Grade 1, Starter 1 - Unit 2.

BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
Periods 1-2

Semester 2 – Week 15
Objectives: After the lesson, students are able to:
- remember five school words

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

UNIT 2:
WHAT’S THIS?
Lessons 1 + 2
WORDS
GRAMMAR AND
SONGS
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
desk, chair, crayon,
pencil, notebook

Resources and Materials

Materials:
- CD track 1, 25, 26
- Class book
- Workbook
- Cut and make 1, PMB
p. 22
- Boxes
- Pieces of paper with
words and pictures
- A cloth for blindfolding
- Word cards
- Crayons
- Glue
- Scissors
Culture note:
In Britain, students
usually start primary
school at the age of four
of five. Many students go
to nursery school or
playgroup before they
start primary school. In
British families, often
both parents work, and so
nursery provides
important child care and

Key Activities

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?
Teacher answers each question and asks students to repeat, then writes the date and
draws / puts the weather symbol on the board. ( You do not need to ask students to
repeat fluently because they will answer these questions every English lesson)
Monday, February 25th, 2012
sunny

Warm up and review:
 Do it!
- Assign each student a word from the vocabulary you are covering, e.g. blue, green,
red, white, black.
- Give instructions, e.g. Red, jump! Blue, stamp your feet!
- Students who have that word do the action.
Lesson presentation:
 Introduce new vocabulary
- Set a meaningful context to introduce new vocabulary (Please look around our
classroom. What can you see?)
- Give students a chance to look at and speak out (they can speak in Vietnamese)
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educational opportunities
for their students. Most
nurseries are privately
funded which means the
parents pay for their
students to attend. The
daily routine usually
includes lots of free-play,
singing, listening to the
stories and other indoor
and outdoor activities.

- Use real things and pictures to introduce desk, chair, crayon, pencil, notebook.
- Play the recording (track 25) for students to listen and point to the pictures in their
Class book (p.16), then listen and repeat after the recording.
- Students practice saying the words chorally and individually.
 Bang!
- Students work in groups.
- Give each group a box with many pieces of paper in it. Write a word of school thing
on the paper and fold it in half.
- Add a few cards that say "BANG!".
- Students take turns picking up a card from the box. If they read the word correctly,
they get to keep the word. If they draw a BANG! Card, they yell BANG! and then
return all their cards (except the BANG! card) to the box.
DEVELOPMENT
 Listen and chant
- Play the recording (track 26) for students to listen and chant.
- Play the chant the second time for students to say the words. Demonstrate the actions
for each word: crayon (wave), pencil (hop), notebook (clap), desk (tap desk), chair
(stamp foot).
- Practice the chant with 3 groups. Each group chants a line and does the correct
action.
 Introduce the question and answer
- Set a meaningful context to introduce new vocabulary (Let’s play a game. Please
answer my questions. And you will get some candy)
- Show a few school things.
- Pick up one and ask What’s this? And then answer It’s ……
- Students continue with … a chair.
- Do the same way with the four others. But ask students to give a full answer It’s a
crayon.
- Swap the roles of asking and answering.
- Practice in pairs with the pictures in the Class book or real things.
 Bag passing
- Play the recording (track 28) – the ‘ What’s this?’ song.
- Give a student a bag which has many pictures or school things inside and ask them to
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pass the bag to the student next to him/her and so on with the next student.
- Stop the music suddenly.
- Students stop passing. The student with a bag will pick up one thing inside and ask
the class What’s this? The class will answer this question.
- Play the music again and continue this game in the same way.
 Point and say. Stick the stickers
- Have students open their Class book p. 16.
- Ask students to point to the school things and say the words,
- Say Let’s stick the stickers. Take the desk sticker and show it to the class. Place the
sticker on the picture of the desk and say desk.
- Do the same way with the “chair, crayon, pencil, and notebook”.
- Students try to do the task on their own.
- Go around the class and check.
 Blindfold Guess
- Divide the class into groups.
- Each group has a representative.
- Each representative from each group comes to the board.
- Blindfold them and give them an object to feel ( e.g. chair).
- The students must guess what the object is.
- The winner is the student who gives the correct guessing. He/ She gets 1 point for
his/her group.
CONSOLIDATION
 Cut and make 1, PMB p. 22

 Workbook p. 16
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.

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Period 3

Semester 2 – Week 15
Objectives: * Students can:
- Recognize the letter Q and its position in the Alphabet.
- Pronounce letter “Q”, sound /q/, and the words: "queen", “quilt”.
- Understand the meaning of the words: "queen", “quilt”.
- Write letter “Q”
Topic- Key language
Resources and Materials

Family & Friends
Starter

Letter Q
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
Letter Q - /q/ - queen quilt
Recycled vocabulary:
Orange, pen, hat
Sentence Pattern:
What are they?
They are……

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book pg 46
Activity book pg 46
Materials:
- Family & Friends
Starter flashcards …

Key Activities
INTRODUCTION

Weather Report: Weather songs or chants.
Warm up and review:
- Teacher and Ss greet each other.
- Teacher checks attendance.
- Ss stand up and they pretend they are kernels of popcorn and that the pot is getting
hotter.
- Teacher says the number 1 to 10, the “popcorn” begins to pop, Ss have to say again
and jump up when they hear the number.
- Ss have to jump to the highest position when they hear the number 10 and jump to the
lowest position when they hear the number 1.
- Teacher can invite another student to say the number.
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons.
DEVELOPMENT

 Set-the-scene:
Teacher puts the picture of Story “Snow White & the seven dwarfs” on the
board.
Teacher asks Ss to guess “What’s the story?”
Teacher points to the queen in the picture and asks Ss “Who is she?” “Do you
like her?”
Teacher says: Today, we will learn a new letter. Can you guess what letter it is?
 Presentation:
Teacher lets Ss recognize letter 'Q', sound /q/, the meaning of the words "queen"
and “quilt” by turning on CD player and asks Ss to listen three times.
Teacher uses pictures to help Ss understand the meaning of words.
 Practice:
Teacher lets Ss practice the new language items as a whole class, in groups, and
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as individual.
 Free-practice
* Game:
- Teacher gives instructions:
+ Teacher asks Ss to make 6 lines.
+ Teacher plays the CD and point to a line.
 The first pointed line repeats very softly.
 The second pointed line repeats a little louder.
…
 The last pointed line has to say the sound, the letter or the word loudest.
+ Teacher can point slowly or fast.
+ Teacher asks the group that does not say louder after another group to fly
around the room.
 Game:
- Teacher puts class into 6 groups, each group has a flag.
- Teacher sticks on the board 4 pictures of quilts, oranges, pens and hats.
- Teacher points to a picture, one by one, and asks: “What are they?” and Ss
answer: “They are……”
- Then teacher turn the card to the other side so that Ss cannot see the picture.
- Teacher changes the position of the hidden pictures randomly. Then points to a
picture and asks: “What are they?” and the fastest group waving the flag can
answer and get mark if they are right.
- Teacher let Ss to move pictures and ask, then group wave the flag to answer.
CONSOLIDATION

Teacher invites one student, lets him/her move around the classroom, point to a
picture of things they learnt and ask the rest of the class: “What are they?” –
They are.......
Homework: Workbook (page 46)

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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
Period 4

Semester 2 – Week 15
Objectives: * Students can:
- Recognize the letter R and its position in the Alphabet.
- Pronounce letter “R”, sound /r/, and the words "river", “rainbow”.
- Understand the meaning of the words "river", “rainbow”
- Write letter “R”
Topic- Key language
Resources and Materials

Family & Friends
Starter

Letter R
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
Letter R - /r/ - river rainbow
Sentence Pattern:
What are they?
They are……

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book pg 46
Activity book pg 46
Materials:
- Family & Friends
Starter flashcards …

Key Activities
INTRODUCTION

Weather Report: Weather songs or chants.
Warm up and review:
- Teacher and Ss greet each other.
- Teacher checks attendance.
- Teacher says number 1 – 4 randomly and Ss respond by doing actions
 1 - twist their bodies half way around then back, feet remaining in same place
on the floor.
 2 - children turn around
 3 - pulling their ears
 4 - jump in the air.
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons.
DEVELOPMENT

 Set-the-scene:
Teacher draws pictures of “river” and “rainbow” on the board.
Teacher asks Ss to guess “What’s are they?”.
Ss answer what the pictures are.
Teacher says: Today, we will learn a new letter. Can you guess what letter?
 Presentation:
Teacher lets Ss recognize letter 'R', sound /r/, the meaning of the word "river"
and “rainbow” by turning on CD player and asks Ss to listen three times.
Teacher uses pictures to help Ss understand the meaning of words.
 Practice:
Teacher lets Ss practice the new language items in the whole class, in groups,
and in individuals.
 Free-practice
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BÀI SOẠN THAM KHẢO – TIẾNG ANH TỰ CHỌN VÀ ĐỀ ÁN 2020
* Game: Choose the correct words
- Teacher writes words Ss have already learnt on small pieces of paper and put
them in 4 boxes.
- Teacher divides the class into 4 groups.
- Each group has to come and sort out the words starting with letter R
*Game:
- Put Ss into pairs
- Teacher gives each pair a set of cards (Teacher can draw pictures)
- The first student who picks up one card asks the other “What’s this?” or
“What are they?”. The other answers and then changes roles.
CONSOLIDATION

- Teacher reviews words and sentence pattern that Ss have learnt by using
flashcards.
- Teacher sums up the mark.
- Teacher reminds Ss to do their homework (if possible).
- Teacher lets Ss sing a song.
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.
Homework: Workbook (page 46)

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Periods 1-2

Semester 2 – Week 16
Objectives: After the lesson, students are able to:
- recognize the upper- and lower - case forms of the letters e, f and associate them with the sounds /e/, / f/.
- pronounce the sounds /e/, /f/.
Topic- Key language
Resources and Materials
Key Activities

UNIT 2:
WHAT’S THIS?
Lessons 3 & 5
SOUNDS &
LETTERS
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
Ee, Ff, egg, elephant,
fish, farm

Materials:
- CD track 19, 23, 30, 34
- Class book
- Workbook
- Pictures
- Letter and sound cards
- Word cards
- A large picture of Ellie
the elephant holding an
egg.
- Fly swatters for groups
- Photocopy worksheet
- Crayons
- Glue
- Scissors

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:
 Listen, point and say.
- Students make a big circle.
- Place the flashcards of sounds and pictures around the room ( /æ/, /b/, /k/, /d/, apple,
Annie, boy, bat, car, cat, dog, duck).
- Play the chant from Lesson 3, 5 of unit 1 (tracks 19, 23).
- Students point to the correct flashcard or picture when they hear the word.
Lesson presentation:
 Introduce sounds and letter Ee, Ff, /e/, /f/.
- Use the pictures and letter cards to introduce the letter Ee, Ff in the upper- and lowercase.
- Use the word cards egg, elephant to introduce sound /e/ and fish, farm for /f/.
- Students practice pronouncing the sounds and letters chorally and individually.
 Listen and chant
- Show a large picture of Ellie the elephant holding an egg.
- Point to the egg and say egg.
- Do the same with the elephant.
- Ask students to repeat egg and elephant.
- Say The elephant has got an egg. Students repeat.
- Point to yourself and say your name. Then point to the elephant and say Ellie. Ellie
the elephant. Students repeat.
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- Do the same with fish, farm, a fish at the farm on page 20.
- Play the recording CD 1(tracks 30, 34).
- Students practice chanting to improve their pronunciation skills.
- Students can point to the pictures in their Class book while chanting.
DEVELOPMENT
 Swat the fly.
- Students work in groups. Each group has a fly swatter.
- Place flashcards of letters, sounds on the board.
- Call out one sound or letter.
- Students compete to swat the correct flashcard and say it loudly.
- The winner gets 1 point for his/her group.
 Stick. Then circle the beginning “e” sound and say.
- Ask students to open their Class book (p. 18).
- 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 the partner while
saying aloud the sounds.
CONSOLIDATION
 Photocopy worksheet.
 Join the letter Ee. Help Ellie find the egg. (Class book p. 18)
 Stick and say ( Class book p. 20)

 Workbook p.12 & 14
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.

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Ee

Ff

1. Read the letters.

a b c d

e f

g h i

n o p q

r s t

j k l m

u v w x y z
3. Colour the elephant and fish.

2. Colour the E and F.

4. Circle the cs and ds.
e

c f c d e f a e
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f

d i e f

c e e a d f b
Period 3

Semester 2 – Week 16
Objectives: * Students can:
- Recognize the letter “S” in the alphabet
- Pronounce letter “S”, sound /s/, and the words: "sofa", “sock”.
- Understand the meaning of the words: "sofa", “sock”
- Write letter “S”
Topic- Key language
Resources and Materials

Family & Friends
Starter

Letter S
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
Letter S - /s/ - sofa, sock
Sentence Pattern:
How many _______ are
there?
There are ________ .

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book pg 52
Activity book pg 52
Materials:
- Family & Friends
Starter flashcards …

Key Activities
INTRODUCTION

Warm up and review:
- Teacher and Ss greet each other.
- Teacher checks attendance.
- Teacher lets Ss stand up
- Teacher calls out some letters such as “A, F, O, T…” and Ss uses their bodies to make
the shape of a letter. Teacher can demonstrate if Ss find it difficult.
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons
DEVELOPMENT

 Set-the-scene:
Teacher puts the pictures of some “furniture” on the board.
Teacher asks Ss to guess “What are they?”
Teacher points to “The sofa” in the picture and ask Ss “What’s this?”
Teacher says ‘Today, we will learn the English letter. Can you guess what letter
it is?’
 Presentation:
Teacher lets Ss recognize letter 'S', sound /s/, the meaning of the word "sofa,
sock" by turning on CD player and asks Ss to listen three times.
 Practice:
Teacher lets Ss practice the new language items as a whole class, in groups, and
as individual.
 Free-practice
* Game:
- Teacher gives instructions:
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+ Teacher has some letters in these words “two, three, sofa, sock”. Teacher
divides Ss into three groups and gives three Ss these letters.
+ The first student of each group runs to the board, sticks the first letter on it.
Then, the second student runs and sticks the second letter to make words. The
game continues until the group completes the words “two, three, sofa, sock”.
- Then teacher helps Ss to understand the meaning of the sentence “How many
sofas are there?” “There are two sofas.”
Finally, Ss practice the sentence pattern in pairs. One Ss asks “How many sofas
are there?” and other answers “There are three sofas.” Or “How many socks are
there?”- “There are two socks.”
 Practice using Student's Book
- Teacher asks Ss to open their Ss' books.
- Teacher lets Ss listen to the words and point to the words in their books.
- Teacher asks Ss to read the words without listening to the CD player.
- Teacher guides Ss how to glue the stickers on their books.
 Practice using - Workbook Exercise
- Teacher asks Ss to open their Ss' books.
- Teacher guides their Ss how to do the exercise.
CONSOLIDATION

- Teacher reviews words and sentence pattern that Ss have learnt by using
flashcards.
- Teacher sums up the mark.
- Teacher reminds Ss to do their homework (if possible).
- Teacher lets Ss sing a song.
Homework: Workbook (page 52)

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Period 4

Semester 2 – Week 16
Objectives: * Students can:
- Recognize the letter “T” in the alphabet
- Pronounce letter “T”, sound /t/, and the words: “towel”, "turtle".
- Understand the meaning of the words: “towel”, "turtle".
- Write letter “T”
Topic- Key language
Resources and Materials

Family & Friends
Starter

Letter T
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
Letter T - /s/ - towel turtle
Sentence Pattern:
How many turtles are
there?
There are________ .

Resources:
Textbook: Family &
Friends Starter
Pupil’s Book pg 54
Activity book pg 54
Materials:
- Family & Friends
Starter flashcards …

Key Activities
INTRODUCTION

Warm up and review:
- Teacher and Ss greet each other.
- Teacher checks attendance.
- Ss stand in a marked line in the centre of the classroom. This line is called 'Fish and
Chips'. A marked line on the left is called 'Fish'. One on the right is called 'Chips'.
- T then calls “fish” or “chips”. When either fish, chips or fish and chips is called out,
Ss run and stand on that line. The activity can be used for individuals, pairs, groups or
whole class.
Lesson presentation:
Lead-in: - Teacher reviews the commands used in everyday lessons
DEVELOPMENT

 Set-the-scene:
Teacher draws some pictures of “towel, turtle, toy, teacher” on the board.
Teacher asks Ss to guess “What are they?”
Teacher points “The towel” in the picture and asks Ss “What’s this?”
Teacher says ‘Today, we will learn the English letter. Can you guess what letter
it is?’
 Presentation:
Teacher lets Ss recognize letter 'T', sound /t/, the meaning of the word "towel"
and “turtle” by turning on CD player and asks Ss to listen three times.
 Practice:
Teacher lets Ss practice the new language items as a whole class, in groups, and
as individuals.
 Free-practice
* Game: Telephone
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- Teacher writes some words such as “towel, turtle, table, tiger, two …” into
small pieces of paper.
- Have Ss stand in 3 to 5 lines.
- Teacher gives the student in the front one piece of paper. When teacher says
GO! the student whispers the word on the paper to the next student and
continues to the final Ss.
- The final student will run to the board and write down the word.
- The group has most correct words will win the game.
* Game:
- Teacher gives instructions:
+ Teacher has different pieces of paper, divides Ss into three groups and gives
them pieces of paper with the questions like “How many towels/turtle are
there?”
+ Each group has 30 seconds to finish their work.
+ Next, let the first group run to the other group and ask the questions based on
the paper. The other group answers the questions according to the numbers “two,
three, four, five”.
 Practice using Student's Book
- Teacher asks Ss to open their Ss' books.
- Teacher lets Ss listen to the words and point to the words in their books.
- Teacher asks Ss to read the words without listening to the CD player.
- Teacher guides Ss how to glue the stickers on their books.
 Practice using - Workbook Exercise
- Teacher asks Ss to open their Ss' books.
- Teacher guides their Ss how to do the exercise.
CONSOLIDATION

-

Teacher reviews words and sentence pattern that Ss have learnt.
Teacher sums up the mark.
Teacher reminds Ss to do their homework (if possible).

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.
Homework: Workbook (page 54)
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Periods 1-2

Semester 2 – Week 17
Objectives: Students are able to:

- follow the left-to-right sequence of English.
- improve their listening skills by listening to a short story.
- revise and consolidate language introduced in the unit.
Topic- Key language

UNIT 2:
WHAT’S THIS?
Lessons 4 + 6
NUMBERS
STORY
Integrated skills:
speaking, listening,
reading, writing
Key vocabulary:
- learned vocabulary in
the unit
Sentence patterns:
- learned structures in
the unit

Resources and Materials

Materials:
- CD track 28, 35
- Class book
- Workbook
- Sets of story pictures
for groups
- Values worksheet, PMB
p.7
- Word cards
- School things
- Flashcards
- Word cards
- An apple
- A small bag
- Number cards
- A cloth for blindfolding
- A beanbag
- Crayons
- Glue
- Scissors

Key Activities

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:
 Listen and sing
- Display the school things flashcards in different places around the room.
- Play the recording track 28. Students move around, sing along and point to the correct
flashcards.
- Play the recording again. Students sing along and hold up or point to the correct
things as they sing the words.
 Blind Toss
- Have students sit down in a circle.
- Place a large piece of paper on the floor with numbers and a flashcard on each
number.
- Each student takes turns getting blindfolded and tossing a beanbag so as to hit a
number. She/ He must call out that word the same number of times as the number
indicates. For example: 4-dog, then "Dog, Dog, Dog, Dog!” and the student gets the
equal points (4).
- At the end, the student with the most points wins!
Lesson presentation:
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 Introduce a short story
- Set a meaningful context for the story (Today is Sunday. And tomorrow is Monday. So
Rosy and Tim have to prepare for going to school. Let’s guess. What do they prepare?)
- Give students a chance to think and guess.
- Ask students to look at the four pictures and identify the characters.
- Say Oh, Oh! They have notebooks, and pencils. But what happen to the pencils?.
- Play the recording track 35. Students listen and point to the pictures and then point to
the characters the second time. Remind students that stories in English go from left to
right.
DEVELOPMENT
 Role-play
- Play the recording once all the way through.
- Divide the class into groups of three (Rosy, Tim, Billy).
- Play the recording again. Demonstrate some actions for the story.
- Students practice acting the story. Teacher moves around and help them if necessary.
- Finally invite some groups to come to the front to play the roles in the story.
Story actions
* Picture 1: Rosy and Tim are drawing and coloring in their books. Billy is
pointing to Jim.
* Picture 2: Rosy is showing Billy a notebook. Billy is pointing to it.
* Picture 3: Rosy and Tim looked puzzled when Rosy’s pencils case goes missing.
Rosy looks in her bag and Tim Looks under the table.
* Picture 4: Rosy and Tim are laughing. Billy is waving his arms to show them his
train.
 Reorder the story
- Students work in groups.
- Give each group a set of four pictures in the story.
- Ask students to work in groups to reorder the story then they use glue to stick them on
the A4 – sized paper.
- Finally the students act out the story in groups.
CONSOLIDATION
 Count the differences.
135