Week: 1 - Date of teaching: Monday,Sep 4th 2023

GETTING STARTED
Lesson 1
A. OBJECTIVES:
1. Language focus/Knowledge:
-Vocabulary:Hello, goodbye
-Structures:
2. Competences:
- Self-control and self-learning ability: to say “hello” and “goodbye” be
themselves
-Communication and cooperation ability: - Actively participate in
activities with their classmates in pairs, groups or class.
3.Specific ability: through the lesson, SS are able to to say “hello” and
“goodbye”. . SS are able to develop listening and writing skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or
class. Educate Ss to become studious and obedient students, love their
friends and families
B. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards,
IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C.Procedures:
Steps/Activities Organization
Warm-up
Sing and Dance.
Play “i-Learn Smart Start” song (from YouTube) and  Teacher –
make gestures following the lyrics, have students stand whole class
up and make the gestures
New lesson
A- Listen and point. Repeat.
CD1-Track 03:  Teacher –
 Have students listen to each new word. whole class/
 Have students listen to each new word and repeat all
individuals/ pair
together and individually. Correct student’s
pronunciation if necessary. work/ group
 Arrange the flashcards on the board. Play audio and have work
students listen and point at the pictures in their books.
 Play audio again and have students listen, repeat several

1
 times.
 Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
 Have students work in pairs, one points at the picture in
the book and the other says the word.
 TPR practice step 1: say the word and make the gesture/
sound all together according to the word.
 TPR practice step 2: do the actions and students say the
word accordingly.  Teacher –
 TPR practice step 3: have students work in pairs, one students in
would do the action, the other say the word.
groups
*Play the game “Who is faster?”.
 Divide the class into groups.  Teacher –
 Arrange the flashcards on the board. students in
 Invite a student from each group to go to the board. groups
 Teacher says a word and the students run to tap the right
card.
B. Listen and point.
1. Pre- listening: Introduce the situation.
2. While- listening:
 Play audio and have students look at the picture.
 Teacher –
 Demonstrate the activity by pointing at the words.
whole class
3. While-listening: Play the audio again. Have students listen
and repeat.
4. While-listening: Play audio again. Have students listen,
repeat and point.
5. Post- listening: Point at each word and have students call it
out “hello/ goodbye.”
C. Now, sing a song.
-Play audio and have students listen.
- Play audio and have students turn to page 68.
- Play audio and have students sing the song as a whole class.  Teacher –
- Have some students sing in front of class. whole class
Wrap-up
Review. What is the missing letter?
 Have students look at the flashcards and call out the
words.
 Write them on the board.
 Erase 1 or 2 letters of each word.
 Have a student go to the board.  Teacher -

2
  Show a flashcard and have that student call out the word students
and say the missing letter(s).
 Repeat the activity with other students.

IV. ADJUSTMENT AFFER TEACHING

Dạy tích hợp vào 11/9 do nghỉ chuẩn bị khai giảng
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Week: 2 Date of teaching:Monday, Sep 11th 2023
Unit1: FAMILY
Lesson 1
A. OBJECTIVES:
1. Language focus/Knowledge:
Vocabulary:father, mother
Structures:This is my (mother).
2. Competences:
- Self-control and self-learning ability: introduce family members.
by themselves
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
3.Specific ability: through the lesson, SS are able introduce family members.
. SS are able to develop listening and writing skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students, love their friends and
families .
B.Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C.Procedures:
Steps/Activities Organization
Warm-up
Sing and Dance: Hello song  Teacher –
whole class
New lesson
A- Listen and point. Repeat.

3
CD1-Track 09:  Teacher –
Have students listen to each new word. whole class/
Have students listen to each new word and repeat all together individuals/
and individually. Correct student’s pronunciation if necessary.
pair work/
Arrange the flashcards on the board. Play audio and have
students listen and point at the pictures in their books. group work
Play audio again and have students listen, repeat several
times.
Change the order of the flashcards, point at them individually
and have students say the words, correct pronunciation when
needed.
Have students work in pairs, one points at the picture in the
book and the other says the word
TPR practice step 1: say the word and make the gesture/
sound all together according to the word
TPR practice step 2: do the actions and students say the word
accordingly
TPR practice step 3: have students work in pairs, 1 would do
the action, the other say the word  Teacher –
Activities: Play the game “Flash look and say”.
whole class
 Teacher shows a flashcard quickly.
 Students say that word.
B. Listen and point.
1. Pre- listening: Introduce the situation, point at each person in
the picture and have students call out the words “father,
mother”.
2. While- listening:
 Play audio and have students look at the picture.  Teacher –
 Demonstrate the activity by pointing at "father", "mother" in whole class
the picture.
4. While-listening: Play the audio again. Have students listen and
repeat.
4. While-listening: Play audio again. Ss listen and point.
5. Post- listening: Point at each picture and have students call out
the words again “father/ mother/ Kim.”
C.Now, sing a song.
1. Play audio and have students listen.  Teacher –
2. Play audio and have students turn to page 68. whole class

4
3. Play audio and havess sing the song as a whole class
D- Role-play.
- Point to each person in the pictures and have students call out  Teacher –
the words "father/mother". whole class
-Demonstrate the activity with a st using the speech bubbles.
 Teacher –
-Show a flashcard to the class and have ss practice the structure.
students in
E.g. (Teacher shows a flashcard "mother") This is my mother.
pairs
- Repeat the activity with another flashcard.
E- Say.
1. Divide the class into groups of four.  Teacher -
2. Have Student A introduce Students C and D as their family students in
members to Student B, and have Student B say.“Hello!”. Have groups
Ss C and D say “Hello!” to St B.
2. Have students swap roles and repeat the activity.
3. Have some groups demonstrate the activity .
Activity:Draw and say
 Have students look at the flashcards and say the words.  Teacher/
 Give each student a blank sheet of paper and ask them to individuals/
draw their father and mother. Students in
Ss work in pairs, practice saying about their pictures pairs
Ask some students stick their pictures on the board and introduce
their family members.
Wrap-up
. Step away lines.
 Have each student prepare a photo/ drawing of their
father/mother (or drawings). Group work
 Have students stand in two rows facing each other, so that
each student has a partner in the opposite line.
Have each pair hold up their photos and say a sentence. Eg. ‘This
is my (mother).’ Each time the pairs complete their
sentences,they take a giant step back and repeat the sentences.
Every time they do so, they will naturally need to speak louder in
order to be heard by each other.
IV. ADJUSTMENT AFFER TEACHING
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 Week: 3- Date of teaching:Monday, Sep 19th 2023

Unit1: FAMILY
Lesson 2
A. OBJECTIVES:
1. Language focus/Knowledge:
Vocabulary:Aa, Bb, ant, boy
2. Competences:
- Self-control and self-learning ability: recognize the /æ/ and /b/ sounds.
. by themselves
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
3.Specific ability: through the lesson, SS are able to recognize the /æ/ and /b/
sounds. SS are able to develop listening and writing skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students, love their friends and
families .
B.Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C.Procedures:
Steps/Activities Organization
Warm-up
Play the game “Matching”.
 Write the words/sentences on the board.  Teacher -
 Have students read the words/sentences on the board. students
 Give students flashcards.
 Have students match the flashcards with the words/sentences
on the board and call out the words/sentences

New lesson
The alphabet
1. Play the alphabet song and have students listen.  Teacher -

6
2. Play audio again and sing the song. whole class
3. Put the flashcards on the board for the letters in red (a and b).
4. Point to each flashcard, call out the letter's name, and have
students repeat.
Letter A
1- Listen and repeat. Trace.
Listen and repeat:
-. Have students look at the letter.  Teacher –
- Play audio. Have students listen and repeat all together and whole class/
individually. Correct student’s pronunciation if necessary. individuals
-Have some SS demonstrate the activity in front of the class.
Trace:
- 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 someSs demonstrate the activity in front of the class.
2- Listen and repeat.
- Have students look at the picture, letter and word.
-Play audio. Have students listen and point to the letter and word as
they hear.  Teacher –
-Have students listen and repeat all together and individually. Correct whole class/
student’s pronunciation if necessary. individuals
-Have some Ss demonstrate the activity in front of the class.
3- Sing.
-Have students look at the lyrics and pictures.  Teacher –
-Read the lyrics as a whole class. whole class/
students
-Play audio, have ss listen and point at the letters/words.
-Have students listen and sing along.
-Have students sing and make a gesture (of an ant).
-Have some SS sing and make the gesture in front of the class.
Letter B
1- Listen and repeat. Trace.

7
Listen and repeat:
1. Have students look at the letter.  Teacher –
2. Play audio. Have students listen and repeat all together and whole class
individually. Correct student’s pronunciation if necessary.
3. Have some students demonstrate the activity in front of the
class.
Trace:
 Teacher –
1. Have students call out the letter sound.
students in
2. Demonstrate the steps of tracing the letters with your finger.
pairs
3. Have students trace the letters with their fingers.
4. Have some students demonstrate the activity in front of the
class.
2- Listen and repeat.
-Have students look at the picture, letter and word.
-Play audio. Have students listen and point to the letter and word as
they hear.  Teacher -
students in
-Have students listen and repeat all together and individually. Correct groups
student’s pronunciation if necessary.
- Have some ss demonstrate the activity in front of the class.
3- Sing.
- Have students look at the lyrics and pictures.
 Teacher/
- Read the lyrics as a whole class. individuals
- Play audio, have students listen and point at the letters/words. / Students
in pairs
- Have students listen and sing along.
- Have students sing and make a gesture (of a boy).
- Some ss sing and make the gesture in front of the class.
4- Listen and jump.
- Demonstrate the activity.  Teacher -
students in
- Have students stand up.
groups
- Have students jump when they hear the 'b' sound.
- Have some Ss demonstrate the activity .
Wrap-up
 Teacher -
Review. Play the game “Act it out”.
student &
 Invite a student to come to the front of the class. whole
 Show him/her a phonics card or whisper a word and have that class
student act it out.

8
  Have other students guess the answer.
 Repeat the activity with other students.
D. ADJUSTMENT AFFER TEACHING
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Week: 4- Date of teaching:Monday, Sep 25th 2023
Unit1: FAMILY
Lesson 3
A. OBJECTIVES:
1. Language focus/Knowledge:
-Vocabulary: brother, sister.
-Structures:
 This is my (brother).
 Nice to meet you.
 Nice to meet you, too.
2. Competences:
- Self-control and self-learning ability: introduce family members and meet
someone politely.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
3.Specific ability: through the lesson, SS are able introduce family members
and meet someone politely. SS are able to develop listening and writing skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students, love their families
members .
B.Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C. PROCEDURE:
Steps/Activities Organization
Warm-up
Review. Singing.  Teacher –
 Have students sing the songs of letter ‘b’ again. whole class/
 Have them sing and make the gesture of a boy. students
 Have some students sing and make the gesture in front of the

9
 class.
New lesson
A- Listen and point. Repeat.
CD1-Track 20:  Teacher –
 Have students listen to each new word.
whole class/
 Have students listen to each new word and repeat all together
and individually. Correct student’s pronunciation if necessary. individuals/
 Arrange the flashcards on the board. Play audio and have pair work/
students listen and point at the pictures in their books. group work
 Play audio again and have students listen, repeat several times.
 Change the order of the flashcards, point at them individually
and have students say the words, correct pronunciation when
needed.
 Have students work in pairs, one points at the picture in the
book and the other says the word
 TPR practice step 1: say the word and make the gesture/ sound
all together according to the word
 TPR practice step 2: do the actions and students say the word
accordingly
 TPR practice step 3: have students work in pairs, 1 would do
the action, the other say the word
Activities:Play the game ‘Pass the flashcard & Name it’
 Give the first student a flashcard and play a song.
 Teacher –
 Students have to pass the flashcard. whole class
 When the music stops, the student with the flashcard has to say

the word out loud.

 Repeat the activity with other flashcards.

B. Listen and point.

1. Pre- listening: Introduce the situation, point at each person in the
picture and have students call out the words “father, mother,
 Teacher –
brother, sister”.
whole class/
2. While- listening:
individuals
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing at "father", "mother",
"sister", "brother" in the picture.
5. While-listening: Play the audio again. Have students listen and
repeat.  Teacher –
4. While-listening: Play audio again. Have ss listen and point.
whole class/
5. Post- listening: Point at each picture and have students call out the
students
words again “This is my father/ mother/ brother/….”
6. Post-listening: Have some students demonstrate the activity in

10
 front of the class.
D. Play “Board race”.
- Have students look at the example.
- Divide the class into teams and have one student from each  Teacher –
team stand a distance from the board.
students in
- Stick two flashcards on the board and then say one of them.
- Have the ss race to the board, touch that flashcard, and groups
say the correct sentence.
- The first st to touch the flashcard and say the sentence
gets a point for their team.
D- 1. Listen to the story.
1. Pre-listening: Have students look at the picture. Point to each
person in the pictures and have students call out the people they see.
 Teacher –
2. While-listening: whole class
Play audio and have ss look at the picture and people
 Demonstrate the activity by pointing at the speech bubbles.

 Have students listen, point and read. •Teacher –

3. Post-listening: Point at each person in the picture and have whole class/
students say "Hello Vinh/ Bobby/ Ms. Betty/...". students
2. Listen and repeat:
- Have students look at the useful language box.
•Teacher -
- Play audio. Have students listen to the useful language. students in
-. Have students practice the useful language. pairs
- Have some students demonstrate the activity in front of the class.
E - Role-play:
-Students -
- Divide the class into pairs.
students
- Have pairs practice the conversations and swap roles.
- Have some pairs demonstrate the activity in front of the class.
D. ADJUSTMENT AFFER TEACHING

Week: 5 Date of teaching:Monday, October 2nd 2023

UNIT2: SCHOOL
Lesson 1
A. OBJECTIVES:
1. Language focus/Knowledge:
Vocabulary: pencil, book, bag

11
 Structures:It’s a (pencil).
2. Competences:
- Self-control and self-learning ability: identify classroom objects.
by themselves
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
3.Specific ability: through the lesson, SS are able toidentify classroom
objects. . SS are able to develop listening and writing skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students, love their school things
B.Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C. PROCEDURE
Steps/Activities Organization
Warm-up
Singing.  Teacher -
Have students listen and sing the song of lesson 1 - part and add whole class
more lyrics to the song “This is my brother. This is my sister.”
New lesson
A- Listen and point. Repeat.
CD1-Track 25:  Teacher –
Have students listen to each new word. whole class/
Ss listen to each new word and repeat all together and
individuals/
individually. Correct student’s pronunciation if necessary.
Arrange the flashcards on the board. Play audio and have pair work/
students listen and point at the pictures in their books. group work
Play audio again and ss listen, repeat several times.
Change the order of the flashcards, point at them individually
and have students say the words, correct pronunciation when
needed.
Have students work in pairs, one points at the picture in the
book and the other says the word
TPR practice step 1: say the word and make the gesture/ sound
all together according to the word
TPR practice step 2: do the actions and students say the word
accordingly

12
 TPR practice step 3: have students work in pairs, 1 would do the
action, the other say the word
Activities: Play the game “Who is faster?”.
 Divide the class into groups.
 Teacher –
 Arrange the flashcards on the board.
 Invite a student from each group to go to the board. students in
TT says a word and the students run to tap the right card. groups
B. Listen and point.
1. Pre- listening: Introduce the situation, point at each person/things
in the picture and ss call out the words.  Teacher –
2. While- listening: Play audio and sslook at the picture. students in
Demonstrate the activity by pointing at the things in the picture. groups
6. While-listening: Play the audio again. ss listen and repeat.
4. While-listening: Play audio again. Ss listen and point.
5. Post- listening: Point at each picture and have students call out
the words again “pencil/ book/ bag.”  Teacher –
C. Now, sing a song. whole class
- Play audio and have students listen.
- Play audio and have students turn to page 68.
- Play audio and ss sing the song as a whole class.
- Have some students sing in front of the class.

D- Point and say.

- Show a flashcard to the class.
- Have students practice the structure using the new word.  Teacher –
- Repeat with other flashcards. whole class
e.g. (Teacher shows the flashcard "pencil")
• Class: “It’s a pencil.”
E- Play “Guess the object.”  Teacher -
-Divide the class into pairs. students in
- Have students look at the example. pairs
- Have Student A cover their eyes while Student B gives them an
object to touch.
-Have Student A try to guess what the object is.
- Have students swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of
the class.
Activity:  Teacher-
-. Slowly uncover the flashcards one by one. whole class
- Have students look at the flashcards, guess and call out the words.
Wrap-up

13
-Review. Play the game “Listen and point”.  Teacher-
 Write the vocabulary + structures in different areas on the whole class
board.
 Teacher says a word or a sentence (written on the board)
Students use their fingers to point at the word
D. ADJUSTMENT AFFER TEACHING
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Week: 6 Date of teaching:Monday, Oct 9th 2023
UNIT 2: SCHOOL
Lesson 2
A. OBJECTIVES:
1. Language focus/Knowledge:
Vocabulary: Cc, Dd, cap, door
2. Competences:
- Self-control and self-learning ability: to recognize the /k/ and /d/ sounds
by themselves
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
3.Specific ability: through the lesson, SS are able to recognize the /k/ and /d/
sounds. . SS are able to develop listening and writing skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students, love their school things
B.Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C.Procedures
Steps/Activities Organization
Warm-up
Play the game “Unscramble”.
• Divide the class into small groups and give each group a mini-  Teacher -
board. whole class
• Show the unscramble words and ask the groups to write the
correct answers on the mini-boards. E.g. okbo -> book.

14
• The group with more correct words in shorter time will be the
winner..
• Teacher - students in group

New lesson
The alphabet
1. Play the alphabet song and have students listen.
2. Play audio again and sing the song.
3. Put the flashcards on the board for the letters in red (c and d).  Teacher -
4. Point to each flashcard, call out the letter's name, and have whole class
students repeat.
Letter C
1- Listen and repeat. Trace.
Listen and repeat:
 Teacher –
 Have students look at the letter.
 Play audio. Have students listen and repeat all together and whole class/
individually. Correct student’s pronunciation if necessary. individuals
 Have some students demonstrate the activity in front of the
class.
Trace:
 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- Listen and repeat.
-Have students look at the picture, letter and word.
-Play audio. Have students listen and point to the letter and word
as they hear.
 Teacher –
- Have students listen and repeat all together and individually.
Correct student’s pronunciation if necessary. whole class/
-Have some students demonstrate the activity in front of the class. individuals
3- Sing.
-Have students look at the lyrics and pictures.
-Read the lyrics as a whole class.
-Play audio, have students listen and point at the letters/words.  Teacher –
-Have students listen and sing along.
whole class/
- Have students sing and make a gesture (of a cap).
- Have some students sing and make the gesture in front of the students
class.

15
Letter D
1- Listen and repeat. Trace.
Listen and repeat:  Teacher –
 Have students look at the letter.
whole class
 Play audio. 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.
Trace:
- Have students call out the letter sound.  Teacher –
- Demonstrate the steps of tracing the letters with your finger. students in
- Have students trace the letters with their fingers.
pairs
- Have some students demonstrate the activity in front of the class
2- Listen and repeat.
Listen and repeat:
- Have students look at the picture, letter and word.
- Play audio. Have students listen and point to the letter and word  Teacher -
as they hear. students in
- Have students listen and repeat all together and individually. groups
Correct student’s pronunciation if necessary.
-Have some students demonstrate the activity in front of the class.
3- Sing.
- Have students look at the lyrics and pictures.  Teacher/
-Read the lyrics as a whole class. individuals/
-Play audio, have students listen and point at the letters/words. Students in
-Have students listen and sing along. pairs
-Have students sing and make a gesture (of a door).
-Have some students sing and make the gesture in front of the
class.
4- Listen and clap.
- Demonstrate the activity.  Whole
- Have students stand up. class
- Have students clap when they hear the 'd' sound.
- Have some students demonstrate the activity in front of the class.

Wrap-up
Review. Singing.  Teacher -
 Have students sing the songs of letters ‘c’ and ‘d’ again.
students
 Have them sing and make the gestures of a cap or a door.

D. Adjustment after teaching

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16
 ========================================================
Week:7 Date of teaching:Monday, Oct 16th 2023
REVIEW 1
A. OBJECTIVES:
1. Language focus/Knowledge:
-Vocabulary:review father, mother, brother, sister.
-Structures:This is my (brother).
2. Competences:
- Self-control and self-learning ability: introduce thierfamily members by
themselves
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
3.Specific ability: through the lesson, SS are able to review their family
members. SS are able to develop listening and writing skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students, love their family
B.Teaching aids:

-Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.

-Students’ aids: Student book, notebooks, workbook.

C.Procedures:

Steps/Activities Organization
Warm-up& Review
Review. Singing.
Have students sing the songs of letters ‘c’ and ‘d’ again.  Teacher – whole
class/ students
Have them sing and make the gestures of a cap or a door.

Have some students sing and make the gestures.

New lesson
A- Listen and circle (A or B).
- Pre-listening: Have students look at the pictures. Point to each
person in the pictures and have students call out the people they
see.
- While-listening:
Play audio and have students look at the picture and people.  Teacher – whole

17
  Demonstrate the activity by pointing at the example. class/ students

 Have students listen and circle.

-Post-listening: Check the answers as a whole class.

Post-listening: Point at each person in the picture and have

students say "This is my mother/...".

Have some students demonstrate the activity in front of the class

B- Play "Stepping Stones":

- Divide the class into pairs.

- Have Student A start at A and say the first sentence.  Teacher -
- Have Student B start at B and say the first sentence. students in pairs
- Have students take turns saying the sentences and go all the way
round.
- Have some pairs demonstrate the activity in front of the class.
C- Listen and circle (A or B).  Teacher – whole
- Pre-listening: Have students look at the pictures. Point to each class/ students
object in the pictures and have students call out the objects they
see.
- While-listening:
Play audio and have SS look at the picture and objects.
Demonstrate the activity by pointing at the example.  Teacher -
Have students listen and circle. students in pairs
-Post-listening: Check the answers as a whole class.
Post-listening: Point at each object in the picture and have
students say "It's a bag/...".
Post-listening: Have some students demonstrate the activity in
front of the class.
D.Play "Guess the picture":
Have students look at the example.
Divide the class into 2 teams.  Teacher -
Have a student stand facing away from the board and stick a Students in teams
flashcard on the board behind him/her.
Have the student try to guess the answer without looking at the
flashcard.
Give that team 1 point if it's a correct guess.
Have teams take turns.

18
 Wrap-up
Review. Play ‘Family'.
 Have students work in groups of 5.
 Have 1 student from each group introduce other members Teacher - students in
as their family members. groups

E.g. This is my father/ mother/ brother/ sister.

Have students swap roles and repeat.

Have some groups demonstrate the activity in front of class.

IV. Adjustment after teaching

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Week: 8 Date of teaching:Monday , Oct 23rd 2023
UNIT 3: COLORS
Lesson 1
A.Objectives:
1. Language focus/Knowledge:
-Vocabulary: red, yelllow, blue
-Structures: It’s red
2.Skills : Listening, speaking
3. Competences:
a.General competence
- Self-control and self-learning ability: students can name the basic colors
by themselves
-Communication and cooperation ability: - Actively participate in
activities with their classmates in pairs, groups or class.
b.Specific competence: through the lesson, SS are able to name the basic
colors . SS are able to develop listening and speaking skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or
class. Educate Ss to become studious and obedient students, love colours
B.Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards,
IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
C.Procedures:

19
 Steps/Activities Organization
Warm-up
Guessing game  Teacher –
- Students work in groups. whole class/
- Show a half of a picture of a school thing. groupwork/
Ss work in groups to try to guess what object in the picture is.
individuals
- The ss who gives a correct guessing will get one point.

New lesson
A- Listen and point. Repeat.CD1- Track 38
- Use flashcards, crayons or colored pencils to introduce the new
words: red, yellow, blue  Teacher –
- Have students listen to each new word. whole class/
Ss listen to each new word and repeat all together and
individuals
individually. Correct st’s pronunciation if it’s necessary.
- Arrange the flashcards on the board. Play audio and have
students listen and point to the pictures in their books.
- Play audio again and have ss listen, repeat several times.
- Change the order of the flashcards, point to them individually
and have students say the words, correct pronunciation when
needed.
- Have students work in pairs, one of them points to the picture
in the book and the other says the word.
- Have students hold up their crayons/ colored pencil that is red,
yellow or blue and say that color.
B- Listen and point.CD1- Track 39
Ss look at the picture, identify details (if they can) and colors in
the picture.
- Introduce the situation.
- Play audio and have students look at the picture.  Teacher-
Demonstrate the activity by pointing to the new vocab items. whole class/
- Play audio. Have students listen and point. individuals/
- Have students work in pairs, one point to the color and one say
it out loud.
C- Sing.CD1- Track 40
- Have students turn to page 68.  Teacher-whole
- Read the lyrics as a whole class. class/
- Play audio and have students listen. individuals/
- Play audio again and have students listen and sing along. pair work
D- Point and say.

20
-Have students look at the pictures and identify the things. Ask
them to tell the colors.  Teacher –
-Divide the class into pairs. whole class/
-Have Student A point to the pictures and Student B say, e.g. "It's individuals
red." Swap roles and repeat.
-Afterwards, have some pairs demonstrate the activity
E- Play “ Find the color”
- Have students work in groups of four.
- Have students look at the example.  Teacher-
- Have students take turns coming to the front of the class
whole class/
and give some examples.
Have the other students try to find objects that are the same color individuals
and say the sentence.
Wrap-up
Quickflash
 Usetheflashcardsof the three colors students have learnt.
 Teacher –
 Showeachcardveryquicklyandthenhide itagain.Asktheclass to
call out thewords of the picture they have seen. Have students whole class
make a sentence with that word.

IV. ADJUSTMENT AFFER TEACHING

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Week: 9 Date of teaching:Monday, Oct 30th 2023

UNIT 3: COLORS
Lesson 2
A.Objectives:
1. Language focus/Knowledge:

21
 -Vocabulary: Review
-Structures: Review
2.Skills : Listening, speaking
3. Competences:
a.General competence
- Self-control and self-learning ability: students will review /æ/ , /b/, /k/ and
/d/ sounds.by themselves
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific competence: through the lesson, SS are able to review /æ/ , /b/, /k/
and /d/ sounds.. SS are able to develop listening and speaking skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students, love their school
B.Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
C.Procedures:
Steps/Activities Organization
Warm-up
Sing The alphabet song  Teacher –
- Play the alphabet song and have students listen. whole class/
- Play audio again and sing the song. individuals
- Put the flashcards on the board for the letters in red (a , b , c,
and d). Point to each flashcard, call out the letter's name, and
have students repeat.
New lesson
1.Listen and repeat.CD1- Track 41  Teacher –
- Have students look at the pictures. whole class/
- Point to the pictures and say the letters' sounds. individuals
- Play audio. Have students listen and repeat the letter
sounds. ( whole class/ individuals)
2. Listen and point.CD1- Track 42
- Have students look at the pictures.
-Demonstrate pointing to the correct letter when you hear the  Teacher –
sound. whole class/

22
-audio. Have students point to the correct picture at the top of the individuals
page when they hear the appropriate sound.
3. Put a tick (√) or a cross (x).
Have students look at the pictures and call out the beginning
sounds. Demonstrate the activity using the example.  Teacher –
- Have students put a tick or a cross. whole class/
- Check answers as a whole class individuals
4. Play “ Magic fingers”.
- Have students look at the example.
- Divide the class into pairs.  Teacher-whole
- Have Student A draw a letter on Student B's back. class/ pair
- Have Student B try to guess which letter it is. work
- Have students swap roles and repeat.
5. Listen and repeat.CD1- Track 43  Teacher –
- Have students look at the pictures. whole class/
- Point to the pictures and say the letters' sounds. individuals
Play audio. Have students listen and repeat the letter sounds.
6. Listen and point.CD1- Track 44
-Have students look at the pictures.
-Demonstrate pointing to the correct letter when you hear the  Teacher-
sound. whole class/
-Play audio. Have students point to the correct picture at the top individuals
of the page when they hear the appropriate sound.
7. Write the letter.
-Have students look at the pictures and call out the beginning  Teacher-
sounds. Demonstrate the activity using the example. whole class/
- Have students write the letters. individuals
- Check answers as a whole class.
8. Play “Stepping stones”
- Divide the class into pairs.
Have St A start at A and say the first letter sound or word. Teacher- whole
Have St B start at B and say the first letter sound or word. class/ pair work
- Have students take turns saying the letter sounds or words
as they go all the way around

23
 Wrap-up
Clap, jump, hop or stand still  Teacher –
- Have students clap when they hear the sound /æ/, jump whole class-
when they hear the sound /b/, hop when they hear the Invididual
sound /k/ and standstill when they hear the sound /d/.
- Have one student come in front of the class to play the role
of teacher and continue saying the sound.

IV. ADJUSTMENT AFFER TEACHING

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Week: 10 Date of teaching: Monday, November 5th 2023
UNIT 3: COLORS
Lesson 3
I.Objectives:
1. Language focus/Knowledge:
Vocabulary:pink, white, flower
Structures :It's a (pink) flower. / Thankyou. / You're welcome
2.Skills : Listening, speaking,reading and writing
3. Competences:
a.General competence
- Self-control and self-learning ability: students will be able to identify the
color of objects and show gratitude by themselves
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific competence: through the lesson, SS are able to students will be able
to identify the color of objects and show gratitude. SS are able to develop
listening and speaking skills
4. Attitude/ Qualities:
-Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss to become studious and obedient students, love their school
II.Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
III.Procedures:

24
 Steps/Activities Organization
Warm-up
Sing the alphabet song
Whisper
- Arrangechildren into rows ofat least six.
- Secretlyshow a flashcard tothefirst child in each group.This child
whispers thewordto thechild next to him/her.
- Children continue whispering theword to thechild nextto them
until thewordreaches thefinal child.  Students
- Thefinalchildsays thewordout loud,and thefirst child holds up work in
theflashcard to see whethertheword is correct. groups
New lesson
A-Listen and point. Repeat.CD 1- Track 45
-Arrange the flashcards on the board, play audio, and point to each
flashcard.  Teacher –
Play CD again and SS point to the pictures in their books. whole class/
- Play audio again and have students listen and repeat. individuals
Play "Guess."
- Arrange the flashcards on the board and write a number
under each card.
Ss look at the flashcards for the count of ten. Turn the flashcards
over to face the board when the ss are not looking.
Call out a number and have students take turns to guess the face-
down card. Turn the card over after each guess.
B-1. Listen and point. CD1- Track 46
- Have students call out the things they can see.
- Have students listen and follow.
- Play audio and demonstrate pointing.
- Play audio. Have students listen and point.
2. Listen and repeat.CD1- Track 47
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
C-Play "Guess the picture."
- Have students look at the example.
- Divide the class into two teams.  Teacher-
- Have a student stand facing away from the board and stick a whole class/

25
 flashcard on the board behind them. individuals
St try to guess the answer without looking at the flashcard.
- Give that team one point if it's a correct guess.
- Have teams take turns.
D-1. Listen to the story.CD1- Track 48
 Introduce the situation.
-Have students call out the people and things they can see.
 Play audio and have students listen and read.
2. Listen and repeat.CD1- Track 49
 Have students look at the useful language box. Teacher-whole
 Play audio. Have students listen to the useful language. class/
 Have students practice the useful language. individuals
E- Role-play.
 Divide the class into pairs.
 Have students practice the dialogue.
 Swap roles and repeat.
Afterwards, have some pairs demonstrate the activity
Wrap-up
Sentences and pictures.
- Stick four picture cards on the board and write four sentences  Teacher –
about these pictures (E.g. ‘ It’s a red flower.’ ) in different whole class/
places.
individuals
- Have students match pictures and sentences.
- Have remain students give their ideas about their friends’
answers, then teacher gives the correct ones.
IV. ADJUSTMENT AFFER TEACHING
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Week: 11 Date of teaching: Monday, November 12th 2023

UNIT 4: MY BODY

26
 Lesson 1
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary: head, leg, arm
Structure :Touchyour (head).
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to identify body
parts and follow simple instructions.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to identify body parts and
follow simple instructions. SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about asking and answering questions about how someone learns
English.
II. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks
III. PROCEDURE:

Steps/Activities Organization
Warm-up
Option 1: Slap  Teacher –
- Split the class into four teams. whole class/
- Place pictures of flowers on the board. teamwork/
- Have four students come to the board to face off.
individuals
- Call out the sentence (e.g.” It’s a red flower.”) and have
students run to the board then slap the picture and repeat the
sentence. The winner is the student who slaps the picture at
first.
New lesson
A- Listen and point. Repeat.CD1- Track 50
- Use flashcards to introduce the new words: head, leg, arm
- Have students listen to each new word.
- Have students listen to each new word and repeat all together  Teacher –
and individually. Correct student’s pronunciation if it’s
whole class/
necessary.

27
- Arrange the flashcards on the board. Play audio and have pair work/
students listen and point to the pictures in their books. individuals
- Play audio again and have ss listen, repeat several times.
- Change the order of the flashcards, point to them individually
and have students say the words, correct pronunciation when
needed.
- Have students work in pairs, one of them points to the picture in
the book and the other says the word.
- Have SS point to parts of body and say the words aloud.
Do as I say
- Teacher says a word about parts of body and touch his/ her part
of body. (E.g. Teacher says “head” and touches his/ her head
(or leg/ arm).
- Have students listen carefully and touch their parts of body  Teacher-
(Their movement must match teacher’s word. E.g. Students whole class
touch their heads when they hear “head”.).
B- Listen and point.CD1- Track 51
- Introduce the situation. E. g. Teacher says, “ Touch your head.”
and touch his / her head. Have students listen, say and do the
same.
 Teacher-whole
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing to the new vocabulary class/
items. individuals/
- Play audio. Have students listen and point. pair work
- Have students work in pairs. One says the command and one
acts out. Swap the roles and continue.
C- Sing.CD1- Track 52
- Have students turn to page 68. • Teacher-
- Read the lyrics as a whole class.
whole class/
- Play audio and have students listen.
- Play audio again and have ss listen, sing along and act out. individuals
D- Say and do.
- Introduce the situation: “The children are playing a game. Look!  Teacher –
The boy is touching his head. …..” whole class/
- Give students more examples by touching his/ her parts of body groupwork
when he/ she says. Ask some ss to make examples.
Show a flashcard to the class.
- Have students practice the structure using the new word. •Teacher – whole
- Repeat with other flashcards. E.g. Teacher shows flashcard class/ individuals
"head", Class: "Touch your head.
Wrap-up

28
Who is faster?
- Divide the class into groups.  Teacher –
- Arrange the flashcards on the board. whole class/
- Invite a student from each group to go to the board.
groupwork
- Say a word and have students run to tap the correct card.
IV. ADJUSTMENT AFFER TEACHING
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Week: 12 Date of teaching: Monday, November 20th 2023
UNIT 4: MY BODY
Lesson 2
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary: Letters Ee, Ff, elephant, food
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to recognize the
/e/ and /f/ sounds.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to recognize the /e/ and /f/
sounds. SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about asking and answering questions about how someone learns
English.
II. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks
III. PROCEDURE
Steps/Activities Organization
Warm-up
Sing the alphabet song.
- Play the alphabet song and have students listen.  Teacher –
- Play audio again and sing the song. whole class/
Put the flashcards on the board for the letters in red (e and f).
individuals

29
- Point to each flashcard, call out the letter's name, and have
students repeat
New lesson
Letter E  Teacher –
1. Listen and repeat. Trace. CD1- Track 53 whole class/
- Play audio. Have students listen and repeat. individuals/
- Demonstrate tracing the letters with your finger. pair work
- Have students trace the letters with their fingers. (individuals/
pairs)
- Have some ss demonstrate the activity in front of the class.
2. Listen and repeat.
CD1- Track 54  Teacher-
- Have students look at the picture. whole class/
- Demonstrate the activity. individuals
- Play audio. Have students point to the letter as they hear it.
- Play audio again. Have students listen and repeat.
- Have some ss demonstrate the activity in front of the class.
3.Sing.  Teacher-
CD1- Track 55 whole class/
- Have students look at the lyrics. small groups
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen and sing along.
4.Listen and jump.
CD1- Track 56  Teacher-
- Demonstrate the activity. whole class
- Have students stand up.
- Have students jump when they hear the letter sound.
Letter F
1.Listen and repeat. Trace.
CD1- Track 57
- Play audio. Have students listen and repeat.  Teacher-
- Demonstrate tracing the letters with your finger. whole class/
- Have students trace the letters with their fingers. ( individuals/ pair work
pairs)
Have some ss demonstrate the activity in front of the class.
2. Listen and repeat.  Teacher-
CD1- Track 57 whole class/
- Have students look at the picture. individuals
- Demonstrate the activity.
- Play audio. Have students point to the letter as they hear it.

30
- Play audio again. Have students listen and repeat.
- Have some ss demonstrate the activity in front of the class.
3.Sing.
CD1- Track 58  Teacher-
- Have students look at the lyrics. whole
- Read the lyrics as a whole class.
class/
- Play audio and have students listen.
- Play audio again and have students listen and sing along. individuals
4.Listen and hop.
CD1- Track 59 Teacher- whole
- Demonstrate the activity. class/
- Have students stand up. individuals
- Have students hop when they hear the letter sound.
Optional activity: Back- to- back
- Pair off students. Individual
- Have students sit back-to-back.
- Student 1 speaks one letter, the other writes this letter on a piece
of paper, then reverse roles.
Wrap-up
Find the letter
- Stick each letter cards (Aa- F f) on a small plastic ball. Put all the
balls into a basket.
- Arrange the students in two lines.
- Say one of the letters.
- Have the first students in the lines race to the basket to find the  Teacher –
ball with correct letter. whole class
- The student who finds the ball first and names it correctly gets a
point for his/her team.
IV. ADJUSTMENT AFFER TEACHING
Dạy tích hợp vào 27/10 do nghỉ 20/11
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Week: 13 Date of teaching: Monday, November 27th 2023

REVIEW 3
I.OBJECTIVES
1. Language focus/ Knowledge:

31
 Vocabulary:Review
Structure:Review
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to review
identifying colors and body parts, and following simple instructions.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to review identifying colors
and body parts, and following simple instructions.. SS are able to develop
speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about asking and answering questions about how someone learns
English.
II. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks
III. PROCEDURE

Steps/Activities Organization
Warm-up
Hold it up  Teacher – whole
- Have ss put crayons with different colors on their desks. class
- Say a color and have students hold up their crayons.
New lesson
A- Listen and circle (A or B).CD1- Track 61
Ss look at the pictures and call out the colors they can see. Play  Teacher – whole
audio. Ss listen and check the example. Explain if it’s necessary. class/ individuals
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
B- Play "Guess the picture."
- Have students look at the example.

32
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a
flashcard on the board behind him/her.  Teacher-whole
-Have the st try to guess the color and make a sentence without class/
looking at the flashcard. Have the others say “Yes” for the correct groupwork/
sentence and “No” for the wrong sentence. individuals
- Give that team one point if it's a correct guess.
- Have teams take turns.
C.Listen and circle (A or B).CD1- Track 62
- Have students look at the pictures and call out the body parts  Teacher-whole
they can see. class/ individuals
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
D-Play "Simon says.
- Have students look at the example.
-Tell ss they must only follow commands that start with "Simon  Teacher-whole
says…" class/ individuals
- Demonstrate the game by giving the students different
commands. If the command starts with "Simon says," students
must do the action. If it doesn't start with "Simon says," students
who do the action must sit down.
Have one st come to the front of the class to be "Simon."
- Swap roles and repeat with a new "Simon."
Wrap-up
Whisper
- Arrange children into rows of at least six.  Teacher – whole
-Secretly show a flashcard to the first child in each group. This class
child whispers the sentence to the child next to him/her.
- Children continue whispering the sentence to the child next to
them until the sentence reaches the final child.
- The final child says the sentence out loud, and the first child
holds up the flashcard to see whetherit is correct.
IV. ADJUSTMENT AFFER TEACHING
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33
 Week: 14 Date of teaching: Monday, December 4th 2023
UNIT 5: ANIMALS
Lesson 1
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary: cat, dog, bird
Structures: I like (cats).
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to say names of
some animals using “I like …”
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to review identifying colors
and body parts, and following simple instructions. SS are able to develop
speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving animals
II. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks
III. PROCEDURE
Steps/Activities Organization
Warm-up
- Option 1: Sing and Dance.  Teacher –
Play “Animals” song (from YouTube) and make gestures whole class
following the lyric, have students stand up and make the
gestures
New lesson
A- Listen and point. Say
 CD1-63: Arrange the flashcards on the board. Play audio  Teacher –
and have ss listen and point to the pictures in their books. whole class
 Play audio again and have ss listen, repeat several times.
 Change the order of the flashcards, point to them
individually and have students say the words, correct
pronunciation when needed.
 TPR practice: say the word and do the gestures/ sounds

34
 according to the word (Ex: cat- meow, use hands to make
the whiskers/ claws
B- Listen and point.
 Pre- listening. Introduce the situation: ask students some
questions about the pictures, e.g. “What can you see in the
 Individuals
picture? What is this? Where is the girl?...”
 While-. Play audio and have ss look at the pictures.
 While- listening. Demonstrate the activity by pointing to
 Teacher –
the new vocabulary items.
whole class
 Play audio again. Have students listen and point.
 Post- listening. Point at each picture and have students say
the sentences “I like…birds/dogs/cats.”
C- Sing.
 Play audio and have students listen.
 Teacher –
 Have students turn to page 70.
whole class
 Read the lyrics as a whole class.
 Play audio again and have students listen and sing along.
D- Point and say
 Divide the class into pairs.  Teacher –
 Have Student A point to the picture and Student B say whole class-
 e.g. "I like cats." >Pair work
 Swap roles and repeat.
 some pairs demonstrate the activity in front of the class.
D- Play “Board Race”
- Ss look at the example.TtT divide the class into teams.
- Stick the flashcards on the board. Have one student from each
 Students in
team stand a distance away from the board.
-Choose one of the flashcards and say the word. groups
- Have the students from each team race to the board, touch the
correct flashcard and say the correct sentence.
-The first student to touch the correct flashcard and say the
sentence will get one point for their team.
Wrap-up
Sing and Dance.  Teacher –
Play audio Part C and make gesturesfollowing the lyric, whole class
have students stand up and make the gesture
IV. ADJUSTMENT AFFER TEACHING

Week: 15 Date of teaching:Monday, December 11th 2023

35
 UNIT 5: ANIMALS
Lesson 2
I.OBJECTIVES
1. Language focus/ Knowledge:
Sight words: this, is, a
Structure: This is a girl.
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to make the
phonetic sound of letter G, use structure “This is a …”
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to make the phonetic sound
of letter G, use structure “This is a …” . SS are able to develop speaking and
listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving animals
II. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks
III. PROCEDURE

Steps/Activities Organization
Warm-up
 Invite a student to come on the board  Individuals
 Teacher whispers a word from the previous lesson.
 The student has to act out the word.
 All class has to guess what the word is
New lesson
Letter G
1- Listen and repeat. Trace  Teacher –
1. Play audio CD-66. Have students listen and repeat. whole class
2. Demonstrate tracing the letters with your finger on air or the board.
3. Have students trace the letters with their fingers.
4. Have some students demonstrate the activity in front of the class.
Activities:Play the game “Who is faster?”.  Students in
 Divide the class into groups. groups/

36
  Invite a student from each group to come on the board. individuals
 Teacher says a letter. e.g. “big G” or “small g” and the students
write the letter on the board.
2- Listen and repeat.
- Have students look at the picture.
- Demonstrate the activity. Point to the girl and say: “This is a …”
 Teacher –
then say “g…g…girl”
whole class
-. Play audio CD-67. Ss point to the letter as they hear them.
- Play audio again. Have ss listen and repeat.
- somess demonstrate the activity in front of the class.
3- Sing.
- Have students look at the lyrics.  Teacher –
- Read the lyrics as a whole class. whole class
- Play audio CD-68. Have students listen.
- Play audio again and have students listen and sing along
4- Listen and jump.  Teacher –
- Demonstrate the activity: Have students jump when they hear the “g” whole class
sound
- Have students stand up.
- Play CD-69. Have ss jump when they hear the letter sound.
Letter H
1Listen and repeat. Trace.
- Play audio CD-70. Have students listen and repeat.
- Demonstrate tracing the letters with your finger on air or the board.
- Have students trace the letters with their fingers.  Teacher –
- Have some students demonstrate the activity in front of the class. whole class
2- Listen and repeat.
- Have students look at the picture.  Teacher –
- Demonstrate the activity. Point to the boy and say: “Hop” then do the whole class
action. Then say “h…h…hop”.
- Play audio CD-71.ss point to the letter as they hear them.
- Play audio again. Have students listen and repeat.
- Some ss demonstrate the activity in front of the class.
Activities: Play the game “Find more words”.
 Divide the class into groups.  Students in
 Teacher asks each group to find more words starting with letter groups
H, e.g. “horse, hat, hello,…”.
 Teacher says “h…h…” then point to a group, that group has to
say a word starting with letter H.
 Teacher continues with other groups.

37
  The group has the most correct words is the winner.
3- Sing.
- Have students look at the lyrics.
- Read the lyrics as a whole class. Whole class
- Play audio CD-72. Have students listen.
- Play audio again and have students listen and sing along
4- Listen and clap.
- Demonstrate the activity: Have students clap when they hear the “h”
Whole class
sound
- Have students stand up.
- Play CD. Have Ss jump when they hear the letter sound.
Wrap-up
Look and say  Teacher –
 Write letter, words, sentence on the board, e.g. “G, g, this, is, a, whole class/
girl, this is a girl” students in
 Teacher points to a letter/ word/ sentence.
groups/
Students say the letter (phonetic sound)/ word/ sentence.
individuals

IV. ADJUSTMENT AFFER TEACHING

……………………………………………………………………………………
…………………………………………………………………………………
==============================================
Week: 16 Date of teaching: Monday,December 18th 2023
UNIT 5: ANIMALS
Lesson 3
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary: bear, monkey, snake
Structure: This is a monkey.
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to say thenames
of some animals using “This is a …”
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.

38
 b.Specific ability: through the lesson, SS are able to say thenames of some
animals using “This is a …” . SS are able to develop speaking and listening
skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving animals
II. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks
III. PROCEDURE

Steps/Activities Organization
Warm-up
Review. Look and say.  Teacher –
-Teacher holds the flashcards “cat”, “dog” and “bird”. whole class
-Use a paper to cover the flashcards and reveal each one slowly.
-Students say the name of the animal in the flashcard.
Teacher can says “I like…” when revealing the flashcard.
-Have students to say “ I like …”.
New lesson
New words- Listen and point. Say  Teacher –
 Arrange the flashcards on the board, play audio CD-74, and whole class
have students listen and repeat. Point to the flashcards along
with the audio. Repeat several times.
 Play audio again and have students listen, repeat, and point to
the pictures in their books.
 Change the order of the flashcards, point to them individually  Individuals
and have students say the words, correct pronunciation when
needed.
Listening- 1. Listen and point.
- Have students call out the things they can see in this part.  Teacher –
- Have students listen and follow. whole class
- Play CD- 75 and demonstrate pointing to the animals.
- Play audio again. Ss listen and point to the animals.
Listening- 2. Listen and repeat.
- Have students look at the useful language box.
- Play audio CD-76. Ss listen to the useful language.
- Have students practice the useful language when pointing to the
picture of the animals.

39
Activities: Look, listen and say “Yes” or “No”.  Teacher –
Teacher holds a flashcard and says a sentence “ This is a …”. whole class
The animal in the flashcard and the animal in the sentence the
teacher said maybe the same or different.
Students say “Yes” if the animal in the flashcard and the animal
in the sentence the teacher said are the same.
Students say “No” if the animal in the flashcard and the animal
in the sentence the teacher said are different.
Invite some students to hold the flashcards and say.
Speaking- Play “Stepping stones”.
-Divide the class into pairs.
-Have Student A start at A and say the first sentence, using “This is  Teacher –
a…”. whole class
-Have Student B start at B and say the first sentence.
- Have students take turns saying the sentences and go all the way
round.
 Teacher –
Story- 1. Listen to the story.
-Introduce the situation. Ask students some questions about the whole class
pictures, e.g. “What can you see in the picture? What
is this? Where are the boys?...
-Have students call out the people or things they can see.
-Play audio CD-77 and have ss listen and follow the story.
-Play the audio again and have student listen and read.
Story- 2. Listen and repeat.  Students in
-Have students look at the useful language box. pairs
-Play audio CD-78. Have ss listen to the useful language.
-Have students practice the useful language.
Play and Say- Role play.
-Divide the class into pairs.
-Have students practice the dialogue.
- Swap roles and repeat.  Students in
- Afterwards, have some pairs demonstrate the activity in front of pairs
the class
Wrap-up
Review. Look and say.
 Arrange all the flashcards of Unit 5 in different area on the  Teacher –
board. whole class
 Teacher points to a flashcard.
 Students say a sentence related to the flashcard, e.g. “I
like…, This is a …, I can hop”.
IV. ADJUSTMENT AFFER TEACHING

40
Week: 17 Date of teaching: Monday, December 25th 2023
REVIEW
======================================
=================
Week: 18- Date of teaching: Monday, January 1st 2023
TEST
(Chuyển sang tuần đệm do nghỉ tết dương lịch)
======================================
==

41
Week: 19 Date of teaching: Monday,January 15th 2024
UNIT6: ACTIVITIES
Lesson 1
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:swim, sing, run
Structures:I can (run).
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to talk about
their abilities.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to talk about their
abilities . SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about saying apologize
II.Teaching aids:
Teacher’s aids:student’s and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: books, notebooks, workbooks.
III.Procedures:

Organizati
Steps/Activities
on

42
 Warm-up
Review. Play the game “What animal is it?”  Teacher -
 Teacher shows a flashcard only to a student students &
who then mimes the animal he/ she sees on it. students
 Have the class guess the animal.
 Repeat the activity with other flashcards.

New lesson
A- Listen and point. Repeat.
CD2-Track 01:  Teacher –
 Have students listen to each new word. whole
 Have students listen to each new word and
class/
repeat all together and individually. Correct
student’s pronunciation if necessary. individuals
 Arrange the flashcards on the board. Play / pairwork/
audio and have students listen and point at the groupwork
pictures in their books.
 Play audio again and have students listen,
repeat several times.
 Change the order of the flashcards, point at
them individually and have students say the
words, correct pronunciation when needed.
 Have students work in pairs, one pointsat the
picture in the book and the other says the
word
 TPR practice step 1: say the word and make
the gesture/ sound all together according to
the word
 TPR practice step 2: do the actions and
students say the word accordingly
 TPR practice step 3: have students work in
pairs, 1 would do the action, the other say the
word
B. Listen and point.  Teacher –
1. Pre- listening: Introduce the situation, point at students in
each person/activity in the picture and have groups
students call out the words.

43
2. While- listening:
 Play audio and have students look at the picture.

 Demonstrate the activity by pointing atthe

activities in the picture.  Teacher –

7. While-listening: Play the audio again. Have whole
students listen and repeat.
class
4. While-listening: Play audio again. Have students
listen and point.
5. Post- listening: Point at each picture and have
students call out the words again “run/ swim/
sing.”
 Teacher –
D.Now, sing a song.
- Play audio and have students listen. whole
- Play audio and have students turn to page 68. class/
- Play audio and have students sing the song as a students
whole class.
- Have some students sing in front of the class.

E- Point and say.

- Show a flashcard to the class.
- Have students practice the structure using the  Teacher –
new word.
whole
- Repeat with other flashcards.
e.g. (Teacher shows the flashcard "run") class/
• Class: “I can run.” students
Point and say:
- Divide the class into pairs. Pairs work
- Have Student A point to the pictures and Student
B say “I can swim…”.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the
activity in front of the class.
F- Play the “Pretend” game
- Have students look at the example.
- Have one student come to the front of the class.  Teacher –
- Have that student do an action silently. whole
- Have other students try to guess the action. class/
- Have students work in pairs, one does actions and students
the other guesses. Then have them swap roles

44
 and repeat.
- Afterwards, have some pairs demonstrate the
activity in front of the class.
Wrap up:
Review. Play the game “Flash look and say”.
 Teacher shows a flashcard quickly.
 Students say that word or a sentence, using “I
can…” .

IV. ADJUSTMENT AFFER TEACHING

……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

45
 Week: 20 Date of teaching: Monday,January 22nd 2024
UNIT 6: ACTIVITIES
Lesson 2
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:review food, elephant, girl, hop
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to review the
/e/, /f/, /g/ and /h/ sounds.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to review the /e/, /f/, /g/
and /h/ sounds. . SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
II.Teaching aids:
Teacher’s aids:student’s and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: books, notebooks, workbooks.
IV.Procedures:
Steps/Activities Organization
Warm-up
Sing: Play audio Part C of lesson 1 and have  Teacher –
students sing the song whole class
New lesson
The alphabet
- Play the alphabet song and have students listen.  Teacher -
- Play audio again and sing the song. whole class
- Put the flashcards on the board for the letters in
red (e, f, g and h).
- Point to each flashcard, call out the letter's name,
and have students repeat.
Letter E F
1- Listen and repeat.
- Have students look at the pictures.  Teacher –
- Point to the pictures and say the letters’ sounds. whole class/
- Play audio. Have students listen and repeat all
individuals
together and individually. Correct student’s

46
pronunciation if necessary.
- Have some students demonstrate the activity in
front of the class.
2- Listen and point.
- Have students look at the pictures and letters.
- Play audio. Demonstrate the activity by pointing to  Teacher –
the correct letters/pictures. whole class/
- Play audio again. Have students listen and point to individuals
the letters/ pictures as they hear.
- individually. Correct student’s pronunciation if
necessary.
-Have some students demonstrate the activity in
front of the class.
3- Circle the letters.
- Have students look at the pictures and call out the
words.  Teacher –
- Demonstrate the activity using the example. whole class/
- Have students look the letters and circle the individuals
correct beginning sounds.
- Check answers as a whole class.
- Have students read all of the letter sounds all
together and individually.
4- Follow the letters and say the sounds.
-Have students look at the pictures and call out the
correct sounds.  Teacher –
-Have students solve the maze with their fingers whole class/
and say the letter sounds as they pass them. individuals
-Have some students demonstrate the activity in
front of class.
Letter G H
1- Listen and repeat.
- Have students look at the pictures.
- Point to the pictures and say the letters’ sounds.  Teacher –
- Play audio. Have students listen and repeat all whole class/
together and individually. Correct student’s individuals
pronunciation if necessary.
- Have some students demonstrate the activity in
front of the class.
2- Listen and point.
- Have students look at the pictures and letters.
- Play audio. Demonstrate the activity by pointing to
the correct letters/pictures.  Teacher –

47
- Play audio again. Have students listen and point to whole class/
the letters/ pictures as they hear. individuals
- Have students listen, point and repeat all together
and individually. Correct student’s pronunciation if
 Teacher -
necessary.
- Have some students demonstrate the activity in students in
front of the class. groups
3- Put a tick or a cross.
- Have students look at the pictures and call out the  Teacher -
beginning sounds. individuals/
- Demonstrate the activity using the example. whole class
- Have students look the letters and put a tick or a
cross.
- Check answers as a whole class.
- Have students read all of the letter sounds all
together and individually.
4- Play “Board race”.
- Have students look at the example. Team work
- Divide the class into teams and have one student
from each team stand a distance from the board.
- Write 2 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 sound.
- The first student to touch the letter and say the
sound gets a point for their team.
- Continue with other students.

Wrap-up
Review. Throw the Beanbag.  Teacher –
 Lay out the phonics cards face up on the table. students in
 Have a student throw the beanbag on one of groups
the phonics cards and name the item pictured.
 Repeat the procedure with other students.
IV. ADJUSTMENT AFFER TEACHING
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

======================================

48
 ==================Week: 21 Date of teaching:
Monday,January 29th 2023
REVIEW 5
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:review animals.
Structures:review: I like (dogs).
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to review
identifying animals and saying what animals they like.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to review identifying
animals and saying what animals they like.
. . SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
II.Teaching aids:
Teacher’s aids:student’s and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: books, notebooks, workbooks.
III.Procedures:
Organizatio
Steps/Activities
n
Warm-up& Review
Review. Guess, say and act.

 Teacher mouths an animal, e.g. “cat”

 Students guess and say what the animal is
(e.g.“It’s a cat.”).  Teacher –
 Have students act out the word. whole class
 Continue the activity with the name of other
animals.

New lesson
A- Listen and circle (A or B).
1. Pre-listening:Have students look at the pictures.  Teacher –
Point to each picture and have students call out the whole class/
animals they see. students

49
2. While-listening:
 Play audio and have students look at the pictures

and animals.

 Demonstrate the activity by pointing atthe

example.
 Teacher -
 Have students listen and circle. students in
3.Post-listening: Check the answers as a whole groups
class.

- Point at each picture and have students say "I like

cats/...".

- Have some students demonstrate the activity in

front of the class.  Teacher -
Students in
B- Play the "Chain" game:
pairs
- Have students look at the example.
- Divide the class into groups of four.
- Have the student stand up.
- Have Student A turn to Student B and say a
sentence.
- Next, have Student B turn to Student C and say a
sentence, then have Student C say a sentence.
- Continue until all students have practiced.  Teacher –
- Have some groups demonstrate the activity in whole class/
front of the class. students
C- Listen and circle (A or B).
1. Pre-listening:Have students look at the pictures.
Point to each picture and have students call out the
actions they see.
2. While-listening:
 Play audio and have students look at the pictures

and activities.

 Demonstrate the activity by pointing atthe

example.
 Teacher -
 Have students listen and circle. students in
3. Post-listening: Check the answers as a whole

50
class. pairs
4. Post-listening: Point at each picture and have
students say "I can run/...".
5. Post-listening: Have some students demonstrate
the activity in front of the class.
D- Play "Guess the picture":
- Have students look at the example.
- Divide the class into 2 teams.
- Have a student stand facing away from the board
and stick a flashcard on the board behind him/her.
- Have the student try to guess the answer without
looking at the flashcard.
- Give that team 1 point if it's a correct guess.
- Have teams take turns.
Wrap-up
Review. Play the game “Who is faster?”.  Teacher -
 Divide the class into groups. students in
 Arrange the flashcards on the board. groups
 Invite a student from each group to go to the
board.
 Teacher says a word and the students run to
tap the right card.

IV. ADJUSTMENT AFFER TEACHING

Week: 22 Date of teaching: Monday, Feb 4th 2024
UNIT 7: NUMBERS
Lesson 1
A.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:one, two, three
Structures:
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: By the end of this lesson,
students will be able to count
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able count. SS are able to develop
speaking and listening skills
4. Attitude/ Qualities

51
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about numbers
B. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs,
flashcards, IWB software, projector/interactive
whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C. PROCEDURE:

Steps/Activities Organization
I.Warm-up
Sing and Dance.  Teacher –
Play “i-Learn Smart Start” song (from whole class
YouTube) and make gestures following the
lyrics, have students stand up and make
the gesture
New lesson
A- Listen and point. Repeat.
CD2-Track 10:  Teacher –
 Have students listen to each new word. whole class/
 Have students listen to each new word and individuals/
repeat all together and individually. Correct pair work/
student’s pronunciation if necessary.
group work
 Arrange the flashcards on the board. Play
audio and have students listen and point at
the pictures in their books.
 Play audio again and have students listen,
repeat several times.
 Change the order of the flashcards, point at
them individually and have students say
the words, correct pronunciation when
needed.
 Have students work in pairs, one points at
the picture in the book and the other says
the word.
 TPR practice step 1: say the word and make
the gesture/ sound all together according to  Teacher –
the word. whole class
 TPR practice step 2: do the actions and

52
 students say the word accordingly.
 TPR practice step 3: have students work in
pairs, one would do the action, the other  Teacher –
say the word. whole class
Activities: Play "Heads up. What's missing?"
- Divide the class into two teams.
-Arrange the flashcards on the board and
 Teacher –
remove one card when students are not looking.
- One student from each team calls out the whole class
missing flashcard..
B. Listen and point.
1. Pre- listening: Introduce the situation, point at
 Teacher –
each person in the picture and have students
whole class
call out the words “one, two, three”.
2. While- listening:
 Play audio and have students look at the

picture.
 Demonstrate the activity by pointing at "one",
"two" ,“three”in the picture.
8. While-listening: Play the audio again. Have
students listen and repeat.
4. While-listening: Play audio again. Have
students listen and point.
5. Post- listening: Point at each picture and have
students call out the words again “one, two,
three.”
CNow, sing a song.
- Play audio and have students listen.
- Play audio and have students turn to page 68.
- Play audio and have students sing the song as
a whole clas
D- Point and count.
1. Divide the class into pairs.
2. Demonstrate the activity with a student using  Teacher –
numbers “one, two, three” and pointing at the
whole class/
pictures (cat, dog, book….)
3. Have student A point and Student B count. students

53
4. Swap roles and repeat.
5. Check answers as a whole class, then count
the objects as a whole class.
6. Have some pairs demonstrate the activity in
 Teacher –
front of the class.
E- Play “Board race”. whole class
1. Have students look at the example.
2. Divide the class into teams and have one
student from each team stand a distance from
the board.
 Teacher –
3. Stick two flashcards on the board and then
say one of them. students in
4. Have the students race to the board, touch pairs
that flashcard, and say the correct word.
5. The first student to touch the flashcard and
say the word gets a point for their team.
6. Continue with other students.
Call out a number and clap
1. Hold up a flashcard and have students call out
the number.
2. Count out loud “One, two, three.” as you
clap .
Teacher –
3. Repeat with different numbers and have
students call out the number of claps. students in
4. Say a number and have students count and groups
clap.
IV. ADJUSTMENT AFFER TEACHING
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Week: 23 Date of teaching: Monday,

February 19th 2024

54
 UNIT 7: NUMBERS
Lesson 2
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:Ii, Jj, insect, ink, jump, juice
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: By the end of this lesson,
students will be able to recognize the /ɪ/ and /dʒ/ sounds.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to recognize the /ɪ/
and /dʒ/ sounds. SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about sounds
B. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs,
flashcards, IWB software, projector/interactive
whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C.Procedures:
Steps/Activities Organization
Warm-up
Play the game “Matching”.
 Write the words/sentences on the board.
 Teacher -
 Have students read the words/sentences on
the board. students
 Give students flashcards.
 Have students match the flashcards with the
words/sentences on the board and call out
the words/sentences

New lesson
The alphabet
- Play the alphabet song and have students listen.  Teacher -
- Play audio again and sing the song.

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- Put the flashcards on the board for the letters in whole class
red (i and j)
- Point to each flashcard, call out the letter's
name, and have students repeat.
Letter I
1- Listen and repeat. Trace.
Listen and repeat:  Teacher –
- Have students look at the letter. whole class/
- Play audio. Have students listen and repeat all
individuals
together and individually. Correct student’s
pronunciation if necessary.
- Have some students demonstrate the activity in
front of the class.
Trace:
- 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.  Teacher –
2- Listen and repeat.
whole class/
Listen and repeat:
- Have students look at the picture, letter and individuals
word.
- Play audio. Have students listen and point to the
letter and word as they hear.
- Have students listen and repeat all together and
individually. Correct student’s pronunciation if
necessary.
- Have some students demonstrate the activity in  Teacher –
front of the class. whole class/
3- Sing. students
- Have students look at the lyrics and pictures.
- Read the lyrics as a whole class.
- Play audio, have students listen and point at the
letters/words.
- Have students listen and sing along.
- Have students sing and make a gesture (of an
insect).
- Have some students sing and make the gesture
in front of the class

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4- Listen and clap.
-Demonstrate the activity.  Teacher –
-Have students stand up. whole class/
- Have students clap when they hear the 'i' sound.
students
- Have some students demonstrate the activity in
front of the class
Letter J
1- Listen and repeat. Trace.
Listen and repeat:
- Have students look at the letter.
 Teacher –
- Play audio. Have students listen and repeat all
together and individually. Correct student’s whole class
pronunciation if necessary.
-Have some students demonstrate the activity in
front of the class.
Trace:
-Have students call out the letter sound.  Teacher –
-Demonstrate the steps of tracing the letters with students in
your finger. pairs
-Have students trace the letters with their fingers.
-Have some students demonstrate the activity in
front of the class.  Teacher -
2- Listen and repeat. students in
Listen and repeat: groups
-Have students look at the picture, letter and word.
-Play audio. Have students listen and point to the
letter and word as they hear.
-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. Whole class-
3- Sing. >Group work
- Have students look at the lyrics and pictures.
- Read the lyrics as a whole class.
-Play audio, have students listen and point at the
letters/words.
- Have students listen and sing along.
- Have students sing and make a gesture (jumping). Whole class
- Have some students sing and make the gesture in
front of the class.
4- Listen and jump

57
-Demonstrate the activity.
-Have students stand up.
-Have students jump when they hear the 'j' sound.
- Have some students demonstrate the activity in
front of the class.
IV. ADJUSTMENT AFFER TEACHING
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Week: 24 Date of teaching: Monday, February 26th
2024
UNIT 7: NUMBERS
Lesson 3
A.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:four, five, six
Structures:
 (Vinh)’s (six).
 How old are you?
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability:By the end of this lesson,
students will be able to talk about how old they are.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to talk about how old
they are.. SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about sounds
B. TEACHING AIDS:
Teacher’s aids: student book and teacher’s book, class CDs,
flashcards, IWB software, projector/interactive
whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C. Procedures:
Steps/Activities Organization
Warm-up
Review. Singing.
 Have students sing the songs of letter ‘J’
again.  Teacher –
 Have them sing and make the gesture of whole class/
jumping. students
 Have some students sing and make the
gesture in front of the class.

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 New lesson
A- Listen and point. Repeat. CD2-Track 21:
 Have students listen to each new word.  Teacher –
 Have students listen to each new word and whole class/
repeat all together and individually. Correct individuals/
student’s pronunciation if necessary. pair work/
 Arrange the flashcards on the board. Play group work
audio and have students listen and point at
the pictures in their books.
 Play audio again and have students listen,
repeat several times.
 Change the order of the flashcards, point at
them individually and have students say the
words, correct pronunciation when needed.
 Have students work in pairs, one points at
the picture in the book and the other says
the word.
 TPR practice step 1: say the word and make
the gesture/ sound all together according to
the word
 Teacher –
 TPR practice step 2: do the actions and
students say the word accordingly. whole class
 TPR practice step 3: have students work in
pairs, one would do the action, the other say
the word.
Activities :Play “Heads up. What’s missing”.
- Play "Heads up. What's missing?"  Teacher –
- Divide the class into two teams. whole class/
- Arrange the flashcards on the board and remove individuals
one card when students are not looking.
- One student from each team calls out the
missing flashcard.
B Listen and point.
1. Pre- listening: Introduce the situation, point at
each person in the picture and have students
call out the words “two”,"four", "five", "six".
2. While- listening:
 Play audio and have students look at the

picture.

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  Demonstrate the activity by pointing at
“two”,"four", "five", "six" in the picture.
9. While-listening: Play the audio again. Have
students listen and repeat.  Teacher –
students in
-Play audio again. Have students listen and point.
groups
5. Post- listening: Point at each picture and have
students call out the words again
“Binh’sfour./Phuong’s five./ Bao’s two….”
6. Post-listening: Have some students
demonstrate the activity in front of the class. Whole class
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful
language.
- Have students practice the useful language.
- Have some students demonstrate the activity in Team work
front of class.
E. Play “Guess the number”.
- Have students look at the example.
-.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 the student try to guess the answer without
looking at the flashcard.
- Give that team one point if it's a correct guess.
- Have teams take turns.
D- 1. Listen to the story.
1. Pre-listening: Have students look at the picture.
Point to each person in the pictures and have  Teacher –
students call out the people they see.
whole class/
2. While-listening:
 Play audio and have students look at the
students
picture and people.
 Demonstrate the activity by pointing at the
speech bubbles.
 Have students listen, point and read.
3. Post-listening: Point at each person in the

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picture and have students say "How old are you?/
I’m five./ I’m six.".
2.Listen and repeat:  Teacher –
- Have students look at the useful language box. whole class/
- Play audio. Have students listen to the useful students
language.
- Have students practice the useful language.
- Have some students demonstrate the activity in
front of the class.  Teacher -
E – Ask and answer: students in
- Divide the class into pairs. pairs
- Have Student A ask and Student B answer. Then
they swap roles.
- Have some pairs demonstrate the activity in
front of the class.

IV. ADJUSTMENT AFFER TEACHING

Week: 25 - Date of teaching: Monday , March 4th
2024
UNIT 8: FOOD
Lesson 1
A.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary: banana, cookie, sandwich
Structure: I want a (banana
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: By the end of this
lesson,students will be able to say what food they want.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able say what food they
want. SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about sounds
B. TEACHING AIDS:

62
 Teacher’s aids: student book and teacher’s book, class CDs,
flashcards, IWB software, projector/interactive
whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
C.Procedures:
Steps/Activities Organization
Warm-up
Pass the balls
- Give two different colored balls to two students,  Teacher –
a red ball ( ask the question) and a yellow ball whole class/
(answer the question). pair work
- Have students listen to music and pass the balls.
- Stop music.
- Have the student with a red ball make a
question for the child who has yellow ball. E.
How old are you? The child with the yellow ball
will answer his/ her friend’s question. E. g.I’m
(seven).
New lesson
A- Listen and point. Repeat. CD2- Track 26
- Arrange the flashcards on the board, play audio  Teacher –
and point to each flashcard. Have students whole class/
listen. individuals
- Play audio again and have students point to the
pictures in their books.
- Play audio again and have students listen and
repeat.
- Have one student go to the board and play the
role of a teacher, point to the picture and have
the others repeat..
Activity: Flyswatter  Teacher-
- Write “ banana, cookie, sandwich” on the board. whole class/
- Divide the class into four teams. Have one student from teamwork
each team come to the board holding a flyswatter.
- Read a word aloud, e.g. “banana” . Have students race to
the board and hit the word with the flyswatter. The
winner is the one who hits the correct word first.
- Play until everyone in the class has had at least one turn.
B- Listen and point.CD2- Track 27
- Introduce the situation: The family are at the  Teacher-

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 park. Ben says, “ I want a cookie.” whole class/
- Play audio and have students look at the picture. individuals/p
- Play audio. Have students listen and repeat. air work
- Demonstrate the activity by pointing to the new
vocabulary items.
- Play audio. Have students listen and point.
Have students work in pairs. Student A says, “ I
want (a cookie).” Student B says, “Me too”. or “ I
want (asandwich).”
C- Sing. CD2- Track 28  Teacher-
- Have students turn to page 68. whole class
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen and
sing along.
D- Point and say.
- Have students look at the pictures and identify  Teacher –
the food. whole class/
- Divide the class into pairs. pair work
- Have Student A point to the pictures and Student /individuals
B say, e.g. "I want a cookie." Swap roles and
repeat.
- Afterwards, have some pairs demonstrate the
activity in front of the class.
Activities
- Show a flashcard to the class.  Teacher-
- Have students practice the structure using the whole class/
new word. individuals
- Repeat with other flashcards. e.g.(Teacher
shows flashcard "cookie.") • Class: "I want a
cookie."
E- Play “ Board race”
- Have students look at the example.
- Divide the class into four teams and have one  Teacher –
student from each team stand a distance from whole class/
the board. teamwork
- Stick two flashcards on the board and then say
one of them.
- Have the students race to the board, touch that
flashcard, and say the correct sentence.
- The first student to touch the flashcard and say

64
 the sentence gets a point for their team.
- Stick three flashcards on the board and continue
the game with other students.  Teacher –
Extra activity: Hold up your pictures!
whole class
- Have students draw a banana, a cookie or a
sandwich in a piece of paper (size A5)
- Play audio ( track 28) and have students sing
this song. Ask the children to hold their pictures
that match the lyric.
IV. ADJUSTMENT AFFER TEACHING
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Week: 26 Date of teaching: Monday, March
th
11 2024
UNIT 8: FOOD
Lesson 2
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:LetterKk, Ll , kick, kite, love, leaf
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to
recognize the /k/ and /l/ sounds.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, students will be able to
recognize the /k/ and /l/ sounds.
. SS are able to develop speaking and listening skills
IV.Procedures:
Steps/Activities Organization
Warm-up
Sing The alphabet song  Teacher –
whole class
New lesson
Letter K
1. Listen and repeat. Trace.  Teacher –

65
- Play audio. Have students listen and repeat. whole class/
- Demonstrate tracing the letters with your finger. individuals
- Have students trace the letters with their fingers.
- Have some students demonstrate the activity in
front of the class.
2. Listen and repeat.  Teacher-
- Have students look at the pictures. whole class/
- Demonstrate the activity. individuals
- Play audio. Have students point to the letter as
they hear it.
- Play audio again. Have students listen and repeat.
- Have some students demonstrate in front of the  Teacher-
class. whole class
3. Sing.
- Have students look at the lyrics.
- Read the lyrics as a whole class.
- Play audio and have students listen.  Teacher-
- Play audio again and have students listen and sing whole class
along.
4. Listen and hop.
- Demonstrate the activity.
- Have students stand up.
- Have students hop when they hear the letter
sound.

Letter L
1. Listen and repeat. Trace.
- Play audio. Have students listen and repeat.
- Demonstrate tracing the letters with your finger.  Teacher –
- Have students trace the letters with their fingers. whole class/
- Have some students demonstrate the activity in individuals
front of the class.
2. Listen and repeat.
- Have students look at the pictures.
- Demonstrate the activity.  Teacher-
- Play audio. Have students point to the letter as whole
they hear it. class/

66
- Play audio again. Have students listen and repeat. individuals
- Have one student demonstrate in front of the class
and ask him/her to choose one of his/ her friend to
continue the activity.
3. Sing.
- Have students look at the lyrics.  Teacher-
- Read the lyrics as a whole class. whole
- Play audio and have students listen. class
- Play audio again and have students listen and sing
along.
4. Listen and clap.
- Demonstrate the activity.  Teacher-
- Have students stand up. whole class
- Have students clap when they hear the letter
sound
IV. ADJUSTMENT AFFER TEACHING
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Week: 27 - Date of teaching: Monday,
th
March 18 2024
UNIT 8: FOOD
Review 7 +8
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:Review
Structure:Review
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: students will be able to review
talking about their ages and saying what food they want.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, students will be able to review
talking about their ages and saying what food they want.. SS are
able to develop speaking and listening skills

67
 4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss aboutages , food
IV.Procedures:
Steps/Activities Organization
Warm-up
Erase the numbers
- Have ten students go to the board and write  Teacher –
numbers from 1 to ten. whole
- Have other two students come to the board, class/individu
one says a number and one erases it.
als/ pair work
- Continue with other pair
New lesson
REVIEW 7
A-Listen and circle (A or B).
- Have students look at the pictures and call out  Teacher –
the numbers they can see. Guide them how to whole class/
do with listening task.
individuals
- Have students guess the answers.
- Play audio and demonstrate the activity using
the example.
- Play audio. Have students listen and circle A or
B.  Teacher-
- Play audio again and check answers as a whole whole class/
class. pair work
B- Play “ Magic fingers”.
- Have students look at the example.
- Divide the class into pairs.
- Have Student A write a number with their finger
on Student B's back. Have Student B try to  Teacher-
guess. whole class/
- Swap roles and repeat. groupwork
Activities:Slap
- Divide the class into five groups and have the
students make five lines.
- Place flashcards of numbers from 1 to 6 on the
board.
- Call out a number and have the first student of
each line run to the board and slap. Give one
point for the student who slaps the correct
flashcard first.

68
 REVIEW 8
A-Listen and circle (A or B).
- Have students look at the pictures and call out the food  Teacher – whole
items they can see. Guide them how to do with listening
class/
task.
- Have students guess the answers. individuals
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
B- Play the “ Chain “ game.
- Have students look at the example.  Teacher- whole
- Divide the class into groups of four.
class/
- Have students stand up.
- Have Student A turn to Student B and say a sentence, then groupwork
have Student B say a sentence.
- Next, have Student B turn to Student C and say a sentence,
then have Student C say a sentence.
- Continue until all students have practiced.
- Have some groups demonstrate the activity in front of the
class.
Activities: Pass the card
- Give student a card ( banana/ cookie/ sandwich).
- Have students listen to music and pass the card.  Teacher-
- Stop music. whole class/
- Have the student with the card stand up and say a sentence. individuals
E.g. “I want a cookie.”
- Change the card and continue the game.
IV. ADJUSTMENT AFFER TEACHING
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Week: 28 - Date of teaching:
Monday,March 25th 2024
UNIT 9: TOYS
Lesson 1
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:car, teddy bear, ball
Structure:

69
  I have a (car).
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: SS will able to say what objects they
have.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to say what objects they
have. SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving their toys
II. TEACHING AIDS:
- Pictures, E- book, computer , projector, pictures, recording.
III. PROCEDURE
Steps/Activities Organization
Warm-up
Who is faster?  Teacher –
- Divide the class into groups. whole class/
- Arrange the flashcards on the board. groupwork
- Invite a student from each group to go to the board.
- Teacher says a word and the students run to tap the right card.
New lesson
A- Listen and point. Repeat.
- Arrange the flashcards on the board, play audio, and point to each
flashcard.  Teacher –
- Play audio again and have students point to the pictures in their whole class/
books. individuals
- Play audio again and have students listen and repeat.
Activity 1:Heads up. What's missing?
- Divide the class into two teams.  Teacher-whole
- Arrange the flashcards on the board and remove one card when class/
students are not looking. groupwork/
- One student from each team calls out the missing flashcard individuals
B- Listen and point.
- Introduce the situation.  Teacher-whole
- Play audio and have students look at the picture. class/

70
- Demonstrate the activity by pointing to the new vocabulary items. individuals
- Play audio. Have students listen and point.
C- Sing.
- Have students turn to page 68.
- Read the lyrics as a whole class.  Teacher-whole
- Play audio and have students listen. class
- Play audio again and have students listen and sing along.
D- Point and say.
- Have students look at the picture and call out the name of some
toys .  Teacher –
- Have students practice the structure using the new word. E.g. "I whole class/
have a car." pair work
- Have students work in pairs. One points to the toy in the picture
and one makes a sentence. continue Swap roles and.
Activity: Listening line
Draw a line on the floor. On one side of the line write True and on the  Teacher-
other side False. Students stand on the line when the teacher hold up a whole
card and says a sentence. E.g. I have a teddy bear.They then stand on class/individ
the true or false side of the line. If they make a mistake they come uals
back to their seat.
E- Play the “ Chain” game.
- Have students look at the example.
- Divide the class into groups of four.  Teacher-
- Have the students stand up. whole class/
- Have Student A turn to Student B and say a sentence, then have groupwork
Student B say a sentence.
- Next, have Student B turn to Student C and say a sentence, then
have Student C say a sentence.
- Continue until all students have practiced.
- Have some groups demonstrate the activity in front of the class
IV. ADJUSTMENT AFFER TEACHING
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Week: 30 Date of teaching:
st
Monday,April 1 2024

71
 UNIT 9: TOYS
Lesson 2
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:Mm, mouse, mouth
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: SS will able to recognize the /m/ sound
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to recognize the /m/ sound.
SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving their toys
II. TEACHING AIDS:
- Pictures, E- book, computer , projector, pictures, recording.
III.PROCEDURES
Steps/Activities Organization
Warm-up
Sing the alphabet song.  Teacher –
- Play the alphabet song and have students listen. whole class
- Play audio again and sing the song.
- Put the flashcards on the board for the letter m in red.
- Point to each flashcard, call out the letter's name, and have
students repeat

72
 New lesson
1. Listen and repeat. Trace.
- Play audio. Have students listen and repeat.
- Demonstrate tracing the letters with your finger.  Teacher –
- Have students trace the letters with their fingers. (individuals/ whole class/
pairs) individuals
- Have some students demonstrate the activity in front of the
class.
2. Listen and repeat.
- Have students look at the pictures.  Teacher-whole
- Demonstrate the activity. class/
- Play audio. Have students point to the letter as they hear it. individuals
- Play audio again. Have students listen and repeat.
- Have some students demonstrate the activity in front of the
class.
3. Sing.
- Have students look at the lyrics.
- Read the lyrics as a whole class.  Teacher-whole
- Play audio and have students listen. class/ small
- Play audio again and have students listen and sing along. groups
4. Listen and jump.
- Demonstrate the activity.
- Have students stand up.  Teacher-whole
- Have students jump when they hear the letter sound. class
B.1. Listen and repeat.
 Have students look at the pictures. • Teacher –
 Point to the pictures and say the letters' sounds. whole class/
 Play audio. Have students listen and repeat the letter sounds. individuals
2. Listen and point.
 Have students look at the pictures.
 Demonstrate pointing to the correct letter when you hear the
sound. • Teacher-
 Play audio. Have students point to the correct picture at the whole class/
top of the page when they hear the appropriate sound. individuals
3. Write the letter.
 Have students look at the pictures and call out the beginning • Teacher-
sounds. Demonstrate the activity using the example. whole class/

73
  Have students write the letters and say the sound of the letter. individuals
 Check answers as a whole class.
4. Play “ Board race”.
-Have students look at the example.
-Divide the class into teams and have one student from each team • Teacher-
stand a distance from the board. whole class/
-Write two letters on the board and then say a word beginning with teamwork
one of their sounds.
-Have the students race to the board, touch that letter, and say the
correct sound.
-The first student to touch the letter and say the sound gets a point
for their team.
-Continue with other students.
Wrap-up
Erase the sound
Write the alphabet from a to m on the board.  Teacher –
Have one student come to the board. whole class/
Say a sound of a letter and have him/her erase it.
individuals
Continue with the others.
IV. ADJUSTMENT AFFER TEACHING
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Week: 31 Date of teaching:

Monday,April 8th 2024
UNIT 9: TOYS
Lesson 3
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:seven, eight, nine, ten
Structure:
 (Ten) (teddy bears)
2.Skills: listening, speaking
3. Competences:
a. General competences

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 -Self-control and self-learning ability: SS will able to ask and answer about
numbers of objects.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to ask and answer about
numbers of objects.SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving their things
II. TEACHING AIDS:
- Pictures, E- book, computer , projector, pictures, recording.
III.PROCEDURES
Steps/Activities Organization
Warm-up
 Song: sing the alphabet song
 Whisper  Teacher –
- Arrangechildren into rows ofat least six. whole class/
- Secretlyshow a flashcard tothefirst child in each group.This groupwork/
child whispers thewordto thechild next to him/her. individuals
- Children continue whispering theword to thechild nextto them
until thewordreaches thefinal child.
- Thefinalchildsays thewordout loud,and thefirst child holds up
theflashcard to see whethertheword is correct.
New lesson
A- Listen and point. Repeat.  Teacher-
- Arrange the flashcards on the board, play audio and point to whole class/
each flashcard. groupwork/
- Play audio again and have students point to the pictures in their individuals
books.
- Play audio again and have students listen and repeat.
- Play "Guess."
- Arrange the flashcards on the board and write a number under
each card.
- Have students look at the flashcards for the count of ten. Turn
the flashcards over to face the board when the students are not
looking. Call out a number and have students take turns to
guess the face-down card. Turn the card over after each guess.
B- 1.Listen and point.

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 - Have students call out the things they can see.
- Have them count the cars, balls and teddy bears.  Teacher-
- Have students listen and follow. whole class/
- Play audio and demonstrate pointing. individuals
- Play audio. Have students listen and point.
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.  Teacher-
- Have students practice the useful language. whole class
C- Point and say.
- Have students look at the pictures and identify the things they
see.
- Divide the class into pairs.  Teacher-
- Have Student A point to the pictures and Student B say, e.g. whole class/
"seven books." pair work
- Swap roles and repeat.
- Have some pairs demonstrate the activity in front of the class.
- Swap roles and continue.
D-1. Listen to the story.
- Have students call out the things they can see.  Teacher –
- Introduce the situation: “ Vinh and Bobby are playing. Vinh whole class/
asks: How many cars?And Bobby answers: Seven cars.” individuals
- Play audio and have students listen and read.
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students work in pairs, practicing the useful language..
E- Play” Count the objects”
- Have students look at the pictures and call out the things they
see.
- Divide the class into pairs.  Teacher-
- Have Student A ask and Student B answer. whole
- Swap roles and repeat. class/ pair
- Have some pairs demonstrate the activity in front of the class. work

IV. ADJUSTMENT AFFER TEACHING

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Week: 32 - Date of teaching: Monday,
April 15th 2024
UNIT 10: MY HOUSE
Lesson 1
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary: living room, kitchen, bedroom
Structure:
 This ismy (living room).
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: SS will able to identify rooms in a
house.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to identify rooms in a house.
.SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving their house
II. TEACHING AIDS:
- Pictures, E- book, computer , projector, pictures, recording.
III.PROCEDURES
Steps/Activities Organization
Warm-up
Matching  Teacher –
- Stick some word cards in different places on the board. whole class/
individuals
seven ten cars six teddy bears four balls

- Have students read the words on the board.

- Give students flashcards.

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- Have students hold the flashcards to match the vocabulary on the
board and call out the vocabulary.
- the questions, swap roles and continue the game.
New lesson
A- Listen and point. Repeat.
Arrange the flashcards on the board, play audio, and point to
each flashcard. Have students listen.  Teacher –
- Play audio again and have students point to the pictures in their whole class/
books.
individuals
- Play audio again and have students listen and repeat.
- Play "Heads up. What's missing?"
- Divide the class into two teams.
- Arrange the flashcards on the board and remove one card when
students are not looking.
- One student from each team calls out the missing flashcard.
B- Listen and point.
- Introduce the situation: “Bill and Lola are talking about Bill’s
house…”  Teacher-whole
- Play audio and have students look at the picture. class/
- Demonstrate the activity by pointing to the new vocabulary groupwork/
items.
individuals
- Play audio. Have students listen and point.
- Divide the class into two groups, one is in the role of Bill and
one is in the role of Lola. Have them listen, repeat and point to
the pictures.
C- Sing.
- Have students turn to page 68.
- Read the lyrics as a whole class.  Teacher-whole
- Play audio and have students listen. class
- Play audio again and have students listen and sing along. /groupwork
D- Point and say.
- Show the picture of the house to the students.  Teacher –
- Have students point to the rooms and identify whole class/
them. individuals
- Have students practice the structure using the new

78
 word.
- Repeat with other flashcards. e.g. Teacher shows
flashcard "living room." • Class: "This is my living
room."
 Teacher-
E- Play “Guess the picture”
whole class/
- Have students look at the example.
pair work
- 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 the student try to guess without looking at
the flashcard.
- Give that team one point if it's a correct guess.
- Have teams take turns.
Wrap-up
Draw and say
- Give each child a piece of paper and ask them to draw their  Teacher –
house with three rooms. whole class/
- Divide the class into pairs. Have them practice saying about their pair work
house.

IV. ADJUSTMENT AFFER TEACHING

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Week: 32- Date of teaching: Monday,
nd
April 22 2024
UNIT 10: MY HOUSE
Lesson 2
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary: living room, kitchen, bedroom
Structure:
 This ismy (living room).
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: SS will review the sounds for letters A
to M.

79
 -Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to identify rooms in a house.
.SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving their house
II. TEACHING AIDS:
- Pictures, E- book, computer , projector, pictures, recording.

Steps/Activities Organization
Warm-up
 Sing the alphabet song
 Quickflash
- Usetheflashcardsof letters a to m.  Teacher –
- Showeachcardveryquicklyandthenhide itagain.
whole class
- Asktheclass to call out thewords that begin with the hidden
letter.
New lesson
1. Listen and repeat.  Teacher –
- Have students look at the pictures. whole class/
- Point to the pictures and say the letters’ sounds. individuals
- Play audio. Have students listen and repeat the letter
sounds.
2. Listen and point.
 Teacher-whole
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you hear class/
the sound. groupwork/
- Play audio. Have students point to the correct picture at the individuals
top of the page when they hear the appropriate sound.
3. Find the odd one out. Circle a, b, or c.
- Have students look at the pictures and call out the things Teacher-whole
they can see. Demonstrate the activity using the example. class/ individuals
- Have students choose the odd one out and circle a , b , or c .
- Check answers as a whole class
4. Play “Stepping stones”.
- Divide the class into pairs.  Teacher-whole
- Have each pair plays rocks, paper and scissors. The winner class/ pair work
will play first. 
- Have Student A start at A and say the first letter sound.  Teacher-whole
- Have Student B start at B and say the first letter sound.

80
- Have students take turns saying the sounds and go all the class/ pair work
way round
1. Listen and repeat.
- Have students look at the pictures.  Teacher –
- Point to the pictures and say the letter sounds.
whole class/
- Play audio. Have students listen and repeat the letter
sounds. individuals
2. Listen and point.
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you hear
the sound.  Teacher-
- Play audio. Have students point to the correct picture at the whole class/
top of the page when they hear the appropriate sound.
pair work
- Have students work in pairs. One points to the picture and
one says the sound of the letter. Swap roles and continue.
3. Write the letters.
- Have students look at the pictures and call out the
beginning sounds.  Teacher-
- Demonstrate the activity using the example. whole class/
- Have students write the letters. individuals
- Check answers as a whole class.
4. Play “ Magic finger”.
- Have students look at the example.
- Divide the class into pairs.  Teacher-
- Have Student A draw a letter on Student B's back. whole class/
- Have Student B try to guess which letter it is.
pair work
- Have students swap roles and repeat.

Wrap-up
Phonics matching
- Displaythephonics wordcards on theboard.  Teacher –
- Placethe phonics picturecards onyour table. whole class/
- Ask children to cometothefront of the class to match groupwork
thecards to the correct sounds on theboard
IV. ADJUSTMENT AFFER TEACHING
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Week: 33 - Date of teaching: Monday,

April 29th 2024
(Dạy bù sang tuần 34 do nghỉ lễ)

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 UNIT 10: MY HOUSE
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:Review
Structure:Review
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: SS will review saying what objects
they have, asking and answering about numbers of objects, and identifying
rooms in a house.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to identify rooms in a house.
.SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving their house
II. TEACHING AIDS:
- Pictures, E- book, computer , projector, pictures, recording
C.PROCEDURES
Steps/Activities Organization
Warm-up
 Sing the alphabet song
 Missing letters  Teacher – whole
- Divide the class into four teams. class/ teamwork
- Write five words on the board ( about numbers), each missing a
letter.
- Have one student from each team come up and try to fill in the
missing letters.The first team with the most correct letters is the
winner.
New lesson
A- Listen and circle. (A or B).
- Have students look at the pictures, call out the objects they can  Teacher – whole
see, and count them. class/
- Play audio and demonstrate the activity using the example. individuals
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.

82
B- Play the “ Chain” game.
- Have students look at the example.  Teacher-whole
- Divide the class into groups of four. class/ pair
- Have the students stand up. work
- Have Student A turn to Student B and say a sentence, then
have Student B say a sentence.
- Next, have Student B turn to Student C and say a sentence,  Teacher-whole
then have Student C say a sentence. class/
- Continue until all students have practiced. individuals
- Have some groups demonstrate the activity in front of the
class.
A- Listen and circle. (A or B).  Teacher – whole
- Have students look at the pictures and call out the rooms they class/
can see. Play audio and demonstrate the activity using the individuals
example.
- Have students guess the answers before they listen.
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
Optional activity 1: Role-play  Teacher-
Have students work in pairs, use the correct pictures of whole class/
listening task to practice again. pair work
B- Play the “ Board race”.
- Have students look at the example.
- Divide the class into teams and have one student from each  Teacher-
team stand a distance from the board. whole class/
- Stick two flashcards on the board and then say one of them. groupwork
- Have the students race to the board, touch that flashcard, and
say the correct sentence.
- The first student to touch the flashcard and say the sentence
gets a point for their team.
- Continue with other students
Optional activity 2: Matching
- Write three sentences: “ This is my living room.” “ This is my
bedroom.” “ This is my kitchen.” on the board. Teacher- whole
- Have students read the sentences on the board. class/ individuals
- Give students flashcards.
- Have students hold the flashcards to match the sentences on the

83
 board and read them aloud.
Wrap-up
Find the objects
- Hide some toys, school objects in the class.  Teacher – whole
- Have students go around the class and find the toys and class/ pair work
objects.
- Have students work in pairs. One asks: “ How many….?” and
one answers the question
IV. ADJUSTMENT AFFER TEACHING
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Week: 34 - Date of teaching: Monday,

May 6th 2024
UNIT 10: MY HOUSE
I.OBJECTIVES
1. Language focus/ Knowledge:
Vocabulary:Review
Structure:Review
2.Skills: listening, speaking
3. Competences:
a. General competences
-Self-control and self-learning ability: SS will review saying what objects
they have, asking and answering about numbers of objects, and identifying
rooms in a house.
-Communication and cooperation ability: - Actively participate in activities
with their classmates in pairs, groups or class.
b.Specific ability: through the lesson, SS are able to identify rooms in a house.
.SS are able to develop speaking and listening skills
4. Attitude/ Qualities
Actively participate in activities with their classmates in pairs, groups or class.
Educate Ss about loving their house
II. TEACHING AIDS:
- Pictures, E- book, computer , projector, pictures, recording
C.PROCEDURES
Steps/Activities Organization

84
 Warm-up
 Sing the alphabet song
 Missing letters  Teacher – whole
- Divide the class into four teams. class/ teamwork
- Write five words on the board ( about numbers), each missing a
letter.
- Have one student from each team come up and try to fill in the
missing letters.The first team with the most correct letters is the
winner.
New lesson
A- Listen and circle. (A or B).
- Have students look at the pictures, call out the objects they can  Teacher – whole
see, and count them. class/
- Play audio and demonstrate the activity using the example. individuals
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
B- Play the “ Chain” game.
- Have students look at the example.  Teacher-whole
- Divide the class into groups of four. class/ pair
- Have the students stand up. work
- Have Student A turn to Student B and say a sentence, then
have Student B say a sentence.
- Next, have Student B turn to Student C and say a sentence,  Teacher-whole
then have Student C say a sentence. class/
- Continue until all students have practiced. individuals
- Have some groups demonstrate the activity in front of the
class.
A- Listen and circle. (A or B).  Teacher – whole
- Have students look at the pictures and call out the rooms they class/
can see. Play audio and demonstrate the activity using the individuals
example.
- Have students guess the answers before they listen.
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
Optional activity 1: Role-play  Teacher-
Have students work in pairs, use the correct pictures of whole class/
listening task to practice again. pair work

85
B- Play the “ Board race”.
- Have students look at the example.
- Divide the class into teams and have one student from each  Teacher-
team stand a distance from the board. whole class/
- Stick two flashcards on the board and then say one of them. groupwork
- Have the students race to the board, touch that flashcard, and
say the correct sentence.
- The first student to touch the flashcard and say the sentence
gets a point for their team.
- Continue with other students
Optional activity 2: Matching
- Write three sentences: “ This is my living room.” “ This is my
bedroom.” “ This is my kitchen.” on the board. Teacher- whole
- Have students read the sentences on the board. class/ individuals
- Give students flashcards.
- Have students hold the flashcards to match the sentences on the
board and read them aloud.
Wrap-up
Find the objects
- Hide some toys, school objects in the class.  Teacher – whole
- Have students go around the class and find the toys and class/ pair work
objects.
- Have students work in pairs. One asks: “ How many….?” and
one answers the question

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Week: 35 - Date of teaching: / /2023

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