Giáo án Tiếng anh Lớp 1 (i-Learn Smart Start 1) - Chương trình cả năm - Năm học 2020-2021

Giáo án Tiếng anh Lớp 1 (i-Learn Smart Start 1) - Chương trình cả năm - Năm học 2020-2021

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.

- Play the audio again. Have students listen and repeat.

- Play audio again. Have students listen, repeat and point.

3. Post- listening: Point at each word and have students call it out “hello/ goodbye.”

C. Now, sing a song.

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.

 

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Week: 1 
Date of preparing : 3/9/20
Date of teaching: 7/9/20
Period: 1 GETTING STARTED
Lesson 1 (A, B, C, D, E)
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:
Steps/Activities
Organization
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 gesturesl
Teacher – whole class
	New lesson (25’)
A- Listen and point. Repeat. CD1-Track 03: 
Have students listen to each new word.
Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary.
Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books.
Play audio again and have students listen, repeat several times.
Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed.
Have students work in pairs, one points at the picture in the book and the other says the word.
TPR practice step 1: say the word and make the gesture/ sound all together according to the word.
TPR practice step 2: do the actions and students say the word accordingly.
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. 
- Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen, repeat and point.
3. Post- listening: Point at each word and have students call it out “hello/ goodbye.”
Now, sing a song. 
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.
D- Role-play. 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: Divide the class into pairs.
- Have pairs practice the conversations and swap roles.
- Have some pairs demonstrate the activity in front of the class.
E- Say. 
- Divide the class into groups of four.
- Have students take turns saying “Hello!” and “goodbye!” to their friends. Have some groups demonstrate the activity in front of the class.
Activity: (optional) (5’) Say “Hello!/Goodbye!”
- Go around the class, say “Hello!/Goodbye!” to students, one by one, and have them say “Hello!/Goodbye!”
- Then have students say “Hello!/Goodbye” to their neighboring friends.
Play the game “Lips read”. 
- Teacher says a word silently. Students say that word loudly.
Teacher – whole class
 Teacher – whole class/ individuals/ pair work/ group work
Teacher – students in groups
Teacher – students in groups
Teacher – whole class
Teacher – whole class
Teacher – whole class
Teacher – whole class
Teacher – whole class
Teacher – whole class
------------------------------------------------------------------------------------------------------------
Week: 1 
Date of preparing: 3/9/20
Date of teaching: 10/9/20
Period: 2 GETTING STARTED
Lesson 2 (A, B, C, D, E)
I. Objectives: 
- By the end of this lesson, students will be able to understand basic classroom language. 
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: stand up, sit down, listen
IV. Procedures:
Steps/Activities
Organization
Warm-up (5’)
Option 1: Sing. 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 – whole class/ Teacher - students
New lesson (25’)
A- Listen and point. Repeat. CD1-Track 06: 
Have students listen to each new word.
Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary.
Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books.
Play audio again and have students listen, repeat several times.
Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed.
Have students work in pairs, one points at the picture in the book and the other says the word.
TPR practice step 1: say the word and make the gesture/ sound all together according to the word.
TPR practice step 2: do the actions and students say the word accordingly.
TPR practice step 3: have students work in pairs, one would do the action, the other say the word.
Activities: (optional)
Option 1: Play the “GUESS” game. Arrange the flashcards on the board. 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. 
B. Listen and point. 
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. 
- Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen, repeat and point.
3. Post- listening: Point at each word and have students call it out “Stand up/ sit down/ listen.”
C. Now, sing a song. 
- Play audio and have students listen. Play audio and have students turn to page 68. Play audio and have students sing the song as a whole class.
- Have some students sing in front of class.
D- Say and do. 
Practice (optional) 
1. Show a flashcard to the class. Have students practice the structure using the new word. Repeat with other flashcards. 
 E.g. Teacher shows a flashcard "listen" - Class: "Listen."
Say and do: 
- Divide the class into pairs. Have Student A say (e.g 'stand up') and Student B do the action. Have students swap roles and repeat. 
- Have some pairs demonstrate the activity in front of the class.
E- Play “Simon says”. 
- Have students look at the example. 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.
- Have students swap roles and repeat.
Activity: (5’) (optional) Play the game “Slap the board”. 
- Arrange the flashcards on 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 – whole class/ individuals/ pair work/ group work
Teacher – whole class
Teacher – whole class
Teacher – whole class
Teacher – whole class
Teacher – whole class
Teacher – students in pairs
Teacher - whole class/ students - students
Teacher - Students in groups
Teacher - Students in groups
------------------------------------------------------------------------------------------------------------Week: 2 
Date of preparing : 11/9/20
Date of teaching:14/9/20
Period: 3 Unit 1: FAMILY
Lesson 1 (A, B, C)
I. Objectives: 
- By the end of this lesson, students will be able to introduce family members. 
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: father, mother
 - Structures: This is my (mother).
IV. Procedures:
Steps/Activities
Organization
Warm-up (5’)
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 – whole class
New lesson
A- Listen and point. Repeat. (10’) CD1-Track 09: 
Have students listen to each new word.
Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary.
Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books.
Play audio again and have students listen, repeat several times.
Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed.
Have students work in pairs, one points at the picture in the book and the other says the word
TPR practice step 1: say the word and make the gesture/ sound all together according to the word
TPR practice step 2: do the actions and students say the word accordingly
TPR practice step 3: have students work in pairs, 1 would do the action, the other say the word
Activities: (optional)
Option 1: Play the “GUESS” game. 
- Arrange the flashcards on the board. 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. 
B. Listen and point. (8’)
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: Play audio and have students look at the picture. Demonstrate the activity by pointing at "father", "mother" in the picture. Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen and point.
3. Post- listening: Point at each picture and have students call out the words again “father/ mother/ Kim.”
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.
 Teacher – whole class/ individuals/ pair work/ group work
Teacher – whole class
Teacher – whole class
Teacher – whole class
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.
Teacher – whole class/ students
Option 2: Review. Play the game “Lips read”. 
- Teacher says a word silently. Students say that word loudly.
Teacher – whole class
Week: 2 
Date of preparing : 11/9/20
Date of teaching:17/9/20
Period: 4 Unit 1: FAMILY
 Lesson 1 (D, E)
I. Objectives: 
- By the end of this lesson, students will be able to introduce family members. 
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: father, mother
 - Structures: This is my (mother).
IV. Procedures:
Steps/Activities
Organization
Warm-up & Review (5’)
Option 1: 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.
Option 2: Review. Sing. 
- Play audio Part C and have students sing the song.
Teacher – whole class/ students
Teacher – whole class
New lesson (25’)
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: 
1. Divide the class into pairs.
Have pairs practice the conversations and swap roles.
3. Have some pairs demonstrate the activity in front of the class.
E- Say. (10’)
-	Divide the class into groups of four. 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 say “Hello!” to St B.
- Have students swap roles and repeat the activity.
- Have some groups demonstrate the activity in front of the class.
Activity: (5’) (optional) 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 – whole class
Teacher – students in pairs
Teacher - students in groups
Teacher/ individuals/ Students in pairs
Wrap-up (5’)
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 pairs
----------------------------------------------------------------------------------------------------------Week: 3 
Date of preparing : 18/9/20
Date of teaching:21/9/20
Period: 5 Unit 1: FAMILY
Lesson 2 (1, 2, 3, 4)
I. Objectives: 
- By the end of this lesson, students will be able to recognize the /æ/ and /b/ sounds. 
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: Aa, Bb, ant, boy
IV. Procedures:
Steps/Activities
Organization
Warm-up (5’)
Option 1: Sing. - Play audio Part C and have students sing the song.
Option 2: Play the game “Matching”. 
- Write the words/sentences on the board. 
- Have students read the words/sentences on the board. 
- Give students flashcards. Have students match the flashcards with the words/sentences on the board and call out the words/sentences.
Teacher – whole class
Teacher - students
New lesson
The alphabet (5’) 
- Play the alphabet song and have students listen. 
- Play audio again and sing the song. Put the flashcards on the board for the letters in red (a and b). 
- Point to each flashcard, call out the letter's name, and have students repeat. 
Letter A
1- Listen and repeat. Trace. (10’)
Listen and repeat: 
- Have students look at the letter. Play audio. Have students listen and repeat all together and individually. 
- Correct student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
Teacher - whole class
Teacher - whole class
Trace: 
1. Have students call out the letter sound.
2. Demonstrate the steps of tracing the letters with your finger.
3. Have students trace the letters with their fingers.
4. Have some students demonstrate the activity in front of the class.
2- Listen and repeat. (5’)
- Have students look at the picture, letter and word.
- Play audio. Have students listen and point to the letter and word as they hear. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary.
-Have some students demonstrate the activity in front of the class.
3- Sing. (5’) 
- Have students look at the lyrics and pictures. Read the lyrics as a whole class. 
- Play audio, have students listen and point at the letters/words. Have students listen and sing along.
- Have students sing and make a gesture (of an ant). Have some students sing and make the gesture in front of the class.
Teacher – whole class/ individuals
Teacher – whole class/ individuals
Teacher – whole class/ students
Wrap-up (5’)
4- Listen and clap. 
-Demonstrate the activity. Have students stand up.
- Have students clap when they hear the 'a' sound.
-Have some students demonstrate the activity in front of the class.
Teacher – whole class/ students
----------------------------------------------------------------------------------------------------------
Week 3 
Date of preparing : 18/9/20
Date of teaching: 24/9/20
Period: 6 Unit 1: FAMILY
Lesson 2 (1, 2, 3, 4)
I. Objectives: 
- By the end of this lesson, students will be able to recognize the /æ/ and /b/ sounds. 
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: Aa, Bb, ant
IV. Procedures:
Steps/Activities
Organization
Warm-up & Review (5’)
Option 1: Review. Singing. 
- Have students sing the songs of letter ‘a’ again. 
Teacher – whole class
- Have them sing and make the gesture of an ant.
- Have some students sing and make the gesture in front of the class.
Option 2: Review. Clap. 
- Call out a letter sound or a word with that letter. 
- Have students stand up and clap if they hear the ‘a’ sound. 
students
Teacher – whole class
New lesson (25’)
Letter B
1- Listen and repeat. Trace. (10’)
Listen and repeat: 
1. Have students look at the letter.
2. Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary.
3. Have some students demonstrate the activity in front of the class.
Trace:
1. Have students call out the letter sound.
2. Demonstrate the steps of tracing the letters with your finger.
3. Have students trace the letters with their fingers.
4. Have some students demonstrate the activity in front of the class.
2- Listen and repeat. (5’)
- Have students look at the picture, letter and word. Play audio. Have students listen and point to the letter and word as they hear.
- Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
3- Sing. (5’) 
- Have students look at the lyrics and pictures. Read the lyrics as a whole class. Play audio, have students listen and point at the letters/words. Have students listen and sing along.
 Have students sing and make a gesture (of a boy).
- Have some students sing and make the gesture in front of the class.
4- Listen and jump. (5’) 
- Demonstrate the activity. Have students stand up.
- Have students jump when they hear the 'b' sound.
- Have some students demonstrate the activity in front of the class.
Teacher – whole class
Teacher – students in pairs
Teacher - students in groups
Teacher/ individuals/ Students in pairs
Teacher – whole class
Wrap-up (5’)
Option 1: Review. Play the game “Listen and tap”. 
- Write the letters and the words in different areas on the board. 
- Divide the class into groups. Invite a student from each group to go to the board. 
- Call out a letter sound or a word.
- The students will run and slap the letter or the word on the board and say it loudly. The faster student will be the winner.
- Repeat the activity with other students.
Option 2: Review. Play the game “Act it out”. 
- Invite a student to come to the front of the class. 
- Show him/her a phonics card or whisper a word and have that student act it out.
- Have other students guess the answer.
- Repeat the activity with other students. 
Teacher - students in groups
Teacher - student & whole class 
----------------------------------------------------------------------------------------------------------
Week 4 
Date of preparing: 25/9/20
Date of teaching: 28/9/20
Period: 7 Unit 1: FAMILY
Lesson 3 (A, B, C)
I. Objectives: - By the end of this lesson, students will be able to introduce family members and meet someone politely. 
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: brother, sister.
 - Structures: This is my (brother)./ Nice to meet you./ Nice to meet you, too.
IV. Procedures:
Steps/Activities
Organization
Warm-up (5’)
Option 1: Review. Singing. 
- Have students sing the songs of letter ‘b’ again. 
- Have them sing and make the gesture of a boy.
- Have some students sing and make the gesture in front of the class.
Option 2: Review. Jump. 
- Call out a letter sound or a word with that letter. 
- Have students stand up and jump if they hear the ‘b’ sound.
Option 3: Clap or Jump. 
- Call out a letter sound or a word with that letter.
- Have students stand up and clap if they hear the ‘a’ sound or jump if they hear the ‘b’ sound.
Teacher – whole class/ students
Teacher – whole class
Teacher – whole class
New lesson (25’)
A- Listen and point. Repeat. (10’) CD1-Track 20: 
Have students listen to each new word.
Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary.
Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books.
Play audio again and have students listen, repeat several times.
Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed.
Have students work in pairs, one points at the picture in the book and the other says the word
TPR practice step 1: say the word and make the gesture/ sound all together according to the word
TPR practice step 2: do the actions and students say the word accordingly
TPR practice step 3: have students work in pairs, 1 would do the action, the other say the word
Activities: (optional)
Option 1: Play the “GUESS” game. 
- Arrange the flashcards on the board. 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 ‘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. 
B. Listen and point. (8’)
1. Pre- listening: Introduce the situation, point at each person in the picture and have students call out the words “father, mother, brother, sister”.
2. While- listening: Play audio and have students look at the picture.
- Demonstrate the activity by pointing at "father", "mother", "sister", "brother" in the picture. 
 - Play the audio again. Have students listen and repeat.
 - Play audio again. Have students listen and point.
3. Post- listening: Point at each picture and have students call out the words again “This is my father/ mother/ brother/ .”
- Have some students demonstrate the activity in front of the class.
C. Play “Board race”. (7’) 
- Have students look at the example. Divide the class into teams and have one student from each team stand a distance from the board. 
- 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. 
 Teacher – whole class/ individuals/ pair work/ group work
Teacher – whole class
Teacher – whole class/ individuals
Teacher – whole class/ students
Teacher – students in groups
Wrap-up (5’)
Option 1: Review. Play the game “Whispering and Writing”. 
- Have students make 2 lines. Teacher whispers a word to 2 students at the back of the lines. These students whisper that word to the other 2 students. They do the same and the word is whispered to the 2 students at the front of the lines.
- The 2 students at the front of the lines write the words on the board.
- The 2 students at the front of the lines move to the back of the lines. T repeats the activity with other words.
Option 2: Review. Jump to say yes.
- Ask the children to stand by their desks. Hold up a flashcard from the vocabulary set (father, mother, brother, sister) 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.
Teacher – students in groups
Teacher – whole class
Week: 4 
Date of preparing: 25/9/20
Date of teaching: 1/10/20
Period: 8 Unit 1: FAMILY
Lesson 3 (D, E)
I. Objectives: - By the end of this lesson, students will be able to introduce family members and meet someone politely. 
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: brother, sister.
 - Structures: This is my (mother)./ Nice to meet you./ Nice to meet you too.
IV. Procedures:
Steps/Activities
Organization
Warm-up & Review (5’)
Option 1: 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.
Option 2: Review. True or False Line. - Draw a line on the floor. 
- On one side of the line write True and on the other side False.
- Have students stand on the line when the teacher holds up a card and says a word. E.g. brother .They then stand on the true or false side of the line. If they make a mistake they come back to their seat.
Teacher – whole class/ students
Teacher – whole class
New lesson (25’)
D- 1. Listen to the story. (10’)
1. Pre-listening: Have students look at the picture. 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 speech bubbles.
- Have students listen, point and read. 
3. Post-listening: Point at each person in the picture and have students say "Hello Vinh/ Bobby/ Ms. Betty/...".
Listen and repeat: (5')
1. Have students look at the useful language box. 
2. Play audio. Have students listen to the useful language. 
3. Have students practice the useful language. 
4. Have some students demonstrate the activity in front of the class.
E - Role-play: (5') 1. Divide the class into pairs.
2. Have pairs practice the conversations and swap roles.
3. Have some pairs demonstrate the activity in front of the class.
Practice: (5’) (optional)
Greeting - Have students go around, say hello to 3 friends, introduce their names and say “Nice to meet you”.
- Have some students demonstrate the activity in front of the class.
Teacher – whole class/ students
Teacher – whole class/ students
Teacher - students in pairs
Students - students
Wrap-up (5’)
Option 1: Review. Family fingers.
- Have students draw various faces on their fingers, then work in pairs.
- Take turns introducing their family members.
E.g. This is my father. This is my brother.
Option 2: Review. Singing.
- Have students listen and sing the song of lesson 1 - part C and add more lyrics to the song “This is my brother. This is my sister.”
Teacher - students in pairs
Teacher - whole class
----------------------------------------------------------------------------------------------------------Week 5: 
Date of preparing: 2/10/20
Date of teaching: 5/10/20
Period: 9 UNIT 2: SCHOOL
Lesson 1 (A, B, C)
I. Objectives: 
- By the end of this lesson, students will be able to identify classroom objec

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