Giáo Án English Discovery 1-2

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WEEK 3

Date of preparing: 22 /9/2020 
Date of teaching: 1C: 23/9/2020 1A, 1B: 24/9/2020

Period 01:

WELCOME
Lesson 1: Part 1-2
I. Objectives:

By the end of this unit pupils Can say some common colours and can say
some common greetings.

II. Languages focus

- Vocabulary: blue, green, red, yellow.
- Sentence patterns:

Hello, I’m (name).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Say Hello, I’m (name). Ask
pupils, What’s your name?
Hello, I’m (name).

- Go around the class and ask
pupils to introduce themselves.
Create a rhythmic chant with
clapping. Hello, I’m (name) (clap,
clap, clap).

Individua
Individual

1. Listen 
and sing. 
Then 
point and 
say.

- Ask questions (in L1) about the
main illustration and encourage
pupils to talk about who they think
the characters are, where they are
and what they are doing. Explain
that the characters all live together
on a special island called Family
Island and that they are out
exploring.

- Tell pupils the five characters are
called (from left to right) Harry,
Beth, Waldo (the dragon), Cody
and Aunt Fifi. Point to the
characters, say the names and

pupils repeat. Explain that Harry
and Beth are brother and sister and
the other two are their friends.
There is also Aunt Fifi.

- Play the audio. Pupils listen and

Audio script
CD1, Track 02,
CD1, Track 03
Harry: Hello,
I’m Harry.
Beth, Cody,
Waldo: Hello
Harry.

Beth: Hello,
I’m Beth.
Harry, Cody,
Waldo: Hello
Beth.

Cody: Hello,
I’m Cody.
Beth, Harry,
Waldo: Hello
Cody.

Waldo: Hello,

Wh-class
Individual

Wh-class
Wh-class
Wh-class
Wh-class

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point to each character.

- Play the audio again. Pupils listen
again and join in.

- If pupils feel confident, use the
karaoke version of the song. Pupils
can use their own names.

- Teach the colours red, yellow and
blue by pointing to the flowers in
the main scene. Point to Waldo and
teach green. Reinforce the colours
using objects in the classroom, e.g.
coloured pens.

I’m Waldo.
Harry, Beth,
Cody: Hello
Waldo.

2. Listen

and find. 
Then 
point and 
say.

- Play the audio. Ask pupils to
listen to the audio and point to the
flowers in the pictures.

- Ask pupils to work in pairs. One
says the name of a character e.g.
Beth and their partner says the
colour of the flowers the character
is holding, e.g. blue.

CD1, Track 04
Look at the
flowers!

Blue… green…
red… yellow!

Wh-class
PW
PW

Home-link.

- As pupils are leaving the class,

say, Hello, I’m (your name).
Encourage each pupil to say,
Hello, I’m (their name).
Answer, Hello, (their name).

Wh-class

*Evaluation:………...
…….

………..

Date of preparing: 22 /9/2020 
Date of teaching: 1C: 23/9/2020 1A, 1B: 24/9/2020

Period 2

WELCOME
Lesson 2: Part 3,4.
I. Objectives

- By the end of this unit pupils can say numbers 1–5
II. Languages focus

- Vocabulary: one, two, three, four, five. Revise: blue, green, red, yellow
- Sentence patterns: Review

III. Teaching aids

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IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Remind pupils of the characters’
names and play the song from
Lesson 1 (CD1:02).

- Divide pupils into two teams.
Say, Red. One member from each
team finds something red in the
classroom.

Repeat with other colours.

Presentatio
n

- Teach numbers 1–5 using your
fingers. Count to five.

Pupils join in when ready and
count on their own fingers.
- Write the numbers in order on
the board. Point to each, say the
number and pupils repeat. Now
point to the numbers in mixed
order and pupils say the number.

Wh-class
Individual

Wh-class
Individual
3. Listen

and chant.

- Ask pupils to look at the
numbers.

- Play the audio. Pupils listen and
point to the numbers as they hear
them.

- Play the chant again and ask
pupils to chant along.

CD1, Track 05
One. Two. 
Three. Four. 
Five.

One, two, three,
four, five!

Wh-class
Wh-class

Individual
4. Listen

and sing. 
Then find 
and stick.

- Draw pupils’ attention to the
package on the station platform.
Ask them (in L1) what they think
it is and what might be inside it.
Tell them that the characters are
on a Quest to find the items on the
package. They will find an item in
each unit of the Pupils’ Book.
- Explain that Harry and his
friends are singing a song about
their quest.

- Play the audio and ask pupils to
listen for the Quest item of the
Welcome Unit (a balloon).

- Pupils then look at the Welcome
spread to find the Quest item (the
balloon on page 2).

- They find the sticker at the back

CD1, Track 06

Come with us, 
come on a 
quest,
Come on a 
quest today.
Come with us, 
come on a 
quest,
Look for a 
balloon today.
A balloon, a 
balloon,
Look for a 
balloon today.

Wh-class

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of their books and stick it into the
correct place.

- Play the audio again and ask
pupils to sing the Quest song.

Individual
Wh-class
Home-link. - When you come back home.

Please tell to your mother or
farther or your friends about what
did you say or what you did at

shool.

Wh-class

*Evaluation:……….
………...
....

WEEK 4

Date of preparing: 29/9/2020 
Date of teaching: 1A, B, C: 30/9/2020;

Period 3

UNIT 1: HAPPY BIRTHDAY
Lesson 1: Part 1,2,3.
I. Objectives

- By the end of this unit, pupils can name more colours
II. Languages focus

- Vocabulary: black, brown, grey, orange, pink, purple, white. Revise blue,
green, red, yellow

- Sentence patterns:

What colour is it? - Is it (pink)?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Play the song from the Welcome
unit (CD1:02). Pupils listen and
sing.

- Revise red, green, yellow and
blue by pointing to various objects
and asking, What colour is it?

Wh-class
Individual
1. What

do you 
know?

- Look at the main scene. Ask,
What are we learning today? Write
the lesson objective on the board or
look at it on the screen: We’re
learning words for colours.

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- If using books, close them. Ask
pupils what English words they
know for colours, e.g. red, blue.
Write them on the board.

- Introduce pupils to the learning
adventure poster. Use this poster
with pupils to help them indicate
how confident they feel about the
lesson objectives to show you who
may need more help. See page 7 in
the Introduction for how you use
this with your classes.

- Refer to the learning adventure
and say, Great! You are already
moving along your learning
adventure!

Presentation

- Present the new vocabulary with
Flashcards 01–11. Show the cards
in turn, say the words and pupils
repeat. Stick the flashcards on the
board as you say each word.

- Now say the words again and
pupils find the colours in the
classroom.

- Indicate the flashcards on the
board and say, Colours. Have a
short discussion (in L1) about the

colours pupils like.

- Write the colour words on the
board and invite pupils to stick the
flashcards next to the correct word.
- Focus on the title of the unit, My
birthday. Explain (in L1) the
meaning of the word birthday.
- Focus on the scene. Ask pupils to
guess whose birthday it might be.
Introduce Harry and Beth’s aunt,

Individual

Wh-class
Wh-class

Individual

Wh-class

Individual

Wh-class
Wh-class

Wh-class
2. Listen

and find.

- Play the audio and ask pupils to
listen first.

- Ask pupils (in L1) whose
birthday it is. (It’s Beth’s.)

- Play the audio again. Pupils listen
and point to the flags in the main
illustration when they hear the new

CD1, Track 07
Beth: Hello, my
name’s Beth. 
It’s my

birthday! Look 
at theflags!
Pink, purple,

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colour words.

- Check the activity by pointing to
each flag and asking, What colour
is it? Is it (pink)? Teach the words 
yes and no so that pupils can 
answer.

orange, brown,
black, white and

grey!

Harry and 
Cody: Happy 
Birthday, Beth!
Waldo:

Mmmm! Happy 
Birthday, Beth.
Beth: Thank 
you!

Wh-class

3. Listen 
and say.

- Play the audio. Pupils listen and
point to the flags.

- Play the audio again. Pupils
listen, point to the flags and repeat
the words.

Game

- Pupils play a game in pairs. One
pupil turns away while his/ her
partner covers up one colour with a
coin or a small piece of paper.

His/Her partner has to say which
colour is covered up. Pupils take
turns to cover up more colours
each time to make it more difficult.

Wh-class
Wh-class

PW
PW

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:………..…...
………...
Date of preparing: 30/9/2020 
Date of teaching: 1A, 1B, 1C; 01/10/2020

Period 4

UNIT 1: HAPPY BIRTHDAY

Lesson 2: 4,5,6

I. Objectives

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- Vocabulary: six, seven, eight, nine, ten. Revise Numbers 1–5
- Sentence patterns:

How many cakes?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Use Flashcards 01–11 to revise
the colours. Show the red

flashcard and say, Red. Now
show the blue flashcard and say,
Green. Pupils clap when you say 
the correct colour and stamp their
feet when you make a mistake.

Wh-class

Presentatio
n

- Revise numbers 1–5 by showing

different numbers of fingers or
objects in the classroom, e.g.
pencils or books. Ask, How many?
- Teach numbers 6–10 with
homemade number flashcards.
Stick the cards on the board in a
row. Point to each in turn, say the
number and clap the appropriate
number of beats. Pupils repeat.
- Hold up five fingers and ask,
How many? Now say, Six.
Pupils show the correct number
of fingers. Repeat with other
numbers.

Wh-class
Individual

Individual

Wh-class

4. Listen 
and chant.

- Ask pupils to look at Activity 4
in their Pupil's Books.

- Draw a cupcake and say, It’s a
cake. Draw several more and ask,

How many? Continue until you
have drawn 10 cakes.

- Play the audio. Pupils find and
count the cakes in the main
illustration as they listen.
- Ask pupils how many cakes
they found (ten). If necessary,
explain that there are eight cakes
on the plate and that Waldo is
holding two cakes.

- Play the audio again. Pause after
each line to give pupils time to

AUDIOSCRIP
T (CD1:09)
How many 
cakes?

One, two, three, 
four, five, six, 
seven, eight, 
nine, ten. Now 
count again.
One, two, three, 
four, five, six, 
seven, eight, 
nine, ten. Now 
count again.

One, two, three, 
four, five, six,

Wh-class
Individual

Individual

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repeat the words.

- Play the chant again and ask
pupils to chant along.

seven, eight,

nine, ten. Individual
6. Listen

and sing. 
Then stick.

- Ask pupils (in L1) to remember
the Quest items from the

Welcome Unit, which the

characters have to find. Ask them
to guess which item could be

found here.

- Play the Quest song. Pupils
listen for the Quest item.
- Pupils then look at the main
scene to find the Quest item (the
cake).

- Ask pupils to find the stickers at
the back of their books. They find
the sticker of the cake and stick it
into the correct place on page 5,
over the grey cake on the table.
- Ask, What colour is the cake?
(pink)

- Play the audio again and ask
pupils to sing the Quest song.

AUDIO 
SCRIPT – 
(CD1:11)
Come with us, 
come on a quest.
Come on a quest
today!

Come with us, 
come on a quest.
Look for a cake

today.

A balloon and... 
a cake! Look for
a cake today.

Wh-class
Individual

Home-link. - When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………..

WEEK 5

Date of preparing: 08/10/2020 
Date of teaching: 1A, 1B, 1C; 09/10/2020

Period 5

UNIT 1: HAPPY BIRTHDAY
Lesson 3: 5,6,7

I. Objectives

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II. Languages focus
Clap, jump, stamp

It’s my birthday. I’m (six) today!
Sentence patterns:

How old are you?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes
Warm-up - Play the chant from Lesson 2

(CD1:09). Pupils listen and chant
along.

- Write the number 1-10 in random
order on the board. Divide pupils
into two teams. Ask a pupil from
each team come to the front and
explain that when they hear your call
out a number, they should touch that
card as quick as they can. The pupil
who touches the card first score a
point for his or her team.

- Draw a cake on the board next to a
simple drawing of a child. Draw 5
candles on the cake. Point to the
child and say, It’s my birthday.
Count the candles and say, I’m five.
Write these sentences in speech
bubble if you wish.

- Ask several pupils, How old are
you? Elicit e.g. I’m (six)

- Have pupils look at the screen and
ask, What are we learning today?
- Write the lesson objectives on the
board: We're learning action words
and saying how old we are.

- Ask pupils what English words
they can remember for numbers,
e.g. one, two. Write them on the

board.

- Refer to the learning adventure

AUDIO
SCRIPT –
(CD1:09)
How many
cakes?
One, two, 
three, four, 
five, six, seven, 
eight, nine, ten.
Now count 
again.
One, two, 
three, four, 
five, six, seven, 
eight, nine, ten.
Now count 
again.
One, two, 
three, four, 
five, six, seven, 
eight, nine, ten.

Individual
GW

Individual

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poster and say, Great! You are
moving along your learning
adventure!

5. Look 
and say.

- Write and then read out the words
on the board and ask the students to
repeat after you.

- Teach jump, clap and stamp by
pointing to the word on the screen
and then miming the actions.
- Also teach a mime to Hip, hip,
hurray, e.g. waving hands in the air.
- Pupils play a game in pairs. One
pupil calls out an action then a
number from 1 to 10, e.g. Jump.
Ten. His or her partner does the
action that specific number of times.

Wh-class
Wh-class
Individual

Individual

6. Listen 
and find.

- Ask pupils to look at Activity 6 in
their Pupil's Books.

- Get them to look at the scene and
explain (L1) that the children in the
picture are all having a birthday
party. Ask questions about the
picture. Point to the candles on the
cake and ask, How many? (Seven.)
Point to a balloon and ask, What
colour is it? Pupils answer, e.g. It's
(blue).

- Play the audio. Pupils listen and
point to each child as they hear
him/her mentioned in the song.
- Play the audio again and ask pupils
to join in with the words.

- If the pupils feel confident, use
Karaoke version of the song on the
Audio CD. Pupils can sing new
verses with the ages and actions of
their choice.

Audio script

It's my

birthday.

Hip hiphurray! 
HappyBirthday
! Clap,

clap,clap.
I'm six today! 
It's mybirthday.
Hip hip hurray!
HappyBirthday
! Stamp, stamp,
stamp.

I'm seventoday!
It's mybirthday.
Hip hip hurray!
HappyBirthday
! Jump, jump, 
jump.

I'm eight today!
HappyBirthday
!

HappyBirthday
!

Wh-class

Individual

PW
Wh-class

PW
PW

7. Find 
and draw.

- Ask pupils to look at Activity 7 in
their Pupil's Books.

Answer key:
1 six candles 2

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Then say. - Pupils find the children in the main
illustration and find the clues to how
old they are. Pupils then draw the
number of candles on their birthday
cake and say, e.g. for picture 1, I'm
(six.)

- Check the activity by pointing to
the various pictures and asking, How
old are you? Pupils answer, I'm (six).
- Invite several pupils to the board

and ask, How old are you? (I'm
seven.)

eight candles 3 
seven candles

Individual
Wh-class

Individual

Individual

Home-link.

- When you come back home. Please
tell to your mother or farther or your
friends about what did you say or
what you did at shool.

Wh-class

*Evaluation:

………
………..

Date of preparing: 09/10/2020 
Date of teaching: 1A,B,C; 10/10/2020

Period 6

UNIT 1: MY BIRTHDAY
Lesson 4: Part 8,9.
I. Objectives

- By the end of this unit, pupils can describe colours and talk about how old I am
can say the sounds /b/ and /p/.

II. Languages focus

- Vocabulary: Balloon, bee, panda.
- Sentence patterns: + It’s (blue).

+I’m (six).

+Numbers, colours, actions
III. Teaching aids

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Steps Learning activities Language focus Modes
Warm-up - Start the lesson by singing the

song from lesson 3 (CD1:12) and
doing the actions to revise clap,
stamp and jump.

- Point to the objects in the

classroom, e.g. chair, table… Ask,

What colour is it? Say, It’s red.
Have pupils point to items in the
classroom and tell their partner.

Wh-class

8. Colour 
and say.

- Ask pupils to look at Activity 8 in
their Pupil's Books.

- Focus on the picture. Ask, How
many balloons? (Four.) Tell pupils
to colour the balloons whichever
colour they like and to write a
number on the girl's party badge to
indicate how old she is.

- Pupils then compare with a
partner, pointing to the balloons
and saying, It's (yellow)

and I'm (six) about the girl's age.
- Remind pupils of the words
purple and pink by pointing to the
colour of the book or finding
objects of these colours in the
classroom.

- Ask pupils whichs sound they
hear in both words. Say /p/ sound
and ask pupils to repeat.

- Do the same with /b/ black, blue

Wh-class
Wh-class
Individual

PW
Wh-class

9. Listen 
and say.

- Play the audio. Pause after the
first three lines. Ask pupils which
sound they can hear /b/ and /p).
Play the first three line again and
pupils repeat.

- Introduce the two mascots by
pointing and saying. This is Buzzy
Bee. This is Polly Panda.

- Ask pupils which colours they
can see beginning with /b/ sound

(black, blue and brown). And ask
which colours they can see

beginning with /p/ sound (purple
and pink).

AUDIO 
SCRIPT:
b b p p b, b, b
p, p, p

b, p, b, p, b, p
Buzzy Bee, 
Buzzy Bee, 
black, blue, 
brown, Buzzy 
Bee!

Polly Panda, 
Polly Panda, 
purple, pink,
Polly Panda!

Wh-class
Individual
Individual
Wh-class

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- Focus on the letter next to each
character. Indicate the panda and

say, e.g. Look, a panda!

- Play the audio again and have
pupils repeat after each line.

Individual

10. Trace. 
Then 
listen and 
colour.

- Ask pupils to look at Activity 6 in
their Activity Books.

- Pupils trace the letters b and p.
- Play the audio. Pupils listen and
colour the spaces on Buzzy Bee's
and Polly Panda's paint palettes as
instructed.

- Ask pupils to look at Activity 7 in
their Activity Books.

- Pupils trace the words.

- Pupils read the words and colour
the circles. They can write and
colour the final square in any of
the five colours.

key:

b = blue, black,
brown

p = pink, 
purple
AUDIO 
SCRIPT – 
(CD1:16)

Buzzy Bee. Blue.
Polly Panda. 
Pink. Buzzy Bee.
Black. Polly 
Panda. Purple. 
Buzzy Bee. 
Brown.

Activity answer

Wh-class
GW
Wh-class

Pop quiz - Ask pupils to stand up if you say
a word with the /b/ sound and sit

down for a word with the /p/
sound. Say the words from the
audio. If pupils are standing when
they should be sitting or vice versa,
they could continue with their
hands on their heads. The winner is
the last pupil without hands on his
or her head.

Wh- class
Individual
Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

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WEEK 6
Date of teaching: 1A, 1B, 1C; 21/10/2020
Period 7

UNIT 1: MY BIRTHDAY
Lesson 5: Part 10,11.
I. Objectives

- By the end of this unit, pupils can understand the simple stories and can act out
the stories

II. Languages focus

- Vocabulary: Colours, Numbers 1-10
- Sentence patterns: Review.

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Play the song from the Welcome
Unit.

- Look back at Pupil's Book pages
2 and 3 to remind pupils of the
characters and their names.
- Play the song again and have
pupils sing along.

- Write the lesson objectives on
the board: We're listening to a

story and acting it out.

Individual
Wh-class

10. Listen 
to the 
story. 
Read

- Ask pupils to look at Activity 10
in their Pupil's Books.

- Direct pupils' attention to the
story and ask questions about the
characters and each scene, e.g.
Who's this? What's this? What 
colour is it? How many cakes?, 
etc.

- Ask pupils to predict what will
happen in the story.

- Play the audio. Ask pupils to
listen to the story and follow
along in their books.

- Check pupils' understanding of
the story by asking questions and
pointing to the pictures.

- After pupils have a clear

Audio script
1. Man 1: Good! 
One blue ball for
you! Harry: 
Thank you!
2. Woman: One, 
two, three. Three
yellow ducks for 
you.

Beth: Thank you.
3. Man 2: One, 
two. Two purple 
balloons for you.
Cody: Thank 
you.

4. Harry: Brown 
for me. Beth:

Wh-class
Individual

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understanding of the story, play

the audio again. Pause after each
frame and encourage pupils to
repeat the words and phrases
aloud to the audio.

White for me.
Cody: And black 
for me. Whee! 
5. All: Waldo?
6. Waldo: One, 
two, three, four, 
five! Five cakes 
for me! Yum!
Beth: Oh,Waldo!

11. Act 
out the 
story.

- Ask pupils to look at Activity 11
in their Pupil's Books.

- Invite a group of pupil

volunteers to act out the roles. Say
the lines while the pupils act out
the story and then ask pupils to
repeat them after you.

- Encourage pupils to say the lines
from memory. You may wish to
use props for the roleplay.

- Divide pupils into groups of
seven (Pick and mix). Give groups
time to practise their roleplay.
- Read the lines again and ask
pupils to speak along. Ask other
groups of pupils to come to the
front to act out the story.

- You might like to give the pupils
feedback on their roleplay.

Wh-class

Wh-class
Wh-class

GW
GW

GW
Listen and

circle. 
Then 
colour.

- Ask pupils to look at Activity 8
in their Activity Books.

- Play the audio. Pupils listen and
circle the correct pictures.

- They then listen again for the
colour and colour the pictures
according to the audio.

Answer key:

1 b, green balloons; 2 b, yellow 
ducks; 3 a, brown ball

Audio script
1. Mmm, two 
green balloons 
for Cody.

2. Three yellow 
ducks for Beth.
3. One brown 
ball for Harry.

Wh-class
Wh-class
Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

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………
………
Date of preparing: 21/10/2020 
Date of teaching: 1A, 1B, 1C; 23/10/2020

Period 8

UNIT 1: MY BIRTHDAY
Lesson 6: Part 12,13.
I. Objectives

- By the end of this unit, pupils can describe the colours of common animals and
plants.

II. Languages focus

- Vocabulary: bird, butterfly, fish, flower, leaf

- Sentence patterns:

+ It’s a (bird).
+ It’s brown.

+ It’s a (brown bird).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Ask pupils (in L1) to close their
eyes and imagine they are in: a
desert, a coral reef, a beautiful
garden, a forest, etc. Ask, What
colour do you see? Show pupils
photos of these environment for
support.

- Have pupils look at the book and
ask, What are we learning today?
Write the lesson objective on the
board: We're learning about the
colours of animals and plants.

Wh-class

12. Listen

and point. 
Then say.

- Ask pupils to look at Activity 12
in their Pupil's Books.

- Point to the photos and ask pupils
to identify the animals, then their
colours. Ask, What is it? What
colour is it? Say, It's a (fish). It's 
(orange). Ask pupils to point to the
correct photo.

- Play the audio. Pupils listen and

Audio script
1 It's a bird. It's 
brown. A brown
bird. 2 It's a 
fish. It's orange.
An orange fish. 
3 It's a flower. 
It's pink. A pink 
flower. 4 It's a 
leaf. It's green. 
A green leaf.
5 It's a butterfly.

Wh-class

Individual
Individual

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point to the photos as they hear
them being described.

- Pupils work in pairs. One pupil
says, It's (blue). His/her partner
points to and says the object, e.g. A
(butterfly).

It's blue. A blue 
butterfly.

13.

Complete 
the

pictures. 
Then say.

- Ask pupils to look at Activity 13
in their Pupil's Books.

- Pupils finish each picture
following the dotted lines.
- They then colour the pictures.
- In pairs, pupils talk about their
pictures.

Key:
1 yellow 
2 orange 
3 brown 
4 pink 
5 green

Wh-class
Individual
Individual

PW
Wh-class
Project:

Make a 
poster.

- Tell pupils they are going to
make a poster about animals and
plants. They can use the photos
they brought to class or they can
draw their own pictures. Give
pupils some drawing time if
necessary.

- Give each pupil a large sheet of
paper. Pupils stick their photos or
drawings onto the paper to make a

poster. They can write word labels
and stick them onto their poster if
they wish.

- Ask pupils to describe their
posters to the class, e.g. It's a
(butterfly). It's (purple). The

posters can then be displayed in the
classroom.

Wh-class
Individual
Individual
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 26/10/2020 
Date of teaching: 1A, B, C; 28/10/2020

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UNIT 1: MY BIRTHDAY
Lesson 7: Part 14,15.
I. Objectives

- By the end of this unit, pupils can assess what I have learnt in Unit 1
II. Languages focus

- Vocabulary: Colours, numbers
- Sentence patterns:

- What’s this?
- What colour is it?
- How many?

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Show the picture and take the
class through the colours quickly.
- Tell the class to remember the
colours and show the next picture.
Indicate the missing item and ask
if anyone can remember what
colour it was. (It's orange.).
Continue through the picture as a
whole class activity.

- Ask pupils if they can remember
the things they have been learning
in this unit, e.g. How many colour
words do you know now? Put
their ideas on the board.

Wh-class/
GW

14. Trace 
and stick. 
Then say.

- Ask pupils to look at Activity 14
in their Pupil's Books.

- Indicate the balloons and ask,
How many? (seven). Ask pupils
(in L1) what colour they think the
balloons might be.

- Pupils trace the colour words
next to each balloon and say them.
- Ask pupils to find the stickers of
the balloons at the back of their
books. They stick the stickers in
place. They then work in pairs,
pointing and saying, e.g.

It's(pink).

- Pupils stick the star sticker in
place if they feel they have learnt

Wh-class
Individual

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the unit vocabulary successfully
15. Listen

and tick. 
Say.

- Ask pupils to look at Activity 15
in their Pupil's Books.

- Point to the pictures and ask,

What's this? What colour is it? 
How many? Encourage pupils to 
answer in full sentences, e.g. It's
a (leaf). It's (green). (One).

- Play the audio. Pupils listen and
point to the pictures.

- Play the audio again and ask
pupils to tick the correct picture.
- To check the answers, ask pupils
to describe the pictures they have
ticked, e.g. One green leaf.

- Pupils stick the star sticker in
place if they feel they have done
this activity successfully.

Answer key:
1 a 2 b 3 a 4 b
Audio script: 
1. It's a green 
leaf.

2. It's a white 
bird.

3. One, two. Two
yellow

butterflies.
4. One, two, 
three. Three 
purple fish.

Wh-class
Wh-class

Individual
Game:

Complete 
the word.

- Ask pupils to look at the board.
Do the first question together as a
class. Pupils look at the picture
and the word. Then pupils work
out the missing letter to complete
the word (pink).

- Put pupils into pairs and click
through the questions. Review the
questions as a class, and ask for
volunteers to come to the board to
complete the words.

Answer key:
1 pink 2 six 3 
nine 4 grey

Wh-class
PW

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 28/10/2020 
Date of teaching: 1A, B, C; 30/10/2020

Period 10

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- By the end of this unit, pupils can use what I have learned in Unit 1
II. Languages focus

- Vocabulary: Review (Colours, numbers 1-10)
- Sentence patterns: Review

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Write numbers from 1-10 on
small pieces of paper and hand
them out to the class. Explain (in
L1) that these represent an age.
Ask various pupils, How old are
you? I’m (five).

- Tell pupils to use the same

numbers as in the previous activity.
Call out numbers and say an

action, e.g. Number 2, clap! Pupil
holding that number should do the
correct action. Say two or three
numbers at the once to make the
game more interesting.

Individual

16. Find 
and count.
Then 
write.

- Ask pupils to look at Activity 16
in their Pupil's Books.

- Ask pupils to look at the objects
under the main picture and say
what they can see, e.g. a cake, a
yellow flower.

- Ask pupils to find and count them
in the scene. They write the

number next to each object.

- They then check their answers in
pairs.

Answer key:
1. 10

2. 9

3. 6
4. 6
5. 8
6. 5

Wh-class
Individual

Individual

PW
17. Colour

and say.

- Ask pupils to look at Activity 17
in their Pupil’s Book.

- Pupils colour each group of
objects whichever colour they like.
- They then work in pairs

comparing their pictures as they
describe them,

e.g. Two (yellow) balloons.

Five (pink) cakes. Six (grey) balls.

Wh-class

What I 
Know

- Tell pupils that for homework
they will check and review what

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they learnt in the unit.

- What I Know: Pupils look at each
picture and if they can remember
the word for it, they can drag it
into

the I know box. If not, they should
drag it into the I don't know box.
- Let's Review: Pupils revise some
key vocabulary from the unit using
the flashcards. They should try to
remember the word for each card,
then click on it to see the answer.
- Having reviewed the words,
pupils repeat the What I Know
activity and see how many more
words they can remember this
time. You could suggest that they
look back at the unit and revise the

vocabulary until they can drag all
the pictures into the I know box.

Wh-class
Wh-class

Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 02/11/2020 
Date of teaching: 1A, 1B, 1C; 04/11/2020

Period 11

UNIT 2: AT SCHOOL

Lesson 1: Part 1,2,3.
I. Objectives

- By the end of this unit, pupils can talk about classroom objects.
II. Languages focus

Vocabulary: Book, chair, pen, pencil, rubber, ruler, school, table
Sentence pattern:

What’s this? - This is a (pen).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

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Warm-up - Play the song of Welcome unit
(CD1:12) Pupils listen and sing.
- Write the number words on the
board or use of the number word
cards. Pupils write the number
below each cards.

- Have pupils look at the screen
and ask, What are we learning
today? Write the lesson objective
on the board: We're learning words
for classroom objects.

- Ask pupils what English words
they know for classroom objects,

e.g. book, pen. Write them on the
board.

Wh-class
GW

Wh-class

1. What 
do you 
know.

- Present the new vocabulary with
Flashcards 12-19. Show the

flashcard in turn, say the words
and pupils repeat. Stick the

flashcards on the board as you say
each word.

- Focus on the scene. Have a short
discussion (in L1) about the

characters in the illustration and
where they are. Teach the word
school in English

- Pupils identify the target

vocabulary in the picture. Point to
the classroom objects and ask,
What’s this? It’s a pencil.

- Write the classroom object words
on the board and invite pupils to
stick the flashcard next to the
correct word.

Wh-class

Individual
Individual

2. Listen 
and circle.

- Ask pupils to look at Activity 2 in
their Pupil's Books.

- Play the audio and ask pupils to
listen first.

- Have a short discussion (in L1)
about what's happening. (Harry
and his friends have taken Waldo 
to school. Waldo is exploring and 
finding strange uses for some of

the classroom objects.)

- Play the audio again. Pupils listen

Audio script
Cody: Look, 
Waldo! This is 
our school. This
is a table. And 
this is my chair.
Harry: And 
look! This is a 
pen. And this is 
a ruler. And a 
rubber.

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and point to each item in the
illustration as it is mentioned.
- They listen again and circle each
item.

Waldo: Hmm. 
What's this? 
Mmmm!
Harry: It's a 
book! Oh no! 
Waldo: And 
what's this? 
Mmmm! 
Cody: It's a

pencil! No, 
Waldo!

Wh-class

3. Listen 
and say.

- Ask pupils to look at Activity 3 in
their Pupil's Books.

- Play the audio. Pupils listen and
point to the classroom objects.
Indicate the objects in your own
classroom, where possible.
- Play the audio again. Pupils
listen, point to the objects and
repeat the words.

Audio script
table, chair, 
pen, ruler, 
rubber, pencil, 
book

Wh-class
Individual
Individual
Draw.

Then 
trace.

- Ask pupils to look at Activity 1 in
their Activity Books.

- Pupils trace the dotted lines to
find out what each object is. They
then trace the words. Help the
pupils to read the words, and check
the answers by repeating the words
as a class.

- Pupils colour the objects, if they
wish. They then check their answers
in pairs. One pupil says a colour and
his/her partner says the object.

Wh-class
Individual

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at

shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 04/11/2020 
Date of teaching: 1A, 1B, 1C; 06/11/2020

</div>
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UNIT 2: AT SCHOOL
Lesson 2: Part 4,5.
I. Objectives

- By the end of this unit, pupils can describe common classroom objects.
II. Languages focus

- Vocabulary: Classroom objects. Colours.
- Sentence patterns:

+ What is it? - It’s a (pink) (pen).
+ What colour is it?

+ Look! Can you find a (blue) (pen)?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Put a selection of classroom
objects in various colours on your
table. Invite a few pupils to pick
them one by one and say. It’s a
(rubber). Then ask pupils to close
their eyes. While you remove one
or two. Pupils open their eyes and
say what’s missing.

- Look at the lesson objective:
We're learning to talk about 
classroom objects.

Wh-class

4. Listen 
and chant.

- Ask pupils to look at Activity 4 in
their Pupil's Books.

- Say, Look! Look! Make a gesture
to emphasize the meaning of the
word. Then ask, Can you find
a (blue) (pen)? Pupils point to the
blue pen in the main illustration.
- Play the audio again. Pause after

each line to give pupils time to
repeat the words.

- Play the chant and ask pupils to
chant along.

- Pupils can replicate the chant
substituting objects of different
colours which they've got in their
own schools bags or on their
tables.

Audio script:
A yellow pencil 
and a blue pen.
A brown table 
and an orange 
chair. A green 
ruler and a 
white rubber.
A purple book, 
look, look, look!

Wh-class

Individual

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and circle.

Then say.

their Pupil's Books.

- Focus on the pictures at the
bottom of the page. Play the audio.
Pupils listen and circle the

appropriate item in each pair.
- Pupils then point to each in turn
and say, It's a (red) (pencil).

Answer key:
1. red pencil
2. pink pen
3. white ruler
4. green rubber

1. It's a red 
pencil.

2. It's a pink 
pen.

3. It's a white 
ruler.

4. It's a green 
rubber

Individual
Individual

PW
Individual
Listen and

read.Then
colour.

- Ask pupils to look at Activity 3 in
their Activity Books.

- Play the audio. Pupils listen and
read the words in their books.
- They then colour the objects
accordingly.

Audio script:
A yellow 
rubber. A red 
ruler.

A black chair. A
brown table. A 
purple pen. A 
pink pencil.
A green book.

Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 09/11/2020 
Date of teaching: 1A, B, C; 11/11/2020

Period 13

UNIT 2: AT SCHOOL
Lesson 3

I. Objectives

- By the end of this unit pupils can say some action words, talk about plurals and

follow a simple song.

II. Languages focus

- Vocabulary: climb, jump, play. Review classroom objects, numbers.
- Sentence patterns:

+ What’s this? What colour is it?
+ How many (books)?

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Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Tell pupils that they are going to
listen to the chant about classroom
objects page 13. Play the audio.
Pupils point to the objects when
they hear the objects in the chant.
Play once more and have pupils
chant along.

- Write the lesson objectives on
the board: We're learning some
action words and plurals.

Wh-class

Look and

say.

- Hold up the book and ask,
What’s this? It’s a book. Then 
pick up another book and ask,
How many books? Count with 
pupils. Say one book, two book,
stressing the plural /s/ sound
- Ask pupils (in L1) what’s

happening in the picture (the mice
are using the classroom objects as
a playground). Indicate the mice
and say, Look at the mice! Ask,
How many mice? Teach the word
mice if necessary.

- Revise jump and teach the words
climb and play using the pictures
on the screen. If necessary, use
mime or L1 translation to help.
Point to the mouse doing the
action or mime the action and
say the word several times.

Wh-class

Individual

Wh-class
Individual
Individual

Wh-class
PW
6. Listen

and find.

- Ask pupils to look at Activity 6
in their Pupil's Books.

- Point to various objects in the
picture and ask, What's this? What
colour is it? How many (books)?
- Play the audio. Pupils listen and
point to the objects in the picture
as they hear them mentioned.

Audio script:
Rulers, rulers 
How many 
rulers?

How many rulers
can you see? 
Hurray! Let's 
play! Let's jump

and climb.

Books, books 
How many 
books?

Wh-class

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How many books
can you see? 
Hurray! Let's 
play! Let's jump 
and climb.

Pencils, pencils 
How many 
pencils?
How many 
pencils can you 
see? Hurray! 
Let's play! Let's 
jump and climb.
Pens, pens

How many pens?
How many pens 
can you see? 
Hurray! Let's 
play! Let's jump 
and climb.

Rubbers, 
rubbers, How 
many rubbers?
How many 
rubbers can you 
see? Hurray! 
Let's play! Let's 
jump and

climb.

Wh-class

Individual
Wh-class

7. Count 
and write. 
Say.

- Ask pupils to look at Activity 7
in their Pupil's Books.

- Pupils name the item at the
bottom of the page, e.g. It's a

(pencil). They count the number
of items in the song illustration
(Activity 6) and write the numbers
in the boxes.

- Pupils check their answers with
a partner by saying the answers,
e.g. (ten) (pencils).

Answer key:
10 pencils
4 rubbers
3 rulers
5 books
6 pens

Wh-class

GW
GW
PW

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

</div>
(28)<div class='page_container' data-page=28>

*Evaluation:

………
………
………
Date of preparing: 11/11/2020 
Date of teaching: 1A,B,C; 13/11/2020

Period 14

UNIT 2: AT SCHOOL
Lesson 4

I. Objectives

- By the end of this unit, pupils can describe classroom objects and say the
sounds /r/ and /l/.

II. Languages focus

- Vocabulary: lamb, look, rabbit.

- Sentence patterns: It’s a (pink) (ruler).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Tell pupils that they are going to
listen to the song about classroom
objects page 14. Play the audio.
Pupils point to the objects when
they hear the objects in the song.
Play once more and have pupils
sing along.

Wh-class

8. Listen 
and say.

- Ask pupils to look at Activity 8 in
their Pupil's Books.

- Ask pupils questions about the
photos, e.g. What's this? (It's a
ruler.) What colour is it? (It's pink.)
Say, It's a pink ruler.

Tell pupils (in L1) that the children
in the photos are playing Snap! and
teach them the word in English.
Explain the aim of the

game.

- Play the audio. Pupils listen and

say in which photo the players say
Snap!

- Play the audio again for pupils to

Audio script:
1

Boy A: It's a 
pink ruler.
Boy B: It's a 
pink ruler.Snap!
Two rulers.
2

Boy A: It's a 
brown table.
Boy B: It's a red
pen.

Boy A: Try 
again.

Wh-class
Individual

Individual

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learn some useful expressions they
may need while playing the game.

Explain (in L1) the meaning of Try
again.

9. Listen 
and say..

- Ask pupils to look at Activity 9 in
their Pupil's Books

- Play the audio and point to the
sounds. Play the audio again and
ask pupils to say the words.

- Show the activity on the screen.
Focus on the first picture. Indicate
the rabbit and say, e.g. Look, a
rabbit!

- Play the audio. Play the audio
again, and have pupils repeat the
phrase.

- Move on to the next screen.
Focus on the second picture.
Indicate the lamb and say, e.g.
Look, a lamb!.

Audio script: 
r

Ricky Rabbit 
ruler

rubber red. 
Ricky Rabbit, 
Ricky Rabbit, 
ruler, rubber, 
red,

Ricky Rabbit!
Lucy Lamb, 
Lucy Lamb, 
look, leaf,
Lucy Lamb!

Wh-class
Individual

Wh-class

Trace. 
Then 
listen, 
match and
colour.

- Ask pupils to look at Activity 6

in their Activity Books.

- Pupils trace the letters r and l.
- Pupils look at the various objects
scattered across the field. Some of
these belong to Ricky Rabbit.
Others belong to Lucy Lamb.
- Play the audio. Pupils listen and
draw a line to connect together all
the r words and colour them red.
Pupils then draw a line to connect
the l words and colour them yellow.
- Ask pupils to look at Activity 7 in
their Activity Books.

- Pupils join the dots and find the
images.

- They then trace the words below
each of the animals and say them.

Audio script:
Ricky Rabbit r
rubber rabbit 
Lucy Lamb l
leaf lamb
Answer key: 
red = rabbit, 
rubber yellow =
leaf, lamb

1 rabbit
2 lamb

Wh-class
Wh-class

Wh-class

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

</div>
(30)<div class='page_container' data-page=30>

………
………
Date of preparing: …/11/2020 
Date of teaching: 1A,B,C; …/11/2020

Period 15

UNIT 2: AT SCHOOL
Lesson 5

I. Objectives

- By the end of this unit, pupils can understand a simple story and act out a story.
II. Languages focus

- Vocabulary:

- Sentence patterns:

What’s this? It’s a …..
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Remind pupils of the story from
Unit 1. Then look at the questions
and ask, Who is in the story?
Nominate a pupil to answer
(Harry, Beth, Cody and Waldo.).
- Have pupils look at the screen
and ask, What are we learning
today? Ask pupils to look at the
image and guess what they will be
learning in the lesson.

Wh-class
Individual

Wh-class

10. Listen 
to the 
story. 
Read.

- Ask pupils to look at Activity 10
in their Pupil's Books.

- Direct pupils' attention to the
story and ask questions about the
characters and the scene: Who's
this? What's this? What colour is 
it? Say, Find (Harry)., Find a 
ruler., etc.

- Ask pupils to predict what will
happen in the story.

- Play the audio. Ask pupils to
listen to the story and follow
along in their books.

- Check pupils' understanding of
the story by asking questions and

pointing to the pictures. If

necessary, explain that the woman

Audio script:
1.MissCampbell:
Oh, dear!

Harry: Can I help
you? Miss

Campbell: Yes,
please.

2.Harry: A green
ruler. Hmm.
Cody: What's
this?

3. Cody: Oh! It's
a yellow chair.
Miss Campbell:
Oh, dear.

4. Harry:A drum.
Cody: A red

Wh-class
Individual

Individual
Individual

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in the story (Miss Campbell) is a
teacher.

- After pupils have a clear
understanding of the story, play
the audio again. Pause after each
frame and encourage pupils to
repeat the words and phrases
aloud.

pencil.

5.MissCampbell:
What's this?
6.MissCampbell:
Argh! It's a green
dragon!

Harry: It'sWaldo!

Wh-class

11. Act 
out the 
story.

- Ask pupils to look at Activity 11

in their Pupil's Books.

- Invite a group of pupilvolunteers
to act out the roles. Say the lines
while the pupils act out the story
and then ask pupils to repeat them
after you.

- Encourage pupils to say the lines
from memory. You may wish to
use props for the roleplay.

- Divide pupils into groups of
seven. Give groups time to
practise their roleplay.

- Read the lines again and ask
pupils to speak along. Ask other
groups of pupils to come to the
front to act out the story.

- You might like to give the pupils
feedback on their roleplay.

Wh-class
GW

Individual
GW
GW

Wh-class
Listen and

number.

- Ask pupils to look at Activity 8
in their Activity Books.

- Play the audio. Pupils listen and
number the pictures accordingly.

Answer key:
a 3, b 1, c 2, d 4

Wh-class
Wh-class
Draw.

Then 
trace and 
colour.

- Ask pupils to look at Activity 9
in their Activity Books.

- Pupils draw over the dotted lines
to reveal the picture (Waldo).
They read the phrase below the
picture and trace the word green.

- Ask the class if they can sound
out the word they have traced, and
help them to read the sentence.
Ask them to colour the dragon.

Audio script: 
1. What's this?
It's a yellow 
chair.

2. What's this? 
It's a red pencil. 
3. What's this? 
It's a green ruler.
4. Arrgh! What's 
this?It'sa

dragon.

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what

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did you say or what you did at
shool.

*Evaluation:

………
………
………
Date of preparing: 18/11/2020 
Date of teaching: 1A, 1B, 1C; 20/11/2020

Period 16

UNIT 2: AT SCHOOL
Lesson 6

I. Objectives

- By the end of this unit, pupils can name some common musical instruments.
II. Languages focus

- Vocabulary: drum, guitar, piano, violin.

- Sentence patterns: What’s this? It’s a ………….
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Have pupils look at the pictures
of some classroom objects. Tell
them that you are going to act out

using a classroom object, and the
class needs to guess what it is.
- Write the lesson objective on the
board: We're learning about

musical instruments.

PW/
Individual

Wh-class
12. Listen

and point. 
And then 
say.

- Ask pupils to look at Activity 12
in their Pupil's Books.

- Teach the musical instruments by
pointing to the piano, guitar, violin
and drum in Activity 12 and saying
the words several times, e.g. It’s a
piano

- Miming the piano and ask,

What’s this? It’s a piano. Continue
with other instruments.

- Play the audio. Ask pupils to
listen as they look at the photos
and point to the instruments on the
audio. Have pupils listen again and

Audio script
1 It's a violin. 
2 It's a drum. 
3 It's a guitar. 
4 It's a piano.

Wh-class

Individual

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repeat the words.

- In pairs, pupils mime and guess
the instruments, saying, e.g. It's a
(drum).

13. Listen 
and

number.

- Ask pupils to look at Activity 13
in their Pupil's Books.

- Direct pupils' attention to the
photos. Ask them to identify the
instruments in the pictures. Say,
e.g. What's this? (It's a violin.)
- Play the audio of music from the
various instruments. Say, Listen to
the music. Stop the audio after
each instrument and ask, What is
it?

- Play the audio again and pupils
number the photos according to
each excerpt of music.

- Ask pupils, Which music do you
like best?

Answer key: 
violin 4, 
drums 3
guitar 1
piano 2 
Audio script:
1 [Excerpt of 
guitar music] 
2 [Excerpt of

piano music] 
3 [Excerpt of 
drum music] 
4 [Excerpt of 
violin music]

Wh-class
Individual
Individual

PW
Individual

Wh-class

Match 
and trace. 
Then say.

- Ask pupils to look at Activity 10
in their Activity Books.

- Pupils match each of the
characters with their missing
musical instruments.

- They then trace the words. Say,
(One). Pupils say, It's a (guitar).

Activity answer

key:

1 guitar 2 piano
3 violin 4 drum

Wh-class
Individual
Individual
Read and

circle.

- Ask pupils to look at Activity 11
in their Activity Books.

- Pupils look at the close-up
pictures of the instruments and
guess what each of the instruments
are. They circle the correct word
below it.

- Ask which instrument is not
shown (a violin).

Activity answer
key:

1 guitar 2 piano
3 drum

Wh-class
Individual

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

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………
………
Date of preparing: 23/11/2020 
Date of teaching: 1A, 1B, 1C; 25/11/2020

Period 17

UNIT 2: AT SCHOOL
Lesson 7

I. Objectives

- By the end of this unit, pupils can assess what I have learnt in Unit 2
II. Languages focus

- Vocabulary: Review

- Sentence pattern: What’s this? What colour is it? How many?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Display the flashcards 12-19 or
real items in the classroom to
revise classroom objectvocabulary.
Hold up a pencil and say, What’s
this? Is this a yellow ruler?

Wh-class

14. Listen 
and stick. 
Then 
trace.

- Ask pupils to look at Activity 14
in their Pupil's Books.

- Ask pupils to turn to the stickers

of the classroom objects at the
back of their books and name the
objects.

- Play the audio. Ask pupils to
listen and point to the stickers.
- Play the audio again and ask
pupils to stick the stickers in place.
- They then trace the words under
the stickers.

- Pupils stick the star sticker in
place if they feel they have learnt
the unit vocabulary successfully.

Audio script:
1 It's a purple 
pen. 2 It's a 
yellow ruler.
3 It's a blue 
pencil.

4 It's a white 
rubber.

5 It's a red 
book.

6 It's an orange 
chair.

7 It's a brown 
table.

Wh-class
Wh-class
Individual

Wh-class
Individual
15.Colour.

Then 
listen and 
ask and 
answer.

- Ask pupils to look at Activity 15
in their Pupil's Books.

- Pupils work individually and
colour the classroom objects.
- They then compare their pictures
in pairs. One pupil points to one of
his/her partner's pictures.

His/her partner describes the

Audio script
What's this?

It's a red guitar.

Wh-class
Individual

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picture, saying, e.g. It's a (blue)
(pen). Invite pupils to the front to
share their drawings with the class.
- Play the audio to give pupils an
idea of the language they will need
and model the sentences with the
class.

- Pupils stick the star sticker in
place if they feel they have learnt
the unit structures successfully.

Individual

Read and 
match.

- Ask pupils to look at Activity 12
in their Activity Books.

- Pupils match the words with the
corresponding pictures by drawing
matching lines.

Answer key:

1 table 2 chair 3
rulers 4 rubber 
5 pencils

6 pens 7 book

Wh-class
Individual
Read and

colour.

- Ask pupils to look at Activity 13
in their Activity Books.

- Pupils read the words in Waldo's
thought bubbles and colour the
pictures accordingly.

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 25/11/2020 
Date of teaching: 1A,B,C; 27/11/2020

Period 18

UNIT 2: AT SCHOOL
Lesson 8

I. Objectives

- By the end of this unit, pupils can use what I have learnt in Unit 2.
II. Languages focus

- Vocabulary: camp, forest, go hiking and return.
- Sentence patterns: Review

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

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Warm-up - Show pupils the flashcards 12-10
in turn and stick them on the
board. Number them from1-7. Tell
pupils (in L1) to try to remember

the position of each flash card.
After a while, take off two

flashcards and ask pupils to say all
seven words in correct order.
Repeat until there aren’t any
flashcards on the board and pupils
can repeat them in the

correct order.

Wh-class

16. Find 
and circle 
five

differences
.

- Ask pupils to look at Activity 16
in their Pupil's Books.

- Pupils find five differences
between the pictures, circling the
differences on picture 2. Give
pupils a time limit. They can work
either individually or in pairs.
- Check answers as a class. Pupils
say, e.g. Picture 1, (two red pens).

Picture 2, (two blue pens).

Answer key:
Picture 1: four
yellow pencils,
three black
books, yellow
ruler, yellow
rubber, brown
chair

Picture 2: four
orange pencils,
three brown
books, pink
ruler, green
rubber, grey
chair

Wh-class
Wh-class
Individual

PW
Individual

PW
Wh-class
17. Listen.

Then say 
and play.

- Ask pupils to look at Activity 17
in their Pupil Books.

- Ask pupils to say in which
picture the yellow rubber can be
found (Picture 1).

- Ask pupils to play a game in
pairs. One pupil says an item from
one of the pictures and his/her
partner says the number of the
picture.

- Play the audio to give pupils an
idea of the language they will
need.

Audio script: 
A yellow
rubber. One.

Wh-class
Individual

Individual
PW
Individual

Pop quiz - Show the activity on the board

and look at the example for the
first picture. Nominate a pupil to
say Five chairs.

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- Put pupils into groups. Point to
the flashcard and then to a group
and ask them to say a sentence.
- Return to the start and work
through the pictures as a class,
reviewing any words that are
difficult.

Individual
Home-link. - When you come back home.

Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………

………
Date of preparing: 30/11/2020 
Date of teaching: 1A, 1B, 1C; 02/12/2020

Period 19

UNIT 3: MY FAMILY
Lesson 1

I. Objectives

- By the end of this unit, pupils can name some common family words.
II. Languages focus

- Vocabulary: aunt, brother, dad, friend, granddad, granny, mum, sister
- Sentence patterns:

This is my (mum).
Who’s this?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Play the song from the

Welcome Unit (CD1:02). Pupils
listen and sing.

- Ask pupils to remember the new
words they learnt in Unit 2. Write
the words on the board as they
are said.

Individual
Wh-class

1.

Presentatio
n

- Introduce the new words using
the flashcards 20-27. Show the
flashcards in turn, say the words
and pupils repeat. Stick the

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flashcards on the board as you
say each word.

- Indicate the flashcards on the
board and say, Family.

- Say a family member, e.g.
MUM and flip through the
flashcards one by one. Pupils
shout FAMILY and clap when
they see the flashcard of MUM.

- Write the family words on the
board and invite pupils to stick
the flashcard next to the correct
words.

Individual
Individual

GW/
Individual
2. Listen. - Ask pupils to look at Activity 2

in their Pupil's Books.

- Play the audio. Ask pupils to
listen and look at the characters in
the main illustration.

- Ask pupils (in L1) whose family
it is. (It's Harry's.)

- Talk about the characters (in
L1) and what's happening in the
main illustration. (Harry is
introducing Waldo to his family
for the first time.) Ask questions
about the picture, e.g. What's
this? What

colour is it?

Audio script: 
Harry: Waldo,
this is my family.
This is my mum.
And this is my
dad.

This is my
granny and this
is my grandad.
And this is aunt
Fifi.

Oh, and this is
my sister, Beth!
Beth: And Harry
is my brother!
Harry: Yes.
Harry: Mum,
Dad...this is my
friend, Waldo.
He's a dragon!
Mum and Dad:
Hello.

Granny and
Grandad: Hello,
Waldo.

Waldo: Roarrrr.

Wh-class

Individual

GW
PW

3. Listen 
and say.

- Ask pupils to look at Activity 3
in their Pupil's Books.

- Focus on the small pictures at
the bottom of the page. Play the
audio. Pupils listen and point to
the family members.

Audio script:
mum, dad, 
brother, sister, 
granny,

grandad, friend, 
aunt

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- Play the audio again. Pupils
listen, point to the family

members and repeat the words.
- Point to one of the small
pictures and ask, Who's this?
Pupils find the same character in
the main illustration and say who
it is, e.g. grandad.

PW
PW
PW

Home-link. - When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 02/12/2020

Date of teaching: 1A, 1B, 1C; 04/12/2020
Period 20

UNIT 3: MY FAMILY

Lesson 2.

I. Objectives

- By the end of this unit, pupils can talk about age using He’s /She’s (seven).
II. Languages focus

- Vocabulary: Family members, Numbers
- Sentence patterns: This is my (brother).

How old is he/she? - He’s/She’s (four).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Revise the numbers by pointing
to different numbers of objects in
the classroom. Pupils count from
1-10 in pairs.

- Walk around the class and ask
various pupils, How old are you?
- Revise family words using
flashcards 20-27 or photos. Pupils
show their family photos to the
class and say, This is my mum

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and chant.
Then find.

their Pupil's Books.

- Ask questions about the picture:
Who's this? What's this?

- Point to Harry and ask, How old
is he? Repeat the question for
Beth, How old is she? Ask pupils if
they can guess how old Harry and
Beth are. Point to Harry and say,
He's seven. Point to Beth and say,
She's six.

- Play the audio again. Pause after
each line to give pupils time to
repeat the words.

- Play the chant and ask pupils to
chant along.

(CD1 42):

This is my 
sister. This is 
my sister. She's 
six.

She's six.
This is my 
brother. This is 
my brother. He's
seven.

He's seven.

Individual

Wh-class

5. Listen 
and 
match. 
Then 
write. Say.

- Ask pupils to look at Activity 5 in
their Pupil's Books.

- Focus on the pictures at the
bottom of the page. Explain that
the pictures show Waldo's brothers
and sisters. Play the audio. Ask
pupils to listen first.

- Play the audio again. Pupils listen
and match the characters with their
ages. They then write the dragons'
ages on their badges.

- Pupils point to the pictures and
say, He's (ten). Stronger pupils can
say This is my (brother)... , as well.

Answer key:
1 10, 2 2,3 4, 4 8
Audio script 
(CD1 43):
1. This is my 
brother. He's 
ten.

2. This is my 
sister. She's two.
3. This is my 
brother. He's 
four.

4. This is my

sister. She's 
eight.

Wh-class

Individual
Wh-class
Individual

Wh-class
Quest:

Listen and
sing. Then
find and 
stick

- Ask pupils (in L1) to remember
the Quest items from the Welcome
Unit, which the characters have to
find. Ask them to guess which item
could be found here.

- Play the Quest song. Pupils listen
for the Quest item.

- Pupils then look at the main
scene to find the Quest item (the
photo).

Audio script 
(CD1:44):
Come with us, 
come on a 
quest. Come on 
a quest today!
Come with us, 
come on a 
quest. Look for 
a photo today.

Wh-class
Individual

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- Ask pupils to find the stickers at
the back of their books. They find
the sticker of the photo and stick it
in the correct place on page 21,
over the grey photo on the right.
- Play the audio again and ask
pupils to sing the Quest song.

A balloon, a 
cake, a tablet 
and... a photo! 
Look for a 
photo today.

Individual

Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 07/12/2020

Date of teaching: 1A, 1B; 1C; 09/12/2020
Period 21

UNIT 3: MY FAMILY
Lesson 3

I. Objectives

- By the end of this unit, pupils can talk about feeling happy and sad follow a
simple song.

II. Languages focus

- Vocabulary: family members, zoo, happy, sad.
- Sentence patterns:

He/She’s (happy).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Revise family words. Stick
flashcards 20-27 on the board to
form a simple family tree.

- Play the chant from Lesson 2
(CD1:42). Pupils hold up the
correct numbers of fingers as they
hear the numbers. Ask, How old
is Beth? She’s six.

Wh-class

6. Listen 
and find.

- Teach the word happy or sad by

miming the facial expressions.

Audio script: 
(CD1:45,46)

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Then 
sing.

Say, I’m sad/happy. Teach the
word zoo.

- Ask pupils to look at Activity 6
in their Pupil's Books.

- Get them to look at the scene.
Explain (in L1) that the boy on the
left is singing a song.

- Play the audio. Pupils listen and
point to the family members as
they are mentioned.

- At the end of the song ask, Is
Mum sad? (No, she's happy.) Is
Dad sad? (No, he's happy.) Point
to the brother and say, Is he
happy? (No, he's sad.)

- Play the audio again. Pupils put
up their hands when they hear a

family word and mime being
happy or sad as they hear the
words. Teach the meaning of It's
fun! and boo-hoo! Pupils clap
their hands when they hear fun
and mime crying when they hear
boo-hoo.

I'm at the zoo 
with my family. 
Brother, sister, 
dad and mum. 
It's fun, fun, fun.
This is my mum. 
She's happy.
My dad is happy,
too. This is my 
sister.

She's happy,
But my brother is
sad. Boo hoo! 
I'm at the zoo 
with my family.
Brother, sister, 
dad and mum. 
It's fun, fun, fun.
It's fun, fun, fun, 
fun, fun, fun, It's 
fun, fun, fun.

Individua
l

Individua
l
Individua

l
Wh-class

7. Find. 
Then 
draw. 
Say.

- Ask pupils to look at Activity 7
in their Pupil's Books.

- Pupils look at the faces and then
find the children in the main song
illustration.

- They draw a happy or sad mouth
on each face according to whether
the character is happy or sad in the
main illustration.

- Pupils check their answers with
a partner by saying, He's/She's
happy/ sad.

Answer key:
1 happy 2 happy
3 happy 4 sad

Wh-class
Individua

l
Wh-class
Wh-class/
Individua

l
Listen

and tick 
or cross.

- Ask pupils to look at Activity 4
in their Activity Books.

- Ask pupils to describe how the
children feel by saying, He's/She's
happy/sad.

- Play the audio. Pupils write a

tick or cross in the box depending

Answer key:
1 tick 2 cross 3 
cross 4 tick 
Audio script: 
(CD1:47)
1. She's sad.
2. He's happy.

Wh-class

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on whether the description of each
child is correct or incorrect.

3. He's sad.
4. She's happy.

Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 09/12/2020

Date of teaching: 1A, 1B; 1C; 11/12/2020
Period 22

UNIT 3: MY FAMILY
Lesson 4

I. Objectives

By the end of this unit, pupils can talk about family members, age and
feelings and can say the sounds /s/ and /z/.

II. Languages focus

- Vocabulary: zoo, colours, family members.
- Sentence patterns: She’s (sad).

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Ask a few pupils, How old are
you? Answer, I’m six.

- Put pupils into pairs and pupils
make a sentence for each set of
pictures.

- Return to the start and work
through the sentences as a class,
reviewing any words that are
difficult.

Individual
PW
Wh-class

8. Point 
and say.

- Ask pupils to look at Activity 8 in
their Pupil's Books.

- Ask pupils questions about the
photos, e.g. Who's this? Is he/she
(happy)? Focus on the number
badges worn by the children and
ask, How old is he/she? Discuss (in
L1) why the children are happy/sad.

Wh-class

Individual
Individual

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- Divide pupils into pairs. Pairs
find and point to differences in
Photo 2. Pupils take turns to make
sentences about each difference,
e.g.She's seven/eight. He's happy/
sad. It's red/blue. It's a guitar/book.
- Pupils then play a game in which
their partner guesses which photo
they are talking about. One pupil
says, e.g. This is my (sister). She's
(seven). His/her partner points to
Photo (1).

Wh-class

9. Listen 
and say.

- Show the activity on the screen.
- Play the audio. Ask pupils which
sound they can hear. Play the audio
again and have pupils repeat.

Audio script 
(CD1:49)

s s z z s, s, s
z, z, z

s, z, s, z, s, z
Sally Seal, Sally
Seal sad, six
Sally Seal
Zippy Zebra, 
Zippy Zebra zoo
Zippy Zebra

Wh-class
Individual

PW
Individual
Trace.

Then 
listen and 
match.

- Ask pupils to look at Activity 6 in
their Activity Books.

- Pupils trace the letters s and z.
- Point to the number 7 and say

seven. Follow the line with your
finger from the 7 to the seal mascot
and say the /s/ sound.

- Play the audio. Pupils listen and
match the pictures in the circle
with the mascots of the same
sound.

Answer key:
s = sister, six, 
seven, sad z = 
zebra, zoo
Audio script 
(CD1:49)
s, z seven zoo 
six sad sister 
zebra

Wh-class
GW

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

</div>
(45)<div class='page_container' data-page=45>

Date of preparing: 13/12/2020

Date of teaching: 1A, 1B; 1C; 16/12/2020
Period 23

UNIT 3: MY FAMILY
Lesson 5

I. Objectives

- By the end of this unit, pupils can understand a simple story can act out
of a story.

II. Languages focus

- Vocabulary: zoo, colours, family members.
- Sentence patterns: He’s a pilot.

She’s a teacher/doctor.
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Ask pupils in L1 to remember the
story from Unit 2 Possible

questions: Which characters are in
the story? What happens? Where 
are Harry and Cody? (At school) 
Who else is there? (Waldo) What 
classroom objects can you

remember from the story? (pen,
pencil, ruler, rubber, table, chair…)

Individual

10. Listen. - Ask pupils to look at Activity 10
in their Pupil's Books.

- Direct pupils' attention to the
story and answer questions about
the characters and the scenes:
Who's this? (Harry). Ask pupils (in
L1) what occupations Harry's dad,
mum and aunt have (doctor, teacher,
pilot). Teach these words in English.
Ask, How old is Beth? (six)

- Ask pupils to predict what will
happen in the story.

- Play the audio. Ask pupils to
listen to the story and follow along
in their books.

- Check pupil's understanding of
the story by asking questions and
pointing to the pictures, e.g. Who's
this?How old is she?Is he a (teacher)?

Audio script 
(CD1:50)

1.Photographer
: Oh, dear! 
Harry: Can I 
help you?

2.Harry: This is 
my dad. He's a 
pilot.

Photographer: 
Oh!

3.Harry: This is 
my mum. She's a
teacher.

Photographer: 
Mmm!

4.Harry: This is 
my aunt. She's a
doctor.

Wh-class

Wh-class
Individual

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- After pupils have a clear

understanding of the story, play the
audio again. Pause after each frame
and encourage pupils to repeat the
words and phrases aloud.

Photographer: 
Ooh!

5.Photographer
: OK. And who's
this? Harry: 
This is my 
sister. She's 
six... Oh, and 
this is my friend,
Waldo!

6. Harry: This is

my family. 
Waldo: Mmm. 
Nice family.
11. Act

out the 
story.

- Ask pupils to look at Activity 11
in their Pupil's Books.

- Invite a group of pupil volunteers
to act out the roles. Say the lines
while the pupils act out the story
and then ask pupils to repeat them
after you.

- Encourage pupils to say the lines
from memory. You may wish to
use props for the roleplay.

- Divide pupils into groups of
seven. Give groups time to practise
their roleplay.

- Read the the lines again and ask
pupils to speak along. Ask other
groups of pupils to come to the
front to act out the story.

- You might like to give the pupils
feedback on their roleplay.

Wh-class
Individual

Wh-class
PW
PW

Read. 
Then 
circle.

Trace and 
colour.

- Ask pupils to look at Activity 8 in
their Activity Books.

- Pupils read the words and circle
the correct picture accordingly.
- Ask pupils to look at Activity 9 in
their Activity Books.

- Pupils trace the words in Harry's
speech bubble.

- They then colour the

corresponding age badge below.

Answer key:
1a 2b 2b

Answer key: 6

Wh-class
Individual
Individual
Individual

</div>
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link. Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

*Evaluation:

………
………
………
Date of preparing: 16/12/2020

Date of teaching: 1A, 1B; 1C; 18/12/2020
Period 24

UNIT 3: MY FAMILY
Lesson 6

I. Objectives

- By the end of this unit, pupils can name some common occupations.
II. Languages focus

- Vocabulary: occupations: doctor, teacher, pilot, vet
- Sentence patterns: He’s/She’s a (doctor).

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Show the pictures and look at the
example for the first picture.

Nominate a pupil to say, She's my
mum.

- Put pupils into groups. Point to a
word and then to a group and ask
them to say the sentence.

Individual

GW
12. Listen

and tick.

- Ask pupils to look at Activity 12
in their Pupil's Books.

- Teach the word vet by miming or
drawing some equipment on the
board.

- Point to the pictures of the
professions in turn and ask, Is
he/she a (vet)? Pupils answer yes 
or no.

- Play the audio. Pupils listen and
tick the photos as they hear them.

Audio script 
(CD1:51)
This is my dad. 
He's a doctor. 
This is my mum.
She's a pilot. 
This is my mum.
She's a vet. This
is my dad. He's 
a teacher.

Wh-class
Individual

individual
Individual
13. Draw.

Say.

- Ask pupils to look at Activity 13
in their Pupil's Books.

- Pupils draw and match the items
(on the left) with each of the

Key:

Answers vary

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pictures of jobs (on the right).
They then talk about the pictures,
e.g. She's a (vet).

Listen and
number. 
Then 
trace.

- Ask pupils to look at Activity 10
in their Activity Books.

- Point to the people in turn and
ask, Is he/she a (doctor)?

- Play the audio. Pupils listen and
number the people in the picture.
- They then trace the words under
the pictures.

Audio script 
(CD1:52)
1. She's a pilot.
2. He's a doctor.
3. She's a teacher.
4. He's a vet.
Answer key:
1d 2a 3b 4c

Wh-class
Individual
Individual
Read and

match.

- Ask pupils to look at Activity 11
in their Activity Books.

- Pupils match the two halves of
the pictures with the job words by
drawing lines.

Answer key:

1 doctor 2 vet 3
pilot 4 teacher

Wh-class
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: …/12/2020

Date of teaching: 1A, 1B; 1C; …../12/2020
Period 25

UNIT 3: MY FAMILY
Lesson 7

I. Objectives

- By the end of this unit, pupils can assess what I have learnt in Unit 3.
II. Languages focus

- Vocabulary: Review.
- Sentence patterns:

How old is he/she?
Is he/she (sad)?
Who’s this?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

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them that you are going to act out
one of the jobs and the class needs
to guess what it is. Act as if

looking after an animal and elicit,
Vet!, from pupils. Once pupils get 
the idea of the game, look at the
example together. Put pupils in
pairs and ask them to

act and guess.
14. Trace

and stick. 
Say.

- Ask pupils to look at Activity 14
in their Pupil's Books.

- Pupils read the word labels on
the page and trace them.

- Ask pupils to find the stickers of
the family members at the back of
their books and name the people.
- Pupils stick the stickers in the
right place.

- Pupils then make a sentence
about each item in pairs, e.g.This
is (Mum). Check the activity by 
asking, Who's this? Is this Harry's
(Grandad)?

- Pupils stick the star sticker in
place if they feel they have learnt
the unit vocabulary successfully.

Wh-class
Individual

Wh-class

Individual
Individual
Individual
15. Listen

and 
number. 
Then say.

- Ask pupils to look at Activity 15
in their Pupil's Books.

- Ask pupils to look at the picture.
Ask questions, e.g. Who's this? Is
he/she happy? How old is he/she?
- Play the audio. Pupils listen and
point to the family members in the
picture.

- Play the audio again, pausing
after each sentence so that pupils
can number the people in the
picture.

- Pupils stick the star sticker in
place if they feel they have learnt
the unit structures successfully.

Audio script
(CD1:53)

1. This is me. I'm
with my family.
2. This is my 
dad. He's a pilot.
3. This is my 
brother. He's 
three. He's sad.
4. This is my 
mum. She's a 
pilot, too. 
5. This is my 
sister. She's five. 
She's happy.
Answer key: 
boy on the left 1
dad 2 brother 3
mum 4 sister 5

Wh-class
Individual
Wh-class/
Individual
Wh-class

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Read and 
number.

Trace and 
circle.

- Ask pupils to look at Activity 12
in their Activity Books.

- Pupils read the family words and
identify the matching family
members in the picture. They
number the pictures accordingly.
- Ask pupils to look at Activity 13
in their Activity Books.

- Pupils trace the words in
Waldo's speech bubble.

- They then circle the expression
which describes the picture.

Answer key:
my sister

Wh-class

Individual
Wh-class
Individual
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 23/12/2020

Date of teaching: 1A, 1B; 1C; 25/12/2020
Period 26

UNIT 3: MY FAMILY
Lesson 8

I. Objectives

- By the end of this unit, pupils can use what I have learnt in Unit 3.
II. Languages focus

- Vocabulary: Review.
- Sentence patterns: Review
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Show the homemade flashcards
of occupations one by one. Ask, Is
she/he a vet?

- Tell the class to remember the
family members, and show the
picture. Indicate the missing family
member, and ask if anyone can
remember who it was (grandad).

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Continue through the picture as a
whole class activity.

16. Find 
and circle.

- Ask pupils to look at Activity 16
in their Pupil's Books.

- Ask questions about the pictures
at the top and bottom of the maze,
e.g. Who's this? (mum, dad,

granny, grandad)

- Ask pupils to trace paths through
the maze to find out which job
each of the family members does.
- Pupils then circle the correct job
for each family member.

- Check the answers in pairs, then
around the whole class. Ask, Is
(mum) a (vet)? Elicit answers, e.g. 
No, (s)he's a (doctor).

Answer key:
1 a 2 b 3 b 4 a

Wh-class

Individual

PW
Wh-class
17. Listen.

Then say 
and play.

- Ask pupils to look at Activity 17

in their Pupil's Books.

- Ask pupils to look at the photos
of the boy and girl. Tell them they
are playing a guessing game. Ask
them which family member the girl
is thinking about (mum).

- Say, This is my mum. Ask pupils
to tell you which job mum does,
She's a doctor. Ask pupils to 
continue in pairs.

- Play the audio to give pupils an
idea of the language they will
need.

Audio script
(CD1:54)

Girl: This is my 
mum. She's a 
doctor.

Boy: One.

Wh-class
Individual

Wh-class

Individual

My family
show and 
tell.

- Ask the class to look at the
picture. Nominate a pupil to say,
This is my dad. He's a doctor.Have
the class repeat the sentences.
- Give pupils a piece of drawing
paper and ask them to draw and
colour their family.

- Once pupils have finished their
pictures, they can take turns to
stand at the front and tell the other
pupils about their family, talking
about their family member’s

Wh-class

Individual

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names, ages and occupations.

Home-link.

- When you come back home.
Please tell to your mother or farther
or your friends about what did you
say or what you did at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 28/12/2020

Date of teaching: 1A, 1B; 1C;30/12/2020
Period 27

UNIT 4: MY BODY
Lesson 1

I. Objectives

- By the end of this unit, pupils can name some common body parts.
II. Languages focus

- Vocabulary: arms, body, feet, hands, head, legs
- Sentence patterns:

Look at me! Look at my (head)!
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Play the song from Unit 3.
Pupils listen, sing and point to the
family members as they are
mentioned. Ask various pupils,
How old are you? I'm (six).

- Ask pupils to remember the new
words they learnt in Unit 3. Write
the words on the board as they
are said.

Wh-class

1.

Presentatio
n

- Indicate your body and say,
This is my body. Point to your
head and say, my head. Continue
with your hands, legs, arms, feet.

- Introduce the new words using
flashcards. Show the image and
say the words for pupils to repeat.
Ask individual pupils to say the
words.

Wh-class

Individual

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and find. and his friends are doing.
(They're designing their own 
toys.)

- Ask questions about the picture,
e.g. Who's this? What's this? 
What colour is it?

- Play the audio. Pupils listen and
point to each item in the main
illustration as it is mentioned.

(CD2:01)

Beth's doll: Look
at me! Yellow 
legs.

And purple feet.
Harry's robot:

Look at me! Six 
red arms.

And grey hands.
Cody's monster: 
Look at me! A 
red body.
And a yellow 
head!

Waldo: Oh no! 
Look at my head.
It's red.

Individual
Wh-class

3. Listen 
and say.

- Ask pupils to look at Activity 3
in their Pupil's Books.

- Focus on the small pictures at
the bottom of the page. Ask
pupils to find the body parts in
the main picture and to say which
toy they belong to (Harry's
robot).

- Play the audio. Pupils listen and
point to the body parts.

- Play the audio again. Pupils
listen, point to the body parts and
repeat the words.

Audio script 
(CD2:2)
body, head, 
hands, arms, 
feet, legs

Wh-class
Individual

Wh-class
Wh-class
Home-link. - When you come back home.

Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………

………
………
Date of preparing: ……….

Date of teaching: 1A, 1B; 1C; ………
Period 28

</div>
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I. Objectives

- By the end of this unit, pupils can talk about parts of the body.
II. Languages focus

- Vocabulary: tail, wings, body parts, colours, numbers.
- Sentence patterns: What colour is it?

What colour are they?
I’ve got (green) (arms).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Show the picture of body and
look at the example for the first
picture. Nominate a pupil to say,
(Feet!) and have all the pupils
point at their feet and say, feet.
- Play a game to remind pupils the

parts of the body. Say, Touch your
feet! Have pupil touch their feet
and say the word. (can do in pair)

4. Listen 
and chant.

- Ask pupils to look at Activity 4 in
their Pupil's Books.

- Tell pupils (in L1) that they are
going to listen to a chant said by
one of the characters.

- Play the audio. Pupils listen and
find the character who is saying the
chant (Waldo).

Audio script 
(CD2:03)
I've got green
arms. I've got
green hands. I've
got green legs.
I've got green
feet. I've got
green wings.
I've got a green

tail. I've got a
green head
But now it's red!

Wh-class
Individual

Individual
Wh-class

5. Listen 
and circle.
Then say 
and play. 
Say.

- Ask pupils to look at Activity 5 in
their Pupil's Books.

- Focus on the pictures at the
bottom of the page. Play the audio
and ask pupils to listen first.

- Play the audio again and ask
pupils to circle the correct monster.
- Then ask pupils to repeat the
sentences after you. They can play
the game in pairs.

Answer key: 3

Audio script 
(CD2:04)

I've got a yellow
head. I've got a
red body. I'vegot
a red tail. I've
got blue legs.
I've got yellow
arms. I've got
purple feet.

Wh-class
Wh-class
Individual
Individual

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Then find 
and circle.

their Activity Books.

- Pupils trace the words in their
books. They then circle the correct
drawing in each line.

1 feet 2 wings 3

tail Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: …./01/2020 
Date of teaching: 1A, B, C; …./01/2020

Period 29

UNIT 4: MY BODY
Lesson 3

I. Objectives

- By the end of this unit, pupils can say more body words and follow a simple
song.

II. Languages focus

- How many (feet)?/ - What colour is it?

- What colour are they?/ - Has it got (blue) (hands)?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Tell pupils that they are going to
listen to the chant about body
parts. Play the audio. Pupils point
to the body parts when they hear
them in the chant. Play once more
and have pupils chant along.

Wh-class/
GW

6. Listen 
and find.

- Introduce the words finger(s) and
toe(s). Show or move one of your
fingers and say, I've got one finger.
Now show or move all ten fingers
and say, I've got ten fingers.,
emphasising the /z/ sound at the

end of the word. Now indicate
your toes and say, I've got ten toes.
- Continue with other parts of the

Audio script 
CD2: 06, 07
I've got two 
hands. Clap, 
clap, clap. Clap 
your hands, Clap
yourhands.I've 
got two feet. 
Stamp, stamp,

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body. Say, I've got (two) (legs).
Pupils repeat and show or move
their (legs).

- Ask pupils to look at Activity 6 in
their Pupil's Books.

- Focus on the pictures of the
monsters. Ask, How many
monsters? (Four.)

- Point to individual monsters and
ask, How many hands/ fingers/
toes/feet has it got? What colour is
it? Has it got (blue) (hands)?
- Play the audio. Pupils listen to

each verse and find each monster
in the picture that it describes.
- Play the audio again. Stop after
each verse and ask, Who is it?
Pupils point to the correct monster.

stamp. Stamp 
your feet, Stamp 
your feet.Clap, 
stamp, clap, 
stamp.Clap your 
hands and stamp
your feet. Clap, 
stamp, clap, 
stamp.Clap your 
hands and stamp
your feet.I've got 
eight fingers. 
Click, click, 
click. Click your 
fingers, Click 
your fingers.I've 
got eight toes. 
Wiggle, wiggle, 
wiggle. Wiggle 
your toes, Wiggle
your toes.Click, 
wiggle, click, 
wiggle.Click 
your fingers and

wiggle your 
toes.Click,wiggle
, click, wiggle.
Click your
fingers and 
wiggle your toes.

Individual
Wh-class
Individual

Wh-class

Wh-class
Wh-class

7. Match 
and count.
Say.

- Ask pupils to look at Activity 7 in
their Pupil's Books.

- Pupils match the two halves of
the monsters.

- They then count the number of
different body parts each monster
has and make sentences, e.g. I've
got (three) (feet).

Audio script 
and key:

Activity answer 
key:

1 b 2 d 3 a
4 c

Wh-class
Individual

Count and
trace. 
Then 
write and 
say.

- Ask pupils to look at Activity 4 in
their Activity Books.

- In pairs, pupils count up the
number of body parts and write the
numbers in the boxes at the side of
the page.

- Pupils then trace the words and

Activity answer

key:

8 fingers, 2 
arms, 3 legs, 6 
toes, 3 feet

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Listen and
say Yes or
No.

describe the monster saying, I've
got (three) (legs).

- Ask pupils to look at Activity 5 in
their Activity Books.

- Play the audio. Pupils listen and
say Yes or No if the sentence is
true or false.

Answer key:
1 Yes 2 No 3 
Yes 4 No 5 Yes

Wh-class
Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: …/01/2020 
Date of teaching: 1A, 1B, 1C; …/01/2020

Period 30

UNIT 4: MY BODY
Lesson 4

I. Objectives

- By the end of this unit pupils can describe bodies and say the sounds /h/ and /g/.
II. Languages focus

- Vocabulary: body parts, colours, numbers 1-10, hippo, game, gorilla
- Sentence patterns: How many hands has it got?

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Do a drawing action on the board
and say, I’ve got two head. Invite
pupils to draw the body parts

Individual
8. Listen

and 
number.

- Ask pupils to look at Activity 8 in
their Pupil's Books.

- Ask pupils questions about the
monsters in the photo, e.g. How
many (legs)? What colour is it/are 
they?

- Play the audio to give pupils an
idea of the language they will need
to play the game.

Answer key: 
monster on left

2, monster on
right 1

Audio script
CD2:09

1. I've got one 
head, two arms 
and six fingers.

Wh-class
Individual

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- Pupils number which creature
they hear being described.

I've got wings. 
I've got four 
legs, four feet 
and eight toes.
2. I've got two 
heads, four 
arms and 
eightfingers. 
I've got three 
legs, three feet 
and nine toes.

Individual

9. Listen 
and say.

- Play the audio. Pause after the
first three lines. Ask pupils which
sounds they can hear (/h/ and /g/).
Play the first three lines again and
have pupils repeat.

- Play the audio and point to the
sounds. Play the audio again and
ask pupils to say the words.
- Focus on the first picture.
Indicate the hippo and say, e.g.
Look, a hippo!

- Play the audio. Play the audio
again, and have pupils repeat the
phrase.

- Move on to the next screen.
Focus on the second picture.
Indicate the gorilla and say, e.g.
Look, a gorilla!

- Play the audio. Play the audio
again and have pupils repeat.

Audio script 
CD2:10

h h g g 
h, h, h
g, g, g

h, g, h, g, h, g
h

Harry Hippo 
head

hands
g

Gaby Gorilla 
guitar

game

Harry Hippo, 
Harry Hippo, 
head, hands
Harry Hippo!
Gaby Gorilla, 
Gaby Gorilla, 
guitar, game,
Gaby Gorilla!

Wh-class
Individual

Wh-class
Wh-class

Wh-class

Trace. 
Then 
listen and 
circle.

- Ask pupils to look at Activity 6 in
their Activity Books.

- Pupils trace the letters h and g.
- They then look at the pictures on
each character's card and listen to
the words. They circle the words
that start with the same initial
sound as the mascot (/h/ hippo, /g/
gorilla).

Answer key: 
h head, hands
g guitar, game

Wh-class
Wh-class

Individual

Draw. 
Then 
trace and

- Ask pupils to look at Activity 7 in
their Activity Books.

- Pupils draw over the items to

Audio script 
CD2:11
Circle the 'h'

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say. complete the pictures.

- They then trace the words and
say them.

words.

/h/ head fingers 
hands arms
Circle the 'g' 
words.

/g/ legs guitar 
feet game

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: …/01/2020 
Date of teaching: 1A, 1B, 1C; …/01/2020

Period 31

UNIT 4: MY BODY
Lesson 5

I. Objectives

By the end of this unit, pupils can understand a simple story and act out a story.
II. Languages focus

- Vocabulary: Review.
- Sentence patterns: Review
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Remind pupils of the story from
Unit 3. Then look at the questions
and ask, Who is in the story?
Nominate a pupil to answer (Harry,
a photographer and Waldo).

- Revise the body parts vocabulary.

Wh-class

10. Listen 
to the 
story. 
Read.

- Look at the lesson objectives:
We're listening to a story and 
acting it out.

- Ask pupils to look at Activity 10

in their Pupil's Books.

- Direct pupils' attention to the
story and ask questions about the

Audio script
CD2:12
Harry:What's 
this?

Beth: It's a head.
Cody: I've got 
one head. Waldo:

Wh-class
Individual

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characters and the scene: Who's
this? What colour is it? How 
many (heads)? What's this?

- Remind pupils of the word teddy
bear or teach it. Ask pupils if they
have a favourite teddy bear and to
describe it (in L1 if necessary).
- Ask pupils to predict what will
happen in the story.

- Play the audio. Ask pupils to
listen to the story and follow

along in their books.

- Check pupils' understanding of
the story.

- Show the first picture on the
screen. Read through the
statement and ask: Yes or No?
Elicit answers from different
students in a class discussion or
ask for a show of hands.

- Repeat with the second and third
pictures.

I've got two 
heads. Beth: I've 
got two legs.
Waldo: I've got 
four legs.

Cody: A teddy 
bear for

you,Beth.
Beth: Ooh! 
Thank you!
Waldo: Blue! 
Waldo: Uh-oh! 
Harry: Help!

Waldo: I've got 
two brothers!
Harry:Oh,Waldo
!

Individual

Wh-class
Wh-class
Individual
Individual

Individual
11. Act

out the 
story.

- Ask pupils to look at Activity 11
in their Pupil's Books.

- Invite a group of pupil

volunteers to act out the roles. Say
the lines while the pupils act out
the story and then ask pupils to
repeat them after you.

- Encourage pupils to say the lines
from memory. You may wish to

use props for the roleplay.

- Divide pupils into groups of
seven. Give groups time to
practise their roleplay.

- Read the lines again and ask
pupils to speak along. Ask other
groups of pupils to come to the
front to act out the story.

Wh-class
GW

GW
Draw and

tick or 
cross.

- Ask pupils to look at Activity 8
in their Activity Books.

- Pupils trace the dotted lines to
reveal the teddy bear.

- They then read the sentences

alongside the teddy bear. They put

Answer key:
1 tick 2 cross 3 
tick

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Listen and
draw. 
Then say.

a tick next to the sentences which
are correct and a cross next to the
sentences which are incorrect.
- Ask pupils to look at Activity 9
in their Activity Books.

- Play the audio. Pupils complete
the picture of the teddy bear by
drawing the missing parts of the
body as described on the audio.
- Pupils check their answers with
a partner.

Answer key: 
two heads, three 
arms,threehands,
four legs, four 
feet

Audio script

CD2:13
I've got two 
heads. I've got 
three arms. I've 
got three hands. 
I've got four legs.
I've got four feet.

Wh-class
Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: …/01/2020

Date of teaching: 1A, 1B, 1C; …/01/2020

Period 32

UNIT 4: MY BODY
Lesson 6

I. Objectives

By the end of this unit, pupils can talk about keeping clean.
II. Languages focus

- Vocabulary: clean, dirty, face wash your (hands).
- Sentence patterns: Has he got (clean) (hands)?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes
Warm-up - Ask pupils to look at you.

Move your fingers and elicit,
Fingers! from pupils.

- Put pupils into pairs. One pupil

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moves a body part and the other
pupil says what body part it is.
Swap roles after a couple of

minutes

- Discuss the importance of
brushing teeth, keeping clean…
Ask when it’s necessary to wash
their hands, feet: before or after
dinner, after playing outside,
going to the toilet, before going
to bed …

Wh-class

12. Listen 
and number.

- Teach the words clean and
dirty. Show pupils photos your 
brought and say, I’ve got dirty
hands. Mime washing your 
hands and say, Wash dirty
hands. Say, I’ve got clean hands
now.

- Ask pupils to look at Activity
12 in their Pupil's Books.

- Play the audio. Ask pupils to
listen and point to each picture
as they hear it on the audio.
- Play the audio again, pausing

after each phrase so that pupils
can number the pictures and
repeat the words.

Answer key:
3, 5, 1, 4, 2
Audio script: 
CD2: 14

1. Clean feet!
2. Dirty legs!
3. Clean hands!
4. Dirty face!
5. Wash your
face!

Wh-class

Wh-class
Wh-class
Individual

13. Listen 
and say. Say.

- Ask pupils to look at Activity
13 in their Pupil's Books.

- Play the audio. Pupils listen
and look at the photos.

- Then play the audio again.
Pupils listen and number the
photos. Then play the audio
again. Pupils listen and act out
what they hear.

Audio script 
CD2: 15

1. I've got dirty 
hands.

2. And I've got a
dirty face!

3. Wash your 
hands! Wash 
your face! 4 I've
got clean hands.
And I've got a 
clean face!

Wh-class
Individual

Read and

match.

- Ask pupils to look at Activity
10 in their Activity Books.

- Pupils read the sentences in the
speech bubbles. They then
match them with the pictures
and write numbers in the boxes.

Answer key:
1 d 2 a 3 c 4 b

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- Encourage them to check their
answers in pairs.

PW
Home-link. - When you come back home.

Please tell to your mother or
farther or your friends about
what did you say or what you
did at shool.

Wh-class

*Evaluation:

………
………

………
Date of preparing: …/01/2020 
Date of teaching: 1A, 1B, 1C; …/01/2020

Period 33

UNIT 4: MY BODY
Lesson 7

I. Objectives

By the end of this unit, pupils can assess what I have learnt in Unit 4
II. Languages focus

- Vocabulary: Review: Parts of the body, Numbers
- Sentence patterns: Review: I’ve got (ten) (fingers).
III. Teaching aids

Test paper, recording, computer, stereo.
IV. Procedures

Steps Learning activities Language focus Modes
Warm-up - Hand out the flashcards 28-35

to several pupils in different
parts of the classroom. Write the
body parts on the board. Ask
pupils holding the flashcards to
come to the front and stick them
next to the corresponding

word.

Wh-class

14. Trace 
and match. 
Say.

- Ask pupils to look at Activity
14 in their Pupil's Books.

- Ask pupils to trace the body
words.

- Pupils then match the words
with the picture.

- Pupils stick the star sticker in
place if they feel they have
learnt the unit vocabulary
successfully.

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15. Listen 
and tick or 
cross. Say.

- Ask pupils to look at Activity
15 in their Pupil's Books.

- Explain that the first two
sentences are about the yellow
monster and the last two are
about the purple monster. Play
the audio. Ask pupils to listen
and look at the pictures.

- Play the audio again. Pupils
listen and put a tick or cross in
each box according to whether
the sentence is correct or
incorrect.

- In pairs, pupils take turns to
say a sentence about one of the
monsters. Their partner says
whether the sentence is true or
false.

- Pupils stick the star sticker in
place if they feel they have
learnt the unit structures
successfully

Answer key:
1 cross 2 tick 3 
tick 4 cross.
Audio script 
CD2: 16
1 I've got two

heads. 2 I've got
blue arms. 3 I've
got four toes.
4 I've got purple
legs.

Wh-class
Individual

Individual

Draw. Then 
read and 
circle.

- Ask pupils to look at Activity
11 in their Activity Books.
- Remind pupils of the written
form of the body words. Write
them on the board and, pointing
to each word, ask pupils to
touch that part of their body.
- Pupils draw the remaining half
of the creature.

- They then circle the correct

number in each sentence.

Answer key:
4 arms, 
8 fingers, 
3 legs, 
6 toes

Wh-class
Individual

Individual
Individual
Home-link. - When you come back home.

Please tell to your mother or
farther or your friends about
what did you say or what you
did at shool.

Wh-class

*Evaluation:

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Period 34

UNIT 4: MY BODY
Lesson 8

I. Objectives

- By the end of this unit, pupils can use what I have learnt in Unit 4.
II. Languages focus

- Vocabulary: Review
- Sentence patterns: Review
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Play the song from lesson 3 (Cd
2:06). Encourage pupils to sing
along and do the actions.

- Recycle parts of body by saying,
Touch your arms, wiggle your 
toes…

- Point to various parts of the
body, e.g. fingers, and say, I have
ten fingers. Pupils say, true or 
false. Continue with other true and
false statements around the class.

Wh-class
Wh-class

Individual
16. Find

and circle 
two the 
same. Say.

- Ask pupils to look at Activity 16
in their Pupil's Books.

- Ask questions about the pictures,
e.g. What's this? What colour is 
it/are they? How many (legs)? etc.
- Pupils look carefully at the
pictures and find two toys in each
row that are identical. They circle
the two that are the same. Give
them a time limit. They can work
either individually or in pairs.
- Pupils compare their answers in
pairs or in small groups, using the
target language, e.g. I've got two
legs. I've got (green) legs., etc.

Answer key:
1 a and c 
2 b and d 
3 c and d

Wh-class

Individual

/
Wh-class

Individual
GW
17.

Colour. 
Then play.

- Ask pupils to look at Activity 17
in their Pupil's Books.

- Pupils work in pairs. They each
choose one of the two monsters to
colour (they must each choose a
different monster). Each partner
colours their monster without

Wh-class

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showing their partner how they
have coloured it.

- Pupils then give each other
instructions to colour the monster
they have coloured, e.g. I've got
green legs. I've got four arms. I've

got pink arms. The pupils follow 
each other's instructions and
colour the monster.

- Pupils check in pairs as to
whether they have coloured the
monster correctly.

Individual

Wh-class
PW
 Game:

Pass the 
drawing.

- Tell pupils they are going to
draw a monster.

- Give each pupil a piece of paper
and ask them to write their name
on one side. On the other side ask
them to draw the head and neck at
the top of the page. Give them 2
minutes.

- When all the pupils are finished,
show them how to fold the top of
the paper over so that the head and

neck can’t be seen.

- Ask pupils to pass the paper to
the pupil next to them.

- Then ask pupils to draw the
monster’s body, arms and fingers.
Fold it over and pass it along.
- Repeat with legs, feet and toes.
When all the body parts are
finished return pupils’ original
drawings back to them.

- Pupils then describe their
monster to their partner.

Wh-class

Individual

Individual
Individual
Individual

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

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Date of preparing: 04/5/2020 
Date of teaching: 1A, 1B, 1C; 07/5/2020

Period 35

UNIT 5: PETS
Lesson 1
I. Objectives

- By the end of this unit, pupils can name some common pets.
II. Languages focus

- Vocabulary: Cat, dog, frog, mouse, parrot, pet, rabbit, tortoise

- Sentence patterns: How many (legs) have you got? - I’ve got (two) (legs).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Play the song from Unit 4
(CD2:06). Pupils listen, sing and
do the appropriate actions.

Wh-class
1. Listen. - Introduce the new words using

the flashcards 36-42. Show the
flashcard in turn, say the words
and pupils repeat. Stick the

flashcards on the board as you say
each word.

- Ask pupils to look at Activity 2 in
their Pupil's Books.

- Play the audio and ask pupils to
listen first.

- Ask pupils, What pet has Waldo
got? (a mouse)

- See an alternate or more detailed
activity in the Teacher Book.

Audio script -

CD2:17

Harry: Look at 
the pets!A dog...
Aunt Fifi:...a 
cat….

Harry: ...a 
rabbit...aah!
Aunt Fifi: ...a 
parrot...
Harry: ...a 
tortoise and a 
frog!

Aunt Fifi: Have 
you got a pet, 
Waldo?...Waldo
?

Waldo: Yes, I 
have! Mmm!
Beth: Oh,

no! ...a mouse... 
No, Waldo!

Wh-class

Individual

Individual
Individual
Wh-class
Wh-class

2. Listen 
and circle.

- Play the audio. Pupils listen and
point to the animals in the main
illustration.

- Pupils listen again and circle each
animal.

Audio script - 
CD2; 17

Harry: Look at 
the pets! A dog...
Aunt Fifi: ...a 
cat...

Wh-class

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Harry: ...a 
rabbit...aah!
Aunt Fifi: ...a 
parrot...

Harry: ...a 
tortoise and a 
frog!

Aunt Fifi: Have 
you got a pet, 
Waldo?...Waldo
?

Waldo: Yes, I 
have! Mmm!
Beth: Oh,

no! ...a mouse... 
No, Waldo!

Wh-class

Individual
PW
Wh-class

Listen and
say.

Find. 
Then 
trace.

- Ask pupils to look at Activity 3 in

their Pupil's Books.

- Play the audio. Pupils listen and
point to the pets.

- Play the audio again. Pupils
listen, point to the pets and repeat
the words.

- Ask pupils to look at Activity 1 in
their Activity Books.

- Pupils guess which animal is in
each picture. They then trace the
words and say.

- Pupils take turns individual
to point and say, It's a (parrot).

Audio script 
-CD2:18

dog, cat, rabbit, 
mouse, parrot, 
tortoise, frog

Wh-class
Wh-class
Individual
Individual

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 05/5/2020 
Date of teaching: 1A, 1B, 1C; 08/5/2020

Period 36

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I. Objectives

- By the end of this unit, pupils can describe pets.
II. Languages focus

- Vocabulary: big, small, pets.

- Sentence patterns:

What’s this?
What colour is it?
Is it (big)?

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Stick the flashcards 36-42

around the classroom. Say them in
turn and pupils find them and
point to them. Then ask for each,
What colour is it?

Wh-class

4. Listen 
and chant.

- Ask pupils to look at Activity 4
in their Pupil's Books.

- Play the audio. Mime big and
small as they listen. Alternatively,

you can pause after each line to
give pupils time to repeat the
words and make the animal
noises.

- Play the chant and ask pupils to
chant along.

Audio script - 
CD2:19

Pets, pets, Big 
and small.

Come and listen 
to them all. A big
cat. Miaow! 
Miaow! A small 
mouse. Squeak! 
Squeak! A big 
parrot. Squawk! 
Squawk! A small 
rabbit. Munch! 
Munch! A big 
tortoise. Chomp!
Chomp! A small 
frog. Ribbit! 
Ribbit!A big dog.
Woof! Woof!

Wh-class
Wh-class

Wh-class

5. Listen 
and circle.
Say.

- Ask pupils to look at Activity 5
in their Pupil's Books.

- Focus on the pictures at the
bottom of the page. Play the
audio. Pupils listen and circle the
correct animal in each pair.

- Pupils then point and say

sentences about each animal, e.g.
It's a (big) (tortoise).

Answer key:
1 a 2 b 3 a 4 b
Audio script - 
CD2: 20

1. It's a big cat.
2. It's a big 
tortoise.

3.It's a small dog
4. It's a small

Wh-class
Wh-class

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rabbit. It's a big 
tortoise.

Read and 
match. 
Then say.

Find and 
circle the 
odd one 
out.

- Ask pupils to look at Activity 2
in their Activity Books.

- Pupils say the sentences. They
then draw matching lines from
each animal to the word labels
depending on whether the animal
is big or small.

- Pupils then say, It's a (big)
(mouse).

- Ask pupils to look at Activity 3
in their Activity Books.

- Pupils find the odd animal out in
each row, i.e. the animal which is
a different size to the other

animals and circle it.

- Pupils then say, e.g. It's a
(small) (rabbit).

Answer key: 
Big: frog, parrot
Small: parrot, 
mouse, frog

Answer key:
1 small rabbit 2 
big tortoise 3 big
cat

Wh-class
Individual

Individual
Wh-class
Individual

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 06/5/2020 
Date of teaching: 1A, 1B, 1C; 09/5/2020

Period 37

UNIT 5: PETS
Lesson 3
I. Objectives

- By the end of this unit, pupils can describe pets and follow a simple song.
II. Languages focus

- Vocabulary: boy, girl, hat, big, bird, butterfly, flower, small, pets, colours
- Sentence patterns:

What has he/she got?
Has he/she got (a dog)?

Have you got (a dog)? Is it big/small?
III. Teaching aids

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Steps Learning activities Language focus Modes
Warm-up - Tell pupils that they are going to

listen to the chant about animals.
Play the audio (CD2: 19). Pupils
point to the animal when they hear it
in the chant. Play once more and
have pupils chant along.

Wh-class

6. Listen 
and find.

- Ask pupils to look at Activity 6 in
their Pupil's Books.

- Get them to look at the scene.
- Play the audio. Pupils listen and
point to the animals in the picture
as they hear them mentioned in the

song.

Audio script 
CD2: 23

The boy's got a 
dog, A very big 
dog. He's got a 
dog. Woof,woof!
The dog's got a 
frog, A very 
small frog.
The dog's got a 
frog. Ribbet! 
Ribbet! The 
girl's got a cat,
A very big cat.
She's got a cat. 
Miaow! The 
cat's got a hat,
A very big hat.
The cat's got a 
hat. Miaow! 
He's got a dog.
The dog's got a 
frog. She's got a
cat. And the 
cat's got a hat.

Wh-class

Individual
Individual

7. Find 
and 
match. 
Then 
colour. 
Say.

- Ask pupils to look at Activity 7 in
their Pupil's Books.

- Pupils look at the song

illustration and find the children in
it. They draw lines to match each
child with his/her animal.

- Pupils then colour the animals to
match the song illustration.

Alternatively, they can choose
their own colours.

- They describe the pictures,
saying, e.g. He's/She's got a
(brown) (dog).

Answer key:

1.cat (orange) c
2. rabbit (light 
brown) b

3. mouse (white)
d

4. dog (dark 
brown) a

Wh-class
Wh-class
Individual

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Listen 
and circle.

Read and 
write.

- Ask pupils to look at Activity 4 in
their Activity Books.

- Play the audio. Pupils circle the
animals as they are mentioned in
the audio.

- Ask pupils to look at Activity 5 in
their Activity Books.

- Pupils read the sentences.
- They identify the animals in
silhouette in the pictures and
write the correct number next to
each picture.

Answer key:
1. dog, rabbit, 
frog

2.mouse, parrot
Answer key:
a 3 b 4 c 2 d 1 
Audio script 
CD2:24

He's got a dog. 
She's got a 
mouse. He's got 
a rabbit. She' 
got a parrot.
He's got a frog.

Wh-class
Wh-class
Wh-class
Wh-class
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: …/5/2020 
Date of teaching: 1A, 1B, 1C; …/5/2020

Period 38

UNIT 5: PETS
Lesson 4
I. Objectives

- By the end of this unit, pupils can talk about pets and say the sounds /d/ and /t/
II. Languages focus

- Pronunciation: /t/ ten, two; /d/ doctor, drum
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Tell pupils that they are going to
listen to the song about pets.

- Play the audio. Pupils point to the
pet when they hear it in the chant.
Play once more and have pupils
mime the actions of each animal

Audio script 
CD2:22

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they hear, as they chant along.
8. Listen

and point. 
Then play.

- Ask pupils to look at Activity 8 in
their Pupil's Books.

- Play the audio to give pupils an
idea of the language they will
need. Pupils listen and point to the
animal.

- Pupils take turns to choose a pet
for the boy and the girl and their
partner has to guess which it is.
Pupil A says, e.g. It's small. It's
blue and yellow. Pupil B says, He's
got a parrot.

- Pupils then play the same game
in pairs, choosing a pet each time
and describing it using, It's

big/small and It's (black and 
white). His/Her partner guesses 
and says, e.g. He's/She's got a
(rabbit).

Audio script 
CD2:25

Woman: What 
pet has he got? 
It's small. It's 
brown.

Girl: He's got a 
tortoise.

Boy: Yes.
Woman: What 
pet has she got?

It's big. It's 
black and white.
Boy: She's got a
dog!

Girl: Yes.
It's big. It's 
black and white.
She's got a dog.

Wh-class
Individual
Individual

Individual

9. Listen 
and say.

- Remind pupils of the words drum
and dragon. Ask pupils which
sound they hear in both words.
Say/d/ sound and ask pupils to
repeat after you.

- Do the same for the /t/ sound
- Play the audio. Ask pupils which
sound they can hear. Play the audio
again and have pupils repeat.

- Play the audio and point to the
sounds. Play the audio again and
ask pupils to say the words.
- Play the audio and point to the
sounds. Play the audio again and
ask pupils to say the words.

- Focus on the first picture.Indicate
the dog and say, e.g. Look, a dog!
- Play the audio. Play the audio
again, and have pupils repeat the
phrase.

- Move on to the next picture
Focus on the second picture.
Indicate the tortoise and say, e.g.
Look, a tortoise!

- Play the audio. Play the audio

Audio script
CD2:26
d, d
t, t
d, d, d
t, t, t

d, t, d, t, d, t
d

Danny Dog 
doctor drum
t

Tina Tortoise 
ten

two

Danny Dog, 
Danny Dog, 
Doctor, drum
Danny Dog
Tina Tortoise, 
Tina Tortoise, 
ten, two,

Tina Tortoise!

Wh-class
Individual
Individual

PW
Wh-class

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again, and have pupils repeat.
Trace.

Then

listen and 
tick.

Trace. 
Then 
circle and 
say.

- Ask pupils to look at Activity 6 in
their Activity Books.

- Pupils trace the letters d and t.
- Point to each of the pictures in
turn and ask for each, What's this?
- Play the audio. Pupils tick the
items that start with the same
sound as the letter on the left.

- Ask pupils to look at Activity 7 in
their Activity Books.

- Pupils read the words and trace
them.

- They then find the objects in the
picture and circle all the words
beginning with /d/ sound in green
and all the words beginning with
the /t/ sound in blue.

- Point to objects in the picture and
pupils say the words.

Answer key: d
tick = dog, 
doctor, drum ; t
tick = tortoise, 
teacher, ten

Answer key: 
green = drum, 
dad, dog blue = 
two, ten,

tortoise
Audio script 
CD2:27
Danny Dog d
dog tortoise 
doctor

Tina Tortoise t
teacher ten
drum

Wh-class
Individual
Individual
Wh-class
Individual

Individual

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool. Student read and act out the
story at home (period 39, lesson 5).

Wh-class

*Evaluation:

………
………
………
Date of preparing: …/05/2020 
Date of teaching: 1A, 1B, 1C; …/05/2020

Period 40

UNIT 5: PETS
Lesson 6
I. Objectives

- By the end of this unit, pupils can match animals with their young.
II. Languages focus

- Vocabulary: chick, kitten, puppy

- Sentence patterns: The (dog)’s got a (puppy).
III. Teaching aids

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Steps Learning activities Language focus Modes
Warm-up - Show the photos and make an

example for the first photo.
Nominate pupils to ask and
answer, What's this? It's a parrot.
- Have pupils look at the lesson 6
and ask, What are we learning
today? Look at the lesson
objective: We're learning about
animals and young animals.

Individual

Wh-class

12. Listen 
and point. 
Then 
match and
say.

- Ask pupils to look at Activity 12
in their Pupil's Books.

- Play the audio. Pupils listen to
Part A of the audio and point to
each animal and its young.

- Pupils listen to Part B and match
each animal with its young.

- Check answers. Point to the cat
and ask, What has the cat got?
Prompt pupils to answer, a kitten.
Do the same with bird and dog.
- Move on the next screen. Play the
audio and have pupils repeat the
words.

- Then ask pupils to describe the
photos in pairs, e.g. It's a chick.

Key:

1 b 2 c 3 a
Audio script – 
CD2: 30

cat, dog, bird, 
chick, kitten, 
puppy

1. The cat's got 
a kitten.

2. The dog's got 
a puppy.

3. The bird's got
a chick.

Wh-class
Wh-class
Individual

Wh-class
Wh-class
Individual
13. Listen

and 
number. 
Say.

- Ask pupils to look at Activity 13
in their Pupil's Books.

- Ask pupils (in L1) what they
know about the life cycle of a bird.
Ask questions about the pictures,
What's this? (It's an egg, a bird, a

chick.) What colour is it? Is it big 
or small?

- Play the audio. Pupils listen and
look at the photos.

- Play the audio again. Ask pupils
to number the photos in the order
they hear them.

- Check the answers with the class.
- Then ask pupils to describe the
photos individual, e.g. It's a chick.

Key:

a 3 b 1 c 2
Audio script – 
CD2: 31

1. It's an egg.
2. It's a chick. 
It's small. 
3. It's a goose. 
It's big. It's a 
chick!

Wh-class
Individual

Wh-class
Individual
Trace.

Then 
match.

- Ask pupils to look at Activity 10
in their Activity Books.

- Pupils match the baby animals

Answer key:
from the left of 
the picture:

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with the correct outline in the
picture. Pupils then read the labels,
trace the words and say them.

chick, puppy, 
kitten

Individual
Join the

dots. Then

circle and 
say.

- Ask pupils to look at Activity 11
in their Activity Books.

- Pupils complete the dot to dot
drawing to reveal a chick and a
puppy. Pupils then read the
sentences and circle Yes or No
depending on whether the sentence
is correct or not. They then
describe the pictures correctly, It's
a chick. It's a puppy.

Answer key:
1 Yes 2 No

Wh-class
Individual
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: …/05/2020 
Date of teaching: 1A, 1B, 1C; …/05/2020

Period 41

UNIT 5: PETS
Lesson 7
I. Objectives

- By the end of this unit, pupils can assess what I have learnt in Unit 5.
II. Languages focus

- Vocabulary: Pets, Colours

- Sentence patterns: + I’ve got a (dog).

+ He’s/She’s got a (rabbit).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Hand out the flashcards 36-42 to
several pupils in different parts of
the classroom.

- Write the pet words on the
board.

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14. Trace 
and stick. 
Say.

- Ask pupils to look at Activity 14
in their Pupil's Books.

- Ask pupils to trace the pet words
on the page.

- Ask pupils to turn to the stickers
of the pets at the back of their
books and name the animals.
- Pupils stick the stickers in place,
next to the corresponding words.
- Pupils stick the star sticker in
place if they feel they have learnt
the unit vocabulary successfully.

Wh-class
Individual

Individual
Individual
15. Listen

and 
match. 
Say.

- Ask pupils to look at Activity 15
in their Pupil's Books.

- Play the audio. Ask pupils to
listen and point to the animals.
- Play the audio again. Pupils
draw matching lines from the boy
and girl to each animal.

- Check answers as a class.
- Then pupils practise saying
sentences about the boy and girl
in pairs, e.g. He's got a (mouse).
She's got a (kitten).

- Pupils stick the star sticker in
place if they feel they have learnt
the unit structures successfully.

Key:

boy: dog, frog,
parrot girl: cat,
kitten, rabbit
Audio script – 
CD2:32

He's got a small 
dog.

She's got a big 
cat. It's grey. 
He's got a big 
frog.

She's got a 
kitten. It's small.
He's got a 
parrot. It's blue 
and orange. 
She's got a white 
rabbit.

He's got a frog.

Wh-class

PW
Wh-class

Read and 
write.

Read and 
circle.

- Ask pupils to look at Activity 12
in their Activity Books.

- Pupils read the words in the
word bank. They then use the
words to complete the sentences
about the pictures. (Note: the
word cat is used twice.)

- Ask pupils to look at Activity 13
in their Activity Books.

- Pupils read the sentence in the

Key:

He's got a dog,

tortoise, cat,frog.
She's got a cat, 
rabbit, parrot, 
mouse.

Key:
mouse

Wh-class

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speech bubble.

- They then look at the picture and
circle the word that represents the
pet that Waldo has got

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………

………
………
Date of preparing: 18/05/2020 
Date of teaching: 1A, 1B, 1C; 21/05/2020

Period 42

UNIT 5: PETS
Lesson 8
I. Objectives

- By the end of this unit, pupils assess what I have learnt in Unit 5.
II. Languages focus

- Vocabulary: Review.
- Sentence patterns: Review
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Show the pictures on the board
and take the class through the pets
quickly.

- Tell the class to remember the
pets, and show the next picture.
Indicate the missing pet, and ask if

anyone can remember what it was
(mouse). Continue through the 
pictures as a whole class

activity.

Individual

16. Play 
the game.

- Ask pupils to look at Activity 16
in their Pupil's Books.

- Tell pupils (in L1) they have to
help Beth and Harry find their way
out of the maze and 'collect'

animals along the way. They may

Wh-class

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play individually or in pairs.

- Explain (in L1) that they have to
trace each character's route through
the maze and say the name of any
animals they find. Pupils may wish
to draw their route with a pencil or
follow it with their finger. Pupils

then tick the appropriate boxes in
the grid under the game and make
sentences about each character,
e.g. She's got a rabbit. It's brown.
- Play the audio to give pupils an
idea of the language they will need
to play the game.

- Pupils play the game in pairs.
Check the answers by asking
questions, e.g. Has (Beth) got a
(tortoise)? Elicit answers

(Yes./No.)

Individual

Wh-class

17. Listen 
and do.

- Ask pupils to look at Activity 17
in their Pupil's Books.

- Pupils listen to the animal sound
effects, say the name of the animal
and mime it.

Audio script – 
CD2: 34

Miaow! Woof! 
Woof!

Munch! Munch!
Ribbet! Ribbet! 
Squeak!

Squeak! Munch!
Munch!

Squawk! 
Squawk!

Wh-class
Wh-class
Individual

Let's 
Review.

- Pupils revise some key

vocabulary from the unit using the
flashcards. They should try to
remember the word for each card,
then click on it to see the answer.

Wh-class
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

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(80)<div class='page_container' data-page=80>

Date of preparing: 20/05/2020 
Date of teaching: 1A, 1B, 1C; 22/05/2020

Period 43

UNIT 6: MY HOUSE
Lesson 1

I. Objectives

- By the end of this unit, pupils can name some common house words
II. Languages focus

- Vocabulary: door, bathroom, bedroom, dining room, house, kitchen, living
room, window.

- Sentence patterns: This is the (kitchen).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Have pupils look at the screen.
Play the song from the Welcome
Unit. Pupils listen and sing.

- Go around the classroom and ask
pupils general questions from the
previous units, e.g. What's your
name? How old are you? Pick up 
a pencil and ask What's this? 
What colour is it? How many 
(hands) have you got?, etc.

Audio script –
CD1:02

Wh-class

1. What 
do you

know?

- Have pupils look at the lesson 1
and ask, What are we learning
today? Look at the lesson

objective: We're learning house
words.

- Ask pupils what house words
they know in English, e.g. chair,
desk. Write them on the board.
- Introduce the new words using
the flashcards 43-49. Show the
flashcards in turn, say the words
and pupils repeat. Stick the

flashcards on the board as you say
each word.

Wh-class
Individual

Wh-class
Wh-class
Individual
2. Listen

and find.

- Ask pupils to look at Activity 2
in their Pupil's Books.

- Play the audio, pausing after
each sentence. Ask pupils to find
each room or item in the picture.

Audio script – 
CD2: 35

This is my house.
This is the living 
room. This is the 
dining room.

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And the kitchen. 
This is the 
bathroom. This 
is a window.
This is a door.
And this is the 
bedroom! Shh!

Individual
Wh-class

3. Listen 
and say.

- Ask pupils to look at Activity 3

in their Pupil's Books.

- Focus on the pictures on the
page. Play the audios. Pupils
should listen and point to the
correct picture.

- Play the audios again. Pupils
listen, point to the pictures and
repeat the words.

Audio script – 
CD 2:36

house, living 
room, kitchen, 
bedroom,

bathroom, dining
room, window, 
door

Wh-class
Individual
Individual

Home-link.

- When you come back home.

Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 21/05/2020 
Date of teaching: 1A, 1B, 1C; 23/05/2020

Period 44

UNIT 6: MY HOUSE
Lesson 2

I. Objectives

- By the end of this unit, pupils can say where somebody is.
II. Languages focus

- Vocabulary: butter, healthy.

- Sentence patterns: Where’s my (dad)?

He’s/She’s in the (bathroom).

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Tell them that you are going to
act out one of the house words
and the class needs to guess what
it is.

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- Have pupils look at the lesson 2
and say: We're saying where
somebody is.

Wh-class
4. Listen

and chant.

- Ask pupils to look at Activity 4
in their Pupil's Books.

- Play the audio.

- Ask (in L1) who is talking in
the audio (Beth).

- Play the audio again. Pause

after each line to give pupils time
to repeat the words.

- Play the chant and ask pupils to
chant along.

Audio script
CD 2: 37

Where's my mum?
She's in the living 
room. She's in the 
living room. 
Where's my dad?
He's in the 
kitchen. He's in 
the kitchen. 
Where's my 
brother? He's in 
the bathroom. 
He's in the 
bathroom. 
Where's Waldo?
He's in the

bedroom. He's in 
the bedroom.

Wh-class
Individual

Individual
Wh-class

Individual

5. Listen 
and tick 
or cross. 
Then say.

- Ask pupils to look at Activity 5
in their Pupil's Books.

- Focus on the pictures at the
bottom of the page. Point to the
first image and ask, Where's
Waldo? (He's in the bathroom.)
Repeat with other pictures.

- Play the audio. Pupils listen and
write a tick or a cross in the box
below each picture according to
whether the answer on the audio
is true or not.

Answer key:
1 cross 2 tick 3 
cross 4 tick 
Audio script 
CD2:38

1. Where's 
Waldo? He's in 
the kitchen. 
2. Where's 
Waldo? He's in 
the living room.
3. Where's 
Waldo? He's in 
the bathroom.
4. Where's 
Waldo? He's in 
the bedroom.

Wh-class
Individual

Read and 
match.

- Ask pupils to look at Activity 2
in their Activity Books.

- Ask pupils to identify the
rooms shown in each picture.
- They then read the sentences
and match each sentence with

Answer key:
1 He's in the 
dining room. 
2 She's in the 
living room. 
3 He's in the

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Join the 
dots. Then
circle and 
say.

one of the pictures.

- Ask pupils to look at Activity 3
in their Activity Books.

- Ask pupils to join the dots to
reveal Waldo watching TV in the
living room.

- They read the sentence above
the picture and circle the correct
word.

- Ask, Where's Waldo? (He's in
the living room.)

kitchen.
4 She's in the

bathroom.
Answer key: 
He's in the living 
room.

Wh-class
Individual
Individual
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about
what did you say or what you did
at shool.

Wh-class

*Evaluation:

………
………
………

Date of preparing: 25/5/2020 
Date of teaching: 1A, 1B, 1C; 27/5/2020

Period 45

UNIT 6: MY HOUSE
Lesson 3

I. Objectives

- By the end of this unit, pupils can ask and answer about location and
follow a simple song.

II. Languages focus

- Vocabulary: bed, bath, garden, oath, shed
- Sentence patterns: Where’s the (mouse)?

It’s in the (garden).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes
Warm-up - Tell pupils that they are going to

listen to the chant about rooms and
family members. Play the audio.

Audio script –
Track 37

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Pupils point to the rooms when they
hear them in the chant.

- Write the lesson objective on the
board: We're learning to say where
things are.

6. Listen 
and find.

- Ask pupils to look at Activity 6 in
their Pupil's Books.

- Teach the words bed, garden, shed,
path and bath by pointing to the
words, saying them several times
while pupils repeat.

- Point and ask questions about the
picture. What's this? (It's a hippo.)
Have a short discussion (in L1)
about why pupils think the hippo is
standing on the chair (It's scared of
a mouse which is running around 
the garden and house.).

- Play the audio. Pupils listen and
find the mouse in each picture. Point
to each of the hippo's thought bubble
pictures and ask, Where's the

mouse? Elicit answers, e.g. It's in 
the (bedroom) Ask further questions,
e.g. Is it in the bed? (Yes) What 
colour is the bed? (yellow, green, 
purple and red). Has it got a flower?
(Yes.) How many flowers are in the 
garden? (eight).

- Play the audio again. Pupils listen
and point to the various thought
bubbles as they are mentioned.

Audio script
CD2:40, 41
Where's the 
mouse? 
Where's the 
mouse? Is it in 
the garden? Or
is it in the 
house? Look! 
It's in the 
garden,Runnin
g up the path. 
Now it's in the

bathroom. Oh, 
no! It's in the 
bath! Where's 
the mouse?
Where's the 
mouse? Is it in 
the garden? Or
is it in the 
house?

Look! It's in the
garden, Hiding 
in the shed.
Now it's in the 
bedroom. Oh, 
no! It's in my 
bed!

Wh-class
Wh-class
Individual

Individual

7. Match. 
Say.

- Ask pupils to look at Activity 7 in

their Pupil's Books.

- Pupils look at the jigsaw pieces at
the bottom of the page. Check if they
can guess from each one where the
mouse is. Ask, Where's the mouse?
(It's in the shed.)

- Pupils then match together the
pairs and make a sentence about
each one, e.g. It's in the shed.

Answer key:
1. c - bedroom
2. b - bathroom
3. a - shed

Wh-class
Individual

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count.

Trace. 
Then read
and draw.

their Activity Books.

- Pupils read the captions in the box
and find the number of mice in each

position in the main picture. They
find the mice and write the number
in the correct box.

- Ask pupils to look at Activity 5 in
their Activity Books.

- Pupils read the captions and
complete the pictures by drawing a
flower to indicate a garden, a bed or
a bath according to each caption.
- They then trace the words in each
sentence.

in the garden 4
in thebedroom3
in the

bathroom 2

Individual

Wh-class
Individual
Individual

Home-link.

- When you come back home. Please

tell to your mother or farther or your
friends about what did you say or
what you did at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 26/5/2020 
Date of teaching: 1A, 1B, 1C; 29/5/2020

Period 46

UNIT 6: MY HOUSE
Lesson 4

I. Objectives

- By the end of this unit, pupils can talk about location and say the sounds
/w/ and /v/.

II. Languages focus

- Vocabulary: Pets, Rooms

- Sentence patterns: Where’s the (cat)?
It’s in the (kitchen).

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes
Warm-up - Tell pupils that they are going to

listen to the song about the mouse in
the house. Play the audio. Pupils
point to the location when they hear

Audio script: 
track 40

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it in the song.

- Look at the lesson objectives:
We're learning to say where things 
are and We're saying some English 
sounds.

Wh-class

8. Make 
and play.

Ask and 
answer.

- Ask pupils to look at Activity 8 in
their Pupil's Books.

- Pupils look at the girl's house in the
photo and identify the rooms and the
garden.

- Explain (in L1) that the children in
the photo are playing a game with
cutouts.

- Play the audio to give pupils an
idea of the language they will need.
- Ask pupils to find the Unit 6
Cutouts on page 77 of their Pupil's
Book.

- Ask pupils to cut out the cards.
- Ask pupils now to play a game in
pairs. Pupil A positions his/her
animals/objects in various places in
the house without Pupil B seeing,
e.g. in the garden, in the kitchen. 
Pupil B then asks questions, Where's
the (dog)? Pupil A answers, It's in 
the (garden). Pupil B then positions 
his/her dog in the garden in his/her

own book.

- At the end of the activity , ask
pupils to compare pictures to see that
all the animals/objects are in the
correct places. Then pupils switch
roles.

Audio script 
CD2: 42
1. Where's 
the cat? It's 
in the

kitchen.
2. Where's 
the dog? It's 
in the garden.

Wh-class
Individual

Individual
PW

Individual

9. Listen 
and say.

- Show the activity on the screen.
- Play the audio. Ask pupils which
sound they can hear. Play the audio
again and have pupils repeat.

- Show the activity on the screen.
- Play the audio and point to the
sounds. Play the audio again and ask
pupils to say the words.

Audio script
TRACK 43
w, w, v, v 
w, w, w
v, v, v

w, v, w, v, w, v
Waldo, Waldo 
window, wave,
wing Waldo!
Victor, Victor 
violin, vet,

Wh-class
Individual

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Victor!

Trace.

Then 
listen and 
circle.

- Ask pupils to look at Activity 6 in
their Activity Books.

- Ask pupils to trace the letters v
and w.

- Play the audio. Pupils listen and
circle the pictures with the same
sounds as the letters on the left.

Answer key:
1 violin 
2 window

Wh-class
Wh-class
Individual
Find and

colour in 
green or 
blue.

- Ask pupils to look at Activity 7 in

their Activity Books.

- Ask pupils to find the objects
beginning with the /v/ sound and
colour them green.

- They then find the objects
beginning with the /w/ sound and
colour them blue.

Answer key: 
v violin, vet
w window, 
wings

Wh-class
Individual
Individual

Home-link.

- When you come back home. Please
tell to your mother or farther or your
friends about what did you say or
what you did at shool. Students
study lesson 5 at home.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 28/5/2020 
Date of teaching: 1A, 1B, 1C; 30/5/2020

Period 48

UNIT 6: MY HOUSE
Lesson 6

I. Objectives

- By the end of this unit, pupils can talk about places in the neighbourhood.
II. Languages focus

- Vocabulary: Café, park, library, shop
- Sentence patterns:

Where’s Dad? - He’s in the (library).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Show the activity on the screen

and look at the example for the
first picture. Model the sentence,

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He's in the kitchen.

- Look at the lesson objective:
We're learning about places in the
neighbourhood.

Wh-class
12. Listen.

Then 
number.

- Ask pupils to look at Activity 12
in their Pupil's Book.

- Play the audio. Pupils listen and
look at the photos.

- Play the audio again. Ask pupils
to number the photos in the order
they hear them.

Answer key:
2 3 1 4
Audio script 
CD 2, Track 47
1. It's a park.

2. It's a shop.
3. It's a library.
4. It's a café.

Wh-class
Individual
Individual

13. Find. 
Say.

- Ask pupils to look at Activity 13
in their Pupil's Books.

- Pupils follow the lines to lead
each child to one of the places and
make sentences about the photos,
e.g. He's in a (café).

- Ask questions to check the
activity, e.g. Where is he/she? Is
he/she in a (cafe)? (Yes, he/she's 
in a café.)

Answer key:
1. She's at the 
park.

2. He's in a café.
3. He's at the

library.

4. She's at a 
shop.

Wh-class
Individual

Individual
Read.

Then 
listen and 
draw.

- Ask pupils to look at Activity 10
in their Activity Books.

- Play the audio. Pupils read the
words on the map and draw a line
from one place to another, starting
at the house while listening.

Answer key:
house – park – 
shop – library – 
café

Wh-class
Individual

Read and

number. 
Then say.

- Ask pupils to look at Activity 11
in their Activity Books.

- Pupils find the girl, the cat and
the boy in the pictures.

- They read the sentences below
each picture and decide which
picture each sentence describes.
They number the sentences
accordingly.

Answer key: 
He's in the 
library. 3

She's in the café. 
1

It's in the park. 2

Wh-class
Individual
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

</div>
(89)<div class='page_container' data-page=89>

………
………
Date of preparing: 01/6/2020 
Date of teaching: 1A, 1B, 1C; 04/6/2020

Period 49

UNIT 6: MY HOUSE
Lesson 7

I. Objectives

- By the end of this unit, pupils can assess what I have learnt in Unit 6.
II. Languages focus

- Vocabulary: Review.
- Sentence patterns: Review

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Show the first picture on the
screen. Read through the statement
and ask: Yes or No? Elicit answers
from different students in open
class or ask for a show of hands.
Repeat with the next screens.
- Write the lesson objective on the
board: We're thinking about our
learning adventure.

Answer key:
1 No 2 Yes 3
No 4 No

Individual

Wh-class
14. Trace

and stick. 
Say.

- Ask pupils to look at Activity 14

in their Pupil's Books.

- Ask pupils to trace the house
words on the page.

- Ask pupils to turn to the stickers
of the rooms and objects at the
back of their books.

- Pupils stick the stickers in place,
next to the corresponding words.
- In pairs, ask pupils to say the
room words. One partner says a
room word and the other points at
the correct picture.

- Pupils stick the star sticker in
place if they feel they have learnt
the unit vocabulary successfully.

Wh-class

Individual
Individual

PW
Wh-class

Individual

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and 
match. 
Then say.

in their Pupil's Books.

- Point to the pictures. Pupils name
the animals.

- Play the audio. Ask pupils to
listen and point to the animals and
the rooms.

- Then play the audio again. Pupils
draw matching lines from each
animal to a part of the house.
- Then pupils practise saying
sentences about the animals,
e.g. Where's the (frog)? It's in the 
(living room).

- Pupils stick the star sticker in
place if they feel they have learnt
the unit structures successfully.

1 c, 2 d, 3 b, 4 a
Audio script:
1. Where's the 
frog? It's in the 
living room.

2. Where's the 
mouse? It's in 
the kitchen.
3. Where's the 
cat? It's in the 
bedroom.
4. Where's the 
parrot? It's in 
the garden.

Individual
Wh-class
Wh-class

Individual
Individual

Complete 
the word.

- Ask pupils to look at the screen.
Do the first question together as a
class. Pupils look at the picture and
word. Then pupils work out the
missing letter to complete the word
(kitchen).

- Put pupils into pairs and click
through the questions. Review the
questions as a class, and ask for

volunteers to come to complete the
word.

- See an alternate or more detailed
activity in the Teacher Book.

Answer key:
1 kitchen
2 park
3 bathroom
4 living room

Wh-class
Wh-class

Wh-class
Read and

write.

Read and 
circle.

- Ask pupils to look at Activity12
in their Activity Books.

- Pupils read the words in the word
bank.

- They then identify where the
characters are in each picture and
complete each sentence with a
word from the word bank.

- Ask pupils to look at Activity 13
in their Activity Books.

- Pupils read the words in the
speech bubble.

- They then look at the picture and
circle the word which describes
where the character is.

Answer key:
1 kitchen 2 
bedroom
3 bathroom 4 
living room

Answer key: 
garden

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link. Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

*Evaluation:

………
………
………
Date of preparing: 02/6/2020 
Date of teaching: 1A, 1B, 1C; 05/6/2020

Period 50

UNIT 6: MY HOUSE
Lesson 8

I. Objectives

- By the end of this unit, pupils can assess what I have learnt in Unit 6.
II. Languages focus

- Vocabulary: review.
- Sentence patterns: review.
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Show the activity on the screen
and take the class through the
rooms quickly. Tell the class to

remember the rooms, and show
the next screen. Indicate the
missing item, and ask if anyone
can remember what it was (living
room). Continue through the
screens as a whole class
activity.

Individual

16. Listen.
Then find.
Say.

- Ask pupils to look at Activity 16
in their Pupil's Books.

- Explain (in L1) that the picture
represents Beth and Harry's local
neighbourhood. Point to and ask
pupils to identify the buildings
and rooms.

- Point out the characters at the
bottom of the page and ask pupils
to name them (from left to right:
Dad, Mum, Aunt Fifi, Harry,

Answer key: 
Dad – garden

Mum – living 
room

Aunt Fifi – shop
Harry – park
Beth – library 
Waldo –kitchen.
Audio script: 
CD2:50

Wh-class

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Beth, Waldo).

- Explain that the members of the
family are hiding in the scene and
that the pupils are going to race
against a partner to find the
characters.

- Play the audio to give pupils an
idea of the language they will use
to play the game.

- Divide pupils into pairs. Ask
pupils to close their books but
keep a finger in at the right page.
Say, Where's Dad? Go! Pupils
open their books and find him as
quickly as possible. If they beat

their partner, they get a point.
Ask, Where's Dad? and pupils
say, He's in the garden. Pupils
close their books again. Do the
same for the other characters, in
random order.

GIRL: Where's
Dad?

BOY: He's in the
garden.

Individual

Wh-class
PW

Watch. - Ask pupils to look at the screen.
Have a pupil ask the first question,
Who are they? Play the video and 
then ask pupils to answer the
question (Waldo, Zach and
Millie).

- Move on to the second question,
What do they see? Play the video 
again (a rabbit, a frog, a cat, two
big dogs).

- Move on to the third and final
question, Where is Millie? Elicit
the answer (in the water).

- Play the video a final time and
ask pupils to raise their hands
when they see a turtle on the
screen.

- See an alternate or more detailed
activity in the Teacher Book.

Answer key:
1 They are 
Waldo, Zach 
and Millie. 
2 They see a 
rabbit, a frog, a 
cat and two big 
dogs.

3 Millie's in the 
water.

Audio script: 
Zach: Come on 
Waldo! Look, a 
rabbit! Hello 
rabbit! Look, a 
frog! Hello frog!

It's a cat. Hello 
cat!

Millie: Hello 
Zach!

Zach: Hello 
Millie!

Millie: Look, I've
got two dogs.

Wh-class

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Zach: Wow! I 
like dogs.

Millie: And I like
dogs. I like big 
dogs. Look, a 
small cat. Hello 
cat! Zach, help! 
Help!

Zach: Millie? 
Millie, where are

you?

Millie: I'm in the 
water.

Ask and 
answer.

- Show the activity on the screen
and look at the example for the
first picture. Nominate two pupils
to ask and answer, Where's the
mouse? It's in the bedroom.
- Split the class in two and have
pupils ask and answer questions
about the pictures.

- Once you've clicked through all
the pictures, go back to the start
and review with the class.

Wh-class

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 03/6/2020 
Date of teaching: 1A, 1B, 1C; 06/6/2020

Period 51

UNIT 7: MY HOUSE
Lesson 1

I. Objectives

- By the end of this unit, pupils can say some common food words.
II. Languages focus

- Vocabulary: bread, cake, cheese, fish, fruit, milk, salad, yogurt
- Sentence patterns: Welcome to the market

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III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Play the song from the

Welcome Unit. Pupils listen and
sing.

- Have pupils look at the lesson 1
and say We're learning food
words.

AUDIO SCRIPT
– CD 1:02

Wh-class

1 and 2. 
Listen and
circle.

- Introduce the new words using
the flashcards. Show the

flashcard in turn, say the words
and pupils repeat. Stick the
flashcards on the board as you

say each word.

- Ask pupils to look at Activity 2
in their Pupil's Books.

- Play the audio again. Pupils
listen and point to each item in
the main illustration as it is
mentioned.

- Pupils listen again and circle
each item.

- Ask pupils what food each
character talks about. Say, Fruit
and salad? (Harry) Milk and 
cheese? (Cody) Bread and cake?
(Beth).

Audio script 
CD3:01

Woman: Hello. 
Welcome to the 
market!

Harry: Hello! 
Mmm...fruit and 
salad. Cody: 
Mmm...milk and

cheese. And 
yoghurt! 
Beth:

Mmm...bread and 
cake and...Oh, no!
Waldo!

Waldo: Mmm. I 
like fish.

Wh-class

Wh-class
Individual

Individual

Wh-class

3. Listen 
and say.

- Ask pupils to look at Activity 3
in their Pupil's Books.

- Play the audio. Pupils listen and
point to the food items.

- Play the audio again. Pupils

listen, point to the food items and
repeat the words.

Audio script – 
CD3:02

fruit, salad, cake, 
bread, yoghurt, 
fish, milk, cheese

Wh-class
Individual
Individual
Draw.

Then 
trace.

- Ask pupils to look at Activity 1
in their Activity Books.

- Pupils trace the dotted lines to
find out what each food item is.
- They then trace the words and
read them.

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Home-link.

- When you come back home.

Please tell to your mother or
farther or your friends about
what did you say or what you did
at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 8/6/2020 
Date of teaching: 1A, 1B, 1C; 11/6/2020

Period 52

UNIT 7: MY HOUSE
Lesson 2

I. Objectives

- By the end of this unit, pupils can talk about food I like.
II. Languages focus

1. Vocabulary: food
2. Sentenpartten:
- Do you like (salad)?
- Can I have some, please?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes
Warm-up - Show the pictures on the board and

make an example for the first

picture. Model the sentence, I've got
bread...

- Look at the lesson objective:

We're talking about food we like.

Individual

Wh-class
4. Listen

and find.

- Ask pupils to look at Activity 4 in
their Pupil's Books.

- Play the audio. Pupils listen and
point to the food items in the picture.
- Play the chant and ask pupils to
chant along.

Audio script
CD3:03

I like fruit and
yoghurt. I like 
salad and 
cheese.I like 
bread and 
milk and cake.
Can I have 
some, please? 
I like fruit and

Wh-class
Wh-class

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yoghurt. I like 
salad and 
cheese. I like 
bread and 
milk and cake.
Can I have 
some, please?
5. Listen

and 
match. 
Say.

- Ask pupils to look at Activity 5 in
their Pupil's Books.

- Focus on the pictures at the bottom
of the page. Play the audio. Pupils
point to the food items which they
hear mentioned in the audio.

- Play the audio again. Pupils draw
lines to the foods which Waldo and
Cody like.

- Play the audio again and ask the
class to say the food words.

Answer key:
Cody: bread, 
cheese, 
yoghurt, fruit
Waldo: milk, 
fish

Wh-class
Individual

Wh-class

Wh-class
4. Listen

and sing.

- Ask pupils (in L1) to remember the
Quest items from the Welcome Unit,
which the characters have to find.
Ask them to guess which item could
be found here.

- Play the Quest song. Pupils listen
for the quest item.

- Pupils then look at the main scene
to find the Quest item (the apple).
- Ask pupils to turn to the stickers at
the back of their books. They find
the sticker of the apple and stick it
into the correct place on page 52,
over the grey apple on the left.
- Play the audio again and pupils
sing the Quest song.

Audio script 
CD3:05

Come with us, 
come on a 
quest. Come

on a quest 
today! Come 
with us, come 
on a quest. 
Look for an 
apple today.
A balloon, a 
cake, a tablet, 
a photo, a 
teddy, a bird, 
a door and... 
an apple! 
Look for an 
apple today.

Wh-class

Individual
Individual
Wh-class

Wh-class

Home-link.

- When you come back home. Please
tell to your mother or farther or your
friends about what did you say or
what you did at shool.

Wh-class

*Evaluation:

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Date of preparing: 10/6/2020 
Date of teaching: 1A, 1B, 1C; 12/6/2020

Period 53

UNIT 7: MY HOUSE
Lesson 3

I. Objectives

- By the end of this unit, pupils can talk about likes and dislikes and follow a
simple song.

II. Languages focus
- Vocabulary: honey, jelly

- Sentence patterns: I don’t like (cheese).
I like (honey).

Do you like (jelly)?
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes
Warm-up - Tell pupils that they are going to

listen to the chant about food.

- Play the audio. Pupils point to the
food when they hear the food in the
chant.

- Look at the lesson objective: We're
talking about things we like and
things we don't like.

Wh-class
Wh-class
Wh-class
6. Listen

and find.

- Ask pupils to look at Activity 6 in
their Pupil's Books.

- Ask pupils which food they can see
in the picture. Ask, Where's the
bear? (It's in the garden/park.)

- Play the audio. Pupils listen and
put their hands up when they hear a
food word.

Audio script
CD3:06, 07
I like jelly.
It's nice and 
sweet! I like 
fruit. It's good 
to eat! I like 
yoghurt, But I 
don't like 
cheese. I like 
honey, But I 
don't like 
bees! Yes, I 
like honey, But
I don't like 
bees. Yes, I 
like honey, But
I don't like

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bees. (x2)
7. Draw

and say.

- Ask pupils to look at Activity 7 in
their Pupil's Books.

- Play the Activity 6 audio again,
pausing after each line. Pupils draw
a happy face or a sad face to record
what the bear likes and doesn't like.
- Pupils then do the same for

themselves.

- Pupils tell each other which of the
foods they like or don't like in pairs,
e.g. I like (honey). I don't like (jelly).

Wh-class
Individual

Individual
Individual
Circle the

odd one 
out. Then 
listen and 
check.

- Ask pupils to look at Activity 4 in
their Activity Books.

- Pupils circle the odd picture out in
each row and make a sentence about

each picture, e.g. I like honey / I
don't like honey.

- Play the audio for pupils to check
their answers.

- Ask pupils, Do you like honey?
Pupils put up their hands if they like
honey. Do the same with jelly.

Answer key: 
1 the second 
picture 
2 the third 
picture

Wh-class
Individual

Wh-class
Individual
Read and

number.

- Ask pupils to look at Activity 5 in
their Activity Books.

- Pupils read the sentences and
number each bear in the picture

accordingly.

Answer key: 
3, 4, 2, 1
Audio script 
CD3:08
1 I like jelly.
I don't like 
jelly I likejelly.
Yuk! I don't 
like jelly.
2 I don't like 
honey. I don't 
like honey. I 
like honey. 
Yum! I like 
honey.

Wh-class
Individual
Individual

Home-link.

- When you come back home. Please
tell to your mother or farther or your
friends about what did you say or
what you did at shool.

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*Evaluation:

………
………
………
Date of preparing: 11/6/2020 
Date of teaching: 1A, 1B, 1C; 13/6/2020

Period 54

UNIT 7: MY HOUSE
Lesson 4

I. Objectives

- By the end of this unit, pupils can talk about likes and dislikes and say the
sounds /j/.

II. Languages focus

- Vocabulary: juice, jellyfish, yak

- Sentence patterns: I like/don’t like (milk).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Tell pupils that they are going to
listen to the song about food.
- Play the audio. Pupils point to
the food when they hear the food
in the song.

Audio script
CD3:06,07

Wh-class
Wh-class
8. Play. - Ask pupils to look at Activity 8

in their Pupil's Books.

- Pupils name the animals to the
left in the activity and the food
items to the right.

- Play the audio and pupils guess
which animal is being described
after each pause.

- Pupils play the game in pairs.
One pupil points to the food
photos and says, e.g. I like
(cheese). I don't like (fruit). 
His/Her partner says which
animals he/she is talking about
(the mouse) and points to the

relevant photo.

Audio script – 
CD3:09

Mouse: I like 
cheese. I like 
bread. I don't 
like fish. I'm 
small.

I'm brown. Who 
am I? Yes, I'm a 
mouse.

Cat: I like milk. I
like fish. I don't 
like bread. I'm 
small. I'm black 
and white. Who 
am I? Yes, I'm a 
cat.

Tortoise: I like 
salad and fruit. I 
don't like fish.

Wh-class
Individual
Individual

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I'm big. I'm 
brown. Who am 
I?Yes, I'm a 
tortoise. 
Bird: I like 
bread. I don't 
like cheese. I'm 
small.

I'm yellow. Who 
am I? Yes, I'm a 
bird.

9. Listen 
and say.

- Remind pupils of the words jelly
and yellow. Ask pupils which
sound they hear in both words.
Say/j/ sound and ask pupils to
repeat after you.

- Do the same for the /y/ sound
- Play the audio. Ask pupils which
sound they can hear. Play the
audio again and have pupils
repeat.

Audio script

CD3:10
j j y y 
j, j, j y, y, y
j, y, j, y, j, y
j

Jonny Jellyfish 
juice

jelly 
y

Yasmin Yak 
yoghurt yellow
Jonny Jellyfish, 
Jonny Jellyfish
juice, jelly Jonny
Jellyfish!

Yasmin Yak, 
Yasmin Yak 
yoghurt, yellow
Yasmin Yak!

Wh-class

Wh-class
Wh-class

Trace.

Then 
listen and 
play 
bingo.

- Ask pupils to look at Activity 6
in their Activity Books.

- Pupils name all the items in the
grid. Encourage them to think
about the y and j sounds at the
beginning of each word. Pupils
trace each letter.

- Play the first two sentences of
the audio. Pupils listen and repeat,
then trace the words jelly and
yoghurt in the speech bubbles.
- Pupils cover up one square on
their grid with a coin or a small
piece of paper. Play the rest of the

Audio script
CD3:11
I like jelly.
I like yoghurt. 
j juice

y yak

j jellyfish y 
yoghurt j jelly
j jump

Wh-class
Wh-class

Wh-class

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audio and pupils tick off the
pictures as they hear them. The
first pupil to tick their five
uncovered squares is the winner.

Individual

Trace and 
colour.

- Ask pupils to look at Activity 7
in their Activity Books.

- Pupils trace the words on each
domino and read the word.

- They then colour the picture that
matches the word.

Wh-class
Individual

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool. Student study lesson 5 at
home.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 16/6/2020 
Date of teaching: 1A, 1B, 1C; 18/6/2020

Period 56

UNIT 7: MY HOUSE
Lesson 6

I. Objectives

- By the end of this unit, pupils can talk about healthy food.

II. Languages focus

- Vocabulary: bad, good, chocolate.

- Sentence patterns: Is it (good) for me?
Do you like the (salad)?
III. Teaching aids

S’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Have pupils look at the lesson 6
and ask, What are we learning
today? Look at the lesson

objective: We're learning about
healthy food.

- Ask pupils what English words
they know for food, e.g. cheese,
bread. Write them on the board.

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12. Listen 
and

number.

- Ask pupils to look at Activity 12

in their Pupil's Books.

- Play the audio. Pupils listen and
point to the photos of the children.
- Play the audio again. Ask pupils
to number the photos in the order
they hear them.

- Play the audio, pausing it after
each line for pupils to repeat.

Key: 3, 1, 2
Audio script
CD3:13

1. Mmm! I like 
salad. It's good 
for me.

2. Mmm! I like 
cake. But it's 
bad for me. 
3. Mmm! I like 
chocolate. But 
it's bad for me.

Wh-class
Individual

Individual

13. Tick 
the 
healthy 
foods. Say.

- Ask pupils to look at Activity 13
in their Pupil's Books.

- Pupils name the food items in the
photos. Ask, Do you like

(chocolate)? Then ask (in L1) 
whether the food is healthy or
unhealthy. Repeat with other
photos.

- Pupils tick the foods they think
are healthy. Then ask them to work
with a partner, point to each photo
and say whether they like it and
whether it's good for them,

e.g. I like / don't like (salad). It's 
good/bad for me. Pupils can make 
a happy or a sad face as they say
the words.

- Compare answers with the whole

class, pointing to each picture and
asking, Is (salad) good for me?
(Yes/No.)

Answer key:
1 salad 2 cheese
4 fish 5 yoghurt
7 honey 8 fruit

Wh-class
Individual

Individual
PW
Individual

Find and 
trace.

- Ask pupils to look at Activity 10
in their Activity Books.

- Pupils identify the pictures and
follow the lines to the words.
- Pupils then trace the words and
read them.

Answer key:

1. salad
2. chocolate
3. cake

Wh-class
Wh-class
Individual
Read and

tick. Then 
draw.

- Ask pupils to look at Activity 11
in their Activity Books.

- Explain (in L1) that pupils need
to decide which foods are good
for them. Pupils read the words,
then write a tick next to the healthy

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foods.

- They then draw the healthy food
on the plate. Encourage pupils to
make sentences, e.g. Salad is good
for me.

Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

………
………
Date of preparing: 17/6/2020 
Date of teaching: 1A, 1B, 1C; 19/6/2020

Period 57

UNIT 7: MY HOUSE
Lesson 7

I. Objectives

- By the end of this unit, pupils can assess what I learnt in Unit 7.
II. Languages focus

- Vocabulary: Food
- Sentence patterns:

I like/ don’t like (bread).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Have 5 pupils line up at the
board to see the picture of food.
Have the first pupil choose a food
and make a sentence. The next
pupil in line has to repeat this
sentence and then add their own.
Continue until all pupils have had
a chance to say a sentence.

Individual

14. Listen 
and draw. 
Then 
trace.

- Ask pupils to look at Activity 14
in their Pupil's Books.

- Play the audio. Ask pupils to
listen and point to the pictures.
- Draw a happy and sad face on

the board and elicit I like (bread)
and I don't like (fruit) sentences.
- Play the audio again, pausing it
after each sentence to give pupils

Answer key:
1 happy, 2 sad
3 happy, 4 
happy
5 sad, 6 sad
7 happy, 8 sad 
Audio script – 
CD3:14

1. I like bread.

Wh-class

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time to draw a happy or a sad face
depending on whether the food is
liked or disliked.

- Ask pupils to trace the food
words on the page.

- Pupils stick the star sticker in
place if they feel they have learnt
the unit vocabulary successfully.

2. I don't like

fruit.

3. I like fish.
4. I like salad.
5. I don't like 
cake.

6. I don't like 
yoghurt.
7. I like milk.
8. I don't like 
cheese.

Individual
Individual
Individual

15. Draw. 
Say.

- Ask pupils to look at Activity 15
in their Pupil's Books.

- Focus on the plates in Activity
15. Pupils draw food they like and
dislike on the plates.

- In pairs, pupils make sentences
about the food they have drawn,
e.g. I like (fish), I don't like

(cake).

- Pupils stick the star sticker in
place if they feel they have learnt
the unit structures successfully.

Wh-class
Wh-class

PW
Individual
Find.

Then read
and write.

- Ask pupils to look at Activity 12
in their Activity Books.

- Pupils look at the pictures in the
activity and find the matching
words in the word bank.

- They then write the words in the
correct order, from 1 to 6, in the
appropriate lists.

- Ask pupils, Do you like (bread)?
(Yes./No.)

Answer key:
I like: 1 bread 
2 milk 3 yoghurt
I don't like: 
4 jelly 5 honey 
6 cake

Wh-class
Individual
Individual
Individual
Read and

tick.

- Ask pupils to look at Activity 13
in their Activity Books.

- Pupils read the sentences in
Waldo's thought bubble.

- They then look at the picture and
they tick the sentence that is true.

Answer key: 
I like cheese.

Wh-class
Individual
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

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………
………
………
Date of preparing: 18/6/2020 
Date of teaching: 1A, 1B, 1C; 20/6/2020

Period 58

UNIT 7: MY HOUSE
Lesson 8

I. Objectives

- By the end of this unit, pupils can assess what I learnt in Unit 7.
II. Languages focus

- Vocabulary: Review.
- Sentence patterns: Review

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Take the class through pictures
of the food quickly.

- Tell the class to remember the
food, and show the next picture.
Indicate the missing item, and
ask if anyone can remember
what it was (fish). Continue
through the screens as a whole
class activity.

Wh-class
Individual

15. Play 
the game.

- Ask pupils to look at Activity
16 in their Pupil's Books.

- Ask questions about the food in
the picture, e.g. What's this? Do
you like (ice cream)?

- Pupils work in pairs. They start
with Beth and follow her path
through the maze, saying, I don't
like (cheese). I don't like (fish)., 
etc. as they go, depending on
whether there's a happy or sad
face next to the food item.

- They repeat, following Harry's
path through the maze.

- They then complete the chart at

Answer key:
Harry: bread 
(sad), chocolate 
(happy), salad 
(happy), fruit 
(happy)

Beth: cake 
(happy), fish 
(sad), cheese
(sad), yoghurt 
(happy)

Wh-class

Individual

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the bottom of the page, drawing
a happy/sad face under each food
item accordingly and saying a
sentence each time, e.g. I like
(ice cream).

- Check the activity by saying,
(He) likes (jelly). Pupils say Yes 
or No.

- Pupils then play a game in
pairs. One pupil says, e.g. I like
(chocolate). Their partner

guesses whether they are Beth or
Harry.

Individual

Wh-class
PW

What I 
Know

- Tell pupils that for homework,
they will check and review what
they learnt in the Unit.

- What I Know: Pupils look at
each picture and if they can
remember the word for it, they
can drag it into the I know box.
If not, they should drag it into
the I don't know box.

- Let's Review: Pupils revise
some key vocabulary from the
unit using the flashcards. They
should try to remember the word
for each card, then click on it to
see the answer.

Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about
what did you say or what you did
at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 22/6/2020 
Date of teaching: 1A, 1B, 1C; 25/6/2020

Period 59

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I. Objectives

- By the end of this unit, pupils can say some common feelings words
II. Languages focus

- Vocabulary: Happy, hungry, sad, scared, thirsty, tired
- Sentences pattern: I’m (happy).

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes

Warm-up - Show the flashcards and make an

example for the first flashcard.
Nominate a pupil to say, Happy!.
- Put pupils into groups. Point to a
picture and then to a group and ask
them to say the word. Show through
all the flashcards.

Wh-class
Individual

1.

Presentatio
n

- Introduce the new words using the
flashcards. Show the image and say
the words for pupils to repeat. Ask
individual pupils to say the words.

New words: 
happy sad 
hungry thirsty 
tired

scared

Wh-class

Individual
2. Listen. - Ask pupils to look at Activity 2 in

their Pupil's Books.

- Play the audio and ask pupils to
listen first.

- Ask, Who's tired? Who's hungry?
Who's happy?

Audio script 
CD3:15

Cody: Wow! I 
love funfairs. 
I'm happy! 
Harry: Oh, 
no! I don't like
funfairs. I'm 
scared.
Beth: I'm 
thirsty. Mmm, 
I like juice.
Aunt Fifi: I'm 
tired!

Waldo: Mmm!
Look at the ice
cream! I'm

hungry!

Wh-class
Individual
Individual

3. Listen 
and say.

- Ask pupils to look at Activity 3 in
their Pupil's Books.

- Focus on the small pictures at the
bottom of the page. Ask questions,
e.g. Is (she) (hungry)?

Audio script
CD3:16
1 hungry
2 tired
3 thirsty

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- Play the audio. Pupils listen and
point to the small pictures.

- Play the audio again. Pupils listen,
point to the small pictures and
repeat the words.

4 scared

5 happy

Individual
Look and

trace.

- Ask pupils to look at Activity 1 in
their Activity Books.

- Pupils trace the word under each
character and read them.

Home-link. - When you come back home.
Please tell to your mother or farther
or your friends about what did you
say or what you did at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 24/6/2020 
Date of teaching: 1A, 1B, 1C; 26/6/2020

Period 60

UNIT 8: I AM HAPPY
Lesson 2

I. Objectives

- By the end of this unit, pupils can talk about feelings.
II. Languages focus

- Vocabulary: feelings.

- Sentence patterns: Are you (happy)? - I’m (happy).

Is he/ she (happy)? - He’s/ she’s (happy).
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes
Warm-up - Have pupils look at you. Tell them

that you are going to act out one of
the feelings, and the class needs to
guess what it is. Act as yawning and
elicit, Tired!, from pupils.

Individual

4. Listen 
and find.

- Ask pupils to look at Activity 4 in
their Pupil's Books.

- Play the audio. Pupils listen and
point to the characters in the main
scene.

Audio script 
CD3:17
He's hungry. 
Waldo.

She's thirsty.

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- Play the chant and ask pupils to
chant along.

- Ask pupils to look at the board.
Write and read the sentences,
Hungry. He's hungry. Read again 
and ask pupils to say along with you.

Beth.

She's tired.

Aunt Fifi. He's
scared. Harry.
He's happy!
Cody.

Wh-class
Wh-class

5. Listen 
and 
match. 
Say.

- Ask pupils to look at Activity 5 in
their Pupil's Books.

- Focus on the pictures at the bottom
of the page. Ask pupils to identify
each character. Then point to the
pictures in the thought bubbles and
ask, e.g. What's this? Use L1 if
necessary.

- Play the audio. Pupils listen and
point to the characters being
described.

- Play the audio again and ask pupils
to match the characters with the
objects.

- Play the audio again and ask the
class to say the adjectives.

Answer key:
1 b, 2 a, 3 c,
4 e, 5 d

Audio script –
CD3:18

1.(sound of 
someone 
unwrapping a 
gift, gasping 
and screaming
Wow!) She's 
happy.

2.(sound of a 
stomach 
rumbling) 
He's hungry.
3.(sound of 
someone 
yawning) He's
tired.

4.(sound of a 
loud bang, as

if fireworks)
He's scared.
5.(sound of 
someone 
gulping a 
drink). She's 
thirsty.

Wh-class
Individual

Wh-class
Wh-class
Individual

Listen and
tick or 
cross.

- Ask pupils to look at Activity 2 in
their Activity Books.

- Play the audio. Pupils listen to the
audio to see if what they hear is
correct or not and write a tick or a
cross in each box.

Answer key:
1 tick 2 cross 
3 cross 4 tick

Wh-class
Wh-class
Find.

Then read
and circle.

- Ask pupils to look at Activity 3 in
their Activity Books.

- Pupils follow each character's path
to find the picture as a clue to how

Answer key:
1 tired,2thirsty
3 happy

4 scared

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the character is feeling.

- They then read the sentences and
circle the correct word that describes
each character.

5hungry

Audio script – 
CD3:20

1.He's scared.
2.She's thirsty.
3.He's hungry.
4.He's tired.

Individual

Home-link.

- When you come back home. Please
tell to your mother or farther or your
friends about what did you say or
what you did at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 25/6/2020 
Date of teaching: 1A, 1B, 1C; 27/6/2020

Period 61

UNIT 8: I AM HAPPY
Lesson 3

I. Objectives

- By the end of this unit, pupils can say more feelings words and follow a
simple song.

II. Languages focus

- Vocabulary: actions, feelings, food, numbers.
- Sentence patterns: I’m (happy).

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Tell pupils that they are going to
listen to the chant about feelings.
Play the audio. Pupils point to the
feelings when they hear the

feelings in the chant. Play once
more and have pupils chant along.

Wh-class

6. Listen 
and find.

- Ask pupils to look at Activity 6
in their Pupil's Books.

- Ask questions about the picture,
e.g. What food can you see? 
Which animals? Is he (happy)? 
Do you like (jelly)? What colour 
is it? How many boys/girls? Ask

Audio script 
CD3:21, 22
5, 4, 3, 2, 1
I'm happy. I'm 
happy. Let's have
fun! Clap your 
hands. Stamp

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pupils to point to various members
of the family. Say, Point to Dad.
Ask, What's he got? Elicit the
food that each family member has
got.

- Play the audio. Pupils join in
with the actions if they can.
- Say various actions, e.g. Clap
your hands!, and ask pupils to 
point to the children in the picture
who are doing them. Do the same

for hungry, thirsty, tired.

your feet. Click 
your fingers. 
Drink and eat.
5, 4, 3, 2, 1
I'm happy. I'm 
happy. Let's have
fun! Wiggle your
toes. Jump up 
and down. Jump,
jump, jump. Now
turn around. 5, 
4, 3, 2, 1. Now, 
I'm tired. I'm 
tired. Good 
night!

Individual

Wh-class
Individual

7. Match. 
Say.

- Ask pupils to look at Activity 7
in their Pupil's Books.

-Pupils name the family members.

- They find them in the main
picture and match them with the
food/drink they are eating/
drinking.

- They name the food each time.

Answer key:
1. d (chocolate)
2. b (juice)
3. a (cheese)
4. c (jelly)

Wh-class
Individual
Individual

Individual
Match. - Ask pupils to look at Activity 4

in their Activity Books.

- Pupils identify the actions the
children are doing and say the
words.

- They then match each child with
the silhouette that shows the same
action.

Answer key:
1 jump 2 turn 
around 3 stamp 
4 clap

Wh-class
Individual

Individual
Read.

Then 
circle in 
green or 
blue.

- Ask pupils to look at Activity 5
in their Activity Books.

- Pupils read the words on the
page and circle the things you
drink in green and the things you
eat in blue.

Answer key: 
green = milk, 
juice

blue = bread, 
jelly, cheese,

salad, chocolate,
fruit, honey

Wh-class
Individual

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

Wh-class

*Evaluation:

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Date of preparing: …/7/2020 
Date of teaching: 1A, 1B, 1C; …/7/2020

Period 62

UNIT 8: I AM HAPPY
Lesson 4

I. Objectives

- By the end of this unit, pupils can talk about feelings and say the sounds

sh and ch.

II. Languages focus

- Vocabulary: cheetah, shadow, shark, shell
- Sentence patterns: Review

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Have pupils play game Mime and
guess. Tell them that you are going
to mime one of the feelings and the
class needs to guess what it is. Act
as if you are happy and elicit,
Happy!, from pupils. Once pupils 
get the idea of the game, read
through the example together. Put
pupils in pairs and ask them to
mime and guess.

Wh-class

8. Listen 
and 
number.

- Ask pupils to look at Activity 8 in
their Pupil's Books.

- Ask (in L1) what the children are
doing in the photos (playing a
game finding matching pairs –
Pelmanism).

- Pupils look at the two photos and
identify the upturned cards (She's
hungry. She's happy. He's scared.).
- Play the audio to give pupils an
idea of the language they will need
to play the game.

- Ask them to listen to the audio
and numberthe photos accordingly.

Answer key: 
2, 1

Audio script 
CD3:23

1. My turn! He's
scared.

She's happy. 
Your turn!

2. She's hungry.
She's hungry. 
Yes, it's a pair!

Wh-class
Individual

Individual

Wh-class

Individual
9. Listen

and say.

- Remind pupils of the words
shadow and cheese. Ask pupils

Audio script 
CD3:24

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which sound they hear in both
words. Say/sh/ sound and ask
pupils to repeat after you.

- Do the same for the /ch/ sound
- Play the audio. Ask pupils which
sound they can hear. Play the audio
again and have pupils repeat.

- Play the audio and point to the
sounds. Play the audio again and
ask pupils to say the words.
- Play the audio. Pause after the
first three lines. Ask pupils which
sounds they can hear. Play the first
three lines again and pupils repeat.
- Introduce the two mascots by
pointing and saying, This is
Sharon Shark. This is Charlie 
Cheetah.

- Point to Charlie's chair and
Sharon's shadow and say the
words.

- Play the audio from the beginning
to the end.

sh, sh, ch, ch 
sh, sh, sh
ch, ch, ch
sh,ch,sh,ch,sh,c
h

sh

Sharon Shark 
shadow

shell
ch

Charlie Cheetah
chair

chocolate 
cheese

Sharon Shark, 
Sharon Shark, 
shadow, shell
Sharon Shark!
Charlie

Cheetah, 
Charlie

Cheetah, chair, 
chocolate, 
cheese
Charlie 
Cheetah!

Wh-class
Individual
Individual
Individual

Wh-class
Individual
Individual

Trace and 
colour.

- Ask pupils to look at Activity 6 in
their Activity Books.

- Pupils trace the letters sh and ch.
- They then colour all the items
next to each mascot or in their bags
blue if the items begin with sh or
green if they begin with ch.

Answer key: 
blue = shark, 
shell

green = 
chocolate, 
cheese, chair, 
cheetah, chick

Wh-class
Individual
Individual

Circle the

odd one 
out. Then 
listen and 
check.

- Ask pupils to look at Activity 7 in
their Activity Books.

- Pupils read the words below each
image and circle the one that starts
with a different sound.

- Play the audio so pupils can
check their answers.

Answer key:
1 shadow 
2 cheese
Audio script 
CD3:25

1. ch, chocolate,
shadow, chair, 
Shadow!

2. sh, cheese, 
shell, shark, 
Cheese!

Wh-class

Individual
Individual

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link. Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.

*Evaluation:

………
………
………
Date of preparing: …/7/2020 
Date of teaching: 1A, 1B, 1C; …/7/2020

Period 64

UNIT 8: I AM HAPPY
Lesson 6

I. Objectives

- By the end of this unit, pupils can use the words and phrases related to the topic
Comparing places. And ask and answer questions to compare places (adjectives 
with three syllables), using Which one is more ..., ... or ...? I think ...

II. Languages focus

- Vocabulary: beautiful/more beautiful, expensive/more expensive, exciting

/more exciting.

- Sentence patterns:

Which one is more ..., ... or ...? I think ....
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Spend a few minutes revising the
previous lesson by calling two
groups of five to the front of the
class to sing Which one is ...?

1. Look, 
listen and 
repeat.

- Tell the class that they are going
to listen to a story.

- Have them look at the pictures
and ask them these questions:
Who are they? Where are they? 
What are they doing?

Check their comprehension.
- Play the recording all the way
through for them to listen and
follow in their books.

- Play it again for them to do
choral repetition, pointing to the
characters speaking.

Wh-class
Individual

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- Invite a few pairs to act out. PW
2. Point

and say.

- Tell the class that they are going
to practise asking and answering
questions to compare two

cities/provinces, using Which one
is more ..., ... or ...? I think ...
- Get them to read the language
note in the book about forming the
comparative forms of longer
adjectives and check their

comprehension. Then have them

look at the pictures and teach the
adjectives and their comparative
forms: beautiful/more beautiful,
expensive/more expensive, 
exciting/more exciting.
- Get pupils to practise the

questions Which one is more ..., ...
or ...? and then practise the

answers I think ..., using the
prompts. Finally, point to the
pictures and ask the questions for
them to answer.

- Have the class practise asking
and answering in pairs. Monitor
the activity and offer help, if
necessary.

- Invite a few pairs to act out the
exchanges in front of the class.

New words: 
beautiful/more 
beautiful,

expensive/more 
expensive, 
exciting/more

exciting.
Structure:
Which one is 
more ..., ... or ...?
I think ...

Ex:

Which one is 
more beautiful, 
Ha Long City or
Nha Trang? I 
think Nha Trang
is.

Wh-class

Individual

Wh-class

Wh-class
Individual

PW
Wh-class

PW
3. Let’s

talk

- Tell the class that they are going
to practise further by asking and
answering questions to compare
two cities/provinces.

- Have them work in pairs: one
asks the question Which one is
(more) ..., ... or ...? and the other
answers I think ...

- Select some pairs to role-play
the dialogues in front of the class.
Give feedback and correct their
pronunciation, if necessary.

Wh-class

PW
Wh-class

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about what

did you say or what you did at

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shool.
*Evaluation:

………
………
………
Date of preparing: 06/5/2020 
Date of teaching: 5A; 08/ 5/2020, 5B; 9/5/2020

Period 132

UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY 
OR LIFE IN THE COUTRYSIDE?

Lesson 2: Part 4,5,6.
I. Objectives

- By the end of this unit, pupils can use the words and phrases related to the topic
Comparing places. Listen to and understand the texts which compare places. And
read and complete the text about compare places.

II. Languages focus
- Vocabulary: Review

- Sentence patterns: Review
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...

IV. Procedures

Steps Learning activities Language focus Modes

Warm-up - Spend a few minutes revising
the previous lesson by asking
some pairs to act out the story
in Activity 1.

4. Listen 
and circle 
a, b or c.

- Tell the class that they are
going to listen and circle a, b or c
to complete the sentences.

- Play the recording all the way
through for pupils to listen.
- Play it again for them to do the
task.

- Get them to swap and compare
their answers before checking as
a class. Play the recording again
to confirm the answers.

2. Tony: Do your grandparents

live in Ha Noi?

Phong: No, they don’t.
Tony: Where do they live?

Key :

1 c 2 a 3 b 4 c 
Audio script
1. Linda:Where 
do your

grandparents live,
Nam?

Nam: They live in 
Da Lat.

Linda: What’s it 
like?

Nam: It’s nice and
peaceful.

Linda: Which one 
is more peaceful,
Da Lat orLondon?
Nam: I think Da

Wh-class

Individual
Individual

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Phong:They live in Ha LongCity.
Tony: Which one is more

beautiful, Ha Long City or 
Sydney?

Phong: I think Ha Long City is.
4. Tony: Do your grandparents 
live in Da Lat, Mai?

Mai: Yes, they do.

Tony: Which one is more 
exciting, Da Lat orLondon?
Mai: I think London is.

Lat is.

3. Akiko:Where do
your grandparents
live, Quan?

Quan: They live 
in Da Lat.

Akiko: Oh, it’s

very far from 
here.

Quan: Yes, it is.
Akiko: Which one 
is more exciting, 
New York City
or Da Lat?

Quan: I think New
York City is.

5. Read 
and 
complete.

- Tell the class that they are
going to read and complete a
dialogue.

- Ask them to read the dialogue
and work in pairs or groups, if
necessary. Check their

comprehension.

- Give a time limit for them to do
the task independently. Go
around and offer help, if
necessary.

- Get pupils to swap and read
their answers before checking as
a class. If there is enough time,
invite some pairs to act out the
dialogue.

Key: 
1 come 
2 city 
3 bigger 
4 beautiful 
5 than

Wh-class
PW/GW
Wh-class
Individual

PW
Wh-class

PW
6. Let’s

play.

- Tell the class that they are
going to play Pass the secret!.
- Divide pupils into groups of six

or seven. Ask them to line up in
rows. Then whisper a sentence to
the first pupil in each row. (E.g. I
think London is more beautiful
than New York City.) The first
pupil then whispers the sentence
to the second one. The last pupil
in the row says aloud the

sentence that he/she heard. If
he/she says the sentence

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correctly, the group will score
one point.

- Set a time limit for the game.
The group with the most points
wins.

- To make the game more
competitive, select some pupils
to whisper the sentence to the
first pupils. They should say
sentences that they have learnt
from Lessons 1 and 2.

GW
GW

Home-link.

- When you come back home.
Please tell to your mother or
farther or your friends about
what did you say or what you did
at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 07/5/2020 
Date of teaching: 5A, 5B; 09/5/2020

Period 133

UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY 
OR LIFE IN THE COUTRYSIDE?

Lesson 3: Part 1,2,3.
I. Objectives

- By the end of this unit, pupils can use the words and phrases related to the topic
Comparing places. And say questions and answers with the correct intonation.
II. Languages focus

Which one is bigger, London or Hue?
I think London is.

III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes
Warm-up - Spend a few minutes revising the

previous lesson by getting two
groups of pupils to play Pass the
secret!.

1. Listen 
and repeat.

- Tell the class that they are going to
practise saying the questions and

Which one is
bigger,

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answers, focusing on the intonation.
- Play the recording all the way
through for the class to listen.
- Play it again for them to do choral
repetition until they feel confident.
- Get some pairs to say the questions
and answers. Correct the

pronunciation, if necessary.

London
or Hue?

I think London
is.

Wh-class
Individual

PW
2. Listen

and mark 
thesentenc
e

intonation 
( or )
. Then say 
the

sentences 
aloud.

- Tell the class that they are going to
listen and mark the intonation of the
sentences.

- Play the recording all the way
through for them to listen. Play it
again for them to do the task. Go
around offering help, if necessary.
- Have pupils swap and compare
their answers before checking as a
class. Then ask the class to read the
sentences aloud.

Wh-class
Individual

PW
Wh-class
Individual
3. Let’s

chant.

- Tell the class that they are going to
say the chant Which one is more ...?
- Have them read the chant and

check their comprehension.
- Play the recording all the way
through for pupils to listen and
follow in their books. Play it again
for them to do choral repetition.
Then get them to practise chanting
and doing actions.

- Call two groups to the front of the
class to say the chant and do

actions:one group says the questions
and the other says the answers. The
rest of the class claps their hands
along to the rhythm.

Wh-class
Wh-class
Wh-class

Home-link. - When you come back home. Please
tell to your mother or farther or your
friends about what did you say or
what you did at shool.

Wh-class

*Evaluation:

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Date of teaching: 5A, 5B; 09/5/2020
Period 134

UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY 
OR LIFE IN THE COUTRYSIDE?

Lesson 3: Part 4,5,6,7.
I. Objectives

- By the end of this unit, pupils can use the words and phrases related to the topic
Comparing places. Read and understand texts which compare places. And write 
about where they live.

II. Languages focus
- Vocabulary: Review.
- Sentence patterns: Review
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language

focus

Modes
Warm-up - Spend a few minutes revising the

language learnt by getting the class

to the front of the class to say the
chant Which one is more ...?

Wh-class

4. Read 
and 
answer.

- Tell the class that they are going to
read the passage and answer the
questions.

- Get them to read the questions and
underline the key words. Ask pupils
to work in pairs or small groups, if
necessary.

- Give a time limit for them to do the
task. Go around and off er help, if
necessary.

- Get pupils to swap and compare
their answers before checking as a
class. If time allows, let some of
them summarize the passage. (E.g.
Anna lives in Liverpool. She often 
goes to King’s Lynn during her 
summer holidays. It’s much smaller 
and quieter than Liverpool. Things

in Liverpool are more expensive 
than in King’s Lynn.)

Key:

1 She lives in 
Liverpool.
2 She often 
goes to King’s
Lynn.

3 King’s 
Lynn is.
4 Liverpool 
is.

5 Things in 
Liverpool are 
more

expensive 
than in 
King’s Lynn.

Wh-class
Individual

PW/GW
Individual

PW
Wh-class
Individual

5. Write 
about 
where you
live.

- Tell the class that they are going to
write about where they live.

- Have them work in pairs or groups
to discuss what they are going to

Key:

Pupils’ own 
answers

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write. Tell them to focus on the
places where they live and what
these places are like. Check their
comprehension.

- Give a time limit for pupils to do
the task independently. Go around
and off er help, if necessary.

- Get pupils to swap and read what

they have written before inviting two
or three pupils to read their writing
aloud.

Wh-class
Individual

PW
Individual
6. Project. - Tell the class that they are going to

compare the place where they live
with another place.

- Ask them to work in groups to
discuss and select a place to compare
with their place. Encourage them to
find pictures of the two places to
illustrate their ideas.

- Invite two or three groups of pupils
to talk to the class about the places.

Wh-class
GW

GW
7. Colour

the stars.

- Have the class read the statements
and check their comprehension.
- Give them time to colour the stars
and invite a few pupils to read the
statements aloud.

- Give further support to pupils who
find it difficult to achieve certain
objectives.

Wh-class
Individual
Individual

Home-link.

- When you come back home. Please
tell to your mother or farther or your
friends about what did you say or
what you did at shool.

Wh-class

*Evaluation:

………
………
………

Date of preparing: 11/5/2020 
Date of teaching: 5A, 5B; 14/5/2020

Period 135

REVIEW 4
I. Objectives

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- listen and identify specific information related to the theme Me and the world
around.

- read and identify specific information related to the theme Me and the world
around.

- use simple sentences to write about themselves.
II. Languages focus

- Vocabulary:

- Sentence patterns: Review
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up

- Spend a few minutes revising the
previous unit by saying the chant
Which one is more ...?

Wh-class
1. Listen

and tick.

- Tell the class that they are going to
listen and tick the correct boxes.
- Give them a few seconds to look at
the pictures. Ask them to identify the
details in these pictures (1a. A

sandwich. 1b. Two sandwiches.

1c.Three sandwiches. 2a. A zoo. 2b. A
pagoda. 2c. A museum.) Check their
understanding.

- Play the recording all the way
through for pupils to listen. Play it
again for them to do the task.

- Get them to swap and compare their
answers before checking as a class.
Give explanations for the answers
which pupils find difficult.

Key: 1 b 2 c
Audio script
1. Mai: What 
would you like to
eat, Quan?

Quan: I’d like to
eat some

sandwiches.
Mai: How many
would you like?
Quan:Two,pleas
e. I’m hungry.
2. Phong: Would
you like to visit 
the zoo, Mai?
Mai: No. Not 
today.

Phong: Which 
place would you 
like to visit, the 
museum or the 
pagoda?

Mai: I’d like to 
visit the museum.
Phong: OK.

Let’s go 
together.

Wh-class
Individua

l
PW
Wh-class

2. Listen
and 
number.

- Tell the class that they are going to
listen and number the pictures in the
order they hear.

Key:

a 2 b 1 c 4 d 3
Audio script

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- Give them a few seconds to look at
the pictures. Ask them to identify the

details. (a. A bus

in a busy street. b. A post office
between a supermarket and a cinema.
c. Animals in a zoo. d. A symbol of
hot weather.) Check understanding.
- Play the recording all the way
through for pupils to listen. Play it
again for them to do the task.

- Get them to swap and compare their
answers before checking as a class.
2. Tony: Where’s Hoan Kiem Lake, 
Nam? Is it far from here?

Nam: Yes, it is. Do you want to go 
there?

Tony: Yes, I do. How can I get there?
Nam: You can take a bus from here.
4. Linda: What did you do yesterday 
afternoon, Tom?

Tom: I went to the zoo.

Linda: What do you think of it?
Tom: It’s more exciting than I 
thought.

Linda: That’s great. I want to visit the

zoo one day.

1. Linda: How 
can I get to the 
post office, 
Phong?
Phong: Go 
straight ahead. 
Then turn right 
at

the end of the 
street.It’s 
between the 
supermarket and
the cinema.
Linda: Thanks a 
lot, Phong.
Phong: You’re 
welcome.
3. Akiko: 
What’s your 
favourite season,
Mai?

Mai:I like 
summer. 
Akiko: What’s 
summer like in 
your country?

Mai: It’s often 
hot.

Individua
l

Wh-class
Individua

l
PW
Wh-class

3. Listen
and 
complete
.

- Tell the class that they are going to
listen and complete the sentences.
- Give them a few seconds to read the
sentences and guess the words to fill
the gaps. Check their understanding.
- Play the recording all the way
through for pupils to listen. Play it
again for them to do the task.

- Get them to swap and compare their
answers before checking as a class.

Key:

1 cold, windy 
2 rice, fish, milk
Audio script
1. Tony: What’s 
the weather like 
in Ha Noi today?
Phong: It’s cold 
and windy.

Tony: And what 
will the weather 
be like

tomorrow?
Phong: Sorry. I 
don’t know.
2. Peter: What 
would you like to

Wh-class
Individua

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eat, Linda?
Linda: I’d like 
some rice and 
fish, please.

Peter: Would 
you like 
something to 
drink?

Linda: Yes. I’d 
like a glass of 
milk, please.
4. Read

and 
complete
.

- Tell the class that they are going to
read the passage and complete the
table.

- Give them a few seconds to read the
questions in the table. Check their
understanding. Then ask them to read
the text in silence and do the task
independently.

- Get them to swap and read their
answers before checking as a class.
Announce the answers to the class.
Give explanations for the answers
which pupils find difficult.

Key:

Where
do they
live?

What’s the
place like?

Tony Sydney big/modern

/ noisy/
exciting
Tony’s

grandparent
s

Brookly
n

small/quiet
/ peaceful/

Wh-class
Individua

l
Wh-class
Individua

l
PW
Wh-class
Wh-class

5. Write 
about 
you.

- Tell the class that they are going to
write about themselves.

- Ask them to read the questions and
write the answers based on the

information about themselves.

- Give a time limit for them to do the
task independently. Go around

offering help, if necessary.

- Get pupils to swap and read what
they have written before asking a few
to read their answers aloud. If there is

Key:

Pupils’ own

answers

Wh-class
Individua

l
Wh-class

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enough time, call one pupil to write
what he/she has written on the board.

PW
Wh-class

Home-link.

- When you come back home. Please
tell to your mother or farther or your
friends about what did you say or what
you did at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 11/5/2020

Date of teaching: 5A, 5B; 14/5/2020

Period 136

SHORT STORY: CAT AND MOUSE 4
I. Objectives

By the end of this unit, pupils can read, listen and understand a short story.
II. Languages focus

- Vocabulary: Review.
- Sentence patterns: Review.
III. Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures

Steps Learning activities Language focus Modes

Warm-up Draw pupils’ attention to the
title and check comprehension.
Have them repeat it once or
twice.

Wh-class
1. Read and

listen to the 
story.

- Tell the class that they are
going to read and listen to the
story. Before pupils listen, get
them to look at the pictures and
ask them questions: Who are
they? Where are they? What are
they doing? (They are Miu, Chit
and Mary. Miu is at Chit’s home
and Chit is talking to his cousin
Mary over the Internet.)

- Play the recording all the way
through for pupils to listen and
follow in their books. Play it
again for them to listen and
repeat.

Wh-class
Individual

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2. Answer 
the

questions.

- Tell the class that they are
going to read the story again and
answer the questions.

- Have the class work in pairs to

discuss the answers.

- Give them a time limit to do
the task.

- Get them to swap and compare
their answers before checking as
a class. You may write the

correct answers on the board.

Key:

1 He’s talking 
with Mary.
2 She lives in 
New York.
3 No, she’s in 
Miami.

4 She likes the 
theatres,cinema
s and museums.
5 She likes the 
beach.

Wh-class
PW
Individual

PW
Wh-class

3.

Unscramble 
these words 
from the 
story.

- Tell the class that they are
going to unscramble the words
from the conversation in

Activity 1.

- Give them a time limit to do
the task. Check comprehension
and give feedback. Give the first
and last letters of the words if
pupils find the task difficult.
- Get them to swap and compare
their answers before checking as
a class.

Key:

1 remember 
2 vacation 
3 difficult

4 theatres 
5 warmer

Wh-class

Individual
Wh-class

PW
Wh-class
4. Read and

complete.

- Tell the class that they are
going to read the conversation
and fill the gaps. Give pupils a
few seconds to read the text in
silence. Check comprehension.
- Give them a time limit to do
the task.

- Get them to swap and compare
their answers before checking as
a class. Then write the correct
answers on the board for pupils
to copy into their notebooks.

Key: 
1 don’t

2 town 
3 more 
4 than 
5 like

Wh-class
Individual

PW
Wh-class

5. Work in 
pair. Talk 
about your 
last holiday.

- Tell the class that they are
going to have a similar
conversation to the one in
Activity 4.

- Ask pupils to work in pairs to
ask and answer questions about
their last holiday.

- Give them a time limit to do
the task.

Wh-class

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- Invite a few pairs to act out
their conversations in front of
the class.

PW
6. Read and

match.

- Tell the class that they are
going to read and match the
questions with the answers.
Give pupils a few seconds to
look at the questions and find
the appropriate answers.
- Give them a time limit to do
the task independently.

- Get them to swap and compare
their answers before checking as
a class.

Key: 1 c 2 e 3 a 
4 b 5 d

Wh-class
Individual

Individual

PW
Wh-class
Home-link. - When you come back home.

Please tell to your mother or
farther or your friends about
what did you say or what you
did at shool.

Wh-class

*Evaluation:

………
………
………
Date of preparing: 13/5/2020 
Date of teaching: 5A, 5B; 15/5/2020

Period 137+138

REVIEW
I. Objectives

By the end of this unit, pupils can do the excercise with 4 skills: listening,
speaking, reading and writing.

II. Languages focus

- Vocabulary: Review.
- Sentence patterns: Review.
III. Teaching aids

Test paper, recording, computer, stereo.
IV. Procedures

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II. Listen and circle a, b and c

0. What do you do in your free time? – I ... fishing.

a. went go c. goes

1. What’s the matter with you? – I have a ...
a. stomache ache b. headache c. toothache
2. Why shouldn’t he ride his ... too fast?

a. bike b. car c. motorbike

3. Tom would like to ...

a. grow vegetables b. look after flowers c. work on a farm
4. Trung would like to be ...

a. an engineer b. an artist c. an architect
III. Listen and complete

Hi. My name is Phong. In my (0) free time, I often go (1) ....with my
friends because I like sports very much. My father likes sports, too. He does
karate (2) .... a week. My mother doesn’t like sports. She likes shopping. She

often (3) ... shopping at weekends. And my sister likes housework. She often
(4) ... our house in her free time.

II. READING

Task 1. Look and write the correct words. There is one example.

workers policeman Dancers

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farmer teacher Architect
Example: They work in a company or in a factory. workers
1. He loves children and helps them to learn. _________

2. He designs houses and buildings. _________

3. He/She works in a field or in a farrm. _________

4. Their job is dancing. _________

5. He can keep our town or city safe. _________

Task 2. Read and tick True or False. There is one example (0).

My name is Lien. I live in Ha Noi, the capital city of Viet Nam. The city has a
lot of tallbuildings and wide roads. It is noisy and busy all day and night. Every
summer, I go to Tam Dao, a town in Vinh Phuc Province, about 86 kilometres
from Ha Noi. Tam Dao is smaller and quieter than Ha Noi. But it has a cool
weather all year round like Da Lat. There are not many shops, but things are
cheaper. I enjoy eating fresh vegetable and chicken here. These are delicious and

healthy foods. I like breathing fresh air here, too. Life in Tam Dao is more

peaceful than in Ha Noi.

True False
0. Lien lives in the capital city of Viet Nam.

1. There are many tall buildings and wide roads in the city.
2. Ha Noi is usually noisy and busy in summer.

3. The weather in Tam Dao is often cooler than in Da Lat.

4. Vegetable and chicken are fresh and healthy foods in Tam Dao.
5. Lien enjoys the fresh air in Tam Dao.

Task 3. Read and number the sentences in the correct order. The 
conversation begins with 0.

A Linda: Which one is more beautiful, Gold Coast or Ha Long Bay?
B Nam: It’s more beautiful than I expected.

0. C Linda: Where did you go last summer, Nam?
D Nam: I think Gold Coast is.

E Linda: What do you think of it?

F Nam: I visited Gold Coast in Brisbane, Australia.
III. WRITING

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0. 1. 2.

3. 4. 5.

Dear Mai,

Tomorrow is Sunday. It will be (0) sunny. I’m happy because you’re going to
visit us. You can take (1) _________ number 15 at South Street and get off at the
third (2) _________. Then walk along West Street until you see North Street.
Turn right and you will see the (3) _________ on the left. Our (4) two-storey
________ is between the post office and the (5) ________.

See you soon,
Jack

Task 2. Order the words. There is one example.
Example: be / it / dry / hot / and / will

It will be hot and dry.

1. like / the / will / weather / what / be / tomorrow

_____________________________________________?
2. in / the / there / North / many / are / seasons / how

_____________________________________________?
3. it / I / is / winter / like / because / cold

_____________________________________________.

4. autumn / like / in / what / your / is / country

_____________________________________________?
5. often / is / hot / dry / in / it / season / the

_____________________________________________.

Task 3. Write a short passage about yourself and the place where you live. 
There is one example (0).

You can use the guiding questions:

0. What’s your name and where do you live?
1. What is/are there in your neighbourhood?
2. What are the people like?

3. Do you enjoy living there? Why/why not?
4. What do you often do every day?

5. What are your favourite food and drinks?

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1. There is/are _________________________. It is ____________________.
2. The people are ________________________________________________.
3. I like living here, in my village because _____________________________.
4. Every day, I often _____________________________________________.
5. My favourite food(s) is/are _______________________________________.
Date of preparing: 14/5/2020 
Date of teaching: 5A, 5B; 17/5/2020

Period 139

TEST 4
I. Objectives

By the end of this unit, pupils can do the test with 4 skills: listening, speaking,
reading and writing.

II. Languages focus
- Vocabulary: Review.
- Sentence patterns: Review.
III. Teaching aids

Test paper, recording, computer, stereo.
IV. Procedures

I. LISTENING

1. Task 1: Listen and tick (0.8pt)

1. a. b. c. 2. a. b. c.

3. a. b. c. 4. a. b. c.

2. Task 2: Listen and number (0.8pt)

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c. d.

3. Task 3: Listen and circlea a, b or c (0.8pt)
1 . Trung would like to be ___________________ .
a. an engineer b. an artist c. an architect

2 . Mai would like to be ___________________ .
a. a nurse b. a teacher c. a singer

3 . Tony would like to ___________________ .
a. drive a car b. fly a plane c. work in a factory
4 . Tom would like to ___________________ .

a. grow vegetables b. look after flowers c. work on a farm
II. READING

Task 1. Look and write the correct words. There is one example. (1pt)

spring forecast autumn

foggy snowy wind

Example:

Say about what will happen in the future, using the present information. forecast

1. It’s usually warm and sunny in this season. _________

2. The natural movement of air. _________

3. This season comes after summer and before winter. _________
4. It’s very difficult to see through a thick cloud of very small drops of water in

the air. _________

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Task 2. Read and tick True or False. There is one example (0). (1pt)
Dear Mary,

Last weekend, I went to Sa Pa with my family. It’s a beautiful town in the North
of Viet Nam. It’s smaller than my hometown, but it’s more peaceful.

We visited some interesting places such as the Pagoda, Hoang Lien National
Park and Sa Pa Market. The weather was fine. It was cooler and drier than in my
place. The food was cheap, but the clothes were more expensive.

We stayed in Sa Pa for five days. I really had a fantastic time there. It was
more beautiful than I expected.

Bye,
Mai

True False
0. Mai visited Sa Pa last weekend.

1. It’s bigger than Mai's hometown.
2. It’s noisier than Ha Noi.

3. Mai visited Sa Pa Market.

4. It was cooler in Sa Pa than in Mai's place.
5. Mai enjoyed the trip very much.

Task 3. Read and number the sentences in the correct order. The 
conversation begins with 0. (1pt)

A Lan: Tokyo? What do you think of the capital of Japan?
B Tom: I went to Tokyo.

C Lan: Oh, really? Which city is more expensive, Tokyo or Ha Noi?
D Tom: It’s a beautiful city, but it’s more exciting than Ha Noi.
0. E Lan: Where did you go last summer, Nick?

F Tom: I think Tokyo is. But things there are better than things in Ha Noi. 
III. WRITING

Task 1. Read and fill each gap with one word from the box. Write the word 
next to the number. There is one example (0) (1pt)

town climb mountains

train cool snows

Sa Pa is a (0) town in the North of Viet Nam. People often go to Sa Pa by coach
or by (1) ___________to Lao Cai and change to bus or car after that. It is a good
place for a summer holiday because it has beautiful views of (2) ___________,
and the weather is very (3) ___________. In winter, it can be very cold, and
sometimes it (4) __________. Many tourists love going to Sapa in winter because
they want to (5) ___________ the mountains.

Task 2. Order the words. There is one example. (1pt)
Example: like / I / fish / eating

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1. you / to / eat / what / like / would

_____________________________________________?

2. like / two / I’d / bars / chocolate / of

_____________________________________________.
3. you / how / drink / do / much / day / water / every
_____________________________________________?
4. drink / three / I / bottles

_____________________________________________.
5. day / of / I / two / bowls / eat / every / rice

_____________________________________________.

Task 3. Read the questions. Write about a place of interest in your city (or 
your home town/village). There is one example (0).(0.6pt)

1. What is your name?
2. Where do you live?

3. What do you do in your free time?

Hi. My name is (1)………. ……….
I live (2) ………..
In my free time I (3) ………...

………
IV. SPEAKING (2pt)

Date of preparing: 14/5/2020 
Date of teaching: 5A, 5B; 17/5/2020

Period 140

TEST CORRECTION 4
I. Objectives

By the end of this unit, pupils can know how to do the test well with 4 skills:
listening, speaking, reading and writing.

II. Languages focus
- Vocabulary: Review.
- Sentence patterns: Review.
III. Teaching aids

Test paper, recording, computer, stereo.
IV. Procedures

ANSWER KEY
I. LISTENING

1. Task 1: Listen and tick (0.8pt)
Key: 1 b 2 a 3 b 4 c

Audio script

1. Assistant: What would you like to eat?
Quan: I’d like a bowl of noodles, please.
Assistant: What would you like to drink?
Quan: A glass of milk, please.

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Assistant: What about a drink?

Mai: I’d like a carton of lemonade, please.
3. Assistant: Are you ready to order?
Tony: Yes, I am.

Assistant: What would you like to eat?
Tony: I’d like some fish.

Assistant: Anything else?

Tony: Yes. A glass of orange juice, please.
4. Assistant: What would you like to eat?
Linda: I’d like a bar of chocolate, please.
Assistant: What about a drink?

Linda: Can I have a glass of water, please?
Assistant: Yes, of course. Just a minute.
Linda: All right.

2. Task 2: Listen and number (0.8pt)
Key: a 2 b 1 c 4 d 3

Audio script

1. Linda: How can I get to the post office, Phong?

Phong: Go straight ahead. Then turn right at the end of the street. It’s between 
the

supermarket and the cinema.

Linda: Thanks a lot, Phong.
Phong: You’re welcome.

2. Tony: Where’s Hoan Kiem Lake, Nam? Is it far from here?
Nam: Yes, it is. Do you want to go there?

Tony: Yes, I do. How can I get there?
Nam: You can take a bus from here.

3. Akiko: What’s your favourite season, Mai?
Mai: I like summer.

Akiko: What’s summer like in your country?
Mai: It’s often hot.

4. Linda: What did you do yesterday afternoon, Tom?
Tom: I went to the zoo.

Linda: What do you think of it?

Tom: It’s more exciting than I thought.

Linda: That’s great. I want to visit the zoo one day.
3. Task 3: Listen and circle a, b or c (0.8pt)
Key: 1 c 2 a 3 b 4 c

Audio script

1. Linda: What would you like to be in the future, Trung?
Trung: I’d like to be an architect.

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Trung: Because I would like to design buildings for my town.
2. Nam: Would you like to be a teacher, Mai?

Mai: No. I’d like to be a nurse. I’d like to look after patients.
Nam: Working as a nurse is hard work.

Mai: Yes, I know. But I think I’ll like it.

3. Linda: Would you like to be a singer or a footballer, Tony?
Tony: I’d like to be a pilot.

Linda: A pilot? Why?

Tony: Because I would like to fly a plane.

4. Mai: What would you like to be in the future, Tom?
Tom: Let me see. Oh, I’d like to be a farmer.

Mai: Farmer? Why would you like to be a farmer?
Tom: Because I’d like to work on a farm.

II. READING

Task 1. Look and write the correct words. There is one example. (1pt)
Key: 1. spring 2. wind 3. autumn 4. foggy 5. snowy

Task 2. Read and tick True or False. There is one example (0). (1pt)
Key: 1. False 2. False 3. True 4. True 5. True

Task 3. Read and number the sentences in the correct order. The 
conversation begins with 0. (1pt)

Key: 1. B 2. A 3. D 4. C 5. F
III. WRITING

Task 1. Read and fill each gap with one word from the box. Write the word 
next to the number. There is one example (0). (1pt)

Key: 1. train 2. mountains 3. cool 4. snows 5. climb
Task 2. Order the words. There is one example. (1pt)
Key:

1. What would you like to eat?
2. I’d like two bars of chocolate.

3. How much water do you drink every day?
4. I drink three bottles.

5. I eat two bowls of rice every day.

Task 3. Read the questions. Write about a place of interest in your city (or 
your home town/village). There is one example (0). (0.6pt)

Student’s answers vary with correct grammar.
IV. SPEAKING (2pt)

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Giáo Án English Discovery 1-2

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