LESSON PLAN

FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Nguyễn Tri Phương Primary, Secondary and Subject : ENGLISH

High School
Class :1 UNIT 6 : LUNCHTIME!
Periods : 53 LESSON 1 : WORDS
Teacher : Bùi Thị Xuân Duyên Week : 27
Lesson duration : 35 minutes

I. AIMS: Students know how to say 5 food in a lunchbox

II. OBJECTIVES: By the end of this lesson, students will be able to

- identify 5 food in a lunchbox
- use the words in the content of a chant
III. LANGUAGE:
Language focus: listening, speaking, reading
Vocabulary: lunchbox, sandwich, drink, banana, cookie, pear
Lunch, lunchtime, choose, some
IV. RESOURCES AND MATERIALS:
Flashcards 38-43, audio tracks 1, 73-74
Real food, workbook, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
Warm up - Greet students whole class
5 mins Hello song
- Ask students sing along the song
 - Stick Class rules

Simon says whole class

- Ask students to stand at their desks.

- Tell them the rule: If the instruction begins with the words Simon says,
children must do as you say. If not, they should stand still and wait for the next
Review instruction. Student who gets this wrong is out of the game and has to sit down.
3 mins
Simon says point to your desk; Simon says stand up; Simon says write your name;
Sit in your chair; touch your desk, count to 3,…
- Continue the game until there is one winner left standing, or a group of winners
if you prefer

Lead in: whole class

Tell your students: Let’s sing and tell me what we are going to learn!
https://youtu.be/yxXLR0Ce0jY
Lunch song
Present - Ask students to stand up, sing along and dance
information - Use Flashcards 38-43 to introduce the vocabulary for this lesson.
5 mins - Hold the flashcards up one at a time and ask: What’s this?
- Say the words for children to repeat in chorus.
- Put the flashcards in different places around the room.
- Say a word.
- Students point to the card and repeat the word in chorus.
Guided practice 1. Listen and point. Track 73
7 mins
- Play the track 61, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
• Below level: After teaching the words, draw the outline of a large lunchbox on the
 board. Invite individual children to come to the front of the class and fill it with
different things. Say, e.g., A banana for the child to draw. Continue until the
lunchbox is full.
• Point to the different foods in the box for children to say them aloud, e.g., a
banana, a sandwich
• At level: Follow the instructions as above, but make it more challenging by giving
instructions such as Draw two drinks. Draw three sandwiches.
• Point to the foods in the box for the children to say aloud.
• Above level: Have children work in pairs. They each draw a lunchbox and then
take it in turns to give instructions to each other about what to draw in the
lunchbox. For example, one child says Draw two apples for the other child to
draw.
• When the lunchbox is full, the child drawing the food describes what they can see.
• Have the children swap roles.
2. Listen and chant. Track 74
- Students listen to track 74
- Play the chant again
- Put the flashcards around the room. This time children can point to the correct
flashcards as they say the words.
- Play the chant again for them to say the words.
Pair/ group 3. Point and say. Stick groups
practice - Show students how to do:
10 mins  Point to the pictures and say: lunchbox
 Ask students to repeat.
 Say: “Let’s read!”
 Students say in chorus and then individual. Pairs
 Say:” Let’s stick!”
 Stick the sticker and say: “Lunchbox”
- Ask students to work in pairs to say and stick
- Go around to help
Worksheet
Part 1:
- Model first
- Point to each food and ask students: What is it?
- Point to the word drink and say: “drink.’ Point to number 6 and say: “drink”
then write number 6 next to the word drink.
- Ask students to work in pairs, ask, say and write the numbers
Part 2: Pairs
- Model first
- Point to the picture 1 and say: “cookie”
- Trace the words

4. Workbook p.42
 - Ask student to do exercise in workbook p.42
- Go around to help and encourage the students
individuals

Conclusion Draw and write: individuals

5 mins My favorite food for lunch
VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Nguyễn Tri Phương Primary, Secondary and Subject : ENGLISH

High School
Class :1 UNIT 6 : LUNCHTIME!
Period : 54 LESSON 2 : GRAMMAR AND SONG
Teacher : Bùi Thị Xuân Duyên Week : 27
Lesson duration : 35 minutes

I. AIMS: Students are able to make sentences with HAVE

II. OBJECTIVES: By the end of this lesson, students will be able to

- Make sentences with HAVE
- recognize the difference between A and AN
III. LANGUAGE:
Language focus: listening, speaking, reading
Vocabulary: I have a banana/ two sandwiches.
IV. RESOURCES AND MATERIALS:
Audio Tracks 75-76, Phonics cards 1 and 9, Flash cards 38-43, a bag with an apple, a pear, an egg, and a
banana; worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
Warm up - Greeting whole class
 - Sing Hello song
5 mins
- Class rules
Snap! whole class
- Write one of the items from the vocabulary set on the board, e.g., sandwich. Say
the word aloud.
Review
- Put the flashcards in a pile and hold them up so that the children can only see the
3 mins
facing card. Reveal the cards one at a time by putting the front card to the back.
When children see the sandwich, they shout Snap!
- Repeat with the rest of the words in the set.
Lead in:
- Hold up your bag containing your food items (a pear, a banana, an apple and an
Present whole class
egg). You can put Flashcards 43 and 41 and Phonics card 1 and 9 in the bag
information
instead.
5 mins
- Pull out each item, or card, from the bag and say I have a pear, I have an apple,
etc.
Guided practice 1. Listen and repeat track 75
10 mins - Hold up an apple and say I have an apple. Whole class
- Play the track, pausing for students to repeat each line.
- Focus attention on the first picture. Emphasize an apple but a pear (because
“apple” begins with a vowel).
• Below level: Use your bag and the flashcards or food items to drill more
sentences using have.
- Put an apple in the bag and show the open bag to the class, and say I have an
apple. Have students repeat after you.
- Do the same with some classroom objects.
• At level: Place Flashcards 38–43, along with Phonics cards 1 and 9 around the
room.
- Say sentences with these food items and phonics words using I have … - Tell
children to point to, or go to, the correct card if you have the item, but not to point,
 or to stay seated, if you don’t have the item.
- Have the children repeat the sentence after you each time.
• Above level: Practice the ‘At level’ activity with the class first.
- Ask individual students to come to the front to say sentences for the rest of the
class to point to the correct cards.
2. Listen and sing. Track 76
- Point to the pictures and elicit the 6 new words.
- Play the song.
- Students listen and points to the six new words
- Play the recording again and students listen and sing along.
Pair/ group 3. Point and say.
practice - Read the speech bubbles together. Point to the first picture in the song artwork
7 mins above and say I have a sandwich.
- Call on individuals to point to the other pictures and say a sentence.
- Students work in pairs saying the sentences. Pairs
LET’S TALK
- Ask students to look at the picture and the words in the speech bubble. Say I
have a banana and follow the words with your finger.
- Have students work in pairs and take turns saying the sentence. Tell them to Pairs
make new sentences, using other pictures and words on the page.

Worksheet
- Give each student a worksheet
- Students trace, read and match Pairs
- Move around to help and
- Students work in pair to share and correct their work individuals
 4. Workbook p. 43
- Ask student to do exercise in workbook p. 43
- Go around to help and encourage the students
Conclusion WORKSHEET p.50
5 mins - Ask students to draw a picture of their lunchbox Groups
- Students work in pair telling their partner about their pictures using: This is my
lunchbox. I have a……..
VI. REFLECTION:
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LESSON PLAN
 FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Nguyễn Tri Phương Primary, Secondary and Subject : ENGLISH

High School
Class :1 UNIT 6 : LUNCHTIME!
Periods : 55 LESSON 3 : SOUNDS AND LETTERS
Teacher: Bùi Thị Xuân Duyên Week : 28
Lesson duration : 35 minutes

I. AIMS: Students know the names of the letters i, j, k, l, m

II. II. OBJECTIVES: By the end of this lesson, students will be able to
- recognize and say the names of the letters I, j, k, l, m
- review the upper and lower forms of the letters and associate them with their corresponding sounds
- pronounce the sounds /ɪ/, /ʤ/, /k/, /l/, /m/ at the beginning of words and /k/, /l/, /m/ at the end of
words
III. LANGUAGE:
Language focus: listening, speaking, reading, writing
Vocabulary: ink, jelly, kite, yak
Review: ill, lion, mom
IV. RESOURCES AND MATERIALS:
Audio tracks 77-79,
Phonics cards 23, 32, 33, stickers
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greeting whole class
Warm up
- Play HELLO SONG, ask student to sing along
5 mins
- Class rules
Review Do it! whole class
 - Assign each child a word from Lesson One – lunchbox, sandwich, drink,
banana, cookie, pear.
3 mins
- Give instructions, e.g., Lunchboxes, jump! Sandwiches, stamp your feet!
Children who have that word assigned to them do the action.
Lead in:
- Point to Ii, Jj, Kk, Ll, Mm on the board, say the letter name and the sound
Present information
and ask children to repeat. whole class
4 mins
- Below the letters, write the corresponding words ink, jelly, kite, lion,
mom. Circle the first letter of each word and say the sounds.
Guided practice 1. Listen, point, and repeat. Write. Track 77 groups
10 mins - Play track 77, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
- Model the writing activity
(Jelly is the American English term to describe a fruit preserve that can be
spread on bread or toast. The word jam can be used as an alternative.)
2. Listen and chant: track 78
- Play the recording for children to listen to the chant.
- Put Phonics cards I, J, K, L, M around the room. Play the chant again for Pairs
children to point to the cards.
- Play the chant once more, pausing the recording after each line for
children to repeat. Encourage them to follow the words in their book as they
chant.
3. Listen, point, and repeat. Track 79
- Ask children to look at the letters and words as you say them.
- Point out the k. l and m at the end of the words.
- Play the two parts of the track for the children to listen, point, and then
repeat.
1. Look and point to the sounds k, l, m.
- Look at the picture and ask the children what they can see.
 - Hold up the corresponding phonics cards and say Let’s find the letters!
- Tell the children to follow the words in the book with their finger as you
read aloud, and to put up their other hand when they see the letters k, l and m
• Below level: Write the words with the key letters at the start or the
beginning on the board. (lion, yak, mom, jelly, ink, ill, kite).
• Say the key sound in each word (e.g. the /l/ in lion) and ask individuals to groups
come to the board to find and point to it.
• At level: Complete Exercise 4 as described above.
• Above level: Teach these actions for the sounds: /ɪ/: touch your head;
/ʤ/: clap; /k/: stand up, and /l/: punch the air, /m/: turn around.
- Say all the words from this lesson. Children do the appropriate action
Pair/ group practice
for each word.
7 mins
Let’s talk!
- Ask students to look at the picture and speech bubble. Say Look at the
kite. Have a student read the sentence. individuals
- Have students work in pairs and say the sentence and then say more
sentences using other words on the page.
4. Workbook p. 44
- Ask student to do exercise in workbook p.44
- Go around to help and encourage the students
Telephone game: whole class
Whisper a word (lion, yak, mom, jelly, ink, ill, kite) into the ears of the first
students in each row.
Conclusion
They whisper the word into the next student’s ear in their row until the
5 mins
whisper gets to the last student in the row.
The last student in the row has to say out the word.
The team or teams that get the pronunciation right scores a point.
VI. REFLECTION:
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LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1
School : Nguyễn Tri Phương Primary, Secondary and Subject : ENGLISH
High School
Class :1 UNIT 6 : LUNCHTIME!
Periods : 56 LESSON 4 : NUMBERS
Teacher : Bùi Thị Xuân Duyên Week : 28
Lesson duration : 35 minutes
I. AIMS: Students review numbers 6-10
II. OBJECTIVES: By the end of this lesson, students will be able to
- recognize and say the numbers 6-10
- associate the numbers 6-10 with the words six to ten
III. LANGUAGE:
Language focus: listening, speaking, reading
Vocabulary: six, seven, eight, nine, ten
IV. RESOURCES AND MATERIALS:
Audio tracks 80, Flashcards, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Play HELLO SONG, ask student to sing along whole class
Warm up - Ask students to greet each other in pairs.
5 mins - Remind students about Class rules
- Stick Class rules on the board
Review Re-order game (review numbers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10) whole class
5 mins
- Ask ten children to come to the front and stand in a line.
- They each call out the numbers 1 to 10 in order.
- The rest of the class points to each child and gives them a different
number (from 1 to 10).
- The ten children put themselves into order and they call out their new
number. Repeat with other children
 COUNTING 1 TO 10 SONG
https://youtu.be/DR-cfDsHCGA
Lead in:
Present information - Write the numbers 6 to 10 on the board.
- Stand with your back to the class and demonstrate how to write the whole class
5 mins
numbers in the air. Children copy you and draw the numbers in the air, too.
Guided practice 1. Listen, point, and repeat. Write. e 80 Whole class
11 mins - Play the track and point to the pictures.
- Play the track again and point to the words.
- Encourage the children to copy you.
- Play the track several times for the children to practice repeating the
numbers.
- Finally, model the writing activity.
2. Match and say.
- Point to the number words and ask children to follow them while you read
each one.
- Repeat and ask children to say the words with you.
- Point to the number 6 above, and say Six. Say: Let’s match!
Match it with the word six.
- Repeat with the other numbers and words. Children match and say the
numbers. individuals
3. Count, circle, and say.
- Point to the word lions and say How many lions? Circle each lion one at a
time and count. Encourage the children to count and circle with you. Say
six lions.
- Repeat with the birds, hippos, and bears.
4. What’s in your desk? Count and say.
- Point to the smaller pictures, eliciting the words from the class. Point to
the bigger picture and say What’s in your desk?
 - Demonstrate the activity with a student’s desk and hold up and count the
pencils, crayons, and books. Encourage the children to count along with
you.
• Below level: Demonstrate Exercise 4 several times, before calling on Whole class
individuals to count and say what is in his/her desk.
• At level: Call on individuals to count and say what is in his/her desk
before putting students in pairs to talk to each other about their desks.
• Above level: Repeat Exercise 4 with children working in pairs. Have Pairs
them change partners for further practice.
- Ask children to draw their desk with the pencils, crayons, and books Whole class
inside, and to write the correct number next to each item.
Pair/ group practice
Let’s talk Pairs
7 mins
- Ask students to look at the picture and speech bubble. Say Eight. Ask
What is on the picture? (Eight cars.)
- Have a student read the number. Pairs
- Have students work in pairs and say the number, and then point to and
say other numbers on the page. individuals
5. Workbook p. 45
- Ask student to do exercise in workbook p.45
- Go around to help and encourage the students
Conclusion Pair work: using printable resources pairs
5 mins - Ask students to work in pair
- Model how to do on the board
VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Nguyễn Tri Phương Primary, Secondary and Subject : ENGLISH

High School
Class :1 UNIT 6 : LUNCHTIME!
Periods : 57 LESSON 5 : SOUNDS AND LETTERS
Teacher : Bùi Thị Xuân Duyên Week : 29
Lesson duration : 35 minutes

I. AIMS: Students review the names of the letters learned so far (a to m)

II. II. OBJECTIVES: By the end of this lesson, students will be able to
- review the upper- and lowercase forms of the letters learned so far (a to m) and associate them with
their corresponding sounds
- recognize letters at the ends/beginnings of words and pronounce their sounds appropriately ( /b/,
/d/, /f/, /g/, /k/, /l/, /m/ )
III. LANGUAGE:
Language focus: listening, speaking, reading and writing
Vocabulary: phonics words, lunch
IV. RESOURCES AND MATERIALS:
Audio tracks 81-83,
Phonics card 4, 8, 23, 27-30, 32, 33, work sheet, phonics cards, Dice
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greeting whole class
Warm up
- Play HELLO SONG, ask student to sing along
5 mins
- Class rules
 Jump game whole class
- Ask the children to stand by their desks.
- Hold up one of Flashcards 38–43 and say a word.
Review
- If the word is the same as the flashcard, they jump. If it isn’t, they stand still.
6 mins
- Alternatively, ask children to put their hands up if the word you say and the
flashcard are the same.
Chant from lesson 3
Lead in:
- Write the 13 key words from the book on the board in random order. Read out
Present
the words slowly encourage the class to join in. Use your finger to follow each whole class
information
letter.
5 mins
- Circle the letter bs in bat and tub and then draw a line to match the two words.
- Call individuals to the board to circle and match.
1. Listen, point, and repeat. Write. Track 81 Groups

- Play track 69, listen and point

- Play again, ask students to listen and point
Guided practice - Play again, ask students to listen and repeat
10 mins - Model the writing activity
2. Listen and chant: track 82
- Play the recording for children to listen to the chant.
- Play the chant once more, pausing the recording after each line for children to
repeat.
Pair/ group 3. Listen to the sounds. Connect the letters. What does the cat have? e 83 Groups
practice - Point to the picture of the cat and say What does the cat have? Point to and say
7 mins a hat or some jelly.
- Say Let’s listen and connect! Play the first two sounds on the audio, repeat
them and point to the letters in the book, showing how you start with letter d and
then move to e.
- Play the track to the end and ask What does the cat have? again to elicit the
answer (jelly). whole class
 Below level: After each sound on the audio, pause and say the two sound
options in the book and then have the children choose the correct sound.
- Ensure children are following the letters with their fingers.
At level: Complete Exercise 3 as described above. individuals
Above level: Practice Exercise 3 again, by reading out the sounds yourself, but
not always the same ones as on the audio.
- Have the cat reach the hat this time.
4. Look and point to the sounds b and k..
- Look at the picture and ask the children what they can see.
- Hold up the phonics cards and say Let’s find the letters!
- Tell the children to follow the words in the book with their finger as you read
aloud, and to put up their other hand when they see the letters f and g at the end
of a word. pairs
Let’s talk!
- Ask students to look at the picture and speech bubble. Say This
is my mom. Have a student read the sentence.
- Have students work in pairs and take turns saying the sentence. Tell
them say more sentences using other words and pictures on the page.
Pair work pairs
- Show them how to do.
- Ask them to write first letter for each word

Conclusion
5 mins

Workbook p.40
VI. REFLECTION:
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LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Nguyễn Tri Phương Primary, Secondary and Subject : ENGLISH

High School
Class :1 UNIT 6 : LUNCHTIME!
Periods : 58 LESSON 6 : STORY
Teacher : Bùi Thị Xuân Duyên Week : 29
Lesson duration : 35 minutes

I. AIMS: Students know that they have to share with others

II. OBJECTIVES: By the end of this lesson, students will be able to
- Recognize and identify words
- understand a short story
- understand that it is good to share with others
- review and consolidate language introduced in unit 6
III. LANGUAGE:
Language focus: integrated skills
Vocabulary: Let’s, put on, now, that’s right, sunscreen
IV. RESOURCES AND MATERIALS:
Flash cards 38-43, audio tracks 2, 76 and 84, video unit 5, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
Warm up - Greet students whole class
5 mins Hello song
 - Ask students sing along the song
- Stick Class rules

Guessing game whole class

What do I have?
• Use Flashcards 38-43 and hold up one card so that the class can only see the
Review back of it.
3 mins • Ask What do I have? for children to make guesses.
• When the card has been guessed correctly, put it on the board.
• Hold up a second card and repeat the procedure. Continue until all the cards are
on the board.

Lead in:
Present - Hold up Flash cards 38-43 to review the structure I have a sandwich/ 2 whole class
information sandwiches.
5 mins - Say some sentences, holding a flashcard, to describe what you have.
- Hand the cards to students, who make a sentence.

Guided practice Video unit 6

7 mins - Play the video clip
- Pause the video, ask students to guess:” What happens next?”
- Students can answer in Vietnamese
1. Listen to the story. Track 84
- Say Let’s look at the story. Ask Who can you see?
- Point to the food items and the lunchbox and ask
- Talk about each frame with the class. Ask What’s happening?
- Play the story and ask the children to look at the pictures in their books and
point to the food items as they hear them.
- Ask some comprehension questions, e.g. Where are Rosy and Tim? Does Rosy
have her lunchbox? Who helps Rosy? groups
 - Say: Is Tim good? Why?
- Students share their ideas in L1
- Say: Tim is good because he shares food with Rosy.
- Ask students to repeat: Share with others!
2. Read and say
- Write the six lesson one words across the bottom of the board. Read them out
slowly.
- Encourage the class to read the incomplete sentence as you point to each word.
Then finish it together: I have two … sandwiches.
- Say Find the word … sandwich. Ask children to look at the board to find the
word sandwich. Call on an individual to come to the board and point to the
correct word.
- Point to the sentence below picture 2 and read it with the class. Repeat with all
the sentences.
Pair/ group • Below level: Help the children to complete the sentences by adding the first
practice initial letter to each of the missing food words. individuals
10 ins - Read all the words with them and point out the initial letters to help them
decode the correct word and choose the missing word correctly.
• At level: Complete Exercise 2 as described above.
• Above level: Ask children to think about how to complete the sentence but not
to call out the food words.
- Ask individuals to complete the sentence by writing the initial letter of the
missing word next to the sentence.
3. Listen again and repeat. Act. e 84
- Play the story again pausing after each line for children to listen and repeat the
sentences
- Play the story again.
- Students listen and act out.
Workbook p. 41
- Ask student to do exercise in workbook p.41
 - Go around to help and encourage the students
VALUES: Take care in the sun
- Give each student a worksheet
PART 1:
- Ask students to look at the pictures in part 1
- Point to picture 1 and ask: Is he kind? Why?
- Ask them to share their ideas
- Say: Yes, he shares juice with her.
- Point to the smiley face and say: Smile!
- Students work in pairs sharing their ideas, drawing faces
- Say: Let’s share with others!
- Ask them to repeat.
PART 2
- Ask students to look at pictures in part 2
- Say: Let’s read!
- Students work in pairs reading, drawing and coloring to make a lunchbox.

Goodbye song individuals

Conclusion
Students sing along
5 mins

VI. REFLECTION:
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LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Nguyễn Tri Phương Primary, Secondary and Subject : ENGLISH

High School
Class :1 UNIT 6 : LUNCHTIME!
Periods : 59 CULTURE 6 : BONDI BEACH IN AUSTRALIA
Teacher : Bùi Thị Xuân Duyên Week : 30
Lesson duration : 35 minutes

I. AIMS: Students know about a beach in Australia.

II. OBJECTIVES: By the end of this lesson, students will be able to

- learn new words about a beach in Australia
- read a postcard
III. LANGUAGE:
Language focus: listening, speaking and reading
Vocabulary: sand, sea, shell, sun
It’s great! postcard
IV. RESOURCES AND MATERIALS:
Flash cards 74, 77, audio tracks 97, paper, colored pencils
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
Warm up - Greet students whole class
5 mins
 Hello song
- Ask students sing along the song
- Ask students to say aloud 4 class rules
- Stick Class rules on the board

Whispers whole class

- Use Flashcards 47-52 to review the countries
- Arrange children into rows of at least six.
- Secretly show a flashcard to the first child in each group. This child whispers the
Review word to the child next to him/her.
3 mins - Children continue whispering the word to the child next to them until the word
reaches the final child.
- The final child says the word out loud, and the first child holds up the flashcard to
see whether the word is correct.
- Continue playing, starting and ending with different children if you wish.
Present Lead in: whole class
information - Play the video
5 mins https://youtu.be/NrcUKgP_sks
(I Am Australian' in Yawuru language)
Or show them the Australian flag

- Ask the children to tell you which country is it

- Ask What it is famous of
- Tell them: Today we are going to learn about a beach in Australia: Bondi, a very
 famous beach
- Ask: What can you see at a beach?( Students can answer inL1)
- Use flashcards to teach new words
1. Listen, point, and repeat. Track 96 Whole class
- Play the first part of the track
- Students listen and point.
- Play the second part of the track
- Students point and repeat.
- Play several times if necessary.
2. Read and point.
- Point to the picture and say Look, it’s a postcard! Ask Where is the postcard
from? to elicit Australia.
- Point out the word Australia and the koala bear on the stamp. Say These bears
Guided practice are from Australia.
11 mins - Tell them that the postcard shows a famous beach in Australia called Bondi
Beach.
- Read the postcard words and tell children to follow them with their finger.
- Ask comprehension questions, e.g., Where is Dan? What does he do at the
beach?
- Explain that Dan is happy and he likes the beach because he writes It’s great! at
the end of his postcard.
- Read the postcard again and tell children point to the correct part of the picture
as they listen.
- In L1, talk about beaches in Viet Nam and how they’re similar or different from
beaches in Australia.
 • Below level: Support reading and understanding by writing the text in small Individuals
phrases on the board. Sound out the words and build on the phonics knowledge
they already know.
• For example, write The sun is big and mime the sun.
• Continue in this way with other short parts of the postcard.
• At level: Follow the instructions suggested above for Exercise 3.
• Above level: When the children have finished Exercise 3, write the postcard text
on the board with some missing words, e.g:, Hi Kim, I’m in ... The ... is big. The ...
is blue. The ... is yellow. I have five ... It’s ... ! Love, ...
Pair/ group - For each of the missing words provide small lines to replace each letter.
practice - Have children read the text on the board and elicit the missing words. Invite
10 ins different children to read out the text and say the missing words.
- Finally, encourage children to spell the words, helping them when necessary,
as you write them on the lines.
3. Look, point, and say.
- Model the activity by pointing to the sand in the postcard and say Sand! Do the
same with the sea.
- Invite children to point to and say the other words.
- Call on several individuals to repeat the same activity.
groups
Draw and say individuals
Ask the students to draw a beach in Vietnam and write:
This is………. The sun is……..The sea is……The sand is……
Conclusion
4. Workbook p. 56
5 mins
- Ask student to do exercise in workbook p.56
- Go around to help and encourage the students
Goodbye song
VI. REFLECTION:
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 LESSON PLAN
FAMILY and FRIENDS NATIONAL EDITION – GRADE 1

School : Nguyễn Tri Phương Primary, Secondary and Subject : ENGLISH

High School
Class :1 UNIT 6 : LUNCHTIME!
Periods : 60 CONSOLIDATION AND TEST UNIT 5
Teacher : Bùi Thị Xuân Duyên Week : 30
Lesson duration : 35 minutes

I. AIMS: Students do test 6

II. OBJECTIVES: By the end of this lesson, students will be able to

- Review unit 6
- Check their understanding about counting 6-10
- Get feedback for students’ learning as well as teacher’s teaching
III. LANGUAGE:
Language focus: listening, speaking, writing
Vocabulary: review unit 6
IV. RESOURCES AND MATERIALS:
Flash cards, audio tracks, worksheet
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
- Greet students whole class
Hello song
Warm up
- Ask students sing along the song
5 mins
- Ask students to say aloud 4 class rules
- Stick Class rules on the board
 Beanbag circle game (review: food, numbers, ..) whole class
- Tell students the rules of the game.
- Play the music
Review
- Students pass the bag
5 mins
- Stop the music.
- Student who is holding the bag, take out a card and say the word aloud.
- Continue play and stop the music.

- Show them how to do step by step

- Give an example whole class
- Students do the test

Test
20 mins

- Students hand in their paper

Conclusion individuals
5 mins Goodbye song
Students sing along
VI. REFLECTION:
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