Giao An Tieng Anh Lop 3 Hoc Ki I Chuong Trinh Moi

ME AND MY FRIENDS
Week: 1. Date of teaching: Thursday, September 9th , 2013.

Period: 1st.
UNIT 1: HELLO
Lesson 1
I. Aims: Practice greeting and self – introducing.

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

arrangement
I. Warm up: Chatting. T-WC
5’ - Let Ss introduce some information about themselves
(maybe in Vietnamese) and introduces oneself in T-WC
English.
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Example: Hello. I’m Duyen. (Hi. I am Duyen).
II. New lesson
1. Look, listen and repeat.
10’ - Giving introduction of the text (set the scene): Mai and
Nam greet each other. T-WC
- Play the recording and asks Ss to listen to the tape twice.
- T asks Ss to listen and repeat in chorus three times.
- Let Ss practice the dialogue in pairs Whole class,
- Gets some pairs to read it aloud. group and
- T gives a situation to present (using picture) individual.
- T elicits the structures by asking Ss to speak out the
model sentence:
Hello. I’m Mai.
Hi, Mai. I’m Nam. T-WC
I’m + name (I’m = I am) Group work

Pair- work
2. Look and say
10’ - Have Ss look at the pictures a,b,c,d and introduce four T – whole
characters: Nam, Mai, Nga, Phong. (using the puppets). class
- T models the dialogue (use a picture)
Nga: Hello, I’m Nga.
Phong: Hello, I’m Phong.
- Have Ss to repeat the sentences in the bubbles a few
times
- Call on one pair and ask them to pretend to be Nam and
Mai.
- Call on one more pair to be Nga and Phong and do the T – whole
same way. class
- Have the class repeat all the phrases
- Have Ss to work in pairs: Nam, Mai, Nga and Phong.
- Monitor the activity, check the pronunciation (sound,
assimilation of sound and intonation) and offer help
when necessary.
- Call on some pairs to perform the task at the front of the Pair- work
class. Others observe and comment.
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- Make some questions to check Ss’ comprehension of
language
- Have the whole class repeat all the phrases to reinforce
their pronunciation.
3. Let’s talk.
- Have Ss look at the pictures on page 7 and identify the T – whole
10 characters in the pictures. class
- Point to Picture a, ask Ss to guess what the girls would
say to greet each other.
A: Hello, I’m Mai.
B: Hi, Mai. I’m Nga.
- Have Ss to repeat the sentences in the bubbles a few
times before let them practice freely.
- Have Ss to work in pairs (use the names in their books or
the real names to practice. Pair – work
- Monitor the activity and offer help when necessary/
correct typical pronunciation errors.
- Call on a pair to demonstrate at the front of the class.
III. Summary and Home- link: T – whole
4’ - Consolidate the content of the lesson class
- Learn and write new words and structures.
- Prepare for the next lesson
Week: 1 Date of teaching: Friday, September 10th, 2013.

Period: 2nd.
UNIT 1: HELLO
Lesson 2
I. Aims: Practice listening and numbering the pictures about greeting “Hello/Hi” and self
– introducing.
II. Objectives:
- By the end of this lesson, students will be able listen to the dialogue and tick on the
pictures about greeting “Hello/ Hi” and self – introducing.
- Develop listening, reading and writing skill.
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- Communicative method.
- Techniques: + Work in pairs and individually
+ Ask and answer.
+ Work in groups, discuss.
IV. Teaching aids:
- Teacher’s aids: pictures, word cards, extra board, tape, cassette.
- Student’s aids: book, notebook, workbook.
V. Language focus:
- Revision the structures: Hi/ Hello. I am/ I’m + name.
- Phonics: Hi, Hello
VI. Procedures:
Work
Time Steps/Activities arrangement
I. Warm up: Noughts and crosses T-WC
5’ I Nga Hello
Nam am Mai
Hi Phong Hi, Mai
II. New lesson

1. Listen and repeat
10’ - Have Ss open the book page 8, look at the words hello, hi
and notice the letter colored differently in both words.
- Produce the sound of the letter h in the word hello and that
in the word hi. T-WC
- Ask Ss to say what they think about when they hear the
sound
- Play the recording all the way through for Ss to listen
while they are reading the chant in their books
- Call on a group of six: three of them to repeat each line of
the chant, other three clap the syllables T-WC
- Have Ss practice the chant in groups and clap the
syllables.
correct typical pronunciation errors. Whole class,
- Call on a group to recite the chant. The others clap the group and
syllables individual.
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- Make a few questions to check Ss’ comprehension of
language
- Have the whole class recite the chant to reinforce their
pronunciation.
- Have Ss circle all the words containing the focused sounds
hello and hi in the chant.
2. Listen and number
10’ - Have Ss look at Pictures a, b, c and d on Page 8.
- Elicit the identification of the characters in the pictures T-WC
and the characters’ words.
- Ask Ss to listen to the recording and match the
information they hear to the pictures and number the
pictures.
- 1st:Play the recording all the way through for Ss to listen
while they are looking the pictures in their books Group work
nd
- 2 : play the recording for Ss to listen and number. Pair- work
rd
- 3 : play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction
- Ask some questions to ensure Ss’ comprehension of the
listening text.
Transcript:
1. Hello. I’m Nam.
2. Hi. I’m Phong.
3. Hi. I’m Quan.
4. Hello. I’m Hoa.
Answers: 1 – d; 2 – c; 3 – b; 4 – a.
3. Read and match.
10’ - T introduces the topic “you are going to read the sentences
to get the information in order to match the pictures to the T – whole
text”. class
- Ask Ss to predict “What is what”.
- 1st reading: Ss read the sentences individually and check
their prediction.
- 2nd reading: Ss do the task (match the sentence with a
appropriate picture.)
- Monitor the activity and offer help when necessary T – whole
- Have Ss trade the answers in pairs for correction class
- Call on some Ss to report their answers. Others listen and
comment.
- Make a few questions to check Ss’ comprehension of the Pair- work
sentences.
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- Have the whole class read each sentence in chorus to
reinforce their pronunciation
Answers: 1 – d; 2 – c; 3 – b; 4 – a.
III. Summary and Home- link:
5’ - Consolidate the content of lesson. T – whole
- Learn to greet each other and self – introduce, using hello/ class
hi.
- Practice the sound h as in hello and hi.
- Recite the chant on page 7.
Week: 2 Date of teaching: Thursday, September 16th, 2013.

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

II. Objectives:
- By the end of this lesson, Students will be able to say goodbye.
- Develop speaking and listening skill.
- Techniques: + Work in pairs
+ Ask and answer.
IV. Teaching aids:
- Teacher’s aids: Tape cassette, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.
V. Languages focus:
- Structures: Nice to meet you. / Nice to meet you too.
VI. Procedures:

arrangement
1’ I. Warm up: T – whole
Chatting class
- T asks Ss to repeat the greeting and introducing
5’ oneself.
- T sets the scene.
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II. New lesson. T – whole
1. Listen and repeat. class
- Have Ss to look at the book at page 10.
10’ - Elicit the character and have Ss guess what they are
saying. T – whole
- Set the scene: we are going to review phrases saying class
hello and bye.
- Have Ss listen to the recording as they read the lines in
the speech bubbles Whole class
- Play the recording again for Ss to repeat the lines in the
speech bubbles two times.
- Divide the class into two groups. One repeat Mai’s part
and the other repeat Nam’ part.
- Play the recording again for the whole class to repeat Groups
each line in the speech bubbles to reinforce their individually
pronunciation.
- Elicit the structure
2. Look and say.
10’ - Have Ss look at the pictures a, b, c and d on page 10
- Elicit the characters in the pictures and their names. Ask
Ss to guess and complete the speech bubbles.
- T models/ allocates the parts of characters Mai and Nam Group work
to Ss
- Ask them to act out the dialogue1. Repeat the step with
some other pairs for pictures b, c, d
- Have Ss practice acting out the dialogue in pairs, using
the pictures.
- Monitor the activity and offer help. Correct Pair - work
pronunciation errors (stress, assimilation of sounds,
intonation) when necessary. T – whole
- Call on some pairs to perform the task at the front of the class
class. The others observe and give comments.
- Have the whole class repeat all the phrases in chorus to
reinforce their pronunciation.
3. Write.
10’ - Get Ss to identify the characters in the pictures on page
11 and what they are saying.
- Tell Ss that they are going to read and get information to
write the missing words in dialogue 1 and 2.
- Ss read silently and complete the dialogues. Individually
- Ss trade their answers within pairs or groups for Pair - work/
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correction Group work
- Ask Ss to read the answers aloud to the class. The others
listen and give comments.
Answers:
a. Hi, I’m
b. boy; girl
- Make some questions to check Ss’ comprehension of the
reading text.
- Have the whole class read each line of the dialogues Whole class
chorally to reinforce their pronunciation.
4’ III. Summary and Home- link:
- Consolidate the content of the lesson. T-WC
- Ask Ss to learn and write new words and structure.
- Prepare for Section B: 4, 5, 6, 7.

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

II. Objectives:
- By the end of this lesson, students will be able to make and respond to instructions
- Develop writing, reading skill.
III. Teaching method:
- Techniques:
- Ask and answer
- Work in pairs and individually.
- Work in groups, discuss.
IV. Teaching aids:
- Teacher’s aids: audio, stickers, puppets, flashcards.
V. Languages focus:
Sentence patterns:
- Hello, I’m Mai.
- Hi, Mai. I’m Nam.
VI. Procedures:
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arrangement
5’ I. Warm up: T-WC
- T asks some pairs to greet and introduce oneself.
S1: Hello. I’m Mai S2: Hi, Mai. I’m Nam Pair- work
II. New lesson.
10’ - Ask Ss to identify the characters in the picture on page 12
and what they are saying. T – whole
- Set the scene “you are going to listen to hear Nam and class
Mai greet each other. T
- T asks Ss to listen and repeat in chorus two times. T-WC
- Call on one pair. One repeats Mai’s part, the other repeats
Nam’s part.
- Have whole class repeat all the phrases a few times to
2. Look and say
12’ - Have Ss look at the pictures a and b Pair- work
- Ask them to identify the characters in the pictures and
what they should say. Fill the bubbles and have Ss to
repeat the lines a few times
- T models the dialogue
Assign a pair to pretend to be Mai and tom in picture a T- whole class
Mai: Hello. I’m Mai.
Tom: Hello, Mai. I’m Tom.
Have one repeat Mai’s part, the other Tom’s part. Then
have the pair swap their parts. T- whole class
Repeat the step with a few more pairs.
- Ask Ss to practice making and responding to introductions
using picture a and b T- whole class
assimilation of sound and intonation) and offer help when
necessary.
- Call on some pairs to perform the task at the front of the Group work
- Make some questions to check Ss’ comprehension of
language
3. Talk
- Have Ss look at the pictures on page 13 and identify the Individually.
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characters in the pictures.
10’ - Point to Picture a, ask Ss to guess what the girls should
say to the boy and vice versa.
- Fill in the speech bubbles with the correct phrases
prompted by Ss
- Have Ss to repeat the sentences in the bubbles a few times Group work
before let them practice freely. (use the pictures in their
books or role – play the exchanges
- Have Ss to work in pairs to practice acting the greeting.
correct typical pronunciation errors. T- whole class
3’ - Encourage Ss to for Unit 2- Section 2
Week: 3 Date of teaching: Thursday, September 23rd, 2013.
Period: 5th
UNIT 2
MY NAME IS …
Lesson 2
I. Aims: Practice listening and ticking the pictures about greeting “Hello/Hi” and saying
goodbye.
II. Objectives:
- By the end of this lesson, students will be to greet and say goodbye (review).
+ Ask and answer.
IV. Teaching aids:
IV. Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
V. Student’s aids: book, notebook, workbook.
V. Language focus:
VI. Revision the structures: Hi/ Hello. I am/ I’m + name.
Bye/ Goodbye.
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How do you spell your name?
L – I – N – D – A.
VII. Phonics: Linda Nam
VI. Procedures:

arrangement
1’ 1. Warm up: Noughts and crosses T-WC
I Nga Hello
5’ Nam am Goodbye
Hi Bye Mai
10’ 2. New lesson:

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

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

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

II. Objectives:
- By the end of this lesson, Students will be able to spell simple names.
+ Ask and answer.
IV. Teaching aids:
- Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
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V. Languages focus:
- Structures: How do you spell your name?
L – I – N – D – A.
VI. Procedures:

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

Period: 7th.
UNIT 3
HOW ARE YOU?
Lesson 1
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I. Objectives:
- By the end of this lesson, students will be able to saying goodbye (review).
- Develop writing, reading skill.
II. Teaching method:
- Techniques:
- Work in pairs and individually.
- Work in groups, discuss.
III. Teaching aids:
- Teacher’s aids: audio, stickers, puppets, flashcards.
IV. Languages focus:
 Vocabulary: how, thank, thanks, fine, and.
 Sentence patterns:
- How are you?
I’m fine, thank you. And you?
I’m fine, thanks.
V. Procedures:

arrangement
5’ I. Warm up: T-WC
- Have Ss to find out the names of the Ss.
Pair- work
L A N A B C D E
A V D E F M U F
B X P L R L T G
C Z H M W I S H T – whole
D T O N Y N Q I class
E Y N O P D P J T
F H G I J A O K
U X Y Z N A M L T-WC
V T X Q P O N M
- Answers: Lan, Phong, Tony, Nam, Linda.

- Ask Ss work in pairs:
S1: Hello. I’m Nam.
S2: Hi, Nam. I’m Tom. Pair- work
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II. New lesson.
10’ - Ask Ss to identify the characters in the picture on page
- Set the scene “you are going to review some phrases of T- whole
greeting and learn some more.” (use two puppets to class
present the situation)
- Explain the situation and the use of the titles Mr, Mrs
and Miss
- T asks Ss to listen and repeat in chorus two times.
- Hold up the specific character puppets in the air / point
to each character and tell the whole class to say the T- whole
appropriate line in the dialogue. class
- Have whole class repeat all the phrases a few times to
Note:
 Children do not tend to ask each other How are you?
(That is something adults do to each other and to
children, but not child to child
 Thanks is an informal expression of thank you.
2. Look and say
- Have Ss look at the pictures a and bon page 18.
12’ - Ask them to identify the characters in the pictures, recall T- whole
the greeting phrases. class
- Point to Picture a, ask Ss to guess what each character
should say. Fill the speech bubbles with correct phrases
prompted by the Ss and have Ss to repeat the lines a few
times Group work
Assign a pair to pretend to be Tom and Mrs Lan in
picture a T – whole
Mrs Lan: How are you, Tom? class
Tom: I’m fine, thank you. And you?
Mrs Lan: Fine, thanks.
Have one repeat Mrs Lan’s part, the other Tom’s
part. Then have the pair swap their parts.
Repeat the step with a few more pairs.
- Ask Ss to act the dialogue using picture a and b
- Monitor the activity, check the pronunciation (sound, Pair – work
========================================================================
when necessary.
3. Talk
10’ - Have Ss look at the pictures on page 19 and identify the
characters in the pictures. T- whole
- Recall the titles Mr., Mrs., Miss. class
- Point to Picture a, ask Ss to guess what the characters
should say.
- Fill in the speech bubbles with the correct phrases
prompted by Ss Group work
A: How are you?
B: I’m fine, thank you. And you?
A: Fine, thanks.
- Have Ss to repeat the lines in the bubbles a few times
before let them practice freely. (use the characters in their Pair – work
books to practice or role play the greeting phrases.
- Have Ss to work in pairs to practice acting the greeting.
3’ III. Summary and Home- link: T – whole
- Encourage Ss to prepare for Unit 3 - Lesson 2. class
Week: 4 Date of teaching: Friday, October, 1st, 2013.

Period: 8th
UNIT 3
HOW ARE YOU?
Lesson 2
I. Objectives:
- By the end of this lesson, students will be to greet.
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II. Teaching methods:
III. Teaching aids:
- Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: hello thanks
- How are you?
I’m fine, thanks.
V. Procedures:
========================================================================
arrangement
5’ I. Warm up: Let’s Ss chant ( L2 – 4) T – whole
- Play the recording class
II. New lesson:
10’ - Have Ss open the book page 14, look at the words Linda T – whole
and Nam and notice the letter colored differently in both class
words.
- Set the scene: “you are going to learn how to produce the
sound of the letter l in the word hello and a in the word
thanks
- Produce the sound l and n a few times.
- Teach the new phrases How do you spell + name? – Then
show them how to spell Nam and Linda and some other
names.
- Play the recording all the way through for Ss to listen T – whole
while they are reading the chant in their books class
the chant, other three clap the syllables
syllables.
syllables Whole class,
- Make a few questions to check Ss’ comprehension of group and
language
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures 1a, b; 2a, b and d on Page 20 T – whole
- Identify the characters and their relationship. class
10’ - Set the scene: “you are going to listen to the recording,
match the information they hear to the pictures and tick
the box in the corner of the correct picture..
- 1st:Play the recording all the way through for Ss to listen Individually
pictures.
- Have Ss trade their answers in pairs for correction Pair- work
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Week: 5 Date of teaching: Monday, October 7th, 2013.
Period: 9th
UNIT 3
HOW ARE YOU?
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to greet (review), using the language
they have learnt.
+ Ask and answer.
III. Teaching aids:
- How are you?
I’m fine, thanks.
V. Procedures:

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

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

arrangement
I. Warm up: T – WC
5’ - Help Ss listen and sing the song How are you
on page 23
II. New lesson.
1. Look, listen and repeat. T – WC
- Set the scene “you are going to learn how to ask and
answer about names. (Use 2 character puppets to present
the situation)
- Play the recording all the way through for Ss to listen as
they read the lines. Mime the dialogue Whole class,
- Play the recording for Ss to listen and repeat each line of group and
the text (Correct typical pronunciation error(s) when individual.
necessary)
- Ask a few questions to ensure Ss’ comprehension of the
text
2. Look and say
- Have Ss look at the pictures a, b, c and d on page 24. T – whole
10’ - Ask them to identify the characters in the pictures and class
repeat each name a few times.
- Point to P.a and ask Ss what the character should say to
respond to the question What’s your name?
- Fill the bubble on the left edge of the page with the
phrase prompted by Ss and have Ss to repeat the question Group work
and answer a few times before going on with other
pictures
========================================================================
- Call on a few pairs and allocate the characters in Picture Pair- work
a, b, c and d. have them pretend to be these character to
ask and answer.
- Ask Ss to practice asking and answering in pairs
- Monitor the activity and offer help. Correct
pronunciation error(s) (street, assimilation of sounds and
intonation) when necessary.
- Call on some pairs to demonstrate at the front of the
class. Others observe and comment. T – whole
- Make some questions to check Ss’ comprehension of class
language
- Have the whole class repeat all the questions to reinforce
10 3. Talk
- Have Ss look at the pictures on page 25 and identify the T – whole
characters in the pictures. class
- Point to Picture a, ask Ss to pretend to be Hoa, ask them
what they should say to respond to the question What’s
your name?
- Fill in the speech bubble with the answer prompted by Ss
A: What’s your name?
B: My name’s Hoa.
- Repeat the step with other pictures.
before letting them practice freely. (use the names of the
characters in their books or their own names.
- Have Ss to work in pairs to practice. Pair- work
- Call on some volunteers to perform the task at the front
of the class.
- Ask Ss a few questions to check Ss’ comprehension of
the language. T – whole
- Have the whole class repeat all the phrases to reinforce class
5’ - Ss have learnt to ask and answer about names, using
What’s your name? and My name’s + name. T – whole
- Encourage Ss to listen and try to sing the song What is class
your name? at home.
========================================================================
Week: 6 Date of teaching: Monday, October 14th, 2013.
Period: 11th
UNIT 4
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to introduce someone, using This is +
name.
+ Ask and answer.
III. Teaching aids:
 Teacher’s aids: pictures, word cards, extra board, tape, cassette.
 Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: this Tom
 What’s your name?
My name’s Linda.
 This is Linda.
V. Procedures:

arrangement
I. Warm up: T-WC
5’ - Greet Ss and have them reply. Walk around the class to
ask the names of some Ss.
- Ss sing the song on page 23 of their books.
II. New lesson:
========================================================================
10’ - Have Ss open the book page 26, draw their attention to the T – whole
letters colored differently in the words this and Tom class
- Set the scene: “We are going to learn how to produce the
sound of letters th in the word this and that of the letter T
in the word Tom”
- Produce the sound of the letter th and t a few times
sounds.
- Have Ss repeat the focused sounds a few times. Whole class
- Show the poster of the chant.
while they are reading the chant. T claps the rhythms.
- Play the chant again. Have Ss repeat each line and point to
each line of the chant.
the chant, other three clap the focus sounds.
- Have Ss practice the chant in groups and clap the Group work
syllables.
syllables
language
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures 1a, b; 2a, b and d on Page 26 and
identify the characters in these pictures
- Set the scene: “you are going to listen to the recording T – whole
and match the information they hear to the correct picture class
and tick the box in the correct picture..
10’ - 1st:Play the recording all the way through for Ss to listen
pictures. Individually
- Choose one or two Ss to share their answers with their
classmates.
========================================================================
listening text. Pair- work
Transcript
1. Girl: Hi, Nam. This is Peter.
Boy: Peter? How do you spell that?
Girl: Peter. P – E – T – E – R.
2. Boy: Hi, Linda. This is Mai.
Girl: Mai? How do you spell that?
Boy: Mai. M – A – I.
Answers: 1 – b: 2 – a.
1. Read and match.
- Ask Ss to identify the characters in the pictures on page 27
- Set the scene: “you are going to read the text and use the
information to match each of them with the right picture..”
10’ - Identify the characters in the pictures and detail in each T – whole
picture to find out the differences between these two class
pictures.
- Ask Ss to read the text individually and do the task.
- Have Ss trade the answers in pairs for correction Individually
- Call on one student to report their answer. Others listen
and comment. Pair – work
- Make a few questions to check Ss’ comprehension of the
sentences.
- Have the whole class chorally read each line of the T – whole
dialogues to reinforce their pronunciation class
- Ss have learnt to introduce someone, using This is +
3’ name.
- Produce the sounds of the letters th in this and that of t in
Tom T – whole
- Ss recite the rhyme What is your name? on page 25 at class
2’ home
- Recite the chant on page 7.
========================================================================
Period: 12th
UNIT 4
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to spell someone’s name (review)
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: Tape cassette, pictures, poster, flashcards.
 Sentence patterns: How do you spell your name?
L–I–N–D–A
V. Procedures:
arrangement
5’ I. Warm up: T – whole class
- Ss recite the rhyme What is your name? on page 25.
II. New lesson.
10’ 1. Listen and repeat.
- Have Ss to look at the book at page 28 and identify the T – whole class
characters.
- Set the scene: “we are going to recall how to spell someone’s
name and say the alphabet letters”
- Teach Ss to spell some specific names and sing the Alphabet
Song.
- Play the recording all the way through for Ss to listen as they Whole class
read the dialogue.
- Play the recording again for Ss to repeat the lines in the
speech bubbles two times. Groups
========================================================================
- Divide the class into two groups. One repeat Mai’s part and individually
the other repeat Nam’ part.
- Play the recording again for the whole class to repeat each
line in the text a few times. Ensure their correct pronunciation
(sentence stress, the assimilation of sound and intonation). T – whole class
2. Look and say.
- Have Ss look at the pictures a, b, c and d on page 28
10’ - Elicit the characters in the pictures and spell the name in each
picture. Recall sentence patterns “How do you spell your
name?”
Assign a pair to pretend to be Mary. Point to P.a and ask
How do you spell your name?
Have Ss repeat the answer M – A – R – Y
Tell them to repeat the question and the answer. Pair – work
Repeat the step with the other names.
- Have Ss to practice in pairs asking and answering
assimilation of sound and intonation) and offer help when
necessary. T – whole class
- Call on some pairs to perform the task at the front of the class.
Others observe and comment.
3. Write.
- Get Ss to identify the characters in the pictures on page 29.
- Set the scene: “We are going to choose the right word from Individually
10’ the frame to complete the missing words.” Pair - work/
- Ss read silently and complete the sentences. Group work
- Ss trade their answers within pairs or groups for correction
Answers:
a. This b. What c. spell
- Make some questions to check Ss’ comprehension of the Whole class
reading text.
========================================================================
- Have the whole class read each line of the dialogues chorally
to reinforce their pronunciation. T – whole class
III. Summary and Homelink
- Ss have learnt how to spell someone’s name, using How do

3’ you spell your name? and say the alphabet letters.
- Practice singing the rhyme What is your name?
2’
Week: 7 Date of teaching: Monday, October 21st, 2013

Period: 13th
UNIT 5
OUR FRIENDS
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to identify someone.
- Techniques:
III. Teaching aids:
- Teacher’s aids: student’s and teacher’s book, flashcards, pictures, tape, cassette, puppets.
 Vocabulary: yes, no, he, she, new, that
- Who’s that?
It’s + name.
V. Procedures:
arrangement
5’ - Help Ss listen and sing the song What is your
name? on page 25.
II. New lesson.
========================================================================
- Set the scene “you are going to hear Mai and Phong talk
about Tony. (Use 2 character puppets to present the
situation)
- Explain the new language and the use of this and that.
- Play the recording all the way through for Ss to listen as Whole class,
they read the lines. Mime the dialogue group and
- Play the recording for Ss to listen and repeat each line of individual.
the text
- Allocate the parts of Mai and Phong. Have one group Half – half
repeat Mai’s part and the other Phong’s part. class
- Have whole class repeat each line of the dialogue in
Note: yeah = yes.
2. Look and say
10’ - Have Ss look at the pictures a, b, c and d on page 30. T – whole
- Ask them to identify the characters in the pictures. class
- Point to P.a and ask Ss Who’s that?
- Fill the bubble on the left edge of the page with the
phrase prompted by Ss and have Ss repeat the question
and answer a few times before going on with other
pictures
- Have Ss repeat all the questions and answers a few
times. Pair- work
- Ask Ss to practise asking and answering, using the
pictures in their books
- Call on some pairs to demonstrate at the front of the
- Make some questions to check Ss’ comprehension of T – whole
language class
- Have the whole class repeat all the questions to reinforce
3. Talk
10 - Have Ss look at the pictures on page 31 and identify the T – whole
characters in the pictures. class
- Point to a specific character in Picture a and ask Who’s
========================================================================
that?
- Fill in the speech bubble with the answer prompted by Ss
A: Who’s that?
B: It’s Nam.
before letting them practice/ role play freely.
- Have Ss to work in pairs to practice. Pair – work
- Call on some volunteers to perform the task at the front
of the class. The rest of the class observe and comment.
- Ask Ss a few questions to check Ss’ comprehension of
the language.
- Have the whole class repeat all the questions and T – whole
answers to reinforce their pronunciation. class
3’ III. Summary and Home- link:
- Ss have learnt to identify somebody, using questions
who to ask about names. T – whole
2’ - Encourage Ss to listen and try to recite the chant on P. 31 class
at home.
Week: 7 Date of teaching: Tuesday, October 22nd, 2013

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

arrangement
I. Warm up: T-WC
5’
- Greet Ss and have them reply. Walk around the class to
ask the names of some Ss.
- Ss sing the song for fun.
II. New lesson:
10’
- Have Ss open the book page 32, draw their attention to the T – whole
letters colored differently in the words Tony and yeah class
- Set the scene: “We are going to learn how to produce the
sound of letters t in the word Tony and that of the letter y
in the word yeah”
- Produce the sound of the letter t and y a few times
sounds.
- Play the recording for Ss to listen as they read the chant on Whole class
the poster of the chant. Clap the rhythm.
Tony yeah
Is this Tony?
Yeah? Yeah?
Hi, Tony.
Is that Tom?
No, no.
the chant, other three clap the rhythm
- Have Ss practice reciting and clapping the chant in groups. Group work
========================================================================
rhythm
language
pronunciation.
2. Listen and tick.
T – whole
10’ - Have Ss look at Pictures 1a, b; 2a, b and d on Page 32 and class
identify the characters in these pictures
- Set the scene: “you are going to listen to the recording
and match the information they hear to the correct picture
and tick the box in the correct picture..
- 1st:Play the recording all the way through for Ss to listen Individually
pictures.
classmates.
- 3rd: play the recording for Ss to check their answers. Pair- work
listening text.
Transcript
1. A: Hi, Mai. Who’s this?
B: it’s Nga.
A: Is Nga your friend?
Yes, she is.
2. A: Hi, Phong. Who’s this?
B: It’s Nam.
A: Is Nam your friend?
B:Yes, he is.
Answers: 1 – b: 2 – a.
3. Read and match.
10’ T – whole
- Ask Ss to identify the characters in the pictures on page 33
class
- Set the scene: “you are going to read the dialogues and
use the information to match each of them with the right
picture.”
- Review the language learnt in the previous section
Individually
- Ask Ss to read the dialogues individually and do the task.
Pair – work
========================================================================
and comment.

T – whole
- Ss have learnt to ask and answer about someone using Is
3’ class
this/ that…?
- Produce the sound of the letter t in Tony and that of letter
y in yeah
- Ss practice singing the song on P. 33 at home.
2’
Week: 8 Date of teaching: Monday, October 28th, 2013

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

arrangement
- Let’s Ss sing the song on page 33 for fun. class
II. New lesson.
- Have Ss to look at the book at page 34 and identify the
characters. T – whole
- Set the scene: “we are going to hear Tony and Tom ask class
and answer about Linda, using Is he/ she + name?”
- Explain the situation
they read the dialogue. Whole class
- Play the recording again for Ss to repeat each line of the
dialogue
- Divide the class into two groups. One repeat Tony’s part Groups
and the other repeat Tom’ part. individually
- Play the recording again for the whole class to repeat
each line in the text a few times. Ensure their correct
pronunciation (sentence stress, the assimilation of sound
and intonation).
2. Look and say.
10’ - Have Ss look at the speech bubbles on page 34. Ask Ss T – whole
guess and say the lines in the bubbles. class
- Set the scene: “we are going to practice asking and
answering , using these sentence patterns
- Have Ss repeat each line in the bubbles a few times.
Have Ss to identify the characters in Pictures a, b, c, and
d
Point to P.a and explain the situation. Ask Ss what
Mai should say to ask about the girl in front of her
and what Nam should answer.
========================================================================
Fill the bubbles with the phrases prompted by the
pupils.
Repeat the step with the other pictures then have Ss
repeat all the phrases a few times.
- Have Ss to practice in pairs asking and answering Pair – work
when necessary.
10’ class. Others observe and comment.
3. Write.
- Get Ss to identify the characters in the pictures on page T – whole
35. class
- Set the scene: “We are going to going to read and get
the information to complete the missing word(s) in the
dialogue.”
- Ss read silently and complete the sentences. Individually
- Ss trade their answers within pairs or groups for Pair – work/
correction Group work
Answers:
a. he
b. Is
c. I Whole class
- Have the whole class read each line of the dialogue
3’ III. Summary and Home - link
- Ss have learnt how to ask and answer about someone’s
name, using Is he/ she + name? T – whole
2’ - Encourage Ss to tell their parents the names of their class
friends.
========================================================================
Period: 16th
REVIEW 1
I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing
related to the topics from Unit 1 to Unit 5, using the phonics, vocabulary and sentence
patterns they have learnt.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the
sentence patterns written on them; audio and flashcards.
IV. Language focus:
Me and My friend
Unit 1: Hello
Competences Sentence patterns Vocabulary Phonics
 Greeting and self –  Hello. I’m Mai. hi, hello, hello
introducing  Hi, Mai. goodbye/ bye hi
 Greeting and self –  Bye (Goodbye)
introducing
 Saying goodbye.
Unit 2: My Name Is……
 Making and responding to  Hello. I’m Mai. How, spell, Linda
introductions  Hi, Mai. I’m Mai. name, alphabet Nam
 Greeting and saying  How do you spell
goodbye (review) your name?
 Spelling simple names  L – I – N – D – A.
Unit 3: How Are You?
 Saying goodbye (review)  How are you? how, thank, hello
 Greeting - I’m fine, thank you. thanks, fine, thanks
 Greeting (review) And you? and
- I’m fine, thanks.
========================================================================
Unit 4: What’s Your Name?
 Asking and answering  What’s your name? what, is, your, this
about someone’s name - My name’s Linda. this, friend Tom
 Introducing others  This is Linda.
 Spelling someone’s name  How do you spell
(review) your name?
-L–I–N–D–A
Unit 5: Our Friends.
 Identifying someone.  Who is that? Yes, no, he, she, Tony
 Greeting and responding to - It’s … new, that Yeah
greeting (review)  Is that Tony?
 Asking and answering about - Yes, he is./ No, he
someone’s name (review) isn’t.
 Is he/ she …?
- Yes, he/ she is./ No,
he/ she isn’t.
V. Procedures:
Time Steps/ Activities Work

arrangement
5’ 1. Warm up: T- whole
Let Ss sing the song that they like. class
2. Review:
 Phonics:
 Put the piece of paper with the phonics written on the Individually
10’ board and play the recording (two times).
 Ss listen and repeat the words in chorus.
 Draw Ss’ attention to the sounds that are difficult to
pronounce such as this, thanks, yeah.
 Have Ss to practice reading the words aloud in pairs. Pair- work
 Have some pairs demonstrate. Correct their pronunciation
when necessary.
 Call on some pairs to demonstrate at the front of the
class. Have the rest of the class observe and give Pair- work
10’ comment
 Vocabulary:
========================================================================
 Put the vocabulary sheet of paper on the board.
 Ask Ss recall the meaning of the words by reading aloud Individually
or playing a game (Name cards/ Stand up when you hear/
Physical Line- up) using flashcards.
 Have Ss say the words aloud again. Encourage them to
group words into categories (words to indicate greeting,
names, friends, such a hell, hi; bye, goodbye; this, that
 Get Ss male sentences with some of the words they have
10’ learnt.
 Structures:
 Put the sheet of paper which contains the sentences
patterns on the board.
 Ss repeat the patterns aloud as they follow the text on the Pair- work
board.
 Ask Ss to make short dialogues with the sentence patterns
 Have some pairs act out their dialogues at the front of the
class. The others listen and comment.
3. Home link:
 Encourage Ss to practice more at home and well- prepare
for the test.
========================================================================
Week: 9 Date of teaching: Thursday, November 8th, 2012.
Period: 17th
THE FIRST TEST
I. Aim: Ss do Review in class.
II. Duration: 1 period
III. Procedure: (parts I – V)
 Have Ss turn to page 36 in the Student book.
 Ss work individually to complete Parts I – V. then have them trade their work for
correction.
 Call on some volunteers to read their answers. Elicit comments from the rest of the class.
 Correct Ss’ work on Parts I – V.
IV. Answers:
I. Complete each word. Say it aloud

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

Period: 18th
UNIT 6
MY SCHOOL
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to introduce their school.
- Techniques:
III. Teaching aids:
 Vocabulary: primary school, it
It’s Thang Long Primary School.
V. Procedures:
========================================================================
arrangement
5’ - Help Ss listen and sing the rhyme My friends
on page 25.
II. New lesson.
- Set the scene “you are going to listen to Mai talk to Tony
about her school. (Use 2 character puppets to present the
situation)
- Explain the new language and the use of primary school.
- Play the recording all the way through for Ss to listen as Whole class,
they read the lines. Mime the dialogue group and
- Play the recording for Ss to listen and repeat each line of individual.
the dialogue. Correct pronunciation error(s) when
necessary. Half – half
- Ask some questions to check Ss’ comprehension of the class
language
- Have whole class repeat all the lines of the dialogue in
Note: yeah = yes.
10’ 2. Look and say
- Have Ss look at the pictures a, b, c and d on page 42. T – whole
- Ask them to identify the names of these schools in the class
pictures.
- Use a poster toteach how to say the names of the schools
(use the back – up building technique to teach the
phrases)
- Ask Ss to repeat each name a few times
- Have Ss to point to each picture and say the name again.
- Model: Ss pretend the school in the picture to be theirs. Pair- work
Point to P.a and have them repeat.
It’s Kim Dong Primary School.
Repeat steps with other pictures
- Ask Ss to practice saying, using P.a, b, c and d in their
books.
========================================================================
intonation) when necessary. T – whole
IV. Call on some pairs to demonstrate at the front of the class
3. Talk
10’ X. Have Ss look at the pictures on page 43 and
identify the names of the schools in the pictures. T – whole
XI. Point to P.a. Ask Ss what they should say to fill class
the speech bubble.
XII. Fill in the speech bubble with the answer
prompted by Ss
It’s Kim Dong Primary School.
………….
V. Have Ss to repeat the lines in the bubbles a few
times before letting them practice/ role play freely.
VI. Have Ss to work in pairs to practice. Pair – work
VII. Monitor the activity and offer help when necessary/
XIII. Ask Ss a few questions to check Ss’
comprehension of the language.
XIV. Call on some volunteers to perform the task at the
3’ front of the class. The rest of the class observe and
comment T – whole
III. Summary class
2’ - Ss have learnt to say the school names, using It’s Thang
Long Primary School. T – whole
IV. Home- link: class
- Encourage Ss to practice drawing their school at home
and say its name.
Week: 10 Date of teaching: Thursday, November 15th, 2012.

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

arrangement
I. Warm up:
5’ - Greet Ss and have them reply. T – whole
- Ss show their drawings that they did at home to their class
classmates and talk about the school in the drawing, using
the language learnt in Lesson 1.
II. New lesson:
10’ 1. Listen and repeat

- Have Ss open the book page 44, draw their attention to the
letters colored differently in the words which and school T – whole
- Set the scene: “We are going to learn how to produce the class
sound of letters ch in the word which and that of the letter
oo in the word school”
- Produce the sound of the letter ch and oo a few times
sounds.
- Play the recording for Ss to listen as they read the chant on
the poster of the chant. Clap the rhythm. Whole class
which school
Which is your school?
This one.
Which is your school?
That one.
the chant, other three clap the rhythm
- Have Ss practice reciting and clapping the chant in groups.
========================================================================
correct typical pronunciation errors. Group work
rhythm
language
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures 1a, b; 2a, b and d on Page 44 and
identify the names of these schools and say the names in
English. T – whole
- Set the scene: “you are going to listen to the recording class
10’ and match the information they hear to the correct
pictures and tick the box in the correct pictures.
- 2nd: play the recording for Ss to listen and tick the correct Individually
pictures.
classmates.
- Ask some questions to ensure Ss’ comprehension of the Pair- work
listening text.
Transcript
1. A: This is my school
B: Which one?
A: That one. Thang Long Primary School.
B: Thang Long?
A: Yes. Thang Long Primary.
2. A: This is my school
B: Which one?
A: This one. Hoa Sen Primary School.
B: Hoa Sen?
A: Yes. Hoa Sen Primary..
10’ Answers: 1 – b: 2 – a.
3. Read and tick
- Ask Ss to read the dialogue and look at Picture a and b in T – whole
the pictures on page 45 class
- Set the scene: “you are going to read the dialogue and use
the information to tick on the correct picture.”
========================================================================
- Ask a few questions to check Ss’ comprehension of the
language.
- Ask Ss to read the dialogues individually and do the task. Individually
- Have Ss trade the answers in pairs for correction Pair – work
3’ and comment.
Answers: Picture b
III. Summary.
- Ss have learnt to ask and answer about schools, using T – whole
2’ Which is your school? – This/ That one. class
- Produce the sound of the letter ch in which and that of
letter oo in school
IV. Home- link:
- Recite the rhyme This is the way we way to go to school
on page 45 at home.
Week: 10 Date of teaching: Friday, November 16th , 2012

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

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

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

arrangement
I. Warm up:
5’ - Greet Ss and have them reply. T – WC
- Have Ss sing the song This is the way we go to school.
II. New lesson.
10’ - Ask Ss to identify the characters in the picture on page T – WC
- Set the scene “You are going to hear Tom and Mai talk
about Tom’s classroom.”
they read the lines. Mime the dialogue
- Play the recording for Ss to listen and repeat each line of
the dialogue. Correct pronunciation error(s) when Whole class,
necessary. group and
- Ask some questions to check Ss’ comprehension of the individual.
language
- Have whole class repeat all the lines of the dialogue in Half – half
chorus to reinforce their pronunciation. class
2. Look and say
- Have Ss look at the pictures a, b, c and d on page 48.
- Ask them to identify the rooms in the pictures.
10’ - Use the flashcards to show the meanings of library,
classroom, computer room and music room T – whole
- Ask Ss to repeat the words a few times class
- Model: recall the different meaning of this and that and
the assigned pointing hands for these two words.
 Point to Pa and ask Is this the library? Then answer
Yes, it is. Have Ss repeat both the question and
answer.
 Point to Pb and ask Is this the library? Answer No, it
isn’t. Have Ss repeat both the question and answer.
 Repeat the step with some other pictures.
- Ask Ss to practice asking and answering in pairs Pair- work
========================================================================
X. Call on some pairs to demonstrate at the front of
the class. Others observe and comment.
3. Talk
XVII. Have Ss look at the pictures on page 49 and
identify the rooms in the pictures. T – whole
10’ XVIII. Set the scene: “you are going to practice asking class
and answering about these rooms”
XIX. Point to P.a. Ask Ss what they should ask and
answer about the picture.
XX. Fill in the speech bubbles with the correct phrases
prompted by Ss T – whole
Is this a computer room?- Yes, it is. class
Is this a library? – No, it isn’t.
XI. Have Ss to repeat the lines in the bubbles a few
times before letting them practice/ role play freely. Pair – work
XII. Have Ss to work in pairs to practice.
XIII. Monitor the activity and offer help when
necessary/ correct typical pronunciation errors.
XXI. Ask Ss a few questions to check Ss’
XXII. Call on some volunteers to perform the task at the
3’ front of the class. The rest of the class observe
and comment T – whole
III. Summary class
2’ - Ss have learnt to ask and answer about some places in
the school using Is this/ that ….? – Yes, it is/ No, it isn’t. T – whole
IV. Home- link: class
- Encourage Ss to practice the chant on Page 49.
Week: 11 Date of teaching: Friday, November 23rd, 2012

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

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

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

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

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

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

Period: 25th
UNIT 8
SCHOOL THINGS
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to describe school things.
+ Ask and answer.
III. Teaching aids:
XXX. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
XXXI. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: pens pencils
 Vocabulary: new – old; big – small; short – long
 It is big.
V. Procedures:
arrangement
I. Warm up:
- Have Ss sing the song This is the way we go to school. class
II. New lesson:
========================================================================
letters colored differently in the words pens and pencils
sound of letters ns in the word pens and that of the letter
ls in the word pencils” T – whole
- Produce the sound of the letter ns and ls a few times class
sounds.
pens pencils
Pens and pencils
Books and bags Whole class
Rulers and rubbers
They’re school things.
They’re all new
For my new school year!
clap the syllables.
- Repeat the step but this time have Ss swap their parts. Group work
rhythm
language
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures a, b, c and d on Page 56 and
identify the objects in the pictures.
10’ - Set the scene: “you are going to listen to the recording T – whole
and match the information to the pictures and tick the box class
of the appropriate pictures.”
========================================================================
pictures. Individually
classmates.
listening text. Pair- work
Transcript
1. A: What’s this?
B: It’s a pen.
A: It’s a pen?.
B: Yes, it is.
2. A: What’s that?
B: It’s a rubber.
A: It’s a rubber?
B: Yes, it is.
Answers: 1 – a 2-b
10’ 3. Read and match
- Ask Ss to read the sentences and look at Picture a, b, c, d, e
and f on page 57
- Set the scene: “you are going to read and match the
information to the appropriate picture.” T – whole
- Ask a few questions to check Ss’ comprehension of the class
language.
- Call on one student to report their answer. Others listen Individually
and comment.
3’ - Have the whole class chorally read each line of the Pair – work
dialogues to reinforce their pronunciation
Answers: 1 – c 2 – e 3 – f 4–a 5–b 6-d
III. Summary. T – whole
- Ss have learnt how to describe school things, using the class
sentence patterns: It is + adj such as long, short, big and
2’ small.
IV. Home- link: T – whole
- Ss practice singing the song on page 57 class
Week: 13 Date of teaching: Friday, December 7th, 2012
========================================================================
Period: 26th
UNIT 8
SCHOOL THINGS
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about specific
school things.
+ Ask and answer.
III. Teaching aids:
VI. Language focus:
 Vocabulary: rubber, ruler, pencil sharpener, pencil case, backpack, school bag.
 What are these/ those? – They’re ruler.
IV. Procedures:

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

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

arrangement
========================================================================
I. Warm up:
- Let’s Ss sing a song for fun.
II. New lesson.
and what they are saying.
- Set the scene “You are going to hear Miss Hien and the
Ss in her class say.” Explain when to use Good morning.
- Play the recording for Ss to listen and repeat each line of Whole class,
the dialogue. Correct pronunciation error(s) when group
necessary.
- Divide the class into two. Have them to repeat the
teacher’s part and the Ss’ part.
- Have Ss practice in pairs. Half – half
- Ask some questions to check Ss’ comprehension of the class
language Pair - work
2. Look and say
- Have Ss look at the pictures a, b, c and d on page 60.
- Ask them to identify the character and things in the
10’ pictures. T – whole
- Use the flashcards to teach the phrase sit down, stand up, class
open your book, close your book.
- Model:
 Point to Pa and ask Ss what they should say to tell
someone to stand up. Then fill in the speech bubbles
with the phrase promted by the Ss Have Ss repeat both
the question and answer.
 Ask Ss perform a few instructions serveral times Pair- work
- Ask Ss to practice asking and answering in pairs
error(s) (stress, assimilation of sounds and intonation)
when necessary.
XXIII. Call on some pairs to demonstrate at the front of
3. Talk
========================================================================
XXXII. Have Ss look at the pictures on page 61 and T – whole
identify the things in the pictures. class
XXXIII. Point to P.a. Ask Ss what they should say to get
10’ those in the picture to stand up
XXXIV. Fill in the speech bubbles with the correct phrases
prompted by Ss
XXXV. Have Ss to give some instructions for the rest of
the class to perform before letting them practice/
role play freely. Pair – work
XXIV. Have Ss to work in pairs to practice.
XXV. Monitor the activity and offer help when necessary/
XXXVI. Ask Ss a few questions to check Ss’
XXXVII. Call on some volunteers to perform the task at the T – whole
3’ front of the class. The rest of the class observe and class
comment
III. Summary T – whole
- Ss have learnt how to give and respond to classroom class
2’ instructions such as sit down, stand up, open your book,
close your book.
IV. Home- link:

Period: 28th
UNIT 9
IN MY CLASSROOM
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to ask for permission.
+ Ask and answer.
III. Teaching aids:
XXXVIII. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
========================================================================
XXXIX. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: can school
 Vocabulary: sit (down), stand (up), open, close, come (in), go (out)
- May I come in? – Yes, you can./ No, you can’t.
V. Procedures:
arrangement
I. Warm up:
- Have Ss recite the chant on Page 61.. class
II. New lesson:
10’ - Have Ss open the book page 62, draw their attention to the
letters colored differently in the words can and school
- Set the scene: “We are going to learn how to produce the T – whole
sound of letters c in the word can and that of the letter sc class
in the word school”
- Produce two sounds a few times
sounds.
can school Whole class
School, school, school!
We go to the school.
Books, books, books!
May I open my books?
Yes, you can!
Books, books, books!
May I close my books?
No, you can’t! Group work
clap the syllables.
========================================================================
rhythm
language
10’ pronunciation. T – whole
class
2. Listen and tick.
- Have Ss look at pictures on Page 62 and ask them to talk
about the pictures.
- Set the scene: “you are going to listen to the recording
and match the information to the pictures and tick the box Individually
incorrect picture.”
pictures.
- Choose one or two Ss to share their answers with their Pair- work
classmates.
listening text.
Transcript
1. Boy: Can I open my book, Miss?
Lady: Open your book? Sorry. You can’t.
You can’t open your book now.
2. Boy: Can I sit down, Sir.
10’ Man: Sit down? Of course, you can.
You can sit down now.
Answers: 1 – b 2-a
3. Read and match

T – whole
- Ask Ss to read the sentences and look at Picture a, b, c, d
class
on page 63 and ask them to talk about the pictures
- Set the scene: “you are going to read the sentences and
match the information to the appropriate pictures.”
language.
Individually
========================================================================
- Have Ss trade the answers in pairs for correction Pair – work
and comment.
3’ - Have the whole class chorally read each line of the T – whole
2’ Answers: 1 – d 2 – a 3 – c 4–b
III. Summary.
- Ss have learnt how to ask for permission.
IV. Home- link:

-

Period: 29th
UNIT 9
IN MY CLASSROOM
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to give some specific permission.
+ Ask and answer.
III. Teaching aids:
VI. Language focus:
 Vocabulary: Vocabulary: sit (down), stand (up), open, close, come (in), go (out)
- Sit down, please.
- Open/ Close your book.
- May I come in? – Yes, you can./ No, you can’t.
 Procedures:
========================================================================
arrangement
- Let’s Ss sing the song My School Things for fun. class
II. New lesson.
- Have Ss to look at the book at page 64. Ask them to
identify the characters. T – whole
- Set the scene: “you are going to hear a pupil’s request class
for coming into the classroom and the teacher’s
responses.”
they read the dialogue. Mine the dialogue. Whole class
speech bubbles a few times.
- Ask a few questions to ensure Ss’ comprehension of the Groups
language. individually
- Have the whole class repeat all the lines to reinforce
their pronunciation
2. Look and say.
- Have Ss look at Picture a, b, c and d on page T – whole
- T models: class
10’  Point to Pa and ask Ss what Mai should say to ask for
permission to go out, and what the teacher would say
to give or not to give permission. Then have them
repeat the sentences a ew times.
when necessary.
XXVI. Call on some pairs to perform the task at the
front of the class. Others observe and comment.
XXVII. Have the whole class repeat the question and
3. Write.
- Get Ss talk about the pictures.
- Explain the task:“We are going to read and get the T – whole
information to write the missing word(s) in Dialogue 1, class
2, 3 and 4”.”
- Ss read silently and complete the sentences.
========================================================================
- Ask Ss to read the answers aloud to the class. The others Individually
10’ listen and give comments. Pair – work/
Answers: Group work
1. come; in
2. go; out
3. close Whole class
4. open
3’ III. Summary
- Ss have learnt to perform some specific commands and T – whole
ask for and give permission. class
- Have Ss brainstorm and write all the phrases that they
have learnt in this section.
Week: 15 Date of teaching: Friday, December 21st, 2012
Period: 30th
UNIT 10
OUR BREAK TIME
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to name some specific games and
activities.
- Techniques:
III. Teaching aids:
 Vocabulary: break time, hide – and – seek, badninton, chess, football, puzzle,
volleyball.
 Sentence structures:
- What do you do at beak time?
I play hide – and – seek.
V. Procedures:
========================================================================
arrangement
I. Warm up:
- Let’s Ss sing a song for fun.
II. New lesson.
- Set the scene “You are going to hear Mai’ s mother ask
Mai and her brother what they do at their break time.
- Set up the situation and present the language in thew
dialogue and explain the situation.
they read the lines. Mime the dialogue Whole class,
- Play the recording for Ss to listen and repeat each line of group
the dialogue. Correct pronunciation error(s) when
necessary.
- Divide the class into two. Have them to repeat each lines
in the dialogue a few times. Half – half
- Have Ss practice in pairs. class
- Ask some questions to check Ss’ comprehension of the Pair - work
language
2. Look and say
- Set the scence: “You are going to practice asking and
10’ answering about activities at break time.
- Have Ss look at the pictures a, b, c and d on page 66 and T – whole
give the meaning of the phrases in the pictures (use the class
flashcards)
- Have Ss repeat these phrases a few times
- Model:
 Point to Pa and ask Ss to pretend to be the children in
the pictures and ask what they should say to answer
the question What do you do at breaktime?Then fill in
the speech bubbles with the phrase promted by the Ss
 Ask Ss perform a few instructions serveral times
error(s) (stress, assimilation of sounds and intonation)
========================================================================
when necessary.
XXVIII. Call on some pairs to demonstrate at the front of
3. Talk
10’ XL. Have Ss look at the pictures on page 67 and
identify the activities in these pictures. T – whole
XLI. Point to P.a. Ask Ss what they should ask one of class
the children about his/ her activity at break time or
what they should answer if they are asked the
same question
XLII. Fill in the speech bubbles with the correct phrases
prompted by Ss
XLIII. Have Ss to give some instructions for the rest of Pair – work
the class to perform before letting them practice/
role play freely.
XXIX. Have Ss to work in pairs to practice.
XXX. Monitor the activity and offer help when necessary/
XLIV. Ask Ss a few questions to check Ss’
3’ XLV. Call on some volunteers to perform the task at the
front of the class. The rest of the class observe and T – whole
comment class
III. Summary
2’ - Ss have learnt how to name some activities at break time
by answering the question What do you do at break time?
and memorized the phrases hide – and – seek/ chess/
badminton/ and chat with friends.
IV. Home- link:

Period: 31st
UNIT 10
OUR BREAK TIME
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to say the names of games/ activities
at break time (review).
========================================================================
+ Ask and answer.
III. Teaching aids:
XLVI. Teacher’s aids: pictures, word cards, extra board, tape, cassette.
XLVII. Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: break play
volleyball.
V. Procedures:

arrangement
I. Warm up:
- Have Ss recite the chant on Page 67 class
II. New lesson:
letters colored differently in the words break and play
sound of letters br in the word break and that of the letter
pl in the word play” T – whole
- Produce two sounds a few times class
sounds.
break play
Break time! Break time! Break time!
What do you do at break time? Whole class
I play chess. I play football.
And you? Ok! Ok!
I chat. Let’s play football
And you? At break time.
========================================================================
clap the syllables. Group work
rhythm
language
pronunciation.
2. Listen and tick.
- Have Ss look at pictures on Page 68 and indentify the
activities in the pictures. T – whole
and match the information to the pictures and tick the box
10’ incorrect picture.”
pictures.
classmates.
listening text.
Transcript
1. A: What do you do at break time?
B: I play hide – and – seek.
A: you play hide – and – seek?
A: Yes, I do.
2. A: What do you do at break time?
B: I chat with my friends.
A: you chat with your friends?
B: Yes, I do.
Answers: 1 – a 2-b
========================================================================
10’ 3. Read and match
- Ask Ss to read the sentences and look at Picture a, b, c, d
on page 69 and ask them to talk about the games and
activities in the pictures T – whole
- Set the scene: “you are going to read the sentences and class
match the information to the appropriate pictures.”
language.
- Monitor the activity and offer help when necessary Individually
- Call on one student to report their answer. Others listen Pair – work
and comment.
- Have the whole class chorally read each line of the
dialogues to reinforce their pronunciation T – whole
Answers: 1 – c 2 – d 3 – b 4–a class
III. Summary.
3’ - Ss have learnt how to say what activities they do at break
time, using I play (hide – and – seek) at break time.
2’ IV. Home- link:

Period: 32nd
UNIT 10
OUR BREAK TIME
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about some specific
games and activities at break time, using Do you like playing…?
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
========================================================================
volleyball.
I like playing football/ badminton
- Do you like playing chess?
- Yes, I do./ No, I don’t
V. Procedures:
arrangement
- Let’s Ss recite the chant At Beak Time on page 67. class
II. New lesson.
- Have Ss to look at the book at page 70. Ask them to talk
about the characters in the picture. T – whole
- Set the scene: “you are going to ask and answer about class
these activities, using Do you like …?”
- Teach Ss the short answer to Yes – No questions with
Do.
- Play the recording all the way through for Ss to listen as Whole class
they read the dialogue. Mine the dialogue.
speech bubbles a few times. Groups
language.
- Have the whole class repeat all the lines to reinforce
their pronunciation
2. Look and say.
- Have Ss look at picture on page 70 and identify the
10’ activities in it. T – whole
- T models: class
 Point to Pa and ask Ss what the children are doing.
Then ask them Do you like chatting with your
friends?
 Fill in the bubbles with the corect answers with yes
or no prompted by Ss.
 Then have them repeat the sentences a few times. Pair – work
========================================================================
when necessary.
XXXI. Call on some pairs to perform the task at the
front of the class. Others observe and comment.
XXXII. Have the whole class repeat the question and
3. Write.
10’ - Get Ss talk about the pictures.
- Explain the task:“We are going to look at the picture in – whole class
this section to identify the activities, read the samples Individually
and guess the appropriate language to fill in the Pair – work/
blanks.” Group work
- Ss do the task individually.
Ask Ss to read the answers aloud to the class. The others Whole class
listen and give comments. Answers:…..
3’ III. Summary
- Ss have learnt how to talk about the games and activities T – whole
at break time, using Do you like …? class
- Ss learn to sing the song Hide – and – Seek.
Week: 17 Date of teaching: Thursday, January 3rd, 2013
Period: 33rd
REVIEW 1
I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing
related to the topics from Unit 6 to Unit 10, using the phonics, vocabulary and sentence
patterns they have learnt.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the
sentence patterns written on them; audio and flashcards.
IV. Language focus:
========================================================================
Me and My friend
Unit 6: My school
 Introducing  It’s Thang Long Primary Primary school, it, Which
someone’s school. School. which, one school
 Asking and  Which is your school?
answering about - This one./ That one.
schools.  What school is it?
 Asking about the - Park Primary School.
name of a school.
Unit 7: Places in My School.
 Naming school ooms  Is this a classroom? – Classroom, library, small
 Describing school Yes, it is computer, music big
rooms  The book is big. room, book, big,
 Asking and  Is it new? small, new, short,
answering about – Yes, it is. long
school rooms – No, it isn’t. It’s old.
Unit 8: School Things
 Naming school things  What’s this/ that? Rubber, ruler, pens
 Describing school things. - It’s a book. pencil sharpener, pencils
 Asking and answering  What are these/ pencil case,
about school things those? backpack, school
- They’re ruler. bag, old
Unit 9: My Classroom
Competences Sentence patterns? Vocabulary Phonics
 Performing classroom  Sit down, please. Sit (down), can
instructions.  Open/ Close your book. stand (up), school
 Asking for permission.  May I come in? open, close,
 Giving permission. - Yes, you can./ No, you come (in),
can’t. go (out)
Unit 10: Our Break Time.
 Naming games and activities  What do you do Break time, Tony
 Saying the names of games/ at break time? hide – and – Yeah
activities at break time.  I play hide – and seek,
 Asking and answering about – seek badminton,
games and activities at break  I like playing chess, chat,
========================================================================
time football/ football,
badminton. puzzle,
 Do you like volleyball
playing chess?
 - Yes, I do. / No, I
don’t.
V. Procedures:
Time Steps/ Activities Work

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

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

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

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

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

Period: 35th + 36th Friday, January 11th , 2013
THE FIRST FINAL TEST

(PGD ra đề)
========================================================================

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ME AND MY FRIENDS

Week: 1. Date of teaching: Thursday, September 9th , 2013.

I. Aims: Practice greeting and self – introducing.

Time Steps/Activities Work

I’m + name (I’m = I am) Group work

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

II. New lesson

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

I. Aims: Practice saying goodbye.

Time Steps/Activities Work

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

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

Time Steps/Activities Work

Time Steps/Activities Work

10’ 2. New lesson:

10’ 3. Read and match.

- Sing The ABC Song on page at home.

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

I. Aims: Practice spelling simple names.

Time Steps/Activities Work

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

Time Steps/Activities Work

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

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

Time Steps/Activities Work

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

Time Steps/Activities Work

Time Steps/Activities Work

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

- Ss have learnt how to spell someone’s name, using How do

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

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

Time Steps/Activities Work

III. Summary and Home- link:

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

Time Steps/Activities Work

Time Steps/ Activities Work

I. Complete each word. Say it aloud

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

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

Time Steps/Activities Work

10’ 1. Listen and repeat

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

Time Steps/Activities Work

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

Time Steps/Activities Work

- Ask Ss to practice asking and answering in pairs Pair- work

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

Time Steps/Activities Work

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

Time Steps/Activities Work

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

Time Steps/Activities Work

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

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

Time Steps/Activities Work

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

Time Steps/Activities Work

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

1. Listen and repeat

3. Read and match

IV. Home- link:

Week: 15 Date of teaching: Thursday, December 20th, 2012