WEEK 2

Grade 1
Date of preparing: 13/09/2024
Date of teaching: 16 /09/2024
Period 3

Unit 1 FAMILY
Lesson 1 - page 8

I. OBJECTIVES
Language By the end of this lesson, students will be able to
gain the following:
-Vocabulary: father, mother
- Sentence pattern: This is my (mother).
- Skills: Identify and use vocabulary about family
members.
Core competencies: teamwork, reliability, motivation
General competences: -Self-control and independent learning: Building
up an 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 8
 Audio Tracks 9,10,11
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting
started)
 Computer, projector…
III. PROCEDURE Warm-up – Listen and point - Sing - Role play -
Say - Consolidation and homework assignment
Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
Sing and Dance. - Follow and do as guided.
- Play “Beautiful Day” song - Sing the song and dance
(from YouTube) and make together.
gestures following the lyrics,
have students stand up and make
the gestures

KNOWLEDGE CONSTRUCTION
Activity 1. Listen and point. Repeat. (CD1-Track 09) (10 minutes)
a. Goal - Listen, point, and repeat vocab (mother, father) correctly.
b. Input - Listening, pointing, and repeating vocab (mother, father).

c. Outcome - Students can listen, point, and repeat vocab (mother, father)
correctly.
d. Procedure  Step 1: Students listen to -Listen to each new
each new word and repeat word/number and repeat all
all together and together and individually.
individually. Correct
-Listen to the audio and point
student’s pronunciation if
to the numbers in their
necessary.
 books.

- Listen and repeat.

 Step 2: Arrange the
flashcards on the board.
Play audio and have -Work in group
students listen and point at
the pictures in their books.
Play audio again and have
students listen, repeat
several times.
 Step 3: Change the order
of the flashcards, point at
them individually and have
students say the words,
correct pronunciation
when needed.

 Step 4: Have students

work in pairs, one points at
the picture in the book and
the other says the word.
Game:Play "Slap the broad"
Divide our class into 3 teams.
Teacher read the word.
Student points to the word that
teacher read.
The team with the most points
will win.

PRACTICE
Activity 2. Listen and point. (CD1 - Track 10) (8 minutes)
a. Goal -Listen and point correctly.

b. Input -Listening and pointing.

c. Outcome -Students can listen and point correctly.

d. Procedure  Step 1: Pre- listening- -Listen and do as guided.

Introduce the situation,
point at each person in the
picture and have students - Listen and repeat, then
call out the words “father, point.
mother”.
 Step 2: While- listening:
-Play audio and have students
look at the picture.
-Demonstrate the activity by
pointing at "father", "mother" in
the picture.
- Play the audio again. Have
students listen and repeat.
- Play audio again. Have students
listen and point.
 Step 3: Post- listening:
Point at each picture and
have students call out the
words again “father/
mother/ Kim.”
PRACTICE
Activity 3. Sing (CD1 - Track 11) (6 minutes)
a. Goal -Sing the chant correctly and nicely.

b. Input -Singing.
c. Outcome - Students can sing correctly and nicely.
d. Procedure  Step 1: Play audio and - Listen, sing along, and do
 have students listen. the actions.
 Step 2: Play audio and
have students sing the
song as a whole class.
 Step 3: Have some
students sing in front of
class.
Consolidation and homework assignment (6 minutes)
Review. Play the game “Lips - Do as guided.
read”
- Be ready to do homework.
- Teacher says a word silently.
- Students say that word loudly.
Homework Assignment (Help
students do homework correctly)
(3 minutes) Workbook (page 6)
- Have students look at part A, B
on page 6.
- Have students start drawing
lines in part A.
- Have students look, read, and
color in part B.
- Have students change their
workbooks together.
- Check understanding as a
whole class and give the correct
answers.
Notebook
- Do the exercises in Tiếng Anh 1
i-Learn Smart Start Notebook on
page 4.
Phần mềm trò chơi tương tác
DHA
- Play the games in Unit 1,
Lesson 1 (Look and find, Listen
 and find)

Date of preparing: 13/09/2024

Date of teaching: 18 /09/2024
Period 4

Unit 1 FAMILY
Lesson 1 page 9

I. OBJECTIVES
Language By the end of this lesson, students will be able to obtain the
following:
Vocabulary: father, mother
Sentence pattern: This is my (mother).
Skills: Introduce family members, using the vocab in the
lesson.

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 9
 Audio Tracks
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters Unit 1
 Computer, projector…
III. Warm-up – Listen and point, Repeat - Sing - Say and do
PROCEDURE - Play “Simon says” - Consolidation and homework
assignment

Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
Sing and Dance. - Follow and do as
guided.
- Play “Walking Walking” song (from
YouTube) and make gestures following - Sing the song and
the lyrics, have students stand up and dance together.
make the gestures.
KNOWLEDGE CONSTRUCTION
Task D. Role-play. (10 minutes)
a. Goal - Do role-play correctly and fluently.

b. Input -Doing role-play.

c. Outcome - Students can do role-play correctly and fluently.

d.Procedure Step 1. Point to each person in the - Follow T’s guides.

pictures and have students call out the
words "father/mother".
- Join in the activity,
Step 2. Demonstrate the activity with a
say the sentences.
student using the speech bubbles.
 Step 3. Show a flashcard to the class and
have students practice the structure. E.g.
(Teacher shows a flashcard "mother")
- Do as guided.
“This is my mother”.
- Pair work.
Step 4. Repeat the activity with another
flashcard. - Demonstrate in pairs.
Role-play:
1. Divide the class into pairs.
2. Have pairs practice the conversations
and swap roles.
3. Have some pairs demonstrate the
activity in front of the class
PRACTICE
Task E. Say (10 minutes)
a. Goal -Introduce their mother/father correctly .

b. Input -Introducing their mother/father.

c. Outcome - Students can introduce their mother/father correctly .

d.Procedure  Step 1.Divide the class into  Listen and do as

groups of four. guided.
 Step 2. Have Student A introduce  Work in groups
Students C and D as their family of 4
members to Student B, and have
 Take turns to
Student B say “Hello!”. Have
introduce their
Students C and D say “Hello!” to
family members.
Student B.
- Demonstrate the
 Step 3. Have students swap
activity in front of the
roles and repeat the activity.
class in groups.
 Step 4. Have some groups
demonstrate the activity in front
of the class.
Draw and say
- Work in pairs,
- Have students look at the flashcards practice saying about
 and say the words. their pictures. E.g.,
“This is my (mother)”.
- Give each student a blank sheet of
paper and ask them to draw their father
and mother.
- Have students work in pairs, practice
saying about their pictures. E.g., “This is
my (mother)”.
- Ask some students to stick their
pictures on the board and introduce their
family members.
Consolidation and homework assignment (10 minutes)
Review. Step away lines. - Do as guided.
- Have each student prepare a photo/
drawing of their father/mother (or
- Find their partners
drawings).
and practice the
- Have students stand in two rows facing structures.
each other, so that each student has a
partner in the opposite line.
- Have each pair hold up their photos
and say a sentence. E.g., ‘This is my
(mother).’
Homework Assignment (Help students
do homework correctly) (5 minutes)
Workbook (page 7)
C. Listen and circle. (CD- 04)
Have students listen and circle the
correct answers.
D. Look, read, and (✔) the box.
Have students look, read, tick the correct
box.
Teacher and students correct all the
exercises and give stamps or stickers to
the whole class.
Notebook
 - Do the exercises in Tiếng Anh 1 i-
Learn Smart Start Notebook on page 5.
Phần mềm trò chơi tương tác DHA
- Play the games in Unit 1, Lesson 1
(Look and find, Listen and find,
Grammar)

Grade 2
Date of preparing: 13/09/2024
Date of teaching:16 /09/2024
Period 3

GETTING STARTED
Lesson 3 (pages 8 and 9)

I. OBJECTIVES
Language By the end of this lesson, students will be
able to gain the following:
-Vocabulary: Phonics (Review letters A/a
to M/m)
- Skills: Review writing and making
proper sounds of the letters from A to M.
Core competencies: teamwork, reliability, motivation
General competences: -Self-control and independent learning:
Building up an 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 8,9
 Audio Tracks 8, 9
 Teacher’s guide
 Website eduhome
 Flashcards/pictures and posters
(Getting started)
 Computer, projector…
III. PROCEDURE Warm-up - Listen and repeat - Listen
and point - Follow the letters and say -
Consolidation and homework
assignment
Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
Sing the “Hello” song (super simple songs) Whole class
Source:https://www.youtube.com/watch?
v=tVlcKp3bWH8))

Task A. Write the letters. Listen and repeat. (CD1 - Track 08) (5 minutes)
a. Goal - Write the letters, listen, and repeat correctly.
b. Input -Writing the letters, listening, and repeating.

c. Outcome - Students can write the letters, listen, and repeat correctly.

d.Procedure Sing the alphabet song. - Listen to each letter and

write.
- Play the alphabet song and have
students listen.
- Play audio again and have students
sing the song.
- Put the flashcards on the board for
- Listen to the audio and
the letters in red (A to M). Point to
repeat the letters in their
each flashcard, call out the letter's
books.
name, and have students repeat.
A. Write the letters. Listen and
repeat. (CD1 - Track 08) - Work in pairs, practice
saying the letters.
A. 1. Presentation
Write the letters.
- Have students look at the pictures
and call out the things they can see.
- Demonstrate the activity using the
example.
- Have students write the letters.
- Check answers as a whole class.
Listen and repeat. (CD1 – Track 08)
- Point to the pictures and say the
letters' sounds. Use DCR
- Play audio. Have students listen and
repeat the letter sounds.
A. 2. Practice
- Have students work in pairs, one of
them points to the picture in the book
and the other says the word.
- Use DHA (Lesson 3) for Ss to
 practice the letters.

Task B. Listen and point. (CD1 - Track 09) (5 minutes)

a. Goal -Listen and point correctly.

b. Input -Listening and pointing.

c. Outcome -Students can listen and point correctly.

d. Procedure B. Listen and point. (CD1 – Track -Listen and do as guided.

09)
B.1. Presentation
- Have students look at the pictures.
Use DCR. - Practice with the letters
and words
- Demonstrate pointing to the correct
letter when you hear the sound or
word.
- Play audio. Have students point to
the correct picture at the top of the
page when they hear the appropriate
sound or word.
B.2. Practice
- Use DHA (Lesson 3) for Ss to
practice.
Task C. Put a ( ✔ ) or a ( 🗶 ). (2 minutes)
a. Goal -Put a ( ✔ ) or a ( 🗶 )correctly and nicely.

b. Input -Putting a ( ✔ ) or a ( 🗶 ).
c. Outcome - Students can put a ( ✔ ) or a ( 🗶 )correctly and nicely.
d. Procedure - C. Put a ( ✔ ) or a ( 🗶 ). - Put a ( ✔ ) or a ( 🗶 ).
- Have students look at the pictures
and call out the words.
- Demonstrate the activity using the
 example.
- Have students put a tick or a cross.
Check answers as a whole clas
Task D. Follow the letters and say the sounds. (5 minutes)
a. Goal - Follow the letters and say the sounds correctly and nicely.

b. Input -Following the letters and saying the sounds.

c. Outcome -Students can follow the letters and say the sounds correctly and
nicely.

d. Procedure D. Follow the letters and say the - Follow T’s instructions.
sounds.
- Call out the beginning
- Have students call out the beginning sounds.
sounds.
- Demonstrate the activity.
- Have students solve the maze with
their fingers and say the letter sounds
as they pass them
Task E, F, G, H. (10 minutes)
a. Goal - Do all the tasks E, F, G, H correctly and nicely.
b. Input -Doing all the tasks E, F, G, H.
c. Outcome -Students can do all the tasks E, F, G, H correctly and nicely.
d.Procedure E. Write the letters. - Follow T’s instructions.
- Have students look at the pictures - Write the letters.
and call out the things they can see.
- Demonstrate the activity using the
- Say the letters’ sounds.
example.
- Have students write the letters.
Check answers as a whole class.
Listen and repeat. (CD1 – Track 10)
- Point to the pictures and say the
letters' sounds.
- Try to point to the
Play audio. Have students listen and correct picture when
repeat the letter sounds. hearing the sounds.
F. Listen and point. (CD1 – Track
11)
- Have students look at the pictures. - Circle the correct
letters.
- Demonstrate pointing to the correct
letter when you hear the sound or
word.
- Play audio. Have students point to
the correct picture at the top of the
page when they hear the appropriate - Join the game.
sound or word.
G. Circle the letter.
- Have students look at the pictures
and call out the words.
- Demonstrate the activity using the
example.
- Have students look at the letters and
circle the correct beginning sounds.
Check answers as a whole class.
H. Play “Board race”.
- Have students look at the example.
- Divide the class into teams and have
one student from each team stand a
distance from the board.
- Write two letters on the board and
then say a word beginning with one of
their sounds.
- Have the students race to the board,
touch that letter, and say the correct
letter sound.
- The first student to touch the letter
and say the sound gets a point for
 their team. Continue with other
students and letter
Consolidation and homework assignment (5 minutes)
Workbook – pages 6 and 7 - Do as guided.
- Have students open their workbooks - Be ready to do
(pages 6 and 7) and choose part C homework.
(page 7) to do first.
- Play audio and have students listen
and tick the correct box.
- Have students look at part A, B and
D of pages 6 and 7.
- Set up time limit by 1minute timer
bomb (source:
https://www.youtube.com/watch?
v=vwqQPeeVM1s).
- Have students start reading and
doing all parts A, B, D. When the time
is up, students stop doing their
exercises.
- Have students change their
workbooks together. Check
understanding as a whole class and
give the correct answers. Then the
teacher gives stamps or stickers to the
whole class.
Notebook
- Do the exercises in Tiếng Anh 2 i-
Learn Smart Start Notebook on pages
6 & 7.
Phần mềm trò chơi tương tác DHA
- Play the games in Getting Started,
Lesson 3 (Look and find, Listen and
find, Grammar)
 Date of preparing: 13/09/2024
Date of teaching: 13/09/2024
Period 4

UNIT 1: FEELINGS
Lesson 1 - page 10
I. OBJECTIVES
Language By the end of this lesson, students will be able to gain the
following:
-Vocabulary: happy, sad, fine/OK, great
-Sentence pattern: “How are you?”; “I'm (happy).”
- Skills: Identifying and use descriptive adjectives to
express their feelings.
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 10
 Audio Tracks 12,13,14
 Teacher’s guide
 Website eduhome
  Flashcards/pictures and posters (Getting started)
 Computer, projector…
III. Warm-up - Listen and point - Sing - Consolidation and
PROCEDURE homework assignment

Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
“Follow the leader” game Whole class
- Have students line up behind the
teacher and follow him/her around the
classroom. Teacher says “A”, then
students take turns to say the letters in
the Alphabet order e.g. “B”, “C”,
“D”… till the last letter “Z”.
- Ask students to listen to the Phonics
song (use the DCR, Getting started -
Lesson 3) and sing together once or
twice.

Task A. Listen and point. Repeat. (CD1 - Track 12) (8 minutes)

a. Goal - Listen, point, and repeat vocab about feelings correctly.

b. Input -Listening, pointing, and repeating.

c. Outcome -Students can listen, point, and repeat vocab about feelings
correctly.

d.Procedure A. Listen and point. Repeat. (CD1 - - Follow T’s

Track 12) instructions.
A. 1. Presentation
- Use some pictures to introduce the - Listen to each new
feelings. word and repeat all
together and
- Have students listen to each new word individually.
and repeat all together and individually.
Use DCR.
- Listen to the audio
- Correct student’s pronunciation if
and point to the number
necessary.
of each picture in their
- Arrange the flashcards on the board, books.
play audio, and point to each flashcard.
- Listen and repeat.
- Play audio again and have students
point to the number of each picture in
their books. - Work in pairs
- Play audio again and have students
listen and repeat several times. - Stand in four lines.
- Change the order of the flashcards,
point to them individually and have
students say the words, correct - Run to the board then
pronunciation when needed. slap the word.

A. 2. Practice
- Have students work in pairs, one of
them points to the picture in the book
and the other says the word or Use
DHA (Lesson 1, Look and Find).

GAME: “Slap the board” game

- Split the class into four teams.
- Have them stand in four lines.
- Write the words (happy, sad, fine/OK,
great) on the board.
- Have four students come to the board
to face off.
- Call out a word (E.g., happy) and
have students run to the board then slap
the word. (The winner is the student
who slaps the correct word at first)
Task B. Listen and point. (CD1 - Track 13) (8 minutes)

a. Goal -Students will be able to listen and point to the model in task B.

b. Input -Listening and pointing.

c. Outcome -Students can listen and point correctly.

d. Procedure B. Listen and point. (CD1 – Track  Listen and do as

13) guided.
B.1. Presentation
- Introduce the situation. Bill and Kim
are greeting each other… Use DCR
- Play audio and have students listen
- Join in the gam
and look at the picture.
- Demonstrate the activity by pointing
to the new vocabulary items.
- Play audio. Have students listen and
point.
B.2. Practice
- Use DHA (Lesson 1, Listen and
Find).
- Ask students to find the correct
picture for the word and then choose
the right sentence.
Task C. Sing (CD1 - Track 14) (8 minutes)
a. Goal -Students will be able to sing the chant (follow the audio) and do
role-play.
b. Input -Singing.
c. Outcome - Students can sing the chant correctly and nicely.
d.Procedure - C. Sing. (CD1 - Track 14) - Follow T’s
instructions.
Practice
 - Play audio and have students listen. - Listen, sing along, and
Use DCR do the actions.
- Read the lyrics and do actions
following them.
- Go round and find
- Play audio and have students listen, their partners to
sing along, and do the actions. practice the structures.
- Have students go around and find
their partners to ask and answer the
questions. E.g.
Student A: How are you?
Student B: I’m (happy).
Consolidation and homework assignment (6 minutes)
Consolidation (3 minutes) - Do as guided.
"Magic finger" game
-Divide the class into pairs.
- Ask student A to choose 1 word.
(happy, sad, fine, OK, great) and then
writes the word with his finger on
student B's back. E.g., happy.
- Be ready to do
- Have Student B try to guess which homework.
word it is. Then student A makes a
sentence with it. E.g., I’m happy.
- Have students swap roles and repeat.
Homework Assignment (Help
students do homework correctly) (3
minutes) Workbook (page 8)
- Have students look at part A, B on
page 8.
- Set up time limit by 1 minute timer
bomb (source:
https://www.youtube.com/watch?
v=vwqQPeeVM1s).
- Have students start reading and doing
part A. When the time ends by
 explosion, students stop doing their
exercise.
- Have students change their
workbooks together.
- Check understanding as a whole class
and give the correct answers.
Notebook
- Do the exercises in Tiếng Anh 2 i-
Learn Smart Start Notebook on page 8.
Phần mềm trò chơi tương tác DHA
- Play the games in Unit 1, Lesson 1
(Look and find, Listen and find)

Grade 3
Date of preparing: 13/09/2024
Date of teaching: 16/09/2024
Period 6
UNIT 1: HELLO
Lesson 1 – Activity (4-6)
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language knowledge & skills By the end of the lesson, pupils will be
able to:
- use the names Ben, Mai, Minh, Lucy,
the words hello, hi.
- use Hello/ Hi. I’m _____. and Hello, /
Hi, ____. I’m ___. to greet, self-introduce
and respond to greetings.
- listen to and demonstrate understanding
of simple communicative contexts in
 relation to the topic “Greetings”
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 Kindness: help partners to complete
learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and
emotions
Responsibility: appreciate kindness
II. RESOURCES AND MATERIALS
- Student’s book: Page 11
- Audio tracks 7,8
- Teacher’s guide: Pages 19,20
- Website sachmem
- Flash cards/ pictures and posters (Unit
1)
- Computer, projector, …
III. PROCEDURE Warm-up and review – Listen and repeat
– Listen and circle – Let’s chant – Fun
corner and wrap-up
Interaction
Procedure Teacher’s and pupils’ activities

Warm-up and review: 5 minutes

Sing the song “Hello song” Whole class
 - 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.
PRACTICE
Activity 4. Listen and circle. 8 minutes
a. Goal -To listen, understand and circle the correct pictures relevant
to two communicative contexts (pictures) in which two pupils
greet, self-introduce and respond to greetings.
b. Input -Picture cues:
1a. Lucy and Ben first meet each other.
1b. Lucy and Minh first meet each other.
2a. Ben and Mai first meet each other.
2b. Ben and Lucy first meet each other.
Audio script:
1. Lucy: Hello. I’m Lucy.
Minh: Hello, Lucy. I’m Minh.
2. Ben: Hi. I’m Ben.
Mai: Hi, Ben. I’m Mai..
c. Outcome -Pupils can listen, understand and circle the correct pictures
relevant to two communicative contexts in which two pupils
greet, self-introduce and respond to greetings.
Key: 1.b 2.a

d. Procedure Step 1: Draw pupil’s attention to Whole class

Pictures 1a and 1b. Tell them about
the activity. Use Pictures 1a and 1b
as an example. Elicit the names of
the characters in each picture. Point
at the pictures respectively to
explain the context. Play the
recording for question 1 for pupils Whole class
to listen. Play the recording again.
 Elicit pupils to give the answer.
Circle the letter b in Picture 1b. play
Pair work
the recording a third time for pupils
to double- check their answers.
Step 2: Play the recording for
Question 2 for pupils to do the task. Whole class
Step 3: Get pupils to swap books
with a partner. Play the recording
again to check answers together as a
class. Write the answers on the
board for pupils to correct their
answers.
Step 4: Play the recording all the
way through for pupils to double-
check all the answers.
Extension: If time allows, play the
recording, sentence by sentence, for
the class to listen and repeat in
chorus. Correct their pronunciation
where necessary.
PRACTICE
Activity 5. Look, complete and read. 9 minutes
a. Goal -To complete the gapped sentences and read them aloud with
the help of the picture cues
b. Input -Four picture cues and four incomplete sentences
c. Outcome -Pupils can complete the gapped sentences and read the
completed sentences aloud.
Key: 1. Hello/Hi 2. Hello/Hi 3. I’m 4. Hello/Hi; I’m
d. Procedure Step 1: Get pupils to look at the Whole class
pictures. Get them to identify the
characters (Ben, Lucy, Mai and
Ben, Minh and Lucy) Whole class
Step 2: Have pupils look at the four
incomplete sentences. Draw their Whole class/ Individual
attention to the missing words in the work
sentences.
 Step 3: Model with sentence 1. Ask
them what is missing in the
sentence (Hello/ Hi). Have them
look at the picture and complete the
gap, then read the completed
sentence in chorus.
Individual work
Step 4: Follow the same procedure
with sentence 2,3 and 4. Draw the
pupil’s attention to the gap in Group work
sentence 2, and 3; particularly, the
two gaps in sentence 4. Tell pupils
to think about the appropriate word
to fill each gap.
Step 5: Have pupils complete the
sentences individually and ask a
few pupils to stand up and read
them aloud.
Game: Role play
Step 1: Divide the class into 2
teams.
Step 2: Invite 1 student in each team
to go to the board and role play.
Step 3: Give points to each team.
Step 4: Encourage students to role
play to practise speaking English.

e. Assessment - Performance products: Student's talks and interaction

- Assessment tools: Observation; Answer keys
Key: 1. a 2. b
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal -To sing the song Hello with the correct pronunciation and
melody.
b. Input -The lyrics and the recording of the song Hello.
c. Outcome -Pupils can sing the song Hello with the correct pronunciation
and melody.
d. Procedure Step 1: Draw pupil’s attention to the Whole class
title and lyrics of the song. Check
comprehension of the lyrics and
give feedback. Play the recording
for pupils to listen to the whole
song. Have them repeat the title and
lyrics line by line. Tell pupils to Whole class
point at the relevant character while
singing his or her name.
Step 2: Play the recording all the
way through for pupils to listen to Individual work
the whole song again. Tell them to
pay attention to the pronunciation
and melody.
Step 3: Play the recording line by
line for pupils to listen, repeat and Group work
point at the relevant character.
Correct their pronunciation where
necessary.
Step 4: Introduce actions for pupils
to do while singing along with the
recording, for example, using hand
movements to greet, introduce and
respond to greetings. Play the
recording all the way through for
pupils to sing and do actions.
Step 5: Give pupils time to practice
singing and doing actions in pairs or
groups.
Extension: Put pupils into groups to
make up their own actions for the
song. Invite groups to the front of
the classroom to perform the song
and the rest of the class sings and/
or claps along the song.
Fun corner and wrap-up: 5 minutes
 Game: Sing and do. Then stop! Whole class
Divide the class into 4 teams:
Apple, Banana, Orange,
Watermelon. Set the rules: Teacher
plays the music, pupils will sing and
do the actions of the song. Then the
teacher stops the music, pupils stop
doing. Those who cannot make it
have to sit down. The team with
more pupils left and more beautiful
dancing is the winner. Give points
to pupils.

Date of preparing: 13/09/2024

Date of teaching: 18/09/2024
Period 7
UNIT 1 : HELLO
Lesson 2 – Activity (1-3)
I. OBJECTIVES
Language knowledge & skills By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences
in two communicative contexts (pictures)
focusing on greetings, responding to greetings
and saying goodbye.
- use the names Ben, Mai, Minh, Lucy, the
words hello, hi, bye, goodbye, and the sentence
patterns Hello, / Hi, I’m _____.; How are you?
and Fine, thank you. in relation to the topic
“Greetings”.
– use Hello. / Hi. I’m ______. and Hello, /
Hi,____ . I’m_____ . to greet, self-introduce
and respond to greetings.
 – use Hi. How are you? and Fine, thank you. to
greet others, respond to greetings and use
Goodbye / Bye ______. to say goodbye.
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 Kindness: help partners to complete learning
tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and
emotions
Responsibility: appreciate kindness
II. RESOURCES AND MATERIALS
- Pupil’s book Page 12
- Audio Tracks 9, 10
- Teacher’s guide Pages 21, 22
- Website sachmem
- Flashcards/pictures and posters (Unit 1)
Computer, projector…
III. PROCEDURE Warm-up and review – Listen and repeat –
Listen and circle – Let’s chant – Fun corner
and wrap-up

Teacher’s and pupils’ Interaction

Procedure
activities

Warm-up and review: 5 minutes

 Game: Spin the wheel 1 to Whole class
10 Wheel - Spin the wheel
(wordwall.net)
-Divide our class into 3
groups
-Make a line and then rap
paper and scissors.
-I click the wheel on the
screen, and each member
of each team reads the
number . If the answer is
correct, 1 point is given to
that team.
- Encourage pupils to join
the game.
- Give points to the teams
and encourage the
students.
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 greetings,
responding to greetings and saying goodbye.
b. Input -Context a: Ben: Hi, Mai. How are you? Mai: Fine, thank you.
-Context b: Ben: Goodbye, Mai. Mai: Bye, Ben.
c. Outcome -Pupils can understand and correctly repeat the sentences in
two communicative contexts (pictures) focusing on greetings,
responding to greetings and saying goodbye.

d. Procedure Step 1: Have pupils look Whole class

at Pictures a and b and
Whole class/ Individual work
identify the characters in
the pictures.
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 Pair work
listen and repeat. Follow
the same procedure with
Picture b. Correct their Whole class
pronunciation where
necessary.
Step 3: Play the recording
again for pupils to listen
and repeat in chorus,
sentence by sentence.
Step 4: Invite a few pairs
to the front of the class to
listen and repeat the
sentences in the recording.
Step 5: Draw pupil’s
attention to the sentences
Hi, Mai. How are you?
Fine, thank you. and
Goodbye/ Bye. Tell pupils
that the sentences are used
to greet, respond too
greetings, and say
goodbye.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal -To correctly say the words and use Hi. How are you? Fine,
thank you. to greet, respond to greetings and Goodbye./ Bye.
to say goodbye.
b. Input –Picture cues: a. Ben and Mai meet each other again.
b. Minh and Lucy say goodbye to each
other.
– Speech bubble:
Hi. How are you? - _____,_________.
 Goodbye. - ______.
Audio script:
a. Fine, thank you. b. Goodbye/ Bye.
A: Hi. How are you? - B: Fine, thank you.
A: Goodbye. - B: Bye.
c. Outcome -Pupils can correctly say the words and use Hi. How are you?
Fine, thank you. to greet, respond to greetings and Goodbye./
Bye. to say goodbye.
d. Procedure Step 1: Draw pupils’ Whole class/ Individual work
attention to the pictures a-
b. Tell them about the
activity. Elicit the name of
each character.
Step 2: Point at Picture a
and the sentence Fine,
thank you. under it. Check
comprehension and give
feedback. Play the
recording for pupils to
repeat the sentences in Pair work
both bubbles a few times.
Remind pupils to point at
the relevant character in Pair work/ Whole class
the picture when they are
repeating. Repeat the same
procedure with picture b. Pair work
Step 3: Draw pupils’
attention to the first
bubble. Explain the
meaning. Elicit the
missing words in the
second bubble. Play the
recording for pupils to
repeat the sentences in
both bubbles a few times.
Remind pupils to point at
the relevant character in
the picture when they are
 repeating. Repeat the same
procedure with Picture b.
Step 4: Give pupils time
work in pairs to take turns
to say the role of each
character in picture a and
picture b.
Step 5: Invite a few pupils
to come to the front of the
classroom, point at the
relevant character in each
picture, and act out his/
her role.
Game: Role play
Have pupils work in pairs,
then change partners for
several times. Invite pupils
to go to the board and role
play. Encourage pupils to
practice speaking English.

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal -To enhance the correct use of Hi. How are you? and Fine,
thank you. to respond to greetings, and Goodbye./ Bye to say
goodbye.
b. Input -A picture of two pairs of pupils in the school playground.
One pair greets and responds to each other’s greetings and the
other says goodbye to each other.
– Speech bubble:
Hi. How are you? - _____,_____.
Goodbye. Bye. -________..
c. Outcome -Pupils can enhance the correct use of Hi. How are you? Fine,
thank you. to greet, respond to greetings. Goodbye./ Bye. to
say goodbye.
 d. Procedure Step 1: Draw pupil’s Whole class/ Individual work
attention to the picture.
Elicit the context (see
Input) and the missing
words. Write the answers Pair work
on the board. Complete
the sentences. Invite two
pupils to take turns to play
each character’s role.
Correct their
pronunciation where
necessary. Repeat the
procedure with the second Whole class/ Individual work
exchange.
Step 2: Put pupils into
pairs to do the task. Go
around the classroom to
offer support where
necessary.
Step 3: Invite some pairs
to the front of the
classroom to take turns to
act out the exchanges.

Fun corner and wrap-up: 5 minutes

Use sachmem, have pupils Whole class
look at the words in the
pictures of Activities 1, 2
and repeat after the
recordings.

Date of preparing: 13/09/2024

Date of teaching: 19/09/2024
Period 8
UNIT 1: HELLO
 Lesson 2 - Activity (4-6)

I. OBJECTIVES
Language knowledge & skills By the end of the lesson, pupils will be able
to:
- listen to and understand four
communicative contexts in which pupils
greet each other, respond to each other’s
greetings with thanks, and say goodbye.
- use the names Ben, Mai, Minh, Lucy, the
words hello, hi, bye, goodbye, and the
sentence patterns Hello. / Hi. I’m _____.;
How are you? and Fine, thank you. in
relation to the topic “Greetings”.
– use Hello. / Hi. I’m ______. and Hello, /
Hi,____ . I’m_____ . to greet,
self-introduce and respond to greetings.
– use Hi. How are you? and Fine, thank you.
to greet others, respond to greetings and use
Goodbye / Bye ______. to say goodbye.
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 -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
II. RESOURCES AND MATERIALS
- Student’s book Page 13
- Audio Track 11
- Teacher’s guide, Pages 23, 24
- Website hoclieu.vn
- Flashcards/pictures and posters (Unit 1)
- Computer, projector…
III. PROCEDURE Warm-up and review – Listen and repeat –
Listen and circle – Let’s chant – Fun corner
and wrap-up
Interaction
Procedure Teacher’s and pupils’ activities

Warm-up and review: 5 minutes

Sing the song “Hello song” Whole class
- 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.
PRACTICE
Activity 4. Listen and number. 8 minutes
a. Goal -To listen to and understand four communicative contexts in
which pupils greet each other, respond to each other’s
greetings with thanks, and say goodbye.
b. Input -Four picture cues:
a. Lucy and Minh meet each other again.
b. Lucy and Minh say goodbye to each other.
c. Ben and Mai say goodbye to each other.
d. Ben and Mai first meet each other.
 Audio script:
1. Ben: Hello. I’m Ben.
Mai: Hi, Ben. I’m Mai.
2. Ben: Goodbye, Mai.
Mai: Bye, Ben.
3. Lucy: Hello, Minh. How are you?
Minh: Fine, thank you.
4. Lucy: Goodbye, Minh.
Minh: Bye, Lucy.
c. Outcome -Pupils can listen to and understand four communicative
contexts in which pupils greet each other, respond to each
other’s greetings with thanks, and say goodbye.
d. Procedure Step 1: Draw pupils’ attention Whole class
to the pictures. Elicit the names
of the characters in each
picture. Tell them about this
activity and show them how to
do the task. Play the recording
for the first conversation. Elicit
the answer and give feedback. Whole class
Put number 1 in the box of
Picture d. Play the recording Individual work
again for pupils to check the
answer.
Pair work
Step 2: Play the recording all
the way through for pupils to
do the task with the rest of
pictures: Picture a, Picture b,
and Picture c. Play the
recording again for pupils to
check their answers.
Step 3: Tell pupils to swap
books with a partner, then
check answers together as a
 class. Say the correct answer
again for pupils to correct their
answers.
Step 4: Play the recording all
the way through for pupils to
double-check all the answers.
Extension: If time allows, play
the recording, sentence by
sentence, for the class to listen
and repeat in chorus. Correct
their pronunciation, where
necessary.
PRACTICE
Activity 5. Read and match. 9 minutes
a. Goal -To read and match pairs of target sentence patterns.
b. Input -Three pairs of sentence patterns, which together form simple
exchanges between two pupils.
c. Outcome Pupils can read and match pairs of target sentence patterns.
Key: 2. c 3. a
d. Procedure Step 1: Draw pupils’ attention Whole class
to Sentence 1. Tell them about
this activity, elicit the context
and give feedback. Show them Whole class
how to do the task. Get pupils
to read Sentence 1 in chorus.
Draw their attention to the line Whole class/ Individual
connecting Sentence 1 with work
Sentence b. Have pupils read
Sentence b in chorus.
Step 2: Give pupils time to do
the task. Go around the
classroom to offer support Group work
where necessary.
Step 3: Tell pupils to swap
books with a partner, then
check answers together as a
 class. Write the correct answers
on the board for pupils to
correct their answers.
Extension: Invite pairs of
pupils to stand up and read
aloud the matched exchanges.
Game: Pass the ball!
Step 1: Give 2 balls for pupils.
Step 2: Turn on the music and
have students pass the ball.
Then stop the music. Have
students stop to pass the ball.
The pupils who have the ball
must stand up and practise
speaking with their friends.
Step 3: Give point to pupils.
Step 4: Encourage pupils to
practise speaking English.
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal -To practise using target sentence patterns by playing the
game Hello and goodbye.
b. Input -A picture showing two groups of four pupils playing the
game Hello and goodbye.
c. Outcome -Pupils can use the target sentence patterns by playing the
game Hello and goodbye.
d. Procedure Step 1: Tell pupils about the Whole class
activity. Elicit the language that
pupils need to greet, self-
introduce, respond to greetings
and say goodbye. Write the
language on the board. Get the
class to read the sentences in Whole class
chorus.
 Step 2: Invite two groups of
four to the front of the
classroom to model the two
contexts.
– Context 1: Three players are
sitting and talking together.
One player pretends to be a
newcomer, goes to the place,
greets the group, and Group work
introduces himself or herself
(Hello./ Hi. I'm ___.) The
group responds to his/ her
greetings (Hello, / Hi, ___.).
Then he/ she sits down to join
the group. One of the previous
sitters stands up and goes out to
pretend to be a newcomer. He/
She repeats the procedure. One
by one, each member of the
group repeats the procedure
until the last one.
– Context 2: Four players are
sitting together talking happily.
One of them stands up to leave.
He/ She says goodbye to the
group (Goodbye./ Bye.). The
group responds to the leaver
(Goodbye./ Bye.).
One by one, each member of
the group repeats the procedure
until the last one.
Step 3: Give pupils time to play
the game. Move around the
classroom to offer support
where necessary.
Fun corner and wrap-up: 5 minutes
Use hoclieu.vn, have pupils Whole class
look at the words in the picture
of Activity 4 and repeat after
the recording.