LESSON PLAN

WEEK 3
Preparing date: 09/09/2024
Teaching date: 23/09/2024

GRADE 1
UNIT 1: IN THE SCHOOL PLAYGROUND
Lesson 3

I. OBJECTIVES:
- By the end of the lesson, students will be able to:
- Use Hi, I’m + name to greet and introduce someone’s name and Bye, + name to say
goodbye to someone.
- Sing a song about how to greet and introduce someone’s name.
1. Knowledge/ Language focus:
- Vocabulary: Bill, bike, book, ball.
- Sound: /b/
-Sentence pattern:
- Hi, I’m + name.
-Bye, Bill.
-Hi, I’m + name and Hi, + name. I’m + name.
2. Skills:
- Listening and speaking.
3. Quality /Attitude:
-Actively participate in activities with their classmates in pairs, groups or class. Educate
Ss to become studious and obedient students; love something relates to the school
playground
4. Competences:
SS can develop some competences:
-Comunicative and collaborative competence: work in pairs/groups, role play: work in
pairs/groups, role play: work in pairs/groups, role play
-Problem-solving competence: observing, collecting and analyzing information
-Self studying and self - control competence: remembering, recalling and guessing
words/phrases
-Creative competence, linguistic competence: giving ideas, changing information, giving
comments, critical thinking.
II. TEACHING AIDS / MATERIALS:
- Pictures, Textbook, computer, projector, pictures, recording…
III. METHODS:
- Communicative language teaching, contextual teaching and learning, total physical
response, games activities teaching, Model-Action-Talk, teaching methods by visual,
direction method, audiolingual method.
IV. PROCEDURE:

Teacher’s activities Students’ activities

Activity 1:Warm up:5’
*Aim:help ss to be eager and happy to begin
the new lesson.
*Procedure:
-T invites one or two Ss write the letter B/b and - SS write on the board.
some words on the board.
- T gets feedback
Activity 2. Listen and repeat:10’
*Aim: help Ss to practise sentence pattern:Hi,
I’m + name. / Bye, Bill.
*Procedure:
- Have Ss look at the first picture .Play the
recording for Ss to listen and repeat, -SS look and listen.
- Have Ss look at the sentence “Hi, I’m Bill.”
Explain the meaning of the sentence and how it
is used. Check comprehension.

-Play the recording several times for Ss to listen

and repeat the sentence. Give more support to -Listen and repeat.
those Ss who find it difficult to do the task.
- Invite some Ss to listen and repeat the
sentences in front of the class.
-Ss repeat in front of the class..
- T checks and corrects.
*Outcome: practise sentence pattern:Hi, I’m +
name. / Bye, Bill.
Activity 3. Let’s talk :7’
*Aim: help Ss to improve speaking skill with
sentence pattern:Hi, I’m + name. / Bye, Bill.
*Procedure:
- Have Ss look at the first picture .Point to the
boy on the left and ask them Who is this? Tell
-Ss look and listen.
them that he is Bill, saying He is Bill. Then
point to the boy on the right and ask them Who
is this? Tell them that he is Ba, saying He is Ba.

- Ask Ss to work in pairs or in groups to

practise greeting each other in the name of Bill
and Ba. Offer help, if necessary.
- Have Ss look at the second picture. Point to
the boy on the left of the picture and ask Ss to -SS work in pairs or in groups to
identify who he is, saying Who is this boy? practise.
Then tell them that he is Ba, saying He is Ba.
Then point to the boy on the right and ask them
And who is this? -SS look and listen.
-Tell them that he is Bill, saying He is Bill.
Then select two Ss to act out in front of the
class.
- Ask Ss to work in pairs or in groups to
practise saying goodbye to each other in the -SS act out.
name of Bill and Ba.
- Ask a few pairs of Ss to introduce themselves,
saying Now introduce yourself to your friends. -SS work in pairs or in groups to
Offer help, if necessary. practise.
- Ask a few pairs of Ss to say goodbye to each
other. -SS perform.
*Outcome: improve speaking skill with
sentence pattern:Hi, I’m + name. / Bye, Bill.
-Work in pairs or in groups.
Activity 4.Let’s sing :10’
*Aim: help Ss to sing the song.
*Procedure:
-Have Ss read the lyrics to familiarize
themselves with the first verse of the
song. .Explain the meanings of the verse, if
necessary. Check comprehension.
-SS listen.

-Play the recording several times for Ss to

repeat line after line to make sure that they can
sing the verse correctly.
- Do the same with the second verse of the
lyrics. Play the recording several times for Ss to
repeat to make sure that they can sing the verse -SS listen and repeat.
correctly. Check comprehension.
- Have Ss listen to the whole song, drawing
their attention to the pronunciation, the stress
and the melody of the song. Then let Ss practise
singing the song. Help them sing the song
sentence by sentence first. Then help them to
sing the whole song. -SS listen and sing the song.
- Call one or two groups to sing the song in
front of the class.
*Outcome: sing the song.
Activity 5.Consolidation(2’)
- Asking Ps to focus on sounds and vocabulary -SS sing the song in front of the
again. class.
Activity 6.Homelink (1’)
-Practice more at home.
- Prepare new lesson. -SS listen.

-SS listen and take note.

IV. COMMENT
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 GRADE 2
UNIT 1: AT MY BIRTHDAY PARTY
Lesson 3
I/ Objectives:
1.Knowledge:
By the end of the lesson, students will be able to :
- Use : The ____is yummy to express this feeling about a particular food.
- Sing a song about feeling with a particular food.
2. Competencies:
2.1.Generic competencies:
- Communication and cooperation competence: read and complete the sentences, work
in pairs/groups.
- Problem-solving competence: observing, collecting and analyzing information
- Autonomy and self-learning: remembering, recalling and guessing words/ phrases
- Problem –solving and creativity: giving ideas, changing information, giving
comments, critical thinking.
2.2. Language competence:
- Vocabulary: review
- Sentence pattern: The _____ is yummy.
- Skills: Integrated skills (speaking and listening)
3. Attitude / Qualities:
Educate Ss to become studious and obedient students; love food, love learning English.
II/ Teaching aids:
1.Teacher: Pictures, words cards, worksheets, flashcards, objects, recording, computer,
projector.
2.Students: Tieng Anh 2 students’ books, pens, pencils, crayons, notebooks.
III/ Procedure:

Teacher’s activities Students’ activities

1.Warm- up: 5’
Game: Slap the board
*Aims: to help ss review some vocabulary that they
learnt.
*Teaching techniques
- grouping, miming, ask and answer.
*Procedure:
-Write the words on the board - SS listen and play game.
- Call 2 Ss to go to the board and ask them to slap the
word when T says one word aloud.
- After finishing the game, the student slaps more correct
words will be the winner.
-SS open their book.
- Say “Open your book page 8 and look at lesson 3”
2. New lesson
Activity 1. - 6. Listen and repeat:9’
*Aims: to Use : The ____is yummy to express this
feeling about a particular food.
*Context: The picture shows a boy eating popcorn and
he is saying “The popcorn is yummy.”
*Teaching techniques
- techniques in teaching listening and speaking,
-individual, pairworks, ask and answer…
- using flashcardas, recording, pictures…
*Procedure: -Look at the picture and
- Have Ss look at the first picture. Play the recording for listen and repat.
ss to listen and repeat, -Ss listen.
- Have ss look at the sentence: The popcorn is yummy.
Explain the meaning of the sentence and how it is used. -Ss listen and repeat.
Check comprehension.
-Play the recording several times for ss to listen and
repeat the sentence. Give more support to those ss who -SS say.
find it difficult to do the task.
- Invite some ss to say the sentences in front of the class.
- T checks and corrects.
*Outcome: Ss can use : The ____is yummy to express
this feeling about a particular food.
Activity 2 - 7. Let’s talk:9’
*Aims: to use : The ____is yummy to express this
feeling about a particular food.
*Context:Threre are three picture showing: pasta,
popcorn, pizza and sentence pattern: The ____is yummy.
*Teaching techniques
- techniques in teaching listening and speaking,
-individual, pairworks, ask and answer…
- using flashcardas, recording, pictures…
*Procedure:
- Have ss look at the first picture. Point to the food and
ask them What is this? Tell them how to express this -Look at the picture and
feeling about a particular food. ( The popcorn is yummy.) discribe.
- Ask ss to work in pairs to practise expressing this
feeling about a particular food.Offer help, if necessary.
- Have ss look at the second picture. And practise in -Point and say
pairs.
- Ask a few pairs of ss to practise in front of the class.
Offer help, if necessary. -SS practice in pairs.
- T gets feedback.
*Outcome: Ss can use : The ____is yummy to express -SS practice in front of the
this feeling about a particular food. class.
Activity 3. - 8. Let’s sing:9’
*Aims: to Sing a song about feeling with a particular
food.
*Context: The picture shows a birthday party. The
people are singing.
*Teaching techniques
- techniques in teaching listening and speaking,
individual, groupworks, …
- using recording, pictures…
*Procedure:
-Have ss read the lyrics to familiarize themselves with
the first verse of the song. Explain the meanings of the
verse, if necessary. Check comprehension.
-Play the recording several times for ss to repeat line -Ss look and listen.
after line to make sure that they can sing the verse
correctly.
- Do the same with the second verse of the lyrics. Play
the recording several times for ss to repeat to make sure
that they can sing the verse correctly. Check -Ss listen and repeat.
comprehension.
-Have time for ss practise singing the song. Help them
sing the song sentence by sentence first. Then help them -SS do the task.
to sing the whole song.
- Call one or two groups to sing the song in front of the
class.
*Outcome: Ss can sing a song about feeling with a -SS sing the song.
particular food.
3. Consolidation:2’ -Ss sing in front of the
*Aims: to consolidate and wrap up the content of the class.
lesson.
- T tells ss about the main content of the lesson.
- T tells ss about the educational Aimss of the lessons.
4. Homelink .1’
- Practice more at home.
- Prepare for Unit 2 lesson 1.
-SS listen.
 -SS listen.

IV. COMMENT
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 GRADE 3

Unit 1: Hello
PERIOD 1 - Lesson 3 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- correctly repeat the sounds of the letters h and b in isolation, in the words hello and bye,
and in the sentences Hello, Ben. and Bye, Ben. with the correct pronunciation and
intonation.
- identify the target words hello and bye while listening.
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 25, 26; audio Tracks 12,13, 14; website sachmem.vn,
posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 14, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/Time Teacher’s activities Students’ activities
1.Warm- up: Game: Find a partner
(5’) *Aims: to create a friendly and active
atmosphere in the class to beginning
the lesson.
*Procedure:
- Divide the class into 2 teams: boys - Ss listen
and girls. Prepare the name tags.
- Set the rules: Make a circle, then ask 1 -Ss listen the rules
Ss to come stand in the circle and
choose a name tag. - Ss play the game

The one whose name is called will

 come to the circle and practise speaking
by saying Hi, I’m ___.
- Encourage students to join the game.
- Say “Open your book page 14” and
look at “Unit 1, Lesson 3 (1,2,3)”.
- Ss open their books

Activity 1. Listen and repeat:

2. Presentation *Aims: Ss will be able to correctly
(9’) repeat the sounds of the letters h and b
in isolation, the words hello and bye,
and the sentences Hello, Ben. and Bye,
Ben. with correct pronunciation and
intonation.
*Procedure:
- T gives instruction to the letter h and
b, the word hello and bye, the sentence - Ss recognize the differences
Hello, Ben and Bye, Ben. about color of letter
- Play the recording for the letter h, b
- Encourage Ss to point at the letter/ - - Ss listen
word/ sentence while listening. - Ss listen and point
- Play the recording again and
encourage Ss to listen and repeat. - Do
this several times until Ss feel - Ss listen again and repeat
confident.
- T calls some Ss to practice. -Ss listen again and repeat
- T gives feedbacks.
-Ss practice
Activity 2. Listen and circle. -Ss listen
3.Practice: (19’)
*Aims: Ss will be able to identify the
target words hello and bye while
listening.
*Procedure:
- Elicit the sentences and the gap-fill
options. -Ss listen and say:
+ Number 1: …..,Ben
- T ask Ss to guess the answers. + Number 2: …..,Ben.
+ T writes Ss’guessing on the board.
- Listen to the tape: -Ss guess the answers
+ Play the recording
- Ss listen to the tape and circle
+ Play the recording again and get Ss to
swap books with their partners. - Ss listen again, circle and swap
+ Play the recording again to check books with their partners.
answers together as a class.
+ Write the answers on the board for Ss - Ss check their answers and
to correct their answers. Then checks guessing
Ss’ guessing.
- Play the recording, sentence by -Ss listen and repeat.
sentence, for the class to listen and
repeat in chorus. -Ss read the sentences
- Invite one or two Ss to stand up and
read the completed sentences.
Key: 1.c 2.a

Activity 3. Let’s chant

*Aims: Ss will be able to say the chant
with the correct rhythm and
pronunciation. - Ss look and listen.
*Procedure:
- Introduce the title and lyrics of the
chant.

-Ss listen to the chant

- Play the recording for Ss to listen to - Ss listen and repeat line by line
without clap their hands
 the whole chant. -Ss note the sounds, words
+ Have them repeat the title and lyrics
line by line.
+ Ask Ss to attend to the sounds of the -Ss listen to melody of the song
letters h and b and the words Hello and
Bye. - Ss listen and chant line by line.
- Play the recording all the way - Ss chant and clap along.
through for Ss to listen to pronunciation
and melody. - Ss work in groups (two groups)
- Play the recording line by line for Ss to chant
to listen and repeat -Ss perform in front of the class.
- Play the recording for Ss to chant and -Ss listen
clap along.
- Ask Ss to practice chant and clap
along in pairs or groups. -Ss listen.
- Invite groups to the front of the -Ss listen
classroom to perform the chant
-T gives feedback.

*Consolidation
*Aims: Ss will be able consolidate and -Ss answer the questions
wrap up the content of the lesson.
*Procedure:
- T asks ss to answer the following
questions:
+ What have you learnt from the
lesson today? - Ss listen
+What are the core values of the
lesson? (if the teacher can take from the -Ss listen and clap their hands
lesson).
- T review the vocabulary and model
sentences.
- T praises some Ss who are -Ss listen and take note
hardworking / active/ good…. as well
4. Homework. as encourage others to try more.
(2’)
 - Practice the chant more.
- Prepare the new lesson: Unit 1, Lesson
3 (4,5,6).

IV. COMMENT
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Unit 1: Hello
PERIOD 2 - Lesson 3 (4,5,6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- read four sentences and choose the correct responses about the topic “Greetings and
goodbye”.
- read, understand and complete three exchanges with their personal information about
the topic “Greetings and goodbye”.
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 26, 27; website sachmem.vn, posters, laptop, pictures,
textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 15, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/Time Teacher’s activities Students’ activities
1.Warm- up: Game: “Nought and crosses”
(5’) *Aims: to review the vocabulary and
structure about greet and respond to
greetings.
*Procedure:
- T helps ss to review the vocabulary - Ss listen and answer
and structure about greet and respond to
greetings, using “How are you? and
fine, thank you.
- T introduces how to play game.
- T reviews structure before play game. - Ss listen to the rules
- T guides Ss play game: -Ss play game
+ Divide class into 2 groups.
+ T gives Ss to watch the picture.
+ T will ask “How are you?” and Ss
will answer
+ Ss have correct answers, they will get
a nought or cross and choose the way
so that they win.
+ The group has more correct answers
that will be the winner and get a flower.
- T gives feedback.
- Say “Open your book page 15” and
look at “Unit 1, Lesson 3 (4,5,6)”. - Ss listen
- Ss open their books
Activity 1. Read and circle:
*Aims: Ss will be able to read four
2.Practice: (8’) sentences and choose the correct
responses.
*Procedure:
- Elicit the context and give feedback.
- T models with sentence 1.
- Ss look at the sentences and say
+ Get Ss to read Sentence 1
-Ss read and circle
+ Elicit the answer and give feedback.
Circle the letter b.
-Have Ss work in pairs and circle the
sentences 2, 3 and 4.
-Ss work in pairs and circle
- Tell Ss to swap books with a partner,
 then check answers together as a class. -Ss swap books and check
- Write the correct answers on the board
for pupils to correct their answers.
- Invite pairs of Ss to stand up and role -Ss check the correct their
play answers
-T gives feedbacks.
-Ss role play
Key: 1. b 2. a 3. a 4.b
-Ss listen
Activity 2. Let’s write
*Aims: Ss will be able to read,
understand and complete three
exchanges with their personal
3.Production: information.
(19’) *Procedure:
- Get Ss to look at the pictures and
identify the characters

-Ss look at the picture and say:

+ They’re Ben and Lucy

- Elicit the context and the missing

words
- T models with sentence 1
+ Ask Ss what is missing in the -Ss look and answer
sentence.
+ Have Ss complete the gap, then role - -Ss answer: I’m…….
play the exchange.
-Have Ss work in groups and complete -Ss complete and role play
the sentences 2 and 3.
- Get Ss to swap books with a partner, -Ss complete the sentences
then check the answers together as a
class. -Ss swap books and check their
- Ask a few Ss to stand up and role play answers
the completed sentences aloud.
-T gives feedbacks. -Ss role play
Key:
1. Pupil’s answer -Ss listen
2. thank you/ thanks
3. Goodbye/ bye
Activity 3. Project.
*Aims: Ss will be able to make a pupil
card for pupils to use, and use their
work to practise talking to their
classmates.
*Procedure:
- Stick the pupil card sample on the
board and model with the name, class,
school. - Ss look and listen

-Ss prepare necessary school

things to carry out the project
(paper, pens, pencils, coloured
pencils, scissors , glue,…..)
- T asks Ss to make their name cards
and present them to their class. -Ss make their name cards and
- T asks ss to work in group and do the present them to their class.
project in class. -Ss work in groups
- T calls some Ss to the front of the -Ss present their cards
class to present their cards, using their
name card and saying Hello.I’m +
(name).
- Have Ss to stick their cards on the
wall of the classroom - Ss stick their cards on the wall
- Create a class display of pupil cards of the classroom.
and vote for the best decorated one.
- T gives feedback. -Ss vote
*Consolidation
*Aims: Ss will be able consolidate and -Ss listen
 wrap up the content of the lesson.
*Procedure:
- T asks ss to answer the following
questions:
+ What have you learnt from the
lesson today?
+What are the core values of the
lesson? (if the teacher can take from the
lesson). -Ss answer the questions
- T praises some Ss who are
hardworking / active/ good…. as well
as encourage others to try more.

- Learn the number by heart

- Prepare the new lesson: Unit 1, Lesson -Ss listen and clap their hands
2 (1,2,3).

-Ss listen and take note

4. Homework.
(3’)
IV. COMMENT
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Unit 2: Our names

PERIOD 3 - Lesson 1 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- use the words what, your, name, my in relation to the topic “Our names”
- use What’s your name? – My name’s ………. to ask and answer questions about
name
- listen to and demonstrate understanding of simple communicative contexts in relation to
the topic "Our names"
 - Vocabulary: what, your, name, my
- Skills: speaking and listening
2. Competences:
- Oral Communication: speak about names, ask and answer the questions
- Co-operation: ready to help friends in pair work/ group work.
- Sociability: Talk to each other, say good words to others.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions
- Diligence: complete learning tasks
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 26, 27, audio Tracks 15,16, website sachmem.vn,
posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 16, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/Time Teacher’s activities Students’ activities
1.Warm- up: Game: Who is faster?
(3’) *Aims: to create a friendly and active
atmosphere in the class to beginning
the lesson.
*Procedure:
- Divide the class into groups. - Ss listen.
- Arrange the flashcards on the board. -Ss look at the board
- Invite a student from each group to go
to the board. - Ss play the game
- T says a word and the students run to
tap the right card.
- The group has more cards that will be
the winner. - Ss listen and clap their hands

- Say “Open your book page 16” and

look at “Unit 2, Lesson 1 (1,2,3)”.
- Ss open their books

Activity 1. Vocabulary.
2. Presentation *Aims: Ss will be able to know the
(16’) vocabulary in front of starting the new
lesson.
*Procedure:
-T elicits the new words
+ what : gì, cái gì (translation)
-Ss listen and answer
+ name : tên (situation)
+ my : của tôi (translation)
+ your : của bạn (translation)
- T models (3 times). - - Ss listen and repeat
+ Choral repetition (3 times).
+ Individual repetition (3 ss)
- T writes the words on the board.
- Checking: Rub out and remember - Ss take note
- Ss look, remember and write
Activity 2. Listen, point and repeat:
*Aims: Ss will be able to understand
and correctly repeat the sentences in
two communicative contexts (pictures)
focusing on asking and answering
questions about names.
*Procedure:
- Have pupils look at Pictures a and b
and identify the characters in the
pictures. -Look at the pictures and get to
know the characters in the
pictures.
+ In picture a: Linh says: Hi.
I’m Linh. What’s your name?
And Ben answers: My name’s
Ben.
+ In pucture b: Minh asks:
What’s your name? And Mary
answers: My name’s Mary.
 -Ss listen and repeat in chorus
(twice)

- Play the audio twice (sentence by -Ss work in pairs to practice

sentence). Correct their pronunciation -Ss practice the dialogue
where necessary.
- Have Ss to practice the dialogue -Ss listen
- T invites a few pairs to the front of the
class to practice.
- T checks pronunciation for ss.

Activity 3 Listen, point and say.

*Aims: Ss will be able to correctly say
the character names and use What's
your name? - My name's ….. to ask
and answer questions about names.
*Procedure:
* Model sentences:
- T asks Ss look at picture a and helps -Ss look at the picture and
Ss know the structure from the answer.
dialogue.
- T introduces new structure for Ss. -Ss listen
- T explains, models and gives -Ss listen and repeat
meaning.
-Have Ss repeat the model sentences. -Ss repeat to the introduce and
respond to greetings.
A: What’s your name?
B: My name’s Ben

* Note: What’s = what is

My name’s = my name is
3.Practice: (7’) *Drill pictures
- Elicit and check comprehension the - Ss look, listen and repeat
name of each character.
- Run through all the pictures.
- Run through model sentences.
+ Run through the questions.
+ Run through the answers.

- Have Ss to practise:
+ T asks the first – Ss answer (change
role).
+ Ss – Ss (change role). -Ss practice in chorus
- Ask Ss to work in pairs to ask and
answer the question What’s your name? -Ss work in pairs to practice
My name’s……
- T controls and corrects.
- Invite a few pairs to come to the front
of the classroom, point at the relevant
character in each picture, and act out -Ss point and ask and answer
his/her role.
- Encourage Ss to practise speaking
English. -Ss listen.
- T gives feedbacks. -Ss listen

Activity 4. Let’s talk.

4.Production: *Aims: Ss will be able to enhance the
(7’) correct use of What’s your name? and
My name’s…. . to ask and answer
questions about names.
*Procedure:
- T asks ss look at the second bubble
and ask -Ss look at the picture and
+What’s your name? answer
- Get Ss to repeat the question and the + My name’s Mai
answer several times in pairs.
- T models: Go around the classroom, -Ss ask and answer
pointing to Ss and asking What’s your
- Ss answer
 name?
- Ask Ss ask and answer about their -Ss work in pairs
own names in pairs.
- Invite some groups to perform in front -Ss perform in front of the class.
of the class.
- Give feedbacks

*Consolidation
*Aims: Ss will be able consolidate and
wrap up the content of the lesson.
*Procedure:
- T asks ss to answer the following -Ss answer the questions
questions:
+ What have you learnt from the
lesson today?
+What are the core values of the
lesson? (if the teacher can take from the
lesson). - Ss listen
- T review the vocabulary and model
sentences. -Ss listen and clap their hands
- T praises some Ss who are
hardworking / active/ good…. as well
as encourage others to try more.

-Ss listen and take note

5. Homework. - Learn the vocabulary and model
(2’) sentences by heart
- Prepare the new lesson: Unit 2, Lesson
1 (4,5,6).
IV. COMMENT
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 Unit 2: Our names
PERIOD 4 - Lesson 1 (4,5,6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- use What’s your name? – My name’s…... to ask and answer questions about names
- listen to and demonstrate understanding of simple communicative contexts in relation to
the topic "Our names"
- read and write about people’s names
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Critical Thinking: self-introduce
- Co-operation: ready to help friends in pair work/ group work.
- Self-control and independent learning: perform listening tasks.
3. Attitude/ Qualities:
- Kindness: Help partners to complete learning tasks.
- Honesty: tell the truth about feelings and emotions.
- Diligence: complete learning tasks.
B. TEACHING AIDS:
- Teacher: Teacher’s guide Pages 28,29; audio Tracks 17; website sachmem.vn, posters,
laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil’s book Page 17, notebooks, workbooks, school things.
C. PROCEDURES:
Stages/Time Teacher’s activities Students’ activities
1.Warm- up: Game: Interview your friend(s).
(5’) *Aims: to create a friendly and active
atmosphere in the class to beginning
the lesson.
*Procedure:
- Each Ss gets 1 sheet of paper from the - Ss listen
teacher.
- Ask Ss fill in the information about -Ss interview their friends and
fill in their paper
 themselves. Then they can move
around the class to ask and answer the
questions to know more about their
friends’ family member.
-Have Ss perform in front of the class -Ss perform

- T gives feedback.
- Say “Open your book page 17” and - Ss open their books
look at “Unit 2, Lesson 1 (4,5,6)”.

2.Practice: (27’) Activity 1. Listen and tick:

*Aims: Ss will be able to listen to and
understand two dialogues in which
pupils ask and answer questions about
names.
*Procedure:
- Elicit the names of the characters in -Look at the pictures and say:
the pictures. + Picture 1a: Minh greets Lucy
- Point at the pictures respectively to and asks her name.
explain the context. + Picture 1b: Minh greets Mary
and asks her name.
+ Picture 2a: Mai greets Bill
and asks his name.
+ Picture 2b: Mai greets Ben
and asks his name.

- T ask Ss to guess the answers. -Ss guess the answers

+ T writes Ss’guessing on the board.
- Listen to the tape: - Ss listen to the tape and tick
+ Play the recording - Ss listen again, tick and swap
+ Play the recording again and get Ss to books with their partners.
swap books with their partners.
+ Play the recording again to check - Ss check their answers and
answers together as a class. guessing
+ Write the answers on the board for Ss
to correct their answers. Then checks
Ss’ guessing. -Ss listen and repeat.
- Play the recording, sentence by
sentence, for the class to listen and
repeat in chorus.
Key: 1.b 2.a

Activity 2. Look, complete and read.

*Aims: Ss will be able to complete
three target sentence patterns with the
help of picture cues.
*Procedure:
- Get Ss to look at the pictures and
identify the characters -Ss look at the picture and say:
+ They’re Nam, Lucy in picture
a
+ They’re Mary and Mai in
picture b

- Have Ss look at the three incomplete

sentences and elicits the missing words -Ss listen and answer
in the sentences.
- T models with sentence 1
+ Ask Ss what is missing in the -Ss answer: My name’s Lucy
sentence.
+ Have Ss look at the picture and -Ss look, complete and read the
complete the gap, then read the completed sentence in chorus.
completed sentence in chorus. -Ss complete the sentence
-Have Ss work in groups and complete
the sentence 2. -Ss read aloud
- Ask a few Ss to stand up and read the
completed sentences aloud.
-T gives feedbacks.
Key:
1. Lucy 2. your name; Mary

Activity 3. Let’s play.

*Aims: Ss will be able to review the
characters’ names by playing the game
Slap the board. - Ss look and listen.
*Procedure:
- Divide class into 2 groups -Ss play game
- How to play:
+ Put the flash cards or write the words
of the six pupils on the board.
+ Each group chooses six Ss to play.
+ Invite one Ss to the front of the class
and ask What's your name? The class
answers the question aloud with one of
the names on the board (ex: My name's
Bill).
+ Look at the picture, listen and slap
the picture you heard. -Ss listen to the teacher.
+ Who faster will get 1 mark.
+ Which group with higher mark is the
winner.
- T gives feedback.

*Consolidation
*Aims: Ss will be able consolidate and
wrap up the content of the lesson.
-Ss answer the questions
*Procedure:
- T asks ss to answer the following
questions:
+ What have you learnt from the
lesson today?
+What are the core values of the
lesson? (if the teacher can take from the
-Ss listen and clap their hands
lesson).
- T praises some Ss who are
hardworking / active/ good…. as well
3. Homework. as encourage others to try more.
(3’) -Ss listen and take note
- Ask and answer about the pictures on
page 17.
- Prepare the new lesson: Unit 2,
Lesson 2 (1,2,3).
IV. COMMENT
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
 GRADE 4

UNIT 1: MY FRIENDS
PERIOD 1 - Lesson 3 (1-2-3)
I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- correctly pronounce the sounds of the letters a and ia in isolation, in the words America
and Australia, and in the sentences I’m from America. and She’s from Australia. with the
correct pronunciation and intonation;
- identify the target words America and Australia while listening;
- say the chant with the correct pronunciation and rhythm.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning
tasks
3. Attributes/ Qualities:
- Show pride in where they come from and great respect for where someone comes from
by using appropriate gestures and intonation when asking and answering about country.
II. Preparation.
1. Teacher’s preparation: student’s book, TV, Website hoclieu.vn
2. Student’s preparation: Students’ aids: books, notebooks
III. Procedures
Teaching and learning activities Classroom
management

Whole class
- Warm-up and review: 5 minutes
- - Greet the class.
*. Song: ABC song Individual
- Sing and dance along the video.
- Answer some questions: How many letters are there in the alphabet?
What letters and the sound?
- Lead into new lesson.
Activity 1. Listen and repeat. 7 minutes
Goal: To correctly pronounce the sounds of the letters a and ia in
isolation, in the words America and Australia, and in the sentences
I’m from America. and She’s from Australia. with the correct
pronunciation and intonation.
- Have pupils point at the letter a, the word America and the sentence Whole class
I’m from America. Play the recording for them to listen and repeat in
chorus and individually until they feel confident. Correct their
pronunciation if necessary.
- Invite a few pupils to listen to and repeat the sound, the word and
the sentence in front of the class. Praise them when their
pronunciation is good.
- Repeat Steps 1 and 2 for the letters, the word and the sentence in the
second line. Go around the classroom and correct their pronunciation Individual work
if necessary.

- Have pupils work in pairs or groups, pronounce the sounds, say the
words and read the sentences until they feel confident.

Activity 2. Listen and circle. 8 minutes

Goal: To identify the target words America and Australia while Whole class
listening.
- Tell pupils the goal of the activity. Explain that they have to listen to
the recording and circle the correct options. Check comprehension. Individual work/
- Get pupils to read the gapped sentences and guess which option can Whole class
be chosen to fill in the gaps
- Play the recording, once or twice, for pupils to listen and circle the Pair work/ Whole
correct options. Get pupils to swap books with a partner and check class
their answers before checking as a class. Play the recording again for
pupils to double-check their answers.
- Invite a few pupils to read aloud the completed sentences in front of Individual work
the class. Go around the clas
Key: 1. I’m from America.
2. He’s from Australia.

Whole class

Activity 3. Let’s chant. 8 minutes Whole class

Goal: To say the chant with the correct pronunciation and rhythm.
- Have pupils read the first verse of the chant and draw their attention Whole class
to the sound of the letter a in the word America and in the sentences
Mary’s from America. And She’s from America. Check
comprehension. Whole class/
Individual work
- Play the recording of the first verse for pupils to listen. Play the Group work
recording again, linen by line, for pupils to listen and repeat. Draw
their attention to the rhythm and pronunciation. Encourage them to
clap while chanting.
- Repeat Steps 1 and 2 for the second verse of the chant. Draw pupils’
attention to the sound of the letters ia in the word Australia and in the
sentences Ben’s from Australia. and He’s from Australia.
- Play the recording all the way through for pupils to chant and clap
along.

Fun corner and wrap up: 5 mins

Listen and choose Whole class
- Introduce 4 new words: Canada, China, India, Cambodia.
- Play the audio and the pupils choose the letters a or ia according to Individual
the sound that they hear.
Homelink:
-Prepare Lesson3/ P456/ 15

IV. COMMENT
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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UNIT 1: MY FRIENDS
PERIOD 2 - Lesson 3 (4-5-6)
I. Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- read and show understanding the sentences by deciding if the statements are true or
false;
- complete a gapped text about themselves and their friends;
- make pupil cards at home and present them to the class by using the target language.
 2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning
tasks
3. Attributes/ Qualities:
- Show pride in where they come from and great respect for where someone comes from
by using appropriate gestures and intonation when asking and answering about country.
II. Preparation.
1. Teacher’s preparation: student’s book, TV, Website hoclieu.vn
2. Student’s preparation: Students’ aids: books, notebooks
III. Procedures
Teaching and learning activities Classroom
management

Whole class
- Warm-up and review: 5 minutes Individual
- - Greet the class.
- Spend a few minutes revising the previous lesson by having the class
say the chant on page 34.
- Lead into new lesson.

Activity 4. . Read and tick True or False .7 minutes Whole class

Goal: To read and show understanding the sentences by deciding if the
statements are true or false.
- Tell pupils the goal of the activity and explain that they should read the Individual work
sentences and tick True or False. Check comprehension.
Pair work
- Do Sentence 1 as an example. First, have pupils read the sentence and
identify Minh’s age. Then have them read the text and find the correct
Individual work
information to tick the appropriate box.
- Set a time limit for pupils to do the task independently. Go around the
classroom and offer help if necessary.
- Get pupils to swap their books with a partner and check their answers
before checking as a class. Correct the answers where necessary.
- Invite one or two pupils to read the text and the sentences in front of the
class. You may ask pupils to correct the false sentences if necessary.
Key: 1. True 2. True 3. False 4. False

Whole class
Activity 5. Let’s write. 7 minutes
Goal: To complete a gapped text about themselves and their friends. Individual work
- Tell the class the goal of the activity and explain that they should read
the gapped text and fill in the gaps with their own information. Explain Individual work
that the gaps in the text focus on their names and age(s), their friends’
names and where they are from. Check comprehension. Pair work/ Group
- Have pupils do the first gapped sentence together as an example. Ask work
them to read the sentence and elicit the names. Then have them write their
names in the gap. Individual work
- Give pupils time to complete the text independently. Go around the
classroom and offer help if necessary.
- Get pupils to swap their books with a partner and check their answers
before checking as a class.
- Invite one or two pupils to read their completed texts in front of the
class.

Activity 6. Project. 10 minutes

Goal: To make pupil cards at home and present them to the class by using Whole class
the target language Group work
Individual

Whole class/

Individual work
- Tell pupils the goal of the activity. Explain that they have to show the
two pupil cards that they have prepared at home and present them to the
class.
- Have pupils work in groups of five. Each pupil shows his / her pupil
cards and tells the group about them, e.g. This is Alice. She’s nine years
old. She’s from Britain. And this is Bob. He’s ten years old. He’s from
Australia. Go around the classroom and offer help if necessary.

- Invite a few pupils to show their cards and tell the class about them, e.g.
Hi. My name’s Lan. I’m from Viet Nam. This is Alice. She’s nine years old.
She’s from Britain. And this is Bob. He’s ten years old. He’s from
Australia.
Fun corner and wrap up: 5 mins
Ask pupils what have you learnt from the lesson today
Homelink:
-Prepare Review Lesson1/ P123/16

IV. COMMENT
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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UNIT 2: TIME AND DAILY ROUTINES

PERIOD 3 - Lesson 1 (1-2-3)
I. Objectives:
By the end of the lesson, pupils will be able to:
1. Knowledge:
- understand and correctly repeat the sentences in two communicative contexts
focusing on asking and telling the time.
- correctly say the phrases and use What time is it? – It’s _____. to ask and tell the
time.
- enhance the correct use of What time is it? – _____. to ask and tell the time in a freer
context.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform learning tasks
3. Attributes/ Qualities:
 Show their responsibility by noticing the time and follow the timetable on time.
II. Preparation.
1. Teacher’s preparation: student’s book, TV, Website hoclieu.vn
2. Student’s preparation: Students’ aids: books, notebooks
III. Procedures
Teaching and learning activities Classroom
manageme
nt
* Warm-up and review: 5’

Group work
Game: Slap the board
- Divide class into 3 teams, invite 1 member from each team for each
turn.
- Say the numbers for the pupils to slap and say aloud.
- Give points to the pupils with the correct choice and encourage
them.
A. PRESENTATION
Activity 1. Look, listen and repeat. (8 minutes)
1. Goal: To understand and correctly repeat the sentences in two
communicative contexts focusing on asking and telling the time.
2. Set the context:
- Ask pupils to look at Picture a and identify the characters. Ask Who Whole class
is he / she?
- Draw pupils’ attention to the question What time is it? and the
answer It’s eight thirty. Explain that they are used to ask and
answer questions about the time.
- Play the recording and encourage pupils to point at the characters Individual
while listening.
- Play the recording again, sentence by sentence, for pupils to listen,
point to the sentences and repeat. Correct their pronunciation
where necessary.
- Repeat Steps 1 to 4 for Picture b.
- Invite a few pairs of pupils to act out the conversations in front of the Pair works
class.
1. Vocabulary:
+ o’clock (translation)
Check vocabulary: Rub out and Remember
2. Model sentences: Whole class/
A: What time is it?
B: It’s eight thirty.
 - Check form/ usage/ meaning. Individual work
- Ask Ps repeat a few times. Whole class
- Draw their attention to the sentences What time is it?It’s eight thirty.
B. PRACTICE
Activity 2. Listen, point and say. ( 9 minutes)
Goal: To correctly say the phrases and use What time is it? – It’s
_____. to ask and tell the time.
- Have pupils look at the pictures. Elicit the time on the clocks. Spend Whole class/
a few minutes explaining how to tell the time. Give the meaning of
a.m. and p.m., and when to say o’clock in telling the time.
Note: a.m. is used to tell the time in the morning, from 00:00 to 12:00;
p.m. is used to tell the time in the afternoon and evening (afternoon
is from 12:00:01 to 17:00 or 18:00, and evening is from 17:00 or
18:00 to 23:59:59).
- Have pupils point at Picture a (6:00 AM), listen to the recording and
repeat. Repeat the same procedure with Pictures b, c and d. Have Individual work
the class point at the pictures and repeat the time a few times.
- Point at the first bubble and have pupils listen to and repeat after the
recording (What time is it?). Point at Picture a and have pupils Whole class/
listen to and repeat after the recording (It’s six o’clock.). Repeat the Individual
same procedure with Pictures b, c and d. work
- Set a time limit for pupils to work in pairs to practise asking and
answering the question What time is it? – It’s _____.
- Invite a few pairs to the front of the class to take turns pointing at the Pair work
pictures and saying the questions and answers. Whole class/
- Performance products: Student's talks and interaction Individual
C. PRODUCTION work
Activity 3. Let’s talk. 8 minutes
Goal: To enhance the correct use of What time is it? – _____. to ask
and tell the time in a freer context.
- Draw pupils’ attention to the two speech bubbles. Read the question
aloud and ask pupils to repeat it. Ask them to look at the second
bubble and identify what the answer should be. Elicit the answer: Whole class/
It's seven o’clock. Get pupils to repeat the questions and answers Individual
several times work
- Set a time limit for pupils to work in pairs, point at the different
clocks in the picture, ask and tell the time using What time is it? –
_____. Go around the classroom to observe and offer help where
necessary.
- Invite some pairs to ask and tell the time in front of the class. Pair work
 Fun corner and wrap-up: (5 minutes)
Ask students to answer the following question:
What have you learnt from the lesson today? Group work
(- Use the words at, fifteen, forty-five, o’clock, thirty in relation to the Whole class
topic Time and daily routines to talk about the time. Individual
- Use sentence pattern What time is it? – It’s _____. to ask
and tell the time.)
* Preparation for the project:
Tell pupils about the project on page 21. Ask them to prepare for it at Whole class
home by drawing some pictures in relation to their daily routines.
Remind pupils to bring their pictures to the class at Project time in
Lesson 3.
*Homelink:
-Learn by heart vocabulary and sentence patterns.
-Do exercises in the work book.
-Prepare Lesson1/ P4,5,6
IV. COMMENT
………………………………………………………………………………………………
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*************************************************************************

UNIT 2: TIME AND DAILY ROUTINES

PERIOD 4 - Lesson 1 (4-5-6)
I. Objectives: By the end of the lesson, pupils will be able to:
1. Knowledge:
- listen to and understand two communicative contexts in which two pupils play a game
asking and telling the time and tick the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- review telling the time by playing the game Which clock says ...?
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the learning
tasks
- Self-control & independent learning: perform learning tasks
3. Attributes:
Show their responsibility by noticing the time and follow the timetable on time.
II. Preparation.
1. Teacher’s preparation: student’s book, TV, Website hoclieu.vn
2. Student’s preparation: Students’ aids: books, notebooks
III. Procedures
Teaching and learning activities Classroom
 management
* Warm-up and review: 5’
Game: Who’s faster?
- Divide the class into 2 teams. Group work
- Have children look at the pictures on the screen and shout out the
numbers which are hidden.
- Give points to the team with the faster and correct answers.
Activity 4. Listen and tick. 8 minutes Whole class
Goal: To listen to and understand two communicative contexts in which
two pupils play a game asking and telling the time and tick the correct
pictures.
- Draw pupils’ attention to the pictures and ask them to identify the time Whole class
on the clocks.
- Play the recording of the first dialogue for pupils to listen and tick the
correct picture. Play the recording again for pupils to listen and check Individual
their answers. Praise pupils if they have the correct answer (Picture 1b). work/ Whole
- Repeat Step 2 with the second dialogue. class
- Set a time limit for pupils to swap books with a partner to check their
answers in pairs before checking as a class.
Key: 1. b 2. b Pair work
Activity 5. : Look, complete and read (9 minutes)
Goal: To complete four gapped exchanges with the help of picture cues.
- Ask pupils to look at the pictures and identify the time on the four
clocks.
- Ask pupils to look at each gapped exchange. Draw their attention to the Group work/
missing words and time. Remind them to complete the answers using Whole class
words, not numbers.
- Have pupils look at Picture 1. Ask them what is missing in the answer
(ten). Then have them complete the gap (It’s ten o’clock.). Repeat the
same procedure with Pictures 2, 3 and 4.
- Set a time limit for pupils to complete the gapped exchanges
individually, then invite a few pairs to stand up to ask and tell the time on
the clock faces.
Key: 1. ten 2. is it 3. What time; thirty 4. What time; four forty-five
Activity 6. Let’s play (8 minutes)
Goal: To review telling the time by playing the game Which clock
says ...?
- Tell pupils that they are going to play a game that involves finding and
saying which clock shows the time told by another player.
- Invite two volunteers to stand in front of the board. Tell them to decide Group work/
who is the time teller and who is the clock finder. Whole class
- The time teller will tell a certain time, for example 5:15, for the other Whole class
player to find the clock which shows the correct time by saying its letter. If
it is correct, the correct finder will get one point. Every player has eight
tries. After the first round, the time teller will become the clock finder. All
the clocks on the board are kept for later use. When the game is over, the Group work
player who has the most points is the winner. Encourage the class to cheer
whenever a player gets a point.
*Fun corner and wrap-up: (5 minutes)
Game: Game: Spin the Wheel Group work
- Divide the class into teams.
- Calls Ps from each team to answer the question What time is it?
- Pupils/ teachers click the “spin” button to get points. Whole class
Homelink: -Prepare Lesson 2/P1,2,3
IV. COMMENT
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

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