SCHOOL

Theme 2 LESSON 1 Vocabulary:

under, behind, next to, between,
in front of
Review
Structure:
1. Write the vocabulary from the previous theme on the board. Put the _______ under, behind, next to,
2. Have students read the words on the board.
between, in front of the _______, please.
3. Write the structure from the previous theme on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. CD1

33

1 2 2 3 3 4 5 Track 33
1. M: Under.
2. M: Behind.
under behind next to between in front of 3. M: Next to.
4. M: Between.
1. Arrange the flashcards on the board, play audio and have 5. M: In front of.
students listen and repeat. Point to the flashcards along
with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point 5. Have students look at the flashcards for the count of
to the pictures in their books. ten. Turn the flashcards over to face the board when the
3. Change the order of the flashcards, point to them students are not looking.
individually and have students say the words, correct 6. Call out a number and have students take turns to guess the
pronunciation when needed. face down card. Turn the card over after each guess.
4. Play the “Guess” game. Arrange the flashcards on the board
and write a number under each card.

B 1. Listen and read. CD1

34
Track 34 - 35
TOM AND ALFIE TIDY UP
Put the box next to the Narrator: Look at the pictures. Listen. There is one example.
THE CLASSROOM ... cupboard, please.
Tom and Alfie tidy up the classroom…
1 1. (Sound of door opening)
1 Tom: Ok, Alfie. Let’s put the box next to the cupboard.
OK, Tom. Alfie: (huffing) OK, Tom.
Narrator: Can you see number 1? This is an example. Now listen
2
and number.
2. Tom: Put the fan between the window and the cupboard.
Where do I put
NOOOo! Alfie: Where?
the mouse?
3
Tom: Between the window and the cupboard.
3. Tom: Alfie, put the chair behind the desk.
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Alfie
4

Alfie: OK, Tom.

4. Tom: Oh and put the backpack under the desk.
Alfie: Sure! And Tom. Where do I put the mouse?
Sq

4
ue

Squ eak
ak

Tom: What? A mouse? (sound of mouse, eek, eek!) Argh!!

efilA

21
543
665
777
988
8
3094
543
434

1. Review the story from the previous lesson “The children were
playing a game in the living room."
2. Now introduce the situation “The children are playing…” STRUCTURE
3. Have students call out the objects and people they can see. Put the box next to the cupboard, please.
4. Have students listen and read. Put the backpack under the desk, please.
2. Listen and number. 35 CD1

1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and number. Track 36
3. Play audio again and check answers as a whole class. M:Put the box next to the cupboard.
M: Put the backpack under the desk.
3. Practice the structure. CD1
36

1. Draw students’ attention to the structure box.

2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.

20 SCHOOL: Lesson 1
 C Listen. Sing along. CD1
36

Track 36
rd.
Put the box next to the cupboa Put the box next to the cupboard.
Put the back Put the backpack under the desk.
pack under the desk.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the first sentence;
2. Play audio and have students point to the pictures in part A. group B: sing the second sentence.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD1

37
Track 37
1. Focus attention on the example sentence, and briefly B: Put the box in front of the cupboard.
explain the focus. G: Put the box in front of the cupboard.
2. Tell students they must listen and notice the pronunciation M: Put the box in front of the cupboard.
feature.
3. Play the audio once, and draw attention to the
pronunciation feature.
PRONUNCIATION TIP 37 CD1

4. Play the audio again. Have students listen and repeat with a
focus on the feature. "...in front of the" "... in fruntǝ thǝ"

Listen and draw lines.

D Practice. Point and say. 38 CD1
Track 38
Practice. 1. M: Put the box next to the cupboard.
1. T: I say “box/next to the cupboard”. You say, “Put the box next to W: The big box next to the cupboard?
the cupboard.” M: Yes.
T: I say “backpack/under the desk”.You say, “Put the backpack 2. M: Put the backpack under the desk.
under the desk.” OK? W: OK. Backpack under the desk.
T: box/next to the cupboard 3. M: Put the chair in front of the window.
Class: Put the box next to the cupboard. W: Sure!
T: backpack/under the desk 4. W: And put the fan behind the desk.
Class: Put the backpack under the desk. M: OK.
Continue whole class/group/individual drills, with: 5. W: Put the small box between the cupboard and the window.
• box/between the cupboard and the window M: The small box?
• chair/behind the desk W: Yes.
• fan/in front of the window
2. Demonstrate the activity using the example.
3. Play audio and have students listen and draw lines.
4. Play audio and check answers as a whole class.
5. Demonstrate saying the statements.
6. Divide students into pairs, and have them practice saying
the statements.
7. Swap roles and repeat for next pictures.
8. Afterwards, have some pairs demonstrate in front of the class.

E Look at D . Play the “Memory” game.

Put the box next to the cupboard, please.

Yes. 1. Divide students into pairs.

2. Have student A look at a picture while student B counts to 10.
3. Have student A call out as many objects as possible.
4. Swap roles and repeat.

Look (10 seconds) Speak

SCHOOL: LESSON 1 21
 SCHOOL
Theme 2 LESSON 2 Vocabulary:
math, English, music, Physical Education ( P.E.)
, Vietnamese, art
Review
Structure:
1. Write the vocabulary from the previous lesson on the board. What’s your favorite subject?
2. Have students read the words on the board.
I like _______.
3. Write the structure from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. CD1

39 Track 39
1. M: Math.
1 2 3 4 5 6
2. M: English.
3. M: Music.
4. M: Physical Education (P.E.).
Physical
math English music Education (P.E.)
Vietnamese art 5. M: Vietnamese.
6. M: Art.
1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along
4. Two teams. Play the game “Heads up. What’s missing?”.
with the audio. Repeat several times.
Arrange the flashcards on the board and remove one card
2. Play audio again and have students listen, repeat and point
when students are not looking. One student from each team
to the pictures in their books.
calls out the missing flashcard.
3. Change the order of the flashcards, point to them individually
and have students say the words, correct pronunciation when
needed.

B 1. Listen and read. CD1

40 Track 40 - 41
THE CHILDREN ARE TALKING ABOUT
THEIR FAVORITE SUBJECTS…
1 Narrator: Look at the pictures. Listen. There is one example.
English/art
What’s your favorite subject? The children are talking about their favorite subjects…
I like art. 1. Alfie: Do you like school, Tom?
Tom: Yes, Alfie. I love school.
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Alfie

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Alfie
2 Vietnamese/ Alfie: What’s your favorite subject?
English Tom: I like art.
Narrator: Can you see the circle? This is an example. Now listen
and circle.
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Alfie
3 2. Alfie: And what’s your favorite subject, Nick?
math/music
Nick: Hmmmmm…. I like English.
3. Alfie: What about you, Mai? What’s your favorite subject?
Mai: I like math.
4
4. Tom: What’s your favorite subject on Alpha, Alfie?
art/P.E.
Alfie: I like P.E. It’s great!
1. Review the story from the previous lesson “Alfie learned
more.”
2. Now introduce the situation “Mai joins Tom and Alfie...”
3. Have students call out the objects and people they can see.
4. Have students listen and read.
STRUCTURE
2. Listen and circle. 41 CD1 What's your favorite subject?
I like math.
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and circle.
3. Play audio again and check answers as a whole class.
Track 42
3. Practice the structure. CD1
42
M: What's your favorite subject?
1. Draw students’ attention to the structure box. G: I like math.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.

22 SCHOOL: Lesson 2
 C Listen. Sing along.
What’s your favorite subject?
I like math.
1. Play audio and have students listen.
2. Play audio and have students point to the pictures in Activity A.
3. Play audio and have students sing the song as the whole class.
 Pronunciation tip CD1
44
1. Focus attention on the example sentence, and briefly
explain the focus.
2. Tell students they must listen and notice the pronunciation
feature.
3. Play the audio once, and draw attention to the
pronunciation feature.
4. Play the audio again. Have students listen and repeat with a
focus on the feature.
D Listen and draw lines. Practice.
Point, ask and answer. 45
What’s your favorite subject?
I like math.
1 2
math P.E. Vietnamese art
4 5
Listen and draw lines.
1. Have students call out the words they can see.
2. Demonstrate the activity using the example.
3. Play audio and have students listen and draw lines.
4. Play audio again and check answers as a whole class.
Practice.
5. Devide class into Group A and Group B
T: I say “What’s your favorite subject?/math”.
Group A, you say ‘What’s your favorite subject?’
Group B, you say, ‘I like math.” OK?
T: I say “What’s your favorite subject?/English”.
Group A, you say ‘What’s your favorite subject?’
Group B, you say, ‘I like English.’
T: What’s your favorite subject?/math
Group A: What’s your favorite subject?
Group B: I like math.
T: What’s your favorite subject?/English
E Play the “Chain” game.
What’s your favorite subject?
I like English.
CD1
43
Track 43
What’s your favorite subject?
I like math.
4. Divide students into two groups. Group A: sing the questions;
group B: sing the answers.
5. Swap roles and repeat.
Track 44
B: What’s your favorite subject?
G: What’s your favorite subject?
M: What’s your favorite subject?
PRONUNCIATION TIP CD1
44
"What's your…" "Watsyǝr…"
CD1
Track 45
Narrator: Look at the pictures. Listen. There is one example.
3
1. Alfie: What’s your favorite subject, Mai?
Mai: I like math.
2. Alfie: What’s your favorite subject, Bill?
English music
Bill: I like P.E.
3. Alfie: What’s your favorite subject, Ben?
6 Ben: I like English.
4. Alfie: What’s your favorite subject, Jill?
Jill: I like Vietnamese.
5. Alfie: What’s your favorite subject, Cody?
Cody: I like music.
6. Alfie: What’s your favorite subject, Tom?
Tom: I like art.
Continue whole class/group/individual drills, with:
• What’s your favorite subject?/music
• What’s your favorite subject?/P.E.
• What’s your favorite subject?/Vietnamese
• What’s your favorite subject?/art
Point, ask and answer.
6. Demonstrate the activity using the pictures.
7. Divide students into pairs.
8. Have student A point to a character and ask “What’s your favorite
subject?”and have student B answer with“I like _______.”
9. Swap roles and repeat for the next characters.
10. Afterwards, have some pairs demonstrate in front of the class.
What’s your favorite subject?
1. Have the students stand up.
I like math.
2. Student 1 turns to student 2 and they ask and answer.
3. Student 2 turns to student 3 and they ask and answer.
4. Continue until all students have practiced.
SCHOOL: LESSON 2 23
 SCHOOL
Theme 2 LESSON 3 Vocabulary:
Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday
Review
Structure:
1. Write the vocabulary from the previous lesson on the board. When do you have _______?
2. Have students read the words on the board.
I have _______ on _______.
3. Write the structure from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. 46

CD1
Track 46
1. M: Monday.
1 2 3 4 5 6 7 2. M: Tuesday.
3. M: Wednesday.
Sa Sa Sa Sa Sa Sa Sa
Th Fr Th Fr Th Fr Th Fr Th Fr Th Fr Th Fr
Tu We 1 Tu We 1 Tu We 1 Tu We 1 Tu We 1 Tu We 1 Tu We 1
Su Mo Su Mo Su Mo Su Mo Su Mo Su Mo Su Mo
8 8 8 8 8 8 8
6 7 6 7 6 7 6 7 6 7 6 7 6 7
June 2 3
4 5
11 12
13 14
15
22
June 2 3
4 5
11 12
13 14
15
22
June 2 3
4 5
11 12
13 14
15
22
June 2 3
4 5
11 12
13 14
15
22
June 2 3
4 5
11 12
13 14
15
22
June 2 3
4 5
11 12
13 14
15
22
June 2 3
4 5
11 12
13 14
15
22
9 10 20 21 9 10 20 21 9 10 20 21 9 10 20 21 9 10 20 21 9 10 20 21 9 10 20 21
18 19 29 18 19 29 18 19 29 18 19 29 18 19 29 18 19 29 18 19 27 28
29
16 17 27 28 16 17 27 28 16 17 27 28 16 17 27 28 16 17 27 28 16 17 27 28 16 17
25 26 25 26 25 26 25 26 25 26 25 26 25 26
23 24 23 24 23 24 23 24 23 24 23 24 23 24
30 30 30 30 30 30 30

4. M: Thursday.
19 20 21
17 18 22 23

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

5. M: Friday.
6. M: Saturday.
7. M: Sunday.
1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along 4. Play the “Guess” game. Arrange the flashcards on the board
with the audio. Repeat several times. and write a number under each card.
2. Play audio again and have students listen, repeat and point 5. Have students look at the flashcards for the count of ten.
to the pictures in their books. Turn the flashcards over to face the board when the stu-
3. Change the order of the flashcards, point to them individually dents are not looking.
and have students say the words, correct pronunciation when 6. Call out a number and have students take turns to guess
needed. the face down card. Turn the card over after each guess.

B 1. Listen and read. CD1

47

THE CHILDREN ARE TALKING ABOUT Thursday ? 1 Track 47 - 48

THEIR SCHOOL TIMETABLES …
Friday ?
When do you have P.E.? I have P.E.
8
13
69
Narrator: Look at the pictures. Listen. There is one example.
on Tuesday. The children are talking about their school timetables…
Friday/Tuesday
1. Tom: When do you have P.E. Lucy?
2 Lucy: I have P.E. on Tuesday.
2 1234556677788989034

345434

Alfie
Narrator: Can you see the circle? This is an example. Now listen
MATH HISTORY
VIETNAMESE HISTORY
MATH
lITERATER lITERATER VIETNAMESE

and circle.
MATH P.E. lITERATER
ART lITERATER
MATH MATH P.E.
MATH MATH ART
VIETNAMESE P.E.
HISTORY VIETNAMESE P.E. MATH
VIETNAMESE
HISTORY
ART VIETNAMESE
ART

Monday/Thursday
2. Lucy: When do you have math, Tom?
3
Tom: I have math on Thursday.
3. Tom: When do you have art Lucy?
Wednesday/Thursday Lucy: I have art on Wednesday.
4 4. Lucy: When do you have music Tom?
2
2 Tom: I have music on Friday. I love music!
Alfie
12345566

77788989

(Sound of Tom singing)

03434543

Tuesday/Friday
Lucy, Alfie: Argh! (Sounds annoyed)
1. Review the story from the previous lesson “Alfie learned
more.”
2. Now introduce the situation “Mai joins Tom and Alfie...”
3. Have students call out the objects and people they can see.
4. Have students listen and read. STRUCTURE
When do you have math?
2. Listen and circle. 48 CD1

I have math on Monday.

1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and circle.
3. Play audio again and check answers as a whole class.
Track 49
3. Practice the structure. CD1
49 G: When do you have math?
1. Draw students’ attention to the structure box. B: I have math on Monday.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.

24 SCHOOL: Lesson 3
 C Listen. Sing along. 50
CD1

Track 50
When do you have math? When do you have math?
I have ma I have math on Monday.
th on Monday.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD1

51
Track 51
1. Focus attention on the example sentence, and briefly B: When do you have English?
explain the focus. G: When do you have English?
2. Tell students they must listen and notice the pronunciation M: When do you have English?
feature.
3. Play the audio once, and draw attention to the
4. Play the audio again. Have students listen and repeat with a
pronunciation feature.
focus on the feature.

D Listen and draw lines. Practice. Track 52

Point, ask and answer. 52 CD1

Narrator: Look at the pictures. Listen. There is one example.

When do you have P.E.?
I have P.E. on Monday.
1. Tom: When do you have P.E.?
1 2
Monday Lucy: I have P.E. on Monday.
Tuesday
Narrator: Can you see number 1? This is an example. Now listen
3 Wednesday 4
and number.
Thursday
2. Tom: When do you have math?
Friday
5
Saturday
6 Lucy: I have math on Wednesday.
Sunday
3. Tom: When do you have Vietnamese?
Lucy: I have Vietnamese on Friday.
Listen and draw lines.
4. Lucy: When do you have art?
1. Have students call out the objects they can see.
Tom: I have art on Thursday.
2. Demonstrate the activity using the example.
5. Lucy: When do you have music?
3. Have students listen and draw lines.
Tom: I have music on Tuesday.
4. Check answers as a whole class.
6. Lucy: When do you have English?
Practice. Tom: Oh. I have English on Thursday.
5. T: I say “P.E.” You say, “When do you have P.E.?”
T: I say “math”. You say, “When do you have math?” OK? Group A: When do you have P.E.?
T: P.E. Group B: I have P.E. on Tuesday.
Class: When do you have P.E.? T: math/Monday
T: math
Continue whole class/group/individual drills, with:
Class: When do you have math?
• English/Wednesday
6. Divide class into Group A and Group B
• art/Thursday
T: I say “P.E./Tuesday”.
• music/Friday
Group A, you say “When do you have P.E.?”
Group B, you say, “I have P.E. on Tuesday.” Point, ask and answer.
T: I say “math/Monday”. 7. Divide students into pairs. Have student say A point to a picture
Group A, you say, “When do you have math?” and ask and student B answer.
Group B, you say, “I have math on Monday”. OK? 8. Swap roles and repeat. Afterwards, have some pairs
T: P.E./Tuesday demonstrate in front of the class.

1. Demonstrate the game.

E Play the “Connect” game.
When do you have math? I have math on Tuesday.
math Vietnamese
Monday
Tuesday
2. Divide the class into groups of four. Divide the groups into pairs.
Pair 1 vs. Pair 2
Have each pair use a different color pen.
music art English 3. Have students play rock, paper, scissors. The winners will go first.
4. Student A asks “When do you have _______?”. Have student B

Wednesday
answer “I have on _______.” That team can put a mark in that space.
1 point Thursday 5. Swap roles and repeat.
2 points
5 points
Friday 6. Choose another student to take a turn.

SCHOOL: LESSON 3 25
 SCHOOL
Theme 2 LESSON 4 Vocabulary:
draw pictures, read books, spell words, take
tests, listen to music, do exercise
Review
Structure:
1. Write the vocabulary from the previous lesson on the board. What do you do in _______?
2. Have students read the words on the board.
I _______.
3. Write the structure from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. CD1

53
Track 53
1. M: Draw pictures.
1 3 5
2 4 6 2. M: Read books.
3. M: Spell words.
4. M: Take tests.
draw listen
pictures
read books spell words take tests
to music
do exercise 5. M: Listen to music.
6. M: Do exercise.
1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along 4. Play the “Word Tennis” game. Have one student come to the
with the audio. Repeat several times. front and play ‘Tennis’ with you.
2. Play audio again and have students listen, repeat and point to the 5. As you say a word hit it to the student and have the student
pictures in their books. respond with another word and hit it back to you.
3. Change the order of the flashcards, point to them individually and 6. Divide students into pairs and have them play with each
have students say the words, correct pronunciation when needed. other. Have some pairs demonstrate in front of the class.

B 1. Listen and read. CD1

54
Track 54 - 55
ALFIE IS ASKING THE CHILDREN
ABOUT SCHOOL…
1
take tests
Narrator: Look at the pictures. Listen. There is one example.
What do you do I spell Alfie is asking the children about school…
in English? words.
1. (Sound of bell ringing)
2 Tom: Hi, Alfie. It’s time for English.
draw pictures Alfie: What do you do in English?
Tom: I spell words.
Narrator: Can you see the cross? This is an example. Now listen
3
listen to music
and put a tick or a cross in the box.
2. Alfie: Hello, Mai.
Mai: Hi, Alfie. I’m going to P.E.
4 Alfie: Cool, what do you do in P.E.?
do exercise Mai: I do exercise.
3. Alfie: Hey, Nick! What do you do in music class?
Nick: I listen to music.
1. Review the story from the previous lesson “Mai joined Tom
4. Lucy: Hi, Alfie. I’m going to art class.
and Alfie.”
Alfie: What do you do in art?
2. Now introduce the situation “The bell rings and class
Lucy: I draw pictures.
begins...”
Alfie: Oh great! Can you draw a picture of my new friend?
3. Have students call out the objects and people they can see.
(Sound of a mouse squeak) (Sound of Lucy gasping in shock)
4. Have students listen and read.

2. Listen and () or (). 55 CD1

1. Play audio and demonstrate the activity using the example. STRUCTURE
2. Play audio and have students listen and tick or cross. What do you do in English?
3. Play audio again and check answers as a whole class.
I spell words.
3. Practice the structure. CD1
56

1. Draw students’ attention to the structure box.

Track 56
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat. B: What do you do in English?
G: I spell words.

26 SCHOOL: Lesson 4
 C Listen. Sing along. CD1
57

Track 57
What do you do in art? What do you do in art?
I draw pic I draw pictures.
tures.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD1

58
Track 58
1. Focus attention on the example sentence, and briefly B: I take tests in math.
explain the focus. G: I take tests in math.
2. Tell students they must listen and notice the pronunciation M: I take tests in math.
feature.
3. Play the audio once, and draw attention to the PRONUNCIATION TIP 58
CD1

pronunciation feature. Don't forget the final sound.

4. Play the audio again. Have students listen and repeat with a E.g. Pictures, tests, books
focus on the feature.

D Listen and tick () the box. Practice. Track 59

Point, ask and answer. 59 CD1

Narrator: Look at the pictures. Listen. There is one example.

1.B: What do you do in P.E.?
Listen and tick () the box.
G: I do exercise.
1. Have students look at the pictures are call out the activities they
Narrator: Can you see the tick? This is an example. Now listen and
can see.
tick the box.
2. Play audio and demonstrate the activity using the example.
2. G: What do you do in art?
3. Play audio and have students listen and tick the box.
B: I draw pictures.
4. Play audio again and check answers as a whole class.
3. B: What do you do in English?
Practice. G: I spell words.
T: I say “art”. You say, “What do you do in art?” 4. G: What do you do in Vietnamese?
T: I say“Vietnamese”. You say,“What do you do in Vietnamese?”OK? B: I read books.
T: art 5. B: What do you do in music?
Class: What do you do in art? G: I listen to music.
T: Vietnamese
Class: What do you do in Vietnamese?
Continue whole class/group/individual drills, with: Continue whole class/group/individual drills, with:
• art • Vietnamese. • English • art/draw pictures
• math • music • P.E. • Vietnamese/read books
5. Divide class into Group A and Group B. • English/spell words
T: I say “art/draw pictures”. • math/take tests
Group A, you say “What do you do in art?” • music/listen to music
Group B, you say “I draw pictures.” • P.E./do exercise
T: I say “Vietnamese/read books”. Point, ask and answer.
Group A, you say “What do you do in Vietnamese?” 6. Demonstrate the activity.
Group B, you say “I read books.” OK? 7. Divide the class into pairs.
T: art/draw pictures 8. Have student A point to a picture and ask “What do you do in
Group A: What do you do in art? _______?” and have student B answer with “I _______.”
Group B: I draw pictures. 9. Swap roles and repeat.
T: Vietnamese/read books 10. Afterwards, have some pairs demonstrate in front of the class.

E Play the “Snake racing” game. (student book)

1. Divide the class into groups of four, two students in each team.
2. Have teams play rock, paper, scissors. The winning team
What do you do in Winner: move 2 spaces
I read books. Ok! Our turn. Loser: move 1 space
Vietnamese?

Pair 1 vs. Pair 2

move forward two squares and the losing team moves
T
forward one space.
AR
ST
FIN
ISH 3. Have teams take turns asking and answering. Swap roles
and repeat until the game is finished. (Rock, paper, scissors
is played each turn)

SCHOOL: LESSON 4 27
 SCHOOL
Theme 2 LESSON 5 Vocabulary:
give a gift, buy flowers, make a card, sing a
song, buy a cake
Review
Structure:
1. Write the vocabulary from the previous lesson on the board. What do you want to do for Teachers’ Day?
2. Have students read the words on the board.
I want to_______________.
3. Write the structure from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

NEW WORDS Listen, point and say. CD1

60 Track 60
1. M: Give a gift.
1 2 3 4 5 2. M: Buy flowers.
3. M Make a card.
4. M: Sing a song.
5. M: Buy a cake.
give a gift buy flowers make a card sing a song buy a cake

1. Arrange the flashcards on the board, play audio and have and have students say the words, correct pronunciation when
students listen and repeat. Point to the flashcards along needed.
with the audio. Repeat several times. 4. Two teams. Play the game “Heads up. What’s missing?”.
2. Play audio again and have students listen, repeat and point Arrange the flashcards on the board and remove one card
to the pictures in their books. when students are not looking. One student from each
3. Change the order of the flashcards, point to them individually team calls out the missing flashcard.

LISTENING Listen and number. CD1

61

THE CHILDREN ARE TALKING ABOUT What do you want to

TEACHERS' DAY… do for Teachers' Day?
y
Track 61
rs’ Da
Happy Teache
2 0 - 11
Nguyen Hue
Primary School
1 Narrator: Look at the pictures. Listen. There is one example.
The children are talking about Teachers’ Day…
I want to 1. Kim: Vinh, what’s Teachers’ Day? (sounding curious):
give a gift.
Nam: We say thank you to our teachers on Teachers’ Day.
s

Vinh: So… what do you want to do for Teachers’ Day, Nam?

THE NEXT DAY IN THE CLASSROOM...
Nam: Hmm…I want to give a gift!
Happy Teachers' Narrator: Can you see number 1? This is an example. Now
Day.
listen and number.
2. Vinh: I want to buy flowers for the teacher!
Nam: What about you Kim? What do you want to do for
Teachers’ Day?
3. Kim: I know! I want to make a card!
s

Vinh: Wow. Great, Kim.

We lo
ve yo
u teach
er

1. Introduce the situation “The children are talking about 4. Nam: Yes! Good idea, Kim!
Teachers' Day…” Vinh: And I want to buy a cake, too!
2. Have students call out the objects and people they can see. Kim: Yummy!
3. Play audio and demonstrate the activity using the example. “The next day, in the classroom…”
4. Play audio and have students listen and number. Vinh, Nam, Kim: Happy Teacher's Day!
5. Play audio again and check answers as a whole class.
6. Play audio again and have students listen and repeat.

 Useful language box

1. Have students look at the useful language box.
2. Have students listen to audio and repeat.
Track 62
STRUCTURE 62 CD1

M: What do you want to do for Teachers’ Day?

What do you want to do for Teachers' Day?
I want to give a gift. W: I want to give a gift.
28 SCHOOL: Lesson 5
 READING Read and write the words.

give make sing buy

1. Have students read the text individually.

In Vietnam, Teachers’ Day is on 20 November (20/11). It’s the day
2. Read the text as a whole class.
that children say thank you to their teachers. Students (1) give gifts
3. Demonstrate the activity using the example.
and (2)_______ flowers. They (3) _______ cards. Children (4) _______
4. Have students look at the text and write the correct words.
songs. It’s a great day and a lot of fun.
5. Check answers as a whole class.

SPEAKING Point, ask and answer.

What do you want to

do for Teachers’ Day? I want to give a gift.
1 2
1. Demonstrate the activity using the example.
2. Have student A point to a picture and have student B ask,
“What do you want to do for Teachers’ Day?”, and student A
3 4 5
answer, e.g. “I want to give a gift.”
3. Swap roles and repeat.
4. Afterwards, have some students demonstrate in front of the
class.

WRITING Look at
SPEAKING and write the answers.

What do you want to do for Teachers' Day?

1. gift/I/a/want/give/to.
gift
I want to give a ________________________________________________.
2. to/buy/I/flowers/want. 1. Demonstrate the activity using the example.
I want to _____________________________________________________. 2. Have students look at the pictures in “Speaking” and write
3. card/I/to/a/want/make. the answers related to the pictures.
I want ________________________________________________________. 3. Check answers as a whole class.
4. sing/to/want/I/song/a.
I ____________________________________________________________.
5. cake/to/want/buy/I/a.
______________________________________________________________.

SCHOOL: LESSON 5 29
 SCHOOL
Theme 2 LESSON 6 Review and Practice

LISTENING Listen and write. CD1

63

Vietnamese art music English P.E.

Track 63
Monday Tuesday Wednesday Thursday Friday
Example Narrator: Look at the pictures. Listen. There is one example.
P.E. Tom: When do you have P.E. Lucy?
2 Lucy: I have P.E. on Monday.
P.E. math Narrator: Can you see the word? This is an example. Now listen
and write.
1. Play example audio and demonstrate filling the chart. 1. Tom: And when do you have art?
2. Play audio and have students listen and fill in the chart. Lucy: I have art on Wednesday.
3. Play audio again. 2. Tom: When do you have music?
4. Play audio again and check answers as a whole class. Lucy: I have music on Friday.
3. Lucy: Tom, when do you have English?
Tom: I have English on Tuesday.
4. Lucy: When do you have Vietnamese?
Tom: I have Vietnamese on Friday.
Narrator: Now listen again.

READING & WRITING Look and read. Write Yes or No.

1. Have students look at the picture, demonstrate writing yes

or no using the examples.
2. Have students look at the picture and read the statements,
then write yes or no depending on whether the statement
is true or false.
3. Check answers as a whole class.
4. Afterwards, have students look at the picture and say new
true statements for all of the false statements.
Example
There's a pencil case on the desk. ______________
Yes
Questions
1. Tom's listening to music. _______
2. There are notebooks on the bookcase. _______
3. There's an eraser on the desk. _______
4. There's a computer on the desk. _______

30 SCHOOL: Lesson 6
 SONG Turn to page 102 . Listen. Sing along.
CD1
64

1. Have students turn to page 102.

2. Read lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

GAME Ask an answer. Play the “Connect three” game.

Pair 1 vs. Pair 2

There’s/There are
_______ in/on the 1. Divide the class in groups of 4. Divide the groups into pairs.
_______. Have each pair use a different color pen.
2. Have students play rock, paper, and scissors. The winners will
What’s your go first.
I like _____.
favorite subject? 3. Student A from the first team points to space on the board
where they wish to put a mark and asks the related question.
When do you
June
Su Mo

2 3
9 10
16 17
Tu We

23 24
4 5
11 12
18 19
25 26
Th Fr

6 7
13 14
Sa
1

20 21
27 28
8
15
22
29
June
Su Mo

2 3
9 10
16 17
Tu We

23 24
4 5
11 12
18 19
25 26
Th Fr

6 7
13 14
Sa
1

20 21
27 28
8
15
22
29
June
Su Mo

2 3
9 10
16 17
Tu We

23 24
30
4 5
11 12
18 19
Th Fr

25 26
6 7
13 14
20 21
Sa
1

27 28
8
15
22
29
June
Su Mo

2 3
9 10
16 17
Tu We

23 24
4 5
11 12
18 19
Th Fr

25 26
6 7
13 14
20 21
Sa

27 28
1
8
15
22
29
Student B answers. If correct, then that team can put a mark on
the space. If incorrect, the next team takes their turn.
30

I have _______
30 30

have _______? 18 19 20 21

on _______.
4. The winners are the team that can get three of their own marks
in a row, horizontally, vertically or diagonally.
What do you do
in _______? I ________ Note: swap students roles after each turn.
__________.

I win!

I CAN...

•I can talk about what is in the classroom. 1. Read out the statements and give an example for each.
•I can ask and answer about my favorite subject.
•I can talk about the school timetable.
2. In pairs, have students give a few more examples of each
•I can say what I do in different subjects. function, then briefly practice.
3. Ask students to color one, two or three stars, to show how
‘Can Do’ statements well they can perform the tasks.
Go through can do statements with students, have them = Great!
color the stars to represent their understanding. = Ok
• I can talk about what is in the classroom. = Needs more study
• I can ask and answer about my favorite subject. For students with two or fewer stars, recommend that they
• I can ask about the school timetable. review the theme at home, or do the Workbook or Activity
• I can say what I do in different subjects. Multi-ROM (if they have it).

SCHOOL: LESSON 6 31