4 - F& F - Starter 1 - Unit 2

BI SON THAM KHO TING ANH T CHN V N 2020
120

Objectives: After the lesson, students are able to:
- remember five school words
- practice the school words in the form of a chant

Topic- Key language
UNIT 2:
WHATS THIS?
Lessons 1 + 2
WORDS
GRAMMAR AND
SONGS
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
desk, chair, crayon,
pencil, notebook
Resources and Materials
Materials:
- CD track 1, 25, 26
- Class book
- Workbook
- Cut and make 1, PMB
p. 22
- Boxes
- Pieces of paper with
words and pictures
- A cloth for blindfolding
- Word cards
- Crayons
- Glue
- Scissors
Culture note:
In Britain, students
usually start primary
school at the age of four
of five. Many students go
to nursery school or
playgroup before they
start primary school. In
British families, often
both parents work, and so
nursery provides
important child care and
educational opportunities
Key Activities
INTRODUCTION
Weather Report: Weather songs or chants (Whats the weather like today?- song
downloaded from YouTube)
- Teacher asks three questions:
* Whats the day today?
* Whats the month?
* Whats the weather like today?
Teacher answers each question and asks students to repeat, then writes the date and
draws / puts the weather symbol on the board. ( You do not need to ask students to
repeat fluently because they will answer these questions every English lesson)
Monday, February 25th, 2012
sunny
Warm up and review:

Do it!
- Assign each student a word from the vocabulary you are covering, e.g. blue, green,
red, white, black.
- Give instructions, e.g. Red, jump! Blue, stamp your feet!
- Students who have that word do the action.
Lesson presentation:
Introduce new vocabulary
- Set a meaningful context to introduce new vocabulary (Please look around our
classroom. What can you see?)
- Give students a chance to look at and speak out (they can speak in Vietnamese)
- Use real things and pictures to introduce desk, chair, crayon, pencil, notebook.
121

for their students. Most
nurseries are privately
funded which means the
parents pay for their
students to attend. The
daily routine usually
includes lots of free-play,
singing, listening to the
stories and other indoor
and outdoor activities.
- Play the recording (track 25) for students to listen and point to the pictures in their
Class book (p.16), then listen and repeat after the recording.
- Students practice saying the words chorally and individually.
Bang!
- Students work in groups.
- Give each group a box with many pieces of paper in it. Write a word of school thing
on the paper 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 word correctly,
they get to keep the word. If they draw a BANG! Card, they yell BANG! and then
return all their cards (except the BANG! card) to the box.
DEVELOPMENT
Listen and chant
- Play the recording (track 26) for students to listen and chant.
- Play the chant the second time for students to say the words. Demonstrate the actions
for each word: crayon (wave), pencil (hop), notebook (clap), desk (tap desk), chair
(stamp foot).
- Practice the chant with 3 groups. Each group chants a line and does the correct
action.
Introduce the question and answer
- Set a meaningful context to introduce new vocabulary (Lets play a game. Please
answer my questions. And you will get some candy)
- Show a few school things.
- Pick up one and ask Whats this? And then answer Its
- Students continue with a chair.
- Do the same way with the four others. But ask students to give a full answer Its a
crayon.
- Swap the roles of asking and answering.
- Practice in pairs with the pictures in the Class book or real things.
Bag passing
- Play the recording (track 28) the Whats this? song.
- Give a student a bag which has many pictures or school things inside and ask them to
122

pass the bag to the student next to him/her and so on with the next student.
- Stop the music suddenly.
- Students stop passing. The student with a bag will pick up one thing inside and ask
the class Whats this? The class will answer this question.
- Play the music again and continue this game in the same way.
Point and say. Stick the stickers
- Have students open their Class book p. 16.
- Ask students to point to the school things and say the words,
- Say Lets stick the stickers. Take the desk sticker and show it to the class. Place the
sticker on the picture of the desk and say desk.
- Do the same way with the chair, crayon, pencil, and notebook.
- Students try to do the task on their own.
- Go around the class and check.
Blindfold Guess
- Divide the class into groups.
- Each group has a representative.
- Each representative from each group comes to the board.
- Blindfold them and give them an object to feel ( e.g. chair).
- The students must guess what the object is.
- The winner is the student who gives the correct guessing. He/ She gets 1 point for
his/her group.
CONSOLIDATION
Cut and make 1, PMB p. 22
Workbook p. 16
Story time: In the morning
a. Signal for story time.
b. Teacher asks students to read aloud 1 sentence that they like best in the story.
c. Teacher reads 1 page of the book.
123

Period 3
Semester 2 Week 15
Objectives: * Students can:
- Recognize the letter Q and its position in the Alphabet.
- Pronounce letter Q, sound /q/, and the words: "queen", quilt.
- Understand the meaning of the words: "queen", quilt.
- Write letter Q
Topic- Key language
Family & Friends

Starter
Letter Q
Integrated skills:
reading, writing
Key vocabulary:
Letter Q - /q/ - queen quilt
Recycled vocabulary:
Orange, pen, hat
Sentence Pattern:
What are they?
They are
Resources:
Textbook: Family &
Friends Starter
Pupils Book pg 46
Activity book pg 46
Materials:
- Family & Friends
Starter flashcards
Key Activities
INTRODUCTION
Weather Report: Weather songs or chants.

Warm up and review:
- Teacher and Ss greet each other.
- Teacher checks attendance.
- Ss stand up and they pretend they are kernels of popcorn and that the pot is getting
hotter.
- Teacher says the number 1 to 10, the popcorn begins to pop, Ss have to say again
and jump up when they hear the number.
- Ss have to jump to the highest position when they hear the number 10 and jump to the
lowest position when they hear the number 1.
- Teacher can invite another student to say the number.
Lead-in: - Teacher reviews the commands used in everyday lessons.
DEVELOPMENT
Set-the-scene:
Teacher puts the picture of Story Snow White & the seven dwarfs on the
board.
Teacher asks Ss to guess Whats the story?
Teacher points to the queen in the picture and asks Ss Who is she? Do you
like her?
Teacher says: Today, we will learn a new letter. Can you guess what letter it is?
Presentation:
Teacher lets Ss recognize letter 'Q', sound /q/, the meaning of the words "queen"
and quilt by turning on CD player and asks Ss to listen three times.
Teacher uses pictures to help Ss understand the meaning of words.
Practice:
124

Teacher lets Ss practice the new language items as a whole class, in groups, and
as individual.
Free-practice
* Game:
- Teacher gives instructions:
+ Teacher asks Ss to make 6 lines.
+ Teacher plays the CD and point to a line.
The first pointed line repeats very softly.
The second pointed line repeats a little louder.
The last pointed line has to say the sound, the letter or the word loudest.
+ Teacher can point slowly or fast.
+ Teacher asks the group that does not say louder after another group to fly
around the room.
Game:
- Teacher puts class into 6 groups, each group has a flag.
- Teacher sticks on the board 4 pictures of quilts, oranges, pens and hats.
- Teacher points to a picture, one by one, and asks: What are they? and Ss
answer: They are
- Then teacher turn the card to the other side so that Ss cannot see the picture.
- Teacher changes the position of the hidden pictures randomly. Then points to a
picture and asks: What are they? and the fastest group waving the flag can
answer and get mark if they are right.
- Teacher let Ss to move pictures and ask, then group wave the flag to answer.
CONSOLIDATION
Teacher invites one student, lets him/her move around the classroom, point to a
picture of things they learnt and ask the rest of the class: What are they?
They are.......
Homework: Workbook (page 46)
125
Period 4
Semester 2 Week 15
- Recognize the letter R and its position in the Alphabet.
- Pronounce letter R, sound /r/, and the words "river", rainbow.
- Understand the meaning of the words "river", rainbow
- Write letter R
Topic- Key language
Family & Friends

Starter
Letter R
Integrated skills:
reading, writing
Key vocabulary:
Letter R - /r/ - river rainbow
Sentence Pattern:
What are they?
They are
Resources:
Textbook: Family &
Friends Starter
Pupils Book pg 46
Activity book pg 46
Materials:
- Family & Friends
Starter flashcards
Key Activities
INTRODUCTION

Warm up and review:
- Teacher says number 1 4 randomly and Ss respond by doing actions
1 - twist their bodies half way around then back, feet remaining in same place
on the floor.
2 - children turn around
3 - pulling their ears
4 - jump in the air.
DEVELOPMENT
Set-the-scene:
Teacher draws pictures of river and rainbow on the board.
Teacher asks Ss to guess Whats are they?.
Ss answer what the pictures are.
Teacher says: Today, we will learn a new letter. Can you guess what letter?
Presentation:
Teacher lets Ss recognize letter 'R', sound /r/, the meaning of the word "river"
and rainbow by turning on CD player and asks Ss to listen three times.
Teacher uses pictures to help Ss understand the meaning of words.
Practice:
126

Teacher lets Ss practice the new language items in the whole class, in groups,
and in individuals.
Free-practice
* Game: Choose the correct words
- Teacher writes words Ss have already learnt on small pieces of paper and put
them in 4 boxes.
- Teacher divides the class into 4 groups.
- Each group has to come and sort out the words starting with letter R
*Game:
- Put Ss into pairs
- Teacher gives each pair a set of cards (Teacher can draw pictures)
- The first student who picks up one card asks the other Whats this? or
What are they?. The other answers and then changes roles.
CONSOLIDATION
- Teacher reviews words and sentence pattern that Ss have learnt by using
flashcards.
- Teacher sums up the mark.
- Teacher reminds Ss to do their homework (if possible).
- Teacher lets Ss sing a song.
127
Periods 1-2
Semester 2 Week 16
Objectives: After the lesson, students are able to:
- recognize the upper- and lower - case forms of the letters e, f and associate them with the sounds /e/, / f/.
- pronounce the sounds /e/, /f/.
Topic- Key language
Key Activities
UNIT 2:
WHATS THIS?
Lessons 3 & 5
SOUNDS &
LETTERS
Integrated skills:
reading, writing
Key vocabulary:
Ee, Ff, egg, elephant,
fish, farm
Materials:
- CD track 19, 23, 30, 34
- Class book
- Workbook
- Pictures
- Letter and sound cards
- Word cards
- A large picture of Ellie
the elephant holding an
egg.
- Fly swatters for groups
- Photocopy worksheet
- Crayons
- Glue
- Scissors
INTRODUCTION
* Whats the month?
Warm up and review:
Listen, point and say.
- Students make a big circle.
- Place the flashcards of sounds and pictures around the room ( //, /b/, /k/, /d/, apple,
Annie, boy, bat, car, cat, dog, duck).
- Play the chant from Lesson 3, 5 of unit 1 (tracks 19, 23).
- Students point to the correct flashcard or picture when they hear the word.
Introduce sounds and letter Ee, Ff, /e/, /f/.
- Use the pictures and letter cards to introduce the letter Ee, Ff in the upper- and lowercase.
- Use the word cards egg, elephant to introduce sound /e/ and fish, farm for /f/.
- Students practice pronouncing the sounds and letters chorally and individually.
Listen and chant
- Show a large picture of Ellie the elephant holding an egg.
- Point to the egg and say egg.
- Do the same with the elephant.
- Ask students to repeat egg and elephant.
128

- Say The elephant has got an egg. Students repeat.
- Point to yourself and say your name. Then point to the elephant and say Ellie. Ellie
the elephant. Students repeat.
- Do the same with fish, farm, a fish at the farm on page 20.
- Play the recording CD 1(tracks 30, 34).
- Students practice chanting to improve their pronunciation skills.
- Students can point to the pictures in their Class book while chanting.
DEVELOPMENT
Swat the fly.
- Students work in groups. Each group has a fly swatter.
- Place flashcards of letters, sounds on the board.
- Call out one sound or letter.
- Students compete to swat the correct flashcard and say it loudly.
- The winner gets 1 point for his/her group.
Stick. Then circle the beginning e sound and say.
- Ask students to open their Class book (p. 18).
- Ask them to work individually to choose the sticker at the back of their Class book
and stick them on the suitable places in the picture part 3.
- Then ask them to circle the sounds /k/ and compare their work with the partner while
saying aloud the sounds.
CONSOLIDATION
Photocopy worksheet.
Join the letter Ee. Help Ellie find the egg. (Class book p. 18)
Stick and say ( Class book p. 20)
Workbook p.12 & 14

129
Ee
Ff
1. Read the letters.
b c d
n o p q
f g h i
r s t
j k l m
u v w x y z
3. Colour the elephant and fish.
2. Colour the E and F.
4. Circle the cs and ds.

e
c f c d e
f a e c
130
a f
d i e f
c e e a d f b
Period 3
Semester 2 Week 16
- Recognize the letter S in the alphabet
- Pronounce letter S, sound /s/, and the words: "sofa", sock.
- Understand the meaning of the words: "sofa", sock
- Write letter S
Topic- Key language
Family & Friends

Starter
Letter S
Integrated skills:
reading, writing
Key vocabulary:
Letter S - /s/ - sofa, sock
Sentence Pattern:
How many _______ are
there?
There are ________ .
Resources:
Textbook: Family &
Friends Starter
Pupils Book pg 52
Activity book pg 52
Materials:
- Family & Friends
Starter flashcards
Key Activities
INTRODUCTION
Warm up and review:

- Teacher lets Ss stand up
- Teacher calls out some letters such as A, F, O, T and Ss uses their bodies to make
the shape of a letter. Teacher can demonstrate if Ss find it difficult.
Lead-in: - Teacher reviews the commands used in everyday lessons
DEVELOPMENT
Set-the-scene:
Teacher puts the pictures of some furniture on the board.
Teacher asks Ss to guess What are they?
Teacher points to The sofa in the picture and ask Ss Whats this?
Teacher says Today, we will learn the English letter. Can you guess what letter
it is?
Presentation:
Teacher lets Ss recognize letter 'S', sound /s/, the meaning of the word "sofa,
sock" by turning on CD player and asks Ss to listen three times.
Practice:
as individual.
Free-practice
* Game:
131

+ Teacher has some letters in these words two, three, sofa, sock. Teacher
divides Ss into three groups and gives three Ss these letters.
+ The first student of each group runs to the board, sticks the first letter on it.
Then, the second student runs and sticks the second letter to make words. The
game continues until the group completes the words two, three, sofa, sock.
- Then teacher helps Ss to understand the meaning of the sentence How many
sofas are there? There are two sofas.
Finally, Ss practice the sentence pattern in pairs. One Ss asks How many sofas
are there? and other answers There are three sofas. Or How many socks are
there?- There are two socks.
Practice using Student's Book
- Teacher asks Ss to open their Ss' books.
- Teacher lets Ss listen to the words and point to the words in their books.
- Teacher asks Ss to read the words without listening to the CD player.
- Teacher guides Ss how to glue the stickers on their books.
Practice using - Workbook Exercise
- Teacher guides their Ss how to do the exercise.
CONSOLIDATION
- Teacher reviews words and sentence pattern that Ss have learnt by using
flashcards.
132
Period 4
Semester 2 Week 16
- Recognize the letter T in the alphabet
- Pronounce letter T, sound /t/, and the words: towel, "turtle".
- Understand the meaning of the words: towel, "turtle".
- Write letter T
Topic- Key language
Family & Friends

Starter
Letter T
Integrated skills:
reading, writing
Key vocabulary:
Letter T - /s/ - towel turtle
Sentence Pattern:
How many turtles are
there?
There are________ .
Resources:
Textbook: Family &
Friends Starter
Pupils Book pg 54
Activity book pg 54
Materials:
- Family & Friends
Starter flashcards
Key Activities
INTRODUCTION
Warm up and review:

- Ss stand in a marked line in the centre of the classroom. This line is called 'Fish and
Chips'. A marked line on the left is called 'Fish'. One on the right is called 'Chips'.
- T then calls fish or chips. When either fish, chips or fish and chips is called out,
Ss run and stand on that line. The activity can be used for individuals, pairs, groups or
whole class.
DEVELOPMENT
Set-the-scene:
Teacher draws some pictures of towel, turtle, toy, teacher on the board.
Teacher asks Ss to guess What are they?
Teacher points The towel in the picture and asks Ss Whats this?
Teacher says Today, we will learn the English letter. Can you guess what letter
it is?
Presentation:
Teacher lets Ss recognize letter 'T', sound /t/, the meaning of the word "towel"
and turtle by turning on CD player and asks Ss to listen three times.
Practice:
as individuals.
Free-practice
* Game: Telephone
133

- Teacher writes some words such as towel, turtle, table, tiger, two into
small pieces of paper.
- Have Ss stand in 3 to 5 lines.
- Teacher gives the student in the front one piece of paper. When teacher says
GO! the student whispers the word on the paper to the next student and
continues to the final Ss.
- The final student will run to the board and write down the word.
- The group has most correct words will win the game.
* Game:
+ Teacher has different pieces of paper, divides Ss into three groups and gives
them pieces of paper with the questions like How many towels/turtle are
there?
+ Each group has 30 seconds to finish their work.
+ Next, let the first group run to the other group and ask the questions based on
the paper. The other group answers the questions according to the numbers two,
three, four, five.
- Teacher lets Ss listen to the words and point to the words in their books.
CONSOLIDATION
Teacher reviews words and sentence pattern that Ss have learnt.

Teacher sums up the mark.
Teacher reminds Ss to do their homework (if possible).

134
Periods 1-2
Semester 2 Week 17
Objectives: Students are able to:
- follow the left-to-right sequence of English.

- improve their listening skills by listening to a short story.
- revise and consolidate language introduced in the unit.
Topic- Key language
UNIT 2:
WHATS THIS?
Lessons 4 + 6
NUMBERS
STORY
Integrated skills:
reading, writing
Key vocabulary:
- learned vocabulary in
the unit
Sentence patterns:
- learned structures in
the unit
Materials:
- CD track 28, 35
- Class book
- Workbook
- Sets of story pictures
for groups
- Values worksheet, PMB
p.7
- Word cards
- School things
- Flashcards
- Word cards
- An apple
- A small bag
- Number cards
- A cloth for blindfolding
- A beanbag
- Crayons
- Glue
- Scissors
Key Activities
INTRODUCTION
* Whats the month?
Warm up and review:
Listen and sing
- Display the school things flashcards in different places around the room.
- Play the recording track 28. Students move around, sing along and point to the correct
flashcards.
- Play the recording again. Students sing along and hold up or point to the correct
things as they sing the words.
Blind Toss
- Have students sit down in a circle.
- Place a large piece of paper on the floor with numbers and a flashcard on each
number.
- Each student takes turns getting blindfolded and tossing a beanbag so as to hit a
number. She/ He must call out that word the same number of times as the number
indicates. For example: 4-dog, then "Dog, Dog, Dog, Dog! and the student gets the
equal points (4).
- At the end, the student with the most points wins!
135

Introduce a short story
- Set a meaningful context for the story (Today is Sunday. And tomorrow is Monday. So
Rosy and Tim have to prepare for going to school. Lets guess. What do they prepare?)
- Give students a chance to think and guess.
- Ask students to look at the four pictures and identify the characters.
- Say Oh, Oh! They have notebooks, and pencils. But what happen to the pencils?.
- Play the recording track 35. Students listen and point to the pictures and then point to
the characters the second time. Remind students that stories in English go from left to
right.
DEVELOPMENT
Role-play
- Play the recording once all the way through.
- Divide the class into groups of three (Rosy, Tim, Billy).
- Play the recording again. Demonstrate some actions for the story.
- Students practice acting the story. Teacher moves around and help them if necessary.
- Finally invite some groups to come to the front to play the roles in the story.
Story actions
* Picture 1: Rosy and Tim are drawing and coloring in their books. Billy is
pointing to Jim.
* Picture 2: Rosy is showing Billy a notebook. Billy is pointing to it.
* Picture 3: Rosy and Tim looked puzzled when Rosys pencils case goes missing.
Rosy looks in her bag and Tim Looks under the table.
* Picture 4: Rosy and Tim are laughing. Billy is waving his arms to show them his
train.
Reorder the story
- Students work in groups.
- Give each group a set of four pictures in the story.
- Ask students to work in groups to reorder the story then they use glue to stick them on
the A4 sized paper.
- Finally the students act out the story in groups.
CONSOLIDATION
136

Count the differences.
- Hold up your book and point to the two pictures and say How many notebooks?.
Point to picture 1 and count the notebooks. Encourage students to count with you.
(three)
- Do the same way with picture 2 (four).
- Say Circle the difference. Draw a circle around the example circle in picture two as
you say the word circle.
- Give students a few minutes to look at the pictures and draw circles around the single
pencil and the sixth crayon in the picture two. Students have to do on their own.
- Move around and help if necessary.
Workbook p. 11 & 13
Make Words Game
- Write a few random letters on the board.
- Have students work in pairs/small groups to make up as many words from the letters
as possible (e.g. Letters: a, r, c, t, f, m. Possible words: car, cat, farm).
- The team with the most correct words is the winner.
Workbook p. 21
Values worksheet, PMB p. 7
b. Teacher asks two questions to check their understanding.
137

Period 3
Semester 2 Week 17
- Recognize the letter U in the alphabet
- Pronounce letter U, sound /u/, and the words "umbrella", up.
- Understand the meaning of the words "umbrella", up.
- Write letter U
Topic- Key language
Family & Friends Starter
Letter U
Integrated skills:
speaking, listening, reading,
writing
Key vocabulary:
Letter U - /u/ - umbrella up
Sentence Pattern:
Do you have_____?
Yes/ No
Resources:
Textbook: Family &
Friends Starter
Pupils Book pg 54
Activity book pg 54
Materials:
- Family & Friends Starter
flashcards
Key Activities
INTRODUCTION
Warm up and review:

* Game: Up, Down, Stop, Go
- T tells Ss the rules of the game. When T says:
GO - Ss must stand still.
STOP Ss must move around the table (walking or running).
UP - Ss must sit or lay down.
DOWN - Ss must stretch up to the ceiling.
- Teacher can eliminate children if they do the actions wrongly.
DEVELOPMENT
Set-the-scene:
Teacher draws or brings the picture of the girl standing in the rain with
the umbrella
Teacher asks Ss to guess What are in the picture?
Teacher points to The umbrella in the picture and asks Ss Whats
this?
Teacher says Today, we will learn English letter. Can you guess what
letter?
Presentation:
Teacher lets Ss recognize letter 'U', sound /u/, the meaning of the words
"umbrella" and up by turning on CD player and asks Ss to listen three
times.
138
Practice:
Teacher lets Ss practice the new language items as a whole class, in
groups, and as individual.
Free-practice
* Guessing game:
+ Teacher divides Ss into two groups (group A & B)
+ One student from group A & B will come to the board and sit face to
face with the class. Teacher writes the word such as umbrella on the
board.
+ Then Ss in group A & B will do actions so that the student in their
groups can guess the correct word.
+ If he/she has the right answer, teacher gives the group one star and
continues with another 2 or 3 words until teacher can get the winner .
Game:
- Teacher helps the Ss understand the sentence Do you have an
umbrella? Yes/ No
- Teacher divides the class into pairs
- Teacher writes some words such as violin, vase, book, pen, pencil.)
in small pieces of paper and gives each pair a set of words.
- One student in pair will pick up a word and make a sentence using that
word (for ex, he takes the words violin and ask his partner Do you
have a violin?. The other student will answer and then change the
roles.
- Teacher lets Ss listen to the words and points to the words in their
books.
139

CONSOLIDATION
- Teacher reviews words and structures that Ss have learnt by using

flashcards.
140
Period 4
Semester 2 Week 17
- Recognize the letter V in the alphabet
- Pronounce letter V, sound /v/, and the word "violin", vase.
- Understand the meaning of the word "violin" and vase
- Write letter V
Topic- Key language
Family & Friends

Starter
Letter V
Integrated skills:
reading, writing
Key vocabulary:
Letter V - /v/ - violin vase
Sentence Pattern:
Do you have_____?
Yes/ No.
Resources:
Textbook: Family &
Friends Starter
Pupils Book pg 58
Activity book pg 58
Materials:
- Family & Friends
Starter flashcards
Key Activities
INTRODUCTION
Warm up and review:

- Teacher writes apple, banana, duck, sock, turtle on the blackboard. Ss need
to rearrange these words with the correct position according to the alphabet.
DEVELOPMENT
Set-the-scene:
Teacher draws or puts the picture of the boy playing the violin on the board.
Teacher asks Ss to guess Whats the boy doing?
Teacher said that The boy is playing _________.
Teacher points The violin in the picture and asks Ss Whats this?
Teacher says: Today, we will learn the English letter. Can you guess what letter?
Presentation:
Teacher lets Ss recognize letter 'V', sound /v/, the meaning of the word "violin",
vase by turning on CD player and asks Ss to listen three times.
Practice:
Teacher lets Ss practice the new words as a whole class, in groups, and as
individual.
Free-practice
* Game:
141

- Teacher writes ten words like violin, vase, umbrella, mango . into small
pieces of paper. Teacher divides Ss into three to five groups. Then give each
student two different words.
- Teacher can say, "If you have a violin card, please stand up." or "Violin, please
stand up.
- The fisrt student who has the violin card stands up, they will get a point for
their group.
*Game:
+ Teacher divides Ss into three groups and make three lines
+ Then, the first student of each group hops to the second student of their group
and asks Do you have the violin/ vase/ van .?, and hops to the end of the
line, the second student answers yes/no, and asks the third student likes the
first student and continues. The game ends if all the members of group are asked
and answered.
- Teacher asks students to open their Ss' books.
- Teacher lets students listen to the words and point to the words in their books.
- Teacher asks students to read the words without listening to the CD player.
- Teacher guides students how to glue the stickers on their books.
- Teacher asks students to open their Ss' books.
- Teacher guides students how to do the exercise.
CONSOLIDATION
Teacher reviews words and structures that Ss have learnt by using flashcards.
Teacher sums up the mark.
Teacher reminds Ss of their homework (if possible).
Teacher lets Ss sing a song
142

b. Teacher asks students to read aloud a sentence that they like best in the story.
Notes
My passion for reading

(Week 18 Periods 1 & 2)
EXPLORING THE BOOK WORLD

BOOK WEEK ACTIVITY NEW BOOK JACKETS
Many books with their jackets are worn or unattractive. Instruct

students to select a book that they would like to refurbish with a new
book jacket.
Jackets can be made with large sheets of construction paper.
Have your students draw scenes or characters from the book with
crayon or colored markers. Make sure that the title and authors
name are clearly labeled on both the front and spine.
143
The children will love seeing their book jackets displayed.
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
144
Notes


145
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
146
Notes

147
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Period 3
Semester 2 Week 18
- Recognize the letter in the alphabets.
- Pronounce the letter W, the sound /w/, and words such as "woman" and wall.
- Understand the meaning of the word "woman"
- Write the letter W
Topic- Key language
Family & Friends

Starter
Letter W
Integrated skills:
Speaking, Listening,
Reading, Writing.
Key vocabulary:
Resources:
Textbook: Family &
Friends Starter
Pupils Book pg 60
Activity Book pg 60
Materials:
- Family & Friends
Starter flashcards
Key Activities
INTRODUCTION

Warm up and review:
- Teacher and the students greet one another.
- Teacher draws or sticks some pictures of animals (a dog, a duck, a kangaroo, a fish,
and a cat) on the board and lets students look at them for two minutes.
- Teacher asks students to close their eyes.
- Teacher hides any picture and ask What animal is missing?. Students guess and
give a correct answer for each missing picture.
148

Letter W - /w/ - woman wall

DEVELOPMENT
Sentence Pattern:
Have you got?
- Ive got .
Set-the-scene:
Teacher shows a picture of a woman and asks, Is this a girl?, Whos this?
Teacher introduces the picture; This is a woman.
Teacher writes the word woman on the board.
Teacher asks, Where is the board?
Teacher says, The board is on the wall and shows the wall.
Teacher writes the word wall on the board.
Teacher says: Today, we will learn a new English letter. Can you guess what
letter it is?
Presentation:
Teacher lets students recognize letter 'W', sound /w/, the meaning of the word
"woman" and wall by turning on the CD player and asks the students to listen
three times.
Teacher puts a pencil, a CD, a ruler, a key, a hat on the desk and asks; Have you
got a pen/ a pencil/ a CD/ a ruler/ a key/ a hat?
Teacher guides students how to give answers by showing a picture of a boy with
a pencil/ a CD/ a ruler/ a key/ a hat (Yes, I have) or a boy with nothing in his
hand (No, I havent).
Practice:
Teacher lets students practice the new language items as a whole class, in
Free-practice
* Game: Ball Game"
+ Teacher has three different coloured balls, divides students into three groups
and gives each group a ball.
Red ball W
Green ball /w/
Yellow ball woman
+ Then play some music. When the music plays, students pass their balls to the
next one. When the music stops, all the students in the class ask Whats this?
149

and the three students who are holding the balls have to tell the meanings of the
balls.
* Game: Card Game
- Teacher has five flashcards (a pencil, a CD, a ruler, a key, and a hat) and
demonstrates how to make questions and give answers with the flashcards.
- Teacher asks students to work in pairs. One student turns over the card and
asks the other, Have you got a pencil? then they change their roles.
Practice Using Student's Books
- Teacher asks students to open their students' books.
- Teacher lets students to listen to the words and point to the words in their
books.
- Teacher guides their students on how to glue the stickers on their books.
- Teacher asks their students to open their students' books.
- Teacher guides their students on how to do the exercises.
CONSOLIDATION
- Teacher reviews the words and the structures that students have learned by
using Flashcards.
- Teacher sums up the marks.
- Teacher reminds students of their homework (if possible).
- Teacher lets students sing a song.
Homework: Workbook (pg 60)
150
Period 4
Semester 2 Week 18
- Recognize the letter in the alphabets
- Pronounce the letter X, the sound /x/, and words such as "box" and fox.
- Understand the meaning of the word "box"
- Write letter X
Topic- Key language
Family & Friends

Starter
Letter X
Integrated skills:
Speaking, Listening,
Resources:
Textbook: Family &
Friends Starter
Pupils Book pg 60
Activity book pg 60
Materials:
- Family & Friends
Starter flashcards
Key Activities
INTRODUCTION

Warm up and review:
- Teacher and students greet each other.
*Game: Action
- Teacher says the name of Mr. Man and the students have to move like him. The
teachers can use these phrases below:
Mr. Slow - move slowly.
Mr. Rush - move fast.
151

Reading, Writing
Key vocabulary:
Letter X - /x/ - boxfox
Sentence Pattern:
Have you got?
- Ive got .
Mr. Jelly - shake your whole body.

Mr. Small - walk backwards.
Mr. Strong - move flexing your muscles.
Mr. Tall - stretch up and move
Lesson Presentation:
Lead-in: - The teacher reviews the commands used in everyday lessons.
DEVELOPMENT
Set-the-scene:
Teacher puts some toys on the desks and asks; Where can I put these toys?,
Can I put these toys in my bag? (NO), Can I put these toys in the desk?
(NO), Can I put these toys in the box? (YES)
Teacher introduces the picture, This is a box.
Teacher writes the word box on the board.
Teacher takes out a picture of a fox and says, This is a fox
Teacher writes the word fox on the board.
Teacher says: Today, we will learn a new English letter. Can you guess what
letter?
Presentation:
Teacher lets students recognize the letter 'X', the sound /x/, the meaning of the
word "box" and fox by turning on the CD player and asks the students to listen
three times.
Teacher puts a pencil, a CD, a ruler, a key, and a hat on the desk and asks, Have
you got a pen/ a pencil/ a CD/ a ruler/ a key/ a hat?
Teacher instructs students on how to give answers by showing a picture of a boy
with a pencil/ a CD/ a ruler/ a key/ a hat in his hand (Yes, I have) or a boy with
nothing in his hand (No, I havent).
Practice:
Teacher lets the students practice the new language items as a whole class, in
Free-practice
* Game: Make a letter
- Teacher says any letters from A to X and students will have to make their
bodies into that shape.
152

* Game: Guessing
- Students are in pairs.
- Each pair has either a page of up to eight items or eight cards.
- A student chooses an item but does not say which one.
She will do an action of that item for the other students to guess by using the
sentence:
"Have you got the table?"
Practice Using Student's Book
- Teacher lets students to listen to the words and point to the words in their
books.
- Teacher guides their students on how to glue the stickers on their books.
Practice Using Workbook Exercises
- Teacher guides their students on how to do the exercises.
CONSOLIDATION
- Teacher reviews the words and the structures that students have learned by
using flashcards.
- Teacher sums up the marks.
- Teacher reminds students of their homework (if possible).
- Teacher lets students sing a song.
b. Teacher asks some volunteer students to read / act out the story.
153

4 - F& F - Starter 1 - Unit 2

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

4 - F& F - Starter 1 - Unit 2

Загружено:

Авторское право:

Доступные форматы

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

- practice the school words in the form of a chant

Resources and Materials

Warm up and review:

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

Family & Friends

Weather Report: Weather songs or chants.

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

Family & Friends

Weather Report: Weather songs or chants.

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

Workbook p.12 & 14

BI SON THAM KHO TING ANH T CHN V N 2020

1. Read the letters.

2. Colour the E and F.

4. Circle the cs and ds.

BI SON THAM KHO TING ANH T CHN V N 2020

Family & Friends

Warm up and review:

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

Family & Friends

Warm up and review:

BI SON THAM KHO TING ANH T CHN V N 2020

Teacher reviews words and sentence pattern that Ss have learnt.

Story time: In the morning

BI SON THAM KHO TING ANH T CHN V N 2020

- follow the left-to-right sequence of English.

Resources and Materials

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

Family & Friends Starter

Warm up and review:

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

- Teacher reviews words and structures that Ss have learnt by using

BI SON THAM KHO TING ANH T CHN V N 2020

Family & Friends

Warm up and review:

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

My passion for reading

EXPLORING THE BOOK WORLD

Many books with their jackets are worn or unattractive. Instruct

Jackets can be made with large sheets of construction paper.

BI SON THAM KHO TING ANH T CHN V N 2020

The children will love seeing their book jackets displayed.

BI SON THAM KHO TING ANH T CHN V N 2020

My passion for reading

EXPLORING THE BOOK WORLD

BI SON THAM KHO TING ANH T CHN V N 2020

BI SON THAM KHO TING ANH T CHN V N 2020

My passion for reading

(Week 18 Periods 1 & 2)

EXPLORING THE BOOK WORLD