Giáo án Let's learn english book 2 term 1

Theme one: You and me
Week: 1. Date of teaching: Thursday, September 8th
, 2010.
Period: 1st
.
Unit 1: Hello.
Lesson 1: Section A (1, 2, 3).
I. Aims: Practice greeting and introducing oneself.
II. Objectives:
- By the end of this lesson, students will be able to greet and introduce
themselves.
- Develop speaking skill.
III. Teaching methods:
- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.
+ Discuss.
IV. Teaching aids:
- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape,
cassette, puppets.
- Students’ aids: books, notebooks, workbooks.
V. Languages focus:
- Greeting: Hi/ Hello.
- Personal pronouns: I.
- Proper name: Nam, Mai, Li Li, Alan.
- Structures: I am + name. (I’m + name.)
VI. Procedures:

Time Steps/Activities Work
arrangement
1’
5’
10’
10’
7’
2’
I. Class organization.
II. New lesson.
1. Warm up: Chatting.
- Let Ss introduce some information about themselves
(maybe in Vietnamese) ands introduces oneself in
English.
Example: Hello. I’m Duyen. (Hi. I am Duyen).
2. Presentation:
- Giving introduction of the text ( set the scene)
* Pre- teach: Teaching vocabulary.
+ I (translate)
+ Hello/Hi (translate)
+ am = ’m (translate).
- Get Ss to read all the new words in chorus, in groups,
then individual.
* Checking vocabulary: Slap the board.
- T reads the dialogue first and asks Ss to listen to the tape
twice.
- T asks Ss to repeat in chorus three times.
- Let Ss practice the dialogue in pairs
- Gets some pairs to read it aloud.
* Presenting new structure:
- T gives a situation to present (using picture)
- T elicits the structures by asking Ss to speak out the
model sentence:
Hello. I’m Nam.
Hi. I’m Mai.
I’m + name (I’m = I am)
3. Practice:
- T introduces four Ss: Nam, Mai, Li Li, Alan. (Using the
puppets).
- T models the dialogue (use a picture) with one student:
T (Alan): Hello, I’m Alan.
S ( Li Li): Hello, I’m Li Li.
- Teacher reads aloud the sentences and asks Ss to repeat
in chorus.
- T asks Ss to work in pairs (play the roles of Nam, Mai,
Li Li and Alan.
- T move around and gives help if necessary.
- T calls on some pairs to say aloud. Others remark.
- T gives remark.
4. Production:
- Ask Ss to complete the dialogue by using the real/ unreal
names and the structures to practice the dialogue.
A: Hello, I’m ___________.
B: Hi, _____________. I’m __________.
- Move around and give Ss help if necessary.
- Ss practice in pairs.
- Calls on some pairs to the front pretend what they are
T-WC
T-WC
T-WC
Chorus, in
groups/
individual.
T-WC
Group work
Pair- work
Pair- work
T-WC
Pair- work

Week: 2 Date of teaching: Friday, September 10th
, 2010.
Period: 2nd
.
Unit 1: Hello.
Lesson 2: Section A (4, 5, 6, 7)
I. Aims: Practice listening and ticking on the pictures about greeting “Hello/Hi”
and introducing oneself.
II. Objectives:
- By the end of this lesson, students will be able listen to the dialogue and tick
on the pictures about greeting “Hello/ Hi” and introducing oneself.
- Develop listening, reading and writing skill.
- Communicative method.
- Techniques: + Work in pairs and individually
+ Ask and answer.
+ Work in groups, discuss.
IV. Teaching aids:
- Teacher’s aids: pictures, word cards, extra board, tape, cassette.
- Student’s aids: book, notebook, workbook.
V. Language focus:
- Revision the structures: Hi/ Hello. I am/ I’m + name.
- Phonics: Hi I
Hello Hi
VI. Procedures:

arrangement
1’
5’
10’
5’
5’
7’
2’
II. New lesson:
1. Warm up: Noughts and crosses
2. Listen and check:
Open prediction
- T sets the scene and gives four pictures ( T can use poster)
- T asks Ss to discuss the pictures using the questions.
Who are they?
What are they talking about?
- T asks Ss to work in pairs to guess.
- T gets feedback form Ss and writes Ss’ ideas on the board.
Students’ guess Answer key
- T asks Ss to listen the dialogue twice and decide which
pictures are mentioned in the tape.
- After the second listening, Ss share their ideas with the
partners
- Calls on some pairs to read it aloud. Others remark.
- T asks Ss to listen again and check their prediction ( work
in pairs or groups)
- T gives feedback
- Answer key:
1- b 2- a
3. Say it right:
- T asks Ss to observe two letters “h” as in “hi/ hello” and
“i” in “ I/ hi”
- T reads the words aloud and clearly.
- T asks Ss to listen to the tape twice.
- T asks Ss to repeat in chorus, in groups then individually.
- Distinguish : Hi I
Hello Hi
- T asks Ss to read exactly.
4. Let’s write:
- T asks Ss to read the uncompleted sentences and explains
the task.
- T gives Ss suggestion.
T-WC
Group work
T-WC
Pair- work
Pair- work
Group work
T- whole
class
Group work
Pair- work
Individually
Pair- work
I Li Li Hello
Nam am Mai
Hi Alan Hi, Mai

Week: 2 Date of teaching: Thursday, September 16th, 2010.
Period: 3rd
Unit 1: Hello.
Lesson 3: Section B (1, 2, 3)
I. Aims: Practice listening and using the greeting “Nice to meet you.” at the first
meeting and introducing oneself.
II. Objectives:
- By the end of this lesson, Students will be able to listen and use the greeting
“Nice to meet you” when they meet each other the first meeting and introduce
oneself.
- Develop speaking and listening skill.
- Techniques: + Work in pairs
+ Ask and answer.
IV. Teaching aids:
- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.
V. Languages focus:
- Structures: Nice to meet you. / Nice to meet you too.
VI. Procedures:

arrangement
1’
5’
8’
8’
II. New lesson.
1. Warm up: Chatting
- T asks Ss to repeat the greeting and introducing
oneself.
- T sets the scene.
2. Presentation:
 B1. Listen and repeat.
- Giving introduction of the text ( set the scene)
* Pre- teach: Teaching vocabulary.
+ Nice ( translate) :
+ (to) meet ( translate) :
+ Too ( translate)
- Get Ss to read all the new words, in groups, then
individual.
* Checking vocabulary: What and Where
- T reads the dialogue first/ plays the tape
- T asks Ss to repeat in chorus three times.
- Let Ss practice the dialogue in pairs, in groups.
- Gets some pairs to speak aloud in front of the class.
* Presenting structures
- T gives a situation to present the new structures T
elicits Ss to pick out the model sentences:
3. Practice:
 B3. Listen and number:
• Pre- listening:
* Pre teaching:
- Present new words if necessary.
* Open prediction:
- T sets the scene and gives three pictures ( T can use
poster)
- T asks Ss to observe three pictures
- T gets feedback from Ss and write Ss’ ideas
• While – listening:
- After the second listening, Ss share their ideas with their
partners.
- T asks Ss to listen again and check their predictions.
( Work in pairs or groups)
T-WC
T-WC
T-WC
( Chorus in
groups,
individually.)
Pair- work
Group work
Pair- work
T-WC
Pair- work
Group work
Pair- work
Nice to meet you.
Nice to meet you too.

, 2010.
Period: 4th
.
Unit 1: Hello.
Lesson 4: Section B (4, 5, 6, 7)
I. Aims: To understand more about the way to greet and introduce oneself.
II. Objectives:
- By the end of this lesson, students will be able to understand more about the
way to greet and introduce themselves.
- Develop writing, reading skill.
III. Teaching method:
- Techniques:
- Ask and answer
- Work in pairs and individually.
- Work in groups, discuss.
IV. Teaching aids:
- Teacher’s aids: Tape, cassette, pictures, poster, word cards, sub- board.
V. Languages focus:
Revision:
- Hello/Hi. I’m + (name)
- Nice to meet you.
- (Nice to meet you too)
VI. Procedures:

arrangement
1’
5’
7’
7’
6’
7’
2’
II. New lesson.
1. Warm up:
- T asks some pairs to greet and introduce oneself.
S1: Hello. I’m Mai
S2: Hi, Mai. I’m Nam
S1: Nice to meet you.
S2: Nice to meet you too.
2. Read and match:
• Pre-reading:
- T introduces the topic and gives some guiding.
- Asks Ss to predict “What is what”.
• While-reading:
- 1st
reading: Ss read and check their prediction.
- 2nd
reading: Ss do the task (match the paragraph with a
appropriate picture.)
- Have Ss compare the answers with a friend.
- Feedback and give correct answers: 1- b 2- a
• Post-reading:
- Do exercise on the sub- board (Exercise 6- page 9/
workbook)
3. Let’s write:
• Pre - writing:
- T has Ss look at the model and explain the task.
- T gives suggestion for writing exercise.
• While - writing:
Organize the game: Who is right and fast?
- T divides the class into groups of four or five.
- T reads aloud some sentences. (Example: Nice to meet
you. / Hello. I’m Alan. / Hi, Li Li. I’m Nam.
- The groups discuss how to write the sentences correctly
and write them down.
- After finishing the writing, the groups exchange their
writing and give remark depending on the model
sentences on the board. (T writes the sentences on the
board)
Which group has more the correct sentences is the
winner.
Notice:
- The first letter of proper name is the capital.
- All the letters in a word are connected.
- The writing is clear and clean.
• Post- writing:
- T calls some Ss to read the sentences aloud.
- T corrects the writing at the end of lesson and gives
remark.
- Do exercise on the extra board (Exercise 7 in workbook/
page 10).
T-WC
Pair- work
T-WC
Pair- work
T- whole
class
T- whole
class
T- whole
class
Group work
Individually.

Week: 3 Date of teaching: Friday, September 23rd
, 2010.
Period: 5th
.
Unit Two: Thank You
I. Aims: Practice asking and answering about how someone is and thank.
II. Objectives:
− By the end of the lesson, Sts will be able to ask and answer about how
someone is and thank.
− Develop writing, reading skills.
− Communicative method.
− Techniques:
+ Ask and answer
+ Work in pairs and individually.
IV. Teaching aids:
− Teacher’s aids: extra- board, pictures, word cards, a ball, a wall chart and
textbook.
− Students’ aids: book, notebook, workbook.
V. Languages focus:
How are you? – I’m fine, thank you.
VI. Procedures:

arrangement
5’
12’
10’
10’
I. Warmer
Game: Apple Pass
St 1: Hi. I’m ________.
St 2: Hello, ______. I’m________.
St 1: Nice to meet you, ______.
St 2: Nice to meet you, too.
II. Presentation
- Set the scene: “I’ll instruct you how to ask and answer
about the health”.
- Ask Ss to look at the picture, discuss in pairs by
answering the questions.
a. What can you see in the picture?
b. What are they?
- Ask Ss to look at the books and listen for the first time.
- Play the tape again twice and ask Ss to repeat in chorus
(sentence by sentence –pay attention to the intonation of
the sentence).
- Have Ss work in pairs.
- Call some pairs to speak aloud
- Check Ss’ understanding.
a. What sentence does Mai use to ask Nam’s health?
b. What sentence does Nam use to answer Mai’s
question?
- Elicit the model sentences:
How are you?
- I’m fine. Thank you.
- Fine. Thanks.
III. Practice
- Ask Ss to look at the pictures and read aloud the opened-
sentences in A2- page 19.
- Ask Ss to use the cues to practice asking and answering
about the health.
- Model the first and ask Ss to repeat.
- Ss work in groups of 4 or 5, take turn ask and answer
about the health.
- Move around and give help if necessary.
- Have 2 Ss from each group speak out their work, the
others listen and comment.
Ex1: St.1: How are you, Li Li?
St.2: I’m fine, thank you.
Ex2: St. 1: How are you, Alan.
St. 2: Fine, thanks.
IV. Further practice
A: Hello, ______. How __________?
B: Hi, ______. I’m ____, _________.
T- WC
T- WC
Group work
T -WC
Pair- work
T- WC
Pair- work
Group work
T- WC

, 2010.
Period: 6th
.
Unit Two: Thank You
Lesson 2: (A4, 5, 6, 7)
I. Aims: Further practice on asking how someone is; listening and pronounce
letters /ee /, /l /, /ea /.
II. Objectives: By the end of the lesson, Ss will be able to ask how someone is and
pronounce letters /ee /, /l /, /ea / exactly
- Techniques:
+ Work in groups, discuss
IV. Teaching aids:
- Teacher’s aids: Extra- board, pictures, word cards, a chart.
V. Language focus:
How are you? – I’m fine, thank you.
VI. Procedures:

arrangement
5’
5’
8’
7’
7 ’
+ Game: Asks Ss to play the “Apple Pass” game in groups.
Ex: St.1: Hi, ____. How are you?
St.2: Hello, ____. I’m fine, thank you. And how are you?
St.1: Fine, thanks.
II. New lesson:
1. Warm up: Slap the board.
Open prediction
- T sets the scene and gives four pictures ( T can use
poster)
Who are they?
- T gets feedback form Ss and writes Ss’ ideas on the
board.
partners
- T asks Ss to listen again and check their prediction
( work in pairs or groups)
- T gives feedback
- Answer key:
1- b 2- a
3. Say it right:
- T asks Ss to observe two letters “ee” as in “see/ meet”,
“l” as in “Li Li/ Alan” and “ea” as in “read”
- Distinguish pairs of lettes in the difference colors.
see Li Li see
meet Alan read
4. Let’s write:
T- whole class
Group work
T-WC
Group work
Pair- work
T- whole class
Individual-
work
T- whole class
Pair- work
T- whole class
meet
Hello
Nice
Thank you
Thanks
fine

Week: 4 Date of teaching: Thursday, September 30th
, 2010.
Period: 7th
.
Unit Two: Thank You
I. Aims: Sts can say and respond to good bye. Listen and understand good bye.
II. Objectives:
By the end of this lesson, Ss will be able to say goodbye
- Techniques:
+ Ask and answer
IV. Teaching aids:
− Teacher’s aids: Extra- board, pictures, word cards, a chart.
− Students’ aids: book, notebook, workbook teacher’s book.
V. Language focus:
Good bye, _______. / Bye. See you lat
VI. Procedures:

arrangement
5’
12’
10’
10’
1. Warmer: Game: “Ball Pass”
Ex: St.1: Hi, ____. How are you?
St.2: Hello, ____. I’m fine, thank you. And you?
St.1: Fine, thanks.
2. Presentation
- Set the scene: “I’ll instruct you how to say goodbye to
your friends”
b. What are they?
(sentence by sentence).
- Explain: “And you?” = “How are you?”
a. What sentences does Mai talk when they are on
bus?
b. What sentences does Mai say when getting off the
bus and Nam respond?
- Goodbye, Nam.
- Bye. See you later.
3. Practice
sentences in B2- page 22.
- Ask Ss to use the cues to practice saying goodbye.
A: __________________.
B: _____. See you later.
- Ss work in groups of 4 or 5, practice saying goodbye.
- Asks Ss to works in pairs and then fill in the table.
4. Further practice: (Section B3)
- Encourage Ss look at the pictures and discuss the
situation using these questions:
a. Who are they?
b. What are they talking?
c. What do Ss have to do?
- Play the tape twice and ask Ss to listen and number the
pictures in correct order.
- Call some Ss to give answers. Others listen and give
remark.
Answers: a- 2 b- 1 c- 3
- Play the tape again. Ss listen and check the answers.
Whole class
T- whole class
Pair- work
T- whole class
Pair- work
Group-work
T-whole class
Individually

Week: 4 Date of teaching: Thursday, October 1st, 2010.
Period: 8th
.
Unit Two: Thank You
I. Aims: Further practice on greeting and saying good bye through reading. Learn
the English alphabet.
II. Objective:
- By the end of this lesson, Ss will be able to say goodbye
- Techniques: + Ask and answer
IV. Teaching aids:
- Students’ aids: book, notebook, workbook teacher’s book.
V. Language focus:
How are you? – I’m fine, thank you./ Good bye. – Bye. See you later.
VI. Procedures:

arrangement
5’
10’
8’
9’
1. Warmer:
Game: Ask Ss to play the “Apple Pass” game in
group.
Ex: St1: Good bye, _______.
St2: Bye. See you later
2. Presentation:
 Vocabulary:
-Checking vocabulary: Slap the board.
3. Read and match
• Pre-reading:
• While-reading:
- 1st
- 2nd
reading: Ss do the task (match the paragraph with
the appropriate picture.)
• Post-reading:
- Do exercise on the sub- board (Exercise 6- workbook)
4. Let’s write:
- Ss discuss to find out the appropriate words filling in
the blanks.
a) A: How______________? b) A: Good bye.
B: I’m fine,___________. B:_____________.
− T divides the class into groups of four or five.
− T reads aloud some sentences.
− The groups discuss how to write the sentences correctly
− After finishing the writing, the groups exchange their
board)
Which group has more the correct sentences is the
winner.
Notice:
T- whole
class
T- whole
class
Pair- work
T- whole
class
Pair- work
T- whole
class
Group work
meet
Englis
h
See you later
thank you Goodbye
thanks
Hello

Week: 5. Date of teaching: Thursday, October 7th
, 2010.
Period: 9th
.
Unit Three: Our Names
Lesson 1: Section A (1, 2, 3)
I. Aims: Practice asking and answering about the names.
II. Objective:
- By the end of this lesson, Ss will be able to ask and answer the names.
- Techniques: + Ask and answer
IV. Teaching aids:
- Students’ aids: book, notebook, workbook teacher’s book.
V. Language focus:
- What’s your name?
- My name’s_________.
VI. Procedures:

arrangement
5’
12’
7’
1. Warm- up:
Game: Ask Ss to play the "Ball pass” game in groups.
Ex: St1: Hi, ____. How are you?
St2: Hello, ____. I’m fine, thank you.
And how are you?
St1: Fine, thanks.
2. Presentation:
 Vocabulary: (pictures, gestures)
name(n):
your:
my:
is:
− Checking vocabulary: What and Where.
 Presentation dialogue:(SA.1)
− Set the scene: “Mai and Peter are asking and answering
about name".
c. What can you see in the picture?
d. What are they?
(sentence by sentence –pay attention to the intonation
of the sentence).
c. What sentence does Mai use to ask Nam’s health?
d. What sentence does Nam use to answer Mai’s
question?
A: What’s your name?
B: My name’s + name.
3. Practice
- Ask Ss to look at the pictures and read aloud the
opened- sentences in A2- page 27.
- Ask Ss to use the cues to practice asking and answering
about the health.
- Ss work in groups of 4 or 5, take turn ask and answer
about the health.
Ex1:
St.1: What's your name?
St.2: My name's Peter/ Linda
4. Further practice
T- whole
class
T- whole
class
T- whole
class
Pair- work
T- whole
class
Pair- work
Group work
T- whole
class
Group work.

Week: 5 Date of teaching: Friday, October 8th
, 2010.
Period: 10th
I. Aims: Learn the English alphabet, listen and understand the letters. Ss can
pronounce the letters /er/, /n/, /t/ exactly.
II. Objective:
- By the end o this lesson, Ss will be able to ask and answer the names and
sing the English Alphabet song.
- Develop speaking skill.
- Techniques:
+ Ask and answer
IV. Teaching aids:
- Teacher’s aids: extra- board, pictures, word cards, a ball, a wall chart and
textbook.
V. Language focus:
What’s your name?
- My name’s _______.
26 English letters.
VI. Procedures:

arrangement
5’
5’
10’
8’
9’
1. Warm- up
- Teach Ss sing a song.
- Ss listen to the tape and sing along the English Alphabet
song.
A, B, C, D, E, F, G,
H, I, J, K, L, M, N, O, P,
Q, R, S, T, U, V,
W, X, Y, Z.
2. Vocabulary: (pictures)
- Present the 26 English letters.
- Checking vocabulary: Slap the board.
Open prediction
poster)
Who are they?
board.
partners
- T asks Ss to listen again and check their prediction
( work in pairs or groups)
- T gives feedback
- Answer key:
1- a, k. 2- b, c 3- p, t
4- l, m 5- s, x 6- i, y
6. Say it right:
- T asks Ss to observe two letters “er” as in “later/ Peter”,
“n” as in “name/ Nam” and “t” as in “meet/ repeat”
- T asks Ss to repeat in chorus, in groups then
individually.
- Distinguish pairs of letters in the difference colors.
later name meet
Peter Nam repeat
7. Let’s write:
- T asks Ss to read the uncompleted sentences and
T- whole class
T- whole class
Pair- work
T- whole class
Individual-
work
Pair- work
T- whole class
T- whole class
Chorus/ pair
work
Pair- work

Week: 6
Period: 11th.
Date of teaching: Thursday, October 14th
, 2010.
Lesson 3: Section B (1, 2, 3).
I. Aims: Sts can ask, answer and spell names, listen and understand spelling
names.
II. Objective:
− By the end of this lesson, Ss will be able to ask and answer the names and
spell their names using the English alphabet.
− Techniques:
+ Ask and answer
IV. Language focus:
 Review:
What's your name?
My name's + (name).
 Structure:
My name's Linda.
That's L- I - N - D - A.
V. Teaching aids: pictures, a wall chart and textbook.
− Teacher’s aids: Extra- board, pictures, tape, cassette player, word cards, a
chart.
VI. Procedures:

arrangemen
t
5’
12’
7’
1. Warmer: Ask Ss to play the ”Apple Pass”
A, B, C, D, E, F, G,
H, I, J, K, L, M, N, O, P,
Q, R, S, T, U, V,
W, X, Y, Z.
Ss take turns saying the 26 English letters.
2. Presentation
♦ Vocabulary
♦ Checking vocabulary. Slap the board.
♦ Presentation dialogue (B.1):
- Set the scene: “I’ll instruct you how to spell your names”.
b. What are they?
a. What sentences does Nam ask?
b. What sentences does Linda say when respond to
Nam’s question?
- What’s your name?
- My name’s Linda.
That’s L- I- N- D- A.
6. Practice
sentences in B2- page 31.
- Ask Ss to use the cues to practice asking, answering and
spelling the name..
B: My name’s _______. That’s __________.
- Ss work in groups of 4 or 5, practice asking, answering
and spelling the name.
T- whole
class
T-whole
class
T- whole
class
Pairwork
T- whole
class
T- whole
class
Group work
name
English
Nice to meet
you
thank you Goodbye
Hi
Hello

, 2010.
Period: 12th.
I. Aims: Further practice on telling and spelling names through reading. Sts learn
to sing the Alphabet Song.
II. Objective:
− By the end of this lesson, Ss will be able to ask and answer the names and
spell their names using the English alphabet.
− Techniques:
+ Ask and answer
IV. Language focus:
 Review:
What's your name?
My name's + (name).
 Structure:
My name's Linda.
That's L- I - N - D - A.
V. Teaching aids: pictures, a wallchart and textbook.
− Teacher’s aids: Extra- board, pictures, word cards, a chart.
VI. Procedures:

Tim
e
Steps/Activities Work
arrangement
5’
10’
8’
1. Warm up:
− Ask Ss to complete “ the English Alphabet Song”
A, B, C, ___, E, F, G,
H, ___, J, K, L, ___, N, O, P,
Q, ___, S, T, ___, V,
W and X, Y, Z.
2. Read and match
• Pre-reading:
• While-reading:
- 1st
- 2nd
reading: Ss do the task (match the paragraph with the
• Post-reading:
- Do exercise on the sub- board (Exercise 7- workbook,
page 22)
- Suggested answer:
a- 2 b- 1 c- 4 d- 3
3. Let’s write:
- Ss discuss to find out the appropriate words filling in the
blanks.
A: What’s ________________?
B: My name’s _______. That’s ___________.
- T divides the class into groups of four or five.
- T reads aloud some sentences.
- The groups discuss how to write the sentences correctly
board)
Which group has more the correct sentences is the winner.
Notice:
remark.
- Do exercise on the extra board (Exercise 8 in workbook
page 23).
T- whole class
T- whole class
Pair- work
T- whole class
Pairwork
Group work
T- whole class

Week: 7 Date of teaching: Thursday, October 22nd
, 2010.
Period: 13th.
REVISION FROM UNIT ONE TO UNIT THREE
I. Objectives:
− By the end of this lesson, Ss will be able to remind all the words, structures
that they’ve learned in three units from unit 1 to unit 3.
− Review:
1. Greeting.
2. Introducing someone’s name.
3. Asking and answering about the health.
4. Saying goodbye and responding.
5. Asking and answering about someone’s name.
6. Spelling the names.
7. Reading the English Alphabet.
II. Language focus:
1. Phonics:
Hi I
Hello Hi
see Li Li see
meet Alan read
later name meet
Peter Nam repeat
2. Vocabulary:
− Greeting: Hello/ Hi.
− Personal pronoun: I, you
− “To be”: is, are
− Pronoun: my, your
− Adjectives: fine, nice
− Verb: see, meet
− Question words: how, what.
− Proper names: Nam, Mai, Alan, Li Li, Linda, Peter
3. Structures:
WE SAY
Hello / Hi
I’m Mai.

That’s M- A- I.
WE SAY WE RESPOND
Nice to meet you. Nice to meet you too.
Goodbye. See you later./ Bye.
WE ASK WE ANSWER
How are you? I’m fine, thank you.
What’s your name? My name’s Alan.
III. Teaching aids:
− Teacher’s: sub- board, tape, cassette, word cards, chart.
− Students’: book, notebook, workbook.
IV. Procedures:

, 2010.
Period: 14th
.
SELF- CHECK ONE
I. Objectives:
By the end of this lesson, Ss will be able to apply all words, structures in doing
the exercises.
II. Procedure:
Ss do the self- check one (work book- page 34+ 35+ 36) in 40 minutes.
III. Suggested answers:
Time Steps/ Activities Work
arrangement
5’
10’
10’
10’
1. Warm up:
Let Ss sing the song that they like.
2. Review:
 Phonics:
− Hang the sub- board and ask Ss to read the words in
silence.
− Play the tape twice. Ss listen and repeat the words in
chorus.
− Have Ss to practice in pairs.
− Call some Ss to read the words aloud in front of the class. T
corrects if the Ss make mistake.
 Vocabulary:
− Hang the sub- board and ask Ss to read the words in pairs.
− Call on some Ss to read aloud. Others listen and comment.
− Encourage Ss to:
a. Talking the meaning of the words.
b. Making the sentences using the words.
e.g: When’s your birthday?
It’s in May
 Structures:
− Hang the sub- board.
− Ask Ss to read the structures in table 1 and discuss in pairs
to talk about the meaning of the sentences.
− Ss ask and respond/ answer the questions in table 2 and 3.
Others listen and comment.
3. Home link:
− Encourage Ss to prepare well for the test.
T- whole
class
Individually
Pair- work
Pair- work
Individually
Pair- work

1. Check the words you hear.
1. Hi 2. fine 3. meet 4. your 5. later
2. Listen and number.
1. What’s your name?
2. My name’s Alan.
3. Nice to meet you.
4. How are you?
5. I’m fine.
3. Complete the sentences.
1. My name’s Peter.
2. How are you?
4. Thank you.
5. Goodbye.
4. Write the name in the blank.
Alan, Nam, Li Li, Peter, Mai.
5. Select and tick the letter A, B or C.
1. B
2. A
3. C
4. A
5. C
6. Write the answers.
1. My name’s + student’s name.
2. I’m fine, thank you. / Fine, thanks.
Week: 8 Date of teaching: Thursday, October 28th
+ 29th
,
2010.
Period: 15th
+ 16th
THE FIRST ENGLISH TEST
A. Testing paper.
I. Circle the odd one out:
1. A. hello B. How C. hi
2. A. thanks B. thank you C. I
3. A. are B. Mai C. am
4. A. How B. What C. you
5. A. thanks B. goodbye C. bye

II. Number the sentences:
III. Complete the sentences
1. _ello, Alan.
2. W_at’s _ _ur name?
3. H_w a_e _ou?
4. I am _ _ne. Tha_ _ you.
5. S_ _ you l_ _er.
IV. Select and tick the letter A, B or C.
1. Hi. I am Mai.
A. I am fine. Thank you B. Goodbye. C. Hello. I am Thu
2. What is your name?
A. My name is Nga B. Nice to meet you C. See you later.
3. How are you?
A. Fine, thanks B. See you later. C. My name is Alan
4. Nice to mee you.
A. I am Lan. B. Nice to meet you too. C. See you later.
5. Goodbye.
A. See you later B. Nice to meet you. C. Hi. I am Nam.
V. Complete the dialogue:
1. A: Hi, Linda. (1)________ are you?
B: I’m fine, (2)_____ you. And you?
A: (3)_______, thanks
2. A: What’s your (4)______?
a. Nice to meet you.
b. Nice to meet you, Linda.
c. 1 Good morning, Miss Lien.
d. Miss Lien, this is Linda. She is my friend.
e. Good morning, Nam.

B: My name’s Quan. That’s Q- U- A- N.
And what’s your name?
A: (5)________ name’s Thuy.
B. Checking the test.
I. Circle the odd one out.
1. B
2. C
3. B
4. C
5. A
II. Number the sentences.
1. Good morning, Miss Lien.
2. Good morning, Nam.
3. Miss Lien, this is Linda. She is my friend.
4. Nice to meet you, Linda.
III. Complete the sentences.
1. Hello, Alan.
3. How are you?
4. I’m fine, thank you.
5. See you later.
IV. Select and tick the letter.
1. C
2. A
3. A
4. B
5. A
V. Complete the dialogue.
1. A: Hi, Linda. (1)__How_ are you?
B: I’m fine, (2) __thank_ you. And you?
A: (3) _Fine__, thanks
2. A: What’s your (4) __name_?
B: My name’s Quan. That’s Q- U- A- N.
And what’s your name?
A: (5) __My__ name’s Thuy
Week: 9 Date of teaching: Thursday, November 4th
,
2010.
Period: 17th
.
Unit Four: My CLASSROOM
I. Aims: Introducing the other.
II. Objectives: By the end of the lesson, SS will be able to introduce the other.

III. Language focus:
She’s _________. She’s _______________.
He’s __________. He’s _______________.
IV. Teaching aids:
- Teacher’s: tape, cassette, puppets, word cards, poster, extra- board, pictures.
- Students’: book, notebook, work book.
V. Procedures:

Tim
e
arrangement
5’
12’
10’
10’
1. Warmer
Game: Ss play the “ Sorting” game in group.
- T shows 6 names on the board, sts sort them into 2
columns.
Answers: She He
Mai Nam
Li Li Alan
Linda Peter
2. Presentation
 Vocabulary: (pictures)
She: cô ấy  He: cậu ấy
friend(n): bạn bè
Who?: Ai vậy?
• Checking vocabulary: Slap the board.
- Encourage Ss to talk about the picture by answering the
questions.
1. Who are they?
2. Where are they?
3. What are they talking about?
the sentence).
B: My name’s + name.
1. Practice
- Ask Ss to use the cues to practice introducing the others.
- Ss work in groups of 4 or 5, take turn in practice.
- Have some Ss to speak out, the others listen and
comment.
Ex1:
St.1: She’s Li Li. She’s my friend.
St.2: He’s Alan. He’s my friend.
2. Further practice
She’s ____________. She’s ____________.
He’s _____________. He’s ____________.
 Notice Ss face to face when practicing.
T- whole
class
T- whole
class
Pair- work
T- whole
class
Pair- work
Group work
T- whole
class
Group wok

Week: 9 Date of teaching: Friday, November 5th
, 2010.
Period: 18th
.
Unit Four: My Friends
Lesson 2: Section A (4, 5, 6, 7).
I. Aims: Further practice on naming objects and talking about the locations of
objects through listening.

I. Objectives: By the end of the lesson, SS will be able to practice naming
objects and talking about the locations of objects.
II. Language focus:
This/ That is ________.
These /Those are _________.
III. Teaching aids:
- pictures, a ball, a chart and textbook.
IV. Teaching steps:
arrangement

5’
12’
8’
5’
1. Warmer
Game: Sts play the “Apple Pass” game in group.
St1: He’s Phong. He’s my friend.
St2: Hi, Phong. She’s Lan. She’s my friend.
St3: Hello, Lan. He’s Minh. He’s my friend.
St4: She’s Hoa. She’s my friend.
poster)
Who are they?
board.
partners
- T asks Ss to listen again and check their prediction (work
in pairs or groups)
- T gives feedback
- Answer key:
1- a 2- b
- Tape script:
1. Hi, Alan. This is Linda. She’s my friend.
2. Li Li: Hello. My name’s Li Li.
Alan: Hi, Li Li. I’m Alan. Nice to meet you.
3. Say it right:
- T asks Ss to observe two letters “e” as in “ hello/ he/
she”, “i” as in “ my/ nice”
hello he my
friend she nice
- Have Ss do the exercise 3 (workbook – page 28)
T- whole
class
T- whole
class
Pair- work
T- whole
class
Individual-
work
Group work
T-whole
class
T – whole
class

, 2010.
Period: 19th
.
UNIT FOUR: MY FRIENDS.
I. Aims: listening and expressing classroom commands.
II. Objectives: By the end of the lesson, SS will be able to expressing some
classroom commands.
− Techniques:
+ Ask and answer
IV. Language focus:
Sit down, please. / Stand up, please.
V. Teaching aids:
- Teacher’s: picture, tape, cassette, poster, word- cards,.
- Students’: book, notebook, workbook.
VI. Procedures:
Time Step/ activities. Work
arrangement.

5’
12’
10’
10’
1. Warm- up:
Game: Ask Ss to play the “Hangman” game.
- Ask Ss to guess words “classroom”.
2. Presentation (B.1):
- Set the scene: “I’ll instruct you how to greet each other
in the morning/ afternoon/ evening”
- Ask Ss to close the books and listen for the first time.
- Have Ss work in pairs practicing the dialogue.
a. What sentences do students say?
b. What sentences does teacher say?
- Sit down, please.
3. Practice
opened- sentences in B2- page 43.
- Ask Ss to use the cues to practice the commands.
- Sit down, please.
- Stand up, please.
- Ss work in groups of 4 or 5, practice.
- Have some Ss from each group speak out their work,
the others listen and comment.
- Asks Ss to works in pairs and do the exercise 5
(workbook- page 29)
1. c: He’s Peter. Sit down, Peter.
2. b: She’s Linda. Stand up, Linda.
3. a: She’s Li Li. Sit down, Li Li.
- Encourage Ss look at the pictures and discuss the
situation using these questions:
a. Who are they?
b. What are they doing?
c. What do Ss have to do?
- Play the tape twice and ask Ss to listen and number the
T – whole
Class
Pair – work
T – whole
class
Group work
Pair – work

Week: 10. Date of teaching: Friday, November 12th
, 2010.
Period: 20th
.
UNIT FOUR: MY FRIENDS.
I. Aims: Further practice on expressing classroom commands.
II. Objectives: By the end of the lesson, SS will be able to expressing some
classroom commands.
Sit down, please. / Stand up, please.
IV. Teaching aids:
V. Procedures:
arrangemen
t

7’
12’
10’
1. Warm up:
Game: Crossword Puzzle (SB6)
Complete the crossword puzzle
1
2
3
4 5
6
2. Read and match
• Pre-reading:
• While-reading:
- 1st
- 2nd
- Feedback and give correct answers:
1- c 2- a 3- b
• Post-reading:
- Do exercise on the sub- board (Exercise 7- workbook,
page 30)
- Suggested answer:
1. My
2. What’s
3. name’s
4. friend
5. Hi/ Hello.
6. Hello/ Hi
3. Let’s write:
Ss discuss to find out the appropriate words to write
about their friend.
She’s _____________. She’s ____________.
He’s ______________. He’s ____________.
- Ss write the sentences into the notebooks.
board)
Which group has more the correct sentences is the winner.
Notice:
T – whole
class
T – whole
class
Pair – work
T – whole
class
Group work

10’
1’
remark.
- Do exercise on the extra board (Exercise 8 in workbook
page 30).
Suggested answer:
1. She is Mai.
2. He is my friend.
3. My friend is Li Li./ Li Li is my friend.
4. Linda is my friend too.
4. Summary
- Ask Ss to recall all in summary (use sub- board to give
summary)
- Ss review the structures to introduce the other and express
the classroom commands.
We say We write
She’s Mai
He’s Nam she’s = she is
She’s my friend.
He’s my friend too
he’s = he is
Sit down, please.
Stand up, please.
5. Home- link:
− Encourage Ss to prepare for next lesson (Unit five: My
school.)
Individual
T – whole
class
T – whole
class
,
2010.
Period: 21st
.
Unit FIVE: My school
I. Aims: Sts can introduce their school and class
II. Objectives: By the end of the lesson, SS will be able to introduce their school
and class.
− Techniques:
+ Ask and answer

IV. Language focus:
This is my________.
V. Teaching aids:
- Teacher’s: tape, cassette, puppets, word cards, poster, extra- board,
pictures.
VI. Procedures:

Tim
e
arrangement
5’
12’
10’
10’
1. Warmer
Game: Sts play the “Shark’s Attack” game.
Ask Ss to guess the word ”school”
2. Presentation
questions.
1. Who are they?
2. Where are they?
the sentence).
This is my school / classroom / school library.
This: school(n):
school library(n): classroom(n):
• Checking vocabulary: Matching Games.
3. Practice
comment.
Ex1:
This is my school.
This is my classroom.
This is my school library.
- Ask Ss to do the exercise 1 (workbook – page 32)
Answers:
1. friend
2. it
3. school
4. how.
4. Further practice
T- whole
class
T- whole
class
Pair- work
T- whole
class
Group work
T- whole
class

, 2010.
Period: 22nd
.
Unit FIVE: My school.
I. Aims: Further practice on introduce school through listening. Sts can
pronounce/oo, m, ea, ee/ letters.
II. Objectives: By the end of the lesson, SS will be able to introducing school
through listening. Sts can pronounce/oo, m, ea, ee/ letters.
This is my ________.
IV. Teaching aids:
chart.
V. Procedures:

arrangement
5’
12’
8’
1. Warmer
Game: Sts play the “Change Game” game in group.
St1: This is my school.
St2: This is my school. This is my classroom and this is
my school library.
my school library.
my school library...
poster)
Who are they?
Where are they?
What are they doing?
board.
partners
in pairs or groups)
- T gives feedback
- Answer key:
1- b 2- b
- Tape script:
1. Hi, my name’s Nam.I’m from Thang Long
School. This is my classroom.
2. Look. This is Alan. And this is Li Li. They’re
from my school. They’re my friends.
3. Say it right:
- T asks Ss to observe two letters “oo” as in “ school /
classroom”, “m” as in “ my/ Mai”, “ee/ ea” as in “ please/
meet”
school my please
classroom Mai meet
T- whole
class
Group work
Pair- work
T- whole
class
Individual-
work
Group work
T-whole
class
T – whole
class

, 2010.
Period: 23rd
.
UNIT FIVE: MY SCHOOL.
I. Aims: Sts can ask and answer about name of their school. Describe the size of
their school.
II. Objectives: By the end of the lesson, SS will be able to ask and answer about
name of their school. Describe the size of their school.
What’s its name? - It’s _______ School. It’s big/ small.
IV. Teaching aids:
- Teacher’s: picture, tape, cassette, poster, word- cards.
V. Procedures:

arrangement.
5’
10’
10’
10’
1. Warm- up:
Game: Ask Ss to play the “Jumbled words “ game in group.
a. shocol → school
b. ilrrbay → library
c. lcssaoorm → classroom
2. Presentation (B.1):
- Set the scene: “I’ll instruct you how to introduce the
school’s name and the size of their school.”
a. What sentences does Nam talk about his school?
b. What sentence does Alan talk about Nam’s
school?
3. Practice
Ask Ss to use the cues to practice introduce the school.
the others listen and comment.
- Asks Ss to works in pairs and do the exercise 6
(workbook- page 36)
1. My.
2. school
3. name
4. big
Group work
T – whole
class
Pair – work
T – whole
class
Group work
Pair – work
Pair – work
This is __________.
It’s ___________ School.
It’s _________.
This is my school.
It’s Thang Long School.
It’s big.

, 2010.
Period: 24h
.
UNIT FIVE: MY SCHOOL.
I. Aims: Further practice on introducing school through reading.
II. Objectives: By the end of the lesson, SS will be able to introducing school
through reading.
This is my school. It’s _______ school. It’s big/ small.
IV. Teaching aids:
V. Procedures:

arrangemen
t
7’
10’
8’
7’
1. Warm up: Game : Crossword Puzzle (SB6)
2. Read and match
• Pre-reading:
• While-reading:
- 1st
- 2nd
1- c 2- a 3- b
• Post-reading:
- Do exercise 8 on the sub- board (workbook, page 37)
- Suggested answers:
1- d 2- c 3- b 4- a.
3. Let’s write:
Ss discuss to find out the appropriate words to write
about their school.
This is my school. It’s + name of school. It’s + big /
small.
- Ss write the sentences into the notebooks.
Whole class
T – whole
class
Pair- work
T – whole
class
Individual
Pair- work
M
Y
S
C
H
O
O
L

Week: 13 Date of teaching: Thursday, December 2nd
, 2010.
Period: 25th
.
Unit six: my classroom.
I. Aims: Ss practice naming and identifying school objects.
II. Objectives: By the end of the lesson, SS will be able to name and identify the
school objects.
a. Vocabulary: book, pen, ruler, eraser
b. Structures:
Is your book big?
Yes, it is.
No, it isn’t.
IV. Teaching aids:
- Teacher’s: tape, cassette, puppets, word cards, poster, extra- board, pictures.
V. Procedures:
Tim
e
arrangement
5’
12’
1. Warmer
Game: Sts play the “Shark’s Attack” game.
Ask Ss to guess the word “School objects”
2. Presentation
questions.
1. Who are they?
2. Where are they?
the sentence).
Is it big?
- Yes, it is.
book:
pen:
ruler:
T- whole
class
T- whole
class
Pair- work
T- whole
class

10’
10’
3’
eraser:
• Checking vocabulary: Matching Games.
3. Practice
comment.
Ex1:
Is your book big?
Yes, it is.
No, it isn’t.
- Ask Ss do the exercise 1 (workbook – page 39)
Answers:
i. name
ii. it’s
iii. that
iv. ruler
4. Further practice
things and the structures to practice the dialogue.
A: Is your __________________?
B: ______, ____________
 Notice Ss face to face when practicing.
- Ss practice in pairs.
- Calls on some pairs to the front pretend what they are
practicing. Others remark.
- Do exercise 2 on the extra-board ( workbook - page 32)
Answers:
v. Is this your school?
vi. Yes, it is. And that in my classroom.
vii. Is it big?
viii. No, it isn’t. It’s small.
ix. Your school is big. Your classroom is
small.
5. Home- link:
Pair- work
Group work
T- whole
class
Group work
T – whole
class.
Pair – work
T – whole
class

- Recall the vocabulary and the structure
- Prepare for the next lesson.
Week: 13 Date of teaching: Friday, December 3rd
, 2010.
Period: 26th
.
I. Aims: Further practice on introduce school objects through listening. Sts can
pronounce exactly /l, b, th/ letters.
II. Objectives: By the end of the lesson, SS will be able to name and identify the
school objects.
a. Phonics:
school big this
small book that
 Structures:
Is your book big?
Yes, it is.
No, it isn’t.
IV. Teaching aids:
chart.
V. Procedures:

arrangement
5’
12’
8’
7’
1. Warmer
- Ss sing a song.
poster)
o Who are they?
o Where are they?
o What are they doing?
board.
partners
in pairs or groups)
- T gives feedback
- Answer key: 1- b 2- b
- Tape script:
1. A: Look. This is my pen.
B: Is it big?
A: No, it isn’t.
2. A: Look. This is my ruler.
B: Is it big?
A: Yes, it is
3. Say it right:
- T asks Ss to observe two letters /l/ as in “ school / small”,
/b/ as in “ big / book”, /δ/as in “ this / that”
school big this
small book that
4. Let’s write:
- T asks Ss to read the uncompleted sentences and explains
the task.
- T gives Ss suggestion.
- Asks Ss to do pairwork or groups.
- T monitors and helps them write. After finishing the task,
Ss share their writing with the partners.
T- whole
class
Group work
Pair- work
T- whole
class
Individual-
work
Group work
T-whole
class
Pair – work
T – whole
class
Pair – work

Week: 14 Date of teaching: Thursday, December 9th
, 2010.
Period: 27th
I. Aims: Students practice expressing the classroom commands and permission.
II. Objectives: By the end of the lesson, SS will be able to express classroom
commands and permissions.
IV. Language focus:
Open your book, please.
Close your book, please.
May I go out?
Sure.
V. Teaching aids:
- Teacher’s: picture, tape, cassette, poster, word- cards.
VI. Procedures:

arrangement.
5’
12’
10’
1. Warm- up:
Game: Draw the correct objects in the spaces and say.
This is my _____________.
It is ____________.
2. PresentationPresentation (B.1):
- Set the scene: “I’ll instruct you how to express
classroom commands and permission”
a. What sentences does teacher to Ss?
b. What sentence does student talk to teacher and
teacher’s respond?
3. Practice
- Ask Ss to use the cues to practice expressing the
classroom commands ad permission.
T – whole
class
T – whole
class
Pair – work
T – whole
class
Group – work
4. A big pen
2. A small book1. A big book
3. A small pen
Sit ___________, please.
Open ____________, please.
Close ____________, please.
May I _____________?
May I go out?
- Sure.

Week: 14 Date of teaching: Friday, December 10th
, 2010.
Period: 28h
.
I. Aims: Further practice expressing the classroom commands and permission.
II. Objectives: By the end of the lesson, SS will be able to express classroom
commands and permissions.
− Techniques:
+ Ask and answer
IV. Language focus:
May I go out?
Sure.
V. Teaching aids:
- Teacher’s: picture, poster, word- cards,.
VI. Procedures:

Tim
e
arrangement
8’
10’
10’
1. Warm up: Game : Crossword Puzzle (SB6)
2. Read and match
• Pre-reading:
- Asks Ss to predict.
a. Who are they?
b. What are they talking?
• While-reading:
- Ask Ss to read the passage.
o 1st
o 2nd
reading: Ss do the task (match the paragraph
with the appropriate picture.)
1- c 2- a 3- b
• Post-reading:
- Ask some Ss read the passage aloud. The others listen and
comment.
- Do exercise 8 on the sub- board ( workbook – page 43)
- Suggested answers:
1- c 2- b 3- a
3. Let’s write:
Ss discuss to find out the appropriate words to write about
T - Whole
class
T – whole
class
Pair- work
T – whole
class
Pair – work
Individual
Group work
T – whole
class
B
I
G
O
R
S
M
A
L
L

Week: 15 Date of teaching: Thursday, December 16th
, 2010.
Period: 29th
.
SELF- CHECK TWO
I. Objectives:
By the end of this lesson, Ss will be able to apply all words, structures that
they learned in the second theme in doing the exercises.
II. Procedure:
Ss do the self- check one (Student book- page 62 + 63 + 64) in 40 minutes.
Exercise 1: Check the words you hear.
Exercise 2: Listen and check.
Exercise 3: Complete the sentences

Exercise 4: Write the missing words.
This is my ____________.
This is ______________.
This is my ____________.
That is my ____________.
This is my _____________.

Exercise 5: Select and tick the letter A, B, C.
1. ___________ is my friend.
A. my.
B. He
C. It
2. She’s my friend ___________.
A. that
B. thanks
C. too
3. What’s __________ name?
A. it
B. is
C. its
4. _____________down, please.
A. Sit
B. Stand
C. Open
5. _________, it isn’t.
A. Yes
B. No
C. It
Exercise 6: Write the answers.
A: This is my school.
B: What’s it name?
A: (1) _________________.
B: Is it big?
A: (2) _____, ________.
III. Suggested answers:
Exercise 1: Check the words you hear. (5 marks)
1. he
2. nice
3. school
4. big
5. small

Exercise 2: Listen and check. (5 marks)
1. She’s Mai.
2. This is my school.
3. May I come in?
4. Open your book, please.
5. It isn’t small.
Exercise 3: Complete the sentences (5 marks)
1. She’s Mai.
2. He is my friend.
3. This is my school library.
4. Is it big?
5. No, it isn’t. It is small.
Exercise 4: Write the words in the blanks. (5 marks)
1. This is my book.
2. This is Linda.
3. This is my classroom.
4. That is my school.
5. This is my school library.
Exercise 5: Select and tick the letter A, B, C. (5 marks)
1. B 2. C 3. C 4. A 5. B
Exercise 6: Write the answers. (5 marks)
1. It’s + name of school + Primary School.
2. Yes, it is. / No, it isn’t
Week: 15 Date of teaching: Friday, December 17th
, 2010.
Period: 30th.
REVIEW FROM UNIT FOUR TO UNIT SIX.
I. Objectives:
− By the end of this lesson, Ss will be able to remind all the words, structures
that they’ve learned in three units from unit 4 to unit 6.
− Review:
1. Introducing others.
2. Expressing classroom commands.
3. Asking the name of school.
4. Naming and identifying school objects.
5. Describing school objects.
6. Expressing classroom commands and permission.
II. Language focus:
1. Phonics:
hello he my

friend she nice
school my please
classroom Mai meet
school big this
small book that
2. Vocabulary:
− Greeting: Good morning.
− Personal pronoun: he, she, it
− Possessive adjectives: its
− Nouns: friend, school, library, classroom, book, bag, pen, ruler, eraser
− Adjectives: big, small.
− Verb “to be”: is
− Verbs: open, close, stand (up), sit (down), go (out), come (in)
− Adverb: not
− Idiom: please.
− “Chi dinh” pronouns: this, that
3. Structures:
WE SAY
She’s Mai.
She’s my friend.
Sit down, please.
This is my school.
It’s big.
May I go out?
WE ASK WE ANSWER
What’s its name? It’s Quang Trung School.
Is it big? Yes, it is. / No, it isn’t.
III. Teaching aids:
− Teacher’s: sub- board, tape, cassette, word cards, chart.
− Students’: book, notebook, workbook.
IV. Procedures:

Week: 16 Date of teaching: Thursday/ Friday, December 23rd
+ 24th
,
2010.
Period: 31st
+ 32nd
.
THE SECOND ENGLISH TEST
A. Testing paper.
I. Circle the odd one out (Khoanh tròn một từ khác loại).
1. friend classroom library
2. hello how what
3. she he my
4. I you are
5. big small its
6. book pen that
7. stand school sit
Time Steps/ Activities Work
arrangement
5’
10’
10’
12’
3’
1. Warm up:
− Let Ss sing the song that they like for fun.
2. Review:
 Phonics:
− Hang the sub- board and ask Ss to read the words in
silence.
− Play the tape twice. Ss listen and repeat the words in
chorus.
− Have Ss to practice in pairs.
− Call some Ss to read the words aloud in front of the class. T
corrects if the Ss make mistake.
 Vocabulary:
− Hang the sub- board and ask Ss to read the words in pairs.
− Call on some Ss to read aloud. Others listen and comment.
− Encourage Ss to:
c. Talking the meaning of the words.
d. Making the sentences using the words.
E.g:
 Structures:
− Hang the sub- board.
− Ask Ss to read the structures in table 1 and discuss in pairs
to talk about the meaning of the sentences.
− Ss ask and respond/ answer the questions in table 2 and 3.
Others listen and comment.
3. Home link:
− Encourage Ss to prepare well for the test.
T- whole
class
Individually
Pair- work
Pair- work
Individually
Pair- work

8. this that how
II. Match ( Nối câu ở cột A cho phù hợp với câu ở cột B)
A B Answer
1. What’s your name? a. Hello 1 - ……….
2. Hi b. Bye. See you later. 2 - ………
3. Goodbye. c. My name’s Peter. 3 - ………
4. He is …….. d. my friend 4 - ………
5. This is …….. e. big 5 - ……….
6. It’s ……….. f. my school 6 - ……….
7. What’s its name? g. No, it isn’t. It’s small. 7 - ……….
8. Is your school big? h. It’s Thang long school. 8 - ……….
III. Reorder the words to make sentences. (Xếp từ thành câu)
1. classroom/ is/ my/ This. 2. is/ Who/ she ?
Ž…………………………………. Ž………………………………
3. my/ He/ is/ friend. 4. Hello/ name/ is/ my/ Hoa.
Ž…………………………………. Ž………………………………
IV. Reorder the letters to make words. (Xếp chữ thành từ)
1. O O L H S C…………………… 5. A N H S T K ……………………
2. A M E N …………………… 6. E E A S L P ……………………
3. I S H T …………………… 7. L A L M S ……………………
4. DNRIEF ……………………. 8. O K O B ……………………
V. Answer the questions. (Trả lời các câu hỏi sau)
Ž………………………………………………………………………………
2. How are you?
Ž ………………………………………………………………………………
3. Is this your pen?
Ž………………………………………………………………………………
4. Is your school big?
Ž………………………………………………………………………………
B. Suggested answer:
I. Circle the odd one out (Khoanh tròn một từ khác loại). (2 marks)
1. friend
2. hello
3. my
4. are
5. its
6. that
7. school
8. how

II. Match ( Nối câu ở cột A cho phù hợp với câu ở cột B) (2 marks)
Answer
1 - c 5 - f.
2 - a 6 - e
3 - b 7 - h
4 - d 8 - g
III. Reorder the words to make sentences. (Xếp từ thành câu) (2 marks)
1. This is my classroom.
2. Who is she?
3. He is my friend.
4. Hello. My name is Hoa.
IV. Reorder the letters to make words. (Sắp xếp các chữ cái thành từ có nghĩa)
(2 marks)
1. SCHOOL 5. THANKS
2. NAME 6. PLEASE
3. THIS 7. SMALL
4. FRIEND 8. BOOK
V. Answer the question ns. (Trả lời các câu hỏi sau) (2 marks)
Ž My name is + name of student.
2. How are you?
Ž I’m fine, thank you. / Fine, thanks.
3. Is this your pen?
Ž Yes, it is. / no, it isn’t.
4. Is your school big?
Ž Yes, it is. / no, it isn’t.
Week: 17 Date of teaching: Thursday, December 23rd
,
2010.
Period: 33rd
+ 34th
. Friday, December 24th
, 2010.
REVISION
I. Objectives:
By the end of these lessons, students will be able to understand more and apply
what they’ve learnt to do some exercises.
II. Procedures:
Exercise 1: Circle the odd one out.
1. A. hi B. nice C. hello
2. A. fine B. meet C. read
3. A. how B. what C. see

4. A. David B. I C. you
5. A. bye B. goodbye C. later
6. A. how B. fine C. nice
7. A. thanks B. thank you C. hi
8. A. hello B. are C. hi
9. A. he B. she C. nice
10. A. what B. my C. who
11. A. hello B. oh C. good morning
12. A. stand up B. friend C. sit down
13. A. book B. new C. pen
14. A. eraser B. small C. big
15. A. ruler B. pencil C. my
16. A. library B. fine C. classroom
17. A. open B. close C. please.
Exercise 2: Fill in the blank to complete the sentences.
1. Hell_. I am Lan.
2. N_ce to mee_ you to_.
3. Ho_ a_e you?
4. Fi_e, than_s.
5. G_odbye. Se_ you la_ter.
6. What’_ y_ur n_ane?
7. Stand _p, please.
8. Sit d_wn, please.
9. Op_n your book, please.
10._lose your book, please.
11.May I c_me in?
12.Is your school _ig?
13.This is my cl_ssroom.
14. He is my friend.
15.My library is sm_ll.
Exercise 3: Circle the best answer.
1. Hello. My name is Minh.
 Fine, thanks.
 Hi, Minh. I’m Lan.
 Bye. See you later.
2. Hi. How are you, Nam?
i. Hi. My name is Nam.
ii. Hello. I’m fine, thank you.
iii. What’s your name?
 Goodbye.
 I’m fine, thanks.
 My name’s Lan.
4. Bye.
1. Hi.

2. Hello.
3. Bye.
5. How are you?
1. Fine, thanks. And you?
2. Oh, bye.
3. I’m Li Li.
Exercise 4: Read and match.
1. What’s your name? A. I’m fine, thank you.
2. How are you? B. Bye. See you later.
3. Hello. My name is Mai. C. My name is Mai.
4. Nice to meet you. D. Hi. I’m Minh.
5. Goodbye, Lan E. Nice to meet you, too.
6. Is this your school? F. It’s Ngo Si Lien School.
7. May I go out? G. What’s his name?
8. This is my library. H. Yes, it is. It’s Kim Giang School.
9. He is my friend. I. No, it isn’t. It small.
10
.
What’s its name? J. No, it isn’t my pen.
11
.
Sit down, Linda. K. Thank you, miss Chi.
12
.
Is your school big? L. Oh, your library is big.
13
.
Is this your pen? M
.
Sure.
Exercise 5: circle the best word to fill in the sentences.
1. Good morning. Sit ____________, please.
A. down B. up C. too
2. May I come in? ____________.
A. Thanks. B. Bye. C. Sure.
3. This is my _________ school. It’s big.
A. library B. new C. small
4. This is my friend. His _________ is Alan.
A. nice B. name C. fine
5. Is your book big? _____, it isn’t.
A. Yes. B. No. C. Sure.
6. My classroom is ______ big. It’s small.
A. no B. not C. too
7. How’s are you? – I’m fine, _________.
A. thanks B. you C. please
8. _______ is Linda. She’s my friend.

A. Her B. His C. That
9. May I ______ out?
A. go B. open C. close
10.Who’s _________? – it’s my friend, Nam.
A. that B. his C. her
Exercise 6: reorder the words to make sentences.
1. Am/ I/ Mai.
2. You/ nice/ meet/ to.
3. Too/ meet/ nice/ to/ you
4. You/ thank/ fine/ am/ i.
5. You/ are/ How/ ?
6. Later/ you/ see/ bye.
7. Name/ is/ what/ your?
8. Alan/ is/ name/ my.
9. Is/ that/ Nam.
10.Friend/ he/ is/ my.
11.Down/ please/ sit.
12.Linda/ friend/ my/ too/ is.
13.My/ school/ is/ this.
14.What/ name/ is its?
15.Classroom/ is/ my/ big.
III. Suggested answers.
Exercise 1: Circle the odd one out.
1. B. nice
2. A. fine
3. C. see
4. A. David
5. C. later
6. A. how
7. C. hi
8. B. are
9. C. nice
10.B. my
11.B. oh
12.B. friend
13.B. new
14.A. eraser
15.C. my
16.B. fine
17.C. please.
Exercise 2: Fill in the blank to complete the sentences.
1. Hello. I am Lan.
2. Nice to meet you too.
3. How are you?
4. Fine, thanks.
5. Goodbye. See you later.
7. Stand up, please.
8. Sit down, please.
9. Open your book, please.
10.Close your book, please.
11.May I come in?
12.Is your school big?
13.This is my classroom.
14. He is my friend.
15.My library is small.
Exercise 3: Circle the best answer.
1. B
2. B
3. B
4. C
5. A
Exercise 4: Read and match.
1. C
2. A
3. D
4. E
5. B
6. H

7. M
8. L
9. G
10.F
11.K
12.I
13.J
Exercise 5: circle the best word to fill in the sentences.
1. A
2. C
3. B
4. B
5. B
6. B
7. A
8. C
9. A
10.A
Exercise 6: reorder the words to make sentences.
1. I am Mai.
3. Nice to meet you too.
4. I am fine, thank you.
5. How are you?
6. Bye. See you later.
8. My name is Alan.
9. That is Nam.
10.He is my friend.
11.Sit down, please.
12.Linda is my friend too.
13.This is my school.
14.What is its name?
15.My classroom is big.

Week: 18. Date of teaching: Thursday, January 6th
, 2011.
Period: 35th
+36th
. Friday, January 7th
, 2011.
THE FIRST FINAL TEST
AND CHECKING THE TEST
(PGD ra đề)
Theme three: my family
Week: 19 Date of teaching: Thursday, January 13th
, 2011.
Period: 37th
.
Unit Seven: My Day
Lesson 1: Section A (1, 2, 3)
I. Aims: Sts can tell about the time.
II. Objectives: By the end of the lesson, Ss will be able to tell about the time.
III. Language focus: What time is it? – It’s_________.
IV. Teaching aids: pictures, a clock, a wall chart, a ball, and textbook.
V. Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Presentation
(12’)
+ Counting numbers (1 to 30).
- Ask Ss to count numbers from 1 to 30.
1. Vocabulary:(pictures)
What time…?:
Breakfast(n):
- Checking vocabulary: ROR.
2. Presentation dialogue:(A.1)
+ Set the scene: Nam and his mother are asking and
answering about time.
- Model the dialogue. Ask Ss to practice in pairs.
- Call two pairs to practice in front of class.
+ Model sentences: Elicit the exchange from the Ss
by asking Ss.
T: How do Nam and his mother ask and
answer about time?
St: What time is it, Mum? - It’s six o’clock.
+ Present the structure:
T-whole class
T-whole class
Pair- work
T-whole class
Pair- work
========================================================================

Practice
(7’)
Further
practice
(8’)
Consolidation
Homework
(3’)
+ Picture cue drill A.2:
- Give Ss cues and ask them to practice in pairs
(open-closed pairs).
Ex: St.1: What time is it?
St.2: It’s nine o’clock.
a, nine fifteen.
b, nine twenty-five.
c. nine thirty
+ Group work: Ask Ss to ask and answer about the
present time in groups.
St1: What time is it?
St2: It’s_________. What time is it?
St4: It’s_________. What time is it? .....
+ Ask Ss to play the “Apple Pass” game in groups.
St1: What time is it?
St2: It’s _________.What time is it?
St4: It’s _________. What time is it? .....
+ Recall the vocabulary and the structure.
- Ask Ss to learn the new words and the
structure by heart. And do exe.1, 2,3/
work book.
Group work
T-whole class
Week: 19 Date of teaching: Friday, January 13th
, 2011.
Period: 38th
.
Unit Seven: My Day
I. Aims: Further practice on telling time through listening. Sts can pronounce / y, i, br /
letters.
========================================================================
A: What time is it?
B: It’s + time.

II. Objectives: By the end of the lesson, Ss will be able to practice on telling time through
listening. Sts can pronounce / y, i, br / letters.
III. Language focus: What time is it? – It’s_________.
IV. Teaching aids: pictures, a clock, a chart, and textbook.
V. Teaching steps:
arrangement
Warmer
(5’)
Pre-listening
(12’)
While-
listening
(7’)
Post-listening
(10’)
+Game: Ask Ss to play the “Hang man ” game.
- Ask Ss to play the game with words” breakfast,
time”.
1. Vocabulary:(words)
Checking vocabulary: Slap the board.
(twenty-five, fifty, thirty, fifteen, four, seven, eight, )
2. Ordering prediction A.4:
- Ask Ss to look at A.4 discuss in pairs and guess the
pictures.
1____
2____
3. Listen and check A.4:
+ Set the scene:
- You’re going to hear two conversations about
time. Listen and check the pictures.
Answers:
1-b
2-a
4. Listen and practice A.5:
- Ask Ss to listen and repeat. Then each st practice
pronouncing the words.
thirty five breakfast
twenty fifteen brother
5. Writing A.6: Ask Ss to complete the exchange.
Then read it aloud.
A: What time___________?
B: It’s ________________.
6. Play “ What and Where ” game.
T-whole class
T-whole class
Pair- work
T-whole class
Individual-
work
T-whole class
========================================================================

Consolidation
Homework
(3’)
- Ask Ss to play the game.
+ Recall the vocabulary and the structure.
- Ask Ss to learn the numbers and the structure
by heart and do exe.4,5,6/ workbook.
T-whole class
Week: 20 Date of teaching: Thursday, January 20th
, 2011.
Period: 39th
.
Unit Seven: My Day
I. Aims: Sts can talk about daily routine. Sts listen and understand every activities.
II. Objective: By the end of the lesson, Ss will be able to talk about daily routine. Sts listen
and understand every activities.
I _________ at __________.
IV. Teaching aids: pictures, a clock, a wall chart and textbook.
V. Teaching steps:
arrangement
Warmer
(5’)
Presentation
(12’)
+ Listen and check B.3:
Ask Ss to listen and number the pictures from 1-3.
Answers:
1-c,
2-a,
3-b.
1. Vocabulary: (pictures)
go to school(v):
T-whole class
T-whole class
========================================================================
five
seven
thirty
eight
fifteen
nn
nine
sixtwent
y

Practice
(8’)
Further
practice
(7’)
Consolidation
Homework
get up(v):
have breakfast(v):
go to bed(v):
watch T.V(v):
- Checking vocabulary: Slap the board.
2. Presentation dialogue (B.1):
+ Set the scene: Linda and Nam are talking about
their daily routine.
- Model the dialogue. Ask Ss to practice in pair.
- Call two pairs to practice in front of class.
+ Model sentences:
Elicit the exchange from the Ss by asking Ss.
T: How do Linda and Nam talk about their
daily routine?
St: I go to school at eight o’clock.
+ Present the structure:
- Picture cue drill B.2:
- Give Ss cues and ask them to practice in pairs
(open - closed pairs).
Ex: I get up at six o’clock.
a. have breakfast/ six thirty
b. go to school/ seven o’clock
c. go to bed/ ten thirty
d. watch T.V/ eight o’clock
+ Group work: Ask Ss to talk about their daily
routine in groups.
St1: I get up at________. What about you?
St2: I get up at________. What about you? ...
St1: I go to school at_____. What about you?
St2: I go to school at________. What about
you? ...
+ Recall the new words and the structure.
- Ask Ss to learn the words and the structure by
Group work
Pair- work
T-whole class
Pair- work
Group work
T-whole class
========================================================================
I + V + at + time.

(3’) heart, and do exe.7, 8, 9/ workbook.
Week: 20 Date of teaching: Friday, January 21st
, 2011.
Period: 40th
.
Unit Seven: My Day
I. Aims: Further practice on describing daily routine through reading and writing.
II. Objectives : By the end of the lesson, Ss will be able to practice on describing daily
routine through reading and writing.
III. Language focus: S + V + at + time.
IV. Teaching aids: pictures, a clock, a chart and textbook.
V. Teaching steps:
Stage/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Pre-reading
(10’)
While-
reading
(9’)
+Game: Sts play the ” Slap the board” game in
group.
-T tell the time in English, sts take turns slapping the
board.
1.Vocabulary: (matching)
-Ask sts to match the verbs to their appropriate forms.
Get up has breakfast
Have breakfast watches TV
Go to school goes to bed
Watch TV goes to school
Go to bed gets up
- T explains the verbs forms.
2. T/F statements prediction B.4:
- Ask Ss to discuss and guess T/F statements in pairs.
a. Mai gets up at six thirty in the morning.
b. She watches TV at seven fifteen in the
T-whole class
T-whole class
Pair- work
T- whole
class
========================================================================
2:00 6:30 7:30 1:25

Post-reading
(8’)
Consolidation
Homework
(3’)
morning.
3. Read and check B.4: +Set the scene:
-You’re going to read a passage about Mai, first read
and check your guesses.
Answers:
a. T
b. F
4. Comprehension questions:
- Sts read the passage again and complete the
sentences in pairs.
Answers:
a. Mai gets up at 6 o’clock in the morning.
b. She has breakfast at 6.30.
c. She goes to school at 7 o’clock.
d. She watches TV at 7.15 in the evening.
e. She goes to bed at 10.30.
5. Practice reading aloud. Sts practice reading aloud
the sentences.
6. Writing B.5: Ask Ss to write about their daily
activities. Then read it aloud.
Every day, I get up at________. Then I have
breakfast at_____. I go to school at______. I
watch TV at_________. I go to bed
at_________.
+ Recall the vocabulary.
- Ask Ss to practice reading the text aloud, and
do exe.10, 11, 12/ workbook.
Pair- work
Individual-
work
T-whole class
========================================================================

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