WEEK 1

Grade 1
Date of preparing: 06/09/2024
Date of teaching: 09/09/2024
Period 1
GETTING STARTED
Lesson 1 - page 4

I. OBJECTIVES
Language By the end of the lesson, students will be able to
say "Hello!" and "Goodbye!".
-Vocabulary: Vocabulary (hello, goodbye)
-Sentence pattern:
-Skills: Know when to say “Hello” and
“Goodbye”
Core competencies: teamwork, reliability, motivation
General competences: -Self-control and independent learning:
Building up an awareness of taking care of
others in their family or community.
-Communication and collaboration: Being
collaborative and supportive in teamwork.
-Critical thinking and creativity: Building up
responsive and independent-working
characteristics to be a life-long learner.
Attributes: -Kindness: Knowing how to share
joyfulness.
-Diligence and Honesty: Being hardworking in
studying.
-Accountability: Becoming responsible for
others.
II. RESOURCES AND MATERIAL
  Student’s book Page 4,5
 Audio Tracks 3,4,5
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting
started)
 Computer, projector…
III. PROCEDURE Warm-up – Listen and point - Sing - Role
play - Say - Consolidation and homework
assignment
Pupils’ activities
Procedure Teacher’s activities

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

KNOWLEDGE CONSTRUCTION
Activity 1. Listen and point. Repeat. (CD1 - Track 03) (5 minutes)
a. Goal - Listen, point, and repeat correctly.

b. Input -Listening, pointing, and repeating.

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

d. 1. Step 1: Students listen to -Listen to each new

Procedure each new word and repeat all word/number and repeat all
together and individually. together and individually.
Correct student’s
-Listen to the audio and
pronunciation if necessary.
point to the numbers in their
books.
 2. Step 2: Arrange the - Listen and repeat.
flashcards on the board. Play
audio and have students
listen and point at the -Team work
pictures in their books. Play - Run to the board to tap the
audio again and have right card
students listen, repeat several
times.
3. Step 3: Change the order of
the flashcards, point at them
individually and have
students say the words,
correct pronunciation when
needed.
4. Step 4: Have students work
in pairs, one points at the
picture in the book and the
other says the word.

Game: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.
PRACTICE
Activity 2. Listen and point. (CD1 - Track 04) (5 minutes)
a. Goal -Listen and point correctly.
b. Input -Listening and pointing.

c. Outcome -Students can listen and point correctly.

d.Procedure Step 1: Introduce the situation. - Listen and do as guided.

Step 2: Play audio and have
students look at the picture.
- Pair work.
Demonstrate the activity by
pointing at the words. - Listen and point.
Step 3: Play the audio again. Have
students listen and repeat. Play
audio again. Have students listen,
repeat and point.
Step 4: Point at each word and
have students call it out “hello/
goodbye.
PRACTICE
Activity 3. Sing (CD1 - Track 05) (5 minutes)
a. Goal -To be able to sing.

b. Input -Singing.
c. Outcome - Students can sing correctly and nicely.
d. - Step 1: Play audio and have - Listen, sing along, and do
Procedure students listen. the actions.
2.Step 2: Play audio and have
students sing the song as a whole
class.
StStep 3: Have some students sing
in front of class.
PRACTICE
Activity 4. Role play. (5 minutes)
a. Goal -To do role-play correctly and nicely.
b. Input -Doing role-play.
c. Outcome -Students can do role-play correctly and nicely.
d. Step 1: Divide the class into pairs. - Follow T’s instructions.
Procedure
Step 2: Ask students to greet each - In pairs: Greeting each
other, saying “Hello”. E.g., “Hello, other.
Mai”.
PRACTICE
Activity 5. Say (5 minutes)
a. Goal - Say “Hello” correctly and nicely.

b. Input -Saying “Hello”.

c. Outcome -Students can say “Hello” correctly and nicely.
d. Step 1: Have students look at the - Follow T’s instructions.
Procedure example.
Step 2: Divide the students into
pairs and ask them to greet each
other.
Consolidation and homework assignment (5 minutes)
Review. Play the game “Lips - Do as guided.
read”.
- Be ready to do homework.
 Step 1: Teacher says a word
silently.
Step 2: Students say that word
loudly
Workbook-pages 2 & 3
- Have students open their
workbooks – pages 2 & 3
A. Look, read, and circle.
- Teacher makes an example first,
then have students do the remains.
B. Draw lines.
- Have students draw lines.
C. Listen and (✔) the box. (WB
 02)
- Have students listen and put the
tick the correct box.
D. Look, read, and circle.
- Have students look, read and
circle.
Teacher and students correct all the
exercises and give stamps or
stickers to the whole class.
Notebook
- Do the exercises in Tiếng Anh 1 i-
Learn Smart Start Notebook on
page 2.
Phần mềm trò chơi tương tác
DHA
- Play the games in Getting Started,
Lesson 1 (Look and find, Listen
and find, Grammar).

Date of preparing: 06/09/2024

Date of teaching: 10/09/2024
Period 2

GETTING STARTED
Lesson 2 - page 5

I. OBJECTIVES
Language By the end of this lesson, students will be able to
understand basic classroom language
 -Vocabulary: Vocabulary (stand up, sit down, listen)
-Sentence pattern: Imperative sentences “Stand up”.
“Sit down”. “Listen”.
-Skills: Know how to make imperative sentences and
follow classroom instructions.

Core competencies: teamwork, reliability, motivation

General competences: -Self-control and independent learning: Building up
an awareness of taking care of others in their family or
community.
-Communication and collaboration: Being
collaborative and supportive in teamwork.
-Critical thinking and creativity: Building up
responsive and independent-working characteristics to
be a life-long learner.
Attributes: -Kindness: Knowing how to share joyfulness.
-Diligence and Honesty: Being hardworking in
studying.
-Accountability: Becoming responsible for others
II. RESOURCES AND MATERIAL
 Student’s book Page 4,5
 Audio Tracks 6,7
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting started)
 Computer, projector…
III. PROCEDURE Warm-up – Listen and point, Repeat - Sing - Say
and do - Play “Simon says” - Consolidation and
homework assignment
Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
 - Play audio Part C and have - Follow and do as guided.
students sing the song.
- Sing the song and dance
together.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and point. Repeat. (CD1 - Track 06) (5 minutes)
a. Goal - Listen, point, and repeat correctly.

b. Input -Listening, pointing, and repeating.

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

d.Procedure 1. Step 1: Students listen to -Listen to each new

each new word and repeat all word/number and repeat all
together and individually. together and individually.
Correct student’s
-Listen to the audio and
pronunciation if necessary.
point to the numbers in
their books.
2. Step 2: Arrange the
flashcards on the board. Play
audio and have students
- Listen and repeat.
listen and point at the
pictures in their books. Play
audio again and have - Do as guided.
students listen, repeat
several times.
3. Step 3: Change the order of
the flashcards, point at them
individually and have
students say the words,
correct pronunciation when
needed.
4. Step 4: Have students work
in pairs, one points at the
picture in the book and the
other says the word.
 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.
Students try to guess what the
flashcard is
PRACTICE
Activity 2. Listen and point. (CD1 – Track 07)(5 minutes)
a. Goal -To be able to listen and point to the model in task B.

b. Input -Listening and pointing.

c. Outcome -Students can listen and point correctly.

d.Procedure Step 1: Introduce the situation. - Listen and do as guided.

Step 2: Play audio and have
students look at the picture.
- Pair work.
Demonstrate the activity by
pointing at the words. - Listen and point.
Step 3: Play the audio again. Have
students listen and repeat. Play
audio again. Have students listen,
repeat and point.
Step 4: Point at each word and
have students call it out “hello/
goodbye.
PRACTICE
Activity 3. Sing (CD1 - Track 05) (5 minutes)
a. Goal -Sing the chant correctly and nicely.

b. Input -Singing the chant.

c. Outcome - Students can sing the chant correctly and nicely.
d.Procedure - Step 1: Play audio and have - Listen, sing along, and do
students listen. the actions.
2.Step 2: Play audio and have
students sing the song as a whole
class.
StStep 3: Have some students sing
in front of class.
PRACTICE
Activity 4. Say and do. (5 minutes)
a. Goal - Say and do the classroom instructions correctly and nicely.

b. Input - Saying and doing the classroom instructions.

c. Outcome - Students can say and do the classroom instructions correctly and
nicely.

d.Procedure -Have one student give - Follow T’s instructions.

instructions, the rest follow the
instructions. Then continue in
smaller groups (do like that).
PRACTICE
Activity 5. Play “Simon says” (5 minutes)
a. Goal -Play “Simon says” correctly and nicely.

b. Input -Playing “Simon says”.

c. Outcome -Students can play “Simon says” correctly and nicely.
d.Procedure Step 1: Have students look at the - Follow T’s instructions.
example.
- Join the game, try to follow
Step 2: Divide the class into pairs. the instructions.
Step 3: Have student A say “Simon
says, Listen”; the rest listen. Have
student A say “Sit down”; the rest
 don’t sit down.
Consolidation and homework assignment (5 minutes)
Review. Play the game “Thumbs - Do as guided.
Up or Down”
- Show a flashcard one at a time
and have students identify the word
teacher says by putting their
thumbs up or down.
- Repeat the activity with other
flashcards.
- Be ready to do homework.
E.g.
- Teacher: (showing the flashcard
‘stand up’) sit down.
- Students: (putting their thumbs
down).
- Teacher: sit down.
- Students: (putting their thumbs
up).
Workbook-pages 4 and 5
- Divide the class into groups of
five.
- Have students open their
workbooks – pages 4 and 5
A. Look, read, and put a (✔) or a
(x).
- Teacher makes an example first,
then have students do the remains.
B. Look, read, and circle.
- Have students look, read, and
circle.
C. Listen and circle.
- Have students listen and circle.
 D. Draw lines.
- Have students draw lines.
Teacher and students correct all the
exercises and give stamps or
stickers to the whole class.
Notebook
- Do the exercises in Tiếng Anh 1 i-
Learn Smart Start Notebook on
page 3.
Phần mềm trò chơi tương tác
DHA
- Play the games in Getting Started,
Lesson 2 (Look and find, Listen
and find, Grammar).

WEEK 1
Grade 2
Date of preparing: 06/09/2024
Date of teaching: 09/09/2024
Period 1

GETTING STARTED
Lesson 1 - pages 4 and 5

I. OBJECTIVES
Language By the end of this lesson, students will be able to gain the
following:
-Vocabulary: one, two, three, four, five, six, seven, eight,
nine, ten
 -Sentence pattern: “How old are you?” “I’m (eight)”.
-Skills: Count from one to ten, and ask how old someone is.
Core teamwork, reliability, motivation
competencies:
General -Self-control and independent learning: Building up an
competences: awareness of taking care of others in their family or
community.
-Communication and collaboration: Being collaborative
and supportive in teamwork.
-Critical thinking and creativity: Building up responsive
and independent-working characteristics to be a life-long
learner.
Attributes: -Kindness: Knowing how to share joyfulness.
-Diligence and Honesty: Being hardworking in studying.
-Accountability: Becoming responsible for others.
II. RESOURCES AND MATERIAL
 Student’s book Page 4, 5
 Audio Tracks 2,3
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting started)
 Computer, projector…
III. Warm-up - Listen and point. Repeat - Sing- Point, ask,
PROCEDURE and answer - Play “Magic finger” - Consolidation and
homework assignment

Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
- Say “Hello” to the whole class. -Listen
- Ask students to give their names to
 get to know each other.
- Set the classroom rules. (E.g., Sit - Follow and do as guided.
nicely. / Be nice. / Listen to the
- Try to guess what the
teacher. / Hands up. ….)
sentence is.

"Read my lips" game

- Divide the class into teams.
- Say a sentence silently.
- Have the students try to guess what
the sentence is.
- Give that team one point if it’s a
correct guess. The team that gets the
most points win.

KNOWLEDGE CONSTRUCTION
Activity 1. Listen and point. Repeat. (CD1 - Track 02) (5 minutes)
a. Goal - Listen, point, and repeat vocab about numbers correctly.

b. Input -Listening, pointing, and repeating vocab about numbers.

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

d.Procedure Step 1: Sing the “Numbers Song -Listen to each new

Let's Count 1-10” (Source: word/number and repeat all
https://www.youtube.com/watch? together and individually.
v=85M1yxIcHpw&t=27s). Use
-Listen to the audio and
some real things and pictures to
point to the numbers in
introduce the numbers from 1 to 10.
their books.
- Listen and repeat.
Step 2: Have students listen to each
new word/number and repeat all
together and individually. Correct -Team work
student’s pronunciation if necessary.
 - Run to the board to tap the
right card
Step 3: Arrange the flashcards on the
board, play audio, and point to each
flashcard. Play audio again and
have students point to the numbers
in their books. Play audio again and
have students listen and repeat
several times. Change the order of
the flashcards, point to them
individually and have students say
the words, correct pronunciation
when needed.

Step 4: Have students work in pairs,

one of them points to the picture in
the book and the other says the
word.

Game: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.
PRACTICE
Activity 2. Listen and point. (CD1 - Track 03) (5 minutes)
a. Goal -Listen and point correctly.

b. Input -Listening and pointing.

c. Outcome -Students can listen and point correctly.

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

- Introduce the situation: “The
teacher and the students are asking
- Listen and answers, pair
and answering about age.”
work
- 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.

Step 2:
Have students work in pairs, ask and
answer about their age.
Use DHA (Lesson 1) for Ss to
practice questions and answers.
PRACTICE
Activity 3. Sing (5 minutes)
a. Goal -To be able to sing.

b. Input -Singing.
c. Outcome - Students can sing correctly and nicely.
d.Procedure - Step 1: Play audio and have - Listen, sing along, and do
students listen. the actions.
StStep 2: Read the lyrics and do
actions following them.
SStep 3: Play audio and have
students listen, sing along, and do
the actions.
PRACTICE
Activity 4. Point, ask, and answer. (5 minutes)
a. Goal - Point, ask, and answer about age correctly and nicely.

b. Input -Pointing, asking, and answering about age.

Answer keys
1. How old are you? I'm seven.
2. How old are you? I'm four.
3. How old are you? I'm ten.
4. How old are you? I'm six.
5. How old are you? I'm three.
6. How old are you? I'm five.
7. How old are you? I'm eight.
8. How old are you? I'm nine.

c. Outcome -Students can point, ask, and answer about age correctly and
nicely.
d.Procedure Point, ask, and answer. Follow T’s instructions.
Step 1: Divide the class into pairs. - Ask and answer about age,
using the Q and A: e.g.,
Step 2: Have Student A point to a
"How old are you?" "I'm
picture and ask, have Student B
six."
answer. Swap roles and repeat.
Step 3: Afterwards, have some pairs
demonstrate the activity in front of
the class.
PRACTICE
Activity 5. Play “Magic finger” (5 minutes)
a. Goal - Play the “Magic finger” with Q &A correctly and nicely.
b. Input -Playing the “Magic finger” with Q &A
c. Outcome -Students can play the “Magic finger” with Q &A correctly and
 nicely.
d.Procedure Step 1: Have students look at the - Follow T’s instructions.
example.
- Join the game, try to guess
Step 2: Divide the class into pairs. the right numbers.
Step 3: Have Student A write a
number with their finger on Student
B's back and ask "How old are
you?"
Step 4: Have Student B try to guess
which number it is and answer, e.g.,
"I'm six." Have students swap roles
and repeat.
Consolidation and homework assignment (5 minutes)
Workbook-pages 2 & 3 - Do as guided.
- Have students open their - Be ready to do homework.
workbooks – pages 2 and 3
A. What’s next? Look, read, and
write the numbers.
- Teacher makes an example first,
then have students do the remains.
B. Look and write.
- Have students write the missing
letters.
C. Listen and (✔) the box. (WB 02)
- Have students listen and put the
tick the correct box.
D. Look, read, and (✔) the box.
- Have students look, read and tick
the correct box.
Teacher and students correct all the
exercises and give stamps or stickers
to the whole class.
Notebook
 - Do the exercises in Tiếng Anh 2 i-
Learn Smart Start Notebook on
pages 2 & 3.
Phần mềm trò chơi tương tác
DHA
- Play the games in Getting Started,
Lesson 1 (Look and find, Listen and
find, Grammar)

Date of preparing: 06/09/2024

Date of teaching: 11/09/2024
Period 2

GETTING STARTED
Lesson 2 - (pages 6 and 7)

I. OBJECTIVES
Language By the end of this lesson, students will be able to understand
basic classroom language
Vocabulary: open your book, close your book, hands up,
hands down
Sentence pattern: “Open your book!” “Close your
book!” “Hands up!” “Hands down!”
Skills: Understand and follow simple instructions in
class.
Core teamwork, reliability, motivation
competencies:
General -Self-control and independent learning: Building up an
competences: awareness of taking care of others in their family or
community.
 -Communication and collaboration: Being collaborative
and supportive in teamwork.
-Critical thinking and creativity: Building up responsive
and independent-working characteristics to be a life-long
learner.
Attributes: -Kindness: Knowing how to share joyfulness.
-Diligence and Honesty: Being hardworking in studying.
-Accountability: Becoming responsible for others
II. RESOURCES AND MATERIAL
 Student’s book Page 6,7
 Audio Tracks 5,6,7
 Teacher’s guide
 Website Eduhome
 Flashcards/pictures and posters (Getting started)
 Computer, projector…
III. Warm-up – Listen and point, Repeat - Sing - Say and do
PROCEDURE - Play “Simon says” - Consolidation and homework
assignment

Pupils’ activities
Procedure Teacher’s activities

Warm-up: 5 minutes
Game: “Who is faster?” - Follow and do as guided.
- Divide the class into groups.
- Arrange the flashcards on the board. - Join the game, trying to
run to tap the right card.
- Invite a student from each group to
go to the board.
- Say a word and have the students run
to tap the right card.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and point. Repeat. (CD1 - Track 05) (5 minutes)
a. Goal - Listen, point, and repeat the class simple instructions correctly.

b. Input -Listening, pointing, and repeating the class simple instructions.

c. Outcome - Students can listen, point, and repeat the class simple instructions
correctly.
d.Procedure Step 1: Use pictures to introduce -Listen to each new
classroom commands. word/number and repeat
all together and
individually.
Step 2: Have students listen to each
-Listen to the audio and
new word and repeat all together and
point to the numbers in
individually. Correct student’s
their books.
pronunciation if necessary.

- Listen and repeat.

Step 3: Arrange the flashcards on the
board, play audio, and point to each
flashcard.
- Do as guided.

Step 4: Play audio again and have

students point to the pictures in their
books. Play audio again and have
students listen and repeat.

Game: “Do as I say”

- Have students to do as the teacher
says, not as the teacher does and repeat
playing the game.
E.g., Teacher says, “Open your books.”
but he/ she closes his/ her book.
Students listen to the teacher carefully
and open their books.
PRACTICE
Activity 2. Listen and point. (CD1 - Track 06) (5 minutes)
a. Goal -To be able to listen and point to the model in task B.

b. Input -Listening and pointing.

c. Outcome -Students can listen and point correctly.

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

- Introduce the situation: “The teacher
and the students are asking and
- Listen and answers, pair
answering about age.”
work
- 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.

Step 2:
Have students work in pairs, ask and
answer about their age.
Use DHA (Lesson 1) for Ss to practice
questions and answers.
PRACTICE
Activity 3. Sing (CD1 – Track 07) (5 minutes)
a. Goal -To be able to sing.

b. Input -Singing.
c. Outcome - Students can sing correctly and nicely.
d. Procedure - Step 1: Play audio and have students - Listen, sing along, and
listen. do the actions.
StStep 2: Read the lyrics and do
 actions following them.
SStep 3: Play audio and have students
listen, sing along, and do
the actions.
PRACTICE
Activity 4. Say and do. (5 minutes)
a. Goal - Say and do the classroom instructions correctly and nicely.

b. Input - Saying and doing the classroom instructions.

c. Outcome - Students can say and do the classroom instructions correctly and
nicely.

d. Procedure Step 1:Dvide the class into pairs. - Follow T’s instructions.
Step 2: Have Student A point and say,
have Student B do the action.
Step 3: Swap roles and repeat.
Afterwards, have some pairs
demonstrate the activity in front of the
class
PRACTICE
Activity 5. Play “Simon says” (5 minutes)
a. Goal -Play “Simon says” correctly and nicely.

b. Input -Playing “Simon says”.

c. Outcome -Students can play “Simon says” correctly and nicely.
d. Procedure Step 1: Have students look at the - Follow T’s instructions.
example.
- Join the game, try to
Step 2: Divide the class into pairs. follow the instructions.
Step 3: Have student A say “Simon
says, Listen”; the rest listen. Have
student A say “Sit down”; the rest
 don’t sit down.
Consolidation and homework assignment (5 minutes)
Workbook-pages 4 and 5 - Do as guided.
- Have students open their workbooks - Be ready to do
(pages 4 and 5) and choose part C homework.
(page 5) to do first.
- Play audio and have students listen
and tick the correct box.
- Have students look at part A,B and D
of pages 4 and 5.
- Set up time limit by 1 minute timer
bomb (source:
https://www.youtube.com/watch?
v=vwqQPeeVM1s).
- Have students start reading and doing
all parts A, B, D. When the time ends
by explosion students stop doing their
exercises.
- Have students change their
workbooks together.
Check understanding as a whole class
and give the correct answers. Then the
teacher gives stamps or stickers to the
whole class.
Notebook
- Do the exercises in Tiếng Anh 2 i-
Learn Smart Start Notebook on pages
4 & 5.
Phần mềm trò chơi tương tác DHA
- Play the games in Getting Started,
Lesson 2 (Look and find, Listen and
find, Grammar)
 Grade 3
Date of preparing: 06/09/2024
Date of teaching: 06/09/2024
Period 1
Giới thiệu chương trình

Date of preparing: 06/09/2024

Date of teaching: 09/09/2024
Period 2
STARTER
A - Numbers

I. OBJECTIVES
Language By the end of the lesson, pupils will be able
to:
- identify the numbers 1 to 10 through
listening, speaking, reading and writing
activities;
- listen and identify numbers by ticking the
correct boxes.
- read and match the relevant words with
numbers.
Core competencies: Decision making, teamwork, problem-
solving, integrity, communication, planning
and organization.
General competences: Listening: Listen, point and repeat
Critical thinking: Listen and tick
Oral communication: Say the numbers
Written communication: Read and match
Self-control & independent learning: Perform
 listening tasks
Sociability: Talk to each other, say good
words to others.
Attributes: Kindness: help partners to complete learning
tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and
emotions.
II. RESOURCES AND MATERIAL
 Student’s book Page 7
 Audio Tracks 2,3
 Teacher’s guide, Pages 13, 14
 Website sachmem
 Flashcards/pictures and posters
 Computer, projector…
III. PROCEDURE Warm-up and review – Listen, point and
repeat – Listen and tick – Read and match –
Fun corner and wrap-up.
Pupils’ activities
Procedure Teacher’s activities

Warm-up and review: 5 minutes

Greet the class.
Hello song Whole class
- Ask pupils to sing a Hello Individual work
song.
- Invite some of them to come
to the board to role play, the
rest of the pupils will sing.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen, point and repeat. 8 minutes
a. Goal -To listen, point at and repeat the numbers 1 − 10 correctly.

b. Input – Numbers 1 − 10
– Audio recording of the numbers 1 − 10
c. Outcome -Pupils can listen, point at and repeat the numbers 1 − 10
correctly.
d. Procedure Step 1: Draw pupils’ attention Whole class
to the numbers. Tell them to
listen, point at the numbers
and repeat. Play the recording
for pupils to listen to the Whole class
numbers, and familiarise
themselves with their stress Whole class/ Individual work
and intonation. Pair work Individual work
Step 2: Play the recording
again for pupils to listen and
repeat. Remind them to point
at the numbers while
listening. Do this several
times until they feel
confident. Correct their
pronunciation where
necessary.
Step 3: Put pupils into pairs
to practise listening, pointing
at and repeating the numbers
1 − 10. Go around the
classroom to offer support.
PRACTICE
Activity 2. Listen and tick. 9 minutes
a. Goal -To listen and identify numbers by ticking the correct boxes.

b. Input -Numbers 1 − 10 with boxes for ticking

-Audio script: three, five, eight, ten

c. Outcome -Pupils can listen to and identify the numbers by ticking the
correct boxes.
 Key: 3, 5, 8, 10
d. Procedure Step 1: Draw pupils’ attention Whole class/ Individual work
to the numbers. Tell them to
listen and tick the correct box
under each number while
listening. Show an example Whole class/ Individual work
with number three. Play the
recording and tick the box
under the correct number. Whole class

Step 2: Play the recording all

the way through for pupils to
do the task. Play the
recording again for them to
check their answers.
Step 3: Tell pupils to swap
their books with their
partners, then check answers
together as a class.
Write the correct answers on
the board for pupils to correct
their answers.
Step 4: Play the recording
again for pupils to double-
check their answers.
Extension: If time allows,
play the recording, number
by number, for the class to
listen and repeat in chorus.
Correct their pronunciation
where necessary.

PRACTICE
Activity 3. Read and match. 8 minutes
a. Goal -To read and match the relevant words with numbers.

b. Input -Two columns: numbers in their word form and numeral form.
c. Outcome -Pupils can read and match words with the relevant numbers.
Key: 2. e 3. b 4. a 5. d
d. Procedure Step 1: Draw two columns on Whole class/ Individual work
the board like the input. Tell
pupils to read the words for
numbers and draw lines to
match with the target Individual work
numbers. Use number one as
an example: Have pupils read
the word in chorus and draw Individual work/ Whole class
a line to match with number
1.
Step 2: Give pupils time to do
the task individually or in
pairs. Go around the
classroom to offer support
where necessary.
Step 3: Check the answers as
a class. Then invite a pupil to
come to the front and draw a
line on the board to match the
words with the relevant
numbers.
Fun corner and wrap-up: 5 minutes
Use the Goodbye and Bye Whole class
greetings for real
communication to dismiss the
class. Say Goodbye to
individual pupils and have
them answer Goodbye or Bye
as they leave.

Date of preparing: 06/09/2024

Date of teaching: 10/09/2024
Period 3
STARTER
B – THE ALPHABET
I. OBJECTIVES
Language By the end of the lesson, pupils will be able
to:
- identify the letters of the alphabet by
correctly pointing at, singing and performing
The alphabet song with the correct
pronunciation.
- identify the alphabet letters and complete the
missing ones.
- count the letters in the target names.
Core competencies: Motivation, adaptability, problem-solving,
integrity, communication, planning and
organization.
General competences: Listening: listen, point and sing
Critical thinking: count the letters
Oral communication: practice speaking
Written communication: read and complete
Problem-solving and creativity: do the task in
groups
Sociability: talk to each other, say good words
to others.
Attributes: Kindness: help partners to complete learning
tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and
emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to
enhance language skills
II. RESOURCES AND MATERIAL
 Student’s book Page 8
 Audio Track 4
 Teacher’s guide Pages 14
 Website sachmem.vn
 Flashcards/pictures and posters
 Computer, projector…
III. PROCEDURE Warm-up and review – Read and circle – Let’s
write– Project – Fun corner and wrap-up
Pupils’ activities
Procedure Teacher’s activities
Note
Warm-up and review: 5 minutes
Game: Numbers showing Individual work/ Group work
Teacher says Numbers,
numbers, then moves hand
round and round.
Ask pupils to do like teacher.
Teacher says a number
randomly. Pupils show their
fingers in correspondence
with the numbers teacher
says.
Make it become more
interesting by doing quicker
and quicker.
PRACTICE
Activity 1. Listen, point and sing. 8 minutes
a. Goal -To identify the alphabet letters and complete the missing
letters.
b. Input – The alphabet song lyrics
– Audio recording of The alphabet song
c. Outcome -Pupils can identify the letters of the alphabet by singing and
 performing The alphabet song with the correct pronunciation.

d. Procedure Step 1: Draw pupils’ Whole class

attention to the title and
lyrics of the song. Tell them
about the activity.
Model reading the title and
the lyrics line by line for
pupils to repeat. Encourage Whole class
them to point at the letters to
reinforce their understanding.
Step 2: Play the recording all Whole class/ Individual work
the way through for pupils to
listen carefully to the
pronunciation and the
melody.
Step 3: Play the recording Group work/ Individual work
again for pupils to listen and
repeat. Do this several times
until they feel confident.
Correct their pronunciation
where necessary.
Step 4: Play the recording all
the way through for pupils to
sing along.
Step 5: Show pupils actions
to do while singing along
with the recording, for
example, use a finger to draw
the letters in the air while
singing.
Extension: Put pupils into
groups to make up their own
actions for the song. Invite
groups to the front of the
classroom to sing and
perform the song, while the
rest of the class sings and / or
 claps along. Encourage the
class to praise or cheer the
performers.
PRODUCTION
Activity 2. Read and complete. 9 minutes
a. Goal -To identify the alphabet letters and complete the missing
letters.
b. Input -The incomplete alphabet with three missing letters: F, J, and Z

c. Outcome -Pupils can identify the missing letters in the alphabet and
write them out.
Key: 1. F 2. J 3. Z
d. Procedure: Step 1: Draw pupils’ Whole class/ Individual work
attention to the incomplete
alphabet. Tell them about the
activity.
Individual work
Show them how to do the
task: point at the letters
respectively for pupils to Individual work
read, elicit the first missing
letter and give feedback.
Write the answer on the
board and have pupils read it
in chorus.
Step 2: Give pupils time to
do the task individually or in
pairs. Go around the
classroom to offer support
where necessary.
Step 3: Invite a pupil to stand
up and say the missing
letters. Correct their
pronunciation where
necessary. Write the answers
on the board for the class to
correct their answers
Extension: Have the class
 sing The alphabet song a few
times . This can be
conducted in groups.

PRODUCTION
Activity 3. Count the letters. 8 minutes
a. Goal -To count the letters in the target names.

b. Input -Three names: BEN, MARY and LINDA

c. Outcome -Pupils can count the letters in three target names.
d. Procedure Step 1: Draw pupils’ Whole class/ Individual work
attention to the target names.
Tell them about the activity
and show them what to do:
Point at the first name BEN
and have pupils count the
letters by reading the Pair work
numbers under the target
name in chorus. Point at
Number 3 and say that it is Individual work
the total number of the letters
in the name BEN. Get the
class to count the letters
again in chorus.
Step 2: Give pupils time to
do the task individually or in
pairs. Go around the
classroom to offer support
where necessary.
Step 3: Invite a pupil to stand
up and count the letters in the
names.
Fun corner and wrap up: 5 minutes
Say I’m (your name). Spell Individual work
and write teacher’s name on
the board. Say Bye and
wave. Ask the pupils to line
 up and do the same, one by
one, as they leave the
classroom. Wave back.

Date of preparing: 06/09/2024

Date of teaching: 11/09/2024
Period 4
STARTER
C – FUN TIME

I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- to review the numbers from one to ten by
counting with fingers.
- to review the numbers from one to ten and the
alphabet letters by playing the game Bingo.
Core competencies -Teamwork, work standards, reliability,
motivation, adaptability, integrity,
 communication, …
General competences -Listening: listen to the teachers and
classmates.
-Oral communication: let’s play and talk
-Sociability: talk to each other, say good words
to others.
Attributes -Diligence: complete learning tasks
-Honesty: tell the truth about feelings and
emotions
-Responsibility: appreciate kindness
II. RESOURCES AND MATERIALS
 Student’s book Page 9
 Audio Tracks 4
 Teacher’s guide Pages 16
 Website sachmem.vn
 Flashcards/pictures and posters
 Computer, projector…
III. PROCEDURE Warm-up and review – Look, listen and repeat
– Listen, point and say – Let’s talk – Fun
corner and wrap-up
Pupils’ activities
Procedure Teacher’s activities

Warm-up and review: 5 minutes

Hello song Whole class
- Ask pupils to sing a Hello
song.
- Invite some of them to
come to the board to role
play. The other pupils will
sing.
EXPLORATION
Activity 1. Count one to ten. 8 minutes
a. Goal -To review the numbers from one to ten by counting with
fingers.
b. Input -Picture cues of the hands showing numbers from one to ten.
c. Outcome -Pupils can review the numbers from one to ten by using their
fingers to count.
d. Procedure: Step 1: Draw pupils’ Whole class
attention to the pictures of
the hands.
Tell them about the activity.
Pair work
Show the class how to use
fingers to count from one to Whole class
ten a few times until they
can feel confident of using
the same way to count.
Step 2: Give pupils time to
do the task individually or
in pairs. Go around the
classroom to offer support.
Step 3: Invite a few pupils
to the front of the
classroom to take turns to
perform the task.
Get the class to vote for the
best performer.
KNOWLEDGE CONSTRUCTION
Activity 2. Let’s play. 9 minutes
a. Goal -To review the numbers from one to ten and the alphabet
letters by playing the game Bingo.
b. Input -Two 3 x 3 Bingo grids,
one filled with nine
numbers, another filled
with nine letters of the
alphabet.
c. Outcome -Pupils can review numbers from one to ten and the alphabet
 letters by playing the game Bingo.

d. Procedure: Step 1: Draw a 3 x 3 Bingo Whole class/ Individual work

grid on the board and get
pupils to do the same in
their notebooks. Tell pupils
to complete their grids with Whole class
any numbers from one to
ten. Explain how to play
the game: Individual work
You call out a number.
Every pupil that has that
number in his or her grid
should cross it out. Whole class
Continue to call out
numbers (remember to
keep a record!) until Whole class/ Individual work
someone shouts Bingo!
Check his / her grid to
make sure that he or she
has his or her grid crossed
out the numbers that you
have called, then declare
him or her the winner.
Step 2: Repeat the same
procedure with the Bingo
grid filled with the letters
of the alphabet.
Extension: If time allows,
have pupils count from one
to ten, and sing The
alphabet song in chorus
Fun corner and wrap-up: 5 minutes
Game: Who can write fast? Whole class
Divide the class into three/ four teams. Call
out a letter of the alphabet. A pupil from each
team writes that letter on the board. Give one
 point for each correct answer.
Repeat with more letters or spelling names.

Date of preparing: 06/09/2024

Date of teaching: 13/09/2024
Period 5

UNIT 1: HELLO
Lesson 1 – Activity 1-3
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.
- use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to
greet,
self-introduce and respond to greetings.
- listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “Greetings”
Core -Teamwork, reliability, motivation
competencies
General -Listening: listen and recognize the characters, then repeat
competences
-Critical Thinking: self-introduce
-Self-control & independent learning: perform listening tasks
-Communication and collaboration: work in pairs or groups
Attributes: Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
 Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL
 Pupil’s book Page 10
 Audio Track 5,6
 Teacher’s guide Pages 17,18,19
 Website sachmem.vn
 Flashcards/pictures and posters (Unit 1)
 Computer, projector…
III. Warm-up and review –Listen and tick– Look, complete and
PROCEDURE read – Let’s play – Fun corner and wrap-up
Pupils’
Procedure Teacher’s activities activities

Warm-up and review: 5 minutes

Game:
Review the numbers and the alphabet by Whole class
having the class play the game:
/ Individual
1. Pick the numbers work
Step 1: Teacher says the numbers for the pupils
to choose.
Step 2: Give points to the pupils with the
correct choosing and encourage them.
2. Look and say the missing letters
Step 1: Ask pupils to say the missing letters,
then check with the class.
Step 2: Give points to the pupils and encourage
them.
Review the numbers and the alphabet as the
whole class.
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal -To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on greetings, self-
introducing, and responding to greetings.
b. Input -Context a: Ben: Hello. I’m Ben. Mai: Hi, Ben. I’m Mai.
-Context b: Minh: Hi. I’m Minh. Lucy: Hello, Minh. I’m
Lucy.

c. Outcome -Pupils can understand and correctly repeat the sentences in

two communicative contexts focusing on greetings, self-
introducing, and respond to greetings.
d. Procedure: Step 1: Have pupils look at Pictures a and b Whole class
and identify the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the Whole
recording for them to listen. class/
Individual
Step 3: Play the recording again for pupils to
work
listen and repeat in chorus, sentence by
sentence. Follow the same procedure with Whole
Picture b. Correct their pronunciation where class/
necessary. Individual
work
Step 4: Invite a few pairs to the front of the
class to listen and repeat the sentences in the
recording.
Pair work
Step 5: Draw their attention to the sentences
Hello. I’m Ben and Hi, Ben. I’m Mai. Tell
pupils that these sentences are used to greet, Whole
self-introduce and respond to greetings; and class/
that Hi is more friendly than Hello in Individual
conversation. work

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal -To correctly say the character names and use
Hello. /Hi. I’m ____. and Hello,/ Hi,______.
I’m ____. to greet, self-introduce and respond
 to greetings.
b. Input - Picture cues:
a. Ben, a British male pupil and Mai, a Vietnamese female
pupil greet each other.
b. Minh, a Vietnamese male pupil and Lucy, a British female
pupil greet each other.
- Speech bubbles: Hello./ Hi. I’m _____. Hello,/ Hi,____. I’m
_____.
Audio script: a. Ben, Mai b. Minh, Lucy.
A: Hello, I’m Mai.
B: Hi, Mai. I’m Ben.
c. Outcome: -Pupils can correctly say the character names and use Hello./
Hi. I’m _____. and Hello,/ Hi,_____. I’m ______. to greet,
self-introduce and respond to greetings.
d. Procedure: Step 1: Draw pupils’ attention to the picture a Whole class
and b. Elicit the name of each character.
Step 2: Point at Picture a and the words Ben
Whole
and Mai under it. Check comprehension and
class/
give feedback. Play the recording for pupils to
Individual
repeat the words a few times. Follow the same
work
procedure with Picture b.
Write the answer on the board until they feel
confident. Tell pupils to point at the relevant
school thing in the picture when they are
repeating the sentence.
Step 3: Draw pupils’ attention to the bubble.
Explain the meaning. Elicit the missing words. Whole
Play the recording for pupils to repeat the class/
sentence a few times. Divide the class into Individual
halves to take turns to repeat each character’s work
speech in picture a until they feel confident.
Remind pupils to point at the relevant character
in the picture when they are repeating.
Step 4: Repeat the same procedure with picture
b.
 Step 5: Give pupils time to work in pairs and
take turns to act out the role of each character
in picture a and picture b.
Step 5: Invite a few pairs to come to the front
of the classroom, point at the relevant character Pair work
in each picture, and act out his/her role. Pair work
Game: Work in pairs with a partner using of
Hello./Hi. I’m ____. and Hello,/Hi, _____. I’m
____. to greet, self-introduce and respond to
greetings. Invite some pairs to perform.
Encourage pupils to practise speaking English.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal -To enhance the correct use of Hello./Hi. I’m ____. and
Hello,/Hi,____. I’m _____. to greet, self-introduce and
respond to greetings.
b. Input – Picture cue: Lucy meets Minh in the school playground.
They greet,
self-introduce and respond to greetings
– Speech bubble: Hello./Hi. I’m _____.-_____.
c. Outcome Pupils can enhance the correct use of Hello./Hi. I’m_____.
and Hello,/Hi,________. I’m _____. to greet, self-introduce
and respond to greetings.
d. Procedure Step 1: Draw pupil’s attention to the picture. Whole class/
Ask questions to help them identify the context Individual
( see Input). Elicit the missing words in the work
bubbles. Complete them. Get pupils to say the
completed sentences.
Step 2: Put pupils into groups of four.
Encourage them to greet, self-introduce and Group work
respond to greetings. Go around the classroom
to offer support where necessary.

Game: Let’s say “Hello”!!!

Group work
 Divide the class into 2 groups: boys and girls.
Ask each pupil from one group to come and
practise greeting, self-introducing and
responding to greetings with one pupil from the
other group. Give points to the groups, praise
the pupils.
Fun corner and wrap-up: 5 minutes
Can you say this? Whole class
Divide the class into groups of four. Ask pupils
of each group to come to the board and practise
saying the conversation of the characters. Give
points to the groups.