.Date of preparation: 5/9/20202
.Date of teaching: 3A: 6/9/2022 Period: 2
3B: 6/9/2022 Period: 2
3D: 9/9/2022 Period: 1

STARTER: A. NUMBER

I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
- identify the numbers 1 to 10 through listening, speaking, reading and writing activities;
- listen and identify numbers by ticking the correct boxes.
- read and match the relevant words with numbers.
Core competencies
Decision making, teamwork, problem-solving, integrity, communication, planning and organization.
General Competences
Listening: Listen, point and repeat
Critical thinking: Listen and tick
Oral communication: Say the numbers
Written communication: Read and match
Self-control & independent learning: Perform listening tasks
Sociability: Talk to each other, say good words to others.
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
II.RESOURCES AND MATERIAL


• Pupil's book Page 7
• Audio Tracks 2,3
• Teacher's guide Pages 13-14
• Website sachmem.vn
• Flashcards/pictures and posters (Unit Starter)
• Computer, projector…
III. PROCEDURE
Warm-up and review – Listen, point and repeat – Listen and tick – Read and match – Fun cornerand wrap-up.


Procedure
Teacher's activities
Pupils' activities
Note
KNOWLEDGE CONSTRUCTION
Warm-up and review: 5 minutes


Greet the class.
Option 1: Hello song
- Ask pupils to sing a Hello song.
- Invite some of them to come to the board to role play, the rest of the pupils will sing.
Option 2:
- Introduce ways of greeting to the class:
+ Say the teacher's and students' names.
+ Make eye contact.
+ Use a friendly nonverbal greeting, such as a handshake, high five, or thumbs-up…
- Give a few words of encouragement.
Option 3:
Game: “Hello – Hi”
- Introduce “Hello” and “Hi” with an action: wave hands and say “Hello”. Practise many times with the class/groups/individuals.
- Introduce “Hi” with action: make a V-sign with two fingers and say “Hi”. Practise many times with the class/groups/individuals.
- Divide the class into 4 groups. Let pupils say the greeting in groups.
- Make it more interesting by saying responsively: One says “Hello”, the other has to say “Hi” and vice versa. Give points to the pupils who can do that well.


Whole class




Group work

Individual work/ Group work




Group work

Individual work/ Group work


Activity 1. Listen, point and repeat. 8 minutes

a. Goal
To listen, point at and repeat the numbers 1 − 10 correctly.

b. Input
– Numbers 1 − 10
– Audio recording of the numbers 1 − 10

c. Outcome
Pupils can listen, point at and repeat the numbers 1 − 10 correctly.

d. Procedure
Step 1: Draw pupils' attention to the numbers. Tell them to listen, point at the numbers andrepeat. Play the recording for pupils to listen to the numbers, and familiarise themselves withtheir stress and intonation.
Step 2: Play the recording again for pupils to listen and repeat. Remind them to point atthe numbers while listening. Do this several times until they feel confident. Correct theirpronunciation where necessary.
Step 3: Put pupils into pairs to practise listening, pointing at and repeating the numbers1 − 10. Go around the classroom to offer support.
Whole class



Whole class
Whole class/ Individual work
Pair work
Individual work


Activity 2. Listenand tick. 9 minutes


a. Goal
To listen and identify numbers by ticking the correct boxes.

b. Input
Numbers 1 − 10 with boxes for ticking
Audio script: three, five, eight, ten

c. Outcome
Pupils can listen to and identify the numbers by ticking the correct boxes.
Key: 3, 5, 8, 10

d. Procedure
Step 1: Draw pupils' attention to the numbers. Tell them to listen and tick the correct box undereach number while listening. Show an example with number three. Play the recording and tick thebox under the correct number.
Step 2: Play the recording all the way through for pupils to do the task. Play the recordingagain for them to check their answers.
Step 3: Tell pupils to swap their books with their partners, then check answers together as a class.
Write the correct answers on the board for pupils to correct their answers.
Step 4: Play the recording again for pupils to double-check their answers.
Extension: If time allows, play the recording, number by number, for the class to listen and repeatin chorus. Correct their pronunciation where necessary.
Whole class/ Individual work


Whole class/ Individual work

Pair work/ Individual work




Activity 3. Read and match. 8 minutes


a. Goal
To read and match the relevant words with numbers.

b. Input
Two columns: numbers in their word form and numeral form.

c. Outcome
Pupils can read and match words with the relevant numbers.
Key: 2. e 3. b 4. a 5. d

d. Procedure
Step 1: Draw two columns on the board like the input. Tell pupils to read the words fornumbers and draw lines to match with the target numbers. Use number one as an example:Have pupils read the word in chorus and draw a line to match with number 1.
Step 2: Give pupils time to do the task individually or in pairs. Go around the classroom to offersupport where necessary.
Step 3: Check the answers as a class. Then invite a pupil to come to the front and draw a lineon the board to match the words with the relevant numbers.
Whole class/ Individual work



Individual work

Individual work/ Whole class

Fun cornerand wrap-up: 5 minutes


Option 1:
Usesachmem, have pupils look at the words in the picture of Activity 1 and repeat after the recording.
Option 2:
Game: Let's look and say the numbers!
Let the pupils say the numbers and the words.
Click to each cloud of word to let it go below the numbers.
Ask pupils to say the numbers and words again.
Option 3:Ways to say goodbye!
Use the Goodbye and Bye greetings for realcommunication to dismiss the class. Say Goodbyeto individual pupils and have them answerGoodbye or Bye as they leave.

Whole class



Individual work/ Whole class


Individual work/ Whole class

ADJUSTMENTS (if necessary):
………………………………………………………………………………………….….…………………………………………………………………………….……………………..…….….

.Date of preparation: 5/9/20202
.Date of teaching: 3A: 7/9/2022 Period: 3
3B: 8/9/2022 Period: 3
3D: 6/9/2022 Period: 2

STARTER: B. THE ALPHABET

I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
- identify the letters of the alphabet by correctly pointing at, singing and performing The alphabet song with the correct pronunciation.
- identify the alphabet letters and complete the missing ones.
- count the letters in the target names.

Core competencies
Motivation, adaptability, problem-solving, integrity, communication, planning and organization.
General competences
Listening: listen, point and sing
Critical thinking: count the letters
Oral communication: practice speaking
Written communication: read and complete
Problem-solving and creativity: do the task in groups
Sociability: talk to each other, say good words to others.
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II.RESOURCES AND MATERIAL


• Pupil's book Page 8
• Audio Track 4
• Teacher's guide Pages 14
• Website sachmem.vn
• Flashcards/pictures and posters (Unit starter)
• Computer, projector…
III. PROCEDURE
Warm-up and review – Listen, point and sing – Read and complete – Count the letters – Fun cornerand wrap-up.

Procedure
Teacher's activities
Pupils' activities
Note
Warm-up and review: 5 minutes


Greet the class. Encourage pupils to respond to your greeting.
Option 1: Point to a pupil and have him/her stand up andsay Hi, I'm … Other pupils wave back and say Hi.
Repeat with other pupils. Point faster and faster to
make this activity more fun.
Option 2: Game: Numbers showing
Teacher says Numbers, numbers, then moves hand round and round.
Ask pupils to do like teacher.
Teacher says a number randomly. Pupils show their fingers in correspondence with the numbers teacher says.
Make it become more interesting by doing quicker and quicker.
Option 3:
Tell pupils to open their books on page 8 and look at B - The alphabet.
Write “The alphabet” on the board and model reading it for the class to repeat a fewtimes. Tell pupils what they will learn in this lesson.



Whole class






Individual work/ Group work

Whole class
Individual work

Activity 1. Listen, point and sing. 8 minutes

a. Goal
To identify the alphabet letters and complete the missing letters.

b. Input
– The alphabet song lyrics
– Audio recording of The alphabet song

c. Outcome
Pupils can identify the letters of the alphabet by singing and performing The alphabet songwith the correct pronunciation.

d. Procedure
Step 1: Draw pupils' attention to the title and lyrics of the song. Tell them about the activity.
Model reading the title and the lyrics line by line for pupils to repeat. Encourage them to point at theletters to reinforce their understanding.
Step 2: Play the recording all the way through for pupils to listen carefully to the pronunciationand the melody.
Step 3: Play the recording again for pupils to listen and repeat. Do this several times until theyfeel confident. Correct their pronunciation where necessary.
Step 4: Play the recording all the way through for pupils to sing along.
Step 5: Show pupils actions to do while singing along with the recording, for example, use afinger to draw the letters in the air while singing.
Extension: Put pupils into groups to make up their own actions for the song. Invite groups tothe front of the classroom to sing and perform the song, while the rest of the class sings and /or claps along. Encourage the class to praise or cheer the performers.
Whole class




Whole class

Whole class/ Individual work



Group work/ Individual work

Activity 2. Read and complete. 9 minutes


a. Goal
To identify the alphabet letters and complete the missing letters.


b. Input
The incomplete alphabet with three missing letters: F, J, and Z

c. Outcome
Pupils can identify the missing letters in the alphabet and write them out.
Key: 1. F 2. J3. Z

d. Procedure
Step 1: Draw pupils' attention to the incomplete alphabet. Tell them about the activity.
Show them how to do the task: point at the letters respectively for pupils to read, elicit the firstmissing letter and give feedback. Write the answer on the board and have pupils read it in chorus.
Step 2: Give pupils time to do the task individually or in pairs. Go around the classroom to offersupport where necessary.
Step 3: Invite a pupil to stand up and say the missing letters. Correct their pronunciation wherenecessary. Write the answers on the board for the class to correct their answers.
Extension: Have the class sing The alphabet song a few times. This can be conducted in groups.
Whole class/ Individual work



Individual work

Whole class/ Group work

Activity 3. Count the letters. 8 minutes

a. Goal
To count the letters in the target names.

b. Input
Three names: BEN, MARY and LINDA

c. Outcome
Pupils can count the letters in three target names.

d. Procedure
Step 1: Draw pupils' attention to the target names. Tell them about the activity and show themwhat to do: Point at the first name BEN and have pupils count the letters by reading the numbersunder the target name in chorus. Point at Number 3 and say that it is the total number of the lettersin the name BEN. Get the class to count the letters again in chorus.
Step 2: Give pupils time to do the task individually or in pairs. Go around the classroom tooffer support where necessary.
Step 3: Invite a pupil to stand up and count the letters in the names.
Whole class/ Individual work


Pair work

Individual work

Fun cornerand wrap-up: 5 minutes


Option 1:
Use sachmem, have pupils look at the words in the picture of Activity 4 and repeat after the recording.
Option 2:
Game: What's missing?
Write a number of letters on the board. Let the pupils say the names of letters.
Cover one letter. Pupils have to say what's missing. (This can be played between groups or individual)
Check the answer. If it's correct, give points to the groups/ pupils.
Ask pupils to say the name of missing letter again.
Repeat the procedure with several other lettes.
Option 3:SPELLING GOODBYE
Say I'm (your name). Spell and write teacher's name on the board. Say Bye and wave. Ask thepupils to line up and do the same, one by one, asthey leave the classroom. Wave back.

Whole class




Group work/ Individual work




Individual work

ADJUSTMENTS (if necessary):
………………………………………………………………………………………….….……………………………………………………………………………………………..………………….….

.Date of preparation: 6/9/20202
.Date of teaching: 3A: 7/9/2022 Period: 4
3B: 8/9/2022 Period: 4

STARTER: C. FUNTIME

I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
- to review the numbers from one to ten by counting with fingers.
- to review the numbers from one to ten and the alphabet letters by playing the game Bingo.
Core competencies
Teamwork, work standards, reliability, motivation, adaptability, integrity, communication, …
General competences
Listening: listen to the teachers and classmates.
Oral communication: let's play and talk
Sociability: talk to each other, say good words to others.
Attributes
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
II.RESOURCES AND MATERIAL


• Pupil's book Page 9
• Audio Track 4
• Teacher's guide Page 16
• Website sachmem.vn
• Flashcards/pictures and posters (Unit Starter)
• Computer, projector…
III. PROCEDURE
Warm-up and review – Count one to ten – Let's play – Fun cornerand wrap-up.

Procedure
Teacher's activities
Pupils' activities
Note
Warm-up and review: 5 minutes


Greet the class.
Option 1: Hello song
- Ask pupils to sing a Hello song.
- Invite some of them to come to the board to role play. The other pupils will sing.
Option 2: Game: Can you sing?
Let the pupils sing the song once. Cover 4 letters at the end of each line, ask them to say what's missing.
Sing the song again with the missing letters.
Cover 4 more letters at the middle of each line, ask them to say what's missing.
Sing the song again with the missing letters.
Make it become more interesting with competition between groups.
Option 3:
- Introduce ways of greeting to the class.
+ Say the teacher's and students' names.
+ Make eye contact.
+ Use a friendly nonverbal greeting, such as a handshake, high five, or thumbs-up…
- Give a few words of encouragement.

Whole class

Individual work

Whole class
Individual work




Group work



Individual work/ Group work


Activity 1. Count one to ten. 8 minutes

a. Goal
To review the numbers from one to ten by counting with fingers.

b. Input
Picture cues of the hands showing numbers from one to ten.

c. Outcome
Pupils can review the numbers from one to ten by using their fingers to count.

d. Procedure:
Step 1: Draw pupils' attention to the pictures of the hands. Tell them about the activity. Showthe class how to use fingers to count from one to ten a few times until they can feel confidentof using the same way to count.
Step 2: Give pupils time to do the task individually or in pairs. Go around the classroom to offersupport.
Step 3: Invite a few pupils to the front of the classroom to take turns to perform the task.
Get the class to vote for the best performer.
Whole class



Pair work
Whole class/ Individual work


Activity 2. Let's play. 9 minutes


a. Goal
To review the numbers from one to ten and the alphabet letters by playing the game Bingo.


b. Input
Two 3 x 3 Bingo grids, one filled with nine numbers, another filled with nine letters of thealphabet.

c. Outcome
Pupils can review numbers from one to ten and the alphabet letters by playing the game Bingo.

d. Procedure
Step 1: Draw a 3 x 3 Bingo grid on the board and get pupils to do the same in their notebooks.Tell pupils to complete their grids with any numbers from one to ten. Explain how to play the game:
You call out a number. Every pupil that has that number in his or her grid should cross it out.
Continue to call out numbers (remember to keep a record!) until someone shouts Bingo!
Check his / her grid to make sure that he or she has his or her grid crossed out the numbers that you have called, then declare him or her the winner.
Step 2: Repeat the same procedure with the Bingo grid filled with the letters of the alphabet.
Extension: If time allows, have pupils count from one to ten, and sing The alphabet song in chorus.
Whole class/ Individual work


Whole class

Individual work

Whole class

Whole class/ Individual work


Fun cornerand wrap-up: 5 minutes


Option 1:
Usesachmem, have pupils look at the words in the picture and repeat after the recording.
Option 2:
Game: Who can write fast?
Divide the class into three/four teams. Call out a letter of the alphabet. A pupil from each team writes that letter on the board. Give one point for each correct answer.
Repeat with more letters or spelling names.
Option 3:
Game: Birds come home
Tell pupils they are choosing birds with the right number to come home. Ask them look at the numbers to choose the right bird and click on that bird. The bird with the correct number will fly to the nest.
Give points to the teams/pupils who can do it well.
Wrap-up:
Divide the class into 2 or 4 groups. Each group chooses a letter by reading its name. Teachers clicks that letter to open the box and see how many stars pupils will get for the letter. Repeat the procedure until the last letter.
Groups having the most stars will win.

Whole class



Group work




Individual work
Group work

Individual work
Group work




















ADJUSTMENTS (if necessary):
………………………………………………………………………………………….….……………………………………………………………………………………………..………………….….
























.Date of preparation: 10/9/20202
.Date of teaching: 3A: 13/9/2022 Period: 5
3B: 13/9/2022 Period: 5
3D: 16/9/2022 Period: 3
UNIT 1: HELLO
Lesson 1 (1, 2, 3)

I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.
- use Hello/ Hi. I'm _____. and Hello, / Hi, ____. I'm ___. to greet,
self-introduce and respond to greetings.
- listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings”
Core competencies
Teamwork, reliability, motivation
General competencies:
Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introduce
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Attributes:
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
II. RESOURCES AND MATERIALS

• Pupil's book Page 10
• Audio Tracks 5, 6
• Teacher's guide Pages 17, 18, 19
• Website sachmem
• Flashcards/pictures and posters (Unit 1)
• Computer, projector…
III. PROCEDURE
Warm-up and review – Look, listen and repeat – Listen, point and say – Let's talk – Fun corner and wrap-up.

Procedure
Teacher's activities
Pupils' activities
Note
Warm-up and review: 5 minutes


Greet the class.
Option 1: Sing the song “Hello song”
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play, the rest of the pupils will sing.
Option 2: Game:
Review the numbers and the alphabet by having the class play the game:
1. Pick the numbers
Step 1: Teacher says the numbers for the pupils to choose.
Step 2: Give points to the pupils with the correct choosing and encourage them.
2. Look and say the missing letters
Step 1: Ask pupils to say the missing letters, then check with the class.
Step 2: Give points to the pupils and encourage them.
Review the numbers and the alphabet as the whole class.

Whole class



Individual work/ Group work



Individual work/ Group work


EXPLORATION
Activity 1: Look, listen and repeat : 10 minutes

a. Goal:
To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, self- introducing, and responding to greetings.

b. Imput
Context a: Ben: Hello. I'm Ben. Mai: Hi, Ben. I'm Mai.
Context b: Minh: Hi. I'm Minh. Lucy: Hello, Minh. I'm Lucy.

c. Out come
Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on greetings, self-introducing, and respond to greetings.

d. Procedure
Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for them to listen.
Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence. Follow the same procedure with Picture b. Correct their pronunciation where necessary.
Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording.
Step 5: Draw their attention to the sentences Hello. I'm Ben and Hi, Ben. I'm Mai. Tell pupils that these sentences are used to greet, self-introduce and respond to greetings; and that Hi is more friendly than Hello in conversation.
Whole class

Whole class/ Individual work
Whole class/ Individual work

Pair work
Whole class/ Individual work


KNOWDLEDGE CONSTRUCTION
Activity 2:Listen, point and say: 10 minutes

a. Goal:
To correctly say the character names and use Hello. /Hi. I'm ____. and Hello,/ Hi,______. I'm ____. to greet, self-introduce and respond to greetings.

b. Imput
- Picture cues:
a. Ben, a British male pupil and Mai, a Vietnamese female pupil greet each other.
b. Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each other.
- Speech bubbles: Hello./ Hi. I'm _____. Hello,/ Hi,____. I'm _____.
Audio script: a. Ben, Mai b. Minh, Lucy.
A: Hello, I'm Mai.
B: Hi, Mai. I'm Ben.

c. Out come
Pupils can correctly say the character names and use Hello./ Hi. I'm _____. and Hello,/ Hi,_____. I'm ______. to greet, self-introduce and respond to greetings.

d. Procedure
Step 1: Draw pupils' attention to the picture a and b. Elicit the name of each character.
Step 2: Point at Picture a and the words Ben and Mai under it. Check comprehension and give feedback. Play the recording for pupils to repeat the words a few times. Follow the same procedure with Picture b.
Write the answer on the board until they feel confident. Tell pupils to point at the relevant school thing in the picture when they are repeating the sentence.
Step 3: Draw pupils' attention to the bubble. Explain the meaning. Elicit the missing words. Play the recording for pupils to repeat the sentence a few times. Divide the class into halves to take turns to repeat each character's speech in picture a until they feel confident. Remind pupils to point at the relevant character in the picture when they are repeating.
Step 4: Repeat the same procedure with picture b.
Step 5: Give pupils time to work in pairs and take turns to act out the role of each character in picture a and picture b.
Step 5: Invite a few pairs to come to the front of the classroom, point at the relevant character in each picture, and act out his/her role.
Game:
Work in pairs with a partner using of Hello./Hi. I'm ____. and Hello,/Hi, _____. I'm ____. to greet, self-introduce and respond to greetings. Invite some pairs to perform. Encourage pupils to practise speaking English.

Whole class

Whole class/ Individual work




Whole class/ Individual work






Pair work
Pair work


PRACTICE
Activity 3: Let's talk: 5 minutes

a. Goal:
To enhance the correct use of Hello./Hi. I'm ____. and Hello,/Hi,____. I'm _____. to greet, self-introduce and respond to greetings.

b. Imput
– Picture cue: Lucy meets Minh in the school playground. They greet,
self-introduce and respond to greetings
– Speech bubble: Hello./Hi. I'm _____.-_____.

c. Out come
Pupils can enhance the correct use of Hello./Hi. I'm_____. and Hello,/Hi,________. I'm _____. to greet, self-introduce and respond to greetings.

d. Procedure
Step 1: Draw pupil's attention to the picture. Ask questions to help them identify the context ( see Input). Elicit the missing words in the bubbles. Complete them. Get pupils to say the completed sentences.
Step 2: Put pupils into groups of four. Encourage them to greet, self-introduce and respond to greetings. Go around the classroom to offer support where necessary.

Game: Let's say “Hello”!!!
Divide the class into 2 groups: boys and girls. Ask each pupil from one group to come and practise greeting, self-introducing and responding to greetings with one pupil from the other group. Give points to the groups, praise the pupils.
Whole class/ Individual work


Group work



Group work

Fun corner and wrap-up: 5 minutes


Option 1:
Use sachmem, have pupils look at the words in the pictures of Activities 1, 2 and repeat after the recordings.
Option 2:
Game: Can you say this?
Divide the class into groups of four. Ask pupils of each group to come to the board and practise saying the conversation of the characters. Give points to the groups.
Option 3: Preparation for the project:
Tell pupils about the project on page 15. Ask them to prepare it at home by making a pupil card with their personal information on a piece of paper, and bring their work to the classroom at the project time to present it. Show them a sample and guide them how to fill the information.

Whole class


Group work




Individual work

ADJUSTMENTS (if necessary):
………………………………………………………………………………………….….……………………………………………………………………………………………..………………….………………..


.Date of preparation: 10/9/20202
.Date of teaching: 3A: 13/9/2022 Period: 6
3B: 13/9/2022 Period: 6
UNIT 1: HELLO
Lesson 2 (4, 5 6)
I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
- use the names Ben, Mai, Minh, Lucy, the words hello, hi.
- use Hello/ Hi. I'm _____. and Hello, / Hi, ____. I'm ___. to greet, self-introduce and respond to greetings.
- listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings”
Core competencies
teamwork, motivation, adaptability, communication
General competences
Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introducing
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:

• Pupil's book Page 11
• Audio Tracks 7, 8
• Teacher's guide Pages 19, 20
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 1)
• Computer, projector…
III. PROCEDURE
Warm-up and review – Listen and circle – Look, complete and read – Let's sing – Fun corner and wrap-up

Procedure
Teacher's activities
Pupils' activities
Note
Warm-up and review: 5 minutes


Greet the class.
Option 1: Sing the song “Hello song”
- Ask pupils to sing the song
- Invite some of them to come to the board to role play, the rest of the pupils will sing.
Option 2: Game: Play A, B, C.
Step 1: Divide the class into 4 teams.
Step 2: Set rule: Pupils go to the monitor/screen and touch/click the correct letter in the tree that is the same to the letter that Mary says.
Step 3: Encourage pupils to join the game.
Step 4: Give points to the teams and encourage them.
(Please see the PowerPoint file for reference.)

Whole class



Group work






EXPLORATION
Activity 4. Listen and circle: 10 minutes

a. Goal:
To listen, understand and circle the correct pictures relevant to two communicative contexts (pictures) in which two pupils greet, self-introduce and respond to greetings.

b. Imput
Picture cues:
1a. Lucy and Ben first meet each other.
1b. Lucy and Minh first meet each other.
2a. Ben and Mai first meet each other.
2b. Ben and Lucy first meet each other.
Audio script:
1. Lucy: Hello. I'm Lucy.
Minh: Hello, Lucy. I'm Minh.
2. Ben: Hi. I'm Ben.
Mai: Hi, Ben. I'm Mai.

c. Out come
Pupils can listen, understand and circle the correct pictures relevant to two communicative contexts in which two pupils greet, self-introduce and respond to greetings.
Key: 1.b 2.a


d. Procedure
Step 1: Draw pupil's attention to Pictures 1a and 1b. Tell them about the activity. Use Pictures 1a and 1b as an example. Elicit the names of the characters in each picture. Point at the pictures respectively to explain the context. Play the recording for question 1 for pupils to listen. Play the recording again. Elicit pupils to give the answer. Circle the letter b in Picture 1b. play the recording a third time for pupils to double- check their answers.
Step 2: Play the recording for Question 2 for pupils to do the task.
Step 3: Get pupils to swap books with a partner. Play the recording again to check answers together as a class. Write the answers on the board for pupils to correct their answers.
Step 4: Play the recording all the way through for pupils to double-check all the answers.
Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary.
Whole class






Whole class

Pair work


Whole class

Whole class


KNOWDLEDGE CONSTRUCTION
Activity 5. Look, complete and read: 10 minutes

a. Goal:
To complete the gapped sentences and read them aloud with the help of the picture cues

b. Imput
Four picture cues and four incomplete sentences

c. Out come
Pupils can complete the gapped sentences and read the completed sentences aloud.
Key: 1. Hello/Hi 2. Hello/Hi 3. I'm 4. Hello/Hi; I'm

d. Procedure
Step 1: Get pupils to look at the pictures. Get them to identify the characters (Ben, Lucy, Mai and Ben, Minh and Lucy)
Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences.
Step 3: Model with sentence 1. Ask them what is missing in the sentence (Hello/ Hi). Have them look at the picture and complete the gap, then read the completed sentence in chorus.
Step 4: Follow the same procedure with sentence 2,3 and 4. Draw the pupil's attention to the gap in sentence 2, and 3; particularly, the two gaps in sentence 4. Tell pupils to think about the appropriate word to fill each gap.
Step 5: Have pupils complete the sentences individually and ask a few pupils to stand up and read them aloud.
Game: Role play
Step 1: Divide the class into 2 teams.
Step 2: Invite 1 student in each team to go to the board and role play.
Step 3: Give points to each team.
Step 4: Encourage students to role play to practise speaking English.
Whole class

Whole class

Whole class/ Individual work




Individual work

Group work

PRACTICE
Activity 6. Let's sin: 5 minutes

a. Goal:
To sing the song Hello with the correct pronunciation and melody.

b. Imput
The lyrics and the recording of the song Hello.

c. Out come
Pupils can sing the song Hello with the correct pronunciation and melody.

d. Procedure
Step 1: Draw pupil's attention to the title and lyrics of the song. Check comprehension of the lyrics and give feedback. Play the recording for pupils to listen to the whole song. Have them repeat the title and lyrics line by line. Tell pupils to point at the relevant character while singing his or her name.
Step 2: Play the recording all the way through for pupils to listen to the whole song again. Tell them to pay attention to the pronunciation and melody.
Step 3: Play the recording line by line for pupils to listen, repeat and point at the relevant character. Correct their pronunciation where necessary.
Step 4: Introduce actions for pupils to do while singing along with the recording, for example, using hand movements to greet, introduce and respond to greetings. Play the recording all the way through for pupils to sing and do actions.
Step 5: Give pupils time to practice singing and doing actions in pairs or groups.
Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the classroom to perform the song and the rest of the class sings and/ or claps along the song.

Whole class



Whole class


Individual work/ Whole class




Group work

Group work/ Whole class

Fun corner and wrap-up: 5 minutes


Option 1:
Use sachmem, have pupils look at the words in the picture of Activity 4 and repeat after the recording.
Option 2: Game: Sing and do. Then stop!
Divide the class into 4 teams: Apple, Banana, Orange, Watermelon. Set the rules: Teacher plays the music, pupils will sing and do the actions of the song. Then the teacher stops the music, pupils stop doing. Those who cannot make it have to sit down. The team with more pupils left and more beautiful dancing is the winner. Give points to pupils.

Whole class



Whole class
/ Group work



ADJUSTMENTS (if necessary):
………………………………………………………………………………………….….……………………………………………………………………………………………..………………….….

.Date of preparation: 11/9/20202
.Date of teaching: 3A: 14/9/2022 Period: 7
3B: 15/9/2022 Period: 7
3D: 16/9/2022 Period: 4
UNIT 1: HELLO
Lesson 2 (1, 2, 3)

I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, responding to greetings and saying goodbye.
- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I'm _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”.
– use Hello. / Hi. I'm ______. and Hello, / Hi,____ . I'm_____ . to greet, self-introduce and respond to greetings.
– use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye.
Core competencies
teamwork, reliability, motivation
General competences
Listening: listen and recognize the characters, then repeat
Critical Thinking: self-introducing
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIALS

• Pupil's book Page 12
• Audio Tracks 9, 10
• Teacher's guide Pages 21, 22
• Website sachmem
• Flashcards/pictures and posters (Unit 1)
• Computer, projector…
III. PROCEDURE
Warm-up and review – Look, listen and repeat – Listen, point and say – Let's talk – Fun corner and wrap-up

Procedure
Teacher's activities
Pupils' activities
Note
Warm-up and review: 5 minutes


Greet the class.
Option 1: Point to a pupil and have him/her stand up and say Hi, I'm … Other pupils wave back and say Hi.
Repeat with other pupils. Point faster and faster to
make this more fun.
Option 2: Game: Picking coconut
Step 1: Divide the class into 4 teams: A, B, C, D.
Step 2: Set the rules: Teacher says (or plays the recording of) a number and let the teams take turns to answer. Pupils have to click the correct number on the screen. If the answer is correct, 1 point is given to that team.
- Encourage pupils to join the game.
- Give points to the teams and encourage the students.

Whole class


Group work





EXPLORATION
Activity 1: Look, listen and repeat : 10 minutes

a. Goal:
Greet the class.
Option 1: Point to a pupil and have him/her stand up and say Hi, I'm … Other pupils wave back and say Hi.
Repeat with other pupils. Point faster and faster to
make this more fun.
Option 2: Game: Picking coconut
Step 1: Divide the class into 4 teams: A, B, C, D.
Step 2: Set the rules: Teacher says (or plays the recording of) a number and let the teams take turns to answer. Pupils have to click the correct number on the screen. If the answer is correct, 1 point is given to that team.
- Encourage pupils to join the game.
- Give points to the teams and encourage the students.

b. Imput
Greet the class.
Option 1: Point to a pupil and have him/her stand up and say Hi, I'm … Other pupils wave back and say Hi.
Repeat with other pupils. Point faster and faster to
make this more fun.
Option 2: Game: Picking coconut
Step 1: Divide the class into 4 teams: A, B, C, D.
Step 2: Set the rules: Teacher says (or plays the recording of) a number and let the teams take turns to answer. Pupils have to click the correct number on the screen. If the answer is correct, 1 point is given to that team.
- Encourage pupils to join the game.
- Give points to the teams and encourage the students.

c. Out come
Greet the class.
Option 1: Point to a pupil and have him/her stand up and say Hi, I'm … Other pupils wave back and say Hi.
Repeat with other pupils. Point faster and faster to
make this more fun.
Option 2: Game: Picking coconut
Step 1: Divide the class into 4 teams: A, B, C, D.
Step 2: Set the rules: Teacher says (or plays the recording of) a number and let the teams take turns to answer. Pupils have to click the correct number on the screen. If the answer is correct, 1 point is given to that team.
- Encourage pupils to join the game.
- Give points to the teams and encourage the students.

d. Procedure
Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence.
Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording.
Step 5: Draw pupil's attention to the sentences Hi, Mai. How are you? Fine, thank you. and Goodbye/ Bye. Tell pupils that the sentences are used to greet, respond too greetings, and say goodbye.
Whole class
Whole class/ Individual work


Pair work

Whole class


KNOWDLEDGE CONSTRUCTION
Activity 2:Listen, point and say: 10 minutes

a. Goal:
Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence.
Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording.
Step 5: Draw pupil's attention to the sentences Hi, Mai. How are you? Fine, thank you. and Goodbye/ Bye. Tell pupils that the sentences are used to greet, respond too greetings, and say goodbye.

b. Imput
Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence.
Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording.
Step 5: Draw pupil's attention to the sentences Hi, Mai. How are you? Fine, thank you. and Goodbye/ Bye. Tell pupils that the sentences are used to greet, respond too greetings, and say goodbye.

c. Out come
Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.
Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence.
Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording.
Step 5: Draw pupil's attention to the sentences Hi, Mai. How are you? Fine, thank you. and Goodbye/ Bye. Tell pupils that the sentences are used to greet, respond too greetings, and say goodbye.

d. Procedure
Step 1: Draw pupils' attention to the pictures a-b. Tell them about the activity. Elicit the name of each character.
Step 2: Point at Picture a and the sentence Fine, thank you. under it. Check comprehension and give feedback. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant character in the picture when they are repeating. Repeat the same procedure with picture b.
Step 3: Draw pupils' attention to the first bubble. Explain the meaning. Elicit the missing words in the second bubble. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant character in the picture when they are repeating. Repeat the same procedure with Picture b.
Step 4: Give pupils time work in pairs to take turns to say the role of each character in picture a and picture b.
Step 5: Invite a few pupils to come to the front of the classroom, point at the relevant character in each picture, and act out his/ her role.
Game: Role play
Have pupils work in pairs, then change partners for several times. Invite pupils to go to the board and role play. Encourage pupils to practice speaking English.
Whole class/ Individual work









Pair work

Pair work/ Whole class

Pair work

PRACTICE
Activity 3: Let's talk: 5 minutes

a. Goal:
To enhance the correct use of Hi. How are you? and Fine, thank you. to respond to greetings, and Goodbye./ Bye to say goodbye.

b. Imput
– A picture of two pairs of pupils in the school playground. One pair greets and responds to each other's greetings and the other says goodbye to each other.
– Speech bubble:
Hi. How are you? - _____,_____.
Goodbye. Bye. -________.

c. Out come
Pupils can enhance the correct use of Hi. How are you? Fine, thank you. to greet, respond to greetings. Goodbye./ Bye. to say goodbye.

d. Procedure
Step 1: Draw pupil's attention to the picture. Elicit the context (see Input) and the missing words. Write the answers on the board. Complete the sentences. Invite two pupils to take turns to play each character's role. Correct their pronunciation where necessary. Repeat the procedure with the second exchange.
Step 2: Put pupils into pairs to do the task. Go around the classroom to offer support where necessary.
Step 3: Invite some pairs to the front of the classroom to take turns to act out the exchanges.

Game: Pass the ball
Step 1: Set the rules: Give 2 balls to pupils and turn on the music. Pupils pass the ball until the music stops. The one who is keeping the ball will talk with his/ her friends, asking “How are you?”, the others have to say the answers.
Step 2: Encourage pupils to practise speaking.
Step 3: Give point to the pupils.
Whole class/ Individual work


Pair work





Whole class/ Individual work



Fun corner and wrap-up: 5 minutes


Option 1:
Use sachmem, have pupils look at the words in the pictures of Activities 1, 2 and repeat after the recordings.
Option 2:
Divide the class into groups of four. Invite pupils to role play with their friends. Then change the partners. Encourage pupils to practise speaking English. Give points to the groups.

Whole class

Group work



ADJUSTMENTS (if necessary):
………………………………………………………………………………………….….……………………………………………………………………………………………..……………………….……….….

.Date of preparation: 11/9/20202
.Date of teaching: 3A: 13/9/2022 Period: 5
3B: 13/9/2022 Period: 5

UNIT 1: HELLO
Lesson 2 (4, 5, 6)

I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
- listen to and understand four communicative contexts in which pupils greet each other, respond to each other's greetings with thanks, and say goodbye.
- use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello. / Hi. I'm _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”.
– use Hello. / Hi. I'm ______. and Hello, / Hi,____ . I'm_____ . to greet,
self-introduce and respond to greetings.
– use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye.
Core competencies
Teamwork, reliability, motivation
General competences
Listening: listen and recognize the characters, then repeat
Critical thinking: self-introducing
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Honesty: tell the truth about feelings and emotions
Responsibility: appreciate kindness
Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIALS

• Student's book Page 13
• Audio Track 11
• Teacher's guide, Pages 23, 24
• Website sachmem
• Flashcards/pictures and posters (Unit 1)
• Computer, projector…
III. PROCEDURE
Warm-up and review – Listen and number – Read and match – Let's play – Fun corner and wrap-up

Procedure
Teacher's activities
Pupils' activities
Note
Warm-up and review: 5 minutes


Greet the class.
Option 1: Sing the song “Hello” song.
- Ask pupils to sing the song.
- Invite some of them to come to the board to role play, the rest of the pupils will sing.
- Give points to the pupils and encourage them.
Option 2: Game: Numbers
Divide the class into 4 groups. Invite pupils to go to the monitor and touch to choose the numbers. Pupils will get points for their teams if the answers are correct.
Give points to the groups and encourage them.

Whole class



Group work


Group work



EXPLORATION
Activity 4. Listen and number: 10 minutes

a. Goal:
To listen to and understand four communicative contexts in which pupils greet each other, respond to each other's greetings with thanks, and say goodbye.

b. Imput
Four picture cues:
a. Lucy and Minh meet each other again.
b. Lucy and Minh say goodbye to ea