WEEK 6

Grade 1
Date of preparing: 10/10/2024
Date of teaching: 15/10/2024
Period 11

Unit 2: SCHOOL
Lesson 2 – page 16

I. OBJECTIVES
Language By the end of this lesson, students will be able to gain the
following:
-Vocabulary: letter C/c, cap
-Sentence pattern: “This is my (cap).”
-Skills: Recognize the sound of letter C /k/ and produce
them individually.
Core teamwork, reliability, motivation
competencies:
General -Self-control and independent learning: Building up an
competences: awareness of taking care of others in their family or
community.
-Communication and collaboration: Being collaborative
and supportive in teamwork.
-Critical thinking and creativity: Building up
responsive and independent-working characteristics to be
a life-long learner.
Attributes: -Kindness: Knowing how to share joyfulness.
-Diligence and Honesty: Being hardworking in
studying.
-Accountability: Becoming responsible for others.
II. RESOURCES AND MATERIAL
  Student’s book Page 16
 Audio Tracks 28-31
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting started)
 Computer, projector…
III.PROCEDURE Warm-up – Listen and repeat. Trace – Sing - Listen
and hop - Consolidation and homework assignment

Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
Review. Sing. - Follow and do
as guided.
- Play audio Part C and have students sing the
song. - Sing the song
and dance
Have some students sing in front of the class.
together.
New lesson
1. Task 1. Listen and repeat. Trace. (CD1 - Track 28) (10 minutes)
a. Goal - Students will be able to listen, repeat, and trace letter C/c.

b. Input -Listening, repeating, tracing letter C/c.

c.Outcome - Students can listen, repeat, and trace letter C/c correctly.

d.Procedure The alphabet (5’) - Sing the song

together.
- Play the alphabet song and have students
listen.
- Play audio again and sing the song.
- Put the flashcards on the board for the
letters in red (c and d).
- Point to each flashcard, call out the letter's
name, and have students repeat. - Follow T’s
 1. Listen and repeat. Trace. (CD1 - Track guides.
28)
- Listen and
Listen and repeat: repeat all together
and individually.
- Have students look at the letter.
- Trace the letters
- Play audio. Have students listen and repeat
C/c with their
all together and individually. Correct
fingers.
student’s pronunciation if necessary.
- Pair work.
- Have some students demonstrate the
activity in front of the class.
Trace: - Practice in
class.
- Have students call out the letter sound.
- Demonstrate the steps of tracing the letters
with your finger.
- Have students trace the letters with their
fingers.
- Have some students demonstrate the
activity in front of the class.
2. Task 2. Listen and repeat. (CD1 - Track 29) (5 minutes)
a. Goal -Students will be able to listen and repeat letter c and the word
“cap”.

b. Input -Listening and repeating letter c and the word “cap”.

c. Outcome - Students can listen and repeat letter c and the word “cap”
correctly.

d.Procedure 2. Listen and repeat. (CD1 - track 29)

- Have students look at the picture, letter and - Listen to the
word. audio and look at
the pictures.
- Play audio. Have students listen and point
to the letter and word as they hear. - Listen and
repeat.
- Have students listen and repeat all together
and individually. Correct student’s
 pronunciation if necessary.
- Have some students demonstrate the
activity in front of the class. - Write the letter
p, then write the
words in B.
3. Task 3. Sing. (CD1 – Track 30) (5 minutes)
a. Goal -Students will be able to sing the song in 3.
b. Input - Singing the song in 3.
c. Outcome - Students can sing the song in 3 correctly.
d.Procedure Sing. (CD1 – Track 30) -Listen and do as
guided.
- Have students look at the lyrics and
pictures.
- Read the lyrics as a whole class. - Listen, sing
along, and do the
- Play audio, have students listen and point at
actions
the letters/words.
individually/
- Have students listen and sing along. chorally.
- Have students sing and make a gesture (of a
cap).
- Have some students sing and make the
gesture in front of the class.
4. Task 4. Listen and hop. (CD1 - track 31) (5 minutes)
a. Goal -Students will be able to listen and hop.
b. Input - Listening and hopping.
c. Outcome - Students can listen and hop correctly and nicely.

d.Procedure Listen and hop. (CD1 - track 31) - Follow T’s

instructions and
- Demonstrate the activity.
do the activity.
- Have students stand up.
- Have students hop when they hear the 'c'
- Join in the game
sound.
and practice.
- Have some students demonstrate the
 activity in front of the class.
Consolidation and homework assignment (6 minutes)
Consolidation (3 minutes)
Run and write. - Do as guided.
- Divide the class into groups of five.
- Number the students in each group from - Race to write
one to five. down the word on
board.
- The teacher says the letter or word (E.g.,
pen) and a number from one to five.
- Have the students with that number run to
the board and write down the word. The first
student writes the correct word gets one point
for their team.
- Continue with other words and numbers. - Do as guided.
Homework Assignment (Help students do
homework correctly) (3 minutes) Workbook
(page 14)
- Have students open their workbooks page
14.
- Have students look at part A and B, read the
instruction of each.
- Set up time limit by 3 minutes timer bomb
(source: https://www.youtube.com/watch?
v=ycIfThGcNuw).
- Have students start doing their exercises.
When the time ends by explosion students
stop their work.
- Check understanding as a whole class and
give the correct answers. Then give stamps or
stickers to the whole class.
 Date of preparing: 10/10/2024
Date of teaching: 17/10/2024
Period 12

Unit 2: SCHOOL
Lesson 2 – page 17

I. OBJECTIVES
Language By the end of this lesson, students will be able to gain the
following:
-Vocabulary: letter D/d and vocab “door”
-Sentence pattern: Continue revising the structure “This
is a….”
-Skills: Recognize the sound of letter d /d/ and produce
them individually.

Core teamwork, reliability, motivation

competencies:
General -Self-control and independent learning: Building up an
competences: awareness of taking care of others in their family or
community.
-Communication and collaboration: Being collaborative
and supportive in teamwork.
-Critical thinking and creativity: Building up
responsive and independent-working characteristics to be
a life-long learner.
Attributes: -Kindness: Knowing how to share joyfulness.
-Diligence and Honesty: Being hardworking in
studying.
-Accountability: Becoming responsible for others.
II. RESOURCES AND MATERIAL
  Student’s book Page 17
 Audio Tracks 32-35
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting started)
 Computer, projector…
III.PROCEDURE Warm-up – Listen and repeat. Trace – Sing - Listen
and clap - Consolidation and homework assignment

Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
Review. Hop. - Follow and do
as guided.
- Call out a letter sound or a word with that
letter. - Stand up and
hop if they hear
- Have students stand up and hop if they hear
the ‘c’ sound.
the ‘c’ sound.

1. Task 1. Listen and repeat. Trace. (CD1 - Track 32) (6 minutes)

a. Goal - Students will be able to listen, repeat, and trace the letter D/d.

b. Input - Listening, repeating, and tracing the letter D/d.

c.Outcome - Students can listen and repeat, trace letter D/d correctly.

d.Procedure 1. Listen and repeat. Trace. - Follow T’s

guides.
- Have students look at the letter.
- Listen and
- Play audio. Have students listen and repeat
repeat all together
all together and individually. Correct
and individually.
student’s pronunciation if necessary.
- Have some students demonstrate the
 activity in front of the class. - Trace the letters
C/c with their
Trace:
fingers.
- Have students call out the letter sound.
- Pair work.
- Demonstrate the steps of tracing the letters
with your finger.
- Practice in
- Have students trace the letters with their
class.
fingers.
- Have some students demonstrate the
activity in front of the class.
2. Task 2. Listen and repeat. (CD1 - Track 33) (5 minutes)
a. Goal - Students will be able to listen and repeat letter d and the word
“door”.

b. Input - Listening and repeating letter d and the word “door”.

c. Outcome - Students can listen and repeat letter d and the word “door”
correctly.

d.Procedure - Have students look at the picture, letter and

word.
- Listen to the
- Play audio. Have students listen and point audio and look at
to the letter and word as they hear. the pictures.
- Have students listen and repeat all together - Listen and
and individually. Correct student’s repeat.
pronunciation if necessary.
- Write the letter
- Have some students demonstrate the p, then write the
activity in front of the class. words in D.
3. Task 3. Sing. (CD1 – Track 34) (5 minutes)
a. Goal - Students will be able to sing the song in 3.
b. Input - Singing the song in 3.
c. Outcome - Students can sing the song in 3 correctly.
d.Procedure - Have students look at the lyrics and -Listen and do as
pictures. guided.
 - Read the lyrics as a whole class.
- Play audio, have students listen and point at - Listen, sing
the letters/words. along, and do the
actions
- Have students listen and sing along.
individually/
- Have students sing and make a gesture (of a chorally.
cap).
- Have some students sing and make the
gesture in front of the class.
4. Task 4. Listen and clap. (CD1 - track 35) (5 minutes)
a. Goal - Students will be able to listen and clap.
b. Input - Listening and clapping.
c. Outcome - Students can listen and clap correctly and nicely.
d.Procedure - Demonstrate the activity.
- Have students stand up. - Follow T’s
instructions and
- Have students clap when they hear the 'd'
do the activity.
sound.
- Have some students demonstrate the
activity in front of the class.
Consolidation and homework assignment (6 minutes)
Review. Singing. - Do as guided.
- Have students sing the songs of letters ‘c’ - Sing and make
and ‘d’ again. the gestures of a
cap or a door.
- Have them sing and make the gestures of a
cap or a door.
Homework Assignment (Help students do - Do as guided.
homework correctly) (3 minutes) Workbook
(page 15)
Have students open their workbooks page 15.
C. Listen and circle.
- Have students identify all pictures and
guess the answers could be.
 - Play audio. Have students listen and circle.
- Play audio again. Have students listen again
and check.
- Check understanding and give the correct
answers as a whole class.
D. Look and trace.
- Have students look at the pictures and trace
the words
- Check understanding and give the correct
answers to the students. Then give stamps or
stickers to the whole class.
Notebook
- Do the exercises in Tiếng Anh 1 i-Learn
Smart Start Notebook on page 13.

Grade 2

Date of preparing: 10/10/2024

Date of teaching: 15/10/2024
Period 11

Unit 2: SHAPES
Lesson 1 – page 17

I. OBJECTIVES
Language By the end of this lesson, students will be able to gain the
following:
-Vocabulary: circle, square, rectangle, triangle
-Sentence pattern: “What shape is it?” “It's a (triangle).”
-Skills: Ask and answer about the shape of objects
Core teamwork, reliability, motivation
competencies:
General -Self-control and independent learning: Building up an
competences: awareness of taking care of others in their family or
community.
-Communication and collaboration: Being collaborative
and supportive in teamwork.
-Critical thinking and creativity: Building up
responsive and independent-working characteristics to be
a life-long learner.
Attributes: -Kindness: Knowing how to share joyfulness.
-Diligence and Honesty: Being hardworking in
studying.
-Accountability: Becoming responsible for others.
II. RESOURCES AND MATERIAL
 Student’s book Page 17
 Audio Tracks
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting started)
 Computer, projector…
III.PROCEDURE Warm-up – Point, ask, and answer- Play “Guess the
picture”- Consolidation and homework assignment

Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
Play the game “Who is faster?” - Follow and do
as guided.
- Divide the class into groups.
- Join the game
- Arrange the flashcards on the board. (circle,
square, triangle, rectangle)
- Invite a student from each group to go to the
 board.
Teacher says a word and the students run to
tap the right card.
.

A. New lesson
1. Task D. Point, ask, and answer. (10 minutes)
a. Goal - Students will be able to point, ask, and answer, using the
structures “What shape is it?” and “It’s a (circle)”.
b. Input - Pointing, asking, and answering the structures “What shape is
it?” and “It’s a (circle)”.
c.Outcome - Students can point, ask, and answer, using the structures “What
shape is it?” and “It’s a (circle)” correctly and fluently.
d.Procedure Practice (optional).
- Divide the class into two teams. - Follow T’s
guides.
- Show a flashcard to the class.
- Have Team A ask the question and Team B
answer. - Join in the
activity, ask
- Swap roles and repeat. E.g., (Teacher shows
questions and
a flashcard "circle".)
give answers.
• Team A: "What shape is it?"
• Team B: "It's a circle."
Point, ask, and answer.
- Divide the class into pairs.
- Have Student A point to a picture and ask, - Do as guided.
have Student B answer.
- Pair work.
- Swap roles and repeat.
- Demonstrate in
- Afterwards, have some pairs demonstrate pairs.
the activity in front of the class.
Answer keys
1. What shape is it? It's a square.
 2. What shape is it? It's a circle.
3. What shape is it? It's a triangle.
4. What shape is it? It's a rectangle.
5. What shape is it? It's a rectangle.
6. What shape is it? It's a triangle.
7. What shape is it? It's a rectangle.
8. What shape is it? It's a circle.

2. Task E. Play “Guess the picture” (10 minutes)

a. Goal - Students will be able to play “Guess the picture”.

b. Input - Playing “Guess the picture”.

c. Outcome - Students can play “Guess the picture” correctly .

d.Procedure Play "Guess the picture”. -Do as guided.

- Have students look at the example. -Work in teams to
play the game.
- Divide the class into two teams.
- Have a student stand facing away from the
board and stick a flashcard on the board
behind them.
- Have someone from the same team ask the
student a question about the flashcard.
- Have the student try to guess the answer
without looking at the flashcard.
- Give that team one point if it's a correct
guess. - Play the game
as guided.
- Have teams take turns.
"Memory chain" game (optional)
- Divide the class into groups.
- Have Student A ask Student B “What shape
is it?”, student B answer the question. Next,
 Student B turns to Student C and asks the
question, then Student C answers using
Student B’s answer with one extra shape.
Student C repeats the question to the next
student, and so on. If a student forgets a
sentence, the group must start from Student A
again. The winning group is the first one to
have all members finish speaking

Consolidation and homework assignment (10 minutes)

Consolidation (5 minutes) - Do as guided.
Shapes in the air - Guess the word
and draw it in the
- Say a word silently.
air.
- Have students guess the word and draw it in
the air.
- Continue the game to the end.
- Do as guided.
Homework Assignment (Help students do
homework correctly) (5 minutes) Workbook
(page 15)
C. Listen and color.
- Have students look at exercise C and look at
all shapes, identify them and guess the
answers could be.
- Play audio. Have students listen and color
the pictures.
- Play audio again. Have students listen and
check.
- Check understanding and give the correct
answers as a whole class.
D. Read and draw.
- Have students read the questions and
answers, then draw shapes.
Check understanding and give the correct
answers as a whole class.
 Notebook
- Do the exercises in Tiếng Anh 2 i-Learn
Smart Start Notebook on page 15.

Date of preparing: 10/10/2024

Date of teaching: 15/10/2024
Period 12

Unit 2: SHAPES
Lesson 2 – page 18

I. OBJECTIVES
Language By the end of this lesson, students will be able to gain the
following:
-Vocabulary: Letters P/p and pen, penguin
-Sentence pattern: “I have a (pen).”
-Skills: Recognize the sound of letters P/p /p/ and produce
them individually.

Core teamwork, reliability, motivation

competencies:
General -Self-control and independent learning: Building up an
competences: awareness of taking care of others in their family or
community.
-Communication and collaboration: Being collaborative
 and supportive in teamwork.
-Critical thinking and creativity: Building up
responsive and independent-working characteristics to be
a life-long learner.
Attributes: -Kindness: Knowing how to share joyfulness.
-Diligence and Honesty: Being hardworking in
studying.
-Accountability: Becoming responsible for others.
II. RESOURCES AND MATERIAL
 Student’s book Page 18
 Audio Tracks 31-34
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting started)
 Computer, projector…
III.PROCEDURE Warm-up – Listen and repeat. Trace - Listen and
repeat. Write – Sing - Listen and hop - Consolidation
and homework assignment

Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
“Run and Draw” game - Follow and do
as guided.
- Divide the class into four groups.
- Listen and
- Have students stand in four lines.
answer the
- Say a sentence. (E.g., It’s a triangle.) and question.
have the first student in each line run to the
board, draw that shape and write the
sentence.
- Have students continue the game as the
same way.
 A. New lesson
1. Task A. Listen and repeat. Trace. (CD1 - Track 31) (6 minutes)
a. Goal - Students will be able to listen, repeat, and trace letter P/p.

b. Input - Listening, repeating, tracing.

c.Outcome - Students can listen, repeat, and trace letter P/p correctly.

d.Procedure Sing the alphabet song.

- Play the alphabet song and have students
listen.
- Play audio again and have students sing the
song.
- Put the flashcards on the board for the
letters in red (A to P). - Follow T’s
- Point to each flashcard, call out the letter's instructions.
name, and have students repeat.
A. Listen and repeat. Trace. (CD1 - Track - Listen and
31) repeat all together
- Use some real thing and pictures to and individually.
introduce the letter p and the words.
- Have students listen to each new word. - Trace the letters
- Have students listen to each new word and P/p with their
repeat all together and individually. Correct fingers.
student’s pronunciation if necessary. - Pair work.
- Play audio. Have students listen and repeat.
- Demonstrate tracing the letters with your
finger.
- Practice in
- Have students trace the letters with their
fingers, then have them work in pairs and class.
trace the letter for their friends say it.
- Have some students demonstrate the
activity in front of the class.
2. Task B. Listen and repeat. Write. (CD1 - Track 32) (6 minutes)
a. Goal - Students will be able to listen, repeat, and write letter p.

b. Input -Listening, repeating, and writing letter p.

c. Outcome - Students can listen, repeat, and write letter p correctly.

d.Procedure B. Listen and repeat. Write. (CD1 - track 32) - Listen to the
audio and look at
B. 1. Presentation
the pictures.
- Have students look at the pictures.
- Listen and
- Demonstrate the activity. Use DCR. repeat.
- Play audio. Have students point to the letter
as they hear it.
- Play audio again. Have students listen and
repeat. - Write the letter
- Have students trace and write the letters. p, then write the
words in B.
- Have some students demonstrate the
activity in front of the class.
B. 2. Practice
- Ask students to write the letter p, then write
the words in B.
- Give feedback if necessar

3. Task C. Sing. (CD1 – Track 33) (6 minutes)

a. Goal -Students will be able to sing the song in C.
b. Input -Singing the song in C.
c. Outcome -Students can sing the song in C correctly.
d.Procedure - Play audio and have students listen. -Listen and do as
guided.
- Have students look at the lyrics.
- Read the lyrics and do actions following
them. - Listen, sing
along, and do the
- Play audio and have students listen, sing
actions
along, and do the actions.
individually/
- Have students make a new verse with the chorally.
word "penguin" and sing along the same
- Make a new
melody as the first one
verse with the
word "penguin"
 and sing.

4. Task D. Listen and hop. (CD1 - track 34) (6 minutes)

a. Goal -Students will be able to listen and hop.
b. Input - Listening and hopping.
c. Outcome - Students can listen and hop correctly and nicely.
d.Procedure Listen and hop. (CD1 - track 34) - Follow T’s
instructions and
- Demonstrate the activity.
do the activity.
- Have students stand up.
- Have students hop when they hear the letter
- Join in the game
sound.
and practice.
Patty Cake
- Divide the class into pairs.
- Have children sit facing each other.
Children slap their knees once, clap their
hands once, and then clap their partner’s
hands once as they both say /p/ /p/ pen, …
- Continue doing the action for the remain
word
Consolidation and homework assignment (6 minutes)
Consolidation (3 minutes) - Do as guided.
Run and write.
- Divide the class into groups of five.
- Number the students in each group from
one to five.
- The teacher says the letter or word (E.g.,
pen) and a number from one to five.
- Have the students with that number run to
the board and write down the word. The first
student writes the correct word gets one point
for their team.
 - Continue with other words and numbers.
Homework Assignment (Help students do - Do as guided.
homework correctly) (3 minutes) Workbook
(page 16)
- Have students open their workbooks page
16.
- Have students look at part A and B, read the
instruction of each.
- Set up time limit by 3 minutes timer bomb
(source: https://www.youtube.com/watch?
v=ycIfThGcNuw).
- Have students start doing their exercises.
When the time ends by explosion students
stop their work.
- Check understanding as a whole class and
give the correct answers. Then give stamps or
stickers to the whole class.
Notebook
- Do the exercises in Tiếng Anh 2 i-Learn
Smart Start Notebook on page 16.

Grade 3
Date of preparing: 10/10/2024
Date of teaching: 14/10/2024

Period 21
UNIT 3: OUR FRIENDS
Lesson 3 - Activity (1-3)

I. OBJECTIVES
Language knowledge & skills By the end of the lesson, pupils will be able
to:
 - repeat and pronounce the sounds th
(voiced) and th (unvoiced) in isolation, the
words that and thank, and the sentences
That's Lucy. and Thank you. with the correct
pronunciation and intonation.
- identify the target words that and
thank, and the sentences Thank you, Bill and
That’s Lucy while listening.
say the chant with the correct rhythm and
pronunciation.
Competences teamwork, motivation, adaptability,
communication
General competences -Listening: listen and recognize the
characters, then repeat
-Critical Thinking: self-introducing
-Self-control & independent learning:
perform listening tasks
-Communication and collaboration: work in
pairs or groups
Attributes - Diligence: complete learning tasks
- Leadership: collaborate with teachers to
enhance language skills
II. RESOURCES AND MATERIALS
- Student’s book Page 26
- Audio Tracks 32, 33, 34
- Teacher’s guide Pages 47, 48
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit
3)
-Computer, projector…
III. PROCEDURE Warm-up and review – Read and match –
Let’s write – Project – Fun corner and
wrap-up
 Teacher’s and pupils’ Interaction
Procedure
activities

Warm-up and review: 5 minutes

Sing the song in Unit 3, Whole class
Lesson 1.
- Ask pupils to sing the song
- Invite some of them to come
to the board to role play, the
rest of the pupils will sing.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes

a. Goal -To correctly repeat the sounds th (voiced) and th (unvoiced)

in isolation, the words that and thank, and the sentences
That's Lucy. and Thank you. with the correct pronunciation
and intonation.
b. Input -The sound th (voiced), the word that and the sentence That's
Lucy.
- The sound th (unvoiced), the word thank and the sentence
Thank you.
c. Outcome -Pupils can correctly repeat the sounds th (voiced) and th
(unvoiced) in isolation, the words that and thank, and the
sentences That's Lucy. and Thank you. with the correct
pronunciation and intonation.
d. Procedure Step 1: Draw pupils’ attention Whole class
to the sound th (voiced), the
word that and the sentence
That's Lucy. Play the
recording and encourage them
to point to the correct sound/
word/ sentence while
listening. Individual work
Step 2: Play the recording
again and encourage pupils to
listen and repeat. Do this
 several times until pupils feel
confident. Correct their
pronunciation where
necessary, and praise them
when their pronunciation is
good.
Step 3: Repeat Steps 1 and 2
for the sound th (unvoiced).
PRACTICE
Activity 2. Listen and tick. 9 minutes
a. Goal -To identify the target words that and thank while listening.
b. Input -Two questions with three sentence options for each question.
Audio script:
1. Thank you, Bill.
2. That’s Lucy.
c. Outcome Pupils can identify the words that and thank while listening.
Key: 1. b 2. a
d. Procedure Step 1: Draw pupils’ attention Whole class/ Individual work
to the three sentence options
for each question.
Step 2: Play the recording for
pupils to listen to. Play the Pair work/ Whole class
recording again for pupils to
listen and tick the correct
options. Whole class/ Individual work

Step 3: Get pupils to swap

books with a partner, then
check the answers together as
a class. Write the correct
answers on the board.
Step 4: Tell pupils to return
the books to their partners.
Play the recording for pupils
to check their answers again.
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal -To say the chant with the correct rhythm and pronunciation.
b. Input - The lyrics and recording of the chant
c. Outcome -Pupils can say the chant with the correct rhythm and
pronunciation.
d. Procedure Step 1: Draw pupils’ attention Whole class/ Individual work
to the lyrics of the chant.
Check comprehension.
Step 2: Play the recording all
the way through for pupils to
listen to the whole chant.
Encourage them to listen
carefully to the rhythm and
pronunciation. Draw pupils’
attention to the sounds of the
letters th in the words that and
thank. Group work

Step 3: Play the recording line

by line for pupils to listen and
repeat. Correct their
pronunciation, if necessary.
Step 4: Play the recording all
the way through for pupils to
chant. Encourage them to clap
along while chanting.
Fun corner and wrap-up: 5 minutes
Sentence Puzzle Team work
Divide the class into groups of
four. Give each group a
sentence that is broken/cut
into pieces. Ask pupils to
arrange them to make a
complete sentence, then read
 it aloud. The group that makes
it first will be the winner.

Date of preparing: 10/10/2024

Date of teaching: 15/10/2024
Period 22
UNIT 3: OUR FRIENDS
Lesson 3 - Activity (4-6)

I. OBJECTIVES
Language knowledge & skills By the end of the lesson, pupils will be
able to:
- read and match four target sentence
patterns with four pictures .
- read, understand and complete three
sentences by writing the target words in the
gaps.
- draw three pictures of their friends and
introduce them to the class.
Competences teamwork, motivation, adaptability,
communication
General competences -Listening: listen and recognize the
characters, then repeat
-Critical Thinking: self-introducing
-Self-control & independent learning:
perform listening tasks
-Communication and collaboration: work
in pairs or groups
Attributes - Diligence: complete learning tasks
- Leadership: collaborate with teachers to
enhance language skills
II. RESOURCES AND MATERIALS
- Student’s book Page 27
- Teacher’s guide Pages 49, 50
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit
3)
-Computer, projector…
III. PROCEDURE Warm-up and review – Read and match
– Let’s write – Project – Fun corner and
wrap-up

Teacher’s and pupils’ Interaction

Procedure
activities

Warm-up and review: 5 minutes

Chant and do activities (Unit 2, Whole class
Lesson 3).
- Ask pupils to chant and do the
actions in Unit 2, Lesson 3 in
groups.
- Give points to the groups and
encourage them
PRACTICE
Activity 4. Read and match. 8 minutes

a. Goal -To read and match four target sentence patterns with four
pictures.

b. Input -Four target sentences with four pictures to match

c. Outcome -Pupils can read and match four sentences with four pictures.
Key: 1. d 2. c 3. a 4. b
d. Procedure Step 1: Draw pupils’ attention to Whole class/ Individual
the first sentence (My name's work
Nam.) and read it as a class.
 Step 2: Draw pupils’ attention to
Picture d. Get them to read the
sentence again and match it to the
correct picture.
Step 3: Repeat Steps 1 and 2 for
other sentences. Go around the
classroom to offer support where Pair work/ Individual
necessary. work
Step 4: Get pupils to swap books
with their partners, then check
answers together as a class. Write
the correct answers on the board
for pupils to correct their answers.
PRODUCTION
Activity 5. Let’s write. 9 minutes
a. Goal -To read, understand and complete three sentences by writing
the target words in the gaps.
b. Input -Three picture cues with three target sentences to complete
c. Outcome -Pupils can read, understand and complete three sentences by
writing the target words in the gaps.
Key: 1. is 2. This is my 3. That’s my teacher
d. Procedure Step 1: Write the first incomplete Whole class/ Individual
sentence on the board: work
1. This _____ my friend, Mai.
Step 2: Read the incomplete Pair work/ Whole class
sentence together as a class, then
look at Picture 1. When you reach
the first gap, point at it and Whole class/ Individual
encourage pupils to say the work
answer.
Step 3: Give pupils time to write
the answer in their notebooks
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal -To draw three pictures of their friends and use them to
practise talking to their classmates.
b. Input - A sample picture of a friend (a girl).
- Materials: sheets of paper, coloured pencils.
c. Outcome -Pupils can draw three pictures of their friends and use them
to practise talking to their classmates.
d. Procedure Step 1: Tell pupils to open their Whole class/ Individual
pictures (they have drawn at work
home) and use them to practise
Group work
talking to their classmates.
Step 2: Put pupils into groups and
give them time to show the
pictures of their friends to talk to
the groups, e.g. “This is my
friend, (name).”.
Step 3: Tell pupils to do the task.
Give them enough time to Whole class/ Individual
complete each step. work
Step 4: Go around the class to
monitor and offer support if
necessary.
Step 5: If time allows, invite two
or three pupils to go to the front
of the class and present their
pictures to the class.

Fun corner and wrap-up: 5 minutes

Use hoclieu.vn, have pupils look Individual work
at the words in the pictures of
this lesson and read/ repeat
after the teacher.

Date of preparing: 10/10/2024

 Date of teaching: 16/10/2024

Period 23
UNIT 4: OUR BODIES
Lesson 1 - Activity (1-3)
I. OBJECTIVES
Language knowledge & skills By the end of the lesson, pupils will be
able to:
- use the words ear, eye, face, hair, hand,
mouth, nose, open, touch in relation to the
topic “Our bodies”;
- understand and correctly repeat the
sentences in two communicative contexts
(pictures) to talk about their body parts.
- use What’s this? – It’s ____. to identify
parts of the body.
Competences teamwork, motivation, adaptability,
communication
General competences -Listening: listen and recognize the
characters, then repeat
-Critical Thinking: self-introducing
-Self-control & independent learning:
perform listening tasks
-Communication and collaboration: work
in pairs or groups
Attributes - Diligence: complete learning tasks
- Leadership: collaborate with teachers to
enhance language skills
II. RESOURCES AND MATERIALS
- Student’s book Page 28
- Audio Tracks 35, 36
- Teacher’s guide Pages 51, 52
 - Website hoclieu.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. PROCEDURE Warm-up and review – Read and match
– Let’s write – Project – Fun corner and
wrap-up

Teacher’s and pupils’ Interaction

Procedure
activities

Warm-up and review: 5 minutes

Sing the song Head, Shoulders, Whole class
Knees and Toes.
- Pupils can dance while they sing
the song and touch their heads,
shoulders, knees, and toes in
sequence to the words.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes

a. Goal -To understand and correctly repeat the sentences in two

communicative contexts (pictures) focusing on identifying
parts of the body.
b. Input -Context a: Bill: Let’s play a game! Mai: OK.
Context b: Bill: What’s this? Mai: It’s a nose.
c. Outcome -Pupils can understand and correctly repeat the sentences in
two communicative contexts about parts of the body.
d. Procedure Step 1: Have pupils look at Whole class
Pictures a and b and identify the
characters in the pictures.
Whole class
Step 2: Ask pupils to look at
Picture a. Play the recording for
them to listen. Play the recording
again, sentence by sentence, for
pupils to listen and repeat. Follow
the same procedure with Picture b.
 Correct their pronunciation where Whole class
necessary.
Step 3: Play the recording again for
Pair work
pupils to listen and repeat in chorus
sentence by sentence. Individual work
Step 4: Invite a few pairs to the
front of the classroom to listen and
repeat the sentences in the
recording.
Step 5: Draw their attention to the
question What’s this? and the
answer It's a nose. Tell pupils that
they are a question and an answer
about a part of the body.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal -To correctly say the words and use What’s this? – It’s
________. to identify parts of the body.
b. Input - Picture cues: a. a face b. a hand c. an ear d. an eye
- Speech bubbles: What’s this?
It’s _____.
Audio script:
a. a face b. a hand c. an ear d.
an eye
A: What's this?
B: It's a face.
c. Outcome -Pupils can correctly say the words and use What’s this? and
give the answer using It’s ____. to identify parts of the body.
d. Procedure Step 1: Have pupils look at the Whole class/ Individual
pictures and elicit the parts of the work
body.
Step 2: Have pupils point at Picture
Whole class/ Individual
a (a face), listen to the recording
work
and repeat the phrase (a face).
 Follow the same procedure with
the other three pictures. Have the
class repeat the phrases several
times. Pair work
Step 3: Point at the bubble and
have pupils listen and repeat after Pair work
the recording (What’s this?). Point
at Picture a and have pupils listen
and repeat after the recording (It's
a face.). Follow the same
procedure with the other three
pictures.
Step 4: Have pairs practise asking
and answering the question What’s
this? - It's __.
Step 5: Invite a few pairs to point
at the pictures and say the
questions and answers in front of
the class.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal -To enhance the correct use of What’s this? and It’s ______. to
identify parts of the body in context.
b. Input - Picture cue: The picture of a body and arrows pointing to an
eye, a nose, a hand, a face, and an ear.
– Speech bubbles: What's this? - ______.
c. Outcome -Pupils can enhance the correct use of What’s this? – It’s
______. to identify parts of the body.
d. Procedure Step 1: Draw pupils’ attention to Whole class/ Individual
the picture. Ask questions to help work
them identify the context (see
Input). Have pupils look at the two
Pair work
bubbles to understand how the
question and answer are used.
Step 2: Have pupils practise asking
the question and giving their own
 answers in pairs. Make sure pupils
understand the structures and say
them with the right pronunciation
Pair work
and intonation. Go around the
classroom to observe and provide
help. Individual work/
Whole class
Step 3: Invite some pairs to
practise asking the question and
giving the answers in front of the
class.
Extension: For a more able class,
have pupils point at their body
parts and ask and answer questions
about them using the structures
learnt.
Preparation for Tell pupils about the project on
the project page 33. Ask them to prepare for it
at home by making flashcards of
some body parts. Remind them to
bring their flashcards to class to
present them at Project time.
Fun corner and wrap-up: 5 minutes
Game: Draw your monster. Pair work
- Ask pupils to draw a picture
about their favourite monsters
(with body parts that they learnt
today).
- Then ask pupils to work with
their partners, tell their friends
about it.

Date of preparing: 10/10/2024

Date of teaching: 17/10/2024

Period 24
 UNIT 4: OUR BODIES
Lesson 1 - Activity (4-6)
I. OBJECTIVES
Language knowledge & skills By the end of the lesson, pupils will be
able to:
- - use What’s this? – It’s ____. to identify
parts of the body.
Competences teamwork, motivation, adaptability,
communication
General competences -Listening: listen and recognize the
characters, then repeat
-Critical Thinking: self-introducing
-Self-control & independent learning:
perform listening tasks
-Communication and collaboration: work
in pairs or groups
Attributes - Diligence: complete learning tasks
- Leadership: collaborate with teachers to
enhance language skills
II. RESOURCES AND MATERIALS
- Student’s book Page 29
- Audio Tracks 37, 38
- Teacher’s guide Pages 53, 54
- Website hoclieu.vn
- Flashcards/ pictures and posters (Unit 4)
- Computer, projector, …
III. PROCEDURE Warm-up and review – Read and match
– Let’s write – Project – Fun corner and
wrap-up

Teacher’s and pupils’ Interaction

Procedure
activities
Warm-up and review: 5 minutes
Sing the song Head, Shoulders, Whole class
Knees and Toes.
- Pupils can dance while they sing
the song and touch their heads,
shoulders, knees, and toes in
sequence to the words.
PRACTICE
Activity 4. Listen and tick. 8 minutes

a. Goal -To listen to and understand two communicative contexts in

which pupils ask and answer questions to identify parts of the
body.
b. Input Picture cues:
1a. a hand 1b. an eye
2a. an ear 2b. a nose
Audio script:
1. A: What’s this?
B: It’s a hand.
2. A: What’s this?
B: It’s an ear.
c. Outcome -Pupils can listen to and understand two communicative
contexts in which pupils ask and answer questions to identify
parts of the body.
Key: 1. a 2. a
d. Procedure Step 1: Draw pupils’ attention to Whole class
Pictures 1a and 1b. Elicit the name of
the body part in each picture.
Whole class/
Step 2: Play the recording for Individual work
Question 1. Ask pupils to listen and
tick the correct picture, a or b. Play
the recording again for pupils to do
the task. Play the recording a third Pair work
 time to give pupils another listening
opportunity.
Individual work
Step 3: Repeat Steps 1 and 2 for
Whole class
Pictures 2a and 2b.

Step 4: Tell pupils to swap their

books with their partners, then check
answers together as a class. Write the
correct answers on the board.
Step 5: Tell pupils to return the books
to their partners. Play the recording
for pupils to check their answers
again.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal -To correctly say the words and use What’s this? – It’s
________. to identify parts of the body.
b. Input -Four exchanges with the target sentences to complete.
c. Outcome -Pupils can complete four target sentence patterns with the
help of the picture cues.
Key: 1. an ear 2. an eye 3. a nose 4. a hand
d. Procedure Step 1: Have pupils look at the Whole class/
pictures. Have them identify the Individual work
body parts in the pictures.
Step 2: Have pupils look at the four
incomplete dialogues. Draw their
attention to the missing words in the
sentences.
Step 3: Model with Picture 1. Have
pupils look at the dialogue. Ask them
what is missing in the answer (an
ear). Then have them look at the
picture and identify the body part.
Then have them complete the gap
(What’s this? - It's an ear.). Individual work
 Step 4: Follow the same procedure
with Pictures 2, 3 and 4.
Step 5: Have pupils complete the
Group work
dialogues individually and ask a few
pairs to read them aloud.

Game: Matching friends

Step 1: Teacher asks 4 pairs (8
pupils) to join this game. Divide
them into 2 groups: A and B.
Step 2: Give randomly 4 pictures to
each pupil in group A and 5 words to
each pupil in group B.
Step 3: Pupils have to find a
matching pair as fast as they can and
say out loud their word.
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal -To sing the song Parts of the body with the correct
pronunciation and melody.
b. Input -The lyrics and the recording of the song Parts of the body.
c. Outcome -Pupils can sing the song Parts of the body with the correct
pronunciation and melody.
d. Procedure Step 1: Draw pupils’ attention to the Whole class/
title and lyrics of the song. Individual work
Encourage them to point at the
pictures to reinforce their
understanding.
Step 2: Play the recording all the way
through for pupils to listen to the
whole song. Encourage them to listen
carefully to the pronunciation and the
melody.
Step 3: Play the recording line by
line for pupils to listen and repeat.
 Correct their pronunciation where
necessary.
Step 4: Play the recording all the way
through for pupils to sing along.
Step 5: Introduce actions for pupils
to do while singing along with the
recording.
Fun corner and wrap-up: 5 minutes
Game: Lucky wheel Pair work
- Divide class into 6 - 8 groups.
- Each group has a pupil to spin the
wheel. Teacher pushes the button and
let’s it spin until a pupil says “Stop!”.
- Their group will get points when
he/ she answers the question
correctly.