Greeting and self-introductions lesson plan

LESSON PLAN
ME AND MY FRIENDS
Week: 1. Date of teaching: Thursday, September 9th , 2013.
Period: 1st.
UNIT 1: HELLO
Lesson 1
I. Aims: Practice greeting and self – introducing.

II. Objectives:
- By the end of this lesson, students will be able to greet and self – introduce.
- Develop speaking skill.
III. Teaching methods:
- Communicative approach.
- Techniques:
+ Ask and answer (say individually)
+ Work in pairs/ groups.
+ Discuss.
IV. Teaching aids:
- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.
V. Languages focus:
- Phonics: Hi/ Hello.
- Vocabulary: hi, hello
- Structures: Hello. I’m Mai. / Hi, Mai.
VI. Procedures:
Time Steps/Activities Work

arrangement
I. Warm up: Chatting. T-WC
5’ - Let Ss introduce some information about themselves (maybe in
Vietnamese) and introduces oneself in English. T-WC
Example: Hello. I’m Duyen. (Hi. I am Duyen).
II. New lesson
1. Look, listen and repeat.
- Giving introduction of the text (set the scene): Mai and Nam greet
10’ each other.
- Play the recording and asks Ss to listen to the tape twice. T-WC
- T asks Ss to listen and repeat in chorus three times.
========================================================================
- Let Ss practice the dialogue in pairs
- Gets some pairs to read it aloud. Whole class,
- T gives a situation to present (using picture) group and
- T elicits the structures by asking Ss to speak out the model individual.
sentence:
Hello. I’m Mai.
Hi, Mai. I’m Nam.
T-WC
I’m + name (I’m = I am)
Group work
2. Look and say Pair- work
- Have Ss look at the pictures a,b,c,d and introduce four characters:
10’ Nam, Mai, Nga, Phong. (using the puppets). T – whole class
- T models the dialogue (use a picture)
Nga: Hello, I’m Nga.
Phong: Hello, I’m Phong.
- Have Ss to repeat the sentences in the bubbles a few times
- Call on one pair and ask them to pretend to be Nam and Mai.
- Call on one more pair to be Nga and Phong and do the same way.
- Have the class repeat all the phrases
- Have Ss to work in pairs: Nam, Mai, Nga and Phong. T – whole class
- Monitor the activity, check the pronunciation (sound, assimilation
of sound and intonation) and offer help when necessary.
- Call on some pairs to perform the task at the front of the class.
Others observe and comment.
- Make some questions to check Ss’ comprehension of language
- Have the whole class repeat all the phrases to reinforce their Pair- work
pronunciation.
3. Let’s talk.
- Have Ss look at the pictures on page 7 and identify the characters
in the pictures.
- Point to Picture a, ask Ss to guess what the girls would say to
greet each other.
A: Hello, I’m Mai. T – whole class
B: Hi, Mai. I’m Nga.
- Have Ss to repeat the sentences in the bubbles a few times before
10 let them practice freely.
- Have Ss to work in pairs (use the names in their books or the real
names to practice.
- Monitor the activity and offer help when necessary/ correct typical
pronunciation errors.
- Call on a pair to demonstrate at the front of the class. Pair – work
========================================================================
- Have the whole class repeat all the phrases to reinforce their
pronunciation.
III. Summary and Home- link:
- Consolidate the content of the lesson
- Learn and write new words and structures.
- Prepare for the next lesson T – whole class
4’
Week: 1 Date of teaching: Friday, September 10th, 2013.

Period: 2nd.
UNIT 1: HELLO
Lesson 2
I. Aims: Practice listening and numbering the pictures about greeting “Hello/Hi” and self –
introducing.
II. Objectives:
- By the end of this lesson, students will be able listen to the dialogue and tick on the pictures about
greeting “Hello/ Hi” and self – introducing.
- Develop listening, reading and writing skill.
- Communicative method.
- Techniques: + Work in pairs and individually
+ Ask and answer.
+ Work in groups, discuss.
IV. Teaching aids:
- Teacher’s aids: pictures, word cards, extra board, tape, cassette.
- Student’s aids: book, notebook, workbook.
V. Language focus:
- Revision the structures: Hi/ Hello. I am/ I’m + name.
- Phonics: Hi, Hello
VI. Procedures:
Work
Time Steps/Activities arrangement
I. Warm up: Noughts and crosses T-WC
5’ I Nga Hello
Nam am Mai
Hi Phong Hi, Mai
========================================================================
II. New lesson
1. Listen and repeat
- Have Ss open the book page 8, look at the words hello, hi and notice
10’ the letter colored differently in both words.
- Produce the sound of the letter h in the word hello and that in the
word hi.
- Ask Ss to say what they think about when they hear the sound T-WC
- Play the recording all the way through for Ss to listen while they are
reading the chant in their books
- Call on a group of six: three of them to repeat each line of the
chant, other three clap the syllables
- Have Ss practice the chant in groups and clap the syllables.
- Monitor the activity and offer help when necessary/ correct typical T-WC
- Call on a group to recite the chant. The others clap the syllables
- Make a few questions to check Ss’ comprehension of language
- Have the whole class recite the chant to reinforce their Whole class,
pronunciation. group and
- Have Ss circle all the words containing the focused sounds hello individual.
and hi in the chant.
2. Listen and number
- Have Ss look at Pictures a, b, c and d on Page 8.
- Elicit the identification of the characters in the pictures and the
characters’ words.
- Ask Ss to listen to the recording and match the information they
hear to the pictures and number the pictures.
10’ - 1st:Play the recording all the way through for Ss to listen while they
are looking the pictures in their books T-WC
- 2nd: play the recording for Ss to listen and number.
- 3rd: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction
- Ask some questions to ensure Ss’ comprehension of the listening
text.
Transcript: Group work
1. Hello. I’m Nam. Pair- work
2. Hi. I’m Phong.
3. Hi. I’m Quan.
4. Hello. I’m Hoa.
Answers: 1 – d; 2 – c; 3 – b; 4 – a.
3. Read and match.
- T introduces the topic “you are going to read the sentences to get the
information in order to match the pictures to the text”.
- Ask Ss to predict “What is what”.
- 1st reading: Ss read the sentences individually and check their
prediction.
- 2nd reading: Ss do the task (match the sentence with a appropriate
10’ picture.)
- Monitor the activity and offer help when necessary
========================================================================
- Have Ss trade the answers in pairs for correction T – whole
- Call on some Ss to report their answers. Others listen and comment. class
- Make a few questions to check Ss’ comprehension of the sentences.
- Have the whole class read each sentence in chorus to reinforce their
pronunciation
Answers: 1 – d; 2 – c; 3 – b; 4 – a.
- Consolidate the content of lesson. T – whole
- Learn to greet each other and self – introduce, using hello/ hi. class
- Practice the sound h as in hello and hi.
- Recite the chant on page 7.
Pair- work
5’
T – whole
class
Week: 2 Date of teaching: Thursday, September 16th, 2013.

Period: 3rd
UNIT 1: HELLO
Lesson 3
I. Aims: Practice saying goodbye.

II. Objectives:
- By the end of this lesson, Students will be able to say goodbye.
- Develop speaking and listening skill.
- Techniques: + Work in pairs
+ Ask and answer.
IV. Teaching aids:
- Teacher’s aids: Tape cassette, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.
V. Languages focus:
- Structures: Nice to meet you. / Nice to meet you too.
VI. Procedures:
========================================================================
arrangement
1’ I. Warm up: T – whole class
Chatting
- T asks Ss to repeat the greeting and introducing oneself.
5’ - T sets the scene.
II. New lesson. T – whole class
1. Listen and repeat.
- Have Ss to look at the book at page 10.
- Elicit the character and have Ss guess what they are saying. T – whole class
10’ - Set the scene: we are going to review phrases saying hello and
bye.
- Have Ss listen to the recording as they read the lines in the Whole class
speech bubbles
- Play the recording again for Ss to repeat the lines in the speech
bubbles two times.
- Divide the class into two groups. One repeat Mai’s part and the
other repeat Nam’ part. Groups
- Play the recording again for the whole class to repeat each line in individually
the speech bubbles to reinforce their pronunciation.
- Elicit the structure
2. Look and say.
- Have Ss look at the pictures a, b, c and d on page 10
- Elicit the characters in the pictures and their names. Ask Ss to
guess and complete the speech bubbles.
10’ - T models/ allocates the parts of characters Mai and Nam to Ss Group work
- Ask them to act out the dialogue1. Repeat the step with some
other pairs for pictures b, c, d
- Have Ss practice acting out the dialogue in pairs, using the
pictures.
- Monitor the activity and offer help. Correct pronunciation errors
(stress, assimilation of sounds, intonation) when necessary. Pair - work
The others observe and give comments. T – whole class
- Have the whole class repeat all the phrases in chorus to reinforce
their pronunciation.
3. Write.
- Get Ss to identify the characters in the pictures on page 11 and
what they are saying.
- Tell Ss that they are going to read and get information to write
the missing words in dialogue 1 and 2.
- Ss read silently and complete the dialogues.
10’ - Ss trade their answers within pairs or groups for correction Individually
- Ask Ss to read the answers aloud to the class. The others listen Pair - work/
and give comments. Group work
Answers:
a. Hi, I’m
b. boy; girl
========================================================================
- Make some questions to check Ss’ comprehension of the reading
text.
- Have the whole class read each line of the dialogues chorally to
reinforce their pronunciation. Whole class
- Consolidate the content of the lesson.
- Ask Ss to learn and write new words and structure. T-WC
- Prepare for Section B: 4, 5, 6, 7.
4’

Period: 4th.
UNIT 2
MY NAME IS …
Lesson 1
I. Aims: To understand about making and responding to instructions.

II. Objectives:
- By the end of this lesson, students will be able to make and respond to instructions
- Develop writing, reading skill.
III. Teaching method:
- Techniques:
- Ask and answer
- Work in pairs and individually.
- Work in groups, discuss.
IV. Teaching aids:
- Teacher’s aids: audio, stickers, puppets, flashcards.
V. Languages focus:
Sentence patterns:
- Hello, I’m Mai.
- Hi, Mai. I’m Nam.
VI. Procedures:

arrangement
5’ I. Warm up: T-WC
- T asks some pairs to greet and introduce oneself.
S1: Hello. I’m Mai S2: Hi, Mai. I’m Nam Pair- work
II. New lesson.
10’ - Ask Ss to identify the characters in the picture on page 12 and what
they are saying. T – whole class
- Set the scene “you are going to listen to hear Nam and Mai greet T
each other.
- Play the recording and asks Ss to listen to the tape twice. T-WC
========================================================================
- T asks Ss to listen and repeat in chorus two times.
- Call on one pair. One repeats Mai’s part, the other repeats Nam’s
part.
- Have whole class repeat all the phrases a few times to reinforce
2. Look and say Pair- work
12’ - Have Ss look at the pictures a and b
- Ask them to identify the characters in the pictures and what they
should say. Fill the bubbles and have Ss to repeat the lines a few
times
- T models the dialogue T- whole class
Assign a pair to pretend to be Mai and tom in picture a
Mai: Hello. I’m Mai.
Tom: Hello, Mai. I’m Tom.
Have one repeat Mai’s part, the other Tom’s part. Then have the T- whole class
pair swap their parts.
Repeat the step with a few more pairs.
- Ask Ss to practice making and responding to introductions using T- whole class
picture a and b
- Call on some pairs to perform the task at the front of the class. Group work
pronunciation.
3. Talk
in the pictures. Individually.
- Point to Picture a, ask Ss to guess what the girls should say to the
boy and vice versa.
10’ - Fill in the speech bubbles with the correct phrases prompted by Ss
- Have Ss to repeat the sentences in the bubbles a few times before let
them practice freely. (use the pictures in their books or role – play
the exchanges Group work
- Have Ss to work in pairs to practice acting the greeting.
- Call on a pair to demonstrate at the front of the class.
- Have the whole class repeat all the phrases to reinforce their T- whole class
pronunciation.
- Encourage Ss to for Unit 2- Section 2
3’
Week: 3 Date of teaching: Thursday, September 23rd, 2013.
Period: 5th
========================================================================
UNIT 2
MY NAME IS …
Lesson 2
I. Aims: Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye.
II. Objectives:
- By the end of this lesson, students will be to greet and say goodbye (review).
+ Ask and answer.
IV. Teaching aids:
IV. Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
V. Student’s aids: book, notebook, workbook.
V. Language focus:
VI. Revision the structures: Hi/ Hello. I am/ I’m + name.
Bye/ Goodbye.
How do you spell your name?
L – I – N – D – A.
VII. Phonics: Linda Nam
VI. Procedures:

arrangement
1’ 1. Warm up: Noughts and crosses T-WC
I Nga Hello
5’ Nam am Goodbye
Hi Bye Mai
2. New lesson:
10’ - Have Ss open the book page 14, look at the words Linda and Nam
and notice the letter colored differently in both words.
- Set the scene: “you are going to learn how to produce the sound of
the letter l in the word Linda and n in the word Nam
- Produce the sound l and n a few times. T-WC
- Teach the new phrases How do you spell + name? – Then show
them how to spell Nam and Linda and some other names.
Linda Nam
========================================================================
I’m Linda. T-WC
How do you spell Linda?
L – I – N – D – A.
I’m Nam.
How do you spell Nam? Whole class,
N – A – M. group and
- Call on a group of six: three of them to repeat each line of the individual.
chant, other three clap the syllables
- Have the whole class recite the chant to reinforce their
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures 1a, b; 2a, b and d on Page 14
- Identify the characters and guess what they are saying.
- Set the scene: “you are going to listen to the recording, match the
information they hear to the pictures and tick the box in the
appropriate picture.
- 1st:Play the recording all the way through for Ss to listen while they
are looking the pictures in their books T-WC
- 2nd: play the recording for Ss to listen and tick the correct pictures.
10’ - 3rd: play the recording for Ss to check their answers.
text.
Transcript Group work
3. Mai: How do you spell your name? Pair- work
Tony: T – O – N – Y.
Mai: Sorry?
Tony: Tony. T – O – N – Y.
4. Phong: How do you spell your name?
Linda: L – I – N – D – A.
Phong: Sorry?
Linda: L – I – N – D – A.
Answers: 1 – a: 2 – b.
3. Read and match.

- Ask Ss to identify the characters in the pictures on page 15.
- Set the scene: “you are going to read the dialogues to get the
information in order to match the pictures to the appropriate T – whole
dialogues.” class
- Have a revision of the language: “How do you spell your name?” –
“L – I – N – D – A.”
- Ask Ss to read the dialogues and do the task (match the sentence
with a appropriate picture.)
========================================================================
10’ - Monitor the activity and offer help when necessary
- Call on some Ss to report their answers. Others listen and comment. class
- Have the whole class read each sentence in chorus to reinforce
their pronunciation Pair- work
Answers: 1 – b; 2 – a
5. Summary and Home- link: Individually
- Ss have revised how to greet and say goodbye
- Say the letters in the alphabet, using How do you spell your name?
- Produce the sound of the letter l in Linda and that the letter n in
Nam.
- Sing The ABC Song on page at home.

T – whole
class
4’

Period: 6th
UNIT 2
MY NAME IS …
Lesson 3
I. Aims: Practice spelling simple names.

II. Objectives:
- By the end of this lesson, Students will be able to spell simple names.
+ Ask and answer.
IV. Teaching aids:
- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
V. Languages focus:
- Structures: How do you spell your name?
L – I – N – D – A.
VI. Procedures:
========================================================================
arrangement
1’ I. Class organization. T – whole class
II. New lesson.
1. Warm up: Chatting
5’ - T asks Ss to repeat the greeting and introducing oneself.
- T sets the scene.
- Have Ss to look at the book at page 16; identify the characters in T – whole class
the picture and what they are doing.
10’ - Set the scene: “we are going to learn how to spell names and
recall the alphabet.”
- Use a poster to set up the situation
- Have Ss listen to the recording as they read the lines in the Whole class
speech bubbles
- Play the recording again for Ss to repeat the dialogue two times.
- Divide the class into two groups. Allocate the line of Nam and
Tom to Ss of each group Groups
- Have one group repeat Nam’s part and the other Tom’s part. individually
- Play the recording again for the whole class to repeat each line in
the speech bubbles to reinforce their pronunciation.
3. Look and say
- Elicit the characters in the pictures and their names.
- Set the scene “ we are going to practice spelling names”
- Ask Ss to guess and complete the speech bubbles.
- T models the dialogue Group work
Assign a pair to pretend to be the characters in the pictures.
Ask the pair to act out the question and answer about
spelling. Repeat the step but have the pair swap their parts.
Continue the activities with sonme pairs.
- Ask Ss to practice asking and answering
- Monitor the activity, check the pronunciation (sound, assimilation Pair - work
- Have the whole class repeat the question and answer in chorus to
reinforce their pronunciation.
4. Write.
- Get Ss to identify the characters in the pictures on page 17 and
the missing words in task 1 and 2.
- Ss read silently and complete the sentences.
- Ss trade their answers within pairs or groups for correction
- Ask some Ss to read their answers aloud to the class. The others
listen and give comments.
Answers: Pair - work/
========================================================================
10’ a. Mai; Tony. Group work
b. L – I – N – D – A.
- Make some questions to ensure Ss’ comprehension of the writing Individually
text.
III. Summary
- Ss have learnt to ask and answer about names and to spell simple
names, using How do you spell your name?
IV. Home - link
- Ss spell their own names and the names of their family members
at home. T – whole class
T – whole class
4’
Week: 4 Date of teaching: Thursday, October 30th, 2013.

Period: 7th.
UNIT 3
HOW ARE YOU?
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to saying goodbye (review).
- Develop writing, reading skill.
II. Teaching method:
- Techniques:
- Work in pairs and individually.
- Work in groups, discuss.
III. Teaching aids:
- Teacher’s aids: audio, stickers, puppets, flashcards.
IV. Languages focus:
 Vocabulary: how, thank, thanks, fine, and.
 Sentence patterns:
- How are you?
I’m fine, thank you. And you?
I’m fine, thanks.
V. Procedures:
========================================================================
arrangement
5’ I. Warm up: T-WC
- Have Ss to find out the names of the Ss.
Pair- work
L A N A B C D E
A V D E F M U F
B X P L R L T G
C Z H M W I S H T – whole
D T O N Y N Q I class
E Y N O P D P J T
F H G I J A O K
U X Y Z N A M L T-WC
V T X Q P O N M
- Answers: Lan, Phong, Tony, Nam, Linda.

- Ask Ss work in pairs:
S1: Hello. I’m Nam.
S2: Hi, Nam. I’m Tom. Pair- work
II. New lesson.
10’ - Ask Ss to identify the characters in the picture on page 18 and
- Set the scene “you are going to review some phrases of greeting T- whole class
and learn some more.” (use two puppets to present the situation)
- Explain the situation and the use of the titles Mr, Mrs and Miss
- Play the recording and asks Ss to listen to the tape twice.
- T asks Ss to listen and repeat in chorus two times.
- Hold up the specific character puppets in the air / point to each
character and tell the whole class to say the appropriate line in
the dialogue. T- whole class
- Have whole class repeat all the phrases a few times to reinforce
Note:
 Children do not tend to ask each other How are you? (That is
something adults do to each other and to children, but not child to
child
 Thanks is an informal expression of thank you.
2. Look and say
- Have Ss look at the pictures a and bon page 18.
T- whole class
- Ask them to identify the characters in the pictures, recall the
greeting phrases.
12’
- Point to Picture a, ask Ss to guess what each character should
say. Fill the speech bubbles with correct phrases prompted by the
Group work
Ss and have Ss to repeat the lines a few times
- T models the dialogue
Assign a pair to pretend to be Tom and Mrs Lan in picture a
T – whole class
Mrs Lan: How are you, Tom?
========================================================================
Tom: I’m fine, thank you. And you?
Mrs Lan: Fine, thanks.
Have one repeat Mrs Lan’s part, the other Tom’s part.
Then have the pair swap their parts.
Repeat the step with a few more pairs.
- Ask Ss to act the dialogue using picture a and b
- Monitor the activity, check the pronunciation (sound, assimilation Pair – work
pronunciation.
3. Talk
in the pictures.
- Recall the titles Mr., Mrs., Miss. T- whole class
- Point to Picture a, ask Ss to guess what the characters should say.
- Fill in the speech bubbles with the correct phrases prompted by Ss
10’ A: How are you?
B: I’m fine, thank you. And you? Group work
A: Fine, thanks.
- Have Ss to repeat the lines in the bubbles a few times before let
them practice freely. (use the characters in their books to practice
or role play the greeting phrases.
- Have Ss to work in pairs to practice acting the greeting. Pair – work
- Call on a pair to demonstrate at the front of the class.
pronunciation.
- Encourage Ss to prepare for Unit 3 - Lesson 2.
T – whole class
3’
Week: 4 Date of teaching: Friday, October, 1st, 2013.

Period: 8th
UNIT 3
HOW ARE YOU?
Lesson 2
========================================================================
I. Objectives:
- By the end of this lesson, students will be to greet.
II. Teaching methods:
III. Teaching aids:
- Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: hello thanks
- How are you?
I’m fine, thanks.
V. Procedures:

arrangement
5’ I. Warm up: Let’s Ss chant ( L2 – 4) T – whole
- Play the recording class
II. New lesson:
10’ - Have Ss open the book page 14, look at the words Linda and Nam T – whole
and notice the letter colored differently in both words. class
- Set the scene: “you are going to learn how to produce the sound of
the letter l in the word hello and a in the word thanks
- Produce the sound l and n a few times.
- Teach the new phrases How do you spell + name? – Then show
them how to spell Nam and Linda and some other names.
chant, other three clap the syllables T – whole
- Have Ss practice the chant in groups and clap the syllables. class
========================================================================
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures 1a, b; 2a, b and d on Page 20 Whole class,
- Identify the characters and their relationship. group and
- Set the scene: “you are going to listen to the recording, match the
information they hear to the pictures and tick the box in the corner
of the correct picture..
are looking the pictures in their books T – whole
- 2nd: play the recording for Ss to listen and tick the correct pictures. class
10’ - 3rd: play the recording for Ss to check their answers.
text. Individually
Transcript
1. Nam: Hello, Mr Loc. How are you?
Mr Loc: I’m fine, thank you. And you, Nam?
Nam: I’m fine. Thank you, Mr Loc.
2. Tom: Hi, Mary. How are you? Pair- work
Mary: Hi, Tom. I’m fine, thanks.
Answers: 1 – b: 2 – a.
3. Read and match.
- Ask Ss to identify the characters in the pictures on page 21 and
identify the characters in the pictures
- Set the scene: “you are going to read the dialogues to match each of
them with the right picture..”
- Ask Ss to read the dialogues and do the task (match the sentence
with a appropriate picture.)
10’ - Call on some Ss to report their answers. Others listen and comment. class
- Have the whole class chorally read each line of the dialogues to
reinforce their pronunciation Individually
- Ss have learn how to greet and express greeting phrases, using How Pair – work
are you?/ fine/ thank you/ thanks/ and you?
- Produce the sound of the letter l in hello and a in thanks
- Ss recite the chant and clap the syllables on page 20 of the Student T – whole
Book at home. class
========================================================================
T – whole
5’ class
Week: 5 Date of teaching: Monday, October 7th, 2013.

Period: 9th
UNIT 3
HOW ARE YOU?
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to greet (review), using the language they have
learnt.
+ Ask and answer.
III. Teaching aids:
- How are you?
========================================================================
I’m fine, thanks.
V. Procedures:

arrangement
5’ I. Warm up T – whole class
Let’s Ss chant in two groups. Which is more correct is the winner.
II. New lesson.
- Have Ss to look at the book at page 22; identify the characters in
10’ the picture.
- Make a few questions to check Ss’ comprehension of the dialogue. T – whole class
- Set the scene: “we are going to review greeting phrases that they
have learnt in the previous lesson.”
- Play the recording all the way through for Ss to listen and read
the text. Mime the dialogue.
- Play the recording again for Ss to repeat the dialogue a few tome Whole class
to reinforce their pronunciation.
2. Look and say
- Elicit the characters in the pictures and their names. T – whole class
10’ - Tell them to guess and respond to the first character. Then fill the
speech bubbles with the correct phrases prompted by Ss.
- Have Ss repeat a few times.
Assign a pair to pretend to be Linda and Miss Hien to act Pair – work
out the dialogue.
Repeat the step but have the pair swap their parts.
- Have the whole class repeat all the phrases.
- Ask Ss to practice in pairs
3. Write.
- Get Ss to identify the characters in the pictures on page 23
- Ask them to talk about the situation in each picture.
T – whole class
========================================================================
10’ the missing words in task in the dialogue, using those from the
frame on the top of the page.
- Monitor the activity and offer help when necessary Individually
- Ask some Ss to read their answers aloud to the class. The others Pair – work
listen and give comments.
Answers:
a. Hi
b. How
c. thank
d. thanks
- Make some questions to ensure Ss’ comprehension of the writing T – whole class
text.
III. Summary
- Ss have learnt to ask and answer about names and to spell simple
names, using How do you spell your name? T – whole class
IV. Home - link
3’ - Ss spell their own names and the names of their family members
at home.
2’
Week: 5 Date of teaching: Tuesday, October 8th, 2013

Period: 10th
UNIT 4
WHAT’ S YOUR NAME?
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to ask and answer bout someone’s name.
- Techniques:
========================================================================
+ Discuss.
III. Teaching aids:
- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
 Vocabulary: what, my, your, this, friend
 Sentence Patterns:
- What’s your name?
My name’s Linda.
V. Procedures:

arrangement
I. Warm up: T – WC
5’ - Help Ss listen and sing the song How are you on page
23
II. New lesson.
1. Look, listen and repeat. T – WC
- Set the scene “you are going to learn how to ask and answer
about names. (Use 2 character puppets to present the situation)
- Play the recording all the way through for Ss to listen as they read
the lines. Mime the dialogue
- Play the recording for Ss to listen and repeat each line of the text Whole class,
(Correct typical pronunciation error(s) when necessary) group and
- Ask a few questions to ensure Ss’ comprehension of the text individual.
2. Look and say
- Have Ss look at the pictures a, b, c and d on page 24.
- Ask them to identify the characters in the pictures and repeat each
name a few times.
- Point to P.a and ask Ss what the character should say to respond T – whole class
10’ to the question What’s your name?
- Fill the bubble on the left edge of the page with the phrase
prompted by Ss and have Ss to repeat the question and answer a
few times before going on with other pictures
- Call on a few pairs and allocate the characters in Picture a, b, c Group work
and d. have them pretend to be these character to ask and answer.
- Ask Ss to practice asking and answering in pairs
- Monitor the activity and offer help. Correct pronunciation error(s) Pair- work
(street, assimilation of sounds and intonation) when necessary.
- Call on some pairs to demonstrate at the front of the class. Others
observe and comment.
- Have the whole class repeat all the questions to reinforce their
pronunciation.
========================================================================
3. Talk
- Have Ss look at the pictures on page 25 and identify the characters T – whole class
in the pictures.
- Point to Picture a, ask Ss to pretend to be Hoa, ask them what they
should say to respond to the question What’s your name?
- Fill in the speech bubble with the answer prompted by Ss
A: What’s your name? T – whole class
10 B: My name’s Hoa.
- Repeat the step with other pictures.
- Have Ss to repeat the lines in the bubbles a few times before
letting them practice freely. (use the names of the characters in
their books or their own names.
- Have Ss to work in pairs to practice.
- Call on some volunteers to perform the task at the front of the
class.
- Ask Ss a few questions to check Ss’ comprehension of the Pair- work
language.
pronunciation.
- Ss have learnt to ask and answer about names, using What’s your
name? and My name’s + name. T – whole class
- Encourage Ss to listen and try to sing the song What is your
name? at home.
T – whole class
5’
Week: 6 Date of teaching: Monday, October 14th, 2013.

Period: 11th
UNIT 4
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to introduce someone, using This is + name.
========================================================================
+ Ask and answer.
III. Teaching aids:
 Teacher’s aids: pictures, word cards, extra board, tape, cassette.
 Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: this Tom
 What’s your name?
My name’s Linda.
 This is Linda.
V. Procedures:

arrangement
I. Warm up: T-WC

5’ - Greet Ss and have them reply. Walk around the class to ask the
names of some Ss.
- Ss sing the song on page 23 of their books.
II. New lesson:

10’ - Have Ss open the book page 26, draw their attention to the letters T – whole
colored differently in the words this and Tom class
- Set the scene: “We are going to learn how to produce the sound of
letters th in the word this and that of the letter T in the word Tom”
- Produce the sound of the letter th and t a few times
- Ask Ss to say what they think about when they hear the sounds.
- Have Ss repeat the focused sounds a few times.
- Show the poster of the chant.
- Play the recording all the way through for Ss to listen while they are Whole class
reading the chant. T claps the rhythms.
- Play the chant again. Have Ss repeat each line and point to each
line of the chant.
chant, other three clap the focus sounds.
pronunciation errors. Group work
========================================================================
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and identify
the characters in these pictures
- Set the scene: “you are going to listen to the recording and match
the information they hear to the correct picture and tick the box in
the correct picture..
are looking the pictures in their books T – whole
- Choose one or two Ss to share their answers with their classmates.
10’
- Ask some questions to ensure Ss’ comprehension of the listening Individually
text.
Transcript
1. Girl: Hi, Nam. This is Peter.
Boy: Peter? How do you spell that?
Girl: Peter. P – E – T – E – R.
2. Boy: Hi, Linda. This is Mai.
Girl: Mai? How do you spell that? Pair- work
Boy: Mai. M – A – I.
4. Read and match.
- Ask Ss to identify the characters in the pictures on page 27
- Set the scene: “you are going to read the text and use the
information to match each of them with the right picture..”
- Identify the characters in the pictures and detail in each picture to
find out the differences between these two pictures.
- Ask Ss to read the text individually and do the task.
- Have Ss trade the answers in pairs for correction
- Call on one student to report their answer. Others listen and
10’ comment. T – whole
- Make a few questions to check Ss’ comprehension of the sentences. class
reinforce their pronunciation
III. Summary and Home- link: Individually
- Ss have learnt to introduce someone, using This is + name.
- Produce the sounds of the letters th in this and that of t in Tom Pair – work
- Ss recite the rhyme What is your name? on page 25 at home
- Recite the chant on page 7.
T – whole
class
========================================================================
3’
T – whole
class
2’

Period: 12th
UNIT 4
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to spell someone’s name (review)
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: Tape cassette, pictures, poster, flashcards.
 Sentence patterns: How do you spell your name?
L–I–N–D–A
V. Procedures:
arrangement
- Ss recite the rhyme What is your name? on page 25.
II. New lesson.
10’ 1. Listen and repeat.
- Have Ss to look at the book at page 28 and identify the characters. T – whole class
- Set the scene: “we are going to recall how to spell someone’s name
and say the alphabet letters”
- Teach Ss to spell some specific names and sing the Alphabet Song.
- Play the recording all the way through for Ss to listen as they read the
dialogue.
========================================================================
- Play the recording again for Ss to repeat the lines in the speech Whole class
bubbles two times.
- Divide the class into two groups. One repeat Mai’s part and the other
repeat Nam’ part. Groups
- Play the recording again for the whole class to repeat each line in the individually
text a few times. Ensure their correct pronunciation (sentence stress,
the assimilation of sound and intonation).
2. Look and say.
- Have Ss look at the pictures a, b, c and d on page 28 T – whole class
- Elicit the characters in the pictures and spell the name in each picture.
Recall sentence patterns “How do you spell your name?”
10’ - T models the dialogue
Assign a pair to pretend to be Mary. Point to P.a and ask How
do you spell your name?
Have Ss repeat the answer M – A – R – Y
Tell them to repeat the question and the answer.
Repeat the step with the other names.
- Have Ss to practice in pairs asking and answering
- Monitor the activity, check the pronunciation (sound, assimilation of Pair – work
sound and intonation) and offer help when necessary.
- Call on some pairs to perform the task at the front of the class. Others
reinforce their pronunciation. T – whole class
3. Write.
- Get Ss to identify the characters in the pictures on page 29.
- Set the scene: “We are going to choose the right word from the frame
to complete the missing words.”
- Ask Ss to read the answers aloud to the class. The others listen and Individually
10’ give comments. Pair - work/
Answers: Group work
a. This b. What c. spell
- Make some questions to check Ss’ comprehension of the reading text.
III. Summary and Homelink
Whole class
- Ss have learnt how to spell someone’s name, using How do you spell
your name? and say the alphabet letters.
- Practice singing the rhyme What is your name? T – whole class
========================================================================
3’
2’
Week: 7 Date of teaching: Monday, October 21st, 2013

Period: 13th
UNIT 5
OUR FRIENDS
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to identify someone.
- Techniques:
III. Teaching aids:
- Teacher’s aids: student’s and teacher’s book, flashcards, pictures, tape, cassette, puppets.
 Vocabulary: yes, no, he, she, new, that
- Who’s that?
It’s + name.
V. Procedures:
arrangement
5’ - Help Ss listen and sing the song What is your name?
on page 25.
II. New lesson.
- Set the scene “you are going to hear Mai and Phong talk about
Tony. (Use 2 character puppets to present the situation)
- Explain the new language and the use of this and that.
- Play the recording for Ss to listen and repeat each line of the text
========================================================================
- Allocate the parts of Mai and Phong. Have one group repeat Whole class,
Mai’s part and the other Phong’s part. group and
- Have whole class repeat each line of the dialogue in chorus to individual.
Note: yeah = yes. Half – half
2. Look and say class
- Ask them to identify the characters in the pictures.
10’ - Point to P.a and ask Ss Who’s that?
- Fill the bubble on the left edge of the page with the phrase
prompted by Ss and have Ss repeat the question and answer a few T – whole class
times before going on with other pictures
- Have Ss repeat all the questions and answers a few times.
- Ask Ss to practise asking and answering, using the pictures in
their books
- Monitor the activity and offer help. Correct pronunciation error(s)
- Call on some pairs to demonstrate at the front of the class. Others Pair- work
- Have the whole class repeat all the questions to reinforce their
pronunciation.
3. Talk
- Have Ss look at the pictures on page 31 and identify the
characters in the pictures.
- Point to a specific character in Picture a and ask Who’s that? T – whole class
- Fill in the speech bubble with the answer prompted by Ss
A: Who’s that?
B: It’s Nam.
10 - Have Ss to repeat the lines in the bubbles a few times before T – whole class
letting them practice/ role play freely.
- Have Ss to work in pairs to practice.
- Call on some volunteers to perform the task at the front of the
class. The rest of the class observe and comment.
- Ask Ss a few questions to check Ss’ comprehension of the
language. Pair – work
- Have the whole class repeat all the questions and answers to
- Ss have learnt to identify somebody, using questions who to ask
about names.
- Encourage Ss to listen and try to recite the chant on P. 31 at
home. T – whole class
3’ T – whole class
========================================================================
2’
Week: 7 Date of teaching: Tuesday, October 22nd, 2013

Period: 14th
UNIT 5
OUR FRIENDS
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to greet and respond to greet(review)
+ Ask and answer.
III. Teaching aids:
VIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
IX. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: Tony yeah
 Is that Tony? – Yes, he is./ No, he isn’t.
 Is he/ she + name? – Yes, he/ she is.
- No, he/ she isn’t.
V. Procedures:

arrangement
T-WC
I. Warm up:
5’
- Greet Ss and have them reply. Walk around the class to ask the
names of some Ss.
- Ss sing the song for fun.
II. New lesson:
10’ 1. Listen and repeat
- Have Ss open the book page 32, draw their attention to the letters T – whole
colored differently in the words Tony and yeah class
letters t in the word Tony and that of the letter y in the word yeah”
========================================================================
- Produce the sound of the letter t and y a few times
- Play the recording for Ss to listen as they read the chant on the
poster of the chant. Clap the rhythm.
Tony yeah Whole class
Is this Tony?
Yeah? Yeah?
Hi, Tony.
Is that Tom?
No, no.
chant, other three clap the rhythm
- Have Ss practice reciting and clapping the chant in groups.
- Call on a group to recite the chant. The others clap the rhythm
pronunciation.
2. Listen and tick.
the characters in these pictures
the information they hear to the correct picture and tick the box in T – whole
10’ the correct picture.. class
are looking the pictures in their books
- 3rd: play the recording for Ss to check their answers. Individually
text.
Transcript
1. A: Hi, Mai. Who’s this?
B: it’s Nga. Pair- work
A: Is Nga your friend?
Yes, she is.
2. A: Hi, Phong. Who’s this?
B: It’s Nam.
A: Is Nam your friend?
B:Yes, he is.
3. Read and match.
- Ask Ss to identify the characters in the pictures on page 33
- Set the scene: “you are going to read the dialogues and use the
information to match each of them with the right picture.”
========================================================================
- Review the language learnt in the previous section
- Ask Ss to read the dialogues individually and do the task.
10’ - Have Ss trade the answers in pairs for correction T – whole
- Call on one student to report their answer. Others listen and class
comment.
Answers: 1 – b; 2 – a Individually
III. Summary and Home- link: Pair – work
- Ss have learnt to ask and answer about someone using Is this/

that…? T – whole
- Produce the sound of the letter t in Tony and that of letter y in yeah class
- Ss practice singing the song on P. 33 at home.
T – whole
3’ class
2’
Week: 8 Date of teaching: Monday, October 28th, 2013

Period: 15th
UNIT 5
OUR FRIENDS
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about someone’s name (review)
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: audio CD, pictures, poster, flashcards.
VI. Language focus:
 Is that Tony? – Yes, he is./ No, he isn’t.
========================================================================
 Is he/ she + name? – Yes, he/ she is.
- No, he/ she isn’t.
IV. Procedures:

arrangement
- Let’s Ss sing the song on page 33 for fun.
II. New lesson.
- Have Ss to look at the book at page 34 and identify the T – whole class
characters.
- Set the scene: “we are going to hear Tony and Tom ask and
answer about Linda, using Is he/ she + name?”
- Explain the situation Whole class
- Play the recording all the way through for Ss to listen as they
read the dialogue.
- Play the recording again for Ss to repeat each line of the dialogue Groups
- Divide the class into two groups. One repeat Tony’s part and the individually
other repeat Tom’ part.
- Play the recording again for the whole class to repeat each line in
the text a few times. Ensure their correct pronunciation (sentence
stress, the assimilation of sound and intonation).
2. Look and say.
- Have Ss look at the speech bubbles on page 34. Ask Ss guess and T – whole class
say the lines in the bubbles.
10’ - Set the scene: “we are going to practice asking and answering ,
using these sentence patterns
- Have Ss repeat each line in the bubbles a few times. Have Ss to
identify the characters in Pictures a, b, c, and d
Point to P.a and explain the situation. Ask Ss what Mai
should say to ask about the girl in front of her and what
Nam should answer.
Fill the bubbles with the phrases prompted by the pupils.
Repeat the step with the other pictures then have Ss repeat
all the phrases a few times.
- Monitor the activity, check the pronunciation (sound, assimilation Pair – work
========================================================================
3. Write.
10’ - Get Ss to identify the characters in the pictures on page 35.
- Set the scene: “We are going to going to read and get the T – whole class
information to complete the missing word(s) in the dialogue.”
- Ask Ss to read the answers aloud to the class. The others listen Individually
and give comments. Pair – work/
Answers: Group work
a. he
b. Is
c. I
- Have the whole class read each line of the dialogue chorally to
III. Summary and Home - link Whole class
- Ss have learnt how to ask and answer about someone’s name,
using Is he/ she + name?
- Encourage Ss to tell their parents the names of their friends.
T – whole class
3’
2’

Period: 16th
REVIEW 1
I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the
topics from Unit 1 to Unit 5, using the phonics, vocabulary and sentence patterns they have learnt.
+ Ask and answer.
========================================================================
III. Teaching aids:
- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence
patterns written on them; audio and flashcards.
IV. Language focus:
Me and My friend
Unit 1: Hello
Competences Sentence patterns Vocabulary Phonics
 Greeting and self – introducing  Hello. I’m Mai. hi, hello, goodbye/ hello
 Greeting and self – introducing  Hi, Mai. bye hi
 Saying goodbye.  Bye (Goodbye)
Unit 2: My Name Is……
 Making and responding to  Hello. I’m Mai. How, spell, name, Linda
introductions  Hi, Mai. I’m Mai. alphabet Nam
 Greeting and saying goodbye  How do you spell
(review) your name?
 Spelling simple names  L – I – N – D – A.
Unit 3: How Are You?
 Saying goodbye (review)  How are you? how, thank, hello
 Greeting - I’m fine, thank you. thanks, fine, and thanks
 Greeting (review) And you?
- I’m fine, thanks.
Unit 4: What’s Your Name?
 Asking and answering about  What’s your name? what, is, your, this
someone’s name - My name’s Linda. this, friend Tom
 Introducing others  This is Linda.
 Spelling someone’s name  How do you spell
(review) your name?
-L–I–N–D–A
Unit 5: Our Friends.
 Identifying someone.  Who is that? Yes, no, he, she, Tony
 Greeting and responding to - It’s … new, that Yeah
greeting (review)  Is that Tony?
 Asking and answering about - Yes, he is./ No, he isn’t.
someone’s name (review)  Is he/ she …?
- Yes, he/ she is./ No, he/
she isn’t.
V. Procedures:
========================================================================
Time Steps/ Activities Work
arrangement
5’ 1. Warm up: T- whole class
Let Ss sing the song that they like.
2. Review:
 Phonics: Individually
 Put the piece of paper with the phonics written on the board and
10’ play the recording (two times).
 Ss listen and repeat the words in chorus.
 Draw Ss’ attention to the sounds that are difficult to pronounce
such as this, thanks, yeah. Pair- work
 Have Ss to practice reading the words aloud in pairs.
 Have some pairs demonstrate. Correct their pronunciation when
necessary.
 Call on some pairs to demonstrate at the front of the class. Have Pair- work
the rest of the class observe and give comment
10’  Vocabulary:
 Put the vocabulary sheet of paper on the board.
 Ask Ss recall the meaning of the words by reading aloud or playing
Individually
a game (Name cards/ Stand up when you hear/ Physical Line- up)
using flashcards.
 Have Ss say the words aloud again. Encourage them to group
words into categories (words to indicate greeting, names, friends,
such a hell, hi; bye, goodbye; this, that
 Get Ss male sentences with some of the words they have learnt.
 Structures:
10’  Put the sheet of paper which contains the sentences patterns on the
board.
 Ss repeat the patterns aloud as they follow the text on the board.
 Ask Ss to make short dialogues with the sentence patterns Pair- work
 Have some pairs act out their dialogues at the front of the class.
The others listen and comment.
3. Home link:
 Encourage Ss to practice more at home and well- prepare for the
test.
========================================================================
Week: 9 Date of teaching: Thursday, November 8th, 2012.
Period: 17th
THE FIRST TEST
I. Aim: Ss do Review in class.
II. Duration: 1 period
III. Procedure: (parts I – V)
 Have Ss turn to page 36 in the Student book.
 Ss work individually to complete Parts I – V. then have them trade their work for correction.
 Call on some volunteers to read their answers. Elicit comments from the rest of the class.
 Correct Ss’ work on Parts I – V.
IV. Answers:
I. Complete each word. Say it aloud

1. hi 2. goodbye 3. friend 4. spell 5. name
6. thanks 7. that 8. this 9. how 10. hello
II. Write the missing letters
1. Hello 2. name 3. friend 4. goodbye
III. Listen and tick
Play the recording twice.
1. Girl: Hi, I’m Mai. 4. Girl: That’s my friend
Boy: Hello, Mai. I’m Nam. Boy: What’s his name?
Girl: Hi, Nam. Girl: Tony.
2. Boy: What’s your name? Boy: How do you spell your name?
Girl: My name’s Mary. Girl: T – O – N – Y.
Boy: Your name’s Mary?
Girl: Yes. My name’s Mary
3. Girl 1: This is my friend. She’s Linda. 5. Girl: Is the boy new?
Boy: No, he isn’t.
========================================================================
Boy: Hi, Linda. How do you spell your Girl: What’s his name?
name? Boy: Tony.
Girl 2: L – I – N – D – A. Girl: How do you spell that?
Boy: L – I – N – D – A? Boy: T – O – N – Y.
1-a 2-b 3-a 4-b 5-b
IV. Read and tick.
1-a 2-a 3-a 4-b 5-a
V. Look, read and number.
1-4 2-2 3-1 4-3
VI. Look and talk
 Ask Ss to look at each picture to speak as required.
 Have Ss work in pairs or ion groups. Remind Ss to use the sentence patterns provided in
Unit 1 – 5.
 Call on some volunteers to speak aloud. Elicit comments from the rest of the class.
 Correct Ss’ answers when necessary.
1. B: Hello. I’m Nam. 2. B: Hello. I’m 3. B: Hi, Phong. I’m 4. B: Goodbye, Tom.
Linda. Linda C: Bye, Tony.
C: Hi, Linda.
Week: 9 Date of teaching: Friday, November 9th, 2012

Period: 18th
UNIT 6
MY SCHOOL
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to introduce their school.
- Techniques:
III. Teaching aids:
 Vocabulary: primary school, it
It’s Thang Long Primary School.
V. Procedures:

arrangement
5’ - Help Ss listen and sing the rhyme My friends on page
25.
========================================================================
II. New lesson.
- Set the scene “you are going to listen to Mai talk to Tony about
her school. (Use 2 character puppets to present the situation)
- Explain the new language and the use of primary school.
the lines. Mime the dialogue Whole class,
- Play the recording for Ss to listen and repeat each line of the group and
dialogue. Correct pronunciation error(s) when necessary. individual.
- Ask some questions to check Ss’ comprehension of the language
- Have whole class repeat all the lines of the dialogue in chorus to Half – half
reinforce their pronunciation. class
Note: yeah = yes.
2. Look and say
- Ask them to identify the names of these schools in the pictures.
10’ - Use a poster toteach how to say the names of the schools (use the
back – up building technique to teach the phrases) T – whole class
- Ask Ss to repeat each name a few times
- Have Ss to point to each picture and say the name again.
- Model: Ss pretend the school in the picture to be theirs. Point to
P.a and have them repeat.
It’s Kim Dong Primary School.
Repeat steps with other pictures
- Ask Ss to practice saying, using P.a, b, c and d in their books. Pair- work
IV. Call on some pairs to demonstrate at the front of the class.
3. Talk
X. Have Ss look at the pictures on page 43 and identify the
names of the schools in the pictures.
XI. Point to P.a. Ask Ss what they should say to fill the speech T – whole class
bubble.
XII. Fill in the speech bubble with the answer prompted by Ss
It’s Kim Dong Primary School.
…………. T – whole class
10’ V. Have Ss to repeat the lines in the bubbles a few times before
VI. Have Ss to work in pairs to practice.
VII. Monitor the activity and offer help when necessary/ correct
typical pronunciation errors.
XIII. Ask Ss a few questions to check Ss’ comprehension of the
language.
XIV. Call on some volunteers to perform the task at the front of Pair – work
the class. The rest of the class observe and comment
========================================================================
III. Summary
- Ss have learnt to say the school names, using It’s Thang Long
Primary School.
IV. Home- link:
- Encourage Ss to practice drawing their school at home and say its
name. T – whole class
3’ T – whole class
2’
Week: 10 Date of teaching: Thursday, November 15th, 2012.

Period: 19th
UNIT 6
MY SCHOOL
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to ask and answer about schools.
+ Ask and answer.
III. Teaching aids:
XV. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
XVI. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: which school
 Vocabulary: primary school, it, which, one
 Which is your school? – This one/ That one.
V. Procedures:

arrangement
I. Warm up:
5’ - Greet Ss and have them reply. T – whole
- Ss show their drawings that they did at home to their classmates class
and talk about the school in the drawing, using the language learnt
in Lesson 1.
II. New lesson:
10’ 1. Listen and repeat
========================================================================
- Have Ss open the book page 44, draw their attention to the letters T – whole
colored differently in the words which and school class
letters ch in the word which and that of the letter oo in the word
school”
- Produce the sound of the letter ch and oo a few times
poster of the chant. Clap the rhythm. Whole class
which school
Which is your school?
This one.
Which is your school?
That one.
chant, other three clap the rhythm
pronunciation.
2. Listen and tick.
the names of these schools and say the names in English.
the information they hear to the correct pictures and tick the box in
the correct pictures. T – whole
- 1st:Play the recording all the way through for Ss to listen while they class
10’ are looking the pictures in their books
- Have Ss trade their answers in pairs for correction Individually
text.
Transcript
1. A: This is my school
B: Which one?
A: That one. Thang Long Primary School. Pair- work
B: Thang Long?
A: Yes. Thang Long Primary.
2. A: This is my school
B: Which one?
A: This one. Hoa Sen Primary School.
B: Hoa Sen?
A: Yes. Hoa Sen Primary..
========================================================================
3. Read and tick
- Ask Ss to read the dialogue and look at Picture a and b in the
pictures on page 45
- Set the scene: “you are going to read the dialogue and use the
10’ information to tick on the correct picture.”
- Ask a few questions to check Ss’ comprehension of the language.
- Ask Ss to read the dialogues individually and do the task. T – whole
- Monitor the activity and offer help when necessary class
comment.
reinforce their pronunciation Individually
Answers: Picture b
III. Summary. Pair – work
- Ss have learnt to ask and answer about schools, using Which is your
3’ school? – This/ That one.
- Produce the sound of the letter ch in which and that of letter oo in T – whole
school class
IV. Home- link:
- Recite the rhyme This is the way we way to go to school on page 45
at home. T – whole
2’ class
Week: 10 Date of teaching: Friday, November 16th , 2012

Period: 20th
UNIT 6
MY SCHOOL
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about the name of a school.
+ Ask and answer.
III. Teaching aids:
VI. Language focus:
 Vocabulary: primary school, it, which, one
========================================================================
 What school is it? – Park Primary School.
IV. Procedures:

arrangement
- Let’s Ss sing the song on page 45 for fun.
II. New lesson.
- Have Ss to look at the book at page 46 and identify the names of T – whole class
the school in the picture.
- Set the scene: “we are going to listen to ask and answer about the
name of a school.”
- Explain the question with that. Compare and contrast the Whole class
meaning of which school and what school.
read the poster. Groups
- Play the recording again for Ss to repeat each line in the speech individually
bubbles a few times
- Ask a few questions to ensure Ss’ comprehension of the language
2. Look and say.
- Have Ss look at Picture a, b, c and d on page 46 and identify the
name of the school in each picture.
- Have Ss point to each picture and repeat the name again. T – whole class
- T models:
10’ Point to P. a and ask What school is it? Ask Ss what they
should say to answer the question.
Fill the bubbles with the correct answer prompted by the
pupils.
Ask Ss to repeat the question and answers.
Repeat the step with the other pictures then have Ss repeat
all the phrases a few times.
- Have Ss to practice in pairs asking and answering Pair – work
VIII. Call on some pairs to perform the task at the front of the
class. Others observe and comment.
IX. Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.
3. Write.
- Get Ss to identify the name of the school in the picture on page
47. T – whole class
10’ - Set the scene: “We are going to going to read and get the
information to complete the missing word(s) in the dialogue.” Individually
- Ss read silently and complete the sentences. Pair – work/
- Ask Ss to read the answers aloud to the class. The others listen Group work
and give comments.
========================================================================
Answers:
a. Which
b. one
c. school
- Have the whole class read each line of the dialogue chorally to Whole class
III. Summary
- Ss have learnt how to ask and answer about someone’s name,
using Is he/ she + name?
IV. Home - link T – whole class
3’ - Encourage Ss to tell their parents the names of their friends.
2’
Week: 11 Date of teaching: Thursday, November 22nd, 2012

Period: 21st
UNIT 7
PLACES IN MY SCHOOL
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to name some specific school rooms.
- Techniques:
III. Teaching aids:
 Vocabulary: classroom, library, computer, music room.
- Is this a classroom? Yes, it is.
V. Procedures:

arrangement
I. Warm up:
5’ - Greet Ss and have them reply. T – WC
- Have Ss sing the song This is the way we go to school.
II. New lesson.
10’ - Ask Ss to identify the characters in the picture on page 48 and T – WC
========================================================================
- Set the scene “You are going to hear Tom and Mai talk about
Tom’s classroom.”
read the lines. Mime the dialogue
- Play the recording for Ss to listen and repeat each line of the
dialogue. Correct pronunciation error(s) when necessary. Whole class,
- Ask some questions to check Ss’ comprehension of the language group and
- Have whole class repeat all the lines of the dialogue in chorus to individual.
2. Look and say Half – half class
- Ask them to identify the rooms in the pictures.
- Use the flashcards to show the meanings of library, classroom,
computer room and music room
10’ - Ask Ss to repeat the words a few times T – whole class
- Model: recall the different meaning of this and that and the
assigned pointing hands for these two words.
 Point to Pa and ask Is this the library? Then answer Yes, it is.
Have Ss repeat both the question and answer.
 Point to Pb and ask Is this the library? Answer No, it isn’t.
Have Ss repeat both the question and answer.
 Repeat the step with some other pictures.

- Monitor the activity and offer help. Correct pronunciation Pair- work
error(s) (street, assimilation of sounds and intonation) when
necessary.
X. Call on some pairs to demonstrate at the front of the class.
3. Talk
XVII. Have Ss look at the pictures on page 49 and identify the
rooms in the pictures.
XVIII. Set the scene: “you are going to practice asking and T – whole class
answering about these rooms”
XIX. Point to P.a. Ask Ss what they should ask and answer
10’ about the picture.
XX. Fill in the speech bubbles with the correct phrases
prompted by Ss T – whole class
Is this a computer room?- Yes, it is.
Is this a library? – No, it isn’t.
XI. Have Ss to repeat the lines in the bubbles a few times Pair – work
before letting them practice/ role play freely.
XII. Have Ss to work in pairs to practice.
XIII. Monitor the activity and offer help when necessary/ correct
XXI. Ask Ss a few questions to check Ss’ comprehension of the
language.
========================================================================
XXII. Call on some volunteers to perform the task at the front of T – whole class
III. Summary T – whole class
3’ - Ss have learnt to ask and answer about some places in the school
using Is this/ that ….? – Yes, it is/ No, it isn’t.
IV. Home- link:
2’ - Encourage Ss to practice the chant on Page 49.
Week: 11 Date of teaching: Friday, November 23rd, 2012

Period: 22nd
UNIT 7
PLACES IN MY SCHOOL
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to describe school room.
+ Ask and answer.
III. Teaching aids:
XXIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
XXIV. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: small big
 Vocabulary: book, big, small
 The book is big.
V. Procedures:

arrangement
I. Warm up:
- Have Ss sing the song This is the way we go to school. class
II. New lesson:
- Have Ss open the book page 50, draw their attention to the letters
colored differently in the words small and big
10’ - Set the scene: “We are going to learn how to produce the sound of
letters sm in the word small and that of the letter b in the word big”
- Produce the sound of the letter sm and b a few times T – whole
- Ask Ss to say what they think about when they hear the sounds. class
poster of the chant. Clap the syllables.
========================================================================
Small big
Look. Look.
A big book.
Look. Look.
A small book. Whole class
Big, small.
Big, small.
Big and small together.
- Play the recording again for the front of the class, have three of
them repeat each line of the chant, and other three clap the
syllables.
- Repeat the step but this time have Ss swap their parts.
- Have Ss practice reciting and clapping the chant in groups. Group work
- Ask Ss to practice in group of 6
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures a, b, c and d on Page 50 and identify the
objects in the pictures.
- Set the scene: “you are going to listen to the recording and number
the pictures according to the sequence of the information they hear.
10’ are looking the pictures in their books T – whole
text. Individually
Transcript
1. A: Is this your computer?
B: Yes, it is.
A: Your computer is small?.
B: Yes, it’ s a small computer.
2. A: Is this your pen? Pair- work
B: Yes, it is.
A: Your pen is big?
B: Yes, it’ s a big pen.
3. A: Is this your pen?
B: Yes, it is.
A: Your pen is small?
B: Yes, it is a small pen.
4. A: Is this your computer?
B: Yes, it is.
========================================================================
A: Your computer is big?.
10’ B: Yes, it’ s a big computer..
Answers: 1 – b 2–d 3–c 4 – a.
3. Read and match
- Ask Ss to read the sentences and look at Picture a, b, c and d on
page 51 T – whole
- Set the scene: “you are going to read and match the information to class
the appropriate picture.”
- Have Ss trade the answers in pairs for correction Individually
3’ comment. Pair – work
Answers: 1 – c 2–a 3–d 4–b T – whole
III. Summary. class
- Ss have learnt how to describe school rooms, using the book is
2’ small, the bag is big; and the words book, pen, big, small. Produce
the sound of the letter sm in small and that of letter b in big T – whole
IV. Home- link: class
- Ss practice singing the rhyme on Page 51..
Week: 12 Date of teaching: Thursday, November 29th, 2012

Period: 23rd
UNIT 7
PLACES IN MY SCHOOL
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about school rooms.
+ Ask and answer.
III. Teaching aids:
VI. Language focus:
 Vocabulary: new, short, long
========================================================================
 Is this new? – Yes, it is./ No, it isn’t.
IV. Procedures:

arrangement
- Let’s Ss sing the song Small and Big on page 51 for fun.
II. New lesson.
- Have Ss to look at the book at page. Elicit a discussion about the T – whole class
picture and the dialogue.
- Explain the unfamiliar vocabulary new, big.
read the dialogue. Whole class
- Play the recording again for Ss to repeat each line of the dialogue
a few times.
- Divide the class into two. Have one group repeat Mai’ part and Groups
the other Peter’s. Repeat the step a second round but have the individually
groups swap their parts.
2. Look and say.
- Have Ss look at Picture a, b, c and d on page 52 and identify the T – whole class
rooms and the things in each picture.
10’ - T models:
Point to Pa. and ask Is it big? Then answer Yes, it is. Have
Ss repeat both the question and answer.
Point to Pb. and ask Is it big? Answer No, it isn’t. Have Ss
repeat both the question and answer. Pair – work
Repeat the step with picture c, d.
XIV. Call on some pairs to perform the task at the front of the
XV. Have the whole class repeat the question and answer in
XVI. Anticipated sound problem: short.
3. Write. T – whole class
- Get Ss to identify the rooms and their sizes in the pictures on
page 53.
10’ - Set the scene: “We are going to going to read and get the
information to complete the missing word(s) in the sentences.” Individually
- Ss read silently and complete the sentences. Pair – work/
- Ss trade their answers within pairs for correction Group work
- Ask Ss to read the answers aloud to the class. The others listen
and give comments.
Answers: Whole class
========================================================================
a. school; big
b. music room; small
- Ss have learnt how to ask and answer about school facilities,
using new, old, big, small, long, short.
3’ IV. Home - link
- Encourage Ss to write two sentences to describe their school
library and computer room.
2’
Week: 12 Date of teaching: Friday, November 30th, 2012

Period: 24th
UNIT 8
SCHOOL THINGS
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to name some specific school things.
- Techniques:
III. Teaching aids:
 Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag.
- What’s this? – It’s a book.
V. Procedures:

arrangement
I. Warm up:
- Have Ss sing the song This is the way we go to school.
II. New lesson.
10’ T – WC
========================================================================
- Ask Ss to identify the characters in the picture on page 54 and
- Set the scene “You are going to hear Linda teach the robot to
say.”
- Play the recording for Ss to listen and repeat each line of the group
dialogue. Correct pronunciation error(s) when necessary.
- Draw Ss’ attention to the falling intonation of What’s this/ that?
- Divide the class into two. Have them to repeat the robot’s part and
Linda’s part. Half – half class
- Have Ss practice in pairs. Pair - work
- Ask some questions to check Ss’ comprehension of the language
- Have whole class repeat all the lines of the dialogue in chorus to
2. Look and say
- Ask them to identify the school things in the pictures. T – whole class
10’ - Use the flashcards to show the meanings of backpack, ruler, pencil
sharpener, pencil, rubber, school bag.
- Model: recall the different meaning of this and that and the
assigned pointing hands for these two words.
 Point to Pa and ask What’s this? Then fill in the speech
bubbles with the phrase promted by the Ss Have Ss repeat both
the question and answer.
 Point to Pd and ask What’s that? Then fill in the speech
bubbles with the phrase promted by the Ss. Have Ss repeat both
the question and answer.
- Ask Ss to practice asking and answering in pairs Pair- work
XVII. Call on some pairs to demonstrate at the front of the class.
3. Talk
XXV. Have Ss look at the pictures on page 55 and identify the
things in the pictures.
XXVI. Point to P.a. Ask Ss what they should ask and answer T – whole class
10’ about the picture.
XXVII. Fill in the speech bubbles with the correct phrases
prompted by Ss
What’s this? – It’s a book.
XVIII. Have Ss to repeat the lines in the bubbles a few times before
XIX. Have Ss to work in pairs to practice. Pair – work
XX. Monitor the activity and offer help when necessary/ correct
========================================================================
XXVIII. Ask Ss a few questions to check Ss’ comprehension of the
language.
XXIX. Call on some volunteers to perform the task at the front of
- Ss have learnt how to ask and answer about some specific school
3’ things using What’s this/ that? – It’s ……. T – whole class
IV. Home- link:
- Encourage Ss to practice the chant on Page 49.
2’
Week: 13 Date of teaching: Thursday, December 6th, 2012

Period: 25th
UNIT 8
SCHOOL THINGS
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to describe school things.
+ Ask and answer.
III. Teaching aids:
XXX. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
XXXI. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: pens pencils
 Vocabulary: new – old; big – small; short – long
 It is big.
V. Procedures:
arrangement
I. Warm up:
- Have Ss sing the song This is the way we go to school. class
II. New lesson:
========================================================================
colored differently in the words pens and pencils
letters ns in the word pens and that of the letter ls in the word
pencils” T – whole
- Produce the sound of the letter ns and ls a few times class
pens pencils
Pens and pencils
Books and bags
Rulers and rubbers Whole class
They’re school things.
They’re all new
For my new school year!
syllables.
- Have Ss practice reciting and clapping the chant in groups. Group work
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures a, b, c and d on Page 56 and identify the
objects in the pictures.
the information to the pictures and tick the box of the appropriate
pictures.”
10’ - 1st:Play the recording all the way through for Ss to listen while they T – whole
are looking the pictures in their books class
- Ask some questions to ensure Ss’ comprehension of the listening Individually
text.
Transcript
1. A: What’s this?
B: It’s a pen.
A: It’s a pen?.
B: Yes, it is. Pair- work
========================================================================
2. A: What’s that?
B: It’s a rubber.
A: It’s a rubber?
B: Yes, it is.
Answers: 1 – a 2-b
3. Read and match
- Ask Ss to read the sentences and look at Picture a, b, c, d, e and f on
page 57
- Set the scene: “you are going to read and match the information to
the appropriate picture.”
10’ - Ask a few questions to check Ss’ comprehension of the language.
- Call on one student to report their answer. Others listen and T – whole
comment. class
Answers: 1 – c 2 – e 3 – f 4–a 5–b 6-d
III. Summary.
- Ss have learnt how to describe school things, using the sentence Individually
patterns: It is + adj such as long, short, big and small.
3’ IV. Home- link: Pair – work
- Ss practice singing the song on page 57
T – whole
class
2’
T – whole
class
Week: 13 Date of teaching: Friday, December 7th, 2012

Period: 26th
UNIT 8
SCHOOL THINGS
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about specific school things.
+ Ask and answer.
III. Teaching aids:
========================================================================
VI. Language focus:
 Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag.
 What are these/ those? – They’re ruler.
IV. Procedures:

arrangement
- Let’s Ss sing the song My School Things for fun.
II. New lesson.
- Have Ss to look at the book at page 58. Ask them to identify the T – whole class
characters and school things.
- Set the scene: “you are going to hear Linda teach the robot to
say”
- Play the recording all the way through for Ss to listen as they Whole class
read the dialogue. Mine the dialogue.
- Play the recording again for Ss to repeat each line of the dialogue
a few times. Recalling the falling intonation of the Wh – Groups
questions. individually
- Divide the class into two. Have one group repeat Linda’ part and
the other the robot’s. Repeat the step a second round but have the
groups swap their parts.
- Anticipated sound problems: these those T – whole class
2. Look and say.
- Have Ss look at Picture a, b, c and d on page 58 and identify the
10’ things in each picture. Recall the the use of these and those.
- T models:
 Point to Pa and ask What are these? Then fill in the speech Pair – work
bubbles with the phrase promted by the Ss Have Ss repeat
both the question and answer.
 Point to Pd and ask What are those? Then fill in the speech
bubbles with the phrase promted by the Ss. Have Ss repeat
both the question and answer.
XXI. Call on some pairs to perform the task at the front of the T – whole class
XXII. Have the whole class repeat the question and answer in
3. Write. Individually
- Get Ss to identify the school things in the pictures a, b, c and on Pair – work/
page 59. Group work
========================================================================
- Explain the task.“We are going to get the information from the
pictures to complete the questions and answers provided.”
10’ - Ss read silently and complete the sentences. Whole class
- Ss trade their answers within pairs for correction
- Ask Ss to read the answers aloud to the class. The others listen
and give comments.
Answers:
a. this/ book. T – whole class
b. that/ rubber
c. these/ pens
d. those/ rulers
III. Summary
- Ss have learnt how to ask and answer about school things, using
What’s this/ that? And What are these/ those?
IV. Home - link
- Encourage Ss to write two sentences to describe their school
3’ things.
2’

Period: 27th
UNIT 9
IN MY CLASSROOM
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to perform some specific classroom instructions.
- Techniques:
III. Teaching aids:
========================================================================
 Vocabulary: sit (down), stand (up), open, close, come (in), go (out)
- Sit down, please.
- Open/ Close your book.
V. Procedures:

arrangement
I. Warm up:
- Let’s Ss sing a song for fun.
II. New lesson.
10’ - Ask Ss to identify the characters in the picture on page 54 and T – WC
- Set the scene “You are going to hear Miss Hien and the Ss in her
class say.” Explain when to use Good morning.
- Play the recording for Ss to listen and repeat each line of the Whole class,
dialogue. Correct pronunciation error(s) when necessary. group
- Divide the class into two. Have them to repeat the teacher’s part
and the Ss’ part.
- Have Ss practice in pairs.
- Ask some questions to check Ss’ comprehension of the language Half – half class
- Have whole class repeat all the lines of the dialogue in chorus to Pair - work
2. Look and say
- Ask them to identify the character and things in the pictures.
- Use the flashcards to teach the phrase sit down, stand up, open
your book, close your book. T – whole class
10’ - Model:
 Point to Pa and ask Ss what they should say to tell someone to
stand up. Then fill in the speech bubbles with the phrase
promted by the Ss Have Ss repeat both the question and
answer.
 Ask Ss perform a few instructions serveral times
- Ask Ss to practice asking and answering in pairs Pair- work
(stress, assimilation of sounds and intonation) when necessary.
XXIII. Call on some pairs to demonstrate at the front of the class.
3. Talk
========================================================================
XXXII. Have Ss look at the pictures on page 61 and identify the
things in the pictures. T – whole class
XXXIII. Point to P.a. Ask Ss what they should say to get those in
the picture to stand up
XXXIV. Fill in the speech bubbles with the correct phrases
prompted by Ss
10’ XXXV. Have Ss to give some instructions for the rest of the class
to perform before letting them practice/ role play freely.
XXIV. Have Ss to work in pairs to practice. Pair – work
XXV. Monitor the activity and offer help when necessary/ correct
XXXVI. Ask Ss a few questions to check Ss’ comprehension of the
language.
XXXVII. Call on some volunteers to perform the task at the front of
the class. The rest of the class observe and comment T – whole class
III. Summary
- Ss have learnt how to give and respond to classroom instructions T – whole class
such as sit down, stand up, open your book, close your book.
3’ IV. Home- link:
2’

Period: 28th
UNIT 9
IN MY CLASSROOM
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to ask for permission.
+ Ask and answer.
III. Teaching aids:
XXXVIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
XXXIX. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: can school
 Vocabulary: sit (down), stand (up), open, close, come (in), go (out)
- May I come in? – Yes, you can./ No, you can’t.
V. Procedures:
========================================================================
arrangement
I. Warm up:
- Have Ss recite the chant on Page 61.. class
II. New lesson:

10’ - Have Ss open the book page 62, draw their attention to the letters
colored differently in the words can and school
- Set the scene: “We are going to learn how to produce the sound of T – whole
letters c in the word can and that of the letter sc in the word school” class
- Produce two sounds a few times
can school
School, school, school!
We go to the school. Whole class
Books, books, books!
May I open my books?
Yes, you can!
Books, books, books!
May I close my books?
No, you can’t!
them repeat each line of the chant, and other three clap the Group work
syllables.
pronunciation.
2. Listen and tick.

- Have Ss look at pictures on Page 62 and ask them to talk about the
10’ pictures. T – whole
- Set the scene: “you are going to listen to the recording and match class
the information to the pictures and tick the box incorrect picture.”
are looking the pictures in their books
========================================================================
- Choose one or two Ss to share their answers with their classmates. Individually
text.
Transcript
1. Boy: Can I open my book, Miss? Pair- work
Lady: Open your book? Sorry. You can’t.
You can’t open your book now.
2. Boy: Can I sit down, Sir.
Man: Sit down? Of course, you can.
You can sit down now.
Answers: 1 – b 2-a
3. Read and match

- Ask Ss to read the sentences and look at Picture a, b, c, d on page 63
and ask them to talk about the pictures
10’ - Set the scene: “you are going to read the sentences and match the
information to the appropriate pictures.”
- Monitor the activity and offer help when necessary T – whole
- Have Ss trade the answers in pairs for correction class
comment.
Answers: 1 – d 2 – a 3 – c 4 – b Individually
III. Summary. Pair – work

- Ss have learnt how to ask for permission.
3’ IV. Home- link: T – whole

- class
2’

Period: 29th
UNIT 9
IN MY CLASSROOM
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to give some specific permission.
========================================================================
+ Ask and answer.
III. Teaching aids:
VI. Language focus:
 Vocabulary: Vocabulary: sit (down), stand (up), open, close, come (in), go (out)
- Sit down, please.
- Open/ Close your book.
- May I come in? – Yes, you can./ No, you can’t.
 Procedures:
arrangement
- Let’s Ss sing the song My School Things for fun.
II. New lesson.
- Have Ss to look at the book at page 64. Ask them to identify the T – whole class
characters.
- Set the scene: “you are going to hear a pupil’s request for coming
into the classroom and the teacher’s responses.”
- Play the recording all the way through for Ss to listen as they Whole class
- Play the recording again for Ss to repeat each line in the speech
bubbles a few times. Groups
- Ask a few questions to ensure Ss’ comprehension of the language. individually
- Have the whole class repeat all the lines to reinforce their
pronunciation
2. Look and say.
- Have Ss look at Picture a, b, c and d on page T – whole class
- T models:
 Point to Pa and ask Ss what Mai should say to ask for
permission to go out, and what the teacher would say to give
10’ or not to give permission. Then have them repeat the
sentences a ew times.
 Repeat the step with some other pictures. Pair – work
XXVI. Call on some pairs to perform the task at the front of the
XXVII. Have the whole class repeat the question and answer in
========================================================================
3. Write.
- Get Ss talk about the pictures.
- Explain the task:“We are going to read and get the information T – whole class
to write the missing word(s) in Dialogue 1, 2, 3 and 4”.”
- Ss trade their answers within pairs for correction
- Ask Ss to read the answers aloud to the class. The others listen Individually
and give comments. Pair – work/
Answers: Group work
1. come; in
2. go; out
10’ 3. close Whole class
4. open
III. Summary
- Ss have learnt to perform some specific commands and ask for T – whole class
and give permission.
IV. Home - link
3’ - Have Ss brainstorm and write all the phrases that they have
learnt in this section.
2’
Week: 15 Date of teaching: Friday, December 21st, 2012

Period: 30th
UNIT 10
OUR BREAK TIME
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to name some specific games and activities.
- Techniques:
III. Teaching aids:
 Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle, volleyball.
 Sentence structures:
- What do you do at beak time?
I play hide – and – seek.
V. Procedures:
========================================================================
arrangement
I. Warm up:
- Let’s Ss sing a song for fun.
II. New lesson.
10’ - Ask Ss to identify the characters in the picture on page 66 T – WC
- Set the scene “You are going to hear Mai’ s mother ask Mai and
her brother what they do at their break time.
- Set up the situation and present the language in thew dialogue and
explain the situation.
- Play the recording for Ss to listen and repeat each line of the group
dialogue. Correct pronunciation error(s) when necessary.
- Divide the class into two. Have them to repeat each lines in the
dialogue a few times.
- Have Ss practice in pairs. Half – half class
- Ask some questions to check Ss’ comprehension of the language Pair - work
- Have whole class repeat all the lines of the dialogue in chorus to
2. Look and say
- Set the scence: “You are going to practice asking and answering
about activities at break time.
- Have Ss look at the pictures a, b, c and d on page 66 and give the
10’ meaning of the phrases in the pictures (use the flashcards) T – whole class
- Have Ss repeat these phrases a few times
- Model:
 Point to Pa and ask Ss to pretend to be the children in the
pictures and ask what they should say to answer the question
What do you do at breaktime?Then fill in the speech bubbles
with the phrase promted by the Ss Have Ss repeat both the
question and answer.
 Ask Ss perform a few instructions serveral times
- Monitor the activity and offer help. Correct pronunciation error(s) Pair- work
(stress, assimilation of sounds and intonation) when necessary.
XXVIII. Call on some pairs to demonstrate at the front of the
3. Talk
XL. Have Ss look at the pictures on page 67 and identify the
activities in these pictures.
XLI. Point to P.a. Ask Ss what they should ask one of the
children about his/ her activity at break time or what they T – whole class
10’ should answer if they are asked the same question
========================================================================
XLII. Fill in the speech bubbles with the correct phrases
prompted by Ss
XLIII. Have Ss to give some instructions for the rest of the class
to perform before letting them practice/ role play freely. Pair – work
XXIX. Have Ss to work in pairs to practice.
XXX. Monitor the activity and offer help when necessary/ correct
XLIV. Ask Ss a few questions to check Ss’ comprehension of the
language.
XLV. Call on some volunteers to perform the task at the front of
III. Summary
- Ss have learnt how to name some activities at break time by T – whole class
answering the question What do you do at break time? and
3’ memorized the phrases hide – and – seek/ chess/ badminton/ and
chat with friends.
IV. Home- link:
2’

Period: 31st
UNIT 10
OUR BREAK TIME
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to say the names of games/ activities at break time
(review).
+ Ask and answer.
III. Teaching aids:
XLVI. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
XLVII. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: break play
V. Procedures:
========================================================================
arrangement
I. Warm up:
- Have Ss recite the chant on Page 67 class
II. New lesson:
colored differently in the words break and play
letters br in the word break and that of the letter pl in the word
play” T – whole
- Produce two sounds a few times class
break play
Break time! Break time! Break time!
What do you do at break time?
I play chess. I play football. Whole class
And you? Ok! Ok!
I chat. Let’s play football
And you? At break time.
syllables.
- Repeat the step but this time have Ss swap their parts. Group work
pronunciation.
2. Listen and tick.
- Have Ss look at pictures on Page 68 and indentify the activities in
the pictures.
the information to the pictures and tick the box incorrect picture.”
- 1st:Play the recording all the way through for Ss to listen while they T – whole
are looking the pictures in their books class
10’ - Choose one or two Ss to share their answers with their classmates.
========================================================================
-Ask some questions to ensure Ss’ comprehension of the listening Individually
text.
Transcript
1. A: What do you do at break time?
B: I play hide – and – seek.
A: you play hide – and – seek?
A: Yes, I do. Pair- work
2. A: What do you do at break time?
B: I chat with my friends.
A: you chat with your friends?
B: Yes, I do.
Answers: 1 – a 2-b
3. Read and match
- Ask Ss to read the sentences and look at Picture a, b, c, d on page 69
and ask them to talk about the games and activities in the pictures
- Set the scene: “you are going to read the sentences and match the
information to the appropriate pictures.”
10’ - Ask Ss to read the dialogues individually and do the task.
- Call on one student to report their answer. Others listen and T – whole
comment. class
Answers: 1 – c 2 – d 3 – b 4–a
III. Summary.
- Ss have learnt how to say what activities they do at break time, Individually
using I play (hide – and – seek) at break time.
IV. Home- link: Pair – work
T – whole
class
3’
2’

Period: 32nd
UNIT 10
OUR BREAK TIME
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about some specific games and
activities at break time, using Do you like playing…?
========================================================================
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
I like playing football/ badminton
- Do you like playing chess?
- Yes, I do./ No, I don’t
V. Procedures:
arrangement
- Let’s Ss recite the chant At Beak Time on page 67.
II. New lesson.
- Have Ss to look at the book at page 70. Ask them to talk about the T – whole class
characters in the picture.
- Set the scene: “you are going to ask and answer about these
activities, using Do you like …?”
- Teach Ss the short answer to Yes – No questions with Do. Whole class
- Play the recording again for Ss to repeat each line in the speech Groups
bubbles a few times. individually
- Ask a few questions to ensure Ss’ comprehension of the language.
- Have the whole class repeat all the lines to reinforce their
pronunciation
2. Look and say.
- Have Ss look at picture on page 70 and identify the activities in it.
- T models: T – whole class
 Point to Pa and ask Ss what the children are doing. Then ask
10’ them Do you like chatting with your friends?
 Fill in the bubbles with the corect answers with yes or no
prompted by Ss.
 Then have them repeat the sentences a few times.
 Repeat the step with some other pictures. Pair – work
========================================================================
XXXI. Call on some pairs to perform the task at the front of the
XXXII. Have the whole class repeat the question and answer in
3. Write.
- Get Ss talk about the pictures.
- Explain the task:“We are going to look at the picture in this
section to identify the activities, read the samples and guess the – whole class
appropriate language to fill in the blanks.” Individually
10’ - Ss do the task individually. Pair – work/
- Ss trade their answers within pairs for correction Group work
Ask Ss to read the answers aloud to the class. The others listen
and give comments. Answers:…..
- Have the whole class read each line of the dialogue chorally to Whole class
III. Summary
- Ss have learnt how to talk about the games and activities at break
time, using Do you like …?
IV. Home - link T – whole class
- Ss learn to sing the song Hide – and – Seek.
3’
2’
Week: 17 Date of teaching: Thursday, January 3rd, 2013

Period: 33rd
REVIEW 1
I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the
topics from Unit 6 to Unit 10, using the phonics, vocabulary and sentence patterns they have learnt.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence
patterns written on them; audio and flashcards.
IV. Language focus:
Me and My friend
Unit 6: My school
 Introducing someone’s  It’s Thang Long Primary School. Primary school, it, Which
school.  Which is your school? which, one school
- This one./ That one.
========================================================================
 Asking and answering  What school is it?
about schools. - Park Primary School.
 Asking about the name
of a school.
Unit 7: Places in My School.
 Naming school ooms  Is this a classroom? – Classroom, library, small
 Describing school Yes, it is computer, music room, big
rooms  The book is big. book, big, small, new,
 Asking and answering  Is it new? short, long
about school rooms – Yes, it is.
– No, it isn’t. It’s old.
Unit 8: School Things
 Naming school things  What’s this/ that? Rubber, ruler, pencil pens
 Describing school things. - It’s a book. sharpener, pencil pencils
 Asking and answering about  What are these/ those? case, backpack,
school things - They’re ruler. school bag, old
Unit 9: My Classroom
Competences Sentence patterns? Vocabulary Phonics
 Performing classroom  Sit down, please. Sit (down), can
instructions.  Open/ Close your book. stand (up), school
 Asking for permission.  May I come in? open, close,
 Giving permission. - Yes, you can./ No, you can’t. come (in), go
(out)
Unit 10: Our Break Time.
 Naming games and activities  What do you do at Break time, Tony
 Saying the names of games/ break time? hide – and – Yeah
activities at break time.  I play hide – and – seek,
 Asking and answering about seek badminton,
games and activities at break time  I like playing chess, chat,
football/ badminton. football,
 Do you like playing puzzle,
chess? volleyball
 - Yes, I do. / No, I
don’t.
V. Procedures:
Time Steps/ Activities Work

arrangement
5’ 1. Warm up: T- whole class
Let Ss sing the song that they like.
2. Review: Individually
========================================================================
 Phonics:
10’  Put the piece of paper with the phonics written on the board and
play the recording (two times).
 Ss listen and repeat the words in chorus.
 Draw Ss’ attention to the sounds that are difficult to pronounce Pair- work
such as which, pens, pencils, break
 Have Ss to practice reading the words aloud in pairs.
 Have some pairs demonstrate. Correct their pronunciation when
necessary. Pair- work
 Call on some pairs to demonstrate at the front of the class. Have
10’ the rest of the class observe and give comment
 Vocabulary:
 Put the vocabulary sheet of paper on the board. Individually
 Ask Ss recall the meaning of the words by reading aloud or playing
a game (Pass the Word, Crossword Puzzle, Slap the Board…)
using flashcards.
 Have Ss say the words aloud again. Encourage them to group
words into categories Get Ss male sentences with some of the
words they have learnt.
 Structures:
10’
 Put the sheet of paper which contains the sentences patterns on the
board.
 Ss repeat the patterns aloud as they follow the text on the board. Pair- work
 Ask Ss to make short dialogues with the sentence patterns
 Have some pairs act out their dialogues at the front of the class.
The others listen and comment.
3. Home link:
 Encourage Ss to practice more at home and well- prepare for the
test.
Week: 17 Date of teaching: Friday, January 4th, 2013

Period: 34th
THE SECOND TEST
I. Aim: Ss do Review in class.
II. Duration: 1 period
III. Procedure: (parts I – V)
 Have Ss turn to page 72 in the Student book.
 Ss work individually to complete Parts I – V. then have them trade their work for correction.
 Call on some volunteers to read their answers. Elicit comments from the rest of the class.
 Correct Ss’ work on Parts I – V.
IV. Answers:
I. Complete each word. Say it aloud

1. this 2. thanks 3. big 4. bag 5. pen
========================================================================
6. pencil 7. pens 8. pencils 9. break time 10. library
II. Write the missing letters
1. school 2. library 3. computer 4. music 5. small
6. old 7. May 8. football 9. puzzle 10. badminton
III. Listen and tick
Play the recording twice.
1. A: is that your school? 4. A: What do you do at break time?
B: Yes, it is. That’s Kim Lien Primary School. B: I play chess.
A: you play chess?
B: Yes, I play chess.
2. A: Is this the music room? 5. A: What do you like at break time?
B: No, it isn’t. It’s the library. A: The library? B: I like playing hide – and – seek.
B: Yes. The library. A: Like playing hide – and – seek.
B: Yes, I do.
3. A: May I go out?
B: Going out?
A: Yes, Miss.
B: Of course, you can.
1-a 2-a 3-b 4-b 5-a

IV. Read and tick.
1-b 2-a 3-b 4-b 5-a
V. Look, read and complete.
1. bag 2. ruler 3. rubber 4. pencils 5. pencil
VI. Look and talk
 Ask Ss to look at each picture to speak as required.
 Have Ss work in pairs or ion groups. Remind Ss to use the sentence patterns provided in
Unit 6 – 10
 Call on some volunteers to speak aloud. Elicit comments from the rest of the class.
 Correct Ss’ answers when necessary.
Suggested answers:
1. a. It’s a classroom 2. a. They’re rubbers.

b. It’s a music room. b. They’re school bag.
c. It’s a library c. They’re pencils.
d. It’s a computer room. d. They’re pencil sharpeners.
3. a. I chat with my friends at break time.
b. I play chess at break time.
c. I do puzzle at break time.
d. I play badminton at break time.
Week: 18. Thursday, January 10th, 2013

Period: 35th + 36th Friday, January 11th , 2013
========================================================================
THE FIRST FINAL TEST
(PGD ra đề)
========================================================================

Greeting and self-introductions lesson plan

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Greeting and self-introductions lesson plan

Uploaded by

Copyright:

Available Formats

LESSON PLAN

I. Aims: Practice greeting and self – introducing.

Time Steps/Activities Work

Week: 1 Date of teaching: Friday, September 10th, 2013.

I. Warm up: Noughts and crosses T-WC

Week: 2 Date of teaching: Thursday, September 16th, 2013.

I. Aims: Practice saying goodbye.

Time Steps/Activities Work

Week: 2 Date of teaching: Friday, September 17th, 2013.

I. Aims: To understand about making and responding to instructions.

Time Steps/Activities Work

Time Steps/Activities Work

1’ 1. Warm up: Noughts and crosses T-WC

3. Read and match.

- Sing The ABC Song on page at home.

Week: 3 Date of teaching: Friday, September 24th, 2013.

I. Aims: Practice spelling simple names.

Time Steps/Activities Work

Week: 4 Date of teaching: Thursday, October 30th, 2013.

- Answers: Lan, Phong, Tony, Nam, Linda.

Week: 4 Date of teaching: Friday, October, 1st, 2013.

Time Steps/Activities Work

Week: 5 Date of teaching: Monday, October 7th, 2013.

Time Steps/Activities Work

Week: 5 Date of teaching: Tuesday, October 8th, 2013

Time Steps/Activities Work

Week: 6 Date of teaching: Monday, October 14th, 2013.

Time Steps/Activities Work

I. Warm up: T-WC

1. Listen and repeat

Week: 6 Date of teaching: Tuesday, October 15th, 2013

Week: 7 Date of teaching: Monday, October 21st, 2013

Week: 7 Date of teaching: Tuesday, October 22nd, 2013

Time Steps/Activities Work

III. Summary and Home- link: Pair – work

- Ss have learnt to ask and answer about someone using Is this/

Week: 8 Date of teaching: Monday, October 28th, 2013

Time Steps/Activities Work

Week: 8 Date of teaching: Tuesday, October 29th, 2013

I. Complete each word. Say it aloud

Week: 9 Date of teaching: Friday, November 9th, 2012

Time Steps/Activities Work

Week: 10 Date of teaching: Thursday, November 15th, 2012.

Time Steps/Activities Work

10’ 1. Listen and repeat

Week: 10 Date of teaching: Friday, November 16th , 2012

Time Steps/Activities Work

Week: 11 Date of teaching: Thursday, November 22nd, 2012

Time Steps/Activities Work

- Ask Ss to practice asking and answering in pairs

Week: 11 Date of teaching: Friday, November 23rd, 2012

Time Steps/Activities Work

Week: 12 Date of teaching: Thursday, November 29th, 2012

Time Steps/Activities Work

Week: 12 Date of teaching: Friday, November 30th, 2012

Time Steps/Activities Work

Week: 13 Date of teaching: Thursday, December 6th, 2012

Week: 13 Date of teaching: Friday, December 7th, 2012

Time Steps/Activities Work

Week: 14 Date of teaching: Thursday, December 13th, 2012

Time Steps/Activities Work

Week: 14 Date of teaching: Friday, December 14th, 2012