Giao An Tieng Anh 2 KNTT Ca Nam

WEEK 1 ( From 23/8/....... to 27/8/.......
)
Wednesday August 24 th, .......
Teaching : 2a ,2b ,2c
UNIT 1: AT MY BIRTHDAY PARTY
Lesson 1
I/ Objectives:
1. Knowledge:
By the end of the lesson, students will be able to :
- Pronounce correctly pronounce the name of letter P/p and the sound /p/ in
isolation.
- Say correctly the words pasta, popcorn, pizza
2. Competencies:
2.1.Generic competencies:
- Communication and cooperation competence: read and complete the
sentences, work in pairs/groups.
- Problem-solving competence: observing, collecting and analyzing information
- Autonomy and self-learning: remembering, recalling and guessing words/
phrases
- Problem –solving and creativity: giving ideas, changing information, giving
comments, critical thinking.
2.2. Language competence:
- Sound /p/
- Vocabulary: pasta, popcorn, pizza
- Skills: Integrated skills (speaking and listening)
3. Attitude / Qualities:
Educate Ss to become studious and obedient students, love food, love learning
English
II/ Teaching aids:
1. Teacher: Pictures, words cards, worksheets, flashcards, objects, recording,
computer, projector.
2. Students: Tieng Anh 2 students’ books, pens, pencils, crayons, notebooks.
III/ Procedure:
Teacher’s activities Students’ activities

1.Warm- up: 5’
Game: Who are you?
*Aims: to help T and ss greet and
introduce about each other.
*Teaching techniques
- miming, ask and answer.
*Procedure:
-T greets the class and introduces yourself, - SS say: Hello. I’m + name.
saying: Hello. I’m Tam.
- Encourage Ss to say their names and
where they come from (in Vietnamese).
-SS listen.
- Introduce (in Vietnamese) Tiếng Anh 2
- Sách học sinh (the number of units, the
number of lessons in one unit, and the
number of activities in each unit).
-SS open their book.
- Say “Open your book page 6 and look at
Unit 1, Lesson 1”
2. New lesson
Activity 1. - 1. Listen and repeat:10’
*Aims: to correctly pronounce the name of
letter P/p and the sound /p/ both in
isolation and in the words pasta, popcorn,
pizza
*Context: At the birthday party, There are
four children are sitting on the table with a
birthday cake, a plate of pasta, a bowl of
popcorn and a pizza. Peter is blowing out
seven candles on the birthday cake.
- techniques in teaching listening and
speaking, -Look at the picture and listen.
- individual, pairworks, ask and answer…
- using flashcardas, recording, pictures…
*Procedure: -Point, listen and repeat.
- Have ss look at the picture and draw ss’
attention to the letter P/p, the words next to
the things and the colour of the letter P/p. -Ss repeat.
-Ask ss to point to the letter P/p. Have
them listen and repeat the sound of the -Ss listen and repeat.
letter P/p more than once, if necessary.
-Tell ss to point to pizza . Ask them to
listen and repeat the word.
-Repeat the same Procedure: with the -SS listen, point and repeat.
words: pasta, popcorn, Give further
-SS say in front of the class.
support to those ss who find it difficult to
do the task.
-Play the recording again and have them
listen, point to the letter P/p and the pasta
and the popcorn and repeat until they feel
confident. Correct pronunciation, if
necessary.
-Play the recording again and call some ss
to say the letter P/p and the words pasta,
popcorn, pizza in front of the class.
*Outcome: Ss can correctly pronounce the
name of letter P/p and the sound /p/ both
in isolation and in the words pasta,
popcorn, pizza
Activity 2 - 2. Point and say:10’
*Aims: to correctly identify and
pronounce the name the words pasta, -Look at the picture and discribe.
popcorn, pizza .
*Context:At the birthday party, There are
four children are sitting on the table with a -Point and say
birthday cake, a plate of pasta, a bowl of
popcorn and a pizza. Peter is blowing out
seven candles on the birthday cake.
speaking, pairworks, ask and answer…
*Procedure: -Work in pairs or in groups.
- Have ss look at the picture again and ask
them to describe the picture again (in
Vietnamese). Draw their attention to the -Point and say
letter P/p, pasta, popcorn, pizza if
necessary.
- Get them to point to the letter P/p and say
it. Let them point to the word and say,
- Give further support to those ss who find
it difficult to do the task.
- Follow the same procedure: with other
things. Give further support to those Ss
who find it difficult to do the task.
- Ask ss to work in pairs or in groups to
point to the picture and say the sound of
the letter P/p and the words. Go around
and offer help or correct pronunciation, if
necessary.
-Invite two or three ss to point to the
picture and say the sound of the letter and
the words in front of the class.
- T gets feedback. -Ss look and listen.
*Outcome: Ss can correctly identify and
pronounce the name the words pasta,
popcorn, pizza .
Activity 3. *Play Kim’s game:6’
*Aims: to recognize target words while
listening and successfully recall the -Ss play game.
position of the relevent pictures.
*Context: Using flashcards about the
words have learnt
speaking, groupworks, ask and answer…
- using flashcardas, pictures…
*Procedure:
- Devide the class into 2 teams to play
game.
- Display both sets of cards face up on the -SS listen.
board. Have ss 2 mintes to memorize their
set.
- Turn the card face down on the board.
Explain that when you say a corrcet word -SS listen.
you will have one point.
-Have time for ss to play game.
- Count the point for each team and
announce the winner.The team with the
most points wins. The winning team must
then correctly pronounce all of the words.
*Outcome: Ss can recognize target words
while listening and successfully recall the
position of the relevent pictures when play
game.
3. Consolidation :3’
*Aims: to consolidate and wrap up the
content of the lesson.
- T tells sts about the main content of the
lesson.
-T tells sts about the educational Aimss of
the lessons.
4. Homelink. 1’
- Practice more at home.
- Prepare for the next lesson.
WEEK 2 ( From 30 /8/....... to 03/9/....... )
Wednesday September 01 st
, .......
Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words pasta, popcorn, pizza and say the sentence
pattern: I like........ in a chant.
2. Competencies:
- Communication and cooperation competence: read and complete the sentences,
work in pairs/groups.
phrases
- Sound /p/
- Vocabulary: review
Educate Ss to become studious and obedient students; love food, love learning
English
II/ Teaching aids:
1.Teacher: Pictures, words cards, worksheets, flashcards, objects, recording,
2.Students: Tieng Anh 2 students’ books, pens, pencils, crayons, notebooks.
III/ Procedure:

1.Warm- up: Check-up:5’
*Aims: to help ss remember the words that they
have learn in lesson 1.
- ask and answer.
*Procedure:
-T asks ss to say the letter and the sound they learnt - SS say the letter and
in lesson 1(P/p, /p/) the sound.
Say “Open your book page 7 and look at lesson 2” -SS open their book.
2. New lesson
Activity 1. - 3. Listen and chant:9’
*Aims: to correctly pronounce the words pasta,
popcorn, pizza and say the sentence pattern: I
like........ in a chant.
*Context: The picture shows a birthday party. The
children are eating pasta, popcorn and pizza.
- techniques in teaching listening and writing,
-individual, pairworks,groupworks, ask and
answer…
- using flashcardas, recording, pictures,
worksheets…
*Procedure:
- Have ss look at the chant on p. 7 in their books and
draw ss’ attention to the first line and explain its -Look at the picture and
meaning. Ask them to pay attention to the letter P/p listen.
and the words: pasta, popcorn, pizza . Check
comprehension.
- Play the recording of the first verse for Ss to listen -Ss listen.
and to get familiarized with the tune.
- Play the recording again, ask ss to listen and repeat -Ss listen and repeat.
the first line. Then play the recording for them to
listen and repeat until they feel confident.
- Follow the same Procedure: with the other verse. -SS listen and chant.
Show ss how to chant and clap their hands. Correct
pronunciation, if necessary.
- Play the recording all the way through. Ask ss to
listen and repeat the chant individually and in -SS chant.
chorus. Give further support to those ss who find it
difficult to do the task.
- Select some ss to the front of the class to chant and -SS chant in front of the
clap their hands. The rest of the class may sing the class.
chant along and clap their hands.
*Outcome: Ss can correctly pronounce the words
pasta, popcorn, pizza and say the sentence pattern: I
like........ in a chant.
Activity 2 - 4. Listen and tick:9’
*Aims: to recognize the words pasta, popcorn,
pizza and the sentence pattern: I like........ while
listening.
*Context:Sentence 1: popcorn and pasta./ Sentence
2: pasta and pizza
- techniques in teaching listening
pairworks, ask and answer…
- using recording, pictures…
*Procedure:
-Have Ss look at two pictures and say what they can
see. Draw ss’ attention to the boxes next to the -Look at the picture and
letters a and b. Check comprehension. discribe.
-Encourage some ss to point to the pictures and say
the words in front of the class . E.g. 1a: popcorn, 1b: -Point and say
pasta
- Play the recording for ss to listen and tick the box.
- Let ss to listen again and check . -SS do the task.
Ss check.
-T gets feedback.
*Keys: 1.a / 2.a
*Outcome: Ss can recognize the words pasta,
popcorn, pizza and the sentence pattern: I like........
while listening.
Activity 3. - 5. Look and write:7’
*Aims: to write the letter P/p and complete the
words: pasta, popcorn, pizza
*Context: Pictures of: pasta, popcorn, pizza.
Writing grids for P(upper case) and p( lower case)
- techniques in teaching writing
- individual, groupworks, ask and answer…
*Procedure:
- Have Ss look at the letter P (upper case) and p
(lower case). Ask ss to make sure if they recognize -Ss look and listen.
the two forms of the letter.
- Tell ss to trace the letter P/p. T can demonstrate by
air tracing or tracing the broken lines of the letter
P/p on the board. -Ss listen.
-Then let ss write the letter. Then find out the
missing letter to complete the correct word. Give
-SS do the task.
further support to those Ss who find it difficult to do
the task.
- Check the results of ss’ tracing and give feedback.
Ask ss to work in pairs and swap their answers.
Give ss time to work. Go around and offer help, if -Check in pairs.
necessary.
- Ask some ss to show what they have done.
*Outcome: Ss can write the letter P/p and complete
-Ss show their work.
the words: pasta, popcorn, pizza
*Aims: to consolidate and wrap up the content of
the lesson.
- T tells sts about the main content of the lesson.
-T tells sts about the educational Aimss of the
-SS listen.
lessons.
4. Homelink .2’
-SS listen.
WEEK 3 ( From 06 /9 /....... to 10/9/....... )
Tuesday September 7 th .......
Lesson 3
I/ Objectives:
1.Knowledge:
- Use : The ____is yummy to express this feeling about a particular food.
- Sing a song about feeling with a particular food.
2. Competencies:
phrases
- Sentence pattern: The _____ is yummy.
Educate Ss to become studious and obedient students; love food, love learning
English.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Slap the board
*Aims: to help ss review some vocabulary that they
learnt.
- grouping, miming, ask and answer.
*Procedure:
-Write the words on the board - SS listen and play
- Call 2 Ss to go to the board and ask them to slap game.
the word when T says one word aloud.
- After finishing the game, the student slaps more
correct words will be the winner.
- Say “Open your book page 8 and look at lesson 3” -SS open their book.
2. New lesson
Activity 1. - 6. Listen and repeat:9’
*Aims: to Use : The ____is yummy to express this
feeling about a particular food.
*Context: The picture shows a boy eating popcorn
and he is saying “The popcorn is yummy.”
- techniques in teaching listening and speaking,
-individual, pairworks, ask and answer…
*Procedure:
- Have Ss look at the first picture. Play the recording -Look at the picture and
for ss to listen and repeat, listen and repat.
- Have ss look at the sentence: The popcorn is -Ss listen.
yummy. Explain the meaning of the sentence and
how it is used. Check comprehension.
-Ss listen and repeat.
-Play the recording several times for ss to listen and
repeat the sentence. Give more support to those ss
who find it difficult to do the task. -SS say.
- Invite some ss to say the sentences in front of the
class.
- T checks and corrects.
*Outcome: Ss can use : The ____is yummy to
express this feeling about a particular food.
Activity 2 - 7. Let’s talk:9’
*Aims: to use : The ____is yummy to express this
feeling about a particular food.
*Context:Threre are three picture showing: pasta,
popcorn, pizza and sentence pattern: The ____is
yummy.
*Procedure:
- Have ss look at the first picture. Point to the food
and ask them What is this? Tell them how to express -Look at the picture and
this feeling about a particular food. ( The popcorn is discribe.
yummy.)
- Ask ss to work in pairs to practise expressing this
feeling about a particular food.Offer help, if -Point and say
necessary.
- Have ss look at the second picture. And practise in
pairs. -SS practice in pairs.
- Ask a few pairs of ss to practise in front of the
class. Offer help, if necessary. -SS practice in front of
- T gets feedback. the class.
*Outcome: Ss can use : The ____is yummy to
express this feeling about a particular food.
Activity 3. - 8. Let’s sing:9’
*Aims: to Sing a song about feeling with a
particular food.
*Context: The picture shows a birthday party. The
people are singing.
individual, groupworks, …
*Procedure:
-Have ss read the lyrics to familiarize themselves
with the first verse of the song. Explain the -Ss look and listen.
meanings of the verse, if necessary. Check
comprehension.
-Play the recording several times for ss to repeat line
after line to make sure that they can sing the verse
correctly. -Ss listen and repeat.
- Do the same with the second verse of the lyrics.
Play the recording several times for ss to repeat to
make sure that they can sing the verse correctly. -SS do the task.
Check comprehension.
-Have time for ss practise singing the song. Help
them sing the song sentence by sentence first. Then
help them to sing the whole song. -SS sing the song.
- Call one or two groups to sing the song in front of
-Ss sing in front of the
the class.
class.
*Outcome: Ss can sing a song about feeling with a
particular food.
3. Consolidation:2’
the lesson.
- T tells ss about the main content of the lesson.
- T tells ss about the educational Aimss of the
lessons. -SS listen.
4. Homelink .1’
- Prepare for Unit 2 lesson 1. -SS listen.
UNIT 2: IN THE BACKYARD
Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter K/ k and the sound /k/ in
isolation.
- Say correctly the words kite, kitten, bike
2. Competencies:
phrases
- Sound /k/
- Vocabulary: kite, kitten, bike
Educate Ss to become studious and obedient students, love learning English
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
-Have ss to look through 3 pictures( which is
closed). T opens each piece of each picture for ss to - SS listen and play
guess about the pets and then read alous name of the game.
food.T checks and have ss read all the words.
- Say “Open your book page 9 and look at Unit 2, -SS open their book.
Lesson 1”
2. New lesson
Activity 1. 1. Listen and repeat: 10’
*Aims: to correctly pronounce the name of letter K/
k and the sound / k/ both in isolation and in the
words kite, kitten, bike
*Context: There are three children playing in the
backyard with kite, kitten and bike.
individual, pairworks, ask and answer…
*Procedure:
- Have ss look at the picture and draw ss’ attention
to the letter K/ k, the words next to the things and -Look at the picture and
the colour of the letter K/ k. listen.
-Ask ss to point to the letter K/ k Have them listen
and repeat the sound of the letter K/ k more than
-Point, listen and repeat.
once, if necessary.
-Tell ss to point to kite . Ask them to listen and
repeat the word. -Ss repeat.
-Repeat the same Procedure: with the words: kitten, -Ss listen and repeat.
bike, Give further support to those ss who find it
-Play the recording again and have them listen, point -SS listen, point and
to the letter K/ k and the kite, kitten, bike and repeat repeat.
until they feel confident. Correct pronunciation, if
necessary.
-Play the recording again and call some ss to say the -SS say in front of the
letter K/ k and the words kite, kitten, bike in front of class.
the class.
*Outcome: Ss can correctly pronounce the name of
letter K/ k and the sound /k/ both in isolation and in
the words kite, kitten, bike
Activity 2 2. Point and say: 10’
*Aims: to correctly identify and pronounce the
name the words kite, kitten, bike
*Context: There are three children playing in the
backyard with kite, kitten and bike.
*Procedure:
- Have ss look at the picture again and ask them to -Look at the picture and
describe the picture again (in Vietnamese). Draw discribe.
their attention to the letter K/ k, kite, kitten, bike
if necessary.
- Get them to point to the letter K/ k and say it. Let -Point and say
them point to the word and say,
- Give further support to those ss who find it
- Follow the same Procedure: with other things.
Give further support to those Ss who find it difficult
to do the task.
- Ask ss to work in pairs or in groups to point to the -Work in pairs or in
picture and say the sound of the letter K/ k and the groups.
words. Go around and offer help or correct
-Invite two or three ss to point to the picture and say -Point and say
the sound of the letter and the words in front of the
class.
- T gets feedback.
*Outcome: Ss can correctly identify and pronounce
the name the words kite, kitten, bike
Activity 3. *Play Word game: 6’
*Aims: to identify words containing a particular
sound.
*Context: Using flashcards that contain sounds ss
have learnt.
groupworks, ask and answer…
*Procedure:
- Devide the class into 2 teams to play game.
- Have ss to pronounce the sound of the letter ,eg:
/k/, ss should look through their pack of flashcards -Ss look and listen.
to find a word containning that sound, eg: bike, kite.
When they founf the correct word they should stick
the flashcard on the board. A correct word scires
one point.
- Have time for ss to play game. -Ss play game.
-Count the points for eaxch team and announce the
winner.The team with the most points wins
*Outcome: Ss can identify words containing a
particular sound while playing game.
the lesson.
-T tells ss about the educational Aimss of the -Ss listen.
lessons.
4. Homelink .1’
WEEK 4 ( From 13 /9 /....... to 17/9/....... )

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words kite, kitten, bike and say the sentence
pattern: He’s/ She’s ________(V-ing) in a chant.
2. Competencies:
phrases
- Sound /k/
- Sentence pattern: He’s/ She’s ________(V-ing)
Educate Ss to become studious and obedient students; love learning English
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1(K/ k, /k/) the sound.
2. New lesson
Activity 1. 3. Listen and chant:10’
*Aims: to correctly pronounce the words kite,
kitten, bike and say the sentence pattern: He’s/
She’s ________(V-ing) in a chant.
*Context: The picture shows some children are
doing in the backyard.
- techniques in teaching listening and speaking, -Look at the picture and
individual, pairworks,groupworks, ask and listen.
answer…
worksheets…
*Procedure:
- Have ss look at the chant on p. 10 in their books -Ss listen.
and draw ss’ attention to the first line and explain its
meaning. Ask them to pay attention to the letter K/ k -Ss listen and repeat.
and the words: kite, kitten, bike. Check
comprehension.
- Play the recording of the first verse for Ss to listen -SS listen and chant.
- Play the recording again, ask ss to listen and repeat
listen and repeat until they feel confident. -SS chant.
- Follow the same Procedure: with the other verse.
pronunciation, if necessary. -SS chant in front of the
class.
listen and repeat the chant individually and in
- Select some ss to the front of the class to chant and
clap their hands. The rest of the class may sing the
kite, kitten, bike and say the sentence pattern: He’s/
Activity 2 4. Listen and circle: 8’
*Aims: to recognize the words kite, kitten, bike
and the sentence pattern: He’s/ She’s ________(V-
ing)
*Context:Sentence 1: kite, bike ./ Sentence 2:
kitten, dog
- pairworks, ask and answer…
*Procedure:
the words in front of the class . E.g. 1a: kite, 1b: -Point and say
bike
-SS listen and do the
- Let ss to listen again and check .
task.
-T gets feedback.
*Keys: 1.b / 2.a
*Outcome: Ss can to recognize the words kite,
kitten, bike and the sentence pattern: He’s/ She’s
________(V-ing)
Activity 3. 5. Look and write:9’
*Aims: to write the letter K/ k and complete the
words: kite, kitten, bike
*Context: Pictures of: kite, kitten, bike
Writing grids for K(upper case) andk( lower case)
*Procedure:
- Have Ss look at the letter K (upper case) and k
- Tell ss to trace the letter K/ k. T can demonstrate
by air tracing or tracing the broken lines of the letter
-Ss listen.
K/ k on the board.
missing letter to complete the correct word. Give -SS do the task.
the task.
- Check the results of ss’ tracing and give feedback. -Check in pairs.
Give ss time to work. Go around and offer help, if
necessary.
- Ask some ss to show what they have done. -Ss show their work.
*Outcome: Ss can write the letter K/ k and
complete the words: kite, kitten, bike
the lesson.
-T tells sts about the educational Aimss of the -SS listen.
lessons.
4. Homelink . 1’

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Is she/he_______?-> Yes, she /he is. / No, she/he isn’t. to ask and
answer about actions in progress.
- Sing a song about playing in the backyard.
2. Competencies:
phrases
- Sentence pattern: Is she/he_______?-> Yes, she /he is. / No, she/he isn’t.
Educate Ss to become studious and obedient students; love learning English.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
- Say “Open your book page 11 and look at lesson -SS open their book.
3”
2. New lesson
Activity 1. 6. Listen and repeat:9’
*Aims: to use : Is she/he_______?-> Yes, she /he is.
/ No, she/he isn’t. to ask and answer about actions
in progress.
*Context: The picture shows a girl flying a kite,
there two friends ask and answer Is she flying a
kite?? – Yes, she is.
*Procedure:
- Have Ss look at the first picture. Play the recording
for ss to listen and repeat, -Look at the picture and
- Have ss look at the sentence: Is he flying a kite? listen and repeat.
Explain the meaning of the sentence and how it is -Ss listen.
used. Check comprehension.
- Invite some ss to say the sentences in front of the -SS say.
class.
*Outcome: Ss can use : Is she/he_______?-> Yes,
she /he is. / No, she/he isn’t. to ask and answer
about actions in progress.
Activity 2 7. Let’s talk:9’
*Aims: to use : Is she/he_______?-> Yes, she /he
is. / No, she/he isn’t. to ask and answer about
actions in progress.
*Context:Threre are three picture showing: kite,
kitten, bike and sentence pattern Is she/he_______?-
> Yes, she /he is. / No, she/he isn’t.
*Procedure:
- Have ss look at the first picture. Point to the
pictures and ask them What are they doing? Tell
them about actions in progress. -Look at the picture and
discribe.
- Ask ss to work in pairs to practise asking and
answering about actions in progress.Offer help, if
-Point and say
necessary.
class. Offer help, if necessary.
- T gets feedback. -SS practice in front of
*Outcome: Ss can use: Is she flying a kite?-> Yes, the class.
she is./ No, she isn’t. to ask and answer about
actions in progress.
Activity 3. 8. Let’s sing:9’
*Aims: to Sing a song about playing in the
backyard.
*Context: The picture shows the children playing in
the backyard.
-individual, groupworks, …
*Procedure:
with the first verse of the song. Explain the
-Ss look and listen.
comprehension.
the class.
*Outcome: Ss can sing a song about doing in the -Ss sing in front of the
backyard. class.
the lesson.
-T tells sts about the educational Aimss of the
lessons.
4. Homelink . 1’ -SS listen.
- Prepare for Funtime 1 – Part 1,2.
***********************************
Week:4 Preparing date: / /.......
Period :7 Teaching date: / /.......
FUN TIME 1
Part 1, 2
I/ Objectives:
1.Knowledge:
- correctly pronounce and spell the words :pizza, popcorn, kitten, bike
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
- grouping, miming, ask and answer. - SS listen and play
*Procedure: game.
closed). T opens each piece of each picture for ss to
guess about the pets and then read alous name of the -SS open their book.
- Say “Open your book page 12 and look at Funtime
1 – Part 1, 2”
2. New lesson
Activity 1. 1. Find and circle the words. Then
say. 12’
*Aims: to correctly pronounce the words :pizza,
popcorn, kitten, bike
*Context: Four pictures and a set of letters under
each picture.
- using flashcardas, recording, pictures… -Look at the picture and
*Procedure: say.
-Have ss look at the pictures and say the words,
saying Look and say, please -SS listen.
-Ask ss to look at the word search, find and circle
the correct words in it individually. Then say the
words
-T models with the first word if necessary. Give
further support to those Ss who find it difficult to
do the task. -Ss do the task.
- Have time for ss to do the task.
-SS play game.
-After the ss find the words and pronounce them,
organize a short game. Divide the class into two
teams. Call on one student from each team to go to
the board. Call out a word and the two ss have to
write them on the board. Give a point to each
correct word. Ss from the teams take turns to write
the words.
Activity 2. 2. Let’s play:Stand up! Sit down !
13’
*Aims: to recognize target words while listening.
*Context: A picture of a class playing game.
*Procedure:
-Have ss look at the pictures. Explain how the game
is played: Teacher holds up a flashcard and say a -Ss look and listen.
word. If the flashcard and the word are the same, ss
stand up; if not, ss sit still. Call some ss to stay the
correct word.
- Model the position of the first letter.
- Instruct ss to imitate each position. Help them
practise this position until they understand. Follow -SS do the task.
the same Procedure: with the other letters. Give
further support to those ss who find it difficult to do
the task.
-Have the whole class play the game. Call two ss to
be the observers of the game. Give out the -Ss play game.
commands and monitor how ss play the game. The
ss who cannot show the right position will be out
and become the observers. Divide the class into two
teams. Each team plays the game. Give stars/points
to the winner.Ss can also give the commands for
other ss to play.
* Keys: a. pizza, b. kitten, c. popcorn, d. bike
*Outcome: Ss can recognize target words while
listening while playing game.
the lesson.
- T tells ss about the educational Aimss of the -Ss listen.
lessons.
4. Homelink .2’
***********************************
FUN TIME 1
Part 3, 4
I/ Objectives:
1.Knowledge:
- write the words :pizza, pasta, kite, bike and complete the sentence pattern:
+ The______is yummy.
+ Is he/ she _______ ( Ving) ? ->Yes, he/ she is./ No, he/ She isn’t.
- correctly spell and pronounce the words: pizza, pasta, kite, bike
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
- Devide the class into 2 teams to play game. - SS listen and play
- Display both sets of cards face up on the board. game.
Have ss 2 mintes to memorize their set.
- Turn the card face down on the board. Explain that
when you say a corrcet word you will have one
point.
- Count the point for each team and announce the
winner.The team with the most points wins. The
winning team must then correctly pronounce all of
the words.
- Say “Open your book page 13 and look at Funtime -SS open their book.
1 – Part 3,4”
2. New lesson
Activity 1. 3. Look, read and write. Then say
aloud:13’
*Aims: to write the words :pizza, pasta, kite, bike
and complete the sentence pattern:
+ Is he/ she _______ ( Ving) ? ->Yes, he/ she
is./ No, he/ She isn’t.
each picture.
*Procedure:
-Have ss look at the pictures (pizza, pasta, kite, -Look at the picture and
bike ) and say the words. say.
-Have ss spell the words : pizza, pasta, kite, bike in
pairs
-SS listen.
- Call some ss to spell in front of the class.
- Have time for ss to write the words: pizza, pasta, -Ss do the task.
kite, bike in pairs on the small board, Then have ss
to check their writing in pairs.
- Call some ss to read the correct words in front of -SS play game.
the class.
- T gets feedback.
* Keys: a. pizza, b. kite, c. bike d. pasta
*Outcome: Ss can to write the words :pizza, pasta,
kite, bike and complete the sentence pattern:
+ Is he/ she _______ ( Ving) ? ->Yes, he/ she
is./ No, he/ She isn’t.
Activity 2. Let’s play: Spelling chain:12’
*Procedure:
-T introduces the game: Spelling chain and explains -Ss look and listen.
how the game is played: T divides the class into
two teams. The team plays game stands in a circle.
Give flashcard with the first letter written to the first
team member. The rest of the team work together to
spell the word. Take turn to say a letter, move in a
clockwise direction from the first student to the last
one. It is done when all ss in a team say the word
aloud. A correctly spelled and pronounce word
scores one point.
- Model the game with one group.
-Have ss play the game in groups one by one.
Support and give them help when necessary. -SS play game.
the lesson.
lessons.
4. Homelink .2’
- Prepare Unit 3 – Lesson 1
***********************************

UNIT 3: AT THE SEASIDE

Lesson 1
I/ Objectives:
1.Knowledge:
- Pronounce correctly pronounce the name of letter S/s and the sound /s/ in
isolation.
- Say correctly the words : sea, sail, sand
2. Competencies:
phrases
- Sound /s/
- Vocabulary: sea, sail, sand
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
- Say “Open your book page 14 and look at Unit 3,
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter S/s
and the sound / s/ both in isolation and in the words
sea, sail, sand
*Context: The picture shows the seaside with sea,
sail, sand
*Procedure:
- Have ss look at the picture and draw ss’ attention -Look at the picture and
to the letter S/s , the words next to the things and the listen.
colour of the letter S/s
-Ask ss to point to the letter S/s Have them listen
and repeat the sound of the letter S/s more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to sea . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: sail, -Ss listen and repeat.
sand, Give further support to those ss who find it
to the letter S/s and the sea, sail, sand and repeat repeat.
necessary.
letter S/s and the words sea, sail, sand in front of class.
the class.
letter S/s and the sound /s/ both in isolation and in
the words sea, sail, sand
name the words sea, sail, sand
*Context: The picture shows the seaside with sea,
sail, sand
*Procedure:
their attention to the letter S/s , sea, sail, sand
if necessary.
- Get them to point to the letter S/s and say it. Let -Point and say
to do the task.
picture and say the sound of the letter S/s and the groups.
class.
- T gets feedback.
the name the words sea, sail, sand
Activity 3. *Play game: Pelmanism 7’
*Aims: to match and successfully recall the position
of target words and pictures.
*Context: Using flashcards that contain target
words ss have learnt.
*Procedure:
- Devide the class into small teams to play game.
- Instruct ss to shuffle their flashcards and then place
them face down on the desk. Explain that team -Ss look and listen.
members should take it in turns to turn over two
card. Do the word and the picture match. If they do
match, the team members scores one point. If they
don not match, member should turn both cards face
down again.
-The first team to match all the words and pictures
wins
*Outcome: Ss can match and successfully recall
the position of target words and pictures while
playing game.
the lesson.
-Ss listen.
lessons.
4. Homelink .1’
***********************************
Week: 5 Preparing date: / /.......
Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words sea, sail, sand and say the sentence pattern: I
can see the ___________ in a chant.
2. Competencies:
phrases
- Sound /s/
- Sentence pattern: : I can see the ___________
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1(S/s , /s/) the sound.
2. New lesson
*Aims: to correctly pronounce the words sea, sail,
sand and say the sentence pattern: I can see the
___________ in a chant.
*Context: The picture shows the boy at the seaside.
He’s looking at the sea, the sail and the sand.
answer…
worksheets…
*Procedure:
- Have ss look at the chant on p. 15 in their books
and draw ss’ attention to the first line and explain its -Ss listen.
meaning. Ask them to pay attention to the letter S/s
and the words: sea, sail, sand.
Checkcomprehension.
- Play the recording of the first verse for Ss to listen
-SS listen and chant.
kite, kitten, bike and say the sentence pattern: : I
can see the ___________ in a chant.
Activity 2 4. Listen and tick: 8’
*Aims: to recognize the words kite, kitten, bike
and the sentence pattern: : I can see the
___________
*Context:Sentence 1: sail, sun ./ Sentence 2: sea,
sand
*Procedure:
the words in front of the class . E.g. 1a: sail, 1b: sun -Point and say
-T gets feedback. task.
*Keys: 1.a / 2.b
*Outcome: Ss can to recognize the words sea,
sail, sand and the sentence pattern: I can see the
__________
*Aims: to write the letter S/s and complete the
words: sea, sail, sand
*Context: Pictures of: sea, sail, sand writing grids
for S(upper case) and s( lower case)
*Procedure:
- Have Ss look at the letter S (upper case) and s
(lower case). Ask ss to make sure if they recognize
the two forms of the letter. -Ss look and listen.
- Tell ss to trace the letter S/s . T can demonstrate by
air tracing or tracing the broken lines of the letter S/s
on the board.
-Ss listen.
further support to those Ss who find it difficult to do -SS do the task.
the task.
necessary.
*Outcome: Ss can write the letter S/s and
complete the words: sea, sail, sand -Ss show their work.
the lesson.
lessons.
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Let’s look at the _____! to suggest doing something.
- Sing a song about suggestings doing something.
2. Competencies:
phrases
- Sentence pattern: Let’s look at the _____!
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use Let’s look at the _____! to suggest
doing something.
*Context: The picture shows a boy and his parents
at the seaside. The boy is saying: Let’s look at the
sea!
*Procedure:
for ss to listen and repeat, listen and repeat.
- Have ss look at the sentence: Let’s look at the sea! -Ss listen.
Explain the meaning of the sentence and how it is
class.
*Outcome: Ss can to use Let’s look at the _____!
to suggest doing something.
*Aims: to use Let’s look at the _____! to suggest
doing something.
*Context:Threre are three picture showing: sea, sail
and sand and sentence pattern Let’s look at the
_____!
-Look at the picture and
*Procedure:
discribe.
pictures and ask them What are they doing? Tell -Point and say
them about suggesting doing something.
- Ask ss to work in pairs to practise suggesting -SS practice in pairs.
doing something. Offer help, if necessary.
- Have ss look at the second picture. And practise in -SS practice in front of
pairs. the class.
- T gets feedback.
*Outcome: Ss can use Let’s look at the _____! to
suggest doing something.
*Aims: to Sing a song about at the seaside
*Context: The picture shows a boy and a girl at the
seaside
*Procedure:
comprehension.
-Play the recording several times for ss to repeat line -Ss listen and repeat.
correctly.
- Do the same with the second verse of the lyrics. -SS do the task.
make sure that they can sing the verse correctly.
-SS sing the song.
help them to sing the whole song.
- Call one or two groups to sing the song in front of class.
the class.
*Outcome: Ss can sing a song about doing in the
backyard.
the lesson.
- T tells ss about the main content of the lesson. -SS listen.
-T tells ss about the educational Aimss of the
lessons.
4. Homelink . 1’
- Prepare for Unit 4 lesson 1.
***********************************

UNIT 4: IN THE COUNTRYSIDE

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter R/r and the sound /r/ in
isolation.
- Say correctly the words : river, rainbow, road
2. Competencies:
phrases
- Sound /r/
- Vocabulary: river, rainbow, road
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter
R/r and the sound / r/ both in isolation and in the
words river, rainbow, road
*Context: The picture shows the countryside.There
is a river, a rainbow and a road
*Procedure:
to the letter R/r , the words next to the things and listen.
the colour of the letter R/r.
-Ask ss to point to the letter R/r Have them listen -Point, listen and repeat.
and repeat the sound of the letter R/r more than
once, if necessary.
-Tell ss to point to rainbow . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: river,
road Give further support to those ss who find it
-SS listen, point and
-Play the recording again and have them listen, point
repeat.
to the letter R/r and the river, rainbow, road and
repeat until they feel confident. Correct
-SS say in front of the
-Play the recording again and call some ss to say the
class.
letter R/r and the words river, rainbow, road in
front of the class.
letter R/r and the sound /r/ both in isolation and in
the words river, rainbow, road
name the words river, rainbow, road
*Context: The picture shows the countryside.There
is a river, a rainbow and a road
*Procedure:
their attention to the letter R/r, river, rainbow, road
if necessary.
- Get them to point to the letter R/r and say it. Let -Point and say
to do the task.
- Ask ss to work in pairs or in groups to point to the
picture and say the sound of the letter R/r and the -Work in pairs or in
groups.
class.
- T gets feedback.
the name the words: river, rainbow, road
Activity 3. *Play game: Board Race 7’
*Aims: to match the beginning and endings of
target words as quickly as possible.
*Context: Using flashcards that contain the words
to play game.
*Procedure:
- Devide the class into teams to play game. -Ss look and listen.
- Have ss to stand in in a circle and hold up their
flashcards, so that they can all see what is written on
them. Explain that when you call out, e.g: rainbow,
the two ss who are holding the beginning and ending
of the word must find each other, run to the board
and stick the flashcards in the correct order. The
fastest pair wins one point. The team with most
point wins. -Ss play game.
- Have time for ss to play game.
*Outcome: Ss can match the beginning and
endings of target words as quickly as possible.while
playing game.
the lesson.
- T tells ss about the main content of the lesson. -Ss listen.
lessons.
4. Homelink .1’
***********************************


Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words kite, kitten, bike and say the sentence
pattern: There’s ________ in a chant.
2. Competencies:
phrases
- Sound /r/
- Sentence pattern: There’s ________
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1( R/r, /r/) the sound.
2. New lesson
*Aims: to correctly pronounce the words kite,
kitten, bike and say the sentence pattern: There’s
________ in a chant.
answer…
worksheets…
*Procedure:
meaning. Ask them to pay attention to the letter R/r
and the words: river, rainbow, road . Check -Ss listen and repeat.
comprehension.
and to get familiarized with the tune. -SS listen and chant.
- Follow the same Procedure: with the other verse. -SS chant.
- Play the recording all the way through. Ask ss to -SS chant in front of the
listen and repeat the chant individually and in class.
kite, kitten, bike and say the sentence pattern:
There’s ________ in a chant.
*Aims: to recognize the words river, rainbow, road
and the sentence pattern: There’s ________
*Context:Sentence 1: river, rainbow ./ Sentence 2:
lake, road
*Procedure:
see. Draw ss’ attention to the boxes next to the
letters a and b. Check comprehension.
discribe.
the words in front of the class . E.g. 1a: river, 1b:
-Point and say
rainbow
- Play the recording for ss to listen and circle. -SS listen and do the
- Let ss to listen again and check . task.
-T gets feedback.
*Keys: 1.a / 2.b
*Outcome: Ss can to recognize the words river,
rainbow, road and the sentence pattern: There’s
________
*Aims: to write the letter K/ k and complete the
words: river, rainbow, road
*Context: Pictures of: river, rainbow, road
Writing grids for R(upper case) and r( lower case)
*Procedure:
- Have Ss look at the letter R (upper case) and r
- Tell ss to trace the letter R/r . T can demonstrate
R/r on the board. -Ss listen.
-SS do the task.
further support to those ss who find it difficult to do
the task.
Ask ss to work in pairs and swap their answers. -Check in pairs.
necessary.
*Outcome: Ss can write the letter R/r and -Ss show their work.
complete the words: river, rainbow, road
the lesson.
4. Homelink . 1’
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : What can you see?- I can see a rainbow. to describe features of scene.
- Sing a song about the countryside
2. Competencies:
phrases
- Sentence pattern: What can you see?- I can see a rainbow
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use : What can you see?- I can see a
rainbow. to describe features of scene.
*Context: The picture shows a girl and a boy re
looking at the rainbow. The girl is saying: What can
you see, The boy is saying: I can see a rainbow
*Procedure:
- Have ss look at the sentence: What can you see?- I listen and repeat.
can see a rainbow Explain the meaning of the -Ss listen.
sentence and how it is used. Check comprehension.
class.
*Outcome: Ss can use What can you see?- I can
see a rainbow. to describe features of scene.
*Aims: to use : What can you see?- I can see a
rainbow. to describe features of scene.
*Context: The picture shows a girl and a boy re
looking at the rainbow. The girl is saying: What can
you see, The boy is saying: I can see a rainbow
*Procedure:
pictures and ask them What are they seeing? Tell
discribe.
- Ask ss to work in pairs to practise describing
features of scene. Offer help, if necessary.
-Point and say
*Outcome: Ss can use : What can you see?- I can the class.
see a rainbow. to describe features of scene.
*Aims: to Sing a song about the countryside
*Context: The picture shows a road, a river and a
rainbow.
*Procedure:
comprehension.
the class.
*Outcome: Ss can sing a song about doing in the -Ss sing in front of the
backyard. class.
the lesson.
lessons.
- Prepare for Review 1
***********************************
REVIEW 1: PHIL AND SUE
I/ Objectives:
1.Knowledge:
- review the name and the letter P/p, K/k, S/s, R/r
- review target words and sentence pattern.
- role play dialogue betwwen Phil and Sue.
2. Competencies:
phrases
- Vocabulary : (review) pasta, pizza, popcorn, kitten, bike, kite, sail, sea, sand,
rainbow, river, road
- Sentence pattern: (review)
+ The popcorn is yummy.
+ Is he/she flying a kite? -> Yes, he/she is. / No, he/she isn’t.
+ Let’s look at the sea!
+ What can you see? – I can see a rainbow.
- Skills: Integrated skills (reading, writing and listening, speaking)
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Vietnamese whisper.
learnt.
*Procedure:: game.
- Divide the class into groups
- Choose the leader of each group
- Explain the rule: The leader of each group goes to -SS open their book.
the board and read the words which T gives in
silence. After that they go back and whisper the
words with their groups. The last person of each
group will go to board and write all the words on the
board
- After finishing the game, the group writes down all
correct words is a winner
- T gets feedback.
- Say “Open your book page 20 and look at Review
1- Phil ans Sue
2. New lesson
Activity 1. 1. Listen and read. 12’
*Aims: to identify and pronounce the target words
and sentence pattern as well as read understand a
short story.
*Context: Four pictures in the story about Phil and
Sue.
*Procedure:
- Have ss look at the picture and draw Ss’ attention
to the dialogue between Phil and Sue.
listen.
-Play the recording for ss to listen and repeat. -SS listen.
Correct pronunciation, if necessary.
-Have time for ss to role play in pairs.
-Call some ss to role play in front of the class. -Ss do the task.
- T gets feedback.
*Outcome: Ss can identify and pronounce the
target words and sentence pattern as well as read
understand a short story.
Activity 2. 2. 2. Look again and circle : 13’
*Aims: to identify the target words from the story.
*Context: word grids:pasta, pizza, kitten, bike,
rainbow,sea, road.
- techniques in teaching writing.
- individual, ask and answer…
*Procedure:
- Have ss look at the picture and identify the other
things. Then let them point to the pictures and say
the words:pasta, pizza, kitten, bike, rainbow,sea, -Ss look and identify.
road. Correct pronunciation, if necessary.
-Have time for ss to look at the pictures and circle
the correct word individually.
- Call some ss to tell their answer. -SS do the task.
- T gives the correct answer and corrects if
necessary. -SS tell their answer.
* Keys: pizza,rainbow, sea, kitte
the lesson.
lessons.
4. Homelink .2’ -Ss listen.
********************************
REVIEW 1: SELF –CHECK

PART 1, 2, 3
I/ Objectives:
1.Knowledge:
- recognize target words and sentence pattern.
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: slap the board.
learnt.
*Procedure:
-Write the words on the board
- Call 2 Ss to go to the board and ask them to slap - SS listen and play
the word when T says one word aloud. game.
- Say “Open your book page 21 and look at Review -SS open their book.
1Self –check – Part 1, 2, 3
2. New lesson
Activity 1. 1. Listen and tick. 9’
*Aims: to recognize target words while listening
*Context: Three pictures about: river, road, pizza,
pasta, sea, sand
*Procedure:
- Have ss look at two pictures and say what they can
listen.
-SS listen.
the words in front of the class .
-Ss do the task.
- T gets feedback
*Keys: 1.a / 2. b./3.a
*Outcome: Ss can to recognize target sounds
while listening
Activity 2. 2. Listen and circle:9’
*Context: sound grids: s, r, p,k,
*Procedure:
- Have ss look at the letter and say.
-Encourage some ss to point to the letter and say the
words in front of the class
- Play the recording for ss to listen and circle the -Ss look and say.
correct answer. -Ss point and say.
- Let ss to listen again and check
-SS do the task.
- T gets feedback
*Keys: 1- s/ 2-r/ 3-p/ 4-k
-SS tell their answer.
while listening.
Activity 3. 3. Write and say:9’
*Aims: to write the letter p, k, r, s to complete
target words
*Context: Picture about :popcorn, kitteen, sand and
rainbow.
*Procedure:
-Have ss look at the pictures and say what they can
see. Draw ss’ attention to pictures. Check
comprehension.
-Have time for ss to look at the pictures and write
the correct letter. Then say the correct words.
-Call some ss to write their answer on the board. -Ss look and listen.
- T gets feedback.
-Ss look and say.
-Call some ss to read the correct words.
*Keys: 1.p / 2 .k / 3. s / 4. r -Ss do the task.
*Outcome: Ss can to write the letter p, k , r, s to
complete target words
3. Consolidation :3’ -Ss read.
the lesson.
lessons.
4. Homelink .2’
- Practice more at home. -Ss listen.
***********************************


PART 4, 5, 6
I/ Objectives:
1.Knowledge:
-correctly identify and pronounce target words and sentence pattern.
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
Have ss to look through 4 pictures about daily - SS listen and play
routine in 5 seconds.Then have ss try to remember game.
the pictures and say aloud the noun phrases of
pictures.T checks and have ss read all the noun
phrases again. -SS open their book.
2. New lesson
Activity 1. 4. Read and tick . 9’
*Aims: to correctly identify and pronounce target
words and sentence pattern.
*Context: Three questions, each cointaining one or
more sentence pattern and a pair of pictures.
*Procedure:
-Have Ss look at the pictures and say what they can
see. Draw ss’ attention to the words for suitable for
listen.
each picture. Check comprehension.
-SS point and say.
- Have time for ss to read and tick the correct
-Ss do the task.
answer.
- Let ss to read their answer -Ss read.
- T gets feedback
*Keys: 1.b / 2. a/ 3.b/
target words and sentence pattern.
Activity 2. 5. Guess, read and circle. Then
say.9’
*Aims: correctly identify and pronounce target
*Context: Three pictures about pasta, sail and road.
*Procedure:
- Have ss look at the pictures and ask them: What is
this? -Ss look and answer.
-Encourage some ss to look and answer in pairs.
- Ask ss to read then circle.
-Have time for ss to read then circle. -SS do the task.
- Call some ss to read their answer.
- T gets feedback .
- Call some ss to read the correct sentences. -SS tell their answer.
*Keys: 1- pasta / 2-sail / 3-road
Activity 3. 3. Write the words:9’
*Aims: to correct spell and complete target words
*Context: Picture about the seaside
*Procedure:
-Have Ss look at thepictures and say what they can
see. Draw Ss’ attention to pictures. Check
comprehension. -Ss look ,listen and say.
the correct letter.
-Call some ss to write their answer on the board. -Ss look and write.
- T gets feedback.
-Call some ss to read the correct words. -Ss do the task.
*Keys: kite/ sea/ pizza/ pasta/road
*Outcome: Ss can to correct spell and complete -Ss read.
target words
the lesson.
lessons.
- Prepare for Unit 5
***********************************

UNIT 5: IN THE CLASSROOM

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter Q/q and the sound /q/ in
isolation.
- Say correctly the words : question, square, quiz
2. Competencies:
phrases
- Sound /q/
- Vocabulary: question, square, quiz
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
Q/q and the sound / q / both in isolation and in the
words question, square, quiz
*Context: The picture shows classroom.with thw
worsd: question, square, quiz
*Procedure:
to the letter Q/q, the words next to the things and the -Look at the picture and
listen.
colour of the letter Q/q
-Ask ss to point to the letter Q/q Have them listen
and repeat the sound of the letter Q/q more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to question . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: -Ss listen and repeat.
square, quiz, Give further support to those ss who
find it difficult to do the task.
to the letter Q/q and the question, square, quiz and repeat.
letter Q/q and the words question, square, quiz in class.
front of the class.
letter Q/q and the sound /q/ both in isolation and in
the words question, square, quiz
name the words question, square, quiz
*Context: The picture shows classroom.with thw
worsd: question, square, quiz
*Procedure:
- Have ss look at the picture again and ask them to
describe the picture again (in Vietnamese). Draw -Look at the picture and
their attention to the letter Q/q, question, square, discribe.
quiz if necessary.
- Get them to point to the letter Q/q and say it. Let
them point to the word and say, -Point and say
to do the task.
picture and say the sound of the letter Q/q and the
words. Go around and offer help or correct -Work in pairs or in
groups.
-Invite two or three ss to point to the picture and say
the sound of the letter and the words in front of the -Point and say
class.
- T gets feedback.
the name the words question, square, quiz
Activity 3. *Play game:Whispers 7’
*Aims: to correctly pronounce the target words:
question, square, quiz
have learnt.
*Procedure:
- Devide the class into 2 teams to play game.Tell
team to form a line
- Explain that when you whisper a word to the first -Ss look and listen.
student in each line.He/ she must turn whisper it to
the second student in the line , and the turn whisper
to other students in the line. When the word reaches
the last student in the line he/ she should call it out.
A correct word scores one point.
-Count the points for eaxch team and announce the -Ss play game.
*Outcome: Ss can correctly pronounce the target
words: question, square, quiz
the lesson.
lessons.
4. Homelink .1’
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words question, square, quiz and say the sentence
pattern: He’s/ She’s ________(V-ing) in a chant.
2. Competencies:
phrases
- Sound /q/
- Sentence pattern: He’s/ She’s ________(V-ing)
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1(Q/q ,/q/) the sound.
2. New lesson
*Aims: to correctly pronounce the words question,
square, quiz and say the sentence pattern: He’s/
doing in the classroom.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter Q/q
and the words: question, square, quiz . Check
comprehension.
and to get familiarized with the tune. -Ss listen and repeat.
the first line. Then play the recording for them to -SS listen and chant.
chorus. Give further support to those ss who find it -SS chant.
clap their hands. The rest of the class may sing the -SS chant in front of the
chant along and clap their hands. class.
question, square, quiz and say the sentence pattern:
He’s/ She’s ________(V-ing) in a chant.
*Aims: to recognize the words question, square,
quiz and the sentence pattern: He’s/ She’s _____
(V-ing)
*Context:Sentence 1: square, circle./ Sentence 2:
question, quiz
*Procedure:
the words in front of the class . E.g. 1a: square, 1b: -Point and say
circle
- Let ss to listen again and check . -SS listen and do the
*Keys: 1.b / 2.a
*Outcome: Ss can to recognize the words question,
square, quiz and the sentence pattern: He’s/ She’s
________(V-ing)
*Aims: to write the letter Q/q and complete the
words: question, square, quiz
*Context: Pictures of: question, square, quiz
Writing grids for Q(upper case) and q( lower case)
*Procedure:
- Have Ss look at the letter Q (upper case) and q
- Tell ss to trace the letter Q/q .T can demonstrate by
-Ss listen.
Q/q on the board.
the task.
necessary.
*Outcome: Ss can write the letter Q/q and -Ss show their work.
complete the words: question, square, quiz
the lesson.
4. Homelink . 1’
***********************************
Lesson 3
I/ Objectives:
1.Knowledge:
- Use : What’s he/she doing? – He’s/ She’s doing a quiz to ask and answer
question about what someone is doing .
- Sing a song about playing in the backyard.
2. Competencies:
phrases
- Sentence pattern: What’s he/she doing? – He’s/ She’s doing a quiz
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use : What’s he/she doing? – He’s/ She’s
doing a quiz. to ask and answer question about
what someone is doing .
*Context: The picture shows a girl and a boy in the
classroom , they ask and answer What’s he/she
doing? – He’s/ She’s doing a quiz.
*Procedure:
listen and repeat.
- Have ss look at the sentence: What’s he/she doing? -Ss listen.
– >He’s/ She’s doing a quiz .Explain the meaning
of the sentence and how it is used. Check
comprehension. -Ss listen and repeat.
class.
*Outcome: Ss can use : What’s he/she doing? –
He’s/ She’s doing a quiz. to ask and answer
*Aims: to use :What’s he/she doing? – He’s/ She’s
doing a quiz. to ask and answer question about
what someone is doing .
*Context:Threre are three picture showing:question,
square, quiz and sentence pattern :
Is she/he_______?-> Yes, she /he is. / No, she/he
isn’t.
*Procedure:
them about what someone is doing . -Look at the picture and
- Ask ss to work in pairs to practise asking and discribe.
answering about what someone is doing .Offer help,
if necessary. -Point and say
pairs.
-SS practice in pairs.
-SS practice in front of
- T gets feedback.
the class.
*Outcome: Ss can use: What’s he/she doing? –
He’s/ She’s doing a quiz. to ask and answer
*Aims: to Sing a song about doing something in the
classroom.
*Context: The picture shows the children doing
something in the classroom.
*Procedure:
meanings of the verse, if necessary. Check -Ss look and listen.
comprehension.
-SS do the task.
them sing the song sentence by sentence first. Then -SS sing the song.
the class. -Ss sing in front of the
*Outcome: Ss can sing a song about doing class.
something in the classroom.
the lesson.
4. Homelink . 1’
***********************************
UNIT 6: ON THE FARM

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter X/x and the sound /x/ in
isolation.
- Say correctly the words : box, fox ox
2. Competencies:
phrases
- Sound /x/
- Vocabulary: box, fox ox
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
X/x and the sound / x/ both in isolation and in the
words box, fox ox
*Context: The picture shows on the farm.There is
an ox, a box anf a fox.
*Procedure:
to the letter X/x, the words next to the things and the listen.
colour of the letter X/x
-Ask ss to point to the letter X/x Have them listen
and repeat the sound of the letter X/x more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to box . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: fox ox, -Ss listen and repeat.
Give further support to those ss who find it difficult
to do the task.
to the letter X/x and the box, fox ox and repeat until repeat.
they feel confident. Correct pronunciation, if
necessary.
letter X/x and the words box, fox ox in front of the class.
class.
letter X/x and the sound /x/ both in isolation and in
the words box, fox ox
name the words box, fox ox
*Context: The picture shows on the farm.There is
an ox, a box anf a fox.
*Procedure:
their attention to the letter X/x, box, fox ox
if necessary.
- Get them to point to the letter X/x and say it. Let -Point and say
to do the task.
picture and say the sound of the letter X/x and the groups.
class.
- T gets feedback.
the name the words box, fox ox
Activity 3. Play game: Whisper(race version)
:7’
box, ox, fox
have learnt.
*Procedure:
team to form a line
- Explain that when you whisper a word to the first -Ss look and listen.
the lesson.
-Ss listen.
lessons.
4. Homelink .1’
***********************************
UNIT 6: ON THE FARM

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words box, fox ox and say the sentence pattern: I can
see a/ an ________ in a chant.
2. Competencies:
phrases
- Sound /x/
- Sentence pattern: I can see a/ an ________
II/ Teaching aids:
III/ Procedure:

*Procedure::
in lesson 1(X/x, /x/) the sound.
2. New lesson
*Aims: to correctly pronounce the words box, fox ox
and say the sentence pattern: I can see a/ an
________in a chant.
*Context: The picture shows on the farm with ox,
fox and box
individual, pairworks,groupworks, ask and
answer…
worksheets…
*Procedure:
and draw ss’ attention to the first line and explain its -Look at the picture and
meaning. Ask them to pay attention to the letter X/x listen.
and the words: box, fox ox. Check comprehension.
and to get familiarized with the tune. -Ss listen.
kite, kitten, bike and say the sentence pattern: I can
see a/ an ________ in a chant.
*Aims: to recognize the words box, fox ox
and the sentence pattern: I can see a/ an ________
*Context:Sentence 1: fox, ox ./ Sentence 2: fox, dog
*Procedure:
the words in front of the class . E.g. 1a: fox, 1b: ox -Point and say
- Play the recording for ss to listen and circle.
*Keys: 1.b / 2.a
*Outcome: Ss can to recognize the words box, fox
ox and the sentence pattern: I can see a/ an
________
*Aims: to write the letter X/x and complete the
*Context: Pictures of: box, fox ox
writing grids for X(upper case) and x( lower case)
*Procedure:
- Have Ss look at the letter X (upper case) and x
- Tell ss to trace the letter X/x. T can demonstrate by
air tracing or tracing the broken lines of the letter ,
X/x on the board.
-Then let ss write the letter. Then find out the -Ss listen.
the task. -SS do the task.
necessary.
*Outcome: Ss can write the letter X/x and
complete the words: box, fox ox -Ss show their work.
the lesson.
lessons.
***********************************
UNIT 6: ON THE FARM

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Is there a fox?-> Yes, there is./ No, there isn’t. to identify someone’s
favourite things or animals.
- Sing a song about farm
2. Competencies:
phrases
- Sentence pattern: Is there a fox?-> Yes, there is./ No, there isn’t.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use : Is there a fox?-> Yes, there is./ No,
there isn’t. to identify someone’s favourite things or
animals.
*Context: The picture shows on a fram. There are
three children and a fox hiding behind the wall. The
children ask and answer: Is there a fox?-> Yes, there
is./ No, there isn’t.
*Procedure:
for ss to listen and repeat, listen and repeat.
- Have ss look at the sentence: Is there a fox?-> Yes, -Ss listen.
there is./ No, there isn’t. Explain the meaning of the
class.
*Outcome: Ss can use : Is there a fox?-> Yes,
there is./ No, there isn’t. to identify someone’s
favourite things or animals.
*Aims: to use : Is there a fox?-> Yes, there is./ No,
there isn’t. to identify someone’s favourite things or
animals.
*Context:Threre are three picture showing: box, fox
ox and sentence pattern Is she/he_______?-> Yes,
she /he is. / No, she/he isn’t.
*Procedure:
pictures and tell them about identifying someone’s -Look at the picture and
favourite things or animals. discribe.
- Ask ss to work in pairs to practise identifying
someone’s favourite things or animals. Offer help, if -Point and say
necessary.
*Outcome: Ss can use: Is there a fox?-> Yes, there
is./ No, there isn’t. to identify someone’s favourite
things or animals.
*Aims: to Sing a song about the farm.
*Context: The picture shows a fox in a box. The
fox is looking at some chickens.
*Procedure:
comprehension.
-SS do the task.
*Outcome: Ss can sing a song about the farm class.
the lesson.
4. Homelink . 1’
- Prepare for Funtime 2
***********************************
FUN TIME 2
Part 1, 2
I/ Objectives:
1.Knowledge:
- correctly pronounce and spell the words :square, fox, quiz, box, rainbow, road,
sail,ox, question
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
-Have ss to look through 4 pictures( which is - SS listen and play
closed). T opens each piece of each picture for ss to game.
guess about the pets and then read alous name of the
1 – Part 1, 2”
2. New lesson
Activity 1. 1. Rearrange the letters to make
words. Then say:13’
*Aims: to correctly pronounce the words : square,
fox, quiz, box
*Context: Four pictures and a set of letters beside
each picture.
*Procedure:
-Have Ss look at the pictures and say the words -Look at the picture and
say.
-Ask Ss to look at the pictures and the letters, then
rearrange the letters to make words.
-T models with the first word if necessary. Give -SS listen.
do the task.
- Have time for ss to do the task. -Ss do the task.
-After the Ss find the correct words and pronounce
them, organize a short game. Divide the class into -SS play game.
two teams. Call on one pupil from each team to go
to the board. Call out a word and the two Ss have to
the words.
* Keys: 1. square, 2. fox, 3. quiz, 4.box
Activity 2. 2. Let’s play:Bingo 13’
*Context: A bingo grid for playing game.
*Procedure:
-T explains how the game is played: Teacher give -Ss look and listen.
each student a bingo grid. Give ss instruction: ask
ss to write the word from unit 3 – unit 6 ( T writes
on the board for ss to write into their bingo grid :
sail, sand, sea, river, road, question, square, quiz,
box, fox, ox )
- Model the game. -SS do the task.
- Instruct ss to listen to the words and cross out the
words thay have. Have them countinue this activity
until they cross out the words in a row or column.
Follow the same Procedure: with the rest.
-Have the whole class play the game. Call fice first -Ss play game.
ss to be the winners of the game and praise
them.Ask ss to say the words in their bingo grid.
-Show flashcards and have ss to say the wprds
again.
the lesson.
lessons.
4. Homelink .2’
***********************************
FUN TIME 2
Part 3, 4
I/ Objectives:
1.Knowledge:
- write the words : question, square, quiz, box, ox, fox and complete the sentence
structures:
- What’s he/ she doing? – He’s /She’s doing a quiz.
Is there a fox? - Yes, there is./ No, there isn’t.
- correctly spell and pronounce the words: quiz, fox, box, question
2. Competencies:
phrases
- Sentence pattern: review
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
point.
the words.
1 – Part 3,4”
2. New lesson
Activity 1. 3. Look, read and write. Then say
aloud:13’
- *Aims: to write the words : question, square,
quiz, box, ox, fox and complete the sentence
structures:
- What’s he/ she doing? – He’s /She’s doing a
quiz.
Is there a fox? - Yes, there is./ No, there isn’t.
*Context: Four pictures and a set of letters for each
picture.
*Procedure:
-Have ss look at the pictures (quiz, fox, box,
say.
question) and say the words.
-Have ss spell the words : quiz, fox, box, question
in pairs -SS listen.
- Have time for ss to write the words: quiz, fox, -Ss do the task.
box, question in pairs on the small board, Then
have ss to check their writing in pairs. -SS play game.
- Call some ss to read the correct words in front of
the class.
- T gets feedback.
* Keys: 1.quiz, 2.fox, 3.box, 4.question
*Outcome: Ss can to write the words : quiz, fox,
box, question and complete the sentence pattern:
- What’s he/ she doing? – He’s /She’s doing a quiz.
-Is there a fox? - Yes, there is./ No, there isn’t.
Activity 2. Let’s play: Spelling chain:12’
*Context: A picture of a teacher and a student are
playing game.
*Procedure:
-T introduces the game: Spelling chain and explains -Ss look and listen.
how the game is played: T divides the class into
two teams. The team plays game stands in a circle.
Give flashcard with the first letter written to the first
team member. The rest of the team work together to
spell the word. Take turn to say a letter, move in a
clockwise direction from the first student to the last
one. It is done when all ss in a team say the word
aloud. A correctly spelled and pronounce word
scores one point.
-Have ss play the game in groups one by one. -SS play game.
Support and give them help when necessary.
the lesson.
lessons.
4. Homelink .2’
***********************************

UNIT 7: IN THE KITCHEN

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter J/j and the sound /j/ in
isolation.
- Say correctly the words : juice, jelly, jam
2. Competencies:
phrases
- Sound /j/
- Vocabulary: juice, jelly, jam
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter J/j
and the sound / j/ both in isolation and in the words
juice, jelly, jam
*Context: The picture shows a kitchen with mother,
juice , jelly and jam.
*Procedure:
to the letter J/j ,the words next to the things and the listen.
colour of the letter J/j .
-Ask ss to point to the letter J/j Have them listen
and repeat the sound of the letter J/j more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to juice . Ask them to listen and
repeat the word. -Ss repeat.
-Repeat the same Procedure: with the words: jelly,
jam, Give further support to those ss who find it
-SS listen, point and
to the letter J/j and the juice, jelly, jam and repeat
repeat.
necessary.
-SS say in front of the
letter J/j and the words juice, jelly, jam in front of
class.
the class.
letter J/j and the sound /j/ both in isolation and in
the words juice, jelly, jam
name the words juice, jelly, jam
*Context: The picture shows a kitchen with mother,
juice , jelly and jam.
*Procedure:
their attention to the letter J/j, juice, jelly, jam
if necessary.
- Get them to point to the letter J/j and say it. Let -Point and say
to do the task.
picture and say the sound of the letter J/j and the -Work in pairs or in
words. Go around and offer help or correct groups.
-Point and say
class.
- T gets feedback.
the name the words juice, jelly, jam
Activity 3. *Play game: Slap the board 7’
*Aims: to recognize the words while listening and
correctly identify the corresponding pictures as
quickly as possible.
*Context: Using flashcards with the the words
juice, jelly, jam
*Procedure:
- Stick the pictures on the board -Ss look and listen.
- Call 2 Ss to go to the board and ask them to slap
the picture when T says one word aloud. A correct
word scires one point.
*Outcome: Ss can recognize the words while
listening and correctly identify the corresponding
pictures as quickly as possible.
the lesson.
lessons.
4. Homelink .1’
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words juice, jelly, jam and say the sentence
pattern: I like ________ in a chant.
2. Competencies:
phrases
- Sound /j/
- Sentence pattern: I like ________
II/ Teaching aids:
III/ Procedure:
*Procedure::
in lesson 1(J/j , /j/) the sound.
2. New lesson
*Aims: to correctly pronounce the words juice,
jelly, jam and say the sentence pattern: I like
*Context: The picture shows the mother and the
daughter are sitting at kitchen table with food and
drink
answer…
worksheets…
*Procedure:
- Have ss look at the chant on p. 32 in their books -Look at the picture and
and draw ss’ attention to the first line and explain its listen.
meaning. Ask them to pay attention to the letter J/j
and the words: juice, jelly, jam. Check
comprehension.
juice, jelly, jam and say the sentence pattern: I like
*Aims: to recognize the words juice, jelly, jam
and the sentence pattern: I like ________
*Context:Sentence 1: jelly, cake ./ Sentence 2: jam,
juice
*Procedure:
letters a and b. Check comprehension. -Look at the picture and
-Encourage some ss to point to the pictures and say discribe.
the words in front of the class . E.g. 1a: jelly , 1b:
cake -Point and say
-T gets feedback.
*Keys: 1.b / 2.a
*Outcome: Ss can to recognize the words juice,
jelly, jam and the sentence pattern: I like ________
*Aims: to write the letter J/j and complete the
words: juice, jelly, jam
*Context: Pictures of: juice, jelly, jam
Writing grids for J (upper case) and j ( lower case)
*Procedure:
- Have Ss look at the letter J (upper case) and j
- Tell ss to trace the letter J/j .T can demonstrate by
air tracing or tracing the broken lines of the letter J/j
on the board.
-Then let ss write the letter. Then find out the -Ss listen.
the task. -SS do the task.
-Check in pairs.
necessary.
*Outcome: Ss can write the letter J/j and complete -Ss show their work.
the words: juice, jelly, jam
the lesson.
- T tells ss about the educational Aimss of the -SS listen.
lessons.
4. Homelink . 1’
***********************************


Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Pass me the ____, please! – Here you are. to make and respond to a
request.
- Sing a song about making and responding to a request.
2. Competencies:
phrases
- Sentence pattern: Pass me the ____, please! – Here you are.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure::
3”
2. New lesson
*Aims: to use : Pass me the ____, please! – Here
you are. to make and respond to a request.
*Context: The picture the mother and the son are at
a kitchen table. They ask and answer Pass me the
___, please! – Here you are.
*Procedure:
- Have ss look at the sentence: Pass me the ____, listen and repeat.
please! – Here you are. Explain the meaning of the -Ss listen.
class.
*Outcome: Ss can use : Pass me the ___, please! –
Here you are. to make and respond to a request.
*Aims: to use : Pass me the jam, please! – Here
you are. to make and respond to a request.
*Context:Threre are three picture showing: juice,
jelly, jam and sentence pattern Pass me the ____,
please! – Here you are.
*Procedure:
them about actions in progress.
- Ask ss to work in pairs to making and responding
to a request. Offer help, if necessary.
discribe.
pairs. -Point and say
- T gets feedback. -SS practice in pairs.
*Outcome: Ss can use: Pass me the ____, please!
– Here you are. to make and respond to a request. -SS practice in front of
Activity 3. 8. Let’s sing:9’ the class.
*Aims: to Sing a song about making and
responding to a request.
*Context: The picture shows a family are at the
kitchen table. they are sharing some food.
*Procedure:
comprehension. -Ss look and listen.
correctly.
the class.
*Outcome: Ss can sing a song about making and -Ss sing in front of the
responding to a request. class.
the lesson.
lessons.
***********************************
UNIT 8: IN THE VILLAGE

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter V/v and the sound /v/ in
isolation.
- Say correctly the words : village, volleyball, van
2. Competencies:
phrases
- Sound /v/
- Vocabulary: village, volleyball, van
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
V/v and the sound / v/ both in isolation and in the
words village, volleyball, van
*Context: The picture shows a village. Four
children are playing with a volleyball. There is a van
on the road.
*Procedure:
to the letter V/v, the words next to the things and the -Look at the picture and
colour of the letter V/v listen.
-Ask ss to point to the letter V/v Have them listen
and repeat the sound of the letter V/v more than
once, if necessary.
-Tell ss to point to the village . Ask them to listen -Ss repeat.
and repeat the word.
volleyball, van Give further support to those ss who
to the letter V/v and the village, volleyball, van and repeat.
letter V/v and the words village, volleyball, van in class.
front of the class.
letter V/v and the sound /v/ both in isolation and in
the words village, volleyball, van
name the words village, volleyball, van
*Context: The picture shows a village. Four
children are playing with a volleyball. There is a van
on the road.
*Procedure:
their attention to the letter V/v, village, volleyball, discribe.
van if necessary.
- Get them to point to the letter V/v and say it. Let
to do the task.
picture and say the sound of the letter V/v and the
-Work in pairs or in
class.
- T gets feedback.
the name the words village, volleyball, van
Activity 3. *Play game: Red words, green
words : 7’
*Aims: to correctly pronounce the target words.
*Context: A set of word cards showing target
words from the current and preceding units. All the
words are written in green, except for: village, van,
volleyball are written in red.
- techniques in teaching listening and speaking, -
*Procedure:
- Devide the class into three or four teams.Each
team has a set of words. and have them place the -Ss look and listen.
cards face down in a line on the table.
- Explain that one student in each team should turn
over the first card in the line and try to say the word
on it.Is ss pronounces it correctlr, he/she should do
one of the following:
+ If the word is written in green: continue his/ her
turn by over the next card in the line and try to say
the word on it.
+ If the word is written in red: collect all the words
cards he/she has correctly pronounced. Play then
passes to the next student.
+ If the student does not pronounce the word
correctly, all the cards should be placed face down
again and turn passes to the next student.
-Add up how many words cars each team has -Ss play game.
won .The team with the most word cards wins
*Outcome: Ss can correctly pronounce the target
words.
the lesson.
lessons. -Ss listen.
4. Homelink .1’
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words village, volleyball, van and say the sentence
pattern: This is a ________ in a chant.
2. Competencies:
phrases
- Sound /v/
- Sentence pattern: This is a ________
II/ Teaching aids:
III/ Procedure:

*Procedure::
in lesson 1(V/v, /v/) the sound.
2. New lesson
*Aims: to correctly pronounce the words village,
volleyball, van and say the sentence pattern: This is
a ________ in a chant.
*Context: The picture shows a village and three
children are playing with a volleyball. There is a
van on the road.
*Teaching techniques -Look at the picture and
- techniques in teaching listening and speaking, listen.
answer…
worksheets…
*Procedure: -Ss listen.
and draw ss’ attention to the first line and explain its -Ss listen and repeat.
meaning. Ask them to pay attention to the letter V/v
and the words: village, volleyball, van. Check
comprehension. -SS listen and chant.
the first line. Then play the recording for them to -SS chant.
Show ss how to chant and clap their hands. Correct -SS chant in front of the
pronunciation, if necessary. class.
kite, kitten, bike and say the sentence pattern: This
is a ________ in a chant.
*Aims: to recognize the words village, volleyball,
van and the sentence pattern: This is a ________
*Context:Sentence 1: car, van ./ Sentence 2: village,
van
*Procedure:
the words in front of the class . E.g. 1a: car, 1b: van
- Play the recording for ss to listen and circle -Point and say
-T gets feedback.
*Keys: 1.b / 2.a task.
*Outcome: Ss can recognize the words village,
volleyball, van ________
*Aims: to write the letter V/v and complete the
words: village, volleyball, van
*Context: Pictures of: village, volleyball, van
Writing grids for V(upper case) and v( lower case)
*Procedure:
- Have Ss look at the letter V (upper case) and v
- Tell ss to trace the letter V/v. T can demonstrate by
V/v on the board.
-Ss listen.
-SS do the task.
the task.
necessary.
*Outcome: Ss can write the letter V/v and complete -Ss show their work.
the words: village, volleyball, van
the lesson.
4. Homelink . 1’
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Can you draw a van? Yes, I can./ No, I can’t. to identify someone’s
ability.
- Sing a song about abilities.
2. Competencies:
phrases
- Sentence pattern: : Can you draw a van? Yes, I can./ No, I can’t
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use Can you draw a van? Yes, I can./ No,
I can’t. to identify someone’s ability.
*Context: The picture shows three children
standing at an easel. They ask and answer : Can you
draw a van? Yes, I can./ No, I can’t
*Procedure:
- Have ss look at the sentence: : Can you draw a listen and repeat.
van? Yes, I can./ No, I can’t Explain the meaning of -Ss listen.
the sentence and how it is used. Check
comprehension.
repeat the sentence. Give more support to those ss -Ss listen and repeat.
class.
*Outcome: Ss can use : Can you draw a van? Yes,
I can./ No, I can’t. to identify someone’s ability.
*Aims: to use : Can you draw a van? Yes, I can./
No, I can’t. to identify someone’s ability.
*Context:Threre are four picture showing: village,
volleyball, van, ball and sentence : Can you draw a
van? Yes, I can./ No, I can’t
*Procedure:
discribe.
- Ask ss to work in pairs to practise to identifying
someone’s ability.Offer help, if necessary.
-Point and say
pairs.
- Ask a few pairs of ss to practise in front of the -SS practice in pairs.
*Outcome: Ss can use: Can you draw a van? Yes, I the class.
can./ No, I can’t. to identify someone’s ability.
*Aims: to Sing a song about abilities
*Context: The picture shows four children are
drawing.
*Procedure:
comprehension.
correctly.
Play the recording several times for ss to repeat to -SS do the task.
*Outcome: Ss can sing a song about abilities class.
the lesson.
4. Homelink . 1’
***********************************
I/ Objectives:
1.Knowledge:
- review the name and the letter Q/q, X/x, J/j, V/v
2. Competencies:
phrases
- Vocabulary: question, square, quiz, box, fox, ox, juice, jelly, jam, village, van,
volleyball.
- Structures:
What’s he/she doing? – He’s/ She’s doing a quiz.
Is there a fox? – Yes, there is. / No, there isn’t.
Pass me the jam, please! – Here you are.
Can you draw a van? – Yes, I can. / No, I can’t.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure: game.
board
- T gets feedback.
1- Phil ans Sue
2. New lesson
short story.
Sue.
*Procedure:
to the dialogue between Phil and Sue. -Look at the picture and
listen.
-Play the recording for ss to listen and repeat.
-SS listen.
- T gets feedback.
*Context: word grids:quiz, square, box, juice, jelly,
village, ox, van
*Procedure:
things. Then let them point to the pictures and say -Ss look and identify.
the words: quiz, square, box, juice, jelly, village, ox,
van. Correct pronunciation, if necessary.
- Call some ss to tell their answer. -SS do the task.
necessary. -SS tell their answer.
*Keys: juice / jelly / village/ ox
the lesson.
lessons.
********************************

PART 1, 2, 3
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
volleyball.
- Structures:
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Slap the board.
learnt.
*Procedure:
2. New lesson
Activity 1. 1. Listen and tick. 9’
*Context: Three pictures about: jam. jelly, van,
volleyball,square, circle
*Procedure:
-Encourage some ss to point to the pictures and say listen.
the words in front of the class . -SS listen.
-Ss do the task.
- T gets feedback
*Keys: 1.a / 2. b./3.a
while listening
*Context: sound grids: q, v, x, j
*Procedure:
-Ss look and say.
-Encourage some ss to point to the letter and say the
-Ss point and say.
words in front of the class
- Play the recording for ss to listen and circle the
-SS do the task.
correct answer.
- Let ss to listen again and check -SS tell their answer.
- T gets feedback
*Keys: 1- q/ 2-j/ 3-x/ 4-v
while listening.
*Aims: to write the letter x, q, j, v to complete
target words
*Context: Picture about :fox, question, juice,
village.
*Procedure:
see. Draw ss’ attention to pictures. Check -Ss look and listen.
comprehension.
-Have time for ss to look at the pictures and write -Ss look and say.
the correct letter. Then say the correct words.
-Call some ss to write their answer on the board. -Ss do the task.
- T gets feedback.
-Call some ss to read the correct words. -Ss read.
*Keys: 1. x/ 2. q/ 3. j/ 4. v
*Outcome: Ss can to write the letter x, q, j, v to
the lesson.
lessons.
4. Homelink .2’
***********************************


PART 4, 5, 6
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
volleyball.
- Structures:
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
Have ss to look through 4 pictures about daily
routine in 5 seconds.Then have ss try to remember - SS listen and play
the pictures and say aloud the noun phrases of game.
phrases again.
2. New lesson
*Context: Three questions, each cointaining one or -Look at the picture and
more sentence pattern and a pair of pictures. listen.
- techniques in teaching listening -SS point and say.
- using flashcardas, recording, pictures… -Ss do the task.
*Procedure:
-Have Ss look at the pictures and say what they can -Ss read.
answer.
- Let ss to read their answer
- T gets feedback
*Keys: 1.a / 2. a/ 3.b/
Activity 2. 5. Find the words .9’
*Procedure:
- Have ss to find out and circle the list og eight
words. Then have ss to point them and say. -SS listen.
-Have time for ss to find andd circle in pairs.
- T gets feedback . -SS do the task.
*Outcome: Ss can correctly identify and pronounce -SS read.
*Procedure:
comprehension.
-Ss look ,listen and say.
the correct letter.
-Call some ss to write their answer on the board.
- T gets feedback.
-Call some ss to read the correct words. -Ss look and write.
*Keys: 1.village/ 2. square/ 3. box/ 4. juice/ 5. jelly/
6. volleyball -Ss do the task.
*Outcome: Ss can to correct spell and complete
target words -Ss read.
the lesson.
lessons.
4. Homelink .2’
- Practice more at home. -Ss listen.
- Prepare for the first term test.
***********************************

UNIT 9: IN THE GROCERY STORE

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter Y/ y and the sound /y/ in
isolation.
- Say correctly the words :yams, yogurt, yo-yos
2. Competencies:
phrases
- Sound /y/
- Vocabulary: yams, yogurt, yo-yos
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter Y/
y and the sound / y/ both in isolation and in the
words yams, yogurt, yo-yos
*Context: The picture shows the grocery.There is a
yams, yogurt, yo-yos
*Procedure:
to the letter Y/ y, the words next to the things and the listen.
colour of the letter Y/ y.
-Ask ss to point to the letter Y/ y Have them listen
and repeat the sound of the letter Y/ y more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to yams . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words yogurt, -Ss listen and repeat.
yo-yos, Give further support to those ss who find it
to the letter Y/ y and the yams, yogurt, yo-yos and repeat.
letter Y/ y and the words yams, yogurt, yo-yos in class.
front of the class.
letter Y/ y and the sound /y/ both in isolation and in
the words yams, yogurt, yo-yos
name the words yams, yogurt, yo-yos
*Context: : The picture shows the grocery.There is
a yams, yogurt, yo-yos
*Procedure:
their attention to the letter Y/ y, yams, yogurt, yo-yos
if necessary.
- Get them to point to the letter Y/ y and say it. Let -Point and say
to do the task.
picture and say the sound of the letter Y/ y and the groups.
class.
- T gets feedback.
the name the words yams, yogurt, yo-yos
Activity 3. *Play game:Whispers 7’
yams, yogurt, yo-yos
have learnt.
*Procedure:
team to form a line -Ss look and listen.
- Explain that when you whisper a word to the first
the lesson.
-Ss listen.
lessons.
4. Homelink .1’
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words yams, yogurt, yo-yos and say the sentence
pattern: Can you see the ________? in a chant.
2. Competencies:
phrases
- Sound /y/
- Sentence pattern: Can you see the ________?
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1(Y/ y, /y/) the sound.
2. New lesson
*Aims: to correctly pronounce the yams, yogurt, yo-
yos and say the sentence pattern: Can you see the
________? in a chant.
*Context: The picture shows the grocery store.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter Y/ y listen.
and the words: yams, yogurt, yo-yos .Check
comprehension.
kite, kitten, bike and say the sentence pattern: Can
you see the ________? in a chant.
*Aims: to recognize the words yams, yogurt, yo-yos
and the sentence pattern: Can you see the
________?
*Context:Sentence 1:yo-yos, tops ./ Sentence 2:
milk, yogurt
*Procedure:
-Have ss look at two pictures and say what they can -Look at the picture and
see. Draw ss’ attention to the boxes next to the discribe.
-Encourage some ss to point to the pictures and say -Point and say
the words in front of the class . E.g. 1a: yo-yos, 1b:
tops
- Play the recording for ss to listen and tick the box. -SS listen and do the
task.
-T gets feedback.
*Keys: 1.b / 2.a
kitten, bike and the sentence pattern: Can you see
the ________?
*Aims: to write the letter Y/y and complete the
words: yams, yogurt, yo-yos
*Context: Pictures of: yams, yogurt, yo-yos
Writing grids for Y (upper case) and y( lower case)
*Procedure:
- Have Ss look at the letter Y (upper case) and y
- Tell ss to trace the letter Y/ y. T can demonstrate by
air tracing or tracing the broken lines of the letter Y/
-Ss listen.
y on the board.
the task.
necessary.
*Outcome: Ss can write the letter Y/ y and
complete the words: yams, yogurt, yo-yos
the lesson.
lessons.
4. Homelink . 1’
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : What do you want? – I want some yams. to ask and answer questions
about what someome wants to buy in a grocery store.
- Sing a song about the grocery store
2. Competencies:
phrases
- Sentence pattern: What do you want? – I want some yams.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use : What do you want? – I want some
yams. to ask and answer questions about what
someome wants to buy in a grocery store.
*Context: The picture shows the grocery store. The
shop assistant is saying: What do you want?The
mother is saying: I want some yams.
*Procedure:
listen and repeat.
- Have ss look at the sentence: What do you want? – -Ss listen.
I want some yams. Explain the meaning of the
-Play the recording several times for ss to listen and -Ss listen and repeat.
class.
*Outcome: Ss can use : What do you want? – I
want some yams. to ask and answer questions about
what someome wants to buy in a grocery store.
*Aims: to use : What do you want? – I want some
yams. to ask and answer questions about what
someome wants to buy in a grocery store.
*Context:Threre are three picture showing: yam,
yogurt, yo-yos and sentence pattern What do you
want? – I want some_______.
*Procedure:
pictures and ask them What do they want? Tell them -Look at the picture and
about actions in progress. discribe.
answering about about what someome wants to buy -Point and say
in a grocery store.Offer help, if necessary.
pairs.
the class.
- T gets feedback.
*Outcome: Ss can use: What do you want? – I
want some yams. to ask and answer questions about
what someome wants to buy in a grocery store.
*Aims: to Sing a song about the grocery store
*Context: The picture shows the mother and the
son are in the grocey store.
*Procedure:
comprehension.
after line to make sure that they can sing the verse -Ss listen and repeat.
correctly.
-SS do the task.
-Have time for ss practise singing the song. Help -SS sing the song.
- Call one or two groups to sing the song in front of -Ss sing in front of the
the class. class.
*Outcome: Ss can sing a song about the grocery
store 3. Consolidation :2’
the lesson.
-T tells ss about the educational Aimss of the -SS listen.
lessons.
4. Homelink . 1’
***********************************
UNIT 10: AT THE ZOO

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter Z/z and the sound /z/ in
isolation.
- Say correctly the words : zoo, zebra, zebu
2. Competencies:
phrases
- Sound /z/
- Vocabulary: zoo, zebra, zebu
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
Z/z and the sound /z/ both in isolation and in the
words zoo, zebra, zebu
*Context: The picture shows a zoo .There is a zoo,
a zebra and a zebu
*Procedure: -Look at the picture and
- Have ss look at the picture and draw ss’ attention listen.
to the letter Z/z , the words next to the things and
the colour of the letter Z/z
-Ask ss to point to the letter Z/z Have them listen -Point, listen and repeat.
and repeat the sound of the letter Z/z more than
-Ss repeat.
once, if necessary.
-Tell ss to point to zoo . Ask them to listen and
repeat the word.
-Repeat the same Procedure: with the words: zebra,
zebu , Give further support to those ss who find it -SS listen, point and
difficult to do the task. repeat.
to the letter Z/z and the zoo, zebra, zebu and repeat
until they feel confident. Correct pronunciation, if -SS say in front of the
necessary. class.
letter Z/z and the words zoo, zebra, zebu in front of
the class.
letter Z/z and the sound /z/ both in isolation and in
the words zoo, zebra, zebu
name the words zoo, zebra, zebu
*Context: The picture shows a zoo .There is a zoo,
a zebra and a zebu
*Procedure:
their attention to the letter Z/z , zoo, zebra, zebu
if necessary.
- Get them to point to the letter Z/z and say it. Let -Point and say
to do the task.
picture and say the sound of the letter Z/z and the
groups.
class.
- T gets feedback.
the name the words zoo, zebra, zebu
Activity 3. *Play Kim’s game: 7’
and successfully recall the position of the relevent
pictures.
*Context: Using flashcards about the words have
learnt
*Procedure: -Ss look and listen.
- Display both sets of cards face up on the board.
point.
-Have time for ss to play game. -Ss play game.
the words.
listening and successfully recall the position of the
relevent pictures when play game.
the lesson.
lessons.
4. Homelink .1’
***********************************

UNIT 10: AT THE ZOO

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words zoo, zebra, zebu and say the sentence pattern:
That’s a _______.in a chant.
2. Competencies:
phrases
- Sound /z/
- Sentence pattern: That’s a _______
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1( Z/z , /z/) the sound.
2. New lesson
*Aims: to correctly pronounce the words zoo,
zebra, zebu and say the sentence pattern: That’s a
_______ in a chant.
*Context: The picture shows a zoo with zebu and
zebra.
answer…
worksheets…
*Procedure::
- Have ss look at the chant on p. 44 in their books -Look at the picture and
meaning. Ask them to pay attention to the letter Z/z
and the words: zoo, zebra, zebu . Check
comprehension.
the first line. Then play the recording for them to -Ss listen and repeat.
Show ss how to chant and clap their hands. Correct -SS listen and chant.
zoo, zebra, zebu and say the sentence pattern:
That’s a _______ in a chant.
*Aims: to recognize the words zoo, zebra, zebu
and the sentence pattern: That’s a
*Context:Sentence 1: zebra, kitten ./ Sentence 2:
monkey, zebu
*Procedure:
the words in front of the class . E.g. 1a: zebra, 1b: -Point and say
zebu
*Keys: 1.b / 2.a
kitten, bike and the sentence pattern: That’s a
_______
*Aims: to write the letter Z/z and complete the
words: zoo, zebra, zebu
*Context: Pictures of: zoo, zebra, zebu
Writing grids for Z(upper case) and z( lower case)
*Procedure:
- Have Ss look at the letter Z (upper case) and z
- Tell ss to trace the letter Z/z T can demonstrate by
Z/z on the board.
-Ss listen.
the task.
necessary.
*Outcome: Ss can write the letter Z/z and -Ss show their work.
complete the words: zoo, zebra, zebu
the lesson.
4. Homelink . 1’
***********************************
UNIT 10: AT THE ZOO
Lesson 3
I/ Objectives:
1.Knowledge:
- Use :Do you like the zoo? -> Yes, I do./ No, I don’t. to ask and answer
questions about like and dislike
- Sing a song about the zoo.
2. Competencies:
phrases
- Sentence pattern: Do you like the zoo? -> Yes, I do./ No, I don’t.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use : Do you like the zoo? -> Yes, I do./
No, I don’t. to ask and answer questions about like
and dislike
there two friends ask and answer Do you like the
zoo? -> Yes, I do./ No, I don’t.
*Procedure:
listen and repeat.
- Have ss look at the sentence: Do you like the zoo? -Ss listen.
-> Yes, I do./ No, I don’t. Explain the meaning of
the sentence and how it is used. Check
comprehension. -Ss listen and repeat.
class.
*Outcome: Ss can use : Do you like the zoo? ->
Yes, I do./ No, I don’t. to ask and answer questions
about like and dislike
*Aims: to use : Do you like the zoo? -> Yes, I do./
No, I don’t. to ask and answer questions about like
and dislike
*Context:Threre are three picture showing: zoo,
zebra, zebu and sentence pattern Do you like the
zoo? -> Yes, I do./ No, I don’t.
*Procedure:
pictures and ask them What do they like? Tell them
about actions in progress. -Look at the picture and
answering question about like and dislike
.Offer help, if necessary. -Point and say
pairs.
- T gets feedback.
the class.
*Outcome: Ss can use: Do you like the zoo? ->
Yes, I do./ No, I don’t. to ask and answer questions
about like and dislike
*Aims: to Sing a song about the zoo
*Context: There are two children are in the the zoo
with zebra and zebu
*Procedure:
correctly.
-SS do the task.
the class.
*Outcome: Ss can sing a song about the zoo. -Ss sing in front of the
3. Consolidation :2’ class.
the lesson.
4. Homelink . 1’
- Prepare for Fun time 3
***********************************
FUN TIME 3
Part 1, 2
I/ Objectives:
1.Knowledge:
- correctly pronounce and spell the words :yams, yo-yos, yogurt, zoo, zebra
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure: game.
3 – Part 1, 2”
2. New lesson
Activity 1. 1. Circle and match Then say. 12’
*Aims: to correctly pronounce the words : yams,
yo-yos, yogurt, zoo, zebra
*Context: Five pictures and a set of letters under
each picture.
*Procedure:
-Have ss look at the pictures and say the words, -Look at the picture and
saying Look and say, please say.
the correct words in it individually. Then say the -SS listen.
words
do the task.
-Ss do the task.
-After the ss find the words and pronounce them,
organize a short game. Divide the class into two -SS play game.
teams. Call on one student from each team to go to
the words.
Activity 2. 2. Let’s play:What and where :13’
*Aims: to identify and pronounce the words: yams,
*Context: A board with five target words: yams,
*Procedure:
-Write five target words on the board. Draw a circle
around each word. Tell ss to look at the remember -Ss look and listen.
the word.Explain that when eraser one of the words,
ss must try to remember it.When you erase a second
word , ss must try to remember both words.
Countinue untill all the words have been erasered
and ss cay say all five from memmory.
-Have time for ss to play game. -SS do the task.
words: yams, yo-yos, yogurt, zoo, zebra.
the lesson.
lessons.
4. Homelink .2’
***********************************
FUN TIME 3
Part 3, 4
I/ Objectives:
1.Knowledge:
- write the words :yams, yogurt, zoo, zebu and complete the sentence pattern:
+ I want some ___________
+ Do you like the_________? ->Yes, I do./ No, I don’t.
- correctly spell and pronounce the words: yams, yogurt, zoo, zebu
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
point.
the words.
- Say “Open your book page 47 and look at
Funtime 1 – Part 3,4” -SS open their book.
2. New lesson
*Aims: to write the words : yams, yogurt, zoo, zebu
and complete the sentence pattern:
+ I want some ___________
+ Do you like the_________? ->Yes, I do./ No, I
don’t.
each picture.
*Procedure:
-Have ss look at the pictures (yams, yogurt, zoo,
zebu) and say the words.
-Have ss spell the words : yams, yogurt, zoo, zebu in -Look at the picture and
pairs say.
- Have time for ss to write the words yams, yogurt,
zoo, zebu in pairs on the small board, Then have ss -SS listen.
to check their writing in pairs.
-Ss do the task.
- Call some ss to read the correct words in front of
the class.
- T gets feedback. -SS play game.
* Keys: 1. yogurt, 2. yams , 3. zoo, 4. zebu
*Outcome: Ss can to write the words yams, yogurt,
zoo, zebu and complete the sentence pattern:
+ I want some ___________
+ Do you like the_________? ->Yes, I do./ No, I
don’t.
Activity 2. Let’s play: Pass the word:12’
*Procedure:
-T introduces the game and explains how the game
is played: T divides the class into two teams. The
team plays game stands in a circle. Give flashcard -Ss look and listen.
with the first letter written to the first team member.
The rest of the team work together to spell the word.
Take turn to say a letter, move in a clockwise
direction from the first student to the last one. It is
done when all ss in a team say the word aloud. A
correctly spelled and pronounce word scores one
point.
-Have ss play the game in groups one by one.
Support and give them help when necessary. -SS play game.
the lesson.
-Ss listen.
lessons.
4. Homelink .2’
***********************************
UNIT 11: IN THE PLAYGROUND

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter I/i and the sound /i/ in
isolation.
- Say correctly the words : sliding, riding, driving
2. Competencies:
phrases
- Sound /i/
- Vocabulary: sliding, riding, driving
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter K/
k and the sound /i/ both in isolation and in the
words sliding, riding, driving
*Context: The picture shows the children are
playing in the playground.
*Procedure:
to the letter I/i , the words next to the things and the -Look at the picture and
colour of the letter I/i listen.
-Ask ss to point to the letter I/i Have them listen
and repeat the sound of the letter I/i more than
once, if necessary.
-Tell ss to point to sliding . Ask them to listen and
-Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: riding, -Ss listen and repeat.
driving .Give further support to those ss who find it
to the letter I/i and the sliding, riding, driving and repeat.
letter I/i and the words sliding, riding, driving in class.
front of the class.
letter I/i and the sound /i/ both in isolation and in
the words sliding, riding, driving
name the words sliding, riding, driving
*Context: The picture shows the children are
*Procedure:
their attention to the letter I/i , sliding, riding, discribe.
driving
if necessary.
- Get them to point to the letter I/i and say it. Let -Point and say
to do the task.
picture and say the sound of the letter I/i and the
groups.
class.
- T gets feedback.
the name the words sliding, riding, driving
Activity 3. *Play game: Action race:7’
*Aims: to recognize the words in v-ing form as
quickly as possible.
*Context: Using flashcards of the words in v-ing
form P: sliding, riding, driving
*Procedure:
- Explain that when you shows ss a flashcard, team
race to mime the action. The first team to correctly -Ss look and listen.
mime the action wins one point.
A correct word scires one point.
-Count the points for each team and announce the
winner.The team with the most points wins -Ss play game.
*Outcome: Ss can recognize the words in v-ing
form as quickly as possible.
the lesson.
4. Homelink .1’
***********************************


Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words sliding, riding, driving and say the sentence
pattern: He’s/ She’s/They’re ________(V-ing) in a chant.
2. Competencies:
phrases
- Sound /i/
- Sentence pattern: He’s/ She’s/They’re ________(V-ing)
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1( I/i , /i/) the sound.
2. New lesson
*Aims: to correctly pronounce the words sliding,
riding, driving and say the sentence pattern: He’s/
She’s/They’re ________(V-ing) in a chant.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter I/i -Look at the picture and
and the words: sliding, riding, driving Check listen.
comprehension.
-Ss listen.
She’s/They’re ________(V-ing) in a chant.
*Aims: to recognize the words sliding, riding,
driving and the sentence pattern: He’s/
She’s/They’re ________(V-ing)
*Context:Sentence 1: sliding, playing ./ Sentence 2:
riding, driving
*Procedure:
discribe.
the words in front of the class . E.g. 1a: sliding, 1b:
-Point and say
playing
*Keys: 1.a / 2.a
*Outcome: Ss can to recognize the words sliding,
riding, driving and the sentence pattern: He’s/
She’s/They’re ________(V-ing)
*Aims: to write the letter I/i and complete the
*Context: Pictures of: sliding, riding, driving
Writing grids for I (upper case) and i( lower case)
*Procedure:
- Have Ss look at the letter I (upper case) and i
- Tell ss to trace the letter I/i . T can demonstrate by -Ss look and listen.
air tracing or tracing the broken lines of the letter I/i
on the board.
-Ss listen.
the task.
-SS do the task.
necessary.
*Outcome: Ss can write the letter I/i and complete
the words: sliding, riding, driving -Ss show their work.
the lesson.
lessons.
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : They’re ________(V-ing) to say what other people are doing.
- Sing a song about what other people are doing in the playground
2. Competencies:
phrases
- Sentence pattern: They’re ________(V-ing)
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure:
3”
2. New lesson
*Aims: to use : They’re ________(V-ing) to say
what other people are doing.
*Context: The picture shows a playground. Three
boys are driving cars, A girl are watching them and
say: They’re driving cars.
*Procedure:
- Have ss look at the sentence: They’re listen and repeat.
________(V-ing. )Explain the meaning of the -Ss listen.
class.
*Outcome: Ss can use : They’re ________(V-
ing) to say what other people are doing.
*Aims: to use : They’re ________(V-ing) to say
what other people are doing.
*Context:Threre are three picture showing: sliding,
riding, driving and sentence pattern They’re
________(V-ing)
*Procedure:
pictures and ask them What are they doing? Tell -Look at the picture and
them about actions in progress. discribe.
- Ask ss to work in pairs to practise saying what
other people are doing. Offer help, if necessary. -Point and say
pairs.
*Outcome: Ss can use: They’re ________(V-ing) the class.
to say what other people are doing.
*Aims: to Sing a song about what other people are
doing in the playground
the playground
*Procedure:
comprehension.
correctly.
*Outcome: Ss can sing a song about what other class.
people are doing in the playground
the lesson.
4. Homelink . 1’
***********************************
UNIT 12: AT THE CAFÉ

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter A/ a and the sound /a/ in
isolation.
- Say correctly the words :cake, grapes, table
2. Competencies:
phrases
- Sound /a/
- Vocabulary: cake, grapes, table
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure:
Lesson 1”
2. New lesson
*Aims: to correctly pronounce the name of letter A/
a and the sound / a/ both in isolation and in the
words cake, grapes, table
*Context: The picture shows a café.There is cake,
grapes, table
*Procedure:
to the letter A/ a , the words next to the things and listen.
the colour of the letter A/a
-Ask ss to point to the letter A/ a Have them listen
and repeat the sound of the letter A/ a more than -Point, listen and repeat.
once, if necessary.
-Tell ss to point to cake . Ask them to listen and -Ss repeat.
repeat the word.
grapes, table , Give further support to those ss who
to the letter A/ a and the cake, grapes, table and repeat.
letter A/ a and the words cake, grapes, table in class.
front of the class.
letter A/ a and the sound /a/ both in isolation and
in the words cake, grapes, table
name the words cake, grapes, table
*Context: The picture shows a café.There is cake,
grapes, table
*Procedure:
their attention to the letter A/ a , cake, grapes, discribe.
table
if necessary.
- Get them to point to the letter A/ a and say it. Let
to do the task.
picture and say the sound of the letter A/ a and the -Work in pairs or in
class.
- T gets feedback.
the name the words cake, grapes, table
Activity 3. *Play game: Spell it!: 7’
*Aims: to correctly spell target words.
*Context: Using three flashcards showing thr letters
to spell the words: cake, grapes, table
*Procedure:
- Explain that teams must spell a wordusing their
flashcards.. A correct word scores one point. -Ss look and listen.
-Count the points for each team and announce the -Ss play game.
*Outcome: Ss can correctly spell target words.
the lesson.
lessons.
4. Homelink .1’
***********************************


Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words cake, grapes, table and say the sentence
pattern: He’s/ She’s having________ in a chant.
2. Competencies:
phrases
- Sound /a/
- Sentence pattern: He’s/ She’s having________
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1( A/ a , /a/) the sound.
2. New lesson
*Aims: to correctly pronounce the words cake,
grapes, table and say the sentence pattern: He’s/
She’s having________ in a chant.
*Context: A chant about the café
individual, pairworks,groupworks, ask and -Look at the picture and
answer… listen.
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter A/ -Ss listen and repeat.
a and the words: cake, grapes, table . Check
comprehension.
the first line. Then play the recording for them to -SS chant.
Show ss how to chant and clap their hands. Correct -SS chant in front of the
pronunciation, if necessary. class.
cake, grapes, table and say the sentence pattern:
He’s/ She’s having________ in a chant.
*Aims: to recognize the words cake, grapes, table
and the sentence pattern: He’s/ She’s
having________
*Context:Sentence 1: cake, cherry ./ Sentence 2:
grapes, bananas
*Procedure:
-Have Ss look at two pictures and say what they can -Look at the picture and
the words in front of the class . E.g. 1a: cake, 1b:
cherry
- Play the recording for ss to listen and circle -SS listen and do the
-T gets feedback.
*Keys: 1.a / 2.a
having________
*Aims: to write the letter A/ a and complete the
words: cake, grapes, table
*Context: Pictures of: cake, grapes, table
Writing grids for A (upper case) and a( lower case)
*Procedure:
- Have Ss look at the letter A (upper case) and a
- Tell ss to trace the letter A/ a .T can demonstrate
A/ a on the board.
-Ss listen.
the task.
necessary.
*Outcome: Ss can write the letter A/ a and -Ss show their work.
complete the words: cake, grapes, table
the lesson.
4. Homelink . 1’
***********************************
Lesson 3
I/ Objectives:
1.Knowledge:
- Use :The________is /are on the table to talk about the posotion of things.
- Sing a song about the café
2. Competencies:
phrases
- Sentence pattern: The________is /are on the table
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure::
3”
2. New lesson
*Aims: to use : The________is /are on the table to
talk about the posotion of things.
*Context: The picture shows a table with a cake,
and grapes
*Procedure:
for ss to listen and repeat,
- Have ss look at the sentence: The________is /are -Look at the picture and
on the table. Explain the meaning of the sentence listen and repeat.
and how it is used. Check comprehension. -Ss listen.
who find it difficult to do the task. -Ss listen and repeat.
class.
- T checks and corrects. -SS say.
*Outcome: Ss can use : The________is /are on
the table to talk about the posotion of things.
*Aims: to use : The________is /are on the table to
talk about the posotion of things
*Context:The picture shows a table with: cake,
grapes and sentence pattern : The________is /are
on the table .
*Procedure:
- Have ss look at the first picture. Point to the -Look at the picture and
pictures and ask them What are they?/ is it? Tell discribe.
them about talking about the posotion of things.
-Point and say
- Ask ss to work in pairs to practise talking about the
posotion of things.Offer help, if necessary.
*Outcome: Ss can use: The________is /are on the
table to talk about the posotion of things.
*Aims: to Sing a song about the café
the backyard.
*Procedure:
comprehension.
correctly.
the class.
class.
*Outcome: Ss can sing a song about the café
the lesson.
-SS listen.
lessons.
4. Homelink . 1’
- Prepare for Review 2- Phil and Sue
***********************************
I/ Objectives:
1.Knowledge:
- review the name and the letter Y/y, Z/z, I/i, A/a
2. Competencies:
phrases
- Vocabulary : (review) yogurt, yams, yo-yos, zoo, zebu, zebra, sliding, riding,
driving, grapes, cake, table,
+ What do you want? – I want some___________
+Do you like the____________? -> Yes, I do./ No, I don’t.
+ They’re ____________ ( V-ing)
+ The____________is/ are on the table.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
learnt.
*Procedure: game.
board
- T gets feedback.
1- Phil ans Sue
2. New lesson
short story.
Sue.
*Procedure:
listen.
- T gets feedback.
*Context: word grids:grapes, yogurt, cake, yams,
riding, sliding, zoo, zebra
*Procedure:
things. Then let them point to the pictures and say -Ss look and identify.
the words: grapes, yogurt, cake, yams, riding,
sliding, zoo, zebra. Correct pronunciation, if
necessary.
the correct word individually. -SS do the task.
- Call some ss to tell their answer.
necessary.
* Keys: grapes, yogurt, cake, riding
the lesson.
lessons.
4. Homelink .2’
*************************************

PART 1, 2, 3
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
+ They’re ____________ ( V-ing)
II/ Teaching aids:
III/ Procedure:
1.Warm- up: 5’
Game: slap the board.
learnt.
*Procedure:
2. New lesson
Activity 1. 1. Listen and tick or cross. 9’
*Context: Three pictures about:yo-yos, cake, ox,
sliding
*Procedure:
- Have ss look at two pictures and say what they can -Look at the picture and
see. Draw ss’ attention to the boxes. Check listen.
comprehension.
-Encourage some ss to point to the pictures and say -SS listen.
- Play the recording for ss to listen and tick or cross
on the box. -Ss do the task.
- T gets feedback
*Keys: 1.tick, / 2.tick / 3. cross /4.cross
while listening
*Context: sound grids: a, y, i, z
*Procedure:
-Encourage some ss to point to the letter and say the -Ss look and say.
words in front of the class -Ss point and say.
correct answer. -SS do the task.
- T gets feedback -SS tell their answer.
*Keys: 1- a/ 2-y/ 3-z/ 4-i
while listening.
*Aims: to write the letter a, y, i, z to complete
target words
*Context: Picture about :popcorn, kitteen, sand and
rainbow.
*Procedure:
see. Draw ss’ attention to pictures. Check -Ss look and listen.
comprehension.
the correct letter. Then say the correct words. -Ss look and say.
- T gets feedback. -Ss do the task.
*Keys: 1.a / 2 .y / 3. i / 4. z
*Outcome: Ss can to write the letter a, y, i, z to -Ss read.
the lesson.
4. Homelink .2’
***********************************


PART 4, 5, 6
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
+ They’re ____________ ( V-ing)
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
Have ss to look through 4 pictures about daily - SS listen and play
routine in 5 seconds.Then have ss try to remember game.
the pictures and say aloud the noun phrases of
phrases again. -SS open their book.
2. New lesson
*Context: Three questions, each cointaining one or
more sentence pattern and a pair of pictures.
*Procedure:
listen.
-SS point and say.
answer.
-Ss do the task.
- T gets feedback -Ss read.
*Keys: 1.b / 2. b / 3.a
Activity 2. 5. Draw a zebra or zebu. Then ask
your friend. 9’
*Aims: recognize a nd draw the target words and
use the sentence pattern.
*Context: A space for ss to draw a zebra or a zebu.
*Procedure:
- Have ss to draw a zebra or a zebu.
-Have time for ss to draw. -Ss listen.
-SS draw.
- Have ss to work in pairs to practise asking and
answering questions about likes or dislikes.
-SS ask and answer.
*Outcome: Ss can recognize a nd draw the target
words and use the sentence pattern.
*Context: Picture about the countryside.
*Procedure:
comprehension.
-Have time for ss to look at the pictures and write -Ss look ,listen and say.
the correct letter.
- T gets feedback. -Ss look and write.
-Ss do the task.
*Keys:sliding/ riding/ zebra/ cake/ yogurt/ grapes
-Ss read.
target words
the lesson.
lessons.
4. Homelink .2’
-Ss listen.
- Prepare for Unit 13
**********************************
UNIT 13: IN THE MATHS CLASS

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter N/n and the sound /n/ in
isolation.
- Say correctly the words :eleven, thirteen, fourteen, fifteen
2. Competencies:
phrases
- Sound /n/
- Vocabulary: eleven, thirteen, fourteen, fifteen
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
learnt.
*Procedure::
Lesson 1”
2. New lesson
N/n and the sound / n/ both in isolation and in the
words eleven, thirteen, fourteen, fifteen
*Context: The picture shows the matchs class.The
boy is doing sums on the board with numbers:
eleven, thirteen, fourteen, fifteen
- Have ss look at the picture and draw ss’ attention listen.
to the letter N/n , the words next to the things and
the colour of the letter N/n.
-Ask ss to point to the letter N/n Have them listen -Point, listen and repeat.
and repeat the sound of the letter N/n more than
once, if necessary. -Ss repeat.
-Tell ss to point to eleven . Ask them to listen and
repeat the word. -Ss listen and repeat.
-Repeat the same Procedure: with the words:
thirteen, fourteen, fifteen, Give further support to
those ss who find it difficult to do the task. -SS listen, point and
-Play the recording again and have them listen, point repeat.
to the letter N/n and the eleven, thirteen, fourteen,
fifteen and repeat until they feel confident. Correct
pronunciation, if necessary. -SS say in front of the
-Play the recording again and call some ss to say the class.
letter N/n and the words eleven, thirteen, fourteen,
fifteen in front of the class.
letter N/n and the sound /n/ both in isolation and in
the words eleven, thirteen, fourteen, fifteen
name the words eleven, thirteen, fourteen, fifteen
*Context: : The picture shows the matchs class.The
boy is doing sums on the board with numbers:
eleven, thirteen, fourteen, fifteen
*Procedure:
their attention to the letter N/n , eleven, thirteen, discribe.
fourteen, fifteen
if necessary.
- Get them to point to the letter N/n and say it. Let
to do the task.
picture and say the sound of the letter N/n and the -Work in pairs or in
class.
- T gets feedback.
the name the words eleven, thirteen, fourteen, fifteen
Activity 3. *Play game: Number race: 7’
*Aims: to recognize numbers while listening.
*Context: Using numbers written on the board.
*Procedure:
- Devide the class into 4 teams to play game. Have
each team form a linein front of the board. -Ss look and listen.
-Write four different numbers on the board. Explain
that when you call out a number, the student at the
front of each line must race to touch the correct
number. The first student touch the corerct number
scores one point.
- before the next turns, erase the number you just
called out and replace it with a different number.
*Outcome: Ss can to recognize numbers while
listening.
the lesson.
lessons.
4. Homelink .1’
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words eleven, thirteen, fourteen, fifteen and say the
sentence pattern: What’s number is it? -> It’s__________ in a chant.
2. Competencies:
phrases
- Sound /n/
- Sentence pattern: What’s number is it? -> It’s__________
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1(N/n , /n/) the sound.
2. New lesson
* Aims: to correctly pronounce the words eleven,
thirteen, fourteen, fifteen .
individual, pairworks,groupworks, ask and -Look at the picture and
answer… listen.
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter N/n
and the words: eleven, thirteen, fourteen, fifteen.
Check comprehension. -Ss listen and repeat.
- Play the recording again, ask ss to listen and repeat -SS listen and chant.
Show ss how to chant and clap their hands. Correct -SS chant.
-SS chant in front of the
class.
*Outcome: Ss can : to correctly pronounce the
words eleven, thirteen, fourteen, fifteen .
* Aims: to recognize the words eleven, thirteen,
fourteen, fifteen
and the sentence pattern: What’s number is it? ->
It’s__________
*Context:Sentence 1: thirteen, eleven ./ Sentence 2:
fourteen, fifteen
*Procedure:
the words in front of the class . E.g. 1a: thirteen, 1b: -Point and say
eleven
task.
-T gets feedback.
*Keys: 1.a / 2.b
*Outcome: Ss can to recognize the words eleven,
thirteen, fourteen, fifteen
* Aims: to complete the words: eleven, thirteen,
fourteen, fifteen
*Context: Pictures of: eleven, thirteen, fourteen,
fifteen
Writing grids for N (upper case) and n( lower case)
*Procedure:
- Have Ss look at the number in each sentence. Then
find out the missing letter to complete the correct
word. Give further support to those Ss who find it
- Check the results of ss’ tracing and give feedback. -SS do the task.
necessary. -Check in pairs.
- Call some ss to read the correct words.
*Outcome: Ss can to complete the words: eleven, -Ss read.
thirteen, fourteen, fifteen
* Aims : to consolidate and wrap up the content
of the lesson.
lessons.
***********************************
Lesson 3
I/ Objectives:
1.Knowledge:
- Use :What’s number is it? -> It’s_______. to ask and answer about numbers
- Sing a song about the numbers.
2. Competencies:
phrases
- Sentence pattern: What’s number is it? -> It’s_______.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
* Aims : to help ss review some vocabulary that
they learnt.
*Procedure:
3”
2. New lesson
* Aims: to use : What’s number is it? ->
It’s_______. to ask and answer about numbers
*Context: The picture shows two boys. they are
holding numbers, ask and answer What’s number is
it? -> It’seleven/ twelve.
*Procedure:
listen and repeat.
-Ss listen.
- Have ss look at the sentence: What’s number is it?
-> It’s_______. Explain the meaning of the sentence
and how it is used. Check comprehension.
-Play the recording several times for ss to listen and -Ss listen and repeat.
class.
*Outcome: Ss can use : What’s number is it? ->
* Aims: to use : What’s number is it? ->
*Context:Threre are three picture showing: eleven,
thirteen, fourteen, fifteen and sentence pattern
What’s number is it? -> It’s_______.
*Procedure:
- Have ss look at the first picture. Point to the -Look at the picture and
pictures and ask them What number is it?? Tell discribe.
them about numbers.
answering about numbers.Offer help, if necessary. -Point and say
pairs.
- Ask a few pairs of ss to practise in front of the -SS practice in pairs.
the class.
*Outcome: Ss can use: What’s number is it? ->
* Aims: to Sing a song about the numbers.
the numbers
*Procedure:
comprehension.
-SS sing the song.
*Outcome: Ss can sing a song about the numbers. class.
of the lesson.
4. Homelink . 1’
***********************************
UNIT 14 : AT HOME
Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter combination er and the sound ( / ə(r)/)
in isolation.
- Say correctly the words :sister, brother, grandmother.
2. Competencies:
phrases
- Sound :( / ə(r)/)
- Vocabulary: sister, brother, grandmother
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
they learnt.
*Procedure:
Lesson 1”
2. New lesson
* Aims: to correctly pronounce the name of letter er
and the sound ( / ə(r)/) both in isolation and in the
words sister, brother, grandmother
*Context: The picture shows a family at home with
the sister, the brother and the grandmother
*Procedure:
to the letter er, the words next to the things and the listen.
colour of the letter er
-Ask ss to point to the letter er Have them listen and
repeat the sound of the letter er more than once, if -Point, listen and repeat.
necessary.
-Tell ss to point to sister . Ask them to listen and -Ss repeat.
repeat the word.
brother, grandmother, Give further support to those
ss who find it difficult to do the task.
to the letter er and the sister, brother, grandmother repeat.
and repeat until they feel confident. Correct
letter er and the words sister, brother, grandmother class.
in front of the class.
letter er and the sound ( / ə(r)/) both in isolation
and in the words sister, brother, grandmother
* Aims: to correctly identify and pronounce the
name the words sister, brother, grandmother
*Context: The picture shows a family at home with
the sister, the brother and the grandmother
*Procedure:
their attention to the letter er, sister, brother, discribe.
grandmother if necessary.
- Get them to point to the letter er and say it. Let
to do the task.
picture and say the sound of the letter er and the groups.
class.
- T gets feedback.
the name the words sister, brother, grandmother
Activity 3. *Play game: What is it? : 7’
* Aims: to recognize, remember and say target
words.
*Context: Flashcards showing pictures of different
target words from this and previous units.
*Procedure:
- Have ss stand at one end of the classroom.
- Stand in a middle of the classroom. Explain that -Ss look and listen.
when you hold up a flashcard, ss must take it turns
to come forward and wishper the word to you. If the
ss say the correct word, he/ she gets to go and stand
on the other side of the classroom. If the ss answer
incorrectly, he/she must return to their orginal
position and wait for another turn.
-When all ss are standing on the other side of the
classroom, have them shout out the word.
*Outcome: Ss can recognize, remember and say -Ss play game.
target words.
of the lesson.
lessons.
4. Homelink .1’
- Prepare for the next lesson. -Ss listen.
***********************************
UNIT 14 : AT HOME
Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words sister, brother, grandmother and say the sentence
pattern: He’s/ She’s ________(age) in a chant.
2. Competencies:
phrases
- Sound: ( / ə(r)/)
- Sentence pattern: He’s/ She’s ________(age)
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1(er , ( / ə(r)/)) the sound.
2. New lesson
* Aims: to correctly pronounce the words sister,
brother, grandmother and say the sentence pattern:
He’s/ She’s ________(age) in a chant.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter er -Ss listen and repeat.
and the words: sister, brother, grandmother. Check
comprehension.
listen and repeat until they feel confident. -SS chant.
pronunciation, if necessary. -SS chant in front of the
class.
She’s ________(age)in a chant.
* Aims: to recognize the words sister, brother,
grandmother and the sentence pattern: He’s/ She’s
________(age)
*Context:Sentence 1: brother- 16 ; brother - 17 ./
Sentence 2: sister – 19; sister - 20
*Procedure:
-Have Ss look at two pictures and say what they can -Look at the picture and
the words in front of the class . E.g. 1a: brother- 16,
1b: brother- 17
- Play the recording for ss to listen and circle -SS listen and do the
-T gets feedback.
*Keys: 1.b / 2.b
________(age)
* Aims: to complete the letter er and complete the
words: sister, brother, grandmother
*Context: Pictures of: sister, brother, grandmother
*Procedure: -Ss look and listen.
-Have ss look at the word in each sentence. Then
find out the missing letter to complete the correct -SS do the task.
word. Give further support to those Ss who find it
necessary.
-Ss read
- Ask some ss to read the correct words.
*Outcome: Ss can complete the letter er and
complete the words: sister, brother, grandmother
of the lesson.
-SS listen.
lessons.
4. Homelink . 1’
***********************************
UNIT 14 : AT HOME
Lesson 3
I/ Objectives:
1.Knowledge:
- Use : How old is your:________? -> He’s / she’s________ (age) to ask and
answer about someone’s age.
- Sing a song about the age of family.
2. Competencies:
phrases
- Sentence pattern: How old is your:________? -> He’s / she’s________ (age)
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
they learnt.
*Procedure:
3”
2. New lesson
* Aims: to use : How old is your:________? ->
He’s / she’s________ (age) to ask and answer about
someone’s age.
*Context: The picture shows a boy is nineteen
plyaing football. Two another boys nearby, ask and
answer How old is yourbrother? -> He’s nineteen.
*Procedure:
listen and repeat.
- Have ss look at the sentence: How old is
-Ss listen.
your:________? -> He’s / she’s________ (age)
class.
*Outcome: Ss can use : How old is your:______?
-> He’s / she’s________ (age) to ask and answer
about someone’s age.
* Aims: to use : How old is your:________? ->
He’s / she’s________ (age) to ask and answer about
someone’s age.
*Context:Threre are four picture showing the age of
the sister and the brother, together with sentence
pattern How old is your:________? -> He’s /
she’s________ (age)
*Procedure:
pictures and ask them How old is he/she?? Tell
answering about someone’s age. Offer help, if
necessary. -Point and say
pairs.
- T gets feedback.
the class.
*Outcome: Ss can use: How old is your:________?
-> He’s / she’s________ (age) to ask and answer
about someone’s age.
* Aims: to Sing a song about someone’s age.
*Context: The picture showsa family at the
brother’s ninneteenth birthday party.
*Procedure:
comprehension.
correctly.
-SS do the task.
the class.
*Outcome: Ss can sing a song about someone’s -Ss sing in front of the
age. class.
of the lesson.
4. Homelink . 1’
- Prepare for Fun time 4
***********************************
FUN TIME 4
Part 1, 2
I/ Objectives:
1.Knowledge:
- correctly pronounce and spell the words :fourteen, fifteen, twelve, sixteen,
seventeen, thirteen, sister, brother,
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
they learnt.
*Procedure: game.
4 – Part 1, 2”
2. New lesson
Activity 1. 1. Look and circle. Then say. 12’
* Aims: to correctly pronounce the words : fourteen,
fifteen, twelve, sixteen, seventeen, thirteen, sister,
brother,
each picture.
*Procedure:
-Have ss look at the pictures and say the words, -Look at the picture and
saying Look and say, please say.
the correct words in it individually. Then say the -SS listen.
words
do the task.
-After the ss find the words and pronounce them, -Ss do the task.
organize a short game. Divide the class into two
teams. Call on one student from each team to go to -SS play game.
the words.
* Keys: 1. fourteen/ 2. sister / 3. seventeen/
4. thirteen
*Outcome: to correctly pronounce the words :
fourteen, fifteen, twelve, sixteen, seventeen,
thirteen, sister, brother.
Activity 2. 2. Let’s play:Rock, paper, scissors:
13’
words: fourteen, fifteen, twelve, sixteen, seventeen,
thirteen, sister, brother
*Context: A picture of a class playing the game.
*Procedure:
-Devide class into two teams. Have each team stand
in a line, facing the other team. -Ss look and listen.
- Give each student a flashcard. Expalin that the first
student in each line will ply a game of rock, paper,
scissors. The studwnt wins then shows the other
student thoer card. The other student must identify
and pronounce the word. If he/she correct, he/she
gets stay in the line, if he/ she is out and must leave
the line. The first team to get all the players in the
other team out wins.
*Outcome: Ss can correctly identify and pronounce -Ss play game.
the words: fourteen, fifteen, twelve, sixteen,
seventeen, thirteen, sister, brother
of the lesson.
lessons.
4. Homelink .2’
***********************************
FUN TIME 4
Part 3, 4
I/ Objectives:
1.Knowledge:
- write the words :twenty, eleven, nineteen, brother, sister, grandmother and
complete the sentence pattern:
+ How old is your_________? -> He’s / She’s_____.
+ What number is it? -> It’s________.
- correctly spell and pronounce the words: twenty, eleven, nineteen, brother,
sister, grandmother
2. Competencies:
phrases
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
they learnt.
*Procedure:
point.
the words.
1 – Part 3,4”
2. New lesson
Activity 1. 3. Look, read and answer:13’
* Aims: to read and answer with the words :
twenty, eleven, nineteen,sixteen, brother, sister, and
the sentence pattern:
+ How old is your_________? -> He’s /
She’s_____.
*Context: Four pictures with four clue.
*Procedure:
-Have ss look at the pictures (twenty, eleven, -Look at the picture and
nineteen,sixteen, brother, sister,) and say the words. say.
-Have ss to ask and answer the questio in pairs:
-SS do the task.
She’s_____.
-SS practise.
- Call some ss to practise in front of the class.
- T gets feedback.
*Outcome: Ss can read and answer with the
words : twenty, eleven, nineteen,sixteen, brother,
sister, and the sentence pattern:
She’s_____.
Activity 2. Let’s play: Mystery bag: 12’
words: twenty, eleven, nineteen,sixteen, brother,
sister, and grandmother.
*Context: A picture of a teacher and a student are
playing game.
*Procedure:
-T introduces the game: As a practise run, take on -Ss look and listen.
flashcard out of the myster bag and show it to ss.
encourage them to think of a word beginning
with/contaning/ ending with that letter combination.
Devide class into 2 teams.Tell ss when you say
“go” , s student from each team should come to the
front. They will take it in turns to take a flashcard
out of the mystery bag and say a correct word. A
correct word scores one point.
-Have ss to play game. -SS play game.
- The team with the most points wins.
the words: twenty, eleven, nineteen,sixteen, brother,
sister, and grandmother while playing game.
* Aims : to consolidate and wrap up the content of
the lesson.
lessons.
4. Homelink .2’
***********************************
UNIT 15: IN THE CLOTHES SHOP

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter sh and the sound / ∫/ in
isolation.
- Say correctly the words : shirts, shoes, shorts
2. Competencies:
phrases
- Sound / ∫/
- Vocabulary: shirts, shoes, shorts
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
they learnt.
*Procedure:
Lesson 1”
2. New lesson
* Aims: to correctly pronounce the name of letter sh
and the sound / ∫/ both in isolation and in the words
shirts, shoes, shorts
*Context: The picture shows the clothes shop.There
are: shirts, shoes, shorts
*Procedure:
to the letter sh, the words next to the things and the listen.
colour of the letter sh
-Ask ss to point to the letter sh Have them listen and
repeat the sound of the letter sh more than once, if -Point, listen and repeat.
necessary.
-Tell ss to point to shirts . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: shoes, -Ss listen and repeat.
shorts , Give further support to those ss who find it
to the letter sh and the shirts, shoes, shorts and repeat.
letter sh and the words shirts, shoes, shorts in front class.
of the class.
letter sh and the sound / ∫/ both in isolation and in
the words shirts, shoes, shorts
name the words shirts, shoes, shorts
*Context: The picture shows the clothes shop.There
are: shirts, shoes, shorts
*Procedure:
their attention to the letter sh, shirts, shoes, shorts discribe.
if necessary.
- Get them to point to the letter sh and say it. Let
to do the task.
picture and say the sound of the letter sh and the -Work in pairs or in
class.
- T gets feedback.
the name the words shirts, shoes, shorts
Activity 3. *Play game: What’s missing?: 7’
* Aims: to remembet and say target words.
*Context: Using flashcards that contain words ss
have learnt.
- groupworks, ask and answer…
- using flashcards(FC), pictures…
*Procedure:
- Devide the class into 2 teams(team A and team B)
to play game. -Ss look and listen.
- Write team A and team B side by side at the top of
the board. Underneath each heading, stick a
different set of FC . Point to the FC and say the
words. Encourage ss in the relevent team to repeat.
- Tell ss to look carefully at the Fc and remember
their team’s word. Explain that when you say” Close
your eyes!” ss should close their eyes. You will then
remove on of the FCs from the board. When you
say” Open you eyes!”, ss should open their eyes.
Encourage each team to call out the missing word
from their set .A correct answer scores one point.
*Outcome: Ss can remembet and say target words.
of the lesson.
lessons.
4. Homelink .1’
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words shirts, shoes, shorts.
2. Competencies:
phrases
- Sound / ∫/
II/ Teaching aids:
III/ Procedure:

*Procedure:
in lesson 1(sh, / ∫/ the sound.
2. New lesson
* Aims: to correctly pronounce the words shirts,
shoes, shorts.
answer…
worksheets…
*Procedure::
meaning. Ask them to pay attention to the letter sh listen.
and the words: shirts, shoes, shorts . Check
comprehension.
-SS chant.
-SS chant in front of the
class.
shirts, shoes, shorts.
* Aims: to recognize the words shirts, shoes, shorts
*Context:Sentence 1: shirts, shorts ./ Sentence 2:
shoes, shorts
*Procedure:
the words in front of the class . E.g. 1a: shirts, 1b:
shorts -Point and say
-T gets feedback.
task.
*Keys: 1.a / 2.b
*Outcome: Ss can recognize the words shirts,
shoes, shorts
* Aims: to write the letter sh , complete and say the
words: shirts, shoes, shorts
*Context: Pictures of: shirts, shoes, shorts
*Procedure:
- Have Ss look at the letter sh.
missing letter to complete the correct word. Give -Ss look and listen.
the task.
-Ss listen.
-SS do the task.
necessary.
-Check in pairs.
*Outcome: Ss can write the letter sh , complete and -Ss show their work.
say the words: shirts, shoes, shorts
of the lesson.
4. Homelink . 1’
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Where are the _________? -> Over there. to ask and answer about
where things are.
- Sing a song about where things are in the clothes shop.
2. Competencies:
phrases
- Sentence pattern: Where are the _________? -> Over there.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
they learnt.
*Procedure:
- Say “Open your book page 67and look at lesson 3” -SS open their book.
2. New lesson
* Aims: to use : Where are the _________? -> Over
there. to ask and answer about where things are.
*Context: The picture shows a clothes shop. A
mother and a daughter are asking the assisstant
answer Where are the shoes?
*Procedure:
- Have ss look at the sentence: Where are the -Look at the picture and
_________? -> Over there. Explain the meaning of listen and repeat.
the sentence and how it is used. Check -Ss listen.
comprehension.
class. -SS say.
*Outcome: Ss can use : Where are the
_________? -> Over there. to ask and answer about
where things are.
* Aims: to use : Where are the _________? ->
Over there. to ask and answer about where things
are.
*Context:Threre are three picture showing: shirts,
shoes, shorts and sentence pattern :Where are the
_________? -> Over there.
*Procedure:
pictures and ask them What are they? Tell them
about where things are.
- Ask ss to work in pairs to practise asking and -Look at the picture and
answering about where things are.Offer help, if discribe.
necessary.
-Point and say
pairs.
- T gets feedback.
*Outcome: Ss can use: Where are the _________? the class.
-> Over there. to ask and answer about where things
are.
* Aims: to Sing a song about where things are in the
clothes shop.
*Context: The picture shows in the clothes shop.
*Procedure:
correctly.
-SS do the task.
the class.
*Outcome: Ss can sing a song about where things -Ss sing in front of the
are in the clothes shop. class.
of the lesson.
lessons.
***********************************
UNIT 16: AT THE CAMPSITE

Lesson 1
I/ Objectives:
1.Knowledge:
- correctly pronounce the name of letter T/t and the sound /t/ in
isolation.
- Say correctly the words : tent, teapot, blanket,
2. Competencies:
phrases
- Sound /t/
- Vocabulary: tent, teapot, blanket,
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Guessing game
they learnt.
*Procedure::
Lesson 1”
2. New lesson
* Aims: to correctly pronounce the name of letter
T/t and the sound / t/ both in isolation and in the
words tent, teapot, blanket,
*Context: The picture shows a campsite .There is a
tent, teapot, blanket.
*Procedure:
to the letter T/t, the words next to the things and the listen.
colour of the letter T/t
-Ask ss to point to the letter T/t Have them listen
and repeat the sound of the letter T/t more than once, -Point, listen and repeat.
if necessary.
-Tell ss to point to tent . Ask them to listen and -Ss repeat.
repeat the word.
-Repeat the same Procedure: with the words: teapot, -Ss listen and repeat.
blanket, Give further support to those ss who find it
to the letter T/t and the tent, teapot, blanket, and repeat.
letter T/t and the words tent, teapot, blanket, in front class.
of the class.
letter T/t and the sound /t/ both in isolation and in
the words tent, teapot, blanket,
name the words tent, teapot, blanket,
*Context: The picture shows a campsite .There is a
tent, teapot, blanket.
*Procedure:
their attention to the letter T/t, tent, teapot, blanket, discribe.
if necessary.
- Get them to point to the letter T/t and say it. Let
to do the task.
picture and say the sound of the letter T/t and the -Work in pairs or in
class.
- T gets feedback.
the name the words tent, teapot, blanket,
Activity 3. *Play matching game: 7’
* Aims: to recognize and match the target words to
the relevant picture.
*Context: A large picture of a campsite and a set of
labels for various things in the picture. make sure
that ss have learnt the words for all these things in
this or a previous unit.
- groupworks, ask and answer…
*Procedure:
-Stick the picture on the board. Stick the labels
around the outside of picture. -Ss look and listen.
-Devide class ito 2 teams. Expalian that teams will
take it in turns to try correctly label an item in the
picture. When you call aot “go” , one stident from
each team should come to the front and choose one
of the labels. The other tem members can help them
by calling out their ideas. A correct label item
scores one point.
-The team with the most point wins. -Ss play game.
*Outcome: Ss can recognize and match the target
words to the relevant picture.
of the lesson.
4. Homelink .1’
***********************************

Lesson 2
I/ Objectives:
1.Knowledge:
- correctly pronounce the words tent, teapot, blanket, and say the sentence
pattern: The_____is on/ in/ near the_______ in a chant.
2. Competencies:
phrases
- Problem – solving and creativity: giving ideas, changing information, giving
- Sound /t/
- Sentence pattern: The_____is on/ in/ near the_______
II/ Teaching aids:
III/ Procedure:

* Aims : to help ss remember the words that they
*Procedure::
in lesson 1(T/t, /t/) the sound.
2. New lesson
* Aims: to correctly pronounce the words tent,
teapot, blanket, and say the sentence pattern:
The_____is on/ in/ near the_______ in a chant.
*Context: The picture shows a boy and a girl are at
the campsite.
answer…
worksheets…
*Procedure::
- Have ss look at the chant on p.69 in their books -Look at the picture and
meaning. Ask them to pay attention to the letter T/t
and the words: tent, teapot, blanket, Check
comprehension.
kite, kitten, bike and say the sentence pattern:
The_____is on/ in/ near the_______ in a chant.
* Aims: to recognize the words tent, teapot, blanket,
and the sentence pattern: The_____is on/ in/ near
the_______
*Context:Sentence 1: kite, bike ./ Sentence 2:
kitten, dog
*Procedure:
the words in front of the class . E.g. 1a: teapot, 1b: -Point and say
blanket
-T gets feedback.
*Keys: 1.a / 2.b
kitten, bike and the sentence pattern: The_____is
on/ in/ near the_______
* Aims: to write the letter K/ k and complete the
*Context: Pictures of: tent, teapot, blanket,
Writing grids for T(upper case) and t( lower case)
*Procedure:
- Have Ss look at the letter T (upper case) and t
- Tell ss to trace the letter T/t. T can demonstrate by
air tracing or tracing the broken lines of the letter T/t -Ss listen.
on the board.
the task.
necessary.
*Outcome: Ss can write the letter T/t and complete
the words: tent, teapot, blanket,
of the lesson.
lessons.
4. Homelink . 1’
***********************************

Lesson 3
I/ Objectives:
1.Knowledge:
- Use : Is the ______near the______? -> No, it isn’t. It’s________. to ask and
answer about the position of things.
- Sing a song about the position of things at the campsite.
2. Competencies:
phrases
- Sentence pattern: Is the ______near the______? -> No, it isn’t. It’s________.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
they learnt.
*Procedure::
3”
2. New lesson
* Aims: to use : Is the ______near the______? ->
No, it isn’t. It’s________. to ask and answer about
the position of things.
there two friends ask and answer Is the ______near
the______? -> No, it isn’t. It’s________.
*Procedure:
- Have ss look at the sentence: Is the ______near listen and repeat.
-Ss listen.
the______? -> No, it isn’t. It’s________.
used. Check comprehension. -Ss listen and repeat.
class.
*Outcome: Ss can use : Is the ______near
the______? -> No, it isn’t. It’s________. to ask and
* Aims: to use : Is the ______near the______? ->
No, it isn’t. It’s________. to ask and answer about
the position of things.
*Context:Threre are three picture showing: tent,
teapot, blanket, and sentence pattern Is the
______near the______? -> No, it isn’t.
It’s________.
- Have ss look at the first picture. Point to the discribe.
pictures and ask them Where are they ? Tell them
about the position of things. -Point and say
answering about the position of things.
.Offer help, if necessary. -SS practice in pairs.
pairs. -SS practice in front of
- Ask a few pairs of ss to practise in front of the the class.
- T gets feedback.
*Outcome: Ss can use: Is the ______near
the______? -> No, it isn’t. It’s________. to ask and
* Aims: to Sing a song about the position of things
at the campsite.
*Context: The picture shows the children at the
campsite.
*Procedure:
correctly.
-SS do the task.
the class.
*Outcome: Ss can sing a song about the position of -Ss sing in front of the
things at the campsite. class.
of the lesson.
lessons.
***********************************

I/ Objectives:
1.Knowledge:
- review the name and the letter N/n/, / T/t/ , /sh / , /er/
2. Competencies:
phrases
- Vocabulary: eleven, thirteen, fourteen, fifteen, brother, sister, grandmother,
shirts, shoes, shorts, tent, teapot, blanket.
- Structures:
+ What number is it? -> It’s_________
+ How old is your ________? -> He’s/ She’s __________.
+ Where are the_____________? -> Over there.
+ Is the________near the_________? -> No, it isn’t. It’s___________.
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
they learnt.
*Procedure:: game.
board
- T gets feedback.
4- Phil ans Sue
2. New lesson
* Aims: to identify and pronounce the target words
short story.
Sue.
*Procedure:
listen.
- T gets feedback.
*Context: word grids:sixteen, blanket, brother,
shorts, fifteen, sister, teapot, shirts.
*Procedure:
things. Then let them point to the pictures and say
the words: sixteen, blanket, brother, shorts, fifteen, -Ss look and identify.
sister, teapot, shirts. Correct pronunciation, if
necessary.
-SS do the task.
- Call some ss to tell their answer.
- T gives the correct answer and corrects if -SS tell their answer.
necessary.
*Keys: brother, shorts, fifteen, shirts.
the lesson.
4. Homelink .2’
***********************************

PART 1, 2, 3
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
- Structures:
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Slap the board.
*Aims: Aims: to help ss review some vocabulary
that they learnt.
*Procedure::
1Self –check – Part 1, 2, 3 -SS open their book.
2. New lesson
Activity 1. 1. Listen and tick or cross. 9’
*Context: Three pictures about: thirteen, shirts,
tent, nineteen.
*Procedure:
see. Check comprehension.
listen.
-SS listen.
- Play the recording for ss to listen and tick or cross
-Ss do the task.
on the box.
- T gets feedback
*Keys: 1.tick/ 2. cross/ 3. tick / 4. cross
while listening
*Context: sound grids: n, er, t, sh,
*Procedure:
-Encourage some ss to point to the letter and say the -Ss look and say.
words in front of the class -Ss point and say.
correct answer. -SS do the task.
- T gets feedback
*Keys: 1- n/ 2-t/ 3-er/ 4-s
while listening.
*Aims: to write the letter sh, er, n, t to complete
target words
*Context: Picture about :fox, question, juice,
village.
*Procedure:
see. Draw ss’ attention to pictures. Check
the correct letter. Then say the correct words. -Ss look and say.
-Ss do the task.
- T gets feedback.
*Keys: 1. sh/ 2.erq/ 3. n/ 4. t -Ss read.
*Outcome: Ss can to write the letter sh, er, n, t to
the lesson.
4. Homelink .2’
***********************************


PART 4, 5, 6
I/ Objectives:
1.Knowledge:
2. Competencies:
phrases
- Structures:
II/ Teaching aids:
III/ Procedure:

1.Warm- up: 5’
Game: Kim’s game
learnt.
*Procedure:
Have ss to look through 4 pictures about daily
routine in 5 seconds.Then have ss try to remember - SS listen and play
the pictures and say aloud the noun phrases of game.
phrases again.
2. New lesson
*Context: Three questions, each cointaining one or -Look at the picture and
more sentence pattern and a pair of pictures. listen.
- techniques in teaching listening -SS point and say.
- using flashcardas, recording, pictures… -Ss do the task.
*Procedure:
-Ss read.
answer.
- T gets feedback
*Keys: 1.a / 2. b/ 3.b/
Activity 2. 5. Find the words .9’
*Procedure:
- Have ss to find out and circle the list og eight
words. Then have ss to point them and say. -SS listen.
-Have time for ss to find andd circle in pairs.
- T gets feedback . -SS do the task.
*Outcome: Ss can correctly identify and pronounce -SS read.
*Procedure:
comprehension. -Ss look ,listen and say.
the correct letter.
-Call some ss to write their answer on the board. -Ss look and write.
- T gets feedback.
-Call some ss to read the correct words. -Ss do the task.
*Keys: 1.fifteen/ 2.shirt/ 3. eighteen/ 4. shorts/
5.sister / 6. teapot -Ss read.
target words
the lesson.
lessons.
- Prepare for the final term test.

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WEEK 1 ( From 23/8/....... to 27/8/.......

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

WEEK 4 ( From 13 /9 /....... to 17/9/....... )

Teacher’s activities Students’ activities

Tuesday September 14 th .......

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

Week:5 Preparing date: / /.......

UNIT 3: AT THE SEASIDE

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

UNIT 3: AT THE SEASIDE

Teacher’s activities Students’ activities

Week:6 Preparing date: / /.......

UNIT 4: IN THE COUNTRYSIDE

Teacher’s activities Students’ activities

Week:7 Preparing date: / /.......

UNIT 4: IN THE COUNTRYSIDE

Teacher’s activities Students’ activities

UNIT 4: IN THE COUNTRYSIDE

Teacher’s activities Students’ activities

REVIEW 1: PHIL AND SUE

Teacher’s activities Students’ activities

REVIEW 1: SELF –CHECK

Teacher’s activities Students’ activities

Week: 9 Preparing date: / /.......

REVIEW 1: SELF –CHECK

Teacher’s activities Students’ activities

Week: 9 Preparing date: / /.......

UNIT 5: IN THE CLASSROOM

Teacher’s activities Students’ activities

UNIT 5: IN THE CLASSROOM

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Teacher’s activities Students’ activities

UNIT 6: ON THE FARM

Teacher’s activities Students’ activities

UNIT 6: ON THE FARM

Teacher’s activities Students’ activities

UNIT 6: ON THE FARM

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Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

Week:13 Preparing date: / /.......

UNIT 7: IN THE KITCHEN

Teacher’s activities Students’ activities

UNIT 7: IN THE KITCHEN

Week: 14 Preparing date: / /.......

UNIT 7: IN THE KITCHEN

Teacher’s activities Students’ activities

UNIT 8: IN THE VILLAGE

Teacher’s activities Students’ activities

UNIT 8: IN THE VILLAGE

Teacher’s activities Students’ activities