LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………

TEXTBOOK: MAJOR MATH 1

Unit 12: LONGER OR SHORTER
Lesson 1 (pages 72, 73)

A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Recognize and understand longer and shorter things.
- Measure things around themselves using full sentences.
2. General competences
- Communication and collaboration: work in pairs/groups to identify which one is longer and
which one is shorter.
- Problem-solving and creativity: practice comparing and measuring things around them.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: bus, train, car, sofa, coach, pencil case, eraser, shorter, longer.
- Recycled vocabulary: pencil, ruler, fish, boys, girls.
2. Skills: Listening and speaking
C. RESOURCES AND MATERIALS
- Student book – pages 72, 73
- Audio: Audio 28, 29
- Flashcards/Pictures (Longer or shorter)
- Teacher’s Guide
- Computer, projector, ….
D. LEARNING EXPERIENCES

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 Teacher’s activities Students’ activities PowerPoint
WARM-UP/REVIEW (5 minutes)
Objective: To attract students’ attention to the lesson and lead in the new lesson.
*Greeting - Slide 1
- Greet the students: - Greet the teacher.
“Hello, how are you?”
“I’m fine, thank you. Please sit down.”
*Game - Memory: Match and Catch - Slides 2-9
- Introduce the game. - Listen to the teacher.
 Each team takes turn clicking the colored - Read and understand the
square to reveal the picture behind it. Click rules.
the Show button to show the picture.
 Whichever team can guess the correct
shape of the object gains one point.
 The team with more points wins the game.
- Make sure students understand all the rules.
- Let students play the game. - Play the game.
- After the game, announce the winner. - Praise the winner.

Expected outcomes and assessment

- Task completed with excellence: Students can introduce themselves fluently and remember all the
words clearly.
- Task completed: Students can introduce themselves and remember all the words.
- Task uncompleted: Students are unable to introduce themselves and remember any words.
PRESENTATION (10 minutes)
Objective: To help students identify longer and shorter and measure things around them.
*Lead-in: Ask and answer.
- Review old lessons by drawing a shape - Try to recall the name of
that students have learned on the the shape.
board.
- Invite volunteer students to say out loud the
name of the shape. - Repeat the word.
- Check the pronunciation and then ask the class
to repeat.
- Praise the students’ work. - Look at the board.
- Draw the same shape next to the previous one
but with different lengths. - Try to guess which one is
- Ask students to guess the longer one and the longer and which one is
shorter one. shorter.

- Note: The teacher can use hand gestures to

illustrate the difference between them.
- Do an example if students do not understand. - Raise their hands if
- Pick some students to say their answers. students know the answer.

- Praise if the students answer correctly. - Slides 10,

- Introduce what students are going to learn 11
today.
- Slide 12
*Exercise 1: Listen, point, and repeat. - Try to memorize the new
- Teach new vocabulary (longer, shorter) using words.

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 flashcards. - Look at the
- Show the picture/flashcard of 2 crayons (red picture/flashcard.
crayons and yellow crayons). Point and ask
them to name the colors: “What color is it?” - Answer the teacher’s
- Invite some students to answer. questions.
- Focus and listen to the
- Point at the objects, say which one is shorter teacher.
and which one is longer (remember to
pronounce the words slowly and clearly):
“The red crayon is shorter than the yellow
crayon”, “The yellow crayon is longer than
the red crayon”. - Answer the question.
- Point at the shorter or longer object and ask
the whole class to say if it is longer or shorter. - Practice pronunciation and
- Drill the pronunciation and accuracy. accuracy.

- Do the same for the picture of 2 rulers. - Try to say a whole

- Invite some students to stand up and say the sentence.
whole sentence again.
- Praise the students’ work.
- Slide 13
*Exercise 2: Look and say. - Look at the picture on the
- Show the picture or ask students to look at screen or in their
their books on page 72. textbooks.
- Try to guess the name of
- Point at the first box and ask students: “What the objects.
are these?”
- Volunteer if students know
- Pick some volunteer students to answer. If the answers.
students cannot answer the question, show
them the answer by pronouncing and
explaining the words slowly and clearly.
- Compare the length.
- Ask students to compare the bus and the train:
“Which car is shorter than the other?” - Listen to the instruction
- Do an example if students do not understand: carefully.
 Say: “The bus is shorter than the train”
while pointing at the correct objects.
- Do the same for other boxes. - Stand up and read the
- Check students’ understanding by inviting correct comparison.
some students to stand up and read the correct
comparison when the teacher points at a
random box.
- Praise the students’ work.

Expected outcomes and assessment

- Task completed with excellence: Students can identify longer and shorter and express the
comparison correctly and fluently.
- Task completed: Students can identify longer and shorter and express the comparison
correctly.

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- Task uncompleted: Students are unable to identify longer and shorter and express the
comparison.
PRACTICE (10 minutes)
Objective: To help students practice and remember how to compare things and say which one is
longer and which one is shorter.
*Exercise 3: Circle the correct answer. - Slides 14,
- Show the PP and have students look at - Look at question a. 15
question a.
- Point at one pencil case and ask: “What color - Try to identify the color.
is it?”
- Invite a student to name the color and praise if - Answer the question.
he/she answers correctly.
- Do the same for the other pencil case.
- Ask students to compare the 2 pencil cases: - Try to compare the length
“Is the brown pencil case shorter or longer of 2 pencil cases.
than the green pencil case?” while pointing at
the picture.
- Pick some students to answer. - Answer the question.
- Praise the students if they answer correctly. If - Listen to the teacher’s
they do not understand, do an example and explanation if students do
explain clearly. not understand.
- Do the same for question b.
- Check the pronunciation and intonation.
- Instruct students to circle the correct answer. - Follow the teacher’s
instructions.
*Exercise 4: Listen and color. - Slide 16
- Show the PP and tell students to look - Look at the picture.
at the picture.
- Point at the objects and require - Try to name the objects
students to name that objects. correctly.
Example: Teacher points at a pencil and
asks: “What is it?”.
- Pick a student to answer the - Answer the teacher’s
question. question.
- Do the same for the eraser and
pencil case. - Listen and color.
- Praise the students’ work.
- Open Audio 29 and tell students to
color according to the audio. - Go to the board and color
- Pause if students get stuck or cannot the objects.
catch up. - Try again if the answers
- Invite some students to go to the are incorrect.
board and color the objects.
- Praise the students if they get the
right answer. If they do not answer
correctly, the teacher explains and - Slide 17
asks other students to give it a try.

*WE PLAY
- Explain the rules carefully:
 Boys and girls in class stand in two different - Be divided into 2 groups,

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 lines. each group stands in 1 line.
 Then, say which line is longer?
- Classify the class into 2 groups: boys and girls. - Look at the lines and guess
All the girls stand in 1 line and all the boys which one is longer.
stand in the other line. - Answer as fast as possible
- Let the students see the lines themselves and in able to win the game.
say which line is longer. - Praise the winners.
- The group that says the correct answer faster
wins the game.
- Praise the winners.

Expected outcomes and assessment

- Task completed with excellence: Students can understand how to compare things and say which one
is longer and which one is shorter fluently.
- Task completed: Students can understand how to compare things and say which one is longer and
which one is shorter.
- Task uncompleted: Students are unable to understand how to compare things and say which one is
longer and which one is shorter.
PRODUCTION (5 minutes)
Objective: To help students have more practice to remember what they have learned
*Extra activity: Animals world - Slides 18-
- Introduce the game. - Listen to the teacher. 30
 Students choose questions to answer. - Read and understand all the
 Each question equals 1 point. rules.
 If the answer is wrong, the other team takes
turn.
 The team that has higher score will win.
- Make sure students understand all the rules.
- Let students play the game. - Play the game.
- After the game, announce the winner. - Praise the winner.

Expected outcomes and assessment

- Task completed with excellence: Students can remember the words and sentences from the lesson and
answer all the questions in the game
- Task completed: Students can remember the words and sentences from the lesson
- Task uncompleted: Students are unable to remember the words and sentences from the lesson
WRAP UP AND HOMEWORK (5 minutes)
Objectives: Relax, have more practice, and remind students what they need to do at home
*Wrap Up: Let’s dance - Slides 31,
- Play the video on PP. 32
- Let students watch the video the whole way - Watch the video.
through.
- Play again and dance, ask students to dance - Dance along to the song
along with the teacher. with the teacher.
*Homework: - Slide 33
- Go through what students have learned from the - Listen to the teacher
lesson.
- Ask students to learn the words and phrases
from the unit by heart.
- Require students to practice listening, speaking,
reading, and writing at home.

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- Ask students to prepare for the next lesson.
REFLECTION
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