Week: 1

Date of teaching: 4/9 to 8/9/2023

Period: 1 GETTING STARTED

Lesson 1

I. Objectives:
By the end of this lesson, students will be able to say "Hello!" and
"Goodbye!".
II. 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.
III. Languages focus:
Vocabulary:hello, goodbye
IV. Procedures:
Steps/Activities Organization
Warm-up (5’)

Sing and Dance.  Teacher –

Play “i-Learn Smart Start” song (from YouTube) and whole class
make gestures following the lyrics, have students stand up
and make the gestures

New lesson
A- Listen and point. Repeat. (10’)
CD1-Track 03:  Teacher –
1. Have students listen to each new word. whole class/
2. Have students listen to each new word and repeat all individuals/ pair
together and individually. Correct student’s pronunciation
work/ group
if necessary.
3. Arrange the flashcards on the board. Play audio and have work
students listen and point at the pictures in their books.
4. Play audio again and have students listen, repeat several
times.
5. Change the order of the flashcards, point at them
 individually and have students say the words, correct
pronunciation when needed.
6. Have students work in pairs, one points at the picture in
the book and the other says the word.
7. TPR practice step 1: say the word and make the gesture/
sound all together according to the word.
8. TPR practice step 2: do the actions and students say the
word accordingly.
9. TPR practice step 3: have students work in pairs, one  Teacher –
would do the action, the other say the word. students in
Activities: (optional) groups
- Option 1: 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  Teacher –
flashcard. students in
groups
- Option 2: Play the game “Who is faster?”.
 Divide the class into groups.
 Arrange the flashcards on the board.
 Invite a student from each group to go to the board.
 Teacher says a word and the students run to tap the right  Teacher –
card. whole class

B. Listen and point. (8’)

1. Pre- listening: Introduce the situation.
2. While- listening:
 Play audio and have students look at the picture.

 Demonstrate the activity by pointing at the words.

3. While-listening: Play the audio again. Have students listen

and repeat.
4. While-listening: Play audio again. Have students listen, repeat
and point.
 Teacher –
5. Post- listening: Point at each word and have students call it
whole class
out “hello/ goodbye.”

C. Now, sing a song. (7’)

1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole class.
4. Have some students sing in front of class.

D- Role-play. (10’)
Practice (optional)  Teacher –
1. Say a name to the class. whole class
2. Have students practice the structure using the name.
3. Repeat with other names.
E.g. Teacher: "Bill"
Class: "Hello, Bill."
Role-play:
1. Divide the class into pairs.  Teacher –
2. Have pairs practice the conversations and swap roles. students in pairs
3. Have some pairs demonstrate the activity in front of the class.
E- Say. (10’)
 Teacher -
1. Divide the class into groups of four.
students in
2. Have students take turns saying “Hello!” and “goodbye!” to
groups
their friends.
3. Have some groups demonstrate the activity in front of the
class.
Activity: (5’) (optional)
Say “Hello!/Goodbye!”
 Go around the class, say “Hello!/Goodbye!” to students,  Teacher -
one by one, and have them say “Hello!/Goodbye!” individuals/
 Then have students say “Hello!/Goodbye” to their Students -
neighboring friends. students

Wrap-up
- Option 1:Review. Jump to say yes.  Teacher -
 Askthechildren to standbytheirdesks. whole class
 Hold up a flashcard from thevocabularyset
(hello/goodbye)andsayaword.
 Iftheword is thesameastheflashcard,theyjump.
 Ifitisn’t,theystandstill.
 Alternatively,askchildrento put theirhands up
ifthewordandtheflashcardarethesame.
- Option 2: Review. What is the missing letter?
 Teacher -
 Have students look at the flashcards and call out the
words. students
 Write them on the board.
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Show a flashcard and have that student call out the word
and say the missing letter(s).
 Repeat the activity with other students.

GETTING STARTED
Period: 2 Lesson 2
I.Objectives:
By the end of this lesson, students will be able to understand basic classroom
language.
II.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.
III.Languages focus:
Vocabulary:stand up, sit down, listen
IV.Procedures:

Steps/Activities Organization

Warm-up (5’)  Teacher –

- Option 1: Sing. whole class
Play audio Part C and have students sing the song.
 Teacher -
- Option 2:Play the game “Look and Point”.
students
 Write the words in different areas on the board.
 Teacher shows a flashcard.
Students use their fingers to point to the word on the board
and say it loudly.
New lesson
A- Listen and point. Repeat. (10’)
CD1-Track 06:  Teacher –
10.Have students listen to each new word. whole class/
11.Have students listen to each new word and repeat all individuals/
together and individually. Correct student’s
pair work/
pronunciation if necessary.
12.Arrange the flashcards on the board. Play audio and group work
have students listen and point at the pictures in their
books.
13.Play audio again and have students listen, repeat
several times.
14.Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
15.Have students work in pairs, one points at the picture
in the book and the other says the word.
16.TPR practice step 1: say the word and make the
gesture/ sound all together according to the word.
17.TPR practice step 2: do the actions and students say
the word accordingly.  Teacher –
18.TPR practice step 3: have students work in pairs, one whole class
would do the action, the other say the word.
Activities: (optional)
- Option 1: Play the “GUESS” game.
 Arrange the flashcards on the board.
 Write a number under each flashcard.
 Have students look at the flashcards for the count of
ten.
 Turn the flashcards over to face the board when the  Teacher –
students are not looking. whole class
 Call out a number and have students take turns
guessing the face down card.
 Turn the card over after each guess.

- Option 2: Play the game “What is it?”

 Hold up the flashcards, one at a time, partly hidden by a
 sheet of paper.
 Slowly reveal the flashcard.  Teacher –
 Students try to guess what the flashcard is.
whole class
B. Listen and point. (8’)
1. Pre- listening: Introduce the situation.
2. While- listening:
 Play audio and have students look at the picture.

 Demonstrate the activity by pointing at the words.

4. 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  Teacher –
it out “Stand up/ sit down/ listen.” whole class
D. Now, sing a song. (7’)
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole
class.
 4. Have some students sing in front of class.
D- Say and do. (10’)
Practice (optional)
1. Show a flashcard to the class.  Teacher –
2. Have students practice the structure using the new word.
whole class
3. Repeat with other flashcards.
E.g. Teacher shows a flashcard "listen"
Class: "Listen."

Say and do:

1. Divide the class into pairs.  Teacher –
2. Have Student A say (e.g 'stand up') and Student B do the students in
action.
pairs
3. Have students swap roles and repeat.
4. Have some pairs demonstrate the activity in front of the
class.

E- Play “Simon says”. (10’)  Teacher -

1. Have students look at the example. whole
2. Have students follow commands that start with “Simon class/
says…” students -
3. Give them different commands with or without “Simon
students
says…” such as “stand up”, “Simon says stand up”, etc. If it
doesn’t start with “Simon says…”, students who do the
action must sit down.
4. Have one student stand in front of the class to be Simon.
5. Have students swap roles and repeat.
 Teacher -
Activity: (5’) (optional) Students in
Play the game “Slap the board”.
groups
 Arrange the flashcards on the board
 Have 2 groups of students stand in front of the board
 Call out a word.
 Students from 2 groups slap the flashcard on the
board.
 The student who can slap the flashcard first is the
winner.

Wrap-up
- Option 1:Review. Play the game “Listen and tap”.  Teacher -
 Write the words in different areas on the board. students in
 Divide the class into groups. groups
 Invite a student from each group to go to the board.
 Call out a word.
 The students will run and slap the word on the board
and say it loudly.
 The faster student will be the winner.
 Repeat the activity with other students.
- Option 2: Review. Play the game “Act it out”.  Teacher -
 Invite a student to come to the front of the class. student &
 Show him/her a flashcard or whisper a word and have
whole class
that student act it out.
 Have other students guess the answer.
Repeat the activity with other students.
Week: 2
Date of teaching: 11/9 to 15/9/2023
 Unit1: FAMILY
Period: 3 Lesson 1
I.Objectives:
By the end of this lesson, students will be able to introduce family members.
II.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.
III.Languages focus:
Vocabulary:father, mother
Structures:
 This is my (mother).
IV.Procedures:

Organizatio
Steps/Activities
n
Warm-up (5’)
- Option 1: Sing and Dance.  Teacher –
Play “i-Learn Smart Start” song (from YouTube) and whole class
make gestures following the lyrics, have students
stand up and make the gestures

- Option 2: Say “Hello!”  Teacher -

 Go around the class, say “Hello!” to students, one by individuals
one, and have them say “Hello!” / whole
 Ask them say “Hello!” to their neighboring friends. class

- Option 3: Play “Simon says”

 Have students follow commands that start with
“Simon says…”
 Give them different commands with or without  Teacher -
“Simon says…” such as “stand up”, “Simon says whole class/
stand up”, etc. students -
 If it doesn’t start with “Simon says…”, students who students
do the action must sit down.
 Have one student stand in front of the class to be
Simon.
 New lesson
A- Listen and point. Repeat. (10’)
CD1-Track 09:  Teacher –
19.Have students listen to each new word. whole class/
20.Have students listen to each new word and repeat all individuals/
together and individually. Correct student’s
pair work/
pronunciation if necessary.
21.Arrange the flashcards on the board. Play audio and group work
have students listen and point at the pictures in their
books.
22.Play audio again and have students listen, repeat
several times.
23.Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
24.Have students work in pairs, one points at the picture
in the book and the other says the word
25.TPR practice step 1: say the word and make the
gesture/ sound all together according to the word
26.TPR practice step 2: do the actions and students say
the word accordingly  Teacher –
27.TPR practice step 3: have students work in pairs, 1 whole class
would do the action, the other say the word
Activities: (optional)
- Option 1: Play the “GUESS” game.
 Arrange the flashcards on the board.
 Write a number under each flashcard.
 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.  Teacher –
 Call out a number and have students take turns
whole class
guessing the face down card.
 Turn the card over after each guess.
- Option 2: Play the game “Flash look and say”.
 Teacher shows a flashcard quickly.
 Students say that word.  Teacher –
B. Listen and point. (8’) whole class
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.

 Demonstrate the activity by pointing at "father",

"mother" in the picture.

5. While-listening: Play the audio again. Have students listen
and repeat.
4. While-listening: Play audio again. Have students listen
and point.
 Teacher –
5. Post- listening: Point at each picture and have students
whole class
call out the words again “father/ mother/ Kim.”
E. Now, sing a song. (7’)
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole
class.
Wrap-up (5’)
Option 1: Review. Play the game “Listen and point”.
 Write the vocabulary in different areas on the board.  Teacher –
 Teacher says a word (written on the board) whole class/
 Students use their fingers to point to the vocabulary on
students
the board and say it loudly.
Option 2: Review. Play the game “Lips read”.
 Teacher says a word silently.  Teacher –
 Students say that word loudly. whole class

Unit1: FAMILY
Period:4 Lesson 1(cont...)

I. Objectives:
By the end of this lesson, students will be able to introduce family members.
II. 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.
III. Languages focus:
Vocabulary:father, mother
Structures:
 This is my (mother).
IV. Procedures:

Steps/Activities Organization
Warm-up& Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
- Option 1: Review. What is the missing letter?  Teacher –
 Have students look at the flashcards and call out the whole class/
words. students
 Write them on the board.
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Show a flashcard and have that student call out the word
and say the missing letter(s).
 Repeat the activity with other students.
 Teacher –
- Option 2: Review. Sing. whole class
 Play audio Part C and have students sing the song.

- Option 3: Sing and Dance.  Teacher –

Play “i-Learn Smart Start” song (from YouTube) and make whole class
gestures following the lyrics, have students stand up and
make the gestures
New lesson
D- Role-play. (10’)
1. Point to each person in the pictures and have students call  Teacher –
out the words "father/mother". whole class
2. Demonstrate the activity with a student using the speech
bubbles.
3. Show a flashcard to the class and have students practice the
structure. E.g. (Teacher shows a flashcard "mother") This is my
mother.
4. Repeat the activity with another flashcard.
Role-play:
1. Divide the class into pairs.  Teacher –
3. Have pairs practice the conversations and swap roles. students in
3. Have some pairs demonstrate the activity in front of the pairs
class.

E- Say. (10’)  Teacher -

1. Divide the class into groups of four. students in
2. Have Student A introduce Students C and D as their family groups
members to Student B, and have Student B say “Hello!”.
Have Students C and D say “Hello!” to Student B.
2. Have students swap roles and repeat the activity.
3. Have some groups demonstrate the activity in front of the
class.  Teacher/
Activity: (5’) (optional) individuals
Draw and say / Students
 Have students look at the flashcards and say the words. in pairs
 Give each student a blank sheet of paper and ask them to
draw their father and mother.
 Have students work in pairs, practice saying about their
pictures. Eg. ‘This is my (mother).’
 Ask some students stick their pictures on the board and
introduce their family members.

Wrap-up
- Option 1:Review. Step away lines.  Teacher -
 Have each student prepare a photo/ drawing of their students in
father/mother (or drawings). pairs
 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.
- Option 2: Review. Unscramble sentences.  Teacher -
 Have students work in groups of four.
students in
 Give each groups some flash cards, each card has a word

on it. groups
  Set a time limit for the completion of the task.
 Have students arrange words to make sentences. There are

2 sentences for each group.

 Check answers.

father mother . This

is is . This

my my

Week:3
Date of teaching: 18/9 to 22/9/2023
Unit1: FAMILY
Period: 5 Lesson 2
I.Objectives:
By the end of this lesson, students will be able to recognize the /æ/ and /b/
sounds.
II.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.
III.Languages focus:
Vocabulary:Aa, Bb, ant, boy
IV.Procedures:

Organizatio
Steps/Activities
n
Warm-up (5’)
- Option 1: Sing.  Teacher –
Play audio Part C and have students sing the song. whole class

- Option 2: Play the game “Matching”.

 Teacher -
 Write the words/sentences on the board.
 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 (5’)
1. Play the alphabet song and have students listen.  Teacher -
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  Teacher –
1- Listen and repeat. Trace. (10’) whole
Listen and repeat: class/
1. Have students look at the letter.
individuals
2. Play audio. Have students listen and repeat all together
and individually. Correct student’s pronunciation if
necessary.
3. Have some students demonstrate the activity in front of
the class.
Trace:
1. Have students call out the letter sound.
2. Demonstrate the steps of tracing the letters with your
finger.
3. Have students trace the letters with their fingers.
 4. Have some students demonstrate the activity in front of
the class.
 Teacher –
2- Listen and repeat. (5’)
whole
Listen and repeat:
1. Have students look at the picture, letter and word. class/
2. Play audio. Have students listen and point to the letter individuals
and word as they hear.
3. Have students listen and repeat all together and
individually. Correct student’s pronunciation if
necessary.
4. Have some students demonstrate the activity in front of
the class.
3- Sing. (5’)  Teacher –
1. Have students look at the lyrics and pictures. whole
2. Read the lyrics as a whole class. class/
3. Play audio, have students listen and point at the students
letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of an ant).
6. Have some students sing and make the gesture in front
of the class.
Wrap-up (5’)

4- Listen and clap.  Teacher –

1. Demonstrate the activity. whole
2. Have students stand up.
class/
3. Have students clap when they hear the 'a' sound.
4. Have some students demonstrate the activity in front of students
the class.

Unit1: FAMILY
Period: 6 Lesson 2(cont...)
I. Objectives:
 By the end of this lesson, students will be able to recognize the /æ/ and /b/
sounds.
II. 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.
III. Languages focus:
Vocabulary:Aa, Bb, ant
IV. Procedures:

Steps/Activities Organization
Warm-up& Review
(This step can be skipped when periods 1 and 2 are
taught in only ONE session.)
- Option 1: Review. Singing.  Teacher – whole
 Have students sing the songs of letter ‘a’ again. class/ students
 Have them sing and make the gesture of an ant.
 Have some students sing and make the gesture in
front of the class.
 Teacher – whole
- Option 2: Review. Clap. class
 Call out a letter sound or a word with that letter.
 Have students stand up and clap if they hear the
‘a’ sound.

New lesson
Letter B
1- Listen and repeat. Trace. (10’)  Teacher – whole
Listen and repeat: class
1. Have students look at the letter.
2. Play audio. Have students listen and repeat all
together and 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 pairs
 2. Demonstrate the steps of tracing the letters with
your finger.  Teacher -
3. Have students trace the letters with their fingers. students in
4. Have some students demonstrate the activity in
groups
front of the class.

2- Listen and repeat. (5’)

Listen and repeat:
1. Have students look at the picture, letter and
word.  Teacher/
2. Play audio. Have students listen and point to the individuals/
letter and word as they hear.
Students in pairs
3. Have students listen and repeat all together and
individually. Correct student’s pronunciation if
necessary.
4. Have some students demonstrate the activity in
front of the class.

3- Sing. (5’)
1. Have students look at the lyrics and pictures.
2. Read the lyrics as a whole class.
3. Play audio, have students listen and point at the
letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of a
boy).
6. Have some students sing and make the gesture in
front of the class.

4- Listen and jump. (5’)

1. Demonstrate the activity.
2. Have students stand up.
3. Have students jump when they hear the 'b'
sound.
4. Have some students demonstrate the activity in
front of the class.
 Wrap-up
- Option 1:Review. Play the game “Listen and tap”.  Teacher -
 Write the letters and the words in different areas students in
on the board. groups
 Divide the class into groups.
 Invite a student from each group to go to the
board.
 Call out a letter sound or a word.
 The students will run and slap the letter or the
word on the board and say it loudly.
 The faster student will be the winner.  Teacher -
 Repeat the activity with other students. student & whole
- Option 2: Review. Play the game “Act it out”.
class
 Invite a student to come to the front of the class.
 Show him/her a phonics card or whisper a word
and have that student act it out.
 Have other students guess the answer.
 Repeat the activity with other students.
Week:4
Date of teaching: 25/9 to 29/9/2023
Unit1: FAMILY
Period: 7 Lesson 3
I.Objectives:
By the end of this lesson, students will be able to introduce family members
and meet someone politely.
II.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.
III.Languages focus:
Vocabulary:brother, sister.
Structures:
 This is my (brother).
 Nice to meet you.
  Nice to meet you, too.
IV.Procedures:
Organizatio
Steps/Activities
n
Warm-up (5’)
- Option 1: Review. Singing.  Teacher –
 Have students sing the songs of letter ‘b’ again. whole
 Have them sing and make the gesture of a boy. class/
 Have some students sing and make the gesture in front
students
of the class.
- Option 2: Review. Jump.
 Call out a letter sound or a word with that letter.
 Have students stand up and jump if they hear the ‘b’
sound.  Teacher –
- Option 3: Clap or Jump. whole class
 Call out a letter sound or a word with that letter.
 Have students stand up and clap if they hear the ‘a’
 Teacher –
sound or jump if they hear the ‘b’ sound.
whole class
New lesson
A- Listen and point. Repeat. (10’)
CD1-Track 20:  Teacher –
28.Have students listen to each new word. whole
29.Have students listen to each new word and repeat all class/
together and individually. Correct student’s
individuals/
pronunciation if necessary.
30.Arrange the flashcards on the board. Play audio and pair work/
have students listen and point at the pictures in their group work
books.
31.Play audio again and have students listen, repeat
several times.
32.Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
33.Have students work in pairs, one points at the picture
in the book and the other says the word
34.TPR practice step 1: say the word and make the
gesture/ sound all together according to the word
 35.TPR practice step 2: do the actions and students say
the word accordingly
36.TPR practice step 3: have students work in pairs, 1  Teacher –
would do the action, the other say the word whole class
Activities: (optional)
- Option 1: Play the “GUESS” game.
 Arrange the flashcards on the board.
 Write a number under each flashcard.
 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
 Teacher –
guessing the face down card.
 Turn the card over after each guess. whole
- Option 2: Play the game ‘Pass the flashcard & Name it’ class/
 Give the first student a flashcard and play a song. individuals
 Students have to pass the flashcard.

 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. (8’)

1. Pre- listening: Introduce the situation, point at each person  Teacher –
in the picture and have students call out the words “father, whole
mother, brother, sister”. class/
2. While- listening: students
 Play audio and have students look at the picture.

 Demonstrate the activity by pointing at "father",

"mother", "sister", "brother" in the picture.

6. 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 “This is my father/ mother/
brother/….”
6. Post-listening: Have some students demonstrate the
activity in front of the class.
 F. Play “Board race”. (7’)
1. Have students look at the example.  Teacher –
2. Divide the class into teams and have one student from each students in
team stand a distance from the board.
groups
3. Stick two flashcards on the board and then say one of
them.
4. Have the students race to the board, touch that flashcard,
and
say the correct sentence.
5. The first student to touch the flashcard and say the
sentence
gets a point for their team.
6. Continue with other students.

Wrap-up (5’)
Option 1: Review. Play the game “Whispering and Writing”.
 Have students make 2 lines.  Teacher –
 Teacher whispers a word to 2 students at the back of students in
the lines. These students whisper that word to the other
groups
2 students. They do the same and the word is
whispered to the 2 students at the front of the lines.
 The 2 students at the front of the lines write the words
on the board.
 The 2 students at the front of the lines move to the
back of the lines. T repeats the activity with other
words.
Option 2: Review. Jump to say yes.
 Askthechildren to standbytheirdesks.
 Hold up a flashcard from thevocabularyset (father,  Teacher –
mother, brother,sister)and sayaword. whole class
 Iftheword is thesameastheflashcard,theyjump.
Ifitisn’t,theystandstill.
 Alternatively,askchildrento put theirhands up
ifthewordandtheflashcardarethesame.

Unit 1: FAMILY
Period: 8 Lesson 3
I. Objectives:
 By the end of this lesson, students will be able to introduce family members
and meet someone politely.
II. 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.
III. Languages focus:
Vocabulary:brother, sister.
Structures:
 This is my (mother).
 Nice to meet you. *Nice to meet you too.
IV. Procedures:
Steps/Activities Organization
Warm-up& Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
- Option 1: Review. What is the missing letter?  Teacher –
 Have students look at the flashcards and call out the whole class/
words. students
 Write them on the board.
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Show a flashcard and have that student call out the
word and say the missing letter(s).
 Repeat the activity with other students.
 Teacher –
- Option 2: Review. True or False Line. whole class
 Draw a line on the floor.
 On one side of the line write True and on the other
side False.
 Have students stand on the line when the teacher holds
up a card and says a word. E.g. brother .They then
stand on the true or false side of the line. If they make
a mistake they come back to their seat.

New lesson
D- 1. Listen to the story. (10’)
1. Pre-listening: Have students look at the picture. Point to  Teacher –
each person in the pictures and have students call out the whole class/
people they see. students
2. While-listening:
 Play audio and have students look at the 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 picture and have

students say "Hello Vinh/ Bobby/ Ms. Betty/...".  Teacher –
whole class/
2. Listen and repeat: (5') students
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.  Teacher -
4. Have some students demonstrate the activity in front of
students in
the class.
pairs
E - Role-play: (5')
1. Divide the class into pairs.
2. Have pairs practice the conversations and swap roles.  Students -
3. Have some pairs demonstrate the activity in front of the students
class.

Practice: (5’) (optional)

Greeting
 Have students go around, say hello to 3 friends,
introduce their names and say “Nice to meet you”.
 Have some students demonstrate the activity in front
of the class.

Wrap-up
- Option 1:Review. Family fingers.  Teacher -
 Have students draw various faces on their fingers, students in
then work in pairs. pairs
 Take turns introducing their family members.
E.g. This is my father.
This is my brother.
 - Option 2: Review. Singing.
 Have students listen and sing the song of lesson 1 - part
 Teacher -
C and add more lyrics to the song “This is my brother.
whole
This is my sister.”
class

Week:5
Date of teaching: 2/10 to 6/10/2023

UNIT 2: SCHOOL
Period: 9 Lesson 1

I.Objectives:
By the end of this lesson, students will be able to identify classroom objects.
II.Teaching aids:
Teacher’s aids:studentbook and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids:Studentbook, notebooks, workbook.
III.Languages focus:
Vocabulary:pencil, book, bag
Structures:
 It’s a (pencil).
IV.Procedures:

Organizatio
Steps/Activities
n
 Warm-up (5’)
- Option 1:Review. Introduce family.  Teacher –
 Have students bring photos of their families. students in
 Have them work in pairs, introduce their family to pairs
their partners.
 Have some students demonstrate the activity in front of
the class.

- Option 2:Singing.  Teacher -

 Have students listen and sing the song of lesson 1 - whole class
part C and add more lyrics to the song “This is my
brother. This is my sister.”

New lesson
A- Listen and point. Repeat. (10’)
CD1-Track 25:  Teacher –
37.Have students listen to each new word. whole
38.Have students listen to each new word and repeat all class/
together and individually. Correct student’s
individuals/
pronunciation if necessary.
39.Arrange the flashcards on the board. Play audio and pairwork/
have students listen and point at the pictures in their groupwork
books.
40.Play audio again and have students listen, repeat
several times.
41.Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
42.Have students work in pairs, one pointsat the picture in
the book and the other says the word
43.TPR practice step 1: say the word and make the
gesture/ sound all together according to the word
44.TPR practice step 2: do the actions and students say
the word accordingly
45.TPR practice step 3: have students work in pairs, 1  Teacher –
would do the action, the other say the word students in
Activities: (optional) groups
- Option 1: 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.  Teacher –
 One student from each team calls out the missing
students in
flashcard.
groups
- Option 2:Play the game “Who is faster?”.
 Divide the class into groups.
 Arrange the flashcards on the board.
 Invite a student from each group to go to the board.  Teacher –
 Teacher says a word and the students run to tap the whole class
right card.
B. Listen and point. (8’)
1. Pre- listening: Introduce the situation, point at each
person/things in the picture and have students call out the
words.
2. While- listening:
 Play audio and have students look at the picture.

 Demonstrate the activity by pointing atthe things in the

picture.
7. While-listening: Play the audio again. Have students listen
and repeat.  Teacher –
4. While-listening: Play audio again. Have students listen and whole
point. class/
5. Post- listening: Point at each picture and have students call students
out the words again “pencil/ book/ bag.”

G. Now, sing a song. (7’)

1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole
class.
4. Have some students sing in front of the class.
 Wrap-up (5’)

Option 1: Review. Listen and Hold up.  Teacher –

 Have students put their book/bag/pencil on the table. whole
 Call out a school thing.
class/
 Students listen and hold up that thing.
 Repeat the activity with other school things. students
 Have other students take turns playing the role of the
teacher.

Option 2: Review. Play the game “Matching”.  Teacher –

 Write the words on the board. whole
 Have students read the words on the board.
class/
 Give students flashcards.
 Have students match the flashcards with the words on students
the board and call out the words.

UNIT 2: SCHOOL
Period: 10 Lesson 1

I. Objectives:
By the end of this lesson, students will be able to identify classroom objects.
II. Teaching aids:
Teacher’s aids:studentbook and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids:Studentbook, notebooks, workbook.
III. Languages focus:
Vocabulary:pencil, book, bag.
Structures:
 It is a (pencil).
IV. Procedures:

Steps/Activities Organizatio
 n
Warm-up& Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
- Option 1: Review. Play the game “Lips read”.  Teacher –
 Teacher says a word or a sentence silently. whole
 Students say that word or that sentence loudly. class/
 Have other students take turns playing the role of the
students
teacher.

- Option 2: Review. Sing.

 Play audio Part C and have students sing the song.  Teacher –
 Have some students sing in front of the class. whole class

New lesson
D- Point and say. (10’)
Practice (optional)  Teacher –
1. Show a flashcard to the class. whole class
2. Have students practice the structure using the new word.
3. Repeat with other flashcards.
e.g. (Teacher shows the flashcard "pencil")
• Class: “It’s a pencil.”
Point and say:  Teacher –
1. Divide the class into pairs. students in
2. Have Student A point to the pictures and Student B say pairs
“It’s a pencil/…”.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in
front of the class.

E- Play “Guess the object.” (10’)

 Teacher -
1. Divide the class into pairs.
students in
2. Have students look at the example.
pairs
3. Have Student A cover their eyes while Student B gives
them an object to touch.
4. Have Student A try to guess what the object is.
5. Have students swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in
front of the class.

Activity: (5’) (optional)

 Teacher-
I1. Slowly uncover the flashcards one by one.
2. Have students look at the flashcards, guess and call out whole
the words. class

Wrap-up
- Option 1:Review. Play the game “Listen and point”.  Teacher -
 Write the vocabulary + structures in different areas on students
the board.
 Teacher says a word or a sentence (written on the
board)
 Students use their fingers to point at the word or the
sentence on the board and say it loudly.
 Teacher -
- Option 2: Review. Play the game “Flash look and say”. whole
 Teacher shows a flashcard quickly. class
 Students say that word or a sentence, using “It’s a…” .
Week:6
Date of teaching: 9/10 to 13/10/2023

UNIT 2: SCHOOL
Period:11 Lesson 2

I.Objectives:
By the end of this lesson, students will be able to recognize the /k/ and /d/
sounds.
II.Teaching aids:
Teacher’s aids:studentbook and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids:Studentbook, notebooks, workbook.
III.Languages focus:
Vocabulary:Cc, Dd, cap, door
IV.Procedures:
Steps/Activities Organization
 Warm-up
- Option 1:Sing.  Teacher –
Play audio Part C and have students sing the song. whole class
- Option 2:Play the game “Unscramble”.
-Divide the class into small groups and give each group a mini-
 Teacher -
board.
-Show the unscramble words and ask the groups to write the students in
correct answers on the mini-boards. E.g.okbo -> book. groups
-The group with more correct words in shorter time will be the
winner..

New lesson
The alphabet
1. Play the alphabet song and have students listen.  Teacher -
2. Play audio again and sing the song. whole class
3. Put the flashcards on the board for the letters in red (c and d).

4. Point to each flashcard, call out the letter's name, and have
students repeat.
Letter C
1- Listen and repeat. Trace.  Teacher –
Listen and repeat: whole class/
1. Have students look at the letter. individuals
2. Play audio. Have students listen and repeat all together and
individually. Correct student’s pronunciation if necessary.
3. Have some students demonstrate the activity in front of the
class.

Trace:
1. Have students call out the letter sound.
2. Demonstrate the steps of tracing the letters with your finger.
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.  Teacher –

Listen and repeat: whole class/
1. Have students look at the picture, letter and word. individuals
2. Play audio. Have students listen and point to the letter and
word as they hear.
3. Have students listen and repeat all together and individually.
Correct student’s pronunciation if necessary.
4. Have some students demonstrate the activity in front of the
class.
3- Sing.  Teacher –
1. Have students look at the lyrics and pictures. whole class/
2. Read the lyrics as a whole class. students
3. Play audio, have students listen and point at the
letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of a cap).
6. Have some students sing and make the gesture in front of
the class.

Wrap-up
4- Listen and hop.
1. Demonstrate the activity.  Teacher –
2. Have students stand up. whole class/
3. Have students hop when they hear the 'c' sound.
students
4. Have some students demonstrate the activity in front of the
class.

UNIT 2: SCHOOL
Period: 12 Lesson 2

I. Objectives:
By the end of this lesson, students will be able to recognize the /k/ and /d/
sounds.
II. Teaching aids:
Teacher’s aids:studentbook and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
 Students’ aids:Studentbook, notebooks, workbook.
III. Languages focus:
Vocabulary:Cc, Dd, cap, door.
IV. Procedures:

Steps/Activities Organization
Warm-up& Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
- Option 1: Review. Singing.  Teacher –
 Have students sing the song of letter ‘c’ again. whole class/
 Have them sing and make the gesture of a cap. students
 Have some students sing and make the gesture in front
of the class.
- Option 2: Review. Hop.
 Call out a letter sound or a word with that letter.  Teacher –
 Have students stand up and hop if they hear the ‘c’ whole class
sound.
New lesson
Letter D
1- Listen and repeat. Trace.  Teacher –
Listen and repeat: whole class
1. Have students look at the letter.
2. Play audio. Have students listen and repeat all together
and 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
pairs
finger.
3. Have students trace the letters with their fingers.
4. Have some students demonstrate the activity in front of  Teacher -
the class. students in
groups
2- Listen and repeat.
Listen and repeat:
 1. Have students look at the picture, letter and word.
2. Play audio. Have students listen and point to the letter
and word as they hear.
3. Have students listen and repeat all together and
 Teacher/
individually. Correct student’s pronunciation if
necessary. individuals
4. Have some students demonstrate the activity in front / Students
of the class. in pairs
3- Sing. (5’)
1. Have students look at the lyrics and pictures.
2. Read the lyrics as a whole class.
3. Play audio, have students listen and point at the
letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of a door).
6. Have some students sing and make the gesture in front
of the class.

4- Listen and clap.

1. Demonstrate the activity.
2. Have students stand up.
3. Have students clap when they hear the 'd' sound.
4. Have some students demonstrate the activity in front
of the class.

Wrap-up
- Option 1:Review. Throw the Beanbag.  Teacher -
 Lay out the phonics cards face up on the table. students
 Have a student throw the beanbag on one of the
phonics cards and name the item pictured.
 Repeat the procedure with other students.

- Option 2: Review. Singing.

 Have students sing the songs of letters ‘c’ and ‘d’ again.  Teacher -
 Have them sing and make the gestures of a cap or a door. whole
class
Week:7
Date of teaching: 16/10 to 20/10/2023

Period :13 REVIEW 1

I.Objectives:

By the end of this lesson, students will introducing family members.

II.Teaching aids:

Teacher’s aids:studentbook and teacher’s book, class CDs, flashcards, IWB

software, projector/interactive whiteboard/TV.
Students’ aids:Studentbook, notebooks, workbook.
III.Languages focus:

Vocabulary:review father, mother, brother, sister.

Structures: This is my (brother).
IV.Procedures:

Organizatio
Steps/Activities
n
Warm-up& Review

- Option 1: Review. Singing.  Teacher –

whole
class/
 again. students
 Have them sing and make the gestures of a cap or a
door.
 Have some students sing and make the gestures.  Teacher –
whole class
- Option 2: Review. Hop or Clap.
 Call out a letter sound or a word with that letter.
 Have students stand up and hop if they hear the ‘c’
sound or clap if they hear the ‘d’ sound.

New lesson
A- Listen and circle (A or B). (10’)
1. Pre-listening:Have students look at the pictures. Point to  Teacher –
each person in the pictures and have students call out the whole
people they see. class/
2. While-listening:
students
 Play audio and have students look at the picture and

people.

 Demonstrate the activity by pointing atthe example.

 Have students listen and circle.

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

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

students say "This is my mother/...".
 Teacher -
10. Post-listening: Have some students demonstrate the students in
activity in front of the class. pairs
B- Play "Stepping Stones": (10')

1. Divide the class into pairs.

2. Have Student A start at A and say the first sentence.  Teacher -
3. Have Student B start at B and say the first sentence. Students
4. Have students take turns saying the sentences and go all in groups
the way round.
5. Have some pairs demonstrate the activity in front of the
class.
Activity: (5’) (optional)
Play the game “Whispering”.
 Choose 2 groups of the same number of students.
 Have students make 2 lines.
 Teacher whispers a word to the 2 students at the back
of the lines. These students then whisper the word to
the 2 students standing right in front of them. This is
repeated until the word reaches the 2 students at the
front of the lines.
 The 2 students at the front of the lines call out the word
and the2 studentsat the back hold up theflashcard to see
whethertheword is correct.
 The 2 students at the front of the lines move to the
back of the lines. T repeats the activity with other
words.

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

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

 Have students swap roles and repeat.
 Have some groups demonstrate the activity in front of  Teacher -
class. students/
- Option 2: Review. Draw and say individual
Have students draw a big picture of their family.Then show it s
in front of the class and introduce the members of the family.
E.g. This is my family.This is my father…

Period 14 REVIEW 2
I. Objectives:
By the end of this lesson, students will review identifying classroom objects.
II. Teaching aids:
Teacher’s aids:studentbook and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids:Studentbook, notebooks, workbook.
III. Languages focus:
Vocabulary:review pencil, bag, book.
Structures: It’s a (pencil).
IV. Procedures:

Steps/Activities Organization
Warm-up& Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
- Option 1: Review. Play the game “Family Jumble”.  Teacher –
 Mix the flashcards of Unit 1 - lessons 1 and 3. students in
 Put them on a table in front of the class. groups
 Divide the students into two teams.
 Invite a student from each group to goto the board.
 Say a word and have the students race to find the
flashcard.  Teacher –
whole class
- Option 2: Review. Sing.
 Play audio Part C (Unit 2) and have students sing the
song.
 Have some students sing in front of the class.

New lesson
A- Listen and circle (A or B). (10’)
1. Pre-listening:Have students look at the pictures. Point to  Teacher –
each object in the pictures and have students call out the whole class/
objects they see. students
2. While-listening:
 Play audio and have students look at the picture and

objects.
  Demonstrate the activity by pointing atthe example.

 Have students listen and circle.

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

12. Post-listening: Point at each object in the picture and  Teacher -

have students say "It's a bag/...". students in
pairs
13. Post-listening: Have some students demonstrate the
activity in front of the class.

C- Play "Guess the picture": (10')

 Teacher -
1. Have students look at the example.
Students
2. Divide the class into 2 teams. in pairs

3. Have a student stand facing away from the board and stick
a flashcard on the board behind him/her.

4. Have the student try to guess the answer without looking at

the flashcard.

5. Give that team 1 point if it's a correct guess.

6. Have teams take turns.

Activity: (5’) (optional)

Running dictation
 Stick some pictures ( bag, book, pencil) on the walls in
the class.
 Have students work in pairs. One runs and find the
pictures around him/ her, then turn back to his pair and
tell what he/ she has seen. E. g It’s a pencil. His/ Her
friend writes down the word he/ she has heard. E. g
pencil.
 Wrap-up
- Option 1:Review. Pictionary.  Teacher -
students in
 Have students work in pairs.
pairs
 Give each child a piece of paper.
 Have children draw a part of a classroom object on the
paper as quickly as possible, then pass their drawings
to their partners and ask “A what?’ The partner
responds ‘A pencil’.
 Have students continue the game.  Teacher -
individuals
/ whole
- Option 2: Review. Draw and guess.
class
 Have a student come to the board and whisper the
name of an object he/she will draw.
 Have the student draw a part of a classroom object on
the board for the rest of the class to guess what it is.
 The first child to guess the object correctly comes to
the front of the class to draw the next picture.
 Repeat until all the objects have been used.
Week:8
Date of teaching: 23/10 to 27/10/2023

Period:15 UNIT 3 : COLORS

Lesson 1
I. Objectives:
By the end of this lesson, students can name the basic colors.
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. Languages focus:
Vocabulary:red, yellow, blue
Structure:
 It’s (red).
IV. Procedures:
Steps/Activities Organization
Warm-up
Option 1:  Teacher –
Guessing game whole class/
- Students work in groups. groupwork/
- Show a half of a picture of a school thing.
individuals
- Students work in groups to try to guess what object in the
picture is.
- The students who gives a correct guessing will get one
point.
Option 2:
True or False” Line.  Teacher –
- Put a line of tape on the floor and designate one side
 "True" and the other "False". whole class
- Hold up an object or flashcard and say its word. If
students think the word you have said is the correct word,
they jump to the “True” side. And if not, they jump to the
“False” side.
- Students that jump to the wrong side are out of the game
and sit down.

New lesson
A- Listen and point. Repeat.  Teacher –
CD1- Track 38 whole class/
- Use flashcards, crayons or colored pencils to introduce individuals
the new words: red, yellow, blue
- Have students listen to each new word.
- Have students listen to each new word and repeat all
together and individually. Correct student’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 students 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  Teacher-
picture in the book and the other says the word. whole class/
- Have students hold up their crayons/ colored pencil that groupwork/
is red, yellow or blue and say that color. individuals
Optional activities:
Option 1:Slap
- Divide the class into four teams and have each team
make a line.
- Stick flashcards on the board.  Teacher-
- Say a word. E.g. ‘red’. The first student from each team whole class/
runs to the board and slap the correct picture. individuals/
- Give one point for the correct and fastest student.
- Continue the game.
Option 2: Pass the card  Teacher-
- Give student a red card.
whole class/
- Have students listen to music and pass the card. individuals/
- Stop music. pair work
- Have the student with the red card stand up and say ‘red’.
- Change the card and continue the game.
B- Listen and point.
CD1- Track 39
- Have students 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.
- Demonstrate the activity by pointing to the new
vocabulary items.
- Play audio. Have students listen and point.
- 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.
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen and sing
along.

Wrap-up
Option 1:Quickflash  Teacher –
 Usetheflashcardsof the three colors students have learnt. whole class
 Showeachcardveryquicklyandthenhideitagain.Asktheclass
to call out thewords of the picture they have seen. Have
students make a sentence with that word.
Option 2: Read my lips
- Have two teams set up and the first person on each team
 Teacher –
must watch the teacher’s mouth.
- Set a word with no voice, just move his/her lips in tongue whole class/
in the correct way. The first teamguess the word correctly teamwork
gets a point.
 Have students make a sentence with that word.
 Period: 16 UNIT 3: COLORS
Lesson 1
I. Objectives:
By the end of this lesson,
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. Languages focus:
Vocabulary:red, yellow, blue
Structures:
 It’s (red).
IV. Procedures:

Steps/Activities Organization
Warm-up
Option 1:Clap, jump and hop  Teacher –
- Set a rule about three colors of the previous whole class
lesson:Red- clap, Yellow – jump, Blue - hop
- Play the audio of track 40. Have students listen
and act out when they hear the color.
 Teacher-whole
Option 2:Jump to the circles class
- Draw three big circles on the floor and write on
each one color ( red, yellow, blue)
- Have students make three lines.
- Play the audio of track 40 and have students jump
to the correct circle when they hear the color in the
song.

New lesson
D- Point and say.  Teacher –
- Have students look at the pictures and identify the whole class/
things. Ask them to tell the colors. individuals
- Divide the class into pairs.
 - Have Student A point to the pictures and Student
B say, e.g. "It's red." Swap roles and repeat.
- Afterwards, have some pairs demonstrate the
activity in front of the class.
Optional activities
Option 1:
- Show a flashcard to the class.  Teacher-
- Have students practice the structure using the new
whole class/
word.
- Repeat with other flashcards. e.g. (Teacher shows individuals
flashcard "red.") • Class: "It's red."
Option 2: Guessing game
- Cover some pictures and have students guess.
- Give the correct answers to the students.

 Teacher-
whole class/
individuals

E- Play “ Find the color”

- Have students work in groups of four.
- Have students look at the example.
- Have students take turns coming to the front of the
class and give some examples.
 - Have the other students try to find objects that are
the same color and say the sentence.

Wrap-up
Option 1:Spelling game  Teacher –
 Dividetheclass into two teams and playa whole class/
spellinggame.Writethe words red, yellow, blueon teamwork
theboardwithoneofthelettersmissing.Holduptherele
vantcard.Children shout out thewordandthemissing
letter.
 Teams taketurns. Awardapoint foreach correctanswer.
Option 2: : Swat the fly.  Teacher –
- Students work in groups. Each group has a fly swatter. whole class/
- Place pictures of colors on the board. Team work
- Call out a word.
- Students compete to swat the correct picture and make
a sentence about the word they have swatted.E.g. It’s
red.
- The winner will get 1 point for his/her group.
Week:9
Date of teaching: 30/10 to 3/11/2023

Period :17 UNIT 3 : COLORS

Lesson 2
I.Objectives:
By the end of this lesson, students will review /æ/ , /b/, /k/ and /d/ sounds.
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.Languages focus:
Vocabulary:Review
IV.Procedures:

Steps/Activities Organization
Warm-up
Option 1:Sing The alphabet song  Teacher – whole
- Play the alphabet song and have students listen. 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.  Teacher – whole
Option 2: Read my lips class/ teamwork
- Have two teams set up and the first person on each
team must watch the teacher’s mouth.
- Set a letter with no voice, just move his/her lips in
tongue in the correct way. The first team to guess
correctly gets a point.


 New lesson
1.Listen and repeat.  Teacher – whole
CD1- Track 41 class/
- Have students look at the pictures. individuals
- Point to the pictures and say the letters' sounds.
- Play audio. Have students listen and repeat the
letter sounds. ( whole class/ individuals)
2. Listen and point.
CD1- Track 42  Teacher – whole
- Have students look at the pictures. class/
- Demonstrate pointing to the correct letter when individuals
you hear the sound.
- Play audio. Have students point to the correct
picture at the top of the page when they hear the
appropriate sound.  Teacher – whole
3. Put a tick (√) or a cross (x). class/
- Have students look at the pictures and call out the individuals
beginning sounds. Demonstrate the activity using
the example.
- Have students put a tick or a cross.  Teacher-whole
- Check answers as a whole class class/ pair work
4. Play “ Magic fingers”.
- Have students look at the example.
- Divide the class into pairs.
- Have Student A draw a letter on Student B's back.
- Have Student B try to guess which letter it is.
- Have students swap roles and repeat.  Teacher-whole
Optional activities: class/
Option 1:Find the letter individuals
- Stick each letter cards (a- z) on a small plastic ball.
Put all the balls into a basket.
- Arrange the students in two lines.
- Say one of the letters ( a to d).
- Have the first students in the lines race to the basket
to find the ball with correct letter.
- The student who finds the ball first and names it
 correctly gets a point for his/her team.  Teacher-whole
Option 2: Tracing on backs class/ groupwork
 Dividetheclass into groups.
 Haveeachgroupmakealine,withthefirstchildstanding
neartheboardandthelastchildstandingnearthebackoft
heclassroom.
 Pass out a phonics cardtothelast child
ofeachline,butdon'thavethemlookatthecard until you
say,Go.
 Havechildren
“Write”theletterveryslowlyontheirclassmates’backs
with theirfingers.
 Thefirst child goes theboardsaysthesound.
Thequickestgroup with thecorrect pronunciation
wins.

Wrap-up
Option 1:Listen and tap  Teacher – whole
- Write the letters and the words in different areas class
on the board.
- Divide the class into groups.
- Invite a student from each group to go to the
board.
- Call out a letter sound or a word.
- The students will run and slap the letter or the
word on the board and say it loudly.
- The fastest student will be the winner.
- Repeat the activity with other students.  Teacher – whole
Option 2: Clap, jump, hop or standstill
class/
- Have students clap when they hear the sound /æ/,
jump when they hear the sound /b/, hop when they individuals
hear the 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.

Period: 18 UNIT 3: COLORS

Lesson 2
I.Objectives:
By the end of this lesson, students will review /æ/ , /b/, /k/ and /d/ sounds.
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.Languages focus:
Vocabulary:Review
IV.Procedures:

Steps/Activities Organization
Warm-up
Option 1:Sing the alphabet song  Teacher – whole
- Play audio and have students sing along. class/ individuals
- Have one student stand up for each letter they
sing.
 Teacher-whole
Option 2:Speed race
- Put 4 chairs in front of the board. class/ teamwork
- Divide the class into 4 teams.
- Have a student from each team stand up.
- Put a phonics card on each chair.
- Call out one of the phonics cards.
- The students standing try to be the first to sit on
the chair with the corresponding phonics card.
- The first student to sit on the chair wins a point
for his/her team. The team with the most points
wins.
New lesson
1. Listen and repeat.  Teacher – whole
CD1- Track 43 class/ individuals
- Have students look at the pictures.
- Point to the pictures and say the letters' sounds.
- Play audio. Have students listen and repeat the
letter sounds.
2. Listen and point.
CD1- Track 44  Teacher-
 - Have students look at the pictures. whole class/
- Demonstrate pointing to the correct letter when individuals
you hear the sound.
- Play audio. Have students point to the correct  Teacher-
picture at the top of the page when they hear the whole class/
appropriate sound. individuals
3. Write the letter.
- Have students look at the pictures and call out the
beginning sounds. Demonstrate the activity using
the example.  Teacher- whole
- Have students write the letters. class/ pair work
- Check answers as a whole class.
4. Play “Stepping stones”  Teacher-
- Divide the class into pairs. whole class/
- Have Student A start at A and say the first letter individuals
sound or word.
- Have Student B start at B and say the first letter
sound or word.  Teacher-
- Have students take turns saying the letter sounds whole class/
or words as they go all the way around. individuals
Optional activities:
Option 1:Pass the ball
- Give student a ball.
- Have students listen to music and pass the ball.
- Stop music.
- Have the student with a ball say the sound of letters
a,b,c and d
Option 2: Letter chain
- Place letter cards from a to d on the board.
- Ask one student to say the first letter.
- Ask another student to say the next letter.
- Continue with each student saying the next letter in
the sequence, returning to the beginning when
necessary.
- Remove one letter. The class repeats the sequence,
including the missing letter.
- Remove one more letter each time, until students are
saying the whole alphabet from their memory.

Wrap-up
Option 1: Pair race  Teacher – whole
- Divide the class into two teams, each team has class/ team work
some flashcards of letters a, b, c, d and pictures
of ant, boy, door, cap.
- Say Go. Two students of each team take a letter
and a picture run to the board. If the letter and
picture are matched. They will have one point.
 Teacher – whole
- Continue the game as the same way.
Option 2: Phonicsposters class/ Team
work
- Divide the class into groups of five.
- Hand out sheets of paper and colored pencils.
- Children choose the “a”, “b”, “c”, “d” sound.
- They must draw pictures of one or two words with
their chosen sound and color them. Somewhere on
the poster they should write the sound.
- Put the phonics posters around the classroom.
Week:10
Date of teaching: 6/11 to 10/11/2023

Period :19 UNIT 3 : COLORS

Lesson 3
I.Objectives:
By the end of this lesson, students will be able to identify the color of objects
and show gratitude.
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.Languages focus:
Vocabulary:pink, white, flower
Structures:
 It's a (pink) flower.
 Thankyou.
 You'rewelcome.
IV.Procedures:
Steps/Activities Organization
Warm-up
Sing the alphabet song  Teacher – whole
Option 1:Seven lives class/ individuals
- Draw or stick seven bodies outlines on the board.

- Give students a topic.

- Choose a word. Draw one line on the board for
each letter in a word, for example: _ _ _ ( red).
- Have students put up their hands to say a letter, if
the letter is in the word, teacher writes it on the
line. If the letter is not in the word, the teacher
 removes one of the bodies from the board.
- When students complete the word or lose all  Students work in
seven lives the game finishes. groups
Option 2: Whisper
- Arrangechildren into rows ofat least six.
- Secretlyshow a flashcard tothefirst child in each
group.This child whispers thewordtothechild next to
him/her.
- Children continue whisperingtheword to
thechildnextto them until thewordreachesthefinal
child.
- Thefinalchildsaysthewordoutloud,andthefirst child
holds up theflashcard to see whethertheword is correct.
New lesson
A-Listen and point. Repeat.  Teacher – whole
CD 1- Track 45 class/ individuals
- Arrange the flashcards on the board, play audio,
and point to each flashcard.
- Play audio again and have students point to the
pictures in their 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.
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  Teacher-whole
- Have students look at the useful language box. class/ individuals
- 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.
- 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.
Optional activities
Option 1:Musicalcards
- Playsomelivelymusic.
- Hand out theflashcardsfromthislesson.
- Children
passtheflashcardsaroundalltherowsofseatswhilethem
usic is playing.
- Stopthemusic suddenly.
Askthechildrenwhoareholdingtheflashcards to
standup and saythe sentence. E.g. It’s a pink flower.
- Playthemusic and continueinthesameway.
Option 2: Draw, color and say
- Give each student a blank sheet of paper and ask
them to draw flowers. Color these flowers.
- Have students work in pairs, practice saying about
their pictures.
E .g. ‘It’s a pink flower.’
- Swap the roles and continue.
 Wrap-up
Option 1:Step away lines  Teacher – whole
- Have students stand in two rows facing each other, so class/ individuals
that each student has a partner in the opposite line.
- Have each pair hold up their drawing pictures and
say a sentence. Eg. ‘It’s a pink flower).’ Each time
the pairs complete their sentences ,both partners 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.
Option 2: Sentences and pictures.
- Stick four picture cards on the board and write four
sentences about these pictures (E.g. ‘ It’s a red
flower.’ ) in different places.
- Have students match pictures and sentences.
- Have remain students give their ideas about their
friends’ answers, then teacher gives the correct ones.

Period: 20 UNIT 3: COLORS

Lesson 3
I.Objectives:
By the end of this lesson, students will be able to identify the color of objects
and show gratitude.
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.Languages focus:
Vocabulary:pink, white, flower
Structures:
 It's a (pink) flower.
 Thankyou.
 You'rewelcome.
IV.Procedures:
 Organizatio
Steps/Activities
n
Warm-up
Option 1:Run, draw and color.  Teacher –
- Have students work in four teams. whole
- Stick four blank sheets on the board. class/
- Say “ Draw a pink flower.” Have one student of each
individuals
team run to the board to draw and color the flower.
- Continue the game in the same way.
Option 2:Throwthe dice
 Teacher-
- Put children in pairs.Eachpairhasa dicewiththenumbers
1–6. whole
- Numberthesentences like the list below: class/ pair
1. It’s a pink flower. work
2. It’s a red flower.
3. It’s a yellow flower.
4. It’s a white flower.
5. 5. You get one point. Throw the dice again!
6. You get two points. Throw the dice again!
- Children taketurnsthrowingthedice, read the command
and act out.

New lesson
D-1. Listen to the story.  Teacher –
CD1- Track 48 whole
 Introduce the situation. class/
 Have students call out the people and things they can individuals
see.
 Play audio and have students listen and read.
2. Listen and repeat.
CD1- Track 49  Teacher –
 Have students look at the useful language box. 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.  Teacher-
  Have students practice the dialogue. whole class/
 Swap roles and repeat. pair work
 Afterwards, have some pairs demonstrate the activity
in front of the class.
Optional activity:
- Have students imagine some situations that they can
show gratitude.  Teacher-
- Have students work in pairs and act out these activities whole class/
in front of the class. pair work

Wrap-up
Option 1:Backtoback drawing  Teacher –
 Dividetheclass into pairs and have them sit backto back. whole
 Child A has picture of a flower.ChildBhasa piece class/ pair
of paper.
work
 ChildAsays: “ It’s a red flower”. Child Bdraw a flower and
color.
 Oncefinished,thetwo children comparetheir pictures.
 Thechildren swap their roles.
Option 2: Slap
- Split the class into four teams.  Teacher –
- Place pictures of flowers on the board. whole
- Have four students come to the board to face off. class/ Team
- Call out the sentence and have students run to the board work
then slap the picture and repeat the sentence. The winner is
the student who slaps the picture at first.

Week:11
Date of teaching: 13/11 to 17/11/2023

Period :21 UNIT 4: MY BODY

Lesson 1
I.Objectives:
By the end of this lesson,students will be able to identify body parts and
follow simple instructions.
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.Languages focus:
Vocabulary:head, leg, arm
Structure:
• Touchyour (head).
IV.Procedures:

Steps/Activities Organization
Warm-up
Option 1: Slap  Teacher – whole
- Split the class into four teams. 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.
Option 2:Bang!
- Students work in groups.
- Give each group a box with many pieces of paper in it.  Teacher – whole
Write a sentence on the paper ( E.g. It’s a pink flower./
class/
It’s a white flower./….) and fold it in half.
- Add a few cards that say "BANG!". individuals
- Students take turns picking up a card from the box. If
they read the sentence correctly, they get to keep it. If
they draw a BANG! Card, they yell BANG! and then
 return all their cards (except the BANG! card) to the
box.

New lesson
A- Listen and point. Repeat.  Teacher – whole
CD1- Track 50 class/ pair work/
- Use flashcards to introduce the new words: head, leg, individuals
arm
- Have students listen to each new word.
- Have students listen to each new word and repeat all
together and individually. Correct student’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 students listen, repeat
several times.
- Change the order of the flashcards, point to them
 Teacher-whole
individually and have students say the words, correct
pronunciation when needed. class
- Have students work in pairs, one of them points to the
picture in the book and the other says the word.
- Have students point to parts of body and say the words
aloud.
Optional activities:
Option 1:Do as I say
 Teacher-whole
- Teacher says a word about parts of body and touch his/
her part of body. (E.g. Teacher says “head” and class/
touches his/ her head (or leg/ arm). individuals
- Have students listen carefully and touch their parts of
body (Their movement must match teacher’s word.
E.g. Students touch their heads when they hear
“head”.).
Option 2: Pass the envelope
- Divide the class into groups.
- Give each group an envelope with the word cards of
body parts.
- Play a song as background music. Children pass the  Teacher-whole
envelope to a classmate as the music plays. class/
- Stop the music randomly. The student holding the individuals/ pair
envelope opens it and takes out one card. The student work
readsit aloud and points to his or her body part.
- Continue the game until there are no more cards left in
the envelope.
B- Listen and point.
CD1- Track51
- Introduce the situation. E. g. Teacher says, “ Touch
your head.” and touch his / her head. Have students
listen, say and do the same.
- Play audio and have students look at the picture. • Teacher-whole
- Demonstrate the activity by pointing to the new class/
vocabulary items.
individuals
- Play audio. Have students listen and point.
- 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.
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen, sing along
and act out.

Wrap-up
Option 1:Quick pointing  Teacher – whole
- Divide children into groups. class/
- Call out one body word. groupwork
- Children point to their body parts as fast as possible
and say the words.
- Groups that say the words correctly and point correctly
win points.
Option 2: Who is faster?
- Divide the class into groups.  Teacher – whole
- Arrange the flashcards on the board. 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.
 Period: 22 UNIT 4: MY BODY
Lesson 1
I.Objectives:
By the end of this lesson, students will be able to identify body parts and
follow simple instructions.
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.Languages focus:
Vocabulary:head, leg, arm
Structure:
• Touchyour (head).
IV.Procedures:

Steps/Activities Organization
Warm-up
Option 1:Sing and do  Teacher – whole
- Play audio track. Have students sing the song and act class
out .  Teacher-whole
Option 2:Touch Body Parts class/ pairwork
- Have students stand in pairs.
- Say a word and have students touch the appropriate
body part of their partner.
- Repeat the activity with other words.
New lesson
D- Say and do.  Teacher – whole
- Introduce the situation: “The children are playing a class/
game. Look! The boy is touching his head. …..” individuals
- Give students more examples by touching his/ her
parts of body when he/ she says. Ask some students to
make examples.
Optional activities
Option 1:
- Show a flashcard to the class.
- Have students practice the structure using the new
word.
- Repeat with other flashcards. E.g.Teacher shows
 Teacher-
flashcard "head", Class: "Touch your head."
Option 2: whole class/
- Divide the class into pairs. individuals
- Have Student A say, e.g. "Touch your leg.", and
Student B do the action.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity
in front of the class.
E- Play “ Simon says”
 Teacher-
- Have students look at the example.
whole class/
- Tell students they must only follow commands that
start with "Simon says…" 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 student come to the front of the class to be
"Simon."
- Swap roles and repeat with a new "Simon."

Wrap-up
Option 1:Shooting game  Teacher – whole
- Divide the class into 2 teams. class/ teamwork
- Invite one student from each team to come on the
board.
- Give each student a flashcard.
- Have the 2 students stand back-to-back.
- Have them step forward 3 steps then turn around,
showing their flashcards to each other.
- The first student to say out the correct word on his/ her  Teacher – whole
friend’s flashcard will get one point for their team. class/
- Continue with other students.
 - The team has more points is the winner. individuals
Option 2:Drawamonster
- Have children work individually.
- Give each student a piece of paper to draw a monster.
- Have children think about how many body parts the
monster will have. Encourage them to draw a scary
monster. For example, children can draw four heads,
eight arms and one leg. Have them draw and color the
monster.
- Display the completed pictures in the classroom.

Week:12
Date of teaching: 20/11 to 24/10/2023

Period :23 UNIT 4: MY BODY

 Lesson 2
I.Objectives:
By the end of this lesson, students will be able to recognize the /e/ and /f/
sounds.
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.Languages focus:
Vocabulary:Letters Ee, Ff, elephant, food
IV.Procedures:

Steps/Activities Organization
Warm-up
Option 1:Sing the alphabet song.  Teacher – whole
- Play the alphabet song and have students listen. class/ individuals
- Play audio again and sing the song.
- Put the flashcards on the board for the letters in red
(e and f).
- Point to each flashcard, call out the letter's name, and
have students repeat  Teacher – whole
Option 2: Mime class/ groupwork
- Have students work in small groups.
- Call one student in each group to the front and
secretly gives her or him a letter or a word on a piece
of paper which describes letters or words.
- Have students mime the words.
- The other students try to guess the letters or the
words.

New lesson
1. Listen and repeat. Trace.  Teacher – whole
CD1- Track 53 class/
- Play audio. Have students listen and repeat. individuals/ pair
- Demonstrate tracing the letters with your finger. work
- Have students trace the letters with their fingers.
(individuals/ pairs)
- Have some students demonstrate the activity in front
of the class.
2. Listen and repeat.
CD1- Track 54
- Have students look at the picture.
- Demonstrate the activity.
 Teacher-whole
- Play audio. Have students point to the letter as they
hear it. class/
- Play audio again. Have students listen and repeat. individuals
- Have some students demonstrate the activity in front
of the class.
3. Sing.
CD1- Track 55
- Have students look at the lyrics.
- Read the lyrics as a whole class.
- Play audio and have students listen.
 Teacher-whole
- Play audio again and have students listen and sing
along. class/ small
4. Listen and jump. groups
CD1- Track 56
- Demonstrate the activity.  Teacher-whole
- Have students stand up. class
- Have students jump when they hear the letter sound.
Optional activity:Back- to- back  Teacher-whole
- Pair off students. class/ pair work
- 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
Option 1:Letter chain  Teacher – whole
- Place letter cards from A to E on the board. class/ individuals
- Ask one student to say the first letter.
- Ask another student to say the next letter.
- Continue with each student saying the next letter in
the sequence, returning to the beginning when
necessary.
- Remove one letter. The class repeats the sequence,
including the missing letter.
- Remove one more letter each time, until students are
 saying the whole letters from their memory.  Teacher – whole
Option 2: Find the letter class
- Stick each letter cards (Aa- Ee) 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 ball with correct letter.
- The student who finds the ball first and names it
correctly gets a point for his/her team.

Period: 24 UNIT 4: MY BODY

Lesson 2
I.Objectives:
By the end of this lesson, students will be able to recognize the /e/ and /f/
sounds.
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.Languages focus:
Vocabulary:Letters Ee, Ff, elephant, food
IV.Procedures:

Organizatio
Steps/Activities
n
Warm-up
 Teacher –
Option 1:Quickflash
whole class
- Use the flashcards of letters from a to f.
- Show each card very quickly and then hide it again. Ask
the class to call out the words that begin with the hidden
letter.  Teacher-
Option 2:Tracing on backs
- Review the previous phonics lesson. Divide the class into whole
groups. class/
- Have each group make a line, with the first child standing groupwork
near the board and the last child standing near the back of
the classroom.
- Pass out a phonics card to the last child of each line, but
don't have them look at the card until you say, Go.
- Have children “Write” the letter very slowly on their
classmates’ backs with their fingers.
- The first child goes the board, writes the letter, and says
the sound. The quickest group with the correct letter and
pronunciation wins.

New lesson
1. Listen and repeat. Trace.  Teacher –
CD1- Track 57 whole
- Play audio. Have students listen and repeat. class/
- Demonstrate tracing the letters with your finger. individuals
- Have students trace the letters with their fingers.
( individuals/ pairs)
- Have some students demonstrate the activity in front of the
class.
2. Listen and repeat.  Teacher-
CD1- Track 57 whole
- Have students look at the picture. class/
- Demonstrate the activity. individual
- Play audio. Have students point to the letter as they hear it. s
- Play audio again. Have students listen and repeat.
- Have some students demonstrate the activity in front of the
class.
 Teacher-
3. Sing.
whole
CD1- Track 58
class/
- Have students look at the lyrics.
- Read the lyrics as a whole class. individual
- Play audio and have students listen. s
- Play audio again and have students listen and sing along.  Teacher-
4. Listen and hop. whole
CD1- Track 59 class/
 - Demonstrate the activity. individual
- Have students stand up. s
- Have students hop when they hear the letter sound.
Optional activity:Phonics matching
 Teacher-
- Display the phonics word cards on the board.
- Place the phonics picture cards on your table. whole
- Ask children to come to the front of the class to match the class/
cards to thecorrect sounds on theboard. individual
s

Wrap-up
Option 1:Patty Cake  Teacher –
- Divide the class into pairs. whole
- Have children sit facing each other. Children slap their class/ pair
knees once, clap their hands once, and then clap their
work
partner’s hands once as they both say /e/ /e/ elephant, …..
- Children repeat the action, this time saying /f/ /f/ food.
- Continue doing the action for each of the two letters and
words.
Option 2:
- Write the letters of the alphabet on the board and ask  Teacher –
children to continue the list from their previous phonics whole
lessons. class/ Team
- Ask the students to give the words that begin with the work
letters a to f (apple, bag, … ) from the previous phonics
lesson.
- Use phonicscardsto prompt ifnecessary.
-
Week:13
Date of teaching: 27/11 to 1/12/2023

Period :25 REVIEW 3

I.Objectives:
By the end of this lesson, students will review identifying colors and body
parts, and following simple instructions.
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.Languages focus:
Vocabulary:Review
Structure:Review
IV.Procedures:

Organizatio
Steps/Activities
n
Warm-up
Option 1: Vanishing Flashcards Game  Teacher –
- Place flashcards of color ( red, pink, blue, white, yellow) whole
in front of the students. class/
- Give them a moment to memorize the pictures and then groupwork/
tell them to close their eyes. individuals
- Take away one of the flashcards and then tell the students
to open their eyes again.
- The first student who guesses the missing flashcard
correctly can win that flashcard (for 1 point) and takes
away another flashcard in the next round.
Option 2: Hold it up
- Have students put crayons with different colors on their  Teacher –
desks. whole class
- Say a color and have students hold up their crayons.
New lesson
A- Listen and circle (A or B).  Teacher –
CD1- Track 61 whole class/
- Have students look at the pictures and call out the colors individuals
they can see. Play audio. Have students listen and check
the example. Explain if it’s necessary.
- Play audio. Have students listen and circle A or B.  Teacher-
- Play audio again and check answers as a whole class. whole
B- Play "Guess the picture." class/
- Have students look at the example. groupwork/
- Divide the class into two teams. individuals
- 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 color and make a
sentence without looking at the flashcard. Have the others
say “Yes” for the correct sentence and “No” for the wrong
sentence.
- Give that team one point if it's a correct guess.
- Have teams take turns.
Optional activities:  Teacher-
Option 1:Pictionary whole
- Give each child a piece of paper. class/
- Have children draw a flower on the paper as quickly as individuals
possible, then color and pass their drawings to their
partners. Their partnersmake sentences about the pictures.
( E.g. It’s a pink flower.)
- Have students continue the game.  Teacher-
Option 2: Musicalcards whole class/
- Play some lively music. individuals
- Hand out the flashcards from this and previous lessons.
- Children pass the flashcards around all the rows of seats
while the music is playing.
- Stop the music suddenly. Ask the children who are
holding the flashcards to stand up and say the word.
- Play themusic and continueinthesameway.
Wrap-up
Option 1: Whisper  Teacher –
- Arrange children into rows of at least six. whole class
- Secretly show a flashcard to the first child in each group.
This 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 childsays the sentence out loud,and the first child
holds up the flashcard to see whetherit is correct.
 Option 2: Run, draw and write
- Stick some flashcards about colors on the walls in the  Teacher –
class. whole
- Have students work in small groups. One runs and finds class/
the pictures around him/ her, then turns back to his group teamwork
and tells what he/ she has seen. E. g.It’s a pink flower. His/
Her friendsdraw a flower, color it and write the note for
the picture E. g.a pink flower

Period: 26 REVIEW 4
I.Objectives:
By the end of this lesson, students will review identifying colors and body
parts, and following simple instructions.
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.Languages focus:
Vocabulary:Review
Structures :Review
IV.Procedures:

Organizatio
Steps/Activities
n
Warm-up
Option 1:Snap  Teacher –
- Hold up teacher cards to review the vocabulary. whole class
- Put up the word cards( parts of body) on the board.
- Divide the class into 2 groups.
- Call out a word, one member from each group races to
 snap the correct word card on the board. Who snaps the
correct word card first can get one point.
Option 2:Seven lives  Teacher-
- Draw or stick seven bodies outlines on the board. whole class
-
- Choose a word. Draw one line on the board for each letter
in a word, for example: _ _ _ _ (head).
- Have students put up their hands to say a letter, if the letter
is in the word, teacher writes it on the line. If the letter is
not in the word, the teacher removes one of the bodies
from the board.
- When students complete the word or lose all seven lives
the game finishes.

New lesson
A-Listen and circle (A or B).
CD1- Track 62  Teacher –
- Have students look at the pictures and call out the body whole
parts they can see. 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 "Simon says.
- Have students look at the example.
- Tell students they must only follow commands that start  Teacher-
with "Simon says…" whole
- Demonstrate the game by giving the students different class/
commands. If the command starts with "Simon says," individual
students must do the action. If it doesn't start with "Simon s
says," students who do the action must sit down.
- Have one student come to the front of the class to be
"Simon."
- Swap roles and repeat with a new "Simon."
Optional activities
Option 1:Sentences and pictures.
- Stick four picture cards on the board and write four
sentences about these pictures (E.g. ‘Touch your head.’) in
different places.  Teacher-
- Have students match pictures and sentences. whole
- Have remain students give their ideas about their friends’ class/
answers, then teacher gives the correct ones. individual
Option 2: Missing letters s
- Divide the class into four teams.
- Write words about body parts on the board, each missing a
letter.
- Have one student from each team come up and try to fill in  Teacher-
the missing letters then make sentences with words given. whole
The first team with the most correct letters and sentences class/
is the winner. teamwork

Wrap-up
Option 1: Charades  Teacher –
Choose two students to come to front of the classroom. The whole
teacher shows a flashcard with the target vocabulary to these class/
two students only. Students must act out what they saw teamwork
without speaking. The first team to guess correctly wins a
point. Continue playing until all students have tried.
Option 2:
- Stick Teacher cards on the board ( make sure to cover the  Teacher –
words on the cards) whole
- Write numbers below the pictures class/
- Divide the board into two or three parts then have teams to teamwork
race to the board to write the words on the board
- The students will pass the pieces of chalk to the next
students in their teams to race to the board to write the
next word
- In 5 minutes ( two or three turns of the sand clock) which
team has most correct words on the board will win the
game)
 1 2 3 4
G1 G2
1 1
2 2
3 3
4 4

Week:14
Date of teaching: 4/12 to 8/12/2023

Period : 27 UNIT 5: ANIMALS

Lesson 1

I. Objectives:
By the end of this lesson, students will be able to say names of some animals
using “I like …”
 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. Languages focus:
Vocabulary:cat, dog, bird
Structures:
 I like (cats).
IV. Procedures:

Steps/Activities Organization
Warm-up
- Option 1: Sing and Dance.  Teacher – whole
Play “Animals” song (from YouTube) and make class
gestures following the lyric, have students stand
up and make the gestures
- Option 2: Review. Play the game “Matching”.
 Write the vocabulary from the previous Unit on
the board.
 Have students read the words on the board.
 Give students flashcards.
 Have students hold the flashcards to match the  Students in
vocabulary on the board and speak out the groups
vocabulary.
- Option 3: Warm-up.
Have students work in group of 4.
Students have 30s to discuss and find out names
of 5 (or more) animals they know.
When time is up, invite some groups to speak out
the names of the animals they found.
New lesson
A- Listen and point. Say (10’)  Teacher – whole
1. CD1-63: Arrange the flashcards on the board. Play class
audio and have students listen and point to the
pictures in their books.
2. Play audio again and have students listen, repeat
several times.
3. Change the order of the flashcards, point to them
 individually and have students say the words, correct
pronunciation when needed.  Students in
4. TPR practice: say the word and do the gestures/ groups
sounds according to the word (Ex: cat- meow, use
hands to make the whiskers/ claws
Activities: (optional)
Option 1:Play "Heads up. What's Missing?"  Students in
 Divide the class into two teams. groups/
 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.
Option 2: Play the game “Who is faster?”.
 Divide the class into groups.
 Arrange the flashcards on the board.
 Invite a student from each group to come on the  Individuals
board.
 Teacher says a word and the students run to tap
the right card.  Teacher – whole
Option 3: Game on i-ebook
class
B- Listen and point. (10’)
1. Pre- listening. Introduce the situation: ask students
some questions about the pictures, e.g. “What can
you see in the picture? What is this? Where is the
girl?...”  Teacher – whole
2. While- listening. Play audio and have students look at class
the pictures.
3. While- listening. Demonstrate the activity by pointing  Teacher – whole
to the new vocabulary items. class
4. Play audio again. Have students listen and point.
5. Post- listening. Point at each picture and have students
say the sentences “I like…birds/dogs/cats.”
6. (Optional): Activities on i-ebook  Students in
groups
C- Sing. (5’)
1. Play audio and have students listen.
 2. Have students turn to page 70.
3. Read the lyrics as a whole class.
4. Play audio again and have students listen and sing
along.
Activities: (optional)
Option 1: Listen and stand up.
 Divide the class in 3 teams.
 Give each team a flashcard.
 Have each team stand up and hold the flashcard
up high when that team hears the name of their
team’s animal in the song.
Option 2: Game on i-ebook

Wrap-up
- Option 1: Sing and Dance.  Teacher – whole
Play audio Part C and make gesturesfollowing the class
lyric, have students stand up and make the
gestures
- Option 2: Review. Play the game “Listen and point”.
 Write the vocabulary + structuresin different areas
on the board.
 Teacher says a word or a sentence (written on the
board)
 Students use their fingers to point to the word or
the sentence on the board and say it loudly.

Period: 28 UNIT 5: ANIMALS

Lesson 1
I. Objectives:
By the end of this lesson, students will be able to say names of some animals
using “I like …”
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. Languages focus:
Vocabulary:cat, dog, bird
Structures:
 I like (cats).
IV. Procedures:

Steps/Activities Organization
Warm-up
- Option 1: Sing and Dance.  Teacher – whole
Play audio Part C and make gesturesfollowing the class
lyric, have students stand up and do the gestures
- Option 2: Review. Play the game “Lips read”.
 Teacher – whole
 Teacher says a word or a sentence silently.
 Students say that word or that sentence loudly. class/ groups/
- Option 3: Review. Play the game “Flash look and say”. individuals
 Teacher shows a flashcard quickly.
 Students say that word or a sentence, using “I
like…”.
- Option 4:Game on i-ebook
New lesson
D- Point and say (10’)  Students in pairs
1. Divide the class into pairs.
2. Have Student A point to the picture and Student B
say
e.g. "I like cats."
3. Swap roles and repeat.  Teacher – whole
4. Have some pairs demonstrate the activity in front of class
the class.
Activities: (optional)
Option 1: Look and say.
 Show a flashcard to the class.
 Have students practice the structure using the new
word.
 Repeat with other flashcards.
 Students in
e.g. Teacher shows flashcard "cat."- Class: "I like cats."
groups
Option 2: Game on i-ebook
D- Play “Board Race”(10’)
1. Have students look at the example.
2. Divide the class into teams.
3. Stick the flashcards on the board.
4. Have one student from each team stand a distance
away from the board.
5. Choose one of the flashcards and say the word.
6. Have the students from each team race to the board,
touch the correct flashcard and say the correct
sentence.
7. The first student to touch the correct flashcard and say
the sentence will get one point for their team.
8. Continue with other students.
9. The team with the most points wins
Activities: (optional)
Option 1: Listen and throw. (prepare sticky balls or
paper balls)
 Divide the class into teams.
 Write the vocabulary + structuresin different areas
on the board.
 Have one student from each team stand a distance
away from the board.
 Give each student a sticky ball or a paper ball
 Teacher says a word or a sentence (written on the
board)
 Students throw their balls at the word or sentence
the teacher said on the board and say it loudly.
Option 2: Game on i-ebook
Workbook
A- Draw lines(4’)  Teacher – whole
Have students draw lines to match words and pictures. class
B- Look and Trace(6’)
Have students use their pencil to trace the sentences.
Teacher go around and ask students to read out the
sentences.
 Activities: (optional)  Teacher – whole
Option 1: Look, listen and say “Yes” or “No”. class
 Teacher holds a flashcard and says a sentence “I
like …”. 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 the names of the animals.
Option 2: Game on i-ebook

Week:15
Date of teaching: 11/12 to 15/12/2023

Period: 29 UNIT 5: ANIMALS

Lesson 2

I. Objectives:
By the end of this lesson, students will be able to make the phonetic sound of
letter G, use structure “This is a …”
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. Languages focus:
Vocabulary:letter G
Sight words: this, is, a
Structure:
 This is a girl.
IV.Procedures:

Steps/Activities Organization
Warm-up
- Option 1: Review. Sing and Dance.  Teacher – whole
Play audio Lesson 1- Part C and make gestures class
following the lyric, have students stand up and
make the gestures
 Individuals
- Option 2: Review. Listen and act, guess.
 Invite a student to come on the board
 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  Teacher – whole
- Option 3: Review. Use games on i-ebook to review class
- Option 4:Warm-up.
Play the Alphabet song. Audio “AS” Listen and Sing
along
New lesson
1- Listen and repeat. Trace. (7’)  Teacher – whole
1. Play audio CD-66. Have students listen and repeat. 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: (optional)  Students in
Option 1: Play the game “Who is faster?”. groups/
 Divide the class into groups. individuals
 Invite a student from each group to come on the
board.
 Teacher says a letter. e.g. “big G” or “small g”
 Students in
and the students write the letter on the board.
Option 2: Play the game “Which group is faster?”. groups
 Divide the class into groups.
 Teacher says a letter. e.g. “big G” or “small g”
and all the students write the letter on their small
board.
 The group with all students thatfinish writing the
letter is the winner.  Teacher – whole
class
2- Listen and repeat. (5’)
1. Have students look at the picture.
2. Demonstrate the activity. Point to the girl and say:
“This is a …” then say “g…g…girl”
3. Play audio CD-67. Have students point to the letter as
they hear them.  Individuals
4. Play audio again. Have students listen and repeat.
5. Have some students demonstrate the activity in front
of the class.  Teacher – whole
Activities: (optional) class
Option 1: Say and act.
 Teacher says “g…g…girl” and make gestures for  Teacher – whole
a girl, e.g. using hands to show that the girl has
class
long hair.
 Have students say and act.
Option 2: Play the game “Find more words”.
 Divide the class into groups.
 Teacher asks each group to find more words
starting with letter Gg, e.g. “game, goat, glue,…”.
 Teacher says “g…g…” then point to a group, that
group has to say a word starting with letter Gg.
 Teacher – whole
 Teacher continues with other groups.
 The group has the most correct words is the class
winner.

3- Sing. (8’)
1. Have students look at the lyrics.
2. Read the lyrics as a whole class.
3. Play audio CD-68. Have students listen.
4. Play audio again and have students listen and sing
along
 Teacher – whole
Activities: (optional) class
Listen and act.
 Have students clap their hands with “This is a” the
do the gesture for a girl with “girl” in the song.
 Play audio. Have students clap and act.

4- Listen and jump. (5’)  Students in

1. Demonstrate the activity: Have students jump when groups
they hear the “g” sound
2. Have students stand up.
3. Play audio CD-69. Have students jump when they
hear the letter sound.
Activities: (optional)
Play the game “Team competition”.
 Divide the class into groups.
 Invite 2-3 students from each group to come on
the board.
 Play audio. Have the students listen and jump.
 The student who cannot jump correctly with “g”
sound will come back to his/her seat
 After the audio, the team with the most students
who are still on the board is the winner.
Wrap-up
- Option 1: Look and say  Teacher – whole
 Write letter, words, sentence on the board, e.g. class/ students
“G, g, this, is, a, girl, this is a girl” in groups/
 Teacher points to a letter/ word/ sentence.
individuals
 Students say the letter (phonetic sound)/ word/
sentence.
- Option 2: Game on i-ebook
 Period: 30 UNIT 5: ANIMALS
Lesson 2 (cont...)

I. Objectives:
By the end of this lesson, students will be able to make the phonetic sound of
theletter H, use thestructure “I can …”
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. Languages focus:
Vocabulary:letter H
Sight words: I, can
Structure:
 I can hop.
IV. Procedures:

Steps/Activities Organization
Warm-up
- Option 1: Review. Listen, sing and act.  Teacher – whole
 Teacher says “g…g…girl” and do gesture for a class
girl, e.g. using hands to show that the girl has
long hair.
 Play audio CD-68. Have students say and act.
- Option 2: Review. Look and say.
 Teacher writes some words starting with letter
Gg on the board.
 Teacher says “g…g…” then point to a word.
 Students say “g…g…(that word)” loudly.
- Option 3: Review. Use game on i-ebook
New lesson
1- Listen and repeat. Trace. (5’)  Teacher – whole
1. Play audio CD-70. Have students listen and repeat. 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  Students in
of the class.Activities: (optional) groups/
Option 1: Play the game “Who is faster?”.
individuals
 Divide the class into groups.
 Invite a student from each group to come on the
board.
 Teacher says a letter. e.g. “big H” or “small h”  Students in
and the students write the letter on the board. groups
Option 2: Play the game “Which group is faster?”.
 Divide the class into groups.
 Teacher says a letter. e.g. “big H” or “small h”
and all the students write the letter on their small
board.
 The group with all students thatfinish writing the  Teacher – whole
letter is the winner. class

2- Listen and repeat. (5’)

1. Have students look at the picture.
2. Demonstrate the activity. Point to the boy and say:
“Hop” then do the action. Then say “h…h…hop”.
3. Play audio CD-71. Have students point to the letter  Individuals
as they hear them.  Teacher – whole
4. Play audio again. Have students listen and repeat. class
5. Have some students demonstrate the activity in
front of the class.  Teacher – whole
Activities: (optional) class/ students in
Option 1: Say and act. groups
 Teacher says “h…h…hop” and do the action
 Have students say and act.
Option 2: Play the game “Find more words”.
 Divide the class into groups.
 Teacher asks each group to find more words
starting with letter H, e.g. “horse, hat, hello,…”.
 Teacher says “h…h…” then point to a group,  Teacher – whole
that group has to say a word starting with letter class
H.
 Teacher continues with other groups.
  The group has the most correct words is the
winner.

3- Sing. (5’)
1. Have students look at the lyrics.
2. Read the lyrics as a whole class.
3. Play audio CD-72. Have students listen.
4. Play audio again and have students listen and sing
 Teacher – whole
along
Activities: (optional) class
Listen and act.
 Have students clap their hands with “I can” then
do the action with “hop” in the song.
 Play audio. Have students clap and act.
 Students in
4- Listen and clap. (5’)
groups
1. Demonstrate the activity: Have students clap when
they hear the “h” sound
2. Have students stand up.
3. Play audio CD-73. Have students jump when they
hear the letter sound.
Activities: (optional)
Play the game “Team competition”.
 Divide the class into groups.
 Invite 2-3 students from each group to come on
the board.
 Play audio. Have the students listen and jump.
 The student who cannotclap correctly with “h”
sound will come back to his/her seat.
 After the audio, the team with the most students
who are still on the board is the winner.
Workbook
A- Trace the letters.(4’)  Teacher – whole
Have students use their pencil to trace the letters. class
B- Trace the words and draw lines.(3’)
 Have students use their pencil to trace the words.
 Have students draw lines to match the words to
 the pictures.
 Teacher goes around to support and ask some
students to say out the sounds or the words.
C- Say the sounds. Color the correct shapes (3’)
 Have students say the sounds.
 Have students use color pencils to color the
correct shapes with the sound according to the
pictures.  Students in
Activities: (optional) groups
Option 1: Listen and throw. (prepare sticky balls or
paper balls)
 Divide the class into teams.
 Write the vocabulary + structuresin different
areas on the board. e.g. “Gg, Hh, boy, girl, this,
is, a, I, can, hop,…”
 Have one student from each team stand a
distance away from the board.
 Give each student a sticky ball or a paper ball
 Teacher says a word or a sentence (written on
the board)
 Students throw their balls at the word or
sentence the teacher said on the board and say it
loudly.
Option 2: Game on i-ebook
Week:16
Date of teaching: 18/12 to 22/12/2023

Period: 31 UNIT 5: ANIMALS

Lesson 3

I .Objectives:
By the end of this lesson, students will be able to say thenames of some
animals using “This is a …”
Teaching aids:
II .Teacher’s aids: student’s and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: books, notebooks, workbooks.
III. Languages focus:
Vocabulary:monkey, snake, bear
Structure:
 This is a (monkey).
IV. Procedures:
 Steps/Activities Organization
Warm-up
- Option 4: Review. Listen and jump or clap.  Teacher –
Play audio CD-73. Have students jump when they whole class
hear “g” sound and clap when they hear the “h”
sound.
- Option 2: Review. Look and say.
 Teacher holds the flashcards “girl” and “hop”.
 Teacher says “g…g..” then have students say the
word “girl”.
 Teacher says “h…h..” then have students say the
word “hop”.
 Teacher points to the “girl” flashcard and says
“This is a…” then have students say the word  Individuals
“girl”.
 Teacher points to the “hop” flashcard and says “I  Teacher –
can…” then have students say the word “hop”.
whole class
 Teacher can say or point faster to challenge the
students.
 Invite some students to hold the flashcards to do the
same.
- Option 3: Review. Look and say.
 Teacher holds the flashcards “cat”, “dog” and
“bird”.
 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 …”.
- Option 4: Review. Use games on i-ebook to review.

New lesson
New words- Listen and point. Say (10’)  Teacher –
1. Arrange the flashcards on the board, play audio CD-74, whole class
and have students listen and repeat. Point to the
flashcards along with the audio. Repeat several times.
2. Play audio again and have students listen, repeat, and
point to the pictures in their books.
3. Change the order of the flashcards, point to them  Individuals
individually and have students say the words, correct
pronunciation when needed.
Activities:
Option 1:Play "Guess."  Students in
 Arrange the flashcards on the board and write a groups/
number under each card. individuals
 Have students look at the flashcards and remember
its position for 5 seconds.
 Ask students to head down/ close their eyes.
 Turn the flashcards over to face the board.
 Call out a number and have students take turns to
guess the face-down card. Turn the card over after
each guess.  Teacher –
Option 2: TPR practice whole class
 Say the word and all togethermake the gestures/
sound according to the word (Ex: monkey- keckec,
use hands to do actions like a monkey).
 Teacher can make the gestures and have students
guess what animal is.
 Or Teacher can say an animal and have students
make the gestures.
Option 3: Game on i-ebook
 Teacher –
Listening- 1. Listen and point. (5’) whole class
1. Have students call out the things they can see in this
part.
2. Have students listen and follow.
3. Play audio CD- 75 and demonstrate pointing to the
 Teacher –
animals.
whole class
4. Play audio again. Have students listen and point to the
animals.
Listening- 2. Listen and repeat. (5’)
1. Have students look at the useful language box.
2. Play audio CD-76. Have students listen to the useful
 Teacher –
language.
3. Have students practice the useful language when whole class
pointing to the picture of the animals.
Activities: (optional)
Option 1: Look, listen and say “Yes” or “No”.
 Teacher holds a flashcard and says a sentence “
This is a …”. 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  Teacher –
and the animal in the sentence the teacher said are whole class
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.
Option 2: Look and say.  Students in
 Teacher holds a flashcard (the pictures face to the pairs
teacher) and quickly reveal each one.
 Students say “This is a…” according to the animal
they saw in the flashcard.
Option 3: Game on i-ebook

Speaking- Play “Stepping stones”. (5’)

 Individuals
1. Divide the class into pairs.
2. Have Student A start at A and say the first sentence,
using “This is a…”.
3. Have Student B start at B and say the first sentence.
4. Have students take turns saying the sentences and go all
the way round.
Activities: (optional)
Option 1: Listen and stand up.
 Give 6 flashcard (cat, dog, bird, snake, bear,
monkey) to 6 students in the class.
 Invite1 studentto stand up and hold the flashcard up
high and say a sentence, using “I like… or This is a
…” with name of an animal in the flashcard of the
other friends.
 The boy/girl with the flashcard of the animal called
will stand up and hold the flashcard up high and say
 a sentence, using “I like… or This is a …” with
name of an animal in the flashcard of the other
friends.
 Teacher can give the flashcard from 1 student to
another student during the activity.
Option 2: Game on i-ebook

Wrap-up
- Option 1: Review. Listen and point.  Teacher –
 Arrange all the flashcards of Unit 5 in different area whole class
on the board.
 Teacher says a name of a flashcard.
 Students use their fingers to point to the flashcard
and say it loudly.
- Option 2: Review. Look and say.
 Arrange all the flashcards of Unit 5 in different area
on the board.
 Teacher points to a flashcard.
 Students say a sentence related to the flashcard, e.g.
“I like…, This is a …, I can hop”.

Period: 32 UNIT 5: ANIMALS

Lesson 3

I.Objectives:
By the end of this lesson, students will be able to apologize using “I’m sorry.”
and forgive using “That’s OK.”
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.Languages focus:
Vocabulary:sorry, OK
Structures:
 I’msorry.
 That’s OK.
IV.Procedures:
 Steps/Activities Organization
Warm-up
-Option 1: Review. Play "Heads up. What's Missing?"  Students in
 Divide the class into teams. groups
 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.
- Option 2: Review. Play the game “Lips read”.  Teacher –
 Teacher says a word or a sentence silently. whole class/
 Students say that word or that sentence loudly. groups/
- Option 3: Review. Play the game “Flash look and say”. individuals
 Teacher shows a flashcard quickly.
 Students say that word or a sentence, using “I
like…, This is a …” .
- Option 4:Game on i-ebook
New lesson
Story- 1. Listen to the story. (5’)  Teacher –
1. Introduce the situation. Ask students some questions whole class
about the pictures, e.g. “What can you see in the
picture? What is this? Where are the boys?...
2. Have students call out the people or things they can see.
3. Play audio CD-77 and have students listen and follow
the story.
4. Play the audio again and have student listen and read.
 Students in
Story- 2. Listen and repeat. (5’)
1. Have students look at the useful language box. pairs
2. Play audio CD-78. Have students listen to the useful
language.
3. Have students practice the useful language.
Activities: (optional)
Game on i-ebook  Students in
Play and Say- Role play.(10’)
pairs
1. Divide the class into pairs.
2. Have students practice the dialogue.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in
 front of the class
Activities: (optional)
Option 1: Role play a situation  Students in
 Number the situation in the role play 1-3
pairs
 Have students work in pairs. Choose a situation to
practice, copy the actions in the situation.
 Have some pairs come to the board and role play
the situation they chose.
Option 2: Game on i-ebook

Workbook
A- Trace the correct words.(4’)  Teacher –
 Have students use their pencil to trace the correct whole class
words.
 Teacher go around to support, point to a picture and
ask students to read out the correct words.
B- Circle the correct words.(2’)
 Have students use their pencil to circle the correct
words.
 Teacher go around to support and ask students to
read out the words or the sentences.
C- Trace the words.(4’)
 Have students use their pencil to trace the words.
 Teacher go around to support and ask students to
read out the sentences.
Activities: (optional)  Students in
Option 1: Role play a situation pairs
 Have students work in pairs and think of a new
situation that they can use the structures “I’m sorry.
– That’s OK”.
 Teacher can provide some common situations at
school, in the classroom or at home.
 Have students role play their situation.
 Have some pairs come to the board and role play
the situation they found.
Option 2: Game on i-ebook
Week:18
Date of preparing: 1/1/2022
Date of teaching :5/1/2022

Period:35 RIVISION + 36 TEST

I.Objectives:
By the end of this lesson, students will review the knowledge you have
learned in lessons and following simple instructions.
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.Languages focus:
Vocabulary:Review
Structure:Review
IV.Procedures:

LISTENING
PART 1 Listen and circle four pictures that you hear. There is one example. (1.6pts)
PART 2 Listen and tick (√) the box. There is one example (1.6pts)

Example:

5.

6.

7.
 8.

PART 3 Listen and draw lines. There is one example.(1.6pts)

Bobby Bill Sue Kim Vinh

    

READING
PART 1 Look, read and draw lines. There is one example.(1.2pts)
Example.  I can hop.


1.  That’s OK.


2.
 Hello, Kim.


3.
 This is a girl.


PART 2 Look, read and circle. There is one example.(1.2pts)

Example.
Sit down.
Stand up.

4.

I like dogs. I like birds.

5.

This is a cat. This is a hat.

6. It’s a bear. It’s a snake.

PART 3 Look at the picture, read and tick (√) Yes or No. There is one example.(0.8pt)

Example:
Look, this is a bird. Yes √ No
7. This is a snake. Yes No
8. I like cats. Yes No

WRITING
PART 1Order the letters and draw lines. There is one example.(1.2pts)
Example

atc cat

1.
____
sogd

2.
_____
kasne
3.
nyomek

PART 2 Order the words. There is one example.(0.8pt)

Example
cat It’s a

It’s a cat.

4.
like I bears

_______________________________________________________________________.

5. a This bird is

_____________________________________________________________.

Week: Date of teaching:................................................................................................

Period: 1
UNIT7: NUMBERS
Lesson 1

V. Objectives:
By the end of this lesson, students will be able to count.
 VI. 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.
VII. Languages focus:
Vocabulary:one, two, three
Structures:

VIII. Procedures:

Organizatio
Time Steps/Activities
n
Warm-up (5’)
- Option 1: Sing and Dance.  Teacher –
Play “i-Learn Smart Start” song (from YouTube) and whole class
make gestures following the lyrics, have students stand
up and make the gestures
- Option 2:Look and say.
 Go around the class, mime actions (“swim”, “run”,  Teacher -
“sing”). individuals
 Have students say “I can swim/ run/ sing”. / whole
class
5’
- Option 3: Play “Simon says”
 Have students follow commands that start with “Simon
says…”
 Give them different commands with or without  Teacher -
“Simon says…” such as “run”, “Simon says run”, etc. whole
 If it doesn’t start with “Simon says…”, students who class/
do the action must sit down.
students -
 Have one student stand in front of the class to be
students
Simon.
25’ New lesson
A- Listen and point. Repeat. (10’)
CD2-Track 10:  Teacher –
 46.Have students listen to each new word. whole
47.Have students listen to each new word and repeat all class/
together and individually. Correct student’s individuals/
pronunciation if necessary. pair work/
48.Arrange the flashcards on the board. Play audio and group work
have students listen and point at the pictures in their
books.
49.Play audio again and have students listen, repeat
several times.
50.Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
51.Have students work in pairs, one points at the picture
in the book and the other says the word.
52.TPR practice step 1: say the word and make the
gesture/ sound all together according to the word.
53.TPR practice step 2: do the actions and students say
the word accordingly.  Teacher –
54.TPR practice step 3: have students work in pairs, one whole class
would do the action, the other say the word.
Activities: (optional)
- Option 1:Play "Heads up. What's missing?"
1. Divide the class into two teams.
2. Arrange the flashcards on the board and remove one card
when students are not looking.
3. One student from each team calls out the missing
flashcard.
 Teacher –
- Option 2: Play the game “Flash look and say”. whole class
 Teacher shows a flashcard quickly.
 Students say that word.

B. Listen and point. (8’)  Teacher –

1. Pre- listening: Introduce the situation, point at each person whole class
in the picture and have students call out the words “one,
two, three”.
 2. While- listening:
 Play audio and have students look at the picture.  Teacher –
whole class
Demonstrate the activity by pointing at "one",
"two" ,“three”in the picture.
14. 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.”
H. Now, sing a song. (7’)
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole
class.
Wrap-up (5’)
Option 1: Review. Play the game “Listen and point”.
 Write the vocabulary in different areas on the board.  Teacher –
 Teacher says a word (written on the board) whole
 Students use their fingers to point to the vocabulary on class/
the board and say it loudly. students
Option 2: Review. Play the game “Listen and clap”.
 Teacher saysnumbers.
 Students clap their hand once if they hear “one”, twice
5’
if they hear “two”, and three times-“three”.  Teacher –
Option 3: Review. Play the game “Listen and circle”. whole class
 Teacher writes a lot of numbers one, two, three in
different areas of the board, not in order and invites
some students to go to the board.
 Teacher says a number.
 The invited students circle the said number as many
times as possible.
Week: Date of teaching:................................................................................................
Period: 2
UNIT7: NUMBERS
Lesson 1

I. Objectives:
By the end of this lesson, students will be able to count.
II. 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.
III. Languages focus:
Vocabulary:one, two, three
Structures:
IV. Procedures:

Organizatio
Time Steps/Activities
n
5’ Warm-up& Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
- Option 1: Review. What is the missing letter?  Teacher –
 Have students look at the flashcards and call out the whole
words. class/
 Write them on the board. students
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Show a flashcard and have that student call out the
word and say the missing letter(s).
 Repeat the activity with other students.

- Option 2: Review. Count and stand up.  Teacher –

 Have students count “one, two, three” in row and ask whole class
them to remember their number.

 Teacher –
 stand up. whole class
 Repeat the activity in such a way that each student
counts a new number.
- Option 3: Sing and Dance.
Play “i-Learn Smart Start” song (from YouTube) and
make gestures. following the lyrics, have students stand
up and make the gestures.

25’ New lesson

D- Point and count. (10’)
1. Divide the class into pairs.  Teacher –
2. Demonstrate the activity with a student using numbers whole class
“one, two, three” and pointing at the pictures (cat, dog,
book….)
3. Have student A point and Student B count.
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 front of the
class.
 Teacher –
E- Play “Board race”. (10’) students in
1. Have students look at the example. pairs
2. Divide the class into teams and have one student from
each team stand a distance from the board.
3. Stick two flashcards on the board and then say one of  Teacher -
them. students in
4. Have the students race to the board, touch that flashcard, groups
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.

Activity: (5’) (optional)  Teacher/

Call out a number and clap individual
1. Hold up a flashcard and have students call out the number. s/
2. Count out loud “One, two, three.” as you clap . Students
3. Repeat with different numbers and have students call out in pairs
the number of claps.
 4. Say a number and have students count and clap.

Wrap-up
- Option 1:Review. Countschool items.  Teacher -
 Have each student prepare their school items, e.g. students in
pencil, bag, book…(The number of each school items pairs
does not exceed 3).
 Have students work in groups and take turn counting
theirschool items out loud.

- Option 2: Review. Look and clap hands.

 Show a number of the same school items to the class.

 Have the class clap their hands once if they see one  Teacher -
school item, two times if they see two school items, etc.
5’ students in
groups
Week:23
Date of preparing: 18/2/2023
Date of teaching :21/2/2023

Period: 1
UNIT7: NUMBERS
Lesson 2

I.Objectives:
By the end of this lesson, students will be able to recognize the /ɪ/ and /dʒ/
sounds.
II.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.
III.Languages focus:
Vocabulary:Ii, Jj, insect, ink, jump, juice
IV.Procedures:
Time Steps/Activities Organization
Warm-up (5’)
- Option 1:write numbers and count things.  Teacher –
 Draw pictures of the same things (but different whole class
numbers of things) in different areas of the board,
e.g. One picture of two dogs, one picture of three
cats, one picture of one bird….  Teacher -
 Have one, two or three students go to the board and students
write the corresponding number next to each picture,
e.g. number 2 next to the picture of two dogs,
number 3 next to the picture of three cats…
5’  Have Class count the animals/ objects in each picture
out loud.

- Option 2: Play the game “Matching”.

 Write the words/sentences on the board.
 Have students read the words/sentences on the
board.
 Give students flashcards.
 Have students match the flashcards with the
words/sentences on the board and call out the
words/sentences.
25’ New lesson
The alphabet (5’)
1. Play the alphabet song and have students listen.  Teacher -
2. Play audio again and sing the song. whole class
3. Put the flashcards on the board for the letters in red (i
and j).
4. Point to each flashcard, call out the letter's name, and
have students repeat.

Letter I
 Teacher –
1- Listen and repeat. Trace. (10’)
Listen and repeat: whole class/
1. Have students look at the letter. individuals
2. Play audio. Have students listen and repeat all
together and individually. Correct student’s
 pronunciation if necessary.
3. Have some students demonstrate the activity in front
of the class.
Trace:
1. Have students call out the letter sound.
2. Demonstrate the steps of tracing the letters with your
finger.
3. Have students trace the letters with their fingers.
4. Have some students demonstrate the activity in front
of the class.
 Teacher –
2- Listen and repeat. (5’)
whole class/
Listen and repeat:
1. Have students look at the picture, letter and word. individuals
2. Play audio. Have students listen and point to the letter
and word as they hear.
3. Have students listen and repeat all together and
individually. Correct student’s pronunciation if
necessary.
4. Have some students demonstrate the activity in front
of the class.  Teacher –
whole class/
3- Sing. (5’) students
1. Have students look at the lyrics and pictures.
2. Read the lyrics as a whole class.
3. Play audio, have students listen and point at the
letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of an insect).
6. Have some students sing and make the gesture in
front of the class.
 Wrap-up (5’)

4- Listen and clap.  Teacher –

1. Demonstrate the activity. whole class/
5’ 2. Have students stand up.
students
3. Have students clap when they hear the 'i' sound.
4. Have some students demonstrate the activity in front
of the class.

Period: 2
UNIT7: NUMBERS
Lesson 2

I. Objectives:
By the end of this lesson, students will be able to recognize the/ɪ/ and /dʒ/
sounds.
II. 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.
III. Languages focus:
Vocabulary:Ii, Jj, insect, ink, jump, juice
IV. Procedures:

Organizatio
Time Steps/Activities
n
 Warm-up& Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
- Option 1: Review. Singing.  Teacher –
 Have students sing the songs of letter ‘i’ again. whole
 Have them sing and make the gesture of an insect. class/
 Have some students sing and make the gesture in front students
5’
of the class.

- Option 2: Review. Clap.

 Call out a letter sound or a word with that letter.  Teacher –
 Have students stand up and clap if they hear the ‘i’ whole class
sound.

25’ New lesson

Letter J
1- Listen and repeat. Trace. (10’)  Teacher –
Listen and repeat: whole class
1. Have students look at the letter.
2. Play audio. Have students listen and repeat all together
and individually. Correct student’s pronunciation if
necessary.
3. Have some students demonstrate the activity in front of
the class.
Trace:
1. Have students call out the letter sound.  Teacher –
2. Demonstrate the steps of tracing the letters with your students in
finger. pairs
3. Have students trace the letters with their fingers.
4. Have some students demonstrate the activity in front of
the class.  Teacher -
students in
2- Listen and repeat. (5’) groups
Listen and repeat:
1. Have students look at the picture, letter and word.
2. Play audio. Have students listen and point to the letter
and word as they hear.
3. Have students listen and repeat all together and
 individually. Correct student’s pronunciation if  Teacher/
necessary. individual
4. Have some students demonstrate the activity in front of s/
the class.
Students
3- Sing. (5’) in pairs
1. Have students look at the lyrics and pictures.
2. Read the lyrics as a whole class.
3. Play audio, have students listen and point at the
letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (jumping).
6. Have some students sing and make the gesture in front
of the class.

4- Listen and jump. (5’)

1. Demonstrate the activity.
2. Have students stand up.
3. Have students jump when they hear the 'j' sound.
4. Have some students demonstrate the activity in front of
the class.

5’ Wrap-up
- Option 1:Review. Play the game “Listen and tap”.  Teacher -
 Write the letters and the words in different areas on the students in
board. groups
 Divide the class into groups.
 Invite a student from each group to go to the board.
 Call out a letter sound or a word.
 The students will run and slap the letter or the word on
the board and say it loudly.
 The faster student will be the winner.
 Teacher -
 Repeat the activity with other students.
student &
- Option 2: Review. Look, point, and say. whole
 Write “Ii, Jj,insect, ink, jump, juice” in differentareas class
on the board.
 Show a phonics card to the class, covering the letter/
 word on it.
 Have students point at the letter/ word (on the board)
corresponding to the phonics card and call the letter/
word out loud .
 Repeat the activity with other phonics cards.

Week:24
Date of preparing: 25/2/2023
Date of teaching :28/2/2023

Period: 1
UNIT7: NUMBERS
Lesson 3
I. Objectives:
By the end of this lesson, students will be able to talk about how old they are.
II. 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.
III. Languages focus:
Vocabulary:four, five, six
Structures:
 (Vinh)’s (six).
 How old are you?
 I’m (six).
IV. Procedures:
Time Steps/Activities Organizatio
 n
Warm-up (5’)
- Option 1: Review. Singing.  Teacher –
 Have students sing the songs of letter ‘J’ again. whole
 Have them sing and make the gesture of jumping. class/
 Have some students sing and make the gesture in front students
of the class.

- Option 2: Review. Jump.

5’  Call out a letter sound or a word with that letter.
 Have students stand up and jump if they hear the ‘j’  Teacher –
sound. whole class

- Option 3: Clap or Jump.

 Call out a letter sound or a word with that letter.  Teacher –
 Have students stand up and clap if they hear the ‘i’ whole class
sound or jump if they hear the ‘j’ sound
25’ New lesson
A- Listen and point. Repeat. (10’)
CD2-Track 21:  Teacher –
55.Have students listen to each new word. whole
56.Have students listen to each new word and repeat all class/
together and individually. Correct student’s individuals/
pronunciation if necessary. pair work/
57.Arrange the flashcards on the board. Play audio and group work
have students listen and point at the pictures in their
books.
58.Play audio again and have students listen, repeat
several times.
59.Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
60.Have students work in pairs, one points at the picture
in the book and the other says the word.
61.TPR practice step 1: say the word and make the
gesture/ sound all together according to the word
 62.TPR practice step 2: do the actions and students say
the word accordingly.  Teacher –
63.TPR practice step 3: have students work in pairs, one whole class
would do the action, the other say the word.
Activities: (optional)
- Option 1: Play “Heads up. What’s missing”.
1. Play "Heads up. What's missing?"
2. Divide the class into two teams.
3. Arrange the flashcards on the board and remove one card
when students are not looking.
4. One student from each team calls out the missing
flashcard.  Teacher –
whole
- Option 2: Play the game ‘Pass the flashcard & Name it’ class/
 Give the first student a flashcard and play a song.
individuals
 Students have to pass the flashcard.
 When the music stops, the student with the flashcard has
to say the word out loud.
 Repeat the activity with other flashcards.
 Teacher –
B. (8’)
whole
1. Listen and point.
1. Pre- listening: Introduce the situation, point at each person class/
in the picture and have students call out the words students
“two”,"four", "five", "six".
2. While- listening:
 Play audio and have students look at the picture.

Demonstrate the activity by pointing at “two”,"four",

"five", "six" in the picture.
15. 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 “Binh’sfour./Phuong’s five./ Bao’s
two….”  Teacher –
6. Post-listening: Have some students demonstrate the students in
activity in front of the class. groups
2. Listen and repeat.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3.Have students practice the useful language.
4. Have some students demonstrate the activity in front of the
class.
I. Play “Guess the number”. (7’)
1.Have students look at the example.
2.Divide the class into two teams.
3.Have a student stand facing away from the board and stick
a flashcard on the board behind them.
4. Have the student try to guess the answer without looking at
the flashcard.
5. Give that team one point if it's a correct guess.
6.Have teams take turns.

5’ Wrap-up (5’)
Option 1: Review. Look and clap.
 Say a number.  Teacher –
 Have students clap their hands the time(s) students in
corresponding to that number. groups

Option 2: Review. Play “Connect numbers in the right

sequence”.
 Put three sets of six numbers (1-6, not in the right
sequence) in different areas on the board.
 Have three students go to the board and draw arrows to
connect the six numbers in the right sequence (one,
two, three, for, five, six).
 Have the class call the numbers in the right sequence  Teacher –
out loud. whole class
Period: 2
UNIT7: NUMBERS
Lesson 3

I. Objectives:
By the end of this lesson, students will be able to talk about how old they are.
II. 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.
III. Languages focus:
Vocabulary:four, five, six
Structures:
 (Vinh)’s (six).
 How old are you?
  I’m (six).
IV. Procedures:

Organizatio
Time Steps/Activities
n
Warm-up& Review
(This step can be skipped when periods 1 and 2 are taught in
only ONE session.)
- Option 1: Review. What is the missing number?  Teacher –
 Count from 1 to six skipping some numbers. whole
 Have students say the missing numbers. class/
 Have some students demonstrate the activity in front of students
the class.
5’  Start a new activity counting down 6-1 skipping some
numbers.

- Option 2: Review. Singing.

 Play the clip “Count to six”.
(https://www.youtube.com/watch?v=VK1zbwJrItI)  Teacher –
 Have students sing the numbers they hear. whole class

25’ New lesson

D- 1. Listen to the story. (10’)
1. Pre-listening: Have students look at the picture. Point to  Teacher –
each person in the pictures and have students call out the whole
people they see.
class/
2. While-listening:
 Play audio and have students look at the picture and
students
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 picture and have
students say "How old are you?/ I’m five./ I’m six.".  Teacher –
 whole
3. Listen and repeat: (5') class/
1. Have students look at the useful language box. students
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
4. Have some students demonstrate the activity in front of the
class.  Teacher -
students in
E – Ask and answer: (5') pairs
1. Divide the class into pairs.
2. Have Student A ask and Student B answer. Then they
swap roles.  Students -
3. Have some pairs demonstrate the activity in front of the
class. students

Practice: (5’) (optional)

Asking your friends’ age.
 Have students go around, say “I’m (six).” and ask their
friends “How old are you?”. Have these students
answer.
 Have some students demonstrate the activity in front
of the class.

5’ Wrap-up
- Option 1:Review. Count in row and tell friends your age.  Teacher -
 Have students count in row 1-6. Have the student who students in
says number six stand up and say “I’m six”. pairs
- Option 2: Review. Ask and answer.
 Have students go around the class and ask their friends’

age. Have these friends answer and give more

information about their (younger) siblings’’ age, e.g. I’m
six. My brother’s five./ My sister’s three. Then swap the  Teacher -
roles. whole
class
- Option 3:
 Arrange sets of cards on the board. Have students put
 them in the right sequence (one, two, three, four, five,
six).

5 3 1 4 2 6

6 1 3 5 4 2

2 4 1 3 6 5
Week:25
Date of preparing: 4/3/2023
Date of teaching :7/3/2023

Period: 1
UNIT 8: FOOD
Lesson 1
I .Objectives:
By the end of this lesson,students will be able to say what food they want.
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 .Languages focus:
Vocabulary:banana, cookie, sandwich
Structure:
 I want a (banana).
IV.Procedures:

Organizatio
Time Steps/Activities
n
5’ Warm-up
Option 1:Pass the balls  Teacher –
- Give two different colored balls to two students, a red ball whole
( ask the question) and a yellow ball (answer the question). class/ pair
- Have students listen to music and pass the balls.
work
- 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).
Option 2: Conversation Lines  Teacher –
- Have students stand in parallel lines facing each other. whole
- Have students work in pairs.
class/ pair
- Student A asks: “ How old are you?”
- Student B answers: “ I’m (seven). work
25’ New lesson
A- Listen and point. Repeat.  Teacher –
CD2- Track 26 whole
- Arrange the flashcards on the board, play audio and point class/
to each flashcard. Have students 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.
Optional activities:
Option 1: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.
 Teacher-
- One student from each team calls out the missing
flashcard. whole
Option 2: Flyswatter class/
- Write “ banana, cookie, sandwich” on the board. teamwork
- Divide the class into four teams. Have one student from
each team come to the board holding a flyswatter.
- Read a word aloud, e.g. “banana” . Have students race to  Teacher-
the board and hit the word with the flyswatter. The winner
whole
is the one who hits the correct word first.
- Play until everyone in the class has had at least one turn. class/
B- Listen and point. teamwork
CD2- Track 27
- Introduce the situation: The family are at the park. Ben
says, “ I want a cookie.”
- Play audio and have students look at the picture.
- Play audio. Have students listen and repeat.
- Demonstrate the activity by pointing to the new
 Teacher-
vocabulary items.
- Play audio. Have students listen and point. whole
- Have students work in pairs. Student A says, “ I want (a class/
cookie).” Student B says, “Me too”. or “ I want (a individuals
sandwich).” /pair work
C- Sing.
 CD2- Track 28
- Have students turn to page 68.
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen and sing along.

 Teacher-
whole class
Wrap-up
Option 1:Feely Bag  Teacher –
- Put somepictures in a bag. whole
- Have childrensit in a circle. class/
- Playsomemusic and askchildren to pass thebagfrom individuals
onechildto thenext aroundthe circle.
- Stop themusicsuddenly. Thechildwho has thebag when
themusic stops feels a picture in thebag and says “ I want a
(cookie).”Then thechildpulls thepicture out ofthebag to
seeif he/shewas correct.
5’
- Playthemusic and continuein this wayuntil severalchildren
havehada turn.
Option 2: Missing letters
- Divide the class into three teams.
- Write three words on the board, each missing a letter.
 Teacher –
- Have one student from each team come up and try to fill in
the missing letters then make sentences with three words whole
given. The first team with the most correct letters and class/
sentences is the winner. teamwork

Period: 2
UNIT 8: FOOD
Lesson 1
I .Objectives:
By the end of this lesson, students will be able to say what food they want.
 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.Languages focus:
Vocabulary:banana, cookie, sandwich
Structures:
 I want a (banana).
IV.Procedures:

Time Steps/Activities Organization

Warm-up
Option 1:Whisper
- Arrangechildren into rows ofat least six.  Teacher –
- Secretlyshow a flashcard tothefirst child in each whole class/
group.This child whispers thewordto thechild next to groupwork
him/her.
- Children continue whispering theword to thechild nextto
them until thewordreaches thefinal child.
5’  Teacher-
Option 2:Guessing game.
- Divide the class into small groups. whole class/
- Show a half of a picture of a banana (cookie /sandwich). groupwork
- Students in each group try to guess what food in the
picture is.
- The student who gives a correct answer will get one
point.

25’ New lesson

D- Point and say.  Teacher –
- Have students look at the pictures and identify the food. whole class/
- Divide the class into pairs. pair work
- Have Student A point to the pictures and Student B say, /individuals
e.g. "I want a cookie." Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in
front of the class.
Optional activities
Option 1:
 - Show a flashcard to the class.  Teacher-
- Have students practice the structure using the new word. whole class/
- Repeat with other flashcards. e.g.(Teacher shows individuals
flashcard "cookie.") • Class: "I want a cookie."
Option 2:
- Divide the class into pairs.
- Have Student A point to the picture and Student B say,
e.g. "I want a cookie."  Teacher-
- Swap roles and repeat. whole class/
- Have some pairs demonstrate the activity in front of the pair work
class.
E- Play “ Board race”
- Have students look at the example.
- Divide the class into four teams and have one student
from each team stand a distance from the board.
- Stick two flashcards on the board and then say one of  Teacher –
them. whole class/
- Have the students race to the board, touch that flashcard, teamwork
and say the correct sentence.
- The first student to touch the flashcard and say the
sentence gets a point for their team.
- Stick three flashcards on the board and continue the
game with other students.
Extra activity: Hold up your pictures!
- Have students draw a banana, a cookie or a sandwich in
a piece of paper (size A5)  Teacher –
- Play audio ( track 28) and have students sing this song. whole class
Ask the children to hold their pictures that match the
lyric.
5’ Wrap-up
Option 1: True or False” Line.  Teacher –
- Put a line of tape on the floor and designate one side whole class
"True" and the other "False".
- Hold up an object or flashcard and say its word ( or a
sentence). If students think the word ( a sentence) you
have said is the correct word, they jump to the “True”
side. And if not, they jump to the “False” side.
- Students that jump to the wrong side are out of the game
 Teacher –
and sit down.
 Option 2: :Pass the card whole class/
- Give student a flashcard. individuals
- Have students listen to music and pass the flashcard.
- Stop music.
- Have the student with the flashcard stand up and say ‘I
want a (cookie)’.
- Change the card and continue the game.

Week:26
Date of preparing: 11/3/2023
Date of teaching :14/3/2023

Period: 1
UNIT 8: FOOD
Lesson 2
I.Objectives:
By the end of this lesson,students will be able to recognize the /k/ and /l/
sounds.
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 .Languages focus:
Vocabulary:LetterKk, Ll , kick, kite, love, leaf
IV .Procedures:

Organizatio
Time Steps/Activities
n
5’ Warm-up
Option 1:Sing The alphabet song  Teacher –
- Play the alphabet song and have students listen. whole
 - Play audio again and sing the song. class/
- Put the flashcards on the board for the letters in red (k and groupwork/
l). Point to each flashcard, call out the letter's name, and individuals
have students repeat.
Option 2: Mystery bag
- Place toys ( ant, elephant, leaf,..) and pictures ( cap, door,
…) within a bag—like ant for a, boy for b,….
- Have students name each toy or card, and guess the
“mystery letter”.  Teacher –
whole class
25’ New lesson
1. Listen and repeat. Trace.  Teacher –
CD 2- Track 29 whole
- Play audio. Have students listen and repeat. 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-
CD 2- Track 29 whole
- Have students look at the pictures. 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 class.
3. Sing.
CD 2- Track 31
- Have students look at the lyrics.
- Read the lyrics as a whole class.  Teacher-
- Play audio and have students listen. whole class
- Play audio again and have students listen and sing along.
4. Listen and hop.
CD 2- Track 32
- Demonstrate the activity.  Teacher-
 - Have students stand up. whole class
- Have students hop when they hear the letter sound.
Optional activities:
Option 1:Tracing on backs
- Dividetheclass into groups.
- Have each group make a line, with the first child standing
near the board and the last child standing near the back of  Teacher-
the classroom. whole class/
- Pass out a phonics card to the last child of each line, but groupwork
don't have them look at the card until you say, Go.
- Have children “Write” the letter very slowly on their
classmates’ backs with their fingers.
- The first child goes to theboard saysthesound. Thequickest
group with thecorrect pronunciation wins.
Option 2: Pair race
- Divide the class into two teams, each team has some  Teacher-
flashcards of letters k,l and pictures of kick, kite, love, leaf. whole class/
- Say Go. Two students of each team take a letter and a pair work
picture run to the board. If the letter and picture are
matched. They will have one point.
- Continue the game as the same way.
5’ Wrap-up
Option 1:Listen and tap  Teacher –
- Write the letters and the words in different areas on the whole
board. class/
- Divide the class into groups. groupwork
- Invite a student from each group to go to the board.
- Call out a letter sound or a word.
- The students will run and slap the letter or the word on the
board and say it loudly.
- The fastest student will be the winner.
- Repeat the activity with other students.
Option 2: Alphabet ball
- Have students make a big circle.  Teacher –
- Give a ball to the first student and ask he/she to say a letter, whole
 the first student gives the ball to the second student. Have class/
the second student say a word. teamwork
- Continue the game.

Period: 2
UNIT 8: FOOD
Lesson 2
I .Objectives:
By the end of this lesson, students will be able to recognize the /k/ and /l/
sounds.
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 .Languages focus:
Vocabulary:LetterKk, Ll , kick, kite, love, leaf
IV .Procedures:

Organizatio
Time Steps/Activities
n
5’ Warm-up
Option 1:Sing The alphabet song  Teacher –
Have students sing the song with sign language. whole class

Option 2:Read my lips

- Have two teams set up and the first person on each team
must watch the teacher’s mouth.  Teacher-
- Set a letter with no voice, just move his/her lips in tongue whole
 in the correct way. The first team to guess correctly gets a class/
point. teamwork

25’ New lesson

1. Listen and repeat. Trace.  Teacher –
CD 2- Track 33 whole
- Play audio. Have students listen and repeat. 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.
CD 2- Track 34
- Have students look at the pictures.
- Demonstrate the activity.
- Play audio. Have students point to the letter as they hear it.  Teacher-
- Play audio again. Have students listen and repeat. whole
- Have one student demonstrate in front of the class and ask class/
him/her to choose one of his/ her friend to continue the individual
activity. s
3. Sing.
CD 2- Track 35
- Have students look at the lyrics.
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen and sing along.  Teacher-
4. Listen and clap. whole
CD 2- Track 36 class
- Demonstrate the activity.
- Have students stand up.
- Have students clap when they hear the letter sound.
Optional activities  Teacher-
Option 1:Letter chain whole
- Place letter cards from a to l on the board. class
- Ask one student to say the first letter.
 - Ask another student to say the next letter.
- Continue with each student saying the next letter in the
sequence, returning to the beginning when necessary.  Teacher-
- Remove one letter. The class repeats the sequence, whole
including the missing letter. class/
- Remove one more letter each time, until students are saying individual
the whole alphabet from their memory. s
Option 2: Clap, jump or hop
Have students stand up and clap when they hear the letter  Teacher-
sound k, jump when they hear the letter sound l, hop when whole
they hear the others.
class/
individual
s
Wrap-up
Option 1: Erase the sound  Teacher –
- Write the alphabet from a to l on the board. whole
- Have one student come to the board. class/
- Say a sound of a letter and have him/her erase it. teamwork
- Continue with the others.
Option 2:Phonicsposters
5’ - Divide the class into groups of five.
- Hand out sheets of paper and colored pencils.  Teacher –
- Children choose the “k”, “l” sound. whole
- They must draw pictures of one or two words with their class/ Team
chosen sound and color them. Somewhere on the poster work
they should write the sound.
- Put the phonics posters around the classroom.

Week:27
Date of preparing: 18/3/2023
Date of teaching :21/3/2023

Period: 1
Review 7
I.Objectives:
 By the end of this lesson,students will review talking about their ages and
saying what food they want.
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.Languages focus:
Vocabulary:Review
Structure:Review
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1:Step away lines  Teacher –
- Give each student a blank sheet of paper and ask them to whole
draw food ( banana, cookie, sandwich). class/ pair
- Have students stand in two rows facing each other, so that
work
each student has a partner in the opposite line.
- Have each pair hold up their drawing pictures and say a
sentence. Eg. ‘I want a banana.’ Each time the pairs
complete their sentences ,both partners take a giant step
5’ 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.
Option 2: Erase the numbers
- Have ten students go to the board and write numbers from
1 to ten.  Teacher –
- Have other two students come to the board, one says a whole
number and one erases it. class/
- Continue with other pairs. individuals/
pair work
 New lesson
A-Listen and circle (A or B).
CD2- Track 37  Teacher –
- Have students look at the pictures and call out the numbers whole
they can see. Guide them how to do with listening task.
class/
- Have students guess the answers.
- 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 “ Magic fingers”.
- Have students look at the example.  Teacher-
- Divide the class into pairs. whole
- Have Student A write a number with their finger on
class/ pair
Student B's back. Have Student B try to guess.
- Swap roles and repeat. work
Optional activities:
Option 1:Slap
25’ - Divide the class into five groups and have the students
make five lines.  Teacher-
- Place flashcards of numbers from 1 to 6 on the board. whole
- Call out a number and have the first student of each line class/
run to the board and slap. Give one point for the student
groupwork
who slaps the correct flashcard first.
Option 2: Whisper
- Arrangechildren into rows of at least six.
- Secretly show a flashcard of a number to the first child in
each group. This child whispers the sentence to the child
next to him/her. E. g. “ I’m five.”
- Children continue whispering the sentence to the child  Teacher-
next to them until the sentence reaches the final child.
whole class/
- The final child says the sentence out loud, and the first
child holds up the flashcard tosee whetherit is correct. teamwork
 Wrap-up
Option 1:Domino  Teacher –
 Have students work in pairs. whole
 Give each pair a set of domino cards like pictures class/ pair
below:
work
one 5 fiv 2 seven 3 six 4 nine 1

tw 7 three 6 eight 10 four 8 ten 9

 Mix up all flashcards and have each pair arrange a

word next to a correct number. E. g.
5’
one 5 fiv 2 tw 7

 Check answers as a whole class.

Option 2: Throw the dice
- Put children in pairs.Each pair has a die with the numbers  Teacher –
1–6. whole
- Student A throws the die, student B asks, “ How old are class/ pair
you?”. work
- Student A looks at the number on the die he/she ‘s got and
answers: “I’m six.”
 Period: 2
UNIT 8: FOOD
Review 8
I.Objectives:
By the end of this lesson, students will review talking about their ages and
saying what food they want.
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.Languages focus:
Vocabulary:Review
Structures:Review
IV.Procedures:

Time Steps/Activities Organization

Warm-up
Option 1:True or False” Line.  Teacher –
- Put a line of tape on the floor and designate one side whole class
"True" and the other "False".
- Hold up a flashcard and say its word. If students think the
word you have said is the correct word, they jump to the
“True” side. And if not, they jump to the “False” side.
- Students that jump to the wrong side are out of the game
and sit down.
Option 2:Seven lives
5’
- Draw or stick seven bodies outlines on the board.  Teacher-whole
- class/
- Choose a word. Draw one line on the board for each letter individuals
in a word, for example: _ _ _ _ _ _(banana).
- Have students put up their hands to say a letter, if the letter
is in the word, teacher writes it on the line. If the letter is
not in the word, the teacher removes one of the bodies
from the board.
- When students complete the word or lose all seven lives
the game finishes.
 New lesson
A-Listen and circle (A or B).
CD2- Track 38  Teacher –
- Have students look at the pictures and call out the food whole class/
items they can see. Guide them how to do with listening
individuals
task.
- Have students guess the answers.
- 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.  Teacher-
- Have students look at the example. whole class/
- Divide the class into groups of four.
groupwork
- Have students stand up.
- 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,
then have Student C say a sentence.
25’ - Continue until all students have practiced.
- Have some groups demonstrate the activity in front of the
class.
Optional activities
Option 1:Pass the card
- Give student a card ( banana/ cookie/ sandwich).
- Have students listen to music and pass the card.
- Stop music.  Teacher-
- Have the student with the card stand up and say a whole class/
sentence. E.g. “I want a cookie.” individuals
- Change the card and continue the game.

Option 2: Quickflash  Teacher-

- Usetheflashcardsof a banana, a cookie and a sandwich that whole class/
studentshave learnt. individuals
- Show each card very quickly and then hide it again. Ask
the class to call out the word of the picture they have seen.
Have students make a sentence with that word.
 Wrap-up
Option 1: Missing letters  Teacher –
- Divide the class into four teams. whole class/
- Write words about food on the board, each missing a teamwork
letter.
- Have one student from each team come up and try to fill in
the missing letters then make sentences with words given.
The first team with the most correct letters and sentences
 Teacher –
5’ is the winner.
Option 2:Sentences and pictures. whole class/
- Stick three picture cards on the board and write four individuals
sentences about these pictures (E.g. ‘I want a cookie.’) in
different places.
- Have students match pictures and sentences.
- Have remain students give their ideas about their friends’
answers, then teacher gives thecorrect ones.
Week:28
Date of preparing: 25/3/2023
Date of teaching :28/3/2023

Period: 1
UNIT 9: TOYS
Lesson 1
I.Objectives:
By the end of this lesson,students will be able to say what objects they have.
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.Languages focus:
Vocabulary:car, teddy bear, ball
Structure:
 I have a (car).
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1:Who is faster?  Teacher –
- Divide the class into groups. whole
- Arrange the flashcards on the board. class/
- Invite a student from each group to go to the board. groupwork
- Teacher says a word and the students run to tap the right
card.
5’
Option 2: Matching
- Write the vocabulary about numbers 1 to 6 and food on the
board.  Teacher –
- Have students read the words on the board. whole class
- Give students flashcards.
- Have students hold the flashcards to match the vocabulary
on the board and call out the vocabulary.
25’ New lesson
A- Listen and point. Repeat.  Teacher –
CD 2- Track 39 whole
- Arrange the flashcards on the board, play audio, and point class/
to each flashcard. individuals
- Play audio again and have students point to the pictures in
their books.
- Play audio again and have students listen and repeat.
Optional activity 1:Heads up. What's missing?
- Divide the class into two teams.
- Arrange the flashcards on the board and remove one card  Teacher-
when students are not looking. whole
- One student from each team calls out the missing flashcard class/
B- Listen and point. groupwork/
CD2- Track 40 individuals
- Introduce the situation.
- Play audio and have students look at the picture.  Teacher-
- Demonstrate the activity by pointing to the new whole
vocabulary items. class/
- Play audio. Have students listen and point. individuals
Optional activity 2: Role-play.
- Divide the class into groups of three.
- Have students practice the dialogue.
- Have students make new dialogues by using their real
names.
- Have some pairs demonstrate the activity in front of the  Teacher-
class. whole class/
C- Sing. groupwork
CD2- Track 41
- Have students turn to page 68.
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen and sing along.
 Teacher-
 whole class
Wrap-up
Option 1:Board race  Teacher –
- Divide the class into two teams. whole
- Stick three flashcards on the board, e.g. "car", “teddy bear” class/
and "ball". teamwork
- Have one student from each team stand away from the
- board.
- Choose one of the flashcards and say the word.
- Have the students from each team race to the board to
- touch the correct flashcard and say the sentence, e.g. "I
have a car."
- The first student to touch the correct flashcard and say the
5’
- sentence will get one point for their team.
- Continue with other students.
- The team with the most points will be the winner.
Option 2: Memory game
- Put up the flashcards on the board.
- Ask the students to memorize the order in which the items
appear.  Teacher –
- Remove the flashcards and ask individual students to name whole
the items in the correct order. class/
- Change the order of the flashcards and repeat the activity. individuals

Period: 2
UNIT 9: TOYS
 Lesson 1
I.Objectives:
By the end of this lesson, students will be able to say what objects they have.
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.Languages focus:
Vocabulary:car, teddy bear, ball
Structures:
 I have a (car).
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1:Guessing game  Teacher –
- Students work in groups. whole
- Show a half of a picture of a toy (car, teddy bear, ball). class/
- Students work in groups to try to guess what toy in the groupwork
picture is.
- The students who gives a correct guessing will get one
5’ point.  Teacher-
Option 2:Swat the fly. whole
- Students work in groups. Each group has a fly swatter. class/
- Place pictures of toys on the board. groupwork
- Call out a word.
- Students compete to swat the correct picture and make a
sentence about the word they have swatted.
- The winner will get 1 point for his/her group.
25’ New lesson
D- Point and say.  Teacher –
- Have students look at the picture and call out the name of whole
some toys . class/ pair
- Have students practice the structure using the new word.
 E.g. "I have a car." work
- Have students work in pairs. One points to the toy in the
picture and one makes a sentence. Swap roles and
continue.
Optional activities
Option 1:
- Invite a child to come to the front of the class and whisper
the name of a toy he/she will draw.
- The child draws the picture on the board for the rest of the  Teacher-
class to guess what it is. whole
- The first child to guess the object correctly comes to the class/
front of the class to draw the next picture. individual
- Repeat until all the toys have been used. s
Option 2: Listening line
Draw a line on the floor. On one side of the line write True
and on the other side False. Students stand on the line when
the teacher hold up a card and says a sentence. E.g. I have a
teddy bear.They then stand on the true or false side of the
line. If they make a mistake they come back to their seat.  Teacher-
E- Play the “ Chain” game. whole
- Have students look at the example. class/
- Divide the class into groups of four. individual
- Have the students stand up. s
- 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,
then have Student C say a sentence.  Teacher-
- Continue until all students have practiced. whole
- Have some groups demonstrate the activity in front of the class/
class groupwor
k
5’ Wrap-up
Option 1: Slap  Teacher –
- Split the class into four teams. whole
class/
 - Place pictures of toys on the board. teamwork
- Have four students come to the board to face off.
- Call out the word and have students run to the board then
slap the pictures. The winner is the team who slaps the
pictures first and makes correct sentences that match the  Teacher –
vocabulary. whole
Option 2: ::Missing letters class/ Team
- Divide the class into four teams. work
- Write three words on the board, each missing a letter.
- Have one student from each team come up and try to fill in
the missing letters then make sentences with three words
given. The first team with the most correct letters and
sentences is the winner.

Week:29
Date of preparing: 1/4/2023
Date of teaching :4/4/2023

Period: 1
UNIT 9: TOYS
Lesson 2
I.Objectives:
By the end of this lesson,students will be able to recognize the /m/ sound.
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.Languages focus:
Vocabulary:Mm, mouse, mouth
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1: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
Option 2:  Teacher –
5’
- Writetheletters ofthealphabet on theboard and whole class
askchildrento continuethelist fromtheirprevious phonics
lessons.
- Askthe studentsto givethewords that begin
withthelettersa to m (ant, boy, … ) fromtheprevious
phonics lesson.

- Usephonics cardsto prompt ifnecessary.

25’ New lesson
1. Listen and repeat. Trace.  Teacher –
CD2- Track 42 whole
- Play audio. Have students listen and repeat. class/
- Demonstrate tracing the letters with your finger. individuals
- Have students trace the letters with their fingers.
 (individuals/ pairs)
- Have some students demonstrate the activity in front of
the class.
2. Listen and repeat.
CD2- Track 43
- Have students look at the pictures.  Teacher-
- Demonstrate the activity. whole
- Play audio. Have students point to the letter as they class/
hear it. individuals
- Play audio again. Have students listen and repeat.
- Have some students demonstrate the activity in front of
the class.
3. Sing.
CD2- Track 44
- Have students look at the lyrics.  Teacher-
- Read the lyrics as a whole class. whole
- Play audio and have students listen. class/ small
- Play audio again and have students listen and sing groups
along.
4. Listen and jump.
CD2- Track 45
- Demonstrate the activity.  Teacher-
- Have students stand up. whole class
- Have students jump when they hear the letter sound.
Optional activities:
Option 1:Letter chain
- Place letter cards from A to M on the board.  Teacher –
- Ask one student to say the first letter. whole
- Ask another student to say the next letter. class/
- Continue with each student saying the next letter in the individuals
sequence, returning to the beginning when necessary.
- Remove one letter. The class repeats the sequence,
including the missing letter.
- Remove one more letter each time, until students are saying
the whole letters from their memory.  Teacher –
 Option 2: Tracing on backs whole
 Reviewtheprevious phonicslesson.Dividetheclass into class/
groups. groupwork
 Haveeachgroupmakea line,with thefirst childstanding
neartheboardand thelastchildstanding neartheback
oftheclassroom.
 Pass out a phonics cardto thelast child ofeachline,butdon't
havethem lookat thecard until you say,Go.
 Havechildren “Write”theletterveryslowlyon
theirclassmates’backs with theirfingers.
 Thefirst child goes to theboard,writes theletter,and
saysthesound. Thequickest group with thecorrect
letterandpronunciation wins.
Wrap-up
Option 1:Quickflash  Teacher –
 Usetheflashcardsof letters from a to m. whole class
 Showeachcardveryquicklyandthenhide itagain.Asktheclass
to call out thewords that begin with the hidden letter.
5’
Option 2: Erase the sound
 Write the alphabet from a to m on the board.  Teacher –
 Have one student come to the board. whole
 Say a sound of a letter and have him/her erase it. class/
 Continue with the others. individuals

Period: 2
UNIT 9: TOYS
Lesson 2
I.Objectives:
By the end of this lesson, students will review the /ɪ/ and /dʒ/ sounds.
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.Languages focus:
Vocabulary:
Structures:
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1: Sing The alphabet song  Teacher –
Have students sing the song with sign language. whole class

5’

Option 2:Phonics matching

- Displaythephonics wordcards on theboard.  Teacher-
- Placethephonics picturecards onyour table. whole
- Ask children to cometothefront oftheclass to match class/
thecards to thecorrect sounds on theboard. individuals

25’ New lesson

1. Listen and repeat.  Teacher –
CD2- Track 46 whole
 Have students look at the pictures. 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.
CD2- Track 47  Teacher-
 Have students look at the pictures. whole
  Demonstrate pointing to the correct letter when you class/
hear the sound. individual
 Play audio. Have students point to the correct picture s
at the top of the page when they hear the appropriate
sound.
3. Write the letter.
 Have students look at the pictures and call out the  Teacher-
beginning sounds. Demonstrate the activity using the whole
example. class/
 Have students write the letters and say the sound of the individual
letter. s
 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  Teacher-
each team stand a distance from the board. whole class/
 Write two letters on the board and then say a word teamwork
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.
Optional activities
 Teacher-
Option 1:Read my lips
whole
- Have two teams set up and the first person on each team
class/
must watch the teacher’s mouth.
teamwork
- Set a letter with no voice, just move his/her lips in tongue
in the correct way. The first team to guess correctly gets a
 Teacher-
point.
whole
Option 2: :Pair race
class/
- Divide the class into two teams, each team has some
teamwork
flashcards of letters i,j and pictures of ink, insect, juice,
jump.
- Say Go. Two students of each team take a letter and a
 picture run to the board. If the letter and picture are
matched. They will have one point.
- Continue the game as the same way.

Wrap-up
Option 1: Phonicsposters  Teacher –
- Divide the class into groups of five. whole
- Hand out sheets of paper and colored pencils. class/
- Children choose the “J”, “K” sound. teamwork
- They must draw pictures of one or two words with their
chosen sound and color them. Somewhere on the poster
they should write the sound.
- Put the phonics posters around the classroom.
5’ Option 2:Patty Cake  Teacher –
- Divide the class into pairs. whole
- Have children sit facing each other. Children slap their class/ pair
knees once, clap their hands once, and then clap their work
partner’s hands once as they both say /i/ ,/i/ , insect,….
- Children repeat the action, this time saying /j/ /j/ juice,
…..
- Continue doing the action for each of the two letters and
words.

Week:30
Date of preparing: 08/4/2023
Date of teaching :11/4/2023

Period: 1
UNIT 9: TOYS
Lesson 3

I.Objectives:
By the end of this lesson, students will be able to ask and answer about
numbers of objects.
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.Languages focus:
Vocabulary:seven, eight, nine, ten
Structure:
 (Ten) (teddy bears)
IV.Procedures:

Organizatio
Time Steps/Activities
n
5’ Warm-up
Option 1:
 Song: sing the alphabet song  Teacher –
 Whisper whole
- Arrangechildren into rows ofat least six. class/
- Secretlyshow a flashcard tothefirst child in each groupwork/
group.This child whispers thewordto thechild next to individuals
him/her.
- 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.
Option 2:  Teacher –
 Song: sing the alphabet song whole class
 Musicalcards
- Playsomelivelymusic.
- Hand out theflashcards fromthe previouslesson.
- Children pass theflashcardsaroundall therows ofseats
whilethemusic is playing.
- Stop themusic suddenly. Askthechildren whoareholding
theflashcards to standup and saytheword. E.g. “one.”
- Playthemusic and continuein thesameway.
25’ New lesson
A- Listen and point. Repeat.  Teacher-
CD2- Track 48 whole
- Arrange the flashcards on the board, play audio and class/
point to each flashcard. groupwork/
- Play audio again and have students point to the individuals
pictures in their 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.
CD2- Track 49  Teacher-
- Have students call out the things they can see. whole
- Have them count the cars, balls and teddy bears. class/
- Have students listen and follow. individuals
- Play audio and demonstrate pointing.
- Play audio. Have students listen and point.
2. Listen and repeat.
CD2- Track 50  Teacher-
- Have students look at the useful language box. whole class
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
C- Point and say.
- Have students look at the pictures and identify the  Teacher-
things they see. whole class/
- Divide the class into pairs. pair work
- Have Student A point to the pictures and Student B
 say, e.g. "seven books."
- Swap roles and repeat.
- Have some pairs demonstrate the activity in front of
the class.
Optional activities:
Option 1:Count the objects
- Have students take out their school objects and have  Teacher-
them work in pairs. Student A points to the objects whole class/
he/she has and say the quantity. pair work
- Swap roles and continue.
Option 2: Run and draw.
- Have students work in four teams.  Teacher-
- Stick four blank sheets on the board. whole class/
- Say “ Draw four books.” Have one student of each teamwork
team run to the board to draw what the teacher said.
- Continue the game in the same way.
- The winner is the team who has the most correct
pictures.
5’ Wrap-up
Option 1:Pass the envelope  Teacher –
- Dividetheclass into groups. whole
- Giveeachgroup anenvelopewith theword cards inside. E.g. class/
“ five books, ten cars….” groupwork/
- Playa song as background music. Children pass individuals
theenvelopeto a classmateas themusic plays.
- Stop themusic randomly. Thestudent holding
theenvelopeopens it and takes out onecard then read it
aloud.
- Continuethegameuntil therearenomorecards left in
theenvelope.  Teacher –
Option 2: Find the objects whole
- Hide some school things and toys at many places in class/
the classroom. teamwork
- Have students go around, find and count the objects.
Period: 2
UNIT 9: TOYS
Lesson 3

I.Objectives:
By the end of this lesson, students will be able to ask and answer about
numbers of objects.
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.Languages focus:
Vocabulary:seven, eight, nine, ten
Structures:
 (Ten) (teddy bears)
 How many (cars)?
(Seven) (cars).
IV.Procedures:

Organizatio
Time Steps/Activities
n
5’ Warm-up
Option 1:Flyswatter  Teacher –
 Play flashcards ( or write “ seven books, nine teddy whole
bears, ten cards, eight balls) on the board. class/
 Divide the class into four teams. Have one student teamwork
from each team come to the board holding a flyswatter.
 Read content of one flashcard aloud, e.g. “seven
books” . Have students race to the board and hit the
words with the flyswatter. The winner is the one who
 hits the correct words first.
 Play until everyone in the class has had at least one
turn.
Option 2: Feely Bag
 Put somepictures in a bag.
 Have childrensit in a circle.  Teacher-
 Playsomemusic and askchildren to pass thebagfrom whole
onechildto thenext aroundthe circle. class/
 Stop themusicsuddenly. Thechildwho has thebag individuals
when themusic stops feels a picture in thebag and
says“ seven books.”Then thechildpulls thepicture out
ofthebag to seeif he/shewas correct.
 Playthemusic and continuein this wayuntil
severalchildren havehada turn.

25’ New lesson

D-1. Listen to the story.  Teacher –
CD2- Track 50 whole
- Have students call out the things they can see. class/
- Introduce the situation: “ Vinh and Bobby are playing. individuals
Vinh asks: How many cars?And Bobby answers:
Seven cars.”
- 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.
Optional activity 1:Role-play
Have students work in pairs and act out the story.
E- Play” Count the objects”  Teacher-
- Have students look at the pictures and call out the whole
things they see. class/ pair
- Divide the class into pairs. work
 - Have Student A ask and Student B answer.
- Swap roles and repeat.
- Have some pairs demonstrate the activity in front of
the class.
Optional activity 2:  Teacher-
- Have students take out their school things, count the whole
things they have and work in pairs. Student A asks and class/ pair
student B answers the question. work
- Swap roles and continue.

5’ Wrap-up
Option 1: Unscramble the sentence.

many How ? balls

 Teacher –
balls Six . whole
class/
teamwork
? cars many How

Nine . cars

- Have students work in groups of four.

- Give each groups some flash cards, each card has a word
on it.
- Set up a limit time.
- Have students arrange words to make sentences. There are  Teacher –
four sentences for each group. whole
- Have students in each group give their ideas about the class/ pair
tasks. work
- Teacher gives correct answers.
Option 2:Running dictation
 Stick some pictures (one bag, nine teddy bears, ten
cars, eight balls) on the walls in the class.
 Have students work in pairs. One runs and find the
 pictures around him/ her, then turn back to his pair and
tell what he/ she has seen. E. g One bag. His/ Her
friend writes down the word he/ she has heard.

Week:31
Date of preparing: 15/4/2023
Date of teaching :18/4/2023

Period: 1
UNIT 10: MY HOUSE
Lesson 1
I.Objectives:
By the end of this lesson,students will be able to identify rooms in a house.
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.Languages focus:
Vocabulary:living room, kitchen, bedroom
Structure:
  This ismy (living room).
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1:Matching  Teacher –
- Stick some word cards in different places on the board. whole
class/
seven ten cars six teddy bears four balls
individuals
- Have students read the words on the board.
- Give students flashcards.

5’

- Have students hold the flashcards to match the vocabulary

on the board and call out the vocabulary.
Option 2: Find yourpartner
- Giveeachchild aflashcard,with at least two children having
thesamecards (seven cars, eight balls,...).
- Childrenwalkaround theclassroom to find a classmate who
has thesamepicturebyasking“How many ( cars)?”
- Childrenanswer the questions, swap roles and continue the  Teacher –
game. whole class
25’ New lesson
A- Listen and point. Repeat.  Teacher –
CD2- Track 53 whole
- Arrange the flashcards on the board, play audio, and point class/
to each flashcard. Have students listen. individuals
- Play audio again and have students point to the pictures in
their books.
- 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.
Optional activity 1:Whisper
- Arrangechildren into rows ofat least six.
- Secretlyshow a flashcard tothefirst child in each group.This
child whispers thewordto thechild next to him/her.  Teacher-
- Children continue whispering theword to thechild nextto whole
them until thewordreaches thefinal child. class/
- Thefinalchildsays thewordout loud,and thefirst child holds groupwork/
up theflashcard to see whethertheword is correct
individuals
B- Listen and point.
CD2- Track 54
- Introduce the situation: “Bill and Lola are talking about
Bill’s house…”
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing to the new
vocabulary items.  Teacher-
- Play audio. Have students listen and point. whole class
- Divide the class into two groups, one is in the role of Bill /groupwork
and one is in the role of Lola. Have them listen, repeat and
point to the pictures.
Optional activity 2:
- Give students word cards(bedroom, kitchen). Play audio
again and have them stick on the pictures.
- Correct as a whole class.
C- Sing.
CD2- Track 55  Teacher-
- Have students turn to page 68. whole class
- Read the lyrics as a whole class. /individuals
- Play audio and have students listen.
- Play audio again and have students listen and sing along.
 Teacher-
whole class/
small
groups
 Wrap-up
Option 1:Back toback dictation  Teacher –
- Dividetheclass into pairs and have them sit backto back. whole
- Give child A onepicture of a room in the house class/ pair
(e.g.bedroom).Give child B a piece of paper. work
- Child A says the name of the room. E.g. bedroom. Child B
listens and writes down the word.
- Oncefinished,thetwo children comparetheir pictures and
the words if they arethesame.
5’ - Swaproles and continue.
Option 2: Draw and say
- Give each child a piece of paper and ask them to draw
their house with three rooms.
- Divide the class into pairs. Have them practice saying  Teacher –
about their house. whole
class/ pair
work
Period: 2
UNIT 10: MY HOUSE
Lesson 1
I.Objectives:
By the end of this lesson, students will be able to identify rooms in a house.
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.Languages focus:
Vocabulary:living room, kitchen, bedroom
Structure:
 This ismy (living room)
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1:Musicalcards  Teacher –
- Playsomelivelymusic. whole
- Hand out theflashcards fromthis lesson. class/
individuals
- Children pass theflashcardsaroundall therows ofseats
whilethemusic is playing.
- Stop themusic suddenly. Askthechildren whoareholding
theflashcards to standup and saytheword.
Playthemusic and continuein thesameway.
5’
Option 2:Snap!
- Hold up teacher cards to review the vocabulary.
- Put up the word cards on the board.
- Divide the class into 2 groups.  Teacher-
- Call out a word, one member from each group races to whole
snap the correct word card on the board. Who snaps the
correct word card first can get one point. class/
groupwork
 New lesson
D- Point and say.  Teacher –
- Show the picture of the house to the students. whole
- Have students point to the rooms and identify them. class/
- Have students practice the structure using the new word. individuals
- Repeat with other flashcards. e.g. Teacher shows flashcard
"living room." • Class: "This is my living room."
Optional activity 1:
- Divide the class into pairs.  Teacher-
- Have Student A point to the picture and Student B say, e.g. whole
"This is my living room."
class/ pair
- Swap roles and repeat.
work
- Have some pairs demonstrate the activity in front of the
class.
E- Play “Guess the picture”
- Have students look at the example.
- Divide the class into two teams.
25’
- Have a student stand facing away from the board and stick  Teacher-
a flashcard on the board behind them. whole
- Have the student try to guess without looking at the class/ pair
flashcard.
work
- Give that team one point if it's a correct guess.
- Have teams take turns.
Optional activity 2:Pass the envelope
- Dividetheclass into groups.
- Giveeachgroup anenvelopewith theword cards or sentences
of the house.
- Playa song as background music. Children pass
theenvelopeto a classmateas themusic plays.
- Stop themusic randomly. Thestudent holding  Teacher-
theenvelopeopens it and takes out onecard and read it
aloud. whole
- Continuethegameuntil therearenomorecards left in class/
theenvelope. individual
s
 Wrap-up
Option 1: Throw the dice  Teacher –
- Put children in pairs.Each pairhas a diewith thenumbers 1– whole
6. class/ pair
- Numberthesentences like the list below: work
 1 and 5 :This is my bedroom.
 2 and 6: This is my kitchen.
 3 and four: This is my living room.
- Children taketurns throwingthedice, read the command and
act out.  Teacher –
5’ Option 2: Bang!
whole
- Students work in groups. class/
- Give each group a box with many pieces of paper in it. groupwork
Write a sentence on the paper (E.g. This is my bedroom./
This is my kitchen./….) and fold it in half.
- Add a few cards that say "BANG!".
- Students take turns picking up a card from the box. If they
read the sentence correctly, they get to keep it. If they
draw a BANG! Card, they yell BANG! and then return all
their cards (except the BANG! card) to the box.
Week:32
Date of preparing: 22/4/2023
Date of teaching :25/4/2023

Period: 1
UNIT 10: MY HOUSE
Lesson 2
I.Objectives:
By the end of this lesson,students will review the sounds for letters A to M.
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.Languages focus:
Vocabulary:Review
IV.Procedures:

Organizatio
Time Steps/Activities
n
5’ Warm-up
Option 1:  Teacher –
 Sing the alphabet song whole
 Write the letter, say the word class/
- Writetheletters ofthealphabet on theboard and
groupwork/
askchildrento continuethelist fromtheirprevious phonics
lessons. individuals
- Askthe studentsto givethewords that begin
withthelettersa to m(ant, boy,…) fromtheprevious
phonics lessons.
- Usephonics cardsto prompt ifnecessary.
Option 2:
 Sing the alphabet song
 Teacher –
 Quickflash
- Usetheflashcardsof letters a to m. whole class
- Showeachcardveryquicklyandthenhide itagain.
- Asktheclass to call out thewords that begin with the
 hidden letter.

25’ New lesson

1. Listen and repeat.  Teacher –
CD2- Track 56 whole
- Have students look at the pictures. 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.
CD2-Track 57
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you  Teacher-
hear the sound. whole
- Play audio. Have students point to the correct picture at class/
the top of the page when they hear the appropriate groupwork/
sound. individuals
3. Find the odd one out. Circle a, b, or c.
- Have students look at the pictures and call out the
things they can see. Demonstrate the activity using the
example.
- Have students choose the odd one out and circle a , b ,  Teacher-
or c . whole
- Check answers as a whole class class/
4. Play “Stepping stones”. individuals
- Divide the class into pairs.
- Have each pair plays rocks, paper and scissors. The
winner will play first.  Teacher-
- Have Student A start at A and say the first letter sound.
whole class/
- Have Student B start at B and say the first letter sound.
- Have students take turns saying the sounds and go all pair work
the way round
Optional activities:
Option 1:Pair race
- Divide the class into two teams, each team has some
flashcards of letters a, b, c, d…. and pictures of ant,  Teacher-
boy, door, cap… whole class/
- Say Go. Two students of each team take a letter and a pair work
picture run to the board. If the letter and picture are
 matched. They will have one point.
- Continue the game as the same way.
Option 2: Letter chain  Teacher-
- Place letter cards from a to m on the board. whole
- Ask one student to say the first letter. class/
- Ask another student to say the next letter.
individuals
- Continue with each student saying the next letter in the
sequence, returning to the beginning when necessary.
- Remove one letter. The class repeats the sequence,
including the missing letter.
- Remove one more letter each time, until students are
saying the whole alphabet from their memory.

Wrap-up
Option 1:Tracing on backs
- Reviewtheprevious phonicslesson.Divide the class into  Teacher –
groups. whole
- Haveeachgroup make a line, with thefirst child standing
class/
near the boardand thelastchild standing nearthe back
oftheclassroom. groupwork
- Pass out a phonics cardto thelast child
ofeachline,butdon't havethem lookat thecard until you
say,Go.
5’ - Havechildren “Write” the letter veryslowlyon their
classmates’ backs with theirfingers.
- Thefirst child goes the board, writes the letter,and
saysthesound. Thequickest group with thecorrect
letterandpronunciation wins.
Option 2: Phonics matching  Teacher –
- Displaythephonics wordcards on theboard. whole
- Placethe phonics picturecards onyour table. class/
- Ask children to cometothefront of the class to match individuals
thecards to the correct sounds on theboard.
Period: 2
UNIT 10: MY HOUSE
Lesson 2
I.Objectives:
By the end of this lesson, students will review the sounds for letters A to M.
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.Languages focus:
Vocabulary:Review
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1:  Teacher –
 Sing the alphabet song whole
 Read my lips class/
- Have two teams set up and the first person on each teamwork
team must watch the teacher’s mouth.
- Set a letter with no voice, just move his/her lips in
tongue in the correct way. The first team to guess
correctly gets a point.
Option 2:
5’  Sing the alphabet song  Teacher-
 Listen and tap whole
- Write the letters and the words in different areas on the class/
board. groupwork
- Divide the class into groups.
- Invite a student from each group to go to the board.
- Call out a letter sound or a word.
- The students will run and slap the letter or the word on
the board and say it loudly.
- The fastest student will be the winner.
- Repeat the activity with other students.

25’ New lesson

1. Listen and repeat.  Teacher –
CD2- Track 58 whole
- Have students look at the pictures. class/
- Point to the pictures and say the letter sounds. individuals
- Play audio. Have students listen and repeat the letter
sounds.
2. Listen and point.
CD2- Track 59
 Teacher-
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you whole
hear the sound. class/ pair
- Play audio. Have students point to the correct picture at work
the top of the page when they hear the appropriate
sound.
- 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  Teacher-
beginning sounds. whole
- Demonstrate the activity using the example. class/
- Have students write the letters. individual
- Check answers as a whole class. s
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
- Have Student B try to guess which letter it is.
class/ pair
- Have students swap roles and repeat.
Optional activities work
Option 1: Alphabet ball
- Have students make a big circle.
- Give a ball to the first student and ask he/she to say a
letter, the first student gives the ball to the second  Teacher-
student. Have the second student say a word. whole
- Continue the game. class/
Option 2: : Mystery bag individual
- Place toys (ant, elephant, leaf,…) and pictures ( cap, s
door,…) within a bag—like ant for a, boy for b,….
 Teacher-
- Have students name each toy or card, and guess the
“mystery letter”. whole
 class/
individual
s
Wrap-up
Option 1: Phonicsposters  Teacher –
- Divide the class into groups of five. whole
- Hand out sheets of paper and colored pencils. class/
- Children choose the “a”, “b”, “c”, “d”…….”m” sound. teamwork
- They must draw pictures of one or two words with their
chosen sound and color them. Somewhere on the poster
5’ they should write the sound.
- Put the phonics posters around the classroom.
Option 2:I spy
- Stick pictures of the alphabet in many places on the  Teacher –
walls of the class. whole
- Think of a word and tell the students the first letter. “I
class/
spy with my little eye, something beginning with __”
- Have students guess the word. individuals

Week:34
Date of preparing: 6/5/2023
Date of teaching :9/5/2023
UNIT 10: MY HOUSE
Period: 1 Review 9
I.Objectives:
By the end of this lesson,students will review saying what objects they have,
asking and answering about numbers of objects, and identifying rooms in a house.
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.Languages focus:
Vocabulary:Review
Structure:Review
IV.Procedures:

Organizatio
Time Steps/Activities
n
Warm-up
Option 1:  Teacher –
 Sing the alphabet song whole
 I spy class/
- Stick pictures of the alphabet in many places on the walls
groupwork/
of the class.
individuals
- Think of a word and tell the students the first letter. “I spy
with my little eye, something beginning with __”
- Have students guess the word.
5’ Option 2:
 Sing the alphabet song
 Missing letters
- Divide the class into four teams.  Teacher –
- Write five words on the board ( about numbers), each whole
missing a letter. class/
- Have one student from each team come up and try to fill in teamwork
the missing letters.The first team with the most correct
letters is the winner.
 New lesson
A- Listen and circle. (A or B).  Teacher –
CD2- Track 60 whole
- Have students look at the pictures, call out the objects they class/
can see, and count them. 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.
Optional activity 1:Conversation line
- Have students make two lines and stand face to face.  Teacher-
- Each student uses a picture of an object or objects to ask whole
his/ her friend. E.g. S1: ‘How many ( balls)?’ S2: (Six) class/ pair
( balls). work
B- Play the “ Chain” game.
- Have students look at the example.
- Divide the class into groups of four.  Teacher-
25’ - Have the students stand up. whole
- Have Student A turn to Student B and say a sentence, then class/
have Student B say a sentence. individuals
- 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.
Optional activity 2:
- Divide the class into groups of three or four.
- Have students talk about the numbers of toys or school
objects they have.  Teacher-
 Examples: whole class/
I have one car. groupwork
I have two bags.
……………………………………….
 Wrap-up
Option 1:Find the objects  Teacher –
- Hide some toys, school objects in the class. whole
- Have students go around the class and find the toys and class/ pair
objects. work
- Have students work in pairs. One asks: “ How many….?”
and one answers the question.
5’
Option 2: Draw and say
Have students draw their toys or school objects in a piece of  Teacher –
paper then work in pairs. Student A makes questions with “
whole
How many….?” and student B answers the questions.
class/ pair
work

UNIT10: MY HOUSE
Period: 2 Review 9
I.Objectives:
By the end of this lesson, students will review saying what objects they have,
asking and answering about numbers of objects, and identifying rooms in a house.
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.Languages focus:
Vocabulary:Review
Structures:Review
IV.Procedures:
 Organizatio
Time Steps/Activities
n
Warm-up
Option 1:Vanishing Flashcards Game  Teacher –
- Place flashcards about houses on the board. whole class
- Give them a moment to memorize the pictures and then
tell them to close their eyes.
- Take away one of the flashcards and then tell the students
to open their eyes again.
- The first student who guesses the missing flashcard
correctly can win that flashcard (for 1 point) and takes
5’
away another flashcard in the next round.  Teacher-
Option 2:WORD TENNIS whole
- Divide the class into two teams. class/
- Gives a category of vocabulary ( toys, school things, teamwork
houses).
- Teams think of a new word in the group until they can’t
think of a new word or they repeat an old word.
- Keep score on the board.

25’ New lesson

A- Listen and circle. (A or B).  Teacher –
CD2- Track 61 whole
- Have students look at the pictures and call out the rooms class/
they can see. Play audio and demonstrate the activity using individuals
the 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.  Teacher-
Optional activity 1: Role-play whole
Have students work in pairs, use the correct pictures of class/ pair
listening task to practice again. work
B- Play the “ Board race”.
- Have students look at the example.
 - Divide the class into teams and have one student from  Teacher-
each team stand a distance from the board. whole
- Stick two flashcards on the board and then say one of class/
them. groupwor
- Have the students race to the board, touch that flashcard, k
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.
- Have students read the sentences on the board.  Teacher-
- Give students flashcards. whole
- Have students hold the flashcards to match the sentences class/
on the board and read them aloud. individual
s

Wrap-up
Option 1: Erase the word  Teacher –
- Write some sentences on the board. E. g. “ This is my whole class
living room.”
- Have one student come to the board.
- Read the sentence and omit a word in it and have him/her
erase this word.
5’ - Continue with the others.  Teacher –
Option 2:Run and Draw whole
- Divide the class into four groups and have them make four class/ Team
lines. work
- Have the first student of each group run to the board and
draw a house, the next student draw a room,…When they
finish drawing, each of them say a sentence about the
house. E.g. “ This is my bedroom.”