Week 1 – Period 1+2

Date of preparation: Friday, August 28th 2015
Date of teaching : Thursday, September 3rd 2015

REVIEW

I. Overview
1. Aims and Objectives
Aims:
To help Ss to summary about: greetings, name, age, school and classroom,
objects, games and activities at break time, family, house, places in school, toys and
animals, weather, ...
Objectives:
By the end of the lesson, Ss will be able to: greet and talk about: name, age,
school and classroom, school objects, games and activities at break time, family,
house, places in school, toys and animals, weather; sing the songs in grade 3.
2. Language focus
Phonics:
‘b’-‘h’; ‘m’- ‘p’; ‘t’- ‘y’; ‘f’- ‘s’; ‘a’- ‘e’; ‘c’-‘d’; ‘g’- ‘l’; ‘r’- ‘th’,
‘i’-‘o’; ‘bl’- ‘sk’; ‘br’- ‘gr’; ‘ch’- ‘th’; ‘air’- ‘wh’; ‘a’- ‘u’; ‘pl’- ‘sh’; ‘o’‘o’; ‘ea’-‘aw’;‘ai’- ‘ate’; ‘ar’- ‘or’.
Vocabulary:
Words to talk about names, ages, school things, house’s rooms, toys, family,
weather, greetings, …
Sentence Patterns:
Hi/Hello. I’m……/ My name’s…..
What’s (your) name? (My) name’s….
How are you? I’m fine. Thanks/ Thank you.
How old are you? –I’m .. years old.
What’s its name? Its name’s…..
Is it school (big)? Yes, it is. / No, it isn’t.

Who’s that? That’s…
There are (two) (bedrooms) in my house.
There is one (kitchen) in my house.
How many (dogs) do you have? I have …..
He/ She has …..
What color is it? – It’s green.
Where are the (balls)? They’re over there.
3. Teaching/ Learning aids:
Student’s book, recording, puppets,
II. PROCEDURES
- T gets Ss review the vocabularies in chorus, in pairs, in groups.
- T gets Ss review the structures in groups and in pairs. T helps Ss when
necessary
Week 1 – Period 3
Date of preparation: Friday, August 28th 2015.
Date of teaching : Friday, September 4th 2015

Unit 1: Nice to see you again.
I. OVERVIEW
Lesson 1:

1. Look, listen and tick.
2. Point and say.
Let’s talk.

1


Objectives:
Language focus:


Resources:
II. PROCEDURE
Steps
1. Warm-up

2. Look, listen &
repeat

By the end of period, Ss will be able to: greet and respond to greetings
formally, using Good morning / Good afternoon/ Good evening and Nice
to see you again.
+ New word: morning, afternoon, evening, night, tomorrow, later, again,
see, meet.
+ Structures: Good morning / Good afternoon/ Good evening and Nice
to see you again.
Ss’ book, recording, fresh cards, puppets, posters of the song How are
you?
Learning activities
-Get Ps to sing a song
How are you again.
-Play the recording a few
time for Ps to listen and
sing the song again.

Language focus
Modes
Hello, Peter. How
T-Whole class
are you?

I’m fine, thank you.
How are you?
Thank you, Peter. I’m
fine too.
Let’s go to school
together.
How are you, Nam,
Quan and Mai?
We’re fine, thank
you, Miss Hien.
- Tell pupils that they are
T-Whole class
going to learn to: greet and
respond
to
greetings
formally.
- Have them look at the
four pictures to discuss the
contexts in which the
language is use. Ask them
questions such as Who are
they?/ Where are they?/ -Good
morning,
What are they talking class.
about?
-Good morning, Miss
Picture a: The pupils meet Hien.
Miss Hien formally in the classroom using Good
morning, Miss Hien

. Good morning, class.
Picture b: Miss Hien
responds to her Ps’
greeting using -Nice to
meet you again.
Work in
Picture c: Miss Hien and a
pairs/groups
P greet each other. How
are you, Mai?-I’m very
well, thank you. And you?
Picture d: Nam greets Miss
Hien when he comes into
2


3. Point & say

4. Let’s talk

the classroom late, saying
Good morning, Miss Hien.
I’m late!-Yes, come in.
- Play the recording a few
time for Ps to listen and
repeat. Do choral and
individual
repetition,
pointing to the characters
speaking.

- Play the recording again
for Ps to listen and say
along.
-Tell Ps that they are going
to practice greeting and
responding to each other
formally by Good morning
/ Good afternoon and
Good evening.
- Have them look pictures
to understand how the
language is used in
different contexts. Point to
the first picture and elicit
the formal greeting used in
the morning. Ask Ps to say
the phrase chorally and
responding to greeting in
pairs, using the prompts in
bubbles.
Picture a: Good morning,
Miss Hien.
Good morning, Mai.
Picture
b:
Good
afternoon, Mr Loc.
Good afternoon, Phong.
Picture c: Good evening,
Mr Thanh.

Good evening, Miss …
Repeat
the
same
procedure with the rest of
pictures.
- Call a few pairs to act out
in front of the class. Check
as a class and correct
pronunciation,
if
necessary.
- Tell pupils that they are
going to revise what they
have learnt it in Activity 1
and 2 in real contexts.

Whole class
Good morning/ Good
afternoon and Good
evening.

T-Whole class

Pairs or groups

Pairs- WC

See you tomorrow/
See you later/ Good

night
Goodbye/ Good night

T-Whole class

3


5. Homelink

Week 1 – Period 4

- Remind pupils how to
use Good morning / Good
afternoon/ Good evening
to greet each other
formally and how to use
See you tomorrow/ See
you later/ Good night to
respond to
Goodbye/
Good night.
- First get one pupil to act
as a teacher and he/she
greets the other formally,
using Good morning /
Good afternoon/ Good
evening. Nice to meet you.
Then ask pupils to say
goodbye to each other,

using Goodbye. See you
tomorrow and then say
Good night. Put the
sentences on the board and
do choral and individual
repetition, if necessary.
Have pupils work in pairs,
acting out how to greet and
say goodbye.
- Call a few pairs to act out
in front of the class.
Correct the pronunciation,
if necessary.
- Have pupils practice
greeting and responding
the other formally use
Good morning / Good
afternoon/ Good evening
and how to use See you
tomorrow/ See you later/
Good night to respond to
Goodbye/ Good night at
home.

Work in pairs
/groups

Work in pairs

Good morning /

Good afternoon/
Good evening.
See you tomorrow/
See you later/ Good
night/Goodbye.

Individual

Date of preparation: Friday, August 28th 2015.
Date of teaching : Friday, September 4th 2015

Unit 1: Nice to see you again.
Lesson 1:

3. Listen and tick.
4. Look and write.
5. Let’s sing.

4


I. OVERVIEW
Objectives:

Language focus:

Resources:

By the end of period, Ss will be able to: listen to dialogues about greeting
and responding and tick, using Good morning / Good afternoon/ Good

evening and Nice to see you again; look and write the missing word
under the each picture.
+ New word: Revision the words: morning, afternoon, evening, night,
tomorrow, later, again, see, meet.
+ Structures: Revision the sentence: Good morning / Good afternoon/
Good evening and Nice to see you again.
Ss’ book, recording, fresh cards, puppets, posters of the song Good
morning to you.

II. PROCEDURE
Steps
1. Warm-up

2. Listen and tick

Learning activities
Spend a few minutes
revising

-Tell Ps that they are going
to listen to three dialogues
about
how
people
greet/say goodbye and tick
the correct pictures.
-Have Ps look at the
pictures to identify the
similarities and different
between pictures. (The Ps

and T are greeting each
other at different times of
the
day).
Check
understanding.
-Playing the recording a
few times. Ask pupils to
listen to the recording and
tick the correct pictures.
Tell Ps not to worry if they
cannot understand every
word, and that they should
focus on who Miss Hien is
talking to (Dialogue 1),
when they are speaking
(Dialogue 2), and to whom
Mai
says
goodbye
(Dialogue 3).
-Get Ps to swap their
answer
their
answers
before you check as a
class. Monitor activity and

Language focus
Good morning /

Good
afternoon/
Good evening and
Nice to see you
again.

Modes

T-Whole class

Whole class

Whole class

Whole class

5


3. Look and write

4. Let’s sing

offer help when necessary.
-Tell Ps that they are going
to fill the gaps with
morning, afternoon or bye.
-Give them a few seconds
to look at the pictures.
First, focus Ps on the time

of the day the greetings are
used and the people who
use the greetings (Picture 1
and 2). Remind them that
the two children are
leaving school in Picture 3.
Then
have
Ps
fid
appropriate
words
to
complete the phrases. If
necessary, get Ps to work
in pairs.
-Give Ps time to do the
task independently. Go
around and offer help, if
necessary.
-Get them to swap their
answers before checking
as a class. If there is
enough time, call some Ps
to read aloud the complete
sentences.
-Tell them that they are
going to sing a song.
- Hang poster of the song
Good morning to you on

the board. Have them read
each line of the lyrics.
Explain the new words or
structures, if necessary.
Check comprehension.
-Play the recording all the
way through. Ask Ps to do
choral and individual
repetition of the song.
When pupils are familiar
with the tune, ask a group
to the front of the class to
sing the song. The class
may sing along and clap
hands or do actions.
-Have the class sing the
song again and clap their
hands or do actions

1. Good morning
2. Good afternoon
3. Goodbye

T-Whole class

Pairs or groups
Whole class

Good morning to you


T-Whole class

Good morning to you.
Good morning to you.
Good morning, dear
Miss Hien.
Good morning to you.
Good morning to you.
Good morning to you.
Good morning, dear
children.
Good morning to you.

Whole class

Work in groups

Whole class

6


reinforce the activity.
- Pupils sing and write the
song Good morning to you
on Page 7 at home again.

5. Homelink

Individual


____________________________________________________
Week 2 – Period 5

Date of teaching: Thursday, September 10th 2015

Unit 1: Nice to see you again.
Lesson 2:

I. OVERVIEW
Objectives:
Language focus:
Resources:
II. PROCEDURE
Steps
1. Warm-up

1. Look, listen and tick.
2. Point and say.
3. Let’s talk.

By the end of period, Ss will be able to: say and respond to goodbye,
using Goodbye/Bye/ Good night and See you tomorrow/ See you later.
+ New word: bye, night, tomorrow, later, see.
+ Structures: Goodbye/Bye/ Good night and See you tomorrow/ See you
later.
Ss’ book, recording, fresh cards, puppets, posters, ….
Learning activities
-Call some Ps to front of
the class to sing the song


Language focus

Modes
T-Whole class

Good morning to you. The
class may sing the song, clap
the hands.

2. Look, listen &
repeat

- Tell pupils that they are Goodbye/Bye /See
going to learn to: say and you tomorrow.
respond to goodbye.
- Have them look at the
four pictures to understand
the contexts in which the
language is used. Ask
them questions such as
Who are they?/ Where are
they?/ What are they
saying?. Focus Ps on the
first picture. Elicit how
Hoa greets Miss Hien and
introduces herself, using
Good morning, Miss Hien.
I’m Hoa. I’m a new pupil.
Picture b: Miss Hien and

Hoa greet each other,

T-Whole class

7


3. Point & say

Miss Hien responds to her
Ps’ greeting using Nice to
meet you, too.
Picture c: Hoa says
goodbye Miss Hien and
Miss Hien responds to
Hoa, saying See you
tomorrow.
Check
understanding.
- Play the recording a few
time for Ps to listen and
repeat. Do choral and
individual
repetition,
pointing to the characters
speaking.
- Play the recording again
for Ps to listen and say
along.
-Tell Ps that they are going

to practice saying and
responding to goodbye.
- Draw their attention to
the pictures to understand
how the language is used
in different contexts. Ask
Ps to look at the first two
pictures. Tell them that
they are going to practice
saying and responding to
Goodbye.
See
you
tomorrow./later. In the
third picture, the girl uses
Good night to respond to
her parents before going to
bed.
-Point to the first picture
and get one P to say
Goodbye.
See
you
tomorrow and another to
respond Goodbye. See you
tomorrow. Repeat the
procedure with the next
pictures. Point to the third
picture and get one P to
say Good night, and

another respond Good
night.
-Ask Ps to work in pairs,
pointing to the characters
speaking.
- Call on a few pairs to act

Pairs or groups

Whole class

Whole class

Goodbye/Bye/ Good
night /See you
tomorrow/ See you
later.

T-Whole class

Individual- WC

Work in pairs
Pairs-WC
8


4. Let’s talk

5. Homelink


out in front of the class.
Check as a class and
correct pronunciation, if
necessary.
-Tell Ps that they are going
to revise what they have
learnt in Lesson 1 and 2.
Remind Ps how to use
Good
morning/Good
afternoon/good evening to
greet each other formally
and how to use See you
tomorrow/ See you later/
Good night to respond to
Goodbye/ Good night.
-First, get one P to act as a
teacher. He/She greets the
others formally, using
Good
morning/Good
afternoon/Good evening.
Nice to meet you. Then ask
Ps to say goodbye to each
other, using Goodbye. See
you tomorrow, and then
say Good night. Put the
sentences on the board and
do choral and individual

repetition, if necessary.
-Have Ps work in pairs,
acting out how to greet and
say goodbye.
-Call on a few pairs to act
out the dialogue if front of
the class. Correct the
pronunciation,
if
necessary.
-Pupils practice saying
and
responding
to
goodbye, used See you
tomorrow/later./Good
night at home.

Good morning/Good T-Whole class
afternoon/good
evening/See
you
tomorrow/ See you
later/
Good
night
/Goodbye/
Good night.

Pairs or groups


Pairs -WC

Individual

_____________________________________________________
Week 2 – Period 6

Date of teaching: Thursday, September 10th 2015

Unit 1: Nice to see you again.
Lesson 2:

4. Listen and number.
5. Look and write.
6. Let’s play.
9


I. OVERVIEW
Objectives:

Language focus:
Resources:
II. PROCEDURE
Steps
1. Warm-up

2. Listen and
number


By the end of period, Ss will be able to: listen to dialogues about greeting
and responding and number, using Goodbye/Bye/ Good night and See you
to morrow/ See you later; look and write the missing word under the each
picture.
+ New word: Revision the words: bye, night, tomorrow, later, see.
+ Structures: Revision the sentences: Goodbye/Bye/ Good night and See
you to morrow/ See you later.
Ss’ book, recording, fresh cards, puppets, posters of the game.
Learning activities
-Get Ps to revision lesson
by asking some pairs to
greet each other. Good
morning / Good
afternoon/ Good evening
and Nice to see you again.
Goodbye/Bye/ Good night
and See you tomorrow/
See you later.
-Tell Ps that they are
going to listen to three
dialogues about how
people greet/say goodbye
and tick the correct
pictures.
-Have Ps look at the
pictures to identify the
similarities and different
between pictures. (The Ps
and T are greeting each

other at different times of
the
day.)
Check
understanding.
-Play the recording a few
times. Ask Ps to listen the
recording and tick the
correct pictures. Tell them
not to worry if they cannot
understand every word,
and that they should focus
on who Miss Hien is
talking to (Dialogue 1),
when they are speaking
(Dialogue 2), and to
whom Mai says goodbye
(Dialogue 3).
-Get Ps to swap their
answer before you check
as a class. Monitor the

Language focus

1.
Tom: Good morning,
Miss Hien.
M.H: Good morning.
What’s your name?
T: My name’s Tom. TO-M, Tom White. I’m

from America.
2.
P: Hi, Tom. How are
you?
T: Hi, Phong. I’m very
well, thank you. And
you?
P: I’m fine, thanks.
3.
-Hello. I’m Tom. I’m
from America.
-Hello, Tom. I’m Mai.
I’m from Viet Nam.
-Nice to meet you, Mai.
-Nice to meet you, too.
4.
-Goodbye, Mr Loc.
Bye-bye, Tom. See you
tomorrow.

Modes
Work in pairs

T-Whole class

Whole class

Whole class

Whole class


10


3. Look and write

4. Let’s play

activity and offer help
when necessary.
-Tell Ps that they are
going
to
read
the
dialogues and fill in gaps,
using the pictures cues.
-Ask them to look the
dialogue 1. Explain that
they need to fill the gaps
with place A is from the
name of B. Then ask them
to look at the pictures to
identify the answers. Have
Ps look at Dialogue 2.
Tell them that they are
going to fill in the missing
words when Tom greets
Mr Loc in the morning. In
Dialogue 3, Ps fill the

words that Tom says to
his mum before going to
bed. Check understanding.
-Set a time limit for Ps to
do the task independently.
Go around and offer help,
if necessary.
-Get Ps to swap their
answers before checking
as a class.
-Tell Ps that they are
going to play the game
Bingo.
-Draw a word grid on the
board and ask Ps to copy
it. Have them tell you the
words they have learnt in
their lessons. List the
words on the board. Each
P chooses nine words
from the list to copy into
their grid. While they are
doing this, copy each
word onto a piece of
paper, put the pieces of
paper into the bag and mix
them up. Select Ps to pick
out a piece of paper and
call out the word. Ps with
that word in their grid can

cross it out. The quickest

1.
A: Hello, I’m Mai. I’m
from Viet Nam.
B: Hello, I’m Tom. I’m
from America.
2.
A: Good morning, Mr
Loc.
B: Good morning, Tom.
Nice to meet you.
3.
A: Good night, mum.
B: Good night, Tom.

T-Whole class
Work in
pairs/groups
Whole class

T-Whole class

Whole class
Good
mornin
g
Hello
Nice to
meet

you.

Good
afternoo
n
Good
night

Good
evening

Hi

Bye

Goodby
e

Groups

Whole class

11


P to cross out an entire
row of the words in their
grid and call out Bingo is
the winner. You can
continue the game until a

P has crossed out all the
words.
-Have Ps do a dictation,
using the phrases learnt in
the previous lessons at
home.
Goodbye, Bye, Good
night, See you tomorrow,
See you later.

5. Homelink

Individual

____________________________________________________
Week 2 – Period 7

Date of teaching: Friday, September 11th 2015

Unit 1: Nice to see you again.
Lesson 3:
I. OVERVIEW
Objectives:
Language focus:
Resources:
II. PROCEDURE
Steps
1. Warm-up

2. Listen & repeat


1. Listen and repeat.
2. Listen and circle. Then …
3. Let’s chant.

By the end of period, Ss will be able to: pronounce the sounds of the
letters l and n in the words Linda and night respectively.
+ New word: Revision the words: bye, night, tomorrow, later, see.
+ Structures: Revision the sentences: Goodbye/Bye/ Good night and See
you tomorrow/ See you later.
Ss’ book, recording, fresh cards, puppets, posters of the chant Hello,
friends!
Learning activities
Language focus
-Get Ps to do a dictation,
using the phrases learnt in
the previous lessons.
Goodbye, Bye, Good
night, See you tomorrow,
See you later.
-Tell Ps that they are going l Linda
to practice saying the Hello, Linda
sounds of the letters l and n
night
n in the words Linda and Good night
night respectively.
-First, put the letter l and n
on the board. Play the
recording and ask Ps to
repeat a few times and let

Ps say the words and the

Modes
Whole class

T-Whole class

12


3. Listen and circle.
Then write and say
aloud.

4. Let’s chant

phrases, paying attention
to the target sounds.
-Do choral and individual
repetition of the sounds,
words and phrases until Ps
feel confident.
-Get some Ps to perform in
front the class. Check as a
class and correct the
pronunciation,
if
necessary.
-Tell Ps that they are going
to listen to recording,

circle the correct options
and then write the words in
the blanks.
-Give them a few seconds
to read the sentences in
silence and guess the
words to fill the gaps.
-Have Ps listen to the
recording and circle the
appropriate options. Allow
them time to do the task
independently.
If
necessary, have Ps listen to
the recording more than
once.
-Give them time to write
the words in the gaps
independently. Have them
swap their answers before
checking as a class. Go
around and offer help, if
necessary.
-Ask Ps to read the
sentences aloud.
-Tell them that they are
going to read a chant.
-Have them read each line
of the lyrics. Explain the
new words or structures, if

necessary.
Check
comprehension.
-Play the recording all the
way through. Ask Ps to do
choral and individual
repetition of the chant.
When pupils are familiar
with the tune, ask a group

Individual

1. Hello, I’m …
T-Whole class
a. Linda b. Nam
2. I’m from …
a. Viet Nam
b. England
3. ……. My name’s
Linda.
a. Hi b. Hello
4. Good …..
a. night
b. afternoon

Groups or pairs

Whole class
Hello. I’m Linda.
I’m from England.

Nice to meet you, Linda.

T-Whole class

Hello. I’m Nam.
I’m from Viet Nam.
Nice to meet you, Linda.
Hello. Linda.
Hello, Nam.
We’re friends.

Whole class

Groups
13


to the front of the class to
read the chant. The class
may read along and clap
hands or do actions.
-Have the class read the
chant again and clap their
hands or do actions
reinforce the activity.
-Have Ps read and do a
dictation, using the chant
learnt in the previous
lessons at home.
- Do tasks in Workbook

Unit 1.(A, B)

5. Homelink

Week 2 – Period 8

Pairs
Whole class

Individual

Date of teaching: Friday, September 11th 2015

Unit 1: Nice to see you again.
Lesson 3:

I. OVERVIEW
Objectives:
Language focus:
Resources:

4. Read and answer.
5. Write about you.
6. Project.

By the end of period, Ss will be able to: read and write a short paragraph
about themselves.
+ New word: Revision of words: bye, night, tomorrow, later, see.
+ Structures: Revision of sentences: Goodbye/Bye/ Good night and See
you tomorrow/ See you later.

Ss’ book, recording, fresh cards, puppets, poster of the chant Hello,
friends!

II. PROCEDURE
Steps
1. Warm-up

2. Read and answer

Learning activities
-Get Ps read and copy the
chant on the board, using
the chant Hello, friends!
learnt in the previous
lessons.
-Tell Ps that they are going
to read the two texts and
answer the four questions.
-Get them to read the first
text and focus on the
information to answer the
first two questions (what
the girl’s name is and
where she is from). Then
ask them to read the
second texts to answer the

Language focus

Modes

Work in group

T-Whole class
Keys:
1. Her name’s Do Thuy
Hoa.
2. She’s from Ha Noi,
Viet Nam.
3. His name’s Tony
Jones
4. He’s from Sydney,
Australia.

Work in pairs

14


3. Write about you

4. Project

last two questions (what
the boy’s name and where
he is from). If necessary,
get Ps to work in pairs or
small groups.
-Give Ps time to do the
task independently. Go
around and offer help, if

necessary.
-Get them to swap their
answers before checking
as a class. If there is
enough time, let some
pairs ask and answer the
questions.
-Tell Ps that they are going
to write a short paragraph
about themselves.
-Have them work in pairs
or group to discuss what
are they going to write.
Focus Ps on their names,
their hometowns and the
name of their school.
Check comprehension.
-Give Ps time to do the
task independently. Go
around and offer help, if
necessary.
-Get them to swap their
answer before checking as
a class.
-If there is time, ask one P
to write the answer on the
board.
-Tell Ps that they are going
to do a project. Explain the
activities

and
check
understanding.
-Give each P a small card.
Let Ps to copy the four
categories from book onto
their cards.
-Ask them to write the
information
about
themselves.
Encourage
them to decorate their
cards. Get them to swap
their cards in pairs. They
should look at their

Individual

Individual-WC

T-Whole class
My name is …
I am from …
My school is …

Work in
pairs/groups
T-Whole class
Name: ……

Hometown: …
School: ……
Class: ……

Work in
pairs/groups
15


partners’
cards
and
describe each other.
-Call some Ps to the front
of the class and tell the
class about their partners’
cards. To make this
activity more challenging,
you may ask them not to
look at the cards.
-Have Ps revision greeting
and responding learnt in
the previous Unit1 at
home.
- Do tasks in Workbook
Unit 1.

5. Homelink

Week 3 – Period 9


Individual-WC

Individual

Date of teaching: Thursday, September 17th 2015

_______________________________________________________________________

Unit 2: I’m from Japan
Lesson 1:
I. OVERVIEW
Objectives:
Language focus:
Resources:
II. PROCEDURE
Steps
1. Warm-up

2. Look, listen &
repeat

1. Look, listen and tick.
2. Point and say.
Let’s talk.

By the end of period, Ss will be able to: ask and answer questions about
where someone is from, using Where are you from? –I’m from …
+ New word: America, American, Australia, Australian, England,
English, Japan, Japanese, Malaysia, Malaysian, Viet Nam, Vietnamese,

+ Structures: Where are you from? –I’m from ….
Ss’ book, recording, fresh cards, puppets, world map
Learning activities
-Greet Ps and get their
respond, using the words
and phrases they learnt in
Unit 1 like Hi/Hello. Nice
to meet you.
-Get Ps to open their books
on Page 12 and read the
title I’m from Japan.
- Tell pupils that they are
going to read a story in
which the characters ask
and answer questions
about where they are from.
- Have them look at the
four pictures. Introduce

Language focus

Modes
T-Whole class

T-Whole class

16


3. Point & say


the story by pointing to
each character and ask:
Who is this?/ Where are
they?/ What is she/he
doing?/ What does she/he
say?
Picture a: Nam and Akiko
are on the beach.
Picture b: Nam greets
Akiko.
Picture c: Nam asks where
Akiko is from and she says
she is from Japan.
Picture d: Nam slips and
ruins Akiko’s sandcastle.
- Play the recording a few
time for Ps to listen and
repeat. Do choral and
individual
repetition,
pointing to the characters
speaking.
- Play the recording again
for Ps to listen and say
along.
-Tell Ps that they are going
to practice asking and
answering questions about
where someone is from,

using Where are you
from? –I’m from …
- Have them look pictures
and get them point to each
of these words and repeat
twice: Malaysia, America,
Australia and
England.
-Point to the first picture
and do the task with one P,
using expressions in the
bubbles and the words
under the picture.
(Teacher: Hi, I’m Miss
Hien. Where are you
from?
Pupil: Hi, Miss Hien. I’m
Hakim.
I’m
from
Malaysia.). Ask Ps to say
the sentences chorally and
individually
Picture
a:
Hakim/
Malaysia
Picture b: Tom/ America

Hi, I’m Nam.

Hi, Nam. I’m Akiko.
Where are you from?
I’m from Japan.
-

Work in
pairs/groups

Whole class
T-Whole class

Hi. I’m ______.
Where are you from?

Pairs or groups
Hi, ____. I’m ______.
I’m from _______.

17
Hi, Hakim.
Hi.
I’m Hakim.
I’m Akiko.
Where
I’m
from
areJapan.
you from?



4. Let’s talk

5. Homelink

Picture c: Tony/ Australia
Picture d: Linda/ England
-Repeat
the
same
procedure with the rest of
pictures.
-Get Ps to work in pairs. If
time allows, prepare some
flashcards of countries and
do more practice with
pupils.
Call a few pairs to act out
in front of the class. Check
as a class and correct
pronunciation,
if
necessary.
- Tell pupils that they are
going to play the role of
the five characters and
introduce
themselves.
Invite two pupils as Hakim
and Akiko to act out this
dialogue:

Hakim: Hi. I’m Hakim.
I’m from Malaysia. Where
are you from?
Akiko: Hi, Hakim. I’m
Akiko. I’m from Japan.
-Get Ps to work in pairs.
-Invite a few pairs to
perform in front of the
class.
- Have pupils practice
asking and answering
questions about where
someone is from, using
Where are you from? –I’m
from … at home.

Pairs- WC

T-Whole class

Work in pairs
/groups

Work in pairs

Individual

___________________________________________________________________
Week 3 – Period 10
Date of teaching: Thursday, September 17th 2015


Unit 2: I’m from Japan
Lesson 1:

I. OVERVIEW
Objectives:

3. Listen and tick.
4. Look and write.
5. Let’s sing.

By the end of period, Ss will be able to: listen to dialogues practice
18


Language focus:

Resources:

asking and answering questions about where someone is from, using
Where are you from? –I’m from …; look and write the missing word
under the each picture.
+ New word: Revision the words: America, American, Australia,
Australian, England, English, Japan, Japanese, Malaysia, Malaysian,
Viet Nam, Vietnamese,
+ Structures: Revision the sentence: Where are you from? –I’m from …
Ss’ book, recording, fresh cards, puppets, poster of the song Where are
you from?

II. PROCEDURE

Steps
1. Warm-up

2. Listen and tick

3. Look and write

Learning activities
Spend a few minutes
revising the words:

-Tell Ps that they are going
to
listen
to
three
conversations and tick the
correct pictures.
-Point at each picture and
ask pupils questions to
check
their
comprehension: What is
this?/ What can you see in
the picture? (1a: The flag
of Britain, 1b: The flag of
Australia, 1c: The flag of
Malaysia, 2a: The clock
Tower
Big

Ben
in
England, 2b: The statue of
the Liberty in America, 2c:
The Opera House in
Australia,
3a:
A
Vietnamese girl, 3b: A
Japanese girl, 3c: An
English girl.)
-Tell Ps that they are going
to fill the gaps with
morning, afternoon or bye.
-Give them a few seconds
to look at the pictures.
First, focus Ps on the time
of the day the greetings are
used and the people who
use the greetings (Picture 1
and 2). Remind them that
the two children are

Language focus
America, American,
Australia, Australian,
England, English,
Japan, Japanese,
Malaysia, Malaysian,
Viet Nam,

Vietnamese,

Modes
T-Whole class

T-Whole class

Whole class

Whole class

Whole class
1. I’m
2. I’m
3. I’m
4. I’m

from Australia
from Malaysia
from America
from Japan.

T-Whole class

19


4. Let’s sing

5. Homelink


leaving school in Picture 3.
Then
have
Ps
fid
appropriate
words
to
complete the phrases. If
necessary, get Ps to work
in pairs.
-Give Ps time to do the
task independently. Go
around and offer help, if
necessary.
-Get them to swap their
answers before checking
as a class. If there is
enough time, call some Ps
to read aloud the complete
sentences.
-Tell them that they are
going to sing a song.
- Hang poster of the song
Wher are you from? on the
board. Have them read
each line of the lyrics.
Explain the new words or
structures, if necessary.

Check comprehension.
-Play the recording all the
way through. Ask Ps to do
choral and individual
repetition of the song.
When pupils are familiar
with the tune, ask a group
to the front of the class to
sing the song. The class
may sing along and clap
hands or do actions.
-Have the class sing the
song again and clap their
hands or do actions
reinforce the activity.
- Pupils sing and write the
song Where are you from?
on Page 13 at home again.

Pairs or groups
Whole class

Where are you from?
Hi. I’m Mai from Viet
Nam.
Hello, Mai. Nice to
meet you.
Hello. I’m Akiko from
Japan.
Hello, Akiko. Nice to

meet you.
Hi. I’m Hakim from
Malaysia.
Hello, Hakim. Nice to
meet you.
Hello. I’m Linda from
England.
Hello, Linda. Nice to
meet you.

T-Whole class

Whole class

Work in groups

Whole class

Individual

____________________________________________________
Week 3 – Period 11

Date of teaching: Friday, September 18th 2015

Unit 2: I’m from Japan
20


Lesson 2:


I. OVERVIEW
Objectives:
Language focus:
Resources:
II. PROCEDURE
Steps
1. Warm-up

1. Look, listen and tick.
2. Point and say.
3. Let’s talk.

By the end of period, Ss will be able to: ask and answer the questions
about one’s nationality.
+ New word: Vietnamese, American, Malaysian, Australian, Japanese,
English
+ Structures: What nationality are you? – I’m Vietnamese
Ss’ book, recording, fresh cards, puppets, poster, ….
Learning activities
-Call some Ps to front of
the class to sing the song

Language focus

Modes
T-Whole class

Where are you from? The
class may sing the song, clap

the hands.

2. Look, listen &
repeat

- Tell pupils that they are What nationality are
going to learn to ask and you? – I’m Japanese
answer
about
one’s
nationality.
-Have them look at the
four pictures to understand
the contexts in which the
language is used. Ask
them questions such as
Who are they?/ Where is
she from?/ What is she
doing?/ What does she
say?. Focus Ps on the first
picture. (Picture a: Akiko
is at the registrar’s desk.
The registrar asks Akiko’s
name, Picture b: The
registrar want to know
Akiko’s country,
Picture c: She want to
know Akiko’s nationality.)
- Play the recording a few
time for Ps to listen and

repeat. Do choral and
individual
repetition,
pointing to the characters
speaking.
- Play the recording again
for Ps to listen and say
along.

T-Whole class

Pairs or groups

Whole class
Whole class

21


3. Point & say

4. Let’s talk

5. Homelink

-Tell Ps that they are going
to practice asking and
answering the questions
about one’s nationality.
- Draw their attention to

the pictures to understand
how the language is used
in different contexts. Ask
Ps to look at the first four
pictures. Tell them that
they are going to practice
asking and answering the
questions about one’s
nationality.
-Point to the first picture
and get one P to ask What
nationality are you? and
another to answer – I’m
Vietnamese. Repeat the
procedure with the next
pictures
-Ask Ps to work in pairs,
pointing to the characters
speaking.
- Call on a few pairs to act
out in front of the class.
Check as a class and
correct pronunciation, if
necessary.
-Tell Ps that they are going
to revise what they have
learnt in Lesson 1 and 2.
Remind Ps how to use
What’s your name?
Where are you from?

What nationality are you?
-Call on a few pairs to act
out the dialogue if front of
the class. Correct the
pronunciation,
if
necessary.
-Pupils practice asking and
answering about one’s
nationality at home.

a. What nationality are
you? – I’m
Vietnamese.

T-Whole class

b. What nationality are
you? – I’m English
c. What nationality are
you? – I’m Australian.
d. What nationality are
you? – I’m Malaysian.

Individual- WC

Work in pairs
Pairs-WC

T-Whole class

What’s your name?
Where are you from?
What nationality are Pairs or groups
you?
Pairs -WC

Individual

__________________________________________________________________
Week 3 – Period 12
Date of teaching: Friday, September 18th 2015

Unit 2: I’m from Japan
Lesson 2:

4. Listen and number.
5. Look and write.
6. Let’s play.

22


I. OVERVIEW
Objectives:
Language focus:
Resources:
II. PROCEDURE
Steps
1. Warm-up


2. Listen and
number

3. Look and write

By the end of period, Ss will be able to: listen to dialogues about asking
and answering about one’s nationality; look and write the missing word
under the each picture.
+ New word: Revision the words: Vietnamese, American, Malaysian,
Australian, Japanese, English
+ Structures: Revision the sentences: What nationality are you? – I’m …
Ss’ book, recording, puppets, fresh cards of game.
Learning activities
-Get Ps to revision lesson
by asking some pairs to
ask and answer about
one’s nationality

Language focus
Modes
Who is this?
Work in pairs
Where is she/he
from?
What nationality is
she/he?
-Tell Ps that they are going
T-Whole class
to listen to four dialogues
and number

correct
pictures.
-Have Ps look at the
pictures to identify the
Whole class
similarities and different
between pictures. (a: Tony
and the flag of Australia
b: Mai and the flag of Viet
Nam,
c: Akiko and the flag of
Japan,
d; Hakim and the flag of
Whole class
Malaysia.)
-Play the recording a few
times. Ask Ps to listen the
recording and tick number
correct pictures. Tell them
not to worry if they cannot
understand every word.
Whole class
-Get Ps to swap their
answer before you check
as a class. Monitor the
activity and offer help
when necessary.
-Tell Ps that they are going
T-Whole class
to read the gapped

sentences in silence. Use
the first picture heir
comprehension by asking.
23


4. Let’s play

5. Homelink

Who is in this picture?
Where is she from? What
nationality is she? Then
guide pupils to fill the gaps
before asking them to do
the task individually.
- Check answers as a class Key:
and call three pupils to 2. America, American
read aloud the completed 3. England, English
4. Japan, Japanese
sentences.
-Tell Ps that they are going
to play the game Find
someone
-Prepare equal numbers of
the cards with following
words: America, Australia,
England, Malaysia, Viet
Nam and Japan. The total
number of cards should be

equal to or more than the
number of pupils. Then
mix the cards up and
deliver one to every
individual in the class. The
cards represent where the
pupils are from.
-Tell Ps to choose a
country. They should talk
to their classmates and try
to find one who is from the
country they have chosen.
-When everyone has found
a classmate from the
country of their choice,
call a few to introduce
themselves
and
their
partners, by saying the
countries they are from
and their nationalities.
(e.g: I’m Hoa. I’m from
England. I’m English, /
Linh is from America.
She’s American.)
-Have Ps do a dictation,
using the phrases learnt in
the previous lessons at
home.

Goodbye,
Bye,
Good
night, See you tomorrow,
See you later.

Work in
pairs/groups
Whole class
T-Whole class

Whole class

Groups

Whole class

Individual

24


____________________________________________________
Date of teaching: Thursday, September 24th 2015

Week 4 – Period 13

Unit 2: I’m from Japan
Lesson 3:
I. OVERVIEW

Objectives:
Language focus:
Resources:
II. PROCEDURE
Steps
1. Warm-up

2. Listen & repeat

3. Listen and tick.
Then say aloud.

1. Listen and repeat.
2. Listen and circle. Then …
3. Let’s chant. - Page 16

By the end of period, Ss will be able to: pronounce the sounds of the
letters j and v in the words Japan and Vietnamese respectively.
+ New word: Revision the words: Vietnamese, American, Malaysian,
Australian, Japanese, English, ...
+ Structures: Revision the sentences: What nationality are you? – I’m …
Ss’ book, recording, fresh cards, puppets, posters of the chant What
nationality are you?
Learning activities
-Get Ps to do a dictation,
using the phrases learnt in
the previous lessons.
Vietnamese,
American,
Malaysian,

Australian,
Japanese, English, ...
-Tell Ps that they are going
to practice saying the
sounds of the letters j and
v in the words Japan and
Vietnamese respectively.
-First, put the letter j and v
on the board. Play the
recording and ask Ps to
repeat a few times and let
Ps say the words and the
phrases, paying attention
to the target sounds.
-Do choral and individual
repetition of the sounds,
words and phrases until Ps
feel confident.
-Get some Ps to perform in
front the class. Check as a
class and correct the
pronunciation,
if
necessary.
-Tell Ps that they are going
to practice saying the
sounds of the letters j and

Language focus


j
Japan
I’m from Japan
v
Vietnamese
I’m Vietnamese

Modes
Whole class

T-Whole class

Individual

1. Hello, I’m …
a. Linda b. Nam
2. I’m from …

T-Whole class

25