unit 6 stand up ct bộ gdđt 3 nguyễn thị kim liên thư viện giáo án điện tử

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WEEK: 10 Teaching date: 9/11/2015

Unit 6: STAND UP!

Lesson 1: Part 1, 2,3

I.Objectives : Students will be able to give and respond to classroom instructions
II. Language focus: Newwords: be quiet, boy, sir, sorry, please, class

Sentence patterns: be quiet, don’t talk, come here, open
your book, close your book, sit down, stand up

III. Resources: Ss’ book, recordings, pictures, puppets, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Sing “Hello”song Hello, Hi Whole
class
2.Look, listen

and repeat:
(15 minutes)

- Ss look at two pictures to
discuss the contexts in
which the langusge is

used.

- Ask and answer the
questions such as: Who
are they? Where are they?
What are they talking 
about? And When?
(In picture a, class greet
Mr Loc Good morning,
Mr Loc. And Mr Loc 
respond class .

In picture b, Miss Hien
give boys a request and
boys respond “ Sorry,
Sir”.)

- T plays the recording a
few times for Ss to listen
and repeat in chorally and
individually, pointing to
the characters speaking.
- Plays the recording again
for Ss to listen and say
along. (Pause after each
line for Ss to repeat).
- Ss practise the dialogue
in 2 minutes.

- T calls some pairs or

groups practise in front of

Whole
class

Work in
pairs.

Listen and
repeat.

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the class.
3.Point and

say:

(10 minutes)

- Ss look at the pictures to
understand how the

language is used in
different contexts.

- T guides the first picture
(teacher give the boy a
instruction)

- Ss say the phrase

chorally and individually.
- Ss practise instruction in
pairs, using the prompts in
the bubbles.

- Repeat the same

procedure with the second
picture.

- Calls a few pairs to act
out in front of the class,
check as a class and
correct pronunciation, if
necessary.

Come here!
Don’t talk
Open your book
Close your book

Whole
class

Individual
Work in
pairs.

4.Let’s talk:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss revise what they have
learn in Exercise 1 and 2
in real contexts.

- One S to act out as Miss
Hien and Mr Loc and give
some instructions

- Ss practise greeting and
responding to greetings
everyday.

- Do exercises in

workbook, learn by heart
the new words

- Don’t____!
- ______here,
please!

Whole
class

WEEK: 10 Teaching date: 9/11/2015

Unit 6: STAND UP!

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I. Objectives: Students will be able to listen to dialogues about making and 
responding to instructions.

II. Language focus: Sentence Patterns: be quiet, don’t talk, come here, open your 
book, close your book, sit down, stand up

III. Resources: Ss’ book, recordings, pictures, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Greet and give some
instructions

be quiet , don’t talk
come here, open
your

book, close your

book, sit down,
stand up

Whole class

2.Listen and 
tick:

(15 minutes)

- Have Ss look at pictures
1, 2 and 3 on page 41 of
the Student Book.

- Elicit the identification of
the characters in the

pictures and the

characters’ words.

- Tell Ss that they are
going to listen to the
recording and tick the
pictures they hear. Guess
the answer

- Play the recording 2
times pupils to listen and
tick the boxes. Check their

guess. Compare the
answer with the partner.
- Play the recording again
pupils check their answers.
T give the answer:

- Ask some questions to

ensure pupils’

comprehension of the
listening text.

Answers: 1 - a , 2 – c, 
3-c

Whole class

Individually

3.Look and 
write:

(10 minutes)

- Have Ss look at the
picture. - - Get Ss to
identify the characters in

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the pictures and what they
are saying.

- Tell Ss that they are
going to read and get
information to write the
missing words in dialogue
sentences.

- Ss read silently and
complete the dialogues.
- Ss trade their answers

within pairs or groups for
correction

- Ask Ss to read the
answers aloud to the
class. The others listen
and give comments.
Answers: 1. Open 2. 
Quiet 3. Close 4. Sit 
5. Come

5. Stand

- Make some questions
to check Ss’

comprehension of the
reading text.

- Have the whole class
read each line of the
dialogues chorally to
reinforce their

pronunciation.

Individually

Work in
pairs

4.Let’s play:
(7 minutes)

5.Homelink:

Simon says……
- T gives rules and
instruction of the game
and Ss to look at book
- Divides the class into
three groups. Each group
has a leader act Simon
- Ss hear instruction of

leader in groups and doing
actions.

- A few groups to do
actions in front of the
class. The rest of the class
claps observe and

comment.

Whole class

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(3 minutes)

WEEK: 10 Teaching date: 12/11/2015

Unit 6: STAND UP!

Lesson 2: Part 1, 2,3

I.Objectives : Students will be able to ask for and give permission.

II. Language focus: New words: how are you, fine, thanks, thank you, and you?
Sentence patterns: - May I come in, Mr Loc? – Yes, you
can

May I go out, Mr Loc? – No you
can’t

III. Resources: Ss’ book, recording, pictures, puppets, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Play game “Simon say” be quiet , don’t talk
come here, open
your

book, close your
book, sit down,
stand up

Whole
class

2.Look, listen 
and repeat:
(15 minutes)

- Ss look at two pictures to
discuss the contexts in
which the langusge is use.
- Ask and answer the
questions such as: Who are
they? Where are they?

What are they talking 
about? And When?

(In picture a, a student is
asking Mr Loc for

permission May I come in,
Mr Loc . And he say “Yes, 
you can”. In picture b, a 
student is asking Mr Loc
for permission “ May I go
out, Mr Loc? “ and he 
responds “ No, you can’t”

- T plays the recording a

Whole
class

Work in
pairs.

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few times for Ss to listen
and repeat in chorally and
individually, pointing to
the characters speaking.
- Plays the recording again
for Ss to listen and say
along. (Pause after each
line for Ss to repeat).

- Ss practise the dialogue
in 2 minutes.

- T calls some pairs or
groups practise in front of
the class.

Pairs
Groups

3.Point and 
say:

(10 minutes)

- Ss look at the pictures to
understand how the

language is used in
different contexts.

- T guides the first picture
(Nam asks for permission
and Miss Hien responds .)
- Ss say the phrase chorally
and invidually.

- Ss practise asking for and
giving permission in pairs,

using the prompts in the
bubbles.

- Repeat the same

procedure with the second
picture.

- Calls a few pairs to act
out in front of the class,
check as a class and
correct pronunciation, if
necessary.

Newwords: 
- come in: vào

- go out: ra ngồi
- speak: nói
- write: viết

Sentence patterns:

- May I______?
-Yes, you can/ No, 
you can’t

Whole
class

Work in
pairs.

4.Let’s talk:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss revise what they have
learn in Exercise 1 and 2 in
real contexts.

- Ss to act out as Mai and
Mr Loc, they ask for and
give permission

- Ss practise asking for and
giving permission

- May I______?
-Yes, you can/ No, 
you can’t

Whole
class

Work in

pairs

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class

WEEK: 10

Teaching date: 12/11/2015

Unit 6: STAND UP!

Lesson 2: Part 4.5.6

I. Objectives: Students will be able to listen to the dialogues about asking for and 
giving permission and number. Match the dialogues with appropriate picture. Fill
a suitable word in the blanks.

II. Language focus: Sentence Patterns: - - May I______?

-Yes, you can/ No, you can’t

III. Resources: Ss’ book, recordings, pictures, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

- Ss practise asking for and
giving permission

- May I______?
-Yes, you can/ No, 
you can’t

Work in
pairs
2.Listen and

number:
(15 minutes)

- Ss look at four pictures
to identify the similarities
and differences between
pictures.

- Ss listen to four
dialogues about how
people greet and respond
to greet and number the
correct pictures.

- Ss can guess the answer.
- T checks Ss’

understanding.

- T plays the recording a
few times. Ss listen to the
recording and number the

correct pictures.

- Ss swap their answers
before check as a class.
- Reads out the correct
answers to the class.

Answers: a - 4 , b - 1 
 c - 2 , d - 3 
- T corrects and gives
feedback. Maybe T tells Ss
say what they can hear.

- May I______?
-Yes, you can/ No, 
you can’t

Whole class

Work in
pairs

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3.Read and 
match:

(10 minutes)

- Ss look at the sentences

picture in a few seconds
and guess the picture to
match.

- Ss do the task

independently, T goes
around and offers help, if
necessary.

- Exchange their answers
before check as a class.
- T corrects and gives
feedbacks. Call some Ss to
read the answer if there is
enough time.

- May I______?
-Yes, you can/ No, 
you can’t

Whole class

Individually

Work in
pairs

Individually

4.Let’s write:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss look at the sentences
in a few seconds and guess
the words to fill in the
blanks.

- Ss do the task

independently, T goes
around and offers help, if
necessary.

- Exchange their answers
before check as a class.
- T corrects and gives
feedbacks. Call some Ss to
read the answer if there is
enough time.

- Ss practise the sentence
patterns at home and do
exercises on page 6.

- May I______?
-Yes, you can/ No,

you can’t

Whole class

Individually
Work in
pairs

Individually

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WEEK: 11

Teaching date: 16/11/2015

Unit 6: STAND UP!

Lesson 3: Part 1.2.3

I. Objectives: Students will be able to listen to practise saying the sounds of the 
letter c as in comeand those of the letter d as in down.

II. Language focus: Phonics: c, d

Sentence patterns: - May I come in?.
 - May I sit down?

III. Resources: Ss’ book, recording, pictures, flash cards, large-sized sheets of 
paper.

IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

- Ss practise asking for and giving
permission.

- May I______?
-Yes, you can/ 
No, you can’t

Work in
pairs
2.Listen and

repeat:

- T sticks the large-sized sheet of
paper with the letters c and d on

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(15 minutes) the board.

- Ss practise saying the sounds of
the letters c and d in the words
come and down respectively.
- T plays the recording and Ss
repeat a few times.

- Some Ss stand up and say the

letters.

- T writes the words come and
down and the phrases May I 
come in? and May I sit down? on
the board.

- T plays the recording a few
times and Ss repeat. (Pay attention
to the target letters.)

- Ss repeat the sounds, words and
the phrases individualy and
chorally until they feel confident.
- Some Ss perform in front of the
class. T checks as the class and
correct the pronunciation, if
necessary.

Words: come,
down.

Sentences:

May I come in?.
May I sit

down?.

Whole class

Listen and
repeat

Individually

Whole class

Individually

3.Listen and 
write:

(10
minutes)

- Ss read the sentences in silence
in a few seconds and guess the
words to fill in the blanks.
- Ss listen to the recording and
write the appropriate options.
( More than one time.)

- Ss do the task independently.
- Ss write the words in the blanks.
T goes around and helps them if
necessary.

- Ss can check the answers with
each other.

Answer: 1.May I come in?.
 2. Sit down, please

Individually

Whole class

Individually

Pairs

4.Let’s sing:
(7 minutes)

- Ss ask and answer questions:
Who, What, Where.

- T sticks the sing on the board
with some missing words, Ss
listen and complete.
- T plays the recording, Ss repeat
in choral (two times).

- Call some Ss to sing in front of
class.

Whole class
Whole class

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5.Homelink: 
(3 minutes)

- Ss practise the sounds b and h,
and the chant at home.

Individually

Whole class

WEEK: 11 Teaching date: 16/11/2015

Unit 6: STAND UP!

Lesson 3: Part 4.5.6

I. Objectives: Students will be able to read and match the sentences. Fill a 
suitable word in the blanks.

II. Language focus: Sentence patterns: - May I______?

-Yes, you can/ No, you can’t

III. Resources: Ss’ book, recording, pictures, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

- Three pairs go to the front of
the class to sing “Come in and
sit down” and do actions.

- May I______?
-Yes, you can/ 
No, you can’t

Pairs

2.Read and 
match:

(15 minutes)

- Ss look at the sentences in a
few seconds and guess the words
to fill in the blanks.

- Ss do the task independently, T
goes around and offers help, if
necessary.

- Exchange their answers before
check as a class.

- T corrects and gives feedbacks.

Whole class

Individually

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Call some Ss to read the answer
if there is enough time.

Answers: 1 - c , 2 - e 
 3 - b , 4 – d , 
5-a

3.Look, read 
and write:
(10 minutes)

- Ss read the sentences in silence
in a few seconds and guess the
words to fill in the blanks.
- Ss work in pairs or groups to
discuss about what they are
going to write, focus on asking
for and giving permission.
- T checks Ss’ comprehension.
- Ss do the task independently, T
goes around and offers help, if
necessary.

- Exchange their answers before
check as a class.

- T corrects and gives feedbacks.
Call some Ss to read the answer
if there is enough time.

Answer: 1. sit 2. talk 3. Go 
out/ you can

4. go out/ you can’t

Whole class

Pairs
Groups

Individually

Pairs

4.Project:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss are going to do a project, T
explains the activities and check
Ss’ understanding.

- T gives each S a small card, Ss
write the information about

themselves.

- Ss work in pairs, wrap their
own cards, look at their partners’
cards and descibe each other.
- T calls some Ss to the front of
the class and tell about them and
their friends. (Maybe without
looking at the cards.)

Example: Open your book!

- Ss continue practising talking
about asking for and giving

Whole class

Individually

Pairs

Individually

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permission

WEEK: 11 Teaching date: 19/11/2015

Unit 7: THAT’S MY SCHOOL

Lesson 1: Part 1, 2,3

II. Objectives : Students will be able to and respond to classroom instructions
II. Language focus: Newwords: school, gym, library, computer room,

playground.

Sentence patterns: That’s the gym.

III. Resources: Ss’ book, recordings, pictures, puppets, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Sing “Come and sit down
”song

Whole

class
2.Look, listen

and repeat:
(15 minutes)

- Ss look at two pictures
to discuss the contexts in

which the langusge is
used.

- Ask and answer the
questions such as: Who
are they? Where are 
they? What are they 
talking about? And 
When?

- T plays the recording a
few times for Ss to listen
and repeat in chorally and
individually, pointing to
the characters speaking.
- Plays the recording
again for Ss to listen and

Whole
class

Work in
pairs.

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say along. (Pause after
each line for Ss to repeat).
- Ss practise the dialogue
in 2 minutes.

- T calls some pairs or
groups practise in front of
the class.

Pairs
Groups

3.Point and 
say:

(10 minutes)

- Ss look at the pictures to
understand how the
language is used in
different contexts.

- T guides the first picture
(teacher give the boy a
instruction)

- Ss say the phrase

chorally and individually.
- Ss practise instruction in
pairs, using the prompts
in the bubbles.

- Repeat the same

procedure with the
second picture.

- Calls a few pairs to act
out in front of the class,
check as a class and
correct pronunciation, if
necessary.

That’s the gym.
That’s the library.
That’s the computer
room.

That’s the
playground.

Whole
class

Individual
Work in
pairs.

4.Let’s talk:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss revise what they have
learn in Exercise 1 and 2
in real contexts.

- Ss practise to use the
structure

- Do exercises in

workbook, learn by heart
the new words

- Learn by heart the
newwords.

That’s the_______.

Whole
class

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WEEK: 11 Teaching date: 19/11/2015

Unit 7: THAT’S MY SCHOOL

Lesson 1: Part 4.5.6

I. Objectives: Students will be able to listen, read and write about school.
II. Language focus: Sentence Patterns: That’s the_______.

III. Resources: Ss’ book, recordings, pictures, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Ask sts about some
newwords

school, gym,
library,

computer room,
playground

Whole class

2.Listen and 
tick:

(15 minutes)

- Have Ss look at pictures
a, b and c on page 47 of
the Student Book.

- Elicit the identification
of the characters in the

pictures and the

characters’ words.

- Tell Ss that they are
going to listen to the
recording and tick the
pictures they hear. Guess
the answer

- Play the recording 2
times pupils to listen and
tick the boxes. Check their
guess. Compare the
answer with the partner.
- Play the recording again
pupils check their answers.
T give the answer:

- Ask some questions to

ensure pupils’

comprehension of the

Whole class

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listening text.

Answers: 1 - b, 2 – c, 
3-a

3.Look and 
write:

(10 minutes)

- Have Ss look at the
picture. - - Get Ss to
identify the characters in
the pictures and what they
are saying.

- Tell Ss that they are
going to read and get
information to write the
missing words in dialogue
sentences.

- Ss read silently and
complete the dialogues.
- Ss trade their answers

within pairs or groups for
correction

- Ask Ss to read the
answers aloud to the

class. The others listen
and give comments.
Answers: 1. Classroom 
2. Library 3. Computer 
room 4. Gym

- Make some questions
to check Ss’

comprehension of the
reading text.

- Have the whole class
read each line of the
dialogues chorally to
reinforce their

pronunciation.

Whole class

Individually

Work in
pairs

4.Let’sing:
(7 minutes)

This is the way we go to
school.

- Ss ask and answer
questions: Who, What,
Where.

- T sticks the sing on the
board with some missing
words, Ss listen and

complete.
- T plays the recording, Ss

Whole class

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5.Homelink: 
(3 minutes)

repeat in choral

- Call some Ss to sing in
front of class.

-Learn by heart the
newwords.

- Whole
class

WEEK: 12 Teaching date: 23/11/2015

Unit 7: THAT’S MY SCHOOL

Lesson 2: Part 1, 2,3

II. Objectives : Students will be able to ask for and give permission.

II. Language focus: New words: big, small, old , large

Sentence patterns: - Is your school big?
 – Yes, it is

- No you can’t

III. Resources: Ss’ book, recording, pictures, puppets, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Let’s sing :

This is the way we go to
school

Whole

class
2.Look, listen

and repeat:
(15 minutes)

- Ss look at two pictures
to discuss the contexts in
which the langusge is use.
- Ask and answer the
questions such as: Who
are they? Where are 
they? What are they 
talking about? And 
When?

- T plays the recording a
few times for Ss to listen
and repeat in chorally and
individually, pointing to
the characters speaking.

Whole
class

Work in
pairs.

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- Plays the recording
again for Ss to listen and
say along. (Pause after
each line for Ss to repeat).
- Ss practise the dialogue
in 2 minutes.

- T calls some pairs or
groups practise in front of
the class.

Pairs
Groups

3.Point and 
say:

(10 minutes)

- Ss look at the pictures to
understand how the

language is used in
different contexts.

- T guides the first picture
- Ss say the phrase

chorally and invidually.
- Ss practise asking in
pairs, using the prompts in
the bubbles.

- Repeat the same

procedure with the second
picture.

- Calls a few pairs to act
out in front of the class,
check as a class and
correct pronunciation, if
necessary.

Newwords: 
- New:

- Old:
- Big:
- Large:

Sentence patterns:

-Is your 
school_____?

-Yes, it is/ No, it isn’t

Whole
class

Work in
pairs.

4.Let’s talk:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss revise what they have
learn in Exercise 1 and 2
in real contexts.

- Ss practise asking for
their school

- Do homework in
workbook

- Is your 
school____?

-Yes, it is/ No, it isn’t

Whole
class

Work in
pairs

Whole
class

WEEK: 12

Teaching date: 23/11/2015

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Unit 7: THAT’S MY SCHOOL

Lesson 2: Part 4.5.6

I. Objectives: Students will be able to listen to the dialogues and number.Read 
and cirle.Write about their school

II. Language focus: Sentence Patterns: - Is your school_____?
 -Yes, it is/ No, it isn’t

III. Resources: Ss’ book, recordings, pictures, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes

1.Warm - up:

(5 minutes)

- Ss practise asking for
their school

- Is your 
school___?
-Yes, it is/ No, it 
isn’t

Work in
pairs

2.Listen and 
number:
(15 minutes)

- Ss look at four pictures
to identify the similarities
and differences between
pictures.

- Ss listen to four

dialogues and number the
correct pictures.

- Ss can guess the answer.

- T checks Ss’

understanding.

- T plays the recording a
few times. Ss listen to the
recording and number the
correct pictures.

- Ss swap their answers
before check as a class.
- Reads out the correct
answers to the class.

Answers: a - 3 , b - 1
 d - 2 , c - 4 
- T corrects and gives
feedback. Maybe T tells
Ss say what they can hear.

Whole class

Work in
pairs

Individually

3.Read and

circle :

(10 minutes)

- Ss look at the passage in
a few seconds and cirle
the right word

- Ss do the task

independently, T goes
around and offers help, if

Whole class

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necessary.

- Exchange their answers
before check as a class.
- T corrects and gives
feedbacks. Call some Ss
to read the answer if there
is enough time.

Keys:
1. big
2. small
3. new
4. big

Work in
pairs

Individually

4.Let’s write:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss look at the sentences
in a few seconds and
answer about their school.
- Ss do the task

independently, T goes
around and offers help, if
necessary.

- Exchange their answers
before check as a class.
- T corrects and gives
feedbacks. Call some Ss
to read the answer if there
is enough time.

- Ss practise the sentence
patterns at home and do
exercises on page 6.

Whole class

Individually

Work in
pairs

Individually

Whole class

WEEK: 12

Teaching date: 26/11/2015

Unit 7: THAT’S MY SCHOOL

Lesson 3: Part 1.2.3

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II. Language focus: Phonics: g, l

Sentence patterns: - The gym is old
 - Look at my school

III. Resources: Ss’ book, recording, pictures, flash cards, large-sized sheets of 
paper.

IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

- Ss practise asking for their
chool

Work in
pairs
2.Listen and

repeat:

(15 minutes)

- T sticks the large-sized sheet
of paper with the letters g and l
on the board.

- Ss practise saying the sounds
of the letters g and l in the
words gym and look
respectively.

- T plays the recording and Ss
repeat a few times.

- Some Ss stand up and say the
letters.

- T writes the words gym and
look

and the phrases 
 The gym is old
- Look at my school

- T plays the recording a few
times and Ss repeat. (Pay
attention to the target letters.)
- Ss repeat the sounds, words
and the phrases individualy and
chorally until they feel

confident.

- Some Ss perform in front of
the class. T checks as the class
and correct the pronunciation, if
necessary.

Letters: g and l

Words: gym, look.
Sentences:

May I come in?.
The gym is old
 Look at my school

Whole class

Listen and
repeat

Individually

Whole class

Individually

3.Listen and 
write:

(10
minutes)

- Ss read the sentences in
silence in a few seconds and
guess the words to fill in the
blanks.

- Ss listen to the recording and
write the appropriate options.
( More than one time.)

- Ss do the task independently.

Individually

Whole class

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- Ss write the words in the
blanks. T goes around and helps
them if necessary.

- Ss can check the answers with
each other.

Answer: 1. gym
 2. look

Pairs

4.Let’s 
chant:

(7 minutes)

5.Homelink: 
(3 minutes)

- Ss ask and answer questions:
Who, What, Where.

- T sticks the sing on the board
with some missing words, Ss
listen and complete.
- T plays the recording, Ss

repeat in choral (two times).
- Call some Ss to sing in front
of class.

- Ss practise the sounds b and
h, and the chant at home.

Whole class
Whole class

Individually

Whole class

WEEK: 12 Teaching date: 26/11/2015

Unit 7: THAT’S MY SCHOOL

Lesson 3: Part 4.5.6

I. Objectives: Students will be able to read and match the sentences. Fill a 
suitable word in the blanks.

II. Language focus: Sentence patterns: - May I______?

-Yes, you can/ No, you can’t

III. Resources: Ss’ book, recording, pictures, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

- Three pairs go to the front of
the class to chant “Is your school

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new?
2.Read and

match:

(15 minutes)

- Ss look at the sentences in a
few seconds and guess the words
to fill in the blanks.

- Ss do the task independently, T
goes around and offers help, if
necessary.

- Exchange their answers before
check as a class.

- T corrects and gives feedbacks.
Call some Ss to read the answer
if there is enough time.

Answers: 1 - d , 2 - c 
 3 - a , 4 – b

Whole class

Individually

Pairs

3.Look, read 
and write:
(10 minutes)

- Exchange their answers before
check as a class.

- T corrects and gives feedbacks.

Call some Ss to read the answer
if there is enough time.

Answer: 1. playground 2. it 
3.gym 4. classroom

Whole class

Pairs
Groups

Individually

Pairs

4.Project:
(7 minutes)

- Ss are going to do a project, T
explains the activities and check
Ss’ understanding.

- T gives each S a small card, Ss
write the information about
themselves.

- Ss work in pairs, wrap their
own cards, look at their partners’
cards and descibe each other.
- T calls some Ss to the front of

the class and tell about them and
their friends. (Maybe without

Whole class

Individually

Pairs

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5.Homelink: 
(3 minutes)

looking at the cards.)

Example: This is my classroom
- Ss continue practising talking
about asking for and giving
permission

Whole class

WEEK: 13

Teaching date: 30/11/2015

Unit 8: THIS IS MY PEN

Lesson 1: Part 1, 2,3

III. Objectives : Students will be able to introduce their school things

II. Language focus: Newwords: pen, pencil, pencil case, school bag, notebook, 
pencil sharpener, book

Sentence patterns: This is my_____
That is my_____.

III. Resources: Ss’ book, recordings, pictures, puppets, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Sing “Daily routine ”song Whole
class
2.Look, listen

and repeat:
(15 minutes)

- Ss look at two pictures to
discuss the contexts in
which the langusge is
used.

- Ask and answer the
questions such as: Who

Whole

class

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are they? Where are they?
What are they talking 
about? And When?
- T plays the recording a
few times for Ss to listen
and repeat in chorally and
individually, pointing to
the characters speaking.
- Plays the recording again
for Ss to listen and say
along. (Pause after each
line for Ss to repeat).
- Ss practise the dialogue
in 2 minutes.

- T calls some pairs or
groups practise in front of
the class.

Listen and
repeat.

Pairs
Groups

3.Point and

say:

(10 minutes)

- Ss look at the pictures to
elicit to the new words.
- T guides the first picture
- Ss say the phrase

chorally and individually.
- Ss practise instruction in
pairs, using the prompts in
the bubbles.

- Repeat the same

procedure with the second
picture.

- Calls a few pairs to act
out in front of the class,
check as a class and
correct pronunciation, if
necessary.

Newwords: pen,
pencil, pencil case,
school bag,

notebook, pencil

sharpener, book

This is my_____
That is my_____.

Whole
class

Individual
Work in
pairs.

4.Let’s talk:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss revise what they have
learn in Exercise 1 and 2
in real contexts.

- Ss practise to introduce
their school thing

- Do exercises in

workbook, learn by heart
the new words

This is my_____
That is my_____.

Whole
class

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Unit 8: THIS IS MY PEN

Lesson 1: Part 4.5.6

I.Objectives : Students will be able to listen and tick; Read and write.
II. .Language focus: Sentence Patterns: This is my_____

That is my_____.
III. Resources: Ss’ book, recordings, pictures, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Greet and give some
instructions

Whole class

2.Listen and 
tick:

(15 minutes)

- Have Ss look at pictures
1, 2 and 3 on page 53 of
the Student Book.

- Elicit the identification of
the characters in the

pictures and the

characters’ words.

- Tell Ss that they are
going to listen to the
recording and tick the
pictures they hear. Guess
the answer

- Play the recording 2
times pupils to listen and
tick the boxes. Check their
guess. Compare the
answer with the partner.
- Play the recording again
pupils check their answers.

T give the answer:

- Ask some questions to

ensure pupils’

comprehension of the
listening text.

Answers: 1 - b , 2 – b, 
3-a

Whole class

Individually

3.Look and 
write:

(10 minutes)

- Have Ss look at the
picture. - - Get Ss to
identify the characters in
the pictures and what they
are saying.

Whole class

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- Tell Ss that they are
going to read and get
information to write the
missing words in dialogue
sentences.

- Ss read silently and
complete the dialogues.
- Ss trade their answers

within pairs or groups for
correction

- Ask Ss to read the
answers aloud to the
class. The others listen
and give comments.

Individually

Work in
pairs

4.Let’s play:
(7 minutes)

5.Homelink: 
(3 minutes)

Slap the board
- T gives rules and
instruction of the game
and Ss to look at book
- Divides the class into
three groups. Each group
has a leader act Simon
- Ss hear instruction of
leader in groups and doing
actions.

- A few groups to do
actions in front of the
class. The rest of the class
claps observe and

comment.

Learn by heart the
newwords

Whole class

Work in
groups

Whole class

WEEK: 13 Teaching date: 30/11/2015

Unit 8: THIS IS MY PEN

Lesson 2: Part 1, 2,3

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II. Language focus: Sentence patterns: - Those are my_____.
 -These are my______.
III. Resources: Ss’ book, recording, pictures, puppets, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

Play game “Slap the
board”

Whole

class
2.Look, listen

and repeat:
(15 minutes)

- Ss look at two pictures to
discuss the contexts in
which the langusge is use.

- Ask and answer the
questions such as: Who are
they? Where are they? 
What are they talking 
about? And When?
- T plays the recording a
few times for Ss to listen
and repeat in chorally and
individually, pointing to
the characters speaking.
- Plays the recording again
for Ss to listen and say
along. (Pause after each
line for Ss to repeat).

- Ss practise the dialogue in
2 minutes.

- T calls some pairs or
groups practise in front of
the class.

Those are...
These are....

Whole
class

Work in
pairs.

Listen and
repeat.

Pairs
Groups
3.Point and

say:

(10 minutes)

- Ss look at the pictures to
understand how the

language is used in
different contexts.

- T guides the first picture
- Ss say the phrase chorally
and invidually.

- Ss practise asking for and
giving permission in pairs,
using the prompts in the
bubbles.

- Repeat the same

procedure with the second
-

Those are my_____.
 
-These are

my______.

Whole
class

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picture.

- Calls a few pairs to act
out in front of the class,
check as a class and correct
pronunciation, if necessary.
4.Let’s talk:

(7 minutes)

5.Homelink: 
(3 minutes)

- Ss revise what they have
learn in Exercise 1 and 2 in
real contexts.

- Ss to act out and they
introduce their school
things

- Do homework in
workbook

-Those are my_____.
 
These are my_____.

Whole
class
Work in
pairs
Whole
class

WEEK: 13 Teaching date: 3/12/2015

Unit 8: THIS IS MY PEN

Lesson 2: Part 4.5.6

I. Objectives: Students will be able to listen and number. Read and write a

suitable word in the blanks.

II. Language focus: Sentence Patterns: - - Those are my_____.
 -These are my______.
III. Resources: Ss’ book, recordings, pictures, flash cards.

IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

- Let’s sing” Daily
routine”

Work in
pairs
2.Listen and

number:
(15 minutes)

- Ss look at four pictures
to identify the similarities
and differences between
pictures.

- Ss listen to four
dialogues about how

people greet and respond
to greet and number the
correct pictures.

- Ss can guess the answer.
- T checks Ss’

understanding.

- T plays the recording a
few times. Ss listen to the

Whole class

Work in
pairs

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recording and number the
correct pictures.

- Ss swap their answers
before check as a class.
- Reads out the correct
answers to the class.

Answers: a - 3 , b - 
4

c - 2 , d - 1 
- T corrects and gives

feedback. Maybe T tells
Ss say what they can
hear.

3.Read and 
match:

(10 minutes)

- Ss look at the sentences
picture in a few seconds
and guess the picture to
write.

- Ss do the task

independently, T goes
around and offers help, if
necessary.

- Exchange their answers
before check as a class.
- T corrects and gives
feedbacks. Call some Ss
to read the answer if there
is enough time.

Answer:

1. Name
2. Small nice
3. School bag
4. Books and
notebooks
5. Pencil cases

and pens

Whole class

Individually

Work in
pairs

Individually

4.Let’s write:
(7 minutes)

5.Homelink: 
(3 minutes)

- Ss look at the sentences
in a few seconds and
guess the words to fill in
the blanks.

- Ss do the task

independently, T goes
around and offers help, if
necessary.

- Exchange their answers
before check as a class.
- T corrects and gives
feedbacks. Call some Ss
to read the answer if there
is enough time.

- Ss practise the sentence
patterns at home

- Those are my_____.
 
-These are my_____.

Whole class

Individually
Work in
pairs

Individually

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WEEK: 14

Teaching date: 7/12/2015

Unit 8: THIS IS MY PEN

Lesson 3: Part 1.2.3

I. Objectives: Students will be able to listen to practise saying the sounds of the 
letter r as in ruler and those of the letter th as in these.

II. Language focus: Phonics: r, th

Sentence patterns: - - Those are my_____.
 -These are my______.

III. Resources: Ss’ book, recording, pictures, flash cards, large-sized sheets of 
paper.

IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

- Ss practise for their school
things

Those are my__.

-These are my___.

Work in
pairs

2.Listen and 
repeat:

(15 minutes)

- T sticks the large-sized
sheet of paper with the letters
r and th on the board.

- Ss practise saying the
sounds of the letters r and th
in the words ruler and these
respectively.

- T plays the recording and
Ss repeat a few times.

- Some Ss stand up and say
the letters.

- T writes the words ruler and
these and the phrases

- Those are my rulers 
- These are my pens.

- T plays the recording a few
times and Ss repeat. (Pay
attention to the target letters.)
- Ss repeat the sounds, words

Letters: r andt h

Words: ruler, these
Sentences:

Those are my rulers 
These are my pens

Whole class

Listen and
repeat

Individually

Whole class

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and the phrases individualy
and chorally until they feel
confident.

- Some Ss perform in front of
the class. T checks as the

class and correct the

pronunciation, if necessary.
3.Listen and

write:
(10
minutes)

- Ss read the sentences in
silence in a few seconds and
guess the words to fill in the
blanks.

- Ss listen to the recording
and write the appropriate
options.( More than one
time.)

- Ss do the task
independently.

- Ss write the words in the
blanks. T goes around and
helps them if necessary.
- Ss can check the answers
with each other.

Answer:

1.These are my ruler.
2. Are these your books?

Individually

Whole class

Individually

Pairs

4.Let’s 
chant:

(7 minutes)

5.Homelink: 
(3 minutes)

- Ss ask and answer
questions: Who, What,
Where.

- T sticks the sing on the
board with some missing
words, Ss listen and

complete.
- T plays the recording, Ss
repeat in choral (two times).

- Call some Ss to sing in
front of class.

- Ss practise the sounds r and
th, and the chant at home.

Whole class
Whole class

Whole class
Individually

Whole class

WEEK: 14 Teaching date: 7/12/2015

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Unit 8: THIS IS MY PEN

Lesson 3: Part 4.5.6

I. Objectives: Students will be able to read and match the sentences. Fill a 
suitable word in the blanks.

II. Language focus: Sentence patterns: Those are my _____ - 
. These are my _____.

III. Resources: Ss’ book, recording, pictures, flash cards.
IV. Procedure:

Steps / Time Learning activities Language focus Modes
1.Warm - up:

(5 minutes)

- Three pairs introduce their
school things

Those are my _ 
These are my _.

Pairs

2.Read and 
match:

(15 minutes)

- Ss look at the sentences in a
few seconds and guess the words
to fill in the blanks.

- Ss do the task independently, T
goes around and offers help, if
necessary.

- Exchange their answers before
check as a class.

- T corrects and gives feedbacks.

Call some Ss to read the answer
if there is enough time.

Answers: 1 - b , 2 - d 
 3 - a , 4 – c

Whole class

Individually

Pairs

3.Look, read 
and write:
(10 minutes)

- Exchange their answers before
check as a class.

- T corrects and gives feedbacks.
Call some Ss to read the answer
if there is enough time.

Answer: 1. name 2. This is 3. 
Pen and rubber 4. That is

Whole class

Pairs
Groups

Individually

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5.Those are
4.Project:

(7 minutes)

5.Homelink: 
(3 minutes)

- Ss are going to do a project, T
explains the activities and check
Ss’ understanding.

- T gives each S a small card, Ss
write the information about
themselves.

- Ss work in pairs, wrap their
own cards, look at their partners’
cards and descibe each other.
- T calls some Ss to the front of
the class and tell about them and
their friends. Example: These are
my pens

Do homework in the workbook

Whole class

Individually

Pairs

Individually

Whole
classs

WEEK: 14 Teaching date: 10/12/2015

Unit 9:

WHAT COLOUR IS IT?

Lesson 1: Part 1.2.3

I. Objectives: By the end of the lesson Ps will be able to:

- Ask and answer questions about school things.

- Develop Ss speaking and listening skills
II.Language focus:

- Sentence Partners: Is this your school bag? – Yes, it is/ No, it isn’t
- Vocabulary:

III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedures

Steps Learning activities Language focus Modes
Warm-up

(5 minutes)

- Read the chant T-Whole class

1. Look, listen & 
repeat

-Ask Ss to identify the
characters in the picture

Is this your
schoolbag?

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(10 minutes) on page 58 and what
they are saying.

-Set the scene “you are
going to listen to Mai
and Nam ask and
answer question about
school things.

-Play the recording and
asks Ss to listen to the
tape.

-Asks Ss to listen and
repeat in chorus two
times.

-Call on one pair. One
repeats Mai’s part, the
other repeats Nam’s part.
-Have whole class repeat
all the phrases a few
times to reinforce their
pronunciation.

-Yes, it is

Work in
pairs/groups

Whole class
2. Point & say

(10 minutes)

- Have pupils look at
pictures on Page 58.
Elicit the characters in
the pictures and their
names.

- Ask pupils to guess and
complete the speech
bubbles.

- Model: Call on some
Ss. Allocate the parts of
the characters Mai, Quan
and Nam to the pupils.
Ask them to point the
pictures and act out the
dialogues. Using the
pictures in their books.
Monitor the activity and
offer help. Correct
pronunciation errors
(stress, assimilation of
sounds, intonation) when
necessary.

- Call on some Ss to
perform their task in

-Is this your
school bag? –
Yes, it is.

-Is that your
pen? – No, it
isn’t.

T-Whole class

Pairs or groups

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front of the class. The
rest of the class observe
and give comments.
- Have the whole class
repeat all the phrases in
chorus to reinforce their
pronunciation.

3. Let’s talk
(10 minutes)

-Ask students to look at
the pictures in the book.
Ask them to identify the

characters in the
pictures.

-Ask Ss work in pairs.
Call some pairs to act
out

Correct their

pronunciation

Is this/ that?

---T-Whole class

Work in
pairs /groups

Homelink
(3 minutes)

Do exercises in the
workbook.

- Learn by heart the new
words and structures

Individual

WEEK: 14

Teaching date: 10/12/2015

Unit 9:

WHAT COLOUR IS IT?

Lesson 1: Part 4.5.6

I. Objectives: By the end of the lesson Ps will be able to:
- Ask and answer questions about school things.

- Develop Ss writing, reading, and listening skills
II.Language focus:

- Sentence Partners
- Vocabulary:
III.Resources:

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IV. PROCEDURE

Steps Learning activities Language focus Modes
Warm-up

(5 minutes)

Play chain game
4. Listen and tick

(10 minutes)

- Have pupils look at
pictures 1, 2, and 3 on
page 59 of the Student
Book. Elicit the
identification of the
characters in the
pictures and the
characters’ words. Tell
pupils that they are
going to listen to the
recording and tick the
pictures they hear.
Guess the answer

- Play the recording 2
times pupils to listen
and tick the boxes.
Check their guess.
Compare the answer
with the partner.

- Play the recording
again pupils check their
answers then give the
answer:

- Ask some questions to

ensure pupils’

comprehension of the
listening text

1. a
2 . b
3. a

T-Whole class

Whole class

5. Look,read and 
write

(10 minutes)

- Have pupils open
their books to Page 59.
Get Ss to identify the
characters in the
pictures and what they
are saying.

- Tell Ss that they
are going to read and
get information to

write the missing
words in dialogue
1,2,3 and 4.

Answers:

1. pen/ it is 
3. School bag/ it
is

2. pencil case/ it
isn’t

4. Book/ it is

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- Ss read silently and

complete the

dialogues.

- Ss trade their
answers within pairs or
groups for correction
- Ask Ss to read the

answers aloud to the
class. The others listen
and give comments.

- Make some

questions to check Ss’
comprehension of the
reading text.

Have the whole class
read each line of the
dialogues chorally to
reinforce their
pronunciation.

Pairs or groups

Whole class

6.Let’s write
(10 minutes)

- Have pupils open
their books to Page 59.
Get Ss to identify the
characters in the
pictures and what they
are saying. Tell pupils
that they are going to
read and get the
information to write the
missing words in
dialogue sentences.

- Pupils read

individually silently
and complete the
dialogues.

- Ask some pupils to
read their answers
aloud to the class. The
rest of the class listen
and give comments.
- Have the whole class
read each line of the
dialogues chorally to
reinforce their
pronunciation.

Answer:

1. School bag 2.
school bag / it is
3. pencil case 4.
Pencil case/ it 
isn’t

T-Whole class

Whole class

Work in
groups

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(3 minutes) workbook. Learn by
heart the new words

WEEK: 15 Teaching date: 14/12/2015

Unit 9: WHAT COLOUR IS IT?

Lesson 2: Part 1.2.3

I. Objectives:

- By the end of this lesson, Students will be able to ask and answer questions about
colours.

- Develop Ss speaking and listening skills.
II.Language focus:

- Sentence Partners: What colour is your box? – It’s red

What colour are your pencils? – They’re green.
- Vocabulary: colour, red, green, blue, white, yellow, brown, orange
III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

I. Procedure

Steps Learning activities Language focus Modes
Warm-up

(5 minutes)

-Talk about school
things

T-Whole class

1. Look, listen & 
repeat

(10 minutes)

-Have Ss to look at the
book at page 60.

-Elicit the character and
have Ss guess what
they are saying.

-Set the scene: we are
going to learn new
phrases

-Have Ss listen to the
recording as they read

the lines in the speech
bubbles

-Play the recording
again for Ss to repeat
the lines in the speech
bubbles two times.
-Divide the class into
two groups. One repeat

What colour is 
your box?
It’s red

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Mai’s part and the other
repeat Nam’ part.

-Play the recording
again for the whole
class to repeat each line
in the speech bubbles to
reinforce their
pronunciation.

Pairs or
groups

Whole class

2. Point & say

(10 minutes)

-Have Ss look at the
pictures on page 60
-Elicit the characters in
the pictures and their
names. Ask Ss to guess
and complete the
speech bubbles.

-Models/ allocates the
parts of characters Mai
and Nam to Ss

-Ask them to act out the
dialogue1. Repeat the
step with some other
pairs for pictures

-Have Ss practice
acting out the dialogue
in pairs, using the
pictures.

-Have the whole class
repeat all the phrases in
chorus to reinforce their
pronunciation.

*Vocabulary:

colour white
Red

yellow
Green
brown
Blue
orange

*What colour is
your box? – It’s
red

- What colour are
your pencils?
 -They’re green

T-Whole class

Individual-
WC

Work in pairs

Pairs-WC

3. Let’s talk

(10 minutes) -Show picture and givetask.
- Have Ps work in pair.
- Display in class,
others comment

What colour

is/are ….?

T-Whole class
Pairs or

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- Listen and correct.
- Have Ps practise
Homelink

(3 minutes)

Do exercises in the
workbook. Learn by
heart the new words
and structures

Individual

WEEK: 15 Teaching date: 14/12/2015

Unit 9:

WHAT COLOUR IS IT?

Lesson 2: Part 4.5.6

I. Objectives:

- By the end of this lesson, Students will be able to make question and answer
about how to spell one’s name.

- Develop Ss reading, writing and listening skills
II.Language focus:

- Sentence Partners:
- Vocabulary:
III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedure

Steps Learning activities Language focus Modes

Warm-up
(5 minutes)

Chatting

- T asks Ss to ask and
answer about colour.

white

Red yellow
Green brown
Blue

orange

Work in pairs

4. Listen and 
number
(10 minutes)

- Have pupils look at
pictures a, b, c and d on
page 61 of the Student
Book. Elicit the
identification of the
characters in the pictures
and the characters’ words.
Tell pupils that they are
going to listen to the
recording and match the
information they hear to

a.

b.
c.
d.

T-Whole class

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the pictures. They should
number the boxes.

- Play the recording 2
times pupils to listen and
number the boxes. Check
their guess. Compare the
answer with the partner.
- Play the recording again
pupils check their
answers. T give the
answer:

- Ask some questions to

ensure pupils’

comprehension of the
listening text.

Whole class

5. Read and 
match

(10 minutes)

Ask Ss to identify the
characters in the pictures
on page 61.

Set the scene: “you are
going to read the
sentences to get the
information in order to
match the pictures to the
appropriate sentences.”
Have a revision of the
language:

Ask Ss to read the
dialogues and do the task
(match the sentence with
a appropriate picture.)
Monitor the activity and
offer help when
necessary

Have Ss trade the
answers in pairs for
correction

Call on some Ss to
report their answers.
Others listen and
comment.

Answers: 1 – b; 2 –
d; 3-a; 4- e; 5-c

T-Whole class
Work in
pairs/groups

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Make a few questions to

check Ss’

comprehension of the
sentences.

Have the whole class
read each sentence in
chorus to reinforce their
pronunciation

6.Let’s sing
(10 minutes)

- Introduce My new pen,
Page 61.

- Play the recording and
listen to My new pen song
- Play the recording again
for pupils to sing each
line of the rhythm.

- Call on a group of six to
the front of the class and
do the actions. The others
clap their hands after the
song

- Group work. Pupils
practise singing and doing
the actions in groups.
Monitor the activity and
help them when
necessary. Correct
pronunciation Ss’ errors.
- Call on one group to
perform the song at the
front of the class. The rest
of the class sing the song
and clap the rhythm.
- Have class sing the song
again to reinforce their
pronunciation.

My new pen

T-Whole class

Whole class

Groups

Whole class

Homelink

(3 minutes) -Have Ps do a dictation,using the phrases learnt in
the previous lessons at
home.

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WEEK: 15 Teaching date: 18/12/2015

Unit 9: WHAT COLOUR IS IT?

Lesson 3: Part 1.2.3

I. Objectives:

- By the end of the lesson Ps will be able to: ask and answer questions about
school things and colours. Pronounce the sounds in the letters /m/, /p/ correctly .
- Develop Ss writing and listening skills

II.Language focus:
- Sentence Partners:
- Vocabulary:

III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedure

Steps Learning activities Language focus Modes

Warm-up
(5 minutes)

- T asks Ss to make

question and answer about
colours

Whole class

1. Listen & 
repeat
(10 minutes)

Play the CD and have Ps
repeat each line of the
chant. Then change the
role.

Focus Ps’ attention on the
letters colored differently

in the words it and
orange

-Introduce the sounds /i/
and /o/
-Have Ps practice the
sounds carefully

-Play the CD and have Ps
read the chant in chorus.
-Ask Ps to give which
sounds in Vietnamese are
similar to, and then have Ps
read words after you

+ Ask some pairs to ask
and answer.

+ Have Ps recite the chant
and clap the syllable to

reinforce their

it What colour is 
it?

orange it’s 
orange

T-Whole class

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pronunciation.
2. Listen and

write

(10 minutes)

- Have pupils look at the
sentences and guess the
suitable words to fill in the
blank.

- Play the recording 2 times
pupils to listen and fill the
blanks. Check their guess.
Compare the answer with
the partner.

- Play the recording again
pupils check their answers.
T give the answer:

- Have pupils act out the
dialogue in pairs or groups
for correction.

- Ask some questions to

ensure pupils’

comprehension of the
listening te

1. ……..is my
schoolbag
2. My favourite

colour is
……

T-Whole class

Groups or
pairs

Whole class

3. Let’s chant
(10 minutes)

- Introduce the Chant.
- Turn on the tape.

- Ps listen to the tape and
repeat the chant.

- Ps chant in group and
individual.

-The Ps chant and do the
action.

- Teacher reinforce their
pronunciation

T-Whole class

Whole class
Groups
Pairs

Whole class

Homelink
(5 minutes)

- Do exercises in
workbook, learn by heart
the new words

Individual

WEEK: 15 Teaching date: 14/12/2015

Unit 9: WHAT COLOUR IS IT?

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I. Objectives:

- By the end of the lesson Ps will be able to: ask and answer questions about school
things and colours.

- Develop Ss reading, writing skills
II.Language focus:

- Sentence Partners:
- Vocabulary:
III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedure

Steps Learning activities Language focus Modes
Warm-up

(5 minutes)

read the chant. Work in whole

class
4. Read and

match

(10 minutes)

T introduces the topic
“you are going to read
the questions to get the
information in order to
match the suitable
answers”.

Ss read the sentences
individually and check
their prediction. Ss do
the task (match the
sentence with a
appropriate picture.)

Monitor the activity
and offer help when
necessary

Have Ss trade the
answers in pairs for
correction

Call on some Ss to
report their answers.
Others listen and
comment.

Make a few questions

to check Ss’

comprehension of the
sentences.

Have the whole class
read each sentence in

Answers: 1 – c; 2
– d; 3 – a; 4 – b.

T-Whole class

Work in pairs

Individual

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chorus to reinforce their
pronunciation

5. Read and 
complete
(10 minutes)

-T explains the
situation and how to do
the exercise

-Ask students to read
the paragraph in the
book and fill the words

given to complete the
dialogue.

Work in pairs to do the
exercise then practice
in pairs in front of the
whole class. The rest
listen to and give the
remark.

Correct the

pronunciation.

Answer: 1. green
2. desk 3. They
4. pens 5. Colour

T-Whole class

Work in
pairs/groups

6. Project
(10 minutes)

- Introduce the
situation.

- Explain how to do the

exercise: color the
rainbow. Talk about it
with classmate.

-Ss act out in front of
the class. The rest listen
to and give the remark.

Correct the

pronunciation

Colour the
rainbow

T-Whole class

Work in
pairs/groups

Work in pairs

7. Homelink
(3 minutes)

- Do tasks in
Workbook

Individual

WEEK: 16 Teaching date: 21/12/2015

Unit 10:

WHAT DO YOU DO AT BREAK TIME?

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- By the end of the lesson Ps will be able to: ask and answer questions about
break-time activities.

- Develop Ss speaking and listening skills
II.Language focus:

III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedures

Steps Learning activities Language focus Modes

Warm-up
(5 minutes)

Sing My new pen T-Whole class

1. Look, listen 
& repeat

(10 minutes)

Ask Ss to identify the
characters in the picture a,
b on page 64 and what
they are saying.

Set the scene “you are
going to listen to Mai and
Linda and Phong ask and
answer questions about
break time activities.

Play the recording and
asks Ss to listen to the
tape.

T asks Ss to listen and
repeat in chorus two
times.

Call on one pair. One
repeats Peter’s part, the
other repeats Nam’s part.
Have whole class repeat
all the phrases a few times
to reinforce their
pronunciation. And do the
same with the dialogue
between Linda and Mai

T-Whole class

Work in
pairs/groups

Whole class

2. Point & say
(10 minutes)

- Have pupils look at
pictures on Page 12. Elicit
the characters in the
pictures and their names.
Teach vocabulary:

What do you do
at break time?
I play…..

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Play at
break time

Badminton
football
Basketball
chess

Table tennis do
check vocab: what and
where

Model sentence: What do
you do at break time?
I play
football.

Ask pupils to guess and
complete the speech
bubbles.

- Model: Call on a pair.
Allocate the parts of the
characters Mai and Nam to
the pupils. Ask them to
point the pictures and act
out the dialogues. Using
the pictures in their books.
Monitor the activity and
offer help. Correct
pronunciation errors
(stress, assimilation of
sounds, intonation) when
necessary.

- Call on some pairs to
perform their task at the
fron of the class. The rest
of the class observe and
give comments.

- Have the whole class
repeat all the phrases in
chorus to reinforce their
pronunciation.

Pairs or groups

Pairs- WC

3. Let’s talk
(10 minutes)

Ask students to look at the
pictures in the book. Ask
them to identify the
characters in the pictures.
Ask Ss work in pairs. Call
some pairs to act out

What do you do
at break time?

T-Whole class

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Correct their pronunciation
 Homelink

(5 minutes)

- Do exercises in

workbook, learn by heart
the new words

Individual

WEEK: 16 Teaching date: 21/12/2015

Unit 10:

WHAT DO YOU DO AT BREAK TIME?

Lesson 1: Part 4.5.6

I. Objectives:

- By the end of the lesson Ps will be able to ask and answer questions about break
time activities.

II.Language focus:
- Sentence Partners
- Vocabulary:
III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedure

Steps Learning activities Language focus Modes

Warm-up 
(5 minutes)

Ask and answer about Ss’
name

3. Listen and 
tick

(10 minutes)

- Have pupils look at
pictures 1, 2 and 3 on
page 65 of the Student
Book. Elicit the

1.
2.
3.

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identification of the
characters in the pictures
and the characters’ words.
Tell pupils that they are
going to listen to the
recording and tick the
pictures they hear. Guess
the answer

- Play the recording 2

times pupils to listen and
tick the boxes. Check their
guess. Compare the
answer with the partner.
- Play the recording again
pupils check their
answers. T give the
answer:

- Ask some questions to

ensure pupils’

comprehension of the
listening text.

Whole class

4. Read and 
write

(10 minutes)

- Have pupils open their
books to Page 65. Get Ss
to identify the characters

in the pictures and what
they are saying.

- Tell Ss that they are
going to read and get
information to write the
missing words in
sentences 1, 2 and 3.
- Ss read silently and

complete the sentences.
- Ss trade their answers

within pairs or groups for
correction

- Ask Ss to read the
answers aloud to the
class. The others listen
and give comments.

- Make some questions

1. Quan and Nam
play chess

2. Mai and Phong
play table tennis
3. Linda and Tony
play badminton

T-Whole class

Pairs or
groups

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to check Ss’
comprehension of the
reading text.

Have the whole class
read each line of the
dialogues chorally to

reinforce their

pronunciation.
5. Write about

you

(10 minutes)

- Have pupils open their
books to Page 65.

- Pupils write individually
and complete the
sentences.

- Pupils give their answers
for correction.

- Ask some pupils to read
their answers aloud to the
class. The rest of the class
listen and give comments.
- Make a few questions to

check pupils’

comprehension of the
reading text.

- Have the whole class
read each line of the
dialogues chorally to

reinforce their

pronunciation.

T-Whole class

Whole class

Work in
groups

Homelink

(5 minutes)

Do exercises in the
workbook

Individual

WEEK: 16

Teaching date: 24/12/2015

Unit 10: WHAT DO YOU DO AT BREAK TIME?

Lesson 2: Part 1.2.3

I. Objectives:

- By the end of this lesson, Students will be able to express likes and dislikes.
- Develop Ss speaking and listening skills.

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- Sentence Partners: Do you like badminton? – Yes, I do./ No, I don’t.

- Vocabulary: like, let’s, now, skipping, skating, hide-and-seek, blind man’s bluff
III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV Procedure

Steps Learning activities Language focus Modes

Warm-up
(5 minutes)

Ask and answer questions
about break time activities

T-Whole class

1. Look, listen 
& repeat

(10 minutes)

Have Ss to look at the
book at page 66.

Elicit the character and
have Ss guess what they
are saying.

Set the scene: we are
going to learn new
phrases

Have Ss listen to the
recording as they read
the lines in the speech
bubbles

Play the recording again
for Ss to repeat the lines
in the speech bubbles
two times.

Divide the class into two
groups. One repeat
Mai’s part and the other
repeat Linda’ part.

Play the recording again
for the whole class to
repeat each line in the
speech bubbles to
reinforce their
pronunciation. Do the
same with Nam’s part
and peter’s part

- vocabulary:
Like

let’s
Skipping
skating

Hide-and-seek
blind man’s bluff
* Do you like
badminton? – Yes,

I do.

Do you like
hide and seek? 
-No, I don’t

T-Whole class

Pairs or
groups

Whole class

2.Point & say
(10 minutes)

Have Ss look at the
pictures on page 66
Elicit the characters in
the pictures and their

Do yoy like….?
Yes, I do

No, I don’t

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names. Ask Ss to guess
and complete the speech

bubbles.

T models/ allocates the
parts of characters Mai,
Linh and Nam to Ss
Ask them to act out the
dialogue1. Repeat the
step with some other
pairs for pictures

Have Ss practice acting
out the dialogue in pairs,
using the pictures.

Monitor the activity and
offer held. Correct
pronunciation errors
(stress, assimilation of
sounds, intonation) when
necessary.

Call on some pairs to
perform the task at the
front of the class. The
others observe and give
comments.

Have the whole class
repeat all the phrases in
chorus to reinforce their

pronunciation.

Individual-
WC

Work in pairs

Pairs-WC

3. Let’s talk

(10 minutes) Show picture and givetask.
Have Ps work in pair.
- Display in class, others
comment

Listen and correct.
Have Ps practise

Do you like?

T-Whole class

Pairs or
groups

Homelink
(5 minutes)

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WEEK: 16 Teaching date: 24/12/2015

Unit 10: WHAT DO YOU DO AT BREAK TIME?

Lesson 2: Part 4.5.6
I. Objectives:

- By the end of this lesson, Students will be able to express likes and dislikes.
- Develop Ss reading, writing and listening skills

II.Language focus:
- Sentence Partners:
- Vocabulary:
III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedure

Steps Learning activities Language focus Modes

Warm-up
(5 minutes)

Chatting

- T asks Ss to make
question and answer
about how to spell one’s

name

Work in pairs

4.Listen and 
number
(10 minutes)

- Have pupils look at
pictures a, b, c and d on
page 67 of the Student
Book. Elicit the
identification of the
characters in the pictures
and the characters’
words. Tell pupils that
they are going to listen to
the recording and match

a.
b.
c.
d.

T-Whole class

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the information they hear
to the pictures. They
should number the boxes.
- Play the recording 2

times pupils to listen and
number the boxes. Check
their guess. Compare the
answer with the partner.
- Play the recording again
pupils check their
answers. T give the
answer:

- Ask some questions to

ensure pupils’

comprehension of the
listening text.

Whole class

4.Read and 
match

(10 minutes)

Ask Ss to identify the
characters in the pictures
on page 67.

Set the scene: “you are

going to read the
paragraph to get the
information in order to
write the answer the
questions.”

Have a revision of the
language

Ask Ss to read the
dialogues and do the
task (match the sentence
with a appropriate
picture.)

Monitor the activity and
offer help when
necessary

Have Ss trade the
answers in pairs for
correction

Call on some Ss to
report their answers.
Others listen and
comment.

Make a few questions to

check Ss’

Answers: 1. They
play table tennis.

1. They like
chess.

2. They like
badminton.

T-Whole class
Work in
pairs/groups

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comprehension of the
sentences.

Have the whole class
read each sentence in
chorus to reinforce their
pronunciation

6.Let’s sing
(10 minutes)

- Tell pupils that they are
going to sing the
Hide-and-seek Song.

- Play the recording all
the way through for
pupils to listen while they
are reading the song.
- Play the recording again
for pupils to read each
line of the rhythm. Have
pupils point to the
corresponding words
while they are repeating.
- Call on a group of six to
the front of the class and
do the actions. Repeat the
step, but this time have
pupils swap their parts.
- Group work. Pupils
practise singing and
doing the actions in
groups. Monitor the
activity and help them
when necessary. Correct
pronunciation Ss’ errors.
- Call on one group to
perform the song at the
front of the class. The rest
of the class sing the song
and clap the rhythm.
- Have class sing the song
again to reinforce their
pronunciation.

Hide and seek T-Whole class

Whole class

Groups

Whole class

Homelink
(3 minutes)

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WEEK: 17 Teaching date: 28/12/2015

Unit 10: WHAT DO YOU DO AT BREAK TIME?

Lesson 3: Part 1.2.3
 
I. Objectives:

- By the end of the lesson Ps will be able to: ask and answer questions about break
time activities, express likes and dislikes. Pronounce the sounds in the letters
/bl/, /sk/ correctly .

- Develop Ss writing and listening skills
II.Language focus:

- Sentence Partners:
- Vocabulary:

III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedure

Steps Learning activities Language focus Modes

Warm-up
(5 minutes)

sing Hide-and-seek song Whole class

1.Listen & 
repeat
(10 minutes)

Play the CD and have Ps
repeat each line of the
chant. Then change the
role.

Focus Ps’ attention on the
letters colored differently in
the words blind and
skating

-Introduce the sounds /bl/
and /sk/

-Have Ps practice the
sounds carefully

-Play the CD and have Ps
read the chant in chorus.
-Ask Ps to give which
sounds in Vietnamese are
similar to, and then have Ps
read words after you

Bl blind
Sk Skating

T-Whole class

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+ Ask some pairs to ask
and answer.

+ Have Ps recite the chant
and clap the syllable to

reinforce their

pronunciation.
2.Listen and

write

(10 minutes)

- Have pupils look at the
sentences and guess the
suitable words to fill in the
blank.

- Play the recording 2 times
pupils to listen and fill the
blanks. Check their guess.
Compare the answer with
the partner.

- Play the recording again
pupils check their answers.
T give the answer:

- Have pupils act out the
dialogue in pairs or groups
for correction.

- Ask some questions to

ensure pupils’

comprehension of the
listening text.

- I don’t like

chess. I

like…..
- They like…..

T-Whole class

Groups or
pairs

Whole class
3.Let’s chant

(10 minutes)

- Introduce the Chant.
- Turn on the tape.

- Ps listen to the tape and
repeat the chant.

- Ps chant in group and
individual.

-The Ps chant and do the
action.

- Teacher reinforce their
pronunciation

T-Whole class

Whole class
Groups
Pairs

Whole class

Homelink
(3 minutes)

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WEEK: 17

Teaching date: 28/12/2015

Unit 10: WHAT DO YOU DO AT BREAK TIME?

Lesson 3: Part 4.5.6

I. Objectives:

By the end of the lesson Ps will be able to: ask and answer questions about break
time activities, express likes and dislikes.

- Develop Ss reading, writing skills
I.Language focus:

- Sentence Partners:
- Vocabulary:
III.Resources:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.

IV. Procedure:

Steps Learning activities Language focus Modes
Warm-up

(3 minutes)

Read the chant Work in whole

class
2.Read and

match

(10 minutes)

T introduces the topic
“you are going to read
the questions to get the
information in order to

match suitable

answers”.

Ss read the sentences
individually and check
their prediction. Ss do
the task (match the

sentence with a
appropriate picture.)

Monitor the activity
and offer help when
necessary

Have Ss trade the
answers in pairs for
correction

Call on some Ss to
report their answers.
Others listen and
comment.

Make a few questions

Answers: 1 – b; 2
– c; 3 – a; 4 – d.

T-Whole class

Work in pairs

Individual

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to check Ss’
comprehension of the
sentences.

Have the whole class
read each sentence in
chorus to reinforce
their pronunciation
5. Write about

you

(10 minutes)

-T explains the
situation and how to do
the exercise

-Ask students to look at
the pictures in the book
and fill the suitable
words to complete the
paragraph about
themselves.

Work individually to
do the exercise then
practice in pairs in
front of the whole
class. The rest listen to
and give the remark.

Correct the

pronunciation.

Hi, My name
is…….I like…….
At break time, I
play…….

T-Whole class

Work
individual

6.Project
(7 minutes)

- Introduce the game to
pupils.

- Explain how the game
is played.

- Group work. Pupils
play the game in
groups. Monitor the
activity and offer help
when necessary.

- Have the whole class
listen and remark the

sentences Ss make
reinforce their
pronunciation

T-Whole class

Work in
pairs/groups

Work in pairs

Homelink
(3 minutes)

</div>

unit 6 stand up ct bộ gdđt 3 nguyễn thị kim liên thư viện giáo án điện tử

<b>WEEK: 10 Teaching date: 9/11/2015</b>

<b>WEEK: 10 Teaching date: 9/11/2015</b>

<b>WEEK: 10 </b>

<b>WEEK: 11 </b>

<b>WEEK: 11 Teaching date: 16/11/2015</b>

<b>WEEK: 11 Teaching date: 19/11/2015</b>

<b>WEEK: 11 Teaching date: 19/11/2015</b>

<b>WEEK: 12 Teaching date: 23/11/2015</b>

<b>Unit 7: THAT’S MY SCHOOL</b>

<b>WEEK: 12 </b>

<b>Unit 7: THAT’S MY SCHOOL</b>

<b>WEEK: 12 </b>

<b>Unit 7: THAT’S MY SCHOOL</b>

<b>WEEK: 12 Teaching date: 26/11/2015</b>

<b>Unit 7: THAT’S MY SCHOOL</b>

<b>WEEK: 13 </b>

<b>Unit 8: THIS IS MY PEN</b>

<b>WEEK: 13 Teaching date: 30/11/2015</b>

<b>Unit 8: THIS IS MY PEN</b>

<b>WEEK: 13 Teaching date: 3/12/2015</b>

<b>Unit 8: THIS IS MY PEN</b>

<b>WEEK: 14 </b>

<b>Unit 8: THIS IS MY PEN</b>

<b>WEEK: 14 Teaching date: 7/12/2015</b>

<b>Unit 8: THIS IS MY PEN</b>

<b>WEEK: 14 Teaching date: 10/12/2015</b>

<b>Unit 9: </b>

<b>WEEK: 14 </b>

<b>Unit 9: </b>

<b>WEEK: 15 Teaching date: 14/12/2015</b>

<b>WEEK: 15 Teaching date: 14/12/2015</b>

<b>Unit 9: </b>

<b>WEEK: 15 Teaching date: 14/12/2015</b>

<b>WEEK: 16 Teaching date: 21/12/2015</b>

<b>Unit 10: </b>

<b>WEEK: 16 Teaching date: 21/12/2015</b>

<b>Unit 10: </b>

<b>WEEK: 16 </b>

<b>WEEK: 16 Teaching date: 24/12/2015</b>

<b>WEEK: 17 Teaching date: 28/12/2015</b>

<b>WEEK: 17 </b>

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