Grade 1, Starter 1 - Unit 1.

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Semester 2 – Week 12

Periods 1-2

Objectives: After the lesson, students are able to:
- identify five colours.

- practice the colour words in the form of a chant.
Topic- Key language

UNIT 1:
WHAT COLOUR
IS IT?
Lessons 1+ 2
WORDS
GRAMMAR AND
SONGS
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
red, green, blue, black,
white
Sentence patterns:
- What colour is it?
*It’s red.

Resources and Materials

Materials:
- CD tracks 1, 14, 15
- Class book
- Workbook
- Flower cards with
different colours
- Word cards
- 5 large circles on A3sized paper
- Sheets of coloured
paper.
- Crayons
- Glue
- Scissors
- Word cards
- Small bags with things
insides
- Flashcards of colours

Key Activities

INTRODUCTION
Weather Report: Weather songs or chants (“What’s the weather like today?”- the
song downloaded from YouTube)
- Teacher asks three questions:
* What’s the day today?
* What’s the month?
* What’s the weather like today?
- Teacher answers each question and asks students to repeat, then writes the date and
draws the weather symbol on the board. ( You do not need to ask the students to repeat
fluently because they will answer these questions every English lesson)
Warm up and review: sing the “Hello” song
 Freeze game
- Ask students to stand up.
- Give a series of instructions, e.g. wave, run, jump. Students mime the actions.
- When you say Freeze!, the students must stop what they are doing and stand still.
- The students who are the slowest to stop are out and have to sit down.
- Continue the game until there is one winner left standing or a group of winners if you
prefer.
Lesson presentation:
 Introduce new vocabulary
- Set a meaningful context to introduce new vocabulary ( Everyone. Let’s go to the
garden. Imagine! We are in the garden now. What can you see in the garden?).
- Give a chance to students to think and guess.
- Lead students to the colour of the flowers.
- Use the flower cards with five colours to introduce red, green, blue, black and white.
- Play the recording track 14 for students to listen and point to the pictures in their
Class book p. 10, then listen and repeat after the recording.
- Students practice chorally and individually.
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 Word chain
- Place five coloured word cards on the board in a given sequence, e.g. red, black,
green, blue, white, one, two.
- First, point to a student. He/ She says the first word in the sequence, e.g. red.
- Next, point to another student. He/ She says the next word in the sequence, e.g. black.
- Continue with each student saying the next word in the sequence, returning to the
beginning when necessary.
* Optional activity: Remove one flashcard. The class repeats the sequence, including
the missing word. Remove one more flashcard each time, until students can say the
whole sequence from their memory.
 Vanishing Flashcards Game
- Place a number of flashcards 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.
DEVELOPMENT
 Listen and chant
- Play the recording track 15 for students to listen and chant.
- Play the chant the second time for students to say the words. Demonstrate actions for
each line of the chant (hold up a crayon with the correct colour). After finishing line 1,
clap your hands three times. After line 2, stamp your foot three times. After line 3, tap
the desks three times.
- Practice the chant with 3 groups. Each group chants a line and does the appropriate
action.
 Point and say. Stick the stickers
- Have students open their Class book p. 10.
- Ask students to identify the characters in the picture.
- Point to the coloured bricks and ask students to say the colours.
- Say Let’s stick the stickers. Take the red sticker and show it to the class. Place the
sticker on the picture of the red bricks and say red.
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- Continue in the same way with the green, blue, black and white stickers.
- Students try to do on their own.
- Go around the class and check.
 Color Circles
- Prepare some sheets of A3-sized paper. Draw a large circle and a colour word on each
one (blue, red, green, black, white).
- Put the sheets on the classroom walls. ( different places)
- Divide the class into groups.
- Model the activity: Say "blue". The teacher takes a blue crayon, goes to the ‘blue’
circle and colors a small part of the circle.
- Say “blue”. One student from each group picks up a blue crayon, races to the ‘blue’
circle and continue colouring it then comes back to his/her seat.
- Continue the game with other colours and students.
 Introduce the question and answer
- Set a meaningful context to introduce the new vocabulary ( Ms Trang has some
crayons. Let’s see. How many crayons?)
- Show 5 crayons with different colours.
- Pick up one and ask What colour is it? And then answer It’s …
- Students continue with …red.
- Do the same way with the four others. But ask students to give a full answer It’s
green.
- Swap the roles of asking and answering.
 Magic bag
- Students work in groups.
- Each group has a small bag with many different coloured things in it, e.g. pencil,
eraser, pen, crayon, etc.
- Students take turns drawing one thing from the bag and ask the rest of the group What
colour is it? The rest of the group look at the object and answer It’s …
- Continue this game in the same way until all of students in groups have chances to
make questions.
CONSOLIDATION
 Color Game
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- Arrange many different coloured pieces of paper in a circle.
- Play some music and have the children stand up and move around.
- Stop the music and all the children must sit down (maybe some students are next to
colours, maybe some are not).
- Pick a coloured piece of paper and sing (to the tune of "Twinkle Twinkle Little Star"):
"Who's beside ‘blue’? Please stand up, if it's you." At that point, the student who is next
to the colour mentioned stands up.
- Continue this game in the same way.
 Workbook - p. 10

Story time: “In the morning”
a. Signal for story time.
b. Teacher asks students to read aloud 1 sentence that they like best in the story.
c. Teacher reads 1 page of the book.

Period 3

Semester 2 – Week 12
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Objectives: * Students can:
- Recognize the letters in the alphabets.
- Pronounce the letter “K”, the sound /K/, and words such as “Kangaroo”, “Key”.
- Understand the meaning of the words “Kangaroo”, “Key”.
- Write the letter “K”
Topic- Key Language
Resources and Materials

Family & Friends
Starter

Letter K
Integrated Skills:
Speaking, listening,
reading, and writing
Key Vocabulary:
Letter K - /k/ - Kangaroo
-key
Sentence Pattern:
How many kangaroos
are there?
There are ________.

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book p.34
Activity Book p.34
Materials:
- Family & Friends
Starter flashcards …

Key Activities
INTRODUCTION

Weather Report: Weather songs or chants.
Warm-Up and Review:
- Teacher and Ss greet one another.
- Teacher checks attendance.
- Teacher shows pictures of an apple, a boy, a cat, a dog, an egg, a fish, a girl, a hat, an
insect on the board and Ss look at them for two minutes.
- The teacher hides the pictures and asks the students: “Which photos can you
remember?”
- Teacher asks Ss to answer.
- Teacher gives one point for each correct answer.
Lesson Presentation:
Lead-in: - The teacher reviews the commands used in everyday lessons
DEVELOPMENT

 Set-the-Scene:
Teacher shows the picture of “ a cat, a dog, a fish, an insect” on the board.
Teacher says: “Today, we will meet a new friend, an animal. Are you ready to
meet your new friend?”
Teacher shows a picture of a green field and says: “You can see our new friend
in this field. Now let’s guess; what are the animals which we can see in the
field?”
Teacher asks Ss to answer.
Teacher says: “Okay, let’s count from one to three to welcome our new friend.”
Teacher shows a picture of a kangaroo and says: “Oh, This is a kangaroo; our
new friend”.
 Presentation:
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Teacher lets Ss recognize the letter 'K', the sound /k/, and the meaning of the
words such as "kangaroo" and “key” by turning on the CD player and asks Ss to
listen three times.
Teacher shows the picture of some keys, some kangarooes then asks: “How
many kangarooes are there?” and “How many keys are there?”
Teacher helps Ss to count and gives their answers.
 Practice:
Teacher lets Ss practice the new language items as a whole class, in groups, and
as individual.
 Free-practice:
* Game: "Catch and Say"
- Teacher shows pictures of K, /k/, kangaroo, and key.
- Teacher throws a small ball to a particular student. The student who catches the
ball will stand up and say “kangaroo” or “key” according to the picture that
he/she sees.
- After saying, the student throws the ball back to teacher, and teacher throws the
ball to another student.
- Teacher shows the picture of a few kangarooes, then throws the ball, and asks
Ss: “How many kangarooes are there?”
- After each student’s answer, teacher asks his/ her to go to the board, throws the
ball to another, then that student asks another student: “How many kangarooes
are there?”
+ Teacher lets Ss practice in a few minutes and changes picture to “keys”.
Practice using Student's Book
- Teacher asks Ss to open their students’ books.
- Teacher lets Ss listen to the words and point to them in their books.
- Teacher asks Ss to read the words without listening to the CD player.
- The teacher guides their students how to glue the stickers on their books.
 Practice Using the Workbook Exercise.
- Teacher asks Ss to open their students' books.
- Teacher guides their students how to do the exercises.

CONSOLIDATION

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- Teacher reviews words and structures that the students have learnt by using
flashcards.
- Teacher sums up the marks.
- Teacher reminds Ss of their homework (if possible).
- Teacher lets Ss sing a song.
Homework: Workbook (page 34)

Period 4

Semester 2 – Week 12
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Objectives: * Students can:
- Recognize the letters in the alphabets.
- Pronounce the letter “L”, sound /L/, and words such as "Lion", “Lollipop”.
- Understand the meaning of the words "Lion", “Lollipop”.
- Write letter “L”
Topic- Key language
Resources and Materials

Family & Friends
Starter

Letter L
Integrated skills:
Speaking, Listening,
Reading, and Writing.
Key vocabulary:
Letter L - /l/ - Lion –
lollipop.
Sentence Pattern:
How many lions are
there?
There are ________ .

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book p.34
Activity book p.34
Materials:
- Family & Friends
Starter flashcards …

Key Activities
INTRODUCTION

Weather Report: Weather songs or chants.
Warm up and review:
- Teacher and students greet one another.
- Teacher checks attendance.
- Teacher shows picture of a green field and asks: “What are animals you can see in the
field?”
- Teacher asks students to answer.
- Teacher gives a point for one answer.
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons.
DEVELOPMENT

 Set-the-scene:
Teacher shows the picture of the animals in the zoo.
Teacher says: “Do you like to go to the zoo?” “What are the animals we can see
in the zoo?”
Teacher asks students to answer.
Teacher shows the lion in the photo, and then says: “This is a lion, what is the
sound of lion?”
Teacher asks students to answer.
Teacher says: “Very good, today we will meet a lion, and it’s very strong,
Who can guess what letter we will learn today with the lion?”
Students answer: “Letter L”
 Presentation:
Teacher lets the students recognize letter 'L', sound /l/, the meaning of the word
"Lion", “Lollipop” by turning on CD player and asks students to listen three
times.
Teacher shows the picture of a lion, some lollipops, and then asks: “How many
lions are there?”
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Teacher helps students to count and give their answers.
 Practice:
Teacher lets students practice the new language items as a whole class, in
groups, and as individual.
 Free-practice
* Game: "Slap and Say"
- Teacher divides the class into groups and gives instructions:
-Teacher sticks picture of the letter ‘L’, the sound /l/, Lions, and Lollipop on the
board.
-Teacher invites one student of each group. Let them stand in front of the board.
Teacher says: “Slap on the L!”. Students will run to the picture of letter L, slap
on the picture, and says ‘L’. The first student who slaps will win a point. And all
students in class ask her “How many letters L are there?”-……
 Practice using Student's Books
- Teacher asks students to open their students' books.
- Teacher lets students listen to the words and point to the words in their books.
- Teacher asks students to read the words without listening to the CD player.
- Teacher guides their students how to glue the stickers on their books.
 Practice Using Workbook Exercises
- Teacher asks students to open their students’ books.
- Teacher guides their students on how to do the exercises.
CONSOLIDATION

- Teacher reviews the words and the structures that students have learned by
using flashcards.
- Teacher sums up the marks.
- Teacher reminds students of their homework (if possible).
- Teacher lets students sing a song.
Homework: Workbook (page 34)
Story time: “In the morning”

Periods 1-2

Semester 2 – Week 13
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Objectives: Students are able to:
- recognize the upper- and lower-case forms of the letters c, d and associate them with the sounds /k/, / d/.
- pronounce the sounds /k/, /d/.
Topic- Key language
Resources and Materials
Key Activities

UNIT 1:
WHAT COLOUR
IS IT?
Lessons 3 & 5
SOUNDS &
LETTERS
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
Cc, Dd, car, cat, dog,
duck

Materials:
- CD track 8, 12, 19, 23
- Class book
- Workbook
- Pictures
- Letter and sound cards
- Word cards
- Everybody jump song
- 4 big circles with
sounds
- Crayons
- Glue
- Scissors

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INTRODUCTION
Weather Report: Weather songs or chants (“What’s the weather like today?”- song
downloaded from YouTube)
- Teacher asks three questions:
* What’s the day today?
* What’s the month?
* What’s the weather like today?
Warm up and review:
Lesson presentation:
 Listen and chant
- Play the recording CD 1 track 8 & 12.
- Students and teacher chant along and give gestures ( such as put both hands on hips
for boy and mime hitting a ball for bat) or move around to point to the correct pictures
which have been put on the wall by the teacher before ( such as apple and Annie).
 Introduce sounds and letter Cc /k/, Dd /d/
- Use pictures and letter cards to introduce the letter Cc, Dd in the upper- and lowercase.
- Use word cards car, cat to introduce sound /k/ and dog, duck for /d/.
- Students practice pronouncing the sounds chorally and individually
 Listen and chant
- Play the recording CD 1 track 19 & 23.
- Students practice chanting to improve their pronunciation skills.
- Students can give gestures ( such as say woof, woof, woof for dog and quack, quack,
quack for duck).
- Students chant in groups. Each group chants verse 1 or verse 3. Everyone chants verse
2.
DEVELOPMENT
 Everybody jump
- Put 4 big circles on the floor. Each circle has a sound ( /æ/, /b/, /k/, /d/).
- Students make groups. Each group has one volunteer.
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- Play “Everybody jump” song. Then call out one word, e.g. car. The volunteers from
groups try to jump into the circle with the correct sound /k/.
- The winner is the student who jumps into the correct sound circle first.

/æ/

/b/

/k/

/d/

 Stick. Then circle and say
- Have students open their Class book p. 12.
- Ask them to work individually to choose the sticker at the back of their Class book
and stick them on the suitable places in the picture part 3.
- Then ask them to circle the sounds /k/ and compare their work with their partner
while saying aloud the sounds.
CONSOLIDATION
 What’s missing?
- Display the flashcards of letters and sounds on the board.
- Point to each one in turn for students to say the words.
- Give the class a few seconds to look at them.
- Ask students to turn around.
- Remove one card, asking What’s missing?
- When students have identified the missing card, shuffle the cards again and repeat
the procedure.
 Circle the letter Aa - Stick and say.
- Ask students to open their Class book - p. 12 & 14 to do this task. Remember to give
an example first to make sure the students know how to do the exercise clearly.
 Workbook p.12 & 14
Story time: “In the morning”
a. Signal for story time.
b. Teacher asks to say aloud 1 word in the story that they like best.
c. Teacher reads 1 page of the book.

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Cc

Dd

Read the letters.

a b c d e f g h i j
n o p q

r s t

Colour the C and D.

k l m

u v w x y z
Colour the car and duck.

Circle the cs and ds.

b

c b c d h d a h c

b

d i d p

a d

c b c a d v b
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Period 3

Semester 2 – Week 13
Objectives: * Students can:
- Recognize the letter M in the alphabets.
- Pronounce the letter “M”, sound /m/, and words such as "man" and “mango”.
- Understand the meaning of the word "man" and “mango”.
- Write letter “M”.
- Talk about interest.
Resources and
Topic- Key language
Materials

Key Activities
INTRODUCTION

Family & Friends
Starter

Letter M
Integrated skills:
Speaking, Listening,
Reading, and Writing
Key vocabulary:
Letter M - /m/ - man mango
Sentence Pattern:
Do you like mangos?
Yes/ No .

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book pg 38
Activity Book pg 38
Materials:
- Family & Friends
Starter Flashcards …

Weather Report: Weather songs or chants.
Warm up and review:
- The teacher and the students greet one another.
- The teacher checks attendance.
- The teacher sticks five colours on the board and the students remember pictures
for two minutes.
- The teacher asks the students to close their eyes.
- The teacher hides any numbers and asks the students to guess “What’s the color
missing?”
Lesson presentation:
Lead-in: - The teacher reviews the commands used in everyday lessons
DEVELOPMENT

 Set-the-scene:
The teacher puts these pictures on the board.

- The teacher points to these picture number one and says: The man is next
to a mango tree. It has a lot of mangoes. He likes it a lot.
- The teacher points to the picture number two and says: “These are fruits”.
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- The teacher points to “The mango” in the picture and asks the students
“What’s this?” – “It’s a mango.”
- The teacher says: “I like mangoes”. Then teacher asks a student: “Do you
like mangoes?”
- The teacher says: Today, we will learn the about mangoes. Can you guess
what letter?
 Presentation:
The teacher lets the students recognize letter 'M', sound /m/, the meaning of
the words "man" and “mango” by turning on the CD player and asks the
students to listen three times.
 Practice:
The teacher lets the students practice the new language items as a whole
class, in groups, and as individual.
 Free-practice
* Game: "Pick up the ‘Mango Game’"
- The teacher divides the class into two groups and gives instructions:
+ The teacher puts some mangos at the back of the class.
+ The teacher invites one student of each group. Let them stand in front of
the board. The teacher says: “Pick up the mango!” The students will run to
the back of the class, pick up one mango, run back to the board, raise the
mango and says “M, /m/, mango”. The first group that gets it done will win.
And all the students in the class will ask her “Do you like
mangoes?”-Yes/No
 Practice Using the Student's Book
- The teacher asks the students to open their students’ books.
- The teacher lets the students listen to the words and point to the words in
their books.
- The teacher asks the students to read the words without listening to the
CD player.
- The teacher guides their students on how to glue the stickers on their
books.
 Practice Using the Workbook Exercises
- The teacher asks the students to open their students' books.
- The teacher guides their students on how to do the exercises.
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CONSOLIDATION

-

The teacher reviews the words and the structures that the students have
learned by using flashcards.
The teacher sums up the marks.
The teacher reminds the students of their homework (if possible).
The teacher lets the students sing a song.

Homework: Workbook (page 38)

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Period 4

Semester 2 – Week 13
Objectives: * Students can:
- Recognize the letter N in the alphabets.
- Pronounce letter “N”, sound /n/, and the word "nose", “neck”.
- Understand the meaning of the words "nose", “neck”.
- Write the letter “N”
- Talk about someone’s appearance.
Resources and
Topic- Key language
Materials

Key Activities
INTRODUCTION

Family & Friends Starter

Letter N
Integrated skills:
Speaking, Listening,
Reading, and Writing
Key vocabulary:
Letter N - /m/ - nose neck
Sentence Pattern:
Do you like your nose?

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book pg 40
Activity book pg 40
Materials:
- Family & Friends
Starter flashcards …

Weather Report: Weather songs or chants.
Warm up and review:
- Teacher and students greet each other.
- Teacher checks attendance.
- Teacher sticks five colours on the board and students remember them in two
minutes.
- Teacher asks students to close their eyes.
- Teacher hides any numbers and the students guess “What’s colour missing?”
Lesson Presentation:
Lead-in: - The teacher reviews the commands used in everyday lessons
DEVELOPMENT

 Set-the-scene:
The teacher puts these pictures on the board.

Yes/ No .

- The teacher points to the picture number one and says: “The man has a long
nose. She likes it very much”.
- The teacher points to the picture number two and says: “This is her neck.
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