Giáo án Tiếng anh lớp 1 ISS1 Lesson Plans

Tiếng Anh Lớp 1 mới (trọn bộ) 2020 2021 GDPT Tiếng Anh Lớp 1 mới (trọn bộ) 2020 2021 GDPT Tiếng Anh Lớp 1 mới (trọn bộ) 2020 2021 GDPT Tiếng Anh Lớp 1 mới (trọn bộ) 2020 2021 GDPT Tiếng Anh Lớp 1 mới (trọn bộ) 2020 2021 GDPT Tiếng Anh Lớp 1 mới (trọn bộ) 2020 2021 GDPT Tiếng Anh Lớp 1 mới (trọn bộ) 2020 2021 GDPT Tiếng Anh Lớp 1 mới (trọn bộ) 2020 2021 GDPT

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i-Learn Smart Start 1

Week: Date of teaching: Period: 1

GETTING STARTED

Lesson 1

I Objectives:

By the end of this lesson, students will be able to say "Hello!" and "Goodbye!"

II Teaching aids:

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

projector/interactive whiteboard/TV

Students’ aids: Student book, notebooks, workbook.

III Languages focus:

Vocabulary: hello, goodbye

IV Procedures:

5’

Warm-up (5’)

Sing and Dance

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

 Teacher – whole class

A- Listen and point Repeat (10’)

CD1-Track 03:

1 Have students listen to each new word

2 Have students listen to each new word and repeat all together and individually Correct student’s pronunciation if necessary

3 Arrange the flashcards on the board Play audio and have students listen and point at the pictures in their books

4 Play audio again and have students listen, repeat several times

5 Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when

 Teacher – whole class/ individuals/ pair work/ group work

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6 Have students work in pairs, one points at the picture in the

book and the other says the word

7 TPR practice step 1: say the word and make the gesture/ sound

all together according to the word

8 TPR practice step 2: do the actions and students say the word

accordingly

9 TPR practice step 3: have students work in pairs, one would do

the action, the other say the word

Activities: (optional)

- Option 1: Play "Heads up What's Missing?"

 Divide the class into two teams

 Arrange the flashcards on the board and remove one card

when students are not looking

 One student from each team calls out the missing flashcard

- Option 2: Play the game “Who is faster?”

 Divide the class into groups

 Arrange the flashcards on the board

 Invite a student from each group to go to the board

 Teacher says a word and the students run to tap the right card

B Listen and point (8’)

1 Pre- listening: Introduce the situation

2 While- listening:

Play audio and have students look at the picture

Demonstrate the activity by pointing at the words

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

C Now, sing a song (7’)

1 Play audio and have students listen

2 Play audio and have students turn to page 68

3 Play audio and have students sing the song as a whole class

4 Have some students sing in front of class

 Teacher – students in groups

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Wrap-up (5’)

Option 1: Review Play the game “Matching”

 Write the words on the board

 Have students read the words on the board

 Give students flashcards

 Have students match the flashcards with the words on the

board and call out the words

Option 2: Review Play the game “Lips read”

 Teacher says a word silently

 Students say that word loudly

 Teacher – whole class/ students

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GETTING STARTED

Lesson 1

I Objectives:

By the end of this lesson, students will be able to say “hello” and “goodbye”

Vocabulary: hello, goodbye.

IV Procedures:

5’

Warm-up & Review

(This step can be skipped when periods 1 and 2 are taught in only ONE

session.)

- Option 1: Review Play the game “Flash look and say”

 Teacher shows a flashcard quickly

 Students say that word

- Option 2: Review Sing

 Play audio Part C and have students sing the song

- Option 3: Sing and Dance

D- Role-play (10’)

Practice (optional)

1 Say a name to the class

2 Have students practice the structure using the name

3 Repeat with other names

E.g Teacher: "Bill"

Class: "Hello, Bill."

Role-play:

1 Divide the class into pairs

2 Have pairs practice the conversations and swap roles

 Teacher – students in

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3 Have some pairs demonstrate the activity in front of the class.

E- Say (10’)

1 Divide the class into groups of four

2 Have students take turns saying “Hello!” and “goodbye!” to their

 Teacher - individuals/ Students - students

5’

Wrap-up

- Option 1: Review Jump to say yes.

 Ask the children to stand by their desks

 Hold up a flashcard from the vocabulary set (hello/goodbye)

and say a word

 If the word is the same as the flashcard, they jump If it isn’t, they stand still

 Alternatively, ask children to put their hands up if the word and the flashcard are the same

- Option 2: Review What is the missing letter?

 Have students look at the flashcards and call out the words

 Write them on the board

 Erase 1 or 2 letters of each word

 Have a student go to the board

 Show a flashcard and have that student call out the word and say the missing letter(s)

 Repeat the activity with other students

 Teacher - whole class

 Teacher - students

GETTING STARTED

Lesson 2

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V Objectives:

By the end of this lesson, students will be able to understand basic classroom language

VI Teaching aids:

VII Languages focus:

Vocabulary: stand up, sit down, listen

Play audio Part C and have students sing the song

- Option 2: Play the game “Look and Point”

 Write the words in different areas on the board

 Teacher shows a flashcard

 Students use their fingers to point to the word on the board and say it loudly

 Teacher - students

CD1-Track 06:

14 Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed

15 Have students work in pairs, one points at the picture in the book and the other says the word

16 TPR practice step 1: say the word and make the gesture/ sound all together according to the word

17 TPR practice step 2: do the actions and students say the word accordingly

18 TPR practice step 3: have students work in pairs, one would do the action, the other say the word

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- Option 1: Play the “GUESS” game

 Write a number under each flashcard

 Have students look at the flashcards for the count of ten

 Turn the flashcards over to face the board when the students

are not looking

 Call out a number and have students take turns guessing the

face down card

 Turn the card over after each guess

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

Hold up the flashcards, one at a time, partly hidden by a sheet of

paper

Slowly reveal the flashcard

Students try to guess what the flashcard is

1 Pre- listening: Introduce the situation

2 While- listening:

Demonstrate the activity by pointing at the words

repeat

4 While-listening: Play audio again Have students listen, repeat and

point

5 Post- listening: Point at each word and have students call it out

“Stand up/ sit down/ listen.”

D Now, sing a song (7’)

4 Have some students sing in front of class

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Wrap-up (5’)

- Option 1: Review Play the game “Thumbs Up or Down”

 Show a flashcard one at a time and have students identify the

word teacher says by putting their thumbs up or down

 Repeat the activity with other flashcards

E.g

 Teacher: (showing the flashcard ‘stand up’) sit down

 Students: (putting their thumbs down)

 Teacher: sit down

 Students: (putting their thumbs up)

- Option 2: Review Play the game “Listen and point”

 Write the vocabulary in different areas on the board

 Teacher says a word (written on the board)

 Students use their fingers to point at the word on the board

and say it loudly

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GETTING STARTED

Lesson 2

I Objectives:

By the end of this lesson, students will be able to understand basic classroom language

Vocabulary: stand up, sit down, listen.

IV Procedures:

5’

session.)

- Option 1: Review Play the game ‘Pass the flashcard & Name it’

Give the first student a flashcard and play a song

Students have to pass the flashcard

When the music stops, the student with the flashcard has to say the word out loud

Repeat the activity with other flashcards

D- Say and do (10’)

Practice (optional)

1 Show a flashcard to the class

2 Have students practice the structure using the new word

3 Repeat with other flashcards

E.g Teacher shows a flashcard "listen"

Class: "Listen."

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Say and do:

2 Have Student A say (e.g 'stand up') and Student B do the action

3 Have students swap roles and repeat

4 Have some pairs demonstrate the activity in front of the class

E- Play “Simon says” (10’)

1 Have students look at the example

2 Have students follow commands that start with “Simon says…”

3 Give them different commands with or without “Simon says…” such

as “stand up”, “Simon says stand up”, etc If it doesn’t start with

“Simon says…”, students who do the action must sit down

4 Have one student stand in front of the class to be Simon

5 Have students swap roles and repeat

Activity: (5’) (optional)

Play the game “Slap the board”

 Have 2 groups of students stand in front of the board

 Call out a word

 Students from 2 groups slap the flashcard on the board

 The student who can slap the flashcard first is the winner

 Teacher – students in pairs

 Teacher - whole class/students - students

 Teacher - Students in groups

5’

Wrap-up

- Option 1: Review Play the game “Listen and tap”

 Write the words in different areas on the board

 Call out a word

 The students will run and slap the word on the board and say it loudly

 The faster student will be the winner

- Option 2: Review Play the game “Act it out”

 Invite a student to come to the front of the class

 Show him/her a flashcard or whisper a word and have that student act it out

 Have other students guess the answer

 Teacher - students in groups

 Teacher - student & whole class

i-Learn Smart Start 1Week: Date of teaching:

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XI Languages focus:

Vocabulary: review father, mother, brother, sister.

- Option 1: Review Singing

 Have students sing the songs of letters ‘c’ and ‘d’ again

 Have them sing and make the gestures of a cap or a door

 Have some students sing and make the gestures

- Option 2: Review Hop or Clap

 Call out a letter sound or a word with that letter

 Have students stand up and hop if they hear the ‘c’ sound or clap if they hear the ‘d’ sound

A- Listen and circle (A or B) (10’)

1 Pre-listening: Have students look at the pictures Point to each

person in the pictures and have students call out the people they see

2 While-listening:

Play audio and have students look at the picture and people

Demonstrate the activity by pointing at the example

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Have students listen and circle

5 Post-listening: Check the answers as a whole class

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

students say "This is my mother/ "

7 Post-listening: Have some students demonstrate the activity in

front of the class

B- Play "Stepping Stones": (10')

2 Have Student A start at A and say the first sentence

3 Have Student B start at B and say the first sentence

4 Have students take turns saying the sentences and go all the way

round

Play the game “Whispering”

 Choose 2 groups of the same number of students

 Have students make 2 lines

 Teacher whispers a word to the 2 students at the back of the

lines These students then whisper the word to the 2 students

standing right in front of them This is repeated until the word

reaches the 2 students at the front of the lines

 The 2 students at the front of the lines call out the word and

the 2 students at the back hold up the flashcard to see whether

the word is correct

 The 2 students at the front of the lines move to the back of the

lines T repeats the activity with other words

 Teacher - students in pairs

 Teacher - Students in groups

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Wrap-up

- Option 1: Review Play ‘Family'.

 Have students work in groups of 5

 Have 1 student from each group introduce other members as

their family members

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

 Have students swap roles and repeat

 Have some groups demonstrate the activity in front of class

- Option 2: Review Draw and say

Have students draw a big picture of their family Then show it in front

of the class and introduce the members of the family

E.g This is my family This is my father…

 Teacher - students/ individuals

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REVIEW 2

I Objectives:

By the end of this lesson, students will review identifying classroom objects

Vocabulary: review pencil, bag, book.

session.)

- Option 1: Review Play the game “Family Jumble”

 Mix the flashcards of Unit 1 - lessons 1 and 3

 Put them on a table in front of the class

 Divide the students into two teams

 Say a word and have the students race to find the flashcard

 Play audio Part C (Unit 2) and have students sing the song

 Have some students sing in front of the class

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25’ New lesson

object in the pictures and have students call out the objects they see

2 While-listening:

Play audio and have students look at the picture and objects

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

students say "It's a bag/ "

front of the class

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

1 Have students look at the example.

2 Divide the class into 2 teams

3 Have a student stand facing away from the board and stick a

flashcard on the board behind him/her

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

flashcard

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

6 Have teams take turns

Running dictation

 Stick some pictures ( bag, book, pencil) on the walls in the

class

 Have students work in pairs One runs and find the pictures

around him/ her, then turn back to his pair and tell what he/

she has seen E g It’s a pencil His/ Her friend writes down the word he/ she has heard E g pencil

 Teacher - Students in pairs

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Wrap-up

- Option 1: Review Pictionary.

 Have students work in pairs

 Give each child a piece of paper

 Have children draw a part of a classroom object on the paper

as quickly as possible, then pass their drawings to their partners and ask “A what?’ The partner responds ‘A pencil’

 Have students continue the game

- Option 2: Review Draw and guess

 Have a student come to the board and whisper the name of an object he/she will draw

 Have the student draw a part of a classroom object on the board for the rest of the class to guess what it is

 The first child to guess the object correctly comes to the front

of the class to draw the next picture

 Repeat until all the objects have been used

 Teacher - individuals/ whole class

REVIEW 3

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Time Steps/Activities Organization

5’

Warm-up

Option 1: Vanishing Flashcards Game

Place flashcards of color ( red, pink, blue, white, yellow) in front of the

students

Give them a moment to memorize the pictures and then tell them to

close their eyes

Take away one of the flashcards and then tell the students to open their

eyes again

The first student who guesses the missing flashcard correctly can win

that flashcard (for 1 point) and takes away another flashcard in the next

round

Option 2: Hold it up

Have students put crayons with different colors on their desks

Say a color and have students hold up their crayons

Teacher – whole class/ groupwork/ individuals

Teacher – whole class

25’

New lesson A- Listen and circle (A or B).

CD1- Track 61

Have students look at the pictures and call out the colors they can see

Play audio Have students listen and check the example Explain if it’s

necessary

Play audio Have students listen and circle A or B

Play audio again and check answers as a whole class

B- Play "Guess the picture."

Have students look at the example

Divide the class into two teams

Have a student stand facing away from the board and stick a flashcard

on the board behind him/her

Have the student try to guess the color and make a sentence without

looking at the flashcard Have the others say “Yes” for the correct

sentence and “No” for the wrong sentence

Give that team one point if it's a correct guess

Have teams take turns

Optional activities:

Option 1: Pictionary

Give each child a piece of paper

Have children draw a flower on the paper as quickly as possible, then

color and pass their drawings to their partners Their partners make

sentences about the pictures ( E.g It’s a pink flower.)

Have students continue the game

Option 2: Musical cards

Play some lively music

Hand out the flashcards from this and previous lessons

Children pass the flashcards around all the rows of seats while the

music is playing

Stop the music suddenly Ask the children who are holding the

flashcards to stand up and say the word

Play the music and continue in the same way

Teacher – whole class/ individuals

Teacher-whole class/

groupwork/ individuals

individuals

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Week: Date of teaching:

Period: 2

REVIEW 4Objectives:

By the end of this lesson, students will review identifying colors and body parts, and following simple instructions

Hold up teacher cards to review the vocabulary

Put up the word cards ( parts of body) on the board

Divide the class into 2 groups

Call out a word, one member from each group races to snap the correct

word card on the board Who snaps the correct word card first can get

one point

Option 2 : Seven lives

Draw or stick seven bodies outlines on the board

Choose a word Draw one line on the board for each letter in a word,

for example: _ _ _ _ (head)

Have students put up their hands to say a letter, if the letter is in the

word, teacher writes it on the line If the letter is not in the word, the

teacher removes one of the bodies from the board

When students complete the word or lose all seven lives the game

finishes

Teacher – whole class

Teacher-whole class

individuals

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Play audio and demonstrate the activity using the example

Play audio Have students listen and circle A or B

Play audio again and check answers as a whole class

B- Play "Simon says.

Have students look at the example

Tell students they must only follow commands that start with "Simon

says…"

Demonstrate the game by giving the students different commands If

the command starts with "Simon says," students must do the action If it

doesn't start with "Simon says," students who do the action must sit

down

Have one student come to the front of the class to be "Simon."

Swap roles and repeat with a new "Simon."

Optional activities

Option 1: Sentences and pictures.

Stick four picture cards on the board and write four sentences about

these pictures (E.g ‘Touch your head.’) in different places

Have students match pictures and sentences

Have remain students give their ideas about their friends’ answers, then

teacher gives the correct ones

Option 2: Missing letters

Divide the class into four teams

Write words about body parts on the board, each missing a letter

Have one student from each team come up and try to fill in the missing

letters then make sentences with words given The first team with the

most correct letters and sentences is the winner

Teacher- whole class/

individuals

Teacher- whole class/

individuals

Teacher- whole class/ teamwork

Option 1: Charades

Choose two students to come to front of the classroom The teacher

shows a flashcard with the target vocabulary to these two students only

Students must act out what they saw without speaking The first team to

guess correctly wins a point Continue playing until all students have

tried

Option 2:

Stick Teacher cards on the board ( make sure to cover the words on the

cards)

Write numbers below the pictures

Divide the board into two or three parts then have teams to race to the

Teacher – whole class/ teamwork

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board to write the words on the boardThe students will pass the pieces of chalk to the next students in their teams to race to the board to write the next word

In 5 minutes ( two or three turns of the sand clock) which team has most correct words on the board will win the game)

1 2 3 4

Period: 1

REVIEW 5XIII Objectives:

By the end of this lesson, students will review identifying animals and saying what animals they like

XIV Teaching aids:

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- Option 1: Review Pictures and Letters

 Put 4 flashcards/pictures (food, elephant, girl, hop) on the

- Option 2: Review Guess, say and act

 Teacher mouths an animal, e.g “cat”

 Students guess and say what the animal is (e.g “It’s a cat.”)

 Have students act out the word

 Continue the activity with the name of other animals

picture and have students call out the animals they see

2 While-listening:

Play audio and have students look at the pictures and animals

12 Post-listening: Point at each picture and have students say "I

like cats/ "

front of the class

D- Play the "Chain" game: (10')

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3 Have the student stand up.

4 Have Student A turn to Student B and say a sentence

5 Next, have Student B turn to Student C and say a sentence, then

have Student C say a sentence

6 Continue until all students have practiced

7 Have some groups demonstrate the activity in front of the class

Draw and say

 Have students work in pairs, take turns drawing their favorite

animal in the air and saying “I like + the name of the animal-s.”

to their partners

 Have some pairs demonstrate the activity in front of the class

5’

Wrap-up

- Option 1: Review Play the game “Who is faster?”

 Teacher says a word and the students run to tap the right card

- Option 2: Review Singing.

Play the audio of Unit 5 - lesson 1 - Part C and have students sing

the song

 Teacher - whole class

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REVIEW 6

I Objectives:

By the end of this lesson, students will review talking about abilities

Vocabulary: review swim, sing, run.

session.)

- Option 1: Review Play the game “Animal Jumble”

 Mix the flashcards of Unit 5 - lessons 1 and 3

 Put them on a table in front of the class

 Divide the students into two teams

 Say a word and have the students race to find the flashcard

- Option 2: Review Favorite animals

 Have students work in pairs and talk about their favorite animals “I like….”

 Have some students demonstrate in front of the class

 Teacher – students in pairs/ individuals

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New lesson A- Listen and circle (A or B) (10’)

picture and have students call out the actions they see

2 While-listening:

Play audio and have students look at the pictures and activities

4 Post-listening: Point at each picture and have students say "I can

run/ "

5 Post-listening: Have some students demonstrate the activity in front

of the class

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

2 Divide the class into 2 teams

3 Have a student stand facing away from the board and stick a

flashcard on the board behind him/her

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

flashcard

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

6 Have teams take turns

Mime and Say

 Have students work in pairs, one mimes an action and the

other guesses and says a sentence E.g Student A mimes

‘swim’ and Student B says ‘I can swim.’

 Have some pairs demonstrate the activity in front of the class

 Teacher - whole class/students

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 Have that student look at a flashcard, call out the word and write the missing letters.

- Option 2: Review Play the game “Listen and point”

 Write the vocabulary + structures in different areas on the board

 Teacher says a word or a sentence (written on the board)

 Students use their fingers to point at the word or the sentence

on the board and say it loudly

 Teacher - individuals/ whole class

Students’ aids: Student books, notebooks, workbooks.

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Warm-up

Option 1: Step away lines

- Give each student a blank sheet of paper and ask them to draw food

( banana, cookie, sandwich)

- Have students stand in two rows facing each other, so that each

student has a partner in the opposite line

- Have each pair hold up their drawing pictures and say a sentence E

g ‘I want a banana.’ Each time the pairs complete their sentences

,both partners take a giant step back and repeat the sentences Every

time they do so, they will naturally need to speak louder in order to

be heard by each other

Option 2: Erase the numbers

- Have ten students go to the board and write numbers from 1 to ten.

- Have other two students come to the board, one says a number and

one erases it

- Continue with other pairs.

 Teacher – whole class/ pair work

 Teacher – whole class/ individuals/ pair work

A-Listen and circle (A or B).

CD2- Track 37

- Have students look at the pictures and call out the numbers they can

see Guide them how to do with listening task

- Have students guess the answers.

- Play audio and demonstrate the activity using the example.

- Play audio Have students listen and circle A or B.

- Play audio again and check answers as a whole class

B- Play “ Magic fingers”.

- Have students look at the example.

- Divide the class into pairs.

- Have Student A write a number with their finger on Student B's

back Have Student B try to guess

- Swap roles and repeat.

Optional activities:

Option 1: Slap

- Divide the class into five groups and have the students make five

lines

- Place flashcards of numbers from 1 to 6 on the board.

- Call out a number and have the first student of each line run to the

board and slap Give one point for the student who slaps the correct

flashcard first

Option 2: Whisper

- Arrange children into rows of at least six.

- Secretly show a flashcard of a number to the first child in each

group This child whispers the sentence to the child next to him/her

E g “ I’m five.”

- Children continue whispering the sentence to the child next to them

until the sentence reaches the final child

 Teacher – whole class/ individuals

Teacher-whole class/ pair work

Teacher-whole class/ groupwork

 whole class/

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Teacher The final child says the sentence out loud, and the first child holds

up the flashcard to see whether it is correct

teamwork

5’

Wrap-up

Option 1: Domino

 Have students work in pairs

 Give each pair a set of domino cards like pictures below:

 Mix up all flashcards and have each pair arrange a word next to

a correct number E g

 Check answers as a whole class

Option 2: Throw the dice

- Put children in pairs Each pair has a die with the numbers 1–6.

- Student A throws the die, student B asks, “ How old are you?”.

- Student A looks at the number on the die he/she ‘s got and answers:

“I’m six.”

1ninesix 4

3sevenfive 2

one 5

9tenfour 8

eight 10three 6

7

two

two 72

five5

one

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Option 1: True or False” Line.

- Put a line of tape on the floor and designate one side "True" and the

other "False"

- Hold up a flashcard and say its word If students think the word you

have said is the correct word, they jump to the “True” side And if not, they jump to the “False” side

- Students that jump to the wrong side are out of the game and sit

down

Option 2 : Seven lives

- Draw or stick seven bodies outlines on the board.

-

- Choose a word Draw one line on the board for each letter in a word,

for example: _ _ _ _ _ _(banana)

- Have students put up their hands to say a letter, if the letter is in the

word, teacher writes it on the line If the letter is not in the word, the teacher removes one of the bodies from the board

- When students complete the word or lose all seven lives the game

finishes

 whole class/ individuals

A-Listen and circle (A or B).

CD2- Track 38

- Have students look at the pictures and call out the food items they

can see Guide them how to do with listening task

- Have students guess the answers.

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- Play audio again and check answers as a whole class

B- Play the “ Chain “ game.

- Divide the class into groups of four

- Have students stand up.

- Have Student A turn to Student B and say a sentence, then have

Student B say a sentence

- Next, have Student B turn to Student C and say a sentence, then

- Continue until all students have practiced.

- Have some groups demonstrate the activity in front of the class.

Optional activities

Option 1: Pass the card

- Give student a card ( banana/ cookie/ sandwich).

- Have students listen to music and pass the card.

- Stop music.

- Have the student with the card stand up and say a sentence E.g “I

want a cookie.”

- Change the card and continue the game.

Option 2: Quick flash

- Use the flashcards of a banana, a cookie and a sandwich that

students have learnt

- Show each card very quickly and then hide it again Ask the class to

call out the word of the picture they have seen Have students make

a sentence with that word

 Teacher- whole class/groupwork

 Teacher- whole class/ individuals

5’

Wrap-up

Option 1: Missing letters

- Divide the class into four teams.

- Write words about food on the board, each missing a letter.

- Have one student from each team come up and try to fill in the

missing letters then make sentences with words given The first team

with the most correct letters and sentences is the winner

Option 2: Sentences and pictures.

- Stick three picture cards on the board and write four sentences about

these pictures (E.g ‘I want a cookie.’) in different places

- Have students match pictures and sentences.

- Have remain students give their ideas about their friends’ answers,

then teacher gives the correct ones

 Teacher – whole class/ teamwork

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- Think of a word and tell the students the first letter “I spy with my

little eye, something beginning with ”

- Have students guess the word

Option 2:

 Sing the alphabet song

 Missing letters

- Divide the class into four teams.

- Write five words on the board ( about numbers), each missing a

letter

- Have one student from each team come up and try to fill in the

missing letters The first team with the most correct letters is the winner

 Teacher – whole class/ groupwork/ individuals

 Teacher – whole class/ teamwork

Trang 32

New lesson A- Listen and circle (A or B).

CD2- Track 60

- Have students look at the pictures, call out the objects they can see,

and count them

- Play audio again and check answers as a whole class.

Optional activity 1: Conversation line

- Have students make two lines and stand face to face.

- Each student uses a picture of an object or objects to ask his/ her

friend E.g S1: ‘How many ( balls)?’ S2: (Six) ( balls)

B- Play the “ Chain” game.

- Divide the class into groups of four.

- Have the students stand up.

- Have Student A turn to Student B and say a sentence, then have

Student B say a sentence

- Next, have Student B turn to Student C and say a sentence, then

- Continue until all students have practiced.

- Have some groups demonstrate the activity in front of the class.

Optional activity 2:

- Divide the class into groups of three or four.

- Have students talk about the numbers of toys or school objects they

have

 Examples:

I have one car

I have two bags

………

 whole class/pair work

Teacher-Teacher-whole class/

individuals

 whole class/ groupwork

Option 1: Find the objects

- Hide some toys, school objects in the class.

- Have students go around the class and find the toys and objects

- Have students work in pairs One asks: “ How many….?” and one

answers the question

Option 2: Draw and say

Have students draw their toys or school objects in a piece of paper then

work in pairs Student A makes questions with “ How many….?” and

student B answers the questions

Trang 33

UNIT 10: MY HOUSE

Review 9

V Objectives:

Trang 34

By the end of this lesson, students will review saying what objects they have, asking and answering about numbers of objects, and identifying rooms in a house.

Option 1: Vanishing Flashcards Game

- Place flashcards about houses on the board

- Give them a moment to memorize the pictures and then tell them to

close their eyes

- Take away one of the flashcards and then tell the students to open

their eyes again

- The first student who guesses the missing flashcard correctly can

win that flashcard (for 1 point) and takes away another flashcard in the next round

- Divide the class into two teams

- Gives a category of vocabulary ( toys, school things, houses)

- Teams think of a new word in the group until they can’t think of a

new word or they repeat an old word

- Keep score on the board.

 whole class/ teamwork

A- Listen and circle (A or B).

CD2- Track 61

- Have students look at the pictures and call out the rooms they can

see Play audio and demonstrate the activity using the example

- Have students guess the answers before they listen.

- Play audio again and check answers as a whole class.

Optional activity 1: Role-play

Have students work in pairs, use the correct pictures of listening task to practice again

B- Play the “ Board race”.

- Have students look at the example

- Divide the class into teams and have one student from each team

stand a distance from the board

 Teacher- whole class/pair work

 Teacher- whole class/

Trang 35

- Stick two flashcards on the board and then say one of them.

- Have the students race to the board, touch that flashcard, and say the

correct sentence

- The first student to touch the flashcard and say the sentence gets a

point for their team

- Continue with other students

Optional activity 2: Matching

- Write three sentences: “ This is my living room.” “ This is my

bedroom.” “ This is my kitchen.” on the board

- Have students read the sentences on the board

- Give students flashcards.

- Have students hold the flashcards to match the sentences on the

board and read them aloud

groupwork

 Teacher- whole class/ individuals

5’

Wrap-up

Option 1: Erase the word

- Write some sentences on the board E g “ This is my living room.”

- Have one student come to the board.

- Read the sentence and omit a word in it and have him/her erase this

word

- Continue with the others

Option 2: Run and Draw

- Divide the class into four groups and have them make four lines.

- Have the first student of each group run to the board and draw a

house, the next student draw a room,… When they finish drawing, each of them say a sentence about the house E.g “ This is my bedroom.”

 Teacher – whole class/ Team work

Unit 1: FAMILY

Lesson 1

XVII Objectives:

Trang 36

By the end of this lesson, students will be able to introduce family members

XVIII Teaching aids:

XIX Languages focus:

Vocabulary: father, mother

- Option 2: Say “Hello!”

 Go around the class, say “Hello!” to students, one by one, and have them say “Hello!”

 Ask them say “Hello!” to their neighboring friends

- Option 3: Play “Simon says”

 Have students follow commands that start with “Simon says…”

 Give them different commands with or without “Simon says…”

such as “stand up”, “Simon says stand up”, etc

 If it doesn’t start with “Simon says…”, students who do the action must sit down

 Have one student stand in front of the class to be Simon

 Teacher - individuals / whole class

 Teacher - whole class/ students - students

CD1-Track 09:

23 Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed

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24 Have students work in pairs, one points at the picture in the

book and the other says the word

25 TPR practice step 1: say the word and make the gesture/ sound

all together according to the word

26 TPR practice step 2: do the actions and students say the word

accordingly

27 TPR practice step 3: have students work in pairs, 1 would do

the action, the other say the word

- Option 1: Play the “GUESS” game

 Write a number under each flashcard

 Have students look at the flashcards for the count of ten

 Turn the flashcards over to face the board when the students

are not looking

 Call out a number and have students take turns guessing the

face down card

 Turn the card over after each guess

- Option 2: Play the game “Flash look and say”

 Teacher shows a flashcard quickly

 Students say that word

1 Pre- listening: Introduce the situation, point at each person in the

picture and have students call out the words “father, mother”

2 While- listening:

Demonstrate the activity by pointing at "father", "mother" in the

picture

repeat

4 While-listening: Play audio again Have students listen and point

5 Post- listening: Point at each picture and have students call out the

words again “father/ mother/ Kim.”

E Now, sing a song (7’)

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Wrap-up (5’)

Option 1: Review Play the game “Listen and point”

 Write the vocabulary in different areas on the board

 Teacher says a word (written on the board)

 Students use their fingers to point to the vocabulary on the

board and say it loudly

Option 2: Review Play the game “Lips read”

 Teacher says a word silently

 Students say that word loudly

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Unit 1: FAMILY

Lesson 1

I Objectives:

By the end of this lesson, students will be able to introduce family members

Vocabulary: father, mother

session.)

 Show a flashcard and have that student call out the word and say the missing letter(s)

Trang 40

New lesson D- Role-play (10’)

1 Point to each person in the pictures and have students call out the

words "father/mother"

2 Demonstrate the activity with a student using the speech bubbles

3 Show a flashcard to the class and have students practice the

structure E.g (Teacher shows a flashcard "mother") This is my mother

4 Repeat the activity with another flashcard

Role-play:

3 Have pairs practice the conversations and swap roles

E- Say (10’)

2 Have Student A introduce Students C and D as their family members

to Student B, and have Student B say “Hello!” Have Students C and

D say “Hello!” to Student B

2 Have students swap roles and repeat the activity

3 Have some groups demonstrate the activity in front of the class

Draw and say

 Have students look at the flashcards and say the words

 Give each student a blank sheet of paper and ask them to draw

their father and mother

 Have students work in pairs, practice saying about their

pictures Eg ‘This is my (mother).’

 Ask some students stick their pictures on the board and

introduce their family members

 Teacher – students in pairs

 Teacher/ individuals/ Students in pairs

- Option 1: Review Step away lines.

 Have each student prepare a photo/ drawing of their

father/mother (or drawings)

 Have students stand in two rows facing each other, so that each

student has a partner in the opposite line

 Have each pair hold up their photos and say a sentence Eg

‘This is my (mother).’ Each time the pairs complete their

sentences, they take a giant step back and repeat the sentences Every time they do so, they will naturally need to speak louder in order to be heard by each other

 Teacher - students in

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