Lop 1 2022-2023

Date of preparation: 12/09/2021
Week: 1
Period: 1st
GETTING STARTED
Lesson 1
I. Objectives:
By the end of this lesson, students will be able to say "Hello!" and "Goodbye!".
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
Vocabulary: hello, goodbye
IV. Procedures:
Time Steps/Activities Organization

Warm-up (5’)
Sing and Dance.
5’ Play “i-Learn Smart Start” song (from YouTube) and make gestures  Teacher –
following the lyrics, have students stand up and make the gestures whole class
25’ New lesson

A- Listen and point. Repeat. (5’)
CD1-Track 03:  Teacher –
1. Have students listen to each new word. whole class/
2. Have students listen to each new word and repeat all together and individuals/
individually. Correct student’s pronunciation if necessary. pair work/
3. Arrange the flashcards on the board. Play audio and have students group work
listen and point at the pictures in their books.
4. Play audio again and have students listen, repeat several times.
5. Change the order of the flashcards, point at them individually and
have students say the words, correct pronunciation when needed.
6. Have students work in pairs, one points at the picture in the book and
the other says the word.
7. TPR practice step 1: say the word and make the gesture/ sound all
together according to the word.
8. TPR practice step 2: do the actions and students say the word
accordingly.
9. TPR practice step 3: have students work in pairs, one would do the
 Teacher –
action, the other say the word.
students in
Activities: (optional)
groups
- Option 1: Play "Heads up. What's Missing?"
 Divide the class into two teams.
 Arrange the flashcards on the board and remove one card when
students are not looking.
 Teacher –
 One student from each team calls out the missing flashcard.
students in
groups
- Option 2: Play the game “Who is faster?”.
 Divide the class into groups.
 Arrange the flashcards on the board.
 Invite a student from each group to go to the board.  Teacher –
 Teacher says a word and the students run to tap the right card. whole class
B. Listen and point. (5’)

1. Pre- listening: Introduce the situation.
2. While- listening:
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing at the words.
3. While-listening: Play the audio again. Have students listen and repeat.
4. While-listening: Play audio again. Have students listen, repeat and point.
5. Post- listening: Point at each word and have students call it out “hello/
goodbye.”  Teacher –
whole class
C. Now, sing a song. (5’)
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole class.
4. Have some students sing in front of class.
D- Role-play. (5’)
Practice (optional)  Teacher –
1. Say a name to the class. whole class
2. Have students practice the structure using the name.
3. Repeat with other names.
E.g. Teacher: "Bill"
Class: "Hello, Bill."
 Teacher –
Role-play: students in
1. Divide the class into pairs. pairs
2. Have pairs practice the conversations and swap roles.
3. Have some pairs demonstrate the activity in front of the class.
E- Say. (5’)  Teacher -
1. Divide the class into groups of four. students in
2. Have students take turns saying “Hello!” and “goodbye!” to their friends. groups
3. Have some groups demonstrate the activity in front of the class.
Wrap-up (5’)
Option 1: Review. Play the game “Matching”.  Teacher –

 Write the words on the board. whole class/
 Have students read the words on the board. students
 Give students flashcards.
5’
 Have students match the flashcards with the words on the board and
call out the words.
 Teacher –
Option 2: Review. Play the game “Lips read”. whole class
 Teacher says a word silently.
 Students say that word loudly.
Week: 1
Period: 2nd
GETTING STARTED
Lesson 2
I. Objectives:
By the end of this lesson, students will be able to understand basic classroom language.
II. Teaching aids:

Vocabulary: stand up, sit down, listen
IV. Procedures:
Warm-up (5’)
- Option 1: Sing.  Teacher –
Play audio Part C and have students sing the song. whole class
5’ - Option 2: Play the game “Look and Point”.  Teacher -

 Write the words in different areas on the board. students
 Teacher shows a flashcard.
 Students use their fingers to point to the word on the board and say it
loudly.
25’ New lesson
accordingly.
action, the other say the word.  Teacher –
Activities: (optional) whole class
- Option 1: Play the “GUESS” game.
 Write a number under each flashcard.
 Have students look at the flashcards for the count of ten.
 Turn the flashcards over to face the board when the students are not
looking.
 Call out a number and have students take turns guessing the face  Teacher –
down card. whole class
 Turn the card over after each guess.
- Option 2: Play the game “What is it?”

 Hold up the flashcards, one at a time, partly hidden by a sheet of
paper.
 Slowly reveal the flashcard.  Teacher –
 Students try to guess what the flashcard is. whole class
1. Pre- listening: Introduce the situation.
 Demonstrate the activity by pointing at the words.
4. While-listening: Play audio again. Have students listen, repeat and point.
5. Post- listening: Point at each word and have students call it out “Stand up/
sit down/ listen.”
C. Now, sing a song. (5’)  Teacher –
1. Play audio and have students listen. whole class
4. Have some students sing in front of class.
D- Say and do. (5’)  Teacher –
Practice (optional) whole class
1. Show a flashcard to the class.
2. Have students practice the structure using the new word.
3. Repeat with other flashcards.
E.g. Teacher shows a flashcard "listen"
Class: "Listen."  Teacher –
students in
Say and do: pairs
1. Divide the class into pairs.
2. Have Student A say (e.g 'stand up') and Student B do the action.
3. Have students swap roles and repeat.
4. Have some pairs demonstrate the activity in front of the class.  Teacher -
whole class/
E- Play “Simon says”. (5’) students -
1. Have students look at the example. students
2. Have students follow commands that start with “Simon says…”
3. Give them different commands with or without “Simon says…” such as
“stand up”, “Simon says stand up”, etc. If it doesn’t start with “Simon
says…”, students who do the action must sit down.
4. Have one student stand in front of the class to be Simon.
5’ Wrap-up (5’)
- Option 1: Review. Play the game “Thumbs Up or Down”  Teacher –
 Show a flashcard one at a time and have students identify the word whole class
teacher says by putting their thumbs up or down.
 Repeat the activity with other flashcards.
E.g.
 Teacher: (showing the flashcard ‘stand up’) sit down.
 Students: (putting their thumbs down).
 Teacher: sit down.  Teacher –
 Students: (putting their thumbs up). whole class
- Option 2: Review. Play the game “Listen and point”.
 Write the vocabulary in different areas on the board.
 Teacher says a word (written on the board).
 Students use their fingers to point at the word on the board and say it
loudly.

Week: 2
Period: 3rd
Unit 1: FAMILY
Lesson 1 (p1)
I. Objectives:
By the end of this lesson, students will be able to introduce family members.
II. Teaching aids:
Vocabulary: father, mother
Structures:
 This is my (mother).
IV. Procedures:
Warm-up (5’)
- Option 1: Sing and Dance.  Teacher –
Play “i-Learn Smart Start” song (from YouTube) and make gestures whole class
following the lyrics, have students stand up and make the gestures
- Option 2: Say “Hello!”  Teacher -

 Go around the class, say “Hello!” to students, one by one, and have individuals /
them say “Hello!” whole class
5’  Ask them say “Hello!” to their neighboring friends.
- Option 3: Play “Simon says”

 Have students follow commands that start with “Simon says…”  Teacher -
 Give them different commands with or without “Simon says…” such whole class/
as “stand up”, “Simon says stand up”, etc. students -
 If it doesn’t start with “Simon says…”, students who do the action students
must sit down.
 Have one student stand in front of the class to be Simon.
25’ New lesson
3. Arrange the flashcards on the board. Play audio and have students listen group work
and point at the pictures in their books.
5. Change the order of the flashcards, point at them individually and have
students say the words, correct pronunciation when needed.
the other says the word
together according to the word
accordingly
9. TPR practice step 3: have students work in pairs, 1 would do the action,
the other say the word  Teacher –
Activities: (optional) whole class
looking.
 Call out a number and have students take turns guessing the face
down card.  Teacher –
 Turn the card over after each guess. whole class
- Option 2: Play the game “Flash look and say”.

 Teacher shows a flashcard quickly.
 Students say that word.  Teacher –
whole class
1. Pre- listening: Introduce the situation, point at each person in the picture
and have students call out the words “father, mother”.
 Demonstrate the activity by pointing at "father", "mother" in the
picture.
4. While-listening: Play audio again. Have students listen and point.
 Teacher –
5. Post- listening: Point at each picture and have students call out the words
whole class
again “father/ mother/ Kim.”
D. Now, sing a song. (7’)

Wrap-up (5’)
Option 1: Review. Play the game “Listen and point”.  Teacher –

 Write the vocabulary in different areas on the board. whole class/
 Teacher says a word (written on the board) students
5’  Students use their fingers to point to the vocabulary on the board and
say it loudly.
 Teacher –
Option 2: Review. Play the game “Lips read”. whole class
 Teacher says a word silently.
 Students say that word loudly.
Week: 2
Period: 4th
Unit 1: FAMILY
Lesson 1 (p2)
I. Objectives:
By the end of this lesson, students will be able to introduce family members.
II. Teaching aids:
Vocabulary: father, mother
Structures:
IV. Procedures:
Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in only ONE
session.)
- Option 1: Review. What is the missing letter?  Teacher –
 Have students look at the flashcards and call out the words. whole class/
 Write them on the board. students
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Show a flashcard and have that student call out the word and say the
5’
missing letter(s).
 Repeat the activity with other students.
 Teacher –
- Option 2: Review. Sing. whole class
 Play audio Part C and have students sing the song.
 Teacher –
- Option 3: Sing and Dance. whole class
Play “i-Learn Smart Start” song (from YouTube) and make gestures
25’ New lesson
D- Role-play. (10’)
1. Point to each person in the pictures and have students call out the words  Teacher –
"father/mother". whole class
2. Demonstrate the activity with a student using the speech bubbles.
3. Show a flashcard to the class and have students practice the structure. E.g.
(Teacher shows a flashcard "mother") This is my mother.
4. Repeat the activity with another flashcard.
Role-play:
1. Divide the class into pairs.  Teacher –
10. Have pairs practice the conversations and swap roles. students in
3. Have some pairs demonstrate the activity in front of the class. pairs
E- Say. (10’)  Teacher -

2. Have Student A introduce Students C and D as their family members to groups
Student B, and have Student B say “Hello!”. Have Students C and D say
“Hello!” to Student B.
2. Have students swap roles and repeat the activity.
 Teacher/
Activity: (5’) (optional) individuals/
Draw and say Students in
 Have students look at the flashcards and say the words. pairs
 Give each student a blank sheet of paper and ask them to draw their
father and mother.
 Have students work in pairs, practice saying about their pictures. Eg.
‘This is my (mother).’
 Ask some students stick their pictures on the board and introduce their
family members.
Wrap-up
- Option 1: Review. Step away lines.  Teacher -
 Have each student prepare a photo/ drawing of their father/mother (or students in
drawings). pairs
 Have students stand in two rows facing each other, so that each
student has a partner in the opposite line.
 Have each pair hold up their photos and say a sentence. Eg. ‘This is
my (mother).’ Each time the pairs complete their sentences, they take
a giant step back and repeat the sentences. Every time they do so, they
will naturally need to speak louder in order to be heard by each other.
 Teacher -
- Option 2: Review. Unscramble sentences. students in
 Have students work in groups of four. groups
5’
 Give each groups some flash cards, each card has a word on it.
 Set a time limit for the completion of the task.
 Have students arrange words to make sentences. There are 2 sentences
for each group.
 Check answers.
father mother . This
is is . This
my my

Week: 3
Period: 5th
Unit 1: FAMILY
Lesson 2 (p1)
I. Objectives:
By the end of this lesson, students will be able to recognize the /æ/ and /b/ sounds.
II. Teaching aids:
Vocabulary: Aa, Bb, ant, boy
IV. Procedures:
5’ Warm-up (5’)
- Option 2: Play the game “Matching”.  Teacher -

 Write the words/sentences on the board. students
 Have students read the words/sentences on the board.
 Have students match the flashcards with the words/sentences on the
board and call out the words/sentences.
New lesson
The alphabet (5’)
1. Play the alphabet song and have students listen.  Teacher -
2. Play audio again and sing the song. whole class
3. Put the flashcards on the board for the letters in red (a and b).
4. Point to each flashcard, call out the letter's name, and have students repeat.
Letter A
1- Listen and repeat. Trace. (10’)  Teacher –
Listen and repeat: whole class/
1. Have students look at the letter. individuals
2. Play audio. Have students listen and repeat all together and
individually. Correct student’s pronunciation if necessary.
3. Have some students demonstrate the activity in front of the class.
Trace:
1. Have students call out the letter sound.
2. Demonstrate the steps of tracing the letters with your finger.
3. Have students trace the letters with their fingers.
25’
2- Listen and repeat. (5’)

Listen and repeat:  Teacher –
1. Have students look at the picture, letter and word. whole class/
2. Play audio. Have students listen and point to the letter and word as they individuals
hear.
3. Have students listen and repeat all together and individually. Correct
student’s pronunciation if necessary.
3- Sing. (5’)  Teacher –

1. Have students look at the lyrics and pictures. whole class/
2. Read the lyrics as a whole class. students
3. Play audio, have students listen and point at the letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of an ant).
6. Have some students sing and make the gesture in front of the class.
Wrap-up (5’)
4- Listen and clap.
1. Demonstrate the activity.  Teacher –
5’
2. Have students stand up. whole class/
3. Have students clap when they hear the 'a' sound. students
Week: 3
Period: 6th
Unit 1: FAMILY
Lesson 2 (p2)
I. Objectives:
By the end of this lesson, students will be able to recognize the /æ/ and /b/ sounds.
II. Teaching aids:
Vocabulary: Aa, Bb, ant
IV. Procedures:
Warm-up & Review
session.)
- Option 1: Review. Singing.  Teacher –
 Have students sing the songs of letter ‘a’ again. whole class/
5’
 Have them sing and make the gesture of an ant. students
 Have some students sing and make the gesture in front of the class.
- Option 2: Review. Clap.
 Call out a letter sound or a word with that letter.  Teacher –
 Have students stand up and clap if they hear the ‘a’ sound. whole class
25’ New lesson
Letter B
Listen and repeat: whole class
1. Have students look at the letter.
Trace:
1. Have students call out the letter sound.  Teacher –
2. Demonstrate the steps of tracing the letters with your finger. students in
3. Have students trace the letters with their fingers. pairs
2- Listen and repeat. (5’)  Teacher -
Listen and repeat: students in
1. Have students look at the picture, letter and word. groups
2. Play audio. Have students listen and point to the letter and word as they
hear.
3. Have students listen and repeat all together and individually. Correct  Teacher/
student’s pronunciation if necessary. individuals/
4. Have some students demonstrate the activity in front of the class. Students in
3- Sing. (5’) pairs
1. Have students look at the lyrics and pictures.
2. Read the lyrics as a whole class.
5. Have students sing and make a gesture (of a boy).
4- Listen and jump. (5’)
1. Demonstrate the activity.
2. Have students stand up.
3. Have students jump when they hear the 'b' sound.
Wrap-up
- Option 1: Review. Play the game “Listen and tap”.  Teacher -
 Write the letters and the words in different areas on the board. students in
 Divide the class into groups. groups
 Invite a student from each group to go to the board.
 Call out a letter sound or a word.
 The students will run and slap the letter or the word on the board and
say it loudly.
5’
 The faster student will be the winner.
 Repeat the activity with other students.  Teacher -
- Option 2: Review. Play the game “Act it out”. student &
whole class
 Invite a student to come to the front of the class.
 Show him/her a phonics card or whisper a word and have that student
act it out.
 Have other students guess the answer.

Week: 4
Period: 7th
Unit 1: FAMILY
Lesson 3 (p1)
I. Objectives:
By the end of this lesson, students will be able to introduce family members and meet someone
politely.
II. Teaching aids:
Vocabulary: brother, sister.
Structures:
 This is my (brother).
 Nice to meet you.
 Nice to meet you, too.
IV. Procedures:
Warm-up (5’)
 Have students sing the songs of letter ‘b’ again. whole class/
 Have them sing and make the gesture of a boy. students
- Option 2: Review. Jump.
5’  Call out a letter sound or a word with that letter.  Teacher –
 Have students stand up and jump if they hear the ‘b’ sound. whole class
- Option 3: Clap or Jump.  Teacher –
 Call out a letter sound or a word with that letter. whole class
 Have students stand up and clap if they hear the ‘a’ sound or jump if
they hear the ‘b’ sound.
25’ New lesson

the other says the word
accordingly
9. TPR practice step 3: have students work in pairs, 1 would do the
 Teacher –
action, the other say the word
whole class
looking.
 Call out a number and have students take turns guessing the face  Teacher –
down card. whole class/
 Turn the card over after each guess. individuals
- Option 2: Play the game ‘Pass the flashcard & Name it’
 Give the first student a flashcard and play a song.
 Students have to pass the flashcard.
 When the music stops, the student with the flashcard has to say the word
 Teacher –
out loud. whole class/
 Repeat the activity with other flashcards.
students

and have students call out the words “father, mother, brother, sister”.
 Demonstrate the activity by pointing at "father", "mother", "sister",
"brother" in the picture.
again “This is my father/ mother/ brother/….”
6. Post-listening: Have some students demonstrate the activity in front of the  Teacher –
class. students in
groups
C. Play “Board race”. (7’)
1. Have students look at the example.
2. Divide the class into teams and have one student from each
team stand a distance from the board.
3. Stick two flashcards on the board and then say one of them.
4. Have the students race to the board, touch that flashcard, and
say the correct sentence.
5. The first student to touch the flashcard and say the sentence
gets a point for their team.
6. Continue with other students.
Wrap-up (5’)
Option 1: Review. Play the game “Whispering and Writing”.
 Have students make 2 lines.  Teacher –
 Teacher whispers a word to 2 students at the back of the lines. These students in
students whisper that word to the other 2 students. They do the same groups
and the word is whispered to the 2 students at the front of the lines.
 The 2 students at the front of the lines write the words on the board.
 The 2 students at the front of the lines move to the back of the lines. T
repeats the activity with other words.
5’
Option 2: Review. Jump to say yes.
 Ask the children to stand by their desks.
 Hold up a flashcard from the vocabulary set (father, mother, brother,  Teacher –
sister) and say a word. whole class
 If the word is the same as the flashcard, they jump. If it isn’t, they
stand still.
 Alternatively, ask children to put their hands up if the word and the
flashcard are the same.
Week: 4
Period: 8th
Unit 1: FAMILY
Lesson 3 (p2)
I. Objectives:
By the end of this lesson, students will be able to introduce family members and meet someone
politely.
II. Teaching aids:
Vocabulary: brother, sister.
Structures:
 Nice to meet you.
 Nice to meet you too.
IV. Procedures:
Warm-up & Review
session.)
5’
missing letter(s).
 Teacher –
- Option 2: Review. True or False Line. whole class
 Draw a line on the floor.
 On one side of the line write True and on the other side False.
 Have students stand on the line when the teacher holds up a card and
says a word. E.g. brother .They then stand on the true or false side of
the line. If they make a mistake they come back to their seat.
25’ New lesson
D- 1. Listen to the story. (10’)
1. Pre-listening: Have students look at the picture. Point to each person in the  Teacher –
pictures and have students call out the people they see. whole class/
2. While-listening: students
 Play audio and have students look at the picture and people.
 Demonstrate the activity by pointing at the speech bubbles.
 Have students listen, point and read.
3. Post-listening: Point at each person in the picture and have students say
"Hello Vinh/ Bobby/ Ms. Betty/...".
2. Listen and repeat: (5')  Teacher –

1. Have students look at the useful language box. whole class/
2. Play audio. Have students listen to the useful language. students
3. Have students practice the useful language.
 Teacher -
E - Role-play: (5') students in
2. Have pairs practice the conversations and swap roles.
 Students -
Practice: (5’) (optional)
Greeting students
 Have students go around, say hello to 3 friends, introduce their names
and say “Nice to meet you”.
 Have some students demonstrate the activity in front of the class.
Wrap-up
- Option 1: Review. Family fingers.  Teacher -
 Have students draw various faces on their fingers, then work in pairs. students in
 Take turns introducing their family members. pairs
E.g. This is my father.
5’ This is my brother.
- Option 2: Review. Singing.

 Have students listen and sing the song of lesson 1 - part C and add more  Teacher -
lyrics to the song “This is my brother. This is my sister.” whole class

Date of teaching: 12/10/2021
Week: 5
Period: 9th
UNIT 2: SCHOOL
Lesson 1 (p1)
I. Objectives:
By the end of this lesson, students will be able to identify classroom objects.
II. Teaching aids:
Vocabulary: pencil, book, bag
Structures:
 It’s a (pencil).
IV. Procedures:
Warm-up (5’)
- Option 1: Review. Introduce family.  Teacher –
 Have students bring photos of their families. students in
 Have them work in pairs, introduce their family to their partners. pairs
5’  Have some students demonstrate the activity in front of the class.
- Option 2: Singing.
 Have students listen and sing the song of lesson 1 - part C and add  Teacher -
more lyrics to the song “This is my brother. This is my sister.” whole class
25’ New lesson

6. Have students work in pairs, one points at the picture in the book and the
other says the word
7. TPR practice step 1: say the word and make the gesture/ sound all together
according to the word
8. TPR practice step 2: do the actions and students say the word accordingly
9. TPR practice step 3: have students work in pairs, 1 would do the action, the
other say the word
Activities: (optional)  Teacher –
- Option 1: Play "Heads up. What's Missing?" students in
 Divide the class into two teams. groups
 One student from each team calls out the missing flashcard.  Teacher –
- Option 2: Play the game “Who is faster?”. students in
 Teacher says a word and the students run to tap the right card.
 Teacher –
B. Listen and point. (8’) whole class
1. Pre- listening: Introduce the situation, point at each person/things in the
picture and have students call out the words.
 Demonstrate the activity by pointing at the things in the picture.
again “pencil/ book/ bag.”
D. Now, sing a song. (7’)  Teacher –
1. Play audio and have students listen. whole class/
2. Play audio and have students turn to page 68. students
4. Have some students sing in front of the class.
5’ Wrap-up (5’)
Option 1: Review. Listen and Hold up.  Teacher –
 Have students put their book/bag/pencil on the table. whole class/
 Call out a school thing. students
 Students listen and hold up that thing.
 Repeat the activity with other school things.
 Have other students take turns playing the role of the teacher.
 Teacher –
Option 2: Review. Play the game “Matching”. whole class/
 Write the words on the board. students
 Have students read the words on the board.
call out the words.

Week: 5
Period: 10th
UNIT 2: SCHOOL
Lesson 1 (P2)
I. Objectives:
By the end of this lesson, students will be able to identify classroom objects.
II. Teaching aids:
Vocabulary: pencil, book, bag.
Structures:
 It is a (pencil).
IV. Procedures:
Warm-up & Review
session.)
- Option 1: Review. Play the game “Lips read”.  Teacher –
 Teacher says a word or a sentence silently. whole class/
5’
 Students say that word or that sentence loudly. students
- Option 2: Review. Sing.  Teacher –
 Play audio Part C and have students sing the song. whole class
 Have some students sing in front of the class.
25’ New lesson
D- Point and say. (10’)
1. Show a flashcard to the class. whole class
e.g. (Teacher shows the flashcard "pencil")
• Class: “It’s a pencil.”  Teacher –
Point and say: students in
2. Have Student A point to the pictures and Student B say “It’s a pencil/…”.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in front of the class.
E- Play “Guess the object.” (10’)

1. Divide the class into pairs.  Teacher -
2. Have students look at the example. students in
3. Have Student A cover their eyes while Student B gives them an object to pairs
touch.
4. Have Student A try to guess what the object is.
Activity: (5’) (optional)

I1. Slowly uncover the flashcards one by one.  Teacher-
2. Have students look at the flashcards, guess and call out the words. whole class
Wrap-up
- Option 1: Review. Play the game “Listen and point”.  Teacher -
 Write the vocabulary + structures in different areas on the board. students
 Teacher says a word or a sentence (written on the board)
 Students use their fingers to point at the word or the sentence on the
5’ board and say it loudly.
- Option 2: Review. Play the game “Flash look and say”.  Teacher -
 Teacher shows a flashcard quickly. whole class
 Students say that word or a sentence, using “It’s a…” .

Week: 6
Period: 11th
UNIT 2: SCHOOL
Lesson 2 (P1)
I. Objectives:
By the end of this lesson, students will be able to recognize the /k/ and /d/ sounds.
II. Teaching aids:
Vocabulary: Cc, Dd, cap, door
IV. Procedures:
Warm-up (5’)
- Option 2: Play the game “Unscramble”.  Teacher -
5’  Divide the class into small groups and give each group a mini-board. students in
 Show the unscramble words and ask the groups to write the correct groups
answers on the mini-boards. E.g. okbo -> book.
 The group with more correct words in shorter time will be the
winner..
25’ New lesson
The alphabet (5’)
3. Put the flashcards on the board for the letters in red (c and d).
Letter C
Listen and repeat: whole class/
1. Have students look at the letter. individuals
Trace:

1. Have students look at the picture, letter and word. whole class/
2. Play audio. Have students listen and point to the letter and word as they individuals
hear.
3- Sing. (5’)  Teacher –

1. Have students look at the lyrics and pictures. whole class/
2. Read the lyrics as a whole class. students
5. Have students sing and make a gesture (of a cap).
Wrap-up (5’)
4- Listen and hop.  Teacher –

5’ 1. Demonstrate the activity. whole class/
2. Have students stand up. students
3. Have students hop when they hear the 'c' sound.

Week: 6
Period: 11th
UNIT 2: SCHOOL
Lesson 2 (P2)
I. Objectives:
By the end of this lesson, students will be able to recognize the /k/ and /d/ sounds.
II. Teaching aids:
Vocabulary: Cc, Dd, cap, door.
IV. Procedures:
Warm-up & Review
session.)
 Have students sing the song of letter ‘c’ again. whole class/
 Have them sing and make the gesture of a cap. students
5’
- Option 2: Review. Hop.  Teacher –

 Have students stand up and hop if they hear the ‘c’ sound.
New lesson
Letter D
Trace:
 Teacher -
2- Listen and repeat. (5’) students in
Listen and repeat: groups
1. Have students look at the picture, letter and word.
2. Play audio. Have students listen and point to the letter and word as they
25’ hear.
student’s pronunciation if necessary.  Teacher/
4. Have some students demonstrate the activity in front of the class. individuals/
Students in
3- Sing. (5’) pairs
5. Have students sing and make a gesture (of a door).
4- Listen and clap. (5’)

3. Have students clap when they hear the 'd' sound.
5’ Wrap-up
- Option 1: Review. Throw the Beanbag.  Teacher -
 Lay out the phonics cards face up on the table. students
 Have a student throw the beanbag on one of the phonics cards and
name the item pictured.
 Repeat the procedure with other students.
- Option 2: Review. Singing.  Teacher -

 Have students sing the songs of letters ‘c’ and ‘d’ again. whole class
 Have them sing and make the gestures of a cap or a door.

Week: 7
Period: 13+14th
REVIEW 1 & 2 (Unit 1+2)
I. Objectives:
By the end of this lesson, students will introducing family members.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Vocabulary: review: father, mother, brother, sister. pencil, bag, book.
Structures:
This is my (brother).
It’s a (pencil).
IV. Procedures:
Warm-up & Review
Have students sing the songs of letters ‘c’ and ‘d’ again. whole class/
Have them sing and make the gestures of a cap or a door. students
Have some students sing and make the gestures.  Teacher –
5’
- Option 2: Review. Hop or Clap. whole class
Call out a letter sound or a word with that letter.
Have students stand up and hop if they hear the ‘c’ sound or clap if they hear
the ‘d’ sound.
15’ New lesson

Review 1
A- Listen and circle (A or B). (7’)  Teacher –
1. Pre-listening: Have students look at the pictures. Point to each person in the whole class/
pictures and have students call out the people they see. students
2. While-listening:
Play audio and have students look at the picture and people.
Demonstrate the activity by pointing at the example.
Have students listen and circle.
Post-listening: Check the answers as a whole class.
Post-listening: Point at each person in the picture and have students say "This
is my mother/...".  Teacher -
Post-listening: Have some students demonstrate the activity in front of the students in
class. pairs
B- Play "Stepping Stones": (8')
2. Have Student A start at A and say the first sentence.
3. Have Student B start at B and say the first sentence.
4. Have students take turns saying the sentences and go all the way round.
Review 2
A- Listen and circle (A or B). (7’)
1. Pre-listening: Have students look at the pictures. Point to each object in the  Teacher –
pictures and have students call out the objects they see. whole class/
Play audio and have students look at the picture and objects.
Demonstrate the activity by pointing at the example.
Have students listen and circle.
Post-listening: Check the answers as a whole class.
Post-listening: Point at each object in the picture and have students say "It's a
bag/...".  Teacher -
15’ Post-listening: Have some students demonstrate the activity in front of the students in
class. pairs
B- Play "Guess the picture": (8')

Have students look at the example.
Divide the class into 2 teams.
Have a student stand facing away from the board and stick a flashcard on the
board behind him/her.
Have the student try to guess the answer without looking at the flashcard.
Give that team 1 point if it's a correct guess.
Have teams take turns.

Week: 8
Period: 15th
UNIT 3 : COLORS
Lesson 1
I. Objectives:
By the end of this lesson, students can name the basic colors.
II. Teaching aids:
Students’ aids: Student books, notebooks, workbooks.
Vocabulary: red, yellow, blue
Structure : It’s (red).
IV. Procedures:
5’ Warm-up
Option 1:  Teacher –
Guessing game whole class/
- Students work in groups. groupwork/
- Show a half of a picture of a school thing. individuals
- Students work in groups to try to guess what object in the picture is.
- The students who gives a correct guessing will get one point.
Option 2:
True or False” Line.
- Put a line of tape on the floor and designate one side "True" and the other
"False".  Teacher –
- Hold up an object or flashcard and say its word. If students think the word whole class
you have said is the correct word, they jump to the “True” side. And if not,
they jump to the “False” side.
- Students that jump to the wrong side are out of the game and sit down.
New lesson
A- Listen and point. Repeat.  Teacher –
CD1- Track 38 whole class/
- Use flashcards, crayons or colored pencils to introduce the new words: red, individuals
yellow, blue
- Have students listen to each new word.
- Have students listen to each new word and repeat all together and
individually. Correct student’s pronunciation if it’s necessary.
- Arrange the flashcards on the board. Play audio and have students listen and
point to the pictures in their books.
- Play audio again and have students listen, repeat several times.
- Change the order of the flashcards, point to them individually and have
- Have students work in pairs, one of them points to the picture in the book
and the other says the word. Teacher-whole
- Have students hold up their crayons/ colored pencil that is red, yellow or class/
15’
blue and say that color. groupwork/
B- Listen and point. individuals
CD1- Track 39
- Have students look at the picture, identify details (if they can) and colors in
the picture.
- Introduce the situation.
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing to the new vocabulary items.
- Play audio. Have students listen and point.
- Have students work in pairs, one point to the color and one say it out loud.
C- Sing.
CD1- Track 40
- Have students turn to page 68.
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen and sing along.
15’ D- Point and say.
- Have students look at the pictures and identify the things. Ask them to  Teacher –
tell the colors. whole class/
- Divide the class into pairs. individuals
- Have Student A point to the pictures and Student B say, e.g. "It's
red." Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the
class.
Optional activities
Option 1:
- Show a flashcard to the class.
- Have students practice the structure using the new word.  Teacher-
- Repeat with other flashcards. e.g. (Teacher shows flashcard "red.") • whole class/
Class: "It's red." individuals
Option 2: Guessing game
- Cover some pictures and have students guess.
- Give the correct answers to the students.
 Teacher-
whole class/
individuals
E- Play “ Find the color”

- Have students work in groups of four.
- Have students look at the example.
- Have students take turns coming to the front of the class and give
some examples.
- Have the other students try to find objects that are the same color and
say the sentence.

Week: 8
Period: 16th
UNIT 3: COLORS
Lesson 2 (P1)
I. Objectives:
By the end of this lesson, students will review /æ/ , /b/, /k/ and /d/ sounds.
II. Teaching aids:
Vocabulary: Review
IV. Procedures:
Warm-up
Option 1: Sing The alphabet song  Teacher –
- Play the alphabet song and have students listen. whole class/
- Play audio again and sing the song. individuals
- Put the flashcards on the board for the letters in red (a , b , c, and d). Point
5’ to each flashcard, call out the letter's name, and have students repeat.
Option 2: Read my lips  Teacher –
- Have two teams set up and the first person on each team must watch the whole class/
teacher’s mouth. teamwork
- Set a letter with no voice, just move his/her lips in tongue in the correct
way. The first team to guess correctly gets a point.
25’ New lesson
1.Listen and repeat.  Teacher –
- Have students look at the pictures. individuals
- Point to the pictures and say the letters' sounds.
- Play audio. Have students listen and repeat the letter sounds. ( whole
class/ individuals)
2. Listen and point.
CD1- Track 42  Teacher –
- Have students look at the pictures. whole class/
- Demonstrate pointing to the correct letter when you hear the sound. individuals
- Play audio. Have students point to the correct picture at the top of the
page when they hear the appropriate sound.
3. Put a tick (√) or a cross (x).
- Have students look at the pictures and call out the beginning sounds.  Teacher –
Demonstrate the activity using the example. whole class/
- Have students put a tick or a cross. individuals
- Check answers as a whole class
4. Play “ Magic fingers”.
- Have students look at the example.  Teacher-whole
- Divide the class into pairs. class/ pair work
- Have Student A draw a letter on Student B's back.
- Have Student B try to guess which letter it is.
- Have students swap roles and repeat.
Optional activities:
Option 1: Find the letter
- Stick each letter cards (a- z) on a small plastic ball. Put all the balls into a  Teacher-whole
basket. class/
- Arrange the students in two lines. individuals
- Say one of the letters ( a to d).
- Have the first students in the lines race to the basket to find the ball with
correct letter.
- The student who finds the ball first and names it correctly gets a point for
his/her team.
Option 2: Tracing on backs  Teacher-whole
- Divide the class into groups. class/
- Have each group make a line, with the first child standing near the groupwork
board and the last child standing near the back of the classroom.
 - Pass out a phonics card to the last child of each line, but don't have them
look at the card until you say, Go.
 Have children “Write” the letter very slowly on their classmates’ backs
with their fingers.
- The first child goes the board says the sound. The quickest group
with the correct pronunciation wins.
Wrap-up
Option 1: Listen and tap  Teacher –
- Write the letters and the words in different areas on the board. whole class
- Divide the class into groups.
- Invite a student from each group to go to the board.
- Call out a letter sound or a word.
- The students will run and slap the letter or the word on the board and
say it loudly.
5’
- The fastest student will be the winner.
- Repeat the activity with other students.
Option 2: Clap, jump, hop or stand still  Teacher –
- Have students clap when they hear the sound /æ/, jump when they whole class/
hear the sound /b/, hop when they hear the sound /k/ and standstill individuals
when they hear the sound /d/.
- Have one student come in front of the class to play the role of teacher
and continue saying the sound.

Week: 9
Period: 17th
UNIT 3: COLORS
Lesson 2 (P2)
I. Objectives:
By the end of this lesson, students will review /æ/ , /b/, /k/ and /d/ sounds.
II. Teaching aids:
Vocabulary: Review
IV. Procedures:
Warm-up
Option 1: Sing the alphabet song  Teacher –
- Play audio and have students sing along. whole class/
- Have one student stand up for each letter they sing. individuals
Option 2: Speed race
- Put 4 chairs in front of the board.  Teacher-whole
- Divide the class into 4 teams. class/
5’
- Have a student from each team stand up. teamwork
- Put a phonics card on each chair.
- Call out one of the phonics cards.
- The students standing try to be the first to sit on the chair with the
corresponding phonics card.
- The first student to sit on the chair wins a point for his/her team. - The team
with the most points wins.
New lesson
1. Listen and repeat.  Teacher –
- Point to the pictures and say the letters' sounds.
- Play audio. Have students listen and repeat the letter sounds.
2. Listen and point.  Teacher-
- Demonstrate pointing to the correct letter when you hear the sound.
- Play audio. Have students point to the correct picture at the top of the page  Teacher-
when they hear the appropriate sound. whole class/
3. Write the letter. individuals
- Have students look at the pictures and call out the beginning sounds.
Demonstrate the activity using the example.  Teacher-
- Have students write the letters. whole class/
- Check answers as a whole class. pair work
4. Play “Stepping stones”
- Divide the class into pairs.  Teacher-
25’ - Have Student A start at A and say the first letter sound or word. whole class/
- Have Student B start at B and say the first letter sound or word. individuals
- Have students take turns saying the letter sounds or words as they go all the
way around.
Optional activities:  Teacher-
Option 1: Pass the ball whole class/
- Give student a ball. individuals
- Have students listen to music and pass the ball.
- Stop music.
- Have the student with a ball say the sound of letters a, b, c and d
Option 2: Letter chain
- Place letter cards from a to d on the board.
- Ask one student to say the first letter.
- Ask another student to say the next letter.
- Continue with each student saying the next letter in the sequence, returning
to the beginning when necessary.
- Remove one letter. The class repeats the sequence, including the missing
letter.
- Remove one more letter each time, until students are saying the whole
alphabet from their memory.
5’ Wrap-up
Option 1: Pair race  Teacher –
- Divide the class into two teams, each team has some flashcards of letters a, whole class/
b, c, d and pictures of ant, boy, door, cap. team work
- Say Go. Two students of each team take a letter and a picture run to the
board. If the letter and picture are matched. They will have one point.
- Continue the game as the same way.
Option 2: Phonics posters
 Teacher –
- Divide the class into groups of five. whole class/
- Hand out sheets of paper and colored pencils. Team work
- Children choose the “a”, “b”, “c”, “d” sound.
- They must draw pictures of one or two words with their chosen sound and
color them. Somewhere on the poster they should write the sound.
- Put the phonics posters around the classroom.

Week: 9
Period: 18th
UNIT 3 : COLORS
Lesson 3
I. Objectives:
By the end of this lesson, students will be able to identify the color of objects and show gratitude.
II. Teaching aids:
Vocabulary: pink, white, flower
Structures :
It's a (pink) flower.
Thank you.
You're welcome.
IV. Procedures:
Warm-up
Sing the alphabet song  Teacher –
Option 1: Seven lives whole class/
- Draw or stick seven bodies outlines on the board. individuals
- Give students a topic.

- Choose a word. Draw one line on the board for each letter in a word, for
example: _ _ _ ( red).
- Have students put up their hands to say a letter, if the letter is in the word,
5’ teacher writes it on the line. If the letter is not in the word, the teacher
removes one of the bodies from the board.
- When students complete the word or lose all seven lives the game finishes.
Option 2: Whisper  Students work
- Arrange children into rows of at least six. in groups
- Secretly show a flashcard to the first child in each group. This child whispers
the word to the child next to him/her.
- Children continue whispering the word to the child next to them until the
word reaches the final child.
- The final child says the word out loud, and the first child holds up the
flashcard to see whether the word is correct.
20’ New lesson
A-Listen and point. Repeat.  Teacher –
CD 1- Track 45 whole class/
- Arrange the flashcards on the board, play audio, and point to each flashcard. individuals
- Play audio again and have students point to the pictures in their books.
- Play audio again and have students listen and repeat.
Play "Guess."
- Arrange the flashcards on the board and write a number under each card.
- Have students look at the flashcards for the count of ten. Turn the flashcards
over to face the board when the students are not looking.
- Call out a number and have students take turns to guess the face-down card.
Turn the card over after each guess.
B-1. Listen and point.
CD1- Track 46
- Have students call out the things they can see.
- Have students listen and follow.
- Play audio and demonstrate pointing.
2. Listen and repeat.
CD1- Track 47
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
C-Play "Guess the picture."
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on  Teacher-whole
the board behind them. class/
- Have the student try to guess the answer without looking at the flashcard. individuals
- Give that team one point if it's a correct guess.
- Have teams take turns.
D- 1. Listen to the story.
- Introduce the situation. whole class/
- Have students call out the people and things they can see. individuals
- Play audio and have students listen and read.
CD1- Track 49
8’ - Have students look at the useful language box.  Teacher –
- Play audio. Have students listen to the useful language. whole class/
- Have students practice the useful language. individuals
E- Role-play.
- Divide the class into pairs. Teacher- whole
- Have students practice the dialogue. class/ pair work
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Wrap-up
Option 1: Back to back drawing  Teacher –
- Divide the class into pairs and have them sit back to back. whole class/
- Child A has picture of a flower. Child B has a piece of paper. pair work
- Child A says: “ It’s a red flower”. Child B draw a flower and color.
- Once finished, the two children compare their pictures.
- The children swap their roles.
2’
Option 2: Slap
- Split the class into four teams.  Teacher –
- Place pictures of flowers on the board. whole class/
- Have four students come to the board to face off. Team work
- Call out the sentence and have students run to the board then slap the picture
and repeat the sentence. The winner is the student who slaps the picture at
first.
Week: 10
Period: 19th+20th
UNIT 4: MY BODY
Lesson 1
I. Objectives:
By the end of this lesson, students will be able to identify body parts and follow simple instructions.
II. Teaching aids:
Vocabulary: head, leg, arm
Structure :
• Touch your (head).
IV. Procedures:
Warm-up
Slap the board  Teacher –
- Split the class into four teams. whole class/
- Place pictures of flowers on the board. teamwork/
5’
- Have four students come to the board to face off. individuals
- Call out the sentence (e.g.” It’s a red flower.”) and have students run to the
board then slap the picture and repeat the sentence. The winner is the
student who slaps the picture at first.
20’ New lesson
- Use flashcards to introduce the new words: head, leg, arm pair work/
- Have students listen to each new word. individuals
- Have students listen to each new word and repeat all together and
individually. Correct student’s pronunciation if it’s necessary.
- Arrange the flashcards on the board. Play audio and have students listen and
point to the pictures in their books.
- Play audio again and have students listen, repeat several times.
- Change the order of the flashcards, point to them individually and have
- Have students work in pairs, one of them points to the picture in the book
and the other says the word.
- Have students point to parts of body and say the words aloud.  Teacher-
Do as I say activities: whole class
- Teacher says a word about parts of body and touch his/ her part of body.
(E.g. Teacher says “head” and touches his/ her head (or leg/ arm).
- Have students listen carefully and touch their parts of body (Their
movement must match teacher’s word. E.g. Students touch their heads when
they hear “head”.). Teacher-whole
B- Listen and point. class/
CD1- Track 51 individuals
- Introduce the situation. E. g. Teacher says, “ Touch your head.” and touch
his / her head. Have students listen, say and do the same.
- Have students work in pairs. One says the command and one acts out. Swap
the roles and continue.
C- Sing.  Teacher-whole
CD1- Track 52 class/
- Have students turn to page 68. individuals/
- Read the lyrics as a whole class. pair work
- Play audio again and have students listen, sing along and act out.
• Teacher-
whole class/
individuals
D- Say and do.
- Introduce the situation: “The children are playing a game. Look! The boy is  Teacher –
touching his head. …..” whole class/
- Give students more examples by touching his/ her parts of body when he/ individuals
she says. Ask some students to make examples.
Optional activities
- Show a flashcard to the class.
- Have students practice the structure using the new word.  Teacher-
- Repeat with other flashcards. E.g. Teacher shows flashcard "head", Class: whole class/
8’ "Touch your head." individuals
E- Play “ Simon says”
- Tell students they must only follow commands that start with "Simon Teacher- whole
says…" class/
- Demonstrate the game by giving the students different commands. If the individuals
command starts with "Simon says," students must do the action. If it doesn't
start with "Simon says," students who do the action must sit down.
- Have one student come to the front of the class to be "Simon."
- Swap roles and repeat with a new "Simon."
Wrap-up
Shooting game  Teacher –
- Divide the class into 2 teams. whole class/
- Invite one student from each team to come on the board. teamwork
- Give each student a flashcard.
- Have the 2 students stand back-to-back.
2’
- Have them step forward 3 steps then turn around, showing their flashcards
to each other.
- The first student to say out the correct word on his/ her friend’s flashcard
will get one point for their team.
- Continue with other students.
- The team has more points is the winner.

Week: 11
Period: 21st+22nd
UNIT 4: MY BODY
Lesson 2
I. Objectives:
By the end of this lesson, students will be able to recognize the /e/ and /f/ sounds.
II. Teaching aids:
Vocabulary: Letters Ee, Ff, elephant, food
IV. Procedures:
Warm-up
Sing the alphabet song.  Teacher –
5’
- Play audio again and sing the song. individuals
- Put the flashcards on the board for the letters in red (e and f).
- Point to each flashcard, call out the letter's name, and have students repeat
Sound “e”
1. Listen and repeat. Trace.  Teacher –
- Play audio. Have students listen and repeat. individuals/
- Demonstrate tracing the letters with your finger. pair work
- Have students trace the letters with their fingers. (individuals/ pairs)
- Have some students demonstrate the activity in front of the class.
CD1- Track 54
- Have students look at the picture.
- Demonstrate the activity.
- Play audio. Have students point to the letter as they hear it. Teacher-whole
15’ - Play audio again. Have students listen and repeat. class/
- Have some students demonstrate the activity in front of the class. individuals
3. Sing.
CD1- Track 55
- Have students look at the lyrics.
4. Listen and jump.  Teacher-whole
CD1- Track 56 class/ small
- Demonstrate the activity. groups
- Have students stand up.  Teacher-whole
- Have students jump when they hear the letter sound. class
15’ Sound “f”
- Play audio. Have students listen and repeat. individuals
- Demonstrate tracing the letters with your finger.
- Have students trace the letters with their fingers. ( individuals/ pairs)
CD1- Track 57
- Have students look at the picture.
- Demonstrate the activity.  Teacher-
- Play audio. Have students point to the letter as they hear it. whole class/
- Play audio again. Have students listen and repeat. individuals
3. Sing.
CD1- Track 58
- Read the lyrics as a whole class.  Teacher-
- Play audio and have students listen. whole class/
- Play audio again and have students listen and sing along. individuals
4. Listen and hop.
CD1- Track 59
- Demonstrate the activity.  Teacher-
- Have students stand up. whole class/
- Have students hop when they hear the letter sound. individuals
Wrap-up
Patty Cake  Teacher –
- Divide the class into pairs. whole class/
- Have children sit facing each other. Children slap their knees once, clap pair work
5’
their hands once, and then clap their partner’s hands once as they both
say /e/ /e/ elephant, …..
- Children repeat the action, this time saying /f/ /f/ food.
- Continue doing the action for each of the two letters and words.

Week: 12
Period: 23rd
REVIEW 3
I. Objectives:
By the end of this lesson, students will review identifying colors and body parts, and following simple
instructions.
II. Teaching aids:
Vocabulary: Review
Structure: Review
IV. Procedures:
Warm-up
Option 1: Vanishing Flashcards Game  Teacher –
- Place flashcards of color ( red, pink, blue, white, yellow) in front of the whole class/
5’ students. groupwork/
- Give them a moment to memorize the pictures and then tell them to close individuals
their eyes.
- Take away one of the flashcards and then tell the students to open their
eyes again.
- The first student who guesses the missing flashcard correctly can win that
flashcard (for 1 point) and takes away another flashcard in the next round.
Option 2: Hold it up
- Have students put crayons with different colors on their desks.  Teacher –
- Say a color and have students hold up their crayons. whole class
New lesson
A- Listen and circle (A or B). Teacher – whole
- Have students look at the pictures and call out the colors they can see. Play individuals
audio. Have students listen and check the example. Explain if it’s
necessary.
- Play audio. Have students listen and circle A or B. Teacher-whole
- Play audio again and check answers as a whole class. class/
B- Play "Guess the picture." groupwork/
- Have students look at the example. individuals
- Have a student stand facing away from the board and stick a flashcard on
the board behind him/her.
- Have the student try to guess the color and make a sentence without
looking at the flashcard. Have the others say “Yes” for the correct sentence
and “No” for the wrong sentence.
25’ - Give that team one point if it's a correct guess.
Optional activities: Teacher-whole
Option 1: Pictionary class/
- Give each child a piece of paper. individuals
- Have children draw a flower on the paper as quickly as possible, then color
and pass their drawings to their partners. Their partners make sentences
about the pictures. ( E.g. It’s a pink flower.)
- Have students continue the game.  Teacher-whole
Option 2: Musical cards class/
- Play some lively music. individuals
- Hand out the flashcards from this and previous lessons.
- Children pass the flashcards around all the rows of seats while the music is
playing.
- Stop the music suddenly. Ask the children who are holding the flashcards
to stand up and say the word.
- Play the music and continue in the same way.
5’ Wrap-up
Option 1: Whisper  Teacher –
- Arrange children into rows of at least six. whole class
- Secretly show a flashcard to the first child in each group. This child
whispers the sentence to the child next to him/her.
- Children continue whispering the sentence to the child next to them until
the sentence reaches the final child.
- The final child says the sentence out loud, and the first child holds up the
flashcard to see whether it is correct.
Option 2: Run, draw and write
- Stick some flashcards about colors on the walls in the class.  Teacher –
- Have students work in small groups. One runs and finds the pictures whole class/
around him/ her, then turns back to his group and tells what he/ she has teamwork
seen. E. g. It’s a pink flower. His/ Her friends draw a flower, color it and
write the note for the picture E. g. a pink flower

Week: 12
Period: 24th
REVIEW 4
I. Objectives:
instructions.
II. Teaching aids:
Vocabulary: Review
Structures : Review
IV. Procedures:
Warm-up
Option 1: Snap  Teacher –
- Hold up teacher cards to review the vocabulary. whole class
- Put up the word cards ( parts of body) on the board.
- Divide the class into 2 groups.
- Call out a word, one member from each group races to snap the correct
word card on the board. Who snaps the correct word card first can get one
point.
5’ Option 2: Seven lives  Teacher-whole
- Draw or stick seven bodies outlines on the board. class
-
example: _ _ _ _ (head).
teacher writes it on the line. If the letter is not in the word, the teacher
25’ New lesson
A- Listen and circle (A or B).
- Have students look at the pictures and call out the body parts they can see. whole class/
- Play audio and demonstrate the activity using the example. individuals
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
B- Play "Simon says.
- Tell students they must only follow commands that start with "Simon  Teacher-
says…" whole class/
command starts with "Simon says," students must do the action. If it
doesn't start with "Simon says," students who do the action must sit down.
- Have one student come to the front of the class to be "Simon."
Optional activities
Option 1: Sentences and pictures.
- Stick four picture cards on the board and write four sentences about these
pictures (E.g. ‘Touch your head.’) in different places.
- Have students match pictures and sentences.
- Have remain students give their ideas about their friends’ answers, then
teacher gives the correct ones.  Teacher-
Option 2: Missing letters whole class/
- Divide the class into four teams. individuals
- Write words about body parts on the board, each missing a letter.
- Have one student from each team come up and try to fill in the missing
letters then make sentences with words given. The first team with the most
correct letters and sentences is the winner.  Teacher-
whole class/
teamwork
Wrap-up
Option 1: Charades  Teacher –
Choose two students to come to front of the classroom. The teacher shows a whole class/
flashcard with the target vocabulary to these two students only. Students must teamwork
act out what they saw without speaking. The first team to guess correctly wins
a point. Continue playing until all students have tried.
Option 2:
- Stick Teacher cards on the board ( make sure to cover the words on the  Teacher –
cards) whole class/
- Write numbers below the pictures teamwork
- Divide the board into two or three parts then have teams to race to the board
to write the words on the board
- The students will pass the pieces of chalk to the next students in their teams
5’ to race to the board to write the next word
In 5 minutes ( two or three turns of the sand clock) which team has most
correct words on the board will win the game)
1 2 3 4
G1 G2
1 1
2 2
3 3
4 4

Week: 13
Period: 25th
UNIT 5: ANIMALS
Lesson 1 (p1)
I. Objectives:
By the end of this lesson, students will be able to say names of some animals using “I like …”
II. Teaching aids:
Teacher’s aids: student’s and teacher’s book, class CDs, flashcards, IWB software,
Students’ aids: books, notebooks, workbooks.
Vocabulary: cat, dog, bird
Structures:
 I like (cats).
IV. Procedures:
Warm-up
Play “Animals” song (from YouTube) and make gestures following whole class
the lyric, have students stand up and make the gestures
- Option 2: Review. Play the game “Matching”.
 Write the vocabulary from the previous Unit on the board.
 Have students read the words on the board.
5’
 Have students hold the flashcards to match the vocabulary on the
board and speak out the vocabulary.  Students in
- Option 3: Warm-up. groups
Have students work in group of 4.
Students have 30s to discuss and find out names of 5 (or more)
animals they know.
When time is up, invite some groups to speak out the names of the
animals they found.
25’ New lesson
A- Listen and point. Say (10’)  Teacher –
1. CD1-63: Arrange the flashcards on the board. Play audio and have students whole class
listen and point to the pictures in their books.
3. Change the order of the flashcards, point to them individually and have
4. TPR practice: say the word and do the gestures/ sounds according to the
word (Ex: cat- meow, use hands to make the whiskers/ claws  Students in
Activities: (optional) groups
Option 1: Play "Heads up. What's Missing?"
 Divide the class into two teams.
 Arrange the flashcards on the board and remove one card when  Students in
students are not looking. groups/
 One student from each team calls out the missing flashcard. individuals
Option 2: Play the game “Who is faster?”.
 Invite a student from each group to come on the board.
Option 3: Game on i-ebook  Individuals
B- Listen and point. (10’)

1. Pre- listening. Introduce the situation: ask students some questions about  Teacher –
the pictures, e.g. “What can you see in the picture? What is this? Where is whole class
the girl?...”
2. While- listening. Play audio and have students look at the pictures.
3. While- listening. Demonstrate the activity by pointing to the new
vocabulary items.
4. Play audio again. Have students listen and point.  Teacher –
5. Post- listening. Point at each picture and have students say the sentences “I whole class
like…birds/dogs/cats.”
6. (Optional): Activities on i-ebook  Teacher –
whole class
C- Sing. (5’)
2. Have students turn to page 70.
3. Read the lyrics as a whole class.  Students in
4. Play audio again and have students listen and sing along. groups
Option 1: Listen and stand up.
 Divide the class in 3 teams.
 Give each team a flashcard.
 Have each team stand up and hold the flashcard up high when that
team hears the name of their team’s animal in the song.
Option 2: Game on i-ebook
Wrap-up
Review: Play the game “Listen and point”.  Teacher –
 Write the vocabulary + structures in different areas on the board. whole class
5’
 Students use their fingers to point to the word or the sentence on the
board and say it loudly.

Week: 13
Period: 26th
UNIT 5: ANIMALS
Lesson 1 (p2)
I. Objectives:
By the end of this lesson, students will be able to say names of some animals using “I like …”
II. Teaching aids:
Vocabulary: cat, dog, bird
Structures:
 I like (cats).
IV. Procedures:
Warm-up
Play audio Part C and make gestures following the lyric, have whole class
students stand up and do the gestures
5’  Teacher says a word or a sentence silently. whole class/
 Students say that word or that sentence loudly. groups/
- Option 3: Review. Play the game “Flash look and say”. individuals
 Students say that word or a sentence, using “I like…”.
- Option 4: Game on i-ebook
New lesson
D- Point and say (10’)  Students in
2. Have Student A point to the picture and Student B say
e.g. "I like cats."
Option 1: Look and say. whole class
 Show a flashcard to the class.
 Have students practice the structure using the new word.
 Repeat with other flashcards.
e.g. Teacher shows flashcard "cat."- Class: "I like cats."
D- Play “Board Race” (10’)  Students in

1. Have students look at the example. groups
2. Divide the class into teams.
20’
3. Stick the flashcards on the board.
4. Have one student from each team stand a distance away from the board.
5. Choose one of the flashcards and say the word.
6. Have the students from each team race to the board, touch the correct
flashcard and say the correct sentence.
7. The first student to touch the correct flashcard and say the sentence will get
one point for their team.
9. The team with the most points wins
Activities: Listen and throw. (prepare sticky balls or paper balls)
 Divide the class into teams.
 Write the vocabulary + structures in different areas on the board.
 Have one student from each team stand a distance away from the
board.
 Give each student a sticky ball or a paper ball
 Students throw their balls at the word or sentence the teacher said on
the board and say it loudly.
10’ Workbook
A- Draw lines (4’)  Teacher –
Have students draw lines to match words and pictures. whole class
B- Look and Trace (6’)
Have students use their pencil to trace the sentences.
Teacher go around and ask students to read out the sentences.
Option 1: Look, listen and say “Yes” or “No”.  Teacher –
 Teacher holds a flashcard and says a sentence “I like …”. The animal whole class
in the flashcard and the animal in the sentence the teacher said maybe
the same or different.
 Students say “Yes” if the animal in the flashcard and the animal in the
sentence the teacher said are the same.
 Students say “No” if the animal in the flashcard and the animal in the
sentence the teacher said are different.
 Invite some students to hold the flashcards and say the names of the
animals.

Week: 14
Period: 27th
UNIT 5: ANIMALS
Lesson 2 (p1)
I. Objectives:
By the end of this lesson, students will be able to make the phonetic sound of letter G, use structure
“This is a …”
II. Teaching aids:
Vocabulary: letter G
Sight words: this, is, a
Structure:
 This is a girl.
IV. Procedures:
Warm-up
- Option 1: Review. Sing and Dance.  Teacher –
Play audio Lesson 1- Part C and make gestures following the lyric, whole class
have students stand up and make the gestures
- Option 2: Review. Listen and act, guess.  Individuals
 Invite a student to come on the board
5’
 Teacher whispers a word from the previous lesson.
 The student has to act out the word.
 All class has to guess what the word is
- Option 3: Review. Use games on i-ebook to review  Teacher –
- Option 4: Warm-up. whole class
Play the Alphabet song. Audio “AS” Listen and Sing along
25’ New lesson
1. Play audio CD-66. Have students listen and repeat. whole class
2. Demonstrate tracing the letters with your finger on air or the board.
Option 1: Play the game “Who is faster?”.  Students in
 Divide the class into groups. groups/
 Invite a student from each group to come on the board. individuals
 Teacher says a letter. e.g. “big G” or “small g” and the students write
the letter on the board.
Option 2: Play the game “Which group is faster?”.
 Teacher says a letter. e.g. “big G” or “small g” and all the students
write the letter on their small board.
 The group with all students that finish writing the letter is the winner.  Students in
2- Listen and repeat. (5’) groups
1. Have students look at the picture.
2. Demonstrate the activity. Point to the girl and say: “This is a …” then say
“g…g…girl”
3. Play audio CD-67. Have students point to the letter as they hear them.  Teacher –
4. Play audio again. Have students listen and repeat. whole class
Option 1: Say and act.
 Teacher says “g…g…girl” and make gestures for a girl, e.g. using
hands to show that the girl has long hair.
 Have students say and act.  Individuals
Option 2: Play the game “Find more words”.
 Teacher asks each group to find more words starting with letter Gg,  Teacher –
e.g. “game, goat, glue, …”. whole class
 Teacher says “g…g…” then point to a group, that group has to say a
word starting with letter Gg.  Teacher –
whole class
 Teacher continues with other groups.
 The group has the most correct words is the winner.
3- Sing. (8’)
1. Have students look at the lyrics.
3. Play audio CD-68. Have students listen.
 Teacher –
4. Play audio again and have students listen and sing along
whole class
Listen and act.
 Have students clap their hands with “This is a” the do the gesture for
a girl with “girl” in the song.
 Play audio. Have students clap and act.

 Teacher –
1. Demonstrate the activity: Have students jump when they hear the “g” sound
whole class
3. Play audio CD-69. Have students jump when they hear the letter sound.
Play the game “Team competition”.
 Invite 2-3 students from each group to come on the board.  Students in
 Play audio. Have the students listen and jump. groups
 The student who cannot jump correctly with “g” sound will come
back to his/her seat
 After the audio, the team with the most students who are still on the
board is the winner.
Wrap-up
- Option 1: Look and say  Teacher –
 Write letter, words, sentence on the board, e.g. “G, g, this, is, a, girl, whole class/
this is a girl” students in
5’ groups/
 Teacher points to a letter/ word/ sentence.
 Students say the letter (phonetic sound)/ word/ sentence. individuals
- Option 2: Game on i-ebook

Week: 14
Period: 28th
UNIT 5: ANIMALS
Lesson 2 (p2)
I. Objectives:
By the end of this lesson, students will be able to make the phonetic sound of the letter H, use the
structure “I can …”
II. Teaching aids:
Vocabulary: letter H
Sight words: I, can
Structure:
 I can hop.
IV. Procedures:
Warm-up
- Option 1: Review. Listen, sing and act.  Teacher –
 Teacher says “g…g…girl” and do gesture for a girl, e.g. using hands whole class
to show that the girl has long hair.
 Play audio CD-68. Have students say and act.
5’
- Option 2: Review. Look and say.
 Teacher writes some words starting with letter Gg on the board.
 Teacher says “g…g…” then point to a word.
 Students say “g…g…(that word)” loudly.
- Option 3: Review. Use game on i-ebook
20’ New lesson
1. Play audio CD-70. Have students listen and repeat. whole class
2. Demonstrate tracing the letters with your finger on air or the board.
Activities: (optional)  Students in
Option 1: Play the game “Who is faster?”. groups/
 Divide the class into groups. individuals
 Invite a student from each group to come on the board.
 Teacher says a letter. e.g. “big H” or “small h” and the students write
the letter on the board.  Students in
Option 2: Play the game “Which group is faster?”. groups
 Teacher says a letter. e.g. “big H” or “small h” and all the students
write the letter on their small board.
 The group with all students that finish writing the letter is the winner.
 Teacher –
2- Listen and repeat. (5’) whole class
1. Have students look at the picture.
2. Demonstrate the activity. Point to the boy and say: “Hop” then do the
action. Then say “h…h…hop”.
3. Play audio CD-71. Have students point to the letter as they hear them.
4. Play audio again. Have students listen and repeat.
5. Have some students demonstrate the activity in front of the class.  Individuals
Option 1: Say and act. whole class
 Teacher says “h…h…hop” and do the action
 Have students say and act.  Teacher –
Option 2: Play the game “Find more words”. whole class/
 Divide the class into groups. students in
 Teacher asks each group to find more words starting with letter H, groups
e.g. “horse, hat, hello,…”.
 Teacher says “h…h…” then point to a group, that group has to say a
word starting with letter H.
 Teacher continues with other groups.
 The group has the most correct words is the winner.
 Teacher –
whole class
3- Sing. (5’)
1. Have students look at the lyrics.
3. Play audio CD-72. Have students listen.
4. Play audio again and have students listen and sing along
Listen and act.
 Have students clap their hands with “I can” then do the action with
“hop” in the song.
 Teacher –
 Play audio. Have students clap and act.
whole class
4- Listen and clap. (5’)
1. Demonstrate the activity: Have students clap when they hear the “h” sound
3. Play audio CD-73. Have students jump when they hear the letter sound.
 Students in
groups
Play the game “Team competition”.
 Invite 2-3 students from each group to come on the board.
 Play audio. Have the students listen and jump.
 The student who cannot clap correctly with “h” sound will come back
to his/her seat.
 After the audio, the team with the most students who are still on the
board is the winner.
Workbook
A- Trace the letters. (4’)  Teacher –
Have students use their pencil to trace the letters. whole class
B- Trace the words and draw lines. (3’)
 Have students use their pencil to trace the words.
 Have students draw lines to match the words to the pictures.
 Teacher goes around to support and ask some students to say out the
sounds or the words.
C- Say the sounds. Color the correct shapes (3’)
 Have students say the sounds.
 Have students use color pencils to color the correct shapes with the
sound according to the pictures.
10’ Activities: (optional)
Option 1: Listen and throw. (prepare sticky balls or paper balls)  Students in
 Divide the class into teams. groups
 Write the vocabulary + structures in different areas on the board. e.g.
“Gg, Hh, boy, girl, this, is, a, I, can, hop,…”
 Have one student from each team stand a distance away from the
board.
 Give each student a sticky ball or a paper ball
 Students throw their balls at the word or sentence the teacher said on
the board and say it loudly.

Week: 15
Period: 29th
UNIT 5: ANIMALS
Lesson 3 (p1)
I. Objectives:
By the end of this lesson, students will be able to say the names of some animals using “This is a …”
II. Teaching aids:
Vocabulary: monkey, snake, bear
Structure:
 This is a (monkey).
IV. Procedures:

Warm-up
- Option 1: Review. Listen and jump or clap.  Teacher –
Play audio CD-73. Have students jump when they hear “g” sound and whole class
clap when they hear the “h” sound.
 Teacher holds the flashcards “girl” and “hop”.
 Teacher says “g…g..” then have students say the word “girl”.
 Teacher says “h…h..” then have students say the word “hop”.
 Teacher points to the “girl” flashcard and says “This is a…” then have
students say the word “girl”.
 Teacher points to the “hop” flashcard and says “I can…” then have
5’  Individuals
students say the word “hop”.
 Teacher can say or point faster to challenge the students.
 Invite some students to hold the flashcards to do the same.  Teacher –
- Option 3: Review. Look and say. whole class
 Teacher holds the flashcards “cat”, “dog” and “bird”.
 Use a paper to cover the flashcards and reveal each one slowly.
 Students say the name of the animal in the flashcard.
 Teacher can says “I like…” when revealing the flashcard.
 Have students to say “ I like …”.
- Option 4: Review. Use games on i-ebook to review.
25’ New lesson

New words- Listen and point. Say (10’)  Teacher –
1. Arrange the flashcards on the board, play audio CD-74, and have students whole class
listen and repeat. Point to the flashcards along with the audio. Repeat
several times.
2. Play audio again and have students listen, repeat, and point to the pictures
in their books.  Individuals
3. Change the order of the flashcards, point to them individually and have
Activities:  Students in
Option 1: Play "Guess." groups/
 Arrange the flashcards on the board and write a number under each individuals
card.
 Have students look at the flashcards and remember its position for 5
seconds.
 Ask students to head down/ close their eyes.
 Turn the flashcards over to face the board.
 Call out a number and have students take turns to guess the face-down  Teacher –
card. Turn the card over after each guess. whole class
Option 2: TPR practice
 Say the word and all together make the gestures/ sound according to
the word (Ex: monkey- kec kec, use hands to do actions like a
monkey).
 Teacher can make the gestures and have students guess what animal
is.
 Or Teacher can say an animal and have students make the gestures.
Option 3: Game on i-ebook  Teacher –
whole class
Listening- 1. Listen and point. (5’)
1. Have students call out the things they can see in this part.
2. Have students listen and follow.  Teacher –
3. Play audio CD- 75 and demonstrate pointing to the animals. whole class
4. Play audio again. Have students listen and point to the animals.
Listening- 2. Listen and repeat. (5’)
1. Have students look at the useful language box.
2. Play audio CD-76. Have students listen to the useful language.
3. Have students practice the useful language when pointing to the picture of  Teacher –
the animals. whole class
Option 1: Look, listen and say “Yes” or “No”.
 Teacher holds a flashcard and says a sentence “ This is a …”. The
animal in the flashcard and the animal in the sentence the teacher said
maybe the same or different.
 Students say “Yes” if the animal in the flashcard and the animal in
the sentence the teacher said are the same.  Teacher –
 Students say “No” if the animal in the flashcard and the animal in the whole class
sentence the teacher said are different.
 Invite some students to hold the flashcards and say.
Option 2: Look and say.
 Teacher holds a flashcard (the pictures face to the teacher) and
quickly reveal each one.  Students in
 Students say “This is a…” according to the animal they saw in the pairs
flashcard.
Speaking- Play “Stepping stones”. (5’)

2. Have Student A start at A and say the first sentence, using “This is a…”.  Individuals
3. Have Student B start at B and say the first sentence.
4. Have students take turns saying the sentences and go all the way round.
Option 1: Listen and stand up.
 Give 6 flashcard (cat, dog, bird, snake, bear, monkey) to 6 students in
the class.
 Invite 1 student to stand up and hold the flashcard up high and say a
sentence, using “I like… or This is a …” with name of an animal in
the flashcard of the other friends.
 The boy/girl with the flashcard of the animal called will stand up and
hold the flashcard up high and say a sentence, using “I like… or This
is a …” with name of an animal in the flashcard of the other friends.
 Teacher can give the flashcard from 1 student to another student
during the activity.
Wrap-up
- Option 1: Review. Listen and point.  Teacher –
 Arrange all the flashcards of Unit 5 in different area on the board. whole class
 Teacher says a name of a flashcard.
 Students use their fingers to point to the flashcard and say it loudly.
5’
 Arrange all the flashcards of Unit 5 in different area on the board.
 Teacher points to a flashcard.
 Students say a sentence related to the flashcard, e.g. “I like…, This is
a …, I can hop”.

Week: 15
Period: 30th
UNIT 5: ANIMALS
Lesson 3 (p2)
I. Objectives:
By the end of this lesson, students will be able to apologize using “I’m sorry.” and forgive using
“That’s OK.”
II. Teaching aids:
Vocabulary: sorry, OK
Structures:
 I’m sorry.
 That’s OK.
IV. Procedures:
Warm-up
- Option 1: Review. Play "Heads up. What's Missing?"  Students in
 Divide the class into teams. groups
 One student from each team calls out the missing flashcard.
5’
 Students say that word or that sentence loudly. groups/
- Option 3: Review. Play the game “Flash look and say”. individuals
 Students say that word or a sentence, using “I like…, This is a …” .
20’ New lesson
Story- 1. Listen to the story. (5’)  Teacher –
1. Introduce the situation. Ask students some questions about the pictures, e.g. whole class
“What can you see in the picture? What is this? Where are the boys?...
2. Have students call out the people or things they can see.
3. Play audio CD-77 and have students listen and follow the story.
4. Play the audio again and have student listen and read.
Story- 2. Listen and repeat. (5’)
1. Have students look at the useful language box.  Students in
2. Play audio CD-78. Have students listen to the useful language. pairs
Play and Say- Role play. (10’)

1. Divide the class into pairs.  Students in
2. Have students practice the dialogue. pairs
4. Afterwards, have some pairs demonstrate the activity in front of the class
Activities:Role play a situation
 Number the situation in the role play 1-3  Students in
 Have students work in pairs. Choose a situation to practice, copy the pairs
actions in the situation.
 Have some pairs come to the board and role play the situation they
chose.
Workbook
A- Trace the correct words. (4’)  Teacher –
 Have students use their pencil to trace the correct words. whole class
 Teacher go around to support, point to a picture and ask students to
read out the correct words.
B- Circle the correct words. (2’)
 Have students use their pencil to circle the correct words.
 Teacher go around to support and ask students to read out the words
or the sentences.
C- Trace the words. (4’)
10’  Have students use their pencil to trace the words.
 Teacher go around to support and ask students to read out the
sentences.
Activities: Role play a situation  Students in
 Have students work in pairs and think of a new situation that they can pairs
use the structures “I’m sorry. – That’s OK”.
 Teacher can provide some common situations at school, in the
classroom or at home.
 Have students role play their situation.
 Have some pairs come to the board and role play the situation they
found.

Week: 16
Period: 31st
REVIEW 1st FINAL TERM
I. Objectives:
By the end of this lesson, students will review identifying animals and saying what animals they like.
II. Teaching aids:
Vocabulary: review Unit 1 to Unit 5
Structures: review Unit 1 to Unit 5
IV. Procedures:
Warm-up & Review
- Option 1: Review. Pictures and Letters.
 Put 4 flashcards/pictures (food, elephant, girl, hop) on the board.  Teacher –
 Have students look at the flashcards/pictures and call out the letter whole class/
sounds. students
 Have some students go to the board and write the letters under the
5’
flashcards/pictures.
- Option 2: Review. Guess, say and act.
 Teacher mouths an animal, e.g. “cat”
 Students guess and say what the animal is (e.g. “It’s a cat.”).  Teacher –
 Have students act out the word. whole class
 Continue the activity with the name of other animals.
New lesson
1. Pre-listening: Have students look at the pictures. Point to each picture and  Teacher –
have students call out the animals they see. whole class/
 Play audio and have students look at the pictures and animals.
 Demonstrate the activity by pointing at the example.
 Have students listen and circle.
5. Post-listening: Check the answers as a whole class.
6. Post-listening: Point at each picture and have students say "I like cats/...".
7. Post-listening: Have some students demonstrate the activity in front of the
class.
B- Play the "Chain" game: (10')
25’ 1. Have students look at the example.  Teacher -
3. Have the student stand up. groups
4. Have Student A turn to Student B and say a sentence.
5. Next, have Student B turn to Student C and say a sentence, then have
Student C say a sentence.
6. Continue until all students have practiced.
Draw and say.  Teacher -
 Have students work in pairs, take turns drawing their favorite animal Students in
in the air and saying “I like + the name of the animal-s.” to their pairs
partners.
 Have some pairs demonstrate the activity in front of the class.
5’ Wrap-up
- Option 1: Review. Play the game “Who is faster?”.  Teacher -
 Arrange the flashcards on the board. groups
Play the audio of Unit 5 - lesson 1 - Part C and have students sing the  Teacher -
song. whole class
Week: 16
Period: 32nd
REVIEW 1st FINAL TERM (2)
READING
Part 1
4 questions (1 pt)
Read and draw lines. There is one example.
Example Sit down.
1. It’s a bag.
2. Touch your leg.
3. I can hop.
4. I have an elephant.
Part 2
2 questions (0.5 pt)
Look, read and tick ( ) Yes or No. There is one example.
Example
Sit down.
5.
Thank you.
You’re welcome.
6.
I’m sorry.
That’s OK.
WRITING
Part 1
Order the letters. There is one example.
Example d__
g o og
b b
1.
o k o b___
2.
b b b
d e
a h___
l e
3.
r o f__w__
Part 2
Order the words. There is one example.
Example bag It’s a
It’s a bag
______________________________________________.
a
4. bear is This
______________________________________________.
cap a
5. blue It’s
______________________________________________.
to meet
6. Nice too 3. you
_________________________________, _____________.
ANSWER KEYS
(0.25 for each correct answer)
READING (1.5 pts)
Part 1 (1 pt)
Part 2 (0.5 pt)

5. Yes
6. No
WRITING (1.5 pts)
Part 1 (0.75 pt)
1. book
2. head
3. flower
Part 2 (0.75 pt)
4. This is a bear.
5. It’s a blue cap.
6. Nice to meet you, too.

Week: 17
Period: 33rd
I. Objectives:
instructions.
II. Teaching aids:
Vocabulary: Review
Structure: Review
IV. Procedures:
Warm-up
- Place flashcards of color ( red, pink, blue, white, yellow) in front of the whole class/
students. groupwork/
- Give them a moment to memorize the pictures and then tell them to close individuals
their eyes.
5’ - Take away one of the flashcards and then tell the students to open their
eyes again.
- The first student who guesses the missing flashcard correctly can win that
Option 2: Hold it up
- Have students put crayons with different colors on their desks.  Teacher –
- Say a color and have students hold up their crayons. whole class
25’ New lesson
A- Listen and circle (A or B). Teacher – whole
- Have students look at the pictures and call out the colors they can see. Play individuals
audio. Have students listen and check the example. Explain if it’s
necessary.
- Play audio. Have students listen and circle A or B. Teacher-whole
- Play audio again and check answers as a whole class. class/
B- Play "Guess the picture." groupwork/
- Have students look at the example. individuals
the board behind him/her.
- Have the student try to guess the color and make a sentence without
looking at the flashcard. Have the others say “Yes” for the correct sentence
and “No” for the wrong sentence.
- Give that team one point if it's a correct guess.
Optional activities: Teacher-whole
Option 1: Pictionary class/
- Give each child a piece of paper. individuals
- Have children draw a flower on the paper as quickly as possible, then color
and pass their drawings to their partners. Their partners make sentences
about the pictures. ( E.g. It’s a pink flower.)
- Have students continue the game.  Teacher-whole
Option 2: Musical cards class/
- Hand out the flashcards from this and previous lessons.
playing.
Wrap-up
Option 1: Whisper  Teacher –
- Arrange children into rows of at least six. whole class
whispers the sentence to the child next to him/her.
5’ - The final child says the sentence out loud, and the first child holds up the
Option 2: Run, draw and write
- Stick some flashcards about colors on the walls in the class.  Teacher –
- Have students work in small groups. One runs and finds the pictures whole class/
around him/ her, then turns back to his group and tells what he/ she has teamwork
seen. E. g. It’s a pink flower. His/ Her friends draw a flower, color it and
write the note for the picture E. g. a pink flower

Week: 17
Period: 34th
I. Objectives:
instructions.
II. Teaching aids:
Vocabulary: Review
Structures : Review
IV. Procedures:
5’ Warm-up
Option 1: Snap  Teacher –
- Hold up teacher cards to review the vocabulary. whole class
- Put up the word cards ( parts of body) on the board.
point.
Option 2: Seven lives  Teacher-whole
- Draw or stick seven bodies outlines on the board. class
-
example: _ _ _ _ (head).
New lesson
A- Listen and circle (A or B).
- Have students look at the pictures and call out the body parts they can see. whole class/
- Play audio and demonstrate the activity using the example. individuals
B- Play "Simon says.
- Tell students they must only follow commands that start with "Simon  Teacher-
says…" whole class/
command starts with "Simon says," students must do the action. If it
doesn't start with "Simon says," students who do the action must sit down.
25’ - Have one student come to the front of the class to be "Simon."
Optional activities
Option 1: Sentences and pictures.
- Stick four picture cards on the board and write four sentences about these
pictures (E.g. ‘Touch your head.’) in different places.  Teacher-
- Have students match pictures and sentences. whole class/
- Have remain students give their ideas about their friends’ answers, then individuals
teacher gives the correct ones.
Option 2: Missing letters
- Divide the class into four teams.
- Write words about body parts on the board, each missing a letter.  Teacher-
- Have one student from each team come up and try to fill in the missing whole class/
letters then make sentences with words given. The first team with the most teamwork
correct letters and sentences is the winner.
5’ Wrap-up
Option 1: Charades  Teacher –
Choose two students to come to front of the classroom. The teacher shows a whole class/
flashcard with the target vocabulary to these two students only. Students must teamwork
act out what they saw without speaking. The first team to guess correctly wins
a point. Continue playing until all students have tried.
Option 2:
- Stick Teacher cards on the board ( make sure to cover the words on the  Teacher –
cards) whole class/
- Write numbers below the pictures teamwork
- Divide the board into two or three parts then have teams to race to the board
to write the words on the board
- The students will pass the pieces of chalk to the next students in their teams
to race to the board to write the next word
In 5 minutes ( two or three turns of the sand clock) which team has most
correct words on the board will win the game)
1 2 3 4
G1 G2
1 1
2 2
3 3
4 4

Week: 18
Period: 35th
Exercises (1)
I. Objectives: By the end of this lesson, students will be able to: revise all the vocabulary and structures
from Unit 1 to Unit 5.
II. Teaching aids
- Teacher’s aids: student’s and teacher’s book, class CDs, flashcards, IWB software, projector/ interactive
whiteboard/ TV.
- Students’ aids: books, notebooks, workbooks.
III. Languages focus
- Vocabulary: Review: Hello, goodbye, mother, father, ant, boy, girl, ....
- Structures: Review: This is my mother./ Nice to meet you./ It’s a pencil. …..
IV. Procedures
Exercise 1: Look, read and draw a line. (Nhìn tranh, đọc và nối).
1. mother
a.
2. cap
b.
3. ant
c.
4. boy
d.
5. flower
e.
Exercise 2: Look and complete the word (Nhìn tranh và điền chữ cái còn thiếu).
a._ oor
b. _ irl
c. _ rm
d. _ ead
e. l _ g
Exercise 3: Read and color the picture (Đọc và tô màu).
a. It’s a pink hat.
b. It’s a red flower.
c. It’s a yellow cat.
d. It’s a blue bird.

Week: 18
Period: 36th
Exercises (2)
II. Teaching aids
whiteboard/ TV.
- Vocabulary: Hello, goodbye, mother, father, ant, boy, girl, ....
- Structures: This is my mother./ Nice to meet you./ It’s a pencil. …..
IV. Procedures
Exercise 1: Look, read and tick Yes or No (Nhìn, đọc và tích vào ô Yes nếu đúng và tích vào ô No nếu
sai.)
Yes No
1. I like elephant.
2. This is my father.
3. It’s a book.
4. Touch your arm.
Exercise 2: Reorder the letters. (Sắp xếp thành từ đúng).
1. DOOF => _ _ _ _
2. TAC => _ _ _
3. GAB => _ _ _
4. TENLIS => _ _ _ _ _ _
5. LLOHE => _ _ _ _ _ _
Exercise 3: Reorder the words (Sắp xếp thành câu đúng).

1. can / I / see/ ant./ an => ……………………………………….
2. pencil. /It’s/ a => ………………………………………………
3. a/ This/ cap./ is => …………………………………………….
4. bag./ I/ a / have => …………………………………………..
5. I/ birds. / like => ………………………………………………

Week: 19
Period: 37th
UNIT 6: ACTIVITIES
Lesson 1 (P1)
I. Objectives:
By the end of this lesson, students will be able to talk about their abilities.
II. Teaching aids:
Vocabulary: swim, sing, run
Structures:
 I can (run).
IV. Procedures:
Warm-up (5’)
- Option 1: Review. Play the game “Animal Sounds”  Teacher –
 Make an animal sound and have students guess what the animal is. students in
 Have students work in pairs: one makes animal sounds and the other pairs
guesses. Then swap the roles.
 Have some pairs demonstrate the activity in front of the class.
5’
- Option 2: Review. Play the game “What animal is it?”  Teacher -
 Teacher shows a flashcard only to a student who then mimes the students &
animal he/ she sees on it. students
 Have the class guess the animal.
 Repeat the activity with other flashcards.
25’ New lesson

6. Have students work in pairs, one points at the picture in the book and the
other says the word
7. TPR practice step 1: say the word and make the gesture/ sound all together
according to the word
8. TPR practice step 2: do the actions and students say the word accordingly
9. TPR practice step 3: have students work in pairs, 1 would do the action, the
other say the word
- Option 1: Play "Heads up. What's Missing?" students in
 Divide the class into two teams. groups
 One student from each team calls out the missing flashcard.  Teacher –
- Option 2: Play the game “Who is faster?”. students in
B. Listen and point. (8’)  Teacher –
1. Pre- listening: Introduce the situation, point at each person/activity in the whole class
picture and have students call out the words.
 Demonstrate the activity by pointing at the activities in the picture.
again “run/ swim/ sing.”
E. Now, sing a song. (7’)
2. Play audio and have students turn to page 68.  Teacher –
3. Play audio and have students sing the song as a whole class. whole class/
4. Have some students sing in front of the class. students
Wrap-up (5’)
Option 1: Review. Listen and mime.
 Have students stand up.  Teacher –
 Give commands “sing/run/swim”. whole class/
 Students listen and mime the activities. students
 Have a student play the role of the teacher and repeat the activity.
5’
Option 2: Review. Play the game “Matching”.
 Write the words on the board.
 Have students read the words on the board.  Teacher –
 Give students flashcards. whole class/
students
call out the words.
Week: 19
Period: 38th
UNIT 6: ACTIVITIES
Lesson 1 (P2)
I. Objectives:
By the end of this lesson, students will be able to talk about their abilities.
II. Teaching aids:
Vocabulary: swim, sing, run.
Structures:
 I can (run).
IV. Procedures:
Warm-up & Review
session.)
5’  Students say that word or that sentence loudly. students
- Option 2: Review. Sing.  Teacher –

 Play audio Part C and have students sing the song. whole class
 Have some students sing in front of the class.
25’ New lesson
E- Point and say. (10’)
1. Show a flashcard to the class. whole class
e.g. (Teacher shows the flashcard "run")
• Class: “I can run.”  Teacher –
Point and say: students in
2. Have Student A point to the pictures and Student B say “I can swim…”.
E- Play the “Pretend” game (10’)

1. Have students look at the example.  Teacher -
2. Have one student come to the front of the class. students &
3. Have that student do an action silently. students/
4. Have other students try to guess the action. students in
5. Have students work in pairs, one does actions and the other guesses. Then pairs
have them swap roles and repeat.

1. Have students work in pairs and talk about the things they can do.
2. Have some students demonstrate the activity in front of the class.  Teacher-
students in
pairs/
individuals
Wrap-up
 Write the vocabulary + structures in different areas on the board. students
5’
- Option 2: Review. Play the game “Flash look and say”.  Teacher -
 Teacher shows a flashcard quickly. whole class
 Students say that word or a sentence, using “I can…” .

Week: 20
Period: 39th
UNIT 6: ACTIVITIES
Lesson 2 (P1)
I. Objectives:
By the end of this lesson, students will review the /e/, /f/, /g/ and /h/ sounds.
II. Teaching aids:
Vocabulary: review food, elephant, girl, hop
IV. Procedures:
Warm-up (5’)
Play audio Part C of lesson 1 and have students sing the song. whole class
5’ - Option 2: Play the game “Unscramble”.  Teacher -

 Divide the class into small groups and give each group a mini-board. students in
 Show the unscramble words and ask the groups to write the correct groups
answers on the mini-boards. E.g. wsmi -> swim.
 The group with more correct words in shorter time will be the winner.
25’ New lesson
The alphabet (5’)
3. Put the flashcards on the board for the letters in red (e, f, g and h).

1. Have students look at the pictures.  Teacher –
2. Point to the pictures and say the letters’ sounds. whole class/
3. Play audio. Have students listen and repeat all together and individuals
2- Listen and point. (5’)

1. Have students look at the pictures and letters.  Teacher –
2. Play audio. Demonstrate the activity by pointing to the correct whole class/
letters/pictures. individuals
3. Play audio again. Have students listen and point to the letters/ pictures
as they hear.
4. Have students listen, point and repeat all together and individually.
Correct student’s pronunciation if necessary.
3- Circle the letters. (5’)  Teacher –

1. Have students look at the pictures and call out the words. whole class/
2. Demonstrate the activity using the example. individuals
3. Have students look the letters and circle the correct beginning sounds.
4. Check answers as a whole class.
5. Have students read all of the letter sounds all together and individually.
4- Follow the letters and say the sounds. (5’)
1. Have students look at the pictures and call out the correct sounds.  Teacher –
2. Have students solve the maze with their fingers and say the letter whole class/
sounds as they pass them. individuals
3. Have some students demonstrate the activity in front of class.
Wrap-up (5’)
Option 1: Review. Throw the Beanbag.  Teacher –
 Lay out the phonics cards face up on the table. students in
 Have a student throw the beanbag on one of the phonics cards and groups
name the item pictured.
5’  Repeat the procedure with other students.
Option 2: Review. Singing.  Teacher –

 Have students sing the songs of letters ‘e’ and ‘f’ again (unit 4 - lesson whole class
2).
 Have them sing and make the gestures of an elephant or food.

Week: 20
Period: 40th
UNIT 6: ACTIVITIES
Lesson 2 (P2)
I. Objectives:
By the end of this lesson, students will review the /e/, /f/, /g/ and /h/ sounds.
II. Teaching aids:
Vocabulary: review food, elephant, girl, hop
IV. Procedures:
Warm-up & Review
session.)
 Have students sing the songs of letters ‘e’ and ‘f’ again (unit 4 - lesson whole class/
2). students
5’
 Have them sing and make the gestures of an elephant or food.
- Option 2: Review. Hop or Jump.  Teacher –

 Have students stand up and jump if they hear the ‘e’ sound or hop if
they hear the ‘f’ sound.
25’ New lesson
1- Listen and repeat. (5’)  Teacher –
1. Have students look at the pictures. whole class/
2. Point to the pictures and say the letters’ sounds. individuals
2- Listen and point. (5’)

1. Have students look at the pictures and letters.  Teacher –
2. Play audio. Demonstrate the activity by pointing to the correct whole class/
letters/pictures. individuals
3. Play audio again. Have students listen and point to the letters/ pictures
as they hear.  Teacher -
4. Have students listen, point and repeat all together and individually. students in
Correct student’s pronunciation if necessary. groups
 Teacher -
3- Put a tick or a cross. (5’) individuals/
1. Have students look at the pictures and call out the beginning sounds. whole class
2. Demonstrate the activity using the example.
3. Have students look the letters and put a tick or a cross.
4. Check answers as a whole class.
5. Have students read all of the letter sounds all together and individually.
4- Play “Board race”. (5’)  Teacher -

2. Divide the class into teams and have one student from each team stand a groups
distance from the board.
3. Write 2 letters on the board and then say a word beginning with one of
their sounds.
4. Have the students race to the board, touch that letter, and say the correct
sound.
5. The first student to touch the letter and say the sound gets a point for
their team.
Activity (optional) (5’)

Option 1: Review. Singing.
 Have students sing the songs of letters ‘g’ and ‘h’ again (unit 5 - lesson
2).
 Have them sing and make the gestures of a girl or hop.
Option 2: Review. Jump or clap.
 Call out a letter sound or a word with that letter.
 Have students stand up and jump if they hear the ‘g’ sound or clap if
they hear the ‘h’ sound.
5’ Wrap-up (5’)
Option 1: Review. Play the game “Speed race”.  Teacher –
 Put 4 chairs in front of the board. students in
 Divide the class into 4 teams. groups
 Have a student from each team stand up.
 Put a phonics card on each chair.
 Call out one of the phonics cards.
 The students standing try to be the first to sit on the chair with the
corresponding phonics card.
 The first student to sit on the chair wins a point for his/her team. The
team with the most points wins.
 Teacher –
whole class/
Option 2: Review. Play the “Memory game”. individuals
 Put up the phonics cards on the board.
 Ask the students to memorize the order in which the items appear.
 Remove the phonics cards and ask individual students to name the
items in the correct order.
 Change the order of the phonics cards and repeat the activity.

Week: 21
Period: 41st
REVIEW 5
I. Objectives:
By the end of this lesson, students will review identifying animals and saying what animals they like.
II. Teaching aids:
Vocabulary: review animals.
Structures: review
I like (dogs).
IV. Procedures:
Warm-up & Review
- Option 1: Review. Pictures and Letters.
 Put 4 flashcards/pictures (food, elephant, girl, hop) on the board.  Teacher –
 Have students look at the flashcards/pictures and call out the letter whole class/
sounds. students
 Have some students go to the board and write the letters under the
5’
flashcards/pictures.
- Option 2: Review. Guess, say and act.
 Teacher mouths an animal, e.g. “cat”
 Students guess and say what the animal is (e.g. “It’s a cat.”).  Teacher –
 Have students act out the word. whole class
 Continue the activity with the name of other animals.
New lesson
have students call out the animals they see. whole class/
 Play audio and have students look at the pictures and animals.
9. Post-listening: Point at each picture and have students say "I like cats/...".
class.
B- Play the "Chain" game: (10')
25’ 1. Have students look at the example.  Teacher -
3. Have the student stand up. groups
4. Have Student A turn to Student B and say a sentence.
5. Next, have Student B turn to Student C and say a sentence, then have
6. Continue until all students have practiced.
Draw and say.  Teacher -
 Have students work in pairs, take turns drawing their favorite animal Students in
in the air and saying “I like + the name of the animal-s.” to their pairs
partners.
 Have some pairs demonstrate the activity in front of the class.
Wrap-up
- Option 1: Review. Play the game “Who is faster?”.  Teacher -
 Arrange the flashcards on the board. groups
5’  Invite a student from each group to go to the board.
Play the audio of Unit 5 - lesson 1 - Part C and have students sing the  Teacher -
song. whole class

Week: 21
Period: 42nd
REVIEW 6
I. Objectives:
By the end of this lesson, students will review talking about abilities.
II. Teaching aids:
Vocabulary: review swim, sing, run.
Structures: review
I can (run).
IV. Procedures:
Warm-up & Review
session.)
- Option 1: Review. Play the game “Animal Jumble”.  Teacher –
 Mix the flashcards of Unit 5 - lessons 1 and 3. students in
 Put them on a table in front of the class. groups
5’  Divide the students into two teams.
 Say a word and have the students race to find the flashcard.
- Option 2: Review. Favorite animals.
 Have students work in pairs and talk about their favorite animals “I  Teacher –
like….”. students in
 Have some students demonstrate in front of the class. pairs/
individuals
New lesson
have students call out the actions they see. whole class/
 Play audio and have students look at the pictures and activities.
4. Post-listening: Point at each picture and have students say "I can run/...".
class.
B - Play "Guess the picture": (10')
25’
2. Divide the class into 2 teams.  Teacher -
3. Have a student stand facing away from the board and stick a flashcard on students in
the board behind him/her. pairs
4. Have the student try to guess the answer without looking at the flashcard.
5. Give that team 1 point if it's a correct guess.
6. Have teams take turns.
Mime and Say
 Have students work in pairs, one mimes an action and the other
guesses and says a sentence. E.g. Student A mimes ‘swim’ and  Teacher -
Student B says ‘I can swim.’ Students in
 Have some pairs demonstrate the activity in front of the class. pairs
5’ Wrap-up
- Option 1: Review. What is the missing letter?  Teacher -
 Have that student look at a flashcard, call out the word and write the
missing letters.

 Write the vocabulary + structures in different areas on the board. individuals/
 Teacher says a word or a sentence (written on the board) whole class

Week: 22
Period: 43rd
UNIT 7: NUMBERS
Lesson 1: (p1)
I. Objectives:
By the end of this lesson, students will be able to count.
II. Teaching aids:
Vocabulary: one, two, three
Structures:
IV. Procedures:
Warm-up (5’)
Play “i-Learn Smart Start” song (from YouTube) and make gestures whole class
- Option 2: Look and say.
 Go around the class, mime actions (“swim”, “run”, “sing”).  Teacher -
 Have students say “I can swim/ run/ sing”. individuals /
5’
- Option 3: Play “Simon says” whole class
 Have students follow commands that start with “Simon says…”
 Give them different commands with or without “Simon says…” such  Teacher -
as “run”, “Simon says run”, etc. whole class/
 If it doesn’t start with “Simon says…”, students who do the action students -
must sit down. students
 Have one student stand in front of the class to be Simon.
25’ New lesson
accordingly.
- Option 1: Play "Heads up. What's missing?"
1. Divide the class into two teams.
2. Arrange the flashcards on the board and remove one card when students
are not looking.
3. One student from each team calls out the missing flashcard.
 Teacher –
- Option 2: Play the game “Flash look and say”. whole class
 Students say that word.
and have students call out the words “one, two, three”.
 Demonstrate the activity by pointing at "one", "two" , “three” in the  Teacher –
picture. whole class
4. While-listening: Play audio again. Have students listen and point.  Teacher –
5. Post- listening: Point at each picture and have students call out the words whole class
again “one, two, three.”
F. Now, sing a song. (7’)
 Teacher –
whole class
Wrap-up (5’)
Option 1: Review. Play the game “Listen and point”.
 Write the vocabulary in different areas on the board.  Teacher –
 Teacher says a word (written on the board) whole class/
 Students use their fingers to point to the vocabulary on the board and students
5’ say it loudly.
Option 2: Review. Play the game “Listen and circle”.
 Teacher writes a lot of numbers one, two, three in different areas of
the board, not in order and invites some students to go to the board.  Teacher –
 Teacher says a number. whole class
 The invited students circle the said number as many times as possible.

Week: 22
Period: 44th
UNIT 7: NUMBERS
Lesson 1: (p2)
I. Objectives:
By the end of this lesson, students will be able to count.
II. Teaching aids:
Vocabulary: one, two, three
Structures:
IV. Procedures:

Warm-up & Review
session.)
missing letter(s).
5’ - Option 2: Review. Count and stand up.
 Have students count “one, two, three” in row and ask them to
remember their number.  Teacher –
whole class
 Say a number and have all students with that number stand up.
 Repeat the activity in such a way that each student counts a new
number.
- Option 3: Sing and Dance.
Play “i-Learn Smart Start” song (from YouTube) and make gestures.
following the lyrics, have students stand up and make the gestures.
 Teacher –
whole class
25’ New lesson
D- Point and count. (10’)
1. Divide the class into pairs.  Teacher –
2. Demonstrate the activity with a student using numbers “one, two, three” whole class
and pointing at the pictures (cat, dog, book….)
3. Have student A point and Student B count.
5. Check answers as a whole class, then count the objects as a whole class.
E- Play “Board race”. (10’)  Teacher –

2. Divide the class into teams and have one student from each team stand a pairs
distance from the board.
3. Stick two flashcards on the board and then say one of them.
4. Have the students race to the board, touch that flashcard, and say the  Teacher -
correct word. students in
5. The first student to touch the flashcard and say the word gets a point for groups
their team.
6. Continue with other students.  Teacher/
individuals/
Activity: (5’) (optional) Students in
Call out a number and clap pairs
1. Hold up a flashcard and have students call out the number.
2. Count out loud “One, two, three.” as you clap .
3. Repeat with different numbers and have students call out the number of
claps.
4. Say a number and have students count and clap.
Wrap-up
- Option 1: Review. Count school items.  Teacher -
 Have each student prepare their school items, e.g. pencil, bag, book… students in
(The number of each school items does not exceed 3). pairs
 Have students work in groups and take turn counting their school
5’
items out loud.
- Option 2: Review. Look and clap hands.
 Show a number of the same school items to the class.  Teacher -
 Have the class clap their hands once if they see one school item, two students in
times if they see two school items, etc. groups

Week: 23
Period: 45th
UNIT 7: NUMBERS
Lesson 2 (p1)
I. Objectives:
By the end of this lesson, students will be able to recognize the /ɪ/ and /dʒ/ sounds.
II. Teaching aids:
Vocabulary: Ii, Jj, insect, ink, jump, juice
IV. Procedures:
Warm-up (5’)
- Option 1: write numbers and count things.
 Draw pictures of the same things (but different numbers of things) in  Teacher –
different areas of the board, e.g. One picture of two dogs, one picture whole class
of three cats, one picture of one bird….
 Have one, two or three students go to the board and write the
corresponding number next to each picture, e.g. number 2 next to the
5’ picture of two dogs, number 3 next to the picture of three cats…
 Have Class count the animals/ objects in each picture out loud.
- Option 2: Play the game “Matching”.
 Write the words/sentences on the board.  Teacher -
 Have students read the words/sentences on the board. students
 Have students match the flashcards with the words/sentences on the
board and call out the words/sentences.
25’ New lesson
The alphabet (5’)
3. Put the flashcards on the board for the letters in red (i and j).
Letter I
1- Listen and repeat. Trace. (10’)
1. Have students look at the letter. whole class/
2. Play audio. Have students listen and repeat all together and individuals
Trace:
Listen and repeat:
1. Have students look at the picture, letter and word.
2. Play audio. Have students listen and point to the letter and word as they  Teacher –
hear. whole class/
3. Have students listen and repeat all together and individually. Correct individuals
3- Sing. (5’)
2. Read the lyrics as a whole class.  Teacher –
3. Play audio, have students listen and point at the letters/words. whole class/
4. Have students listen and sing along. students
5. Have students sing and make a gesture (of an insect).
Wrap-up (5’)
4- Listen and clap.  Teacher –
1. Demonstrate the activity. whole class/
5’
2. Have students stand up. students
3. Have students clap when they hear the 'i' sound.

Week: 23
Period: 46th
UNIT 7: NUMBERS
Lesson 2 (p2)
I. Objectives:
By the end of this lesson, students will be able to recognize the /ɪ/ and /dʒ/ sounds.
II. Teaching aids:
Vocabulary: Ii, Jj, insect, ink, jump, juice
IV. Procedures:
Warm-up & Review
session.)
 Have students sing the songs of letter ‘i’ again. whole class/
5’  Have them sing and make the gesture of an insect. students
- Option 2: Review. Clap.
 Call out a letter sound or a word with that letter.  Teacher –
 Have students stand up and clap if they hear the ‘i’ sound. whole class
New lesson
Letter J
Trace:
2- Listen and repeat. (5’)  Teacher -
Listen and repeat: students in
1. Have students look at the picture, letter and word. groups
25’ 2. Play audio. Have students listen and point to the letter and word as they
hear.
4. Have some students demonstrate the activity in front of the class.  Teacher/
3- Sing. (5’) individuals/
1. Have students look at the lyrics and pictures. Students in
2. Read the lyrics as a whole class. pairs
5. Have students sing and make a gesture (jumping).
3. Have students jump when they hear the 'j' sound.
5’ Wrap-up
- Option 1: Review. Play the game “Listen and tap”.  Teacher -
 Write the letters and the words in different areas on the board. students in
 Call out a letter sound or a word.
 The students will run and slap the letter or the word on the board and
say it loudly.
 The faster student will be the winner.
 Repeat the activity with other students.  Teacher -
- Option 2: Review. Look, point, and say. student &
 Write “Ii, Jj, insect, ink, jump, juice” in different areas on the board. whole class
 Show a phonics card to the class, covering the letter/ word on it.
 Have students point at the letter/ word (on the board) corresponding to
the phonics card and call the letter/ word out loud .
 Repeat the activity with other phonics cards.

Week: 24
Period: 47th
UNIT 7: NUMBERS
Lesson 3 (p1)
I. Objectives:
By the end of this lesson, students will be able to talk about how old they are.
II. Teaching aids:
Vocabulary: four, five, six
Structures:
 (Vinh)’s (six).
 How old are you?
 I’m (six).
IV. Procedures:
Warm-up (5’)
 Have students sing the songs of letter ‘J’ again. whole class/
 Have them sing and make the gesture of jumping. students
- Option 2: Review. Jump.
5’  Have students stand up and jump if they hear the ‘j’ sound.  Teacher –
- Option 3: Clap or Jump. whole class
 Have students stand up and clap if they hear the ‘i’ sound or jump if  Teacher –
they hear the ‘j’ sound. whole class
25’ New lesson

accordingly.
- Option 1: Play “Heads up. What’s missing”.  Teacher –
1. Play "Heads up. What's missing?" whole class
3. Arrange the flashcards on the board and remove one card when students
are not looking.
4. One student from each team calls out the missing flashcard.  Teacher –
whole class/
- Option 2: Play the game ‘Pass the flashcard & Name it’ individuals
 Give the first student a flashcard and play a song.
 Students have to pass the flashcard.
 When the music stops, the student with the flashcard has to say the word
out loud.
 Repeat the activity with other flashcards.  Teacher –
B. (8’) whole class/
1. Listen and point. students
and have students call out the words “two”, "four", "five", "six".
 Demonstrate the activity by pointing at “two”, "four", "five", "six" in
the picture.
again “Binh’s four./Phuong’s five./ Bao’s two….”
class.
1. Have students look at the useful language box. students in
2. Play audio. Have students listen to the useful language. groups
G. Play “Guess the number”. (7’)
3. Have a student stand facing away from the board and stick a flashcard on
the board behind them.
4. Have the student try to guess the answer without looking at the flashcard.
5. Give that team one point if it's a correct guess.
6. Have teams take turns.
5’ Wrap-up (5’)
Option 1: Review. Look and clap.  Teacher –
 Say a number. students in
 Have students clap their hands the time(s) corresponding to that groups
number.
Option 2: Review. Play “Connect numbers in the right sequence”.  Teacher –
 Put three sets of six numbers (1-6, not in the right sequence) in whole class
different areas on the board.
 Have three students go to the board and draw arrows to connect the
six numbers in the right sequence (one, two, three, for, five, six).
 Have the class call the numbers in the right sequence out loud.
Week: 24
Period: 48th
UNIT 7: NUMBERS
Lesson 3 (p2)
I. Objectives:
By the end of this lesson, students will be able to talk about how old they are.
II. Teaching aids:
Vocabulary: four, five, six
Structures:
 (Vinh)’s (six).
 How old are you?
 I’m (six).
IV. Procedures:
Warm-up & Review
session.)
- Option 1: Review. What is the missing number?  Teacher –
 Count from 1 to six skipping some numbers. whole class/
 Have students say the missing numbers. students
5’
 Have some students demonstrate the activity in front of the class.
 Start a new activity counting down 6-1 skipping some numbers.
 Play the clip “Count to six”. (https://www.youtube.com/watch?
v=VK1zbwJrItI)  Teacher –
 Have students sing the numbers they hear. whole class
New lesson
D- 1. Listen to the story. (10’)  Teacher –
1. Pre-listening: Have students look at the picture. Point to each person in the whole class/
pictures and have students call out the people they see. students
2. While-listening:
 Play audio and have students look at the picture and people.
 Demonstrate the activity by pointing at the speech bubbles.
 Have students listen, point and read.
3. Post-listening: Point at each person in the picture and have students say
"How old are you?/ I’m five./ I’m six."
10. Listen and repeat: (5')  Teacher –
11. 1. Have students look at the useful language box. whole class/
2. Play audio. Have students listen to the useful language. students
25’ 3. Have students practice the useful language.
E – Ask and answer: (5')
1. Divide the class into pairs.  Teacher -
2. Have Student A ask and Student B answer. Then they swap roles. students in
3. Have some pairs demonstrate the activity in front of the class. pairs
Practice: (5’) (optional)

Asking your friends’ age.
 Have students go around, say “I’m (six).” and ask their friends “How
old are you?”. Have these students answer.  Students -
 Have some students demonstrate the activity in front of the class. students
Wrap-up
- Option 1: Review. Count in row and tell friends your age.  Teacher -
 Have students count in row 1-6. Have the student who says number students in
six stand up and say “I’m six” . pairs
- Option 2: Review. Ask and answer.
 Have students go around the class and ask their friends’ age. Have these
friends answer and give more information about their (younger)
siblings’’ age, e.g. I’m six. My brother’s five./ My sister’s three. Then
5’
swap the roles.
- Option 3: Arrange sets of cards on the board. Have students put them in the  Teacher -
right sequence (one, two, three, four, five, six). whole class
5 3 1 4 2 6
6 1 3 5 4 2
2 4 1 3 6 5

Week: 25
Period: 49th
UNIT 8: Food
Lesson 1: (p1)
I. Objectives:
By the end of this lesson, students will be able to say what food they want.
II. Teaching aids:
Vocabulary: banana, cookie, sandwich
Structure :
 I want a (banana).
IV. Procedures:
Warm-up
Option 1: Pass the balls  Teacher –
- Give two different colored balls to two students, a red ball ( ask the whole class/
question) and a yellow ball (answer the question). pair work
- Have students listen to music and pass the balls.
- Stop music.
- Have the student with a red ball make a question for the child who has
5’
yellow ball. E. How old are you? The child with the yellow ball will
answer his/ her friend’s question. E. g. I’m (seven).  Teacher –
Option 2: Conversation Lines whole class/
- Have students stand in parallel lines facing each other. pair work
- Have students work in pairs.
- Student A asks: “ How old are you?”
- Student B answers: “ I’m (seven).
25’ New lesson
- Arrange the flashcards on the board, play audio and point to each individuals
flashcard. Have students listen.
- Have one student go to the board and play the role of a teacher, point to
the picture and have the others repeat.
Option 1: Heads up. What's missing?
- Arrange the flashcards on the board and remove one card when students Teacher-whole
are not looking. class/
- One student from each team calls out the missing flashcard. teamwork
Option 2: Flyswatter
- Write “ banana, cookie, sandwich” on the board.
- Divide the class into four teams. Have one student from each team come to  Teacher-
the board holding a flyswatter. whole class/
- Read a word aloud, e.g. “banana” . Have students race to the board and hit teamwork
the word with the flyswatter. The winner is the one who hits the correct
word first.
- Play until everyone in the class has had at least one turn.
B- Listen and point.
CD2- Track 27
- Introduce the situation: The family are at the park. Ben says, “ I want a Teacher-whole
cookie.” class/
- Play audio and have students look at the picture. individuals/pai
- Play audio. Have students listen and repeat. r work
- Have students work in pairs. Student A says, “ I want (a cookie).” Student
B says, “Me too”. or “ I want (a sandwich).”
C- Sing.
CD2- Track 28
- Read the lyrics as a whole class.  Teacher-whole
- Play audio and have students listen. class
Wrap-up
Option 1: Feely Bag  Teacher –
- Put some pictures in a bag. whole class/
- Have children sit in a circle. individuals
- Play some music and ask children to pass the bag from one child to the
next around the circle.
- Stop the music suddenly. The child who has the bag when the music stops
feels a picture in the bag and says “ I want a (cookie).” Then the child pulls
5’ the picture out of the bag to see if he/she was correct.
- Play the music and continue in this way until several children have had a
turn.
Option 2: Missing letters
- Divide the class into three teams.  Teacher –
- Write three words on the board, each missing a letter. whole class/
- Have one student from each team come up and try to fill in the missing teamwork
letters then make sentences with three words given. The first team with the
most correct letters and sentences is the winner.

Week: 25
Period: 50th
UNIT 8: Food
Lesson 1: (p2)
I. Objectives:
By the end of this lesson, students will be able to say what food they want.
II. Teaching aids:
Vocabulary: banana, cookie, sandwich
Structures : I want a (banana).
IV. Procedures:
Warm-up
Option 1: Whisper
5’ - Arrange children into rows of at least six.  Teacher –
- Secretly show a flashcard to the first child in each group. This child whole class/
whispers the word to the child next to him/her. groupwork
Option 2: Guessing game.  Teacher-whole
- Divide the class into small groups. class/
- Show a half of a picture of a banana (cookie /sandwich). groupwork
- Students in each group try to guess what food in the picture is.
- The student who gives a correct answer will get one point.
New lesson
D- Point and say.  Teacher –
- Have students look at the pictures and identify the food. whole class/
- Divide the class into pairs. pair work
- Have Student A point to the pictures and Student B say, e.g. "I want a /individuals
cookie." Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Optional activities
Option 1:
- Show a flashcard to the class.  Teacher- whole
- Have students practice the structure using the new word. class/
- Repeat with other flashcards. e.g.(Teacher shows flashcard "cookie.") • individuals
Class: "I want a cookie."
Option 2:
- Divide the class into pairs.
- Have Student A point to the picture and Student B say, e.g. "I want a
cookie."  Teacher- whole
- Swap roles and repeat. class/ pair work
25’
- Have some pairs demonstrate the activity in front of the class.
E- Play “ Board race”
- Divide the class into four teams and have one student from each team  Teacher –
stand a distance from the board. whole class/
- Stick two flashcards on the board and then say one of them. teamwork
- Have the students race to the board, touch that flashcard, and say the
correct sentence.
- The first student to touch the flashcard and say the sentence gets a point
for their team.
- Stick three flashcards on the board and continue the game with other
students.
Extra activity: Hold up your pictures!
- Have students draw a banana, a cookie or a sandwich in a piece of paper
(size A5)
- Play audio ( track 28) and have students sing this song. Ask the children to  Teacher –
hold their pictures that match the lyric. whole class
5’ Wrap-up
Option 1: True or False” Line.  Teacher –
- Put a line of tape on the floor and designate one side "True" and the other whole class
"False".
- Hold up an object or flashcard and say its word ( or a sentence). If students
think the word ( a sentence) you have said is the correct word, they jump
to the “True” side. And if not, they jump to the “False” side.
Option 2: : Pass the card
- Give student a flashcard.  Teacher –
- Have students listen to music and pass the flashcard. whole class/
- Stop music. individuals
- Have the student with the flashcard stand up and say ‘I want a (cookie)’.
- Change the card and continue the game.

Week: 26
Period: 51st
UNIT 8: Food
Lesson 2: (p1)
I. Objectives:
By the end of this lesson, students will be able to recognize the /k/ and /l/ sounds.
II. Teaching aids:
Vocabulary: Letter Kk, Ll , kick, kite, love, leaf
IV. Procedures:
Warm-up
- Play audio again and sing the song. groupwork/
- Put the flashcards on the board for the letters in red (k and l). Point to each individuals
5’ flashcard, call out the letter's name, and have students repeat.
Option 2: Mystery bag
- Place toys ( ant, elephant, leaf,..) and pictures ( cap, door,…) within a bag—
like ant for a, boy for b,….
- Have students name each toy or card, and guess the “mystery letter”.  Teacher –
whole class
25’ New lesson
- Have students trace the letters with their fingers.
CD 2- Track 29
- Have students look at the pictures. Teacher-whole
- Demonstrate the activity. class/
- Play audio. Have students point to the letter as they hear it. individuals
- Play audio again. Have students listen and repeat.
- Have some students demonstrate in front of the class.
3. Sing.
CD 2- Track 31
- Play audio and have students listen. Teacher-whole
- Play audio again and have students listen and sing along. class
4. Listen and hop.
CD 2- Track 32
- Have students stand up.
- Have students hop when they hear the letter sound.  Teacher-whole
Optional activities: class
Option 1: Tracing on backs
- Have each group make a line, with the first child standing near the board
and the last child standing near the back of the classroom.
- Pass out a phonics card to the last child of each line, but don't have them  Teacher-whole
look at the card until you say, Go. class/
- Have children “Write” the letter very slowly on their classmates’ backs with groupwork
their fingers.
- The first child goes to the board says the sound. The quickest group with the
correct pronunciation wins.
Option 2: Pair race
- Divide the class into two teams, each team has some flashcards of letters k,
l and pictures of kick, kite, love, leaf.
board. If the letter and picture are matched. They will have one point.
 Teacher-whole
class/ pair work
Wrap-up
Option 1: Listen and tap  Teacher –
- Write the letters and the words in different areas on the board. whole class/
- Divide the class into groups. groupwork
- The students will run and slap the letter or the word on the board and say it
loudly.
5’
Option 2: Alphabet ball
- Have students make a big circle.
- Give a ball to the first student and ask he/she to say a letter, the first student  Teacher –
gives the ball to the second student. Have the second student say a word. whole class/
- Continue the game. teamwork

Week: 26
Period: 52nd
UNIT 8: Food
Lesson 2: (p2)
I. Objectives:
By the end of this lesson, students will be able to recognize the /k/ and /l/ sounds.
II. Teaching aids:
Vocabulary: Letter Kk, Ll , kick, kite, love, leaf
IV. Procedures:
Warm-up
Have students sing the song with sign language. whole class
5’
 Teacher-whole
class/
teamwork
Option 2: Read my lips
- Have two teams set up and the first person on each team must watch the
teacher’s mouth.
- Set a letter with no voice, just move his/her lips in tongue in the correct
way. The first team to guess correctly gets a point.
25’ New lesson
- Have students trace the letters with their fingers.
CD 2- Track 34
- Have students look at the pictures.
- Play audio. Have students point to the letter as they hear it.  Teacher-
- Play audio again. Have students listen and repeat. whole class/
- Have one student demonstrate in front of the class and ask him/her to individuals
choose one of his/ her friend to continue the activity.
3. Sing.
CD 2- Track 35
- Play audio and have students listen.  Teacher-
- Play audio again and have students listen and sing along. whole class
4. Listen and clap.
CD 2- Track 36
- Have students clap when they hear the letter sound.  Teacher-
Optional activities whole class
- Place letter cards from a to l on the board.
- Continue with each student saying the next letter in the sequence, returning  Teacher-
to the beginning when necessary. whole class/
- Remove one letter. The class repeats the sequence, including the missing individuals
letter.
Option 2: Clap, jump or hop
Have students stand up and clap when they hear the letter sound k, jump when
they hear the letter sound l, hop when they hear the others.
 Teacher-
whole class/
individuals
Wrap-up
Option 1: Erase the sound  Teacher –
- Write the alphabet from a to l on the board. whole class/
- Have one student come to the board. teamwork
- Say a sound of a letter and have him/her erase it.
- Continue with the others.
5’ Option 2: Phonics posters
- Divide the class into groups of five.  Teacher –
- Hand out sheets of paper and colored pencils. whole class/
- Children choose the “k”, “l” sound. Team work
- They must draw pictures of one or two words with their chosen sound and
color them. Somewhere on the poster they should write the sound.
- Put the phonics posters around the classroom.

Week: 27
Period: 53rd
Review 7
I. Objectives:
By the end of this lesson, students will review talking about their ages and saying what food they
want.
II. Teaching aids:
Vocabulary: Review
Structure : Review
IV. Procedures:
Warm-up
Option 1: Step away lines  Teacher –
- Give each student a blank sheet of paper and ask them to draw food whole class/
( banana, cookie, sandwich). pair work
- Have students stand in two rows facing each other, so that each student has
a partner in the opposite line.
- Have each pair hold up their drawing pictures and say a sentence. E g. ‘I
want a banana.’ Each time the pairs complete their sentences ,both
5’
partners take a giant step back and repeat the sentences. Every time they
do so, they will naturally need to speak louder in order to be heard by each
other.  Teacher –
Option 2: Erase the numbers whole class/
- Have ten students go to the board and write numbers from 1 to ten. individuals/
- Have other two students come to the board, one says a number and one pair work
erases it.
- Continue with other pairs.
New lesson
A-Listen and circle (A or B).
- Have students look at the pictures and call out the numbers they can see. whole class/
Guide them how to do with listening task. individuals
- Have students guess the answers.
- Play audio and demonstrate the activity using the example.
- Play audio again and check answers as a whole class. Teacher-whole
B- Play “ Magic fingers”. class/ pair
- Have students look at the example. work
- Have Student A write a number with their finger on Student B's back.
Have Student B try to guess.
- Swap roles and repeat. Teacher-whole
25’
Optional activities: class/
Option 1: Slap groupwork
- Divide the class into five groups and have the students make five lines.
- Place flashcards of numbers from 1 to 6 on the board.
- Call out a number and have the first student of each line run to the board
and slap. Give one point for the student who slaps the correct flashcard  Teacher-whole
first. class/
Option 2: Whisper teamwork
- Arrange children into rows of at least six.
- Secretly show a flashcard of a number to the first child in each group. This
child whispers the sentence to the child next to him/her. E. g. “ I’m five.”
- The final child says the sentence out loud, and the first child holds up the
5’ Wrap-up
Option 1: Domino  Teacher –
- Have students work in pairs. whole class/
- Give each pair a set of domino cards like pictures below: pair work
one 5 five 2 seven 3 six 4 nine 1
two 7 three 6 eight 10 four 8 ten 9
- Mix up all flashcards and have each pair arrange a word next to a
correct number. E. g.
one 5 five 2 two 7

- Check answers as a whole class.  Teacher –
Option 2: Throw the dice whole class/
- Put children in pairs. Each pair has a die with the numbers 1–6. pair work
- Student A throws the die, student B asks, “ How old are you?”.
- Student A looks at the number on the die he/she ‘s got and answers: “I’m
six.”

Week: 27
Period: 54th
Review 8
I. Objectives:
By the end of this lesson, students will review talking about their ages and saying what food they
want.
II. Teaching aids:
Vocabulary: Review
Structures : Review
IV. Procedures:
Warm-up
Option 1: True or False” Line.  Teacher –
- Put a line of tape on the floor and designate one side "True" and the other whole class
"False".
- Hold up a flashcard and say its word. If students think the word you have
said is the correct word, they jump to the “True” side. And if not, they
jump to the “False” side.
5’ Option 2: Seven lives
- Draw or stick seven bodies outlines on the board.  Teacher-whole
- class/
- Choose a word. Draw one line on the board for each letter in a word, for individuals
example: _ _ _ _ _ _(banana).
25’ New lesson
A-Listen and circle (A or B).
- Have students look at the pictures and call out the food items they can see. whole class/
Guide them how to do with listening task. individuals
- Have students guess the answers.
B- Play the “ Chain “ game. Teacher- whole
- Have students look at the example. class/
- Divide the class into groups of four. groupwork
- Have Student A turn to Student B and say a sentence, then have Student B
say a sentence.
- Next, have Student B turn to Student C and say a sentence, then have
- Continue until all students have practiced.
- Have some groups demonstrate the activity in front of the class. Teacher- whole
Optional activities class/
Option 1: Pass the card individuals
- Give student a card ( banana/ cookie/ sandwich).
- Have students listen to music and pass the card.
- Stop music.
- Have the student with the card stand up and say a sentence. E.g. “I want a
cookie.”
- Change the card and continue the game. Teacher- whole
class/
Option 2: Quick flash individuals
- Use the flashcards of a banana, a cookie and a sandwich that students have
learnt.
- Show each card very quickly and then hide it again. Ask the class to call
out the word of the picture they have seen. Have students make a sentence
with that word.
Wrap-up
Option 1: Missing letters  Teacher –
- Divide the class into four teams. whole class/
- Write words about food on the board, each missing a letter. teamwork
letters then make sentences with words given. The first team with the most
5’ correct letters and sentences is the winner.
Option 2: Sentences and pictures.  Teacher –
- Stick three picture cards on the board and write four sentences about these whole class/
pictures (E.g. ‘I want a cookie.’) in different places. individuals
- Have students match pictures and sentences.
- Have remain students give their ideas about their friends’ answers, then
teacher gives the correct ones.

Week: 28
Period: 55th
UNIT 9: TOYS
Lesson 1: (p1)
I. Objectives:
By the end of this lesson, students will be able to say what objects they have.
II. Teaching aids:
Vocabulary: car, teddy bear, ball
Structure :
 I have a (car).
IV. Procedures:
Warm-up
Option 1: Who is faster?  Teacher –
- Divide the class into groups. whole class/
- Arrange the flashcards on the board. groupwork
- Teacher says a word and the students run to tap the right card.
5’
Option 2: Matching
- Write the vocabulary about numbers 1 to 6 and food on the board.
- Have students read the words on the board.
- Give students flashcards.  Teacher –
- Have students hold the flashcards to match the vocabulary on the board whole class
and call out the vocabulary.
25’ New lesson
- Arrange the flashcards on the board, play audio, and point to each individuals
flashcard.
Optional activity 1: Heads up. What's missing?
- Arrange the flashcards on the board and remove one card when students Teacher-whole
are not looking. class/
- One student from each team calls out the missing flashcard groupwork/
B- Listen and point. individuals
CD2- Track 40
- Introduce the situation. Teacher-whole
- Play audio and have students look at the picture. class/
- Demonstrate the activity by pointing to the new vocabulary items. individuals
Optional activity 2: Role-play.
- Divide the class into groups of three.
- Have students practice the dialogue.
- Have students make new dialogues by using their real names.
- Have some pairs demonstrate the activity in front of the class.  Teacher-whole
C- Sing. class/
CD2- Track 41 groupwork
 Teacher-whole
class
Wrap-up
Option 1: Board race  Teacher –
- Divide the class into two teams. whole class/
- Stick three flashcards on the board, e.g. "car", “teddy bear” and "ball". teamwork
- Have one student from each team stand away from the
- board.
- Choose one of the flashcards and say the word.
- Have the students from each team race to the board to
- touch the correct flashcard and say the sentence, e.g. "I have a car."
- The first student to touch the correct flashcard and say the
5’ - sentence will get one point for their team.
- Continue with other students.
- The team with the most points will be the winner.
Option 2: Memory game
- Put up the flashcards on the board.
- Ask the students to memorize the order in which the items appear.
- Remove the flashcards and ask individual students to name the items in the
correct order.  Teacher –
- Change the order of the flashcards and repeat the activity. whole class/
individuals

Week: 28
Period: 56th
UNIT 9: TOYS
Lesson 1: (p2)
I. Objectives:
By the end of this lesson, students will be able to say what objects they have.
II. Teaching aids:
Vocabulary: car, teddy bear, ball
Structures : I have a (car).
IV. Procedures:
5’ Warm-up
Option 1: Guessing game  Teacher –
- Students work in groups. whole class/
- Show a half of a picture of a toy (car, teddy bear, ball). groupwork
- Students work in groups to try to guess what toy in the picture is.
- The students who gives a correct guessing will get one point.
Option 2: Swat the fly.  Teacher-whole
- Students work in groups. Each group has a fly swatter. class/
- Place pictures of toys on the board. groupwork
- Call out a word.
- Students compete to swat the correct picture and make a sentence about
the word they have swatted.
- The winner will get 1 point for his/her group.
New lesson
- Have students look at the picture and call out the name of some toys . whole class/
- Have students practice the structure using the new word. E.g. "I have a pair work
car."
- Have students work in pairs. One points to the toy in the picture and one
makes a sentence. Swap roles and continue.
Optional activities
Option 1:
- Invite a child to come to the front of the class and whisper the name of a
toy he/she will draw.
- The child draws the picture on the board for the rest of the class to guess  Teacher-
what it is. whole class/
- The first child to guess the object correctly comes to the front of the class individuals
to draw the next picture.
25’ - Repeat until all the toys have been used.
Option 2: Listening line
Draw a line on the floor. On one side of the line write True and on the other
side False. Students stand on the line when the teacher hold up a card and says
a sentence. E.g. I have a teddy bear. They then stand on the true or false side  Teacher-
of the line. If they make a mistake they come back to their seat. whole class/
E- Play the “ Chain” game. individuals
- Divide the class into groups of four.
- Have the students stand up.
- Have Student A turn to Student B and say a sentence, then have Student B  Teacher-
say a sentence. whole class/
- Next, have Student B turn to Student C and say a sentence, then have groupwork
- Have some groups demonstrate the activity in front of the class
Wrap-up
Option 1: Slap  Teacher –
- Split the class into four teams. whole class/
- Place pictures of toys on the board. teamwork
- Have four students come to the board to face off.
- Call out the word and have students run to the board then slap the pictures.
The winner is the team who slaps the pictures first and makes correct
5’
sentences that match the vocabulary.  Teacher –
Option 2: : : Missing letters whole class/
- Divide the class into four teams. Team work
- Write three words on the board, each missing a letter.
letters then make sentences with three words given. The first team with the
most correct letters and sentences is the winner.
Week: 29
Period: 57th
UNIT 9: TOYS
Lesson 2: (p1)
I. Objectives:
By the end of this lesson, students will be able to recognize the /m/ sound.
II. Teaching aids:
Vocabulary: Mm, mouse, mouth
IV. Procedures:
Warm-up
Option 1: Sing the alphabet song.  Teacher –
- Play the alphabet song and have students listen. whole class
- Play audio again and sing the song.
- Put the flashcards on the board for the letter m in red.
- Point to each flashcard, call out the letter's name, and have students
5’ repeat
- Write the letters of the alphabet on the board and ask children to whole class
continue the list from their previous phonics lessons.
- Ask the students to give the words that begin with the letters a to m
(ant, boy, … ) from the previous phonics lesson.
- Use phonics cards to prompt if necessary.
25’ New lesson
- Have students trace the letters with their fingers. (individuals/ pairs)
CD2- Track 43
- Demonstrate the activity. Teacher-whole
- Play audio. Have students point to the letter as they hear it. class/
- Play audio again. Have students listen and repeat. individuals
3. Sing.
CD2- Track 44
- Play audio and have students listen. Teacher-whole
- Play audio again and have students listen and sing along. class/ small
4. Listen and jump. groups
CD2- Track 45
- Have students jump when they hear the letter sound.  Teacher-whole
Optional activities: class
- Place letter cards from A to M on the board.
- Ask another student to say the next letter.  Teacher –
- Continue with each student saying the next letter in the sequence, returning whole class/
to the beginning when necessary. individuals
- Remove one letter. The class repeats the sequence, including the missing
letter.
- Remove one more letter each time, until students are saying the whole letters
from their memory.
Option 2: Tracing on backs  Teacher –
 Review the previous phonics lesson. Divide the class into groups. whole class/
 Have each group make a line, with the first child standing near the board groupwork
and the last child standing near the back of the classroom.
 Pass out a phonics card to the last child of each line, but don't have them
look at the card until you say, Go.
 Have children “Write” the letter very slowly on their classmates’ backs with
their fingers.
 The first child goes to the board, writes the letter, and says the sound.
The quickest group with the correct letter and pronunciation wins.
Wrap-up
Option 1: Quick flash  Teacher –
 Use the flashcards of letters from a to m. whole class
 Show each card very quickly and then hide it again. Ask the class to call out
the words that begin with the hidden letter.
5’ Option 2: Erase the sound
 Write the alphabet from a to m on the board.  Teacher –
 Have one student come to the board. whole class/
 Say a sound of a letter and have him/her erase it. individuals
 Continue with the others.

Week: 29
Period: 58th
UNIT 9: TOYS
Lesson 2: (p2)
I. Objectives:
By the end of this lesson, students will review the /ɪ/ and /dʒ/ sounds.
II. Teaching aids:
Vocabulary:
Structures :
IV. Procedures:
Warm-up
Have students sing the song with sign language. whole class
5’
 Teacher-whole
Option 2: Phonics matching
class/
- Display the phonics word cards on the board.
individuals
- Place the phonics picture cards on your table.
- Ask children to come to the front of the class to match the cards to
the correct sounds on the board.
25’ New lesson
 Have students look at the pictures. individuals
 Point to the pictures and say the letters' sounds.
 Play audio. Have students listen and repeat the letter sounds.
CD2- Track 47  Teacher-
 Have students look at the pictures. whole class/
 Demonstrate pointing to the correct letter when you hear the sound. individuals
 Play audio. Have students point to the correct picture at the top of the
3. Write the letter.
 Have students look at the pictures and call out the beginning sounds.  Teacher-
Demonstrate the activity using the example. whole class/
- Have students write the letters and say the sound of the letter. individuals
 Check answers as a whole class.
4. Play “ Board race”.
- Divide the class into teams and have one student from each team  Teacher- whole
stand a distance from the board. class/ teamwork
- Write two letters on the board and then say a word beginning with one
of their sounds.
- Have the students race to the board, touch that letter, and say the
correct sound.
- The first student to touch the letter and say the sound gets a point for
their team.
- Continue with other students.  Teacher-
Optional activities whole class/
Option 1: Read my lips teamwork
- Have two teams set up and the first person on each team must watch the
teacher’s mouth.  Teacher-
- Set a letter with no voice, just move his/her lips in tongue in the correct whole class/
way. The first team to guess correctly gets a point. teamwork
Option 2: : Pair race
- Divide the class into two teams, each team has some flashcards of
letters i , j and pictures of ink, insect, juice, jump.
- Say Go. Two students of each team take a letter and a picture run to
the board. If the letter and picture are matched. They will have one
point.
Wrap-up
Option 1: Phonics posters  Teacher –
- Divide the class into groups of five. whole class/
- Hand out sheets of paper and colored pencils. teamwork
- Children choose the “J”, “K” sound.
- They must draw pictures of one or two words with their chosen sound
and color them. Somewhere on the poster they should write the sound.
5’ - Put the phonics posters around the classroom.
Option 2: Patty Cake  Teacher –
- Have children sit facing each other. Children slap their knees once, clap pair work
their hands once, and then clap their partner’s hands once as they both
say /i/ ,/i/ , insect,….
- Children repeat the action, this time saying /j/ /j/ juice,…..
- Continue doing the action for each of the two letters and words.

Week: 30
Period: 59th
UNIT 9: TOYS
Lesson 3: (p1)
I. Objectives:
By the end of this lesson, students will be able to ask and answer about numbers of objects.
II. Teaching aids:
Vocabulary: seven, eight, nine, ten
Structure :(Ten) (teddy bears)
IV. Procedures:
5’ Warm-up
Option 1:
 Song: sing the alphabet song  Teacher –
 Whisper whole class/
- Arrange children into rows of at least six. groupwork/
- Secretly show a flashcard to the first child in each group. This child individuals
whispers the word to the child next to him/her.
- Children continue whispering the word to the child next to them until
the word reaches the final child.
flashcard to see whether the word is correct.
 Song: sing the alphabet song whole class
 Musical cards
- Play some lively music.
- Hand out the flashcards from the previous lesson.
- Children pass the flashcards around all the rows of seats while the music
is playing.
to stand up and say the word. E.g. “one.”
25’ New lesson
A- Listen and point. Repeat. Teacher-whole
- Arrange the flashcards on the board, play audio and point to each groupwork/
flashcard. individuals
- Play audio again and have students point to the pictures in their
books.
- Play "Guess."
- Arrange the flashcards on the board and write a number under each
card.
- Have students look at the flashcards for the count of ten. Turn the
flashcards over to face the board when the students are not looking.
Call out a number and have students take turns to guess the face-
down card. Turn the card over after each guess.
B- 1.Listen and point.
CD2- Track 49 Teacher-whole
- Have students call out the things they can see. class/
- Have them count the cars, balls and teddy bears. individuals
- Have students listen and follow.
- Play audio and demonstrate pointing.
2. Listen and repeat.  Teacher-whole
CD2- Track 50 class
- Have students practice the useful language.
C- Point and say.  Teacher-whole
- Have students look at the pictures and identify the things they see. class/ pair work
- Have Student A point to the pictures and Student B say, e.g. "seven
books."
Option 1: Count the objects
- Have students take out their school objects and have them work in  Teacher-whole
pairs. Student A points to the objects he/she has and say the quantity. class/ pair work
- Swap roles and continue.
Option 2: Run and draw.
- Have students work in four teams.  Teacher-whole
- Stick four blank sheets on the board. class/
- Say “ Draw four books.” Have one student of each team run to the teamwork
board to draw what the teacher said.
- Continue the game in the same way.
- The winner is the team who has the most correct pictures.
Wrap-up
Option 1: Pass the envelope  Teacher –
- Divide the class into groups. whole class/
- Give each group an envelope with the word cards inside. E.g. “ five books, groupwork/
ten cars….” individuals
- Play a song as background music. Children pass the envelope to a classmate
5’ as the music plays.
- Stop the music randomly. The student holding the envelope opens it and
takes out one card then read it aloud.
- Continue the game until there are no more cards left in the envelope.
Option 2: Find the objects  Teacher –
- Hide some school things and toys at many places in the classroom. whole class/
- Have students go around, find and count the objects. teamwork

Week: 30
Period: 60th
UNIT 9: TOYS
Lesson 3: (p2)
I. Objectives:
By the end of this lesson, students will be able to ask and answer about numbers of objects.
II. Teaching aids:
Vocabulary: seven, eight, nine, ten
Structures :
 (Ten) (teddy bears)
 How many (cars)?
(Seven) (cars).
IV. Procedures:
5’ Warm-up
Option 1: Flyswatter  Teacher –
 Play flashcards ( or write “ seven books, nine teddy bears, ten cards, whole class/
eight balls) on the board. teamwork
 Divide the class into four teams. Have one student from each team
come to the board holding a flyswatter.
 Read content of one flashcard aloud, e.g. “seven books” . Have
students race to the board and hit the words with the flyswatter. The
winner is the one who hits the correct words first.
 Play until everyone in the class has had at least one turn.
Option 2: Feely Bag
 Put some pictures in a bag.
 Have children sit in a circle.
 Play some music and ask children to pass the bag from one child to  Teacher-whole
the next around the circle. class/
 Stop the music suddenly. The child who has the bag when the music individuals
stops feels a picture in the bag and says “ seven books.” Then the
child pulls the picture out of the bag to see if he/she was correct.
 Play the music and continue in this way until several children have had a
turn.
New lesson
D-1. Listen to the story.  Teacher –
- Have students call out the things they can see. individuals
- Introduce the situation: “ Vinh and Bobby are playing. Vinh asks:
How many cars? And Bobby answers: Seven cars.”
- Play audio and have students listen and read.
- Have students work in pairs, practicing the useful language.
Optional activity 1: Role-play
25’
Have students work in pairs and act out the story.
E- Play” Count the objects”
- Have students look at the pictures and call out the things they see.  Teacher-
- Have Student A ask and Student B answer. pair work
Optional activity 2:
- Have students take out their school things, count the things they have
and work in pairs. Student A asks and student B answers the question.  Teacher-
- Swap roles and continue. whole class/
pair work
5’ Wrap-up
Option 1: Unscramble the sentence.
many How ? balls

 Teacher –
balls Six . whole class/
teamwork
? cars many How
Nine . cars
-Have students work in groups of four.

-Give each groups some flash cards, each card has a word on it.
-Set up a limit time.
-Have students arrange words to make sentences. There are four sentences for  Teacher –
each group. whole class/
-Have students in each group give their ideas about the tasks. pair work
-Teacher gives correct answers.
Option 2: Running dictation
 Stick some pictures (one bag, nine teddy bears, ten cars, eight balls)
on the walls in the class.
 Have students work in pairs. One runs and find the pictures around
him/ her, then turn back to his pair and tell what he/ she has seen. E. g
One bag. His/ Her friend writes down the word he/ she has heard.

Week: 31
Period: 61st
UNIT 10: My House
Lesson 1: (p1)
I. Objectives:
By the end of this lesson, students will be able to identify rooms in a house.
II. Teaching aids:
Vocabulary: living room, kitchen, bedroom
Structure : This is my (living room).
IV. Procedures:
5’ Warm-up
Option 1: Matching  Teacher –
- Stick some word cards in different places on the board. whole class/
individuals
seven ten cars six teddy bears four balls
books
- Have students read the words on the board.
- Give students flashcards.
 Teacher –
whole class
- Have students hold the flashcards to match the vocabulary on the board
and call out the vocabulary.
Option 2: Find your partner
- Give each child a flashcard, with at least two children having the same
cards (seven cars, eight balls,...).
- Children walk around the classroom to find a classmate who has the same
picture by asking “How many ( cars)?”
- Children answer the questions, swap roles and continue the game.
25’ New lesson
- Arrange the flashcards on the board, play audio, and point to each individuals
flashcard. Have students listen.
- Play "Heads up. What's missing?"
- Arrange the flashcards on the board and remove one card when students
are not looking.
- One student from each team calls out the missing flashcard. Teacher-whole
Optional activity 1: Whisper class/
- Arrange children into rows of at least six. groupwork/
individuals
whispers the word to the child next to him/her.
Teacher-whole
flashcard to see whether the word is correct
class
B- Listen and point.
/groupwork
CD2- Track 54
- Introduce the situation: “Bill and Lola are talking about Bill’s house…”
Teacher-whole
- Divide the class into two groups, one is in the role of Bill and one is in the
class
role of Lola. Have them listen, repeat and point to the pictures.
/individuals
- Give students word cards (bedroom, kitchen). Play audio again and have
them stick on the pictures.  Teacher-whole
- Correct as a whole class. class/ small
C- Sing. groups
CD2- Track 55
Wrap-up
Option 1: Back to back dictation  Teacher –
- Divide the class into pairs and have them sit back to back. whole class/
pair work
- Give child A one picture of a room in the house (e.g. bedroom). Give child
B a piece of paper.
- Child A says the name of the room. E.g. bedroom. Child B listens and
writes down the word.
5’ - Once finished, the two children compare their pictures and the words if they
are the same.
- Swap roles and continue.  Teacher –
Option 2: Draw and say whole class/
pair work
- Give each child a piece of paper and ask them to draw their house with
three rooms.
- Divide the class into pairs. Have them practice saying about their house.

Week: 31
Period: 62nd
UNIT 10: My House
Lesson 1: (p2)
I. Objectives:
By the end of this lesson, students will be able to identify rooms in a house.
II. Teaching aids:
Vocabulary: living room, kitchen, bedroom
Structure : This is my (living room)
IV. Procedures:
Warm-up
Option 1: Musical cards  Teacher –
whole class/
- Hand out the flashcards from this lesson.
5’ playing.
 Play the music and continue in the same way.
Option 2: Snap!  Teacher-whole
class/
- Hold up teacher cards to review the vocabulary.
groupwork
- Put up the word cards on the board.
point.
New lesson
- Show the picture of the house to the students. whole class/
individuals
- Have students point to the rooms and identify them.
- Have students practice the structure using the new word.
- Repeat with other flashcards. e.g. Teacher shows flashcard "living room." •
 Teacher-
Class: "This is my living room."
whole class/
pair work
- Have Student A point to the picture and Student B say, e.g. "This is my
living room."
- Swap roles and repeat.  Teacher-
- Have some pairs demonstrate the activity in front of the class. whole class/
E- Play “Guess the picture” pair work
25’ - Have students look at the example.

the board behind them.
- Have the student try to guess without looking at the flashcard.
- Give that team one point if it's a correct guess.  Teacher-
whole class/
- Have teams take turns. individuals
Optional activity 2: Pass the envelope
- Give each group an envelope with the word cards or sentences of the house.
- Play a song as background music. Children pass the envelope to a classmate
as the music plays.
- Stop the music randomly. The student holding the envelope opens it and
takes out one card and read it aloud.
- Continue the game until there are no more cards left in the envelope.
5’ Wrap-up
Option 1: Throw the dice  Teacher –
- Put children in pairs. Each pair has a die with the numbers 1–6. whole class/
pair work
- Number the sentences like the list below:
 1 and 5 :This is my bedroom.
 2 and 6: This is my kitchen.
 3 and four: This is my living room.  Teacher –
- Children take turns throwing the dice, read the command and act out. whole class/
Option 2: Bang! groupwork
- Students work in groups.
- Give each group a box with many pieces of paper in it. Write a sentence on
the paper (E.g. This is my bedroom./ This is my kitchen./….) and fold it in
half.
- Add a few cards that say "BANG!".
- Students take turns picking up a card from the box. If they read the
sentence correctly, they get to keep it. If they draw a BANG! Card, they
yell BANG! and then return all their cards (except the BANG! card) to the
box.

Week: 32
Period: 63rd
UNIT 10: My House
Lesson 2: (p1)
I. Objectives:
By the end of this lesson, students will review the sounds for letters A to M.
II. Teaching aids:
Vocabulary: Review
IV. Procedures:
Warm-up
 Sing the alphabet song whole class/
 Write the letter, say the word groupwork/
- Write the letters of the alphabet on the board and ask children to individuals
continue the list from their previous phonics lessons.
- Ask the students to give the words that begin with the letters a to m
5’ (ant, boy,…) from the previous phonics lessons.
- Use phonics cards to prompt if necessary.
Option 2:
 Sing the alphabet song
 Quick flash
- Use the flashcards of letters a to m.
- Show each card very quickly and then hide it again.  Teacher –
- Ask the class to call out the words that begin with the hidden letter. whole class
25’ New lesson
- Point to the pictures and say the letters’ sounds.
CD2-Track 57
- Demonstrate pointing to the correct letter when you hear the sound. Teacher-whole
- Play audio. Have students point to the correct picture at the top of the class/
page when they hear the appropriate sound. groupwork/
3. Find the odd one out. Circle a, b, or c. individuals
- Have students look at the pictures and call out the things they can see.
Demonstrate the activity using the example.
- Have students choose the odd one out and circle a , b , or c .
- Check answers as a whole class Teacher-whole
4. Play “Stepping stones”. class/
- Divide the class into pairs. individuals
- Have each pair plays rocks, paper and scissors. The winner will play
first.
- Have Student A start at A and say the first letter sound.
- Have Student B start at B and say the first letter sound.  Teacher-whole
- Have students take turns saying the sounds and go all the way round class/ pair work
Option 1: Pair race
- Divide the class into two teams, each team has some flashcards of
letters a, b, c, d…. and pictures of ant, boy, door, cap…
board. If the letter and picture are matched. They will have one point.  Teacher-whole
- Continue the game as the same way. class/ pair work
- Place letter cards from a to m on the board.
- Continue with each student saying the next letter in the sequence, Teacher-whole
returning to the beginning when necessary. class/
- Remove one letter. The class repeats the sequence, including the individuals
missing letter.
Wrap-up
Option 1: Tracing on backs
- Review the previous phonics lesson. Divide the class into groups.  Teacher –
- Have each group make a line, with the first child standing near the whole class/
board and the last child standing near the back of the classroom. groupwork
- Pass out a phonics card to the last child of each line, but don't have
them look at the card until you say, Go.
- Have children “Write” the letter very slowly on their classmates’ backs
5’
with their fingers.
- The first child goes the board, writes the letter, and says the sound. The
quickest group with the correct letter and pronunciation wins.
Option 2: Phonics matching
- Display the phonics word cards on the board.  Teacher –
- Place the phonics picture cards on your table. whole class/
- Ask children to come to the front of the class to match the cards to the individuals
correct sounds on the board.

Week: 32
Period: 64th
UNIT 10: My House
Lesson 2: (p2)
I. Objectives:
By the end of this lesson, students will review the sounds for letters A to M.
II. Teaching aids:
Vocabulary: Review
IV. Procedures:
Warm-up
Option 1: Teacher –
 Read my lips teamwork
- Have two teams set up and the first person on each team must watch
the teacher’s mouth.
- Set a letter with no voice, just move his/her lips in tongue in the
correct way. The first team to guess correctly gets a point.
Option 2:
5’  Sing the alphabet song
 Listen and tap
- Write the letters and the words in different areas on the board.
Teacher-whole
class/
groupwork
- The students will run and slap the letter or the word on the board and
say it loudly.
25’ New lesson
1. Listen and repeat. Teacher –
- Point to the pictures and say the letter sounds.
CD2- Track 59
- Have students look at the pictures. Teacher-
- Demonstrate pointing to the correct letter when you hear the sound. whole class/
- Play audio. Have students point to the correct picture at the top of the pair work
- Have students work in pairs. One points to the picture and one says the
sound of the letter. Swap roles and continue.
3. Write the letters.
- Have students look at the pictures and call out the beginning sounds.
- Demonstrate the activity using the example.
- Have students write the letters.
- Check answers as a whole class.
4. Play “ Magic finger”. Teacher- whole
- Have students look at the example. class/ individuals
- Have Student A draw a letter on Student B's back.
- Have Student B try to guess which letter it is. Teacher- whole
- Have students swap roles and repeat. class/ pair work
Optional activities
Option 1: Alphabet ball
- Have students make a big circle.
- Give a ball to the first student and ask he/she to say a letter, the first
student gives the ball to the second student. Have the second student
say a word. Teacher- whole
- Continue the game. class/ individuals
Option 2: : Mystery bag
- Place toys (ant, elephant, leaf,…) and pictures ( cap, door,…) within a
bag—like ant for a, boy for b,….
- Have students name each toy or card, and guess the “mystery letter”.
Wrap-up
Option 1: Phonics posters Teacher – whole
class/ teamwork
- Divide the class into groups of five.
- Hand out sheets of paper and colored pencils.
- Children choose the “a”, “b”, “c”, “d”…….”m” sound.
- They must draw pictures of one or two words with their chosen sound
5’
and color them. Somewhere on the poster they should write the sound.
- Put the phonics posters around the classroom. Teacher – whole
Option 2: I spy class/ individuals
- Stick pictures of the alphabet in many places on the walls of the class.
- Think of a word and tell the students the first letter. “I spy with my
little eye, something beginning with __”
- Have students guess the word.

Week: 33
Period: 65th
REVIEW 9
I. Objectives:
By the end of this lesson, students will review saying what objects they have, asking and answering
about numbers of objects, and identifying rooms in a house.
II. Teaching aids:
Vocabulary: Review
Structure : Review
IV. Procedures:
5’ Warm-up
 I spy groupwork/
- Stick pictures of the alphabet in many places on the walls of the class. individuals
- Think of a word and tell the students the first letter. “I spy with my little
eye, something beginning with __”
- Have students guess the word.
Option 2:
 Sing the alphabet song
 Missing letters  Teacher –
- Divide the class into four teams. whole class/
- Write five words on the board ( about numbers), each missing a letter. teamwork
letters. The first team with the most correct letters is the winner.
New lesson
A- Listen and circle. (A or B).  Teacher –
- Have students look at the pictures, call out the objects they can see, and individuals
count them.
Optional activity 1: Conversation line  Teacher-
- Have students make two lines and stand face to face. whole class/
- Each student uses a picture of an object or objects to ask his/ her friend. pair work
E.g. S1: ‘How many ( balls)?’ S2: (Six) ( balls).
B- Play the “ Chain” game.
- Have students look at the example. Teacher-whole
25’ - Divide the class into groups of four. class/
- Have the students stand up. individuals
- Have Student A turn to Student B and say a sentence, then have Student B
say a sentence.
- Next, have Student B turn to Student C and say a sentence, then have
- Have some groups demonstrate the activity in front of the class.
- Divide the class into groups of three or four.
- Have students talk about the numbers of toys or school objects they have.
 Examples:  Teacher-whole
I have one car. class/
I have two bags. groupwork
……………………………………….
Wrap-up
Option 1: Find the objects  Teacher –
- Hide some toys, school objects in the class. whole class/
- Have students go around the class and find the toys and objects. pair work
- Have students work in pairs. One asks: “ How many….?” and one answers
5’ the question.
Option 2: Draw and say
Have students draw their toys or school objects in a piece of paper then work  Teacher –
in pairs. Student A makes questions with “ How many….?” and student B whole class/
answers the questions. pair work
Week: 33
Period: 66th
REVIEW 10
I. Objectives:
By the end of this lesson, students will review saying what objects they have, asking and answering
about numbers of objects, and identifying rooms in a house.
II. Teaching aids:
Vocabulary: Review
Structures : Review
IV. Procedures:
Warm-up
- Place flashcards about houses on the board. whole class
- Give them a moment to memorize the pictures and then tell them to close
their eyes.
- Take away one of the flashcards and then tell the students to open their eyes
again.
5’ - The first student who guesses the missing flashcard correctly can win that
Option 2: WORD TENNIS  Teacher-whole
- Divide the class into two teams. class/
- Gives a category of vocabulary ( toys, school things, houses). teamwork
- Teams think of a new word in the group until they can’t think of a new word
or they repeat an old word.
- Keep score on the board.
25’ New lesson
A- Listen and circle. (A or B).  Teacher –
- Have students look at the pictures and call out the rooms they can see. Play individuals
audio and demonstrate the activity using the example.
- Have students guess the answers before they listen.
- Play audio again and check answers as a whole class.  Teacher-
Optional activity 1: Role-play whole class/
Have students work in pairs, use the correct pictures of listening task to pair work
practice again.
B- Play the “ Board race”.
- Have students look at the example.  Teacher-
- Divide the class into teams and have one student from each team stand a whole class/
distance from the board. groupwork
- Stick two flashcards on the board and then say one of them.
- Have the students race to the board, touch that flashcard, and say the correct
sentence.
- The first student to touch the flashcard and say the sentence gets a point for
their team.  Teacher-
- Continue with other students whole class/
Optional activity 2: Matching individuals
- Write three sentences: “ This is my living room.” “ This is my bedroom.” “
This is my kitchen.” on the board.
- Have students read the sentences on the board.
- Give students flashcards.
- Have students hold the flashcards to match the sentences on the board and
read them aloud.
Wrap-up
Option 1: Erase the word  Teacher –
- Write some sentences on the board. E. g. “ This is my living room.” whole class
- Have one student come to the board.
- Read the sentence and omit a word in it and have him/her erase this word.
5’ - Continue with the others.
Option 2: Run and Draw
- Divide the class into four groups and have them make four lines.  Teacher –
- Have the first student of each group run to the board and draw a house, the whole class/
next student draw a room,… When they finish drawing, each of them say a Team work
sentence about the house. E.g. “ This is my bedroom.”

Week: 34
Period: 67th
REVIEW (2nd Semester)
Lesson 1
I. Objectives:
After completing this lesson, students will be able to:
1. Language competence
Review Unit 6 to Unit 10 to prepare for the 2nd semester test
2. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning activities
3. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
II. Teaching aids:
III. Procedures:
5’ Warm-up  Teacher – whole
Sing the song “ Red Light, Green Light” class
(Source: Super Simple Song
https://www.youtube.com/watch?v=xoyEDrMDirA)
Option 1: - Teacher – Whole
class/ groupwork
“Circle the word” game
 Divide the class into groups of three.
 Have each group take out one chalkboard and two pieces of chalk with
different colors.
 One child writes down seven words in random order then gives it to
his/her friends.
 When he/she calls out one word (E.g. plane), the other two students
try to circle that word as fast as possible.
 The student who circles more words wins.
 Have some groups demonstrate the activity in front of the class.
class/ groupwork
“Memory” game
 Divide the class into four teams.
 Invite one student from each group to come to the board.
 Place some flashcards or writes some words on the board (about 15 –
20 flashcards or words).
 Give the students some time to memorize as much words as possible.
 When the time is up, the students write down what they have
memorized.
 The student who has the most correct words gets points for his/her
team.
 Repeat with different students.
New lesson
25’  Give each student a worksheet. - Teacher – Whole
I. Look. Match. class/ individuals
 Have students look at the pictures and call out what they can see.
 Demonstrate the activity using the example.
 Have students match the objects with their shadows and the
corresponding words.
 Check answers as a whole class.
II. Look. Write. - Teacher – Whole
 Divide the class into pairs. class/ individuals/
 Have Student A calls out the words. pair work
 Have Student B writes down the words under the corresponding
pictures.
III. Listen. Circle. - Teacher – Whole
 Have students identify the pictures and call out their names, guess the class/ individuals
correct pictures could be.
 Play audio. Demonstrate the activity using the example.
 Play audio. Have students listen and circle.
 Play audio. Have students listen again and check.
Transcript
Example: I want to go to the zoo.
1. I want to go to the park.
2. These are my T-shirts.
3. Can you see a plane? – Yes, I can.
4. Pick up your eraser, please.
5. I can count numbers.
IV. Answer. - Teacher – Whole
 Have students move around the class, ask their friends and write down class/ individuals
the answers.
5’ Wrap up
Conversation line class/ pair work
 Have students make two lines and stand face to face.
 Give each student a picture / flashcard.
Student 1 of the first line asks a question. E. g. “Can you see the
bus?” Then student 1 of the second line answers. E.g “Yes, I can.”.
 Swap roles and continue to the end of the lines.
 Divide the class into groups of five. class/ groupwork
 Prepare a set of questions (about 10 questions) to be answered in
limited amount of time.
 The first group that finishes their activity wins.

Week: 34
Period: 68th
Lesson 2
II. Teaching aids
whiteboard/ TV.
- Vocabulary/ Structures:: Review:
IV. Procedures
1. Look, read and draw a line. (Nhìn tranh, đọc và nối).
I JUMP
H HOP
J FOOD
F INSECT
2. Look, read and circle. (Nhìn tranh, đọc và khoanh tròn)
Sit down Stand up
I am five. I am six.
How old are you?
two dogs three dogs
How many dogs?
I want a banana. I want a cookie.
3. Look and complete the word (Nhìn tranh và điền chữ cái còn thiếu).
_ eaf
s_ ndwich
_ ick
_ ive
_ nk
4. Reorder the words to make correct sentences (Sắp xếp thành câu đúng).
1. old/ How/ you/ are? ……………………………………………………
2. want/ I/ cookie/ a ………………………………………………………

Week: 35
Period: 69th
Lesson 3
I. Objectives: After the test, students can do exercises to practice the skills learned from Unit 6 to Unit 10.
II. Teaching aids
- Teacher’s: paper test, CD, computer
- Students’: pencil, pen
III. Language focus
1. Vocabulary: review
2. Phonic: review
3. Grammar: review
4. Skills: Develop Ss listening, reading, speaking and writing skills
IV. Procedures
LISTENING
PART 1: Listen and draw lines. There is one example.(1pt)
Bobby Bill Lila Kim Vinh
    
PART 2: Listen and tick (√) the box. There is one example.(1pt)
Example:
A. B. √ C.
1.
A. B. C.
2.
A. B. C.
3.
A. B. C.
4.
C.
A. B.
PART 3: Listen and write ONE word or ONE number. There is one example.(1.5pts)
Example:
How old are you? I’m seven/ 7.
1. What do you want? I want a _____________.
2. How many cars? _____________cars.
3. What color is the teddy bear? It’s a _____________ teddy bear.
4. What can you do? I can _______________.
READING
PART 1: Read and draw lines. There is one example.(0.75pt)
Listen.
1. I can jump.
2. I want a banana.
3. This is my mouth.
PART 2: Look, read and circle. There is one example.(1pt)
Example:
Hello, Kim Goodbye, Kim.
4.
I have a car. I have a ball.
5.
Eight balls. Nine balls.
6.
I can kick. I can run.
7.
I want a sandwich I want a sandwich

and a banana. and a cookie.
PART 3: Look at the picture, read and tick (√) Yes or No . There is one example.(1.5pts)
Example:
I have a teddy bear. Yes
√
No
8. This is my living room. Yes No
9. I have a car. Yes No
10. How many books? – Ten books. Yes No
WRITING
PART 1: Order the letters. There is one example.(0.75pt)
Example:
acr car
1.
k i t c h ___ ___
teknchi
2.
oiocke c o o k ___ e
3.
______ o u s e
umeso
PART 2: Order the words. There is one example.(1pt)

Example:
a pencil. It’s
It’s a pencil.
4. a have I car.
I ____________________________________________________________________________
5.
want a I sandwich.
I ____________________________________________________________________________
PART 3: Look and write. There is an example.(1.5pts)
book teddy bears four three bedroom
Example: It’s a ______________.
→ It’s a book.
6. My name is Sue. I’m ___________________.
7. This is my _______________________.
8. I have______________ ___________________

Week: 35
Period: 70th
REVIEW Grade 1
I. Objectives:
After completing this lesson, students will be able to:
1. Language competence
Review Unit 1 to Unit 10 in grade 1
2. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning activities
3. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
II. Teaching aids:
III. Procedures:
5’ Warm-up  Teacher – whole
Sing the song “ Jump, Run and Shout” class
(Source: The Singing Walrus
https://www.youtube.com/watch?v=hft6uJQIF4g)
"Whispering" game class/ groupwork
 Have students from each team stand or sit in a row.
 Whisper a question to the first students in each row.
 Have the first students whisper the question to the second students.
 Have teams continue whispering the question until it reaches the last
students.
 The last student in the row has to say out the question and answer it.
 Give the first team to say the question and answer correctly one point.
 The team that gets the most points wins.
Drawing and guessing class/ groupwork
 Have each team stand in a line.
 Secretly show a flashcard to the first child in each group. This child
runs to the board, draw the picture.
 Have the other students in his/her team try to guess what the picture is.
 The first team has the correct answer will get one point.
New lesson
25’  Give each student a worksheet. - Teacher – Whole
I. Look. Read. Write. class/ individuals
 Have students look at the pictures and call out what they can see.
 Have students choose the correct words from the box and write under
the corresponding clothes.
II. Look. Read. Complete. - Teacher – Whole
 Have students look at the pictures and call out the things and activities class/ individuals
they can see.
 Have students choose the correct words or phrases from the box to
complete the sentences.
III. Look. Read. What’s next? Write. - Teacher – Whole
 Divide the class into four groups. class/ individuals/
 Invite one student from each group to come to the board. groupwork
 Explain that the four students are going to race to write the answers
from their worksheets.
 The first student who finishes all the blanks correctly gets one point for
his/her team.
 Continue in the same way.
 Have students complete their worksheets.
IV. Unscramble the sentences. - Teacher – Whole
 Divide the class into pairs. class/ individuals/
 Have Student A read questions. pair work
 Have Student B complete the answers and write down on his/her
worksheet.
 Swap roles.
5’ Wrap up
Option 1 - Teacher – Whole
"Word Tennis" game class/ individuals
 Have one student come to the front and play with you.
 Say a word from unit 6 - 10, and pretend to hit a ball to the student.
Have the student respond with another word and hit it back to you.
Continue until someone repeats a word or can't go.
 Divide the class into pairs and have them play with each other.
 Have some pairs demonstrate the activity in front of the class.
Option 2 - Teacher – Whole
“Asking race” game class/ groupwork
 Divide the class into four teams and have them stand in four lines.
 Invite one student from each team come to the board.
 Give four students the same amount cards. The students who received
the cards have to show cards to his/her friends and ask questions about
the given cards. (E.g. What day is it today?)
 The first student in each line answers the first question. If his/her
answer is correct, he/she will get that card from his/her friend then run
to the bottom of the line.
 The second student answers the second question and so on.
 The first team that finishes asking and answering wins the game.
**************************************************

Lop 1 2022-2023

Uploaded by

Copyright:

Available Formats

Lop 1 2022-2023

Uploaded by

Document Information

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

Lop 1 2022-2023

Uploaded by

Copyright:

Available Formats

Date of preparation: 12/09/2021

Time Steps/Activities Organization

25’ New lesson

B. Listen and point. (5’)

Option 1: Review. Play the game “Matching”.  Teacher –

II. Teaching aids:

5’ - Option 2: Play the game “Look and Point”.  Teacher -

- Option 2: Play the game “What is it?”

Date of preparation: 19/09/2021

- Option 2: Say “Hello!”  Teacher -

- Option 3: Play “Simon says”

- Option 2: Play the game “Flash look and say”.

D. Now, sing a song. (7’)

Option 1: Review. Play the game “Listen and point”.  Teacher –

E- Say. (10’)  Teacher -

father mother . This

Date of preparation: 26/09/2021

- Option 2: Play the game “Matching”.  Teacher -

2- Listen and repeat. (5’)

3- Sing. (5’)  Teacher –

Date of preparation: 03/10/2021

25’ New lesson

B. Listen and point. (8’)

2. Listen and repeat: (5')  Teacher –

- Option 2: Review. Singing.

Date of preparation: 10/10/2021

25’ New lesson

Date of preparation: 10/10/2021

E- Play “Guess the object.” (10’)

Activity: (5’) (optional)

Date of preparation: 17/10/2021

2- Listen and repeat. (5’)

3- Sing. (5’)  Teacher –

4- Listen and hop.  Teacher –

Date of preparation: 17/10/2021

- Option 2: Review. Hop.  Teacher –

4- Listen and clap. (5’)

- Option 2: Review. Singing.  Teacher -

Date of preparation: 25/10/2021

15’ New lesson

B- Play "Guess the picture": (8')

Date of preparation: 01/11/2021

E- Play “ Find the color”

Date of preparation: 01/11/2021

Date of preparation: 08/11/2021

Date of preparation: 08/11/2021

- Give students a topic.

Date of preparation: 14/11/2021

Date of preparation: 21/11/2021

Date of preparation: 21/11/2021

Date of preparation: 28/11/2021

B- Listen and point. (10’)

Date of preparation: 28/11/2021

D- Play “Board Race” (10’)  Students in

Date of preparation: 05/12/2021

4- Listen and jump. (5’)

Date of preparation: 05/12/2021

Date of preparation: 12/12/2021

Time Steps/Activities Organization