WEEK 2

Date of teaching Class

Sáng 16/9/2024 3 Cốc Khuyết
Sáng 18/9/2024 3 Nà Luông
GETTING STARTED
Period 5: Lesson 4: part A, B, C, D (page 8)
I. OBJECTIVES:
By the end of this lesson, students will be able to ask the colors of things.
1. Knowledge:
a. Vocabulary: red, yellow, blue, black, white.
b. Sentence patterns: What color is it?/ It’s yellow.
2. Personal attributes: Appreciate kindness, diligence, and honesty.
3. Competences:
- General competences: Independent working, work in pairs or groups
- Specific competences: Ask the colors of things.
II. TEACHING AIDS:
1. Teacher: Laptop, flash card, loudspeaker
2. Students:
III. PROCEDURES:
1. Checking: During the lesson
2. New lesson:
Teacher’s activities Students’ activities
1. Activity 1: Warm- up: Playing game
“Slap the board”
*Aims: To generate students’ interests
and lead in the new lesson.
- Divide the class into two teams and have
them form two lines. - Make two lines to play this game.
- Place the flashcards about the words on - Look at the flashcards on the
the board, showing the images. board.
- Call out a word and have the first
student from each group race to slap the
correct image on the board and say it - Carefully listen and run to the
correctly. The first student to slap the board to slap the correct card and
correct flashcard wins a point for their read aloud the word on it.
team.
2. Activity 2: A. Listen and point. Repeat.
*Aims: To help students identify the
colors of things.
- Arrange the flashcards (red, yellow, - Listen and follow their teacher’s
blue, black, white) on the board to instructions.
introduce the new words.
- Ask the students to listen and pay their
attention.
- Play the audio (using laptop) and point
to each flashcard.
- Then play the audio again and have - Point to the pictures in their
them point to the pictures in their Student’s Books.
Student’s Books.
- Play the audio and require them to listen
- Listen and repeat.
and repeat.
- Help them with their pronunciation if
necessary.
- Have the class work in pairs. One
student randomly points to the pictures in - Work with their partner to
their book, and the other one says the complete the task.
words. Then have them swap roles and
continue this activity.
- Walk round the class and support them
if needed.
3. Activity 3: B. Listen and fill in the
blanks. Repeat. Role-play.
*Aims:. To practice asking their friends
about the colors of things.
- Name the things they see in the
- Have students call out the things they pictures.
can see in each picture.
- Listen and point to the characters.
- Play the audio and have them point to
the characters.
- Play the audio again and have them fill
in the blanks, repeat the new words. - Listen and repeat the new words.
What’s color is it? It’s……
- Divide the class into pairs to role-play - Practice the dialogue with their
the dialogue. partner and change their roles.
- Swap roles and repeat.
- Invite some pairs to demonstrate the
activity in front of the whole class. - Demonstrate the activity in front of
- Go around the class and support them if the class.
necessary.
4. Activity 4: C. Point, ask, and answer.
*Aims: To practice asking their friends
about the colors of things.
- Divide the class into two teams.
- Work with their team to complete
- Have the student A point and ask and the task.
the student B answer.
- Call out the classroom command
- Swap roles and repeat. for the other team to do the action
- Afterwards, have some pairs demonstrate and swap their roles.
the activity in front of the class.
- Monitor the class and support if needed.
5. Activity 5: D. Play Guess the picture.
*Aims: To help them remember the
vocabulary and sentence pattern.
- Have the students time to look and read
at the examples. - Look and read at the sentences on
page 8.
- Divide the class into two teams.
- Listen and follow the teacher’s
- Have a student stand facing away from instructions carefully.
the board and stick a flashcard on the
board behind them.
- Have someone from the same team ask
the student a question about the flashcard.
- Have a student try to guess the answer
without looking at the flashcard.
- Give that team one point if it’s a correct
guess.
- Have teams take turns asking and
guessing
3. Guides for homework
- Require the students to do exercises on page 6 in the Workbook.
- Have them copy new words and structures in their notebook.
- Ask them to prepare Lesson 5 on page 9 in the Student’s Book.
IV. ADJUSTMENTS (if necessary):
………………………………………………………………………………………
….…..……………………………………………………………………………...

GETTING STARTED
Period 6: Lesson 5: part A, B, C, D(page 9)

I. OBJECTIVES:
By the end of this lesson, students will be able to ask how old someone is.
1. Knowledge:
a. Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten.
b. Sentence patterns: How old are you?/ I’m eight.
2. Personal attributes: Appreciate kindness, diligence, and honesty.
3. Competences:
- General competences: Independent working, work in pairs or groups
- Specific competences: Ask how old someone is.
II. TEACHING AIDS:
1. Teacher: Laptop, flash card, loudspeaker
2. Students:
III. PROCEDURES:
1. Checking: Ask and answer question: What’s color is it? It’s……
2. New lesson:
Teacher’s activities Students’ activities
1. Activity 1: Warm- up: By Playing
Who’s faster? game.
* Aims: To help students be interested in
and lead in the new lesson about the free
time activities - Work in groups to complete the
- Divide the class into four groups. task.
- Give each group a set of words and ask
them to find the words: red, yellow, blue, - Get a set of words from their
black, white. teacher.
- Have them one minute find these words. - Find these words: red, yellow, blue,
- Correct the students’ mistakes if black, white.within a minute.
necessary.
- The first team to find the correct words
wins the game.
2. Activity 2: A. Listen and point. Repeat.
*Aims: To help students identify and say
the numbers 1-10.
- Arrange the flashcards (one, two, three, - Listen and follow their teacher’s
four, five, six, seven, eight, nine, ten) on instructions.
the board to introduce the new words.
- Ask the students to listen and pay their
attention.
- Play the audio and point to each - Point to the pictures in their
flashcard. Student’s Books.
- Then play the audio again and have
them point to the pictures in their - Listen and repeat.
Student’s Books.
- Play the audio and require them to listen
- Work with their partner to
and repeat.
complete the task.
- Help them with their pronunciation if
necessary.
- Have the class work in pairs. One
student randomly points to the pictures in
their book, and the other one says the
words. Then have them swap roles and
continue this activity.
- Walk round the class and support them
if needed.
3. Activity 3: B. Listen and fill in the
blanks. Repeat. Role-play.
*Aims: To practice asking and answering
about someone’s age.
- Have the students call out the things
they can see in each picture. - Name the things they see in the
pictures.
- Play the audio and have them point to
the characters. - Listen and point to the characters.
- Play the audio again and have them
repeat the new words. - Listen and repeat the new words.
How old are you? I’m ……
- Divide the class into pairs to role-play
the dialogue.
- Practice the dialogue with their
- Swap roles and repeat. partner and change their roles.
- Invite some pairs to demonstrate the
activity in front of the whole class.
- Go around the class and support them if - Demonstrate the activity in front of
necessary. the class.
4. Activity 4: C. Point, ask,
and answer.
*Aims: To practice asking and answering
about someone’s age.
- Divide the class into two teams.
- Work with their team to complete
- Have the student A point and ask and the task.
the student B answer.
- Swap roles and repeat.
- Call out the classroom command
-Afterwards, have some pairs demonstrate for the other team to do the action
the activity in front of the class. and swap their roles.
- Monitor the class and support if needed.
5. Activity 5: D. Play Magic finger.
*Aims: To help them remember the
vocabulary and sentence pattern.
- Look and read at the sentences on
- Have students time to look and read at page 9.
the examples.
- Listen and follow the teacher’s
A. How old are you? instructions carefully.
B. I’m ……
A. Yes - Play the game with the whole class.
- Divide the class into pairs.
- Have the student A ask a question and
write a number with their finger on the
student B’s back.
- Have the student B try to guess which
number it is and answer.
- Have the students swap roles and repeat.
3. Guides for homework :
- Require the students to do exercises on page 7 in the Workbook.
- Have them copy new words and structure in their notebook
- Ask them to prepare Unit 1, Lesson 1 on page 10 in the Student’s Book.
IV. ADJUSTMENTS (if necessary):
………………………………………………………………………………………
….…..……………………………………………………………………………...
Date of teaching Class
Chiều 16/9/2024 3 Cốc Khuyết
Chiều 18/9/2024 3 Nà Luông

UNIT 1 – MY FRIENDS
Period 7: Lesson 1.1: part A, B (page 10)

I. OBJECTIVES:
By the end of this lesson, students will be able to recognize the alphabet and
spell names.
1. Knowledge:
a. Vocabulary: the alphabet.
b. Sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
2. Personal attributes: Appreciate kindness, diligence, and honesty.
3. Competences:
- General competences: Independent working, work in pairs or groups
- Specific competences: Learn how to know the alphabet and spell names
correctly and fluently.
II. TEACHING AIDS:
1. Teacher: Laptop, flash card, loudspeaker
2. Students:
III. PROCEDURES:
1. Checking: during the lesson.
2. New lesson:
Teacher’s activities Students’ activities
1. Activity 1: Warm- up: Play the Slap
the board game.
*Aims: To generate students’ interests
and lead in the new lesson.
- Divide the class into two teams and have
them form two lines. - Make two lines to play this game.
- Place the flashcards about the numbers
1-10 on the board, showing the images.
- Look at the flashcards on the
- Call out a word and have the first
board.
student from each group race to slap the
correct image on the board and say it
correctly. The first student to slap the - Carefully listen and run to the
correct flashcard wins a point for their board to slap the correct card and
team. read aloud the word on it.
2. Activity 2: A1. Listen and
point. Repeat.
*Aims: To help students recognize and
say the letters A-Z.
- Arrange the flashcards (the alphabet) on - Listen and follow their teacher’s
the board. instructions.
- Ask the students to listen and pay their
attention.
- Use laptop to play the audio and point to
each flashcard.
- Point to the pictures in their
- Then play the audio again and have Student’s Books.
them point to the pictures in their
Student’s Books.
- Play the audio and require them to listen
and repeat. - Listen and repeat.
- Help them with their pronunciation if
necessary.
- Have the class work in pairs. One
student randomly points to the pictures in
their book, and the other one says the - Work with their partner to
words. Then have them swap roles and complete the task.
continue this activity.
- Walk round the class and support them
if needed.
A2. Play Heads up. What’s missing? - Play with their teammates.
- Divide the class into two teams. - Follow their teacher’s instructions.
- Arrange the flashcards on the board and - Look at the flashcard covered with
remove one card when students are not a piece of paper and quickly say the
looking. new word when their teacher slowly
- One student from each team calls out the moves the paper.
missing flashcard.
3. Activity 3: B1. Listen and practice.
*Aims: To practice asking and answering
about spelling names.
- Look and read the useful language
- Have students look and read the useful silently.
language silently.
 How do you spell Alfie?
A-L-F-I-E - Listen to the teacher’s explanation.
- Explain that we use this for
introductions, when we meet someone for
the first time and their name is unfamiliar.
- Listen and look at the useful
- Play the audio and have them look at the language again.
useful language.
- Work in pairs and practice the
- Ask them to work in pairs and practice useful language.
the useful language.
- Use the new words from Part A
- Require them to use the vocabulary when practicing the useful language.
from Part A.
- Go around the class and support them if
necessary.
B2. Look and match. Practice. - Carefully look at the teacher
demonstrating the activity.
- Demonstrate the activity using the
example. - Look, read and match.
- Have the students look, read, and match.
- Divide the class into pairs and have - Work in pairs and check their
them check each other’s work. partner’s answers.
- Check the answers as a whole class. - Check the answers with the teacher
and friends.
- Have pairs practice saying the sentences.
- Practice saying the sentences with
- Monitor the class and support if needed. a friend.
4. Activity 4: Spell names.
*Aims: To help them ask and answer
about spelling names confidently.
- Divide the class into two groups.
- Work with their friends to
- Write one name on the board.
complete the task.
- Have Team A ask Team B the question:
- Look at the name on the board.
“How do you spell…”
- Ask Team B to answer Team A’s
question. - Ask and answer the questions from
- Support them with correct pronunciation the other team.
if necessary.
- Continue this activity by swapping their
role
3. Guides for homework
 - Require the students to do exercises on page 8 in the Workbook.
- Have them copy letters and structure in their notebook.
- Ask them to prepare Parts C and D, Lesson 1 on page 11 in the Student’s Book.
IV. ADJUSTMENTS (if necessary):
………………………………………………………………………………………
….…..
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______________________________________________________
Date of teaching Class
Sáng 19/9/2024 3 Cốc Khuyết
Chiều 20/9/2024 3 Nà Luông

UNIT 1 – MY FRIENDS
Period 8: Lesson 1.2: Part C, D (page 11)
I. OBJECTIVES:
By the end of this lesson, students will be able to identify the /sp/ sound and
practice the conversations.
1. Knowledge:
a. Vocabulary: spell, space.
b. Sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
2. Personal attributes: Appreciate kindness, diligence, and honesty.
3. Competences:
- General competences: Independent working, work in pairs or groups.
- Specific competences: Learn how to identify the /sp/ sound and spell
names correctly and fluently.
II. TEACHING AIDS:
1. Teacher:
2. Students:
III. PROCEDURES:
1. Checking: Combine with warm up
2. New lesson:
Teacher’s activities Students’ activities
1. Activity 1: Warm- up: Playing the
Slap the board game.
*Aims: To review the vocabulary items
about the alphabet, generate students’
interests and, lead in the new lesson.
- Divide the class into two teams and - Make two lines to play this game.
have them form two lines.
- Place the flashcards about the alphabet
on the board, showing the images. - Look at the flashcards on the board.
- Call out a word and have the first
student from each group race to slap the
- Carefully listen and run to the board
correct image on the board and say it
to slap the correct card and read aloud
correctly. The first student to slap the
the word on it.
correct flashcard wins a point for their
team.
2. Activity 2: C 1. Listen and repeat.
*Aims: To help students identify the
/sp/ sound and practice saying the sound
in the chant.
- Draw attention to the /sp/ sound using
laptop. - Listen and follow their teacher’s
- Briefly explain and demonstrate the instructions.
sound.
- Play the audio. - Listen to the audio.
- Have students notice the sound. - Listen and notice the sound first.
- Play the audio again. - Listen to the audio again and repeat
- Have the students listen and repeat. the sound.

Correct the students’ pro

nunciation if needed.
C2. Chant.
- Write the words or put up the
flashcards on the board. - Follow their teacher’s instructions.
- Play the audio (using laptop).
- Have the students listen to the chant. - Listen to the chant.
- Point to a word or picture on the - Listen and repeat the sound.
board, say the sound and word and have
the students listen and repeat.
- Follow the same procedure with the
other sound and word.
- Play the audio again. - Listen to the chant again.
- Have the students listen and clap along - Listen and clap along with the
with the sounds and words as they hear sounds and words as they hear them in
them in the chant. the chant.
3. Activity 3: D1. Look and listen.
*Aims:. To help students identify the
people and things in the story and
practice listening and writing the
missing letters in the blanks.
- Introduce the situation: “A friend from - Listen to their teacher’s introduction
space…” about the situation.
- Have the students look at the story - Look at the story and answer their
(using laptop) and ask these questions. teacher’s questions.
• Who can you see? (Alfie, Tom,
Nick)
• What color is Alfie? (blue)
• Do they want to be friends? (yes)
- Play the audio.
- Have the students look and listen - Listen to the story.
D2. Listen and write.
- Play the audio (using laptop) and - Listen and follow their teacher’s
demonstrate the activity using the demonstration.
example.
- Play the audio and have students listen - Listen to the story and write.
and write.
- Play the audio again and check
answers as a whole class.
D3. Practice with your friends. s

- Divide the class into two pairs. - Listen to the story again and check
the answers as a whole class.
- Work with their partner to complete
- Have the students practice saying the the task.
sentences.
- Practice saying the sentences.
- Have some pairs demonstrate the
activity in front of the class. - Demonstrate the activity in front of
the class.
3. Guides for homework :
- Require the students to do exercises on page 9 in the Workbook.
- Ask them to prepare Parts E and F, Lesson 1 on page 12 in the Student’s Book.
IV. ADJUSTMENTS (if necessary):
………………………………………………………………………………………
….…..……………………………………………………………………………...