Week: 02
Period: 03

Date of planning: 18/09/2021
Date of teaching: 20/09/2021

UNIT 1: FAMILY
Lesson 1(Page 8)
I. Objectives: By the end of this lesson, students will be able to gain the following:
1. Knowledge:
- Vocabulary: Father, mother
- Structures: This is my father/ mother.
2. Language skills:
- Introduce their family members.
3. Core competencies & Personal qualities:
- Building up interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long
learner
- Presenting communicative through learning activities in classrooms
- Being collaborative and supportive in teamwork
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III. Procedures:
Steps/Activities
Warm-up (5')
- Option 1: Sing and Dance.
Play “i-Learn Smart Start” song (from YouTube) and make
gestures following the lyrics, have students stand up and
make the gestures
- Option 2: Say “Hello!”
 Go around the class, say “Hello!” to students, one by one,
and have them say “Hello!”
 Ask them say “Hello!” to their neighboring friends.
- Option 3: Play “Simon says”
 Have students follow commands that start with “Simon
says…”

Organization
 Teacher – whole
class

 Teacher individuals /
whole class

 Teacher - whole

 Give them different commands with or without “Simon
class/ students says…” such as “stand up”, “Simon says stand up”, etc.
students
 If it doesn't start with “Simon says…”, students who do the
action must sit down.
 Have one student stand in front of the class to be Simon.
New lesson
A- Listen and point. Repeat. (10')
 Teacher – whole
CD1-Track 09:
class/ individuals/
1. Have students listen to each new word.
pair work/ group
2. Have students listen to each new word and repeat all
work
together and individually. Correct student's pronunciation
if necessary.
3. Arrange the flashcards on the board. Play audio and have
students listen and point at the pictures in their books.
4. Play audio again and have students listen, repeat several
times.
5. Change the order of the flashcards, point at them
individually and have students say the words, correct
pronunciation when needed.
6. Have students work in pairs, one points at the picture in the
book and the other says the word
7. TPR practice step 1: say the word and make the gesture/
sound all together according to the word
8. TPR practice step 2: do the actions and students say the
word accordingly
9. TPR practice step 3: have students work in pairs, 1 would
do the action, the other say the word
Activities: (optional)
 Teacher – whole
- Option 1: Play the “GUESS” game.
class
 Arrange the flashcards on the board.
 Write a number under each flashcard.
 Have students look at the flashcards for the count of ten.
 Turn the flashcards over to face the board when the
students are not looking.
 Call out a number and have students take turns guessing the
face down card.
 Turn the card over after each guess.

 Teacher – whole
class

- Option 2: Play the game “Flash look and say”.
 Teacher shows a flashcard quickly.
 Students say that word.
B. Listen and point. (8')
1. Pre- listening: Introduce the situation, point at each person in
the picture and have students call out the words “father,
mother”.
2. While- listening:
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing at "father", "mother" in
the picture.
3. While-listening: Play the audio again. Have students listen and
repeat.
4. While-listening: Play audio again. Have students listen and
point.
5. Post- listening: Point at each picture and have students call out
the words again “father/ mother/ Kim.”
C. Now, sing a song. (7')
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole class.

 Teacher – whole
class

 Teacher – whole
class

Wrap-up (5')
Option 1: Review. Play the game “Listen and point”.
 Write the vocabulary in different areas on the board.
 Teacher says a word (written on the board)
 Students use their fingers to point to the vocabulary on the
board and say it loudly.
Option 2: Review. Play the game “Lips read”.
 Teacher says a word silently.
 Students say that word loudly.
Week: 02
Period: 04

 Teacher – whole
class/ students

 Teacher – whole
class
Date of planning: 18/09/2021
Date of teaching: 22/09/2021

UNIT: FAMILY
Lesson 1(Page 9)
I. Objectives: By the end of this lesson, students will be able to gain the following:
1. Knowledge:
- Vocabulary: father, mother
- Structures: This is my father/ mother.
2. Language skills:
- Introduce their family members.
3. Core competencies & Personal qualities:
- Building up interests and good habits in learning English.
- Building up responsive and independent-working characteristics to be a life-long
learner.
- Presenting communicative skills through learning activities in classrooms.
- Being collaborative and supportive in teamwork.
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
- Students' aids: Student's book, notebook, workbook.
III. Procedures:
Steps/Activities
Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in only
ONE session.)
- Option 1: Review. What is the missing letter?
 Have students look at the flashcards and call out the words.
 Write them on the board.
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Show a flashcard and have that student call out the word and
say the missing letter(s).
 Repeat the activity with other students.
- Option 2: Review. Sing.
 Play audio Part C and have students sing the song.

Organization

 Teacher –
whole class/
students

 Teacher –
whole class

- Option 3: Sing and Dance.
Play “i-Learn Smart Start” song (from YouTube) and make
gestures following the lyrics, have students stand up and make
the gestures.
New lesson
D- Role-play. (10')
1. Point to each person in the pictures and have students call out
the words "father/mother".
2. Demonstrate the activity with a student using the speech
bubbles.
3. Show a flashcard to the class and have students practice the
structure. E.g. (Teacher shows a flashcard "mother") This is my
mother.
4. Repeat the activity with another flashcard.

 Teacher –
whole class

Role-play:
1. Divide the class into pairs.
2. Have pairs practice the conversations and swap roles.
3. Have some pairs demonstrate the activity in front of the class.

 Teacher –
students in
pairs

E- Say. (10')
1. Divide the class into groups of four.
2. Have Student A introduce Students C and D as their family
members to Student B, and have Student B say “Hello!”. Have
Students C and D say “Hello!” to Student B.
2. Have students swap roles and repeat the activity.
3. Have some groups demonstrate the activity in front of the class.

 Teacher students in
groups

Activity: (5') (optional)
Draw and say
 Have students look at the flashcards and say the words.
 Give each student a blank sheet of paper and ask them to
draw their father and mother.
 Have students work in pairs, practice saying about their
pictures. Eg. 'This is my (mother).'
 Ask some students stick their pictures on the board and
introduce their family members.

 Teacher –
whole class

 Teacher/
individuals/
Students in
pairs

Wrap-up
- Option 1: Review. Step away lines.
 Have each student prepare a photo/ drawing of their
father/mother (or drawings).
 Have students stand in two rows facing each other, so that
each student has a partner in the opposite line.
 Have each pair hold up their photos and say a sentence. Eg.
'This is my (mother).' Each time the pairs complete their
sentences, they take a giant step back and repeat the
sentences. Every time they do so, they will naturally need to
speak louder in order to be heard by each other.
- Option 2: Review. Unscramble sentences.
 Have students work in groups of four.
 Give each groups some flash cards, each card has a word on it.
 Set a time limit for the completion of the task.
 Have students arrange words to make sentences. There are 2
sentences for each group.
 Check answers.

 Teacher students in
pairs

 Teacher students in
groups