lesson plan outlin1 created on

Created on ……………./……………/……………..…LESSON PLAN OUTLINE

Unit 1: HELLO.Lesson 1. – Section A: 1, 2, 3.

Objectives: After the lesson, students can say hello to somebody and introduce their name to.Language contents:Vocabulary : Hello, Hi.Structures: I’m Nam.

I’m = I am

Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes

2> Presentation: 30 minutes

Stages/ Steps – Teacher/ Students’ activities

Contents

1) LOOK, LISTEN AND REPEAT.o Introducing the characters and

situations they meet each other.

o Giving the vocabulary.

o Giving the structure.

o Practising the greeting with each other.

2) LOOK AND SAY.o Asking students to remember the

characters’ name and fill in the blanks.

o Practising the dialogues in pairs.3) LET’S TALK.o Asking students to work in group of

two or three and practise the greeting with each other.

o Asking some groups to play the role.* HOMEWORK AND COMMENTS.

o Asking students to do exercises in workbook.

o Giving the commentso Saying goodbye.

Hello:(gesture)Hi:(gesture)I’m Nam.I am Nga.I’m = I amHello. I’m Mai.Hi. I’m Nam.

Hello. I'm Alan. Hi. I'm Lili.Hello. I'm Mai. Hello, Mai. I'm Nam.

A: Hello. I'm Phuong.B: Hi, Phuong. I'm Minh.

Created on ……………./……………/……………..…LESSON PLAN OUTLINEUnit 1: HELLO.

Lesson 1. – Section A:4, 5, 6.Objectives: After the lesson, students can say hello to somebody and introduce their name to.Language contents:Vocabulary : Hello, Hi.Structures: I’m Nam.

I’m = I am

Skills: Listening .Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents

4) LISTEN AND CHECK.o Introducing the pictures and the

characters.o Asking students to listen.

(3 times)

o Asking students to give the result.

5) SAY IT RIGHT.o Reading the text.o Asking students to repeat.o Asking some student to read exactly. 6) LET’S WRITE.o Asking students to work in pairs to

complete the text.o Asking some to write the text on the

board.7) LET'S PLAY.Asking students to work in pair to draw the faces on their fingers; then, practising the greeting.

* HOMEWORK AND COMMENTS. o Asking students to do exercises in

workbook.o Giving the commentso Saying goodbye.

1. A: Hello. I'm Alan. B: Hi, Alan. I'm Mai.2. Hi. I'm Nam.1:b 2:a

Hi/ I Hello/ Hi

1. I am Thanh.2. Hello. I'm Thanh.

LESSON PLAN OUTLINE

Created on ……………./……………/……………..…Unit 1: HELLO.Lesson 1. – Section B: 1, 2, 3.

Objectives: After the lesson, students can say hello to somebody and welcome them for the first meeting.Language contents:Vocabulary : Nice to meet you. TooStructures: Nice to meet you.




Contents

1) LISTEN AND REPEAT.o Introducing the characters and


o Giving the vocabulary.o Asking students to listen and

repeat

o Practising the dialogue with each other.

2) LET'S TALK.o Asking all students to work in pair and

practise the greeting.o Asking some students to play the

role.3) LISTEN AND NUMBER.o Asking students to work in

individually to see the picture.o Asking all students to listen and

number.o Correcting.



Nice to meet you.

Hello. I'm Tuan. Hi. I'm Loan.Nice to meet you. Nice to meet you too.

A:2B:3C:1

LESSON PLAN OUTLINEUnit 1: HELLO.

Lesson 1. – Section B:4, 5, 6.

Created on ……………./……………/……………..…Objectives: After the lesson, students can say hello to somebody and welcome them for the first meeting.Language contents:Vocabulary :Structures:

Skills: Reading and writing.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents

4) READ AND MATCH.o Introducing the pictures and the

characters.o Asking students to work in pair to

match.

o Correcting

5) LET'S WRITE.

o Asking all students to work in individually to write.

o Asking students to write on the board. 6) LET’S PLAY

o Asking students to work in group and play.

o Asking some groups to play in front of the class.

7) SUMMARYAsking students to retell what they've learned and ask them to remember.



1:b 2:a

1. Hello. I'm Minh.2. Nice to meet you.

LESSON PLAN OUTLINEUnit 2: THANK YOU

Section A: 1, 2, 3.Objectives: After the lesson, students can ask and answer about health, give and reply thanks.

Created on ……………./……………/……………..…Language contents:Vocabulary : How, you, fine, thank you, thanks , and.Structures: How are you? - I'm fine.




Contents




o Giving the structure.Practising the dialogue with each other.8) LOOK AND SAY.o Introducing the characters and asking

students to complete the dialogues.o Practising the dialogues in pairs.9) LET’S TALK.o Asking students to work in pair and

practise talking with each other.o Asking some pairs to play the role.



How: theá naøo, nhö theá naøo (töø duøng ñeå hoûi) - explain You: baïn, caùc baïn - gestureFine: toát, khoeû - gestureThanks: caûm ôn (caùch noùi ngaén goïn) - explainThank you: caùm ôn (caùch noùi thoâng thöôøng) - explainAnd: vaø, coøn - explainHow are you? - I'm fine.

How are you, Lili? - I'm fine, thank you.How are you, Alan? - Fine, thanks.

Hello, Mai. How are you?Hi, Nam. I'm fine, thanks

LESSON PLAN OUTLINEUnit 2: THANK YOU.

Section A:4, 5, 6.Objectives: After the lesson, students can ask and answer about health, give and reply the thank.Language contents:

Created on ……………./……………/……………..…Vocabulary .Structures




Contents

10) LISTEN AND CHECK.o Introducing the pictures and the

characters.o Asking students to listen.

(3 times)



complete the text.o Asking some students to write the

text on the board.7) READ ALOUDAsking students to listen to the melody of the song.Practising singing.



1. A: Hello, Alan. How are you today? B: Hi, Nam. I'm fine. Thank you.2. A: Hi, Lili. How are you? B: I'm fine, thank you. And you? C: Thanks, Lili. I'm fine.1:b 2:a

See/ meet Lili/ Alan See/ read

A: How are you?B: I'm fine, thank you.


Section B: 1, 2, 3.Objectives: After the lesson, students can give and reply a saying-goodbye.Language contents:Vocabulary: Goodbye, bye, see, later.Structures:

Created on ……………./……………/……………..…Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents



o Giving the vocabulary.o Asking students to listen and

repeat



practise saying goodbye.o Asking some students to play the


individually to "read" the picture.o Asking all students to listen and




Goodbye: taïm bieät (gesture)Bye: taïm bieät (gesture)See: thaáy, gaëp (explain)Later: sau, sau ñoù (explain)

Goodbye. Bye. See you later.

1: Hello. I'm Mai.2:A: Goodbye, Alan. B: See you later.3:A: How are you, Lili? B: I'm fine, thank you. And you? A: Fine, thanks.


Section B:4, 5, 6.Objectives: After the lesson, students can give and reply a saying-goodbye.Language contents:Vocabulary :Structures:

Skills: Reading and writing.

Created on ……………./……………/……………..…Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents

4) READ AND MATCH.o Introducing the task students have to

do.o Asking students to work in

individually to match.

o Correcting

5) LET'S WRITE.



o Asking students to listen and repeat.o Asking students to read aloud.o Practising singing.7) SUMMARYAsking students to retell what they've learned and ask them to remember.



1.c2.d3.e4.a5.b

1. A: How are you? B: I'm fine, thank you.2. A: Goodbye. B: Bye.

LESSON PLAN OUTLINE Unit 3: OUR NAMES

Section A: 1, 2, 3.Objectives: After the lesson, students can ask and answer about the name.Language contents:Vocabulary : What, your, name, my.Structures: What's your name? My name's Peter.Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, pictures

Created on ……………./……………/……………..…Time and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents









What: gì, caùi gì (duøng ñeå hoûi) - explainYour: cuûa baïn explain

My: cuûa toâiName: teân (explain)

What's your name?My name's Peter.

What's your name?My name's Peter.

What's your name?My name's Phuong.

LESSON PLAN OUTLINEUnit 3: OUR NAMES

Section A:4, 5, 6.Objectives: After the lesson, students can ask and answer about the name.Language contents:Vocabulary .Structures


Created on ……………./……………/……………..…2> Presentation: 30 minutes


Contents

16) LISTEN AND CHECK.o Introducing the listening task.o Asking students to listen.

(3 times)




text on the board.7) READ ALOUDAsking students to to listen to the melody of the song.Practising singing.



1.a 4.l m2.b c 5.s x3.p t 6.i y 1.a 2.b c 3.p t 4.l m 5.s x 6.i y

Later/Peter Name/ Nam Meet/ Repeat

A: What's your name?B: My name's Nhung

LESSON PLAN OUTLINEUnit 3: OUR NAMES

Section B: 1, 2, 3.Objectives: After the lesson, students can spell their name.Language contents:Vocabulary:Structures:



Created on ……………./……………/……………..…Stages/ Steps – Teacher/ Students’ activities

Contents



o Giving the structure.o Asking students to listen and

repeat



practise talking.o Asking some students to play the






That's L-I-N-D-A

A:What's your name? B:My name's Phong That's P-H-O-N-G.

1. A: What's your name? B:My name's Nam. That's N-A-M. And what's your name? A: My name's Peter. That's P-E-T-E-R.2. A:Hello. I'm Mai. That's M-A-I. B:Hi. My name's Linda. That's L-I-N-D-A.3.A: Hello. I'm Alan. That's A-L-A-N. What's your name? B: My name's Linda. That's L-I-N-D-A. A: Nice to meet you, Linda. B: Nice to meet you, Alan.


Section B:4, 5, 6.Objectives: After the lesson, students can give and reply a saying-goodbye.Language contents:Vocabulary :Structures:




Contents

Created on ……………./……………/……………..…4) READ AND MATCH.o Introducing the task students have to


individually to match.o Asking students to compare the result

with a partner

o Correcting

5) LET'S WRITE.


o Asking students to write on the board. 6) LET’S SING

o Asking students to listen and repeat.o Asking students to read aloud.o Practising singing.7) SUMMARYAsking students to retell what they've learned and asking them to remember.



1.b 2.a

A: What's your name?B: My name's Hoa. That's H-O-A.

LESSON PLAN OUTLINEUnit 4: MY FRIENDS

Section A: 1, 2, 3.Objectives: After the lesson, students can ask and answer about the other.Language contents:Vocabulary : Who, she, he, friend.Structures: Who’s she?

She’s Lan.She’s my friend.




Contents

Created on ……………./……………/……………..…19) LOOK, LISTEN AND REPEAT.o Introducing the characters and




students to work in individually to complete the dialogues.

o Practising the dialogues in pairs.21) LET’S TALK.o Asking students to work in pair and




Who: ai, ai ñoù (duøng ñeå hoûi veà ngöôøi) - explainHe: anh aáy, caäu aáy, oâng aáy (nam)She: chò aáy, coâ aáy, baø aáy ( nöõ)(explain)Friend: baïn, ngöôøi baïn(explain)

Who’s she?She’s Lan.She’s my friend.She’s = she is: coâ aáy laø

She’s Lili.She’s my friend.He’s Alan.He’s my friend too.

She’s Lan. She’s my friend.He’s Hung. He’s my friend.


Section A:4, 5, 6.Objectives: After the lesson, students can ask and answer about the other.Language contents:VocabularyStructures




Contents

Created on ……………./……………/……………..…22) LISTEN AND CHECK.o Introducing the listening task.o Asking students to listen.

(3 times)




text on the board.7) LET’S PLAYGuiding student to play the game.Playing.



Hello/ friend he/ she my/ nice

He’s my friend.She’s my friend.

LESSON PLAN OUTLINEUnit 4: MY FRIEND

Section B: 1, 2, 3.Objectives: After the lesson, students can listen and reply the teacher’s orders.Language contents:Vocabulary: good morning, good afternoon, everyone, sit down, stand up, please.Structures: Sit down, please.

Stand up, please




Contents

Created on ……………./……………/……………..…1) LISTEN AND REPEAT.o Introducing the characters and

situations.o Giving the vocabulary.o Giving the structure.o Asking students to listen and

repeat









Good morning: chaøo ( buoåi saùng) Good afternoon: chaøo (buoåi chieàu)(Drawing)Sit down: ngoài xuoángStand up: ñöùng leân( gesture)Please: haõy, vui loøng ( explain)

Stand up, please.Sit down, please.


Section B:4, 5, 6.Objectives: After the lesson, students can listen and reply the orders.Language contents:Vocabulary :Structures:




Contents




with a partner

o Correcting

5) LET'S WRITE.






1.b 2.c 3.a

This is Minh.He is my friend.

LESSON PLAN OUTLINEUnit 5: MY SCHOOL

Section A: 1, 2, 3.Objectives: After the lesson, students can identify the school and the library.Language contents: Vocabulary : this, school, classroom, library.Structures: This is my school/

This is my classroom/This is my school library.




Contents

Created on ……………./……………/……………..…25) LOOK, LISTEN AND REPEAT.o Introducing the character Mai.o Giving the vocabulary.






This: ñaây laø ( gesture)School: tröôøng hoïc ( real object)Classroom: lôùp hoïc (real object)Library: thö vieän ( real object)

This is my school.This is my classroom.This is my school library.

This is my schoolThis is my classroomThis is my school library


Section A:4, 5, 6.Objectives: After the lesson, students can identify the school and the library.Language contents:Vocabulary .Structures




Contents


(3 times)


29) SAY IT RIGHT.o Reading the text.o Asking students to repeat.o Asking some student to read exactly. 30) LET’S WRITE.o Aking students to work in pairs to


text on the board.7) LET'S PLAYGuiding student to play.Practising playing.



1.Hi, my name's Nam. I'm from Thang Long School. This is my classroom.2.Look. this is Alan. And this is Lili. They're from my school. They're my friend.1.b 2.b

School/ classroom my/ Mai please/ meet

1.Sit down, please.2.This is my school library.


Section B: 1, 2, 3.Objectives: After the lesson, students can tell the school's name and its size.Language contents: Vocabulary: its, it, big.Structures: What's its name?

It's Thang Long School.It's big.




Contents



o Giving vocabularyo Giving the structure.o Asking students to listen and

repeat









It: noù, caùi ñoù ( explain)Its: cuûa noù ( explain)It's = It is : noù laø, noù thìBig: to, lôùn ( gesture)What's its name?It's Thang Long School.It's big.

This is my schoolIt's Phuoc Tho School.It's small.

1.This is my school. It's big.2.That's my classroom. It's small.3.This is my friend, Mai.a.2 b.3 c.1


Section B:4, 5, 6.Objectives: After the lesson, students can tell the school's name and its size.Language contents:Vocabulary : smallStructures:




Contents


do.o Giving vocabulary.o Asking students to work in


with a partner

o Correcting

5) LET'S WRITE.


o Asking students to write on the board. 6) LET’S SING




Small: nhoû, beù (gesture)

1.c 2.a 3.b

This is my school.It's Phuoc Tho School.It's small.

LESSON PLAN OUTLINEUnit 6: MY CLASSROOM

Section A: 1, 2, 3.Objectives: After the lesson, students can ask and answer about the thing's size.Language contents:Vocabulary : book, pen, ruler, eraser, yes, no.Structures: Is it big?

Yes, it is.No, it isn't




Contents




o Giving the structure.Practising the dialogue with each other.32) LOOK AND SAY.o Introducing the things students have.o Practising talking about them.33) LET’S TALK.o Asking students to work in pair and




Book: saùchPen: buùt möïcRuler: thöôùc keûEraser: cuïc taåy(real object)Yes: vaâng, coùNo: khoâng

Is it big?Yes, it is.No, it isn't. Isn't = is not : (khoâng)

A: Is your ruler big?B: Yes, it is( No, it isn't)


Section A:4, 5, 6.Objectives: After the lesson, students can ask and answer about the thing's size.Language contents:Vocabulary .Structures




Contents


(3 times)




text on the board.7) LET'S PLAYGuiding student to play.Practising playing.



1. A: Look. This is my pen. B: Is it big? C: No, it isn't. It's small.2. A: Look. This is my ruler. B: Is it big? C: yes, it is.

1.b 2.b

School/ small big/ book this/ that

1. This is my eraser. It is big2. A: Is your book big? B: Yes, it is.


Section B: 1, 2, 3.Objectives: After the lesson, students listen and reply the orders.Language contents: Vocabulary: open, close, may, go out, sure.Structures : Open/ close your book, please.

May I go out?Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents

Created on ……………./……………/……………..…1) LISTEN AND REPEAT.o Introducing the characters they

meet each other.o Giving vocabularyo Giving the structure.o Asking students to listen and

repeat

o Practising talking with each other.








Open: môûClose: ñoùng(Action)May: coù theå ( duøng ñeå hoûi) explainGo out: ñi ra ngoaøi - actionSure: ñöôïc, chaéc chaén. ( ñaùp laïi neáu ñoàøng y)Explain

Sit down, please.Open your book, please.Close your book, please.May I go out?

1.Open your book, please.2.Close your book, please.3.Stand up, please.4.Sit down, please. a.2 b.1 c.3 d.4


Section B:4, 5, 6.Objectives: After the lesson, students can listen and reply the orders.Language contents:Vocabulary : Structures:




Contents




with a partner

o Correcting5) LET'S WRITE.



o Introducing the game.o Asking students to complete the

crossword individually.o Asking students to compare with a

partnero correcting7) SUMMARYAsking students to retell what they've learned and asking them to remember.



1.c 2.a 3.b

This is my new pen. It's is big. And this is my eraser. It's small.

LESSON PLAN OUTLINE

Unit 7: FAMILY MEMBERS Section A: 1, 2, 3.

Objectives: After the lesson, students can ask and answer about the family members.Language contents:Vocabulary : excuse me, father, mother, brother, sisterStructures: Excuse me.

Yes? Who's that? / That's my brother.




Contents




o Giving the structure.Practising the dialogue with each other.38) LOOK AND SAY.o Introducing the things students have.o Practising talking about them.39) LET’S TALK.o Asking students to work in pair and




Father: boá, ba, chaMother: meï, maùBrother: anh traiSister: chò gaùi(Explain)

Excuse me: xin loãi (cho hoûi)Yes? : gì vaäy? Sao cô? Vaâng?(Explain + Action)Who's that?That's my brother.

Who's that?That's my mother/ father/ brother/ sister.

A: Who's that?B: That's my mother/ father/ brother/ sister.

LESSON PLAN OUTLINEUnit 7: FAMILY MEMBERS

Section A:4, 5, 6.Objectives: After the lesson, students can ask and answer about the family members.Language contents:Vocabulary .Structures




Contents


(3 times)


41) SAY IT RIGHT.o Reading the text.o Asking students to repeat.o Asking some student to read exactly. 42) LET’S WRITE.o As king students to work in pairs to

discuss.o Asking students to write individually.o Asking some students to write the

text on the board.7) READ ALOUDo Reading the text.o Asking students to repeat.Asking some student to read exactly.



1. A: Who's that? B: That's my father2. A: Who's that? B: That's my sister.

1.b 2.b

family/ father mother/brother open/ close

1. This is my family.2. That is my mother, …..


Section B: 1, 2, 3.Objectives: After the lesson, students can introduce the other's name.Language contents: Vocabulary: his, herStructures: What's his/ her name?

His/ her name is Hung/ Lan.Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents



repeat

o Practising talking with each other.








His: cuûa caäu aáy, cuûa oâng aáy, cuûa anh aáy (nam)Her: cuûa coâ aáy, cuûa baø aáy, cuûa chò aáy (nöõ)(Explain)What's his name?His name's Hung.What's her name?Her name's Lan.

What's his name?His name's Phong.What's her name?Her name's Hoa.

1.This is my mother. Her name's Huong.2.This is my father. His name's Son/3.A: Who's that? B: That's my sister. Her name's Nga. a.2 b.1 c.3


Section B:4, 5, 6.Objectives: After the lesson, students can listen and reply the orders.Language contents:Vocabulary : Structures:




Contents




with a partner

o Correcting5) LET'S WRITE.



o Introducing the game.o Asking students to work with

complete the crossword individually.o Asking students to compare with a

partnero correcting7) SUMMARYAsking students to retell what they've learned and asking them to remember.



1.b 2.a

This is my family. This is my father. His name's Tuan. And this is my brother. His name's Phong. That is my mother. Her name's Phuong. And that is my sister. Her name's Loan.

LESSON PLAN OUTLINEUnit 8: AGES

Section A: 1, 2, 3.Objectives: After the lesson, students can ask and answer about the other's ages.Language contents:Vocabulary : how old, number one -> tenStructures: How old are you?

I'm eight.Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents




o Giving the structure.Practising the dialogue with each other.44) LOOK AND SAY.o Introducing the football team and the

players with the number.o Practising counting.45) LET’S TALK.o Asking students to work in pair and




One: 1Two: 2Three: 3Four: 4Five: 5Six : 6Seven: 7Eight: 8Nine: 9Ten: 10(Action)How old: bao nhieâu tuoåi (explain)How old are you?I'm eight.

How old are you?I'm eight/ nine/….


Section A:4, 5, 6.Objectives: After the lesson, students can ask and answer about the other's ages.Language contents:Vocabulary .Structures




Contents


(3 times)




text on the board.7) READ ALOUDo Reading the text.o Asking students to repeat.Asking some student to read exactly.



1. eight2. nine

1.b 2.a

Down/ how brother/ mother down/ about

1. My name's Nhien2. I'm eight


Section B: 1, 2, 3.Objectives: After the lesson, students can introduce the other's ages.Language contents: Vocabulary: he, she, niceStructures: How old is he/ she?

He/ she is eight.She's nice




Contents



repeat









He: anh aáy, caäu aáy, oâng aáy(nam)She: chò aáy, coâ aáy, baø aáy(nöõ)(Explain)How old is he?He's eight.How old is she?She's eight.

How old is she?She's seven.How old is he?He's eight.1. A: How old are you, Peter? B: I'm ten. And how old are you, Linda? A: I'm ten.2. A: How old is Lili? B: She's nine. A: How old is Alan? B: He's ten.3. This is Nam. He is ten. This is Mai. She is nine.


Section B:4, 5, 6.Objectives: After the lesson, students can introduce the other.Language contents:Vocabulary : year oldStructures:




Contents




with a partner

o Correcting5) LET'S WRITE.o Asking student to work with a partner

to discuss the writing task.o Asking all students to work in

individually to write.o Asking students to write on the board. 6) LET’S PLAYo Introducing the game.o Asking students to compare with a

partnero Asking students to complete the

crossword individually.o correcting7) SUMMARYAsking students to retell what they've learned and asking them to remember.



1.b 2.a

That is my friend. His name's Tuan. He's ten year old.

LESSON PLAN OUTLINEUnit 9: MY HOUSESection A: 1, 2, 3.

Objectives: After the lesson, students can identify the rooms in a house.Language contents:Vocabulary : look, at, the, house, living room, bedroom, bathroom, kitchenStructures: Look at my house This/ that is my bedroomSkills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents









The: caùi - explainHouse: ngoâi nhaøLiving room:phoøng khaùchBedroom: phoøng nguûKitchen: phoøng beápBathroom: phoøng taém(Picture)Look: nhìn, troângAt: vaøo, ôû, taïi(explain)

Look at my houseThis is the living room.

This is the living room.This is the bedroom.This is the kitchen.This is the bathroom

This is my house/ my bedroom/…

LESSON PLAN OUTLINEUnit 9: MY HOUSE

Section A:4, 5, 6.Objectives: After the lesson, students can identify the rooms in a house.Language contents:Vocabulary:Structures




Contents


(3 times)




text on the board.7) LET'S PLAYo Guiding the game.o Playing Asking some student to read exactly.



1. This is my house. There's a bedroom. It's small.2. This is the kitchen. It's big.

1.b 2.a

In/ kitchen three/ bathroom play/ please

1. This is my house. It is small.2. That is my bedroom. It is small, too.

LESSON PLAN OUTLINEUnit 9: MY HOUSESection B: 1, 2, 3.

Objectives: After the lesson, students can identify how many things there are in the room.Language contents: Vocabulary: here, there, a, in, they, chair, TV, tableStructures: There' s a bed in the room.

There're two chair in the room.Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents



repeat









A Chair: moät caùi gheáA Table: moät caùi baønA TV: moät caùi tiviReal object & pictureIn: ôû beân trong.Here: ôû ñaây, taïi ñaâyThere: ôû ñoù, taïi ñoùThere's = there is: ôû ñoù coù (moät caùi)There're = there are: ôû ñoù coù ( hai caùi trôû leân)There's a bed in the room.There're two beds in the room.

There is a TV in the room.There are four chair in the room.

1. this is my house. It isn't big.2. there is one living room. It's small.3. this is my bedroom. It's big.

a.2 c.1 b.3

LESSON PLAN OUTLINEUnit 9: MY HOUSE

Section B:4, 5, 6.Objectives: After the lesson, students can identify how many things there are in the room.Language contents:Vocabulary : desk, large.Structures:




Contents


do.o Giving vocabularyo Asking students to work in


with a partner



individually to write.o Asking students to write on the board. 6) LET’S PLAYo Introducing the game.o Asking students to compare with a

partnero Asking students to complete the table

individuallyo correcting7) SUMMARYAsking students to retell what they've learned and asking them to remember.



Desk: baøn laøm vieäc - pictureLarge: roäng, to, lôùn - compare words, picture

1.b 2.a

This is my house. It's small. There are four room in my house. The living room is not big. There is a TV in the living room. That's my bedroom. There are two chair in my bedroom.

LESSON PLAN OUTLINEUnit 10: THE WEATHER

Section A: 1, 2, 3.Objectives: After the lesson, students can talk about the weather. Language contents:Vocabulary : weather, today, sunny, cloudy, rainy, windy, cityStructures: How’s the weather today? It’s rainy.Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents

Created on ……………./……………/……………..…55) LOOK, LISTEN AND REPEAT.o Introducing the topic lesson.o Giving the vocabulary.






Sunny: coù naéngRainy: coù möaWindy: coù gioùCloudy: coù maây(Picture)Weather: thôøi tieátToday: hoâm nayCity: thaønh phoá

How’s the weather today?It’s sunny.

How’s the weather today?It’s sunny/ rainy/…

How’s the weather today?It’s sunny/ rainy/…


Section A:4, 5, 6.Objectives: After the lesson, students can talk about the weather.Language contents:Vocabulary:Structures




Contents


(3 times)

o Asking students to give the the result.



text on the board.7) LET'S PLAYo Guiding the game.o Playing Asking some student to read exactly.



1. Good evening. And this is the weather today. It’s sunny in Hanoi.2. How’s the weather today in HCMC? It’s rainy.

1.a 2.b

Cloudy/ close sunny/ one weather/ friend

1. Hi, Mai. How’s the weather today?2. It’s cloudy.


Section B: 1, 2, 3.Objectives: After the lesson, students can talk about the weather.Language contents: Vocabulary: let, play, count, cloud, how many, over thereStructures: How many clouds are there?

There are seven.Let’s play/ count the clouds.




Contents



repeat









Let: haõy, ñeå (explain)Play: chôi (ask the picture)Count: ñeám ( action)How many: bao nhieâu ( hoûi soá löôïng) explainCloud: maây (picture)Over there: ñaèng kia, beân kia (gesture)

How many clouds are there?There are seven.Let’s play.Let’s count the clouds.Let’s = let us: chuùng ta haõy cuøng.

How many clouds are there?There are seven.

1.It’s not rainy in HCMC. It’s sunny.2.It’s not sunny in Hanoi. It’s rainy.3.It’s not rainy in Hue. It’s cloudy.

a.3, c.2, b.1


Section B:4, 5, 6.Objectives: After the lesson, students can talk about the weather.Language contents:Vocabulary :Structures:




Contents




with a partner



individually to write.o Asking students to write on the board. 6) LET’S PLAYo Introducing the game.o Asking students to work in group of

four and complete in one minute.o Asking the groups go to the board

and write out the result.o correcting7) SUMMARYAsking students to retell what they've learned and asking them to remember.



1.c 2.d 3.b 4.a

It’s not sunny today. It’s rainy and windy. There are many clouds.

Rainy/ weather/ cloudy/ windy/ sunny/ clouds

LESSON PLAN OUTLINEUnit 11: OUR PETS

Section A: 1, 2, 3.Objectives: After the lesson, students talk about the pets.Language contents:Vocabulary : pet, shop, have, many, cat, dog, bird, fishStructures: Do you have pets?

Yes, I have a cat.Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents




o Giving the structure.Practising the dialogue with each other.62) LOOK AND SAY.o Introducing the task students have to

do.o Practising talking.63) LET’S TALK.o Asking students to work in pair and




Cat: con meøoDog: con choùBird: con chimFish: con caù(Picture or drawing)Pet: vaät nuoâi (explain)Shop: cöûa haøng, cöûa hieäu (picture)Many: nhieàu(explain)Have: coù ( action)

Do you have pets?Yes, I have a cat.

I have a dog/ cat/…

Do you have pet?Yes, I have a cat. what about you?I have a bird


Section A:4, 5, 6.Objectives: After the lesson, students can talk about the pets.Language contents:VocabularyStructures




Contents


(3 times)




text on the board.67) READ ALOUDReading the text.Asking students to repeat.Asking some student to read exactly.



Mai: Hi. My name’s Mai. I have a pet. It’s a cat.Lili:My name’s Lili. I have no cats. I have fishes. What about you Nam?Nam: Well, I have no fish. I have a bird. And you, Alan?Alan: I have no birds. I have a dog.

Cat/ has ten/ table pet/ yes

How many cats do you have?I have two cats.


Section B: 1, 2, 3.Objectives: After the lesson, students can talk about the pets.Language contents:Vocabulary: Structures: how many cats do you have?

I have one cat.Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents


situations.o Giving the structure.o Asking students to listen and

repeat









How many cats do you have?I have one cat.

How many dogs do you have?I have no dog. What about you?I have two dogs

1.How many pets do you have, Lili? I have two dogs and a cat.2.Hi. I’m Mai. I have a dog and a cat.3.I’m Nam. I have two cats and a bird. a.3 b.2 c.1


Section B:4, 5, 6.Objectives: After the lesson, students can talk about the pets.Language contents:Vocabulary : orStructures: I have no birds or fish




Contents


do.o Giving vocabulary and structureso Asking students to work in


with a partner

o Correcting

5) LET'S WRITE.


o Asking students to write on the board. 6) LET’S PLAYo Guiding the game.o Asking students to discuss with a

partner to play.o Asking students to using the color

pencil to draw individually.7) SUMMARYAsking students to retell what they've learned and asking them to remember.



Or: hoaïc laø, hay laø

I have no birds or fish.

1.a 2.b

I have two dogs and a bird. The dogs are big. The bird is not big. It’s a small bird. I have no cats or fish.

LESSON PLAN OUTLINEUnit 12: OUR TOYS

Section A: 1, 2, 3.Objectives: After the lesson, students talk about the toys. Language contents:Vocabulary : robot, very, has, doll, ball, ship.Structures: She has two dolls.

He has a ball Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents




o Giving the structure.Practising the dialogue with each other.69) LOOK AND SAY.o Introducing the task students have to

do.o Practising talking.70) LET’S TALK.o Asking students to work in pair and




Ball: quaû boùngDoll: buùp beâRobot: ngöôøi maùyShip: taøu lôùnToy: ñoà chôi(Object & picture)Has: coùVery: raát(Explain)My sister has two dolls.She has a doll.He has a ball.

Alan has five ballsLili has three dolls

He has a robot/ shipShe has two dolls/…


Section A:4, 5, 6.Objectives: After the lesson, students can talk about the toys.Language contents:VocabularyStructures




Contents


(3 times)




text on the board.74) READ ALOUDReading the text.Asking students to repeat.Asking some student to read exactly.



a. Do you have toy, Mai? – yes, I have two robotsb. what about LiLi? – she has a doll.c. and Nam? – he has five balls.d. what about Alan? – he has three ships.

Mai: two robotsLiLi: a dollNam: five ballsAlan: three ships.

Balls/ dolls pets/ robots she/ ship

I have three balls.She has a doll.He has four robots.


Section B: 1, 2, 3.Objectives: After the lesson, students can talk about the toys.Language contents:Vocabulary: where, football.Structures: where are the balls?

Here they are.Skills: Speaking.Teaching techniques: Pair work; Group work; Prediction; Feedback.Teaching aids: Book, board, picturesTime and date: 35 minutes Procedure: 1> Warm up: 5 minutes



Contents


situations.o Giving the vocabulary,

structure.o Asking students to listen and

repeat









Where: ôû ñaâu ( hoûi vaät hoaïc ngöôøi ôû ñaâu)Football: ñaù boùng.(Action)

Where are the balls?Here they are/ here it is.They’re over there/ it’s over there.

Where are the robotsThey’re over there.Where’s the ship?It’s over here.

1.Do you have the toys, Alan? – Yes, I have three robots and four balls.2.How many robots do you have? – Two.3.Lili has three dolls and two ships.

a.2 b.3 c.1


Section B:4, 5, 6.Objectives: After the lesson, students can talk about the toys.Language contents:Vocabulary : orStructures: I have no birds or fish




Contents




with a partner

o Correcting

5) LET'S WRITE.


o Asking students to write on the board. 6) LET’S PLAYo Guiding the game.o Asking students to play in group.o Asking groups to give the result. 7) SUMMARYAsking students to retell what they've learned and asking them to remember.



1.a 2.b

I have two robots and a ship. I have no balls or dolls. Here is my ship. It’s not big. The robots are over there. They are big.

There are nine pets.There are seven toys.

lesson plan outlin1 created on

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