so
groups
- Say: They don’t touch the animals. They are kind to the animals.
- Ask students: Do they throw anything to the tigers?
- Say: They are kinds to animals.
- Ask students to repeat: Be kind to animals!
2. Read and say
- Write the three animal words across the bottom of the board. Read them out
 slowly.
- Write They’re … . and put the crocodile flashcard next to it.
- Encourage the class to read the sentence as you point to each word. Then finish it
together: They’re … crocodiles.
- Replace the flashcard with the written word to complete the sentence. Read it
again.
Pair/ group • Below level: On the board write only the three animals which are from the
practice story. individuals
10 mins • Help the children to complete the sentence They’re … by adding the first initial
letter. Read the animal words with them and point out the initial letters to help
them decode the correct word.
• At level: Complete Exercise 2 as described above.
• Above level: Ask children to think about how to complete the sentence but not
to call out the animal words.
• Invite individuals to complete the sentence on the board by writing the initial
letter of the animal.

3. Workbook p. 35
- Ask student to do exercise in workbook p.35
- Go around to help and encourage the students
VALUES: Be kind to animals
- Give each student a worksheet
PART 1:
- Ask students to look at the pictures in part 1
- Point to picture 1 and ask: Is he kind to the hippos?
- Ask them to share their ideas
- Say: He is not kind.
- point to the cross and say: Cross it!
- Students work in pairs sharing their ideas, tick or cross
 - Say: Be kind to animals!
- Ask them to repeat.
PART 2
- Ask students to look at pictures in part 2
- point to the words and ask students to read in chorus.
- Students work in pairs, count the animals and write the numbers

Conclusion Goodbye song individuals

5 mins Students sing along
VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 43 CULTURE 3 : CHILDERN’S DAY IN JAPAN
Teacher : ……………………………..…………………………….. Week : 22
Lesson duration : 35 minutes

I. AIMS: Students know about Children’s Day in Japan.

II. OBJECTIVES: By the end of this lesson, students will be able to

- learn new words
- talk about Children’s day
III. LANGUAGE:
Language focus: listening, speaking
Vocabulary: fish, bird, flower, frog
IV. RESOURCES AND MATERIALS:
Flash cards 66-69, audio tracks 94-95
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greet students whole class
Hello song
Warm up
- Ask students sing along the song
5 mins
- Ask students to say aloud 4 class rules
- Stick Class rules on the board
Review Drawing in the back whole class
3 mins
 - Tell students the rules of the game.
- Hold all the phonics cards.
- Divide the class into 4 teams
- Ask each team to stand in a row
- Show a letter (A, B, C, D, E, F, G, H, I) to the students at the back of each row.
- They draw the letter in the next student’s back in their row until the letter gets
to the last student in the row.
- The last student in the row has to run to the board, write and say the correct
letter.
- The team with the correct answer scores a point.

Lead in: whole class

- Play the video
https://youtu.be/nekyW7TNeMg
( Japanese culture origami)
Or show them a picture

Present
information
5 mins

- Ask students: What are they? (cranes) What are they made of? (paper)
Where is it from? (Japan)
 - Tell them: This is a beautiful culture in Japan, children can do, too.
- Use flashcards to teach new words
1. Listen, point, and repeat. Track 94 Whole class
- Play the first part of the track
- Students listen and point.
- Play the second part of the track
- Students point and repeat.
- Play several times if necessary.

Guided practice 2.Listen, read and point. Track 95

8 mins - Play the track
- Students listen and repeat.
- Ask questions about the pictures: What is it? What are they? Can you fold
paper to make a crane?
- In L1, students think and share: When in Children’s day? What do you do
in Children’s day?
- Tell them: On children’s day, Japanese children always make origami
decorations.
Pair/ group 3. Point and say groups
practice - Point to the speech bubble and read it out.
10 mins - Point to the fish, bird, and flower and have children say what they are.
Below level: Have children work in pairs to help each other to practice
Exercise 3.
 At level: Follow the instructions suggested above for Exercise 3.
Above level: Before the children do Exercise 3, teach them the question
What’s this? and the answer It’s a …, have the class practice this structure
several times.
When the children are in pairs, one child asks What’s this? first, and then the
other answers It’s a (flower).
4. Workbook p. 55
- Ask student to do exercise in workbook p.55 individuals
- Go around to help and encourage the students
Easy origami Whale
https://youtu.be/hjole5KutUA
Conclusion - Ask student to watch the clip and make an origami whale
5 mins - Students work in pair showing their whale to their partners and telling:
This is my whale. It is (blue)…

VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Subject : ENGLISH

Class :1 UNIT 4 : THEY’RE BEARS!
Periods : 44 CONSOLIDATION AND TEST UNIT 4
Teacher : ……………………………..…………………………….. Week : 22
Lesson duration : 35 minutes

I. AIMS: Students do test 4

II. OBJECTIVES: By the end of this lesson, students will be able to

- Review unit 4
- Check their understanding about colors, counting 9-10
- Get feedback for students’ learning as well as teacher’s teaching
III. LANGUAGE:
Language focus: listening, speaking
Vocabulary: review unit 4
IV. RESOURCES AND MATERIALS:
Flash cards, audio tracks, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greet students whole class
Hello song
Warm up
- Ask students sing along the song
5 mins
- Ask students to say aloud 4 class rules
- Stick Class rules on the board
Review Beanbag circles ( animals, numbers 9, 10, phonics cards: j, k, l, m) whole class
 - Play the music.
- Students pass the bag
- Stop the music
5 mins
- The student who is holding the bag, takes out a cards and say: It’s
a…/They are…
- Continue playing the music
- Show them how to do step by step
- Give an example whole class
- Students do the test

Test
20 mins

- Students hand in their paper

Conclusion individuals
5 mins Goodbye song
Students sing along
VI. REFLECTION:
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