Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
REVIEW 1
LESSON 1
Time allocation: 1 period
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- repeat and understand a short story.
- identify and say the words they have learnt.
Language:
Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and

II. INPUT

/d/ (letter d)

-

Vocabulary: ball, bike, Bill, book
cake, car, cat, cup
apple, bag, can, hat
desk, dog, door, duck
Structures:
Hi, I’m _____. (greeting and introducing
someone’s name)
Bye, _____. (saying goodbye)
I have a _____. (talking about possession)
This is my _____. (introducing someone’s

thing)
This is a ______. (introducing something)
Resources/Material:
Student’s book p.20
Teacher’s guide pp.46-48
sachmem.vn
Flashcards with letters b, c, a and d
Flashcards with the pictures of the words from Unit 1
to Unit 4
Computer, projector
III. PROCEDURE
Procedure
Warm-up

Warm-up – Listen and repeat. – Look and circle. – Homelink
Teaching and learning activities

7 minutes

Classroom
management


-

Remind pupils of the names of the
topics they have learnt from Unit 1 to
Unit 4.
Then:
Option 1: Revising the sounds and words

Show flashcards of the letters b, c, a and
d. Have pupils say the letter names and the
letter sounds.
Stick some flashcards including some
pictures of the words from Unit 1 to Unit 4 on
the board. Write the words on the board. Have
pupils match.
Option 2: Playing games
Have pupils play a game (e.g. Slap
the board, Pelmanism or Hot seat)
with the words they have learnt in
the previous units.
Have them open the books and
look at the story Phil and Sue, saying
Open your books and look at the
strong Phil and Sue, please!

Whole class
Whole class
Individual work

Whole class
Group work

1. Listen and repeat. 15 minutes
Step 1:

Step 2:

Step 3:


Step 4:

Step 5:

Step 6:k

Have pupils look at the picture of the boy, the girl
and the speech bubbles. Introduce the two new
characters Phil and Sue and help pupils identify
them (their names, genders, clothes,...) by asking
them some questions such as Who’s the boy?
Who’s the girl? What are they doing? Check
comprehension.
Have pupils look at Picture 1 (saying Look at
Picture 1, please!) and describe the picture. Draw
pupils’ attention to the boy (Phil), the girl (Sue)
and the bubbles.
Play the recording several times for pupils to listen
and repeat the sentences in the bubbles of picture
1, saying Now listen, point to the sentences and
repeat, please!
Repeat the same procedure with Pictures 2, 3 and
4. Correct pronunciation, if necessary. Give further
support to those pupils who find it difcult to do
the task.
Play the recording of the whole story several times
and have pupils listen, point to the speech bubbles
and repeat until they feel confident. Go around
and offer help, if necessary.

Play the recording again and invite some pairs of
pupils to listen to the recording and repeat the story
in front of the class, saying Well done! when they
performed well. Encourage them to use gestures,
face expressions,... when they repeat the story.

Whole class

Whole class
Individual work
Whole class
work
Whole class

Whole class wo

Whole class
Pair work


Step 7:

Extension:

Have pupils work in pairs to look at the book and Pair work
read the story aloud. Encourage them to use
gestures, face expressions,…Observe and support
pupils when needed.
After pupils have remembered the story, have Whole class
them role play it. Model with one pupil and ask Pair work

other pupils to observe. Ask pupils to work in pairs
to act out without looking at the book. Encourage
them to use gestures, face expressions …Move
around to observe and offer help. Invite some
pairs to go to the board and role play.

2. Look and cirle. 8 minutes
Step 1:

Explain to pupils that they are going to look at the
four pictures and circle the words. These words all
appear in the story.
Step 2:
Ask them to identify the thing/animals, saying
What can you see in the pictures? Can you see the
dog? Yes, it is the dog. Say the word, please! Ask
pupils to repeat the words several times, saying
Repeat, please! Use the picture of a dog and the
word dog circled as the example
Step 3:
Ask pupils to look at the other pictures and circle
the words in the chain, saying Now use your pencil
to circle the words. Give pupils time to work. Give
further support to those pupils who find it difficult
to do the task.
Step 4:
Invite some pupils to show what they have done.
Praise them if they have done well, saying
Excellent! or Great job! Have the class say all of the
words they have circled.

Extension: After the pupils have finished circling the words,
ask them to look at the story again and circle the
dog, the book, the cat and the duck in the pictures
of the story. Then ask them what things they can
see in the pictures and have them cirlce these
things (in the pictures there are some things that
pupils have learnt: bike, ball, cake, car, etc...). Have
pupils read all of the names of the things they have
circled. It is a good way for them to revise the
vocabulary items they have learnt.
This activity can be held as a competition game
where groups of pupils find the words included in
the pictures. The group with the most words is the
winner.
Homelink

5 minutes

Whole class
work
Whole class
Individual work

Individual work

Individual work
Whole class
Individual work
Whole class



- Ask pupils some questions about the story such Whole class
as How many people are there? What are their Individual work
names? ... Teacher can ask in Vietnamese.
- Then:
Option 1:
Show flashcards of the words that appear in the
story and have pupils say the words.
Option 2:
Use sachmem to show the pictures of the story and
have pupils tell the story from their memory.
- Tell pupils to practise telling the story at home.
Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
REVIEW 1
Lesson 2
Time allocation: 1 period
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- recognize the sounds they have learnt.
- recognize the words they have learnt.
- listen for specific sounds and words.
Language:
Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and
-


/d/ (letter d)

Vocabulary: ball, book, car, cat
bag, desk, dog, door
Structures:
This is my _____. (introducing someone’s thing)

Resources/Material:
Student’s book p. 21
sachmem
Teacher’s guide pp. 48-50
Flashcards to play games
Computer, projector


III. PROCEDURE

Warm-up – Listen and tick.– Listen and colour. – Listen and
tick or cross. – Homelink

Procedure
Warm-up

Teaching and learning activities

Classroom
management

5 minutes

Option 1:
Whole class
Use sachmem to show the pictures of the story in Pair work
Lesson 1 Review 1. Ask pupils to retell the story in
pairs from their memory.
Option 2:
Have pupils play Slap the board or Hot seat to Whole class
revise the sounds and words they learnt in
previous units.
Lead to Activity 1, Review 1.

1. Listen and tick. 8 minutes
Step 1:

Step 2:
Step 3:

Step 4:
Step 5:
Step 6:

Extension:

Have pupils look at the pictures of question 1,
saying e.g. Look at Picture 1, please! What can
you see? Can you see a ball and a car? and say
what they can see, e.g. a ball, a car. Draw pupils’
attention to the boxes next to the letters a and b.
Invite some pupils to point to the pictures and say
the words in front of the class, saying Point to the

pictures and say, please! (e.g. 1a: a ball, 1b: a car).
Before playing the recording, say Are you ready?
OK, now listen and tick, please! Play the recording
twice or more if needed. Ask pupils to listen and
tick the correct box. Give further support to those
pupils who find it difficult to do the task.
Follow the same procedure with the pictures of
Question 2. Go around and offer help, if
necessary.
Set a time limit for pupils to swap and check the
answers. Correct the answers, if necessary.
Invite some pupils to the front of the class to
point to the pictures and say what they have
heard.
Audio: 1. ball 2. dog
Key: 1. a 2. b
Write incomplete words on the board and have
some pupils to write letters to complete them.
E.g.
_ all , _ ar, _at, _og

2. Listen and circle.
Step 1:

Whole class
Individual
work
Individual
work
Whole class

Individual
work
Whole class
Individual
work
Pair work
Whole class
Individual
work

Individual
work

7 minutes

Have pupils look at the pairs of letters and Whole class


Step 2:
Step 3:
Step 4:

Extension:

practice saying the letter names and letter
sounds in pairs. Invite some pupils to say the
letters and the sounds in front of the class.
Explain the task, saying Listen to the sound and
circle the letter.
Play the recording, ask pupils to listen and

circle the letters of the sounds. Have pupils
listen at least twice.
Ask pupils to swap and check the answers. Play
the recording again for them to check, if
necessary. Invite some pupils to say the sounds
they have heard.
Confirm the correct answers.
Audio script: 1. b 2. a 3. c 4. d
Key: 1. b; 2.a; 3. c; 4. d
Say the letters aloud and have pupils write
down the letters on their small boards.

Pair work
Whole class
Whole class
Individual
work
Pair work
Individual
work

Whole class

3. Listen and tick or cross. 10 minutes
Step 1:

Step 2:

Step 3:


Step 4:
Step 5:

Extension:

Have pupils look at Picture 1 (saying Look at
Picture 1, please!) and say what they can see,
(saying What can you see? Can you see a book?
Yes, a book). Follow the same procedure with
the other three pictures. Invite some pupils to
point to the pictures and say the words in front
of the class, saying Point to the pictures and
say, please! (e.g. 1. a book, 2. a bag).
Draw pupils’ attention to the box under Picture
1. Before playing the recording, say Are you
ready?. Play the first sentence and have pupils
do the task, saying OK, now listen and tick or
cross, please!
Follow the same procedure with the other
three pictures. Play the recording twice or
more if needed, ask pupils to listen and put a
tick or a cross. Give further support to those
pupils who find it difficult to do the task.
Set a time limit for pupils to swap and check
the answers. Correct the answers, if necessary.
Invite some pupils to the front of the class to
point to the pictures and say what they have
heard.
Audio script:
1. This is my ball. 2. This is my bag.

3. This is my desk. 4. This is my car.
Key:
1. x 2. √ 3. √ 4. x
Show flashcards of other words and have
pupils say a sentence with a word. For a more
able class, encourage pupils to use other

Whole class
Individual work

Whole class
Individual work

Whole class
Individual work

Pair work
Individual work

Whole class


structures (I have a _____.; This is my _____.;
This is a ______.).
Individual workHomelink

5 minutes

Option 1:
Whole class

Organise Picture dictionary activity. Some pupils work
go to the board and draw to illustrate the words Individual work
other pupils say.
Option 2:
Write a letter on the board and have pupils say all
the words with that letter.
- Tell pupils to practise saying the words and make
sentences at home.

Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
REVIEW 1
Lesson 3
Time allocation: 1 period

I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- recognize the words they have learnt
- read the words they have learnt
- introduce themselves and introduce what they have
Language:
Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and
/d/ (letter d)
Vocabulary: apple, ball, bike, cat, can, cup, dog, duck
Structures:

Hi, I’m _______.; This is my _____.
Resources/Material:
Student’s book p. 22
sachmem.vn
Teacher’s guide pp. 50-51
Flashcards to play games
Computer, projector


III. PROCEDURE
Procedure
Warm-up

Warm-up – Read and tick.– Colour the apple, the ball, the
cat and the dog. Then point and say. – Homelink
Teaching and learning activities

Classroom
management

5 minutes
Option 1:
Have pupils sing the songs from Unit 3 and Unit 4
to revise the words and structures they have
learnt. If pupils do not remember the songs, play
the recording for them to sing along.
Ask them what words appear in the songs. Stick
the flashcards of the words on the board.
Option 2:
Have pupils play the game Mystery bag to revise

the sounds and words they learnt in previous
units. Ask one pupil pick up one card that has a
letter from the bag. Other pupils say the words
that include the letter.
Lead to Activity 4, Review 1.

Whole class
Individual
work

Whole class

4. Read and tick. 10 minutes
Step 1:

Step 2:

Have pupils look at the pictures (saying Look at
the pictures, please!) and say what they can
see. Draw pupils’ attention to the boxes
next to the letters a and b.
Ask pupils to look at the word in Question 1.
Model with this question. Invite one pupil to
read the word and choose a or b. Confirm the
correct answer.

Whole class
Individual
work
Whole class

Individual
work

Step 3:

Get pupils to read the phrases in other Whole class
questions and tick the correct boxes, saying Individual
Now read and tick the correct pictures, please! work
Give further support to those pupils who find it
difficult to do the task.

Step 4:

Ask pupils to work in pairs and to swap their
work, saying Now work in pairs and check each
other’s answers. Give pupils time to work.
Go around and offer help, if necessary.
Invite some pupils to show what they have
done. Praise them if they have done well.
Key:
1. a 2. a 3. b 4. b
Say aloud some words and have pupils circle
the suitab

Step 5:

Extension:

Pair work


Whole class
Individual
work
e pictures.
Individual
work


5. Colour the apple, the ball, the cat and the dog. Then point
and say. 15 minutes
Step 1:

Step 2:

Step 3:

Step 4:
Step 5:

Step 6:

Have pupils look at the pictures and say what
they see. Draw their attention to the
incomplete sentences and explain what to do,
saying You colour the things and pets. Then
point to them and say the full sentences,
please!
Have pupils look at the first picture. Ask them
to point to the thing and say the word, saying
Point to the apple and say “apple”, please!.

Follow the same procedure with other
things/pets.
Ask pupils to identify what information is
missing in the sentences, saying Look at the
incomplete sentences and say what
information is missing here. That’s right, you
should say your name in the first sentence and
the word for the thing you have in the second
one. Use the first picture (an apple) as the
example, point to it and say Hi, I’m ____. (e.g.
Hi, I’m Hoa.) This is my apple. Check pupils’
comprehension.
Have pupils work individually to colour the
pictures.
Get pupils to work in pairs to point to the
pictures, look at the sentences and say them
(in the first sentence: greeting and saying
names, in the second sentence: introducing
one’s things/pets). Go around and offer help, if
necessary.
Invite some pupils to point to the pictures and
say the sentences in front of the class. Praise
them if they have done well, saying Very well!

Extension:

Show flashcards of other words and

Whole class


Whole class

Whole class
Individual
work

Individual
work
Pair work

Individual
work
have pu
pils say similar
sentences
with these
words.
Whole class
Individual
work

Homelink 5 minutes
Option 1:

Whole class
Individual
work


Write a chant with some sentences from Exercise

5 on the board and have pupils read them
together.
E.g. Hi, I’m Hoa. (use the names of class
members)
This is my car.
Hi, I’m Mai.
This is my bike.
Hi, I’m Manh.
This is my bag.
Option 2:
Write some incomplete words on the board and
have pupils complete them.
- Tell pupils to practise saying the words and
sentences at home.

Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
FUN TIME 1
LESSON 1
Time allocation: 1 period
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- identify some learnt words (ball, bike, cup, book, cat and
car) and say them with correct pronunciation.
- imitate the upper case and lower case B/b and C/c, using
body positions.


II. INPUT

Language:
-

Sounds /b/ (letter b) and /k/ (letter c)

-

Vocabulary: ball, bike, book, cake, car, cat, cup

Resources/Material:
-

Student’s book p. 12

-

Teacher’s guide pp. 24-26

-

Sachmem.vn

-

Flashcards with letter b and c


III. PROCEDURE


Procedure
Warm-up

-

Flashcards for Units 1 and 2

-

Computer, projector

Warm-up – Find and circle. Then say. – Let’s play. - Home
link
Teaching and learning activities

Classroom
management

5 minutes
Option 1: Revising the sounds and words
- Show flashcards or the letters b and c. Have
pupils say the letter names and the letter
sounds.
- Stick some flashcards including some pictures
of the words from Units 1 and 2 on the board.
Have pupils play Slap the board in three
minutes.
Option 2: Singing
- Ask pupils to sing the songs in Unit 1 and Unit

2 together. Have them stand and clap their
hands when they sing. If needed, play the
songs again for pupils to listen and sing along.
- Lead to Activity 1, Fun time 1.

Whole class
Individual
work

Whole class

1. Find and circle. Then say. 12 minutes
Step 1
Step 2

Step 3

Step 4

Have pupils look at the pictures and say the
words, saying Look and say, please!
Ask pupils to look at the word search, find and
circle the words in it individually. Then say the
words. Explain how to do the task, saying
Find and circle the words in the word search.
Then say the words. The words can go across
or down. Model with the first word if
necessary. Give further support to those pupils
who find it difficult to do the task.
Have pupils exchange their answers in pairs or

groups. Ask them to point to the words and say
them until they feel confident. Go around
and give further support to those pupils who
find it difficult to do the task
Call some pupils to show the circled words and
say them in front of the class.
If T uses sachmem or slides, he/she can show
the word search and call on one or two pupils
to go to the board and point to the words in
the word search.

Whole class
Whole class
Individual
work

Pair work/
Group work

Individual work


KEY:

Extension

After the pupils find the words and pronounce Group work
them, organize a short game. Divide the class Whole class
into two teams. Call on one pupil from each
team to go to the board. Call out a word and

the two pupils have to write them on the
board. Give a point to each correct word. Pupils
from the teams take turns to write the words.

2. Let’s play: Simon says. 13 minutes
Step 1

Step 2

Step 3

Step 4
Extension

Have pupils look at the pictures. Explain how the Whole class
game is played: Teacher gives a command which
begins with Simon says... and pupils have
to use their body positions to show the letters.
The pupils who make the wrong position will be
out of the game. Check pupils’ understanding of
the instruction by getting one pupil to repeat
what they have to do (in Vietnamese).
Model the position of the first letter. Instruct Whole class
pupils to imitate each position. Help them Individual
practise this position until they can remember. work
Follow the same procedure with the other letters.
Give further support to those pupils who find it
difficult to do the task.
Have the whole class play the game. Call two Whole class
pupils to be the observers of the game. Give out

the commands and monitor how pupils play the
game. The pupils who cannot show the right
position will be out and become the observers.
Divide the class into two teams. Each team plays Group work
the game. Give stars/points to the winner.
After the pupils become experts at the game, you Whole class
can increase the difficulty. A command starting
with Simon says means the pupils must obey that
command. A command without the beginning
Simon says means do not do this action. Anyone
who breaks one of these two rules is eliminated
from the game. Pupils can also give the
commands for other pupils to play.


Homelink

5 minutes
- Have pupils say the letters b and c together with Whole class
Individual
the sounds /b/ (letter b) and /k/ (letter c) again.
work
- Then:
Option 1:
Show flashcards and have pupils say the words.
Option 2:
Write letter b and c on the board. Ask pupils to
speak out all of the words they leart that have
letter b or c.
- Tell pupils to practise saying the letters, sounds

and words at home.


Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
FUN TIME 1
Lesson 2
Time allocation: 1 period

I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- identify and read the learnt words
- make a short exchange, using the structures “Hi, I’m
_____.” and “I have a _____.”

II. INPUT

Language:
-

Sounds /b/ (letter b) and /k/ (letter c)

-

Vocabulary: ball, bike, book, cake, car, cat, cup

-


Sentence patterns: Hi, I’m _____; I have a _____.

Resources/Material:

III. PROCEDURE

Procedure
Warm-up

-

Student’s book p. 13

-

Sachmem.vn

-

Teacher’s guide pp. 26-28

-

Flashcards to play games

-

Computer, projector


Warm-up – Read and tick. Then colour and say – Let’s play.
– Home link
Teaching and learning activities

Classroom
management

5 minutes
Option 1:
Whole class
Have pupils play Simon says with the letter B/b Individual
and C/c again. This time encourage some pupils to
give commands to their classmates.
Option 2:
Have pupils play The Matching Game. Stick the Whole class


picture flashcards on the board. Write the words Individual
from Unit 1 and Unit 2 on the board. Call on some work
pupils to go to the board and draw lines to match
the words and the pictures.
-

Lead to Activity 3, Fun time 1.

3. Listen and tick. Then colour and say. 13 minutes
Step 1

Step 2


Step 3

Step 4

Have pupils read the words in the first question Whole class
saying Read the words, please! Have them look at Individual
the pictures and ask them What can you see in the work
pictures? Have them point to each picture and say
the word (e.g. a. a book, b. a car). Ask them to tick
the correct picture, saying Tick the correct picture,
please!
Have them colour the correct picture, e.g. a book, Whole class
saying Colour the book, please! Then have them Individual
work
say the words a book.
Follow the same procedure with questions 2, 3 and Whole class
4. Give further support to those pupils who find it Individual
work
difficult to do the task.
Get pupils to check their answers in pairs. Then ask Pair work
some pairs to give their answers. Give comments Whole class
and confirm the correct answers.
KEY:
1. a 2. b 3. a 4. b

Step 5

If T uses sachmem or slides, show the pictures in
Activity 3. Point to the words randomly and call on
some pupils to read the words in front of the class.

Otherwise, show the flashcards and invite some
pupils to look at the flashcards and say the words.

Extension

Ask pupils to work in pairs and practise writing the Pair work
words in two minutes. Then show flashcards and Individual
ask some pupils to go to the board and write the work
words.

4. Let’s play: A happy circle.
Step 1

Step 2

12 minutes

Have pupils look at the picture and read the Whole class
sentences, saying Look at the picture and read the Individual
work
sentences, please!
Explain the rule of the game: A group of pupils Whole class
make a circle. The teacher gives each pupil a card
with a picture. Two pupils will play first. Pupil A
greets, introduces his/her name and says what
he/she has in the card by saying Hi, I’m ____. I
have a ____. Pupil B does the same as Pupil A.
After that, pupil B points to any pupil in the circle
and he/she does the same. The last pupil in the



circle shouts out “Happy” when he/she finishes
his/her turn.
Step 3
Step 4
Step 5

Extension

Homelink

Whole class
Individual
work
Have pupils play the game in groups of five or six. Group work
Support and give them help, when necessary.
Ask the whole class to play the game if the time Whole class
allows. This time pupils can point to any pupil they
like in class.
If there is some time left, ask pupils to create a Whole class
chant with the sentences. Ask them to replace the
name Bill and Ba with their own names.
Then the class will sing the chant and clap their
hands. For example: Hi, I’m Nam. I have a car.
Hi, I’m Mai I have a cat.
For a better class, encourage pupils to replace
“car” and “cat” with the words they know.
Model the game with one pupil.

5 minutes

Option 1:
Whole class
Show flashcards and have pupils say the words. Individual
Ask some pupils to make sentences with the work
words.
Option 2:
Write incomplete words on the board. Invite some
pupils to go to the board and write the letters to
complete the words. (e.g. _up; _ ake; _all; _ook)
- Tell pupils to practise saying the words and make
sentences at home.

Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
FUN TIME 2
LESSON 1
Time allocation: 1 period

I. OBJECTIVES

By the end of the lesson, pupils will be able to:


- identify the letters i and e and the sounds they have learnt
- identify some learnt words bell, pen, pencil, red, chips and
fish
- say the sounds and words with correct pronunciation.
II. INPUT


Language:
-

Sounds /i/ (letter i) and /e/ (letter e)
Vocabulary: chicken, chips, fish, milk, bell, pen, pencil
and red

Resources/Material:

III. PROCEDURE

Procedure
Warm-up

-

Student’s book p. 29

-

Teacher’s guide pp. 68-70

-

Sachmem.vn

-

Flashcards for Units 5 and 6


-

Computer, projector

Warm-up – Circle and match. Then say – Let’s play - Home
link
Teaching and learning activities

Classroom
management

5 minutes
Option 1: Revising the sounds and words
- Write the letters i and e on the boards. Have
pupils say the letter names and the letter
sounds.
- Stick some flashcards including some pictures
of the words from Unit 5 and 6 on the board.
Have pupils play Kim’s game in three minutes.
Option 2: Singing the chants
- Ask pupils to sing the chants in Unit 5 and Unit 6
together. Have them stand and clap their hands
when they sing. If needed, play the chants again
for pupils to listen and sing along.
- Lead to Activity 1, Fun time 2.

Whole class

Individual

work
Whole class

1. Circle and match. Then say. 13 minutes
Step 1

Ask pupils to look at the picture and the line of Whole class
letters. Explain how to do the task, saying Look at work
the pictures and the line of letters. Circle the
words in the line, then match them with the
correct pictures. If necessary, ask one or two


pupils to repeat what they have to do.
Step 2

Have pupils look at the pictures and say what they
see first.

Step 3

Model one word with the class. Ask pupils to circle Individual
the words in the line individually and match the work
words with the pictures. Give further support to
those pupils who find it difficult to do the task.

Step 4

Have pupils exchange their answers in pairs. Then
call some pupils to show their work. Give

comments and confirm the correct answers.
If T uses sachmem or slides, he/she can show the
line of letters and call on one or two pupils to go
to the board and point to the words in the word
search.
KEY:

Pair work
Whole class

Step 5

Get pupils to work in pairs or groups, to point to
the words and say the words until they feel
confident. Correct pronunciation, if necessary.
Call a few pupils to say the words in front of the
class.

Pair
work/group
work
Whole class

Extension

After the pupils find the words, match them with Group work
the pictures and say them, organise a short game. Whole class
Divide the class into two teams. Write some learnt work
words on the board in two vertical lines. Call one
pupil from each team to go to the board. Have

them draw simple pictures to match the words.
Pupils from each team take turns to draw. Give a
point to each picture.

2. Let’s play: Air drawing. 12 minutes

Whole class
Individual
work


Step 1

Have pupils work in two big groups (A and B). Have Whole class
them look at the picture. Tell them that you will
draw one letter in the air with your finger. The first
pupil of each team that correctly identifies what
you have drawn scores a point.

Step 2

Model the first time with the pupils so that they Whole class
can understand how to play.

Step 3

Have the whole class play the game several times Whole class
before they compete.

Step 4


Divide the class into two teams. Call one or two Group work
pupils to be the observers of the game. Use all the
letters pupils have learnt (I and E), both upper and
lower case. Remember to give points to the
winner of each round.

Step 5

Count the points and praise the winner. Have all Whole class
pupils say the letter names and the letter sounds
one more time.

Extension

After the pupils become experts at the game, you Whole class
can increase the difficulty. Call representatives Group work
from each team to replace the teacher. These
pupils air-draw the letters themselves for other
team members to guess. Ask pupils to air-draw
other letters from Units 1, 2, 3 and 4 as well.

Homelink

5 minutes
- Have pupils say the letters i and e as well as the
sounds /i/ and /e/ again.
- Then:
Option 1:
Show flashcards and have pupils say the words

they have revised in the lesson.
Option 2:
Write letter i and e on the board. Ask pupils to
speak out all of the words they leart that have
letter i or e.
- Tell pupils to practise saying the letters, sounds
and words at home.

Whole class
Individual
work



Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
FUN TIME 2
Lesson 2
Time allocation: 1 period
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- write the letters they have learnt to complete the
words.
- say the words (chips, milk, pen, pencil…) they have
learnt.

II. INPUT


Language:
-

Sounds /i/ (letter i) and /e/ (letter e)
Vocabulary: chicken, chips, fish, milk, bell, pen, pencil
and red

Resources/Material:

III. PROCEDURE
Procedure
Warm-up

-

Student’s book p. 30

-

Sachmem.vn

-

Teacher’s guide pp. 70-71

-

Flashcards to play games


-

Computer, projector

Warm-up – Write and say – Let’s play – Home link
Teaching and learning activities

Classroom
management

5 minutes
Option 1:
Whole class
Have pupils play a vocabulary game on Individual
/>work
Ask pupils to say out loud all of the words they
have learnt and played with.
Option 2:


Have pupils play The Matching Game. Stick the Whole class
picture flashcards on the board. Write the words Individual
from Unit 5 and Unit 6 on the board. Call on work
some pupils to go to the board and draw lines to
match the words and the pictures.
-

Lead to Activity 3, Fun time 2.

3. Write and say. 12 minutes

Step 1

Have pupils look at the pictures around the Whole class
puzzle. Ask them to identify the missing
letters.

Step 2

Explain how to do the activity. Pupils fill in Whole class
each space in the puzzle with a letter to make
a complete word. Say Look at the puzzle and
pictures around. Fill a letter to complete each
word, please! Check pupils’ understanding of
the instructions.

Step 3

Have pupils do the activity individually. Go Individual
around to offer help if needed. Give further work
support to those pupils who find it difficult to
do the task.

Step 4

Get pupils to check their answers in pairs. Pair work
Then ask some pairs to give their answers. Whole class
Point at each blank and pupils read aloud the work
letter needed. Give comments and confirm
the correct answers.


Step 5

Call on some pupils to say the words in front
of the class.
KEY:

Extension

After pupils finish the activity, divide the class Group work
into two teams. Raise a word card for pupils in
each team to make a sentence.
The quicker team has the chance to read out
the sentence and gets one point if the
sentence is correct. Count the points and

Individual
work


announce the winner.
4. Let’s play: Slap the board.

13 minutes

Step 1

Ask pupils how to play this game. If they do
not know, explain the rules again.

Whole class


Step 2

Stick the pictures of the words from Unit 5
and Unit 6 on the board.

Whole class

Step 3

Have pupils stand in two lines in front of the
board. Read out the words in English one by
one.

Group work

Step 4

Let pupils take turns to slap on the right
picture. The group which can slap more words
is the winner.

Group work

Step 5

Elicit all the words used in this game from
pupils. Have them practise saying the words.

Whole class


There is another version of this activity. Write
the words in English on the board. Read out
each word in Vietnamese and pupils have to
slap on the correct English word. If there is
time, have pupils play the two versions of the
game.

Whole class/
Group work

Homelink

5 minutes
Option 1:
Show flashcards and have pupils say the words.
Ask some pupils to make sentences with the
words.
Option 2:
Write incomplete words on the board. Invite
some pupils to go to the board and write the
letters to complete the words. (e.g. chi_ _en; _
_ll; p_ _ cil; m_ _ _)

Whole class
Individual
work

- Tell pupils to practise saying the words and
make sentences at home.


TIẾNG ANH
LESSON PLAN
School:
Grade:
Teacher:

………….
………….
………….

School year: ………….
Week:
………….
Approved by: ………….


Unit:
Lesson:
Date:
I. OBJECTIVES

II. INPUT

III. PROCEDURE

Procedure
Warm-up

1. In the school playground

1
Period: 1
………….
By the end of the lesson, pupils will be able to:
pronounce the sound of the letter B/b in
isolation.
- say the words Bill, bike, book, ball.
Language:
Sound /b/
Vocabulary: ball, bike, book
Resources/Material:
Student’s book p. 6
Sachmem.vn
Flashcards for Unit 1
Poster for Unit 1
Teacher’s guide pp. 7-9
Computer, projector
Warm-up – Listen and repeat – Point and say –
Game - Homelink
Teaching and learning activities

Classroom
management

5 minutes
- Greet the class by saying Hi.
Whole class
- Introduce your name I’m + name.
- Encourage pupils to say their names and where
they come from (in Vietnamese).

- Introduce (in Vietnamese) Tiếng Anh 1 - Sách
học sinh (the number of units, the number of
lessons in one unit, and the number of activities
in each unit).
- Have pupils open the books and look at Unit 1,
Lesson 1 (Page 6).

1. Listen and repeat 10 minutes
Step 1: Open books or access sachmem.vn. Have pupils Whole class
look at the picture, saying Look at the picture,
please! and describe it (in Vietnamese). Draw
pupils’ attention to the letter B/b, the word next to
Bill and other words next to the things and the
colour of the letter B/b (as mentioned in Input).
Step 2: Ask pupils to point to the letter B/b. Have them Individual
listen and repeat the sound of the letter B/b
work


Step 3:

Step 4:
Step 5:

Step 6:

Extension:

(saying Listen and repeat, please!) more than once,
if necessary.

Tell pupils to point to Bill and the word Bill (saying
Point to Bill and the word Bill). Ask them to listen
and repeat the word, saying Listen and repeat,
please!
Repeat the same procedure with the ball, the bike
and the book. Give further support to those pupils
who find it difficult to do the task.
Play the recording again and have them listen,
point to the letter B/b and the ball, bike and book
and repeat until they feel confident. Correct
pronunciation, if necessary.
Play the recording again and call some pupils to say
the letter B/b and the words Bill, ball, bike and
book in front of the class (saying Well done! when
they performed well).
With a better class, have pupils look again at the
picture and find the pictures of the birds, bees
(or/and butterfly). Teach the words bee, bird
(or/and) butterfly.

Whole class

Individual
work
Whole class

2. Point and say 7 minutes
Step 1: Have pupils look at the picture again (Student’s
book, p. 6 or Sachmem) or at Poster for Unit 1,
saying Look at the picture on Page 6, please! Ask

them to describe the picture again (in
Vietnamese). Draw their attention to the letter
B/b, Bill and the things, if necessary.
Step 2: Get them to point to the letter B/b and say it,
saying Point to the letter B/b and say, please!
Step 3: Let them point to Bill and say his name, saying
Point to Bill and say, please! Give further support
to those pupils who find it difficult to do the task.
Step 4:
Follow the same procedure with other things.
Give further support to those pupils who find it
difficult to do the task.
Step 5:
Ask pupils to work in pairs or in groups to point to
the picture and say the sound of the letter B/b
and the words. Go around and offer help or
correct pronunciation, if necessary.
Step 6:
Invite two or three pupils to point to the picture
and say the sound of the letter and the words in
front of the class. If they performed well, praise
them, saying Well done!
Fun corner

Whole class

Individual
work
Individual
work

Individual
work

Pair or group
work
Whole class

Slap the board 10 minutes

Step 1: Write four words Bill, ball, bike and book or stick
the flashcards with these words on the board. Tell

Whole class