Objectives: - Students can identify different places in a home.

- Students can understand a short story.

Topic- Key Resources and
Key Activities
language Materials

UNIT 8 INTRODUCTION
Where’s Resources: Weather Report:
Grandma? Textbook: FAMILY Warm up and review:
AND FRIENDS Sing the song “Hello, How do you do?”
Lesson 1 Class book p.54 Guessing Game: Divide the class into groups. Stick the flashcards 61-68 on the board
Workbook p.54 (dress , socks , pants … ) then give students the clue to guess the word
WORDS Ex: This word has 5 letters. The first is D and the last is S. D __ __ __ S
Materials: Can you guess what it is?
Integrated - Flashcards 69 – 73 Students race to the board, getting the correct picture then say it aloud. The group that
skills: - CD track 86 – 88 has the most cards is the winner.
speaking, - Story poster 8 Lesson presentation:
listening, - Use flashcards 69 – 73 to introduce the new words, playing the recording. Students
reading, writing listen, point to the pictures p54 and repeat.
- Check students’ understanding by asking questions.
Key Ex: What can you see in the dining room? hairs and tables )
vocabulary: What can you do in the dining room? ( eat )
kitchen, living - Give students the word cards, do the chant. They listen, say and hold the words in the
room, air.

DEVELOPMENT

48
dining room,  Dialogue presentation :
bedroom, - Stick the story poster 8 on the board, explaining some new words. Ask questions to
bathroom encourage predictions from different members of the class Who’s this? What
happens? What room are they in?
Additional - Play the recording, point to the poster and explain the story. Students listen and
vocabulary: practice.
certificate,  Role – play: Students work in groups of 6, acting out the story.
show, surprise,  Comprehension questions: Ask some questions to check their understanding.
good, work, What does Rosy have? Is grandma in the kitchen? Is Dad in the living room? Where
good job are Rosy’s family members?

CONSOLIDATION
 My group’s house: Students work in groups of 6, draw and color a big house
with some rooms .Then, each group comes to the front and talk about the house
by using simple sentences. T sticks their works on the “Works from our heart”
corner.
Ex: This is my group’s house. This is a kitchen. These are 2 bedrooms. …………….

Story time: “I love you , Mother ”

Homework: Workbook ( page 54)
50
Week 21
Objectives: - Students are able to ask and answer questions about where people are.
- Students can write Is or Are at the beginning of questions.
- Students can act out a story.
Topic- Key Resources and
Key Activities
language Materials

UNIT 8 INTRODUCTION
 Where’s Weather Report:
Grandma? Resources: Warm up and review:
Lesson 2 Textbook: FAMILY Students sing the song “ In my family ” p.42
GRAMMAR AND FRIENDS Miming Game: Mime the action of going to bed. Students call out “Bedroom!”
Class book p. 55 - Ask a student to come to the front and mime something he / she might do in one of
Workbook p. 55 the other rooms. The others guess. Repeat with the other house words.
Integrated skills: Lesson presentation:
speaking, Materials: - Use the story poster 8 to ask students what happened in the story to model the
listening, reading, - Hello flashcards 1-3 patterns. Gives a meaningful context to lead in the patterns Children! Let’s visit Rosy’s
writing - Family flashcards family again. Rosy is holding a certificate that she has been awarded and she wants
57- 60 to show it to her family. Is Grandma in the kitchen? Are Dad and Billy in the living
Review - CD track 88 - 89 room? Where’s Grandma? Where are Dad and Billy?
vocabulary: - Story poster 8 - Write the sentence patterns on the board, show students how to make the short forms
Rooms in a house. She’s / He’s and They’re by writing the words separately and then together on the
Members of a board and show how to use “ She’s , He’s , They’re ”
family - Put the grandma flashcard on the board and write “She’s” next to the picture of
grandma. Replace the picture of grandma with grandpa and write the word “He’s”
Sentence Put flashcards of at least 2 other family members on the board and write “They’re”
patterns: next to the pictures.
Where’s grandma? - Play the recording for students to repeat. (Repetition Drill and Substitution Drill)
She’s in the
bedroom.
Where are Dad
and Billy? DEVELOPMENT

52
They’re in the  Practice :
kitchen. - Draw a big house with 5 rooms on the board. Put the family flashcards (1-3, 57-60) in
Is she in the each room of the house.
bedroom? - Model the question and answer with some students, then ask students work in pairs.
- Yes, she is. - Call some students come to the front to practice the patterns.
Are they in the Look and Say: Ask students to work in pairs - take turns asking and answering about
living room? the pictures on p.55
- No, they  Look again and write :
aren’t. Ask students to look the exercise in their class books and complete the sentences
individually. Go over the activities with the class.

CONSOLIDATION
 Matching :
Give each student a worksheet with questions and answers. Check their answers to
know how they combine the sentences with he’s, she’s and they’re.
Story time: “I love you , Mother ”
Homework: Workbook ( page 55)
 TEX
TBO
OK:
FAM
ILY
AN
D
FRI
END
S1

Semester 1- Week 10 Periods 5 - 6

Objectives: - Students can identify more words for homes.
- Students can use house words in the context of a song.
Resources and
Topic- Key language Key Activities
Materials

UNIT 8 INTRODUCTION
Where’s Resources: Weather Report:
Grandma? Textbook: FAMILY Warm up and review:
AND FRIENDS Song “ The Family Song ” – Tiny Talk p.72
Lesson 3 Class book p.56 Chinese Whisper: Divide class into groups. Show a sentence to the last student from
Workbook p.56 each group. He / She whispers to the next student. Continue to the first student, he / she
SONG races to the board say it aloud and write the sentence (if the student is good enough).
Materials: Ex: Rosy is in the dining room. Dad and Grandma are in the living room. …………
Integrated skills: - My house flashcards Lesson presentation:
speaking, listening, 69 – 77 - Use the flashcards 74 – 77 to introduce new words. Hold up the cards, playing the
reading, writing , singing - CD track 90 – 91 recording and ask students to listen.
- Students look at the pictures, listen to the recording and say the words again.
Key vocabulary: - Hold up the cards and ask individual students to say the words.

54
house, apartment, flat, DEVELOPMENT
upstairs, downstairs .  Activity:
- Divide class into groups. Put flashcards 69 – 77 in different places around the room. --
Additional vocabulary: Say the words. Students race and get the correct pictures. The group getting the most
follow, table, chair, pictures is the winner.
go through  Present the song:
Ask students look at the picture of the house on p.56. Use pictures to explain some new
words. Play the recording, say the words and ask students to repeat. Ask individual
students to say the words again.
 Song actions :
Come into my house (arms open to welcome)
What can you see? (look from left to right)
Upstairs and downstairs ( point upwards and downwards )
Come, follow me (beckon)
Go through the door ( open the door )
Go upstairs (point upwards)
Go downstairs (point downwards)
What’s in my bedroom / the dining room? (open the door )
Four teddy bears (cuddle a teddy bear)
Table and chairs ( sit down)
Practice with the class. Play the recording for students to sing the song and do their
actions.

CONSOLIDATION
  Interview : Students walk around the class to interview the others by using
questions :
 Where’s your bedroom? It’s upstairs / downstairs.
 What’s in your bedroom? a bed, a teddy bear,…
 Where’s your dining room? ……

Story time: “I love you , Mother ”

Project based activity: HALLOWEEN DAY
 Materials: Sheets of paper with the simple 8- shaped mask.
Pencils - Scissors - A paper stapler - Crayons - Cardboard - Markers - stickers - Glue - String or ribbon.
 Step 1: Students cut the simple 8 shapes out of the papers.
Homework: Workbook ( page 56)

The 8 - shaped mask for girls and boys

56
The 8 - shaped mask for girls and boys

58
ACTIVITY
Cut the pattern from construction paper. Fold
the pumpkin along the vertical dotted line .
With scissors, cut along the horizontal lines.
Carefully open them. Make the pumpkin three- dimensional
by pushing on strip forward and the next backward .
Alternate the strips in this way until you have done
them all. Attach a piece of yarn to the top and
hang in the classroom .
You may want to have students write spooky
vocabulary words on the strip sections before
cutting .

60
Semester 1 - Week 10 Period 7
Objective: Students can count the number of letters in names
Topic- Key language Resources and Materials Key Activities

MATHS INTRODUCTION
NUMBER Resources: Weather Report:
Textbook: Warm up and review:
Lesson SUCCESS WITH Lesson presentation:
HOW MANY MATHEMATICS 1  How many letters in your name?
Pupil book p.12-13 - Put a card with the name of one student in class. Ex: Hoa Mai
LETTERS? - Ask Ss to count the number of letters in Hoa Mai. Have a student count and write the
number on the board. Repeat the activity with another Ss’ names.
Materials : - Ask “Who has the longest name? “ “Who has the shortest name?”
Key Vocabulary: - Record the responses on the board.
zero, one, two, three, four
five, six, seven, eight,
nine, ten, eleven, twelve,
letters, longest, shortest
Vocabulary revision:
say, point to, write,
counting, numbers, name
how many, who has
Story time: “I love you , Mother ”
Semester 1 - Week 10
Objective: Students can say the names of the parts of the head.
Topic- Key language
SCIENCE
- 6 name cards for DEVELOPMENT
introductory activity. - Ask Ss to write their names on a card and write the number of letters in their names.
- Cards for Ss’ activity Ngoc BichEx:8
- Number cards ( 0 – 12 )
Large size for T. - Put up charts with a number from 2 – 12 around the room. Ss look at the number of
- Colored markers letters in their name and paste their name card onto the chart with the same number.
- Masking tape or glue Questions: Who has the longest name? Who has the shortest name?
- Charts with numbers - Ss move around, look at the charts to find the longest name, the shortest name and
2 – 12 for Ss to display how many letters.
names - All answers if correct should be accepted and recorded.
CONSOLIDATION
 Student Resource Book P.12 – 13 :
- Ss have to find names in list - which is the longest and name which is the shortest.
- Ss record responses to Resource Book Task in their notebooks.
- Go over the answers with the class.
Period 8
Resources and Materials Key Activities
INTRODUCTION
62
 OUR BODIES Weather Report:
Resources: Warm up and review:
Lesson Textbook:  Song “Head, shoulders, knees and toes”
PARTS OF THE SUCCESS WITH  Concentration Matching Game :
SCIENCE 1 - Put all the word cards on one side of blackboard face down and the picture cards on
HEAD Workbook p.7-8 the other side of the board face up.
- Ss take turns turning over a word card, saying the name of one part of the head and
then finding the picture that matches the word. When a pair of cards has been matched
Key Vocabulary (revised) Materials : correctly, they are put together on the board.
eyes, nose, ears, mouth, - Sentence maker to hold - If a student can’t read the word or doesn’t match the word to the correct picture, both
teeth, tongue, hair flashcards cards have to be returned to the board in their original places. Another child has an
- Pictures and word cards opportunity to make a match.
Additional vocabulary: - Flashcards - The game is over when all cards have been correctly matched.
(revised) - Paper ( A3 ) Lesson presentation:
big, little, blue, black, red - Sets of Concentration  What is missing?
green, short, open, Game Cards - Display on the board a series of pictures of faces (4 large cards). Ask What part is
white . - Magnets missing from the face?
- Glue - Ss volunteer to say what part they think is missing. If this is the correct answer, he /
- Colored pencils she will come out to the board and add in the missing part of the head.
- Masking tape
DEVELOPMENT
  Workbook Activity 1: What’s missing?
- Ss look at each picture and draw in the part that is missing and write the word for that
part underneath the picture.
 Workbook Activity 2: Draw a monster face
- Ask Ss to open their workbooks - p.8. Say the name of one part of the head and ask Ss
to draw that part on the face.
- The flashcard with that word will then be placed on the board.
- Continue calling out parts of the head. Ss will swap workbooks and look at each
other’s completed Monster faces. Each student will take turns telling their partner about
the different parts of the head that they have drawn.

CONSOLIDATION
 Concentration Game: Find the pairs
- Give each group 2 sets of cards. Ask Ss to put the word cards face down on one side
of the table and picture cards face down on the other side.
- Ss take turns turning up one word card and one picture card. Ss must say the word and
if they make a match they keep the cards.
 Homework Activity :
Ss can practice drawing a funny face and describing the parts of someone’s head in
English. Ss can bring drawings done to school to display.

Story time: “I love you , Mother ”

64
 TEX
TBO
OK:
FAM
ILY
AN
D
FRI
END
S1

Semester 1- Week 11 Periods 1 - 2

Objectives: - Students can pronounce the sound of letters ch in words correctly.
- To help students develop their speaking skills.
Resources and
Topic- Key language Key Activities
Materials

UNIT 8 INTRODUCTION
 Where’s Weather Report:
Grandma? Resources: Warm up and review:
Textbook: FAMILY Song “ The Alphabet rock ”
AND FRIENDS Circle the words: Divide the class into groups. Write a lot of words on the board that
Lesson 4
Class book p. 57 students have studied. Ask students to say them again to check their pronunciation.
PHONICS Workbook p. 57 - Ask students to circle the words which is the sounds of “ sh ”, “ s ” , “ c ” ….. then
race to the board , circle the correct word and say it aloud. The group having the most
Integrated skills: Materials: correct answers is the winner.
speaking, listening, reading, - Phonics Flashcards Lesson presentation:
writing 30 -32 Use phonics flashcards 30 -32 or real objects to introduce the letters and the sound of
- CD track 92 - 93 ch. Play the recording. Students listen, point to the pictures p.57 then repeat.
Key vocabulary:
chair, teacher , chick DEVELOPMENT
 Listen and chant :
Additional vocabulary: - Use gestures to introduce the additional vocabulary. Ask students to look at the
chirp, say, little picture of the chant. Ask some questions to encourage predictions from students.
Who’s this? (a teacher) What does she have? (a chick) How does a chick say?
( chirp, chirp ) Where is the teacher sitting? (on a chair).
- Play the recording. Read the chant line by line and ask students to repeat. Play the
chant again for students to chant along.
 Chant actions :
My name’s Charlie. ( point to yourself )
This is my teacher. ( point to the teacher )
She’s on a chair. ( sit on a chair )
She has a little chick. ( flap your hands )
Chirp, chirp, chirp, says the chick. ( flap your hands )
- Practice the actions with the class. Play the recording for students to chant and do the
actions.

CONSOLIDATION

66
  Circle the ch sounds:
- Have students look at the chant in exercise 2. Ask them to find the others of ch at the
beginning or ending of words.
- Go over the exercise with students.
 Exercise 4 - p.57: Go over the answer with the class.
 Matching:
Divide the class into groups. Give each group some phonics sound cards and phonics
picture cards. Ask students to match the sounds to the correct pictures - in 30 seconds,
the group with the most correct answers is the winner.

Story time: “I love you , Mother ”

Homework: Workbook ( page 57)
Semester 1- Week 11 Periods 3 - 4
Objectives: - Students can read and understand a description of an apartment.
- Students can find specific information in a text.
Resources and
Topic- Key language Key Activities
Materials

UNIT 8 INTRODUCTION
Where’s Resources: Weather Report:
Grandma? Textbook: FAMILY Warm up and review:
AND FRIENDS Song “Come into my house”
Lesson 5 Class book p. 58 Bingo: Give each student a bingo sheet. Students write down any room in a house or
Workbook p. 58 member of a family on the sheet. Students listen and check the words called. When the
SKILLS TIME words in rows or in columns are checked, they shout “Bingo”.
Materials: Lesson presentation:
- Flashcards 69 – 75 - Ask students to talk about their house or apartment by answering the questions :
Integrated skills: - CD track 94 Do you live in a house or an apartment? Can you name the rooms in your house?
speaking, listening, reading - A4 size papers What’s your favorite room? What can you do there?
- Colored pencils - Gives a meaningful context to introduce the reading: Your house / apartment is very
Key vocabulary: nice. Today we will visit a beautiful and interesting place. Do you know that place?
homepage, a photo Let’s visit Suzy’s family.

Review vocabulary: DEVELOPMENT

68
Rooms in a house
Members in a family
Sentence Patterns:
Review the previous ones
Story time: “I love you , Mother ”
 Present the reading :
- Ask students to look at the pictures on p.58. Ask questions to encourage their
predictions. Who’s Suzy? Does Suzy live in a house or an apartment? Who does she
live with? Can you name the rooms in Suzy’s house?
- Use pictures or real objects to explain the new words. Play the recording for Ss to
listen and point to the pictures. Play the recording again for Ss to listen and repeat the
reading line by line in chorus.
- Ask individual Ss to read the reading for the class. Have Ss look at the question at the
end of the homepage and find Suzy’s brother.
 Check students’ understanding:
Comprehension questions: Students work in pairs to finish the task.” Where does
Suzy live? Where is Suzy’s family? Is the dining room big? Is the bedroom big for
Suzy? What can you see from the window?”
Write True or false: Give each student a worksheet, ask Ss to read and write T if the
sentence is true or F if it is false.
Read again and write p.58: Students read the sentences carefully and fill in the blanks
Go over the answers with the class.
CONSOLIDATION
 My favorite room :
- Students work in groups of 4. Give each student a sheet of paper. Students draw a
picture of their favorite room in their house/ apartment.
- Students take turns holding up their pictures and telling the others in their group about
the room they like. Some Ss come to the front and tell the class about their favorite
rooms.
Homework: Workbook ( page 58)

Semester 1- Week 11 Periods 5 -6

Objectives: - Students can number items in the correct order.
- Students can ask and answer the questions beginning with Where.
- Students can identify vowels within words.
Resources and
Topic- Key language Key Activities
Materials

UNIT 8 INTRODUCTION

70
 Where’s Weather Report:
Grandma? Resources: Warm up and review:
Textbook: FAMILY Song “ Come into my house ”
Lesson 6
AND FRIENDS  My House: Students work in groups of 6. Each group has a sheet of paper (A3 size).
Class book p. 59 - Ask Ss to draw a house with 2 floors, a stairs and rooms, then draw the objects in the
LANGUAGE Workbook p. 59 rooms and color them.
SKILLS - Each group comes to the front and talks about their house by using sentence patterns
Materials: in this unit.
Integrated skills: - Flashcards 76 - 77  Lesson presentation:
speaking, listening, reading, - CD track 95 - Ask Ss what they can remember from the reading. Students name the room in Suzy’s
writing - Papers ( A3 size ) apartment and tell the class what room they can remember.
- Colored pencils - Ask Ss to look at the pictures on page 59, point to the pictures for the Ss to say the
Key vocabulary: Review words and ask them name as many things in the rooms as they can.

Additional vocabulary:  DEVELOPMENT

TV  Listen and number :
- Explain that Ss will listen to a girl talking about the rooms in her house. Students
Sentence Patterns: listen carefully and number the rooms in order.
Review the previous ones - First, play the recording for Ss to point to the rooms they have just heard.
- Second, play the recording again and pause at appropriate places for Ss to number the
rooms.
- Finally, play the recording again for Ss to complete the exercise.
- Go over the answers with the class.

 Answers Key:
1. Bedroom 2. Bathroom 3. Kitchen 4. Living room 5. Dining room
 Speaking: Look at the picture again. Ask and answer.
- Ask Ss to look at the questions and answers. Read the speech bubbles aloud for Ss to
repeat. Model and drill correct intonation. Hold up the upstairs and downstairs
flashcards. Say the name of each room in the picture and ask Ss “upstairs or
downstairs?” Students look at the picture and say each room is upstairs or downstairs.
- Ask Ss to work in pairs. They take turns to ask and answer questions about the rooms
in the picture. Ask some pairs to come to the front and practice.
 Writing: Say the letters. Circle the vowels in the words.
- Copy the vowels and the example sentence on the board. Point to the vowels for Ss to
say the letter names in chorus.
- Ask Ss to look at the example sentence and call out the vowels. Circle the letters as
Ss say them. Allow time for Ss to finish.
- Go through the answer with the class.

 CONSOLIDATION

72
  Dice game:
Students work in groups of 6 or 8. Give each group 2 dices (one is members of a family
and the other is rooms in a house). Students take turns tossing the dice, making
questions (who has the dice of members of a family) and answering (who has the dice
of rooms in a house)
 Unscramble sentences:
- Students wok in groups of 4. Give each group a set of word cards. Set a limit time and
ask Ss to put the words in correct order to make sentences.
- The group having the most correct answers is a winner.
Story time: “I love you , Mother ”
Project based activity: HALLOWEEN DAY
 Materials :
- Sheets of paper with the simple 8 - shaped mask.
- Pencils - Scissors - A paper stapler - Crayons - Cardboard - Markers - Stickers - Glue - String or ribbon.
 Step 2: Affix the paper mask to a piece of recycled cardboard to make it more durable. Then, use scissors
to cut the mask out.
Homework: Workbook ( page 59)

Semester 1- Week 11 Period 7

Objective: Students can use maths language and signs.
Topic- Key language Resources and Materials Key Activities

INTRODUCTION
 Weather Report:
Warm up and review:
Lesson presentation:
 Counting Book: Read counting book to Ss once and then Ss read the book.

2 Ex:

two

 Bunny hops on the number line:

Put blue plastic number line on the floor and demonstrates activity on board first. Put
up number line on board. Call out how many hops on the number line – the first bunny
hops that number. Call out the next number of hops – child hops. Ask Ss “How many
MATHS bunny hops altogether?”
Resources:
Textbook: Continue activity with at least 3 more Ss. Each student wears bunny headband as they
Lesson
SUCCESS WITH do this activity. Write up what Ss have been doing and show Ss how we can use maths
RABBIT HOPS language and signs.
MATHEMATICS 1
Pupil book p.14-15
Ex: 2 bunnies hop and 1 hops altogether 3 hops
Key Vocabulary:
rabbit, hop, and, plus, Materials : 2 +1=3
altogether, equals - Counting book
maths symbols + = - Blue plastic sheet for
the activity
Vocabulary Revision: - 2 bunny headbands for Hold up flashcards and introduce new vocabulary and maths signs to Ss. Ss repeat
say, point to, write, Ss to wear while hopping words as T introduces each word.
numbers, how many along number line.
and , plus + altogether , makes =

74
 DEVELOPMENT
 Student Book pages 14 – 15: Ss record answers in their notebooks.
T and Ss check answers together. Ss can swap their notebooks to check each other’s
work.
Cards for matching CONSOLIDATION
activity:
 Make a match: T puts up word cards that mean the same as the maths
and plus symbol + and the words for the maths symbol =
Ss take turns drawing a line between word and sign.
Story time: “I love you , Mother”
altogether

equals

+ =
Semester 1- Week 12 Periods 1-4
Topic- Key language Resources and Materials Key
Unit 2 : Welcome to Japan
EXTRA- Resources:
 Read and write True (T) or False (F).
ACTIVITIES Textbook: FUN
WITH STARTERS 2 1. T 2. T 3. F 4. F 5. T
( Vui học cùng kỳ thi
UNIT 2  Sort these words and say.
Starters – Cambridge)
WELCOME TO Bathroom: sink
JAPAN! Bedroom: bed, pillow, bookshelf, mat
Kitchen: cupboard, table
Living room: TV, chair, desk, sofa, computer
Integrated skills:
speaking, listening,
 Look, read and write.
reading, writing
1. Dinning room 2. Bathroom 3. Dinning room 4. Hall
Key vocabulary:
 Write yes or no.
Review words of places in
1. Yes 2. No 3. No 4. Yes 5. No 6. Yes
a home
 Listen, number and write.
Sentence patterns:
1. armchair 2. TV 3. radio 4. telephone 5. bed
Revision.
6. lamp 7. bookshelf 8. cupboard 9. clock 10. mirror
 Read and write. Then color.
1. bed 2. mat 3. lamp 4. radio
5. balls 6. teddy bear 7. bag 8. book

 Read the text again. Write the answer with one or two words.

76
1. red 2. on the floor 3. three 4. a teddy bear 5. on the table

 Look at the picture A and B. then fill in the blank.

1. on 2. on 3. under 4. next 5. next 6. under

 Find the questions and answers

1. What is there in the kitchen? The cupboard is in the kitchen.
2. Is the bed in the living room? No, it isn’t.
3. Where is the TV? It’s in the living room.
4. What is next to the bathtub? The sink is next to the bathtub.
5. Are there chairs in the dining room? Yes, there are.

 Look at page ____. Choose True (T) or False (F).

1. T 2. T 3. F 4. F 5. T 6. F

 Project- based activity : HALLOWEEN DAY

 Materials :
- Sheets of paper with the simple 8- shaped masks.
- Pencils - scissors - a paper stapler - crayons - cardboard - markers
stickers - glue - string or ribbon.
 Step 3 :
Decorate the masks with crayons, markers and many different kinds of stickers
to make them more colorful and attractive.

Story time: “I love you , Mother ”

 Semester 1- Week 12 Periods 5+6
Topic- Key language Resources and Materials Key Activities

Materials:
Project - based activity : HALLOWEEN
- Papers with the simple 8
Project - based activity: shaped masks. Step 4 :
- Pencils
HALLOWEEN - Scissors - Staple string or ribbon onto the mask so it can be tied around the head.
- A stapler - Hold a Halloween party for Ss.
- Crayons - Divide Ss into groups.
- Cardboard - Each group will come to the front to show their masks for a fancy dress
- Markers, stickers party.
- Glue - Members in each group will talk about their colorful masks by using
- String or ribbon simple sentences.
Ex: This is my very lovely / colorful / nice mask.
It’s pink / green / blue …..
It has some hearts / stars / flowers ……
- The winner is the most graceful.
- Give Ss candy then decorate the class with Ss’ colorful masks.
( Present the phrase used on Halloween Day: TREAT or TRICK )

78
 Mask are the way to make kinder art faces,
that lift and transport us to new and wild places .
From a bird to a beast to a sad happy clown ,
mask make you laugh , make you jump , make you frown .
Using paper and scissors and objects you find ,
You can make masks of all colors and kinds.

Spider and Fly

This simple outdoor game will delight students. Ask the students to stand in a
circle and hold hands. (These students are the web.). Choose one student to be
the spider and another student to be the fly. The fly stand inside the circle and
the spider stands outside. The students forming the web move the circle
clockwise. When the teacher claps her hands the circle stops moving and the
spider darts inside the web to chase the fly. The fly may run outside the circle.
As the spider tries to tag the flyby raising and lowing their arms so that the fly
can dart in and out. They can use their arms to block the spider. The teacher
may need to set a time limit so that several students have the opportunity to be
the spider or fly .
 Halloween Word Find
The teachers explain the meaning and ask the students to find these
hidden words:
CANDY, COSTUME, MASK, ORANGE, BLACK, SKELETON, SPOOKY,
TRICK OR TREAT, BATS, GHOST, WITCH, PUMPKIN, HALLOWEEN,
OCTOBER.

80
Spider Pattern

Story time: “I love you, Mother”

ACTIVITY
82
Semester 1- Week 12 Period 7
Objective: - Students know some maths words (adding) in English.
Topic- Key language Resources and Materials Key Activities

Resources: INTRODUCTION
MATHS Textbook:
SUCCESS WITH Counting rhyme – One elephant: Ss listen to ryhme on CD. Teacher puts up wall
MATHEMATICS 1 chart. Ss practice each line. Then say the rhyme with Ss acting it out. Ss can wear
Lesson
Pupil book p. 7 – 8 elephant masks to make the activity more fun.
ADDING Workbook p.7 - 8
Adding wall chart Make an addition: Teacher puts up numbers and maths symbols + = on cards on the
Counting rhyme board. Teacher models the addition in the first verse of the Counting Rhyme.
Key vocabulary:
and, adding, plus, 1 +
Materials: 1 = 2
equals, altogether, Math Mask of elephants for Ss
Symbols +-= to wear when acting out Ss then take cards and make an addition for the next verse.
rhyme. Give Ss practice with at least 5 verses.
Vocabulary to revise: Number and Symbol  If Ss have difficulty, have them act verse out first and then make addition.
say, point to, write, cards
number 1,2,3,4,5,6,7,8,9,10, +, = DEVELOPMENT
Cards for matching  Workbook Activity – p.7-8:
activity – two sets of Ss have to say the numbers aloud and then add together. Ss can use number strips to
cards for each group. 12 help with this activity.
cards in each set. One page of the workbook could be given as a homework activity.
E.g.
CONSOLIDATION

84
 Matching Game – Group Activity:
2 rabbit hops and 1 - Each group has two sets of cards.
rabbit hop e.g.
2 rabbit hops and 1 rabbit hop 2+1
2+1

- Play the game in the same way for Number Concentration – one set of cards face up
and the other set facedown. Ss take turns to turn up one card and find a match. If the
two cards match, the student keeps the cards. The winner is the student in group with
most pairs.
Semester 1- Week 12 Period 8
Objective: - Students know how to keep their body clean so that they are healthy.
Topic- Key language Resources and Materials Key Activities

INTRODUCTION

86
 SCIENCE
Lesson
HOW TO KEEP
CLEAN
Key vocabulary:
clean, have a bath, comb
your hair, brush your
teeth, wash your hands
Additional vocabulary:
after you go to the toilet,
before you eat, soap,
sponge, toothbrush,
toothpaste, bowl, mirror,
towel (have these words
on picture cards and
display in sentence
maker)
brush teeth
wash hands after going to the toilet
Resources:
Textbook:
SUCCESS WITH
MATHEMATICS 1
Pupil book p. 7
Workbook p.11
Materials:
- Flashcards of key
vocabulary – phrases
- Large chart pictures to
show the following ways
to keep clean – have a
bath, comb your hair,
brush your teeth, wash
your hands after you go
to the toilet, wash your
hands before you eat.
- A3 size collection of
chart pictures for role
play activity.
(Picture Source: Let’s go 2
Teacher’s Book and
Student Workbook)
Objects from home:
soap, sponge, bowl,
toothbrush and
toothpaste, towel, comb,
mirror (for practice
comb hair
wash hands before eating
 Show and tell – Mystery box:
- Teacher puts some things we use to keep ourselves clean in a box.
- Teacher asks a student to take one thing from the box.
- Teacher asks Ss “Do you know what it is?” Give Ss opportunity to respond.
- Teacher then shows the object and tells the Ss its name. E.g. This is a
toothbrush.
- Teacher asks question “What do we use a toothbrush for?” confirm Ss’
respond with “Yes, that’s right. We use toothbrush to clean our teeth.”
- After Ss have selected about 3 objects from the box, identified the objects and
why we use them, the teacher will then say to the Ss “We use these things to
keep ourselves clean.”
Role play – Keeping clean:
- Teacher puts picture charts on the board and asks Ss to say what is happening in
each picture. Teacher confirms Ss’ responses.
- Teacher tells Ss that they are going to role play the situations – in pairs.
+ Step 1: In pairs Ss will come out and role play different activities for keeping
clean.
+ Step 2: Teacher will show each pair a card with a phrase (action) and picture
and the Ss will then role play this action.
+ Step 3: When the pairs have finished their role play, other Ss put their hands
up to say what the role play was about. Ss can use objects teacher brought in for
the lesson, for their role play.
Teacher and Ss confirm guesses by displaying their card on the blackboard
and then pointing to the larger picture chart.
Role play situations:
have a bath
 - Pencils, erasers DEVELOPMENT
-Colored pencils or
crayons Paired talking using pictures in Ss Resource Book – page 7.
-Masking tape - Ss take turns telling each other ways to keep clean.
Picture labeling using large picture charts and flashcards:
- Teacher asks Ss to match labels to each picture.
- Then Ss take picture word cards for things we use for different actions and
place those cards on the pictures.
Workbook activity: Match picture to label: Ss use Resource Book to check that
they have matched picture and labels correctly. (Ss could swap books with a partner
and they could then check each other’s work using the Resource Book)

CONSOLIDATION

Picture Discussion:
- Teacher asks Ss to say what we can do every day to keep clean.
- As the teacher points to a picture, Ss say what the picture is about.
Picture/ Label Mix up:
- Teacher asks Ss to close eyes and mixes up labels and pictures. When Ss open
eyes they have to volunteer to say what is wrong and change labels.
Homework activity: Keeping Clean Diary: Ss tick off as they practice the
different ways to keep clean. Bring diary for next lesson to report back.

Story time: “I love you, Mother”

Semester 1- Week 13 Periods 1 - 4

Topic- Key language Resources and Materials Key

EXTRA-ACTIVITIES Unit 2: Welcome to Japan (cont.)

Resources:
UNIT 2 Textbook: FUN
WITH STARTERS 2  Read and unscramble the words.
WELCOME TO ( Vui học cùng kỳ thi

88
 JAPAN! Starters – Cambridge) 1. There is a pen on the table.
2. There is a bee on the flower.
Integrated skills: 3. There is a cat on the sofa.
speaking, listening, reading, 4. There are three balls under the table.
writing 5. There are two cars under the lamp.
6. There is a clock on the wall.
Key vocabulary:
Revision words of places in a  My house poster.
home This is my living room. I can see a (sofa), a mat, a (table) and a lamp. We
can read books here.
Sentence patterns:
Revision. This is my bedroom. I sleep here. I can see a bookshelf, a (lamp) and a
(bed).

This is my kitchen. We cook in it. I can see a (cupboard) and a (stove).

This is my bathroom. We have a bathtub here. I can see a (sink) and a

(mirror).

This is my garden. We can play in it. I can see (flowers) and (trees).

Story time: “I love you, Mother”

Project Based Activity: Teacher’s Day

Semester 1-Week 13 Period 7

Objective: - Students can understand some math words.
Topic- Key language Resources and Materials Key Activities

Resources: INTRODUCTION
MATHS Textbook:  Taking Away Green Bottles:
SUCCESS WITH - Ss act out the counting rhyme green bottles.
Lesson MATHEMATICS 1 - Teacher introduces the new vocabulary and symbols for the lesson:
TAKING AWAY Pupil book p. 16 – 17
- equal = take away
Materials:
Key vocabulary: -Taking Away flash cards - Teacher gives Ss practice in repeating words. Introduce: How many are left?
take away : vocabulary and - Give example of how we use vocabulary with green bottles.
takes away symbols
equals -Number cards Matching Game: Teacher puts up symbol and words cards on the board. Ss take
How many are left? 0,1,2,3,4,5,6,7,8,9,10, turns to make a match.
Math Symbols - = -Maths Symbol cards
takes away - - = equals =
Vocabulary to revise: -Wall Chart – counting
number -Rhyme 10 Green Bottles
say -Cut outs of Bottles (put Making Taking Away Number Sentences:
point to Velcro on back) - Ss help teacher make number sentences to tell what happened in the Counting
write -Laminated cut out of Rhyme Ten Green Bottles.
cars wall for hanging bottles - As one bottle is taken away teacher asks Ss how can we make a number
frogs (Velcro strips to hold sentence to show what happened to the bottle. Use number and symbol cards.
rabbits bottles in place) E.g.
books 10 -For group 1activities =– 9
teddy bears objects for Ss to count
and practice taking
DEVELOPMENT

90
 away. (one set for each Making a Take Away- Group activity:
group.) - Teacher puts a variety of objects on Ss’ tables. Ss in the group take turns to take
away some of the objects. The groups then have to say what happened and how
many are left.
- Then the groups can write the number sentence to show what happened.
Ex1: Ss say 10 cars. Thuy takes away 4 cars.
How many are left? 6 cars.
Ss write: 10 – 4 = 6

Ex2: Ss say 8 frogs. And takes away 4 frogs.

How many are left? 4 frogs.
Ss write: 8 – 4 = 4

CONSOLIDATION
Student resource Book activity (page 16 – 17 )
Ss record answers to questions in their notebooks. Teacher and Ss correct work
together.

Story time: “I love you, Mother”

Semester 1- Week 13 Period 8
Objective: - Students know how to keep their body clean so that they are healthy.
Topic- Key language Resources and Materials Key Activities

INTRODUCTION

92
 SCIENCE Resources:
Textbook:  Check Ss’ Keeping -Clean Diaries:
Lesson SUCCESS WITH - Ss share what they remembered every day and share what they sometimes
KEEPING SCIENCE 1 forgot.
CLEAN Pupil book p. 8 – 9 - Teacher uses model to ask Ss about each activity.
- Teacher asks Ss “What is the first activity?” Ss respond.
- Teacher then asks Ss who remembered to do this every day.
Materials: - Continue with questions for other activities for daily cleanliness.
Key vocabulary:
- Flashcards of key Note: Remember to tell Ss to give themselves a big clap for remembering the ways we
vocabulary – phrases can keep clean every day. Clap after Ss give responses for each action.
to be introduced: wash,
- Large chart pictures : Give gentle encouragement for Ss to practice actions they forgot.
dry
have a bath
-Chart of poem – Introduce Poem – Keeping clean:
Vocabulary to revise:
Keeping clean - Teacher puts up charts on blackboard.
fingers
-Teacher model of - Teacher briefly tells Ss that the poem describes the way we really need to wash
toes
Keeping Clean diary – all parts of our body to keep clean.
knee
last lesson’s homework + Step 1: Teacher read one line of the poem aloud. Ss repeat. Continue until
arm
activity each line has been read.
nose
-Teacher model of + Step 2: Teacher and Ss read the poem together.
ankles
Keeping Clean mini + Step 3: Teacher introduces actions for each line.
Book for Ss’ activity. + Step 4: Ss copy actions as they say each line.
Teaching Aids: + Step 5: Ss practice the poem together with the actions. If space is available,
- Sentence Maker for ask the Ss to stand up in the middle or at the front of the room for this reading
holding flashcards of the poem.
- Magnets for blackboard - Teacher asks Ss to close eyes and covers the key words in poem with flashcards
- Pencils, erasers of picture of the words.
Colored pencils or - Then Ss read through the poem predicting the missing word.
crayons - Teacher reveals word underneath picture card.
Masking tape
 DEVELOPMENT
Paired reading of the Poem:
- Ss take turns to read a line of the poem to each other using resource Book.
Make a new poem – Group Activity:
- Each group will be given a chart with the poem but with words missing.
- Each group will also have a set of flashcards of the key words (fingers, toes,
arm, knee, ankles, nose) and will place on the chart to create a new version of
the poem.
- Each group will display their completed task on walls.
- Groups will have an opportunity to read and perform their poem.

CONSOLIDATION

Story time: “I love you, Mother”

94