Giáo án Tiếng anh Lớp 1 (i-Learn Smart Start 1) - Học kì I - Năm học 2020-2021

Week: 1 Date of teaching: 1A. Monday September 7th 2020
 1B. Tuesday September 8th 2020
 1C. Thursday September 10th 2020
Period: 1 GETTING STARTED
Lesson 1(A,B,C)
 I. Objectives:
 - By the end of this lesson, students will be able to say "Hello!" and "Goodbye!". 
 II.Teacher’s 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:
Time
Steps/Activities
Organization
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
25’
New lesson
A- Listen and point. Repeat. (10’)
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. 
While-listening: Play the audio again. Have students listen and 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 “hello/ goodbye.”
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 – whole class/ individuals/ pair work/ group work
Teacher – students in groups
Teacher – students in groups
Teacher – whole class
Teacher – whole class
5’
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
Teacher – whole class
 *Adjustments: Carry out as the lesson plan.
Week: 1 Date of teaching: 1A. Monday September 7th 2020
 1B. Tuesday September 8th 2020
 1C. Thursday September 10th 2020
 Period: 2 GETTING STARTED
Lesson 1(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:
Time
Steps/Activities
Organization
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. 
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
Teacher – whole class
Teacher – whole class
25’
New lesson
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.
Have pairs practice the conversations and swap roles.
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 friends.
3. Have some groups demonstrate the activity in front of the class.
Activity: (5’) (optional)
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.
Teacher – whole class
Teacher – students in pairs
Teacher - students in groups
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
 *Adjustments: Carry out as the lesson plan.
 Week: 2 Date of teaching: 1A. Monday September 14th 2020
 1B. Tuesday September 15th 2020
 1C. Thursday September 17th 2020
 Period: 3 GETTING STARTED
Lesson 2 (A,B,C)
 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:
Time
Steps/Activities
Organization
5’
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
25’
New lesson
A- Listen and point. Repeat. (10’) CD1-Track 06: 
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 needed.
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.
*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. (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 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.”
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 – whole class/ individuals/ pair work/ group work
Teacher – whole class
Teacher – whole class
Teacher – whole class
Teacher – whole class
5’
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.
Teacher – whole class
Teacher – whole class
*Adjustments: Carry out as the lesson plan.
Week: 2 Date of teaching: 1A. Monday September 14th 2020
 1B. Tuesday September 15th 2020
 1C. Thursday September 17th 2020
Period: 4 GETTING STARTED
Lesson 2 (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:
Time
Steps/Activities
Organization
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 ‘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.
- Option 2: Review. Sing. 
Play audio Part C and have students sing the song.
- Option 3: 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
Teacher – whole class
Teacher – whole class
25’
New lesson
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."
*Say and do:
1. Divide the class into pairs.
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”. 
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
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. 
Divide the class into groups.
Invite a student from each group to go to 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.
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 flashcard 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 
*Adjustments: Carry out as the lesson plan.
Week: 3 Date of teaching: 1A. Monday September 21st 2020
 1B. Tuesday September 22nd 2020
 1C. Thursday September 24th 2020
Period: 5 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:
Time
Steps/Activities
Organization
5’
Warm-up (5’)
- Option 1: 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
- 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 – whole class
Teacher - individuals / whole class
Teacher - whole class/ students - students
25’
New lesson
A- Listen and point. Repeat. (10’) CD1-Track 09: 
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 needed.
6. Have students work in pairs, one points at the picture in the book and the other says 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. 
While-listening: Play the audio again. Have students listen and 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.”
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
Teacher – whole class
5’
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.
Teacher – whole class/ students
Teacher – whole class
*Adjustments: Carry out as the lesson plan.
Week: 3 Date of teaching: 1A. Monday September 21st 2020
 1B. Tuesday September 22nd 2020
 1C. Thursday September 24th 2020
Period: 6 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:
Time
Steps/Activities
Organization
5’
Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in only ONE session.)
- 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.
- Option 3: 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/ students
Teacher – whole class
Teacher – whole class
25’
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:
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’)
1.	Divide the class into groups of four.
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.
*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
5’
Wrap-up
- 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.
- Option 2: Review. Unscramble sentences.
Have students work in groups of four. 
Give each groups some flash cards, each card has a word on it.
Set a time limit for the completion of the task.
Have students arrange words to make sentences. There are 2 sentences for each group.
Check answers. my/This/mother/is/./ 
Teacher - students in pairs
Teacher - students in groups
*Adjustments: Carry out as the lesson plan.
Week: 4 Date of teaching: 1A. Monday September 28th 2020
 1B. Tuesday September 29th 2020
 1C. Thursday October 1st 2020
Period: 7 Unit 1: FAMILY
 Lesson 2 (A-a)
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:
Time
Steps/Activities
Organization
5’
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
25’
New lesson
The alphabet (5’)
1. Play the alphabet song and have students listen. 
2. Play audio again and sing the song. 
3. Put the flashcards on the board for the letters in red (a and b). 
4. 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:
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’)
Listen and repeat:
1. Have students look at the picture, letter and word.
2. Play audio. Have students listen and point to the letter and word as they hear.
3. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary.
4. Have some students demonstrate the activity in front of the class.
3- Sing. (5’)
1. Have students look at the lyrics and pictures.
2. Read the lyrics as a whole class.
3. Play audio, have students listen and point at the words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of an ant).
6. Have some students sing and make the gesture in front of the class.
Teacher - whole class
Teacher – whole class/ individuals
Teacher – whole class/ individuals
Teacher – whole class/ students
5’
Wrap-up (5’)
4- Listen and clap. 
1. Demonstrate the activity.
2. Have students stand up.
3. Have students clap when they hear the 'a' sound.
4. Have some students demonstrate the activity in front of the class.
Teacher – whole class/ students
*Adjustments: Carry out as the lesson plan.
Week: 4 Date of teaching: 1A. Monday September 28th 2020
 1B. Tuesday September 29th 2020
 1C. Thursday October 1st 2020
Period: 8 Unit 1: FAMILY
 Lesson 2 (B-b)
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:
Time
Steps/Activities
Organization
5’
Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in only ONE session.)
- Option 1: Review. Singing. 
Have students sing the songs of letter ‘a’ again. 
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. 
Teacher – whole class/ students
Teacher – whole class
25’
New lesson
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’)
Listen and repeat:
1. Have students look at the picture, letter and word.
2. Play audio. Have students listen and point to the letter and word as they hear.
3. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary.
4. Have some students demonstrate the activity in front of the class.
3- Sing. (5’)
1. Have students look at the lyrics and pictures.
2. Read the lyrics as a whole class.
3. Play audio, have students listen and point at the letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of a boy).
6. Have some students sing and make the gesture in front of the class.
4- Listen and jump. (5’)
1. Demonstrate the activity.
2. Have students stand up.
3. Have students jump when they hear the 'b' sound.
4. 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
5’
Wrap-up
- 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 
*Adjustments: Carry out as the lesson plan.
Week: 5 Date of teaching: 1A. Monday October 5th 2020
 1B. Tuesday October 6th 2020
 1C. Thursday October 8th 2020
Period: 9 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:
Time
Steps/Activities
Organization
5’
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
25’
New lesson
A- Listen and point. Repeat. (10’) CD1-Track 20: 
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 needed.
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, 1 would do the action, the other say the word
Activities: (optional)
- Option 1: P